Dataset Viewer (First 5GB)
Auto-converted to Parquet
content
string
pred_label
string
pred_score
float64
Educational Programs Apologetics  Symposium Monthly 3rd Thursday Cedar Park Church  Bothell, WA Seattle Creation Conference September 25-26, 2015 Watch 2013 Videos Signup for event notices Creation Science Store Available payment options Facebook   YouTube   God Tube Evolution Exposed! Opposing Science and Scripture by Jacqueline Melissa Powell PDF format also available  When Charles Darwin published his Origin of Species in 1859, he broke the final barrier holding the disciplines of science to the framework of the Bible.  The theory of biological evolution originally proposed by Darwin has, in this century, been developed into a theory governing the origins of the universe.  Its roots are in three major disciplines of science: biology, geology and astronomy.  Evolution theory proposes a universe that either created itself or has eternally existed and that continues to change itself into a more complex system of processes.  The physical laws observed in operation today are assumed to have always been in operation.  The Laws of Thermodynamics, however, govern all processes that operate in the universe and the Second Law specifically forbids advancement in organization of any natural process.  Most importantly, the Bible clearly teaches that God created the universe and all it contains: "By the word of the LORD were the heavens made; and all the host of them by the breath of his mouth."[i]  The theory of evolution is diametrically opposed to both the laws of science and the teachings of the Scriptures. Evolution in Biology        The erosion of the Biblical basis of science paved the way for an acceptance of evolution based theories.  New theories being developed in many other disciplines of science, mainly physics, astronomy and particularly geology, had carved inroads into traditional thinking thus preparing the scientific world for Darwin's theory of evolution.[ii]  During the Middle Ages, the Universe was viewed as being centered on man and directed by God.  In the 19th Century, Copernicus transformed scientific thinking by proving the earth was not the center of the universe. Physical events were governed by natural laws, and although God was still recognized as the author of laws, his personal intervention was no longer required to explain how things were made.  The emphasis slowly shifted from the supernatural to the natural.  From the miraculous to the mundane.  And although the cosmos was still regarded as something which had been created, it was also seen as a developing process subject to scientific laws.[iii] England's intellectuals, scientists, manufacturers, inventors, etc., soon began to reject the Christian framework of thought that established science had rested on.  They thought of nature as a manageable process governed by discoverable laws instead of the supernatural; the theological significance of the natural world was discarded.[iv]  This type of thinking proved fertile ground for Darwin's theory of evolution.        Charles Darwin revolutionized scientific thought when he published his Origin of Species, but he did not do so single handedly; the idea of biological descent through modifications in the species, evolution, had been postulated by a number of scientists during the century prior to his work.[v]  The French naturalist George Buffon published his book, Theory of the Earth, in 1749 in which he rejected the accepted practice of basing natural history on the interpretation of the Scripture.[vi]  Almost 30 years later he published another work, Epochs of Nature, in which he developed the idea of "gradual change by observable causes"[vii] and tried to determine the chronological order of the appearance of species.   Due to the immense popularity of his books throughout Europe, he was an important figure in the promotion of the doctrine of descent with modification.[viii]  The doctrine of descent through modification was an affront to the well established idea of the fixity of species.  French naturalist and professor of Zoology in Paris, Chevalier de Lamarck, continued the "attacks on the doctrine of fixity of species."[ix]  He published his theory in 1801 claiming "it is the habit that has shaped the organism.  A duck was not made web-footed to enable it to swim, but it became web-footed because new wants attracted it to the water."[x]  Although Lamarck's theories were later rejected, their early influence upon Darwin was never completely reversed.        The man who most influenced Darwin was the great pioneer geologist George Lyell.  Lyell built on the earlier ideas of Scottish geologist James Hutton who "maintained that the present is the key to the past and that, given sufficient time, processes now at work could account for all the geologic features of the Globe."[xi]  Lyell published his Principles of Geology in 1830.  In it he attempted "to provide for geology a comprehensive theory to account for all possible past and present geological changes"[xii] and to show that the forces working to transform the surface of the earth in the past were the same as those that could be seen in operation at present, and that these forces were ordinary, regular, orderly, and lawlike.  Lyell eschewed the supernatural or spiritual origin of geological processes.[xiii]        Laporte sums us Lyell's influence upon Darwin's theory by stating, "Lyell's geology emphasized the antiquity of the earth, giving the essential element of time so necessary to the Darwinian concept of evolution by small, incremental change."[xiv]        The ideas of modification with descent was firmly in place in the scientific world by the early 1800's but it took Charles Darwin's treatise, On the Origin of Species, to fully develop the theory and make it acceptable.  "Charles Darwin's quintessential contribution to evolutionary theory, therefore, is not the idea of evolution, but rather his statement of the mechanism by which animal and plant species change into other distinct species."[xv]  The views of Darwin's predecessors, although popular during their day, were only theories, not scientific facts.  There was no empirical data to substantiate them, yet they were a major influence upon the young Darwin who signed aboard the H.M.S. Beagle in December of 1832 for a five year voyage of research and exploration around the world.  During this voyage, Darwin collected animal and plant specimens and filled notebooks with observations of everything from tropical fauna to geological strata.  He would later use these observations to formulate his theory of natural selection.        Darwin did not set out to hypothesize a theory of evolution but rather he "started out to discover the origin of species."[xvi]  He soon "became convinced that it was impossible to bound, or discover, the loci of species"[xvii] and unable to find their beginning, he formed "a theory of continual minute variations winnowed by natural selection."[xviii]  It has been acknowledged by scientists that Darwin lacked a complete "understanding of the nature of species"[xix] and considered the term species "as one arbitrarily given, for the sake of convenience, to a set of individuals closely resembling each other."[xx]  Today the origin of species still remains "one of the cardinal problems in the field of evolution."[xxi]  The correct definition of a species will be a major step toward solving this problem.        The species is considered "the cardinal unit in the process of evolution"[xxii] and must be correctly defined to understand evolution.  Unlike Darwin, evolutionists today realize that a species is "not just a matter of judgement but has a quite definite objective reality; it is a category which is not simply a convenience in classification."[xxiii]   Geneticist and leading neo-Darwinian Theodosius Dobzhansky defined a species as being a group of individuals who shared a common gene pool of hereditary traits, produced fertile offspring when crossed with each other and most importantly, are separated and protected from other species by a reproductive gap.[xxiv]  The reproductive gap constraint is echoed by taxonomist and foremost evolutionist Ernest Mayr as he claims "species [biological] are groups of interbreeding natural populations that are reproductively isolated from other such groups."[xxv]  The reproductive gap between species limits the number of variations that can result in a cross.  Limited variation coupled with a common gene pool suggest stability in the species.  Every member of a species shares certain common traits with all other members of the species which uniquely identifies the species.  Variations within individual members of the species will not change these common traits.        How do the evolutionists' definition of a species compare to the Genesis kinds of Scripture?  Dr. Henry Morris, leading creationist author and teacher, says It is significant that the phrase "after his kind" occurs ten times in the first chapter of Genesis.  Whatever precisely is meant by the term "kind" (Hebrew min), it does indicate the limitations of variation.  Each organism was to reproduce after its own kind, not after some other kind.[xxvi] Dr. Frank L. Marsh, biologist and foremost creationist, believes "if organisms cross they are members of a single Genesis kind, I looked for a name for the created unit"[xxvii] and "finally I suggested (1941) the name baramin from the Hebrew roots, bara, created, and min, kind."[xxviii]  A true cross produces hybrid offspring: offspring are hybrid when they inherit traits from both parents.  This is an important requirement because offspring may be produced which takes all their hereditary traits from the female's side.  These are not true hybrids and hence not true crosses between Genesis kinds.[xxix]  The baramin must be able to cross and produce hybrid, fertile offspring.        The biological species definition brings evolutionist thinking closer to the idea of the Genesis kind.  However, the reproductive-only constraint can be used to name new species of individuals that morphologically are the same.  The classic example involves Dobzhansky's work with the vinegar fly.  He crossed two races which produced semi-sterile daughters and completely sterile sons.  Based on the biological definition of a species, the vinegar fly's offspring were a new species since the sterile sons exhibited a "reproductive gap".  Thus, the experiment is considered a proof of evolution.[xxx]  Marsh observes that  "although these groups are practically indistinguishable morphologically, they behave as good species biologically."[xxxi]        How do the biological species and the baramin relate to each other?  Dr. Marsh sums up the differences nicely as follows: "The biological species to the evolutionist is first and last physiological, while the created kind of the creationist is commonly first morphological but lastly and more decisively physiological."[xxxii]  The physiological species is synonymous with the biological species definition and consists of individuals which can cross and produce fertile offspring while the morphological species is based entirely on form, structure and coloration without regard to crossability.  According to Dr. Marsh, the difference between the baramin and the biological species is the morphological constraint.  Evolutionists consider morphological changes as variations of the species while creationists think of them as natural attributes of the species.  Since variations are a necessary ingredient for evolution, understanding the role of the morphological changes is imperative.        Darwin's treatise on the origin of species by natural selection, the theory of evolution, presents the idea of variations between individuals of a species as giving rise to a new and advanced species over time.  This process of new species arising from previously existing ones is called speciation.  Darwin based his theory on the assumption that variations would easily arise among individuals of a species.  This view is confirmed by Mayr who declared speciation was based "on the assumption that through the gradual accumulation of mutational steps a threshold is finally crossed which signifies the evolution of a new species."[xxxiii]  Even geographic speciation, which "is characterized by the gradual building up of biological isolating mechanisms"[xxxiv] is said to have as a secondary factor "the gradual accumulation of genetic differences."[xxxv]  In order for the species to advance, at least some of the variations must be good for the individual member of the species.  Thus, freely occurring variations that increase the organizational complexity of the species are a primary assumption of the theory of evolution.        Dobzhansky states "the ultimate source of organic diversity is mutation."[xxxvi]  A mutation is a change in the structure of a DNA molecule, a gene, in the reproductive cells of the individual.  Dobzhansky calls mutations "the building blocks, the raw materials,"[xxxvii] of evolutionary changes.  To him mutations were "the ultimate source of evolution."[xxxviii]  The evolution model depends on some natural mechanism to produce upward progress in complexity and the mutation is that mechanism.[xxxix]  If mutations are really the "building blocks" of evolution they would be expected to be primarily beneficial and able to produce an upward or vertical change toward a higher degree of order.  Observations of the natural world, however, do not bear out this theory.        Biological systems preserve their identity from generation to generation through the operation of the laws of inheritance.  Much has been learned about heredity through observation of living systems.  Gregor Mendel, the Austrian monk and horticulturalist, did many experiments with peas in the later half of the 1800's that determined the basic laws of inheritance.  Through experimentation, he determined there was a clear distinction between the appearance of an individual (its phenotype) and its genetic composition (its genotype).  He also revealed that inherited qualities are not a blend of those of the parents' genetic traits.  Instead, genetic traits are paired as dominant and recessive.  Only the dominant traits will be manifest in the offspring's phenotype.  The recessive traits, however, are retained in the offspring's genotype and can be passed on to their future offspring.[xl]  Mendel's Theory of Particulate Inheritance states that the qualities in the offspring is the result of some "factor" in the parents.  These "factors" are now known as genes.[xli]        Mendel's Laws of Inheritance insure conservation of variations.  Even Dobzhansky admits that "heredity is a conservative force: the genes function as templates for the production of their exact copies; by making the offspring resemble their parents, heredity confers stability upon biological systems.[xlii]  As shown already, "mutations are caused by alterations within genetic materials."[xliii]  An alteration would deviate from the exact copies that the laws of inheritance enforce, therefore a mutation only occurs in opposition to a well established law of science.  From the Genesis account of creation, conclusions can be drawn supporting a divine institution of these laws of inheritance.  As stated earlier the phrase "after his kind" occurs ten times in Genesis chapter one.  Dr. Morris summarizes by saying the "DNA molecule and the genetic code contained in it has reinforced the Biblical teaching of the stability of kinds."[xliv]        The net effect of all mutations is harmful because they counteract the stabilizing effect of the laws of inheritance.  The laws of inheritance act to preserve the genetic code from one generation to the next.  Any mechanism, whether natural or artificial, that distorts this genetic code is harmful to the individual and to the species.  Dobzhansky says "mutations are accidents, because the transmission of hereditary information normally involves precise copying.  A mutant gene is, then, an imperfect copy of the ancestral gene."[xlv]  Dobzhansky admits that "mutations alone, uncontrolled by natural selection, would result in the breakdown and eventual extinction of life."[xlvi]        Mutations are the key ingredient in evolutionary thought because they provide a means to attain the variations necessary for species to make vertical progress in organization.  While readily admitting the harmfulness of mutations, evolutionists still believe Darwin's theory of natural selection will advance a species, via mutations, rather than degenerate it.        To evolutionists, mutations are the engine of evolution and natural selection is the steering wheel.  Darwin developed the theory of Natural Selection in the years following his stint aboard the H.M.S. Beagle.  In defining it he says, "this preservation of favorable individual differences and variations, and the destruction of those which are injurious, I have called Natural Selection, or the Survival of the Fittest."[xlvii]  Darwin contends that The theory of natural selection rests on the basic assumption of a struggle for existence between living things.  Darwin developed this integral part of the theory after reading a treatise on population growth by the English economist Thomas Malthus.  Malthus believed population increased faster than food supplies thus producing a struggle for the food supplies among living things.[xlix]  The struggle for existence ensures only a limited number of living things survive.  Natural selection acts as a sieve through which all mutations must pass and only those that promote the upward progress of the individual are allowed to filter through.  The ability to adapt to a changing environment and obtain necessary food is the filtering-factor.  Those individuals which adapt survive and pass their newly acquired traits on to their offspring while those individuals which are unable to adapt die and produce no offspring.  Only the most fit survive thus guaranteeing vertical progress in organization.  Evolutionists do not all agree on the ability of natural selection to direct progress.  Even Darwin's most staunch supporter, Sir Julian Huxley, believed that "natural selection does not guarantee progress."[l]  Going even farther in his critique of natural selection, modern day evolutionist J.B.S. Haldane declares that "most evolutionary change has been degenerate."[li]         Darwin's theory of natural selection contradicts clearly established scientific laws.  To re-emphasize, Darwin believed the ultimate result of natural selection was an improvement of the individual and an overall advancement of the species.[lii]  This implies that evolution requires an advancement of order.  Many biologists believe in this "inherent tendency towards higher organization,"[liii] but advancement in order is just the opposite from what is observed in the natural world.  The two basic laws of science, the First and Second Laws of Thermodynamics, describe all processes which occur in the universe.  These laws are experimentally tested and proven and are not based on speculation. With the Second Law as the governing agent, two criteria must be met for a change from disorder to order to occur: 1) there must be a pattern, blueprint or code to direct the growth and, 2) there must be a power converter to energize the growth.[lv]  "Natural selection is not a code which directs the production of anything new; it serves merely as a screen which sifts out unfit variants and defective mutants.  It certainly is not an energy conversion device."[lvi]  To propose a theory of naturally occurring advancement in organization in a universe governed by a law of naturally occurring disorder is a serious flaw in logic.  The laws of science preclude natural selection, as defined by Darwin, from ever having occurred.        Not only is Darwin's theory of evolution scientifically incorrect, but more importantly, it is opposed to the teachings of the Scriptures.  Evolution teaches living things came into being via naturally occurring processes.  The Bible teaches the earth and all living things were created supernaturally by God.[lvii]  Genesis 1:1 is the foundation for the entire Bible: "In the beginning God created the heaven and the earth."  The existence of God is never proved in the Scriptures.[lviii]  God simply says "I AM THAT I AM."[lix]  The Psalmist later reflects that only a fool could say "there is no God."[lx]  The name of God used in this verse is the Hebrew Elohim; it is the name of God the Creator and is uni-plural suggesting the Godhead.  The word "created" (Hebrew, bara) means to "call into existence that which had no existence."[lxi]  The writer of Hebrews beautifully declares that "the worlds were framed by the word of God, so that things which are seen were not made of things which do appear."[lxii]  Evolution depicts man as a conqueror having won out in the struggle for existence.  The Bible teaches man was created in the image of God Himself: "God created man in his own image, in the image of God created he him; male and female created he them."[lxiii]  Evolution teaches death is just part of the struggle for existence, but the Bible plainly shows death was not part of the original creation; there was no death until Adam sinned.[lxiv]  Death was the penalty God placed on Adam for his disobedience.[lxv] Evolution in Geology        Darwin pointed to the fossil record as evidencing his theory of natural selection.  In his Origin of Species, he states "if my theory be true, numberless intermediat varieties, linking closely together all the species of the same group, must assuredly have existed"[lxvi] and that the "evidence of their former existence could be found only amongst fossil remains."[lxvii]  David Clark, evolutionist writer, explains that "in 1859, Darwin published his theory of organic evolution and it was recognized that fossils were the primary evidence for this theory."[lxviii]  Darwin pushed aside the long accepted view that the fossil record was produced by the Genesis flood of Noah's day.  The Bible based explanation for fossils "limited the explanation for their existence to a single catastrophic event in history."[lxix]  Darwin, however, had completely embraced Lyell's uniformitarian view of the earth's past which left no room for geologic catastrophes.        George Lyell's theory of uniformitarianism presents the idea that the earth's processes have always operated at a constant or uniform rate.  Lyell built his theory of uniformitarianism on the work of Scottish geologist James Hutton.  Dr. Morris, in quoting Carl Dunbar's standard textbook on geology, Historical Geology, explains Hutton's views: The uprooting of such fantastic beliefs [that is, those of the catastrophists] began with the Scottish geologist, James Hutton, whose Theory of the Earth, published in 1785, maintained that the present is the key to the past, and that, given sufficient time, processes now at work could account for all the geologic features of the Globe.  