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You are here Dr Francis Leneghan gives a talk on Beowulf, one of the most important works in Anglo-Saxon literature. The title of this collaborative project, 'Great Writers Inspire', naturally brings up several questions, most importantly of which is, 'What is a Writer?' In his talk on the Old English poem Beowulf, Francis Leneghan discusses that very concern. The term 'author' does not convey the same static quality in the Anglo-Saxon period as it does in the modern day. Beowulf could have existed in a multiple of versions, depending on how many Anglo-Saxon poets (scops) were around to interpret and re-tell the tale, much like the many interpretations of Shakespeare's 'Romeo and Juliet'. He also discuses the poet's taste for poetic license, taste, and embellishment that his own character, Beowulf, possesses. The poet invites the audience to consider the complex role of oral poetry, and how the audience - both Anglo-Saxon and modern - should interpret this work. Is this particular poet's rendition of events true? Is Beowulf a less trustworthy individual since he embellishes the nature of the fight when reporting back to Hygelac's court? Every performance and reading reshapes the poem and how we approach it, even to the modern day. The Beowulf-poet, in a sense, is more of a collective noun than an individual author. Also, if you want to hear what Old English sounds like, check out 2:25-2:32 to hear Leneghan speak the opening lines of the extraordinary poem, or 6:27-7:01 to hear the section in which Hrothgar's poet praises Beowulf by comparing him to the valiant men of old. - Download: 1-leneghan-beowulf.mp4 Video

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Ukrainian-Soviet War, 1917–21 Ukrainian-Soviet War, 1917–21. A military struggle for control of Ukraine waged intermittently in 1917–21 by Ukrainian independentist forces and pro-Bolshevik elements seeking to establish Soviet rule. The struggle began shortly after the October Revolution of 1917. Notwithstanding the creation of the Ukrainian National Republic (UNR) on 20 November 1917, the Bolsheviks planned to seize power in Ukraine with the aid of Russian or Russified urban elements, Russian garrisons, and army units stationed near the front. Their armed uprising in Kyiv on 11 December 1917 was unsuccessful, however, and the Bolshevized army units were deported from Ukraine in stages. A pro-Bolshevik force under Yevheniia Bosh moving in on Kyiv was also disarmed by Ukrainian troops under Pavlo Skoropadsky near Zhmerynka and then sent off to Russia. December 1917 to April 1918. Hostilities broke out in Ukraine after a series of diplomatic maneuvers. On 17 December 1917 the Petrograd-based Council of People's Commissars issued an ultimatum demanding that Bolshevik troops be granted the legal right to be stationed on Ukrainian soil. The ultimatum was rejected by the UNR. The Bolsheviks countered by proclaiming their own Ukrainian government (see the People's Secretariat) based in Kharkiv on 25 December, and then proceeded with a campaign to establish effective military control over Ukraine. The Ukrainian forces at that time consisted of a small volunteer detachment and several battalions of the Free Cossacks. The pro-Soviet forces in Ukraine included Russian army regulars stationed at the front, a number of garrisoned units, and Red Guard detachments composed of laborers from Kharkiv gubernia and the Donbas. Their main strength, however, lay in a large force of Red Guards from Russia, which had been stationed along the Ukrainian border. On 25 December that 30,000-strong army, led by Volodymyr Antonov-Ovsiienko, set off in four groups from Homel and Briansk toward Chernihiv–Bakhmach, Hlukhiv–Konotop, and Kharkiv–Poltava–Lozova. The invasion by pro-Soviet forces was accompanied by uprisings initiated by local Bolshevik agitators in cities throughout Left-Bank Ukraine. The Bolshevik forces occupied Kharkiv (26 December), Lozova and Katerynoslav (now Dnipro, 9 January 1918), Oleksandrivske (now Zaporizhia, 15 January), and Poltava (20 January). The Briansk group captured Konotop (16 January) and Hlukhiv (19 January). On 27 January the Bolshevik army groups converged on Bakhmach and then set off under the command of Mikhail Muravev to take Kyiv. The Central Rada prepared for the defense of the capital by sending advance forces of volunteers to Poltava and Bakhmach. One of those, the Student Battalion of Sich Riflemen, was annihilated by a vastly larger (4,000 troops) Bolshevik force at the Battle of Kruty, 130 km northeast of Kyiv, on 29 January. As the Soviet advance continued, an attempt was made to take Kyiv through an uprising organized by non-Ukrainian workers based at the Arsenal plant. Fighting broke out on 29 January and continued until 4 February, when the revolt was put down by a newly formed contingent of the Sich Riflemen and the Free Cossacks. Meanwhile the Bolshevik expeditionary force continued to move on the capital from Bakhmach and Lubny. On 8 February the Ukrainian government was forced to evacuate the city. Soviet troops under Mikhail Muravev's command entered Kyiv on 9 February and then carried out brutal reprisals against the Ukrainian civilian population. After taking Kyiv the Bolsheviks launched an offensive in Right-Bank Ukraine, where they were engaged in battle mainly with Free Cossack forces. They moved into Volhynia and Podilia (led by the former Russian Seventh Army), where they took Proskuriv, Zhmerynka, Koziatyn, Berdychiv, Rivne, and Shepetivka and forced the Ukrainians back to a Zhytomyr–Korosten–Sarny defensive line. The tide changed following Ukraine's signature of the Peace Treaty of Brest-Litovsk and the entry of German and Austrian troops into the conflict in late February as allies of the Central Rada. With a Ukrainian command of Gen K. Prisovsky and Symon Petliura the combined force rolled the Bolshevik troops out of Right-Bank Ukraine's centers, such as Zhytomyr, Berdychiv, Koziatyn, and Bucha, before regaining Kyiv on 1 March. Through March and April the German and Austrian armies took control of Left-Bank Ukraine, and the troops of Petro Bolbochan and Volodymyr Sikevych took the Crimea and the Donets Basin. Alarmed by the changed military situation, Vladimir Lenin ordered his representative in Ukraine, Grigorii Ordzhonikidze, to Ukrainize (at least ostensibly) the predominantly Russian forces of Volodymyr Antonov-Ovsiienko and Mikhail Muravev in a bid for more popular support. The maneuver proved unsuccessful. Continuing military setbacks gave Soviet Russia little choice but to comply with the articles of the Treaty of Brest-Litovsk and to sign a preliminary peace with the Ukrainian government on 12 June 1918. December 1918 to December 1919. The second phase of the Ukrainian-Soviet War began with the fall of the German-supported Hetman government to the forces of the Directory of the Ukrainian National Republic. The Bolsheviks took advantage of the unsettled situation by forming a Provisional Workers' and Peasants' Government of Ukraine on 20 November 1918 and starting a military advance into Ukraine in December with an army led by Volodymyr Antonov-Ovsiienko, Joseph Stalin, and Volodymyr Zatonsky. The Directory protested the aggression, with diplomatic notes sent to the Soviet government on 31 December 1918 and on 3, 4, and 9 January 1919. Not having received a reply, the Directory was compelled to declare war against Russia on 16 January. The Ukrainian forces at that time consisted of two regular troop formations, the Zaporozhian Corps and the Sich Riflemen, as well as partisan detachments (see Partisan movement in Ukraine, 1918–22) led by otamans, such as Nestor Makhno, Nykyfor Hryhoriv, and Danylo Zeleny. The otamans, however, were politically unreliable and occasionally sided with the Bolsheviks. In December 1918 and January 1919 the Bolshevik expeditionary force, aided by some of the otamans, captured Left-Bank Ukraine, and on 5 February it closed in on Kyiv, where it forced the Ukrainian government once more to flee from the capital. The Soviet attack proceeded on several fronts. A northern group moved along a Mozyr–Korosten and Lunynets–Sarny–Rivne line in an attempt to cut off the Army of the Ukrainian National Republic from the Ukrainian Galician Army (UHA) to the west. A southern group proceeded from the Kremenchuk-Katerynoslav region through Znamianka toward the Birzula–Koziatyn–Zhmerynka line in an effort to cut off the UNR troops from possible reinforcement by Entente forces. At a critical moment Otaman Nykyfor Hryhoriv threw his support behind them. The third Bolshevik army group proceeded from Kyiv to the Berdychiv–Koziatyn–Zhmerynka line in an effort to keep the northern and southern wings of the UNR Army divided. The UNR army launched a counteroffensive in March, in which it defeated the Soviet forces along the Berdychiv–Koziatyn line and advanced almost to Kyiv, thereby effectively cutting off any possibility that the Soviets might march through Romania to Hungary in order to aid the Béla Kun regime. The Bolshevik forces retaliated in April (after the withdrawal of Entente troops) by marching on Zhmerynka and dividing the UNR army's southern flank from the force's main body. The southern group subsequently lost the support of Otaman Omelian Volokh and was forced to retreat into Romania, where it was disarmed (eventually returning through Galicia to Volhynia). At the same time, the UNR army was pushed back to a small parcel of territory approx 40–50 km wide in the Dubno-Brody region of southwestern Volhynia. Its position was weakened further with a coup attempt by one of its commanding officers, Volodymyr Oskilko. The UNR Army's fortunes improved as Ukrainian peasants, disgruntled by the Bolsheviks' anti-Ukrainian policy and high requisition quotas, started to replenish insurgent ranks. But before the army itself could regroup, it faced an assault by Polish forces in the Lutsk region and advances from the Red Army in the north and southeast that took Rivne, Shepetivka, Proskuriv, and even Kamianets-Podilskyi. The UNR then reached a peace agreement with the Poles and reorganized its army into four groups—the Sich Riflemen and the Zaporozhian Corps, Volhynian Corps, and Southwestern Corps—with a total of approx 15,000 soldiers. In early June the UNR forces launched an offensive which retook Podilia and Kamianets-Podilskyi. The Red Army retaliated at the end of the month with a campaign that regained Proskuriv (5 July) and approached Kamianets-Podilskyi, which had been made the UNR's provisional capital. The UNR was then strengthened by the arrival of Yurii Tiutiunnyk with troops formerly under Nykyfor Hryhoriv, who had worked his way through the Reds' southern flank. The UNR Army launched a campaign which pushed the Bolshevik forces back to the Horodok [see Horodok (Khmelnytskyi oblast)]–Yarmolyntsi–Sharhorod–Dunaivtsi–Nova Ushytsia–Vapniarka line before being joined by UHA troops who had crossed the Zbruch River on 16–17 July; their arrival brought together a combined Ukrainian force of nearly 85,000 regulars and 15,000 partisans. The subsequent campaign to take Kyiv proceeded with victories in Vinnytsia (12 August), Khmilnyk, Yaniv, Kalynivka, and Starokostiantyniv (14 August), Berdychiv (19 August), and Zhytomyr (21 August). On 31 August the Ukrainian troops entered Kyiv, only to discover that soldiers from Anton Denikin's Volunteer Army had arrived at the same time. Hostilities between the two forces were narrowly averted when the combined Ukrainian forces pulled out of the city. The Bolsheviks took advantage of the Ukrainians' standoff with Denikin's troops to move some of their forces from the Katerynoslav region to Zhytomyr. Meanwhile the leadership of the UNR and UHA split over how to deal with Denikin, a situation exacerbated by an outbreak of typhus among the troops. The UHA leadership finally made a separate peace with the Volunteer Army on 6 November. The military situation had worsened as Bolshevik forces, which had made substantial gains in Right-Bank Ukraine's areas formerly controlled by Denikin's troops, and the Poles moved into the western reaches of Ukraine. By the end of November the government and the UNR Army found themselves hemmed in by Soviet, Polish, and Volunteer Army troops. At a conference on 4 December the army decided to suspend regular military operations in favor of underground partisan warfare. December 1919 to November 1920. The UNR Army under the command of Mykhailo Omelianovych-Pavlenko carried out an underground operation known as the First Winter Campaign in the Yelysavethrad (now Kropyvnytskyi) region against the Soviet 14th Army from 6 December 1919 to 6 May 1920. In addition to that action the UNR government concluded the Treaty of Warsaw on 22 April, and then launched a joint offensive with Polish troops against the Bolsheviks. By 7 May a Ukrainian division under the command of Marko Bezruchko entered Kyiv, but the success was short-lived. A Red Army counteroffensive led by Semen Budenny pushed the combined forces back across the Zbruch River and past Zamość toward Warsaw. After the decisive battle of 15 September the Polish-Ukrainian forces threw the Bolshevik contingent back as far as the Sharhorod–Bar–Lityn line in Podilia. The Poles concluded a separate peace with the Soviets on 18 October. The 23,000-strong UNR force continued fighting until 21 October, when its position became untenable. The UNR Army crossed the Zbruch River into Polish-controlled Galicia, where they were disarmed and placed in internment camps. November 1921. The final military action of the UNR against the Soviets was a raid in November 1921 known as the Second Winter Campaign. The intent of the action was to provide a catalyst for the formation of partisan groups which would incite a general uprising against the Bolsheviks in Ukraine. The commander of the action was Yurii Tiutiunnyk. Two expeditionary forces were established, Podilia (400 men) and Volhynia (800 men). The Podilia group advanced as far as the village of Vakhnivka, in the Kyiv region, before returning to Polish territory through Volhynia on 29 November. The Volhynia group took Korosten and advanced as far as the village of Leonivka in the Kyiv region. On its return march it was intercepted by a Bolshevik cavalry force under the command of Hryhorii Kotovsky, however, and routed in battle near Mali Mynky on 17 November. Of the 443 soldiers captured by the Soviets 359 were shot on 23 November near the town of Bazar, in the Zhytomyr region, and 84 were passed on to Soviet security forces. The Second Winter Campaign brought the Ukrainian-Soviet War to a definite conclusion. The partisan movement in Ukraine, 1918–22 remained active until mid-1922, but conventional military action by regular troops had ceased. Kapustians’kyi, M. Pokhid ukraïns’kykh armii na Kyïv–Odesu v 1919 r.: Korotkyi voienno-istorychnyi ohliad, 3 pts (Lviv 1921–2; 2nd edn, Munich 1946) Tiutiunnyk, Iu. Zymovyi pokhid 1919–1922 rr. (Kolomyia 1923) Dotsenko, O. Litopys ukraïns’koï revoliutsiï, vol 2, bks 4–5 (Lviv 1923–4; repr, Philadelphia 1988) Antonov-Ovseenko, V. Zapiski o grazhdanskoi voine, 4 vols (Moscow–Leningrad 1924–33) Bezruchko, M. Sichovi stril’tsi v borot’bi za derzhavnist’ (Kalisz 1932) Shandruk, P. (ed). Ukraïns’ko-moskovs’ka viina 1920 r. v dokumentakh (Vienna 1933) Stefaniv, Z. Ukraïns’ki zbroini syly 1917–1921 rr., 3 vols (Kolomyia 1934–5) Dotsenko, O. Zymovyi pokhid (6.XII.1919–6.V.1920) (Warsaw 1932; Kyiv 2001) Omelianovych-Pavlenko, M. Zymovyi pokhid (Prague 1940) Skaba, A.; et al (eds). Ukraïns’ka RSR v period hromadians’koï viiny 1917–1920 rr., 3 vols (Kyiv, 1967–70) Udovychenko, O. Ukraïna u viini za derzhavnist’ (Winnipeg 1954) Mirchuk, P. Ukraïns’ko-moskovs’ka viina 1917–1919 (Toronto 1957) Shankovs’kyi, L. Ukraïns’ka Armiia v borot’bi za derzhavnist’, 1917–1920 (Munich 1958) Udovychenko, O. Tretia zalizna diviziia, 2 vols (New York 1971, 1982) La guerre polono-soviétique de 1919–1920 (Paris 1975) Palij, M. The Ukrainian-Polish Defensive Alliance, 1919–1921: An Aspect of the Ukrainian Revolution (Edmonton–Toronto 1995) Procyk, A. Russian Nationalism and Ukraine: The Nationality Policy of the Volunteer Army During the Civil War (Edmonton–Toronto 1995) Tynchenko, Ia. Ukraïns’ke ofitserstvo: Shliakhy skorboty ta zabuttia. Chastyna 1, biohrafichno-dovidkova (Kyiv 1995) Hrynevych, L. ‘Viis’kove budivnytstvo v Radians’kii Ukraïni (1917–pochatok 30-kh rokiv XX st.,’ in Istoriia ukraïns’koho viis’ka, 1917–1995, ed. Ia. Dashkevych (Lviv 1996) Tynchenko, Ia. Persha ukraïns’ko-bil’shovyts’ka viina (hruden’ 1917–berezen’ 1918) (Lviv 1996) Holubko, V. Armiia Ukraïns’koi Narodnoi Respubliky 1917–1918: Utvorennia ta borot’ba za derzhavu (Lviv 1997) Kuchabsky, V. Western Ukraine in Conflict with Poland and Bolshevism, 1918–1923 (Edmonton–Toronto 2009) [This article originally appeared in the Encyclopedia of Ukraine, vol. 5 (1993).]

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The volcano of Yellowstone National Park has made headlines with research that presents a possibility that this supervolcano may erupt much sooner than expected. According to one Fox News report: Arizona State University researchers have analyzed minerals around the supervolcano at Yellowstone National Park and have come to a startling conclusion. It could blow much faster than previously expected, potentially wiping out life as we know it. According to National Geographic, the researchers, Hannah Shamloo and Christy Till, analyzed minerals in fossilized ash from the most recent eruption. What they discovered surprised them – the changes in temperature and composition only took a few decades, much faster than the centuries previously thought. “We expected that there might be processes happening over thousands of years preceding the eruption,” said Till said in an interview with the New York Times. The supervolcano last erupted about 630,000 years ago, according to National Geographic. Prior to that, it was 1.3 million years ago, per a report from ZME Science. If another eruption were to take place, the researchers found that the supervolcano would spare almost nothing in its wrath. It would shoot 2,500 times more material than Mount St. Helen did in 1980 and could cover most of the contiguous U.S. in ash, possibly putting the planet into a volcanic winter. Despite the concerns, researchers state that more research needs to be done before a definite conclusion can be drawn. Researchers state that in June 2017 the supervolcano was hit with 464 earthquakes. They go on to state, however, that these earthquake swarms aren’t anything to be alarmed about. NASA is currently working on a proposed solution to save mankind and life as we know it if an eruption were to occur. Click here to read more on NASA’s proposed plan. Must Know Safety Tips In The Case Of A Volcanic Eruption As with any other natural disaster, it is important to know what to do before, during, and after a volcanic eruption. To bring you the most detailed information possible on safety precautions, I took to the internet to bring you the best…and I came across this gem! (source) Before an Eruption: - Be prepared to take shelter or evacuate and review your plans with family members. - Pick a safe place to meet. - Put together an emergency supply kit. If you evacuate: - Tune in the radio or television for volcano updates. If told to evacuate do so. It can be dangerous to wait out an eruption. - Listen for disaster sirens and warning signals. - Take only essential items. Be sure to pack at least a one-week supply of prescription medications. - Fill your vehicle’s gas tank. - If no vehicle is available, make arrangements with friends or family for transportation, or follow authorities’ instructions on where to obtain transportation. - Turn off the gas, electricity and water. - Disconnect appliances to reduce likelihood of electrical shock when power is restored. - Follow designation evacuation routes and expect heavy traffic and delays. If you take shelter: - Keep listening to your radio or watch television until you are told all is safe or you are told to evacuate. Local authorities may evacuate specific areas at greatest risk in your community. - Close and lock all windows and outside doors. - Place damp towels at door thresholds and other draft sources. Tape draughty windows. - Turn off all heating and air conditioning systems and fans. - Close fireplace and furnace dampers. - Organize your emergency supplies and make sure all household members know where the supplies are located. - Fill your clean water containers. - Fill sinks and bathtubs with water as an extra supply for washing. - Make sure the radio is working. - Go to an interior room without windows that is above ground level. - Ensure pets and livestock have clean food, water and shelter. - Store all vehicles and machinery in a garage or other shelter. - Call your emergency contact – a friend or family member who does not live near the volcano – and have the phone available if you need to report a life-threatening condition. Remember that communication services may be overwhelmed or damaged during an emergency. During an Eruption: - Don’t panic – stay calm. - Follow evacuation orders, if issued by authorities. - Stay indoors. - Avoid areas downwind and river valleys downstream of the volcano. - If outside, seek shelter (e.g. car or building). - Keep doors, windows, dampers and ventilation closed until the ash settles. - Use a respiratory mask, handkerchief or cloth over your nose and mouth. - Do not tie up phone lines with non-emergency calls. - Listen to your local radio for information on the eruption and cleanup plans. - If there is ash in your water, let it settle and then use the clear water. Water contaminated by ash will usually make drinking water unpalatable before it presents a health risk. - You may eat vegetables from the garden, but wash them first. - Remember to help your neighbors who may require special assistance – infants, elderly people and people with access and functional needs. After an Eruption: - Go to a designated public shelter if you feel it is unsafe to remain in your home. - Stay indoors until the ash has settled, unless there is a danger of the roof collapsing. - Keep all heating and air conditioning units and fans turned off, and windows, doors, and fireplace and woodstove dampers closed. - Clear heavy ash from flat or low-pitched roofs and rain gutters. - Let family members know you are safe. - Listen to the radio, watch TV or check the Internet often for official updates and information about air quality, drinking water and road conditions. - Avoid running vehicle engines. Volcanic ash can clog engines, damage moving parts and stall vehicles. - Avoid driving in heavy ash fall unless absolutely required. If you need to drive, keep the speed down to 50 km per hour or slower. - Protect yourself from ash by wearing long-sleeved shirts and pants, using goggles and a respiratory mask What are your thoughts on the new research found on this supervolcano? Share your thoughts with us in the comment section below. Check out our previous article on tips for surviving natural disasters: Surviving Natural Disasters: Safe Points in the Household

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This course will focus on introductory chemical principles, including periodicity, chemical bonding, molecular structure, equilibrium and the relationship between structure and properties. Students will explore stoichiometric relationships in solution and gas systems which are the basis for quantifying the results of chemical reactions. Understanding chemical reactivity leads directly into discussion of equilibrium and thermodynamics, two of the most important ideas in chemistry. Equilibrium, especially acid/base applications, explores the extent of reactions while thermodynamics helps us understand if a reaction will happen. The aim of the laboratory will be to develop your experimental skills, especially your ability to perform meaningful experiments, analyze data, and interpret observations. This is a required course for Chemistry majors, but also satisfies UWE requirements for non-majors. - Atomic structure, Periodic table, VSEPR, Molecular Orbital theory, and biochemistry: - Introduction: why chemistry in engineering? Concept of atom, molecules, Rutherford’s atomic model, Bohr’s model of an atom, wave model, classical and quantum mechanics, wave particle duality of electrons, Heisenberg’s uncertainty principle, Quantum-Mechanical Model of Atom, Double Slit Experiment for Electrons, The Bohr Theory of the Hydrogen atoms, de Broglie wavelength, Periodic Table. - Schrodinger equation (origin of quantization), Concept of Atomic Orbitals, representation of electrons move in three-dimensional space, wave function (Y), Radial and angular part of wave function, radial and angular nodes, Shape of orbitals, the principal (n), angular (l), and magnetic (m) quantum numbers, Pauli exclusion principle. - Orbital Angular Momentum (l), Spin Angular Momentum (s), spin-orbit coupling, HUND’s Rule, The aufbau principle, Penetration, Shielding Effect, Effective Nuclear Charge, Slater’s rule. - Periodic properties, Ionization Energies of Elements, Electron affinities of elements, Periodic Variation of Physical Properties such as metallic character of the elements, melting point of an atom, ionic and covalent nature of a molecule, reactivity of hydrides, oxides and halides of the elements. - Lewis structures, Valence shell electron pair repulsion (VSEPR), Valence-Bond theory (VB), Orbital Overlap, Hybridization, Molecular Orbital Theory (MO) of homo-nuclear and hetero-nuclear diatomic molecules, bonding and anti-bonding orbitals. - Biochemistry: Importance of metals in biological systems, Fe in biological systems, Hemoglobin, Iron Storage protein - Ferritin] 2. Introduction to various analytical techniques: UV-Visible Spectroscopy, IR Spectroscopy, NMR spectroscopy, X-Ray crystallography Spectroscopy: Regions of Electromagnetic Radiation, Infra-Red (IR) Spectroscopy or Vibrational Spectroscopy of Harmonic oscillators, degree of freedom, Stretching and Bending, Infrared Spectra of different functional groups such as OH, NH2, CO2H etc., UV-Vis Spectroscopy of organic molecules, Electronic Transitions, Beer-Lambert Law, Chromophores, principles of NMR spectroscopy, 1H and 13C-NMR, chemical shift, integration, multiplicity, X-ray crystallography: X-ray diffraction, Bragg’s Law, Crystal systems and Bravais Lattices - The Principles of Chemical Equilibrium, kinetics and intermolecular forces: - Heat & Work; State Functions - Laws of thermodynamics - Probability and Entropy - Thermodynamic and Kinetic Stability - Determination of rate, order and rate laws - Free Energy, Chemical Potential, Electronegativity - Phase Rule/Equilibrium - Activation Energy; Arrhenius equation - Catalysis: types; kinetics and mechanisms - Inter-molecular forces 4. Introduction to organic chemistry, functional group and physical properties of organic compounds, substitution and elimination reaction, name reactions and stereochemistry Texts & References: - Chemical Principles - Richard E. Dickerson, Harry B. Gray, Jr. Gilbert P. Haight - Valence - Charles A. Coulson [ELBS /Oxford Univ. Press] - Valence Theory - J. N. Murrell, S. F. A. Kettle, J. M. Tedder [ELBS/Wiley] - Physical Chemistry - P. W. Atkins [3rd Ed. ELBS] - Physical Chemistry - Gilbert W. Castellan [Addison Wesley, 1983] - Physical Chemistry: A Molecular Approach -Donald A. McQuarrie, J.D . Simon - Inorganic Chemistry: Duward Shriver and Peter Atkins. - Inorganic Chemistry: Principles of Structure and Reactivity by James E. Huheey, - Ellen A. Keiter and Richard L. Keiter. - Inorganic Chemistry: Catherine Housecroft, Alan G. Sharpe. - Atkins' Physical Chemistry, Peter W. Atkins, Julio de Paula. - Strategic Applications of Named Reactions in Organic Synthesis, Author: Kurti Laszlo et.al - Classics in Stereoselective Synthesis, Author: Carreira Erick M & Kvaerno Lisbet - Molecular Orbitals and Organic Chemical Reactions Student Edition, Author: Fleming Ian - Logic of Chemical Synthesis, Author: Corey E. J. & Xue-Min Cheng - Art of Writing Reasonable Organic Reaction Mechanisms /2nd Edn., Author: Grossman Robert B. - Organic Synthesis: The Disconnection Approach/ 2nd Edn., Author: Warrer Stuart & Wyatt Paul Other reading materials will be assigned as and when required.

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A more complicated explanation follows, but simply put, the McGurk effect happens when our eyes tell our ears what they’re hearing. It’s a wonderful demonstration of how vision and hearing are paired in language. In the the video that follows, the language that is ‘seen’ is the movement of the mouth. As we know, spoken words include both the sound component as well as the visual elements of how the lips and face move. In the end, vision must agree with what is said, if there is a disagreement, the eyes overrule the ears. From: http://en.wikipedia.org/wiki/McGurk_effect May 24, 2013: “The McGurk effect is a perceptual phenomenon that demonstrates an interaction between hearing and vision in speech perception. The illusion occurs when the auditory component of one sound is paired with the visual component of another sound, leading to the perception of a third sound. The visual information a person gets from seeing a person speak changes the way they hear the sound. People who are used to watching dubbed movies may be among people who are not susceptible to the McGurk effect because they have, to some extent, learned to ignore the information they are getting from the mouths of the “speakers”. If a person is getting poor quality auditory information but good quality visual information, they may be more likely to experience the McGurk effect. Integration abilities for audio and visual information may also influence whether a person will experience the effect. People who are better at sensory integration have been shown to be more susceptible to the effect. Many people are affected differently by the McGurk effect based on many factors, brain damages or disorders.”

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Our deltas are sinking but some are not. Land people lived in for generations is disappearing as they watch. They need help but what can be done? NASA is entering the picture. Erosion, sinking land and sea rise from climate change have killed the Louisiana woods where a 41-year-old Native American chief played as a child. Not far away in the Mississippi River delta system, middle-school students can stand on islands that emerged the year they were born. NASA is using high-tech airborne systems along with boats and mud-slogging work on islands for a $15 million, five-year study of these adjacent areas of Louisiana. One is hitched to a river and growing; the other is disconnected and dying. Scientists from NASA and a half-dozen universities from Boston to California aim to create computer models that can be used with satellite data to let countries around the world learn which parts of their dwindling deltas can be shored up and which are past hope. “If you have to choose between saving an area and losing another instead of losing everything, you want to know where to put your resources to work to save the livelihood of all the people who live there,” said lead scientist Marc Simard of NASA’s Jet Propulsion Laboratory.nola.com Oceans are rising but deltas are sinking. The river deltas are home to millions and provide fish and other foodstuffs to the nation. Two different effects of climate change. To figure out where to shore up dying deltas, NASA is studying water flowing in and out of Louisiana’s Atchafalaya and Terrebonne basins, sediment carried by it, and plants that can slow the flow, trap sediment and pull carbon from the air. Louisiana holds 40% of the nation’s wetlands, but they’re disappearing fast — about 2,000 square miles (5,180 square kilometers) of the state have been lost since the 1930s. That’s about 80% of the nation’s wetland losses, according to the U.S. Geological Survey. Using two kinds of radar and a spectrometer that measures more colors than the human eye can distinguish, high-altitude NASA airplanes have been collecting information such as water height, slope, sediment, and the types and density of plants. Some measurements are as precise as a couple of centimeters (less than an inch). On boats and islands, scientists and students from across the country take samples and measure everything from currents to diameters of trees. Their findings will be used to calibrate the airborne instruments. “I’ve been working here 15 years, and one of the toughest parts about working in a delta is you can only touch one little piece of it at any one time and understand one little piece of it at one time,” said Robert Twilley, a professor of oceanography and coastal sciences at Louisiana State University. “Now we have the capability of working with NASA to understand the entire delta. Louisiana has 40% of the nations wetlands but we have lost 80% of the wetlands. We have lost over 2000 sq miles since the 1930’s. In this study, technology is playing a big part. To see how this study is being done click here for a YouTube video. Using two kinds of radar and a spectrometer that measures more colors than the human eye can distinguish, high-altitude NASA airplanes have been collecting information such as water height, slope, sediment, and the types and density of plants. Some measurements are as precise as a couple of centimeters (less than an inch). On boats and islands, scientists and students from across the country take samples and measure everything from currents to diameters of trees. Their findings will be used to calibrate the airborne instruments. “I’ve been working here 15 years, and one of the toughest parts about working in a delta is you can only touch one little piece of it at any one time and understand one little piece of it at one time,” said Robert Twilley, a professor of oceanography and coastal sciences at Louisiana State University. “Now we have the capability of working with NASA to understand the entire delta.” The Mississippi River drains 41% of the country but does not do the land building it used to do. The Mississippi River drains 41% of the continental United States, collecting 150 million tons (130 million metric tons) of sediment per year. But, largely because of flood-prevention levees, most sediment shoots into the Gulf of Mexico rather than settling in wetlands. “Deltas are the babies of the geological timescale. They are very young and fragile, in a delicate balance of sinking and growing,” NASA states on the Delta-X project website. In geological time, young means thousands of years. On that scale, Louisiana’s Wax Lake Delta is taking its first breaths. It dates to 1942, when the Army Corps of Engineers dug an outlet from the lake to reduce flood threats to Morgan City, about 20 miles (32 kilometers) away. Sediment from the Atchafalaya River filled the lake, then began creating islands in the Gulf. The new islands are thick with black willows and, in spring, thigh-high butterweed topped with small yellow flowers. Older wetlands in areas surveyed by Delta-X aircraft are more diverse, their soil rich with humus from generations of plants. Along nearby Hog Bayou, blue buntings and scarlet tanagers dart through magnolia branches and skinks skitter up trees. In swamps, ospreys nest atop bald cypresses and alligators float in the water below. Twilley has also served as executive director of Louisiana Sea Grant College Program. In addition to working at LSU, Twilley has spent about nine years as executive director of Louisiana Sea Grant College Program, which uses the Wax Lake Delta as a classroom for middle- and high-school students. “We take kids and make them stand on land that was formed the year they were born.” Twilley said. In contrast, the adjacent Terrebonne Basin is shrinking so rapidly that the government is paying to move the Isle de Jean Charles band of Biloxi-Chitimacha-Choctaw Indians from a vanishing island to higher ground. That band isn’t the only Native American group losing ground. “The wooded areas we used to run through as children — they’re dead,” said Chief Shirell Parfait-Dardar of the Grand Caillou/Dulac Band of Biloxi-Chitimacha Indians, based less than 50 miles (80 kilometers) from the Wax Lake Delta. “Ghost forests” are common in degrading deltas where salt water intrudes as land sinks and erodes, LSU’s Twilley said. Louisiana has two projects that use the Atchafalaya River sediment to build up the Terrebonne Basin. The CPRA says these projects are more than a year off. Delta-X’s study gets downright granular. A California Institute of Technology team that studies how sediment moves and is deposited on Earth and other planets will analyze the amounts of sediment in high- and low-tide water samples, breaking the particles down into about 100 sizes. One way LSU researchers measure how much land has been formed by sediment involves sprinkling white feldspar dust on the ground. They return to see how deeply it’s buried by new sediment. They do that by injecting liquid nitrogen into hollow tubes to freeze the dirt and muck around them. When the tubes are pulled up, the frozen “popsicles” show a white ring. They measure from there to the top. In the Terrebonne Basin, such sedimentation can’t keep up with subsidence and sea level rise. “Thus the wetlands basically drown,” Twilley said. The study sent out boats and planes in the March/April time frame and will do the same in the September. Two satellites will be launched and will use Radar. To gauge how plants affect water movement, long-wavelengths of L-band radar can measure water level changes in open and vegetated channels, NASA’s Simard said. And high-frequency Ka-band radar can measure surface height of open water, showing how it slopes — and where it’s moving. “All of the tools they’re bringing to bear is really impressive,” said Indiana University sedimentary geologist Douglas Edmonds, who is not part of the project but has worked with many of the researchers. “The project itself is putting a finger on a really essential question for a lot of deltas around the world — how this deltaic land is formed and what processes take it away,” he said. NASA is bringing to the table its technology and in working with universities will be able to bring this study to people. Hopefully there will come out some good suggestions and ideas that can be implemented.

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This presentation begins with basic terminology and demographics of Muslims in the United States and the world, followed by a brief history of Muslim Americans and notable figures today in various sectors, including entertainment, academia, and government. It then provides an overview of traditions and practices of Islam including major Muslim holidays. It also addresses Islamophobia and its impact as well as common misconceptions about Muslims and their views of other religions, including Judaism and Christianity. Our approach in this conversation is non-essentialist, taking into consideration the vast diversity of Muslims in the United States and around the world. Listed below are the titles of the various presentations that ING offers along with a brief description. Presentations are available in 45-to-90-minute formats. To schedule a presentation, complete the form at the bottom of this page. Please allow two weeks’ advance notice for scheduling, and at least 45 minutes for a presentation to allow time for questions and answers. If your request is less than two weeks away or if you have questions about our online scheduling system, please feel free to contact us at 408-296-7312 extension 160 or email [email protected]. Getting to Know Muslim Americans and Their Faith A History of Muslims in America Most Americans are unaware of the long history of Muslims in the United States. This presentation covers that history beginning with the substantial and documented presence of Muslims among enslaved Africans in the Americas. It then describes the rediscovery of Islam among African Americans in the 20th century as well as among Latinos and Whites. It also highlights Muslim influences on American culture including in music, cuisine, and architecture, and the successive waves of immigration that brought Muslims to our country beginning in the late nineteenth century. The presentation concludes by highlighting notable Muslim Americans today. Muslim Contributions to Civilization A majority of Americans are unaware of Muslim influences in our lives, from foods and drinks we all enjoy such as coffee and hummus, to algebra which we all struggle with. This presentation shows how Muslims have both been influenced by and contributed to other cultures in numerous ways. Particularly during the medieval Golden Age of Islam, Muslims made major contributions in diverse fields, including art, architecture, music, mathematics, medicine, astronomy, philosophy, and literature, as well as in hygiene, cuisine, clothing, and furniture. Muslim Women Beyond the Stereotypes The role of Muslim women and Islam’s view of women is one of the most widely misunderstood and misrepresented aspects of the religion and its practitioners. This presentation describes the diversity of the lived experiences and statuses of Muslim women today throughout the world, and highlights examples of notable Muslim women in various fields, including over a dozen female heads of state. It also describes normative Quranic and prophetic teachings about the roles and responsibilities of Muslim women and explains issues such as the headscarf and gender relations. Islamophobia and Its Impact This presentation begins by defining and examining both historical and contemporary sources that contribute to Islamophobia, including colonialism, orientalism, racism, and religious and ethnic nationalism. It then looks at how Islamophobia manifests in both Western and non-Western nations. It then examines Islamophobia in the United States and the many ways it is disseminated, including through the media, Hollywood, politicians, the internet, social media, and video games. It describes the impact of Islamophobia on Muslims in schools, the workplace and other institutions and concludes with strategies for countering Islamophobia through education and interfaith engagement. This presentation is available in one-to-four-hour formats and more suitable for high school and university level classrooms as well as other adult settings. Ramadan and Fasting This presentation provides an overview on the topic of Ramadan and fasting, including a description of the month and the lunar calendar, the purpose, and goals of fasting, how the fast functions, a look at a typical day in the life of a fasting person, and exemptions from fasting. The presentation also describes some of the challenges for fasting students and employees and how best to accommodate them and concludes with a description of the holiday when the end of the fast is celebrated, Eid ul-Fitr. If you are looking for a topic that is not included above, you may request a custom presentation. After you make this selection, we will contact you to discuss the details of your custom presentation. Diversity Training for Professional Groups ING provides diversity training that can be included in your long-term DEIB (Diversity, Equity, Inclusion and Belonging) programs in your organization. Our trainings are specifically tailored for the following professional groups: Educators in K-12, educators in colleges and universities, corporate staff, law enforcement personnel, healthcare providers, dentists, government employees, court administrators, and non-profit organizations. Click here for more information.

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How do you put quotation marks in HTML? The tag is used to add short quotation marks in HTML. Just keep in mind if the quotation goes for multiple lines, use tag. Browsers usually insert How do you put quotation marks in HTML? The tag is used to add short quotation marks in HTML. Just keep in mind if the quotation goes for multiple lines, use tag. Browsers usually insert quotation marks around the q element. You can also use the cite attribute to indicate the source of the quotation in URL form. How do you code quotation marks? To place quotation marks in a string in your code - In Visual Basic, insert two quotation marks in a row as an embedded quotation mark. - Insert the ASCII or Unicode character for a quotation mark. - You can also define a constant for the character, and use it where needed. What do quotation marks mean in HTML? Double quotes are used for strings (i.e., “this is a string”) and single quotes are used for a character (i.e., ‘a’, ‘b’ or ‘c’). What is the HTML code for question mark? |HTML Entity (hex)||?| |HTML Entity (named)||?| |URL Escape Code||?| How do you use double quotes in HTML? Right Double Quotation Mark - UNICODE. U+0201D. - HEX CODE. ” - HTML CODE. ” - HTML ENTITY. ” - CSS CODE. \201D. ” content: “\201D”; What do quotes mean in coding? In computer programming, quotes contain text or other data. For example, in the below print statement, what you’re printing to the screen is often surrounded by quotes. If surrounded by a single quote instead of a double quote, the string is treated as a literal string in many languages. What is full stop in HTML? HTML &period The full stop (Commonwealth English), period (North American English) or full point . is a punctuation mark. In Anglophone countries, it is used for the decimal point and other purposes, and may be called a point. In computing, it is called a dot. What do quotation marks do in HTML? The Quotation elements in HTML are used to insert quoted texts in a web page, that is, portion of texts different from the normal texts in the web page. Below are some of the most used quotation elements of HTML: element: The element is used to set a set of text inside the quotation marks. What does blockquote mean in HTML? The HTML element indicates that the enclosed text is an extended quotation. A URL for the source of the quotation may be given using the cite attribute, while a text representation of the source can be given using the element. Why is blockquote used in HTML? The blockquote element is used to indicate the quotation of a large section of text from another source. Using the default HTML styling of most web browsers, it will indent the right and left margins both on the display and in printed form, but this may be overridden by Cascading Style Sheets (CSS). How do you use HTML? - Step 1: Open Notepad (PC) Windows 8 or later: - Step 1: Open TextEdit (Mac) Open Finder > Applications > TextEdit. - Step 2: Write Some HTML. Write or copy the following HTML code into Notepad: - Step 3: Save the HTML Page. Save the file on your computer. - Step 4: View the HTML Page in Your Browser. Whats is HTML? & is HTML for “Start of a character reference”. & is the character reference for “An ampersand”. ¤t is not a standard character reference and so is an error (browsers may try to perform error recovery but you should not depend on this). What is black quotes in HTML? HTML Tag. The tag in HTML is used to display the long quotations (a section that is quoted from another source). It changes the alignment to make it unique from others. It contains both opening and closing tags. What is BDO tag in HTML? BDO stands for Bi-Directional Override. The tag is used to override the current text direction. What is the example of HTML? HTML (Hypertext Markup Language) is the code that is used to structure a web page and its content. For example, content could be structured within a set of paragraphs, a list of bulleted points, or using images and data tables. Is HTML a coding? Technically, HTML is a programming language. In fact, HTML stands for Hypertext Markup Language. While HTML and CSS are declarative, most coding is computational – and it’s what most other coding languages are designed for. What are blocked quotes? The block quote is used for direct quotations that are longer than four lines of prose, or longer than three lines of poetry. A block quote is always used when quoting dialogue between characters, as in a play. The block format is a freestanding quote that does not include quotation marks. Why BDO is used in HTML? : The Bidirectional Text Override element The HTML element overrides the current directionality of text, so that the text within is rendered in a different direction. When to use when quoting? Quotation marks are used when you are quoting something or someone in exact words. When you pick up an exact bunch of words, say, from someone’s speech or a magazine article, you put those words in quotation marks. When to use quotes marks? Quotation marks (also known as speech marks, quotes or inverted commas) are used to set off direct speech and quotations. In academic writing, you need to use quotation marks when you quote a source. This includes quotes from published works and primary data such as interviews. How do you punctuate quotation marks? Use a single quotation mark to begin it and punctuate it as you would a regular quote, with the period coming before you close the quotation with a second single quotation mark. Normally, a quote within a quote like this will be brief, since people usually use only short direct quotes from another person. What are some examples of quotation mark? Examples of Quotation Marks: Quotation Marks Example: The letter said, “We are pleased to inform you that you’ve been accepted into the English department’s graduate school program.”. Quotation Marks Example: Alec wrote, “I’ll be arriving on February 20th at O’Hare Airport.

