text
stringlengths 258
162k
| id
stringlengths 47
47
| metadata
dict |
|---|---|---|
|Scientific Name||Lactuca serriola||USDA PLANTS Symbol||LASE|
|Common Name||Prickly Lettuce||ITIS Taxonomic Serial No.||36608|
|Description||Habitat: Fields, waste places, disturbed areas, and roadsides.
Plant: Tall, erect biennial, 1-5 feet high, stout stem and milky sap.
Leaves: Alternate, prickly leaves, usually clasping and oblanceolate to obovate in shape; lower leaves deeply pinnately-lobed.
Inflorescence: Large panicles or corymbs of many, often 100 or more, composite yellow blossoms in open clusters, each about 1/2-inch across, with 13 to 27 rays only (no disk florets); involucre about 1/2 inch long with 3 rows of overlapping bracts.
Bloom Period: July to September.
References: "Manual of the Vascular Plants of Texas" by Correll and Johnston, American Southwest and SEINet.
|BONAP Distribution Map
Map Color Key
Banner photo of Lupinus ssp. by Rick Capozza, Austin TX
© Tom Lebsack 2023 | <urn:uuid:cbd82e16-a4d4-4a00-9366-4b33b176ef5a> | {
"dump": "CC-MAIN-2023-40",
"url": "http://texaswildbuds.com/lactuca-serriola.html",
"date": "2023-09-22T15:29:15",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506420.84/warc/CC-MAIN-20230922134342-20230922164342-00408.warc.gz",
"language": "en",
"language_score": 0.7283632159233093,
"token_count": 263,
"score": 3.078125,
"int_score": 3
} |
Brahm Stoker’s “Dracula” highlights concerns prevalent within the Victorian era, shown through characters, symbols and themes throughout the novel. Prior to this, Samuel Taylor Coleridge worked within the Romantic era absorbing a multitude of radical political and theological ideas, ideas which often underpinned his works. Coleridge’s “Christabel” confronts concerns surrounding universal human characteristics, particularly those most prominent within his era, such as female purity and innocence. In contrast to these more traditional beliefs, “Blood; The Last Vampire” articulates anxieties surrounding the breakdown of a society and the repercussions of this in relation to a younger, more contemporary society. The “dark side’ within these texts are often projected through a singular symbol, character or theme that is unaccepted or feared by its surrounding society.
What are at least two common mental disorders one might find in Gothic stories? Two common mental disorders found in Gothic stories include Melancholia and Hysteria. 5. How are terror and horror different from one another, and how are they related to one another in Gothic literature? In Gothic literature, terror is described as being full of fear, or the fear of what we believe will be bad, whereas horror is described as someone in distress, or watching those bad things happen.
Gothic Elements in The Strange Case of Dr. Jekyll and Mr. Hyde After reading the whole gothic literatures in this semester, I find The Strange Case of Dr. Jekyll and Mr. Hyde gives me the most impression. Since I was young, the only kinds of book that can make me feel interested in are gothic type of fiction. Gothic writing tends to be very dark, focus on the evil side of human nature, have supernatural and unexplained elements to it; for example, the mysterious setting and the suspicious events. These elements make me can’t help myself but be immersed in the book. After reading The Strange Case of Dr. Jekyll and Mr. Hyde, I found three elements that impressed me the most: the atmosphere of mystery and horror, the unbelievable event of doubling in that century, and the disappearance of hope.
Rip and the Raven What is Gothic Mode? What defines a piece of literature as being “Gothic”? Webster’s dictionary defines “gothic” as “of or relating to a style of writing that describes strange or frightening events that take place in mysterious places and of or relating to a style of fiction characterized by the use of desolate or remote settings and macabre, mysterious, or violent incidents.” Angela Carter writes that the Gothic Mode deals with the imagery of the unconscious and makes abstractions from romanticism (134). A gathered definition of the Gothic mode is the usage of supernatural and mysterious elements coupled with dark writing to make a literature piece used to provoke unease and to make the reader question the world and reality
Mary Shelley’s Frankenstein, and Edgar Allan Poe’s short story “The Fall of the House of Usher”, are both excellent examples of Gothic literature and the elements which set this genre apart from others. Each author employs such Gothic elements as metonymy, mystery and suspense, and overwrought emotion to create pieces of writing that have affected the way we tell stories even to the present day. Metonymy is an element that affects the way the reader interprets the scene without knowing it. In Gothic literature, metonymy usually makes for much “doom and gloom.” Blowing winds, howls, moans, sighs, and eerie sounds are all entwined within Frankenstein, illustrating Shelley’s use of metonymy. All of these are used to subtly reference the overall air of darkness and horror apparent in the novel.
To begin with the two short stories “A Rose for Emily” by William Faulkner and “by Edgar Allan Poe are two illustrations of Gothic literatures. There are several characteristics of Gothic literature spooky surroundings, glumness, and immoral dominant over the moral. Gothic literatures are more often set in old building, or big house, which portrays human decay and it’s designed a feeling of isolation and fear. Faulkner's "A Rose for Emily", and Poe's "The Fall of the House of Usher", both use gothic elements of technique in relating the exterior in order to reflect the gloominess of these characters feelings. Both books have similar writing style as gloomy, but foreshadowing and dystopia bring about the effectiveness of gothic literature in both books.
In a gothic novel there are elements of horror, mystery and suspense. The gothic elements found in Frankenstein come from the ugliness as well as killings and death. There are other examples of a gothic novel such as remorse and sadness. The atmosphere in a novel gives another element of being gothic. The novel Frankenstein contains many of these gothic elements like the atmosphere, ugliness, killings, sadness and remorse.
This quote shows the medieval castle aspect almost always found in the gothic novel type, but also even begins to set up the dark, gloomy, and uneasy atmosphere that is so important in this kind of literature. Within the first four chapters, Jonathan, describes the setting of the Count’s old abandoned-looking castle which gave Jonathan, not to mention the reader, an uneasy feeling: “..for there is something so strange about this place and all in it that I cannot but feel uneasy. I wish I were safe out of
I believe the genre for both stories would be considered gothic fiction. This is because they each have elements of both horror and romance. The romance is in the past however, as the couples relationship is now coming to an end. Mr. Carver also describes the setting as the end of winter or early spring, with snow melting and the water running off to make everything dirty.
The Picture of Dorian Gray came at a time when the golden age of Gothic Fiction was already well passed. However the novel is seen as a revival of the gothic genre. It also redefined the elements of a gothic novel. It lacked the lovelorn heroine/hero that novels like The Mysteries of Udolpho (Anne Radcliffe) and Dracula (Bram Stoker) thrived on. The only love that is epitomized in the novel is that of the self, which proved to be perhaps its most gothic aspect. | <urn:uuid:df53c6c4-ecde-42ec-91a2-d8b76aa1d2c5> | {
"dump": "CC-MAIN-2023-23",
"url": "https://www.antiessays.com/free-essays/The-Gothic-Mode-In-Gaskell-And-703652.html",
"date": "2023-05-30T07:49:58",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224645417.33/warc/CC-MAIN-20230530063958-20230530093958-00172.warc.gz",
"language": "en",
"language_score": 0.9470481276512146,
"token_count": 1350,
"score": 3.015625,
"int_score": 3
} |
Libby Montana, a small town located in the Kootenai National Forest, has become known as one of the worst asbestos contamination sites in U.S. history. The contamination is a direct result of the nearby Vermiculite mine that operated from the 1920s to 1990 (LibbyMT.com, 2004).
The first mining operations, in the Libby area, started in the 1860s with the discovery of gold, silver, and lead. Vermiculite was discovered by gold miners in 1881. In 1919, E.N. Alley bought the Rainy Creek Claim and shortly after opened the Zonolite Company, which marketed vermiculite as an insulation, an additive to plaster, and an additive to soil. Vermiculite from this mine that was used in insulation was marketed under the name Zonolite. In 1963, W.R. Grace bought the mine and operated it until it closed in 1990 (LibbyMT.com, 2004).
Unfortunately one of the by products of the vermiculite in Libby is asbestiform amphiboles, primarily winchite, richterite, and tremolite. The U.S. Geological Survey characterized the "respirable fraction of the abestiform minerals as 84% winchite, 11% richterite, and 6% tremolite." Raw ore was estimated to be 21-26% asbestos by weight and the mill feed was 3.5-6.4% asbestos. The vermiculite shipped to processing plants was 0.3-7.0 %. It is estimated that the airborne dust in the Libby mill was 40% asbestos. The mine produced as much as 80% of the world's vermiculite supply (Sullivan, 2007). (Note, winchite and richerite are not currently on the list of regulated asbestiform minerals; however the new Ban Asbestos in America Act of 2007 does list them as such.)
The mine was a significant employer of Libby and surrounding area residents. During the life of the mine it is estimated that employees were exposed to asbestos levels ranging from <1 f/cc to as high as 182 f/cc. Occupational exposure was dependent on what job the employee did and when in the life of the mine they were employed (Sullivan, 2007).
In 1999 dozens of asbestos related illnesses and deaths were blamed on the mine. The U.S. EPA then began investigating. The Agency for Toxic Substances & Disease Registry (ASTDR), an agency of the Department of Health and Human Services, released a report on mortality in Libby (Agency for Toxic Substances and Disease Registry (ATSDR), 2007).
The updated report concluded that for the 20-year period examined, mortality in Libby resulting from malignant and nonmalignant respiratory diseases was significantly elevated.
In February 2005 a Federal Grand Jury indicted seven executives from W.R. Grace for knowingly exposing residents of Libby, Montana to asbestos contamination (U.S. Department of Justice, 2005).
The report showed that when compared to Montana and U.S. mortality, there was a 20 percent to 40 percent increase in malignant and nonmalignant respiratory deaths in Libby from 1979 to1998.
Specifically, asbestosis mortality in Libby was 40 to 80 times higher than expected and lung cancer mortality was 1.2 to 1.3 times higher than expected when compared to Montana and the United States. Mesothelioma mortality was elevated but because statistics on this extremely rare cancer are not routinely collected, it was difficult to quantify the increase. Other non-malignant, noninfectious respiratory deaths also were significantly elevated. Most of the increase in respiratory mortality noted in the revised report likely can be associated with occupational exposures.
Asbestosis and mesothelioma mortality were found almost exclusively
in former workers. Some of the lung cancer mortality occurred
in former employees of the vermiculite facility."(Agency
for Toxic Substances and Disease Registry (ATSDR), 2007)
The vermiculite ore from the Libby mine was shipped to over 200 processing facilities around the country. Between 1964 and 1990 approximately 95% of the ore was shipped to exfoliation facilities.
Exfoliation is the process that expands the vermiculite into
its commercially viable form. The process involves heating the
ore to 2,000 ºF which causes the vermiculite to expand. The expanded
vermiculite was marketed as an insulation product known as Zonolite
(U.S. Government Accountability Office, 2007). Zonolite was an
easily poured insulation ideal for walls and attics. In 1985 the
U.S. EPA estimated that 940,000 homes contained or, had contained
Zonolite attic fill (U.S.
Environmental Protection Agency, Vermiculite Questions and Answers,
2008). If you suspect you have vermiculite insulation you
should visit http://www.epa.gov/asbestos/pubs/verm.html.
Go To Case
Study: El Dorado Hills, California
List of Visuals
- Picture 11: This map shows the distribution of 195 facilities receiving vermiculite ore from the Libby, Montana Mine
Courtesy of the Government Accounting Office
- Picture 12: Photo of Zonolite brand insulation
Courtesy of EPA
- Picture 13: Amphibole Asbestos bundle in Libby, Montana
AMA Analytical Services | <urn:uuid:d1185836-060b-4866-a24a-02912d369aa9> | {
"dump": "CC-MAIN-2014-10",
"url": "http://www.csa.com/discoveryguides/asbestos/review7.php",
"date": "2014-03-08T23:09:12",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999666921/warc/CC-MAIN-20140305060746-00067-ip-10-183-142-35.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9574979543685913,
"token_count": 1138,
"score": 3.21875,
"int_score": 3
} |
from The American Heritage® Dictionary of the English Language, 4th Edition
- adj. Of, relating to, or characteristic of a much earlier, often more primitive period, especially one that develops into a classical stage of civilization: an archaic bronze statuette; Archaic Greece.
- adj. No longer current or applicable; antiquated: archaic laws. See Synonyms at old.
- adj. Of, relating to, or characteristic of words and language that were once in regular use but are now relatively rare and suggestive of an earlier style or period.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- n. A general term for the prehistoric period intermediate between the earliest period (‘Paleo-Indian’, ‘Paleo-American’, ‘American‐paleolithic’, &c.) of human presence in the Western Hemisphere, and the most recent prehistoric period (‘Woodland’, etc.).
- n. (A member of) an archaic variety of Homo sapiens.
- adj. Of or characterized by antiquity; old-fashioned, quaint, antiquated.
- adj. No longer in ordinary use, though still used occasionally to give a sense of antiquity.
from the GNU version of the Collaborative International Dictionary of English
- adj. Of or characterized by antiquity or archaism; antiquated; obsolescent.
from The Century Dictionary and Cyclopedia
- Marked by the characteristics of an earlier period; characterized by archaism; primitive; old-fashioned; antiquated: as, an archaic word or phrase.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- adj. little evolved from or characteristic of an earlier ancestral type
- adj. so extremely old as seeming to belong to an earlier period
The forms of thou are termed archaic by Merriam-Webster's Third New International Dictionary of the English Language Unabridged: "In this dictionary, the label archaic is affixed to words and senses relatively common in earlier times but infrequently used in present-day English."
LAVANDERA: Stay-at-home mother Melissa Pierce is leading the charge to end what she calls archaic alcohol laws.
With widespread illegal gambling activity, a group of Bahamians want what they call the archaic, undemocratic gaming laws in the country to be changed to afford them the right to gamble in their own country.
He looks up to see a man in archaic clothing stumbling down a hill, clearly being chased by vague, dark figures.
Those who oppose zoning will call it archaic, divisive, and unfair.
It doesn't stop you from using solid rocket motors or engines designed in archaic units.
One thing I was reminded of this weekend is that historic quotes in archaic language that Quakers use ... sometimes overuse .. were once contemporary language.
For those who are Gebserians, Rationalism is the deficient mode of Perspectival Thought Structures (preceded by efficient and defficient Mythic, Magical and the Origin [archaic] - so, an up and down side to each thought structure, of which Gebser explains 4 including the integral - the next stage in thought structures).
One can start to see the attraction of Catholicism, bestowing a miraculous poetry on technological advance, while anchoring the dizzying speed and confusion of the modern world in archaic ceremony.
Our public schools have fallen behind and our ability and willingness to innovate has been shoved aside by moneyed interests entrenched in archaic industries. | <urn:uuid:59bfcfa9-65f4-4d5b-8311-35be61e920c3> | {
"dump": "CC-MAIN-2015-27",
"url": "https://www.wordnik.com/words/archaic",
"date": "2015-07-05T07:57:11",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375097354.86/warc/CC-MAIN-20150627031817-00230-ip-10-179-60-89.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.8982118368148804,
"token_count": 737,
"score": 3.28125,
"int_score": 3
} |
It is called greenhouse effect due to the similarity with the operation of the greenhouses that are able to retain the heat inside. The operation is not exactly the same, but it is very similar. The difference is that the greenhouse uses the glass and not the gases in the atmosphere to retain heat. That is why this natural phenomenon has been called the greenhouse effect.
When we talk about the greenhouse effect we almost always refer to the greenhouse effect on planet Earth, but it also occurs in a similar way to other planets like Venus and Mars.
Operation of the greenhouse effect
At the moment when the solar radiation that reaches the Earth's atmosphere part of this radiation is reflected while another part is absorbed and enters the atmosphere. Most of the radiation that has managed to enter the atmosphere reaches the earth's surface. This causes the surface to heat up, and some of this heat to be transferred in the form of radiation, but at wavelengths greater than that of the original solar radiation.
From the infrared radiation that sends the Earth's surface, only an important part (approximately 90%) will get back through the atmosphere and will go out into space. The rest of the radiation heats the gases of the atmosphere and its heat energy stays there, so the planet is surrounded by a set of hot gases that help to heat it. The atmosphere has the characteristic that it absorbs the infrared radiation more easily than the visible radiation received from the Sun, and that is what makes the Earth warmer than it would be without an atmosphere.
This event is what makes planet Earth reach temperatures that allow it to be fit for life. The greenhouse effect is therefore a natural phenomenon of the atmosphere, without which life on Earth, as we know it, would not be possible. If the heat is not retained in the atmosphere, the Earth freezes.
Greenhouse effect problem
We have all felt at some point that something like fossil fuels contribute to the generation of greenhouse gases in a negative context. The greenhouse effect itself is not a negative thing (in fact it is necessary), what is negative is that the gases that are artificially emitted can overpower the natural greenhouse effect.
These gases not naturally present in the atmosphere contribute to the retention of heat and keep the planet 30 ° C warmer than if this layer did not exist.
The fact that by burning fossil fuels ( coal, oil, natural gas, ...) or by burning a forest, carbon dioxide is produced. If the concentration of CO2 in the atmosphere increases significantly, it could increase the strength of the greenhouse effect. Although not all the factors that intervene in the greenhouse effect are known with precision, this has begun to worry popular opinion at the end of the 20th century.
The increase in the temperature of the planet would have important effects on the life that develops: it would endanger the composition, the capacity of recovery and the productivity of the natural ecosystems, it would alter the climatic regions and the oceanic currents, with possible important consequences on human activities Within the scientific community there is no consensus of the exact consequences. Even so the most catastrophic theses maintain that these problems would be the following:
- Desertification and droughts, which cause pandemics of hunger.
- Deforestation, which further increases the change.
- Melting of Antarctic ice, which causes a rise in sea level, submerging coastal cities causing flooding.
- Destruction of ecosystems.
- Water vapor (H2O)
- Carbon dioxide (CO2)
- Ozone (O3)
- Other gases in smaller proportion.
- Methane (CH4)
- Nitrous oxide (N2O)
- Sulfur hexafluoride (SF6)
These gases have a strong capacity to absorb heat energy in the infrared region of the spectrum.
The Kyoto Protocol is an international agreement that attempts to globally limit greenhouse gas emissions. The protocol arises from the international concern about global warming that could increase the uncontrolled emissions of these gases.
The agreements that were carried out in the Kyoto Protocol in 1997 were:
- The signatory industrialized countries undertake to reduce greenhouse gas emissions by 5% in the period from 2008 to 2012 with respect to 1990.
- Rich countries must reduce their gas emissions by 25% to 40% by 2020, compared to 1990.
- The long-term negotiation establishes that the increase in temperature must be below two degrees with respect to pre-industrial levels. This objective will be revised because it does not exceed 1.5 degrees.
- Adaptation of less industrialized countries to deal with disasters related to climate change.
- Industrialized countries should promote strategies to lower carbon emissions and developing countries should limit emissions with appropriate national plans and actions.
- Action plans must be submitted every two years to an international control and verification system, although they must be done in a non-instructive, non-punishable and respectful manner.
- The industrialized countries must contribute $ 30,000 million in three years, until 2012 and mobilize resources up to $ 100,000 per year in 2020.
- The aid will be channeled through a fund with 24 members and in which 12 will come from rich countries and others.
Greenhouse effect and solar energy
Usually the concept of greenhouse effect is used globally to talk about an environmental problem on Earth. However, the same effect occurs in a certain area of solar thermal energy.
Solar collectors are used in solar thermal installations. The function of solar collectors or solar collectors is to capture the heat from solar radiation. One type of these solar panels, the flat-based solar collector, is designed to recreate the greenhouse effect on a small scale and thus prevent heat from escaping from the solar collector. In this way, the performance of this renewable energy source is increased.
Last review: April 26, 2017Back | <urn:uuid:9c8ed45e-64fa-451c-817a-a07a86753847> | {
"dump": "CC-MAIN-2019-35",
"url": "https://solar-energy.technology/definitions/greenhouse-effect.html",
"date": "2019-08-20T14:58:00",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315544.11/warc/CC-MAIN-20190820133527-20190820155527-00496.warc.gz",
"language": "en",
"language_score": 0.9276943802833557,
"token_count": 1176,
"score": 4.125,
"int_score": 4
} |
- Project plans
- Project activities
- Legislation and standards
- Industry context
Last edited 13 Mar 2018
Parenthetical referencing, also known as ‘Harvard referencing’ is a method for citing works.
Designing Buildings Wiki adopts the ‘author date’ style of parenthetical referencing. In this method, the (author surname, date of publication) is included in the body of the text after the description of the work being cited. The full reference is then included in a references section at the end of the document.
Within the text
The (author, date) within the text can be presented as:
- (author, date).
- (author, date a,b,c etc) with references a,b,c etc. in date order if more than one publication is cited from the same author from the same year.
- (author 1 and author 2, date) if there are two authors.
- (author et al. date) if there are more than two authors.
- (author, date, P.No.) if a particular page number is being cited.
Full reference
The full reference at the end of the document is presented as:
- Surname, Initial of author(s). (date of publication) Name of publication, Place of publication, Name of publisher.
- Surname, Initial of author(s). (date of publication) Article title, Journal name, volume, pages.
Online content:
- Surname, Initial of author(s) or editor(s). or organisation name (date of publication if known) Title, Place of publication (if known), Name of publisher (if known). Available from: URL [Accessed Date]. Ideally the accessed date should include a time. This is necessary for editable content that might change through the course of a day.
Chapter in multi-contributor book
- Surname, Initial of author(s). of chapter. (date of publication) Title of chapter, in Surname, Initial of author(s) of book, Name of publication, Place of publication, Name of publisher, pages.
Unknown information
- n.d if the date of publication is unknown.
- n.p if the place of publication or publisher is unknown.
- Anon. if the author is unknown.
Featured articles and news
CLC provides guidance related to product marks, post-Brexit.
Net zero goals incorporated into plans for a new European Bauhaus.
BREEAM offers its resilient approach to Building Back Better.
Country moves one step closer to creating independent body.
BSRIA examines factors driving the industry.
Ensuring designs are developed, validated and can be effectively implemented.
The Homebuyer Survey most suitable for newer homes or simple properties.
Health and safety practices for body and mind.
28 leading bodies set out their vision for the future.
Chancellor announces latest Winter Support packages.
Tapping technology to boost infrastructure and create jobs.
4 ways to ensure certificates are valid.
White elephant construction projects.
How Paul Williams bent over backwards to overcome racial barriers. | <urn:uuid:afc72a67-d3e0-4b06-9aae-0f1a0a67f7ae> | {
"dump": "CC-MAIN-2020-45",
"url": "https://www.designingbuildings.co.uk/wiki/Parenthetical_referencing",
"date": "2020-10-29T17:15:32",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107904834.82/warc/CC-MAIN-20201029154446-20201029184446-00015.warc.gz",
"language": "en",
"language_score": 0.8382586240768433,
"token_count": 656,
"score": 3.234375,
"int_score": 3
} |
The organic state/society
- Was a reaction to individual liberalism, and argued that society is more important than our individual interests
- It is the belief in a natural hierarchial system, whereby each group within society is necessary and important
- Society functions similarly to the body, different parts of it have different functions, but all are necessary
- Society is naturally unequal and hierarchial, but this is just
- We are expected to work together as one entitiy in harmonious fashion
1 of 6
View of human nature
Pessiimistic view of human nature, as they believe that we have original sin.
- Humans are psychologically imperfect- we are weak and therefore do not like change, preferring continuity of the existing order. The hierarchial system gives us this, placing everyone udner a specific role
- Humans are morally imperfect- We have original sin, and cannot be trusted in decision making
- Humans are intellectually imperfect- we are intellectually imperfect because we don't act rationally, therefore requiring the maintenance of the existing traditional order
2 of 6
- Advocate private property
- Allowing the ownership of property would give people a visible stake in society, and would therefore promote a sense of responsibility.
- Thatcher introduced the "right to buy" scheme and made it possible for working class people to buy their council homes for the first time
- Conservatives have opposed common ownership shown through resistance to high property taxes and a stress on law and order, as much crime affects private property.
3 of 6
Conservatism opposition to ideology
- It rejects the idea of rigid doctrine, instead emphasising introducing slight reform or modifications to the system when necessary
- However, new right conservtism differed, as it had very set principles
- Ideology is normally radical in its approach, which conservatives oppose, preferring only modearate change where necessary, in order to maintain order. Edmund Burke, "refelctions on revolutiion in france"
- Excessive attachments to ideology have also led to tyranny, such as Lenin or Stalin, or even Zedong.
4 of 6
resistance to change/ importance of tradition
- Conservatives have believed that traditions must necesserily be maintained because they provide continuity and stability, preventing drastic transformations. Burke felt that France lost their stability during the French revolution for this reason.
- Conservatism is essentially reactionary, rather than reformist. They tend to take pragmatic (sensible) approaches, and seeks to preserve the status quo instead of seeking change.
- It seeks to accept limited reform if necessary, carefully, in order to maintain that stability.
5 of 6
Class/hierarchy + leadership
- Conservatism is elitist and view the hierarchial system as necessary, as it is the "natural order"
- The hierarchy supports the organic theory of society, and creates the order and stability within society
- There is inequality, but ordered inequality, with the govt's function being to rule the rest of society
6 of 6
Similar Government & Politics resources:
To what extent does the contemporary Conservative Party promote traditional conservative values? (30 marks) | <urn:uuid:0e187b09-8913-4a9d-a95e-4c6a69143095> | {
"dump": "CC-MAIN-2018-22",
"url": "https://getrevising.co.uk/revision-cards/conservatism_core_valuesideas",
"date": "2018-05-27T03:53:05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867995.55/warc/CC-MAIN-20180527024953-20180527044953-00429.warc.gz",
"language": "en",
"language_score": 0.9324609637260437,
"token_count": 643,
"score": 3.203125,
"int_score": 3
} |
Residents living near the Belle Isle salt marsh in Boston Harbor say they are concerned about flooding and its impact on their homes, according to a new survey from Northeastern University and The Nature Conservancy.
The survey, conducted as part of a project to protect the marsh and nearby communities from the effects of climate change, focused on residents of Revere, East Boston and Winthrop.
The survey included many people who are often left out of discussions about the impacts of climate change. More than half of respondents were Hispanic or Latino, most rent their homes, and many live in low income, multi-generational households.
“Most people felt that their families would be unable to cope with major flooding without government intervention," said Jahson Alemu, a researcher who spearheaded the survey.
Belle Isle is the largest remaining salt marsh in Boston Harbor and is home to various bird, mammal, crab and fish species.
In recent years, the marsh and the communities around it have experienced increased flooding during high tides and major storms which researchers expect to happen more frequently with climate change. Environmental advocates are working to strengthen the marsh, so that it can better withstand rising seas and storms, and serve as a buffer against flooding.
Alemu worked with the conservation nonprofits Mystic River Watershed Association, Friends of Belle Isle Marsh and other nonprofits to craft the questionnaire and bring it to residents.
Out of 175 people surveyed, 60% said they have experienced flooding from floods or tides, either in East Boston, Revere or Winthrop, or somewhere else.
Alemu says a large majority of those surveyed reported feeling a strong connection with the marsh, but are unaware it can help protect against flooding.
Most of those surveyed — 91% — said they consider the natural spaces in their community very important. Many said they use those spaces to bond with family and friends, exercise and enjoy nature, and 59% said they have visited the Belle Isle marsh.
Most interviewees were women who have been living in the area for over 15 years and want to continue living in the area.
The next steps in the effort to help the area adapt to climate change will be to discuss a broad range of strategies to avoid flooding. There is disagreement on how to proceed, but some of the strategies could include building raised banks that can be covered by native vegetation, or creating levees that slope gently downwards, mimicking the original slope of the land toward the marsh.
“There's a number of flood pathways that enter through the marsh," said Catherine Pedemonti, ecological resilience manager at the Mystic River Watershed Association. "How do we begin to look at ways to protect the community while also preserving the marsh?” | <urn:uuid:8e1e894a-581e-4a4f-ab75-1f7f83b3ee6f> | {
"dump": "CC-MAIN-2023-40",
"url": "https://www.wbur.org/news/2023/07/29/belle-isle-salt-marsh-boston-harbor-flood-woes",
"date": "2023-10-03T16:32:36",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511170.92/warc/CC-MAIN-20231003160453-20231003190453-00434.warc.gz",
"language": "en",
"language_score": 0.966838002204895,
"token_count": 550,
"score": 3.015625,
"int_score": 3
} |
Conflicts are common among kids, especially at school and it can be a challenge for teachers to mediate them. It’s important that kids are able to develop skills to resolve conflicts with peers independently, not just so they feel good at school, but to build interpersonal skills for the future too. Using conflict resolution circles can help kids build these skills and empower them to solve problems independently and create a respectful and caring classroom culture.
This conflict resolution strategy involves students discussing their conflict using specific sentence frames that help guide the conversation. In my classroom, students would sit in a circle and anyone could bring up a conflict. It was extremely valuable to practice conflict resolution as a community because it also let us discuss ongoing issues in the class and come up with solutions together. Students knew that they were always going to have an opportunity to bring up problems and give their input on how to make our classroom community a safe and enjoyable space for everyone.
Click here to download this student facing chart and directions for conflict resolution discussions
3 Day Implementation Plan
Follow this simple 3-day plan to roll out a conflict resolution routine in your classroom. Feel free to add on extra days of practice if needed.
Day 1: What are Conflicts? How Can We Solve Them?
The first day, start with a discussion about what conflicts are, why they happen, and how they make us feel. Make sure to clarify what a conflict is. You can say something like “Conflicts are normal we are all different and sometimes we are going to disagree. Sometimes we try to do the right thing but make a mistake that ends up hurting someone else. When that happens we have to try to make it right.” Try asking some of these questions to get the discussion flowing and make sure to record students’ thoughts and ideas.
- Would you want to go to a school where people fight and argue?
- Have you ever had an argument or been upset with someone and you could’t stop thinking about it?
- How might conflicts that don’t ever get solved get in the way of learning?
Introduce The Conflict Resolution Strategy
Give students an explanation about what conflict resolution is. You can say something like “Conflict resolution is when you name a problem you are having with someone and talk to each other about how to fix it.”
Introduce the format of a conflict resolution circle and the way we will speak to each other when we work on conflicts. explain to students that they will use the sentences in the chart to help them while they discuss the conflicts together so both people are able to be heard and have their time to talk.
In my classroom, I would sometimes role play with another adult that was available or make a video beforehand of me and another colleague solving a conflict using the sentence frames. This can help illustrate for students what they will be doing.
Day 2: Discuss common conflicts and role play
Make a list of common conflicts that come up at school. Students will likely mention taking things without asking, teasing, excluding, not being careful, name-calling etc. Jot down all these types of conflicts.
Use one of the examples that students shared and role play solving the conflict. Have the class give feedback on how you did. You can try this a few times and even stretch the role playing across a few extra days to give more practice. I’ve even tried writing out some different conflict resolution scenarios and providing them to students for practice. You can have a pair role play for the whole class and then put kids into partnerships to practice the their own so everyone can try it out. Make sure to debreif with students after each role pay to reinforce expectations.
Day 3: Solve a real conflict
Now it’s time to try solving a real conflict. It might be a good idea to choose a pair of student and be aware of the conflict at hand ahead of time. This way you will know how to support the discussion. As with the practice scenarios, be sure to debrief after the first real conflict resolution. Make sure to give lots of praise and acknowledge the courage it took for the students who shared to be the first ones.
It’s best to set aside some time every day for this practice. After lunch is aways a good time since there are usually plenty of issues to discuss. Before you know it, your students will be running their conflict resolution circles independently and teaching other kids how to solve conflicts. | <urn:uuid:66af30d6-45f0-4aae-b82f-70da289042a6> | {
"dump": "CC-MAIN-2023-50",
"url": "https://lalilo.com/blog/2020/09/25/how-to-implement-conflict-resolution-circles-in-your-classroom/",
"date": "2023-12-07T11:08:00",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00774.warc.gz",
"language": "en",
"language_score": 0.9586836099624634,
"token_count": 915,
"score": 4.0625,
"int_score": 4
} |
Unit Planner: Circular motion and gravity
Unit 6: Circular motion and gravity
Paper 1 x
Paper 2 x
Text book reference
Hamper Chapter 4
Inquiry: Establishing the purpose of the unit
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
- The concept of a force perpendicular to velocity resulting in circular motion is key to the understanding of orbits, the Bohr model and charges in a B field.
- Gravity will be used in Astro physics.
- Components of circular motion used in SHM
List here the key content that students will know by the end of the unit
- Centripetal force
- Newton's law
- Field strength
- Field lines
List here the key skills that students will develop by the end of the unit.
- Identify the centripetal force
- Calculate the centripetal force
List here the key concepts that students will understand by the end of the unit
- A body moving at constant speed can accelerate
- When a body moves in a circle there is always an unbalanced force to the centre
- Gravitational force is proportional to 1/r2
- Field strength is force per unit mass
- Density of field line represent field strength
Examples of real world practical applications of knowledge.
- Mass on a string
- Wall of death
- Car going round a corner
- Loop the loop
Action: teaching and learning through Inquiry
Approaches to teaching
Tick boxes to indicate pedagogical approaches used.
Small group work (pairs) x
Hands on practical x
Examples of how TOK can be introduced in this unit
- Newton's law is called "The Universal law" which means it applies to the Universe, this is a bold claim. Can we really claim to know that this law applies to every body in the universe?
- Gravity acts between every particle of mass in the universe. This means that if a red ball on the earth is moved every particle of matter in the Universe will feel it.
- Field lines do not exist but just help us to visualise the field, why do we need to be able to visualise it? What about blind people, how do they visualise fields?
- Why does a ball fall? Because of gravity. What is gravity? The thing that makes the ball fall.
Examples of how NOS can be introduced in this unit.
- We can conclude that if a body moves in a circle there must be a force towards the centre by considering energy changes or the change of velocity over a short displacement. Two different perspectives give the same outcome.
- The field model is one that is used in other areas of physics.
- Was Newton's theory subject to peer review? Apparently not Link.
- Newton's law has now been superseded by Einstein's theory of general relativity, a very different way of looking at the problem.
Tests, exams and marked labs
What went well
List the portions of the unit (content, assessment, planning) that were successful
What didn’t work well
List the portions of the unit (content, assessment, planning) that were not as successful as hoped
List any notes, suggestions, or considerations for the future teaching of this unit. | <urn:uuid:32f5a36f-fbeb-48b7-99cd-6a37183cdc61> | {
"dump": "CC-MAIN-2019-09",
"url": "https://www.thinkib.net/physics/page/24795/unit-planner-circular-motion-and-gravity",
"date": "2019-02-19T04:45:24",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247489343.24/warc/CC-MAIN-20190219041222-20190219063222-00485.warc.gz",
"language": "en",
"language_score": 0.9104292988777161,
"token_count": 737,
"score": 4.15625,
"int_score": 4
} |
The following excerpt is from the ANMF’s Falls tutorial on the Continuing Professional Education (CPE) website.
Falls can impact an individual in many ways. These impacts can cause physical injuries, have negative social consequences and induce psychological distress. Therefore falls prevention programs are essential to decrease the risk of an individual falling and experiencing these negative effects.
The World Health Organization (WHO) defines a fall as ‘an event which results in a person coming to rest inadvertently on the ground or floor or other lower level’.1
Any falls-related injuries are classified as fatal or non-fatal, with most falls being within the non-fatal category.
- Although most falls are non-fatal, worldwide 37.3 million people require medical attention every year due to falls.
- Worldwide, falls are the second leading cause of death resulting from accidents of unintentional injuries
- People over 65 years of age have a higher risk of falling
- 30% of Australians over the age of 65 experience at least one fall per year
- In Australians aged over 65 years, falls account for 40% of all injury-related deaths
- With the population ageing, the number of people experiencing falls is also expected to rise.2
There are many different injuries associated with falling.
- Cuts and abrasions
- Soft tissue damage and bruises
- Head injuries
The hip and thigh are the most commonly injured areas following a fall that require hospitalisation.
Most hip fractures (91%) are caused by falls, and they are one of the most common reasons for hospital admission.
