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Tibet in the Last Century
The Qing emperor abdicated following the establishment of the Republic of China. All Chinese troops were expelled from Lhasa. The Dalai Lama reaffirmed Tibet’s independence saying “We are a small, religious, and independent nation.”
Britain, Tibet and China met to negotiate the borders of India and her northern neighbours. The treaty gave secular control of Qinghai to China and recognised the autonomy of the rest of Tibet. China refused to sign as a result of south Tibet being ceded to British India.
Radio Beijing announced: “The task of the People’s Liberation Army for 1950 is to liberate Tibet.” In October, 40,000 Chinese troops invaded. 15-year-old Tenzin Gyatso was given full powers to rule as the 14th Dalai Lama.
This affirmed Chinese sovereignty over Tibet and stated that China would not “alter the existing political system in Tibet” and that “in matters relating to various reforms in Tibet there would be no compulsion on the part of the central authorities”.
Tibetan National Uprising
As Lhasa became filled with refugees from eastern Tibet, the resistance movement grew. The Chinese responded with widespread brutality. On 10 March, fearful of plans to abduct the Dalai Lama, 300,000 Tibetans surrounded Potala Palace to offer protection. A week later the Dalai Lama fled over the mountains to India.
Famine and Destruction
The Great Leap Forward, Mao’s catastrophic campaign to rapidly transform an agrarian economy into a communist society, led to the deaths of hundreds of thousands of Tibetan peasants and nomads. Thousands of monasteries were also destroyed during this period.
Tibet Autonomous Region
One of Tibet’s three provinces, U-Tsang, was formally inaugurated as the Tibet Autonomous Region (TAR). Along with Amdo and Kham, historical Tibet was about the size of western Europe. The former was renamed Qinghai and the latter incorporated into the Chinese provinces of Sichuan, Gansu and Yunnan.
The Cultural Revolution
Mao’s movement to enforce communism on every aspect of society led to the destruction of Buddhist monasteries and cultural sites.
The Middle Way
In 1982, a high level Tibetan delegation arrived in Beijing to uphold talks with China. In 1988, the Dalai Lama offered the ‘Strasbourg Proposal’ calling for autonomy over domestic affairs; no progress was made. Also, Qiao Shi, China’s security chief, visited Tibet and vowed to “adopt a policy of merciless repression”.
Numerous protests across Tibet lead to deaths and political prisoners. On the 30th anniversary of the National Uprising thousands took to the streets. The authorities responded with brutal force, expelled all foreigners and declared martial law. The Dalai Lama was awarded the Nobel Peace Prize.
Religious Repression Intensified
In 1995 six-year-old Gendun Choekyi Nyima, recognised as the 11th Panchen Lama, became the world’s youngest political prisoner when he was taken by Chinese authorities. The following year China launched a patriotic re-education campaign.
Global Protests, Beijing Olympics
Observance of National Uprising Day led to widespread protests across Tibet. A brutal crackdown is initiated by the authorities. Protests supporting Tibet erupted in cities across North America and Europe, targeting Chinese embassies and the Olympic torch relay.
On 16 March 2011 a young monk from Kirti Monastery named Phuntsog set himself on fire in Ngaba. Since then, there have been over 135 self immolation protests. Self-immolation protests peaked in 2012 when more than 80 took place. There have been far fewer since 2013 but they are still a feature of Tibetan resistance. These acts, along with other significant protests over the last few years, demonstrate Tibetans’ fundamental rejection of Chinese rule.
New Forms of Protest
Since the violent response to the widespread protests of 2008, large protests have continued occasionally but Tibetans have also sought new ways to defend their identity and basic rights. This has included nomads protecting their land by blocking the arrival of construction vehicles, young people walking down the street with the Dalai Lama’s banned image, students protesting the replacement of Tibetan language with Chinese in schools, and artists writing poems and songs celebrating Tibet’s culture and nationhood. China has continued to respond to Tibetan protests and expressions of national pride with lethal violence and punitive sentences. | <urn:uuid:b76cee7c-8e66-47bd-985d-63f4368e496b> | CC-MAIN-2024-10 | https://freetibet.org/freedom-for-tibet/history-of-tibet/tibets-history-timelines/ | 2024-02-21T18:11:11 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473524.88/warc/CC-MAIN-20240221170215-20240221200215-00655.warc.gz | en | 0.94422 | 930 | 4.0625 | 4 |
What is genetic drift and how does it affect populations?
There are two main types of genetic drift: basal and extranormal drift. Basal drift occurs when a small group separates from the main population and evolves independently. This small group is usually not representative of the genetic composition of the main population, and random genetic changes can cause gene frequencies to change. Off-baseline drift occurs when random events in the population cause gene frequencies to change.
The effects of genetic drift on populations can take several forms. First, genetic drift can reduce genetic variability in a population. This means that fewer different gene variations will be present in the population, which may reduce the population's adaptability and resilience to environmental changes.
Secondly, genetic drift may increase the proportion of homozygous individuals in the population. Homozygous individuals are individuals that have both alleles of the same gene. If genetic drift causes gene frequencies to change, it can increase the proportion of homozygous individuals, which can reduce the genetic variability of the population.
Finally, the effect of genetic drift on populations also depends on the size of the population. For small populations, the effect of genetic drift may be stronger because random events have a greater effect on gene frequencies. For large populations, on the other hand, the effect of genetic drift is less pronounced because random events have a smaller effect on gene frequencies.
Overall, genetic drift is an evolutionary process based on random genetic changes. It can affect the genetic composition of populations and can influence the genetic variability and adaptability of populations.∑: genetic, populations, population, random, frequencies, effect, variability, individuals, affect | <urn:uuid:250149d7-239d-4a96-98e1-9a2767f10dcb> | CC-MAIN-2024-10 | https://gov.house/what-is-genetic-drift-and-how-does-it-affect-populations/ | 2024-02-21T17:07:43 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473524.88/warc/CC-MAIN-20240221170215-20240221200215-00655.warc.gz | en | 0.900811 | 332 | 4.25 | 4 |
Over 200 years ago during the summer of 1787, our great American leaders discussed, argued and compromised to create the constitution that we have today. After the failed Articles of Confederation, a weak government that had no power to tax, a new form of government was in order. Congress decided instead of changing the Articles of Confederation, they would create a brand new government at the Constitutional Convention. In this ongoing meeting 55 delegates built a constitution from scratch Many compromises were created that strengthened the constitution including the Great Compromise, separation of powers, and the amendments, however it is argued that the 3/5 Compromise weakened the constitution (Appleby). One of the major compromises …show more content…
One of the crucial points when making the constitution was limiting the power of of the government. The solution was formed by creating three branches of government, therefore there was a separation of powers. One branch established was the legislative branch which included Congress with the two houses of representation and population. Their made job was to create laws and the executive branch, included the president and the vice president, would the enforce laws. Lastly the judicial branch which is made up of court, interprets the laws. These three branches are all equal and they have checks and balances to manage the other branches to restrict their power. This type of government strengthens the constitution because this way one branch doesn’t have to ability to abuse their power. John Adams once said, “It is by balancing each of these powers against the other two, that the efforts in human nature toward tyranny can alone be checked and restrained, and any degree of freedom preserved in the constitution” (The Editors of Encyclopædia Britannica). The United States still fears tyranny because of Britain abusing their power on the colonies. The United States wants a strong government that can enforce laws without being too powerful. With the separation of powers, all three branches have a lot of power together, but split apart they can’t gain too much
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The three had equal power, so no one branch would have more control. They would also focus on their parts of the job, while the other branches could intervene when they see that it is unconstitutional or they just do not agree. 11. List the major points of Article I of the Constitution. Pay particular attention to describing the “Necessary and Proper Clause” With the new government, Congress was able to engage in trade with foreign nations, and also coin and regulate their own money.
Separation of powers basically means what it says, separating the powers. All legislative powers herein granted shall be vested in a congress of the united states. So the U.S has different branches, that all have different powers. The executive power shall be vested in the president of the United States, judicial power shall be invested in one supreme court, and the legislative powers herein granted shall be vested in a congress of the united states. Having those helps give equal power.
In continuation, America 's need for a new constitution was imperative. The Articles of confederation was unable to deal with the nation’s troubles. Inevitably, demand grew for a stronger, more effective national government. On May 25, 1787, the constitutional convention opened in philadelphia at the pennsylvania state House. During this convention many compromises were made, the first being the Great compromise, which combined the New Jersey plan and the Virginia plan.
The Constitution of 1879 established the United States national government and its underlying laws, which guaranteed its people their basic rights. Compared to our first governing document, the Articles of Confederation was weak and the national government allowed states to operate like independent countries which caused the division among the original colonies. When it was evident the Articles of Confederation was not necessarily the best option a new constitution was conceived. At the 1787 convention, delegates planed on creating a stronger federal government which would bring a solution for the country. This new constitution would contain three the branches; executive, legislative and judicial where the power would be divided equally.
At the Constitutional Convention, our founding fathers met to reconstruct the Articles of Confederation, not knowing that they would create the United States Constitution, an entire new format of government. They wanted to create a government that was powerful yet restricted in certain ways, in order to create equal representation for all people. Three main compromises were made at the Constitutional Convention. These compromises were The Great Compromise, the Three-Fifths Compromise, and the addition of the Bill of Rights.
The United States constitution has been named a bundle of compromises because the delegates to the Constitutional convention in 1787 had to compromise on many different main ideas in order to establish a new enhanced constitution that is suitable to each of states. Two compromises that had a significant impact on American society and made the United States constitution become a reality are The Great Compromise and the Three-Fifths Compromise. The moral issue is the lack of representation in Congress. Representation in Congress was dealt with at the Constitutional Convention and has had significant impact on American society. Thus leading to the topic The Great Compromise.
The Articles of Confederation had left the central government weak and ineffectual, prompting the call for the Constitutional Convention . As James Madison argued in Federalist No. 10, "The friend of popular governments never finds himself so much alarmed for their character and fate, as when he contemplates their propensity to this dangerous vice.” To address this issue, the Constitution established a system of checks and balances between the three branches of government, ensuring that no single branch would dominate . The separation of powers across the executive, legislative, and judicial branches, along with checks and balances, made it difficult for any one branch to dominate the others. The Constitution further divided power in the legislature through bicameralism in Congress.
Checks and balances ensure that limits are put on the government, and that rights will not be violated. The more of the people repersentented in government allows for more interest a more power given to people. Through separation of powers, three branches were created. The legislative branch, the executive branch, and the judicial branch. The legislative branch makes the laws and provides for local interest.
The Constitution uses division of powers in order to prevent tyranny from occurring. James Madison, a man who was very dedicated towards our Constitution, decided upon dividing the government into two different sections, state and central, this idea is known as federalism. Powers needed to run a country are granted to the central governments, a few of those powers are printing and coin money, declare war, and regulate trade, and powers given to the state governments are the ability to hold elections, establish schools, and set up local governments. ( Document A ). The idea of federalism is important because it has a major effect on the prevention tyranny.
How did the Constitution Guard Against Tyranny? The Constitution guarded against tyranny through checks and balances. [Checks and Balances is where the three branches work together to make sure no one branch has too much power. Each branch receives control over the other branches.
The Separation of Powers is an imminent part of the daily function of the United States government. Separation of powers is an act of vesting the legislative, executive, and judicial branches into three separate bodies. When the branches work together, laws get passed or denied. There has been much discussion about their relevance today. They are still a prominent aspect of the way the government is run today.
The government consists of the Legislative Branch, the Executive Branch, and the Judicial branch. These three powers guard against tyranny because the building of laws is represented to be more equal. James Madison, father of the Constitution and author of the Federalist Paper #51, wrote, "…. (L)iberty requires that the three great departments of power should be separate and distinct” (Doc B). The three groups should not be associating to have more power because it is authoritarianism.