This philosophy, which came to be known as the doctrine of uniformitarianism demands an immensity of time;  it has now gained universal acceptance among intelligent and informed people.[lxx] Until Hutton's time, geology had been based on a catastrophic framework.  The Biblical flood of Noah was accepted as true and the features of the earth's surface were attributed to the actions of the great flood.  Lyell's firm view of uniform process rates precluded any geological formations resulting from catastrophic processes.  He rejected completely the Biblical account of the flood: Never was there a dogma more calculated to foster indolence, and to blunt the keen edge of curiosity, than this assumption of the discordance between the ancient and existing causes of change.  It produced a state of mind unfavorable in the highest degree to the candid reception of the evidence of those minute but incessant alterations which every part of the earth's surface is undergoing, and by which the condition of its living inhabitants is continually made to vary.  For this reason all theories are rejected which involve the assumption of sudden and violent catastrophes and revolutions of the whole earth, and its inhabitants.[lxxi]        Lyell attributed the features of the earth to the "minute but incessant alterations"[lxxii] that it has undergone instead of to a single catastrophe such as the Genesis flood.         The theory of uniformitarianism is an antipodal view of the earth's processes as described by the Second Law of Thermodynamics.  The laws of thermodynamics have been experimentally proven true but there are "no scientific basis for assuming such uniformity of process rates."[lxxiii]  Some evolutionists even realize the problem with uniformitarianism as Dr. Stephen Jay Gould, influential paleontologist, admits "substantive uniformitarianism (a testable theory of geologic change postulating uniformity of rates or material conditions) is false and stifling to hypothesis formation."[lxxiv]  Dr. Harold Slusher, creationist research scientist, gives insight to the false assumption underlying uniformitarianism: The second law of thermodynamics says that all natural processes are deteriorative or degenerative.  Natural processes are changing the universe in a way similar to the unwinding of a clock spring that loses organization by the ticking of the clock . . . It is not possible to work backwards in a situation where there is a disordering effect continually taking place and arrive at a unique description of past conditions.  The scientific method is not applicable when working back into the past where there were no observations.[lxxv] Uniform process rates cannot exist in a universe where all natural processes degenerate.  Dr. Slusher goes on to completely invalidate uniformitarianism by declaring: Many data around the earth indicate that the rates of the processes operating in the past have been radically different from those of the present. . .  'The present is the key to the past' statement, if referring to rates of activity, certainly has no scientific foundation.[lxxvi] The present can never accurately describe the past due to the disordering effect of the Second Law of Thermodynamics.        The theory of uniformitarianism rests on an old age for the earth.  Lyell acknowledged with the earlier geologists of his day that the short age of the earth could not have produced the current surface of the earth by gradual change; this led him to conclude the earth was extremely old.[lxxvii]  Dr. Duane T. Gish, noted creationist scientist, gives insight into Lyell's reasoning explaining that many millions of years would be required to form the thick sediment deposits, hundreds of feet thick, that dot the earths' surface hence, "the age of the earth as estimated by evolutionary geologists began to increase at an astounding rate."[lxxviii]  The extreme age of the earth postulated by Lyell's theory was necessary for Darwin's theory of evolution to be valid.  Darwin admitted this dependency in his Origin of Species when he stated anyone who read Lyell's Principles of Geology and "does not admit how vast have been the past periods of time, may at once close this volume."[lxxix]  Darwin's evolution is based on Lyell's uniformitarianism which, in turn, depends on a great age of the earth.        Since an old age for the earth is a direct prediction of uniformitarianism, empirically determining the age of the earth would be an authoritative test of validity.  Men have always known the inner earth was hot.  Moses declared that the Lord had "set on fire the foundations of the mountains."[lxxx]  Scientists of the later century determined the age of the earth by determining the earth's cooling rate, estimating its initial and current temperature and calculating how long it would have taken to cool to the current temperature.  William Thomson, more commonly known as Lord Kelvin (for whom the Kelvin temperature scale is named), used this method in his studies of the earth.  Dr. Slusher relates that shortly after the theory of uniformitarianism was published, Kelvin accused the uniformitarians of having ignored the established laws of physics and as a result brought great mistakes into the ranks of geology.  Kelvin supported his arguments by the thermodynamic laws . . . and the age of the earth based on its cooling.[lxxxi]  Dr. Slusher states "The cooling times [of the earth's interior] appear quite small (thousands of years) if the initial temperature of the earth was on the order of that for a habitable planet for any of the models."[lxxxii]  As a worst case scenario, Dr. Slusher uses the evolutionists model of an originally molten earth and still disproves uniformitarianism by showing "the cooling times are vastly less than evolutionist estimates."[lxxxiii]  Dr. Slusher concludes by saying, "It would seem that the earth is vastly younger than the "old" earth demanded by the evolutionists."[lxxxiv]        In this century, scientists have developed an alternate method of determining the age of the earth called radiometric dating.  This method, developed by evolutionists, is used to date rocks and from them the age of the earth is determined.  The basis of radiometric dating, as described by staunch evolutionist George Gaylord Simpson, is radioactive decay of isotopes of elements (called parent elements) into another element (called daughter elements).  The rate of decay is expressed in a time unit known as the half-life.  It is the time it takes one-half of the parent element to decay into the daughter element.[lxxxv]  There is a uniformitarian based assumption, however, that the decay rates are constant.  Simpson stress "there is no reason to believe that these rates have changed in the course of geologic time."[lxxxvi]  Only rocks containing the radioactive isotopes used in the dating process can be dated.  The current amounts of the parent and daughter elements is measured, but the initial amounts are assumed.  The current rate of decay is used to calculate how long it would have taken the initial estimated amounts of the parent and daughter elements to decay into the current amounts.  Using these methods, geologists estimate the earth to be abut 4.5 billion years old.[lxxxvii]        Dr. Slusher, in his critique of radiometric dating, cautions that the method is based on "questionable" assumptions, the majority of which involve the beginning amounts of the parent and daughter elements.[lxxxviii]  Dr. Gish stresses these assumptions are unverifiable and contain inherent "factors that assure that the ages so derived, whether accurate or not, will always range in the millions to billions of years."[lxxxix]  The other assumption is that the decay rates have remained steady.  Recent research on rates of atomic processes has show this assumption may be false.        For sixteen years, Dr. Thomas Van Flandern of the U.S. Naval Observatory measured the atomic clock against the time it took the moon to complete an orbit of the earth.  Astronomers call time kept by the heavenly bodies dynamic time. Dr. Van Flandern's results show that the atomic clock has slowed when compared to the dynamical standard.  The atomic clock uses the radioactive decay of Caesium to measure time.[xc]  The slowing of the atomic clock is only a symptom of a root cause.  The important issue is that all atomic process rates are slowing down.  This is another example of the Second Law of Thermodynamics at work.  Creationist researchers Trevor Norman and Barry Setterfield have written a technical paper on atomic process rates.  They ascertain that "all forms of dating by the atomic clock are subject to the effect.  This includes radiometric dating."[xci]  Radiometric dating is an unreliable indicator of the age of the earth because it is based on a uniformitarian concept of atomic process rates which is contrary to the Second Law of Thermodynamics.        Uniformitarianism provided the time necessary for the theory of evolution to be plausible.  With these two theories in place, the fossil record could be used as proof of evolution.  Simpson reflects that the establishment of paleontology, the study of fossils, hinged upon the recognition that fossil rocks were deposited in an ordered sequence and that this sequence displayed a change in the organisms in the fossil record.[xcii]  This vein of thinking quickly led the 19th century geologists to formulate the idea of the geologic column.  Since then, the geologic column has joined with uniformitarianism in supporting the theory of evolution. As defined by evolutionists, the geologic column is the arrangement of rock strata, according to the sequence of the fossils they contain, from invertebrates, to fish, amphibians, reptiles and finally mammals and representing the whole of geologic time.[xciii]  Lyell originally introduced this idea "that the successive groups of sedimentary strata found in the earth's crust are . . . distinguishable from each other by their organic remains."[xciv]  Each rock strata has a different name and corresponds to a certain period in geologic time.  Using the principle of superposition, which says lower strata levels are older than surface strata levels,[xcv] the geologic column is considered "the main proof of evolution."[xcvi]        Far from being a generally occurring natural phenomena, the geologic column is an artificial sequence of fossil deposits, designed to promote evolution, imposed on the earth's rock strata.  Although a prime teaching tool for evolutionists, the geologic column is an idea only; it exists nowhere in nature.[xcvii]  The Grand Canyon is the best example of consecutive layers of exposed strata, yet it does not represent the whole geologic column.  Rather, the geologic column has been pieced together from partially observed sequences.[xcviii]  Creationists Richard Bliss, Gary Parker and Duane Gish have done much work in the realm of fossils.  They show that "all real rock layers include gaps and even reversals from this perfect sequence."[xcix]  Lyell even admitted "that great violations of continuity in the chronological series of fossiliferous rocks will always exist."[c]  Darwin used the gaps in the fossil record to account for the missing transitional forms that his theory of evolution predicted, but were not observed in nature: But just in proportion as this process of extermination has acted on an enormous scale, so must the number of intermediate varieties, which have formerly existed, be truly enormous.  Why then is not every geological formation and every striation full of such intermediate links? . . . The explanation lies, as I believe, in the extreme imperfections of the geologic record.[ci] The geologic column, as defined by evolutionists, is not a natural phenomenon and hence can not be used as proof for the theory of evolution since all scientific proof must rest on experimentally tested evidence.        Although the geologic column is an artificial construction formulated by evolutionists, the fossil bearing sediment layers is a true geological observation.   Bliss, Parker and Gish, however, believe "it is an important idea, because it does show a trend for rock layers or strata to be found in a vertical sequence."[cii]  How can they be explained outside the context of evolution?  Dr. Morris reasons that If evolutionary uniformitarianism is invalid as a framework for historical geology, there must be a better framework.  If the orthodox Geological Time Scale is really based on circular reasoning and the assumption of evolution, then there must be a better explanation for the sedimentary rocks and their fossil sequences.  The Biblical record of primeval earth history does, indeed, provide a far more effective model for correlating all the real data of geology, and the main key is the flood in the days of Noah, described in detail in Genesis chapters 6 through 9.[ciii] Could the Genesis flood have produced the results seen today in the geologic column?  Based on observation alone, the geologic column is the arrangement of rock strata as identified by their fossil contents.  Hence, the origin of the fossils determines the origin of the geologic column.  Simpson says, "the word fossil, which originally meant anything dug up, has come to mean just the remains and traces of ancient organisms viewed as records of the history of life."[civ]  Note the phrase "viewed as records of the history of life" assumes evolution to be true!  Bliss, Parker and Gish give a more objective definition of a fossil as "the remains or traces of plants and animals preserved in rock deposits."[cv]  Fossils must be formed by a rapid burial process otherwise they would quickly decay upon death.  Heavy loads of water-borne sediments, such as accompanies a flood, are good candidates for the rapid burial process.[cvi]  Dr. Gish concludes "the fossil record, rather than being a record of transformations, is a record of mass destruction, death, and burial by water and its contained sediments."[cvii]        The sequence of the fossil containing rock strata, the geologic column, is foundational to both Lyell's uniformitarianism and Darwin's evolution.  Although evolutionists claim it demonstrates organic evolution, a careful examination reveals it to be fragmentary, non-existent as a whole entity and often randomly ordered.[cviii]  Whitcomb and Morris declare these observations deal a death blow to the theory of uniformity, but are "just what one would expect in the light of the Biblical record!"[cix]  In the tremendous movements of water that would occur as the flood waters abated, sediments would be expected to be deposited depending on the landscape and water current flow.[cx]  A general pattern may be observed, but it would not be the same worldwide.  This is exactly what is observed.  The geologic column is a general pattern, but not an observed certainty, of the earth's strata deposits.  The theories of uniformitarianism and evolution are based on the ordering of the geologic column.  If the ordering is not constant in all observations, the theories fail.  Contrastingly, layered rock strata is one of several predicted outcomes of the flood.  Since the reality of the flood does not rest on this ordering, observations indicating other order sequences do not affect the reality of the flood.        Lyell's theory of uniformitarianism, based on Hutton's idea that the present is the key to the past, revolutionized geology and provided the foundation for Darwin's forthcoming theory of evolution.  Together these theories seemed to disprove the basic Bible doctrines of Creation and the judgement of Noah's flood.  In actuality, they serve as examples of the surety of God's Word because they fulfill the prophecy of the Apostle Peter.[cxi]  Peter prophesied of the last days when the world would be taken with these doctrines: Evolution in Astronomy        An evolutionary view of the origin of life on earth invariably led to an evolutionary view of the earth itself and eventually to the entire universe.  Although biological evolution has never been proven, cosmology, the science of the origin of the universe, has grown tremendously in this century.  George Gamow, professor of theoretical physics, insists we must reject the idea of a permanent unchangeable universe and must assume that the basic features which characterize the universe as we know it today are the direct result of some evolutionary development which must have begun a few billion years ago."[cxiii] Cosmologists describe the universe as constantly developing and their model of origins "presupposes that the universe can be completely explained . . . in terms of natural laws and processes . . . without need of external preternatural intervention."[cxiv]  The two main cosmological theories of the origin of the universe are the Big Bang and Steady State theories.  Both these theories contradict the laws of thermodynamics and defy the Biblical account of the origin of the universe.        The Big Bang theory assumes an expanding universe.  In the early 1900's, astronomers discovered that the spectral lines of distant spiral nebulae and galaxies were shifted toward the red end of the spectrum.  This shift toward the red is called the Doppler shift or Doppler effect and usually indicates the object is moving away from the observer.[cxv]  It is comparable to the dying wail of a train whistle as the train moves away from the station.  The sound waves emitted from the train whistle are being shifted toward the longer wavelengths as the train moves, thus producing the wail.  Similarly, light waves are shifted toward longer wavelengths as the galaxy moves, thus producing the color of red.  Based on observed Doppler shifts of distant nebulae and galaxies, astronomers concluded these objects were moving away from the earth.  It was soon accepted that "the entire space of the universe, populated by billions of galaxies, is in a state of rapid expansion, with all its members flying away from one another at high speeds."[cxvi]  The Big Bang theory was developed to explain this expansion of the universe. In general, evolutionist astronomers propose that the origin of the universe resulted from an explosion (the Big Bang) which formed a state of chaos.  Evolutionary processes then began to act, supposedly bringing about a progression from disorder to order, or from chaos to a highly ordered, complex universe.[cxvii]        The Big Bang theory is scientifically unsound because it contradicts an established law of science and it is based on an assumption concerning the nature of light.  First, it contradicts the Second Law of Thermodynamics.  "The Second Law of Thermodynamics argues that as a result of the explosion the entropy would increase and there should be no ordered systems formed."[cxviii]  Also, the speed of light is assumed to have always been the same throughout time past.  This is a uniformitarian view of the universe as a whole.  Interpreting the Red Shift of distant galaxies as movement away from the observer is only valid if the speed of light has remained constant.  As discussed earlier, Dr. Van Flandern has shown experimentally that the atomic clock has slowed compared to dynamical time.  Norman and Setterfield draw the astounding conclusion that If atomic time is drifting against the dynamical standard, then other atomic quantities measured in dynamical time should also show the effect. . . One of the prime candidates is the speed of light.  All light comes from atomic processes . . . If atomic processes were faster in the past, the speed of light would have been faster.[cxix] If the speed of light, denoted by C, is actually decaying over time, then all of modern cosmology rests on a false assumption.  Norman and Setterfield describe the result on cosmological thought The reason for believing that the universe is expanding actually turns out to be evidence for a decay in the speed of light!  As C decays, a red shift will consequently occur in light from distant objects.  The further away those objects are, the more C has decayed and the greater will be the resultant red-shift.  Far from indicating an expanding universe, the red-shift gives evidence for slowing C and atomic processes.[cxx]        Like the Big Bang theory, the Steady State theory, first proposed by Herman Bondi, Thomas Gold, and Fred Hoyle, presupposes an expanding universe and universal uniformitarianism.  Their cosmological model says Not only does the universe appear the same from any vantage point, it appears the same at all times - past, present, and future.  The motion of the expansion of the universe is retained, but as galaxies move apart matter is spontaneously created to fill the void.[cxxi] Gamow says that "while this point of view provides for the origin and evolution of individual galaxies, it considers the universe itself as being eternal, though with a constantly changing galactic population."[cxxii]  There is no scientific evidence for this theory.  As the Big Bang theory contradicts the Second Law of Thermodynamics, the Steady State theory contradicts the First.  Dr. Slusher explains "this whole concept is a violation of the First Law of Thermodynamics.  This law says that the total amount of energy and the total amount of matter in the universe is a constant.  It would forbid the creation of energy out of nothing."[cxxiii]        British biologist and lifetime defender of Darwin, Sir Julian Huxley defined evolution as "a single process of self-transformation."[cxxiv]  Since natural transformations require energy, the laws that govern energy transformations, the laws of thermodynamics, must also govern evolution.[cxxv]  These scientifically proven laws have profound implications concerning origins. The First Law (Law of Energy Conservation) states that nothing is now being "created" or destroyed.  It therefore teaches quite conclusively that the universe did not create itself . . . The Second Law (Law of Energy Decay) states that every system left to its own devices always tends to move from order to disorder, its energy tending to be transformed into lower levels of availability, finally reaching the state of complete randomness and unavailability for further work.[cxxvi]  This final state of the universe is called a "heat death."  Since the universe is not dead yet, it is not eternal; it had a beginning.[cxxvii]  Dr. Morris concludes "The Second Law requires the universe to have had a beginning; the First Law precludes its having begun itself.  The only possible reconciliation of this problem is that the universe was created by a Cause transcendent to itself."[cxxviii]        The creationist's position is that God created the universe ex nihilo (from nothing).  This stand is based on the authority of the Scriptures, not the facts of science.  As previously stated, Genesis 1:1 is the foundational verse of the Bible.  