Quick Answer: Which Graph Traversal Method Is Better And Why?
What are graph traversal techniques?
Graph Traversal – DFS Graph traversal is a technique used for a searching vertex in a graph.
The graph traversal is also used to decide the order of vertices is visited in the search process.
A graph traversal finds the edges to be used in the search process without creating loops..
Why BFS is slower than DFS?
Most BFS algorithms do an abbreviated DFS before walking the breadth of each adjacency list, putting this result into a queue that is then walked. For this reason, it is twice as slow as DFS at a minimum. The advantage, though, is that if you are looking for close neighbors, this system is faster then DFS.
Is DFS guaranteed to be faster than BFS?
If the search can be aborted when a matching element is found, BFS should typically be faster if the searched element is typically higher up in the search tree because it goes level by level. DFS might be faster if the searched element is typically relatively deep and finding one of many is sufficient.
Is Dijkstra greedy?
In fact, Dijkstra's Algorithm is a greedy algorithm, and the Floyd-Warshall algorithm, which finds shortest paths between all pairs of vertices (see Chapter 26), is a dynamic programming algorithm. Although the algorithm is popular in the OR/MS literature, it is generally regarded as a "computer science method".
Why BFS is better than DFS?
DFS uses Stack to find the shortest path. BFS is better when target is closer to Source. DFS is better when target is far from source. As BFS considers all neighbour so it is not suitable for decision tree used in puzzle games.
What is the difference between DFS and BFS graph traversal techniques?
The major difference between BFS and DFS is that BFS proceeds level by level while DFS follows first a path form the starting to the ending node (vertex), then another path from the start to end, and so on until all nodes are visited. … BFS and DFS are the traversing methods used in searching a graph.
What is difference between tree and graph?
Graph is a non-linear data structure. Tree is a non-linear data structure. It is a collection of vertices/nodes and edges. It is a collection of nodes and edges.
Which search is implemented with an empty first in first out queue?
FIFO queueWhich search is implemented with an empty first-in-first-out queue? Explanation: Because of FIFO queue, it will assure that the nodes that are visited first will be expanded first.
Why stack is used in DFS?
The depth-first search uses a Stack to remember where it should go when it reaches a dead end. … Stack (Last In First Out, LIFO). For DFS, we retrieve it from root to the farthest node as much as possible, this is the same idea as LIFO.
Is DFS linear time?
When run on the entire graph, DFS(G) runs in O(|V | + |E|) time. Put differently, DFS runs in linear time in the size of the graph. As with BFS (v, parent[v]) forms a tree, the DFS-tree • Nesting of descendants: If u is descendent of v in DFS-tree then d[v] < d[u] < f[u] < f[v].
Is Dijkstra BFS or DFS?
You can implement Dijkstra's algorithm as BFS with a priority queue (though it's not the only implementation). Dijkstra's algorithm relies on the property that the shortest path from s to t is also the shortest path to any of the vertices along the path. This is exactly what BFS does. … Exactly like BFS.
What is a k4 graph?
Example 19.1: The complete graph K4 consisting of 4 vertices and with an edge between every pair of vertices is planar. … In other words, K5 and K3,3 are the two smallest possible nonplanar graphs. We start with a definition. Definition 19.2. Consider a drawing of a connected planar graph in a plane.
When the breadth first search of a graph is unique?
When the Breadth First Search of a graph is unique? Explanation: When Every node will have one successor then the Breadth First Search is unique. In all other cases, when it will have more than one successor, it can choose any of them in arbitrary order.
What is a graph in AI?
Many AI problems can be cast as the problem of finding a path in a graph. A graph is made up of nodes and arcs. Arcs are ordered pairs of nodes that can have associated costs. … Consider the following simple graph (this is a tree as there is at most one arc going into each node).
What is DFS and BFS with examples?
BFS(Breadth First Search) uses Queue data structure for finding the shortest path. DFS(Depth First Search) uses Stack data structure. … BFS can be used to find single source shortest path in an unweighted graph, because in BFS, we reach a vertex with minimum number of edges from a source vertex.
What is BFS and DFS used for?
DFS vs. BFSBFSDFSUsed for finding the shortest path between two nodes, testing if a graph is bipartite, finding all connected components in a graph, etc.Used for topological sorting, solving problems that require graph backtracking, detecting cycles in a graph, finding paths between two nodes, etc.4 more rows
Can we use DFS to find shortest path?
No, you cannot use DFS to find shortest path in an unweighted graph. It is not the case that, finding the shortest path between two nodes is exclusively solved by BFS.
Why graph traversal is difficult than tree traversal?
Graph data structures structures are a bit more complex than trees because they can have loops, circuits and self-loops see the (1, 2, 3) loops in traversals. Graphs therefore tend to be more connected and complex than trees.
What data structure is used for depth first traversal of a graph?
Depth First Search (DFS) algorithm traverses a graph in a depthward motion and uses a stack to remember to get the next vertex to start a search, when a dead end occurs in any iteration.
What are the main applications of tree data structure?
Other Applications : Heap is a tree data structure which is implemented using arrays and used to implement priority queues. B-Tree and B+ Tree : They are used to implement indexing in databases. Syntax Tree: Used in Compilers. K-D Tree: A space partitioning tree used to organize points in K dimensional space.
How do you find the shortest path in BFS?
And so, the only possible way for BFS (or DFS) to find the shortest path in a weighted graph is to search the entire graph and keep recording the minimum distance from source to the destination vertex.


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DVD and Upgrade to Site /Local Streaming License
60 minutes, 2002, Director/Writer: Charles Burnett, Producer/Writer: Frank Christopher, Co-Producer/Writer/Historian: Kenneth S. Greenberg
ABOUT THE FILM
Nat Turner's slave rebellion is a watershed event in America's long and troubled history of slavery and racial conflict. Nat Turner: A Troublesome Property tells the story of that violent confrontation and of the ways that story has been continuously re-told during the years since 1831. It is a film about a critical moment in American history and of the multiple ways in which that moment has since been remembered. Nat Turner was a "troublesome property" for his master and he has remained a "troublesome property" for the historians, novelists, dramatists, artists and many others who have struggled to understand him.
To emphasize the fictive component of historical reconstruction, the film adopts an innovative structure: interspersing documentary footage and interviews with dramatizations of different versions of the story, using a new actor to represent Nat Turner in each version. As literary critic Henry Louis Gates explains in the film, "There is no Nat Turner to recover; you have to create the man and his voice." The filmmakers chronicle an extraordinary history of attempts to create and to recreate the man. Such a complex film required a unique collaboration between MacArthur Genius Award feature director Charles Burnett, acclaimed historian of slavery Kenneth S. Greenberg and award-winning documentary producer Frank Christopher.
The earliest source, The Confessions of Nat Turner, was not written by Nat Turner but was assembled out of a series of jail cell interviews by white Virginia lawyer Thomas R. Gray. The man portrayed in this first telling of the Nat Turner story clearly saw himself as a prophet, steeped in the traditions of apocalyptic Christianity. However, this first confession of Nat Turner raised the question of whether the slave rebel was an inspired and brilliant religious leader in search of freedom for his people, or a deluded fanatic leading slaves to their doom. Viewers watch this same controversy play itself out over and over again during next 170 years of our nation's history.
Historians Eugene Genovese and Herbert Aptheker discuss how the figure of Nat Turner was transformed as a metaphor whenever racial tensions flared. Religious scholar Vincent Harding and legal scholar Martha Minnow reflect on our nation's attitudes towards violence. Alvin Poussaint and Ossie Davis recall how Nat Turner became a hero in the Black community. And when William Styron published his Pulitzer Prize winning novel, The Confessions of Nat Turner - and invented a sexually charged relationship between Turner and a white teenaged girl he later killed - it unleashed one of the most bitter intellectual race battles of the 1960s. Today, Nat Turner's slave rebellion continues to raise new questions about the nature of terrorism and other forms of violent resistance to oppression.
"This film about the historic figure Nat Turner is magnificent. It is required viewing by all who are deeply concerned about the nature of race relations in America."
Cornel West, Princeton University
"In light of current dread of terrorist assaults, Nat Turner: A Troublesome Property boldly takes on special meaning. A dramatic script, brilliant acting, and a compelling approach presents a tragic and morally ambivalent story of unfathomable horror but also a desperate cry for freedom. In its presentation of realism and myth, the film surpasses Ken Burns's historical documentaries. Throughout, commentators, both white and Black, furnish a broad range of perspectives that require us to think deeply about American racial violence and our moral and emotional reactions to it."
Bertram Wyatt-Brown, University of Florida
"Brilliant work. The myth and reality of this slave rebel are both explored in an unblinking and historically informed way. And most tellingly, this film unravels the enduring dilemma of knowing and representing this most vexing aspect of American history - revolutionary violence by slaves seeking their own freedom. Finally, the elusive Nat Turner story, and the multiple ways of representing it, has been captured in this stunning and original film."
David W. Blight, Yale University
"Both public and academic library collections, alike, will be enhanced by this film, which is highly recommended."

source: HuggingFaceFW/fineweb-edu


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Join amfAR in Supporting the Denver Principles Project
March 26, 2009—Two years after the first AIDS cases were reported in the U.S. in 1981, a group of people with AIDS gathered in Denver to demand greater involvement in the crucial decisions that were affecting their lives. Their mission was urgent: to craft a powerful statement asserting their human rights, outlining their recommendations for preventing discrimination by healthcare workers, and calling on those affected by AIDS to take action. The resulting document, known as the Denver Principles, marked a turning point in the history of AIDS and helped rally those living with the virus to take leadership of the fight against the epidemic.
Despite the significant advances that have been made since the Denver Principles were written in 1983, many people with HIV/AIDS still lack access to prevention, treatment, and care services—and many continue to live in fear and isolation. As part of an effort to unite those living with the virus and encourage them to make their voices heard, amfAR has pledged its support to the Denver Principles Project, an initiative organized by the National Association of People with AIDS (NAPWA) and POZ magazine.
With the goal of mobilizing the HIV/AIDS community to renew its commitment to the Denver Principles, the project aims to increase NAPWA's membership to 100,000 by December 1, World AIDS Day. By coming together to lobby for vital services, people with HIV/AIDS can play a significant role in shaping AIDS policy, while honoring the vision of the early activists who fought for their right to do so.
To read more about the Denver Principles Project and to voice your support, visit _URL_ or _URL_.

