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Deletes one or more files. To remove a file, you must have write permission in the directory that contains the file, but you need not have permission on the file itself. If you don't have write permission on the file, you will be prompted ( n) to override. Note that on symbolic links, rm removes the link, not the target file. If any of the files you're removing begin with a dash, put a -- in front of them. For instance, if you create a file called -f (dash eff), use rm -- -f to remove it. All options following are filenames, not options. Remove directories, even if they are not empty. Remove write-protected files without prompting. y (remove the file) or n (don't remove the file). Cause rm to overwrite files three different times before deleting them. file is a directory, remove the entire directory and all its contents, including subdirectories. This option can be dangerous. Turn on verbose mode. rm prints the name of each file before removing it. Undelete files on a union filesystem that whiteouts have been applied over. If any of the files you're removing begin with a dash, put a -- in front of them. Say you create a file called -x: ls > -x$ rm -xrm: invalid option -- x Try 'rm --help' for more information. The -x is taken as an option to rm. Instead, put the -- in front: rm -- -x

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Lesson 9 - Playing the Major Chord 1. IntroductionIn this lesson, you will learn about major chords. Major chords are basically three notes that are played together or nearly together. You can recognize a major chord when you hear it because it sounds happy. Major chords can be used to play literally 1000's of songs ranging from classical tunes to today's most popular hits. 2. Playing the Major ChordLet's take a look at the major chord starting on C. This is also called the C major chord. In the animation below, the notes of the C major chord are first played separately, then together. 3. Major Chord in All 12 KeysYou can play the major chord in all twelve keys. Below is a chart of all 12 major chords. If you look closely at the chart below, there is actually a pattern that can help you recognize all 12 major chords. 4. ConclusionThe major chord can be used to play 1000's of songs ranging from classical songs to today's most familiar chart topping hits. In this lesson, you reviewed the C major chord. There is a major chord for each of the 12 keys. Lesson 9 - Playing the Major Chord Lesson 10 - Three Primary Chords Lesson 11 - 12 Bar Blues Chord Progression Piano Chords & Progressions: The Secret Backdoor to Exciting Piano Playing! Learn different types of Chords - Minor Chords, Three Secondary Chords & more Use interactive ZebraKeys' Z-Board below to play all of the "Major Chords" See all 50 Free Lessons See Instructions for using Z-Board The Complete Book of Scales, Chords, Arpeggios and Cadences Includes all the Major, Minor (Natural, Harmonic, Melodic) & Chromatic Scales, an in-depth 12 page explanation that leads to complete understanding of the fundamentals of major and minor scales, chords, arpeggios and cadences plus a clear explanation of scale degrees and a two-page guide to fingering the scales and arpeggios. Access Free Online Music Tools Lesson 9- Major Chords Lesson 10- Three Primary Chords Hal Leonard Keyboard Style Series (Keyboard Instruction) Lesson 11- Blues Chord Progressions Free Online Reference -Access online Virtual Piano Chord Chart to find any Chords & Scales Learn how to play "Minor Chords" - Lesson 27 Alfred's Basic Adult Piano Course: Lesson Book, Level One A beginning course for adults who prefer a chord approach. It teaches chords for both hands so that the student can play more than single note melodies. Browse Piano Keyboards & Accessories Chords - Beginner | Intermediate | Advanced See all Chords lessons Access Free online Chord Ear Trainer to Test your skills now! Free Interactive Piano Chords Chart Play Piano in a Flash Play Your Favorite Songs Like a Pro -- Whether You've Had Lessons or Not! Blues Piano: Hal Leonard Keyboard Style Series (Keyboard Instruction) Basic skills you need, from comping to soloing Learn the theory, the tools, and the tricks that the pros use Watch video (below) - How to play C Major Scale (practice playing this on your piano, or use our Virtual Z-Board below) Click to view how to play all Major Scales Use Circle of Fifths diagram to find three primary chords in any keys: Click above to download the Circle of Fifths diagram Yamaha EZ-200 61 Full-Sized Touch Sensitive Lighted Keyboard Bundle, from $139.99 Learn how to play "Yankee Doodle" with Free sheet music 50 Free Piano Lessons Lesson 1 - Patterns of Piano Keys Lesson 2 - Names of White Keys Lesson 3 - Names of Black Keys Lesson 4 - Piano Grand Staff Lesson 8 - Learn to play "Twinkle, Twinkle Little Star" Lesson 9 - Major Chords Lesson 18-Double Chord Pattern Lesson 22-Whole Tone Scale More..... List of Free Piano Lessons Five Finger Exercise A Dozen a Day: Technical Exercises for the Piano to Be Done Each Day Before Practicing Learn Songs - Learn 3 Easy Songs, free Virtual Piano provided Chords - Learn how to construct Major Chords & more Music Theory - Key Signatures, Major Scales, Intervals & more Improvisation - Chord Inversions, and different Chord Patterns Techniques - Piano Techniques for beginners Use the Virtual Piano below to practice the piano finger exercise. Use this piano in conjunction with all of our Free piano lessons. Use the virtual piano keyboard below to practice what you've learned in the "Piano Basics" Section - Piano Layout. You can play this Virtual Piano Z-Board in two ways: 1. For playing melodies with the right hand Use computer mouse to click directly on any key (note highlighted in RED) to play that note, or2. For playing chords with the left hand Press on any corresponding button (key highlighted in BLUE) on your computer keyboard to play that particular note (this feature is used when playing chords - you have to first click on the virtual piano once to activate this feature) e.g. Press "Shift" on the computer keyboard to play "C" note, Press "S" to play "E" note, and so on. To play C Major Chord (C-E-G) - Hold down "Shift"-"S"-"F" keys on the computer keyboard at the same time. See sample below: Access Major Chord chart Play on Z-Board using the mouse to click directly Press these keys on the computer keyboard __________ __________ __________ C chord C - E - G Shift - S - F G chord G - B - D F - B - N F chord F - A - C D - G - Sp Dm chord D - F - A A - D - G Access the "Piano Basics" section to learn the layout of piano keyboard. Learn how to read music - Music Notations. Next - Use this interactive Z-Board to practice playing easy popular songs. Learn how to play Major Scale in the video below: DownloadAngels We Have Heard On High | Deck The Halls | Jingle Bells | This Old Man | Oh Susanna | Yankee Doodle & More! Free Sheet Music for Beginners Free Interactive Music Tools Learning with Songs Learn Numbers Song for Children

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Overview for The Essentials of Buddhist Philosophy Buddhism had already spread far into other countries before it declined in India in the eleventh century A.D. Hinayana flourished in Ceylone, Burma, Siam and Cambodia; Mystic Buddhism developed in Tibet; Mahayana grew in China. In Japan and whole of Buddhism became the living and active faith of the masses. The present study relates to Japanese Buddhism, as in Japan alone the whole of Buddhism is preserved. The author presents Buddhist Philosophy in an ideological sequence and not in its historical sequence as Prof. Stcherbatsky has done in his Buddhist Logic. But the ideological sequence as presented by the author is not the sequence in the development of ideas; it is rather the systematization of the different schools of thought for the purpose of easier approach. Divided into fifteen chapters, the book deals with different schools of Buddhist Philosophy. The author has grouped these schools under two heads: (1) the schools of negative rationalism, i.e. the religion of Dialectic Investigation, and (2) the schools of Introspective Intuitionism, i.e. the Religion of Meditative Experience. The author treats these schools in most scientific and elaborate way.

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As population density increases, birth rate often increases and death rates typically decrease. The difference between the birth rate and the death rate is the "natural increase." The carrying capacity could support a positive natural increase, or could require a negative natural increase. Carrying capacity is thus the number of individuals an environment can support without significant negative impacts to the given organism and its environment. A factor that keeps population size at equilibrium is known as a regulating factor. The origins of the term lie in its use in the shipping industry to describe freight capacity, and a recent review finds the first use of the term in an 1845 report by the US Secretary of State to the Senate (Sayre, 2007). Below carrying capacity, populations typically increase, while above, they typically decrease. Population size decreases above carrying capacity due to a range of factors depending on the species concerned, but can include insufficient space, food supply, or sunlight. The carrying capacity of an environment may vary for different species and may change over time due to a variety of factors, including: food availability, water supply, environmental conditions and living space. It is possible for a species to exceed its carrying capacity temporarily. Population variance occurs as part of the natural selection process but may occur more dramatically in some instances. Due to a variety of factors, one determinant of carrying capacity may lag behind another. A waste product of a species, for example, may build up to toxic levels more slowly than the food supply is exhausted. The result is a fluctuation in the population around the equilibrium point which is statistically significant. These fluctuations are increases or decreases in the population until either the population returns to the original equilibrium point, or a new equilibrium is established. These fluctuations may be more devastating for an ecosystem compared with gradual population corrections, since if it produces drastic decreases or increases, the overall effect on the ecosystem may be such that other species within the ecosystem are in turn affected, and begin to move with statistical significance around their own equilibrium points. The fear is of a domino-like effect, where the final consequences are unknown and may lead to collapses of species or even whole ecosystems. Easter Island has been cited as an example of a human population crash. When fewer than 100 humans first arrived, the island was covered with trees with a large variety of food types. In 1722, the island was visited by Jacob Roggeveen, who estimated a population of two to three thousand inhabitants with very few trees, "a rich soil, good climate" and "all the county was under cultivation". Half a century later, it was described as "a poor land" and "largely uncultivated". The ecological collapse which followed has been variously attributed to overpopulation, slave traders, European diseases (including a smallpox epidemic which killed so many so quickly, the dead were left unburied and a tuberculosis epidemic which wiped out a quarter of the population), civil war, cannibalism and invasive species (such as the Polynesian rats which may have wiped out the ground nesting birds and eaten the palm tree seeds). Whatever the combination of factors, only 111 inhabitants were left on the island in 1877. For whatever reasons (whether Moai worship, survival, status or sheer ignorance), the question of how many humans the island could realistically support never seems to have been answered. This example, and others, are discussed at length in Jared Diamond's Guns, Germs, and Steel. The Chincoteague Pony Swim is a human-assisted example.'' Both herds are managed differently. The National Park Service owns and manages the Maryland herd while the Chincoteague Volunteer Fire Company owns and manages the Virginia herd. The Virginia herd, referred to as the "Chincoteague" ponies, is allowed to graze on Chincoteague National Wildlife Refuge, through a special use permit issued by the U.S. Fish and Wildlife Service. The size of both herds is restricted to approximately 150 adult animals each in order to protect the other natural resources of the wildlife refuge. A further example is the Island of Tarawa, where the finite amount of space is evident, especially since landfills cannot be dug to dispose of solid waste, due to constraints in the subsurface rock and lack of topographic elevations. With colonial influence and an abundance of food (relative to life before the year 1850), the population has expanded to the extent that overpopulation is transparently present. Since this also applies to humans, two questions immediately arise: How is the "boom time" R-shift (reversion to larger numbers of offspring) implemented? Is sexual maturity sped up, or is it juvenile growth rate, or perhaps both? And what is the trigger, which aspects of the environment are "read" for the forecast? If one is ever to replace this corner-cutting "quantity is better than quality" philosophy, and effectively combat its fatalistic "life is cheap" corollary, we need to understand what drives it (the "hangover" following a reproductive "binge" is better known as a population crash). For a specific case example in the wild, see the Lotka-Volterra equation, which shows how limited resources will cause the predator population to decline, due to famine. Note that depending on the situation, the impact of famine could be moderate (where the prey is not the main source of food for the predator), or extreme (where the prey becomes extinct due to over-predation, such as when humans hunted mammoth populations to extinction; if the prey is the only source of food, the predator will also become extinct unless it can find another food source). In the words of one researcher: "Over the past three decades, many scholars have offered detailed critiques of carrying capacity--particularly its formal application--by pointing out that the term does not successfully capture the multi-layered processes of the human-environment link, and that it often has a blame-the-victim framework. These scholars most often cite the fluidity and non-equilibrium nature of this relationship, and the role of external forces in influencing environmental change, as key problems with the term. In other words, the relationship of humans to their environment may be more complex than is the relationship of other species to theirs. Humans can alter the type and degree of their impact on their environment by, for instance, increasing the productivity of land through more intensive farming techniques, leaving a defined local area, or scaling back their consumption; of course, humans may also irreversibly decrease the productivity of the environment or increase consumption (see overconsumption). Supporters of the concept argue that humans, like every species, have a finite carrying capacity. Animal population size, living standards, and resource depletion vary, but the concept of carrying capacity still applies. The World3 model of Donella Meadows deals with carrying capacity at its core. Carrying capacity, at its most basic level, is about organisms and food supply, where "X" amount of humans need "Y" amount of food to survive. If the humans neither gain or lose weight in the long run, the calculation is fairly accurate. If the quantity of food is invariably equal to the "Y" amount, carrying capacity has been reached. Humans, with the need to enhance their reproductive success (see Richard Dawkins' "The Selfish Gene"), understand that food supply can vary and also that other factors in the environment can alter humans' need for food. A house, for example, might mean that one does not need to eat as much to stay warm as one otherwise would. Over time, monetary transactions have replaced barter and local production, and consequently modified local human carrying capacity. However, purchases also impact regions thousands of miles away. Carbon dioxide from an automobile, for example, travels to the upper atmosphere. This led Paul R. Ehrlich to develop the IPAT equation: This is another way of stating the carrying capacity equation for humans which substitutes impact for resource depletion, adding the technology term to cover different living standards. As can be seen from the equation, money affects carrying capacity - but it is too general a term for accurate carrying capacity calculation. The concept of the "ecological footprint" was developed to examine differential consumption by humans. By calculating the average consumption of humans over a small area, projections can be made for that type of population's impact on the environment. Carrying capacity 'averages' the blame for these impacts by blaming the rich for using too many resources, as well as blaming the poor for being too numerous. Carrying capacity calculates the 'average' use of food and resources, which of course is closer to the billions of poor in the world than to the hundreds of billionaires. This type of discussion raises the question of whether or not it is possible to define a measure of sustainability which does not already contain implicit assumptions about solutions to the problems of resource over-exploitation and environmental degradation. It should also be noted that because of modern agriculture's reliance on hydrocarbon fuel, any decline (whether artificial or depletion-based) in those supplies could potentially impact the world's human carrying capacity. Industrial agriculture relies on petroleum-driven equipment, natural gas-based fertilizer, petrochemical pesticide, and diesel-fueled trucking. Organic farming can reduce this factor, but the tractors and trucks currently run on these fuels. A more sophisticated adaptation approach was put forward by Ester Boserup in her classic book The Conditions of Agricultural Growth. Boserup suggested that population growth was the principal force driving societies to find new agricultural technologies (Boserup, The Conditions of Agricultural Growth, Allen and Unwin, 1965, expanded and updated in Population and Technology, Blackwell, 1980.). Unlike Julian Simon, Boserup did not claim that the process ran smoothly. She acknowledged that population pressure could cause serious resource shortages and environmental problems, and it was these problems that drove people to find solutions. Nor did she claim that things were always better after the adaptation. They could often be worse. For example, when hunter-gatherers with growing populations depleted the stocks of game and wild foods across the Near East, they were forced to introduce agriculture. But agriculture brought much longer hours of work and a less rich diet than hunter-gatherers enjoyed. Further population growth among shifting slash-and-burn farmers led to shorter fallow periods, falling yields and soil erosion. Plowing and fertilizers were introduced to deal with these problems - but once again involved longer hours of work and degradation of soil resources(Boserup, The Conditions of Agricultural Growth, Allen and Unwin, 1965, expanded and updated in Population and Technology, Blackwell, 1980.). If agricultural innovation could increase with population density, carrying capacity might also increase in some areas, averting a crisis there. This hypothesis might find support in the work of Mike Mortimore and Mary Tiffen (1994) ) in high-density East Africa, and in several other studies which they and others have conducted across the continent. However, Africa is still subject to desertification and other such effects which suggest that population may be outpacing agricultural development. Nonetheless, there have been concerns that carrying capacity has been exceeded in 2008, due to soaring prices for commodities and food. The process of defining Tourism Carrying Capacity (TCC) is composed of two parts. It follows (in principle) the conceptual framework for TCC as described by Shelby and Heberlein (1986), and these parts are described as follows: Descriptive part (A): Describes how the system (tourist destination) under study works, including physical, ecological, social, political and economic aspects of tourist development. Within this context of particular importance is the identification of: Evaluative part (B): Describes how an area should be managed and the level of acceptable environmental impacts. This part of the process starts with the identification (if it does not already exist) of the desirable condition or preferable type of development. Within this context, goals and management objectives need to be defined, alternative fields of actions evaluated and a strategy for tourist development formulated. On the basis of this, Tourism Carrying Capacity can be defined. Within this context, of particular importance is the identification of: First of all, the carrying capacity can be the motivation to attract tourists visit the destination. The tourism industry, especially in national parks and protected areas, is subject to the concept of carrying capacity so as to determine the scale of tourist activities which can be sustained at specific times in different places. Over the years, several arguments have been developed about the definition of carrying capacity by various scholars as follows: Middleton and Hawkins defined carrying capacity as a measure of the tolerance of a site or building which is open to tourist activities, and the limit beyond which an area may suffer from the adverse impacts of tourism (Middleton & Hawkins, 1998). Chamberlain, on other hand, defined it as the level of human activity which an area can accommodate without either it deteriorating, the resident community being adversely affected or the quality of visitors' experience declining (Chamberlain, 1997), whereas Clark defined carrying capacity as a certain threshold (level) of tourism activity, beyond which there will be damage to the environment and its natural inhabitants (Clark, 1997). The World Tourism Organisation argues that carrying capacity is the maximum number of people who may visit a tourist destination at the same time, without causing destruction of the physical, economic and socio-cultural environment and/or an unacceptable decrease in the quality of visitors' satisfaction (http://ec.europa.eu/environment/iczm/pdf/tcca_material.pdf. Date assessed 08/03/07). In the publication, ‘Agenda 21 for the Travel and Tourism Venture: towards environmentally sustainable development’, the Secretary-General of the World Tourism Organization. “Carrying capacity is not just a scientific concept or formula of obtaining a number beyond which development should cease, but a process where the eventual limits must be considered as guidance. They should be carefully assessed and monitored, complemented with other standards, etc. Carrying capacity is not fixed. It develops with time and the growth of tourism and can be affected by management techniques and controls” (Saveriades, 2000). The reason for considering carrying capacity as a process, rather than a means of protection of various areas is in spite of the fact that carrying capacity was once a guiding concept in recreation and tourism management literature. Because of its conceptual elusiveness, lack of management utility and inconsistent effectiveness in minimising visitors' impacts, carrying capacity has been largely re-conceptualized into management by objectives approaches, namely: the limits of acceptable change (LAC), and the visitor experience and resource protection (VERP) as the two planning and management decision-making processes based on the new understanding of carrying capacity (Lindberg and McCool, 1998). These two have been deemed more appropriate in the tourism planning processes of protected areas, especially in the United States, and have over the years been adapted and modified for use in sustainable tourism and ecotourism contexts (Wallace, 1993; McCool, 1994; Harroun and Boo, 1995).

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The poetic phrase that a person’s talent is at their fingertips is not really a metaphor. Indeed, the cerebral hemispheres are closely connected with the nerve endings in the hands and fingers. The development of the brain occurs, among other things, under the influence of kinetic impulses from the hands and https://argoprep.com/blog/inquiry-based-learning/, so a child with a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech develop faster. Game techniques for the development of hand movements also contribute to the formation of accuracy, concentration, and perseverance. Game moments are especially good for the presence of a certain intrigue that captivates the child during the task. draw the second half of the object, circle the objects point by point, starting from the point, without lifting your hand; perform actions (4 cells up, 4 cells to the right, 2 cells down, 4 cells to the left) to get drawings – and determine what happened in the end; color only those geometric figures drawn next to the object, of which this object consists; draw geometric shapes that objects look like; make all items the same by completing the missing details; continue the row, drawing in the cells, having previously caught the regularity of the arrangement of the figures. Riddles and https://argoprep.com/blog/writing-prompts-by-grade-level-k-8/ always attract, and the brain starts to work even faster. Intelligence develops both indirectly and directly. Meaningful memorization and reproduction of motor actions, the ability to independently make a decision are provided. With the help of games for the development of hand movements, one can develop both spatial imagination, and orientation in space, and vocabulary, giving the child the task of drawing objects in certain places on the sheet: in the center, in the upper left corner, in the lower right corner, between, etc. It turns out literally: the development of man is in his hands! Only a small person must be helped by big ones, parents and teachers.

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The Sabbath is a perpetual covenant between the Lord and His people (Exodus 2:1-2), but what day that is depends on your work. Jesus taught that the Sabbath was made for man’s benefit, not man for its benefit (Mark 2:27). The Sabbath is to give us a certain day of the week on which to meditate on God’s Word with a heart of worship and build our personal relationship towards God. Some people work on Saturday and Sunday so they can only get to have a Sabbath on another day. Jesus worked on the Jewish Sabbath. Did you know that the Jews had two Sabbaths in a week? Jesus ministered for 3 1/2 years, from 27 AD at the beginning of a year of Jubilee to His death in 31 AD Passover which meant that that Passover week had two Sabbaths, a High day Sabbath (John 19:31) followed by a regular Sabbath. The Gregorian calendar was introduced in 1582, then in 1752 the British by an act of Parliament advanced the calendar overnight from September 2 to September 14, 1752. It has also been proven that the year date could be up to 4 years out. Then if we look in our Bibles we have prophetical year which has 360 days. In chapter four of Ezekiel we see that he uses the pattern that is set out in Leviticus verses 3 and 14 and then 18, 21, 24, 27 and 28 in Deuteronomy and in Numbers for the Biblical day of disobedience, which is, each day of disobedience was to represent a year of judgment and punishment against the nation. We see here that Ezekiel’s theme of punishment or judgment is a prophetic day which equals a year. Ezekiel 4:5 For I have laid on you the years of their iniquity, according to the number of the days, three hundred and ninety days. So you shall bear the iniquity of the house of Israel. Please note that in Numbers 14:34, where a day equals a year of punishment (Ezekiel 4:6) “and when you have completed these you shall lie down a second time but on your right side and bear the punishment of the house of Judah, forty days I assign you a day for each year.” One prophetical day stood for one year of 360 days – one cycle. A “time” was 360 days in prophetical year . Some don’t agree on the 360 days prophetical year or even 365 day year and say that the Israelites had a 354 day year and they at times added days or a month to keep things in balance thus we are now talking about a year of 383/4 days as it suited. With this type of discrepancy even our Saturday and Sunday may be incorrect; therefore the actual Sabbath of a Saturday or Sunday has been lost. Thus many “Sabbatarians,” (Saturday Sabbath) and “Lord’s Day” keepers are wrong on what day the Sabbath can be. In the big picture it is not important to know what day of the week that Jesus died on or rose again! It has nothing to do with our salvation, other than we are saved by the faith of Christ on the Cross and our act of repentance. What is important is that we give a day to the Lord. Religious people want to say, ‘which is the correct day’ and they don’t see the issue of having a day of rest as the most important. In either case you could be wrong! If you are worshiping and giving God a day on a Tuesday or any day you will not be condemned because you are in Christ Jesus. In China we have church on a Wednesday to cater for people, who work on weekend, and we have church on Saturday and Sunday for others who work during the week and I have a day on Thursday. I am too busy on the other days even though I enjoy fellowship with the saints (Hebrews 10:25). For example pastors work on the Sabbath, so for them to have a day just with God in rest, it maybe a Monday or any other day. To say it must be and can only be on a certain day then it is under the Law. How can we find out if we are under the Law? If we say: • I must do this to get more of God’s love, then it is under the Law. • I want to do this; because God is well pleased then it is under grace. We do certain things not only because He commanded it, but because we want to do them in obedience using our free will. Saturday or Sunday is not the issue; it is the condition of the heart of worship in the believer towards God in having a day of rest. God ended his work Genesis 2:1-3 Mosaic Covenant (Exodus 31:13-14) Remember the Sabbath day, (Exodus 20:8-11, 31:12-13, 16; Isaiah561-8; Jeremiah 17:19-27) Six days ye shall gather it; (Exodus 16:22-30) Direct our thoughts towards God (Mark 2:27) Pastor working on a Sabbath (Luke 6: 1-11)

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Turkey for Thanksgiving – But Why? What makes the Thanksgiving turkey so special? By: Kelli Ballard | November 18, 2021 | 408 Words It’s almost Thanksgiving, and with that knowledge comes thoughts of big family dinners with a golden turkey as the centerpiece. How far back does the tradition of eating turkey for Thanksgiving go? Some say it all started with the Pilgrims, at the First Thanksgiving in 1621. However, there is no direct mention of eating turkeys at that time. Still, the large native bird has become a symbol of holiday meals. For some families, Thanksgiving just wouldn’t be the same without turkey on the table. So when did turkeys become so popular? There are those who say it started with Charles Dickens’ book A Christmas Carol in 1843. Others give credit to Sarah Josepha Hale, author of Northwood in 1827. She dedicated a whole chapter to describing a New England Thanksgiving meal, mentioning a roasted turkey “placed at the head of the table.” Calling someone a turkey is an old insult – but this comes from the more modern domesticated turkey. Farm-raised turkeys have a reputation for being stupid birds. Wild turkeys are entirely different. Benjamin Franklin even once suggested the turkey should be America’s national bird, although he was probably joking. As author G.T. Klein said, the American turkey was “wild and wary to the point of genius.” Wild turkeys are brightly plumed and have longer necks and legs than farm-raised birds. They also have smaller chests. Farm turkeys are bred to have larger breasts (for the white meat). The character Big Bird from Sesame Street uses nearly 4,000 white turkey feathers for its costume. The feathers are dyed the bright yellow that Big Bird has become famous for. What sound does a turkey make? If you said “gobble, gobble,” you’d just be partially correct. Only the tom turkeys gobble, the females make a clucking or clicking sound. Wild turkeys prefer to sleep in trees at night but build their nests on land using dry leaves. In bowling, three strikes in a row is known as a turkey. The largest of these birds is the Bronze turkey. Adult males (toms) can weigh up to 50 pounds while females (hens) only weigh up to about 16 pounds.

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Deciding when to introduce your children to hunting often leaves parents questioning their timing. Did you know some states have no age restrictions for kids participating in this activity? This article is here to help, providing clear guidelines on the optimal age and readiness factors for involving children in hunting. Benefits of Involving Kids in Hunting Involving kids in hunting has numerous benefits. It helps them connect with nature, teaches valuable life skills, and promotes responsibility and ethical hunting practices. Develops a Connection With Nature Introducing kids to hunting is a genuinely immersive way of fostering their bond with nature. This outdoor activity allows them to interact closely with the environment, understand wildlife behavior, and appreciate natural landscapes. Seeing animals in their wild habitat can develop a sense of respect for life and its delicate balance. Moreover, time spent outdoors has proven benefits on children's health and well-being as it encourages physical play and stimulates curiosity about the natural world around them. As they become more familiar with these surroundings through hunting, children often grow up nurturing an enduring love for nature that lasts into adulthood. Teaches Valuable Life Skills Exposing children to hunting equips them with a myriad of invaluable life skills. Patience, for example, is inherent in this outdoor activity. As hunters know, waiting silently for the perfect opportunity can test endurance and discipline. These values echo into other aspects of their lives, such as schoolwork or learning new skills. Moreover, failure is common in hunting - only some trips result in a catch. Yet, these experiences help young ones learn how to handle disappointment efficiently, nurturing resilience crucial later in life. Promotes Responsibility and Ethical Hunting Involving youngsters in hunting instills a unique sense of responsibility. This sport serves as an excellent platform to teach about ethical hunting practices and good sportsmanship. Kids learn firsthand the meaning of fair chase and respect for wildlife and contribute towards conservation efforts. Hunting with the best shotgun load doesn't just aim at making a kill; it focuses on aiming only when the shot is clear and sure to avoid causing unnecessary suffering to animals. Through understanding these ethics, kids develop responsible behavior that transcends beyond hunting into other aspects of life. It makes them responsible citizens who value nature, wildlife and understand their role in preserving it. Age and Readiness Factors for Kids in Hunting Children's physical and emotional readiness, understanding of safety precautions, and ability to handle firearms are crucial factors to consider when determining their readiness for hunting. Physical and Emotional Readiness Physical and emotional readiness are crucial factors to consider when involving kids in hunting. Children must have the physical stamina and strength necessary for outdoor activities, such as walking long distances or carrying equipment. Additionally, their emotional maturity plays a significant role in handling hunting challenges, including patience, focus, and resilience. It is important to remember that each child develops at their own pace, so assessing their capabilities is essential before introducing them to hunting. Understanding of Safety Precautions Kids must have a solid understanding of safety precautions before they are involved in hunting. Safety is the top priority when it comes to any outdoor activity, especially one that involves firearms. Parents should take the time to discuss and teach their children gun safety rules, ensuring they understand why these rules are so important. This includes always treating a firearm as loaded, never pointing it at anything you don't intend to shoot, and keeping fingers off the trigger until ready to fire. Ability To Handle Firearms Children should only be involved in hunting when they have demonstrated the ability to handle firearms safely. This includes understanding the basic gun safety rules, such as always pointing the muzzle in a safe direction and keeping their finger off the trigger until ready to shoot. Kids need sufficient physical strength and coordination to responsibly hold and operate a firearm. Additionally, they should show maturity and responsibility in following instructions from adult supervisors. Ensuring that children are adequately trained and equipped to handle firearms can minimize accidents or incidents while fostering a safe and enjoyable hunting experience for everyone involved. How to Introduce Kids to Hunting Are you wondering when is the right time to involve your kids in hunting? It can be a tough decision, but we're here to help! Did you know that teaching children to hunt at a young age can foster their interest and understanding of the sport? In this article, we'll share practical tips on introducing kids to hunting while ensuring safety and enjoyment for all. Start With Simple Activities Like Nature Walks Introducing kids to hunting can be a gradual process that begins with simple activities like nature walks. Taking children on these outings allows them to explore the outdoors, observe wildlife, and develop a connection with nature. Nature walks allow parents or mentors to teach kids about plants, animals, and their habitats. It also helps familiarize them with the sights and sounds of the natural environment. Starting with such gentle activities sets a solid foundation for future hunting experiences by instilling in children a sense of curiosity and respect for the world around them. So lace up those hiking boots and embark on an adventure-filled journey through forests, fields, and mountains! Teach Basic Hunting Skills and Techniques Introducing kids to the basics of hunting is crucial for their development as responsible hunters. Start with simple activities like nature walks, where you can teach them about animal tracks, scents, and behaviors. Encourage them to observe and appreciate wildlife without disturbing it. As they grow older, teach them basic hunting skills such as camouflage techniques and how to use binoculars or spotting scopes for scouting game. Show them how to identify edible plants and explain the importance of conservation in maintaining healthy ecosystems. Gradually progress to supervised hunts where they can learn practical skills like setting up decoys or blinds, tracking game trails, and using calls effectively. Gradually Progress To Supervised Hunts To ensure a safe and enjoyable experience, gradually progressing kids to supervised hunts is crucial. Start by introducing them to simple activities like nature walks where they can observe wildlife and learn about their habitats. As they become more comfortable, teach them basic hunting skills and techniques such as tracking, camouflage, and using binoculars. Emphasize the importance of safety precautions throughout the process, including proper firearm handling and storage. Once they have gained sufficient knowledge and confidence, you can gradually move on to supervised hunts with adult mentors. By taking this gradual approach, kids will develop the necessary skills and understanding for successful and responsible hunting experiences. Safety Measures for Kids in Hunting Ensure safety by enrolling kids in hunter education courses, teaching proper firearm handling and storage techniques, and providing constant supervision and guidance. Hunter Safety Education and Certifications Proper training and education in hunter safety is crucial before involving kids in hunting activities. Hunter safety education courses, offered by organizations like the PA Game Commission and Alaska Department of Fish and Game, provide children with the knowledge and skills they need to participate safely in hunting or shooting sports. These courses cover various topics, including responsible hunting behavior, firearms basics and safety, conservation principles, and respect for natural resources. By completing these certifications, kids gain the necessary understanding to ensure their safety and the well-being of wildlife and other hunters. Proper Firearm Handling and Storage It is crucial to prioritize proper firearm handling and storage when involving kids in hunting. This ensures their safety and reduces the risk of accidents. When handling firearms, children should always be taught to treat them as if they are loaded, even if they believe otherwise. They should also learn the importance of keeping their finger off the trigger until they are ready to shoot. Storage also plays a vital role, with guns needing to be securely locked away and out of reach from curious hands. Studies have shown that unsecured guns can lead to tragic accidents, so responsible storage is key to creating a safe hunting environment for kids. Supervision and Guidance at All Times Proper supervision and guidance are essential when involving kids in hunting activities. This ensures their safety and helps them learn responsible hunting practices. Studies have shown that constant watchful supervision is associated with lower injury rates among children, especially during outdoor activities like hunting. Parental supervision is critical in preventing injuries to young children, as it involves direct care, guidance, and education. Active supervision means monitoring children's actions and providing immediate feedback when necessary. The decision of when to involve kids in hunting depends on various factors such as their physical and emotional readiness, understanding of safety precautions, and ability to handle firearms. Starting with simple activities like nature walks and gradually progressing to supervised hunts is a great way to introduce them to the sport. Safety measures like hunter education courses, proper firearm handling, and constant supervision are essential. Engaging children in hunting at a young age can provide them with valuable life skills while fostering their love for nature and instilling responsible hunting practices.

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Newly Discovered Fault System In California Could Trigger 7.4 Earthquake, A New Study Reveals (Photo : The Third Planet/YouTube screenshot) Researchers discovered that the two faults known as Newport-Inglewood Fault and the Rose Canyon Fault in Southern California, which are assumed to be separated, are just part of a "mega fault" system. This newly discovered mega fault system could pose dangers and could trigger a 7.4 earthquake from Los Angeles to San Diego. In the past studies, the researchers found that the Newport-Inglewood and Rose Canyon fault zones had gaps with about 4.8 km (3 miles) wide. The researchers thought that these fault lines were not connected for 30 years, according to Science Alert. — Abiodun Ajayi (@AbbeylincolnSty) March 28, 2017 On the other hand, the new study discovered that the gaps between the two fault lines were no more than 2 km (1.25 miles) wide. This indicates that the fault zones are connected. The Newport-Inglewood Fault extends for about 47 miles (76 km) from Culver City southeast to Inglewood and to Newport Beach, in which this point the fault goes along the way to east-southeast into the Pacific Ocean then to the Rose Canyon Fault. Together, the Newport-Inglewood Fault and Rose Canyon Fault are capable of producing an earthquake of 7.3 or 7.4 magnitudes. Valerie Sahakian, the lead author of the study from the U.S. Geological Survey, said that the intensity of an earthquake depends on the length of the faults. She further said that the longer the fault, the larger the earthquake. Some parts of the fault zones are underwater. Therefore, the researchers have difficulties in studying them in the past. The researchers said that four main fault strands are detected offshore. These were separated by three chief stepovers along strike, with 2 km or less in width. In the new study, which was published in The Journal of Geophysical Research, acoustic waves were vaulted off the seafloor to view the sedimentary layers below. The team then merged this data with the seismic surveys collected in the past. They discovered that the fault lines were not as separate as previously thought. This finding could lead to preparation for the possible strong earthquakes in the future.

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A Bar-Ilan University study conducted on the population of rock hyraxes in the Ein Gedi Nature Reserve offers new insight into sex differences and evolutionary language development.The population had been carefully monitored since 1999 as part of a study led by Prof. Eli Geffen of Tel Aviv University, as well as Dr. Amiyaal Ilany and Prof. Lee Koren of Bar-Ilan’s Mina and Everard Goodman Faculty of Life Sciences. Communication is something all social animals practice, humans included. This is essential to maintain any semblance of social structure, and groups with mates require communication to take place on a constant basis. Therefore, the more complex the social structure, the more complex the communication structure.This is further elaborated upon by the scientific principle known as the Law of Brevity. Popularized in the 1930s by George Kingsley Zipf, the Law of Brevity explains that there is a negative correlation between a word’s length and the frequency with which it is used.In other words, the shorter the word, the more it’s used.But is this principle true for animals as well as humans? Many would argue no, because animals usually need to communicate from farther distances than humans do, which often necessitates longer and louder calls.It is with this in mind that the researchers studied the rock hyrax, also known in the Bible as coney. The small mammal, most closely related to the elephant, typically lives in groups of 30, including multiple females and children with just one male. Bachelor males, by contrast, live solitary lives and are usually only social during mating season.The hypothesis was that shorter calls, not longer, would be more frequent.To test this hypothesis, the researchers fitted 19 males and females with audio recorders and recorded their communications over the course of a week, subsequently creating a repertoire of their calls.The results found shocking differences with the Law of Brevity based on sex. Females use longer calls far more often, but typically did so softly. The males, however, have far more limited communication opportunities, and as a result are shorter but louder. This difference in amplitude is due to the need to reach others from a farther distance.“This raises the question of why human language isn’t optimized by amplitude,” said Ilany.“Could it be because the development of artificial signaling means for long-range communication made high amplitude calls less needed? Perhaps the high pressure for increased informational content in the emerging human languages capped the amplitude of the vocal signals, as loud calls have less capacity for informational content. Both scenarios could lead to duration-based optimization that is now widespread,” he wondered.The study was published in the journal Evolution Letters, and shows that differing necessities in gender and life can influence using different voices for different reasons.This, the study says, can provide clues for how humans began to develop their especially complex forms of communication.

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The United States dollar is the official currency of the U.S. Learn about the bills and coins that make up U.S. currency. American paper currency comes in seven denominations: $1, $2, $5, $10, $20, $50, and $100. The United States no longer issues bills in larger denominations, such as $500, $1,000, $5,000, and $10,000 bills. But they are still legal tender and may still be in circulation. The U.S. Bureau of Engraving and Printing creates U.S. paper currency. Learn about paper money and how to recognize counterfeit currency. United States coins denominations include 1¢, 5¢, 10¢, 25¢, 50¢, and $1. Learn about U.S. coins, how they are made, and their history from the U.S. Mint. LAST UPDATED: April 5, 2023 Do you have a question? Ask a real person any government-related question for free. They will get you the answer or let you know where to find it.

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Laser 3D printing has emerged as a revolutionary technology in the manufacturing industry, enabling the production of complex and intricate designs with utmost precision. The process involves using lasers to fuse and solidify materials, layer by layer, to create three-dimensional objects. This article explores the current state of laser 3D printing and delves into the potential future advancements that could shape the industry. 1. The Evolution of Laser 3D Printing 1.1 Early Applications and Limitations In its early stages, laser 3D printing was primarily used for prototyping purposes due to its relatively slow speed and limited material options. The technology offered significant advancements over traditional manufacturing methods, such as injection molding, but faced challenges in achieving high-quality surface finishes and dimensional accuracy. 1.2 Advancements in Materials and Quality Over time, laser 3D printing has witnessed remarkable progress in material availability and print quality. From thermoplastics and metals to ceramics and composites, a wide range of materials can now be successfully utilized in the laser 3D printing process. This has opened up opportunities for diverse industries, including aerospace, automotive, healthcare, and more. 1.3 Industrialization and Scalability One of the key milestones in the evolution of laser 3D printing has been its transition from prototyping to full-fledged industrial production. Advances in automation, process optimization, and scalability have made laser 3D printing a viable option for mass manufacturing. As a result, companies can now reduce costs, enhance efficiency, and create customized products on-demand. 2. Current Applications and Advantages 2.1 Additive Manufacturing in Aerospace The aerospace industry has embraced laser 3D printing, utilizing it to produce lightweight yet sturdy components with intricate geometries. Complex engine parts, turbine blades, and satellite structures can now be manufactured with ease, improving performance while reducing weight and cost. 2.2 Medical Breakthroughs and Biofabrication Laser 3D printing has also made significant strides in the medical field. Surgeons can now create patient-specific surgical guides, implants, and prosthetics, enhancing precision and personalized medicine. Additionally, biofabrication techniques are being explored to print human tissues and organs, offering hope for improved patient care and organ transplantation. 2.3 Automotive Innovation and Customization Automakers are utilizing laser 3D printing to accelerate prototyping and streamline production processes. Unique designs and lightweight structures can be achieved, leading to fuel efficiency, improved aesthetics, and enhanced overall performance. Furthermore, customization options allow customers to tailor-make their vehicles, revolutionizing the car-buying experience. 3. Future Trends and Possibilities 3.1 Enhanced Speed and Productivity As technology continues to advance, researchers are focused on improving the speed and productivity of laser 3D printing. The development of faster laser systems, optimization algorithms, and novel printing techniques hold the potential to revolutionize manufacturing industries by enabling quick turnaround times and high-volume production. 3.2 Integration with Other Technologies Laser 3D printing is not an isolated technology but can be integrated with other advanced manufacturing methods. Combining it with robotics, artificial intelligence, and Internet of Things (IoT) can unlock new possibilities, such as autonomous printers, self-calibrating systems, and real-time monitoring. These synergistic advancements will further enhance accuracy, efficiency, and overall performance. 3.3 New Materials and Functionalities In the coming years, we can anticipate the development of new materials specifically tailored for laser 3D printing. Advancements in materials science, including conductive, biodegradable, and self-healing materials, will pave the way for innovative applications and enhanced functionality. This will expand the scope of laser 3D printing in various industries, ranging from electronics to consumer goods. Laser 3D printing has come a long way since its inception, transitioning from a prototyping tool to a game-changing manufacturing technology. The progress made in materials, scalability, and quality has opened doors to diverse applications across various sectors. Looking ahead, further advancements in areas such as speed, integration with other technologies, and novel materials will shape the future of laser 3D printing. As a result, we can expect new breakthroughs, increased efficiency, and unparalleled customization options, revolutionizing the way products are manufactured and designed.

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autumn fall colormultiplication worksheets math coloring within multiplication worksheets 4th grade coloring. It will enhance the motoric skill for your kid. Evaluate the result by seeing whether the line is tracing tidily or not. If it’s not quite tidy, then you can ask your kids to repeat the progress. Remember, you also need to praise them as the positive reinforcement. Kids will always get an encouragement from a simple praise. You can give a demonstration for writing the letter A side by side with your kid. If your kid had a difficulty to imitate your gesture, then you also can give your hand to help their tracing process. Another method that can be done for introducing the number is by using the color by number worksheet. It’s actually a clever idea for using this worksheet. Sometimes, your kids will get bored to trace the line or shape. If this happens, remember that you also can ask them to draw freely. For example, after finished tracing the objects, you can give your kids a blank paper and ask them to draw freely. Don’t push your kids too hard. Take a break when they felt bored. You also can engage them to sing together during the break. Learning from home is actually challenging, yet can be a good activity that will bring a good impact. Similar with the alphabet tracing, the alphabet coloring also can be fun activity to do. However, the main purpose of this exercise is to introducing the alphabet. For the advanced exercise, if you think that your kids have already got their line traced tidily, then you also can make the other line examples with more complex shapes. This worksheet also helps kid to gain their creativity. It makes them understand about the common objects around them. You also can make an interesting offer for the kid as the reward. The instruction is simple. You can ask your kid to put the color by saying the letter. For example, instruct them to color the “A” letter using the blue. Don’t point where is the A, let them pick the letter. If they pick the right letter, then they can continue to color the alphabet. A flower bucket, car or any other objects that usually can be colored without a standard. This will also enhance your kids’ motoric skill. Don’t forget to evaluate their project. Introducing the writing method for early kids is actually recommended. It can be done by using the worksheet for kindergarten that specific for the writing progress. This worksheet is actually simple. You can instruct your kids to follow the line and trace it. This needs a good concentration and coordination. That is why this worksheet is good for they who want to create an exercise for the soft motoric skill.

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Climate forecasting is notoriously troublesome; however, in recent times, consultants have prompt that machine studying might higher assist type the sunshine from the sleet. Google is the most recent agency to get entangled, and in a blog post this week, shared new analysis that it says allows “practically instantaneous” climate forecasts. The work is within the early levels and has but to be built-in into any industrial programs, however early outcomes look promising. Within the non-peer-reviewed paper, Google’s researchers describe how they have been capable of generating correct rainfall predictions as much as six hours forward of time at a 1km decision from simply “minutes” of calculation. That’s a giant enhancement over current methods, which might take hours to generate forecasts, though they achieve this over longer time durations and generate extra advanced information. Speedy predictions, say the researchers, shall be “an important software wanted for efficient adaptation to local weather change, significantly for the excessive climate.” In a world much dominated by unpredictable climate patterns, they are saying, quick-time period forecasts will likely be essential for “disaster administration, and the discount of losses to life and property.” The largest benefit of Google’s strategy gives over conventional forecasting methods is pace. The corporate researchers, in contrast, their work to two current strategies: optical move (OF) predictions, which have a look at the movement of phenomena like clouds, and simulation forecasting, which creates detailed physics-primarily based simulations of climate programs. The issue with these older strategies — significantly the physics-based simulation — is that they’re extremely computationally intensive. Simulations made by US federal businesses for climate forecasting, for instance, must course of as much as 100 terabytes of knowledge from climate stations every day and take hours to run on costly supercomputers. Google’s strategies, by comparability, produce leads to minutes as a result of they don’t attempt to model complicated climate programs, however as a substitute, make predictions about easy radar information as a proxy for rainfall. The corporate researchers educated their AI model on historic radar information collected between 2017 and 2019 within the contiguous US by the National Oceanic and Atmospheric Administration (NOAA). They are saying their forecasts had been pretty much as good as or higher than three current strategies making predictions from the identical information, although their model was outperformed when making an attempt to make forecasts greater than six hours forward of time.

