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The Art of English Poetry, written by Edward Bysshe and first published in 1702, is a landmark work in English literary history. This book review will examine the content of the book, its historical significance, and its relevance to modern readers. Content of the Book The Art of English Poetry is divide into three parts. The first part, “Rules for making English Verse,” contains advice on the mechanics of poetry, such as meter, rhyme, and imagery. Bysshe provides examples from the works of prominent poets, including Shakespeare, Milton, and Dryden, to illustrate his points. The second part of the book is a rhyming dictionary, which lists rhyming words for each letter of the alphabet. This section was intend to assist poets in finding suitable rhymes for their verse. The third and final part of the book is a poetical commonplace book, which contains quotations from English poets arranged alphabetically by subject. Bysshe believed that this section would provide inspiration and guidance to aspiring poets. The Art of English Poetry was the first English-language handbook for serious poets. It was model after earlier works such as Ravisius Textor’s Epitheta and Joannes Buchler’s Thesaurus Poeticus. The immediate predecessor of The Art of English Poetry was the English Parnassus, which was design for school use, whereas The Art of English Poetry was intend for the world of polite letters. Bysshe’s book was highly influential in its time, providing guidance and inspiration to aspiring poets. Its influence can be seen in later works, such as Samuel Johnson’s Dictionary of the English Language and Roget’s Thesaurus. Relevance to Modern Readers Despite being over 300 years old, The Art of English Poetry remains relevant to modern readers. The advice given by Bysshe on the mechanics of poetry is still applicable today, and his examples from the works of Shakespeare, Milton, and Dryden continue to be studied by students of literature. Additionally, the rhyming dictionary and poetical commonplace book can still be useful resources for poets. While modern poets may have access to more comprehensive resources. Such as online rhyming dictionaries, the principles outlined in Bysshe’s book are still relevant. Furthermore, the poetical commonplace book provides a fascinating glimpse into the literary culture of the early 18th century. Bysshe’s selections reveal the values and concerns of English poets of the time. It can help modern readers to better understand the context in which their works were written. Critique of the Book While The Art of English Poetry is a valuable resource for students of literature and aspiring poets, it is not without its flaws. The most significant of these is the book’s narrow focus on traditional English poetry. Bysshe’s advice on the mechanics of poetry is primarily based on the works of Shakespeare, Milton. And Dryden, and he gives little consideration to other forms of poetry. Such as free verse or modernist poetry. This narrow focus may be limiting to modern readers. Who may wish to experiment with forms of poetry that were not widely accept in Bysshe’s time. Additionally, the poetical commonplace book is heavily skew towards the works of male poets. While there are a few entries from female poets. Such as Aphra Behn and Anne Finch, the majority of quotations are from male poets. This gender imbalance reflects the literary culture of Bysshe’s time. But it may be off-putting to modern readers who are looking for a more diverse range of voices. Overall, The Art of English Poetry is a valuable resource for students of literature and aspiring poets. Its advice on the mechanics of poetry. Its selections from the works of prominent English poets provide a solid foundation for those seeking to improve their understanding of traditional English poetry. However, the book’s narrow focus on traditional poetry. And its lack of diversity in terms of the poets quoted are significant flaws. Modern readers may find the book limiting in this regard. Despite these flaws, The Art of English Poetry remains a significant work in the history of English literature. Its influence can be seen in later works, and its advice and selections continue to be study. And appreciated by those interested in the art of poetry.

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Does your child or student have a brilliant flow of thoughts but struggles with their handwriting? Don’t worry (admittedly hard to do as a parent!). It takes a lot of handwriting practice to get a kid to communicate their thoughts in neat and legible penmanship. We’ve got you covered! We have FREE handwriting printable worksheets available for you, download them HERE on our site. Plus, there are many other free handwriting worksheets on the internet that you can download to help your child or student perfect their handwriting. Most of these printable handwriting worksheets come with basic instructions on how to use them. Your child will learn how to shape letters of the alphabet, as well as space letters and words well to perfect their skills. We include different styles of effective printable handwriting worksheets in our free e-booklet. Here is a guide so you can look for more to help your child or students create well-crafted letters and sentences. Letter Formation Handwriting Worksheets Right from kindergarten, your child has been taught how to form letters. But they may not have quite mastered the them yet. With letter formation worksheets, your child will practice non-cursive handwriting. Their penmanship will improve notably with a higher degree of neatness and fluidity. This printable handwriting worksheet comes with templates for all letters of the alphabet, with a clear outline of where to make the first to the last stroke of the pen. Besides improving your child’s writing skills, this worksheet will also help to improve their fine motor skills. You’ll notice better hand-eye coordination in the child once they practice using these worksheets. Alphabet Tracing Handwriting Worksheets An early step of good handwriting practice is knowing how to shape letters correctly. This is mainly taught in kindergarten, but it’s a great idea to introduce early or reinforce to your child. Some of the benefits of alphabet tracing are: - Improved fine motor skills - Increases concentration and focus levels - Helps kids shape their letters better Alphabet tracing handwriting worksheets have dotted forms of the letters. Encourage your child to trace and join the dots of the alphabet. Tracing helps to train your child’s mind and fingers on the correct shape of letters. If your child has had trouble shaping alphabets in the past, encourage them with our worksheet. Enhance your child’s efforts by being their cheerleader and motivating them with stickers as rewards to reinforce their learning process. You can encourage their success by rewarding them with a sticker every time they make progress with their handwriting. When they earn a certain amount of stickers, treat your kids to some fun Purple Ladybug crafts or even a glitter tattoo set. First 100 Words Cursive Handwriting Practice Worksheets Cursive writing has not always been taught in schools in recent years, but it is being recognized as an important skill and is making a resurgence. You might wonder, what does this once-common form of writing have to do with my child’s handwriting? Here are some reasons why you should consider practicing cursive writing: - Improves legibility if you teach letter formation instead of letting children develop their own style - Increases their ability to write quickly, helps future note-taking and learning - Fosters neural development - Increases writing speed - Improves fine motor skills There are many cursive handwriting worksheets from K5learning that you can print for your child or student to help them with their handwriting practice. These cursive worksheets will help your child write faster and more efficiently. How you ask. Cursive writing is unique because you don’t have to lift the pen when moving to the following letter. This will save your child a lot of time in their writing. The first 100 words handwriting worksheets have ten templates, each with ten common English words. Each word is written at the beginning of the line in cursive handwriting, leaving the rest of the line for your child to copy the word until they get their handwriting right. The lines have ascender and descender guidelines to guide your kid with the right size and shape for each letter. Besides handwriting practice, these cursive handwriting worksheets help develop motor skills in your child, help them recognize the alphabet quickly, and improve their hand-eye coordination. Pre-Cursive Handwriting Worksheets Your child’s handwriting could improve if you introduce the pre-cursive handwriting worksheet that comes with the following features: - A template for each letter of the alphabet - Pictorial vocabulary boosters - Well crafted lines - Margins on each side It also comes with pictures of objects for each letter. For instance, a picture of a ball or a boy will be used to emphasize the letter ‘B.’ Encourage your child to write on the worksheet as frequently as possible. The letters should sit on the lines crafted on the paper, with the lowercase letters being of the same height. Help your student to write uppercase letters that touch the upper line in each space. The paper also has margins on either side to help your child start writing at the right point. Four Lined Paper Handwriting Worksheets In kindergarten, your child didn’t learn much about aligning lowercase and uppercase letters. Now that they’ve graduated to higher levels, their handwriting has to look neater. The lined paper worksheet is a non-cursive worksheet that helps your child with their handwriting and the overall presentation of their ideas. It has four lines; the standard continuous lines of a writing pad and two dotted lines below each continuous line. If your child struggles with writing small letters, then this printable is for them. The dotted lines guide your child to write between them to ensure that their alphabets are aligned and look neat. If your child does not yet write large enough, you can enlarge the spaces on the templates to help them enlarge their alphabet. This is one of the free printables that allows your child to do handwriting practice with full sentences. Note down a sentence on the board or a separate worksheet and encourage your child to copy the sentence on their worksheet. Sentence Handwriting Worksheets The sentence handwriting worksheet template from Education will help your child craft neat sentences. The worksheet comes with several templates, each with a few sentences for your child to practice with. After every sample sentence, your child has a few lines to rewrite the sentence and perfect their penmanship by shaping the alphabet well. The worksheet also has arrows and dotted lines to guide your child on where to start the sentence and how to shape their alphabets. If you encourage your kid or student to use this template consistently, they’ll be writing in beautiful and legible handwriting in no time. Here’s a summary of what your child stands to gain by using handwriting worksheets: Well shaped alphabets Neat, well-shaped, and legible alphabets First 100 words worksheet Readable words and better dictation Well shaped alphabets and vocabulary Help Your Child Stand Out With Beautiful Handwriting Beautiful handwriting isn’t only fun to read; it also reflects on the writer. And while digital writing has taken over the learning space, your child will still need to do some pen and paper writing in their life and do it beautifully while at it. After they’ve mastered handwriting techniques, encourage them to learn cursive writing for when they need to craft fancy and sophisticated content.Help them by downloading our free handwriting printables, encourage them to use them, and reward them every time they get it right.

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In the late nineteenth century, canned goods became a major part of the American food supply chain. As Anna Zeide writes in Canned: The Rise and Fall of Consumer Confidence in the American Food Industry, canned goods profoundly changed Americans’ relationship with food. As early canners described it, “All the hoarded gifts of summer live in the can” and canned food “put the June garden into the January pantry.” The commercial canning industry in the United States began in the 1850s in New York, Maryland, and Delaware. Indiana, Ohio, Illinois, Iowa, and California joined by the 1870s. By 1914, there were 4,220 canneries nationwide, producing more than 55 million cases of canned vegetables, fruits and seafood. Nearly one-third of the vegetables were tomatoes. By that time Indiana had more than 100 canneries, and in Johnson County, most of the canned goods produced were tomatoes. In the 1940s, Johnson County was the #1 canning county in the state and #21 in the nation. In 1942, over 5,500 people in Johnson County worked in this industry, at a time when the county’s population was just over 22,000 (a portion of those workers were migrant workers from other counties and states). Canning not only changed how people in Johnson County, Indiana, ate, it also changed how they worked. So where are the canneries now? Many of these successful canneries in Johnson County were small canneries. The businesses operated only a few months out of the year. They could not compete with big companies that operated year-round in states with warm climates, like California. In addition, during the 1950s, frozen foods provided an alternative to canned foods. Unable to compete, small canneries closed down or sold out to larger companies.

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After completing this section, students should be able to: - differentiate verbal communication and vocal communication - distinguish verbal and nonverbal communication - list and explain the functions and dynamics of language - define and explain connotation and denotation - identify strategies to improving one's verbal communication To communicate, we use a communication package of two components: verbal communication and nonverbal communication. Verbal communication is the use of symbolic language to stimulate shared meaning. Nonverbal communication is any non-linguistic variable with communication value—nonverbal communication is any factor about us, except for language and words, which stimulates meaning in a receiver. It is important to understand that verbal is not the same as vocal. Vocal factors, like pitch, rate, and volume, are part of nonverbal communication. With verbal communication, we focus on the language itself, how the words convey meaning, the grammar, and the syntax. Even though the U.S. tends to be a low-context culture, placing a lot of emphasis on the spoken word, verbal communication is less than half of our overall communication package. Researcher, Albert Mehrabian (1981), claimed in intensive emotional expression, language comprises only about 7% of our communication package. The other 93% is nonverbal, specifically 38% is vocal tone and 55% is body language. In this section, we will look as some of the variables and dynamics of verbal and nonverbal communication. Spoken language is a set of sounds with which we have learned to associate various meanings. We send these sounds hoping the meaning stimulated in the mind of the receiver is highly similar to what we intended, but we know by now that differences in interpretation are the norm. We have all experienced saying the wrong thing at the wrong time. We inherently know language has power. If we say the wrong thing, it can damage or even destroy a relationship; it can hurt our credibility; or create enormous problems. We know we must be highly self-reflexive, thinking carefully about the words we use in order to ward off such problems. The Functions of Language Language is our core survival tool. Our ability to communicate detailed, complex messages allows us to work collaboratively to form societies, solve problems, develop new technologies, and fulfill our survival needs. At its core, language fulfills four functions: - Language is used to express and negotiate a common worldview. The way we refer to events, experiences, and people communicates our underlying view of the world. For example, a person who is generally pessimistic will tend to use more negatively slanted language, focusing more on their dislikes than their likes. A religious person may make far more references to their deity, letting listeners know their worldview contains a significant religious component. Expressing our worldview is far more than simply stating ideas or opinions; rather, our language use, as a whole, gives others an overall sense of our personality, our viewpoints, the way we see the world, and overall who we are as a person. As we reveal this worldview, we are also seeking to find common ground and validation from others. Communication is an act of negotiating. We exchange ideas, testing to see if the other person’s views are compatible with our own. Sometimes we change our views, at least our stated ones, to match others, and other times, they will change their views to match ours. As we form these common worldviews, we enhance our social bond (Fisk, 2013). On a simple level, we have all experienced being in a setting where something was said, we realized we felt differently, yet we chose to say nothing or to even agree, at least for the moment. We chose to enhance the social bond, not threaten it. This negotiative process helps us develop a shared worldview that gives us comfort and confidence in our lives. It builds trust with others, and establishes a foundation for further interaction. This negotiation process is vital to us as we seek validation. We need to know our perceptions of the world are accurate, at least to someone else. Just walk into a small-town café and listen to the sharing of worldviews. Talk about politics, social issues, or sports will be rife with people negotiating a worldview. This does not mean they have to all agree on precisely the same thing; rather, it means they feel they understand each other, have validated each other, and are comfortable with that understanding. The internet has provided us the ability to seek refuge with those sharing our views, making us feel more confident and comfortable in how we see the world. Liberals may read The Huffington Post, and conservatives may get information from Fox News. At the extremes, there are detailed web sites for every conceivable conspiracy theory. These “echo chambers”“echo chambers” are places those with similar worldviews can gather, at least virtually, to feel comfortable, confident, and validated about their worldview (Garrett, 2009). On the down-side, however, these are also places we escape to that protect us from alternative viewpoints, diminishing our ability to consider and contemplate other perspectives. - Language allows us to navigate the present, past, and future. From communication theory, we know humans live in a “stimulus-thought-response” world. We experience the world and process it through language. In other words, we think about it. As a result, for the most part, how we respond to the world around us is based on how we think about it, how we put it in language, and not just an immediate response to the stimuli. We can anticipate consequences and make choices rather than simply responding instinctively. We create and recall memories; we are constantly adding to our knowledge of how to handle the stimuli we encounter. We are sentient beings; we are aware of being alive, and can reflect on what it means to be alive. Such complex, abstract thoughts are only possible due to language. We humans are the only animal capable of this process of abstraction. We can discuss events, ideas, and people who are not present, or we have not even experienced, due to our ability to interact with a world present only in our minds. We can discuss the here and now, what we are immediately experiencing, and we can also discuss the past (the there and then), or the future (the there and then) because we can imagine what it was like or will be like. Those "there and then" worlds are as much a part of our reality as the here and now. We can plan, imagine, and hope because we can consider possible realities. This ability to conceive of such possibilities has led to the enormous expansion of the human knowledge base. We can imagine something being different than what it is; we can think of new ideas; we can ask questions and seek out answers. - Language is used to label what something is and what something is not. This function operates on two levels. First, attaching labels to events, things, experiences, and people gives us the ability to make references to those things with others. We talk about objects, peoples, or events that are present, past, or anticipated with some degree of clarity and certainty. We name things so others know what or who we are talking about. Second, and a bit more complex, when we label something, we are also defining what it is and what it is not. This is an important part of negotiating meaning. Consider the difference it makes if college students are referred to as "kids" or as "adults." Recall the perceptual process, the halo effect, and how we tend to cluster traits. The label used carries with it a whole collection of assumptions of what students are and are not. If we think of students as “kids,” we are making assumptions about age, maturity, independence, and a host of other traits, but if we label students “adults,” those assumptions change quite dramatically. As we talk about the world, the words we use to refer to people, events, and experiences say much about how we see the world and what we think of it. Job titles are good examples. A person may insist on being called an "administrative assistant" instead of a "secretary" because “administrative assistant” has a more powerful halo than “secretary.” In higher education, whether a college teacher is labeled a "professor" or an "instructor" makes a huge difference; the halos of associated traits are quite different. Politics is ripe with such examples. Labels such as “elite liberal” or “neo-conservative” reveal assumptions about the person using them and their attitudes toward political viewpoints. On a more sensitive note, labels we use for people matter. Whether a person uses “African-American,” “black,” or “colored” has a significant impact, especially on those being labeled. Words such as “retarded” or “crippled” have been replaced with “mentally challenged” or “developmentally disabled.” The halos of the words are different; labels matter. Verbal bullies insist on using sexist, racist, or other forms of demeaning and derogatory language. By using these labels, they are expressing their worldview of people different than themselves. Communicators who insist on using demeaning language emphasize difference and disconnection; a way to emphasize dissimilarity, implying, “I am different from/better than that person or group.” Generally, people who are sensitive to the significance of the halos use language thoughtfully, emphasizing similarity and connection, working to minimize the emphasis on differences. - Language allows us to meta-communicate. Because we are sentient, we can "talk about talking." Meta-communication is communicating about the quality of interaction and the quality of communication itself. For example, in a public speaking class, a student gives a speech and then we discuss the strengths and weaknesses of the speech; critiquing the speech is meta-communication, we are talking about the quality of the communication effort. A couple will discuss issues and conflicts, but if one partner says to another, "You don't listen to me," the couple is now engaging in meta-communication; they are talking about how well they are communicating. Consider the impact of this on social bonding. Being able to reflect on how well we are communicating and connecting with others allows us to monitor those relationships, making adjustments as needed to keep them strong. If Keith realizes he is not paying attention to his wife, he can alter those communication behaviors to strengthen that bond. If Ruth realizes she said something to a friend that could be taken as an insult, she clarifies what she meant. Social monitoring allows us to continually negotiate and strengthen our connections with others. Parents teach children to ask themselves, “How do you think that made your friend feel when you said that?” We teach children to be self-reflexive, to think about others, as we formulate messages. The Meaning of Words Words stimulate meaning in two ways: denotation and connotation. Denotation is commonly referred to as the dictionary definition. Connotation is the evaluative tone associated with the word. Language problems tend arise more from connotative issues than from denotative issues. First, however, let's consider how language is a dynamic, ever-changing part of our lives. Words do not just appear out of the blue; rather, someone somewhere creates a new word, uses it with a group, and the word either catches on and becomes a new word, or fades away. Numbers vary widely, but the English language grows by approximately 10,000 words every year (National Public Radio, 2006). Although many of these are highly technical terms most of us will never use, some are taken on by the general public. For example, the internet has been around only since 1990. Prior to that time, the word "internet" did not exist in its current form. Consider all the words associated with the internet: email, the web, app, browser, social media, and so on. Although many reading this grew up with these terms, these were brand new words and phrases introduced to the culture quite recently. At this moment, language is changing because our world is constantly evolving. According to The Global Language Monitor (2013), approximately 15 new words are added to our language every day. Sometimes existing words change in meaning. Up until about 1980, the word, “gay,” meant "happy and lighthearted." Today, however, the vast majority of American English speakers will see the word as meaning "homosexual," and probably "male homosexual." The meaning of the word has changed. The word "awesome" is another example of changing meaning. Today we use the word to express that something is outstanding or great; however, its past meaning was something that was frightening in its magnitude. The English language is far from static; instead, it grows and changes constantly. The denotation of a word is the dictionary definition. This does not mean that any word has only one, clearly identified, precise definition; rather, the denotation is the meaning typically applied to the symbol. We regularly encounter words with which we are unfamiliar. We hear technical terms, jargon, or other words for which we simply have no meaning. When such uncertainty arises, we experience denotative semantic noise. This can create confusion and frustration; but, at times, can also be beneficial. We seek information to alleviate the confusion, expanding our vocabulary and adding more language to our personal dictionaries. A more troubling problem with denotation is obfuscation. Obfuscation is the deliberate use of complex language to confuse. This occurs when a person purposefully tries to confuse by using language the receiver will not understand. Obfuscation is about exerting power over the receiver; a deliberate, planned strategy to overwhelm the listener. The success of obfuscation lies in the fact most people, when feeling uncertain about what something means, will not ask for clarification for fear of looking foolish. The danger with this is that we may agree to something when we really do not understand what we are agreeing to. The listener may get taken advantage of because of obfuscation. Imagine a mechanic tells Steven the following, "Your car is experiencing severe contamination of the primary engine lubricant causing an increase in wear and tear on the moving parts due to the contaminants etching the metal of the parts. The only resolution possible is to put it on the hoist and completely and thoroughly replace the lubricants." Depending on Steven’s knowledge of cars this may sound pretty severe, so it sounds expensive; however, all it really means is "Your car needs an oil change." By rephrasing common, inexpensive maintenance items into complex, obfuscated language, an unscrupulous mechanic could charge far more for the work than is warranted, just because the situation sounds so bad. The best defense against obfuscation is quite simple: ask for clarification. If a person did not mean to obfuscate, they are usually happy to explain things in different terms. On the other hand, if they have been caught attempting to mislead or overwhelm us, we have now removed their ability to exert power. In effect, we are refusing to play the power game of obfuscation. The connotation of a word is the evaluative tone associated with the word. Many sexist or racist terms are less an issue of denotation than of what is implied by their use. If a man insists on calling his spouse "the old lady", the connotation is clearly one demeaning to the spouse. When these connotations interfere with clear communication, we are experiencing connotative semantic noise, similar to denotative semantic noise. In this case, however, the noise is triggered not by what the words means, but by what the words suggests. It is suggestion which can distract us, disturb us, and cause us to focus more heavily on the word itself instead of on the overall message. We all have emotional triggers. Emotional triggers are words or phrases so troublesome as to significantly interfere with clear communication. While there are words that we generally avoid, such as racist terms, sexist terms, profanities, vulgarities, and obscenities, we each have our own unique set of emotional triggers. Something that bothers one person may not bother another. Three factors will cause a word to vary in its impact: - The person: Each of us has our own set of values and beliefs affecting our language choices. Religion is a good example. For a Christian, an expletive such as “Oh, Christ,” may be offensive, but for a Muslim, it may not carry any real impact. On the other hand, in Islam, it is considered blasphemy to have any images of Mohammed, so such images would be highly offensive. An emotional trigger for one person may be perfectly benign for another. - The source: The person expressing the word may affect its power. Swear words are not uncommon among college students; however, to hear a seven-year old use such words would be quite striking. Many of us grew up not hearing our parents engage in much strong language; thus, to hear it from them may make the word much more striking because we do not expect it from them. - The context: Where the word is said can also make a difference. For many people, to hear someone swearing profusely in a church would be quite troublesome due to the nature of the place. Students hearing a teacher using even a mild expletive may be quite taken aback due to the source and to the classroom context. Context also includes how the word is used in a sentence. A word used one way may be perfectly fine, while used another way, it may be quite problematic. A prime example is the word, “bitch.” Typically used as an expletive, the word also refers to a female dog. So depending on the context of the use of the word, the emotional impact will shift. The change in usage of the word dramatically changes its emotional impact. Additionally, the severity of emotional triggers will vary. They range from pet peeves to socially offensive. Pet peeves are those items that bug us, nag at us, but are not significant issues. They are troublesome, but not overwhelming. Examples include items such as slang terms, pronunciation issues, grammar, and so on. A good example is generic words for a soft drink: “pop,” “soda,” or “coke." Depending on the part of the country, one term is generally the norm, so when travelling around the country, we may encounter other terms which can sound silly and odd, only because they are different from what we expect. While often used interchangeably, these terms are slightly different: - Obscenity: a reference to sex or a sexual act. - Vulgarity: a reference to a body part or body function. - Profanity: a reference to a religious figure or concept. Socially offensive terms include profanities, vulgarities, obscenities, sexist, and racist terms. No words are offensive to everyone; however, these are words and phrases that tend to offend a broader spectrum of individuals and are generally considered inappropriate in polite society. While pet peeves just nag at us a bit, socially offensive terms can trigger significant emotional reactions. When we encounter emotional triggers as a listener, we have three choices: - If we feel it is appropriate for the situation and the relationship, we can express our displeasure with the use of the word or phrase. - We can choose to remove ourselves from the situation, either physically or mentally. We can physically leave, or “tune out” while the troublesome language is being used. - As often happens, we simply have to get by it. We cannot leave, nor can we tune out, so we have to continue focusing on the message. As speakers, however, we have the choice of what language to use. Becoming aware of emotional triggers can have a significant impact on how we are perceived by the listener. We can choose to avoid them, as best we can, when needed. Thoughtfully using our language is a core part of impression management. The Dynamics of Language Language is far more than simply a set of sounds or shapes we use to communicate. Language is a complex representation of how we see the world, how we think about ourselves and others, and what is important to us. Language has several dynamics that illustrate its complexity and depth. Words range from concrete to abstract Some words we use are relatively definite in their meanings, while many are quite vague and flexible. Concrete words refer to actual items, events, people; things we can see, touch, taste, hear or smell. Because of this concrete nature, we can more easily share an understanding of what we are referring to. Although there can still be a range of meanings, the range is usually far narrower than for abstract words. Abstract words refer to language constructs. A language construct is an idea or thought we have only because of our use of language. They do not refer to any actual object or sensory experience; they exist only because we think. Take the word, “fair,” as in “to treat people fairly.” This is a highly abstract concept, not referring to any real thing in nature. After all, what one person sees as highly unfair, others may see as perfectly fine. “Treating people fairly” is a thought process, existing only in the minds of people. There is nothing ‘out there’ to point to what it means to “treat people fairly.” Consider what it means to “be happy” and how broad the meanings of that phrase can be, varying dramatically from person to person. Clearly, the room for misinterpretation is far higher with abstract words. To insure clearer communication, concrete words are more valuable than abstract terms. Many students have had a teacher give a paper assignment and say something like, “I expect it to be well written.” What does that teacher mean by “well written?” Is it referring to content or writing mechanics? Compare that to an instructor who lays out details, the paper will be graded on a list of specific expectations. The more concrete list of expectations reduces uncertainty and gives the student a more specific idea of what the instructor is looking for. Language use is inherently egocentric Not only does the concrete/abstract nature of words cause problems, even with concrete terms the exact meaning we attribute to the symbol is specific to us. We each see a word in our own personal, one-of-a-kind manner; we use language in an egocentric manner. Take something as simple as the word, “cat.” While it may seem like a clear, concrete term, what precisely one person means by “cat” and what precisely another means by “cat” can be different. Even though we are talking about cats, we may have very different images in our minds. Even when we try quite hard to be as clear as possible with others, effectively achieving shared understanding can be quite elusive as we have difficulty stepping outside our egocentric view of language. No matter how well we understand what we are saying, it is vital we act in provisional and receiver-based ways, keeping in mind how the listener decodes the message will be different to some degree than what we intended. Language use reflects our worldview The language we use can illustrate to others the way we see and experience the world around us. This happens in several ways: - Topic frequency: It seems self-evident the topics we return to most often are those carrying the most interest for us. Depending on the choice of the topic, we get an insight into what is most important to the speaker. Regularly talking about sports, politics, work, or money, reveals what occupies a place of priority in a person’s life. - Jargon: Jargon is the specialized language of a field or interest. Jargon is usually seen as something negative, but serves several important functions. These specialized languages can speed up interaction and serve as a very concrete form of communication among those who use and clearly understand the jargon. Medical jargon is a good example of a language which can speed up clear communication between users of that language. The classic image of an emergency room displays the use of medical jargon to make communication fast and precise. In addition, our ability to use and understand the jargon serves as a method of measuring inclusion and exclusion. If we demonstrate a comfort level with the specialized language, we are showing we belong to a special group, and vice versa. A person’s jargon use also gives us insight into their worldview. We can assume a person’s interests in their world correspond to their language use, whether it is the jargon of a profession or of a hobby. While jargon can easily be misused for obfuscation, its overall benefits outweigh its drawbacks. - Colloquialisms: Colloquialisms are the collection of sayings and other non-standard types of language we use usually associated with a region of the country. For example, there is a collection of distinct, Minnesotan colloquialisms: "ya betcha"; "whatever," "ya, sure." The southern U.S. has a different set of colloquialisms: “in hog heaven,” or “eatin’ high on the hog.” The variations in language reflect our culture, our generation, our education, and give others a sense of where we feel we belong. One of your authors, Keith Green, was born in Tennessee, so he had a typical southern accent and used common southern colloquialisms. Upon moving to Minnesota as a high school sophomore, he wanted to fit in, so he worked with his speech teacher to reduce his accent. He changed how he spoke to fit in with those important to him. His brother, on the other hand, wanted to keep a strong southern identity, and even years after leaving the south he still has a pronounced accent and uses southern colloquialisms in his speech. Keith talks like a Northerner; his brother talks like a Southerner. This reflects where we feel a sense of place. Like jargon, colloquialisms also serve inclusion/exclusion purposes. - Number of words for a given idea: According to the Sapir-Whorf hypothesis, there is a correlation between the number of symbols for a given concept and the importance of the concept to the person, group, or culture (Hussein, 2012). In the U.S., since acquiring more and more money is a strong, culturally emphasized goal, we have many terms referring to money. Because sexual activity is a very important human drive, we have many terms referring to sex and related issues. Through an analysis of the language of a person or culture, we should be able to reach some sense of what is valued to the person or group. - Euphemisms: A euphemism is a polite way to refer to a taboo subject. Normally, instead of telling others we need to urinate, we use euphemisms such as "go to the bathroom," or "use the restroom." These are considered more polite ways to make reference to uncomfortable topics. As we look at the euphemisms in a person's language or a culture's language, we are seeing what they view as uncomfortable or taboo subjects, giving us insight into their worldview. All of these factors display how we see the world around us. Not only is our perception reflected in this word choice, we also seek to persuade others to see the world as we do. Dr. Robert Scott, a University of Minnesota professor, argues that all communication is an inherent attempt to persuade others to see the world as we do (1967). For example, if Bev says to a friend, "I thought that movie was quite good," she is not only expressing her perception, she is also asking they accept her opinion and be influenced to agree with the position. As students read this text and attend the class, not only are we explaining the overall dynamics of human communication, we are inherently trying to get the student to agree we are correct, a clearly persuasive effort. Improving Verbal Communication Improving verbal communication revolves around one core action: expanding vocabulary. The more language we know, the more choices we have. The more choices we have, the more tools we have at our disposal to best express our ideas. Vocabulary acquisition is a life-long experience, especially given the annual growth of the language. Although there are some very deliberate methods of improving vocabulary (vocabulary.com and other similar apps), the most effective method to incorporate vocabulary expansion into everyday activities is to read regularly, especially newspapers, news magazines, and related internet sites. These sources contain the latest in language and, as a result, are great resources for learning more and new language. By expanding our vocabulary, we have more language “tools” at our disposal so we can use precise, concrete words and phrases to express ourselves, avoiding more abstract language. As discussed earlier, the more concrete language used, the greater the degree of shared understanding. Finally, and most importantly for public speaking, we must adapt our language use to the listener. Most of us inherently know this; we will speak to an adult differently than a child. Even when speaking to different adult audiences, language choices may have to change. Due to the differences in education and experience, speaking to a group of adult students in a speech class requires a different language level than speaking to a group of communication instructors. Verbal communication is more than just words. Instead, language functions to aid us in understanding the world and projecting our views about that world. However, since language is so personal, the likelihood of misunderstanding is very high, so we must be careful to act self-reflexively to increase the quality of communication. The terms and concepts students should be familiar with from this section include: - Verbal Communication versus Nonverbal Communication - Verbal Communication versus Vocal Communication - Functions of Language - Express and negotiate a worldview - Navigate the past, present, and future - Label what something is and is not - Language is constantly growing and changing - Emotional triggers - The Dynamics of Language - Concrete and abstract words - Inherently egocentric - Reflects worldview - Topic frequency - Number of words - Improving Verbal Communication Fisk, A.P., (2013). The inherent sociability of homo sapiens. Human Sociality. Retrieved 4/1/13 from http://www.sscnet.ucla.edu/anthro/fa...e/relmodov.htm Garrett, R.K. (2009). Echo chambers online?: Politically motivated selective exposure among internet news users. Journal of Computer-Mediated Communication, 14, 265-285. International Communication Association. Global Language Monitor. (2013). Number of words in the English language: 1,019,729.6 (January 1, 2013 estimate). Retrieved 4/1/2013 from www.languagemonitor.com/no-of-words/ Hussein, B.A. (2012, March) The Sapir-Whorf hypothosis today. Theory and Practice in Language Studies, 2(3), 642-646. Mehrabain, A. (1981). Silent messages: implicit communication of emotions and attitudes. Belmont, CA: Wadsworth. Retrieved 6/30/2017 from www.kaaj.com/psych/smorder.html National Public Radio. (2006, February). The English language: 900,000 words, and counting.Retrieved 4/1/2013 from www.npr.org/templates/story/story.php? storyId=5182871 University of Oregon Center on Teaching and Learning (2013).Phonemic awareness. Retrieved 9/6/2013 from http://reading.uoregon.edu/big_ideas/pa/pa_what.php Scott, R., Sprague, J., Stuart, D., & Bodary, D. (2014). The speaker’s compact handbook, (4th ed.). Boston, MA: Cengage Learning. Scott, R.L. (1967) On viewing rhetoric as epistemic. Central States Speech Journal. Volume 18, Issue 1 pages 9-17

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Virtual Tour: Turn Back the Clock Trinity: The first nuclear bomb test In a remote desert in New Mexico, scientists anxiously waited in pouring rain at 3 am on July 16, 1945. They were awaiting "Trinity," the code name of the first detonation of a nuclear bomb. At 5:29 am they successfully detonated the “Gadget,” codename for the world’s first atomic bomb. Releasing energy equivalent to more than 20,000 tons of TNT, it was four times stronger than even most scientists had anticipated. After this successful test, it would be only a few weeks until the first atomic bombs were used in war. Years after the test, infant mortality rates were high in nearby communities, due to the radioactive fallout. “The brightest light came that I had ever observed with my eyes closed. ... We stood up and looked into this black abyss ahead of us. ... There was this beautiful color of the bomb, gorgeous. The colors were roving in and out of our visual range of course. The neutrons and gamma rays and all that went by with the first flash while we were down. There we stood gawking," said Roger Rasmussen, a Manhattan Project Engineer, in 2015. This artifact is featured in our virtual Turn Back the Clock tour. Take the tour to learn more about the history of the Doomsday Clock and discover how you, today, can help “turn back the Clock.” Start here. Together, we make the world safer. The Bulletin elevates expert voices above the noise. But as an independent nonprofit organization, our operations depend on the support of readers like you. Help us continue to deliver quality journalism that holds leaders accountable. Your support of our work at any level is important. In return, we promise our coverage will be understandable, influential, vigilant, solution-oriented, and fair-minded. Together we can make a difference. Take the virtual tour This artifact is featured in our virtual Turn Back the Clock tour, based on an all-ages exhibit presented by the Bulletin at the Museum of Science and Industry from 2017 to 2019. Enter the tour to learn more about the history of the Doomsday Clock and what it says about evolving threats to humanity. See why Doomsday Clock matters more than ever and discover how you, today, can help “turn back the Clock.”

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What are Coding Languages? Coding languages are designed to produce codes and coding inputs. These languages are in the form of instructions allowing the computer to function as they want. When it comes to coding languages, we know that there is a vast variety of them. A coding language is also known as a formal language that is used to run your computer. What is the Importance of Coding Languages? We can’t deny the importance of coding languages that’s why we have listed out a few benefits for you. - The use of coding languages saves the time, and helps you to be more productive. - They allow the computer do the tasks automatically. - They improve your understanding of the technology and digital world. - They induce the concept of critical thinking in your minds. - These languages also ensure the security of your company. Top-Most Coding Language that can help in Mobile App Development If you are a developer, and interested in mobile app development then you should know about the coding languages that can work in your best interest. Kotlin is one of the most frequently used programming languages and it was launched in 2011. It is known to be one of the best and most advanced coding languages for app development. If you have come across its website, then you must have known that it is an open-source coding program. It helps the developer to exchanges the codes between mobile platforms easily. Kotlin is designed in a way that it can work with Java as well as the JVM. It suggests that Kotlin can easily be operated with Java and its codes. The concept of this language is based on the interoperable system. It works efficiently by generating simpler codes than any other language. Java is the oldest form of programming language. It was introduced in 1995. Before the arrival of modern coding languages, Java was the one to be the most popular and in-demand language. If you visit the play store, you will notice that most of the old applications are based on the Java program. The operation system of Java is a little complex. A pro developer can easily use it, but if you are a beginner you may not find it convenient. Using this language for developing an app can benefit you in many ways. One of its many attributes includes the smooth and hassle-free usage it provides to its user. This coding language is mainly used for cross-platforms. It was launched by Microsoft in the year 2001. It is based on the component and object-oriented principle. Being a developer, you are always looking for the most secure coding language. And it won’t be wrong to say that C# provides the app development companies with the safest application coding. The system and programming of this language run on .NET and CLR. An incredible factor about this language is, that it keeps on working on its up-gradation. Every now and then, we see C# updating and adding new features in its program. Python is one of the oldest coding languages and was launched in 1992. Many of the courses regarding programming are usually based on Python. This language can help developers in building software, applications, and websites. This language is not only specific for developing purposes, as it is can also be used by auditors and analysts. Popular and most used applications like Netflix, Google, and Spotify are also built on Python. If you are a python developer, you can also earn a very handsome amount of money through this career. Also, if you want to learn it as a beginner, it will not take too much of your time. C++ is used to build different browsing systems and games. It was first launched in 1985 by a Computer Scientist. C++ is a language that has been in high demand for many years. This language also works on an object-oriented programming system. It is known to be better than other languages in terms of variables, speed, and performance. It can also help you in designing and developing applications with high-end performance. Also, it can help you develop computer programs. The C++ language was adapted from the C programming language. C++ consists of two features known as high and low-level language. These languages are some of the leading programming languages being used for mobile app development. So, if you are planning to develop an app, these are your best options.

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Historic City of Ayutthaya By the time the city of Ayutthaya was officially founded in 1351, the northern kingdom of Sukhothai was already beginning to fall apart. With the first capital of Thailand losing its political power, there was an opportunity for a new kingdom to emerge… and Ayutthaya saw its chance. First it took control of Sukhothai, and then attacked its neighbours, including the Khmer Empire to its east. Although it didn't become one of the largest territories in the region, it was now one of the most powerful. One of the main reasons for Ayutthaya's power was its strategic location at the meeting point of three rivers. The convergence of these waterways created an island (about four kilometres long and two kilometres wide) where the centre of the city was located. This created a natural moat around the capital and was also far enough from the Gulf of Thailand that sea-going warships couldn't reach it. But, most importantly, the rivers connected the Andaman Sea to the South China Sea, putting Ayutthaya at the junction of a prosperous trading route. As the wealth of Ayutthaya grew, so did the opulence of the centre of the city. The first royal palace on the island was replaced with another vast one a few hundred metres away, while successive rulers each wanted to make their mark with new grand temples. The construction of Wat Mahathat was followed by the larger Wat Ratchaburana, and then the even more impressive Wat Phra Si Sanphet. But these royal temples were just some of the dozens of Buddhist complexes constructed on the island and in the city that spread out on the other side of the rivers. By the 17th century, Ayutthaya had embraced its position on international trading routes and had become one of the richest and most cosmopolitan cities in the world. The Portuguese were the first to arrive, followed by other European powers like the Dutch and French, as well as traders from China, India, and the Middle East. Some experts believe that during this period, Ayutthaya would've had a population of more than a million people, making it the largest city in the world. The foreigners formed districts along the rivers, while the island was primarily reserved for official uses and the extravagant construction program continued apace. By the beginning of the 18th century, however, the rulers of Ayutthaya had become concerned about the impact of Western religions and they closed the borders of Thailand to most Europeans. Ayutthaya did continue to trade with other Asian countries, particularly China, and the kingdom entered what is considered 'the golden era'. Ayutthaya was as economically prosperous as ever and the city's skyline was transformed with the renovation of old temples and the construction of new ones – most famously the riverside Wat Chaiwatthanaram. After generations of battles between the kingdoms of Ayutthaya and Burma, the Burmese army achieved the final victory in 1767 and destroyed the city of Ayutthaya. Rather than rebuild, the Siamese moved their capital south to Thonburi, on the opposite side of the Chao Phraya River to Bangkok. After 417 years, the Ayutthaya Kingdom had come to an end and the third capital of Thailand emerged. The most important temples of the Ayutthaya Kingdom still dominate the centre of the island, with their distinctive towers known as prangs soaring towards the sky. Across the rivers, dozens of other temples and monasteries are dotted throughout the city and countryside – a reminder that Ayutthaya was once home to more than a million people. Visitors can drive or cycle through the historic areas to discover the large Buddhist complexes, as well as the old international districts formed by foreign traders over the centuries.

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Sharks rarely mistake people for food, but there are circumstances where they have been known to attack humans, sometimes even if the person is bleeding or in the water near something. That’s because sharks can sense minimal amounts of substances that indicate potential prey, including uric acid and lactic acid, which are found in human blood. The fish are attracted to blood released into the water by another animal, such as a wounded fish or seal, but they are not interested in attacking an injured human. The reason is simple: sharks don’t like the way we taste. So, Are Sharks Attracted to Blood? Yes and no. Sharks are definitely attracted to blood. However, they’re not really attracted to the blood of people; more specifically, they’re not actually that interested in feeding on people. When you get bitten by a shark, it’s usually because the shark has mistaken you for its natural prey (a fish or some other marine animal), or it has mistaken you for a competitor or another shark trying to snatch its meal. What is a shark’s sense of smell like? Sharks have an excellent sense of smell which helps them to find food. The shark’s nostrils are on the underside of its head, and they can be seen when it opens its mouth; this is because sharks breathe through their mouths, not their gills. Sharks use a type of smell called Ampullae of Lorenzini, which means that they can detect electrical signals in water and pinpoint what kind of animal or fish made the signal. The ampullae also help sharks find food by detecting tiny currents in the water (caused by movement, such as from a struggling fish). Sharks can even tell how far away something is by using their ampullae like radar beams! How do sharks find their prey? Sharks can detect blood from miles away and follow its scent to find their prey. They mainly use a system called olfaction, which allows them to smell the tiny particles carrying blood or other substances far away. Sharks have hundreds of thousands of tiny pores all-around their snout and lips that help them smell better. This system can track down other sea animals, even if they cannot see or hear them. But there is also another way sharks find their prey: chemoreception. This one enables sharks to detect the presence of prey through chemicals specially secreted by their bodies. These fantastic predators will always find their target regardless of which system they use. Why are sharks attracted to blood, and how does it work The answer lies within their sensory organs: Sharks have Ampullae of Lorenzini, which detect electromagnetic fields coming from living things. Researchers believe these cells help sharks sense prey as far as 10 feet away through murky waters since they don’t rely on sights like bony fish or mammals. This means that sharks may use the electromagnetic field given off by blood (or any other heart) to locate their prey. As for why sharks are attracted to blood, it’s because the Ampullae of Lorenzini can detect a feeble electrical charge from a wounded animal up to 1.8 miles away. Even if a person is bleeding in the water and not obvious, a hungry shark might detect it. Do all sharks have an attraction to blood or only some types of them. All sharks have an attraction to blood, but some types of sharks prefer the smell and taste of certain animals. Examples include tiger sharks like seals and bull sharks that prey on large mammals such as dolphins. Some species even prefer birds over fish. Sharks are attracted to blood because they use it for food, but there are other factors why this is so important to them. For example, when a shark eats something with lots of meat in its body, the blood flows out faster than water can enter, making the shark feel full faster because its stomach is stretched more by the more significant amount of flesh inside it. Why do sharks attack when they smell blood? The answer to this question is not as straightforward as you might think. Sharks don’t always associate the smell of blood with fresh meat and will often attack a wounded animal, but there are other reasons for an attack. The smell of blood can attract sharks from long distances, and they may then swim in to investigate what’s going on (or because that’s where all the food is). They also like chasing fish away from their territory or hunting them themselves because it means less work for them. And finally, some sharks have turned into scavengers which means that if something dies nearby, they’ll come over to see what it was and sometimes try to eat whatever they find! What Should I Do If a Shark Attacks? A shark attack is a rare event, but it does happen. And if you’re the unlucky one who has to deal with such an event, what should you do? The first thing you should know is that there are many myths about behaving during a shark attack. “Don’t splash around and make noise; sharks can smell blood from miles away!” This may be true for some species (although scientists disagree on this point), but not all. In any case, this advice could lead people into making mistakes that might put them at greater risk! The best bet is just to try to get out of the water as quickly as possible and then call authorities or family members. If you have done something to attract sharks’ interest, like swimming where they feed, try not to make any more movement than necessary. How can I keep sharks away? The most important thing you can do to avoid drawing attention from sharks is to stay away from what a shark might consider its food. This means not fishing, feeding fish, or swimming with fish in the water. Sharks are naturally attracted to smaller marine life and have learned that humans may look like a source of food. Swimming away does not work as sharks can reach 31 miles per hour (about 50 kilometers per hour) in short bursts. Instead, avoid swimming with fish, especially in murky water or near deep channels or drop-offs where sharks can hide. You should also avoid swimming at dawn or dusk when sharks are most active feeding and tend to be closer to shore, moving between their shallow coastal waters and deeper oceanic water hunting for food. Of course, you should always avoid swimming with open wounds. Am I safe if there are no sharks in the water? The absence of sharks does not make the water safe. Many other animals live in our oceans that can cause harm, including jellyfish, moray eels, seals and sea lions, barracuda, and stingrays. Does pee attract sharks? While it is theoretically possible for urine to attract sharks, the amount of urine discharged by bathers in the ocean would be negligible compared with other sources of marine organic matter. Shark feeding behavior is also a much more complex process than simply following a trail of urine. And in the unlikely case that a shark was attracted by urine, the salt and urea content would undoubtedly be diluted to negligible levels when mixed with seawater. Do sharks go crazy when they smell blood? Sharks only go crazy if they smell human blood because human blood contains amino acids, urea, and uric acid, found in urine. They are not attracted to the iron in the hemoglobin of the red blood cells. What attracts sharks to humans? Sharks have no interest in humans as a food source, so there is very little chance of being attacked by a shark just for that reason. If you are standing, swimming, or diving near/through their common prey species, then that may attract them to you because they are thinking about what might be chasing their food! Remember the golden rule in shark-infested waters: Do not swim or dive where you see large schools of fish.

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Social Consequences of Alcohol Abuse How Alcohol Abuse impacts Behavior According to the National Institute on Alcohol Abuse and Alcoholism, violence is defined as a behavior that inflicts or attempts to inflict physical harm, and alcohol abuse and violence are associated with one another. Scientists have documented a two-way association between alcohol consumption and aggressive behavior or violence. Furthermore, although alcohol consumption can cause aggressiveness, many people who have had violence inflicted upon them, turn to abusing alcohol to cope, this leads to more violence. When a person begins drinking alcohol their nervous system will be hampered from the drug, as will their prefrontal cortex causing their judgment to become impaired. In addition to the physical problems that arise from alcohol abuse, a drinker will also experience a change in their behavior, which can lead to them engaging in risky and harmful activities, such as unprotected sex and drinking and driving. When it comes to alcohol consumption, the more a person drinks the more intoxicating the drug will be and the more their judgment will become impaired. This usually ends in a cycle of a person continually drinking more because the alcohol has hampered their judgment to the point where they think they can keep drinking. A person heavily intoxicated by alcohol may become violent or too friendly with strangers, resulting in them doing things they highly regret when they sober up. Alcohol abuse will also impact a drinker’s social skills which can lead to them saying things they regret and acting in ways that are extremely embarrassing to them the following day. The Social Consequences of Alcohol Abuse Alcohol abuse will affect a drinker’s coordination, vision and speech. A person who is extremely intoxicated from alcohol may have a conversation with another person that sounds completely normal to them, but the reality is that they are slurring their words and not making any sense. This is just one example of the social consequences of alcohol abuse. A drinker’s social skills will be impaired from alcohol consumption, and as they continue to drink their socialization capabilities will continue to worsen. Because of this, many people say things to others that they did not mean to say and act in ways towards others that are offensive, which leads a person to feel regret and embarrassment once they sober up. Furthermore, alcohol abuse leads to drinker’s becoming friendlier to strangers or it can lead to people becoming violent towards others, both of which can cause dangerous situations to occur, which can result in people getting hurt or ending up in jail.

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Principle of Structure of a Solar Energy Inverter In the process of constructing and operating a photovoltaic power plant, the inverter in the electrical equipment plays a very important role. Like the photovoltaic power generation system technology, it continuously improves the operating efficiency and conversion power, forming the most efficient photovoltaic system together with photovoltaic components and other power generation equipment. Introduction of Solar Electric Inverter Generally, the process of converting AC energy into DC energy is called rectification, the circuit that completes the rectification function is called the rectification circuit, and the device that implements the rectification process is called the rectification equipment or rectifier. Correspondingly, the process of converting DC energy into AC energy is called inversion, the circuit that completes the inversion function is called the inversion circuit, and the device that implements the inversion process is called the inversion equipment or inverter. The inverter, also known as the power conditioner, can be divided into independent power supply and grid-connected types according to its use in the photovoltaic power generation system. The solar energy inverter can be divided into square wave inverter, ladder wave inverter, sine wave inverter and combined three-phase inverter according to the waveform modulation method. For inverters used in grid-connected systems, they can be divided into transformer-type inverters and non-transformer-type inverters according to whether they have transformers. There are various types of inverters, so special attention should be paid when choosing the model and capacity. Especially in solar power generation systems, the efficiency of solar energy inverters is an important factor in determining the size of solar cell and battery capacity. Understand the Structure and Principle of Solar Electric Inverter The solar energy inverter is a power adjustment device composed of semiconductor devices, mainly used to convert DC power into AC power. It is generally composed of a boost circuit and an inverter bridge circuit. The boost circuit boosts the DC voltage of the solar cell to the DC voltage required for the inverter output control; the inverter bridge circuit then converts the boosted DC voltage equivalently into AC voltage of common frequency. The inverter is mainly composed of switch elements such as transistors, which convert DC input into AC output by regularly repeating ON and OFF of the switch elements. Of course, the output waveform of the solar energy inverter generated solely by the on/off circuit is not suitable. Generally, high-frequency pulse width modulation (SPWM) is used to narrow the voltage width near the sine wave ends and widen the voltage width in the center of the sine wave, and the switch elements are always moved in one direction at a certain frequency during half a period, thereby forming a pulse wave column (quasi-sine wave). Then let the pulse wave pass through a simple filter to form a sine wave.

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From at least 1849 there was a movement towards uniting the Australian colonies. As more people started to worry about invasion by other countries, federationists formed into campaign groups to spread the message. Politicians began to discuss federation. At a conference in 1890 it was decided that a Constitutional Convention would be held. Each colony, including New Zealand, appointed delegates to attend the 1891 Sydney Convention. The first draft of the Constitution was written. Shortly afterwards there was a financial crash and community support waned. The federationists continued to campaign and at the 1893 Corowa Conference it was decided that another Constitutional Convention should be held. However this time the delegates would be elected to gain better support from the people in the colonies. This was the Victorian John Quick’s plan. The 10 delegates from five colonies met for three sessions at the 1897-98 Constitutional Conventions. They worked tirelessly. The ideas and reasons behind every single word in the Constitution were discussed as they were being written. There was a lot at stake. There were huge debates, even arguments. But in the end there was compromise. The delegates voted on the accepted wording of each section of the Constitution. The people then endorsed it at referendums. It went through the British Parliament and Queen Victoria gave the Royal Assent. The new country was made.

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As we delve deeper into the world of online education, we are constantly faced with the challenge of capturing and maintaining students’ attention. With attention spans decreasing and technology dominating our lives, it’s crucial that we find innovative ways to engage learners in virtual classrooms. That’s where gamification comes into play. By incorporating game-like elements into online learning platforms, we can create a more interactive and rewarding educational experience. Gamification taps into the power of technology and gaming principles to captivate students, boost their attention spans, and ultimately enhance their academic performance. Through the use of leaderboards, levels, badges, and other game mechanics, we can make learning exciting and motivate students to actively participate. By harnessing the potential of gamification in online education, we can create a dynamic and engaging environment that fosters deep learning and keeps students hooked. In this article, we’ll explore the impact of gamification on student motivation, the role of neurotransmitters like dopamine and endorphins, how gamification enhances memory and recall, the emotional engagement it brings, and the challenges and benefits it presents for educators. Join us as we uncover the power of gamification in boosting attention spans and revolutionizing the way we approach online education. The Impact of Gamification on Student Motivation Gamification has proven to have a significant impact on student motivation in the online learning environment. By integrating game-like elements into courses, such as points, badges, and leaderboards, we can create a sense of achievement and competition that motivates students to actively participate and engage with the material. The use of rewards and recognition through gamification encourages students to take ownership of their learning and strive towards achieving their learning objectives. Research has shown that gamification in education enhances students’ understanding of content and increases their attendance. This can be attributed to the immersive and interactive nature of gamified learning experiences, which captivate students and make the learning process exciting. By transforming learning into a game, we tap into students’ intrinsic motivation to explore, experiment, and succeed. Through gamification, we can create a positive and engaging learning environment that boosts student motivation and ultimately improves overall academic performance. The Benefits of Gamification for Boosting Learning and Engagement: - Increased motivation and active participation - Enhanced understanding of content - Improved attendance and academic performance - Ownership of learning and goal-oriented mindset - Opportunities for collaboration and competition Gamification not only motivates students to learn but also taps into the brain’s pleasure centers. Dopamine, the neurotransmitter associated with reward and motivation, is released when students engage in pleasurable activities, such as playing games or achieving goals. This release of dopamine creates positive associations with learning, making students eager to continue engaging with the material. Additionally, the release of endorphins during gameplay contributes to feelings of happiness and stress reduction, further enhancing student engagement and enjoyment in the learning process. In conclusion, gamification holds great potential for boosting student motivation in online education. By incorporating game-like elements, we can create an immersive, rewarding, and interactive learning experience that stimulates students’ intrinsic motivation to learn and achieve. With its ability to enhance understanding, increase attendance, and improve overall academic performance, gamification is a powerful tool for educators to harness in their quest to provide engaging and effective online learning experiences. The Power of Dopamine and Endorphins in Gamification Gamification is not only effective in boosting student engagement and academic performance but also taps into the power of neurotransmitters like dopamine and endorphins, enhancing the learning experience. Dopamine, the neurotransmitter associated with reward and motivation, is released when students engage in pleasurable activities like playing games or achieving goals. This release of dopamine creates positive associations with learning, motivating students to continue engaging with the material. Furthermore, during gameplay, endorphins are released, contributing to feelings of happiness and stress reduction. These neurochemical responses further increase engagement and enjoyment in the learning process. By leveraging the release of dopamine and endorphins through gamification, educators create a positive and rewarding learning environment that captivates students and makes learning exciting. The Impact of Dopamine and Endorphins - Dopamine is released when students engage in pleasurable activities, creating positive associations with learning. - Endorphins are released during gameplay, leading to increased feelings of happiness and stress reduction. - The release of dopamine and endorphins enhances student engagement and enjoyment in the learning process. - Gamification taps into the power of these neurotransmitters, making learning more motivating and rewarding. By understanding the impact of dopamine and endorphins, educators can harness the benefits of gamification to create an engaging and effective learning experience that promotes motivation and achievement among students. Enhancing Memory and Recall through Gamification When it comes to learning, memory and recall play vital roles in retaining information. Gamification, with its interactive and engaging nature, has proven to be a powerful tool in enhancing memory and retention in the learning process. Studies have shown that gamified learning experiences stimulate the hippocampus, a brain region responsible for memory formation. By incorporating game elements such as repetition, practice, and challenges, gamification activates the hippocampus, leading to stronger memory formation and improved recall of learned information. In addition to stimulating the brain’s natural memory mechanisms, gamification also provides opportunities for active engagement. Through games, learners are encouraged to actively participate, think critically, and make decisions, all of which contribute to better memory consolidation and recall. By offering a fun and enjoyable learning experience, gamification creates positive associations with the material, making it easier for learners to retrieve information when needed. Key Benefits of Gamification for Memory and Recall: - Stimulates the hippocampus for improved memory formation - Encourages active engagement and critical thinking - Creates positive associations with the material - Enhances memory consolidation and recall Overall, incorporating gamification into the learning process provides a unique and effective way to enhance memory and recall. By leveraging game-like elements and promoting active engagement, educators can unlock the full potential of their students’ memory capabilities, leading to improved learning outcomes. Gamification and Emotional Engagement Emotional engagement is a crucial aspect of effective learning, and gamification offers a unique opportunity to increase emotional involvement in educational experiences. By incorporating storytelling elements into gamified learning, educators can tap into the brain’s natural preference for narratives, stimulating emotional responses that aid in information processing. Stories create deeper emotional connections, making the learning experience more memorable and meaningful for students. Furthermore, gamification has the potential to indirectly impact serotonin levels, a neurotransmitter associated with mood regulation. Game elements such as badges and rewards can trigger positive emotions and a sense of accomplishment, leading to increased serotonin release. This, in turn, enhances emotional engagement and creates a more positive learning environment. Benefits of Emotional Engagement in Gamification: - Enhanced motivation and enjoyment in the learning process - Deeper understanding and retention of information - Increased collaboration and empathy among students - Improved problem-solving and critical thinking skills By leveraging the power of emotional engagement through gamification, educators can foster a more immersive and rewarding learning experience for students. Incorporating captivating narratives and game elements that trigger positive emotions can create a dynamic and engaging classroom environment where students are motivated to actively participate and excel in their learning journey. Overcoming Challenges and Harnessing the Benefits of Gamification Implementing gamified learning experiences in eLearning settings comes with its own set of challenges, but the benefits are well worth the effort. As educators, we need to find the right balance between competition and collaboration to ensure a positive learning environment. It requires significant time and effort from us, but when done correctly, gamification can lead to increased student interest and active participation. One of the main challenges of gamification is that it may require students to invest more time in the learning process than traditional methods. However, this investment pays off in the form of improved classroom management and student engagement. By incorporating gamification tools like quizzes, puzzles, and progress tracking systems, we can create engaging and effective learning experiences that motivate students to reach their full potential. While the challenges are significant, the benefits of gamification cannot be overlooked. Gamified learning experiences have been shown to increase student interest, promote a sense of achievement, and foster a positive learning environment. By harnessing the power of gamification in eLearning, we can create dynamic and interactive educational platforms that enhance student motivation and academic performance. With a passion for technology and a keen eye for detail, Luca has spent years exploring the web and discovering the best tools and strategies for staying safe, productive, and informed online.

