text:
Peroxynitrite-mediated DNA strand breaks trigger poly (ADP-ribose) synthetase (PARS) activation, resulting in intracellular energetic failure and organ dysfunction. We investigated the role of PARS activation on the inflammatory and functional response of the intestine to mesenteric ischemia-reperfusion injury. Anesthetized rats exposed to 15 min occlusion of the superior mesenteric artery showed an increased mucosal PARS activity (ex vivo incorporation of radiolabelled NAD+ in gut mucosal scrapings) as soon as 10 min after reperfusion. During the first 30 min of reperfusion, significant mucosal damage developed, as well as mucosal hyperpermeability to a 4000 MW fluorescent dextran (FD4). These alterations were significantly reduced by treatment with the NO synthase inhibitor L-NMA, which blocks the production of peroxynitrite, as well as with the PARS inhibitors 3-aminobenzamide and nicotinamide, whereas they were markedly enhanced by the glutathione depletor L-buthionine-(S,R)-sulfoximine. Also, PARS inhibition significantly reduced ileal neutrophil infiltration (myeloperoxidase activity) at 3 h reperfusion. In a second set of experiments, the effects of 15 or 30 min ischemia followed by 3 h reperfusion were evaluated in PARS knockout and wild-type mice. Significant protection against histological damage, neutrophil infiltration, and mucosal barrier failure (evaluated by the mucosal-to-serosal FD4 clearance of everted ileal sacs incubated ex vivo) was noted in PARS knockout mice, who also showed reduced alterations in remote organs, as shown by lesser lipid peroxidation (malondialdehyde formation) and neutrophil infiltration in the lung and liver. In conclusion, PARS plays a crucial role in mediating intestinal injury and dysfunction in the early and late phases of mesenteric reperfusion. Pharmacological inhibition of PARS may be a novel approach to protect tissues from reperfusion-related damage.
- Genetic ablation
- Nitric oxide
ASJC Scopus subject areas
- Emergency Medicine
- Critical Care and Intensive Care Medicine


text:
UNICEF reports on child-friendly schools in Ghana that are breaking the cycle of child labor.
Child-Friendly Schools Re-Invent Education in Rural Ghana Narrator: Elizabeth is the eldest of the four Naparis children still at home, a daughter in a culture that traditionally priced as sons. Peter Naparis: Elizabeth is good in school. So I am determined to help her succeed in education. Narrator: Peter makes sure his daughter and her siblings go to school each and every day. But at this child-friendly school, the emphasis is as much on girls as it is on boys. Traditionally in this village, girls get married not educated. Biikook Gideon Konlan: The parents would say that, "When your daughter becomes a woman in your home, then the next month, she should be married." Narrator: Outside the open air classes, village life to its past. Keeping children in school is a major battle for educators in Ghana. Less than half of the men from this area are educated. Biikook Gideon Konlan: Without education, you have to just till the land or you become a laborer at down south to weed under the coco farm or in the mines. Narrator: But child-friendly schools are striking at the heart of this problem. -- battle is an attractive and relevant curriculum. Education is free in Ghana but that doesn't mean there aren't heavy costs for families. Elizabeth Naparis: This one is my notebook in English. Narrator: The greatest sacrifice though, maybe the loss of the child's labor. Helping is the amount of daily chores that directly related to freeing kids up for school and fetching water is one of the most intensive chores of all. Here, UNICEF has made an invaluable contribution to the community by providing ample clean water through wells. At school, there are also two wells, also separate toilets for girls and boys. Elizabeth and her best friend Naomi diligently practice the good hygiene they are learning at school. Naomi: Our teachers taught us how to wash our hands before eating because if you didn't wash your hands and go home and you sit to eat, we will get disease from that. Elizabeth D'Sousa: Whatever she learns in school has effects in the home and this is for the benefits for the parents and for the other siblings. The child is not just living for today but every child has a future. Elizabeth Naparis: I want to be a doctor because there is no hospital or a doctor in this village. Narrator: School is giving Elizabeth a place to grow her dreams. You've been watching UNICEF Television. For more information, go to unicef.org. Unite for children.

source: HuggingFaceFW/fineweb-edu


text:
John Tukey was amazingly talented. He would have been remembered for his achievements in pure mathematics had he not gone on to have an even more remarkable career in statistics. He is also remembered for some of the words he coined, such as "software" and "vacuum cleaner."
In his book Exploratory Data Analysis, affectionately known as EDA, Tukey gives advice on collecting and analyzing data, even down to how to count observations. Rather than the usual slash tallying, Tukey recommended his own method of tallying.
Tukey's system is easier to scan and may be less error-prone. For example, compare a count of 36 in both systems.

source: openbmb/Ultra-FineWeb


text:
Technology Reports of Kansai University (ISSN: 04532198) is a monthly peer-reviewed and open-access international Journal. It was first built in 1959 and officially in 1975 till now by kansai university, japan. The journal covers all sort of engineering topic, mathematics and physics. Technology Reports of Kansai University (TRKU) was closed access journal until 2017. After that TRKU became open access journal. TRKU is a scopus indexed journal and directly run by faculty of engineering, kansai university.
Technology Reports of Kansai University (ISSN: 04532198) is a peer-reviewed journal. The journal covers all sort of engineering topic as well as mathematics and physics. the journal's scopes are
in the following fields but not limited to:
In order to make the charging process of the battery easier, it needs to possess a design tool with suitable characteristics. One of the main characteristics of the battery is the State of Charge (SoC) or simply the battery capacity, which is calculated with the help of the initial voltage value. In this process, a 100Wp photovoltaic panel with 12V DC voltage is applied. The method used is experimental and simulation/modeling, and its purpose is to optimize the efficiency of the process of battery charging. Furthermore, the Arduino microcontroller, which functions are a detector during battery charging, was used to determine the current and voltage sensor controller circuit. The voltage and SoC on the battery are automatically monitored via the LCD and on the SD card using the data logger shield module. ICM algorithm used for modeling-simulation in this study is one of the MPPT type used by photovoltaic systems that work at optimum conditions, thereby producing maximum power. The results showed that the battery charging simulation increased by 0.05% every 30 minutes. Furthermore, the simulation validation using Matlab/Simulink is carried out with data following the prototype design, at an efficiency of 88.37%
The research of synthesis of impregnated TiO2 Ouw natural clay with the study of calcination temperature has been done. The calcination process was carried out at temperature variations of 200, 300, and 400 oC. Characterization of the structure was performed by using X-ray diffraction (XRD), scanning electron microscope (SEM) and infrared (IR) spectrophotometer. The result of characterization with XRD showed that the impregnated TiO2 clay at 200 oC has the highest crystallinity. Calcination at 300 oC resulted in the loss of a montmorillonite reflection peak, while calcination at 400 °C resulted in the loss of two montmorillonite reflections and a drastic decrease in intensity. The crystalline phase of TiO2 formed was a combination of the crystalline phases of rutile and anatase, with the rutile crystalline phase being more dominant. The SEM characterization results showed a more even distribution of TiO2 in calcined clay. Calcination at 200 oC resulted in a more even distribution of TiO2 than calcination at 300 oC and 400 oC temperatures


text:
Towards a conceptual framework for improved monitoring and evaluation of SEA outcomes: a discussion note
This paper tries to answer the question how can standard Strategic Environmental Assessment (SEA) process be modified to incorporate robust long term monitoring frameworks which facilitate outcome mapping and impact assessment.
Theoretically, any SEA intervention should lead to an outcome that improves policies, plans and programmes (PPP) relative to the counterfactual – how things would be without SEA. However, it is important to stress that every SEA should develop its own theory of change (ToC).
The paper figures that an important point to note on comparing the effect of SEAs at different times is that ultimate impact is very likely to depend on decision takers, organisations and institutions beyond the control of those commissioning the SEA. Furthermore, the "influencing environment" is very important. So when it comes to identifying the outcomes and impact of an SEA, the role of the SEA needs to be distinguished in the bigger picture.
The author suggests that:
- a conceptual framework for comparing similar SEAs should be used so that those synthesising evidence from one type of SEAs have to explain why lessons will apply to other SEAs
- SEA practitioners should be allowed to deviate from recognised good practice if it can be shown why an alternative approach makes more sense
- while SEA process evaluation is still valuable, the biggest gap is in impact assessment
The paper also underscores that it should be fairly straightforward to develop an Institutional Capacity Assessment Matrix (ICAM) and Organisational Capacity Assessment Matrix (OCAM) for SEA.


text: This book provides a social and educational perspective on contemporary English language learners, especially those large, fast-growing Hispanic and Asian groups whose presence is felt strongly in the schools. It is addressed to preservice and in-service teachers of English, whether in language arts, bilingual education, or English as a second language classrooms. Part I describes the makeup of previous generations of English language learners in the US and provides current demographics on English language learners. It also examines the process whereby immigrants come to adopt English. Part II provides teachers with information on the immigration background, language characteristics, and language use patterns of the most numerous groups of present-day English language learners. Part III explores three types of investment necessary for successful language learning - individual investment, legal and policy investment, and educational investment.


Series of spaces
Semester 3 | Allied Design
Ar. Saurabh Mhatre
Ar. Rishi Vora
Studio Conductors
The objective of the exercise was to redecorate a room chosen from an existing architectural project and redesign it according to different time slots during a day corresponding to different activities.
The interiors were done in stages. First, the furniture arrangement was done according to the activities carried in the space. Then the fenestrations were designed according to different requirements of the space so that factors like natural light and wind could be used to illuminate and ventilate the space. Accordingly the next step was to draw out an analysis of the these ventilation and illumination plans and showcase how it affects the space maximising its spatial potential, which would then help in the next step, that is providing the space with artificial sources of light and air (lamps, fans etc) to enhance the spatial setting beyond just its natural amenities.
The final step was to find the relation between the internal arrangements and external settings. This was done by studying the views from different openings. This was to propagate the idea of the cone of vision and how the human view from the functional points can add on to the user mood and design quality.