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Many of our leading researchers have noted that alongside the need for much faster emissions reductions, we need to start pulling CO2 out of the atmosphere. That greenhouse gas removal is essential to achieve net zero carbon emissions, stabilise the climate, and perhaps even to help us orient towards future green jobs and industries. But first, it’s important to understand the natural cycle of carbon – how it flows across the globe – how nature already recycles carbon atoms. And then, what that might teach us about how humans could intervene to actually remove carbon from the atmosphere. Here to guide us through that is Ros Rickaby, Chair of Geology in Oxford’s Department of Earth Sciences. Read more about Oxford’s latest climate and biodiversity research at http://bit.ly/trueplanet

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University of California, Berkeley, chemists have discovered a way to simplify the removal of toxic metals, like mercury and boron, during desalination to produce clean water, while at the same time potentially capturing valuable metals, such as gold. Desalination — the removal of salt — is only one step in the process of producing drinkable water, or water for agriculture or industry, from ocean or waste water. Either before or after the removal of salt, the water often has to be treated to remove boron, which is toxic to plants, and heavy metals like arsenic and mercury, which are toxic to humans. Often, the process leaves behind a toxic brine that can be difficult to dispose of. The new technique, which can easily be added to current membrane-based electrodialysis desalination processes, removes nearly 100% of these toxic metals, producing a pure brine along with pure water and isolating the valuable metals for later use or disposal. “Desalination or water treatment plants typically require a long series of high-cost, pre- and post-treatment systems that all the water has to go through, one by one,” said Adam Uliana, a UC Berkeley graduate student who is first author of a paper describing the technology. “But here, we have the ability to do several of these steps all in one, which is a more efficient process. Basically, you could implement it in existing setups.” The UC Berkeley chemists synthesized flexible polymer membranes, like those currently used in membrane separation processes, but embedded nanoparticles that can be tuned to absorb specific metal ions — gold or uranium ions, for example. The membrane can incorporate a single type of tuned nanoparticle, if the metal is to be recovered, or several different types, each tuned to absorb a different metal or ionic compound, if multiple contaminants need to be removed in one step. The polymer membrane laced with nanoparticles is very stable in water and at high heat, which is not true of many other types of absorbers, including most metal-organic frameworks (MOFs), when embedded in membranes. The researchers hope to be able to tune the nanoparticles to remove other types of toxic chemicals, including a common groundwater contaminant: PFAS, or polyfluoroalkyl substances, which are found in plastics. The new process, which they call ion-capture electrodialysis, also could potentially remove radioactive isotopes from nuclear power plant effluent. In their study, to be published this week in the journal Science, Uliana and senior author Jeffrey Long, UC Berkeley professor of chemistry, demonstrate that the polymer membranes are highly effective when incorporated into membrane-based electrodialysis systems — where an electric voltage drives ions through the membrane to remove salt and metals — and diffusion dialysis, which is used primarily in chemical processing. “Electrodialysis is a known method for doing desalination, and here we are doing it in a way that incorporates these new particles in the membrane material and captures targeted toxic ions or neutral solutes, like boron,” Long said. “So, while you are driving ions through this membrane, you are also decontaminating the water for, say, mercury. But these membranes can also be highly selective for removing other metals, like copper and iron, at high capacity.” Global water shortages require reusing wastewater Water shortages are becoming commonplace around the world, including in California and the American West, exacerbated by climate change and population growth. Coastal communities are increasingly installing plants to desalinate ocean water, but inland communities, too, are looking for ways to turn contaminated sources — groundwater, agricultural runoff and industrial waste — into clean, safe water for crops, homes and factories. While reverse osmosis and electrodialysis work well for removing salt from high-salinity water sources, such as seawater, the concentrated brine left behind can have high levels of metals, including cadmium, chromium, mercury, lead, copper, zinc, gold and uranium. But the ocean is becoming increasingly polluted by industry and agricultural runoff, and inland sources even more so. “This would be especially useful for those areas that have low levels of contaminants that are still toxic at these low levels, as well as different wastewater sites that have lots of types of toxic ions in their streams,” Long said. Most desalination processes remove salt — which exists largely as sodium and chlorine ions in water — using a reverse osmosis membrane, which allows water through, but not ions, or an ion exchange polymer, which allows ions through, but not water. The new technology merely adds porous nanoparticles, each about 200 nanometers in diameter, that capture specific ions while allowing the sodium, chlorine and other non-targeted charged molecules to pass through. Long designs and studies porous materials that can be decorated with unique molecules that capture targeted compounds from liquid or gas streams: carbon dioxide from power plant emissions, for example. The nanoparticles used in these polymer membranes are called porous aromatic frameworks, or PAFs, which are three-dimensional networks of carbon atoms linked by compounds made up of multiple ring-shaped molecules — chemical groups referred to as aromatic compounds. The internal structure is related to that of a diamond, but with the link between carbon atoms lengthened by the aromatic linker to create lots of internal space. Various molecules can be attached to the aromatic linkers to capture specific chemicals. To capture mercury, for example, sulfur compounds called thiols, which are known to tightly bind mercury, are attached. Added methylated sulfur groups enable capture of copper, and groups containing oxygen and sulfur capture iron. The altered nanoparticles make up about 20% of the weight of the membrane, but, because they are very porous, account for about 45% of the volume. Calculations suggest that a kilogram of the polymer membrane could strip essentially all of the mercury from 35,000 liters of water containing 5 parts per million (ppm) of the metal, before requiring regeneration of the membrane. Uliana showed in his experiments that boric acid, a compound of boron that is toxic to crops, can be removed by these membranes, though with diffusion dialysis that relies on a concentration gradient to drive the chemical — which is not ionic, like metals — through the membrane to be captured by the PAF nanoparticles. “We tried different types of high-salinity water — for example, groundwater, industrial wastewater and also brackish water — and the method works for each of them,” he said. “It seems to be versatile for different water sources; that was one of the design principles we wanted to put into this.” Uliana also demonstrated that the membranes can be reused many times — at least 10, but likely more — without losing their ability to absorb ionic metals. And membranes containing PAFs tuned to absorb metals easily release their absorbed metals for capture and reuse. “It is a technology where, depending on what your toxic impurities are, you could customize the membrane to deal with that type of water,” Long added. “You may have problems with lead, say, in Michigan, or iron and arsenic in Bangladesh. So, you target the membranes for specific contaminated water sources. These materials really knock it down to often immeasurable levels.” Long and Uliana’s collaborators were Jeffrey Urban and postdoctoral fellow Ngoc Bui of Lawrence Berkeley National Laboratory and Jovan Kamcev and Mercedes Taylor of UC Berkeley. The work was supported by the U.S. Department of Energy and the National Science Foundation.

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Tutankhamun or Tutankhamen (in Egyptian: twt-ˁnḫ-ı͗mn, in the sense of the living picture of Amun or in honor of Amun), Egyptian pharaoh. It reigned between 1332 BC and 1323 BC. His real name is Tutankhaton. For the first time in Egypt, establishing the monotheism of Aten, IV. He is the son of Amenotep. When his father died, he married the half-sister of another mother, Ankhesenamen, and ascended the throne. In the early years of his reign, there was a return to Egypt's ancient polytheistic religion. He took the name Tutankhamun instead of the name Tutankhaton. Thus, IV. The Aten religion founded by Amenhotep was extinguished. The age of Tutankhamun passed peacefully. After this king, who died at a very young age, Ay, who was a vizier to his father and a regent to himself, came to the throne by marrying the widow queen. It was discovered in 1922 by Howard Carter. Tutankhamon's tomb is located in the Valley of the Kings. Except for Tutankhamun's mummy, those exhumed are exhibited in the Cairo museum. His tomb was exhibited in London in 1972 and later in the USA. The legend of Tutankhamun The tomb of King Tutankhamun is quite flashy compared to the tombs of other kings. The reason for the unusual death of Tutankhamun at a young age is not known even today. As if Tutankhamen was buried in a hurry. According to some researchers, the grave was being prepared for a noble, but at the time Tutankhamen died when he died. However, since the mummy's skull is behind the left ear, the current situation by Egyptian scientists is the thesis that Tutankhamun's general, Horemheb, might have hit the back of the skull with a hard object in order to take over the administration. The tomb of Tutankhamen consists of two rooms and a staircase leading down to the first room. In the first room, a horse-drawn carriage, the throne of Tutankhamen and the priceless works that Tutankhamon used while alive were found. When this room was found, Howard Carter and his friends, who thought that it should have been a grave because the room was located in the Valley of the Kings, hit the walls of the room and searched for the spaces behind the wall. Finally, a gap was found and the wall was broken. A room behind the wall had a huge wooden box that looked like a new room. The box was sealed. Howard Carter had seen the seal - the best thing he'd ever seen and see in his life. Under the solid gold in a sarcophagus, the coffin glowed even by candlelight. Even though Howard Carter provided him with a good career with this discovery, no one but a couple participated in his funeral while he died in poverty and forgetfulness. The curse began when Carter's beloved canary was defeated by a cobra snake, which was considered the symbol of Egypt for an unknown reason. After a while, the death of Lord Carnavron, who paid for the excavation works, caused a great echo in Cairo due to blood poisoning and there was an influx of tourists. In addition, the death of some people entering the grave from a febrile illness also initiated a superstition called the curse of the pharaoh. It draws attention in the writings found in the sarcophagus of Pharaoh as a hieroglyph; Whoever touches the pharaoh's grave will be surrounded by the wings of death. - Father: IV. Became Amenhotep (Akhenaten). - Mother: Princess Kia - Siblings: Smenkhkare - Spouse: Ankhesenpaaten - Sons: none - Daughters: none - Birth name: Tutankhaton - Self-chosen name: Tutankhamun - Throne name: Neb-cheperu-Rê (Neb-xprw-Ra) Günceleme: 05/08/2020 10:38

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A new model for dark matter Dark matter remains one of the greatest mysteries of modern physics. It is clear that it must exist, because without dark matter, for example, the motion of galaxies cannot be explained. But it has never been possible to detect dark matter in an experiment. Currently, there are many proposals for new experiments: They aim to detect dark matter directly via its scattering from the constituents of the atomic nuclei of a detection medium, i.e., protons and neutrons. A team of researchers—Robert McGehee and Aaron Pierce of the University of Michigan and Gilly Elor of Johannes Gutenberg University of Mainz in Germany—has now proposed a new candidate for dark matter: HYPER, or "HighlY Interactive ParticlE Relics." In the HYPER model, some time after the formation of dark matter in the early universe, the strength of its interaction with normal matter increases abruptly—which on the one hand, makes it potentially detectable today and at the same time can explain the abundance of dark matter. The new diversity in the dark matter sector Since the search for heavy dark matter particles, or so-called WIMPS, has not yet led to success, the research community is looking for alternative dark matter particles, especially lighter ones. At the same time, one generically expects phase transitions in the dark sector—after all, there are several in the visible sector, the researchers say. But previous studies have tended to neglect them. "There has not been a consistent dark matter model for the mass range that some planned experiments hope to access. However, our HYPER model illustrates that a phase transition can actually help make the dark matter more easily detectable," said Elor, a postdoctoral researcher in theoretical physics at JGU. The challenge for a suitable model: If dark matter interacts too strongly with normal matter, its (precisely known) amount formed in the early universe would be too small, contradicting astrophysical observations. However, if it is produced in just the right amount, the interaction would conversely be too weak to detect dark matter in present-day experiments. "Our central idea, which underlies the HYPER model, is that the interaction changes abruptly once—so we can have the best of both worlds: the right amount of dark matter and a large interaction so we might detect it," McGehee said. And this is how the researchers envision it: In particle physics, an interaction is usually mediated by a specific particle, a so-called mediator—and so is the interaction of dark matter with normal matter. Both the formation of dark matter and its detection function via this mediator, with the strength of the interaction depending on its mass: The larger the mass, the weaker the interaction. The mediator must first be heavy enough so that the correct amount of dark matter is formed and later light enough so that dark matter is detectable at all. The solution: There was a phase transition after the formation of dark matter, during which the mass of the mediator suddenly decreased. "Thus, on the one hand, the amount of dark matter is kept constant, and on the other hand, the interaction is boosted or strengthened in such a way that dark matter should be directly detectable," Pierce said. New model covers almost the full parameter range of planned experiments "The HYPER model of dark matter is able to cover almost the entire range that the new experiments make accessible," Elor said. Specifically, the research team first considered the maximum cross section of the mediator-mediated interaction with the protons and neutrons of an atomic nucleus to be consistent with astrophysical observations and certain particle-physics decays. The next step was to consider whether there was a model for dark matter that exhibited this interaction. "And here we came up with the idea of the phase transition," McGehee said. "We then calculated the amount of dark matter that exists in the universe and then simulated the phase transition using our calculations." There are a great many constraints to consider, such as a constant amount of dark matter. "Here, we have to systematically consider and include very many scenarios, for example, asking the question whether it is really certain that our mediator does not suddenly lead to the formation of new dark matter, which of course must not be," Elor said. "But in the end, we were convinced that our HYPER model works." The research is published in the journal Physical Review Letters. More information: Gilly Elor et al, Maximizing Direct Detection with Highly Interactive Particle Relic Dark Matter, Physical Review Letters (2023). DOI: 10.1103/PhysRevLett.130.031803 Journal information: Physical Review Letters Provided by University of Michigan

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The discovery of 92 nesting sites with a total of 256 fossilized dinosaur eggs is an incredible feat in and of itself. But, the nests and eggs are helping researchers better understand one of the largest dinosaurs that once roamed across India. According to a recent study from the University of Delhi, India, published in PLOS One, a team of paleontologists uncovered the nesting sites in the Lameta Formation — an area of the Narmada Valley in central India and a hotbed for dinosaur fossils, especially from the Late Cretaceous Period. The eggs and nests belonged to one of the largest dinosaurs ever to live — the titanosaurs. This sauropod (long-neck herbivore) had a stockier frame and a wider stance than other typical sauropods. Read More: Did Humans and Dinosaurs Ever Live Together? An Egg-celent Discovery in Fossils Thanks to the recent findings, paleontologists can peer into the past and learn more about the nesting habits of the titanosaurs. "Together with dinosaur nests from Jabalpur in the upper Narmada valley in the east and those from Balasinor in the west, the new nesting sites from Dhar District in Madhya Pradesh (Central India), covering an east-west stretch of about 1000 km (about 600 miles), constitute one of the largest dinosaur hatcheries in the world," says co-author and research team leader Guntupalli V.R. Prasad, in a press release. After analyzing the nests, the study authors identified six different species of titanosaur eggs — indicating that there may have been a wider diversity of titanosaurs in the area than previously thought — based on fossil records. Modern-Day Relatives to Dinosaurs According to the study, the nest layout indicates that the titanosaur may have laid its eggs in shallow pits, then buried them as modern-day crocodiles do. However, there was also evidence of the "egg-in-egg" phenomenon called counter-peristalsis contraction — a condition seen in chickens where the formed egg retracts into a hen's oviduct only to have the second egg form around it then. The nests also indicate that the titanosaur may have had a similar physiology to modern birds, where they sequentially laid their eggs. The close nesting proximity of these dinosaurs is similar to modern-day birds like great egrets, cormorants and brown pelicans. The researchers also noted that due to the close proximity of the nests, the adult titanosaurs may have left the hatchlings to fend for themselves. With these findings, researchers have gain valuable insights into these massive dinosaurs. "Our research has revealed the presence of an extensive hatchery of titanosaur sauropod dinosaurs in the study area and offers new insights into the conditions of nest preservation and reproductive strategies of titanosaur sauropod dinosaurs just before they went extinct," says Harsha Dhiman, lead author of the study in a press release.

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Among the many aspects of jazz that are influenced by Latin music are its technique. This article will cover the elements that make this type of music so special and who influenced it. You’ll also learn who Latin jazz’s most famous players were. In addition, you’ll learn how to identify what makes this style so unique. How did Latin music influence jazz? In the 1930s, Latin musicians from Cuba began decamping to the United States, where they interacted with stars of the big band and bebop scenes. Many of these musicians brought with them Afro-Cuban percussion instruments, such as the clave. Some of these musicians were particularly influential in defining the sound of Latin jazz. Cuban musicians such as pianist Chucho Valdes and alt saxophonist Yosvany Terry forged new styles of Latin jazz. Other notable Cuban musicians included pianist Omar Sosa and drummer Dafnis Prieto. Eventually, percussionists became prominent soloists in jazz. A complex process shaped the history of Latin American music. A mixture of influences from Africans and Europeans created a unique musical style that is still recognizable today. The result was a unique sound that brought attention to Latin American music. The music of the Caribbean and the Americas is constantly evolving. Afro-Cuban jazz is the first form of Latin jazz. It incorporates Afro-Cuban clave-based rhythms with jazz harmonies and improvisation techniques. The genre was born in 1947 in New York City, when Mario Bauza and Frank “Machito” Grillo formed the Machito and his Afro-Cubans. The combination of these music styles resulted in complex new soundscapes, and the percussionists regained a central role in jazz. What technique elements are used in Latin jazz? Latin jazz evolved from the fusion of Cuban and American musical styles. Its early days in New Orleans were characterized by a syncopated rhythm, which some musicians referred to as the “Spanish tinge” of jazz. Early 20th-century musicians adapted Cuban instruments and rhythms, including the habanera, a syncopated four-beat pattern. For instance, the St. Louis Blues band featured an early version of the habanera rhythm. The Latin jazz genre is also known as afro-Cuban jazz. This jazz style combines the rhythms of Cuba with the percussion instruments of Central and South America. It also contains African and European elements. It has become a popular form of jazz in the United States, with a wide variety of styles to choose from. While the Latin jazz genre is a wide-ranging style with many variations, its roots can be traced back to the countries of Brazil and the Caribbean. This region is home to many music and dance styles, including samba and Bossa Nova. What is special about Latin jazz? There are many different types of Latin jazz. Some are characterized by a Latin tinge while others are less distinctly distinct. But one common characteristic of both is improvisation, and the combination of jazz and Latin rhythms is what makes Latin jazz special. Here are 10 artists who put their own spin on this cocktail of jazz improvisation and Latin rhythm. Latin jazz is sometimes referred to as Afro-Cuban jazz, as it draws heavily from the popular music of Cuba. This type of jazz also draws influences from Brazilian samba and bossa nova. This style of jazz is often characterized by the clave, a five-stroke rhythmic pattern that forms the heartbeat of Afro-Caribbean music. Its origins can be traced to a jazz band led by Mario Bauza, a Cuban trumpeter, composer and bandleader. He came to the United States in 1943 and worked with artists such as Dizzy Gillespie and Ella Fitzgerald. Many consider his 1943 composition Tanga the first Latin jazz tune. Tanga employs the 2:3 clave pattern, which Mario Bauza introduced into the music. Who influenced Latin jazz? Latin jazz is a musical genre that traces its roots to Cuba, which has a vibrant cultural history. The Afro-Latin rhythms, such as the clave, played a central role in shaping this music. In the early twentieth century, Cuban musicians influenced the development of jazz in the United States. These musicians brought with them percussion instruments from their native country and shaped the sound of the genre. The result was the Latin jazz style known as son cubano. The style is also influenced by Brazilian music. The country is home to the largest music industries in the world, with a total revenue of almost $300 million USD in 2018. Many Latin jazz styles originated in Brazil, including the Bossa Nova and Samba. These styles of music became popular in the United States and across Latin America. Chano Pozo Gonzalez and Mario Bauza were two of the first major figures in the development of Afro-Cuban music. These musicians formed an orchestra that combined jazz arrangements with Afro-Cuban percussion rhythm. This led to the creation of the Tanga, a song that is now widely regarded as the first true Latin jazz piece. What scale is used in Latin jazz? When a musician is performing Latin jazz, they often play the A harmonic minor scale. This is a natural minor scale with a sharp seventh degree and dark feel. The two-note interval of minor third is referred to as a clave. The clave is often represented in the form of two measures of cut-time. Latin jazz is composed of a variety of rhythms from Latin American and African countries. It typically uses jazz harmonies, but can also include elements from other Latin American traditions. In particular, the rhythms in this style come from Cuba and the Caribbean. A few European and African elements are also incorporated. How do you make Latin jazz? There is no single answer to the question, “How do you make Latin jazz?” There are many styles and genres of jazz. One of the most popular is Latin jazz, which is the product of a mix of various styles from Central and South America. Although there are many distinct styles and genres within Latin jazz, some common elements can be found in many styles. One example of this is the tresillo-habanera rhythm, which Jelly Roll Morton called a “Spanish tinge”. It is also commonly found in the 1914 “St. Louis Blues” written by W.C. Handy, and in the 1936 song “Caravan” by Juan Tizol. Another form of Latin jazz was Afro-Brazilian jazz, which emerged in the 1960s. It introduced new rhythms, samba, and a more mellow sound. The composers of this genre include Brazilian guitarist Joao Gilberto and New York jazzman Tito Puente. Salsa was born in the 1970s in New York, and is one of the most popular styles of Latin jazz in the world. The percussionist Ray Barretto is also part of the group. What defines the music of Latin America? Latin American music is characterized by a variety of themes, many of which can be traced back to the continent’s African heritage. These themes range from the sentimental to the politically charged. Some Latin American songs are based on themes of migration, while others are based on pastoral landscapes and descriptions of local mythology. Regardless of the underlying themes, many Latin American songs feature an emphasis on gender and spirituality. In ancient times, the music of the region was created by the meeting of different cultures and languages. These cultures developed musical instruments and the music is still very much influenced by them today. Andean music, for example, is characterized by the use of flutes and other instruments to convey messages. Latin American music has a wide range of genres. Some of the most popular styles are merengue and tango, which originated in the Dominican Republic and spread to other regions of the Americas. Tango and samba, which have African origins, were also heavily influenced by European immigrants. Many other styles of Latin music were influenced by African and Native American music. Where Did jazz Come From? The first recordings of jazz were made in New Orleans in the early twentieth century. This city’s population was more diverse than anywhere else in the South, and this combination of African and European musical traditions made jazz. The music, which was originally aimed at dancing, spread throughout the city and throughout the United States. After the first recordings were made, jazz began to gain international popularity. As jazz spread throughout the world, it brought new musical influences and cultures together. Many of the early jazz musicians were African Americans, and the genre evolved from slave songs and spirituals. Some of the first great jazz soloists were black, including Louis Armstrong. He played trumpet and performed songs like Dippermouth Blues and the Working Man’s Blues. Many musicians from around the world contributed to jazz, so the genre is constantly changing and incorporating new cultural influences. Despite the fact that jazz emerged in the United States, some of its elements were brought from other areas, such as Brazil. Many Blacks were emancipated in the early nineteenth century and took part in their own cultural development. However, Blacks in Brazil were isolated from the European establishment and were unable to practice their native musical traditions. In the United States, slaves were exploited for playing instruments.

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Character education requires strong community; it requires the support of families, educators and the students themselves. Developing a moral compass is a learned behaviour over time. It requires incidental and direct teaching, pro-social role models, positive problem solving processes, compassion and empathy. Problem solving means making choices and accepting the consequences when things don’t turn out the way you want them to. When children solve problems and learn from their mistakes they build resiliency. Positive social behaviours are taught and reinforced consistently in the home, school and community. The transfer of positive social and conflict-resolution skills being taught at school will be enhanced if students are encouraged to apply them in a variety of extracurricular and community situations. Adults model appropriate language, actions, and use children's misbehaviour as an opportunity to teach social and conflict-resolution skills, rather than as an opportunity to punish. The ability to express thoughts and feelings constructively is a necessary skill in building relationships and managing conflict. Self-esteem is built as children develop competency, take responsibility for their language and actions, and learn to resolve problems in a positive way. Developing positive relations with a variety of people fosters a respect for diversity and helps children look at differing perspectives. Children are encouraged to show respect for others and learn how to work together to become responsible citizens. These beliefs drive our school discipline procedures and cause us to learn a better way to handle conflicts and make responsible choices. There are many ways of showing confidence and assertiveness. If someone is bothering you, try using our IMATTstrategy: - Ignore the person - Move away from the person bothering you - Ask the person to stop - Tell the person to stop - Tell an adult When possible we encourage the children to try the first four steps before coming to an adult. It builds positive social skills. We know that there are times when adult help is needed immediately. We want you to know that any student can depend on any adult at Evergreen School! Teachers and other staff members will continuously assist students in developing positive character qualities and when needed, conflict or problem solving strategies. Circle of Courage at Evergreen School This means that we have a shared responsibility to create an environment where everyone has a strong sense of “Belonging”. At Evergreen School every child is included; they work and play in flexible, collaborative groupings. At Evergreen School every child has a sense of “Mastery”. They are deeply involved in their work and know why it matters for them. Evergreen students are enthusiastic learners. Learning at Evergreen School is inquiry rich. When problem solving, students are encouraged to explore different solutions. The learning is meaningful and engaging; our students are personally invested in their learning. Both parents and teachers help students become responsible for the choices that they make. Our students demonstrate increased “Independence” as they are able to do so. At Evergreen School, we are thoughtful, caring and considerate of others. We build a sense of “Generosity” by unconditionally giving to others.

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Water is one of the few resources which is indispensable for life. Therefore it must be used with responsibility. Depending on the source, different contaminants can be found in the water we use. Water from wells can be virtually free of particles. However, water from a surface-water source like a river has to be purified and cleaned in order to be made suitable for consumption and use. In the USA, around 76 billion gallons of water are pumped from the ground for various uses on a daily basis. Groundwater can get polluted in various ways. The most common culprits are leaking underground storage tanks, landfills and hazardous waste sites. Wastewater which is not treated properly at treatment facilities is also another source. There are two methods of cleaning water, chemically or by natural means. The water for drinking, bathing and washing is treated in a water treatment plant. This water is cleaned through several steps, the first of these being screening. Here the water flows through a pipe with a screen, which acts as a sifter to remove the larger objects in it. Then there is the flocculation or clarification, where chemicals are added which separate the smaller particles that were not eliminated during the screening process. The third process is filtration, wherein the water passes through fine sand which traps whatever remains of the chemicals used in the second step. The last and final step is the chlorination. Chlorine is added to the water to protect against any bacteria or other pollutants that may still be in the water. At all stages in this process, samples of the water are taken and tested to assess whether the procedure is effective and the water is getting cleaned in a proper manner. The natural cleaning of water takes place as it moves from the ground, lakes, oceans and plants and gets transformed into clouds. As water travels through the ground, it gets filtered in a natural way, much like how it is in the filtration process where it is passed through sand. Water also gets naturally purified as it flows through some kinds of ecosystems, especially in the wetlands. Dangerous chemicals, bacteria and other pollutants can be removed from water by a new technology known as nanotechnology. Nanotechnology is said to be much more effective and less expensive than the conventional methods of water purification. A team at the Ian Wark Research Institute at the University of South Australia has suggested that nanotechnology could solve the global problem of safe drinking water. Active particles of silica called Surface Engineered Silica (SES) have been tested to show that they could remove pathogens, viruses and biological molecules effectively. This innovative new technology for cleaning water could help avert diseases and provide safe drinking water for millions of people all over the world. About the Author Paul Favors is a full-time SEO Consultant and freelance writer who operates a private web consulting firm. Paul holds a B.A. in Communications Studies from the University of Alabama at Birmingham and has been a professional writer for 3 years - two of those years as regular Demand Studios contributor.

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Conjunctivitis is an inflammation or infection of the conjunctiva, the thin transparent layer of tissue that lines the inner surface of the eyelid and covers the white part of the eye. Conjunctivitis, often called “pink eye,” is a common eye disease, especially in children. It may affect one or both eyes. Some forms of conjunctivitis can be highly contagious and easily spread in schools and at home. While conjunctivitis is usually a minor eye infection, sometimes it can develop into a more serious problem. Conjunctivitis may be caused by a viral or bacterial infection. It can also occur due to an allergic reaction to irritants in the air like pollen and smoke, chlorine in swimming pools, and ingredients in cosmetics or other products that come in contact with the eyes. Sexually transmitted diseases like Chlamydia and gonorrhea are less common causes of conjunctivitis. People with conjunctivitis may experience the following symptoms: - A gritty feeling in one or both eyes - Itching or burning sensation in one or both eyes - Excessive tearing - Discharge coming from one or both eyes - Swollen eyelids - Pink discoloration to the whites of one or both eyes - Increased sensitivity to light What causes conjunctivitis? The cause of conjunctivitis varies depending on the offending agent. There are three main categories of conjunctivitis: allergic, infectious and chemical: - Allergic Conjunctivitis occurs more commonly among people who already have seasonal allergies. At some point they come into contact with a substance that triggers an allergic reaction in their eyes. - Giant Papillary Conjunctivitis is a type of allergic conjunctivitis caused by the chronic presence of a foreign body in the eye. This condition occurs predominantly with people who wear hard or rigid contact lenses, wear soft contact lenses that are not replaced frequently, have an exposed suture on the surface or the eye, or have a glass eye. - Bacterial Conjunctivitis is an infection most often caused by staphylococcal or streptococcal bacteria from your own skin or respiratory system. Infection can also occur by transmittal from insects, physical contact with other people, poor hygiene (touching the eye with unclean hands), or by use of contaminated eye makeup and facial lotions. - Viral Conjunctivitis is most commonly caused by contagious viruses associated with the common cold. The primary means of contracting this is through exposure to coughing or sneezing by persons with upper respiratory tract infections. It can also occur as the virus spreads along the body’s own mucous membranes connecting lungs, throat, nose, tear ducts, and conjunctiva. - Ophthalmia Neonatorum is a severe form of bacterial conjunctivitis that occurs in newborn babies. This is a serious condition that could lead to permanent eye damage unless it is treated immediately. Ophthalmia neonatorum occurs when an infant is exposed to Chlamydia or gonorrhea while passing through the birth canal. Chemical Conjunctivitis can be caused by irritants like air pollution, chlorine in swimming pools, and exposure to noxious chemicals. [back to top] How is conjunctivitis diagnosed? Conjunctivitis can be diagnosed through a comprehensive eye examination. Testing, with special emphasis on evaluation of the conjunctiva and surrounding tissues, may include: - Patient history to determine the symptoms the patient is experiencing, when the symptoms began, and the presence of any general health or environmental conditions that may be contributing to the problem. - Visual acuity measurements to determine the extent to which vision may be affected. - Evaluation of the conjunctiva and external eye tissue using bright light and magnification. - Evaluation of the inner structures of the eye to ensure that no other tissues are affected by the condition. - Supplemental testing may include taking cultures or smears of conjunctival tissue, particularly in cases of chronic conjunctivitis or when the condition is not responding to treatment. Using the information obtained from these tests, your optometrist can determine if you have conjunctivitis and advise you on treatment options. [back to top] How is conjunctivitis treated? Treatment of conjunctivitis is directed at three main goals: - To increase patient comfort. - To reduce or lessen the course of the infection or inflammation. - To prevent the spread of the infection in contagious forms of conjunctivitis. The appropriate treatment for conjunctivitis depends on its cause: - Allergic conjunctivitis – The first step should be to remove or avoid the irritant, if possible. Cool compresses and artificial tears sometimes relieve discomfort in mild cases. In more severe cases, non-steroidal anti-inflammatory medications and antihistamines may be prescribed. Cases of persistent allergic conjunctivitis may also require topical steroid eye drops. - Bacterial conjunctivitis – This type of conjunctivitis is usually treated with antibiotic eye drops or ointments. Improvement can occur after three or four days of treatment, but the entire course of antibiotics needs to be used to prevent recurrence. - Viral Conjunctivitis – There are no available drops or ointments to eradicate the virus for this type of conjunctivitis. Antibiotics will not cure a viral infection. Like a common cold, the virus just has to run its course, which may take up to two or three weeks in some cases. The symptoms can often be relieved with cool compresses and artificial tear solutions. For the worst cases, topical steroid drops may be prescribed to reduce the discomfort from inflammation, but do not shorten the course of the infection. Some doctors may perform an ophthalmic iodine eye wash in the office in hopes of shortening the course of the infection. This newer treatment has not been well studied yet, therefore no conclusive evidence of the success exists. - Chemical Conjunctivitis – Treatment for chemical conjunctivitis requires careful flushing of the eyes with saline and may require topical steroids. The more acute chemical injuries are medical emergencies, particularly alkali burns, which can lead to severe scarring, intraocular damage or even loss of the eye. Contact Lens Wearers Contact lens wearers may need to discontinue wearing their lenses while the condition is active. Your doctor can advise you on the need for temporary restrictions on contact lens wear. If the conjunctivitis developed due to wearing contact lenses, your eye doctor may recommend that you switch to a different type of contact lens or disinfection solution. Your optometrist might need to alter your contact lense prescription to a type of lens that you replace more frequently to prevent the conjunctivitis from recurring. Practicing good hygiene is the best way to control the spread of conjunctivitis. Once an infection has been diagnosed, follow these steps: - Don't touch your eyes with your hands. - Wash your hands thoroughly and frequently. - Change your towel and washcloth daily, and don't share them with others. - Discard eye cosmetics, particularly mascara. - Don't use anyone else's eye cosmetics or personal eye-care items. - Follow your eye doctor's instructions on proper contact lens care. You can soothe the discomfort of viral or bacterial conjunctivitis by applying warm compresses to your affected eye or eyes. To make a compress, soak a clean cloth in warm water and wring it out before applying it gently to your closed eyelids. For allergic conjunctivitis, avoid rubbing your eyes. Instead of warm compresses, use cool compresses to soothe your eyes. Over the counter eye drops are available. Antihistamine eye drops should help to alleviate the symptoms, and lubricating eye drops help to rinse the allergen off of the surface of the eye. See your doctor of optometry when you experience conjunctivitis to help diagnose the cause and the proper course of action. [back to top]

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JEM is designed to instill and enhance students’ reading habits by providing a variety of interesting and relevant articles and exercises. It is a great source of edutainment that can be used by students independently, alongside use as a classroom reader for more intensive reading development. Articles use graded language for distinct levels, from B1 (intermediate) to C1 (advanced). Articles written reflect a wide range of topics, text types, and genres. Magazine content includes original short stories written by specialist ELT authors. Each article contains a glossary to help explain more advanced vocabulary items or technical terminology. Length of the articles varies according to the appropriate level and genre The articles are written based on the themes below to cater for readers with different interests. Science and technology Art and Design There are also fun language exercises and games, such as ‘Word Search’ and ‘Spot the Differences’ included in the magazine.

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What is an Interrupt Interrupt is an event that changes the program flow i.e. the instruction stream being executed by the CPU. Interrupts are also generated by various devices connected to the CPU or they caused by bugs within the software. Interrupts are way for hardware to signal to the processor. Interrupts and Exceptions - Exceptions Synchronous Interrupts: Caused by software and produced by control unit of CPU. Example: A bug in software or a page fault. Kernel handles these exceptions by following the steps defined (in kernel code) to recover from such a condition. - Interrupts Asynchronous Interrupts: Caused by hardware devices. Example: Keypress/mouse movement by user. Interesting Points about Interrupts - Interrupts are asynchronous and they are nested. - An interrupt can occur while kernel is handling another interrupt. When kernel is executing some critical region, interrupts are disabled and kept the critical region as small as possible. - By disabling interrupts, Kernel guarantees that an interrupt handler will not preempt the critical code. - The interrupts and exceptions are identified by a number between 0 to 255. - The code executed by interrupt handler is not a process switch, rather its ran at an expense of the process that was running when interrupt was received. - Interrupt handling is critical for Kernel but since handling can take long time in the case of slow I/O devices. Hence the interrupt handling is divided into two parts - Urgent: Kernel executes this right away. - Bottom Halves: Deferred to execute later. (using various techniques like soft irqs, Tasklets, Task/ Work Queues) Classification of Interrupts - These are interrupt requests issued by I/O devices. - There are two states for a maskable interrupt. - The vectors of maskable interrupts are altered by programming the interrupt control. - They are always recognized by CPU. - The vectors of non-maskable interrupts are fixed. Classification of Exceptions - Processor Detected - CPU detects an anomalous condition while executing an instruction - Example: Page faults - Faults can be corrected and once corrected, program can be resumed. - They can be reported immediately at the next instruction. - Used mainly for debugging. - These are severe errors like hardware failure - The process is terminated on receiving this signal. - Programmable Exceptions: - Often called as software interrupts. - Used to implement system calls and debugging. |0||divide by zero error||Fault| |1||Debug||Trap or Fault| |7||Device not available||Fault| |9||Coprocessor segment overrun||Abort| |11||Segment not present||Fault| |12||Stack segment fault||Fault| |15||Reserved by Intel| |19||SIMD floating point exception||Fault| _Page Fault occurs when the process try to address a page in its address space but is not currently in RAM. When Kernel is handling this exception, it may suspend current process and switch to another process until the page is available in the RAM. The process switch is done because of high latency of RAM (200 ns or serveral hundred CPU cycles). _ - Each hardware device connected to a computer has a single output line named as Interrupt Request (IRQ) line. - There is a hardware circuit called Programmable Interrupt Controller (PIC) to which all the IRQ lines are connected. - Interrupt Controller (PIC) monitors IRQ lines for raised signals. - In case of multiple signals raised simultenously, the signal with lower pine number is selected. - When there is a signal raised, its stored in signal vector, then the vector is sent to CPU and signal is raised to CPUs INTR pin to wait until the CPU acknowledges the signal. Image credit: By Jfmantis – Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=18168230 APIC – Advanced Programmable Interrupt Controller In modern multiprocessor systems, there is a local APIC chip per CPU. The APIC has following components: - 32 bit registers - Internal clocks - Local timer device - Two additional lines LINT 0 and LINT 1 Image credit: [Intel Software Developer manual vol 3.](https://www.intel.com/content/dam/www/public/us/en/documents/manuals/64-ia-32-architectures-software-developer-vol-3a-part-1-manual.pdf) Categories of Interrupts - I/O Interrupts - Timer Interrupts - Interprocessor interrupts - Critical actions are executed within the interrupt handler immediately. - These are quick to finish and hence executed by interrupt handler immediately. - Noncritical deferrable - These may be delayed for a long time interval without affecting the kernel operations The kernel tries to distribute the IRQ signals coming from the hardware devices in a round-robin fashion among all the CPUs. The interrupts coming from external hardware can be distributed within CPUs in following ways - Static Distribution - Dynamic Distribution The kernel provides a functionality to redirect all the interrupts to a particular CPU. This is achieved by modifying Interrupt Redirection Table entries of the I/O APIC. IRQ affinity of particular interrupts can also be changed by writing a new CPU bitmap mask into the /proc/irq/n/smp_affinity file. When an interrupt is received, kernel runs inyerrupt handler or interrupt service routine code. These are ‘C’ functions. A data structure named Interrupt Descriptor Table (IDT) stores each interrupt or exception vector with the address of the corresponding interrupt or exception handler. That Table must be properly initialized before the kernel enables interrupts. - Interrupt handling should be fast but there may be large amount of work involved, hence the handling is divided into two parts: - Top Half: Executed immediately and perform time critical work like acknoledging the interrupt. - Bottom Half: This part can be deferred like communicating with I/O. - As stated above the interrupt handling has two parts: critial and non critical (deferred handling). - SoftIRQs, Tasklets, WorkQueues etc are ways to process deferred part of interrupt handling which is also called as bottom halves. |They are statically allocated.||can also be allocated and initialized at runtime| |softirqs are reentrant functions and must explicitly protect their data structures with spin lock||Do not need synchronization because Kernel handles that for them.| |provide the least serialization||Tasklets of the same type are always serialized: in other words, the same type of tasklet cannot be executed by two CPUs at the same time| |Easy to code| - They defer work into Kernel Queue. - Functions in work queues run in process context and hence the function can be blocking functions or can sleep. - Function in a work queue is executed by a kernel thread, so there is no User Mode address space to access. - The exceptions raised by CPU are handled by linux as error conditions. - Kernel sends a signal to the process about the erroneous condition. - Steps taken to handle exception: - Save registers to Kernel Stack - Invoke C-level function to handle exception. - call ret_from_exception() function and exit! Signals are software generated interrupts. A signal is generated for a process (or sent to a process) when the event that causes the signal occurs. When the signal is generated, the kernel usually sets a flag of some form in the process table. A signal is delivered to a process when the action for a signal is taken. Between the time of generation and delivery, the signal is pending. When a process receives a signal, it can do either of following. - Ignore: except for SIGSTOPall signals can ignored. - catch the signal: call some callback on receiving this signal. Again, SIGSTOPcan not be caught or blocked. - Apply some default action. On Termination of the process the memory image of the file is stored in the pwd of the process. Reentrant functions: functions that are guaranteed to be safe to call from within a signal handler. These functions are async-safe functions meaning they block the signals before entering into a critical region

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As this blog is about volcanic and seismic activity, a word or two on what a volcano is might be helpful. A volcano is defined by the Oxford English Dictionary as mountain or hill with a crater or vent through which rocks, rock fragments, lava, hot vapour and / or gases are or have been erupted through the Earth’s crust. However, said mountain or hill may be quite small, even just a depression or a rupture in the Earth’s surface. The island of Vulcano is the source of the term, volcano, itself. Vulcano Island is located in the Tyrrhenian Sea, north of Sicily, made up of several active volcanoes, including calderas. So what causes the lava and other matter to be erupted? What is the Earth’s crust? These are questions some of the questions we will look at in this blog. Heat generated at the Earth’s core drives the geological processes which result in volcanic activity. For starters, we will look at the basics of the earth’s composition, magma and the source of the energy to enable eruptions to occur. Basics of the Earth’s Composition This is a very basic description of the Earth’s composition. The Earth is made up of three main parts: the core, the mantle and the crust. The core is very hot and temperatures decrease towards the Earth’s surface. Most of the Earth is solid, only the outer core is liquid. Evidence for this structure has been gleaned from seismic studies, notably how the different wave types generated by an earthquake pass through the Earth, geophysics and the study of rocks. The radius of the Earth is around 6,378 km, in other words the centre of the Earth’s core can be found 6,738 km down. The core makes up around one third of the Earth’s mass. It is made up of an outer core which starts at around 2,900 km down and an inner core which starts at around 5,100 km down. Material in the core is too dense to make its way to the surface, so there is some uncertainty over its composition. What we do know is inferred from geophysical studies of the Earth and the chemical analysis of meteorites. During the Earth’s formation, as rocks and fragments combined to form the planet, denser matter sunk towards the core under gravitational and other forces. Iron is the chief component of the core, with nickel at the inner core and a lighter element in the outer core (possibly, oxygen, sulphur, carbon, hydrogen or potassium). The iron in the core and the electrical currents in the molten outer core are the source of the Earth’s magnetic field. Seismic studies have shown that the outer core is impermeable to earthquake shear waves (S waves) so acts like a liquid. Whether or not a layer is liquid or solid is down to the balance between temperature, pressure and chemical composition: while the inner core is around 4,700°C, immense pressure keeps the rock solid. The mantle is composed of solid rocky materials that are less dense that the outer core; it makes up two thirds of the Earth’s mass. Density differences mean that the mantle is a distinct layer from the outer core. The most abundant elements in the mantle are silicon and oxygen, that form silicates. The mantle is made up of around 45% silica. Magnesium and iron are the third and fourth most abundant elements. Many other elements are to be found in the mantle, but these tend to be depleted near the boundary with the crust. The composition of the mantle is inferred from xenoliths (small fragments of rock) contained in some basalt magmas and kimberlites. Whether or not these are representative of the mantle as a whole or just the fragments that have been erupted is open for debate. The upper mantle is joined to the crust; the combined layer is referred to as the lithosphere. Below the lithosphere, also in the upper mantle, is the asthenosphere. The asthenosphere, being weaker than the lithosphere, enables lithospheric slabs to move around (plate tectonics). The asthenosphere moves at the rate of a few centimetres a year from a process called solid-state convection; hot mantle rises, transfers heat to the lithosphere and the resulting cooled mantle sinks. The heat in the lithosphere is dissipated through conduction or via rising magma. The lithosphere is around 120 km thick. It’s boundary with the asthenosphere is defined by the temperature at which rocks become ductile, around 1,350°C. The crust is a silicate rich brittle layer covering the mantle; it comprises less than 0.5% of the Earth’s mass. There are two types of crust: oceanic crust, c. 6 km to 11 km thick, mostly basalt, which makes up ocean floors; and, continental crust, c. 25 km to 90 km thick, composed of igneous rocks (granite and andesite), sedimentary rocks and metamorphic rocks, which, as the name suggests, make up the continents and the continental shelves. Igneous rocks are those resulting from volcanic processes. Sedimentary rocks are those made up of fragments produced by erosion or decay of rocks on the surface. Metamorphic rocks are sedimentary or igneous rocks altered by changes in temperature and / or pressure. Magma is the molten rock from either the mantle or the crust, itself, that makes its way through the crust to where it may be erupted as lava at a volcano or volcanic fissure. Magma and lava are the same rock: it is magma until it is erupted; and, lava is the erupted matter. The composition of the magma and how it is generated determine the eruptive style of the volcano: e.g. effusive or explosive. The energy required for matter to be erupted is heat from the Earth’s core. The Earth’s core is made up of radioactive materials; their radioactive decay generates heat. Most heat today is generated from four long-lived radioactive isotopes: two uranium isotopes,235U and 238U; one thorium, 232Th; and, one potassium, 40K. Additional heat came from the decay of the shorter-lived aluminium isotope, 26Al earlier in the planet’s formation. Asteroid bombardment has also added kinetic energy. So we know have the Earth’s crust, magma and heat. What happens next? Watch this space. The Armchair Volcanologist 24 June 2020 © Copyright remains with the author; all rights reserved. 2020.