The Constitution united the states in a more structured and governed body, while allowing the states to have some individually, and protected all rights of people specified in the Bill of Rights. The main fear in the constitution was that the central governing power in federal government would create a tyrant, something the colonists feared from their experience as being part of the British empire. Because of this, the founding fathers divided all the powers in the federal government into branches: the executive, legislative, and judicial. Each branch is in check with the others, and makes it extremely hard for the country to fall into
“The constant aim is to divide and arrange the several offices in such a manner as that they may be a check in the other.” (Federalist Paper #51) (Doc C) The branches had some control of each other, so they can’t overpower each other. This helped balance the power so one branch doesn’t become an overpowered beast compared to the other branches.
The Constitution of the United States was formed 223 years ago. Since 1787, a lot has changed. We grew as a country, technology advanced, and we elected 43 different presidents. One of witch, being the first African-American President in history. Due to its age, some may argue that the Constitution is irrelevant to today’s problems. | <urn:uuid:76e43a1d-0cdc-4545-ad4a-23a5eda53ca4> | CC-MAIN-2024-10 | https://www.ipl.org/essay/Why-Was-The-Constitution-Created-By-The-EC7033B86FA7A1C2 | 2024-02-24T13:14:41 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00655.warc.gz | en | 0.967263 | 1,902 | 4 | 4 |
In the mid-19th century, a pivotal event unfolded in the small town of Seneca Falls, New York. It was a gathering that would ignite a movement, forever altering the course of history for women in the United States. This was the Seneca Falls Convention, a landmark assembly that marked the beginning of the women’s rights movement.
Over two days, from July 19 to 20, 1848, a group of determined women and men came together to challenge the status quo and demand equal rights for women.
- The Seneca Falls Convention, initially known as the Woman’s Rights Convention, was organized by five women deeply involved in the abolitionist movement: Elizabeth Cady Stanton, Lucretia Mott, Mary M’Clintock, Martha Coffin Wright, and Jane Hunt.
- A key figure in the women’s rights movement, Elizabeth Cady Stanton was central to organizing the convention.
- The Declaration of Sentiments, primarily authored by Stanton and modeled after the Declaration of Independence, asserted the equality of women and men. It listed various grievances against women and called for sweeping changes across politics, family, education, employment, religion, and morals.
- The convention discussed and passed 11 resolutions about women’s rights.
- The Seneca Falls Convention marked the start of an organized women’s rights movement in the U.S.
How Did It Start?
The Seneca Falls Convention, originally known as the Woman’s Rights Convention, was the brainchild of five women, deeply involved in the abolitionist movement. These women were:
- Elizabeth Cady Stanton,
- Lucretia Mott,
- Mary M’Clintock,
- Martha Coffin Wright,
- and Jane Hunt.
Their shared experiences and frustrations with gender inequality led them to organize this historic meeting. This gathering was not just a meeting but a bold statement against the societal norms that had long suppressed women’s voices. It represented a collective awakening and a unified stand against the systemic injustices faced by women.
The convention was a turning point, marking the transition from quiet discontent to active demand for equality.
Elizabeth Cady Stanton: The Leading Voice
Stanton, a prominent figure in the women’s rights movement, was instrumental in organizing the convention. Her journey into activism began early, influenced by conversations with her father, a law professor, and his students.
She was a graduate of Troy Female Seminary and had been advocating for women’s property rights since the early 1840s. Stanton’s eloquence and deep understanding of legal issues made her an effective and compelling advocate for women’s rights.
Her personal experiences as a woman in a male-dominated society fueled her passion and commitment to the cause. Stanton’s leadership and vision were crucial in shaping the early women’s rights movement in America.
Lucretia Mott: The Quaker Preacher
Mott, a Quaker preacher from Philadelphia, was known for her activism in anti-slavery, women’s rights, and religious reform. Her partnership with Stanton was forged at the World Anti-Slavery Convention in London in 1840, where they were both denied participation because of their gender.
Mott’s strong oratory skills and deep conviction in the principles of equality and justice made her a respected and influential figure in the movement. Her Quaker beliefs, which emphasized equality and nonviolence, profoundly influenced her approach to activism.
Her ability to inspire and mobilize people was a key factor in the success of the Seneca Falls Convention.
Mary M’Clintock, Martha Coffin Wright, and Jane Hunt were also integral to the convention. M’Clintock, a daughter of Quaker activists, had previously organized the Philadelphia Female Anti-Slavery Society with Mott. Wright, Mott’s sister, was an abolitionist and a women’s rights proponent.
Hunt, connected to M’Clintock through marriage, was another Quaker activist. Their collective experiences in social reform movements provided a solid foundation for the convention’s success.
These women brought diverse perspectives and skills, contributing significantly to the planning and execution of the event. Their involvement exemplified the collaborative spirit that would become a hallmark of the women’s rights movement.
Despite limited publicity, the convention attracted about 300 attendees, mostly local residents. The first day was exclusively for women, while men were allowed on the second day. The convention opened with a powerful speech by Stanton, outlining its goals and purposes.
This unique approach of having a women-only first day underscored the need for a safe and exclusive space for women to discuss and articulate their experiences and ideas. The inclusion of men on the second day highlighted the movement’s recognition of the importance of allyship in the fight for equality.
The convention’s atmosphere was charged with a sense of urgency and a collective desire for change.
Declaration of Sentiments
The centerpiece of the convention was the Declaration of Sentiments, primarily authored by Stanton. Modeled after the Declaration of Independence, it asserted the equality of women and men, listing grievances against women and calling for change.
This document was a bold assertion of women’s rights in various spheres, including politics, family, education, employment, religion, and morals. The Declaration was revolutionary, challenging the very foundations of societal norms and legal structures that had marginalized women.
It served as a rallying cry, inspiring women across the nation to join the struggle for equality. The document’s impact extended far beyond the convention, igniting debates and discussions about women’s roles in society.
The convention discussed and passed 11 resolutions concerning women’s rights. The most contentious was the ninth resolution, advocating for women’s suffrage. It faced significant opposition but was eventually passed, thanks in part to passionate speeches by Stanton and African American abolitionist Frederick Douglass.
This resolution marked the beginning of a long and arduous journey toward women’s voting rights. The debate around it reflected the broader societal hesitations about changing gender roles.
The eventual passage of this resolution demonstrated the convention’s commitment to radical and comprehensive reform in women’s rights.
What Happened After The Convention?
- Seneca Falls Convention marked the beginning of an organized women’s rights movement in the United States.
- Declaration of Sentiments became a reference point for future activism.
- Convention’s leaders continued their advocacy, and over the next several decades, they campaigned for women’s rights at state and national levels.
- Convention’s impact was profound, setting in motion a series of events that would eventually lead to significant legal and social changes.
- It also inspired similar gatherings and movements, both in the United States and around the world.
Long Road to Suffrage
The fight for women’s suffrage ignited at Seneca Falls, was a long one. It wasn’t until 1920, 72 years after the convention, that the Nineteenth Amendment to the U.S. Constitution was ratified, granting American women the right to vote. This journey was marked by persistent advocacy, strategic campaigning, and immense resilience in the face of opposition.
The ratification of the Nineteenth Amendment was a monumental victory, but it was also a reminder of the work still needed to achieve full equality. The suffrage movement laid the groundwork for future generations of women to continue the fight for their rights in various aspects of society.
What specific challenges did organizers of the Seneca Falls Convention face in gathering support for the event?
The organizers faced significant challenges, including societal skepticism about women’s roles in public life, limited means of communication to spread the word, and the difficulty of traveling long distances, which was particularly challenging for women at the time.
Additionally, they had to overcome internal disagreements about the extent of the demands they should make, especially regarding women’s suffrage.
How did the Seneca Falls Convention influence other social reform movements of the time?
The Convention had a ripple effect on other social reform movements by demonstrating the power of grassroots organizing. It inspired similar conventions and gatherings focused on women’s rights and also strengthened the abolitionist movement by highlighting the parallels between women’s rights and the fight against slavery.
The convention’s success encouraged activists in other areas, such as labor and education reform, to adopt similar tactics.
Were there any notable figures who opposed the Seneca Falls Convention? What were their reasons?
Yes, there were notable figures who opposed the convention, including some who were part of the broader social reform movements. Their opposition was often based on the belief that the convention’s demands, particularly women’s suffrage, were too radical and would disrupt societal norms and family structures.
Some feared that advocating for women’s rights would detract from other reform efforts, like the abolition of slavery.
Did the Seneca Falls Convention address issues of race and how they intersect with gender inequality?
While the Seneca Falls Convention primarily focused on gender inequality, the intersection of race and gender was implicitly addressed, given the overlap between the women’s rights and abolitionist movements.
However, the convention did not explicitly focus on the unique challenges faced by women of color, which was a limitation in its approach to equality.
How did the public react to the Declaration of Sentiments immediately following the convention?
The public reaction to the Declaration of Sentiments was mixed. Some praised it for its boldness and vision, seeing it as a necessary step towards social progress. However, others criticized it as too radical, particularly its demand for women’s suffrage.
The document sparked significant debate in newspapers and among the public, reflecting the divided opinions on women’s roles in society.
What impact did the Seneca Falls Convention have on women’s legal rights in the immediate years following the event?
In the immediate years following this event, there were few direct legal changes. However, the convention initiated a broader conversation about women’s rights that gradually led to legal reforms.
Over the following decades, incremental changes were made in areas like property rights, employment, and education, laying the groundwork for more significant legal achievements in the 20th century.
The Seneca Falls Convention in 1848 was a crucial starting point for the women’s rights movement in the United States. This event brought together a group of determined women and men who demanded equal rights for women, especially the right to vote.
Although it took many years for their goals to be fully realized, the convention marked the beginning of a significant change in how women’s rights were viewed in society. It laid the foundation for future advancements and was a key moment in the history of the fight for gender equality. | <urn:uuid:b31b989d-acbe-4867-a805-4b362a82fdcb> | CC-MAIN-2024-10 | https://whatisavoteworth.org/seneca-falls-convention/ | 2024-02-27T07:26:55 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474671.63/warc/CC-MAIN-20240227053544-20240227083544-00655.warc.gz | en | 0.964657 | 2,243 | 4.53125 | 5 |
Even six years after its dramatic plunge into Saturn’s atmosphere, NASA’s now complete Cassini mission continues to fuel discovery. Data from the mission recently revealed evidence that the giant plume of water vapor and ice grain spewing from Saturn’s moon Enceladus contains hydrogen cyanide. This linear molecule is key to the origin of life. Cassini found strong confirmation for the molecule and the possibility that the ocean under Enceladus’ icy outer shell holds a powerful source of chemical energy. The findings were published December 14 in Nature Astronomy.
In June, a new analysis of Cassini data found that, in theory, Enceladus has all the chemicals it needs to support life within its plume. The ocean under Enceladus likely supplies most of this material for the plume streaming off of the moon. This newly identified energy source also comes in the form of several organic compounds. Some of these compounds serve as fuel for organisms here on Earth. It’s possible that there is more chemical energy inside of this small moon than astronomers previously thought. The more energy, the more likely it would be for the celestial body to sustain life.
“Our work provides further evidence that Enceladus is host to some of the most important molecules for both creating the building blocks of life and for sustaining that life through metabolic reactions,” study co-author and Harvard University doctoral student Jonah Peter said in a statement. “Not only does Enceladus seem to meet the basic requirements for habitability, we now have an idea about how complex biomolecules could form there, and what sort of chemical pathways might be involved.”
The ‘Swiss army knife of amino acid precursors’
Hydrogen cyanide is of the most crucial and versatile molecules needed to form the amino acids needed to sustain life, because its molecules can be stacked together in many different ways. The team on this study calls hydrogen cyanide the “Swiss army knife of amino acid precursors.”
“The discovery of hydrogen cyanide was particularly exciting, because it’s the starting point for most theories on the origin of life,” said Peter. “The more we tried to poke holes in our results by testing alternative models, the stronger the evidence became. Eventually, it became clear that there is no way to match the plume composition without including hydrogen cyanide.”