Hip fractures cause increased morbidity and increase the risk of death for the individual. They can also increase the likelihood that the individual will need to be admitted into a residential aged care facility following their fall and injury.
Wrist fractures are also a common injury following a fall due to the instinct to use your hands to break your fall. These injuries can be severely debilitating for the individual and result in a decrease in their level of independence.
People who have fallen can also develop a fear of falling and lose confidence in their ability to walk. This can then reduce their independence and consequently their quality of life. An increased burden can then be placed on their family and caregivers to undertake more care responsibilities for the individual.2
- Falls can occur in all age groups and in all environments.
- Adults over the age of 65 are more at risk of falling due to both environmental risk factors and personal risk factors.
- The more risk factors an individual has, the more likely it is they will fall.
- Both genders are at risk of falls equally. However, some studies have shown that males are more likely to suffer from fatal falls than females.
- Increased length of stay in a hospital setting increases falls risk.
Falls commonly result from a combination of risk factors as ‘the risk of falling increases with the number of risk factors that are present’.
The number of risk factors increases as a person ages.
Risk factors can be classified in a number of ways. One of the well-known methods is to classify them as either personal (intrinsic) or environmental (extrinsic).
Personal risk factors include individual characteristics such as age, gender, ability and health conditions.
Environmental risk factors refer to hazards found in and around the home and public places, such as uneven surfaces and the lack of hand or grab rails.3
The importance of falls risk screening and assessment
Falls risk screening and assessment tools identify patients at an increased risk of falling. They then prompt us to implement strategies to help decrease this risk of falling.
Screening can determine whether a person has a low or high risk of falls and assessment of risk can inform prevention strategies.
Currently, the National Standards require that all patients have a documented falls risk screen on admission to hospital and on transfer between settings.
Experts emphasise that drawing on our clinical judgement can be equivalent if not superior to using these types of tools. Given this, we should consider the following patients as having a higher risk of falling:
- Aged 65 and over.
- Aged between 50 and 64 who are at higher risk of falling (according to clinical judgement) due to an underlying condition, for example, Parkinson’s disease, stroke, early-onset dementia.
- All inpatients admitted following a fall.4
Falls risk assessments should be completed on those who have been determined at high risk of falling from the falls screening tool.
Any member of the multidisciplinary team can use falls risk screening and assessment tools.
The individual undertaking the assessment needs to understand and administer the tool, interpret the results and make any referrals as required.
Education needs to be provided to health care professionals before undertaking the use of the tool to ensure it’s used correctly.
Preventing falls – what nurses can do to help prevent falls?
Nurses play an important role in preventing falls. They are often the ones recognising a change in the patients’ falls risk status and communicating this change to other healthcare team members.
- Ensure preventing falls is part of routine care for older patients and others who have identified risk factors.
- Ensure targeted and individualised falls prevention care plans are in place for older adults in hospital and others who have identified risk factors.
- Participate in coordinated discharge planning for the patient.
- Screen and assess all patients for their risk of falling and identify high-risk patients.
- Educate and discuss falls risk and falls prevention with staff, the patients and their carers.
- Orientate the patient to the bed area, room and ward.
- Ensuring the bed is at an appropriate height and the room is free from clutter or spills.
- Adequate lighting.
- The patient knows where their personal belongings are and can access them safely.
- Floor surfaces are clean, dry and not slippery.
- Ensure handrails are available to the patient.
- Use a non-slip mat when in the bathroom.
- Supervise the patient as required.
- Place any items the patient may need within easy reach, therefore eliminating the need for them to stretch to reach something and possibly fall.
- Place the call bell within the patients reach.
- Ensure that all walking aids are within reach of the patient.
- Ensure the patient is wearing the appropriate footwear.
- Organise physiotherapy review for patients with mobility difficulties.
- Ensure they know how to use any assistance devices such as walking aids.
- Place high-risk patients within view of the nurses’ station.
- Consider hip protectors and alarm devices for those at high risk of falling.
- Lock wheelchair, bed, commode and shower chair brakes before transfers.
- Ensure they have any sensory aids needed and these are in working order.2
It is important to consider all intrinsic and extrinsic risk factors that can increase the risk of falls for the patient.
The following information is a snapshot from ANMF’s Falls tutorial on the Continuing Professional Education (CPE) website.
The complete tutorial will give you two hours of CPD and covers the following topics: Falls facts, outcomes of falling, NSQHS Standards, risk factors, screening and assessment, risk assessment tools, preventing falls, restraints, hip protectors, communication, flagging, multidisciplinary teams, successful programs, what happens when a patient falls and incident reporting.
To access the complete tutorial, go to http://anmf.cliniciansmatrix.com
QNMU, NSWNMA and NT members have access to all learning on the CPE website free as part of their member benefits
For further information, contact the education team at [email protected] / anmf.org.au/cpe
World Health Organization (WHO) 2016. www.who.int/mediacentre/factsheets/fs344/en/. Accessed November 2019
Australian Commission on Safety and Quality in Health Care (ACSQHC) 2009. Preventing falls and harm from falls in older people: Best practice guidelines for Australian hospitals. safetyandquality.gov.au/wp-content/uploads/2012/01/Guidelines-HOSP1.pdf. Accessed November 2019
Queensland government. About falls risk factors. health.qld.gov.au/stayonyourfeet/for-professionals/about-risk-factors Accessed November 2019
Victorian government Department of Health (Vic. Govt.) 2019. Identifying falls risks./www2.health.vic.gov.au/hospitals-and-health-services/patient-care/older-people/falls-mobility/falls/falls-risks Accessed November 2019 | <urn:uuid:2a15acf4-0d77-4f2a-a44e-c5affe351f21> | {
"dump": "CC-MAIN-2021-31",
"url": "https://anmj.org.au/falls-prevention/",
"date": "2021-08-03T06:32:48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154432.2/warc/CC-MAIN-20210803061431-20210803091431-00621.warc.gz",
"language": "en",
"language_score": 0.9311513304710388,
"token_count": 1813,
"score": 3.421875,
"int_score": 3
} |
It is recorded that in 1793, George Washington went to the circus in Philadelphia, perhaps one of the first circuses in America. It was, by all accounts, mainly an equestrian show. It did have jugglers, clowns, and even a rope walker. Around 1825, American circuses began to use tents. As they added animals and equipment, they traveled by horse-drawn wagons. On April 10, 1871, Phineas T. Barnum opened his circus under 3 acres of canvas in Brooklyn, New York. In the decades to follow, circuses would travel by special trains, which were needed to carry the vast troupe of human and animal performers.
The same Chicago World’s Fair of 1893 that brought the great White City’s classical architecture to the main streets of so many American towns also brought them the “midway,” a term borrowed from the Chicago fair’s entertainment district—the Midway Plaisance. The Midway’s fair showcased the exotic and the unusual. The great Ferris Wheel was not in the White City, but rather on the Midway Plaisance. The years following the great fair saw a proliferation of traveling shows that brought “the world” to small-town America. They ranged in size from the great tent circuses to the smaller carnival companies that would do the circuit of state and county fairs—occupying the midway.
These carnivals and circuses were immensely popular for decades, bringing color and experience to a world that was often—at least to the young people—unchanging. The tent circus, arriving at some field on the outskirts of town, would erect a magical sphere of canvas. Performers paraded down the main street of town in their colorful costumes. Elephants would be employed in raising the great tents. Kids would sneak down to watch that. Some would beg to run away with the circus. For small town America, it truly was the “greatest show on Earth.”
The End of an Era
But by the 1960s, when Mom took us to see one of the last traveling tent circuses, things had changed. The Ringling Bros. and Barnum & Bailey Circus had long given up tents and only performed in large civic arenas. A few tent shows remained. Mom took us to experience that world of canvas, sawdust, and mountainous elephants up close. Positioning us in the very first row, she prepared for us to be amazed. We were not quite as impressed, however, as Mom had intended for us to be.
The refreshment crew made its way around the stands, and you could see that a circus person lived a hard life from the weathered faces and calloused hands. The popcorn man pleaded for sales, lingering before larger families like ours, who hopefully had large appetites to match. Mom, knowing the pitch, had stuffed us with dinner before the show, having no intention of buying enough snacks for five kids. The hot dog man lamented out loud, “Every year I have to buy a new Cadillac! I don’t think I’ll be able to keep up the payments.”
While this might have sounded extravagant to us children, the truth is that this troupe lived out of Airstream trailers, and they ran the wheels off of their large cars equipped with towing packages every summer. What should have amazed us was how they drove hundreds of miles, set up the tents, spread out the sawdust, and then smiled as they made impossible routines look so effortless—all that in a way not so different from their predecessors who traveled in horse-drawn wagons. Somehow, we children missed that.
The hot dog man, the ushers, the parking lot attendants, and a host of others in unassuming roles would reappear in costume as performers later in the show. Kids who tried to run away to join the circus probably realized pretty soon that it was a life of hard work, and most circus performers wore many hats during the course of the performance—that on top of the myriad tasks involved in setting up and taking down.
A Grand Lesson
As a troupe of young acrobats took to the sawdust to perform its act, Mom probably began to regret her decision to take us up front. The women did amazing things and made it look so easy, but the costumes were tired-looking. Sitting where we were, we couldn’t help but notice the tears in the fabric and the lost luster. One of us must have laughed or said something inappropriate. Clearly, Mom saw us being less than respectful of their amazing effort.
If our mother was anything, she was a great teacher. Didn’t she always tell us that after college she’d become a schoolteacher in northern Virginia, fighting what she called the “third battle of Manassas,” a reference to the two Civil War battles actually fought there? That experience might have led to her decision to go to graduate school in physics and eventually to join the engineering department of the Glenn L. Martin plant that made seaplanes during the war. Mom, over the years, had developed very keen skills of observation.
“Look at the acrobats as they are coming out of the ring,” she instructed us. “See how they stop and pick the cinders out of their hands!” (Regionally, we called small bits of gravel “cinders.”) Indeed, the smiling, lighter-than-air performers now grimaced in pain as they preened their hands. The sawdust was spread too thinly over an unpaved parking area, and the cinders had found their way into the poor girls’ palms as they did their elegant handstands. They would painfully remove them. When the signal would come for their next act, the smiles would reappear on their faces. Then, they would come out again to perform on the same wretched cinders.
Heroism! That was what Mom wanted us to see. Here was one of Mom’s greatest life lessons. It is one I carry with me to this day. Mom taught us that day that we often miss the simple fact that those who seem to perform so effortlessly around us may be smiling through pain we do not see. We need to be aware of those who may be “picking cinders” in our midst. There is heroism all around us, if we but look for it.
This article was originally published in American Essence magazine. | <urn:uuid:c4faab82-1572-4bf1-b00d-671d83485d70> | {
"dump": "CC-MAIN-2022-40",
"url": "https://www.theepochtimes.com/how-a-circus-trip-with-mom-brought-out-important-life-lessons-for-all_4687860.html",
"date": "2022-10-04T11:21:34",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337490.6/warc/CC-MAIN-20221004085909-20221004115909-00600.warc.gz",
"language": "en",
"language_score": 0.9829357266426086,
"token_count": 1353,
"score": 3.15625,
"int_score": 3
} |
(Moulton, 56 v.1) The interior of the dome in the Pantheon is where the oculus is located, this is where light was emitted, not only did the oculus illuminate the interior, but it also made the Pantheon structurally stronger. The Pantheon included columns, vaults, and domes to give it a rare design that amazes people all around the world( DuTemple, 40). President Thomas Jefferson looked to the Pantheon when designing th... ... middle of paper ... ...atican. It was considered sacred because the Christians believed that St.Peter had been crucified. A large church church was dedicated to St.Peter at the Vatican after Constantine converted to Christianity.”The altar of the church was located directly above an early Christian shrine thought to mark the burial place of the saint.
In 313 AD the Emperor Constantine formally recognized the Christian religion. Christianity spread throughout the Roman Empire, this event affected the way people thought and lived their lives. Had a great impact on how rulers viewed their power and used their powers. Such influence was portrayed in Christian art as we know today. Although Christianity was initially practiced within Semitic populations of the Roman Empire, by the 4th century A.D the Christian religion had a huge impact to the Greeks and also the early Byzantine Empire.
Hence, under the reign of Constantine the Great, Christianity became an important religion in Rome, and it also grew to became an influential religion in Europe and the Western countries. There were many changes that were noticed in Constantine’s rule after his conversion to Christianity. Also, the experiences of his non-christian counter parts describe the strength of the Christianity as a religion and how it influenced the subjects in Constantine’s time. The battle at Milia Bridge was an important and significant turning point in the history of Christianity as a religion because this is when Constantine becomes devoted to the religion. Constantine and Cicinnus were two men beloved to God and hence, God proved their ally and helped them defeat their foes (Eusebius, 359).
The emperors of the upcoming Roman Empire wanted to increase their power to keep their empire united. Around 300 CE, Constantine ended the persecution of Christians by converting to Christianity and supporting his new faith with imperial funds and a policy of religious freedom1. Under the rule of Constantine (306-337 CE), the state religion of Western Rome became Christianity. However, the conversion of the state religion took a century or so and was declared the state religion under the “reign” of Theodosius (379-395 CE). Christianity attracted conversion among women and men of all classes, assuring personal salvation, offering social advantages and security from the emperor, nourishing a sense of identity, developing a hierarchy to govern the church, and creating devoted communities2.
Constantine went far beyond the Edict of Milan, which extended indulgence of Christians during the persecution. By 313 A.D., Constantine had donated the property of Lateran, where a new cathedral, the Basilica Constantiniana was soon built, to the bishop of Rome. Constantine had an arch erected in his honour at Rome after the defeat of Maxentius ascribed the victory to the “inspiration of the Divinity”. After his victory over Licinius in 324, Constantine wrote that he had come from the farthest shores of Britain as God’s chosen instrument for the suppression of impiety. Later, in a letter he proclaimed that he had come to bring peace and prosperity to all lands, with the help of God.
With the Empire expanding into what is now known as Israel, Christianity spread to Rome and, under Constantine, was established as a legal religion under the Edict of Milan in 313. As the Roman culture was being influenced and changed by all the territories now under the Empire’s rule, the art and architecture being created during this time were also rapidly evolving. Architectural works, especially those of the Imperial period, have grown to define the essence of that which is truly Roman art. The Pantheon, Coliseum and the various Roman fora were built to serve a purpose that was culturally relevant at the time. The Pantheon was built to honor all ancient Roman deities.
As it progressed, Christianity became a religion with scriptures and a devised creed. And, unlike some pagan religions, Christian followers actively participated in a universal plan from their creator. Christians were monotheistic, believing in a God whose love was unconditional. As their scriptures point... ... middle of paper ... ...onversion of Constantine to Christianity and Constantine's issuing of the Milan Edict of Toleration of 313, which gave Christians full legal rights, Christianity was not only established in itself, but now also in Rome as well. They were now known as a recognized religion in Rome.
He was closer to his goal of absolute power as sole emperor of Rome was now, for all practical purposes, a Christian. In 313 CE, Constantine issued the Edict of Milan which allowed full freedom for Christians to practice their faith. The edict made Christianity equal to the religion of the Roman Empire. The Edict of Milan also ordered the return of all church and personal property that had been taken during past persecutions of Christians. Constantine now gave imperial property to the church including the Lateran in Rome.
Christianity was declared the official religion of the Roman Empire by Emperor Constantine. Another major influence from Rome are the architecture and designs helped influence the work of many famous monument and architecture. Trajan 's Column represents the Trajan 's victory over
In his capital of Constantinople, Constantine wanted to reconstruct the city to be an exact replication of Rome. In doing so he reconstructed some of the buildings as almost exact duplicates of the originals of early Roman architecture. Or Constantine's drive to reenact Rome's republic, and turn it back to a government ran by the senators for the people. In fact he was quite successful until it was finally demolished. However, Constantine did further the beliefs of Roman Catholic Christianity, which with its advancement of the army, Rome's religion reached many new lands. | <urn:uuid:394210fc-2a23-4d55-a6e5-b2a647d1fa8e> | {
"dump": "CC-MAIN-2021-43",
"url": "https://www.123helpme.com/essay/Art-History-Essay-478237",
"date": "2021-10-20T12:33:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585321.65/warc/CC-MAIN-20211020121220-20211020151220-00654.warc.gz",
"language": "en",
"language_score": 0.9785943031311035,
"token_count": 1244,
"score": 3.9375,
"int_score": 4
} |
Homes are often decorated to reflect the personality of the resident who lives there. This is especially true for people who live in apartments that are shared by other people, where each individual’s decorating style can be quite varied. However, what if you lived in a house that could not physically be changed? What if your personality did not match the personality of the people living around you?
What is affective decoration?
Affective decoration is a type of interior design that focuses on the emotional reaction of the people inside a space. It is based on the idea that people are motivated by their emotions, and that how a space makes people feel is more important than how it looks. Affective decoration is often used to help people feel comfortable and relaxed, which can improve their overall wellbeing.
How to make affective decoration?
decoration is an important part of every home. It can make a big difference in how people feel about their living space, and can help to create a sense of belonging or connection for the residents of the house. However, creating affective decoration can be tricky, as it needs to reflect the personality of the residents without taking away from the overall aesthetic of the house. Here are some tips on how to do it:
1. Start by understanding your residents’ personalities. What are their interests and values? What makes them happy? Once you know this, you can start to think about what pieces of decor would suit them best. Consider using items that represent their interests or values, or that reflect their lifestyle or personality.
2. Think about how you want your house to look and feel. If you want it to be cosy and relaxing, for example, use soft colours and patterns on the walls and furniture. If you want it to be more dynamic and active, go for brighter colours and exciting designs. The goal is to create a space that reflects who your residents are and what they enjoy, no matter what the style of your home might be.
3. Be creative! There’
What is affective decoration architecture?
Affective decoration is a type of architecture that focus on the emotional response of the occupants to create an environment that feels like home.
Many architects and designers believe that affective decoration is one of the most important aspects of creating a comfortable, functional and sustainable home.
Affective decoration can be used in any kind of building: from apartments to hospitals, schools to prisons. Its aim is to make people feel at home, whether it’s through the use of personal possessions or simply the atmosphere created.
There are many different techniques that can be used to achieve this goal, but the most common approach is to create a dedicated space for affective decoration. This could be a room with its own layout and style, or it could be incorporated into other parts of the building in a way that makes sense for the residents.
The aim is to create an environment that feels like home, whether it’s through the use of personal possessions or simply the atmosphere created.
How can affective decoration design influence interior designs?
Affective decoration is a recent trend in interior design that focuses on the emotional response a person has to their surroundings. The aim of affective decoration is to create a space that feels like home, and to make sure that the personality of the residents is translated into the interior design.
There are a few ways that affective decoration can be used in interior design. One way is to use soft, calming colors to make people feel relaxed and comfortable. Another way is to use quirky or interesting pieces of furniture to add personality and life to a room.
Affective decoration isn’t just for small homes; it can be used in any type of space. For example, a pared-down kitchen could use brighter colors and more geometric shapes to make it feel more open and airy.
Overall, affective decoration is an important trend in interior design because it helps people feel more at home in their surroundings. It’s also an effective way of translating the personality of the residents into the interior design.
What is a home with affective decoration?
Affective decoration is a design trend that emerged in the early 2000s, which refers to the use of materials and styles that can evoke a desired emotion in the viewer. Affective decoration can be used to create a home that is cozy, calming, or fun. It is often used in places where people spend a lot of time, like living rooms or bedrooms.
Affective decoration can be used to create a home that is cozy, calming, or fun. It is often used in places where people spend a lot of time, like living rooms or bedrooms.
One popular way to apply affective decoration is through color. Colors can be chosen to make the space feel light and airy, warm and inviting, or calming and relaxing. They can also be selected to reflect the personality of the residents. For example, a bright pink room might be chosen to reflect someone’s cheerful personality, while a dark purple room might indicate someone who is more introverted and prefer to stay isolated.
Another way to apply affective decoration is through furniture. Furniture can be arranged in such a way as to create focal points or spaces that are meant to evoke certain emotions. For example, an area
Which affective decoration is a human being’s learning process?
According to some people, affective decoration is the way a human being translates their personality into the interior of their house. Affective decoration consists of all the personal touches that make up a person’s individual style. It can be as simple as including favorite quotes or photos in personal spaces, or as elaborate as constructing an entire room around a particular theme or interest. Whether the goal is to make a home feel like a comfortable place to relax or to reflect a particular personality, affective decoration is an important part of creating a space that feels like home.
What are the main factors that influence affective decoration?
The main factors that influence affective decoration are the personality of the residents, their personal preferences, and the environment they live in. Affective decoration can be classified into three main categories: functional, expressive, and transitional. Functional affective decoration is designed to improve the residents’ living conditions or to make their lives easier. Expressive affective decoration is designed to express the residents’ personalities and emotions. Transitionary affective decoration is designed to help the residents adapt to their new environment.
How is the psychological process of attention linked to that of Emotion?
What is attention?
Attention can be defined as the ability to focus on and attend to something. Attention is often divided into two categories, voluntary and involuntary. Voluntary attention occurs when a person chooses to direct their focus on something. In contrast, involuntary attention happens automatically and without a person’s control. The majority of our attention is involuntary, meaning that it happens without us realizing it. One example of involuntary attention is when you are driving and you see a red light turn green in front of you. Your brain automatically shuts off the engine and you start to drive. Another example is when you are watching a movie and someone interrupts you. Your brain automatically switches from the movie to the person who interrupted you. Our ability to pay attention is important for many tasks, such as reading, studying, working, and listening to music.
How is the psychological process of attention linked to that of Emotion?
The psychological process of attention is closely linked with the psychological process of emotions. The two processes are connected through cognitive flexibility. cognitive flexibility refers to our ability to change our thoughts and behaviors in response to new information or situations. It has been suggested that cognitive flexibility is important for regulating our emotions and. | <urn:uuid:b3eedc56-34a5-4523-82a8-aeadf8d1fbe3> | {
"dump": "CC-MAIN-2022-40",
"url": "https://coisasdecasaejardim.com/affective-decoration/",
"date": "2022-10-07T15:20:37",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030338213.55/warc/CC-MAIN-20221007143842-20221007173842-00262.warc.gz",
"language": "en",
"language_score": 0.9590746164321899,
"token_count": 1593,
"score": 3.046875,
"int_score": 3
} |
The arctic fox is deemed an excellent indicator species for the tundra ecosystem global climate change will have a great affect on many species, including the arctic fox significant changes in physical and biological systems are occurring on all continents and in most oceans, with a concentration of available data in europe and north america. Fox worksheets this bundle contains 11 ready-to-use fox worksheets that are perfect for students who want to learn more about the fox which is the smallest member of the dog family, although it also has many similarities with cats - such as vertical slit eyes and retractable claws. Glue cotton balls all over the body, head, and tail of the fox display the arctic fox paper plate craft for more winter craft ideas, try my snowy owl paper plate craft , winter snowflake wreath craft , upcycled sock snowman craft , puffy snow paint craft , puff container snowman craft , and felt yeti craft. Sexual dimorphism of arctic fox skull if canine size and bite force is sexually dimorphic in arctic foxes (vulpes lagopus) the canine width of female and male fox skulls were measured, as well photographs of fox skulls were used to measure bite force. The effects of global warming on arctic fox populations essay sample abstract - this research paper is written to answer the question regarding the impact of global warming and climate change on arctic foxes.
Arctic fox white phase of arctic fox (vulpes lagopus) changing to its summer coat russ kinne/photo researchers fully grown adults reach about 50-60 cm (20-24 inches) in length, exclusive of the 30-cm (12-inch) tail, and a weight of about 3-8 kg (66-17 pounds. The arctic fox lives in some of the most frigid extremes on the planet arctic foxes eat a wide variety of things, including lemmings, arctic hare, birds and their eggs and carrion the most. The arctic fox has a short snout, short rounded ears and a body size smaller than its close relative the red fox it has a thick winter fur and a thinner summer fur, and appears in two distinct colour morphs: white and blue.
They know how to hunt arctic foxes eat lemmings foxes can hear lemmings under the snow then, the foxes jump and jump until the snow breaks. Download stunning free images about arctic free for commercial use no attribution required. Interactions of the arctic fox and sea ice 3 alopex lagopus (linnaeus, 1758) more commonly referred to as the arctic fox, is an integral part of the arctic ecosystem and depend heavily on sea ice for winter habitat and other.
The arctic fox can roam all winter without 5) hibernating its fur is the thickest of all arctic mammals its insulation 6) permits it to grow even though winter temperatures normally fall. This arctic fox needs you help to survive help by giving it what it wants make sure to act fast because the clock is ticking the things it might want will change and multiply as you level up, so. Animals role in the ecosystem i am researching the tundra biome for my year 8 science project can you tell me how the polar bear and the arctic fox contribute to the balance of the ecosystem and what would happen if they died. Arctic foxes eat lemmings and polar bear leftovers arctic fox babies are called pups litters are usually 5-9 pups polar bears are the arctic fox's. Arctic fox: 257 images match your search criteria (9 royalty free and 248 rights managed) 225 are displayed and 32 are hidden use the view similars feature under many of the thumbnails to see the hidden images.
For example, in a chain of a poppy flower, an arctic hare, and an arctic fox, the hare's speech bubble could say, i eat poppies sometimes i become food for foxes, while the fox's bubble could say, i eat hares, lemmings, and fish. View arctic fox research papers on academiaedu for free. The arctic fox alopex lagopus jack higgins grade 9 geography june 9th introduction: 10 the arctic fox, also known as the snow fox, polar fox or its latin name alopex lagopus, is a small omnivore, it eats both plants and animals.
The arctic fox is one of the dominant predators in the far north some populations have been designated as threatened or endangered, while others appear to be more healthy however, some aspects of their ecology remain far from fully understood. Arctic fox the species i will be discussing is alopex lagopus whose common name is arctic fox - arctic fox essay introduction the arctic foxes are located in the arctic region and they live in the areas around the north pole which is characterized by long durations of snow cover (blix, 2005. Arctic fox offers a complete line of fuel and fluid heaters that deliver the perfect solutions to cold weather operation for dependable engine starts arctic fox is one of the top leaders in fuel and fluid warming products, keeping heavy duty trucks and off-highway equipment running in cold weather.
The animals include the reindeer, polar bear, arctic fox, narwhal, walrus, seal, ox, moose, orca, and snowy owl alaskan malamute the alaskan malamute is a powerful sled dog from alaska. Arctic report card archive previous editions and essay topics from 2006 to the present latest arctic report card videos for current and previous arctic report cards. The arctic is imbued with a romance—from the history of polar exploration, dauntless early vikings, to the 18th- to 21st-century northwest passage and north pole explorers and, a reputation for extraordinary beauty and majesty, with its central symbol, the polar bear. | <urn:uuid:d8ebdd4c-83e8-4465-8027-446bdc240570> | {
"dump": "CC-MAIN-2018-47",
"url": "http://lpassignmentbiwx.laluzsiuna.info/a-free-essay-on-the-arctic-fox.html",
"date": "2018-11-13T15:43:51",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741324.15/warc/CC-MAIN-20181113153141-20181113175141-00249.warc.gz",
"language": "en",
"language_score": 0.9301120042800903,
"token_count": 1234,
"score": 3.3125,
"int_score": 3
} |
Erik T.J. Nibbering of the Max Born Institute for Nonlinear Optics and Short Pulse Spectroscopy (MBI) and colleagues report for the first time experimental evidence of the motions of hydrogen ions (protons, H+) from acids via water to bases. Until now this has only been estimated as a possible reaction mechanism with theoretical calculations. With this study, the international research team provides insight into fundamental processes in nature (acid-base neutralization, proton transmission through water and through biomembranes), that may well become relevant for technological applications, e.g. in fuel cells. The scientists report on these findings in Science (Vol. 310, pp. 83 – 86) Nibbering’s team consisted of his colleagues from the MBI, Omar F. Mohammed (a Ph. D. student from Egypt) and the theoretician Jens Dreyer, and the group of Ehud Pines at Ben Gurion University of the Negev (Israel).
For a long time, it was not clear how the transfer of protons in aqueous solutions occurs. This is because protons do not move freely in water, but form complexes with water molecules (H2O) through hydrogen bonds. Hydronium (H3O+) is formed, but this ion will not stay alone, because it forms complexes with nearby water molecules in continuously exchanging configurations, e.g. in the form of the so-called Zundel (H5O2+) and Eigen (H9O4+) cations. Erik Nibbering and colleagues succeeded to make snapshots of the proton motions with ultrashort laser flashes. It turned out that hydrogen ions are transmitted from acid to base by water molecules.
Hydrogen ions are transmitted very efficiently through water. First theoretical considerations on this were made exactly 200 years ago by the german-baltic scientist Theodor von Grotthuss, and since exactly 100 years scientists use the phrase “Grotthuss mechanism” to indicate the jump-like transmission of protons to neighbouring water molecules. “One can use the picture of the improving a dike with sandbags”, says Nibbering. A chain of people will transport the sandbags more efficiently and faster towards the dike than everybody on his own. “You could speak of proton hopping”, explains Nibbering. Only recently, numerous theoretical refinements have become available. Detailed calculations, for example, made clear that proton transmission becomes possible when the surrounding water rearranges at particular points in time to enable the Zundel-cation and at other times the Eigen-cation configuration.
Josef Zens | alfa
Move over, lasers: Scientists can now create holograms from neutrons, too
21.10.2016 | National Institute of Standards and Technology (NIST)
Finding the lightest superdeformed triaxial atomic nucleus
20.10.2016 | The Henryk Niewodniczanski Institute of Nuclear Physics Polish Academy of Sciences
Researchers from the Institute for Quantum Computing (IQC) at the University of Waterloo led the development of a new extensible wiring technique capable of controlling superconducting quantum bits, representing a significant step towards to the realization of a scalable quantum computer.
"The quantum socket is a wiring method that uses three-dimensional wires based on spring-loaded pins to address individual qubits," said Jeremy Béjanin, a PhD...
In a paper in Scientific Reports, a research team at Worcester Polytechnic Institute describes a novel light-activated phenomenon that could become the basis for applications as diverse as microscopic robotic grippers and more efficient solar cells.
A research team at Worcester Polytechnic Institute (WPI) has developed a revolutionary, light-activated semiconductor nanocomposite material that can be used...
By forcefully embedding two silicon atoms in a diamond matrix, Sandia researchers have demonstrated for the first time on a single chip all the components needed to create a quantum bridge to link quantum computers together.
"People have already built small quantum computers," says Sandia researcher Ryan Camacho. "Maybe the first useful one won't be a single giant quantum computer...
COMPAMED has become the leading international marketplace for suppliers of medical manufacturing. The trade fair, which takes place every November and is co-located to MEDICA in Dusseldorf, has been steadily growing over the past years and shows that medical technology remains a rapidly growing market.
In 2016, the joint pavilion by the IVAM Microtechnology Network, the Product Market “High-tech for Medical Devices”, will be located in Hall 8a again and will...
'Ferroelectric' materials can switch between different states of electrical polarization in response to an external electric field. This flexibility means they show promise for many applications, for example in electronic devices and computer memory. Current ferroelectric materials are highly valued for their thermal and chemical stability and rapid electro-mechanical responses, but creating a material that is scalable down to the tiny sizes needed for technologies like silicon-based semiconductors (Si-based CMOS) has proven challenging.
Now, Hiroshi Funakubo and co-workers at the Tokyo Institute of Technology, in collaboration with researchers across Japan, have conducted experiments to...
14.10.2016 | Event News
14.10.2016 | Event News
12.10.2016 | Event News
21.10.2016 | Health and Medicine
21.10.2016 | Information Technology
21.10.2016 | Materials Sciences | <urn:uuid:462c825c-aa3b-4207-9403-543e0d04da53> | {
"dump": "CC-MAIN-2016-44",
"url": "http://www.innovations-report.com/html/reports/physics-astronomy/report-50035.html",
"date": "2016-10-23T22:06:21",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719437.30/warc/CC-MAIN-20161020183839-00120-ip-10-171-6-4.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.907768964767456,
"token_count": 1154,
"score": 3.34375,
"int_score": 3
} |
The Right Words At The Right Time - Handling Vocabulary in the Classroom
The success of most of the things we do in the classroom depends on how we introduce, practise, recycle, test ...etc vocabulary. Join us for a quick (and hopefully fun) round up of activities, games and procedures with lexis in the EFL classroom.
Areas to explore
- decisions about input & output (what? how many? how? when? … etc)
- activities and approaches
- tasks to develop learner independence
- fun: the role of games and quizzes in the process of working with vocabulary
Amennyiben részt szeretne venni a képzésen, kattintson a “Jelentkezés” menüpontra. | <urn:uuid:7db325e6-be0f-43b7-af8d-40d232d488fa> | {
"dump": "CC-MAIN-2017-34",
"url": "http://bakerstreet.hu/vocabulary/",
"date": "2017-08-21T19:26:08",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109525.95/warc/CC-MAIN-20170821191703-20170821211703-00666.warc.gz",
"language": "en",
"language_score": 0.6978194713592529,
"token_count": 171,
"score": 3.109375,
"int_score": 3
} |
Use A Computer It might be intimidating to begin using a computer for the first time, but it doesn’t have to be. When you learn the essentials of computer work, you will be less afraid of it. Get in front of a computer and play with the mouse and keyboard to learn how to use it. As you use the computer, it will become less complicated. Open, save and close files without thinking about what you’re doing.
Steps for How to Use a Computer?
They may find how to use a computer not in offices and government buildings but also in the homes of the majority of Americans. But there are still and will be many among us who are late to adopt and grasp new technologies. Over time, personal computers have become more resistant to damage. So even individuals who are new to computers may learn by trial and error.
I’d want to borrow your PC. The monitor should place in a prominent location on the desktop. Connect the monitor to the computer’s rear panel. Use a surge protector to connect the monitor and the box to a nearby outlet. Plug in the computer’s USB ports to the keyboard and mouse. Allow the computer to start up by pressing the power button and letting it do so.
Learn how to type and operate the mouse on a computer. Only a few unique keys exist, such as the caps lock button, which, when pushed once, capitalizes every character on a computer keyboard. You may choose an item by clicking on it or type in the area where the cursor is now located by swiping the mouse left or right.
The Start button is at the bottom right of the screen. It will open a list of applications. The software you choose will begin and launch as soon as you click on it. Every software relies on menus and keyboard input to do its tasks. Texting is for storing data, such as papers and computations, and not for anything else. You are clicking on-screen menus, and buttons direct how and what programs perform.
How Many Different Types Of computers are there?
There are different types of computers, like desktop, laptop, netbook, and hybrid computer users, since many devices are now categorized as computers.
Understanding the Computer Knowledge
Calculations, data storage, retrieval, processing, and understanding of the computer. If you don’t tell it what to do, it’ll do what it wants. “Computers don’t make errors; humans do,” goes the adage.
Setup computers can carry out mathematical operations since they are capable of reasoning. Thanks to the built-in calculator, add, subtract, multiply, and divide on most computers. Spreadsheets are computer accounting applications that calculate totals and subtotals. Spreadsheets are a kind of spreadsheet. A well-known spreadsheet application is Microsoft Excel.
User-generated data stored on computers. This information is in the computer’s memory. They will store any data a user enters into a computer’s memory. As a computer user, you can choose where your data is on the machine.
They may access any stored data at a later date. I was using a computer. To access data, open the application in which produced, choose File from the drop-down menu, and then click on the file name.
The processing of data is the foundation of all computer operations. The keyboard is the starting point. The computer processes this information every time you press a key on the keyboard. In other words, when I hit the “p” key on the keyboard, the motherboard knows to display the letter “p” on the screen.
We have designed this page as a handy reference and a comprehensive introduction to everything about computers. You will find links to other pages that provide more information on each topic further down on this page.
What makes the computer work?
- Machine language
- ASCII codes
How to Setup Computer in Your Home?
It is necessary to follow the instructions in the user’s manual to put it together. Connect it if you must help configuring and starting up your computer.