It is also the foundation of science.  What did God call into existence that had not existed before?  The universe!  The physical universe is composed of three dimensions: space, mass, time.  This phrase is popularly shortened to space-time.  The word "heaven" (Hebrew shamayim) has an essential meaning of "our modern term space, such as when we speak of the universe as a universe of space and time."[cxxix]  Also, "in like manner the term "earth" refers to the component of matter in the universe."[cxxx]  Finally, this verse speaks of the creation of time since all this occurs "in the beginning."[cxxxi]  God is eternal and is outside of time.  Viewed in this way, God called the space-mass-time universe into existence in Genesis 1:1.  The universe is not eternal; it had a beginning.  Nor did it begin itself.  God created it "by the word of his power."[cxxxii]        The laws of thermodynamics, which govern all processes in the universe, forbid evolution from ever occurring.  Although these two laws have been experimentally tested and formulated, the purpose behind them can only be found in God's word.  The First Law says nothing can be created or destroyed. The reason no energy can now be created is because the Creator "ended His work which He had made."[cxxxiii]  Also, the reason no energy can be destroyed is because the Lord Jesus is presently "upholding all things by the word of His power."[cxxxiv]  The Second Law says all processes move from order to disorder.  It is a law of universal decay.  When God finished His creation, He pronounced it "very good."[cxxxv]  The laws of conservation were built into the original created universe, but the law of decay could not have been part of an original good creation.  As the First Law provided for the conservation of energy, the Second Law provided for the conservation of entropy.  Now, however, the Second Law shows entropy is constantly increasing.  Something happened after the original creation to cause this change.  "The Biblical answer is Man's sin and God's curse."[cxxxvi]  When Adam choose to disobey God, he brought death into the world.  The curse God placed upon Adam and Eve in Genesis chapter three is the Second Law as it is known today.  "Man had brought spiritual disorder into his own dominion; God appropriately imposed a principle of physical disorder on that dominion as befitting its spiritual condition."[cxxxvii]        Both the Scriptures and science point to God as the Creator of all things.  The theories of evolution and uniformitarianism, as formulated by Darwin and Lyell, have no scientific basis and blatantly defy the teachings of the Bible.  Those who hold to these theories do so out of rebellion against God instead of any superior scientific reasoning.  God describes them perfectly in His word: [i] Psalm 33:6 [ii] Jonathan Miller, Darwin for Beginners (New York: Pantheon Books, 1982), 26. [iii] Ibid., 27. [iv] Ibid., 49. [v] Benjamin Farrington, What Darwin Really Said (London: Macdonald, 1966), 62. [vi] Ibid., 63. [vii] Ibid., 63. [viii] Ibid., 63. [ix] Ibid., 63. [x] Frederick Wollaston Hutton, Darwinism and Lamarckism (New York: G.P. Putnam's Sons, 1899), 38-39. [xi] Henry M. Morris, Scientific Creationism 2nd ed. (El Cajon, California: Master Books, 1985), 92. [xii] Barry G. Gale, Evolution Without Evidence (Albuquerque: University of New Mexico Press, 1982), 38. [xiii] Ibid., 38-39. [xiv] Leo F. Laporte, Evolution and the Fossil Record  (San Francisco: Wilt Freeman and Company, 1978), 4. [xv] Ibid., 5. [xvi] Frank L. Marsh, Variation and Fixity in Nature (Mountain View, California: Pacific Press Publishing Assoc., 1976), 19. [xvii] Ibid., 20. [xviii] Ibid. [xix] Ibid. [xx] Ibid. [xxi] Ernst Mayr, Systematics and the Origin of Species (New York: Columbia University Press, 1942), 147. [xxii] Ibid. [xxiii] Alister Hardy, Darwin and the Spirit of Man (London: Collins, 1984), 83. [xxiv] Marsh, 26. [xxv] Ibid. [xxvi] Henry M. Morris, The Genesis Record (Grand Rapids: Baker Book House, 1976), 63. [xxvii] Marsh, 36. [xxviii] Ibid. [xxix] Marsh, 37. [xxx] Ibid., 32. [xxxi] Ibid. [xxxii] Marsh, 33. [xxxiii] Mayr, 67. [xxxiv] Ibid, 187. [xxxv] Ibid. [xxxvi] Theodosius Dobzhansky, Genetics of the Evolutionary Procsess (New York: Columbia University Press, 1970), 41. [xxxvii] Ibid., 65. [xxxviii] Ibid. [xxxix] Morris, Scientific Creationism, 54. [xl] Farrington, 68. [xli] Ibid., 69. [xlii] Dobzhansky, 30. [xliii] Ibid., 43-44. [xliv] Morris, The Genesis Record, 63. [xlv] Dobzhansky, 92. [xlvi] Ibid., 65. [xlvii] Charles Darwin, The Origin of Species  6th ed. (London:      Watts & Co., 1929), 59. [xlviii]   Ibid., 92. [xlix] Miller, 112-114. [l] Farrington, 72. [li] Ibid. [lii] Darwin, 92. [liii] Hutton, 67. [liv] Morris, Scientific Creationism, 25. [lv] Ibid, 43-44. [lvi] Ibid., 45. [lvii] Ex. 20:11 [lviii] Morris, The Genesis Record, 38. [lix] Ex. 3:14 [lx] Psalm 14:1 [lxi] Morris, The Genesis Record, 40. [lxii] Heb. 11:3 [lxiii] Gen. 1:27 [lxiv] Rom. 5:12 [lxv] Gen. 3:19 [lxvi] Darwin, 131. [lxvii] Ibid. [lxviii] David L Clark, Fossils, Paleontology, and Evolution 2nd ed. (Dubuque, Iowa: Wm. C. Brown Company Publishers, 1976), 5. [lxix] Ibid., 4. [lxx] Henry M. Morris, The Biblical Basis for Modern Science (Grand Rapids: Baker Book House, 1984), 303. Emphasis is his. [lxxi] George Lyell, Principles of Geology, 2 vols. (New      York: D. Appleton and Company, 1887), 1:318. [lxxii] Ibid. [lxxiii] Ibid., 304-305. [lxxiv] Ibid., 305. [lxxv] Harold S. Slusher, Critique of Radiometric Dating  2nd ed.  (San Diego: Institute for Creation Research, 1981), 2. [lxxvi] Ibid. [lxxvii] Lyell, 317. [lxxviii] Duane T. Gish, Evolution: The Challenge of the Fossil Record  (El Cajon, California: Creation-Life Publishers, 1986), 47. [lxxix] Darwin, 253. [lxxx] Deut. 32:32 [lxxxi] Thomas P. Gamwell and Harold S. Slusher, Age of the Earth  (El Cajon, California: Institute for Creation Research, 1978), 6. [lxxxii] Ibid., 87. [lxxxiii] Ibid., 87-88. [lxxxiv] Ibid., 88. [lxxxv] George Gaylord Simpson, Fossils and the History of Life (New York: Scientific American Books, Inc., 1983), 67-68. [lxxxvi] Ibid., 68. [lxxxvii] Gish, 47. [lxxxviii] Slusher, Critique of Radiometric Dating, 53. [lxxxix] Gish, 51. [xc] Trevor Norman and Barry Setterfield, The Atomic Constants, Light, and Time (Menlo Park, California: Stanford Research Institute International, 1987), 79-80. [xci] Ibid., 85. [xcii] Simpson, 58. [xciii] Gish, 47. [xciv] Lyell, 303. [xcv] Simpson, 62-63. [xcvi] Morris, Scientific Creationism, 120. [xcvii] Richard B. Bliss et al., Fossils: Key to the Present (El Cajon, California: Creation-Life Publishers, 1980), 13-14. [xcviii] Simpson, 63-65. [xcix] Bliss et al., 14. [c] Lyell, 313. [ci] Darwin, 251. [cii] Bliss et al., 14. [ciii] Morris, Biblical Basis for Modern Science, 312-313. [civ] Simpson, 9. [cv] Bliss et al., 4. [cvi] Ibid., 6. [cvii] Gish, 50. [cviii] Henry M. Morris and John C. Whitcomb, The Genesis Flood (Phillipsburg, New Jersey: Presbyterian and Reformed Publishing Co., 1961), 271-272. [cix] Ibid., 272. [cx] Ibid. [cxi] Ibid., 451-453. [cxii] 1 Pet. 3:3-6  Emphasis mine. [cxiii] George Gamow, The Creation of the Universe (New York: The Viking Press, 1952), 20. [cxiv] Morris, Scientific Creationism, 17. [cxv] Gamow, 23. [cxvi] Ibid. [cxvii] Harold S. Slusher, The Origin of the Universe (El Cajon, California: Institute for Creation Research, 1980), 2. [cxviii] Ibid., 34. [cxix] Norman and Setterfield, 80. [cxx] Ibid., 85. [cxxi] Slusher, Origin of the Universe, 43. [cxxii] Gamow, 32. [cxxiii] Slusher, Origin of the Universe, 46. [cxxiv] Emmett L. Williams, "Thermodynamics and Evolution: A Creationist View," in Thermodynamics andthe Development of Order, ed. Emmett L. Williams (n.p.: Creation Research Society, 1981), 10. [cxxv] Ibid. [cxxvi] Morris, Scientific Creationism, 25. [cxxvii] Ibid. [cxxviii] Ibid., 26. [cxxix] Morris, The Genesis Record, 40. [cxxx] Ibid., 41. [cxxxi] Ibid. [cxxxii] Psalm 33:6 [cxxxiii] Gen. 2:2 [cxxxiv] Heb. 1:3 [cxxxv] Gen. 1:31 [cxxxvi] Henry M. Morris, "Thermodynamics and Biblical Theology," in Thermodynamics and the Development of Order, ed. Emmett L. Williams (n.p.: Creation Research Society, 1981), 129. 130 Ibid., 130. [cxxxviii] Rom. 1:20-22 The Bible.  King James Version. Bliss, Richard B. et al.  Fossils: Key to the Present.  El Cajon,  California: Creation-Life Publishers, 1980. Clark, David L.  Fossils, Paleontology, and Evolution.  2nd ed. Dubuque, Iowa: Wm. C. Brown Company, 1976. Darwin, Charles.  The Origin of Species.  6th ed.  London: Watts & Co., 1929. Dobzhansky, Theodosius.  Genetics of the Evolutionary Process.      New York: Columbia University Press, 1970. Farrington, Benjamin.  What Darwin Really Said.  London:      MacDonald, 1966. Gale, Barry G.  Evolution Without Evidence.  Albuquerque:      University of New Mexico Press, 1982. Gamow, George.  The Creation of the Universe.  New York: The      Viking Press, 1952. Gamwell, Thomas P. and Slusher, Harold S.  Age of the Earth.  El      Cajon, California: Institute for Creation Research, 1978. Gish, Duane T.  Evolution: The Challenge of the Fossil Record.       El Cajon, California: Creation-Life Publishers, 1986. Hardy, Alister Clavering, Sir.  Darwin and the Spirit of Man.       London: Collins, 1984. Hutton, Frederick Wollaston.  Darwinism and Lamarckism.  New      York: G.P. Putnam's Sons, 1899. Laporte, Leo F.  Evolution and the Fossil Record.  San Francisco:    Walt Freeman and Company, 1978. Lyell, George.  Principles of Geology.  2 vols.  New York: D.     Appleton and Company, 1887. Marsh, Frank L.  Variation and Fixity in Nature.  Mountain View,      California: Pacific Press Publishing Assoc., 1976. Mayr, Ernst.  Systematics and the Origin of Species.  New York:      Columbia University Press, 1942. Miller, Jonathan.  Darwin for Beginners.  New York: Pantheon      Books, 1982. Morris, Henry M.  The Biblical Basis for Modern Science.  Grand      Rapids: Baker Book House, 1984. ---.  The Genesis Record.  Grand Rapids: Baker Book House, 1976. ---.  Scientific Creationism.  2nd ed.  El Cajon, California:      Master Books, 1985. ---.  "Thermodynamics and Biblical Theology."  In Thermodynamics      and the Development of Order  Ed. Emmett L. Williams.  n.p.:      Creation Research Society, 1981. Morris, Henry M. and Whitcomb, John C.  The Genesis Flood.       Phillipsburg, New Jersey: Presbyterian and Reformed      Publishing, Co., 1961. Norman, Trevor and Setterfield, Barry.  The Atomic Constants,      Light, and Time.  Menlo Park, California: Stanford Research      Institute International, 1987. Simpson, George Gaylord.  Fossils and the History of Life.  New      York: Scientific American Books, Inc., 1983. Slusher, Harold S.  Critique of Radiometric Dating.  2nd ed.  San      Diego: Institute for Creation Research, 1981. ---.  The Orgin of the Universe.  El Cajon, California: Institute      for Creation Research, 1980. Williams, Emmett L.  "Thermodynamics and Evolution: A Creationist      View."  In Thermodynamics and the Development of Order.  Ed.      Emmett L. Williams.  n.p.: Creation Research Society, 1981.
__label__pos
0.843431
Peralta Community College District Physical Geography Rita D. Haberlin, Instructor Air Masses and Storms Quiz Horizontal Rule Horizontal Rule 1. What scale is used to measure the intensity and danger of a hurricane? Modified Mercalli 2. Hurricanes form most frequently: Over land masses in middle latitudes Over the poles Over warm tropical oceans Over tropical land masses At the equator 3. Which one of the following has the strongest winds? Midlatitude cyclones 4. Which one of the following is a FALSE statement about tornadoes? They are most common in the Midwest and Great Plains states. They occur mostly in late fall and winter. They are associated with cumulonimbus clouds. They often occur in advance of a cold front of a midlatitude cyclone. They generally move from southwest to northwest. 5. Following the passage of a cold front through the San Francisco Bay Area, we can expect: Persistent rain and drizzle Low pressures and strong winds Clearing skies and cooler temperatures Warm, muggy weather with low clouds 6. Warm front weather lasts longer than cold front weather because: A warm front has a low angle slope and covers a greater area with its weather. There is more water in the warm air. A warm front involves only warm air. Winds in a warm front shift more frequently than those in a cold front. The following question (question 7) refers to this diagram of a weather front symbol: Diagram of a weather front symbol used on a weather map. 7. The weather front symbol shown above is a(an): Cold front Warm front Stationary front Occluded front 8. What happens when a cold front overtakes a warm front? The two fronts dissolve Cloud formation ceases An occluded front forms A stationary front forms 9. Air masses that originate in the Gulf of Mexico are: Continental Tropical (cT) Maritime Tropical (mT) Maritime Polar (mP) Continental Polar (cP) Equatorial (E) 10. Midlatitude cyclones commonly develop along a feature called the: Subtropical jet stream Equatorial trough Intertropical convergence zone Polar front 11. A cold front is a: Mass of cold air Zone of below freezing temperatures Zone of contact where warm air gains ground over a cold air mass Zone of contact where cold air gains ground over a warm air mass 12. In what part of the United States are thunderstorms most frequent? The Pacific Northwest The Central and Southern States Western Canada 13. If you were to look up at the sky and see cirrus clouds followed by altostratus, and then stratus clouds you would be observing the passage of: A warm front A cold front An anticyclone All of the above 14. As a cyclone progresses through its life cycle and the cold front catches up with the warm front, the pie-slice wedge shape of warm, moist air in the storm system: Increases in size Decreases in size Remains the same size 15. Which one of the following fronts moves fastest? Cold fronts Warm fronts Occluded fronts Stationary fronts Horizontal Rule Return To Air Masses and Storms Learning Module
__label__pos
0.997245
Definition of Gravity Gravity is one of the fundamental forces of nature. The other forces discussed previously, such as friction, tension, and the normal force, are derived from the electric force, another of the fundamental forces. Gravity is a rather weak force unless the objects involved are large, like planets or stars. The electric force between two protons is much, much stronger than the gravitational force between them. Most of what we know about gravity came from studies of the motion of the Moon and the planets. Related Questions (10) Get Definitions of Key Science Concepts from Chegg
__label__pos
0.999879
Why Buy From Us Hazard 4 Sale Smith and Wesson M&P @ TacticalGear.com Smith and Wesson M&P Backed by a 160-year American history, Smith and Wesson cultivated a reputation of reliability and performance. It's no surprise that its M&P apparel line has a similar buzz surrounding it. Created for military and police professionals, the high-quality clothing meets the demanding lifestyles of those dedicated to serving and protecting this nation. The line is infused with features that ensure maximal on-the-job performance, such as access to concealed carry weapons and other essential gear. Fine-tuned for excellence, the Smith and Wesson M&P clothing provides exceptional protection from the elements, while supporting the needs of the tactical professional. Viewing 1 - 4 of 4 items Shopping Filters
__label__pos
0.787316
Home Subscribe Services Support Us Print Version Email this article to a friend Parshas Shlach Internal Injury "Send forth men..." (13:2) This week's parsha introduces the episode of the spies who spoke disparagingly concerning Eretz Yisroel. As a result of the spies' actions the entire generation of Bnei Yisroel who accepted their evil tidings were doomed to die in the desert.1 Rashi explains that the reason why this parsha is juxtaposed to the story of Miriam's affliction with tzora'as recorded at the end of last week's parsha, is that the spies should have taken a lesson from Miriam regarding the consequences of speaking Loshon Horah.2 The prohibition of speaking Loshon Horah is amongst the most severe offenses recorded in the Torah. The Chofeitz Chaim enumerates the many positive and negative precepts violated when engaging in Loshon Horah.3 Why did the spies, who where the greatest leaders of the generation, require the incident with Miriam to teach them a precept which is clearly delineated in the Torah? The Torah identifies the sin of the spies as "vayatziu dibas ha'aretz asher taru osah" - "and they presented evil tidings concerning the land that they had spied out".4 Although we can infer that giving such a negative account of Eretz Yisroel reflected the spies' deep-rooted lack of faith in Hashem's ability to fulfill His promise that Bnei Yisroel would enter Eretz Yisroel, the Torah focuses upon the Loshon Horah spoken concerning the Land.5 Based upon this verse, the Chayei Adam records speaking disparagingly about Eretz Yisroel as a separate prohibition. Why is it so grievous an offense to speak Loshon Horah regarding a piece of land; an inanimate object? In last week's parsha, immediately after recording the Loshon Horah which Miriam spoke against Moshe, the Torah states "veha'ish Moshe anav me'od" - "and the man Moshe was exceedingly humble".6 What is the connection between the two verses? Speaking Loshon Horah is generally portrayed as "bein adam l'chaveiro" - "a sin against society", the heinous nature of the sin reflected by its anti-social repercussions. Although the aforementioned is valid, the Torah is revealing to us that the most destructive force which is unleashed when we engage in Loshon Horah is the damage we inflict upon ourselves. The Torah records the exceedingly humble nature of Moshe immediately after Miriam's criticism of him to teach us that he was completely unaffected by her comments. The damage caused by Miriam's words was the damage she caused herself. Loshon Horah causes part of the transgressor to die; this is reflected by the tzora'as - dead flesh, which is a natural by-product of the transgression. Consequently, Aharon pleaded with Moshe to pray for their sister, "al na sehi kemeis" - "let her not be like a corpse".7 This message was not apparent until the story of Miriam, when it became evident that a person has violated the sin of Lashon Horah even if the subject of the tidings is unaffected. This should have prevented the spies from speaking Loshon Horah, even against an inanimate object. 1.14:21-24 2.13:2 3.See Hilchos Issurei Lashon Horah based on the Sefer Chofeitz Chaim 4.13:32 5.Sotah 35a 6.12:3 7.12:12 With Strings Attached "...and remember all the commandments of Hashem..." (15:39) The Torah stipulates that the tzitzis should serve as a reminder of our obligation to perform all of the mitzvos. Rashi explains that the numerical value of the word tzitzis is six hundred ("tzadi" is ninety, "yud" is ten, "tzadi" is ninety, "yud" is ten and "taf" is four hundred), and when we add the eight threads and five knots, we reach a total of six hundred thirteen, corresponding to the six hundred thirteen mitzvos in the Torah.1 The Ba'alei Tosafos question how Rashi arrives at the number six hundred for the word "tzitzis" when the spelling of the word from the Torah contains only one "yud". The answer given by the Ba'alei Tosafos is that the word "tzitzis" is recorded in the Torah three times, and on one of those occasions the word is written "letzitzis", with a "lamed" which adds an additional value of thirty; by dividing the number thirty into three, for the number of times "tzitzis" is written, we restore the correspondence between the word "tzitzis" and the number six hundred.2 It seems highly unlikely that upon seeing the tzitzis a person will make these intricate calculations leading him to remember all of the mitzvos of Hashem. Why is remembering the mitzvos expressed in this type of manner? The Ramban questions Rashi's explanation that we should include the five knots and eight strings in order to reach a total of six hundred thirteen, for the Talmud teaches that the Torah-mandated obligation of tzitzis involves only the top knot, while the other four are Rabbinically mandated. Therefore, how can Rashi include all five knots in the calculation which is made to fulfill the Torah's obligation of remembering the mitzvos?3 Rashi teaches that the mitzva of tzitzis is equal to all of the other six hundred twelve mitzvos in the Torah. This creates a unifying thread between tzitzis and the other two mitzvos in the parsha, refraining from idol worship and observing the Shabbos, which have the same quality.4 It is understandable that performing idol worship is equivalent to violating the entire Torah, for it negates Hashem's supremacy, as is violating the Shabbos, for Shabbos is the affirmation of Hashem as Creator of the universe. What is the basis for tzitzis being equivalent to all of the other mitzvos? Furthermore, a person is not even obligated to wear tzitzis; the requirement of tzitzis from a Torah perspective is only applicable if a person wears a four-cornered garment. How can a mitzva which is not even a constant requirement be so important? Aside from the perfunctory elements of the mitzva of tzitzis, the mitzva contains another more fundamental concept. The commentaries explain that tzitzis is akin to a uniform which identifies a slave as belonging to his master.5 Consequently, it is no coincidence that tzitzis is included as a part of the reading of Krias Shema, for wearing tzitzis indicates an ongoing reaffirmation of the acceptance of the yoke of Heaven. It is the extension of the declaration made in Krias Shema. In order to increase the efficacy and potency of the tzitzis as the tool by which a person remembers and reaffirms his commitment to perform the six hundred thirteen mitzvos, i.e the expression of his acceptance of the yoke of Heaven, the Torah states "ve'asu lahem tzitzis" - "and they shall make for themselves the tzitzis".6 This means that the reminder does not stem from looking at the tzitzis after donning them, rather the Torah requires that our Sages create a reminder from the tzitzis itself. When a person ties a string around his finger in order to remind himself of something of great significance, it is not the string which is of primary importance, rather that which it is meant to remind him of. Similarly, the Torah instructs our Sages to find symbolic references within the tzitzis so that donning tzitzis itself will be a reminder of our acceptance of the yoke of the Almighty. Therefore, if need be, we can make elaborate calculations, including even Rabbinically mandated stipulations to assign the tzitzis the symbolic representation of the acceptance of all of the mitzvos. It is far more effective a reminder if we are the ones who create the symbolism ourselves. It is for this reason that the Torah does not mandate wearing tzitzis; if the Torah had, the effectiveness of the tzitzis as a reminder would have been dampened, for the reason to wear the tzitzis would have devolved into an act which is done only to fulfill the Torah imperative. A Rabbinical creation of the constant obligation to wear tzitzis is more effective as the reminder for we have designated its symbolism. Since tzitzis contains the fundamental principle of acceptance of the yoke of the Almighty, it can be grouped with refraining from idol worship and keeping Shabbos. 1.15:39 2.Menachos 39a see Tanchuma Sheach..3.15:26 4.15:41 5.Tos. Menachos 39a, Sefer Hachinuch, Seforno 15:39 6.15:38;39, View Complete List The Auction of The Year! Rabbi Aron Tendler - 5760 Four Species: All for One; One for All Rabbi Osher Chaim Levene - 5766 Permanent Assets Rabbi Moshe Peretz Gilden - 5766 Great Expectations Rabbi Yochanan Zweig - 5770 Simchas Torah : My Son, The Stranger Rabbi Yochanan Zweig - 5774 Concentric Circles:Contrasting Worlds Rabbi Naftali Reich - 5773 Looking for a Chavrusah? The Illusion of Nothingness Rabbi Label Lam - 5773 Bullish Outlook Rabbi Eliyahu Hoffmann - 5760 A Reality Check Rabbi Yehudah Prero - 5766 > Putting the Squeeze on Sin Rabbi Eliyahu Hoffmann - 5764 The Nature of Human Behavior - 5773 Sweat, Tears, Toil Rabbi Naftali Reich - 5774 Frumster - Orthodox Jewish Dating Beauty Defined Rabbi Yehudah Prero - 5763 Who was Moshe Rabbeinu? Rabbi Pinchas Winston - 5759 Challal: On Many Levels Rabbi Pinchas Winston - 5775 Where Are You? Rabbi Mordechai Kamenetzky - 5756 Project Genesis Home Torah Portion Jewish Law Learn the Basics Ask The Rabbi Knowledge Base About Us Contact Us Free Book on Geulah! Home Copyright Information