Animation Modifier
Animation Cache Modifier
Strand animation modifier allows you to import external animations previously exported from Ornatrix. These animations can be either accessed directly from.oxh files every time the file loads up or animation is requested, or they can be stored into 3dsmax memory and saved with.max files.
A group of strand animation modifiers may be layered on top of each other to combine multiple animations onto a same hair/guides object. One important thing to remember is that the topology of the animated object must be the same as the topology of the object receive animation from this modifier.
A typical use for this modifier would be to be able to store previously computed hair dynamics onto a network server and then during network rendering have each slave simply load animations from the same file(s). Not only does this save a lot of size in.max files, but it also allows you to update animations without having to touch the original hair scenes.
Sample usage would include adding dynamics onto a guide object, calculating a simulation, exporting a.oxh file with animation option on. Then one would remove the dynamics modifier and add an Ox Strand Animation modifier instead. In this modifier you can now load the exported.oxh file and animation would be restored.
 - Strand Group
 This parameter works the same as in other operators, you can isolate the effect of the Animation to a particular Strand Group.
 - Overwrite Input
 When this option is on, the loaded hair data by this operator completely overwrites any input strands making this operator only output the loaded animated hair. This is useful if you want to completely capture and cache the state of your hair stack in a particular position.
 - Apply Amount
 Determines the intensity of the effect, can be used to blend animation.
 - File Name
 This is where you can load.abc file exported using the Alembic Export. This parameter also allows you to specify a new.abc file to save when using the Record functionality. There are two buttons next to the file path text box. One allows opening of an existing Alembic file, and another is to save new Alembic files if you plan to record current hair state or animation.
 File name can contain "#" characters to denote a sequence format, ex. MyHair.###.abc. If such characters are encountered multiple.abc files will be loaded matching the sequence numbering, ex. MyHair.01.abc, MyHair.02.abc, MyHair.03.abc, etc. Timing inside the.abc files will be used to animate the resulting hair.
 - Time Offset and Time Scale
 You can use those two parameters to control the delay and playback speed of the animation.
On-Demand Alembic Sequence Loading
As outlined above, the File Name parameter can contain # characters in which case a sequence of Alembic files can be loaded each containing individual animation frames. The loading of these files happens on demand. This means that, if for example, you have three files:
 1. myfile.000.abc
 2. myfile.001.abc
 3. myfile.002.abc
 then myfile.001.abc and myfile.002.abc will not be loaded until this modifier is evaluated on frames 1 and 2 respectively.
Such loading allows saving memory and processing power when rendering scenes containing heavy hair data sequences.
The recording section in the Modify Panel allows you to capture one or more frames of static or animated hair and save them to an external _ Alembic.abc_ file. This state will then be used with this operator or with any other Animation Cache node which references the same.abc file.
The recording process will capture hair positions, widths, UV coordinates, strand groups, and any strand data. Current 3dsmax animation range will be recorded. Therefore, before recording make sure you change the animation range to match your desired recorded results.
To begin recording press the Record Active Time Range button. During recording you can see a progress bar and press Cancel to stop the recording process at any time. Any data already recorded will be saved.
Recording File Sequences
If the target Alembic file name has "#" characters in its name then a sequence of per-frame files will be produced instead of a single Alembic file. For example, if the file name specified is Animation.###.abc and there are three frames being recorded you will end up with three files: Animation.000.abc, Animation.001.abc, Animation.002.abc. The digits within the file name will reflect the frame being recorded within the scene. This sequence of files will be loaded by this operator as an animation (read above for more).
MaxScript Access
You may use standard properties exposed by showProperties myModifier to access and change this modifier.
To record a time range into the modifier use the following MaxScript command:
strandAnimationModifier.Record startFrame endFrame
You can find examples on usage of this modifier by examining the unit tests in Test_AnimationModifier.ms.


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Who was it, on putting pen to paper, who first came out with the word 'however'? What about 'tradition' or the very useful 'Leviticus' to designate the third book of the Bible in English?
Today we commemorate their coiner, John Wycliffe, although not for his word-creating skill. He was also (in case you were wondering) the first to use 'costly', 'ceremonial' and, so the Oxford English Dictionary says, a further 500+ words. Some include the now sorely missed 'hornen' (made of horn), 'holet' (a small hole) and 'wlatsomeness' (disgust). A surprising number of entries in a dictionary for a man who couldn't seem to spell his own name.*
Of course, he did things that are more notable. Wycliffe headed up the first complete translation of the Bible into English. And now, 600 years after his death, workers are starting new Bible translations under his name.
In fact, one very young man in Tonga is a living reminder Wycliffe's work. His mum and dad are leading the Tongan Bible translation organisation, and have named him John Wycliffe: 'He reminds us of our goal,' Dad says. 'Whenever we look at him we remember – Bible translation.'
Today, on the anniversary of his death, we remember John Wycliffe the elder and are thankful for the Bible translation work he has inspired around the world. You can read more about John Wycliffe the younger's parents and how they got inspired in this post.
Remember: there is still a lot of Bible translation to be done. Be part of giving the Bible.
*There are 28 different recorded spellings of 'Wycliffe'.


Money plant 80cm with pot
Money plant 80cm with pot
 - Product Code: DIP745
 - Availability: In Stock
 - QAR 270.00
- OR -
Money plant 80cm with pot
Epipremnum aureum is the scientific name of this plant, but it is more popular as Money Plants. Money plant is considered as a lucky plant which brings wealth, health, happiness and positive vibes. which can be found in our household and also it is listed as one of the top 10 air-filtering plants as it kills the harmful toxins present in the atmosphere.
How To Care
Light: Money plants prefer good indirect moderate sunlight
Water: Money plants generally don't require much caring because they are already in the water. For initial days water should be changed when it gets turbidity. But after the plant settles, change the water once every week or two.
Fertilizer: Money plants do not need any sort of natural fertilizer to grow usually, they do make their food from air, water, and sunlight.
Temperature: Keep the plant in a cool place in summers and will not survive temperatures below zero.
Potting: Usually repotting can be done every 2-3 years in case of the money tree.
Pruning: Trim by cutting away dead unfresh leaves or overgrown branches of the money plant regularly if any.
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Departmental Mission
The University of Oregon Department of Intercollegiate Athletics will provide an outstanding collegiate experience to our student-athletes while enabling them to pursue excellence in the classroom, the community and their lives while competing at the highest level in their chosen sport.
Our department is committed to the following principles:
 - Strive to recruit student-athletes who are academically prepared and make every effort to help each meet their academic commitments.
 - Provide academic support services so that our student-athletes will receive the best educational experience, including obtaining their degree.
 - Create a supportive family atmosphere where student-athletes feel connected to their peers, the community and the University.
 - Ensure that student-athletes will become responsible, contributing citizens through career counseling, development of life skills and community service opportunities.
 - Provide facilities and medical staff to enhance the physical fitness and wellness of all student-athletes.
 - Require all members of our department to demonstrate and promote the highest standards of integrity, leadership, sportsmanship, ethical behavior and a true respect for equity and diversity.
 - Maintain a quality comprehensive intercollegiate athletic program that is self-sufficient and self-sustaining in harmony with the mission and goals of the University.
 - Operate in accordance with all rules and regulations set by the University, the PAC-12 Conference and the NCAA.


Setting up a Razor environment
Razor relies on a PXE environment to boot the Razor microkernel. You must set up your PXE environment before you can successfully provision with Razor.
There are two ways to enable PXE boot:
 - (Recommended) Integrate Razor with the DHCP solution of the system being provisioned.
 - Rely on UEFI to directly load the.ipxe file that's required to boot the Razor microkernel.
Because it's difficult to guarantee that all of your hardware is UEFI-enabled, configuring DHCP is the preferred method for setting up a Razor environment.
Set up a Razor environment
Set up a PXE environment using the DHCP and TFTP service of your choice.
Before you begin
You must have Puppet Enterprise installed.
This workflow describes a sample setup using dnsmasq. Dnsmasq is not intended for production environments; however, you can use a similar workflow to set up DHCP and TFTP with more robust solutions.
Install and configure dnsmasq DHCP-TFTP service
Install dnsmasq to manage communication between nodes and the Razor server. When a node boots, dnsmasq forwards the booted node to the Razor service.
 1. Use YUM to install dnsmasq: yum install dnsmasq
 2. If it doesn't already exist, create the directory /var/lib/tftpboot.
 3. Change the permissions for the TFTP boot directory: chmod 655 /var/lib/tftpboot.
Temporarily disable SELinux
You must temporarily disable SELinux in order to enable PXE boot. Alternatively, you could craft an enforcement rule for SELinux that enables PXE boot but doesn't completely disable SELinux.
 1. In the file /etc/sysconfig/selinux, set SELINUX=disabled.
 2. Restart the computer.
Edit dnsmasq.conf to enable DHCP
You must specify a DHCP range to enable communication with your DHCP server.
Tip: For more complex setups, it might be helpful to indicate a range name, for example: dhcp-range=range1,,,24h dhcp-range=range2,,,48h.
Edit /etc/dnsmasq.confto specify a DHCP range.
For example, for an IP range from - with a 24-hour lease, your file resembles:
# Uncomment this to enable the integrated DHCP server, you need
# to supply the range of addresses available for lease and optionally
# a lease time. If you have more than one network, you must
# service.
Edit the dnsmasq configuration file to enable PXE boot
Use dnsmasq to enable PXE booting on nodes.
 1. At the bottom of the /etc/dnsmasq.conf file, add: conf-dir=/etc/dnsmasq.d
 2. Write and exit the file.
 3. Create the file /etc/dnsmasq.d/razor and add configuration information.
 For example, for dnsmasq 2.45:
 # iPXE sets option 175, mark it for network IPXEBOOT
 # TFTP setup
 4. Enable dnsmasq on boot: chkconfig dnsmasq on
 5. Start the dnsmasq service: service dnsmasq start