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Technological Innovation Website Editor – 08/01/2022 Illustration and image (detail) of atoms swimming in a liquid. [Imagem: University of Manchester] Liquids come into contact with solids all the time, creating essential interfaces for everything from life-sustaining biological processes to industrial processes, batteries, fuel cells and just about anything else we can imagine. However, we know very little about this fundamental phenomenon. What we do know is that when a solid surface comes into contact with a liquid, both substances change their configuration in response to each other’s proximity – how, how quickly, and how each substance comes to behave are all still enigmas to be solved. “Given the broad industrial and scientific importance of this behavior, it is really surprising how much we still have to learn about the fundamentals of how atoms behave on surfaces in contact with liquids. One of the reasons why so much information is lacking is the lack of techniques capable of producing experimental data for solid-liquid interfaces,” explained Professor Sarah Haigh from the University of Manchester (UK). The good news is that Professor Haigh’s team has just created a new “nano-petri dish”, allowing for the first time to observe how individual atoms of a solid behave as that solid comes into contact with a liquid. This is the liquid cell, which allows viewing the solid-liquid interface. [Imagem: Daniel J. Kelly et al. – 10.1021/acs.nanolett.7b04713] The team began by stacking layers of a well-studied two-dimensional material, molybdenite. Then they drilled holes in this molybdenum disulfide, covered one side with graphene, inserted liquid, and then capped the other side with graphene as well—the researchers call this device a “dual graphene liquid cell.” These graphene windows made it possible to create precisely controlled liquid layers, making it possible for the first time to film individual atoms “swimming” surrounded by the liquid. By analyzing how atoms move, and comparing the images with the theories, the researchers were able to understand the effect of the liquid on atomic behavior. They found, for example, that the liquid accelerates the movement of atoms, and also that it changes the atom’s preferred resting places in relation to the underlying solid – which was not quite what the theories expected. “In our work, we have shown that misleading information is provided if atomic behavior is studied in a vacuum, rather than using our liquid cells,” explained researcher Nick Clark, referring to transmission electron microscopes, a technique that allows us to visualize and analyze individual atoms, but which requires a high vacuum environment – and the structure of materials changes in a vacuum. The team believes that its cells with transparent windows should have a widespread impact on the development of green technologies, such as hydrogen production. “This is a landmark achievement and just the beginning – we are already looking to use this technique to support the development of materials for the sustainable chemical processing needed to achieve the world’s zero net emissions goals,” said Clark. Article: Tracking single adatoms in liquid in a Transmission Electron Microscope Authors: Nick Clark, Daniel J. Kelly, Mingwei Zhou, Yi-Chao Zou, Chang Woo Myung, David G. Hopkinson, Christoph Schran, Angelos Michaelides, Roman Gorbachev, Sarah J. Haigh Vol.: 18, 2, 1168-1174 Article: Nanometer Resolution Elemental Mapping in Graphene-Based TEM Liquid Cells Authors: Daniel J. Kelly, Mingwei Zhou, Nick Clark, Matthew J. Hamer, Edward A. Lewis, Alexander M. Rakowski, Sarah J. Haigh, Roman V. Gorbachev Magazine: Nano Letters Other news about:

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By Hannah Packman, NFU Communications Coordinator Last month on the Climate Column, we introduced the idea of prescribed grazing, a conservation practice in which the frequency and intensity of grazing, as well as the density and placement of livestock, are regulated with a specific goal in mind. Prescribed grazing can be carried out in a number of different ways, depending on the size and type of operation, topography, climate, season, and desired outcomes. Rotational grazing is one of the most common forms of prescribed grazing. Under rotational grazing, as the U.S. Department of Agriculture (USDA) Natural Resources Conservation Service (NRCS) describes it, “only one portion of pasture is grazed at a time while the remainder of the pasture ‘rests.’” Before incorporating rotational grazing into their management plans, producers must use fences to partition their grazing land into smaller subdivisions, known as “paddocks.” Livestock are then herded from paddock to paddock and allowed to graze for a specified amount of time, allowing the rest of the land to rejuvenate during that period. By allowing the forage to regrow, rotational grazing offers a number of conservation benefits. For one, it can decrease the risk of soil erosion. Healthy and robust forage has a deep root system, which can stabilize soil, as well as vegetative cover, which can protect soil from wind and water. Furthermore, moving livestock frequently can prevent soil compaction, which in turn increases the soil’s infiltration capacity. This provides additional conservation benefits; greater infiltration capacity inhibits the occurrence of runoff, which may carry plant nutrients, manure, and pesticides into nearby land water. Ground water quality may benefit as well; rotationally grazed land does not require as many nutrient inputs, and deeper roots can absorb nutrients further down in the soil, both of which decrease the quantity of contaminants entering ground water. Rotational grazing does not merely offer conservation benefits. Many producers choose to implement the practice because of the economic efficiency it affords. Forage raised in this system is typically healthier, more resilient, and more abundant than those grown in a continuous system, which can save farmers money on feed and other inputs. Additionally, the start-up costs and maintenance expenses are low, as are the time requirements, when compared to a confinement system that necessitates significant infrastructure and time spent feeding livestock. And wildlife can benefit as well; like many conservation practices, rotational grazing can bolster wildlife habitats by allowing native species to grow undisturbed. Have you used prescribed grazing on your operation? If so, how has it benefitted you? Share your thoughts in the comments section below! Like what you’ve read? Check out our Climate Leaders home page, join the conversation in the NFU Climate Leaders Facebook Group, and keep up-to-date with NFU climate action by signing up for the mailing list.

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Context: The Non-Aligned Movement (NAM) is an important topic for UPSC GS Paper 2. The Non-Aligned Movement (NAM) was created and founded during the collapse of the colonial system and the independence struggles of the peoples of Africa, Asia, Latin America, and other regions of the world, at the height of the Cold War. During the early days of the Movement, its actions were a key factor in the decolonization process, which led later to the attainment of freedom and independence by many countries and peoples and to the founding of tens of new sovereign States. Throughout its history, the Movement of Non-Aligned Countries has played a fundamental role in the preservation of world peace and security. While some meetings with a third-world perspective were held before 1955, historians consider that the Bandung Asian-African Conference is the most immediate antecedent to the creation of the Non-Aligned Movement. This Conference was held in Bandung on April 18-24, 1955 and gathered 29 Heads of states belonging to the first post-colonial generation of leaders from the two continents with the aim of identifying and assessing world issues at the time and pursuing out joint policies in international relations. The principles that would govern relations among large and small nations, known as the "Ten Principles of Bandung", were proclaimed at that Conference. Such principles were adopted later as the main goals and objectives of the policy of non-alignment. The fulfillment of those principles became the essential criterion for Non-Aligned Movement membership; it is what was known as the "quintessence of the Movement" until the early 1990s. In 1960, in the light of the results achieved in Bandung, the creation of the Movement of Non-Aligned Countries was given a decisive boost during the Fifteenth Ordinary Session of the United Nations General Assembly, during which 17 new African and Asian countries were admitted. A key role was played in this process by the then Heads of State and Government Gamal Abdel Nasser of Egypt, Kwame Nkrumah of Ghana, Shri Jawaharlal Nehru of India, Ahmed Sukarno of Indonesia and Josip Broz Tito of Yugoslavia, who later became the founding fathers of the movement and its emblematic leaders. Six years after Bandung, the Movement of Non-Aligned Countries was founded on a wider geographical basis at the First Summit Conference of Belgrade, which was held on September 1-6, 1961. The Conference was attended by 25 countries: Afghanistan, Algeria, Yemen, Myanmar, Cambodia, Srilanka, Congo, Cuba, Cyprus, Egypt, Ethiopia, Ghana, Guinea, India, Indonesia, Iraq, Lebanon, Mali, Morocco, Nepal, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, Yugoslavia. The Founders of NAM have preferred to declare it as a movement but not an organization in order to avoid bureaucratic implications of the latter. The membership criteria formulated during the Preparatory Conference to the Belgrade Summit (Cairo, 1961) show that the Movement was not conceived to play a passive role in international politics but to formulate its own positions in an independent manner so as to reflect the interests of its members. Thus, the primary objectives of the non-aligned countries focused on: the support of self-determination national independence and the sovereignty and territorial integrity of States opposition to apartheid; non-adherence to multilateral military pacts and the independence of non-aligned countries from great power or block influences and rivalries; the struggle against imperialism in all its forms and manifestations; the struggle against colonialism, neocolonialism, racism, foreign occupation and domination; disarmament; non-interference into the internal affairs of States and peaceful coexistence among all nations; rejection of the use or threat of use of force in international relations; the strengthening of the United Nations the democratization of international relations; socioeconomic development and the restructuring of the international economic system international cooperation on an equal footing. During the 1970s and 1980s, the Movement of Non-Aligned Countries played a key role in the struggle for the establishment of a new international economic order that allowed all the peoples of the world to make use of their wealth and natural resources and provided a wide platform for a fundamental change in international economic relations and the economic emancipation of the countries of the South. During its nearly 50 years of existence, the Movement of Non-Aligned Countries has gathered a growing number of States and liberation movements which, in spite of their ideological, political, economic, social and cultural diversity, have accepted its founding principles and primary objectives and shown their readiness to realize them. The ten principles of Bandung- Respect of fundamental human rights and of the objectives an principles of the Charter of the United Nations. Respect for the sovereignty and territorial integrity of all nations. Recognition of the equality among all races and of the equality among all nations, both large and small. Non-intervention or non-interference into the internal affairs of another -country. Respect of the right of every nation to defend itself, either individually or collectively, in conformity with the Charter of the United Nations. A. Non-use of collective defense pacts to benefit the specific interests of any of the great powers. Non-use of pressures by any country against other countries. Refraining from carrying out or threatening to carry out aggression, or from using force against the territorial integrity or political independence of any country. Peaceful solution of all international conflicts in conformity with the Charter of the United Nations. Promotion of mutual interests and of cooperation. Respect of justice and of international obligations. Inspired by the principles and purposes which were brought to the Non-Aligned Movement by the Bandung principles and during the First NAM Summit in Belgrade in 1961, the Heads of States and Governments of the member countries of the Non-Aligned Movement adopted in their 14th Summit in Havana the following purposes and principles of the movement in the present International juncture: a. To promote and reinforce multilateralism and, in this regard, strengthen the central role that the United Nations must play. b. To serve as a forum of political coordination of the developing countries to promote and defend their common interests in the system of international relations c. To promote unity, solidarity and cooperation between developing countries based on shared values and priorities agreed upon by consensus. d. To defend international peace and security and settle all international disputes by peaceful means in accordance with the principles and the purposes of the UN Charter and International Law. e. To encourage relations of friendship and cooperation between all nations based on the principles of International Law, particularly those enshrined in the Charter of the United Nations. f. To promote and encourage sustainable development through international cooperation and, to that end, jointly coordinate the implementation of political strategies which strengthen and ensure the full participation of all countries, rich and poor, in the international economic relations, under equal conditions and opportunities but with differentiated responsibilities. g. To encourage the respect, enjoyment and protection of all human rights and fundamental freedoms for all, on the basis of the principles of universality, objectivity, impartiality and non-selectivity, avoiding politicization of human rights issues, thus ensuring that all human rights of individuals and peoples, including the right to development, are promoted and protected in a balanced manner. h. To promote peaceful coexistence between nations, regardless of their political, social or economic systems. i. To condemn all manifestations of unilateralism and attempts to exercise hegemonic domination in international relations. j. To coordinate actions and strategies in order to confront jointly the threats to international peace and security, including the threats of use of force and the acts of aggression, colonialism and foreign occupation, and other breaches of peace caused by any country or group of countries. k. To promote the strengthening and democratization of the UN, giving the General Assembly the role granted to it in accordance with the functions and powers outlined in the Charter and to promote the comprehensive reform of the United Nations Security Council so that it may fulfill the role granted to it by the Charter, in a transparent and equitable manner, as the body primarily responsible for maintaining international peace and security. l. To continue pursuing universal and non-discriminatory nuclear disarmament, as well as a general and complete disarmament under strict and effective international control and in this context, to work towards the objective of arriving at an agreement on a phased program for the complete elimination of nuclear weapons within a specified framework of time to eliminate nuclear weapons, to prohibit their development, production, acquisition, testing, stockpiling, transfer, use or threat of use and to provide for their destruction. m. . To oppose and condemn the categorization of countries as good or evil based on unilateral and unjustified criteria, and the adoption of a doctrine of pre-emptive attack, including attack by nuclear weapons, which is inconsistent with international law, in particular, the international legally-binding instruments concerning nuclear disarmament and to further condemn and oppose unilateral military actions, or use of force or threat of use of force against the sovereignty, territorial integrity and independence of Non-Aligned countries. n. To encourage States to conclude agreements freely arrived at, among the States of the regions concerned, to establish new Nuclear Weapons-Free Zones in regions where these do not exist, in accordance with the provisions of the Final Document of the First Special Session of the General Assembly devoted to disarmament (SSOD.1) and the principles adopted by the 1999 UN Disarmament Commission, including the establishment of a Nuclear Weapons Free Zone in the Middle East. The establishment of Nuclear Weapons-Free Zones is a positive step and important measure towards strengthening global nuclear disarmament and non-proliferation. o. To promote international cooperation in the peaceful uses of nuclear energy and to facilitate access to nuclear technology, equipment and material for peaceful purposes required by developing countries. p. To promote concrete initiatives of South-South cooperation and strengthen the role of NAM, in coordination with G.77, in the re-launching of North-South cooperation, ensuring the fulfillment of the right to development of our peoples, through the enhancement of international solidarity. q. To respond to the challenges and to take advantage of the opportunities arising from globalization and interdependence with creativity and a sense of identity in order to ensure its benefits to all countries, particularly those most affected by underdevelopment and poverty, with a view to gradually reducing the abysmal gap between the developed and developing countries. r. To enhance the role that civil society, including NGO´s, can play at the regional and international levels in order to promote the purposes, principles and objectives of the Movement Current Challenges facing the NAM include : the necessity of protecting the principles of International law, eliminating weapons of mass destruction, combating terrorism, defending human rights, working toward making the United Nations more effective in meeting the needs of all its member states in order to preserve International Peace , Security and Stability, as well as realizing justice in the international economic system. India being a founder and largest member in NAM was an active participant in NAM meetings till 1970s but India’s inclination towards erstwhile USSR created confusions in smaller members. It led to the weakening of NAM and small nations drifted towards either US or USSR. Further disintegration of USSR led the unipolar world order dominated by US. India’s New Economic Policy and inclination towards US raised questions over India’s seriousness over non alignment. Prime Minister of India skipped the 17th Non Aligned Movement (NAM) summit held in Venezuela in 2016, it was only second such instance when Head of a state didn’t participate in NAM conference. Moreover, NAM continued losing relevance for India in a unipolar world, especially after the founding members failed to support India during crisis. For instance, during 1962 War with China, Ghana and Indonesia, adopted explicitly pro-China positions. During 1965 and 1971 wars, Indonesia and Egypt took an anti India stance and supported Pakistan. India in particular, but also most other NAM countries, have integrated themselves to varying degrees within the liberal economic order and have benefited from it. India is a member of the G20 and has declared itself as a nuclear weapons power and has for all practical purposes abandoned the call for global nuclear disarmament. India has also engaged itself with new and old global powers. India joining the Quadrilateral Security Dialogue, a coalition seen by many as a counterforce to China’s rise in the Indo-Pacific and Shanghai cooperation organisation led by China shown India’s balancing approach in new world order. India is striving hard for a multipolar world order and asserting itself as one of the player. Multi polar world order is very much closed to NAM principles. Relevance of NAM NAM continues to hold relevance as a platform and due to its principles. World peace - NAM has played an active role in preserving world peace.It still stands by its founding principles, idea and purpose i.e. to establish the peaceful and prosperous world. It prohibited invasion of any country, promoted disarmament and a sovereign world order. Territorial integrity and sovereignty - NAM stands with this principle and proved its repeated relevance with the idea of preserving the independence of every nation. Third World nations - Third world countries fighting against socio-economic problems since they have been exploited for a long time by other developed nations, NAM acted as a protector for these small countries against the western hegemony. Support of UN - NAM’s total strength compromises of 118 developing countries and most of them being a member of UN General Assembly. It represents two third members of general assembly, hence NAM members act as important vote blocking group in UN. Equitable world order - NAM promotes equitable world order. It can act as a bridge between the political and ideological differences existing in the international environment. Interest of developing countries - If disputes arise between developed and developing nation at any point of a concerned topic for example WTO, then NAM act as a platform which negotiates and conclude disputes peacefully securing the favorable decisions for each member nation. Cultural diversity and human rights - In the environment of gross human right violation, it can provide a platform to raise such issues and resolve the same through its principles. Sustainable development - NAM supported the concept of sustainable development and can lead the world toward sustainability. Can be used as larger platform to make consensus on global burning issues like climate change, migration and global terrorism. Economic growth - The countries of NAM has inherent assets, such as a favourable demography, demand and favourable location. The cooperation can lead them to higher and sustainable economic growth. Can be an alternative to regional groupings like TPP and RCEP. Last NAM Summit- Virtual NAM Summit: The virtual Non-Aligned Movement (NAM) Contact Group Summit on “United against Covid-19” through video conferencing was held recently. The meeting was convened at the initiative of President Ilham Aliyev of Azerbaijan, in his capacity as chair of the Non Aligned Movement. Moreover 30 Heads of State and other leaders had joined the Summit. The Summit was also addressed by the UN General Assembly president and World Health Organisation (WHO) chief. It was the first time that Prime Minister Narendra Modi participated in NAM Summit since he assumed the office in 2014. Prime Minister Narendra Modi became the first Indian Prime Minister to skip the NAM Summit in 2016 and in 2019. Adoption of the Declaration: The Summit adopted a Declaration underlining theimportance of international solidarity in the fight against Covid-19. Creation of Task Force: It also announced the creation of a ‘Task Force’ to identify needs and requirements of member States. A common database reflecting counties’ basic medical, social and humanitarian needs in the fight against Covid-19 will be created. EDITORIAL-NAM at 60 marks an age of Indian alignment The birth anniversary of Jawaharlal Nehru this month and the 60th anniversary of the Non-Aligned Movement prompt reflection on Nehru’s major contribution to the field of international relations. The concept of not aligning a country’s policy with others can be traced to the Congress of Vienna of (1814-15) when the neutrality of Switzerland, by which that country would keep out of others’ conflicts, was recognised. One world and free India Mahatma Gandhi, icon of Indian Independence, believed in non-violent solutions and spirituality, with India having a civilising mission for mankind which accorded well with Nehru’s desire to innovate in world politics and his conception of modernity. In 1946, six days after Nehru formed the national government, he stated, “we propose... to keep away from the power politics of groups aligned against one another... it is for One World that free India will work.” Nehru, the theoretician, saw world problems as interlinked; not a binary of right and wrong, but as a practical person, his instructions to delegates at international meetings were to consider India’s interests first, even before the merits of the case; this was the paradox of a moral orientation in foreign policy and the compulsions of the real world. In essence, Indian non-alignment’s ideological moorings began, lived and died along with Nehru’s idealism, though some features that characterised his foreign policy were retained to sustain diplomatic flexibility and promote India while its economic situation improved sufficiently to be described as an ‘emerging’ power. Nehru was opposed to the conformity required by both sides in the Cold War, and his opposition to alliances was justified by American weapons to Pakistan from 1954 and the creation of western-led military blocs in Asia. Non-alignment was the least costly policy for promoting India’s diplomatic presence, a sensible approach when India was weak and looked at askance by both blocs, and the best means of securing economic assistance from abroad. India played a lone hand against colonialism and racism until many African states achieved independence after 1960. India played a surprisingly prominent role as facilitator at the 1954 Geneva Peace Conference on Indochina, whereafter non-alignment appeared to have come of age. The difficulty was always to find a definition of this policy, which caused a credibility gap between theory and practice. In the early years, there was economic dependence on donor countries who were nearly all members of western military pacts. Indian equidistance to both Koreas and both Vietnams was shown by India recognising neither; yet it recognised one party in the two Chinas and two Germanies, and the Treaty of peace, friendship and cooperation between India and the Union of Soviet Socialist Republics of 1971, fashioned with the liberation war of Bangladesh in view, came dangerously close to a military alliance. When Yugoslavia and Egypt became non-aligned by defying the great powers and convened the first Summit Conference of the Non-Aligned Movement in 1961, Nehru, who never endorsed confrontational methods, became a third but hesitant co-sponsor, because in theory, a coalition or movement of non-aligned nations was a contradiction in terms. According to then Defence Minister Krishna Menon’s epigram, true non-alignment was to be non-aligned towards the non-aligned. Nehru’s misgivings were confirmed when only two members, Cyprus and Ethiopia, of the conference supported India in the war with China. Among the Non-Aligned Movement’s members was a plenitude of varying alignments, a weakness aggravated by not internalising their own precepts of human rights and peaceful settlement of disputes on the grounds of not violating the sacred principle of sovereign domestic jurisdiction. Other failures were lack of collective action and collective self-reliance, and the non-establishment of an equitable international economic or information order. The Movement could not dent, let alone break, the prevailing world order. The years following Nehru’s death saw the atrophy of his idealism, and non-alignment during his successors moved from pragmatism under Indira Gandhi and opportunism after the dissolution of the former Soviet Union, to the semi-alignment of today. Prime Minister Narendra Modi’s party, by ideology, inclination and threat perception, is inclined to greater alignment with the United States whether under the nebulous rubric of the Indo-Pacific or otherwise. Longevity of organisations The Centre for Policy Research produced a document in 2012 titled ‘Non-alignment Mark 2.0’ which left no trace; the same body’s paper, ‘A rethink of foreign policy, this year elides it all together. Every international organization has a shelf life, though many survive for years in semi-neglect. The League of Nations was given the coup de grâce after seven years of inactivity only in 1946, even after the United Nations had come into being. The Commonwealth will last only as long as the British find it useful. It is hard to see any future for Brazil-Russia-India-China-South Africa (BRICS) or its various institutional offspring, given the state of India-China relations. The South Asian Association for Regional Cooperation (SAARC) has faded into oblivion. Few among even our serving diplomats could tell what transpired at the last Non-aligned Conference or where the next will be held, while the symbolic anniversary, unanimously agreed upon in 1981 of ‘The First September, Day of Non-alignment’, has come and gone unnoticed. In conclusion, The Non-Aligned Movement, faced with the goals yet to be reached and the many new challenges that are arising are called upon to maintain a prominent and leading role in the current International relations in defense of the interests and priorities of its member states and for the achievement of peace and security for mankind.

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Everything we do is ‘behaviour’, and everybody communicates through their behaviour. A person with Autism may behave in ways that are unexpected or unusual in order to communicate effectively in a situation. For example, a person needing help might suddenly call out, stand near someone or touch them on the arm. In this situation, all these behaviours would communicate the same intention or purpose, however, some of these behaviours may be considered more appropriate than others, depending on the context. (For example, calling out may be an acceptable behaviour in a park but not in a library). Behaviour is contextual. It’s more than just what the person does. It involves the interaction between the person, their specific situation, their environment, and the other people around them. So, to understand behaviour we need to look beyond what we merely see on the surface. It’s important to remember that the underlying difficulties related to Autism characteristics can contribute to challenging behaviour, but challenging behaviour in and of itself is not a core feature of Autism and is not synonymous with Autism. Behaviour Has a Purpose Behaviour is a form of communication that can convey an important message. There is always a reason for the way we behave. At times behaviours may be viewed as challenging to manage. However, behaviours don’t happen because the person is intentionally trying to be ‘difficult’, and they generally don’t “come out of the blue” even if the cause isn’t immediately obvious. Challenging behaviour often indicates that the person is unable to cope at that moment and can’t express why in a typical way. It’s frequently the result of a clash between the demands of the situation and the person’s skills to respond, and is influenced by how they feel, what’s happened before and what is happening around them at the time. The impact of these behaviours is what makes them challenging, both for the person and those around them. Behaviour is called ‘challenging’ because it challenges those who support the person to understand why it is happening (like parents, carers, teachers and professionals). Challenging behaviours are sometimes called ‘Behaviours of Concern’. Behaviours become concerning if they impact the quality of a person’s life or put them or those around them at risk. Challenging behaviour usually has 2 main functions: To get or get away from something (like an item, an activity, a sensation, attention or a person). It is always important to rule out pain or illness as possible contributors to unexpected behaviours. Imagine you suddenly feel pain while having some dental work done. If you couldn’t use words to express yourself, how would you let the dentist know? More than likely you’d use behaviour to communicate, like grimacing, groaning, waving your hand or jumping out of your seat. To prevent a behaviour from occurring (or to reduce the likelihood of it happening again), we first need to understand the purpose of the behaviour. To understand why a behaviour happens, we need to consider all the contributing factors — the person’s Autism characteristics; their skills; the environment that they are in; the expectations placed on them; and the other people involved in the situation.

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We're examining factors that can influence canola winter survival. Winter survival is complicated as stand losses can be caused by one or more abiotic and biotic stresses, including poor plant establishment, low temperatures, duration of cold temperatures, wind desiccation, dry soils, soil heaving, and damage by diseases and pests. These environmental factors, in addition to a cultivar’s freezing tolerance and its ability to cold harden, will ultimately determine whether a crop will survive cold temperatures. Winter Hardening Process In order to survive the winter, canola must go through a hardening process. This begins in the rosette stage in the late fall after several days of near-freezing temperatures (about 35°F). At these temperatures, plant growth is slowed, resulting in smaller cells with a higher concentration of soluble substances more resistant to frost damage. A few hard freezes (about 26°F) are beneficial for halting leaf growth and for hardening to "set in." Longer acclimation periods with fewer diurnal swings in temperatures above and below freezing are beneficial to hardening and increased freezing tolerance in plants. Hardened winter canola can endure a certain amount of time with temperatures at or below 0°F. However, extended periods of temperatures at or below 0°F, especially without snow cover, can be detrimental to survival. In Figure 1, winter canola is pictured in a plot near Manhattan, Kan., on the morning of Feb. 15, 2021. At the time, overnight low temperatures had fallen below 0°F for four consecutive nights. A low temperature of -18°F was recorded on the night of Feb. 16. Fortunately, the plots experienced nearly 100% survival because the limited snow cover helped insulate them from the bitter cold. Figure 1. Winter canola nursery under snow cover near Manhattan, Kan., on the morning of February 15, 2021. Picture by Mike Stamm, K-State Research and Extension. "Un-Hardening” of Canola Ultimately, it may not be the cold temperatures per se that cause winter kill but the rapid fluctuations in temperature, which can be a common occurrence in Kansas during the winter. “Un-hardening” of canola is accelerated when temperatures increase to 60°F or above for an extended period of time (approximately 2 weeks). Un-hardening is a loss of freezing tolerance. However, the effect of fluctuating temperatures and un-hardening during the winter is complex. Research conducted by K-State indicates winter warming trends can actually have a positive effect on winter survival in some ways. Green leaf tissue may have increased metabolic activity, rejuvenating the overwintering plants. This partly explains why plants growing in the field can survive colder temperatures than plants acclimated at continuous cold temperatures in a controlled environment. If the warming trend is followed by a gradual cool down and no stem elongation occurs, then plants can re-harden. In addition, as long as low nighttime temperatures accompany warmer daytime temperatures, the rate of un-hardening should be slowed. Winter Hardiness Traits in Canola Cultivars Winter hardiness is an important trait to consider when selecting a cultivar for any cropping system. Differences exist, however, so decisions should be based on results from multiple years and locations. A good rule of thumb to follow is to only select cultivars that show at least 60% or greater survival scores on a consistent basis across site years. To increase canola’s consistency in the southern Great Plains region, the canola breeding program at K-State continues to select and incorporate winter hardiness traits. Breeding accessions possessing longer vernalization periods are being crossed into the germplasm pool. One theory on improving winter hardiness is that canola can harden more easily after a winter warming trend prior to the vernalization requirement being reached. Therefore, extending the vernalization requirement may allow plants to withstand more variations in temperature during the winter months. Two important phenotypic defenses against winterkill are a flat, prostrate growth habit, which keeps the crown protected at the soil surface, and the ability to avoid fall stem elongation. The K-State breeding program continues to select for both winter protecting traits among its breeding materials. Another beneficial trait could be the semi-dwarfing growth habit. The crowns of semi-dwarf hybrids are thicker and more compact (shorter internodes), and held closer to the soil surface. The breeding program continues to evaluate the semi-dwarfing trait for potential usefulness in future hybrids. New Research on Winter Survival A recent review conducted by a team of researchers from K-State (Dr. M. Secchi, former PhD student; M. Stamm; and Dr. Ciampitti) in collaboration with other industry partners provided new insights on the role of environmental variables on winter canola survival. The main objective of this study was to improve our understanding of the impact of meteorological factors on survival of winter canola, in addition to providing an assessment of the risks for winter kill. Research data was obtained from the National Winter Canola Variety Trial from 2003 until 2018 (190 site-years) and auxiliary meteorological data over the last 40 years. Key findings of this study are summarized below. Environment was the main factor explaining the variation in winter survival, accounting for 71% of the variation on this variable. Overall winter survival averaged 84%, but a large range of variation across all site-years was present. The main meteorological variables explaining mean winter survival were the number of days with temperatures between 14°F and 5°F, the number of cycles when temperatures fluctuated above or below 32°F, and wind chill temperature during the cold period (i.e. the time between the first and last date when average daily temperature reaches 32°F). Lastly, variety selection is a key factor for improving the probabilities of obtaining better winter survival. Most of the current varieties and hybrids available fall into either the semi-tolerant or semi-susceptible characterizations, indicating there is room to improve winter survival traits in winter canola. This information will be valuable in assessing new growing environments for winter canola and will aid breeding programs in evaluating the impact of environment on selection for this trait. Click here to read the full article. Assessing Winter Canola Stands After average daily temperatures warm to approximately 40°F, producers can begin evaluating their stands for winter kill. When evaluating winter survival, look for green leaf tissue at the center of the rosette. If green leaf tissue is present and the crown (stem) is firm when squeezed, it is likely the crop will resume active growth as temperatures rise and day length increases. The root may be examined as well for firmness and vigor. If temperatures warm for several days and the crowns remain limp and fleshy, this could be indication that cold temperature damage has occurred. Remember that the crop can sustain some winter stand loss and still produce an acceptable yield as long as the losses are evenly distributed across the field. Normally, a final winter survival assessment can be made after the danger of further stand loss has passed, which is usually mid-March to early-April in Kansas. As long as the center crown and root remain green and firm, the crop has the potential to recover. Winter survival will depend on the ultimate cold temperature, the duration and fluctuations of those temperatures, and the variety selected, among other meteorological factors. Improving our understanding on the main factors affecting winter survival is critical for consistent canola production.

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The National Fire Protection Association (NFPA) reports that there were over 490,500 structure fires in the United States in 2020. Fires are more common in the fall and winter seasons, with December and January being the peak months. It is important to be aware of the most common causes of fire, and take the appropriate precautions to reduce the risk of a fire happening to you. Cooking Fires– the most common place for a fire to happen is in the kitchen. Most cases when cooking, the food or cooking equipment catch fire, and we quickly lose control. When cooking, make sure to always have someone paying attention. This will greatly reduce the risk of fire. Smoking– Smoking, especially in bedrooms, should be off limits. If a cigarette is not properly put out, it can cause a flame, and come into contact with flammable materials. Over 70% of fire fatalities start in the bedroom. If you do smoke in your home, make sure to keep ashtrays empty. The more butts in the tray raises the risk of a fire. Candles– Candles can burst into flames and spread fast if unattended. Keep them away from flammable materials, curtains, book, etc. When purchasing candles, keep them confined in a jar, or dish. An open candle (decoration style) can heat up on the side, causing the deformation, and spreading of wax, which can result in a fire, or just a plain mess. To overcome this, consider using a candle warmer, and avoid the flame altogether. Christmas Tree & Decoration Fires– There is nothing better than having a real tree for Christmas. Hanging up all the decorations and stringing the lights. This Kodak moment can easily become a nightmare before Christmas. Before setting up the tree, cut off 1 inch off of the trunk. Then, remove any dead branches that you see. Don’t let your tree go without water. Always keep it hydrated. The worst time for a house fire is for it to happen when we are sleeping. Make sure to disconnect the lights before going to bed. Children Playing with Fire- To ensure everyone’s safety, make sure all matches and lighters are out of reach of children. Continue to remind them about fire safety, stop, drop and roll, know where to find a fire extinguisher, and have an exit strategy. Always make sure your smoke alarms are working properly. Electrical Equipment/Faulty Wiring/Lighting– Homes with inadequate wiring can cause fires from electrical hazards. Here are some signs to pay attention to in your home: 1. Fuses blow or trip the circuit frequently. 2. Lights dim if you use another appliance. 3. For an appliance to work, you have to disconnect another appliance. 4. You have to use extension cords extensively. If you suspect you have faulty or bad wiring, a licensed electrician can do an inspection. Barbeques/Grills– Make sure you clean removable parts with soapy water. Spray the connections with soapy water to check for potential leaks; watch if bubbles form when you open the gas. Keep barbeques away from your home, deck rails, tablecloths and tree limbs. Portable Heaters– Keep portable heaters at least 3-4 feet away from anything that could easily catch fire, such as furniture, curtains, clothes, blankets and even yourself. If you have a furnace, get it inspected once a year to make sure it is working to safety standards. To protect your valuables, documents, jewelry, etc, consider purchasing a fireproof safe to save specific belongings. In some situations, fires are unavoidable. If your home or business has fire or water damage, contact Crew Construction and Restoration for our board up and restoration services. Our certified, trained professionals will work with you from start to finish.

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Geology, the study of Earth, is a broad and complex discipline. In this lesson, you reviewed some geologic concepts, including the difference between the three basic rock types. You read briefly on plate tectonics, geologic time, the rock cycle, and various related processes focusing on weathering, erosion, and deposition. I asked you to consider several questions regarding the role of parent material, erosion, and deposition on soil formation. Finally, various types of geologic maps were explored—the accessibility and usefulness of these resources are the most important lesson for you to draw here. Reminder—Complete all of the lesson tasks! You have finished Lesson 8. Double-check the list of requirements on the Lesson 8 Overview page to make sure you have completed all of the activities listed there before beginning the next lesson. Tell us about it! If you have anything you'd like to comment on or add to, the lesson materials, feel free to share your thoughts with Tim. For example, what did you have the most trouble with in this lesson? Was there anything useful here that you'd like to try in your own classroom?

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A large and potentially unstable Antarctic glacier may be melting farther inland than previously thought, according to new research. This melting could affect the stability of another large glacier nearby—an important finding for understanding and projecting ice sheet contributions to sea-level rise. The findings come from radar data collected at the same locations in 2004, 2012, and 2014, each revealing details of the glaciers miles below the surface. The surveys show that ocean water is reaching beneath the edge of the Pine Island Glacier about 7.5 miles further inland than indicated by previous observations from space. The team also found that the Southwest Tributary of Pine Island Glacier, a deep ice channel between the two glaciers, could trigger or accelerate ice loss in Thwaites Glacier if the observed melting of Pine Island Glacier by warm ocean water continues down the ice channel. “This is a potentially really dynamic place between these two glaciers, and this is somewhere where further study is really warranted,” says lead author Dustin Schroeder, an assistant professor of geophysics at the School of Earth, Energy & Environmental Sciences at Stanford University. “If this tributary were to retreat and get melted by warm ocean water, it could cause the melt beneath Pine Island to spread to Thwaites.” Sea-level rise has become a major global concern based on research showing extra ocean water from melting glaciers could swamp coastal areas around the world, contaminate drinking and irrigation water, threaten wildlife populations, and hurt the economy. This new perspective on the Southwest Tributary shows melting beneath Pine Island may be currently or imminently causing the melting of Thwaites and speeding the rate of sea-level rise. “These results show that the ocean is really starting to work on the edge of this glacier, which means that we’re likely at the onset of it having an impact,” Schroeder says. The Thwaites and Pine Island glaciers in the Amundsen Sea Embayment are known as outlet glaciers, or channels of ice that flow out of an ice sheet. In recent years, they have become the focus of large international research efforts to better understand their potential impacts on sea-level rise. But measurements of the same areas over time are rare due to the high cost of building and operating airborne radars that collect information underneath ice. Looking at these two glaciers as a system involved a time-consuming process of building algorithms that interpret airborne data gathered from planes flying at different heights with unique radar systems, Schroeder says. Researchers analyzed 2004 data from a University of Texas survey using the UTIG HiCARS radar system and 2012 and 2014 data from University of Kansas surveys using the CReSIS MCoRDS radar system. “Our group is a combination of glaciologists and radar engineers, so we’re particularly suited to the challenge of taking these very different radar systems and trying to figure out what you can see between them,” says Schroeder, who is also a faculty affiliate with the Stanford Woods Institute for the Environment. The process has shifted Schroeder’s outlook on how to approach collecting data about glaciers. “Even as we map and fill in the coverage, we should have in our portfolio of observations repeat coverage, as well, which is something that as a radar-sounding community we really haven’t traditionally prioritized,” Schroeder says. The findings appear in the Annals of Glaciology. Additional coauthors are from the University of Kansas, the University of Texas, and the Natural Environment Research Council’s British Antarctic Survey. The research was partially supported by a grant from the NASA Cryospheric Sciences Program. Source: Stanford University

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National Save Your Hearing Day is a holiday that’s observed every year on May 31st. It’s a holiday that recognizes the importance of protecting your hearing and the hearing of your family. Hearing loss is a condition that can result from environmental factors, illness, genetic factors, neurobiological disorders, accidents, and a ton of other factors. That’s why it’s important for all of us to eliminate as many of these risk factors as possible to ensure that we can keep our hearing throughout our entire life. Some Informative Facts About Hearing Below are some facts about hearing that we feel everyone should be interested in learning about. Let’s take a few moments and cover the following facts before we start talking about how this day should be observed. - In World War I, parrots were used on the Eiffel Tower in Paris to listen for enemy aircraft. - By the age of 65, one in three adults will experience some form of hearing loss. - Most hearing loss happens to people who are under the age of 65. - Wearing headphones for 60-minutes will increase the bacteria in a person’s ear by 700-times. - Sound travels at about 761 miles per hour. - The number one cause of hearing loss is exposure to sounds above 85-decibels. Observing National Save Your Hearing Day This day should serve as a reminder for everyone to get their ears checked on a regular basis and to use ear protection when using noisy pieces of equipment or while in noisy environments. People should also make sure to avoid listening to loud music, especially while wearing headphones. And finally, people should take the time to use the hashtag #NationalSaveYourHearingDay to spread the word about this holiday. When is National Save Your Hearing Day? |This year (2023)||May 31 (Wednesday)||Multiple dates - more| |Next year (2024)||May 31 (Friday)||Multiple dates - more| |Last year (2022)||May 31 (Tuesday)||Multiple dates - more|

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Learn how the American idea of government evolved from a revolutionary response to monarchy to a union of states. The sources will illustrate the effort taken to reach “a more perfect union” through a close read of our founding documents. Students will dig into the preambles and introductory text of the Declaration of Independence, Articles of Confederation, and the United States Constitution. Students will be able to... - Articulate the evolution of the goals and purpose of American government. - Connect the context of the documents and the authors' stated expectations for government. - Explain the role of popular sovereignty, consent of the governed, and rights in the development of American government. - Use evidence from informational texts to support analysis and answer questions.

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Women have long served the U.S. military, serving first in support and civilian roles. Not until WWI could women enlist. This DBQuest looks at the changing roles of women in the military, focusing on the post-World War II period to the present. Students will examine Congressional testimony in support of women serving as permanent members of the Armed Forces, an oral history from the first Black woman to graduate from the U.S. Naval Academy, and a 2015 press release announcing that all roles in the Armed Forces now will be open to women. Students will also consider the challenges women faced as barriers to their participation were lifted. Students will be able to... - Use evidence from informational texts to support analysis and answer question - Identify why some people are called to serve in times of conflict - Discuss how women’s roles in the military changed after World War II

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Expansionary fiscal policy plays an important role in economic policy. This post gives you the definition and an example of expansionary fiscal policy. You will also learn how fiscal policy affects the IS LM model and how to graph this change. In this post, we cover fiscal policy. You will learn what fiscal policy is and what fiscal policy measures a state can take to remedy an economic downturn. We explain to you what expansive fiscal policy is and its goals. You will get to know fiscal policy as a sub-area of financial policy. What is expansionary fiscal policy? Expansive fiscal policy is used in times of economic weakness, even without reaching recession – technically, it is three consecutive quarters of GDP decline – and its basic objective is to stimulate growth and consumption by increasing aggregate demand. When the economy is weak, consumption declines, companies increase their stocks and suffer an excess production capacity, reducing employment and wages. The less employment and lower wages, the demand suffers, and the economy of a country, the GDP, falls. You say goodbye, and factories close because what they produce is not sold. To combat this negative economic scenario, governments have an expansive fiscal policy as a weapon. What are the objectives of fiscal policy? Among the objectives of fiscal policy, we can find the following: - Stimulate the growth of the domestic economy and protect it from the changes of the economic cycles. - Increase the country’s growth capacity through spending on R+D+i, education, investment in infrastructure, etc. - Redistribute income between territories and people. - Protect basic public services such as health and education. - Maintain employment, reduce unemployment and seek to approach full employment. - Guarantee minimum income levels for citizens. - Control inflation by stabilizing prices by reducing public spending and raising taxes. - Promote investment in the private sector and facilitate investment in the public sector. How is an expansive fiscal policy implemented? 1.- Increasing public spending Public spending is increased mainly with the construction of more infrastructure, from roads, railways, airports, hospitals or schools, even with aid to families and companies, which is known as transfers, which are still direct subsidies or with credits soft for certain family assumptions or for business projects that normally entail the generation of employment. It usually works in the short term, and with this type of action, the economy rebounds thanks to increased demand. 2.- Tax reduction The tax reduction is made for the entire population, and generally, the one that is acted upon by lowering the tax rates is the IRPF. This personal income tax is a tax on work income or, what is the same, the payroll tax. You can also act on other kinds of taxes, such as donations, inheritance, savings or investment, lowering, for example, the tax burden on stock market capital gains depending on the generation period or rewarding the reinvestment of dividends. The objective of comprehensive tax reform is for citizens to have more disposable income to spend, thereby contributing to reactivating the economy through greater aggregate demand. Suppose the money is in the pocket of citizens. In that case, that money will end up producing benefits in society through purchases of different products that will cause an increase in sales of industry and services, requiring more personnel, thereby reducing unemployment and the social spending that entails meeting the increase in demand. However, expansionary fiscal policy can be used in the short term since it has pernicious effects on the economy in the long term. Its main problem is that it generates a deficit or a lake simply because the State earns less than it spends. To make up for this deficit, states must issue debt, which must be paid back to investors through interest. In the end, if the debt skyrockets, much public spending will attend to the interest payments on the public debt instead of reactivating the economy. Which of the following is an example of an expansionary fiscal policy? Tax reductions and greater public spending are the two main manifestations of expansionary fiscal policy. Both measures aim to boost overall demand while reducing budget surpluses or adding to deficits. Typically, they are used during recessions to accelerate recovery or during recessionary worries to prevent it. According to traditional macroeconomic theory, the government should employ fiscal policy to balance the natural expenditure decline and economic activity during a recession. Consumers and corporations reduce spending and investments as the economy worsens. This budget cut worsens the situation for the company and starts a vicious cycle that might be challenging to break. - Tax reductions and greater government expenditure are two instances of expansionary fiscal policy. - Recessions can be stopped or prevented with the help of an expansionary fiscal policy and high unemployment. - A drawback of expansionary fiscal policy tax cuts is that they must eventually be undone. • The Economic Stimulus Act of 2008 permitted the government to put money into consumers’ pockets to encourage expenditure. - According to John Maynard Keynes, fiscal policy is essential for reducing the negative effects of slowing expenditure and economic activity. Expansionary fiscal policy graph Let’s look at a concrete example of the IS-LM model. The graphic shows the basic IS LM model. The IS curve stands for the equilibrium in the goods market, and the LM curve describes the equilibrium in the money market. The interest rate r is plotted on the x-axis, and the total national income Y on the y-axis. The economy is in equilibrium when the IS and LM curves intersect. Now let’s imagine that we are in an economic downturn. According to Keynes’s theory, we should now pursue expansive fiscal policies to boost the economy. It can be implemented, for example, by building new roads or by renovating universities. Effect of expansionary fiscal policy For a better understanding, Which of the following is an example of an expansionary fiscal policy? let’s look at the IS equation again: As you can see, increasing government spending increases the right side of the equation, so the IS curve shifts outward. It increases national income from Y to Y` – the economy grows. Incidentally, the same result could also be achieved by reducing government revenue, for example, by lowering taxes. You can easily see this again from the IS equation: Since the taxes T have a negative sign, the right-hand side of the IS equation increases because fewer taxes are “deducted”. As you can see in the graphic, interest rates and national income are increasing. Of course, this increase could also lead to a dampening of investments in the medium term. Supporters of the Keynesian theory usually use the multiplier effect to argue here. Accordingly, the positive impact on national income is greater than the negative impact caused by the interest rate hike. Expansionary fiscal policy chain of effects State expenditures are increased → State, for example, has renovated universities → Income for construction companies and their employees increases → Construction companies buy new machines from their income → The machine manufacturers, in turn, buy more raw materials, etc. → In the end, national income increases by a multiple of the original state expenditures. This process is called the multiplier effect. It can easily be transferred to the restrictive fiscal policy. It works in exactly the opposite way. Reducing government spending or increasing taxes shifts the IS curve to the left and reduces national income and interest rates. Examples of fiscal policy during covid-19 To lessen the COVID-19 pandemic’s negative effects on health and the economy, nations all over the world implemented a wide range of budgetary measures in 2020. Beginning in 2021, there is still uncertainty over how the epidemic will develop. Despite the high number of COVID-19 cases in several nations, effective vaccinations have been licenced and distributed. The emergence of novel virus strains that spread swiftly and easily and may be linked to a higher risk of death increases the doubt about how quickly the pandemic may be contained. American Fiscal Policy The U.S. government passed three primary relief packages and one supplemental package in March and April 2020. After the additional package’s adoption in April—also known as “phase 3.5″—Congress took no significant action on COVID-19 stimulus or relief for several months. To alleviate the effects of COVID-19, the Member States of the European Union have resorted to increasing public spending, one of the fiscal policy tools. Which of the following is an example of an expansionary fiscal policy? - We explain what fiscal policy is. - Find out what their main goals are. Fiscal policy, supported by monetary policy, has been the main defence against the pandemic’s havoc on the economy. In our country, the pandemic has caused the largest increase in public spending in democracy. In July 2020, the European Council agreed on an exceptional temporary recovery instrument known as Next Generation EU, endowed with 750,000 million euros for all Member States. This Recovery Fund guarantees a coordinated European response regarding the Member States’ fiscal policy to face the pandemic’s economic and social consequences. According to the IMF, without fiscal support, the devastation on production and employment would have been three times more intense globally. Types of fiscal policy There are two types of fiscal policy: expansive and restrictive. When taxes are reduced or public spending is increased to stimulate aggregate demand for goods and services, we face a comprehensive policy. However, fiscal policy is said to be restrictive when we increase taxes or reduce public spending to achieve the opposite objectives. Which of the following is an example of an expansionary fiscal policy? Expansive fiscal policy: by increasing public spending or lowering taxes, the disposable income of consumers increases, as well as that of companies. It gives rise to an increase in consumption and investment that translates into an increase in the total or aggregate demand for goods and services, which impacts positive growth in production, employment and prices. Restrictive fiscal policy: If we increase taxes or reduce public spending, the immediate effect is a fall in consumers’ and companies’ disposable income, which translates into a decrease in consumption and investment. Consequently, aggregate demand decreases and, with it, production, employment and prices. 4 Tech Tools That Can Help Business Leaders Breathe Easier Technology can’t completely replace the people behind a business. But tech tools can help those people perform their jobs more… Why Small Businesses Should Hire a Digital Marketing Company Are you a small business owner looking to break into the digital marketing world? With so much competition, ensuring your…

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What Does Concentration Gradient Mean? In gardening, the concentration gradient refers to a graduated difference in the concentration of a solute per unit distance. While an active transport of nutrients and minerals does require a certain energy input, these can also be transported throughout the plant against their concentration gradient. Nutrients are absorbed by the roots before being transported and distributed through the xylem vessels. Maximum Yield Explains Concentration Gradient Osmosis works across a concentration gradient, whereby liquid is transferred from a dilute mixture of sugars and salts, traveling through a semi-permeable membrane before reaching a solution with a far higher concentration. Plants usually contain higher concentrations of sugars and salts than their surroundings. As a result, the water is easily drawn inside since both the cytoplasm and cell membrane act as the plant’s semi-permeable membrane. Various environmental and intrinsic factors can influence this nutrient uptake, including temperature, light, pH level, as well as the interaction between the nutrients. In Passive-Mediated Glucose transport, no energy is needed for the molecule to pass through the concentration gradient.