__label__pos
0.808136
One Word To Rule Them All, And In The Puzzle Bind Them On-air challenge: Three words that start with the same letter will be presented in a group. Find a word that shares the same first letter as the three, and that can follow each word within the group to complete a compound word or a familiar two-word phrase. Example: "big," "broad," "boy"; the answer would be "band" to get "big band," "broadband" and "boy band." Last week's challenge: The challenge comes from listener Dan Pitt of Palo Alto, Calif. Split pea soup is something that might be found on a menu at a diner. The phrase contains each of the five vowels — A, E, I, O and U — exactly once. Name something else that might be served in a diner — also three words, consisting of three, six and eight letters, respectively — that contains each of the six vowels (A, E, I, O, U and Y) exactly once. Answer: Hot turkey sandwich Winner: Gerard Jugant of Pasadena, Calif. Next week's challenge: This week's challenge comes from listener Louis Sargent of Portland, Ore. Name a well-known American company. Insert a W somewhere inside the name, and you'll get two consecutive titles of popular TV shows of the past. What are they? Submit Your Answer Copyright 2014 NPR. To see more, visit
__label__pos
0.892075
Canadian Originated Preferred Securities - COPrS DEFINITION of 'Canadian Originated Preferred Securities - COPrS' A long-term subordinated debt instrument issued in Canada. COPrS (pronounced "coppers") are a type of derivative equity security invented by Merrill Lynch in the mid-1990s. The first company to offer them was TransCanada PipeLines. COPrS are not the same as preferred shares, but are attractive because they have features which resemble both preferred shares and long-term corporate bonds. BREAKING DOWN 'Canadian Originated Preferred Securities - COPrS' COPrS are a form of long-term, unsecured debt that are rated like bonds. They are traded on the Toronto Stock Exchange and pay interest quarterly, though the issuer usually has the option to defer paying interest for as many as 20 consecutive quarters. COPrS can be called after five years, so they are subject to reinvestment risk. Their subordinate status adds another level of risk, but also they offer a higher yield, and they are taxable investments. 1. Preferred Stock 2. Long-Term Debt 3. Corporate Bond 4. Subordinated Debt 5. Junior Security A security that ranks lower than other securities in regards ... 6. Maturity Related Articles 1. Bonds & Fixed Income A Primer On Preferred Stocks 2. Mutual Funds & ETFs Private Equity A Trendsetter For Stocks 3. Bonds & Fixed Income Introduction To Convertible Preferred Shares 4. Bonds & Fixed Income Retail Notes: A Simpler Alternative To Bond Funds These securities are meant to be held until maturity, removing the burden of complex pricing that sometimes plagues bonds. 5. Investing Basics Knowing Your Rights As A Shareholder 6. Bonds & Fixed Income Advanced Bond Concepts 7. Mutual Funds & ETFs Top 4 Investment Grade Corporate Bonds ETFs 8. Entrepreneurship Top 5 Most Successful Canadian Entrepreneurs 9. Investing Basics The 4 Biggest Bond Myths 10. Investing Watch Your Duration When Rates Rise 1. Who decides to print money in Canada? 2. Are high yield bonds a good investment? 3. What are the maximum Social Security disability benefits? 5. What types of capital are not considered share capital? 6. What is a 'busted' convertible bond? You May Also Like Hot Definitions 1. Capitalization Rate 2. Gross Profit 3. Revenue 4. Normal Profit 5. Operating Cost 6. Cost Of Funds Trading Center You are using adblocking software so you'll never miss a feature!
__label__pos
0.771389
This Cake Comes With Exploding Airbag Stuffing What's most remarkable about this video—aside from the splatter patterns on the ceiling—is our victim's stoicism. It walks the line between "brave" and "devoid of basic reflexive motor functions" in a truly admirable way. [Buzzfeed]
__label__pos
0.792823
Important information North America Plant Scientific Reference North America Plant Scientific Reference • App Store Info The most comprehensive photographic plant reference apps available! Information provided in this app include scientific name, common name, states, growth form, flower, fruit and seed, foliage, etc, which can be as detailed as to the active growth period, minimum PH required, seeds per pound, foliage texture, leaf retention properties, and many more. Photos and illustrations are provided foreach plant: seeds, leaves, flowers, drawings, and other diagrams. The most attractive feature about this app is the “IDENTIFY” function – Input information of flower color, foliage color, growth form, and shape and orientation, this app will indentify the plant! North America Plant Scientific Reference has the most complete plant database and pictures. Features include: 1. Over 40 thousand of plants; 2. Browse by Plant name alphabetically; 3. Browse by States; 4. Instant name search while browsing; 5. Identify Plants by flower color, foliage color, growth form, or shape and orientation; 6. Plant photographs and illustrations. 7. Fruit and Seed information includes: seeds per pound, abundance, begin period, conspicuous, persistence, color, end period; 8. Growth information includes: growth habit, shade tolerance, duration, active growth period, minimum root depth, growth rate, growth form, toxicity, minimum pH, and re-sprout ability; 9. Foliage information includes: leaf retention, foliage color, porosity, and texture; 10. Flower information includes: bloom period, conspicuous, and color; 11. Scientific description for all plant properties; 12. Optimized for iOS 7. Perfect for both kids and adults to learn about Plants anytime and anywhere. . http://twitter, com/NIMChina http://weibo. com/notioninmotion What's New in Version 3.0.2 1.add favourites 2.fix bugs
__label__pos
0.793965
George Friedman Turkey is re-emerging as a significant regional power. In some sense, it is in the process of returning to its position prior to World War I when it was the seat of the Ottoman Empire. But while the Ottoman parallel has superficial value in understanding the situation, it fails to take into account changes in how the global system and the region work. Therefore, to understand Turkish strategy, we need to understand the circumstances it finds itself in today. The end of World War I brought with it the end of the Ottoman Empire and the contraction of Turkish sovereignty to Asia Minor and a strip of land on the European side of the Bosporus. That contraction relieved Turkey of the overextended position it had tried to maintain as an empire stretching from the Arabian Peninsula to the Balkans. In a practical sense, defeat solved the problem of Turkey's strategic interests having come to outstrip its power. After World War I, Turkey realigned its interests to its power. Though the country was much smaller, it was also much less vulnerable than the Ottoman Empire had been. The Russia Problem At the same time, a single thread connected both periods: the fear of Russia. For its part, Russia suffered from a major strategic vulnerability. Each of its ports -- St. Petersburg, Vladivostok, Murmansk and Odessa -- was accessible only through straits controlled by potentially hostile powers. The British blocked the various Danish straits, the Japanese blocked access to Vladivostok and the Turks blocked access to the Mediterranean. Russian national policy had an ongoing focus of gaining control of the Bosporus both to prevent a blockade and to project power into the Mediterranean.  Therefore, the Russians had a particular interest in reshaping Turkish sovereignty. In World War I, the Ottomans aligned with the Germans, who were fighting the Russians. In the inter-war and World War II periods, when the Soviets were weak or distracted, Turkey remained neutral until February 1945, when it declared war on the Axis. After the war, when the Soviets were powerful and attempted covert operations to subvert both Turkey and Greece, the Turks became closely allied with the United States and joined NATO (despite their distance from the North Atlantic).  From 1945 until 1991 Turkey was locked into a relationship with the United States. The United States was pursuing a strategy of containing the Soviet Union on a line running from Norway to Pakistan. Turkey was a key element because of its control of the Bosporus, but also because a pro-Soviet Turkey would open the door to direct Soviet pressure on Iran, Iraq and Syria. A Soviet-allied or Soviet-influenced Turkey would have broken the center of the American containment system, changing the balance of power. Along with Germany, Turkey was the pivot point of U.S. and NATO strategy. From a Turkish point of view, there was no other option. The Soviets had emerged from World War II in an extremely powerful position. Western Europe was a shambles, China had become communist and the surplus military capability of the Soviets, in spite of the massive damage they had endured in the war, outstripped the ability of nations on their periphery -- including Turkey -- to resist. Given the importance of the Bosporus and Asia Minor to the Soviets, Turkey was of fundamental interest. Unable to deal with the Soviets alone, Turkey thus moved into an extremely tight, mutually beneficial relationship with the United States. During the Cold War, Turkey was a strategic imperative of the United States. It faced the Soviets to the north and two Soviet clients, Syria and Iraq, to the south. Israel drew Syria away from Turkey. But this strategic logic dissolved in 1991 with the fall of the Soviet Union. By then, the union had fragmented. Russian power withdrew from the southern Caucasus and Balkans and uprisings in the northern Caucasus tied the Russian military down. Armenia, Georgia and Azerbaijan gained independence. Ukraine also became independent, making the status of the Russian Black Sea Fleet in Crimea unclear. For the first time since the early years of the Soviet Union, Turkey was freed from its fear of Russia. The defining element of Turkish foreign policy was gone, and with it, Turkish dependence on the United States.  The Post-Soviet Shift It took a while for the Turks and Americans to recognize the shift. Strategic relationships tend to stay in place, as much from inertia as intention, after the strategic environment that formed them disappears; it often takes a new strategic reality to disturb them. Thus, Turkey's relationship with the United States remained intact for a time. Its ongoing attempts to enter the European Union continued. Its relationship with Israel remained intact even after the American rationale for sponsoring Turkish-Israeli strategic ties had diminished. It is much easier to forge a strategic policy in the face of a clear threat than in the face of an undefined set of opportunities. For Turkey, opportunities were becoming increasingly prevalent, but defining how to take advantage of them posed a challenge. For Turkey, the key breakpoint with the past was 2003 and the U.S. invasion of Iraq. From Turkey's point of view, the invasion was unnecessary, threatened to empower Iran, and posed domestic political challenges. For the first time since World War II, the Turks not only refused to participate in an American initiative, they also prevented the Americans from using Turkish territory to launch the invasion.  Turkey had encountered a situation where its relationship with the United States proved more dangerous than the threat an alliance with the United States was meant to stave off. And this proved the turning point in post-Soviet Turkish foreign policy. Once Turkey decided not to collaborate with the United States -- its core principle for decades -- its foreign policy could never be the same. Defying the United States did not cause the sky to fall. In fact, as the war in Iraq proceeded, the Turks could view themselves as wiser than the Americans on this subject and the Americans had difficulty arguing back. That left the Turks free to consider other relationships. One obvious option was joining with Europe, the leading powers of which also opposed the American invasion. That commonality, however, did not suffice to win Turkey EU membership. A host of reasons, from fear of massive Turkish immigration to Greek hostility, blocked Turkey's membership bid. Membership in the European Union was not seen in terms of foreign policy alone; rather, for secularists it symbolized the idea of Turkey as a European country committed to European values. But the decision on membership was not Turkey's to make. Ultimately, the European decision to essentially block Turkey's membership left Turkey with a more dynamic economy than most of Europe and without liability for Greece's debt. The failure to integrate with Europe and the transformation of ties with the United States from an indispensible relationship to a negotiable (albeit desirable) one finally forced Turkey to create a post-Cold War strategy. That strategy grew out of three facts. First, Turkey faced no immediate existential threat, and even secondary threats were manageable. Second, Turkey was developing rapidly economically and had the most powerful military in its region. And third, Turkey was surrounded by increasingly unstable and dangerous neighbors. Iraq and Syria were both unstable. Iran was increasingly assertive, and a war between Iran and Israel and/or the United States remained a possibility. The Caucasus region was quiet, but the Russian invasion of Georgia in 2008 and ongoing tensions between Azerbaijan and Armenia were still significant factors. The Balkans had quieted down after the Kosovo war, but the region remained underdeveloped and potentially unstable. In the past year, North Africa became unstable, Russia became more assertive and the United States began appearing more distant and unpredictable.  Three processes define Turkey's strategy. The first is its rise in relative power. In a region of destabilizing powers, Turkey's relative strength is increasing, which provides Ankara with new options. The second is the possible dangers posed to Turkish interests by the destabilization, which draws Turkey outward, as Ankara seeks ways to manage the instability. The third is the reality that the United States is in the process of redefining its role in the region following the Iraq War and no longer is a stable, predictable force. The Transitional Stage Turkey is emerging as a great power. It has not yet become one for a host of reasons, including limited institutions for managing regional affairs, a political base that is not yet prepared to view Turkey as a major power or support regional interventions, and a region that is not yet prepared to view Turkey as a beneficial, stabilizing force. Many steps are required for any power to emerge as a dominant regional force. Turkey is only beginning to take those steps. At present, Turkish strategy is in a transitional stage. It is no longer locked into its Cold War posture as simply part of an alliance system, nor has it built the foundation of a mature regional policy. It cannot control the region and it cannot simply ignore what is happening. The Syrian case is instructive. Syria is Turkey's neighbor, and instability in Syria can affect Turkey. There is no international coalition prepared to take steps to stabilize Syria. Therefore Ankara has taken a stance in which it refrains from overt action, but keeps its options open should matters become intolerable to Turkey. When we consider the Turkish periphery as a whole, we see this transitional foreign policy at work, whether in Iraq or in the Caucasus. With Iran, it avoids simply being part of the American coalition while refusing simply to champion the Iranian position. Turkey has not created a regional balance of power, as a mature regional power would. Rather, it has created a Turkish balance of power in the sense that Turkish power is balanced between subordination to the United States and autonomous assertiveness. This period of balancing for an emerging power is predictable; the United States went through a similar phase between 1900 and World War I. Turkey obviously has two main domestic issues to address as it moves forward. We say "as it moves forward" because no nation ever solves all of its domestic problems before it assumes a greater international role. One is the ongoing tension between the secular and religious elements in its society. This is both a domestic tension and an occasional foreign policy issue, particularly in the context of radical Islamists, where every sign of Islamic religiosity can alarm non-Islamic powers and change their behavior toward Turkey. The other is the Kurdish problem in Turkey, as manifested by the Kurdistan Workers' Party (PKK) militant group. The first problem is endemic in most societies these days; it defines American politics as well. It is something nations live with. The PKK problem, however, is unique. The Kurdish issue intersects with regional issues. For example, the question of Iraq's future involves the extent of autonomy enjoyed by Iraq's Kurdish region, which could have an effect on Turkish Kurds. But the major problem for Turkey is that so long as the Kurdish issue persists, foreign powers opposed to Turkey's rise will see the Kurds as a Turkish weakness and could see covert interventions into the Kurdish regions as an opportunity to undermine Turkish power.  Turkey is already wary of Syrian and Iranian efforts to constrain Turkey through Kurdish militancy. The more powerful Turkey gets, the more uncomfortable at least some in the region will become, and this actually increases Turkey's vulnerability to outside intervention. Therefore Turkey must address the Kurdish issue, since regional unrest and separatism fueled by outside enemies could undermine Turkey's power and reverse its current trend toward becoming a great power. There is a paradox, which is that the more powerful a nation becomes, the more vulnerable it might be. The United States was undoubtedly safer between the Civil War and its intervention in World War I than any time since. So, too, Turkey was likely safer between 1991 and today than it will be when it becomes a great power. At the same time, it is unsafe to be simply a junior ally to a global power given to taking risks with other countries.  The idea of safety among nations in the long run is illusory. It doesn't last. Turkey's current strategy is to make it last as long as possible. This means allowing events around it to take their course on the reasonable assumption that at present, the outcome of these events doesn't threaten Turkey as much as Turkish intervention would. But as we have said, this is a transitional policy. The instability to its south, the rise of an Iranian sphere of influence, a deepening of Russian influence in the Caucasus and the likelihood that at some point the United States might change its Middle East policy again and try to draw Turkey into its coalition -- all of these argue against the transitional becoming permanent.  Turkey is interesting precisely because it is a place to study the transition of a minor country into a great power. Great powers are less interesting because their behavior is generally predictable. But managing a transition to power is enormously more difficult than exercising power. Transitional power is keeping your balance when the world around you is in chaos, and the ground beneath you keeps slipping away. The stresses this places on a society and a government are enormous. It brings out every weakness and tests every strength. And for Turkey, it will be a while before the transition will lead to a stable platform of power. Read more: Turkey's Strategy | Stratfor George Friedman
__label__pos
0.706268
Children have a tireless interest in manipulating materials when learning The Montessori curriculum is based on research and philosophy of Dr. Maria Montessori.  It is designed to spark interest and create in children the joy of learning.  Children explore concepts and develop skills at each level of understanding that prepares them for more complex lessons at the next level. Maria Montessori teaches a childs to explore math concepts Dr. Montessori’s principals of education were developed through intense observation of children.  She observed that all children progress through stages of development or formative periods.  Each stage builds and expands upon the previous one. Dr. Montessori also believed that children develop most successfully when they are offered freedom to choose their activities within a structured environment.  They should also be provided with hands-on experiences and allowed to work until their needs are satisfied.  The role of the classroom teacher is to nurture the development of the whole child, and not focus solely on academics.  Education must help children in their development and prepare them for their future.  Children become productive members of society by learning how to adapt to a changing environment, becoming independent and responsible for their actions, and handling situations that arise in constructive ways.