In 2017, scientists found evidence that Enceladus potentially had chemistry that could help sustain life in its ocean. The combination of hydrogen, methane, and carbon dioxide inside of the plume pointed to a methanogenesis. This metabolic process produces methane and is widespread on Earth. Methanogenesis also may have been critical to the origin of life on our planet.
The new study found evidence for additional energy chemical sources that produce a process stronger than methanogenesis. Scientists found numerous organic compounds that were oxidized. Oxidation helps drive the release of chemical energy, so the presence of oxidized compounds indicates that there are multiple chemical pathways to potentially sustain life present in Enceladus’ subsurface ocean.
“If methanogenesis is like a small watch battery, in terms of energy, then our results suggest the ocean of Enceladus might offer something more akin to a car battery, capable of providing a large amount of energy to any life that might be present,” study co-author and astrobiologist and planetary scientist at NASA’S Jet Propulsion Laboratory Kevin Hand said in a statement.
How Earth math works on Saturn’s moons
The team also performed a detailed statistical analysis to recreate the conditions that Cassini found on Enceladus. They examined data on the gas, ions, and ice grains around Saturn that Cassini’s ion and neutral mass spectrometer gathered. The statistical models helped the team tease out the small differences in various chemical compounds.
“There are many potential puzzle pieces that can be fit together when trying to match the observed data,” Peter said. “We used math and statistical modeling to figure out which combination of puzzle pieces best matches the plume composition and makes the most of the data, without overinterpreting the limited dataset.”
While determining if life could originate on Enceladus is still a long way off, this new research shows the chemical pathways for life on this Saturnian moon can be tested in the lab on Earth. | <urn:uuid:91eaa685-17f8-45b4-85bb-7ec5205b2c92> | CC-MAIN-2024-10 | https://www.popsci.com/science/life-ingridients-saturn-moon-enceladus/ | 2024-02-27T06:46:44 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474671.63/warc/CC-MAIN-20240227053544-20240227083544-00655.warc.gz | en | 0.938192 | 925 | 4.03125 | 4 |
Today, artificially cultivated minerals are not uncommon, such as diamonds, crystals, etc.
The so-called "artificial cultivation" is to simulate the natural conditions of mineral formation in the laboratory to generate minerals. But for 200 years, scientists have been unable to grow dolomite, a mineral in the laboratory, because its natural origin has been controversial. This is also known as the "dolomite problem."
Now, researchers from the University of Michigan in the United States and Hokkaido University in Japan have successfully solved the geological mystery of the "dolomite problem" and achieved laboratory cultivation of this mineral. This is thanks to a new theory they developed from atomic simulations. Relevant research was published in Science on November 23.
In 1791, French geologist Deo Dolomieu first discovered and named the mineral dolomite in the Dolomites in northeastern Italy. It mostly appears in rock formations that are 100 million years old, but it is almost impossible to find traces of it in younger rock formations.
In the more than two centuries since dolomite was discovered, the question of its origin has been at the heart of research debates.
"If we can understand how dolomite grows in nature, we will get new strategies for using modern technology to promote the growth of material crystals." said Sun Wenhao, professor at the University of Michigan and corresponding author of the paper.
Sun Wenhao and others discovered through research that the secret to growing dolomite in the laboratory is to remove mineral structural defects during its growth process.
When minerals form in water, atoms are usually neatly deposited at the edges of the crystal surface. The researchers found that the edges of dolomite crystals are composed of alternating rows of calcium and magnesium. As it grows in water, calcium and magnesium randomly attach to the growing crystals, creating structural defects that prevent rock formations if deposited in the wrong places. This means that dolomite grows slowly, and it may take 10 million years to form an orderly layer of dolomite.
However, these disordered atoms that cause structural defects are more unstable than atoms in the correct position, so when the mineral is washed with water, they are the first to be dissolved, such as through repeated washing by rain or tides, which can remove these defects. Therefore, it actually only takes a few years for the dolomite layer to form. Over geological time, large amounts of dolomite accumulate.
To accurately simulate the growth process of dolomite in the laboratory, the researchers needed to calculate how strongly or loosely the atoms adhered to the existing dolomite surface. And this kind of detailed calculation usually requires strong enough computing power. Therefore, the Center for Predictive Structural Materials Science at the University of Michigan developed a software that provides a shortcut for simulation calculations.
"Our software can calculate the energy of some atomic arrangements and then extrapolate it based on the symmetry of the crystal structure to predict the energy of other atomic arrangements." Brian Puchala of the University of Michigan, one of the main developers of the software, said that the software allows researchers to Modeling dolomite growth on geological time scales.
Today, the few areas where the dolomites formed have intermittent rivers, which flood intermittently and then dry up. This is consistent with the theory of Sun Wenhao et al. But the above evidence alone is not entirely convincing.
To this end, Professor Yuki Kimura of Hokkaido University and his laboratory postdoctoral fellow Tomoya Yamazaki joined the research team of Sun Wenhao and others. They tested the new theory using a transmission electron microscope.
"Electron microscopes usually emit a beam of electrons to image a sample. However, the electron beam splits water, which creates acids that dissolve the crystals. This is usually not good for imaging. But that's what we want," Kimura said.
After placing a tiny dolomite crystal into a solution of calcium and magnesium, Kimura and Yamazaki fired a beam of slight electron pulses 4,000 times over two hours, eliminating defects in the crystal structure. After this the dolomite crystals grew by about 100 nanometers. Although this is equivalent to growing 300 layers of dolomite, more than five layers of dolomite have never been grown in the laboratory before.
The lessons researchers gain from solving the "dolomite problem" could help engineers find techniques for making higher-quality materials.
"In the past, if you want to create defect-free materials, you need to grow them slowly in the laboratory. Our research theory shows that if the structural defects of the material are periodically removed during the growth process, defect-free materials can be quickly grown." Sun Wen Hao said.
Related paper information: https://doi.org/10.1126/science.adi3690 | <urn:uuid:a4d38c7b-1c21-4536-ba7a-611d146965a6> | CC-MAIN-2024-10 | https://www.ropecount.com/news/6566c0a472410407e5217b3d | 2024-03-02T11:19:16 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475806.52/warc/CC-MAIN-20240302084508-20240302114508-00655.warc.gz | en | 0.933367 | 1,009 | 4.125 | 4 |
A recent study published in the scientific publication Science Advances has found that mouse sperm, freeze-dried for almost six years onboard the International Space Station, did not have any DNA damage and was able to produce healthy offspring in outer space. The findings, according to experts, give further evidence that mammals—including humans—can reproduce in space.
The news is even more promising for the next stage of intergalactic human evolution when combined with other experiments which exposed mice sperm to X-ray radiation. The study further suggests that mammalian sperm cells could be preserved aboard the International Space Station for a whopping 200 years.
Until recently, modern experiments by NASA on the cancer risk model for space radiation was based upon data from survivors of the Hiroshima and Nagasaki atomic bombings and “not real experiments in space,” a team from the University of Yamanashi said. Until now, researching the impact of space radiation on Earth has come with significant caveats.
Due to the complex mixture of different types of radiation in space, they say experiments assessing DNA damage on Earth alone cannot capture the true realities of conditions beyond our atmosphere. While scientists have compiled hoards of extensive research on the exposure of outer space radiation to the damage of DNA in cells—resulting in mutations in offspring—this particular research has faced significant hurdles due to the lack of freezers onboard the International Space Station. In an attempt to overcome these challenges, scientists freeze-dried the samples of mice sperm in small, lightweight capsules which were then transported to the Space Station by rocket—negating the need for a freezer on board altogether.
Sayaka Wakayama, a scientist involved in the team from the University of Yamanashi, told The Independent, “There are many different types of radiation flying around in space, unlike on the ground. For example, there are heavy ions, protons, and electromagnetic waves from solar flares. It is difficult to irradiate and reproduce all of these types of radiation at the same time on the ground, so I think that DNA damage in biological samples can only be measured in space.”
Researchers periodically tested small portions of the mice sperm sample—a batch returning to Earth from the International Space Station after nine months, another returning after two years and nine months and a final one after five years and ten months.
After returning to Earth, the samples were tested to measure how much radiation they had absorbed, performing tests to assess the DNA damage in cell nuclear. Ultimately, even the last freeze-dried sperm sample, which had been in long-term orbit, did not display any radiation damage to the DNA.
In her interview with The Independent , Wakayama added: “The total amount of space radiation absorbed by the ISS, as measured by the Japan Aerospace Exploration Agency (JAXA), was 0.41 milli Gray (mGy) per day. The results of X-ray irradiation experiments on the ground showed that freeze-dried sperm can withstand up to 30 Gy. Freeze-dried sperm can [still] produce the next generation when irradiated with up to 30 Gy of X-rays.” The typical radiation dose for treating cancers, in comparison, ranges from 60 to 80 Gy.
On returning to Earth, scientists de-iced and rehydrated the sperm cells that were once in outer space. When injected into fresh ovary cells and transferred into female mice, they were able to give birth to “healthy space pups,” the study noted.
A total of 168 pups were born from the once-in-outer-space sperm cells. All of the mice showed no abnormalities in appearance or generic activity patterns compared to their control group. The study added that “although there are differences between DNA damage from X-rays and space radiation, it can roughly predict that freeze-dried sperm can be preserved on the ISS for over 200 years.”
The implication of this breakthrough in scientific discovery is, quite literally, a sci-fi fanatic’s wet dream. Perhaps it could be the key to getting our future generations off this increasingly-heated big rock floating through space—allowing humanity to populate even more of the Universe. Whether that’s fair to the other sentient beings living in our Universe is up for debate. After all, we do have a bad tendency to mess everything up. That being said, scientists, like the ones at Yamanashi, hint that more research from similar onboard experiments could shed light on the effects of radiation in space and give us an important understanding of how life forms can withstand long-duration stays in space. | <urn:uuid:da5babff-ad26-422e-a36f-52e216128d70> | CC-MAIN-2024-10 | https://screenshot-media.com/the-future/science/sperm-survives-in-space/ | 2024-03-03T20:14:30 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476397.24/warc/CC-MAIN-20240303174631-20240303204631-00655.warc.gz | en | 0.952629 | 940 | 4.21875 | 4 |
A virtual machine (VM) is a software program or operating system that not only exhibits the behavior of a separate computer, but is also capable of performing tasks such as running applications and programs like a separate computer.
A VM runs on a physical hardware machine usually referred to as the ‘host machine’. However, the virtual machine provides the end-user with a platform that behaves like a separate computer and is completely isolated from the host machine.
VMs are created within a virtualization layer that sits between the hardware and the virtual machine. This virtualization layer is called a hypervisor or virtual machine monitor (VMM). It allows the virtual machine to share resources such as physical memory, processors and devices with the host machine.
There are different types of virtual machines and they perform different roles. The main VM types are:
System Virtual Machines
System VMs provide a complete system platform that supports the execution of a complete operating system (OS). System VMs are the traditional VMs that provide a substitute for a real machine. They provide functionality needed to execute an entire OS.
Some examples of system VMs include:
- Process VMs – These VMs are designed to run a single program such as a Java virtual machine.
- Hypervisor VMs – These are VMs that manage and control other VMs on the host machine. The hypervisor allows multiple VMs to run on a single host system. Examples include VMware ESXi, Microsoft Hyper-V, and Xen.
Process Virtual Machines
Process VMs are designed to run a single program such as a Java virtual machine. Process VMs provide a platform-independent programming environment that abstracts away details of the underlying hardware or operating system, and allows program execution in an environment that mimics the one in which the programming language is used.
Some examples include the Java virtual machine (JVM) and the .NET CLR.
Advantages of Process VMs:
- Portability – They can run on any platform that has an appropriate virtual machine implementation.
- Security – They isolate untrusted code from the underlying OS.
- Interpretation – The intermediate language (bytecode) format can be dynamically translated into native machine code at runtime for improved performance.
Hypervisor Virtual Machines
These are VMs that manage and control other VMs on the host machine. The hypervisor allows multiple VMs to run on a single host system. Examples include:
- VMware ESXi – An enterprise-level bare-metal hypervisor used to create and run virtual machines and containers.