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Bridges are among the most common and utilitarian structures found in modern society. They are an important element in our individual and collective lives, allowing us to cross rivers, sounds, bays, creeks, railroads and highways with ease and safety. But this was not always the case. The earliest generations of North Carolinians had few bridges, and crossing obstacles could be arduous tasks involving fords, ferries or circuitous routes. The past 200 years of North Carolina transportation history have been characterized by a series of improvements aimed at increasing capacity, speed, directness, flexibility and regularity of service. Wagon roads, turnpikes, canals, railroads and highways — each in turn has left a direct and strong series of cumulative imprints on the landscape and environment. Bridges are an integral and highly visible part of the state's historic transportation networks. Many highway bridges are at or near crossings chosen by that region's early inhabitants. They are the third, fourth, or even fifth-generation structures at their sites — once served perhaps by a ferry or a ford — or they are on a highway that parallels an older road or railroad. While the present bridge may be wider, stronger or realigned for modern traffic, its goal of conveying people and goods has remained much the same since its locale was initially settled and developed. Rare are bridges that were not built in response to already existing transportation demands and patterns. To further explore the history of North Carolina's bridges and those who designed them, click on the titles on the right side of this page.

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What Does External Bus Mean? An external bus is a type of data bus that enables external devices and components to connect with a computer. It enables connecting devices, carrying data and other control information, but is only restricted to be used external to the computer system. An external bus is also known as external bus interface (EBI) and expansion bus. Techopedia Explains External Bus An external bus primarily enables connecting peripherals and all external devices to a computer. These devices can include storage, monitors, keyboard, mouse and more. Typically, an external bus is composed of electrical circuits that connect and transmit data between the computer and the external device. Being external to the computer, external buses are much slower than internal buses. Moreover, an external bus can be both serial or parallel. Universal Serial Bus (USB) , PCI bus and IEEE 1294 are common examples of external buses.

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It’s time to practice reading. Say the name of the picture at the beginning of the row. Underline the word that begins with the same sound as the picture. Use this creative worksheet to practice reading. Blends and digraphs are two concepts in phonics that can be challenging for grade 1 and kindergarten students to understand. Blends are two or more letters that make a single sound when they are pronounced together, such as “bl” in “blue” or “st” in “stop”. Digraphs, on the other hand, are two letters that make a single sound, but are pronounced as separate sounds when they are pronounced, such as “sh” in “ship” or “ch” in “chip”. Worksheets on blends and digraphs can help grade 1 and kindergarten students learn and practice these concepts. These worksheets typically include a list of words with blends or digraphs, and students have to identify the blend or digraph in each word and say the word out loud. For example, a worksheet on blends might include words like “black”, “clap”, “flat”, and “slip”, and students would have to identify the blend in each word and say the word out loud. By completing these worksheets, students can develop their phonemic awareness, which is the ability to hear, identify, and manipulate the individual sounds in words. This is an important skill for early reading and spelling development. Blends and digraphs worksheets can also help students learn to read and spell new words, and can be a fun and engaging way to practice phonics skills.

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Throughout the course Urban Design I several “tools” were introduced that impact urbanity. Tools of this kind belong to top-down approaches and usually give form to the urbanscape in a radical way. Berlin was an early example of a politically motivated re-organisation of administrative units. Berlin grew from nearly 2 million to 4 million people due to the administrative rearrangement. Infrastructure was created to join the adjacent cities and towns. Horizontal-vertical grid (New York) To tackle shanty towns and issues with hygiene in 1811 New York proposed the grid layout of the city. The grid was super-imposed over the old city and only main roads like the Broadway give a glimpse at previous layouts. The grid-structure was complemented in the early 20th century with vertical zoning laws that created the concept of high rises with private plazas that must include residential areas in the buildings.. To compensate for the high density the Central Park was created as a contrasting void. This set of tools focuses on cities with destroyed urban fabric and potential ways of reconstructing the fabric. Critical Reconstruction (Berlin) The “Planwerk Innenstadt Berlin” was a combined effort to fill the holes in the city left by the division and the war. The main idea was to re-discover the historic character of the city and modernise it. The urban fabric of the city was not only damaged by the on-going war within the city, but also intentionally destroyed to remove signs of urban co-existence of different ethnic groups. The process has been called urbicide and is intrinsically connected to ethnic cleansing. The use of urban space was shifted and attained new meaning. Open spaces became dangerous due to the constant sniper fire and new spaces had to be acquired. The cold winters forced people to cut all trees for firewood. The city’s transformation was consequently two-fold: enforced by destruction and new uses of the remainders. Shrinking City (Detroit) In a shrinking city the core loses its role and the periphery becomes dominant. It is often accompanied by generating suburbia. The decreasing role reduces services provided by the city and requires a drastic rearrangement of budgeting. It is often an ignored reality that is only considered when all potential alternatives failed. See the bankruptcy of Detroit. This set of tools is limited in either time or space. It focuses on action-driven approaches where either events in the near past triggered the programme or the programme is an answer to an issue of missing urban functionality. Temporary Urbanism (Berlin) The empty/negative spaces of Berlin offer space for temporary and spontaneous use. Temporary urbanism arises as a consequence. An example would be the “Kitchen Monument”. A mobile kitchen that is temporarily installed in empty spaces throughout Berlin. Turbo Urbanism (Sarajevo) The negative spaces created by the war as well as the urbicide created the need for many functions in the city that were currently not fulfilled. New architectural and urban interventions materialised and transformed economic identities, accompanied by gentrification. User-generated Urbanism (Athens) Small scale, user-generated, architectural solutions to urban problems such as self-managed parks, occupation/squatting movements and alternative economy networks. They include new programs for meetings and open assemblies, and new models of production, such as the formation of urban plantations. Cooperation and Dialogue (Cape Town) Following the apartheid segregation and the distributive attempts of the 1990s a new paradigm was introduced in the early 2000s. To contain the sprawl, amenity requirements were introduced (access to public infrastructure, social and economic facilities). Instead of attempting total redistribution also intermediate solutions such as upgrades to the infrastructure of informal settlements rather than complete rebuilding were added to the policy portfolio. Local needs were examined and localised solutions actively sought for. Street Renaissance (New York) The lack of funding in the Department of Transportation, forced New York to become creative on how to adapt to new urban realities. Street paint was used to reduce space for cars, broaden side walks and introduce bicycle lanes. The reclaimed space was then occupied by pedestrians, restaurants and street furniture. Urban re-engineering enabled a fluid transformation of New York. Microplanning (São Paulo) Transforming unused micro-spaces into highly functional pieces of a city. For instance, the Garrido Boxing Gym situated under the unused space below an elevated highway. It uses the urban morphology to and can be considered a micro-intervention that enables local residents to participant in sports. Benches, skate parks, mini lawns and planters can all be considered micro-interventions to improve unused public space. Active Infill (Detroit) A reaction to empty decaying space in a city. Can be either tackled top-down with infrastructure restructuring or bottom-up in community driven projects. Infrastructure restructuring includes the condensing of services (thereby dis-servicing certain areas effectively shrinking the city) and offering incentives in “condensing areas”. Community projects make use of the empty space and give new meaning to the local urban fabric. These tools focuses on actors at the border of formal and informal and highlight how both interact and even how they can be combined. Reactivating the city (Sarajevo) Political paralysis has caused neglect and destruction due to disagreement over how to proceed. This opened up the city as a new urban frontier. For instance, the Historical Museum of Bosnia and Herzegovina epitomises the phenomenon. To overcome decay due to budget cuts supports of the museum suggest to stretch transparent vinyl over scaffolding to stop water from causing further decay. The museum is tasked with cultural preservation and opens a venue for society to deal with its traumatic past. Hybrid City (Caracas) An interplay of formal and informal settlements characterises housing settlements such as “23 de Enero”. The formal housing structures have been “improved” with informal settlements around them to optimise the use of space and to accommodate social and economic functions (such as shops and restaurant) required by the inhabitants. Repurposing infrastructure (New York) Rail viaducts were a common necessity in the early 20th century. In the 1950s trucks displaced trains and robbed the elevated tracks of their purpose. The High Line showcases the repurposing of infrastructure. The viaduct became a linear park that offers a green space through which people can move around the city. These tools demonstrate the interconnectedness between mobility and urbanity and highlight the interaction (both negative and positive). Oil and Automobile City (Caracas) A car-centric approach to public infrastructure focuses on freeways and elevated highways that partition the city and thereby segregate it. Multiple Hubs (Caracas) The inaccessibility of Slums such as San Augustin up in the mountain hills requires new approaches to urban mobility. Cable cars were introduced and transformed the urban landscape. Not only did they provide transport to the residents, they offered a functional space for formal services (postal, banking, government) in an otherwise informal environment. The overlay of functionalities popularised the method throughout slums of Latin America. Urban Mobility (São Paulo) The vector of mobility defines the kind of urban space that will be created. São Paulo showcases a steady move away from public transport towards individual transport reducing public space and decreasing traffic flow. These tools take influence on an abstract but fundamental level. Often they set the rules of the game and indirectly enforce specific outcomes. Developer as Architect (Athens) The deregulation of the construction industry with regulation of building structure effectively removed the architect form the equation. Polykatoikia were constructed throughout Athens without a masterplan. An abstract legislative framework enforced the practise of self-building. Masterplanning Segregation (Cape Town) Apartheid planning consisted of deliberately developing the city based on ethnic segregation. Planning was completely top-down and racially motivated and permeated through political and administrative processes. These tools tackle how to embed humans in the urban fabric and showcase different approaches to creating urbanity. Post-olympic Urbanism (Athens) Olympic games are considered a potential urban development catalyst. They can intervene in the short- and long-term development activities. Additionally, they require urban functions that may have been previously lacking. If applied correctly, they can be used to address urban issues (such as inner-city decline or sprawl). However, Athens is a prime example of how to not do it as today most of the Olympic facilities are decaying. Development through Distribution (Cape Town) To overcome inequalities distribution policies can be enacted that equalise the urban realm. In Cape Town social housing and Mandela’s promise of “one house per family” drove the creation of new houses. However, the development happened within the geographical constraints set out by the previous apartheid regime and consequently reinforced social segregation. Additionally, due to the required space of a house, the city began to sprawl diffusing the urban core. This tool focusses on urban functionalities on the community level. (Infra)Cultural Design (São Paulo) To strengthen urban fabric Unified Educational Centres (CEU, Centro Educational Unificado) were placed strategically in diffuse urban locations. They offer new socio-cultural opportunities and enable communities to express themselves. Identities can be formed around those hubs and enable the city to become more coherent. This tool focusses on the interaction between suburban and urban. Generating Suburbia (Detroit) To accommodate single houses per family suburban developments were created that rely on roads, cars and telephones to cover distance. The space requirements increases the surface area of a city unproportionally and requires large infrastructure spending to maintain roads. In the case of Detroit it has aggravating side-effects. People moved out of the administrative boundaries of the city into suburbia and reduced the tax base of the city accelerating its decline. The overstretching thins the urban fabric and distributes and diffuses it.

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What is a Land Acknowledgement? A Land Acknowledgement is a formal statement that recognizes and respects Indigenous Peoples as traditional stewards of this land and the enduring relationship that exists between Indigenous Peoples and their traditional territories. Why do we recognize the land? To recognize the land is an expression of gratitude and appreciation to those whose territory you reside on, and a way of honoring the Indigenous People who have been living and working on the land from time immemorial. It is important to understand the long-standing history that has brought you to reside on the land, and to seek to understand your place within that history. Land acknowledgements do not exist in a past tense, or historical context: colonialism is a current ongoing process, and we need to build our mindfulness of our present participation. It is also worth noting that acknowledging the land is Indigenous protocol. For more information on the process of creating a Land Acknowledgement, please see the resources below: A Guide to Indigenous Land Acknowledgement (via Native Governance Center): A suggested process and tips for creating an intentional statement. Native Land Digital: A worldwide map of Indigenous territories, treaties, and languages across the world. Practice the pronunciations of Native, Indigenous, and Tribal Nations. There are many resources online to assist with this and often audio clips or videos with examples. ACPA22 Land Acknowledgement ACPA-College Student Educators International acknowledges that the land we are meeting on today is within the historic homelands of the Osage Nation, the Otoe-Missouria Tribe, Miami Tribe of Oklahoma, and the Peoria Tribe of Indians of Oklahoma. We acknowledge the painful history of genocide and forced removal from this territory, and we honor and respect the many diverse Indigenous peoples who have and continue to cultivate relationships to this land on which we gather. Beyond acknowledging the land and in recognition of modern and historical settler colonialism, including that perpetuated by North American institutions of higher education, ACPA actively commits to supporting Higher Education in decolonizing their practice and scholarship through our mission, values, and the Strategic Imperative for Racial Justice and Decolonization.

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Bacteriophages are viruses that infect bacteria and are among the most common organisms on the planet, if they can be classified as such. They accomplish their infection and propagation with two cycles that work in concert: the lytic cycle and the lysogenic cycle. These life cycles are the driving force for the spread of bacteriophage infection. Bacteriophages, because of their effectiveness against bacteria, have been probed as possible antibiotic agents. However, clinical trials have only recently found success, though the research has been ongoing for nearly a century. Actual antibiotic drugs are a long way off. However, bacteriophages have found widespread use targeting bacteria in other industries. For instance, some cheese production utilizes these phages to kill bacteria. Phages do present a problem to industries that need bacteria for production, such as in fermentation. The lytic cycle is the most common form of replication for viruses, and results in the destruction of the host cell. The beginning of the lytic cycle, known as penetration, involves the virus entering the host cell. They either attach to a receptor on the cell surface or simply invade by brute through the plasma membrane. Once inside, the virus releases it’s DNA to begin thebio-synthesis of other viral components. The virus utilizes the host’s cellular machinery to create necessary proteins and DNA for replication. After the necessary components are produced, they are combined to form complete viruses, which then cause the host bacterium to lyse. The broken cell releases these newly synthesized viruses to begin infecting other bacteria. Some viruses do not completely destroy the host cell, instead budding from the membrane to be released. Viruses that infect eukaryotic cells often replicate this way and it is not common among bacteriophages. As opposed to the lytic cycle, in which viruses utilize cell machinery to immediately reproduce, the lysogenic cycle is a dormant cycle in which the virus inserts its genetic elements into the host’s genome. The genetic element is transferred to daughter cells via the normal replication cycle of the host, until some external stimuli (chemical, UV radiation, etc) allows the reactivation of the viral elements. At this point, the lytic cycle begins again. GENETIC MATERIAL REPLICATION Bacteriophages use a combination of the lytic and lysogenic cycles. Under certain conditions, a primarily lytic bacteriophage may be induced to lysogeny in order to preserve the genetic elements for later activation. A key difference among different kinds of bacteriaphage is the status of the genetic material. Most bacteriophages have double stranded DNA (dsDNA), while others have single stranded DNA or even RNA as the source of genetic information. These different nucleic acids are organized either in a linear fashion, similar to eukaryotes, or in a circular plasmid-like structure. The copying of genetic material is critical for replication and bacteriophage life cycles.

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Two new papers have provided some startling new insights into a rare phenomenon in the universe: the integration of three galaxies and the interactions that are taking place between the supermassive black holes at the center of these bodies. When galaxies merge, there are two main types of activity. The first is the formation of new stars, as strong tidal forces between the two galaxies push the gas clouds together. The second is the emergence of the “active galactic nucleus” or AGN. The material thrown into the core of the galaxy awakens a supermassive black hole. Most of this material is gabbled and the rest is thrown into a strong frenzy. The work showed that these seven galaxies triple the difference in activity levels. No one seems to have any AGN. In one they only got one AGN. In one, they found only one AGN, so only one of the three supermassive black holes is “switched on”. Four of these are dual AGNs, two are black hole feeding. The latter is an incredible triple-AGN, already known to astronomers. The team found that the supermassive black holes in question were located between 10,000 and 30000 light-years apart. They also found that galaxies with increasing supermassive black holes are much richer than dust and gas, matching the theoretical prediction very well. Lead author Adi Foord of Stanford University, said in a statement, “There have been a lot of studies on what happens to supermassive black holes when two galaxies come together.” “One of the first to see regularly what happens to black holes when three galaxies come together.” Study insights are important to better understand these complex issues. The interaction between the interaction and the two supermassive black holes is a complex and heated controversial field in astronomy – mostly because we don’t know how it happens. Gravitational-wave observations have shown that in contrast to stellar-shaped black hole attachments, supermassive black holes simply do not converge and easily collide in calculations. The theory suggests that two supermassive black holes in the two right-hand trajectories will begin to orbit each other and reach closer to the end to find a pretty slightly stationary orbit where it should be stationary. From there, the only way for them to collide is if they continue to lose orbital power. Very few measures have been suggested for making it, but there is no guarantee. A third supermassive black hole would certainly work because gravitational interaction would favor collisions. The work was made possible thanks to the Sloan Digital Sky Survey, AGN’s lunar X-ray detection data, And data from the WISE Mission and the Two Micron All Sky Telescope and the gas and dust in these galaxies, all of which are no less than one billion light-years from Earth. The findings were presented at the 237th American Astronomical Society meeting and were accepted for publication in the Astrophysical Journal (prints are available here and here).

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Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). Using these strategies effectively produces learning gains, which motivate students to take charge of their learning, which leads to further academic success and may have the additional benefit of alleviating classroom management issues. When students see this process as changing their own brains, the result is a powerful and positive cycle. The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. Nisbett (2009) reports on classroom research involving seventh graders who were taught that learning changes the brain and that intelligence is expandable. Students in this experimental group did better on math tests than peers who did not receive that instruction. Read the full post at Edutopia.

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Last week during National Black History Month, ground was broken on the National Mall in Washington, DC, for what will become the National Museum of African American History and Culture. In his remarks at the ceremony, President Obama mentioned that he wanted his daughters to see the famous African Americans like Harriet Tubman not as larger-than-life characters, but as inspiration of “how ordinary Americans can do extraordinary things.” Image: This original photo of Harriet Tubman in the handbook lists the many roles she played in addition to being a “conductor” on the Underground Railroad, including nurse, spy and scout for the Union army during the Civil War. Her quote: “I looked at my hands to see if I was the same person now I was free. There was such a glory over everything… I felt like I was in heaven.” Source: The Underground Railroad: Official National Park Handbook. One of the most dramatic areas of African American history is the story of the fight against slavery and the profile in courage represented by the ordinary people who did extraordinary things while participating in the Underground Railroad. The National Park Service (NPS) has produced a number of exemplary publications about it, with three of them available today from the U.S. Government Bookstore, including the - Underground Railroad: Official Map and Guide, - the Discovering the Underground Railroad: Junior Ranger Activity Book, and - the Underground Railroad: Official National Park Handbook, a perpetual bestseller. That these items are not your typical guidebooks about a single historic site is due to the fact that the Underground Railroad itself is not a typical American national park. Congress and the National Park Service act to preserve the legacy of the Underground Railroad Back in 1990, Congress instructed the National Park Service to perform a special resource study of the Underground Railroad, its routes and operations in order to preserve and interpret this aspect of United States history. Following the study, the National Park Service was mandated by Public Law 105-203 in 1998 (you can read the law on GPO’s FDSys site) to commemorate and preserve this history through a new National Underground Railroad Network to Freedom Program to “educate the public about the importance of the Underground Railroad in the eradication of slavery, its relevance in fostering the spirit of racial harmony and national reconciliation, and the evolution of our national civil rights movement.” What was the Underground Railroad? What was called the Underground Railroad was neither “underground” nor a “railroad,” but was instead a loose network of aid and assistance by antislavery sympathizers and freed blacks across the country that may have helped as many as one hundred thousand enslaved persons escape their bondage from before the American Revolution through the Civil War. Image: NY State historical marker in Albany for the UGRR along the American Trails UGRR bicycle route. Describing one of the most significant internal resistance movements ever, the National Park Service said in a 1996 press release that: The Underground Railroad was perhaps the most dramatic protest against human bondage in United States history. It was a clandestine operation that began during colonial times, grew as part of the organized abolitionist movement, and reached a peak between 1830 and 1865. The story is filled with excitement and triumph as well as tragedy –-individual heroism and sacrifice as well as cooperation to help enslaved people reach freedom. Where did the term “Underground Railroad” come from? Historians cannot confirm the origins of the name, but one of the stories reported by the Park Service has the term coming out of Washington, DC, in 1839, when a recaptured fugitive slave allegedly claimed under torture that his escape plan instructions were to send him north, where “the railroad ran underground all the way to Boston.” However it came about, the term was widely in use by 1840, and is often shortened to “UGRR” by “those in the know.” Image: An 1837 newspaper ad about a runaway slave from the book “The Underground Railroad from Slavery to Freedom” By Wilbur Henry Siebert, 1898. Underground Railroad Routes Another byproduct of the UGRR special resource study was that the National Park Service carried out an analysis of slavery and abolitionism and identified the primary escape routes used on the UGRR. The map below is included in the Underground Railroad: Official Map and Guide, produced by the National Park Service Cartographic staff at Harpers Ferry Center, shows the general direction of escape routes. Contrary to popular belief, Canada was not the only destination for freedom-seeking slaves–since some fled to Mexico, Florida and the Caribbean– but it was the primary destination as the efforts to catch fugitives increased. Image: Selected Routes of the Underground Railroad from the Underground Railroad: Official Map and Guide. Additional outputs of the resource study and the subsequent research are the following three excellent Underground Railroad publications from the National Park Service. Underground Railroad: Official National Park Handbook The first book in our trio of publications is the Underground Railroad: Official National Park Handbook. It is comprised of a series of fascinating articles by top Underground Railroad historians that weave together a thorough view of the amazing stories behind the legend, illustrated with many drawings, court records, letters, paintings, photos, and other pictorial representations that help make this history come alive for the reader. The handbook is broken into 3 major sections and 5 chapters: - Part I: An Epic in United States History: - 1- Myth and Reality by Larry Gara. This introductory chapter reviews and evaluates the truths vs. the legends that grew about the Underground Railroad. - Part II: From Bondage to Freedom: - 2- Slavery in America by Brenda E. Stevenson. In this chapter, the author details the rise of the institution of slavery in America and the harsh realities of life for the people who suffered under it. An interesting segment discusses the inequities of life for enslaved women vs. men. - 3- The Underground Railroad by C. Peter Ripley. This fascinating chapter tells the courageous and often harrowing stories of freedom seekers and those who aided them, including Harriet Tubman who made nearly 20 trips to lead 300 slaves to freedom and Henry “Box” Brown who shipped himself in a 2X3’ wooden crate from Richmond to Philadelphia to escape. Sprinkled throughout are cameos of famous former fugitives and abolitionists including Sojourner Truth, Frederick Douglas, and abolitionists William Lloyd Garrison and Gerritt Smith, among many others. - Part III: Tracking the Past: - 4- Tracking the Past by the National Park Service. This chapter outlines some of the work done by the National Park Service and others to discover, verify and catalog the important people, places and artifacts related to the Underground Railroad. - 5- Further Reading by Marie Tyler McGraw. In this final chapter, the author provides a recommended reading list for interested researchers of the authoritative works related to different aspects of the Underground Railroad story. Underground Railroad: Official Map and Guide This map and guide includes drawings, blurbs, maps and chronologies about different aspects of the slave trade and the Underground Railroad. Included in this fold-out map and guide are the escape routes map shown earlier, vignettes of key figures from key “conductors” on the Railroad to abolitionists, and even a short glossary of terms related to the UGRR. Discovering the Underground Railroad: Junior Ranger Activity Book The final item in our trio of publications is the Discovering the Underground Railroad: Junior Ranger Activity Book. Many National Parks offer visitors the opportunity to join the National Park Service Family as Junior Rangers. Interested students complete a series of activities during their park visit, share their answers with a park ranger, and receive an official Junior Ranger badge or patch and Junior Ranger certificate. Since there is no one national park site for the Underground Railroad, the National Park Service came up with a different process with this activity book. Aspiring Underground Railroad Junior Rangers have to complete different numbers of activities in the book pertaining to their particular age level, then send the completed booklet in to the National Park Service’s Omaha office. There, “a ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts.” This fun booklet includes activities appropriate from ages 5 to 10 and older, from word finders and mazes to essays and historical fact matching. How can you get these Underground Railroad publications? - Buy them online 24/7 at GPO’s Online Bookstore: - Browse our entire Black History Month collection of Federal publications at the GPO Online Bookstore. - Buy them at GPO’s retail bookstore at 710 North Capitol Street NW, Washington, DC 20401, open Monday-Friday, 9am to 4pm, except Federal holidays, (202) 512-0132. - Find them in a library. - Find some of the information online at the National Park Service’s National Underground Railroad Network to Freedom website. About the Author: Michele Bartram is Promotions Manager for GPO’s Publication and Information Sales Division and is responsible for online and offline marketing of the US Government Online Bookstore (Bookstore.gpo.gov) and promoting Federal government content to the public.

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What action did Japan take in the Meiji Restoration? Mutsuhito, better known as Emperor Meiji, which means "the enlightened one," ruled Japan after the fall of the Tokugawa Shogunate in the revolution of 1867-1868. Mutsuhito ruled until he died in 1912. Answer and Explanation: Japan took a lot of action during the Meiji Restoration. Specifically, these actions were done to improve Japan by modernizing and Westernizing it.... See full answer below. Learn more about this topic: fromChapter 9 / Lesson 7 Due to trade relationships, Japan became increasingly westernized during the Meiji era. Learn the background of Japan's trading system, how the Perry Expedition forced Japan to open its ports, and an overview of the Meiji reform.

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The aim of this report is to examine the themes and characteristics of the curriculum framework for children 3 to 5 and evaluate its effectiveness in meeting the needs of children. The first section of this report is the aims and objectives of the curriculum framework and the second section is the content of the curriculum framework, which looks in more detail at the development of children and how to implement the curriculum. The third section is the context of the curriculum and it involves the environmental and interpersonal contexts as well as the hidden curriculum and explains the importance of them. The final section looks at how practitioners plan and implement the curriculum framework into the nursery setting. Each of the sections will now be looked at in turn in more detail. 2. Curriculum Framework for Children 3 to 5 Aims and Objectives There are three key words used in the aims for the curriculum framework for children 3 to 5 they are promote, provide and encourage. The curriculum framework aims to create a setting where children feel happy and secure in a safe and stimulating environment and encourage the development of children in all areas of development, which includes physical, intellectual, language, emotional, social and creative development. For staff to promote the welfare of the children in their care. To encourage children to be positive about themselves and their capabilities and to build up their self-confidence. Encourage children to respect; appreciate other people and their environment. Provide opportunities for exploration and to stimulate interest and imagination. Broaden children’s abilities to express their ideas and feelings through a variety of mediums. (The Scottish Office, 1999) To accomplish these aims it is also important to take into account the ways in which staff value each child for their own individual personality and ability in partnership with parents/ carers, an egalitarian society in their community and the importance of life-long learning. To have the best education for each and every child you need to have the best interests of the children at the forefront, to emphasise the importance of interaction with others and take into consideration the different ways in which children learn. The curriculum framework covers all aspects of the development of children, which is vital because early childhood is a time of fast physical and intellectual development. All the areas of development are inter-related so if one is affected they all are this is what makes having a curriculum framework that covers them all so important. Each of these areas of development set a range of learning experiences that all children are entitled to during their pre-school years. Emotional and social well-being are essential to learning because having confidence and feeling in control are strongly related to educational success. The curriculum framework states that the importance of this cannot be over emphasised and that between the ages of three and five a child should learn to develop independence, to form positive relationships with adults and other children, to respect others and the environment and finally to express appropriate feelings, needs and choices. Nurseries and pre-schools can put these into practice through pretend play such as role-play and through encouraging the children to express themselves and praise positive behaviour towards themselves and others. (The Scottish Office, 1999) Bruner described language as the “tool of thought”. (Whitebread, 2003) By using language children can communicate their thoughts and understanding of the world and gain knowledge from their observations and experiences. For the communication and language aspect of the curriculum framework children should learn to have fun with language by learning things such as nursery rhymes and listening to stories. By talking and listening to adults and other children and using language for different purposes, examples of this would be asking questions or describing an event or object. Another way of communicating ideas would be to use drawings and marks to convey ideas and feelings. Although, language and communication are more important to the knowledge and understanding of the world aspect of development because it helps children to express what they see, do and hear and helps them to recognise and become aware of themselves, different shapes in their environment and the effects of change for example growth and weather change. Having a daily routine helps them to understand the time structures of the day for example morning and night, which will also extend to activities such as, snack time, story time and home time. (The Scottish Office, 1999) Expressive and aesthetic development and the physical development and movement aspects are very much inter-related because fine motor skills are needed to use a variety of mediums and techniques such as drawing, printing and painting and will lead onto future writing skills too. Balance and co-ordination are needed as well for children to express themselves through percussion instruments and clapping to music. (The Scottish Office, 1999) The environmental and interpersonal contexts can shape a child’s learning and development. Children need to be able to make their own choices where ever possible Plato said “compulsory physical exercise does no harm to the body but compulsory learning never sticks in the mind”(Whitebread, 2003) therefore an environment that is well planned and enables the child to experiment and do what they want will help them to develop interests, skills and knowledge that will stay with them for life. A nursery should consider health and safety when arranging their lay out without compromising the child’s needs for plenty of choice but also so that the child can see clear areas where different activities can be done this can be shown through the use of screens and shelves to help define the areas. Resources, tools and equipment are an important part of the environment too. All resources should reflect positive images and the tools and equipment should be the genuine article where ever possible for example scissors for cutting paper and knives for buttering bread although again the child’s health and safety should be considered. ((a) Foster, D.2005) In the interpersonal context it is important that staff treat children as individuals because every child is unique and each will have a different background that should be respected and valued. Staff need to provide the children with warmth and encouragement, as this will help the child to learn and settle in especially if the nursery environment is new to them. The practitioners need to provide positive support for the children and their own attitudes and values are important too this leads us onto the hidden curriculum. ((a) Foster, D.2005) The hidden curriculum considers the values and attitudes of staff and the affect that they could have on children in their care especially at such an impressionable age. Staff may feel that they do not project negative attitudes and values but they need to be aware that they could subconsciously be sending messages to the children through their use of language and their behaviour. Therefore staff need to be prepare to examine their own prejudices and distinguish that these could have an influence on their own actions towards others without even realising. Children use other people’s attitudes and values to create their own and at this early age they become aware of their sense of identity, self worth and self-esteem so not only are they learning about themselves but they are learning about how they are valued in society and how others are valued also. ((a) Foster, D.2005)

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Review, Practice, or Assess with these 10 rigorous multiple-choice questions! Why all this variety? ► Are you teaching new material, practicing skills, or assessing student knowledge? The resource type you need will vary. ► Are you incorporating independent practice, partner work, small group, or even whole group into your day? The resource type you need will vary. Why not have quality questions that you can use in a variety of ways? - 10 Rigorous multiple-choice questions over rounding whole numbers to a given place. - Traditional paper/pencil printable quiz version (with quick grading answer key!) - Self-grading Google Forms version - Google Slides version (with self-checking option) - Printable Black/White Task Cards version (print 4 to a page – with recording sheet) - Boom Cards digital self-checking Task Cards - Simple Question Google Slides (for projecting) Great for 4th or 5th grade! YOU MIGHT ALSO LOVE… - 10 Questions BUNDLE – Computations Pack - 10 Questions BUNDLE – Place Value Pack - 3rd Grade Math Skills Quick Checks - 4th Grade Math Skills Quick Checks - 5th Grade Math Skills Quick Checks Common Core Standards: Texas Essential Knowledge and Skills TEKS: Be the first to know about discounts, freebies and new resources! ⭐⭐⭐⭐⭐ WE STRIVE FOR 5 STARS! ⭐⭐⭐⭐⭐ This resource was created by Rachel Lynette and Cassi Noack for Minds in Bloom INC., all rights reserved. It may be used by the original purchaser for single class use only. Teachers may distribute this product in email, through google classroom or over the Internet to their students (and parents) as long as the site is password protected. In other words, you may distribute it to your own students, but may not put it on the Internet where it could be publicly found and downloaded. This product is happily brought to you by Rachel Lynette and Cassi Noack of Minds in Bloom.

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At midnight on Monday, December 31, 1917, the federal government took control of the U.S. railroad system. Acting under wartime powers granted to him by congress, President Woodrow Wilson had nationalized the railroads when they proved unequal to the task of moving massive amounts of men and materiel for the Great War in Europe. Although hostilities would end in 11 months, government control would last until 1920. The agency that ran the trains was the United States Railroad Administration, or USRA, and one of its chief accomplishments was the building of nearly 100,000 freight cars of five standard designs, to relieve equipment shortages. What would become the car committee of the USRA had actually started its work in the summer of 1917. Appointed by the Council of National Defense, the committee members were high-ranking executives from Baldwin Locomotive Works, American Car & Foundry, Pullman, and other car builders. Because they had a head start, their finalized car designs were ready within three months of the government takeover. The five body types eventually produced in quantity were a 50-ton steel frame single-sheathed box car, a 40-ton steel frame double-sheathed box car, a 55-ton steel 2-bay hopper, a 50-ton composite drop-bottom gondola, and a 70-ton steel mill gondola. The twin box car designs reflected the car committee’s indecision about which design was actually superior, as well as the perception that splitting production between the two types would speed wartime delivery. The use of wooden sides with steel underframe, ends, side framing and roofs reflected common practice of the time, when the steel car era was not yet in full swing. A wartime shortage of plate steel was also an important consideration. The double-sheathed car had a heavy fishbelly underframe and steel side framing sandwiched between vertically paneled inner and outer wood walls. The single sheathed design had a straight center sill, exposed steel framing, and a side wall built of 18’ lengths of lumber that were more expensive and harder to obtain than the lumber for double-sheathed cars. The single-sheathed cars, however, were lighter and easier to maintain. The original wartime order was for 25,000 of each type, allocated among 60 railroads. In the end, however, very few cars were delivered before war’s end, and a good deal of wrangling ensued over the final car allocations. By the time the last cars were delivered in 1920, 25,000 single-sheathed cars had been accepted by 22 railroads and 24,500 of the double-sheathed design by 24 railroads. Very few roads rostered both types. The USRA designs proved durable enough that many cars served through the next World War and years beyond, rolling alongside their newer all-steel brethren. Our accurate, beautifully detailed model of the USRA single-sheathed car features simulated wood grain on the car sides and doors, see-through wood-grained roof walk, detailed brake system on the B end and underframe, metal corner steps, opening doors, and separately applied metal grab irons on the sides, ends, doors and roof walk. MTH Premier O Scale freight cars are the perfect complement to any manufacturer’s scale proportioned O Gauge locomotives. Whether you prefer to purchase cars separately or assemble a unit train, MTH Premier Rolling Stock has the cars for you in a variety of car types and paint schemes. Virtually every sturdy car is offered in two car numbers which makes it even easier than ever to combine them into a mult-car consist. Many of MTH’s Premier Rolling Stock offerings can also operate on the tightest O Gauge curves giving them even more added versatitlity to your layout.

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In the early 20th century, Harvard educated Carter G. Woodson along with the Association for the Study of African American Life and History (ASALH) devised a plan to launch Negro History Week. Due to an underrepresentation of American Blacks in historical books and conversations, Woodson set out to change the narrative and ensure that the history of African-Americans was shared with the masses. According to Woodson, “If a race has no history, it has no worthwhile tradition, it becomes a negligible factor in the thought of the world, and it stands in danger of being exterminated” (Zorthian, 2016). Negro History Week In 1926, Negro History Week launched with the sole purpose of coordinating with school systems to ensure there was a focus on this subject. Initially, observations of Negro History Week were held during the second week in February due to the connection to the birthdays of both Frederick Douglass and Abraham Lincoln. “The celebrations and studies spread quickly, as the ASALH tells it, driving demand for teaching materials and spurring the formation of black history clubs. But, though a newfound understanding of black culture and literature was spreading amongst the middle class, the idea of expanding the week to a month did not come until several decades later” (Zorthian, 2016). Black Lives Matter Movement Black Lives Matter is not just a protest movement. It is a call to action grounded in the fact that African-American lives have value. This sub-group of America’s population should be treated as any other ethnic group in this country. However, the very premise that brought Black people here on slave ships has continued to serve as a marginalizing tool that has replicated itself over and over. Angered by decades of injustice and crying for equality in all aspects of daily life, the Black Lives Matter Movement was founded in 2013 in response to the outcome of the Trayvon Martin case. What then is the connection between Negro History Week, Black History Month, and the Black Lives Matter movement? The answer is simple. Black people in this country deserve equity and equality! From past to present, African-American people have been mistreated, misrepresented, overworked, underpaid, enslaved, beaten, and lynched. However, what we fail to highlight often is their astronomical contributions to the fields of medicine, science, technology, politics, and the list continues. Throughout the history of this country, from serving in World Wars to contributing to the arts, education, government, sports, etc., black lives have mattered. It is time to acknowledge the numerous contributions to our society and declare how this group of people have been more than an asset in this country! Without African-Americans, America would not be as great as it has been. All three of these historical movements are connected by the need to demonstrate that Black people are human beings like everyone else, and they should be treated as equitably as their counterparts.

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I was fascinated by mountain goats when I saw them first in Glacier National Park in Montana some years ago. Against the dark mountainside they looked so white and bright; they appeared as small, white dots in the most improbable places. Wide, cloven hooves equipped with rough pads, the equivalent of climbing shoes, give them outstanding grip on to steep rock faces. Mountain goats are powerful, but nimble too. They can jump more than three metres in a single bound. On Logan Pass, there were so many tourists that the goats were quite tame, and easy to photograph. Back then, though, I was using slide film. These animals are not true goats, but closely related, somewhat like antelopes. They inhabit mountains of the northwestern United States and Canada and are well adapted to high altitude conditions and steep country. Their scientific name is Oreamnos americanus, the genus derived from Ancient Greek meaning ‘mountain lamb’. There are no other species in this genus, making the mountain goat unique. They are ancient, too, dating back to at least the Pleistocene. I photographed these individuals high up on Mount Evans in Colorado, where they are also easily seen and not difficult to approach. Mountain goats were first introduced to Mount Evans from Montana in 1947. There are fossil records of an extinct species of mountain goat from South Park, in Colorado, but the extant species is not native to the area. While hunters and wildlife photographers welcome this extension of the mountain goats’ range, biologists have argued that its introduction may disrupt the fragile ecology of high altitude areas of the Colorado Rocky Mountains and threaten native plant species growing there. The black tipped horns can be seen clearly in this image. They continue to grow during the animal’s life, producing annual growth rings. Male and female mountain goats are not easy to tell apart, as although males tend to be larger than females of the same age, their horns are much the same length. There are subtle differences in the horns, however, as females tend to have horns that curve more sharply towards the tips while horns of males are evenly curved throughout their length. In addition, mature males tend to be larger than mature females and more heavily built through the shoulders. In winter, mountain goats grow and extra layer of wool, which has longer, hollow fibres that provide a lightweight but very warm coat. In spring, as the temperature rises, they shed this outer layer. From atop Mount Evans, a fourteen thousand foot peak, the views go on for ever, provided the distant mountains are not obscured by smoke from fires. These photographs were taken in August 2019.

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The lead object was the first of its kind found in the Eastern Mediterranean region. A nondescript cave in Israel was the location of a major discovery recently: a lead and wood artifact believed to be the earliest example of smelted lead in the Eastern Mediterranean region. The object, which looks like a wand or small dagger, was found attached to an intact wooden shaft during a field survey at Ashalim Cave led by Naama Yahalom-Mack, a postdoctoral student from The Hebrew University of Jerusalem. Findings were published in the scientific journal Plos One. Lead is a soft, malleable metal with a bluish-white color and is rarely found on its own, meaning it has to be extracted from the ore that contains it through a process called smelting – or by heating and melting it. The researchers dated the wand to the late 5th millennium BCE – or the Late Copper Age. Smelted lead had never before been dated to this time period, according to Yahalom-Mack. Consisting of a 22.4 cm long wooden shaft and a perforated lead object still attached to it, the wand is the only pre-4th millennium lead artifact ever uncovered in the region, and sheds new light on the early metallurgy of lead, its sources and its technological role at the formative stages of metal production, Yahalom-Mack said. Archaeologists hover over the entrance to the cave where the lead wand was found. (Photo: Yahalom-Mack et al) Lead doesn’t tend to occur naturally in the area in which the wand was found, so after discovering the artifact, the researchers studied its isotopes (variations on an element) to determine its origin. An analysis showed that the artifact “was … likely smelted from lead ores originating” in Anatolia, Turkey. Yahalom-Mack said the discovery is important “to the question of the development of silver extraction from lead ores: was regular lead smelting from lead-rich ores performed during the 5th millennium BCE, a process that might have resulted in the discovery of silver few hundreds of years later?” Microscopic images of the sampled area where the lead wand was found. (Photo: Yahalom-Mack et al.) Source: Article by Zach Ponte – Contributor to Fromthegrapevine.com

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The window of opportunity for reducing milk fever of dairy cows is short If systemic immune activation occurs during the transition to lactation of dairy cows, one of the defence mechanisms of a cow is to reduce her blood calcium levels. Cow colostrum and milk contain large quantities of calcium. The amounts of calcium that a cow needs directly after calving can therefore easily double. In response to this drop in blood calcium levels and this increase in calcium demand, dairy cows try to increase the uptake of calcium from the diet and they try to mobilise calcium from the bones. This requires a hormonal adaptation which takes about 2 days.