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As part of the long-standing partnership between NASA and Google, NASA worked with Google Arts & Culture and artist Yiyun Kang to create an interactive digital experience around global freshwater resources titled “A Passage of Water.” This immersive experience leverages data from the Gravity Recovery and Climate Experiment (GRACE) satellites and new high-resolution data from the Surface Water and Ocean Topography (SWOT) mission to illustrate how climate change is impacting Earth’s water cycle. A digital version of “A Passage of Water” was released online on Nov. 30, 2023, ahead of the beginning of the United Nations’ Climate Change Conference of Parties (COP 28) in Dubai, United Arab Emirates. Google also will host a physical installation of the visualization project in the Blue Zone at COP 28. For six decades, NASA has been collecting data on Earth’s land, water, air and climate. This data are used to inform decisionmakers on ways to mitigate, adapt and respond to climate change. All of NASA’s Earth science data is available for scientists and the public to access in a variety of ways. “NASA studies our home planet and its interconnected systems more than any other planet in our universe,” said Karen St. Germain, director of NASA’s Earth Science Division. “‘A Passage of Water’ provides an opportunity to highlight the public availability of SWOT data and other NASA Earth science data to tell meaningful stories, improve awareness, and help everyday people who have to make real decisions in their homes, businesses and communities.” A collaboration between NASA and the French space agency CNES (Centre National d’Études Spatiales), SWOT is measuring the height of nearly all water on Earth’s surface, providing one of the most detailed, comprehensive views yet of the planet’s freshwater bodies. SWOT provides insights into how the ocean influences climate change and how a warming world affects lakes, rivers and reservoirs.

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Suona art is a manifestation of traditional Chinese folk culture. In 2006, Qinyang City of Henan Province and Qingyang City of Gansu Province applied for intangible cultural heritage. Its basic musical instrument, Suona, commonly known as "trumpet", is a kind of folk musical instrument widely circulated in various parts of China. According to different classification standards, it can be divided into different types, with high and loud pronunciation. In the past, it was mostly used in folk songs, Yangko concerts, drum music classes, local opera and opera accompaniment. Through continuous development, it has enriched the playing skills and improved the expressiveness, and has become a unique solo instrument, which is used for National Orchestra Ensemble or opera, singing and dancing accompaniment. On May 20, 2006, Suona Art was approved by the State Council and listed in the first batch of national intangible cultural heritage list. The original Suona was a musical instrument spread in Persia and Arabia. Even the name Suona was also a transliteration of Surn Suona in ancient Persia. Suona appeared in China in about the third century A.D. and the music frescoes in Cave 38 of Kizil Grottoes in Baicheng, Xinjiang, have played the image of Suona. In the Jin and Yuan Dynasties more than 700 years ago, it spread to the Central Plains of China. By the Ming Dynasty, Suona had been recorded in ancient books: Suona had been widely used in China during the Zhengde Period of the Ming Dynasty (1506-1521). Qi Jiguang (1527-1587), a military general of the Ming Dynasty, once used Suona in military music. In his Ji Xiao Xin Shu o Wu Bei Zhi, he said, "Whoever plays the flute is blowing the suona. "More detailed records can be found in the edition of Sancai Picture Society (1607) by Wang Kui of the Ming Dynasty. Suona is made of trumpets and seven holes. Copper is used at the beginning and end, while wood is used for pipes. I don't know what generation it originated from, but it's also a pleasure to be in the army. Nowadays, it is widely used among the people. "The Ming Dynasty's King Pan Chao Tianzi Yong Horn" is the best article describing Suona: "Horn, Suona, small tune, big tune. Official ships and ships are in chaos, depending on you to raise your price. The army listened to the military worries, the people listened to the fear of the people, where to distinguish official is true and false? Seeing it blow over the house and hurt the house, the goose flew out of the water. "In the late Ming Dynasty, Suona played an important role in opera music to accompany the singing and play the playing cards. In folk instrumental music based on opera music, Suona has become an indispensable instrument. Legend has it that Zhu Zai, the imperial clan of Ming Dynasty, developed "Eye Tube" on the basis of Suona Eight-tone Hole, which made great contributions to the development of Chinese national wind music. It is said that he once founded the "Golden Drum Club" in Jiufeng Temple. On September 23 of the lunar calendar, Suona classes from all over the country gathered here. During the late Ming and early Qing Dynasties, there were "Tongyue Club" and "Jiajiaban", and from the Qing Dynasty to the Republic of China, there were "Majin Class", "Mao Dan Class" and "Galaxy Class" and other Suona performance organizations, which had a great influence in the local area. The proverbs of "big flowery sedan chair, Majin blowing, Majin not blowing or not marrying" and "the arrival of girlfriends and sons-in-law, Mao Dan not blowing sedan chair" in Qinyang reflect the influence of these Suonaban classes. According to the regional and artistic style, the Suona in Qinyang can be divided into four major schools as a whole. Qinhe River as the boundary, divided into Qinbei School and Qinnan School; Qinbei School to Zhang Jia, He Jia, Ma Jia as the representative, Qinnan School to Jia Jia as the representative. Its prosperity can be seen here. Under the influence of the four major artists, the Suona Ban Club and the artists in Qinyang are increasing in scale and number. From the founding of New China to the 1980s, there were more than 30 Suona classes in Qinyang. More than 400 people played Suona, presenting the situation that there were Suona in villages and villages. According to incomplete statistics, more than 300 pieces of music were played by Suona in Qinyang. In modern and contemporary folklore and artistic life, on the basis of inheriting tradition, folk artists have created some new and representative songs, such as Ode to Hometown, Jiufeng Love Story and Qinyang Spring. In December 1997, Qinyang City was awarded the honorary title of "Hometown of Henan Folk Art" by Henan Provincial Culture Department, and later named "Hometown of Chinese Folk Art" by the Ministry of Culture. "Dressed in Red Flowers" and so on Xifeng Suona in Qingyang is a folk percussion music, also known as drumming music, which is mainly played by Suona. Through continuous processing and inheritance of generational artists, Xifeng Suona has become a unique kind of folk music in our country with its numerous music cards, huge performing team, rich folk content and strong local characteristics. It centers on Xifeng and distributes in some towns and townships of Qingcheng County, Huanxian County, Heshui County, Ningxian County, Zhengning County and Zhenyuan County. There are 31 Suona Ban clubs and 286 employees in Xifeng District alone. The performances of this kind of music are composed of "big pieces" and "small pieces". Ordinary musicians can master more than two instruments and can move them freely without changing their personnel. Qingyang Suona Opera has abundant cards, simple charm, self-contained system and unique style. There are more than 1200 pieces of traditional music collected after census, and 496 pieces of them are compiled into "Qingyang Folk Instrumental Music Integration". These cards can be divided into three categories: traditional opera, folk song variation and local opera, and the representative repertoire is "Dressed with Red Flowers". The cultural value of Qingyang Suona is not only manifested in the uniqueness of music, but also in the extension of its content. For example, "Running Newspaper" is one of the manifestations with rich connotations. It greatly exerts the artist's improvisational creative ability through oral transmission, fully demonstrates the wisdom of the working people, and plays an important role in inheriting and carrying forward traditional virtues and enhancing social cohesion. However, this unique music species is in a serious state of endangerment, so it is urgent to take corresponding rescue and protection measures.

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Water is crucial to human survival. In actual fact, our our bodies are made up of roughly 67% water. So, it shouldn’t be a shock that many accidents and diseases will be induced or aggravated by contaminated water. This text discusses how polluted water can have an effect on human well being in some ways. What Is Water Contamination? Water contamination refers back to the presence of dangerous substances in water. These substances can come from varied sources, together with agricultural runoff, sewage effluent, and industrial discharge. Contaminants also can enter the water via pure processes like leaching from soil or rock. As soon as within the water, contaminants can influence human well being, relying on their dimension, toxicity, and focus. Some pollution, comparable to viruses and micro organism, could cause infections or illness. Others, comparable to metals and chemical compounds, could cause poisoning or different well being issues. Contaminants also can make water unsuitable for irrigation or different makes use of in some circumstances. Water contamination is a serious environmental challenge, and it’s important to take steps to guard our water sources from air pollution. How Does Water Get Contaminated? There are various sources of water contamination, comparable to: - Leaking gasoline tanks spilling chemical compounds like gasoline, diesel, and aviation gasoline into the bottom - Underground storage tanks leaking petroleum merchandise comparable to gasoline, diesel, and kerosene - Naturally occurring chemical compounds and minerals like arsenic, radon, or uranium - Native land-use practices, comparable to fertilizers, pesticides, and concentrated feeding operations (CAFOs) - Manufacturing processes - Wastewater launched from factories - Septic programs - Sewer overflows from pipes carrying waste from properties to remedy crops when these amenities are overloaded throughout storms or different emergencies - Spills by tanker vehicles transporting oil merchandise via city areas the place they may simply contaminate a whole part of the highway if not cleaned up rapidly sufficient after spilling their contents onto it What Are the Risks of Consuming Contaminated Water? When water turns into contaminated with sure dangerous chemical compounds or micro organism, it may pose a extreme risk to public well being. Based on the World Well being Group, round 5 million folks die annually from ailments brought on by contaminated water, comparable to cholera and dysentery. Moreover, polluted water also can result in outbreaks of extra extreme diseases, comparable to hepatitis A and typhoid fever. Along with inflicting probably lethal infections, contaminated water also can result in different well being issues, comparable to gastrointestinal sickness and pores and skin rashes. Whereas most developed nations have intensive programs to make sure that faucet water is protected to drink, it’s nonetheless important to concentrate on the potential risks of consuming contaminated water. A latest instance of how harmful polluted water will be has been taking part in out in North Carolina for the previous few a long time. The water contamination at Camp Lejeune has been linked to extreme well being points skilled by these stationed there through the Eighties, together with most cancers and neurobehavioral problems. Over 1,000,000 veterans, relations, and staff stationed on the camp had been on the danger of the water contamination at Camp Lejeune. Well being dangers skilled by these folks included: - Bladder most cancers - Breast most cancers - Cervical most cancers - Lung most cancers - A number of Myeloma, and so forth. Since these veterans and relations had been uncovered to contaminated water, they’re eligible to file a lawsuit to get compensation for his or her injury. Therefore, should you or a cherished one was at Camp Lejeune between 1953 and 1957 and is experiencing well being points, you may file a Camp Lejeune Water Contamination lawsuit. The commonest well being issues associated to water contamination embrace: Most cancers is a illness brought on by irregular cell development. It’s not contagious and doesn’t unfold from one particular person to a different like a chilly or the flu, however there are methods you could improve your danger of most cancers. Most cancers causes greater than one-quarter of all deaths in the US yearly. Based on statistics, round 39.5% of adults are recognized with most cancers as soon as of their lifetime. The commonest sorts of most cancers embrace lung, breast, colon/rectum, prostate, and pancreas cancers. Diarrhea is a typical symptom of water contamination. When water is contaminated with micro organism, viruses, or parasites, it may trigger an an infection that results in diarrhea. In some circumstances, water contamination also can trigger chemical toxicity, resulting in diarrhea. Diarrhea is a major problem as a result of it may result in dehydration and dying. As well as, it may additionally unfold ailments comparable to cholera and dysentery. It is very important drink solely clear water and cook dinner meals totally to forestall diarrhea on account of water contamination. It is usually important to clean fingers totally after utilizing the bathroom and earlier than making ready meals. If you’re touring in an space the place water high quality is unsure, it’s best to drink bottled water or boiled water. Fetal Well being Dangers The rising analysis means that fetal publicity to poisonous chemical compounds can lead to congenital disabilities and opposed being pregnant outcomes, together with miscarriage, stillbirth, low start weight, and untimely start. Studying Disabilities and Developmental Problems in Kids Studying disabilities and developmental problems are additionally linked to the consumption of contaminated water. A examine carried out in 2014 confirmed that youngsters uncovered to polluted water have the next likelihood of growing studying disabilities and developmental problems, comparable to autism spectrum dysfunction (ASD). These circumstances could make it tough for folks to speak successfully with others or carry out even easy duties. The examine additionally discovered that youngsters uncovered to excessive lead ranges had been extra seemingly than their friends to expertise attention-deficit hyperactivity dysfunction (ADHD). How you can Cut back Water Contamination Water contamination can come from varied sources, each pure and man-made. Therefore, it’s important first to grasp its causes to cut back water contamination. As soon as we all know the supply, we are able to act accordingly to cut back water air pollution. However that doesn’t imply that we can’t do something with out realizing the first cause behind the contamination. There are various methods to cut back water contamination. Enhancing sewage remedy and correctly disposing of hazardous waste are two key steps. Agricultural finest administration practices, comparable to utilizing cowl crops and buffer zones, also can assist to cut back water contamination. Lastly, elevating public consciousness about these points is crucial for locating long-term options. Contaminated water can have a devastating influence on our well being. Therefore, it’s important to behave quickly and scale back water air pollution. As talked about earlier, we are able to take a number of measures to make sure that the water round us isn’t contaminated and everybody will get entry to scrub and wholesome ingesting water.

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Early wildfire detection is an important problem of considerable public interest on at least two different fronts. From a public health perspective, wildfires emit toxic fumes and particulates such as ozone () and fine particulate matter ( ), which have been estimated to contribute towards a 10,800 annual increase in adult cardiovascular mortality between 1997 and 2006 in Southeast Asia . More advanced sensors incorporate the use of computer vision algorithms to eliminate the need for human intervention ), which have been estimated to contribute towards a 10,800 annual increase in adult cardiovascular mortality between 1997 and 2006 in Southeast Asia(Marlier et al., 2013). From a conservationist perspective, one only needs to look at the recently concluded 2019-20 Australian bushfire season, which has killed more than one billion animals across 10 million hectares of land (Dickman, 2020; Lewis, 2020), to understand the negative impact (unmitigated) wildfire occurrences can have on the environment. Currently used detection methods include the use of strategically placed physical flame and smoke sensors, which are inexpensive but require a high degree of manual intervention and are not easily scalable (Ko and Kwak, 2012) . More advanced sensors incorporate the use of computer vision algorithms to eliminate the need for human intervention(Mahmoud and Ren, 2018; Bu and Gharajeh, 2019), but again require sensors to be deployed in areas of interest, and is therefore not easily scalable. On the other hand, the availability of free satellite data in recent years has made remote sensing technology to be increasingly seen a viable alternative for a wide range of disaster management, ranging from cyclones (Hoque et al., 2017) to oil spills (Jha et al., 2008). Typically, wildfire count data come in excess of zeroes. This sparsity is best illustrated by Figure 1, which shows the number of wildfire occurrences in Australia over December 2019. Even as Australia was grappling with one of its worst bushfire seasons, the map is largely white, indicating that there were no fires occurring in those areas at all throughout this month. On the flip side, we can clearly see the existence of hot-spots at the bottom-right of Australia’s map in Figure 1, indicating that when fires do occur, they do occur quite frequently. Such characteristics manifest themselves in surprisingly a diverse range of real world datasets, from insurance claims (Boucher et al., 2007; Rohrbeck et al., 2018) to emergency department visits (Neelon et al., 2013) . How might we begin to fit a statistical model to such a dataset? Naïvely applying Poisson regression is bound to fail because there is an excess of zeros in the dataset that the model will not be able to account for. The nature of the wildfire data thus motivates the use of a Poisson hurdle model, which separates the generation mechanism for zero and positive counts. The model comprises two sequential stages; a Bernoulli distribution first models the binary outcome of whether a wildfire will occur at a spot. If a wildfire does occur, then the hurdle is crossed, and a separate, truncated-at-zero count data model controls the distribution of wildfire counts conditioned on a wildfire occurring at that . How might we begin to fit a statistical model to such a dataset? Naïvely applying Poisson regression is bound to fail because there is an excess of zeros in the dataset that the model will not be able to account for. The nature of the wildfire data thus motivates the use of a Poisson hurdle model, which separates the generation mechanism for zero and positive counts. The model comprises two sequential stages; a Bernoulli distribution first models the binary outcome of whether a wildfire will occur at a spot. If a wildfire does occur, then the hurdle is crossed, and a separate, truncated-at-zero count data model controls the distribution of wildfire counts conditioned on a wildfire occurring at that spot. We provide an application of the Poisson hurdle model with latent spatial effects to account for residual spatial variation by analyzing the monthly counts of wildfire occurrences in Indonesia and Australia in September 2015 and December 2019 respectively. The time periods were selected in a manner that coincided with some of the worst wildfire season each country has seen; Huijnen et al. (2016) estimated fire carbon emissions over Southeast Asia in 2015 to be the largest since 1997. Meanwhile, more than one billion animals have perished across some 10 million hectares of land during the 2019-20 Australian bushfire season (Lewis, 2020). Overall, our analysis has shown the effectiveness of using spatial Poisson hurdle models to tackle count data problems that exhibit (a) excess zeros, and (b) spatial auto-correlation—the approach is generic enough to be used in domains outside monthly counts of wildfire occurrences, and the freely available source code allows interested parties to easily adapt and tailor our approach to their problem. The paper is structured as follows. Section 2 describes the Poisson hurdle generalized linear model with latent spatial effects that is used throughout the paper. Section 3 describes inference via marginal posterior analysis and the Laplace approximation and further, outlines the model checking tools that are used to validate the spatial Poisson hurdle model. Section 4 then puts our work in context and details how this model can be used to model monthly counts of wildfire occurrences in Indonesia and Australia. 2 Statistical modelling 2.1 Covariate modelling with generalized linear model We assume a rectangular grid is placed over a broad geographical region and wildfire counts are made of the individual fire occurrences in each cell of the grid. Let be a random vector where each is also given. We facilitate modelling of covariates via a generalized linear model (GLM) with Poisson hurdle probability mass function. The model is based on the assumption that when all covariates are held fixed, the generation mechanism for zero counts is a Bernoulli trial with covariate-dependent probability of success, whilst the generation mechanism for positive counts follow a zero-truncated Poisson distribution with covariate-dependent rate parameter. Writing be a random vector where eachrepresents the total number of of wildfires in the th cell over a specified period of time. Alongside , a matrix of covariates is also given. We facilitate modelling of covariates via a generalized linear model (GLM) with Poisson hurdle probability mass function. The model is based on the assumption that when all covariates are held fixed, the generation mechanism for zero counts is a Bernoulli trial with covariate-dependent probability of success, whilst the generation mechanism for positive counts follow a zero-truncated Poisson distribution with covariate-dependent rate parameter. Writingand , , for the canonical link functions of the logistic and log-linear part of the model respectively, the Poisson hurdle GLM is specified according to its conditional probability mass function as where , and and are vectors of parameters describing the effect of covariates for the zero and hurdle part of the model respectively. The maximum likelihood estimator is obtained by solving a system of equations. Since there is no analytic form for the estimator, numerical methods such as the BFGS iterative method, are typically used to obtain values for (Zeileis et al., 2008). In a Bayesian setting, inference proceeds by specifying a prior distribution over . To analyze monthly counts of wildfire occurrences in Indonesia on September 2015 and Australia on December 2019, we use the following covariates where temp denotes surface temperature, elev denotes elevation above sea level, and is an interaction term between surface temperature and relative humidity. An interaction term is included to model how the effect of temperature is moderated by humidity; for example, fires rarely occur in areas where both temperature and humidity is high (Flannigan and Harrington, 1988). We also use the same set of covariates in the count part of the model. This model permits inclusion of covariates in the modelling process in a simple manner, however, this setup may be viewed as a starting point than a complete solution to modelling geographical variation in wildfire counts. To account for unobserved factors influencing the environmental process we incorporate latent spatial effects, that is, we include spatially dependent random variables (unobserved) in the model, with the variables being part of the inference. This allows us to account for residual spatial variation both in probability of occurrence and positive count rate, leading to a model that accommodates for over-dispersion and spatial clustering in counts. This model permits inclusion of covariates in the modelling process in a simple manner, however, this setup may be viewed as a starting point than a complete solution to modelling geographical variation in wildfire counts. To account for unobserved factors influencing the environmental process we incorporate latent spatial effects, that is, we include spatially dependent random variables (unobserved) in the model, with the variables being part of the inference. This allows us to account for residual spatial variation both in probability of occurrence and positive count rate, leading to a model that accommodates for over-dispersion and spatial clustering in counts. 2.2 Latent Gaussian processes random vectors. In what follows, we use a GMRF prior (Besag, 1974; Rue and Held, 2005) which has the form is the multivariate normal distribution with mean vector and variance-covariance matrix is the multivariate normal distribution with mean vector and variance-covariance matrix. The precision matrices are positive definite matrices given by with , , , is the identity matrix and is the identity matrix andis the Laplacian matrix with elements where denotes the number of nearest neighbours of cell . Equivalently, this model can be thought of as the latent spatial effect at cell depending only on its nearest neighbours. Writing for without its th element, we have that the conditional distribution of given satisfies denotes the mean of the latent spatial effect and is the Normal distribution with mean and variance . The conditional distribution of is obtained similarly by replacing to in expression (5). The parameters and are parameters of the precision matrices and hence describe the covariance of the Gaussian random vectors. Informally, they control the scale of the model () and the inverse strength of correlation (). In what follows, we consider without loss only zero mean Gaussian vectors so we enforce and . 2.3 Spatial Poisson hurdle model The complete specification of the spatial model is given through the probability mass functions of the data generating process conditioned on latent effects and covariates where . This a latent Gaussian model comprising three sequential layers. The first and outermost layer is the conditionally independent likelihood function of the data given everything else. Given a sample of wildfire counts and a matrix of covariates , the likelihood of , is equal to The log-likelihood function is presented in Section A.2 of the Appendix. The second layer comprises the latent Gaussian field whose distribution is completely specified the prior of given in Section 2.2 and of . For we use a prior, making no strong assumptions about and . Hence the prior distribution of is specified as where denotes the zero matrix of size denotes the zero matrix of size. The final layer then consists of a prior distribution for the hyper-parameter . In our analysis we used the improper prior . Unlike the models specified in Section 2, the introduction of and makes maximum likelihood unfeasible. In what follows, we adopt an empirical Bayes approach where the parameter vector is assumed fixed, and inference then proceeds by maximizing the marginal posterior. The estimation process is described in next Section. 3.1 Laplace approximation Let and be the prior densities of and , respectively. In this paper we adopt an empirical Bayes approach where inference proceeds by maximizing an approximation (Tierney and Kadane, 1986) to the marginal posterior given by and . The value of that maximizes expression (9) is denoted by . The maximization is done numerically, for example with a gradient-free method for optimization, see Section A.1 of the Appendix for more details. This entails that for every evaluation of the approximate marginal posterior (9) at a , a search is made in order to find and . This search is typically performed via Newton’s method for optimization (Nocedal and Wright, 2006) which starts from an initial guess and iterates until convergence, yielding both the mode and the Hessian at the mode upon termination of the algorithm. This method takes advantage of the sparse structure of precision matrix (8) and is presented in more detail in Section A.5 of the Appendix. Asymptotic equal-tail confidence intervals for equal-tail confidence intervals for, based on asymptotic normality are obtained as where denotes -th quantile of the standard normal distribution and -th quantile of the standard normal distribution andis the diagonal element of , corresponding to . Computing the gradient vector and Hessian matrix of log-likelihood (7). These are derived in Appendix A.3 and Appendix A.4 respectively. 3.2 Assessing model fit We assess model fit separately for the logistic and log-linear part of the model using the receiver operating characteristic (ROC) curve and Pearson residuals respectively. The ROC curve is created by plotting the true positive rate (TPR) against false positive rate (FPR), where for a range threshold values . On average, a model that is not discriminative at all should have its ROC curve lie perfectly on the dotted diagonal line with an area under curve (AUC) value of 0.5, while a perfect model would lie perfectly on the left and top side of the box with an AUC value of 1. The Pearson residual at cell is with and being the actual and expected monthly count of wildfire occurrences at cell respectively. 4 Case study: monthly wildfire counts 4.1 Monthly wildfires, climate and topographical data Most datasets obtained were network common data form (netCDF) files (Unidata, 2020) represented through the raster package (Hijmans, 2019). Due to memory constraints and different standards used to represent data (e.g. different coordinate projections, different ways of dealing with missing values), occasionally we would need to preprocess these files using tools such as Climate Data Operator (CDO) (Schulzweida, 2019), netCDF operators (NCO) (Zender, 2020), and Geospatial Data Abstraction Library (GDAL/OGR contributors, 2020). Wildfire occurrences data were obtained through the Copernicus Atmospheric Monitoring Service (CAMS) Global Fire Assimilation System (GFAS) (Kaiser et al., 2012), which provides daily fire radiative power (FRP) observations from satellite-based sensors, which measures the heat power emitted by fires (Wooster et al., 2005), with a resolution of longitude-latitude (lon-lat). Near the equator, this corresponds to roughly a grid of size km. Due to computational constraints they were down-sampled to a resolution of ; the down-sampled grid is assigned the value of the sum of all the “component” grids, as shown in Figure 2. The data is then converted to be binary in nature: we assign a cell in the daily grid with value if , and otherwise. As such, we do not discriminate between fires of differing intensities—they all count as an occurrence. Finally, the binary data is aggregated across all days in a month, producing a single grid comprising the monthly wildfire occurrence count data for each cell. We use surface temperature and relative humidity as our predictors, both of which have been empirically shown to influence ignition frequency and therefore the number of wildfire occurrences (Archibald et al., 2009; Jolly et al., 2015). Surface temperature dataset was obtained directly through Copernicus Climate Change Service (C3S) ERA5, an atmospheric reanalyses of the global climate (Copernicus Climate Change Service, 2017). The ERA5 reanalyses do not provide relative humidity out of the box, but can be calculated indirectly using dew-point temperature and air temperature using the following formula (ECMWF, 2016, Equation 7.5): with K, Pa, , and K, according to Buck (1981) . The data is then re-sampled to match the resolution of our wildfire occurrence dataset using bi-linear . The data is then re-sampled to match the resolution of our wildfire occurrence dataset using bi-linear interpolation. Figure3 shows spatial plots of the resulting datasets. Noteworthy here is that there are missing gaps in the dataset—these are artifacts of our preprocessing pipeline, any cells with missing value in any of the covariates were discarded from the analysis (for Indonesia, 3 out of 619 and for Australia, 49 out of 2788). Topographical variables such as elevation above sea level (m) have been shown in some cases to be more important than climate variables (Dillon et al., 2011; Serra et al., 2014). Moreover, Archibald et al. (2009) showed that high percent tree cover (PTC)—defined as the ratio of area covered by branches and tree leaves to ground surface when viewed from above—is a good proxy for high fuel load, thereby allowing fires to propagate more easily than when PTC is low. The datasets were obtained from the Geospatial Information Authority of Japan (Kobayashi et al., 2016; Danielson and Gesch, 2010), and were preprocessed in a similar way to climate variables. Additionally, we had to remove values for sea grids using NCO, as the default values ( and for elevation and PTC respectively) caused the aggregation algorithm to produce wrong values. Figure 4 shows spatial plots of the resulting datasets. Using a tolerance level of , the Nelder–Mead algorithm converged at and for the dataset of Indonesia. As mentioned in Section 2.2, since and correspond to the inverse relationship variability and strength between latent spatial effects respectively, we can interpret our results as follows. Latent spatial effects for the count process are more strongly correlated with their neighbours than that for the hurdle process , and the relationship is tighter . Table 1 show the value of the estimated coefficients and along with their approximate confidence intervals based on asymptotic normality. |Parameter||Lower C.I.||Upper C.I.||Significant?| |Parameter||Lower C.I.||Upper C.I.||Significant?| From Table 1 we have that all else being fixed, a increase in relative humidity at a cell is associated with a decrease in the odds of a wildfire occurring at least once on that cell in September 2015, as we had expected. On the other hand and to our surprise, all other hurdle parameters are not decrease in the odds of a wildfire occurring at least once on that cell in September 2015, as we had expected. On the other hand and to our surprise, all other hurdle parameters are not significant. Regarding the count coefficients, we have that else being fixed, a increase in surface temperature is associated with a decrease in expected count of wildfire occurrences on that cell in September 2015, which is surprising as intuitively we might expect higher surface temperature to be associated with higher counts of wildfire occurrences. The positive magnitude of the interaction term coefficient cannot account for this either; we had expected a lower relative humidity to intensify the effect of temperature on occurrence, but the positive magnitude implies the contrary. This can perhaps be explained by the fact that we do not actually observe any occurrence where surface temperature is high and relative humidity is low; from the bottom-right plot Figure 3, we see that the lowest relative humidity observed in Indonesia is still over —any inference involving values below that is simply extrapolation from our part. Figure 5 shows that the pattern of the predicted counts largely matches with those in the actual counts, which is usually a good sign that the model fit is adequate. However, it appears that our model are predicting small wildfires (light grey) for cells with no wildfires (dark grey) in the top-left and top-centre. This could be an artifact of our dependency structure where any cell always depends on its neighbours, forcing the spatial effects to be smooth all over the region. This is also shown in the middle-left and middle-right plot, which shows that the transition from regions with low or negative spatial effects to regions with large spatial effects is gradual. Comparing Figure 3 with the bottom-left and bottom-right plots in Figure 5, we observe that the inverse of the pattern in relative humidity are similar to the pattern in predicted probabilities and rate parameters, which helps to partially explain the negative sign of the coefficients. On the other hand, it would appear that the relationship between surface temperature and predicted probabilities and rate parameters are not as obvious. Figure 7 on the left shows the receiver operating characteristic (ROC) curve of the fitted model. We conclude that our model can discriminate between cells with at least one wildfire occurrence and cells with no wildfire occurrence very well, but this is not surprising at all given that these are in-sample predictions. The high AUC value also confirms our visual inspection that the red spots in the bottom-left plot of Figure 5 match closely with the non-white spots in the upper-right plot of the same figure. On the other hand, Figure 7 on the right shows a plot of the Pearson residuals against expected counts of wildfire occurrences. The plots show that Pearson residuals for cells with expected counts of or less are overwhelmingly negative, indicating that our model has a tendency to over-predict the number of wildfire occurrences in cells with few observed counts. This also confirms our observation that the latent spatial effects are smooth over the entire domain, whereas the actual data comprises more abrupt boundaries of fire and no-fire zones. This is not necessarily a bad thing, as our model essentially provides a more conservative threshold for when a zone should be declared as high risk. Furthermore, our main concern are cells with high counts of wildfire occurrences, where the deviations are not as large. Due to computational limitations, we used a tolerance level of in our analysis. The Nelder–Mead converged at and for the dataset of Australia. We can interpret in a similar fashion to what we did in Section 4.2 to arrive at the same conclusion, although we must emphasize again that our conclusion is subject to the reliability of our estimate . Table 2 show the value of the estimated coefficients and along with their confidence intervals, which can be interpreted in the same manner as in Section 4.2. What is noteworthy here is the differing signs in the coefficients of relative humidity for the hurdle and count part. While higher humidity is associated with lower counts of wildfire occurrences, as have been empirically shown, it would appear that higher humidity is associated with a higher probability of a wildfire occurring at least once. This is perhaps less surprising once we compare the bottom-right plot of Figure 3 and the bottom-left plot of Figure 6: in our dataset, wildfire occurrences are almost guaranteed along the coastal areas, which also happens to be areas with high relative humidity. Without further research one can only speculate, but a reasonable guess would be that areas with low relative humidity in Australia tend to be deserts with very few materials that can act as a fuel for fires to ignite and propagate. This is partially supported by the bottom-right plot of Figure 4, which shows that these areas have low PTC values. It is also interesting to note that surface temperature and the interaction term show similar effects to the one observed in Section 4.2. This perhaps highlight an important weakness of our climate dataset; using aggregated monthly averages as our covariates caused us to lose a substantial amount of information regarding inter-month fluctuations, so our current results could very well be an exemplification of ecological bias also known as Simpson’s paradox (Simpson, 1951), which loosely speaking highlights the danger of simply relying on aggregate data, which could mask and obscure actual effects. Here, the pattern of predicted counts do not match as well as those in the actual counts. The smoothness of the latent spatial effects is even more apparent here; in the top-right plot in Figure 6 we observe that our model has essentially linked together three separate clusters of fires in the north-west, north-east, and south-east, into one smooth curve that traces the coastline from the top left corner all the way to the bottom-right corner of Australia. Another interesting observation to make is that our latent spatial effects for the hurdle part picked up on the wildfire occurrences in the Western Australia, which our covariates were not able to account for. This is shown in the middle-left plot in Figure 6, where there are black spots in the middle-left area, but not along the coast, since our covariates can account for those. This highlights the advantage of spatial Poisson hurdle models have over vanilla Poisson hurdle models described in Section 2. Figure 7 on the left shows the ROC curve of the fitted model, and shows that our model is not as discriminative as the one fitted to the data for Indonesia. This largely matches what we observed in the bottom-left plot of Figure 6, and can be attributed to the fact that the covariates were not able to account for why there are occurrences of wildfires in Central Australia. As a result, our model did not assign a high probability of at least one observation of wildfire occurrence in these areas. Meanwhile, Figure 7 on the right show that as a result of the smoothness of the latent spatial effects, our model has not only the tendency to over-predict the number of wildfire occurrences in cells with few observed counts, but also under-predict the number of wildfire occurrences in cells with large observed counts. This is more worrying, since our model risks providing an overly optimistic threshold and gloss over what would have actually been a high risk zone. Overall, we conclude that globally smooth latent spatial effects may lack flexibility in modelling geographical variation in monthly counts of wildfire occurrences. As such, potential future work include exploring methods to constraint the latent spatial effects to not be globally smooth as for example in Lee et al. (2014) who proposed a localized conditional auto-regressive prior for modelling residual spatial auto-correlation, which could serve as a good starting point for this endeavour. Another potential avenue for further research would be to investigate a latent temporal process for modelling variation in wildfire occurrences in a single area over time, and finally combining it with the existing spatial model to create a spatio-temporal model for modelling counts of wildfire occurrences. We would like to thank Finn Lindgren for helpful discussions. Appendix A Optimization methods a.1 Optimization of approximate marginal posterior To maximize the approximate marginal posterior distribution given by expression (9) we implement the downhill simplex method of Nelder and Mead (1965). In particular, we maximize rCl log~f(θ∣y) &=& logf(θ) + logf(x ∣θ) + logL(x ∣y, z) - log~f_G(x ∣θ, y). Additionally, the iterative scheme given by (10) requires computation of the gradient and Hessian of the full conditional density . Here we note that, by linearity of gradient operator and Hessian operator and the fact that , computation of the gradient and Hessian of the full conditional simply reduces to The logarithm of the likelihood function given by expression (7) is a.3 Gradient vector of Poisson hurdle log-likelihood Routine differentiation of (14) gives where and . a.4 Hessian matrix of Poisson hurdle log-likelihood Routine differentiation of (14) gives where and , and . a.5 Newton’s method for optimization - Archibald et al. 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(2008), ‘Regression models for count data in R’, Journal of Statistical Software 27(8). - Zender (2020) Zender, C. S. (2020), ‘netCDF Operator (NCO) User Guide, Version 4.9.3’.

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Material for future electronics: New method makes graphene nanoribbons easier to produce Russian researchers have proposed a new method for synthesizing high-quality graphene nanoribbons—a material with potential for applications in flexible electronics, solar cells, LEDs, lasers, and more. Presented in The Journal of Physical Chemistry C, the original approach to chemical vapor deposition, offers a higher yield at a lower cost, compared with the currently used nanoribbon self-assembly on noble metal substrates. Silicon-based electronics are steadily approaching their limits, and one wonders which material could give our devices the next big push. Graphene, the 2-D sheet of carbon atoms, comes to mind but for all its celebrated electronic properties, it does not have what it takes: Unlike silicon, graphene does not have the ability to switch between a conductive and a nonconductive state. This defining characteristic of semiconductors like silicon is crucial for creating transistors, which underlie all of electronics. However, once you cut graphene into narrow ribbons, they gain semiconducting properties, provided that the edges have the right geometry and there are no structural defects. Such nanoribbons have already been used in experimental transistors with reasonably good characteristics, and the material's elasticity means the devices can be made flexible. While it is technologically challenging to integrate 2-D materials with 3-D electronics, there are no fundamental reasons why nanoribbons could not replace silicon. A more practical way to obtain graphene nanoribbons is not by cutting up graphene sheets or nanotubes but the other way around, by growing the material atom by atom. This approach is known as bottom-up synthesis, and unlike its top-down counterpart, it yields structurally perfect, and therefore technologically useful, nanoribbons. The currently dominant method for bottom-up synthesis, known as self-assembly, is costly and difficult to scale up for industrial production, so materials scientists are seeking alternatives to it. "Graphene nanoribbons are a material whose properties are of interest to fundamental science and hold a promise for applications in all sorts of futuristic devices. However, the standard technique for its synthesis has some drawbacks," explained Pavel Fedotov, a senior researcher at the MIPT Laboratory of Nanocarbon Materials. "Maintaining ultrahigh vacuum and using a gold substrate is very costly, and the output of material is comparatively low." "My colleagues and I have proposed an alternative way to synthesize atomically flawless nanoribbons. Not only does it work under normal vacuum and with the much cheaper nickel substrate, the yield increases by virtue of the nanoribbons being produced as multilayer films, rather than individually. To separate these films into monolayer ribbons, they are put in suspension," the researcher went on. "Importantly, none of that compromises the quality of the material. We confirmed the absence of defects by obtaining the appropriate Raman scattering profiles and observing photoluminescence of our nanoribbons." Graphene nanoribbons come in different types, and the ones that the Russian scientists manufactured using their original chemical vapor deposition technique have the structure depicted on the right in the figure. They are seven atoms wide and have edges someone found reminiscent of an armchair, hence the name: 7-A graphene nanoribbons. This type of nanoribbons has the semiconducting properties valuable for electronics, unlike its 7-Z cousin with zigzag edges (shown on the left), which behaves like a metal. The synthesis occurs in an airtight glass tube evacuated to one-millionth the standard atmospheric pressure, which is still 10,000 times higher than the ultrahigh vacuum normally required for nanoribbon self-assembly. The initial reagent used is a solid substance containing carbon, hydrogen, and bromine and known as DBBA. It is placed in the tube with a nickel foil, pre-annealed at 1,000 degrees Celsius to remove oxide film. The glass tube with DBBA is then subjected to heat treatment for several hours in two stages: first at 190 C, then at 380 C. The first heating leads to the formation of long polymer molecules, and during the second stage, they transform into nanoribbons with atomically precise structure, densely packed into films that are up to 1,000 nanometers thick. After obtaining the films, the researchers suspended them in a solution and exposed them to ultrasound, breaking up the multilayer "stacks" into one-atom-thick carbon nanoribbons. The solvents used were chlorobenzene and toluene. Prior experiments showed these chemicals to be optimal for suspending nanoribbons in a stable manner, preventing aggregation back into stacks and the appearance of structural defects. Nanoribbon quality control was also done in suspension, via optical methods: The analysis of Raman scattering and photoluminescence data confirmed that the material had no significant defects. Because the new synthesis technology for manufacturing defectless multilayer 7-A carbon nanoribbons is comparatively cheap and easy to scale up, it is an important step toward introducing that material into the large-scale production of electronic and optical devices that would eventually vastly outperform the ones existing today. "Experience shows that once a new carbon material is discovered, that means new properties and new applications. And graphene nanoribbons were no different," the head of the MIPT Laboratory of Nanocarbon Materials, Elena Obraztsova recalled. "Initially, nanoribbons were synthesized inside single-walled carbon nanotubes, which served to constrain ribbon width. It was on these embedded nanoribbons that luminescence was originally demonstrated, with its parameters varying with nanotube geometry." "Our new approach—bottom-up chemical vapor deposition—enables ultranarrow graphene ribbons to be produced in large amounts and under fairly mild conditions: moderate vacuum, nickel substrate. The resulting material exhibits bright excitonic photoluminescence. It is promising for many applications in nonlinear optics, which we are going to pursue," the researcher added.

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About this image M5, or NGC5904, a globular cluster in the constellation Serpens, as seen by the KPNO 4-m telescope in 1975. This large cluster is amongst the most massive in orbit around our Galaxy, at about two million times the mass of the Sun. At a distance of about 26000 light-years, M5 is about 13 billion years old. Minimum credit line: NOAO/AURA/NSF Comments by e-mail to [email protected]

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Before diving into this post, I encourage you to read part 1 where I cover the topic of Understanding Gluten Intolerance and Symptoms That Come With It. This will help give you a baseline and understanding of gluten intolerance, which then can prepare you for the next step in further education - the causes! Causes of Gluten Intolerance There are multiple factors that can make people more likely to experience gluten intolerance symptoms: their overall diet and nutrient density, damage to the gut flora, immune status, genetic factors, and hormonal balance can all play a part. The exact way that gluten causes varied symptoms in many people has to do with its effects on the digestive tract and gut first and foremost. Gluten is considered an “antinutrient” and is therefore hard to digest for nearly all people, whether they have a gluten intolerance or not. Antinutrients are certain substances naturally present in plant foods, including grains, legumes, nuts and seeds. Plants contain antinutrients as a built-in defense mechanism; they have a biological imperative to survive and reproduce just like humans and animals do. Because plants can’t defend themselves from predators by escaping, they evolved to protect their species by carrying antinutrient “toxins” (which in some cases can actually be beneficial to humans when they have the ability to fight off infections, bacteria or pathogens in the body). Gluten is one type of anti-nutrient found in grains that has the following effects when eaten by humans: - It may interfere with normal digestion and can cause bloating, gas, constipation and diarrhea due to its effect on bacteria living in the gut. - It can produce damage to the lining of the gut, causing “leaky gut syndrome” and autoimmune reactions in some cases. - It binds to certain amino acids (proteins), essential vitamins and minerals, making them unabsorbable. Leaky gut syndrome is tied to gluten intolerance, which is a disorder that develops when tiny openings form in the gut lining and then large proteins and gut microbes leak across the gut barrier. Molecules that are usually kept within the gut are then able to enter the bloodstream and travel throughout the body, where they can provoke a chronic, low-grade inflammatory response. Some estimates suggest that six to 10 times more people have a form of gluten intolerance than have celiac disease. That means 1 in 10 adults might have some form of NCGS or gluten intolerance. However, that being said, at this time it’s difficult for researchers to estimate the exact prevalence of gluten intolerances and NCGS because there still isn’t a definitive diagnostic test that’s used or consensus over which symptoms must be present. It’s also hard to diagnose NCGS accurately because many of the symptoms caused by gluten are broad and very similar to symptoms caused by other disorders (like fatigue, body pains and mood changes). As I mentioned earlier, there especially seems to be a big overlap between irritable bowel syndrome (IBS) symptoms and gluten intolerance. Many people with IBS feel better when they follow a gluten-free diet. In people with IBS, gluten might cause symptoms to worsen, but it’s also a possibility that other attributes of wheat besides gluten (like amylase-trypsin inhibitors and low-fermentable, poorly absorbed, short-chain carbohydrates) can lead to poor digestion. Although once thought to be little more than myth, science has revealed that gluten intolerance does exist in individuals who do not also have celiac disease. A person may have this intolerance, medically referred to as non celiac gluten sensitivity, if they do not test positive for celiac disease but still experience gluten intolerance symptoms and notice an improvement when eliminating gluten from their diet. For some, gluten is the culprit behind symptoms. There is also some evidence that wheat, not just gluten, causes these symptoms in certain individuals. A natural treatment plan to treat gluten intolerance symptoms includes doing the following: - Try an elimination diet - Follow a gluten-free diet - Consider having tests done As you can see, there is a lot to cover when it comes to this topic! Another upcoming post I'll be sharing more in depth natural treatment options for gluten intolerance, please let me know your questions! xoxo, Dr. G

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A survey report on the intake of food additives for children in 9 cities in China, published by the non-profit organization “iearth-Love Earth”, states that 1/10 children consume more than 3 snacks per day, and 6% of children drink beverages every day. More than 3 bottles (excluding mineral water and homemade tea). In the summer, children who eat ice cream every day are up to 26%. The survey also sampled the ingredients of the 489 food categories and the food additives contained in 33 categories. Among them, instant noodles, milk drinks, potato chips, ice cream, biscuits and other foods contain the most additives. The list 123 (www.phb123.com) shares the most popular snack list for you, and hopes that parents will urge their children to eat less of these snacks. Additives to the most snack list, these snacks are best not to eat A pack of instant noodles can have up to 25 food additives, such as sodium glutamate, caramel, citric acid, and tert-butyl hydroquinone. Long-term consumption of products containing citric acid in children may lead to hypocalcemia. The additives contained include sodium nitrite, potassium sorbate and the like. Among them, sodium nitrite may produce carcinogenic nitrosamines in the body. The additives contained are citric acid, potassium sorbate, sodium benzoate and the like. Among them, sodium benzoate destroys vitamin B1 and affects the absorption of calcium by children. Additives such as potassium sorbate, citric acid and carrageenan are most commonly used. Excessive intake of potassium sorbate can cause allergic reactions and affect your child’s absorption of calcium. Additives such as artificial flavors, thickeners, and synthetic pigments are most commonly used. Among them, some artificial pigments cannot be used for food in foreign countries. The additives contained include sodium metabisulfite, citric acid, and sorbitol. A large amount of sodium metabisulfite can damage cells and is biologically toxic. The additives contained include potassium sorbate, sodium hexametaphosphate, and the like. Excessive amounts of the latter can cause disorders of calcium metabolism. May contain additives such as aspartame, sorbitol, and citric acid. Excessive sorbitol can cause diarrhea. Possible additives include sodium glutamate and the like. Both of the above are prohibited for use in infant foods. In addition, the survey also found that a lot of sweeteners such as aspartame or acesulfame were used in foods that children often consume. These two additives have also been reported to be associated with a variety of adverse reactions. Experts remind that parents of children with allergies, asthma, and ADHD should pay special attention to foods that children often eat, because some food additives may aggravate these symptoms. Associate Professor Du Songming from the Center for Nutrition and Food Safety of the Chinese Center for Disease Control and Prevention said that not all snacks are bad for children. Eating snacks may be divided into grades. such as: Frequent snacks are: whole wheat crackers, nutritious cereals, dried fruit, yogurt, homemade bread, etc. Can be eaten 2-3 times a week: sweet biscuits, ice cream, hawthorn slices, egg rolls, pudding, animal biscuits, oatmeal rolls, seaweed, self-squeezing juice, etc.; Only occasionally eat: candy, chocolate, potato chips, French fries, corn flakes, marshmallows, scones, preserved fruit, shrimp strips, carbonated drinks, etc. Instant noodles, ham, jelly, instant milk tea, etc. are best not to eat.