source: openbmb/Ultra-FineWeb


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What is a Story Walk?
It's an exciting initiative that combines a children's story with a walking route while connecting families with their library and community. A way to inspire parents, teachers, and caregivers to take young children on a short stroll that is fun for all.
We have these Story Walks that you can borrow:
Ayres, Katherine – Up Down and Around
Brown, Margaret Wise – Big Red Barn
Bruchac, Joseph – Many Nations
Cauley, Lorinda Bryan – Clap Your Hands
Buehner, Caralyn – Snowmen at Night
Crews, Donald – Ten Black Dots
Dodd, Emma – What Pet to Get
Dorros, Arthur – Animal Tracks
Ehlert, Lois – Growing Vegetable Soup (English/Español)
Katz, Karen – The Colors of Us
Martin, Bill – Chicka Chicka Boom Boom
Marzollo, Jean – How Kids Grow
McGrath, Barbara Barbieri — The Baseball Counting Book
Moore, Clement C. – The Night Before Christmas
Penn, Audrey – The Kissing Hand
Raschka, Chris – Charlie Parker Played Be Bop
Sendak, Maurice – Where the Wild Things Are
Senisi, Ellen B. – Kindergarten Kids
Shannon, David – Duck on a Bike
Silverstein, Shel — The Giving Tree
Tillman, Nancy – Wherever You Are My Love Will Find You
Winthrop, Elizabeth – Shoes (2 copies)
Behrens, Janice – Let's Vote on It!
Brett, Jan – The Mitten
Each Story Walk portfolio contains:
- Laminated posters (number varies with length of book) and "Story walk start" + "The End"
- Inventory Page
- What is a Story Walk™
- About Wee Read
- Samples of flyers for times we have used this
- Guidelines for making/using this Story Walk™
- Guide sheet for the story to be used/given as you see fit
- Survey for Families
- Sample of child sign in sheet—we made them to match each story. These were given to children at the start of the walk and collected at the end where children could choose a free book. We use them to know how many children and what ages read the story.
Please feel free to add your own flyers, survey results, summary of the event, etc. While pages of the book may not be altered in any way; flyers, surveys, guides, and VISM sheet may be reproduced.
The first Story Walk™ Project was created by Anne Ferguson of Montpelier,Vermont and developed in collaboration with the Vermont Bicycle & Pedestrian Coalition and the Kellogg-Hubbard Library. Story Walk™ debuted in Montpelier and the initiative has spread throughout Vermont and beyond. The Athenaeum Story Walk project is sponsored by the Children's Library and Wee Read!


text: Using an IR thermometer, there are two ways to go about building a thermographic camera. The first uses a pan and tilt head. Scan lines are emulated, as a computer controls panning from left to right, taking a temperature sample from each step. Vertical resolution is accomplished by tilting. Another method uses a web cam attached to the thermometer. The thermometer's laser pointer is captured with temperature annotations, as the computer records the field of view. We think the best outcome can be found with a combination of both methods. The video embedded below demonstrates the results. This would be a good addition to the Autonomous paintball sentry.


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An example invitation:
A curriculum which reflects the realities of a racially and culturally diverse student body is perhaps more likely to create an environment with the potential to appeal to a more diversified teaching force. For this purpose the resource is an event invitation focusing on educators' professional development for Reconciliation to encourage understanding and ability to diversify teaching. Lacking the capacity to replace staff, an out-of-work hours learning event allows staff to access the recommended reconciliation professional development in a group setting or home on their own. This flexibility encourages staff to pursue professional development opportunities in an environment that appeals directly to the individual learning style (group learning setting or individual learning setting). The invitation is linked to Narragunnawali (_URL_ professional learning resources that build staff awareness and understanding of Aboriginal and Torres Strait Islander histories, cultures, and contributions, and supports the implementation of reconciliation initiatives. Providing the link to staff through an invitation enables staff to navigate their way through the website before making a choice to be involved in the event in the workplace after hours or at home. Staff may be provided dinner at the Centre to encourage the group learning setting. However, this is not a mandatory event.
Australian Indigenous cultures and languages should be promoted and explored in all early learning contexts, whether there are Aboriginal or Torres Strait Islander students or not. Quality teaching for Aboriginal and Torres Strait Islander students requires educators to have knowledge and sensitivity towards children's histories, cultures and languages (AITSL, 2017). By providing opportunities for staff to educate themselves on this topic, it ensures that they can obtain relevant information to embed in their learning programs.
This event alleviates the pressure of management having to restaff and fund a daytime professional development. Making time to connect is what the resource is suggesting educators do, creating a weeklong event (see invitation for details) to complete learning that will benefit them as future educators (Berchini, 2015). If professional development took place during the day, the management would have to source staff that the children had relationships with and would be comfortable which may be difficult in a multicultural learning environment (Berchini, 2015). They would also be required to find a space to hold the professional development which would most likely only be possible to run for one day. The event allows the staff to make a choice to attend their workplace after hours with relaxed learning opportunities that will allow them to incorporate their understanding of reconciliation in the learning environment.
Early Years Learning Framework (DEEWR, 2009)
- Outcome 2: Children are connected with and contribute to their world
- 2.2 Children respond to diversity with respect
Queensland Kindergarten Learning Guideline (QCAA, 2018)
- Identity: building a sense of security and trust
- Conectedness: Showing respect for diversity
National Quality Standard (ACECQA, 2018)
- Quality Area 1: Educational program and practice
- 1.1.3 Program learning opportunities: All aspects of the program, including routines, are organised in ways that maximise opportunities for each child's learning.
- 1.2.1 Intentional teaching: Educators are deliberate, purposeful, and thoughtful in their decisions and actions
- Quality Area 4: Staffing arrangements
- 4.2.1 Professional collaboration: Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other's strengths and skills.
- Quality Area 7: Governance and leadership
- 7.2.1 Continuous improvement: There is an effective self-assessment and quality improvement process in place.
- 7.2.3 Development of professionals: Educators, co-ordinators and staff members' performance is regularly evaluated and individual plans are in place to support learning and development.


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To use the endpoints in this collection you will need the Scheme Id and an API Key. Both of these can be obtained from the scheme owner.
- SchemeId - The Scheme Id must be passed in Guid format using the header 'X-Scheme', this variable is used to choose which scheme you are making the request for.
- ApiKey - The API Key must be passed in string format in the 'X-ApiKey' header. The ApiKey is your way of authenticating that you have the right to make these requests. ApiKeys may be generated by Admins and Owners from the scheme.
Several of the endpoints in this section have the following query parameters. Filters, Sorts, Page, and Page Size. These parameters are required for the correctly filtered data. If a parameter is passed incorrectly, the wrong data may be returned in the result.


LOBO SuperTRAQ (Product Review)
The Tesoro LOBO SuperTRAQ metal detector works very well.
Make sure your batteries are fully charged before you use it or else it is absolutely useless. They say the batteries can last 18 hours, but out in the field it was more like 10 hours.
It cannot find smaller nuggets (under half gram) in highly mineralized ground because its a VLF. However, all VLF's have this limitation in ground with a lot of iron content. Its synonymous with your cell phone signal being cut off in a concrete building or tunnel. The iron in the ground is like a barrier to the search coil. So its best to use this detector where there is considerably less minerals in the ground.
I use this detector for finding gold when I'm out in the Arizona mountains.
Ground balancing is simple. Just jiggle it up and down above the ground until the beeping sound is lowered.
When finding targets I hear two different sounds.
1) Single soft beep
If you place the coil directly on a hot rock and pull upwards, you will hear a soft beep, but more like a whine. When going towards the hot rock it will not make any beep.
2) Single loud beep
This indicates metals like trash or gold.
Unfortunately, there is no way to tell the difference between gold and another metal which means you just need to dig all your targets.
Sometimes it randomly beeps twice over gold, iron or steel and then it goes back to a single beep. Not sure what that means, but I suppose its caused by the double coil.
In conclusion,
If there was a way of distinguishing different metals by auditory means, then I would be happier.
I compared this to a Whites GMT. The GMT has an electronic meter that shows the probability of iron. However, it did not appear to emit any distinctive audio sounds for metals.
The Lobo is good instrument for detecting gold as long as the gold is closer to the surface. The bigger the nugget the better. A half gram can be detected downwards of about 2 inches in heavily mineralized soil. With less mineralization, it will go much deeper.
I said earlier that this is the secondary tool in our arsenal of detectors. Our favorite is the Whites TDI. We use the TDI to search for targets, then use the Lobo to help pinpoint it. You can read our review of the Whites TDI on our site. We have much luck with this approach.
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Karen's research interests are focused on the reduction of disparities in the access, service, and quality of mental health and education for marginalized groups. She is interested in the questions, "How do people negotiate conversations about difference and culture?" and "Why does multicultural competence matter?" Karen conducts research in counseling and school settings, utilizing mixed methods to identify factors related to client improvement and academic persistence.
- PhD, Counseling Psychology, University of Wisconsin - Madison
- EdM, Psychological Counseling, Teachers College Columbia University
- MA, Organizational Psychology, Teachers College Columbia University
- BA, Psychology, University of California, San Diego


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Centipeda cunninghamii is commonly known as Old man weed, being the literal translation of its Koori name Gukwonderuk. It is a plant known to indigenous Australians for its medicinal properties, and grows along the Murray river, or generally anywhere there is water, especially low lying or swampy areas. It can be identified by its unique shaped leaf, and its pungent scent, which is pine like and minty. The names Common Sneezeweed and Scent Weed, which were given by European settlers, are increasingly falling out of use.
Old Man Weed was commonly used to treat hair loss and skin irritations, but the traditional belief holds that it is good for treating "just about anything". Traditional methods of use most commonly involve binding leaves of the plant directly to the forehead or other parts of the body, so that body heat may release the plants oils which are then absorbed into the skin. It may also be taken orally, sometimes mixing it with emu fat or boiling/soaking it in water to create a tea. In cases of oral ingestion, traditional medicinal authorities have cautioned to carefully regulate the dosage as the plant may be toxic if taken in large amounts.
More recently, the extract of the plant has been patented and is claimed to be effective in the treatment of various skin disorders including the relief of itching and dry skin from psoriasis, as well as having antiinflammatory, antiallergenic, sunscreen and cell renewal properties.
See Also: florist bouquet, florist Mexico, Mexico flower delivery