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Lantana camara at the Cauvery Wildlife Sanctuary, September 2014. Photo: AparnaVK/Wikimedia Commons, CC BY-SA 4.0 - Invasive plants such as Lantana camara and Chromolaena odorata are serious threats to natural and agricultural landscapes. - Measures to control or eradicate them will further drive up economic losses already incurred as a result of these species invading habitats and farmland. - Experts suggest the government could use green bonds to control invasive species, although there are some reservations about basing recommendations on modelling Climate change will worsen the spread of invasive species that tend to show a robust resilience to warming and spread across landscapes, scientists report. A team from the Institute of Forest Productivity, Ranchi, analysed the dispersion dynamics of two invasive plant species, Chromolaena odorata and Lantana camara. The researchers used computer modelling to examine the present and future (2050) distribution of the two plants in central and eastern India. The study area included Jharkhand, Chhattisgarh and West Bengal. Their results, that the two plants showed robust resilience to climate change, provide valuable information on sensitive sites prone to future invasion. Such prior information helps develop prevention and control measures to contain the infestation. Sharad Tiwari, a scientist at the Ranchi institute under the Indian Council of Forestry Research and Education (ICFRE) and one of the paper authors, told Mongabay-India that most of the studies presently focus on L. camara. But field surveys and interactions with local people indicate that “C. odorata is equally potent, and in the future, its prospective expansion may be more aggressive than L. camara,” he added. Invasive species are emerging as a severe threat, especially to natural and agricultural landscapes, says Tiwari. Their presence promotes wildfires in natural landscapes, hinders the regeneration and expansion of native species and their natural habitats; and reduces natural resources for the tribal people living in forest fringe areas and depending on numerous non-timber forest produce. “These robust plants can also adapt to and expand in diverse climatic and environmental scenarios,” says Tiwari whose team has previously modelled the potential risk zone of Lantana camara invasion and response to climate change in eastern India. There are no precise estimates of the total area impacted, but “anywhere you go, you can witness their distribution,” he adds. “Areas having a combination of sunshine and moisture suit these invasives the most – hence their wide distribution in Goa, Jharkhand and southern India.” Transportation, especially in tourist hotspots such as Goa, along with wind, birds and wildfires, drive the dispersal of invasive species that mostly spread along roadsides, agriculture fields and across natural landscapes. Ram Ranjan, a resource economist at Shiv Nadar University, near Delhi, agrees that L. camara “is one of the topmost invasive plants on the planet”, affecting pasturelands, tea and coffee plantations, and maize and sugarcane crops amongst others. It has infested almost half of the tiger reserves in India and is found in central India, the Western Ghats, and the Shivaliks in the Himalayas. According to Ranjan, climate change and forest fires further the spread of this plant. Previous research has shown that with warming temperatures, Lantana will spread even more in the Himalayas. It is also changing the fire patterns in Himalayan forests, which can result in the loss of oak forests, which are rich in biodiversity and provide livelihood support to the local communities. Invasive species add to the already existing concern of chir pines replacing oaks in the Himalayas. “At the ecological level, invasive species are one of the top drivers of biodiversity extinction, degrading the structure, function and services provided by the ecosystems they invade,” explains Alok Bang, an ecologist and evolutionary biologist at Azim Premji University, Bengaluru. At the social level, they can result in huge health impacts. For example, the Aedes aegypti mosquito carries 54 viruses, including the dengue, chikungunya and Zika viruses. At the economic level, they have caused losses to the tune of $127 billion in India, from 1960 to 2020. Are green bonds a potential answer? Ranjan has analysed whether green bonds offer a possible solution to the problem of invasive species in the Himalayas and a way to restore their degraded forests. Green bonds are similar to conventional bonds, except they are used to protect and restore the environment. Any entity, like the World Bank, can float green bonds (after certification) which are bought by corporates and firms, explains Ranjan. Firms receive periodic interest on these bonds. The World Bank can then utilise the money for restoring the environment and the income generated by the environmental services can help pay back the bond money along with the interest. The novelty of this research is that it examines the possibility of linking the green bonds to the species composition of forests, Ranjan says. When the cost of borrowing is linked to the composition of healthy trees and invasive plants in the forests, the borrowers of bond money have the incentive to promote trees that are beneficial to the environment and weed out invasive trees such as L. camara. The green bond market is expected to reach $1 trillion in 2022, Ranjan estimates. Green bonds have not been used so far for controlling invasive pests, he adds. “The model presented in my research shows how they can be utilised for controlling invasive species and making the forests resilient to climate change and forest fires,” he says. For Bang, what is novel is that the logic of green bonds, which was mostly used for carbon credits and financing, is now being extended to the problem of invasive species. Bang’s work on the economic impacts of invasive species in India shows that the country has been spending about $2 billion every year on managing invasive species, for the past 60 years. However, Bang has some reservations in general about making recommendations based on modelling. “Models are a great starting point because they can forecast and point directions to undertake,” he says. “But what is missing here are the results coming from the broader and even narrower implementation of these models in the field.” Usually, monetary incentives for conservation are seen as a practical approach wherein conservationists and businesses can come together, says Bang. Having cross-dialogues among multi-stakeholders certainly helps. “However, since carbon credits and finance activities have been implemented for quite some time now, a question needs to be asked about their efficacy. A broader question, regarding whether monetary incentivisation for conservation works or not, needs to be asked.” “Even if the answer is resoundingly positive, in favour of incentivisation to conserve, it needs to be seen how it plays in the long-term, and what happens when the incentive is terminated” points out Bang. “Conservation, mitigation or any pro-environment activity that is based on monetary benefits may alter people’s attitude towards the environment, where the environment might be looked upon as property to benefit from, and that idea of ownership based solely on benefits could be problematic; problematic in theory, practice, and ethics and values about how we view nature.” Scientists are exploring other options too. It is practically impossible to fully control or eradicate invasive species, said Tiwari. “We can, however, initiate area-wise interventions to restrict their dispersal in ecosensitive and other similar prioritised areas.” Control measures such as chemical, mechanical and natural are proposed usually, but Tiwari prefers and advocates the promotion of native species-based flora to address invasion. “My experience shows that virgin forests or forests having dense canopy does not allow the invasives to penetrate through their area,” he said. “Burning is another option,” added Ranjan. “Lantana, in particular, is very costly to uproot, and uprooting results in more vigorous growth.” For Bang, the best solution is to have tight biosecurity policies at the national and regional levels to prevent any alien or exotic species from gaining entry into the country. “India has a very weak biosecurity policy currently,” he said. Bang also suggested timely assessments of potentially problematic species that are already reported in some parts of the country. “Management of an invasive species with a breakout in a small area is always easy and cost-effective in the short as well as long term,” he said. Additionally, a list of problematic species that could arrive in the country, either because they have already been reported in other parts of South Asia or from other regions with climates similar to India’s, or are growing unreported in the country, could be prepared. Finally, basic research on ecology, behaviour, control and management of invasive species should be encouraged and funded, ideally, under a national research, development and implementation body on invasive species research and management, added Bang. T.V. Padma is a freelance science journalist. This article was first published by Mongabay-India and was republished here under a CC BY-ND 4.0 license.

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Use these free engaging printables to teach your kids counting. Make your child practise number recognition and counting with these free kindergarten math worksheets pdf. These worksheets include number recognition activities. These Colourful kindergarten math worksheets pdf are a great way to train your kids with numbers. Click the pictures below to download these worksheets and get your kids to practise recognising numbers from 1-10. Cut and Paste the number kindergarten worksheet Count and Write the number worksheet Count and Match Count and Add Count and Subtract Related: Year 1 and year 2 mental maths Colour using colour code worksheet Fill in the missing numbers Count backward and Write the missing numbers Also, Check: Kindergarten English Worksheets

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In the sixteenth-century Atlantic world, nature and culture swirled in people's minds to produce fantastic images. In the South of France, a cloister's painted wooden panels greeted parishioners with vivid depictions of unicorns, dragons, and centaurs, while Mayans in the Yucatan created openings to buildings that resembled a fierce animal's jaws, known to archaeologists as serpent-column portals. In Nature and Culture in the Early Modern Atlantic, historian Peter C. Mancall reveals how Europeans and Native Americans thought about a natural world undergoing rapid change in the century following the historic voyages of Christopher Columbus. Through innovative use of oral history and folklore maintained for centuries by Native Americans, as well as original use of spectacular manuscript atlases, paintings that depict on-the-spot European representations of nature, and texts that circulated imperfectly across the ocean, he reveals how the encounter between the old world and the new changed the fate of millions of individuals. This inspired work of Atlantic, European, and American history begins with medieval concepts of nature and ends in an age when the printed book became the primary avenue for the dissemination of scientific information. Throughout the sixteenth century, the borders between the natural world and the supernatural were more porous than modern readers might realize. Native Americans and Europeans alike thought about monsters, spirits, and insects in considerable depth. In Mancall's vivid narrative, the modern world emerged as a result of the myriad encounters between peoples who inhabited the Atlantic basin in this period. The centuries that followed can be comprehended only by exploring how culture in its many forms—stories, paintings, books—shaped human understanding of the natural world. Chapter 1. The Boundaries of Nature Chapter 2. A New Ecology Chapter 3. The Landscape of History Postscript. The Theater of Insects Note on Sources "In Nature and Culture in the Early Modern Atlantic, Peter Mancall offers a brief, elegant account of the environmental understandings of both the Europeans who came to settle and exploit the resources of North America and the Caribbean, and the native groups who were already doing those things. . . . The book features illustrations large enough to reward examination, underlining their role as integral components of the argument."—Times Literary Supplement "How to research indigenous culture in pre-modern America is a perennial challenge, given the nature of that society and the records that historians conventionally use. Mancall makes the case for visual material, oral history and legend as recorded in antiquarian sources in order to break the hold of the Western historical tradition. . . . Like some of the maps that it studies, Mancall's book charts the possibilities of what those new encounters with Atlantic history might be."—English Historical Review "Mancall draws mainly from the Anglophone scientific tradition, in which knowledge about Spanish and Portuguese documents of the sixteenth century is still quite exceptional. His book reads like a companion, accessible to an audience beyond specialized scholars . . . Mancall suggests with this well-documented and wonderfully illustrated study that Europeans and indigenous Americans started from similar points of view in the past-which implies that, from a global perspective, the culture of the Enlightenment did more to broaden the distance than to advocate for a better understanding of their mutual specifics."—Isis "In recent years an active research topic on the early modern era has been the intersection of human beings and the natural world. From all sides have come significant works investigating the science of describing natural history and the invention of exoticism and the endemic or the indigenous. Nature and Culture in the Early Modern Atlantic explores the natural world as conceived in the sixteenth-century Atlantic basin. With footings in both history and anthropology, Peter C. Mancall is well positioned to plumb the topic . . . [and the book] delights as it enlightens at every turn."—Journal of Southern History "[A] graceful and sumptuously illustrated collection of essays exploring the cultural impact of encounters with American habitats and inhabitants on early modern European ideas about nature . . . [T]he book draws on a rich corpus of images and the author's deep familiarity with European visual culture to consider how the nature of the New World sometimes echoed and sometimes challenged European knowledge about the environment and even the nature of that knowledge itself."—Envorinmental History "Through a wide-ranging series of case studies, this book weaves a compelling narrative of visual, cultural, and ecological exchange in the early modern Atlantic world . . . The use of oral history and folklore helps to develop a broad perspective on early encounters in the Atlantic basin, expanding upon previous scholarly explorations of the subject that do not always pay such close attention to these types of sources."—Winterthur Portfolio "Brilliantly illustrated and written with flashes of wit and humor, Nature and Culture in the Early Modern Atlantic traces the shift in people's thinking about nature from the medieval to the modern period. Peter C. Mancall brings his encyclopedic knowledge of the primary and secondary sources to bear on monsters, insects, tropical forests, and indigenous peoples and shows that a new fascination with the material spectacle of the New World contributed to secular explanations of natural phenomena."—Donald Worster, author of Shrinking the Earth: The Rise and Decline of American Abundance "Peter C. Mancall's Nature and Culture in the Early Modern Atlantic introduces the reader to a wondrous variety of ways that individuals, both individually and collectively, attempted to view and conceptualize the early modern Atlantic ecological world, from insects to maps and from imagined monsters to actual peoples. Abundantly illustrated, it is a tour de force of creative synthesis, engagingly drawing us into an era marked by a complex meeting of beliefs and ideas, and setting the stage for the intellectual traditions that would follow in its wake."—Joanne Pillsbury, The Metropolitan Museum of Art "In this compact, learned, and beautifully illustrated book, Mancall probes a wide array of written, oral and art historical sources on the real and imagined flora and fauna of the Americas in the sixteenth century, examining everything from monsters to mosquitoes. He shows in exquisite detail how the integration of the Atlantic world unsettled sensibilities toward nature."—J. R. McNeill, author of Mosquito Empires: Ecology and War in the Greater Caribbean, 1640-1914

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In my recent reading of Land of Cranes by local author Aida Salazar, I came across a passage where a mother wants to teach children in a detention center. Someone commented but they have no pen or paper! Never mind that. They have their voices. They would learn through song just as the enslaved learned about a path to freedom by Follow[ing] the Drinking Gourd. Singing helps children hear the sounds that make up words. EARLY LEARNING TIPS EARLY LEARNING ACTIVITIES - First 5 California has a Pandora Station. Listen online: https://www.pandora.com/station/play/4566944631348892374 - Listen to Wee Nation Radio https://www.weenationradio.com/ - Sing as you do everyday things together, such as making breakfast or going to the store. - Sing “If you’re happy and you know it, wash your hands” while scrubbing for the recommended 20 seconds. Is there a favorite song you remember from your childhood?

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Here is a great post from education.com when it comes to multiplication and helping your kids count money. Typically, the way children practice multiplication is by looking at equation cards and answering from memory. With this challenge, your child will be able to use objects to practice multiplication and counting money. Having tactile materials makes more sense and adds relevancy for children learning new concepts. What You Need: - Letter envelopes - Index cards What You Do: - Insert multiple coins of the same value into each envelope. Make sure you come up with equations ahead of time, and try them to see if they would make sense to your child. - Put index cards inside the envelope he can use to practice writing the equations. If you don’t have any index cards on hand, have him write the equation on the envelope. - Have him pick any envelope and open it. When he takes out the coins, have him tell you the value of that coin type. Then, have him count how many coins he has. - To begin creating an equation, he will have to multiply the amount of coins he has by the value of the coin. For example, if there are three quarters in the envelope, he needs to multiply 25 x 3. By the end of this activity, your child will have a strong grasp of both multiplication and counting money, a useful skill as he sails out into the world.

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For thousands of years, the Spokane River was the lifeblood of the Spokane Tribe. When Grand Coulee Dam was completed in 1942, Lake Roosevelt was created, raising the waters of the Columbia and Spokane Rivers some 70 feet. Traditional fishing sites, burial grounds, and sacred cultural gathering places lay beneath Lake Roosevelt. There were no options for the people of the Spokane Tribe and no options for the salmon, which were blocked by the dam. The federal government is required to maintain a trust responsibility with tribes. Tribal leaders were told they’d receive reasonable compensation for their losses. The Tribe was paid just $4,700. For nearly 70 years, the Spokane Tribe of Indians has been negotiating with the federal government over the tribes’ losses due to Grand Coulee Dam.

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Grade Level: Middle School Standards: Science as Inquiry: - Identify questions that can be answered through scientific investigations - Design and conduct a scientific investigation - Use appropriate tools and techniques to gather, analyze, and interpret data - Develop descriptions, explanations, predictions, and models using evidence - Think critically and logically to make the relationships between evidence and explanations - Recognize and analyze alternative explanations and predictions - Communicate scientific procedures and explanations - Use mathematics in all aspects of scientific inquiry Japanese beetles are a thorn in the side of rose growers everywhere. The invasive species, introduced to North America in the early 1900s, causes crop and landscaping damage in the tens of millions of dollars each year, and roses are not immune. But are all types of roses the same in the eyes of the beetles? This simple, one-day activity answers that question while helping young scholars build the skills to gather, analyze, interpret, and report scientific data. A 20-point scoring rubric is included for easy grading. Learn more by downloading the activity plan above. Ward's® Painted Lady Butterflies Vanessa cardui Butterflies form chrysalides and transform into colorful butterflies right before your eyes. biOrb® Air Terrariums A compact, easy to manage terrarium. Wards® Mini-Habitat Terrarium Sets Grow your own collection of plant ecosystems and study life cycles, habitats, and interaction of living systems with these hands-on live terrarium sets. Ward's® Student Insect Net Set A high quality starter net. The Student insect net is designed for general aerial sweeping and collection. Show Me Science: The Abundant Beetles DVD This program provides a fascinating look at the world’s most abundant and successful forms of insect life.

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While some modern Islamic scholars have struggled to reconcile Islamic and modern, largely Western notions of human rights, the majority of traditional Islamic scholars today have generally defied what they perceive as an attempt at intellectual colonialism. The conflict between modern human rights doctrine and Islamic law can, for the most part, be understood as a product of their extreme historical and contextual distance. Whereas Islamic law was formulated in the harsh, unpredictable, and austere environment of 7th-9th century Arabia, modern Human rights doctrine is generally traced back to the European Enlightenment, starting especially with the English philosopher John Locke's ideas of natural rights in the 17th century. Islamic scriptures generally employ the masculine pronoun in Arabic, which is used to refer to both men and women. On occasion, the scriptures diverge from this standard, inclusive usage, and comment specifically on men or women. The perspective taken by Islamic scriptures on women is of special interest in recent times due to frequent collision with modern values. Islamic law and doctrine holds women to be inferior to men in many respects, including in their intellect, their ability to serve as witnesses on topics other than female biology, ability to handle wealth, and ability to operate independently in society, among other things. While modernist Islamic movements have attempted to reconcile Islam with feminism, mainstream orthodox thought remains strictly antithetical. With some adjustments, Islamic law enshrines the gender norms of 7th century Arabia. Rape, known in Islamic law as zina bil-ikrah or zina bil-jabr (literally "fornication by force"), is generally defined by Muslim jurists as forced intercourse by a man with a woman who is not his wife or slave and without her consent. As with enslaved females, according to Islamic law, married women are required to oblige their husbands sexual advances. The concept of "rape" did not apply in the contexts of marriage or slavery. Child marriage and sexual activity between adults and children are sanctioned by Islamic law and were practiced by Muhammad and his companions. The schools of Islamic jurisprudence agreed that a father could contract his virgin minor daughter in marriage. Consummation was to occur when the family considered the child physically ready (no consideration was given to mental anguish). They supported their views variously using Muhammad's marriage to Aisha, the example of his companions, and their understanding of the Quran. In many modern Muslim countries a minimum age of marriage has been introduced or raised in recent decades. Verse 4:34 of the Quran instructs men to, among other things, beat their wives "from whom [they] fear rebellion" or "disobedience". As a consequence, Islamic law sanctions and instructs wife-beating as a legitimate domestic disciplinary measure. The word used to instruct this beating is "daraba" whose translation has been a source of contention. Other articles in this section Islamic law permits the residence of Christians, Jews, and Zoroastrians (the three groups constituting the People of The Book) in the Islamic caliphate, or state, provided they accept the legal, social, and financial subjugation (the Dhimma system) whose explicit aim, as mentioned in the Quran, is their humiliation viz-a-viz the Muslims. Traditionally, per Islamic scriptures, polytheists and persons of non-Abrahamic faiths were deemed unsuitable for residence in Islamic lands and would have either to convert or face execution following military defeat. Historically, however, the challenge of implementing such policies against large numbers of polytheists (following, for instance, the Islamic conquest of Hindu lands) brought Islamic scholars and political leaders to arrange compromises and additional constraints whereby certain polytheists could live as Dhimmis. The Dhimma legal framework is not in force in modern Muslim states today as civil law is considered to have rendered it inapplicable. Nevertheless, other forms of oppression or persecution of non-Muslim minorities and unorthodox Muslim sects in some Muslim-majority countries occur today. The word Dhimma in modern parlance refers to the non-Muslim persons permitted to live under the Islamic regime (The Caliphate), namely those of Abrahamic faiths, as well as the system of financial, legal, and social subjugation that must be brought to bear over them so as to bring about their humiliation, as instructed by the Quran. Included in this system are the practices of Zunar (yellow-badge practices) and Jizyah (non-Muslim tax). The Jizyah is the tax imposed by the Islamic regime, or caliphate, upon the non-Muslims permitted to live under its reign, namely those of Abrahamic faiths. The Jizya tax is intended as a form of humiliation, as stated in the Quran, whereby non-Muslims are financially incentivized to convert to Islam. Conquered non-Muslim peoples are given the choice between conversion, mass execution and enslavement, and paying the Jizyah. The Jizyah is four times the Zakah Tax, imposed upon Muslim. Part of the subjugation system imposed upon the non-Muslims permitted to live under the Islamic regime, or caliphate, is the Zunar. The Zunar is prominent article of clothing or an accessory designed to plainly distinguish Muslims from non-Muslims so as to enable the humiliation of non-Muslims in social, legal, and financial interactions, such as the requirement for non-Muslims to step out of the way when a Muslim is on a street. Some suggest this was a predecessor of the Yellow-Badges imposed by the Nazis upon the Jews. Other articles in this section Freedom of Conscience Traditional Islamic legal scholars overwhelmingly agreed that blasphemers and apostates should be put to death. Most also demanded the death penalty for practicing homosexuals. Religion-critical perspectives were outlawed under the former set of laws, as pronouncing a disagreement with scriptures amounted to apostasy or, at least, heresy, as in much of the pre-modern European world. Similar attitudes prevail in Muslim-majority lands today, with nearly a dozen Muslim-majority countries placing the death penalty on apostasy and/or blasphemy and several more punishing those crimes with imprisonment, fines, and various forms of civil death. In Islamic terminology, a kāfir is a disbeliever, or someone who rejects or does not believe in Allah as the one and only God and Muhammad as the final messenger of Allah. In the context of Islamic scriptures, "kafir" is the broadest, all encompassing category of non-Muslim, which includes all other sub-categories, such as mushriqun, or polytheists, dahriyah, or those who deny the existence of any gods outright, as well as those who would today identify as agnostics or who are simply ignorant of religious figments. Apostasy is a serious offense in Islam. Rejecting any part of Islamic doctrine, whether derived from the Quran or from what are held by Islamic scholars to be incontrovertibly reliable hadith, amounts to apostasy. The punishment for apostasy as prescribed by Muhammad and as delineated in all four schools of Islamic law is execution. In Sahih Bukhari, for instance, it is recorded that “Allah's Apostle said, 'Whoever changed his Islamic religion, then kill him'”. The four Sunni schools of jurisprudence all agree that practicing homosexuality is an egregious crime that earns an especially harsh punishment, although the schools vary regarding what exactly this punishment should be. Punishments range from execution by beheading, execution by stoning, execution by being thrown off a tall building, and imprisonment until death. According to Islamic law, it is a criminal offense to speak ill of Islam, its Prophet, and its holy Scriptures (Qur'an and Hadith). Blasphemy is punishable by death. Sufficiently unorthodox perspectives constitute blasphemy just as well as only partially orthodox perspectives (that is, those perspectives that affirm some tenants of blasphemy while denying others). Several forms of corporal punishment feature in Islamic law. Crimes for which punishments are not explicitly prescribed in scripture can earn a discretionary corporal punishment so long as it does not exceed the least-severe corporal punishment prescribed by scripture. This upper limit is 80 lashes according to some scholars and 40 lashes according to others. Scriptural punishments include crucifixion, stoning to death, execution by other means, various amputations, and lashings. Such practices have been replaced by civil penalties in most modern Muslim majority countries, though not all. Islamic law sanctions several forms of physical violence in domestic, civil, and international contexts, ranging from unprovoked imperial Jihad, to wife-beating, to amputations. While a few modern Islamic scholars have challenged the legality of imperial violence, a smaller minority that also of domestic violence, and yet smaller minority that of civil violence, the overwhelming majority of Islamic scholars today embrace the tradition of Islamic violence in all three respects. Various forms of amputation are prescribed as punishments in Islamic law, drawing on the Quran in particular, which instructs the delimbing of thieves as well as those who 'spread mischief in the Earth' (variously interpreted as everything from political corruption to promoting atheism). Muslim-majority implement these punishments even today, most notably Saudi Arabia and Iran. Stoning (رجم, Rajm) is primarily a mode of capital punishment for persons who engage in unlawful sexual relations. The criminals "hands are tied behind their backs and their bodies are put in a cloth sack." They are then "buried in a hole, with only the victims heads showing above the ground. If its a woman, she is buried upto her shoulders." The stones which are to be thrown at the criminal "should not be so large that the offender dies after a few strikes, nor so small as to fail to cause serious injury." Crucifixion is prescribed as a punishment in the Quran for those who 'spread mischief in the Earth' (variously interpreted as everything from political corruption to promoting atheism). The practice of crucifixion can range from execution and/or torture by tying and/or nailing someone to a cross, stake or tree to the public display of a body after execution. Other articles in this section Modern movements and events The sharp contrast between still-practiced Islamic law and modern norms of human rights has brought the archaisms of Islamic law to achieve considerable public attention. International controversies surrounding intentional and unintentional acts of blasphemy against Islam have become commonplace in the twenty first century, the first major harbinger of these events being the supreme leader of Iran's call for the killing of the British novelist Salman Rushdie in 1989 for a book that was deemed blasphemous. In what became known as The Rushdie Affair or The Satanic Verses Controversy in 1988, the British novelist Salman Rushdie published a novel which in drawing on the Satanic Verses incident from Muhammad's life so incensed large parts of the Muslim world as to compel international protests and a death sentence in the form of a fatwa from the then Grand Ayatollah Khomeini. Numerous deaths followed. Everybody Draw Muhammad Day began when, on May 20th, 2010, cartoonist Molly Norris responded to death threats directed at follow cartoonists who had drawn Muhammad by suggesting that if everyone drew Muhammad, then Jihadists would be dumbfounded about who to kill. Subjected to threats herself, Norris later recanted, but her idea lives on. With the banning of the Welfare Party (Refah Partisi, RP), an Islamist political party in Turkey, and a further sanction in the form of a ban on its leaders sitting in Parliament or holding certain other forms of political office for a period of five years, the European Court of Human Rights determined on July 31, 2001, that "the institution of Sharia law and a theocratic regime, were incompatible with the requirements of a democratic society." In 2005, the Danish newspaper Jylands-Posten published cartoons of Muhammad including, most famously, one of Muhammad wearing a bomb-shaped turban. The cartoons sparked international controversy. Widespread protests throughout the Muslim world followed and more than 250 reported deaths followed. Assassination attempts were made against Kurt Westergaard, who drew the bomb-turban image. Other articles in this section

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The history of Thracian warfare spans from the 10th century BC up to the 1st century AD in the region defined by Ancient Greek and Latin historians as Thrace. It concerns the armed conflicts of the Thracian tribes and their kingdoms in the Balkans. Apart from conflicts between Thracians and neighboring nations and tribes, numerous wars were recorded among Thracian tribes. Instances of Thracian people engaging in armed conflict occur in the Iliad of Homer and in Greek mythology. The Greek Temenids ousted the Thracians from Pieria (later central Macedonia).The Thracians, prominent warriors who became allies of Troy, came from the Aegean coast. In the Odyssey, there is only one instance of Thracians, that of Cicones again on the coast, but they are weak. The Thracians were a particularly fierce culture in terms of violence and conflict and so they appeared in Greek Mythology as mostly associated with its stories of strife. The god of war Ares was said to have been born in Thrace and was also heavily worshiped there; in contrast to the revulsion of his worship by many other Balkan city states. Homer recounts in the book of Odyssey that an embarrassed Ares retreated among his Thracian followers when his love affair with the goddess Aphrodite was caught and the two were promptly ensnared by Hephaestus. Thracian tribes fought amongst each other and they allied themselves with the Greeks against other Thracian tribes. Those allied with the Greeks were more civilized and they were usually established in settlements along the Thracian coast.The interior tribes were known as savages, retaining their barbarous habits even until the Roman period. The tribal wars also kept Thrace from becoming a major regional power due to the lack of a central government. At the onset of the Peloponnesian War, the Thracian tribes were united under the rule of Sitalces, king of the Odrysae.It was allied with Athens during the conflict. However, the kingdom was again split into different parts after the death of king Seuthes. It was during this time when Philip of Macedon conquered a large swath of Thrace, absorbing the territory and its tribes into Macedon. The Odrysian kingdom (Ancient Greek, "Βασιλεία Όδρυσων") was a union of Thracian tribes that endured between the 5th century BC and the 3rd century BC. The Odrysian state was the first Thracian kingdom that acquired power in the region, by the unificationof many Thracian tribes under a single ruler, King Teres 5th century BC. It became involved in wars and military conflicts against the Romans, Greek colonies, the kingdom of Macedon and the Diadochi, the Persian Empire, Paeonians, Dacians, Celts, Scythians and Thracian tribes. Sometimes it was allied with various Ancient Greek tribes or Greek city states. During the Peloponnesian war, Thracians were the allies of Athens. The Thracians fought alongside Athenians and Macedonians against the forces of the Spartans. Greek generals like Iphicrates and Charidemos fought for the Odrysae as well. The Thracians served under Scythian kings in 310 BC. Odrysian military strength was based on intra-tribal elite making the kingdom prone to fragmentation. Although the kingdom was wealthy, a large proportion of its income was in kind and suitable portions had to be paid to the tribal chiefs. The army was mostly fed and paid by plunder. Sitalces was able to raise an army supposedly 150,000 strong for his invasion of Macedonia in 429 BC but these economic and political factors (plus the onset of winter) meant that this army only held together for about six weeks and any Thracian conquests were ephemeral. The Sapaeans ruled Thrace after the Odrysians until its incorporation to the Roman Empire as a province. Thrace became a Client state of Rome at 11 BC and was annexed at 46 AD. Thrace had the potential to muster a huge number of troopsthough this rarely occurred. By tradition, Thracians honored warriors and, according to Herodotus, despised all other occupations. The Thracians fought as peltasts using javelins and crescent or round wicker shields called peltes. Missile weapons were favored but close combat weaponry was carried by the Thracians as well. These close combat weapons varied from the dreaded rhomphaia to clubs (used to knock the heads off the spears in Xenophon's Anabasis by Thynians), one- and two-sided axes, bows, knives, spears, akinakes and long swords. Thracians shunned armor and greaves and fought as light as possible, favoring mobility above all other traits and had excellent horsemen. The sica was considered their national weapon. The Bithynian Thracians had contributed a number of 6,000 men (60,000 according to Herodotus) in Xerxes I of Persia campaign of 480 BC but in general resisted Persian occupation and turned against Mardonius's army as he retreated. The Triballi frequently used Scythian and Celtic equipment. Thracians decorated their bodies with tattoos like the Illyrians and the Dacians. Thucidides writes of their infantry tactics when attacked by Theban cavalry: "dashing out and closing their ranks according to the tactics of their country" Arrian writes of a tactic using wagons. A Thracian javelinman would wield a crescent wicker shield and a couple of javelins.This troop type was to persist into the classic and Hellenistic era. Organized groups of spearmen or javelin throwers were not used. In the 4th century BC, both infantry and cavalry troops started wearing helmets(some of leather) and some peltasts are seen with greaves. Principal weapons in the 4th century BC (as well as earlier) were the spear and short knife. Armor, when it was available (for the nobility), was at first leather or bronze but iron armour started appearing in the 4th century BC. Thracian cavalry would wear leather armoror no armor and would be armed with javelins, a bow, or a spear. Only royal cavalry would wear armor. Oval shields and peltes (even by heavy cavalry) were later used. Thracian cavalry was numerous. It was also legendary for its combat power so that Philip of Macedon adopted its wedge-shaped formation for the Macedonian cavalry maneuvers. The helmet type used mostly was the Chalcidian type helmet(over 60 have been found) and, to a much lesser extent, the Corinthian type helmet (one has been found), Phrygian type helmet, Attic type helmet and Scythian type helmet (an open face helmet) with many hybrid types occurring. No Illyrian type helmet has been found in the east Balkans. A Thracian footman (3rd century BC - 1st century BC) could wield a knife or sword, Rhomphaia, a helmet, two javelins and a light oval wooden shield (or a heavier iron-rimmed and spined thureos).No Thracian infantry wore greaves until the 4th century BC. Later native and Greek types started being used, the Greek type being rarer. Thracians used mixed Thracian and Greek equipment and armors from different time periods, to the point of wearing armors that ceased to be used elsewhere; this is something they did even in the classic era. Later they adopted Roman armaments. Thracians were highlysought as mercenaries due to their ferocity in battle, but they were infamous for their love of plunder. Thracian mercenaries played an important role in the affairs between Athenians and Spartans. The Odomantii were described as expensive mercenaries. In one instance in 413 BC, Dii mercenaries were so expensive to pay that after they missed the boat to Sicily the Athenians sent them home. They were hired occasionally by Persians. Croesus had hired many Thracian swordsmen for the Lydian army. They also served in the Republican Roman and Mithridatic armies, as well as the armies of the Diadocii. They provided up to one third of the cavalry in Macedonian armies and up to a fifth of their infantry (usually as levies or allies rather than mercenaries). They later formed one of the most important nationalities in the Roman army, contributing up to 20,000 troops at any one time to auxiliary units during the early empire. A Thracian chieftain could have access to armor and helmets. One could be equipped with a Chalcidian type helmet,a breastplate (this sort of armor is rarely found outside Crete and only one has been found in Thrace, a bell-type cuirass) with a mitrai (a plate attached to the bottom of the cuirass to protect the abdomen ), a wicker pelte, two javelins and a sword. Body armor was restricted to nobles and army commanders. Greek armor was in use in Thrace before the classical age. Nobles would sometimes wear pectorals on their chests as a sign of rank. There was no Thracian navy but there were instances of Thracians turning to piracy.[ citation needed ] The Greek cities of the coast that paid tribute to the Thracian kings did sometimes provide the Thracian kings with ships. Even though Thracians attempted to build only onepolis, they had forts in hills built as places of refuge. Thracian villages had basic fortifications as Xenophon witnesses in Anabasis. Tacitus in his Annals describes a Roman attack against a hill fort. There were many Thracian hill forts and some were inhabited. Other fortified Thracian towns existed at places like Hellis and Kabyle. Scythiansakinakes, Scythian saddles and horse archer equipment to the Scythian type helmet also called Kuban type. It was an open-face bronze helmet that stopped halfway (like a skullcap) and had leather flaps with sewn bronze plates that protected the back part of the head including the nape and the sides of the face. The Scythian cavalry wedge had been adopted by the Thracian cavalry. Despite the power of the Odrysians except during the reigns of Teres and Sitalkes they were still weaker than the Scythians militarily. Scale armor was adopted as well as a composite metal cuirass. The most northern Thracian tribe, the Getai, were so similar to the Scythians that they were often confused with them. Odrysian Thracian kings made treaties and royal marriages as equals with the Scythians. The royal name Spartokos (Spartacus) is shared between some Thracian royalty and some Crimean Skythian kings. Thracian warfare was affected by Celtsin a variety of ways like the adoption of certain long swords though this must not have been universal among them. The Triballi had adopted Celtic equipment. Another weapon, the sica was called Thracian sword (Ancient Greek,"Θρακικον ξίφος") though it did not originate from there, despite its popular usage (it was considered their national weapon ). The sword's utmost origin was the Hallstatt culture and the Thracians may have adopted or inherited it. Greeceaffected Thracian warfare early on with the xiphos and other swords, Greek type greaves, breastplates, a variety of helmets and other equipment. During the Hellenistic period more Greek armaments were adopted. Seuthes had adopted a Greek tactic for a night march (though night marches and attacks were a favourite Thracian tactic). Thracian kings were the first to be Hellenized. Thracians of the Roman client statesused Roman equipment. From 11 BC onwards Thracians would start resembling Roman legionaries. Thracians in Moesia, Dacia and the North were Romanized. Thracians were regarded as warlike, ferocious, and savagely bloodthirsty.Thracians were seen as "Barbarians" by other peoples, namely the Greeks and the Romans. Plato in his Republic considers them, along with the Scythians, extravagant and high-spirited; and in his Laws considers them a war-like nation, grouping them with Celts, Persians, Scythians, Iberians and Carthaginians. Polybius wrote of Cotys' sober and gentle character being unlike that of most Thracians. Tacitus in his Annals writes of them being wild, savage and impatient, disobedient even to their own kings. Polyaenus and Strabo write how the Thracians broke their pacts of truce with trickery. The Thracians struck their weapons against each other before battle and engaged in night attacks. Diegylis was considered one of the most bloothirsty chieftains by Diodorus Siculus. An Athenian club for lawless youths was named after the Triballi. The Dii were responsible for the worst atrocities of the Peloponnesian war killing every living thing, including children and dogs, in Tanagra and Mycalessos. Thracians would impale Roman heads on their spears and Rhomphaias such as in the Kallinikos skirmish in 171 BC. Herodotus writes that "they sell their children and let their daughters commerce with whatever men they please". This is a list of battles or conflicts that Thracians had a leading or crucial role in, usually as mercenaries. Thrace or Thrake is a geographical and historical region in Southeast Europe, now split among Bulgaria, Greece, and Turkey, which is bounded by the Balkan Mountains to the north, the Aegean Sea to the south, and the Black Sea to the east. It comprises southeastern Bulgaria, northeastern Greece, and the European part of Turkey. The region's boundaries are based on that of the Roman Province of Thrace; the lands inhabited by the ancient Thracians extended in the north to modern-day Northern Bulgaria and Romania and to the west into the region of Macedonia. The Thracians were an Indo-European speaking people who inhabited large parts of Eastern and Southeastern Europe in ancient history. Thracians resided mainly in the Balkans but were also located in Anatolia and other locations in Eastern Europe. The Odrysian kingdom was a state grouping many Thracian tribes united by the Odrysae, which arose in the early 5th century BC and existed at least until the late 1st century BC. It consisted mainly of present-day Bulgaria and parts of Southeastern Romania, Northern Greece and European Turkey. Dominated by the eponymous Odrysian people, it was the largest and most powerful Thracian realm and the first larger political entity of the eastern Balkans. Before the foundation of Seuthopolis in the late 4th century it had no fixed capital. Dromichaetes was king of the Getae on both sides of the lower Danube around 300 BC. Teres I was the first king of the Odrysian kingdom of Thrace. Thrace had nominally been part of the Persian empire since 516 BC during the rule of Darius the Great, and was re-subjugated by Mardonius in 492 BC. Hebryzelmis was an Odrysian king of Thrace, attested as ruling in 386/385 BC. The Thracians were a group of Indo-European tribes inhabiting a large area in Central and Southeastern Europe, centred in modern Bulgaria. They were bordered by the Scythians to the north, the Celts and the Illyrians to the west, the Greeks to the south, and the Black Sea to the east. Bergaios or Bergaeus, 400 – 350 BC, was a Thracian king in the Pangaian region. He is known mainly from the several types of coins that he struck, which resemble those of Thasos. Bergaios could mean literally, 'a man from Berge but the legend on the coin is a personal, not a place name. Koreli or Coreli is the name of a Thracian tribe. They are mentioned by Livy. Thracia or Thrace is the ancient name given to the southeastern Balkan region, the land inhabited by the Thracians. Thrace was ruled by the Odrysian kingdom during the Classical and Hellenistic eras, and briefly by the Greek Diadochi ruler Lysimachus, but became a client state of the late Roman Republic and early Roman Empire as the Sapaean kingdom. Roman emperor Claudius annexed the kingdom as a Roman province in 46 AD. Skudra was a province (satrapy) of the Persian Achaemenid Empire in Europe between 510s BC and 479 BC. Its name is attested in Persian and Egyptian inscriptions. It is believed to have comprised the lands now known as Thrace and Macedon. The history of Dacian warfare spans from c. 10th century BC up to the 2nd century AD in the region defined by Ancient Greek and Latin historians as Dacia, populated by a collection of Thracian, Ionian, and Dorian tribes. It concerns the armed conflicts of the Dacian tribes and their kingdoms in the Balkans. Apart from conflicts between Dacians and neighboring nations and tribes, numerous wars were recorded among Dacians too. Thracian clothing refers to types of clothing worn mainly by Thracians, Dacians but also by some Greeks. Its best literal descriptions are given by Herodotus and Xenophon in his Anabasis. Depictions are found in a great number of Greek vases and there are a few Persian representations as well. In contrast to shapes and patterns we have very little evidence on the colours used. The Aleksandrovo tomb is a Thracian burial mound and tomb excavated near Aleksandrovo, Haskovo Province, South-Eastern Bulgaria, dated to c. 4th century BCE. The gold wreaths from Thrace are jewellery wreaths found in inner Thrace, which is within present day Bulgaria. The gold wreaths were found in the mounds and tombs of aristocrats at various locations in Thrace that have been dated to a period from the latter half of the fourth century and early part third century BC. The Thracian kingdom, also called the Sapaean kingdom, was an ancient Thracian state in the southeastern Balkans that existed from the middle of the 1st century BC to 46 AD. Succeeding the Classical and Hellenistic era Odrysian kingdom of Thrace, it was dominated by the Sapaean tribe, who ruled from their capital Bizye in what is now northwestern Turkey. Initially only of limited relevance, its power grew significantly in the ancient Roman world as a client state of the late Roman Republic. After the Battle of Actium in 31 BC, Octavian installed a new dynasty that proved to be highly loyal and expansive. Conquering and ruling much of Thrace on behalf of the Roman Empire, it lasted until 46 AD, when Emperor Claudius annexed the kingdom and made Thracia into a Roman province.

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Coal fueled the rise of the Industrial Revolution and the proliferation of everything from personal cars to iron ore smelting. The advent of new technology that harnessed coal’s massive energy density led to massive spikes in the quality of life for many industrialized countries. However, while coal became an industrial energy source mainstay, innovations in other areas exposed coal’s downsides. Advancements in science and medicine helped us understand more about the world, including the impacts that our activities were having. Particulate matter from the combustion process became linked to cancer, lung disease, and premature deaths. In cities where coal was widely utilized, toxic smog continued to shorten lives and reduce visibility. But as time passed, innovation only accelerated ways to reduce and eliminate many of coal’s harmful side-effects. “Clean Coal” technologies address a variety of coal’s inherent weaknesses. More intensive physical as well as chemical coal washing techniques have allowed many toxins like sulfur and excess ash to be removed before combustion. During the combustion process, machines called electrostatic precipitators work to remove fly ash from coal plants exhaust gas. These machines are in widespread use due to their efficiency in removing upwards of 99 percent of ash from exhaust. Exhaust gas desulfurization technology also removes upwards of 97 percent of the sulfur dioxide produced by the combustion process by injecting lime into exhaust gas to scrub away sulfur dioxide into a solid form that then can be collected. Simply treating the exhaust from coal plants helps reduce harmful particulates, but increasing the efficiency of the plant’s combustion process translates to greater energy generation and less waste leftover. The Integrated Gasification Combined Cycle (IGCC) allows for most coal to be converted into a pressurized synthetic gas. This allows for more efficient and in-depth carbon capture and a higher thermal efficiency, thereby reducing waste even further. Ultra clean coal (UCC) has been developed by scientists to remove many of the 15 percent mineral matter and other pollutants that are found within coal. By utilizing UCC and other technologies that increase power plant’s efficiency, less CO2 will be emitted per kilowatt hour (kwh) during the combustion process. During the actual combustion process, several more innovative technologies have reduced or eliminated the creation of gaseous toxins. Nitrogen Oxide (NO) is naturally produced during the combustion process by oxygen reacting with the heated coal. Low NO burners were developed to restrict the flow of oxygen in the combustion chamber to negate the formation of nitrogen oxide. This technology is now employed at 75 percent of existing coal power plants. To furthermore counteract NO generation, Selective Catalytic Reduction (SCR) systems treat exhaust gas with NO by running in through a machine where it reacts with ammonia and a catalyst. This chemical reaction produces nitrogen and water, which can be easily and cleanly disposed of. Finally, carbon capture storage (CCS) technology has allowed coal plants and other fossil fuels to directly capture much of their own CO2 emissions for storage underground. Existing CCS technology can capture up to 90 percent of carbon dioxide emissions from power plants. CCS can be outfitted to collect emissions from the smokestacks of power plants, where the CO2 is then compressed into a liquid form and pumped at least one kilometer underground. The CO2 must be dispersed under an impermeable rock to mitigate leaking and can be held in place underground in a plethora of different geologic formations. CCS allows for the capture and containment of the emissions that cannot be eliminated with other forms of technology. From basic scrubbers and filters capturing particulate matter to refinements in the combustion process, technology has made it possible to use coal for power generation without threatening the health of surrounding populations. Coal itself has a dirty footprint, but the electricity generation processes capture and prevent the worst side effects from ever materializing – truly a feat of engineering and innovation. All of these innovative technologies combined mean that current coal-burning power plants emit far less than they previously have. In the U.S., coal leads to less than a tenth of the deaths that the global average experiences from coal, and nearly a twentieth of the coal deaths from China due to deployment of these technologies. Several of these technologies are currently being implemented on a wider scale in the U.S., while others have continued to push for greater utilization in existing coal plants. Both in terms of its environmental and health impacts, coal technology has allowed it to remain a viable source of energy in the U.S. While coal’s share of the U.S. energy mix continues to shrink, these innovations in utilizing coal as an energy source showcase how continuous innovation makes coal cleaner today than it was even 10 years ago. Want to learn more about energy resources? Visit Aii Energy Month! Written by Roy Mathews, Public Policy Associate The Alliance for Innovation and Infrastructure (Aii) is an independent, national research and educational organization. An innovative think tank, Aii explores the intersection of economics, law, and public policy in the areas of climate, damage prevention, energy, infrastructure, innovation, technology, and transportation.