There is only one port on the computer that the monitor’s data cable can plug into. Most modern monitors equip with a DVI, VGA, or HDMI connector, inserted into the appropriate port on the computer’s rear.
They should then connect the power plug from the monitor to the surge protector after the data cable connected to the computer. A PS/2 or a USB connector use to establish a connection between the computer and the keyboard and mouse. Connectors like these are located on the back of the computer.
Find the power cord for the computer, and plug one end of it into the appropriate port on the back of the machine. Insert the other end of the power cord into a wall outlet or surge protector to complete the connection.
We tell that a surge protector connects to the computer’s power supply and the monitor to protect it from potential power surges.
Understanding the Operating System Knowledge
The more you know about the operating system that your computer uses. It is easier it will be for you to get support and determine what software and hardware are compatible with it. Learn the ins and outs of the operating system and the current version installed on your machine.
The people who use computers that are IBM compatible have Microsoft Windows pre-installed on their machines. If you are running Microsoft Windows 95 or a later version, you should be able to locate the Start menu button in the bottom-left corner of your screen. It is a good way to determine whether you are running Windows 95. You are using Microsoft Windows if the Start menu button on your computer’s taskbar.
You are likely utilizing a different operating system if the “Start” button is nowhere found on your screen. The following list provides a variety of visual indicators that they can use to determine which operating system you are using. You should skip to the command line section if you can only see text, not graphics or a GUI.
How to Create User Account On Your Computer?
They may create many user accounts on a single computer in today’s world. It’s possible that your computer set up an account for you when you first set it up. You should set up separate user accounts for each of them so that they may use the computer without affecting the way the system works for the others.
Steps for Creating
- Launch the System Preferences panel.
- Select either “Add user accounts” or “Remove user accounts.”
- Click the button of Register “Create a new account.”
- In the “Account Name” field, put the name of the account that you wish to use. We recommend “Standard user” for the vast majority of user accounts.
- Click the button labeled “Create Account” to finish.
How Do Backup Files On Your Computer?
Failure is possible for personal computers and the hard drives on which information stored. If they become corrupted, all information you have produced but might get lost if it has not taken a backed up.
Yes. In its computers, everyone has information that they may not know is vital until deleted. Bookmarks on the internet, documents, information about finances, games all are important information. Also, even though it can seem like your computer is operating, the hard disc or the machine itself might crash at any point without prior notice.
The data that should back up the most often is anything irreplaceable. It holds for everyone who uses a computer. This includes stored game data, personal document files as well as information on one’s finances. They may find most of this information in the My Documents folder on a Microsoft Windows computer.
How to Delete Files On Your Computer?
The following sections discuss removing files from a computer and other relevant subjects.
Users of Microsoft Windows have various options when deleting unneeded files or folders from a hard drive or an external disc drive. The following list the most frequent ways they may remove a file or folder from Microsoft Windows.
Find the object you wish to remove, highlight it by clicking your left mouse button on the File containing it, and then hit the Delete key on your keyboard. Using either “My Computer” or “Windows Explorer,” you will be able to investigate the location of the File or folder. | <urn:uuid:fe68a87c-7aa8-480b-82be-a12cae5273b5> | {
"dump": "CC-MAIN-2022-27",
"url": "https://laptopspecsonline.com/how-to-use-a-computer-all-you-need-to-know-about/",
"date": "2022-07-07T17:23:12",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104495692.77/warc/CC-MAIN-20220707154329-20220707184329-00713.warc.gz",
"language": "en",
"language_score": 0.9149814248085022,
"token_count": 1736,
"score": 3.234375,
"int_score": 3
} |
Teenagers are known to act in famously reckless ways. They put the pedal to the metal and floor the gas, experiment with drugs and play with guns. Some, like these teenagers in Riyadh driving a Bentley all the way to 300kph, go too fast.
The jump from training wheels to high speed can be drastic. According to Centers for Disease Control and Prevention figures, more than 16,000 young people die each year in the U.S. from unintentional injuries.
The most commonly quoted explanation for teens’ carelessness is that their brains just aren’t developed enough to know better. But new research suggests that in the case of some teens, the culprit is just the opposite: the brain matures not too slowly but, perhaps, too quickly.
In a paper published in PLoS ONE a team led by psychiatrist Gregory Berns of Emory University in Atlanta showed that adolescents who engage in more dangerous activities have white-matter pathways that appear more mature than those of risk-averse youths.
Their research found the direction of correlation suggests that rather than having immature cortices, adolescents who engage in dangerous activities have frontal white matter tracts that are more adult in form than their more conservative peers. White matter, essentially the brain’s wiring, forms the neural strands that connect the various gray-matter regions. Maturation of white matter is important because it increases the brain’s processing speed; nerve impulses travel faster in mature white matter (Berns, Moore & Capra 2009).
What to make of this? Certainly these variable patterns of maturation have consequences.
B.J. Casey, neuroscientist at Sackler Institute, writes about the paradox of preventable deaths for human adolescents (Casey & Caudle 2013). At a time when a person is stronger, has higher reasoning capacity, is faster and more resistant to disease (cancer or heart disease), there is such an increase of accidental fatalities-automobile accidents, suicides and homicide. Casey presents evidence that underscores the importance of considering brain regions as part of a developing circuitry that is fine-tuned with experience during this time.
Preventable forms of death (accidental fatalities, suicide, and homicide) [are] associated with adolescents putting themselves in harm’s way, in part because of diminished self-control—the ability to suppress inappropriate emotions, desires, and actions. This article highlights how self-control varies as a function of age, context, and the individual and delineates its neurobiological basis.
What were they thinking…..or not?
As I began my research on families, adolescence and the juvenile system, I came across an episode where ten senior boys (the majority with pending college scholarships) trespassed on to school property at 3 am and toilet papered the entire school. Taking into account the zero tolerance school discipline policy, the boys’ scholarships would have been taken away, just like that…
But the prank was deemed innocuous, something that most school kids do at some point in their immature adolescent years. It was reported the boys acted on a whim after studying together for a final exam, and wanted to do something so their class would remember them. The school considered these boys to be “good kids,” and they were able to work off their punishment through the in-school suspension program.
Other kids I work with, often young minority men coming from tougher backgrounds, don’t get that same “benefit of the doubt,” particularly if they have had run-ins with authority figures before. What might also be whims for them can be taken as something more serious, an indication that they are on the road to being bad kids and that they need to be punished to keep them from “making the same mistake twice.”
What is The Big Picture? Let’s take selfies at adolescents’ brains to find out!
In the last 15 years, new imaging technology called Magnetic resonance imaging (MRI) and functional MRI (fMRI) without the use of ionizing radiation, has facilitated a rapid expansion of a new field, developmental cognitive neuroscience. MRI and fMRI provide snapshots and records brain activity to investigate maturational changes in the brain. Also during this time, there are other changes in the brain, in other regions including the parietal and temporal cortices as well as the cerebellum (Steinberg 2011).
From this expansion of studies, it is well established that brain maturation occurs through adolescence, with some of the most significant changes are in the prefrontal areas, otherwise known as the prefrontal cortex (PFC). In the PFC, during adolescence there is a decline in grey matter (made up of the cell bodies of neurons, the nerve fibers that project from them and support cells) and an increase in white matter. The basic notion is that both these things are happening at the same time during adolescence.
The density of prefrontal gray matter follows a bell shaped curve with a peak around age 11 for girls and later for boys. There is massive brain reorganization between 12-25 yrs old, and shows up as dramatic changes in adolescent brain development. Particularly in the fiber tracts that link different brain regions and structures (Steinberg 2011). The increase in structural connectivity is not surprisingly paralleled by an increase in functional connectivity, which has significant implications in adolescent behavior especially with regard to cognitive control.
“You really need a haircut”
Synaptic pruning takes place in adolescent brains-heavily used synapses grow stronger and little used ones wither away. This pruning of neural pathways and synapses is linked to changes in behavior, environment and neural processes, (Pascual-Leone, et al 2011). For example, in mice models, synaptic pruning is experience-dependent and pruning in human adolescents has been linked to better performance on cognitive tests (Yu, Xinzhu, et al. 2013).
What is not known is just how much of the synaptic proliferation and elimination is contextually dependent, and if so then we should expect to see brain differences linked to differences in experience. We do know the quality of each individual’s social environment can have profound influences on the development and activity of neural systems, with repercussions on a variety of behavioral and physiological responses (Curley et al. 2011). Given this research, changes in brain plasticity in adolescents living in dysfunctional environments are likely to be distinct from the changes of those in protective and supportive ones (Pascual-Leone, et al 2011).
“I hate those jeans Mom got for me”
There are studies that contradict each other in the areas of structural and functional connectivity that link the development of resistance to peer influence to improvements in the coordination of emotion and cognition. One study suggests individuals with highly organized white matter are less likely to be drawn to immediate rewards (Olson, et al 2008). Yet another report indicates structural maturity of white matter are associated with more risk-taking, not less (Berns, et al 2009). It is too early to render an explanation for the inconsistency (Steinberg 2011).
Part of the problem is that brain researchers only see the brain as what is changing during adolescence. But much more than that changes as children mature. Research suggests that in many cultures from a global perspective, development does not correspond exactly with adolescence as a separate and distinct category of the ages 10 to 19 years of age. For example, in Bangladesh, childhood is different for those children attending school without economic responsibilities, while children who enter the workforce are no longer considered children when they begin to work. Among the Hmong people, there is no middle transitional stage between childhood and adulthood at ages 11 or 12. If there is a transitional period of the life cycle, analogous to adolescence, it is not normative across cultures (Choudhury 2010).
Adolescence and Juvenile Justice-To toilet paper the school or not to toilet paper, what would the adolescent mind do?
After a decade of declining juvenile crime rates, the moral panic that fueled the “get-tough” reforms of the 1990s and early 2000s—reforms that eroded the boundaries between juvenile and criminal court and exposed juvenile offenders to increasingly harsh punishments —has waned. In a 2008 Princeton-Brookings report on the future of children, in the section on Juvenile Justice, state legislatures across the country have reconsidered punitive statutes that were enacted not so many years ago. What appears to be happening now is a pendulum that has reached its apex and is slowly beginning to swing back toward more moderate policies, as some politicians and the public have become disillusioned with the high economic costs and ineffectiveness of the punitive reforms and the harshness of the sanctions (Rouse, Brooks-Gunn & McLanahan 2008).
The adolescent phase involves a lot of experimentation, which for many adolescents means engaging in the risky activities we have described, including involvement in crime. Self-report studies have found that 80–90 percent of teenage boys admit to committing crimes for which they could be incarcerated (Moffitt 1993). But the typical teenage delinquent does not grow up to be an adult criminal. The statistics consistently show that seventeen-year-olds commit more crimes than any other age group—thereafter, the crime rate declines steeply (Scott & Steinberg 2008).
Several developments have converged to change the direction of the nation’s youth crime policy. Among the most important was the steady decline in juvenile crime beginning in 1994. In response to these changes, Scott and Steinberg argue that it is appropriate to reexamine juvenile justice policy and to devise a new model for the twenty-first century. Substantial new scientific evidence about adolescence and criminal activity by adolescents provides the building blocks for a new legal regime superior to today’s policy. The argument is to place adolescent offenders into an intermediate legal category—neither children, as they were seen in the early juvenile court era, nor adults, as they often are seen today. This approach is not only more compatible than the current regime with basic principles of fairness at the heart of the criminal law, but also more likely to promote social welfare by reducing the social cost of juvenile crime (Scott & Steinberg 2008).
“You’re Just Jealous”-Youth Envy
Taking risks give adolescents heightened feelings and for some boys taking part in a mock “fight club” is the best, for other teens, covering your body with dayglow paint and dancing at a concert is a thrill. During adolescence, teens are the quickest they will ever be, crushes will never be better and the thrills won’t ever be quite the same (Casey & Caudle 2013). Evidence is growing concerning significant changes in subcortical processes during adolescence (this is where the hippocampus, amygdale, striatum are; also called the limbic system where emotion and memory reside; the middle brain that coordinates body movement and inhibits a person’s behavior in a complex social situation). Especially important are increases in dopaminergic activity during adolescence linking limbic, striatal and prefrontal areas. Dopamine functions as a neurotransmitter and plays a major role in reward-motivated behavior (Dahl & Forbes 2011).
Some people write of adolescents as all gasoline–is that right?
No. That mischaracterizes the brain research. There are more subtle changes happenings: 1) the ratio of gray to white matter in prefrontal areas; 2) the increase in structural connectivity and increases in functional connectivity has significant implications with regard to cognitive control; 3) and the increase in dopaminergic activity in the pathways between the prefrontal-striatal-limbic regions. Together these provide a framework for a theory linking brain maturation in adolescence to greater susceptibility to risky behavior (Steinberg 2010).
Let your teen build their own brain but remain close
In my experience as a parent of teenagers and also someone who does research on adolescence, I do want to say your teen needs you, and deep down wants to be with you and values your opinions. Stress, fatigue or challenges can cause a misfire. Parents and other adults can be great sideline leaders-as conductors, coaches, and cheerleaders. Neuroscientist, B.J. Casey says you just have to know when to pull back and let the teen do the work. Until then, parents need to know that the science shows they really can influence their children’s brain development.
“From imaging studies,” Jay Giedd writes in his review article, “one thing that seems especially intriguing is this notion of modeling . . . that the brain is pretty adept at learning by example. As parents, we teach a lot when we don’t even know we’re teaching, just by showing how we treat our spouses, how we treat other people, what we talk about in the car on the way home. . . . Things that a parent says in the car can stick with them for years. They’re listening,” he said, “even though it may appear they’re not.” So, what can we do to change our kids? “Well, start with yourself in terms of what you show by example,” Giedd advised.
Taking care of our brains is important at any age, so while our teens are watching our behavior and the things we do, learning a new skill together that has some thrill seeking element would be a good thing and a bonding experience too. I’m thinking of asking my teenager of doing an Autocross with me, an extra benefit would be learning how to handle a car at high speed. My job is to let my teen develop his own brain, but I’m going to be there waiting for the moment when he says to me-“Mom, I’ve been thinking about …., what do you think?” I’ll be there with my mom hat on!
Explaining what is happening in the teen brain in a humorous way, including clips of James McEnroe shouting at the umpire and throwing down his tennis racket
Explaining the teenage brain, suitable for a classroom, by Pandas Smith
Dr. Barbara Strauch (medical, science and health editor for the New York Times) pitching her book, “The Primal Teen,” explains the latest research, October 26, 2010.
When does a person really become a ‘grown up?’ Surely age can’t be the only determining factor. Laci Green looks at how the brain matures and what it means- from a scientific perspective- to be an adult in a news show format, Published on Dec 8, 2013
Berns, Gregory S., Sara Moore, and C. Monica Capra
2009 Adolescent Engagement in Dangerous Behaviors is Associated with Increased White Matter Maturity of Frontal Cortex. PloS One 4(8):e6773.
2012 Imaging Brain Development: The Adolescent Brain. Neuroimage 61(2):397-406.
Casey, BJ, and Kristina Caudle
2013 The Teenage Brain Self Control. Current Directions in Psychological Science 22(2):82-87.
Casey, B. J., Sarah Getz, and Adriana Galvan
2008 The Adolescent Brain. Developmental Review 28(1):62-77.
2010 Culturing the Adolescent Brain: What can Neuroscience Learn from Anthropology? Social Cognitive and Affective Neuroscience 5(2-3):159-167.
Choudhury, Suparna, Kelly A. McKinney, and Moritz Merten
2012 Rebelling Against the Brain: Public Engagement with the ‘neurological Adolescent’. Social Science & Medicine 74(4):565-573.
Curley JP, Jensen CL, Mashoodh R, Champagne FA
(2011) Social influences on neurobiology and behavior: epigenetic effects during development. Psychoneuroendocrinology 36(3):352–371
Dayan, Jacques, Alix Bernard, Bertrand Olliac, Anne-Sophie Mailhes, and Solenn Kermarrec
2010 Adolescent Brain Development, Risk-Taking and Vulnerability to Addiction. Journal of Physiology-Paris 104(5):279-286.
Giedd, Jay N.
2008 The Teen Brain: Insights from Neuroimaging. Journal of Adolescent Health 42(4):335-343.
1993 “Adolescence-Limited and Life-Course-Persistent Antisocial Behavior: A Developmental Taxonomy,” Psychological Review 100 (1993): 674–701.
Pascual-Leone, A., Freitas, C., Oberman, L., Horvath, J. C., Halko, M., Eldaief, M. et al.(2011). Characterizing brain cortical plasticity and network dynamics across the age-span in health and disease with TMS-EEG and TMS-fMRI. Brain Topography, 24, 302-315. doi 10.1007/s10548-011-0196-8
Rouse, Cecilia Elena, Jeanne Brooks-Gunn, and Sara McLanahan
2005 Introducing the Issue. The Future of Children 15(1):5-14.
Scott, Elizabeth S., and Laurence Steinberg
2008 Adolescent Development and the Regulation of Youth Crime. The Future of Children 18(2):15-33.
2010 A Behavioral Scientist Looks at the Science of Adolescent Brain Development. Brain and Cognition 72(1):160-164.
Yu, Xinzhu, Gordon Wang, Anthony Gilmore, Ada Xin Yee, Xiang Li, Tonghui Xu, Stephen J. Smith, Lu Chen, and Yi Zuo
2013 Accelerated Experience-Dependent Pruning of Cortical Synapses in< i> Ephrin-A2 Knockout Mice. Neuron 80(1):64-71.
2007 Emotional and Cognitive Changes during Adolescence. Current Opinion in Neurobiology 17(2):251-257.
Facts or Fictions about the Teenage Brain: Is it all gasoline, no brakes? by Neuroanthropology, unless otherwise expressly stated, is licensed under a Creative Commons Attribution 3.0 Unported License. | <urn:uuid:cfb34961-d178-40cd-baba-2073cc521d62> | {
"dump": "CC-MAIN-2014-52",
"url": "http://blogs.plos.org/neuroanthropology/2014/05/16/facts-fictions-teenage-brain-gasoline-brakes/",
"date": "2014-12-21T15:54:29",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802771592.49/warc/CC-MAIN-20141217075251-00042-ip-10-231-17-201.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9214698076248169,
"token_count": 3781,
"score": 3.3125,
"int_score": 3
} |
Scientific name: Argiope bruennichi
The wasp spider is a great mimic - looking just like a common wasp keeps it safe from predators, even though it is not dangerous itself. It can be found in southern England, but is spreading north.
StatisticsBody length: 0.5-1.8cm
When to seeApril to October
AboutThe wasp spider is a very large, colourful spider that is a recent arrival in the UK from the continent and has slowly spread over the south of England. It builds large orb webs in grassland and heathland, and attaches its silk egg-sacs to the grasses. The web has a wide, white zig-zag strip running down the middle, known as a 'stabilimentum', the function of which is unclear.
Mating is a dangerous game for males; they wait at the edge of the web until the female has moulted into a mature form, then take advantage of her jaws being soft and rush in to mate. However, many males still get eaten during this time.
How to identifyThe female wasp spider has yellow, black and white stripes, just like a common wasp. Its legs are also stripy. The male is smaller and pale brown.
DistributionFound in Southern England and spreading northwards.
Did you know?Spiders use venom to immobilise and kill their prey. Unfortunately for humans, that venom is sometimes dangerous for us too: the black widow, redback, brown recluse and Brazilian wandering spiders are all notorious for biting humans and causing injury or death. However, most spiders are not aggressive and prefer to avoid large prey, or only bite in self-defence.
There are no deadly spiders living in the UK (although some do turn up in shipments of fruit from time to time), and our most venomous species is the false widow - a new arrival in the south, probably as a result of climate change. This species can cause a painful bite and flu-like symptoms.
How people can helpThe Wildlife Trusts record and monitor our local wildlife to understand the effects of various factors on their populations, such as the introduction of new species.
You can help with this vital monitoring work by becoming a volunteer - you'll not only help local wildlife, but learn new skills and make new friends along the way. | <urn:uuid:15377c52-d12c-4a64-b3ab-ce792fc4d107> | {
"dump": "CC-MAIN-2021-10",
"url": "https://www.kentwildlifetrust.org.uk/wildlife-explorer/invertebrates/spiders/wasp-spider",
"date": "2021-03-07T17:18:52",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178378043.81/warc/CC-MAIN-20210307170119-20210307200119-00454.warc.gz",
"language": "en",
"language_score": 0.9567675590515137,
"token_count": 484,
"score": 3.375,
"int_score": 3
} |
Kindergarten is just completing Unit 4 of the Math program. They are busy with numbers 0-10. A child is said to have concrete knowledge of numbers up to their age. Observe your child counting a large number of objects. It is common to see a child recognize the correct number of objects, 0-5, without needing to count, but when there are more objects, 6-10+, children will skip objects and/or count objects more than once. A child may recognize the number 8, but not really know how many 8 is the way we as adults can quickly recognize 8 of something by breaking 8 down to 4 and 4, etc.
Therefore, in Kindergarten many activities are used to break down the numbers so the children can have more concrete knowledge. This concrete knowledge is actually the beginning of addition and subtraction. They have been completing 10 frames every tenth day since the start of school. During morning bin time, the children have been building 10 frames. One Math time activity involved counting the dots on dominoes and sorting them. The next Unit covers numbers up to 31 and the fun will continue! | <urn:uuid:3319d474-9939-437d-98ce-26177b3904b3> | {
"dump": "CC-MAIN-2021-17",
"url": "https://saklanfridayblog.org/2019/12/13/math-starts-with-counting/",
"date": "2021-04-14T17:55:23",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038077843.17/warc/CC-MAIN-20210414155517-20210414185517-00328.warc.gz",
"language": "en",
"language_score": 0.9583247303962708,
"token_count": 230,
"score": 4.1875,
"int_score": 4
} |
We use commas, semicolons, and periods more often than any other punctuation marks in the English language. In spite of their being vital to clear communication, we have trouble with them all too often. Let's borrow a few ideas from the story of Cinderella to help us remember how to use them.
Periods don't give us much trouble in sentences. They are like the conclusion of most fairytales: The end.
Semicolons and Commas are more like Cinderella's two stepsisters:
- Lots of people don't like them.
- Some people can't tell the difference between them.
Semicolons join two independent sentences (clauses) that are closely related. They do this in two different ways:
1. They replace a conjunction - a joining word (and, but, or, so, for, yet, because).
Cinderella could not go to the ball last night because she had too much work to do.
Cinderella could not go to the ball last night; she had too much work to do.
The prince looked for her everywhere, but he could not find her.
The prince looked for her everywhere; he could not find her.
2. They are used along with conjunctive adverbs (words like however, then, instead, next), plus a comma.
They tried to make Cinderella miserable; instead, they made themselves unhappy.
Commas are more like the mice in the Disney film of Cinderella because they are good at doing a lot of things. If they try to do the wrong thing - like trying to separate two independent sentences alone - there may be trouble!
- Set off introductory words:
When she arrived, everyone gazed at her.
- Separate two independent clauses, if a conjunction (and, but, or) is used.
She intended to watch the time, but she realized too late that it was midnight.
- Separate words in a series.
The fairy godmother created a coach, a coachman, and a footman.
- Set off a non-essential clause
The glass slipper, which was fragile, would fit only one foot in the kingdom.
By learning the rules and putting some humor - and maybe a little magic - into your attitude about punctuation, you, too, can have a ball! | <urn:uuid:2697a46c-75d0-44e6-abc0-4cd6974be6d5> | {
"dump": "CC-MAIN-2017-22",
"url": "http://www.literacyandlanguagecentersf.com/850943/2014/09/23/a-punctuation-tale.html",
"date": "2017-05-29T01:53:56",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463612008.48/warc/CC-MAIN-20170529014619-20170529034619-00104.warc.gz",
"language": "en",
"language_score": 0.9663534164428711,
"token_count": 487,
"score": 4.125,
"int_score": 4
} |
Fpga And Cpld Difference PdfBy Hildegarda L. In and pdf 26.01.2021 at 16:48 5 min read
File Name: fpga and cpld difference .zip
A programmable logic device PLD is an electronic component used to build reconfigurable digital circuits. Unlike integrated circuits IC which consist of logic gates and have a fixed function, a PLD has an undefined function at the time of manufacture. This device, the TMS, was programmed by altering the metal layer during the production of the IC.
We apologize for the inconvenience...
This is a common question that comes up very frequently especially among students and beginners. This article attempts to uncover some details of how they are different from each other and shed some light on the subject of which one to use. We will look at the advantages and disadvantages of each and discuss some situations where when one is suitable over the other. After programming, these flash-based connections remain persistent for years. That is not the case with FPGAs as we will see later. Generalizing, we can say that, in CPLDs, there are a few hundred function blocks or logic blocks , typically less than a thousand in number, which are accessible by a single big interconnect.
It contains ten thousand to more than a million logic gates with programmable interconnection. Programmable interconnections are available for users or designers to perform given functions easily. A typical model FPGA chip is shown in the given figure. CLB performs the logic operation given to the module. While user programming is important to the design implementation of the FPGA chip, metal mask design and processing is used for GA. Gate array implementation requires a two-step manufacturing process. The first phase results in an array of uncommitted transistors on each GA chip.
Getting Started With FPGA
These are two different logic devices that have a different set of characteristics that set them apart from one another. So, let us settle this debate once and for all and clear the air: what is the difference between FPGA vs. To answer this questions quickly — CPLD vs. FPGA and which one to use? Due to the fact that FPGA consist of large number of gates the internal delays in this chip are sometimes unpredictable. FPGA logic chips can be considered to be a number of logic blocks consisting of gate arrays which are connected through programmable interconnects.
When it comes to the internal architecture, the two chips are obviously different. It is great chip as it can be programmed to do almost any kind of digital function. It is used in designs that require a high gate count and their delays are quite unpredictable because of its architecture. It is with flip-flops, combination logic, and memory. It is designed for more complex applications. It is more suitable in small gate count designs.
As mentioned before, CPLDs use EEPROMs and hence can be operated as soon as they are powered up. FPGA are RAM based, meaning they.
BIST for FPGAs and CPLDs
Your Comments The building block of a CPLD is the macro cell, which contains logic implementing disjunctive normal form expressions and more specialized logic operations". This is what Wiki defines!! Click here to see what else wiki has to say about it!
The digital system would look like noodle like maze of wiring between components. Once it is built it will be difficult to do rework on it. Sometimes the designers would forget what they have designed for! Manufacturing such systems was very difficult and redesign will be so eye-shutting just like making a PCB every time we redesign. The chip manufactures resolved this issue by placing an unconnected array of AND-OR gates in a single chip device called a programmable logic device PLD.
Привет, красавица. - Он улыбнулся. - Возвращайся домой. Прямо. - Встретимся в Стоун-Мэнор. Она кивнула, и из ее глаз потекли слезы. - Договорились.
Просто надо уметь задавать вопросы… Минуту спустя незаметная фигура проследовала за Беккером по калле Делисиас в сгущающейся темноте андалузской ночи. ГЛАВА 29 Все еще нервничая из-за столкновения с Хейлом, Сьюзан вглядывалась в стеклянную стену Третьего узла. В шифровалке не было ни души. Хейл замолк, уставившись в свой компьютер. Она мечтала, чтобы он поскорее ушел. Сьюзан подумала, не позвонить ли ей Стратмору. Коммандер в два счета выставит Хейла - все-таки сегодня суббота. | <urn:uuid:45ca3c65-407f-4c8c-99f2-660fe1969f65> | {
"dump": "CC-MAIN-2021-25",
"url": "https://delawarecops.org/and-pdf/1250-fpga-and-cpld-difference-pdf-53-834.php",
"date": "2021-06-14T00:09:28",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487611089.19/warc/CC-MAIN-20210613222907-20210614012907-00191.warc.gz",
"language": "en",
"language_score": 0.8207358717918396,
"token_count": 1467,
"score": 3.328125,
"int_score": 3
} |
CLIMATE change may be preventing bees from carrying out pollination by upsetting their life cycles, a study has shown.
Flowering times of mountain lilies in the US appear to be out of synch with their bumble bee pollinators, evidence suggests.
As a result, fewer of the plants are being pollinated and bearing fruit.
The findings point to a phenomenon that mayonly be local, or could be globally widespread.
Reports of declining populations of bees and other flower-visiting creatures have raised concerns about pollination levels.
There are major implications for farming and food supplies: a third of the world’s fruits and vegetables would not exist without the help of bees and other pollinators.
The research provides early evidence that climate change may be driving down pollination.
“We suspect that a climate-driven mismatch between the times when flowers open and when bees emerge from hibernation is a more important factor,” said biologist James Thomson, from the University of Toronto in Canada.
Professor Thomson conducted a 17-year pollination study of the glacier lily, Erythronium grandiflorum, in the Rocky Mountains of Colorado – one of the longest investigations of its kind ever conducted.
He found a progressive decline in pollination over the years which was most pronounced early in the flowering season.
Three times a year Prof Thomson compared the fruiting rate of flowers that were left to be pollinated naturally, or given extra doses of pollen by hand.
His findings were published in the journal Philosophical Transactions of the Royal Society B:Biological Sciences.
© Irish Examiner Ltd. All rights reserved | <urn:uuid:d9acfe56-af7d-47a7-ba13-e3edf81aed94> | {
"dump": "CC-MAIN-2019-47",
"url": "https://www.irishexaminer.com/world/politics/climate-change-prevents-bees-from-pollinating-129957.html",
"date": "2019-11-19T22:43:48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670268.0/warc/CC-MAIN-20191119222644-20191120010644-00172.warc.gz",
"language": "en",
"language_score": 0.9382568597793579,
"token_count": 337,
"score": 3.4375,
"int_score": 3
} |
The desert habitat involves both extreme heat and brightness. Unlike in the rain forest, there is nothing to stop the light reaching right down to the ground. The animals only have stones or scarce plants and woody growths to withdraw under. UV light is essential but it can also be many dwellers’ greatest enemy. That’s why it’s important to establish a balance in the terrarium’s between sufficient heat, the UV supply and some cooler areas to retreat into.
Diurnal desert dwellers mostly need a lot of light, heat and UV. Crepuscular and nocturnal desert dwellers, on the other hand, require less UV (or even no UV), less lighting and less heat.
We have explained how to structure a terrarium correctly in the article The Desert Terrarium – Part 1 . Now we would like to talk about the lighting in greater detail. Because of the increased demand for UV light, you need to make sure you have a sufficient UVA and UVB supply when setting up a terrarium.
For this you can use full-spectrum tubes, metal-halide lamps and self-ballasted mercury lamps or energy-saving lamps.
To allow the animals to benefit from the UV light, it is essential to install the UV lighting inside the terrarium, without the intervention of a glass pane between spotlight and animals. To protect the animals from burns, a protection shade with steel mash, such as X JBL TempProtect light can be helpful.
Depending on the installation until now an additional heat emission may be required. Here we differentiate between permanent lighting with UV, which does not heat, and permanent lighting with UV, which also heats.
Below we introduce you to the various product options:
Permanent lighting with UV which does not heat
Fluorescent tubes and energy-saving lamps provide the intense UV light which is suited to a flat desert terrarium. This type of lighting with its high UV proportion and its relatively little light in the visible range doesn’t get very hot.
- T8 socket: high UVB proportion (8.0 %), UVA proportion 36.0 %
- T5 socket: high UVB proportion (12.0 %), UVA proportion 63 %
- JBL ReptilDesert UV 300 = 300 µW/cm2 in a distance of 5 cm, 220 µW/cm2 = in a distance of 7.5 cm (corresponds to the value in nature).
- JBL ReptilDesert UV 480 = 480 µW/cm2 in a distance of 5 c, 200 µW/cm2 in a distance of 10 cm (corresponds to the value in nature).
But remember: Not every desert dweller needs UV light. For some invertebrates, such as spiders and scorpions, it can even be harmful. In this case JBL ReptilDesert Daylight 24 W is the best choice (energy-saving lamp without UV).
Permantent lighting with UV which also heats
Metal-halide lamps and self-ballasted mercury lamps, which produce UV radiation and heat along with visible light, are even better than fluorescent tubes.
- 35 W: 1500 lumen, 170 µw/cm2, for a terrarium height of 40-80 cm.
- 50 W: 2200 lumen, 200 µw/cm2, for a terrarium height of 40-100 cm.
- 70 W: 3200 lumen, 260 µw/cm2, for a terrarium height of 60-150 cm.
7 % UVB, 38 % UVA | <urn:uuid:7d18acb1-6f11-4702-b5d9-d4e9337644d8> | {
"dump": "CC-MAIN-2018-26",
"url": "https://www.jbl.de/tr/-blog/detail/66/the-desert-terrarium-part-2-lighting",
"date": "2018-06-18T14:51:57",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267860570.57/warc/CC-MAIN-20180618144750-20180618164750-00300.warc.gz",
"language": "en",
"language_score": 0.891844630241394,
"token_count": 750,
"score": 3.078125,
"int_score": 3
} |
Watch and read along with the audio book Mangia, Mangia! For this activity you will need to write about which food Micio eats and which food you eat. Cosa mangia Micio? (What does Micio eat?) 3rd person - blue box Make a sentence about the foods that Micio eats. Begin your sentence with “Micio mangia…” Cosa mangi tu? (What do you eat?) 1st person - green box Make a sentence about the foods that you eat. Begin your sentence with “Io mangio...” You may also draw or add pictures of what Micio eats and what you eat in the correct boxes. Don't forget to add a picture of yourself in the green box at the top right of the activity. Use the poster on page 2 of the activity to help you remember all the food words. Have fun! | <urn:uuid:c7fd9512-63cf-4760-9ebf-c4ee805b651a> | {
"dump": "CC-MAIN-2021-31",
"url": "https://app.seesaw.me/activities/h976bv/italian-cosa-mangia-micio-what-does-micio-eat",
"date": "2021-08-03T23:26:11",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154486.47/warc/CC-MAIN-20210803222541-20210804012541-00598.warc.gz",
"language": "en",
"language_score": 0.9440521597862244,
"token_count": 182,
"score": 3.78125,
"int_score": 4
} |
- -el, -l (chiefly dialectal)
- -le (chiefly dialectal)
- -li (in Swiss)
- -lin (chiefly Early New High German)
- -elein (chiefly in poetry)
From Middle High German -elīn, -līn, from Old High German -ilī, -ilīn. Cognate to Dutch -lijn and English -ling.
-lein (plural -lein or -leins or -erlein)
- suffix used to create a diminutive form; e.g., Kind → Kindlein
- In contemporary Standard German -lein is usual with words whose stems end in -ch and, to a lesser degree, in -g; thus more often Bächlein (“little brook”) than Bächelchen. There is also a limited number of other forms that remain in common use, but in most cases -lein now has a poetic and archaic tone. The general diminutive suffix in the written language and in northern speech is -chen, while southern informal use prefers regional suffixes like -le, -li (Swabian/Alemannic) and -erl (Austro-Bavarian).
- The plural generally remains unchanged as it does with diminutives in -chen. A few nouns with a plural in -er may carry the same ending over to the plural diminutive. This is common with Kindlein → Kinderlein (and equally Kindchen → Kinderchen); otherwise it is rare. A few nouns referring to people allow a plural in -s. This is common with Fräulein → Fräuleins; otherwise it is, again, rare. | <urn:uuid:f0b129a6-30a8-4e3c-9845-2edcd71b3ae3> | {
"dump": "CC-MAIN-2021-43",
"url": "https://en.m.wiktionary.org/wiki/-lein",
"date": "2021-10-28T05:31:54",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588257.34/warc/CC-MAIN-20211028034828-20211028064828-00004.warc.gz",
"language": "en",
"language_score": 0.8673529624938965,
"token_count": 361,
"score": 3.328125,
"int_score": 3
} |
Breast cancer remains a dominant and concerning disease, with an estimate that about 1 in 8 Canadian women will be diagnosed with it in their lifetime . Despite progress over the years, there's an ongoing need for awareness and prevention. In honour of Breast Cancer Awareness Month, here are some key factors to consider that could help reduce your risk of developing this disease.