text:
Introduction: Halo Zeromedia!
Whether you had a passionate night with your significant other or just got a little too enthusiastic during a makeout session, hickies can be embarrassing and difficult to conceal. Fear not, Zeromedia readers, because we've got you covered. In this article, we'll provide you with tips and tricks on how to cover a hickey and prevent it from becoming a topic of conversation.
Understanding What a Hickey Is
A hickey, also known as a love bite or a kiss mark, is a bruise caused by suction or biting on the skin. The pressure causes blood vessels to burst, resulting in the collection of blood under the skin. Initially, hickies appear as reddish or purple marks and gradually fade into a yellowish or greenish hue as they heal over time.
Preventing a Hickey
Although hickies are not harmful, they can be unsightly and embarrassing. Here are some tips to avoid getting one in the first place:
- Communicate with your partner and set boundaries before engaging in any sexual activity.
- Vary your kissing techniques and avoid focusing on one area for too long.
- Ask your partner to use less suction or pressure when kissing.
- Wear a turtleneck or scarf to cover your neck during intimate moments.
How to Hide a Hickey
If you already have a hickey, don't panic. There are several ways to cover it up and make it less noticeable. Here are some tips:
Concealer is a makeup product that can be used to hide blemishes, including hickies. Here's how to apply it:
- Choose a concealer that matches your skin tone.
- Apply a small amount of concealer to the hickey and blend it into the surrounding skin using your fingers or a makeup sponge.
- If the hickey is still visible, apply another layer of concealer and blend it again.
- Set the concealer with a translucent powder to prevent it from smudging or rubbing off.
Your clothing can also help you conceal a hickey. Here are some tips:
- Wear a high-necked shirt or blouse to cover your neck.
- If you're a man, wear a collared shirt and tie to cover your neck.
- Wear a scarf or pashmina to cover your neck and chest.
Accessories can also be used to cover up a hickey. Here are some ideas:
- Wear a statement necklace or choker to draw attention away from your neck.
- Wear a hat to cover your neck and forehead.
- Wear large sunglasses to cover your eyes and part of your face.
How to Heal a Hickey
While you're waiting for your hickey to fade away, there are some things you can do to speed up the healing process. Here are some tips:
Apply a cold compress to the hickey to reduce swelling and inflammation. Here's how:
- Wrap some ice cubes in a clean cloth or towel.
- Hold the compress against the hickey for 15-20 minutes.
- Repeat several times a day for the first 48 hours.
After the first 48 hours, you can apply a warm compress to the hickey to increase blood flow and speed up the healing process. Here's how:
- Soak a clean cloth or towel in warm water.
- Wring out the excess water and apply the compress to the hickey for 10-15 minutes.
- Repeat several times a day until the hickey fades away.
Q: Are hickies dangerous?
A: No, hickies are not dangerous. However, they can be a sign of an unhealthy relationship or sexual behavior.
Q: How long does it take for a hickey to fade?
A: It depends on the severity of the hickey and your body's ability to heal. Typically, hickies take anywhere from a few days to two weeks to fade away.
Q: Can you get a hickey on other parts of your body?
A: Yes, hickies can occur on any part of the body where the skin is soft and thin enough to create suction or pressure.
Conclusion: Goodbye, Until Next Time!
Now that you know how to cover a hickey, you can confidently go about your day without worrying about unsightly marks on your skin. Remember, communication and respect are key to healthy and safe sexual practices. Until next time, Zeromedia readers!


text:
Hey, even some pups appreciate the life of the vegan! Natural Balance Vegetarian Formula Dry Dog Food is a safe, healthy way to feed your furry friend an all-natural, completely vegan diet. It contains no dairy products or products derived from meat or dairy sources. Instead, it combines non-meat proteins with nutrient-rich ingredients to ensure your dog gets all of the nourishment she needs in a vegetarian formula.
- Brown Rice has increased levels of B Vitamins and is an excellent source of carbohydrates
- Oatmeal is a rich source of fiber, thiamin, and vitamin E
- Potato protein helps build muscles
- L-Carnitine helps metabolize fat


text:
The mission of Little Otter Swim School is to provide quality swim lessons in a safe and fun environment, taught by caring and enthusiastic teachers. While the children are learning they are also gaining a respect and love for the water.
Little Otter Swim School now has two locations to serve you and your swimmers.
-Baby Swim Classes.
-Beginner Swim Classes.
-Intermediate Swim Classes.
-Advanced Swim Classes.
-Excel Swim Team.
Grades: Preschool, Elementary
Two locations in Charlotte, Charlotte, NC


text:
Holiday tuition will help kids stay away from illicit activities
Schools have closed and students will be on vacation for two months. This means students will spend more time with family and friends. The government has however banned holiday tuition to enable children to have time to relax after a long time in school. Recently, however, schools have flouted the directives given by Education CS Fred Matiang'I regarding holiday tuition. Police have had to enforce these rules and a couple of schools have been closed. Some school owners and teachers have been arrested. During the December holidays, there are many activities that expose adolescents to risky behaviours. Holiday tuition offers a good opportunity to keep them away from such activities. in addition, they offer slow learners an opportunity to learn and catch up with the rest. Parents are aware of peer influence and they prefer engaging their children in constructive activities. That's why some prefer holiday tuition.
FRED OPUNDO Via email


An international group of scientists claim that understanding the differences in skin color genes between Asians and Europeans could lead to a better way to protect people from skin cancer.
Previously, researchers from the Penn State College of Medicine were able to identify a unique gene in Europeans that contributes to lighter skin color.
They found that Europeans possess mutations in the genes SLC24A5 and SLC45A2 that are largely responsible for their pigmentation, showing only single amino acid differences between Europeans and West Africans.
Researchers said that while East Asians are also light skinned, these European alleles were not present in people from countries like China, Japan and Korea, suggesting that, while both groups of people evolved lighter skin color for better production of vitamin D in northern climates where there is less sunlight, they did so in a different way.
Researchers believe that the difference in evolution also affects skin cancer rates.
While Europeans are 10 to 20 times more likely to develop melanoma than Africans, East Asians have the same melanoma rates as their African counterparts despite possessing a lighter skin tone.
Experts explained that this difference can only be explained when the gene mutations for East Asians and Europeans are found.
"By finding the differences, we have the potential to find ways to make people with the European ancestry genes less susceptible to skin cancer," Dr. Keith Cheng, professor of pathology at Penn State College said in a statement.
Identifying the mutations will be a challenge because it involves finding and studying a population that includes a blend of original African ancestry and East Asian ancestry, with little European contribution.
Researchers believe that one of the three indigenous populations from Peninsular Malaysia called the Senoi meet this condition. The Senoi people are believed to be descendants of a dark-skinned tribe called the Negrito, and a regional Mongoloid population of Indo-China, like the Proto-Malay.
Researchers explain that that because people from the Senoi tribe are darker than Northeast Asians, they will be able to focus on finding the primary genetic mutation of light skin color in Asians without seeing more advanced skin lightening mutations.
Researchers have recently collected blood samples from people in the Senoi tribe, and they hope that the samples will help them identify which mutation might be responsible for the skin color of East Asians, according to a study published in the journal PLoS ONE.
"As the world is becoming globalized, populations are becoming increasingly mixed," Researcher Khai C. Ang, a postdoctoral fellow in the Cheng lab, said in a statement. "Time is running out and it will become increasingly difficult to establish how East Asian skin colors evolved."
"Skin color has been tied to human welfare in modern history," Cheng concluded. "It is important for us as a species to realize that our skin color is determined by only a small number of minute changes in our DNA -- changes that have nothing to do with the value of human beings."


17 Extensibility
17.1 Foreign Namespaces and Private Data
SVG allows inclusion of elements from foreign namespaces anywhere with the SVG document tree. In general, the SVG user agent will ignore any unknown elements except to include them within the DOM. (The notable exception is described under Embedding Foreign Object Types.)
SVG's ability to include foreign namespaces can be used for the following purposes:
To illustrate, a business graphics authoring application might want to include some private data within an SVG document so that it could properly reassemble the chart (a pie chart in this case) upon reading it back in:

 This chart includes private data in another namespace

Download this example
17.2 Embedding Foreign Object Types
One goal for SVG is to provide a mechanism by which other XML language processors can render into an area within an SVG drawing, with those renderings subject to the various transformations and compositing parameters that are currently active within the SVG document. One particular example of this is to provide a frame for the HTML/CSS processor so that dynamically reflowing text (subject to SVG transformations and compositing) could be inserted into the middle of an SVG document. Another example is inserting a MathML expression into an SVG drawing.
The element allows for inclusion of foreign namespaces which has graphical content drawn by a different user agent, where the graphical content that is drawn is subject to SVG transformations and compositing. The contents of are assumed to be from a different namespace. Any SVG elements within a will not be drawn, except in the situation where a properly defined SVG subdocument is recursively embedded within the different namespace (e.g., an SVG document contains an XHTML document which in turn contains yet another SVG document).
Additionally, there is a capability for alternative representations so that something meaningful will appear in SVG viewing environments which do not have the ability to process a given . To accomplish this, SVG has a element and system-required attribute similar to the corresponding facilities within the SMIL 1.0 Recommendation. The rules for are that the first child element whose system-required evaluates to "true" will be processed and all others ignored.
Here is an example:
This example uses the switch element to provide a
 fallback graphical representation of an equation, if
 MathML is not supported.