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Today, we’re going to be looking at the impact treehouses can have on trees, as well as the methods by which we can reduce this impact. Put simply, a treehouse will inevitably cause a certain amount of stress to a tree, and attempting to design a treehouse without sufficient understanding of tree anatomy can lead to problems. However, as living organisms, trees have ways of protecting themselves and recovering from damage. By understanding the mechanisms that a tree uses to protect itself, we at Blue Forest keep the impact on the tree to an absolute minimum, and cause little to no lasting damage. The bark of a tree performs a very important function. Being that trees are alive, they are vulnerable to diseases caused by bacteria and viruses. Generally, these are a much greater threat than some instance of physical trauma, since a tree can survive the loss of its limbs but a disease can kill the entire tree. Since trees don’t have an immune system as such, their only real defense against bacteria and viruses has to come from physically preventing the microorganisms getting in. Bark is this physical barrier, and thus any place where the bark is damaged and the living tissue is exposed is like an open wound. Thus, keeping bark damage to a minimum is key to protecting the health of a tree. Cutting chunks or branches out of the tree is therefore to be avoided. Slices like this expose a great deal of the interior of the tree, making the risk of disease great. You should also preferentially use one larger bolt instead of several smaller ones where possible; the fewer holes made in the bark the better. Also, avoid using ropes in most cases. A rope will actually cause damage to a large surface area of bark as the tree slowly moves and grows, and constantly has the friction of the rope rubbing on it. Ropes generally do greater damage than bolts in the long run, so if ropes are a necessity for your design, make sure you remove them once a year to alleviate the pressure and reduce damage done to the bark. Particularly if your design includes ropes, it is strongly recommended that you invest in professional assistance with your tree house, since incorrect usage of rope supports can lead to strangulation of the tree. As mentioned above, trees don’t have immune systems, and they also don’t really have a method of regenerating tissue in the way animals do. Instead, a tree’s response to trauma is to wall off the damaged area and allow it to die in a process called compartmentalisation. The tree then doesn’t waste nutrients on supplying the damaged area, and continues to grow elsewhere. Be aware then, that a tree does not ‘heal itself’ as such, and any impact on a tree will be permanent. Understanding the mechanism of compartmentalisation and how to minimise the amount of area that a tree walls off is important to knowing how to build a treehouse with minimal impact on a tree’s health. One of the most important principles here is to reduce the number of punctures into a tree. Don’t use nails and screws to attach materials to the trunk, and instead rely on a few large bolts for support and save the screws for holding the structure together. Perhaps even more importantly, make sure your punctures are spaced out a good distance. If there are too many punctures within a certain area, the tree may compartmentalise the whole area, meaning you’ll be killing the area between the punctures instead of just the small areas around each puncture. A good policy is to maintain 12’’ of horizontal and vertical distance between each puncture. Trees use roots not only to absorb nutrients from the soil, but also to anchor themselves into the ground. The roots of a large tree will form a very extensive network and go quite far underground in order to allow the tree to support its own weight and to remain stable in the wind. Often, trees will not grow directly upwards but will lean heavily to a particular side, and in this case the roots will grow in a particular way to compensate for this. Whichever way the tree is overbalanced, the roots will grow in the opposite direction to act as a counterbalance. However, this is a very gradual process, and happens as a tree slowly grows in one direction. A treehouse, even if built over several months, is still going to be a very sudden addition of weight, and it will take the roots many years to grow to compensate. Whilst in this weakened state, a tree’s resistance to storm damage will be significantly lessened. Consequently, weight distribution is very important when building a treehouse. As much as possible, try not to add too much weight to a particular side of the tree. Circular designs that wrap around the trunk are a particularly elegant solution here, as they will keep most of the weight at the centre of gravity of the tree. It also worth considering splitting the weight of the treehouse between several trees if possible, as this will significantly reduce the problem. Trees never really stop growing. After a tree reaches maturity, the rate of its growth will slow down dramatically, but nevertheless it will not completely stop. You should be aware of this when building a treehouse. If supports are particularly close to the tree, the tree will eventually grow around these supports. This rarely causes actual damage to the tree, but be aware that this will result in a disfigurement to the tree, and it will obvious if the treehouse is removed where the tree had to grow around a previous obstacle. As such, you should try to make the supports as unrestrictive as possible, giving the tree room to grow.

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1. Define Dip? The inclination of the bedding planes, with the horizontal, is called dip and is always expressed in degrees. 2. Explain true dip? It is the maximum inclination of bedding planes with the horizontal, or in other wards it is the inclination of the direction of which water would flow, if poured on the upper urface of the bed. 3. Explain apparent dip? The inclination of the bedding planes, with the horizontal, in any other direction, other than the direction of the true dip, is know as the apparent dip. The value of apparent dip is always less than the true dip. 4. Define strike? It is the direction, measured on a Horizontal surface, of a line formed by the intersection of dipping bed with the horizontal plan. It is always expressed in terms of main direction ie, is North, South, East or West. 5. What is mean by folds? The earth's crust is tilted out of the horizontal and is bent into folds. Such a fold may ranges from a microscopic crinkle to great arches and troughs even up to 100 kms across. A set of such arches and troughs is called a fold. 6. What is mean by Anticline and Syncline? When the beds are unfolded in an arch-like structure, it is called an anticline. When the beds are down folded in trough like structure, it is called a Syncline. It may be noted that in an anticline the oldest rock is in the centre, where as in a syncline the youngest rocks is in the centre. 7. Explain Causes of folding? The interior of the earth is getting cooler and cooler day by day, which is sure to cause some shrinkage in the earth's crust. This stink age is responsible for the compressive and shearing stress to be developed within the earth's crust. Some time these stresses are small in magnitudes but go on exerting pressure for a sufficient length of time and result in buckling or folding of the layers of the earth's crust. 8. What are types of folds? a) Symmetrical fold b) Asymmetrical fold c) Overturned fold d) Isoclinal fold e) Recumbent fold g) Open fold h) Closed fold 9. Define Faults? Faults are fractures, along which the movement of one block with respect to other, has taken place. This movement may vary from a few centimeters to many kilometers depending upon the magnitude of the stresses, and the resistance offered by the rocks. 10. Explain the Causes of Faulting? The interior of the earth becoming cooler day by day, which is sure to cause some shrinkage in the earth's crust. This stink age is responsible for the stress to be developed within the earth's crust. These stresses, when greater in magnitudes exert so much pressure that the layers of the earths crust are fold due to compressive stresses and after wards when the stresses are released, fractures are formed. If the stresses still continue, the blocks move up or down along the fault plane depending upon the direction of stresses and their intensity. Such a fracture, along which a movement has taken place, is called a fault. 11. What are the classifications of faults? Faults are classified on the basis of their apparent displacement, ie, the direction of movement, of one block, with respect to the other along the fault plane. 12. What are the criteria for the recognition of a fault? 1) Discontinuity of strata 2) Repetition and omission of strata 3) Physiographic features 13. What is mean by Joints? When sufficient tensile stress in developed between two successive points, a crack is developed at right angle to the direction of the stress, such cracks are called joints. 14. What is mean by Master joints? The joints always occur in sets and groups. A set of joints means, joint occurring in the same dip or strike. A group of joints means a few sets of joints having almost the same trend. If a few sets or groups of joints appear for a considerable length in a rock, such joints are called major joints or master joints. 15. Define out crop? A little consideration will show that the out crop of a rock is affected by the angle of dip also. If a rock has a vertical dip then the outcrop will be less, than that when the same rock is dipping at some angles. 16. What are the different forms of out crops? a) Out lier b) In lier e) Cross bedding. 17. Define over lap? An overlap is particular type of an unconformity, in which the overlying strata extends so as to overlap the underlying strata. 18. Define cross bedding? Sedimentary beds or layers are generally parallel to one another. But, sometimes, it has been observed that the beds lie slightly oblique to the major bedding planes. 19. What are the classifications of joints? a) Geometrical classification Stricke joints, Dip joints, Oblique joints b) Genetic classification Tension joints, shear joints 20. What are the methods of Geophysical Exploration? Depending upon the type of energy field used, the following methods may be used. Seismic method, Electrical method, Gravitational method, Magnetic method, Radiometric method, Geothermal method.

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The study of human resources is important from the point of view of economic welfare. It is particularly important because human beings are not only instruments of production but also ends in themselves. A study of population is necessary as it is an important determinant of economic development The term population refers to the whole number of people or inhabitants in a country or region. The basic factors determining population growth are Birth rate has a positive influence on growth of population. Higher the birth rate, higher will be the growth of population. The birth rate depends on the following factors: the age of marriage the rapidity of child birth social customs and beliefs and Illiteracy and ignorance of controlling births. Early marriage, higher child birth, higher the spread of social customs and beliefs (like son preference to do the religious functions) and higher the rate of illiteracy and ignorance of birth controlling measures, higher will be the birth rate and population growth. Social awareness and spread of education among the people can help to increase the mean age of marriage, increase the knowledge about family planning methods and family welfare measures to control births, reduce the rapidity of child birth and thereby reduce the birth rate. Lower the death rate, higher will be the population growth and vice versa. High death rates may be due to hunger, starvation, malnutrition, epidemics, lack of proper medical and sanitary facilities. On the other hand, low death rates may be the result of better diet, pure drinking water, improved hospital facilities, control of epidemics and contagious diseases and better sanitation. Out-migration will reduce population growth while in-migration will increase the population growth. Migration is not an important factor contributing to the population growth due to the restrictions imposed by different countries. Thus, the two major causes for the variations in population are birth rate and death rate. Population growth can be both a stimulant as well as an obstacle to economic development. In a backward economy, population growth results in increase in supply of labour. This in turn results in the availability of cheap labour in the economy. Therefore, under a given technology with the availability of capital, production can be increased by increasing the labour use. Population growth results in increased demand for products. Increased demand results in increased production, employment and income in the economy. As a result, the economy will develop. Due to population growth, the supply of goods and services increases. Increased supply results in increased production, which in turn results in specialisation. Specialisation will induce technological improvements. Increased demand and increased supply of products result in scarcity of resources, which induce technological improvements. Population explosion means the alarming and rapid rate of increase in population.

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ML Aggarwal Class 7 Solutions for ICSE Maths Chapter 13 Practical Geometry Ex 13 Draw a line, say l, take a point P outside it. Through P, draw a line parallel to l using ruler and compasses only. Steps of Construction: Draw a line l. Draw a perpendicular to l at any point on l. On this perpendicular choose a point A, 3.5 cm away from line l. Through A, draw a line m parallel to l. Let l be a line and P be a point not on l. Through P, draw a line m parallel to l. Now join P to any point Q on l. Choose any other point R on m. Through R, draw a line parallel to PQ. If this line meets l at S, then what shape do the two sets of parallel lines inclose? Construct a triangle ABC, given that (i) AB = 5 cm, BC = 6 cm and AC = 7 cm (ii) AB = 4.5 cm, BC = 5 cm and AC = 6 cm. (ii) Steps of Construction: Construct a triangle PQR given that PQ = 5.4 cm, QR = PR = 4.7 cm. Name the triangle. Construct a triangle LMN such that the length of each side is 5.3 cm. Name the triangle. Construct a triangle ABC such that AB = 2.5 cm, BC = 6 cm and AC = 6.5 cm. Measure ∠ABC and name the triangle. Construct a triangle PQR, given that PQ = 3 cm, QR = 5.5 cm and ∠PQR = 60°. Construct ∆DEF such that DE = 5 cm, DF = 3 cm and m∠EDF = 90°. Construct an isosceles triangle in which the length of each of its equal sides is 6.5 cm and the angle between them is 110°. Measure base angles. Construct triangle XYZ if it is given that XY = 6 cm, ∠X = 30° and ∠Y = 100°. Construct a triangle PQR given that PQ = 4.9 cm, ∠P = 45° and ∠Q = 60°. Measure ∠R. Construct a triangle ABC such that AB = 4.1 cm, ∠B = 90° and hypotenuse AC = 5.2 cm. Construct a right-angled triangle whose hypotenuse is 6 cm long and one of the legs is 4 cm long.

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Stellated Rhombic Dodecahedron Project Create a shape (stellated rhombic dodecahedron) that will flip into a cube. This creative manipulative will bring geometry to life. Assemble square-based pyramids to create an interactive stellated, rhombic dodecahedron. Find the surface area, volume, and the sum of the angles for each pyramid. Determine the surface area and volume of the dodecahedron. Assemble nets for cones, cylindars, cubes and rectangular prisms for surface area and volume. Challenge students to create dimensional shapes by combining various solids to think outside the box! Students create an intricate shape from a square-based pyramid, to learn geometry, problem solving, or plain math fun! Supplies Used: Construction Paper, Double-Sided Tape, Packing Tape The teacher will die-cut the materials for student use prior to the lesson. - Die-cut twenty-four square based pyramids from construction paper or cardstock. Laminating the paper before cutting will make a longer lasting project. - Fold on the perforations and build twenty-four pyramids using glue or double-sided tape on the tabs (Figure A). - Create eight pods of 3 pyramids each with the top tips together. Reinforce all of the seams with packing tape. Regular tape will break with repeated bending. - Arrange the pods in two groups of four with the square pyramid bases flat on the table and flat around the four edges. Tape the two opposite sides (top to bottom) on each group of four (Figure B). - Pick up two of the pods that have been taped together. Invert or open the seam so that the opposite side of the same (taped) joint is exposed. Tape this (top to bottom) as well. It is recommended to go back and put a second layer of tape on both sides of this seam to reinforce the connection. Repeat this procedure with the remaining three sections of pods. - Turn the two sets of four pyramid pods over so their bases are on top and flat around the four edges. Each set of four pods has now been taped so eight pods are connected. Now connect the two eight pod sets by taping the pods together on their bases (Figure C). This base seam DOES NOT continue around to the seam already reinforced, it hooks the four pods together. Again, invert or open the seams and reinforce the opposite sides. Go back and put a second tape layer on both sides of these two seams. - Turn over again, with the bases down, and tape the two groups together in the center (Figure D). Turn and tape the inside of these edges (the 7th and 8th connections). The completed project will be secured in eight places. Again, it is recommended to put a second layer of packing tape (from one end of the seam to the other) on both sides of each joint. - The pyramids should now flip into many configurations including a cube and a stellated rhombic dodecahedron (see Main Photo). - Figure A - Figure B - Figure C - Figure D Mathematics, Grade 6: Geometry 6.G 4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Pre-K-5: Instructional programs from Pre-Kindergarten through grade 12 should enable all students to use visualization, spatial reasoning and geometric modeling to solve problems. - In Pre-Kindergarten through grade 2, all students should recognize and represent shapes from different perspectives. - In grades 3-5, all students should identify and build a three-dimensional object from two-dimensional representations of that object. Standards are listed with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content or validity of these alignments.

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“Skin cancer” is a general term for three distinct cancers that can appear on the foot: melanoma, basal cell carcinoma, and squamous cell carcinoma. Basal cell carcinoma, the most common type of skin cancer, appears on sun-exposed areas as a smooth, raised bump or a sore that is not healing. It rarely metastasizes or causes death because it grows slowly and rarely spreads. It is easily treated with surgery or radiation. Squamous cell carcinoma appears on sun-exposed areas as thick, red, scaly patches or as a bleeding ulcer. It is more serious than basal cell carcinoma because in some instances it may spread to other areas of the body. Melanoma, the most serious skin cancer, begins in the cells of the skin that produce pigmentation (coloration) and spreads to other areas of the body as it grows beneath the surface of the skin. Treatment of skin cancer, which varies depending on its type and location and the age of the patient, may include chemotherapy, radiation and surgical excision. Referral to an oncologist may be necessary

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Biologists had long believed that all life evolved from just two types of organisms differentiated by their cells: eukaryotes, creatures like plants and animals whose cells contain a nucleus and membrane-enclosed mitochondria, and bacteria, which have neither mitochondria nor a membrane surrounding their genetic material. But in 1977, American microbiologist Carl Woese discovered that one subset of heat- and salt-tolerant bacteria was actually a “third domain” of life. He called this group archaea. Scientists now estimate that archaea, which flourish in temperatures approaching 180 degrees Fahrenheit, make up to 20 percent of the Earth’s biomass. But they are only beginning to reveal their secrets. Researchers at the University of Cambridge and the University of Technology Sydney’s ithree institute have recently published a paper in the journal Nature, illuminating some of evolution’s early steps 2.5 billion years ago. “Archaea and bacteria joined forces early in evolution, resulting in all other complex life we see around us today,” says Iain Duggin, a researcher at the ithree institute. Top image: Hot springs like Yellowstone’s Grand Prismatic Spring have colonies of heat-loving archaea bacteria living in their bowels. Image credit: Shutterstock Above: Dr. Iain Duggin Dr. Duggin and his team studied a strain of salt-tolerant archaea from the Dead Sea. “Contrary to its name, the place is actually teeming with life,” he laughs. They were looking for similarities between proteins produced by eukaryotes and archaea. “We were retracing steps taken by evolution,” Dr. Duggin says. “We wanted to know why the function of certain proteins was conserved.” The team identified and then deleted individual genes one by one, and observed what happened. “It’s reverse genetics,” Duggin says. They soon noticed that some genes affected the microbe’s ability to control its shape by changing from a disc to a tube. But Dr. Duggin wanted to dig deeper and document the physical changes taking place inside the microbe. His archaea were tiny, no more than 2 microns across, 20 times smaller than the width of a human hair. Their innards are basically invisible. The team attacked the problem with the Delta Vision OMX super-resolution microscope from GE Healthcare Life Sciences. The device can observe living organisms in 3D even beyond Ernst Abbe’s diffraction barrier, which for a long time stood as the final frontier for microscopic resolution. “The microscope allowed us to see inside the walls,” Dr. Duggin says. “We were able to resolve details we couldn’t see before.” CetZ molecules stick together in a regular pattern to form sheets inside cells. This appears to provide a scaffolding to control cell shape. Remarkably, the overall structure of this sheet is the same in archaeal and human tubulin proteins. Image credit: Dr. Iain Duggin The team studied the family of proteins, called CetZ, and found that they act like a miniature skeletal system for the archaea cells to control their shape and movement. This “cytoskeleton” allows the cells to transform themselves from a plate shape into a torpedo-like structure for faster swimming. The research suggests that this feature did not evolve with more complex organisms, but may have been inherited from archaea. This is not just some idle journey into the past. The team wrote that CetZ is “related to a protein in humans that is the target of several major cancer treatments and, in bacteria, the related protein is crucial for cell division and multiplication.” The human protein is called tubulin and the bacterial version’s name is FtsZ. “While tubulin is a key target in cancer drug development, we believe that FtsZ could be an important target for the development of new antibiotics, potentially enabling the design of anti-infective drugs that inhibit bacterial cell division and growth, with fewer side effects,” Dr. Duggin says. The archaeal proteins could also illuminate an even older protein ancestor of the tubulin-FtsZ “superfamily” common to the microbial ancestor of all life, including archaea, bacteria and eukaryotes. Archaea are most likely one of the oldest life forms on Earth. The organisms can survive in extreme cold, heat and salinity, and exist in the soil, sewage, oceans and even oil wells. They make up an estimated 10 percent of the microbial population found within the human gut and are also responsible for biological methane produced by cattle, a major greenhouse gas. Professor Ian Charles, director of the ithree institute, said in a news release that it was crucial to better understand the function of archaea in nature, and to potentially exploit their properties for industrial and medical applications. “A new type of potentially useful antibiotic called Archaeocin has recently been described that is derived from the archaea,” Charles said. "Archaea provide an untapped source of novel compounds at a time when alternatives are urgently needed given the rapid rise of resistance to existing antibiotics.“

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What is a hardiness zone? Depending on how harsh and cold your local climate is, certain trees and plants will be able to thrive on your land, and others will languish, die or will not have time to mature their fruits. Since Canada has a very wide range of different climates and microclimates, hardiness zones are a way of simplifying the task of choosing plants and trees that are suitable for your area. Every region is designated with a particular hardiness zone indicating how harsh the climate is in that region. Each tree species is likewise given a zone number, which indicates the coldest zone in which that tree can grow. Zones range from 0 to 9, with 0 being the coldest and 9 the warmest. For example, a tree labelled ‘hardy in zone 3’ can be planted in zones 3-9, but not in zone 2, 1 or 0. The Canadian hardiness zone map In 1960, the United States Department of Agriculture created the first hardiness zoning map of North America. This map was constructed based on the minimum winter temperatures of an area. In 1967, the scientists of Agriculture Canada created a hardiness zone map of Canada. This map did not only consider the minimum winter temperature: it also accounted for the length of the frost-free period, summer rainfall, January rainfall, maximum temperature, snow cover, and the maximum wind speed. The hardiness zone map divides the country into 10 zones (0-9, 0 being the coldest zone and 9 the warmest). Each zone consists of 2 sub-zones (a and b, a being the coldest and b the warmest). For example, Ottawa is in zone 5b, Edmonton is located in zone 4a, La Loche is in zone 2b, and Yellowknife is in zone 0b. On the map, which you can download here, the zones are indicated by a colour code. Finding your hardiness zone Every Canadian gardener should know their cold hardiness zone, or they will have some nasty surprises in spring. If you don’t know your growing zone, we created this tool to help you find out. Simply write the name of your municipality to see which zone you are in. Note that this tool is in construction, and some municipalities are still missing. If your municipality is not yet identified with a particular zone, you can download the latest hardiness zone map here. To choose the trees that will grow well for you, the first step is to know the hardiness zone in which they will be planted. If you do not already know your zone, you can find it here by writing the name of the municipality in which your trees will be planted. When you select your zone, each variety that is hardy in your area will be identified, to make your choice easier. Data was extracted from the Natural Resources Canada Hardiness Zones map. I already know my hardiness zone Tell us your municipality The importance of cold-hardiness for fruit trees Hardiness is not quite as important for growing vegetables, as seedlings can be sprouted indoors to compensate for a short season. Trees and shrubs, however, must be able to survive outdoors throughout the winter, and over long periods of time rather than merely a year or two. One unusually cold night is enough to badly damage or even kill the tree you have been taking care of for years. It is also important to understand that frost damage greatly affects the health of a tree, even if the damage is not enough to kill it. The injury slows down the tree’s growth, and provides a doorway through which disease can enter in the following years. Choosing the right trees for your zone Bearing all of the above in mind, you should have an idea by now of how important it is to choose trees that are at least hardy in your zone. Particularly if you are in the ‘a’ subzone and you wish to err on the side of caution, you might want to choose trees in a lower zone. For example, if you are in zone 4a, it can be better to choose trees for zone 3, 2 or 1 if you wish to avoid risking any winter injury. For more choice, you may also choose trees for zone 4 – they may occasionally suffer some frost damage during particularly cold winters but should still survive. Planting a non-hardy tree is comparable to going out in winter in Canada in flip-flops and a t-shirt! It’s a good plan for hypothermia and potential death. This image represents a zone 5 tree planted in zone 3. The tree will not survive the winter. While we know that we can’t plant an avocado tree, an orange tree or banana tree – they will die for sure in winter. But when it comes to peach trees, pear trees, cherry trees and so on, it is more complex, because they may survive the winter in some regions, but not others. Thus, the importance of knowing your zone. Something is clearly wrong with how this young girl is dressed for facing the Canadian winter! Her hat and scarf are comically useless when she insists on wearing only shorts and sandals on her legs! Absurd as this seems, it is a good representation of what is sold in a lot of nurseries! People tend to be fairly well-informed about the need for hardy cultivars, so nurseries will offer Norkent apple trees (z.2) and Ure pear trees (z.3) for example. But on which rootstock are these grafted? Most of the time, on rootstock hardy only to zone 5 or even zone 6, produced in the USA or in Europe! The cultivar may well be hardy, but if its roots and the base of its trunk are not it is the entire tree that will die. Hence the importance of knowing one’s zone and checking the hardiness of the cultivar AND the rootstock! In the same way, choosing a super-hardy rootstock, only to graft it with a cultivar that is not hardy to your zone, will not get you very far. It will mean almost certain death for the grafted cultivar. However, in this case, at least the rootstock will survive, and will grow its own trunk. Depending on the rootstock that is used, in most cases the fruit will not be of much interest. You can, however, try to re-graft it with a new, more cold-resistant cultivar if you would like to try your hand at the art of grafting! Finally somebody who is well-dressed for winter! At Hardy Fruit Tree Nursery, we specialise in cultivars that are hardy in at least zone 4 – if we cannot grow something ourselves, we do not sell it. Besides this, we take care to always choose a rootstock that is at least as cold-resistant as the cultivar, if not more so. In this way, you don’t have to worry about whether a tree will survive the winter at your place, as long as it is marked as hardy to your zone. So do not expect to find peach, nectarine, fig, or sweet cherry trees on our site – nor banana, mango or lemon trees for that matter! None of these species can grow in northern regions, unless they are in a heated greenhouse or have some other elaborate form of protection. If we can’t grow a tree ourselves in zone 4, we do not sell it. On the other hand, it is possible and easy to grow many fruit and nut trees in northern climates, even up to zone 2! These include, but are not limited to, apple, pear, plum, sour cherry, several kinds of berries, black walnut, hazelnut and Korean pine nut. To see a full list of all our trees that will be likely to grow well in your area, you can go to the page ‘See all our trees’ and use the filter to see only the trees hardy to your zone. Hardiness zones and climate changes The hardiness zone map has been updated since that time to account for climate change, which has resulted in some rather significant changes to the climates of certain areas. Fort McMurray, for example, was in zone 1a until the most recent update to the map, but is now located in zone 3a. It’s worth noting, however, that this does not hold true everywhere, and you should not expect that trees meant for warmer climates will now suddenly survive at your place. Make sure to verify your hardiness zone before deciding which fruit trees to plant. The limitations of hardiness zones The hardiness zones on the map are a very good approximation but are not always perfect. In particular, the variation of local climates, called micro-climates, is not easily taken into account due to the spread of the weather stations from which data is gathered. As an example, a frost pocket in a valley between mountains is likely to be colder than the zone identified on the map. Presence of water bodies in an area results in cooler temperatures in summer and warmer temperatures in winter than if the water body was not present. It is an advantage for the fruit tree grower because the vegetation bud growth is delayed in spring. This lessens the risk of flower death caused by frost that many areas experience. The hardiness zones are also valid mainly for trees and shrubs, while perennials should be treated differently. For example, a perennial or a very low bush zoned 6 would probably not survive in zone 5 without protection. However, it can sometimes survive in zone 3 with thick snow cover which acts as insulation. Wood hardening and cold-resistance Even if you plant a fruit tree in the correct zone and the winter is quite warm, the tree can still be injured by frost. In fact, the wood of the tree can only tolerate the winter after having undergone wood-hardening correctly. Wood hardening is the hardening of the wood fibre. If the fibre of the wood has not had time to correctly harden in fall the tree can be injured by frost even if it is hardy. Here is an example of pear tree bark damaged by frost. The bark dies in the winter, dries out and peels off the trunk. In a case like this, it is the main trunk that has frozen and the tree is completely dead. It will need to be replaced with a different, more cold-hardy tree. When a tree that was healthy the previous summer develops a branch or branches that are blackened like this one the following spring, it indicates frost damage. It can be due to lack of cold-hardiness, or sometimes over-fertilisation. In such a case, if there is only one branch affected, it is dead and should be pruned off. It is an indication that the cultivar is at the limit of its hardiness. Although it will survive, it will suffer damage in especially cold winters. This hickory, although it manages to survive, obviously lacks hardiness in the zone in which it is planted. Each year, the head and a large number of its branches die. The tree is weak, but stays alive. The frequent frost injuries are also places for disease to enter. The tree ends up reaching its limit and dying, as its effort to repair itself is in vain and it freezes once again each winter.

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The colonial history of the United States of America provides a survey of the political, social, and economic developments within America throughout the period of European settlement in the nation’s colonial beginnings through to the incorporation of such various settlements into the defined sovereign body of the United States. American colonization practices began for the most part throughout the 15th and 16th centuries, when contingents from England, France, Spain, Portugal, and the Netherlands launched colonization initiatives across the eastern seaboard of North America. Colonial history surveys the progression of colonial enterprise throughout America and investigates major interpretive themes such as the development of American democratic policy and imperialism, nationalistic sentiment and ideologies concerning American identity throughout history, and the interrelated disciplinary connections that link such themes with other areas of critical and analytic study such as foreign relations and global politics. Our experts at Homework Help Canada explore the various dynamics within American colonial history, focusing on the cultural, economic, and political motivations behind colonialism and the overall attitude in America towards such practices. They also place emphasis on understanding and navigating the notable similarities and differences between European structures of colonial power and local Indigenous resistance to, interaction with, and adoption of such formations and ideologies; as such, they specialize in crafting thoughtful and historically interpretive essays covering areas such as native-newcomer dynamics within colonial relationships, the culture and society of colonial enterprises, and the origins of confederation. Trust the experts at Homework Help Canada – get a quote now!

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Geologic Time Science Games In this series of games, your students will learn about the earth’s geologic timeline and how scientists find and use clues to color in the details of our planet’s history. The Geologic Time learning objective — based on NGSS and state standards — delivers improved student engagement and academic performance in your classroom, as demonstrated by research. Scroll down for a preview of this learning objective’s games and the concepts they drive home. The Geologic Time Scale lays out the entire history of the earth, divided into eons, eras, periods, epochs, and ages. Over these billions of years since Earth’s formation, layers upon layers of rock, called rock strata, have been piling up. When organisms die, they leave behind skeletons, tracks, and other evidence that gets preserved in the rock, forming fossils. Geologists study these fossils, and the rock strata in which they appear, to figure out how old they are compared to each other, or their relative age. Remember, relative age does not tell us the exact years that these organisms lived. To know that, scientists need to use more advanced tools such as radiometric dating. Aside from fossils, rock strata themselves can tell us a lot about the time period in which they formed. Scientists look at minerals that show up in the rock, its texture, its environment, and the processes that formed it — like volcanic eruptions or river deposits — to help piece together geologic history. A preview of each game in the learning objective is found below. You can access all of the games on Legends of Learning for free, forever, with a teacher account. A free teacher account also allows you to create playlists of games and assignments for students and track class progress. Sign up for free today!

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Blepharitis is an eye condition characterized by an inflammation of the eyelids which causes redness, itching and irritation. The common eye condition is caused by either a skin disorder or a bacterial infection. Blepharitis is generally not contagious and can affect patients of any age. While it can be very uncomfortable, it usually does not pose any danger to your vision. There are two types of blepharitis: anterior and posterior. Anterior blepharitis occurs on the front of your eyelids in the area where the eyelashes attach to the lid. This form is less common and is usually caused by a bacterial infection or seborrheic dermatitis, which is a skin disorder (dandruff) that causes flaking and itching of the skin on the scalp and eyebrows. While it is more rare, allergies or mites on the eyelashes can also lead to this condition. Posterior blepharitis occurs on the inner eyelid that is closer to the actual eyeball. This more common form is often caused by rosacea, dandruff or meibomian gland problems which affect the production of oil in your eyelids. Symptoms of Blepharitis Blepharitis can vary greatly in severity and cause a variety of symptoms which include: - Red, swollen eyelids - Burning or gritty sensation - Excessive tearing - Dry eyes - Crusting on eyelids If left untreated, symptoms can become more severe such as: - Blurred vision - Infections and styes - Loss of eyelashes or crooked eyelashes - Eye inflammation or erosion, particularly the cornea - Dilated capillaries - Irregular eyelid margin Treatment for Blepharitis Treatment for blepharitis depends on the cause of the condition but a very important aspect is keeping the eyelids clean. Warm compresses are usually recommended to soak the lids and loosen any crust to be washed away. It is recommended to use a gentle cleaner (baby soap or an over the counter lid-cleansing agent) to clean the area. For bacterial infections, antibiotic drops or ointments may be prescribed, and in serious cases steroidal treatment (usually drops) may be used. Blepharitis is typically a recurring condition so here are some tips for dealing with flare-ups: - Use an anti-dandruff shampoo when washing your hair - Massage the eyelids to release the oil from the meibomian glands - Use artificial tears to moisten eyes when they feel dry - Consider breaking from use of contact lenses during the time of the flare-up and or switching to daily disposable lenses. The most important way to increase your comfort with blepharitis is by keeping good eyelid hygiene. Speak to your doctor about products that he or she recommends.

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Oxygen is essential for life. Human beings can live without food and water for days or even weeks, but deprived of oxygen we would be gone within minutes. The oxidation process is essential to our metabolic functions. It’s how we absorb food and how we create energy in our bodies. And in the process of creating energy and powering the metabolism, oxidation creates byproducts that the body is designed to handle and dispose of. . .usually. But when the delicate balance of our internal environment is disturbed, this most basic element of life also plays a significant role in creating disease and can even accelerate aging. When oxidation occurs in the body, such as in digestion or during exercise, free radicals are created. Free radicals are highly unstable molecules that are looking for other molecules with which to bond, which stabilizes them. Unfortunately, if these free radicals bond to molecules within the cells of our tissues and organs they create damage that can be serious and sometimes irreversible. This is called oxidative stress. Under ordinary circumstances the human body can handle these free radical invaders and prevent damage using naturally produced antioxidants such as: glutathione peroxidase, catalase and superoxide dismutase. Antioxidants are like the selfless marine in the war movie who jumps on the grenade to save his buddies. They are the body’s primary defense against oxidative stress. Antioxidants perform this heroic function by bonding with the free radical and stabilizing it. Once disarmed, the now harmless free radical and the “dead soldier” are gathered up and excreted via the body’s natural elimination process. These suicide missions occur whenever free radicals are produced by oxidation reactions. This constant state of alert creates an ongoing need for antioxidants to be available, and the body can only naturally produce so much before it is overwhelmed. When the body cannot compete with the onslaught of free radicals, disease and dysfunction can be the long-term result. Some of the maladies associated with oxidative stress are: - Heart Disease - Lung Disease - Neurodegenerative Disorders (Parkinson’s, Alzheimer’s) - Autoimmune Diseases - Macular Degeneration Fortunately, nature provides ample food sources to bolster the protective mechanisms against oxidative stress. Some common food sources of antioxidants are: - Dairy and Eggs – Vitamin A and selenium - Fruits and Vegetables – Vitamin C, beta-carotene, lutein, lycopene - Berries – carotenoids, lutein, zeaxanthin, ellagic acid, anthocyanins, pterostilbenes - Herbs/Spices – turmeric (curcumin), sage, oregano, wasabi - Green Tea – polyphenols - Seeds/Nuts – Vitamin E, zinc - Cruciferous Vegetables – alpha lipoic acid As you can see, a balanced diet consisting of fresh whole foods that are cooked at home is an essential step in providing your body with the nutrients it needs to protect itself from oxidative stress. And, in a perfect world, that might be enough. Unfortunately, free radicals come from the outside as well. In fact, the greatest health threat from oxidative stress is from the external environment, and even the best nutritional lifestyle may not be enough to combat this. The Case for Antioxidant Supplementation The number of toxins to which the average person is exposed to from the air, water, food, technology and poor lifestyle habits creates an overload of free radicals that many believe requires supplemental nutrition in order to adequately protect the body. According to Dr. Jeffrey Blumberg, professor of nutrition at Tufts University in Boston: “External toxins, especially cigarette smoke and air pollution, are free radical generators. These toxins are ubiquitous in the environment and can overwhelm the body’s natural free radical defense system.” The truth is that using diet alone to get all of the right antioxidants in the proper proportions to perform their individual duties is very difficult under the best of circumstances. In today’s hyperactive, multi-tasking world, where takeout meals and fast food have largely taken the place of home cooking, it has become more difficult than ever. By augmenting your diet with the well-designed, highly bioavailable nutrient formulations you will take a giant step towards tipping your metabolic scales back in the direction of health, balance and longevity.

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What are Prepositions? Prepositions are words that help to create relationships between other words in a sentence. They are usually placed before nouns, pronouns, and other phrases to show direction, location, time, or other relationships. Common prepositions include words such as in, on, at, of, to, from, for, with, and by. Prepositions are a very important part of the English language, as they are used to describe relationships between words and help to form meaningful sentences. Some Most Common Prepositions and Their Meanings Prepositions are an important part of a language. They are used to indicate a relationship between two words in a sentence. Learning the most common prepositions and their meanings is essential to understanding the English language. Prepositions like “in,” “on,” “under,” “above,” “below,” and “beside” are used to indicate location and position. Others like “for” ,”to,” “from,” “with,” and “by” are used to show direction, purpose, or cause. Knowing these prepositions will help you to correctly structure your sentences and improve your communication skills. Use of Prepositions in Context Prepositions are an important part of the English language, as they help to show the relationship between words in a sentence. They are typically used to provide location or direction, or to set up a relationship between two nouns. For example, “I went to the store” uses the preposition “to” to show the direction of the action. Additionally, “He gave the book to his sister” uses the preposition “to” to show the recipient of the book. Understanding the use of prepositions in context is key to being able to communicate clearly and effectively in English. Practice Using Prepositions in Sentences Practicing using prepositions in sentences is an essential part of mastering the English language. Prepositions are used to help describe the relationship between words and phrases in a sentence. Examples of prepositions include: at, on, in, over, under, by, and beside. Utilizing prepositions correctly can help to make sentences more concise and accurate. When practicing using prepositions, try to create sentences that are meaningful and make sense. Additionally, it is beneficial to review the definition of prepositions for a better understanding of when and how to use them. Different Types of Prepositions Researching the different types of prepositions can be a great way to improve grammar skills. Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. Common prepositions include ‘in’, ‘on’, ‘at’, ‘from’, and ‘to’, but there are many more. Prepositions can also show a time, place, or direction. Prepositional phrases are a combination of a preposition and a noun and are used to describe a person, place, or thing. Knowing the various types of prepositions and their uses can help to improve grammar and writing skills. Memorize Prepositional Phrases and Their Definitions Memorizing prepositional phrases and their definitions is an important part of mastering the English language. Prepositional phrases are composed of a preposition and a noun or pronoun, and they modify a noun or pronoun in a sentence. Learning the various prepositional phrases and their meanings will help you to communicate more effectively, as well as to understand the meaning of sentences. Memorizing the definitions of prepositional phrases requires a lot of practice, but it will be well worth the effort in the end! Study Prepositional Case and its Rules Studying prepositional case can be a great way to improve your understanding of grammar. Prepositions are words that describe a relationship between two words in a sentence. Prepositional case refers to the way the noun or pronoun is changed depending on the preposition that is used. One of the most important rules regarding prepositional case is that the object of the preposition takes the objective case. For example, “I gave the book to him” would be the correct usage since “him” is the object of the preposition “to”. Learning the rules of prepositional case is important for writing and speaking correctly in order to make sure you are communicating your message clearly. Different Functions of Prepositions Prepositions are one of the most important parts of the English language. They provide an essential form of communication between the speaker and listener. Prepositions have various functions, such as connecting words and phrases together, indicating spatial relationships, and expressing the relationships between nouns and other parts of speech. For example, “on” can be used to indicate a location or possession, “in” can be used to indicate a location or direction, and “at” can be used to express time. Prepositions can also be used to introduce subordinate clauses, as in “Although I live in the city, I prefer the countryside.” By exploring the different functions of prepositions, it is possible to better understand how to use them in sentences and how to express meaningful relationships between words and phrases. Role of Prepositions in Different Types of Writing Prepositions are essential elements in any type of written communication. They are used to express relationships between a noun or pronoun and other words in a sentence. Prepositions can be used to indicate a location, time, or direction, as well as to create meaningful and impactful transitions within a piece of writing. In academic writing, prepositions are used to connect complex ideas and help the reader to easily follow the writer’s train of thought. In creative writing, prepositions often add a poetic and lyrical quality to the writing, creating an evocative atmosphere for the reader. Prepositions also have an important role in business writing, where they help to make the writing more concise and professional. In all types of writing, prepositions play an essential role in helping us to communicate our thoughts and ideas effectively.

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- The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish. - Remix of: - Problem-Based Units for Advanced Students of Spanish - Arts and Humanities, Languages, World Cultures, Higher Education - High School, College / Upper Division - Material Type: - Lesson, Unit of Study - Janet Eckerson - Date Added: - Creative Commons Attribution Non-Commercial - English, Spanish - Media Format: - Downloadable docs, Text/HTML No evaluations yet.

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Study motion, velocity, gravity and force in these printable physics flash cards. There are 13 flash cards in this set (3 pages to print.) 1. Print out the cards. 2. Cut along the dashed lines. 3. Fold along the solid lines. Sample flash cards in this set: |Force||A push or pull that can cause the motion of an object to change. It had two important properties: strength and direction.| |Balanced Force||When two equal forces act in opposite directions. The results is that the forces are balanced and there is no motion.| |Motion||The process of moving or changing position.| |Unbalanced force||When one force is stronger than the other. The result is motion.| |Strength||The amount of force that is applied to an object| |Gravity||A force that attracts objects towards the Earth. "What goes up, must come down"| |Pendulum||A weight on a string that hangs from a single point. It swings and creates a pattern of motion.| |Pattern||a series of repeating events| |Patterns of Motion||When a moving object makes the same pattern again and again.| |Outcome||The result of tests after we make predictions.| |Friction||The force resisting motion. It slows things down.| |Inertia||Objects in motion will keep moving at the same velocity and objects at rest will stay at rest unless a force changes their motion. Heavier objects have more inertia.| |Velocity||An object's speed and direction|

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What Does Degradation Mean? The physical (or sometimes chemical) deterioration of a compound due to external chemical exposure or ambient conditions (heat, sunlight, moisture). In the context of health and safety, this term is often used in relation to personal protective equipment or other protective measures such as filters, which can be rendered less effective as a result of degradation. Safeopedia Explains Degradation When a compound or a substance is exposed to physical agents like heat, humidity or chemical agents, this has effects on the physical (or sometimes chemical) properties of that compound or substance. The most common observations of material degradation are discoloration, swelling, loss of physical strength, or deterioration. When it comes to PPE, exposure can happen as a result of a process of permeation, degradation, and breakthrough, at which point a harmful substance breaches the PPE to expose an individual.