Limit Alcohol Intake
The results are unequivocal: consuming three or more alcoholic beverages per week poses a risk. This applies to all types of alcoholic drinks, including beer, wine, spirits, and digestifs. They increase estrogen production, provoke DNA mutations, and prevent the absorption of certain protective nutrients. Therefore, it's recommended to limit consumption to two or less drinks per week.
Surprised by this number? It's indeed significantly lower than what is socially accepted. Observations show that alcohol consumption is primarily dictated by social context and stress levels since it's associated with relaxation. Take a moment to assess your current situation and reasons for drinking to make an informed decision.
Increase Fruit and Vegetable Intake
Consume a variety of vegetables in abundance. They contain antioxidants and vitamins that boost the immune system and fight against carcinogenic agents in other foods. Aim for 5 cups of vegetables and fruits per day!
Make a habit of buying them every week and feature them in every meal. Identify reasons currently preventing you from reaching the recommended quantity and explore ways to resolve this situation. To help you, here are 5 tricks to eat more vegetables without even noticing!
Reliable Information and Informed Reading
The internet is full of alarming claims about cancer that are designed to capture attention. Be careful as this could be misinformation. Stay vigilant when you come across sensationalist headlines such as:
- "Bacon is killing us slowly."
- "The water we drink is potable, but carcinogenic."
- "Stop eating hormone-filled meat."
- "Buy organic and avoid pesticides at all costs."
Science is constantly evolving in this field. Keep in mind that for a study to be validated, it must show conclusive results in humans. Don't jump to conclusions too quickly and refer to professionals who can analyze this information.
Protect yourselves, your mothers, sisters, colleagues, friends, and share this article widely!
www.breastcancer.org Canadian Cancer Society
Canadian Cancer Society. http://cancer.ca/fr-ca/cancer-information/cancer-type/breast/statistics/?region=qc
Image Credit: <a href="https://www.freepik.com/free-photos-vectors/background">Background photo created by freepik - www.freepik.com</a> | <urn:uuid:7617f953-4087-462d-87bd-56630ee9eb9b> | {
"dump": "CC-MAIN-2023-50",
"url": "https://teamnutrition.ca/blog-nutritionist-dietitian/nutrition-and-breast-cancer-key-points-reduce-risk",
"date": "2023-12-06T21:17:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00060.warc.gz",
"language": "en",
"language_score": 0.9333319067955017,
"token_count": 553,
"score": 3.171875,
"int_score": 3
} |
March 8, 2004 To the uninitiated, "biodiesel" might
sound like a futuristic fuel source. In fact, nothing could be further
from the truth, as four students set out to prove with their winter
term project, "Off
the Grid: Biodiesel Production."
The students--Stephen Merrett '05, Colin Gunn '06, Nate Anderson '06, and Mike
Ialeggio '07--designed and built an 85-gallon processing tank to convert vegetable
into the clean-burning, alternative fuel known as biodiesel. Although many different
types of these fuel processors already exist, this one is set apart by the fact
that it runs "off the grid."
"'Off the grid' means that we're not connected to local utilities suppliers," Merrett
says. "Because we are making a renewable fuel that can be used in place
of fossil fuels, we wanted to design a process that did not rely on the electricity
that is generated from burning fossil fuels."
"It would be easier to do this if we used electricity to run the processor," adds
Anderson, "but that would negate the point of this project."
To keep their project off the grid, Merrett, Gunn, Anderson, and Ialeggio looked
to the Oberlin Bike Co-op for an ingenious solution. Using discarded materials
from old bicycles, they constructed a pedal mechanism that is attached--by way
of an intricate set of chains and gears--to the blade inside the processing tank.
With this innovation in place, members of the group were able to pull up chairs
and sit comfortably while mixing the concoction inside the vat into a usable
How exactly does vegetable oil convert into something that can power a diesel
engine? First, you need vegetable oil--and a lot of it. Merret, Gunn, Anderson,
and Ialeggio collected oil from Dascomb's kitchen fryers to produce their initial
batches of biodiesel. Their first order of business, however: straining the oil
to remove remnants of food.
"Straining the oil isn't a particularly appetizing process," says Merrett, "but
using waste oil closes a recycling loop in the community. By taking something
that has been used and turning it into something that can be used again, we avoid
wasting our resources."
Once the oil is strained, Ialeggio heats it with a Babington burner. Other members
of the team, meanwhile, place a mixture of methanol and lye into the processing
tank, then mix it for approximately 15 minutes. Once the oil heats to 135 degrees,
it's pumped into the processing tank. Students take turns pedaling the processor,
which in turn catalyzes the chemical reaction that converts the oil into biodiesel.
It takes about one hour of steady pedaling to produce this reaction," Gunn
says. "But that's more or less an estimate. If you pedal faster, it probably
would get done faster."
Once the pedaling is done, the mixture is left to settle. Approximately eight
hours later, the transformation is complete and, according to Merrett, "you
have a usable batch of biodiesel that can be put into any unmodified diesel engine,
including cars, trucks, tractors, or lawnmowers."
With all the hype about hybrid cars and lower-emission gasoline, why bother with
biodiesel? Simple, says Merrett.
"Biodiesel doesn't release sulfur oxides into the air, and it cuts down
particulate matter released by diesel engines," he says. "Not to mention
the fact that it can decrease our dependence on oil. Think about it--farmers
can produce food for local restaurants, then use waste oil from those same restaurants
to power their farm machinery. In this loop, the farmer produces the liquid fuels
required for operation, increases local air quality, and saves money in the process. | <urn:uuid:354c075d-4036-4652-a855-96c672f4027b> | {
"dump": "CC-MAIN-2016-50",
"url": "http://www.oberlin.edu/news-info/04mar/bioDiesel.html",
"date": "2016-12-05T10:32:58",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541692.55/warc/CC-MAIN-20161202170901-00209-ip-10-31-129-80.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.935001015663147,
"token_count": 828,
"score": 3.046875,
"int_score": 3
} |
ERIC Number: ED399351
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.
Hedges, Lowell E.
This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching; sources of problems and decisions; problem-solving techniques; wrong decisions; preplanning with instructional schedules; supervised study; problem-solving lessons from life; and motivation processes. Next, the lesson plans are grouped by the following problem-solving techniques: key-steps situation; forked-road situation; possibilities-factors situation; situation-to-be-improved technique; effect-cause situation; and four-question interest approach. The lesson plans are drawn from a wide range of vocational program areas, including consumer homemaking, animal care, precision machining technologies, agribusiness, horticulture, occupational work adjustment, cosmetology, work and family life, business education, landscape design/management, natural resources, math intervention, and small engines. Each lesson plan includes some/all of the following: program/unit/subunit; name of instructor who developed the plan; competency/terminal performance objective; strategies for related class and/or laboratory instruction; competency builders/pupil performance objectives; integrating academic competencies; required equipment/supplies/resources; schedule; and detailed guidelines for preparing to teach the lesson, presenting the lesson, helping students apply concepts/principles/skills, and evaluating student learning. (MN)
Descriptors: Academic Education, Agricultural Education, Behavioral Objectives, Classroom Techniques, Competency Based Education, Critical Thinking, Decision Making, Integrated Curriculum, Learning Activities, Lesson Plans, Models, Problem Solving, Secondary Education, Thinking Skills, Vocational Education
Ohio Agricultural Education Curriculum Materials Service, 254 Agricultural Administration Building, The Ohio State University, 2120 Fyffe Road, Columbus, OH 43210-1067.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Ohio State Dept. of Education, Columbus. Div. of Vocational and Adult Education.
Authoring Institution: Ohio State Univ., Columbus. Agricultural Curriculum Materials Service. | <urn:uuid:b485a32f-1e90-4e97-9727-659e12065a75> | {
"dump": "CC-MAIN-2018-43",
"url": "https://eric.ed.gov/?id=ED399351",
"date": "2018-10-21T13:31:29",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583514005.65/warc/CC-MAIN-20181021115035-20181021140535-00471.warc.gz",
"language": "en",
"language_score": 0.8731255531311035,
"token_count": 539,
"score": 3.203125,
"int_score": 3
} |
Click any word in a definition or example to find the entry for that word
|present participle||naming after|
|past tense||named after|
|past participle||named after|
This is the British English definition of name after. View American English definition of name after.
giving birth to a baby in the presence of a large number of close relatives and/or friendsBuzzWord Article
a condition when a person cannot see clearly objects that are close; long sightednessadd a word | <urn:uuid:cc4ec723-0293-41ec-8833-697bdfcb53ee> | {
"dump": "CC-MAIN-2016-18",
"url": "http://www.macmillandictionary.com/dictionary/british/name-after",
"date": "2016-05-02T03:53:39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860122420.60/warc/CC-MAIN-20160428161522-00183-ip-10-239-7-51.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.7662391066551208,
"token_count": 105,
"score": 3.40625,
"int_score": 3
} |
Impact on Education: Three years after application, results showed no significant differences in school enrollment between lottery winners and losers, with most applicants still in school. However, lottery winners were 15 percentage points more likely to have attended private school, had completed an average 0.1 more years of schooling, and were about 10 percentage points more likely to have finished 8th grade, primarily because they repeated fewer grades. Lottery winners also scored on average 0.2 standard deviations higher on standardized tests, relative to lottery users.
Impact on Economic Returns: Analysis of the economic returns to the additional schooling attained by winners after three years of participating in the program suggests that the benefits from increased income greatly exceeded the tuition costs to families and the government. Annual earnings of parents in the sample were about US$2,400 per worker, and PACES applicants should be able to earn more, since the average parent had only 5.9 years of education while the average applicant had already completed 7.5 years and was still in school at the time of the survey. It can therefore be assumed that the expected earnings of applicants are US$3,000. Thus, PACES seems very likely to raise lottery winners’ wages by US$36 per year, and might raise wages by as much as US$300 per year if higher test scores have a grade-equivalent payoff.
Long-Term Effects: Seven years after the initial lottery, researchers examined administrative records on registration and test scores from a government college entrance examination. Lottery winners were more likely to take the university entrance exam, a good predictor of high school graduation since 90 percent of all high school graduates take the exam. Estimates suggest the PACES program increased high school graduation rates by 5 to 7 percentage points, relative to a base of 25 to 30 percent.
1 PROBE Team. Public report on basic education in India. Oxford: Oxford University Press, 1999.
Glewwe, Paul, Michael Kremer, and Sylvie Moulin. “Textbooks and Test Scores: Evidence from a Prospective Evaluation in Kenya.” Mimeo, Harvard University, September 2000. | <urn:uuid:353cd1a2-d0d6-49e0-8cb3-e25c4db73ec4> | {
"dump": "CC-MAIN-2015-48",
"url": "http://www.povertyactionlab.org/evaluation/vouchers-private-schooling-colombia",
"date": "2015-11-27T04:32:00",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398447913.86/warc/CC-MAIN-20151124205407-00130-ip-10-71-132-137.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.974636435508728,
"token_count": 433,
"score": 3.03125,
"int_score": 3
} |
Sometimes when we trip or fumble,
teamwork may just stop our stumble.
That's why we must always show respect
to help that comes as we least expect.
(Little Ray & Shark Patch Things Up)
Fishy Fish Differences
Fishy Fish? Discover differences between stingrays, manta rays and sharks. Chondrichthyes, or cartilaginous fish, have no bones, have no swim bladders and may have no scales or teeth. They are fish, but unlike other fish.
Stingrays & Manta Rays & Sharks
Amazing Powers? The speed, abilities and traits of fish motivated scientists and engineers to develop submarines, robots and water-proof equipment. Tapping into mind-blowing fish abilities benefits all human beings.
Cartilaginous Fish? The Elasmobranchii subclass of Chondrichthyes made of cartilage includes rays, sharks, skates and sawfish. Human babies begin life with more cartilage than adults. Bone replaces much of it.
From the Same Cloth? Cartilage shapes Elasmobranchs. Bones do not give them form. Cartilage breaks and wears out. It may not repair. Distinguishing features of each Pancake Shark make them seem unrelated.
Backbone? Although their skeletal system is made of cartilage rather than bone, sharks and rays are classified as vertebrates. They have spinal columns and spinal cords. They have no rib cages.
Ancient Times? Elasmobranchs date back hundreds of millions of years. Their cartilaginous endoskeletons do not fossilize like bones. Findings of fossilized teeth show small evolutionary changes across the ages.
Jaw-less fish? Lampreys and hagfish have no jaws, no fins, no scales and no stomachs. These primitive fish have muscular mouths and rows of teeth. Hagfish are not true vertebrates. They have a skull but no spine.
Age scales? Some bony fish develop yearly scale rings, like tree trunks. Counts give age estimates. NOAA SWFSC researchers age Elasmobranchs by counting calcified, circular bands in the vertebrae.
Earrings? Elasmobranchs have no otoliths. Bony fish have these ring-like inner ear bones. The rings match seasonal changes. Like tree-ring dating, scientists examine and count the rings to determine age.
Stunted Growth? With good water conditions and food supply, fish continue growing until death. After the age of sexual maturity, their growth slows. It is difficult to age fish by size, due to differences between species.
Dating Game? Scientists use radiocarbon dating to estimate the age of organic matter. It measures remaining Carbon-14, or radiocarbon, a natural radioactive isotope. The accuracy is within decades.
Eyeballing It? The carbon level of eye lenses doesn't break down over time. Age-calculation accuracy improves when eye lens carbon measures are taken from dead or fatally-injured by-catch after euthanasia.
Stretching It? The calibration curve associating radiocarbon years to calendar years approximates the age of an organism. Whatever its age, the Greenland Shark likely is the longest-lived vertebrate.
In Full Bloom? Many Elasmobranch species sport denticles, or placoid scales. This tooth material with enamel coating, extends from the dermal, or middle skin layer. Electric rays and manta rays have no scales.
It All Stacks Up? Denticles differ among Elasmobranchs. Unlike bony fish scales, denticles stop growing. At a certain size, new ones fill in empty spaces. The pattern is regular in sharks, but irregular in stingrays.
Right Confections? The CDC discusses how to avoid waterborne illness in Healthy Pets, Healthy People. To repel tough germs, Sharklet Technologies, Inc. designed denticle-like plastic medical wraps.
Back from the Future? Fish breathe with gills. Gill arches hold them in place. Human embryos have gill-like parts. Amphibians, crustaceans and mollusks have gills as do land or water insects and spiders.
Ancestral Lungs? Like lung air sacs, gills provide an interface between oxygen and blood. It is unknown if fish gills evolved from ancient lungs, or if they evolved into lungs for breathing air. Early fish had both.
Operculum? Elasmobranchs lack this hard, plate-like, bony gill covering. It protects the gills of bony fish and helps them pump water over their gills for respiration. Mollusks and snails may have operculums.
One-Way? Water exits, but it cannot enter gills. Oxygen enters the bloodstream via capillaries. Sharks, stingrays and mantas breathe unlike most fish. Fishy fish can pull water by mouth over their gill slits.
Trademark? The number of gill openings in cartilaginous fish is unique. Five to seven pairs of gill slits are on each side of their heads. From four embryonic gill slits, bony fish develop one gill opening on each side.
Gas Exchange? Few fish need to think to breathe. Gas exchange occurs passively and automatically as they swim. Their gill muscles power oxygen intake. Gases pass into the blood stream. Carbon dioxide seeps out.
Oxygen Boost? Bottom sharks, stingrays and electric rays have supplemental spiracle breathing holes. These external openings bypass mouth-to-gill respiratory flow when faced with obstructions or while eating.
True Gills? These external organs are on the heads, behind the eyes of most fish and sharks. Gills are under the heads of stingrays, rays and some sharks. Gills have gill filaments to add capacity.
Spiracular Valve? Hinged-like valves on the skull roof efficiently open and close the spiracles. They remain open briefly to take breaths. Spiracle breathing may have evolved for transition to land.
Diaphragm? Pushing and pulling of the diaphragm muscle make lungs work. Fish have no diaphragm or true lungs. No diaphragm means no hiccups. Ventilatory muscles or spiracles push water over their gills.
Windpipe? There is no windpipe, or trachea, between the mouth and gills of fish. Lungfish have a gill bypass mechanism to the lungs. Spiracle openings have a short tracheal system. Since it doesn't block, fish don't choke.
Sorbet Style? On the heads of whales and dolphins, spiracles are called “blow holes”. Spiracles do not assist the breathing of manta rays. In manta rays the spiracles are nonfunctional.
On the Block? Most fish have tongue-like parts, called basihyals. Small basihyals made of cartilage are on the mouth floors of stingrays and sharks. Bony fish, have bony basihyals on the floors of their mouths.
Fringe Art? Basihyals serve no purpose in most fish. Largely immobile, they have few muscles and no taste buds. Basihyals add suction to the deep bites of cookiecutter sharks, making them an exception.
Good Taste? All fish can taste. Taste is sensed by the body surface of some fish. Catfish and nurse sharks sense prey with whiskers, called “barbels”. Taste buds line the mouths and throats of stingrays and sharks.
Triggers? The sense of smell sparks eating behavior for most animals, including people. Taste and smell work together to identify potential food. Fish can smell food over long distances.
Extension? Fish nose holes are called nares. They provide a sense of smell. The nares of cartilaginous fish are under their snouts. Fish nares are not connected to mouths or throats. They play no role in breathing.
New Order? Fishes' sense of smell is enhanced by water movement over their nares. Fish identify and locate predators, mates and food by smell. Fish swim to the source of an oder, then taste-test it.
Sharp Note? Internal hearing parts have no outside openings. Ear-like parts or lateral lines sense sound vibrations. Like sonar domes on vessels, echolocation or bio sonar locates and sizes up obstacles or targets.
Doubling Down? Some land and water mammals echo locate. They emit sound waves to sense objects in their environment. Waves bouncing back give relative locations. Studies show humans can learn echolocation.
Loud and Clear? Other fish scan and navigate with ultrasound. These species hear at high frequencies and over great distances. Learn scientific details about What sounds can animals hear? from DOSIT.
Food Capture? The jaw structure, with or without teeth, enables biting, suction or filtering for food. This starts the digestive process of drawing food into the body, absorbing nutrients and extracting wastes for survival.
Bony Fish? Most bony fish have two sets of jaws. Oral jaws open and close the mouth to capture, bite and crush prey. Pharyngeal jaws in the throat move food from the mouth to the stomach. Elasmobranchs have one set.
Effective Weapon? Sharks have unique jaw structures. The upper jaw sits below the skull. It detaches to open wide for large prey. Sharks bite first with the lower jaw, then with the upper jaw. They have no pharyngeal jaws.
Big Bites. Shark teeth vary with diet and feeding habits. Fish-eating species have pointed teeth. Shellfish and crab-eating species have flat crushing teeth. Species that eat seals and sea lions have razor sharp teeth.
Family Matters? During mating season, some male stingrays develop triangular points on their normally dull, flat teeth. This helps them grasp the female. Manta rays have no teeth.
Scheduled Maintenance? Tooth replacement distinguishes Elasmobranchs. Sharks shed and replace tens of thousands of teeth over long lifetimes. Divers and beachcombers often find them. Stingray tooth findings are rare.
Yottabyte? Cookiecutter sharks simultaneously replace rows of teeth. In most sharks, new teeth move forward to fill individual gaps. Stingray teeth push forward in bands to individually replace problem spots.
Cavity-Proof? German researchers found the teeth of some Shark species contain natural fluorinated calcium phosphate. This is a main ingredient in most toothpastes. It makes teeth less prone to decay.
Hope for Humans? Doctors at the Department of Animal and Plant Sciences of the University of Sheffield in England identified genes for tooth development and regeneration in sharks. Humans have these genes.
Food Traps? These bony or cartilaginous structures are present in most fish. Their mucus-secreting cells help to prevent food particles from exiting the gill arches. Unlike gill filaments, they have no role in respiration.
Water World? Gill rakers act like sieves. They keep large debris from entering the gills. They are very important for filter-feeding fish, like mantas and whale sharks. They trap food suspended in exiting water.
Variability? Fish with many long rakers are filter feeders. Those with a few, short rakers are omnivores or carnivores. These findings were made by Gordon E.E. Moodie, 1985 and Mummert & Drenner, 1986.
Screen Test? Animals have different digestive systems and parts. Most digestive organs are hollow, like mouths, esophagi, stomachs, intestines. The tongue and teeth are accessory structures of the mouth.
Esophagus? In fish, the esophagus typically is short. In sharks and rays, the esophageal lining has cilia. These hair-like structures beat in rhythmic waves to facilitate food transport through the digestive tract.
Stomach? Many fish, like goldfish and carp, have no stomach. Digestion, nutrient absorption, fluid and electrolyte balance of these fish take place in the intestine, which can measure twice the body length.
Accessories to Digestion
Vital roles? The liver, pancreas, and gallbladder have critical roles in digestion. Livers, gall bladders and pancreases are solid. The gall bladder stores bile from the liver. Bile helps break down fats.
Stepping it Up? The liver breaks down fats, removes toxins and stores some vitamins and minerals. It is the largest and most delicate internal organ. Pancreas enzymes help break down proteins, fats and carbohydrates.
Gall Bladder? Some fish have no gall bladder. The presence may matter to human diners. The Indian Journal of Nephrology gives an example of Acute renal failure following consumption of fish gall bladder.
Gizzard? It replaces teeth to complete the “chewing” process for birds, reptiles, earthworms, mollusks, insects and some fish. Mullet and mud shad have gizzards to grind up plant material for digestion.
Short-changed? Most fish have small and large intestines to blend digestive hormones, boost metabolism and aid immunity. Sharks, rays, sturgeons and lungfish have no small intestine. The intestine has one width.
Intestines? Fish intestines are long, allowing them to absorb nutrients. Large prey and plants are slow to digest. Sharks have single, spiral intestines between the stomach and the anal opening to improve absorption.
Holding Forth? Rays and sharks neither drink nor leak water. This vital fluid comes from their food. Cartilaginous fish, mammals and amphibians convert ammonia to urea in their livers. All fish have kidneys to filter wastes.
Acid Wash? Elasmobranchs have unique urinary systems. Rays and sharks store urea to moisten their skin. Kidneys process urea into urine. It exits through the skin. Urea makes the meat smell like ammonia.
Beginning and End? Not all fish have an anal pore. Amphibians, reptiles, birds, Elasmobranchs and monotremes have an opening called the cloaca for the passage of offspring, feces and urine. It is not present in most fish.
Clean Break? Sharks, skates, rays, guitarfish, sawfish and chimeras have no swim bladders. These gas or air-filled sacs are associated with the digestive system of most bony fishes. They help with buoyancy, not digestion.
Stop and Sink? Manta rays, Great White, Hammerhead, Mako and Whale Sharks must keep moving to avoid floating to the surface or sinking too deep. Like flounder, cobia and mackerel, they lack swim bladders.
Kitchen Secrets? Sharks store fats and oils in their livers. These do not solidify at ocean depths. Other deep-sea fish have piezolytes instead of swim bladders. These molecules protect against crushing water pressure.
Seeing Is Believing
View Finder? Manta rays and most sharks, including hammerheads, have side-facing eyes. Those of angel sharks and most rays are on top of their heads. Sight requires light. Acuity varies. Some fish are blind.
Blind Spots? Whether eyes are front-mounted, top-mounted or side-mounted, most animals have blind spots. Cuttlefish, squid, and octopus are rare exceptions. These cephalopods can see in all directions.
Fish-Eye Lens? The retina belongs to the central nervous system. This light-sensitive eye lining converts light from the lens into nerve signals, then sends them to the brain for sight. Fish lenses move back and forth to focus.
Glow-Getters? Bioluminescent and biofluorescent animals glow to attract mates or give warning. Bioluminescent glows are self-powered. Biofluorescent green, red, orange or blue glows require absorbed light.
Bioluminescence? Deep-sea viper dogfish, lantern sharks and cookiecutter sharks are marine vertebrate examples. Fireflies and fungi are land examples of this chemical process. Insects are invertebrates. Fungus are neither.
Biofluorescence? These animals absorb sunlight to emit it in another color of a longer wavelength. Catsharks and swell sharks emit green light. The chemical glow shines with low energy and produces no heat. | <urn:uuid:875e41ed-e28a-491e-a7fc-a994561ae420> | {
"dump": "CC-MAIN-2021-39",
"url": "https://littleraychildrensbooks.com/fishy-fish.html",
"date": "2021-09-22T23:06:45",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057403.84/warc/CC-MAIN-20210922223752-20210923013752-00499.warc.gz",
"language": "en",
"language_score": 0.9018570780754089,
"token_count": 3448,
"score": 3.40625,
"int_score": 3
} |
Many individuals don't consider the concept of Mental Health till they're already unwell. But while a healthy and balanced body is vital to remaining active as well as well, a healthy and balanced mind is equally as essential for having the ability to take pleasure in life, learn, as well as connect with others. A person's mental health and wellness depends on several aspects, consisting of physical, organic, and also social. Psychological wellness is carefully tied to social as well as physical ill-health and also can be influenced by violence, social exclusion, as well as human legal rights violations.
There are many kinds of experts who concentrate on psychological health, and picking a specialist based on their training is critical. You can seek a career in counseling, scientific psychology, marriage as well as family specialist, or community service. While these placements are not necessarily the same, they all have a great deal of alike. As a matter of fact, there are some distinctions in between them. While a psychologist can give clinical therapy for mental disorders, a counselor can give psychiatric therapy for mental illness.
If you have any kind of questions concerning where and ways to utilize mydistrictcounseling.com, you can call us at the website.
Because it involves a lot of nuance as well as persistence, identifying a mental health issue can be challenging. Often, it needs a period of testing as well as keeping track of to figure out whether the individual's problem is a representation of a clinical condition. Tests should be repeated for a while to determine if the trouble is a cause of a physical health problem if this is the case. A psychiatrist can assist individuals deal with psychological health issue utilizing the appropriate mix of drug and also psychotherapy.
Although that mental health and wellness is an essential topic, it usually falls by the wayside. According to the World Health Organization, mental illness prevail around the globe and are major factors to premature mortality, disability, as well as morbidity. Unfortunately, sources alloted to these problems are ineffective as well as not enough. Treatment voids prevail as well as frequently over 70% of health expenses are drawn away to psychological medical facilities and treatment. In several nations, the preconception as well as social exemption are so comprehensive that it is virtually difficult for any individual to seek therapy.
While a mental health and wellness therapist is educated in many locations, they specialize in a specific area. They aid individuals handle specific life anxieties and also construct durability. Counselors can help individuals establish healthy coping techniques as well as self-help techniques. Sometimes they can refer clients to other solutions that can resolve their specific problems. But what is a psychological health and wellness therapist? And what should a mental health and wellness counselor do? Here are some points to take into consideration prior to selecting a psychological health and wellness therapist:
Psychotherapy is frequently used to those with specific diagnoses. While there are several strategies, such as cognitive behavior therapy (CBT), most of them have shown cause treating specific disorders. These are referred to as "evidence-based therapies," as well as can efficiently decrease symptoms of anxiety and also stress and anxiety. NIMH's health subject pages checklist evidence-based therapy. The best treatment for each and every person relies on the circumstances and also demands of the patient. There are several different sorts of treatment readily available, however a lot of counselors use a mix of the numerous approaches.
A person's mental wellness depends on several elements, consisting of physical, organic, and also social. There are many types of specialists who specialize in mental health and wellness, and also picking a professional based on their training is important. Identifying a psychological wellness issue can be difficult due to the fact that it involves a great deal of nuance as well as persistence. While a mental health and wellness counselor is educated in several areas, they specialize in a certain area. What is a mental health therapist?
If you loved this short article and you would want to receive more information relating to therapist in Katy please visit our own website.
Excellent recommendations relevant to the subject areas in this article, you might like: | <urn:uuid:ac1c6119-1a9b-480f-910a-c20557c68099> | {
"dump": "CC-MAIN-2023-06",
"url": "https://redandwhitechair.com/18591-what-is-mental-health-counselling-11/",
"date": "2023-02-01T06:37:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499911.86/warc/CC-MAIN-20230201045500-20230201075500-00501.warc.gz",
"language": "en",
"language_score": 0.9743366241455078,
"token_count": 829,
"score": 3.015625,
"int_score": 3
} |
Gong pits are collection areas for the deposit of humanoid excreta, feces and fecal sludge. A "gong" is a medieval word for toilet, under which a hole is dug into the ground. "Gong" also describes the material itself. Gong toilets must be occasionally emptied and the gong carried away to a "gong pit," a cesspool where the waste of a many people over much time accumulates.
Individuals described as "gong farmers," persons largely immune to disease and treated as social outcasts by the population. Gong farmers work at night, moving from house to house in a village or more populated centre, collecting gong from buckets used to collect a household's excreta throughout the day. The gong is carried in deep wheelbarrow troughs to the nearest gong pit. Large cities will have multiple pits, located as far as is practical from occupied residences. Some gong is deposited in the sea or downstream — in the latter case only if the next village-sized centre upon the watercourse is at least seven miles away.
Traditionally, gong pits are dug out to be as deep as possible, selectively in places where heavy clay exists to naturally leach fresh water from what material remains. Because their walls are precipitous, it can be dangerous to fall into one of these cesspits, causing many to drown as they cannot climb out. Moreover, these pits are associated with a great many flies, which act as a warning to those who may be unfamiliar with an area. Typically, gong pits average about 15 ft. across, taking a gong farmer 2-3 days to dig out.
Each gong farmer maintains his or her own pit. Because the game world lacks water-toilets, the consistency of gong is heavier than a modern cesspool; a single gong pit can suffice for up to five hundred people for the space of a year. Fumes can overpower those who remain in the area too long, who are not accustomed to the air. Lime and other materials are thrown into the pit during the time it remains open.
Once a gong pit is full, a six-inch layer of loose soil and light clay is shoveled over the top of the pit, with stakes to mark the pit's location. Accidents do occur where persons step onto this covering, only to have it collapse so that they become trapped. As many as seven foolish people may be killed in this fashion over a space of 20 years. As the level falls and the material beneath hardens, more earth is thrown overtop until any sinking ceases. Once a pit is covered over, a new pit is dug; this requires the accession of a town official, who in turn posts the pit's location and sends out word to those who are illiterate.
After numerous seasons, depending on the climate, the dried-out pit is dug out again, with the resultant material used to fertilise crops. | <urn:uuid:d0789ab5-3a30-4922-98a2-420c2ad3d4bc> | {
"dump": "CC-MAIN-2023-40",
"url": "https://wiki.alexissmolensk.com/index.php/Gong_Pit",
"date": "2023-09-25T18:52:29",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510085.26/warc/CC-MAIN-20230925183615-20230925213615-00334.warc.gz",
"language": "en",
"language_score": 0.9628846645355225,
"token_count": 607,
"score": 3.109375,
"int_score": 3
} |
The Springbok, the heraldic animal of South Africa, is the only gazelle
found south of the Zambezi. It lives in the dry plain savannah of the
Kalahari up to the barren regions of the Namib. Springboks are about the
size of deer - 80 to 85cm shoulder height - and are marked with a distinct
face mask and the reddish-brown stripe on the side, which is typical for
gazelles. Male as well as female animals have lyra-shaped short horns.
In situations of danger Springboks perform a stiff-legged bound in the air -
the so called pronking - unfolding a bush of bright white hair on their back
end, to warn the herd. During these bounds the animals can reach heights of
up to 3.5m.
During dry season huge herds of Springboks used to migrate southwards over
the Orange River. They completely defoliated the land they crossed and
simply overran other antelopes that tried to stand up against them. The
last migration of this kind was reported in 1896, after which they were
hunted intensively. Springboks today live in bigger or smaller herds all
over the Kalahari.
Population on Vogelstrausskluft:
Plateau, Ancient Valley, Canyon Plains
<< back to overview | <urn:uuid:7252f272-4053-40cd-bf2f-75d8653a0d6c> | {
"dump": "CC-MAIN-2017-39",
"url": "http://vogelstrausskluft.com/wildlife/s_springbock_e.php",
"date": "2017-09-21T15:43:00",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687833.62/warc/CC-MAIN-20170921153438-20170921173438-00236.warc.gz",
"language": "en",
"language_score": 0.9181733131408691,
"token_count": 288,
"score": 3.328125,
"int_score": 3
} |
Students examine things they fear and how they feel about them. Then they talk about moving beyond fear by learning more about something. They analyze quotes by Martin Luther King, Jr, about being open and inclusive. They design posters to teach others about what they learned.
Written by Uzma Mirza
Wangari Maathai (1940-2011) - a visionary environmental steward, a scholar, parliamentarian, scientist and the founder of the non-profit, non-governmental grassroots tree-
“Today, more than 1 million students are trapped in an education system that wasn’t built for them. That system wasn’t designed to accommodate their disabilities—the kinds of intellectual, cognitive, communicative, and physical conditions ... Many of the public schools they attend rest on the...
To print this calendar you must have a Learning to Give account.
- Print and display this calendar in your classroom and challenge your students to complete each Kindness Mini-Challenge! ...
Students identify key events in U.S. history and the magnitude of the Constitution in context, with a particular emphasis on philanthropy. This lesson is designed for Citizenship/Constitution Day (September 17) and connects students to the historical significance of the Constitution and how it relates personally to their lives and action.
Women in history are more collaborative in their giving. They lead movements and give to support family and community through their voices, time, and money. Take notes about the different ways that women give. What do they give (money/time), what causes do they support...
The opening piece in this video clip comes from a TV show called "All in the Family." In this show, Archie Bunker promotes and holds fast to misconceptions. The word debunk means to expose the falseness. The humor comes from his blind "bunking...
The representatives from nonprofits and government in this video describe why there are tax benefits for nonprofit organizations. Do you think that having tax benefits encourages people to give? Do you think giving is essential to...
Students explore the history of philanthropic behavior (sharing, community collaboration, service) in ancient cultures and today, as well as compare themes of love and service in different world religion practices.
Our nation is divided among many lines, and people find it hard to love others who are different. Why do you think all religions expect us to love and serve as a responsibility and opportunity? | <urn:uuid:3e0754da-83cc-4b9e-8e50-f88c7c685588> | {
"dump": "CC-MAIN-2020-29",
"url": "https://www.learningtogive.org/grade/9?page=4",
"date": "2020-07-13T23:39:38",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657147031.78/warc/CC-MAIN-20200713225620-20200714015620-00100.warc.gz",
"language": "en",
"language_score": 0.9563241600990295,
"token_count": 491,
"score": 3.75,
"int_score": 4
} |
Our behaviour system is easy to understand and built around the idea of restorative justice. We understand that sometimes in a large school things can go wrong. Our principle is that if we get it wrong we put it right. This means accepting the consequence and apologising for our behaviour, rebuilding relationships.
There are four main consequences: ten-minute detention, thirty-minute detention, inclusion and exclusion from school. We would normally try to hold detentions on the same day or soon after. If a student is placed in inclusion or excluded, we would expect parents to come in for a meeting with the headteacher.
Each behaviour incidient is reviewed and sanctions are applied on a case by case basis. Examples of behaviour types on each level of the system are shown below: | <urn:uuid:6fe32484-b659-4927-9bb9-dca6bab43fe5> | {
"dump": "CC-MAIN-2018-22",
"url": "http://cranbourne.fluencycms.co.uk/Behaviour",
"date": "2018-05-26T19:50:26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867859.88/warc/CC-MAIN-20180526190648-20180526210648-00115.warc.gz",
"language": "en",
"language_score": 0.9596247673034668,
"token_count": 158,
"score": 3.671875,
"int_score": 4
} |
UVic's Language Teaching Clipart Library: Introduction
This library consists of about 3000 images which we hope will be useful in the teaching of basic vocabulary in a variety of languages. The characters and objects depicted are as culturally neutral as we could make them.
This is not a huge resource of graphics; its purpose is to provide a set of those graphics most basic and useful for low-level language-teaching, and at the same time, to make them as easily searchable as possible.
The 3000 images consist of 1500 pairs. One member of each pair has a transparent background just big enough to fit the image, the other has a white background 110 by 110 pixels. For example, compare these two images:
Transparent background | White Matted Background
Use the transparent background if:
Use the white matted background if:
The original Photoshop and Illustrator files are not included in the Web-based collection. They will be included in any CD-ROM-based version we issue in the future.