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Ever ask why some people achieve more than others? GRIT – the Oxford English Dictionary defines Grit as “the courage and strength of mind that makes it possible for somebody to continue doing something difficult or unpleasant.” Several factors come together to explain Grit: Courage is hard to measure, but it is directly related to the level of Grit. Courageous people know they might fail but are not afraid to try. Failure is part of the process. Knowing failure is a possibility teaches a valuable lesson - perseverance is the path to achievement. Being afraid to fail creates an aversion to risk or to try. Grit is fueled by courage. Courage is like a muscle; you need to work it every day - use it or lose it! In the words of Eleanor Roosevelt, “do something that scares you every day.” Have you heard of The Big Five? They are five human personality character traits: Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism. Of these five, conscientiousness is considered most linked to Grit. Conscientious, are you meticulous? Are you achievement orientated, able to stay on task, and do your best work until the assignment is completed? Conscientious people are careful and take pains to do their best; excellent traits for educational, athletic, and job related success. It is important to commit to go for gold; success is unlikely if all you do is choose to show up. Long-Term Goals, achieving a long-term goal comes down to talent and effort - practice must have a purpose. Purpose is the difference between the person who succeeds and the person who spends a lot of time doing something. Long-term goals are the reason for long-term effort and build the driving forces of stamina, endurance, the Grit. Resilience gives us the strength to keep trying when things do not go to plan, and it will happen; we all stumble and fall. Grit is believing that we learn and grow from positive and negative experiences. Grit gives us the optimism and confidence to get back up and keep trying. Excellence, gritty people don’t seek perfection; the two may sound the same, but perfection is more unforgiving and inflexible. Excellence is an attitude that is a lot more forgiving and makes room for failing and vulnerability on the road to improvement. As Tennyson once said: “Grit is seeking, striving, finding, and never yielding.” People with Grit believe “everything will be alright in the end, and if it is not alright, it is not the end.” No two campers are the same, our daily program is built to welcome and encourage each individual camper to succeed, regardless of his athletic level. His goals are our goals. Through sports - we teach boys to set short-term and long-term goals. Our weekly special events are challenging and set us apart from other sporting camps. They are designed to build a campers will power to succeed. Through encouragement - the boys take safe risks, try new activities and push themselves to achieve their goals. Through competition - boys learn how to fail. Failure is disappointing, but it is an inevitable part of life and a teachable moment. Campers need to know it is ok to fail. The important lesson is to get back up and try again until you succeed. Through example – counselors and staff also participate in camp sporting events. Campers see the counselors and staff set personal goals and make choices to achieve them. Through determination to succeed, run a ½ road to build up to the full road. Complete one dock-to-rock at a time en route to swimming the Chikopi mile, complete RAMBO, learn to ride a bicycle, single a canoe, all of these goals are achievable. In today’s world of technology, success is measured in “likes and followers.” We remove technology and guide campers to learn success is not necessarily achieving the end goal, success is more about overcoming the fear of trying, which in turn builds Grit. Call Or Email Us For More Information!register now

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Explore what it means to be human today by studying what it meant to be a hero in ancient Greek times. In this introduction to ancient Greek culture and literature, learners will experience, in English translation, some of the most beautiful works of ancient Greek literature and song-making spanning over a thousand years from the 8th century BCE through the 3rd century CE: the Homeric Iliad and Odyssey ; tragedies of Aeschylus, Sophocles, and Euripides; songs of Sappho and Pindar; dialogues of Plato, and On Heroes by Philostratus. All of the resources are free and designed to be equally accessible and transformative for a wide audience. You will gain access to a supportive learning community led by Professor Gregory Nagy and his Board of Readers, who model techniques for "reading out" of ancient texts. This approach allows readers with little or even no experience in the subject matter to begin seeing this literature as an exquisite, perfected system of communication. No previous knowledge of Greek history, literature, or language is required. This is a project for students of any age, culture, and geographic location, and its profoundly humanistic message can be easily received without previous acquaintance with Western Classical literature.

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Can students really decide how they learn best? That’s a question many schools are wondering as self-directed learning gains popularity across the country. The concept is not new. In fact, its roots trace back to Socrates and Aristotle, but today’s teachers are embracing this instructional strategy as technology offers more opportunities for students to explore topics they find interesting and seek information easily and independently. Essentially, self-directed learning allows students to take ownership for their learning, deciding what they will learn, and how they will learn it. This empowers students, giving them a primary role in their education. Furthermore, research has emerged to indicate that this method is not only a highly effective way to increase retention, but has many additional positive side effects for students. How Does This Work in a Classroom? Allowing your students to choose what they are going to learn based on their own personal interests and strengths sounds nice, but how does this look in a classroom? Well, it’s different for every teacher and every student. The truth is, there are many different paths to learning and some students will prefer one method over another. Certain students will learn best reading books or websites, while others prefer to watch videos or listen to podcasts. Kinesthetic learners may enjoy physical and virtual field trips. Teachers can help introduce students to these alternative paths to learning and guide students to find what works best for them. You might give your students a general goal, like learning about marine life. Students would then work with you to determine a topic which interests them and how they will demonstrate their learning. An artistic student may be fascinated by colorful nudibranchs and create an informational pamphlet. Another student may decide to learn about the effects of pollution on beluga whales and write a persuasive letter to the editor of a newspaper. A third student may select to study the marine life in tide pools of their local area, creating a video teaching about the formation of the pools. Each student may have a different learning outcome, but each is deeply invested in the learning process because it is specifically tailored to his/her interests. What Role do Teachers Play in Self-Directed Learning? Self-directed learning requires a skill set that must be carefully taught and modeled by their teachers. To build and support self-directed learners, you will need to cover topics like: - Functional computer skills - Digital literacy - Library and research skills - Finding credible information - Finding resources to assist in the learning process - Introducing students to different types of learning outcomes As students follow their individual pursuits, teachers act like a guide, monitoring progress, helping students find resources, and offering feedback, paving the way for learner independence. Harnessing Technology to Create Self-Directed Learners Technology plays a key role in supporting self-directed learners. You probably use it yourself all the time. Let’s say your dishwasher is leaking. Before you call for repairs, what do you do? You might type “leaky dishwasher“ into a search engine and see what comes up. After watching a DIY video or reading a blog post, you attempt to fix it, based on what you learned. That’s self-directed learning! Some tools self-directed learners use are: - Video-conferencing tools - Personal Learning Networks - Video-streaming platforms Today, there is an abundance of online resources available at students’ fingertips, making self-directed learning easy to conduct in the classroom. Using eDoctrina, teachers can reduce the workload of customizing assignments and personalize learning experiences, easily giving students different topics depending on their chosen area of interest. There is really no limit to how technology can develop and support self-directed learners. Why is Self-Directed Learning So Effective? The best part about developing self-directed learners is that these skills carry over to different classes and can also be applied in other areas besides school. It helps build skills which develop students into lifelong learners. Here are a few of the biggest ways. It Cultivates Curiosity Allowing students the freedom to choose learning objectives based on their own interests helps them enjoy learning. It creates the opportunity for students to follow “rabbit holes” which spawn new topics for discovery. It Increases Student Motivation Since students are actively engaged in setting their own learning goals, they are more motivated to participate and dig deeper into hard topics. It Boosts Understanding and Retention When students play a role in selecting their focus, they are better able to absorb and retain new information. Benefits of Self-Directed Learning As students become the independent architects of their own knowledge, they experience other benefits as well, such as: Building Digital Literacy Skills Technology is now firmly entrenched in our schools and classrooms. With more schools integrating a wide variety of online learning components, students need to have competence using digital resources to find and consolidate information. Developing a Passion to Learn Self-directed learning is all about creating a passion for learning. Allowing students to choose their learning path actively engages them in activities that they find relevant, interesting and, most of all, fun. It’s not a stretch to realize that active engagement allows students to retain more information than passively listening to or reading about topics. It also encourages deeper learning as students are more motivated to enrich their own learning. Learning to Take Initiative Self-directed learners are able to understand what they want to know and determine how best to achieve their learning goals. They are able to take initiative to build their own knowledge. Building Skills for College and Career Readiness As self-directed learners diagnose their own learning gaps and build knowledge in specific areas, they also build other important skills. Since they are responsible for their own learning, they develop intrinsic motivation and integrity. Self-directed learners become comfortable asking questions, and aren’t afraid to seek help when they need it. These are important life skills that will serve them well across classrooms, as well as college and career goals. Here are just some of the life skills that self-directed learners develop and exhibit: - Setting goals - Problem solving - Time Management Self-directed learning provides a feeling of empowerment and is an amazing tool to develop essential life skills and lifelong learners. It encourages deeper learning and supports students to set higher learning goals. The more interested and invested your students are in what they are learning, the more willing and able they will be to do the hard work to achieve their learning goals. You may be surprised at the enthusiasm students exhibit when they are truly invested in their work. At Harris Education Solutions, we provide solutions that help support educators and encourage students to take ownership of their learning. eDoctrina is an educational website that makes the learning process fun using interactive exercises, a perfect way for students and teachers to delve into self-directed learning with customizable and personalized assignments.

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An aneurysm is a permanent enlargement of an artery (artery) in the shape of a spindle or a sac. It can be congenital or acquired. This dilation of the arteries can occur with changes in the vessel wall at certain points in the vessels. What is an aneurysm? Infogram about the anatomy and location of an aneurysm in the brain and its operative therapy. Click image to enlarge. The Greek term aneurysm means “enlargement”. This is a congenital or acquired, localized, permanent, spindle-shaped or sac-shaped expansion of an artery as a result of a bulge or expansion of the vessel wall. There is a risk that the enlarged blood vessel will rupture and life-threatening internal bleeding will occur. Aneurysm is more common in older people. Risk factors for this are high blood pressure and hardening of the arteries (arteriosclerosis). If an aneurysm ruptures, only life-saving surgery will help. A widespread aneurysm near the heart or in the brain is life-threatening because the increased pressure on the vessel wall threatens to rupture and result in internal bleeding. In this case, life-saving surgery is essential. - real aneurysm – all three layers of the artery wall bulged out - Split aneurysm – bleeding into the vessel walls ruptures the vessel walls and injures the middle vascular layer - fake aneurysm – the bulge is caused by vessel wall injuries, for example during catheter interventions for the diagnosis and treatment of heart diseases. Aneurysm can have a number of causes. The most common cause of a true aneurysm is hardening of the arteries. Infections are much less common . For example, syphilis can cause the arteries to widen in the main artery (aorta), through which blood flows from the heart to the body. Other infections are more likely to affect arteries distant from the heart. A heart attack or parasite- induced Chagas disease can cause an aneurysm to form in the wall of the heart. A fake aneurysm is a possible consequence of catheter surgery. In a split aneurysm, the middle vascular layer, the media, of the artery is injured. Symptoms, ailments & signs Many people have an aneurysm and never experience it in their entire life. You have no symptoms and the aneurysm does not lead to any disease or secondary disease. The number of unreported cases cannot be recorded statistically. But it is more likely that sooner or later an aneurysm will cause discomfort. This usually happens when it grows. That means the bulge it forms is expanding and getting bigger. It then presses on other parts of the brain and causes complaints and disorders here. These depend on the location of the aneurysm. For example, the language center can be affected – the patient then increasingly suffers from language and word finding disorders. He forgets words and concepts and finds it difficult to formulate entire correct sentences. Often the sentence is broken off halfway through without the patient realizing it himself. If, for example, the aneurysm presses on the visual center, impairment of vision can be expected. This can affect both visual acuity and the field of vision itself. Eye flicker and loss of three-dimensional vision are common signs of an aneurysm. If the sense of balance is impaired, it is difficult for the patient to control his gait and his body. Trips and falls are the result. All of these signs point to neurological deficits and abnormalities. Symptoms of the disease of an aneurysm only appear when the blood vessels in a particular artery expand. For example, an aneurysm in the main artery in the chest area can cause difficulty swallowing, coughing, hoarseness, difficulty breathing and circulatory disorders in the arms or the brain. Symptoms of an abdominal aorta aneurysm include back pain, pain radiating to the legs, urination, and alternating diarrhea or constipation. The aneurysm is rarely noticeable through a throbbing “bump” in the abdomen. If the wall of a split aortic aneurysm tears, a sudden, devastating pain occurs. In this case, the emergency doctor must act immediately. If arteries distant from the heart are enlarged, there is a risk of blood clots forming , which can then migrate to the heart or lungs and trigger an embolism . An aneurysm in the brain can have serious consequences because it can press on cranial nerves and cause failure. Aneurysm can form in various parts of the body and, depending on its location, cause serious complications. If the blood clot is not recognized and treated in time, the blood flow to vital organs and limbs is no longer guaranteed. There is a risk of blood congestion, embolism and stroke. If a supplying or branching area closes or the vascular wall of the aneurysm bursts, for example on the head or near the heart area, the person concerned is in mortal danger. The immediately initiated help measures cannot rule out permanent damage such as paralysis or irreparable functioning of the brain. The risk group for developing a blood clot is diverse. Older and young people are equally affected, as are accident victims. Alternative methods cannot clear a blood clot. The doctor alone decides on the type of operation and therapy. There may be increased blood loss during surgery. If the clot is removed from the head, it may be necessary to avoid cerebral hemorrhage with cerebral ventricular drainage. If the symptom is detected and removed in good time, further measures must be taken to avoid inflammation, cardiovascular problems and the penetration of bacteria into the wound. Depending on the severity of the procedure, swallowing difficulties and shortness of breath may occur. Patients can counteract complications by following subsequent medication and a healthy lifestyle. When should you go to the doctor? If an aneurysm is suspected, medical advice should be sought immediately. A quick visit to the doctor is recommended if chest pain, coughing or abnormal breathing noises occur that occur suddenly and cannot be traced back to any other cause. Sudden hoarseness, swallowing disorders or shortness of breath are warning signs that should be clarified as soon as possible. If there are severe abdominal pain or bleeding, the aneurysm may already have ruptured – at the latest then an ambulance service must be called. In the event of a sudden drop in blood pressure or circulatory shock, first aid must be provided until the emergency doctor arrives . A visit to a doctor is almost always necessary with an aneurysm. If the vasodilatation has already been diagnosed by a doctor, attention must be paid to the typical warning signs. If there is any suspicion that the aneurysm has ruptured, all that remains is to go to the emergency room. In general, you should speak to a doctor if you have unexplained numbness and coldness in the limbs or other symptoms that cannot be traced back to a specific cause. Prompt treatment can usually prevent further complications. Treatment & Therapy For an aortic aneurysm: If the aneurysm is not that large or the risk of surgery is too high, the doctor can treat risk factors such as high blood pressure with medication ( beta blockers ) and encourage the patient to avoid physical exertion and ensure regular digestion. If you have a larger aneurysm or high blood pressure that can not be controlled , surgery cannot be avoided. Here, the enlarged vessel part is replaced by a plastic prosthesis. Newer methods also enable a smaller (minimally invasive) procedure in which the surgeon uses a catheter ] to insert a stabilizing stent prosthesis, a kind of umbrella, into an artery, which can then be opened up in the vessel. In the case of a brain aneurysm: The neurosurgeons take care of an aneurysm in the brain. In the past, they clamped the aneurysm with a clip during open surgery or reinforced the vessel wall with tissue or Teflon. Today one can also intervene in the vessels in the brain via the inguinal artery and stabilize the vessels in such a way that the risk of rupture is averted. Outlook & forecast As a rule, an aneurysm has a very negative effect on the patient’s quality of life and, in the worst case, can also lead to the death of the person concerned. Aneurysm is primarily diarrhea or constipation and the urge to urinate continues. In most cases, these complaints do not go away on their own, so that self-healing does not occur. It is not uncommon for the aneurysm to lead to coughing and shortness of breath, which can lead to a loss of consciousness. Difficulty swallowing can also occur, making the intake of liquids and food significantly less or more difficult. Treatment of the aneurysm usually depends on the severity of the disease. In some cases, the risk of an operation is too high, so that treatment takes place exclusively with the help of medication. This can limit the complaints. However, it cannot be ruled out that the patient’s life expectancy may be reduced as a result of the disease. Furthermore, in severe cases, surgery cannot be avoided. It cannot be universally predicted whether this will lead to complications. In some cases, the affected person has to rely on a catheter after the operation . Preventing an aneurysm is only possible to a limited extent. It is important to avoid or treat risk factors such as high blood pressure, smoking , alcohol , obesity and high blood lipid levels as far as possible. Living healthy, eating sensible food, and getting enough exercise is definitely a sensible approach to preventing aneurysm from developing. After the treatment of an aneurysm, regular follow-up care by a neurosurgeon or neurologist is required in the first few months. A so-called echocardiography is often carried out at the check-up appointments, with which the function of the aortic valve can be checked. At the beginning, these examinations usually take place once a week, then only once a year. Many patients also have to take medication such as rhythm stabilizers or painkillers after the operation, and rehabilitation is often carried out after the hospital stay, which usually lasts seven to nine days. In addition, those affected should eliminate risk factors as much as possible. Nicotine should be avoided completely, as it can narrow the blood vessels and make the clip unstable. Furthermore, the blood pressure should also be adjusted very well. Here, too, regular checks and, if necessary, treatment of blood pressure with medication are necessary. If patients suffer from diabetes mellitus, the attending physician must also adjust them carefully, since diabetes that is not optimally adjusted could have negative effects on the blood vessels. In general, a healthy lifestyle should be adhered to, that is, those affected should exercise regularly, avoid nicotine and pay attention to a healthy diet. You can do that yourself Patients with aneurysms have regular check-ups with a specialist in order to monitor the condition of the deformity and to react in good time to critical innovations. Even outside of medical care, the patients pay close attention to their physical condition and register potential changes in the aneurysm. Since an emergency is possible at any time for patients with aneurysms, the people around them about the disease and possible first aid measures toinform. In the case of an aneurysm, a medical emergency usually manifests itself in a collapse of the circulatory system, with the blood pressure falling rapidly at the same time. Many patients with aneurysms receive medicinal agents for therapy and prevention of complications, which must be taken in accordance with the doctor’s prescription. In addition, a healthy lifestyle tailored to the disease will help prevent or minimize complications and possible exacerbations of the disease. A significant risk factor for an existing aneurysm is, for example, high blood pressure. To help themselves, the patients reduce their excess weight and also adjust their diet to the symptom. In addition, if you have an existing aneurysm, it is beneficial to refrain from smoking . The consumption of alcohol should also be greatly reduced and, if possible, stopped completely.

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Tens of thousands of years ago, a weird wildebeest-like creature, unlike any other mammal seen before or after its time, roamed the savanna. Known as Rusingoryx atopocranion, the little-known hoofed animal probably looked somewhat like modern wildebeest, except for one thing: it possessed a peculiar nasal structure more befitting of a dinosaur than a mammal. “The nasal dome is a completely new structure for mammals – it doesn't look like anything you could see in an animal that's alive today,” explains Haley O'Brien, who coauthored the paper describing the dome's structure in Current Biology. “The closest example would be hadrosaur dinosaurs with half-circle shaped crests that enclose the nasal passages themselves.” The bizarre beast has been known since the 1980s, from a site rich in both adult and juvenile Rusingoryx fossils, but the team behind this study was only directed to the site in 2009, and eventually noticed the odd structure on the complete skulls. After performing CT scans on them the researchers realized truly how remarkable the animals were. They discovered that the crests on their heads contained a winding nasal tube, which would have sat on top of enlarged sinuses. This would have allowed the Rusingoryx to completely alter their calls by deepening their normal voice. The CT scan revealed that the nasal passage passes through the crest, and would have altered the creatures' vocalizations. O'Brien et al. 2016 But rather than bellowing across the savanna to other members of their herd, the researchers think that the crest and the sounds it produced might have been used, paradoxically, to avoid predators. The calculations suggest that the noises being produced were actually infrasonic, or of such a low frequency that it would have been outside of the hearing range of their predators, allowing them to communicate over vast distances without being heard. This is not unlike modern elephants, which use infrasonic communication, sometimes over hundreds of kilometers. The only other animals known to have had such strange structures on their heads were dinosaurs called hadrosaurs, which lived tens of millions of years earlier. The researchers therefore suspect that this is a prime example of convergent evolution, in which two completely separate groups of animals independently evolve similar traits to adapt to similar environments. “Vocalizations can alert predators, and moving their calls into a new frequency could have made communication safer,” says O’Brien. “On top of this, we know that Rusingoryx and hadrosaurs were consummate herbivores, each having their own highly specialized teeth. Their respective, remarkable dental specializations may have initiated changes in the lower jaw and cheek bones that ultimately led to the type of modification we see in the derived, crest-bearing forms.” The fossil site also hints at why so many of the Rusingoryx ending up preserved at the same site. Among the bones they found stone tools no doubt created by our ancestors, as well as cut marks on some of the fossils, indicating that they were hunted. This, mixed with a changing climate, is probably what led to the bizarre crested creatures dying out around 50,000 years ago.

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How to target decoding practice at point of need Literacy specialists Elaine Stanley and Rebecca McEwan explain how to prepare students so they are ready to use decodable words and sentences to practise their phonics skills. Resources mentioned in this video Who is this video for? Foundation to Year 2 teachers; school leaders What will you learn? You will learn about the knowledge and skills students need before they begin using decodable texts, and how to use decodable words and sentences to target practice at your students’ point of need. Elaine Stanley and Rebecca McEwan are experienced teachers, school leaders and literacy coaches. They have had extensive experience implementing systematic synthetic phonics in primary school classrooms, and have recently coached disadvantaged school around Australia. The Literacy Hub phonics progression includes a sequence of letter–sound correspondences and phonics skills for development across Foundation to Year 2. This infographic guides teachers on using decodable texts with students. The Literacy Hub provides free, online professional learning to support schools through each step of building a systematic synthetic phonics (SSP) approach for reading and spelling. This third topic in the series unpacks decodable texts. Related resourcesSearch all resources The Last Laugh (for families) A document that supports families to enjoy the text The Last Laugh.Show more Rocky the Neighbourhood Cat (for families) A document that supports families to enjoy the text Rocky the Neighbourhood Cat....Show more Move, Move, Move! (for families) A document that supports families to enjoy the text Move, Move, Move!Show more Making Sense of our Senses (for families) A document that supports families to enjoy the text Making Sense of our Senses.Show more Little Red and the Big Bad Croc (for families) A document that supports families to enjoy the text Little Red and the Big Bad C...Show more

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Case Study: Spanish Ships Capture of the Spanish galleon Nuestra Señora de Covadonga by the British ship Centurion, commanded by George Anson, June 20, 1743, Samuel Scott, painting, before 1772, oil on canvas, National Maritime Museum, Greenwich, London, Caird Collection (public domain) PR & Coordination Case Studies: Dr Lucas Haasis Colorful original drawing of the ship Geetruide with English flag on a single sheet of paper, from 1796, The National Archives, ref. HCA 32/872. Case Study: Spanish Ships Over the course of 2022 and 2023, the Prize Papers Project will publish representative case studies of documents that were found aboard captured ships seized by the British during the War of the Austrian Succession (1740-1748). The purpose of these case studies is to introduce our visitors to the richness, character and diversity of the Prize Papers collection. After two successful launches of case studies relating to French and neutral ships, this third launch will add to the portal thousands of papers from captured Spanish ships which were all taken by the British during the War of Jenkins’ Ear (1739–48) and the War of the Austrian Succession (1740–48). This launch makes papers from and relating to around 130 Spanish ships captured by the British during these wars available online. Digital copies are now available in our open access database, the Prize Papers Portal, with document level metadata that makes the material easily searchable for users. The selection of case studies published on this website serve as research guides, with commentaries on particular ships captured and the unique collections of material that survive from each of them. The War of Jenkins' Ear was a war between Great Britain and Spain. Most of the fighting took place in Spanish America, including New Granada and the Caribbean. This war was related to the War of the Austrian Succession (1740-1748). As part of the War of the Austrian Succession, which was a war raging in Europe, America, Russia, India and the Caribbean, Spain was an ally of France. When France entered the war against Great Britain, Spain was at her side. Under the Treaty of Fontainebleau, French King Louis XV and his uncle Philip V of Spain agreed in 1743 to join forces against their archenemy. The Bourbon powers and Great Britain were therefore on opposing sides of the theatre of war at this time and fought each other in naval battles, as in the 1741 Battle of Cartagena de Indias, the 1744 Battle of Toulon and 1747 Battle of Cape Finisterre, but also through economic warfare, as the privateers and royal navies of each nation targeted merchant shipping. Among the ships captured during this war was Nuestra Señora de Covadonga, a Spanish galleon carrying silver worth over £60 million travelling from Acapulco to Manila, which was taken in the Pacific by the British Commodore George Anson. Papers surviving from this vessel include official documents that detail life aboard and the functioning of the Manila galleons as well as personal and official letters, intended for delivery in the Philippines. ➜ Read the case study by Marília Arantes Moreira ➜ Read also the case study by Oliver Finnegan Another ship was La Ninfa, a Spanish vessel in transatlantic trade carrying a different kind of treasure: over a hundred letters sent from men and women in Spain to Mexico that was captured by the British “Royal Family” privateer squadron. ➜ Read the case study by Alejandro Salamanca A third case study deals with the Portugues-flagged ship O Vaz de Lisboa. The capture and condemnation of this ship and her cargo seems extraordinary in view of the long history of friendly Anglo-Portuguese relations and prompts the following question: What was the reasoning behind the High Court of Admiralty's judgement to condemn the ship O Vaz de Lisboa and the brandy as lawful prizes? For the first time, this launch also includes the results of the work of an external volunteer, Jane Gould, who provided metadata on 10 Spanish ships captured by the British. “I'm a retired writer and editor from Los Angeles, CA, USA. I got involved with the Prize Papers after reading an article about the collection in the New York Times, and I was so thrilled by it that I immediately contacted the British Archives to see if they needed help sorting through the huge amount of materials. I thought hundreds would volunteer for such a chance. It turns out I was deluded about the number of people who get excited about reading old documents, but I was right about what a fascinating project this is. I've enjoyed deciphering the curlicued handwriting of court notaries and reading the words of a mariner who threw cannons overboard to outrun privateers or the attempts of a French widow to reclaim her merchant ship. It's wonderful to see the colors and voices of history that are missed in contemporary sources, and it's been a pleasure to have this opportunity.” These Spanish Prize Papers are largely unknown to researchers and provide insights into everyday life in Spain, the Caribbean, and Central and South America, but also detail the political and military conflicts of the period. This is the first tranche of Spanish records and in future more letters, papers and objects taken from thousands of Spanish ships will be digitised over the coming years, making the Project of ongoing interest for anyone with an interest in the history of Spain, the former Spanish colonies and the wider world. Prof. Dr Dagmar Freist I am very happy that our collaborative Prize Papers Project between Oldenburg University in Germany and The National Archives UK is now launching its third case study, this time focusing on Spanish Ships. With these case studies we put online and contextualize amazing records which provide a so far unknown everyday live perspective on colonialism and globalization. The rich documents from Spanish ships displayed here are just the first to be presented with many more to follow as the project proceeds. I would like to emphasize the international research network accompanying our project, and I am extremely happy about the researchers from around the world on board. Dr Amanda Bevan Head of Legal Records and Head of the National Archives' Prize Papers Team The papers taken from these 130 captured Spanish ships represent a small fraction of the Spanish prize papers still awaiting discovery at the National Archives. As we now work through the papers of the American Revolutionary War, we know we will find many more - ranging from many letters from Peru or Cuba to smaller numbers of papers on ships trading in Europe. It is a really exciting project which will have a profound impact on how Spanish people at home or overseas in the 18th century can be seen and heard anew.

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1. Conjunctivitis: This is the inflammation of the conjunctiva, which is the thin, transparent layer that covers the white part of the eye and the inner surface of the eyelids. Conjunctivitis can cause excessive tearing or watering of the eye, along with redness, itching, and discharge. 2. Blocked tear duct: A blocked tear duct occurs when the tear drainage system is obstructed, preventing tears from draining properly. This can lead to a watery eye, as tears are unable to flow normally. Other symptoms may include recurrent eye infections, discharge, and crusting of the eyelids. 3. Dry eye syndrome: Contrary to its name, dry eye syndrome can also cause excessive tearing. When the eyes are not producing enough tears or the tears evaporate too quickly, the body compensates by producing more tears, resulting in a watery eye. Other symptoms may include a gritty or burning sensation, redness, and blurred vision. 4. Allergies: Allergic reactions to substances such as pollen, dust mites, pet dander, or certain medications can cause the eyes to water excessively. This is often accompanied by itching, redness, swelling, and a runny or stuffy nose. Allergic conjunctivitis is a common cause of watering eyes in individuals with allergies.

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Science opens a number of fun learning opportunities for your kid. At their age, your little ones will often curiously tinker around new objects just to see how they work—just like what a scientist does. After all, they learn best with hands-on experience. What better way to discover what science has to offer than by conducting experiments? In this blog, we’ll give you a list of exciting science projects for kids that you can try at home. If your kids love to play as agents or spies, then they’d surely enjoy this cool science experiment! In this project, they can write their own secret codes on a piece of paper and watch their drawings disappear in broad daylight. All you need are the following materials: - Cotton swab - Squeeze the lemon and place its juice in a bowl. - Add a spoon of water and mix. - Ask your kid to dip a cotton swab into the lemon juice mixture. - Then, ask them to draw using the cotton swab on a piece of paper. They can draw whatever they like—a shape, a message, or their favorite cartoon character. - Once they’re done, let the paper dry for a few minutes. - When the paper is dry, their drawing will disappear as if it’s never there. - Place your paper near a heat source—a lit flame, light bulb, or sunlight—and let the message appear like magic! Water Music Experiment Believe it or not, there is also science in music! Let your kid play with different sounds using this exciting water music experiment. Pour in different amounts of water to create high and low sounds. The more water you put, the lower the sound it produces, and vice versa. For this experiment, you’ll need: - Grab a few glasses from your kitchen. The glasses should be roughly the same size. - Fill each glass with different amounts of water. You can measure them with a measuring cup or you can simply eyeball how much to put. - Give your kid a spoon. - Show them a tap on the glass and ask them to do it, too. - Let them play around with their newfound instruments! Plastic Spoon Catapult Get your little one’s hands busy with this plastic spoon catapult experiment. This simple project introduces them to the workings of a lever, including the physics behind it. To make it a fun game, you can add a stack of cups and let them take it down with their catapults. To create the catapult, you’ll need these materials: - Plastic spoon - Tube (hard cardboard tube, mailing tube, or a rolled newspaper) - Rubber bands - Small toy (can be a tiny Lego, figurine, pom pom, or an Angry Bird) - Craft tape - Tie the end of the spoon to the middle of the tube using rubber bands. It should resemble a cross-like shape. - Once the spoon is in place, secure the plastic spoon catapult on the table or counter with your craft tape. - To shoot, firmly hold the tube with one hand. - Then, place a small toy on the spoon. - After that, pull the spoon back by holding its tip with your thumb. - Aim the spoon towards your target and fire away! Make playtime more exciting by making your own slime at home! After all, who doesn’t love slime? What’s more, slime makes a great sensory play activity as it lets your kid feel the gooey texture repeatedly. Making a kid-friendly slime at home is simple. You just need the following materials to get started: - 1 bottle school glue - 1/2 teaspoon baking soda - 1 1/2 tablespoon contact lens solution - Decoration: glitter, food coloring, etc. (optional) - Warm water (optional) - Pour your school glue into a bowl. - In a separate bowl, mix the lens solution and baking soda. You can also add a few drops of food coloring or glitter to make it more visually appealing. - Then, combine the baking soda solution with the glue using a spoon or your hands. It will be sticky at first, but keep kneading to make it less sticky. - Adjust the texture to your liking. Sprinkle a pinch of baking soda for a firmer texture or a cup of warm water for a gooier consistency. - Once done, play around and enjoy! Lava Lamp Experiment This simple lava lamp experiment makes another exciting science project for your kids! Let your kids watch in wonder as they create a colorful mix of liquids in a jar. With this experiment, they can exercise their fine motor skills and discover what happens when they mix two substances. To make your own lava lamp at home, you’ll need: - Container (mason jar, plastic cup, or water bottle) - Food coloring - Oil (baby oil or cooking oil) - Alka Seltzer/calcium carbonate tablets - Gather your materials on a table. - Fill 2/3 of your container with oil. - Pour water on the remaining portion. - Add a few drops of food coloring and see what happens. At this point, you can stir them or let them settle. - For the final trick, add one Alka Seltzer tablet and watch the magic unfold! Once the reaction slows down, you can add another tablet. Got a few dirty pennies to spare? Save them for a science experiment instead! This activity will teach your kid the science of cleaning objects around the house as they turn old coins into shining, shimmering ones. - Dirty pennies - Glass jar - Paper towel - Fill the jar halfway with vinegar. - Add a teaspoon of salt and mix until it dissolves. - Drop your dirty coins in the vinegar-salt mixture. - Wait for a few minutes before taking the coins out. - Place the pennies on a paper towel. - Rinse the pennies with water and allow them to dry. - When you’re done, your old pennies will look good as new! Explore the Wonders of Science Today When it comes to nurturing a love of science and STEAM in your children, it’s best to start them young. Fortunately, you can introduce them to the wonderful world of science with these simple preschool science experiments. Looking for more fun activities for your kids at home? Head over to the Rayito de Sol blog to learn more.

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Silk is a protein-based, usually fibrous, material produced by many invertebrates. It can be used to catch or subdue prey, protect the animal and/or its eggs, or for defence. Each type of silk has its own unique set of properties, which makes certain silks useful for human uses. One type of silk in particular, that produced by the mulberry silkworm moth, has been used for millennia as a fibre for developing luxurious textiles and apparel. Silk and the animals that produce it are thus very curious. This book overviews the diversity of silk-producing animals, comparing the types of silks produced by each of them and their functions, properties, and secretory mechanisms. The properties of each type of silk are explained by examining the chemistry of the proteins. Having established the mechanism of silk performance, the book investigates the applications of different silks, both throughout history and into the future, with explanations on how silk production is proceeding in the age of genetic engineering. Of particular mention is spider dragline (or major ampullate) silk, as it the silk considered the toughest of the silks, and is of research interest to the author.

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Back to Blog Watt and Amp are both units of measurement for electricity, but they measure different things: Ampere (amp) is a unit of electric current, which is a measure of the amount of electric charge flowing through a circuit per unit of time. It is represented by the symbol "A". An ampere is defined as the flow of one Coulomb of electric charge per second. Watt (W) is a unit of power, which is a measure of how much energy is used or produced per unit of time. It is represented by the symbol "W". A watt is defined as the amount of energy transferred per second. In simple terms, amperes (amps) measure the rate of flow of electricity in a circuit, while watts measure the rate at which energy is being used in that circuit. To understand the relationship between amps and watts, you can use the equation: Watts = Volts x Amps This equation shows that the power (in watts) of an electrical device depends on both the voltage supplied to it and the current flowing through it (in amps). In summary, amps and watts are both important units of measurement for electricity, but they measure different things: amps measure current flow, while watts measure power consumption or production.

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Bullying may seriously affect the mental health and well being of children and youth. Parents, teachers, coaches, and other youth-serving adults are in positions where they are able to notice when there are signs of mental distress or bullying behavior. Research suggests that children and youth who are bullied over time are more likely than those not bullied to experience depression, anxiety, and low self-esteem. They also are more likely to be lonely and want to avoid school. There are many ways that parents and youth-serving adults can help prevent or address bullying. The same study showed that children and youth who bully others over time are at higher risk for more intense anti-social behaviors like problems at school, substance use, and aggressive behavior. Parents should pay attention to warning signs that their child may be engaging in bullying behavior, like getting into physical or verbal fights or blaming others for their problems. Bystanders to bullying may also experience mental health effects. The same study showed that students who witness bullying at school experienced increased anxiety and depression regardless of whether they supported the bully or the person being bullied. Bystanders may experience stress related to fears of retaliation or because they wanted to intervene but didn’t. When a parent, trusted adult, or teacher notices that a child or youth seems withdrawn, depressed, anxious, avoids activities that they used to enjoy, or is exhibiting bullying behavior, it’s important to talk about what may be the cause. Parents may find it helpful to talk with a professional social worker, counselor, physician, or psychologist to help address the effects of bullying and to identify protective strategies. They can also work with schools and community organizations to put bullying prevention strategies in place or to address specific bullying incidents or behaviors. Addressing bullying and related mental health concerns early can help prevent harmful negative experiences and keep children and youth moving forward in a positive trajectory at school, with friends, and in their personal development. StopBullying.gov’s Training Center includes guides for mental health professionals, parents and caregivers, and recreation leaders. To learn more about the effects of bullying, see our resources on Bullying as an Adverse Childhood Experience (ACE) and on the Consequences of Bullying.

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Understanding the concept of Quarantine 16 June 2020 - What we witness today is one for the history books. Coronavirus has the world united, yet separated in the fight against the pandemic. We hear the word "isolation" and it never coincides with the social nature of man. We almost always mentally end up dreading the concept. But how did the world know to take this united approach almost instantly? The history of Quarantine is something we must visit to understand how social distancing has saved some of our lives today. Quarantine means observing restrictions from movement and of people to prevent the transfer of communicable infections and diseases. The word comes from the word "quarantena", meaning "40 days" in the Venetian language. Quarantine as a practice has existed way before it was given a name. The process of isolation of an infected patient from the healthy or following social distancing norms to prevent getting infected from others is a necessary measure for as long as infections have existed in the world. Leprosy, Black Death, Bubonic Plagues, epidemics, smallpox, yellow fever, cholera, typhoid, tuberculosis etc are such infections that the world has resorted to in the past and continue to do so to prevent spreading germs. Isolation centres, docked ships, quarantine facilities, separate wards, countries going into lockdown, sanitisation measures etc are how the world has dealt with pandemics in the past. The duration of Quarantine depends on the time it takes for an infection to manifest, for surrounding infected persons to recover/succumb, and for the whole surge to pass. Currently, many countries have resorted to this practice in the wake of the Coronavirus Pandemic. Historically, embracing quarantine and isolation measures to fight infections and illnesses dates back to medieval times and in spite of limited medical knowledge as compared to the advancement today, it was understood that contagion measures were to be implemented to control the spread of such plagues and virus. �They knew that you had to be very careful with goods that are being traded, because the disease could be spread on objects and surfaces, and that you tried your best to limit person-to-person contact,� says Jane Stevens Crawshaw, a senior lecturer in early modern European history at Oxford Brookes University. Historical references like those in times of medieval Islam and Biblical times depict how the society in the olden times regulated the spread of dangerous diseases. Understanding the importance of isolation came with its own challenges. It was probably not easy to curtail and defeat the virus but a sense of order was established with establishing quarantine. The duration of quarantine was hinged by the time required to fight the disease. Though each pandemic has wiped out a chunk of the population each time, quarantine measures helped control the escalation majorly. Black Death or the Bubonic Plague (1347-1351) had wiped out close to 200million people, followed by 4o million lives lost due to Spanish Flu (1918-1919), HIV AIDS still continues to claim lives mounting to 25-35 million till this day. A loss to humanity is a loss nonetheless. Adapting to a sequestered lifestyle was not smooth for a lot of countries, sectors and individuals. An enforced decision imposed by authorities is almost always debated, questioned, objected and altered. Those not in favour of Quarantine argue that it has led to more issues. Panic has taken over the sanity of people and leads them to react irrationally, overstock and insensitivity to the lesser fortunate is the result. Another side-effect of incomplete information about the purpose of quarantine is racism. Wuhan, China is reportedly the epicentre of the outbreak, this has led to reports of violence, unjust discrimination against the Chinese community in other countries. Similar reports of bigotry against communities have been cited globally. Governments have imposed lockdown on businesses, flights, trade, mobility and academic institutions, public events and gatherings and in turn have subjected the citizens into de facto quarantine. Protests around the USA predominantly and many European countries consider Quarantine a restriction of their rights. Arguments over fascism, socialism, pharmaceutical industries, government authorities are the common man's acumen to the bigger problem. The argument over constraints and plight of the citizens as opposed to the government's answerability toward their medical and financial provisions is being questioned constantly. Not to forget, Quarantine today is easier with the internet. All previous diseases/pandemics/illnesses were primarily without any of 'privileges' of today. The mental trauma, sexual or domestic violence, challenges of daily-wagers, working-class, trauma suicides are a tragic, common phenomenon throughout time. The predicament of anything massive on the common man is detrimental. To conclude, the resolution to observe Quarantine in countries, cities and our homes is one step to surviving an outbreak. Medical advancements and technological upgrade along with self-sufficiency of countries are to be paid attention to. To really overcome turbulent times, there has to be an organised, planned effort by the government and international organisations comprising of medical facilities and adequate testing measures, a comfortable system where the poor does not always suffer. Adequate measures to educate the masses, communication with the civilians, financial budgeting and management of resources for consolidated progress of nations is dire. Quarantine measures seem like the most unified approach to isolated problem-solving for today's race towards the survival of the fittest.

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Industrial valves are critical components in many industrial processes. These devices are used to regulate, control, and direct the flow of fluids, gases, and other materials through a pipeline or system. It comes in different types, sizes, and designs, each serving a specific function or purpose. Let us take a closer look at the different types of industrial valves and their functions. Ball Valves – They are named after the spherical shape of the valve body. These valves are commonly used in industrial applications where precise control of flow is required. They have a rotating ball inside the valve body that opens or closes the flow of fluid or gas. The ball rotates 90 degrees to open or close the valve, and the fluid or gas flows through the opening when the valve is open. Gate Valves – They are designed to either fully open or fully close the fluid or gas flow. These valves have a wedge-shaped gate that slides into the valve body to block or allow the flow. They are commonly used in applications where fluid flow needs to be completely shut off, such as in fire sprinkler systems. Globe Valves – These valves are used to regulate the flow in a pipeline or system. It has a disk inside the valve body that moves up and down to control. The disk is attached to a stem that is connected to a handle or actuator. Butterfly Valves – To control the flow of fluid or gas, it has a circular disk rotating inside its body. A common application for them is in HVAC systems, where flow control is needed quickly and easily. Diaphragm Valves – It works by using a flexible diaphragm that moves up and down inside the valve body. The diaphragm is attached to a stem, connected to a handle or actuator that moves the diaphragm up and down. They are commonly used in applications where the fluid or gas is corrosive or abrasive. Check Valves – These prevent the backflow in a pipeline or system. They have a disk or ball inside the valve body that opens or closes to allow or block. Check valves are commonly used in applications where the backflow could cause damage or contamination. Needle Valves – The valve provides precise control in a pipeline. These valves have a needle-shaped disk inside the valve body. They are commonly used in applications where fluid flow needs to be regulated with high precision. Industrial valves play a crucial role in many industrial processes. There are different types of valves available in ValveStore apart from the list mentioned above. Each has its unique function and purpose. The selection of the appropriate valve type depends on the specific application and process requirements. It’s essential to choose the right valve for the job to ensure efficient operation and prevent system failures or downtime. Understanding the types of valves and their functions help you make an informed decision when selecting valves for your industrial processes.

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Leonids Meteor Showers occur when the Earth encounters debris left from comet Tempel-Tuttle, and are the cosmic equivalent of bugs hitting the windshield of an automobile. However in the case of the meteor shower, the vehicle is the Earth on its journey around the Sun, and the bugs are tiny sand-grain-sized particles traveling at speeds of over 140,000 miles per hour. When these particles are vaporized in the Earth' s atmosphere, we observe the heat and light associated with the streaking particle as a meteor blazing across the sky. Comet Tempel-Tuttle enters the inner solar system every 33 years, each time leaving behind a fresh trail of dust and debris. When the Earth encounters such a trail of debris, we can observe a meteor shower or storm. Over time, a given debris stream from the comet will lengthen, but remains fairly narrow and dense. Thus we can see episodes of increased Leonids activity not only in the year when the comet makes its swing into the inner solar system, but also for several years around this point in time. For 2006 the Leonids will appear in November. While Tempel-Tuttle will have been on its out-bound journey from the inner solar system for over 8 years, there remains the possibility of a small and well-defined outburst visible from parts of western Europe and Africa, as the Earth passes directly through the debris stream from the visit of the comet in 1932. The shower is predicted to peak at about 04:45 UT on November 19, with a Zenith Hourly Rate of about 100 meteors per hour. Image : NASA

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When the Portuguese first sailed down the Atlantic coast of Africa in the 1430's, they were interested in one thing. Surprisingly, given modern perspectives, it was not slaves but gold. Ever since Mansa Musa, the king of Mali, made his pilgrimage to Mecca in 1325, with 500 slaves and 100 camels (each carrying gold) the region had become synonymous with such wealth. There was one major problem: trade from sub-Saharan Africa was controlled by the Islamic Empire which stretched along Africa's northern coast. Muslim trade routes across the Sahara, which had existed for centuries, involved salt, kola, textiles, fish, grain, and slaves. As the Portuguese extended their influence around the coast, Mauritania, Senagambia (by 1445) and Guinea, they created trading posts. Rather than becoming direct competitors to the Muslim merchants, the expanding market opportunities in Europe and the Mediterranean resulted in increased trade across the Sahara. In addition, the Portuguese merchants gained access to the interior via the Senegal and Gambia rivers which bisected long-standing trans-Saharan routes. The Portuguese brought in copper ware, cloth, tools, wine and horses. (Trade goods soon included arms and ammunition.) In exchange, the Portuguese received gold (transported from mines of the Akan deposits), pepper (a trade which lasted until Vasco da Gama reached India in 1498) and ivory. There was a very small market for African slaves as domestic workers in Europe, and as workers on the sugar plantations of the Mediterranean. However, the Portuguese found they could make considerable amounts of gold transporting slaves from one trading post to another, along the Atlantic coast of Africa. Muslim merchants had an insatiable appetite for slaves, which were used as porters on the trans-Saharan routes (with a high mortality rate), and for sale in the Islamic Empire. The Portuguese found Muslim merchants entrenched along the African coast as far as the Blight of Benin. The slave coast, as the Blight of Benin was known, was reached by the Portuguese at the start of the 1470's. It was not until they reached the Kongo coast in the 1480's that they outdistanced Muslim trading territory. The first of the major European trading 'forts', Elmina, was founded on the Gold Coast in 1482. Elmina (originally known as Sao Jorge de Mina) was modelled on the Castello de Sao Jorge, the first of the Portuguese Royal residence in Lisbon. Elmina, which of course, means the mine, became a major trading centre for slaves purchased along the slave rivers of Benin. By the beginning of the colonial era there were forty such forts operating along the coast. Rather than being icons of colonial domination, the forts acted as trading posts - they rarely saw military action - the fortifications were important, however, when arms and ammunition were being stored prior to trade.