__label__pos
0.999265
Abstinence-Only-Until-Marriage Programs 8-Point Definition of Abstinence-Only Education Print As Defined By Section 510(b) of Title V of the Social Security Act, P.L. 104-193 For the purposes of this section, the term "abstinence education" means an educational or motivational program which: 2. teaches abstinence from sexual activity outside of marriage is the expected standard for all school-age children; 4. teaches that a mutually faithful monogamous relationship in the context of marriage is the expected standard of sexual activity; 5. teaches that sexual activity outside the context of marriage is likely to have harmful psychological and physical side effects; 8. teaches the importance of attaining self-sufficiency before engaging in sexual activity. a youth-driven communityworking for change Apoyo para Jóvenes GLBTQ for Spanish-speaking GLBTQ youth by and for young women of color a grassroots movement to start a new conversation about abortion
__label__pos
0.928951
Vocal warm-up #4 - Articulation Running time: 4.22mins Film maker: Mike Marriage The theatres at the National require a vocal focus on articulation. First Jeannette gets the actors to move their lips around, and then gives the tongue a good work-out. After relaxing the jaw and reminding the actors of the need for good support, she gets them to repeat the sounds 'da, da, da' and 'ta, ta, ta' very quickly. Jeannette's further selection of other sounds to repeat will, over time, build up an actor's ability to articulate clearly. In addition to being part of their continual training, it's also something they need to do every night before a performance. People featured in this video: Jeannette Nelson (Head of Voice), Sioned Jones (Actor), Chris Saul (Actor) Vocal exercises are part of an actor’s working life. In ancient Greek times, it was the greatest orators, those with the physical gift of a beautiful voice and a strong diaphragm, that were the actors and public speakers. There are references in some Shakespeare's plays to the vocal exercising of an actor before performance and the importance of enunciation and volume. There are many types of vocal exercises, and each addresses a different part of the vocal mechanism. You can look at each component as a cog in a machine that, when put together, will aid understandable and natural sounding speech that can easily be heard at the back of an auditorium. In this collection Jeannette Nelson, Head of Voice, takes actors through a warm up and a series of exercises typical for actors in rehearsal at the National Theatre.
__label__pos
0.735503
From OpenStreetMap Wiki (Redirected from Surface) Jump to: navigation, search Available languages — Key:surface Public-images-osm logo.svg surface Transportation in Tanzania Traffic problems.JPG Describes the surface of a feature. Group: Properties Used on these elements Documented values: 3 Useful combination Status: De facto The surface key is used to provide additional information about the physical surface of roads/footpaths and some other features, particularly regarding material composition and/or structure. Primarily concerned about the surface in relation to transport and sports and more commonly used on linear features. For broader descriptions of surfaces see Landcover. Key Value Element Comment Rendering Photo surface paved Mf way.png Mf area.png A highway feature is predominantly sealed along its length; i.e., it is covered with paving stones, concrete or bitumen. This value gives only a rough description; use a more precise value if possible. surface asphalt Mf way.png Mf area.png This is actually short for asphalt concrete. It does not mean that the road surface is only asphalt. Most such roads are tagged as less clear surface=paved. Surface asphalt.jpg surface cobblestone Mf way.png Mf area.png Cobblestone paving. "Cobblestone" is used in the colloquial meaning and includes the type of stones that would more precisely be called "setts". Granite Setts.jpg surface cobblestone:flattened Mf way.png Mf area.png One of three tags used to describe sett surface. This is neither a correct name, like sett (cobblestone is by definition not shaped into any form), nor a colloquially used name, like cobblestone. Granite Setts.jpg surface sett Mf way.png Mf area.png Sett paving. Sett surface is formed from stones quarried or worked to a regular shape. Granite Setts.jpg surface concrete:plates Mf way.png Mf area.png Heavy duty plates chained closely together on the short side. Might have tar or sand in between the connections. Dscf0222 600.jpg surface paving_stones Mf way.png Mf area.png Paving stones are equally sized concrete stones, with a flat top. They are comparable to flattened cobblestones (and often used in the same cases), but the gaps between the paving stones are smaller because the stones have a perfectly regular shape (rectangular, or any surface-filling shape). Paving stones are often found in low-traffic streets (like pedestrian zones) because they can't endure heavy traffic. Surface paving stones.jpgDscf1620-800.jpg surface paving_stones:30 Mf way.png Mf area.png Square paving stones with 30cm sides. Note that there is consensus that this information should not be tagged this way. See this proposal for a possible alternative. surface paving_stones:20 Mf way.png Mf area.png Square paving stones with 20cm sides. Note that there is consensus that this information should not be tagged this way. See this proposal for a possible alternative. surface metal Mf way.png Mf area.png Used for bridges, or for temporary tracks over fields for normal road vehicles or site traffic. Surface-Metal.jpgMetal footbridge over Sand Quarry - - 1325566.jpg surface wood Mf way.png Mf area.png Used for bridges and plank walkways. Wooden-bridge.jpg surface User defined Mf way.png Mf area.png All commonly used values according to Taginfo. surface unpaved Mf way.png Mf area.png A highway feature is predominantly unsealed along its length; i.e., it has a loose covering ranging from compacted stone chippings to earth. Unpaved roads may, in aerial imagery, show evidence of water along their course; in such circumstances, the waterway should not be tagged as a stream, though it might appear as such. This value gives only a rough description; use a more precise value if possible. surface earth Mf way.png Mf area.png Probably a type of surface=ground. Usually natural, but may also apply to artificial preparations of soil. Duplicate of surface=dirt. Dscf1832-800.jpg surface grass Mf way.png Mf area.png Grass covered ground. Mostly nice to walk. Less prone to erosion than pure ground. Might degrade through heavy usage. Grassway.JPG surface ground Mf way.png Mf area.png No special surface, the ground itself has marks of human or animal usage. This value gives only a rough description; if possible, use a more precise value such as grass, clay, sand, gravel, pebblestone or rock. Gfp-florida-big-shaols-state-park-forest-trail.jpg surface ice Mf way.png Mf area.png Ice roads, winter roads Jaatee2003.jpg surface salt Mf way.png Mf area.png Salt lakes 2012.10.02.155200 Bonneville Salt Flats Utah.jpg surface sand Mf way.png Mf area.png Small to very small fractions (less than 2mm) of rock. Dscf0220 600.jpg surface snow Mf way.png Mf area.png Winter roads. Male Weimeraner Following a Scent Trail in the Snow.jpg Special (sports, etc.) surface artificial_turf Mf way.png Mf area.png An all-weather surface made from synthetic fibres to look and feel like natural grass. Often used for tracks and pitches of sports such as football, baseball, etc. Kunstgress.JPG surface decoturf Mf area.png DecoTurf is an artificial surface used for some tennis courts. surface clay Mf way.png Mf area.png Used for some tennis- and soccerpitch. Surface for foot- and cycleways See also
__label__pos
0.818309
1. 1 2. 2 3. 3 4. 4 5. 5 CHILDREN OF THE INQUISITION follows descendants of the Spanish and Portuguese Inquisitions as they unravel their complex—often hidden—Jewish identity. Unearthing their own families’ flights to safety over 500 years brings our characters to a fuller understanding of how their lives were shaped by a perilous history.
__label__pos
1
A haircut rate is a measure that reduces the value of any collateral used in a loan to ensure that when the effects of volatility and adverse price changes are taken into consideration, the collateral will still have enough value so that the lender does not realize any loss. Haircut rates are imposed by clearing corporations to ensure adequate capital requirements, margin and collateral levels. Broker-dealers are required by law to meet capital requirements. The net capital requirements required by various institutions are stated under SEC Rule 15c3-1. Haircut rates will vary depending on the instrument and the length, type or riskiness of the transaction. Under the SEC rule, the haircut rate for an exchange-traded fund (ETF) such as a Spider is 10%, compared to a 2% haircut for a money market fund. Notice how a higher rate is imposed on assets that are riskier. As another example, a 30% haircut rate may be imposed when an investor wishes to use shares which she already holds in her account as collateral for margin required for a separate transaction. The market value of the shares is devalued by 30% to give the lending institution a cushion in case the value of the collateral experiences a sharp decline. For information on the effects of these margin requirements on the average investor, check out our Margin Trading Tutorial. 2. How often do mutual funds report their holdings? 3. Do financial advisors need to be approved by FINRA? 5. Tame Panic Selling with the Exhausted Selling Model 6. Point and Figure Charting Using Count Analysis Related Articles 1. Chart Advisor ChartAdvisor for October 2 2015 Weekly technical summary of the major U.S. indexes. 2. Investing How Diversifying Can Help You Manage Market Mayhem 3. Technical Indicators Why MACD Divergence Is an Unreliable Signal 4. Investing News 6 Signs You Are Addicted To Investing 5. Chart Advisor Expecting a Big Breakout In These 4 Stocks 6. Chart Advisor Trade Base Metals With These 3 ETFs 7. Economics The 5 Countries That Produce the Most Carbon Dioxide (CO2) 8. Charts & Patterns The Importance Of Tracking The Whisper Number 9. Chart Advisor Stocks With Buy Signals in a Bear Market 10. Investing Basics Explaining the 10-K 1. Maintenance Margin 2. Emergency Banking Act Of 1933 3. Slander 4. Libel 5. Defamation 6. Fair Housing Act You May Also Like Hot Definitions 1. Capitalization Rate 2. Gross Profit 3. Revenue 4. Normal Profit 5. Operating Cost 6. Cost Of Funds Trading Center You are using adblocking software so you'll never miss a feature!
__label__pos
0.922536
user functions Log into intercom now Reset My Password The students in Storytelling as a Modern Communications Art are going to share their personal stories in the Handwerker Gallery as their final project.  Throughout the semester they have shared fairy tales and folk tales with one another. Now, as the final story of the class, they are sharing stories from their experience and putting it into a five minute bullet of bravery and bravado with a bite.  "Don't Take This Personally" story slam | 0 Comments | Refresh view
__label__pos
0.91812
@techreport{NBERw8390, title = "Resource Curse or Debt Overhang?", author = "Osmel Manzano and Roberto Rigobon", institution = "National Bureau of Economic Research", type = "Working Paper", series = "Working Paper Series", number = "8390", year = "2001", month = "July", doi = {10.3386/w8390}, URL = "http://www.nber.org/papers/w8390", abstract = {It has been widely believed that resource abundant economies grow less than other economies. In a very influential paper, Sachs and Warner (1997), point out that there is a negative relationship between resource abundance and growth. Two important econometric problems are present in the traditional empirical literature: First, the result might depend on factors that are correlated with primary exports but that have been excluded from the regression. Second, total GDP includes the production in the resource sector that has been declining in the last 30 years. We correct for those issues. Our results indicate that the so called 'Natural Resource Curse' might be related to a debt overhang. In the 70's when commodities' prices were high, natural resource abundant countries used them as collateral for debt. The 80's witnessed an important fall in the prices that drove these countries to debt crises. When we estimate the model taking these into account, we found that the effect of resource abundance disappears.}, }
__label__pos
0.95329
Authored by Lieutenant Colonel Kalifa Keita. | May 1998 Share | |   Print   Email Extreme ethnic violence has been a sordid feature of the post-Cold War world. The discontent underlying the violence sometimes flares into insurgency, threatening the cohesion of the state. Typically, primordial hatreds embedded in ethnic history erode a society?s commitment to democracy and human rights. However, recent history offers examples of some states which resolved severe ethnic conflict without a bloodbath and without a halt to ongoing processes of political reform. The West African nation of Mali is one such state. June 27, 1990, is a significant date in the recent history of Mali. It marks the beginning of what Malians call ?The Second Tuareg Rebellion.? The first had been staged against the post-colonial Malian government in 1963. The national government had suppressed that rebellion with harsh coercive measures, and the Tuaregs continued to nurture grievances. The second Tuareg rebellion coincided in the early 1990s with turbulent political developments in Malian society as a whole. It soon was clear that Mali?s stability and progress were contingent on ending the insurgency. This, in turn, required a solution to Tuareg grievances.
__label__pos
0.995467
• Carbohydrate-deficient transferrin; • Fetal alcohol prevention; • Prenatal alcohol use Objective: To compare two prenatal alcohol use screening instruments with a physiologic measure of prenatal alcohol use. Design: Retrospective comparison of the Prenatal Alcohol Use Interview (PAUI) and the ACOG Antepartum Record with CDTect. Setting: An inner-city, high-volume, prenatal clinic. Participants: Fifty-six women selected and enrolled at their first prenatal visits. Main Outcome Measure: An assessment of relative sensitivity and specificity of two prenatal alcohol use screening instruments. Results: Women identified as Drinkers by the CDTect were more likely to be identified as Drinkers by the PAUI (59%) than by the ACOG Antepartum Record (19%). Also, the PAUI had a lower false negative rate (41%) than the ACOG record (80%). That is, the PAUI was less likely to identify as Quitters women the CDTect identified as Drinkers than was the ACOG record. Conclusion: The PAUI is a more sensitive screen than the ACOG record and should be the instrument preferred for screening prenatal alcohol use.
__label__pos
0.783868
DiscardedYKTTW Can't tell who got shot YKTTW Discussion Can't tell who got shot Two struggle, one is shot. Which? (permanent link) added: 2011-08-16 13:44:10 sponsor: DvanderHoof (last reply: 2011-10-31 05:48:28) Add Tag: Two people both have a grip on the gun, often hidden between them. A shot, both freeze. Who got shot? Sometimes the shot one gives a misleading smile before they glaze over and fall. Replies: 5
__label__pos
0.857616
Original experiment: tert-butyl alcohol +sulfuric acid -->tert butyl cation What product(s) would be formed if 1-butanol were used instead of tert-butyl alcohol in this experiment? Would this be the best way to substitute a butyl group in a benzene ring. My answer is the product formed would be 1-bromobutane. Is this correct can you show me each step of the reaction with 1-butanol? Thank you so much. Get this answer with Chegg Study
__label__pos
0.999598
Search 81,580 tutors Ask a question 0 0 Choose the equation below that represents the line passing through the point (-3, -1) with a slope of 4. Tutors, please sign in to answer this question. 3 Answers ya we will use the simple formula and put the points (-3,-1) in that formula y-y1 =m(x-x1) so, here x1 =-3 and y1 =-1 and m=4 so, simply by putting the values we get... Hi Amy...  I'll add: The slope is the x-coefficient, or x-multiplier.  From our sample problem, we know we have one term, 4x We also know that when we have a set of points from a graph, then we have an x-y coordinate (location) that gives us both x and y at the same time (same place on the equation graph), and both can be plugged into the equation.   Coordinates are usually given as (x, y), and from our sample we have x = -1, and y = -3.  Now we can just plug these into the standard y = mx + b format for a linear (straight line) equation:  -1 = 4(-2) + b. "b" is the value y has when x = 0; you can think of it as a y-offset above or below zero, because if b = 0, then when x = 0, y would also = 0, and our line would pass through (0, 0). (y = m(0) + 0;  y = 0).  We can find b by solving y=mx+b for b:  b = y - mx.   In our sample, b = (-1) - (4)(-3);  b = -1 + 12, so b = +11.  Our final equation:  y = 4x + 11 To prove it:  y = 4(-3) + 11;  y = -12 + 11 = -1, which is the original y-coordinate  :-) There is a formula well-known as the point-slope equation. It gives the equation of the line through a given point with a given slope. Here it is: y - y1 = m(x - x1), where (x1, y1) is the given point and m is the slope. I hope this helps. If you would like more assistance, please feel free to ask. I or another tutor will be happy to assist you.
__label__pos
0.999669
Edit Article Can't lie but don't want to tell the truth? Then you need this article! 1. 1 Understand that sometimes you can say something that doesn't necessarily answer their question, but satisfies them. (example: "Is it easy listening to music"?, "Well, its not hard to hear",) 2. 2 Slyly change the subject.. Just don't let them realise you're changing it. Example: someone asks if you knew about something. Respond with "If I knew, don't you think I would have told you?" 3. 3 Keep the conversation going. Give a little shrug and answer a question that was asked previously in the conversation. This will make it look like you're simply not interested in their question. • Alternatively, address that you don't want to talk about it. For example, if they still want to know about what you were talking about then just say "lets move on now, we've already talked about that so anyway what are your plans tonight" then they'll tell you what they have next and you will have a conversation on a totally other topic going on. 4. 4 Tell a random fact. Just say a random fact about the topic you're talking about. that way it'll be true and the person you're talking to will ask for more facts about whatever you're talking about. • This doesn't always work. Article Info Categories: Stub | Lies and Fabrication Did this article help you? Yes No
__label__pos
0.706268
Richardson number From Wikipedia, the free encyclopedia Jump to: navigation, search The Richardson number (Ri) is named after Lewis Fry Richardson (1881 – 1953). It is the dimensionless number that expresses the ratio of potential to kinetic energy. In certain fields the Froude number is more commonly used and is the reciprocal of the square root of the Richardson number or Ri = 1/Fr2. \mathrm{Ri} = \frac{\text{potential energy}}{\text{kinetic energy}} = \frac{gh}{u^2} \mathrm{Ri} = {g' h\over u^2} which is used frequently when considering atmospheric or oceanic flows. In aviation, the Richardson number is used as a rough measure of expected air turbulence. A lower value indicates a higher degree of turbulence. Values in the range 10 to 0.1 are typical, with values below unity indicating significant turbulence. Thermal convection[edit] District heating accumulation tower of the power plant Theiss, with volume of 50000 cubic meters In thermal convection problems, Richardson number represents the importance of natural convection relative to the forced convection. The Richardson number in this context is defined as \mathrm{Ri} = \frac{g \beta (T_\text{hot} - T_\text{ref})L}{V^2} where g is the gravitational acceleration, \beta is the thermal expansion coefficient, Thot is the hot wall temperature, Tref is the reference temperature, L is the characteristic length, and V is the characteristic velocity. The Richardson number can also be expressed by using a combination of the Grashof number and Reynolds number, \mathrm{Ri} = \frac{\mathrm{Gr}}{\mathrm{Re}^2}. Typically, the natural convection is negligible when Ri < 0.1, forced convection is negligible when Ri > 10, and neither is negligible when 0.1 < Ri < 10. It may be noted that usually the forced convection is large relative to natural convection except in the case of extremely low forced flow velocities. In the design of water filled thermal energy storage tanks, the Richardson number can be useful.[1] In oceanography, the Richardson number has a more general form which takes stratification into account. It is a measure of relative importance of mechanical and density effects in the water column, as described by the Taylor–Goldstein equation, used to model Kelvin–Helmholtz instability which is driven by sheared flows. \mathrm{Ri} = N^2/(\mathrm{d}u/\mathrm{d}z)^2 where N is the Brunt–Väisälä frequency. The Richardson number defined above is always considered positive. A negative value of (i.e. complex N) indicates unstable density gradients with active convective overturning. Under such circumstances the magnitude of negative Ri is not generally of interest. It can be shown that Ri < 1/4 is a necessary condition for velocity shear to overcome the tendency of a stratified fluid to remain stratified, and some mixing (turbulence) will generally occur. When Ri is large, turbulent mixing across the stratification is generally suppressed.[2] 1. ^ Robert Huhn Beitrag zur thermodynamischen Analyse und Bewertung von Wasserwärmespeichern in Energieumwandlungsketten, ISBN 978-3-940046-32-1, Andreas Oberhammer Europas größter Fernwärmespeicher in Kombination mit dem optimalen Ladebetrieb eines Gas- und Dampfturbinenkraftwerkes (Vortrag 2007) 2. ^ A good reference on this subject is Turner, J. S. (1973). Buoyancy Effects in Fluids. Cambridge University Press. ISBN 0-521-08623-X.