When Did The IRS Start?
What President created the IRS?
President Lincoln1862 – President Lincoln signed into law a revenue-raising measure to help pay for Civil War expenses.
The measure created a Commissioner of Internal Revenue and the nation's first income tax..
What is the highest taxes have ever been?
The highest income tax rate jumped from 15 percent in 1916 to 67 percent in 1917 to 77 percent in 1918. War is expensive. After the war, federal income tax rates took on the steam of the roaring 1920s, dropping to 25 percent from 1925 through 1931.
When should I expect my refund with EIC?
How much did the IRS collect in 2018?
During fiscal year 2018, the IRS collected nearly $3.5 trillion, processed more than 250 million tax returns and other forms, and issued over 120 million individual income tax refunds totaling almost $395 billion.
Has IRS started issuing refunds 2020?
Who gets a stimulus check IRS?
Is the IRS Public or private?
We are aware that the IRS is NOT a government agency and is, in fact, only a corporation in a private contract with the government of the Unites States. "The IRS is not an organization within the United States Department of the Treasury.
Is IRS part of Federal Reserve?
The IRS is not a federal agency. It is a collection service of the Federal Reserve. … The final report of the 1984 Grace Commission, convened under President Ronald Reagan, quietly admitted that not one dime of the funds that the IRS collects from federal income taxes goes to pay for any federal government services.
When did the IRS come into existence?
July 9, 1953Internal Revenue Service Created In 1952, President Harry S. Truman called for a comprehensive reorganization of the Bureau of Internal Revenue. The agency officially became the Internal Revenue Service on July 9, 1953.
What day of the week does the IRS deposit refunds 2020?
How do I sue the IRS?
What year was the first federal income tax?
What taxes existed 100 years ago?
While the Civil War led to the creation of the first income tax in the U.S., the federal income tax as we know it was officially enacted in 1913. Many of the taxes we pay today were created in the 1920s and 1930s including the estate tax, gift tax, and Social Security taxes.
Who invented taxes?
How did the IRS begin?
The IRS originated with the Commissioner of Internal Revenue, a federal office created in 1862 to assess the nation's first income tax, which was to raise funds for the American Civil War. The temporary measure provided over a fifth of the Union's war expenses and was allowed to expire a decade later.
Who actually owns the IRS?
United States Department of the TreasuryInternal Revenue Service/Parent organizations
Did the US have a 70 tax rate?
During World War II, Congress introduced payroll withholding and quarterly tax payments. … For the 1964 tax year, the top marginal tax rate for individuals was lowered to 77%, and then to 70% for tax years 1965 through 1981. In 1978 income brackets were adjusted for inflation, so fewer people were taxed at high rates.
Is the Department of Treasury the same as the IRS?
The U.S. Treasury, created in 1789, is the government department responsible for issuing all Treasury bonds, notes and bills. Among the government departments operating under the U.S. Treasury umbrella are the Internal Revenue Service (IRS), the U.S.
How does the IRS define income?
Section 61(a) of the Internal Revenue Code defines gross income as income from whatever source derived, including (but not limited to) "compensation for services, including fees, commissions, fringe benefits, and similar items." I.R.C.


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In songs, we often have very similar melodies and rhythm patterns being repeated over and over again. The following is an approximate melody of one stanza of Willy O' Winsbury as performed by Pentangle. (I prepared the score so it may be wrong -- I know very little about music.) This pattern is repeated throughout the song: 18 bars for a stanza, with a visible 5-4-5-4 pattern, corresponding to the four lines in a stanza. The melody is very similar every time the pattern is repeated, but it's not exactly the same. There are changes here and there to fit all the syllables in the song properly, to accentuate the proper syllables and simply to avoid making the song tedious.
I would like to learn to talk about such things.
I think there should be a question to which the answer is "18 bars for a stanza, with a visible 5-4-5-4 pattern, corresponding to the four lines in a stanza", a question like "What is X in Willy O' Winsbury?" I would like to know what the X is called, and how to formulate the answer to the question properly. For example, if I removed the fifth, the ninth, the fourteenth and the eighteenth bar, I would change a certain aspect of the structure of the song. I would like to know what the name of this aspect is.
Also, is there a name for the abstract "melody" that is repeated in the song? The actual melody is not repetitious. It almost is. Is there a general term for the class of all particular, very similar melodies corresponding to the stanzas? Is it a theme? It's not like in a classical or jazz piece where there's a piece of melody, called a theme, that pops up in various places, sometimes changed very much. Here it's almost unchangable (especially the X stays the same, but also the pitch of the succesive notes -- only some of them are sometimes split or merged), and there's nothing besides it.


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Teaching prepositions focusing on describing places
Target Group:
Pre-Intermediate Level
Preposition flashcards
across, after, around, before, behind, between, in, in front of, inside, last, middle of, next, next to, on, opposite, outside, over, pass, through, under
Introduce preposition vocabulary to students and ask random questions by using items around the classroom. Where is the desk? What is between the door and the board? Who is sitting next to Adam? e.g.. Students should answer: The desk is in front of the board. Between the board and the door is a bin. Jack is sitting next to Adam e.g..
For more advanced students: Let students draw a room with furniture. One student explains his room to the other student, who has to draw the room following explanations from the first student. Afterwards students compare their drawings.
Prepositions vocabulary; spelling; word-picture association; word-picture recognition; sentence structure; grammar; reading; conjunctions; verbs; describing places and locations; asking questions; map reading; giving directions, describing places
Game Idea:
Jumping the Line - Put a piece of tape or some kind of line dividing the room. Designate one side as "true" and the other side as "false". Line up the students on the line, hold up a flashcard and say a word. If the students think you said the word that matches the flashcard, they should jump to the "true" side, otherwise they should jump to the "false" side. Students who make a mistake sit out until there is a winner (go fast).
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I have found in my water after filtering and when I boil the water or freeze it into ice cubes, I sometimes get little white floating things in the water. What is this???
With respect to the little white floaters in the water after filtering, it is not bacteria but rather a problem that sometimes occurs with hard (heavily mineralized) water. When water is filtered through your system, the Black Berkey purification elements actually increase the PH of the water. This is healthful as Pathogenic bacteria and viruses thrive in acidic environments and conversely have difficulty surviving in alkaline environments. This is also true inside your body. When the PH level of the purified water is raised, the acidity of the water goes down and the water is no longer able to hold as many minerals in solution. When this happens the minerals begin to precipitate out over time and depending on the mineral composition they will either sink to the bottom or float to the top. This process is known as flocculation and the precipitated minerals are usually referred to as "white floaters". The bottom line is that this is nothing to be concerned about, the white floaters are minerals that were already in your water; they are now simply visible whereas they were previously invisible due to their suspension in an ionic form.


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primates, thermoregulation, temperature, cold habitats
Powell, Brianna; Vinyard, Chris; Brittain, Rebecca; and Thompson, Cynthia, "Behavioral Thermoregulation during Winter in Japanese Macaques (Macaca fuscata)" (2015). Student Summer Scholars. 142.
Mammals use thermoregulatory behaviors to maintain optimal body temperatures when facing variable weather conditions. During cold temperatures, these behaviors can serve as an energetically inexpensive way to modulate heat loss. We assessed the use of thermoregulatory behaviors in a semi free-ranging group of Japanese macaques (Macaca fuscata) in Inuyama, Japan during winter. We recorded activity, body postures, and sun exposure for five animals (N=443 observation hrs) exposed to natural thermal variation (-2.9°C to 10.8°C). Air temperature and solar radiation were recorded via an on-site weather station. At colder temperatures, macaques utilized heat-conserving body postures more frequently, engaged in longer periods of physical contact, and spent less time moving. Additionally, when daytime solar radiation was high, macaques rested in sunny locations more frequently than shady locations. These results are consistent with a strategy to behaviorally conserve heat loss. Decreases in movement at cold temperatures further suggest that animals are attempting to reduce energy expenditure when thermoregulatory costs are highest. In sum, these results indicate that Japanese macaques utilize heatand energy-conserving behaviors as part of their thermoregulatory repertoire when experiencing cold temperatures in winter.