 width="100" height="50">

 Formula goes here
Download this example
It is not required that SVG user agent support the ability to invoke other arbitrary user agents to handle embedded foreign object types; however, all conforming SVG user agents would need to support the element and should be able to render valid SVG elements when they appear as one of the alternatives within a element.
Ultimately, it is expected that commercial Web browsers will support the ability for SVG to embed content from other XML grammars which use CSS layout or XSL to format their content, with the resulting CSSor XSL-formatted content subject to SVG transformations and compositing. At this time, such a feature represents an objective, not a requirement.
(The exact mechanism for providing these capabilities hasn't been decided yet. Many details need to be worked out.)
Definition of system-required:
17.3 The system-required attribute
system-required = feature
Determines whether the named feature is supported by the user agent. If the given feature is supported, then the current element and its children are processed; otherwise, the current element and its children are ignored.


text:
Montana. She earned her Master's of Science in Science Education from Montana State University in 1999. She was awarded the Butte Education Foundation's Distinguished Educator Award in 2011.
Mark Cracolice, Ph. D., The University of Montana in Missoula, Montana.
Mark is the Chemistry Department chair and instructs General chemistry and graduate courses in chemical education. He has 17 years of experience.
Tony Favero teaches Chemistry, Physics, and Advanced Placement Chemistry at Hamilton High School in Hamilton, MT. Tony has 39 years of teaching experience. He got a Bachelor's degree in Chemistry from Lewis University in Illinois and his Master's degree in Chemistry from the University of Notre Dame. Tony was the 2006 Montana Recipient of the Siemens Award for Excellence in Advanced Placement Teaching in Science and Math. He was also awarded the 2008 Northwest Region American Chemical Society Award for Excellence in Teaching High School Chemistry
Karen Spencer earned a Bachelor of Science in Chemistry and a Bachelor of Arts in Spanish from Montana State University. She earned a Master of Arts in Chemistry from Washington State University. She has been teaching General Chemistry, Honors Chemistry, Advanced Chemistry, and Organic Chemistry at C. M. Russell High School in Great Falls, Montana for the last 33 years. Karen has received the following awards:
- American Chemical Society Northwest/Rocky Mountain Regional Award in High School Chemistry Teaching- 2000
- Montana Science Teacher Association Chemistry Teacher of the Year - 1997
- DuFresne Outstanding Educator Award- 2000
- National Honor Society Doctor of Service Award- 2003
- CMR High School Teacher of the Year- 1998
Paul Phillips teaches Chemistry I & II, and Physics at Capital High School in Helena, Montana. Paul has 22 years of teaching experience after receiving his Bachelor's degree from Montana State University in Science. Paul has received the following teaching awards:
- American Chemical Society Northwest Region Chemistry Teacher of the Year- 2009
- Helena Education Foundation's Distinguished Educator Award (twice)
- Helena Education Foundation's Great Conversations about Great Teachers Award
- Capital High School National Honor Society's Most Inspirational Teacher Award (three times)
- Who's Who of America's Teachers (three times)
What do the project data and results tell us about the effectiveness of inquiry teaching?
Do students get the chemistry content when using the High School Chemistry: An Inquiry Approach curriculum?
Our data suggests that they do. The American Chemical Society (ACS) California Chemistry Diagnostic Exam is a 44 question multiple-choice test designed to assess students' chemistry content knowledge. Nine years of data have been collected. The first two years show data before the project began. The next three years indicate years in which the curriculum was used in pieces. The last four years indicate data for which the course was taught in its entirety using the High School Chemistry: An Inquiry Approach curriculum. For all nine years the average score was above the national average of 22, which suggests that the students are learning as much chemistry content in the High School Chemistry: An Inquiry Approach curriculum course as they were previously learning. The chart below displays these data.
Do students' thinking skills improve when their teachers use the High School Chemistry: An Inquiry Approach curriculum?
The data suggests they do. We preand post-tested our students using the Lawson Classroom Test of Science Reasoning (CTSR) and found significant gains in reasoning ability in groups that were exposed to the High School Chemistry: An Inquiry Approach curriculum. During the 2009-2010 school year we did a comparison study. Two teachers are long-term members of the Frameworks for Inquiry project. Both exclusively use the High School Chemistry: An Inquiry Approach curriculum materials developed by the project for their first-year chemistry class and both teach in Missoula high schools. The third teacher (the control) taught first-year chemistry for 25 years and does not use the High School Chemistry: An Inquiry Approach curriculum materials. All three groups of students in these classrooms took an online version of the CTSR in the fall of 2009 (pretest), and again in the spring 2010 (posttest).
The results of the Pre/Post testing are remarkable. Students in the High School Chemistry: An Inquiry Approach curriculum groups (N=57), (N=47), made an average 1.92 and 1.20 point gains respectively. This represents 12.8% and 8.1% increases in their average CTSR scores. In contrast the control (N=35) group made an average gain of 0.37 points representing a 2.5% increase. The average normalized gain (ANG)–a ratio of the percent gain to the maximum possible percent gain–was remarkably different also. The High School Chemistry: An Inquiry Approach curriculum groups ANG results were.519 and.298, respectively, indicating a medium effect on the students' science reasoning skills. The control group ANG of.0657 indicates the course had no effect on students' science reasoning skills. The results are summarized in the chart below.
During the 2010-11 school year we did another study involving 3 teachers. Again two of the teachers are long term members of the Frameworks for Inquiry project, and the third is not. All three teachers used the High School Chemistry: An Inquiry Approach curriculum exclusively for their first year chemistry classes. Again, all three groups of students took an online version of the CTSR in the fall of 2010 (pretest), and again in the spring of 2011 (posttest). Students in the three groups (N=79), (N=100), and (N=19) made an average 2.03, 1.11, and 1.80 point gains respectively. This represents a 22.9%, 12.4%, and 19.3% increases in their average CTSR scores. The ANG results were.330,.182, and.319 indicating that the curriculum had a medium affect on the students' science reasoning skills. These results are significant because the N=19 group was taught by a non-project teacher who had very similar results in reasoning skills gains. The results are also summarized in the chart below.
The main point regarding this data is that curriculum materials developed as inquiry-based can have a profound effect on students' science reasoning skills.
|Thinking Skills Gains Measured using the Classroom Test of Scientific Reasoning (CTSR)|
|Teacher||Project Teacher A||Project Teacher B||Non-project Teacher C||Project Teacher A||Project Teacher B||Non-project Teacher D|
|Control vs Treatment||Treatment||Treatment||Control||Treatment||Treatment||Treatment|
|CTSR Pretest mean (15 items)||11.3||11.0||9.3||8.85||8.92||9.35|
|CTSR Posttest mean (15 items)||13.3||12.2||9.7||10.87||10.03||11.15|
|Average normalized gain||0.519||0.298||0.0656||0.330||0.182||0.319|
Data from the first year of implementation of the project supports that even a small infusion of inquirybased learning can impact student thinking skills. A preliminary study used Honors Chemistry students as the control group. Students in Honors Chemistry have stronger math skills than General Chemistry students. The treatment group, General Chemistry students, was given early versions of the first six units of High School Chemistry: An Inquiry Approach curriculum as part of their studies. The treatment group showed higher ANG than the control, despite their lower math abilities.
|Classroom Test of Scientific Reasoning (CTSR)
Same School / Same Teacher
|Control (Honors Chem)||Treatment (Gen Chem)|
|CTSR Pretest mean (13 items)||7.56||5.86|
|CTSR Posttest mean (13 items)||8.02||7.14|
|Average Normalized Gain (ANG)||0.085||0.179|