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3D print circuit board 3D-printed circuit boards: How they're made and why they matter Once confined mainly to home-brew tinkering, circuit boards created via 3D printing are now practical for some manufactured products. J.F. Brandon, BotFactory Inc. In the past ten years, 3D Printing has gone from a niche prototyping tool to a process acceptable for mass production. Most of the recent hubbub has been about monolithic plastic and metals. But new materials and processes have appeared to help create 3D-printed PCBs that meet long-standing engineering problems. If the history of electronics manufacturing could be summarized in one phase, it would be, “Shrinking everything to nothing to squeeze out something faster.” The push towards miniaturization has been driven by the inviolable laws of nature – faster devices that consume less power require shorter electrical paths. However, the printed circuit board is an outlier in the electronics world. PCBs still use basic drilling and plating processes perfected 50 years ago. That is not to say that PCB manufacturing is trivial or antiquated. But the investment in new PCB manufacturing methods is a pittance compared to the hundreds of billions put into chip fabs by IC makers such as TMSC and AMD. It is worth looking at the details of PCBs and their construction. The word ‘printed’ in printed-circuit board only describes half of the process – the silkscreen masks are the only part that is printed. A PCB is originally copper foil on a rigid fiberglass laminate which is selectively etched, drilled, and plated using a set of silkscreens and chemical baths to produce the final product.Examples of inkjet-printed circuitry made with a BotFactory SV2 PCB printer. The sole purpose of the PCB is to reliably connect passive and active components and provide a reliable platform for integration or interactions with the rest of a product. For example, the PCB in the average computer keyboard connects electronic elements together, but it also must manage human interactions and provide a sound mechanical connection to the body of the product. In addition, PCBs must be designed so they can easily be stenciled with reflow solder paste and integrated into industrial surface-mount pick-and-place lines. Optical inspection and flying-probe systems require PCBs that can be easily analyzed and binned for repair or discard automatically. All in all, modern PCBs can play a variety of roles within the end products in which they are found. So it is worth considering new manufacturing processes that can expand the capabilities of PCBs. PCBs have thermal, electrical, geometric and mechanical requirements that go beyond what most materials for 3D printing can offer. For example, the average $500 3D printer that uses Fused Deposition Modeling (FDM) uses PLA, ABS and PETG which melt under the harsh gaze of any standard soldering station. Metal 3D printing techniques are designed to handle one material at one time. Yet PCBs require, at a bare minimum, a dense and conductive metal for conductors. Three technical paths have appeared for PCB printing: inkjets, extrusion, and additive manufacturing (AM)-electroless plating. First consider ink-jetting. New nanoparticle and particle-free inks have allowed inkjet printing to go beyond CMYK inks and graphics. Inkjets can now lay down metal (overwhelmingly silver) inks in fine patterns on flexible materials. In combination with a polymer ink, it is possible to create PCBs with complex multilayer circuitry (blind and buried vias are trivial items) in only a few steps on a single machine. The inherent advantage of creating PCBs layer-by-layer this way is that each layer can be tested and validated. The minimal level of processing simplifies the dispensing solder paste, part assembly, and testing for every layer. The disadvantages are that material dispensing via inkjet printing is slow relative to all other additive manufacturing processes– deposition speeds can be in the millimeters-per-hour range. It’s possible to create precise traces with inkjet printing (metal traces with 100-micron widths are commonly attainable). But the smaller droplets limit deposition speeds. And there are problems with metal inks: Applying too much can cause bleeding and cracking during drying, thus limiting PCB fabrication speeds. Solderability is a particular blind spot – silver can wilt under standard pastes like SAC305, suffering from tin ‘scavenging’ silver during reflow. In addition, inkjet polymers melt at temperatures that standard PCBs easily manage. Fortunately, industry-accepted low-temperature tin-bismuth and indium-based solder pastes are compatible with inkjet-printed PCBs. Today there are two PCB printers that use ink jetting – the BotFactory SV2 and the Nano Dimension DragonFly. Each printer uses the same process to create multilayer circuitry, although the BotFactory SV2 utilizes inexpensive thermal inkjet heads instead of the piezo heads found in the DragonFly. Nano Dimension has focused on printing for production, whereas BotFactory has emphasized integration of pasting and PCB assembly into a small unit, working on projects with the USAF to automate the entire process. In this regard, BotFactory is unique in the electronics industry and is the only commercial product below $20,000. Single nozzle jetting Inkjetting isn’t the only way that nanoparticles can be deposited to create circuitry. An alternative method extrudes lines onto flat surfaces and uses fused-deposition modeling to provide a polymer structure for the traces to inhabit. Pastes are notoriously difficult to control when creating fine traces and spaces, requiring precise control and extremely close contact with the substrate surface. Here the target surface must be covered twice – first for mapping, then for pasting. The two-step procedure handicaps the scalability of the process for production. Pastes must be devoid of air pockets lest each bubble act as a kind of ‘spring’ and impede the extrusion process. The flip side of using viscous pastes is that metal-loading is higher and it’s possible to deposit metal in thicker layers, boosting conductivity and solderability right off the bat. However, at this time, silver is the overwhelming favorite material and thus suffers from the same constraints as inkjet-printed PCBs in regards to silver scavenging. The first example of 3D printed electronics was demonstrated by Voxel8 in 2015. The printer used FDM and paste extrusion to create basic circuit traces. After delivering early beta systems, Voxel8 switched to industrial-scale fabrication with a broader focus on multi-material printing rather than just electronics. nScrypt has taken a similar tack, creating a more general tool that includes pasting as well as polymer extrusion to create three-dimensional objects with traces within the object.Example of an nScrypt system extruding conductive traces on an FDM-printed substrate. AM + electroless plating (also abbreviated as AMEP, or 3D-Print-and-Plate) is a completely new category of AM that combines existing additive manufacturing processes and well-understood electroless plating techniques. An object is printed via stereolithography (SLA) or fused-deposition modeling (FDM) using a distinct metal-loaded material that can be electroless-plated afterward. AMEP continues to be a topic of academic research. Last year, researchers at UCLA published results on using SLA to create multi-material prints that could be selectively plated. Using two vats of pure and metal-loaded polymers, the process enhances the existing premise of AM with no extra constraint on fabrication speed. Palladium, a metal that is traditionally extremely expensive, normally serves as a seed material in this process. But on the other side of the world, UK researchers devised a way of printing less expensive metal on a new polyimide material. Polyimide (also known as Kapton) is highly prized by electrical engineers in flexible and printed electronics for its low thermal expansion and dielectric constant. UK researchers found UV energy can be used to chemically bond silver particles and the polymer chains, providing seeds for plating afterward. The technology described above has not been commercialized, but the overall concept has been utilized for creating unique antennae at firms like Swissto12. There a high-resolution SLA print is made, coated, and then electro-plated (not electroless plated). Electroplating requires a current to initiate and control the plating process, whereas a PCB often has unconnected traces and vias that require plating. Overall, the greatest challenge to AMEP is that it cannot create conductors within an object unless there are exposed holes or the PCB undergoes multiple dips into the plating baths. As it stands, the technology has the ability to meet all the technical requirements for high-performance PCBs, including ease-of-solderability and high-thermal tolerances. What it’s not There is some confusion about what is and isn’t ‘AM electronics,’ and certain lines have been drawn. In the AM industry overall, any process that uses subtractive processes is not additive manufacturing. So it is fair to argue that any process that builds circuitry on pre-existing substrates or augments AM with subtractive processes is not 3D-printed electronics. Consider the traditional PCB: UV-curable polymers mask copper foils, utilizing a process and materials seen in AM technologies like inkjet printing and stereolithography. By conveniently ignoring the drilling process for vias and shaping, one could argue that PCBs are made with AM when they clearly are not. When an entire model is fabricated using AM, it typically has characteristics and form factors that go beyond what would be possible if subtractive fabrication is included. In other words, use of subtractive processes detracts from the entire point of adopting AM. An example of a semi-additive process that is commonly cited as 3D-printed electronics is Laser Directed Structuring, a technique developed by LPKF. Essentially, an object consists of an injection-molded plastic that has been filled or coated by an organometallic compound. When a laser applies a circuit pattern to the surface, metallic seeds form and create an electroless nickel or copper plating. The technology is limited by the reach of the laser, inhibiting the possibility of allowing conductors to pass thru the object. Thus LDS parts are not true 3D PCBs by any means. The same limitation also applies to aerosol jetting, a concept commercialized by Optomec. Here a carrier gas (nitrogen typically) jets out of a fine nozzle at high speed and carries a fine suspension of materials such as nanoparticle metal inks. The wide variety of viscosity, metal-loading and material choice makes aerosol jetting a candidate for creating sensors on objects, overcoming the limited choice of materials for LDS. As both processes utilize non-AM elements, they arguably do not create 3D-printed electronic devices. Credible advances in materials, metals and polymers have made it possible to 3D-print PCBs that are useful in many applications today. However, the 3D-printed circuit board made in a few hours which is a perfect replica of a traditional PCB is the Mount Everest of AM. The most mature technique is inkjet printing; it comes closest to reaching the necessary geometric and electric properties, with materials advancing quickly to meet the thermal and mechanical needs. Extrusion is well-understood but hard to scale, and its fundamental capabilities are uneven. AM-EP is the dark horse in the race, combining old and new techniques to provide another path to the 3D PCB.Example of how AM and Plating can be combined, courtesy of University of Leeds and Heriot-Watt University. Ultimately, all technologies can be viable paths to reducing PCB size and shortening traces, yielding lighter devices in forms that would have been unthinkable just ten years ago. Desktop Circuit Fabrication All-in-one PCB Printing and Assembly Reduce Your Lead Time from Weeks to Hours Meet the SV2 Book a Consultation Empower space exploration with next generation manufacturing tools BotFactory combines a conductive ink printer, solder paste extruder, and pick-and-place machine into a single product that allows you to prototype PCBs in minutes instead of weeks. After you upload your design, our software will guide you through the printing process to create a fully assembled and functional 3D Printed circuit board in a matter of minutes. Learn how our PCB 3D Printer can help you make electronics faster! [Squink] is the only product on the market that is capable of creating a fully-functional PCB (printed circuit board). Now BotFactory counts a number of Fortune 500 companies and universities as customers.Technical.ly - "Why BotFactory just raised $1.3M, and what it means for BK’s Innovation Economy" BotFactory will enable you to create devices from your desktop, fix problems, get to the right circuit, so you will hit the market faster.International Business Times - "Does BotFactory Hold The Key To Revolutionizing Tech Startups?" Fabricating a circuit board isn’t tough but it takes a while. The back and forth, the bugs, and all of the shipping costs can turn a small project into a big problem. That’s why Botfactory raised $1.3 million to stick a PCB printer on your desk.TechCrunch - "BotFactory raises $1. 3 million to help you build circuit boards on your desktop" Today, the first order of business when building a prototype is to send your design files out to a PCB fab house. Squink eliminates this step by creating a printed circuit board for you.EETimes - "The Coming Revolution in Desktop Pick-and-Place Machines" I’ve spent more than forty years in the electronic business and can say that I know all other alternatives. The price and its flexibility made me buy it. There are devices on the market who can achieve some tasks better than Squink from BotFactory, but there is no device on the market which does it all in one. There are currently no competitors.Eugen Tiefnig, Owner, Solenics I am not aware of a true competitor to Squink. It is a unique machine as far as I know.Michael Whitley, VP Engineering, EngeniusMicro Join the Printed Electronics Revolution! Book a Call Contact Us Printed circuit boards using a photopolymer 3D printer / Sudo Null IT News And in the last year or two, thanks to a strong reduction in cost, their photopolymer subspecies is also flourishing. Now such a printer is already available to almost everyone, and the number of their models on the market is multiplying every month. Even when I just learned about the appearance of a new type of photopolymer printers a few years ago - in which the image of the layer for illumination is formed by an LCD, the thought flashed through me already then: "Hmm, what if we substitute a photoresist on a textolite?". But then it was a purely theoretical question - the prices for them were considerable, and the resolution and display area left much to be desired. However, today these printers can already boast of a decent resolution - from 30 microns per pixel, and a completely normal display area. And as it turned out, with the help of an inexpensive modern photopolymer printer, it is quite possible to make boards with tracks / gaps from 0.15 mm. I apologize in advance for such a voluminous graphomaniac, I myself did not expect that the note would become so fat... I foresee the question "But why? In China, they will make normal boards with a mask and silk-screen printing for a penny!" I answer: now, most likely, there will be several iterations of finishing the board to a satisfactory state. I made a board - tested it - made corrections. And so several times. Waiting every time for 2-3 weeks from China is not an option :) But when the final design of the board is determined - then, of course, normal production in China or on Rezonit. Now let's get down to business.Who does not know - here is a brief principle of operation of such a printer The main part of such a printer is an LCD display. Below this display is a 405 nm UV source. Above the display is a bath of photopolymer, which has a thin transparent FEP film as a bottom. A platform is lowered into the bath, on which the model is “grown”. At the beginning of printing, the platform lowers to the height of one layer from the film, the image of the first layer is displayed on the display, and UV illumination is turned on for a specified time. Illumination, getting through the "open" pixels of the display and the film onto the photopolymer, hardens it, so a hardened layer is obtained. The first layer sticks to the platform. Then the illumination is turned off, the platform rises to the height of the next layer, the image of this layer is displayed on the display, and the illumination is turned on. The second layer is cured by welding with the previous layer. And this is repeated over and over until the entire model is printed. The idea to try to make a printed circuit board using such a printer came to me again about three years ago, when I bought myself an Anycubic Photon S printer. , then I just forgot about this idea, because and there was no need to make boards. But the other day, the need arose for the manufacture of several small boards, and with a high probability that as tests are made, changes will be made to these boards and it will be necessary to go through several iterations of "manufactured-checked-changed" in a short time. And the idea resurfaced. To be honest, I thought that by now the Internet would be filled with the results of such experiments, the idea lies on the surface :) But to my surprise I found that the Internet is almost completely silent on this issue. There are separate notes, but there is no integrity and completeness in them. That's why I decided to publish this post - maybe it will help someone go all the way faster than me, and with less rakes :) Well, the most important thing is that you don't need film and you don't have to struggle with increasing the contrast of the template. You also do not need a separate UV source with a place for its installation. And, of course, it is stylish, fashionable, youthful. There are also disadvantages - the resolution of most modern 3D printers still does not cause much enthusiasm yet - the pixel size of all fluctuates around 0.05 mm. But this is already enough for confident manufacturing of boards with tracks from 0.2 mm and rather high chances of success with tracks from 0.15 mm. Due to the raster nature of such a template output, the position and size of elements on it can vary + -1 pixel, so I think it’s not even worth counting on tracks of 0.1 mm or less. Let's go in order. It is necessary to make a printed circuit board at home using photoresist. Instead of templates and illumination lamps, use a photopolymer 3D printer that will serve both at the same time. Let's divide the problem into separate steps-solutions for each moment. Outputting layers in a printer-friendly format Preparation of textolite with photoresist Photoresist development, board etching Well, there are no questions. Whoever prefers to work in what program - in that one makes boards. The main thing is that the program should be able to display the result in some commonly used form. The easiest way I've come up with is to output board layers to gerber files that can be fed to an online service. But you can also output to PDF or images. 2. Converting the CAD output to a printer friendly This is where the trouble begins. If almost all CADs can output to generally accepted formats - gerberas, DXF, printing to PDF, then 3D printer manufacturers so far categorically refuse to accept any file standard. Everyone is perverted as they can. The situation is largely saved by the fact that many manufacturers use motherboards from one Chinese company, Chitu Systems, in their printers. Thanks to this, many printers on such boards are able to understand one of the basic formats developed by the same company. And even often, if a file has some unique extension, then in fact it has the same basic format, just with a different extension. But it may differ in some details. In any case, there is a free UVtools utility known among photopolymerists that can open files in one format and convert them to another format. It understands almost all formats on the market :) I have tried two ways of preparing files with layers for the printer and I will describe both. 2.1 Gerber output and conversion to .photon The .photon file format is understood by the old Anycubic printers - Photon and Photon S. This is exactly the case when the printer manufacturer took the format from Chitu and changed its extension. In the original, this is the Chituvian .cbddlp format, so you can safely change the extensions of these types of files among themselves and the printers will devour them like native ones. Since I have a printer that understands this format, this method suited me perfectly. The limitations of this method are that the printer must understand .photon or .cbddlp files and have a standard display for most non-monochrome printers with a resolution of 2560x1440 and a diagonal of 5. 5". manuals on how to do this for any CAD that can, in principle, mirror layers or not - it makes no difference, they can be mirrored in the utility during the conversion process.0003 Now open the online utility for converting gerber files - https://pcbprint.online/ and load the gerberas into it. By the way, this is a utility from a Russian developer who lives here. It is easy to understand, although it does not contain any information or help. But here is a short guide:For a single-sided board Upload your gerbera in the main window with the "Upload file" button: We made sure that everything is fine and the image meets expectations, if necessary, make a negative or mirror the image with the buttons in the top center, and press the button " Render layout": Now press "Lauout" at the top right and get into another screen: Here you first need to go to the settings (gear button at the top right) and there select the format of the output file "photon": The time in "Exposition" can be left at default and change it to the desired one directly in the printer. But you can immediately put the right one if its value is already known :) Close the settings and return to the previous screen. Here the output image is on a black space showing the working field of the printer. The image can be moved, aligned. When everything suits, we first press "Render", and when the "Download result" button next to it becomes active, we also press it. And save the proposed .photon file to a convenient location on your computer :) For double-sided boards, things are a little more complicated due to the need to match them. Therefore, it is necessary to know very exactly the position of the image displayed on the printer's display in order to place the board on the display very accurately in accordance with it. I had several options for solving this issue, but in the end I decided on the simplest of them, which did not require any mechanical conductors. To do this, I still in CAD in a separate layer (it is possible in the border layer or in any other "unnecessary" layer) I draw a frame around the board with a line of 0. 15 mm and indented from the edges of the board by 0.25 mm. As a result, I get three gerberas - the top layer, the bottom layer and a separate empty frame. I upload all three gerberas to the above site and then in a few steps I get three files for the printer.Double-sided board in pcbprint.online/ So, all three gerberas have been loaded. All of them are mixed together, but it's not scary: Now hide the top and bottom layers, leaving only the frame (by clicking on the eyes in the names of the gerberas). Click "Render layout" and go to the "Layout" screen with the button in the upper right corner. We see an empty frame, drag it to the desired position on the black field of the display, click "Render" and "Download". The first file for the printer is ready. Switch back to the gerber screen with the "PCB comose" button. Redisplay the first layer (the frame layer still remains visible), mirror if necessary, and click "Render layout" again. Again we go to the output screen and now there are two pictures hanging on the display field - a separate frame and the first layer with a frame. The frame remained in the same place where we pulled it last time. And now our task is to exactly combine the frame of the first layer and the empty frame: Click "Increase" and combine in one of the corners. In this case, in no case should you move the empty frame that we set in the last step! Combined, click "Render" and "Download", and we have a second file for the printer. Before returning to the gerbera screen, we delete the render layer with the frame, we should again have an empty frame. And now we return to the gerberas, hide the first layer and display the second one, look at the need to mirror, click "Render layout" and go to this screen again. In the same way, we combine the layer frame with an empty frame (which cannot be moved!), then "Render" and "Download". Everything, all three necessary files for the printer are ready. All this hemorrhoids allows you to generate for the printer files of an empty frame and layers with a frame in the same place on the printer display with high accuracy. The empty frame serves to aim the board, more on that below. If necessary, the resulting .photon files can be converted to the desired format using UVtools :) 2.2 Output layers to PDF or images The second method is perhaps more confusing, but its great advantage is versatility, it is suitable for any printers, whose formats are supported by UVtools. I will describe it only in general terms, because. There are quite a lot of tools and specific ways to implement it, and everyone can choose them according to their preferences. So, the goal of the first step is to get a picture with a size equal to the resolution of the printer's display, preferably in a lossless compression format. In this case, the image of the layer in the picture must correspond to the real size in the scale of the display. If CAD allows you to output directly to the picture - great, output to it. If the resolution of the output image is configurable - specify the resolution of the printer display. It is elementary to calculate it - we divide the number of pixels across the width of the display by the width of the working area in mm and multiply the result by 25.4, we get the resolution in pixels per inch. If the resolution is not set, then set the image size as large as possible so that there are at least 15-20 pixels per 1 mm of the board. If output to image in CAD is not available, then output to PDF. This PDF will need to be opened in another program and converted to an image. Photoshop, Corel, maybe other programs can do this... The requirements for image resolution are the same. For example, in Photoshop, when importing a PDF, you can immediately specify with what resolution to convert to an image. For example, for common displays with a resolution of 2560x1440 and a diagonal of 5.5 "the resolution is approximately 537.566 PPI (pixel size - 0.04725 mm). The resulting image will need to be changed in some image editor, bringing its size to the resolution of the printer's display. In this case, the layer image must be scaled to the real one (taking into account the pixel size of the printer display) or saved without scaling if the PPI of the display was specified when importing the image. UPD: in the comments @0x3f00 gave a link to his converter of PNG images to files for the .photon printer - https://github.com/0x3f00/PhotonCpp/releases/tag/v1.0.0 . There is also an instruction for using it just for the purpose of manufacturing boards - https://github.com/borelg/PhotonPCB. 2.3 There is another way, but it is very resource-intensive You can output layers to PDF, then open this PDF in Corel, convert it, save it in DXF, extract a three-dimensional object from this DXF, which you can push into the printer's slicer. Necessary transformations in the vector editor: Connect all curves. Convert outlines to objects. Merge intersecting objects. You can extract a three-dimensional object from DXF, for example, SolidWorks. Fusion360 also seems to be able to. Who else is capable of this - I honestly don't know, but in theory any CAD that can import DXF as a sketch. Thus, for example, I made a model for determining the exposure time of the photoresist. 3. Preparation of textolite with photoresist The Internet is simply littered with articles on this topic, but for the sake of integrity and for the sake of some specific points, I will also describe such well-known stages as the preparation and etching of textolite. My first experience with such a fabrication was a couple of days ago with a domestic photoresist PF-VShch. Taking into account the last yesterday's experience, I categorically advise not to waste time on this photoresist, but immediately take a decent one - Ordyl Alpha 350(330) :) They say that Kolon is also decent, but I have not tried it. With Ordyl photoresist, the results are much more stable and accurate, it is easier to develop and adheres much better to the foil. And he can forgive those mistakes that will be critical for the PF-VSC. And what is important - it is sold in a bunch of places quite inexpensively. 3.1 Preparing the textolite To begin with, the textolite should be smooth, very preferably with a smooth foil without scratches or dents. Otherwise, the chances of success are reduced. If a double-sided board is being made, then you need to immediately cut the board out of the PCB exactly to size. If there is any CNC router, then you can drill all the holes and cut along the contour in one installation, as I do. If not, then it is better to leave the drilling for later, when the board is etched. After this, the textolite blank must be very carefully cleaned and degreased. This can be done with a kitchen abrasive sponge (but not used for washing dishes on which fats have already accumulated) and a scouring powder like Pemolux. Very carefully, slowly three every square millimeter of foil, without touching it with your fingers. In general, I categorically do not advise touching the foil with your fingers after the start of cleaning, there should not be the slightest even the faintest greasy spot on it. After cleaning, rinse thoroughly in running water, shake off excess water and allow to dry. I do not advise blotting or wiping with anything, because. grease can be applied, even from a new napkin. 3.2 Application of photoresist Also a fairly common topic on the Internet, so I'll go over it briefly. Photoresist usually comes in sheets or rolls. It consists of three layers - two protective films and the photoresist itself between them. A piece is cut off from the photoresist according to the size of the board + 5 mm in length and width, then a matte (polyethylene) protective film is removed from it. the second, glossy (lavsan) must remain on it until the etching stage. The easiest way to remove the film is with a piece of tape. It is glued with its edge to the corner of the photoresist and then folded back, pulling the protective film along with it. After removing the matt film, the photoresist is applied to the edge of the board and smoothed along this edge with a finger. The rest of the photoresist is supported by weight, without tension, but in such a way that as little as possible of its area lies on the foil. Please note that if the Ordyl photoresist falls on a well-prepared textolite, then it can firmly stick to it, and without bubbles it can no longer be rolled. You have to scrape it off and do it all over again. And PF-VShch can fall as much as you like - it definitely won't stick :) Now the knurling itself. If you have a laminator, in which the textolite will crawl through the thickness, then it's just wonderful. We make an envelope-type strip of paper folded in half, put a textolite with a sticky edge of the photoresist in it, and serve this sandwich into a laminator heated to 100-110 degrees. At the same time, we continue to hold the photoresist so that it comes into contact with the textolite foil only directly at the inlet of the laminator. That's all for Ordyl, for PF-VShch it will be harmless to roll a couple more times. If there is no laminator, then smooth the photoresist to the textolite with your finger from edge to edge, gradually lowering it onto the textolite. The main thing is not to catch the bubbles. After all the photoresist lay on the foil, we take a hair dryer and heat the textolite to 70 degrees, after which we iron the entire photoresist once again. After knurling, let the textolite with photoresist lie down for 15-20 minutes, or at least until they cool down to room temperature - according to the recommendation of the photoresist manufacturer. And now everything is ready to highlight the layer pattern :) 4. Printer highlights I want to warn you right away: looking directly into the glowing display of a photopolymer printer may not be very good for the eyes. Although not true UV (405 nm), the brightness is quite noticeable and can be harmful to the eyes. Therefore, I recommend using colored or tinted goggles. I think even sunscreen will do. First, you need to remove the bath and platform from the printer, they are completely unnecessary for this business and even interfere. This completes the preparation of the printer :) Lighting also has different options. If you have a one-sided board and the blank is larger than the size required for the board, then everything is simple - throw the file obtained at the preparation stage into the printer and, knowing the approximate place for displaying the image on the display, put a textolite with photoresist in this place. Then start printing the file and wait until it is completed. Everything, the photoresist is exposed, it is possible to develop. If the workpiece is equal in size to the board being made and the error with the position of the workpiece on the display is unacceptable, then in this case it is necessary to remove the frame during preparation, as is the case for a double-sided board. Illumination also occurs using a frame, similar to a double-sided board, only without the second side and the second layer. So, the illumination of the double-sided board. We throw all three files into the printer - with a frame, with the first layer and with the second layer. We put the workpiece next to the printer in quick accessibility. If it is already pre-drilled, it will be useful to make sure that it lies in the correct position so that you can quickly take it and immediately put it on the display. To do this, we run a file with a layer planned for exposure, and compare the layer pattern on the display and the orientation of the board next to the printer. Printing a file with one frame. As soon as the frame lights up on the printer display, we take the workpiece and put it approximately inside the frame. While the frame is being illuminated, we align the workpiece so that it is exactly in the frame, with the same indentation of the frame from the edges of the workpiece on all sides. In the photo, I gave an example with a ready-made board, because I did not take pictures during the manufacturing process. Well, reflections interfere quite strongly, alas... But I think it's understandable :) That's it, the position of the workpiece is verified, printing of the frame file can be interrupted or wait for it to finish. Without moving the workpiece, run the file with the first layer and wait for it to finish. We illuminate the second layer (the second side) in the same way - we launch the frame, place and align the workpiece, without moving it, we launch the second layer. Before this, just in case, you can make sure that the workpiece will lie in the correct orientation, as before the first layer. If the workpiece is not completely flat and does not fit the entire area of the display, then you can press it down from above with some heavy flat piece of iron. You just need to make sure that this piece of iron does not interfere with the platform lever, which will go down with the start of printing - the printer thinks that this is a normal photopolymer print and you need to lower the platform to the bottom of the bath :) Illumination time can be different from printer to printer . It depends on the power of the emitter, and on the optical illumination system, and on what type of display is worth - monochrome or RGB. Here already it is necessary to select each individually. For orientation, I can say that I got the best result with the Ordyl photoresist at an exposure time of about 90-110 seconds. With photoresist PF-VShch - about 10-13 minutes. Printer with paraled, illumination power slightly less than 50 watts. After exposure, the workpiece should be allowed to rest for 15 minutes - this is according to the recommendation of the photoresist manufacturer. Ordyl changes the color of the highlights quite noticeably, so it's pretty easy to control the highlights. Unfortunately, the photo did not convey it well, it can be seen better with the eyes. 5. Development, etching Everything here is according to the recommendation of the photoresist manufacturer and according to the classics of the Internet. All necessary chemicals were purchased inexpensively from Auchan. Even hydrogen peroxide 6% - this was a surprise for me, I had never seen it in hypermarkets before, and even in liter bottles. For one session you need: Soda ash - 1.5 grams Hydrogen peroxide - 150 ml for 3% (or 75 ml for 6% + 75 ml of water) 5 grams Salt - 7.5 grams Alkali (caustic soda, sodium hydroxide) 5-7% - 100 ml With the cheapness and ease of buying all the components around the corner, I am in favor of preparing a new solution for each board. Although the etching solution, as they say, is not stored anyway. A solution of soda ash noticeably "poorer" in the process of development. Unless caustic soda can be reused, but is it worth it to keep another bottle ... Both Ordyl and PF-VSH appear in a weak solution of soda ash. For PF-VShch - 1-2%, for Ordyl - 0.8-1.2%. For Ordyl, we take 150 ml of water and dilute 1.5 grams of soda in it. The solution can be heated up to 30 degrees, this will speed up the development, but it is important not to overdo it, otherwise the illuminated areas may begin to be damaged. Ordyl appears rather quickly. Already after 10-15 seconds, the illuminated pattern begins to become more and more contrasty, the unexposed areas gradually dissolve, become thinner and become paler. To speed up the process, it is recommended to shake the bath so that the reaction products are washed off the surface of the workpiece. For this I adapted my old 3D printer, its table and shook and heated the bath with the solution during development and etching :) Two minutes passed before there were at least some signs that development had begun. In addition, if Ordyl does dissolve, then PF-VShch first swelled like gelatin and discolored, and only then began to slowly dissolve. At the end of development, you can go over the boards with a hard paintbrush (or soft toothbrush) several times in different directions to help flush out any remaining photoresist from tight spots. Ordyl holds on tight, this procedure should not disrupt it, but with PF-VShch you need to be very gentle, even without a brush it strives to exfoliate on thin paths. After etching, the workpiece must be rinsed in cold water so that the soda residues do not continue to attack the photoresist and so as not to clog the etching solution with them. The result should be something like this, maybe even better :)More details Scale of the grid square - 0.2 mm: The scale is the same. Here you can see the raster component of the illumination, the pixels stick out: Etching was also done according to the traditional recipe, popular on the net: It is better to heat the solution to 40-50 degrees, then the etching goes much faster. This is my first experience with this solution. I used to poison with ammonium perchlorate, and even earlier - with classic ferric chloride. To be honest, I can't really express how I feel about this solution. On the one hand, it poisons rather quickly, is transparent, does not get dirty, and is relatively safe. On the other hand, it seemed to me that it was easing quite a lot ... But maybe it just seemed, I haven’t been making boards for 10 years and I forgot how it all worked when the trees were big :) After etching, the exposed photoresist must be removed from the workpiece, and this is done in caustic soda. On my bottle of cleaner it says "at least 5% but not more than 15%" and it takes 5-8% to remove the photoresist. I diluted the product 1:1 with water and this solution did the job perfectly. The photoresist does not dissolve in it, it simply peels off the foil after 2-3 minutes and begins to float in tatters in the solution. After that, the board is thoroughly rinsed under the tap and... The board is ready! Summary of my experience Overall I am satisfied. I did not expect to get tracks / gaps of 0.1 mm and I did not get them. Here, the capabilities of the printer are severely limited (pixel size), and in general, good experience is needed for such results. But I was hoping to get at least 0.2 mm, and if I'm lucky, then 0.15 mm - and I got it. 0.2 mm confidently, 0.15 mm - well, so-so... If you try, you can achieve :) There were some flaws - it was not pickled in some areas, and imperfect alignment of layers and holes. But neither is critical. As for the non-mordant - I think that I just hurried to take it out of the developer, I was afraid after PF-VShch that thin paths would begin to peel off. Although in the reviews people write that it is quite difficult to re-develop this Ordyl, you need to try for this. Imperfect alignment of layers and holes is to be expected. From such a simple method of alignment, I expected an error of 0.1-0.2 mm, which I got, but it suits me. Thank you for reading.And finally, a few photos of my results. Exposure time test, from 1 to 2 minutes. You can see the sites displaced relative to the holes. printer I'll tell you how you can make a board at home using Delta Design. The order of work is something like this: Delta Design -> DeltaCAM -> FlatCAM -> 3D printer with laser pointer . In my hobby, I periodically need to make prototyping boards to test and / or connect microcircuits with minimal strapping, in this case, an example will be for connecting a MAX5725 DAC. As a final result, we need to get a gerber file for one layer of copper and, possibly, another layer for a protective solder mask, but why bother with trifles - then also prepare the silkscreen and make a stencil for the paste . .. but that's for another time. It all starts with the component library. Footprints for SMD components do not differ much from those for a multilayer board or a single-sided, more precisely, single-layer, except for different soldering modes - manual, paste, wave, or something else. For home use, manual soldering is more often used or on paste, also manual, i.e. not automated. But with DIP components, things are different, because. there is no plating in the holes, and in order for the platform to hold the component well, its size is increased. Thus, for hand soldering and single-layer boards without hole plating, it is reasonable to make a separate library of components. Yes, and the set of rules will have to be corrected in order not to make paths too thin without urgent need, because. the wider the traces and gaps, the easier it is to control the PCB manufacturing process. Further, the process of designing a printed circuit board is no different from the industrial version. What Delta Design lacks for single layer boards is automatic SMD and/or DIP jumper placement. But even without this, it is possible to design a board, however, it is not very comfortable, if I may say so. When the library is prepared, we start creating the board. Everything is simple here, the main thing is not to forget to immediately indicate the 3rd class of accuracy - it is quite feasible for home production. In addition to the rules, you can also choose the format right away, if the scheme is not large, then I choose the A4 format: Let's move on to creating a circuit and a printed circuit board layout - this is a creative process and everyone does it in their own way. Prepared the circuit and board: On the DOCUMENTUM layer, I added graphics - text and a circle for later merging on the copper layer along with the PCB layout. The only thing you need to pay attention to is the choice of grid for the board editor. By default, there is only a millimeter grid, but often you have to make boards with pin connectors like PLS. And then I insert such scarves into the circuit board with holes with a pitch of 2.54 mm or connect them with wires with Dupont connectors. So, in order to put the connectors at the right distance, a multiple of 2.54 mm, it would be convenient to switch the grid to this step and arrange the connectors. The grid setup for the board needs to be done in the standards once: There's a tricky grid setup relative to the base grid: Added grid 1.27 and 2.54. The mesh can now be toggled in the PCB editor in the lower left corner. About once, I lied. Delta Design is frequently updated and needs to be reinstalled frequently. Therefore, if you set it up for yourself once, then you need to export the standards to a DDS file and, after the next update, import the standards before starting work with the new version of CAD. The board is designed, the only thing left is to upload Gerber files to production . .. But there are also a few points here, which I will dwell on in more detail. For a single-layer board, I usually combine the outline of the board, the copper layer and graphics, for example, put a logo or make inscriptions. In addition, checking the output gerber file in the viewer is also useful. In Delta Design, export to gerbera is called differently: “Create Production Files” In the form, select which layers you want to display and indicate that all this should be saved in the project tree. If you need to look at the files in an external viewer, you can choose to save the files to disk. After creating the production files, a line with the factory icon appears in the project tree: Open this item and see all the layers that we have selected. This is a DeltaCAM Gerber file viewer and editor already built into Delta Design. Here you can already transfer the graphics from one layer to another. Select the desired layer with graphics, select all the necessary objects and change the layer for them in the properties: Thus, we transfer everything to the SIGNAL_TOP layer. The peculiarity of this operation is that during such an operation there is no conversion of graphics and objects in the Gerber file. They are simply transferred without changes. There remains one more necessary operation - this is the addition of holes on the apertures of DIP components for subsequent drilling at home - the hole must be smaller than the diameter of the drill, because. it is only needed to guide the drill while drilling the board. To do this, in the aperture editor, find the necessary apertures and change their hole diameter. In this example, two apertures are needed for drilling - an oval and a rectangle, DCode 5 and 16, respectively. We make the hole diameter minimal and sufficient for etching at home. This operation also does not change the graphics of the Gerber files, as simply complements the parameters in the description of the aperture according to the Gerber standard. As a result, we immediately see the changes: The board is now ready for production. We upload the Gerber file of the desired layer and prepare it for making a photomask, a picture for a LUT, or for laser illumination on a home CNC machine, such as a 3D printer. Uploading the edited layer to a file is done through the creation of production files, only not according to the board, but according to the CAM project: We select one layer, because. we threw everything there and create it as a Gerber file. Further, the ways of manufacturing a printed circuit board may differ. In my example, I will illuminate the photoresist using a UV laser pointer installed on a 3D printer. There is no functionality in DeltaCAM with which you can generate a GCode for execution on a CNC machine, for this stage I use FlatCAM (http://flatcam.org). Details about connecting a laser pointer, GCode preparation described in another article. I note that FlatCAM does not support holes in apertures, which is written on their website: http://flatcam.

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Soybean Aphid Scouting and The Role of Digital Scouting Tools Soybean aphids (Aphis glycines) are small, pear-shaped insects that feed on the sap of soybean plants. They are native to Asia but have spread to many other regions, including North America, where they can cause significant damage to soybean crops. Soybean aphid scouting helps in Identifying and managing soybean aphids on time. It is an important aspect of integrated pest management (IPM) for soybean production. What are soybean aphids? Soybean aphids are small insects that range in color from pale green to yellow or brown. They have long antennae and two short tubes, or cornicles, on the rear of their bodies. Soybean aphids reproduce asexually, with female aphids giving birth to live offspring. They can produce several generations per season, with the number of generations varying depending on the region and climate. Soybean aphids feed on the sap of soybean plants, resulting in reduced plant growth, stunted plants, and reduced yields. In severe infestations, soybean aphids can also vector viral diseases. It is important to monitor for soybean aphids and implement management strategies to reduce their populations and prevent the spread of viral diseases. This can include the use of insecticides, as well as cultural practices such as crop rotation and planting resistant varieties. When to scout for soybean aphids It is important to start scouting for soybean aphids at the early vegetative stage of development. Soybean aphids are most likely found on soybean plants’ lower leaves and stem and are most active during warm, humid weather. Therefore, regularly scout for soybean aphids throughout the growing season, especially during the vegetative and reproductive stages of soybean development. During the early vegetative stage, you should focus on identifying the presence of soybean aphids and monitoring their population levels. This will allow you to determine whether treatment is necessary and, if so when the treatment should be applied. If you wait until later in the growing season to start scouting, you may miss the opportunity to control soybean aphid populations and prevent yield losses effectively. In addition to regular scouting, it is also helpful to use a growing degree days (GDD) model to predict the timing of key developmental stages for soybean aphids, such as egg hatch, nymphal development, and adult emergence. This can help you plan your scouting activities and ensure that you are monitoring for soybean aphids at the most critical times. In addition, fields that have a history of soybean aphid infestations or are near infested fields should be monitored more closely. How to scout for soybean aphids There are several steps involved in conducting a thorough soybean aphid scout: Select representative plants: Choose plants representing the field, including plants of different ages and at various locations within the field. Count aphids: Examine the lower leaves and stems of the selected plants for soybean aphids. Count the number of aphids on each plant and record the data. Evaluate the level of infestation: Determine the soybean aphid infestation based on the number of aphids found per plant. A low infestation level is typically considered fewer than 250 aphids per plant, while a moderate infestation level is 250-999 per plant. An infestation level of 1,000 or more aphids per plant is considered severe. Start applying treatment when more than 250 aphids were counted per plant. Several options for managing soybean aphids include chemical, biological, and cultural approaches. Chemical control methods, including the use of insecticides, can be an effective way to manage soybean aphid (Aphis glycines) infestations. Systematic insecticides are a type of chemical control method that can be used to manage soybean aphid infestations. Systematic insecticides are applied to the soil, taken up by the plant, and distributed throughout the plant tissue. This allows the insecticide to provide long-lasting control of soybean aphids and other insects that feed on the plant. These insecticides can be used as a seed treatment or soil drench. Seed treatments are applied to the seed before planting and protect emerging seedlings. Systematic insecticides reduce the need for multiple applications throughout the growing season. However, they also have some limitations. Systematic insecticides may be less effective at controlling high soybean aphid populations. Due to their persistence in the environment, they may significantly impact non-target organisms, such as pollinators. It is important to choose an insecticide that is specifically labeled for use on soybeans, and that is effective against soybean aphids. It is also important to consider the potential for insecticide resistance, which can repeatedly occur when soybean aphids are exposed to the same insecticide. To reduce the risk of resistance, it is important to rotate between different classes of insecticides and to use multiple control methods in combination. Biological control methods involve natural predators, such as ladybugs and lacewings, to reduce soybean aphid populations. Cultural control methods include crop rotation, planting resistant varieties, and avoiding late planting, which can reduce the risk of soybean aphid infestations. Digital field scouting app Digital scouting apps, such as Agrio, can be a helpful tool for keeping track of pest infestations, including soybean aphids (Aphis glycines). These apps can help simplify the scouting process by providing a platform for recording and organizing data about pest populations, crop development, and management strategies. Agrio can help with pest counting by using computer vision technology to analyze images of pest infestations. This can be especially useful for quickly and accurately counting large numbers of pests, such as soybean aphids, which can be time-consuming and challenging to do manually. To use this feature, you would need to take photographs of the pests using your smartphone or other device and upload them to the app. The app would then use artificial intelligence algorithms to identify and count the pests in the images. Soybean aphid scouting is important in managing soybean crops and preventing yield losses. Digital tools help field scout professionals to complete their tasks quickly and accurately and share their findings with their teams and clients.

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This day in history, October 12, 1972, the USS Kittyhawk riot, also known as the Kitty Hawk mutiny occurred. The Kitty Hawk mutiny was a race riot that took place on the U.S. Navy aircraft carrier Kitty Hawk while it was stationed off the coast of Vietnam during Operation Linebacker of the Vietnam War. Approximately 100–200 black Kitty Hawk crewmen rioted as a response to perceived grievances against the Navy and the officers of Kitty Hawk, which appeared to represent institutionalized racism on the ship. One grievance was the belief that black crewmen were routinely assigned to menial or degrading duties. Black crewmen also believed that white crewmen received milder non-judicial punishments than black sailors for the same offenses. Additionally, there was lingering resentment from a racially charged brawl involving Kitty Hawk sailors in the Philippines shortly before the ship left port. During the riot, black sailors assaulted and injured a number of white crewmen. Three had to be evacuated to shore hospitals for further treatment. Forty-five to 60 Kitty Hawk crewmen were injured in total. The carrier’s commander, Captain Marland Townsend, and executive officer, Commander Benjamin Cloud (who was black), dissuaded the rioters from further violence and prevented white sailors from retaliating. This allowed the carrier to launch her Linebacker air missions as scheduled on the morning of October 12. Nineteen of the rioters were later found guilty by the Navy of at least one charge connected to the riot.

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In a world grappling with climate change and environmental degradation, the importance of environmental health and sustainable living has never been more evident. Our choices and actions today directly impact the well-being of future generations and the health of our planet. This blog post aims to explore the significance of environmental health and provide practical insights into adopting sustainable practices in our daily lives. Understanding Environmental Health: Environmental health refers to the interplay between human health and the environment. Our well-being is intricately connected to the quality of our surroundings, encompassing air, water, soil, and the overall ecosystem. It is crucial to recognize the impact of environmental factors on human health and the various concerns, such as air pollution, water contamination, chemical exposure, and habitat destruction. Benefits of Sustainable Living: Embracing sustainable living offers a multitude of benefits for individuals, communities, and the planet as a whole. By adopting sustainable practices, we reduce our carbon footprint, conserve precious resources, and safeguard ecosystems. Furthermore, sustainable living directly contributes to improved air and water quality, reduces our exposure to harmful toxins, and promotes overall well-being. Additionally, sustainable choices often result in economic benefits, such as savings on energy and utility bills and the creation of new job opportunities in sustainable industries. Sustainable Practices for Individuals: As individuals, we have the power to make a significant impact through our daily choices. Here are some key sustainable practices we can adopt: - Energy conservation: Implementing simple steps like using energy-efficient appliances, adjusting thermostat settings, and opting for renewable energy sources can greatly reduce energy consumption. - Water conservation: By practicing mindful water usage, utilizing strategies like installing low-flow fixtures, and exploring rainwater harvesting and greywater recycling systems, we can conserve this precious resource. - Waste reduction and recycling: Proper waste management, including recycling, composting, and reducing single-use items, helps minimize waste and conserve natural resources. - Sustainable transportation: Embracing public transportation, carpooling, cycling, and walking not only reduces carbon emissions but also promotes healthier lifestyles. - Sustainable food choices: Opting for organic and locally sourced food reduces the environmental impact of the food system, supports local communities, and helps combat food waste. Sustainable Practices for Communities and Organizations: Creating sustainable communities and organizations requires collective efforts. Some key practices include: - Encouraging sustainable policies and practices in local communities: Implementing initiatives like renewable energy programs, efficient waste management systems, and sustainable urban planning fosters environmentally conscious communities. - Importance of sustainable urban planning and green spaces: Designing cities with walkability, access to green spaces, and efficient public transportation systems promotes a healthier and more sustainable way of living. - Corporate sustainability initiatives: Organizations play a crucial role in driving sustainability. Adopting eco-friendly practices, reducing emissions, and supporting sustainable supply chains contribute to a greener future. - Collaboration for sustainable development: By working together, individuals, communities, and organizations can create a ripple effect, inspiring and supporting sustainable practices across various sectors. Overcoming Challenges and Spreading Awareness: Transitioning to a sustainable lifestyle may present challenges, such as accessibility to sustainable products, cost implications, and resistance to change. However, overcoming these challenges is essential for our collective well-being. We can overcome these hurdles by educating ourselves, exploring alternatives, and supporting policies that promote sustainability. Raising awareness through sharing information, engaging in conversations, and advocating for sustainable practices helps create a positive change. Environmental health and sustainable living are vital for the preservation of our planet and the well-being of future generations. By understanding the significance of environmental health, embracing sustainable practices as individuals, communities, and organizations, and spreading awareness, we can create a greener future. Let us take small steps every day and inspire others to join us in this journey towards a healthier and more sustainable world. Together, we can make a significant impact and leave a positive legacy for generations to come.

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Litter, or mismanaged solid waste, can include food wrappers, fast food packaging, beverage bottles and cans, cigarette butts, masks, gloves and so much more. Litter negatively impacts people and our natural environment daily and poses a threat to our future. Litter affects not only quality of life, but environmental, community and individual health, economic development, the circular economy, water safety, community justice and climate. The Keep America Beautiful 2020 National Litter Study is the most comprehensive study of litter ever completed in the U.S. Keep America Beautiful (KAB), the nation’s largest community improvement organization fighting litter since 1953, brought on Burns & McDonnell to conduct its 2020 study as a follow-up to a landmark 2009 study. The study included four distinct components: a public attitudes survey, a visible litter survey, a behavioral observations survey and a financial cost of litter survey (which is ongoing). KAB, Burns & McDonnell and a team of litter research leaders developed a comprehensive scientific methodology documenting the quantity, composition, sources of litter, attitudes toward litter and littering, observations of littering, and an account of the cost of litter across the U.S. Burns & McDonnell incorporated processes and data architecture to replicate the study and maintain consistency across time and geographies. The Keep America Beautiful 2020 National Litter Study established a valid, national estimate of litter along waterways in the U.S. and insights about the relationship between litter on waterways and roadways. The study showed that although roadway litter is down by more than 54% since 2009, there is slightly more litter along waterways. Other key findings include: - Approximately 90% of U.S. residents agree litter is a problem in their state. - An estimated 207 million personal protective equipment items were littered on U.S. roadways and waterways through early fall 2020. - Of the 50 billion pieces of litter on the ground, 24 billion are along roadways and 26 billion are along waterways. - There are more than 2,000 pieces of litter per mile. Though litter is still a looming issue across the U.S., KAB is working to positively change behaviors and prevent litter from occurring. “Behavior change is at the root of Keep America Beautiful,” said Helen Lowman, Ph.D., Keep America Beautiful president and CEO. “If Americans pick up 152 pieces of litter — and ultimately, stop littering — we can promote that everyone lives in a clean and litter-free community.” While 50 billion pieces of litter on the ground may sound like a daunting statistic, 152 pieces per U.S. citizen is a manageable number to handle and provides a tangible goal to strive toward. If this goal is achieved, the study estimates the U.S. could be a litter-free nation, assuming all other littering stopped today, and waste was properly managed. KAB continues to engage its affiliates and millions of volunteers across the U.S. to move closer to its goal of eradicating litter. Embracing long-term environmental, social and governance opportunities is critical to an organization’s future success. Discover how we can help you plan to increase sustainability and remain competitive.

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Colorado’s beloved greenback cutthroat trout has had a trying existence over the last century. In 1937 the fish was thought to be extinct until small populations were discovered and protected in the early 1950s. In 1978 the native trout’s status was downgraded from endangered to threatened as reintroduction efforts continued. Fast forward to 2012; new genetic research has been published that exposes the true plight of our state fish. According to Colorado Parks and Wildlife, genetically pure greenback cutthroat trout exist in only one small stream in the wild. There are no more than 750 greenback cutthroat trout alive in the wild today. This tiny population resides in Bear Creek at the foot of Pike’s Peak, west of Colorado Springs. Bear Creek itself is an especially volatile environment for the cutthroats because of the erosive soil type that makes up its bed. The loose gravel and dirt easily washes into the creek killing the aquatic life that these fish rely on for food. Warm, windy, summer days only make the situation worse as even a small wildfire could completely destroy the vegetation, which is the only thing keeping the soil out of the creek bed right now. One of the more complicated challenges facing the greenback cutthroat is that the size of the population is so small that they face a high risk of poor genetic diversity. There are just too few mature reproducing adult fish. Poor genetic diversity will inhibit the cutthroat’s ability to adapt to their changing environments in the future, and could cause them to be lost forever. Luckily, someone is trying to do something to protect the existence of these special fish. They call themselves The Greenbacks and they have teamed up with Colorado Trout Unlimited to start the 1 of 750 campaign. The goal is not only educate people about the problem, but to try to fix it. It is one thing to talk about fixing a problem, but it is another to actually develop a plan. The Greenbacks have a plan. "We are raising funds for: Restoring and maintaining the access road next to Bear Creek to prevent further erosion from entering the stream and damaging the habitat for its resident greenback cutthroats. Proliferation of greenbacks through supporting stocking programs and the gear required for our volunteers to successfully pack fish into remote areas. Seed money to leverage larger grants for in-stream restoration projects" The best way for you and I to help these good Samaritans is to visit and donate to their Indiegogo project page. They are trying to raise $10,000 by January 2014 to begin the long process of saving Colorado’s greenback cutthroat trout. They have aligned themselves with a handful of great sponsors like Fishpond, Vedavoo, and Tenkara USA, who are providing donation prizes and gear to the volunteers. Make sure to visit 1of750.com or go straight to the Indiegogo project page for more information or to donate. The future of our state fish is hanging on a small thread, and if everyone who fishes here and enjoys this sport would lend them a hand, we might just fix this. Andy “Otter” Smith, Guide and Content Writer

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July 29, 2019, by Joe Bell Achieving Participation in Medium Sized Groups Here, Charles Crook talks about ways to stimulate a class of students into discussion, to feel confident about talking about the material that they are studying. He describes some tools for supporting groups in the classroom: A tool to pick a name out of a group randomly for someone to make some kind of contribution: http://primaryschoolict.com/random-name-selector/ Convening the groups – how do you form the groups: http://chir.ag/projects/team-maker To police the duration of the discussion – a countdown device: http://www.online-stopwatch.com/countdown-timer/ And a tool that helps them be reflective about the topic they are engaged with and a little implicit cross-talks between groups that are discussing something at the same time. http://padlet.com Students are receptive to the idea of being responsible not just for talking but for reflecting and creating a durable record of the discussion. They also recognise the value of knowing how their peers are approaching the task. The outcomes of the discussion can be shared on Moodle for the students or future cohorts to get them started. No comments yet, fill out a comment to be the first

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Key Difference: These two words are the most common worldwide disease terms. Causal organisms are differentiated by both the terms “Ebola and Cholera.” Ebola is more harmful than Cholera. Different types of Cholera are transmitted to human beings. Ebola is a dreadful disease that leads to death when severe, whereas Cholera attacks are severe at 3 to 5 days and lead to asthma, it will be lowering the condition to 7 to 10 days. Both Ebola and Cholera cause high fever and fatigue. You can learn the significant differences between Ebola and Cholera in this article. Good examples of the words “Ebola and Cholera” are, 1. Ebola is an incurable disease. 2. Cholera is a seasonal disease and should treat with care. Ebola is an infectious dreadful disease. Ebola is a highly infectious and fatal virus. It causes severe fever in humans, which includes fever, fatigue, headache, diarrhoea, and in some cases, bleeding occurs. This virus is infected through bodily fluids such as blood, saliva, sweat, urine, and faeces. There is no specific treatment for this Ebola virus attack. You can take prescribed medication, pills, and therapies to cure this disease. It would be best if you took precautions against infected humans and animals. The Best example of the word “Ebola” is, “Ebola is a rare but deadly disease.” How do We Spell the Word Ebola? Spell / Pronunciation in which a word or particular language is spoken among people. The Oral representation of the word Ebola is “i·bow·luh.” It would help if you practiced it slowly for the outcome of a perfect spell. Below, you can know by hearing the audio of the word Ebola. Syllabification is where we split the words into individual vowel sounds. A syllable should have at least one vowel in the word. We are going to see the syllable of the word Ebola. Wondering if the word “Ebola” has three syllables in it, There is no split; generally, it is “E-BO-LA.” How do We Pronounce “Ebola” Using “EBOLA” in sentences: - The Ebola virus attack is severe in West Africa. - Ebola is always a serious disease all over the world. - It is important to practice good hygiene to prevent the disease of Ebola. - There is no specific treatment for Ebola disease. - Muscle pain is one of the symptoms of the Ebola virus disease. Cholera is an epidemic disease. Cholera is called an influenza virus. It affects the body parts like the throat, and a running nose causes headaches; Cholera is the Latin word “to flow into.” It is a viral infection of the lungs. You can take influenza antiviral drugs to treat this disease. There are two main types of human flu viruses: A and B. Both are spread commonly in people, but A has a special effect. It will spread into more contagious subtypes depending on the genes involved in the viruses. Sometimes for older people, it leads to chronic disorders like heart attack, asthma, etc., The Best Example of the Word “Cholera” is “Cholera is a viral disease that causes severe fever in human beings.” How do We Spell the Word “Cholera” The vocal representation of the word Cholera is “kaw·luh·ruh”; We can pronounce it according to the different languages below. You can know by hearing the audio of the word cholera. Syllabification is where we split the words into individual vowel sounds. A syllable should have at least one vowel in the word. We will see the word Cholera syllable here. - Wondering if the word “Cholera” has three syllables. - There is it is called CHOL-E-RA. How do We Pronounce “Cholera” Using “Cholera” in sentences: - There are different types of Cholera in this world. - Cholera is the deadliest disease. - Cholera is an epidemic disease. - Whether cholera kills human if left untreated? - The doctor said he has died due to a cholera attack. Similarities between Ebola and Cholera: The title reveals the difference between Ebola and Cholera. But you also want to know about the above two words. So come, let’s see below. - Both Ebola and Cholera can cause high fever and fatigue, sore throat, headache, runny nose, vomiting, and abdominal pain and can be transmitted through body fluids. - Ebola and Cholera can be treated through hygienic measures such as washing hands frequently and covering your mouth while sneezing or coughing. Compare: EBOLA & CHOLERA |The Ebola virus is the dreadful disease it won’t attack easily, but when it becomes severe, it causes internal and external bleeding. |Common viral infection which affects the nose, throat, and obviously lungs, and it is called the cholera virus. |Virus disease, Virus infection, Ebola virus syndrome, Hemorrhagic fever, and Ebola hemorrhagic fever |Ache, Disorder, Condition, Illness, Dose, and Disposition. |Direct contact with the fluids of the person. |The viruses can be spread by hand. |Sneezing, Stuffy nose/Runny nose Mild to severe fever, Sore throat, In severe cases internal and external bleeding, organ failure, and death. |Fever, Cough, Sore throat, Runny nose, Body aches, Headaches, Fatigue, and Some people may have vomiting and diarrhea. |There are 5 different types of ebolaviruses such as the Zaire ebolavirus, Sudan ebolavirus, Taï Forest ebolavirus, Reston ebolavirus, and Bundibugyo ebolavirus. There are four types of seasonal influenza virus types A, B, C, and D. |Fatigue and sore throat are the symptoms of an Ebola virus attack. Henry is affected by the Ebola virus severely. You can follow any therapies to cure the Ebola disease soon. Ebola can be easily transmitted through contaminated objects. Everyone should take precautions to avoid Ebola disease season. |When is H1N1 bird cholera reported lastly? You know the reasons to cause of cholera. When is the cholera season occurs all over the World? Three types of RNA viruses cause cholera. Cholera is a common disease caused by different types of viruses. Resources & References Resources: Cambridge Dictionary (Ebola, Cholera), Merriam-Webster (Ebola, Cholera), Dictionary.com (Ebola, Cholera) Reference: Dictionary.Cambridge.org, Merriam-Webster. com, Merriam-Webster. com, Dictionary. com.

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England Food Riot of 1931 The England Food Riot of 1931 occurred after the drought of 1930 caused major crop failure across the region, leaving many farmers unable to feed their families. The Depression was occurring across America, and the majority of people in England (Lonoke County) and the surrounding area were destitute and desperate. As a result, approximately fifty angry farmers converged on the town of England, demanding food to feed to the starving members of their community. The crowd grew to include hundreds once in town, and the merchants, with assurances of repayment by the Red Cross, agreed to open their doors and offer all they had to avert any violence from the mob. The crowd dispersed peacefully, but the incident created a nationwide stir. England is positioned in central Arkansas between Pine Bluff (Jefferson County) and Little Rock (Pulaski County) in what is considered one of the richest agricultural regions in the world. It was established in 1888 after the railroad was built through the area. The town grew quickly and prospered well in the early 1900s. The drought that came in the summer of 1930 devastated the region. Farms normally abundant in cotton, corn, rice, and hay were laid to ruin by the lack of rain and high temperatures day after day. It was not until December of that year that any relief arrived, which was in the form of the Red Cross. Assistance from the Red Cross was meager at best, amounting to approximately one dollar per month for each person in need. On January 3, 1931, H. C. Coney, a tenant farmer from Lonoke County, was visited by a neighbor who was distressed because she was unable to feed her children. He decided that he must do something, so he loaded his truck with several other neighbors and headed to England to demand food from the Red Cross. Though the original group of men consisted of approximately fifty farmers, some armed, reports state that anywhere from 300 to 500 came together once in the city proper. The Red Cross, which lacked the forms necessary for people to apply for aid, took the brunt of their anger for the promised food never given to those in need. The merchants, either out of fear of what the mob was capable of or out of the kindness of their hearts, offered food to the people that day. According to some eyewitness accounts, there was no violence, and the term “riot” might not be the best description, as any possibility of an actual riot was averted due to the generosity of the storeowners. There is little doubt, however, that the scene could have become ugly had the farmers not been mollified. One witness to the event worked part time for the Associated Press and promptly called his editors with the story of the riot. Newspapers from New York to California picked up the story. Until then, Arkansas governor Harvey Parnell, along with the Red Cross, had tried to downplay the severity of the situation, saying that they had everything under control and that no one was in desperate need. But now the plight of the people of England was known nationwide. Walter O. Williams, who was the mayor of England at the time, played a large part in the relief effort for the people in his area. He wrote letters to the governor and state senators asking for federal assistance of any kind and was told, in turn, that they were doing everything they could to get bills passed in Congress to assist those in need. Williams also made pleas to the nation through the radio and newspapers. With the media blitz that suddenly gave names and faces to so many starving people, Governor Parnell had to retract his earlier statements that “conditions, although not so good because of the drought adversities, are not alarming and indications are that a normal condition is being resumed.” U.S. senator Joe T. Robinson also used the popularity of the stories in the press to petition for federal dollars for loans for drought relief. On January 23, 1931, after reading about the dire situation in England in a paper in California, Will Rogers visited the town. He met with representatives of the Red Cross, the mayor, and many farmers in the region. The week before, he had appealed to President Herbert Hoover in Washington DC for federal aid but was turned away. He decided to raise money himself by embarking on a tour for drought relief. The tour, along with money sent in from citizens across the country after reading the stories in their local papers, helped feed and clothe the people of England and carry them through these tough times. England again prospered within a year, after a season of good crops, and life went back to normal in this poor region. Although there were many other regions under stress due to economic failings or environmental problems, it was this tiny town and the events of that day that got a nation to sit up and take notice and got the government to start passing legislation to assist in times of hardship. For additional information: Ingram, Dale. “The Forgotten Rebellion.” Arkansas Times. January 19, 2006, pp. 10–13. Lambert, Roger. “Hoover and the Red Cross in the Arkansas Drought of 1930.” Arkansas Historical Quarterly 29 (Spring 1970): 3–19. Obrecht, John. “Our Children Are Crying for Food.” Arkansas Times, August 1987, pp. 89–91, 147–149. Womack, Corey. “Will Rogers Fights for England.” My Arkansas PBS, October 25, 2019. https://www.myarkansaspbs.org/programs/onceuponatimeinarkansas/once_upon_a_time_in_arkansas_blog/will_rogers_fights_for_england (accessed August 17, 2023). Chenault & Gray Publishing No comments on this entry yet. "*" indicates required fields

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The hominin and most of the faunal elements consist exclusively of teeth, and many of them present root alterations mostly due to the effects of calcium dissolution and some rodent gnawing. The mammalian fossil assemblage from the Daoxian site is typical of Late Pleistocene in southern China, and is composed of 38 species including 5 extinct large mammals such as Ailuropoda baconi, Crocuta ultima, Stegodon orientalis, Megatapirus augustus and Sus sp. Study’s co-lead author WU Xiujie, a Paleoanthropologist of the IVPP, said the 47 human teeth came from at least 13 individuals. The Daoxian teeth are small and they consistently fall within H. sapiens variability. They are generally smaller than other Late Pleistocene specimens from Africa and Asia, and closer to European Late Pleistocene samples and contemporary modern humans. Both the crown and the root of Daoxian teeth show typical morphologies for H. sapiens, with simplified occlusal and labial/buccal surfaces and short and slender roots. The presence of moderate basal bulging as well as longitudinal grooves in the buccal surface of canines, premolars and molars from other Late Pleistocene samples such as Xujiayao, Huanglong Cave, Qafzeh or Dolni Vestonice make Daoxian teeth morphologically closer to middle-to-late Late Pleistocene and even contemporary human samples. The data filled a chronological and geographical gap that was relevant for understanding when H. sapiens first appeared in southern Asia. The Daoxian teeth also supported the hypothesis that during the same period, southern China was inhabited by more derived populations than central and northern China. This evidence was important for the study of dispersal routes of modern humans. Some studies have investigated how the competition with H. sapiens may have caused Neanderthals' extinction. Notably, although fully modern humans were already present in southern China at least as early as 80,000 years ago, there is no evidence that they entered Europe before 45,000 years ago. The species made it to southern China tens of thousands of years before colonizing Europe perhaps because of the entrenched presence of the Neanderthals, in Europe and the harsh, cold European climate. In addition, it is logical to think that dispersals toward the east were likely environmentally easier than moving toward the north, given the cold winters of Europe. It may have been hard to take over land Neanderthals had occupied for hundreds of thousands of years. The Daoxian teeth place species in southern China 30,000 to 70,000 years earlier than in the eastern Mediterranean or Europe. Scientists hope these Daoxian human fossil discovery will make people understand that East Asia is one of the key areas for the study of the origin and evolution of modern humans.

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How do you discuss extent? It means show that you know what you’re talking about. “The extent to which” means that a statement has been made that is not entirely true, and you have to explain how it’s true but how it also needs to be modified. Eg: Critically discuss the extent to which slavery was the cause of the Civil War. How do you start a extent essay? To what extent essay structure - Sentence 1: In introduction section, you are expected to paraphrase the question. - Sentence 2: This is the best place to introduce your thesis statement. - Sentence 3: This is the outline sentence which lines up what you are going to discuss in the body. What does evaluate the extent mean? “Assessing the extent” means how well, or how much something occurs, especially compared to something else. You could think of the question as asking which thing is more important. Let’s take a more everyday example with a pretend question: Assess the extent to which breakfast is a more significant meal than lunch. What does evaluate extent mean in Dbq? “Evaluate the extent” is all about getting you to write an essay that goes beyond simplistic observations and lists of facts, delving instead into an analysis of how and why things happened as they did, while also recognizing that there is rarely a single cause for any effect, nor a single effect from any cause. What extent means? phrase. You use expressions such as to what extent, to that extent, or to the extent that when you are discussing how true a statement is, or in what ways it is true. How do you evaluate the extent of something? “To what extent” questions are examining the way you look at a situation so that you can come to a conclusion. Your conclusion must look at an event from both sides. This shows that you can look at evidence and give a balanced argument and that your conclusion discusses the main reasons for the event from both sides. How do I answer to what extent? Any ‘To what extent…’ custom essay must end with a concluding summary which answers the overall question. Then conclude whether you agree the statement is true ‘to a certain extent’, ‘to a great extent’ or ‘to a very small extent’. What does great extent mean? : most of the time His comments are true to a great extent. What does extent mean in accounting? In accounting this refers to the multiplication of quantity times price, or number of units times price or cost per unit. How do you answer what extent essay? What are synonyms for extent? Synonyms of ‘extent’ He underestimates the scale of the problem. level. measure. The colonies were claiming a larger measure of self-government. stretch. What does large extent mean? phrase. You use expressions such as to a large extent, to some extent, or to a certain extent in order to indicate that something is partly true, but not entirely true. [vagueness] It was and, to a large extent, still is a good show. To some extent this was the truth. What is to what extent? : how far : how much To what extent can they be trusted? What does extent mean? 1a : the range over which something extends : scope the extent of her jurisdiction. b : the amount of space or surface that something occupies or the distance over which it extends : magnitude the extent of the forest. How do you describe extent? the space or degree to which a thing extends; length, area, volume, or scope: the extent of his lands; to be right to a certain extent. something extended, as a space; a particular length, area, or volume; something having extension: the limitless extent of the skies. What is the meaning of great extent? What does full extent mean? The full extent of something is like the limit — that’s the end of it. If you’ve reached the extent of your patience, you’re out of patience. If an earthquake destroyed your house, the extent of the damage was severe. Definitions of extent. What does extent of problem mean? 1 the range over which something extends; scope. the extent of the damage. 2 an area or volume. What is the difference between extend and extent? Extent is a noun that refers to the length or degree of something. Extend is a verb meaning stretch out, enlarge, increase, or offer.