Are Men More Likely to Be Secular Than Women? September 17, 2014
Are Men More Likely to Be Secular Than Women?
This is a guest post written by Phil Zuckerman. Zuckerman is a professor of sociology and secular studies at Pitzer College. His latest book, Living the Secular Life, will be published this December.
As many of you may be well aware, Sam Harrisrecently quoted comments concerning why most of his fans tend to be male set off some serious criticisms; Greta Christina's condemnation of Harris was particularly stinging.
The issue of whether or not men tend to be more secular than women is clearly a hot-button issue; people can be easily outraged or offended by related insinuations, declarations, or interpretations when it comes to the proclivities of men and women to be more or less religious or secular. And women within the secular movement (or any movement) have a right to be hyper-vigilant when it comes to sexism, chauvinism, and any other manifestations of patriarchal malfeasance.
But just because this is a thorny and potentially offensive contention — that men may be more secular than women — doesn't mean that we should avoid it. And it certainly doesn't mean that it can't be empirically supported or denied. Furthermore, if the data does indeed show a gender difference when it comes to religiosity/secularity, how do we then interpret or explain that difference? Our "spin" will make all the difference in the world.
Decades of Research
Let's start with the data. Do countless studies consistently reveal a discernable difference between men and women when it comes to being secular or religious? The short answer is: yes. Now, that doesn't mean that every study shows such a difference, or that the difference is always significant. Nor does it mean that the difference is discernable on every measure of religiosity/secularity — for example, orthodox Jewish men are more likely to regularly attend synagogue than orthodox Jewish women.
But when we take the existing corpus of sociological, psychological, and anthropological data together — from the past sixty years — there is clear empirical support for the claim that men are more likely to be secular than women. As Marta Trzebiatowska and Steve Bruce note in their book Why Are Women More Religious Than Men? (Oxford University Press, 2012), "since 1945 the Gallup polling organization has consistently found that, on every index used, American women are more religious than men, and not by small margins."
Consider, for example, that according to the American Religious Identification Survey, men currently make up 58% of Americans who claim "no religion," 70% of Americans who self-identify as atheist, and 75% of those who self identify as agnostic. Or consider the Pew Forum's U.S. Religious Landscape Survey, which found that 86% of American women claim to be religiously-affiliated, but only 79% of American men claimed as much; 77% of women believe in God with absolute certainly, but only 65% of men do; 66% of women pray daily, but only 49% of men do; 63% of women say that religion is very important in their lives, but only 49% of men say as much; 44% of women attend religious services on a weekly basis, but only 34% of men do. The differences may or may not be significant — social science gets fuzzy here — but they are consistent. And for one final example, consider the fact that the Freedom From Religion Foundation reports that 79% of its members are men (see Melanie Brewster's essay "Atheism, Gender, and Sexuality" in the Oxford Handbook of Atheism, 2013, for further details).
In short, whatever measures one uses to assess religiosity — frequency of prayer, belief in God, church attendance, or self-identification — men in the United States are more likely to be secular-leaning than women, on average.
And the "on average" is key, folks. The above studies do not illustrate that all men are more secular than all women. It is just an average. A percentage.
OK, but are these averages and percentages universal? Do we find similar differences in other countries around the world?
The short answer is, again: yes.
Global Patterns
According to data analyzed by Ariela Keysar and Juhem Navarro-Rivera (see "A World of Atheism: Global Demographics" in the Oxford Handbook of Atheism, 2013), 77% of self-designated atheists in the Ukraine are male, 76% in Portugal, 70% in Uruguay, 67% in Japan, 65% in Israel, 65% in Mexico, 61% in Sweden, 60% in the Netherlands, and so on. True, there are some exceptions — for example, men make up only 47% of self-designated agnostics in Belgium. And only 48% of agnostics in Japan. But these are exceptions; the overall pattern of men being more atheist or agnostic than women the world over is clear and strong, leading these authors to conclude that "atheists, both positive and negative… are predominantly males" and "global comparisons reveal a wide spectrum of male dominance within the positive atheist sub-population."
I could go on and on, and cite countless other studies and surveys — both national and international — that illustrate the same gendered pattern. But rather than trot these all out, I'll let the words of professor Tiina Mahlamäki sum them all up:
"Statistics conducted in countries all over the world, for as long as statistics on religion have been collected, confirm that women are more religious than men. This concerns every dimension of religion. Women participate in religious ceremonies more often than men; women pray more often than men; they more likely than men believe in God, a Spirit, or Life Force; they hold matters of faith and religion more important than men do. Women are more committed than men to their religious communities and are less willing to resign from them. Although older women are more religious than young ones, women of all ages are more religious than coeval men are. Women are members of both traditional religious communities and new religious movements more often than men. Young, urban men are the least religious of all groups."
(See her article "Religion and Atheism From a Gender Perspective" in Approaching Religion, 2012).
Of course, none of the above means that this gendered difference is fated and eternal. In 25 years, we could find different results. But for now, the data is clear and consistent: men are more likely to be secular than women.
But wait — what about that WIN-Gallup poll? True, that massive international survey from 2012 reports that, globally, the gender difference is actually non-existent. Indeed, according to their surprising data, 14% of women worldwide identify as convinced atheists, while only 12% of men worldwide do. And in terms of claiming to be non-religious, both genders are at 23%. Wow. That's amazing. Fascinating. And it is an utter and complete exception to so many decades of similar research. It may very well be valid. But for now, it is such a major outlier — so much so, that until we have more studies and more data confirming these unique and exceptional findings, we should remain skeptical.
So how do we explain the vast body of research that reports that men, on average, tend to be more secular than women?
Here are some leading possibilities:
 - It could have to do with power and privilege, and the lack thereof. In most societies, men control more wealth than women and tend to have more political and social power than women. As such, women are more easily excluded, exploited, and discriminated against. Perhaps, as a result of this, they are more likely to turn to the consolation of religion.
 - It could have to do with agency, and the lack thereof; men generally have more freedom than women in most societies; they have a greater ability to decide what work to do, where to live, how to get and manage money, etc. In most societies, women are thus more vulnerable than men — financially, legally, domestically, etc. This could make the psychological comfort and institutional support of religion more appealing to women than men.
 - It could have to do with socialization: perhaps boys are socialized to be assertive, independent, and rebellious, while girls are socialized to acquiescent, relational, and obedient, which then manifests itself later in life with women being more open to religion than men.
 - It could have to do with the patterned roles for men and women in society; women tend to be expected to take up roles as caregivers and nurturers, raising children and tending to the sick and elderly, while men tend to be exempt from such roles; this again could make religion more appealing to women than men, for various reasons.
 - It could have to do with who traditionally works inside/outside the home. While men traditionally work outside the home, women the world over are more likely to work within the home, and this might make religious involvement more interesting and appealing to women; indeed, we know that women who work outside the home tend to be less religious than those who work within the home, and those nations with the highest rates of women working outside the home — for example, Scandinavia — tend to be among the most secular.
 - And finally, it could have something to do with innate differences between the sexes, be they genetic, neurological, physiological, or hormonal.
If I had to


Park rules and bylaws
Bylaws are local laws made by councils and confirmed by a Secretary of State.
Why do we need bylaws?
We put bylaws in place to help improve everyone's enjoyment of our parks and open spaces. Sometimes parks and open spaces are used for activities that are unacceptable. For example, an activity might cause distress or even injury to other users, or damage council or personal property. The bylaws allow us to monitor such activity and if necessary prevent it altogether.
Breaching a bylaw is an offence and an offender may be prosecuted in court or issued with a fixed penalty notice.
In addition to the bylaws, parks and open spaces managed by the council can also be covered by national laws. Rangers are responsible for enforcing bylaws and national laws when appropriate.


text:
Determine the difference in age between your child and the adult.
Determine the difference in age, in months, between your child and the older individual or adult. If the contact is sexual and the age spread is sufficient under the law, your child's circumstance may be proper for law enforcement investigation and prosecution. For example, in Washington if your child is between the age of 14 and 16 and the older person is at least 48 months older, this is a sufficient age spread to support a charge of child molestation if sexual contact between the two has occurred and can be proven. If the contact has been criminal in nature, this will support a petition for an anti-harassment order (i.e., restraining order).
Identify the type of contact your child and the adult are having.
Even if there is not clear criminal activity, determine what the nature of the contact between your child and the adult actually is (this might not be easy). Do they meet, talk on the phone, email or all of the above? And what do they talk about and do? Is there drinking involved or are they associating at unsafe hours in unsafe places with unsafe people?
Document how the contact with the adult is negatively affecting your child.
Has your child had a change in behavior or performance? Has your child begun skipping school, have your child's grades been affected, has he or she been drinking or using drugs, or engaging in other risky or dangerous behavior? Has your child been harmed? Document what those changes are.
Petition for an Anti-Harassment Order Against the Adult
An anti-harassment order restrains an individual from contacting a protected person. In Washington, a parent may seek an antiharassment order to protect their minor child from a person over the age of 18 if it can be shown to the satisfaction of the court that contact between the minor child and the adult is detrimental to the welfare of the child and that the adult's course of conduct would cause a reasonable parent to fear for the wellbeing of their child.
Be Prepared for a Fight
Be prepared for the adult to fight the issuance of the order and, if an order issues, for your child to potentially disregard or undermine the order. In other words, the anti-harassment order may not be the end of the contact and you will have to have a plan for how you will deal with violations and how to manage your child's reactions and actions.


Diverse Exercises: BioVlog 83 of 384
I expand my mind-control experiments by creating diverse exercises to force my brain to separate the movement of one hand from the other, so they can work independently of each other.
For example, I would draw an imaginary four pointed square in the air with my left index finger while simultaneously drawing an Isosceles triangle with my right index finger, with both fingers moving at the same time. Another is to point my index fingers at each other and move the left hand in a circle toward my body while the right hand simultaneously makes a circle away from the body, then I reverse the directions of the circles, or simultaneously trace a circle and a square with the other, or trace a five-pointed star and a three pointed triangle.
Next, I apply these brain tricks to what I love most: cards. I learn to shuffle a deck in each hand; do a one-hand shuffle while performing triple cuts with the other; fan half-decks with both hands; and do simultaneous one-hand shifts with both hands. This is the most ridiculous example of close-up juggling of all: Roll five silver dollars across the knuckles of one hand while performing a longitudinal one-handed shuffle with the other.


text:
Definition of Pharmacologic stress test
Pharmacologic stress test: There are a diversity of pharmacologic stress tests. Here this refers specifically to a pharmacologic cardiac stress test in which certain medications are administered that stimulate the heart to mimic the physiologic effects of exercise.
One of the medications used in a pharmacologic stress test is dobutamine, which is similar to adrenaline. Dobutamine is carefully administered to gradually increase the heart rate and strength of the contractions of the heart muscle. Simultaneously, echocardiography or radionucleide imaging is performed.
Alternatively, a medicine called adenosine is administered, which simulates the physiology of the coronary artery circulation during exercise. Adenosine is combined with radionucleide isotope imaging to provide a very accurate test for the detection of significant coronary artery disease (CAD).
Pharmacological stress testing is commonly performed in patients who are thought to be at high risk for significant CAD and who are scheduled for major non-cardiac surgical procedures. These patients are often unable to perform exercise stress testing due to the underlying condition for which they require surgery. In this setting, pharmacological stress testing is invaluable in assessing the cardiac risk of patients prior to surgery.Source: MedTerms™ Medical Dictionary
Last Editorial Review: 6/14/2012
Get the latest treatment options.


Were your ancestors in the early colonies?
The by William Fairfax, was published in 1859. It is a brief historical and descriptive account of the colonies of Australia and New Zealand at the time.
The Handbook to Australasia contains information on the history of each colony, the governments, education, population and statistics, suburbs and townships. It includes the geography and physical features of the colonies, the religion, imports and exports and also includes a bibliography of works on Australia and New Zealand.
This is a rare genealogy resource for anyone exploring their family history or building their family tree.