The Most Benevolent Machine: A Historical Assessment of Cycles in Canada
Numéro de l'article: L6364
Disponibilité: En stock
En anglais seulement
The cycle is a machine, but it is not just a machine. It is the basis of a popular recreational activity as well as a manufacturing industry in Canada. To understand its place in our society we must look at it for all of these perspectives. This historical assessment traces technological history of the cycle from the early 19th to the late 20th century focusing on the major innovations that made two and multi-wheeled cycles a viable and popular form of recreation. It also outlines the development of the cycle industry and Canadas place in it. Finally, it explores the place of the cycle and cycling in Canadian society. Author: Sharon BabaianPublished: 1997
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Hatching Chickens
What You Need
 - Calendar
 - Newspaper
 - Chick food prop
 - Water prop
Hatching Chickens
To help children understand the importance of carefully observing and caring for eggs and chickens in the classroom.
This lesson is intended to help students realize that they can learn a lot about chickens—and animals in general—through close observation. They also should come to understand that it is important to learn about the special needs of eggs/chicks in order to take care of them, whether on a farm or in a classroom hatching project.
This lesson can be used as an orientation for students before doing a chicken-hatching unit in class. It may also be used in conjunction with the unit to emphasize the importance of the proper care for eggs/chicks.
Students begin the lesson by expressing what they know about chickens in general and then are encouraged to think and talk about how eggs hatch into chicks and the kinds of special things that are needed to care for eggs/chicks. Students then watch a short movie of a chick hatching from an egg. They discuss what they observe to help reinforce and broaden what they are learning. Then students are prompted to think about what they would need (and how they should behave) if they were to have an egg-hatching project in their classroom. To help reinforce their ideas, they read about one kindergarten classroom's egg-hatching project and close the lesson by depicting the materials and acting out the processes and behavior that would be needed to successfully hatch eggs and take care of newborn chicks in a classroom.
In teaching students at this early level, it would be helpful if they walked away from this lesson with an understanding that they can learn a lot about the animals, plants, and other worldly things around them simply by observing and exploring. (Benchmarks for Science Literacy, p. 333.) When possible, it is recommended that students work in small teams to ask and answer questions about their surroundings and to share their findings with classmates. It is also important to foster scientific values by recognizing instances of them in the work of individual students and student groups. For example, praise should be given simply for curiosity and creativity. (Benchmarks for Science Literacy, p. 15.)
In lessons involving the collection and housing of live animals in a classroom for observation, it is important to remember that, while most children want to treat animals carefully, not all do, and that some children can be cruel. Nevertheless, students at this early level should have opportunities, in the context of science, to interact with living things in ways that promote respect. If you are not already familiar with the National Science Teachers Association's Guidelines for Responsible Use of Live Animals and Dissection in the Science Classroom, please familiarize yourself with them. (Benchmarks for Science Literacy, p. 15.)
Planning Ahead
Background Reading:
You may wish to read Hatching Eggs: A Step by Step Guide, which details how to properly incubate eggs and care for newly hatched chicks in a classroom environment.
Another more detailed and science-related resource that is worth reading is Hatching Eggs in the Classroom: A Teacher's Guide.
As a fun and interesting way to get the class thinking and talking about chickens, ask a number of basic orientation questions like these:
 - What can you tell me about chickens?
 - What do they look like?
 - What kinds of sounds do they make?
 - Where do they (usually) live?
 - What kinds of things do they do? Eat? Need to survive?
Once students are tuned into the lives of chickens, get them to start thinking about how baby chicks are born and the kinds of special circumstances necessary for chicks to be hatched successfully. Ask questions like these:
 - How are baby chickens or "chicks" born?
 - How long do you think it takes for an egg to hatch?
 - What kinds of things do eggs need to hatch?
 - What happens to an egg if it doesn't get these things?
 - Once a chick is born, what kinds of things does it need to grow up healthy?
 - Can you think of any other animals that are hatched from eggs?
Having students think about these and other related egg-hatching questions will help them develop a better understanding of what chicks need to hatch from eggs (and the kind of special measures that would be needed if they were to do their egg-hatching project in class).
Begin this section of the lesson by asking the class this question:
 - Would you like to see a baby chick being hatched?
With that, have students use their Hatching Chickens student esheet to watch Baby Chicks Hatching, a movie of an egg being hatched in an incubator, from the Museum of Science and Industry. Students can play the short movie over again and again so they can see and discuss all the different aspects of what they are observing. This would include identifying and talking about: the incubator and its purpose; how the chick uses its beak to peck out of the shell; and the look and condition of the tired, wet newborn once it has been fully hatched. This can be done by asking questions like these:
 - Where is the hatching taking place?
 - What is the chick doing during the hatching process?
 - How does the chick look?
Make sure to emphasize the special needs and delicacy of the hatching process. Also, as noted on the website, make sure students understand that, even though the movie doesn't show it, the chick spends about 5 minutes pecking at the shell, followed by about 15 to 20 minutes of rest.
Optional Activity:
Now that students have a better idea of the birthing process and the special conditions necessary for its success, you may wish to have students do the Egg Poem and Chick Song student sheet. Students can chorally read/sing along with these works to further reinforce what they have just watched and learned about what eggs need to enable chicks to hatch.
Next, have students imagine that they have the job of taking care of and hatching some chicks in their classroom. Have them brainstorm about what the classroom would need in order to properly take care of an egg, what they would need to hatch it, and how they would care for a chick once it is hatched. Have them address key questions such as these:
 - What would we need to do this project?
 - What would we need to do (or not do) to help the eggs hatch?
 - What would we need to do to help the chicks survive once they are born?
To get a better idea of the kinds of things (and measures) that would be needed in an actual classroom hatching project, have students use their student esheets to visit Mrs. Baston's Kindergarten Web Page. This colorful resource has pictures of a kindergarten classroom's egg-hatching project. Take time to look at each picture and read each caption to give students a better idea of the stages involved in the egg/hatching/chick caretaking process. During the exploration and discussion, emphasize key points like:
 - It takes 21 days for a chick to grow inside an egg.
 - Eggs need to be warmed in an incubator.
 - After being hatched, chicks will need to be housed in a separate "chick house" with plenty of food, water, and warmth.
 - Chicks can be held after a couple of days. People need to be very gentle when handling them.
 - The chicks will need to be taken to a farm or other place where they have room to roam about and continue to grow big and healthy.
This can be done by asking these questions, which are posed on the student esheet:
 - How long does it take for a chick to grow inside an egg?
 - Where did the class keep the eggs before they were hatched? Why?
 - Where did the class put the chicks after they were hatched?
 - What is important to remember when handling a chick?
 - Where did the chicks go after Mrs. Baston's class?
Make sure students understand that, although all 14 eggs in Mrs. Baston's class hatched, often some eggs do not hatch. Have students think about why this may happen. Answers may include because an egg is not healthy or doesn't get enough warmth.
Depending on your preference, student understanding of the lesson can be assessed using one of the two activities below:
Option 1: This Is How We Hatch an Egg
As a way to review the lesson material, divide the class into four main groups:
 1. The Eggs—two to four students who portray eggs, which hatch and become chicks
 2. The Incubator—four to five students hold hands in a circle to warm the incubating eggs
 3. The Chick House—four to five students hold hands in a circle housing the newborn chicks
 4. The Caretakers—the rest of the class watch over the eggs, transfer the chicks to the chick house, and provide food, water, and warmth
As suggested above, the eggs can be placed inside the hand-holding incubator group to be warmed. The caretakers can use a calendar and pretend to count off the 21 days needed for the eggs to hatch. When the special time comes, the eggs can begin to peck at their eggshells and pretend to be newborn chicks. (It might be fun to have the class sing the short "I'm a Little Chicken" song they may have performed earlier as a way to celebrate this remarkable hatching process.) Once the chicks have hatched, the caretakers will need to set up the chick house, having group members form a circle holding hands, and providing props—real or portrayed


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Don't be fooled by the fact that the description of the practical sessions is shorter than the text you have just read; the practical part is definitely the most important. Yes, you need to read the text and do the exercises, but that's not enough to become a Prolog programmer. To really master the language you need to sit down in front of a computer and play with Prolog — a lot!
The goal of the first practical session is for you to become familiar with the basics of how to create and run simple Prolog programs. Now, because there are many different implementations of Prolog, and different operating systems you can run them under, we can't be too specific here. Rather, what we'll do is describe in very general terms what is involved in running Prolog, list the practical skills you need to master, and suggest some things for you to do.
The simplest way to run a Prolog program is as follows. You have a file with your Prolog program in it (for example, you may have a file kb2.pl which contains the knowledge base KB2). You then start Prolog. Prolog will display its prompt, something like
which indicates that it is ready to accept a query.
and press the return key.
Now, the listing command is a special built-in Prolog predicate that instructs Prolog to display the contents of the current knowledge base. But we haven't yet told Prolog about any knowledge bases, so it will just say
This is a correct answer: as yet Prolog knows nothing — so it correctly displays all this nothing and says yes. Actually, with more sophisticated Prolog implementations you may get a little more (for example, the names of libraries that have been loaded; libraries are discussed in Chapter 12 ) but, one way or another, you will receive what is essentially an "I know nothing about any knowledge bases!" answer.
So let's tell Prolog about KB2. Assuming that you've stored KB2 in the file kb2.pl, and that this file is in the directory where you're running Prolog, all you have to type is
This tells Prolog to consult the file kb2.pl, and load the contents as its new knowledge base. Assuming that kb2.pl contains no typos, Prolog will read it in, maybe print out a message saying that it is consulting this file, and then answer:
Incidentally, it is common to store Prolog code in files with a.pl suffix. It's an indication of what the file contains (namely Prolog code) and with some Prolog implementations you don't actually have to type in the.pl suffix when you consult a file. Nice — but there is a drawback. Files containing Perl scripts usually have a.pl suffix too, and nowadays there are a lot of Perl scripts in use, so this can cause confusion. C'est la vie.
If the above doesn't work, that is, if typing
produces an error message saying that the file kb2 does not exist, then you probably haven't started Prolog from the directory where kb2.pl is stored. In that case, you can either stop Prolog (by typing halt. after the prompt), change to the directory where kb2.pl is stored, and start Prolog again. Or you can tell Prolog exactly where to look for kb2.pl. To do this, instead of writing only kb2 between the square brackets, you give Prolog the whole path enclosed in single quotes. For example, you type something like
Ok, so Prolog should now know about all the KB2 predicates. And we can check whether it does by using the listing command again:
If you do this, Prolog will list (something like) the following on the screen:
That is, it will list the facts and rules that make up KB2, and then say yes. Once again, you may get a little more than this, such as the locations of various libraries that have been loaded.
Incidentally, listing can be used in other ways. For example, typing
simply lists all the information in the knowledge base about the playsAirGuitar predicate. So in this case Prolog will display
Well — now you're ready to go. KB2 is loaded and Prolog is running, so you can (and should!) start making exactly the sort of inquiries we discussed in the text.
But let's back up a little, and summarise a few of the practical skills you will need to master to get this far:
- You will need to know some basic facts about the operating system you are using, such as the directory structure it uses. After all, you will need to know how to save the files containing programs where you want them.
- You will need to know how to use some sort of text editor, in order to write and modify programs. Some Prolog implementations come with built-in text editors, but if you already know a text editor (such as Emacs) you can use this to write your Prolog code. Just make sure that you save your files as simple text files (for example, if you are working under Windows, don't save them as Word documents).
- You may want to take example Prolog programs from the internet. So make sure you know how to use a browser to find what you want, and to store the code where you want it.
- You need to know how to start your version of Prolog, and how to consult files with it.
The sooner you pick up these skills, the better. With them out of the way (which shouldn't take long) you can start concentrating on mastering Prolog (which will take longer).
But assuming you have mastered these skills, what next? Quite simply, play with Prolog! Consult the various knowledge bases discussed in the text, and check that the queries discussed really do work the way we said they did. In particular, take a look at KB5 and make sure you understand why you get those peculiar jealousy relations. Try posing new queries. Experiment with the listing predicate (it's a useful tool). Type in the knowledge base used in Exercise 1.5, and check whether your answers are correct. Best of all, think of some simple situation that interests you, and create a brand-new knowledge base from scratch.


text:
Jeanna Bryner LiveScience Staff Writer LiveScience.comWed Mar 21, 4:30 PM ET
The fossil of an ancient amphibious reptile with a crocodile's body and a fish's tail has been unearthed in Oregon. Scientists believe the creature's remains were transported by geologic processes nearly 5,000 miles away from where it originally died more than 100 million years ago.
The new fossil is the oldest crocodilian ever unearthed in Oregon and one of the few to be unearthed on this side of the Pacific. The "hybrid" animal is thought to be a new species within the genus Thalattosuchia, a group of crocodilians living during the age of dinosaurs.
The reptile roamed a tropical environment in Asia about 142 to 208 million years ago. Called a Thalattosuchian, the amphibious creature [image] represents an early milestone in evolutionary history, marking a transition during which these reptiles moved from being semi-aquatic to wholly ocean species.