- Microsoft Hyper-V – A native hypervisor-based virtualization product developed by Microsoft for x86-64 systems.
- Xen – An open-source type-1 hypervisor that enables multiple guest operating systems to execute on the same computer hardware concurrently.
Advantages of Hypervisor VMs:
- Increased hardware utilization – Hypervisors allow multiple VMs to run on the same physical server leading to better utilisation of available compute resources.
- Isolation – VMs are isolated from each other as if they were on separate physical machines. This provides better security and prevents conflicts between applications.
- Migration – Entire VMs can migrate between physical servers for load balancing, disaster recovery, or hardware maintenance.
- Consolidation – Reduces number of servers and other data center infrastructure needed by consolidating multiple workloads.
Application Virtual Machines
Application VMs are a software implementation of a physical machine that executes application software programs. This type provides an environment similar to the one in which the software would normally run. The key benefit is application isolation and containment.
Some examples include:
- Database VMs – Provide an optimized virtualized environment specifically for running database software like SQL Server and Oracle.
- Web server VMs – Used to run and serve web applications in isolation from other apps and services. Popular with web hosts and cloud platforms.
- Game emulator VMs – Provide a sandboxed environment to emulate video game consoles and allow games to run on other devices. Examples are Nintendo Wii and PlayStation emulators.
Advantages of Application VMs:
- Application isolation – Errors, crashes, and conflicts with other apps are contained.
- Pre-configured deployment – Appliance VMs package the app with a guest OS, libraries, configuration and can be quickly deployed.
- Scalability – Easily create multiple copies of the VM to scale out an application.
- Compatibility – Provides a consistent environment for older or legacy applications to run reliably.
High-Level Virtual Machines
Unlike system VMs that provide a complete platform, high-level VMs are focused on running a single programming language. They provide their own custom services like thread scheduling, garbage collection, etc tailored for the language.
Some examples include the Java virtual machine (JVM), Python’s CPython VM, and the Common Language Runtime (CLR) for .NET.
Advantages of High-Level VMs:
- Portability – Program can run on any platform that has VM support for that language.
- Managed execution – Programming language safety and memory management features help prevent crashes and errors.
- Optimized performance – VMs utilize Just-In-Time (JIT) compilation to translate bytecode into optimized machine code at runtime.
- Tool ecosystem – Language tools like debuggers and profilers integrate with the VM to analyses code execution.
Specialized System Virtual Machines
These provide platform virtualization capabilities with additional customized optimizations for specific use cases like high performance computing, gaming, data analytics, etc.
Some examples include:
- NVIDIA vComputeServer – A hypervisor specialized for GPU virtualization that allows sharing NVIDIA GPUs between VMs.
- VMware Photon Platform – Optimized to deploy and run modern cloud-native applications in containers and Kubernetes environments.
- Amazon EC2 Gaming instances – EC2 instance types optimized and tuned for running high-performance video games.
Advantages of Specialized System VMs:
- Optimized performance – Customized for high-throughput, low latency workloads like big data analytics, HPC, gaming, etc.
- Improved utilization – Features like GPU sharing allow resources to be effectively utilized for specialized workloads.
- Differentiated services – Provide value-added capabilities via VM customization and tight integration with supporting infrastructure.
- Workload isolation – Critical workloads get guaranteed resources and isolated access to specialized hardware features.
- Virtual machines provide an isolated software environment that mimics a physical computer system.
- Different VM types serve specific computational needs – system VMs run full OSes while process VMs execute a single program.
- Hypervisor VMs manage and provision hardware resources for other guest VMs running on a host.
- Application VMs provide optimized and isolated environments to run specific software programs and workloads.
- High-level VMs like JVMs offer managed execution of bytecode for cross-platform compatibility.
- Specialized system VMs tune the virtualized environment for optimal performance on workloads like HPC, machine learning, gaming etc.
Virtual machines are a vital component of computing today that provide configurable software environments isolated from the underlying physical infrastructure. The different VM types offer varied capabilities tailored for executing a wide range of computational workloads.
System VMs deliver complete platform virtualization, while process VMs focus on cross-platform program execution. Hypervisors enable efficient sharing of hardware resources through virtualization. Application and high-level VMs provide sandboxed and managed environments optimized for specific programs and languages respectively. Specialized system VMs further tune the virtualized environment for classes of workloads like data analytics, graphics/media processing etc.
Understanding these VM types and their best use cases allows effectively leveraging virtualization to improve compute resource utilization, workload consolidation, availability and scalability. With capabilities advancing via virtualization-based security, distributed resource management, container integration and composable architectures, VMs will continue to play a key role in next-generation computing platforms.
Frequently Asked Questions
Q: What is the main difference between system VMs and process VMs?
A: System VMs provide a complete platform that can run an entire operating system. Process VMs are designed to execute a single process or program such as a Java Virtual Machine.
Q: Which VM type allows running multiple virtual machines on a single physical host?
A: Hypervisor VMs (or Type 1 VMs) allow multiple guest VMs to run on the same host. The hypervisor manages sharing resources between the VMs.
Q: What are the benefits of using application VMs?
A: Application VMs provide optimized, isolated environments for specific programs. This improves compatibility, scalability and resilience of applications.
Q: Can multiple virtual machines share GPUs on a host machine?
A: Yes, technologies like NVIDIA vGPU and AMD MxGPU allow virtualized and shared GPU access for VMs to accelerate graphics, media processing, machine learning workloads.
Q: How do high-level VMs like the JVM provide cross-platform portability?
A: They execute intermediate bytecode that is translated at runtime into native machine code. This abstraction allows platform-independent execution.
Q: Which VM type is best for running containerized applications and Kubernetes?
A: Specialized system VMs like VMware Photon OS and Amazon EC2 instances optimized for containers are ideal for deploying containerized apps at scale.
Q: Which VM type is designed to emulate real gaming console hardware?
A: Game emulator VMs implement hardware and software to mimic gaming consoles, allowing games built for those platforms to run on other devices.
Q: Can multiple specialized system VMs access accelerated hardware like FPGAs simultaneously?
A: Yes, using SR-IOV and other virtualization techniques, FPGAs and accelerators can be shared between multiple VMs while isolating critical workloads.
Q: What are some differences between virtual machines and containers?
A: Containers provide operating system level virtualization while VMs virtualize hardware. Containers share the host OS kernel and are more lightweight.
Q: Are VMs less secure than containers because they run a full OS?
A: Not necessarily – modern VMs offer strong isolation between guest VMs. With micro-segmentation and minimal attack surfaces, VMs can also be very secure.
Q: Can virtual machines provide computational high availability and fault tolerance?
A: Yes, capabilities like live migration, fault tolerant VMs, and availability zones allow VMs to deliver highly reliable and resilient application platforms.
Q: What are some key advantages of using virtual machines?
A: Key advantages include hardware consolidation, isolation between workloads, easy migration and portability, scalability, and providing optimized environments for specific applications. | <urn:uuid:78a97b57-41ca-4af4-86a1-b505144e6669> | CC-MAIN-2024-10 | https://www.uaeai.ae/what-is-vm-types/ | 2024-02-24T18:23:17 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474544.15/warc/CC-MAIN-20240224180245-20240224210245-00755.warc.gz | en | 0.869477 | 2,228 | 4.15625 | 4 |
Scientists believe they have found evidence of microbes thriving near hydrothermal vents on Earth’s surface just 300 million years after the planet was formed – the strongest evidence so far that life began much earlier than previously thought.
If confirmed, this would imply that the conditions necessary for the emergence of life are relatively basic.
“If life appears relatively quickly, under the right conditions, it increases the chances of life existing on other planets,” said Dominique Papino of University College London, who is leading the study.
Five years ago, Papino and his colleagues announced that they had found microfossils in iron-rich sedimentary rocks from the supracrustal belt Nuvvuagittuq in Quebec, Canada. The team speculates that these small threads, buttons and tubes of iron oxide, called hematite, may have been made by bacteria living around hydrothermal vents that used iron-based chemical reactions to produce their energy.
Scientific dating of the rocks suggests that they are at least 3.75 billion years old and probably 4.28 billion years old, the age of the volcanic rocks in which they are embedded. Previously, the oldest reported microfossils date to 3.46 billion and 3.7 billion years ago, potentially making Canadian specimens the oldest direct evidence of life on Earth.
Further analysis of the rock now revealed a much larger and more complex structure – a stem with parallel branches on one side that is almost a centimeter long – as well as hundreds of curved spheres or ellipsoids parallel to the tubes and threads.
“One thing I think is amazing is the large size of the tectonic branched structure, which is a few millimeters, if not more than a centimeter,” said Papino, adding that they have some resemblance to threads made from Mariprofundus ferrooxydans, a modern bacterium. , found in iron-rich deep marine environments, in particular hydrothermal vents. “But ours are much bigger, much thicker,” he said.
“I think what we’re seeing is a microbial community – that they’ve worked together, and because the fibers grow from groups of these cells, they mix and make a bigger, thicker hematite thread.
The team also identified mineralized chemical by-products in the rock, according to these ancient microbes, living on iron, sulfur and possibly also carbon dioxide and light through a form of oxygen-free photosynthesis.
Taken together, these new discoveries could suggest that a variety of microbial life may have existed only 300 million years after the formation of the Earth.
“I believe it makes sense that they are as old as the volcanic rocks that make them up, which would be 4.28 billion years,” Papino said. “Pushing the clock back is very important because it tells us that it takes a very short time for life to appear on a planetary surface. Very soon after [Earth formed] in these hydrothermal vents there was a microbial life that ate iron and sulfur.
However, not everyone is convinced that the structures are of biological origin. Although somewhat similar to other ancient and modern examples of bacteria, “these comparisons are in rocks or environments that have not undergone a very high degree of metamorphism. [a process involving extreme temperature and pressure] from the Nuvvuagittuq rock, ”said Prof. Francis Westal, an expert on ancient fossil bacteria at the French National Center for Research.
She said: “I am particularly concerned about the parallelism of the fibers – they seem to follow the crystal lattice of the host mineral. This is not a microbial characteristic, so fibers can be a metamorphic artifact.
On the other hand, the sulfur identified by the team may be of biological origin. Westall said: “If their sulfur isotope data are correct, then the chemical sediments presented by Nuvvuagittuq jasper may have contained traces of life associated with hydrothermal vents. | <urn:uuid:51cc5fc7-aa8e-4aaf-8e98-73b3cd0bfe6f> | CC-MAIN-2024-10 | https://news.tahrir2day.com/2022/04/13/microfossils-may-be-evidence-that-life-began-very-quickly-after-the-formation-of-the-earth-fossils/ | 2024-02-27T14:31:52 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474676.26/warc/CC-MAIN-20240227121318-20240227151318-00755.warc.gz | en | 0.958487 | 842 | 4.25 | 4 |
Directions: Use the following organizer to help you compile the main ideas from each primary source.
|The Boston Massacre engraving by Paul Revere, 1770
|The Phillipsburg Proclamation, 1779
|“Soldiers at the siege of Yorktown,” by Jean-Baptiste-Antoine DeVerger, 1781
|“James Armistead Petition to the Virginia General Assembly,” November 30, 1786
|Lord Dunmore’s Proclamation, 1775
|“An act directing the emancipation of certain slaves who have served as soldiers in this state, and for the emancipation of the slave Aberdeen,” Virginia General Assembly, October 20, 1783
|George Washington’s Last Will and Testament, July 9, 1799
More from this Category
Henry Knox, the Guns of Ticonderoga, and Diligence
In this lesson, students will review Henry Knox’s diligent actions in leading his troops to provide the weapons needed to force the British to evacuate Boston and end their eleven-month siege of the city. Henry Knox and his brother, William, led a group of men on a roughly 500-mile round trip to recover artillery from Fort Ticonderoga, move it across land and water in the depth of winter, and position it to overlook the city and port of Boston.