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Let $A$ be a noncommutative finitely generated algebra with a finitely generated set of relations. Moreover, assume that $A$ is finite dimensional as a vector space.
What I want to know is, can Mathematica (or any other package) be used to find the dimension of $A$ given only the generators of $A$ and the generators of the set of relations? Or, even better, can Mathematica (or any other package) be used to find a basis of $A$ given only the generators of $A$ and the generators of the set of relations?
Basic examples would be particularily helpful.
share|improve this question
I use GAP (gap-system.org) and the non-commutative Gröbner basis package gbnp (mathdox.org/products/gbnp). You will find examples in the manual. – Leandro Vendramin Feb 2 '12 at 16:16
I used to use Steve Linton's Vector Enumeration but this is now deprecated. – Bruce Westbury Feb 2 '12 at 16:18
Not really related, but still: mathoverflow.net/questions/85400/… – Alexander Chervov Feb 2 '12 at 17:48
If you know A to be a basic algebra then this can be done in Magma. magma.maths.usyd.edu.au/magma/handbook/text/898 Magma may also be able to do more general types of algebra, have a look at the Algebras section of the handbook. There is an online calculator if you don't have institutional access to Magma but it is limited to computations taking at most a minute. – Matthew Towers Feb 2 '12 at 18:46
1 Answer 1
up vote 4 down vote accepted
As it was mentioned in my comment, you can use GAP and the noncommutative Gröbner bases package gbnp, written by Arjeh M. Cohen and Jan Willem Knopper.
Here you have an example:
Assume that you want to compute the dimension and a basis for the algebra $A$ with generators $a,b,c$ and relations $a^2 =b^2=c^2=0$, $ab + ca + bc = 0$ and $ba + cb + ac = 0$.
(This algebra is related to Schubert calculus and it was first discovered by Fomin and Kirillov, see MR1667680 (2001a:05152).)
gap> LoadPackage("gbnp");
Loading GBNP 0.9.5 (Non-commutative Gröbner bases)
by A.M. Cohen (_URL_ and
 D.A.H. Gijsbers (_EMAIL_).
gap> A := FreeAssociativeAlgebraWithOne(Rationals, "a", "b", "c");;
gap> a := A.a;;
gap> b := A.b;;
gap> c := A.c;;
gap> rels := [a^2, b^2, c^2, a*b+c*a+b*c, b*a+c*b+a*c];;
gap> K := GP2NPList(rels);;
gap> G := SGrobner(K);;
gap> Display(DimQA(G,3));
gap> PrintNPList(BaseQA(G, 3, 0));
Here is the complete reference related to this algebra:
Fomin, Sergey; Kirillov, Anatol N. Quadratic algebras, Dunkl elements, and Schubert calculus. Advances in geometry, 147--182, Progr. Math., 172, Birkhäuser Boston, Boston, MA, 1999. MR1667680 (2001a:05152).)
share|improve this answer
Great. That looks like just what I want! But I'm having installing the package. On the package page it says: %%%%%%%%%%%%%% unpack GBNP-1.0.1.tar.gz in the pkg subdirectory of your GAP installation (or in the pkg subdirectory of any other GAP root directory, for example one added with the -l argument) with the following command: tar -xvzf GBNP-1.0.1.tar.gz. %%%%%%%%%%%% I typed this into GAP and got an error. What/Where is the pkg subdirectory? – Mihail Matrix Feb 4 '12 at 19:02
Where have you installed GAP? Usually the GAP package directory is gap4r4/pkg/. – Leandro Vendramin Feb 4 '12 at 19:27
_USER_, do you know if there is a way to do this sort of thing in GAP when the algebra is defined over a field of rational functions? – MTS Feb 25 at 0:24
_USER_, Maybe not, but I am not sure. What about Magma? – Leandro Vendramin Feb 25 at 6:53
Your Answer


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Bicycle scheme reveals rider behaviour
bike rider city
It's quicker to ride a bike than drive a car during city peak hours, a new French study has found (Source: Michelle Zeibots/)
Bike behaviour A study of a shared bicycle scheme has found riders travel faster on Wednesdays than other weekdays, and average speeds greater than cars in peak hour traffic.
Since the shared bicycle scheme was introduced in the French city of Lyon in 2005, the number of bicycles on the road has doubled.
In the past few years, shared bicycle schemes have been set up in many European and UK cities, as well as in Melbourne and Brisbane. Local government planners in Sydney are considering a similar scheme, which is expected to start in 2011.
The schemes make bicycles available in 'pods' throughout the city centre which anyone can use for a trip across town at little or no cost. The bicycle is then returned to the pod for others to use.
The bicycles in Lyon are fitted with onboard computers and accessed via smartcards. Between May 2005 and Dec 2007, data was collected from 11.6 million bicycle trips.
The study by Pablo Jensen and colleagues at the École Normale Supérieure de Lyon and published on the pre-press website, found during peak hour in the city, bicycles travelled about 15 kilometres per hour - up to 50% faster than cars.
Travel time for cars would be even slower, they say, if the time taken searching for a parking space was taken into account.
Perception cars are quicker
"What's interesting is that drivers do tend to underestimate how long it will take to get to a place by car, and overestimate how long it will take to get there by bicycle," says Elliot Fishman, director of the Institute for Sensible Transport in Melbourne.
"There's a perception that the car is fast and convenient, whereas a bicycle is only used if you don't have the means to travel by car.
"But what a lot of new cyclists say is how surprised they were at how quick it was to get to work."
He says the study found that bicycles tend to take the same routes as pedestrians, rather than cars, making use of footpaths, going the wrong way up one way streets and using bus lanes.
"Short cuts make a huge difference to the speed of bicycles … What we've seen internationally is that where planners have tried to maximise the accessibility of bicycle routes, there are much higher level of bicycle use compared with cities where the routes for bicycles and cars is the same."
Short cuts for bicycles might include paths through parks, pedestrian and bicycle bridges over waterways, and access for bicycles and walkers through dead end streets.
These measures counteract the slower speed of bicycles by making the travel distance shorter, Fishman says.
Social factors affect usage
Intriguingly, the study also found that bicycles travelled fastest on Wednesday mornings. This may be due, the authors say, to the fact that many women in France take Wednesdays off to look after children, leaving a higher proportion of male riders on the road.
"It would be interesting to replicate the study in Australia to see what social patterns were revealed in our transport behaviour," says Elaena Gardner, president of bicycleSydney.
For instance, she says, there's a difference between morning and afternoon peak times for bicycle use in Sydney, perhaps indicating more commuters leaving work after 7 pm.
"There is a general concern that any bicycle share scheme in Australia will suffer from our mandatory helmet legislation … having to bring a helmet does not make the share scheme convenient," she says.
Fishman says being required to wear a helmet is like "opening up a pub and then asking everybody to bring their own glasses".
"When people are leaving home at 7.30 am they are not thinking they'll use a bicycle share in the middle of the day, so they are not taking a helmet."


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Fr.: transitoire rouge
A member of a class of exploding stars that are more luminous than → novae but not as luminous as → supernovae. Moreover, their outburst → light curves have multiple peaks. One of the most characteristic features of red transients is that after exploding they cool down to → late-type → M star and develop circumstellar material rich in molecules and dust. Some of the members of the red transients in our Galaxy are V838V, OGLE-2002-BLG-360, V4332 Sgr, and V1309 Sco.
Fr.: aile rouge
Of a spectral line profile, the → line wing with wavelengths longer than that of the emission or absorption peak.
1) sorxidan; 2) sorxândan
Fr.: 1) rougir; 2) faire rougir
1) (v.intr.) Of a spectral line, to reduce in intensity due to absorption by
interstellar dust grains.
Infinitives from → red.
Fr.: étoile rougie
A star whose light has undergone → reddening.
The process by which light from an astronomical object grows red as it travels through interstellar dust. Dust scatters blue light more than red, thus leaving predominantly red light transmitted.
Verbal noun of → redden.
Fr.: coefficient de rougissement
A dimensionless quantity determined from the comparison of the observed → Balmer decrements with respect to the theoretical values for given physical conditions of electron temperature and density. The reddening coefficient at Hβ is defined as c(Hβ) = log (I(Hβ)/F(Hβ)), where I(Hβ) and F(Hβ) are → de-reddened and reddened Hβ fluxes respectively. Also called logarithmic extinction.
Fr.: fonction de rougissement
The normalized interstellar extinction at a given wavelength. It is defined by f(λ) = A(λ)/A(Hβ) - 1, where A(λ) is the extinction at the given wavelength and A(Hβ) the extinction at Hβ, with f(Hβ) = 0. It is used to → de-redden observed fluxes: I(λ)/I(Hβ) = F(λ)/F(Hβ).10c(Hβ).f(λ), where I represents the flux in the absence of extinction and F the observed flux affected by extinction, c(Hβ) being the → reddening coefficient.
Fr.: paramètre de rougissement
A dimensionless quantity characterizing the → interstellar extinction, defined by the total-to-selective extinction ratio: RV = AV/E(B-V). The typical value found for the reddening parameter in the Milky Way is RV ~ 3.1, but it is known to vary from one line of sight to another, from values as 2 to as large as 6. Very large → dust grains would produce extinction with RV → ∞.
Fr.: vecteur de rougissement
A vector indicating the direction in which interstellar reddening moves the position of a star in a multi-dimensional space of color indices.
Fr.: décalage vers le rouge
A shift in the lines of an object's spectrum toward longer wavelengths. Redshift indicates that an object is moving away from the observer. The larger the redshift, the faster the object is moving. Redshift is expressed by z = Δλ/λ = v/c, where λ is the wavelength, Δλ the wavelength shift, v the velocity of the source relative to the observer, and c the → speed of light. When v approaches c, redshift is expressed by the → relativistic formula z = ((1 +v/c)/(1 - v/c))½ - 1.
Fr.: espace de décalage vers le rouge
redshift space distortion
cowlegi-ye fazâ-ye sorx-kib
Fr.: distorsion dûe aux vitesses particulières sur la ligne de visée
The distortion observed in → redshift space of → galaxy clusters caused by peculiar velocities of the members (→ peculiar velocity). In a perfectly homogeneous → Friedmann-Lemaitre Universe the redshifts would accurately measure radial distances from the observer, and the mapping from real space to redshift space would simply be an identity. In an inhomogeneous Universe the peculiar velocities associated with any inhomogeneous structure will introduce a distortion in this mapping (N. Kaiser, 1987, MNRAS 227, 1). See also: → fingers of God, → Kaiser effect.
bardid-e sorx kib
Fr.: relevé de décalages vers le rouge
A survey of a large region of the sky to measure the redshifts of all the galaxies down to a certain limiting magnitude.
Fr.: relation décalage vers le rouge-distance
The correlation, first established by E. Hubble, between the cosmological recession velocities of galaxies and their distances.
xatt-e sorx kibideh
Fr.: raie décalée vers le rouge
A spectral line whose wavelength does not coincide with its theoretical value and is shifted toward longer wavelengths.
1) bâzhâxtan, bâzhâzidan; 2) kâstan
1) To bring to a certain state, condition, arrangement, etc.
M.E. reducen "to lead back," from O.Fr. reducer, from L. reducere, from → re- "back" + ducere "to bring, to lead."
From bâz-, → re- +
Mid.Pers. hâxtan, hâzidan
"to lead, guide, persuade," Av. hak-, hacaiti "to attach oneself to, to join," cf.
Skt. sacate "accompanies, follows," Gk. hepesthai
"to follow," L. sequi "to follow;" PIE *sekw- "to follow."
Fr.: masse réduite
The "effective" → inertial mass appearing in the → two-body problem of → Newtonian mechanics. The reduced mass is a quantity which allows the two-body problem to be solved as if it were a one-body problem. For the masses m1 and m2, it is given by the ratio μ = m1m2 / (m1 + m2). The value of μ is generally smaller than m1 and m2. The larger the difference between the two masses, the closer μ will be to the smaller mass. If the particles are of equal mass, μ is half the mass of either.
reduced Planck's constant
pâyâ-ye Planck-e bâzhâzidé
Fr.: constante de Planck réduite
The Planck's constant divided by 2π and denoted ħ, pronounced h-bar. Also called → Dirac's constant.
javv-e bâzhâzandé, havâsepehr-e ~
Fr.: atmosphère réductrice
1) An atmospheric condition in which oxidation is prevented by removal
of oxygen and other oxidating gasses or vapours. Usually nitrogen or
hydrogen gas is used in order to produce specific effects, e.g. on
ceramic wares being fired.