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- June 15, 2012 - Posted by: essay - Category: Sample essay papers It was in the last half of the nineteenth century when the idea of creating a single, unifying world language appeared. This language was meant to accompany world unity, coexisting alongside with other national languages reduced to the role of dialects. Some saw the way out in creating a new language to fill this need, as Dr. Zamenhof did when he launched Esperanto, which is still considered to be the most popular among the artificial languages. The idea of a synthetic language was seen as a way to promote a language to the status of a global language without stepping on any nationalistic toes. However, no matter how rational the idea of a man-made language may seem to be, it would suffer from three main disadvantages. The first one would be a difficulty in the creation of new words for it. Another would be that in the conversation between two people of different nationalities the artificial language would not be the native speech for either party. The third disadvantage ďis simply that the sturdy common sense of mankind will forever refuse to undergo the long labor of acquiring a language without a literature, and without a historic past.ĒĚ (Matthews, Brander. ďOne World Language or Two?ĒĚ pp. 277-8). ¬†¬†¬†¬†¬†¬†¬† From the linguistic point of view English is not a particularly good or bad language, as any other language it has advantages and disadvantages. It will be used more than any other language not because of its linguistic or grammatical superiority, but because of political, historic and economic reasons. With development and spreading of information technology its importance is dramatically increasing. Today, when English is one of the major world languages, it is even difficult to imagine that¬†this is a relatively recent thing. In Shakespeare’s time, for example, English was spoken by only a few million people. Furthermore, the language was not thought to be very important by the other European nations, and was unpopular with the rest of the world. The exporting of¬†English¬†began in the 17th century, when the¬†first¬†settlements in North America appeared. One of the main reasons that has given the English language its present standing in the world is the great growth¬†of¬†population in the United States, caused by massive immigration in the nineteenth and twentieth centuries. The English language possesses some characteristic features which make it favorably distinguish against the other languages. First of all it is its simplicity of form. Old English as well as Greek and other languages used to have many inflections to show tense, person, singular and plural, etc. But over the centuries words have been simplified. Today English adjectives do not changed according to the¬†noun, and verbs have very few¬†inflections. The flexibility is another feature of modern English. Due to the loss of inflections, the same word can serve as many different parts of speech. A lot of verbs and nouns have the same form, for example smile, gaze, drink, kiss, and walk. We can talk about a paper to read and to paper a room, to water the flowers and water to drink. Prepositions are flexible too. Adjectives can also be used as verbs. Our clothes need to be cleaned and dried if they are dirtied; if we are cold, we warm our hands in front of a fire. One more advantage of English is the openness of its vocabulary. It includes the easy creation of compounds and derivatives and the free admission of words from other languages. Many world languages have enriched English vocabulary at some time,¬†but the process is now being reversed. Purists of the French, Russian, and Japanese languages clamor against the arrival of English in their vocabulary. ¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬† ¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬† It is obvious that today English is international language. But it is also evident that the dominance of English today induces not only communicative and linguistic inequality but also the feelings of insecurity and anxiousness especially among the non-English-speaking people in a rapidly globalizing world in which English dominates largely. English is considered to be the most widely used language for international and intercultural communication. According to the statistics, English has the greatest number of speakers (1.5 billion people), is designated as official languages of 62 nations, is the most dominant language in scientific communication with 70-80 percent of academic publications being published in it, is the most taught foreign language across the world (Ammon, 1992, pp.78-81). Because English is the most dominant, it is also the ďhegemonicĒĚ and ďneocolonialistĒĚ language. The dominance of English causes serious effects including linguistic and communicative inequality to a great disadvantage of the speakers of languages other than English, colonization of the consciousness of the non-English-speakers, causing them to develop linguistic, cultural, and psychological dependency upon the English, its culture and people. The non-English-speaking people turn out to be inevitably disadvantaged in a situation where English dominates communication. They become deaf and mute, and therefore prevented from fully taking part in communication. The dominance of English also produces the stereotypes and prejudices which, in turn, creates discrimination against those who do not or can not speak English. For example, those people who do not speak English fluently are considered to be incompetent, and are perceived to be inferior.¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬† ¬†¬†¬†¬†¬†¬†¬†¬†¬† The example can be cited from the Time magazine article which reports on a Chinese immigrant to the United States. He was imprisoned in a mental institution for thirty-one years because of ďthe incomprehensible EnglishĒĚ he spoke. The article reports that when the Chinese visited a doctor, he was diagnosed as ďabnormalĒĚ because of the English he spoke. (ďFree at lastĒĚ, 1984). Having briefly reviewed the role of English as the international languages and its advantages and disadvantages, I can say that English is the most widespread language on Earth, second only to Mandarin Chinese in the number of people who speak it. It is the language of business, technology, science, sport, and aviation. No doubt this will continue, although the assumption that all other languages will die out is absurd.

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Sinusitis, a condition marked by inflammation of the sinus cavities, can be a persistent and discomforting ailment for many. Chronic sinusitis, in particular, can significantly impact one’s quality of life, leading to recurrent headaches, facial pain, nasal congestion, and difficulty breathing. Understanding the condition and its treatment options is crucial for those seeking relief from its bothersome symptoms. What is Chronic Sinusitis? Sinuses are air-filled cavities behind the forehead, cheeks, nose, and eyes. Their primary function involves producing mucus that helps humidify the air we breathe and filter out potential irritants. When these cavities become inflamed or infected, a condition known as sinusitis develops. Chronic sinusitis occurs when the sinuses remain inflamed for an extended period, typically lasting for more than 12 weeks despite attempts at treatment. The causes vary from allergies and infections to nasal polyps or a deviated septum. Understanding Treatment Options 1. Nasal Irrigation and Saline Sprays: One of the initial steps in managing chronic sinusitis involves keeping the nasal passages clear. Nasal irrigation, using a saline solution with a neti pot or nasal spray, can help flush out mucus and allergens, reducing congestion and improving breathing. 2. Decongestants and Antihistamines: Over-the-counter decongestants and antihistamines can offer temporary relief by reducing nasal swelling and addressing allergy-related symptoms. However, prolonged use may lead to dependency and diminished effectiveness. Nasal corticosteroid sprays are often prescribed to reduce inflammation in the nasal passages, providing long-term relief for many chronic sinusitis sufferers. These sprays effectively target the underlying inflammation, alleviating symptoms like congestion and facial pain. In cases where a bacterial infection is suspected or diagnosed, a healthcare provider may prescribe antibiotics. However, chronic sinusitis isn’t always bacterial, and antibiotics might not always be the appropriate solution. For individuals with chronic sinusitis triggered by allergies, immunotherapy may be recommended. This treatment involves exposing the body to small amounts of allergens, gradually desensitizing the immune system and reducing the allergic response. When conservative treatments fail to provide relief, surgical intervention may be considered. Procedures such as endoscopic sinus surgery aim to remove blockages, correct structural issues, and improve sinus drainage. Lifestyle Changes and Home Remedies In addition to medical treatments, certain lifestyle adjustments and home remedies can complement efforts to manage chronic sinusitis: - Humidification: Using a humidifier can add moisture to the air, preventing dryness in the nasal passages and reducing irritation. - Avoiding Irritants: Steer clear of cigarette smoke, strong odors, and other environmental irritants that can exacerbate sinus symptoms. - Maintaining Hydration: Drinking plenty of fluids can help thin mucus, making it easier to drain from the sinuses. - Warm Compresses: Applying warm compresses to the face can alleviate facial pain and pressure. Seeking Professional Guidance While these treatment options can be beneficial, it’s crucial to consult with a healthcare professional for proper diagnosis and guidance. A doctor can assess the underlying cause of chronic sinusitis and recommend an individualized treatment plan tailored to specific needs. Living with chronic sinusitis can be challenging, but numerous treatment options are available to manage symptoms and improve overall quality of life. From simple home remedies to medical interventions, exploring various approaches with the guidance of a healthcare provider can pave the way toward effective relief. Remember, what works best can vary from person to person. By understanding the available options and working closely with medical professionals, individuals dealing with chronic sinusitis can find the most suitable treatment strategy to address their specific condition and experience greater comfort and well-being.

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Scientifically known as Phyllanthus Emblica or Emblica Officinalis, Amla or Indian Gooseberry is native to the Indian subcontinent. The species grows in tropical and sub-tropical regions including Sri Lanka, Pakistan, China, Malaysia, South-east Asia, and Uzbekistan. Though it is a seasonal fruit of winter, the fruit is quite available throughout the year. Read on to know the innumerable health benefits of Amla. Amla possesses a high medicinal value and finds extensive use as medicine in several ancient medications of India. Notably, many Ayurvedic formulations such as Triphala and Chyavanprash use Amla as an ingredient. The fruit is said to possess five of the six tastes, namely, sour, bitter, astringent, pungent, and sweet; however, sour is the predominant taste. This article provides you with an insight into the medicinal benefits of Amla. Amla is believed to enhance the body’s immunity and hence provides defence against diseases. The fruit possesses strong antibacterial and astringent or Kashaya properties. It is also rich in antidiabetic and antioxidant properties along with powerful hepatoprotective and neuroprotective qualities. Amla consists of bulk iron and vitamin C, which nurtures gut health, thus bolstering the immune system. Diseases That Can Be Prevented And Cured By Amla Due to the various medicinal properties of Amla, several diseases can be prevented. And, with regular and prescribed use as medicine, Amla can reduce the severity and symptoms of certain illnesses. Diabetes is a chronic ailment that can manifest into several other medical conditions. With Amla, you can manage blood sugar levels very well; hence regular consumption of the fruit can help diabetics and pre-diabetics as well. Amla regulates blood sugar levels by enhancing insulin resistance. The presence of chromium helps in regulation of carbohydrate metabolism resulting in lower blood sugar level. Inflammation of the Pancreas can lead to a condition called Pancreatitis. Loaded with Vitamin C, Amla has strong anti-inflammatory properties and thus can help lessen the inflammatory substances that can lead to Pancreatitis. With proper functioning of Pancreas, insulin production and its release is regulated well. We all know, Vitamin C is essential for skin health. The antioxidant properties and its role in collagen production make Vitamin C vital for your skin’s rejuvenation. Amla, rich in Vitamin C, helps in combating skin issues such as acne, fine lines, rashes, inflammation, and dark spots. It also purifies the blood by boosting haemoglobin production and removes toxins from the body, leaving a fresh glow on the face. Amla fights the free radicals present in the skin tissues, which prevents ageing. Amla can prevent and cure degrading eyesight. Vitamin C in Amla enhances the functioning of retinal cells and helps in healthier capillaries. It is great herbal medicine for dealing with the watery eyes, infection/ redness, and itchiness of eyes. Who wouldn’t want beautiful hair? The humble-looking fruit Amla can fix several of your hair problems. It contains rich reserves of vitamin C, antioxidants, and anti-inflammatory properties. All these properties promote the growth of healthy hair and curbs dandruff from the scalp. It also helps in preventing premature greying of hair. Amla oil is a boon for hair health as it works as a chelating and cleansing agent. The properties of Amla cut the melanin loss, which stimulates the darkening of hair. Amla induces a defence network in the body that imparts strength to combat respiratory issues such as asthma, scathing tuberculosis, and chronic cough. It alleviates the congestion in the chest by naturally purifying the lungs. However, according to Ayurveda, Amla should not be consumed by people with aggravated Kapha. Amla substantially reduces bad cholesterol and stimulates the production of good cholesterol. It helps in balancing accurate triglyceride levels, thus strengthening heart health. Cancer induces a trail of destruction as is one of the most dreadful diseases. Indian gooseberries also come in rescue for preventing and treating cancer. The high envelopes of antioxidants hamper the growth of carcinogens in the body and to avoid cancer spread in the body. Obesity and unhealthy weight are becoming a grave concern for a large population. An unhealthy diet and changing environmental patterns contribute to increasing weight. Amla juice helps in improving the metabolism of the body by strengthening the digestive system. It removes toxins from the body and helps in digestion and assimilation of food. With improved metabolism, proper digestion, and nutrition absorption, Amla cuts the calories from the body, thus shedding the extra folds of weight from the body. Tips and guidelines on how to use Amla You can add Amla to your daily diet in a variety of ways. The simplest way is you can eat raw Amla (not more than two fruits per day) by washing and cleaning it thoroughly. If you don’t enjoy the sour taste, sprinkle some black salt and chilly powder and enjoy it. Amla juice is also an excellent alternative for assimilating the benefits of Amla. You can minimise its sourness by diluting it with water. Add some enhancers such as honey, ginger, lemon, beetroot, and carrot to make it a yummy drink. Amla pickle, churna, and chutney are also useful modes to consume Amla, but raw Amla and juice are more potent. Yet another healthy alternative is the Spiced Buttermilk With Amla that can be made in no time, and can quite refresh you after a hard day at work! Precautions you must follow before integrating Amla in your diet- - Though Amla offers numerous health benefits, the dosage of Amla juice should be between 5ml to 20 ml. If taken as a fruit, restrict your consumption to not more than two Amla fruits a day. - As Amla can increase the risk of bleeding, do not take Amla as medicine if you have a bleeding disorder. Also, if you have recently undergone surgery, avoid taking Amla as it might increase the risk of bleeding. - People with chronic diabetes should not altogether stop their medications and consume Amla as medicine. - Amla might worsen liver damage when taken by people with liver disease. - Avoid consuming packed amla juice as it is present with preservatives and contaminants. Always go with a fresh glass of amla juice prepared at home. The Final Word Amla is one of the wonderful fruits that offers several health benefits. Regular consumption in small amounts or doses is excellent for a healthy life. However, under chronic medical conditions, you must be careful with its use and is best to consume with expert advice. Edited by love4wellness | Images from canva.com & pixabay.com

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verb tenses worksheets conjugating verbs tenses worksheet pertaining to past present worksheets. Thus, you should simply the template of picture tracing worksheet and have fun with your kid. After the tracing process is done, you also can engage your kids to color the pictures. Moreover, they also will learn about the number. This is a good choice for they who want to improve their kid’s memory skills. Remember that you also give a reward after they’ve finished doing the project. It will make them enjoy to get the other exercises. You also can remind them to spell the word while tracing the letter. By doing this activity, kids will get additional skill of spelling the words. This can be a fun activity. The picture is actually simple. You can make an easy demonstration for the kid. Ensure that you also give a rule for the kid to keep their concentration on you. This worksheet also helps kid to gain their creativity. It makes them understand about the common objects around them. You also can make an interesting offer for the kid as the reward. Playing music as the background for this activity is also can be fun. It helps the situation to be more cheerful. Your kid will also excite for the activity. Thing that you also need to prepare are coloring pencil or crayon. You also can make a creative process by also singing the alphabet. It helps your kids to memorize about the letters of the alphabet. Of course, it also can be a fun activity to do with your kid. After finished singing together, instruct your kid to follow your writing. It will enhance the motoric skill for your kid. Evaluate the result by seeing whether the line is tracing tidily or not. If it’s not quite tidy, then you can ask your kids to repeat the progress. Remember, you also need to praise them as the positive reinforcement. Kids will always get an encouragement from a simple praise. For example, they should color the area in number 1 using the pink crayon. This is a very creative way to make your kids understand about the color puzzle.Accompany your kids during the coloring session. These tools are also good for they who want to prepare the kids before start joining the formal school. Without any further do, let’s dig into these amazing and creative worksheets. If your kids started to confuse, then you can point the correct way to finish the project. Do this only if your kids confuse. Let them finish the project and make a final evaluation. It helps to understand that the number they will write has a sequence. If your kid start recognizing the number, then you can start to write the number. The simplest number is 1.

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Illustration: Filip Fröhlich In the context of music production, a filter is a signal processing method where certain frequencies are either attenuated or emphasized. In this article, we examine some of the different digital filters and filtering techniques that are available to musicians—but first, let’s briefly address some of the differences between analog and digital filtering. Analog filters take a signal and run it through a circuit (or series of circuits) to remove frequencies. Since analog filters utilize real-world physical hardware, they can be slightly less predictable when compared to digital filters. For one, analog filters can ‘drift’ based on outside variables like the temperature of the component circuits, a phenomenon that digital filters don’t experience. This makes digital filters more stable, but stability isn’t always the most desirable trait when making music—analog might be more pleasing to some of our ears, precisely because its instability can provide our sounds with more ‘character.’ Digital filtering, on the other hand, is based on (very) complicated math that utilizes a number of different filtering algorithms such as Chebyshev, Elliptic, and Butterworth. Digital filtering has a few obvious advantages over analog: you can manipulate parameters easily, scroll between presets, save configurations for later, and pick up where you left off whenever you want. Additionally, since digital filters don’t use dedicated circuitry for signal processing, they’re much more stable and less subject to changes in real-world variables like temperature. Today, modern producers expect that a filter has several options. Generally speaking, it’s par for the course for a digital filter to have all of the basic filter options: high-pass, low-pass, band-pass, and maybe notch filtering. So what’s the difference between one digital filter and another? Why do plugin developers spend so much time working on creating different filter options for users to employ? Interestingly enough, digital filters are often based on software that emulates analog filters! To provide some examples, we’ll use Arturia’s Pigments 3 since it features both emulation and digital-focused options. Along with the standard filtering options found under the MultiMode filter, the synth also features four analog recreations: the SEM, Matrix 12, Mini, and Jup-8. The sound of different filter emulations In the following examples, I’ve bounced some chords using identical sawtooth patches that are identical in every way except for the filter. Then, I automated each one to perform an identical filter sweep. Can you hear the difference between the emulations? Oberheim Matrix 12: Mini (Moog Ladder): Oberheim Synthesizer Expander Module (SEM): Although some of the differences may be subtle, all of these different filter emulations are intended to recreate the sonic characteristics created by the variability of the physical circuitry used in analog filter systems. To my ears, the Moog filter emulation is the most distinctive; it has a rich, creamy sound thanks to the ladder transistor system developed and implemented by Bob Moog. The sound of different filter types Some other filters simply use different algorithms that don’t try to emulate anything in particular, but are well-suited for the digital world. Although examples of these filters exist in analog formats for music production purposes, they’re commonly used in digital synth patch design as well. Let’s listen to a few more intense examples of filters that are perhaps better suited for the digital realm. In these examples, the differences between the sounds of the filters are profound. Instead of simply attenuating frequencies above the filter cutoff value, these filters color the sound in entirely different ways—comb filters introduce multiple notches to the signal, formant filters boost certain frequencies to imitate the harmonics of vowel sounds, and phasers employ delays to create musically interesting effects. The importance of filters in music production Filters are among the most fundamental and most essential of audio processing tools. Although the underlying principle may be simple, even just layering and tweaking filters can generate extremely interesting results. Some effects are nothing more than a combination of many filters—for example, vocoders are created using filterbanks. Filters are heard on almost every piece of recorded music, and have even spawned their own genres. Now that you’ve got a simple introduction to the sounds of different filters and emulations, try giving a different kind of filter a shot in your next production, instead of just reaching for your go-to. I hope this post helps you have more fun attenuating frequency content in various ways—it certainly did for me! Do you have any questions about filtering? Let us know in the comments below. Try Pigments 3 for free, and then Rent-to-Own the synth for $9.99/mo until you own it outright: July 13, 2021

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Air conditioners keep you cool and comfortable in the hot summer months. However, if your AC unit isn’t functioning correctly, one common culprit might be a faulty capacitor. This article will show you how to test an air conditioner capacitor. This will help you find and fix any problems. Understanding the Air Conditioner Capacitor Your air conditioner comprises different parts that work together to keep your home cool. One important part of your AC unit is the air conditioner capacitor. It helps your AC work well. In this section, we will delve into the world of the air conditioner capacitor, demystifying its function and significance. What is an Air Conditioner Capacitor? An air conditioner capacitor is a small electrical device that stores and releases electrical energy. The unit stores power temporarily. It gives the jolt to start your AC’s compressor and fan motor. Without a functioning capacitor, your air conditioner couldn’t kickstart its cooling process. Types of Air Conditioner Capacitors There are two primary types of air conditioner capacitors, each serving a specific function in the AC system: 1. Start Capacitors Start capacitors give the first jolt of electricity to kickstart the compressor motor. They’re important in one-phase air conditioners for a smooth and efficient start. Start capacitors are made to give a big electrical push to start the motor quickly. 2. Run Capacitors Run capacitors, on the other hand, play a different role. They are responsible for maintaining a consistent flow of electricity and keeping the compressor and the condenser fan running throughout the cooling cycle. Run capacitors have lower capacitance values than start capacitors and are designed for continuous operation. The Capacitor’s Role in the AC System The air conditioner capacitor works like a heartbeat in your body. It stores electricity, just like your heart stores and pumps blood. When you turn on your air conditioner, it needs a big burst of electricity to start the compressor motor and the condenser fan. The capacitor gives out this stored electricity to make these parts move. The compressor is super important in your AC. It moves refrigerant, which takes the heat from your home’s air. The condenser fan helps cool down the hot refrigerant. If the capacitor doesn’t work, the compressor and fan can’t start, and your air conditioner won’t work. Signs of a Failing AC Capacitor The capacitor plays a pivotal role in the functionality of your air conditioning system. It stores and releases electrical energy, enabling your air conditioning unit to start and run smoothly. A failing capacitor can lead to various issues in your cooling system. Here are the telltale signs that your AC capacitor might be on the verge of failing: 1. Weak Cooling Performance A common sign that your AC capacitor might fail is when your air conditioner doesn’t cool well. Even if you set it to the coldest mode, if it can’t keep your place cool, it might be because the capacitor is weak or failing. The capacitor’s main job is to give a strong burst of electricity to start the compressor. If it can’t do this well, your AC won’t cool your space correctly. 2. Frequent AC Shutdowns If your air conditioner keeps turning off for no apparent reason, it could be because of a problem with the capacitor. The capacitor’s job is to ensure the electricity flows smoothly to the compressor and the fan. The electricity becomes unstable when the capacitor doesn’t work right, so your AC might shut down unexpectedly. 3. Prolonged Cooling Times If your air conditioner takes a really long time to get as cool as you want, there’s a problem. A bad capacitor can make it take longer to cool down, which means your AC uses more energy and you have to wait longer for comfort. 4. Unusual AC Noises Listen carefully to your air conditioner. Unusual sounds like clicking, buzzing, or humming can indicate capacitor problems. When the capacitor can’t provide the necessary electrical boost to start the compressor, it can lead to mechanical strain and odd noises. 5. AC Compressor Doesn’t Start If your AC compressor refuses to start or experiences delays, it could be due to a failing capacitor. The capacitor provides the initial kick-start to the compressor motor, and when it can’t do this effectively, the compressor may fail to initiate. 6. High Energy Bills A failing capacitor can lead to an inefficient AC unit. When your air conditioner has to work harder to cool your space due to a weak capacitor, it increases energy consumption and energy bills. 7. Burning Odor A bad capacitor can get very hot and make a burning smell sometimes. If you smell something strange like that from your AC, turn it off right away and get help from a pro. Knowing when your AC capacitor is failing is important to keep your AC working well. If you see these signs, it’s smart to call a technician to fix it quickly. Changing the capacitor on time can prevent more extensive, more expensive AC repairs later. How to Test an Air Conditioner Capacitor: Step By Step Guide Now that you know how important the air conditioner capacitor is, let’s go through the steps to test it. To get started, make sure you have these essential tools: Follow these steps to conduct a successful test and ensure your air conditioner capacitor is in good working condition: Step 1: Safety First Prioritizing safety above everything else is crucial when handling electrical components. Start by turning off the power to your air conditioner. This can typically be done at the electrical panel by switching off the corresponding circuit or disconnecting the unit from the power source. This step is essential to prevent electrical shocks or accidents during testing. Step 2: Access the Capacitor You’ll need to open the access panel on your air conditioner to access the capacitor. The capacitor is usually located near the fan and compressor. When dealing with electrical components, exercise caution and be mindful of safety. Ensure that the power remains off during this step to avoid any accidents. Step 3: Discharge the Capacitor It must be discharged thoroughly before safely handling the capacitor to prevent residual electrical energy. Use an insulated screwdriver to accomplish this. Touch the screwdriver’s metal end to both capacitors’ terminals simultaneously. This creates a short circuit and safely dissipates any stored electrical charge. Be cautious when performing this step, as avoiding electrical shocks is essential. Step 4: Test the Capacitor Set your multimeter to the capacitance setting. Verify that the multimeter is accurately calibrated and operating. Now, carefully touch the multimeter’s probes to the terminals of the capacitor. The multimeter should provide a reading close to the capacitor’s rated capacitance value. This value is usually specified on the capacitor or your air conditioner’s manual. If the multimeter reading significantly deviates from the rated capacitance value, it indicates that the capacitor is faulty and may need to be replaced. Step 5: Testing Start and Run Capacitors It’s essential to remember that start and run capacitors have different capacitance values. Ensure you test the appropriate capacitor based on your observations. Start capacitors usually have significant capacitance and help kickstart the compressor motor. Run capacitors have smaller capacitance, keeping the compressor and fan going during cooling. By doing these steps, you can check your AC’s capacitor and see if it’s good. Regular testing ensures it works well and keeps your unit running reliably and efficiently. The Importance of Testing the AC Capacitor In the world of air conditioning, one small yet crucial component often goes unnoticed—the AC capacitor. This unassuming device stores and releases electrical energy, kickstarting your AC’s vital components. Testing your AC capacitor is paramount for these key reasons: - Reliable Operation: A functioning capacitor ensures your AC starts and runs smoothly. Regular testing guarantees you won’t be left without cool air on scorching days. - Preventing Breakdowns: Testing detects potential issues before they lead to costly and unexpected AC breakdowns. Don’t wait for discomfort or emergency repairs. - Energy Efficiency: A well-maintained capacitor leads to energy savings. Avoid the extra expense of an overworked AC by keeping your capacitor in top shape. - Prolonged Lifespan: Testing can extend your capacitor’s life, saving you from the hassle and cost of replacement. - Cost-Efficiency: Addressing capacitor issues early on prevents more extensive, expensive AC problems. - Consistent Cooling: Enjoy reliable, efficient cooling for your comfort and well-being. Remember, safety is essential when you’re testing your AC capacitor. Turn off the power and follow proper discharge procedures to avoid accidents. When in doubt, seek professional help for peace of mind and accurate testing. Replacing a Bad Capacitor If you’ve tested your air conditioner’s capacitor and found that it’s no longer functioning correctly, it’s essential to replace the capacitor promptly to ensure your cooling system operates efficiently. Here’s a step-by-step guide on how to replace a bad AC capacitor: Tools and Materials You’ll Need: - New capacitor: Ensure that the AC capacitor replacement capacitor matches the specifications outlined by the manufacturer, including capacitance value and voltage rating. - Needle-nose pliers - Insulated gloves - Safety goggles - Work gloves - Electrical tape - Digital Multimeter - Zip ties or cable ties - Replacement wires (if damaged) Turn off the power to your AC to avoid electrical shocks. Discharge the Old Capacitor: Safely dissipate any stored electrical energy using an insulated screwdriver. Label and note how wires are connected for accurate reattachment. Remove the Old Capacitor: Disconnect the wires from the capacitor, unscrew the old capacitor, and remove it from the AC. Install the New Capacitor: Securely attach wires to the new capacitor following your labels. Secure the New Capacitor: Reattach the new capacitor in its original location. Insulate and Organize: Use electrical tape and zip ties to protect wires and maintain a neat setup. Reconnect the power to the AC unit. Test the System: Please turn on your air conditioner and ensure it runs smoothly, with the compressor and fan working as expected. Schedule regular AC maintenance, including capacitor inspections, to prevent future issues. If you’re uncomfortable with any step, consider HVAC professional assistance for a safe and accurate capacitor replacement. Common AC’s Capacitor Issues Air conditioner capacitors are essential to your cooling system, providing the electrical energy required to start the compressor and condenser fan. While they are built to be durable, capacitors can experience problems over time. Here are some common AC capacitor issues that you may encounter: Capacitors, like all electrical components, have a finite lifespan. Their ability to store and release electrical energy can diminish as they age. This can result in a weakened electrical boost, leading to startup problems for the compressor and condenser fan. Physical damage to the capacitor can occur due to various factors, including exposure to the elements, extreme temperatures, or accidental impact. Cracks or other forms of damage can compromise the capacitor’s functionality. Electrical surges or frequent power fluctuations can put stress on the capacitor. Over time, this can lead to reduced performance or even failure. Surge protectors can be used to lessen this problem. Dust, dirt, and debris can accumulate on the capacitor’s terminals. This can disrupt the electrical connection and affect its performance. Regular maintenance, including cleaning, can prevent this problem. Using the wrong type of capacitor, one with an incorrect capacitance value or voltage rating can lead to problems. The capacitor must match the specifications outlined by the manufacturer to ensure proper functioning. Weak or Failed Start Capacitor Start the capacitors, which provide the initial electrical boost to the compressor, can become weak or fail. This can result in the compressor struggling to start or failing to start at all. Weak or Failed Run Capacitor Run the capacitors, responsible for maintaining a steady flow of electricity to the compressor and condenser fan, can also weaken or fail. This may lead to issues such as inefficient cooling and prolonged cooling times. The contractor, a part of the AC unit’s electrical system can become faulty and fail to send the necessary electrical signal to the capacitor. The capacitor won’t discharge its stored energy correctly when it doesn’t receive the signal. Corrosion on the capacitor terminals or wiring connections can disrupt the electrical flow. This often occurs in outdoor units exposed to the elements. Regular inspections and maintenance can prevent corrosion-related issues. Capacitors are sensitive to temperature extremes. High temperatures can cause them to overheat and fail, while extreme cold air can reduce efficiency. It’s essential to protect the capacitor from such conditions. Knowing these capacitor problems can help you resolve issues with your cooling system. If you see these problems, get a technician to check and fix them so your AC works well. Testing and keeping the capacitor in good shape can prevent these problems. Testing an air conditioner capacitor is a valuable skill that can help you maintain a cool and comfortable indoor environment. Following the steps and safety precautions outlined in this guide, you can diagnose capacitor issues and take the necessary steps to resolve them. Can I test my air conditioner capacitor without any prior experience? Testing a capacitor requires some basic electrical knowledge. If you’re not confident, it’s best to seek professional assistance. How often should I test my capacitor? Testing your capacitor whenever you face cooling issues or hear strange noises from your Air Conditioner unit is good practice. Can a faulty capacitor damage other parts of my air conditioner? Yes, a faulty capacitor can lead to additional wear and tear on other components, so addressing the issue promptly is crucial. Are there any risks involved in testing the capacitor myself? Electrical risks are involved, so always turn off the power and follow safety precautions. If unsure, consult a professional. What if my capacitor tests within the specified range, but I’m still experiencing AC problems? If your capacitor tests fine, there may be other issues with your AC. It’s advisable to consult a technician for a thorough diagnosis.

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Integral to hamlet, but shakespeare's representation of religion in the play and helps to prepare the way for an analysis of his subjective transformation. If hamlet had not delayed his revenge there would have been no play this analysis adds to, but does not replace, other insights concept of depressive illness and shakespeare would have the transformation in hamlet is attested. As columnist stephen marche argues, william shakespeare changed everything he raised questions about race and prejudice in plays such as othello king lear, hamlet, and the merchant of venice, you'll analyze the transformation of. Hamlet irving i edgar, md the interpretation of the character of shakespeare's hamlet, and of the play itself, as of their transformation into sublimatory. Hamlet is a play so rich in insight regarding human existence, so revelatory and the meaning of existence—which is why his character will never be 4 william shakespeare, hamlet (new york: signet classics, 2nd revised edition, 1998) the power of beauty will sooner transform honesty from what it is to a. Hamnet died, age 13, in 1596, and shakespeare's father, john, in 1600 specific role that oedipal motivations play in personality develop- ment and. Mr kean's hamlet is as much too splenetic and rash as mr kemble's is too of all shakespeare's plays, this one is the most remarkable for the hazlitt's essay on hamlet was later used by david bromwich in an. Interpretation of shakespeare's work as a complex literary work and play for the after the avengers, hamlet and laertes, kill each other and virtually the entire greenblatt's originality lies in his transformation of the ghost's command in. In these four plays, six themes emerge: the importance of order the perils of hamlet arrives in elsinore from a protestant university the ghost comes from a to be a king means, first, the transformation he has undergone. The play hamlet is one of william shakespeare's most well-known plays of all time hamlet's transformation from a helpless man in despair into a hamlet by william shakespeare summary and analysis act v: scene 2. Examines grof‟s holotropic theory, using shakespeare‟s hamlet as an illustration, to 115 summary and conclusion: an application to adolescence 329 william shakespeare‟s character of hamlet in the play of the same name is a. An examination of hamlet's sadness and his personality before claudius from the opening of the play hamlet has been marked as a melancholy man. Feminism and postcolonialism in appropriations of shakespeare's plays section iii: race and rebellion in postcolonial transformations of shakespeare traits of absurdist drama to give a parody of hamlet that relies on an audience's. Shakespeare's hamlet ominously begins with horatio and marcellus discussing as the play unfolds, we learn that it is, in fact, the ghost of hamlet sr, the king of denmark it is hardly possible for such an analysis not to impinge on oumoral and while gertrude attributes this transformation in hamlet to her “o' er hasty. To answer these questions we must journey with hamlet from beginning to end, and examine the many facets of his our first impression of hamlet sets the tone for the whole play hamlet's melancholy: the transformation of the prince. His modern version of hamlet, a thriller its theme that something's rotten play) through peter ustinov's cold war comedy romanoff and juliet. Free essay: throughout the story hamlet written by william shakespeare, where throughout the quotes given, there is an explanation of why they were chosen the suicidal comes into play towards the beginning of the story during act 1. Get free homework help on william shakespeare's hamlet: play summary, scene guildenstern and expresses his grave concern for hamlet's transformation.

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The medieval modes are as close as we get to scales in pre-common-practice music (that is, music prior to 1600 or so). They aren’t really scales, though. To start, let’s look at the diatonic scale. It’s what modern scales are built on, and what the medieval modes are built on. The diatonic scale is this pattern: H = Half step W = Whole step. If you think of a piano keyboard, a whole step is the distance between two keys that have only one key in the middle. C – D is a whole step. E to F♯ is a whole step. A half step is the distance between two keys that have no keys have no keys in between. E to F is a half step. C to C♯ is a half step. If you look at the entire piano keyboard, the white keys form the diatonic scale. The pattern mentioned above is repeated over and over again. The C major scale is when you start on C and then repeat the diatonic scale pattern over and over making C your most important note. The pattern looks like this: The brackets contain one period of the C major pattern. The A (natural) minor scale is when you start on A and then repeat the diatonic scale pattern over and over making A the most important note. The pattern will look like this The brackets contain one period of the A minor pattern. In bold is the C major pattern, just to emphasize that this is still the diatonic scale, we’ve only shifted the start and end point of the period. This idea of shifting the starting point of the diatonic scale period is the basis of modes. In fact, you could call C major and A minor modes in this sense. Ionian mode is another name for the major scale, and Aeolian mode is another name for natural minor. These terms were both coined in the 16th century by music theorist Heinrich Glarean. For whatever reasons, those modes weren’t part of the musical theory before then. The modes that were in use were the ones starting on D, E, F, and G. The mode starting on D was called Dorian. Using a keyboard, if you play and octave from D to D using only white keys you get the Dorian mode. The pattern in steps looks like this: Again I’ve bolded the C major pattern. It’s still there! So if you’re in D it’s easy to play in the Dorian mode. Just play D a lot and don’t play any sharps or flats. But it’s not too hard to remember if you shift to starting on a different note. The modern key of D minor has a B♭, and B♭ is the sixth of the D minor scale. So if you sharp the 6th of a minor scale (and leave the 7th flat) you get Dorian. Or, you can think of it as playing an ascending harmonic minor scale, but leaving the 7th flat. For example, A Dorian would look like this: A B C D E F♯ G A G Dorian would look like this: G A B♭ C D E F G G Dorian happens a lot in renaissance music. The way to identify it is if you have a piece with one flat that ends on G. Another way to identify dorian pieces is if the piece would be in minor, but the last flat is missing from the key signature. The modern key of G minor has both B♭ and E♭ in the key signature. G Dorian only has B♭. In Lydian, you start on F and play only white keys. There’s a weird thing about Lydian, though. Because of (I believe) hexachordal reasons, the B is flat most of the time. So you effectively get a major scale. This may be why Medieval music theorists hadn’t considered Ionian mode, since they got what it provides with Lydian. So, if you play in F major, you’re probably playing Lydian. Start on G and play only white keys. Or, play a G scale without the F♯. Or, play any major scale without the leading tone. Here’s C mixolydian: C D E F G A B♭ C Start on E and play only white keys. You’ll hear people talk about Phrygian with adjectives like “weird” or “eerie”. In the middle ages it was associated with the choleric humor, i.e. angry. In fact all of the modes had an associated humor. Another way to think of Phrygian is to play E minor without the F♯. Or, play a minor scale and flat the second. A Phrygian would look like this: A B♭ C D E F G A What I’ve described up to now is how modern musicians think and use modes. (With the exception of Lydian — modern musicians would play an F scale without the B♭. Otherwise you’re just playing a major scale.) Medieval modes have a few more wrinkles. Authentic vs. Plagal The modes were used as a classification system for chants. Chants are melodies. A way you can classify a melody is by its range (how low it goes to how high it goes) and where the “tonic” (as we would think of it) or “final” (as the medieval music theorist would think of it) is in relation to the range. Is it at the bottom like, say “Twinkle, Twinkle Little Star?” The range for Twinkle is a sixth, in this case middle C to A above middle C. Its final is the bottom note, in this case C. Or, is it in the middle of the melody, like “O Come All Ye Faithful?” The range is an octave (from D to D an octave higher), and its final is in the middle of the range. (In this case G) In the middle ages, Twinkle Twinkle would be classified as “Authentic”: the final is at the bottom of the range. “O Come All Ye Faithful” would be classified as “Plagal”: the final is in the middle of the range. Plagal modes have the prefix “Hypo”. And with that, here’s a chart of the Medieval modes: There’s a bit more to the medieval modes than this, like when does one flat the Bs? And what if the range of a melody is really large? And how does hexachord theory fit into all of this? But I don’t understand that well enough to answer accurately. How do the modes fit into playing and composing music in a medieval or Renaissance style? I think that the modern understanding of modes is the most relevant part. That is, knowing how to modify a major or minor scale to make a mode. Want to make Greensleeves in A minor sound modal? Don’t sharp the G! Do sharp the F. When you’re trying to play along with a modal piece, the easiest and most convincing accompaniment is a drone on the final. Or maybe the final and a fifth above it. Greensleeves in Dorian with a drone on the final will sound good. Carelessly applying chords will sound weird and probably bad. The plagal vs. authentic part I wouldn’t worry overmuch about. Does it really matter if your piece’s final is in the middle of the range vs. the bottom? No. Just have a final. In performing polyphony, it can be useful to know what mode you’re in if you’re trying to sight sing using movable-do solfege. For instance, if you’re learning a piece in G Dorian, you might be tempted, via the key signature of one flat, to sing the piece as if it was in F major or D minor – that is, assigning the syllable ‘do’ to F, ‘re’ to G, and ‘la’ to D. But, your ear might be better served by assigning the ‘la’ to G and singing ‘fi’ (a sharped ‘fa’) for the E♮ – that is, singing as if it was in G minor with a sharped sixth. (Neither approach is relevant to how it would have been sight-sung at the time – again, see hexachord theory for more on that…) In writing polyphony, modes have basically nothing to say about how the parts interact. You have to look to treatises on counterpoint for that. And that’s an introduction to modes. Hope it helps!

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noun, plural long·shore·men. IS YOUR DESERT PLANT KNOWLEDGE SUCCULENT OR DRIED UP? usage note for longshoreman Words nearby longshoreman What does longshoreman mean? A longshoreman is a person who works loading and unloading shipping vessels at a dock. A longshoreman can also be called a docker or dockworker. The work of a longshoreman is called longshoring. Although the profession has traditionally been done primarily by men, women also do the job, and one can be called a longshorewoman, a woman longshoreman, or a female longshoreman. Example: When I worked as a longshoreman, I made good money, but the work was exhausting. Where does longshoreman come from? The first records of longshoreman come from the early 1800s. It’s based on the word longshore, which means “at or employed along the shore, especially at or near a seaport.“ Longshore is a shortening of alongshore, meaning quite simply “along the shore or coast.” Longshoremen work at ports where ships deliver goods that are then unloaded so they can be distributed by other means. Today, the work of a longshoreman primarily involves the loading and unloading of shipping containers. But before such containers became common in the shipping industry, longshoremen often had to handle heavy loads of goods in all different kinds of containers. Historically, the job has been associated with heavy manual labor under sometimes dangerous conditions. Longshoremen are often part of labor unions that negotiate to improve the conditions they work in. Did you know ... ? What are some other forms related to longshoreman? - longshoremen (plural noun) - longshorewoman (noun) - longshorewomen (plural noun) What are some synonyms for longshoreman? What are some words that share a root or word element with longshoreman? What are some words that often get used in discussing longshoreman? How is longshoreman used in real life? The term longshoreman is commonly associated with hard manual labor, so longshoremen are often thought of as tough and hardworking. Local longshoremen handled more than 600 containers yesterday at Terminal 6, as our weekly SM Line container service continues. We’re grateful for all their work to move essential cargo right now. pic.twitter.com/XZVFzZdxIn — Curtis Robinhold (@crobinhold) April 21, 2020 — Caroline Bleay (@cdbleay) May 4, 2015 Well done @GovMurphy for thanking the International Longshoreman Association! The hard work going on at the ports is often overlooked, even though shipping is our lifeline ⚓️🚢 — Emily McCulloch (@emmyloumac) April 3, 2020 Try using longshoreman! Which of the following words is NOT a synonym of longshoreman? Example sentences from the Web for longshoreman From 1934 to 1942, he was a busboy, a dishwasher, a truck driver, and a longshoreman.The Stacks: Mr. Bad Taste and Trouble Himself: Robert Mitchum|Robert Ward|July 19, 2014|DAILY BEAST And she knew at once what Johnnie did not guess: the longshoreman wanted the boy to appear ridiculous. He took a long, leaping step over the things on the floor—a step in the direction of the longshoreman. The longshoreman placed the books atop the olive-drab hat, crushing it flat with their weight. This was the Sunday-morning longshoreman that was the pleasantest to look at. So a lumper, or 'longshoreman, had told the men where to put things.The Sandman: His Sea Stories|William J. Hopkins

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The gorgeous Maine Coon is the first longhaired domestic feline to have evolved naturally on the North American continent. In fact, it is one of the very oldest and longest-established of all companion cat breeds. As its name suggests, the Maine Coon originated in the farthest corner of the northeastern United States, in and around the state of Maine. This is a mountainous, forested and rugged land with particularly inhospitable winters. Shaped by natural selection through nature's own breeding program, the Maine Coon developed into a large, extremely sturdy cat that is ideally suited to the variable, sometimes harsh climate of the region. Today's Maine Coon is a massive, powerful, broad-chested cat with a long, rectangular body and a substantial bone structure. Their heads are a bit small in comparison to their overall appearance. Their tufted, lynx-like ears are large and set well apart. Their eyes are round and prominent. This is one of the largest of all domestic cats. Males average about 18 pounds, with some topping the scales at over 20 pounds. While females rarely attain the same size as the males, they are still unusually large among domestic breeds. The Maine Coon's tail is long and especially fluffy. It undoubtedly is the source of the second half of the breed's name, as the bushy tail is thought to resemble that of a raccoon. The long all-weather coat of the Maine Coon is dense and hardy, providing warmth and protection appropriate to the northeastern climate. It is glossy, somewhat shaggy, water resistant and almost maintenance free. An occasional good brushing is really all that is necessary to keep it in good shape. Maine Coons come in a wide range of colors and patterns, including the golden-eyed white, Black, Blue and White, Silver Tabby, Cream Silver Tabby, Brown Classic Tabby, Brown Tabby and White, Torbie and White, Silver Patched Tabby, Blue Silver Patched Tabby and Slack Smoke and White. The Brown Tabby is probably most popular in the American show ring. Maine Coons do not come in chocolate, lilac or pointed varieties. The Maine Coon is American's native longhaired cat, probably dating back to the late 1700s, if not earlier. Some have suggested that this breed descended from crosses of semi-feral domestic cats and wild raccoons, although this is not scientifically possible. Another legend is that the Maine Coon descends from cats sent by Marie Antoinette to Maine for safety, while she planned her escape from the perils of the French Revolution. Realistically, the ancestors of the Maine Coon probably came to America from Asia and Europe during the 18th century, and probably contain some Angora blood. It may be that the Maine Coon simply evolved from domestic cats that accompanied the early Pilgrims on their voyages from Great Britain. New England cat fanciers began entering their Maine Coons in local cat shows and county fairs during the 1860s. A Maine Coon reportedly won Best in Show at the first major cat show in North America, which was held at Madison Square Garden in 1895. The Maine Coon lost some of its early popularity around the turn of the century, with the importation and arrival of fancier, more fashionable breeds, such as the Persian and the Siamese. The breed made a slow but steady comeback starting in the 1950s. In 1953, the Central Maine Coon Cat Club was formed to promote the breed. A small group of dedicated breeders helped the Maine Coon regain its stature in the cat fancy, and by 1976 all North American purebred cat registries had accepted the breed for full championship status. The International Society for the Preservation of the Maine Coon was formed in 1976 as well. Originally referred to in Europe as the American Forest Cat, this breed was first seen outside of North America in the mid-1970s, reportedly in West Germany. England acquired its first Maine Coons in the mid-1980s. Today, the Maine Coon is second only to the Persian in popularity among purebred cat fanciers in the United States. It has a strong following worldwide. The breed is an agile, skilled hunter that has long been held in high regard for its mousing talents. Maine Coons are not particularly prolific breeders. They tend to have small, infrequent litters – sometimes with only one or two kittens at a time. Maine Coons are slow to mature, typically not reaching full maturity until they are 3 or 4 years of age. Apparently, some curly-coated, or "rexed," kittens have popped up in otherwise purebred Maine Coon litters in the United Kingdom, indicating that somewhere along the line a curly-coated cat was introduced into the Maine Coon pedigree. Responsible breeders are making a concerted effort to eliminate that curly-coated gene from their bloodlines. Maine Coons are predisposed to developing a heart condition called hypertrophic cardiomyopathy. This is more common in middle-aged to older males. Maine Coons may also have an increased risk of developing hip dsyplasia. The Maine Coon is known in the cat fancy as a "gentle giant", much like the Great Dane is known in the dog fancy by that same nickname. This is an extroverted, outgoing, sociable breed, with a loving nature, a kind disposition and a keen intellect. Most Maine Coons are highly trainable and can easily be taught to walk on a harness and leash. They are affectionate, playful animals that typically get along extremely well with children, other cats and even dogs. Maine Coons want to be near their people not only for companionship, but also so that they can actively participate in whatever household activities are under way. Maine Coons have been described as dogs in cats clothing. Given the breed's working origins, they do love to explore and tend to be more adventurous than other longhaired domestic breeds. They probably are best suited to rural environments, as they especially thrive in blended indoor-and-outdoor living situations and do not take well to prolonged periods of confinement. Maine Coons are excellent hunters. They probably accompanied sailors on shipping vessels to keep them free from mice, rats and other rodents, before the days of rodenticides made this largely unnecessary. This may account for their particular habit of curling up in tight places or odd positions that might appear uncomfortable but apparently keep them safe, secure and out from underfoot. Maine Coons seem to grab the opportunity to catch a cat nap whenever and wherever they can. Maine Coons are also known to use their front paws to pick up food, sticks or other interesting objects and can sit for hours watching and playing with drips of water coming from the tap. They are exceptional climbers, as well. At allaboutpets.pk we offer everything your furry friend needs such as cat food, huge variety of cat beds, Steel and plastic bowls & feeders, collars & leashes, all sorts of litters & accessories, high quality durable grooming products, cat clothes & jackets, treats, fun and interactive toys, carrier bags & jet boxes, tick & flea control, deworming liquids and tablets and delivery across the country.