__label__pos
0.97412
Article Photos: Shuttle crossing provides a unique teaching moment 1/7 April Hernandez, right, and Joanne Boadi raise their hands to ask Hildreth "Hal" Walker Jr., a retired laser scientist, a question about the space shuttle Endeavour at an after-school center in Inglewood, Calif., Wednesday, Oct. 10, 2012. When the space shuttle Endeavour makes its road trip to its retirement home through working-class communities in Los Angeles County, Walker Jr. wants the children he tutors to remember a few names: Ronald McNair. Mae Jemison. Charles Bolden. A retired laser scientist who had a role in the Apollo 11 mission, Walker is trying to use the shuttle's two-day terrestrial crawl through predominately African-American and Latino communities to highlight the role that minorities played in the shuttle program. (AP Photo/Jae C. Hong)
__label__pos
0.869458
In response to: The Uncool President Christine241 Wrote: Nov 01, 2012 8:28 AM I could add to your list a 7. Mocking Romney with the 'boats that planes land on' comment about our modern military, while whining mere days later that there wasn't any way he (obummer) could have saved the Benghazi Ambassador and defenders as if he and we don't realize that our incredible military could have SAVED them. What irony! What a clown! In 2008, Barack "No Drama" Obama was the coolest presidential candidate America had ever seen -- young, hip, Ivy League, mellifluous and black, with a melodic and exotic name. Rock stars vied to perform at his massive rallies, where Obama often began his hope-and-change sermons by reminding the teary-eyed audience what to do in case of mass fainting. Money, like manna from heaven, seemed to drop spontaneously into his $1 billion campaign coffers. Ecstatic Hollywood stars were rendered near speechless at the thought of Obama's promised Big Rock Candy Mountain to come -- peace, harmony, prosperity and "5 million new...
__label__pos
0.839469
Helping ADHD Children Master Time Children with attention deficit disorder often struggle to understand sequence, tell time, and prioritize — with their education paying the price. Find out how to help your ADHD student comprehend clocks, calendars, and other time management skills, here. Tame time with planners that help adults with ADHD get organized. ADD/ADHD vibrating watch and reminder system--never forget or run late again! Continue for tips on how to help your ADHD child master time concepts and start on the path to better organization and time management. Understanding Sequence Ask questions as you go about your routine: What comes next? Do you remember what you did first? Reinforce sequence comprehension by giving a series of directions using verbal cues, and make it fun ("First do ten jumping jacks, then write your name backwards") and have your child give you directions as well. Tell him that you are doing this to help him learn how to listen carefully and pick up on important words that tell us what order to do things in. Ask him to point out words that are related to time. A child who masters the concept of sequence will be better able to organize and prioritize tasks down the road. Introduce the calendar concept to your child with weekly calendars. The weekly format works best for ADHD children as they tend to live in the present and they will more easily be able to learn the concepts of yesterday, tomorrow, and so on. Calendars offers a multisensory learning opportunity: It is a visual record of activities that works kinesthetically as you write down and cross off activities, and it prompts auditory reinforcement as you talk about the day's events. Write out everyone's schedule each week including appointments, dinners, sports practice and so on. At the end of each day, have your child cross off completed activities. Discuss the next day's activities as you emphasize, "This is what we'll do tomorrow, Friday." To share strategies for helping your ADHD child understand time, visit the Parents of ADHD Children support group on ADDConnect. page   1   2   next »
__label__pos
0.998349
Donation Options 5,000 hot meals for evacuees like Alyona Between August 18th and 22nd, more than 60% of Manila flooded. In our community - Banaba - rivers burst their banks and more than 2,000 families were forced from their homes. 3 year old Alyona spent five days sleeping on the floor of an evacuation when her house was inundated. These floods were not a one-off - there will be more floods this year, and with them more evacuations. With your help, we'll be there to provide hot meals during those floods. What is the issue, problem, or challenge? The Philippines is affected by around 20 typhoons every year, making it one of the world's most disaster-prone countries. The floods those typhoons bring are devastating for the thousands of families who live on the riverbanks in the poor community of Banaba. Banaba is on the outskirts of Manila in a flood plane surrounded by rivers. It floods multiple times every year, and those floods force thousands to evacuate. We need to prepare now to feed evacuees during the next flood. How will this project solve this problem? The funds raised on this project will be used to provide 5,000 hot meals of rice porridge with chicken and vegetables in evacuation centres when the floods come. Luckily, in August waters receded quickly, so we only had to provide around 2,000 hot meals. We might not be so lucky the next time, and no one knows when the next flood is coming, so we're raising the money we need to provide 5,000 hot meals for evacuees now. Potential Long Term Impact Funding Information Total Funding Received to Date: $388 Funding Information Donors' contributions and pledges to this project totaled $388 .  The original project funding goal was $350. Microproject Disclaimer Great; we do too! We respect your privacy.
__label__pos
0.714935
Personal tools From HaskellWiki Revision as of 02:26, 5 September 2006 by Cmoline (Talk | contribs) Jump to: navigation, search So my first question is: how is this group effort going to work? are we posting source code? or each person is being assigned a problem or what?
__label__pos
0.722276
Home |Life | News How the brain detects the emotions of others People who are good at interpreting facial expressions have "mirror neuron" systems that are more active, say researchers. The finding adds weight to the idea that these cells are crucial to helping us figure out how others are feeling. Mirror neurons are brain cells that fire both when you do something and when you watch someone else do the same thing. Because they allow us to mimic what others are doing, it is thought that these neurons may be responsible for why we can feel empathy, or understand others' intentions and states of mind. People with autism, for instance, show reduced mirror neuron activity during social cognition tasks. Now Peter Enticott at Monash University in Melbourne, Australia, and his colleagues have found evidence supporting this theory. They asked 20 healthy adults to look at pairs of images. In one task, they had to decide if paired images of faces were the same person. In another, they had to decide if both faces were showing the same emotion. In a separate task, volunteers watched video clips of thumb movement, a hand grasping a pen and a hand while writing, while the activity in the primary motor cortex of the brain, which contains mirror neurons, was recorded. Emotional link Now the team had a measure of the "motor potential" in the thumb muscles - for example, how much the thumb was primed to move just by watching another thumb moving. This measure is a proxy for mirror neuron activity, say the researchers. Enticott's team found that the volunteers who were better at judging people's emotions had higher mirror neuron activity in the thumb task. There was no correlation, however, between the ability to recognise faces and mirror neuron activity. This suggests that mirror neurons are involved in understanding emotions as well as in the mimicry of actions. "[The study] connects the two different functions - the motor aspect with the emotional processing aspect," says Lindsay Oberman, at Beth Israel Deaconess Hospital in Boston, Massachusetts, US. "They show that mirror neurons for motor activity are related to mirror neurons for emotions," she adds. Journal reference: Neuropsychologia (DOI: 10.1016/j.neuropsychologia.2008.04.022) Marine microbes march to the beat of the same drum 18:14 11 July 2014 Dinosaurs are heading home after fossil poacher jailed 17:15 11 July 2014 Mongolia will recover enough stunning fossils to start its first dinosaur museum after a prolific smuggler was brought to justice by an undercover sting Food influences body clock and may ease jet lag 12:04 11 July 2014 When you eat may affect your body's biological clock, which could provide an insight into getting back to normal after your daily rhythms are disrupted Animal tests rise in Britain despite government pledge 17:34 10 July 2014 Latest news Famine puts next two generations at risk of obesity 18:30 11 July 2014 Marine microbes march to the beat of the same drum 18:14 11 July 2014 HIV 'cure' won't work until virus eliminated from body 17:47 11 July 2014 Today on New Scientist 17:30 11 July 2014 © Copyright Reed Business Information Ltd.
__label__pos
0.867518
Order out of chaos 18 March 2009 The English Civil Wars, 1640-1660 Blair Worden Weidenfeld, pp.192, 12.99 What got into them? For two decades in the middle of the 17th century, English- men transformed their world, overthrowing and eventually executing their king, abolishing bishops and the House… Read more
__label__pos
0.962747
Hybrid power From Wikipedia, the free encyclopedia Jump to: navigation, search Hybrid power describes the combination of a power producer and the means to store that power in an energy storage medium. In power engineering, the term 'hybrid' describes a combined power and energy storage system. It does not mean a "method," such as the popular use of hybrid to mean a hybrid electric vehicle like the Toyota Prius. Examples of power producers used in hybrid power are photovoltaics, wind turbines, generators that use fuel. Examples of energy storage media are batteries or hydrogen (for later use in fuel cells). Hybrid Power System[edit] Hybrid systems, like the name implies, combine two or more modes of electricity generation together, usually using renewable technologies such as solar photovoltaic (PV) and wind turbines. Hybrid systems provide a high level of energy security through the mix of generation methods, and often will incorporate a storage system (battery, fuel cell) or small fossil fueled generator to ensure maximum supply reliability and security.
__label__pos
0.918143
Where Do Typhoons Occur? Typhoons occur mainly in the western Pacific Ocean. Typhoons often cause huge damage to coasts and islands that are on their path. They usually start close to the equator and move westward, gathering size and intensity as they move. Q&A Related to "Where Do Typhoons Occur?" A typhoon is a region-specific term given to a type of tropical cyclone, usually occurring within the northwestern region of the Pacific Ocean, west of the International Date Line In the western part of the north Pacific. Around China,Japan,North Korea,South Korea and Taiwan. Tropical revolving storms are called Hurricanes in the Atlantic and on the American side of the Pacific Ocean. They can form in both the northern and southern hemispheres. They are The countries most often visited by 2 Additional Answers Ask.com Answer for: where do typhoons occur Hurricanes and typhoons are both types of tropical cyclones, though a typhoon forms in the Pacific Ocean west of the International Date Line. Typhoons usually occur on the islands and the sea shores. Some are Indonesia, Malaysia, Korea, China, Japan, some nearby islands, and countries. Explore this Topic Typhoons are tropical storms that occur in the west of the Pacific Ocean. They are the same as hurricanes but these occur in the Mexican Gulf, the Atlantic Ocean ... Typhoons mainly occur in the northwest Pacific basin. They mainly form during late summer over warm seas when warm air collides with cold air resulting to spinning ... A typhoon is a region-specific word given to a kind of tropical cyclone that normally occurs within the northwestern part of the Pacific Ocean, west of the International ...
__label__pos
0.991448
quick question 0 pts ended A 9.88-m ladder with a mass of 22.4 kg lies flat on the ground. Apainter grabs the top end of the ladder and pulls straight upwardwith a force of 233 N. At the instant the top of the ladder leavesthe ground, the ladder experiences an angular acceleration of 1.89rad/s2 about an axis passing through the bottom end ofthe ladder. The ladder's center of gravity lies halfway between thetop and bottom ends. (a) What is the net torqueacting on the ladder? (b) What is the ladder'smoment of inertia? Answers (0)
__label__pos
0.995182
We need an ostrich champion #1VikillaVPosted 11/14/2012 4:25:23 PM Qazing, the Ostrich King Strides of Perfection (Passive) - When Qazing is out of combat for 5 seconds, he gains movement speed up to a cap of 500 movement speed. Qazing is considered out of combat when he hasn't taken damage. Piercing Peck (Q) - Qazing ignores enemy magic resistance and deals a small amount of magic damage. Galiant Jump (W) - Qazing jumps into the air, slowing himself, but leaving feathers behind that slow/hasten allies/enemies Fated Crash (E) Qazing deals AoE damage based on his movement speed. This refreshes upon kills. Stomach Jab (R) - Qazing kicks an opponent in the stomach and deals true damage to them and stuns them for 0.5 seconds. Based God endorses the LA Lakers #2GlobalCoolingPosted 11/14/2012 4:26:07 PM Already have one, Anivia. #3RushMkIIIPosted 11/14/2012 4:27:46 PM I was thinking an Ostrich commando, with a gatling gun strapped to one side and a technologically advanced helmet with sunglasses or DBZ scouter. fight fight fight fight HOLD ON MARIO PARTY TIME! - J Koch #4themagicpainmanPosted 11/14/2012 4:38:49 PM(edited) Screw that, we need a cassowary champion.
__label__pos
0.760857
Dear Journalists: You Have a ProblemOh god stop it with the Obama Veep stories. Just, everyone, STOP. Argh. The AP sez Obama may announce later today!! Which, yeah right! If he's announcing today he'll do it early, because Friday afternoon is when you dump an affair, not a VP announcement. And if it's not in the next hour, it will be Monday. Or Tuesday! Or even fucking Wednesday. So let's all take a vow to not write about it any more until there is NEWS. [AP via Yahoo]
__label__pos
0.834095
But I think the Champions League Final puts a massive pressure on every player and the manager, but we're enjoying the pressure and hopefully we can go there and win it. Steven Gerrard Share with your Friends Everyone likes a good quote - don't forget to share.
__label__pos
0.784141
Documentation Center • Trial Software • Product Updates Marking Up Graphs with Data Brushing What Is Data Brushing? When you brush data, you manually select observations on an interactive data display in the course of assessing validity, testing hypotheses, or segregating observations for further processing. You can brush data on 2-D graphs, 3-D graphs, and surfaces. Most of the MATLAB® high-level plotting functions allow you to brush on their displays. For a list of restrictions, see Plot Types You Cannot Brush in the brush function reference page, which also illustrates the types of graphs you can brush. Data brushing is a MATLAB figure interactive mode like zooming, panning or plot editing. You can use data brushing mode to select, remove, and replace individual data values. Activate data brushing in any of these ways: • Click on the figure toolbar. • Select Tools > Brush. • Right-click a cell in the Variables editor and select Brushing > Brushing on. • Call the brush function. The figure toolbar data brushing button contains two parts: • Data brushing button toggles data brushing on and off. • Data brushing button arrow ▼ that displays a drop-down menu for choosing the brushing color. You also can set the color with the brush function; it accepts ColorSpec names and RGB triplets. For example: brush magenta brush([.1 .3 .5]) The following figures show a scatter plot before and after brushing some outlying observations; the left-hand plot displays the Data Brushing tool palette for choosing a brush color. How to Brush Data To brush observations on graphs and surface plots, 1. To enter brushing mode, select the Data Brushing button in the figure toolbar. You also can select a brushing color with the Data Brushing button arrow ▼. 2. Drag a selection rectangle to highlight observations on a graph in the current brushing color. Instead of dragging out a rectangle, you can click any observation to select it. Double-clicking selects all the observations in a series. 3. To add other observations to the highlighted set, hold down the Shift key and brush them. 4. Shift+clicking or Shift+dragging highlighted observations eliminates their highlighting and removes them from the selection set; this lets you select any set of observations. Brushed observations remain brushed even in other modes (pan, zoom, edit) until you deselect them by brushing an empty area or by selecting Clear all brushing from the context menu. You can add and remove data tips to a brushed plot without disturbing its brushing. Once you have brushed observations from one or more graphed variables, you can perform several tasks with the brushing set, either from the Tools menu or by right-clicking any brushed observation: • Remove all brushed observations from the plot. • Remove all unbrushed observations from the plot. • Replace the brushed observations with NaN or constant values. • Copy the brushed data values to the clipboard. • Paste the brushed data values to the command window • Create a variable to hold the brushed data values • Clear brushing marks from the plot (context menu only) The two following figures show a lineseries plot of a variable, along with constant lines showing its mean and two standard deviations. On the left, the user is brushing observations that lie beyond two standard deviations from the mean. On the right, the user has eliminated these extreme values by selecting Brushing > Remove brushed from the Tools (or context) menu. The plot immediately redisplays with two fewer x- and y-values. The original workspace variable, however, remains unchanged. Before removing the extreme values, you can save them as a new workspace variable with Tools > Brushing > Create new variable. Doing this opens a dialog box for you to declare a variable name. Typing extremevals to name the variable and pressing OK to dismiss the dialog produces extremevals = 48.0000 25.7000 50.0000 19.5000 The new variable contains one row per observation selected. The first column contains the x-values and the second column contains the y-values, copied from the lineseries' XData and YData. In graphs where multiple series are brushed, the Create New Variable dialog box helps you identify what series the new variable should represent, allowing you to select and name one at a time. Effects of Brushing on Data Brushing simply highlights data points in a graph, without affecting data on which the plot is based. If you remove brushed or unbrushed observations or replace them with NaN values, the change applies to the XData, YData, and possibly ZData properties of the plot itself, but not to variables in the workspace. You can undo such changes. However, if you replot a brushed graph using the same workspace variables, not only do its brushing marks go away, all removed or replaced values are restored and you cannot undo it. If you want brushing to affect the underlying workspace data, you must link the plot to the variables it displays. See Making Graphs Responsive with Data Linking for more information. Brushed 3-D Plots When an axes displays three-dimensional graphics, brushing defines a region of interest (ROI) as an unbounded rectangular prism. The central axis of the prism is a line perpendicular to the plane of the screen. Opposite corners of the prism pass through points defined by the CurrentPoint associated with the initial mouse click and the value of CurrentPoint during the drag. All vertices lying within the rectangular prism ROI highlight as you brush them, even those that are hidden from view. The next figure contains two views of a brushed ROI on a peaks surfaceplot. On the left plot, only the cross-section of the rectangular prism is visible (the brown rectangle) because the central axis of the prism is perpendicular to the viewing plane. When the viewpoint rotates by about 90 degrees clockwise (right-hand plot), you see that the prism extends along the initial axis of view and that the brushed region conforms to the surface. Brushed Multiple Plots When the same x-, y- or z-variable appears in several plots, brushing observations in one plot highlights the related observations in the other plots when they are linked. If the brushed variables are open in the Variables editor, the rows containing the brushed observations are highlighted. For more information, see Data Brushing with the Variables Editor. Organizing Plots for Brushing.  Data brushing usually involves creating multiple views of related variables on graphs and in tables. Just as computer users organize their virtual desktops in many different ways, you can use various strategies for viewing sets of plots: • Multiple overlapping figure windows • Tiled figure windows • Tabbed figure windows • Subplots presenting multiple views When MATLAB figures are created, by default, they appear as separate windows. Many users keep them as such, arranging, overlapping, hiding and showing them as their work requires. Any figure, however, can dock inside a figure group, which itself can float or dock in the MATLAB desktop. Once docked in a figure group, you can float and overlap the individual plots, tile them in various arrangements, or use tabs to show and hide them. Another way of organizing plots is to arrange them as subplots within a single figure window, as illustrated in the example for Linking vs. Refreshing Plots. You create and organize subplots with the subplot function, for which there is no GUI as there is for figure groups. Subplots are useful when you have an idea of how many graphs you want to work with simultaneously and how you want to arrange them (they do not need to be all the same size). Note:   You can easily set up MATLAB code files to create subplots; see subplot for more information. Other Data Brushing Aspects Not all types of graphs can be brushed, and each type that you can brush is marked up in a particular way. To be brushable, a graphic object must have XDataSource, YDataSource, and where applicable, ZDataSource properties. The one exception is the patch objects produced by the hist function, which are brushable due to the special handling they receive. In order to brush a histogram, you must put the figure containing it into a linked state. For related information, see Plot Objects in the MATLAB Graphics documentation. The brush function reference page explains how to apply brushing to different graph types, describes how to use different mouse gestures for brushing, and lists graph types that you can and cannot brush. See the following sections: Keep in mind that data brushing is a mode that operates on entire figures, like zoom, pan, or other modes. This means that some figures can be in data brushing mode at the same time other figures are in other modes. When you dock multiple figures into a figure group, there is only one toolbar, which reflects the state or mode of whatever figure docked in the group you happen to select. Thus, even when docked, some graphs may be in data brushing mode while others are not. If an axes contains a plot type that cannot be brushed, you can select the figure's Data Brushing tool and trace out a rectangle by dragging it, but no brush marks appear. The following figure group contains a histogram and a scatter plot that describe intensity statistics for the image displayed in the middle. Although the graphs are brushable, the image itself is not. Here the graphs are shown brushed, after having linked to their data sources. When you lay out graphs in subplots within a single figure and enter data brushing mode, all the subplot axes become brushable as long as the graphic objects they contain are brushable. If the figure is also in a linked state, brushing one subplot marks any other in the figure that shares a data source with it. Although this also happens when separate figures are linked and brushed, you can prevent individual figures from being brushed by unlinking them from data sources. Was this topic helpful?