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The hepatitis B vaccine protects against hepatitis B, a contagious liver disease caused by infection with the hepatitis B virus. Hepatitis B is a common disease in the United States and can cause minor illness lasting a couple of weeks or result in a more severe, lifelong illness. Acute Hepatitis B Acute Hepatitis B is a short-term illness that can lead to: - Loss of appetite - Pain in the joints, muscles, and stomach Acute hepatitis B usually doesn’t require treatment. Most people will overcome the infection on their own, requiring only rest and hydration. Chronic Hepatitis B Chronic hepatitis B is a long-term illness that occurs when the hepatitis B virus remains in the person’s body. Most people who develop chronic hepatitis B virus don’t have symptoms, but it’s still serious and can lead to liver damage, liver cancer, and sometimes death. People who are chronically infected with hepatitis B can spread the virus to others even if they don’t look or feel sick themselves. Chronic hepatitis B is treated using antiviral medications, which help fight the virus and may reduce the risk of future liver complications. If hepatitis B severely damages the liver, you may need a liver transplant. Hepatitis B spreads when body fluid infected with the virus, such as semen or blood, enters the body of someone who is not infected. People can be infected through: - Sharing items, such as toothbrushes or razors, with an infected person - Contact with the open sores or blood of an infected person - Exposure to blood from sharp instruments such as needles - Sex with an infected partner - Birth (if a mother has hepatitis B, her baby can become infected) Most people who get vaccinated with the hepatitis B vaccine get a lifelong immunity to the disease. Hepatitis B Vaccine Recommendations The hepatitis B vaccine is recommended for all infants and children up to 18 years of age. The CDC also recommends that adults in high-risk groups be vaccinated. These include: - People with hepatitis B-infected sexual partners - Victims of sexual abuse or assault - Health care or public safety workers at risk of exposure to bodily fluids or blood - Staff or residents of facilities for developmentally disabled persons - People who travel to regions with increased rates of hepatitis B - Persons in correctional facilities - People who share drug injection equipment, such as needles and syringes - People seeking evaluation or treatment for a sexually transmitted disease - People who have contact with an individual infected with the hepatitis B virus - Persons with HIV infection - Men who have sexual contact with other men Who Should Not Get the Hepatitis B Vaccine? Generally considered to be safe, there are circumstances in which doctors advise against the HBV vaccine. You shouldn’t receive the vaccine if: - You’re experiencing a moderate or severe acute illness - You have a history of hypersensitivity to other vaccine components - You’ve had a severe allergic reaction to a previous dose of hepatitis B vaccine People who are feeling ill should postpone receiving the vaccine until their condition improves. Side Effects of the Hepatitis B Vaccine Although most people don’t experience any adverse effects, the hepatitis B vaccine can cause some side effects. The most common symptom is a sore arm or swelling from the site of injection. Mild side effects usually last only a day or two and typically include: - Redness, itching, or swelling at the injection site - Sore throat - Stuffy or runny nose - Irritability, especially in children - A purple lump or spot at the injection site Hepatitis B vaccine side effects vary from one person to the next. If you have symptoms of an allergic reaction, contact your doctor right away. Some side effects you experience may require medical attention, so talk to your physician to discuss any unusual physical changes after vaccination. Hepatitis B Vaccine Injuries All vaccines containing the Hepatitis B virus are covered under the Vaccine Injury Compensation Program (VICP). Since 1986, the program has offered vaccine injury victims a way to get compensation without suing pharmaceutical manufacturers or doctors. Vaccine lawsuits are filed in the U.S. Court of Federal Claims, rather than regular federal or state courts like other drug injury claims. It also helps to note that the VICP is a no-fault compensation program. When filing a petition with the VICP, it’s much easier to receive compensation for injuries listed in the Vaccine Injury Table. The following adverse reactions are covered: - Shoulder Injury Related to Vaccine Administration (SIRVA). - Vasovagal Syncope There are various types of SIRVA, many of which can lead to long-lasting effects. Individuals who experience rotator cuff injuries, bursitis, frozen shoulder, or shoulder pain after vaccination against hepatitis B should consult their doctor about their vaccination to ensure they get a proper diagnosis. What If the Injury Isn’t Listed in the Table? After a hepatitis B vaccine, some people may experience an injury that isn’t listed in the table. There’s a chance that the VICP can compensate them if their injury meets the following criteria: - It has resulted in death - It has resulted in “inpatient hospitalization and surgical intervention” - It has lasted more than six months after vaccination Hepatitis B Infection and Immune Globulin If you think you’ve been exposed to hepatitis B within the last two weeks, talk to your doctor immediately. People who have not been vaccinated may be able to prevent infection by receiving an injection of HBV immune globulin and the hepatitis B vaccine. Contact Us Today It doesn’t cost you to hire an attorney to represent you in a vaccine injury claim. Attorney fees are paid through the VICP program, whether the petition results in a payment or not. If you believe your injury is vaccine-related, speak to our experienced team at Sadaka Associates today. We are an experienced vaccine injury law firm and can help you navigate the legal processes for compensation. It’s crucial that you act fast, as there’s a three-year window to file a petition with the VICP. MYASTHENIA GRAVIS AFTER HEPATITIS B VACCINE $40,000 total settlement for a young woman from California who developed myasthenia gravis, along with fatigue, muscle weakness, eyelid drooping, and fatigue-induced diplopia as a result of receiving a Hepatitis B vaccine. EYELID DROOPING AFTER HEP B VACCINE $40,000 settlement for adult female who suffered from myasthenia gravis (muscle weakness and eyelid drooping) after receiving the hepatitis B vaccine. BRACHIAL NEURITIS AFTER MULTIPLE VACCINES BRACHIAL NEURITIS AFTER MULTIPLE VACCINES $250,000.00 settlement for a 19 year old man enlisted in the army, who developed brachial neuritis as a result of receiving the influenza vaccine, tetanus diphtheria accellular pertussis or Tdap vaccine, meningococcal vaccine, hepatitis A and B vaccines, polio inactivated or IPV vaccine, and measles mumps and rubella or MMR vaccine. BRACHIAL NEURITIS AFTER HEPATITIS B VACCINE MULTIPLE INJURIES AFTER MULTIPLE VACCINES $35,000.00 settlement for a 31 year old woman from Pennsylvania who developed vaccine-induced anaphylactic reaction, weakness, Parsonage Turner Syndrome, peripheral neuropathy, and transverse myelitis as a result of receiving an influenza, hepatitis A, hepatitis B, polio, and Diphtheria-Tetanus-acellular Pertussis or DTaP vaccinations.

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Wild Rice Restoration Wild Rice in the St. Louis River Estuary. Click to zoom. The St. Louis River Estuary is the largest coastal freshwater wetland ecosystem on Lake Superior and is the most significant source of biological productivity for the western half of the lake, providing critical habitat for fish and wildlife communities. Historically, wild rice grew in abundance in shallow embayments and backwater areas of the estuary below the Fond du Lac dam. The abundance of wild rice in the estuary has been reduced significantly since the early 20th Century. Currently, only remnant beds of wild rice exist. Human activities, including log transport, milling of lumber, manufacturing, shipbuilding, dredging, wastewater discharge and channelization of the river contributed to the overall decline of rice-producing wetlands. Current restoration efforts have addressed many of these stresses. However, additional factors inhibit the natural recovery of these wetlands, including wave wash from boat traffic, shoreline alteration, and the introduction of non-native species such as purple loosestrife, common carp and rusty crayfish. Foraging by migratory waterfowl may also be restricting the natural recovery of wild rice. Prior work on wild rice restoration within the estuary relied on assumptions regarding the best conditions for wild rice, including shallow water, low velocity current, vulnerabilities to physical disturbance, competition from native and non-native plants, and consumption by waterfowl. Restoration proceeded based on identification of sites with appropriate conditions, introducing seed, and controlling competition, wave action and predation during establishment. What is happening now? Wild rice restoration is a muti-agency effort in the St. Louis River Estuary. Project partners include the Minnesota Department of Natural Resources (MNDNR), Wisconsin Department of Natural Resources (WDNR), Minnesota Land Trust, Fond du Lac Band of Lake Superior Chippewa, The 1854 Treaty Authority, Great Lakes Indian Fish & Wildlife Commission, St. Croix Tribe, Minnesota Pollution Control Agency, University of Wisconsin Superior Lake Superior Research Institute, NOAA's Lake Superior National Estuarine Research Reserve, St. Louis River Alliance, and the Great Lakes Lifeways Institute. Funding partners for the project include the Minnesota Outdoor Heritage Fund and the National Fish and Wildlife Foundation, and other Great Lakes Restoration Initiative funding sources. The MNDNR along with the Area of Concern wild rice restoration team recognized that a detailed evaluation of areas suitable for wild rice within the estuary was critical for efficient and strategic implementation of a wild rice restoration program. A report was produced in 2014 that evaluated the aquatic environment of the estuary and identified suitable locations for wild rice restoration. The report also provided restoration strategies for specific locations within the estuary. The WDNR, MNDNR, and the Minnesota Land Trust, in partnership with the Fond du lac Band of Lake Superior Chippewa, and the 1854 Treaty Authority, are restoring 250 acres of wild rice in 10 shallow bays downstream of the Fond du Lac Dam. This work will include site preparation, seeding, and management of wild rice. Site preparation and management involves cutting or mowing competing vegetation to give the wild rice a chance to grow along with fencing or deterring animals from browsing the rice while it is being established. These restoration efforts started in 2015. The St. Louis River Alliance has been holding a volunteer event for its members to help seen 10 acres of rice near Clough Island. If you are interested in becoming a member and volunteering, please visit the SLRA website. On the Wisconsin side of the estuary, a wild rice restoration project in Allouez Bay has been ongoing since 2015. The bay was home to extensive beds of wild rice, but today only remnant beds remain. The goals of this three-year project are to enhance important foraging habitat for waterfowl and provide opportunities for the wild rice harvest in the bay. The restoration efforts will include seeding 25 acres in the shallow southeastern portion of Allouez Bay near the mouths of Bear Creek and the unnamed tributary to the east of Bear Creek. Exclosures will be constructed during the growing seasons around 10 acres of the restoration area to protect wild rice from feeding by waterfowl, carp, and muskrat. Invasive plant species in Allouez Bay like narrowleaf cattail (Typha angustifolia), hybrid cattail (Typha x glauca), purple loosestrife (Lythrum salicaria), will also be removed over 5 acres. The project is funded through Great Lakes Restoration Initiative grants from the Sustain Our Great Lakes program and the U.S. Fish and Wildlife Service Great Lakes Coastal Program Partnership. Project partners include Douglas County, the University of Wisconsin Superior Lake Superior Research Institute, and the St. Croix Tribe, with assistance from nonprofit, state and federal partners. In addition, the U.S. Environmental Protection Agency funded the Lake Superior National Estuarine Research Reserve, in partnership with the Rivers2Lake program, and Wisconsin Department of Natural Resources to conduct an additional one-year wild rice restoration project in Allouez Bay. Rivers2Lake is a year-long educational program that uses inquiry-based learning in the Lake Superior watershed as a foundation for increased Great Lakes literacy and engagement for students. Teachers in the Rivers2Lake program receive extensive training and support. Eighth-, ninth- and tenth-grade students were involved in seeding an additional 5 acres of wild rice in Allouez Bay in 2015. - 2014 – Wild Rice Study completed by Cardno Inc. - 2014 to 2025 – Wild rice seeding and management on up to 250 acres in the Area of Concern

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Scripture: Genesis 13-14, 18-19 - Students will review the story of Abraham and Lot. - Students will learn Abraham and Lot had flocks of sheep. - Students will learn the basics of the water cycle and the various forms water can take. - Students will participate in an activity to attempt to find a way to replicate the water cycle using the various forms of water and some basic supplies. Guiding Question: How can we demonstrate the water cycle using only ice, a bowl, a cup, plastic wrap and twine? Materials: large clear bowl , small clear cup, ice cubes, plastic wrap, twine, scissors (each student group should have a set of these supplies) Procedure: Review the story of Abraham and Lot. Explain to students how Abraham and Lot had to separate their families and flocks because they had a difficult time finding enough water to take care of all of their animals and people. Review the basics of the water cycle. Divide students into groups of two or three. Give each group the supplies listed above. Challenge the students to use what they know about the water cycle and the materials provided to demonstrate the water cycle. (Note: For this to work quickly, the experiment needs to be placed under a lamp that gives off heat or in direct outdoor sunlight.) Allow students enough time to experiment, without so much time successful groups become bored. Have students share their solutions. (There may be more than one solution which works. One option is to place the cup in the middle of the bowl. Surround the cup with a large number of ice cubes. Cover the bowl with plastic wrap – secured with twine if necessary. Heat will melt the ice and cause condensation on the plastic wrap. The condensation will eventually “rain” into the cup.) - How can land, air and/or water pollution change the safety of the water at each point of the water cycle? Supplemental Activity: Have more advanced students research how various types of pollution can change the quality of water at each point in the water cycle. Encourage them to repeat the experiment introducing “pollution” at some point. How does the “pollution” change the purity of the water?

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I didn’t know I was a slave until I found out I couldn’t do the things I wanted. Frederick Douglass Frederick Douglass (born Frederick Augustus Washington Bailey; c. February 1818 – February 20, 1895) was an African-American social reformer, abolitionist, orator, writer, and statesman. After escaping from slavery in Maryland, he became a national leader of the abolitionist movement in Massachusetts and New York, gaining note for his dazzling oratory and incisive antislavery writings. In his time, he was described by abolitionists as a living counter-example to slaveholders’ arguments that slaves lacked the intellectual capacity to function as independent American citizens. Northerners at the time found it hard to believe that such a great orator had once been a slave.

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Field Effect Transistor (FET) is an active device that uses an electric field to control the conductivity of solid materials. Due to its small size, light weight, low power consumption, good thermal stability, no secondary breakdown, and wide safe working area, it has become one of the important components in the microelectronics industry. Organic transistor (OFET) refers to a device prepared by using organic semiconductors as the active material of FET. OFET is similar in structure to a capacitor. The source and drain electrodes and the conductive channel of the organic semiconductor film are equivalent to one plate, and the grid is equivalent to another plate. When a negative voltage is applied between the gate and the source, positively charged holes will be induced in the semiconductor layer near the insulating layer, and negatively charged electrons will accumulate at the gate. At this time, adding a negative voltage between the source and drain electrodes will generate a current between the source and drain electrodes. The intensity of the electric field in the insulating layer can be adjusted by adjusting the voltage, and the density of the induced charge is different with the intensity of the electric field. Therefore, the width of the conductive path between the source and the drain is different, and the current between the source and the drain also changes. OFET materials have the advantages of a wide range of material sources, low working voltage, compatibility with flexible substrates, suitable for low-temperature processing, suitable for mass production, low cost, and solution processing into films, etc., and have been widely used in the preparation of new materials and device processes etc. Figure 1. Typical organic transistor (OFET) materials structure - Organic memory circuit components: Since OFET as a storage device has the advantages of non-destructive reading and supplementing the compatibility of metal oxide semiconductors, it is used to prepare permanent organic non-volatile memory devices (ONVM). It is a polymer dielectric through the storage of charges in an organic polymer dielectric that can store charges, so as to achieve the storage effect. - Organic flat panel display technology: The advantages of organic thin film transistors (OTFF), such as flexibility, high speed, and excellent photoelectric performance, are also widely used in the field of organic flat panel display driving. The use of transistor-driven display panels can greatly reduce the complexity of the device. - Preparation of organic superconducting materials: After a voltage is applied between the gate and source of the OFET, a large amount of charge is accumulated in the organic semiconductor film and the insulating layer. Adjusting the size of the gate voltage can control the charge density, and by increasing the charge carrier density, the superconducting characteristics of the field effect transistor can be guided to realize the transformation from an insulator to a superconductor, and an organic superconducting material can be prepared. - Gas sensor: OFET transistors made of organic thin films can be used as gas sensors, and their biggest advantage is that they are very thin. The phthalocyanine film made by vacuum evaporation can be used as NO2 sensor, showing a very low detection limit (<50 ppb), and has a very good response sensitivity. Using gallium hydroxide mixed with a cellulose-trimethylsilyl derivative, thin films of different forms are made by a spin coating method, which has a sensitive detection effect on ozone and nitrogen. - Sandeep G. Surya,Harshil N. Raval,Rafiq Ahmad,Prashant Sonar,Khaled N. Salama,V.Ramgopal Rao. Organic field effect transistors (OFETs) in environmental sensing and health monitoring: A review [J]. Trends Anal. Chem., 2019, 11, 27-36.

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A new dynamic is at work in energy infrastructure. There is a growing realisation that the world’s reliance on fossil fuels to power our energy needs is harming the environment. Nonrenewable energy sources aren’t sustainable, and nuclear fuels are not well accepted in our society. On the other hand, renewable energy sources are both safe and clean while reducing the industrialized world’s political and economic dependence on producers of fossil fuels in sometimes volatile regions of the world. The climate protests of 2019 brought a heightened awareness of the dramatic effects of climate change, and highlighted the desire for more environmentally sustainable solutions to our energy consumption, production and distribution. Preceding those Fridays for Future climate protests, some governments have long ago begun preparing for such a future. Germany, for example, has provided economic incentives for many years to households that have installed solar panels on their rooftops and contribute their excess electricity to the grid. In 2010 the German government created an energy concept and the Bundestag, Germany’s lower house of parliament, approved it in 2011. The goals were to increase the contribution of renewable energy sources in electricity production by 2030 to more than 50% and to generally reduce greenhouse gases by 40% until 2020. In 2011 the topics of e-energy and e-mobility were on the agenda for the annual IT Summit of the German government, and the goals were laid out to introduce an energy turn-around– the so-called “Energiewende”– in Germany. Challenges Posed by Renewable Energy Sources The nature of renewable energy sources, however, poses new challenges to legislators, regulators, and market participants. Coal, oil, gas, and nuclear fuels can be stored easily, and traditional power plants can be turned on and off according to energy consumption patterns. But because of the nature of wind and solar energy, these energy sources can not be stored. Electric energy also can not be easily stored except in rechargeable batteries or by using pump water reservoirs. Therefore, electricity must generally be consumed at the same time as it is produced. So, when power generation from renewables can not be easily predicted, this creates a conundrum for power companies who have the responsibility to satisfy demand at any given time. Another issue is that wind energy requires huge modern windmill generators that sometimes prove to be an eyesore for citizens in neighboring villages. This means that where electricity is needed near population areas, windmills may not be acceptable socially and politically. When these wind turbines are placed off-shore, huge distribution networks to the consumers of their electricity are required. Again, people in some regions, where large energy transmission lines cross through their land, dislike the appearance of the towers necessary for the proper electricity distribution networks. Both wind and solar power are very much dependent on the presence of either sufficiently strong winds, or a sufficient amount of direct sunshine hours. In the industrialized countries of the Northern Hemisphere, this means that the production and distribution of electricity from renewable sources is much less predictable than that from fossil or nuclear fuels. The only renewable energy sources that can be planned with similar certainty to non-renewables are hydroelectric and geothermic energy, but these require geological specifications not found everywhere. However, changes in other markets could bring solutions to the energy market. The shift to electric cars means that at any given time an increasing amount of electric car batteries is on the energy grid, providing a buffer and energy storage system that could be integrated into the electricity grid load soon enough. Opportunities in Energy Markets The future potentials of renewable energy sources mean that there are not only big challenges ahead, but also big opportunities on the horizon. How these opportunities can be utilized will very much depend on regulatory and legislative systems, and from an economic perspective, on how incentives are distributed. A major step in this regard is the European Union Energy Policy: “In 2019 the EU completed a comprehensive update of its energy policy framework to facilitate the transition away from fossil fuels towards cleaner energy and to deliver on the EU’s Paris Agreement commitments for reducing greenhouse gas emissions. The agreement on this new energy rulebook – called the Clean energy for all Europeans package – marked a significant step towards the implementation of the energy union strategy, published in 2015.” (See Source) The graph on the left shows the European energy targets from 2020 to 2030. This is accompanied by National Energy and Climate Plans (NECPs), which have now been published by all EU member states (except the UK, due to Brexit). Obviously, the transformation of energy production and distribution with the parallel goals of reducing dependence on fossil fuels, protection of the environment by reducing greenhouse gas emissions, and ensuring a continuing competitive position for German and European manufacturing industries, remains a major undertaking for all. How can Arete Publica Associates help you? We can help you monitor and assess the impact of new legislation, regulation, and economic incentives on your business. We can provide you with regular updates on major developments, be they in the EU, or in any of the member states. We can help you to be at the forefront of initiating change, of commenting on legislative and regulatory proposals, to finding business opportunities and risk assessments. Peter Hellmonds began his career in the energy business in 1977 as an apprentice and later in services sales with Siemens Power Generation, where he worked in Berlin, Germany and Cairo, Egypt. In 1998 he helped to bring to a successful financial closing the 1.5 billion USD deal for a 30-year Public-Private Partnership which established Jorf Lasfar Energy Company (JLEC) in Morocco. He managed to secure political risk insurance through the German government’s sovereign guarantees programme for a 200 million USD private sector investment into the new Moroccan joint venture. In 2010/2011 he brought the topics of e-energy and e-mobility onto the political agenda in the framework of the German IT Summit. Peter knows the industry from various perspectives and can apply his deep industry experience to benefit your business. See more about The Jorf Lasfar Energy Company Project here. For more information on our Energy Infrastructure services, please email [email protected].

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Let’s start with the obvious question: What is “dry drowning?” When too much water gets trapped in someone’s throat or lungs, it can stay stuck there for as long as 24 hours, stopping the flow of oxygen to his or her brain. That’s why it’s called “dry drowning” – it happens out of water. It’s rare, but serious. Here’s what you can do to spot it and prevent it. - You can know your child was struggling if he or she: - Was underwater and came up choking or coughing. - Became unconscious (or can’t remember being) under water. - Had to be rescued. Never let a child back into the water if this happens. - Difficulty breathing - Extreme tiredness - Persistent coughing - Behavior changes like feeling sick, acting too sleepy or not being able to think straight - If your child has these symptoms after getting out of the water, seek immediate medical treatment and don’t put him or her to bed. Learn more about swimming safety here. - Teach your kids how to swim or enroll them in swim lessons. They can be introduced to water at six months old, and lessons can start at age one. Floating and treading water should be the first things they learn. - Learn CPR and first aid, because every second matters in an emergency. Find a class here. - Make sure your child doesn’t swallow a lot of water in the pool, hot tub or even during bath time. It can take anywhere from 1 to 24 hours after a close call for your child to display any dry drowning symptoms. - Nationwide Children's Hospital

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Have you ever heard of hybrid power plants? They are relatively new, but are going to become the power plants of the future. Hybrid power plants are power generation systems that combine two or more types of electricity generation or, more commonly, combine electricity generation with battery storage at the same location. Hybrid power plants generally consist of renewable energy technologies such as solar panels or wind turbines paired with energy storage facilities. The solar panels and wind turbines generate electricity while the sun is shining or the wind is blowing and any excess that's not used right away is stored in the battery. Then, in the evening when the sun is going down or at times when there is little wind in the area, energy reserves held in the battery can be released, providing electricity to consumers as needed. This greatly enhances the reliability of the grid while delivering cost effective electricity to customers. These days, utilities are retiring power plants that rely on fossil fuels largely for economic and environmental reasons. Coal and gas prices rise and fall based on a variety of factors and contribute to air and water pollution. Wind and solar, however, have zero fuel costs and no direct emissions. This means that utilities and corporations can purchase renewable energy at a set price for a set period of time. This gives them certainty; and everybody likes that. Additionally, wind and solar production costs have come down and they are now the least expensive form of new energy generation. Storage is a Game-Changer Enter battery storage, which can store low-cost, clean, renewable energy for hours at a time, and now you really have a game-changer in the renewable energy industry. Storage can help fill the gaps in variable energy resources, keeping the electric grid cleaner, longer, and more reliable. Another benefit to battery storage is that it helps to reduce unused renewable energy. Oftentimes, renewables will over-produce and the excess energy has nowhere to go. Over-production can occur when energy demand is low or transmission capacity is congested or not available. During these times, the low-cost, clean energy that cannot be added to the grid will be wasted. Energy storage allows us to capture this unused energy and store it until it is needed. This not only reduces the amount of wasted clean energy but can also reduce the amount of fossil fuel resources on the grid. Battery storage also increases the reliability and responsiveness of the grid. When unexpected events such as extreme weather cause a disruption of service, storage is able to step in and help fill the gaps. Battery storage holds clean energy until it is needed on the grid and can be released quickly and on short notice to meet changing needs. This ensures that there will be a consistent, reliable stream of power even when unexpected fluctuations in demand occur. Hybrids add value Hybrid projects are often more cost effective than standalone generation and storage projects. There is an increased cost of constructing solar or wind farms when battery storage is added, but the value of the project that is being created also increases. That's because hybrids make more efficient use of the transmission system. Plus, battery storage is not dependent on the weather and can be called upon to deliver power when needed. This makes storage "dispatchable" and that added flexibility has a higher value to the system as a whole. Growth of Hybrids While the hybrid market is still relatively small today, there has been a dramatic increase in the number of hybrid power plants that are being planned across the county. At the end of 2020, there were 73 installed solar-plus-storage projects providing 992 MW of solar and 250 MW of battery storage nationwide. There were also 17 wind-plus-storage projects providing 1,425 MW of wind and 198 MW of storage. Additionally, there were two solar, wind and storage hybrid projects providing 218 MW of wind, 21 MW of solar and 34 MW of storage. According to the American Clean Power 2021 Annual Report, hybrid projects now represent 32% of the projects in queues waiting to be connected to the U.S. grid. In the Midcontinent Independent System Operator (MISO) region, which includes the central region of the country, 23% of projects waiting to be connected to the grid are hybrid; 18% are solar-storage hybrids and 5% are wind-storage hybrids. Solar-plus-storage hybrids are the most common hybrid combination and almost half of all battery storage projects waiting to be added to the U.S. grid are paired with solar. Despite seeing significant growth in hybrid projects, there is still a long way to go before hybrid power plants can be fully integrated into our existing energy infrastructure. As CGA Policy Associate Madelyn Smerillo explains in her recent blog, all resources on the grid must have established "rules of the road" that help utilities and grid operators use them effectively. While the Federal Energy Regulatory Commission (FERC) has ordered all grid operators to provide market rules for stand-alone storage, most regions of the country are still working to develop and implement them. Hybrid resource market rules have even farther to go, and more coordination is needed to see this technology to fruition. Clean Grid Alliance is working in the stakeholder process at MISO (Midwest regional grid operator) to push for the development and implementation of these market rules in order to open up more opportunities for [hybrid] projects in the near future. New [hybrid] resources will play an important role in the changing resource mix in the Midwest. It's a fact. Hybrid projects are here to stay. And that's a good thing!

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While growing up, students tend to learn differently. Some students, for instance, learn best through hands-on activities, while others learn best through visual and auditory methods. It’s important to find different ways for students to learn and remember information. Doing puzzles is one way to do this. Puzzles can engage learners of all kinds and make learning a lot of fun! In this blog post, we’ll talk about the advantages of using puzzles and offer some suggestions for how to incorporate them into your education. The Idea Behind Puzzles A puzzle is a game that tests your ingenuity. It can be as straightforward as a crossword puzzle or as intricate as a Rubik’s Cube. There are numerous puzzles, but they all have the same objective: to test one’s mind. According to essay writers at penmypaper, puzzles have been used to entertain and challenge the mind for centuries. Puzzles are not only excellent learning resources but are also good for the brain. According to studies, doing puzzles helps improve visual-spatial reasoning and cognition. Problem-solving abilities, memory, concentration, and logical thinking are all enhanced by solving puzzles. Making use of puzzles as a brain exercise will allow your mind to spark imagination and enhance your productivity and creativity. They can also be very entertaining! You can work out a puzzle alone or collaborate with others, both ways are helpful to relax and reset from a hectic day. Working out a puzzle along with others will help reduce your screen time and also help build a personal connection. Including Puzzles in Your Education There are numerous ways to include puzzles in your education at college. Some ideas are as follows: - Make use of puzzles as a way to warm up Do a puzzle that you have to solve before you start studying to engage your mind and get ready to learn. - Use puzzles as a break from customary learning College students sometimes require a break from lecture-style instruction. For a mental break, incorporate puzzles into your study time. - Review information by solving puzzles Work on a puzzle that tests your understanding of the material you just learned after a lesson or study session. You’ll have a better chance of remembering what you learned and retaining it. - Use puzzles as a way to test yourself Create a puzzle that incorporates all of the concepts you have learned after each unit. You will get a good idea of how well you comprehend the material from this. - Make use of puzzles to learn new ideas Puzzles can be great ways to introduce new ideas. To solve the puzzle, students will need to use their problem-solving skills, which will help them understand the concept better. What advantages do puzzles offer? Puzzles have numerous advantages for college students. The following are some advantages: - Engaging learners of all types Puzzles can engage every student. Visual learners, for instance, will enjoy working through puzzles that require them to identify patterns. Word puzzles can be helpful for auditory learners. - Enhancing concentration and memory Puzzles can help you focus and remember more, mentions the eduhelphub writer. Your working memory is used when you work on puzzles. Short-term memory is governed by this region of the brain. Therefore, solving puzzles can help students’ concentration and working memory. - Enhancing the ability to solve problems Students must use their problem-solving abilities when solving puzzles. In order to solve the puzzle, they will need to apply logic and critical thinking. They can use this important skill in all aspects of their lives. - Perseverance and patience Puzzles can only be solved with patience and persistence. Sometimes, students will need to try a few different approaches before they find what works best. - Acquiring the ability to think critically Students learn critical thinking skills through puzzles. To solve the puzzle, they must examine the information and apply logic. Students will use this crucial skill across all subjects. - Social skills Group puzzle-solving can aid in social skills development. To solve the puzzle, for instance, students must communicate and work together. - Have fun Students are more likely to pay attention to the material when they are having fun. Additionally, they are more likely to learn when they are engaged. - Boost confidence Students feel accomplished when they complete puzzles. Their self-esteem and confidence may benefit from this. In conclusion, puzzles can be useful learning tools. They can engage learners of all types, enhance memory and concentration, cultivate critical thinking abilities, and have fun at the same time. So, the next time you’re looking for a new way to learn and remember information, the essay writers at essaywriterhelp suggests considering incorporating puzzles into your study schedule.

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In this post,you will learn what is Union and Intersect operator in Excel and how to use them in your Excel spreadsheet. Union operator simply adds two range of cells. Intersect Operator gives the intersection of two ranges. Union Operator in Excel The symbol , (comma) represents the union operator. So when you insert this symbol in between the function it gives you the sum of it. You can see the result in the below screenshot. Intersect Operator in Excel A white space represents this operator. For instance, when you insert a space in the function between the range. The function gets executed but only within the common range. Let’s take a look at an example. Here the intersection in the range is cell B2 and C2, so the sum is calculated from them. So to the end, this is how you implement it.

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"How Wood Tick Became Flat" is a tale from the Northwestern Band of Shoshone Nation. This tale helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Northwestern Band of the Shoshone Nation and thier location in Utah. This lesson include an experience eliciting discussion and literacy activities. Students will create a diamante poem using a Native American tale. Updating search results... Only Sharing PermittedCC BY-NC-ND The reading fluency activities on this page are essential for children with dyslexia and struggling readers. These activities can be taught in the classroom (small and large group setting) and can also be implemented at home.

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Iodine chloride is also called as iodine monochloride. Let us discuss about ICl lewis structure and its 15 complete facts. ICl or iodine monochloride is an interhalogen compound which is formed by reaction with chlorine and iodine. It’s boiling point and melting point is 97.40C and 27.20C respectively. It is a reddish brown colored substance which is corrosive in nature. Iodine chloride is used as source of electrophilic iodine, preparing iodates. Let us study about ICl lewis structure, hybridization in this article. How to Draw ICl Lewis Structure? Dots and lines are used to depict the Lewis structure of any compound. Let us draw the Lewis structure of ICl. Calculate the total valence electrons Iodine and chlorine has seven valence electrons . So total 14 electrons are there. Draw a skeletal structure Draw an iodine atom separated with a chlorine atom. Making bonds and distribution of electrons A single bond is made between the iodine and chlorine. Then distribute the remaining electrons into the atoms by satisfying its octet rule. ICl Lewis Structure Shape One of the factors affecting the shape of a molecule is the presence of lone pair. Let us see the shape of ICl. The shape of ICl lewis structure is linear. The bond length between iodine and chlorine is found to be 232.07 pm. Iodine has two polymorphs. One is alpha ICl which is like black needles and other is beta ICl which is like black platelets. All the atoms are arranged here in a zig zag manner. ICl Lewis Structure Formal Charge The charge distributed to the atom in a compound is its formal charge. Let us calculate the formal charge of ICl. The formal charge of iodine is zero. Being zero is its formal charge it’s lewis structure drawn above is correct. The equation for finding formal charge is - Formal charge= valence electrons – Non bonding electrons – No of bonds - The formal charge of iodine = 7-6-1 = 0 - The formal charge of chlorine = 7- 6 -1 = 0 ICl Lewis Structure Angle The angle of a molecule can be different for different shapes. Let us see the angle of ICl. The angle in ICl is 1800. It has a linear shape where an iodine is attached with a chlorine. Both were separated with an angle of 1800. ICl Lewis Structure Octet Rule Octet rule explains about the presence of eight electrons in the valence shell after bond making. Let us look ICl obeys octet or not. ICl lewis structure obeys octet rule. Iodine and chlorine with seven electrons shares one of their electron each other to make a bond. After bond making both the atom has eight electrons in their outer shell. So ICl obeys octet rule. ICl Lewis Structure Lone Pairs Lone pairs can affect the shape of a molecule. Let us see the lone pair in ICl. ICl lewis structure has six lone pairs. Iodine and chlorine has three lone pairs present in them. So in total six lone pairs or twleve non bonding electrons. ICl Valence Electrons Valence Electrons are the electrons embedded in the outer shell of an atom. Let us know about the valence electrons in ICl. ICl lewis structure has fourteen valence electrons. Iodine and chlorine are electronegative atoms. Both have seven electrons in their outer shell. So in total fourteen electrons. On the basis of hybridisation we can predict the shape and angle of molecules. Let us discuss about the hybridisation in ICl. ICl has sp3 hybridization. The electronic configuration of iodine is4d10 5s2 5p5 and chlorine is 3s2 3p5 . One of the 5p orbital of iodine overlaps with the 3p orbital of chlorine to form a single bond. The remaining electrons are located in the corresponding orbitals. Is ICl Solid? Solids usually has a rigid structure and force is applied to break their bonds. Let us see whether ICl is solid or not. ICl is a solid which is black in colour. Sometimes it can be a reddish brown oily liquid which is oily in nature. It has pungent smell too. Is ICl Soluble in Water? Solubility of a gas increases with increase in pressure. Let us check whether ICl soluble in water. ICl is soluble in water. ICl easily solubilise in water to give HCl, HI and and oxygen. In addition to water it dissolves in acetic acid, pyridine,ethanol, hydrogen chloride. Is ICl Polar or Non Polar? Polarity is factor which can be determined by calculating the dipole moment between the atoms. Let us see whether ICl is polar or not. ICl is a polar compound. It is polar due to the electronegativity difference in between them. Iodine with 2.66 and chlorine with 3.16. Chlorine with more electronegative nature than iodine creates dipole moment in between them hence it is polar in nature. Is ICl Molecular Compound? Molecular compound or covalent compound is actually same. Let us see ICl is molecular compound or not. ICl a Molecular Compound. It is formed by the mutual sharing of electrons between iodine and chlorine like covalent compound do. Is ICl Acid or Base? Acids donates H+ ions and base donates OH– ions. Let us see ICl is acid or base. ICl is a lewis acid. It forms adducts with Lewis base like benzene and dimethyl acetamide. A lewis acid always accepts electrons from a lewis base. Is ICl Electrolyte? Electrolyte comprises different ions with different conductivity power. Let us see ICl is an electrolyte or not. ICl is a good electrolyte when it is fused state. It reacts with water to form HCl which is very good in conducting electricity. Is ICl Salt? Salt is the resultant product of an acid and base. Let us look ICl is salt or not. ICl is not a salt. A salt is the end product of reaction between acid and base.ICl is prepared by just reacting iodine and chlorine together. Here acid or base is not used. Hence ICl is not a salt. ICl or iodine monochloride is corrosive substance used for cleaving C-Si bond, preparing chloro iodo alkanes has fourteen valence electrons in its outer shell with sp3 hybridization. The molar mass of ICl is 162.35g/mol. It’s Lewis structure is drawn here with all fine details.

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Prof. Dr. George de Hevesy > Research Profile by Luisa Bonolis George de Hevesy Nobel Prize in Chemistry 1943 “for his work on the use of isotopes as tracers in the study of chemical processes”. Isotopes as Radioactive Tracers in the Study of Chemical Processes George de Hevesy was born in Budapest, Hungary on August 1, 1885, coming from a family of wealthy industrialists. He pursued his studies in physics and chemistry at the University of Budapest, and continued his education at the Technical University of Berlin earning his doctorate in 1908 from the University of Freiburg with a thesis in physical chemistry. He became an assistant at the Eidgenössische Technische Hochschule in Zürich, and later moved to the Technische Hochschule in Karlsruhe, to work under Fritz Haber, who was carrying out his epochal work on ammonia synthesis. In 1911 Hevesy joined Ernest Rutherford at Manchester in order to acquaint himself with radioactivity measurements. At the time of Hevesy's arrival, Rutherford had just proposed his nuclear model of the atom, and soon the young Niels Bohr arrived from Denmark as a post-doctoral student. They were the same age, and formed a close lifelong friendship, which proved to be of decisive importance for Hevesy’s future life. Hevesy was also impressed by Henry Moseley, who would soon begin his pioneering research, applying the method of X-ray spectroscopy to the study of the X-ray spectra of various chemical elements. In 1911, the main questions discussed in the Rutherford group concerned the structure of the atoms and the source of radioactivity, and scientists struggled to identify the decay products of the radioactive elements and to understand the relationship between the emission of different types of radiation and the change in “identity” of these products, i.e. their position in the periodic table. One day Hevesy met Rutherford in the basement of the institute where some hundreds of kilograms of radioactive lead were stored, a gift of the Austrian government. It contained large activities of the valuable Radium-D. Rutherford said to Hevesy: “My boy, if you are worth your salt, you try to separate Radium-D from all that lead.” Hevesy worked hard at this task, trying over many months every chemical separation he knew. He failed completely and came to the conclusion that it was impossible to accomplish a separation through any chemical means. We now know that Radium-D is the radioactive isotope Lead-210, a form of lead with the same atomic number ---and hence the same chemistry--- as any other lead but with a different atomic weight. After over a year of exhaustive disheartening effort, Hevesy thought of reversing the problem, as he himself reported in his Nobel Lecture: “In order to make the best of this depressing situation, I decided to use Radium D as an indicator of lead, thus profiting from the inseparability of Radium D from lead.” Hevesy's imagination thus converted adversity into advantage and the concept of radioindicator chemistry was born. Late in 1912, Hevesy returned to Hungary, mainly to obtain his Habilitation, i.e., the right to establish himself as a teacher and to give lectures at the university. On his way to Budapest he stopped at the Vienna Radium Institute headed by Stefan Meyer, where Friedrich Paneth had independently made unsuccessful efforts to separate Radium-D from lead. Hevesy proposed to Paneth to “mark” the non-radiating lead by Radium-D and then to investigate the behavior of its stable atoms by detecting and tracing the adjoining radiating isotope. He had actually devised an application of the isotopy concept, while Soddy was still fully formulating his theory according to which isotopes are elements belonging to the same position in the periodic table determined by their nuclear charge, but physically distinguishable because of their distinct mass and half life. During the spring of 1913, Hevesy went back and forth between Budapest and Vienna and carried out the first radioactive-tracer experiments with Paneth, also showing that the electrochemical properties of radium-D were identical with those of lead, providing a further evidence to the existence of the isotopes. The collaboration with Paneth resulted in several papers, the first in which radioindicator tracers played a unique role in chemical analysis, establishing that radioactivity measurements could become a means of studying chemical processes which could not be observed any other way. In the spring of 1913, he returned for some time to Manchester. Between spring and early summer, Bohr submitted to Rutherford the first and second part of his paper on the constitution of atoms. In combining the quantum postulates with Rutherford's nuclear model, Bohr's theory predicted the wavelengths emitted in the spectrum of atomic hydrogen. In the meantime Moseley, who was at the time one of the most promising co-workers in Rutherford's laboratory, had moved to Oxford. He had investigated the characteristic beams of X-rays emitted by anticathodes of different elements when bombarded by cathode rays. Upon examining these rays by diffracting them through a crystal, he found a simple relationship between the wavelengths of the the X-ray produced and the atomic numbers of the elements used as targets. In arranging the elements not according to their atomic weights, but according to their atomic numbers, Moseley's law explained some anomalies in the periodic table and provided a justification based on physics for the sorting of the chemical elements. Moreover, it gave the possibility to look for so far undiscovered elements and provided a firm experimental evidence in favor of Niels Bohr's theory of the hydrogen atom, which had in the meantime been published in the well known trilogy of 1913. Hevesy considered Moseley's method to be so important that he wanted to learn it. He had in fact planned to return to England in order to work with Moseley, who had invited him to work on the X-ray spectrum of the last members of the rare-earth group. But the political situation in Europe and the Balkan States was very unstable. The war broke out on August 1, when Hevesy was on vacation in Hungary, so that he returned to Vienna, later joining the Austro-Hungarian Army. He was never again to see Moseley who was killed in 1915 in the battle of the Dardanelles, at the age of 27. At the end of the war, owing to the turbulent postwar political situation in Hungary, it was clear that there was no future for Hevesy in his country for many years to come. During the summer of 1919, he visited Bohr who had already invited him while they were together in Manchester. They agreed that Hevesy should return to Copenhagen in the spring of 1920, when Bohr's new institute - which was under construction - was to be opened. From a scientific point of view this was a unique chance for Hevesy, even if at the moment Bohr did not have much to offer as regards a more permanent position or salary. By that time Bohr had become a professor and his work was receiving general recognition. He was widely respected as the leader of the quantum revolution in physics and was loved for his deep humanness. Under his influence, the Institute would rapidly become a renowned world center for theoretical atomic physics and an international reference point for the scientific community. The discovery of Hafnium Hevesy arrived in Copenhagen in March 1920. At that time, Bohr had set out to determine the electron configuration of every element in the periodic table, an enormous undertaking that drew on every possible source: optical and X-ray spectra, atomic theory, chemical properties and the arrangement of the periodic system itself. Bohr suggested that the electrons around the atomic nucleus are arranged in shells and that only those electrons which are located in the outermost shell determine the chemical properties of any element. When Bohr put forward these ideas, not all the places in Mendeleev's periodic table were filled. One of the missing elements possessed the atomic number 72. Element 71, lutetium, belonged to the rare earths. Chemists had long supposed that element 72 also belonged to that group, but according to Bohr, the rare-earth group is terminated with the element 71, and with seventy-two electrons a new orbital should instead open up. Consequently, element 72 cannot be a member of the rare-earth group. It ought to be a transition metal, similar to zirconium -- with virtually identical chemistry. This conclusion was stated in a footnote of Bohr's famous paper connecting chemical properties of elements with the structure of their atoms, published in 1922. A variety of ideas and circumstances converged at this point. After Moseley's untimely death, the technique of X-ray spectroscopy had been further developed, and Hevesy still wished to learn it. Hevesy had also become interested in geochemistry, especially in the problems of the abundance of different elements and of the age of the earth. The rare-earth elements and their placement within the periodic system were topics of great topicality in this context. In September 1922, Bohr invited the physicist Dirk Coster from Holland, who had built a new model of X-ray spectrograph. Thus, the coincidence of Bohr's interest in the periodic law with Coster's arrival, the arguments about the placement of the unknown element either among the rare earths or as a zirconium homologue, Hevesy's newly awakened interest in geochemistry - all these factors called for a new initiative that might give experimental evidence for or against Bohr's views. It was clear that the proper materials in which one should look for element 72 were minerals rich in zirconium, and that the amount of element 72 present in the mineral must be very small. Hevesy succeeded in obtaining a preparation which contained so much of the sought-after element that the X-ray spectrum of the sample very clearly showed the characteristic lines which could be calculated on the basis of Bohr's assumptions. This was a triumph for Hevesy and Coster who had overcome great experimental difficulties in order to prove that the unknown element 72 did not belong to the group of rare earths, but was indeed so similar to zirconium that it had lain well hidden up to that time. While their experiments were in progress, Bohr had been awarded the Nobel Prize. He announced their finding towards the end of his talk and the news spread fast all over Europe. The discovery immediately became important, being considered by many scientists, especially chemists, to be a confirmation of Bohr's theory of the periodic system. The element was named Hafnium, after the Latin name Hafniae for Copenhagen, in honor of the home town of Niels Bohr, where the discovery was made and of which Hevesy was particularly fond. Radioanalytical Methods in Biochemistry and the Birth of Nuclear Medicine In 1923 Hevesy also returned to his work with radioactive lead tracers, and for the first time he ventured into biology and published the first study on the use of the naturally radioactive Lead-212 as radioactive tracer to follow the absorption and translocation in the roots, stems and leaves of Vicia faba, also known as the borad bean. Because of the extreme sensitivity of physical radioassay methods, he was able to carry out these experiments with such minuscule concentrations of lead as to avoid the toxic properties of it. In 1924, in collaboration with the Danish dermatologist Svend Lomholt and the chemist Jens A. Christiansen, Hevesy reported the first application of radioactive tracers to animal physiology. They used 5.0-day Bismuth-210 to label and to follow the circulation of bismuth in the bodies of rabbits after intramuscular injections of antisyphilitic medicaments containing bismuth. This investigation, which marked the first use of the tracer method in medical research, was instigated by the fact that bismuth was then being used in the treatment of syphilis, although very little was known about its mode of action. In 1926, Hevesy was offered and accepted a professorship of physical chemistry at the University of Freiburg, where he remained from 1927--1934 continuing his biological studies, financially supported by the Rockefeller Foundation. There, with E. Alexander, he observed that when the elements of higher atomic number are bombarded with high-energy X-rays, a characteristic secondary emission of different energy begins that can be used in the detection and determination of the element in question. In this way, the method of X-ray fluorescence analysis was discovered. Later, the method became widely used for elemental and chemical analysis, particularly in the investigation of metals, glass, ceramics and building materials, and for research in geochemistry, forensic science and archaeology. When Hevesy's interest focussed on the age of the elements and of the earth, he felt that the known values of lead content in meteorites and rocks were incorrect and he wanted to improve their accuracy. For this reason he developed, in 1929, together with R. Hobbie, the isotope dilution method of analysis. They added to the solution of rock samples a known amount of the lead isotope radium-D in negligible amounts - but with known activity - and deposited the lead electrolytically as peroxide on platinum anodes. By measuring the amount of radioactive isotope and the amount of stable isotope present and determining their ratio, both the quantity and mass of the element in the original sample could be ascertained. The isotope dilution method found by Hevesy within geophysical investigations could be applied to the investigation of the cosmic abundance of the chemical elements, but it could be employed more generally in analytical chemistry, in situations in which precise quantitative analysis by conventional means is difficult. He devised a most interesting application of the method in 1932, when Harold Urey discovered deuterium, one of two stable isotopes of hydrogen. Hevesy well knew Urey, who had spent 1923 at the Bohr Institute. Urey very generously supplied Hevesy with a few liters of water containing 0.6 per cent heavy water. Hevesy used it first to study the interchange of the water molecules of the goldfish with those of the surrounding water and later, introducing the principle of isotope dilution, studied the water content of the human body and the mean life time of the water molecules in the body. But these interesting investigations were interrupted by new dramatic events affecting Hevesy's life and career. Artificial Radioactive Isotopes and the Neutron Activation Analysis The Nazis came to power in early 1933. The racial laws affected Hevesy, and at last, in July 1934, once again homeless and uprooted, he returned to Copenhagen, where he enjoyed the warm hospitality of the Bohr Institute, and was able to readjust to a complete reshaping of his existence together with his family. The move proved to be very fortunate for his research. During the time Hevesy had been a professor of physical chemistry in Freiburg, nuclear physics had progressed at an enormous pace. In early 1934, Frédéric Joliot and Irène Curie in Paris had in fact produced the first artificially radioactive elements by means of alpha-particle irradiation. A couple of months later, Enrico Fermi and his collaborators used a Radon-Beryllium neutron source in Rome in their discoveries of a large number of radionuclides of many elements. Among them was 14.3-day Phosphorus-32, whose lifetime was long enough to study the role of an element central to all animal physiology, and a means of following its intake, circulation, exchange, and excretion. “Chance only favors the prepared mind,” wrote Louis Pasteur. Hevesy's previous pioneering experiences with applications in biomedicine of natural radionuclides (and also of one stable isotope) had prepared him fully and well to recognize the potential applicability of this convenient radioactive form of a vital element for extending his radioindicator method to studies of diverse natural metabolic processes. Within a year after Phosphorus-32 was discovered, he published with Ole Chievitz (chief of surgery at the Finsen Hospital in Copenhagen) the first application of artificial radioactive indicators in the life sciences. The authors made a rather sweeping statement which was not in agreement with the views widely held at that time: “The results strongly support the view that the formation of the bones is a dynamic process, continuously taking up phosphorus atoms which are partly or wholly lost again and are replaced by other phosphorus atoms…”. While Hevesy's earlier application of the indicator method was of interest mainly to analytical chemistry, this pioneer experiment was a signal to biologists. A number of discoveries followed from the use of this tracer, which form the foundation of our understanding of body chemistry. In the meantime, Hevesy immediately drew upon Fermi's method of transmuting elements through neutron irradiation for analytic purposes. With his co-worker and assistant Hilde Levi, a Jewish refugee from Germany with a Ph.D. in physics, he developed the method of neutron activation analysis, which later became a most important procedure for testing materials. Chemists in many countries were still laboring with the complex problem of the separation and purification of the different elements within the group of rare earths using the classical methods of analytical chemistry. Hevesy suggested that - as a means of identification - one could make use of the characteristic decay period of each of these elements and of their relative intensities of activation after neutron bombardment. In this way, even a minute amount present as an impurity could be determined in any unknown mixture of rare earth elements. These pioneering experiments were published in 1936. At that time it was becoming clear that the production of radioisotopes could be enhanced manyfold if bombardment was performed in a high voltage accelerator or, especially, in a cyclotron like the one that had been built a few years earlier by Ernest Lawrence in Berkeley. A detailed description of a project entitled “physico-biological studies” and an application for funds was prepared by Bohr, Hevesy, and August Krogh, the well-known Danish physiologist and enthusiastic supporter of Hevesy's plans, and submitted to the Rockefeller Foundation. A cyclotron was built and became operational at the end of the 1930s, one of the first of these machines in Europe. However, on April 9, 1940, Germany occupied Denmark. Bohr and his family were in danger, both because he was half-Jewish and an atomic scientist, and especially because he was an ardent and influential opponent of the Nazi regime. He was strongly urged by his friends to give up his stern refusal to leave his country. He was brought to Sweden on 30 September 1943 and a few days later he was flown to England. Hevesy, who had an Hungarian passport, simply boarded a train in Copenhagen and in mid-October appeared in Stockholm, where he continued his work with radioactive tracers in biology, physiology and medicine at the Institute for Organic Chemistry. In 1944 Hevesy was awarded the 1943 Nobel Prize for Chemistry “for his work on the use of isotopes as tracers in the study of chemical processes,” and in 1958 he received the Atoms for Peace Award for his peaceful use of radioactive isotopes. George de Hevesy (1962). Adventures in radioisotope research. The collected papers of George Hevesy. New York: Pergamon Press. Available at: http://openlibrary.org/books/OL23269162M/Adventures_in_radioisotope_research John. D. Cockcroft (1967). George de Hevesy. 1885-1966, Biographical Memoirs of Fellows of the Royal Society 13: 125-166 Ferenc Szabadvary (1981). Hevesy, György. Complete Dictionary of Scientific Biography Vol. 6. Detroit: Charles Scribner's Sons: 365--367 Levi, Hilde (1985), George de Hevesy: life and work: a biography, Bristol: A. Hilger Siegfried Niese (2009). Georg von Hevesy: 1885 - 1966. Wissenschaftler ohne Grenzen, Münster/Westfalen: Principal-Verlag Helge Kragh (1980). Anatomy of a Priority Conflict: The Case of Element 72, Centaurus 23(4): 275-301 Eric R. Scerri (1994). Prediction of the Nature of Hafnium from Chemistry, Bohr's Theory and Quantum Theory, Annals of Science 51: 137-150