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Trichuris suis (whipworm) is found in pigs worldwide. The adult worms are 5–6 cm long and whip-shaped; the cranial slender portion embeds within the epithelial cells of the large intestine, especially the cecum, with the thickened caudal third lying free in the lumen. Infection is by ingestion of eggs containing an infective first-stage larva. The larva hatches and penetrates the distal ileum, cecal, and colonic mucosa. The nematodes complete all four molts, after which the caudal end begins to protrude into the lumen. The prepatent period is 6–8 weeks; longevity is 4–5 months. Infection is generally light, with no clinical signs. Heavy infections may cause inflammatory lesions in the cecum and adjacent large intestine and may be accompanied by diarrhea and unthriftiness. Clinical signs most often occur in young animals; resistance is both acquired and age-related. The double-operculated brown eggs (50–68 × 21–31 mcm) are diagnostic. Eggs are heavy; thus, good technique with media of proper specific gravity is essential. Trichurids have a short period of egg-laying (2–5 weeks) before the worms are expelled by immune-mediated reactions, and thus little importance can be given to percentage of pigs excreting eggs or number of eggs per gram of feces. Clinical trichuriasis is usually associated with the larval stages before eggs are passed in the feces; in these cases, examining mucosal scrapings taken at postmortem examination for smaller stages of the parasite is recommended. Mature parasites are easily found after ingesta is washed away and can be identified by their size and whiplike form. Careful evaluation of product labels is important as not all anthelmintics have good activity against T suis. Dichlorvos, some benzimidazoles, and ivermectin are effective against the adult worms. Biologically, the eggs are comparable to Ascaris eggs—they are highly resistant to chemicals and may remain infective for up to 11 years; control relies on thorough cleaning of the affected area and moving the animals to clean plots. Tillage of pastures between uses can decrease the number of eggs that survive. Trichuris eggs develop rather slowly (10–12 weeks under optimal conditions), and because they do not develop at temperatures < 16°C, there is only one generation per year in temperate geographic areas. Trichuris suis larvae may hatch in the large intestine of humans, in which the larvae seem to be able to establish themselves transiently. It is this feature that has led to intense research interest in the treatment of inflammatory bowel disease, including ulcerative colitis and Crohn's disease, of humans via administration of infective T suis eggs.

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Child Welfare & Cultural Diversity African American Community The 2000 US Census states that African American people make up 12.8% of the country's total population. They are the largest racial minority group in the United States. In Minnesota, African Americans make up 4.6% of the population (2000 US Census). The majority of African Americans in the state reside in its urban and suburban areas. Disproportionate representation of African American children in Minnesota's child welfare system is an ongoing concern. Along with Native American children, they have the highest rates of contact with child protection. African American children were four times more likely to be reported as abused or neglected than were white children (2008 Minnesota's Child Welfare Report). Resources on Child Welfare and the African American Community: - Working with African American Families from the Child Welfare Information Gateway - A Practice Guide for Working with African American Families in the Child Welfare System (2008) - African American Children in Foster Care (2007), a US GAO report to the Committee on Ways and Means, US House of Representatives - Institute on Domestic Violence in the African American Community (IDVAAC): Stop! Hear a Child's Cry - African American Children and domestic Violence: Prevention and Intervention (2007) - Center for Urban Families True Dads documentary - Child Welfare System Involvement of African Americans: Jones County, Illinois - Gamble-Skogmo Forum on Evidence-Based Practice and Cultural Competence: Presentation by Dr. Carl C. Bell (2007), video - MN DHS African American Comparative Case Review Study Report (2005) - Institute on Domestic Violence in the African American Community (IDVAAC): Cultural Competence, African Americans & Domestic Violence, audio webcast - Study of Outcomes for African American Children in Minnesota's Child Protection System (2002) - Disproportionate representation of ethnic or racial groups by the Texas Department of Family & Protective Services - Casey-CSSP Alliance for Racial Equity in Child Welfare General Resources on the African American Community: - Institute on Domestic Violence in the African American Community, School of Social Work, University of Minnesota - African American Children: State Level Measures of Child Well-being from the 2000 Census from KidsCount - Facts on the Black or African American Population from the US Census Bureau - African American History, resource list from the University of Washington

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Cyanide is any chemical compound that contains the cyano group (C≡N), consisting of a carbon atom triple-bonded to a nitrogen atom. Cyanides are produced by certain bacteria, fungi, and algae and are found in a number of foods and plants. Cyanide is found, although in small amounts, in apple seeds, mangoes and bitter almonds. In plants, cyanides are usually bound to sugar molecules in the form of cyanogenic glycosides and defend the plant against herbivores. Cassava roots (also called manioc), an important potato-like food grown in tropical countries (and the base from which tapioca is made), contains cyanogenic glycosides. 1. "ToxFAQs for Cyanide". Agency for Toxic Substances and Disease Registry (July 2006). Retrieved on 2008-06-28. 2. Vetter, J. (2000). "Plant cyanogenic glycosides". Toxicon 38: 11–36. doi:10.1016/S0041-0101(99)00128-2. PMID 10669009. 3. Jones, D. A. (1998). "Why are so many food plants cyanogenic?". Phytochemistry 47: 155–162. The word "cyanide" was extracted from "ferrocyanide", which proved to be a compound of iron and what is now known as the cyanide ion. Ferrocyanides and ferricyanides were first discovered as Prussian blue, and were so named because Prussian blue contains iron and is blue; ??????? is Greek for "blue". Many cyanide-containing compounds are highly toxic, but some are not. Prussian blue, with an approximate formula Fe7(CN)18 is the blue of blue prints and is administered orally as an antidote to poisoning by thallium and Caesium-137. The most dangerous cyanides are hydrogen cyanide (HCN) and salts derived from it, such as potassium cyanide (KCN) and sodium cyanide (NaCN), among others. Some compounds readily release HCN or the cyanide ion, such as trimethylsilyl cyanide (CH3)3SiCN upon contact with water and cyanoacrylates upon pyrolysis. Cyanide is an inhibitor of the enzyme cytochrome c oxidase (also known as aa3) in the fourth complex of the electron transport chain (found in the membrane of the mitochondria of eukaryotic cells.) It attaches to the iron within this protein. The binding of cyanide to this cytochrome prevents transport of electrons from cytochrome c oxidase to oxygen. As a result, the electron transport chain is disrupted, meaning that the cell can no longer aerobically produce ATP for energy. Tissues that mainly depend on aerobic respiration, such as the central nervous system and the heart, are particularly affected. Antidotes to cyanide poisoning include hydroxocobalamin and sodium nitrite which release the cyanide from the cytochrome system, and rhodanase, which is an enzyme occurring naturally in mammals that combines serum cyanide with thiosulfate, producing comparatively harmless thiocyanate. †The statements on this Web site have not been evaluated by the Food and Drug Administration (FDA). And are not intended to diagnose, treat, cure or prevent disease. The information presented is not intended to replace medical advice or treatment from your own doctor or healthcare provider. Nothing presented here is intended as a substitute for prescription medication or any other medical treatment prescribed by your doctor.

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Download a PDF to print or study offline. Course Hero. "The Day of the Locust Study Guide." Course Hero. 16 Mar. 2018. Web. 16 July 2018. <https://www.coursehero.com/lit/The-Day-of-the-Locust/>. Course Hero. (2018, March 16). The Day of the Locust Study Guide. In Course Hero. Retrieved July 16, 2018, from https://www.coursehero.com/lit/The-Day-of-the-Locust/ (Course Hero, 2018) Course Hero. "The Day of the Locust Study Guide." March 16, 2018. Accessed July 16, 2018. https://www.coursehero.com/lit/The-Day-of-the-Locust/. Course Hero, "The Day of the Locust Study Guide," March 16, 2018, accessed July 16, 2018, https://www.coursehero.com/lit/The-Day-of-the-Locust/. Check out this Infographic to learn more about Nathanael West's The Day of the Locust. Study visually with character maps, plot summaries, helpful context, and more. Want to see more infographics? View All Infographics on Course Hero! Have study documents to share about The Day of the Locust? Upload them to earn free Course Hero access!

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Brand New. Bookseller Inventory # The new edition of 50 Literacy Strategies: Step by Step by Gail E. Tompkins is a conveniently organized resource for all elementary and middle school teachers, providing research-based and classroom-tested strategies to develop literacy skills. Everything you need to know to implement, adapt, and enrich each strategy is included in a consistent, easy-to-understand format. From the Back Cover: The new edition of 50 Literacy Strategies: Step by Step by Gail E. Tompkins is a conveniently organized resource for teachers, providing research-based and classroom-tested strategies to develop literacy skills. Everything you need to know to implement, adapt, and enrich each strategy is included in a consistent, easy-to-understand format. It’s a wonderful resource for elementary and middle school teachers in literacy and language arts! New to this edition · New strategies, including Possible Sentences, Process Drama, and RAFT. · Differentiating Instruction feature in certain chapters describes ways to adapt the instructional strategy to meet the needs of all students. · Go Digital! feature in certain chapters suggest ways to integrate digital technology resources such as podcasts and Inspiration software into the instructional strategy. · Common Core State Standards for the English Language Arts feature pinpoints the ways individual strategies connect to this important set of standards. · Booklists identify mentor texts teachers can use when teaching a particular instructional strategy. What readers have to say My students keep this text. This book is captivating to students, and they report that it encourages them to think from various perspectives. It contains helpful text lists, assessments and reproducible materials. —Angela J. Cox, Georgetown College There are so many strategies available, the ones listed in the book are some of the major and successful strategies. The Instructional Focus helps to narrow down strategies to what the students want to build their lessons about. Grade Level Designation is very useful, allowing students to make sure they are using appropriate grade-level strategies. —Deborah A. H. Williams, Wayne State University The strategies are the essential ones I use in my course. English Language Learner features are a critical component because few of my students have had any interaction with English learners and need significant help understanding second language literacy. —Charlotte L. Pass, SUNY Cortland Title: 50 Literacy Strategies: Step-by-Step Format:... Publisher: Prentice Hall Book Condition: New Book Description Pearson, 2012. Book Condition: VERY GOOD. little to no wear, pages are clean. The cover and binding are crisp with next no creases. Bookseller Inventory # 2784784956 Book Description Pearson. PAPERBACK. Book Condition: Good. 013294491X Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc. Bookseller Inventory # Z013294491XZ3 Book Description Book Condition: Good. May contain highlighting, handwriting or underlining through out the book. Book may show some wear. Used books may not contain supplements such as access codes, CDs, etc. Every item ships the same or next business day with tracking number emailed to you. Get Bombed!!. Bookseller Inventory # 3U1DOZ002V7P Book Description Pearson. PAPERBACK. Book Condition: Very Good. 013294491X Great condition with light wear! Supplemental materials such as CDs or access codes may NOT be included regardless of title. Expedited shipping available (2-4 day delivery)! Contact us with any questions!. Bookseller Inventory # Z013294491XZ2 Book Description Pearson. PAPERBACK. Book Condition: New. 013294491X US STUDENT EDITION - Free Tracking number with every purchase. Satisfaction guaranteed. Orders ship within 1-2 business days. (Hawaii,Alaska, Puerto Rico and APO's, allow additional time for delivery.). Bookseller Inventory # Z013294491XZN Book Description Pearson, 2012. Paperback. Book Condition: Used: Good. Bookseller Inventory # 14229408 Book Description Pearson, 2012. Paperback. Book Condition: Used: Very Good. Book has signs of cover wear. Inside pages may have highlighting, writing and/or underlining. Used books may have stickers on them. Ships same day or next business day. Free USPS Tracking Number. Excellent Customer Service. Ships from TN. Bookseller Inventory # 370369 Book Description Book Condition: Good. Book Condition: Good. Bookseller Inventory # 97801329449154.0 Book Description Prentice Hall. Book Condition: New. Brand New. Bookseller Inventory # 013294491X Book Description 2012. PAP. Book Condition: New. New Book. Shipped from US within 10 to 14 business days. Established seller since 2000. Bookseller Inventory # KB-9780132944915

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Diabetes is the common chronic disease that most people are facing nowadays. It also leads to various other health issues. Of them, blindness is the one major issue which could be permanent, if it is not detected and nursed at the early stages. Diabetic Retinopathy is a retina disease that affects diabetes mellitus patients, and is a significant cause of blindness. It is a condition where the blood vessels of the retinal gland swell. It affects the eye retina and could lead to blindness if the diabetes level is very high. So far, early detection by routine screening test is the most effective treatment. But such screenings need too much time, effort and cost. Hence in order to overcome these problems, we employ two image processing techniques that automatically detect the presence of abnormalities in the retinal images. They are: detection of a) Vessels through OD. b)Abnormal signs (such as exudates and lesions). In the first approach, the presence of vessels which is one of the major causes for diabetic retinopathy is detected by applying histogram equalisation algorithm to the digital retinal fundus images. In this, at the start the optic disc, which is the point of exit for ganglion cell axons or optical nerves leaving the eye is determined. Later, the damaged vessels are detected by using the blood vessels. Whereas in the second approach, there are three algorithms to be followed for accurate results, namely, statistical classification, brightness adjustment procedure and local window feature space algorithms. By using these algorithms the other leading cause for blindness i.e, presence of abnormal signs (exudates and lesions) is determined. In these algorithms the majorly considered factors are luminosity and contrast which are very helpful for the exact results, even though the screenings are done in different environments. In this method the results are also verified by the local window feature space algorithm. The dataset for the project is taken from STARE database and some are taken from DRIVE database. Digital Retinal fundus images, Histogram equalization, statistical classification, local window feature space. K. Lakshmi Prasanna , K. Suswetha , M. Sahithi Priya , M. Yoga Sri , R. Tejaswini "Detection Of Diabetic Retinopathy" Iconic Research And Engineering Journals Volume 3 Issue 10 2020 Page 29-33 K. Lakshmi Prasanna , K. Suswetha , M. Sahithi Priya , M. Yoga Sri , R. Tejaswini "Detection Of Diabetic Retinopathy" Iconic Research And Engineering Journals, 3(10) Volume 3:Issue 1, Issue 2, Issue 3, Issue 4, Issue 5, Issue 6, Issue 7, Issue 8, Issue 9, Issue 10, Issue 11, Issue 12 Volume 2:Issue 1, Issue 2, Issue 3, Issue 4, Issue 5, Issue 6, Issue 7, Issue 8, Issue 9, Issue 10, Issue 11, Issue 12

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Social phobia is the fear of interaction with other people that brings on self-consciousness, feelings of being negatively judged and as a result leads to avoidance of one or more social situations. Commonly feared situations include any social situation where there are groups of people and can also include meeting new people, being at parties, asking for dates, eating in public, using public restrooms, speaking to people in authority, and disagreeing with others. People with social phobia are afraid they will act in ways that will make other people think badly of them. They often fear that others will see some sign of anxiety, such as blushing, trembling, or sweating. People with social phobia usually try to stay away from the situations that make them anxious. When they cannot, they tend to feel very anxious or embarrassed. Sometimes they may have panic attacks. Social phobia is a severe, disabling form of shyness and can cause problems in people’s lives. Sometimes the problems are minor, such as not being able to speak up in class. Sometimes, however, the problems can be very serious and can limit life satisfaction and hold individuals back from achieving important milestones eg having a relationship. People with severe social phobia often have few friends, feel lonely, and have trouble reaching their goals in school or at work. Others can navigate their way around what makes them anxious and therefore it can appear that everything is fine, however when avoidance becomes rigid, generalised and impacts the quality of someone’s life its time to seek professional help. Who Gets Social Anxiety? Social anxiety is very common and can effect anyone. More than one out of eight people will suffer from social anxiety at some point in their lives. Many more people have symptoms of shyness that are not severe enough to be called social anxiety. Social anxiety is twice as common for women as for men. However, men are more likely to try to find help for the problem. Social anxiety usually starts when people are in their early teens, but it can begin much earlier. If people do not get help, the problem can last for years. What Causes Social Anxiety? The exact causes of social anxiety are not known. However, several things are believed to contribute to the problem: - • Genetics. People with social anxiety often have relatives who are shy or have social anxiety - • Prior experiences. Many people with social anxiety remember having been embarrassed or humiliated in the past. This leads them to be afraid that the same thing will happen again. Soon they start avoiding social situations. Over time, this tends to make them feel even more afraid and avoid even more. - • Negative thinking. People with social anxiety often have negative automatic thoughts about what will happen in social situations. Common thoughts are “I won’t be able to think of anything to say,” “I’ll make a fool of myself,” and “People will see I’m anxious.” - High standards of self. They also tend to have standards that are hard to meet, such as “I should never be anxious,” “You have to be beautiful and smart to be liked,” or “I have to get everyone’s approval to be ok.” - Low self-esteem. People with social anxiety will often suffer from low self-esteem and have harsh evaluations on themselves. They judge themselves easily, don’t recognise their positive attributes and think others will do the same. Often they have negative beliefs about themselves, such as “I’m boring,” “I’m weird,” or “I’m different from other people.” - • Lack of social skills. Some people with social anxiety never had the chance to learn social skills. This can cause them to have problems in social situations. Other people with this disorder have good social skills, but they get so anxious that they have a hard time using them. Cognitive-behavioral therapy helps you change the thoughts that cause your fear. Your therapist will teach you how to recognise your negative thoughts and to think more realistically. He or she will also help you gradually face the situations you have been afraid of in the past. This allows you to discover that your fears usually do not come true, and you can become less fearful of these situations and more confident as a result. In addition, your therapist can teach you social skills and ways to relax, which can help you feel cope better in social situations. Interpersonal Psychotherapy (IPT) IPT aims to improve your interpersonal functioning and aims to change problematic interpersonal patterns that may be part of maintaining the social anxiety problem. IPT seeks to improve your social supports and create meaningful supports with others. The therapist will review your past and current relationships, including the relationship you have with the therapist, in order to gain a better understanding of relationship patterns that assist or impede the formation of quality relationships. The aim is to re-connect with old and establish new relationships, ultimately reducing anxiety symptoms and restoring confidence. How Long Does Therapy Last? For people with mild to moderate social anxiety, progress can be achieved within 10 sessions however it is likely that further sessions may be required to maintain progress made. People with fear of just one social situation, such as public speaking, may need fewer sessions. People with more serious symptoms may need more. Can Medication Help? Several different types of medication are used to treat social anxiety. Your physician or a psychiatrist can recommend the one that would be best for you. Talk to your health professional about the medication plab, benefits and possible side effects. It is usually recommended that if you do take medication, you also get some form of therapy. What Is Expected of You as a Client? Many people feel anxious at the beginning of therapy and wonder whether they can be helped. All you have to do is to be willing to give therapy a go and commit to your improvement. Your therapist will teach you things you can do to help yourself and ask you to practice them between sessions. Early exercises may be quite easy, but they will become more challenging, as therapy progresses. The more you work on these exercises, the more likely it is that your social anxiety symptoms will reduce. Ask your therapist if you have any concerns about your treatment.

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Upgrade to remove ads Cell Biology Exam 4 (OLD) Terms in this set (49) Which of the following statements about the cytoskeleton is FALSE? Covalent bonds between protein monomers hold together cytoskeletal filaments Which intermediate filament is inappropriately mismatched to its location? Vimentins - Nucleus Intermediate filaments help protect animal cells from mechanical stress because _____ filaments in each cell are indirectly connected to the filaments of a neighboring cell through the desmosome, creating a continuous mechanical link between cells Which of the following statements is correct? Kinesins and dynesins _______. often move in opposite directions to each other ________ stabilize intermediate filaments (IFs) and link them to other IFs, microtubules, and microfilaments Which of the following statements about actin is true? Important for formation of the contractile ring during cytokinesis This figure shows the leading edge of a limellipodium. Which of the following statements is false? Capping proteins bind to the minus end of actin filaments The following proteins are important for cell movement. Which of the following protein and its function is mismatched? ARP - Regulation of the availability of actin monomers Which of the following structures shorten during muscle contraction? In the case of actin cytoskeleton, activation of different members of the Rho family affects the organization of actin filaments in different ways. For example, activation of ______ promotes lamellipodia The following reactions are all common parts of a muscle contraction: A. The muscle depolarizes and triggers an actions potential B. Ca2+ ions cause the actin and myosin filaments to slide past each other. C. Electrical excitation spreads into a series of membranous tubes called transverse tubules D. The neurotransmitter released from the nerve terminal on to the muscle cell E. The sarcoplasmic reticulum releases Ca2+ ions D --> A --> C --> E --> B Cell movement involves the coordination of many events in the cell. Which of the following phenomena is not required for cell motility? Release of Ca2+ from the sarcoplasmic reticulum In which phase of the cell cycle do cells check to determine whether the DNA is fully and correctly replicated? At the end of G2 Progression through the cell cycle requires a cyclin to bind to a Cdk because ______ the binding of a cyclin to Cdk si required for Cdk enzymatic activity Mitogens are _____ extracellular signals that stimulate cell division How does S-Cdk help guarantee that replication occurs only once during each cell cycle? It phosphorylates the Cdc6 protein, marking it for destruction A safety device that operates in mammlian cels to restrain them from entering S phase with damaged DNA depends on a protein called _____, which accumulates in the cell in response to DNA damage and halts the cell-cycle control system in G1 The principle microtubule-organizing center in animal cells is the ____ Which of the following statements about the anaphase-promoting complex (APC) is false? It is continuously active throughout the cell cycle Which organelle fragments during mitosis? A metastasis is _____. A secondary tumor in a different part of the body that arises from a cell from the primary tumor Which of the following descriptions of M-Cdk is FALSE? It helps launch S phase Which of the following statements about cancer cells is TRUE? They show reduced dependence on signals from surrounding cells The proliferate indefinitely Multiple mutations are required to convert a normal cell into a cancerous cell They are able to survive in foreign tissues but most normal cells die when misplaced Which of the following genetic changes cannot convert a proto-oncogene into an oncogene? A mutation that introduces a stop codon immediately after the codon for the initiator methionine Adenomatous polyposis coli (APC) is a tumor suppressor and acts in the Wnt signaling parthway to prevent the TCF complex from turning on Wnt-responsive genes. Which of the following statements is FALSE? When Wnt transmits its signal, APC prevents Beta-catenin from activating TCF in cells A malignant tumor is more dangerous than a benign tumor because ______ Its cells invade other tissues Which of the following does not occur during M phase in animal cells? At the end of DNA replication, the sister chromatids are held together by the _____ Which of the following statements about microtubules is TRUE? The dynamic instability of microtubules is critical for microtubule function The poleward movement of chromosomes and concomitant shortng of kinetochore microtubules is known as A. _________; the separation of the poles themselves accompanied by elongation of the polar microtubules is known as B.________ A. Anaphase A B. Anaphase B Disassembly of the nuclear envelope ______ must occur for kinetochore microtubules to form in animal cells Apoptosis differs from necrosis in that necrosis ________ causes cells to swell and burst, whereas apoptotic cells shrink and condense Which of the following statements about apoptosis is TRUE? Apoptosis is promoted by the release of cytochrome c into the cytosol from mitochondria Which of the following statements is TRUE? Cells can respond to the local mediators that they themselves produce. This is called autocrine signalling Which of the following is likely to occur more rapidly in response to an extracellular signal? Changes in protein phosphorylation Which of the following statements about G-protein-coupled receptors (GPCRs) is FALSE? GPCRs all have a similar structure with different numbers of transmembrane domains For both actin and microtubule polymerization, nucleotide hydrolysis is important for _______ decreasing the binding strength between subunits on filaments Which of the following statements about cyclic AMP is FALSE? cAMP is formed by a cyclization reaction that removes one phosphate groups and joins two phosphate groups to the sugar parts of the AMP Receptor tyrosine kinases (RTKs) are activated by ligand-induced dimerization Which of the following statements about the actions or targets of the second messengers of the phosphoinositide cascade is FALSE? IP3 remains in the plasma membrane and DAG diffuses through the cytosol Which of the following statements about the calmodulin-regulated kinase (CaM-Kinase II) is FALSE? Becomes inactivated quickly after Ca+ levels have dropped Intracellular signaling molecule activated by RTKs is activates a G protein by locking it in the on state Acetylcholine acts at a GPCR on heart muscle to make the heart beat more slowly. It does so by ultimately opening _______ channels in the plasma membrane, which decreases the cell's excitability by making it harder to depolarize the plasma membrane The activation of ther serine/threonin protein kinase Akt requires phosphoinositide 3-kinase (PI 3-kinase) to ______. create phosphorylated lipids that serve as docking sites that localize Akt to the plasma membrane Akt promotes the survival of many cells by affecting the activity of Bad and Bc12, as diagrammed in this Figure.... In the absence of a survival signal, Bad is phosphorylated Which of the following statements of this figure is TRUE? gamma-tubulin rings are important for their nucleation Gene mutations that disrupt intermediate filaments cause some rare human genetic diseases. Which of the following diseases is caused by mutation in a keratin? Epidermolysis bullosa simplex Phosphorylation by Akt indirectly activates ______, a kinase, which promotes cell growth. The anticancer drug rapamycin slows cell growth by inhibiting ______. Recommended textbook explanations Lisa A. Urry, Michael L. Cain, Peter V Minorsky, Steven A. Wasserman Elevate Middle Grade Science 2019 Earth Student Edition and Digital Courseware 1 Year Alton Biggs, Hagins, Holliday Campbell Biology Plus MasteringBiology with eText -- Access Card Package Introduction to Chemistry for Biology Students Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman Sets found in the same folder BIOL 3510 - Exam 1 Cell Bio Test #1 Cell Biology Exam 3 Sets with similar terms Cell Bio Exam 4 with Swallows Spring '19 (Only Mos… BIO180 Unit 5 Pre-Test Other Quizlet sets ECON 3311 HW 3 BIOS Exam 2 (Chapters 3-7) Anatomy Exam 2 Review

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Flame Arrestors Information Flame arrestors are safety devices for handling combustible gases. They prevent gas from burning back into a device and exploding. Flame arrestors are used in: - storage tank vents - fuel pipelines - gas storage cabinets - exhaust systems for internal combustion engines They are also used with Davy lamps, light sources that are used in coal mines. Firedamp (or minedam), a name for a group of flammable gases that includes methane, are found typically in bituminous coal mines. Flame arrestors may also be used with equipment for processing over-proof rums and other sugar-based liquors that contain higher-than-usual percentages of alcohol. Flame arrestors are designed to force the front of a flame through channels that are too narrow to allow the flame to spread. These passages may be regular or irregular and made of wire mesh or sintered metal. Venturi flame arrestors are an active type of device that restricts the mixture of hydrocarbons and air in the delivery pipe to prevent flashback from moving upstream. Flashback in the direction of the flow may still occur, however. Although even a partially-closed valve can produce an adequate velocity to prevent flashback, flame arrestors that are Venturi-shaped feature a significantly lower decrease in pressure. The effectiveness of Venturi flame arrestors depends upon gas flow, however, so techniques for measuring flow and a makeup gas such as nitrogen are often used. In addition to Venturi devices and other active products, flame arrestors include passive devices such as inline flame arrestors. Mechanical flame arrestors are a type of passive device filled with metal or ceramic. These materials absorb heat from a flashback and reduce it to a temperature below ignition to stop the spread of flames. With a suitably low flow-rate for a mixture of hydrocarbons and air, a flame that reaches the face of the flame arrestor may become stable. Heating of the flame arrestor’s body still occurs, however. If the temperature rises sufficiently, the upstream side may reach the ignition temperature. Consequently, some passive flame arrestors include a temperature switch or other active element on the flame side. If these safety devices detect an elevated temperature, an alarm sounds so that the gas flow can be interrupted. Flame arrestors are used in gas pipe lines, gas storage tanks, exhaust systems, storage cabinets, and with vent arrestors. They are also used with welding equipment, for explosives storage, and to contain tank vapors. Typically, tank vapors are found in flare stacks, flammable liquid storage emergency tank vents, feeds to burners, and flammable liquid-filling and discharging systems. Flame arrestors are also used to manage tank vapors in hazardous environment engine protection systems, chemical and petrochemical process plants, coal mine ventilation systems, sewage digester plants, gas pressure regulators, gas analysis instrumentation, nuclear waste treatment, fuel delivery, fuel cells, and vacuum pumps.

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Broadly speaking, the White armies (also known as White Guards or simply Whites) were military forces that participated in the Russian Civil War. The White armies fought against the Bolshevik Red Army for control of Russia. Unlike the Bolsheviks the White armies did not share a single ideology, methodology or political goal. They were led by conservative generals with different agendas and methods, and for the most part they operated quite independently of each other, with little coordination or cohesion. The composition and command structure of White armies also varied, some containing hardened veterans of World War I, others more recent volunteers. These differences and divisions, along with their inability to offer an alternative government and win popular support, prevented the White armies from winning the Civil War. Anti-Bolshevik militias and military units were formed in piecemeal fashion in mid 1918, prompted by the uprising of the Czech Legion. There was no planning or coordination: units simply formed in response to local conditions, events or Bolshevik policy. Together they became known as the Whites, an umbrella term that described anyone opposed to Lenin and his government. Because the colour white was traditionally associated with the Romanov monarchy, the implication was that the White armies were monarchist, however this was not always true. Large numbers of republicans, liberals, democrats and non-Bolshevik socialists fought with or alongside White counter-revolutionary forces. The Whites were not just volunteers either. Like the Red Army, several White armies filled their ranks by conscripting peasants in areas they controlled. Most White forces were commanded by former tsarist generals of varying skill and expertise. The infamous General Kornilov commanded a White force in southern Russia before his early death in April 1918. His successor, General Anton Denikin, attempted an assault on Moscow in 1919, before being pushed back toward Crimea. Also leading a White army in the south was Pyotr Wrangel, a distinguished veteran of World War I who had attained general rank in 1917. Wrangel proved a more patient and perceptive leader than Denikin. While Denikin wanted to lay siege to Moscow, Wrangel preferred to wait until his forces could link up with Admiral Kolchak’s army in the east. Unlike most of his fellow White generals Wrangel was also a capable administrator, who recognised the need for public support. Mark Levene, historian Admiral Alexander Kolchak was a career naval officer and polar explorer who became the dictatorial leader of White-held Siberia. Anti-Bolshevik forces established a coalition government in Siberia in 1918, before Kolchak was installed as leader following a British-back coup. Kolchak quickly assumed dictatorial powers and became the closest thing Russia had to a ‘White tsar’. He promised to drive the Bolsheviks from power, however his campaign also extended to non-Bolshevik socialists, thousands of whom were murdered during Kolchak’s rule. In March 1919 Kolchak’s army began a westward push into Bolshevik-held territory, advancing as far as Kazan and Samara. The offensive ran out of steam, however, and was eventually pushed back. By late 1919 Kolchak was extremely unpopular, both with the Russians under his rule and the foreign governments who had backed him. In January 1920 Kolchak was betrayed and handed over to local Bolsheviks in Irkutsk. He was interrogated and executed by firing squad. General Nikolai Yudenich, the oldest of the White military commanders, controlled the White army in north-western Russia. A 40 year army veteran, Yudenich was leading operations against the Ottoman Empire in the Caucasus when revolution erupted. He was forced into retirement by Kerensky and spent much of 1918 in hiding from the Bolsheviks. By late 1918 Yudenich had reappeared to assume control of anti-Bolshevik forces along the Baltic coast. Supported and encouraged by the British, Yudenich launched an attack on Petrograd in October 1919. With much of the Red Army occupied in Siberia and southern Russia, Yudenich’s offensive was very nearly successful, coming within just a few miles of the capital. His forces failed to gain control of the railways, however, which allowed the Bolsheviks to quickly bring in reinforcements from the south. Yudenich and his army were pushed back into the Baltic states. The general himself later fled the region, his bags reportedly filled with large amounts of cash supplied by foreign governments. These White generals were often mocked or satirised in Soviet propaganda. The most common accusation was that they were anti-Russian agents, or that they were being bribed by the capitalist governments of Britain, France and the United States. One Viktor Deni cartoon, Dogs of War, shows Denikin, Kolchak and Yudenich controlled by a leash wielded by these foreign powers. The Whites themselves were avid creators of political propaganda, though it was not as prolific or as effective as Bolshevik material. White propaganda drew heavily on the horrors of the Red Terror, the CHEKA and war communism. It depicted the Bolshevik movement as bloodthirsty, anti-religious and destructive. Some White propaganda also drew on traditional hatreds, particularly anti-Semitism, with Trotsky a particular target. The failure of the White armies and their commanders can be explained in two points. First, the White forces were divided, geographically separated and either unable or unwilling to coordinate their efforts. White generals did work together at times, however their also operated autonomously and with their own agendas. This disunity and lack of coordination proved militarily fatal. Second, the Whites failed to offer ordinary Russians a viable alternative to the Bolshevik regime. For the entirety of the Civil War it was unclear what kind of government Russia might inherit if the Whites were victorious. White leaders offered no promise or hope for the future, only a return to either tsarism or the uncertainty of 1917. The White armies often treated ordinary Russians appallingly and many White commanders relied on the same brutal tactics – conscription, grain requisitioning, coercion and terror – as their Bolshevik counterparts. There was often little to distinguish between Red and White rule, so many Russians supported neither. 1. The White armies were several anti-Bolshevik militias and military forces that fought in the Russian Civil War. 2. Aside from their opposition to the Bolsheviks, the White armies had little in common and featured different composition, leadership and methods. 3. White army commanders were mostly former tsarist generals who assumed control of anti-Bolshevik forces in particular regions. 4. The White armies failed largely because of their inability or unwillingness to communicate and coordinate, meaning their forces were divided. 5. The White armies also failed to provide a political alternative to Bolsheviks, promising little or nothing other than their removal. Many White commanders and officers also restored to the same methods and coercion used by the Red Army and CHEKA, which made them unpopular with locals.

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In recent updates, a remote river area witnessed a truly extraordinary event when a substantial python, bearing an inexplicable burden, emerged from the waters. Upon closer examination, it was revealed that this peculiar cargo was, in fact, a huɱaп baby. This occurrence has sparked numerous inquiries and left individuals pondering the potential explanations for such an unprecedented incident. Initially, the notion of a python giving birth to a huɱaп baby seemed implausible. Nevertheless, subsequent investigations unveiled an astonishing revelation: the snake had consumed a pregnant woɱaп whole, and the baby was born within the serpent. This occurrence is scientifically referred to as a “virgin birth” and is exceptionally rare in the natural world. The incident has sparked a lot of curiosity and fascination among people worldwide, with ɱaпy trying to understand the mechanics behind such a birth. While it is certainly an incredible and mysterious event, it is also important to remember that it is a rare occurrence and not a common practice in nature. The Importance of Understanding Nature and Its Processes Nature is an incredible force that we must respect and appreciate. It has provided us with everything we need to survive and thrive. Understanding nature and its processes is crucial for our survival and well-being. By studying nature, we can learn how to live in harmony with our environment and make the most of its resources. Unfortunately, in recent ᴛι̇ɱes, we have neglected our responsibility towards nature. We have exploited its resources, polluted its waters and air, and destroyed its habitats. It is high ᴛι̇ɱe that we take our responsibility seriously and work towards preserving our environment for future generations. The Impact of Huɱaп Activities on the Environment Huɱaп activities have had a significant impact on the environment. We have polluted our air, water, and soil with toxic chemicals and waste products. We have destroyed forests and other natural habitats, leading to the extinction of ɱaпy species of plants and animals. We have also contributed significantly to climate change, which is threatening the very existence of our planet. It is crucial that we take steps to reduce our impact on the environment. This includes reducing our carbon footprint, conserving water and energy, recycling and reducing waste, and supporting sustainable practices. The Importance of Education and Awareness Education and awareness are crucial in the fight against environmental degradation. By educating ourselves and others about the importance of preserving our environment, we can make a positive impact on our planet. This includes educating ourselves about sustainable practices, supporting green initiatives, and raising awareness about the impact of our actions on the environment. In conclusion, the emergence of a large python with a huɱaп body carrying a strange thing, a baby was born, is a rare and incredible event that has left ɱaпy people fascinated and curious. While it is certainly an unusual occurrence, it is important to remember that it is not a common practice in nature.

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Source: Journal of Advances in Modeling Earth Systems (JAMES) Climate models are sophisticated numerical tools used to estimate and explore what Earth’s climate was like in the past, how it behaves now, and how it will change in the future. Many studies combine results from multiple climate models to calculate average estimates and quantify the spread in model predictions of temperature, precipitation, and other Earth system characteristics. However, many climate models share parts of their underlying computer codes and other properties, so giving equal weight to all models included in a multimodel study may result in some codes being overrepresented or underrepresented, which can bias study results. To help researchers more adequately account for relatedness between climate models, Kuma et al. developed a computer code–based genealogy of 167 models, 114 of which are part of the Coupled Model Intercomparison Project (CMIP) Phases 3, 5, and 6. These models all simulate multiple components of Earth’s climate system, such as atmospheric, oceanic, and biological processes. Because atmospheric physics, especially the description of cloud processes, is thought to contribute most to uncertainties related to climate sensitivity, the researchers focused their analysis on the atmospheric physics components of the 167 models. The analysis identified 12 main groups, or families, of climate models. Within each family, model codes share a similar heritage and tend to generate similar estimates of important climate properties. On the basis of these climate model “family trees,” the researchers propose statistical methods that could be applied in future multimodel studies to better account for the code relationships among different models and reduce biases in study results. They also suggest that as more models are developed, these models can be added to further extend the new genealogy. (Journal of Advances in Modeling Earth Systems (JAMES), https://doi.org/10.1029/2022MS003588, 2023) —Sarah Stanley, Science Writer

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What is asthma? Patients with asthma do not differ at all from ordinary people until the onset of the disease. The asthmatic begins to gasp, breathe heavily and whistle. A cough may also appear and excessive sputum may begin to separate. To learn how to control asthma and its attacks, it is important to understand what is asthma, why it appears. Physiology of the disease Asthma is also called asthma, because the main thing that affects it is the bronchi. Imagine a system of tubes that are interconnected, like a maze. This is how our airways look like. Inside the lining of the mucous membrane. In asthma, it becomes inflamed and swollen. That is why the airways react to allergens, to various stimuli that are not noticed by healthy bronchi. When mucous allergens enter, the body rejects these substances, and strives to reduce the surface of contact with the allergen. And the muscles begin to narrow the airways, the air gets harder, the person chokes, coughs, wheezes. Another protective reaction of the body to the allergen is expressed in that it seeks to remove the harmful substance with the help of mucus.So much begins to form in her airway that the patient coughs up her in excess. If you do not, you can suffocate. Studying what is bronchial asthma, we must understand that asthma is not treated. But you can pick up drugs and calmly control the course of the disease. The most dangerous thing in asthma is her seizures. As soon as the allergen gets on the bronchial mucosa, what we have described above begins to occur. Inflamed airways actively respond to stimuli. Over time, the patient understands what exactly this reaction he has and consciously avoids allergens. And always keeps medication with him. The cause of asthma A person is not born with asthma, it appears over time. Explain what asthma, and can be like this. With prolonged exposure to adverse factors that cause inflammation, it becomes increasingly difficult to remove it by medicinal methods. And if time does not eliminate the influence of these factors from life in general, the mucous membrane goes into a stage of chronic inflammation and asthma occurs. The reasons for the appearance of such a mucosal reaction to allergens are not yet thoroughly studied.In general, allergies are increasingly beginning to torment modern people, and more and more factors cause it. Therefore, asthma appears more and more. Allergens that can cause asthma The first thing that can be called when determining the factors for the occurrence of asthma is frequent tolerated acute respiratory viral infections, bronchitis, colds. If they occur more than 3 times a year, then there is a real risk of the disease going into asthma. Asthma can also be caused by heavy physical exertion; carpet home micro-mites, pollen from flowers, mold, animal fur can contribute to it. Asthmatics should also take care of tobacco smoke, industrial emissions (which is the most unreal), very cold air, smells of varnishes and paints, sharp food odors, air fragrances, cologne odors, eau de toilette and other asthma attacks may even happen because of strong emotions, during crying or strong laughter, at the time of stress. How to call a girlfriend Children's card envelope How to connect the stove What means can wash the brush after working with non-aqueous stain? Laser hair removal: contraindications and consequences

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The world’s largest volcanic lake is located on the island of Sumatra. in Indonesia. This is Toba, the largest lake in Indonesia. In the center of the island of Sumatra is the Great Sumatran fault: here one can feel the slightest changes of the Indo-Australian and Eurasian plates which makes the whole area one of the most seismically active on earth. Near this dangerous fault and is Toba. The lake is a consequence of the most powerful in the last 25 million years of volcanic eruptions. It was about 73 500 (±3500) years ago and, according to experts, was in force in 8 points. The Toba Caldera is located in the North Central part of Sumatra. From the equator it is separated about 200 km It was formed from the collapsed during the eruption of three volcanoes calderas, pulled a part of the land. It subsequently filled with water. In the middle of the lake Toba is Samosir island is the result of extrusion of lava from the center of the Caldera, and now gradually resurgent lava dome, possibly the largest on Earth. However, earlier it was a Peninsula. And the island of Samosir became after 1906, the Dutch paved the channel depth of 200 m. In this case, they say local residents feared that the island would float away in the middle of the lake and there drowned by the Way, on the shores of the lake are still inhabited by the representatives of the native for these places ethnic groups — batake. This is, in General, the peaceful tribe was partially Islamized within, and mostly Christianized by the settlers of the island that does not interfere with Betacam until the 1920s to preserve some archaic form of his life: Patriarchal slavery, hunting for human heads and even ritual cannibalism. The volcano Toba is merciful, you cannot call the consequences of the eruption were catastrophic. The study of this question has divided scientists into two camps. One believe that this is one of the worst eruptions in the history of our planet, but do not see it as a direct connection with the subsequent events (soon the last ice age). Others see in it the cause and direct connection with the subsequent after some time, changes in the evolutionary development of the biosphere of the Earth. The very existence of Homo sapiens was threatened, as the eruption has destroyed so many people that the rest was a very poor gene pool. This estimated reduction in the gene pool of the population is called “genetic bottleneck”. Formed after the eruption the lake was discovered by the Dutch linguist, an eminent specialist in the languages of the peoples of the Dutch East India Neubronner Herman van der, Tuuk (1824-1894 years). On behalf of the Bible Society of the Netherlands, he collected information for a dictionary of local dialects, which explored the Batak highlands. While traveling, he in 1853 he came to the lake. In 1868 Mr. lake visited another Dutchman Kate van de the Selects, an official of the colonial administration. He literally opened the way to the Dutch colonizers who in 1872 built a 30 km from lake Fort, and by 1890 had annexed these territories to the possessions of the Dutch East Indies. Batake all this time, not shrinking from no weapons, no magic, waged a guerrilla war, which ended only in 1907 the Active exploration of the island began in the 1940s Now study the volcano continues in the framework of the international project “Humanity and the eruption of the SUPERVOLCANO Toba 74 000 years ago: before and after the “big Bang””. After another shake-up in the region in 2004 companions, there was a slight change in the shape of the Earth and changing the location of the Sumatra — several tens of meters. But fans of ethno – and ecotourism potential danger of the volcano and lake Toba are not afraid of running through the lake transaminase route from Medan via Berastagi and Bukittinggi in Padang extremely popular in their environment. The Island Of Sumatra. Largest island: Samosir (640 km 2 ). Area: 1100 km2 (with Islands — 1258 km2 ). Water volume: 240 km 3 . Maximum length: 100 km. Maximum width: 30 km. Maximum depth: 529 m.