What should I know about travel to the United States for medical treatment?
To travel to the United States for medical treatment, it is necessary to apply for a visa at the US consulate in your country. The visa requested is a general nonimmigrant visa (B-2). There is no special visa to travel for medical treatment. To determine your eligibility for a visa, you must contact the American embassy in your country. In addition to the general documents that must be completed to apply for a B-2 visa, you will need the following documents to apply for a visa for medical treatment:
1. A professional diagnosis by a physician in your country of origin, describing your current health condition and why treatment should be conducted in the United States.
2. An official letter from the doctor or hospital in the United States to confirm they are accepting patients for treatment. This document must carry a full report on the estimated cost and duration of treatment. The estimated cost must include all costs of treatment and medical care.
3. Proof that you can pay the full cost of treatment. If you will not pay your own expenses, you will need a letter from the individual or organization that will take care of expenses including medical, transport costs and accommodation expenses. You must show evidence of being able to pay the costs, either in the form of bank statements or other forms of proof of income, savings, or certified copies of tax payments.
4. Proof of economic, social and professional ties that require you to return home after completing medical treatment.
Start your visa application process well in advance of the scheduled date of travel and do not make concrete travel plans or buy tickets until the visa has been issued. The Lupus Foundation of America cannot serve as a visa sponsor. In addition to the US Consulate in your country, you can find more information on the website of the United States Department of State.


text:
Libraries, supermarkets, classrooms…the world is full of places that look very similar, and yet our brains always seem to keep track of where we are. In a new study published in the Journal of Neuroscience, researchers at Princeton University and Ohio State University have uncovered one way in which the brain does this.
Similar-looking places can be distinguished from each other because of differences in what we experience when navigating to them. As we head toward a destination, our brains catalogue details such as other nearby buildings, the look of the doorway, even the people nearby.
The researchers discovered that the parahippocampal cortex, a part of the visual system that analyzes the current scene in front of us, also incorporates the details leading up to the scene, or its "temporal context." As a result, even when two scenes look identical, we create different memory traces for them when their temporal contexts are different. Ultimately, this can help our brains to keep track of where we are in the world.
Learn more about Nicholas Turk-Browne's research at Princeton University.
Journal Citation: Turk-Browne NB, Simon MG, Sederberg PB. Scene representations in parahippocampal cortex depend on temporal context. J Neurosci. 2012 May 23;32(21):7202–7.


text:
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Bearded Dragon Care Guide
Bearded Dragon (Pogona vitticeps)
Difficulty: Intermediate
Published: July 2, 2015
 Last Updated: March 31, 2021
bearded dragon natural distribution map australia
Bearded dragons (also known as the inland bearded dragon, central bearded dragon, or yellow-headed bearded dragon) are agamid lizards native to eastern and central Australia. They can be found in a variety of habitats, including semiarid desert, scrublands, and dry forests. They earned their name from their spiky, expandable throat pouch that can look very much like a beard, especially when it darkens to black.
These lizards are diurnal, meaning that they are most active during the day. They love to bask, and are commonly found sunbathing on everything from rocks and fallen branches to fenceposts and picnic tables. Although they are technically terrestrial, bearded dragons are both excellent climbers and skilled burrowers, and naturally dig burrows for shelter from predators and the elements. Since they are diurnal, they also do their hunting during the day. Bearded dragons are omnivorous, so aside from munching a variety of vegetation, they mostly prey upon insects, with the occasional small rodent or lizard.
Bearded dragons tend to be 18″-24″ (45-61 cm) long from snout to tail, weigh between 10-18 oz (283-511 g), and have a lifespan of 10-15+ years. They are usually sexually mature and fully grown at 1-2 years old. They also possess a variety of adaptations that make them perfectly suited to their natural environment:
 - Sticky tongue for grabbing insect prey, like a chameleon
 - Third (parietal) eye on top of their head for detecting predators
 - Spiky scales—usually soft—can be tightened into a sharp spines for self-defense
 - Can darken their color to absorb heat more efficiently
 - Can inflate abdomen to facilitate floating in deep water
Their natural coloration is dull brown or tan with red or gold highlights, depending on local soil color, but modern breeding practices have produced a variety of color morphs from white to lemon yellow to dark red. Some breeders specialize in dragons with bright blue "tiger bars." Modern breeding has also produced different scale textures: Dunners (multidirectional scales), Leatherbacks (small, smooth scales), and Silkbacks (no scales).
Bearded dragons are exceptionally popular as pets, with a calm, curious temperament and array of social behaviors that makes them a safe, entertaining first reptile. They have full-color vision and a keen sense of smell that helps them recognize their keepers, and some people claim that their dragons respond to their names. All bearded dragons available for sale outside of Australia are captive bred.
If you are planning on a bearded dragon as a pet, PLEASE strongly consider adopting one from a rescue or your local classifieds before purchasing from a pet store. There are many adorable, wonderful bearded dragons that have been rejected by their owners and need a forever home.
The market is already flooded with bearded dragons. By adopting, you discourage the breeding and sale of more unwanted dragons. Plus, you can often adopt a beardie for cheaper than you would buy one in the store. It's a win-win!
Bearded Dragon Care Guide — Table of Contents
 1. Introduction to Bearded Dragons ← YOU ARE HERE
 2. Bearded Dragon Shopping List
 3. Terrarium Size & Cohabitation
 4. Heating & Lighting Requirements
 5. Substrate Options
 6. Enclosure Decor & Environmental Enrichment
 7. What Do Bearded Dragons Eat?
 8. Handling Tips
 9. Common Diseases and Other Health Info
 10. Additional Resources
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ReptiFiles' overall goal is to provide credible, up-to-date source of information for reptile keepers of all stages. We try our best to keep up, but sometimes things slip through the cracks. If you have found something that is out of date or information that needs citing, please contact us at so we can fix it. Thank you!
One Comment
 1. Thank you! Its wonderful to find someone who loves their beardies and really understands them. Hector is shedding right now, and he ain't happy, the spoiled brat!!


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About This Breed
The Chihuahua may have been brought to Mexico by Chinese traders. Another possibility is that the Chihuahua was created by the Toltec's and the Aztecs from an ancient breed known as Techichi.
Learn even more about Chihuahuas and meet other Chihuahua parents in our Chihuahua Group in the Pet360 community.
- The Chihuahua is a small dog with a fine bone structure.
- Its head is apple shaped with erect ears and round eyes.
- The Chihuahua can be fawn, black, red, black and tan, and black and white
- The coat of the Chihuahua can be long or short.
The Chihuahua has a nervous personality which can make it unpredictable and aggressive with small children and strangers. The Chihuahua frequently barks and is known to be a "fear biter, " which may cause them to snap at kids and strangers that try to pick them up or pet them.
IDEAL LIVING SITUATION
The Chihuahua fares the best in a small home or an apartment.
The Chihuahua has a very delicate build; therefore, it can become injured easily.
The following conditions are commonly seen in Chihuahuas:
- Patellar luxation
- Heart problems
The history of the Chihuahua is quite controversial. According to one theory, it was originally developed in China and then brought to the Americas by Spanish traders, where it was interbred with small native dogs. Others speculate it is of South and Central American origin, descended from a small, mute dog -- the native Techichi -- which was occasionally sacrificed in Toltec religious rites. It was believed that this diminutive red dog guided the soul to the underworld after death. Thus, all Aztec families kept this dog and buried it with the deceased member of the family. (Curiously, the Toltecs and the Aztecs also fed on
the Techichi.) When not used in burial rituals, however, the Aztec and Toltec priests and families took great care of the Techichis.
The ancestors to the Chihuahua nearly became extinct during the 1500s, when the Aztec Empire was decimated by Hernán Cortés and the Spanish colonizers. In 1850, three small dogs -- now thought to be modern versions of the Chihuahua -- were discovered in the Mexican state of Chihuahua, from which breed gets its name. Border states within the United States, such as Texas, Arizona and New Mexico, soon began to see a massive import of the dog breed. However, it wasn't until the Rhumba King, Xavier Cugat, began appearing in films carrying a Chihuahua dog in the early 1900s, that the breed gained its celebrity. Today, it has emerged as one of the most popular breeds in the United States.
The Chihuahua is a popular breed used in the entertainment business, such as the "Yo quiero Taco Bell" advertising campaign featuring a cute, Spanish-speaking Chihuahua.