We have another page with more help on how to find an image and copy it to your web site. If you prefer to explore, click on the "Topic Galleries" or "Keyword Search" buttons at the top of this window. Please DON'T link to the graphics on our site, as this site may move. Download them and place them on your own server.
You may use GIF images from this library on your Website as long as you add an acknowledgement to the UVic Humanities Computing and Media Centre and Half-Baked Software somewhere on your site. If you have any enquiries about this clipart library or what you are permitted to do with it, please email us at [email protected]. | <urn:uuid:b9007ca2-cff9-4f8c-85a5-43d8c7dd6471> | {
"dump": "CC-MAIN-2018-43",
"url": "https://hcmc.uvic.ca/clipart/intro.htm",
"date": "2018-10-15T15:37:10",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583509326.21/warc/CC-MAIN-20181015142752-20181015164252-00376.warc.gz",
"language": "en",
"language_score": 0.9325044751167297,
"token_count": 355,
"score": 3.609375,
"int_score": 4
} |
Behaviour Management in Context: '-a Very Good Place to Start'
Australian Early Childhood Association, 1995 - Behavioral assessment of children - 40 pages
Based upon the belief that what children learn from adult responses to their early behavior sets the foundations on which they will build all future learning, this publication provides information for teachers on the appropriate guidance and management of children's behavior in early childhood settings using a contextual approach. Issues discussed in the document include: (1) setting a behavior policy for the institution; (2) building positive relationships with children; (3) using a knowledge of child development to create appropriate expectations for behavior; (4) considering developmental issues in responding to children's behavior; (5) understanding the impact of changes and loss on children's behavior; (6) examining the variety of family lifestyle issues, such as family routines, living situations, and family tensions; (7) identifying the effects of sociocultural backgrounds on children's behavior, including Aboriginal and Torres Strait Island children; (8) understanding the personal characteristics of each child; (9) realizing the impact of various chronic or acute illness on children's behavior; (10) dealing with children's aggression; (11) creating behavior-friendly classroom environments; (12) developing a plan when behavior problems arise; (13) working with parents; (14) responding to particular behavior problems, such as out of control feelings, emotional stress, regression, and separation anxiety; (15) talking to a child when there is a problem; and (16) using a checklist to identify and evaluate possible strategies for guiding children's behavior. A list of resources concludes the publication. (KDFB)
What people are saying - Write a review
We haven't found any reviews in the usual places. | <urn:uuid:74968883-2bcf-4db8-8b34-f6e07b0d487d> | {
"dump": "CC-MAIN-2020-05",
"url": "https://books.google.com/books?printsec=frontcover&vid=ISBN9781875890163&vid=ISBN1875890165",
"date": "2020-01-21T09:47:15",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00149.warc.gz",
"language": "en",
"language_score": 0.9066916704177856,
"token_count": 358,
"score": 3.234375,
"int_score": 3
} |
Space scientists have measured a curious signal that they say might come from the mysterious “dark matter,” an invisible substance detected so far only through its gravity.
The researchers at the University of Leicester in the U.K. reported what seems to be a signature of particles thought to possibly make up dark matter, called axions. The scientists speculate that the Earth’s magnetic field is turning some of these into X-rays.
“If confirmed, it will be the first direct detection and identification of the elusive dark matter particles and will have a fundamental impact on our theories of the Universe,” said University of Leicester physicist Martin Barstow, who is also President of the Royal Astronomical Society.
In a study to be published Oct. 20 in the journal Monthly Notices of the Royal Astronomical Society, the scientists said the signal has no conventional explanation. The first author of the study, George Fraser of the University of Leicester, died last March.
“The direct detection of dark matter has preoccupied physics for over thirty years,” Fraser wrote. Dark matter, a kind of invisible mass of unknown origin, cannot be seen directly with telescopes, but is instead inferred from its gravitational pull. It is believed to make up most of the matter of the Universe.
Fraser and colleagues worked by studying the X-ray background, the sky as viewed in X-ray light.
“The X-ray background – the sky, after the bright X-ray sources are removed – appears to be unchanged whenever you look at it,” explained Andy Read, lead author of the paper, also from the University of Leicester. But “we have discovered a seasonal signal in this X-ray background, which has no conventional explanation, but is consistent with the discovery of axions.”
The researchers studied almost the entire archive of data from the European Space Agency’s X-ray observatory, XMM-Newton.
“It appears plausible that axions – dark matter particle candidates – are indeed produced in the core of the Sun and do indeed convert to X-rays in the magnetic field of the Earth,” the scientists wrote in the paper. “It is predicted that the X-ray signal due to axions will be greatest when looking through the sunward side of the magnetic field because this is where the field is strongest.”
Previous searches for axions had proved unsuccessful.
“These exciting discoveries, in George’s final paper, could be truly ground breaking, potentially opening a window to new physics, and could have huge implications, not only for our understanding of the true X-ray sky, but also for identifying the dark matter that dominates the mass content of the cosmos,” Read said.
Source : http://www.world-science.net/ | <urn:uuid:bc665dcc-ec57-4cd1-a214-f91a839087ed> | {
"dump": "CC-MAIN-2017-17",
"url": "https://machprinciple.wordpress.com/2014/10/25/space-based-particle-detector-hints-at-dark-matter/",
"date": "2017-04-25T18:25:05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120844.10/warc/CC-MAIN-20170423031200-00274-ip-10-145-167-34.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.946728527545929,
"token_count": 583,
"score": 3.8125,
"int_score": 4
} |
What are centipedes & millipedes?
Centipedes and millipedes are nuisance pests that live outside but occasionally invade our homes. Both species have a worm-like body and many legs. Centipedes have long, flat, segmented bodies that are yellowish-gray to dark brown; each body segment has one pair of legs. They have long, sensitive antennae that help them to detect prey. Centipedes use their many legs to move very quickly from place to place. Their first pairs of limbs (maxillipeds) end in sharp claws and contain venom glands. Centipedes feed on spiders, flies, and other insects.
Millipedes are brown to black, but some species may have red or orange mottled patterns. These insects have two pairs of legs per body segment, but despite their many legs, they move slowly. Millipedes are scavengers and feed on decaying organic matter.
Are centipedes & millipedes dangerous?
Centipedes and millipedes pose no significant danger to people. They are both nocturnal and most active when people are not active. However, you should avoid contact with either species. Millipedes spray a toxic, foul-smelling fluid when threatened, and centipedes will deliver painful bites to defend themselves; luckily, their bites don’t cause any lasting problems in people.
Why do I have a centipede & millipede problem?
Centipedes and millipedes tend to live in areas that are near the foundations of homes and other structures. If the weather outside because too hot or dry, they will move indoors. Centipedes and millipedes have high moisture needs, and if the weather warrants it, they will seek out the damp, dark areas of homes and other buildings to live in.
Where will I find centipedes & millipedes?
Inside, centipedes and millipedes usually inhabit basements, crawlspaces, and spaces under the sinks in kitchens and bathrooms. Outside, common hiding spots for millipedes and centipedes include the damp, moist soil found under mulch, stones, landscape ties, logs, leaf piles, and trash cans
How do I get rid of centipedes & millipedes?
Get rid of centipedes and millipedes by partnering with the trusted experts at Custom Pest Control. For over 20 years, we have been helping home and business owners maintain pest-free properties. If you are looking for a personal approach to pest control, look no further.
At Custom Pest Control, we customize our pest control programs to meet the unique needs of each of our customers. Let our family protect your family from North Alabama’s most common pests! For more information about our centipede and millipede control service, reach out to Custom Pest Control and speak with one of our friendly professionals today.
How can I prevent centipedes & millipedes in the future?
The best way to prevent problems with centipedes and millipedes is to partner with a professional and implement the following prevention tips in and around your Huntsville, Alabama home:
- Seal up cracks in the foundation of your home.
- Place door sweeps on basement doors.
- Create a stone or crushed rock barrier between the foundation and soil.
- Remove piles of leaves, fallen trees, excess woodpiles, and other debris from your property where millipedes and centipedes can hide.
- Place garbage cans and compost bins up off of the ground and store them away from the outside of your home.
- Make sure that gutters are working correctly to direct excess water away from the outside of your home.
- Cut dense or overgrown vegetation back away from the foundation.
- Use dehumidifiers to keep basements dry.
Request Your Free Inspection
Complete the form below to schedule your no-obligation inspection. | <urn:uuid:e293a5bd-53c3-41b1-94d1-4a99995601c0> | {
"dump": "CC-MAIN-2021-49",
"url": "https://www.yourpestcontrol.com/centipedes-and-millipedes",
"date": "2021-12-01T09:53:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964359976.94/warc/CC-MAIN-20211201083001-20211201113001-00040.warc.gz",
"language": "en",
"language_score": 0.9064873456954956,
"token_count": 813,
"score": 3.15625,
"int_score": 3
} |
In art and symbolism
The Purple Iris is the State Flower of Tennessee.
The artist George Gessert has specialised in breeding irises.4
The artist Vincent van Gogh painted several famous pictures of irises.5
The American artist, Joseph Mason — a great friend of John James Audubon — painted a precise image of what was then known as the Lousianna Flag or Copper Iris (Iris cuprea) to which Audubon subsequently added two Northern Paraula birds (parula americana) for inclusion as Plate 15 in his Birds of America.
The artist Philip Hermogenes Calderon painted an iris in his 1856 work Broken Vows; he followed the principles of the Pre-Raphaelite Brotherhood. An ancient belief is that the iris serves as a warning to be heeded, as it was named for the messenger of Olympus. It also conveys images of lost love and silent grief, for young girls were led into the afterlife by Iris. Broken Vows was accompanied with poetry by Henry Wadsworth Longfellow when it was first exhibited.6
The fleur-de-lis, a stylized iris, first occurs in its modern use as the emblem of the House of Capet. The fleur-de-lis has been associated with France as Louis VII adopted it as a symbol in the 12th Century. The yellow fleur-de-lis reflects the Yellow Iris (I. pseudacorus), common in Western Europe. Contemporary uses can be seen in the Quebec flag and the logo of the New Orleans Saints professional football team, and on the flag of Saint Louis, Missouri.
The red fleur-de-lis in the coat-of-arms of Florence (Italy) descends from the white iris which is native to Florence and which grew even in its city walls. This white iris, displayed against a red background, became the symbol of Florence until the Medici family, to signal a change in political power, reversed the colors making the white one red and setting in motion a centuries-long breeding program to hybridize a red iris.
Furthermore, the fleur-de-lis is the almost-universal symbol of Scouting and one of the symbols adopted by the sorority, Kappa Kappa Gamma.
A stylized Yellow Iris is the symbol of Brussels, since historically, the important Saint Gaugericus Island was carpeted in them.7 The iris symbol is now the sole feature on the flag of the Brussels-Capital Region.
An iris – species unspecified – is one of the state flowers of Tennessee. Tradition holds that the particular iris symbolizing Tennessee is a purple cultivar, to go alongside the wild-growing Purple Passion Flower (Passiflora incarnata) which is the state’s other floral emblem.
From Wikipedia, the free encyclopedia
Special Thanx to deviantart.com Stock:
Public Domain Images:
FEATURED IN YELLOW TWO
FEATURED IN ALTERED BY DESIGN | <urn:uuid:595d8be1-a6ee-4153-81ca-b0daba9a89f4> | {
"dump": "CC-MAIN-2015-11",
"url": "http://www.redbubble.com/people/tammera/works/6485583-nouveau-iris",
"date": "2015-03-01T19:53:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936462548.53/warc/CC-MAIN-20150226074102-00299-ip-10-28-5-156.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9119986891746521,
"token_count": 624,
"score": 3.359375,
"int_score": 3
} |
Who led the Khilafat Movement?
The Khilafat Movement was led by Shaukat Ali.
Mahatma Gandhi's novel method of mass agitation was:
Mahatma Gandhi's novel method of mass agitation was called Satyagraha.
Who designed the Swaraj flag?
By 1921, Mahatma Gandhi had designed the Swaraj flag.
An offer of 'Dominion Status' to India was announced by:
An offer of 'Dominion Status' was announced by Viceroy Irwin in October 1929.
Dr. B. R. Ambedkar demanded separate electorates for the:
Dr. B. R. Ambedkar demanded separate electorates for the Dalits.
Around World War I, what was the new policy introduced by the British in India?
Around World War I, since defence expenditure increased, the British government raised custom duties and introduced income tax in India.
Through the summer of 1920, with whom did Mahatma Gandhi tour India extensively to mobilise support for the upcoming Non-Cooperation Movement?
Through the summer of 1920, Mahatma Gandhi toured India extensively with Shaukat Ali to mobilise support for the upcoming Non-Cooperation Movement.
The nationalist movement in India was connected to:
The nationalist movement in India is connected to the anti-colonial movement as people began discovering their unity in the process of their struggle against colonialism.
FICCI was formed in:
FICCI (the Federation of the Indian Chamber of Commerce and Industries) was formed in 1927.
What does a picket mean?
Picketing is a form of demonstration in which people block the entrance of a factory or an office.
Which of these is a book written by Mahatma Gandhi?
Hind Swaraj was written by Mahatma Gandhi in 1909.
On March 5, 1931, Mahatma Gandhi agreed to enter into a pact with:
On March 5, 1931, the Gandhi-Irwin pact was signed, and Mahatma Gandhi consented to participate in a Round Table Conference in London.
What is 'Vande Mataram?'
'Vande Mataram' is a hymn to the motherland, and now India's national song.
Mahatma Gandhi sent a letter to Viceroy Irwin in January 1930 with 11 demands. What was the most stirring demand?
The most stirring demand was the demand to abolish the salt tax. Salt was the most essential food item and the tax on salt revealed the most oppressive face of the British rule in India.
Who wrote 'Vande Mataram'?
Bankim Chandra Chattopadhyay wrote 'Vande Mataram'.
What was Khan Abdul Ghaffar Khan also known as?
Khan Abdul Ghaffar Khan - a devout disciple of Mahatma Gandhi - was also known as Frontier Gandhi.
In the cities, the Non-Cooperation Movement started with the participation of the:
In the cities, the Non-Cooperation Movement started with the participation of the middle class.
The Patidars are rich peasants of:
The Patidars are rich peasants of Gujarat.
A significant and unique feature of the Civil Disobedience Movement, which lacked in the Non-Cooperation Movement, was the participation of:
Women participated in the Civil Disobedience Movement widely, as they felt serving the nation was the sacred duty of women.
What did General Dyer say his objective was when he ordered his soldiers to open fire at Jallianwala Bagh?
General Dyer declared that his objective when he ordered his soldiers to open fire at Jallianwala Bagh was to produce a moral effect, and to create a feeling of terror and awe.
The Swaraj Party was formed by:
Motilal Nehru and C. R. Das formed the Swaraj Party to press for a return to council politics.
Mahatma Gandhi decided to withdraw the Non-Cooperation Movement in:
Mahatma Gandhi decided to withdraw the Non-Cooperation Movement in February 1922.
When did the Jallianwala Bagh incident occur?
The Jallianwala Bagh incident occurred on April 13, 1919.
The Hartal led by Mahatma Gandhi on April 6, 1919, was against ____.
The Hartal led by Mahatma Gandhi on April 6, 1919, was against the Rowlatt Act.
The officer who ordered his soldiers to fire upon the people at Jallianwala Bagh was ____.
General Dyer was the officer who ordered his soldiers to fire upon the people at Jallianwala Bagh.
Satyagraha is the power of truth based on non-violence. It is a pure soul force in which the oppressed appeal to the conscience of the oppressor.
In which year did the prices of commodities increase two-fold, leading to extreme hardships for the common man?
Through the war years, the prices increased two-fold, between 1913 and 1918, leading to extreme hardships for the poor and common people.
After the failure of the Round Table Conference, who spread militant activities?
After the failure of the Round Table Conference, the bussiness groups that were assisting financially, were not uniformly enthusistic and spread the militant activities.
The Salt March was from Sabarmati Ashram to:
The Salt March was from the Sabarmati Ashram to the coastal town of Dandi. The distance was over 240 miles.
Share your Results: | <urn:uuid:62c0b737-d5a7-4198-bd32-1cd81c0523e2> | {
"dump": "CC-MAIN-2022-33",
"url": "https://shikshahouse.com/mcq/cbse-class-10th-history-3-nationalism-in-india-mcqs/",
"date": "2022-08-09T05:19:56",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570901.18/warc/CC-MAIN-20220809033952-20220809063952-00646.warc.gz",
"language": "en",
"language_score": 0.9753261208534241,
"token_count": 1150,
"score": 3.1875,
"int_score": 3
} |
A concussion is a form of brain injury caused by a fall or blow to the head, which can lead to loss of consciousness. Symptoms, causes, treatment, sequelae … We evaluate this head trauma.
Definition: What is a concussion?
concussion Defines temporary organ dysfunction, as a result of trauma or trauma to which it is subjected. talking about concussion when the brain The user is the victim of this failure. A concussion can also occur even in the absence of direct trauma, but during sudden movements of the head that dislodge brain structures that strike the chest of the skull.
What are the symptoms of a concussion?
Often in the acute stage, concussion results disturbances of consciousness, ranging from a state of ‘stupor’ to a temporary loss of consciousness, often within a few seconds. One can also experience post-traumatic stress amnesia, for example Forgetting events are usually less than 24 hours.
Then a group of symptoms called “after concussion“It may last from a few days to a few weeks after the accident. Headache, dizziness, visual, auditory, disturbances in the sense of taste and smell, fatigue, sleep disturbances. The patient may complain Memory loss and difficulty concentrating. It may also show a change in behavior with irritability, mood swings, anxiety and depression.
What are the sequelae after a concussion?
In most cases, Isolated concussion is not dangerousNo brain damage from this trauma. However, if the blow received is too violent, it can cause cerebral edema or hematoma (subdural or extradural) which may require surgical treatment.
But even with a mild head injury, Approximately 20% of patients will present a persistent complaint with potential impact on social and professional life. According to Dr. Muriel Lavon, a neurologist and epilepsy in Nice,Poor prognostic factors are: age over 40, low educational level, prolonged disturbance of consciousness in the acute phase and prolonged post-traumatic amnesia, the presence of pre-existing health problems, particularly in relation to neurological diseases“.
concussion and rugby
There is a specific condition related to recurrent concussions that can occur in some athletes such as boxers and rugby players. These patients may have memory problems or even dementia, and gradually onset mental disturbances and gait and movement disorders that are similar to the symptoms of Parkinson’s disease.
Post-traumatic or concussion?
“It can be difficult to differentiate PTSD from post-concussion syndrome Dr. Muriel Lavon explains The two can also be combined. It is an ongoing psychological reaction after a traumatic event. “This post-traumatic stress state can also be a cause of memory loss, mood changes, sleep disturbance… PTSD treatment depends on psychotherapeutic care.
What causes a concussion?
always concussion As a result of a blow, fall or strong jolt that transmits an impulsive force to the head. It is, for example, common in car accidents with sudden stops, in some “violent” sports such as rugby, boxing or hockey, or even if the child is shaken severely.
What do you do in case of a concussion? For consultation ?
“in case shock with loss of consciousness No matter how long it takes, it’s inevitable Consult the emergency department. Scanner Monitoring will be done in hospital and will sometimes be necessaryDr. Muriel Lavon explains. Far from being shocked, it is important to Consultation in case of memory problems or mood that may require the implementation of some specific treatments such as drug treatment or rehabilitation. “In rare cases, the Even years after a head injury, seizures can occur Which will require a new consultation to prepare the treatment‘, specialist.
What are the treatments for concussion?
Most concussion patients Recovers in less than 3 months. Rest is often necessary, both physically and intellectually, and a break from work is often necessary. but 10-20% of patients present with persistent physical, cognitive and psychological complaints, sometimes for several years. According to Dr. Muriel Lavon,It is therefore important to provide early care by a neurologist, psychiatrist, and psychiatrist to reduce the social and occupational impact on patients.”
Thanks to Dr. Muriel Lavon, Neurologist and Epilepsy in Nice.
#Concussion #symptoms #loss #consciousness | <urn:uuid:d8c89378-904e-44c2-b8c3-1f4491ab742c> | {
"dump": "CC-MAIN-2022-33",
"url": "https://jurnaline.com/cbmiy2h0dhbzoi8vc2fudguuam91cm5hbgrlc2zlbw1lcy5mci9mawnozxmtbwfsywrpzxmvmjuymdy2my1jb21tb3rpb24ty2vyzwjyywxllwrlzmluaxrpb24tc3ltchrvbwvzl9ibaaoc5",
"date": "2022-08-17T16:08:06",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573029.81/warc/CC-MAIN-20220817153027-20220817183027-00496.warc.gz",
"language": "en",
"language_score": 0.934287428855896,
"token_count": 899,
"score": 3.4375,
"int_score": 3
} |
In the intricate realm of engineering, the coreless motor emerges as a notable marvel. Quite contrary to its traditional counterparts, the coreless motor boasts of an absence of an iron core, giving it its unique name.
Delving into constructing one is both a revelation and a challenge. Think about it: a motor, an integral machine component, devoid of its core. Astonishing, isn’t it? Yet, it’s achievable.
Let’s move on this exciting journey to decode the art and science behind crafting a coreless motor, keeping our guidance lucid and comprehensible. And while the journey might seem daunting at first, the outcome will undoubtedly resonate with the ingenuity of human invention.
Click to read our article: Comprehensive Guide on Coreless Motors and Its Specifications I hope it will help you
What is a DC Coreless Motor?
A coreless DC motor is a motor that runs on current (DC). It stands out from DC motors because it doesn’t have an iron core in its armature. This unique design contributes to its efficiency and effectiveness.
Structure and Operation
A coreless motor consists of two primary components: a coil and a magnet. Typically wound with a thin wire, the coil is positioned on a cylindrical, non-metallic former. Surrounding this coil is a permanent magnet, often made of neodymium, a strong and durable material. The absence of an iron core in the armature sets coreless motors apart from their conventional counterparts.
The operation of a DC coreless motor is relatively straightforward. When a current passes through the coil, a magnetic field is produced. The interaction between this magnetic field and the magnetic field of the surrounding permanent magnet creates a rotational force or torque. This torque drives the motor’s output shaft, enabling it to perform mechanical work.
Steps to Make Simple Coreless Motor
Constructing a basic coreless motor involves several straightforward yet crucial steps. While seemingly simple, these steps are the foundation upon which the motor’s functionality hinges. So, let’s delve into the intricacies of this fascinating process:
Prepare Your Work Surface
Before you embark on this electrifying journey, ensure your work area is organized and free from potential hazards. Safety should be prioritized when engaging in an electrical project.
Gather Your Materials
To execute this task precisely, you will need a small cylindrical tube and a spool of magnet wire. Magnet wire, renowned for its conductivity, is the key to our motor’s operation.
Coil the Magnet Wire
Take that cylindrical tube and carefully wrap it with a thin magnet wire layer. The coiling process requires patience and precision. Ensure the wire is wound uniformly to optimize performance.
Prepare the Wire Leads
Now, grab two small pieces of wire. These wires will serve as the conduits for the electrical current. Remove the insulation from both tips of the wire. This will expose the conductive core, enabling effective electrical contact.
Solder the Connections
With your soldering iron ready, gently solder one end of each wire to the exposed ends of the magnet wire on the cylinder. This soldering step is critical for creating a seamless electrical pathway.
Power Up the Motor
Now, assuming you have meticulously connected the wires to the magnet wire, it’s time to connect the other ends of the wires to a suitable power source or battery. The flow of electricity is the catalyst for the motor’s movement.
Position the cylinder you’ve prepared between two potent magnets. This placement allows a magnetic field to exert force on the coiled wire, setting the stage for the motor’s mesmerizing spin.
Energize and Observe
When you activate the power, there’s an immediate sense of expectation. See the culmination of your efforts: The motor begins to rotate. It’s a simple yet powerful demonstration of the wonders of electromagnetism.
Safety Measures in Motor Making
Creating a coreless motor involves several intricate steps and handling various materials and tools. Ensuring the safety of the individuals involved is paramount. This guide will strictly outline essential safety measures to observe during the motor-making process.
Personal Protective Equipment (PPE)
● Always wear appropriate PPE, including safety goggles, gloves, and a lab coat or apron, to protect against hazards like flying debris, chemicals, or electrical accidents.
● Set up your workspace in a clean, well-ventilated area, and keep it organized to prevent tripping hazards.
● Ensure adequate lighting to avoid eye strain and accidents.
● Place all materials and chemicals in specified locations, avoiding heat sources and direct sunlight.
● Use proper containers and labels to make sure everything is clear.
● Handle materials with care to prevent injuries or damage.
● If working with electrical components, ensure that all power sources are turned off when making connections or adjustments.
● Ensure electrical cords and connections are distanced from water to prevent electric shock.
● Use insulated tools and equipment when dealing with electricity.
Applications of a Coreless Motor
With their unique design and compact size, Coreless motors find various applications in various industries. These motors, also known for their efficiency and precision, are crucial components in several devices and systems. Let’s explore some key applications of coreless motors, highlighting their significance in modern technology.
Coreless motors are extensively used in medical devices, where precise control and compact size are critical. They power equipment such as infusion pumps, insulin pumps, and medical robots. The smooth and precise motion provided by coreless motors ensures the accuracy required for delivering medications or performing delicate surgical procedures.
Coreless motors are favored for various applications in the aerospace industry, where weight and size constraints are paramount. They are employed in actuator systems, control surfaces, and satellite positioning systems. Their lightweight design and high power-to-weight ratio make them ideal for space exploration and aviation.
In the realm of consumer electronics, coreless motors stand out as game-changers. Why? Dive into a camera, and you’ll spot them at the heart of the autofocus mechanism. Pick up a gaming controller, and there they are, delivering that tactile vibration feedback.
And for drone enthusiasts? Well, these motors are the unsung heroes behind those agile flights. Their compact footprint, coupled with their powerhouse performance, redefines device efficiency.
What is a coreless motor, and why would I want to make one?
A coreless motor, distinct from its traditional counterparts, lacks an iron core in its armature. This construction results in a lightweight motor with faster response times and decreased cogging.
Why would one opt for a coreless motor?
Choosing a coreless motor presents advantages such as reduced weight, enhanced efficiency, and minimized inertia. Notably, the absence of an iron core diminishes the chances of magnetic saturation.
What are the primary components of a coreless motor?
Fundamental to a coreless motor are:
● A wound copper coil: This creates an electromagnetic field.
● Permanent magnets: These are set around the coil.
● Bearings: They support the rotor.
● A commutator: Essential for current transmission.
How do you begin constructing a coreless motor?
Get the appropriate materials: copper wire, permanent magnets, bearings, and a commutator. Next, designing the motor layout, keeping spatial constraints and application requirements in mind.
What’s the procedure for winding the copper coil?
Initiate by selecting the right gauge of copper wire. Wind this wire onto a temporary form, ensuring it’s tight and evenly layered. Once sufficiently wound, carefully remove the form, preserving the coil’s shape.
Click to read our article Comparison Guide Between Coreless Motors and Brushless Motors.
Constructing a motor requires a delicate balance: an interplay between detailed artisanship and exacting engineering. In our journey, we’ve unraveled the intricate dance of material selection, the precision demanded in design, and the finesse needed during assembly. Every step is pivotal, converging to yield a motor that promises unparalleled efficiency, performance, and reliability.
Consider the coreless motor – a manifestation of science and engineering in harmony. Serving myriad applications, from robotics to aerospace, its distinct design sets it apart. The omission of an iron core? Genius. Benefits stream in diminished cogging, faster response times, and an enviable power-to-weight ratio.
This engineering marvel has flown under the radar for too long, yet its ripple effects in industries demanding tight, efficient motion control can’t be ignored.But a note of caution: crafting such a motor is not for the faint-hearted.
It demands an unwavering eye for detail, an uncompromising commitment to precision, and a sound knowledge of electrical and mechanical nuances. And as with any endeavor of this magnitude, safety is paramount. After all, we’re navigating a world filled with intricate components and materials that, while essential, carry inherent risks.
We at Donghui Motor also have a lot of knowledge about other motor types. You can contact us at any time and we have dedicated personnel to answer your questions. | <urn:uuid:7dff0b18-9626-4a65-873b-f76abef5b392> | {
"dump": "CC-MAIN-2023-50",
"url": "https://www.dhmotor.net/how-to-safely-make-a-coreless-motor/",
"date": "2023-12-07T16:05:13",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100677.45/warc/CC-MAIN-20231207153748-20231207183748-00656.warc.gz",
"language": "en",
"language_score": 0.8985831141471863,
"token_count": 1911,
"score": 3.9375,
"int_score": 4
} |
Learn more about dementia
Dementia is not an illness in itself, but a condition that is affected by an illness. It is estimated that 89.000 people in Denmark are living with dementia.
- Only approximately 50% of all people with dementia are diagnosed
- 400,000 people in Denmark has a family member with dementia
- Approximately 1,500 people under 65 years old has dementia
- There are approximately 8,000 new cases of dementia every year
- 18,000 to 20,000 people in Denmark receives medication for dementia
Illnesses that leads to dementia
There are over 200 different illnesses that can lead to dementia, where the most common illness within this group is Alzheimer’s. More than half of all people with dementia in Denmark suffers from Alzheimer’s and the symptoms often develops slowly. This means that it can be difficult to discover at an early stage. The illnesses can be divided in to 3 categories. :
Neurodegenerative diseases slowly break down the brain and its functions. Diseases within this category includes Alzheimer’s, Frontotemporal dementia and Lewy body dementia.
Vascular dementia is caused by disruptions in the blood supply to the brain or blood vessels. This can for example be caused by coarctation of blood vessels in the brain, blood cloths or hemorrhages.
There are many other diseases that can weaken the brain. This can for example be chronic lack of vitamin B, poisoning or metabolic diseases.
The chance of dementia increases with age
Even though the chance of dementia increases with age, it is not caused by old age, as it was previously assumed. Dementia is instead caused by the diseases that causes weakening of different cognitive functions. Therefore, previously used terms like senile and senility aren’t used anymore.
Depending on the stage of dementia and which illness someone has, the symptoms of dementia can vary. Besides memory loss, which is often seen as the most common symptom of dementia, some of the side effects can of having dementia can be:
- The ability to find words
- The ability to navigate
- The ability to calculate
These symptoms can have a big effect on the person with dementia and the relatives, because the symptoms can have a big effect on the personality of the person with dementia. This can for example be seen by the fact that people with dementia often has difficulty handling situations with a lot of people, and understanding stories told by other people.
Different stages of dementia
There are many different stages of dementia and it is all types of people that can get dementia. Some people become more affected by dementia in their everyday life than others, and the duration of dementia can vary from a few years to many years. That is why it is important to create an everyday life that is adjusted to the specific needs that the individual has, to be able to both safety and the quality of life. This can for example be done by using different types of welfare technology, which can help make everyday life easier. This helps both the person with dementia and the relatives in their everyday life, and creates a habit of using welfare technology, which makes it far easier to use as the stage of dementia increases.
Treatment of dementia
Even though dementia cannot be stopped, there are different forms of treatments that can delay the symptoms caused by dementia.
To keep active, both physically and mentally, can have a big effect on a dementia disease. The daily activities that shapes everyday life, are important, because they help create a meaningful existence that is part of keeping up a social life and the individual’s own identity. This can for example be spending time with family and friends, participation in singing and music and participations in other specific activities for people with dementia.
Physical activities are important, because they have a positive effect on both the body, the mood and the brain. Therefore, it is important to find a kind of physical activity that fits the individual person. This can for example be walks and different kinds of sport. This is among other things helping to improve:
- The circuit
It is important that the care is fitted to the individual. This is both because people react differently to getting dementia because their life story, personality, habits, needs and wishes affect their way to live and therefore also their need for care. Apart from this, physical care is an important part, because some everyday situations can be difficult to handle for people with dementia. This can for example be brushing teeth, eating and showering. | <urn:uuid:15d50c41-c1c6-40b4-8000-707181911ff6> | {
"dump": "CC-MAIN-2019-30",
"url": "https://www.otiom.com/en/viden-om-demens",
"date": "2019-07-15T20:34:07",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524111.50/warc/CC-MAIN-20190715195204-20190715221204-00549.warc.gz",
"language": "en",
"language_score": 0.9581323862075806,
"token_count": 916,
"score": 3.21875,
"int_score": 3
} |
An acute and sometimes sever haemorrhagic illness endemic in West Africa, Lassa fever was first recognised in Nigeria in 1969. The virus (LASV) is contacted by humans primarily through the contaminated excreta of the rodent Mastomys natalensis. There have been various reports on the yearly case burden of the disease in Nigeria from the Federal Ministry of Health, through the Nigeria Centre for Disease Control. Nigeria has been the epicentre of the disease which has also unfortunately been exported to neighbouring and distant countries.
A review of the prevalence of the disease in Nigeria, from 2015 to 2021, shows that the most affected age group was 21-40 years, with a male to female ratio of 1:0.8. With a total of 3311 laboratory-confirmed cases, out of the 20,588 suspected cases from 29 Nigerian states, there have been yearly outbreaks in Edo, Ondo, Taraba, Ebonyi, Bauchi, Plateau and Nasarawa over the aforementioned time frame. Over 33,802 persons underwent contact tracing, with about 90 per cent completing follow-up.
There was a case-fertility rate that ranged from 9.3 per cent to 29.2 per cent within the period. The epidemiological trend of the disease has witnessed a sharp decline in the yearly seasonal peaks from weeks 1 to 13, with about 75 per cent reduction in incidence between 2020 and 2021.
Being a yearly outbreak in West Africa, Lassa fever has been reported more in Nigeria. The disease usually records seasonal peaks during the dry season, from November to April, and is common in Sierra Leone, Ghana, Mali, Nigeria, Benin, Togo, Guinea and Liberia.
One of the reasons for delay in Lassa fever diagnosis is its non-specific symptoms, such as fever and the assumption that the febrile illness is caused by other factors, such as malaria, which is very endemic in sub-Saharan Africa. Another challenge with the management of the disease is the difficulty in identifying its onset, due to the generalised symptoms and clinical presentation, such as fever, vomiting, fatigue, abdominal pain, sore throat, chest pain and myalgia. The disease may also progress to serious complications, such as encephalitis, respiratory difficulty, haemorrhage, neurological problems and hearing loss.
The incubation period for the Lassa fever virus is one to three weeks. This long incubation period makes it easier for an infected person living in an endemic region to travel both locally and internationally, spreading the disease. The ease of human movement, coupled with the interconnectedness of countries in West Africa escalates the risk of international spread of the disease.
There is an urgent need for disease surveillance systems as well as a comprehensive outbreak response. This should serve as a public health procedure in cross-border migration.
The World Health (WHO) Organisation has said that Nigeria’s failure to fully implement disease surveillance mechanisms to handle Lassa fever has led to the repeated outbreaks of the disease at state and national levels. The negligent and lackadaisical attitude of the Nigerian government towards healthcare also contributes significantly to the high mortality rate recorded yearly.
However, in recent years, the provision and use of personal protective equipment (PPE) for healthcare workers has led to the substantial reduction in confirmed cases among Nigerian healthcare workers. Cumulatively, from week 1 to week 24, 2022, 158 deaths have been reported, with a case fatality rate (CFR) of 19.8 per cent, which is lower than the CFR for the same period in 2021 (20.5 per cent).
In total for 2022, 24 States have recorded at least one confirmed case across 99 Local Government Areas. Of all confirmed cases, 68 are from Ondo (29 per cent), Edo (25 per cent) and Bauchi (14 per cent).
The prevention of Lassa fever outbreak depends on many factors but most importantly, there should be a deliberate and focused effort on the promotion of community hygiene, to make it difficult or impossible for rodents to infest homes. Effective measures in this regard include: storing grains and other foodstuff in rodent-proof containers, disposing of garbage far from home, maintaining clean households and, if possible, keeping cats.
Lassa fever causes approximately 5000 to 10,000 deaths annually in West Africa and cases have been exported to Europe and the Americas, challenging public health. Although the Lassa virus was first identified over five decades ago in 1969, no treatments or vaccines have been approved to treat or prevent infection.