__label__pos
0.789452
I hadn't made a big-budget film, and in Hollywood there's a sort of man and boys situation. You're a man, you make $80 million movies! As if it's harder to make an $80 million movie. Well, I guess businesswise it is because you have more executives to argue with. Gus Van Sant Share with your Friends Everyone likes a good quote - don't forget to share.
__label__pos
0.766703
World Culture - BBS Humanities Document Sample World Culture - BBS Humanities Powered By Docstoc The phrase Big “C” culture represents specific achievements of a certain people. Which of the following is not an example of Big “C” culture? ¡ A) The Eiffel Tower ¡ B) fasting ¡ C) The Pyramids ¡ D) The Statue of Liberty The phrase Little “c” culture represents the common, everyday practices of a culture. Which of the following is an example of Little “c” culture? ¡ A) The Empire State Building ¡ B) Damascus Citadel ¡ C) The Panama Canal ¡ D) praying Give three examples of Big “C” ¡ 1) Suez Canal ¡ 2) Kuwaiti Towers ¡ 3) Taj Mahal Give 3 examples of Little “c” ¡ 1) praying ¡ 2) fasting ¡ 3) shaking hands Which of the following is not a good reason to learn culture? A) Just to earn a good grade B) To make connections with others who seem different C) To realize that everyone on earth is a member of the same group…humanity. D) Learning about another person’s culture makes it harder to abuse them. List the 4 cultural knowings. ¡ 1) Knowing about another person’s cultural practices ¡ 2) Knowing how a person practices their own culture ¡ 3) Knowing why a person practices their culture in a specific way ¡ 4) Knowing about yourself and why you practice your culture in specific ways List the 5 elements of culture. ¡ 1) Products ¡ 2) Practices ¡ 3) Perspectives (opinions, ideas) ¡ 4) Communities (groups) ¡ 5) Specific Individuals (Barak Obama) Which is an example of a cultural ¡ A) a piano ¡ B) playing the guitar ¡ C) eating fried chicken ¡ D) talking on the phone Which is not an example of a cultural ¡ A) pasta ¡ B) limes ¡ C) reading a book ¡ D) horses List three cultural practices related to ¡ 1) eating food ¡ 2) cooking food ¡ 3) serving food Which is not an example of a cultural ¡ A) sleep ¡ B) riding a horse ¡ C) dancing ¡ D) singing Which is an example of a cultural ¡ A) War is destructive. ¡ B) Money is evil. ¡ C) Fast food is bad for you. ¡ D) All of the above List 3 cultural perspectives related to ¡ 1) education is necessary to get a good job ¡ 2) education is expensive ¡ 3) education is important in becoming a good citizen List three communities (groups) you are a member of. ¡ 1) Kuwaiti ¡ 2) Arabs ¡ 3) high school students Which of the following groups are you not a member of? ¡ A) talented young students ¡ B) students who make A’s ¡ C) the leaders of the future ¡ D) students who fail quizzes Which individual is a member of the musicians’ community? ¡ A) Justin Beiber ¡ B) Barak Obama ¡ C) Mr. Dennis ¡ D) None of the above Shared By:
__label__pos
0.76204
LHC achieves record collisions, starts gathering data MIT neuroscientists can affect people's morals Door to the Afterlife creaks open in Egypt Robot dental patient winces and complains Tiny tyrannosaur made it to Australia Evolutionary scientist wins controversial religious award New hominin identified from DNA in pinky bone Tiny generators draw power from thin air Portable mind-reader lets users write with their thoughts Atomic bomb tests help root out fake wines Carbon-dating wines produced since the first atomic bomb tests can identify fake vintages, say chemists.    Cold fusion is real, say scientists LHC sets new speed record The large Hadron Collider (LHC) has set a new record, accelerating particles to the highest speed yet. Printable RFID tags could eliminate checkout queues 3D invisibility cloak created Largest quantum state created Physicists have created the largest ever quantum state, allowing an object large enough to be seen by the naked eye to be in two states at once. Crime: it's a dirty business Forensic scientists now have a new way to track criminals and terrorists - through the germs they leave behind. Gene discovery could help amputees grow new limbs New Research Could Electrify Rubber Climate Change Is Not A “This” or “That” Proposition The article “Massive methane release sparks global warming fears” garnered a lot of reader responses. On in particular needs to be addressed directly here. 'Telepathy' algorithm can distinguish between memories Neuroscientists at University College London have taken another step towards mind-reading. They have developed a computer algorithm which allows them to tell which of three short films a person is thinking about via a brain scan.
__label__pos
0.962154
Fedora 20 "Heisenbug" goes beta Filed under First things first, what the heck is a Heisenbug? It's not a made-up word. It's programmers' jargon, spun off from Heisenberg's Uncertainty Principle, for "A bug that disappears or alters its behavior when one attempts to probe or isolate it." For Linux users it's also Red Hat's next community Linux, Fedora 20. Read more
__label__pos
0.933159
, Volume 22, Issue 2, pp 313-326 A comparative study of nutrient behavior along the salinity Gradient of tropical and temperate estuaries Rent the article at a discount Rent now * Final gross prices may vary according to local VAT. Get Access The differences and similarities between near-pristine estuaries of different latitudinal regions were examined by selecting three tropical systems from North Queensland, Australia (Jardine, Annan, Daintree) and three temperate systems from Scotland, United Kingdom (Inverness, Cromarty, Dornoch Firths) for comparison. Although estuaries from the different regions have a number of unifying features, such as salinity gradients, tidal variations and terrestrial inputs they also have a number of important differences. The most distinct of these is the timing and variability of the major physical forcings on the estuary (e.g., river flow, insolation). The three tropical estuaries were much more episodic than their temperate counterparts, with a much more dynamic salinity structure and more variable riverwater concentrations, so that delivery of material to the estuary is dominated by short-lived flood events. In contrast, seawater concentrations were more stable in the tropical estuaries due to a more constant input of insolation, resulting in year round biological activity. There was biological removal of dissolved inorganic phosphorus in the low salinity region of the tropical Jardine and Daintree estuaries and a low salinity input of nitrate in the tropical Annan estuary most likely due to nitrification in the bottom sediments, and the biological reaction zone in the tropical Annan Estuary was flushed out of the estuarine basin to the edge of the offshore plume during a flood. Similar effects were not seen in the temperate Inverness, Cromarty, and Dornoch Firths. Similarities between estuaries include mid-estuary inputs of ammonium which were seen in both the temperate and tropical estuaries, although they occur under vastly contrasting conditions of low river discharge and periods of flood, respectively. Five of the estuaries show a general increase in dissolved inorganic phosphorus concentrations towards the sea during low flows, reflecting their pristine condition, and all six estuaries had low salinity silicate maxima probably sourced from the dissolution of freshwater biogenic silicate that has been carried seaward, except in the tropical estuaries during the dry season when a benthic source is proposed.
__label__pos
0.837122
megaphoneWe're listening! How do YOU discover apps?X Kirundi Radio Kirundi Radios Kirundi Radio Kirundi Radios 1,000 - 5,000 downloads Add this app to your lists Kirundi Radios app. Kirundi, also known as Rundi, is a dialect of the Rwanda-Rundi language spoken by some 8.7 million people[citation needed] in Burundi and adjacent parts of Tanzania and Congo-Kinshasa, as well as in Uganda. It is the official language of Burundi. (The Kinyarwanda dialect is the official language of neighboring Rwanda.) The inhabitants of Rwanda and Burundi belong to several different ethnic groups: Hutu (84%), Tutsi, including Hima (15%), and Twa (1%) (a pygmy people). The fact that these ethnic groups share the same language is assumed to be the result of the Hutu outnumbering the latter two groups (see Hutu for a more complete historical perspective). Neighboring dialects of Rundi are mutually intelligible with Ha, a language spoken in western Tanzania. Tags: kirundi swahili bible, radio kirundi. Screenshots Kirundi Radio Kirundi Radios View bigger - Kirundi Radio Kirundi Radios for Android screenshot View bigger - Kirundi Radio Kirundi Radios for Android screenshot Comments and ratings for Kirundi Radio Kirundi Radios • (59 stars) by Sergio Petrillo on 12/12/2013 Expecting something actually about Burundi and people speaking in Ikirundi, but its not...
__label__pos
0.997068
The topic Badidae is discussed in the following articles: family of Anabantidae • TITLE: labyrinth fish (fish) There are about 70 species of labyrinth fishes; some are commonly kept in home aquariums. The various species, once grouped together in the family Anabantidae, may be placed in five families: Badidae, Anabantidae, Belontiidae, Helostomatidae, and Osphronemidae.
__label__pos
0.718802
EET 365W 750 pts unrated The output power of a motor is reduced until the power delivered by the alternator changes polarity. Why does the system continue to rotate at the same speed? Answers (2) View this solution... try Chegg Study Start Your Free Trial
__label__pos
0.772781
physics 122 0 pts ended I have the walker 3rd edition physics text book. The problemsI have are numbers 54 and 77 from chapter 13. Number 54 reads: A fireman tosses his 0.90-{\rm kg} hat onto a peg, where itoscillates as a physical pendulum. If the center of mass ofthe hat is 9.8 cm from the pivot point, and its period ofoscillation is 0.81 s, what is the moment of inertia of the hat aboutthe pivot point? Number 77a reads: 77b reads: Find the mass of the eagle. Answers (0)
__label__pos
0.981243
Document Sample 002 Powered By Docstoc Best Practices of Technology Integration Title: A “Capital” Idea Subject(s): Geography, history, math, and computer technology Intended Grade Level: 8th This lesson is an extension of, or preparation for, the annual field trip to Washington, DC taken by the 8th grade class. In order to make connections of what they see and experience while in Washington, DC with what they should know and appreciate of American history, students will research a landmark, monument or building located in the city. Research should be in as much detail as possible, making each student a “resident expert” for that structure. As a computer teacher, I developed this lesson to teach technology skills (see “Benchmarks” below), however, it could be a part of an American history course instead (See “Benchmarks” below). In small groups students will create a multimedia presentation (“HyperStudio®” or “PowerPoint®”) to demonstrate their knowledge and understanding of their investigated landmark, monument or building. They will work to convince their audience that every American citizen should travel to Washington, DC at least once. They will include portions of a spreadsheet and/or chart to provide convincing evidence that the school field trip is an economical opportunity for students to visit the nation’s capital, especially when subsequent trips may be unrealistic. (See next paragraph for spreadsheet information.) Working in partnerships, students will investigate round trip airfare from “your town” to the capital, expenses for lodging, meals, and admission charges to sites of interest. With this gathered information, students will construct a spreadsheet itemizing all the expenses for such a trip. The spreadsheet will include functions and formulas to calculate averages, total expenses per day, as well as the grand total for the entire trip. Students will create a chart to present a graphical representation of their calculated In small groups students will design a new landmark or monument of an event/individual in American history not represented in Washington, DC. (This portion of the lesson could easily be adapted to a “home connection” or outside activity.) Our Nation’s capital is a proud place filled with historical reminders of our heritage. 1. How and why do Americans take pride in Washington, DC? 2. Why do people from around the United States visit Washington, DC? 3. Why do people from other countries visit Washington, DC? 4. How do the landmarks and monument in this city reflect our rich heritage? A “Capital” Idea 1 5. What are the characteristics that hold true for landmarks and monuments wherever they are 6. What expenses need to be considered when planning a trip to the capital? 7. Are there significant events/personalities in American history for which there are no known landmarks or monuments? In order for students to be truly successful with this lesson, they will be required to use higher order thinking to: 1.) draw conclusions and make generalizations about their research in light of its historical significance and the nature/characteristics of landmarks and monuments; 2.) synthesize their information into a new whole; 3.) test their ideas for new monuments using established criteria. Deep knowledge of specific historical events and personalities will be constructed on prior knowledge of family, local and state monuments and landmarks, as well as of the concepts of county and state “seat of government.” Opportunities to develop terminology, facts, and concepts will continue throughout the research phase, but most assuredly in the construction of both the multimedia presentation and the monument prototype. Since students will be engaged in interactive investigation and planning, there will be many opportunities for substantive conversation with peers. The teacher, acting as facilitator, will meet with individuals, partnerships and small groups to clarify, probe, support and encourage on-going dialog related to Washington, DC, the “gold mine” of historical treasures. A connection to the world beyond the classroom is the basis for this lesson. Students are encouraged to participate in the field trip to Washington, DC. Unfortunately, even with financial assistance and scholarships, some students do not get the opportunity to visit Washington, DC. Through this set of lesson activities, all students have the opportunity to visit the capital, if only vicariously. As students discuss their assignment requirements and ideas for completing them, parents are drawn into the lesson. For those students who participate in this learning during the first semester, enthusiasm for the expected trip grows and parents even volunteer to chaperone. For those who participate in the lesson after the Washington trip, their experiences add color and real life reactions to the presentations. Although no actual data collection has been made on former students, there is a suspicion that family trips to the capital city are more seriously considered as a result of the field trip and these activities. This lesson is rich with technology integration. For example: a.) gathering of information (CD-ROM encyclopedia and the Internet) for the landmark/monument information, b.) creation of an electronic spreadsheet and related charts (graphs) and the Internet and/or telephone for gathering the required data, c.) the multimedia presentation workup where students who are more comfortable in a linear approach can use “Power Point®.” Others who are more non-linear in their thinking can do well with “HyperStudio®”. Enhancing these presentations with graphics, scanned or digitized photos (some of which are taken by the students themselves), and the addition of appropriate sound and animation are all techniques that can be incorporated into this phase of the lesson. Building a model of a landmark/monument provides students with the opportunity to synthesize American history as recorded through landmarks and their understanding of them. It provides a setting for teamwork in planning and implementing that plan through their construction. Authentic conflicts of personality and ideas bring about the need for resolution and problem solving skills. Also, there are A “Capital” Idea 2 countless opportunities for creative expression and tapping multiple intelligences. Students with weaker verbal skills have an opportunity to shine through hands-on model building. Curriculum Benchmarks: Use narratives and graphic data to describe the settings of significant events that shaped the development of Michigan as a state and the United States as a nation during the eras prior to Identify and explain how individuals in history demonstrated good character and personal virtue. Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction. Locate and describe the diverse places, cultures, and communities of major world regions. Use economic reasoning when comparing price, quality and features of goods and services. Analyze the reliability of information when making economic decisions. Distinguish between public and private goods using contemporary examples. Analyze how purchasers obtain information about goods and services from advertising and other Locate and interpret information about the natural environments and cultures of countries using a variety of primary and secondary sources and electronic technologies, including computers and telecommunications where appropriate. Use traditional and electronic means to organize social science information and to make maps, graphs, and tables. Gather and analyze information using appropriate information technologies to answer the question A “Capital” Idea 3 Construct an answer to the question posed and support their answer with evidence. Report the results of their investigation including procedures followed and possible alternative TECHNOLOGY Curriculum Benchmarks: I. Using and transferring: Content Standard 1: All students will use and transfer technological knowledge and skills for life roles. Benchmark 2: Use technology to create a message that promotes a product/service. II. Using information technologies: Content Standard 2: Benchmark 1: Demonstrate skill using technologies to prepare, evaluate and synthesize information collected and stored. Benchmark 3: Retrieve, communicate and input information using a technological system. III. Apply appropriate technologies: Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills. Benchmark 2: Use technologies as tools for creative expressions and communication of ideas. Benchmark 3: Use several technological methods to perform a given task and analyze advantages and disadvantages of each. Benchmark 4: Use technologies to organize thoughts in a logical process. IV. Employing systematic approach: Content Standard 4: All students will employ a systematic approach to technological solutions by using resources and processes to create, maintain and improve products, systems and environments. Benchmark 3: Use measurements of dimensions and capacity as criteria to produce and analyze technological solutions to problems. Benchmark 7: Apply a systematic approach to identify a current societal need that requires technologies, determine and assess solutions, select the best solutions, develop the product, process or service that meets the need, and evaluate. V. Applying Standards: Content Standard 5: All students will apply ethical and legal standards in planning, using and evaluating technologies. Benchmark 3: Follow established guidelines and laws of privacy and ownership related to technology. Benchmark 4: Understand and practice ethical and legal standards for technologies. A “Capital” Idea 4 • Computer capable of running software, logging onto the Internet, storing and retrieving data and • LCD panel or projection device for designing spreadsheet, teaching/reviewing the application program structures and commands, as well as “sharing” presentations. (This is a “nice to have”, but not an absolute necessity for success with this lesson.) • Application programs such as: Microsoft™ Word® and Excel®, Roger Wagner’s HyperStudio®, and/or Microsoft™ Power Point®. • Internet Access with Microsoft™ Internet Explorer®, or Netscape™ Navigator®. • A “Hot List” of sites that have been pre-screened for appropriateness and relevant information for landmarks, monuments and buildings in Washington, DC. (Classroom Connect has a unit called CyberTrips: Washington, DC, with many links to sites that are appropriate. The notebook resource can be purchased for $50.00. Registration and user identification is needed. (See “Management Folder” for some sites to consider.) • A source of pictures, photographs and/or clipart related to the specific monument, landmark, building. (It is important that copyright laws be strictly upheld for graphics as well as text.) Detailed Timeline: Teacher preparation time: approximately three to four hours. It takes time to locate safe and appropriate web sites for student research. (It is suggested that a “hot list” be created to maximize student efficiency while using the Internet.) Other teacher preparations would include procuring data storage devices for student work – floppy disks, Zip™ disks, hard drive folders, sources of appropriate pictures/graphics. Familiarity with application programs such as Word®, Excel®, PowerPoint®, and HyperStudio® will vary from teacher to teacher. (Assistance from a knowledgeable colleague would be a time saver.) Gathering materials to facilitate construction of new monument/landmark will depend on whether this becomes an in-class or out-of-class project component. Class time for students: approximately two weeks – fifty minute class periods, if students do some work outside of class. Time can be shortened if students work in teams for the entire project. Additional time will be needed for presentation to other groups (audiences). With students who have no background in spreadsheet application programs and/or multimedia applications, additional time will be needed to present (or have students “discover”) the characteristics and procedures of these programs. Teacher Preparation: 1. The teacher should be familiar with the World Wide Web and be comfortable in saving sites to a “Hot List.” S/he should test search engines to see which ones offer the most accurate and to the point results in the event that some required data cannot be found elsewhere. (Ask Jeeves, Google, Northern Light, allow for greater specificity than does Yahoo for example.) 