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A food allergy happens when the body's immune system, which normally fights infections, sees the food as an invader. This leads to an allergic reaction. Even if previous reactions have been mild, someone with a food allergy is always at risk for the next reaction being life-threatening. So anyone with a food allergy must avoid the problem food(s) entirely and always carry emergency injectable epinephrine. What Are the Most Common Food Allergens? A child could be allergic to any food, but these common allergens cause 90% of all reactions in kids: An allergic reaction is an immune system response in which chemicals like histamine are released in the body. An allergic reaction can be mild or severe. A person can have a severe reaction to a food even if their previous reactions were mild. Symptoms of an allergic reaction can include: a drop in blood pressure, causing lightheadedness or loss of consciousness (passing out) Sometimes, an allergy can cause a severe reaction called anaphylaxis. Anaphylaxis might start with some of the same symptoms as a less severe reaction, but can quickly get worse. The person may have trouble breathing or pass out. More than one part of the body might be involved. If it isn't treated with injectable epinephrine, anaphylaxis can be life-threatening. What Is a Food Intolerance? People often confuse food allergies with food intolerance. The symptoms of food intolerance can include burping, indigestion, gas, loose stools, headaches, nervousness, or a feeling of being "flushed." But food intolerance: doesn't involve the immune system can happen because a person can't digest a substance, such as lactose can be unpleasant but is rarely dangerous How Is a Food Allergy Diagnosed? If your child might have a food allergy, the doctor will ask about: your child's symptoms the time it takes between eating a particular food and the start of symptoms whether any family members have allergies or conditions like eczema and asthma The doctor might refer you to an (allergy specialist doctor), who will ask more questions and do a physical exam. The allergist probably will order tests to help make a diagnosis, such as: a skin test. This test involves placing liquid extracts of food allergens on your child's forearm or back, pricking the skin, and waiting to see if reddish raised spots (called wheals) form. A positive test to a food shows that your child might be sensitive to that food. blood tests to check the blood for IgE antibodies to specific foods Your child may need to stop taking some medicines (such as over-the-counter antihistamines) 5 to 7 days before the skin test because they can affect the results. Check with the allergist's office if you are unsure about what medicines need to be stopped and for how long. If the test results are unclear, the allergist may do a food challenge: During this test, a person slowly gets increasing amounts of the potential food allergen to eat while being watched for symptoms by the doctor. The test must be done in an allergist's office or hospital with access to immediate medical care and medicines because a life-threatening reaction could happen. Food challenge tests are also done to see if people have outgrown an allergy. How Are Food Allergies Treated? A child who has a food allergy should always have two epinephrine auto-injectors nearby in case of a severe reaction. An epinephrine auto-injector is a prescription medicine that comes in a small, easy-to-carry container. It's easy to use. Your doctor will show you how. Always have two auto injectors nearby in case one doesn't work or your child needs a second dose. The doctor can also give you an allergy action plan, which helps you prepare for, recognize, and treat an allergic reaction. Share the plan with anyone else who needs to know, such as relatives, school officials, and coaches. Wherever your child is, caregivers should always know where the epinephrine is, have easy access to it, and know how to give the shot. Also consider having your child wearing a medical alert bracelet. Time matters in an allergic reaction. If your child starts having serious allergic symptoms, like trouble breathing or throat tightness, use the epinephrine auto-injector right away. Also use it right away if symptoms involve two different parts of the body, like hives with vomiting. Then call 911 and have them take your child to the emergency room. Medical supervision is important because even if the worst seems to have passed, a second wave of serious symptoms can happen. How Can Parents Keep Kids Safe? If your child has a food allergy, carefully read food labels so you can avoid the allergen. Ingredients and manufacturing processes can change, so it's important to read labels every time, even for foods your child has had safely in the past. The most common allergens should be clearly labeled. But less common allergens can be hidden in ingredients like natural flavors or spices. One thing that might not show up on a label is cross-contamination risk. Cross-contamination happens when a food you are not allergic to comes in contact with a food you are allergic to. This can happen if a manufacturer uses the same equipment to grind lots of different foods, for example. Some companies state this on their labels to alert customers to the risk of cross-contamination with messages like: "May contain peanuts," "Processed in a facility that also processes milk," or "Manufactured on equipment also used for eggs." You'll want to avoid products that have these kinds of alerts. But companies are not required to put cross-contamination alerts on a food label. So it's best to contact them to see if a product might been in contact with your child’s allergens. You may be able to get this information from a company website. If not, contact the company and ask. When your child eats away from home, make sure anyone preparing food knows about the allergy and which foods to avoid. You may want to provide food that you know is safe for your child. You can learn more about managing food allergies online at:

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Are you interested in learning different ways to say ‘four’ in German? Look no further! In this article, we will explore various translations and descriptions for the number four. You’ll discover the standard translation, ‘Vier’, as well as more creative options such as ‘Fünf minus eins’, which literally means ‘five minus one’. If you prefer a sequential description, we have ‘Die Zahl nach drei’ meaning ‘the number after three’. For those who enjoy math, you can use ‘Drei plus eins’ which translates to ‘three plus one’. We even have some unique alternatives like ‘Doppelzwei’, meaning ‘double of two’, and ‘Halbes Achtel’, which refers to ‘half of an eighth’. If you want to emphasize quantity, try using ‘Vierfach’, which means ‘four times’. And for a musical twist, we have ‘Quartett’, a reference to a musical quartet. So, let’s dive in and explore the fascinating ways to say ‘four’ in German! Vier’ – The Standard Translation Did you know that ‘vier’ is the go-to translation for the number four in German? It’s the standard and most commonly used word to represent this numerical value. In German, ‘vier’ is pronounced as ‘feer.’ This translation is widely recognized and understood by native German speakers. So, if you want to say four in German, just remember to use ‘vier’ and you’ll be speaking the language like a pro! Fünf minus eins’ – Literal Translation Learn how to express the number four in German by subtracting one from five, using the phrase "fünf minus eins". This is a literal translation of the number four, where "fünf" means five and "minus eins" means minus one. It is a common way to say four in German and is used in various contexts, such as counting or expressing quantities. By understanding this phrase, you can easily communicate the number four in German. Die Zahl nach drei’ – Sequential Description Imagine yourself walking through a beautiful German town, and as you stroll, you come across a sign that says, ‘Die Zahl nach drei.’ This phrase translates to ‘The number after three’ in English. In German, the word for four is ‘vier.’ So, this sign is indicating that the number after three is four. It’s a simple and straightforward way to express the number four in German. Drei plus eins’ – Addition Method As you explore the enchanting German streets, your heart skips a beat when you discover the secret behind ‘Drei plus eins’ – a captivating method to add numbers that fills you with a sense of wonder and excitement. This method, commonly used in German, involves simply adding the numbers together. In the case of four, you would take the number three and add one, resulting in ‘vier’. It’s a straightforward and logical approach that adds to the charm of the German language. Doppelzwei’ – Double of Two Picture yourself walking down the cobblestone streets of Germany, and suddenly you come across the fascinating concept of ‘Doppelzwei’ – a clever way to express the double of two that’ll leave you intrigued and eager to learn more. In German, ‘Doppelzwei’ is the informal term used to say four. It literally translates to ‘double two’ and showcases the language’s unique ability to create descriptive expressions. This linguistic treasure adds depth and charm to German numerals, making it a delightful language to explore. Quadratisch’ – Square Root of Sixteen Now that you know how to say double of two, let’s move on to another interesting way to say four in German. The word is ‘quadratisch’, which means square root of sixteen. This term is derived from the mathematical concept of squaring a number. To say four in German, you can use this word to refer to the square root of sixteen. It’s a unique and precise way to express the number four in German. Halbes Achtel’ – Half of an Eighth At half past seven, the moon rose in the sky, resembling a delicate sliver of light. It reminded me of the concept of ‘Halbes Achtel’ – half of an eighth. In German, ‘Halbes Achtel’ is a way to express the fraction four. It refers to dividing an eighth into two equal parts, resulting in four sixteenths. This precise and well-researched terminology showcases the German language’s ability to describe numerical values with accuracy and efficiency. Vierfach’ – Four Times Imagine yourself experiencing the sensation of four times the intensity, as you witness the power of ‘Vierfach’ in action. This German word translates to ‘four times’ in English. It is a versatile term that can be used in various contexts to indicate multiplication or repetition. Whether you’re talking about four times the strength, four times the speed, or four times the quantity, ‘Vierfach’ encapsulates the concept of multiplication and emphasizes the significance of the number four. Die vierte Zahl’ – Numerical Order Get ready to embrace the joy of ‘Die vierte Zahl’ as we delve into the fascinating world of numerical order. In German, ‘Die vierte Zahl’ refers to the fourth number in a sequence. It is a term used to identify the position of a number in relation to others. Understanding numerical order is crucial for various mathematical and everyday tasks. So, let’s explore the significance of ‘Die vierte Zahl’ and its role in the German language. Quartett’ – Musical Reference The musical reference of ‘Quartett’ will transport you to a world of harmonious emotions. Derived from the Italian ‘quartetto,’ meaning a group of four, this term is commonly used to describe a musical ensemble consisting of four voices or instruments. The unique blend of four voices or instruments creates a rich and balanced sound, allowing for intricate harmonies and melodies. The quartet has been a staple in classical music for centuries, showcasing the beauty and complexity that can be achieved through collaboration and unity. In conclusion, there are several ways to say ‘four’ in German, each with its own unique meaning and context. ‘Vier’ is the standard translation, while ‘fünf minus eins’ is a literal translation. ‘Die Zahl nach drei’ refers to the sequential order, and ‘drei plus eins’ is the addition method. ‘Doppelzwei’ represents the double of two, ‘halbes Achtel’ means half of an eighth, and ‘vierfach’ signifies four times. ‘Die vierte Zahl’ refers to the numerical order, while ‘Quartett’ is a musical reference. Learning these various ways to express ‘four’ in German adds depth and nuance to one’s language skills.

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Mauka to Makai Some spread out like giant green pancakes; others are nubby fingers, twisting upward, splaying for sunlight. Where they are healthy, the corals on Molokai’s fringing reef “mound into massive green castles, green citadels,” says BYU biology grad student L. Kala‘i Ellis (BS ’20, MS ’22). Indeed, these corals form an underwater fortress: the reef here tempers the ocean, dissipating storm surge, protecting the people on shore. The importance of this fringing reef can’t be overstated, says Ellis, from its biodiversity to its value as a habitat for the fish locals depend on. Fringing reefs grow seaward directly from the seashore, and this relatively shallow, lagoon-like expanse of coral in Molokai, Hawai‘i, makes up the largest fringing reef in the United States. “But right now it’s at risk,” he says. “It’s at risk of being lost.” While reefs worldwide are threatened by ocean acidification, overfishing, and coral bleaching caused by warming waters, Molokai’s reef faces an additional danger—dirt. For decades upland sediment has eroded and run off into the ocean, muddying the water and blocking out the sunlight coral requires to grow. In 2019 the Molokai-based conservation nonprofit ‘Āina Momona called on BYU, in landlocked Utah, to partner in finding solutions. Since then an interdisciplinary team has brought nearly 50 BYU students to this island to take what Hawaiians are observing anecdotally and give it quantitative teeth. The work involves aerial and—more challenging—underwater surveying, putting BYU engineers and biologists in the same boat, sometimes feeling nauseous in the middle of the Pacific Ocean, diving down 25 feet to collect sediment samples. The game changer: a BYU-built autonomous robot that not only collects samples but also creates a geotagged 3D map of the reef detailed enough to distinguish between individual coral colonies. The map will serve as a baseline from which ‘Āina Momona can track further reef degradation or—they hope—successful mitigation. Beyond the deliverables, this project puts students in a place that changes them, says BYU biology professor Richard A. Gill (BS ’93). It’s exactly the kind of inspiring learning that BYU exists to instill. “It takes their learning and inspires them to apply it,” he says. “All of the students who come here leave with a little bit of Molokai in their heart, transformed in how they see their role in the world.” A Chiefly Invitation This is our icebox,” says Molokai resident Kalani Johnston, gesturing to the reef; most who call this rural island home subsist largely on what they catch. “My grandfather always told me, ‘If you’re not moloa—if you’re not lazy—you’re not going to make—you’re not going to die.’” In short: the fish have always been plentiful. At least they used to be. Molokai locals have long noticed changes on the reef, from depleted catches to excessive algae to murky brown waters where it used to be clear to the seafloor. Once, Johnston could fill a bucket with crabs by walking 100 yards on the beach. Now he covers a mile to collect a dozen. “It’s spooky,” he says. “My friends and family who have spent their lives on Molokai, they know what is happening,” says BYU–Hawaii president John “Keoni” S. K. Kauwe (BS ’99, MS ’03), who grew up on the island and now sits on the ‘Āina Momona leadership team. “But moving forward, we’re going to need support from government and nongovernment agencies to come up with meaningful solutions. . . . Those agencies require carefully collected, rigorously analyzed scientific data.” That’s where BYU comes in. Walter Ritte, founder and president of ‘Āina Momona, asked Kauwe for ecological-research expertise, and Kauwe, a former BYU biology professor, referred him to Gill. Gill cultivated a love of the Pacific long ago as a Samoan-speaking missionary in New Zealand—and he was already mentoring a student on a reef-health project in Samoa. Ritte’s invitation to Molokai, says Gill, “was like being invited in by one of the great high chiefs in the Hawaiian system”—Ritte is renowned across the isles for his activism, part of the “Kaho‘olawe Nine,” who protested military practice bombings on Kaho‘olawe in 1976. He continues conservation efforts to this day, restoring native vegetation and working to revive Molokai’s Keawanui Fishpond, an example of the sustainable coastline aquaculture that fed Hawaiians for centuries. At present the pond is full of mud. “It’s going to take a lot of work in order to solve the situation,” says Ritte. But with the tools from BYU, he is hopeful. This sediment slide is, after all, a modern problem, the product of current land use and management. Today one state entity oversees the land, another the water—it’s all “sideways,” says Ritte. In contrast, ancient Hawaiians managed things top to bottom through the ahupua‘a system, dividing the land almost like a pie, each slice stretching from the mountaintop to the ocean—mauka to makai. “Implicit within that design,” says Gill, “is the recognition that what happens in the ocean is a byproduct of what happens on land.” Ritte repeats this tenet often: “Everything mauka impacts makai.” To help this reef, BYU had to go to the mountain. Mapping the Mountain The work is personal to Ellis, the lead student researcher on the project; his great-grandmother Mary Lee—or “Molokai Grandma” to family—lived here, on the mountain. Ellis’s dad visited her every summer on Molokai. Ellis never met Molokai Grandma, but she looms large in local lore as an activist alongside Ritte. “I always heard of this woman who fought and protested with aloha, with love,” says Ellis. Her legacy helped guide his choice of fields of study. Drawn naturally to biology, Ellis enrolled in a BYU geospatial-analysis class “on a whim” as an undergrad. His mind, he says, was blown. “It opened up all the ways mapping can be leveraged for conservation,” he says. He went on to minor in geographic information systems. Little did he, a native Hawaiian from Oahu, know he’d end up using it in his own backyard. Piloting drones “with the ability to obtain imagery at the centimeter scale,” Ellis captured almost 10,000 images of the mountainside that, stitched into a single image, create a dynamic 3D map that zooms down to individual plants that can be identified by species. What’s more: with data collected three times over three years, Ellis can run change-detection visualizations, revealing the most egregious pathways of soil off the island. The most vulnerable spots: overgrazed slopes and livestock trails. The trails wash out in heavy rainfall. The BYU team was there for one such storm: “The roads were covered with as much as a foot of soil,” says Gill. “That’s material that ultimately ends up in the ocean.” Multispectral imaging also incriminated the kiawe tree, a thorny invasive shrub that has spread all over the island. “It doesn’t hold the soil the way that native grasses do,” says Ellis. His 2022 master’s thesis recommends locations for the construction of strategic ditches and dams, as well as exclusion fencing for livestock. Simultaneously, the BYU team trained its attention on makai. The biologists first attempted to get a visual on the reef by strapping an underwater camera to the bottom of an “intern-powered” paddleboard. “You just push and kick,” says Ellis, laughing. Here, and throughout, they were grateful to Ritte and others for sharing their keen knowledge of the area—like avoiding a particular test site because “an antisocial 14-foot shark” hung out there. The advice came via Kalani Johnson, a local farmer, fisher, and expert on the ecology of the area due to generations of experience. “When we fish over there, we occasionally have to discourage her with a poke on the nose,” he told Gill. “I don’t want you coming back with one fewer student.” They captured images at 23 different locations off Molokai’s 28-mile south shore, free diving for water and sediment samples. The sediment travels home with the team for analysis in BYU labs, where they separate particles into “terrestrial and marine,” says biology PhD student Tava‘ilau “Stau” Segi (’23). The tell? “It’s the size and the color of the particle,” says Segi. Ocean-sediment particles are bigger. Particles from the land are small silts and clays with the ruddy red of the iron-rich soils. In the water samples, they measured pH, salinity, and turbidity—the clarity of the water. Turbid water is doubly bad for coral—it disrupts photosynthesis and is packed full of fertilizing nutrients. “Algae loves that,” says Segi. Algae and coral compete for space, he explains, and algae always wins, leaving bleached coral below. This method of data collection is difficult. For one, gathering samples is exhausting. The students have to spell each other; Segi, from Samoa, and Ellis could stay underwater for a minute or two, the mainlanders, up to 30 seconds. “People get fatigued,” says Ellis. Also, water currents made precise mapping impossible. They’d start at specific GPS locations, but their results provided a sampling of a general area at best. “It didn’t allow us to answer questions at the same scale that we were able to answer on the mountainside,” says Gill. So they called in the engineers. Robot on the Reef While the biologists pushed the paddleboard, a team of BYU engineers got to work on an autonomous surface vehicle (ASV) that could scan and then model the reef in 3D. BYU happens to be a leader in autonomous navigation. The Field Robotic Systems Lab, led by BYU electrical and computer engineering professor Joshua G. Mangelson (BS ’14), is working at the edge of what’s currently possible, trying to teach robots to perceive. “For example, telling it to go find a specific type of coral and have it do that, to act intelligently out in the environment,” says Mangelson. “That’s not a capability that currently exists.” Their Molokai ASV is giving them data to play with, to train up the AI. It looks like a robot on water skis. The double-hulled ASV is about the size of a child-sized dinghy, weighing in around 80 pounds. Via a receiver the vehicle receives GPS coordinates that are added, in real time, to every piece of data it collects. This allows biologists to check in on exact locations year to year, keeping tabs on the coral over time. But first they had to test it in Utah. They lugged it up to try out on glacier lakes in the Uintas—the closest parallel they could find to Molokai’s turquoise waters. While the technology makes it effectively an aquatic drone, the algorithms that guide the vehicle are magnitudes more complicated on the water than they are in the air. “The marine environment is just a lot trickier,” says Mangelson. They feed the robot a trajectory, but it has to recalculate constantly, combining its current location and present motion—all while bouncing atop ocean waves. For a perfect 3D reef reconstruction, the ASV must follow tidy lines and make tight turns as its stereo camera takes photos rapid-fire. Electrical and computer engineering PhD student Derek R. Benham (BS ’21) describes it as a “lawn-mower pattern.” To build the 3D model, each image needs to overlap 70 percent with the previous one. On the ASV’s first day on Molokai’s reef, everyone was nervous, the engineers huddled with the biologists on a nearby boat, tweaking algorithms right up to go time. But it was all ho’ailona, says Ellis. It’s a Hawaiian term, he explains, for a good omen, a sign—a blessing. And the signs, he says, were everywhere. The ocean was like glass—perfect for clear imaging. They spotted a glide of flying fish sailing in and out of the water. Then a pod of 50 spinner dolphins spontaneously appeared around their boat as they motored to their first transect. When the ASV battery was exhausted and they had to swim out to fetch the vehicle, a massive sea turtle swam up to escort them. “We took that as a special sign,” says Ellis. “The work we’re doing is important, significant.” In just one day the team captured 20,000 pictures. The best part: “Seeing the autonomous rover work its magic, seeing the data, seeing the images pop up—just everyone’s faces light up,” says Ellis. And they found a cache of pristine coral bathed in light, “with perfect clarity, perfect visibility, with fish darting in and out. “That,” continues Ellis, “is the ideal.” The baseline reef model is finished, but the work is only expanding. “That first robot was our training wheels,” says Gill. This summer he and Mangelson will take students to Oahu to work on a similar project, this time with two robots: the fleet now includes an autonomous underwater vehicle (AUV). It opens new research possibilities—and “cranks up the dial of difficulty,” says PhD engineering student Easton R. Potokar (BS ’20, MS ’22). They plan to take the technology to Samoa too, to the reef Segi grew up on. The waves of the project keep rolling in, allowing students to collaborate across disciplines, solve and re-solve, and serve. Back at the Y, students continue to process the Molokai data, using machine learning to teach the robots to recognize and differentiate between coral species. What would otherwise be standard classroom exercises now have something at stake. “It’s been really awesome to see these things that I’ve learned in classrooms actually applied out on the water, in places where it’s useful and helpful to people,” says Potokar. “It’s made me realize how important the things I have learned are.” That’s when everything starts to connect, says Ellis. “It’s one thing to learn about [science] in a classroom, to watch videos, to read about it, but not until you actually feel like you’re making a difference—that’s when things start to click, that’s when people start to change, that’s when you have this spark in your mind and your heart that says, I want to do this.” Feedback Send comments on this article to [email protected].

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With a long and illustrious history of service in the British armed forces, the Brigade of Gurkhas is a component of the British Army. The Gurkha Brigade is composed of Nepali soldiers, also referred to as Gurkhas, who were enlisted in the British Army more than 200 years ago. Gurkhas are renowned for their valour, devotion, and fighting prowess. They have participated in a number of operations and conflicts, including both World Wars and more recent ones including the Gulf War, the Falklands War, the Afghanistan and Iraq Wars, and the war in Afghanistan. Within the British Army, Gurkha soldiers are arranged into various regiments, such as the Royal Gurkha Rifles. They receive intense instruction, and their expertise and discipline are well appreciated. The Gurkha Brigade is regarded as an essential component of the entire force and has gained recognition for its services to the British military. For the most recent details on the British Gurkha Army or the Brigade of Gurkhas, it is advised to consult more recent sources as military structures and organisations are subject to change. History and Origin of the Gurkha Brigade in the British Army The Gurkhas have been a part of the British Army since the early 1800s. The Anglo-Nepalese War (1814–1816), often known as the Gurkha War, was the beginning of the Gurkhas’ enlistment into the British military. The Gurkhas are troops from the Nepal region. The Sugauli Treaty, which was signed in 1815 and gave the British East India Company some lands in Nepal, put an end to the conflict. The Gurkha soldiers’ bravery, combat prowess, and devotion to duty during the conflict won the British over, and they were enlisted into the British Indian Army. The Nasiri Regiment was the first Gurkha regiment to be established, in 1815. The Gurkhas became an essential component of the British military as more regiments were recruited over time. As their reputation for valour and military skill evolved, the Gurkhas participated with distinction in a number of wars, such as the North-West Frontier, the Indian Mutiny of 1857, and both World Wars. Up to India’s 1947 division, the Gurkha regiments remained in the British Indian Army. Gurkha regiments were split between the British Army and the newly established Indian Army after the partition. The Gurkhas remained in the British Army and were instrumental in campaigns including the Gulf War, the Falklands War, the Borneo Confrontation, the Malayan Emergency, and more recent wars in Afghanistan and Iraq. The modern-day Brigade of Gurkhas is made up of several regiments, such as the Queen’s Gurkha Signals, the Gurkha Engineers, the Royal Gurkha Rifles, and the Queen’s Gurkha Logistics Regiment. Known for their characteristic kukri knives, a traditional weapon of Nepal, Gurkhas are still held in high regard by the British military for their discipline, professionalism, and loyalty. The tradition of Recruiting Gurkhas into the British Army began Because of the Anglo-Nepalese War (1814–1816), the British Army has a tradition of recruiting Gurkhas. The British East India Company and the Kingdom of Nepal got into this fight for a number of problems, including disputes about borders. The Sugauli Treaty, which fixed the border between British India and Nepal and gave the British control over some of Nepal’s territory, was signed in 1815, marking the conclusion of the conflict. The Gurkha soldiers displayed heroic valour in challenging terrain, earning the admiration of the British for their military prowess, gallantry, and unwavering loyalty throughout the war. The British started enlisting Gurkhas in the British Indian Army after realising the importance of these warriors. The signing of the Treaty of Segauli, which contained a clause enabling the British to recruit soldiers from Nepal’s highlands, formalised the recruitment process. The British military and the Gurkhas had a long and strong relationship that began in 1815 with the formation of the first Gurkha regiment, the Nasiri Regiment. The Gurkhas became an essential component of the British Indian Army as more regiments were established throughout time. A mix of physical fitness, moral character, and combat skill was and is the basis for the recruitment process. Gurkha soldiers are renowned for their bravery, discipline, and loyalty and go through intense training. Due to their reputation for being exceptional fighters, Gurkhas are highly esteemed in the British military and have fought alongside British and Commonwealth forces in a number of crisis zones. The practise of enlisting Gurkhas in the British Army has endured over time, and they are still a valued and integral component of the contemporary British armed forces, currently constituted under the Brigade of Gurkhas. Key Roles and Responsibilities of Gurkha soldiers within the British Military Gurkha soldiers in the British military perform a variety of tasks and duties, lending their expertise and commitment to the military’s overarching goal. Though the exact regiment or unit to which a Gurkha soldier is assigned will determine their exact duties and responsibilities, the following are some typical locations where Gurkhas are often deployed: Infantry: The Gurkhas are renowned for being infantry soldiers. They bring their bravery, discipline, and martial talents to the battlefield as they serve in front-line combat roles. Royal Gurkha Rifles (RGR): The Brigade of Gurkhas’ main infantry regiment is the RGR. Rifleman, machine gunner, sniper, and other positions are among the many jobs performed by Gurkha soldiers in the RGR. Engineering: In addition, Gurkhas work as engineers, offering vital assistance with infrastructure development, upkeep, and building. The regiment in charge of engineering duties is the Queen’s Gurkha Engineers (QGE). Singals: The Queen’s Gurkha Signals (QGS) regiment is an information technology and communication specialist unit. In order to ensure efficient communication during military operations, Gurkha signalers are essential. Logistics: The Queen’s Gurkha Logistics Regiment (QGLR) manages the supply chain and logistics operations. This regiment’s Gurkha soldiers assist with military tasks related to distribution, supply, and transportation. Specialist and Support Roles: Gurkhas can also support a variety of military operations in specialised capacities as drivers, doctors, or intelligence specialists. Peacekeeping and International Deployments: Gurkhas have participated in overseas deployments and peacekeeping operations, lending their expertise to promote security and stability in a number of different parts of the globe. Gurkha troops preserve discipline, loyalty, and professionalism throughout their service. They receive intense training, and they are renowned for their capacity to function well under demanding circumstances and for their ability to adjust to various situations. The Gurkha Brigade remains a vital and esteemed component of the armed forces of the United Kingdom. Selection and Recruitment process for Gurkha Soldiers Gurkha soldiers are subjected to a demanding and tough recruitment and selection process, which is indicative of the high expectations placed on them. The goal of the process is to find people who possess the mental toughness, physical fitness, and character traits needed for military duty. These general procedures are usually followed in the recruitment process: Recruitment Centres in Nepal: There are Gurkha recruiting centres in Nepal, where the recruitment procedure is mainly conducted. These facilities are usually found in regions with a long history of recruiting Gurkhas. Age and Educational Requirements: Typically, candidates range in age from 17 to 21 when they apply. Additionally, they must have fulfilled certain educational requirements, frequently at least the high school equivalent. Physical Fitness Test: To evaluate their strength, endurance, and general physical condition, candidates go through a battery of physical fitness tests. Running, push-ups, sit-ups, and other exercises are frequently included in these examinations. Medical Examination: To make sure that candidates are in excellent health and physically fit for military service, a comprehensive medical check is performed. Educational and Aptitude Tests: Written exams may be necessary to evaluate candidates’ educational background and suitability for military duty. Interviews: To evaluate the candidates’ character, discipline, and motivation, in-person interviews are held. This is a crucial step in the selection process that verifies a person has the attributes needed for military duty. Traditional Religious and Cultural Ceremonies: Due to the Gurkha service’s cultural significance, traditional ceremonies and rituals may also be a part of the recruitment process. Final Selection: A final decision is made based on how well the candidate performed on different tests and interviews. Those who complete all the requirements are given the opportunity to enlist in the British Army. Training in the UK: After being chosen, applicants are sent to the UK for basic military training. Gurkha soldiers undergo rigorous training that equips them for their unique tasks in the British Army. Only a tiny portion of applications are chosen in the end due to the intense competition in the selection process. Gurkha troops are selected based on their character qualities, which are highly prized in military duty, as well as their physical capabilities. These qualities include discipline, courage, and loyalty. The hiring procedure is in line with the Brigade of Gurkhas’ long-standing custom of choosing exceptional people for service. The Relationship between the British Army and Gurkhas evolved over the years Over the course of more than two centuries, the relationship between the British Army and the Gurkhas has changed substantially. The following salient features illustrate how this relationship has developed: Early Recruitment and Anglo-Nepalese War (1814–1816): The Anglo-Nepalese War, which ended in 1815 with the signing of the Sugauli Treaty, marked the beginning of the partnership. Following the war, the British were so impressed with the Gurkhas’ valour and fighting prowess that they began enlisting them into the British Indian Army. Expansion of Gurkha Regiments: More Gurkha regiments were established over time, and they developed into a crucial component of the Indian Army. Gurkhas participated in a number of campaigns, such as the two World Wars and the Indian Mutiny of 1857. Post-Independence and Division (1947): Gurkha regiments were split between the British Army and the newly established Indian Army following the division of India in 1947. The Gurkhas remained in the British Army’s employ. Malayan Emergency and Borneo Confrontation: In wars like the Borneo Confrontation (1962–1966) and the Malayan Emergency (1948–1960), Gurkhas were extremely important because of their expertise in jungle warfare. Brigade of Gurkhas Formation (1948): The numerous Gurkha regiments serving in the British Army were formally merged into the Brigade of Gurkhas in 1948. Even now, this organisational system is still in use. Equal Terms of Service (2007): Before 2007, the terms of service for Gurkhas and their British equivalents were not the same. The British government first said in 2007 that Gurkhas who retired after 1997 would be allowed to settle in the UK; later, this was expanded to include all Gurkha veterans in response to a movement for equal rights. Ongoing Service and Modern Conflicts: Gurkhas have continued to fight in numerous wars, such as the Gulf War, the Falklands War, and the more recent wars in Afghanistan and Iraq. They have proven capable of adjusting to contemporary warfare while retaining their customs. International Peacekeeping: Gurkhas have demonstrated their professionalism and aided in attempts to maintain world security by taking part in international peacekeeping missions. Recognition and Honors: Gurkhas have served with distinction, winning multiple decorations for their gallantry, and the British military recognises and values their efforts greatly. The British Army and Gurkhas have a close-knit relationship based on respect for one another, a common military history, and a profound understanding of the contributions Gurkha soldiers make to the armed services. In response, the Gurkhas have exhibited bravery, devotion to duty, and loyalty during their lengthy and legendary tenure in the British military. Differentiates Gurkha Soldiers from other British Military Forces Gurkha warriors have a distinct history, customs, and attributes that have been refined over generations that set them apart from other British military forces. The following are some salient features of Gurkha soldiers: Nepalese Origin: Soldiers from Nepal, a nation in the Himalayan area, are known as Gurkhas. Gurkhas were first recruited by the British military in the early 1800s, and this practise is still going strong today. Martial Tradition: Gurkhas are known for their bravery, perseverance, and allegiance in combat and have a rich martial heritage. Their ancient kukri knife skills and other military prowess have been refined over many years. Rigorous Selection Process: Gurkha troop selection is renowned for being a rigorous and tough process. A battery of psychological, psychological and character tests are administered to candidates in order to choose just the best candidates. Discipline and Professionalism: Soldiers from the Gurkhas are renowned for their expertise and discipline. The Gurkhas’ commitment to military service is showcased through their rigorous training and unwavering adherence to high moral standards. Versatility and Adaptability: Gurkhas are incredibly adaptive and flexible in a variety of settings and terrains. They have shown to be successful in difficult environments such as steep terrain and jungle warfare. Bravery and Courage: For their bravery and courage in the face of hardship, Gurkhas are well known. They have a long history of bravery and gallantry in numerous battles, which has made them well-liked both inside and outside the British military. Distinctive Uniform and Insignia: Gurkha regiments have distinguishing insignia, and soldiers wear a distinctive uniform. An essential component of their outfit, the traditional kukri is a curved knife that represents their martial background and identity. Service in Various Campaigns: In addition to serving in the Gulf War, both World Wars, the Falklands War, and the contemporary conflicts in Afghanistan and Iraq, Gurkhas have participated in many more campaigns. Their contributions to these initiatives have demonstrated how successful they are in a variety of operational settings. Cultural Traditions: Gurkhas uphold customs and rituals from their culture that are incorporated into their military duty. These customs support the unity of Gurkha units and are a fundamental component of their identity. Global Reputation: Gurkhas are known around the world for their commitment to service and military capability. They frequently receive requests for participation in international peacekeeping operations, exhibiting their professionalism on a worldwide scale. Gurkha troops stand apart from other members of the British military due to their distinctive heritage, training, and personal traits, including bravery, loyalty, and flexibility. Specific Regiments and units within the British Gurkha Army, and what are their Roles? There are several regiments and units, each with distinctive functions and responsibilities, within the British Army’s Brigade of Gurkhas. Royal Gurkha Rifles (RGR): The Brigade of Gurkhas’ main infantry regiment is the Royal Gurkha Rifles. In the RGR, Gurkha soldiers play a variety of roles, such as support, sniper, rifleman, and machine gunner. They have received training to function in a range of settings and circumstances. Queen’s Gurkha Engineers (QGE): The Queen’s Gurkha Engineers oversee engineering tasks within the Gurkha Brigade. Gurkha engineers assist with building, developing infrastructure, and other relevant engineering tasks. Queen’s Gurkha Signals (QGS): The Queen’s Gurkha Signals regiment is an information technology and communication specialist unit. When it comes to maintaining efficient communication during military operations, Gurkha signalers are essential. Queen’s Gurkha Logistics Regiment (QGLR): The Queen’s Gurkha Logistics Regiment is in charge of the supply chain and logistics activities. This regiment’s Gurkha soldiers assist with military tasks related to distribution, supply, and transportation. Gurkha Staff and Personnel Support Company (GSPSC): Within the Brigade of Gurkhas, this unit offers personnel and administrative support services to Gurkha units and troops. Gurkha Training Support Battalion (GTB): In order to train and prepare Gurkha recruits for service in the British Army, the Gurkha Training Support Battalion is essential. For new hires, they offer initial training, and they facilitate continuous professional development. The Brigade of Gurkhas is more capable and effective overall because of these regiments and units. These units’ Gurkha soldiers are well-known for their professionalism, discipline, and adaptability to a wide range of military duties. They receive specialised training according to their specialties. It is noteworthy that military organisations are subject to change. There might have been fresh developments. Therefore, for the most up-to-date information on the composition of the Gurkha Brigade, it is advised to refer to more recent sources. Training process for Gurkha recruits once they join the British Army The British Army subjects new Gurkha recruits to a rigorous and extensive training programme. It is intended to inculcate the essential principles, abilities, and discipline as well as prepare students for the demands of military service. The following steps are commonly included in the training process: Induction and Basic Training: During the first induction phase after enlisting in the British Army, Gurkha recruits are briefed on military life, customs, and expectations. After that comes the basic training phase, which emphasises drill, physical fitness, and the acquisition of critical soldiering abilities. Physical Fitness Training: A vital aspect of Gurkha training is physical conditioning. The rigorous physical training that recruits get includes strength training, endurance drills, and running. The purpose of this phase is to make sure that recruits are physically fit and able to handle the demands of military duty. Weapon Handling and Marksmanship: Recruits for the Gurkhas undergo extensive training in both marksmanship and weapon handling. This involves training on different types of weapons and other military hardware. For infantry soldiers, marksmanship proficiency is essential. Fieldcraft and Tactics: Fieldcraft training covers basic tactics, camouflage, and concealment for recruits. They acquire the skills necessary to function in a variety of settings, such as metropolitan areas, jungles, and alpine terrain. Drill and Military Discipline: Recruits for the Gurkhas go through a rigorous drill regimen that emphasises military discipline, coordination, and accuracy. Accurate order-following, collaboration, and attention to detail are all fostered by drill. Combat Training: One important component of Gurkha training is combat training. Among the many abilities required to function in a combat setting, recruits are taught close-quarters fighting and patrolling techniques. Language and Communication: Being able to communicate effectively in English is essential for British Army personnel. Language instruction is provided to Gurkha recruits to guarantee that they can interact with commanders and other soldiers in an efficient manner. Cultural Orientation: In order to assist Gurkha recruits in adjusting to the British military setting, they undergo cultural orientation. This involves being aware of the expectations, traditions, and conventions of the military. Leadership and Teamwork: Training places a strong emphasis on developing teamwork and leadership abilities. Gurkha soldiers are renowned for their excellent collaboration and camaraderie. Specialised Training (Role-Specific): Gurkha recruits receive role-specific training that varies depending on the regiment or unit they are assigned to. Training in engineering, signals, logistics, or other position-specific subjects may fall under this category. The rigorous training programme matches the high expectations placed on Gurkha soldiers. Upon successfully completing the training programme, recruits are prepared to serve in the British Army and preserve Gurkha traditions. Along with imparting the requisite technical and tactical abilities, the training programme seeks to inculcate the core Gurkha values of discipline, loyalty, and professionalism. Gurkha Soldiers Contribute to Peacekeeping and Military Operations around the world Gurkha warriors utilise their distinct abilities, self-control, and professionalism to support military operations and peacekeeping missions globally. Their contributions go beyond combat responsibilities to include a range of specialised tasks, which makes them invaluable resources in a variety of operational contexts. The following are a few ways Gurkha soldiers can help: Peacekeeping Missions: Gurkha soldiers are frequently sent to fight in foreign peacekeeping operations. Their presence contributes to the promotion of security and stability in conflict-affected areas, and their unbiased and disciplined attitude enhances the overall efficacy of peacekeeping operations. Combat Roles: Gurkha soldiers have proven their mettle in traditional combat positions in a number of battles, including the Falklands War, both World Wars, and more recent wars in Afghanistan and Iraq. Their combat and infantry skills make them invaluable assets in missions where a disciplined and powerful fighting force is needed. Jungle and Mountain Warfare: Gurkhas are skilled in mountain and jungle warfare because they are accustomed to difficult terrain. This knowledge is especially helpful in areas where these kinds of situations provide operating difficulties. Specialised Units: Specialised units like the Queen’s Gurkha Engineers, Queen’s Gurkha Signals, and Queen’s Gurkha Logistics Regiment are manned by Gurkha soldiers. For military operations, these units offer vital support in the areas of engineering, communication, logistics, and other specialised tasks. Training and Advising: Gurkha soldiers frequently assist local forces with training and advice. They are effective instructors because of their experience and knowledge, which helps the armed forces of their partner countries become more capable. Humanitarian Assistance and Disaster Relief: Gurkhas participate in relief activities for natural disasters and humanitarian causes. When it comes to reacting to natural disasters and humanitarian emergencies, their discipline, flexibility, and capacity to function under trying circumstances make them invaluable assets. Security Sector Reform: Gurkha soldiers could be part of efforts to reform the security sector, assisting in the reconstruction or reorganisation of post-conflict countries’ security forces. Their diligence and professionalism support the growth of responsible and efficient security organisations. UN Deployments: Under the auspices of the UN, Gurkhas have been sent on a variety of missions. Their participation in UN peacekeeping missions demonstrates their dedication to international peace and security. Cultural Understanding: Because of their cultural sensitivity and respect for regional traditions, Gurkha soldiers have a positive impact on the communities in which they serve. The cultural sensitivity of the Gurkhas contributes to their success in stability and peacekeeping missions. Global Reputation: Because of their international reputation for bravery, discipline, and professionalism, Gurkhas are in high demand for a variety of overseas deployments. The international military community respects them for their contributions in various operational scenarios. Gurkha soldiers represent the ideals of the British military and the Brigade of Gurkhas, and they continue to make significant contributions to international peace and security with their illustrious past and distinctive skill set. Examples of notable achievements and contributions by Gurkha soldiers in the British Army The British Army’s Gurkha soldiers have a lengthy history of noteworthy accomplishments and services. Here are few instances: World Wars: Throughout both World Wars I and II, Gurkhas made important contributions. They fought in Southeast Asia, North Africa, Italy, and the Western Front, among other theatres. They gained international acclaim for their valour and perseverance in campaigns like the Burma and Gallipoli campaigns. Falklands War (1982): In the Falklands War, which pitted Argentina against the United Kingdom, Gurkha soldiers were instrumental in the outcome. The British forces that regained the Falkland Islands included the 10th Princess Mary’s Gurkha Rifles and the 7th Duke of Edinburgh’s Own Gurkha Rifles. Gurkhas fought valiantly in battles such as the Battle of Mount William and the conquest of Mount Tumbledown. Malayan Emergency (1948–1960): The Malayan Emergency, a guerilla campaign against communist rebels in Malaya (now Malaysia), saw a significant Gurkha presence. Their proficiency in jungle warfare proved invaluable in quelling the insurrection, and their endeavours made a substantial contribution to the consolidation of peace and stability. Borneo Confrontation (1962–1966): Gurkha forces played a crucial role in the Borneo Confrontation, a conflict between Indonesia and Malaysia, with the latter receiving support from the British. Gurkha soldiers demonstrated their versatility in a range of operational contexts by participating in border defence and counter-insurgency operations. Gulf War (1990–1991): During the Gulf War, Gurkha soldiers helped the United States-led coalition free Kuwait from Iraqi domination. Gurkha units performed a variety of tasks, such as support and combat duties. Afghanistan and Iraq Wars (2001–2014): Gurkhas were part of the larger coalition forces that fought in Afghanistan and Iraq. Their engagement in combat operations, peacekeeping missions, and stabilisation initiatives demonstrated their adaptability in contemporary warfare. Missions for maintaining peace: Gurkha soldiers have been stationed in various international UN peacekeeping operations. Their impartial and rigorous attitude has helped these missions succeed in preserving peace and stability. Victoria Cross Recipients: The highest decoration for valour in the face of the enemy, the Victoria Cross (VC), has been given to a number of Gurkha soldiers. Acting Sergeant Dipprasad Pun in Afghanistan and Rifleman Ganju Lama in World War II are two notable Gurkha VC recipients. These instances demonstrate the regular and admirable contributions made by Gurkha soldiers over the years to the missions and operations of the British military. They occupy a special position in British Army history because of their bravery, professionalism, and flexibility. Welfare and Support system structured for Gurkha veterans and their families The Gurkha veterans’ and their families’ welfare and support system is set up to offer a variety of services, help, and benefits. The Gurkha veterans’ adjustment to civilian life is being assisted by the British government through various organisations and charities. The welfare and support system’s main components are as follows: Veterans’ Pension and Benefits: Veterans of the Gurkhas are entitled to pensions and benefits on par with those of their British counterparts. In 2007, the terms of service were equalised to correct previous inequalities. Settlement Rights in the UK: Veterans of the Gurkhas who retired after July 1, 1997, are permitted to relocate to the UK. In 2009, there was a noteworthy policy shift that let Gurkha veterans reside in the United Kingdom alongside their families. Health care: Gurkha veterans and their families can receive medical care from the National Health Service (NHS) in the United Kingdom, among other healthcare services. This guarantees that they get the assistance and medical attention they require. Housing Assistance: Veterans of the Gurkha War may be eligible for housing support, including help in locating acceptable homes. The housing needs of Gurkha veterans and their families are addressed by a number of housing plans and programmes. Education and Training: There are initiatives in place to support Gurkha veterans in gaining access to training and educational opportunities for their own and their careers’ advancement. Veterans transitioning to civilian life and pursuing new professional pathways are aided by this support. Charitable Organisations: Veterans and their families can also get further support from a number of philanthropic organisations and Gurkha welfare programmes. These groups might provide additional kinds of support, such as financial aid and counselling. Community Integration: The goal is to make it easier for Gurkha veterans and their families to integrate into the communities where they have served. Initiatives and programmes promoting community engagement aid in establishing a conducive atmosphere for their adjustment to civilian life. Counselling and Mental Health Support: Gurkha veterans can receive mental health help and counselling. Recognising the difficulties that certain veterans can encounter, endeavours are undertaken to tackle mental health concerns and furnish the requisite medical attention. Recognition and Honours: Veterans of the Gurkhas are commended for their service and may win prizes. Their contributions to the British military are recognised, and this promotes pride and gratitude. Gurkha Welfare Trust: A nonprofit organisation called the Gurkha Welfare Trust works to support Gurkha veterans and their villages in Nepal by means of development, medical care, and financial assistance. It backs initiatives aimed at raising standards of living and living conditions. Gurkha veterans and their families have access to a comprehensive welfare and support system that encompasses various activities such as government policies, charitable endeavours, and cooperative efforts aimed at catering to the specific requirements of this population. It shows a dedication to protecting Gurkha troops’ welfare during their post-military years and to honouring their service and sacrifices. Cultural Aspects of the Gurkha tradition are preserved within the British Army The rich legacy and values of the Gurkha troops are reflected in the preservation of several cultural elements, which characterise the Gurkha tradition within the British Army. The unique attire, which is emblazoned with customary emblems and symbols, such as the recognisable kukri knife, which represents their warrior heritage and practicality, is one significant cultural feature. Additionally significant historically and culturally, the regimental badges and insignia of Gurkha battalions symbolise the distinct identities of the numerous regiments. The Gurkha community’s continued practise of cultural ceremonies and rituals is another essential component. The preservation of customary celebrations, religious holidays, and rituals promotes communal togetherness and a sense of identity. The language, traditions, and social mores of Gurkha soldiers are also valued and acknowledged, which promotes a multicultural and inclusive culture within the British Army. In addition to honouring the Gurkhas’ historical origins, the preservation of these cultural components enriches the diversity and personality of the British military, giving them a distinctive and respected presence among its ranks. Controversies Associated with the Recruitment of Gurkha soldiers Over the years, difficulties and disputes have followed the British Army’s recruiting of Gurkha soldiers. The argument over their service’s terms and conditions has been one enduring problem. In the past, Gurkha soldiers were given different terms than their British counterparts, raising questions regarding equity and equality. Even though these differences have been addressed, there is ongoing discussion on how to guarantee Gurkha soldiers receive fair treatment both during and after their military service. Furthermore, disputes have surfaced concerning Gurkha veterans’ compensation rights in the UK. Although those who served after 1997 now have the right to settle, concerns regarding these measures’ inclusion still exist. Discussions have also centred on the recruitment age and educational requirements, with some claiming that changes may improve prospects for prospective recruits. In order to ensure that the recruitment of Gurkha soldiers is in line with the values of justice, equality, and respect for others within the framework of the British military, navigating these obstacles calls for constant communication and proactive actions. Gurkha Soldiers integrate with other units and personnel within the British Military Gurkha soldiers form a cohesive and cooperative environment inside the British military by integrating with various units and people with ease. Gurkhas are renowned for their professionalism and adaptability despite having a distinctive cultural background and set of customs. Strict training regimens guarantee that Gurkha soldiers are fluent in English and knowledgeable about British Army standard operating procedures. Their ability to communicate and work together effectively with their British colleagues is facilitated by their shared language and comprehension of military protocol. Gurkha soldiers actively participate with soldiers from other regiments in joint exercises, training sessions, and deployments, fostering an inclusive and respectful culture. The strong work ethic, discipline, and commitment of the Gurkha ethos serve to fortify the links of camaraderie with other units. Gurkha soldiers’ integration into a variety of military environments contributes to the British military’s general skill set as well as the cultural diversity of its ranks, which in turn fosters a collaborative spirit that is essential to the success of joint military operations. Role of Gurkha soldiers in the Gurkha Welfare Trust, and how does it support the community? Gurkha soldiers actively support the mission of the Gurkha Welfare Trust, which is essential to sustaining the Gurkha community. The trust was founded in 1969 with the goal of helping Gurkha soldiers, their families, and the communities in Nepal with financial, medical, and developmental support. Gurkha soldiers frequently participate in community outreach programmes, awareness campaigns, and fundraising events to support the trust’s efforts. These initiatives include building schools, hospitals, and sanitary facilities in addition to giving veterans and their families access to financial assistance and medical treatment. Gurkha troops are essential in detecting community needs and making sure that trust programmes are in line with the welfare and development objectives of the Gurkha population in Nepal. They do this by drawing on their cultural knowledge and local connections. Gurkha troops make significant contributions to the overall sustainable development of the Gurkha community in their native country, as well as to the welfare of other veterans, by actively participating in their community. Gurkha Brigade Adapted to Modern Military Challenges and Technologies The Gurkha Brigade, like the larger British Army, has shown a remarkable capacity to adjust to contemporary military challenges and technologies. Gurkha soldiers embrace technological developments in the military and receive training that includes the newest tools and strategies to prepare them for modern operating settings. In response to the evolving character of combat, the Brigade has integrated proficiency in urban warfare, counterinsurgency, and cutting-edge communication technologies. Gurkha units are also trained in a variety of locales, including urban settings, mountains, and jungles, demonstrating their adaptability in contemporary warfare. Gurkha soldiers are exposed to state-of-the-art tactics and technologies through collaborative efforts with other units within the British military, which improves their efficacy in joint operations. The Gurkha Brigade’s adaptability is evidence of both their tenacity in the face of the shifting demands of the modern battlefield and their dedication to military excellence. Anecdotes that Highlight the Bravery and Dedication of Gurkha soldiers Gurkha troops are well known for their bravery, devotion, and loyalty. Here are a few tales that exemplify these attributes: Bhanubhakta Gurung during the Falklands War (1982): Rifleman Bhanubhakta Gurung of the 7th Duke of Edinburgh’s Own Gurkha Rifles showed extraordinary bravery during the conflict between the United Kingdom and Argentina. When Gurung’s battalion encountered intense Argentine fire on June 12, 1982, the platoon commander suffered critical injuries. Gurung assumed command of the situation, launched a determined counterattack, and drove out the enemy despite the heavy bombardment from them. His courage did not end there. Later, Gurung rushed on fearlessly with only a traditional Gurkha knife, the kukri, as the platoon was ordered to capture an enemy position on a steep hill. His bold attack encouraged his allies, and they did the same. Gurung’s daring and leadership were vital in the mission’s success. Lachhiman Gurung in World War II (1945): During the Taungdaw Battle in Burma (now Myanmar), rifleman Lachhiman Gurung of the 8th Gurkha Rifles showed incredible bravery. Gurung fought back waves of German soldiers by himself when Japanese forces attacked his trench. Gurung resisted giving down to the enemy even after suffering terrible injuries, including the loss of his right hand. He even fired his gun and threw grenades with his left hand, severely wounding the Japanese. In addition to saving his allies, his bravery and tenacity stopped the enemy from making a breakthrough. The British and Commonwealth armed forces’ highest distinction for valour, the Victoria Cross, was given to Lachhiman Gurung. These accounts only scratch the surface of the innumerable bravery and devotion shown by Gurkha troops over the course of history. They have a well-earned reputation as some of the most formidable and honourable troops in the world because of their unwavering spirit and dedication to duty. The relationship between Gurkha soldiers and the British public evolved over time Over time, the connection between Gurkha soldiers and the British public has changed dramatically, characterised by times of challenge and success as well as mutual respect and appreciation. This is a summary of how this relationship has changed over time: Historical Roots: Since the early 1800s, Gurkha soldiers have been part of the British Army. During the Anglo-Nepalese War (1814–1816), the British East India Company acknowledged the valour and military strength of Gurkha soldiers, which led to the formation of the alliance. The British Army began officially recruiting Gurkhas in 1815 with the signing of the Treaty of Sugauli. World Wars and Beyond: Known for their bravery and devotion, Gurkha battalions were instrumental in both World Wars I and II. The British public feels a great deal of respect and thanks for the Gurkhas’ sacrifices made during these conflicts. Post-Independence Era: Following India’s 1947 declaration of independence, Gurkha regiments were split between the Indian Army and the British Army. During this time, there were difficulties in the partnership as Gurkhas fought for the same rights and compensation as their British counterparts. Campaigns for Equality: Throughout the years, Gurkhas and others who supported them have fought for rights and equitable treatment inside the British Army. Discussions and lobbying centred on issues including pensions, pay scales, and residency rights for retired Gurkha soldiers in the UK. Public Support and Campaign Success: A large number of British individuals expressed solidarity with Gurkha veterans, contributing to the Gurkha Justice Campaign’s notable public support. The rights of Actress Joanna Lumley championed Gurkha veterans, and her efforts led to a historic ruling in 2009 that granted equal pension benefits to Gurkhas who retired after 1997. Contemporary Appreciation: Gurkha troops have been honoured and celebrated in the UK in recent years. The public is aware of their contributions to international peacekeeping missions, and many people identify with the Gurkhas’ traditional qualities of bravery, discipline, and loyalty. Cultural Exchange and Integration: The Gurkha soldiers have assimilated with the local communities in which they are stationed. Their involvement in open gatherings like parades and celebrations has enhanced public awareness and admiration of Gurkha customs. Gurkha troops’ relationship with the British population is characterised by a common heritage, deference to military prowess, and a dedication to equality and justice. Even when there have been difficulties, there is often a sense of gratitude and friendship. Unique Traditions and Ceremonies associated with the Gurkha Brigade The Gurkha soldiers’ unique cultural background and military ethos are reflected in the Brigade’s rich and distinctive customs and ceremonies. The following are some noteworthy customs and rituals connected to the Gurkha Brigade: Kukri Ceremony: For Gurkha soldiers, the kukri, a traditional Nepalese knife, is extremely important. In a unique ceremony, new recruits get the kukri during the passing out procession. The kukri is regarded as a sacred weapon and represents the responsibility of the Gurkha soldier. Dashain Festival: Gurkha troops place particular significance on this major Hindu holiday, which is observed in Nepal. The festival commemorates the goddess Durga’s victory over Mahishasura, the demon. Gurkhas celebrate Dashain with customs, traditional food, and friendship. Within the Gurkha regiments, there can be unique occasions and rituals during this time. Buddha Jayanti: Another important holiday honoured by Gurkha warriors is Buddha Jayanti, also known as the Buddha’s birthday.” Prayer services, processions, and offerings to Buddhist shrines are held to commemorate the occasion. Gurkha regiments celebrate Buddha Jayanti with regular ceremonies. Gurkha Memorial Day: In remembrance of the Gurkha warriors who lost their lives while serving, Gurkha Memorial Day is marked annually on December 13. There are memorial services for the slain soldiers at a number of locations, including the Gurkha War Memorial in London. Bowing and Saluting: Gurkha soldiers are renowned for their unique salutation technique, which entails a head bow. This particular salutation is a reflection of Gurkha cultural customs and is an integral part of their military training. Gurkha Brigade Annual Games: The Gurkha Brigade holds yearly sporting events called the Gurkha Brigade Association Games. In addition to promoting a sense of camaraderie and friendly rivalry, these games bring together Gurkha soldiers from different regiments to engage in a range of sports and activities. Bravest of the Brave: “Kayar Hunu Bhanda Marnu Ramro,” which roughly translates to “Better to die than be a coward,” is the Gurkha motto. This slogan, which is fundamental to Gurkha military heritage, captures the bravery and devotion of Gurkha troops. Gurkha troops’ sense of identity, pride, and camaraderie are greatly enhanced by these customs and rites, which also help them stay connected to their cultural heritage. They add to the Gurkha Brigade’s distinct personality and sense of camaraderie. British Gurkha Army contribute to the overall Diversity and Strength of the British Military The British Gurkha Army makes a substantial contribution to the British military’s overall strength and diversity in a number of areas. Cultural Diversities: The Gurkha soldiers in the British military contribute a wealth of cultural diversity. Their recruitment from Nepal gives the armed services a unique cultural perspective and creates an environment where people are exposed to and appreciate many cultures, languages, and customs. Language Skills: Gurkha soldiers frequently have language proficiency, which is advantageous in a variety of military contexts. Their ability to communicate in languages like Hindi and Nepali might be useful in missions when they need to work with local people or collaborate with other allied forces. Traditional Skills and Tactics: The Gurkha troops possess a distinct set of military techniques that have been refined over many decades. The British military’s overall capabilities are strengthened by its renowned bravery and discipline, proficiency in jungle warfare, and utilization of the iconic kukri knife. Proven Combat Effectiveness: Gurkha regiments are known for being exceptionally skilled and powerful soldiers, and they have a long and illustrious history of combat effectiveness. Their contributions to numerous conflicts—both World Wars and more recent ones—show that they can perform well in demanding and varied operational settings. Global Deployments: Gurkha soldiers are frequently sent on peacekeeping assignments and other international operations all around the world. Their presence in various locations broadens the British military’s operational scope globally and improves its capacity to function well in a variety of geopolitical environments. Training Excellence: Gurkha soldiers are renowned for their intense discipline and training regimens. The training standards of Gurkha regiments are regarded as industry norms, and their dedication to quality has an impact on the general efficacy and professionalism of the British military. Recruitment Traditional: The British military has a long-standing custom of recruiting Gurkha soldiers. This custom builds on the historical ties and alliances between the United Kingdom and Nepal while also offering a pool of qualified and committed labour. Cohesion and camaraderie: The British military as a whole is more cohesive because of the Gurkha soldiers’ strong feelings of loyalty and friendship. Their adherence to the maxim “Better to die than be a coward” is a shining example of the devotion and cohesion that support the military’s might. In conclusion, having Gurkha soldiers in the British military improves variety, adds special talents and viewpoints, and fortifies the armed forces’ overall prowess. The Gurkha Brigade has made a significant historical contribution to the British military, and its influence is still felt today.