Notwithstanding, ribavirin, an antiviral drug, has been used with success in most patients. It has been shown to be most effective when given early in the course of the illness. | <urn:uuid:3db86a3a-acfc-4ed4-b05c-a633861fdf5f> | {
"dump": "CC-MAIN-2023-50",
"url": "https://pharmanewsonline.com/the-reign-of-lassa-fever-in-nigeria/",
"date": "2023-12-04T06:06:46",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100525.55/warc/CC-MAIN-20231204052342-20231204082342-00103.warc.gz",
"language": "en",
"language_score": 0.9531400203704834,
"token_count": 982,
"score": 3.328125,
"int_score": 3
} |
Melody has cerebral palsy. So does Mark, my camp counselor friend. Both of them are in wheelchairs, and are unable to walk, and need aid to talk and eat. But one of the children at the camp where I worked has cerebral palsy and he can walk and talk and eat just fine.
So then, what is cerebral palsy exactly?
Cerebral palsy is a general term for a group of motor conditions that develop in-utero or shortly after birth. Cerebral means brain and palsy means a disorder of movement or posture. Cerebral palsy refers to damage to the part of the brain that controls muscle tone, and it can cause increased muscle tone, reduced muscle tone or some combination of both. Where the muscle tone problems are localized - legs, arms, face, etc - depends on exactly where the damage in the brain has occurred.
Muscle tone is defined as the amount of resistance or tension a muscle has to movement. It is the way we keep our bodies in specific postures and make our bodies move in ... | <urn:uuid:bae2619e-47db-442b-ac9b-309e4625beca> | {
"dump": "CC-MAIN-2016-50",
"url": "https://www.bookbrowse.com/mag/btb/index.cfm/book_number/2414/out-of-my-mind",
"date": "2016-12-06T12:14:41",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541905.26/warc/CC-MAIN-20161202170901-00056-ip-10-31-129-80.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9655315279960632,
"token_count": 218,
"score": 3.28125,
"int_score": 3
} |
Americans Have Much More Living Space than Europeans
In the United States, local governments continue to play a sizable role in constraining the amount of develop-able land, and in adding costs to housing development in the form of development fees, zoning, building-materials mandates, and minimum-size mandates.
Yet, housing continues to cheaper in the US when compared to much of the world.
According to the OECD, for example, housing expenditure in the United States is 18 percent of gross adjusted disposable income. That's the third-lowest in the OECD. Moreover, housing costs in the US by this metric are only 75 percent the size of what they are in Denmark and the United Kingdom. US costs are 78 percent the size of housing costs in Italy.1
Similarly, the OECD notes that in the United States, there are on average 2.4 rooms per person. Only Canadians have more rooms per person. In Switzerland, Spain, Denmark, and Japan, however, there are only 1.9 rooms per person. That's one-fifth less than the average in the US.2
And the number of rooms aren't the only metric by which US homes are bigger. According to the BBC, floor space in newly built homes in the United Kingdom is less than half of what it is in the United States:
Scholars have also noted these differences for years. In their book Living Wages Around the World: Manual for Measurement by Richard Anker and Martha Anker note:
Floor space is higher still in the United States where households at the 20th percentile ofthe houshold income distribution had 28.8 square meters per person in 1985 and 33.5 square meters per person in 2005, implying around 115 and 134 square meters respectively for a lower income household of 4 persons.
In other words, as the BBC chart shows, the square footage for a lower-income household in the US is similar to the overall average for living space in France.
Growth in home size is larger in the US as well. According to State of the World 2004, write:
The United States represents the extreme case, where average new homes grew nearly 38 percent between 1975 and 2000, to 210 square meters (2,265 square feet) twice the size of typical homes in Europe or Japan and 26 times the living space of the average person in Africa.
And certain amenities are bigger in the US:
The average size of refrigerators in US households, for example, increased by 10 percent between 1972 and 2001, and the number per home rose as well. Air conditioning has taken a similar path: in 1978, 56 percent of American homes had cooling systems, most of which were small window units; 20 years later, three quarters of US homes had air conditioners and nearly half were large central systems.
Square footage isn't the only measure of living space either, As noted in Perspectives on the Performance of the Continental Economies edited by Edmund S. Phelps, Hans-Werner Sinn
A considerable part of the US advantage in cross-country comparisons of living standards must stem from the much larger size of average American swelling units, both their internal dimensions and the amount of surrounding land. Fully three-quarters of the American housing stock consists of single-family detached and attached units. The median licing area in the deteched units is 1,720 square feet, with an average acreage for all single-family units of 0.35 (equivalent to a lot size of 100 by 150 feet or 1,394 square meters). Another figure that must seem unvelievable to Europeans is that fully 25 percent of American single-family units rest on lots of one acre or more, equivalent to 4,052 square meters. Available data, though spotty for Europe, suggest that the average American dwelling unit is at least 50 to 75 percent larger than the average European unit.
These factors ought to be considered when we look at disposable income comparisons between countries. "Disposable income" tells us about the cash income that people receive, but these measures tell us little about some of the differences in the standard of living and cost of living as they vary form place to place. For whatever reasons, Americans have for decades preferred to exchange a higher cost of living in many cases for a larger amount of living space. It doesn't have to be this way. Americans could have preferred to economize on housing in order to spend more on other living expenses. But they have not. Instead, a great many Americans have chosen to reinforce both private sector and public sector policies that produce larger housing units.
- 1. This data point includes rental housing. See: "Better Life Index, Edition 2017" https://stats.oecd.org/Index.aspx?DataSetCode=IDD
- 2. Rate = number of rooms divided by the number of people living in the dwelling. OECD states: "This indicator refers to the number of rooms (excluding kitchenette, scullery/utility room, bathroom, toilet, garage, consulting rooms, office, shop) in a dwelling divided by the number of persons living in the dwelling." | <urn:uuid:379cf0a5-a542-4412-abae-289f5f7549d7> | {
"dump": "CC-MAIN-2019-13",
"url": "http://mises.tv/power-market/americans-have-much-more-living-space-europeans",
"date": "2019-03-23T16:25:46",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202889.30/warc/CC-MAIN-20190323161556-20190323183556-00164.warc.gz",
"language": "en",
"language_score": 0.9542590379714966,
"token_count": 1046,
"score": 3.15625,
"int_score": 3
} |
Practical Guide to Python Working with Files
Transcript from the "Working with Files" Lesson
>> I'm not gonna dive into this too much, but there are a few important concepts and syntax that I would like you to be familiar with. When you work with files, there are different modes for opening them, don't recognize them or sorry, don't memorize them. Instead, check out this cheat sheet for when you need it, and forget it, it's kind of useless knowledge.
[00:00:29] The important one though, is r which is open for reading, that is the default. So if you don't pass in a file mode that's the one that it's going to be. There are other file modes like truncate, open for writing, but truncate the file there's a text mode.
[00:00:51] Generally, you'll probably only be working with r or w or occasionally a, which means open this file I would like to write to it. But if that file already exists, append to the end of it instead of overwriting it. So opening a file in Python looks something like this.
[00:01:14] You call open on it. Remember that will open a file in read mode by default. If you want to open a file for writing but replace any existing file use mode w or if you want to open a file for reading and writing, but append to the end of a file if it already exists use mode a.
[00:01:37] Now the thing about files is, you want to call close on any open file that you have to release the handle that your program has on that file back to the operating system. Otherwise you're locking it up. And if your program crashes before you happen to call close, you might end up in some pretty weird states.
[00:02:01] So Python has some shortcuts and tax called a context manager. And a context manager is like taking a block of code that depends on some resource, like a file. And there's, some stuff that happens under the hood when you use this syntax this keyword with, that will then close the file for you, and also take care of any cleanup if this happens to throw an exception.
[00:02:33] So if you are familiar with other programming languages, it's similar to a try and finally block but it's a lot cleaner to look at. So you can think of context managers as code that just automagically provisions a resource before your code runs and then cleans it up afterward.
[00:02:53] And that open function that we saw earlier that works as a context manager. And so opening a file can look like this. And then we don't have to call close on that file every time and litter our code with open, close, open, close. We can use this with keyword and know that that closing is happening for us. | <urn:uuid:eed5dc27-e82a-487b-99ee-47d9be006487> | {
"dump": "CC-MAIN-2023-14",
"url": "https://frontendmasters.com/courses/practical-python/working-with-files/",
"date": "2023-03-23T00:52:39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944606.5/warc/CC-MAIN-20230323003026-20230323033026-00300.warc.gz",
"language": "en",
"language_score": 0.9632025361061096,
"token_count": 611,
"score": 3.09375,
"int_score": 3
} |
* [Hans] Kohn’s distinction had its roots in Meineke’s (1970) distinction between “staatsnation” (state nation) and “kulturnation” (culture nation). Kohn’s basic argument was that in Western Europe (his examples were France, the UK, The
Netherlands and Switzerland), the borders of the state were settled prior to the rise of nationalism, which created a strong focus on the new democratic procedures that could legitimize the existing state. Nationalism therefore contained a narrative about turning oppressed inhabitants into citizens. In a less positive interpretation, Tilly calls it a “state-led nationalism” where “rulers who spoke in a nation’s name successfully demanded that citizens identify themselves with that nation and subordinate other interests to those of the state” (Tilly 1994:133). In contrast, the borders in Eastern Europe were settled after the rise of nationalism, which created a strong focus on the ethnic/cultural dimension of nationhood. Tilly calls it “state-seeking nationalism” where “representative of some population that currently did not have collective control of a state claimed an autonomous political status, or even a separate state, on the ground that the population had a distinct, coherent cultural identity” (Tilly 1994:133). Kohn used the terms “Western” and “Eastern” both to denote the
geographic locations of the various ideas of the nation (Kohn drew the line between the area west of the Rhine and the areas east of the Rhine) and to denote two different ideal types of perceptions of nationhood.
* most contemporary scholars find it useful to replace Kohn’s dichotomy with either 1) a continuum from “civic/Western/political” at the one end to “ethnic/Eastern/cultural” at the other or 2) a two-dimensional solution. Those in favor of a continuum often cite Anthony Smith for the argument in his seminal 1991 book that “… every nationalism contains civic and ethnic elements in varying degrees and different forms. Sometimes civic and territorial elements predominate; at other times it is the ethnic and vernacular components that are emphasized”… | <urn:uuid:49727126-a0fa-46d4-87e6-930bf9e7c6c5> | {
"dump": "CC-MAIN-2022-05",
"url": "https://lukeford.net/blog/?p=142671",
"date": "2022-01-18T19:09:08",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300997.67/warc/CC-MAIN-20220118182855-20220118212855-00402.warc.gz",
"language": "en",
"language_score": 0.938481867313385,
"token_count": 470,
"score": 3.1875,
"int_score": 3
} |
DID YOU KNOW?
The Brazil nut is the most economically important plant product that is harvested sustainably in the Amazonian rain forest. Close to 70% of the world’s supply comes from the Pando region, an area that only represents 3% of the Amazon forest.
RECIPES WITH Brazil Nuts
Nut & Dried Fruit Origins
NUTS & DriEDFRUIT QUIZ
There is only one animal in the Amazonian rainforest that can crack the outer woody of Brazil nut woody capsule. True or false?
Correct answer: True. With its sharp, chisel-like teeth, the agouti is the only animal that can crack the Brazil nut capsule open and help with the dispersal of seeds.
Brazil nut is one of the tallest trees of the Amazon basin’s tropical rainforest. How many meters can it reach?
Correct answer: c) Brazil nut is one of the tallest trees of the Amazon Basin’s tropical rainforest, it can reach up to 50 m in height, an age of 1,000 years and may have a diameter of 20-30 m.
Turmeric Latte with Brazil Nut
This recipe isn’t just for winter! Our Brazil nut latte with turmeric will spice up your day at whatever time of year!
Brazil Nuts and the Amazon Rainforest: A Story of Sustainability, Livelihood, and Conservation
The Brazil nut and the Amazon rainforest are inseparable and as deforestation, wildfires, and land grabbers destroy the rainforest, the negative chain effect begins. Therefore,
Debunking the Myths of a Plant-Based Diet
Plant-forward eating has been at the forefront of conversation surrounding a healthy and sustainable way of living for a number of years now and, it
Do You Want Better Brain Health? Go Nuts!
Eating nuts has long been associated with having positive effects on our health, especially our heart health. But, did you know that higher nut consumption could also be the key to better cognitive function in the elderly? | <urn:uuid:42a8c02c-35c4-42aa-9cea-7e33e629f2fa> | {
"dump": "CC-MAIN-2023-14",
"url": "https://www.nutfruit.org/nutfruit/brazil-nuts/",
"date": "2023-03-30T07:22:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949107.48/warc/CC-MAIN-20230330070451-20230330100451-00357.warc.gz",
"language": "en",
"language_score": 0.9132437109947205,
"token_count": 430,
"score": 3.203125,
"int_score": 3
} |
April 8, 2021 6:02:51 pm
Written By Blesson Samuel
The recent flash flood in Uttarakhand’s Chamoli district had a devastating impact on people’s life and livelihood. Sixty-eight lives have been lost and over 136 people are still missing. The state government has initiated a process of declaring missing people by issuing a notification as “presumed dead”. For Uttarakhand’s local population, whose homes and villages have been swept away by the raging floodwaters, life has been irrevocably altered. Trapped in their homes without food and water, they are left without a livelihood. They are now forced to bear the full and enduring impact of the glacial outburst.
Children are the worst affected — witnessing the destruction caused by the floods has been very distressing and traumatic. Failure to address mental health and psychosocial issues post disasters, stalls a child’s development. Children with mental health conditions suffer stigma, discrimination — even human rights violations. Disasters also put parents and caregivers under mental and psychosocial duress, which can prevent them from providing the protection, stability and nurturing care their children need during and after an emergency. Psychosocial care for children should become a part of the minimum standards of humanitarian assistance delivered by government and civil society to crises-affected populations. Initiatives on psychosocial interventions should be integrated in every disaster response.
After the 2018 Kerala Floods, 10-year-old Anusha was not as cheerful as she used to be. The floods that shook her small house near Alleppey, Kerala had affected her deeply. She became silent. Her fathers’ dependency on alcohol and the friction between her parents compounded her mental stress. The timely psychosocial counselling provided at her school by an NGO helped her to come out from her post-traumatic stress disorder. Anusha is now able to concentrate on her education and is back on the road to normalcy.
Best of Express Premium
All disasters are accompanied by human suffering. Disaster survivors suffer in their own way, often silently. Immediately after a disaster, life-saving aid flows in. While the government, volunteers and humanitarian agencies are adept at dealing with the physical needs, on most occasions they miss the invisible needs of disaster survivors, such as mental health and psychosocial support, especially for children.
Disasters like flash floods often occur in far-flung and low-resource areas. In Uttarakhand, the affected families are still trying to cope with the aftermath. The state government must guarantee last mile connectivity to ensure no one is left behind — especially those in needs for psychosocial support. While it is the primary role of the state, the responsibility should be shared with local government, the private sector and other stakeholders, including civil society to provide the much-needed mental health services. Governments should provide an enabling environment for development of capacities for the provision of Mental Health and Psychosocial Support (MHPSS) as an integral part of recovery initiatives in disaster-affected areas. In order to support programmes that promote and implement action to enhance psychosocial recovery, it is critical to allocate requisite funds to provide psychosocial support and mental health services for all people, including children.
The National Mental Health Programme (NMHP) is the Government of India’s sole centrally-sponsored scheme for mental health. The programme, however, remains heavily underfunded, and the Union budget allocation has been reducing every year. Sustainable finance mechanisms are critical for strengthening psychosocial support for disaster survivors. The proposed allocation for NHMP in FY 21 — Rs 40 crore — is too small an amount to handle mental health impact and fallouts of the COVID-19 pandemic. Adequate budgetary provisions and finance mechanisms will definitely improve access to psychosocial care services and align us with the Sendai framework and Prime Minister’s 10-point agenda for disaster risk reduction.
Many times, children’s voices go unheard. They are unable to take forward their concerns to the government and policy makers. Access to psychosocial care during humanitarian emergencies is paramount and we cannot afford to compromise on this requirement, lest there be more Anushas affected in the fallout of any disaster.
Blesson Samuel is head, Emergency Relief and External Engagement, World Vision India
📣 Join our Telegram channel (The Indian Express) for the latest news and updates
- The Indian Express website has been rated GREEN for its credibility and trustworthiness by Newsguard, a global service that rates news sources for their journalistic standards. | <urn:uuid:54a466d6-4fba-40f2-9870-7fabb60d020d> | {
"dump": "CC-MAIN-2022-27",
"url": "https://indianexpress.com/article/opinion/columns/post-disaster-mental-health-support-for-kids-is-essential-7264674/",
"date": "2022-07-02T06:31:54",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103984681.57/warc/CC-MAIN-20220702040603-20220702070603-00496.warc.gz",
"language": "en",
"language_score": 0.9508883357048035,
"token_count": 935,
"score": 3.15625,
"int_score": 3
} |
Abrasives are an optional additive used in waterjet cutting, for example, as part of sheet metal processing. These are usually mineral materials that are hard and have an angular structure. With the help of abrasives, various materials can be cut quickly, cost-effectively, but above all without generating heat. In industry, waterjet cutting technology, also known as abrasive cutting, is becoming increasingly popular.
What abrasives are available?
Common abrasives include olive sand, quartz sand, corundum and garnet. These mineral materials are ideally suited for abrasive cutting due to their hardness and structure. Together with a water jet, they hit the material to be machined under high pressure and remove it particle by particle. While corundum is more suitable for softer materials, garnet and olive sand are recommended for hard materials. Those who choose garnet sand as an abrasive, for example, can choose between different types of sand, each with a different grain size. There are several gradations between the very fine flour sands and the large coarse sands. In direct comparison, garnet sand is a little harder than quartz sand and is therefore also suitable for processing particularly hard materials. On the other hand, this form of abrasive is somewhat more expensive.
Abrasives must not only be hard and have an angular structure, but also fulfil other requirements, especially for reasons of occupational health and safety:
- Abrasives must not have any chemical activity
- Abrasives must not be toxic
- Abrasives must be ferrite-free
In waterjet cutting itself, the abrasive is sucked into the mixing chamber by the so-called Venturi effect (negative pressure). There, water and abrasive mix with each other. The water jet mixed with the abrasive then hits the material to be processed. How much abrasive is needed per litre of water depends, among other things, on the material selected and the size of the machine's nozzle. It should be noted that the jet diameter increases when waterjet cutting with abrasive compared to waterjet cutting without abrasive.
How can abrasives be recycled?
A large part of the abrasive used in waterjet cutting is disposed of as a waste product after use. This causes high costs for the operator of the machine. Therefore, there are now more and more efforts to recycle abrasive. Recycled abrasive does not lose any of its effectiveness. In fact, initial results show that around 50% of the abrasive used can be recycled per operation. This can save enormous costs per year. Whether and to what extent recycled abrasive is suitable for a machine depends on various factors and must be compared with the respective manufacturer's specifications. | <urn:uuid:42a53144-6aec-439a-bdeb-076d59a5fb95> | {
"dump": "CC-MAIN-2023-40",
"url": "https://www.ruhlamat.com/en/wiki/abrasives",
"date": "2023-10-01T12:24:05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510888.64/warc/CC-MAIN-20231001105617-20231001135617-00566.warc.gz",
"language": "en",
"language_score": 0.9454481601715088,
"token_count": 559,
"score": 3.109375,
"int_score": 3
} |
Final Project and Presentation (25%): The final project is a student’s exhibition of her/his understanding and experience of any important aspect of Japanese art. The student may choose one of two options: a research paper of 10-11 pages, preferably with a certain theme or central issue; or a creative artwork based on or inspired by a Japanese artist or style with an explanatory paper of 4-5 pages.
You'll need to set up an account the first time you use it and log in subsequently.
Once you have an account, either go directly to Tipasa and manually enter the information, or, if you're using a database, look for a shortcut link to automatically fill out the form, like this:
Allow at least a week for the article to come. If your article is delivered in electronic format, you'll receive an email with a link to follow as soon as it's arrived. If it's delivered in paper, you'll receive it right in your campus mailbox.
When search databases, keep these techniques in mind.
Quotation marks search for an exact phrase.
"Japanese art" finds results with that exact phrase.
Without the quotation marks, you may also get Japanese and art
Add more words when you want to narrow your search. Use the word AND to connect different concepts.
"ink painting" and calligraphy
Use OR to find related terms.
pottery or ceramics
Use an asterisk * to find variant word endings. Be careful not to shorten your word too much, because this can bring back results that are not relevant.
paint* retrieves paint, paints, painters, painting, etc.
Use the following databases to find articles on your topic. You may search by keyword, subject, or author.
Covers biographies, criticism, country surveys, artistic styles and movements, art forms, subject matter and iconography, and techniques. Note: Limit of 3 simultaneous users.
Books in Primo are assigned Library of Congress Subject Headings. In many ways, subject headings are a form of tagging, in that they represent the content of the material and provide ways for you to efficiently locate more materials that are conceptually related.
Below are examples of subject headings useful for finding books about a particular topic within Japanese Art.
|Art, Japanese||Buddhist art Japan|
|Art, Japanese Influences||Painting, Japanese|
|Art, Japanese 20th Century||Painting, Japanese Meiji period|
|Art, Japanese Exhibitions||Shinto art|
|Art Chinese, Japanese Influences||Sculpture Japanese|
|Art, Japanese Western Influences||Porcelain Japanese|
East and West in Art
Westerners in Asian Art
Zen Art Japan
Art Modern Japanese Influences
|Japanese Tea Ceremony|
|Color Prints Japanese||Women artists Japan| | <urn:uuid:55e02457-dd21-4c41-9933-84fc4a475a55> | {
"dump": "CC-MAIN-2022-27",
"url": "https://library.pugetsound.edu/c.php?g=1239064&p=9068043",
"date": "2022-07-05T18:13:27",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104597905.85/warc/CC-MAIN-20220705174927-20220705204927-00316.warc.gz",
"language": "en",
"language_score": 0.8824418783187866,
"token_count": 600,
"score": 3.015625,
"int_score": 3
} |
posted on Feb, 18 2004 @ 08:39 AM
I'm studying mythology and have learned about
patriarchal societies and matriarchal societies..
It's interesting to note that before pa and ma societies were created there was a stage of hetairism, aka barbaric stage. In this earliest stage,
either males or fems were dominant, this was a period of widespread sexual promiscuity when children did not know their fathers, women were
defenseless, rape took the place of marriage, and family life was citually nonexistent. The characteristic goddess in greek mythology during this
period, was aphrodite, goddess of love, with no aspect of order or morality.
Next, women banded together for their own defense, leading to the development of mat society that replace the chaos of hetairism. THis phase saw the
first blossom of civilization, laws, agriculture, and the arts. Love of the mother and worship of a mother goddess were also characteristics of this
age, which was symbolized for demeter, the goddess of crops. In an important greek myth, demeter's daughter kore is seized by force from her mother
by hades, the lord of the underworld.
The greek myths of fierce female warriors, the Amazons, are an ancestral memory of women banding together for protection. If you interpret the myth of
Oedipus you get three phases of this struggle: The sphinx, who was hermaphroditic, having both f and m genitalia, Oedipus then marries his own mother,
who is the ruler of Thebes, the tragic events describing her downfall were interpreted thus as a thinly veiled account of the transition from ma to
pat society. Another belief is that the oppression of women by men as adults was an overcompensation for the dependence felt by male children toward
their mothers. This maybe a conscious persistence of an unconscious ancestral memory of a time when adult men were ruled by women.
It's also interesting to note that in our "own time" during the fight for the ratification of the U.S Equal Rights Amendment, the opponents of the
bill warned of a type of hetairism (although they never used the word) that would result from the equality of the sexes.
[Edited on 18-2-2004 by TrueLies] | <urn:uuid:2c7a888d-c8f9-4996-978e-fc1215a53678> | {
"dump": "CC-MAIN-2013-48",
"url": "http://www.abovetopsecret.com/forum/thread33271/pg3",
"date": "2013-12-10T03:34:24",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164006951/warc/CC-MAIN-20131204133326-00081-ip-10-33-133-15.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9754638671875,
"token_count": 493,
"score": 3.078125,
"int_score": 3
} |
|Listed||June 2, 1970|
|Family||Physeteridae (Toothed Whales)|
|Description||Large, dark gray, toothed whale with a square head.|
|Food||Squid, sharks, bony fishes.|
|Reproduction||One calf every three years.|
The sperm whale, Physeter catodon, is a large, robust, toothed whale with a massive square head equal to one-third of the body length. Males range in length from 40-60 ft (12-18 m) and may weigh up to 58 tons (65 metric tons). Females are smaller in length and weight, about 30 ft ( 9 m) and 20 tons (22 metric tons). A narrow lower jaw closes the mouth, which contains 20-24 conical teeth. Coloration is dark or brownish gray, grading to light gray or white beneath, particularly around the jaw. The S-shaped blow-hole is located on the front and to the left of the snout, rather than on top. The dorsal fin varies in shape from a strongly defined triangle to a low hump. The skin has a prune-like texture overall.
A reservoir in the whale's head, containing oil and once thought to hold sperm, gave the whale its name. Many taxonomists now prefer the classification Physeter macrocephalus. Herman Melville's Moby Dick was a sperm whale.
The sperm whale exhibits a complex social organization that is not well understood. Scientists have noted two types of schools, each comprising up to about 50 animals-bachelor schools made up of un-mated bulls, and nursery schools composed of cows and nursing calves. During breeding season, males compete for control over breeding females and establish harems of about ten cows. The gestation period is 16 months, after which a single calf is born, 13 ft (4 m) long and weighing nearly a ton (0.9 metric tons).
Sperm whales follow schools of squid and octopus to great depths, routinely diving 1,500 ft (450 m) below the surface and possibly diving 10,000 ft (3,000 m) on occasion. A variety of fishes, such as sharks, rays, skates, and bony fishes are also eaten.
The sperm whale is a creature of the open ocean and deep oceanic canyons. It ranges from the edges of both polar ice caps to the equator, breeding in the warmer latitudes and migrating to cooler latitudes. Large males cover greater distances and travel furthest to reach the edges of the polar ice.
Historically, the sperm whale was found throughout the world's oceans, concentrated mostly in the middle latitudes. The population once numbered in the millions, making it the mainstay of the whaling industry.
Although the population has been greatly reduced by whaling, the sperm whale is considered the least threatened of the great whales. Current population estimates range from 700,000 to nearly 2 million.
The sperm whale was one of the earliest targets of whalers and was hunted for centuries, primarily for spermaceti oil taken from an organ in the nose. This oil, which allows whales to decompress after deep dives, was used in oil lamps and for lubrication. In addition to oil, the mammal was valued as the source of ambergris, a waxy secretion used in the fabrication of perfumes because of its ability to hold scent. The sperm whale has been commercially hunted since the 11th century reaching its peak in 1820-1860 and again in 1960-1962 when new technologies assisted in taking 67,000 individuals in only two years.
Conservation and Recovery
Restrictions were first placed on hunting of sperm whales at the International Conference on Whaling convened by the League of Nations in 1937. Quotas and size restrictions were established to protect females and assure future breeding stock. When large bulls were taken, however, the fertility rate of harems declined precipitously.
By the late 1970s conservation groups, alarmed by the continuing decline of the sperm whale, pressured government members of the International Whaling Commission (IWC) to greatly reduce fishing quotas for the sperm whale. As a result, factory-ship whaling, using floating meat and oil processing plants, was banned. Soviet whaling was severely curtailed, and the Japanese agreed to take only minke whales in Antarctic waters. Hunting quotas for the sperm whale were established in the low thousands at that time.
In 1986, the IWC declared a moratorium on the killing of whales, except for the purposes of scientific research, a ban that has more or less been observed by all 38 member countries.
Office of Protected Resources
National Fisheries Service
1315 East-West Highway
Silver Spring, Maryland 20910
U.S. Fish and Wildlife Service
Division of Endangered
Species Mail Stop 420 ARLSQ
1849 C St., N.W., Washington, D.C. 20240
Baker, M. L. 1987. Whales, Dolphins, and Porpoises of the World. Doubleday, Garden City.
National Marine Fisheries Service. 1991. Recovery Plan for the Northern Right Whale (Eubalaena glacialis ). Right Whale Recovery Team, National Marine Fisheries Service, Silver Spring, MD.
Norris, K. S., and G. W. Harvey. 1972. "A Theory for the Function of the Spermaceti Organ of the Sperm Whale." In Animal Orientation and Navigation. NASA, Washington, D.C.
sperm whale • n. a toothed whale of the family Physeteridae (esp. the very large Physeter macrocephalus), with a massive head, typically feeding at great depths on squid, formerly valued for the spermaceti and sperm oil in its head and the ambergris in its intestines. | <urn:uuid:7ba92fcb-6dd8-44d5-83e0-4063aae13dd6> | {
"dump": "CC-MAIN-2021-21",
"url": "https://www.encyclopedia.com/plants-and-animals/animals/vertebrate-zoology/sperm-whale",
"date": "2021-05-06T06:58:18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988741.20/warc/CC-MAIN-20210506053729-20210506083729-00182.warc.gz",
"language": "en",
"language_score": 0.9236786961555481,
"token_count": 1213,
"score": 3.578125,
"int_score": 4
} |
A number of countries, regions or communities have only one main medium to economically access the Internet. Examples in the Pacific are countries with new fiber connections to the main urban center only. Similarly, some continental counties have substantial regions with limited connectivity. The paper will review previous models have been used to provide access for competing ISPs and shared expenses such as restoration of service by satellite in the event of a cable disruption. This concept is often referred to as “Open Access.” Like a freeway or turnpike with fees, some public support may be needed to provide equitable access with universal service obligations.
New fiber or satellite systems, while fast and reliable, may not provide economical service. What are the infrastructure, pricing and regulatory arrangements, including flexibility, that can provide affordable in-country Internet service? An example is a community that has a school information system and/or instructional support system available locally and not requiring regular international access. Some bits will cost more than others. Prime time movie viewers willing to pay will help make off peak hours more affordable.
The particular focus will be on Pacific Island telecom systems – and their regulators -- that have or will get external funding to provide Internet connectivity and require ending of monopolies. One issue could be ownership or management of a single cable system. | <urn:uuid:958e62bd-f9f3-4e2a-b0a1-6d2ce321d075> | {
"dump": "CC-MAIN-2018-05",
"url": "http://ptc2.revacomm.net/ptc16/program-and-attendees/proceeding.html?pid=137",
"date": "2018-01-20T20:32:44",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889733.57/warc/CC-MAIN-20180120201828-20180120221828-00093.warc.gz",
"language": "en",
"language_score": 0.9455156922340393,
"token_count": 258,
"score": 3.0625,
"int_score": 3
} |
Use this PBL scenario to kick start your school newspaper. This PBL will get you students to think of the idea for a school newspaper, newscast, etc. without the teacher instructing them on what they will do. PBL comes with a general guideline on how to facilitate the scenario in your class.
This scenario will take a 2-5 days for students to work through the learning process and finalize research before stating the problem and generating solutions (brainstorming).
Useful in grades 4-8. | <urn:uuid:ccfcafb3-ef33-4ccc-b0db-ca9397a1d52b> | {
"dump": "CC-MAIN-2018-39",
"url": "https://www.teacherspayteachers.com/Product/School-Newspaper-Newscast-Problem-Based-Learning-PBL-Scenario-1018259",
"date": "2018-09-22T05:45:29",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267158045.57/warc/CC-MAIN-20180922044853-20180922065253-00548.warc.gz",
"language": "en",
"language_score": 0.9283520579338074,
"token_count": 107,
"score": 3.046875,
"int_score": 3
} |
By Rachel Offenbacher, MD
Modern medicine has transformed childhood disease; infant mortality and childhood death due to infectious diseases are uncommon in the United States today. Vaccinations have obliterated some of the deadliest illnesses physicians used to diagnose; small pox was successfully eradicated in 1979,1,2 the incidence of polio has decreased by 99%,3 and until recently, measles was believed to be obsolete.4
Measles was believed to be eliminated in the United States in 2000.4 Unfortunately, low rates of immunization in pockets in the United States allowed measles to return and spread among mostly unvaccinated children. Two doses of the measles-mumps-rubella (MMR) vaccine are required to protect children from measles. In 2017, only 85% of children received the first dose and 67% the second dose worldwide.5 We saw higher rates of vaccination in the United States; 91% of children received one or more doses of the MMR vaccine.6 However, in 2019, we have already seen 839 cases in 23 states and the number continues to grow.7 This is the greatest number of cases since 1994, prior to eradication.7
As a pediatric resident, I devote my time between very healthy children and very sick children. Most of my clinic patients are well: they’re growing up healthy and don’t need to see their physician very often. My other patients—those in the hospital—are acutely ill, whether with cancer, serious infections, or while awaiting organ transplants.
My challenge? To keep my healthy patients healthy, and to give my sick patients the best chance at getting better. That’s why I devote a lot of time to discussing the importance of vaccines.
In the first year of life, infants visit the pediatrician very often. I see my patients every two months and I take each opportunity to stress how important the scheduled vaccines are. Not only do I value the importance of ensuring safety for the healthy babies and children, but in the back of my mind, I am very concerned about herd immunity. The recent outbreak taught us clearly that every vaccination counts and every child who isn’t vaccinated puts themselves and others at risk. Herd immunity is defined as the resistance to the spread of a contagious illness due to a large majority of immune individuals in the public; importantly, herd immunity is facilitation by widespread community vaccination.8
As a physician and future pediatric oncologist, I believe that physicians have the responsibility to be vocal. We need to share our knowledge and health worries with our patients, because otherwise the antivax propaganda will have an easier path to gain more followers.
I’m grateful that most of the patients I’ve had the opportunity to care for had been vaccinated on schedule. However, when my patients who are diagnosed with cancer initiate chemotherapy in hopes of cure, their immune systems are wiped clean, which means their immunity to contagious illnesses is essentially nonexistent. Children with cancer spend a great deal of time in the hospital, whether to undergo treatment or to protect them from developing infections outside. In this way, young patients rely on herd immunity to protect them from exposure to illnesses they’re no longer immune to. By vaccinating healthy pediatric patients, I take pride in knowing these healthy kids’ immunity also facilitates safer opportunities for kids with cancer to enjoy time with their family outside the hospital.
By encouraging vaccination in healthy kids, we have a better chance of curing sick kids. And that makes all the difference.
Dr. Offenbacher is a pediatric resident at the Children's Hospital at Montefiore. She serves as a national program delegate for the Section of Pediatric Trainees for the American Academy of Pediatrics (AAP) and is a resident representative for the Graduate Medical Education Committee (GMEC). She is also a resident CATCH grant recipient for AAP. She plans to pursue a fellowship in pediatric hematology oncology.
- Bremen JG, Arita I. N Engl J Med. 1980;303:1263-73.
- Fenner F. Rev Infect Dis. 1982;4:916-30.
- World Health Organization. Poliomyelitis. Mar 1, 2019.
- Centers for Disease Control and Prevention (CDC). Measles history. Feb 5, 2018.
- Magra I. New York Times. Apr 25, 2019.
- CDC. Immunization. Mar 17, 2017.
- CDC. Measles cases and outbreaks. May 20, 2019.
- U.S. Department of Health and Human Services. Vaccines protect your community. Vaccines.gov. Dec 2017. | <urn:uuid:19639588-d1d2-4b82-8d3b-8cf8e9397316> | {
"dump": "CC-MAIN-2023-14",
"url": "https://connection.asco.org/node/84606",
"date": "2023-03-20T12:51:08",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943483.86/warc/CC-MAIN-20230320114206-20230320144206-00270.warc.gz",
"language": "en",
"language_score": 0.9474548101425171,
"token_count": 956,
"score": 3.28125,
"int_score": 3
} |
An ice pack or gel pack is a plastic sac of ice, refrigerant gel or liquid, or, in an emergency, even frozen vegetables. The refrigerant, usually non-toxic, can absorb a considerable amount of heat, since its enthalpy of fusion is high. It is commonly used as a cold compress to alleviate the pain of minor injuries or in coolers or insulated shipping containers to keep products cool during transport. The simplest type of ice pack is simply a sack, bag or towel filled with cubed or crushed ice.