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What is dyscalculia? Dyscalculia is a learning disorder that affects a person’s ability to understand number-based information and math. People who have dyscalculia struggle with numbers and math because their brains don’t process math-related concepts like the brains of people without this disorder. However, their struggles don’t mean they’re less intelligent or less capable than people who don’t have dyscalculia. The symptoms of this disorder usually appear in childhood, especially when children learn how to do basic math. However, many adults have dyscalculia and don’t know it. People who have dyscalculia often face mental health issues when they have to do math, such as anxiety, depression and other difficult feelings. There’s also a form of dyscalculia that appears later in life. This form, acquired dyscalculia, can happen at any age. This usually happens for other reasons like a medical condition (see more about this under the Causes and Symptoms section below). What is the difference between dyslexia and dyscalculia? Dyslexia and dyscalculia are both learning disorders, but they have key differences. In the most general terms, these two break down as follows: - Dyscalculia: This learning disorder affects a person’s ability to do math. - Dyslexia: This learning disorder affects a person’s ability to read. While they’re different, the two conditions fall under the same diagnosis, “Specific learning disorder,” in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). It’s also possible for people to have both dyscalculia and dyslexia. Who does dyscalculia affect? Dyscalculia can happen to anyone, but it’s common for it first to draw attention when children are in their first few years of elementary school (between ages 6 and 9). How common is dyscalculia? Dyscalculia is uncommon but widespread. Experts estimate it affects between 3% and 7% of people worldwide. How does dyscalculia affect my brain? People who have dyscalculia are neurodivergent. Neurodiversity is a term that describes how no two people have the same brain, and everyone’s brain forms and develops in a completely unique way. For people with dyscalculia, that means their brain works differently from the brain of someone who doesn’t have disorders or conditions that affect how their brain works. Solving a math problem like “2+2=?” might seem simple, but it takes several different skills — and the areas of the brain that manage them — working together to do it. Some of those include: - Visual processing: Your eyes see the entirety of the math problem and send the components back to your brain for processing. - Short-term memory: You use your short-term memory to hold onto the specifics of the math problem as you work on it. For example, the number amounts, the symbols and the order in which they appear. - Language: You use this part of your brain to translate the symbols in the math problem into what those symbols mean. That’s how you know what the plus sign, equal sign and question mark mean in this context. - Long-term memory: You access this kind of memory to remember the process of how to solve a math problem. In this case, your brain identifies that this is an addition problem based on the plus sign and the equals sign. - Understanding of quantities and amounts: Your brain translates the symbol “2” into the understanding that it represents a specific amount or quantity. Children usually learn this principle by giving them examples like fruits or animals. - Calculation: This process unites all of the above, helping you solve that 2+2=4. For a neurotypical person, the above processes all work as expected. Depending on how severe their case is, people with dyscalculia may struggle with certain parts of the process. Symptoms and Causes What are the symptoms of dyscalculia? The symptoms of dyscalculia depend on which parts of the process a person struggles with most. It can also depend on the person’s age and the situations they encounter most often. Young children (up to the pre-K and kindergarten levels) For very young children, the most common symptoms include trouble with: - Counting upward. - Connecting a number to that many of an object (for example, connecting the number 4 to that many marbles in front of them). - Recognizing numbers and math symbols. - Organizing numbers, such as largest to smallest or first to last. - Recognizing and using number lines. - Learning using money (such as coins or bills). School-age children (primary/grade/elementary school) The symptoms of dyscalculia often draw attention when children start school around age 6. For these children, the symptoms include trouble with: - Counting on fingers with small numbers (especially at an age where that seems unnecessary). - Identifying small quantities of items just by looking (this looks like needing to count each one by one). - Doing simple calculations from memory. - Memorizing multiplication tables. - Recognizing the same math problem when the order of the numbers or symbols changes (struggling to understand that 1+7=8 is the same as 8=7+1). - Understanding word problems or more advanced symbols (such as > meaning “greater than” or < meaning “less than”). - Organizing numbers by scale (10s, 100s, 1,000s) or decimal place (0.1, 0.01, 0.001). Teenagers (secondary school- or high school-age) and adults The symptoms in teenagers and adults often look like trouble with the following: - Counting backward. - Solving word problems. - Breaking down problems into multiple steps to solve them. - Measuring items. - Measuring quantities (such as for cooking/baking recipes). - Using money (coins and bills) to pay for items, exchanging bills for coins (and vice versa) and making change. - Understanding and converting fractions. In addition to symptoms that directly relate to someone’s ability to do math, people with dyscalculia may show emotional symptoms when faced with situations where math is necessary. Those emotional symptoms often include: - Anxiety (including test anxiety) or even panic. - Agitation, anger or aggression (such as temper tantrums in younger children). - Fear (including a fear or even phobia of going to school). - Physical symptoms of any of the above (nausea and vomiting, sweating, stomachache, etc.) What causes dyscalculia? In most cases, especially in children, experts don’t know why dyscalculia happens. There’s evidence that learning disorders — including dyscalculia — may run in families. However, more research is necessary to confirm this. Experts do know that people with dyscalculia are more likely to have certain differences in some areas of their brain. These differences seem to indicate less development and fewer connections between brain cells in those areas. The affected areas are ones your brain uses when doing anything that involves numbers and calculations. However, experts don’t know why these differences happen and how they influence this disorder’s symptoms. Dyscalculia often happens alongside other conditions. While these aren’t causes, they can be a clue to help healthcare providers recognize and diagnose dyscalculia. Conditions that often happen alongside dyscalculia include: - Attention-deficit hyperactivity disorder (ADHD). - Dyslexia, dysgraphia or non-verbal learning disorders. - Sensory processing disorders. - Autism spectrum disorder. People with dyscalculia also have a higher risk of mental health disorders. Experts don’t know if these are more likely to happen because a person has dyscalculia, but these are still important factors that healthcare providers will consider when making a diagnosis and recommending treatment. - Anxiety disorder or panic disorder. - Behavior disorders (such as oppositional defiant disorder or conduct disorder). - Bipolar disorder. There are some reasons why a person would develop dyscalculia (or even acalculia, a complete inability to do math) later in life. This form, known as acquired dyscalculia, isn’t a learning disorder. Instead, it usually involves brain damage that disrupts areas related to math skills. Lesions, which are areas of brain damage, can happen for many reasons (see the Brain Lesions article to understand more about how this damage can happen). Is it contagious? Dyscalculia isn’t contagious, and you can’t catch it from or spread it to others. Diagnosis and Tests How is dyscalculia diagnosed? Education professionals (usually teachers) and parents are most likely to be the first to notice the symptoms of dyscalculia. If a teacher notices it, they’ll be able to offer resources and guidance on next steps. Parents who notice dyscalculia can also talk to their child’s pediatrician to learn more about the process of diagnosing and treating dyscalculia. There are two main criteria that the DSM-5 lists for math-related symptoms of specific learning disorder (with more about those criteria immediately below). At least one of these two criteria must exist for at least six months, even with trained, expert help to try and overcome it. - Difficulties mastering number sense, number facts or calculation. - Difficulties with mathematical reasoning. What tests will be done to diagnose dyscalculia? There are no lab, imaging or diagnostic tests that can confirm dyscalculia. Instead, the focus will be on testing a child’s specific math-related skills and ruling out other possible causes, such as vision or hearing problems, other brain- or mental health-related conditions, etc. Different tests can help with this. A healthcare provider is the best person to explain what kind of skills tests they recommend. Management and Treatment How is dyscalculia treated, and is there a cure? Dyscalculia is treatable in children because their brains haven’t yet finished developing, making it possible for them to learn skills and develop abilities they need to adapt to this condition. Treatment usually takes the form of one-on-one learning programs. The programs are symptom-specific and focus on what a child struggles with most. Treatment should also start as soon as possible. The sooner the treatment starts, the better the chances for children to adapt to this condition and limit the impacts. Unfortunately, dyscalculia isn’t considered treatable in adults unless it’s acquired dyscalculia. That’s because their brains are fully developed, meaning treatments like learning programs are less likely to help them. For adults, the focus is on helping them compensate for dyscalculia using technology or other methods. For acquired dyscalculia, there are possible treatments. The available treatments depend on many factors, especially the underlying cause of the dyscalculia. Your healthcare provider can tell you more about the treatment options and which they recommend for your case. Treatment for related conditions In addition to learning programs for dyscalculia, children with this condition may need additional treatment for other conditions they have. The treatments for those conditions depend mostly on the condition themselves. They can include medication, psychotherapy and more. A healthcare provider is the best person to tell you more about the possible treatments, including what they recommend for the specific needs in question. How can I prevent dyscalculia or reduce my risk of developing it? Dyscalculia happens unpredictably. That means it isn’t preventable, and there’s no way to reduce the risk of developing it. Outlook / Prognosis What can I expect if I have dyscalculia? Depending on the specific symptoms, dyscalculia can make it harder to do even simple math-related tasks like paying bills, following recipes for cooking and baking, and more. With early treatment, children can often adapt to this condition and limit its impact on their lives. Adults who have it are more likely to struggle with the effects if they don’t receive treatment earlier in life. It’s also common for people with this disorder to feel embarrassed about this condition, and many experience anxiety, shame and depression because of it. How long dyscalculia lasts Dyscalculia is a lifelong condition. There’s no cure, but early treatment can help reduce the effects later in life. The only exception to this is acquired dyscalculia, which may be a temporary condition. Whether or not it’s temporary depends on factors like why it happened and how severe it is. Your healthcare provider is the best person to tell you if acquired dyscalculia could be temporary and how long it may last. What’s the outlook for this condition? Dyscalculia isn’t a dangerous condition. However, people who have it are more likely to struggle with mental health conditions that happen alongside it. Conditions like depression and anxiety can have greater effects — including a risk of self-harm or suicide — so treating these when necessary is essential. How do I take care of myself or manage the symptoms? Dyscalculia isn’t a condition that you can self-diagnose or treat. In children, it’s important that they see a healthcare provider to diagnose and treat this condition as soon as possible. Waiting makes it less likely that treatment programs can help. For adults who have dyscalculia, it isn’t possible to treat dyscalculia directly. For them, the focus is on compensating for the disorder. Technology and other tools, such as smartphone apps, can help with this. A healthcare provider can recommend specific apps or tools that can help. For those with acquired dyscalculia, a healthcare provider can also recommend possible treatments or ways to help with this condition. Frequently Asked Questions Does dyscalculia affect a person’s intelligence? No, dyscalculia doesn’t affect intelligence directly. While some people with dyscalculia might also have intellectual disabilities, having dyscalculia doesn’t automatically make a person less intelligent. In fact, it’s common for people with dyscalculia to have an above-average score on IQ tests. People with dyscalculia are also often gifted in other areas, especially creative skills (especially the arts), problem-solving and more. Is dyscalculia a form of autism? No, dyscalculia and autism spectrum disorder are two different conditions. They both fall under the same category, neurodevelopmental (brain development) disorders, in the DSM-5 but are still very different. Is dyscalculia related to ADHD? Yes, dyslexia and ADHD have strong connections. ADHD is one of the more common conditions that happens alongside dyscalculia. However, most people who have one don’t have the other. What can I do to help my child if I suspect they have dyscalculia? Some things you can do include: - Seek out resources. Education professionals and healthcare providers may be able to provide guidance and direction on more resources that can help. Take advantage of their expertise to help your child. - Find what works and use it. There are many strategies and approaches to pick from that might help a child with dyscalculia. Some children benefit from using games, music or other approaches. Once you find something that works, use it. That will help your child learn in a way that works for them. - Be patient. Children with dyscalculia have a recognized condition that disrupts their ability to do math like children without this condition. This isn’t something they can help, but they can learn to overcome it. They’re more likely to succeed at learning to overcome it if they feel they have someone backing them along the way. - Be supportive and encouraging. It’s important to offer support and encouragement to children who have this issue. Without that support, children are prone to having low self-esteem issues, and many struggle with anxiety or depression related to this condition. However, children who have encouragement and support are more likely to succeed and learn how to work through their condition, keeping it from limiting them in the future. A note from Cleveland Clinic Dyscalculia is a learning disorder that disrupts a person’s ability to understand numbers and math-related concepts. Children usually show symptoms between the ages of 6 and 9 (or even sooner). It’s also common that people who have dyscalculia will also have other conditions, including learning and mental health disorders. With treatment and specialized learning programs, many children can develop skills and abilities that limit how much this disorder impacts their lives. For adults who learn they have this condition, treatment isn’t possible. However, there are tools and ways to compensate for this condition and keep it from disrupting their life and routine. Cleveland Clinic is a non-profit academic medical center. Advertising on our site helps support our mission. We do not endorse non-Cleveland Clinic products or services. Policy

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Close Bible Study: Ruth Part 2 by Mary Kane Close Reading method is a popular reading strategy used by teachers in classrooms throughout the United States. Repeated readings and systematic analysis of the text provided by the Close Reading method, greatly impacts the comprehension of the reader. As readers use Close strategies, they are drawn deeply into the text as they mark, diagram and highlight the text in meaningful ways. When readers interact rigorously with the text, comprehension and retention sky rocket. In part two of the book of Ruth Close Bible Study, we add an additional Close study method–reader generated questions. Today, you have the opportunity to ask and answer your own questions as you study God’s word. If you enjoy doodling as you study, you will love Close Bible study.Gather you Bible, makers, highlighters, and colored pencils and lets dig in! To download a copy of today’s study, please click on the link below. For additional resources on Close Reading, please access the following link.

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Fertilizers have transformed the way the world produces food. They have not only brought large benefits for food security, but they also bring environmental benefits through higher yields (and therefore less land use). But, there can be a downside. When we overapply fertilizers – no matter whether they are natural ones like manure or synthetic fertilizers – excess nutrients are washed off and pollute the natural environment. Nitrogen and phosphorus are the two main fertilizers that farmers add to their fields. Research presented here shows that nearly two-thirds of the nitrogen we use on our crops becomes a pollutant; more than half of applied phosphorus does. There are large differences in how much pollution countries generate through their agricultural practices. Some produce almost none; others produce hundreds of kilograms per hectare of cropland. Fertilizers have brought the world massive socioeconomic and developmental benefits. They improve crop yields. This has two advantages. First, we can grow more food. Second, we need to use less land for farming, and therefore destroy fewer ecosystems in the process. But alongside these environmental benefits, there are some downsides. Not all of the nutrients we apply – in fact, as we explore in a related article, less than half of it globally – is used by the crops.1 The rest runs off our farms into the natural environment: if this happens then it pollutes rivers and lakes; causes imbalances in ecosystems and affects biodiversity. What is the global extent of fertilizer pollution? Which countries cause the most avoidable pollution? We can measure this using a metric called “excess nutrients”. This metric shows us how much of the nutrients that farmers apply as fertilizer runs off into the natural environment. In a paper published in Science, Paul West and his colleagues mapped the nutrient balance for nitrogen and phosphorus – the main nutrients we add to our crops – across the world.2 They quantified the amount of nutrient inputs – this can come in the form of synthetic fertilizers, organic additions such as manure, or even biological fixation of nitrogen from legume plants – and the output, which is the amount of nitrogen or phosphorus that is stored in the crops that we harvest. The difference between inputs and outputs is “excess”: nutrients that are not used by the crops and instead run-off into the natural environment. This research finds that globally farmers apply around 115 million tonnes of nitrogen to our crops every year. Only around 35% of this is used by them, meaning 75 million tonnes of nitrogen runs off into our rivers, lakes and natural environments. This is our “excess nitrogen”. It is quite staggering that almost two-thirds of our applied nitrogen becomes an environmental pollutant. Which countries create the most nitrogen pollution? The maps below show this from two perspectives. First, as the excess nitrogen per hectare of cropland. Here we see large differences across the world. Some countries actually produce ‘negative’ nitrogen pollution, they are shown in blue. This is known as nitrogen mining. This happens when countries undersupply nitrogen fertilizers, but continue to try to grow more and more crops. Crops then have to take nitrogen from the soil. Over time this depletes soils of their nutrients which will be bad for the productivity of these soils and crop production in the long-run. Other countries massively oversupply nitrogen. These are the countries shown in the darker shades of red here. Countries such as Kuwait, Singapore, South Korea, Egypt, New Zealand, China, and Taiwan create more than 100 kilograms of excess nitrogen per hectare. For every hectare of cropland, they produce hundreds of kilograms of pollution. The other map shows total nitrogen pollution – the sum of pollution generated in each country, rather than per hectare. This is given as each country’s share of the global total. China generates the most nitrogen pollution, accounting for one-third of the global total. India produces almost one-fifth (18%); the USA produces 11%; followed by Pakistan and Brazil. It’s not that surprising that the countries with the largest populations (and some of the largest land masses) create the most pollution. But as I explore in a related article, there are lots of opportunities to reduce fertilizer use (and pollution) without sacrificing crop yields. Both of these metrics – the amount of excess nitrogen per hectare, and the total excess are important. Excess per hectare informs us of where nutrients are being used inefficiently; if this number is high then farmers are overapplying fertilizers and organic nutrients. But total excess is also important because it informs us of where we’re likely to have hotspots of water and ecosystem pollution. We need to be aware of regions with lots of farmland and excess nutrients because surrounding rivers and lakes are at high risk of becoming polluted. The other main nutrient we add to our crops via fertilizers is phosphorous. Globally farmers apply around 25 million tonnes every year. 14 million tonnes are not used by the crops and become a pollutant. That means that more than half goes to waste. Just as we looked at with nitrogen, we can see which countries produce the most excess phosphorous; first per hectare, then as the total per year. This is shown in the maps below. Most of the countries that overapply nitrogen are the same ones that also overapply phosphorous. Singapore, New Zealand, Japan, South Korea, and Belgium, are all near the top of the list. Unsurprisingly, given their population size and land mass, the largest polluters are similar to nitrogen. China tops the list, producing one-third of the world’s excess phosphorous. This is followed by India at one-fifth; Brazil at 7%; United States at 6%; and Pakistan at 3%. Many countries – particularly poorer countries across Sub-Saharan Africa – do not use enough fertilizer. Their crop yields suffer as a result. This is bad for farmers; food security; and the environment because it means they need to use more land for agriculture. As I covered in my recent article, Sub-Saharan Africa is projected to be the hotspot of habitat loss in the coming decades as a result of expanding croplands. Thousands of mammals, birds and amphibian species are at risk. The good news is that if we can improve crop yields, we can prevent almost all of this. Fertilizers will play an important role in achieving this. At the other end of the spectrum, some countries use too much. They could use much less – and produce much less pollution – without it affecting crop yields. Getting this balance right would bring a range of socioeconomic and environmental benefits. In a related article we look at this trade-off in more detail, and explore the possible solutions for reducing nutrient pollution.

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Thus far in this series about horses we have we have explored some of the interpretations of the fossil record of horses and demonstrated the difficulty of defining the boundaries of species of modern horses. We have observed that evolutionary theory and most modern young earth creationists propose that the domestic horse, the donkey and the zebra all shared a common ancestor in the past albeit the former millions of years ago and the latter just 4500 years ago. But what does the Bible itself have to say about the origins of horse diversity? There are many—hundreds in fact—references to horses in the Bible but what Biblical evidence is there of rapid evolution of horses from a common ancestor within the time-frame that 24-hour day Ken Ham and most young-earth creationists believe the Bible demands? Well, none that I or anyone else have found. The Bible contains clear observational evidence that multiple species of horses existed throughout the time-frame that Biblical events took place. This includes the wild donkey that made its home in the wilderness, the domesticated donkey, the mule (a horse x donkey hybrid) and multiple types (pale, white, black) of domestic horses. For example we find as early as Genesis 12 a record of Abram’s travels to Egypt in which he brought donkeys: “And for her sake he dealt well with Abram; and he had sheep, oxen, male donkeys, male servants, female servants, female donkeys, and camels”. (Genesis 12:15, English Standard Version). By young-earth accounting of Biblical chronology this occurred only 400 years after Noah. Near the end of Genesis we find that Pharaoh had many thousands of horses that pulled his chariots. Exodus 9:3 (ESV) shows that donkeys and horses were clearly distinguished from one another at this time: Behold, the hand of the LORD will fall with a very severe plague upon your livestock that are in the field, the horses, the donkeys, the camels, the herds, and the flocks. In the book of Job we find descriptions of the wild donkey in addition to the domesticated horse. God describes to Job the behavior of the horse especially vividly: Hast thou given the horse strength; Hast thou clothed his neck with thunder? Canst thou make him afraid as a grasshopper? The glory of his nostrils is terrible. He paweth in the valley, and rejoiceth in his strength: He goeth on to meet the armed men. He mocketh at fear, and is not affrighted; Neither turneth he back from the sword. The quiver rattleth against him, The glittering spear and the shield. He swalloweth the ground with fierceness and rage: Neither believeth he that it is the sound of the trumpet. He saith among the trumpets, Ha, ha; And he smelleth the battle afar off, The thunder of the captains, and the shouting.” (Job 39:19-25 KJV) What do the hundreds of references to these equines in the Bible tell us? If nothing else they tell us that even in the earliest Biblical times these animals looked and behaved just as these animals do today. From the Biblical record alone we can go back to at least 2000 BC and find donkeys and horses. From cave paintings and other archaeological sites we can find definitive evidence of multiple species of modern equine species much further back in time. If there were only two horses on the ark that diversified into all of the modern species (zebras, donkeys, quaaga, onager, kiang, and horses) plus 100 or more extinct species the lack of any physical or eyewitness evidence of these radical changes from one to another is rather stunning.* Are we to believe that all this change happened in a just a few hundred years after the Flood and went unrecorded or left any other physical evidence? There isn’t a plausible genetic scenario known whereby such dramatic divergence could take place in such a short period of time. The Bible gives us no evidence of missing links and transition species that would give so much as a hint of this fast evolutionary scenario that creationists have been promoting. Ironically, creationists have ignored this “Biblical” evidence in constructing their fantastic claims of rapid post-flood evolution of hundreds of species from common ancestors on the ark. What we see here is a case where creationists are chasing their own tails trying to explain biological diversity in hopes to compress thousands of living species into a few species on Noah’s ark to make the ark more feasible. But rather than providing greater clarity, they have done nothing but highlight the bankrupt nature of their theological and scientific assumptions. The Bible provides no accounting of what animals were on the ark aside from a few mentioned by name (dove, raven etc..). Putting fewer animals on the ark may help the ark seem more scientifically feasible but by doing so creationist have put themselves in the position of having to propose radical and untenable evolutionary theories for the origin of tens of thousands of species from only a few individuals. This is not only scientifically ridiculous but doesn’t even fit any of the evidence from the Bible itself. Every animal in the Bible is described in a fashion that makes it apparent that these species were fundamentally the same then as they are today. In summary, the authors of the Bible treat the animals around them as if they are the same ones that God created from the beginning of the world (see my series Consider the Ostrich) not some radically morphed versions of a prototype or “ideal” kind. There is no evidence of super-fast adaptation/evolution in the Bible and neither is there even any extra-biblical evidence of such rapid speciation from which to draw support. *We should also add that we have other evidence that the horses in the Bible were the same species of domesticated horse we have today rather than any of a hundred extinct species. We have DNA extracted from bones from archaeological sites that are very old that demonstrate that they were the same type of horse that we are familiar with today.

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托福Official26综合写作阅读+听力原文+满分范文2018-12-19 12:29:32 发布 来源：雷哥托福 The zebra mussel, a freshwater shellfish native to Eastern Europe, has long been spreading out from its original habitats and has now reached parts of North America. There are reasons to believe that this invasion cannot be stopped and that it poses a serious threat to freshwater fish populations in all of North America. First, the history of the zebra mussel's spread suggests that the invasion might be unstoppable. It is a prime example of an invasion made possible by human transportation. From the zebra mussel，s original habitats in Eastern Europe, ships helped spread it out along new canals built to connect Europe’s waterways. The mussel can attach itself to a ship’ s bottom or can survive in the water—called "ballast water"—that the ship needs to take on to properly balance its cargo. By the early nineteenth century, the mussel had spread to the whole of Europe. It was later carried to the east coast of North America in the ballast water of ships traveling from Europe. The way ships have spread the zebra mussel in the past strongly suggests that the species will soon colonize all of North America. Moreover, once zebra mussels are carried to a new habitat, they can dominate it. They are a hardy species that does well under a variety of conditions, and they have a high rate of reproduction. Most important, however, zebra mussels often have no predators in their new habitats, and species without natural predators are likely to dominate their habitats. Finally, zebra mussels are likely to cause a decline in the overall fish population in habitats where they become dominant. The mussels are plankton eaters, which means that they compete for food with many freshwater fish species. Now listen to part of a lecture on the topic you just read about. Contrary to what you just read, there are ways to control the zebra mussel's spread. What's more, it is not so clear that the mussel is a serious threat to fish populations. True, the spread of zebra mussels couldn't be controlled in the past, but that's because people didn't have enough knowledge. In fact, there are effective ways to stop ships from carrying the mussels to new locations. Here's an example. The way zebra mussels usually travel across the ocean is that a ship takes on some fresh "ballast water" in Europe and then empties that water into American waterways when it arrives. Full of zebra mussels, but the ship can be required to empty out the freshwater and refill with ocean water while still out in the ocean. Salt water will kill the mussels. Second, it's true that zebra mussels often don't have predators in their new habitats, but that's only in the beginning. What's been happening in Europe is that local aquatic birds sooner or later notice there's a new food source around and change their habits to exploit it. They switch from whatever they were eating before to eating zebra mussels. And birds can eat a lot of mussels. So zebra mussels aren't so likely to dominate their new habitats after all. Finally, even in habitats where zebra mussels become dominant, is the overall fish population likely to decrease. It's true that zebra mussels may have a negative impact on fish that eat plankton. But on other fish, they can have a positive impact. For example, the mussels generate nutrients that are eaten by fish that feed near the bottom of the lake or river. So bottom-feeding fish populations may increase, even if plankton-eating fish population decrease.

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The battle of Megiddo is the first battle to be recorded in full detail in ancient history, as it was a custom for the chief military scribe “Tjaneni” to inscribe all the records of the battle in hieroglyphs on the temple of Amen-Ra in Thebes, Karnak. In approximately 1479 B.C, on the 21st day of the first month of the third year of the rule of king ThutmoseIII, the pharaoh of Egypt led his army to fight off a revolt led by the king of Kadesh (the Ancient city in the Near East). King Thutmose III took the throne from his step-mother Queen Hatshepsut who was able to build a prosperous country and a very powerful, well-trained, and organized army and pass it on to him when she died. After her death, the kings of Megiddo and Kadesh rebelled against him as they believed, he was unworthy and weak. So king Thutmose's first campaign was against the coalition between the Canaanites of Megiddo, the Syrians of Kadesh, and other cities that took part in this revolt that gathered outside the city of Megiddo which was a crucial fortress and along with important trade and military route. He gathered an army of between 10,000 and 20,000 men consisting of charioteers and infantry, the army took a base near the enemy forces, then he led his army through the dangerous path to the enemy’s base which gave him control over the element of surprise which caused the enemy’s army which consists of the same number of troops and weaponry to panic and also the pharaoh’s army access to very advanced weaponry and intelligence tactics. The Egyptian army chased the fleeing enemy’s and cut them down one by one, the remaining part of the army took shelter in the city of Megiddo. The battle turned into a siege in a matter of moments as the Egyptian army dug a most and made their own defensive wall all around the city. The siege lasted for seven months before the defeated leaders surrendered the city then the Egyptian army entered and took more than 20,000 horses, millions of grains and livestock, gold and silver chariots, jewels and precious metals, and three fortresses. His victory gave him control of the northern front of his kingdom where he can launch campaigns to other countries and expand is the kingdom. The children of the defeated leaders were taken to Egypt, educated in Egyptian school, and later when they come of age, they will returned back to their land with the permission of the Egyptian pharaoh to continue serving him. His triumph over this coalition and through his time and unbelievable fame of this battle established the success of all his future campaigns and his reputation in the history books. Make your dream come true and discover the Egyptian mythology, battles, civilization, history, and many more by visiting the majestic temple and archaeological sites of Egypt, so check our breathtaking Tour packages from UK, or Egypt Nile cruises and choose your dream vacation. Egypt Tours Portal prides itself on being the best travel agency in Egypt as proven by our numerous positive reviews. My fiancé and I booked a private 5 day tour of Egypt with ETP starting in Cairo followed by Aswan, Abu Simbel and Luxor. We just got home and continue to talk ...Read More This was the trip of a lifetime that I was able to have with my eldest son - an absolutely amazing experience. To be able to actually see the places and artifac...Read More

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It is no secret. As people age, strength dwindles and their bodies become more vulnerable to illness. But many do not realize this phenomenon is defined as a syndrome called frailty, and chronic illnesses such as heart disease can cause frailty in younger people, too. Doctors are working to discover new ways to postpone or avoid it altogether. Frailty occurs when there are declines in function across body systems, leading to increased risk for catastrophic health events. There are two definitions of frailty, said Barbara Nicklas, professor of gerontology and geriatric medicine at Wake Forest Medical School in North Carolina. One is when several body systems are functioning poorly. "Another is more about physical operation: low grip strength or muscle weakness, slow gait speed, a tendency to have lost weight, and a strong feeling of fatigue. One is how a person feels and performs, and another is how sick a person is." About half the population 85 and older experiences frailty, Nicklas said. Early signs include unintentional weight loss of 10 or more pounds in one year and taking six or seven seconds to walk 15 feet, according to Johns Hopkins Medicine. It sometimes goes hand-in-hand with sarcopenia, the loss of muscle mass and strength that tends to happen more quickly after the age of 50. According to a 2019 study, sarcopenia can be a significant contributor to frailty. But frailty and sarcopenia do not exclusively affect older people, said Dr. Daniel Forman, a geriatric cardiologist at University of Pittsburgh Medical Center in Pennsylvania. Frailty becomes more common as you age, but inflammation, along with hormonal changes, can speed the onset. "It can happen at different times of your life," he said. "Most cardiologists would think that it's a biological thing and it overlaps directly with cardiac disease. With heart failure, frailty can come in much earlier than old age." Many studies have examined the link between heart disease and frailty. According to a 2018 review, up to 79% of patients with heart failure are frail. A similar observation has been made about sarcopenia and heart disease. Sarcopenia was reported in 5% to 13% of people 60 to 70 years old, while it was reported about 20% more in patients with chronic heart failure than healthy subjects of the same age. Frailty has a notable impact on health care costs as well. According to a 2018 study conducted to analyze the effect of frailty on the resource use and cost for Medicare patients, frailty increased the average cost of medical care by as much as $17,220 in a nine-month period. While doctors are searching for ways to prevent frailty and sarcopenia, "no one knows exactly how to avoid it," Forman said. "That's the million-dollar question." But diet and exercise seem to be part of the puzzle, Nicklas said. It is particularly important to get enough protein and vitamin D as we age. "The biggest prevention is physical activity, especially strength training or resistance training," Nicklas said. "Maintaining a healthy weight is also important, especially in middle age. People who are overweight have a higher propensity for becoming frail." Johns Hopkins Medicine recommends eating three meals each day that consist of fruits, vegetables, healthy fats, whole grains and low-fat dairy products. For example, following the Mediterranean diet which consists of olive oil, nuts, whole grains and seafood, with moderate amounts of low-fat yogurt, low-fat cheese and poultry, can help preserve strength. Forman said some researchers are examining the effects of intermittent fasting – the practice of alternating cycles of fasting and eating, sometimes waiting until the end of the day to eat – on frailty. "There is no sure-fire solution for all people," he said. "It is complicated, and it is still under investigation." This article was developed by the American Heart Association with financial support from Transamerica. If you have questions or comments about this story, please email [email protected].

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The human brain has amazing capabilities making it in many ways more powerful computer than anything it itself has created so far. It’s no wonder that researchers and engineers are trying to emulate the structure of the human brain with artificial synapses. Now, a team of researchers at RMIT in collaboration with Australian National University, Colorado State University and the Queensland University of Technology, has made a new artificial synapse based device that works using the light-based biotechnology called optogenetics. In case if you are not aware of what the field of optogenetics is all about, it is the technique that involves the use of light to manipulate the activity of cells or neurons with ultra-high precision so that they can be turned on or off. The new electronic chip is designed to run on optogenetic principles and to replicate the way the brain stores and loses information. It uses the light of different colors to write, process, and erase data. “Our optogenetically-inspired chip imitates the fundamental biology of nature’s best computer – the human brain,” said Dr. Sumeet Walia, Research Team Leader. “Being able to store, delete, and process information is critical for computing, and the brain does this extremely efficiently. We’re able to simulate the brain’s neural approach simply by shining different colors onto our chip.” Optogenetically-inspired chip is made of ultra-thin material called black phosphorus (BP), which responds to different wavelengths of light and changes its electrical resistance, allowing the researchers to mimic how neurons work in the brain. It can also perform a variety of logic operations, including brain-like functionality and information processing. Black phosphorus is an advantageous material, but it can often be diminished by natural defects. However, in this case, the researchers used them for their benefit. A photocurrent is generated on the chip using light, and switching between colors causes the current to reverse direction from positive to negative. Doing this over and over, in a certain pattern, allows the device to connect (and induce learning) or inhibit (and induce forgetting) connections between components – similar to how neurons in the brain pass messages along to form memories. The chip could be useful in wearable electronic devices and can help advance two fields of computing – light-based and brain-inspired devices, according to the researchers. “This technology creates tremendous opportunities for researchers to better understand the brain and how it’s affected by disorders that disrupt neural connections, like Alzheimer’s disease and dementia,” said Dr. Taimur Ahmed, lead author of the study published in Advanced Functional Materials. Being able to replicate neural behavior on an artificial chip offered exciting avenues for research across sectors, he further added.

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GERD (gastroesophageal reflux disease) is a disorder that affects the muscle that connects the esophagus with the stomach, called the lower esophageal sphincter (LES). When that muscle is weak or overly relaxed it allows the contents of the stomach to flow back up into the esophagus, causing what is more commonly known as heartburn, indigestion, or acid reflux. A hiatal hernia occurs when the hiatus (hole) in the diaphragm that allows the passage of food and liquids into the stomach becomes enlarged. This can worsen acid reflux or even allow the stomach to slide up into the chest, which can lead to obstruction or strangulation (cutting off the blood supply) of the stomach. A hiatal hernia can occur due to GERD, or GERD can be a symptom of a hiatal hernia, but they do not always occur together. Pregnancy and obesity are common causes of GERD. It can also be caused by dietary and lifestyle choices. Certain foods are known to weaken the LES, such as coffee, alcohol, fried/fatty foods, onions, chocolate and peppermint. Smoking cigarettes relaxes the LES. Symptoms of GERD can include heartburn (a burning sensation in the chest), especially after eating and at night, difficulty swallowing, feeling like there is a lump in the throat, and chest pain. Diagnosis of GERD and/or hiatal hernia can usually be made with an upper endoscopy (when a thin camera is inserted through the mouth into the esophagus and stomach) or a contrast-enhanced x-ray (called an upper GI) of the upper digestive system. Most of the time doctors recommend lifestyle changes for treatment of GERD. Avoiding foods that cause heartburn, quitting smoking, losing weight, eating smaller portions of food, avoiding food 2-3 hours before bed, and elevating the head of the bed can all help alleviate the symptoms of GERD. Occasional over the counter antiacids can also help but should not be used regularly. Instead, doctors will often prescribe medicines called H2 blockers or PPI inhibitors. In severe cases of hiatal hernia and GERD, laparoscopic (minimally invasive) surgery can be performed to repair the hernia and is considered highly effective in most patients. Bio-Touch is an extremely effective complement to any treatment plan for GERD and/or hiatal hernia prescribed by your doctor. Bio-Touch can empower friends and family members to help their loved one who is suffering from GERD with a few simple sets of points. The information presented here is for educational purposes only. Medical advice is neither offered nor implied. Please consult a healthcare professional for medical advice.

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The terrific force of Cyclone Yasi didn't just impact the people and places on the mainland of Australia, it also impacted the Great Barrier Reef , just off Australia's eastern shore. With high winds, a powerful storm surge, and torrential rains, Cyclone Yasi churned the waters of the Coral Sea off Australia's Queensland coast. On Feb. 4, 2011, as the clouds began to clear, evidence of the storm's violence lingered in the water. The normally clear, shallow water of the Great Barrier Reef was clouded with sediment brought to the surface in the turbulent water. In this image, taken by NASA's Aqua satellite, light reflects off the light-colored sediment, turning the ocean electric blue. Sections of the reef are visible amid the clouded water. The reef has well-defined shapes and is greener than its surroundings. The section of reef shown here is near Whitsunday Island National Park. The large image, which shows a wider area, reveals sediment in the water along much of the coast.

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A peek inside a cellular antenna Dresden researchers discover new features of primary cilia Cells sense their environment and send signals to other cells to function properly. The responsible “organ” to perform these functions is the cilium, an antenna-like structure protruding from most vertebrate cells. While motile cilia have been studied extensively, the three-dimensional architecture and molecular composition of non-motile cilia, also called primary cilia, are largely unexplored. The research group of Gaia Pigino at the Max Planck Institute of Molecular Cell Biology and Genetics in Dresden has now developed a method for investigating the structure of primary cilia at molecular resolution by cryo-electron tomography. When we explore our environment, we rely on senses like hearing, seeing, tasting, or smelling. A cell senses their surroundings through cilia, antenna-like structures that protrude from most vertebrate cells. Cilia enable cells to move, to communicate, and to interpret molecular signals. Inside a cilium is a microtubule-based cytoskeleton that is studied fairly well in motile cilia. The same is not true for primary cilia, which have long been seen as a remnant of evolution and have falsely been thought of as a simplified version of motile cilia. But unlike motile cilia, which are found on only some cell types in our bodies, most of our cells have a primary cilium. For example, olfactory sensory cilia enable us to smell, photoreceptor cilia sense light and we can see. Given this crucial role of cilia in our bodies, their malfunctions can cause a wide range of human diseases, including retinal degeneration, polycystic kidney disease, Bardet-Biedl syndrome, or congenital heart disease. It is therefore of critical importance to better understand primary cilia. To date, there is little mechanistic understanding of how primary cilia perform their functions, and what held us back to better understand them are missing methods to inspect their structure at molecular resolution. Structure analysis with high resolution With this motivation in mind, research group leader Gaia Pigino and her team at the Max Planck Institute of Molecular Cell Biology and Genetics set out to explore more about the structure of primary cilia. They started to work on a method that would eventually allow them to see the molecular structure of the primary cilium in high-resolution. The challenge was to separate the cilia from the cells without destroying their many fine structural details, and then look at them under a particularly powerful electron microscope. Petra Kiesel, the technician of the research group and the person who developed the method, explains: “We combined a variation of an existing chemical method with a mechanical one, in order to isolate the cilia from kidney cells directly on the microscopy support to image them with our favorite electron microscope.” For this, the researchers used a method called cryo-electron tomography, a special technique to image fast-frozen biological samples in a way that full 3D models of seen molecular structure can be created. With this technique, the researchers were able to observe primary cilia at such a high-resolution that individual proteins could be identified. Gonzalo Alvarez Viar, PhD student in the research group, reports: “The structures we saw are very different from the ones, we know from motile cilia. Their cytoskeleton is less organized and has a less symmetrical structure. Motile cilia are known to have a nine-fold symmetry in order to move around, but we didn’t see anything like this in primary cilia.” Cilia contain actin filaments But not only the structure of known components turns out to be different. Primary cilia also surprised with a number of other novelties, for example the presence of actin filaments inside those cilia. Actin Filaments are found in the cytoplasm of eukaryotic cells and form part of the cytoskeleton. “Finding filamentous actin in cilia was a huge surprise to us. It was sometimes hinted at by other experiments, but only few people really believed in it since there has never been solid evidence”, says Gaia Pigino who oversaw the study. The findings reveal a lot of previously unknown facts and surprising differences between the well-studied motile cilia and little understood primary cilia. “Our method will pave the way for many insightful investigations of primary cilia and, in turn, allow us to better understand these important organelles in animals and humans, in health and disease”, concludes Gaia Pigino.

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CC-MAIN-2023-06

https://www.mpg.de/15462214/a-peek-inside-a-cellular-antenna

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