Paths to Freedom: African Americans and the American Revolution | BRIdge from the Past
Images can help tell the story of major events throughout U.S. History, but sometimes, you must look closely to uncover the hidden stories from the past. In this episode of BRIdge From The Past, Mary explores famous paintings depicting the role of African Americans during the American Revolution. How are African Americans depicted in paintings from this period? What clues are we still missing from their role in the Revolutionary War? | <urn:uuid:e05a56f7-63e6-4789-82b2-912827c1b657> | CC-MAIN-2024-10 | https://billofrightsinstitute.org/activities/paths-to-freedom-african-americans-and-the-revolutionary-war-student-graphic-organizer | 2024-03-02T16:49:47 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00755.warc.gz | en | 0.928206 | 390 | 4 | 4 |
Subtracting whole numbers and decimals is a fundamental math concept that kids need to master in order to be successful in their math education. In this article, we will explore the basics of subtracting whole numbers and decimals and provide some tips and tricks to help kids learn and understand this concept.
When subtracting whole numbers and decimals, it is important to line up the decimal points in order to ensure that the subtraction is done correctly. For example, if you want to subtract 0.7 from 1.2, you would line up the decimal points like this:
1.2 - 0.7
Next, you would subtract the numbers just as you would with any other subtraction problem, working from right to left. In this example, the first step would be to subtract 7 from 2, which gives you a result of -5. However, since this result is negative, you need to borrow a number from the whole number part of the equation, in this case from the 1 in 1.2. This gives you a new number to subtract, which is 0.5. The final result of subtracting 0.7 from 1.2 is 0.5.
It is also important to note that when subtracting decimals, the answer may have more decimal places than the original numbers. For example, if you subtract 0.05 from 0.3, the answer is 0.25.
To help kids learn and understand the concept of subtracting whole numbers and decimals, it is important to provide them with plenty of practice problems. This can be done through math worksheets, games, and other interactive activities. It is also important to encourage kids to use estimation and mental math to help them understand the concept of subtraction.
Another important thing to remember is to provide kids with plenty of positive reinforcement. This can be done by praising their efforts and providing them with constructive feedback. It is also important to celebrate their successes and to help them see the value of the math skills they are learning.
Finally, it is important to make sure that kids understand the importance of subtracting whole numbers and decimals in their everyday lives. This can be done by providing them with real-world examples, such as calculating the change they receive after making a purchase or finding the difference between two distances.
In conclusion, subtracting whole numbers and decimals is an important part of math for kids, and it is essential for their success in math education. By providing kids with plenty of practice problems, positive reinforcement, and real-world examples, you can help them master this concept and prepare them for success in math and in life.
Year Five Math Worksheet for Kids – Subtracting Whole Numbers and Decimals
Disclaimer: The information and code presented within this recipe/tutorial is only for educational and coaching purposes for beginners and developers. Anyone can practice and apply the recipe/tutorial presented here, but the reader is taking full responsibility for his/her actions. The author (content curator) of this recipe (code / program) has made every effort to ensure the accuracy of the information was correct at time of publication. The author (content curator) does not assume and hereby disclaims any liability to any party for any loss, damage, or disruption caused by errors or omissions, whether such errors or omissions result from accident, negligence, or any other cause. The information presented here could also be found in public knowledge domains. | <urn:uuid:58c0c147-82c4-4112-9333-33fc104f09aa> | CC-MAIN-2024-10 | https://setscholars.net/year-five-math-worksheet-for-kids-subtracting-whole-numbers-and-decimals/ | 2024-03-04T02:35:01 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00755.warc.gz | en | 0.94527 | 712 | 4.15625 | 4 |
your lesson planning
Unsure of where to start when planning your lessons? The Lesson Planning Resource Center is here to help! You will find everything you need to STEP UP your lesson planning AND save time. The STEP UP system is simple:
S = standards: Choose 1-3 target standards.
T = text: Choose a high-interest text.
E = engage: Choose an engaging topic to hook students' attention.
P = plan: Start by planning summative assessments. Then, build the lessons that will prepare students for the end game!
UP = Get kids on their feet and moving!
S.T.E.P. Up Lesson Planning
S is for Standards
Choose between one and three standards to frame your lesson. Lesson framing means your lesson starts by introducing or reviewing the standard(s) and you end by reflecting on growth in understanding of that standard. The heart of the lesson, everything that happens within the frame, is where you can instruct, model, and give students time to apply their learning.
T is for Text
Choose a text that either works as a writing mentor text or as a tool to help achieve mastery of the standard. For example, the poem "Jabberwocky" by Lewis Carroll is perfect for teaching standard RL 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings.
E is for Engage
Choose an engaging topic that works as a lens for your lesson. For example, if students were working on mastering standard RL 4, determining the meaning of words and phrases, vocabulary alone would not necessarily be an engaging topic. The power of words would be an engaging lens. Nothing but Nonsense would also be fun! An engaging topic can turn a boring lesson into an experience students never forget!
P is for Plan
Backwards planning is your best friend. Once you've decided on target standards, a text, and an engaging topic, plan your summative assessments. How will students show their understanding at the END of the study? How will they show their understanding halfway through? Plan a mid and end of unit assessment. Then, plan the lessons that will help students to acheive mastery on each.
S.T.E.P. Up Lesson Idea
Standard RL 1
Unit Planning Template
S.T.E.P. Up your lessons with this free template!
Every lesson I plan starts with the standards. This unit planning template will help you to plan units that are both MEANINGFUL and ENGAGING.
Grab your free template here: | <urn:uuid:5b94b024-908d-40b0-bd48-bc9db800f974> | CC-MAIN-2024-10 | https://www.readitwriteitlearnit.com/general-7 | 2024-03-04T02:10:49 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00755.warc.gz | en | 0.928772 | 560 | 4.125 | 4 |
Standard generalized markup language definition
Standard generalized markup language (SGML) refers to a standardized metalanguage used for defining the structure and type of documents. SGML provides a way to describe the content in a document (like paragraphs, headings, and lists) without defining how the content should look or be presented. It served as the basis for other markup languages like HTML (used for web pages) and XML (a versatile markup language with various applications).
SGML’s primary goal is to represent the structure and content of documents in a standardized way, separate from how they look. This makes it powerful for applications where the logical structure and integrity of the content are paramount, such as technical documentation or legal documents.
See also: html tag
How does standard generalized markup language work
- Define a DTD. First, you need a DTD (document type definition), which defines the structure of your document.
- Write the document. Once you have a DTD, you can begin using tags defined in the DTD to structure your content.
- Parse the document. Use a SGML parser to check the document against the DTD to ensure it follows the rules.
- Processing. After parsing, you can use a variety of tools to process the document. Due to the document’s defined structure, these tools can render the document for display, extract specific parts of the document, or transform the document into another format. | <urn:uuid:b113d68a-f068-4403-b2a0-0422f5f145ea> | CC-MAIN-2024-10 | https://nordvpn.com/cybersecurity/glossary/standard-generalized-markup-language/ | 2024-02-22T02:15:27 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473598.4/warc/CC-MAIN-20240221234056-20240222024056-00855.warc.gz | en | 0.825417 | 295 | 4.03125 | 4 |
The Reconstruction Amendments: The 13th, 14th, and 15th Amendments
U.S. History | 13th, 14th, and 15th Amendments
What are the Civil War Amendments?
Reconstruction: The 13th, 14th, and 15th Amendments
The Reconstruction Amendments are the Thirteenth, Fourteenth, and Fifteenth amendments to the United States Constitution, adopted between 1865 and 1870, the five years immediately following the Civil War. The last time the Constitution had been amended was with the Twelfth Amendment more than 60 years earlier in 1804. The Reconstruction amendments were important in implementing the Reconstruction of the American South after the war. Their proponents saw them as transforming the United States from a country that was "half slave and half free" to one in which the constitutionally guaranteed "blessings of liberty" would be extended to the entire populace, including the former slaves and their descendants. | <urn:uuid:4a5842c7-a659-433a-a73f-f2f134c76286> | CC-MAIN-2024-10 | https://www.spectroom.com/102222766-reconstruction-amendments | 2024-02-23T12:45:07 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474412.46/warc/CC-MAIN-20240223121413-20240223151413-00855.warc.gz | en | 0.976373 | 185 | 4.375 | 4 |
Climate change is one of the most pressing issues of our time, and it is essential that we educate the next generation on the impact it has on our environment. Here you will find Climate Change Paragraph For Class 7.
As a class 7 student, understanding climate change is crucial for building a sustainable future for ourselves and future generations. Our planet is heating up at an alarming rate, and the effects of climate change are already being felt across the globe. From rising sea levels to extreme weather patterns, the impacts of climate change are widespread and far-reaching.
As young learners, it is our responsibility to understand the science behind climate change, its causes, and its consequences. By doing so, we can take action to protect the planet and make informed decisions about our own lives. In this blog post, we will explore the basics of climate change, its causes, and the actions we can take to mitigate its effects. With accurate information and responsible decision-making, we can work together to create a sustainable future for ourselves and for the planet.
Climate Change is a Reality.
Climate change is a reality that we must all acknowledge and take seriously. The Earth’s climate is changing at an unprecedented rate, and the evidence is clear. Global temperatures are rising, sea levels are increasing, and extreme weather events are becoming more frequent and intense.
These changes are largely due to human activities, such as burning fossil fuels and deforestation, which release large amounts of greenhouse gases into the atmosphere. The consequences of climate change are far-reaching and will have a profound impact on our planet, ecosystems, and communities. It is essential that we take collective action to reduce our carbon footprint and mitigate the effects of climate change.
We must prioritize the transition to renewable energy sources, improve energy efficiency, and promote sustainable practices in all aspects of our lives. Failure to act will have dire consequences for future generations, and we must act now to ensure a sustainable and livable future for all.
It Is Caused By Humans
Climate change is a significant environmental issue affecting the planet at an unprecedented rate. According to scientific research, the increase in global temperatures is caused by human activities, such as deforestation and the burning of fossil fuels.
These activities release greenhouse gases, including carbon dioxide, methane, and nitrous oxide, into the atmosphere, trapping heat and leading to the rapid warming of the planet.
The impact of climate change is far-reaching, with adverse effects on the environment, including rising sea levels, melting glaciers, and extreme weather events. It is therefore imperative that we take urgent action to mitigate the effects of climate change and reduce our carbon footprint by adopting sustainable practices and embracing renewable energy sources.
It Has Serious Consequences
Climate change is a pressing issue that has serious consequences for our planet. The impacts of climate change are already being felt around the world, including rising sea levels, more frequent natural disasters, and changes in weather patterns.
These consequences have the potential to cause significant damage to ecosystems and communities, leading to loss of biodiversity, food and water scarcity, and displacement of people. Additionally, climate change can exacerbate existing social and economic inequalities, particularly in vulnerable communities that lack the resources to adapt to these changes.
It is important that we take action to mitigate the effects of climate change and work towards a sustainable future for our planet.
It Affects The Environment
Climate change is an issue that affects everyone, and it is essential to understand its various impacts. One of the significant effects of climate change is its impact on the environment. As temperatures rise, they can alter the natural balance of ecosystems, making it difficult for plant and animal species to survive.
This disruption can have a ripple effect throughout the food chain, causing a decline in biodiversity and potentially leading to the extinction of species. Additionally, an increase in temperatures can cause melting glaciers and ice caps, resulting in rising sea levels and the potential for devastating floods.
Climate change also contributes to extreme weather events such as hurricanes, droughts, and wildfires, which can damage infrastructure, homes, and lives. Therefore, it is essential to take steps to mitigate the effects of climate change and protect our planet for future generations.
It Impacts Society And Economy
Climate change is a major issue that affects us all, and it impacts society and the economy in numerous ways. As temperatures continue to rise, we are seeing changes in weather patterns that can lead to more frequent and severe natural disasters such as droughts, floods, and hurricanes.