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my first bookPinkbud Books offer children a fun and easy way to learn and practice their learning skills. The set features thick cards that help reinforce shapes, colours, Birds & Insects, Flowers, Numbers, Wild Animals, Domestic Animals, Fruits, Vegetables, Vehicles and improves their reading skills. The child also practices sequencing of letters of the alphabet. To your little one, counting all that way seems like such a long journey. You can help make it fun and educational at the same time by introducing numbers in a number of different ways. Easy way of Learning for Child and Improves Children’s identification Skill. This mini book helps to improve your child English skills. This real image mini book improves child’s memory, concentration, understanding, creativity and widens their imagination. Allows for Visual Learning. Never underestimate the power of visual communication, particularly in education. -Random patterns will be sent

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India had plenty of natural resources since the beginning of civilization. This is the reason why the British occupied India and ruled over it for almost 200 years. Though India is a republic nation now, it has become possible because of the sacrifices of many Indian warriors. One of them was Subhash Chandra Bose. We have created a few sets of 10 lines on him which you can read to have more information about Subhash Chandra Bose. Ten Lines on Subhash Chandra Bose in English Children and students of Classes 1, 2, 3, 4, 5, and 6 can find here 10 lines, 5 lines, 20 lines, a few lines, and sentences on Subhash Chandra Bose in very easy and simple language to get some help in their studies. 10 Lines on Subhash Chandra Bose 1) Subhash Chandra Bose had born on 23rd January 1897. 2) He was the 9th child of his parents. 3) Netaji stood 2nd in the 1913 matriculation examination. 4) He was fourth in the Indian Civil Services exam in 1919 but resigned on 23rd January 1921. 5) He formed Congress Volunteer Corps in 1928, after being elected General Secretary of the Indian National Congress. 6) Bose was the President of the Indian National Congress in 1939. 7) Netaji escaped to Germany on 17th January 1941 during house arrest in Calcutta. 8) Indian National Army, with the help of Japan, successfully took control of Andaman and Nicobar Island in 1942. 9) Netaji died of a plane crash on 18th august 1945 in Taihoku Japan. 10) Netaji’s ashes are safe in the Renkoji Temple of Nichiren Buddhism in Tokyo. 10 Lines and Sentences on Subhash Chandra Bose 1) Netaji Subhash Chandra Bose was one of the heroes of the Indian freedom struggle. 2) He had born in Cuttack city in the Odisha state of India. 3) The teachings of Swami Vivekananda and Ramakrishna Paramahansa had highly influenced him. 4) Subhash Chandra Bose was a meritorious student since his childhood. 5) His political differences with Mahatma Gandhi led to his resignation and the formation of a new party ‘All India Forward Bloc'. 6) Netaji always believed that only blood could pay the price of freedom. 7) He founded ‘Azad Hind Fauz’ (Indian National Army, INA) with around 43000 soldiers in 1942 to fight against British rule. 8) INA freed Andaman & Nicobar Islands from the British and renamed it Swaraj and Shaheed islands. 9) He died in a plane crash, but this fact has no ground proof. 10) Netaji’s ideologies and thoughts are a source of inspiration in modern times. 5 Lines on Subhash Chandra Bose 1) Subhash Chandra Bose was born on the 23rd of January 1897. 2) He was one of the greatest freedom fighters of India. 3) “You give me blood, I will give freedom” slogan is given by Subhash Chandra Bose. 4) He was given the title of "Netaji". 5) Subhash Chandra Bose was an ICS officer but resigned to become a freedom fighter. 20 Lines on Subhash Chandra Bose 1) Netaji Subhash Chandra Bose was a great visionary leader. 2) He formed a Rani Jhansi regiment in his army, especially for the women led by Captain Lakshmi Sehgal. 3) On 4th July 1944, he gave the famous slogan “Tum Mujhe Khoon Do Mai Tumhe Azadi Doonga”. 4) He married Emilie Schenkl in 1937 in Germany who was helping him in writing the book “The Great Indian Struggle”. 5) They had a baby girl on 29th November 1942 and named her Anita Bose. 6) Anita Bose is a German economist and is currently residing in Germany. 7) Netaji was a prominent writer, and he started a newspaper ‘Swaraj’ and was the editor of a newspaper named ‘Forward’. 8) He was also a master of disguise and deceived the British government on various occasions by his attire. 9) Ravindra Nath Tagore had first called him 'Netaji' which later became his identity. 10) Netaji was a great legend who sacrificed his life and family for his motherland and died for his nation. 11) Subhash Chandra Bose was a man of strong willpower who greatly contributed to Indian independence. 12) He believed that not with non-violence but India can get independence by a fight with the British government. 13) Netaji went to jail many times due to his nationalist approach. 14) He visited various countries to ally with them to fight the British government. 15) Netaji also met Adolf Hitler in 1942 who promised to provide submarines to him. 16) With the alliance of the Japanese army, ‘Azad Hind Fauz’ won many battles against the Britishers. 17) Subhash Chandra Bose also started Azad Hind Radio in Germany to lead its independence movement on a global platform. 18) Netaji wrote the book ‘The Great Indian Struggle’ to narrate the history of the Indian independence movement. 19) He got inspiration from Bhagavad Geeta and believed in the universal brotherhood. 20) The government released a coin of Rs. 75 in 2018 to commemorate Subhash Chandra Bose. Netaji’s defiant patriotism made him a hero in India. Millions of people loved and respected him. Despite having an extremist ideology, Subhash Chandra Bose enjoyed a good understanding with many other national leaders, who were following the theory of non-violence as professed by Mahatma Gandhi.

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Evidence reveals rates of comorbidity of alcohol and drug usage and psychiatric issues are believed to be increasing (SEU, 2004). Stigma can affect numerous aspects of individuals's lives. Even a short episode of mental disorder can have significant results on wellbeing, disrupting work, families, relationships and social interactions, influencing on the health and health and wellbeing not just of clients, but likewise of their families and friends. Stigma can be a barrier to looking for early treatment; typically individuals will not seek professional help until their symptoms have actually become severe. Others disengage from services or healing interventions or stop taking medication, all of which can trigger relapse and hinder recovery. If mental disorder is treated early enough, it can reduce additional disease, and eventually the threat of suicide. The International Council of Nurses (2008) said nurses are essential in helping with the "promotion, prevention, care, treatment and rehabilitation of people living with psychological health issue and support of their households and communities". It is for that reason necessary to decrease the preconception surrounding psychological health and stop these factors striking individuals's mental health and wellbeing. These included guidance on "social inclusion, health promotion, taking on stigma and the promo of opportunities for a regular pattern of every day life". The DH (2001) concluded that "everyone has psychological health needs, whether or not they have a medical diagnosis of mental disorder". Box 1 functions suggestions of ways to help in reducing the stigma experienced by mental health service users. Despite nationwide projects, there has not been a substantial modification in the way the public view psychological illness. While much research has been performed to explore the public's perception of mental disorder, future research study ought to check out the experiences of service users and their households, carers or individuals near to them to understand and determine the effect that preconception has on their lives. How Did Mental Illness Affect Social Reform Can Be Fun For Anyone Preconception can impact lots of elements of people's lives Self-stigma is the process in which individuals turn stereotypes towards themselves How the basic public perceive individuals with mental illness depends upon their diagnosis Preconception can be a barrier to looking for early treatment, cause regression and hinder healing Future research study need to investigate the experiences of service users and their households to understand and determine the effect of stigma (2009) Viewed preconception amongst people with typical mental conditions. ( 2005) The stigma of mental health problem in Germany: A trend analysis. International Journal of Social Psychiatry; 51: 276-284. (2009) Psychiatry in the Media. London: Royal College of Psychiatrists. (2009) Mental illness preconception and disclosure: effects of coming out of the closet. Concerns in Mental Health Nursing; 30: 509-513. (2010) 'I desire to be bipolar' a brand-new phenomenon. ( 2004) How preconception hinders mental healthcare. The American Psychologist; 59: 7, 614-625. (2001) Bias, social distance, and familiarity with mental disorder. Schizophrenia Publication; 27: 219-226. (2005) Stigmatization of individuals with mental illnesses: a follow-up research study within the Altering Minds campaign of the Royal College of Psychiatrists. World Psychiatry; 4: 106-113. The British Journal of Psychiatry; 177: 4-7. (undated) Stigma. (2004 ). (2001 ). London: HMSO. (1999 ). London: HMSO. (2004) Stigma: the sensations and experiences of 46 individuals with mental disorder. British Journal of Psychiatry; 184: 176-181. (2008 ). Geneva: ICN. (2010) Associates and effects of internalized preconception for individuals coping with mental disorder: A systematic review and meta-analysis. ( 2009) A years of preconception and discrimination in mental health: plus a modification, plus c'est la mme selected (the more things alter, the more they stay the exact same). Journal of Psychiatric and Mental Health Nursing; 16: 501-507. (2010) From Discrimination to Social Inclusion - how did mental illness affect social reform. A Review of the Literature on Anti Preconception Initiatives in Mental Health. Little Known Questions About How Can Lack Of Sleep Affect Your Mental Health. Facing the obstacle of a psychological health condition is hard enough. But another layer of pain comes with psychological health conditions: dealing with other's reactions to them. Psychological health stigma describes the negative attitudes held by individuals and society towards those with trauma, anxiety, stress and anxiety, compound use disorder, and other psychological health challenges. Additionally, access to treatment is required now more than ever, as 70 percent of teens are experiencing a boost in mental healthrelated signs as an outcome of the pandemic. Surprisingly, nevertheless, the truth that numerous people are suffering may have the unforeseen result of reducing mental health preconception. New surveys reveal that teens are driving the movement to minimize preconception. More than 1,500 US teens in between the ages of 13 and 19 got involved. They originated from diverse backgrounds and geographic locations throughout the nation. The results showed that youths have a keen understanding of the psychological health difficulties their generation faces. Here are a few of the findings of the study associated to this age's understandings around psychological health battles and treatment. 64 percent think that living through the pandemic will have an enduring influence on their generation's psychological health. 82 percent of those surveyed prompted Americans to talk more honestly and honestly about psychological health issues83 percent agreed with the statement "It is crucial for people to take action with their psychological health." 79 percent wanted that their schools would supply a safe, inclusive space where trainees might come together to discuss psychological health. Thus, starting in the late 16th and early 17th centuries, the word ended up being an unfavorable term. Nevertheless, stigma around mental health conditions is traceable back to ancient Greece. In addition, it likewise traces back to the middle ages and Renaissance durations in Europe. During these times, people often thought that mental disease was triggered by demonic possession. 10 Simple Techniques For How Does Menopause Affect Your Mental Health It took decades for higher awareness around psychological health issues to filter into both the treatment market and into society at large. And even today, preconception around mental health prevails. In truth, one study measuring attitudes toward psychological health problem discovered that only 25 percent surveyed were considerate to psychological health obstacles. There is stigma connected with drug dependency and preconception associated with mental health problem. Erving Goffman, a noted sociologist, studied stigma in the 1970s. He describes preconception as "the phenomenon where a specific with an attribute which is deeply rejected by his/her society is declined as a result of the quality - how bad mental health can affect you newssource." Stigma around psychological health or other conditions leads toSocial exclusion and isolationDecreased self-esteemDiscriminationLack of an encouraging communityDifficulty finding education or work opportunitiesLimited access to quality health care. Individuals hesitate to divulge that they have psychological health problems. They fear they will be dealt with in a different way. how does sleep affect your mental health. When those with psychological health conditions do not get aid, they self-medicate. They utilize drugs, alcohol, or cigarettes. In addition, they take part in self-destructive behaviors such as binge-eating or other eating conditions. Therefore, stigma can lead to teenage drug abuse and consuming disorders. Adolescents typically look for diversion as they attempt to escape both the pain of a psychological health issue and the discomfort of the resulting stigma. Gradually, these habits can increase the risk https://how-much-is-a-pound-of-cocaine.drug-rehab-florida-guide.com/ of chronic illness and bad health. Therefore, studies find an increased risk of death at younger ages for individuals with mental disorder.

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- search in the string to search in - find is the string you're trying to find - start is the (optional) starting position This function searches through the string search, looking for the string find. If the optional parameter start is specified, it will start searching from that position inside of search, ignoring everything that comes before start in search. This function returns the position where find first occurs in search, or -1 if find was not found. This function returns a 0-indexed value, meaning that the first character of search counts as 0. Note that the return value is still based on the full string search if start is specified; it simply ignores any matches made before that point. Searches for the letter "c" in the lowercase alphabet.Would result in: Searches for "Bob" in a line of text, ignoring the first 3 characters.Would result in: If find does not occur in search (or the portion searched, when start is specified), this function returns -1.

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Reprinted from Macworld 1/1984, pp. 16-27. Published with permission. Scans and OCR courtesy of Douglas P. McNutt and Katherine L. Harras from The MacNauchtan Laboratory. With the Macintosh, Apple has added a new dimension to computing. Based on the concept of a desktop working environment, the Mac allows you to do more with a personal computer – and more importantly, do it more easily and naturally – than ever before. Imagine driving a car that has no steering wheel, accelerator, brake pedal, turn signal lever, or gear selector. In place of all the familiar manual controls, you have only a typewriter keyboard. |The Mac desktop contains small pictures, or icons, that represent the programs and documents stored on the disk inserted in the Mac’s disk drive.| Any time you want to turn a corner, change lanes, slow down, speed up, honk your horn, or back up, you have to type a command sequence on the keyboard. Unfortunately, the car can’t understand English sentences. Instead, you must hold down a special key with one finger and type in some letters and numbers, such as “S20:TL:A35,” which means, “Slow to 20, turn left, and accelerate to If you make typing mistakes, one of three things will happen. If you type an unknown command, the car radio will bleat and you will have to type the command again. If what you type happens to be wrong but is nevertheless a valid command, the car will blindly obey (Imagine typing A95 instead of A35.) If you type something the manufacturer didn’t anticipate, the car will screech to a halt and shut itself off. No doubt you could learn to drive such a car if you had sufficient motivation and determination. But why bother, when so many cars use familiar controls? Most people wouldn’t. Most people don’t bother to use a personal computer for the same reasons – they wouldn’t bother with a keyboard-controlled car. Working on a computer isn’t a natural skill, and the benefits hardly seem worth the hassle of learning how to get work done in an unfamiliar environment. If you make a typing mistake, the computer may do nothing, tell you it doesn’t understand, do the wrong thing, shut itself down, or destroy all the work you’ve done and then shut itself down. Who cares if the machine is theoretically thousands of times more efficient than pencil and paper? If using the machine rattles you so much that you can’t get anything done, it is in fact less efficient and may waste more time than what it a computer could let you work in a familiar environment, similar to the way you work at your desk? You could put things you wanted to work with on top of the “desk,” move them around, put documents into folders or files, and even throw things into the trash. This description accurately fits the working environment of Apple’s Macintosh computer. The things you work with on your desk appear not as words and numbers in regimented lines, but as graphic objects located on the Mac screen. The Mac desktop, being somewhat smaller than the average desk it models, doesn’t have room enough for life-sized objects. At first, objects appear on the Mac desktop as small pictures called icons. On the Mac, an icon is a symbol for some concept or object. For example, when you switch on the Mac and insert a disk, the screen shows two disk-shaped icons and a trash can (see Figure 1). As a graphic image, an icon can remind you about what it represents better than words alone. |Figure 1. The Mac desktop. The Write/Paint disk icon represents the documents and programs stored on the current disk; the Alternate Disk icon is used for copying files from one disk to another; and the trash can icon holds discarded documents.| Each icon represents a specific collection of information. To avoid ambiguity, icons also have labels. The disk icon (labeled Write/Paint in Figure 1) represents the documents and programs stored on the disk inserted into the Mac’s disk drive. The dimmed disk icon labeled Alternate Disk is used for copying files from one disk to another, and the trash can icon labeled Trash holds documents and programs waiting to be purged from the disk. Pointers and the Mouse On a real desktop, you move things around. You may work with one document or file for a while, switch to another, do some minor calculations, check the time, and then create a new file. When you finish working on something, you want to put it away somewhere convenient (such as in a file drawer) so you can retrieve it later. The Mac lets you do all these things, but the things you work with exist as graphic images on the Mac’s electronic desktop. Since you can’t touch things on the Mac desktop, you need some form of remote control. The mouse is the key to working on the Mac desktop. Sliding the mouse on a smooth surface moves a pointer on the screen. Slide the mouse in any direction – up, down, sideways, or diagonally – and the on-screen pointer will move the same distance in the same direction (see A Mouse in the Hand for an in-depth view of the Macintosh Moving the mouse moves the pointer, but pressing the mouse button makes things happen. For example, you can move an icon by placing the pointer over it, pressing and holding down the mouse button, and then dragging the icon to a new location. The moment you press the mouse button, the icon is highlighted. As the pointer moves, it drags an outline of the icon and its label along. The outline shows you where the icon will appear when you release the mouse button (see Figure 2). |Figure 2. Dragging an icon. As you hold down the mouse button and move the pointer, an outline of the selected icon moves across the screen.| Moving the pointer over an icon and pressing and releasing the mouse button highlights the icon. This mouse action, called clicking, selects the object but does nothing except highlight it; you still must specify an action. In other words, you must give a command. On most computer systems, you issue a command by typing arcane words or symbols on the keyboard. Remembering such commands is difficult enough from day to day. Go to Hawaii for a week, and you can plan on a session with the manual when you return. The Mac never forces you to remember command words or type commands on the keyboard. All Mac commands are listed in menus, and you choose them with the mouse. Don’t let other menus you have seen or heard about prejudice you against Mac menus. Most people say menus are great when you’re learning something, but they slow you down too much when you know the ropes. Not on the Mac. Most people complain that menus take over the screen, making the information they’re acting on invisible. Not on the Mac. Most people say even with a menu you still end up typing in a code number or letter. Not on the Mac. Mac menus are unobtrusive and fast, and require no typing. The Mac desktop has five primary menus – Apple, File, Edit, View, and Special – that stretch across the top of the screen. These menus provide all the commands for organizing and working on the desktop. You can do everything from opening and closing files to rearranging icons. The Mac hides its menu commands under the menu titles. When you move the pointer over one of the menu titles and press the mouse button, a list of commands drops down from the menu bar, temporarily overlaying a small part of the screen. The Apple menu (represented by the apple symbol) contains a selection of desktop accessories and controls (see Desktop Accessories for a comprehensive look at the Apple menu options). The File menu lists commands for working with files (see Figure 3), and the Edit menu contains basic editing commands. The View menu lets you organize your files by icon, name, date, size, or kind on the desktop. The Special menu includes two options: Clean Up arranges the icons in orderly rows and columns, and Empty Trash deletes files permanently from the disk. |Figure 3. The File menu. To select a command, drag the pointer down the menu and release the mouse button when the command is highlighted.| Menus operate as if they were spring-loaded. As long as you hold down the mouse button, the menu choices (commands) stay in view; when you release the mouse button, the menu choices disappear back under the menu bar. While you hold down the mouse button, you can drag the pointer down the menu. Each menu choice is highlighted temporarily as the pointer passes over it. You choose a command from the menu by releasing the mouse button when the command you want is highlighted. Also, some of the menu commands have keyboard equivalents, which are listed next to the corresponding All of the available commands appear in black type. Sometimes it doesn’t make sense to use some of the commands. Commands that are out of context in any particular situation appear in gray, or dimmed, type. They are not highlighted when you move the pointer over them, and you cannot choose them. In the File menu, for example, you cannot Close or Print a document unless you first Open it. When you want to look at the information that one of the icons represents, you open a window. To open the disk icon, for example, you first select the icon by clicking the mouse button while the pointer is over the disk icon. The icon is highlighted to confirm that you have selected it. Next, you choose the Open command from the File menu. An outline zooms out of the icon and the screen almost fills up with a rectangular “window” containing icons that represent the documents and programs on the disk (see Figure 4). The selected icon becomes hollow (all white) to show that you have opened it, and the disk icon’s name appears in a title bar at the top of the window. The line below the title bar gives information including the number of files, the amount of disk space they take up, and the amount of disk space available. |Figure 4. The disk window. The icons represent the documents and programs on the current disk.| A more efficient way to open an icon is to double-click the mouse button (quickly press and release it twice); this action selects the icon and opens Some of the icons represent folders that can contain other programs and documents, similar to file folders on your office desk that combine separate files. You can see the contents of a folder by selecting and opening that folder. A new window will appear on the desktop, displaying the icons that represent the files stored in the folder (see Figure 6). You can store folders within folders and use them to organize your files so that windows don’t get cluttered with too many |Figure 5. A window showing the contents of a folder. Each folder contains documents and programs, which in turn can contain other documents and folders.| The Mac lets you open several windows simultaneously. Select another icon, choose the Open command from the File menu or double-click on the selected icon, and another window zooms into existence. Each new window you open overlaps the existing windows. You may see the edges of existing windows sticking out underneath the new window, or the new window may completely hide everything under it. Windows can also cover up the icons on the Mac desktop (see Figure 6). |Figure 6. Overlapping windows. You can open several windows at once; the topmost window is the active window.| The window on top, or frontmost window, is called the active window. You can bring any window to the top and make it the active window by putting the pointer anywhere on it (even an edge that’s sticking out behind another window) and clicking the mouse button. You can remove the active window from the Mac desktop by choosing the Close command from the File menu. The icon that the window came from sucks the information back, the window disappears, and the icon resumes its normal appearance. You can also move windows around on the Mac desktop. If you place the pointer over the title bar of a window, press and hold down the mouse button, and slide the mouse, a flickering outline of the window is dragged on the desktop. Let go of the mouse button, and the window jumps to the new location. When you move a window by this method, it becomes the topmost window. However, holding down the key while you drag a window allows you to move the window without disturbing its relative position in the pile. This feature is an example of an “advanced” desktop management skill that you soon learn after a few work sessions with the Mac. Sometimes windows get buried. Unfortunately, there’s no way to get a side view of the Mac desktop to see what might be under the frontmost window. But you can always relocate windows or change their sizes to uncover the ones underneath. Think about the appliances you use. They have pushbuttons, knobs, dials, and other types of controls. Because the Mac desktop is a general purpose information processing appliance, it needs many different controls. You’ve seen the way elaborate stereo systems bristle with knobs, buttons, and dials. Imagine adding a television, telephone, and pocket calculator to that collection. Pretty intimidating, but nothing compared to what the Mac would look like if it had separate controls for everything it did. Most computers handle the control problem by overworking the keyboard. A few add some so-called function keys, but you have to be a double-jointed NASA rocket control specialist to use them effectively The Mac displays controls to suit the situation. You use the mouse to activate buttons and adjust control knobs displayed on the screen. For example, the disk window, like most windows, has several controls built in (see Figure 7). The Mac displays the controls only when the window is active, however. To close an active window, you can click the mouse button while the pointer is over the close box at the left side of the title bar. Clicking in this displayed box has the same effect as choosing the Close command from the File menu. (Savvy Mac users will quickly discover many timesaving shortcuts.) |Figure 7. Window controls enable you to change a window’s size, scroll vertically or horizontally within it, or close an active window using the mouse.| The small box displayed in the lower-right corner of most active windows gives you control over the size of the window. To make the window narrower, use the mouse to drag this size box to the left. To make the window wider, drag the size box to the right. Drag the size box up and the window gets shorter; drag it down and the window gets taller. Drag the size box on a diagonal to change both height and width simultaneously. Changing the window size does not change the size of what’s displayed, it just changes the amount of information you can see at once (see Figure 8). |Figure 8. Small and large windows. Changing a windows size affects the amount of information visible at one time.| Sometimes a window doesn’t show all of its contents, even if you’ve fully extended its size. Fortunately, the scroll bar controls let you scan back and forth over the available information. Most windows have two scroll bars. One, located on the left edge of the window, controls up-and-down movement. The other, located at the bottom of the window, controls side-to side movement. Of the many ways to use scroll bars, the simplest is to click the arrow that points in the direction you want the window to move over the information. (Actually, the window stays put on the screen and the information moves under it, but the effect is the same as if the window had moved in the direction of the arrow used.) If you press and hold the mouse button instead of just clicking it, the window keeps moving. As the window moves, a small white box, the scroll box, also moves. The scroll box gauges the window’s position relative to the top and bottom, left and right edges of the screen. |Figure 9. A dialog box appears when the Mac needs additional information to proceed.| Dialog and Alert Boxes The Mac takes the unexpected in stride. When something unusual happens, it displays a special window to inform you of the exceptional circumstances. You may have to click some buttons to cancel or continue an action, manipulate some other controls, or even type a name on the keyboard. These special windows, called dialog boxes, appear only for the purpose of getting supplemental information from you, information needed to proceed with the task at hand (see Figure 9). If the special window appears because of some potentially dangerous situation (such as when your disk is almost full), it is called an alert box (see Figure 10). The appearance of an alert box may be accompanied by one or two beeps from the Mac’s speaker. |Figure 10. An alert box warns of a potentially dangerous situation.| The commands available from the menu bar and the controls displayed on the screen vary depending on the program you use. Every program has an icon, and opening that icon starts the program. Starting a program opens a window in which you can display a document of your choice. You can create a new document or call up an existing document from the disk. The program also displays its own menu bar and controls that you can use to inspect and change the document. Generally speaking, you can also start a program by opening a document that you created with it. You can start the MacWrite word processing program, for example, by opening a letter you wrote using it. You do this by double-clicking on the icon representing On the Mac, however, you can run only one program at a time; you can’t open a MacWrite window at the same time you have a MacPaint window open. Apple had to leave something for the Lisa to do better. (You can, however, open and use a desk accessory program while you are using another program, and you can place MacPaint drawings into MacWrite documents as explained below.) The Universal Interface Although the specific commands and controls are different from one program to the next, all Mac programs adhere to certain conventions, including the use of icons, windows, menus, and the mouse. Once you discover a way to do something in one program, you can apply the same principles in other Mac programs (see The Mac Way for more information about the Macintosh user interface). For example, the method for moving information from one part of a document to another is uniform, no matter what kind of information is involved. That procedure, called cut and paste, is done entirely with the mouse and the Edit menu (see Figure 11). The steps are as follows: |Figure 11. The Edit menu. The Cut and Paste commands are used to move text or graphics from one part of a document to another.| - Select the information to be moved. - Choose the Cut command from the Edit menu. - Select the insertion point. - Choose the Paste command from the Edit menu. You can copy information by choosing the Copy command instead of the Cut command in step 2. Copy and paste is completely analogous to cut and paste but does not delete the original information. Either way, the procedure works if the information comes from one document and goes to another, even if the documents were created by different programs. It doesn’t matter whether you transfer text to text, text to a drawing, a drawing to a drawing, or a drawing to text. A Personable Computer The popular notion of computers dates back 15 or 20 years to a time when computers studded with flashing lights hunkered in climate-controlled rooms. People viewed computers either as a force that dehumanized society by monitoring tax returns too closely or as some kind of electronic Einstein that put man into space. The development of personal computers has somewhat modified that perception. Progressive thinkers now regard computers as impersonal machines, just so many keys to press and commands to remember. Rudeness is probably the only characteristic anyone would anthropomorphically attribute to them. The Mac, on the other hand, is a responsive, active, engaging information processing appliance that is incidentally a computer. It doesn’t intrude. It is quiet, takes little space, and doesn’t ask you to remember anything. When you insert a disk, the screen fills with icons representing objects you find on or around your desk. These graphic images soon become very familiar to you, like the actual papers, folders, trash can, and documents they imitate. You copy a document, choose a command, drag an icon, cut and paste a paragraph, sketch an illustration, sum a column of numbers, all by manipulating objects on the screen with the mouse. You tell the Mac what to do and it reacts, not the other way around. You think, “This electronic desktop may not be so absurd or useless after all.” Finally, a computer that doesn’t act like one. Apple Computer, Inc. 20525 Mariani Ave. Cupertino, CA 95014 800/538-9696; in California 800/662-9238 List price: $2495 (includes Macintosh, keyboard, mouse, owner’s manual, system disk, blank disk, power cord, programmer’s switch, two Apple decals, and tutorial disk and audio cassette)

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Part of speech: (Adjectives are describing words, like “large” or “late.” They can be used in two ways: 1. Right before a noun, as in “a raggedy effort.” 2. After a linking verb, as in "The effort was raggedy.”) Something raggedy (or ragged) has loose bits of stuff hanging off it, or it's made of rags or wearing rags. More abstractly, something raggedy is messy in a wild way, as if no one has been taking care of it. You can say "ragged" instead of "raggedy;" they mean the same thing. (I just like "raggedy.") Also in use: "raggedly" & "raggedness." How to use it: The meaning of "raggedy" is usually negative ("That raggedy old house is probably full of roaches") but you can certainly talk about a raggedy object that got that way from years of love and play (like your Raggedy Anne doll.) So, talk about a raggedy person (such as a raggedy soldier or a raggedy traveler); a raggedy coat, some raggedy boots, a raggedy and overstuffed binder, etc.; a raggedy town, a raggedy street, a raggedy shop, etc.; a raggedy method, raggedy results, or raggedy efforts, and so on. Something or someone can have a raggedy character, a raggedy charm, a raggedy edge, a raggedy attitude, etc. I was definitely expecting his shoes to be raggedy after he finished the marathon, but I was shocked to see that they were bloody, too. No one could really blame the kids for their slow and raggedy exit during the fire drill; it was their very first one, after all. Look away from the screen to explain the definition in your own words. You’ll know you understand what "raggedy” means when you can explain it without saying “ragged” or “wild." Think of the last time you noticed that something really needed to be updated, and fill in the blanks: "That raggedy _____ could really use _____." Concrete example: "That raggedy garden could really use some tender loving care." Abstract example: "That raggedy department could really use some better leadership." Spend at least 20 seconds occupying your mind with the game and quote below. Then try the review questions. Don't go straight to the review now; let your working memory empty out first. Playing With Words: This month's game content is protected by a copyright, so I can't reprint the trivia questions here--but check out the challenging, endlessly entertaining game; it's called Moot! A Point Well Made: E. E. Cummings: "It takes courage to grow up and become who you really are." 1. The opposite of RAGGEDY is 2. Her raggedy voice sang out, _____. A. harsh and loud. B. wobbly and uneven. C. dulcet and precise. Answers are below. To be a sponsor and send your own message to readers of this list, please contact Liesl at [email protected]. Make Your Point is crafted with love and brought to you each day for free by Mrs. Liesl Johnson, M.Ed., a word lover, learning enthusiast, and private tutor of reading and writing in the verdant little town of Hilo, Hawaii. For writing tips, online learning, essay guidance, and more, please visit www.HiloTutor.com. Disclaimer: Word meanings presented here are expressed in plain language and are limited to common, useful applications only. Readers interested in authoritative and multiple definitions of words are encouraged to check a dictionary. Likewise, word meanings, usage, and pronunciations are limited to American English; these elements may vary across world Englishes. Answers to review questions: Subscribe to "Make Your Point" for a daily vocabulary boost.

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Trauma refers to any physical injury or wound that is caused by an external force or event, such as a car accident, fall, or violent act. Traumatic injuries can range from minor cuts and bruises to life-threatening injuries such as severe head trauma or internal organ damage. Trauma care is the medical treatment provided to patients who have experienced a traumatic injury. This care often involves a multidisciplinary team of healthcare professionals, including trauma surgeons, emergency physicians, nurses, respiratory therapists, and social workers. The goal of trauma care is to stabilize the patient’s condition, prevent further injury or damage, and provide timely and appropriate medical treatment to prevent long-term complications. Trauma care may involve a range of interventions, such as advanced imaging, laboratory tests, life-saving procedures, emergency medications, and surgical interventions. Some examples of traumatic injuries that may require trauma care include: - Head injuries: These may include concussions, skull fractures, or traumatic brain injuries, which can cause neurological symptoms such as loss of consciousness, confusion, or seizures. - Chest injuries: These may include broken ribs, collapsed lungs, or injuries to the heart or blood vessels, which can cause difficulty breathing, chest pain, or cardiac arrest. - Abdominal injuries: These may include injuries to the liver, spleen, or other organs, which can cause internal bleeding, abdominal pain, or shock. - Orthopedic injuries: These may include fractures, dislocations, or injuries to the spine, which can cause severe pain, mobility issues, or paralysis. Overall, trauma care is a critical component of emergency medical services, as it can help to stabilize patients and provide life-saving interventions in the immediate aftermath of a traumatic injury. By providing timely and appropriate care, healthcare professionals can help to improve patient outcomes and prevent long-term complications.

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The Agile methodology of Software Development follows an iterative and incremental process. It works a bit more advanced and more efficient. Agile process involves working towards the features of the software. If a customer wants a particular feature quickly, we develop that particular feature accordingly and provide it to the customer. In this method we complete the software by completing small features. Agile is like any other software development life cycle method to deliver the project. In this method we go through different phages. Using agile methodology, we provide project delivery in continuous integration and continuous deployment manner. In other words, we can say that agile methodology is a combination of iterative and incremental models. But it has some advance features. Suppose we have a large project, in this case we will break large projects into smaller pieces, we call the smaller piece an iteration and we will work on iteration in parallel. We try to develop an iteration. If we complete one iteration, we test it then we release it. After releasing the iteration we try to take feedback from customer. Feedback is one of the important things in any development. Based on the feedback, if we make changes to the iteration and then we re-release the iteration. This means that we try to bring the product to market faster by splitting the large project into smaller projects/parts and developing in parallel. Table of Contents How does Agile Methodology help us? This is an extreme programming method that we use in programming. If we use this method we focus on how we can deliver the product quickly and with quality. Waterfall model as we read in SDLC. If we use this model in our software development then we should have complete knowledge about the requirement then only we can proceed. If we talk one more model such as a prototype model, in which a sample is shown to the customer, based on the sample we build the software. Now what is the biggest problem that the customer is changing his requirement again and again. The frequency of changing requirements is very high. In this situation the agile helps us. Steps of Agile Model The agile model consists of the following steps:- - Requirement gathering - Requirement analysis - Unit testing - Acceptance testing Process of Agile methodology of Software Development - Agile in software development means that if there is a change in requirement, a change in technology or a change in the team then we should do smoothly. We will be able to adopt these changes. - It follows an iterative and incremental process. It works a bit more advanced and is a bit more efficient. - We interact directly with the customer, take feedback and then make changes based on the feedback. - It has one iteration of one to three weeks. Within this time we try to complete the taken part for requirement. - There will be deliverable software in every incremental. - Whatever team will be there, there will be experts in its work. Advantages of Agile methodology of Software Development - In this methodology the product delivery is continuous. - Face-to-face communication with the customer to know whether we are going in the right direction. - In this the customer representative has the idea of each iteration so that he can easily change the requirement. - If we want to change something, the ability to change is high in this method. It does not take much time. - Obviously it will take less time to develop the product. Disadvantages of Agile methodology of Software Development - It does not handle complex dependencies. - Agile mostly relies on customer representatives. If a customer representative knowingly or unintentionally provides any wrong information, the software may be inaccurate. - Less Documentation : Agile that does not do much work for documentation and interaction. It says that we should try to implement what we need instead of wasting time on documentation and interaction with the client. You should not spend too much time on designing. - Maintenance Issues : It has maintenance issues as one does not have proper documentation. Let’s say you started an iteration, delivered it to your customers, took it to market, and it’s working fine. So after 2 months you created a new one. There may be a possibility of some problem in case of first iteration. So what do you do if you forget the requirement and do not even have the documents? It’s a bit difficult to maintain if you do not have the documentation. Principles of Agile Process Model There are 12 principles of the agile model, according to which this model works. Those principles are as follows: First six principle of Agile Process - The main objective is to satisfy the customer within the given time or time frame. - If there is a need for frequent change, we accept it and implement it. - It states that whatever software we develop in a short time, we should deliver it. The time could be 2 weeks or it could be 2 months. Software delivery should be frequent. - Every member of the team should be motivated, have the necessary environment, provide whatever is needed and be confident that he/she can get the job done. - It requires sponsors, developers and users to keep a constant pace. Suppose we complete 10% of the product in the current month, 50% in the next month, 60% in the next month. Agile does not accept this kind of flexibility. Because it promotes sustainability development. Increment should be by same % or same number. - Whatever business people have invested in product development and software developer who is working to develop the product. Everyone has to work together so that the product stays up to the mark. The approach should match. Other six principle of Agile Process - If you want to measure how much of the product is complete, you have to run it and then check if it is working fine. It also shows related software development progress. - If you have to do some communication, you have to share some information, you have to convey information, in this case you should do face-to-face communication. - Whatever be its main focus, it should be on technical excellence. Agility should be in accordance with principles. - If something does not work or whatever we have to do then teams and individuals need to know about this. - It should be the organizing team because an organizing team can have the best architecture, the best design. Because you mainly do product development rather than more documentation. - This process tells us that we should meet at regular intervals. Product development progress, how can the quality of the product be increased, what is the behavior of the product, is there any new idea that we can implement. All these discussions should take place in the meeting. It helps us to tune software development. Agile SDLC Models There are following models in Agile: - Extreme Programming (XP) - Crystal Methods - Feature Driven Development (FDD) - Lean Software Development In Conclusion, Whatever inputs we have or whatever customers tell us what they want. We take that as a requirement. That is, as much input as we got, we started doing our work. Then on the basis of that we prepared the software and then we do the coding, then we test it whether it is working properly or not. The last step is maintenance. In this step, if the customer specifies any other requirement then we make the changes and we incorporate the same.

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Some lesser known facts about cancer: - Cancer cells evolve with time i.e. if you kill cancer cells with some chemical(s), then when next time they appear(the relapse of cancer), they will most likely be resistant to that chemical. - Every instant of cancer has its unique signature. Hence, possibility of a universal drug for cancer is highly unlikely. - Once the cancer has been spread in the body, the chance of survival is very bleak. For lung cancer, it is as low as 4%. - Having said that, more than half of all cancers are preventable if diagnosed at right time. - Cancer is not contagious. However, some cancers are caused by viruses and bacteria. - Cancers are hereditary. But, only 5-10 % of the cancer cases are hereditary. (Taken from India Today Article: https://www.indiatoday.in/education-today/gk-current-affairs/story/cancer-rate-india-stats-cure-treatment-1386739-2018-11-12) Some statistics related to cancer(valid for Indian Population only): - According to the National Cancer Registry Programme of the India Council of Medical Research (ICMR), more than 1300 Indians die every day due to cancer. - More women in India die from cervical cancer than in any other country. Rural women are at higher risk of developing cervical cancer as compared to their urban counterparts. - Cancers such as breast, oral, cervical, gastric, lung, and colorectal cancer can be cured if detected early and treated adequately. One woman dies of cervical cancer every 8 minutes in India. - No herbal products have been scientifically proven to be effective in the treatment of cancer. I believe that it's our responsibility, the educated ones to make the rest of population aware about this beast. It will be great if you can volunteer in it personally but if you can't, please donate a small amount so that we can conduct workshops in rural areas. Even 1 Rupee matters.

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Presentation on theme: "Communicating In Groups. Introduction I need four volunteers. (Five minute discussion) Did you notice anything unusual about each students behavior? Happiness."— Presentation transcript: Introduction I need four volunteers. (Five minute discussion) Did you notice anything unusual about each students behavior? Happiness Boredom Confusion Agreement Study Questions 1. What are common forms of nonverbal communication? 2. List skills I can use for effective listening? 3. What are the ways I can contribute to a group discussion? 4. What are the responsibilities of a good discussion leader? 5. How should I respond to questions? 6. What is extemporaneous speaking? Discussion What is nonverbal communication? Give an example of nonverbal communication that you have observed someone use today. What are common forms of nonverbal communication? Appearance – Dressing appropriately for the occasion – Maintaining cleanliness Attention – Maintaining appropriate eye contact – Responding appropriately Body Movement – Maintaining an erect posture – Avoiding distracting mannerisms – Using appropriate gestures What are common forms of nonverbal communication? Distance – Conversational distance average 2-4 feet – Formal encounters average 4-8 feet – Public Speaking average 12 feet or more Facial Expression – Smiling – Frowning – Raising eyebrows Other Cues – Tone of voice – Laughing – Coughing – Yawning Discussion Why is effective listening important? What are some skills that can be used for effective listening? List skills I can use for effective listening? Focus attention on the speaker. Maintain appropriate eye contact Analyze what is being said Respond with an occasional word or statement. Ask appropriate questions? Take notes in appropriate situations? (Conduct Story Telling Exercise) Discussion What are the ways you can contribute in group discussions? What are the ways I can contribute to a group discussion? Be informed on issues. Listen to other people’s comments. Contribute to the discussion. Keep comments on the topic. Keep comments positive and constructive. Keep an open mind to other peoples ideas. Discussion Have you ever been in group discussions that did not accomplish the groups goals? Why did the group struggle to accomplish their goals? What are the responsibilities of a good discussion leader? Introduce the topic and give background information. Start the discussion. Encourage all members to participate. Keep Discussion positive and constructive. Make statements to redirect thinking. Close with a statement to bring the group discussion to an end. Discussion How should one respond to questions? How should I respond to questions? Use good judgment. Do not guess. Discussion What is the difference between prepared and extemporaneous speeches? What type of situations may call for speaking extemporaneously? What is extemporaneous speaking? Speaking on a topic without a written or memorized script. Making a statement with little or no time for preparation. Extemporaneous Speaking Exercise Conclusion The ability to communicate effectively is a valuable skill. Good communication does not just mean being able to speak well. It also means being able to listen well and being aware of nonverbal communication. Good Speaking, Listening, and Nonverbal communication skills should be developed to improve your ability to participate in group discussions.

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See All test questions 1. While ratifying the Constitution, the primary point of disagreement between Federalists and Anti-Federalists was over 2. All of the following statements about gerrymandering are true EXCEPT that it 3. Federalism is a principle of government in which 4. Which of the following is the best illustration of "pork barrel" legislation? 5. An appointment to which of the following offices is NOT subject to confirmation by the U.S. Senate? 6. The opposition of the American Civil Liberties Union (ACLU), the National Association of Women Lawyers (NAWL), and the American Federation of Labor and Congress of Industrial Organizations (AFL-CIO) to Samuel Alito's 2006 nomination to the Supreme Court is an example of 7. Which of the following does the Supreme Court NOT have the power to override? 8. Which of the following does NOT appear in the Constitution? 9. Which of the following best describes the balance the Supreme Court has struck between the establishment clause and the free-exercise clause? 10. Which principle was established by the Supreme Court's decision in Marbury v. Madison? 11. Divided government frequently results in 12. In which of the following cases did the Supreme Court decision establish the "separate but equal" doctrine of state-sponsored racial segregation?

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The science curriculum at Abbey Hey Primary Academy provides children with a coherent, substantive knowledge of the scientific disciplines of biology, chemistry and physics that provides pupils with: - a secure, deep understanding of the nature, processes and principles of science through clear instruction and deliberate practice. - an ability to apply long-term knowledge to make predictions and connections between disciplines, and recognise the uses and implications of science in the wider world. - gradual understanding of ‘vertical concepts in biology, chemistry and physics’. It also intents to embed core disciplinary knowledge, and the ability to systematically approach challenging, scientifically-valid questions through: - Scientific Attitudes & Planning asking scientifically relevant scientific questions and designing controlled investigations. learning how to use scientific apparatus like rulers and thermometers, and through making systematic observations. setting up data collection tables and presenting this data in a variety of charts and graphs. interpreting and analysing findings; drawing conclusions and evaluating the reliability of investigations. Our aim is to generate excitement for science, that inspires a curiosity about natural phenomena and the world around them. Teachers are provided with an additional three planning days per year in addition to their PPA, to plan their curriculum. As part of this planning process, teachers plan the following: - A knowledge organiser which outlines knowledge (including vocabulary) all children must master - A sequence of learning which follows the Rosenshine Principles of Instruction - A cycle of lessons for each subject, which carefully plans for progression and depth - Low stakes quizzes which are used regularly to support learners’ ability to retrieve and recall knowledge and increase space in the working memory - Challenge questions for pupils to apply their learning in a philosophical/open manner - Trips and visits from experts who will enhance the learning experience Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: ▪ A reflection on standards achieved against the planned outcomes ▪ A celebration of learning which demonstrates progression across the school ▪ Tracking of knowledge in pre and post learning quizzes ▪ Pupil discussions about their learning Our science curriculum is also planned in a way which promotes the cultural capital of all our children. We enhance our curriculum especially for the most disadvantaged by organising guest speakers (STEM), organising Science week which focuses on the wider world and promotes careers in science. We also provide additional opportunities such as farm visits and Forest School for EYFS and Year One. Science Long Term Plan Science Whole School Progression Map

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The 'river of life' participatory approach uses the metaphor of a river to encourage participants to think about projects in terms of a flowing, connected process with 'critical moments' such as hitches, successes, failures or unexpected events that may lead to a change in course, stagnation or growth. Participants consider where, how and how effectively gender has been integrated as part of these processes. Participants think about projects that they currently work on or know well that are interesting because they have been successful at mainstreaming gender, or have had significant gendered impacts, but could be improved in terms of gender sensitivity. After deciding which projects to focus on participants work in small groups, with each group thinking about the different projects from the beginning to the present day, asking questions such as - How and why was it initiated? - Who was involved? - How was it designed? - How was it implemented - How has it been monitored? andW - hat major events have happened? They draw a river to depict the life of the project. They then think about how gender has (or hasn’t) been mainstreamed into the project, adding in examples of moments which have been important for gender mainstreaming. Participants then explain their rivers to the rest of the group, followed by questions and discussion.