2. The teacher must know how to use the multimedia program(s), including inserting graphics and charts (from the spreadsheet). The teacher should have created a multimedia presentation in order to anticipate problems, provide hints for success and determine required data. It is also readily available as a model for students. (S/he should create a file for both presentation programs if the option on which one to use is left to the students. In order to avoid the A “Capital” Idea 5 “copycat-the-teacher’s model” syndrome, use a different topic – the object is for students to understand that graphics and animation can enhance an otherwise “boring” report, and for students to be creative in their own way.) Know how to save word processing files as text files if using HyperStudio® and expecting students to copy and paste from notes created during 3. The creation of a “Hot List” for use with Internet searching will save lots of time and keep students focused on their targets. Just turning students loose in search engines can be disastrous if they are not familiar with the conventions of at least a few main search engines. 4. Decide on requirements for note taking – using a word processing program such as Microsoft™ Word®, on paper, or on note cards. 5. Check your high school English department head to see whether to use Modern Language Association (MLA) or The American Psychological Association (APA). Both have web sites with the correct format for each type of electronic citation. 6. If all students are to use a single computer in the classroom, the teacher should determine ahead of time how students will save their spreadsheets and their presentations. Spreadsheets can easily be stored on floppy disks, but HyperStudio® stacks can get very large with graphics and animation. The same can be true with PowerPoint® slides. In these cases it is advisable to use the hard drive or a zip drive to store these larger files. Security may be an issue that should be planned for ahead of time. (This is a great opportunity to address the issues of privacy and ethics. However, the integrity of students’ work needs to be preserved in the event that there are students whose philosophy is: “It’s only wrong if one gets caught.” One way to deal with this potential problem is to provide a different disk for each group. Group and partnership files can be stored on each disk. If using the hard drive or a zip disk, creating folders for groups and/or partnerships and individuals can be helpful. 7. The teacher should be very familiar with the district Technology Use Policy. If s/he will be taking the students to a computer center, policies and procedures for use of equipment should be reviewed and understood by all involved in the project. 8. Prepare a list of landmarks, monuments and government buildings in Washington, DC. (See “Management Folder” for a proposed list.) 9. Make management decisions related to individual, partnership and teamwork components – designated structures, random selection, students’ choices. Decide also whether a landmark/monument/building is to be assigned, randomly selected or chosen by students. If more than one class will be working on this project at the same time, consider whether each student must select a different landmark, etc. or whether there can be duplications. If other classes will be acting as “audience,” the teacher might want to weigh the pros and cons of having similar/different landmarks overall. (See “Management Folder” for some ideas.) 10. Create any management tools you want to help students keep track of responsibilities. (See files in “Management Tools” folder. 11. Rubrics should be created by the teacher (or by the students if they are accustomed to this assessment approach) that target the main goals and objectives of the lesson. (See “Management Folder” for one.) 12. The teacher must know how to enter formulas and functions into a spreadsheet such as Excel, as well as to create the actual design to show the expenses incurred on a trip to Washington, A “Capital” Idea 6 DC. S/he must be comfortable with manipulating the data – rearranging, formatting, copying, deleting, and creating charts (graphs) from the spreadsheet data. The teacher should actually construct a spreadsheet prior to assigning one to students for similar reasons as mentioned above (#2). (This is a great opportunity for calling on the expertise of an advanced computer student from either the middle school or the high school, to act as “tutor” if the teacher needs to learn this program in short order.) 13. Make decisions on size, materials and requirements for students’ monument construction. Decide whether this work will be done in class or as homework. Prerequisite Student Skills: 1. Students should have research skills – note taking, bibliographic citations for texts and electronic media, validated sources. 2. Ideally, students should have keyboard familiarity sufficient to enter data and type text seamlessly. (If more time is being spent hunting for desired keys, rather than on the deep thinking of the content, perhaps designated “typists” could be given this task.) 3. Students might have prior skill in spreadsheet construction and multimedia presentations. It would be nice if they already knew how about the power of these application programs. However, it can be learned quickly. Although these skills would certainly facilitate the main goal of learning about the capital of the US, it is possible to move along with the technology learning “as needed” for each leg of the project. 1. Discuss the anticipation of the class trip to Washington, DC, (or the reactions of those who have just returned from the trip). 2. Elicit the characteristics of county seats, state capitals and capitals of countries. What similarities 3. Reflect on the characteristics of familiar landmarks, monuments and famous buildings within the local community, as well as within the state. What do they tell the citizenry about the history of these places? Test these characteristics against a few known structures within Washington, DC. Make a list of these generalized characteristics. (This list will need to be available for later use. Some characteristics may be missing while others may not be as universal as first imagined so changes can be made along the way.) 4. If students have already been to Washington, DC have them brainstorm as many landmarks, monuments and government buildings they visited. (Several cooperative-learning strategies can be used for these types of activities – “Think, Pair, Share” and “Pair of Pairs” are two.) Provide the students with the prepared list created by the teacher and compare it with their results. If students have not yet been to the capital, their knowledge of sites will be a little sparse and the teacher’s list can be presented immediately. 1. Students select, or are assigned, a structure to research. Parameters are set for due dates, use of the Internet, required information and the format for recording the data. (Time will depend on A “Capital” Idea 7 whether this is an outside of class assignment or in class; whether there is one computer available or many.) Students will be using the data to construct their multimedia presentations. Cutting and pasting into PowerPoint® is seamless if using Word® to record notes. In HyperStudio®, notes should be saved as text files rather than Word® documents for ease of transfer. (Here is an opportunity to reinforce the skill of paraphrasing and the zero tolerance for plagiarizing, especially when copy and paste are so easily accomplished.) 2. As students complete the research, they should be creating a “credits list” (bibliography) for the sources of information. Students should cite these sources properly. 3. When research has been completed, review the list of characteristics common to landmarks. Edit the list based on the discoveries students made through their research. (This edited list will be used again for the final product – a proposed design for a new landmark or monument.) 4. Students will view a sample multimedia presentation previously prepared by the teacher. (If it was decided that students would have the option of using either program, they should view sample presentations created through both applications. Use the same topic so students can see the differences in the two applications.) 5. Students plan their own presentation. Use of “story-boarding” or mind mapping can help with generating the components and arrangement of the presentation of student information. The plan should be created on paper before using the computer, especially if the number of computers is limited. File cards are an effective way to plan, as each card represents a single slide (Power Point®) or card (HyperStudio®) of the presentation. Students will be working in teams so that each presentation will contain information on four or so landmarks. (Some of this preliminary planning can be done outside of class to speed things along.) This is also an opportunity to integrate written expression benchmarks from the language arts content area. 6. Although not prepared until the next activity, students should keep in mind that they will need to insert data and/or a chart of expenses incurred when planning a trip to Washington, DC. They will need to decide where this new information should appear. (Shifts can always been made during the edit stage.) 7. After presenting the set of rubrics to be used in assessing the presentation, students use the computer to create their multimedia presentation. (Students may also have access to either or both of these programs outside of the classroom, which would also facilitate the need to schedule computer time during class.) 8. It is important that the notion of saving files frequently is very a safe and sensible thing to do. Additionally, students should understand that graphics, animation and sound are added to a multimedia presentation to enhance the viewer’s understanding of the message, not to impress someone on how “cool” this program can be. 1. At this point, there is shift in the focus. Students will gain understanding of the time and effort it takes to plan a trip to Washington, DC. (How and why do people from around the United States visit Washington, DC? What expenses need to be considered when planning a trip to the capital?) Students need hands-on experience in building and using a spreadsheet. Therefore, it would be best if they could work in partnerships, rather than their team. Brainstorm the A “Capital” Idea 8 considerations that go into a two-day trip out of state – time, transportation, lodging, food, tips, souvenirs, and fees for tourist attractions. 2. Students go on line to find information for the above considerations. They need to find three quotes for each expense area in order to get “averages”: 1.) airfares, (different airlines and/or different consecutive days of the week), 2.) hotels, 3.) restaurants for meals, 4.) admission fees. The use of the MapQuest web site may provide some of this information. When searching for airfare, hotel and restaurant facilities, make sure your students understand that they are NOT to make a reservation or purchase tickets by giving their own or fake credit card information! 3. When all the data is collected, students (with the help of the teacher as needed) will construct a spreadsheet to display and calculate the data collected: 1.) enter appropriate field names and labels into cells; 2.) enter prices into adjacent cells; 3.) enter functions and formulas for calculations. Save the spreadsheet file. Example: EXPENSES: FIRST TRY SECOND TRY THIRD TRY AVERAGE Airfare =AVERAGE(C4:G4) Breakfast =AVERAGE(C6:G6) Lunch =AVERAGE(C7:G7) Dinner =AVERAGE(C8:G8) Hotel =AVERAGE(C9:G9) Admission =AVERAGE(C10:G10) Miscellaneous =AVERAGE(C11:G11) TOTAL =SUM(C4:C1 =SUM(E4:E11) =SUM(G4:G1 =AVERAGE(C13:G13) 1) 1) 1. Create a logical chart (graph) to graphically show expenses. Save the file again so charts are 1. Import the chart and/or appropriate sections of the spreadsheet into the multimedia presentation as planned. 2. Self-edit the presentation, using the rubric. (Peer-editing could also be initiated if desired.) 3. When the presentations are ready, share them with others. For example: the other teams within the class, other classes, seventh graders who will be looking forward to the trip to Washington, DC the following year, the School Board and/or parent group who support the trip, senior citizen group, or other community organizations. (Here is an opportunity to integrate language arts benchmarks related to oral speaking.) A “Capital” Idea 9 1. Once again the list of characteristics is reviewed and final editing takes place. Students will now use those criteria to design and construct a new landmark or monument for Washington, DC. 2. Another brainstorming session takes place within the team. It makes sense to reconstruct the teams at this point so that students have the opportunity to work with others whose landmarks they are not as familiar with. (If there have been problems with the makeup of the team, this restructuring is a non-accusatory way of relieving that tension.) 3. Students plan and construct their invented monument that portrays an event or honors a person for which no recognition has been established. (Depending on the situation, students can work on all of this activity outside of class. If it is difficult for students to get together on their own, this could be an individual rather than a group project.) Remember that it can be considered an extension of the lesson if time, materials and logistics are too problematic. Assessment / Evaluation: Creation and application of the rubrics established at the start of this lesson should be applied at the end of each activity section. Whether the teacher or the students and teacher together create the set of rubrics, certain criteria need to be included. The rating scale can be flexible – four to six point scale, words, letters or numbers. 1. Using the requirements for information, students will review their data and evaluate their use of time, the completeness of information, their paraphrasing techniques and their citations for the “credits” slide/card of their multimedia presentation. a. Checklists, observations and students’ written communication in the form of journal entries or responses to sentence starters are effective means of assessment for these types of activities. (Use the actual benchmarks to help formulate the contents for these b. Teachers should review student notes from web sites to verify that requirements and procedures were followed. 1. Students should assess their own performance as a team player and analyze problems and resolutions. Add a question of “what would YOU do differently faced with the same or similar situation?” (This provides students with an opportunity to be problem solvers and to act in a responsible way when confronted with discord.) 2. The teacher should meet with each group before they actually begin the creation of the multimedia file. Asking clarifying questions can be most helpful, as students have to articulate those fuzzy areas. Suggestions from the teacher are best made by means of this method rather than making direct demands or suggestions. It is through these interactive sessions that the teacher and the students get a clear picture of their deep knowledge and their higher order thinking. In these sessions it is important that everyone has equal time. (There are some excellent cooperative learning structures that can be used to guarantee that it takes place – “Round Robin” and “Chips in the Middle” are examples.) A “Capital” Idea 10 3. Since each individual needs to demonstrate understanding, the idea of a “group grade” for activities involving teams and partners needs to be carefully thought through by the teacher. It makes little sense that a student be “rewarded” or “punished” due to the makeup of the group. Unless you are prepared to defend your rationale to parents and students themselves, avoid this predicament. Give individuals grades based on their contributions and understanding. 4. In their journals, or elsewhere, students should be required to answer the questions, “How and why do Americans take pride in Washington, DC? “Why do people from other countries visit Washington, DC? “How do the landmarks and monuments in this city reflect our rich heritage? 1. Similar assessment tools can be applied for the work related to the spreadsheet also. Use checklists, journal entries, and group/individual interviews to determine the level of understanding of the purpose and commands employed in the spreadsheet construction. (See technology benchmarks.) 2. Make sure that each student can explain the functions and formulas employed in the calculations. This can be accomplished by one partnership giving the explanation to another partnership. A prepared set of questions could help guide these mini sessions. Students who have difficulty answering them can be “tutored” to bring them up to speed. 3. It’s at this time that a comparison should be made between the expenses from the spreadsheet, with the actual expenses from the school-sponsored trip. Students should be able to create a “pros and cons” list giving the advantages and disadvantages for each type of trip. Supporting their opinion of which is “best” for them personally, students can address the question of “What expenses need to be considered when planning a trip to Washington, DC?” 1. Students can construct a feedback form for audiences. (If presented to more than one group, the initial feedback can be used to polish the presentation prior to the next time.) 2. Checklists based on language arts benchmarks, as well as the other checklists previously used will help focus students and reviewers’ attention on the underlying purposes of this multimedia presentation, rather than on the “whistles and bells” included. 1. Using the list of criteria needed to identify a structure as “landmark” or “monument,” students will self assess and peer assess the created structures. 2. Use the list of requirements for size and materials to evaluate compliance. 3. Students should now discuss their views by addressing the questions: “What are the characteristics that hold true for landmarks and monuments wherever they are found?” “How do landmarks and monuments in Washington, DC reflect our rich heritage? Follow-up Activities: Besides the ideas imbedded within this lesson for integration and home connection, another idea for follow-up would be to contact state and federal congress persons and senators, making a proposal for the establishment of their created landmark. Letters describing the structure, its historical significance A “Capital” Idea 11 and the reason for its establishment could be presented. Students could include pictures with their letters. Actually sending the letters would hopefully bring at least a few responses. Submitted By: Name: Ginny Nightingale School District: Stockbridge Community Schools School: Stockbridge Middle School Address: 305 W. Elizabeth St., Stockbridge, Michigan 49285 A “Capital” Idea 12 Shared By:
__label__pos
0.961597
Mystery Of The Lunar Ionosphere November 15, 2011 [ Watch the Video ] Lunar researchers have been struggling with the mystery for years, and they may have finally found a solution. But first, what is an ionosphere? Every terrestrial planet with an atmosphere has one.  High above the planet´s rocky surface where the atmosphere meets the vacuum of space, ultraviolet rays from the sun break apart atoms of air.  This creates a layer of ionized gas–an “ionosphere.” Here on Earth, the ionosphere has a big impact on communications and navigation.  For instance, it reflects radio waves, allowing shortwave radio operators to bounce transmissions over the horizon for long-range communications.  The ionosphere also bends and scatters signals from GPS satellites, sometimes causing your GPS tracker to mis-read your position. The first convincing evidence for an ionosphere around the Moon came in the 1970s from the Soviet probes Luna 19 and 22.  Circling the Moon at close range, the orbiters sensed a layer of charged material extending a few tens of km above the lunar surface containing as many as 1000 electrons per cubic centimeter–a thousand times more than any theory could explain.  Radio astronomers also found hints of the lunar ionosphere when distant radio sources passed behind the Moon´s limb. The idea of an “airless Moon” having an ionosphere didn’t make much sense, but the evidence seemed compelling. As a matter of fact, the Moon isn’t quite as airless as most people think.  Small amounts of gas created by radioactive decay seep out of the lunar interior; meteoroids and the solar wind also blast atoms off the Moon’s surface. The resulting shroud of gas is so thin, however, that many researchers refuse to call it an atmosphere, preferring instead the term “exosphere.” The density of the lunar exosphere is about a hundred million billion times less than that of air on Earth–not enough to support an ionosphere as dense as the ones the Luna probes sensed. For 40 years, the Moon’s ionosphere remained a mystery until Tim Stubbs of the Goddard Space Flight Center published a possible solution earlier this year.  The answer, he proposes, is moondust. Stubbs–a 30-something scientist who wasn’t even born when the Moon’s ionosphere was discovered–read the accounts of Apollo 15 astronauts who reported seeing a strange glow over the Moon´s horizon.  Many researchers believe the astronauts were seeing moondust. The Moon is an extremely dusty place, naturally surrounded by a swarm of dust grains–think PigPen in Charlie Brown.  When these floating grains catch the light of the rising or setting sun, they create a glow along the horizon. Stubbs and colleagues realized that floating dust could provide the answer.  UV rays from the sun hit the grains and ionize them.   According to their calculations, this process produces enough charge (positive grains surrounded by negative electrons) to create the observed ionosphere. An ionosphere made of dust instead of gas is new to planetary science.  No one knows how it will behave at different times of night and day or at different phases of the solar cycle, or how it might affect future radio communications and navigation on the Moon.  NASA’s ARTEMIS probes (orbiting the Moon now) and the LADEE spacecraft (scheduled to launch in 2013 specifically for the purpose of studying the lunar exosphere) may yet reveal its habits. Updates may be expected in less than 40 years. On the Net: Source: Dr. Tony Phillips, Science@NASA comments powered by Disqus
__label__pos
0.995974
End of preview. Expand in Data Studio

No dataset card yet

Downloads last month
69