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Something having a polished surface for reflecting light or heat, as a mirror, a speculum, etc.
A reflecting telescope.
The portion of a light fixture that shrouds the lamps and directs the light emitted from the lamps.
or Reflecting Telescope A telescope which uses a curved mirror to focus the light rays entering the telescope. All the largest telescopes in the world, as well as the Space Telescope, are basically reflecting telescopes.
Any surface that reflects light. Reflectors can be constructed of cardboard, metal, cloth, or other material. In motion picture projection, primarily the lamphouse mirror and the screen.
A surface used reflect light onto the subject, usually made of shiny metal, white cloth. Or cardboard.
A surface, such as white cardboard, used to redirect light into shadow areas of a scene or subject.
A piece of material with a reflective surface that directs light in a desired direction. Reflectors are frequently specular, but may also be glossy, diffuse or matte.
shiny device used to alter the path of light; a mirror is a reflector
Any surface from which light can be reflected. Used to reflect light from a main source into the shadow areas. (see Lastolite)
the part of a luminaire which controls the light emitted by the lamp (e.g. Cat2 reflector)
Material used to reflect light onto a subject. A flash reflector is a shiny surface situated behind the flash tube that reflects light in a specific direction.
Mirror-based telescope in which a mirror at the bottom of the tube directs light up towards the front of the tube. Most economical of the major telescope designs.
A surface, usually a rock or SEDIMENT layer, that strongly reflects seismic (sound) waves.
A "bounce" as mentioned above or a dish-shaped item that surrounds the back of a light source, ensuring no light "escapes" and it is all directed at the subject.
A telescope that uses mirrors for its optics.
a surface that reflects light, heat, a polished surface
Controlling light output by means of reflection (mirror).
The part of a luminaire that redirects by reflection some light emitted from the lamp.
telescope that uses a mirror - instead of a lens - to collect and focus the light coming from astronomical objects. The term'reflector' is also used for the mirror itself.
A tool for redirecting light onto the subject. Usually white, metallic, a cloth or any light-reflecting board.
A shiny material used at the back of a luminaire to reduce light wastage and intensify the beam.
Lighting accessory helpful for spreading light as well as filling in shadows. Often made of light-weight reflective metal or poster board covered with metallic material.
The concave silvered area covered by the lens that concentrates the light from the bulb into a beam. Do not attempt to wipe the reflector clean as this will scratch the highly polished surface and reduce the efficiency of the beam.
a large white or silver (reflective) surface that can be used to reposition an available light source
a mirror-like piece that mounts in a florescent fixture above the lamps
a nice little invention that gets more light for the plants from your existing light source
a particular mirror-like piece this climbs within a particular florescent fixture over the lamps
a piece of silver backed material or even home-made foil backed cardboard that you use to bounce light back at the image from a second direction
a polished aluminum device used to reflect light
a surface that is designed to "reflect" additional light into an area
A reflector is an object used to direct light onto the subject.
A telescope whose optics, apart from the eyepiece, consist of mirrors.
A device used to redirect the luminous flux from a source by the process of reflection.
A device used to redirect the light flow from a source by bouncing it off the surface.
A hood mounted directly over the bulb, which directs and reflects more light downward.
Mirrored or polished surface designed to project light in a specific direction
An optical device to reflect light. PHOTO-OPTIC reflector lamps utilize ellipsoidal (converging light rays) or parabolic (collimating light rays) reflectors. Dichroic coated reflectors are designed to reflect visible light and pass through unwanted infrared wavelengths.
A piece of material with a reflective surface that directs light in a desired direction from a luminaire.
Any device used to reflect light onto a subject to improve balance of exposure (contrast). Another way is to use fill in flash.
The component of a light fixture that directs most of the light to the intended location.
A telescope that uses a concave mirror to gather light and form an image at a focal plane.
A device that reflects light, to be located at the front, and back of the bike along with both tires. To make yourself more visible.
The part of a light fixture that shrouds the lamps and redirects some of the light emitted from the lamp.
A telescope whose objective is a mirror.
Surrounds the lamp and directs and focuses the light rays in one direction.
Any mirrored surface, often blown mercury glass, or concaved metal surface designed to increase light output by reflection.
A telescope that uses a mirror to collect light. Also called a Newtonian
A white, silver, or other reflective object used to reflect light into the shadow areas of a subject, especially in direct sunlight where contrast is high. Reflectors can be bought or easily improvised, and are especially essential at model shoots.
Lighting accessory helpful for spreading light as well as filling in shadows. Often made of white poster board or foamcore, lightweight reflective metal, or poster board covered with metallic foil.
A built in reflective surface on a fixture.
A telescope that uses a polished, curved mirror to gather light and reflect it to a focus.
A piece of material with a reflective surface that directs radiant energy (light)in a desired direction.
Device designed to reflect light (usually the headlights of an approaching vehicle) back to the driver as a form of Indication or warning; used at front (amber), front side (amber), rear side (red) and rear (red) to signal overall dimensions of truck or trailer to approaching driver.
A device for reflecting light in a chosen direction from its surface. Depending on the brightness desired, these may be either diffuse, glossy, matte, or specular. (See Diffused Lighting, Gloss, Matte and Specular).
any substance from which light can be reflected. It also describes a white or gray card used to reflect from a main light source into shadow areas.
A reflector is something that is used to reflect light onto an object. A flash reflector is a shiny surface that is behind the flash tube which reflects the light in a specific direction.
The LCD has a smooth silver piece of aluminium foil, bonded to the rear polarizer that reflects incoming ambient light. Backlighting cannot be used with reflective LCDs.
1.) A reflective surface, such as a piece of white cardboard, that can be positioned to redirect length, especially into shadow areas. Also called a flat. 2.) A reflective surface, often bowl-shaped, that is placed behind a lamp to direct more light from the lamp toward the subject.


gative difference between F and O is less as compared to OH? So how H lose? May be my question is low of standard as I m new kindly help
 35. Sir you are a fantastic teacher and I am sure that you are also a gentleman. And of course your knowledge of organic chemistry is commendable Really out of the world. Your post are very good and really a big fan of your THANKU?
 36. You have done a great job. I was so confused with this topic and after reading reading your explanation my concepts were very clear. Thanks a lot!?
 37. Hi is this mnemonic in order of decreasing effect? Meaning if there were two molecules that I'm trying to decide which one is more acidic, can I say that since molecule A wins out on the dipole induction despite that molecule B wins out on having more "s" character, molecule A is more acidic?
 1. It's difficult to estimate the magnitude of different effects directly. That's why pKas are measured. What you should look for is to identify trends within one of these key factors. However if you want to share an example in the comments, that's cool.
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01775nas a2200169 4500008004100000245010900041210006900150260002400219300001400243520113000257653001201387100002001399700001901419700001701438700001501455856013501470 2003 eng d 00 aTowards a Haptic Black Box: Magnetorheological fluid based display for softness and shape discrimination 0 aTowards a Haptic Black Box Magnetorheological fluid based displa aTaipei, Taiwan cMay a2412-2417 3 a
In this paper we propose an innovative prototype of a haptic display for whole-hand immersive exploration. We envision a new concept of haptic display, the Haptic Black Box concept, which can be imagined as a box where the operator can poke his/her bare hand, and interact with the virtual object by freely moving the hand without mechanical constraints. In this way sensory receptors on the whole operator's hand would be excited, rather than restricting to just one or few fingertips or phalanges. To progress towards such a challenging goal, magnetorheological (MR) fluids represent a very interesting technology. These fluids are composed of micron-sized, magnetizable particles immersed in a synthetic oil. Exposure to an external magnetic field induces in the fluid a change in rheological behaviour turning it into a near-solid in few milliseconds. By removing the magnetic field, the fluid quickly returns to its liquid state. We briefly report on the design of this device, describe psychophysical experiments to assess performance for softness and shape exploration, and report on the experimental results.
 10 aHaptics 1 aScilingo, E. P. 1 aSgambelluri, N 1 aDe Rossi, D. 1 aBicchi, A. uhttps://www.centropiaggio.unipi.it/publications/towards-haptic-black-box-magnetorheological-fluid-based-display-softness-and-shape


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and is similar in form to the the Gaussian diffusion equation. The temperature profile, with respect to the position and time of this type of cooling, varies with:
Splat cooling is a fundamental concept that has been adapted for practical use in the form of thermal spraying. The thermal diffusivity coefficient, represented as alpha, can be written as. This varies according to the material.
Metal Quenching
Metal quenching is a transient heat transfer process in terms of the Time Temperature Transformation (TTT). It is possible to manipulate the cooling process to adjust the phase of a suitable material. For example, appropriate quenching of steel can convert a desirable proportion of its content of austenite to martensite, creating a very tough product. To achieve this it is necessary to quench at the "nose" of the TTT diagram. Since materials differ in their Biot numbers, the time it takes for the material to quench, or the Fourier number, will vary in practice. In steel, the quenching temperature range is generally from 600°C to 200°C. To control the quenching time and to select suitable quenching media, it is necessary to determine the Fourier number from the desired quenching time, the relative temperature drop, and the relevant Biot number. Usually the correct figures are read from a standard nomogram. By calculating the heat transfer coefficient from this Biot number, we can find a liquid medium suitable for the application.
Zeroth law of thermodynamics
One statement of the so-called zeroth law of thermodynamics is directly focused on the idea of conduction of heat. Bailyn (1994) writes that "... the zeroth law may be stated:
- All diathermal walls are equivalent."
A diathermal wall is a connection of contiguity between two bodies that allows the passage of heat by conduction between them.
This statement of the 'zeroth law' belongs to an idealized theoretical discourse, and actual physical walls do not match such generality.
But with suitable restrictions, the statement has physical import. For example, the material of the wall must not suffer a phase transition, such as evaporation or fusion, at the temperature at which it has to conduct heat. But when only thermal equilibrium is being considered, and time is not urgent, so that the conductivity of the material does not matter too much, one suitable conductor of heat is as good as another. Conversely, another aspect of the zeroth law is that, subject again to suitable restrictions, a given diathermal wall is indifferent to the nature of the heat bath to which it is connected. For example the glass bulb of a thermometer will act as a diathermal wall whether exposed to a gas or to a liquid, provided they do not corrode it or melt it.
See also
- List of thermal conductivities
- Electrical conduction
- Convection diffusion equation
- R-value (insulation)
- Heat pipe
- Fick's law of diffusion
- Relativistic heat conduction
- Thermomass theory
- Churchill-Bernstein Equation
- Fourier number
- Biot number
- False diffusion
- Sam Zhang; Dongliang Zhao (19 November 2012). Aeronautical and Aerospace Materials Handbook. CRC Press. pp. 304–. ISBN 978-1-4398-7329-8. Retrieved 7 May 2013.
- Martin Eein (2002). Drop-Surface Interactions.. Springer. pp. 174–. ISBN 978-3-211-83692-7. Retrieved 7 May 2013.
- Rajiv Asthana; Ashok Kumar; Narendra B. Dahotre (9 January 2006). Materials Processing and Manufacturing Science. Butterworth-Heinemann. pp. 158–. ISBN 978-0-08-046488-6. Retrieved 7 May 2013.
- George E. Totten (2002). Handbook of Residual Stress and Deformation of Steel. ASM International. pp. 322–. ISBN 978-1-61503-227-3. Retrieved 7 May 2013.
- Bailyn, M. (1994). A Survey of Thermodynamics, American Institute of Physics, New York, ISBN 0-88318-797-3, page 23.
- Dehghani, F 2007, CHNG2801 – Conservation and Transport Processes: Course Notes, University of Sydney, Sydney
- John H Lienhard IV and John H Lienhard V, 'A Heat Transfer Textbook', Third Edition, Phlogyston Press, Cambridge Massachusetts
- Heat conduction - Thermal-FluidsPedia
- Newton's Law of Cooling by Jeff Bryant based on a program by Stephen Wolfram, Wolfram Demonstrations Project.
- When Will My Turkey Be Done? is an example of applied heat conduction equations similar to Newton's Law of Cooling which predict the cooking time of turkeys and other roasts.