Ice packs are used in coolers to keep perishable foods (especially meats, dairy products, eggs, etc.) below the 41–165 °F (5–74 °C) danger zone when outside a refrigerator or freezer. If the foods and the ice packs are placed in a cooler directly from the freezer, then the equivalent of 10 to 20 pounds of ice is needed for each 24 hour period. If the foods start off warmer (for example, non-frozen food from a refrigerator), they will not be able to remain safely cool for as long.
Water (ice) has an unusually high enthalpy of fusion and a convenient melting temperature (one accessible by household freezers). However it isn't ideal for ice packs for various reasons, so additives to improve the properties of water are often used. For example, substances can be added to prevent bacterial growth in the pack, as can additives that cause the water to remain a thick gel throughout use, instead of transitioning between a solid and a free-flowing liquid like plain water. These gel packs are often made of non-toxic materials that will not liquefy, and therefore will not spill easily or cause contamination if the container breaks. Gel packs may be made by adding hydroxyethyl cellulose (Cellusize) or vinyl-coated silica gel.
These gel packs, as with ice itself, are chilled before use. The gel-pack or water is placed in a freezer or other cooling system to lower its temperature, and then it is used to keep other items cool. Ice packs are effectively a device for storing cooling capacity.
Another type of ice pack uses an endothermic reaction to cool down quickly. These types of ice packs are stored at room temperature rather than needing to be physically cooled before use. When one breaks a tube inside the pack, two chemicals mix or react and absorb enough energy to produce a cooling effect. Common types include solid ammonium nitrate, or ammonium chloride dissolving in water.
The reusable hot cold pack was first patented by Jacob Spencer of Nortech Labs in 1973 (Patent No. 3,780,537). Reusable hot cold packs differ from instant cold packs in that they can be either frozen or microwaved.
- ^ "Versa-Pac™ Reusable Heavy Duty Cold Pack" (PDF). Unipatch. Tyco. February 2004. http://www.uni-patch.com/PDF/MSDS_ReusableHD.pdf. Retrieved 2009-06-01. [dead link]
- ^ "CELLOSIZE Hydroxyethyl Cellulose (HEC)". UCAR Emulsion System Products. Dow. http://www.dow.com/ucarlatex/prod/cello/. Retrieved 2009-06-01. [dead link]
- ^ Niss, Jan (September 26, 2008). "Ice pack or cold pack". Healthwise. MSN health & fitness. http://health.msn.com/health-topics/articlepage.aspx?cp-documentid=100063410. Retrieved 2009-06-01.
- ^ "#7 – Hot Pack / Cold Pack". Science Activity. Howard Debeck Elementary School. http://nobel.scas.bcit.ca/debeck_pt/science/hotColdPack/pack_p1.htm. Retrieved 2009-06-01.
- ^ "How Refrigerators Work: Cold Packs". http://home.howstuffworks.com/refrigerator7.htm. Retrieved 2010-06-28.
- ^ Nortech Labs History - Patent of Reusable Hot Cold Pack, Dec. 25, 1973, Patent No. 3,780,537 [Nortech Labs History | http://www.nortechlabs.com/nortech-history.html]
Wikimedia Foundation. 2010.
Look at other dictionaries:
Ice pack — Ice Ice ([imac]s), n. [OE. is, iis, AS. [=i]s; aksin to D. ijs, G. eis, OHG. [=i]s, Icel. [=i]ss, Sw. is, Dan. iis, and perh. to E. iron.] 1. Water or other fluid frozen or reduced to the solid state by cold; frozen water. It is a white or… … The Collaborative International Dictionary of English
ice pack — n 1.) a bag containing ice that is put on injured or painful parts of your body to keep them cold 2.) a large area of crushed ice floating in the sea →↑pack ice … Dictionary of contemporary English
ice pack — ☆ ice pack n. 1. PACK ICE 2. an ice bag, folded cloth, etc. filled with crushed ice and applied to the body, as to reduce a swelling or ease pain … English World dictionary
ice pack — ice′ pack n. 1) geo pack ice 2) med ice bag • Etymology: 1850–55 … From formal English to slang
ice pack — ice ,pack noun count 1. ) a bag full of ice that you hold against an injured or painful part of your body to stop it from swelling or make it less painful 2. ) an area of small pieces of ice floating in the ocean … Usage of the words and phrases in modern English
ice pack — ice packs N COUNT An ice pack is a bag full of ice which is used to cool parts of the body when they are injured or painful … English dictionary
ice pack — ► NOUN ▪ a bag filled with ice and applied to the body to reduce swelling or lower temperature … English terms dictionary
ice pack — noun 1. a waterproof bag filled with ice: applied to the body (especially the head) to cool or reduce swelling (Freq. 1) • Syn: ↑ice bag • Hypernyms: ↑bag 2. a large expanse of floating ice • Syn: ↑pack ice … Useful english dictionary
ice pack — UK / US noun [countable] Word forms ice pack : singular ice pack plural ice packs 1) a bag full of ice that you hold against an injured or painful part of your body to stop it swelling or make it less painful 2) an area of small pieces of ice… … English dictionary
ice pack — noun a) a large floating mass of ice; pack ice b) a pack of crushed ice applied to the body in order to reduce pain or inflammation … Wiktionary | <urn:uuid:5692f63b-3caf-4661-8d0d-66d252726d0d> | {
"dump": "CC-MAIN-2020-45",
"url": "https://enacademic.com/dic.nsf/enwiki/1151281/Ice_pack",
"date": "2020-10-26T15:47:44",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107891428.74/warc/CC-MAIN-20201026145305-20201026175305-00377.warc.gz",
"language": "en",
"language_score": 0.8602100610733032,
"token_count": 1454,
"score": 3.609375,
"int_score": 4
} |
What is blockchain?
Blockchain is a method of storing data that makes it difficult or impossible to update, hack, or defraud the system. A blockchain is simply a digital ledger of transactions that is replicated and distributed across the blockchain’s complete network of computer systems.
A blockchain is a distributed database or ledger that is shared among the nodes of a computer network. As a database, a blockchain stores information electronically in digital format. Blockchains are best known for their crucial role in cryptocurrency systems, such as Bitcoin, for maintaining a secure and decentralized record of transactions. The innovation with a blockchain is that it guarantees the fidelity and security of a record of data and generates trust without the need for a trusted third party.
Blockchain technology is a decentralized, distributed ledger that stores the record of ownership of digital assets. Any data stored on blockchain is unable to be modified, making the technology a legitimate disruptor for industries like payments, cybersecurity and healthcare. Discover more on what it is, how it’s used and its history.
What are the benefits of blockchain technology?
Blockchains solutions with their decentralized approach can leverage smart contracts and enable members of the system to contract service outcomes and automate contract conclusion. A new member can signal her genuineness and participate in market transactions without incurring information asymmetry. For voting systems, blockchain technology can digitalize it, decrease voter tampering, and possibly improve voter participation. Furthermore, blockchain solutions offer numerous opportunities in the healthcare industry, such as sharing patient data among clinics and research institutes. Blockchain technology can address current concerns regarding security by leveraging cryptography, decentralization, and consensus mechanisms. With an universal exchangeable format, healthcare professionals and institutions can easily access sensitive data without putting it at risk.
A blockchain could serve as a public ledger for a massive number of devices, which would no longer need a central hub to mediate communication between them. The devices would be able to communicate with one another autonomously to manage software updates, bugs, or energy management. It can provide secure transactions, reduce compliance costs, and speed up data transfer processing. Blockchain technology can help contract management and audit the origin of a product.
How can blockchain be used in industry?
Blockchain isn’t only used for financial transactions. Due to its secure and transparent nature, the technology is versatile to needs beyond one area of expertise. Industries covering energy, logistics, education and more are utilizing the benefits of blockchain every day.
As companies use blockchain to drive greater transparency and veracity across the digital information ecosystem, they’re boosting awareness of the technology in sectors ranging from infrastructure to public policy. Blockchain technology has been used brilliantly in the banking industry. Financial institutions were unable to handle the additional demand following demonetization, stressing the necessity for a centralized specialist to handle financial transactions. | <urn:uuid:3b2c90fd-97d2-4dc0-8254-f1281a428311> | {
"dump": "CC-MAIN-2023-40",
"url": "https://lew.ro/blockchain-fundamentals-and-why-its-disruptive-for-all-industries/",
"date": "2023-09-28T15:31:24",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510412.43/warc/CC-MAIN-20230928130936-20230928160936-00037.warc.gz",
"language": "en",
"language_score": 0.9256380200386047,
"token_count": 571,
"score": 3.25,
"int_score": 3
} |
There was once a time when people remembered all sorts of minute facts about things that could help them later in life. That may all be changing now, thanks to the internet.
A report published in Science suggests that people rely increasingly on the internet to store those facts for them, and the focus on mental activity today is not to retrieve the facts themselves but rather, to know where to find the answers online. People, researchers claim, “are using the Internet as a personal memory bank,” for “external memory,” in a process that they call the “Google Effect.”
The study was based on four distinct experiments conducted by Betsy Sparrow at Columbia University, which analyzed how people retrieve information. Contrary to popular tweets and headlines, it did not find that people are dumber, but rather that the strategies they devise for retrieving information have changed, with a greater focus on machine retrieval.
It also found that people are less likely to commit facts to memory if they believe that they can be accessed almost immediately through the use of some electronic device. | <urn:uuid:7b92e8a2-2e04-40ce-8e0b-1e90f5dd3a56> | {
"dump": "CC-MAIN-2017-04",
"url": "http://www.sanjose.com/2011/07/18/google_changes_information_handling/",
"date": "2017-01-23T16:51:40",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282935.68/warc/CC-MAIN-20170116095122-00147-ip-10-171-10-70.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9709303975105286,
"token_count": 217,
"score": 3.34375,
"int_score": 3
} |
Legumes and Nitrogen Fixation – South Australia
- Legumes can fix substantial quantities of nitrogen (N) and this can be maximised by ensuring low plant available N in the soil at sowing and inoculating the seed if a paddock has not had a host legume nodulated by the same rhizobia in the last four years.
- Acid soils will require more regular inoculation or liming (except for narrow-leaf lupin).
- The net N benefit from N fixation by legumes is dependent on the balance between atmospheric nitrogen (N2) fixation and N removed as grain, hay or forage.
- Legume N residues can make an important contribution to N uptake and grain N of following crops.
All plants are able to take up nitrogen from the soil in the form of ammonium (NH4+) or nitrate (NO3-); together these are known as available N. In addition to taking up available N from the soil, legumes (clovers, medics, peas and beans) are also able to acquire N from the abundant supply in the atmosphere via special soil bacteria (rhizobia) which are housed in nodules on their roots. With fully functioning nodules, legumes can grow in soils that are deficient in available N. These rhizobial ‘factories’ are subject to variation in establishment and performance and so a supportive environment must be provided to maximise N2-fixation.
Rhizobia, nodulation, available soil nitrogen and nitrogen fixation
Rhizobia tend to be widespread in soils, however they are not all equally effective. While most are happy to reside in nodules, not all are able to efficiently fix N2. To ensure large numbers of efficient rhizobia are present in the legume nodules (figure 1), it is advisable to inoculate legume seed at sowing with the recommended strain of rhizobia if the paddock has not been inoculated with that rhizobia, or has not grown a crop of a suitable host legume for that rhizobia in the last 4 years.
Figure 1: Good nodulation on faba bean).
Survival of rhizobia and legume nodulation will be reduced in acid soil (pH <5), except for narrow-leaf lupin. To maximise N2-fixation in low pH soils, more regular inoculation and/or liming is required.
Where available soil N is low, the amount of N2 fixed is directly proportional to legume dry matter production (figure 2). If legume crops in any one location have about the same total dry matter, then you would expect them to fix about the same amount of N (table 1), while equally productive pastures tend to fix more N.
Figure 2: Relationship between legume shoot dry matter and fixed-N in shoots for crops and pastures in Australia.
Moderate available soil N (>35 kg/ha) will reduce crop legume N2-fixation by a similar amount. In pastures with companion grasses this mineral N will be taken up by the non-legume component and N2-fixation will not be suppressed. Approximate amounts of N2 fixed by crops and pastures can be gauged from figure 2, although this does not include root N, which might contribute another 30 %.
Table 1: Average increase in wheat grain yield after deep ripping. (Source: Steve Davies DAFWA, Crabtree 1989, Davies et al., 2006, Jarvis, 2000.)
|LEGUME SHOOT DRY MATTER (t/ha)||CHICKPEA||FIELD PEA, FABA BEAN||LUPINS||ANNUAL CLOVERS||LUCERNE|
How much N do legumes contribute to following crops?
At maturity 30–40 % of the N in legume crops is in the seeds, which are typically 25–30 % protein. When this grain is harvested, much of the N that has been fixed will be exported off of the property. However, the N remaining in the shoot and root residues means that legumes usually make a positive contribution to soil N reserves in southern Australia.
A healthy and productive field pea crop could fix up to 200 kg N/ha
Further reading and references
Drew E et al. (2012) Inoculating legumes: a practical guide, GRDC, Canberra.
Unkovich M, Baldock J, Peoples M (2010) Prospects and problems of simple linear models for estimating symbiotic N2
fixation by crop and pasture legumes. Plant & Soil 329: 75-89.
Author: Murray Unkovich (University of Adelaide).
The National Soil Quality Monitoring Program is being funded by the Grains Research and Development Corporation, as part of the second Soil Biology Initiative.
The participating organisations accept no liability whatsoever by reason of negligence or otherwise arising from the use or release of this information or any part of it. | <urn:uuid:f24d1dd8-6102-4b85-9a05-69fccb710245> | {
"dump": "CC-MAIN-2017-17",
"url": "http://soilquality.org.au/factsheets/legumes-and-nitrogen-fixation-south-australia",
"date": "2017-04-29T13:33:16",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123491.79/warc/CC-MAIN-20170423031203-00590-ip-10-145-167-34.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.8976156711578369,
"token_count": 1035,
"score": 3.90625,
"int_score": 4
} |
Central Chile (30°–36°S) harbors one of the five Mediterranean-type ecosystems of the World (Cowling et al., 1996). The Chilean Mediterranean zone represents a transition between the Atacama Desert, one of the World’s driest deserts, to the north and the mixed-deciduous and temperate Valdivian forest southwards. The macroclimate in the region has hot dry summers and cold rainy winters, with annual precipitation varying, north to south, from less than 200 mm to 700 mm (Armesto & Martínez, 1978). Two parallel mountain ranges, the Coastal Pacific cordillera and the Andes, are oriented north to south and separated by an 80–100 km wide Central depression. Main vegetation types in the northern Mediterranean area include dry xerophytic thorn scrublands and evergreen sclerophyllous communities, while southern areas are dominated by deciduous forest (Armesto, Arroyo & Hinojosa, 2007; Villagran, 1995).
The climate and vegetation of central Chile experienced changes during the Quaternary glacial cycles. As the climate turned colder and wetter and the glaciers advanced along the Andes, the Mediterranean-type formations got restricted towards its current northern limits. During the last glacier advance, ice coverage in the Central Andes reached elevations as low as 1.200 m above sea level, outwashing 12,000 years ago (Heusser, 1990). During the Pleistocene-Holocene transition, warmer-drier conditions favored the expansion of Mediterranean formations toward the south and also the recolonization of higher altitudinal areas (Paskoff, 1977; Villagrán & Varela, 1990; Markgraf, 1993).
It is well known that climate and associated vegetational changes affected the local fauna. For instance, a large comparative study conducted with the assemblage of Patagonian small rodents showed that responses to Quaternary climate varies among species (Lessa, D’Elía & Pardinas, 2010; see also Cañón et al., 2010; Alarcón et al., 2011). No such comparative study has been conducted for the mammal fauna of Central Chile; notwithstanding, it has been proposed that Pleistocene refugial areas for several small mammals, including sigmodontine rodents, occurred in Central Chile. This scenario was advanced for species that are more or less restricted to Mediterranean environments, such as Octodon degus (Valladares, 2009), Phyllotis darwini (Gutiérrez-Tapia & Palma, 2016), and Spalacopus cyanus (Opazo et al., 2008), as well as for the widely distributed species Oligoryzomys longicaudatus (Palma et al., 2012) and Abrothrix olivacea (Smith, Kelt & Patton, 2001). In terms of the approximate location of refugial areas and the direction of postglacial colonization in the area, as in Patagonia, each species shows its own pattern. For instance, for O. longicaudatus a coastal refugium (approx. at 39–40°S), from which this species would have colonized towards the north and south, was proposed (Palma et al., 2012). Also from a coastal refugium at 29°30′–30°S, Octodon degus would have a southward colonization (Valladares, 2009). A different pattern of postglacial colonization, from the Andes towards lowland and coastal areas, was inferred for Spalacopus cyanus (Opazo et al., 2008). Phyllotis darwini would have colonized from a 31–35°S located refugium northwards and towards the Andes (Gutiérrez-Tapia & Palma, 2016); meanwhile, colonization southwards and towards the Andes from ca. 40°S was proposed for Abrothrix olivacea (Smith, Kelt & Patton, 2001). Recently, Palma et al. (2017) suggested for Phyllotis darwini and Abrothrix olivacea postglacial expansion from the lowlands and coastal areas towards the Andes; however, as this study considers a very small fraction of the whole species distributions (i.e., a sampled area restricted to 32° and 33° for species ranging from ca. 23° to 39° and ca. 18° to 55°, respectively) and as it has not been shown that the genetic variants of the studied area form a monophyletic group, the value of such inference is dubious.
Given that few species in the region have been studied in their entirety, it is important to examine additional species because there is a species-specific response to Quaternary climate among the small mammals from Central Chile. Here we focus on understanding the genetic footprints of these changes on populations of the long-haired mouse Abrothrix longipilis (Waterhouse, 1837). This sigmodontine mouse, described based on a specimen collected by Charles Darwin in the Chilean coast of Coquimbo, is endemic to Central Chile. The known geographic distribution of A. longipilis ranges from Coquimbo (ca. 30°S) to the coastal and Andean areas of the Maule region (ca. 35°S) in the south; the southern limits of the distribution is unclear, as there is a large geographic area (ca. 33.5°S and 36.5°S) where it is unclear if A. longipilis or A. hirta occur (see Teta & Pardiñas, 2014). No study has assessed the degree and pattern of the genetic variation of the Mediterranean A. longipilis.
In this study, with an environmentally explicit approach, we examine the geographic distribution of the genetic diversity of Abrothrix longipilis. We evaluated the pattern of genetic variation and the demographic history of the species based on sequences of the mitochondrial Cytochrome-b (Cytb) gene and a large panel of single nucleotide polymorphisms (SNPs). We also tested for patterns of isolation by distance and isolation by environment. We discuss our findings in the context of available antecedents to improve our understanding of the historical dynamics of the small mammal fauna in Central Chile.
Materials & Methods
Specimen sampling and data collection
Genetic analyses were based on two datasets. One of these datasets consists of DNA sequences of the first 801 bp of the mitochondrial Cytb gene gathered from 50 individuals of Abrothrix longipilis; these specimens were collected at 13 localities along most of distributional range of the species (Fig. 1; Table 1). Seventeen of these Cytb sequences were downloaded from GeneBank. The other 33 were generated from specimens collected by us under permits granted by the Chilean Servicio Agrícola y Ganadero numbers 1896/2017, 4532/2017, 1896/2017, 1231/2017, 807/2018 and 1816/2019. These specimens are housed at the Colección de Mamíferos de la Universidad Austral de Chile. Animal handling was approved by the Comité de Bioética “Uso de animales en la Investigación”, Universidad Austral de Chile (UACh). The second dataset contains 336,596 SNP loci from 17 individuals of A. longipilis collected at 6 localities (numbers 2, 4, 5, 6, 9 and 11 in Fig. 1 and Table 1). These specimens are among those collected by us and all were sequenced for the Cytb gene.
|#||Locality||Specimen, GenBank accession, haplotype||Reference|
|1||Región de Coquimbo, Elqui, La Serena, Fundo el Hinojal,
|NK106120, GU564005, 1;
NK106122, GU564006, 1;
NK106134, GU564007, 1
|Palma et al. (2014)|
|2||Región de Coquimbo, Coquimbo, Tongoy, Estero Tongoy, −30.280217, −71.460617||UACH8118*, MN275210, 2;
UACH8119*, MN275209, 2;
UACH8120*, MN275208, 2
|3||Región de Coquimbo, Limarí, Ovalle, Parque Nacional Fray Jorge, −30.638408, −71.654608||NK105517, GU564008, 3;
NK105520, GU564009, 2;
NK105528, U564010, 3
|Palma et al. (2014)|
|4||Región de Coquimbo, Limarí, Ovalle, LimaríSur, −30.73381, −71.68641||UACH8129*, MN275195, 4||This paper|
|5||Región de Valparaíso, Petorca, Zapallar, −32.540333, −71.464383||UACH8140*, MN275226, 5;
UACH8141*, MN275224, 5;
UACH8142, MN275225 *, 5
|6||Región de Valparaíso, Valparaíso, La Cantera, Reserva Nacional Lago Penuelas, −33.16988, −71.45735||UACH8121*, MN275227, 6;
UACH8122, MN275201, 6;
UACH8123, MN275203, 9;
UACH8124, MN275202, 6;
UACH8125, MN275200, 6;
UACH8126, , MN275198 10;
UACH8127, MN275197, 6
|7||Región Metropolitana, San Carlos de Apoquindo, −33.46896389, −70.48848056||NK105006, GU564011, 8||Palma et al. (2014)|
|8||Región de Valparaíso, San Antonio, Santo Domingo, Fundo la Ventolera, −33.745875, −71.652328||NK105989, GU564012, 11;
NK105993, GU564013, 7;
NK106002, GU564014, 7;
NK106006, GU564015, 11;
NK106007, GU564016, 12;
NK106009, GU564017, 7;
NK106013, GU564018, 11;
NK106015, GU564019, , 11;
NK106016, GU564020, 11;
NK106017, GU564021, 7
|Palma et al. (2014)|
|9||Región de O’Higgins, Cardenal Caro, Cáhuil, −34.4604, −72.02465||UACH8093, MN275223, 13;
UACH8095, MN275222, 13;
UACH8097, MN275199, 13;
UACH8101, MN275221, 13;
UACH8105*, MN275218, 13;
UACH8115, MN275206, 13;
UACH8116, MN275207, 13;
UACH8107*, MN275215, 16;
UACH8108*, MN275214, 16;
UACH8109, MN275216, 16;
UACH8110, MN275217, 16;
UACH8111, MN275212, 16;
UACH8112, MN275213, 16;
UACH8113*, MN275204, 16;
UACH8114*, MN275205, 16 , UACH8102*, UACH8104*, GD1918*
|10||Región de O’Higgins, Cochalhua, San Fernando - Por camino, 3.8 Km de la Rufina, −34.735267, −70.727083||UACH8088, MN275211, 17||This paper|
|11||Región del Maule, Curicó, Romeral, Río Teno, −35.04697, −70.5984||UACH8128*, MN275196, 18||This paper|
|12||Región del Maule, Talca, Curepto, Ruta J52K Km 4.21 −35.080167, −72.167217||UACH8117, MN275219, 14||This paper|
|13||Región del Maule, Talca, Constitución, Humedales de Putú, Ruta k24, km 28.4 −35.162933, −72.253533||UACH8087, MN275220, 15||This paper|
Sequence acquisition, alignment, and analysis
Seventeen Cytb sequences were downloaded from GenBank (Table 1), while 33 were newly generated following the protocol outlined by D’Elía & Pardiñas (2004). Amplicons were sequenced at an external DNA sequencing service (Macrogen, Seoul, South Korea). Reads were edited using CodonCode (Codon-Code, Dedham, Massachusetts). The character primary homology was established aligning the Cytb sequences with Clustal W (Thompson, Higgins & Gibson, 1994) that is in Mega 7 (Kumar, Stecher & Tamura, 2016). The alignment was visually inspected in search of internal codon stops and reading frame shifts; no corrections were needed. The software DNAsp (Rozas et al., 2017) was used to calculate haplotype and nucleotide diversity indexes. One representative of each haplotype class was used in genealogical analyses, i.e., a non-redundant matrix using DNAsp. Using this matrix, a neighbor-joining tree was constructed with Mega 7 to visually corroborate the absence of segregating sites within haplotype clases. Sequences of Cytb from the congeneric species Abrothrix hirta (GenBank accession GU564080), A.manni (KJ614629, KP665998), A. sanborni (KP666004), A. lanosa (KP666018), A. illutea (KJ614622), A. olivacea (AF027306, HM167800), and A. andina (AF108671), and the abrotrichines Paynomys macronyx (U03533) and Geoxus valdivianus (U03531) were used to conform the outgroup. The best-fit model of nucleotide substitution was detected based on Bayesian Information Criterion using jModeltest2 (Darriba et al., 2012). The selected model, TMP2, was set in genealogical reconstruction using two approaches, Maximum Likelihood (ML) and Bayesian inference (BI). The ML tree was inferred using IQ-TREE (Nguyen et al., 2015) at the IQ-TREE web server (Trifinopoulos et al., 2016) with 100 unsuccessful iterations, and 1,000 replicates of ultrafast bottstrap for branch support estimation (BS; Minh, Nguyen & Von Haeseler, 2013. The BI analysis was conducted using BEAST2 (Bouckaert et al., 2014). Tree topology, substitution model parameters, and dates for each cladogenetic event were estimated simultaneously. A birth-death process (Stadler, 2009) with an initial random tree, and other parameters set as default were used. The TMP2 substitution model was implemented with AC=AT, AG=CT, CG=GT and equal base frequency with empirical base frequencies and four gamma categories. A strict-model clock with a substitution rate of 0.003 was used (Lessa, D’Elía & Pardiñas, 2010). Two independent runs, consisting of 100 × 106 MCMC iterations, sampling change every 2000 generations, were conducted. The first 20% of the samples were discarded as burnin. Convergence to stable values was checked using Tracer v. 1.7.1 (Rambaut et al., 2018), obtaining an effective sample size (ESS) greater than 200 for all parameters. Tree and log files were combined using LogCombiner included in BEAST2. A maximum clade credibility (MCC) was calculated using TreeAnnotator in BEAST2 to display mean node ages and highest posterior density (HPD) intervals (95% upper and lower) for each node. Genetic differentiation was estimated based on p-distances, which was calculated using Mega 7.
Historical demography was assessed with Arlequin 3.5 (Excoffier & Lischer, 2010). The total haplotype sample of Abrothrix longipilis, as well as haplotype samples grouped according to clades obtained in the genealogical analyses (see below), were subjected to analyses of demographic history, including mismatch distribution (Rogers & Harpending, 1992), Tajima’s (1989) and Fu’s (1996) tests of departure from neutrality, and coalescent-base Bayesian skyline plots (Drummond et al., 2005). A population in demographic equilibrium draws a multimodal mismatch distribution, meanwhile, a population in recent demographic expansion yields a unimodal curve (Rogers & Harpending, 1992). The raggedness index (hr) was used to quantify the smoothness of the mismatch distribution; a significant p-value is indicative of recent population expansion (Harpending, 1994). Negative and significant values of Tajima’s D and Fu’s F indicate population expansion. Changes in the effective population size through time was estimated using BEAST2 and displayed in Bayesian skyline plots (Drummond et al., 2005). Frequencies and nucleotide substitution were estimated from the dataset; the best fitting model was selected based on Bayesian Information Criterion. The package Model Selection v.1.01 was used to select the clock model; 100 million generations of MCMC was let run, sampling every 1,000 iterations. The output was analyzed with Tracer. The substitution rate of 0.03 was used for Cytb gene. This estimation was made for A. longipilis, the sister species of A. hirta (Lessa, D’Elía & Pardiñas, 2010).
Transcriptome-derived SNP calling and PCA
SNP data was obtained based on RNA sequencing. Total RNA from 17 individuals, which were also included in the Cytb based analyses, were extracted from kidney tissue using the RNeasey mini kit from Qiagen; mRNA-enrichment was performed using Ilumina TruSeq RNA sample preparation kit. Paired-end sequencing (2 × 101 bp per sample) of cDNA from these libraries were performed under Illumina Hiseq 2000 platform. Raw data were trimmed for low quality bases using TrimGalore (http://www.bioinformatics.babraham.ac.uk/projects/trim_galore/). Sequences of Ribosomal RNA were removed from the dataset after read mapping against sequences of rRNA from Rodentia available at GenBank (https://www.ncbi.nlm.nih.gov/nuccore/) using Bowtie2.2.6 (Langmead & Salzberg, 2012). After these filters, remaining reads were assembled de novo using Trinity version 2.8.5 (Grabherr et al., 2011).
SNP calling was conducted using GATK (McKenna et al., 2010), following the protocol recommended by these authors for RNAseq data (see the user Guide at https://software.broadinstitute.org/gatk). Duplicated reads were eliminated from the database using Picard (Wouters et al., 2002). Individual vcf files containing SNP variants were merged into a single file using BCFtools (Danecek & McCarthy, 2017). SNP loci were filtered to include only those sites present in all 17 individuals; linked loci were discarded by including only the first SNP called in a given read. Hardy-Weinberg equilibrium was estimated for each locus using VCFtools (Danecek & McCarthy, 2017); given the large amount of acquired SNPs we took a conservative strategy and excluded from the dataset those sites that deviated from equilibrium below the threshold of 0.05. In order to explore the genetic structure, a Principal component analysis was conducted using PLINK v.1.9 (Zheng et al., 2012).
Genetic variation across the geographic and climatic space
Patterns of isolation by distance (IBD) and isolation by environment (IBE) were tested using Mantel tests for correlation of matrices as implemented in the R package vegan (Oksanen et al., 2019). IBD was assessed by testing for correlation of matrices of geographic and genetic distances among localities (Tables S1 and S2). Geographic distances among recording localities were measured in kilometers using the R package sp (Pebesma & Bivand, 2005; Pebesma et al., 2013). Genetic distance between local sample pairs was measured in terms of p-distance in sequences of the gene Cytb using Mega 7. IBE was tested using the genetic distance matrix described above and a matrix of climatic dissimilarity based on Gower distance (see Gower, 1971; Legendre & Legendre, 1998) estimated among sampling localities. This climatic dissimilarity matrix (Table S3) was calculated based on values registered in each locality for 19 bioclimatic variables obtained from the WorldClim 1.4. database (Hijmans et al., 2005). Climatic data of each locality was extracted using the “extract” function of the raster package (Hijmans et al., 2015). This climatic data was also used to compare climatic attributes of the geographic areas occupied by the main lineages (see below) of A. longipilis. With this purpose, a Principal Component Analysis (PCA) was performed using the package FactoMineR (Husson et al., 2020). For this analysis, only localities from where specimens of A. longipilis were sequenced were considered (Table 1 and Table S5). Previously, localities were grouped a priori according to clade assignation in the Cytb gene genealogy (see below). Values of each bioclimatic variable (Table S5) were employed to construct a correlation matrix since these variables are expressed in different measurement scales (Borcard, Gillet & Legendre, 2018). Additionally, similarity among localities was evaluated employing a cluster analysis based on Gower distance estimates between pairs of localities. All analyses were conducted using R version 3.5.1 (http://www.r-project.org/index.html).
Ecological niche modelling
Ecological Niche Models (ENM) were built to infer historical changes in size and location of the environmental suitable areas available for Abrothrix longipilis in central Chile. The maximum entropy method was performed with MaxEnt v. 3.3.3k (Phillips, Anderson & Schapire, 2006) using data from 13 sampling localities recorded in this study and 17 localities obtained from Vertnet database (http://www.vertnet.org). To reduce the possible effects of spatial autocorrelation, these 30 records were spatially filtered with the R package spThin (Aiello-Lammens et al., 2015), obtaining a final dataset of 27 localities of presence (Table S6) separated by more than 10 km of distance.
Nineteen bioclimatic variables obtained from WorldClim 1.4., with a spatial resolution of 30 arc-second, were used as environmental predictor variables in ENM. Each model was trained and calibrated in a geographic region delimited based on the observed geographic distribution of Abrothrix longipilis, following Anderson & Raza (2010) and Barve et al. (2011). This region was delimited adjusting a minimum convex polygon to the filtered presence records of A. longipilis and adding a geographic buffer of 50 km (∼0.5°). This procedure was carried out with the R package “dismo” (Hijmans et al., 2017). Estimation of optimal model performance and complexity was completed with the package ENMeval (Muscarella et al., 2014), with values of regularization multiplier set to vary from 0.5 to 4.0 and increments of 0.5, and combining feature classes Linear (L) and Linear-Quadratic (LQ) given the number of occurrences of A. longipilis (Phillips & Dudík, 2008).
The method employed in the ENM evaluation was “block”, as recommended for ENM implementations that require transference between temporal or geographic scenarios (Radosavljevic & Anderson, 2014). Occurrence data was randomly partitioned in four sets 100 times. The combinations of values of regularization multiplier and features classes employed resulted in 16 model settings for each run. The final model (i.e., those built with the final setting of MaxEnt selected) was constructed with the combination of regularization multiplier and feature classes that yielded the lowest value of corrected Akaike Information Criteria (AICc). The performance of the model selected as optimal was assessed inspecting omission rate (OR) and the test of Area Under the Curve (AUC). Continuous values of environmental suitability were converted to a categorical representation, to classify each pixel of projection into intervals ranging from 0 to 1, with increments of 0.25 (four categories of environmental suitability in total). This transformation was employed to construct maps of geographic distribution of the abiotically suitable areas for A. longipilis, which can be interpreted as a spatial representation of its potential geographic distribution (Soberón & Peterson, 2005) in each climatic scenario evaluated. Final models were projected on the study region corresponding to northern-central Chile (28°70′S, 74.53′W and 36.65°S, 67.96°W) and for climatic scenarios existing during the Last Interglacial (LIG: ∼120–140 kyr B.P.), the Last Glacial Maximum (LGM: ∼22 kyr B.P.), the Mid Holocene (Mid-Holo: ∼6 kyr B.P.), and the current period (1960–1990). Palaeoclimatic data used for projections of ENM in past scenarios were obtained from several general circulation models; for the LIG climate the simulation of arctic climate warmth and ice retreat (Otto-Bliesner et al., 2006) was used, while for LGM and Mid-Holo the models used were the Community Climate System Model (CCSM4; Gent & Danabasoglu, 2011) and the Model for Interdisciplinary Research on Climate (MIROC-ESM; (Watanabe et al., 2010)). These procedures were performed using DIVA-GIS, version 7.5 (Hijmans et al., 2001).
The dataset of 50 Cytb sequences of Abrothrix longipilis exhibited 48 variable sites that define 18 haplotypes (Table 1), of which nine were found in more than one specimen. Only one haplotype (#11) was collected at two sampling sites (2 and 3; Fig. 1, Table 1). On average, divergence among localities is 1.6% (range: 0.1%–3.1%). Haplotype and nucleotide diversity for the whole dataset are Hd: 0.928 and Pi: 0.01639, respectively.
Gene genealogy and divergence times
The topologies recovered by both methods used for gene genealogy reconstruction were similar. The single noteworthy difference is noted below. The Bayesian tree is shown in Fig. 1. The monophyly of Abrothrix longipilis was strongly supported (PP = 0.99; BS = 96). Haplotypes of A. longipilis formed three main allopatric clades. A northern clade (PP = 0.94; BS = 79) contained haplotypes from localities 1 through 5 (orange clade in Fig. 1) laying in the Coquimbo Region and northern Valparaiso Region; a central clade (PP = 0.99; BS = 96) included haplotypes from specimens collected at localities 6 to 8 (blue clade in Fig. 1) in southern Valparaiso Region and Metropolitana Region, and a southern clade (PP = 0.99) contained haplotypes collected at sites 9 to 13 (green clade in Fig. 1) in O’Higgins and Maule Regions. The main difference between the Bayesian and ML topologies was that in the latter the southern clade was not recovered; its constituent haplotypes fell in a polytomy at the base of the clade of A. longipilis. In both ML and Bayesian topologies, the northern and central clades were sister to each other in a strongly supported relationship (PP = 0.99; BS = 98). Mean genetic distance between northern and central clades was 1%, between northern and southern clades is 2.6%, and between central and southern clades was 2.7%.