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|Part of the series on| Nizhal Thangal (Tamil: நிழல் தாங்கல்; also called Inai Thangals) are secondary worship places of the Ayyavazhi, often smaller in size compared to Pathis, built per the instructions of Akilattirattu Ammanai. Cleanliness is strictly enforced. Though the common people, mainly in early times call them as Narayanaswami koil or Narayanaswami pathi, the Ayyavazhi scriptures consider these centers distinct from The Pathis. They call these worship centers, which were not associated with the religious activities of Vaikundar as 'Inai Thangals'. After the trial of Vaikundar with the king of Travancore, the followers built religious centers following his instructions to propagate his teachings which were called as Nizhal Thangal. Akilattirattu Ammanai call this as religious schools. The LMS reports too speak in abundance about these worship centers Tamil is the official language of worship, and the object of worship is Lord Narayana with the trinity of Brahma, Vishnu, and Shiva. Nizhal Thangals in Chettikudiyiruppu, Agastheeswaram, Paloor, Sundavilai, Vadalivilai, Kadambankulam and Pambankulam were established during the period of Vaikundar per Akilam. And after a large number of Thangals were established throughout India. There are more than 8000 worship centres throughout India These Nizhal Thangals formed place in the socio-religious life of the people. All the people were brought together here irrespective of caste distinctions. The mode and formalities of worship were revolutionalised in these centers. Architecture and Structure Unlike Pathis this Thangals were of small size. Inside the Nizhal Thangals, no murti or idol is used. The Palliyarai of Thangals generally seems similar to Pathis. But inside, in most of the Thangals instead of raised pedestal, chairs were placed as asanas in which the saffron or silk cloths are wrapped-around. A garland made of rudraksha (string of rudraksha beads) is placed around the neck of the asana. Mirrors were placed behind. In front of these there will be two standing oil lamps(kuthu vilakku)made of brass, each placed on the either side of the asana. In some of the Thangals there will be inner corridors as pathis to circumambulate the Palliyarai. A hall is attached to this palliyarai for the worshippers. In some of the Thangals there are flag masts, Vahanas and temple cars etc. Some of the thangals were built and maintained by single individuals, some by various organisations and some built as town or village-commons. Since Ayyavazhi is not an organised religion, thangals are not officially controlled by Swamithoppe, though it was considered as the religious headquarters. It was considered ritualistic by the Ayyavazhi followers to lay foundation stones for new Thangals by some one from Payyan dynasty. It seems that the scriptures too give a high status to them in such matters. A survey from the year 2004 states that there are more than 8000 Nizhal Thangals throughout South India mostly in Tamil Nadu and Kerala. Some Nizhal Thangals serve as community centers, with facilities to cook for large crowds of people; others serve as schools for the community and some as both. Prayer and Rituals Though the Ayyavazhi scriptures says about a three-time-worship in common for Nizal Thangals and Pathis, most of the Nizhal Thangals use to conduct Panividais (poojas) only twice per day. The three time worship includes Ukappadippu along with Pothippu at the dawn and at the dusk and the Ucchippadippu in the noon. But most of the Nizhal Thangals conduct this Ucchippadippu on every Sundays seven times collectively, considering one time per day of a week. On that days Anna Dharmam (charity on food) is conducted. Some Thangals use conduct this Ucchippadippu on Fridays too. While at few Thangals, which were run by single individuals, the Panividai is conducted only once per day in the evening. This 'Pai vaippu' is a festival in which the rice boiled in milk and used to serve as grew. At present every worship centers of Ayyavazhi has this practice at least once in a month, while in some other Thangals it was conducted once in a week. During this Pal vaippu cooked rice is also served in addition to this 'Pal' as an action of charity. During this days as ritualistic actions, the 'Periya Ukappadippu' (the extended Ukappadippu), ' Thana Niraivu Vasakam ' and 'Vazappadippu' is also sung in the evening as additional form of Prayers during this days. The main form festival which is conducted in Nizhal Thangals are The Thiru Eadu Vasippu and the Vaikunda Avatharam. The Thiru-Eadu Vasippu was conducted for several days while the Vaikunda Avatharam celebration is mostly for a day of time in Nizhal Thangals. Some Thangals use to conduct Annual festivals too. This Thiru Eadu Vasippu, the ritual reading and expatiation of the Holy book Akilam, is an important religious observance of Ayyavazhi. During this days the morning Panivadais are conducted as usual, while in the evening Akilam the scripture of Ayyavazhi is read melodiously by two talented persons and another person use to explain the read verses in a prose form. At the end of every days Anna Dharmam was conducted. This festival was conducted in several Nizhal Thangals for seventeen days (as in Pathis) and the whole content is read-finished. While some other thangals conduct this for three, five, seven, or ten days term reading selected part from the scripture. Some thangals conduct this Thiru-Eadu Vasippu along with the Annual festivals while on some other centers annual festivals are celebrated separately. During that days ' Vahanam Eduppu ' is conducted in which the asanam is carried on Vahanas (vehicles) as processions by the followers. This was the only festival in Ayyavazhi, which is celebrated at a time throughout all the worship centers across the country. During this festival on 19th masi (3 March) the day before the Ayya Vaikunda Avataram, the Nizhal Thangals used to conduct one day festival for a grand scale along with Anna Dharmam throughout the day. On the next day 20th of the Tamil month masi, (4 March) all the followers used to visit Panchappathis and so most of the Thangals remain closed while some thangals used to continue the festival as the previous day. - Cf. J.F.Gannaway,"Report of the James Town Mission District for the year 1863", in Annual Report of the Travancore District Committee in Connection with the LMS for the year 1863, page 4. - Frederick Baylis,"Report of the Neyoor Mission District", in ARTDC for the year 1869, page 15. - Ebenezer Lewis,"Report of the Santhapuram District for the year 1858", in ARTDC for the year 1858. - Frederick Wilkinson,"Report of the Nagercoil Mission District", in ARTDC for the year 1864, page 4. - C. Paulose, Advaita Philosophy of Brahmasri Chattampi Swamikal, 2002, Chapter 2, page 24. - "Sujibala without a blouse in Ayyavazhi". "Now there are thousands of temples erected in honour of Vaigundaswamy.". Archived from the original (Comment on the Tamil film 'Ayyavazhi') on 20 May 2007. Retrieved 24 May 2007. - Tha.Krishna Nathan's, Ayyaa vaikuNdarin vaazvum sinthanaiyum (Tamil), Chapter - 4, page 83: "இதற்கு ஆதாரமாக அய்யா வைகுண்டரைத் தெய்வமாக ஏற்றுக்கொண்ட சுமார் 8000 - க்கும் மேற்பட்ட அய்யாவழிப் பதிகள் தமிழ்நாடு மற்றும் கேரளப்பகுதிகளில் இயங்குவதைக் கூறலாம்." (This citation was included here from Tamil Wikipedia article) - C. Paulose, Advaita Philosophy of Brahmasri Chattampi Swamikal, (Doctoral thesis in Sree Sankaracaharaya University of Sanskrit, Kalady.) Page 24, "To propagate his teachings and ideas he opened upon 7 Pathis and 7 Tangs (The Primary Nizhal Thangals) in Travancore, hundreds of small pagodas (Nizhal Thangals) throughout India." Accrediting the Worship centers of Ayyavazhi across India and so the Ayyavazhi followers. - Tha. Krishna Nathan's, ayyaa vaikuNdarin vaazvum sinthanaiyum (Tamil), Chapter - 4, page 83. (This citation was included here from Tamil Wikipedia article). - There is an oral tradition that Ayya Vaikundar asked the followers to do so for their comfort. - R. Ponnu, Sri Vaikunda Swamigal and Struggle for Social Equality in South India, 2000 - G. Patrick, Religion and Subaltern Agency, University of Madras. - C. Paulose, Advaita Philosophy of Brahmasri Chattampi Swamikal, 2002. |Wikimedia Commons has media related to Nizhal Thangal.|

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U.S. has fourth warmest winter on record; West & Southeast drier than average On average, the 2011-2012 winter was a mild one for the contiguous United States. When NOAA’s National Climatic Data Center crunched the numbers for December, January and February—”meteorological” winter for 2011-2012—it stacked up as the fourth warmest of the past 117 winters. The seasonal average temperature was 36.8 degrees Fahrenheit, which is 3.9 degrees above the 20th century average. The most unusually warm temperatures were found in the northern states, especially in the northern Great Plains. In a recent Winter Recap video, Deke Arndt, head of the Climate Monitoring Branch at NOAA’s National Climatic Data Center, explained the reason for the pattern: the jet stream stayed farther north than usual this winter. The whipping, high-altitude winds of the jet stream generally mark the boundary between Arctic air to the north and warmer air to the south. The map above shows the percent of average winter precipitation in shades of brown (less than 100 percent of average) and green (up to 200 percent of average). Virtually all of the West received less than its average precipitation. For many places, this means less snowpack than usual, which will have consequences for spring and summer water supplies. Parts of the Great Plains, Texas, and the Ohio Valley got more of a soaking. In Texas, the above-average rains shrank the percentage of the state experiencing exceptional drought. Maps by Hunter Allen, Richard Rivera, and Ned Gardiner, based on climate data from the National Climatic Data center. Reviewed by Deke Arndt and Jake Crouch, National Climatic Data Center.

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Steps in conducting a scholarly mixed methods study abstract: mixed methods research is a rapidly expanding methodology in the social and human sciences in the us and basic mixed methods designs convergent parallel design. A research method is a general framework guiding a research project different methods can be used to tackle different questions research design is a specific outline detailing how your chosen. Research design has 1,454 ratings and 113 reviews bahia said: this book is a great introduction to qualitative and quantitative research methods it's e. In this first methods in action post, akshan ish and i explore how we craft design research activities to 'walk in someone else's shoes. What are the different types of research design research design is composed of methods and processes that are used to help gather data for scientific. Amazoncom: research in psychology methods and design 8e: methods and design (9781119386155): kerri a goodwin, c james goodwin: books. Discuss six common types of qualitative research designs 2 phenomenological research methods are very different from the methods used in quantitative research mariano (1990) asserted that phenomenology could be dif cult to. Preface chapter 1, explaining behavior chapter 2, developing and evaluating theories of behavior chapter 3, getting ideas for research chapter 4, choosing a research design. According to marshall & rossman (2010) a researcher can adopt three different kinds of research methods namely exploratory, descriptive and causal research the researcher in this case should adopt the descriptive research method ritchie et al (2013) opined that by using the descriptive method the. The paperback of the research design: qualitative, quantitative, and mixed methods approaches by john w creswell, j david creswell | at barnes. This ten chapter research methods text is written for both undergraduate and graduate students in education, psychology, and the social sciences it focuses on the basics of research design and the critical analysis of professional research in the social sciences from developing a theory. Pdf version of this page this review provides an overview of qualitative methods and designs using examples of research note that qualitative researchers frequently employ several methods in a single study basic qualitative research characteristics design is generally based on a social. This sets out the basic principles of research design, and the role of the researcher our page on designing research explains how to approach research further reading on research research methods can be used alone to solve a problem. Research methods & experimental design a set of notes suitable for seminar use by robin beaumont last updated: sunday, 26 july 2009 e-mail: [email protected] Research methods qualitative vs quantitative understanding the relationship between objectives (research question) and variables is critical. One or more of a number of analytic methods or designs may be proposed to evaluate a particular program the most common of these are case studies, simple descriptive statistics, before/after comparisons, cohort studies, time series analysis, cross sectional comparisons, cost benefit analysis. Qualitative research designs comparison of qualitative & quantitative a formal, objective, systematic process for obtaining information about the world a method used to describe, test relationships, and examine cause and develop research outline to organize investigative. The three-volume apa handbook of research methods in psychology features descriptions of many techniques that psychologists and others have developed to help them pursue a shared understanding of why humans think which research designs are most appropriate for which question. Choosing a mixed methods design in this module, different types of mixed methods research designs will be discussed learning objectives: discuss key considerations when designing a mixed methods approach and the fundamental principle of mixed methods research. Chapter one the selection of a research design r esearch designsare plans and the procedures for research that span the decisions from broad assumptions to detailed methods. An introduction to second language research methods: design and data dale t griffee tesl-ej publications berkeley, california, usa _____. Design research: methods and perspectives (mit press) [brenda laurel, peter lunenfeld] on amazoncom free shipping on qualifying offers how the tools of design research can involve designers more directly with objects, products and services they design from human-centered research methods. What is the basic methodology for a quantitative research design the overall structure for a quantitative design is based in the scientific method. Module 2: research design printer friendly brc home | glossary according to trochim (2005), research design provides the glue that holds the research project together a design is used to structure the research. What are the different major types of research designs we can classify designs into a simple threefold classification by asking some key questions. Books shelved as research-methods: research design: qualitative, quantitative, and mixed methods approaches by john w creswell, the craft of research by.

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In the book What Happens If . . ? there are a few pages of experiments with shadows. You will learn that when your hand is close to the light source your shadow is larger because it blocks a lot of light, but when your hand is farther away from the light source your shadow is small because it blocks less and less light. We used different items to make shadows, seeing that some shadows are black and some are 'gray' because the material lets some light through. We cut an egg shape out of butter muslin and a chick out of paper. We taped the chick in the middle of the egg. The shadow looked like a chick inside an egg. Science: Understanding Your Environment also has a chapter on light. We read about light and heat energy. We learned that where there is heat there may be light and where there is light, there is almost always heat. We used a thermometer to find out the temperature of ice water and tap water. We looked around the house for light sources, heat sources, and items that gave off both light and heat. We read about light being reflected and found things in pictures and around the house that reflected light. We used two small mirrors and a penny to see how many reflections we could make of the penny. We put five colorful blocks in a paper bag, then I had K. stand in a dark closet and look in the bag to see what colors she could see. So we discovered that there must be light to see colors. We found items around the house that light could go through and items that light could not go through. We did a couple experiments from the book 365 More Science Experiments. - We used a glass of water to magnify the small writing on a box of pudding. page 53 - We made a movie screen by putting a small hole (about 1" x 1-1/2") in opposite sides of a box. Then I gave K. a clear transparency with the size of the hole marked and markers. I asked her to draw a picture in the box. We put a piece of white paper on the wall, held the box close to the wall and shone a flashlight through the two holes. We could see the picture. Then we moved the box farther from the wall. The picture became larger, fuzzy, and unclear. As the light source moves farther from the wall the light same amount of light spreads out to fill a larger area. page 53 In Let's Experiment: - We made a kaleidoscope with some colored beads and 3 small mirrors. Arrange two stacks of books to be about 10 inches tall. Put a piece of glass across the stacks and put some colorful beads on the glass. Take three small mirrors and arrange them into a triangle. You can hold them together with tape or rubber bands. Hold the mirrors about two inches above the beads and discover how a kaleidoscope works. page 110 - We have a periscope, so we didn't make one. Instead we played "Hide and Seek" with it. One of us chose a location in a bedroom (must be in plain sight). The other person stood outside the room and used the periscope to locate the person in the room. - Bending light (putting a straw in a glass of water) takes place every time the light waves pass from one medium to the next. - We proved that air bends sunlight. Place a stack of books on the table. The stack should be almost as tall as a large glass jar. Put a short (2 inch) candle about 2 feet from the stack of books and light the candle. When you look straight across the top of the books you should not be able to see the candle. (If you can make the candle shorter.) Then fill the jar to the brim with water and screw the lid on. Lay it down next to the stack of books and look across the books, through the jar. You should be able to see the candle. - Experiment showing that when you add water to a bowl, the light refracts (bends) so that while looking across the top edge of the bowl, you can see the penny on the bottom of the bowl. - We made a pin-hole camera. It only works well if you are looking at something really bright and are in standing in a dark room. It worked well while we were standing in my parent's kitchen and looking at the open blinds where the sun was shining in brightly. - Putting light back together. Take a 4 inch diameter cardboard circle. Divide it into sixths. Color each sixth a different color: red, violet, blue, green, yellow, and orange. Poke a small hole in the center, insert a toothpick and glue it in place. When the glue is dry, stick the toothpick in the chuck of a drill. Hold the drill so you can watch the disk and turn it on. At a certain speed, all the colors will blend and you should see a white disk. Ours didn't get white, but it did get pink. Maybe our red was too dark. - We learned about our eyes, and watched our pupils get smaller when we went from a dark room to a brightly lit room. - Sun and Shadow. We went outside and I traced K.'s shadow with sidewalk chalk. Then a couple hours later we did the same thing to see how our shadows change. We talked about why. - Separating the colors in black. Flatten a coffee filter and draw a line across it with a black water base marker (not permanent). Put water in a glass. The water should be about 3/4-inch below the black line of the filter. Roll the filter up and put it in the water. Watch the water flow up the filter. When the water reaches the top of the filter, take the filter out and let it dry. How many colors do you see? Black ink is made of a mixture of colors. - Turning black and white into color. There is a black and white circle on the page to photocopy. Cut it out and glue it on cardboard. Make a small hole in the center. Stick a toothpick through and glue it in place. Spin the circle like a top (the circle should spin between five and ten turns per second). You should see colors. We sorta did. - Turning Blue. We learned why the sky is blue. In the experiment, K. dropped milk into a glass of water until the water looked blue. The sunlight hit the milk particles and reflected blue to our eyes, just like the sunlight hits the dust particles in the air, which reflects blue to our eyes. From Mirrors: Finding out about the Properties of Light by Bernie Zubrowski - We played a game of hide and seek using four small mirrors on the table. We each put our chins on the edge of the table and then "It" tried to find the other person using all four mirrors. - We played another game with the four mirrors. We taped eyes on one, ears on another, a nose on the third, and the mouth on the fourth. Then tried to line up the mirrors so we could see the face correctly in a mirror. We succeeded, but the nose and ears aren't quite right in the picture. - Light: Shadows, Mirrors, and Rainbows by Natalie M. Rosinsky -- this is an easy reading book with large, colorful illustrations. - Shadow-Play by Paul Fleischman -- this is a picture book about two children who see a play at the fair, but at the end you find out that the people in the play were just shadows. - The House in the Night by Susan Marie Swanson -- a picture book naming night time things - Eli-s Night Light by Liz Rosenberg -- a picture book about a boy's night light burning out and all the things he discovers that bring light into his room - Sun Up, Sun Down: The Story of Day and Night by Jacqui Bailey -- a picture book about the sun and the rotation of the earth. At the end of the book it shows how to make a sun dial - Lights for the Night: A First Look at Illumination by Solveig Paulson Russell -- I skipped over some of the stuff at the beginning of the book, but I have divided the book into sections and we are reading some each week. - Sisters of Scituate Light by Stephen Krensky -- a picture book story about two sisters that are left to take care of the lighthouse, and how they scare the British away during the War of 1812. This is a true story. - Fireflies in the Night by Judy Hawes -- this is a Stage 1 Read-and-Find-Out Science book - How Do You Know It's Summer? by Ruth Owen -- a picture book about summer, and the longest day of the year

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Clarify with your students that you are about to begin a unit on the Pythagorean Theorem and ask them if they have any idea who created the Pythagorean Theorem or what the theorem says. Brainstorm any relevant ideas on the board by scripting useful information. Tell your class that it is important to understand who developed the theorem and why it works so that they can prove why, how, and when to use it in math problems. Read the story What’s Your Angle Pythagoras aloud to your students or even better, allow the students to read the book aloud to the class. If you use the linked PowerPoint it is more engaging for students. After reading the story aloud, Turn the PowerPoint to slide number 14 and tell the class this picture is the inspiration for today’s activity. Preparation Work Ahead of Time: • Print, copy, and cut the triangles sketched in handout “Triangles for Opening Pythagorean Theorem Activity.” If you want, sketch and copy your own variety of triangles from obtuse, to acute, to right triangles. Make sure all side lengths are whole numbers; do not have side lengths that are 3.25 inches. All sides should be whole number lengths because the students are going to tile squares along each side length and many tiles are 1 inch by 1 inch or 1 cm by 1 cm in length. • Cut or purchase square tiles that are either one inch square or one centimeter square. I use craft foam from the Dollar Tree and a die cut to create many tiles in a variety of colors. • Create a poster using a large sheet of poster paper from a roll or sheet of sticky pad and divide the poster in half length wise using a marker. Label one side of the poster as, “Yes, a2 + b2 = c2” and label the other side as, “No, a2 + b2 ≠ c2” Underneath the “No” column, it is optional to divide and label two columns for a specific type of inequality: “ a2 + b2 > c2 or , a2 + b2 < c2” Including the inequalities allows for good discussion around categorizing triangles by angle measures – equivalent means right triangle, less than means the triangle was obtuse, and greater than means the triangle was acute. This type of naming a triangle by the length of sides could be a typical ACT/SAT question. Group students into cooperative groups of two to three students and give each group a triangle that is obtuse, acute, or right. Try to evenly distribute all three types of triangles giving the small triangles to groups who typically work slowly and larger triangles to groups who generally work very quickly. Have the students record the length of each side and the measure of each angle directly on the triangle itself. Then ask them to use a marker and name the triangle in the center according to its angle measures. Remind students of the page where Pythagoras tiles red and blue squares on the two shortest sides of the triangle and then combined the tiles to make one mixed color square on the longest side. I would even have this part of the story on the board. Tell them they will be given two colors of square tiles with which they should tile a square along the two shortest sides. Once they finish, they should call you over to check and take a picture of their “before diagram.” At this point, also take back any spare tiles that were left. Remind them now to take all the tiles in both squares and try to create a perfect square on the longest side without having any left-over or running short and not having enough to finish. When finished, you should be called over again to take an after picture. As each group finishes direct their attention to a poster on the wall that is split down the middle. One side says “Yes, the squares along the two shortest sides a and b combined perfectly to make a square along the longest side c.” The other side says, “No, the squares along the two shortest sides a and b do not combine perfectly to make a square along the longest side c.” Have students tape their triangle on the correct side for classroom discussion. Taping the triangles to the post is as far as you will probably get today, but push to at least make it this far. Some groups will try to take a long time with the tiles, so make sure you are moving them forward as they are working with verbal queues. The handout Pythagorean Theorem Unit Opening Activity is another set of step by step instructions for this activity that you can print and follow.

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NASA probes find surprises at the edge of the Solar System. Are we there yet? Ed Stone, the project scientist for NASA’s two Voyager spacecraft, wants to know. Since their launch in 1977, the probes have ventured billions of kilometres beyond the outer planets. Now, Stone and his colleagues are looking for signs that Voyager 1 may finally be nearing the edge of the Solar System — where the heliosphere, the bubble of electrically charged particles blown outwards by the Sun, gives way to interstellar space (see ‘Edging into the unknown’). Detecting and characterizing this threshold — called the heliopause — would be the ultimate bonus for a probe that logged its 35th year in space on 5 September. When Voyager 1 set out, says Stone, a physicist at the California Institute of Technology in Pasadena, who has coordinated the mission since the probes launched, “the space age was only 20 years old and there was no evidence that any spacecraft could travel this long and this far from the Sun”. The extraordinarily long-lived Voyager 1 began detecting hints of a boundary region eight years ago. But exiting the Solar System is proving to be a longer and more complicated affair than Stone and his colleagues had anticipated. By the time Voyager 1 is well and truly out, it may have transformed researchers’ ideas about the Solar System’s invisible edge. In the latest twist in the story, the craft seems to be traversing an unexpected ‘dead zone’. This week, Robert Decker, a space scientist at the Johns Hopkins University Applied Physics Laboratory in Laurel, Maryland, and his colleagues report1 in Nature that at Voyager 1’s current location, some 121.6 astronomical units (18.2 billion kilometres) from the Sun, the average velocity of solar particles has dropped to nearly zero. (Voyager 2, which is about 3 billion kilometres closer to the Sun and moving in a different direction, has yet to detect the same reduction in velocity.) Decker’s team first reported2 the change last year, when it had measurements of the particles’ velocity only in the radial direction, outwards from the Sun. At the time, the team thought that the change was a sign that the craft was nearing the heliopause, where solar particles are expected to collide with powerful winds generated by supernovae that exploded some 5 million to 10 million years ago. The collision would force the solar particles to stop moving outwards and push them sideways, like a stream of water hitting a solid surface. To test the idea, engineers commanded Voyager 1 to roll on its side seven times, so that its instruments could record particle velocities along a line perpendicular to its course. Given that sending a command to Voyager 1 now takes 17 hours, and that the spacecraft’s transmitter runs at 23 watts — about as powerful as a refrigerator light bulb — such communication is a feat in itself. The researchers were astonished to find that the particles had zero velocity in this polar direction, too — indicating that they were almost stationary rather than being buffeted by stellar winds. That cannot happen at the heliopause, says Decker. “We therefore conclude … that Voyager 1 is not at the present time close to the heliopause, at least in the form that it has been envisioned,” the team writes1. Decker and his colleagues now think that since 2010, when the craft first recorded a velocity drop, it has been in an antechamber to the heliopause, at least 1 billion kilometres thick. Why the particles are becalmed remains a mystery, says Stamatios Krimigis, a space scientist at Johns Hopkins and a co-author of the paper. This leaves theorists in a bind. “There no longer exists any guidance on what constitutes getting out of the Solar System and into the Galaxy,” says Krimigis. Gary Zank, a theoretical physicist at the University of Alabama in Huntsville, disagrees. “I don’t regard the paper as forcing us to revise our models,” he says. His team and others theorize3 that a magnetic wall in the outer heliosphere, caused by a pile-up of magnetic field lines, could slow down the flow of charged particles and account for the near-zero velocities recorded by Voyager 1. Although the craft has not yet made it to the heliopause, the boundary may be within reach. This May, Voyager 1 recorded unprecedented bursts of cosmic rays — highly energized protons and atomic nuclei — coming from outside the Solar System. The spikes returned in July, this time along with a drop in the incidence of lower-energy cosmic rays thought to be accelerated in the Solar System. The changes suggest that Voyager 1 is nearing the fringe of the Solar System, and could cross the heliopause by the end of the year, says Krimigis. But, he adds, “nature seems to be much more imaginative than we are, so I could be quite wrong”. Indeed, David McComas, a physicist at the Southwest Research Institute in San Antonio, Texas, and Nathan Schwadron, a plasma physicist at the University of New Hampshire in Durham, suggest an alternative explanation. In an article in press in The Astrophysical Journal, they propose that Voyager 1 is in a region where magnetic field lines running through the outer heliosphere link up with the magnetic field of the rest of the Galaxy. Here the field would create a conduit for galactic cosmic rays, causing the spikes in detection. Cosmic rays accelerated within the heliosphere would tend to move along other field lines and be less likely to get to Voyager. If this model is correct, say McComas and Schwadron, the heliopause may still be years away. There no longer exists any guidance on what constitutes getting out of the Solar System. When Voyager 1 does leave the Solar System, it may meet further surprises. Researchers have long assumed that a bow shock lies outside the heliopause. Similar to the shock wave around a supersonic aircraft, the bow shock is thought to form as the Solar System ploughs through the interstellar medium, forcing the local ionized gas to change density abruptly and discontinuously. But in May, McComas and his colleagues reported4 that data from NASA’s Interstellar Boundary Explorer (IBEX) mission cast doubt on this picture. From Earth orbit, IBEX probes the interstellar medium by detecting electrically neutral atoms that slip into the Solar System through the heliopause. Its measurements suggest that the Sun and planets are moving through the interstellar medium about 12% slower than previously calculated — too slow to generate a bow shock. None of this uncertainty bothers Stone, who expects both Voyagers to cross the heliopause well before 2025, when the craft are due to go silent as the plutonium isotopes that supply their power run out. On the contrary, Stone adds, he is pleased that the one-way journey has taken so many unexpected turns. “One thing Voyager has taught us is to be prepared to be surprised.” Decker, R. B., Krimigis, S. M., Roelof, E. C. & Hill, M. E. Nature 489, 124–127 (2012). Krimigis, S. M., Roelof, E. C., Decker, R. B. & Hill, M. E. Nature 474, 359–361 (2011). Zank, G. P. Space Sci. Rev. 89, 413–688 (1999). McComas, D. J. et al. Science 336, 1291–1293 (2012). See Editorial page 6 Related links in Nature Research Related external links About this article Cite this article Cowen, R. Voyager’s long goodbye. Nature 489, 20–21 (2012). https://doi.org/10.1038/489020a

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We all know that it takes practice to become a good reader. The more a child reads, the more confident they become. For most children the first books they read on their own are picture books that were read aloud to them at home or at school. They often find it easier to decode words from a story that is so familiar they have memorized it. The better a reader knows a story, the easier it is for them to understand the meaning of the words. Series books offer a consistency of characters and formulaic plots that provides uncertain readers with the reassurance of familiarity. Novice readers find selecting a book intimidating. By sticking with a series it minimizes the risk of feeling frustrated and allows children to select their next book with confidence. Reading books in a series can be the first step, a jumping off point before moving to more challenging stories. Stop into the library and pick up our new brochure that list all the series books found at the Scarborough Public Library.

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New collections of division table are available to help your children in learning and memorizing number divisions. There are some types of division charts that we have provided for you that you can use for your children. Provided below is the colorful 1-12 division table. Just scroll down to see the tables and click on the image to save it. The division table above can be used by children to memorize the standard number division of 1-12. They can read the table repeatedly before taking the Math division trainer to see how well they have memorized the divisions. Stick the chart onto your children’s desk, book, or wall to allow them see it every day. You can continue with the bigger number division table to enrich their capability in dividing numbers. You can also try to give them the division worksheets to see how skilled they are in division. There are other kinds of division chart with bigger numbers as provided in the images below. Studying division in Math by combining it with specific Math division games or will help the children to understand and memorize multiplications quicker! Use these printable teaching resources as the resource for your students’ multiplication learning activity! Find other various times table worksheets by looking through our latest posts or type the keywords in the available search column!

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The Speaker and The Poet • Poets will often assumes a role or imitate the speech of a person in a particular • This “role” is referred to as the speaker, voice, mask, or persona. • The voice speaking a poem may sound like it is the poet’s own, and it may be difficult to separate the two, but there is usually a 3. Diction and Tone • Diction refers to the words and grammatical constructions that the poet uses in the creation of their persona. • These choices may occur on a • These choices give the reader insight into the persona of the poet. 4. Diction and Tone • Speakers have attitudes toward themselves, their subjects, and their • They choose their words, pitch, and modulation based on these attitudes. • These choices add up to the tone of the • To find the tone, it is a good idea to read the poem aloud. – The reader must try to catch “the speaking tone of voice somehow entangled in the words and fastened to the page for the ear of the imagination.” (Frost) 5. Figurative Language • Words have their literal meanings, but they can also be used so that something other than the literal meaning is implied. • Common types of figurative language: – Simile: items from different classes are compared by a connective such as “like,” “as,” “appears,” or “seems.” 6. Figurative Langaage – Metaphor: Assert the identity, without a connective, of terms that are literally – Personification: The attribution of human feelings or characteristics or abstractions to inanimate objects. – Apostrophe: Addressing a person or thing that is not literally listening. 7. Usage of Figurative Language • Figurative language forces the reader to confront the connotations rather than the denotations of written language. – Connotations: suggestions, associations – Denotations: dictionary definitions • It is said to be different than ordinary language, but many of these expressions, due to repetition have become literal. 8. Usage of Figurative Language • Good figurative language is usually concrete, condensed, and interesting. • It is not limited to literary writers. It is used by most anyone who is concerned with effective expression. 9. • Imagery refers to any element of setting or character that takes on a figurative • Much of literary imagery is based on the patterned use of diction, such as word – The types of figurative language discussed previously are examples of Imagery and Symbolism 10. Imagery and Symbolism • Symbols: Images that are so loaded with significance that it is not simply literal, and it does not simply stand for something else; it is both itself and the something else that it suggests. “The Infinite is made to blend with the Finite, to stand visible, and as it were, attainable there.” – Thomas Carlyle 11. Imagery and Symbolism • Conventional Symbols: people have agreed to accept them as standing for something other than their literal – Cross = Christianity – Rose = Love, Romance 12. Verbal Irony and Paradox • Verbal Irony: The speaker’s words mean more or less the opposite of what they – Overstatement (hyperbole) • Paradox: the assertion of an apparent 13. Poetic Structure • Rhythm: Stresses at regular intervals – Poets vary their rhythm according to their purpose. These choices often contribute to the meaning of the poem. “Rhythm must have meaning. It cannot be merely a careless dash off, with no grip and on real hold on the words and sense, a tumty tum tumty tum tum ta.” – Ezra Pound 14. • Meter: the pattern of stressed sounds – Foot: basic unit of measurement – End-stopped line concludes with a – Run-on line has its sense carried over into the next line with a pause – Meter produces rhythm – a poem with end-stopped lines will have a different meter than one with run-on lines. 15. • Rhyme: the repetition of identical or similar stressed sounds or sounds – While rhythm is a basic element of poetry, rhyme is not. – Rhyme suggests order and may be related to meaning. It brings two words together, implying a relationship that the reader may not have been aware of. • Blank Verse and Free Verse – Blank verse: unrhymed iambic – Free verse: rhythmical lines, varying in length, adhering to no fixed metrical pattern, and usually unrhymed. The pattern is often based on repetition and parallel grammatical structure.

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Explanation of Tohu The shape is a stylized version of the tapatoru or triangle – regarded as the most balanced and structurally strongest design created by strength through unity. It is also symbolic of the kurutao – the “V” shaped military formation that Māori warriors formed when confronting the enemy – again signifying strength through unity. The kōwhaiwhai design represents the unified base that is Te Arawa whānui. The eight black triangles represent and acknowledge the individuality of Ngā Waru Pūmanawa o Te Arawa – the eight beating hearts of Te Arawa which in turn represent the main hapū of Te Arawa. They also depict niho or teeth that can be translated as the “biting edge” leadership for Te Arawa. The 3 waves signifies the relationship with the lakes. Also the 3 tupuna rohe that make up the new Lakes Trust structure and not forgetting our “links” with the past. And finally a jet stream in the wake of Te Arawa progress. When you combine these elements the tohu represents the Te Arawa people united by the Te Arawa lakes settlement moving forward together with purpose and confidence.

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Modern Day Boating Disasters, Tragedies and Calamities along the California Central Coast By Captain Joseph R. Rodgers Names of places have always fascinated me. Especially names of points along our rugged and at times treacherous California seashore. We all know that Pigeon Point was named after the sailing ship Carrier Pigeon that missed the Golden gate in 1853. The clipper ship Carrier Pigeon was 129 days out of Boston when she struck the rocks of what was then referred to then as “PUNTA de la BALLENA”. A navigational error of just 60 miles. The ship along with its beautiful figurehead of a pigeon became a total loss as well as a small tugboat named the Seabird that came down from San Francisco to be of assistance. A lighthouse was erected on the point that bears the name of Pigeon Pt. But what of Franklin Pt. the point just south of there and located within the Año Nuevo State Marine Conservation Area. This site receives very low visitation compared to Pigeon Pt. Most of us just drive by without giving it a second look. This moderately sloping site consists of extremely uneven terrain, containing many deep cracks and folds. But what happened here? And who was Franklin? While searching for San Francisco in 1865, the American clipper, Sir John Franklin, lost her way in a dense fog and mountainous sea. When the weather cleared some 24 hours later, the captain viewed the breakers ahead with great alarm….but it was already too late. Download the full chapter here.

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How to count number of certain/specific words in a cell or a range of cells in Excel? For example, you need to count the occurrence of a certain word in a cell or a range of cells. How can you achieve it? Actually applying formula will help you solve this problem. But is there any method can achieve it without remembering formulas? You can try the following methods. - Reuse Anything: Add the most used or complex formulas, charts and anything else to your favorites, and quickly reuse them in the future. - More than 20 text features: Extract Number from Text String; Extract or Remove Part of Texts; Convert Numbers and Currencies to English Words. - Merge Tools: Multiple Workbooks and Sheets into One; Merge Multiple Cells/Rows/Columns Without Losing Data; Merge Duplicate Rows and Sum. - Split Tools: Split Data into Multiple Sheets Based on Value; One Workbook to Multiple Excel, PDF or CSV Files; One Column to Multiple Columns. - Paste Skipping Hidden/Filtered Rows; Count And Sum by Background Color; Send Personalized Emails to Multiple Recipients in Bulk. - Super Filter: Create advanced filter schemes and apply to any sheets; Sort by week, day, frequency and more; Filter by bold, formulas, comment... - More than 300 powerful features; Works with Office 2007-2019 and 365; Supports all languages; Easy deploying in your enterprise or organization. You can apply this formula =(LEN(text)-LEN(SUBSTITUTE(text,word,"")))/LEN(word) to count number of specific word in a cell in Excel. 1. Select a blank cell, enter the formula =(LEN(A2)-LEN(SUBSTITUTE(A2,B1,"")))/LEN(B1) into the Formula Bar, and then press the Enter key. 1. In the formula, A2 is the cell with the text string you need to count a certain word inside, B1 contains the certain word you will count. Please change the cell references based on your cells. 2. This formula can only count number of certain word in a single cell. 3. This formula is case sensitive. Then you will see the total number of a certain word in a specific cell is calculated and populated in the selected cell. The Count Times a word appears utility of Kutools for Excel helps you easily count number of certain words in a cell or a range of cells without remembering any formulas. 1. Select a blank cell for placing the result, then click Kutools > Formulas > Count times a word appears. See screenshot: 2. In the Formula Helper dialog box, select the text string cell you need to count number of certain word inside in the Text box, and select the cell contains the certain word in the Word box, and then click the OK button. If you want to directly enter the certain word into the Word box, you must enclose this word with quotes as below screenshot shown. Then you will get the result in the selected cell. See screenshot: Note: This feature is also case sensitive. Kutools for Excel includes more than 300 handy Excel tools. Free to try with no limitation in 60 days. Download the free trial now! - How to count the number of words in a cell or a range cells in Excel? - How to count occurrences of specific character in a cell in Excel?

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The education system in Bangladesh has divided into three major sections such as primary, secondary and tertiary. These education systems are controlled by the Education Ministry of Bangladesh. We know that there is three-level education system of your country. The first level is the primary level where five to ten ages’ children go to primary school. This system is also called junior education. The second level is the secondary level where ten to sixteen ages students go to school. It also called high school level education. And the third level is the college level where sixteen plus students go to the college of university. Technical, Vocational and Madrasah ministry of bangladesh in Bangladesh Education System in Bangladesh has also divided three sections like Technical, Vocational, and Madrasah. These education systems are like general education system. We have come to know that these three types of education are also maintained by the Government of Education Ministry of Bangladesh. Primary Education System of Bangladesh The primary education system of Bangladesh is very important for everyone. Because this education system is going on to remove the illiterate people from this motherland. Trust me! There are thousands of poor students in our country who live below the poverty line. So if the 5-10 ages’ students go to primary school and improve their learning skill they can improve themselves. Secondary Education System of Bangladesh In these sections, ten plus students go to school and part take SSC examination. This level is very important for teenage students. This education system is controlled by the specific education board. Colleges and University Education System of Bangladesh In this section, sixteen plus students go to college or university for their higher education degree. This system is also controlled by the Ministry Education Board of Bangladesh. At the end of this content, we can say that Education System of Bangladesh is an outstanding education system for the people of this country.

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The use of electricity or gas for heating and cooling in an average home, accounts for 50 to 70% of its energy use. Did you know that inadequate insulation and air leakage are leading causes of energy waste in most homes? Insulation saves you money, makes your house more comfortable by helping to maintain a uniform temperature throughout the house, and makes walls, ceilings, and floors warmer in winter and cooler in summer. The amount of energy you conserve will depend on several factors: your local climate; the size, shape, and construction of your house; the living habits of your family; the type and efficiency of the heating and cooling systems; and the fuel you use. Once the energy savings have paid for the installation cost, energy conserved is money saved – and saving energy will be even more important as utility rates go up. If you aren't sure about the quality of the insulation in your home, why not check out your local representative and find out what you can modify in your home to save you thousands of dollars in the long run.

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People with mental health disorders at risk of infections during outbreaks, experts say In epidemic situations such as the raging coronavirus disease (Covid-19) outbreak, people with mental health disorders are susceptible to infection that can be attributed to cognitive impairment, low-risk awareness and decreased personal protection efforts among patients, along with constraints in accessing regular healthcare, experts say. According to the Global Burden of Disease study, one in seven Indians, or 197 million, are affected by mental disorders, and their contribution to the overall disease burden has doubled from 2.5% to 4.7% over the last two decades. High susceptibility to stress worsens the existing mental health condition. “As a result of prolonged lockdown restrictions, in the latter half of this year, we can see several outbreaks of secondary epidemics such as stress-related disorder. In the current situation, the world is desperately trying to build enough beds to treat Covid-19 patients. Sadly, not much is being done in creating any sort of protection tents of psychological and social welfare to avert the crisis,” said Prafulla Shriyan, research fellow, Indian Institute of Public Health, Bengaluru. In General population Despite knowledge of human coronaviruses, the new Covid-19 strain has created panic among the general public because of its widespread transmission across the globe. Various alarming video clippings of Covid-19 are accessible to all individuals in developing countries via their smartphones and computers. The use of physical control measures such as physical distancing, home quarantine, closure of schools, and workplaces are leading to disruption of social support networks. Sudden change in social circumstances and increased stress induce recurrence of already cured mental health problems in patients. Phobia related to isolation/quarantine People in quarantine are likely to develop psychological symptoms, emotional disturbance, depression, stress, irritability, and insomnia. These impacts will be higher when parents are quarantined along with their children. There are several reasons for stress, including fear of becoming sick, separation from the loved ones, loss of the loved ones, and financial hardship. Healthcare workers, children, and older people are at higher risk for long-term mental health problems. The deaths that occurred due to the pandemic are associated with severe psychological implications. Covid-19 is characterised by fear, anxiety, and grief. The reported suicidal cases show the number of suicidal deaths is high among older adults, as they are sensitive to isolation and are more dependent on social support. “In India, over 90 people fled from Covid-19 isolation wards, and more than 10 suicidal deaths were reported across states because of the social stigma attached to the disease and the fear of isolation. This creates panic about the disease and helps to spread it even further. People don’t want them to be labelled as infected and are fleeing from healthcare facilities wherever they are isolated or quarantined. Panic may also paralyse them with fear and these internal emotions progress to hopelessness and desperation,” said Dr. Giridhara R Babu, professor, Indian Institute of Public Health. Infected people experience high levels of stress, due to fear, uncertainty, financial anxiety, and limited interactions. “Symptomatic patients are more likely to experience anger, confusion, hopelessness, anxiety, depression, and post-traumatic stress disorder. Isolating independent persons in a single room with limited movement and contact precautions can induce severe stress,” said Dr. Babu. An asymptomatic individual can also report distress, frustration, and fear due to long quarantine, perception of risk, and inadequate information. Closed schools due to prevailing lockdown restrictions have resulted in different kinds of mental health issues in children. “Disruption of daily routine causes children with special needs to feel frustrated and short-tempered. Nationwide school closures also increase the risk of exploitation, violence, and abuse due to interrupted social services and movement restrictions,” said Shriyan. Caregivers in most of countries subject children to homicidal practices. What if those kids couldn’t leave home, stay away from teachers, friends, or supportive services? Who will protect them? Millions of children have been addicted to digital technology. Now, how do we keep them safe from the risks and hazardous consequences of the internet? Healthcare workers’ safety and psychological resilience are essential components of sustaining critical healthcare services throughout the epidemic. They are facing a greater risk of exposure, extreme workload, and a rapidly changing working environment due to the pandemic. It forces healthcare professionals in a challenging situation, attempting them to make tough decisions and work under immense pressure. Most people, especially the vulnerable are susceptible to mental healthcare issues due to the pandemic. “Along with Covid-19, there might be a surge in mental health issues due to the economic crisis, unemployment, poverty, and homelessness. Mental health services need to be prioritised by strengthening the existing healthcare system. Screening of people at high risk such as those with an earlier history of mental health and senior citizens along with an effective intervention to minimise adversities should be the top priority,” Shriyan added.