North-West Mounted Police
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"North West Mounted Police" redirects here. For the 1940 film, see North West Mounted Police (film).
North-West Mounted Police officers, 1898
The North-West Mounted Police (NWMP) was a Canadian police force. It was established in 1873, and in 1904 the name was changed to Royal Northwest Mounted Police. In 1920 it merged with the Dominion Police to become the current Royal Canadian Mounted Police.
Prime Minister Sir John A. Macdonald first began planning a permanent force to patrol the Northwest Territories after the Dominion of Canada purchased the territory from the Hudson's Bay Company. Reports from Army officers surveying the territory led to the recommendation that a force of 100 to 150 mounted riflemen could maintain law and order. The Prime Minister first announced the force as the North West Mounted Rifles but concern from the United States of America fearing a military buildup led the Prime Minister to rename the force the North-West Mounted Police (NWMP) when formed in 1873.[1]
The police was established by an act of legislation from the Temporary North-West Council the first territorial government of the Northwest Territories.[2] The Act was approved by the Government of Canada and established on May 23, 1873, by Queen Victoria, on the advice of her Canadian Prime Minister, John A. Macdonald, with the intent of bringing law and order to, and asserting sovereignty over, the Northwest Territories. The need was particularly urgent given reports of American whiskey traders, in particular those of Fort Whoop-Up, causing trouble in the region, culminating in the Cypress Hills Massacre. The new force was initially to be called the North West Mounted Rifles, but this proposal was rejected as sounding too militaristic in nature, which Macdonald feared would antagonize both aboriginals and Americans; however, the force was organized along the lines of a cavalry regiment in the British Army, and was to wear red uniforms.
The NWMP was modelled directly on the Royal Irish Constabulary (R.I.C.), a civilian paramilitary armed police force with both mounted and foot elements under the authority of what was then the United Kingdom of Great Britain and Ireland.[3][4] First NWMP commissioner, Colonel George Arthur French was a British artillery officer who was born in Co. Roscommon, Ireland, and would have been familiar the R.I.C.[5] While the model of the Royal Irish Constabulary was influential in some respects (notably in designating ranks) British army traditions were strong. The Governor General explained that, "though nominally policemen, the men will be dressed in scarlet uniform and possess all the characteristics of a military force." [6] However, the original idea was not forgotten. Assistant Commissioner A.G. Irvine visited Dublin to study the Constabulary in early 1880. When he became Commissioner in November of that year he began to apply the lessons he had learned there.[7]
A North-West Mounted Police Lancer, 1875.
March West 1874[edit]
The initial force, commanded by Commissioner French, was assembled at Fort Dufferin, Manitoba. Most had departed Toronto June 6, 1874 via Chicago by special train. Special arrangements were made with the US to travel with guns and uniforms packed.[8] They then departed Fort Dufferin on July 8, 1874, on a march to what is now Alberta.
The group comprised 22 officers, 287 men – called constables and sub-constables – 310 horses, 67 wagons, 114 ox-carts, 18 yoke of oxen, 50 cows and 40 calves.[9] A pictorial account of the journey was recorded in the diary of Henri Julien, an artist from the Canadian Illustrated News, who accompanied the expedition.[10]
Their destination was Fort Whoop-Up, a notorious American whisky trading post located at the junction of the St Marys River and Oldman Rivers. Following incorrect maps, and low on supplies, a contingent rode south from the Cypress Hills to Fort Benton to hire a guide to lead them to the infamous outpost. After returning to the main column troop, Jerry Potts led the force west to Fort Whoop-Up. Upon arrival at the whiskey trading post, they were greeted by the few men remaining at the post. After being invited in for dinner, the force was unable to find any whiskey,[11] the Americans having been forewarned of the troops impending arrival by suppliers at Fort Benton. With no action able to be taken against the whiskey post, and no offer to buy the fort being agreed upon the troop continued a few miles north west and established headquarters on an island in the Oldman, naming it Fort Kaelen MacLeod. Their first strike on the alcohol traders came after a Native complained at Fort Kaelen MacLeod about a group of whisky traders who had sold him overpriced whisky. Shortly after, the North-West Mounted Police caught and fined the perpetrators, although they were not at Fort Whoop-Up at the time.[12] Although the presence of the NWMP decreased the abundance of whisky trading, it still occurred.
Historians have theorized that failure of the 1874 March West would not have completely ended the Canadian federal government's vision of settling the country's western plains, but could have delayed it for many years.[citation needed] It could also have encouraged the Canadian Pacific Railway to seek a more northerly route for its transcontinental railway that went through the well-mapped and partially settled valley of the North Saskatchewan River, touching on Prince Albert, Battleford and Edmonton, and through the Yellowhead Pass, as originally proposed by Sandford Fleming.[13] This would have offered no economic justification for the existence of cities like Brandon, Regina, Moose Jaw, Swift Current, Medicine Hat, and Calgary, which could, in turn, have tempted American expansionists to make a play for the flat, empty southern regions of the Canadian prairies.
Relations with First Nations[edit]
Single-Handed, Charles Marion Russell 1912. The painting shows a Northwest Mounted Police officer attempting to arrest a defiant warrior at a Blackfoot camp probably in Alberta or Saskatchewan.
The NWMP's early activities included containing the whisky trade and enforcing agreements with the First Nations peoples; to that end, the commanding officer of the force arranged to be sworn in as a justice of the peace, which allowed for magisterial authority within the Mounties' jurisdiction. In the early years, the force's dedication to enforcing the law on behalf of the First Nations peoples impressed the latter enough to encourage good relations between them and the Crown. In the summer of 1876, Sitting Bull and thousands of Sioux fled from the US Army towards what is now southern Saskatchewan, and James Morrow Walsh of the NWMP was charged with maintaining control in the large Sioux settlement at Wood Mountain. Walsh and Sitting Bull became good friends, and the peace at Wood Mountain was maintained. By 1879, bands of Sioux began to return to the United States, but Sitting Bull and others remained. The government believed that Walsh's relationship with Sitting Bull was encouraging him to remain in Canada. Walsh was replaced by Superintendent L.N.F. (Paddy) Crozier, who warned Sitting Bull that the government would no longer supply them with food. Facing the prospect of starvation, Spotted Eagle and 65 lodges returned to the United States. Sitting Bull finally surrendered to the U.S. Army at Fort Buford in July, 1881 after a winter of starvation.[14] In 1885, the NWMP helped to quell the North-West Rebellion led by Louis Riel. They suffered particularly heavy losses during the Battle of Duck Lake, but saw little other active combat.
Klondike Gold Rush[edit]
North-West Mounted Police officers, Yukon, 1900
In 1896, concerned about the influence of American miners and the ongoing liquor trade, the Canadian government sent inspector Charles Constantine to report on conditions in the Yukon. Constantine correctly forecast a coming gold rush and urgently recommended sending a force to secure Canadian sovereignty there and collect customs duties; he returned the following year with a force of 20 men. Under the command of Constantine, and his successor in 1898, the more famous Sam Steele, the NWMP distinguished itself during the Klondike Gold Rush, which started in 1896, making it one of the most peaceful and orderly such affairs in history.[citation needed] The NWMP not only enforced criminal law, but also collected customs duties, established a number of rules such as the "ton of goods" requirement for prospectors to enter the Yukon to avoid another famine, mandatory boat inspections for those wanting to travel the Yukon River, and created the Blue Ticket used to expel undesirables from the Klondike. The Mounties did tolerate certain illegal activities, such as gambling and prostitution, and the force did not succeed in its attempt to establish order and Canadian sovereignty in Skagway, Alaska, at the head of the Lynn Canal, instead creating the customs post at the summit of the Chilkoot Pass. At that same time, the dissolution of the NWMP was being discussed in the House of Commons, but the gold rush prospectors were so impressed by the conduct of the Mounted Police that the force became world famous and its continuation was ensured.
With the outbreak of the Second Boer War, many officers, such as Francis Joseph Fitzgerald, were given leave to join the war effort in South Africa.
Evolution of the force[edit]
The North-West Mounted Police's jurisdiction was extended northward to the Yukon Territory in 1895 and then again in 1903


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