Q. 134.0( 4 Votes )
At a given temper
Answer :
At a given temperature osmotic pressure is given by a formula i.e.
Where is the osmotic pressure, is the van't Hoff factor, M is the molar concentration, R is the universal gas constant and T is the temperature.
Thus, osmotic pressure directly proportional to the concentration.
For a concentrated solution, the osmotic pressure is greater than the osmotic pressure for a dilute solution.
Thus, Option (i) is the correct answer.
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text:
International Migration Studies in Child, Youth and Family Welfare
Duration and credits: two weeks, 5 ECTS (with an option for 2 ECTS)
Teaching Language: English
Level: Master, Doctoral, Professional Development
Max. number of attendees:
Course coordinator: Janet Anand, _EMAIL_
Responsible departments: Department of Social Sciences and UEF Law School
Learning outcomes: Students will engage with current interdisciplinary theories and international case studies and undertake field visits for an in-depth awareness as to the impact of migration on the rights, welfare and wellbeing of youth, children and families and future societal challenges.
Topics covered include:
- International and internal migration tends and demographics
- Research and theories of migration and family welfare
- Rights of the migrated child, young adult and family
- International and national legislation and policy on asylum
- Psychological and social impact of conflict, forced migration and trauma on child and youth development
- Children left behind or unaccompanied
- Transcultural and transnational experiences and identities of young refugees
- Quality of life, inclusion and integration of migrated children, youth and families
- Cultural diversity and intercultural skills and interventions
The course targets the learning requirements of academics, students and professionals currently studying or working in the fields of social work, social policy, international aid, public health, social development, community and youth work, social pedagogy and migration, social inclusion and cultural studies. This course is accredited for selected UEF PhD and MA programs and provides students with an excellent opportunity to study over the summer break.
Modes of study: lectures, tutorials, field visits (Kuopio and Joensuu), assignments, oral presentation
Study materials: will be provided
Evaluation criteria: Pass/Fail (grading 0-5, based on assignments)
2 ECTS: Attending the lectures, and a short written assignment and in class group presentation.
5 ECTS: As above, and an additional assignment.
Assignment 1: Preparatory readings to be available online. Not assessed.
Assignment 2: Preparatory assignment. Outline a case study (relevant to your local context) illustrating the impact of migration on family lives and/or child development. Total word count 1,500 words. Assessed
Assignment 3: In class oral presentations. Small groups of students will deliver a 20-minute in class presentation (i.e. power point or audio-visual, interactive method) critically examining the needs and rights of migrant families, children or youth. Assessed as pass/fail
Assignment 4 (optional for 5 credits only): Students are required to select at least one key question relating to the impact of migration on families, youth or children arising from the course. Students will have the opportunity to discuss their selected topics with the guest lecturers through the tutorial program. Total word count 3000 words. Assessed
Teachers: A team of international professors in social work, demography, social policy, sociology, psychology, history and social pedagogy will deliver the program. Guest lecturers include Professor Ren Yuan, (Fudan University, China), Professor Manish Jha (Tata Institute of Social Sciences, India), Professor Janet Anand (Finland), Professor Juha Hämäläinen (Finland), Professor Laura Assmuth (Finland), Adjunct Professor Paul Fryer (Finland), Professor Jopi Nyman (Finland) and others.


text:
Quality Management Tools - Data Quality Assessment
Data Quality Assessment is used to assess the type, quantity, and quality of data in order to verify that the planning objectives, Quality Assurance Project Plan components, and sample collection procedures were satisfied and that the data are suitable for its intended purpose. Data Quality Assessment is a five-step procedure for determining statistically whether or not a data set is suitable for its intended purpose. This assessment is a scientific and statistical evaluation of data to determine if it is of the type, quantity, and quality needed and may be performed either during a project to check the process of data collection or at the end of a project to check if objectives were met.
|You will need the free Adobe Reader to view some of the files on this page. See EPA's PDF page to learn more. If you have difficulty accessing these PDF documents, please contact the Quality Staff at _PHONE_ or _EMAIL_ for assistance.|
- Data Quality Assessment: A Reviewer's Guide (QA/G-9R) (PDF 61pp, 225K) provides general guidance to organizations on assessing data quality criteria and performance specifications for decision making. G-9R is non-technical document and shows a reviewer what constitutes an appropriate Data Quality Assessment (DQA), and how to recognize situations or reports where a DQA has been conducted.
- Data Quality Assessment: Statistical
Tools for Practitioners (QA/G-9S)
(PDF 198pp, 1.5MB). This document can be considered the technical aspect
of G-9R. The document is designed as a "tool-box" of useful
techniques in assessing the quality of data. The overall structure of
the document will enable the analyst to investigate many different problems
using a systematic methodology.
- Checklist for Quality Concerns
(PDF 6pp, 148K) - Draft checklist and list of resources for evaluating
- EPA's Science Policy
Council Assessment Factors - General Assessment Factors for Evaluating
the Quality of Scientific and Technical Information
- Introduction to Data Quality Assessment
- This one-day course demonstrates how to perform a data quality assessment
to evaluate data and provides detailed information on graphical and
statistical tools. This course will familiarize participants with the
process for performing a data quality assessments. It does not involve
detailed instructions on the statistics involved in the process.
- Interpreting Monitoring Data
- This half day course teaches participants how to deal with monitoring
data using statistics. At the end of the course the participants
will understand the need to incorporate systematic planning into
monitoring activities, realize the importance of representativeness,
be able to graphically view the data, and gain an insight into the
complexities of statistical analyses of monitoring data.
- Interpreting Multivariate Analysis
- This half day course covers multivariate analysis techniques to explore
relationships among several variables in an effort to understanding
an environmental problem. A prerequisite of the course is a general
understanding of data collection and elementary statistical analysis.
Examples and Other On-line Resources
- Software - For links to free software for performing data quality assessment, see Quality-Related Resources - Software. EPA has a site license for SAS for EPA employees - information on the EPA Intranet at the EPA SAS Support Home Page.


Adventure Travel News
Sail to Lazaretto Island for a history lesson
Tourists who choose to go Greek Islands sailing know to hit some of the big name landmarks. However, there are smaller islands worth seeing during an adventure.
Those who are making a point to visit Corfu should also make their way to Lazaretto Island, which is just two nautical miles away. Although it's not as well-known as some of the other islands in the area, Lazaretto offers a lot of history.
Originally used as a leper colony in the 16th century, the island has held other uses. During the 1798 French occupation, the Russo-Turkish fleet ran a military hospital on the island, and the land was used again during the British occupation in 1814 after it received renovations.
The island is currently under renovation, as the church that resides on Lazaretto is being restored in order to become a museum dedicated to the National Resistance. During World War II, the island was used as a concentration camp for prisoners of the Greek National Resistance movement.
Posted on Thursday, June 28th, 2012


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IUPAC name Butane-1-thiol
Other names Butyl mercaptan
n-Butyl mercaptan
Thiobutyl alcohol
CAS number 109-79-5
PubChem 8012
InChI InChI=1/C4H10S/c1-2-3-4-5/h5H,2-4H2,1H3
Molecular formula C4H10S
Molar mass 90.1882 g/mol
Density 0.83679 g/mL
Melting point
-115.8 °C, 157 K, -176 °F
Boiling point
98.2 °C, 371 K, 209 °F
Solubility in water Slightly soluble
NFPA 704
NFPA 704.svg
Except where noted otherwise, data are given for
materials in their standard state
(at 25 °C, 100 kPa)
Infobox disclaimer and references
Butanethiol, also known as butyl mercaptan, is a highly volatile, clear to yellowish liquid with a foetid (extremely foul-smelling) odor, commonly described as "skunk" odor. In fact, butanethiol is one of the major constituents of a skunk's defensive spray. The scent of butanethiol is so strong that the human nose can easily detect it in the air at concentrations as low as 10 parts per billion. Butanethiol is chemically classified among the thiols, which are organic compounds with molecular formulas and structural formulas similar to alcohols, except that sulfur-containing sulfhydryl group (-SH) replaces the oxygen-containing hydroxyl group in the molecule. Butanethiol's basic molecular formula is C4H9SH, and its structural formula is similar to that of the alcohol butanol. Butanethiol is a thiol of low molecular weight, and it is highly flammable. Butanethiol is used as an industrial solvent, as an odorant for natural gas (which is odorless), and as an intermediate for insecticides and herbicides. It is sometimes placed in the "stink bombs" and "stink perfumes" that pranksters love to use.
Butanethiol is a very noxious and caustic chemical compound, and at sufficiently high concentrations, it produces serious health effects in both humans and animals, especially as a result of prolonged exposure. Sufficiently high concentrations of the foetid, volatile substance causes eye irritation, headaches, nausea and vomiting, dizziness, and irritation of the respiratory tract. Even higher concentrations can lead to unconsciousness and coma after prolonged exposure. Contact with the skin and mucous membranes causes burns, and contact with the eyes can lead to blurred vision or complete blindness.
External Links