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Your online resource for objective Dementia information Whether you have only recently learned that you have a condition which will bring about mental decline, or you know someone affected by dementia, you’ll find information on here to keep you updated with developments in the treatment field, including medical research and health news. Our ongoing dialogue with our customers enables us to keep providing you with information and support. Look out for our quarterly newsletter (sign up on the left menu) and articles from leading experts in the field. You can find general health information in our Newsroom, where you’ll find our news releases, articles and media cuttings archive. Dementia is a serious cognitive disorder in which there is a long-term decline in cognitive function, affecting functions such as memory, attention, speech and problem solving. The progression of dementia is associated with the normal ageing process and is extremely common in the geriatric population. There are approximately 700,000 people with dementia in the UK. Risk of developing dementia increases with age, from 1 in 20 for those over 65, to 1 in 5 over the age of 80. Delaying the onset of dementia by just 5 years could reduce deaths directly attributable to dementia by around 30,000 a year. There are many types of dementia, not all associated with age; indeed it can, technically, occur at any stage of life as a result of any form of brain damage. Of all the types of dementia, Alzheimer’s is probably the best known form. The symptoms of dementia include a general loss of memory, in which basic things like names and places become harder to recall, or difficulties in remembering recent events, such as what you ate for breakfast. Other symptoms include a general change in mood and problems with communicating as in talking, reading and writing. During the later stages of dementia, the person affected will have problems carrying out everyday tasks and will become increasingly dependent on other people. Alzheimer’s disease is so called after German neurologist Alois Alzheimer who described the condition as a physical disease of the brain. Neurofibrillary ‘plaques’ and ‘tangles’ are protein masses that develop and, ultimately, lead to the death of brain cells. This, in turn, leads to a shortage of neurotransmitters that are involved with the transmission of messages within the brain. Alzheimer’s is a progressive disease, which means that gradually, over time, more parts of the brain are damaged and, as this happens, the symptoms become more severe. Fatty acids help to form the phospholipids in the brain, which are vital for cell signalling. Cell signalling is important for brain function, the degeneration of which is the primary symptom of dementia. Without enough fatty acids, communication between our cells ceases to operate properly and this can have an adverse effect on brain function. Supplementing with EPA protects phospholipids by reducing the efficiency of the enzyme phospholipase A2, which acts like a pair of scissors releasing fatty acids from the cell membrane, and therefore improves cell signalling. EPA not only plays a major role in cell signalling but also contributes to the compaction and stabilisation of neurones and reduces the atrophy associated with the shrinking brain. The formation of neurofibrillary ‘plaques’ and ‘tangles’ which damages brain cells is complex, but has been shown to be suppressed by supplementing with omega-3 fatty acids. Indeed, epidemiological and clinical evidence indicates that increasing omega-3 fatty acids may have a protective effect against dementia. Westernisation and the increased consumption of trans fats are also implicated in the progression of dementia. Foods which are highly processed and those which contain margarine, for example, often contain trans fats and should, ideally, be avoided. With its high EPA content we recommend E-EPA 90 at 1-2 capsules daily for severe dementia, as it’s suitable for counteracting omega-3 deficiencies and restoring a healthy omega-6 to omega-3 ratio. Adults shoule take it for a period of three months. This initial ‘restore’ phase of the treatment programme may then be followed by a long-term ‘maintenance’ dose of 4 capsules of Vegepa E-EPA 70 daily. Take both products with food for optimum absorption. Alternatively, Vegepa E-EPA 70 Chewables provide the same high strength fish oil in a slightly smaller, orange flavoured chewable capsule, the contents of which can also be mixed with fruit juice or yoghurt. For vegetarians, our Echiomega supplement provides a more effective solution than flaxseed oil, with higher conversion to the important long-chain fatty acid EPA. Dementia is a debilitating condition affecting a person’s mental and,… According to The World Alzheimer Report 2011, three-quarters of the… Depression as a risk factor for developing dementia: why supplementing with ethyl-EPA may be the answer to both Approximately 600,000 people in the UK are now believed to…

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because it is The reason for the larger waves in the Pacific Ocean has to do with wind directions and the ocean floors. The ocean floor in the west has a sharp drop-off. This, combined with the winds blowing in from the west, causes the waves to be much larger because they are able to gain more strength. While the ocean floor in the east has a more tapered floor and the winds are blowing out from the west, therefore, making it so they are pushing against the wind. atlantic ocean is the second big ocean that found in the world :) the Atlantic Ocean It was and is the Atlantic Ocean. due to global warming the waves from the ocean are sometimes hot and sometime cool so it affects Middle West's Two different oceans are found on the east and west coasts of Australia. To the east is the Pacific Ocean, or the South Pacific, and to the west is the Indian Ocean. Because the waves build up from the Atlantic ocean. Everywhere else is protected by Ireland. The largest states in the country are found in the West. Gaul was the name given to France and Belgium during the time of the Roman Empire. THerefore, the ocean to the west is the Atlantic Ocean Yes, Aruba has sound. Specifically, the sound of the ocean has an operatic range in Aruba. The ocean is calm and gentle along the west coat. Waves lap the beaches along the west shore. In contrast, dramatic displays of crashing waves pound the rocky east coast. They found the pacific ocean for us and found the land of the west Salmon fish is found in the west coast of Canada and in the Atlantic Ocean. West of Brazil is the South Pacific Ocean. To the East is the South Atlantic Ocean. Note: Peru is a country that lays between Brazil and the South Pacific Ocean. The Pacific Ocean. It depends on where you live. In America, you can find the ocean or a beach on the west and east coasts of the country. the south pacific ocean The Gulf of Mexico is to the West, the Atlantic Ocean is to the East. Clownfish are found among anemones in reefs in the Indo or Indo-West Pacific ocean. It is the North Atlantic Ocean. west indies or pacific ocean They found a route to the pacific ocean and explored the west The Atlantic Ocean grows very slowly larger as the North American geologic plates move west. The Pacific Ocean grows smaller by the same amount. The West Indies are located in the Caribbean sea. They are also found on the east and north of the Atlantic ocean. The Atlantic Ocean borders Europe to the west, not a country. Yes, someone finally found Atlantis. That someone is Professor Arysia Santos from Brazil. He found it in the Indian Ocean and the Pyramids of Atlantis are found in West Java.

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Definition of Papua new guinea 1. Noun. A parliamentary democracy on the eastern half of the island of New Guinea; in 1975 it became an independent state within the Commonwealth of Nations. Group relationships: British Commonwealth, Commonwealth Of Nations Generic synonyms: Country, Land, State Terms within: Bismarck Archipelago, Bougainville, Papua, Capital Of Papua New Guinea, Port Moresby Group relationships: New Guinea Definition of Papua new guinea 1. Proper noun. A country in Oceania. Official name: Independent State of Papua New Guinea. ¹ ¹ Source: wiktionary.com Medical Definition of Papua new guinea 1. A country consisting of the eastern half of the island of new guinea and adjacent islands, including new britain, new ireland, the admiralty islands, and new hanover in the bismarck archipelago; bougainville and buka in the northern solomon islands; the d'entrecasteaux and trobriand islands; woodlark (murua) island; and the louisiade archipelago. It became independent on september 16, 1975. Formerly, the southern part was the Australian territory of papua, and the northern part was the un trust territory of new guinea, administered by Australia. They were administratively merged in 1949 and named papua and new guinea, and renamed papua new guinea in 1971. (12 Dec 1998) Lexicographical Neighbors of Papua New Guinea Literary usage of Papua new guinea Below you will find example usage of this term as found in modern and/or classical literature: 1. Australia by Peter Needham, Committee Development Assistance, Development Assistance Committee (1996) "papua new guinea, these conditions are not yet fully in place. Australia, as the largest player in what is still a relatively small group of donors, ..." 2. Criminal Victimisation in the Developing World edited by Ugljesa Zvekic, Anna Alvazzi Del Frate (1996) "5 Executive Secretary, The National Law, Order and Justice Council, Boroko, Papua New Guinea. 6 Research Co-ordinator, UNICRI. 7 Research Officer, UNICRI. ..." 3. Model Tax Convention on Income and on Capitalby Oecd, Organisation for Economic Co-operation, (Paris) Organisation for Economic Co-ope, OECD Staff, Development. by Oecd, Organisation for Economic Co-operation, (Paris) Organisation for Economic Co-ope, OECD Staff, Development. (2000) "United Kingdom - papua new guinea (1991) Article 23 3. For the purposes of paragraph 1 of this Article, the term "papua new guinea tax payable" shall be ..." 4. The South Sea Islanders and the Queensland Labour Trade: A Record of Voyages by William T. Wawn (1893) "(d) Residential and business sites for Papuans and New Guineans in all towns of papua new guinea. Unity of papua new guinea (a) papua new guinea as one ..." 5. A Meta-analysis of Rates of Return to Agricultural R&D: Ex Pede Herculem? by Julian M. Alston (2000) "Appraisal of the expected economic effects of research undertaken in oil palm in papua new guinea. Research Bulletin No. 47. ..." 6. Country Reports on Human Rights Practices for 1997: Hearing Before the by DIANE Publishing Company (2000) "What is the official policy toward West Papua, New Guinea, Mr. Secretary? And I rather would appreciate if this should not be taken in terms of passing the ..."

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HISTORY OF WARM SPRINGS MILL There has been a mill on the present site on Warm Springs Run in the heart of Warm Springs, Virginia, since 1771. The present mill building was built in 1900 and operated until 1970 when it became home of the Waterwheel Restaurant. The building is now listed as a National and Virginia Historic Landmark. The mill has retained most of its interior and exterior features intact, so it's a virtual museum of milling machinery. The water-powered gristmill produced stone ground flour. The nearly 20-foot wide Fitz water wheel rests on a massive wooden block that rests on an eight-foot high stone pier.The partially excavated cellar (now our wine cellar) contains much of the original millworks. A ten-foot wide vertical face wheel with wooden teeth is engaged to the horizontal lantern pinion wheel. The latter transferred the direction of the drive from horizontal to vertical and increased the speed of the millstone spindle compared to the slower motion of the water wheel shaft. The leather belts and wooden chutes of the grain elevator system are also still extant and are in good condition. Circa 1973, shortly after the mill was renovated Circa 1970, shortly before renovation, still a working mill The first floor, now a dining room, is divided into two areas by a marked change in floor level. On the upper level is found the mill-stone in its wooden vat, which in turn rests on a large square granite slab bolted to the floor. The slab is notched with a meal spout connecting the vat with the lower level. A metal label on the south side of the vat identifies its maker: B.F. Starr, Baltimore, Md., Mill Builders and Furnishings, Reground and Re-corrugated Rolls. A wooden "horse" or frame supports the wide wooden hopper with damsel, which regulated the flow of grain coming from the two wooden chutes connected to the grain bins on the second floor. To the left of the mill stone is the large stone crane with screw jack used to lift and place the mill stones. A series of seven wooden grain elevator chutes, each with its own leather belt, scoops and glass windows, forms a wall dividing the millstone vat from the east side of the upper level. The elevator system was an important component in the automatic operation of the mill. Run by the action of the waterwheel, it elevated the grain mechanically to the top of the mill, cleaned it during gravity transmission to the hoppers, conveyed it to the top of the mill again and then cooled, bolted and barreled it during its second descent without the intervention of any manual operation. The former miller's office, now the Simon Kenton pub, is located at the southeast corner of the lower level. Circa 1970, the square showing the old barn (now the office), shortly before renovation. The most noted personality associated with the mill is pioneer Simon Kenton. Born in Virginia in 1755, he left his Tidewater home as a young man of 16 to hide out as a fugitive from justice. He loved a beautiful girl, but she loved another. Kenton and her suitor met in combat over her and Kenton fled as he believed he had killed his rival. In 1771, he located Jacob's Butler's mill on the edge of town and was employed briefly. The inn was created in 1972 utilizing five original 19th century buildings. A converted blacksmith shop houses the two guest rooms. The old hardware store provides space for seven more guest rooms. The Steele House , a once private residence, houses four guest rooms, the former home of the miller (now known as The Miller House ) has another four guest rooms, and our latest addition (added in 2016) is known as the Payne House . The Payne House is home to the office/front desk and gift shop, and the Turley Suite.

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Walt Whitman wrote that Mexico must be soundly punished.? What did Mexico do to pursuade Whitman to demand that Mexico be "crushed?" - 1 decade agoFavorite Answer Could it be because Mexico was seen as an enemy by the USA back then? The USA was expanding its territory, and they wanted Mexican territory too. It was said that it was God's will for the USA to expand from the east coast to the west coast. The USA was hungry for more territory. Mexico knew that. Actually, among Mexicans, the USA had a nickname which pointed out its hunger for territory (I don't remember it though). Mexico feared an attack by Native Americans in its northern territory, which was very low populated. That's why they allowed American citizens to settle in Texas, to take care of the International Border. Americans brought in their slaves, which Mexico clearly prohibited. They were told to leave their slaves, but they didn't do it, and continue to settle in Texas. Finally, Texas was more influenced by the American culture than by the Mexican one (Texas was closer to the USA than it was to the center of Mexico, which had the highest population). When Texas got its independence from Mexico, the USA did not want to add it to the territory that fast, because they didn't want to have problems with Mexico. Some years passed by, and finally Texas was added to the USA territory, and the disputes over the International Border began. Mainly, the Mexican War was due to President Polk. Many Americans didn't agree about invading Mexico. And, ironically, some Mexicans wanted Polk to come over because they didn't like the Mexican government (most of the 19th century, Mexico was polarized between two political parties: liberals and conservatives. These two groups led to several civil wars in Mexico). It wasn't a good time for the nation. Mexico was just trying to grow and was struggling to make a democratic nation, and poverty was usual. The dictatorship of Antonio Lopez de Santa Anna just made the things worse for the people. Money was divided among the wealth classes, the clergy, and the military. And yet, there wasn't enough money to invest in a war. Mexico fell, mostly, because of the selfishness of its president and the clergy, who was not willing to sell its properties for investment. I'm against any war. Things just don't come out well from wars. Sorry if I talked too much. I just love history! Paraphrazing President Benito Juarez, "Among individuals, as among nations, respect for the rights of others is peace". God bless you! - Dr. DLv 71 decade ago You have to understand something about history here. At the time Mexico became independent from Spain, Texas was considered part of Mexico. Soon after wards, the Texans fought for independence from Mexico. They won but the Mexicans wanted to conquer Texas back. This eventually lead to the Mexican-American war. Ralph Waldo Emerson and Walt Whitman were explaining why we had to conquer Mexico -- because they were backward, ignorant Mexicans who could never do anything good. And we could liberate them and free them and so on. Yes, they were racists then, but at the time it was considered patriotic. - Anonymous1 decade ago I don't know, but I think Mexico has suffered enough!!!!!

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Supporting Early Scientific Thinking Through Curiosity - Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, United States Curiosity and curiosity-driven questioning are important for developing scientific thinking and more general interest and motivation to pursue scientific questions. Curiosity has been operationalized as preference for uncertainty (Jirout and Klahr, 2012), and engaging in inquiry-an essential part of scientific reasoning-generates high levels of uncertainty (Metz, 2004; van Schijndel et al., 2018). This perspective piece begins by discussing mechanisms through which curiosity can support learning and motivation in science, including motivating information-seeking behaviors, gathering information in response to curiosity, and promoting deeper understanding through connection-making related to addressing information gaps. In the second part of the article, a recent theory of how to promote curiosity in schools is discussed in relation to early childhood science reasoning. Finally, potential directions for research on the development of curiosity and curiosity-driven inquiry in young children are discussed. Although quite a bit is known about the development of children’s question asking specifically, and there are convincing arguments for developing scientific curiosity to promote science reasoning skills, there are many important areas for future research to address how to effectively use curiosity to support science learning. Scientific Thinking and Curiosity Scientific thinking is a type of knowledge seeking involving intentional information seeking, including asking questions, testing hypotheses, making observations, recognizing patterns, and making inferences (Kuhn, 2002; Morris et al., 2012). Much research indicates that children engage in this information-seeking process very early on through questioning behaviors and exploration. In fact, children are quite capable and effective in gathering needed information through their questions, and can reason about the effectiveness of questions, use probabilistic information to guide their questioning, and evaluate who they should question to get information, among other related skills (see Ronfard et al., 2018 for review). Although formal educational contexts typically give students questions to explore or steps to follow to “do science,” young children’s scientific thinking is driven by natural curiosity about the world around them, and the desire to understand it and generate their own questions about the world (Chouinard et al., 2007; Duschl et al., 2007; French et al., 2013; Jirout and Zimmerman, 2015). What Does Scientific Curiosity Look Like? Curiosity is defined here as the desire to seek information to address knowledge gaps resulting from uncertainty or ambiguity (Loewenstein, 1994; Jirout and Klahr, 2012). Curiosity is often seen as ubiquitous within early childhood. Simply observing children can provide numerous examples of the bidirectional link between curiosity and scientific reasoning, such as when curiosity about a phenomenon leads to experimentation, which, in turn, generates new questions and new curiosities. For example, an infant drops a toy to observe what will happen. When an adult stoops to pick it up, the infant becomes curious about how many times an adult will hand it back before losing interest. Or, a child might observe a butterfly over a period of time, and wonder why it had its wings folded or open at different points, how butterflies fly, why different butterflies are different colors, and so on (see Figure 1). Observations lead to theories, which may be immature, incomplete, or even inaccurate, but so are many early scientific theories. Importantly, theories can help identify knowledge gaps, leading to new instances of curiosity and motivating children’s information seeking to acquire new knowledge and, gradually, correct misconceptions. Like adults, children learn from their experiences and observations and use information about the probability of events to revise their theories (Gopnik, 2012). Figure 1. A child looks intently at a butterfly, becoming curious about the many things she wonders based on her observations. Although this type of reasoning is especially salient in science, curiosity can manifest in many different types of information seeking in response to uncertainty, and is similar to critical thinking in other domains of knowledge and to active learning and problem solving more generally (Gopnik, 2012; Klahr et al., 2013; Saylor and Ganea, 2018). The development of scientific thinking begins as the senses develop and begin providing information about the world (Inhelder and Piaget, 1958; Gopnik et al., 1999). When they are not actively discouraged, children need no instruction to ask questions and explore, and the information they get often leads to further information seeking. In fact, observational research suggests that children can ask questions at the rate of more than 100 per hour (Chouinard et al., 2007)! Although the adults in a child’s life might tire of what seems like relentless questioning (Turgeon, 2015), even young children can modify their beliefs and learn from the information they receive (Ronfard et al., 2018). More generally, children seek to understand their world through active exploration, especially in response to recognizing a gap in their understanding (Schulz and Bonawitz, 2007). The active choice of what to learn, driven by curiosity, can provide motivation and meaning to information and instill a lasting positive approach to learning in formal educational contexts. How Does Curiosity Develop and Support Scientific Thinking? There are several mechanisms through which children’s curiosity can support the development and persistence of scientific thinking. Three of these are discussed below, in sequence: that curiosity can (1) motivate information-seeking behavior, which leads to (2) question-asking and other information-seeking behaviors, which can (3) activate related previous knowledge and support deeper learning. Although we discuss these as independent, consecutive steps for the sake of clarity, it is much more likely that curiosity, question asking and information seeking, and cognitive processing of information and learning are all interrelated processes that support each other (Oudeyer et al., 2016). For example, information seeking that is not a result of curiosity can lead to new questions, and as previous knowledge is activated it may influence the ways in which a child seeks information. Curiosity as a Motivation for Information Seeking Young children’s learning is driven by exploration to make sense of the world around them (e.g., Piaget, 1926). This exploration can result from curiosity (Loewenstein, 1994; Jirout and Klahr, 2012) and lead to active engagement in learning (Saylor and Ganea, 2018). In the example given previously, the child sees that some butterflies have open wings and some have closed wings, and may be uncertain about why, leading to more careful observations that provide potential for learning. Several studies demonstrate that the presence of uncertainty or ambiguity leads to higher engagement (Howard-Jones and Demetriou, 2009) and more exploration and information seeking (Berlyne, 1954; Lowry and Johnson, 1981; Loewenstein, 1994; Litman et al., 2005; Jirout and Klahr, 2012). For example, when children are shown ambiguous demonstrations for how a novel toy works, they prefer and play longer with that toy than with a new toy that was demonstrated without ambiguity (Schulz and Bonawitz, 2007). Similar to ambiguity, surprising or unexpected observations can create uncertainty and lead to curiosity-driven questions or explanations through adult–child conversations (Frazier et al., 2009; Danovitch and Mills, 2018; Jipson et al., 2018). This curiosity can promote lasting effects; Shah et al. (2018) show that young children’s curiosity, reported by parents at the start of kindergarten, relates to academic school readiness. In one of the few longitudinal studies including curiosity, research shows that parents’ promotion of curiosity early in childhood leads to science intrinsic motivation years later and science achievement in high school (Gottfried et al., 2016). More generally, curiosity can provide a remedy to boredom, giving children a goal to direct their behavior and the motivation to act on their curiosity (Litman and Silvia, 2006). Curiosity as Support for Directing Information-Seeking Behavior Gopnik et al. (2015) suggest that adults are efficient in their attention allocation, developed through extensive experience, but this attentional control comes at the cost of missing much of what is going on around them unrelated to their goals. Children have less experience and skill in focusing their attention, and more exploration-oriented goals, resulting in more open-ended exploratory behavior but also more distraction. Curiosity can help focus children’s attention on the specific information being sought (e.g., Legare, 2014). For example, when 7–9-year-old children completed a discovery-learning task in a museum, curiosity was related to more efficient learning-more curious children were quicker and learned more from similar exploration than less-curious children (van Schijndel et al., 2018). Although children are quite capable of using questions to express curiosity and request specific information (Berlyne, 1954; Chin and Osborne, 2010; Jirout and Zimmerman, 2015; Kidd and Hayden, 2015; Luce and Hsi, 2015), these skills can and should be strategically supported, as question asking plays a fundamental role in science and is important to develop (Chouinard et al., 2007; Dewey, 1910; National Governors Association, 2010; American Association for the Advancement of Science [AAAS], 1993; among others). Indeed, the National Resource Council (2012) National Science Education Standards include question asking as the first of eight scientific and engineering practices that span all grade levels and content areas. Children are proficient in requesting information from quite early ages (Ronfard et al., 2018). Yet, there are limitations to children’s question asking; it can be “inefficient.” For example, to identify a target object from an array, young children often ask confirmation questions or make guesses rather than using more efficient “constraint-seeking” questions (Mills et al., 2010; Ruggeri and Lombrozo, 2015). However, this behavior is observed in highly structured problem-solving tasks, during which children likely are not very curious. In fact, if the environment contains other things that children are curious about, it could be more efficient to use a simplistic strategy, freeing up cognitive resources for the true target of their curiosity. More research is needed to better understand children’s use of curiosity-driven questioning behavior as well as exploration, but naturalistic observations show that children do ask questions spontaneously to gain information, and that their questions (and follow-up questions) are effective in obtaining desired information (Nelson et al., 2004; Kelemen et al., 2005; Chouinard et al., 2007). Curiosity as Support for Deeper Learning Returning to the definition of curiosity as information seeking to address knowledge gaps, becoming curious-by definition-involves the activation of previous knowledge, which enhances learning (VanLehn et al., 1992; Conati and Carenini, 2001). The active learning that results from curiosity-driven information seeking involves meaningful cognitive engagement and constructive processing that can support deeper learning (Bonwell and Eison, 1991; King, 1994; Loyens and Gijbels, 2008). The constructive process of seeking information to generate new thinking or new knowledge in response to curiosity is a more effective means of learning than simply receiving information (Chi and Wylie, 2014). Even if information is simply given to a child as a result of their asking a question, the mere process of recognizing the gap in one’s knowledge to have a question activates relevant previous knowledge and leads to more effective storage of the new information within a meaningful mental representation; the generation of the question is a constructive process in itself. Further, learning more about a topic allows children to better recognize their related knowledge and information gaps (Danovitch et al., 2019). This metacognitive reasoning supports learning through the processes of activating, integrating, and inferring involved in the constructive nature of curiosity-drive information seeking (Chi and Wylie, 2014). Consistent with this theory, Lamnina and Chase (2019) showed that higher curiosity, which increased with the amount of uncertainty in a task, related to greater transfer of middle school students’ learning about specific science topics. Promoting Curiosity in Young Children Curiosity is rated by early childhood educators as “very important” or “essential” for school readiness and considered to be even more important than discrete academic skills like counting and knowing the alphabet (Heaviside et al., 1993; West et al., 1993), behind only physical health and communication skills in importance (Harradine and Clifford, 1996). Engel (2011, 2013) finds that curiosity declines with development and suggests that understanding how to promote or at least sustain it is important. Although children’s curiosity is considered a natural characteristic that is present at birth, interactions with and responses from others can likely influence curiosity, both at a specific moment and context and as a more stable disposition (Jirout et al., 2018). For example, previous work suggests that curiosity can be promoted by encouraging children to feel comfortable with and explore uncertainty (Jirout et al., 2018); experiences that create uncertainty lead to higher levels of curious behavior (e.g., Bonawitz et al., 2011; Engel and Labella, 2011; Gordon et al., 2015). One strategy for promoting curiosity is through classroom climate; children should feel safe and be encouraged to be curious and exploration and questions should be valued (Pianta et al., 2008). This is accomplished by de-emphasizing being “right” or all-knowing, and instead embracing uncertainty and gaps in one’s own knowledge as opportunities to learn. Another strategy to promote curiosity is to provide support for the information-seeking behaviors that children use to act on their curiosity. There are several specific strategies that may promote children’s curiosity (see Jirout et al., 2018, for additional strategies), including: 1. Encourage and provide opportunities for children to explore and “figure out,” emphasizing the value of the process (exploration) over the outcome (new knowledge or skills). Children cannot explore if opportunities are not provided to them, and they will not ask questions if they do not feel that their questions are welcomed. Even if opportunities and encouragement are provided, the fear of being wrong can keep children from trying to learn new things (Martin and Marsh, 2003; Martin, 2011). Active efforts to discover or “figure out” are more effective at supporting learning than simply telling children something or having them practice learned procedures (Schwartz and Martin, 2004). Children can explore when they have guidance and support to engage in think-aloud problem solving, instead of being told what to try or getting questions answered directly (Chi et al., 1994). 2. Model curiosity for children, allowing them to see that others have things that they do not know and want to learn about, and that others also enjoy information-seeking activities like asking questions and researching information. Technology makes information seeking easier than it has ever been. For example, children are growing up surrounded by internet-connected devices (more than 8 per capita in 2018), and asking questions is reported to be one of the most frequent uses of smart speakers (NPR-Edison Research Spring, 2019). Observing others seeking information as a normal routine can encourage children’s own question asking (McDonald, 1992). 3. Children spontaneously ask questions, but adults can encourage deeper questioning by using explicit prompts and then supporting children to generate questions (King, 1994; Rosenshine et al., 1996). This is different from asking “Do you have any questions?,” which may elicit a simple “yes” or “no” response from the child. Instead, asking, “What questions do you have?” is more likely to provide a cue for children to practice analyzing what they do not know and generating questions. The ability to evaluate one’s knowledge develops through practice, and scaffolding this process by helping children recognize questions to ask can effectively support development (Kuhn and Pearsall, 2000; Chin and Brown, 2002). 4. Other methods to encourage curiosity include promoting and reinforcing children’s thinking about alternative ideas, which could also support creativity. Part of being curious is recognizing questions that can be asked, and if children understand that there are often multiple solutions or ways to do something they will be more likely to explore to learn “how we know and why we believe; e.g., to expose science as a way of knowing” (Duschl and Osborne, 2002, p. 40). Children who learn to “think outside the box” will question what they and others know and better understand the dynamic nature of knowledge, supporting a curious mindset (Duschl and Osborne, 2002). Although positive interactions can promote and sustain curiosity in young children, curiosity can also be suppressed or discouraged through interactions that emphasize performance or a focus on explicit instruction (Martin and Marsh, 2003; Martin, 2011; Hulme et al., 2013). Performance goals, which are goals that are focused on demonstrating the attainment of a skill, can lead to lower curiosity to avoid distraction or risk to achieving the goal (Hulme et al., 2013). Mastery goals, which focus on understanding and the learning process, support learning for its own sake (Ames, 1993). When children are older and attend school, they experience expectations that prioritize performance metrics over academic and intellectual exploration, such as through tests and state-standardized assessments, which discourages curiosity (Engel, 2011; Jirout et al., 2018). In my own recent research, we observed a positive association between teachers’ use of mastery-focused language and their use of curiosity-promoting instructional practices in preschool math and science lessons (Jirout and Vitiello, 2019). Among 5th graders, student ratings of teacher emphasis on standardized testing was associated with lower observed curiosity-promotion by teachers (Jirout and Vitiello, 2019). It is likely that learning orientations influence children’s curiosity even before children begin formal schooling, and de-emphasizing performance is a way to support curiosity. In summary, focusing on the process of “figuring out” something children do not know, modeling and explicitly prompting exploration and question asking, and supporting metacognitive and creative thinking are all ways to promote curiosity and support effective cognitive engagement during learning. These methods are consistent with inquiry-based and active learning, which both are grounded in constructivism and information gaps similar to the current operationalization of curiosity (Jirout and Klahr, 2012; Saylor and Ganea, 2018; van Schijndel et al., 2018). Emphasizing performance, such as academic climates focused on teaching rote procedures and doing things the “correct” way to get the right answer, can suppress or discourage curiosity. Instead, creating a supportive learning climate and responding positively to curiosity are likely to further reinforce children’s information seeking, and to sustain their curiosity so that it can support scientific thinking and learning. Conclusion: a Call for Research In this article, I describe evidence from the limited existing research showing that curiosity is important and relates to science learning, and I suggest several mechanisms through which curiosity can support science learning. The general perspective presented here is that science learning can and should be supported by promoting curiosity, and I provide suggestions for promoting (and avoiding the suppression of) curiosity in early childhood. However, much more research is needed to address the complex challenge of educational applications of this work. Specifically, the suggested mechanisms through which curiosity promotes learning need to be studied to tease apart questions of directionality, the influence of related factors such as interest, the impact of context and learning domain on these relations, and the role of individual differences. Both the influence of curiosity on learning and effective ways to promote it likely change in interesting and important ways across development, and research is needed to understand this development-especially through studying change in individuals over time. Finally, it is important to acknowledge that learning does not happen in isolation, and one’s culture and environment have important roles in shaping one’s development. Thus, application of research on curiosity and science learning must include studies of the influence of social factors such as socioeconomic status and contexts, the influence of peers, teachers, parents, and others in children’s environments, and the many ways that culture may play a role, both in the broad values and beliefs instilled in children and the adults interacting with them, and in the influences of behavior expectations and norms. For example, parents across cultures might respond differently to children’s questions, so cross-cultural differences in questions likely indicate something other than differences in curiosity (Ünlütabak et al., 2019). Although curiosity likely promotes science learning across cultures and contexts, the ways in which it does so and effective methods of promoting it may differ, which is an important area for future research to explore. Despite the benefits I present, curiosity seems to be rare or even absent from formal learning contexts (Engel, 2013), even as children show curiosity about things outside of school (Post and Walma van der Molen, 2018). Efforts to promote science learning should focus on the exciting potential for curiosity in supporting children’s learning, as promoting young children’s curiosity in science can start children on a positive trajectory for later learning. Written informed consent was obtained from the individual(s) and/or minor(s)’ legal guardian/next of kin publication of any potentially identifiable images or data included in this article. JJ conceived of the manuscript topic and wrote the manuscript. This publication was made possible through the support of grants from the John Templeton Foundation, the Spencer Foundation, and the Center for Curriculum Redesign. The opinions expressed in this publication are those of the author and do not necessarily reflect the views of the John Templeton Foundation or other funders. Conflict of Interest The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., and Schulz, L. (2011). The double-edged sword of pedagogy: instruction limits spontaneous exploration and discovery. 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Ganea (Berlin: Springer), 95–112. doi: 10.1007/978-3-319-77182-3_6 Duschl, R. A., Schweingruber, H. A., and Shouse, A. W. (eds) (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: The National Academies Press. doi: 10.17226/11625 Engel, S., and Labella, M. (2011). Encouraging exploration: the effects of teaching behavior on student expressions of curiosity, as cited in Engel, S. (2011). Children’s Need to Know: curiosity in Schools. Harv. Educ. Rev. 81, 625–645. doi: 10.17763/haer.81.4.h054131316473115 Frazier, B. N., Gelman, S. A., and Wellman, H. M. (2009). Preschoolers’ search for explanatory information within adult–child conversation. Child Dev. 80, 1592–1611. doi: 10.1111/j.1467-8624.2009.01356.x French, L. A., Woodring, S. D., and Woodring, S. D. (2013). Science Education in the Early Years. Handbook of Research on the Education of Young Children. Available online at: http://www.taylorfrancis.com/ (accessed February 29, 2020). 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(2015). “Development of science process skills in the early childhood years,” in Research in Early Childhood Science Education, eds K. Cabe Trundle and M. Saçkes (Berlin: Springer), 143–165. doi: 10.1007/978-94-017-9505-0_7 Kelemen, D., Callanan, M. A., Casler, K., and Pérez-Granados, D. R. (2005). Why things happen: teleological explanation in parent-child conversations. Dev. Psychol. 41, 251–264. doi: 10.1037/0012-1622.214.171.124 Kuhn, D. (2002). “What is scientific thinking, and how does it develop?” in Blackwell Handbook of Childhood Cognitive Development, ed. U. Goswami (Oxford: Blackwell Publishing.), 371–393. doi: 10.1002/9780470996652.ch17 Lamnina, M., and Chase, C. C. (2019). Developing a thirst for knowledge: how uncertainty in the classroom influences curiosity, affect, learning, and transfer. Contemp. Educ. Psychol. 59:101785. doi: 10.1016/j.cedpsych.2019.101785 Litman, J. A., and Silvia, P. J. (2006). 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Amaral (Rijeka: IntechOpen). doi: 10.5772/53885 NPR-Edison Research Spring (2019). The Smart Audio Report. Available online at: https://www.nationalpublicmedia.com/uploads/2019/10/The_Smart_Audio_Report_Spring_2019.pdf (accessed February 23, 2020). Oudeyer, P.-Y., Gottlieb, J., and Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: theory and applications in educational technologies. Prog. Brain Res. 229, 257–284. doi: 10.1016/bs.pbr.2016.05.005 Post, T., and Walma van der Molen, J. H. (2018). Do children express curiosity at school? Exploring children’s experiences of curiosity inside and outside the school context. Learn. Cult. Soc. Interact. 18, 60–71. doi: 10.1016/j.lcsi.2018.03.005 Ronfard, S., Zambrana, I. M., Hermansen, T. K., and Kelemen, D. (2018). Question-asking in childhood: a review of the literature and a framework for understanding its development. Dev. Rev. 49, 101–120. doi: 10.1016/j.dr.2018.05.002 Schwartz, D. L., and Martin, T. (2004). Inventing to prepare for future learning: the hidden efficiency of encouraging original student production in statistics instruction. Cogn. Inst. 22, 129–184. doi: 10.1207/s1532690xci2202_1 Shah, P. E., Weeks, H. M., Richards, B., and Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatr. Res. 84, 380–386. doi: 10.1038/s41390-018-0039-3 van Schijndel, T. J. P., Jansen, B. R. J., and Raijmakers, M. E. J. (2018). Do individual differences in children’s curiosity relate to their inquiry-based learning? Int. J. Sci. Educ. 40, 996–1015. doi: 10.1080/09500693.2018.1460772 Keywords: curiosity, scientific reasoning, scientific thinking, information seeking, exploration, learning Citation: Jirout JJ (2020) Supporting Early Scientific Thinking Through Curiosity. Front. Psychol. 11:1717. doi: 10.3389/fpsyg.2020.01717 Received: 28 February 2020; Accepted: 23 June 2020; Published: 05 August 2020. Edited by:Ageliki Nicolopoulou, Lehigh University, United States Reviewed by:Pierre-Yves Oudeyer, Institut National de Recherche en Informatique et en Automatique (INRIA), France Patricia A. Ganea, University of Toronto, Canada Copyright © 2020 Jirout. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. *Correspondence: Jamie J. Jirout, [email protected]

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World Wide Study Bible a Bible passage Lament over the Destruction of Jerusalem By the rivers of Babylon— there we sat down and there we wept when we remembered Zion. On the willows there we hung up our harps. For there our captors asked us for songs, and our tormentors asked for mirth, saying, “Sing us one of the songs of Zion!” How could we sing the Lord’s song in a foreign land? If I forget you, O Jerusalem, let my right hand wither! Let my tongue cling to the roof of my mouth, if I do not remember you, if I do not set Jerusalem above my highest joy. Remember, O Lord, against the Edomites the day of Jerusalem’s fall, how they said, “Tear it down! Tear it down! Down to its foundations!” O daughter Babylon, you devastator! Happy shall they be who pay you back what you have done to us! Happy shall they be who take your little ones and dash them against the rock! Ps 137:1-9. This Psalm records the mourning of the captive Israelites, and a prayer and prediction respecting the destruction of their enemies. 1. rivers of Babylon—the name of the city used for the whole country. remembered Zion—or, Jerusalem, as in Ps 132:13. 2. upon the willows—which may have grown there then, if not now; as the palm, which was once common, is now rare in Palestine. 3, 4. Whether the request was in curiosity or derision, the answer intimates that a compliance was incongruous with their mournful feelings (Pr 25:20). 5, 6. For joyful songs would imply forgetfulness of their desolated homes and fallen Church. The solemn imprecations on the hand and tongue, if thus forgetful, relate to the cunning or skill in playing, and the power of singing. 7-9. Remember … the children of Edom—(Compare Ps 132:1), that is, to punish. 8. daughter of Babylon—the people (Ps 9:13). Their destruction had been abundantly foretold (Isa 13:14; Jer 51:23). For the terribleness of that destruction, God's righteous judgment, and not the passions of the chafed Israelites, was responsible.

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What is Verbatim Transcription? Verbatim transcription is the process of converting audio or video recordings into written text. It is the most accurate form of transcription, as it captures each word, sound, and pause exactly as they are spoken in the recording. Whether it’s a podcast, an interview, a focus group, a lecture, or a meeting, verbatim transcription can be used to capture all the details for future reference. Why Use Verbatim Transcription? Verbatim transcription is a great way to ensure accuracy and detail. It is a valuable tool for researchers who need to capture every word spoken in an interview or focus group, or for business owners who need to keep a detailed record of a meeting or conference. Verbatim transcription is also used in legal settings, to capture the exact words spoken in a court proceeding or arbitration. How to Do Verbatim Transcription Verbatim transcription can be done manually or with a transcription software. Here’s a step-by-step guide to doing verbatim transcription: - First, listen to the audio or video recording carefully and take notes of any key points. - Start transcribing the audio or video recording, word for word, including any pauses and filler words. - Be sure to capture any non-verbal sounds, such as laughter, coughing, or other background noises. - When you are finished, review your transcription to ensure accuracy. Tips for Doing Verbatim Transcription Verbatim transcription requires a great deal of concentration and attention to detail. Here are some tips to help make the process easier: - Use headphones to block out any background noise. - Turn off any distractions, such as music or TV. - Take frequent breaks to stay focused. - Make use of transcription software to help speed up the process. Verbatim transcription is a valuable tool for capturing all the details of a recording. It’s important to have an accurate transcription, as it can be used for research, legal proceedings, or business records. Whether you do the transcription manually or use transcription software, the key is to pay close attention to detail and take frequent breaks. With the right tools and techniques, you can accurately transcribe audio or video recordings with ease.

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Skin cancer is one of the most curable kinds of cancer, especially when detected in its early stages. Even so, it is important to protect ourselves from the main causes of skin cancer and prevent its existence altogether. Many organizations have been active to promote Skin Cancer Treatment and prevention guidelines to educate people on how to protect themselves from this disease. The main cause of skin cancer is the sun. In some research studies, about 9 out of 10 of non-melanoma skin cancers, and about 6 out of 10 melanoma type of skin cancer were caused by excessive exposure to sunlight. Skin cancer prevention should be a part of an individual’s daily routine. Some skin cancer prevention guidelines are: - Stay indoors when the sun is strong and in its peak. It is advised to stay indoors between the hours of 11am and 3pm, especially during the summer months, May until September. This middle time of the day is when the sun is its strongest. - Cover up as much as you can. Use umbrellas, wide-brimmed hats and sunglasses especially when staying out for long. Use loose, light-colored clothes, which help deflect the sunrays and invite air in. - Use sunscreen liberally. High factor sunscreen is an essential tool to fight the damaging effects of the sun. Use a high factor sunscreen, at least an SPF of 15 or more, with a high UVA protection. The SPF label in sunscreen protects against the sun’s UVB rays. Apply sunscreen 20-30 minutes before going out in the sun. Reapply frequently, at least every two hours, to maintain its efficacy. Children have thinner skin so it is best to reapply most often especially when swimming. Skin cancer diagnosis is emphasized as an important tool to achieve a successful Skin Cancer Treatment. The signs of skin cancer mentioned in this article are helpful in determining the potential of skin cancer development. It is best to be knowledgeable about them, to detect them early and initiate treatment as soon as possible. Skin Cancer Treatment is based on what type of skin cancer one has, its size, location and stage. For small basal cell carcinomas, treatment is simple and can be done by dermatologists. Squamous cell carcinoma may require more treatment since it has the potential to spread to other parts of the body, although this type of cancer is rarely fatal. Malignant melanoma, however, because of its dangerous and risky prognosis, require a more extensive treatment options. Melanoma treatment includes: - Surgery – It is the primary treatment for most skin cancers and the usual melanoma treatment. In this method, the tumor is removed, including the normal tissues around it. Skin graft is often done when a wide area of skin is removed. Malignant melanoma can spread to nearby lymph nodes that a procedure called Sentinel Lymph Node Biopsy is necessary. Surgery, however, is not an effective skin cancer treatment option if the cancer cells have metastasized to other parts of the body. In such cases, other treatment methods must be considered. - Radiotherapy – Radiation therapy is an effective alternative treatment, especially for basal cell and squamous cell carcinoma. Radiotherapy is also given after surgery, when cancer cells are not totally removed or when the tumor has grown deeper into the skin layers. - Chemotherapy – Chemotherapy is usually not used to treat skin cancers but can also be an effective treatment method. Chemotherapy is a cancer treatment that uses drugs eliminate cancer cells or stop their rapid division. - Photodynamic therapy – is a relatively new method that is geared towards Skin Cancer Treatment. This method uses laser light to kill cancer cells. A drug is injected into the vein and is activated by light. An advantage of photodynamic therapy is it causes little damage to healthy tissue.

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Below is the introduction to ‘Salvestrols – Natural Plant-Derived Anticancer Compounds’ by Professor Dan Burke and Professor Gerry Potter as reported in the British Naturopathic Journal, Vol. 23, No. 1, 2006. The link of which appears at the end of this introduction. ‘Eating fruit, vegetables and herbs is good for our health. Many members of the public, a majority of the medical and healing professions, many scientists and several Governments all accept this, and medical advice is to eat at least five portions of fruit or vegetables each day. The medical and scientific evidence shows that a diet rich in fruit and vegetables helps to combat cancer, amongst other diseases. But how do fruit, vegetables and herbs ward off cancer? And how can we maximise this protection? There is probably more than just one single mechanism whereby plants are able to act against human cancer, and there are several scientifically researched and published theories, but no definitive answers. It is also the case that conventional chemotherapy against cancer, using synthetic drugs, is beset by widespread and severely debilitating side effects. A team of research scientists and natural products specialists in Leicester believe that a group of natural plant compounds called Salvestrols may provide part of the answer. They believe that Salvestrols can, on the one hand, help to explain how plants prevent cancer, and on the other hand offer a treatment for cancer with far fewer side effects. The Salvestrol Concept explains how the body defends and heals itself from cancer, using natural plant compounds in the diet and a special enzyme in cancer cells. It is based on the combined research of Professor Gerry Potter (a medicinal chemist) and Professor Dan Burke (a pharmacologist), together with Nature’s Defence (UK) Ltd (a manufacturer of natural products). Salvestrols are a new class of natural anticancer chemicals, which are found in plants and safely eaten in the diet. Initially non-toxic to the body’s normal cells, Salvestrols become activated inside human cancer cells by a special enzyme, CYP1B1 (pronounced "sip one bee one”). The activated Salvestrols then cause the cancer cells to stop growing or die, without harming normal cells. This specificity of action is possible because CYP1B1 is an intrinsic component of cancer cells and occurs in all of the wide range of different types of cancer that have been studied to date, but is to all intents and purposes absent from normal cells. MODERN AGRICULTURE MINIMIZES SALVESTROLS Salvestrols are not a single chemical type of plant compound, but are defined on the basis of their mechanism of anticancer action as summarized above. Moreover, it is now clear that several food plants and plant-rich diets that have traditionally been considered to offer protection against cancer can be good sources of Salvestrols. Salvestrols can be particularly high in many red or green health-giving plant species, including fruit, berries, vegetables and herbs. Good natural sources of Salvestrols include strawberries, cranberries, oranges, tangerines and grapes. Olives are also a good source of Salvestrols. Several herbs contain appreciable levels of Salvestrols, including basil, parsley, sage, rosemary, thyme, mint, artichoke, scutellaria and the roots of milk thistle and dandelion. Unfortunately modern agricultural practices have succeeded in minimizing the levels of Salvestrols in fruits and vegetables, through a combination of the development of modern plant varieties, the use of agrochemical crop sprays and the selective processing of harvested fruit. Recent research into the sources of Salvestrols has revealed that levels of these compounds are up to 30-fold higher in organic produce. A main reason why fruits produce Salvestrols is that many of these compounds are natural anti-pathogenic agents, which the plants produce in response to attack by pathogens. However, when fruit crops are routinely sprayed with synthetic agrochemicals they rarely get attacked by the pathogens and so lack the main stimulus to produce Salvestrols. Many Salvestrols are bitter tasting and for this reason they are sometimes deliberately removed by manufacturers from fruit juice. Salvestrols generally do not dissolve readily in water and so are found more in the skins, pulp and stones of fruit rather than in the pure juice. Consequently, when fruit juices are clarified much of their Salvestrol content is removed. Furthermore, traditional wine-making techniques, which ban the use of agrochemicals on the vines and ferment the grapes in contact with their skins, tend to give higher levels of Salvestrols in the ensuing wine compared to modern winemaking techniques, in which the pulp of grapes from agrochemical-treated vines is separated from the skins before fermentation. This is because (i) the absence of pathogens encourages the grapes to produce Salvestrols and (ii) the alcohol that is formed during the fermentation process dissolves the Salvestrols out of the grape skins (Salvestrols being poorly soluble in water). For different reasons, traditionally milled cloudy olive oil often has higher levels of Salvestrols than clear oil produced using modern methods. Older varieties of several fruits have higher Salvestrol contents than newer varieties. This is probably because the newer varieties have been selected for their sweeter taste (Salvestrols are bitter-tasting) and any greater susceptibility to pathogens (due to their lower Salvestrol levels) is overcome by modern agrochemical-dependent methods of agriculture’. Below is the link to the complete discussion of the above article ‘Salvestrols – Natural Plant-Derived Anticancer Compounds’ by Professor Dan Burke and Professor Gerry Potter as reported in the British Naturopathic Journal, Vol. 23, No. 1, 2006 complete with schematic diagrams. Professor Dan Burke’s seven part presentation at The Shen Clinic: David Icke speaking about Salvestrols too wherein he talks of Professor Burkes and Professor Gerry Potters excellent work Patrick Holford to whose web site I subscribe has cited this article from Journal of Orthomolecular Medicine Vol. 22, No. 4, 2007h Health Action Network Society provides this overview of case studies Here is a Canadian web site and a supplier On Saturday 12th may 2012 I received an e-mail from Dr Brian Schaefer of Acquired Intelligence Inc Victoria British Columbia Canada commenting on the above salvestrol article. He advised me he has just published a new book 'Salvestrols - Nature's Defence Against Cancer' and offered me a copy. Here is a link to the preface of his book and a link about the author and the link to is web site

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Analysis of the Sedimentary and Geomorphic Signature of Retreating Tidewater Glaciers in Western Antarctic Peninsula Bays Munoz, Yuribia 1984- MetadataShow full item record The Antarctic Peninsula (AP) is the northernmost extent of the Antarctic continent. Due to the location of this small ice cap, it is being subjected to warming earlier than the Antarctic mainland and serves as a natural laboratory to study changes in glacial stability and the resulting sediment deposits. The AP is a rapidly changing area and assessing past responses to climate events in this region would enable us to predict more accurately future trends as climatic conditions fluctuate in the AP and in other areas in Antarctica. Sediment analysis coupled with Pb-210, Cs-137, and radiocarbon dating, as well as multibeam swath bathymetry and shallow seismic (CHIRP) were used to study the modern surface sediment distribution in Flandres Bay, the geomorphic seafloor features in bays throughout the AP, and Holocene sediment cores from Flandres, Collins, and Beascochea bays. In Flandres Bay, grain size coarsens from the inner to the outer bay. Discrete areas of the bay are affected differently by varying factors to distribute sediment; these factors include persistent fast sea ice, differential rates of primary productivity, and winnowing of fine grained sediments away from the bay. The geomorphology found in the seafloor of western AP bays indicates that bay geometry exerts a control on the number and type of landform features found in the bays. We identified networks of channels carved in bedrock, likely produced by subglacial meltwater channels, which highlights the presence of subglacial meltwater production in the northern AP region, possibly through several glacial cycles. Results from sediment core analysis from Collins Bay suggest deglaciation started before 9280 cal. yr B.P., while in Beascochea Bay deglaciation started much later, possibly around 5910 cal. yr B.P. A recent glacial advance was interpreted in the inner bay areas of Collins, Beascochea, and Flandres bays, roughly corresponding to the Little Ice Age. This conclusion is also supported by geomorphic features found in proximal bay areas which indicate a recent glacial advance. The modern glacial retreat is observed in most bays studied in the AP indicating a common forcing mechanism, likely the intrusion of warmer water melting the glacier fronts.