These disasters can cause widespread damage to infrastructure and homes, leading to economic losses and disruptions in the workforce. At the same time, climate change is affecting agriculture and food production, leading to food shortages and higher prices for basic necessities. Furthermore, the rise in sea levels will lead to the displacement of millions of people, causing social and economic problems.
It is important that we take action to mitigate the effects of climate change to protect our society and economy from these negative impacts.
We Can Take Action Now
Climate change is a global issue that affects all of us. We have a responsibility to take action now to reduce our carbon footprint and mitigate the impacts of climate change. One of the most effective ways to combat climate change is by reducing greenhouse gas emissions through the use of renewable energy sources such as solar and wind power.
We can also take personal actions such as reducing our use of single-use plastics and embracing sustainable transportation options like biking, walking, and public transportation. Additionally, we can hold our governments accountable by advocating for policies that prioritize climate action and protect our planet for future generations. The time for action is now, and it is up to each and every one of us to make a difference.
Climate Change Paragraph For Class 7
Reduce Greenhouse Gas Emissions
Reducing greenhouse gas emissions is one of the most important steps we can take to combat climate change. These gases trap heat in the Earth’s atmosphere, causing the planet to warm up at an alarming rate. To reduce greenhouse gas emissions, we can make changes in our daily lives, such as using energy-efficient appliances, driving less, and eating a plant-based diet.
We can also advocate for policies at the local, national, and international levels that promote cleaner forms of energy, such as wind, solar, and hydropower. Additionally, we can support efforts to conserve and protect forests, which absorb carbon dioxide from the atmosphere.
By taking action to reduce greenhouse gas emissions, we can help to mitigate the impacts of climate change and create a more sustainable future for ourselves and future generations.
Adopt Sustainable Practices for Future
Climate change is one of the biggest challenges that our planet faces today. It is a global issue that affects every living organism on Earth. To tackle this issue, it is important to adopt sustainable practices for the future. Sustainable practices refer to activities that support the needs of the present generation without compromising the ability of future generations to meet their own needs.
These practices include reducing carbon emissions, conserving energy, and preserving natural resources. By adopting sustainable practices, we can reduce our carbon footprint and contribute towards mitigating climate change. In addition, we can also promote biodiversity and protect ecosystems, which are crucial for the survival of all living organisms. It is important for everyone to take responsibility for their actions and make a conscious effort to adopt sustainable practices for the future.
In conclusion, climate change is a complex issue that affects the entire planet and every living being on it. While it is a daunting challenge, it is not an insurmountable one. By taking individual and collective action to reduce our carbon footprint, we can slow the pace of climate change and mitigate its worst effects.
It is important for all of us to stay informed about this issue and to take steps to support policies and initiatives that promote sustainability and conservation. With concerted effort from individuals, communities, and governments, we can work towards a more sustainable and resilient future for ourselves and for generations to come. | <urn:uuid:571697ad-a876-44a0-90c2-17bbe6f94c56> | CC-MAIN-2024-10 | https://allbanglaguide.com/climate-change-paragraph-for-class-7/ | 2024-02-25T01:41:07 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00855.warc.gz | en | 0.941153 | 1,617 | 4.125 | 4 |
Deutsch: Konzept / Español: Concepto / Português: Conceito / Français: Concept / Italiano: Concetto
In the psychology context, a "concept" refers to a mental representation or an abstract idea that organizes information into meaningful categories or groups. Concepts allow individuals to classify and interpret a vast array of experiences and stimuli in the world around them. They are fundamental to cognitive processes such as perception, memory, language, and reasoning, serving as building blocks for thought and communication.
Concepts in psychology are used to generalize from particular instances to broader categories, making it easier to understand and interact with the environment. They can be simple, like recognizing types of animals or objects, or more complex, such as understanding abstract ideas like justice or freedom.
- Cognitive Psychology: Studies how concepts are formed, stored, and retrieved in the mind.
- Language Development: Examines how concepts influence language acquisition and how language, in turn, shapes conceptual thought.
- Learning and Education: Investigates how concepts are taught and learned, emphasizing the importance of conceptual understanding in education.
- Social Psychology: Explores how social concepts, such as stereotypes and roles, impact human behavior and societal dynamics.
- Prototype Theory: A theory of concept formation that suggests people categorize objects and experiences based on a typical example or "prototype" of a category.
- Schema Theory: Describes how concepts, or schemas, are mental structures that organize knowledge and guide information processing.
In the psychology context, a concept is a mental construct that organizes knowledge and enables individuals to categorize and make sense of the world. Concepts play a crucial role in all aspects of cognitive function, from basic perception to complex reasoning and social interaction, influencing how we think, communicate, and understand our environment. | <urn:uuid:581ea5aa-2865-46f4-93c9-664291c01fc6> | CC-MAIN-2024-10 | https://www.psychology-lexicon.com/cms/glossary/36-glossary-c/4583-concept.html | 2024-02-25T02:09:27 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00855.warc.gz | en | 0.854766 | 375 | 4.34375 | 4 |
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Year 2 - Number and Algebra
Standard 2.OA.1.1 - Practice solving addition and subtraction sentences up to 18.
Number and place value
• Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
- developing fluency and confidence with numbers and calculations by saying number sequences
- recognising patterns in number sequences, such as adding 10 always results in the same final digit
• Recognise, model, represent and order numbers to at least 1000
- recognising there are different ways of representing numbers and identifying patterns going beyond 100
- developing fluency with writing numbers in meaningful contexts
• Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
- using an abacus to model and represent numbers
- understanding three-digit numbers as comprised of hundreds, tens and ones/units
- demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning
• Explore the connection between addition and subtraction
- becoming fluent with partitioning numbers to understand the connection between addition and subtraction
- using counting on to identify the missing element in an additive problem
• Solve simple addition and subtraction problems using a range of efficient mental and written strategies
- becoming fluent with a range of mental strategies for addition and subtraction problems, such as commutativity for addition, building to 10, doubles, 10 facts and adding 10
- modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines
• Recognise and represent multiplication as repeated addition, groups and arrays
- representing array problems with available materials and explaining reasoning
- visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups
• Recognise and represent division as grouping into equal sets and solve simple problems using these representations
- dividing the class or a collection of objects into equal-sized groups
- identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three
If you notice any problems, please let us know. | <urn:uuid:bf9c0fe8-87c9-43c2-8158-707a93797ab3> | CC-MAIN-2024-10 | https://au.mathgames.com/skill/2.57-addition-and-subtraction-up-to-18 | 2024-02-26T16:52:09 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474661.10/warc/CC-MAIN-20240226162136-20240226192136-00855.warc.gz | en | 0.919163 | 518 | 4.3125 | 4 |
A fundamental skill in mathematics is being able to identify the equation of a function based on its graph. This skill is particularly useful when analyzing real-world data or solving mathematical problems. By understanding the key characteristics and patterns in a graph, we can determine the equation that represents it. In this article, we will explore the process of identifying functions based on their graphs and provide some strategies to make this task easier.
One crucial aspect to consider when identifying a function from its graph is the shape of the curve or line. Different types of functions have distinct shapes that can help us determine their equations. For instance, a linear function will have a straight line, a quadratic function will have a parabolic shape, and an exponential function will exhibit rapid growth or decay.
Furthermore, we should examine key points on the graph to gain more insights into its equation. These points include intercepts (where the graph crosses either the x-axis or y-axis), turning points (local maximum or minimum), and any other special points such as asymptotes or discontinuities. By analyzing these features, we can extract vital information about the equation’s coefficients and constants.
To illustrate this process, let’s consider an example graph:
From observing this graph, we can deduce several characteristics that will aid us in identifying its equation. Firstly, note that it is a straight line passing through the point (0,-3) and has a positive slope. This suggests that our equation might be in the form of y = mx + c, where m represents the slope and c represents the y-intercept.
Next, let’s find another point on this line for confirmation purposes. By selecting any other noticeable point on the line—for example (2,-1)—we can substitute these coordinates into our suspected equation:
y = mx + c
-1 = 2m + (-3)
-1 = 2m – 3
2 = 2m
m = 1
Since we have found the value of the slope, we can now substitute it into our equation:
y = x + c
Now, using the point (0,-3), we can solve for c:
-3 = 0 + c
c = -3
Therefore, the equation that represents this graph is y = x – 3.
In summary, to identify the equation of a function from its graph, it is crucial to analyze its key characteristics such as shape and important points. By understanding these features and using algebraic techniques, we can determine the equation that corresponds to a given graph. Regular practice in identifying different types of functions will enhance your skills in solving mathematical problems and interpreting real-world data.
Remember, becoming proficient in this skill requires practice and familiarity with various function types. So keep exploring graphs and equations to sharpen your ability to identify functions accurately. | <urn:uuid:55f8ff86-d3d3-4c8f-809f-86e1612adbc2> | CC-MAIN-2024-10 | https://tutorshelponline.com/graph-equation-identification-find-the-function/ | 2024-02-26T18:57:43 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474661.10/warc/CC-MAIN-20240226162136-20240226192136-00855.warc.gz | en | 0.926854 | 586 | 4.25 | 4 |
What we put into our bodies can affect how they function and what they do. For example, a sugary snack will probably make you feel differently than a high-protein meal. Similarly, different medicines elicit different responses in your body, and pharmacologists try to fine-tune each medicine to balance the desired (on-target) with the undesired (off-target) effects—a branch of pharmacology called pharmacodynamics.
Receptors are proteins on a cell’s surface that can trigger a variety of responses inside the cell when activated. Think of receptors as a lock. Every lock has a natural key made by the body that opens it—an endogenous molecule like a hormone or neurotransmitter. Drugs or medicines that mimic the shape of the natural key and open the lock, like a hairpin someone might use to pick a lock, are called agonists. Drugs or medicines that block the lock and prevent the natural key from opening it, like a jammed lock that even its key can’t open, are antagonists. For example, allergy medicines are histamine receptor antagonists, meaning they keep histamine—the body’s natural response to an allergen—from binding and producing the allergic effect.
Enzymes are biological catalysts—almost always proteins—that help convert one molecule into another by speeding up a chemical reaction. Medicines can be activators that speed up an enzyme’s activity or inhibitors that slow it down or block it completely. Medicines that lower cholesterol, called statins, are examples of enzyme inhibitors. They block an enzyme that the body needs to make cholesterol, resulting in less of the molecule in the body.
Some types of medicines work directly on the body’s immune system. Vaccines are medicines composed of a weakened, partial, or killed disease-causing agent that stimulate the body to make antibodies—proteins the body makes naturally in response to a foreign substance. Once the body knows how to make the antibody, it can do so quickly the next time it’s exposed to the same foreign substance.
Vaccines are examples of biologics, which are medicines made from a living organism or its products. Other biologics include antibodies and human cells that scientists engineer to use as medicines.
Even though pharmacologists design a medicine to target a specific protein, tissue, or organ, sometimes it can affect others and lead to unwanted effects—often called side effects. Before medicines make it to patients, pharmacologists test them at many doses and measure the responses. They identify what doses cause what responses, whether desired or undesired, and determine a therapeutic window, or the range of doses that elicit the desired effects without the negative ones. Health care providers use this therapeutic window as a guide and try to prescribe the smallest amount of medicine that’s effective to treat their patient’s condition while minimizing unwanted effects.
Find the teaching activity that corresponds with this post in our Educator’s Corner. | <urn:uuid:5c8d1a19-6b43-4dfc-98c3-62db21284fc5> | CC-MAIN-2024-10 | https://biobeat.nigms.nih.gov/2023/10/how-do-medicines-work/ | 2024-02-28T13:00:56 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474715.58/warc/CC-MAIN-20240228112121-20240228142121-00855.warc.gz | en | 0.930148 | 609 | 4.03125 | 4 |
When JAXA’s Hayabusa-1 spacecraft delivered samples from asteroid Ryugu to Earth in late 2020, anticipation was high. What could the space rock possibly be waiting to tell us?