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Table of Contents How do I Calculate Distance from Period? I've been asked how Orbital Calculator can calculate the distance an object is from a gravitational mass, using just its period (the time it takes to complete an orbit). The technique is relatively simple, so I'll explain it. More than just a Period First off, you'll note that you can only use gravitational masses that are in the database. If it doesn't exist, you can add it yourself. This means the program knows more than the orbital period - it also knows the mass of the object it orbits, and the radius of that mass. Now we know three things! - The mass of the gravitational mass - the radius of the gravitational mass - the time it takes the satellite to complete one orbit (its period) Let's use the Sun as our gravitational mass, and Mars as the satellite. It'll help with the explanations as we go along. Mars has an orbital period of 687 days. Isaac Newton determined that a mass gives rise to a gravitational force, and that the force decreases exponentially with distance. Therefore, at distance X from the Sun, gravity exerts force f. At twice the distance, 2X, the force of gravity is √f (square root of f). This gives rise to a problem. To calculate the distance, we need to know the force of gravity, but to know the force of gravity, we need to know the distance. Getting around this problem can be done by solving both sides of the equation at once, but that's a headache. Let's look at another problem. Suppose we already have the distance between the two objects. We know the mass of the Sun, so we know the force of gravity at the centre of the Sun. Since we know the distance to the satellite, we can calculate how much the force of gravity has depreciated. That in turn allows us to calculate the orbital speed of the satellite (which must equal the force of gravity), and since we know the radius of the orbit, we can calculate the length of its circumference. Circumference divided by speed gives us the time it takes to complete the orbit - the period. The calculation might sound horrendous, but it's not: r = distance ( "r**3" means 'r cubed') GM = G (gravitational constant) times M (the mass of the Sun) t = 2PI * √( (r**3) / GM ) t is the period for the orbit with radius r. Taking the Easy Route The solution to our original problem is to calculate an orbit with a known radius, and then find out what the orbital period is using the calculation above (the result is the period in seconds). We now have two periods - one for our target orbit, and one for our known orbit. We divide the target period by the known orbit, and then calculate the square root of the result. t = target period T = known period e = √(t / T) Then we take the radius of the known orbit and multiply it by the result we just calculated: x = r * e This result x, we then use to calculate a new orbit, which is much closer to the target orbit. We then repeat the whole procedure, using this new orbit as the known orbit, and finessing our way up until we discover the target orbit. How accurate is this? We can get within a kilometre of the target orbit, but often will find it exactly. Even doing this on paper is easier than using Newton's equations, and this sort of repetitive calculation is something that computers are very good at. Of course, there's a catch. This method doesn't take into consideration the mass of the satellite. When calculating the orbit of artificial satellites and spacecraft, that's perfectly fine. When calculating the orbits of rocky planets around a star, this is pretty much fine as well, since their mass is insignificant compared to the star. Our Sun is 332,946 times the mass of the Earth, which is the largest of the rocky planets in the solar system. However, Jupiter is massive, and its mass is anything but insignificant. The same is true of our moon, whose mass is 0.0123 Earth masses, and has the second largest mass ratio to its host in the solar system (Pluto/Charon have the largest mass ratio). It's probably not a good idea to calculate the distance of a gas- or ice-giant from its star, since there will be large inaccuracies. You should avoid calculating orbits of moons which (in comparison to their host planet) are large. There is a problem with Mercury too. Newtonian mechanics is completely unable to deal with Mercury with any accuracy, and it wasn't until Einstein came along with Relativity (his theory of gravity) that its orbit was finally calculated properly. The reason is that Mercury is so close to the Sun that you really need to understand how gravity distorts spacetime, which Newtonian mechanics doesn't deal with.

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About Equivalent Weight Calculator (Formula) The Equivalent Weight Calculator is a tool used to calculate the equivalent weight of a substance based on its molecular weight and the number of electrons gained or lost (ΔE). It is commonly used in chemistry and stoichiometry calculations. The formula used to calculate the equivalent weight is as follows: Equivalent Weight (EW) = Molecular Weight (MW) / ΔE In this formula, the molecular weight represents the mass of one mole of the substance, and ΔE represents the number of electrons gained or lost during a chemical reaction. The equivalent weight is determined by dividing the molecular weight by ΔE. For example, if the molecular weight is 180 g/mol and ΔE is 2 electrons, the equivalent weight can be calculated as: Equivalent Weight = 180 g/mol / 2 = 90 g/equivalent Therefore, in this example, the equivalent weight would be 90 grams per equivalent. The Equivalent Weight Calculator simplifies this calculation process, allowing users to quickly determine the equivalent weight of a substance. It is useful in various chemical calculations, including determining reaction stoichiometry, balancing chemical equations, and calculating quantities of substances involved in reactions.

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Have you ever wondered why people can float so easily on the Dead Sea? If you haven’t seen it, it is a very unique wonder of the world. The reason can be simply linked back to the effects of salt on the density of water. If you and your children want to learn more, there is a great activity that you can do at home to teach younger and older youth about water density. This lesson, Mystery Marsh Water, is a great way to teach youth about salinity, density, and just marshes in general. Prior to starting the activity, it would be good to give students a little background on Tidal Creeks, Salt Marshes and Estuaries. This will help them know more about freshwater, saltwater, and the areas where these two things combine. Here are a few educational videos students can watch to learn more: Younger students may wish to watch the experiment on video here and then recreate a similar experiment at home. Upper middle school and high school age youth may wish to do the full lesson. Lesson instructions are provided here. In order for the experiment to work best, a parent or other adult who isn’t planning to do the activity should mix the salt water and food coloring in the proper ratios prior to youth beginning the experiment. This helps keep the answer to the experiment a surprise. It also helps if the student conducting the experiment is only given the supplies needed and the worksheet. If you just hand them a copy of the whole lesson, you may spoil the answers for them. Want to learn even more about Salt Marshes and Estuaries? Try out the Wetland Metaphors lesson from Project WILD here. Want to experiment with density of different types of liquids? If so, check out the Liquid Layers activity on the 4-H STEM LAB. HINT: Want to turn your plastic straws into fancier pipettes? Check out this quick tutorial video appropriate for older youth with adult supervision. Don’t have clear drinking straws to make the “test tubes”? You can also use small clear cups. We encourage you to have your students take a picture of their final experiment results and post it on social media with the hashtags #Tattnall4H and #4HSTEMULATINGLEARNING. We look forward to seeing lots of cool layered experiments that your children will create. For more details or to request a formal lesson plan for this activity, please contact us at [email protected].

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Understanding Intercultural Communication If you decide to take a class on intercultural communication you will learn a great deal about the similarities and differences across cultural groups. Since this chapter is meant to give you an overview or taste of this exciting field of study we will discuss important cultural dimension concepts for understanding communication practices among cultures. Collectivist versus Individualistic In addition to the four speaking styles that characterize cultures so do value systems. Of particular importance to intercultural communication is whether the culture has a collectivist or individualistic orientation. When a person or culture has a collective orientation they place the needs and interests of the group above individual desires or motivations. In contrast, the self or one’s own personal goals motivate those cultures with individualistic orientation. Thus, each person is viewed as responsible for their own success or failure in life. From years of research, Geert Hofstede organized 52 countries in terms of their orientation to individualism. What does it say about your country? Compare it to a country you want to travel to. When looking at Hofstede’s research and that of others on individualism and collectivism, it is important to remember that no culture is purely one or the other. Think of these qualities as points along a continuum rather than fixed positions. Individuals and co-cultures may exhibit differences in individualism/collectivism from the dominant culture and certain contexts may highlight one or the other. Changing is difficult. In some of your classes, for example, does the Professor require a group project as part of the final grade? How do students respond to such an assignment? In our experience, we find that some students enjoy and benefit from the collective and collaborative process and seem to learn better in such an environment. These students have more of a collective orientation. Other students, usually the majority, are resistant to such assignments citing reasons such as “it’s difficult to coordinate schedules with four other people” or “I don’t want my grade resting on someone else’s performance.” These statements reflect an individual orientation. High Context versus Low Context Think about someone you are very close to—a best friend, romantic partner, or sibling. Have there been times when you began a sentence and the other person knew exactly what you were going to say before you said it? For example, in a situation between two sisters, one sister might exclaim, “Get off!” (which is short for “get off my wavelength”). This phenomenon of being on someone’s wavelength is similar to what Hall (1976) describes as high context. In high-context communication, the meaning is in the people, or more specifically, the relationship between the people as opposed to just the words. Low-context communication occurs when we have to rely on the translation of the words to decipher a person’s meaning. The American legal system, for example, relies on low-context communication. While some cultures are low or high context, in general terms, there can also be individual or contextual differences within cultures. In the example above between the two sisters, they are using high-context communication; however, America is considered a low-context culture. Countries such as Germany and Sweden are also low context while Japan and China are high-context cultures. Hofstede (1997) defines power distance as “the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally” (p. 28). Hofstede believes that power distance is learned early in families. In high power distance cultures, children are expected to be obedient toward parents versus being treated more or less as equals. In high power distance cultures, people are expected to display respect for those of higher status. For example, in countries such as Burma (Myanmar), Cambodia, Laos, and Thailand, people are expected to display respect for monks by greeting and taking leave of monks with ritualistic greetings, removing hats in the presence of a monk, dressing modestly, seating monks at a higher level, and using a vocabulary that shows respect. Power distance also refers to the extent to which power, prestige, and wealth are distributed within a culture. Cultures with high power distance have power and influence concentrated in the hands of a few rather than distributed throughout the population. These countries tend to be more authoritarian and may communicate in a way to limit interaction and reinforce the differences between people. In the high power distance workplace, superiors and subordinates consider each other existentially unequal. Power is centralized, and there is a wide salary gap between the top and bottom of the organization. Feminity versus Masculinity Hofstede (1980) found that women’s social role varied less from culture to culture than men’s. He labeled as masculine cultures those that strive for the maximal distinction between what women and men are expected to do. Cultures that place high values on masculine traits stress assertiveness, competition, and material success. Those labeled as feminine cultures are those that permit more overlapping social roles for the sexes. Cultures that place a high value on feminine traits stress quality of life, interpersonal relationships, and concern for others. The extent to which people in a culture feel threatened by uncertain or unknown situations. Hofstede explains that this feeling is expressed through nervous stress and in a need for predictability or a need for written and unwritten rules (Hofstede, 1997). In these cultures, such situations are avoided by maintaining strict codes of behavior and a belief in absolute truths. Cultures strong in uncertainty avoidance are active, aggressive, emotional, compulsive, security seeking, and intolerant; cultures weak in uncertainty avoidance are contemplative, less aggressive, unemotional, relaxed, accepting of personal risks, and relatively tolerant. Students from high uncertainty avoidance cultures expect their teachers to be experts who have all the answers. And in the workplace, there is an inner need to work hard, and there is a need for rules, precision, and punctuality. Students from low uncertainty avoidance cultures accept teachers who admit to not knowing all the answers. And in the workplace, employees work hard only when needed, there are no more rules than are necessary, and precision and punctuality have to be learned. Long-term Orientation versus Short-term Orientation In 1987, the “Chinese Culture Connection,” composed of Michael H. Bond and others, extended Hofstede’s work to include a new dimension they labeled Confucian work dynamism, now more commonly called long-term orientation versus short-term orientation to life. This dimension includes such values as thrift, persistence, having a sense of shame, and ordering relationships work dynamism refers to dedicated, motivated, responsible, and educated individuals with a sense of commitment and organizational identity and loyalty. Indulgence versus Restraint In 2010 a sixth dimension was added to the model, Indulgence versus Restraint. This was based on Bulgarian sociologist Minkov’s label and also drew on the extensive World Values Survey. Indulgence societies tend to allow relatively free gratification of natural human desires related to enjoying life and having fun whereas Restraint societies are more likely to believe that such gratification needs to be curbed and regulated by strict norms. Indulgent cultures will tend to focus more on individual happiness and wellbeing, leisure time is more important and there are greater freedom and personal control. This is in contrast with restrained cultures where positive emotions are less freely expressed and happiness, freedom, and leisure are not given the same importance. The map below broadly reflects where indulgence and restraint tend to prevail. For a more detailed information, review the Dimension Maps of the World. These six world maps demonstrate the cultural dimensions distributed by country observing the culture of each.

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Place of Caste During the Gupta period emperors and their successors social conditions endured rapid changes. This is mentioned in epigraphs referring to some of the most illustrious rulers of the age as “employed in setting the system of castes and others” and in “keeping the castes confined to their respective spheres of duty”. However, these attempts of confining people to their ‘right places’ did not always succeed as one can find the evidences of members of priestly and artisan classes joining the profession of arms and members of soldier caste taking to the profession of merchants. One can also easily find the evidence that Vaisyas and Sudras were rulers of the mighty kingdoms: R.C.Majumdar writes, “Vasyas and Sudras figure as rulers of mighty kingdoms”. Rules of Marriage During the Gupta period, rules governing the marriage as a social system were somewhat elastic, following perhaps its immediate past.The cases of inter-caste marriages between people of different castes, creeds and races happened quite often. The marriage system of the society got complicated with the influx of those foreigners who were admitted into caste-framework. There are instances of some of the earlier immigrants who were ranked as degraded kshatriyas in the legal codes. Introduction of New Clans as Caste Hindu The immigrants who came after the fall of early Gupta empire were usually given a place among the thirty-six clans of Rajputs. They built independent or semi-independent principalities for themselves and with the time acquired the place of the kshatriya families of the olden times. Among these new clans Huns and Pratiharas carved out special place for themselves which they rightly deserved. Many scholar historians are or have been of the opinion that Pratiharas, who excelled into prominence for the first time in the sixth century AD, belonged to the race of Gurjaras. While the ruling families of Hinduised border tribes and foreign immigrants usually ranked as Rajputs, the rank and file remained under less valued social groups like Gujars, the Dhaki khaasyas,the Bhotiyas and others. Grade Status of People in General According to Fa Hien, a Chinese pilgrim, people who formed the section of higher castes in Madhya-desa(Middle-India) did not “kill any living creature, nor drink intoxicating liquor,nor eat onions or garlic”. In contrast to these higher castes, Chandalas’ lives were sharply different. They lived in totally separate area,usually situated outside the cities. It was a social practice prevalent at that time that when Chandals entered the gate of a city or the market place, they used to or perhaps instructed to struck a piece of wood to make themselves known so that men belonging to higher echelons of society knew and avoided them, and did not come into direct contact with them. The existence of such impure castes have been described at length not only by Indian and Chinese records but also by al-Biruni. According to al-Biruni the principle of impurity was widened to foreigners in the north-west towards the end of the Gupta empire. However, the Hindus of several interior provinces did not follow the principle of impure castes. Position of Women in Gupta Period The position of women in the Gupta period reflects some very interesting characteristics. In some selected areas,women belonging to the upper classes commanded a prominent share in the field of administration. In the Gupta period the queen-consort undoubtedly possessed an important position. A Chinese author has described an Indian princes as administering the government in association with her brother. There are evidences that in some of provinces, especially in the Kanarese country, women functioned as provincial governors and heads of villages. These facts indicate that girls belonging to the upper castes used to get a liberal education and took a keen interest in the cultural and administrative activities of the age. The practice of Svayamvara, self-choice of husband, had not gone out of use. However, Polygamy was prevalent and women were not permitted to contract a second marriage. Among the ruling clans, the customary practice of burning widows on the funeral pyre of their husbands was becoming a sanctioned social practice during the Gupta period. Don’t Miss: Overview of the History of India over a Timeline

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Diagram of Microscope to mainly explain you about every part of a microscope along with its function and to provide you with the examples in diagram. Do you know about tool named microscope? Yes, just like the name this tool is used for seeing the micro things which cannot be seen with the simple naked eyes. For example cells, particles, viruses, bacteria or even small insects or bugs like flea, and any other micro organisms. With using this microscope we can see them. It is usually used by many scientist in most of laboratories for research or experiment purpose. Like examining blood sample or some liquids of chemical substance. The tool itself has several parts and functions. The following diagrams are the example of microscope.

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November 26, 2023 Download the weekly K-3rd Grade Parent Guide PDF: Download the weekly 4th-5th Grade Parent Guide PDF: Story Focus: We finish up the month in 1 Corinthians 11:23-26 and Exodus 12. In 1 Corinthians 11, Paul talks about taking time to celebrate Communion, or the Lord’s Supper. When we eat the bread and drink the cup, we celebrate how Jesus lived, died, and rose again to make us right with God. As we think about what Paul wrote, we’ll also take time to remember that this celebration is rooted in the Passover celebration, where God’s people remembered how God rescued them from being enslaved in Egypt. Bottom Line: Make a habit of being grateful. People often focus on bad habits that they need to stop. However, the best way to stop a bad habit is to replace it with a good one. Replace those sweets with healthy choices. Replace TV with exercise. Replace complaining with gratitude. We pray that kids will start to see that gratitude is a choice that God can help them make— especially when they remember all that Jesus did for us on the cross. Key Question: What are some good habits you have? As kids get older, they can establish routines and habits that help them remember certain things: brushing their teeth, eating healthy food, and yes, even saying thank you. Throughout this lesson, we hope that kids discover ways that will help them remember to show gratitude for Jesus and the gift of salvation.

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Click image to view full size. Introduction to Psychology We aim to provide a challenging, varied and fascinating introduction to the world of psychological theory and research. The A Level course spans a very diverse range of topic areas, so there is something for everyone. This course can provide the inspiration to pursue a career in Psychology, or it can simply give a valuable insights into human behaviour, which can explain and enrich all aspects of life. Studying Psychology is a journey into self awareness and a better understanding of others, thereby improving mental health and relationships along the way. Psychology A Level is not just a qualification, it is a gateway into life enhancing knowledge, skills and understanding that students take with them into their future pursuits. Key Stage 5 A Level Psychology Exam Board: AQA - Paper 1 - Social Influence - conformity and obedience - Memory - models and forgetting - Attachment - formation, types and deprivation - Psychopathology - definitions and explanations - Approaches - 6 major paradigms in psychology - Biopsychology - brain and the nervous system - Research Methods (double weight) - including some statistics - Paper 3 - Options - Issues & Debates - (compulsory) - common themes - Schizophrenia - explanations and therapies - Relationships - formation, types and breakdown - Forensic psychology - profiling, explanations and treatment The course content is presented above according to which paper the topic is examined by. However, the topics are taught in a different order to this, in order to give students the important knowledge and understanding to fully appreciate topics taught later. For example Approaches and Research Methods are fundamental topics that are taught first in Y12. These topics underpin later topics and will allow students to evaluate theory and research in a more informed way. Skills you will be taught: - AO1 – Describing and Explaining skills - AO2 – Application of knowledge to a scenario - AO3 – Evaluation and debating skills - Descriptive statistics – Measures of dispersion and central tendency, %, graphs. - Inferential statistics – interpretation of statistical tests - Design and carry out a study - Critique of theory and research - Exam techniques - Revision techniques How are students assessed? - 3 exams, each of which account for one third of your A Level grade. - Each exam last 2 hours and each one is worth 96 marks. - The exams consist of a mixture of short answers and extended writing questions. In Year 12 students will get the opportunity to attend a one day trip to a psychology conference. These vary from year to year, but a popular one has been at the Nottingham Playhouse. In Year 13, students will be offered the chance to attend a revision conference. Mindfulness Relaxation: This is offered as an enrichment option as part of the BE Programme. Numbers are limited for this activity, and non-psychology students may want to join, so sign up early. Psychology is recognised by many universities as a valuable science A Level, equipping students with many multidisciplinary skills, ranging from writing skills through to statistical analysis and research design skills. For this reason, it is a valuable A Level across many fields, not just within a career as a practising psychologist. - There are a huge range of areas that qualified psychologists can work in: - Clinical Psychology - Counselling Psychology - Educational Psychology - Forensic Psychology - Health Psychology - Occupational Psychology - Sport & Exercise Psychology - Teaching and Research in Psychology. All of these career paths require post graduate study. - Other fields that psychology graduates work in include: - Health Service - Civil Service - Armed Forces - Social Work - Probation Service - Occupational Therapy - Market Research - Personnel Management - Food and Drink - Pharmaceutical Industries - And many more. - See the British Psychological Society website for more information on career pathways.

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Dietary patterns are associated with chronic conditions among both children and adults(Reference Hooper, Summerbell and Higgins1–Reference Lim, Vos and Flaxman4). The WHO estimates that preventable nutrition-related diseases in high-income Westernized countries are responsible for one-fifth of all deaths(5). Children are an important target for nutrition interventions given that in high-income countries such as Australia, Canada and the USA the majority of children have high-Na diets and nearly one-third of children are overweight or obese(Reference Wang and Lobstein6). Over the lifespan, children of unhealthy weights are 80 % more likely than children of normal weight to be overweight or obese in adulthood, and twice as likely to have a diminished quality of life due to disability and a shorter life expectancy(Reference Wang and Lobstein6–Reference Herman, Craig and Gauvin8). Children's diets are influenced by a wide range of factors, including access to and the availability of foods, as well as socio-economic and sociocultural factors(Reference Veugelers and Fitzgerald9–Reference Patrick and Nicklas11). Parents also play a direct role in children's eating patterns through their own behaviours, attitudes and feeding styles(Reference Patrick and Nicklas11). The frequency of eating ‘outside the home’ at fast-food outlets is also related to increased energy intake and poor diet(Reference Patrick and Nicklas11–Reference French, Harnack and Jeffery13). Food eaten outside the home is associated with higher intakes of energy, Na, and total and saturated fats, which in turn are associated with unhealthy weights and poorer health(Reference Kant and Graubard14–Reference Pereira, Kartashov and Ebbeling18). Several prospective studies among both children and adults have demonstrated that frequent eating at fast-food restaurants is associated with excess weight gain over time(Reference Thompson, Ballew and Resnicow19–Reference Powell, Chaloupka and Bao21). Eating out has become increasingly common in high-income countries. For example, almost half of adults in the USA eat at least one meal prepared outside the home each day, with one-third of US children eating fast food every day(Reference French, Story and Jeffery22, Reference Bowman, Gortmaker and Ebbeling23). Eating out now accounts for almost one-third of children's daily energy intake, twice the amount consumed away from home three decades ago(Reference Lin, Guthrie and Frazao24, Reference Drewnowski and Rehm25). Similar trends among adults and children have also been found in Canada, the UK, New Zealand and Australia(26–28). Fast-food ‘kids’ meals’ are the top-selling fast-food item sold to children under the age of 13 years(29). In the past, the food products offered in fast-food kids’ meals and listed on ‘kids’ menus’ were almost exclusively poor-nutrient, high-energy foods. A recent study of the nutrient quality of kids’ meals available at fast-food restaurants in the USA found that only 3 % met nutrition criteria for school-aged children(Reference O'Donnell, Hoerr and Mendoza30). That study also found that more than half the food items listed on kids’ menus exceeded recommended Na levels for children(Reference O'Donnell, Hoerr and Mendoza30). However, there is very little evidence on the nutritional quality of food items offered on fast-food kids’ menus in other high-income countries outside the USA, such as Australia, Canada, New Zealand and the UK. In light of the association between eating out and unhealthy dietary patterns, some countries have enacted legislation mandating energy (calorie) labelling on restaurant menus and menu boards and have released recommendations for voluntary targets for Na reduction in processed foods and those served in food establishments(31, 32). In addition to these policies, a number of leading multinational fast-food companies have made voluntary commitments to reduce energy, Na and saturated fats, and offer more nutritious choices on their kids’ menus(33, 34). There is, however, limited evidence to verify whether the food industry has adhered to its commitments or the voluntary targets announced by government. Moreover, it is also unknown if the nutritional quality of food items offered on fast-food kids’ menus varies across companies or across countries with and without government targets and regulations related to nutrition. The objective of the current study was to compare the reported energy (calories), total and saturated fats, and Na levels for kids’ menu food items offered by four leading multinational fast-food chains across five countries. Content analysis was used to create a profile of the nutritional content of food items on kids’ menus available for lunch and dinner in four leading fast-food chains in Australia, Canada, New Zealand, the UK and the USA. The data were collected in August 2012. Food items from kids’ menus were included from four fast-food companies: (i) Burger King (known as Hungry Jack's in Australia); (ii) Kentucky Fried Chicken (KFC); (iii) McDonald's; and (iv) Subway. These fast-food chains were selected because they are among the top ten largest multinational fast-food chains for sales in 2010(35), operate in high-income English-speaking countries, and have a specific section of their restaurant menus labelled ‘kids’ menus’. To be eligible for content analysis, food items had to be listed on the restaurant menu, offered during the lunch and/or dinner period as an entrée or side dish, and labelled under ‘kids’ menu’ or ‘children's menu’. Data were obtained from the companies’ websites in each participating country. When information was not available on the companies’ websites, telephone calls were made to the restaurants’ headquarters in the participating countries or in-store visits were made to the restaurant when possible. The country, company name, product name, serving size (g), energy (kcal), total fat (g), saturated fat (g) and Na (mg) levels for each menu item were recorded. When information on salt content was provided rather than Na content, the value was converted by dividing by 2·5 (i.e. the atomic weight of Na is 23, whereas the molecular weight of NaCl (salt) is 58·5). Data accuracy was checked by selecting a random sample of 5 % of entries and comparing the information in the database against the original source. The mean levels, standard deviations, confidence intervals and ranges for energy, total fat, saturated fat and Na for all food items on restaurant kids’ menus were calculated overall and separately for each country and company. Interaction effects between companies and countries were assessed to determine if the differences among companies were different across countries. The mean differences in energy, total fat, saturated fat and Na across countries and among different companies were compared using ANOVA. The non-parametric Kruskal–Wallis rank-sum test was used to confirm the results of the one-way ANOVA. Pair-wise comparisons of energy, total fat, saturated fat and Na were also tested between countries and companies using the Tukey–Kramer adjustment for multiple testing. Finally, Forest plots were generated to illustrate the variability in outcomes. A total of 138 kids’ menu food items, including eighty-five entrées and fifty-three side dishes, in the four fast-food chains operating across five countries met the inclusion criteria and were analysed. All product and nutrition information for kids’ menu food items at each of the four establishments across the five countries was available except for serving size. As shown in Table 1, within all fast-food restaurants across the five countries, average energy per food item was 202·7 kcal (848 kJ) and ranged from 15·0 kcal to 474·2 kcal (63 kJ to 1984 kJ), average total fat content per food item was 8·4 g and ranged from 0 g to 26·0 g, average saturated fat content per food item was 2·4 g and ranged from 0 g to 13·0 g, and average Na content per food item was 390·5 mg and ranged from 0 mg to 1010·0 mg. *To convert to kJ, multiply kcal by 4·184. Variation in energy Across countries, there was significant variability in the energy content of kids’ menu food items overall (F = 2·5; P = 0·049). As shown in Fig. 1, results between countries showed marginally significant differences in the energy content of food items between the USA and Australia (P = 0·11), the USA and Canada (P = 0·11), and the USA and New Zealand (P = 0·15). The marginal significance of the pair-wise comparisons between countries was likely due to the Tukey–Kramer adjustments being relatively conservative. Results of the Kruskal–Wallis rank-sum test confirmed these results. Across companies, overall differences in the energy content of kids’ menu food items did not reach statistical significance. Results of the pair-wise comparisons and Kruskal–Wallis rank-sum test confirmed these results. Variation in total fat content Across countries, differences in the total fat content of food items overall did not reach statistical significance. Results of the Kruskal–Wallis rank-sum test and pair-wise comparisons also did not show significant differences between countries. Across companies, however, there were significant differences in the total fat content of food items overall (F = 6·66; P = 0·0003). Results of comparisons between companies indicated the total fat content of food items offered at Subway restaurants was significantly lower than at Burger King (P = 0·00051) and KFC (P = 0·002) restaurants. Again, results of the Kruskal–Wallis rank-sum tests confirmed these results. Variation in saturated fat content Across countries, differences in the saturated fat content of kids’ menu food items overall did not reach statistical significance. Results of the Kruskal–Wallis rank-sum test and pair-wise comparisons also did not show significant differences. Across companies, however, there was marked variation overall in the saturated fat content of food items (F = 3·63, P = 0·01). Results of the pair-wise comparisons between companies indicated that the saturated fat content of food items offered at KFC restaurants was significantly lower than at Burger King restaurants (P = 0·013). Results of the Kruskal–Wallis rank-sum tests confirmed these results. Variation in Na content Across countries, there was significant variability in the Na content of food items overall (F = 2·89; P = 0·02). As shown in Fig. 2, results of comparisons between countries showed that fast-food outlets in the UK offered food items with significantly lower Na than fast-food outlets in Canada (P = 0·03) and New Zealand (P = 0·049). Across companies, the results of the one-way ANOVA also indicated statistically significant differences in the Na content of food items overall (F = 2·97, P = 0·03); and marginally significant differences in the Na content of food items between McDonald's and Burger King (P = 0·07), and Subway and Burger King restaurants (P = 0·08). The marginal significance of the pair-wise comparisons between companies was again likely due to the Tukey–Kramer adjustments being relatively conservative. To our knowledge, the present study is the first one to compare the nutritional quality of kids’ menu food items across countries and companies. The findings indicate that there is some variation in the reported energy and Na levels of kids’ menu foods offered by major multinational fast-food establishments by country and across companies. Although the reasons for the variation in the nutritional quality of foods on kids’ menus in restaurants operating across countries are not clear, the marked differences of similar food products suggest that technical feasibility is unlikely a primary explanation. Historically, the main reason for the addition of salt to food was for preservation; however, because of the emergence of refrigeration and other methods of food preservation, the need for salt as a preservative has decreased(Reference He and MacGregor36). These findings are consistent with previous research demonstrating the significant variability in the average Na content of food items offered on ‘regular menus’ in the same fast-food restaurants operating in different countries(Reference Dunford, Webster and Woodward37). The results of our study point to a trend for relatively lower-energy foods being offered on kids’ menus in the USA compared with the same fast-food restaurants in Australia, Canada, New Zealand and the UK. The trend for participating restaurants in the USA to offer lower-energy foods on kids’ menus may reflect the impending federal menu labelling legislation passed in March 2010(31). Under this law, restaurants with twenty or more locations in the USA are required to list energy (calorie) content information for standard menu items on restaurant menus and menu boards(31). All other participating countries in this research do not have legislation requiring restaurants to post energy content information on menus and menu boards. Previous research has shown that one consequence of requiring restaurants to post energy content information on menus can include reformulation of existing food items and the introduction of nutritionally improved items(Reference Bruemmer, Krieger and Saelens38). Indeed, results of a study investigating fast-food entrées on kids’ menus in the USA one year following implementation of the menu labelling legislation demonstrated that added items were on average 57 kcal (238 kJ) lower in energy than removed items(Reference Wu39). Results of our study indicate fast-food restaurants operating in the USA may limit their kids’ menus to fewer items with smaller portions and do not include the larger portions offered in restaurants in the other countries. For example, Burger King restaurants in the USA only offer four entrées on their kids’ menu, with the item highest in energy being a cheeseburger (serving size = 116 g) worth 260 kcal (1088 kJ) per serving compared with Burger King restaurants in Canada that offer seven entrées on their kids’ menu including a double cheeseburger (serving size = 148 g) worth 450 kcal (1883 kJ) per serving. Given that millions of children order from kids’ menus every day, simply eliminating the higher-energy options could reduce children's consumption by billions of calories (kilojoules) per year. Our results demonstrate that fast-food restaurants operating in the UK have significantly lower Na levels in their kids’ menu foods overall, as well as compared with the same fast-food chains operating in Canada and New Zealand. The trend for food items on kids’ menus in fast-food restaurants in the UK to contain relatively lower Na levels may be explained by the UK Government's Sodium Reduction Strategy recommending voluntary reductions of Na in processed foods(32). For instance, since the strategy was implemented in 2003, the average McDonald's Happy Meal in the UK contains 46 % less salt than it did in 2000, and burger buns, chicken nuggets, French fries and ketchup have all had their Na content reduced(40). Our results support claims made by the fast-food restaurants in the UK and suggest that popular fast-food items can be reformulated to decrease Na levels. Food items offered on kids’ menus at Subway restaurants were lower in total fat than food items offered at Burger King and KFC. As previously discussed, posting nutrition information on menus and menu boards in restaurants often encourages restaurants to introduce more nutritious food items in an effort to compete for more health-conscious customers. Given that Subway restaurants voluntarily display information on the total fat per serving of low-fat food options on their menu boards, this may in part help to explain why Subway offers significantly lower-fat foods compared with other restaurants. Strengths and limitations The present study was based on the data provided on the companies’ websites or the nutritional information provided in restaurants; thus, the accuracy of the findings presented is dependent on the accuracy of the data provided by the establishments. Previous research examining the accuracy of stated nutritional content of restaurant foods provides some justification for this approach(Reference O'Donnell, Hoerr and Mendoza30). However, important nutrition information on food qualities, such as trans-fat, was not included in our analyses because this information was not provided on companies’ websites for restaurants in Australia, New Zealand or the UK. Another limitation is that we analysed the nutritional content of the restaurant food items individually and not bundled as part of a ‘kids’ meal’ that typically includes an entrée, a side dish and a beverage. Food items were analysed individually because all participating restaurants in the study provide several options of entrées and sides; therefore, if parents and/or children are informed of the nutritional quality of individual food items, they can potentially select ‘healthier’ items. Although a large proportion of children under the age of 13 years purchase food items from kids’ menus at fast-food restaurants, recent research indicates that a growing number of children are purchasing food items from the regular menu at fast-food restaurants. A study published by the Rudd Center for Food Policy examining the marketing practices and nutritional quality of fast-food items targeting children reported that approximately 36 % of children under 6 years, 21 % of children between the ages of 6 and 12 years, and 2 % of children aged 13 to 17 years order food items from kids’ menus during an average visit to a fast-food restaurant in the USA(29). Therefore, extending examinations to include regular menu items of fast-food restaurants across countries and companies may be important to fully capture the food products purchased for children. Including beverages offered on both the kids’ and regular menus of fast-food restaurants in future examinations would also be valuable for better understanding the variation in the nutritional composition of product offerings across companies and countries. Given that food items offered at fast-food restaurants are generally of poor nutritional quality and children are eating foods prepared outside the home more frequently than ever, improving the nutritional quality of food items offered in fast-food restaurants can contribute to important gains in population health. Results of the current study suggest that fast-food restaurants in the USA offer food items on kids’ menus containing the lowest energy and second lowest Na levels compared with the same restaurants operating in Australia, Canada, New Zealand and the UK. Posting energy (calorie) content information on menus and menu boards in restaurants may encourage restaurants to offer relatively lower-energy and lower-fat food items on kids’ menus. Therefore, regulations that require nutrient disclosure on menus may provide an important incentive for fast-food companies to improve the nutritional quality of foods marketed to children. Na levels of food items offered on kids’ menus in fast-food restaurants in the UK were lower compared with the same restaurants operating in other countries. Consistent with previous research, these results suggest that strategies to systematically reduce the Na content in processed foods may be effective by setting substantive, achievable, gradual and measurable targets for the food industry(Reference Girgis, Neal and Prescott41). Indeed, in the UK, the collaborative actions between government and industry to reduce Na levels in processed foods have contributed to a significant decrease in the daily Na intake of adults over the past 10 years, which from a population perspective could result in health gains on par with the benefits of population-wide reductions in tobacco use, obesity and cholesterol levels and would be more cost-effective than using medication to lower blood pressure in all people with hypertension(Reference Sadler, Nicholson and Steer42, Reference Bibbins-Domingo, Chertow and Coxson43). Sources of funding: Funding for this study was provided by the Propel Centre for Population Health Impact at the University of Waterloo, Waterloo, Ontario, Canada. The Propel Centre for Population Health Impact at the University of Waterloo had no role in the design, analysis or writing of this article. Additional support was provided by a Canadian Institutes of Health Research New Investigator Award (to D.H.) and the Canadian Cancer Society Research Institute Junior Investigator Award (to D.H.). E.H. was supported by a postdoctoral fellowship awarded by the Canadian Institutes for Health Research – Population Intervention for Chronic Disease Prevention. Conflicts of interest: The authors declare that they have no competing interests. Ethics: Ethical approval was not required. Authors’ contributions: E.H. and D.H. contributed to the conception of the study and made significant contributions to the final paper. C.W. led the majority of the data collection. E.H., L.L., C.W. and M.C. were responsible for the data analyses. All authors contributed to the initial draft of the paper as well as read and approved the final manuscript.

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The western coastline of the British Isles has been eroded for millienia by the power of the Atlantic Ocean and the Irish Sea. To natives of the British isles this coast has a recognisable and familiar irregularity. Yet this familiar coastline is the source of a puzzle that was first uncovered by the British scientist Lewis Fry Richardson (1881 -- 1953) in the 1950's and published posthumously in 1961. This paper was later used by Benoit Mandelbrot in his classic 1967 paper "How long is the Coast of Britain?". The so-called coastline paradox is that the measured length of a stretch of coastline, such as the west coast of Britain, depends on the scale of measurement. The specific problem noted by Richardson was found when he approximated the length of the coastline by counting the number of steps of a fixed step length required to cover the whole coastline. Richardson notes that as the step length used to make this estimate becomes smaller, the longer the total measured length of the coastline becomes. For a general smooth shape this is not the case -- for a circle as the step length decreases so the approximation of the circles circumference gets closer to the real value. Measuring the length of a smooth curve is already tricky to do. One approach is to use the maritime method of stepping a set of dividers along the coastline and then multiplying the number of steps by the distance between divider points. This method works exactly for a circle - as the step length decreases so the estimates converges on a stable value. A single-handed divider can be used to approximate a distance on a maritime chart or the length of a border between two countries or regions on a map. The divider points are set to a known distance apart and then stepped along the border. One point of the divider is placed on the border and then the dividers is swung around until it crosses the coast again. The illustration below shoes a set of dividers in use, it comes from a book published in Antwerp in 1585 by Christoffel Plantijn (image from HERE). This design of divider, usually made from brass and steel, remains virtually unchanged to this day and they are still widely available to purchase. Image is from Flickr user History of the Book, it is used under the Creative Commons licence BY-NC-SA 2.0 (HERE). Richardson, L. (1961), The problem of contiguity: An appendix of statistics of deadly quarrels, General Systems Yearbook. 6, pp. 139-187.

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How To Draw A Bank? By following this simple drawing guide, you can learn how to draw a bank! This step-by-step lesson is perfect for kids who are interested in learning how to draw a bank. It’s an easy tutorial that is especially great for young students who are just starting to get into drawing. Each and every drawing step is included in this guide, making it fun and simple to follow along. The creative process may take longer than the estimated 30 minutes if you decide to add a background. So, take your time and enjoy the process of learning how to draw a bank! Once you’ve mastered this lesson, don’t be afraid to go beyond it and add your own creative details. And don’t forget about the free PDF guide, which is also available to help you along the way. Materials of How To Draw A Bank In order to learn how to draw a bank, you will need a few materials: - Drawing Paper - Crayons or Colored Pencils - Black Marker (optional) - How to Draw a Bank Printable PDF (see bottom of lesson) During this lesson, we will focus on the shapes of each area and the types of lines that are drawn in order to ensure that the final artwork looks just right. This lesson should take about 30 minutes to complete. How To Draw A Bank Easy Step by Step First Draw The Base Of The Roof To begin drawing how to draw a bank a roof, start by creating three rectangles that are stacked on top of one another. This will form the foundation of the roof and allow you to build upon it as you continue with the drawing. Pay close attention to the size and shape of each rectangle, as they will ultimately determine the overall look and feel of the roof. By taking your time and focusing on the details, you’ll be able to create a beautiful and realistic roof that is sure to impress! Draw The Top of The Roof In order to complete the roof drawing how to draw a bank, the next step is to create two V-shaped lines that will attach the top portion of the roof to the base that you previously drew. These lines will help to give the roof a more three-dimensional appearance and make it look more realistic. Take your time and make sure that the angles of the V-shapes are consistent with one another, as this will help to ensure that the roof looks balanced and properly proportioned. With each step that you take, you’ll be one step closer to creating a beautiful and detailed drawing of a roof! Add The Dollar Sign To continue your drawing, the next step is to create an S-shape that includes a vertical strip in the middle. This may sound challenging, but with the right technique, it can be achieved with ease. Take your time and make sure that the S-shape is smooth and continuous, without any sudden breaks or jagged edges. The vertical strip in the middle should be straight and centered, which will help to give the shape a more structured and balanced look. By focusing on the details and taking your time, you’ll be able to create a beautiful and realistic drawing that truly stands out! Write The Word Bank As the next step in your drawing how to draw a bank, you’ll want to add some text to the base of the roof. Specifically, you should write the word “BANK” in clear and legible lettering. This will help to give your drawing a more professional and polished look, while also making it clear what you are trying to depict. Take your time and make sure that each letter is evenly spaced and well-formed so that the word is easy to read and looks aesthetically pleasing. With each step that you take, you’ll be one step closer to creating a beautiful and detailed drawing that you can be proud of! Draw The Base Of The Building To continue your drawing, the next step is to form a rectangular strip that will serve as the base of the building. This is an important step, as it will help to give your drawing a solid and stable foundation. Pay close attention to the size and proportions of the rectangular strip, as this will help to ensure that the building looks balanced and properly aligned. With each stroke of your pencil, you’ll be one step closer to creating a beautiful and detailed drawing Creative that truly stands out! To continue your drawing how to draw a bank, the next step is to add four columns that will be attached to both the roof and the base of the building. These columns will help to give the building a more solid and imposing appearance, while also adding a touch of architectural interest to the overall design. As you draw each column, pay close attention to its size, shape, and placement, as these details will play a key role in determining the final look of the building. With each stroke of your pencil, you’ll be one step closer to creating a beautiful and detailed drawing that is sure to impress! Add The Windows The next step is to form the rectangular outlines of the windows. This is an important step of how to draw a bank, as the windows will help to give your building a more realistic and detailed look. As you draw each window, pay close attention to its size and placement, as well as its relationship to the other elements of the building. Once you have formed the rectangular outlines of the windows, the next step is to draw a horizontal line on each window. This will help to create the appearance of separate panes of glass, which will add an extra element of depth and interest to the overall design. With each detail that you add, you’ll be one step closer to creating a beautiful and realistic drawing that truly stands out! Form The Door The first step is to draw two horizontal lines, which will serve as a guide for the placement of the other elements. Next, add a long vertical line that will help to create the appearance of a door frame. Once you have drawn the frame, the next step is to draw the rectangular windows on the door. Take your time with each step, paying close attention to the size and placement of each element, as well as its relationship to the other parts of the design. By focusing on the details and taking your time, you’ll be able to create a beautiful and realistic drawing that truly stands out! Complete The Bank Drawing To add some visual interest and depth to your how to draw a bank, the next step is to start coloring it in. Begin by using a yellow crayon to color the dollar sign, which will help to make it stand out and look more distinct. Next, move on to the window frame and pane, using a brown crayon for the frame and a blue crayon for the pane. This will help to create the appearance of a realistic window with a wooden frame and blue-tinted glass. For the door, use shades of brown to create a wooden texture and add some depth to the design. Moving on to the columns, use a combination of blue and gray crayons to create a stone-like appearance that will add some visual weight and solidity to the overall design. How to Draw a Bank Video Tutorial How to Draw a Bank PDF Download If you want to take your drawing skills to the next level, be sure to click on the link below to view or download a helpful PDF tutorial. This tutorial is specifically designed to show you how to draw a bank, and is presented in a clear and easy-to-understand format. The PDF includes step-by-step instructions and detailed illustrations, making it a great resource for anyone who is interested in improving their drawing abilities. Learning how to draw a bank can be a fun and rewarding experience for artists of all skill levels. By following the step-by-step instructions and helpful tips outlined in this tutorial, you can create a beautiful and detailed drawing that features all of the key elements of a classic bank building. From the rectangular base and columns to the window frames and roof, each detail is carefully considered and expertly executed to produce a realistic and aesthetically pleasing final result. Please visit fmgnews.info to update your knowledge about nutrition, health, and ice cream. FAQs about How to Draw a Bank How to draw a piggy bank? Okay, let’s go on to drawing the top of our pig. We’re going to start with the ear, or piggy bank. We’ll curve beyond the money as well. Additionally, we’ll curve. Down. How do you draw a chase? On this, the situation is identical. Side. Okay, let’s design these adorable eyes. I’m going to add two tiny circles here for highlights. a curving line at the bottom, as well. How to draw for beginners? Each line separately. Try to start on a dot and make it as straight as you can. It will take some practice to not overshoot or undershoot; stop on a dot and try not to overshoot too far. How do you draw a pack of money? Okay, let’s draw the rope now. Just on top of the pencil, we can draw. I’m going to draw a line and go around and even look. Past. also the rope’s side.

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Artificial Intelligence (AI) has the potential to shape a more equitable future for everyone, but there is a significant flaw that deserves our attention. Many AI tools inadvertently perpetuate or even amplify the biases of their mostly white male creators. This leads to the repetition of mistakes and judgments, allowing racism and discrimination to persist in our society. It is crucial that we address these algorithmic biases and work towards creating AI systems that work for everyone. Examples of Harmful AI Bias There are sobering examples that highlight the harm caused by biased AI systems. For instance, facial recognition algorithms used worldwide failed to detect Black faces, forcing individuals like Joy Buolamwini to wear a white mask to be recognized by the technology. Similarly, Twitter’s image-cropping tool consistently favored white faces, and AI robots trained on vast image datasets perpetuated stereotypes by identifying women as “homemakers” and people of color as “criminals” or “janitors.” These algorithmic biases have serious implications for people of color. Algorithms are now utilized in determining credit scores, evaluating job candidates, making college admissions decisions, predicting crime rates, influencing court bail and sentencing, and even guiding medical treatments. If these algorithms have learned racism along the way, they will perpetuate it, further exacerbating existing inequalities. Addressing the Problem It is important to recognize that Artificial Intelligence itself is not designed to be racist; it learns from the data and patterns it is exposed to. The key lies in the training process. Too often, algorithms are trained on incomplete or biased data, leading to unintentionally racist outcomes. To overcome this, we must diversify both the researchers creating AI systems and the datasets used for training. By including a broader range of perspectives and experiences, we can help AI systems learn better habits and produce more equitable results. Creating Equitable AI Systems Joy Buolamwini, after experiencing the biases of AI, founded the Algorithmic Justice League, advocating for diversity among AI coders and the use of inclusive training sets. Seattle tech entrepreneur Luis Salazar launched AI for Social Progress (AI4SP.org) to promote the adoption of diverse training sets that mitigate bias in AI technologies. These initiatives highlight the importance of addressing bias in AI systems and working towards more inclusive and equitable outcomes. Call to Action Business leaders and philanthropists have a crucial role to play in supporting efforts to mitigate bias and evaluating the outcomes generated by AI systems for gender and racial bias. AI is reshaping our lives, and if we approach it with a commitment to equity, the future holds remarkable possibilities. It is imperative that we take concrete steps to eliminate systemic bias and racism from AI platforms before it’s too late. Together, let’s work towards making AI the dawn of an exciting new era for everyone, leaving behind the mistakes of the past. Hashtags: #AI #Diversity #AIforEquity #AlgorithmicJustice #DiversityInTech #InclusiveAI Share on Social Media Not All the Same: Although HBCU's are frequently lumped together, contrary to popular belief, all HBCU's are not the same. → When the Morrill Land-Grant Act was passed (1862) only Alcorn State University in Mississippi was open to African-Americans.

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Doc shows you his tips on how to kill moss in your lawn. Unfortunately this is usually an annual treatment that needs to be done as moss will continue to come back. After killing it, rake out as much as you can. Mosses are small plants that typically grow in dense green clumps , often in damp or shady locations. The individual plants are usually composed of simple leaves that are generally only one cell thick, attached to a stem that may be branched or unbranched and has only a limited role in conducting water and nutrients. Although some species have conducting tissues, these are generally poorly developed and structurally different from similar tissue found in vascular plants. Mosses do not have seeds and after fertilisation develop sporophytes with unbranched stalks topped with single capsules containing spores. They are typically 0.2–10 cm (0.1–3.9 in) tall, though some species are much larger. Dawsonia, the tallest moss in the world, can grow to 50 cm (20 in) in height. Mosses are commonly confused with lichens, hornworts, and liverworts. Lichens may superficially look like mosses, and have common names that include the word “moss” but are not related to mosses. Mosses used to be grouped together with the hornworts and liverworts as “non-vascular” plants in the former division “bryophytes”, all of them having the haploid gametophyte generation as the dominant phase of the life cycle. This contrasts with the pattern in all vascular plants (seed plants and pteridophytes), where the diploid sporophyte generation is dominant. Mosses are now classified on their own as the division Bryophyta. There are approximately 12,000 species. The main commercial significance of mosses is as the main constituent of peat (mostly the genus Sphagnum), although they are also used for decorative purposes, such as in gardens and in the florist trade. Traditional uses of mosses included as insulation and for the ability to absorb liquids up to 20 times their weight.

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FREE sample WW2 lesson Plans and resources to support the use of our WW2 artefact box and zoom sessions Our WW2 Topic Box has a strong writing focus based around a fictional family called the Howarths from some real photographs of a family from the Second World War discovered in a 1940s sweet tin. We thought it would be a great way to keep the memories of this anonymous family alive and also to inspire pupils to write about the kind of lives they may have lived. These free WW2 teaching resources can be used in any order and we have refrained from giving you a scheme of work for that reason (as we know you, as teachers, will know the best way to use them to suit your pupils' needs). PREMIUM CONTENT, ALL UNLOCKED WHEN HIRING A BOX OR BOOKING A ZOOM SESSION Resources required for the Morse Code task inside the box Lessons relating to the fictional family the box is based around Poem audio file (required for lesson)

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Friday, 20 November 2020 Scientists have revealed that plants have a ‘sealing’ mechanism supported by microbes in the root that are vital for the intake of nutrients for survival and growth. Plant Scientists from the Future Food Beacon at the University of Nottingham have demonstrated that the mechanism controlling the root sealing in the model plant Arabidopsis thaliana influences the composition of the microbial communities inhabiting the root and reciprocally the microbes maintain the function of this mechanism. This coordination of plant-microbes plays an important part in controlling mineral nutrient content in the plant. The study has been published online by the journal Science. Gabriel Castrillo of the Future Food Beacon and lead author on the research said: “In mammals the specialized diffusion barriers in the gut are known to coordinate with the resident microbiota to control nutrient flow. Although similar regulatory mechanisms of nutrient diffusion exist in plant roots, the contribution of the microbes to their function was unknown until now. This study has, for the first time, shown the coordination between the root diffusion barriers and the microbes colonising the root. They combine to control mineral nutrient uptake in the plant, which is crucial for proper growth and reproduction. Understanding this could lead to the development of plants more adapted to extreme abiotic conditions, with an enhanced capacity for carbon sequestration from the atmosphere. Alternatively, plants with a high content of essential mineral nutrients and the capability to exclude toxic elements could be developed” All living organisms have evolved structures to maintain a stable mineral nutrient state. In plant roots and animal guts these structures comprise specialized cell layers that function as gate-keepers to control the transfer of water and vital nutrients. To perform this function, it is crucial that cells forming these layers are sealed together. These seals need to maintain integrity in the presence of local microbial communities. In animals, microbes inhabiting the gut are known to influence the intestinal sealing and, in some cases, this can cause diseases. In roots, two main sealing mechanisms have been found: Casparian Strips, which seal cells together, and suberin deposits that influence transport across the cell plasma membrane. This research shows how these sealing mechanisms in multicellular organisms incorporate microbial function to regulate mineral nutrient balance. Food security represents a pressing global issue. Crop production must double by 2050 to keep pace with global population growth. This target is even more challenging given the impact of climate change on water availability and the drive to reduce fertilizer inputs to make agriculture become more environmentally sustainable. In both cases, developing crops with improved water and nutrient uptake efficiency would provide a solution and this. This discovery could lead to the development of new microbial approaches to control nutrient and water diffusion, presenting new opportunities to design more resilient crops, new feeding strategies and possible ways to harness carbon dioxide through carbon sequestration. More information is available from Dr Gabriel Castrillo on [email protected] or Jane Icke, Media Relations Manager for the Faculty of Science at the University of Nottingham, on +44 (0)115 951 5751 or [email protected] Notes to editors: About the University of Nottingham Ranked 32 in Europe and 16th in the UK by the QS World University Rankings: Europe 2024, the University of Nottingham is a founding member of the Russell Group of research-intensive universities. Studying at the University of Nottingham is a life-changing experience, and we pride ourselves on unlocking the potential of our students. We have a pioneering spirit, expressed in the vision of our founder Sir Jesse Boot, which has seen us lead the way in establishing campuses in China and Malaysia - part of a globally connected network of education, research and industrial engagement. Nottingham was crowned Sports University of the Year by The Times and Sunday Times Good University Guide 2024 – the third time it has been given the honour since 2018 – and by the Daily Mail University Guide 2024. The university is among the best universities in the UK for the strength of our research, positioned seventh for research power in the UK according to REF 2021. The birthplace of discoveries such as MRI and ibuprofen, our innovations transform lives and tackle global problems such as sustainable food supplies, ending modern slavery, developing greener transport, and reducing reliance on fossil fuels. The university is a major employer and industry partner - locally and globally - and our graduates are the second most targeted by the UK's top employers, according to The Graduate Market in 2022 report by High Fliers Research. We lead the Universities for Nottingham initiative, in partnership with Nottingham Trent University, a pioneering collaboration between the city’s two world-class institutions to improve levels of prosperity, opportunity, sustainability, health and wellbeing for residents in the city and region we are proud to call home.

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Adults are not the only people affected by high cholesterol. Children also may have high levels of cholesterol, which can cause health problems, especially problems with heart disease, when the child gets older. Too much cholesterol leads to the build-up of plaque on the walls of the arteries, which supply blood to the heart and other organs. Plaque can narrow the arteries and block the blood flow to the heart, causing heart problems and stroke. What Causes High Cholesterol in Children? Cholesterol levels in children are mostly linked to three risk factors: - Heredity (passed on from parent to child) In most cases, kids with high cholesterol have a parent who also has elevated cholesterol. How Is High Cholesterol Diagnosed in Children? Health care professionals can check cholesterol in school-age children with a simple blood test. Conducting such a test is especially important if there is a strong family history of heart disease or if a parent of the child has high cholesterol. The blood test results will reveal whether a child's cholesterol is too high. The National Heart, Lung, and Blood Institute (NHLBI) the American Academy of Pediatrics recommend that all children should be screened once between ages 9 and 11 and again between ages 17 and 21. Selective screening is recommended for kids with type 1 or 2 diabetes, or a family history of high cholesterol or a family history of premature heart disease (age 55 or younger for men, age 65 or younger for women). Screening is also recommended for kids who have a body mass index (BMI) greater than the 95th percentile in children ages ages 2-8 or in older children (ages 12 to 16) with a BMI greater than the 85th percentile and who have other risk factors such as exposure to tobacco smoke, diabetes, or high blood pressure. First screening is recommended after age 2, but no later than age 10. Children under age 2 should not be screened. If the fasting lipid profile is normal, a child should be screened again in 3 to 5 years. For kids who are overweight or obese and who have a high blood-fat level or low level of "good" HDL cholesterol, weight management is the primary treatment. This means improved diet with nutritional counseling and increased physical exercise. For kids aged 10 years and older with extremely high cholesterol levels (or high levels with a family history of early heart disease), drug treatment should be considered. How Is High Cholesterol in Children Treated? The best way to treat cholesterol in children is with a diet and exercise program that involves the entire family. Here are some tips. - Eat foods low in total fat, saturated fat, trans fat, simple sugars, and cholesterol. The amount of total fat a child consumes should be 30% or less of daily total calories. This suggestion does NOT apply to children under the age of 2. Saturated fat should be kept to less than 10% of daily total calories while trans fat should be avoided. For children in the high-risk group, saturated fat should be restricted to 7% of total calories and dietary cholesterol to 200 milligrams a day. - Select a variety of foods so your child can get all the nutrients they need. - Exercise regularly. Regular aerobic exercise, such as biking, running, walking, and swimming, can help raise HDL levels (the "good" cholesterol) and lower your child's risk for cardiovascular disease. Here are some examples of healthy foods to give your child. - For breakfast: Fruit, nonsugary cereal, oatmeal, and low-fat yogurt are among the good choices for breakfast foods. Use skim or 1% milk rather than whole or 2% milk (after age 2, or as recommended by your doctor). - For lunch and dinner: Bake or grill foods instead of frying them. Use whole-grain breads and rolls to make a healthier sandwich. Also, give your child whole-grain crackers with soups, chili, and stew. Prepare pasta, beans, rice, fish, skinless poultry, or other dishes. Always serve fresh fruit (with the skin) with meals. - For snacks: Fruits, vegetables, breads, and cereals make great snacks for children. Children should avoid soda, juice, and fruit drinks. If diet and exercise alone doesn't improve your child's cholesterol level, your child may need to take medication such as cholesterol-lowering statin drugs. A child's cholesterol level should be retested and monitored after dietary changes are made or medication started as recommended by your child's health care provider.