text:
Facts and Questions About the Crisis in Spain (in Spanish)
University of Navarra - IESE Business School
March 8, 2011
Sections 1 and 2 provide some facts. Section 3 has 12 questions. A crisis is the cumulative result of specific decisions taken by persons.
Note: Downloadable document is in Spanish.
Number of Pages in PDF File: 15
Keywords: Crisis, unemployment, common sense, truth, responsibility
JEL Classification: G12, G31, M21working papers series
Date posted: March 9, 2011
© 2013 Social Science Electronic Publishing, Inc. All Rights Reserved.
This page was processed by apollo4 in 0.516 seconds


text:
Resources to Use With Students
What happens during my Confirmation?
This Youtube video from the Archdiocese of Brisbane briefly explains what happens during and the meaning behind the sacrament of Confirmation. This resource could be shown as an introduction to parents or children at the beginning of a sacramental program or unit on Confirmation. Certain parts of the video may need to be explain to children, depending on the age and prior knowledge of students.
Confirmation Facts Foldable
This resource has been developed by a teacher named Katie, who shares her content on the blog 'Look at Him and Be Radiant'. Katie provides steps on how to create this Confirmation foldable with students. The activity addresses:
- What the sacrament of Confirmation is
- How the sacrament of Confirmation is celebrated
- What signs and symbols are associated with Confirmation
- What the gifts of the Holy Spirit are
Katie gives an outline for how she has used this resource in her classroom. However, it could be easily adapted and differentiated for students. This activity could also be used as an assessment of student understanding.
Resources for Teachers
Learning Byte: The Holy Spirit
This website has been created for Year 5 teachers in the Brisbane Archdiocese. The resource provides background information on the sacrament of Confirmation for teachers. In this section, it links Baptism and the Holy Spirit with Confirmation.
The website also explores ways to teach about the sacrament of Confirmation in the 'Learning Experiences' section. There are three main learning experiences:
- Who or What is the Holy Spirit?
- The Spirit Active in the Lives of Believers
- The Spirit Active in the Formation of Conscience
Under each learning experience, a plethora of activities and resources are provided for teachers.
Learning Byte: Community of Believers
This website has been created for Year 5 teachers in the Brisbane Archdiocese.
The resource provides background information on the identity of the Church and its community for teachers. This is important, as Confirmation calls Catholics to be members of the Church.
The website also explores ways to teach about the Church community in the 'Learning Experiences' section. The most relevant section would be 'What is a community of believers?'. Under each learning experience, a plethora of activities and resources are provided for teachers.
More Learning Bytes can be found here.
Faith First: Preparing for Confirmation
Created for the Catholic 'Faith First' school program, this PDF document shares ways to prepare students for the sacrament of Confirmation. Lesson plans and activities which examine the signs, symbols and meanings behind Confirmation are provided for teachers.
Symbols and Rituals in Confirmation
This webpage outlines the main symbols and rituals associated with the sacrament of Confirmation. These are:
- Laying of hands
- Anointing with oil
- The Sign of Piece
- White Garment
This is a convenient resource for educators who need a quick explanation of the Confirmation symbols and rituals.


RE: URL Getting started
From: Tristan Louis (
Date: Mon, Oct 12 1998
From: "Tristan Louis" <>
To: <>, "'Philipp Hoschka'" <>, <>
Date: Mon, 12 Oct 1998 13:50:05 -0400
Message-ID: <004b01bdf608$be743520$>
Subject: RE: URL Getting started
> I've volunteered to take a stab at writing a document on TV-oriented URL
> schemes. I happen to be already working on a revision to my original
> IETF Internet-Draft on "tv:", so the timing works out well to bring this
> into the interest group.
> It sounds to me like there's probably more than one URL scheme needed
> anyway: there's a generic URL for TV broadcasts that is transport
> independent (like "tv:") and then there are probably several
> transport-specific schemes (like "dvb:"). The first is more like a
> resource name than a locator (describing a given broadcast stream,
> rather than explaining where to find it), whereas the second class of
> schemes are true resource locators.
This looks interesting. How about, however, building on top of it to try to
reach a single tag that would have the transport scheme defined as a
variable in the URL. I'm thinking of a scheme along the following lines:
TV identifies this URL as related to a TV broadcast
SRC identifies the source of data to be passed to the device. We might want
to start discussing the creation of an XML-based DTD for TVML (TV Markup
Language) that would pass data such as transitions and screen positioning
(if I remember well, WebTV has already presented some basic elements related
to this)
BTYPE identifies the broadcast type. Variables include:
 DBS: Direct Broadcasting Satellite
 DTH: Direct To Home, such as reception through regular antenna
 CABLE: Cable Television
 FIXED: Transmission using fixed media such as VCR tapes, DVD discs,
laserdiscs or other types of media where the broadcast can be replayed.
NETID identifies the station. I would opt for the following scheme to
identifies this:
 1 network
 2 station
 3 area
 4 channel
As such, NETID would give all the information related to a station or a set
of stations. For example, if you are dealing with CNN, coming out of
Atlanta, US, the NETID would be NETID="cnn.main" If, on the other hand, you
had to deal with CNN Headline News, you would get NETID="cnn.headlinenews"
And finally, if you only wanted to broadcast to CNN Headline News viewers in
New York, you would get NETID="cnn.headlinenews.ny" or, if you wanted to
address people in New York who watched CNN Headline News on channel 10, you
would get NETID="cnn.headlinenews.ny.10"
I realize, however, that we need to define a standard way to define area.
What I would suggest, when it comes to this, is that we use the TLD names
defined by the IANA as a way to breakdown area, with countries being defined
by their TLD and American states being defined as us_state, where state is
the US State (for example, New York would be us_ny )
Ideas, thoughts, problems with this scheme?
Tristan Louis
Pencom Web Works


text:
|AHELP for CIAO 4.9 Sherpa v1||
Parses the goodness-of-fit statistic information returned by calc_stat_info()
The get_stat_info() function is available for parsing the output of the calc_stat_info() function, which returns the goodness-of-fit statistics associated with a data set and its assigned model. The advantage it offers over the get_fit_results() function is that it returns statistics on individual data sets included in a simultaneous fit, plus the statistics of the simultaneous fit, whereas get_fit_results() would only return the statistics of the simultaneous fit. The get_stat_info() function is useful for accessing and manipulating individual components of the calc_stat_info() structure, e.g. within a script, whereas calc_stat_info() is recommended for printing fit statistic information to the screen, at the Sherpa command line.
The get_stat_info() function returns the following information about how well the specified models fit the data:
- name - name of data set
- ids - data set ID number
- bkg_ids - associated background data set ID number
- statname - the chosen fit statistic
- statval - fit statistic value
- numpoints - number of bins in the fit
- dof - the number of degrees of freedom in the fit, i.e. the number of bins minus the number of free parameters
- qval - [only reported with chi-square, 'cstat', and 'wstat' statistics] a measure of the (Q-value) probability that one would observe the reduced statistic value, or a larger value, if the assumed model is true and the best-fit model parameters are the true parameter values
- rstat - [only reported with chi-square, 'cstat', and 'wstat' statistics] fit statistic value divided by the number of degrees of freedom
This function accepts no arguments; it returns the fit statistics for all data sets which have been assigned models, including background data sets associated with source data sets. This means that if a fit has not yet been performed in the Sherpa session, calc_stat_info() will return not-very-meaningful statistics for data sets which have been assigned models but which have not yet been fit. Also, if a fit has been performed for only some of the data sets with assigned models, those data sets which were not explicitly fit will be included in the simultaneous fit results returned by calc_stat_info() (see an example of this behavior below in the examples section).
sherpa> set_source(xsphabs.abs1 * powlaw1d.p1) sherpa> set_bkg_model("p1") sherpa> fit() sherpa> statinfo = get_stat_info() sherpa> print(statinfo) sherpa> print(statinfo) sherpa> print(statinfo)
Return the statistics resulting from a simultaneous fit of the source and background spectra assigned to default data set 1. Print the goodness-of-fit statistics for each individual data set included in the fit, plus the simultaneous fit.
sherpa> print(get_stat_info()) name = Dataset 1 ids = (1,) bkg_ids = None statname = chi2gehrels statval = 5506._PHONE_ numpoints = 1024 dof = 1021 qval = 0.0 rstat = 5.39293827041 sherpa> print(get_stat_info()) name = Background 1 for Dataset 1 ids = (1,) bkg_ids = (1,) statname = chi2gehrels statval = 15975._PHONE_ numpoints = 1024 dof = 1022 qval = 0.0 rstat = 15._PHONE_ sherpa-23> print(get_stat_info()) name = Dataset ids = bkg_ids = None statname = chi2gehrels statval = 21481.776586 numpoints = 2048 dof = 2045 qval = 0.0 rstat = 10._PHONE_
sherpa> load_pha("source.pi") sherpa> load_arf("arf1.fits") sherpa> load_rmf("rmf1.fits") sherpa> set_source(xsphabs.abs1 * xspowerlaw.p1) sherpa> subtract() sherpa> fit() sherpa> calc_stat_info() sherpa> f = get_stat_info() sherpa> print(f.rstat)
The calc_stat_info() function is used to return the goodness-of-fit statistics resulting from the fit of an absorbed power law model to background-subtracted data set 1. The get_stat_info() function is used to parse this information and store the fit statistic information to variable "f"; "f" is then used in turn to access the reduced statistic value.
sherpa> calc_stat_info() Dataset = 1 Statistic = chi2gehrels Fit statistic value = 703.792 Data points = 1024 Degrees of freedom = 1021 Probability [Q-value] = 1 Reduced statistic = 0.689316 sherpa> f = get_stat_info() sherpa> print(f) name = Dataset ids = bkg_ids = None statname = chi2gehrels statval = 703.791857589 numpoints = 1024 dof = 1021 qval = 1.0 rstat = 0.689316217031 sherpa> print(f.rstat) 0.689316217031
The get_stat_info() routine fails with the message "StatErr: No background data has been supplied. Use cstat" when used with the wstat statistic.
See the bugs pages on the Sherpa website for an up-to-date listing of known bugs.
- get_conf, get_covar, get_int_proj, get_int_unc, get_proj, get_reg_proj, get_reg_unc
- get_areascal, get_arf, get_arf_plot, get_axes, get_backscal, get_bkg, get_bkg_plot, get_bkg_scale, get_coord, get_counts, get_data, get_data_plot, get_dep, get_dims, get_error, get_exposure, get_grouping, get_indep, get_quality, get_rmf, get_specresp, get_staterror, get_syserror
- calc_stat_info, get_fit
- get_default_id, list_stats
- get_draws, get_iter_method_name, get_iter_method_opt, get_method
- get_model, get_model_component, get_model_component_image, get_model_component_plot, get_model_plot, get_num_par, get_order_plot, get_par, get_pileup_model, get_response, get_source, get_source_component_image, get_source_component_plot, image_source
- get_kernel, get_psf
- get_chisqr_plot, get_delchi_plot, get_prior, get_sampler, get_stat
- get_analysis, get_rate
- get_ratio, get_resid, image_getregion