Asteroids are time capsules of the Solar System, containing material from early in its history. As a 2021 study found, the Ryugu samples contained carbon, nitrogen, and oxygen, all necessary ingredients for life, and a 2022 study discovered evidence of water (and possibly a subsurface lake) that had long since dried up. Ryugu and its parent body were also revealed to carry some of the most ancient rocks in the Solar System. However, the pieces of this asteroid still had more to say.
It turned out that two of the Ryugu samples each had a shard of something that visually stood out. Researchers discovered they were seeing fragments, or clasts, of rock with a chemical composition that differed from the rest of Ryugu. These clasts were higher in sulfur and iron, but lower in oxygen, magnesium, and silicon. That meant they could not have possibly formed with Ryugu, so they had to have been acquired through a later impact; but the asteroid still had more to say.
Embedded in the clasts were tiny grains of rock made from stars that died before the Sun ever existed. “[The chemical makeup of] the primitive clasts compared to bulk Ryugu suggest that the clasts formed in a unique part of the protoplanetary disk enriched in presolar materials,” the research team said in a study recently published in Science Advances.
The stuff stars are made of
The clasts in Ryugu samples C0002 and A0040 are now thought to have originated in the outer reaches of the Solar System. By using different types of electron microscopy along with energy-dispersive X-ray spectroscopy and nanoscale secondary ion mass spectrometry, the researchers determined what they were made of. The presolar silicate grains inside the clasts contained significant amounts of the isotope Carbon-13. Most of the grains were silicon carbide. This told the team that the presolar grains had formed around asymptotic giant branch (AGB) stars (which our Sun will become someday), although one of them showed signs of possible supernova origin.
Most stars are main sequence stars. After they have burned through the hydrogen in their core through nuclear fusion, they evolve into AGB stars, which are similar to red giants. Powerful winds blow the outer layers of these stars off until there is nothing left but a white dwarf. The majority of presolar grains found in the Ryugu clasts appeared to have come from AGB stars with a similar or lower metal content than the Sun, such as two presolar grains within sample C0002 that were high in the isotope oxygen-17. The ratio of oxygen-17 to oxygen-18 provides evidence of nucleosynthesis in stars, as high levels of oxygen-18 are only produced in supernovae.
Some grains in Ryugu had an oxygen-17/18 ratio that matched that of AGB stars. Only one grain high in oxygen-18 showed a ratio consistent with a supernova.
Traveling through deep time and space
Traversing space was dangerous for those grains, because the materials in many of them cannot survive contact with water. This means the impact that brought them to Ryugu or its parent had to have happened sometime after the asteroid or parent lost its water. Because Ryugu’s parent body probably formed at the edge of the Solar System and was pushed inward later by gravitational interactions, the researchers think it may have once contained more presolar grains that water ended up obliterating.
There are some types of presolar grains that can survive water. Though presolar silicates won’t make it, silicon carbide and graphite grains that predate the Sun will, and these were also found on Ryugu. Strangely enough, Ryugu had some chemical similarities to the comet Wild 2, which was sampled by NASA’s Stardust mission, though it wasn’t an exact match. This finding could still mean that at least some of the presolar grains found in Ryugu samples could have originally come from a comet.
As we wait for samples from asteroid Bennu to touch down, it appears that Ryugu still has much to tell us about what the Solar System was like before we had a Sun.
Science Advances, 2023. DOI: 10.1126/sciadv.adh1003
Elizabeth Rayne is a creature who writes. Her work has appeared on SYFY WIRE, Space.com, Live Science, Grunge, Den of Geek, and Forbidden Futures. When not writing, she is either shapeshifting, drawing, or cosplaying as a character nobody has ever heard of. Follow her on Twitter @quothravenrayne. | <urn:uuid:cffd990c-62fb-4da2-9c0f-d94f7ef28cfa> | CC-MAIN-2024-10 | https://possibilitiesexpos.com/ryugu-samples-reveal-traces-of-rock-from-before-the-sun-existed/ | 2024-02-28T12:33:09 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474715.58/warc/CC-MAIN-20240228112121-20240228142121-00855.warc.gz | en | 0.975197 | 1,010 | 4.15625 | 4 |
Before introducing CNC machines, devices were typically defined and operated manually. CNC machining. It takes place through a machine controlled by numerical commands; that; that is, it is a manufacturing process that uses computers to automate machines and tools in different stages of production. The CNC machining process typically starts with a computer program to specify each part, usually using Auto CAD software, which can create specifications for each component or part of the manufactured product. This design is then transformed into a series of numerical values so that a CNC machine can utilize the information and move and operate a variety of tools. A part can be completed on a CNC machine or moved manually through robotic means between multiple workstations with different tools.
Before introducing CNC machines in cnc machining center, devices were typically defined and operated manually. The operator had to use a variety of dials to position a workpiece and operate the tool, although some mechanical automation was possible through the use of eccentrics. The genesis of numerical control (NC) machining was in the 1940s when punched card calculators were used to locate cuts performed manually. Later, the tape punching process was also used as a data entry method. The holes in the cards had to be interpreted as numerical values for the machine to perform automatic cuts.
Modern systems use computer terminals to work with the designated program and interface with machines and can work with virtually any type of machining tool. Tape is still used in CNC machining processes in many cases, although stronger materials have largely replaced the original paper material. New systems can also use modern methods of storing data and interfacing with local area networks (LANs), although tape persists on older machines and for compatibility reasons.
The CNC machining process typically consists of a base on which a workpiece can be placed to be machined. These bases often provide two axes of movement so you can position them in any way to meet your needs and specifications. Certain configurations also include a backstop, which can add between one and seven additional axes to position apart more accurately.
Some CNC machines only have one tool, which can be a drill, press, saw, or any other type of equipment. Other models have several different tools in a single cell, so a part can be easily cut, drilled, and machined to perform other operations. The main alternative to this type of equipment is to have several CNC machines operating together so that a single program can be used to operate each one of them. A sample can be cut at one station before being transferred to another, where it will be drilled, bent, or otherwise handled. This process can be fully automated or require a human to move the part between machines. | <urn:uuid:f1eaafd3-1f9d-4b1e-8e8c-5f6f4d6d6fb7> | CC-MAIN-2024-10 | http://the-business-plan.com/what-is-cnc-machining-what-do-you-understand-by-it/ | 2024-03-02T15:50:02 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00855.warc.gz | en | 0.959527 | 551 | 4.21875 | 4 |
Identifying prefixes and suffixes worksheets. For more practice we also provide a 5th grade prefix worksheet and a 5th grade suffix worksheet.
Practice with 11 activites.
Prefixes and suffixes worksheets for grade 5. Displaying top 8 worksheets found for prefix and suffix grade 5. Ezschool s grade 5 english prefixes and suffixes. In this article you will find examples of base words prefixes and suffixes.
Understand how prefixes and suffixes change the meaning of the word. Free prefixes and suffixes worksheets. Write and define the prefix and suffix words.
Some of the worksheets displayed are dissect the words prefix and suffix words add the correct prefix to the front of each base word prefixes dis and un suffixes ful and less reading on the move preteach academic vocabulary and concepts prefixes roots and suffixes. Less than 20 of the students knew that a prefix proceeds a root word. Make sure to remind students that prefixes come before the root of the word that is being modified.
Fifth grade grade 5 prefixes and suffixes questions for your custom printable tests and worksheets. They can use the affix meaning as a clue to the meaning of the words. Base words can have prefixes and suffixes added to them to make new words.
Browse our pre made printable worksheets library with a variety of activities and quizzes for all k 12 levels. Showing top 8 worksheets in the category prefix suffix grade 5. Students are given the prefix or suffix and are asked to write three words that contain that affix then write the meanings of those words.
Prefix and suffix worksheets. Some of the worksheets for this concept are dissect the words dissect the words reading on the move prefixes dis and un prefixsuffixsyllables please sign in or sign up to the add the correct prefix to the front of each base word prefixes and suffixes quiz. Suffixes follow the modified root word.
Showing top 8 worksheets in the category prefixes grade 5. Do you need some practice on grade 5 elementary roots or base words. Some of the worksheets for this concept are dissect the words dissect the words reading on the move prefixes dis and un prefixsuffixsyllables please sign in or sign up to the add the correct prefix to the front of each base word prefixes and suffixes quiz.
Worksheets vocabulary grade 5 define the words. You might be surprised but a survey was taken of a 2 500 8th graders in 2013 on this very topic. Some of the worksheets displayed are second grade vocabulary work expand the words preteach academic vocabulary and concepts prefixes prefixes suffixes ful and less prefixes un and re prefix suffix root list by grade level prefixes dis and un.
Displaying top 8 worksheets found for prefix suffix grade 5. Learn to use them correctly. | <urn:uuid:f947e515-e27c-468e-975d-2a904d8f9b9d> | CC-MAIN-2024-10 | https://kidsworksheetfun.com/prefixes-and-suffixes-worksheets-for-grade-5/ | 2024-03-02T16:23:15 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00855.warc.gz | en | 0.856372 | 615 | 4.09375 | 4 |
Social psychology is a fascinating field that explores the way individuals think, feel, and behave in social situations. It delves into the underlying concepts and theories that shape our interactions with others. In this article, we will explore some of the key concepts in social psychology and how they contribute to our understanding of human behavior.
One of the central concepts in social psychology is the self. The self refers to our sense of personal identity and how we perceive ourselves in relation to others.
It encompasses our beliefs, attitudes, values, and traits. Understanding the self is crucial as it influences our thoughts, emotions, and behaviors.
Social cognition is another important concept in social psychology. It focuses on how individuals perceive, process, and interpret information about themselves and others. This includes understanding how we form impressions of others, make attributions about their behavior, and interpret social cues.
Social influence refers to the ways in which other people impact our thoughts, feelings, and behaviors. There are three main types of social influence: conformity, compliance, and obedience.
- Conformity: Conformity occurs when individuals change their behavior or beliefs to match those of a group due to real or imagined pressure.
- Compliance: Compliance involves changing one’s behavior in response to a direct request from another person or group.
- Obedience: Obedience is a form of compliance where individuals comply with requests from an authority figure.
Attitudes are evaluations or judgments about people, objects, events, or ideas. They can be positive or negative and can influence our thoughts and behaviors towards specific Targets. Attitudes are shaped by various factors such as personal experiences, socialization, and cultural influences.
Prejudice and Discrimination
Prejudice refers to negative attitudes or beliefs about individuals based on their membership in a particular group. Discrimination, on the other hand, involves behaviors or actions that treat individuals unfairly based on their group membership. These concepts are important to study as they highlight the negative consequences of biases and stereotypes.
Group dynamics explores how individuals behave and interact in groups. It examines topics such as group formation, leadership, communication patterns, and decision-making processes. Understanding group dynamics can help us comprehend how social influence operates within various contexts.
Social identity theory suggests that individuals derive part of their self-concept from the groups they belong to. This theory explains why people may exhibit in-group favoritism (favoring members of their own group) and out-group derogation (negative attitudes towards members of other groups). Social identity plays a significant role in shaping our behavior within social contexts.
In conclusion, social psychology encompasses a wide range of concepts that provide insights into human behavior within social contexts. The self, social cognition, social influence, attitudes, prejudice and discrimination, group dynamics, and social identity are just a few examples of the many concepts explored by social psychologists.
By understanding these concepts, we can gain a deeper understanding of ourselves and others and navigate the complex world of human interactions more effectively. | <urn:uuid:d347b25c-c7da-4db2-b163-fb4534d5648d> | CC-MAIN-2024-10 | https://strangeherring.com/what-are-the-concepts-in-social-psychology/ | 2024-03-02T17:44:47 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00855.warc.gz | en | 0.920042 | 607 | 4.28125 | 4 |
One of the most common siege tactics was the use of battering rams. These massive wooden structures, often adorned with protective coverings, were used to ram against castle gates or walls, aiming to breach them through sheer force.
Siege towers were tall wooden structures on wheels used to gain access to castle walls. Attackers could move them close to the castle’s walls, allowing troops to climb the tower and engage in hand-to-hand combat with defenders.