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CC-MAIN-2024-10

https://www.webmd.com/cholesterol-management/high-cholesterol-children

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What IS A Watershed? Imagine you are a rain cloud and decide to pour rain over the top of the highest mountain near you. All of the land that guides the water towards a particular network of creeks, ponds, rivers and reservoirs is this watershed. Over the tops of these mountain divides, other watershed collect water and flow down different paths. As you look down on the land from the sky you see that a watershed is so much more than the water you let loose and land that you hover over. A watershed can include: all of the habitat and wildlife that are supported by this water, land, and sky; the people who live alongside the wildlife and play, hunt, and raise their families; the much larger expanse of downstream communities, businesses, factories, and agriculture that rely on fresh water from the mountains above them. These components are all part of the Big Thompson watershed.1 We create watershed health by: Developing regional long term management plans along all 80 miles of river across the Big Thompson watershed Actively restoring the most vulnerable sections of the river and forest, and Building environmental awareness and stewardship of the region with our local communities, water dependant businesses, and visiting recreationalists

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CC-MAIN-2024-10

https://bigthompson.co/our-work/

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en

What is hypercalcemia? Hypercalcemia is a condition in which you have too high a concentration of calcium in your blood. Calcium is essential for the normal function of organs, cells, muscles, and nerves. It’s also important in blood clotting and bone health. However, too much of it can cause problems. Hypercalcemia makes it hard for the body to carry out its normal functions. Extremely high levels of calcium can be life-threatening. You might not have any noticeable symptoms if you have mild hypercalcemia. If you have a more serious case, you will typically have signs and symptoms that affect various parts of your body. Symptoms related to the kidneys include: - excessive thirst - excessive urination - pain between your back and upper abdomen on one side due to kidney stones Symptoms related to the abdomen include: High calcium can affect the electrical system of the heart, causing abnormal heart rhythms. High calcium levels can affect bones, leading to: If you have cancer and experience any symptoms of hypercalcemia, call your doctor immediately. It’s not uncommon for cancer to cause elevated calcium levels. When this occurs it’s a medical emergency. PTH helps the body control how much calcium comes into the blood stream from the intestines, kidneys, and bones. Normally, PTH increases when the calcium level in your blood falls and decreases when your calcium level rises. Your body can also make calcitonin from the thyroid gland when your calcium level gets too high. When you have hypercalcemia, there is excess calcium in your blood stream and your body can’t regulate your calcium level normally. There are several possible causes of this condition: The parathyroid glands are four small glands located behind the thyroid gland in the neck. They control the production of the parathyroid hormone, which in turn regulates calcium in the blood. Hyperparathyroidism occurs when one or more of your parathyroid glands becomes overly active and releases too much PTH. This creates a calcium imbalance that the body cannot correct on its own. This is the leading cause of hypercalcemia, especially in women over 50 years old. Lung diseases and cancers Granulomatous diseases, such as tuberculosis and sarcoidosis, are lung diseases that can cause your vitamin D levels to rise. This causes more calcium absorption, which increases the calcium level in your blood. Medication side effects Some medications, particularly diuretics, can produce hypercalcemia. They do this by causing severe fluid diuresis, which is a loss of body water, and an underexcretion of calcium. This leads to an excess concentration of calcium in the blood. Other drugs, such as lithium, cause more PTH to be released. Dietary supplements and over-the-counter medications Taking too much vitamin D or calcium in the form of supplements can raise your calcium level. Excessive use of calcium carbonate, found in common antacids like Tums and Rolaids, can also lead to high calcium levels. High doses of these over-the-counter products are the This usually leads to mild cases of hypercalcemia. Dehydration causes your calcium level to rise due to the low amount of fluid you have in your blood. However, the severity greatly depends on your kidney function. In people with chronic kidney disease, the effects of dehydration are greater. If your doctor finds a high calcium level, they’ll order more tests to find out the cause of your condition. Blood and urine tests can help your doctor diagnose hyperparathyroidism and other conditions. Tests that can allow your doctor to check for evidence of cancer or other diseases that can cause hypercalcemia include: Treatment options for hypercalcemia depend on the severity of the condition and the underlying cause. You may not need immediate treatment if you have a mild case of hypercalcemia, depending on the cause. However, you will need to monitor its progress. Finding the underlying cause is important. The effect that elevated calcium levels have on your body relate not just to the level of calcium present, but how quickly it rises. Therefore, it’s important to stick to your doctor’s recommendations for follow-up. Even mildly elevated levels of calcium can lead to kidney stones and kidney damage over time. Moderate to severe cases You will likely need hospital treatment if you have a moderate to severe case. The goal of treatment is to return your calcium level to normal. Treatment also aims to prevent damage to your bones and kidneys. Common treatment options include the following: - Calcitonin is a hormone produced in the thyroid gland. It slows down bone loss. - Intravenous fluids hydrate you and lower calcium levels in the blood. - Corticosteroids are anti-inflammatory medications. They’re useful in the treatment of too much vitamin D. - Loop diuretic medications can help your kidneys move fluid and get rid of extra calcium, especially if you have heart failure. - Intravenous bisphosphonates lower blood calcium levels by regulating bone calcium. - Dialysis can be performed to rid your blood of extra calcium and waste when you have damaged kidneys. This is usually done if other treatment methods aren’t working. Depending on your age, kidney function, and bone effects, you might need surgery to remove the abnormal parathyroid glands. This procedure cures most cases of hypercalcemia caused by hyperparathyroidism. If surgery isn’t an option for you, your doctor may recommend a medication called cinacalcet (Sensipar). This lowers your calcium level by decreasing PTH production. If you have osteoporosis, your doctor might have you take bisphosphonates to lower your risk of fractures. If you have cancer, your doctor will discuss treatment options with you to help you determine the best ways to treat hypercalcemia. You might be able to get relief from symptoms through intravenous fluids and medications like bisphosphonates. This might make it easier for you to deal with your cancer treatments. The medication cinacalcet can also be used to treat high calcium levels due to parathyroid cancer. Hypercalcemia can cause kidney problems, such as kidney stones and kidney failure. Other complications include irregular heartbeats and osteoporosis. Hypercalcemia can also cause confusion or dementia since calcium helps keep your nervous system functioning properly. Serious cases can lead to a potentially life-threatening coma. Your long-term outlook will depend on the cause and how severe your condition is. Your doctor can determine the best treatment for you. Talk to your doctor regularly to stay informed and ask questions. Be sure to keep up with any recommended follow-up tests and appointments. You can do your part to help protect your kidneys and bones from damage due to hypercalcemia by making healthy lifestyle choices. Make sure you drink plenty of water. This will keep you hydrated, keep blood levels of calcium down, and decrease your risk of developing kidney stones. Since smoking can speed up bone loss, it’s important to quit as soon as possible. Smoking also causes many other health issues. Quitting smoking can only help your health. A combination of physical exercises and strength training can keep your bones strong and healthy. Talk to your doctor first to find out what types of exercises are safe for you. This is especially important if you have cancer that affects your bones. Make sure to follow guidelines for the doses of over-the-counter supplements and medications to decrease the risk of excessive vitamin D and calcium intake. What precautions should I take if I think I may be at risk for hypercalcemia? There are several proactive steps you can take. You should stay adequately hydrated by drinking the proper amount of fluids, including water. You should also consume the proper amount of salt in your diet, which is about 2,000 milligrams of sodium per day for the typical adult. Finally, talk to your doctor to see whether any of your current prescription or over-the-counter medications might be raising your risk of developing hypercalcemia.Steve Kim, MDAnswers represent the opinions of our medical experts. All content is strictly informational and should not be considered medical advice.

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CC-MAIN-2024-10

https://born-wild.com/health/hypercalcemia

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A major project is restoring fertility and hope to China's Loess Plateau, until recently one of the poorest regions of the country. Centuries of continuous agriculture have removed the trees and leaving land vulnerable to erosion from wind and rain. An area the size of Belgium, its once fertile soils have been washed away, leaving a blighted land scarred with deep ravines - and farmers scarcely able to make a living. According to soil scientist John D. Liu of the Environmental Education Media Project (EEMP), it's a story repeated all over the world. For 15 years John has been following a remarkable project to replant trees and stabilize the soils of the Loess Plateau. Once bare hillsides are now cloaked with green forest and productive fields. Hope in a Changing Climate follows John on a journey from China to Africa to find out how the lessons learnt about the Loess Plateau could help restore degraded lands around the world. Click on the link below to watch this video:

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CC-MAIN-2024-10

https://cicd-volunteerinafrica.org/environment/what-if-we-change-hope-in-a-changing-climate-by-john-d-liu?ref=quantomas.de

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Among the most significant aspects of twentieth century military affairs has been how naval and land-based air power have transformed maritime operations. Today, much of the maritime arena is controlled, monitored, or exploited by aerospace systems. The capital ships of the modern era are the aircraft carrier and the missile-armed submarine, both weapons of three-dimensional warfare. The world?s sea lanes are monitored by aircraft and helicopters flown from the decks of aircraft carriers and other vessels, and, especially, by long range maritime patrol aircraft operated by the world?s navies and air forces. The primary weapon at sea is no longer the projectile hurled by a ?big gun? ship, or the torpedo from a submarine; rather, it is the smart missile, fired from aircraft, helicopters, ships, or submarines. As precision warfare has transformed land warfare and the worth of the large fielded army, so too has precision attack at sea transformed the nature of naval combat and the relative value of large standing fleets. In the modern era, the large surface vessel is more vulnerable than at any previous time to precision attack by weapons launched from tens or even hundreds of miles away. At the same time, new applications of aerospace technology for the maritime environment promise to enhance and strengthen naval mission such as littoral warfare, amphibious operations, and maritime transport. All this has come about through about one hundred years of evolution of maritime air warfare. This essay will seek to trace the development of maritime air warfare throughout the past century, paying particular attention to the Second World War and development after that war. The impact and usefulness of maritime air warfare will be explored, both in past wars and in the future, along with possible alternative naval futures. The First Maritime Air War As with the world?s more advanced armies, the leading navies of the western world were largely supportive about aviation in the years prior to the First World War. However, navies initially anticipated that the major, and perhaps only, value of aviation would be in the reconnaissance and observation role. Navies generally underestimated the significance of the submarine as well, considering it primarily as a means of coastal defense warfare. Yet the advent of both the airplane and the submarine ushered in the era of large-scale ship sinking in naval history. In earlier eras of the wooden ship, warfare disabled ships, but only rarely sunk them. The navies before World War I had opted to use long range and endurance inherent in lighter-than-air dirigibles and small non-rigid ?blimp? airships. Supporting these airship forces were small float-equipped seaplanes. By the time WWI broke out, both Britain and the United States of America had already experimented with launching small aircraft from ships, and the first trials were underway of specialized torpedo-carrying strike aircraft. The war caused a rapid acceleration in development and innovation, and by its end, aircraft and warships had already been employed for maritime reconnaissance and patrol, and for direct attack upon surface vessels and submarines. For example, in the Dardanelles campaign, British Short 184 float seaplanes ?launched? from a crude seaplane tender, the Ben-my-Chree, torpedoed several Turkish vessels. German reconnaissance Zeppelins furnished tactical information to the High Seas Fleet during the Battle of Jutland and subsequent operations off the British East Coast. The Royal Navy made the first tentative use of aircraft carriers, crude though they may have been; in 1918, for example, six British Sopwith Camel fighter-bombers from the carrier H.M.S. Furious raided the German airship at Tondern, destroying two Zeppelins in their sheds. In these ways and others, aircraft and airships contributed to the war at sea. While aviation?s impact was far less than it would be in subsequent years, it nevertheless pointed to a future where the surface ship and submarine would be far less secure. Imperial Germany had even experimented with crude command-guided anti-shipping missiles. As Admiral Lord Fisher, whose name was synonymous with the emergence of the dreadnought battleship, remarked after the Armistice that ?the prodigious and daily development of aircraft ?had utterly changed? naval warfare.? The Emerging Technology of Maritime Air Warfare Significant developments during the interwar years took the airplane from functioning as a mere participant in naval warfare to decisively determining the outcome of naval combat. Fear of air attack was a powerful motivation of four notable naval developments in the leading naval nations after WWI; armoring battleships and other surface warfare craft and equipping them with increasingly heavy antiaircraft batteries; developing dual-purpose antiaircraft and antiship gun systems; designing new classes of antiaircraft cruisers to protect fleets by barrage antiaircraft fire; and last, but certainly not least, the development of radar as a means of affording warning of air attack. But despite such changes, analysts continued to think of naval combat as they had in the past. As in Lord Nelson day, the ultimate expression of naval war would continue to be the big gun slugfest between ships at sea. Naval and land-based maritime air forces could be expected to support fleet operations, but not to dominate them. During the interwar period, the aircraft carrier emerged as a major element of the world?s leading navies. By the late 1930?s, the carrier had developed the ?generic? features typified by a flight deck surmounting a hanger deck, large elevators to transport aircraft from hanger deck to flight deck, an offset bridge ?island? and stack system, and a landing area crossed by arresting landing wires. Navies that operated the aircraft carriers also operated generally similar types of aircraft too. Fighters to protect the fleet, dive bombers to attack enemy ships as precisely as possible, and torpedo planes to attack from just over the surface of the water. These aircraft tended to have features tailored for carrier operations, such as long-stroke rugged landing gear struts and wheels, an arresting hook ?stinger? lowered during final approach, and folding wings for reduced storage space requirements aboard ship. With space on ships at a premium, all were single-engine designs, even those with over two crewmen. As a general rule, the increased weight of naval aircraft, coupled with their single-engine layout, gave them inferior performance when compared to their lighter land-based contemporaries. However, air power at sea involved far more than aircraft carriers. By the end of the First World War, long-range land-based aircraft and seaplanes had clearly proven their potential, if not always their value. In 1919, the American Curtiss NC-4 seaplane and a British Vickers Vimy bomber had both crossed the Atlantic. By the late 1930?s, the American, British, and Japanese already had in service the three great long-range seaplanes that they would use for wartime maritime patrol; the Consolidated-Vultee PBY Ctalina, the Short Sunderland, and the Kawanishi H6K. All had exceptional range, could attack submarines and shipping with bombs and torpedoes, but their primary roll was that of reconnaissance ? to literally act as the eyes of a fleet and thus to extend a battle fleet commander?s awareness and control. The Outbreak of World War II When war erupted in 1939, the clashing powers clearly had visions of using air power at sea both for defensive and offensive purposes. Having the machines and technology for such warfare, however, was not the same as having operational doctrines to properly use such power. Thus there was, as with other aspects of the air war, a lengthy period of learning what worked and what didn?t. The three major European combatants (prior to the American entry in the war) all had remarkably similar battles between and within their services over the value and role of air power. The general viewpoint reflected a general tendency reflected throughout the twentieth century air-land warfare; namely that warfare opponents fear an enemies air forces far more than they respect their own. The freedom of maneuver and execution that they envied in an enemies operation were qualities they restricted in their own air forces. However, WW II brought about a partnership of intelligence and air warfare ? and intelligence and submarine warfare. This partnership proved to be decisive. It doomed U-boats and commerce raider, set the stage for the destruction of Rommel?s convoys, and was no less decisive against Japan As one Italian naval historian wrote, ?In the final analysis-and such affirmation does not seem to be overstated-the really decisive struggle in the Mediterranean War was fought between the Italian Navy and the Anglo-American air forces. No matter how bitter the naval war was, the Italian naval forces would still have been able to carry it on properly and for a long tome, if the Navy had not been both directly and indirectly overcome by the overwhelming enemy power in the air.? Allied air attacks caused shortages in fuel, ammunition, weapons, and equipment at critical stages in operations. Air attack, however, worked both ways, and the Axis attacks against shipping were disturbingly productive. The Luftwaffe scored notable successes forcing Allied countermeasures. In March, April, and May 1941, Luftwaffe crews sank 179 ships totaling 545,000 tons. Because maritime operations did not typically involve the risk of encountering enemy high performance fighters (except along an enemy coastline or after the emergence of an escort carrier) that deep-penetration missions into an enemy?s heartland did, single or multiengine aircraft of modest performance could often make contributions all out of proportion to their true abilities. The statistical record of Allied air operations against Nazi Germany and Fascist Italy bears out the significance of Allied power at sea. A postwar investigation of sinking of German coastal traffic from the Bay of Biscay to the North Cape over the time period September 1939-January 1945 concluded that of 920 sinkings, submarines and surface vessels were responsible for 22.7% of this total, while direct air attack and mining claimed the remaining 77.3%. The official history of the Royal Navy attributes 60 sinkings of 149 Nazi warships of minelayer size or larger to direct air attack, a total of 40%; this does not include those that were destroyed by air-dropped mines, nor does it include submarines. In conjunction with direct bombing and torpedo attacks, RAF mining operations seriously constrained the movement of German capital ships, minimizing their use to the Reich. Of the 785 submarines Germany lost in the Second World War, 368 were sunk exclusively by air attack. A further 48 U-boats fell to combined air and surface ship attack. The appearance of long-range maritime patrol aircraft over the mid-Atlantic doomed the U-boat campaign. Beyond direct destruction of U-boats, one of air power? most significant attributes was simply in forcing U-boats to remain submerged, hindering their mobility and time at sea. To degree far greater than even the war in Europe and the Mediterranean, the pacific theatre was a theatre characterized by air power. More specifically, it was a war characterized by the projection of three-dimensional power ? the power of the submarine and the power of the airplane against the Japanese Navy and Japanese shipping. ?The war against shipping was perhaps the most decisive singular factor in the collapse of the Japanese economy and the logistic support of Japanese military and naval power.? By the spring of 1945, American army and naval aviators had demolished Japan?s civilian and military industries, sunken most of the Japanese fleet, and established a virtual blockade of the Japanese islands. Ground and purely naval forces had served mainly to seize and hold forward bases for the projection of air power. A great irony of Pearl Harbor was the use by Japan of no less than six carriers to attack the perceived naval center of gravity, the American battlefield, which was put out of action, if not totally destroyed. Many view the real center were the aircraft carriers out at sea. Japanese planners seem to have deliberately ignores the grave threat posed to their own futures by the instrument of their own victory (the aircraft carrier). Within days, Japanese airmen had emulated the success of their European contemporaries, though on a much grander scale. They had amply demonstrated the vulnerability of unprotected ships both in harbor and at sea to both carrier-based and land-based air attackers using bombs and torpedoes. By late summer 1942, one significant lesson of Pacific combat was already clear to all combatants: ships required powerful defensive forces to remain viable as weapons. This need resulted in a transformation of the battleship; no longer the means whereby a nation would secure its victory upon the ocean, it now served as a mobile antiaircraft gun platform to help protect the vessel that would secure the victory: the aircraft carrier The Pacific maritime air war must be evaluated in light of Japan?s serious misuse of its air power and aviation industrial base, so that, by the end of 1942, it found itself everywhere on the defensive, and in 1944–45, destroyed. Industrially, Japan could not match the U.S. in production. Secondly, Japanese military officials made some critically poor choices in the years prior to the Second d World War. Among these was an overemphasis upon the battleship as the principle means whereby a maritime nation would achieve its victory in war. The idea was that it took a battleship to sink a battleship. The symbiotic relationship between carrier planes, landplanes, and submarines were a significant one. In February 1944, for example, submarine attacks had bottled up Japanese shipping in Truk harbor, permitting two days of carrier raids to sink 186,000 tons of shipping. Navy Privateers reconnoitered Singapore harbor, monitoring the progress of repairs on damaged Japanese ships, and when the moment was right and the ships left port, submarines promptly sank them. Japan?s response to the growing threat posed by the allied coalition was to launch the infamous Kamikaze antishipping campaign. Though Japanese Army Air Force pilots occasionally flew on such one-way suicide missions, the overwhelming majority of Kamikazes were Japanese naval attackers. The threat of the Kamikaze was the greatest aerial antishipping threat faced by Allied warfare forces in the war. Approximately 2,800 Kamikaze attackers sunk 34 Navy ships, damaged 368 others, killed 4,900 sailors, and wounded over 4,800. The Kamikaze anticipated the post-1960?s antishipping missile, and forced planners to take extraordinary measures to confront what was basically a straightforward threat, but also a threat that could profoundly influence events out of proportion to its strength. The Kamikaze experiences, while dreadful, and could not bring victory, only delay. After WW II The Second World War was the last Great War at sea. During the Cold War, both Soviet Union and Western blocs produced large numbers of maritime patrol aircraft derived from long-range bombers, airliners, and specially designed planes. As the threat of the new generations of sophisticated submarines carrying advanced weapons including homing torpedoes and missiles gradually emerged, more and more of these systems were designed for the antisubmarine role as opposed to attack of surface ships. The clear danger submarines posed to aircraft carriers spurred the creation of specialized ship-based antisubmarine aircraft. The size of American aircraft carriers dramatically rose after the early 1950?s, reflecting the demands of the jet age. Three significant innovations transformed American naval aviation and dramatically improved efficiency and safety. One was the introduction of the angled flight deck, two was the installation of the mirror landing system, and three was the introduction of the steam catapult. Ironically, as these changes improved efficiencies and safety, and as the size of aircraft carriers and their crews dramatically increased, the actual size of deployed carrier forces aboard ship declined. These dropped from about one hundred in WW II, to about 75 airplanes by the time of the Gulf War, the majority of which were support or purely fleet air defense airplanes. With size limitations on naval aircraft, naval carrier forces were increasingly dependent on long-range land-based air forces in order to fulfill missions. Long-range precision weapon revolutions were rendering land-based aircraft, submarines, and missile-armed small combatants increasingly dominant and effective in the maritime warfare role. Carrier battle groups were forced to operate further and further from away from the shore, degrading their traditional value as a means of projecting global presence. However, maritime air warfare has continued to play a significant role in the Korean, Southeast Asian, Falklands, and Gulf conflicts. Maritime air warfare played a significant role in ensuring the success of the blockade the Kennedy administration placed around Castro?s Cuba, and played a small part in land strikes in Vietnam. Maritime air operations did play prominently in any of the Arab-Israeli wars, or in the India-Pakistani ones, although there were some attention grabbing attacks. The Falklands War The Falklands war of 1982 was a notable exception to the general postwar pattern of indecisive naval combat. Here, maritime airpower had a profound effect upon surface vessels operations. Land-based Argentinean strike aircraft sank six ships (two destroyers, two frigates, a container ship functioning as an aircraft carrier, and a fleet auxiliary) and damaged a further thirteen (four destroyer, six frigates, and three fleet auxiliaries); British carrier ship-based aircraft and helicopters sank or forced the abandonment of six vessels (a submarine, two patrol boats, a trawler, and two freighters), and damaged another patrol boat. British maritime superiority enabled all other British naval and amphibious operations to occur. The Falkland campaign was notable for dramatically highlighting the value of antishipping missiles such as the Exocet and the Sea Skua, shipboard surface-to-air missiles, and the leverage offered by the British Aerospace Sea Harrier armed with advanced air-to-air missiles. Also shown again was the vulnerability of large capital ships to submarine attack. In particular, this war also illuminated the increasing threat to ships by maritime air attack and, especially, to the vulnerabilities of many newer vessels (less armored than their predecessors of WW II, in part because of their having heavier topsides for carrying extensive electronic equipment) to even unsophisticated and, indeed, obsolescent attackers dropping conventional non-precision ?iron? bombs. Newer ships were heavily damaged or even sunk, even when weapons did not explode. In fact, what is often missed is that the British victory owed as much to the operational inexperience?s of Argentinean airmen and bomb fusing problems as it did to the skill and technological advantages of its own force, and the tremendous logistical accomplishment of equipping and moving such a force so far in a relatively brief period of time. Of 22 bombs that struck British ships, 12 failed to detonate, and one detonated late. Thus fully 55% of Argentinean bombs failed to explode, even though they hit their targets. Had they done so, it is likely that the British task force would have been so weakened that they would not have been able to operate in the waters around the islands. That, of course, was a precondition for taking them, and would have spelt disaster for the entire expedition. The effects such a defeat would have had on the subsequent history of the 1980?s, especially the European governments, is profound. While I only speculate, it is likely that a defeat in the Falklands would have seen the Thatcher government falling, perhaps fatally weakening the strong alliance of the U.S. and Great Britain that did much to bolster European resistance as NATO faced the Soviet Union in the latter and more serious years of the Cold War. Thanks to a few more bombs exploding, the loss of a sea war thousands of miles from Europe might have had a dramatically different ending, and vastly affected the balance of power in Europe. Since the Falklands The lessons learnt in the Falklands war were not lost on the world?s navies, particularly as the conflict demonstrated the leverage that newer weapons could offer even a small opponent confronting a naval power. Accordingly, naval planners increasingly emphasized reliance upon a diverse means of defensive measures, including the application of stealthy ?low observable? technologies in shaping and materials to reduce the radar signature return of surface vessels; long range early warning coupled with long-range engagement of air and missile threats; and finally, close-in gun and rapidly blooming chaff deployment to defeat aircraft and missiles in terminal ?end-game? engagements. Despite such efforts, encounters in the Mediterranean, the Persian Gulf, and finally, the Gulf War of 1991, have reaffirmed the continued vulnerability of surfaces forces precision air and missile attack. Ships offer little protection against the sophisticated aerial attacker armed with precision ammunition. In single day in 1988, U.S. naval aviation and surface forces sank over half the Iranian navy, thanks to the leverage offered by naval aviation forces armed with laser-guided bombs and antishipping missiles. The Gulf War of 1991 left memorable images of bombs flying through doors and elevator shafts, and cruise missiles literally cruising down streets. While to most observers, the war consisted of an air campaign against Iraqi leadership and military force targets; there was a strong maritime warfare component to the Gulf crises and subsequent war as well. From the onset, long-range maritime patrol aircraft worked with surface vessels to impose a tight blockade over Iraqi merchant traffic attempting to transit the Straits of Hormuz. During the war itself, there were sporadic actions by coalition attackers against Iraqi fleet elements. Naval aircraft and helicopters from the coalition navies savaged the Iraqi navy, which ultimately played no useful role in the war. Because of the twin revolution of the submarine and the airplane, it is impossible for surface naval forces to operate with the assurance and the confidence that they are masters of their own fate, as was true in previous centuries. Contemporary post-Falklands British doctrine state that: ?The minimal requirement for a successful [maritime] operation is a favorable air situation. Air superiority will be a requirement for sea control where a robust challenge from the air is possible. Air supremacy is a necessary precondition of command of the sea.? [Emphasis in original text] As the first millenium of the Common Era was one of predominant land power (typified by Rome), and the second one of predominant sea power (typified by Great Britain), the third millenium is increasingly one characterized by the dominance of air and space warfare. In fact, the main form of power projection for both armies and navy is the air weapon. Air power at sea has made its mark on naval warfare since the time of the First World War. While currently the U.S. is the only truly global naval power (as it is the only truly global air power), the proliferation of increasingly sophisticated weapons among smaller nations in unstable regions offers no confidence to those who would blithely assume that American maritime supremacy will remain unchallenged, particularly in far-flung regional contingency operations. As the Second World War clearly showed the vulnerability of surface ships to attackers armed with ?dumb? weapons, the wars since the 1960?s have increasingly highlighted how even more valuable surface vessels are to attack by precision missile and bombs. Concern over missiles and mines and their successors threaten to constrain both the traditional freedom of maneuver of surface naval forces and options regarding their use. Various forecaster and historian have attempted to predict the future of maritime warfare in light of the challenges posed by, older antishipping technology and weaponry. One favorite has been submarines Hoistorian John Keegan has stated that: ?It is with the submarine that the initiative and full freedom of the seas rests. The aircraft carrier, whatever realistic scenario of action is drawn ? that of operations in great waters or of amphibious support close to shore ? will be exposed to a wider range of threat than the submarine must face. In a shoreward context it risks attack not only by carrier-borne but also by land-based aircraft, land-based missile and the submarine itself?The era of the submarine as the predominant weapon of power at sea must therefore be recognized as having begun.? Other vision for the future of submarines includes anti-radar stealth technology, lasers, electromagnetic rail guns, and sophisticated unmanned air vehicles to conduct maritime reconnaissance. It is not inconceivable that submarines might some day operate small-specialized piloted craft as well. As for arsenal ships, it is hard to imagine how an arsenal ship, however well armed, could defeat a plethora of air-launched or submarine-launched weapons. History provides examples such as the Bismarck, Yamato, Mushasi, and Shinano, all who were arsenal ships of immense proportion who were sunk by air, surface or submarine forces. The decline of the surface vessel as a predominate means of exerting naval power is undoubtedly underway. The decline may be slowed somewhat by new advances in shipboard defenses, but it is unlikely to be reversed. Historically, the partnership between sea0based air and submarine forces, and land-based aviation has been the most productive means of thwarting an enemies attempt to seize local control of the sea. In fact, virtually all significant naval actions of this century have taken place within reach ? and with the involvement ? of land based aviation forces. In a post Cold War cost conscious environment, the advantages of having land-based aviation forces assume a greater role in maritime control operations is increasingly attractive to defense planners, particularly as the acquisition and operating costs of naval aviation are correspondingly increasingly expensive. A number of circumstances have led to this. Fist, the costs for carrier based aircraft normally run three to four times as much as a land-based aircraft. Then come the lag times in deploying naval aviation forces, along with their need to replenish and resupply, which makes their ?presence? sporadic. Finally, the ratios of the large number of ships and personnel required to maintain a relatively small number of deployable strike aircraft is to high. In conclusion, the pace and impact of aviation in the twentieth century has been extraordinary, and nowhere more so than in military affairs. Less than forty years after the Wright brothers flew at Kitty Hawk, the airplane ? both land- and sea-based- had evolved from threatening to dominating the ship. That dominance has been extended even more forcefully into the modern era in spite of intensive and creative efforts to improve shipboard defenses. In today?s world, the threat posed to the ship by the airplane or the aircraft-deployed missile or mine is at its greatest. If for no other reason than this, strengthening the traditional partnership of air forces and navies working together to ensure the defeat of their common enemies is no less important today than at any time earlier in this century. Air Force and Maritime Operations; http://www.airforcehistory.hq.af.mil/tlallionpapers/airwarfare.maritimejune96.htm Christopher A. Preble, The Cold War Navy in the Post-Cold War World; http://www.cato.org/pubs/pas/pa-195.html Land Powers in Competition with Sea Powres; http://www.informs.org/Comf/NO95/Talks/WB21.1.html Peter Haydon; Seapower in a changing World; http://www.stu.ca/`dann/nn4-3_8.htm Sea Battles; http://www.iconmarketing.co.uk/thagames/aws4.htm Sea Power; http://www.acusd.edu/note/nsclasse/sea_power.html

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Gender is understood differently depending upon your perspective. Consider cultural differences – for instance, in Thailand there are 18 genders that are part of the common language, and in India, the Hindi word for gender also means penis. Trying to measure gender equality and equity globally becomes near impossible because of the diversity of perspectives and understandings of gender. If you’re wondering how you measure gender equity when it seems immeasurable, here’s the answer: Use proxy indicators. These are measurements that can substitute for gender equality without using the term, “gender.” What are proxy indicators? Proxy indicators, also known as indirect indicators, can approximate or reflect a phenomenon in the absence of a direct sign or measure. They are often the best option in circumstances where it is hard to measure change directly, such as in integration of gender equality and equity. Proxy indicators are frequently used to understand complex issues like gender equity that cross multiple sectors and issue areas (ie economics, health, workforce, etc.). Proxy indicators to measure gender equity Gender frameworks like PAHO’s “Guide for analysis and monitoring of gender equity“ and JHPIEGO’s “Gender Analysis Framework” are foundational to understand how gender power relations map to inequitable health outcomes. We used these two frameworks to identify proxy indicators for gender equity in health data that you can use when conducting a gendered analysis of your health data. Proxy Measures for Gender Relations - Education level - Time spent doing domestic/household chores - Autonomy to leave the house alone - Norms around gender-based violence - Income level Proxy Measures for Women’s Agency - Participation in household decision-making - Investment in girls’ education - Role in the labor market - Bargaining power in a marriage Proxy Measures for Utilization of Health Services - STI/HIV testing rates by gender - Childbearing rates by age - Age of marriage - Rates of sexual assault and rape These types of proxy indicators are a vital tool to measure gender equity in health data. We need to be collecting and analyzing proxy indicators within our health data systems (CRVS, mortality surveillance, cancer registries, etc.), so as to conduct comprehensive gendered analysis that improves health outcomes for women, girls, and people who are non-binary and transgender.

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Follow us on LinkedIn Whenever we go to the market to buy or sell something, there is always an entity that brings the buyer and the seller together and completes the transaction between them. This entity is called a clearing house. In the financial market, these types of organizations are very important because they provide the necessary infrastructure and services to allow financial institutions to interact with each other and carry out transactions. In this article, we will take a closer look at clearing houses, their functions, and their importance in the financial market. So if you are interested in learning more about Clearing House, then please read on. Definition of Clearing House A clearing house is an organization that helps to match buyers and sellers with different types of financial products. The Clearing House is an agency or separate corporation of a futures exchange. This agency is responsible for settling trading accounts, clearing trades, collecting and maintaining margin monies, regulating delivery, and reporting trading data. It makes sure that the buyer and the seller both follow through with what they have agreed to in the contract. In simple terms, a clearing house is an organization that acts as a middleman between two parties in a financial transaction. It ensures that the transaction is completed smoothly and efficiently by providing the necessary infrastructure and services. Functions of Clearing House The main function of a clearing house is to provide the necessary infrastructure and services to allow financial institutions to interact with each other and carry out transactions. In addition, clearing houses also provide other important services such as: - Collecting and maintaining margin money When two parties enter into a transaction, they must first deposit a certain amount of money with the clearing house as collateral. This is known as margin money. The clearing house collects and holds this margin money until the transaction is completed. This process keeps the market stable and protects both parties from losses if one party fails to honor its obligations. - Regulating delivery The clearing house also regulates the delivery of securities and other assets involved in a transaction. For example, if two parties have agreed to trade shares of stock, the clearing house will make sure that the correct number of shares is delivered from one party to the other. - Reporting trading data Trading data is one of the most important functions of a clearing house. This data is used by market participants to make informed decisions about where to invest their money. The clearing house collects data on all trades that take place within its system and makes this data available to its members. - Guaranteeing trades In some cases, the clearing house may guarantee that a trade will be completed even if one of the parties involved fails to honor its obligations. This type of guarantee is known as a “clearing guarantee.” Clearing guarantees are typically used in high-value transactions where there is a risk that one party may not be able to meet its obligations. Importance of Clearing House Clearing houses play an important role in the financial market by providing the necessary infrastructure and services to allow financial institutions to interact with each other and carry out transactions. In addition, clearing houses also provide other important services such as collecting and maintaining margin money, regulating delivery, reporting trading data, and guaranteeing trades. These services help to make the financial market more efficient and stable. Clearing houses are important because they help to reduce risk in the financial market. So there you have it. In this article, we have provided you with a definition of a clearing house as well as its functions and importance. We hope that this article has helped provide you with a better understanding of this important financial institution. Thank you for reading. Have an answer to the questions below? Post it here or in the forum

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Heart Attacks: Risk Factors, Symptoms, Statistics and More Heart attack is the result of an interruption in the supply of blood to a part of the heart, and this causes heart cells to die. This is caused by the blockage of the coronary artery that follows a breakup of atherosclerotic plaque, an unstable group of white blood cells and lipids in the walls of an artery. Death or damage can result from oxygen shortage and restrictions in the supply of blood to the heart if this situation persists for a long enough period of time. Age. Age is the largest factor of risk in heart attacks. The risk of heart attack is high for men over 45 and women over 55. At the University of Copenhagen in Denmark, scientists have found that baldness and fatty deposits around the eyelids are associated with increased risk of heart attacks. Angina. This illness causes the heart to be deprived of oxygen, increasing the risk of a heart attack. Cholesterol levels. High levels of cholesterol in the blood increase the risk of developing clots in the arteries, which may block the supply of blood to the heart thus causing a heart attack. Diabetes. Diabetes has been found to increase the risk of a heart attack. Diet. People who consume large quantities of saturated fats or animal fats have a higher risk of getting heart attacks. Genes. People whose parents have suffered this disease have a higher risk of getting one. Heart surgery. Patients who have undergone heart surgery have a higher risk of having heart attacks. Hypertension. High blood pressure might be caused by lack of activity, genes, diabetes, and other factors. Obesity. Obese people have a higher risk of having heart attacks. Previous heart attacks. Anybody who has had a heart attack in the past is likely to get another one in the future. Some of the symptoms of heart attacks include: - Pain in the chest, jaw, arm, or throat. - Indigestion, a choking feeling, irregular heartbeats, nausea, sweating, dizziness. - Anxiety and extreme weakness. The blocked artery must be treated quickly after a heart attack in order to lessen the damage to the heart. It is important to use an emergency service like 911. Waiting longer than two hours to start the treatment for the heart will increase the chances of death. The goal of taking drugs for heart attacks is to prevent platelets from sticking to the plaque upon gathering and prevent more ischemia in the future. - Aspirin is used to prevent the clotting of the blood. - Plavix and Brilinta are used to prevent blood clotting. - Tissue plasminogen activator (tPA) provides thrombolytic therapy to dissolve a major clot quickly. It is important to follow the advice of your cardiologist in order to prevent further heart attacks. You might need to quit smoking, lower the cholesterol levels in your blood, keep an ideal body weight, control your stress, and follow an exercise plan among other actions. - The leading cause of death for both men and women is heart attack, and men are more prone to get it. - In the U.S., about 600,000 die every year from heart attacks. - Coronary heart disease in the United States costs $108.9 billion a year. About the Author Parkway Heart and Vascular Center possesses global expertise in heart attack diagnosis and treatment. If you suspect you may be suffering from heart attack symptoms, please consult a cardiologist immediately. Originally posted 2013-03-19 13:10:53.

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Vocal stimming is a common autistic and ADHD behavior. It includes the repetition of vocal sounds such as humming, clicking, or repeating phrases and comes in various forms and intensities. These vocalizations may play a variety of roles, such as regulating sensory reactions, facilitating self-soothing behavior to aid focus, and sometimes for communication. Discovering the potential causes of vocal stimming is vital in order to promote acceptance and empathy toward people with this phenomenon. What's in the article: Beyond the noise: understanding vocal stimming in neurodiversity Triggered to hum: exploring the why and how of vocal stimming From fidgets to hums: a guide to managing sensory needs through stimming What is vocal stimming? Vocal stimming or vocal stereotypy involves repetitive vocalizations that do not constitute spoken language. These sounds may be rather diverse, ranging from simple humming or clicking as well as throat clearing to a more complicated behavior such as echolalia (repeating words and phrases) and palilalia (repeating one's own words). Although anyone can stim at times, it is generally more frequent among individuals with neurodivergent conditions such as ADHD and autism. Studies have revealed that vocal stimming presents different features in people with autism spectrum disorder (ASD) and those diagnosed with ADHD. In ASD, vocal stimming is often more frequent and intense and will often involve echolalia or scripting in a form that interferes with normal social behavior. In contrast, vocal stimming in the case of ADHD is far less acute and has intermittent episodes characterized by spontaneous vocalizations such as humming or verbalizing thoughts. While it can still affect social dynamics, its impact is generally perceived as less disruptive. Keep in mind, this is just a small glimpse into the diverse world of stimming. Everyone has their own reasons for it, and accepting these different expressions is all about recognizing our shared humanity. What triggers vocal stimming? While the exact triggers for vocal stimming can vary significantly depending on the individual, research suggests some common themes in people with ADHD and autism: - Sensory overload. Both conditions are linked with hypersensitivity to sensory stimuli. In situations of overstimulation, sights, sounds, smells, tastes, or touch can trigger stimming to help manage and regulate these inputs. In this regard, a person with autism could hum while in an environment that is noisy to help them block out any distractions. - Emotional regulation. Vocal stimming may be used as a method to control anxiety, help manage stress, or function as a self-soother during emotional activation. For example, a person with ADHD can click their tongue to relieve discomfort or frustration. - Focus and attention. In ADHD, stimming can at times act as a concentration and focus enhancer, especially for any repetitive tasks. Through the rhythmic nature of sounds, it acts as a stabilizing effect while improving cognitive performance. - Boredom and restlessness. An under-stimulated person with ADHD may resort to vocal stimming when they find themselves bored. The sounds can keep them stimulated internally and help combat restlessness. - Habit and reinforcement. In certain instances, vocal stimming may develop into a conditioned behavior motivated by the effects it has on sensory control, self-soothing, and/or concentration. The behavioral phenomenon becomes ingrained and repeated even when the initial stimulus factor disappears. Spotting stimming in children Vocal stimming should not be considered only as a disruptive behavior in children. It often fulfills vital functions for neurodivergent children such as coping with sensory overload (ASD) or helping focus on a task in ADHD. Before intervention, understand the 'why': Is it self-regulation or emotional expression? Is it attention assistance? The emphasis is on the needs, not just noise. Should you stop it? Generally, no. The act of suppressing stimming can lead to anxiety and frustration. Pay attention to the function. What you can do: - Observe. Note the frequency and location of stimming. Does it occur in noisy surroundings, during anxiety, or with any particular activity? - Seek professional guidance. Seek advice from a pediatrician, therapist, or any other specialist who is aware of neurodiversity. They can diagnose underlying needs and offer suggestions for intervention. - Offer alternatives. Consider substitutes that satisfy the needs of the stimming; for instance, sensory tools or fidget objects, relaxation techniques. - Create a supportive environment. Create a non-judgmental environment where the child feels safe to share without fear. - Address disruptions. If the stimming causes significant disruption of daily life, work with professionals to create strategies that minimize interference while respecting the needs of the child. How to manage vocal stimming The first step in managing vocal stimming should be to understand the underlying needs and work toward positive alternatives rather than just trying to suppress the behavior. Individualized strategies unlock the 'why' behind stimming as they provide tailored solutions to address specific needs and promote positive alternatives. One important step is identifying the triggers. Working with a healthcare specialist, individuals can pinpoint behaviors, and environmental factors like certain settings or emotions, that provoke vocal stimming. This understanding helps in crafting tailored management strategies to address these specific needs. Another strategy is addressing the needs, where instead of addressing the behavior itself, you explore ways in which you could address the underlying needs it meets. This may include applying sensory tools for sensitization issues or anxiety management methods along with focusing strategies for ADHD. Replacement behaviors are an integral part of treating stimming that provide people with healthy substitutes for meeting sensory needs, managing emotions, and enhancing attention. Here are three effective strategies to consider: Response interruption and redirection (RIRD). This approach involves gently interrupting the stim and offering a more reinforcing alternative, such as a calming activity or fidget object, to fulfill the underlying need of the behavior. By breaking the habit and providing better options, RIRD helps individuals develop new coping mechanisms and regain a sense of control. Positive reinforcement. This method aims to increase desirable behaviors by pairing them with rewarding consequences. For those with ADHD and autism, positive reinforcement involves identifying the function of the stim and suggesting alternative, reinforced behaviors. Token systems, tailored social praise, and structured choices are effective in encouraging the use of alternative coping skills while reducing maladaptive stimming. Habit reversal training. Similar to muscle training, HRT strengthens alternative responses to replace unwanted behaviors like stimming. Therapists identify triggers and cues, supporting the development of alternative responses such as using fidget toys or relaxation techniques. Through systematic practice and positive reinforcement, individuals gradually rely less on stimming, empowering them to face challenges independently. In addition to therapies, lifestyle adjustments can provide significant support. Aerobic exercise, for instance, has shown promise in the reduction of vocal stimming among individuals with autism, possibly due to its mood-enhancing, stress-reducing, and concentration-boosting effects. Adequate sleep is also crucial, as it supports emotional regulation and reduces sensory over-responsiveness, potentially decreasing the need for stimming. Likewise, poor dietary habits can impact mood and energy levels, influencing stimming behaviors, so proper nutrition is essential. Finally, relaxation techniques like mindfulness and deep breathing can effectively manage symptoms of stress and anxiety, offering further avenues for reducing stimming tendencies. How to deal with the stigma Stimming, which is often viewed as strange or even disruptive, needs to be reframed by society. It will need education and advocacy to cultivate understanding and acceptance. Raising awareness regarding the functional roles of stimming in autism and other neurodevelopmental conditions will debunk myths and challenge biases. Fostering open dialogue and inclusive spaces where differences are valued breaks down negative stereotypes. Supporting the individuals who stim, as well as their families by providing them with resources and empowering guidance, will no doubt equip them to navigate social situations with confidence. Acceptance of neurodiversity is a major step and by this, stimming should not be considered as a cause for stigmatization but an act of self-expression. Does vocal stimming go away with age? Not necessarily. While certain types of stimming may diminish over time or with the implementation of supportive strategies, for many neurodivergent individuals, it remains a lifelong characteristic. Importantly, its presence doesn't always signify a problem; stimming can serve essential functions for self-regulation. What does vocal stimming sound like? The sounds involved in vocal stimming go from simple humming, clicking, or repeated phrases to sophisticated vocalizations, animal noises, or even singing. Should I intervene with stimming? The intervention should be directed to the roots of needs, not just the noise. When stimming is not annoying or harmful, it plays a vital role in self-regulation, communication, or sensory processing. Seek professional help to understand the 'why' and think about other ways to deal with stimming, especially if it causes significant problems. Vocal stimming is a common autistic and ADHD behavior. These vocalizations may play a variety of roles, such as regulating sensory reactions, facilitating self-soothing behavior to aid application of focus. Vocal stimming has diverse functions that are beyond the mere noise in the case of individuals with autism and/or ADHD. Vocal stimming should not be considered only as a disruptive behavior in children. It often fulfills vital functions for neurodivergent children such as coping with sensory overload or helping to focus on a task in ADHD. - Research in Autism Spectrum Disorders. Vocal stereotypy and autism spectrum disorder: a systematic review of interventions. - Research in Autism Spectrum Disorders. “It feels like holding back something you need to say”: autistic and non-autistic adults accounts of sensory experiences and stimming. - Autism. 'People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming. - Frontiers in Psychiatry. ASD and ADHD comorbidity: what are we talking about?

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In botany, succulents are plants that have some parts that are more than normally thickened and fleshy, usually to retain water in arid climates or soil conditions. The word "succulent" comes from the Latin word sucus, meaning juice, or sap. Succulent plants may store water in various structures, such as leaves and stems. Some definitions also include roots, thus geophytes that survive unfavorable periods by dying back to underground storage organs may be regarded as succulents. In horticultural use, the term "succulent" is sometimes used in a way which excludes plants that botanists would regard as succulents, such as cacti. Succulents are often grown as ornamental plants because of their striking and unusual appearance. Many plant families have multiple succulents found within them (over 25 plant families).In some families, such as Aizoaceae, Cactaceae, and Crassulaceae, most species are succulents. The habitats of these water preserving plants are often in areas with high temperatures and low rainfall. Succulents have the ability to thrive on limited water sources, such as mist and dew, which makes them equipped to survive in an ecosystem which contains scarce water sources.

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Delivering water to city dwellers can become far more efficient, according to Rice University researchers who say it should involve a healthy level of recycled wastewater. Using Houston as a model, researchers at Rice’s Brown School of Engineering have developed a plan that could reduce the need for surface water (from rivers, reservoirs or wells) by 28% by recycling wastewater to make it drinkable once again. While the cost of energy needed for future advanced purification systems would be significant, they say the savings realized by supplementing fresh water shipped from a distance with the “direct potable reuse” of municipal wastewater would more than make up for the expense. And the water would be better to boot. A comprehensive model of the environmental and economic impact and benefits of such a system was developed by Rice researchers associated with the National Science Foundation-backed Nanosystems Engineering Research Center for Nanotechnology-Enabled Water Treatment (NEWT). Rice environmental engineer Qilin Li is corresponding author and postdoctoral research Lu Liu lead author of the study that appears in Nature Sustainability. It shows how Houston’s planned reconfiguration of its current wastewater treatment system, by which it will eventually consolidate the number of treatment plants from 39 to 12, can be enhanced to “future-proof” water distribution in the city. “All the technologies needed to treat wastewater to drinking water quality are available,” Li said. “The issue is that today, they’re still pretty expensive. So a very important part of the paper is to look at how cheap the technology needs to become in order for the whole thing to make sense financially and energy-wise.” Advanced water treatment happens to be a subject of intense study by scientists and engineers at the many institutions, including Rice, associated with NEWT. “Another way to improve potable water would be to cut its travel time,” she said. Water delivered by a system with many distribution points would pick up fewer chemical and biological contaminants en route. Houston, she noted, already has well-distributed wastewater treatment, and making that water drinkable would facilitate shorter travel times to homes. The model shows there will always be a tradeoff between the acquisition of potable water, the energy required to treat it, the cost of transporting it without affecting its quality, and attempts to find a reasonable balance between those factors. The study evaluated these conflicting objectives and exhaustively examined all possibilities to find systems that strike a balance. “Ultimately, we want to know what our next-generation water supply system should look like,” Li said. “How does the scale of the system affect distribution? Should it be one gigantic, centralized water source or several smaller distributed sources? “In that case, how many sources should there be, how big of an area should each supply and where should they be located? These are all questions we are studying,” she said. “A lot of people have talked about this, but very little quantitative work has been done to show the numbers.” Li admitted Houston may not be the most representative of major municipal infrastructure systems because the city’s wastewater system is already highly distributed, but its water supply system is not. The challenge of having a highly centralized water supply was demonstrated by a dramatic 96-inch water main break this February that cut off much of the city’s supply. “That was an extraordinary example, but there are many small leaks that go undetected underground that potentially allow contaminants into homes,” she said. The study only looked at direct potable reuse, which the model shows as a more economic option for established cities, but she said the best option for a new development — that is, building a distribution system for the first time — may be to have separate delivery of potable and nonpotable water. “That would be prohibitive cost-wise in a place like Houston, but it would be cheaper for a new community, where wastewater effluent can be minimally treated, not quite drinkable but sufficient for irrigation or flushing toilets,” Li said. “Though maybe it would be to Houston’s advantage to use detention ponds that already exist throughout the city to store stormwater and treat it for nonpotable use.”

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Fluoride is an important mineral that is absorbed into and strengthens tooth enamel, thereby helping to prevent decay of tooth structures. In nearly every U.S. community, public drinking supplies are supplemented with sodium fluoride because the practice is acknowledged as safe and effective in fighting cavities. Fluoride is absorbed into structures, such as bones and teeth, making them stronger and more resistant to fractures and decay. A process in your body called “remineralization” uses fluoride to repair damage caused by decay. Simply drinking public water will provide a certain measure of fluoride protection. However, with the prevalence of bottled water, fewer people consume water with fluoride in it than in previous years so health professionals recommend supplementing that intake. Certain dietary products, as well as most toothpastes and some mouth rinses, also contain fluoride. Today, most children will receive fluoride treatments during their dental visits. This concentrated fluoride, which is applied to the teeth, should remain on for one minute and should not be rinsed away for at least a half an hour. This fluoride will strengthen the enamel and make teeth more resistant to decay.

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What is shielded metal arc welding? Shielded metal arc welding uses an electric current to join two pieces of metal. The electric current creates a flux between the weld joint and the surrounding area, which protects it from corrosion. This makes shielded metal arc welding one of the most popular types of welding because it’s resistant to rust and other environmental damage. The process starts by placing the parts you want to weld together on a work surface. Also, read What is Brazing in Welding? Process of Shielded Metal Arc Welding The process of shielded metal arc welding starts by providing the welders with the proper equipment. This includes an electrode, flux, and a shield. - The electrode is used to create an electrical current between the pieces of metal being welded together. - The flux helps keep the electrodes from sticking to each other, while the shield protects them from being hit by sparks or debris. - Next, you need to position the pieces you’re going to be welding together so that they’re in contact with each other and lined up correctly on your workbench. - You then use your manual rod to start creating the welds between these two pieces of metal. - Finally, you switch over to your electrostatic shielding tool and complete the welds using this powerful electricity. Coating, Rod, and Metal Used In Shielded Metal Arc Welding Coating: The coating is a thin layer of metal that covers the rod and metal during welding. Rod: The rod is the part of the welding process that goes through the arc. Metal: The metal is used to create a weld. Also, read What is Spot Welding? Manual for Shielded Metal Arc Welding A Manual for Shielded Metal Arc Welding is a guide that teaches you how to perform the process of shielded metal arc welding. It includes detailed instructions and pictures, so you can follow along easily. The manual will help you create quality welds by providing clear steps and images. Electrode Used In Shielded Metal Arc Welding The electrode is the part of the welding process that creates a spark. The electrode contains an arc, and it makes contact with the metal to create a weld. Arc Used In Shielded Metal Arc Welding The arc is used in shielded metal arc welding (SMAW) to create a molten metal weld. The arc melts the two pieces of metal together and forms a joint that is stronger than either piece of metal by itself. Flux Used In Shielded Metal Arc Welding The flux used in shielded metal arc welding is called flux cored wire. Flux cored wire contains tiny wires that are coated with a flux material. When the electricity from the welding torch touches these wires, it causes the flux to heat up and start melting the metals together. This process creates a strong weld between two pieces of metal because the flux binds everything together tightly. Stick Used In Shielded Metal Arc Welding The stick is a long, thin metal rod that’s used in shielded metal arc welding. It’s usually made of stainless steel or other high-quality metals and it helps create an electric field around the workpiece during the welding process. What is shielded metal arc welding? It is a process that uses an electric current to weld two pieces of metal together. SMAW has many benefits over other welding methods, including being faster, easier, and more accurate. The electric current creates a shield around the molten metals, which protects them from oxidation and other problems.

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4-bit Johnson counter It is designed with a group of flip-flops, where the inverted output from the last flip-flop is connected to the input of the first flip-flop. This counter is known as the Johnson Counter. Generally, the Johnson counter is implemented by using JK flip-flops. A Johnson counter is a modified ring counter in which the output from the last flip-flop is inverted and fed back as an input to the first. So, it is also called a Twisted Ring Counter. It follows the sequence of bit patterns. When compared to the ring counter, it uses only half of the number of flip-flops. 4-bit Johnson counter: The 4-bit Johnson counter contains 4 JK flip-flops and it counts 8 cycles. The inverted output of the last flip-flop is fed back as input to the first flip-flop. i. The input value of the first ‘JK’ flip-flop is the inverted output of the last ‘JK ‘flip-flop. ii. The ‘CLK‘ is used to count the states or cycles of the counter, which is in the closed loop. iii. The reset pin is used as an on/off switch. iv. As the data will be rotating around a continuous closed loop, a counter can also be used to detect various patterns or values within the data. From the truth table, one can observe that for a 4-bit shift counter, there are 8 states. In general, an n-flip-flop shift counter will result in 2n states or a Modulo-2n counter.

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The study of human behavior played a prominent role in the success of business in the early 20th century and continues to foster commercialized enterprises today. The post-WWI era in the United States represented a time of refined mass production in the business sector, improved by advances in technology that spilled into the lifestyle of many Americans. Automobiles broadened the boundaries of every day travel, just as movie theaters expanded the limits of a citizen’s hopes and dreams. Business needed a national market for its products, and came to view the people purchasing those goods as not just customers, but as consumers. Consumers had needs, and it was the mission of business to discover and inform the purse strings just what those needs were. During this same period, John B. Watson was also studying human behavior. In contrast to early psychological theorists, Watson believed the relationship of human action was quite simple. His basic premise was that people respond to actions around them; observation of these responses leads to accurate predictions of behavior. At one point, Watson believed he could channel the development of a child by the appropriate influences enforced, and relished the prospect of controlling human emotion through proper conditioning. Behaviorism became a foundation for modern psychological techniques even after Watson left the field in 1920. Timing is always a critical element in success, and the advertising branch of the business industry was primed for the cognitive theories of John Watson. What a marriage this became between the manipulative mental maestro and the long arm of marketing. Watson carried the same scientific research techniques to J. Walter Thompson Ad Agency that he used in his laboratories. His first order of business in the advertising industry was to get to know the customer. Surveys were conducted to learn the desires and needs of the consumer, and products began to appear to meet those requirements. Along with demographic analysis, Watson encouraged the advertiser to target the emotions of the consumer, while downplaying the practicality of the purchase. Love and fear were accented as strong sales vehicles in advertising. The practice of including instructions for proper usage of a product was encouraged to create a connection between the manufacturer and the customer. This was begun long before liability lawsuits necessitated this inclusion. Watson was also strongly in favor of capitalizing on the public’s fascination with celebrities. The testimonial of a movie star or a beautiful woman added pizzazz to the most mundane product, and created a link between the consumer and the model through use of the item. So it seems that the $40 billion advertising industry, the one that charges $2.6 million for a thirty-second Super Bowl spot, was all the brainchild of a few behavioral psychologists. Who would have ever thought that?