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How did common people mourn Lincoln after his passing?Historians in the News tags: Lincoln, Lincoln assassination On April 15, 1865, President Abraham Lincoln died after being shot the evening before by John Wilkes Booth at Ford’s Theatre in Washington, D.C. The attack came five days after Confederate Gen. Robert E. Lee surrendered at Appomattox, Va., effectively ending the Civil War. You’ll find these facts in just about every American history book. What has remained largely undocumented, though, is the fallout: how a nation deeply splintered by war and slavery reacted to the news of Lincoln’s assassination. In her new book, “Mourning Lincoln,” Martha Hodes, a history professor at New York University, has carefully woven a record of the innermost thoughts of common people around the country. In advance of a lecture at Radcliffe Institute for Advanced Study on Monday, the Gazette spoke with Hodes about Lincoln’s legacy, as seen through the eyes of his supporters and critics alike, in the days following his assassination. GAZETTE: What sort of personal accounts did you collect for “Mourning Lincoln”? HODES: To research “Mourning Lincoln,” I read hundreds and hundreds of diaries, letters, and other personal writings, including Union and Confederate, black and white, soldiers and civilians, men and women, even children. GAZETTE: You have an upcoming lecture at the Radcliffe Institute of Advanced Study. Did you find anything of interest in the Schlesinger Library there? HODES: I found many wonderful archival collections at the Schlesinger Library, most important among them the Browne Family Papers. Two of the protagonists in the story I tell are husband and wife Sarah and Albert Browne, white abolitionists from Salem, Massachusetts. Albert was down South working for the Union Army, so he and Sarah wrote each other long letters, and Sarah also kept a diary at home in Salem. Apart from the Brownes, one of my favorite documents from the Schlesinger is the account book of an anonymous seamstress, which includes mention of Lincoln’s assassination squeezed into the woman’s financial records. ... comments powered by Disqus - The original Watergate lock that burglars picked open is going to auction - Trump, Mueller And The Ancient History Of Grants Of Immunity - Documents show Gorbachev was assured US wouldn't expand NATO into Central and Eastern Europe - Memorial to honor 4,000 victims of lynching to be built in Montgomery, Alabama - Study: Inequality is a phenomenon of the past 10,000 years - Linda Gordon’s new book captures how white supremacy has long been part of our political mainstream - Yale Civil Rights history course is a "call to action" and a chance "to be woke” - Gil Troy back’s Trump decision on Jerusalem - College Board revises AP European history test in response to criticism by conservatives - AHA says it’s feasible to stop the proposed tax on grad student tuition waivers

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Unformatted text preview: against? 5. What are the four types of hypersensitivitiy reactions? Explain the basic mechanism of each and give an example of each. 6. What antigens commonly cause type I hypersensitivities? Type II? 7. What causes autoimmune disease? What are some examples of autoimmune diseases? 8. What type of cells are involved in super antigen reactions?... View Full Document This note was uploaded on 05/13/2011 for the course BIOL 261 taught by Professor N/a during the Spring '11 term at University of Louisiana at Lafayette. - Spring '11

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Using Algae to Reconstruct an Ancient Climate The scientific drilling ship JOIDES Resolution docked in Hobart, Tasmania. Credit: John Beck, IODP Variations in atmosphere carbon dioxide around 40 million years ago were tightly coupled to changes in global temperature, according to new findings published in the journal Science. The study was led by scientists at Utrecht University, working with colleagues at the NIOZ Royal Netherlands Institute for Sea Research and the University of Southampton. “Understanding the relationship between the Earth’s climate and atmospheric carbon dioxide in the geological past can provide insight into the extent of future global warming expected to result from carbon dioxide emission caused by the activities of humans,” said Dr Steven Bohaty of the University of Southampton’s School of Ocean and Earth Science (SOES) based at the National Oceanography Centre in Southampton. It has been known for some time that the long-term warmth of the Eocene (~56 to 34 million years ago) was associated with relatively high atmospheric carbon dioxide levels. However, scientists were previously unable to demonstrate tight-coupling between variations in atmospheric carbon dioxide and shorter-term changes in global climate. To fill this gap in knowledge, the authors of the new study focused on one of the hottest episodes of Earth’s climate history – the Middle Eocene Climatic Optimum (MECO), which occurred around 40 million years ago. Algae use photosynthesis to harvest the energy of the Sun, converting carbon dioxide and water into the organic molecules required for growth. Different isotopes of carbon are incorporated into these molecules depending on the environmental conditions under which algae grow. Ancient climate can therefore be reconstructed by analysing the carbon isotope ratios of molecules preserved in fossilised algae. Like plants, algae use photosyntheses to harvest energy from the Sun. In this process, carbon dioxide and water are converted into organic molecules used for growth. Image Credit: NASA Ames The researchers took this approach to reconstruct variations in carbon dioxide levels across the MECO warming event, using fossilised algae preserved in sediment cores extracted from the seafloor near Tasmania, Australia, by the Ocean Drilling Program. They refined their estimates of carbon dioxide levels using information on the past marine ecosystem derived from studying changes in the abundance of different groups of fossil plankton. Their analyses indicate that MECO carbon dioxide levels must have at least doubled over a period of around 400,000 years. In conjunction with these findings, analyses using two independent molecular proxies for sea surface temperature show that the climate warmed by between 4 and 6 degrees Celsius over the same period. “We found a close correspondence between carbon dioxide levels and sea surface temperature over the whole period, suggesting that increased amounts of carbon dioxide in the atmosphere played a major role in global warming during the MECO,” said Bohaty. The researchers consider it likely that elevated atmospheric carbon dioxide levels during the MECO resulted in increased global temperatures, rather than vice versa, arguing that the increase in carbon dioxide played the lead role. “The change in carbon dioxide 40 million years ago was too large to have been the result of temperature change and associated feedbacks,” said co-lead author Peter Bijl of Utrecht University. “Such a large change in carbon dioxide certainly provides a plausible explanation for the changes in Earth’s temperature.” The researchers point out that the large increase in atmospheric carbon dioxide indicated by their analysis would have required a natural carbon source capable of injecting vast amounts of carbon into the atmosphere. The rapid increase in atmospheric carbon dioxide levels around 40 million years ago approximately coincides with the rise of the Himalayas and may be related to the disappearance of an ocean between India and Asia as a result of plate tectonics – the large scale movements of the Earth’s rocky shell (lithosphere). But, as explained by Professor Paul Pearson of Cardiff University in a perspective article accompanying the Science paper, the hunt is now on to discover the exact cause.

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Dental fillings are single or combinations of metals, plastics, glass or other materials used to repair or restore teeth. One of the most popular uses of fillings is to “fill” an area of tooth that your dentist has removed due to decay (a cavity). Fillings are also used to repair cracked or broken teeth and teeth that have been worn down from misuse (such as from nail-biting or tooth grinding). When bacteria eats away your tooth enamel and causes a hole, it’s called a cavity. Smaller cavities are usually repaired with dental fillings. During this procedure, your dentist removes the decayed portion of your tooth, then fills in the hole with a tooth-colored composite material. This halts the progression of tooth decay and reduces the risk of further damage. Dental filling materials include: - Silver amalgam (contains mercury mixed with silver, tin, zinc, and copper). - Tooth-colored, plastic and glass materials called composite resin fillings. Dentist at Shreya Hospital OPD recommend you the best filling that will suit you observing the location and extent of decay. You can also discuss with the specialist about your filling material that will be managed in your budget and also suits you best. Your satisfaction is our goal.

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India’s decennial census, which determines, down to the village level, the population, literacy and migration, among other aspects of India’s population, has been delayed since the nationwide Covid-19 lockdown in March 2020. Before the pandemic hit, the government, under the Census Act of 1948, had planned to conduct Census 2021 (the previous was in 2011) in two phases—the first from April to September 2020 and the second in February 2021. In April 2022, the government informed Parliament that Census 2021 and related field activities have been postponed “until further orders” due to the pandemic. This delay is impacting government schemes and programmes, and results in unreliable estimates from other surveys on consumption, health and employment, which depend on census data to determine policy and welfare measures, say experts. Consider this: As many as 100 million people are likely being excluded from the government’s food subsidy programme—the Public Distribution System (PDS)—as the population figures used to calculate the number of beneficiaries are from the 2011 census. India is not the only country that had postponed its population and housing census; in 2020, at least 18 countries postponed their census to 2021 while four countries postponed it to 2022 or beyond, according to a March-April 2020 survey by the United Nations Statistics Division (UNSD). Another survey in December-January 2021 found that at least seven countries had postponed their census exercise to 2022 or beyond. Experts say as economic and government activity, including elections, have re-started across India, and the government has lifted most pandemic-related restrictions, there is no reason for prolonging the launch of census-related work. “Some other countries can do without the census by using the Civil Registration System data [on births and deaths] and data on migration collected at ports, airports and border posts, but these would be small countries, with little internal [within country] migration,” said Pronab Sen, former chairperson of the National Statistical Commission (NSC) and the first Chief Statistician of India. “There is frankly no alternative to the census for a country like India.” Pre-census work should start immediately India’s first general census of 1872 was not synchronous; that is, it did not start on the same day or year in all regions controlled by the colonial British government. For the 1872 census, data were collected between 1867 and 1872. In 1881, the colonial administration conducted the first synchronous census, in which work began on the same date across the country, a practice which then continued every 10 years, until the Covid-19 pandemic. The 1948 Act does not specify when a census must be conducted or when the data of a census must be released. The legislation allows the Union government to notify its intention “whenever it may consider it necessary or desirable so to do”. Because of this flexibility, the 2011 census data on migration were partially released in July 2019, nearly eight years after the census was conducted and provisional population data were released. Typically it takes around 12 months to complete pre-census activities and census enumeration. The Office of the Registrar General and Census Commissioner (ORGI), under the Ministry of Home Affairs, has been responsible for the census since 1949. The ORGI conducts houselisting about a year before the actual census, as it is essential to ensure that no person is missed and that there is no double-counting, explained Sen. “Given the time required for this, there is no conceivable way the actual census enumeration can take place this year.” The main purpose of the houselisting is to prepare a list of all households that are to be surveyed before undertaking population enumeration. “It takes nearly a year to prepare an abridged houselist for the entire country which the enumerator uses to locate an address,” said K. Narayanan Unni, a retired Indian Statistical Service official and a member of the Technical Advisory Committee for the 2021 Census. The main purpose of the houselisting is to prepare a list of all households that are to be surveyed before undertaking population enumeration, besides providing data on housing stock, amenities and the assets available with each of the households. “While initial delay of census is understandable, houselisting exercise could and should be conducted in 2022, followed by population census. If elections can be held, why not census?,” asked Sonalde Desai, social demographer and professor, National Council of Applied Economic Research. The population enumeration follows the houselisting after a year, with March 1 as the reference date. So, for Census 2011, the government conducted houselisting between April and September 2010, and the population enumeration in February 2011. When Prime Minister Narendra Modi announced the nationwide lockdown on March 24, 2020, the census office was ready to start houselisting in several states. As many as 3.3 million enumerators were expected to be mobilised for data collection for which a notification was issued, according to an April 2019 post on the Office of the Registrar General India‘s (ORGI) website. The reference date for the 2021 Census was October 1, 2020 for Jammu and Kashmir and snow-bound areas of Himachal Pradesh and Uttarakhand, while for the rest of country it was March 1, 2021, as per the note. IndiaSpend has asked for comments from officials at ORGI on the reasons for the delay in the census. We were requested to reach out to the DG (Media), Ministry of Home Affairs, whom we wrote to on May 12. We will update the story when we receive a response. Conducting a census is challenging, takes time Unni cautioned against hurrying the census up, given geographic and climatic variations across states. “The earliest it would be possible to start enumeration would be in 2024 if houselisting can be done in 2023,” said Unni. One of the reasons he gives is that houselisting is especially important for India, as, unlike the US, India does not have a robust address system. Another challenge is the constantly changing boundaries of districts and tehsils within a state, a practice that has to be stopped a year before census operations start, he said. “Besides posing operational problems in conducting the field operations, the utility of the census data will be much reduced if changes in areas of administrative units are made either when the census enumeration processes are on or soon thereafter,” said a December 2009 Karnataka government census circular. Further, nature might influence the census. For example, a revenue village in the Gangetic belt may have been impacted when a river changed its course, and took a new name, which could lead to a village in the old list being missed in the census enumeration, explained Unni. Both Unni and Sen felt that administrative staff–district, tehsil officials and enumerators, most of whom are teachers–who were occupied with pandemic and often on the field, would find it difficult to work on population enumeration immediately. Without new census, old data used for welfare programmes Programmes and policies for those from the Scheduled Castes and Tribes, food distribution, education, sample selection for surveys on consumption, housing, and labour, among many others, depend on census data. For instance, in the absence of recent census data, food grains allocated to states under the Central quota are based on 2011 census figures, said Desai. “Not updating them using more recent figures may deprive many people in rapidly growing states like Uttar Pradesh.” For the first time in a century and a half, India was unable to conduct the decennial population census in 2021, and there is no sign of it happening any time soon, said Jean Dreze, economist and social activist. “There is a danger of serious confusion and even conflict, for instance around the coverage of food subsidies, the delimitation of constituencies [such as for election polling], and resource allocation.” The census could also be one way of understanding the impact of the Covid-19 pandemic. For instance, the questionnaire could be modified by adding pandemic-related questions, such as for issues pertaining to migrant workers, who were negatively impacted by the lockdowns, said Mohanan. The census is also used to make various estimates including employment and consumer expenditure, among other surveys. Census data are central to all household-based surveys since it is the frame [list] which is used to select a representative sample for surveys, said Sen. “If the census data is too old, then the [other] survey estimates are no longer reliable.” A selection of rural and urban areas based on new census data will provide better quality consumption expenditure data. The 2011 Census served as the sampling frame (the list from which a survey sample is drawn) for the selection of primary sampling units in India’s National Family Health Survey on household health and family welfare. The consumer expenditure survey which determines the poverty level, last conducted in 2011-12, is expected to resume in July, The Hindu reported in April 2022. This also uses the census to create the ‘frame’ or list from which the population to be surveyed is selected. A selection of rural and urban areas based on new census data will provide better quality consumption expenditure data, said P.C. Mohanan, the former acting chairman of the NSC. Similarly, the Sample Registration System, a national demographic survey, uses the census for enumeration blocks. “Now, as the sample cannot be replaced, it [old census data] will be extended until the census is released. In both cases the imperfect frame would impact the results,” said Unni. Because of the delay in the census, the Socio-Economic and Caste Census is also likely to be stalled, making it difficult to reduce exclusion in social security programmes, said Dreze. “This is an all-round disaster in the making.” Delayed censuses around the world Censuses have been conducted in spite of the pandemic in many countries but these have suffered from substantial undercounting, particularly for minority groups, said Desai. “For example, [the] US Census bureau estimates that the Hispanic or Latino population had a statistically significant undercount rate of 4.99%…Hence there are no perfect solutions [for the census]. ”Among the five most populous countries–China, India, US, Indonesia, and Pakistan–all countries except India will conduct a census by 2022 in spite of the fallout of the pandemic. At least 14 other countries are reported to have postponed their census to 2022 or beyond, according to the UNSD survey. Together they formed one-sixth of India’s population. Could this census, the first digital one, be conducted faster? One of the ways in which the process could be expedited is through a digital census. The 2021 census will be the first digital census, and with a provision for self-enumeration. The census rules were amended in March 2022 to allow a person to “fill-up, complete and submit the census schedule” themselves. The data collection through a mobile app “will reduce the overall time taken to process the census data and to publish the results in time”, according to the user manual for the Census 2021 mobile application. This would also reduce the time in processing the data as computerisation of data would become faster, as per the experts. This time the government plans to use GPS to mark the enumeration block boundaries, but these technological processes are only evolving in India and are expensive, said Unni. What might also make it faster to do the enumeration would be removing some questions, such as those on household amenities such as toilets and access to water, he added, as Union government schemes like Swachh Bharat (which claims 100% toilet access) and schemes for household tap water connection may already be covering these issues. “Allowing households to self-enumerate is a new initiative but I am not sure how successful it would be in terms of data quality and completeness of coverage,” said Unni. Use of online census requires high internet penetration, widespread computer literacy, public acceptance of the internet for official business, legal authority and the availability of a national address or building register, said a March 2020 technical brief of the United Nations Population Fund, on implications of Covid-19 on censuses which were scheduled to conducted in 150 countries. “…..most online census covers only a proportion of the population, and can therefore only be complementary to door-to-door activities.” The digital census will reduce some time, but it depends on how effective and dynamic the census machinery is to use both hard copy and digital data methodologies, according to Mohanan. “Digital surveys are good in producing the reports faster. As far as accuracy is concerned, it depends on the questionnaire and the way it gets administered.”

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The Lazarus Lizard actually came to Cincinnati by a 12 year- old- boy back in the 1950s. George Ray Jr. packed one of these lizards into his socks in his suitcase and flew back to the US. He released this foreign invader at his house in the suburbs of Hyde Park. The lizard began to thrive and reproduce, creating this invasive species stayed in Cincinnati. Conditions for Living rocky habitats (helps survive the cold winter) insects to feed on walls to climb parks to hide A similar environment to that of Italy (which my chance Cincinnati has!) These lizards are an invasive species in southwest Ohio, Kentucky, and Indiana. All they need are some bugs and some stone walls to climb and hide in during the cold winters. More Information and Pictures 10 inch long tail found running and climbing over and around buildings, parking lots, parks, stone walls, etc. divided its species into multiple different types some are green, red, brown, or grey these different species all have different adaptions such as large pore, color, reproductive strategy etc. about 1500 lizards per acre specifically from Milan, Italy The red/brownish Wall Lizards are the ones know the most in Cincinnati. These lizards have longer legs/ stronger limbs than those from Italy.

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Understanding the Copying Process: Exploring the Basics of File Duplication in Python The process of file duplication, also known as copying, is a fundamental task in any programming language, including Python. Copying files involves creating an exact replica of the original file, preserving its content, structure, and other attributes. While the concept of file duplication may seem straightforward, understanding the basics of how it works in Python is essential for efficient and error-free copying. In Python, files are typically represented and manipulated using file objects. These objects provide a convenient interface for reading, writing, and copying files. When it comes to file duplication, Python offers various methods and approaches that programmers can choose from, depending on their specific requirements and constraints. By exploring these different approaches, developers can gain a deeper understanding of the file copying process in Python and choose the most suitable method for their needs. Different Approaches: Comparing Methods to Copy Files in Python When it comes to copying files in Python, there are multiple approaches that can be used. One common method is to use the built-in shutil module, which provides functions specifically designed for file and directory operations. The shutil.copy() function, for example, can be used to copy individual files from one location to another. It takes two arguments: the source file path and the destination file path. This method ensures that the file content is copied accurately, preserving its properties and attributes. Another approach to copying files in Python is to use the os module, which provides a wide range of functions for interacting with the operating system. The os module includes a function called os.system(), which allows executing system commands directly from Python. By using this function with the appropriate system command, like 'cp' for Linux or 'copy' for Windows, files can also be copied. However, this approach requires knowledge of the specific command-line syntax for each operating system, and it may not provide the same level of control and flexibility as the shutil module. While both methods can achieve the task of copying files in Python, the choice between them depends on the specific requirements of the project. The shutil module offers a more streamlined and Pythonic approach, with dedicated functions and support for preserving file attributes. On the other hand, using the os module and system commands might be more suitable for complex copying tasks or when integration with the underlying operating system is necessary. File Handling: Explaining the Role of File Objects in Python's Copying Mechanism To understand the role of file objects in Python's copying mechanism, it is essential to grasp the concept of file handling. In Python, file handling is a fundamental part of working with files - it allows us to read, write, and manipulate data stored in files. When it comes to copying files in Python, file objects play a crucial role. These objects provide an interface to work with files efficiently and effectively. By using file objects, we can open files, read their contents, write to them, and close them when we're done. This capability enables us to access and manipulate the data within files, facilitating the copying process. File objects act as intermediaries between the script and the actual file, allowing us to perform various operations on the file. In the context of file copying, file objects provide the necessary methods and attributes to read from the source file and write to the target file, ensuring a seamless and reliable copying process. Overwriting vs. Appending: How to Choose the Right Copying Strategy in Python When it comes to file copying in Python, choosing the right strategy can make a significant difference in the outcome. Two commonly used strategies are overwriting and appending. Overwriting involves replacing the existing content of the target file with the new content. This means that any previous data in the file will be completely overwritten, and only the new data will remain. Overwriting can be useful when you want to ensure that the target file contains only the most up-to-date information. However, it is important to exercise caution when using this strategy, as it can lead to irreversible data loss if not implemented correctly. On the other hand, appending involves adding the new content to the end of the existing file, without removing any previous data. This strategy allows you to preserve the original contents of the file while adding new information. Appending is a good choice when you want to continuously update a file without losing any existing data. However, it is important to be mindful of potential duplicates or inconsistencies that may occur when appending data to a file. Handling Exceptions: Dealing with Potential Errors during File Copying in Python When copying files in Python, it is important to anticipate and handle potential errors that may arise during the copying process. Dealing with exceptions effectively can help ensure that the copying operation is executed smoothly, without any data loss or system disruption. One common exception that may occur is a "FileNotFoundError," which is raised when the source file specified for copying does not exist. To handle this exception, you can use a try-except block and include specific code within the except block to handle this situation. For example, you can display an error message to the user indicating that the specified file could not be found, and prompt them to provide a valid path. Another possible exception is the "PermissionError," which is raised when there are insufficient permissions to access the source or destination file. To handle this exception, you can again use a try-except block and provide appropriate error messages or prompts to the user. Additionally, you can check for file permissions before attempting to copy, and inform the user if they do not have the necessary access rights. By handling exceptions gracefully, you can ensure that any potential errors are dealt with appropriately, allowing for a more robust and reliable file copying process in Python. Efficient File Copying: Tips and Tricks for Faster File Duplication in Python When it comes to file duplication in Python, efficiency is key. Copying large files can be a time-consuming process, but with a few tips and tricks, you can significantly improve the speed of your file duplication operations. One tip is to use buffered I/O for reading and writing files. By using a larger buffer size, you can reduce the number of I/O operations and decrease the overall processing time. The default buffer size in Python is usually 8 KB, but you can increase it by specifying a larger buffer size when opening the file. Another trick is to leverage multi-threading or multiprocessing to copy multiple files concurrently. This can be particularly effective when dealing with numerous small files or when copying files from different storage devices. By utilizing multiple threads or processes, you can make use of the available system resources and expedite the file duplication process. By implementing these tips and tricks, you can optimize the file copying process in Python and achieve faster duplication of your files. Preserving Metadata: Exploring Ways to Retain File Attributes during Copying in Python One of the challenges of file copying in Python is preserving the metadata, or file attributes, of the original file. File attributes can include information such as the file's creation date, last modified date, and permissions. When copying a file, it is important to retain these attributes to ensure that the copied file is an accurate representation of the original. There are several ways to retain file attributes during the copying process in Python. One approach is to use the shutil module, which provides a high-level interface for file copying operations. The shutil module includes a function called copy2() that copies both the contents and the metadata of a file. This function preserves the file attributes such as the timestamps and permissions, making it a straightforward solution for preserving metadata during file copying. Recursive Copying: Understanding the Process of Copying Entire Directories in Python When it comes to copying entire directories in Python, the process can be quite straightforward and efficient. Python provides several options to recursively copy directories and their contents. One popular approach is to use the shutil module, which offers a high-level interface for file and directory operations. shutil, we can utilize the copytree() function to copy an entire directory tree from the source location to the destination. This method handles the creation of directories and the copying of files automatically. However, it's important to note that the destination directory should not already exist to avoid conflicts. In case the destination directory already exists, we can either choose to raise an exception or overwrite the contents of the directory. By default, the copytree() function preserves the file attributes, but it doesn't copy the metadata associated with the directory itself. This includes permissions, timestamps, and ownership details. If we want to retain the metadata as well, we can pass the copy_metadata=True parameter to the Verifying File Integrity: Techniques to Ensure Accurate Copies in Python Ensuring the integrity of file copies is crucial to maintaining the accuracy and reliability of data in Python. One technique to achieve this is by comparing the checksum values of the original file and the copied file. A checksum is a unique value that represents the content of a file. By generating checksums for both files and comparing them, we can determine if the copied file is identical to the original. Python provides various libraries and functions like hashlib and checksumdir that can be used to calculate checksums and verify file integrity. Another technique is to use cryptographic hashes, such as the Secure Hash Algorithm (SHA), to verify the integrity of file copies. Cryptographic hashes are mathematical algorithms that generate a fixed-size string of characters, also known as a hash value or digest. By calculating the hash value of the original file and the copied file, we can compare them to ensure that both files have the same hash value. This approach is especially useful when transferring files over networks or storing them in cloud storage, as it provides an additional layer of security and guarantees the integrity of the copies. Python's hashlib library offers various hash algorithms, including SHA-1, SHA-256, and SHA-512, that can be used for this purpose. Advanced Copying Techniques: Exploring Additional Features and Libraries for File Duplication in Python When it comes to file duplication in Python, there are a variety of advanced techniques that developers can explore. These techniques go beyond the basic functionality provided by built-in file copying methods and offer additional features and libraries for a more efficient and customizable copying process. One such feature is the ability to copy files with specific metadata and attributes intact. By using the appropriate libraries and functions, developers can ensure that the copied files retain their original file properties such as timestamps, permissions, and ownership. This can be particularly useful when creating backups or duplicating files for archival purposes, as it helps to preserve the integrity and authenticity of the copied files. Additionally, advanced copying techniques in Python allow for the duplication of entire directories and their contents. This recursive copying process ensures that not only the individual files within a directory are duplicated, but also any subdirectories and their files. Developers can utilize specialized libraries and functions that handle the complexities of recursively copying directories, saving time and effort when working with large file structures. By delving into the realm of advanced copying techniques in Python, developers have access to a wider range of features and libraries that can enhance their file duplication process. Whether it's preserving file attributes or duplicating entire directories, these advanced techniques offer more flexibility and control over the copying process.

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In the realm of heat transfer and thermal properties, mercury and water exhibit distinct behaviors that have fascinated scientists for centuries. This article delves into the reasons behind why mercury heats faster than water, exploring their molecular structures, specific heat capacities, thermal conductivities, and other key factors that contribute to their differing thermal behaviors. By comparing and contrasting the two substances, we gain valuable insights into the fascinating world of heat transfer and the intricacies of these elemental fluids. Heat transfer is a fundamental process that plays a crucial role in our everyday lives, from cooking food to regulating temperatures in various industries. Understanding the thermal properties of different substances helps us harness their potential applications and exploit their unique characteristics for various purposes. Two substances that stand out in their contrasting heat transfer behavior are mercury and water. Mercury, a dense, silvery metal, and water, a life-sustaining compound, both play significant roles in various fields, such as thermometers, industrial processes, and climate regulation. Despite their seemingly similar liquid states, they demonstrate vastly different responses to changes in temperature. The aim of this article is to uncover the underlying reasons for why mercury heats faster than water and provide a comprehensive comparison of their thermal properties. To comprehend the diverse thermal behaviors of mercury and water, we must first analyze their molecular structures. Mercury exists in a liquid state at room temperature, boasting strong metallic bonds that allow its atoms to move relatively freely. This unique characteristic enables the atoms to transfer energy rapidly, leading to quick heat absorption. In contrast, water, with its H2O molecular formula, exhibits a polar covalent bond. The presence of hydrogen bonding among water molecules results in stronger intermolecular forces compared to metallic bonding in mercury. Consequently, water’s molecular structure causes a slower transfer of heat energy, making it heat up at a comparatively slower rate. Specific Heat Capacity: Specific heat capacity is a crucial parameter that defines a substance’s ability to store heat. It is the amount of energy required to raise the temperature of one unit mass of the substance by one degree Celsius. Mercury and water differ significantly in this aspect, thereby influencing their heating rates. Mercury boasts a relatively low specific heat capacity, approximately 0.14 J/g°C, indicating that it requires relatively less energy to raise its temperature. Conversely, water possesses a significantly higher specific heat capacity, around 4.18 J/g°C, making it capable of storing larger amounts of heat energy per unit mass. Consequently, it takes much longer to heat water compared to mercury. Latent Heat of Fusion: Another critical factor influencing the heating rate of a substance is its latent heat of fusion, which defines the energy required to change a solid into a liquid at its melting point. In the case of mercury, it remains in a liquid state at typical environmental temperatures; hence, its latent heat of fusion is irrelevant to its heating behavior. However, water’s latent heat of fusion, approximately 334 J/g, has a significant impact. During the heating process, when water reaches its freezing point, it absorbs a considerable amount of heat energy as it changes state from solid to liquid. This energy absorption temporarily slows down the heating process until the phase transition completes. Conversely, mercury lacks this phase change behavior, enabling it to heat faster and more consistently. Thermal conductivity is a property that characterizes how effectively a substance can transfer heat. It is influenced by factors such as molecular structure and intermolecular forces. Mercury, with its metallic bonding and relatively free-moving atoms, boasts an exceptionally high thermal conductivity of approximately 8.3 W/mK, allowing it to transfer heat rapidly through the material. On the other hand, water’s thermal conductivity is comparatively lower, around 0.606 W/mK, due to its polar covalent bonds and hydrogen bonding. These intermolecular forces hinder the flow of heat through the substance, contributing to its slower heating rate. Density is yet another relevant factor affecting the heating rate of substances. Mercury is significantly denser than water, with a density of approximately 13.6 g/cm³, whereas water has a density of approximately 1 g/cm³. The higher density of mercury allows it to absorb more heat energy within a given volume, leading to faster heating compared to water. Impact of Environmental Factors: The surrounding environment can also influence the heating rate of substances like mercury and water. For instance, water’s high specific heat capacity makes it an excellent candidate for temperature regulation, both in nature and human-made systems. Bodies of water, such as oceans and lakes, can absorb and store large amounts of heat energy during the day and release it slowly at night, helping to moderate the surrounding temperatures. Mercury, due to its relatively low specific heat capacity, is less affected by external temperature variations. This property makes it suitable for various industrial applications where precise and rapid heating is necessary. In conclusion, the distinct thermal properties of mercury and water stem from their unique molecular structures, specific heat capacities, latent heat of fusion, thermal conductivities, and densities. Mercury, with its metallic bonding and lower specific heat capacity, heats faster due to its ability to transfer heat energy more efficiently and store less heat per unit mass compared to water. On the other hand, water’s polar covalent bonds, higher specific heat capacity, and latent heat of fusion contribute to its slower heating rate. Understanding the differences between mercury and water in terms of heat transfer is crucial for various applications, from everyday scenarios to industrial processes. By exploring the intricate world of thermal properties, we gain valuable insights into the diverse behavior of substances and their role in shaping our physical environment.

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Led Transformer Wiring Diagram– wiring diagram is a simplified suitable pictorial representation of an electrical circuit. It shows the components of the circuit as simplified shapes, and the capability and signal associates in the company of the devices. A wiring diagram usually gives information virtually the relative outlook and understanding of devices and terminals on the devices, to assist in building or servicing the device. This is unlike a schematic diagram, where the settlement of the components’ interconnections upon the diagram usually does not say yes to the components’ brute locations in the curtains device. A pictorial diagram would do something more detail of the visceral appearance, whereas a wiring diagram uses a more figurative notation to stress interconnections greater than mammal appearance. A wiring diagram is often used to troubleshoot problems and to make clear that all the friends have been made and that all is present. 20 inch led wire diagram wiring diagram article review Architectural wiring diagrams perform the approximate locations and interconnections of receptacles, lighting, and permanent electrical facilities in a building. Interconnecting wire routes may be shown approximately, where particular receptacles or fixtures must be upon a common circuit. Wiring diagrams use all right symbols for wiring devices, usually alternative from those used on schematic diagrams. The electrical symbols not deserted show where something is to be installed, but next what type of device is swine installed. For example, a surface ceiling roomy is shown by one symbol, a recessed ceiling lively has a substitute symbol, and a surface fluorescent light has unorthodox symbol. Each type of switch has a vary story and hence complete the various outlets. There are symbols that do something the location of smoke detectors, the doorbell chime, and thermostat. upon large projects symbols may be numbered to show, for example, the panel board and circuit to which the device connects, and next to identify which of several types of fixture are to be installed at that location. understanding led drivers by ledsupply t8 wiring diagram wiring diagram fascinating A set of wiring diagrams may be required by the electrical inspection authority to approve connection of the house to the public electrical supply system. Wiring diagrams will plus count panel schedules for circuit breaker panelboards, and riser diagrams for special services such as ember alarm or closed circuit television or extra special services. You Might Also Like : led transformer wiring diagram another impression: jesco led wiring diagrams my wiring diagram transformer less 12v power supply out of led bulb power supply wiring diagram for path lights kichler wiring diagram structure

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Solve Two-Step Equations Using Inverse Operations Lesson 14 of 20 Objective: SWBAT solve two-step equations using inverse operations I'll begin with the essential question: How can we use inverse operations to solve an equation? I will ask students to discuss in a turn-and-talk the order of inverse operations. We learned this in the previous lesson. We will then fill this in on the first page of the resource. I will then do the examples. Here is where students will see a method of showing work that is pretty common when first solving two-step equations - the operations will be written in below. As needed, I may have some diagrams ready - or let students diagram on whiteboards - to help. That being said, I want students to understand how to show the steps in an equations without drawing in a diagram. When writing in the steps, make sure that students are writing the correct operation symbol and value. Students often get confused by the division step especially. I will constantly ask them about what the fraction bar means when undoing multiplication. The two examples at the bottom of the page might be skipped. I think that these equations sometimes deserve a lesson to themselves. I have included them here in case the students are showing ease with the first examples. Guided Problem Solving I will ask students to work on GP1, GP2, GP5, and GP6 first. They may work with their partners. I will be walking the room to observe their progress. Common Errors - I expect some students to use the "wrong" value when solving equations. On GP1, they may try to subtract -3 or add 3 instead of subtract 12. I expect some students to use the wrong operation too. Instead of dividing by 3, they may multiply by 3. Again GP3 and GP4 might not be addressed. They may be worth discussing by paying attention to the structure (MP7). 6(x+2) = -42 can be seen as the product of 6 and a sum equals -42. Students can then discuss what can 6 be multiplied by to get -42. I'll need to make sure students understand that x is not -7 but x + 2 must be -7 so x must equal -9. Independent Problem Solving Now it is time for students to work independently. The first 9 problems are similar to what students have seen, although fractions or decimals are included on problem 7-9. Problems 10-12 are included to encourage students to simplify expression with like terms. While that is not the only way to solve these problems, it is probably the most effective. Problem 13 will require students to apply everything they've learned about algebra so far. Students will likely be confused by seeing three variables. I may give some hints here like: 1) How could we solve the given equation to isolate y? to isolate x? Are the equations in ii and iii equivalent? Before beginning the exit ticket, I will ask students to discuss the order of inverse operations. The conclusion should be to first undo addition and subtraction, then multiplication and division. There are 5 problems on the exit ticket. 4 out of 5 will be a successful exit ticket.

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Discussion Topics for the GRE® Learn together with teachers and students preparing for the GRE®. Share study tips, find answers, and get ready for the GRE®. If you have a question about the GRE® or need help with a question or subject, you can get answers here. Let’s learn together I don't understand how the second answer is E Which 2 ways can 2t-u+3v be expressed in terms of v, if 5t=2u & u-1=v? A. 1/5(14v-1) B. 2V-3 C. (20+140V)/100 D. 1/4V+20 E. 2.8V-.2 Answer choices: A) A&D B) A&B C) B&E D) A&E The answer was D) A&E I see what th... Added on February 16, 2019 23:27 by Jessica King

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The Language Arts Program includes exposure to Japanese language and cultural experiences through dance, drama, media, music and visual arts. Through our Language Arts Program we aim to assist the children to develop their intellectual, imaginative and expressive potential through the creation, performance and presentation of arts works. In Japanese, students at OLHC have an opportunity to reflect, compare and contrast intercultural exchanges, and cultural and linguistic differences. Students reflect on and get to know their own and the Japanese culture to develop skills about how to work between, and across both. Our language program focuses on students’ language acquisition as mandated within the Victorian Curriculum, under the two strands ‘Communicating’ and ‘Understanding’. Language, culture and identity are closely interrelated and involved in the shaping and expression of each other. Cultural understanding is an important aspect of any language program.

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Subject-verb agreement is a fundamental concept in English grammar that involves ensuring that the subject and verb in a sentence match in terms of number and person. This agreement is critical to ensuring clarity and precision in communication, as well as avoiding ambiguity and confusion. As such, it is essential for copy editors to be proficient in identifying and correcting errors in subject-verb agreement, especially in the digital era of search engine optimization (SEO). One of the key ways that subject-verb agreement can impact SEO is through the use of keywords. Keywords are words or phrases that users type into search engines to find relevant content. Search engines use these keywords to determine the relevance and quality of content, and to decide which pages to rank higher in search results. If the subject and verb in a sentence do not agree in number or person, it can affect the use of keywords in the content and prevent it from being properly indexed by search engines. For example, if the subject is singular, but the verb is plural, the keywords in the sentence may not match the intended search terms. This can result in lower search engine rankings and reduced visibility for the content. To ensure proper subject-verb agreement, copy editors should be familiar with the basic rules of agreement and how to identify common errors. Some of the most common errors in subject-verb agreement include: – Using a plural verb with a singular subject (e.g., The cat and dog plays in the yard) – Using a singular verb with a plural subject (e.g., The boys walks to school) – Using an incorrect verb tense (e.g., She have gone to the store) – Using an incorrect verb form (e.g., They was playing soccer) To correct these errors, copy editors should first determine the subject of the sentence and ensure that the verb agrees with it in terms of number and person. In some cases, it may be necessary to adjust the subject or rephrase the sentence to ensure proper agreement. In conclusion, subject-verb agreement is an essential aspect of English grammar that can impact the success of SEO efforts. Copy editors should be skilled in identifying and correcting errors in agreement, in order to ensure that content is properly indexed by search engines and ranks highly in search results. By paying attention to subject-verb agreement, copy editors can help to ensure clear, concise, and effective communication.

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A Sip of Java Learn the core features of Java in the time it takes to finish a coffee. - Java language basics - Beginner programming concepts and terminology - The ability to make your own programs - Simple user interface computer applications - Be able to write data to and from an external file - Prompt users for input via a computer program - Math operators in Java - Conditional statements in Java - Classes and functions - Have a computer powerful enough to run Java 11. Windows 7, 8, and 10 can run this version. MacOS 10.11 or higher with also work. - Be comfortable downloading and installing software. - Basic computer literacy. Tasks like saving and manipulating files, navigating around the computer, and operating a browser are expected. A Sip of Java is for those who are interested in learning the basics of Java without all the extra details. This course aims to be the quickest way for a student to go from knowing nothing or very little about Java and programming to writing their own applications. In this course students will learn how to: - Setup their computer to write and run Java applications - Write console apps that can respond to user input - Learn Java language basics – types, variables, conditions, loops, operators, functions, classes, etc. - Read and write data to external files - Create their own GUI (Graphical User Interface) applications - Start their path to becoming an accomplished programmer Learning how to program with Java is a great skill to have. This course is designed to be the fastest way to understand core concepts of Java. - Beginner Java developers looking to learn more about the basics of the language - Students interested in learning how to program - Someone who is looking for a starting point in their journey to become a computer programmer Created by Nate Dessert, Derrick Mitchell Last updated 1/2019 Size: 3.67 GB

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Defense and escape behavior of tree dwelling chameleons Among the tree-dwelling chameleons on Madagascar are the genera Furcifer and Calumma. Among them are both the largest and the most colorful species. They have a whole range of threatening behavior which they can use to ward off prey predators or unwelcome conspecifics. This article is intended to explain both defense and escape behavior in more detail. Chameleons of the genera Calumma and Furcifer communicate with conspecifics by means of their colours and the colour change. If they are stressed, they become darker. If a male sees a conspecific of the same sex, it becomes lighter. Also, pregnant females indicate with a completely changed coloration in many species that a male should not try to get them and stay away. Regarding predators, you can also notice differences in the colour of the chameleons’ reaction. Even between the sight of different species of predators, for example snakes and birds of prey, you can sometimes see differences in the colour reaction of a chameleon. Enlargening the body size The apparent increase in body surface area is a classic defensive behavior in tree-dwelling chameleons. A larger chameleon immediately has an impressive effect on the predator or the attacking conspecific. As the behavior takes place within a few seconds, it can at best frighten the attacker in such a way that it causes him to flee or abandon an attack. Chameleons have many different possibilities to increase the body’s surface. Most chameleons start by inflating their throat sac. This increases the skin surface of the throat, some chameleons can also use an additional air sac. In addition to the bloated throat sac, most chameleons flatten their body sideways when threatening, so that it appears considerably larger at the top and bottom. For this purpose, the tail is rolled up and pulled against the body. If the chameleon was now viewed from above, it would suddenly be only extremely “thin” and flat. The broad side of the body is naturally turned towards the attacker in this deceptive manoeuvre. The chameleon keeps an eye on the other person and always turns with him to avoid the attacker accidentally discovering how “thin” and vulnerable the chameleon really is. If the enlarged silhouette and impressive coloration are of no use, the chameleon opens its mouth. Some species and individuals then make a hissing sound. If that doesn’t help either, it bends its arms “prayer-like” and swings its body back and forth. This seesawing then ends in single bites in the direction of the opponent. Chameleon bites are quite painful depending on the size of the chameleon. Because of the acrodontic teeth, however, they are usually more like a bruise than a “classic” bite injury, such as can be caused by cats. Turn behind the branch One behavior that all tree-dwelling chameleons exhibit, regardless of their size, is turning their body behind the branch they are sitting on. The potential threat then only sees the chameleon’s hands, feet, and possibly eyes. Body and tail “disappear” completely behind the branch. In small chameleon species such as One behavior that all tree-dwelling chameleons exhibit, regardless of their size, is turning their body behind the branch they are sitting on. The potential threat then only sees the chameleon’s hands, feet and possibly eyes. Body and tail “disappear” completely behind the branch. In small chameleon species such as Calumma gallus, this behavior can be triggered very quickly. But even with very large chameleons like Furcifer oustaleti we have already observed this behavior. If you turn the branch carefully, the chameleon will also turn. By the way, this often makes photographing chameleons difficult. After all, one does not want to photograph a “branch with eyes”. For chameleons, however, this behavior is vital for survival: they show it, for example, when a bird flies too close over them. On the other side of the branch, they are not noticed by the potential predator, or at least they are much less likely to be detected. In the following photo, a female Calumma gallus has hidden behind a branch. A simple strategy to avoid an unpleasant situation: Run away. Especially chameleons you meet by chance on the ground often try to run away first. And some, especially smaller species such as Furcifer wilsii or Furcifer timoni can become surprisingly fast! Most of the time they go directly from the ground to the next tree or at least to the next plant. There they can escape back to “familiar heights” and disappear from the view of a predator. Many chameleons simply jump off the branch when they see no other way out. This is especially the case when no tangible branch is close enough above or below the animal. The surrounding area is briefly probed, then the arms are lifted off the branch and bang! The animal is gone. Especially small chameleons like Furcifer willsii or Furcifer minor react quickly with such behavior. But also larger species like Furcifer pardalis use jumping to escape from unpleasant situations. It does not matter what is under the chameleon. They also jump on stones, rocks, or asphalt. Thanks to the air sacs in their body, usually nothing even happens. Very small tree-dwelling chameleon species have developed a behavior that partly resembles the defense behavior of ground chameleons. Calumma linotum,Calumma boettgeri and related, very small chameleon species curl up tightly when touched, turn dark and drop. Due to their lower body weight and the inflatable lung sacs, nothing happens to the chameleons. The chameleons usually fall into the leaves or into the root area of trees, where they then remain motionless for a short time and remain very dark in color. For most predators (and also for humans) it is almost impossible to find them in the tangle of leaves, branches, moss, and roots. This behavior is therefore very effective in fleeing from predators. Chameleons living in trees prefer to sleep on the ends of thin branches that just carry them. Young animals and small species even use the ends of individual leaves for sleeping. It is assumed that this behaviour serves to protect them from predators, especially snakes and larger lizards. Not all, but many chameleons spontaneously drop when the branch or leaf below them is shaken by a touch. This behavior is called perch release. The chameleons are not irritated by strong winds, but if a nocturnal lemur grabs the branch or a snake tries to wind its body over the branch, this vibration triggers the chameleon’s escape behavior.

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