Siege engines like catapults and trebuchets were employed to launch massive projectiles, including rocks, boulders, and incendiary devices, over the castle walls. These weapons aimed to weaken the castle’s defenses and demoralize its defenders.
Attackers sometimes employed mining as a tactic to undermine the castle’s walls or towers. Miners would dig tunnels beneath the castle, filling them with combustible material. Once ignited, the collapsing tunnels weakened the castle’s foundations.
Treachery and deception were prevalent siege tactics. Spies or traitors within the castle walls might open gates or lower drawbridges to allow attackers entry. As a countermeasure, castle defenders were vigilant in detecting and thwarting such treacherous acts.
Besieging forces often employed a strategy of blockade, cutting off the castle’s supply lines to force its surrender through starvation. Castle defenders, in turn, stockpiled provisions to endure prolonged sieges.
Sieging forces used psychological warfare to demoralize defenders. They might display the heads of fallen foes or send taunting messages over the castle walls, seeking to undermine the defenders’ resolve.
Castle defenders frequently executed sorties, sallying out from the castle to attack besieging forces. These counterattacks aimed to disrupt enemy encampments and bolster defenders’ morale.
Castle defenders utilized boiling oil, molten lead, or other hot liquids to pour over attackers attempting to scale castle walls or breach the gates.
In some cases, besieging forces initiated surrender negotiations, offering terms to castle defenders. The outcome depended on various factors, such as the strength of the castle’s defenses, the size of the besieging force, and the availability of resources.
Medieval castle siege tactics and strategies were a testament to the ingenuity and determination of both attackers and defenders.
These engagements were fraught with danger and uncertainty, as skilled military commanders devised plans to breach formidable fortifications while castle defenders employed resourcefulness and resilience to withstand the relentless assaults.
The art of siege warfare reflects the complex dynamics of medieval conflicts and the role that castles played as both symbols of power and centers of protection.
As we explore these intriguing siege tactics and strategies, we gain a deeper appreciation for the strategic complexities of medieval warfare and the lasting impact these engagements had on the course of history. | <urn:uuid:33aaeb40-0608-440c-922e-ddcc1cc215da> | CC-MAIN-2024-10 | https://www.medievalchronicles.com/medieval-battles-wars/medieval-warfare/battering-rams-and-catapults-medieval-castle-siege-tactics-and-strategies/ | 2024-03-02T15:37:27 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00855.warc.gz | en | 0.936966 | 576 | 4.0625 | 4 |
Trees grow in three directions:
Upwards (and outwards in branch length). The tree grows in height and width as its shoots build new cells onto the growing tips to make the branchlets longer.
Downwards (and outwards in root length). The root tips grow as they search for water and nutrients in the soil. Absorption occurs mostly in the root hairs, which start just behind the tips.
Outwards (in branch, trunk and root thickness). The cambium layer makes the tree grow in girth. On the phloem side in the stem, it forms new inner bark, and on the sapwood side it forms new wood tissue.
One of the fundamental differences between animal cells and plant cells is that animal cells don’t have a rigid wall around them, whereas plant cells do.
In this sense, you could say that ‘all plant cells live in a wooden box’, since the cell’s contents are surrounded by a fibrous wall made up mostly of cellulose strands.
Primary growth occurs when the shoots and roots increase in length as the cells divide and multiply.
Most primary growth occurs at the tips of these parts, which allows the shoots to continue growing towards sunlight and the roots to seek out water.
The phloem tissue is made up mainly of tube-like cells, joined end-to-end to allow the tree’s food supply to flow through. The xylem tissue also has cells that join up like drinking straws, although the purpose of these cells is to transport water from the roots to the leaves.
The sclerenchyma cells have thickened walls which contain lignin, giving the cells extra strength. Their purpose is to provide structural support to the vascular bundles – which comprise discrete bundles of phloem, xylem and sclerenchyma cells.
Secondary growth takes place in particular cells when the walls thicken on the inside. It occurs in the cambium layer, which results in an increase in the thickness of the plant’s stem, branches and roots.
During secondary growth, the network of cellulose strands is filled in with hemicelluloses, which provide additional support, and lignin, which acts like a binder. This lignified wood tissue forms the structural fibres that are characteristic of all ‘woody’ plants, including trees, shrubs and some vines.
Herbaceous plants generally only have primary growth in their stems, which makes them much more flexible than those of woody plants.
The stems and leaves tend to die down to soil level at the end of every growth season.
Annual herbaceous plants die off completely every year, and then re-generate from seed in the following year.
Most garden vegetables are annual herbaceous plants. So too are the garden bed flowers that are simply referred to as ‘annuals’.
Perennial herbaceous plants still die off above ground every year, but the roots and other underground parts survive, enabling the plants to grow back year after year. Asparagus and rhubarb are both perennial vegetables.
By contrast, plants that have woody fibres in their structure don’t die off at the end of each season, but continue to build new layers of wood tissue into their stems every year, increasing the diameter of the stem. This seasonal growth often appears as growth rings in the stem. | <urn:uuid:26a638a7-c51b-48f8-809b-258a809837b3> | CC-MAIN-2024-10 | https://buildinglearning.com.au/lessons/1/4/ | 2024-03-04T02:20:13 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00855.warc.gz | en | 0.954801 | 714 | 4.34375 | 4 |
By studying the formation and evolution of galaxies in the early universe, researchers seek to test the predictions of our leading theory of cosmology. New research suggests that the ultraviolet luminosity of low-mass galaxies just a few hundred million years after the Big Bang may provide a way to differentiate between cosmological models.
Supersonic Flows in the Early Universe
While galaxies today are nestled within dark matter halos and arrayed along strands of dark matter scaffolding, dark matter and luminous matter weren’t always so aligned; ΛCDM predicts that in the very early universe, just after protons and electrons came together to form atoms, there were places where normal matter moved relative to dark matter with immense speed — faster than the local speed of sound. This supersonic relative motion complicated the formation of the first stars and galaxies, potentially altering early galaxy formation in a measurable way.
Suppression of Small-Scale Structure
Claire Williams (University of California, Los Angeles) and collaborators set out to understand the impact of this supersonic relative motion on the formation of low-mass galaxies. Using high-resolution fluid dynamics simulations, Williams’s team modeled the evolution of galaxies from a redshift of 200 to a redshift of 12. Their simulations tackled the cooling and condensing of molecular clouds, the ignition of the first stars, and the assembling of galaxies and star clusters.
The team found that having dark matter and normal matter moving at supersonic velocities relative to one another makes it harder for small galaxies to form; an order of magnitude fewer galaxies formed with stellar masses less than about 3 million solar masses when a velocity difference was present. Larger galaxies formed in the same numbers regardless of the velocity difference.
Clues from Ultraviolet Photons
Williams’s team found key differences in these quantities at a redshift of 12 in areas with the velocity difference and areas without. In regions without the supersonic flow, small galaxies and star clusters form readily and begin to churn out stars. In regions with the supersonic flow, small galaxies are uncommon, and the gas that would have gone toward the smallest galaxies is instead captured by and spurs star formation in slightly more massive galaxies, in the 10-million-solar-mass range. This means that the ultraviolet luminosity function is lower for the smallest, faintest galaxies but is boosted for slightly brighter and more massive galaxies at a redshift of 12.
Because ultraviolet photons emitted in the distant past are shifted to longer wavelengths when they reach us today, the ultraviolet luminosity function is potentially measurable at infrared wavelengths with JWST. Ultra-deep JWST observations such as the NGDEEP survey may reach ultraviolet magnitudes as faint as −14, potentially revealing the small galaxies that can probe early-universe cosmology.
“The Supersonic Project: Lighting Up the Faint End of the JWST UV Luminosity Function,” Claire E. Williams et al 2024 ApJL 960 L16. doi:10.3847/2041-8213/ad1491
This post originally appeared on AAS Nova, which features research highlights from the journals of the American Astronomical Society. | <urn:uuid:a7977ffa-5f9d-4a68-a541-0842d8c4679f> | CC-MAIN-2024-10 | https://skyandtelescope.org/astronomy-news/using-ancient-ultraviolet-light-to-probe-theories-of-cosmology/ | 2024-03-04T01:29:11 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00855.warc.gz | en | 0.892707 | 657 | 4 | 4 |
Year 4 - Banksy & O'Keeffe
Please see below for information on what your child is learning this term. You will also see that knowledge organisers are shared with you here, you may be unfamiliar with this so a brief description is given below:
A knowledge organiser is a single/double-sided document summarising the learning that will take place in that subject over the term. We aim to have a knowledge organiser for every subject so will be adding to the document regularly.
How teachers use it?
Teachers begin every lesson referring to the knowledge organiser. They will not tackle the whole document at the same time but may ask quick fire questions based on key knowledge learnt previously. This won't always be last week's lesson as remembering further back in time helps to aid memory.
How parents can use it?
You can check your child's learning using the knowledge organiser. Why not ask them what a word means or can they explain an area of learning in their own words. You may also want to look at new learning with your child, this is called pre teaching and is a great way to help children learn. | <urn:uuid:e2e3e36b-890f-4da7-a1fb-536c6bb94ab7> | CC-MAIN-2024-10 | https://www.dunstableicknield.co.uk/page/?title=Year+4+-+Banksy+%26amp%3B+O%27Keeffe&pid=120 | 2024-03-04T00:56:50 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00855.warc.gz | en | 0.949708 | 234 | 4.21875 | 4 |
Seebeck discovered the thermoelectric effect in the year 1821: when one connects two wires of different materials one can measure a voltage at their free ends, if the junction is at a different temperature than the free ends.
The temperature difference between the temperature at the junction and the temperature at the connections (clamps) of the measuring instrument is always measured.
According to newer findings this effect is based on a material-specific characteristic of electrically conductive materials. Inside a conductor a shift of the electron density adjusts itself (volume diffusion effect), when through the conductor a temperature change (rise or fall) exists. Mathematically this change is called a temperature gradient. At the hot end due to the higher kinetic energy a depletion occurs, and at the cold end an enhancement of the charge carrier. Each conductor element is a voltage source on it’s own.
Each wire bit dl contributes corresponding to its temperature gradient dl/ dd and its material coefficient s a partial voltage . The total voltage over the wire results from the sum of the partial voltages, which forms itself from one end of the wire (1- hot spot) to the other (2 -cold spot).
The arrangement with two wires connected in different ways e.g., welds, solders or twists are called thermocouples. Only the difference of the voltage sums in the wires of different material results in a measurable voltage, which is a gauge of the temperature difference between the junction and the clamps of the measuring instrument. If one were to use two wires of the same material, the same voltage sum would result in each wire and one could measure no differential voltage.
With the connection of two thermoelectric wires one does not therefore reach the thermoelectric voltage effect, but instead one connects only the positive terminals of two batteries and measures the voltage difference of these batteries. The thermoelectric voltage, as a function of the temperature, is in the long run, nothing different than the temperature-dependent difference of these two batteries. Depending upon material combination, a reproducible dependence of the thermovoltage on the temperature difference between inserted temperature and cold junction results.
By means of the thermovoltage (mV) from the tables of the DIN EN 60584-1 and the consideration of the cold junctions temperature, it is thus easily possible to determine the temperature T1.
In practice the cold junction is contained either in the transmitter or in the control.
The ambient temperature existing there is permanently collected and by means of the formula
T1 = mV - (mVT0)
included in the calculation.
Guenther Polska Sp. z o.o.
Ul. Wrocławska 27C
Tel.: 00 48 71 352 70 70
Fax: 00 48 71 352 70 71 | <urn:uuid:abcc60ea-d01d-4839-83bd-47747f143941> | CC-MAIN-2024-10 | https://www.guenther.com.pl/en/technical-information/thermocouples/1-structure-and-function-mode | 2024-03-04T03:04:56 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476409.38/warc/CC-MAIN-20240304002142-20240304032142-00855.warc.gz | en | 0.895904 | 582 | 4.03125 | 4 |
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