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Rock, Paper, Scissors (RPS) is a game that appears simple on the surface, but a deeper understanding of its psychology reveals that it is far from straightforward. The game is often used as a tool for decision-making and resolving conflicts, but the outcome is not only determined by the players’ choices, but also their emotions, biases, and mental states. The psychology of RPS revolves around the idea that individuals bring their own unique psychological factors to the game. Emotions such as anger, anxiety, and confidence can all affect a player’s decision-making process. For example, a player who is angry may be more likely to choose rock, as it is associated with strength and dominance. Similarly, a player who is anxious may be more likely to choose paper, as it provides a sense of safety and protection. Another factor that can impact RPS gameplay is individual biases. Biases can manifest in a number of ways, such as cultural or personal preferences, or preconceived notions about the game. For instance, in some cultures, paper is often associated with money, so players from those cultures may be more likely to choose paper. Additionally, a player with a history of repeatedly winning with a particular choice may develop a bias towards that choice, even if it may not be the best strategic move. Mental states also play a significant role in RPS gameplay. The player’s cognitive state at the time of the game can impact their decision-making process. For example, if a player is tired or distracted, they may not be able to analyze their opponent’s moves as effectively, resulting in poor decision making. On the other hand, if a player is highly focused and alert, they may be more likely to win. While it may seem like RPS is a game of chance, the psychology behind it shows that it is far more complex than simply guessing randomly. By understanding the impact of emotions, biases, and mental states on gameplay, players can start to recognize patterns and develop strategies to increase their chances of winning. One effective strategy involves using the process of elimination to narrow down the opponent’s possible choices. For instance, if a player has chosen paper multiple times in a row, the opponent may assume they will choose it again, and counter accordingly. Similarly, if a player has avoided a particular choice for several rounds, the opponent may assume they are saving it for a strategic move and predict that choice accordingly. In conclusion, RPS is a game that is both simple and complex at the same time. While luck does play a role, the psychology of the game shows that it is influenced by a variety of factors, including emotions, biases, and mental states. By understanding these factors, players can develop strategies to increase their chances of success, making RPS a game that is more fascinating and complex than many initially thought.[ad_2]

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Project Based Learning What is Project Based Learning (PBL)? Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. In Gold Standard PBL, projects are focused on student learning goals and include Essential Project Design Elements: - Key Knowledge, Understanding, and Success Skills – The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management. - Challenging Problem or Question – The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. - Sustained Inquiry – Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. - Authenticity – The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives. - Student Voice & Choice – Students make some decisions about the project, including how they work and what they create. - Reflection – Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them. - Critique & Revision – Students give, receive, and use feedback to improve their process and products. - Public Product – Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom. The above definition is drawn from the Buck Institute: Project Based Learning and the RSES Competencies Project based learning is rooted in a compelling topic and driving question that is in alignment with our RSES Competencies. RSES Competencies will be used in our planning process to ensure that over a student’s RSES career, they are exposed to projects that build capacity in the qualities and dispositions of innovators.

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Neuropathic pain is pain coming from damaged nerves, and can have a variety of different names. Some of the more common are painful diabetic neuropathy, postherpetic neuralgia, or post-stroke pain. It is different from pain messages that are carried along healthy nerves from damaged tissue (for example, a fall, or cut, or arthritic knee). Neuropathic pain is treated by different medicines to those used for pain from damaged tissue. Medicines such as paracetamol or ibuprofen are not usually effective in neuropathic pain, while medicines that are sometimes used to treat depression or epilepsy can be very effective in some people with neuropathic pain. Amitriptyline is an antidepressant, and antidepressants are widely recommended for treating neuropathic pain. Amitriptyline is commonly used to treat neuropathic pain conditions, but an earlier review found no good quality evidence to support its use. Most studies were small, relatively old, and used methods or reported results that we now recognise as making benefits seem better than they are. In March 2015 we performed searches to look for new studies in adults with neuropathic pain of at least moderate intensity. We found only two additional small studies that did not provide any good quality evidence for either benefit or harm. This is disappointing, but we can still make useful comments about the drug. Amitriptyline probably does not work in neuropathic pain associated with human immunodeficiency virus (HIV) or treatments for cancer. Amitriptyline probably does work in other types of neuropathic pain, though we cannot be certain of this. Our best guess is that amitriptyline provides pain relief in about 1 in 4 (25%) more people than does placebo, and about 1 in 4 (25%) more people than placebo report having at least one adverse event, which may be troublesome, but probably not serious. We cannot trust either figure based on the information available. The most important message is that amitriptyline probably does give really good pain relief to some people with neuropathic pain, but only a minority of them; amitriptyline will not work for most people. Amitriptyline has been a first-line treatment for neuropathic pain for many years. The fact that there is no supportive unbiased evidence for a beneficial effect is disappointing, but has to be balanced against decades of successful treatment in many people with neuropathic pain. There is no good evidence of a lack of effect; rather our concern should be of overestimation of treatment effect. Amitriptyline should continue to be used as part of the treatment of neuropathic pain, but only a minority of people will achieve satisfactory pain relief. Limited information suggests that failure with one antidepressant does not mean failure with all. This is an updated version of the original Cochrane review published in Issue 12, 2012. That review considered both fibromyalgia and neuropathic pain, but the effects of amitriptyline for fibromyalgia are now dealt with in a separate review. Amitriptyline is a tricyclic antidepressant that is widely used to treat chronic neuropathic pain (pain due to nerve damage). It is recommended as a first line treatment in many guidelines. Neuropathic pain can be treated with antidepressant drugs in doses below those at which the drugs act as antidepressants. To assess the analgesic efficacy of amitriptyline for relief of chronic neuropathic pain, and the adverse events associated with its use in clinical trials. We searched CENTRAL, MEDLINE, and EMBASE to March 2015, together with two clinical trial registries, and the reference lists of retrieved papers, previous systematic reviews, and other reviews; we also used our own hand searched database for older studies. We included randomised, double-blind studies of at least four weeks' duration comparing amitriptyline with placebo or another active treatment in chronic neuropathic pain conditions. We performed analysis using three tiers of evidence. First tier evidence derived from data meeting current best standards and subject to minimal risk of bias (outcome equivalent to substantial pain intensity reduction, intention-to-treat analysis without imputation for dropouts; at least 200 participants in the comparison, 8 to 12 weeks' duration, parallel design), second tier from data that failed to meet one or more of these criteria and were considered at some risk of bias but with adequate numbers in the comparison, and third tier from data involving small numbers of participants that were considered very likely to be biased or used outcomes of limited clinical utility, or both. We included 15 studies from the earlier review and two new studies (17 studies, 1342 participants) in seven neuropathic pain conditions. Eight cross-over studies with 302 participants had a median of 36 participants, and nine parallel group studies with 1040 participants had a median of 84 participants. Study quality was modest, though most studies were at high risk of bias due to small size. There was no first-tier or second-tier evidence for amitriptyline in treating any neuropathic pain condition. Only third-tier evidence was available. For only two of seven studies reporting useful efficacy data was amitriptyline significantly better than placebo (very low quality evidence). More participants experienced at least one adverse event; 55% of participants taking amitriptyline and 36% taking placebo. The risk ratio (RR) was 1.5 (95% confidence interval (CI) 1.3 to 1.8) and the number needed to treat for an additional harmful outcome was 5.2 (3.6 to 9.1) (low quality evidence). Serious adverse events were rare. Adverse event and all-cause withdrawals were not different, but were rarely reported (very low quality evidence).

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Many animals and insects have the ability to see unique parts of light (the electromagnetic spectrum). In comparison, humans have much weaker sensors which are only able to see the visible portion of light. In order to see in other parts of the electromagnetic spectrum, man had to develop technology in the form of colour lenses and multispectral cameras â the latter only being available since 1962. Ironically, what some animal and insect species have mastered for millions of years, man has only just grasped. In order to understand the concept of hyperspectral imaging, one needs to first understand the Electromagnetic Spectrum (ES). The ES is the range of all possible frequencies of electromagnetic radiation. It extends from low frequencies (radio waves and microwaves which have long wavelengths) through moderate frequencies (infrared and visible light) to high frequencies (Ultraviolet, X-ray and Gamma rays).Everything on the surface of the earth - be it a type of plant, soil, rock or mineral - absorbs and reflects light differently in many parts of the electromagnetic spectrum. Broadly speaking, when sunlight strikes a leaf, light with the longest wavelength (red) and shortest wavelength (blue) is absorbed by the green matter (chlorophyll) in the leaves. In between these two colours there is green light which is reflected by the leaf, hence it has a green appearance to the human eye.More specifically, if we measure what happens to light that strikes a leaf or a rock or mineral at discrete portions of the spectrum, we can see its spectral signature. In other words, we can see how it absorbs and reflects light at each point along the electromagnetic spectrum. For each feature, the curve that represents how it absorbs and reflects light is called its spectral signature. The spectral signature of any given object is unique and is like a signature or fingerprint. Simply put, hyperspectral imaging is the science of measuring these signatures.Scientists measure signatures of objects on the surface of the earth using a sophisticated instrument called an ASD. It is essentially a light meter that captures the reflected light from any feature on the surface of the earth. Now imagine if we had an instrument like an ASD that could take hundreds of pictures of every square meter of an area at nanometre intervals mounted on a plane. We could effectively search for signatures within the resultant imagery and detect specific minerals, rocks, soil types, plants and other earth matter automatically.Hyperspectral Imaging is one of the services provided by Southern Mapping. The hi-tech hyperspectral camera used by the company captures over 360 simultaneous images at up to 1 nanometer intervals between 450 nanometres (blue light) and 2500nm, which represents the short wave infra red portion of the spectrum (invisible to the human eye).Southern Mapping has submitted several joint research proposals to the National Research Foundation, in order to allow local skills development at universities with a strong research focus on hyperspectral technology (including Limpopo, Fort Hare, UKZN and Stellenbosch). A detailed hyperspectral course to supplement post graduate training at local universities using innovative tele-broadcast via satellite is also planned. In this way the company hopes hope to nurture the local capacity we will no doubt need as the technology continues to penetrate the main stream.Mapping with Hyperspectral ImageryWhereas hyperspectral mapping can directly detect and measure a variety of materials and chemical phenomenon (through their unique spectral properties), others can only be inferred based on correlation. Clay minerals, for example, are directly identifiable through their characteristic absorption of light at exactly 2200µm. But Copper (Cu), Gold (Au) and Silver (Ag) have no recognisable, unique, spectral features within the reflective spectral range of VNIR and SWIR imagers (0.4 â 2.5 nm). Despite this fact, hyperspectral surveys are an increasingly dominant means for guiding exploration for these precious metals. The exploration for these targets is indirect: either secondary minerals are mapped, which are known to associate with these metals or the overall spatial distribution of certain target minerals can be used to highlight probable exploration areas. In this same manner, hyperspectral data has successfully been used to address acid mine drainage and leach pad characterisations through associated precipitate markers.Mineral exploration is the dominant application for hyperspectral imagery. While detailed maps of minerals and associated clay types assist in the identification of ore bodies, the acquisition of the imagery automatically allows for the creation of a baseline environmental audit database as well. So where the data is used to identify where to mine, it doubles up and provides the means to inventory the exact environmental status of the area down to plant species level. In this way, mines are able to comply with mine closure legislation which dictates that the environment needs to be returned to its original state. Hyperspectral imaging is also able to provide extremely accurate direct measurements of chlorophyll a and b concentrations in water and is an efficient tool for quantifying water turbidity.With the technology, hyperspectral images of drill cores can also be captured with the airborne camera mounted on a modified conveyor. This allows quantifiable digital maps of mineralisations along the length of the drill core. As anyone who has been involved in the process of collecting, analysing, transporting and storing drill cores will know, the process is arduous and expensive with no room for error.Hyperspectral imaging of drill cores allows for the simplification of this process with digital storage and the ability to pull the drill core into a 3-dimensional modelling environment where the surface mineralisations can be analysed at the same time.To give an indication of the technologyâs current global status, consider the fact that by the first quarter of 2009 over 60 mines spanning 12 European countries had utilised airborne hyperspectral technology. Moreover, hyperspectral imaging has been singled out as the most efficient means for policing the EUâs mining waste directive. Apart from Europe, the USA, Canada, Greenland, Australia, Brazil and Chile have actively adopted the technology for mineral exploration and mine related environmental monitoring.The addition of hyperspectral imaging to the Southern Mapping portfolio of products, which include multispectral satellite imagery and airborne LIDAR, allows them to provide end to end solutions to the mining, infrastructure and environmental sectors. By fusing hyperspectral image reflectance values into the intensity signal of their LIDAR points, Southern Mapping will be able to continue pushing the limits of technology and provide robust and innovative products.Southern Mapping also recognises that their investments in the development of hyperspectral imaging solutions in Africa will lay a foundation for the technologyâs ultimate place in space.For enquiries please contact Southern Mapping ([email protected]).About Southern Mapping CompanySMC provides topographic surveys and mapping to assist a variety of industries and sectors. These include civil engineering and infrastructure development, mineral explorations and mine management, environmental planning and rehabilitation, and urban and agricultural planning. The company operates worldwide, but specialises throughout Africa. SMCâs staff were the first in the world to combine Lidar with digital aerial photography and now have added hyperspectral to their product offering. For more information visit: Subscribe to our newsletter Stay updated on the latest technology, innovation product arrivals and exciting offers to your inbox.Newsletter

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How Does a Jet Engine Produce Its Power? How Does a Jet Engine Produce Its Power? A jet engine gets its power from hot gases that are created when the jet fuel is mixed with air and burned. First, large quantities of air are sucked into the front of the engine and squeezed by a compressor. The compressed air rushes into a part of the engine called a “burner.” Here the air is mixed with fuel and burned. The hot gases expand and whoosh out the back of the burner in a fiery jet blast. At the same time, the expanding gases push against the front of the burner. It is this forward thrust that drives the plane through the air. Starting of a gas turbine engine requires rotation of the compressor to a speed that provides sufficient pressurized air to the combustion chambers. The starting system has to overcome inertia of the compressor and friction loads, the system remains in operation after combustion starts and is disengaged once the engine has reached self-idling speed. Gas turbine engines can be shut down in flight, intentionally by the crew to save fuel or during a flight test or unintentionally due to fuel starvation or flame-out after a compressor stall.

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Fitting in with Fractions The rational numbers are a brilliantly simple solution to all the problems caused by division in the integers and yet fractions are so little loved by learners of mathematics in school. Take this opportunity to get better acquainted with the rationals in their different forms and see how (& why) they make our lives so much better. Fractions are friends. As well as having different kinds of numbers we also have different ways of expressing the same numerical values and from a young age you will have learnt how to 'translate' between the different representations. Since that one night in 1971 when the UK went to sleep with 12 pennies to the shilling and 20 shillings to the pound and then woke up with 100 pence in every pound, the number translations that occupy most of our school time are those between fractions and decimals. We learn that there are numbers which fit nicely: a half is 0.5, and numbers which have more difficulty fitting in: a third is 0.33333... But why does this happen? And whose fault is it? Is there something wrong with the value of a third or is there something wrong with decimals? Clearly some investigation is necessary. Through each of these next exercises it is expected that you will know 'how' to do what is necessary, the aim is to think about why that 'how' is working. What are the underlying truths which make the 'how' work? Let's start with the straight forward ones. Terminating decimals are decimal numbers whose digits end at some point, like 54.281. The question is, can you find an equivalent fraction representation for them? Any of them? All of them? Go on then. Back to Bus Stops Translating from terminating decimals into fractions is easy enough then, what about fractions into decimals? You might have more than one method here, explore them & consider what works best where, this will help you to think about the reasoning behind your categorisation. A Most Hateful Truth We can explain now why all fractions must terminate or recur in decimal form. Before we investigate what else decimals might do it is sensible to spend a little more time getting to know the recurring decimals and enjoying some of the face-melting quandaries they throw up. We'll begin with a very simple question: Is 0.99999... the same value as 1? Still, stubbornly, I long for no. They should be different. To me, 0.99999... is the mathematical expression of nearly-ness, it is nearly 1, so nearly 1, as nearly as nearly gets, but still not there. Unfortunately though, hatefully, we can prove that they are the same. Here are a couple of reasons and a painfully bullet-proof proof. Sorry to have put you through that pain but we must obey the mathematics. As much as we might want 0.99999... and 1 to be different values, they are provably equal and all that is provable is true. To wriggle out of this hateful truth in my head I reason that they are different somewhere, it's just not somewhere we can go. I find this thought soothes the face-melting adequately so I can go about my day, feel free to think it too. Forever To Play As troublesome as that particular example might be, there is something a little thrilling about it. 0.99999... and all other recurring decimals go on forever, and yet we can manipulate them so easily. For all the problems it causes us with 'fitting in' the decimal system here gives us the opportunity to play with forever using skills as simple as multiplying by 10 and subtracting. The predictability of recurring decimals gives us power over their infinitely repeating patterns, all we have to do is play a match up game. Try these treats, they will help you forgive the recurring decimals for the above atrocity.

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By Dr. Albert Gilpin, Jr. McLeod Pediatrics Orthopaedics Scoliosis is a condition that causes a sideways curvature of the spine. Affecting an estimated 6 to 9 million people in the United States, scoliosis can develop in infancy or early childhood; however, the primary age of onset for scoliosis is 10 to 15 years of age, occurring equally among both males and females. Different Forms of Scoliosis The most common form of scoliosis is “idiopathic.” This is the term doctors use to describe a disease that has no obvious cause; therefore, it simply means there isn’t one specific factor that caused the scoliosis to develop. Most researchers believe scoliosis is a multifactorial disease with many different potential aspects that influence its development and progression. When scoliosis results from a defect in the spine that was present at birth, it is called “congenital.” Other types of scoliosis arise from diseases such as cerebral palsy (neuromuscular scoliosis) or accidents (traumatic scoliosis). How Scoliosis Affects the Patient Most children and teens with mild scoliosis do not have symptoms or pain. Sometimes, the child, teen, or a family member may notice changes in posture, which may be a sign of scoliosis. Other signs may include the following: Meanwhile, severe scoliosis impacts the patient’s quality of life, putting pressure on the heart, diminishing lung capacity, and limiting physical activity. Thankfully, through early detection and treatment advances, the worst effects of scoliosis may be prevented. Non-Surgical Treatment for Scoliosis An orthopedic spine, neck, and back specialist will recommend the best course of treatment for the patient. The severity and location of the spinal curve, the patient’s age, the potential for further growth, and the patient’s general health all must be taken into account when choosing how to treat this condition. A mild curvature (up to 20 degrees) generally requires simple periodic medical observation to watch for signs of further scoliosis progression. For children and adolescents with curves of 25-40 degrees, wearing a back brace is the usual treatment. Most braces are plastic and constructed to conform to your child’s body. The brace should be worn until your child’s bones complete their development. Often, sports and regular activities are not affected by the use of a brace. Surgery is only recommended for curvatures that have become progressively worse or in cases where nonsurgical treatments were unsuccessful and pain still persists. When discs have severely degenerated, spinal fusion may be required. The length of the recovery following surgery is dependent on how extensive the surgery was and the age of the patient. Some patients will be back to full activity in three months, and some patients may need as long as six to nine months to properly heal. Contact an orthopedic surgeon if you have concerns about scoliosis and your child.

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In today’s digital age, where data is constantly being collected and shared, privacy has become a critical concern for individuals and organizations. It is closely related to security, as protecting privacy often involves implementing measures to safeguard data from unauthorized access, breaches, and misuse. Understanding the Concept of Privacy The concept of privacy has evolved over time, reflecting society’s changing needs and values. In ancient times, privacy was mainly associated with physical spaces, such as homes and bedrooms, where individuals were entitled to solitude. It was a sacred space where one could retreat from the outside world and find solace in one’s thoughts. With the advent of industrialization and urbanization, privacy expanded to encompass the notion of personal space and the right to be left alone. As cities grew and populations became denser, the need for privacy extended beyond the confines of one’s home. People sought refuge in public parks, libraries, and other communal spaces, where they could find moments of respite and escape the prying eyes of others. In the 20th century, technological advancements and the rise of mass media posed new challenges to privacy. As individuals became more connected, concerns about surveillance, data collection, and invasion of privacy emerged. For example, the invention of the telephone allowed for conversations to be overheard, raising questions about the boundaries of private communication. Today, the digital revolution has brought privacy to the forefront, as personal information is constantly being collected, stored, and analyzed. With the rise of social media platforms, persons willingly share intimate details of their lives, blurring the line between public and private. The concept of privacy has expanded to include physical spaces and the digital realm, where personal data is vulnerable to exploitation and misuse. The Historical Evolution of Privacy The understanding of privacy continues to evolve as new technologies emerge and society grapples with the implications of increased data sharing, surveillance, and the erosion of personal boundaries. The historical evolution of privacy demonstrates the intricate relationship between societal changes and the concept of personal privacy. In ancient civilizations, privacy was a luxury afforded to the elite. The wealthy built elaborate palaces with secluded gardens and hidden chambers, creating spaces shielded from the common people’s prying eyes. Privacy was seen as a symbol of power and privilege, a way to separate oneself from the masses. During the Middle Ages, privacy took on a different meaning. With the rise of feudalism, people sought privacy within the confines of their own homes. The castle became a symbol of privacy and security, with thick stone walls and moats protecting the inhabitants from external threats. Privacy was closely tied to notions of safety and protection. The Renaissance period brought about a shift in the understanding of privacy. With the rise of humanism and the emphasis on individualism, privacy became associated with personal autonomy and freedom. The private study or library became a sanctuary for scholars and intellectuals, where they could pursue knowledge and engage in introspection away from the prying eyes of society. The Industrial Uprising and the subsequent urbanization of society brought new challenges to privacy. As people migrated to cities and lived in close proximity to one another, the need for privacy extended beyond the physical space of the home. Privacy became a way to assert one’s individuality and maintain a sense of self in an increasingly crowded and interconnected world. The advent of photography and the mass media in the 19th century further complicated the concept of privacy. Suddenly, images of individuals could be captured and disseminated without their consent, raising concerns about the invasion of personal privacy. The rise of tabloid journalism and paparazzi culture further eroded the boundaries between public and private life. Different Perspectives on Privacy Privacy is a complex and multifaceted concept that can be viewed from different perspectives. Philosophically, privacy is seen as a natural right that individuals possess. It is closely tied to notions of autonomy, dignity, and freedom. The right to privacy allows individuals to control the information shared about them and maintain a sense of personal autonomy. From a legal standpoint, privacy is protected by various laws and regulations that aim to uphold individual rights and prevent unwarranted intrusion. These laws differ across jurisdictions and may cover data protection, surveillance, and confidentiality. The legal framework surrounding privacy seeks to balance individual rights and societal interests. In the digital realm, privacy takes on new dimensions. Online privacy focuses on protecting personal information shared on the internet, and it often involves concerns over data security, online tracking, and digital surveillance. The rapid advancement of technology has outpaced the development of legal frameworks, leading to ongoing debates about the scope and limits of online privacy. Privacy in the Digital Age The rapid advancement of technology and the extensive use of the internet have given rise to unprecedented challenges to privacy. In the digital age, various entities collect and store personal data, including social media platforms, search engines, government agencies, and businesses. This data can be used for targeted advertising, algorithmic decision-making, and even surveillance. Furthermore, the growth of social media and online sharing has blurred the line between public and private information, as individuals willingly share personal details of their lives. The constant connectivity and convenience offered by digital devices also present opportunities for hackers and cybercriminals to exploit vulnerabilities and gain illegal access to sensitive information. Protecting privacy in the digital age requires a combination of individual responsibility, technological safeguards, and legal protections. It is important for individuals to be aware of the information they share online, understand the privacy settings on different platforms, and take steps to secure their personal data. Additionally, governments and organizations must enact robust privacy policies and invest in cybersecurity measures to protect their users’ privacy. The concept of privacy will continue to evolve as technology advances and society grapples with the implications of an increasingly interconnected world. As individuals, it is crucial to remain vigilant and proactive in safeguarding our privacy rights while also recognizing the importance of striking a balance between privacy and the benefits that technology brings. The Intricate Relationship between Privacy and Security Why Privacy Matters in Security Privacy and security are intrinsically linked, as protecting privacy often requires implementing security measures. Privacy concerns arise when personal data is accessed, used, or disclosed without the individual’s consent. To safeguard privacy, organizations must ensure the confidentiality, integrity, and availability of data. Additionally, privacy is crucial for building trust. When individuals feel that their personal information is being treated with respect and care, they are more likely to engage with organizations and share the necessary data to enable personalized services. The Balance between Privacy and Security There is an ongoing dispute about the balance between privacy and security. Some argue that enhanced security measures are necessary to protect against potential threats, even if it means sacrificing certain aspects of privacy. Others emphasize the importance of safeguarding privacy rights, as excessive security measures may infringe upon individual liberties and lead to unjust surveillance. Striking the accurate balance between privacy and security is a delicate task that requires thoughtful consideration. It requires finding solutions that adequately protect personal information while ensuring the ability to prevent and address security threats. Privacy vs Security: A False Dichotomy? The relationship between privacy and security is often portrayed as a trade-off – an either-or proposition where enhancing one comes at the expense of the other. However, this dichotomy is not always accurate. Privacy and security can be mutually reinforcing, and effective security measures can be implemented without compromising privacy. Organizations can embed privacy considerations into their security measures by adopting privacy-by-design principles. This involves implementing safeguards that protect personal information from the outset and throughout its lifecycle. Privacy-enhancing technologies, such as encryption and anonymization, can help ensure data security while respecting privacy rights. The Role of Data in Privacy and Security The Importance of Data Protection Data has become a valuable commodity in today’s digital ecosystem. It is generated and collected at an unprecedented rate, creating immense opportunities for innovation and insights. However, the misuse or mishandling of data can have serious consequences for privacy and security. Data protection involves implementing measures to safeguard personal information from unauthorized access, use, or disclosure. This includes implementing robust security measures, ensuring compliance with privacy regulations, and fostering a data protection culture within organizations. Privacy Laws and Data Regulation Privacy laws and data regulations protect personal information and ensure data security. These laws vary across jurisdictions but often require organizations to obtain informed consent before collecting their data, notify individuals about how their data will be used, and provide mechanisms for individuals to exercise their privacy rights. Regulatory frameworks like the European Union’s General Data Protection Regulation (GDPR) impose obligations on organizations to implement privacy and security measures, report data breaches, and give individuals greater control over their personal information. Compliance with privacy laws and data regulations is essential for safeguarding data and maintaining trust with customers, clients, and stakeholders. The Future of Data Privacy and Security As technology advances and data becomes increasingly pervasive, the future of data privacy and security remains a dynamic and evolving landscape. Emerging trends, such as the Internet of Things, artificial intelligence (AI), and big data analytics, present both opportunities and challenges. Individuals, organizations, and governments must stay vigilant and adapt to these changes by implementing appropriate privacy and security measures. This includes staying informed about evolving privacy laws, adopting privacy by-design principles, and fostering a culture of privacy and data protection. - Privacy refers to the individual’s right to control access to their personal information and is closely related to security. - Privacy has evolved over time, reflecting societal changes and advancements in technology. - Privacy can be viewed from different perspectives, including philosophical, legal, and digital dimensions. - The digital age presents unique challenges to privacy, with constant data collection and sharing. - Privacy and security are intertwined, and protecting privacy often involves implementing security measures. - Finding the right balance between secrecy and security is crucial. - Data protection is essential for safeguarding privacy and security. - Privacy laws and regulations are crucial in protecting personal information and ensuring data security. - The future of data privacy and security requires ongoing adaptation and vigilance. Why is privacy important? Privacy is important as it allows individuals to maintain autonomy, dignity, and freedom. It also helps build trust and ensures that personal information is respected and cared for. How does privacy relate to security? Privacy and security are closely related, as protecting privacy often requires implementing security measures. Data breaches and unauthorized access can compromise both privacy and security. Can privacy and security be balanced? Yes, privacy and security can be balanced. Organizations can protect personal information while maintaining security by adopting privacy-by-design principles and incorporating privacy-enhancing technologies. What is data protection? Data protection involves implementing measures to safeguard personal information from unauthorized access, use, or disclosure. It includes implementing security measures, complying with privacy regulations, and fostering a data protection culture. How can individuals protect their privacy online? Individuals can protect their privacy online by being aware of the information they share, understanding privacy settings on different platforms, and using strong passwords and encryption. It is also important to regularly update software and be cautious of phishing attempts. By exploring the concept of privacy, its historical evolution, its relationship with security, and the role of data in privacy and security, we gain a deeper understanding of protecting personal information in today’s digital age. By adopting privacy-enhancing measures and staying informed about evolving privacy laws, we can work towards a future where privacy and security coexist harmoniously, enabling individuals to enjoy the benefits of the digital world while maintaining control over their personal information.

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24 May 2023 Lobéké National Park (LNP), southeastern Cameroon, is part of Sangha Trinational, transboundary UNESCO World Heritage Site. Its Congolian lowland forests are of particular interest since they are part of a biome which is classified as 'globally outstanding' for biological distinctiveness. This large variably ‘intact’ landscape has the potential for long-term biodiversity conservation and is home to the highest mammalian richness of any forest ecoregion in Africa. However, the area is facing increasing environmental threats, including forest degradation, agricultural expansion and hunting. Despite Cameroon being an African hotspot for bat diversity, much of LNP remains faunistically unknown and no bat surveys have been undertaken. This study will help determine if LNP is an area of importance for Africa bat conservation (AICOM), especially forest-dependent species. It will provide data for ChiroVox, GBatNet and GBIF and build awareness and capacity in LNP rangers. Header: Aicha removing a bat from the net. © Takouo Jean Michel.

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A team of Princeton scientists has discovered a key mechanism in how bacteria communicate with each other, a pivotal breakthrough that could lead to treatments for cholera and other bacterial diseases. The mechanism is a chemical that cholera bacteria use for transmitting messages to each other, known as CAI-1, and has been isolated in the lab of molecular biologist Bonnie Bassler. Her team has shown that the chemical also can be used to disrupt the communication that exists among the bacteria, potentially halting the disease's progress. The discovery could lead to an entirely new class of antibiotics. "Disease-causing bacteria talk to each other with a chemical vocabulary, and now we can interfere with their talk to control infections," said Doug Higgins, a graduate student in Bassler's lab and first author of the research team's paper on the findings. "This paper specifically concerns cholera, but it provides proof in principle that we can do it with any bacteria." By exploring how the bacteria's communication informs their group behavior, the team was able to pinpoint a chemical means of sabotaging the conversation. The findings represent the latest advance in science's attempt to understand the effects of quorum sensing, a relatively new topic in bacterial study. Quorum sensing, which Bassler's lab has explored for more than a decade, concerns the ability of single-celled bacteria to perceive that they are surrounded by a dense population of other bacteria. They communicate their presence by emitting chemical messages that their kin recognize. When the messages grow strong enough, the bacteria respond en masse, behaving as a group. Some of the group behaviors of these tiny organisms are fairly harmless, such as forming a thin, widely spread colony on a pond's surface -- a colony scientists call a biofilm. These biofilms also form in the human intestinal tract, where many bacteria coexist peacefully with the body, aiding in digestion. However, some bacteria are less benign, like cholera, a disease commonly acquired by drinking contaminated water. When a cholera biofilm forms in the intestines, the bacterial invaders are only hours from the most devastating stage of their infection. "Forming a biofilm is one of the crucial steps in cholera's progression," said Bassler, the Squibb Professor in Molecular Biology and head of the research group. "They cover themselves in a sort of goop that's a shield against antibiotics, allowing them to grow rapidly. When they sense there are enough of them, they try to leave the body." Cholera bacteria use the human intestines as a breeding ground, and after enough cholera bacteria have grown there, they seek to escape and find other creatures to infect. They detach themselves from the intestines and benefit from the accumulation of toxins they release into the body. These toxins irritate the body, and it attempts to flush the bacteria out with vomiting and diarrhea. So violent is the effect that if the body is not quickly rehydrated, a victim can die within a day. Bassler's team realized that the cholera must be signaling each other with some unknown chemical when the time was right to stop reproducing and exit the body. But no one before had found it. "We generically understood that bacteria talk to each other with quorum sensing, but we didn't know the specific chemical words that cholera uses," Bassler said. "Doug (Higgins) led the hard work that was necessary to figure that out." Higgins isolated the CAI-1 chemical, which occurs naturally in cholera. Then, Megan Pomianek, a graduate student in the laboratory of Martin Semmelhack, a professor of chemistry at Princeton, determined how to make the molecule in the laboratory. Higgins used this chemical essentially to control cholera's behavior in lab tests. The team found that when CAI-1 is absent, cholera bacteria act as pathogens. But when the bacteria detect enough of this chemical, they stop making biofilms and releasing toxins, perceiving that it is time to leave the body instead. "Our findings demonstrate that if you supply CAI-1 to cholera, you can flip their switches to stop the attack," Higgins said. Chemist Helen Blackwell of the University of Wisconsin-Madison praised the study, calling it a breakthrough for quorum sensing research, and possibly for medical science. "Lots of other bugs like staph, strep and E. coli use the same general type of signaling mechanism as cholera," said Blackwell, an assistant professor of chemistry. "Many people are looking for ways to inhibit the signaling process, and you could imagine using this process to turn off cholera. It suggests a direct pathway into the clinic." The field is still far from possessing a complete dictionary of the bacterial chemical lexicon, Bassler said, and this lexicon must be better understood before clinical applications can be developed. But the findings are encouraging. "We have to show that CAI-1 can cure cholera in lab mice," she said. "We'd also like to understand the chemistry of how the molecule is made in the cell. Meanwhile, the best cure for cholera is to provide the world with clean water." Contributors to the paper include Dartmouth Medical School's Ronald Taylor as well as Princeton's Semmelhack and Christina Kraml. Funding for the team's research was provided by the Howard Hughes Medical Institute, the National Institutes of Health and the National Science Foundation. The article, The Major Vibrio cholerae Autoinducer and its Role in Virulence Factor Production, by Douglas A. Higgins, Megan E. Pomianek, Christina M. Kraml, Ronald K. Taylor, Martin F. Semmelhack, and Bonnie L. Bassler appears Nov. 14 in the online edition of the scientific journal Nature. Cite This Page:

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Water trapped in rocks on the moon's surface probably originated mostly from streams of energetic particles blasted from the sun and not from cosmic impacts from comets, researchers say. For years, scientists argued over whether the moon harbored water or not. Recent findings confirmed that water does exist on the moon, although its surface remains drier than any desert on Earth. NASA officials have suggested this water could one day help support colonies on the moon and missions to Mars and beyond. It remained uncertain where all of this water came from. One possibility is that it was delivered by impacts from carbonaceous chondrites — meteorites that can be rich in water — and from comets. Another is that water formed on the moon after exposure to the solar wind — streams of high-energy particles from the sun. Atoms of hydrogen in the solar wind can react with oxygen trapped in moon rocks to form water. [Water on the Moon: The Search in Photos] To help find out where lunar water came from, scientists analyzed 45 microscopic grains of dust that astronauts on NASA's Apollo 16 and 17 missions brought from the moon. They focused on levels of different isotopes of elements within these dust grains. Isotopes differ from each other in how many neutrons there are in their atoms — for instance, normal hydrogen atoms do not have any neutrons, while atoms of deuterium, an isotope of hydrogen, each possess one neutron. Water can be made with deuterium as well as with normal hydrogen. The sun is naturally low in deuterium because its nuclear reactions quickly consume the isotope. All other bodies in the solar system possess relatively high levels of deuterium, remnants that existed in the nebula of gas and dust that gave birth to the solar system. By analyzing the ratio of deuterium to hydrogen in the water in moon dust, the researchers could deduce whether the water originated from the sun or elsewhere, such as chondrites. One complicating factor in this analysis is that cosmic rays — high-energy particles from deep space — can generate deuterium when they slam into the moon. To account for how cosmic rays can influence deuterium levels on the moon, the scientists also looked at levels of lithium-6, an isotope of lithium that cosmic rays would also generate when they hit the moon. By examining the ratio of lithium-6 to normal lithium, the researchers deduced how often cosmic rays struck the moon and generated deuterium as well as lithium-6. The researchers expected to find water from chondrites in the interiors of the lunar dust grains and water from both chondrites and the solar wind in the exteriors or rims of these grains. Surprisingly, the water in both the interiors and exteriors of these dust grains apparently originated mainly from the solar wind. "We do not find any chondritic signature," lead study author Alice Stephant, a cosmochemist at the National Museum of Natural History in Paris, told Space.com. These findings suggest that any water that cosmic impacts bring to the moon is not retained much. At most, an average of 15 percent of the hydrogen in lunar soil may come from chondritic water, the researchers said. Stephant and her colleague, François Robert, detailed their findings online Monday (Oct. 6) in the journal Proceedings of the National Academy of Sciences. Get the Space.com Newsletter Breaking space news, the latest updates on rocket launches, skywatching events and more! Charles Q. Choi is a contributing writer for Space.com and Live Science. He covers all things human origins and astronomy as well as physics, animals and general science topics. Charles has a Master of Arts degree from the University of Missouri-Columbia, School of Journalism and a Bachelor of Arts degree from the University of South Florida. Charles has visited every continent on Earth, drinking rancid yak butter tea in Lhasa, snorkeling with sea lions in the Galapagos and even climbing an iceberg in Antarctica. Visit him at http://www.sciwriter.us

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On Monday, Nov. 26, the agency’s “InSight” lander did exactly what was designed to do – landed – on the Mars surface. InSight had been on an almost seven-month, 300-million-mile journey from Earth, having launched from California’s Vandenberg Air Force Base on May 5 of this year. The lander touched down on a spot near Mars' equator: the western side of a flat, smooth expanse of lava called Elysium Planitia. A signal affirming a completed landing sequence was sent at 11:52:59 a.m. PST (2:52:59 p.m. EST). See the reaction in the mission control room at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, California, below. The landing signal was relayed to JPL thanks to NASA's two small experimental Mars Cube One (MarCO) CubeSats, which launched on the same rocket as InSight and followed the lander to Mars. After successfully carrying out a number of communications and in-flight navigation experiments, the twin MarCOs – the first CubeSats ever sent into deep space – were placed in position to receive transmissions during InSight's entry, descent, and landing. What is the mission of InSight exactly? Equipped with twin solar arrays that are each 7-feet wide, the lander will use advanced instruments to delve deep beneath the surface of Mars and examine the planet’s interior, gathering information about seismology, tectonic activity, and heat flow. Using Mars as a kind of "time machine,” said principal investigator Bruce Banerdt, NASA researchers can use the planet’s interior data to learn about Earth’s origins and see how our own planet might have looked like tens of millions of years after it formed. InSight carries a seismometer, or “SEIS” instrument, which maps out the interior structure of Mars and measures the seismic waves that have traveled through the planet after "Mars-quakes." A “Heat Flow” and “Physical Properties” probe will penetrate 16 feet down into the surface, to take the temperature of Mars. And like a kind of “Claw Game,” the instruments will have to be picked off of the lander and placed on the Mars surface. Known as Interior Exploration using Seismic Investigations, Geodesy, and Heat Transport — InSight for short — the lander has already begun collecting science data and setting InSight's instruments on the Martian ground. The engineering team will deploy InSight's 5.9-foot-long robotic arm so that it can take images of the landscape. Weather sensors and magnetometer readings are also currently taking place from the Elysium Planitia landing site. As the data comes in, InSight project manager Tom Hoffman spoke with Tech Briefs about the importance of digging deep in our knowledge of Mars. Tech Briefs: How did you feel when the InSight lander landed on Mars? Tom Hoffman, InSight Project Manager: I personally felt elation and relief simultaneously, both during the descent as we got through each step and even more so upon successful landing. The tension was palpable in the room, because the team was watching the Entry, Descent, and Landing of a spacecraft we all had a hand on in building. Knowing that the spacecraft was completely on its own during the Landing process, without any way for us to assist it, was nerve wracking for all of us. Tech Briefs: How did the reaction in the room compare to previous landing missions? Hoffman: Landing on Mars is one of the hardest endeavors we undertake in the space business, so when we were successful, the entire room simultaneously erupted with joy and a clear sense of accomplishment. Landing on Mars is never easy, and the excitement of the room upon indication of touchdown on Mars by InSight rivaled that of every other successful landing. Tech Briefs: With the Insight spacecraft, what are you most excited to learn about? Hoffman: Personally, I am excited to learn about the deep interior of Mars through the measurement of seismic waves with our SEIS instrument and the heat flux coming from the core of Mars using our Heat-flow and Physical Properties Package (HP3). These will provide information that we have never had before and help us understand how Mars evolved differently than the Earth and maybe why they are so different today. However, I am most excited to uncover information about questions that we have not even thought to ask and discover completely new information about Mars. It usually happens that the most interesting findings are the ones that you were not even thinking about. For example, one aspect of InSight we don’t talk about much is that we have a weather station on the Lander which can measure temperature, wind, pressure, and the magnetic field. These sensors are there mainly to support the SEIS experiment, but will return weather data more regularly for a single point than any previous lander. Who knows what we may find from this data? Tech Briefs: Did everything go according to plan with the landing? Hoffman: The entire Landing went just about perfectly, and we were very relieved to land safely on Mars. The Landing team will be poring through the data that was taken during the landing to reconstruct every single step that the Lander took, to understand how to make the next landing just as successful. During the descent, there are dozens of critical activities that all have to work perfectly in unison and at the exact time for the spacecraft to land successfully. Tech Briefs: What part of the landing process were you most concerned about? Hoffman: The specific activity that had me the most concerned was the parachute inflation. The parachute is a soft good, which means, by its nature, it is not completely predictable. And on top of that, it gets deployed at Mach 1.7 (~850 MPH on Mars). So even though we did extensive testing and that testing was all successful, having the parachute work was not a guaranteed event. Tech Briefs: What is the plan for the spacecraft over the next two years, and what needs to be done first? Hoffman: Over the coming days and weeks, the Lander will go through several key activities before it begins the two-year science mission. First, the Lander will evaluate how well it is operating on Mars, and it will evaluate the area where it landed. On Earth, the team will decide where to place the SEIS and HP3 instruments, and then we will practice those operations in our testbed at JPL. Once we have determined the instrument placement locations, we will use the robotic arm on the Lander to place each of the three elements (SEIS, Wind and Thermal Shield (WTS), and HP3) onto the surface of Mars. This will be the first time we have ever robotically placed instruments onto the surface of another planet, so we will take our time to get this critical step right, with several pauses between each step in the process – this activity will take 2-3 months to complete. Once the instruments are placed, the SEIS will be calibrated and the HP3 will start its penetration phase, where it may hammer as deep as 16 feet into the Martian regolith. Tech Briefs: What are your day-to-day responsibilities now, as they relate to the Mars mission? Hoffman: As the InSight project manager, my main day-to-day role is to ensure that the team has all of the necessary resources to do their very challenging jobs. I monitor the activities of the team and the Lander, so I can assist the team whenever they need any guidance or help. I have an outstanding team, so most of the time I am not too busy, which is great! What do you think about the InSight mission? Share your comments and questions below.

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Teaching Students About the Meaning of Ash Wednesday Ash Wednesday may seem like a somber day of the year, but it is actually a valuable opportunity to teach students about the history and significance of the Christian faith. As a teacher, it is essential to ensure that your students understand the importance of this observance, why it is observed, and what they can learn from it. Ash Wednesday, which is the beginning of the Lenten season, is a day of fasting, repentance, and spiritual reflection for many Christians worldwide. It is observed 40 days before Easter, which symbolizes the 40 days Jesus spent in the wilderness, fasting, and preparing to begin his ministry. On this day, Christians mark their foreheads with ashes in the shape of a cross to show their humility and repentance for their sins. As they do so, they often recite the words, “Remember that you are dust, and to dust, you shall return.” These words remind Christians of their mortality and the need to be mindful of their actions. In Christian traditions, the ashes used on Ash Wednesday are obtained from burning palms from the previous year’s Palm Sunday. The palms are burned to remind us of how quickly the joy of Palm Sunday can turn into the sadness and sorrow of Good Friday. It symbolizes the transience of life and the need to live in a constant state of grace. As an educator, you can help your students understand and appreciate the meaning of Ash Wednesday by taking steps to teach them about this day. Consider incorporating some age-appropriate educational resources into your lesson plans and activities to demonstrate the significance of this day. For elementary school students, teachers can create hands-on activities like coloring pages, arts and crafts that teach the significance of the day and the relevance of repentance, fasting, and reflection in their spiritual and moral lives. For middle school students, teachers can use this as an opportunity to teach about the importance of spiritual disciplines like fasting, prayer, and confession, as well as how cultivating a reflection and repentance mindset can help them develop their spiritual lives. For high school students, teachers can delve deeper into the theological significance of the day, teaching them about the liturgical calendar, the importance of repentance, and the significance of Ash Wednesday as the beginning of the Lenten season. In summary, teaching students about the meaning of Ash Wednesday is an opportunity for educators to help their students develop their spiritual values. It is an opportunity to learn about humility, repentance, and paying attention to one’s actions so that each student can develop their moral and spiritual life.

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SEEd - Grade 3 Core Standards of the Course Strand 3.1: WEATHER AND CLIMATE PATTERNS Weather is a minute-by-minute, day-by-day variation of the atmosphere's condition on a local scale. Scientists record patterns of weather across different times and areas so that they can make weather forecasts. Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over a long period of time. A variety of weatherrelated hazards result from natural processes. While humans cannot eliminate natural hazards, they can take steps to reduce their impact. Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season. Emphasize students gathering data in a variety of ways and representing data in tables and graphs. Examples of data could include temperature, precipitation, or wind speed. (ESS2.D) Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions. Examples of climate patterns could be average seasonal temperature and average seasonal precipitation. (ESS2.D) Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include barriers to prevent flooding or wind-resistant roofs. (ESS3.B, ETS1.A, ETS1.B, ETS1.C) Strand 3.2: EFFECTS OF TRAITS ON SURVIVAL Organisms (plants and animals, including humans) have unique and diverse life cycles, but they all follow a pattern of birth, growth, reproduction, and death. Different organisms vary in how they look and function because they have different inherited traits. An organism's traits are inherited from its parents and can be influenced by the environment. Variations in traits between individuals in a population may provide advantages in surviving and reproducing in particular environments. When the environment changes, some organisms have traits that allow them to survive, some move to new locations, and some do not survive. Humans can design solutions to reduce the impact of environmental changes on organisms. Develop and use models to describe changes that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles but follow a pattern of birth, growth, reproduction, and death. Examples of changes in life cycles could include how some plants and animals look different at different stages of life or how other plants and animals only appear to change size in their life. (LS1.B) Analyze and interpret data to identify patterns of traits that plants and animals have inherited from parents. Emphasize the similarities and differences in traits between parent organisms and offspring and variation of traits in groups of similar organisms. (LS3.A, LS3.B) Construct an explanation that the environment can affect the traits of an organism. Examples could include that the growth of normally tall plants is stunted with insufficient water or that pets given too much food and little exercise may become overweight. (LS3.B) Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. Examples of traits could include large thorns protecting a plant from being eaten or strong smelling flowers to attracting certain pollinators. Examples of behaviors could include animals living in groups for protection or migrating to find more food. (LS2.D, LS4.B) Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. Examples of evidence could include needs and characteristics of the organisms and habitats involved such as cacti growing in dry, sandy soil but not surviving in wet, saturated soil. (LS4.C) Design a solution to a problem caused by a change in the environment that impacts the types of plants and animals living in that environment. Define the problem, identify criteria and constraints, and develop possible solutions. Examples of environmental changes could include changes in land use, water availability, temperature, food, or changes caused by other organisms. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C) Strand 3.3: FORCE AFFECTS MOTION Forces act on objects and have both a strength and a direction. An object at rest typically has multiple forces acting on it, but they are balanced, resulting in a zero net force on the object. Forces that are unbalanced can cause changes in an object's speed or direction of motion. The patterns of an object's motion in various situations can be observed, measured, and used to predict future motion. Forces are exerted when objects come in contact with each other; however, some forces can act on objects that are not in contact. The gravitational force of Earth, acting on an object near Earth's surface, pulls that object toward the planet's center. Electric and magnetic forces between a pair of objects can act at a distance. The strength of these non-contact forces depends on the properties of the objects and the distance between the objects. Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time. Examples could include an unbalanced force on one side of a ball causing it to move and balanced forces pushing on a box from both sides producing no movement. (PS2.A, PS2.B) Analyze and interpret data from observations and measurements of an object's motion to identify patterns in its motion that can be used to predict future motion. Examples of motion with a predictable pattern could include a child swinging on a swing or a ball rolling down a ramp. (PS2.A, PS2.C) Construct an explanation that the gravitational force exerted by Earth causes objects to be directed downward, toward the center of the spherical Earth. Emphasize that "downward" is a local description depending on one's position on Earth. (PS2.B) Ask questions to plan and carry out an investigation to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching. Examples could include the force an electrically charged balloon has on hair, how magnet orientation affects the direction of a force, or how distance between objects affects the strength of a force. Electrical charges and magnetic fields will be taught in Grades 6 through 8. (PS2.B) Design a solution to a problem in which a device functions by using scientific ideas about magnets. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include a latch or lock used to keep a door shut or a device to keep two moving objects from touching each other. (PS2.B, ETS1.A, ETS1.B, ETS1.C) http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - Jennifer Throndsen and see the Science - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen. These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.

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By and large English folk tunes are functional: they were played for dancing or used for the melody of songs, and so their history reflects the history of song and dance (e.g. as a consequence of the absorption of new dances such as the waltz and the polka into the tradition, the associated tunes became part of traditional players’ repertoire). This guide will serve as an introduction to tunes in their various functions and briefly examine the players, the instruments, and how you can search for tunes. The earliest records of traditional tunes are often in books giving dance instructions. Preeminent among these is Playford’s The English Dancing Master, first published in 1651. This work went through a large number of editions over the next three quarters of a century with the title soon being shortened to just The Dancing Master. Tunes such as “Constant Billy” which became a staple in the traditional musician’s repertoire, particularly for morris dance, were published here. However, we know that the Dancing Master drew on already existing tunes and dances for its content, e.g. the tune “Sellenger’s Round” was extant in 1598, and was published in the 3rd edition of Playford in 1657. The VWML possesses a number of editions of the Dancing Master and many later books of a similar sort published by Thompson, Rutherford, Preston, etc. From the second half of the eighteenth century many amateur and semi-professional musicians wrote their own manuscript tune books, into which they copied tunes from printed or oral sources. Sometimes musicians would play for dancing in the evening and then as a west gallery musician at church, so some of these tune books contain a combination of secular and religious music. A number of printed and manuscript tune books can be found in the collections of early folk collectors, such as Frank Kidson and Annie Gilchrist, which they used to aid their research into song and tune histories. They, along with other collectors of the time, were also active in collecting dance tunes still being played by traditional musicians, such as John Locke. The tunes which were played for morris or sword dancing could have originated from a variety of sources, e.g. country dance tunes or song tunes, but later became part of the display dance tradition. The first major collector of morris and sword dance tunes was Cecil Sharp. Sharp first saw morris dancing on Boxing Day of 1899 whilst staying at his mother-in-law’s house in Oxfordshire. The side was Headington Quarry, and the musician was William Kimber, an anglo-concertina player. Cecil Sharp noted half a dozen tunes from Kimber on that occasion, such as Blue Eyed Stranger. Later, Sharp became interested in other forms of display dance – particularly long-sword and rapper as found in the North-East of England, and so examples of their tunes can also be found in Sharp’s collection. It is interesting to note that the tunes for Rapper dancing standardised to jigs in the 19th century. This tune type is perfect for the prescribed shuffle stepping which continues throughout the dance. A number of tunes used for traditional rapper dance can be found in the pages of the 1874 publication Kerr’s Musical Melodies (Heaton, 2012. Rapper : the miners’ sword dance of North East England. EFDSS). Lionel Bacon compiled all the collected traditional morris tunes from the early 20th century together for his Handbook of morris dances published in 1974, and remains one of the most comprehensive sources for traditional morris dance tunes. The fiddle is probably the most important instrument in English folk dance music, though the pipe and tabor remained the instrument for morris dancing until the early nineteenth century. In the later part of the nineteenth century free reed instruments (concertinas, melodeons and other button accordions and mouth organs) gained popularity. In village and church bands flutes, clarinets and serpents were common, possibly in the hands of musicians who had learnt in military bands. Bagpipes were once a common instrument in England, and there have been many attempts to revive them. The Northumbrian small-pipes constitute a continuing living tradition with a distinctive repertoire. Nowadays, revival folk performers may play almost any instrument. The Library has many tune books produced for specific instruments and tutors for the instruments most commonly played in the folk music today. Song tunes are usually considered in relation to a particular song text (i.e. one text to one tune), but historically the relationship was not so straightforward. For folk songs, a single song may have been collected with a variety of different tunes, and a single tune may be used for many different songs. This is not surprising – prior to the 19th century when many songs were printed on broadside ballads and sold on the streets, they would sometimes indicate the tune to which they should be sung. It was important, therefore, that this tune was already familiar to the general public and so popular songs were used again and again. Whilst the 19th century ballad scholars such as Francis James Child were interested in songs from a literary perspective, many of the early 20th century song collectors, such as Ralph Vaughan Williams, tended to focus on the song’s tune rather than words. This is because they considered the tunes to be more oral in nature, open to change and variation, and therefore more strongly associated with the folk tradition. Some of the collectors also suggested that many folk tunes were modal (of the church modes) which they linked to historic music. The modes and tune collecting is explored in the two chapters by Julia Bishop in Steve Roud’s (2017) Folksong in England. Many tunes have changed their names over time, or go under multiple titles, so this can make tune research difficult. The VWML has created a Dance & Tune Index to help researchers locate dance tunes in the various books, pamphlets and records which we hold. Users can search for tune by given title, performer name, key, and a whole host of other fields. See “Search and browse tips” for more information on how to search. The VWML Historic Dance and Tune Gallery - digitised copies of a range of historic published and unpublished dance and tune books, including Thompson, Preston, Skillern, etc., and Malchair, Kitty Bridges, etc. The Village Music Project –contains transcriptions of a large number of historic manuscript tune books held in both public institutions and private hands. The Dancing Master, 1651-1728 : An Illustrated Compendium By Robert M. Keller – a digital collection and index of the tunes printed in Playford’s Dancing Master. Whilst it’s possible to search for tunes online and using the VWML’s indexes, books can be useful in grouping tunes from certain eras or for particular purposes together. Here is a selection of some of the best books for those interested in exploring English tunes: Kennedy, P., 1950. Fiddler’s tune-book, vol. 1-5. London : EFDSS (Influential tune books of the 1950s) Bronson, B.H., 1959. The traditional tunes of the Child ballads : with their texts, according to the extant records of Great Britain and America, vol. 1-4. New Jersey : Princeton University Press. Gathers together all the tunes of the Child ballads as found in manuscript collections of song collectors. Simpson, C., 1966. The British broadside ballad and its music. New Jersey : Rutgers University Press. Explores the tunes which may have been used for broadside songs. Davidson, G.H., 1847 and 1848. Davidson's universal melodist : consisting of the music and words of popular, standard, and original songs, etc., vol. 1-2. London : G H Davidson. A useful resource for historic popular song tunes. Roud, S., 2017. Folk song in England. London : Faber. Julia Bishop’s two chapters on song tunes are essential reading on this subject. Apart from a small number of early phonograph recordings and performers such as William Kimber (Anglo concertina) who made commercial records in the studio, the bulk of recorded music dates from the middle of the twentieth century and onward. A representative selection of field recordings appears on various CDs in the Topic Records Voice of the People series, notably: Voice of the People, Vol. 9: Rig-A-Jig-Jig - Dance Music of the South of England. London : Topic. Voice of the People, Vol. 19: Ranting & Reeling - Dance Music of the North of England. The VWML has both commercially issued records and unpublished field recordings. The British Library Sound Archive is also a major collection of folk and traditional recordings, some of which can be listened to online.

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4. Wilbur and Orville Wright Before Wilbur and Orville discovered what would later become the safest mode of transport, they were bicycle mechanics with a passion for kite-flying. The crucial insights from both fields would later propel them to victory in the race to the sky. Most prototypes of the time could not stay in the air long enough after taking off. The Wright brothers however understood that stability was crucial in overcoming this challenge. After several experiments using kites and gliders, they created a pulley system that altered the shape of the wing in mid-flight, increasing and decreasing the speeds. The Wright brothers were also the first to look at propeller design and aerodynamics, profoundly changing the world.