text:
Heritage Act, 1995
The Heritage Council was established as a statutory body under the Heritage Act, 1995. The Heritage Act provides a definition of 'heritage' which is truly comprehensive and includes: monuments; archaeological objects; heritage objects such as art and industrial works; documents and genealogical records; architectural heritage; flora and fauna; wildlife habitats; landscapes and seascapes; wrecks; geology; heritage gardens; parks and inland waterways.
Introduction to the Act
"An act to promote public interest in and knowledge, appreciation and protection of the national heritage, to establish a body to be known as an Chomhairle Oidhreachta, to define its functions, to provide for the exercise by the Minister for Arts, Culture and The Gaeltacht of functions in relation to the national heritage and to provide for other matters connected with the matters aforesaid." [10th April, 1995]


Mushroom Man Day 1
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SWBAT develop interpretive questions.
Big Idea
How are interpretive questions incorporated into shared inquiry discussions?
Introduction to Interpretive Questions
20 minutes
 The Mushroom Man, written by Ethel Pochocki, is a complicated lesson in friendship. It is a good selection for shared inquiry because it requires students to interpret the character's motives and inner thoughts. Its vivid prose captures students' attention as they continually inference, predict, and analyze the character's motives to gain understanding of the story. These are complex tasks students must practice in order to find the central message of this story, revolving around an eccentric, lonely man who works in a mushroom farm. He is an outcast of society who strives to find companionship.
 As I present the Shared Inquiry Flip Chart, I focus on three types of questions that students need to understand: factual, interpretive, and evaluative. Once we review the definitions and examples, students learn that shared inquiry uses interpretive questions to guide its discussions because it requires text based evidence. Students do not need background information or personal experiences to answer interpretive questions because it can be attained from the text.
 We also discuss that it is important to read for different purposes. For this lesson, we will have a first and second reading. When we read for different purposes, we peel the layers of the story and find its hidden meaning. I review the instructions for first and second readings that is on the flip chart after discussing the purpose of each.
First Reading
20 minutes
Because of the complexity of this text, I chose to read aloud to my students for the first reading. As I read aloud, I instruct students to write notes on their post its using symbols and phrases as follows:
+ anything important
? anything confusing
! anything that you feel strongly about
Students are informed to listen attentively because they will be sharing their notes at the end of this reading. I also tell them that there are hidden meanings in this story that requires them to become story detectives and find clues. Therefore, students are held accountable for Note Taking and writing their reactions to text and sticking their post its on that section of text that inspired these reactions.
Second Reading
20 minutes
 I partner students who are compatible together for the second reading. Students read the story together with their partner. They convert their notes from the first reading into Interpretive Questions during their second reading. Students also use a Partner Rubric to make sure they are contributing wholeheartedly to their partners. Again, the rubric gives ownership to the students because they are made accountable to their partners. Also, the rubric gives not just a numeric score, but descriptive details on the quality of partnership students are striving for.
 In order for the partner rubric to work effectively, I established a culture of learning that encourages students to support one another. This nourishing environment was not created in one day. I started introducing the Cooperative Groups norms, roles, rules the first day of school. Students had discussions, modeling, and role playing regarding behavior during partnering and group collaborating. Then, I introduce the assessment rubrics and explained to students that a rubric is a map towards a goal. We must help each other follow that map by looking after one another so no one gets lost along the way. Once students understand the purpose of rubrics, hurt feelings are alleviated because the focus is on the action or skill, not the person. I also encourage students to celebrate successes. Balancing strengths and weakness during rubric assessments is an effective way to rate someone's performance. Through the continuous practice of expected behavior, students develop interpersonal skills. Non-cognitive skills, such as social skills, needs to be taught and reinforced.
Sharing Out
20 minutes
 At the end of this lesson, students share their interpretive questions with the class. We analyze these questions and select one for Day 2 of this lesson. Day 2 will focus on the shared inquiry discussion session using the selected interpretive question to guide the discussion.
 Students complete the partner rubric and partners give feed back to each other. Students constructively communicate their performance as well as their partners, using the rubric to indicate strengths and weaknesses in specific performance.
 Interpretive questions have more than one answer. The frequency of the question that students ask during the note taking process indicates that students have a natural curiosity about this particular topic. That curiosity leads students to back to the text to find answers. I select the question that arises most frequently because it naturally motivates students to search for text evidence that supports their perspective. The class chose the interpretive question: " Why did the mole and the mushroom man become friends?"


Limpopo Wildlife Training Facebook Africa Expection Linkedin
Sharpe's Grysbok
Sharp's grysbok (Raphicerus sharpei) are a secretive little animal, which is slightly smaller than the Cape Grysbok, living solitary or in mother and offspring combinations. This makes them very difficult to observe and together with its colouration, they can easily be lost in a sea of bushes and amongst boulders. Scent glands are on both hind and forefeet; a feature used for communication. Old aardvark holes have been used as places of refuge in times of danger.
COLOUR: A rich reddish-brown, speckled with white hairs. Underparts are lighter and there are whitish rings around the eyes.
MOST LIKE: The Cape Grysbok, but smaller and with shorter horns, also no 'false hooves' above fetlock.
Cape Grysbok: Lower Risk, conservation dependent (LR/cd). This is a shy, solitary, nocturnal animal that is rarely seen. It is regarded as a problem animal in the Western Cape where they cause extensive damage to grape vines.


December 4th, 2008
Vitamin D: increases glutathione, induces glioma apoptosis
New data shows that vitamin D has more biochemical actions that anticipated:
--inhibits the synthesis of inducible nitric oxide synthase
--increases intracellular glutathione levels-->helps remove mercury & other toxins from your body
--could be used to Tx neurodegenerative and neuroimmune diseases
--induces glioma cell death-->good for management of brain tumors?
According to Dr. Cannel, founder of the Vitamin D Council, in an interview:
--like all steroid hormones vit D regulates your body by turning your genes on or off
--you have about 2,000 genes that are directly influenced by vitamin D


GEM Report team launched a new website on SDG 4
UNESCO Global Education Monitoring Report team (GEM) has launched a new website, called Education Progress. The portal compiles data from various data sources that help examine the progress made towards SDG 4. It provides extensive possibilities for visualization and comparison of progress that each country has reached in five key areas related to education: access, equity, learning, quality, finance. This resource significantly facilitates examining the achievements of different countries on their way to better education.


text:
|Animal Industry merit badge
|| BSA Advancement ID:
|| new in 1928
| Replaced in:
|| Replaced by:
|| Animal Science
Animal Industry requirements at discontinuation
- Name three breeds of draft horse and two breeds of light horse and give the country or origin of each.
- Name and give relative merits of four leading breeds of dairy cattle.
- Name and explain the color markings and characteristics of five difference breeds of beef animals.
- Tell the requirements for the successful and profitable production of beef on a farm.
- Describe how hogs are made profitable.
- Name four leading breeds of sheep and describe them.
- Demonstrate one first aid requirement in connection with farm animals.
The text of these requirements is locked and can only be edited by an administrator.
Please note any errors found in the above requirements on this article's Talk Page.


Spanish Sparrow
Passer hispaniolensis
دوري أسباني
© All rights reserved by
Status: Very common
The Spanish Sparrow is in the Passeridae family in the Passerine order. It is 14.5-16.7 cm' in size and 20-32 grams in weight. It is very similar to the House Sparrow but it is much more impressive and appealing. The two species are closely related and occasionally even hybridize together. The females look almost identical to the females of the House sparrow except for a faded brown striping on the breast and sides of the belly, but the males have a chestnut-brown cap that is contrasting to a white eyebrow stripe. Their cheeks are white and the chin is black, and they have obvious black striping on the chest and the sides of the belly. The colors are gradually getting stronger during the winter towards the breeding season due to the warring of the feathers. The call of the Spanish Sparrow is deeper and less high-pitched than the House Sparrow. The wintering population arrives during October-November and leaves during February-March. And during the winter The Spanish Sparrow groups up in large flocks in agriculture fields and open lands. Those flocks make amazing aerodynamic maneuvers during the evening on their way to the roosting site that resembles flocks of starlings. The Spanish Sparrow breeds on trees in large and dense colonies much like the weavers in Africa and usually they choose to nest far from human inhabited places. Each colony may contain tens and even hundreds of ball-shaped nests, sometimes the sparrows may even take over abandoned nests of storks or raptures. In the past there were cases in which the large and dense colonies caused the collapsing of the tree on which they were built. The ball-shaped nest is big and sloppy with an opening hatch on its side. It's made from dry grass and thin branches, and its softened with feathers and animal hair. The female lays 4-6 shiny eggs and sits on them for 12-14 days. The chicks are fed for the first days with insects and later on they are gradually fed with different seeds and grains. Most of the breeding population reaches the breeding grounds during March-April and leaves during June-July. In some places the population remains resident but it's also wandering locally after the breeding season. The distribution of the Spanish Sparrow is vast, from Spain and Portugal in the west, throughout southern Europe, northern Africa and the Middle-east, all the way to Kazakhstan, western China and northern India in the east. Two subspecies were classified in that distribution.
The Spanish is classified as Least Concern.
Migratory behaviour: Winter