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Bluebirds are beautiful and captivating birds that bring delight to birdwatchers across the United States. These stunning creatures are known for their vibrant blue feathers and melodious songs. One of the most fascinating aspects of bluebirds is their seasonal migration. In this article, we will explore the patterns, timing, and more behind the captivating phenomenon of bluebird migration in the U.S. Understanding Bluebird Migration: The migratory journey of bluebirds is a fascinating and awe-inspiring phenomenon. These journeys can span hundreds or even thousands of miles, as bluebirds navigate their way to their wintering grounds and then back to their breeding grounds. Bluebirds typically migrate in flocks, which provides them with safety in numbers and allows for efficient navigation. They rely on their keen sense of direction, as well as visual landmarks and celestial cues, such as the position of the sun and stars, to guide them during their journey. The timing of bluebird migration varies depending on the species and the specific geographical region. Eastern Bluebirds, Western Bluebirds, and Mountain Bluebirds have distinct migration patterns and timings. Bluebird Species in North America: In North America, three species of bluebirds are commonly found: the Eastern Bluebird (Sialia sialis), the Western Bluebird (Sialia mexicana), and the Mountain Bluebird (Sialia currucoides). Each of these species has its own unique migration patterns and timings. Eastern Bluebird Migration: Eastern Bluebirds are found throughout the eastern and central regions of the United States. During the breeding season, they occupy their territories, but when winter approaches, they begin their migration to warmer regions. The timing of their migration varies depending on the local climate and food availability. In general, Eastern Bluebirds start their migration southward between late September and early October and return to their breeding grounds between February and early April. Western Bluebird Migration: Western Bluebirds are primarily found in the western regions of North America. These birds also undertake seasonal migrations to escape harsh winter conditions. Western Bluebirds typically start their migration in late September or early October, heading southward to find milder climates. They can be seen returning to their breeding grounds as early as late February and continuing through April. Mountain Bluebird Migration: Mountain Bluebirds are known for their striking blue plumage and are found in the mountainous regions of North America. These bluebirds undertake longer migratory journeys compared to their eastern and western counterparts. They migrate from their breeding grounds in the mountains to more southern regions during winter. Mountain Bluebirds begin their migration in late September or early October, returning to their breeding grounds between late February and early April. Where Do Bluebirds Go When They Migrate? It’s important to note that individual bluebirds within each species may exhibit some variation in their migration patterns. Some bluebirds may migrate shorter distances or not migrate at all, depending on factors such as food availability and weather conditions. Additionally, bluebirds may also migrate to other parts of North and Central America, depending on the species and their specific range. Eastern Bluebirds are year-round residents in most of their range in the U.S. They can be found in the eastern and central parts of the country, including the Northeast, Southeast, and parts of the Midwest. While some Eastern Bluebirds may migrate short distances within their range, many remain in their breeding territories throughout the year. Western Bluebirds are found in the western parts of the United States, including the Pacific Northwest, California, and parts of the Rocky Mountains. During the winter, some Western Bluebirds may migrate to more southern regions within their range, such as southern California or Mexico. Mountain Bluebirds are primarily found in the western parts of North America, including the Rocky Mountains and the western prairies. During the winter, Mountain Bluebirds may migrate to more southern regions within their range, such as the southwestern United States or Mexico. For more specific information on bluebird migration patterns and destinations, it is recommended to consult local birding resources, birdwatching organizations, or field guides that focus on the specific region of interest. Factors Influencing Bluebird Migration: Migration is a remarkable natural instinct that is observed in numerous bird species, including bluebirds. It is a complex behavior that is driven by various factors, such as the availability of food, suitable breeding grounds, and favorable climates. Bluebirds undertake their migratory journeys to ensure their survival and reproductive success. Food availability is a key factor influencing the migration patterns of bluebirds. Bluebirds primarily rely on insects as their main food source, especially during the breeding season when they need a high-protein diet to raise their young. As the seasons change, the availability of insects fluctuates. Bluebirds migrate in search of regions where insect populations are abundant and can provide a sufficient food supply. During the warmer months, when insect populations are plentiful, bluebirds may remain in their breeding grounds. However, as winter approaches and insect activity decreases, bluebirds are compelled to migrate to areas where they can find an ample supply of insects to sustain themselves. By following the availability of their primary food source, bluebirds can ensure their survival and reproductive success. Weather conditions play a crucial role in bluebird migration. Harsh weather, such as extreme cold or lack of shelter, can prompt bluebirds to migrate earlier or later than usual. Bluebirds are sensitive to temperature changes and require suitable conditions for survival. During the winter months, when temperatures drop significantly and food becomes scarce, bluebirds migrate to regions with milder climates. These regions offer more favorable conditions, including relatively warmer temperatures and a higher availability of food. By migrating to these areas, bluebirds can increase their chances of survival during the challenging winter season. Similarly, adverse weather conditions during the breeding season, such as heavy rainfall or prolonged periods of cold, can impact the availability of insects and nesting success. In such cases, bluebirds may alter their migration patterns or adjust their breeding strategies to adapt to the changing conditions. Suitable Nesting Sites: The availability of suitable nesting sites is another factor that influences bluebird migration. Bluebirds require specific habitats for nesting and raising their young. These habitats typically consist of open areas with low vegetation, sufficient perching sites, and nearby food sources. During their migration, bluebirds search for regions that offer these ideal nesting conditions. They look for areas with appropriate nesting sites, such as tree cavities or man-made nest boxes, and suitable foraging grounds nearby. The availability of these nesting sites can influence the timing and destination of their migration, as bluebirds need to find suitable breeding grounds to ensure the successful continuation of their species. Conservation efforts that focus on providing and maintaining suitable nesting sites, such as installing bluebird nest boxes in appropriate locations, can help support bluebird populations and contribute to their successful migration and breeding. Monitoring and Conservation Efforts: Understanding bluebird migration is not only fascinating but also crucial for their conservation. Conservation organizations and bird enthusiasts actively monitor bluebird populations and migration patterns to gather valuable data that can inform conservation efforts. Citizen science initiatives, such as bluebird nest box monitoring programs, have played a significant role in studying bluebird migration. These programs involve volunteers who monitor bluebird nest boxes, record data on nesting success, and track the arrival and departure of bluebirds during migration. This data helps scientists gain insights into bluebird populations, migration routes, and potential threats they may face along their journey. The annual migration of bluebirds in the United States is a remarkable natural phenomenon. Understanding the patterns and timing of bluebird migration allows us to appreciate the challenges they face and the importance of preserving their habitats. By safeguarding their breeding and wintering grounds, we can ensure the continued survival and well-being of these captivating birds. So, the next time you catch a glimpse of a bluebird perched on a branch, take a moment to appreciate the incredible journey they undertake each year. The photo featured at the top of this post is © J Zdunczyk/Shutterstock.com Thank you for reading! Have some feedback for us? Contact the AZ Animals editorial team.

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Random Forest is a machine learning algorithm for classification and regression tasks that operates by constructing multiple decision trees and outputting the majority vote (in classification problems) or average value (in regression problems) of individual trees. Imagine you’re deciding where to go for a holiday. For that, you ask several friends - some randomly pick countries from the globe, others base their decision on your previous trips. In the end, you do a majoritarian selection from all their suggestions. That basic concept, of taking many independent and ‘randomly different’ opinions, then collectively deciding, is how Random Forest works, with ‘opinions’ being the decision trees, and ‘friends’ being data subsets and features. Random Forest algorithm works by creating a multitude of Decision Trees – each generated using a random subset of the training data and grown to their maximum size without pruning. Each tree provides a classification, predicting the output based on the input features, and then votes for that class. The class that gets the majority votes becomes the model prediction. Random Forest prevents overfitting, common in decision trees, by creating trees on random subsets. The key parameters in a Random Forest are the number of trees (n_estimators) and the number of features chosen randomly to decide splits (max_features). Larger number of trees reduces variance, improving the model, but at the cost of computational speed. Similarly, experimenting with max_features can yield different performances - the sqrt(number of features) typically works well. Feature importance, an insightful output of Random Forest, measures the importance of each feature in making accurate predictions. Features frequently used in decisions at the top of the trees, where decisions create the largest data partitions, are considered important. It’s also worth noting the concept of Bagging (Bootstrap Aggregating). Random Forest applies Bagging to Data sampling: randomly selecting samples of observations with a replacement to train each tree of the forest, subsequently reducing variance and preventing overfitting. Random Forest can handle large amount of features, missing data, and is parallelizable. Despite their simplicity and robustness, they do suffer from inability to extrapolate trends and their ‘black-box’ nature may not always provide interpretability.

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Menard and Centuries of History Menard has been the subject of many historical papers and its centuries of history have served an important role in the Texas we all know today. This well written and detailed article by Mike Kingston, then editor of the Texas Almanac, before his death in 1994, was published posthumously in the Texas Almanac 1996-1997. Fate of Spanish Mission Changed Face of West Texas The town of Menard is today a quiet West Texas town with an economy that relies on ranching and oil. The drama played out in the bottoms of the San Sabá River, and a year later on the banks of the Red River 200 miles away, had its beginnings almost two centuries before, when Spanish military might began cutting a swath across the New World, following its discovery in 1492 by Christopher Columbus. Led by Cortés, Pizarro, Quesada, Valdivia, Mendoza, Cabeza de Vaca and others, Spanish soldiers, mounted and using firearms, overcame the New World inhabitants. But in 1757, four forces converged on the area to play their distinctive roles in history: the Spanish and the French from Europe, the Apaches and the Comanches from the northern regions of what later became the United States. |Ruins of Presidio de San Sabá in Menard. Photo by Robert Plocheck. The Spanish at first blush were the most formidable of the forces coming together in 1757 in West Central Texas. Spain’s army had once been the best in Europe. In the New World, the natives could not effectively oppose the Spanish, and French forces on the North American continent at this time were no match, either. Caribs. Aztec. Inca. Maya. Chichimec. Each New World civilization fell to the firepower of Spanish muskets fired from the backs of Spanish horses. The Indians of the Valley of Mexico were accustomed to the control of a centralized state and were relatively easy for the Spaniards to subjugate. Only occasionally did determined New World Indians, like the Maya of the Yucatan, who were decentralized and lived in city-states, or the Pueblos of New Mexico, temporarily defeat Spanish arms. Except for the Pueblos, however, the Spaniards encountered Indians with decentralized societies while moving northward from the Aztec empire. Plains Indians were the most decentralized of all, not even having permanent settlements. Against the Plains Indians of North America, the Spaniards’ luck ran out. Goals of the Europeans in the New World varied. The French traded goods to the Indians for furs and gave them firearms so they could both hunt and defend themselves better. The Spanish goal was to convert Indians and turn them into exploitable copies of themselves. Conflict was inevitable. Plains Indians Migrate into Texas Neither the Comanches nor the Apaches were native Texas Indians. At the time of Coronado’s expedition of 1540, neither tribe was in the region of today’s Texas. Wichitas and Tonkawas migrated south even later. The Caddoes of East Texas, the Karankawas of the Gulf Coast and the Coahuiltecans of the Rio Grande were native. Apaches, the first great foes of the Spanish in the early 18th century, were originally Athapaskan speakers from the Pacific Northwest. A fierce and warlike people, they migrated into the Rockies and eastward at an undetermined date. At its peak, the territory of the eastern Apaches ranged from the Dismal River in Nebraska to Central Texas. Even afoot, the Apaches were potent warriors who preyed on everyone they encountered. But after they acquired the large horse herds left behind by Spanish settlers fleeing the Pueblo Indian revolt in New Mexico in 1680, they became formidable. In a short period, mounted Apaches spread across the Plains, in the pursuit of plunder and animals. Using horses, they could more easily follow the wandering bison that was the commissary of thousands of Indians. In the process, they made many enemies. As the Apaches migrated, groups separated along the way. Some, like the Navajos, became sedentary. Others, like those who finally came to Texas some time in the 17th century, became partly settled. During the summer, these Apaches camped in river bottoms to raise maize and other crops. Originally this group lived between the Red River and the Colorado plains. Apaches never developed a full horse culture. But the Apaches did use horses to increase their mobility, allowing them to hunt bison more efficiently and to attack unmounted Indians on both the east and west fringes of the Great Plains. No group, however, adapted to the use of horses more gracefully or completely than the groups within the mountain Shoshones of the far north who became the fearsome Comanches. They found horses to be not just a useful tool, but the answer to their dreams. The horse provided them mobility, honors in war, and respect from those who previously had despised and mistreated them. The horse became the linchpin of their culture. The Comanches were completely nomadic and relied on bison to provide not only food but also clothing, and other necessities for living. They never camped anywhere for long. Their raiding range on foot was about 100 miles. On horseback, it increased to 800 miles. Lengthy journeys for a hunt or a raid were common. On hunts, the entire band traveled. No one knows when the Apaches drew the enmity of the Comanches. But about 1700, the Comanches moved south of the Arkansas River and began driving the Apaches from the plains. Comanches fought mounted, using firearms or short bows, and occasionally lances. The sedentary agricultural cycle of the Apaches proved to be their undoing. Comanches roamed the plains during the growing season, attacking and destroying the Apaches’ agricultural camps. Since the Apaches were not the horsemen that the Comanches were, they could not effectively pursue and fight back. For a time, the French sold guns to the Wichitas and the Apaches, among others. The Comanches took the commerce in weapons as a personal affront. In response, they barred the French from crossing the plains, preventing the French from opening trade with the Spanish colonists on the upper Rio Grande Valley along what later became the Santa Fe Trail. After the Apaches were routed, the Comanches developed trade with the French, also allowing them to use the Comanche range. As the Comanches continued their campaign against the Apaches, which lasted several generations, they moved into the Texas Panhandle. As many as 13 bands operated in Texas during historical times. The Panhandle was the most fertile bison range on the Great Plains. For the first time, the Comanches began to defend their hunting area from other tribes. Spanish Establish East Texas Missions As early as 1690, when the Spanish first ventured into the Piney Woods of East Texas, they antagonized the Apaches: Not only did the Spanish build two missions among the Caddoan tribes of the area, they also aided the Caddoes in battles against the Apaches. Although the Apaches later appeared to cooperate in Spanish efforts to turn them into replicas of Spanish peasants, the Apaches never forgot this early insult. When the San Antonio de Valero mission (now known as the Alamo) was established in 1718, it was time for revenge. After an Apache raid on San Antonio in 1723, the Spanish sent a punitive expedition against the marauders. Led by Capt. Nicolás Flores y Valdés, the soldiers headed north and located an Apache camp near present-day Brownwood. In an apparent violation of Spanish policy, the soldiers killed 34 warriors and captured many women and children. Between 1726 and 1731, Apache raids diminished. The Comanches were hammering the Apaches southward, and the temporary lull may have been an Apache attempt to attract missions and the protection they afforded. Spanish Policy Clarified A decree outlining Spanish policy was issued by Viceroy Juan de Acuña, Marqués de Casafuerte in 1729. This decree, which bound the frontier for 40 years, forbade attacks on Indians unless attempts to make peace had been tried and had failed. The Spanish military was not to take sides in disagreements between Christianized tribes, and soldiers were not to stir up trouble with mission Indians. And finally, when any group of Indians sued for peace, the Spanish were bound to honor the request. However, in 1732 the Apaches again began to harass the San Antonio settlement. This led to another military expedition up the San Saba River to within 10 miles of present-day Menard. The expedition was led by the newly appointed governor, Don Juan Antonio Bustillo y Caballos. Bustillo engaged the Apaches in a four-hour battle Dec. 9, 1732. The 100 Spanish soldiers forced the Apaches to retreat and captured 30 women and children. Historians believe that the battle was on the San Saba River in the vicinity of the site where the San Sabá mission was later established. Bustillo is credited with discovering the river and naming it El Rio San Sabá de las Nueces, in honor of the abbot, Saint Sabbas, whose feast day it was. Comanches First Recorded in Texas The first documented sighting of Comanches in Texas was about 1743, when a group passed near San Antonio. The Spanish had traded with them in New Mexico, however, for many years. Missions were opened in 1748 on the San Xavier (today’s San Gabriel) River, near present-day Rockdale, Milam County. These were unsuccessful, partly because of constant Apache pressure on them. However, beginning in the late 1740s, Apaches resumed making overtures to the Spanish government. The Apaches knew that the Spanish were so eager for religious converts that they would protect them from the Comanches, who continued to push the Apaches southward. Franciscan priests saw in these Apache overtures opportunities for converting the indigenous peoples to Christianity and making them into useful Spanish citizens. The Spanish government soon decided to establish missions in Apache territory. By the middle of the 18th century, the Comanches had all but driven the Apaches from the plains. The Spanish seemed unaware that the Apaches had lost control of the lower plains. By this time, the Apaches could not safely hunt on the plains, and many started raiding south of the Rio Grande. The mission of San Juan Bautista, near present-day Eagle Pass on the Mexican side of the river, was a popular gathering place. The mission San Lorenzo, about 50 miles west of San Juan Bautista, was established in 1754 for Apaches. But the Indians burned the buildings and headed north within two years, complaining that the mission was too far from their homelands. Mounted and armed with French weapons, the Wichitas, Caddoes, Tonkawas, Tawakonis, Kichais and others banded together against the Apaches. These former bully boys had raided into East and Central Texas as Comanche pressure drove them off the plains. Soon the united tribes were joined by their former foes, the Comanches, to present a formidable front to face the Apaches. The goal of these Norteños, as the Spanish called them, was to exterminate the remaining Apaches. Desperate for help, the Apaches absorbed some smaller Texas tribes, such as Coahuiltecan groups and the Jumanos of the Rio Grande area, both of which had once been bitter enemies of the Apaches. But the Apaches got little help or sympathy from anyone else on the plains except the Spanish. In 1749 the Spanish and the Apaches solemnized their peace agreement with a formal ceremony held in San Antonio, in which implements of war, including a live horse, were buried. Almost immediately, the new relationship caused friction with the Spaniards’ other Indian friends. The treaty was considered an act of hostility against the Apaches’ enemies – the Comanches and their allies, the Norteños. It didn’t help, either, when Spanish soldiers gave Apaches protection on their hunting forays onto the plains. The Apaches’ presence around the San Gabriel missions frightened the neophytes, and many of them left. Disease epidemics also hit the San Gabriel location, and a drought dried up water supplies. Capt. Felipe Rábago y Terán, commander of the presidio, was accused of improprieties with the wives of soldiers and neophytes alike. Some of his soldiers were charged with abusing Indians. Rábago’s uncle, Pedro, replaced him as commanding officer and finally abandoned the presidio in August of 1755. The missions were moved to the San Antonio River. While the Spanish government acknowledged that missions in what is now West Central Texas were desirable, it provided no funds to pay for them. Then Pedro Romero de Terreros, one of the wealthiest men in Mexico, offered to finance the first three years of operation of missions created to convert the Apaches. His cousin, Father Alonso Giraldo de Terreros, was to lead the missionary effort. The first of several expeditions to find a suitable site for the Apache missions in 1753 was led by Lt. Juan Galván. Fray Miguel de Aranda of the mission Concepción in San Antonio helped. After viewing sites on the Pedernales and Llano rivers, they selected a location on the San Sabá River near today’s Menard. Lt. Galván set up a huge wooden cross on a horseshoe bluff overlooking the river to mark the spot for the presidio, and a religious service was held. Several Apaches were already in the area. It took four years and two more exploratory expeditions for the Spanish government to confirm Lt. Galván’s original decision. Pedro de Rábago y Terán was dispatched to the same area in November 1754. Finally, Col. Diego Ortiz Parrilla, who had been appointed commander of the presidio, and Father Terreros, with soldiers, missionaries, nine families of Tlaxcalan Indians and others arrived on April 17, 1757. Work began immediately on the presidio and mission buildings. The Spanish didn’t seem to realize that the site they had chosen was in Comanche territory, not Apache. Building of San Sabá Mission and Presidio Within a short time after arrival on the San Saba River in April 1757, the soldiers completed the presidio stockade, and the friars constructed a mission compound. The mission was formally christened Santa Cruz (Holy Cross) de San Sabá and the presidio, Presidio de San Luis de las Amarillas, in honor of the viceroy of New Spain. (We are spelling the name of the river without an accent, since that is the way it is spelled today, but the correct Spanish spelling of “San Sabá” is used here for the mission.) Only the ruins of an attempt to rebuild the presidio in 1936 mark the site of the Real Presidio de San Sabá. The priests wanted to prevent a recurrence of the problems experienced at the San Gabriel missions. They insisted that the mission and the presidio be on opposite sides of the river and 1.5 leagues apart (about 3.94 miles). This made defense of the mission nearly impossible. The San Sabá mission was of standard design. Within a wooden compound were a small church, classrooms, storehouses and workshops. Herds of livestock and horses were established near the compound, and nearby fields were broken and crops planted. Although the mission was ready to begin operation, no Indians came, much to the frustration of the friars. In June, about 3,000 Apaches camped near the facility, but they did not enter. They planned to go on their annual bison hunt and then campaign against the Norteños. After that only small groups of Apaches passed the mission, rapidly heading south. Frustration mounted during the winter of 1757-58 because the Apaches had not kept their word to enter the mission. Three disheartened friars returned to San Antonio; only three missionaries remained. In February 1758, marauding Indians attacked a supply train bound for the presidio. Late in the month, the same group scattered the presidio’s horse herds after taking 59 animals for their own use. Spanish soldiers chased the raiders for eight days, but recovered only one horse. They reported that armed Indians were to been seen all around the area. The presidio went on alert. By March 15, Col. Parrilla was concerned enough to send a soldier to the mission to urge the friars and their people to come to the presidio. But the missionaries declined. The commander made a personal plea in the afternoon, but the friars were adamant. Eight soldiers were left at the facility, making 35 people in all at the mission. Parrilla also provided lookouts to try to protect the mission from surprise attack. The commander was left with 59 men with which to defend the presidio. Early on the morning of March 16, Juan Leal, a 50-year-old civilian servant for Father Terreros, went to the creek near the mission compound to cut some wood. He was surprised and captured by Indians. But he was recognized as a friend and protected from death by one of the raiders. As far as he could see were Indians armed with muskets, swords and lances and painted for war. A few boys riding with the force carried bows and arrows. The gates of the mission stockade were closed when the mounted horde approached. But there were Tejas, Bidais and Tonkawas among the Indians, and these groups had been at the San Gabriel mission. The soldiers recognized many familiar faces and opened the gates. Many mounted Indians entered the compound, including a Comanche chief dressed in a red jacket in the style of the French. Father Terreros tried to appease the throng by distributing gifts and tobacco. Other Indians scattered throughout the compound, taking what they wanted from the storehouses. The Spanish did not interfere. All the mission’s horses were rounded up and taken by the Indians, and a chief asked for more. There were no more at the mission, Father Terreros said, but there were horses at the presidio. The chief left with a group of Indians. A short time later, he returned and said the soldiers at the presidio had fired at him. Father Terreros offered to escort the chief back to the fort. But when the priest mounted a horse and started to leave the stockade, he was shot dead. A melee erupted and the Spanish ran for cover. Another priest, Father José de Santiesteban, was probably killed while praying before the altar of the small church. Several other people were wounded. The battle continued most of the day. The small group of Spaniards holed up in building after building, moving as the Indians set each structure on fire. They finally fled into the chapel. Leal, who had escaped from his captors, dragged a small cannon into the building, mounted it on some chests and kept the Indians at bay until the raiders became more interested in looting than in killing Spaniards. All that they could not carry away they destroyed. That night the Norteños held a grand victory celebration that was heard at the presidio. Early in the battle, a messenger was sent from the mission to the presidio for help. He told of Indians painted for war and carrying French firearms, bullet pouches and powder horns. A scouting party, led by Sgt. Joseph Antonio Flores, was sent to survey the situation from a hill south of the mission. From that vantage point, he saw Indians spread out for miles around the mission. The stockade was overrun. Flores’ small party also engaged a band of Indians, suffering three casualties. After dark 28 defenders of the mission escaped, including several with serious wounds, and reached the safety of the presidio. A scouting party sent to see about the people of the mission also dispatched two soldiers to warn a nearby wagon train of the danger. Spaniards estimated that 1,500 to 2,000 Indians had been involved in the war party. An estimated 17 Indian raiders died during the fighting at the fort and in small skirmishes. Col. Parrilla took many precautions at the presidio. Soldiers scattered around the area on various assignments were called in, and the families of the soldiers were given the protection of the fort. Patrols sent out on the morning of March 17 found the Indians rapidly retreating to the north. Visiting the smoldering mission ruins, Parrilla found that two priests and six others had been massacred. In his reports to his superiors, Col. Parilla absolved himself of any blame for the loss of life. He emphasized that he had tried to get the missionaries to enter the presidio, but that because of the fragmented authority of the operation, he had no standing to order the religious to do anything. To emphasize the French threat to the province of Texas, Col. Parrilla pointed out that each victim of the raid died of bullet or lance wounds; none was killed by arrows. The frontier was swept with the reports of the audacious attack by the Plains Indians. Every presidio commander on the frontier was afraid that his installation would be the next one to be attacked by the savage hordes of Norteños. The attack on the San Sabá mission marked the beginning of warfare between Comanches and white settlers – a war that continued for more than a century. Retaliatory Expedition Planned Col. Parrilla wanted to mount a punitive expedition against the Norteños immediately. But the Spanish had much to ponder. The attack was the first by such a large body of Indians. They were better armed and fought better than Indians in the past. No doubt there was some French influence in their weapons, clothing and tactics. The makeup of the raiding party, too, was a new development. Comanches, Bidais, Tonkawas and Tejas, who previously had not been enemies, were among the leaders of the raiding party. The Spanish were beginning to understand the magnitude of the consequences of embracing the Apaches. Spanish colonial bureaucracy moved slowly in the best of times. When questions were raised about the wisdom of an action, the process could grind to a near halt. Compounding the usual slow pace was the fact that no one was sure where the San Saba River project fit into the colonial organization. While the Spanish pondered their next actions, the Norteños continued to raid. In 1758, they struck a camp near the presidio and killed 50 Apaches. In December 1758, 17 members of an Apache hunting party were killed. In early 1759, 20 Spanish guards were killed near the presidio and 700 horses were taken. The Indians appeared to be reveling in their new-found supremacy over the former scourges of the plains. Apaches also began having second thoughts about the ability of the Spanish to protect them. Parrilla received approval for a retaliatory raid in August 1758. June was the best time to begin such a campaign because forage for the animals was available. It was decided that 500 men would be ordered on the expedition, which was expected to cost 59,000 pesos. Soldiers were to be drawn from several presidios. Tlaxcalan Indians from Mexico, along with mission Indians, would be used. The viceroy sent Parrilla final approval of his plans in May 1759. More delays followed, but the force finally left San Antonio in August. Moving north, the group crossed the Concho River near present day Paint Rock and forded the Colorado downstream from today’s Ballinger. Then it turned northeast, crossing the Clear Fork of the Brazos near present day Fort Griffin. Near today’s Newcastle in Young County, the Spaniards attacked a Tonkawa village, killing 55 Indians and taking 149 prisoners. Plunder from the San Sabá mission was found among the villagers’ belongings. This victory made the campaign worthwhile in Col. Parrilla’s mind. But the Tonkawas offered information on the location of a large Wichita village on the Red River, still farther to the northeast. A Tonkawa guide was taken to lead the way. On “Day Seven” (of October) by Parrilla’s accounting, the expedition reached the vicinity of the Wichita camp in present-day Montague County. Today the location is known as Spanish Fort, because early Anglo settlers were unaware that the French had been in the area. And they did not believe the Indians could have built the fortifications whose remains they found. As the Spanish approached the village, a group of Indians ambushed them and then retreated at a run. The Spanish pursued them down a wooded road until they entered a clearing facing a stockaded village. The Indians took cover in the village and closed the gates. The village was well organized. The Spanish reported seeing herds of horses grazing nearby and corrals near the village. Crops were growing in irrigated fields along the river. Over the village flew a French flag. (Spanish critics have argued that presence of the French flag did not mean Frenchmen were present. The French often gave flags to Indians with whom they traded.) The Spanish withdrew to regroup. But the Indians in the stockade kept a stream of fire aimed at them, cutting off the road as an escape route. Both mounted Indians and some on foot sallied forth from the fort and engaged the Spanish. The Apaches and missionary Indians with the Spanish force broke ranks, leaving Spanish flanks open to the attacking Norteños. Sixteen Spaniards died in the action along with three of their Indian allies. Parrilla claimed that 45 enemy Indians died. At dark, the Spanish retreated. At dawn, they began the long trip back to the San Saba. The experience reaffirmed Parrilla’s initial assessment: Great changes were needed in selecting, equipping and training Spain’s military on the northern frontier. Nothing was done by the authorities. Col. Parrilla lost prestige in the expedition against the Norteños. Though he tried to paint the effort as a success because of the victory at the Tonkawa village, no other official embraced his position. The Norteños were not chastised. After a decade of exile, Capt. Rábago was once again given command of the presidio in 1760. Presidio Rebuilt of Stone Apparently anxious to redeem his reputation, Rábago strengthened the fortifications in late 1761 by rebuilding the presidio of stone and renamed it the Real (Royal) Presidio de San Sabá. But much more change was needed than the officer could provide. New Spain’s northern frontier had a serious sag in it around the Great Plains. With the Comanches in control of these plains and their enemies, the Apaches, running amok south of the plains, no short route between San Antonio and the Spanish settlements on the upper Rio Grande existed. To travel from San Antonio to the capital of the New Mexican colony, the Spaniards were forced to head south through Laredo and on to Saltillo. The route swung west through Durango province to Chihuahua City and then north up the Rio Grande Valley through El Paso to Santa Fe. That was a distance of roughly 990 miles to cover a route of about 500 miles as the crow flies. And none of the route was safe from Indian attacks. Rábago sent out expeditions in 1761 that explored large sections of western Texas and located the Pecos River. But none ever came close to Santa Fe. An expedition sent south from near Santa Fe to San Sabá presidio a year later had no luck either. With the zeal of a recent convert, Rábago pursued establishment of missions for the Apaches without prior authorization by the viceroy. In 1762, San Lorenzo de la Santa Cruz mission was opened for the Apaches on the Nueces River, with Nuestra Señora de la Candelaria del Cañón opening nearby a little later. Initially the missions attracted 400 Apaches, but for eight years, they got no support from the crown. Together the missions were referred to as “El Cañón.” They were located about halfway between San Sabá and San Juan Bautista. The year 1762 became a watershed year for Spain’s northern frontier. In Europe, the Seven Years War ended, with Great Britain prevailing over France. Spain joined the war late on the side of the loser and gave up claims to Florida and other territory for its trouble. France ceded the Louisiana Territory to Spain to keep it out of British hands. With the long-standing French threat eliminated, Texas became a large buffer zone. Spain turned its attention to keeping English settlers from entering its new territory. In 1766, an even larger change took place, as Charles III undertook to reorganize the northern frontier of New Spain. The Marqués de Rubí was sent to tour the frontier and to recommend changes. His survey would eventually cover more than 7,000 miles from California on the west to East Texas. Rubí arrived at the San Sabá presidio in July of 1767 and stayed 10 days. Apparently he was appalled by what he found. Soldiers were short of horses. Only half had pistols. Most of the equipment was shabby and in poor condition. Morale was low; the desertion rate was high. Rubí noted in a secret report that the presidio cost 40,360 pesos a year to operate and was of no use to the kingdom. He suggested that the improvements be razed and the few settlers around the presidio be shipped to San Antonio. The military manpower could be put to better use on the Rio Grande, he said. Indians raids had subsided for a few years before Rubí’s visit, but after his departure they began again. One raid netted the Indians the presidio’s entire herd of cattle. The marauders also kept up raids on supply trains, in an apparent attempt to starve the Spanish out. Rábago abandoned the fort without authorization at one time in 1768, withdrawing the men to El Cañón, but he was ordered to return. Although still in his 40s, Rábago was in failing health. He began a trip to see the viceroy in 1769, but he died before reaching his destination. Later in the year, Capt. Manual Antonio de Oca was named commander of the San Sabá presidio. Little improved under the new commander. In 1770, he, too, apparently abandoned the San Sabá presidio without authorization, again taking the soldiers to El Cañón. King Charles III delivered the coup de grace to the foundering fort, ordering it closed in his decree of reorganization of the frontier in 1772. Closing the presidio may have been as great a mistake as opening it: As soon as it closed, Indian raids on San Antonio increased alarmingly. The facilities at San Sabá were never razed as Rubí recommended, and they came in handy with future Indian fighters. Gov. Juan de Ugalde of Coahuila (namesake of Uvalde County despite the difference in spelling) led a successful expedition of Spaniards allied with Comanches, Wichitas and Tonkawas against Apaches in 1789. If such an alliance had been struck 40 years earlier, the face of North America might have been changed. As it was, the massacre at the mission on the San Saba and the subsequent Spanish defeat at the Red River marked the end to Spain’s dreams of conquest and conversion on their northern frontier in the New World. — written by Mike Kingston, then editor of the Texas Almanac, before his death in 1994. Published posthumously in the Texas Almanac 1996–1997.

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Good morning to everyone in this room. I would like to thank the principal, the teachers, and my dear friends for allowing me to speak to you today about the solar system. The Sun, the center of our solar system, and eight other planets make up our solar system. These planets may be roughly divided into two groups: inner planets and outer planets. The term “inner planets” refers to Mercury, Venus, Earth, and Mars. In comparison to the outer planets, the inner planets are smaller and located closer to the Sun. The Terrestrial planets are another name for them. The other four planets are known as the outer planets and include Jupiter, Saturn, Uranus, and Neptune. These four are frequently referred to as “Big Planets” because of their enormous size. Every object in the Solar System revolves or surrounds the Sun. 98% of the solar system’s material is found in the Sun. Gravity increases with an object’s size. The Sun’s enormous size causes its strong gravity to pull everything else in the Solar System toward it. These things, which are traveling extremely quickly, are simultaneously attempting to fly away from the Sun and into the empty void of outer space. The planets become stuck halfway between their attempts to fly away and the Sun’s attempts to pull them inside as a result. They spend all of the eternity speeding towards the Sun and escape into space while orbiting their parent star. Thank you.

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Some four billion years ago, Earth and Mars shared many more similarities than they do today, with dense atmospheres, liquid water and large-scale magnetic fields. So, the fundamental question taxing the minds of exobiologists is: if life developed on Earth during this epoch, could a form of life also have emerged on Mars? Perseverance will explore ancient environments on Mars to probe its geological record and better characterize its past habitability. It will search for signs of past life by detecting any biosignatures that might be present. Its mission is also to pave the way for future human exploration of the red planet. The rover is designed to collect and cache samples for later retrieval and return to Earth by the joint U.S-European Mars Sample Return (MSR) missions within the next 10 years. Perseverance is carrying seven instruments and a sample collection and caching system. It will also set down an experimental helicopter called Ingenuity on the surface of the red planet. France’s contribution is SuperCam, an enhanced version of the ChemCam instrument already operating on NASA’s Curiosity rover. SuperCam will survey the chemistry and mineralogy of Martian rocks and soil, as well as the composition of the planet’s atmosphere. It is the mission science team’s ’Swiss Army knife’, capable of performing five different types of analysis: measurement of elemental chemical composition, two kinds of molecular measurements (bonding and arrangement of atoms within minerals), an imager to acquire pictures of targets and a microphone. SuperCam features a number of complex subsystems, including a power laser built in France. The instrument will aid scientists in their search for fossilized signs of past microbial life on the red planet. In February 2021, Perseverance will set down in Jezero Crater, an impact crater 45 kilometres wide. The crater is home to an ancient river delta that flowed 3½ billion years ago into a lake. This lake-delta system offers the prospect of collecting samples of a varied range of rocks and minerals, in particular carbonates, which can preserve fossil traces of past life. President Jean-Yves Le Gall commented: “France’s return to Mars aboard NASA’s Perseverance rover confirms once again the excellence of our scientific community studying the red planet. The tasks that Perseverance is set to undertake will build on the discoveries made by previous Mars missions, giving us greater insights into our history, environment and future prospects. I would like once more to thank everyone involved in this fine mission, as well as NASA for renewing their faith in us. We shall now look forward to writing a new chapter in space exploration starting from 22 July.” CNRS Chairman & CEO Antoine Petit added: “With Mars 2020, the teams at CNRS and its partners will be surveying the surface of Mars thanks to the ingenuity of NASA and https://fscience-old.originis.fr/wp-content/uploads/2023/06/GLOC_Oslo_Norway_S2_27juillet2022_web-2-1.jpg. Could life have appeared elsewhere than on Earth? That is the key question our research laboratories will now be seeking to solve through this mission. To this end, they have conceived and built in record time the SuperCam instrument that will be used to select the most promising samples on the basis of their atomic and molecular composition, which will merit making the trip back to Earth by 2030. Well done everybody, the adventure is only just beginning!” The Mars 2020 mission was developed by NASA’s Jet Propulsion Laboratory (JPL/Caltech). SuperCam was developed jointly by the Los Alamos National Laboratory (LANL) and a consortium of French research laboratories with the IRAP astrophysics and planetology research institute (CNRS/https://fscience-old.originis.fr/wp-content/uploads/2023/06/GLOC_Oslo_Norway_S2_27juillet2022_web-2-1.jpg/Paul Sabatier Toulouse III University) in Toulouse, France, as science lead, with a contribution from the University of Valladolid, Spain. https://fscience-old.originis.fr/wp-content/uploads/2023/06/GLOC_Oslo_Norway_S2_27juillet2022_web-2-1.jpg is the contracting authority for the French contribution to SuperCam. https://fscience-old.originis.fr/wp-content/uploads/2023/06/GLOC_Oslo_Norway_S2_27juillet2022_web-2-1.jpg, the French scientific research centre CNRS and numerous universities provided human resources for the construction of the instrument. The French SuperCam team will be involved daily in science operations and the instrument will be operated alternately from LANL and the Mars 2020 French Operations Centre for Science and Exploration (FOCSE) at https://fscience-old.originis.fr/wp-content/uploads/2023/06/GLOC_Oslo_Norway_S2_27juillet2022_web-2-1.jpg’s field centre in Toulouse. A number of French laboratories attached to CNRS and its partners and institutions have provided scientific expertise and helped to build SuperCam: IRAP in Toulouse, the LESIA space and astrophysics instrumentation research laboratory in Meudon, the LAB astrophysics laboratory in Bordeaux, the LATMOS atmospheres, environments and space observations laboratory in Guyancourt, the Midi-Pyrenees Observatory (OMP) in Toulouse, the IAS space astrophysics institute in Orsay ISAE-Supaero in Toulouse and https://fscience-old.originis.fr/wp-content/uploads/2023/06/GLOC_Oslo_Norway_S2_27juillet2022_web-2-1.jpg.

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Biological weapons achieve their intended effects by infecting people with disease-causing microorganisms and other replicative entities, including viruses, infectious nucleic acids and prions. The chief characteristic of biological agents is their ability to multiply in a host over time. Viral pathogens pose a continuous and shifting biological threat to military readiness and national security overall in the form of infectious disease with pandemic potential. Today’s limited vaccines and other antivirals are often circumvented by quickly mutating viruses that evolve to develop resistance to treatments that are carefully formulated to act only specific strains of a virus. DARPA’s INTERfering and Co-Evolving Prevention and Therapy (INTERCEPT) program aims to harness viral evolution to create a novel, adaptive form of medical countermeasure—therapeutic interfering particles (TIPs)—that outcompetes viruses in the body to prevent or treat infection. DARPA BTO’s Rapid Threat Assessment program, aims to develop methods and technologies that can map the complete molecular mechanism of a threat agent within 30 days of its exposure to a human cell. DARPA is now developing new approaches to fight Biological attacks. DARPA plans to develop soldier cells to fight biological attack DARPA has awarded four-year, $US5.7 ($8) million grant to Johns Hopkins University, with the aims to create a bio-control system able to deploy single-cell fighters that will hunt down specific pathogens and destroy their lethality. Researchers will start with two forms of bacteria. Legionella, a kind of bacteria that causes Legionnaire’s disease and Pseudomonas aeruginosa, which is the second-leading cause of infections in hospitals, according to Johns Hopkins University. If the tests conducted during the grant period prove successful, it is envisioned that these disease-fighting cells could be used to clean contaminated soil and defend against a bio-weapon attack. What makes this bio-control system unique is that each engineered cell must seek and destroy dangerous bacteria without the help of a human controlling them: Genetically modified red blood cells (RBC) Scientists from the Whitehead Institute for Biomedical Research, under new research sponsored by DARPA, have demonstrated genetically modified red blood cells (RBC) in mice to successfully carry drugs or vaccines to specific sites throughout the body. Their approach called sortagging, used “bacterial enzyme sortase A” to bind between the surface protein and “small-molecule therapeutic or an antibody capable of binding a toxin”, while leaving the cells unharmed. DARPA hopes that through blood transfusion, long-lasting reserves of antitoxin antibodies can be built in the body that can provide long term protection to soldiers against biological toxins deployed against them. DARPA’s Rapid threat assessment Novel chemical and biological weapons have historically been mass-produced within a year of discovery. Using current methods and technologies, researchers would require decades of study to gain a cellular-level understanding of how new threat agents exert their effects. This temporal gap between threat emergence, mechanistic understanding and potential treatment leaves U.S. forces vulnerable. DARPA launched the Rapid Threat Assessment (RTA) program with an aggressive goal for researchers: develop methods and technologies that can, within 30 days of exposure to a human cell, map the complete molecular mechanism through which a threat agent alters cellular processes. Threat agents, drugs, chemicals and biologics interfere with normal cell function by interacting with one or more molecules associated with the cell membrane, cytoplasm or nucleus. Since a human cell may contain up to 30,000 different molecules functioning together in complex, dynamic networks, the molecular mechanism of a given threat agent might involve hundreds of molecules and interactions. Performers on RTA will seek to develop tools and methods to detect and identify the cellular components and mechanistic events that take place over a range of times, from the milliseconds immediately following threat agent exposure, to the days over which alterations in gene and protein expression might occur. The molecular mechanism must also account for molecular translocations and interactions that cross the cell membrane, cytoplasm and nucleus. Understanding the molecular mechanism of a given threat agent would provide researchers the framework with which to develop medical countermeasures and mitigate threats. If RTA is successful, potential adversaries will have to reassess the cost-benefit analysis of using chemical or biological weapons against U.S. forces that have credible medical defenses. Successful RTA technologies would also be readily applicable to drug development and combating emerging diseases. In both cases, detailed knowledge of the molecular mechanism is one of the ingredients that will enable new drugs to win approval by shortening the evaluation of drug efficacy and toxicity.

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Wondering when kids learn division? As a mom of multiple children, I’ve navigated this path more than once. Every child’s mathematical journey unfolds uniquely, and division is no exception. In this post, I’ll dive into the intricacies of learning division like when your child is likely to learn it, some learning strategies, and much more. Let’s dig in! When Do Kids Learn Division? As a parent or guardian, I know it’s essential to understand when kids learn crucial math concepts, including division. Division is typically introduced to children in the third grade, where kids begin by using repeated subtraction to grasp the concept. This means your child should be around 8 years old when beginning to learn division. That said, sometimes these teaching can be delayed until the fourth grade or at the age of 9. There are two main methods for teaching division to children: short division (including the bus stop method) and long division. Short division, often referred to as the bus stop method, is useful for simple calculations and helps students divide quickly and accurately. On the other hand, long division is slightly more complex and is used when dividing larger numbers or numbers with decimals. Moreover, it’s crucial to establish a relationship between division and multiplication, as these operations are inverses of each other. Grades and Development Stages Early Math Skills and Concepts From my experience, children begin developing early math skills as soon as they start exploring the world. They learn to identify shapes, count, and find patterns. These skills lay a foundation for more advanced mathematical concepts. During first grade, children usually learn addition and subtraction. They also expand their knowledge of counting and basic number sense. Introducing Division in Elementary School When children enter second grade, they begin learning about multiplication. As they continue their education journey, specifically in third grade, kids are introduced to the concept of division. This is a crucial step in their mathematical development, as it builds on their existing knowledge of arithmetic operations. In fourth grade, children focus on honing their division skills and start learning about more complex concepts, such as remainders and fractions. During this time, kids should feel confident working with simple division problems. Advancing to Long Division in Middle School As children reach fifth grade, they are usually ready to advance to long division, which can be a challenging concept for many students. By mastering long division, students pave the way for even more advanced math concepts, such as algebra, in the later grades. Teaching Strategies and Techniques Teaching division can certainly be a challenge for any parent. First off, I’ve found it helpful to start with the basics. Remember, division is all about ‘sharing equally.’ So, kick things off with something your child can relate to. Say, you have 10 cookies and 2 very hungry children. Each child gets an equal share of cookies, right? That’s division. Now, after illustrating this ‘sharing’ concept, the next step is to introduce the idea of ‘repeated subtraction’. For example, suppose we have 8 apples and we want to make groups of 2. We subtract 2 apples until no apples are left, and voila, we’ve divided! In these early stages, the goal isn’t to have your child rattling off ‘division facts’, but rather to develop an intuitive understanding of what division means. It’s also the perfect time to show them how division is connected to multiplication, and you can do this using the same examples. Next, try to make learning division a fun experience! Use toys, drawing, or even cooking. Remember, division isn’t just about numbers. It’s about equally sharing, dividing things up, and that’s something kids encounter in their everyday lives. Ultimately, when teaching division, your patience and creativity are the best tools. And remember, it’s okay if they struggle at first. What matters most is their continuous learning and enjoyment in the process. Want more help teaching your child division? Check out the video below! Activities and Worksheets If you need some activities or worksheets to your child understand division, here are a few options. The first strategy I find useful when teaching division is bringing in the concept of quarters. You can use objects like coins, pizza slices, or anything that can be divided into four equal parts to visually teach the idea of dividing something into equal groups. When it comes to worksheets, I often use these division worksheets that start with practicing simple division facts and progress to long division with divisors up to 99. Providing exercises with and without remainders, as well as with missing divisors or dividends, helps students engage their memory while solidifying their understanding of division concepts. Personally, I find that using different mediums like storybooks or games is beneficial when teaching division to young students. It helps keep things exciting and fun while reinforcing the math skills they are learning. Keep in mind when teaching division, it’s crucial to be patient and encouraging. Allow your students to explore and understand the concepts at their own pace. Frequently Asked Questions At what age do children learn basic division? I’ve found that kids usually start learning basic division concepts around the age of 8 or 9. This is when they begin to understand sharing and dividing objects into equal groups. In which grade is long division introduced? Long division is typically introduced around 4th or 5th grade. This is when students start working with larger numbers and more advanced division problems. What grade do kids learn multiplication and division? Kids usually start discovering the connection between multiplication and division in 3rd grade. It’s at this time that they begin to grasp the idea that division is the opposite of multiplication and learn various strategies to solve problems involving both. Do kindergarteners learn any division concepts? While kindergarteners may not learn explicit division concepts, they are introduced to the foundational skills of sharing and equal grouping. These concepts pave the way for future understanding of division in higher grades. When do children learn about fractions and division? Children typically learn about fractions and their connection to division in late elementary school, around 4th or 5th grade. This is when they start working with fractions as a way to represent parts of a whole and understand how they can be used in division problems. Most kids will begin to learn division strategies in middle school around third or fourth grade. That said, this will vary from child to child, and some schools might teach division earlier. Many kids struggle when it comes to division, so always be encouraging and patient. Make sure to provide plenty of practice opportunities using a variety of engaging methods, like flash cards, word problems, or interactive games. KidSpaceStuff is a site dedicated to helping parents find the best interior design, activities, and inspiration for their kids.

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Table of Contents Mass production | Flow Production – Types Of Mass production Mass or flow production: This method involves a continuous production of standardized products on a large scale. Under this method, production remains continuous in anticipation of future demand. Standardization is the basis of mass production. Standardized products are produced under this method by using standardized materials and equipment. There is a continuous or uninterrupted flow of production obtained by arranging the machines in a proper sequence of operations. Process layout is best suited method for mass production units. Flow production is the manufacture of a product by a series of operations, each article going on to a succeeding operation as soon as possible. The manufacturing process is broken into separate operations. The product completed at one operation is automatically passed on to the next till its completion. There is no time gap between the work done at one process and the starting at the next. The flow of production is continuous and progressive. Characteristics of Mass production : - The units flow from one operation point to another throughout the whole process. - There will be one type of machine for each process. - The products, tools, materials and methods are standardised. - Production is done in anticipation of demand. - Production volume is usually high. - Machine set ups remain unchanged for a considerable long period. - Any fault in flow of production is immediately corrected otherwise it will stop the whole production process. Suitability of flow/mass production: - There must be continuity in demand for the product. - The products, materials and equipments must be standardised because the flow of line is inflexible. - The operations should be well defined. - It should be possible to maintain certain quality standards. - It should be possible to find time taken at each operation so that flow of work is standardized - The process of stages of production should be continuous. Advantages of mass production : - The product is standardised and any deviation in quality etc. is detected at the spot. - There will be accuracy in product design and quality. - It will help in reducing direct labour cost. - There will be no need of work-in-progress because products will automatically pass on from operation to operation. - Since flow of work is simplified there will be lesser need for control. - A weakness in any operation comes to the notice immediately. - There may not be any need of keeping work-in-progress, hence storage cost is reduced. Mechanical Engineering is an essential discipline of engineering encompassing many specializations, with each contributing its unique aspect to the dynamic and inventive nature of this field. With... The Ram Lalla idol, which is installed at Ayodhya's Ram temple has many significant religious symbols from Hinduism. All 10 incarnations of Lord Vishnu are engraved on the idol. Notably, Lord Ram is...

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“Gender” and the Importance of “The Social Construction of Gender. ” Gender is an individual's natural sense of themselves existing as a male or female, which may hold opposing views from their biological sex. I believe sex and gender are two terms used interchangeably. Sex implies the biological characteristics among females and males. Whereas gender implies the social qualities connected with being a female or male. As Lorber states, “I am arguing that bodies differ physiologically, but they are completely transformed by social practices to fit into the salient categories of a society, the most persuasive of which are’female’ and ‘male’ and ‘women’ and ‘men’. ” (pg. 11) An emphasis on gender not only exposes knowledge about women and men’s different familiarities; it also illustrates the embedded politics and stereotypes about men and women. Social construction of gender is generally conferred by the distinction of biological differences of males and females. Such as, men are biologically aggressive and women are rather more passive. Gender is socially constructed and a product of sociocultural impacts all the way through an individual's growth. Gender identity can be modified by and detached from one society to another varying on the individual’s dedication to their society and their weigh on the view of females and males. Frequently people mistake or misappropriate the terms gender and sex. To make the discrepancy more concise one could deliberate that we inherit the sex but we learn our gender. Gender could be a fundamental characteristic of society and the sociological importance of gender that it is a system by which society governs its associates. Order custom essay Gender and the Importance of the Social Construction of Gender with free plagiarism report Gender comparable to social class and race can be expended to socially classify individuals and even steer to prejudice and discrimination. When there is a distinction in the behavior of people centered on their sex, many would express this as sexism. This inequality around the world demonstrates that gender identity is swayed by social standards and has little to do with biological distinctions Society forms individual’s gender and groups its members comparable as many do with age, ethnicity, race, social class and status. However, by labeling according to gender is another way of swaying members of a society and to encourage inequalities. There are recognizable biological and culture differences amid the two sexes but we cannot use these variances to reason our conclusions and deliver stereotyped ideas about gender. Another form of sexism is portrayed by damaging stereotypical interpretations in the direction of women. For instance, sexism ideas of women are concentrated on the beliefs that women are secondary to men due to insignificant ideas that one can hold again women. One mark of gender socialization is the configuration of gender identity, which is one’s distinction of oneself as a man or woman. Gender identity molds how we judge others and ourselves which then impacts our actions. For instance, gender distinctions are present in the possibility of drug and alcohol abuse, violent atmospheres, and depression. Gender identity furthermore has an predominantly powerful effect on our emotions about our exterior reflection and our body image. Broadminded feminists reason that gender inequality is applicable from past traditions that create obstacles to women’s development. It underlines individual moralities and equal opportunity as the foundation for social justice and reform. These feminists, alternatively, debate that the root of women’s oppression resides with the system of capitalism. Since women are inexpensive when it comes to labor rates, they are taken advantage of by capitalism, which in return composes them to a smaller amount of authority both as women and as workers. Lastly, feminists see social systems wherein men dominate as the principal grounds of women’s oppression and debate that women’s oppression is within men’s control over women’s bodies. As conveys, “Women are less powerful than men in the society, they are often stigmatized because of their bodies and its functions, and they are regular targets of symbolic and physical abuse from males. ” There is much deliberation between the means of social construction and deconstruction of sex, gender, and sexuality because of the ever changing sex and gender identities. As Ferber states, “I argue that race and gender identities are constructed and inequality is maintained through the regulation of sexual practices. I offer a deconstructionist approach that is at the same time intersectional-exploring the intersections of race, sex, gender and sexuality. ” (pg. 93) A viewpoint about what a male and female is or what society considers they should be is raised in every culture. Women, for instance, are expected to be more drawn to things like fashion and worry significantly about their appearance. In contrast, men should be less absorbed on these fixations. When we are raised in a distinctive culture we engross ideas of what is expected of us from our parents, peers and the media. Most individuals then accommodate their actions, manners and pleasures in life to more closely fit society’s viewpoints. Although many don't unseeingly adhere to the socially constructed gender roles many of societies norms are developed and internalized by us as individuals and generally turn out to be part of our individuality. Cite this Page Gender and the Importance of the Social Construction of Gender. (2017, Apr 12). Retrieved from https://phdessay.com/gender-and-the-importance-of-the-social-construction-of-gender/ Run a free check or have your essay done for you

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Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed.

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Researchers investigating the economic costs of forest restoration find that more up-front investment in tree diversity leads to greater long-term benefits Credit: Georgina Smith Every year, 10 million hectares of forest are lost. Among efforts to revive degraded or deforested land is the Bonn Challenge, with a global goal to bring into restoration 350 million hectares by 2030. Yet such efforts neglect the nuanced but critical factor of bringing genetic diversity into restoration efforts for long-term success, which urgently needs to be addressed. Integrating genetic diversity involves planting tree species with different genetic makeups and varied species adapted to local environments. If species are the same, they will not be able to reproduce or grow new seedlings. Christopher Kettle, an ecologist and geneticist at the Alliance of Bioversity International and the International Center for Tropical Agriculture (CIAT) explained: “If 1,000 seeds are collected from two neighboring trees and planted in a nursery, those seeds would most likely be highly related. This would greatly reduce the probability that they would reproduce in a forest and produce new seeds. You’re basically setting your restoration project up to fail from the start. That’s one reason we need genetic diversity as a critical component of restoration projects.” New research in Frontiers in Forests and Global Change shows that investing effort in ensuring genetically diverse seedlings actually has the potential to decrease overall restoration costs by up to 11%. While ambitious goals like the Bonn Challenge have resulted in growing political national and international restoration commitments, planting high-value, fast-growing trees, like teak or eucalyptus, in large numbers can actually lower genetic diversity and undermine restoration efforts. “There are enormous risks for tropical forests with low genetic diversity,” said Kettle. “They will also have low capacity to adapt to the impacts of climate change; less resilience to new pests and pathogens. They will produce less seeds or fruit, with negative impacts on community livelihoods and income-generation. Investing in genetic diversity is the only sensible thing to do economically and ecologically, and it costs less in the long-run.” Danny Nef, an expert researching climate change and socio-economic changes at the Alliance and ETH Zurich, said that investing in genetic diversity is critical despite higher initial costs. “It would result in one third higher seed collection costs, but expected ecological and socioeconomic long-term benefits would far outweigh additional costs. Even without any positive effects on post-maintenance costs, the total cost of the overall project would only increase by around 1%,” he said. “Something that’s amazed me while working on this paper is that not a single study I have found has considered genetic diversity in the cost of restoration. The question is why not? It simply doesn’t make sense not to invest a little bit more at the start of restoration initiatives from a cost perspective, when you look at the bigger, holistic benefit.” Agricultural economist Elisabetta Gotor added: “We economists tend to measure income-related expenses because they are easiest to assess. But I think it’s time for us to push ourselves, to tackle the resilience outcome generated by the conservation of genetics, looking at what materials are being used for example, for a more meaningful and accurate economic outcome from an environmental perspective.” The global benefits of tropical forest restoration may be harder to measure but “the costs of planting seedlings are often felt at one end of the scale by farmers for example, while the overall benefits occurring from restoration in the long-run are at the global scale,” Gottor said. “This is why we have to connect the initial cost of investment in better quality seed, with the magnitude of broader benefits that don’t necessary have a market value.” The researchers noted that while their evidence is based on a number of conservative assumptions and literature review, their findings show that long-term benefits associated with high genetic diversity are too low not to be considered and far outweigh costs. “This is an urgent call for restoration policies to integrate diversity at the species and genetic level into restoration planning and management,” they said. “We do not consider efficiency in this context to be the planting of as many trees as possible per invested capital, but rather the long-term establishment of a tree population that serves the aim of restoration and thus ensures the sustainability of the invested capital,” they said, adding that building capacity among those responsible for implementing restoration efforts is also key to success. Related Journal Article

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