The mean estimated crown age for Abrothrix longipilis was 552.3 kyr (with a 95% range of 352.9–772.9). The lineages leading to the northern and central clades diverged from each other at 230 kyr ago (131.4–351.9). Crown ages for the northern, central, and southern clades were 150 (70–240), 110 (60.6 - 190) and 290 kyr (162.5–430.3), respectively. Figure 2 shows these estimated divergence times and those for internal clades of the northern, central and southern clades (see Table S14 for values of each estimate).
Genetic structure based on SNP variation
A total of 575,981 raw SNP loci were obtained based on the transcriptome of 17 individuals of Abrothrix longipilis. After filtering (see Materials and methods), 336,596 loci were included in the PCA analysis (Fig. 3, Tables S7–S8). 30.8% of the total observed variation was explained by the first 3 principal components (Table S9). Individuals segregated in the multidimensional space in accordance with the mitochondrial clades into three non-overlapping groups (Fig. 3A). PC1 completely discriminated between northern, central, and southern groups (Figs. 3A, 3B). PC2 and PC3 segregated samples from different collecting sites within clades; i.e., samples from Tongoy, Limarí, and Zapallar within the northern clade (Localities 2, 3 and 5; Figs. 3A, 3B) and Cáhuil and Río Teno within the southern clade (Localities 9 and 11; Fig. 3A–3C).
The demographic oriented analyses of the whole sample of mitochondrial sequences of Abrothrix longipilis were contrasting.. Three out of four demographic indexes (Fs, SSD and Hr) suggested demographic expansion, while the fourth, Tajima’s D failed to detect such a pattern (Table 2). Meanwhile, the mismatch distribution showed signals of population stability; moreover, the skyline plot indicated a population reduction that started approximately 125 kyr B.P. when the whole dataset was analyzed (Fig. 4A).
|Total sample||Localities 1–13||1.19||0.9||−24.35∼0.00||0.05||∼0.00||0.06||0.01|
|Northern clade||Localities 1–5||0.51||0.71||−13.12∼0.00||0.01||0.65||0.05||0.79|
|Central clade||Localities 6–8||−1.24||0.11||−25.87∼0.00||0.008||0.52||0.03||0.77|
|Southern clade||Localities 9–13||0.81||0.82||−13.67∼0.00||0.14||∼0.00||0.29||∼0.00|
Both northern and central lineages consistently revealed signals of demographic stability (Table 2). In both cases, only Fu’s Fs indicated demographic expansion. This signal was also consistent with the slight tendency to expansion seen in the Bayesian skyline plots over time (Figs. 4B and 4C). Meanwhile, the southern lineage showed contrasting results. Three out of four demographic indexes supported population expansion (Table 2); the mismatch distribution showed signals of population stability, while the skyline plot indicated a reduction for the most part of the last 30 kyr reaching stability approximately 5–7 kyr B.P. (Fig. 4D).
Patterns of genetic, geographic, and environmental distances
Patterns of isolation by distance and isolation by environment were detected. Mantel test showed a significant correlation between geographic and genetic distances (r = 0.51; p = 0.004). With a similar value of r, genetic distance was also significantly correlated with environmental distance (r = 0.57, p = 0.000).
The PCA conducted with bioclimatic data showed that the groups of sampling localities where the three mitochondrial lineages of Abrothrix longipilis were registered (Fig. 5A), segregate in three distinct areas of the environmental space as delimited by PC1 and PC2 (Fig. 5B). All bioclimatic variables, except Isotermality (Bio 3), had similar loading values for PC1 (Tables S10–S12). PC2 was mainly loaded variables associated with temperature seasonality (e.g., Bio 3, 4, 9 and 10). In the space delimited by PC2 and PC3, localities of the central lineage overlap to those of northern and southern lineages, while the latter two groups did not overlap (Fig. 5C). Finally, in the cluster analysis based on Grower distances, localities formed three main clusters. One of these was formed by the localities corresponding to the northern lineage; the other two clusters mixed localities from the central and southern lineages. Here, instead of segregating in coincidence with mitochondrial lineages, sampling localities formed two groups, one with pre-Andean (7, 10 and 11) and another with coastal (6, 8, 9, 12 and 13) localities (Fig. 5A).
Ecological niche modelling
The best configuration of MaxEnt for constructing ENM for Abrothrix longipilis was a combination of Linear and Quadratic feature classes and a value of 1 as regularization multiplier (model 4, Table S13). This model yielded values of the area under the curve of 0.89 and omission rate of 0.031, which indicated strong support and good performance. Spatial projections of the ENM on the climatic scenarios evaluated showed that the suitable areas for A. longipilis would have experienced reduction from the LIG to the present (Fig. 6). This pattern was more evident in the southern part of the distribution. These projections also showed that the habitat suitability in the central portion of the geographic range remained comparatively more stable across the time span evaluated. Beyond the differences in the projections based on general circulation models (compare MIROC-ESM in Fig. 6A and CCSM4 in Fig. S1), the general pattern depicted was a reduction towards the present in the abiotically suitable areas for A. longipilis (Fig. 6B).
The sigmodontine mouse Abrothrix longipilis is endemic to the biodiversity hotspot of Central Chile (Myers et al., 2000). The currentlyknown geographic distribution ranges between ca. 30° and 34°S, in the Chilean Regions of Coquimbo, Valparaiso, and Metropolitana (Palma, Cancino & Rodríguez Serrano, 2010; Teta & Pardiñas, 2014). Here we extended the known distribution of this species southwards by 160 and 175 km along coastal (localities 9, 12 and 13) and pre-Andean areas (localities 10 and 11; Fig. 1, Table 1), respectively, to include the O’Higgins and Maule Regions (Fig. 1, Table 1). Additional work is needed to further refine the known distribution of A. longipilis. In this regard, maintaining ongoing field collections is essential to reach an adequate knowledge of the Chilean fauna (D’Elía et al., 2019).
In this study, we assessed the genetic variation of Abrothrix longipilis using information contained in sequences of the mitochondrial gene Cytb and a wide panel of SNPs. RNA-seq remains as a underutilized approach to acquire larger amounts of nuclear sequence data in sigmodontine studies (see Giorello et al., 2018; Prado et al., 2019 for the two so far available studies). In this sense, we are paving the way for the much needed transition to the genomic era of the study of South American rodents (see also Valdez et al., 2015; Giorello et al., 2018), as a way to deepen the understanding of the patterns and processes that underlie rodent diversity (see claims in this line in Lessa et al. (2014) and D’Elía, Fabre & Lessa (2019)).
Phylogeographic and genetic structure of Abrothrix longipilis
The Chilean Mediterranean ecoregion is a biodiversity hotspot; this area harbors a high number of endemics species and high genetic diversity (e.g., Allnutt et al., 1999; Ruzzante et al., 2006; Victoriano et al., 2008; Azpilicueta, Marchelli & Gallo, 2009; Soto, Vidal & Veloso, 2009; Muñoz-Mendoza et al., 2017). Abrothrix longipilis is the single sigmodontine species endemic to this region; the co-distributed sigmondontine species (e.g., Phyllotis darwini, A. olivacea) present wider geographic distributions that reach other ecoregions (see distributional maps in Patton, Pardiñas & D’Elía, 2015). Within this comparatively small distributional area, A. longipilis showed a general phylogeographical pattern consisting of three intraspecific lineages that are geographically segregated. We refer to them as the northern, central, and southern lineages (Fig. 1). This pattern is supported by the mitochondrial marker (Fig. 1) and by a wide panel of nuclear SNPs (Fig. 3). The geographic distribution of the three mitochondrial lineages presents a latitudinal rather than altitudinal segregation; in addition, both central and southern lineages are present at coastal as well as pre-Andean areas. It is possible that the northern clade also reaches the Andes but we lack Andean samples at lower latitudes; further field collections are necessary in that area to fill this gap.
The SNP-based PCA provides additional information on the distinction among those lineages, as well as on their internal genetic structure. Consider for instance the location in the PCA of the members of the northern mitochondrial lineage. The mitochondrial genealogy indicated that haplotypes from localities 2, 3, and 5 are more closely related to each other that any of them to samples from other localities. Meanwhile, PC1 vs PC2 and PC1 vs PC3 (Figs. 3A and 3B) also indicated that the genetic similarity of samples from localities 2, 3, and 5 are higher than that to other localities. However, PC2 vs. PC3 showed that localities 2 and 3 are more similar to those from locality 9 (from the southern lineage) than to locality 5. Similarly, samples of the southern lineage, which are similar at PC1 and PC2, fall separately along PC3. In general, SNP dataset provides a finer-grain structure pattern than the mitochondrial gene genealogy; however, given that our geographic sampling for the genomic dataset is poorer than the mitochondrial one, a more dense sampling should be extended to test for consistency. This is of particular interest regarding the southern mitochondrial lineage that distributes in an area of general low suitability (Fig. 6).
Some of the small mammal species that are co-distributed with Abrothrix longipilis have been phylogeographically studied. However, as all of them distribute beyond the Mediterranean region, comparisons with A. longipilis are not straightforward. We note that the sigmodontine rodents Phyllotis darwini and Oligoryzomys longicaudatus do not show phylogeographic breaks within our study area (Gutiérrez-Tapia & Palma, 2016; Palma et al., 2014). Other assessed rodents present a latitudinal phylogeographic structure along their complete distributional range, while at the scale of our study (30–35°S) the genetic diversity is segregated longitudinally. This is the case of Spalacopus cyanus that exhibits a central coastal clade that differs from an eastern pre-Andean clade (Opazo et al., 2008). Two other small mammals, Thylamys elegans and Octodon degus also exhibit breaks that are coincident with those we retrieved for A. longipilis. The phylogeographic break in A. longipilis between the northern+central and southern lineages is concordant with one seen in T. elegans. In this species, a northern clade extends from Antofagasta to the Metropolitana Region, while a southern clade distributes from O’Higgins to Maule Regions (Palma et al., 2014). Octodon degus also presents two main lineages, whose limits are coincident with those of the northern and central clades of A. longipilis (Valladares, 2009). However, the congruence among the breaks of T. elegans and O. degus with those of A. longipilis is only geographical; they differ temporally (3.15 Myr for T. elegans; 1.25 Myr for O. degus, 230 kyr B. P. for A. longipilis). Therefore, the breaks seen in the three species would have arisen due to the effects of different events, which points to a complex regional history.
Phylogeographic studies of other animal and plant species from Central Chile are available in the literature, revealing different genetic patterns and proposing distinct mechanisms to explain them. In some cases involving reptile and amphibian species, a combination of climatic and topographic effects have been invoked to explain population dynamics in Central Chile (e.g., Méndez et al., 2004; Victoriano et al., 2008; Vásquez et al., 2013). For Aborthrix longipilis, the Maipo River seems to be a barrier that either originated (primary barrier) or at least maintains (secondary barrier) the divergence between the southern lineage and the northern+central lineage (Fig. 1); additional studies with a narrowed and denser sampling would allow differentiating between both scenarios. The Maipo River was invoked as barrier in other species of plants and animals such as the endemic yam species Dioscorea humilis (Viruel, Catalan & Segarra-Moragues, 2014), the frog Rhinella arunco (Vásquez et al., 2013), the lizard Liolaemus manticola (Torres-Pérez et al., 2007; Muñoz-Mendoza et al., 2017), the snake Philodryas chamissonis (Sallaberry-Pincheira et al., 2011), and the mouse opossum Thylamys elegans (Palma et al., 2014). None of these papers mentions if the river would be a primary or secondary barrier, but as written, it seems authors favor a scenario invoking a primary barrier. In addition, for the tree Nothofagus obliqua (Azpilicueta, Marchelli & Gallo, 2009) and the hemiparasitic plant Tristerix corymbosus (Amico & Nickrent, 2009) the Maipo River does not seem to impede gene flow. In addition, the location of the Aconcagua River is coincident with the break that segregates the northern and central lineages of A. longipilis (Fig. 1). This river, however, does not seem to affect the gene flow among populations of the frog Rhinella spinulosus (Vásquez et al., 2013). It is also possible that the climatic features, in particular the higher aridity to north of the Aconcagua River, contribute to maintain the boundaries between the northern and central lineages of A. longipilis more than the river itself. Concordant with this are the results of IBD and IBE patterns (see below).
According to the results of a Mantel test conducted with genetic and geographic distances Abrothrix longipilis fit a model of isolation by distance. This result contrasts with those reported for populations of Spalacopus cyanus from Central Chile (Opazo et al., 2008), but is coincident with those of Octodon degus (Valladares, 2009) in the same area. Alongside with the detection of IBD, A. longipilis also exhibits a significant association between its genetic diversity and the climatic features of its geographic range. The three main lineages of A. longipilis occupies distinct portions of the Chilean gradient of aridity, which decreases from north to south (Fig. 5). The southernmost site in the northern group (locality 5) is geographically closer to those in the central group (blue points in Fig. 5A) than to the others of sampled sites in the northern group. This is because the northern lineage lies in the Mediterranean desertic-oceanic bioclime, while the rest of the lineages occupy the Mediterranean seasonally rainy-oceanic bioclimatic zone (Luebert & Pliscoff, 2006). Within the latter, the localities where central and southern lineages are found are not markedly distinct (Figs. 5A and 5C). Noticeably, above latitude 33°S, coastal localities (6, 8, 9, 12 and 13) climatically cluster together on one hand, while pre-Andean localities (7, 10 and 12) do the same on the other hand (Fig. 5). However, the genetic diversity of A. longipilis is not structured according to climatic features at this spatial scale. Whether intraspecific lineages of Abrothrix longipilis presents a niche distinction remains to be tested. To do this, a denser sampling along the whole distributional area, combined with ENM methods will be necessary.
Historical demography and environmental dynamics
According to our results, the differentiation of the current genetic diversity of Abrothrix longipilis started approximately 552 kyr ago, with that of the northern, central, and southern lineages established between 120 and 290 kyr ago. (Fig. 2). Demographic histories of northern and central lineages were characterized by population stability since the LIG period (Table 2, Fig. 4); as such, extant populations of A. longipilis currently inhabiting from Coquimbo to the Metropolitana Regions (30°–34°S) have remained relatively stable for the last 25–35 kyr. Population stability in the area was also reported for the subterranean rodent Spalacopus cyanus (Opazo et al., 2008). The results of ENM are in agreement with the demographic history of northern and central populations of A. longipilis. The areas occupied by northern and central lineages would have remained highly suitable for A. longipilis since the LIG to the present (Fig. 6A). Accordingly, the palaeobotanical record shows that in the area there were mostly xerophytic thorn shrubs, sclerophyllous woodland and Nothofagus parkland in variable proportions since the mid-Holocene (Villagran, 1995).
Bayesian skyline plots, which lack a probability value for the change at any point, inform about the rate of change in Ne, and the trajectory of this change. Being so, it seems that the southern lineage of A. longipilis experienced a demographic reduction ca. 12.5 kyr ago followed by stability for the last 5–10 ky (Fig. 4D). In line with this scenario, ENM showed that the southern areas (33°–35.5°S) were more variable in terms of habitat suitability for A. longipilis, particularly for the higher suitability range (0.75–1; see Fig. 6). The suitable southern areas were markedly reduced during the LGM and Mid-Holocene (Fig. 6A). Similar effects of Quaternary climate change during the LGM on the populations of A. longipilis, were also inferred for other vertebrates such as Octodon degus (Valladares, 2009), Liolaemus monticola (Torres-Pérez et al., 2007), and Rhinella spinulosus (Vásquez et al., 2013), which also experienced recent demographic expansion in Mediterranean Chile (Fig. 6A).
In the Mediterranean region, central valley and coastal areas were identified as suitable and stable environments for biota during the Quaternary climatic oscillations (Viruel, Catalan & Segarra-Moragues, 2014; Villagran, 1995). Paleopalinological data from the Tagua Tagua lake shows that glacial vegetation persisted at about 34°S up to 10 kyr B.P. (Heusser, 1990). In the case of Phyllotis darwini the central valley and coastal hills harboured populations of these species during Pleistocene glacial cycles, colonizing northern, southern, and eastern areas posteriorly from here (Gutiérrez-Tapia & Palma, 2016). However, the Mediterranean area was also colonized after LGM from populations from the north, e.g., Octodon degus (Valladares, 2009) or from the south, as it would be the case of Oligoryzomys longicaudatus (Palma et al., 2012).
In summary, there are contrasting phylogeographic patterns for the fauna of Central Chile; beyond the particularities of each case, as discussed above, the pattern of Abrothrix longipilis is coincident, at least in part, with that of several other species. Most of them exhibit a geographic distribution of their genetic diversity following a latitudinal orientation. In general, the phylogeography of small mammals in Mediterranean Chile depicts two main scenarios: on one hand, a coastal-vs-Andean differentiation, as supported by evidence in Spalacopus cyanus and on the other, a latitudinal differentiation, as supported by the patterns of Thylamys elegans, Octodon degus and the one reported here for A. longipilis. These evidence are in line -although they do not exclude other possible explanation- with the model of north to south dispersion of the mammal fauna noted by Moreno et al. (1994), according to which Pleistocene fauna and flora dispersed southwards across opening and closing of corridors along the Andes.
In this study we extended southwards the known geographic distribution of Abrothrix longipilis and found that the species presents three main allopatric mitochondrial lineages that replace each other latitudinally. We showed that historically, populations of A. longipilis remained mostly stable through its current distribution. Concordantly, ENM results showed that habitat suitability was relatively stable at most parts of the geographic distribution of A. longipilis.
Our study shows the utility of the integration of distinct datasets and analyses to characterize the demographic history of a relatively narrowly distributed mammal species. Similarly, at the time that this study is in the front of the much needed transition of the studies on the evolutionary biology of South American rodents to a genomic era, we expect that the scenario here advanced for Abrothrix longipilis be the base when posing the next generation of hypothesis regarding the differentiation of the fauna endemic to the Mediterranean zone of Chile. Finally, by pointing out some of the sampling limitations of our study, we have shown the continuous need to keep doing field collections; this is the common task behind most studies aimed to gain a deeper and complete understanding of the evolutionary aspects of the fauna. This aspect should be understood by the officers in-charge of granting collection permits and supporting research.
Environmental niche models for Abrothrix longipilis at four time points with CCSM4
(A) Geographic projections of the models. (B) Areas (in km2) of the two upper ranges of habitat suitability (see text for details). The model CCSM4 repalces the MIROC-ESM model for the LGM. | <urn:uuid:08f95fee-2e83-42bf-bdb8-7e3c9bb25dfe> | {
"dump": "CC-MAIN-2021-25",
"url": "https://peerj.com/articles/9517/",
"date": "2021-06-18T16:04:23",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487637721.34/warc/CC-MAIN-20210618134943-20210618164943-00479.warc.gz",
"language": "en",
"language_score": 0.9001777172088623,
"token_count": 11377,
"score": 3.8125,
"int_score": 4
} |
Occam’s razor: Use it everytime you listen to the media!
Occam’s Razor, also Ockham’s Razor, is a principle attributed to the 14th-century English logician and Franciscan friar, William of Ockham. The principle states that the explanation of any phenomenon should make as few assumptions as possible, eliminating those that make no difference in the observable predictions of the explanatory hypothesis or theory. The principle is often expressed in Latin as the lex parsimoniae ("law of parsimony", "law of economy", or "law of succinctness"): entia non sunt multiplicanda praeter necessitatem, roughly translated as "entities must not be multiplied beyond necessity." An alternative version Pluralitas non est ponenda sine necessitate translates "plurality should not be posited without necessity."
When multiple competing hypotheses are equal in other respects, the principle recommends selecting the hypothesis that introduces the fewest assumptions and postulates the fewest entities. It is in this sense that Occam’s razor is usually understood.
Originally a tenet of the reductionist philosophy of nominalism, it is more often taken today as an heuristic maxim (rule of thumb) that advises economy, parsimony, or simplicity, often or especially in scientific theories. Here the same caveat applies to confounding topicality with mere simplicity. (A superficially simple phenomenon may have a complex mechanism behind it. A simple explanation would be simplistic if it failed to capture all the essential and relevant parts.) <<Read More>> | <urn:uuid:89eda182-75c3-42b1-931e-d06a452cd67d> | {
"dump": "CC-MAIN-2018-39",
"url": "http://ciscokid.biz/occams-razor-use-it-everytime-you-listen-to-the-media/",
"date": "2018-09-19T22:41:34",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156311.20/warc/CC-MAIN-20180919220117-20180920000117-00298.warc.gz",
"language": "en",
"language_score": 0.9117169976234436,
"token_count": 327,
"score": 3.671875,
"int_score": 4
} |
1. Go on a Scavenger Hunt: Read the Easter story as a family, then go on a scavenger hunt to find items from the story. Items might include a leaf (when Jesus rode into Jerusalem on Palm Sunday), a coin (Judas betraying Jesus), something pokey (the crown of thorns), two sticks (the cross), an old nail (nails used on cross), a rock (the tomb). Find the items in the story then talk about the importance of each item! Major kudos if you find an empty cave.
2. Read the Bible Together: Read a story each day the week before Easter. You can utilize this reading plan and The Jesus Storybook Bible to help younger kids understand the the Easter story. If your kids are older, use this 7 Day Reading Plan which can also be explored on the Life Of Jesus Bible app (free!) or listen to the story together using this free audio Bible app— we love the New International Reader’s Version for kids!
4. Think about Easter Globally: Read The Story of Easter together as a family and learn together how and why people all over the world celebrate Easter!
We hope this helps you enter the Easter season as a family! | <urn:uuid:7aad1b28-c3ba-4086-8549-0cd3c67da498> | {
"dump": "CC-MAIN-2018-09",
"url": "https://antiochkids.com/2016/03/02/easter-with-kids/",
"date": "2018-02-23T10:24:47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814566.44/warc/CC-MAIN-20180223094934-20180223114934-00574.warc.gz",
"language": "en",
"language_score": 0.896348774433136,
"token_count": 252,
"score": 3.40625,
"int_score": 3
} |
Vitamin K is a vital nutrient that plays an essential role in blood clotting and bone metabolism. Apart from this, it also helps prevent several diseases by keeping the body healthy and functioning properly. One of the primary diseases that vitamin K can prevent is bleeding or hemorrhaging. This is because, without vitamin K, the body would not be able to produce enough clotting factors, which can lead to excessive blood loss.
Vitamin K is also associated with reducing the risk of cardiovascular diseases as it can prevent the accumulation of calcium in the arteries, which can cause heart attacks and stroke. Vitamin K can also help improve insulin resistance, which reduces the risk of developing Type 2 diabetes. Additionally, it has been observed that vitamin K can also prevent osteoporosis, a condition that weakens the bones and makes them more prone to fracture.
A deficiency in vitamin K can lead to many problems, including easy bruising, heavy menstrual bleeding, frequent nosebleeds, and excessive bleeding after surgery or injury. Furthermore, individuals with liver or digestive disorders and those taking antibiotics, anticoagulants, or other medications may be at an increased risk of vitamin K deficiency.
It is important to consume enough vitamin K-rich foods to ensure that the body receives the necessary nutrients to prevent diseases. Vitamin K is found in leafy greens such as kale, spinach, and broccoli, as well as in vegetable oils, liver, green beans and peas, and some fruits such as kiwi and berries.
Vitamin K supplements can also be taken if individuals have a deficiency or are not able to consume enough through their diet. It is essential to consult a healthcare professional before starting to take vitamin K supplements to avoid any adverse effects from high doses.
Table of Contents
What happens Lack of vitamin K?
Lack of vitamin K can have serious health implications. This vitamin plays a crucial role in blood clotting, which means that individuals who do not consume enough vitamin K may be at an increased risk for bleeding and hemorrhaging. Vitamin K is essential for the production of several proteins involved in blood clotting, and a deficiency in this vitamin can lead to coagulation problems.
Some symptoms of a vitamin K deficiency include prolonged bleeding after a cut, easy bruising, nosebleeds, and heavy menstrual periods. In severe cases, internal bleeding can occur.
Vitamin K is also important for bone health, and a lack of this nutrient can increase the risk of fractures and osteoporosis. This vitamin helps to activate a protein called osteocalcin that is necessary for bone mineralization.
In addition to its role in blood clotting and bone health, vitamin K has also been shown to have an important role in cardiovascular health. Specifically, this nutrient helps to prevent the accumulation of calcium in the walls of arteries, which reduces the risk of heart disease.
A lack of vitamin K can have serious implications for health. Individuals who are at risk of a vitamin K deficiency include those who are taking certain medications, such as blood thinners, or those who have digestive disorders that affect the absorption of fat. Adequate intake of vitamin K can be achieved through consuming leafy green vegetables, such as spinach and kale, as well as other foods like broccoli, Brussels sprouts, and cauliflower.
Supplementation may also be necessary in cases of severe deficiency.
Which disease is caused due to lack of vitamin K?
The disease caused due to a lack of vitamin K is called bleeding disorder or coagulation disorder. Vitamin K deficiency is a rare but significant cause of bleeding disorder or coagulation disorder. Vitamin K plays a vital role in the body’s blood clotting process. It helps in the production of clotting factors that stop bleeding from a wound or injury.
Without vitamin K, the body takes longer to form clots or may not be able to form them at all, thereby increasing the risk of bleeding uncontrollably.
The primary cause of vitamin K deficiency is a lack of vitamin K-rich food sources in the diet. Vitamin K is found primarily in green leafy vegetables such as kale, spinach, and broccoli. Other sources of vitamin K include soybean oil, canola oil, and omega-3 fatty acids.
Additionally, people who suffer from malabsorption syndromes such as celiac disease, as well as those on certain medications that interfere with the absorption of vitamin K, may also develop a deficiency. In some cases, newborn babies may also develop a vitamin K deficiency due to the lack of stored vitamin K in the mother’s breast milk.
The symptoms of bleeding disorders due to vitamin K deficiency may include easy bruising, heavy menstrual periods, nosebleeds, bleeding gums, and prolonged bleeding after an injury or surgery.
To prevent and treat vitamin K deficiency-related diseases, doctors may prescribe vitamin K supplements, which come in oral or injectable forms. These supplements are safe and effective in most cases and can alleviate the symptoms of vitamin K deficiency within a few weeks. Additionally, increasing the intake of vitamin K-rich foods in the diet can help prevent the onset of vitamin K deficiency-related complications.
Vitamin K deficiency can cause a bleeding disorder or coagulation disorder, which occurs due to the body’s inability to form blood clots effectively. It is essential to include vitamin K-rich foods in the diet to prevent vitamin K deficiencies, and in cases of diagnosed deficiency, vitamin K supplements may be prescribed as a treatment.
Does vitamin K help immune system?
Vitamin K is a crucial nutrient that plays an essential role in maintaining overall health and wellbeing. It is a fat-soluble vitamin that is mainly associated with blood clotting, bone health, and cardiovascular health. However, recent studies have suggested that vitamin K also plays a vital role in supporting the immune system.
The immune system is a complex network of cells, tissues, and organs that work together to defend the body against harmful pathogens such as bacteria and viruses. One of the key functions of the immune system is to produce antibodies that recognize and neutralize these harmful invaders. Vitamin K has been found to play a vital role in the production of these antibodies.
Studies have shown that vitamin K has an immunomodulatory effect, which means that it can regulate and strengthen the immune system’s function. It does so by activating a specific protein known as the Gas6 protein, which can stimulate the immune response and increase the production of certain immune cells such as T-cells and macrophages.
Additionally, vitamin K has been found to have antioxidant properties, which can help protect the immune cells from damage caused by harmful free radicals. Vitamin K also helps in maintaining the integrity of the membranes of immune cells, which is crucial for their proper functioning.
It is important to note that vitamin K deficiency can weaken the immune system, thereby increasing the risk of infections and illnesses. Therefore, it is vital to ensure that we consume an adequate amount of vitamin K through our diet or supplementation.
Vitamin K can play an essential role in supporting the immune system’s function by regulating the production of immune cells, stimulating the immune response, and protecting immune cells from damage. If you are looking to support your immune health, it is recommended to ensure that you consume an adequate amount of vitamin K regularly.
Why would a doctor prescribe vitamin K?
A doctor may prescribe vitamin K for a variety of reasons. Firstly, vitamin K is an essential nutrient responsible for blood clotting. Patients who are at risk for bleeding disorders, such as those with liver disease, may have low levels of vitamin K and require supplementation to prevent bleeding.
Additionally, patients taking anticoagulant medications, such as warfarin, may require vitamin K if they experience excessive bleeding or need to reverse the effects of the medication.
Aside from its role in blood clotting, vitamin K also plays a crucial role in bone health. Vitamin K is essential for the activation of osteocalcin, a protein that helps to build and maintain strong bones. Patients with osteoporosis or weakened bones may require vitamin K supplementation to improve bone density and reduce the risk of fractures.
Furthermore, vitamin K may have a role in reducing inflammation and decreasing the risk of chronic diseases. In particular, vitamin K has been shown to reduce the risk of cardiovascular disease, diabetes, and some forms of cancer. While more research is needed to fully understand the relationship between vitamin K and these conditions, doctors may prescribe vitamin K as part of a comprehensive treatment plan for patients with these conditions.
A doctor may prescribe vitamin K for patients with low levels of the nutrient, those taking anticoagulant medications, those with bone health concerns, and those with chronic conditions that may benefit from the anti-inflammatory effects of vitamin K.
Is vitamin K anti inflammatory?
There is some evidence to suggest that vitamin K may have anti-inflammatory properties. One of the roles of vitamin K in the body is to regulate gene expression, including genes involved in inflammation. Additionally, vitamin K is a cofactor for the production of a protein called Matrix Gla Protein (MGP), which helps to prevent calcification of blood vessels.
When blood vessels become calcified, it can lead to inflammation in the surrounding tissue. Therefore, adequate vitamin K intake may help to prevent inflammation caused by vessel calcification. Studies have also shown that vitamin K supplementation may reduce levels of certain inflammatory markers in the blood, such as C-reactive protein (CRP).
However, it is important to note that more research is needed to fully understand the anti-inflammatory effects of vitamin K and to determine the most effective dose and form of supplementation. while it appears that vitamin K may have some anti-inflammatory effects, it should not be relied upon as a sole treatment for inflammation and should always be used in conjunction with other therapies as advised by a healthcare professional.
Does your body need vitamin K?
Yes, the human body does require vitamin K for several vital functions. Vitamin K is an essential nutrient that plays a crucial role in the blood clotting process, helping to form clots to stop bleeding when we are injured. Apart from its involvement in blood clotting, vitamin K also has a role in bone health, immune function, and heart health.
Vitamin K is necessary for the production of proteins that help in maintaining healthy bones. The vitamin works by regulating bone metabolism, helping the body absorb calcium, and reducing the excretion of calcium. Therefore, individuals with a deficiency in vitamin K are more likely to develop osteoporosis, a condition characterized by weak bones that can easily break.
Furthermore, vitamin K is involved in maintaining a healthy immune system, which protects the body against diseases and infections. As it supports the production of immune cells, a deficiency in vitamin K could weaken the immune system and make an individual more susceptible to illnesses.
Recent research has also suggested that vitamin K may play a role in heart health. It can help to prevent calcification, which is the buildup of calcium deposits in the arteries, leading to heart disease.
While our body can produce a small amount of vitamin K itself, the majority of our requirement has to be obtained from our diet. Foods rich in vitamin K include dark, leafy greens such as spinach, kale, and Brussels sprouts, as well as broccoli, cauliflower, and green beans. Certain oils, such as soybean oil and canola oil, are also good sources of vitamin K.
Vitamin K is a crucial nutrient that plays a significant role in maintaining optimal health. From blood clotting to bone health, immune function, and heart health, ensuring adequate intake of vitamin K through the right diet is crucial for our overall wellbeing.
Does vitamin K give you energy?
Vitamin K is a vital nutrient responsible for healthy blood clotting, bone health, and vascular function. However, it does not provide the body with energy in the traditional sense. Unlike carbohydrates or fats, vitamin K does not undergo metabolic processes within the body to produce energy.
In fact, our body does not require a significant amount of vitamin K to maintain energy levels. While Vitamin K plays a crucial role in maintaining a healthy and efficient metabolism, it does not directly influence energy levels in the body.
That said, vitamin K plays an essential role in the production of energy at a cellular level. Vitamin K supports the electron transport chain in the mitochondria, which produces adenosine triphosphate (ATP), the energy currency of our cells. In this way, vitamin K ensures that our cells have adequate energy to function efficiently.
Moreover, vitamin K interacts with other vital nutrients such as vitamin D and calcium, which are essential for energy production in the body. Vitamin K supports the absorption of calcium in the body, which maintains healthy bones, muscle function, and energy metabolism.
Although vitamin K does not directly contribute to energy production, it is an essential nutrient that plays a crucial role in ensuring healthy cells and body function. Adequate intake of vitamin K is essential for overall good health but is not a source of energy in and of itself.
Are there any related deficiency diseases for vitamin K?
Yes, there are several related deficiency diseases associated with vitamin K deficiency. Vitamin K is crucial in blood clotting and bone metabolism, and its deficiency can lead to various health problems.
One of the main deficiency diseases related to vitamin K is bleeding disorders. Without enough vitamin K, the body cannot produce enough clotting factors that help stop bleeding after an injury. This can lead to excessive bleeding, both internally and externally. Newborn babies are at particular risk of bleeding disorders because they do not have enough vitamin K in their bodies when they are born.
Therefore, vitamin K injections are usually recommended at birth to prevent bleeding disorders.
In addition to bleeding disorders, vitamin K deficiency can also cause osteoporosis. Vitamin K is required for the activation of osteocalcin, a protein that helps to bind calcium to the bones. Osteocalcin-deficient bones are weaker and more susceptible to fractures, leading to osteoporosis.
Other related deficiency diseases associated with vitamin K include arterial calcification, wherein calcium from the blood accumulates in the arteries, leading to cardiovascular diseases. Vitamin K is also essential for the production of proteins that protect the heart and blood vessels from inflammation and damage.
Foods rich in vitamin K include green leafy vegetables such as spinach, kale, and broccoli, as well as meats, dairy products, and fermented foods. People who have an inadequate intake of vitamin K, such as those who follow a strict vegetarian or vegan diet, take medications that interfere with vitamin K metabolism, or have a history of gastrointestinal disorders, are more susceptible to vitamin K deficiency and related deficiency diseases.
Vitamin K plays a crucial role in blood clotting and bone metabolism, and its deficiency can lead to various related deficiency diseases, including bleeding disorders, osteoporosis, and arterial calcification. Therefore, including vitamin K-rich foods in the diet or taking vitamin K supplements can help prevent these health problems.
What diseases are associated with vitamin K deficiency?
Vitamin K is an essential fat-soluble vitamin that plays a vital role in blood coagulation, bone metabolism, and preventing excessive bleeding. Its deficiency can lead to several health issues, including bleeding disorders and severe bone disorders. There are various diseases and conditions associated with vitamin K deficiency, which I will explain in detail below.
1. Hemorrhagic Disease of the Newborn (HDN): This is a rare bleeding disorder that occurs in newborns, and it’s usually caused by vitamin K deficiency. HDN can be severe and lead to internal bleeding in the brain, which may result in permanent damage or death if not treated immediately.
2. Vitamin K Deficiency Bleeding (VKDB): VKDB is a bleeding disorder that can occur at any age, but it’s most common in infants. Infants who are breastfed exclusively are at a higher risk of developing VKDB since breast milk is low in vitamin K. In severe cases, VKDB can lead to bleeding in the brain, which can be fatal.
3. Osteoporosis: Vitamin K helps in the regulation of calcium, which is essential for bone metabolism. People who are deficient in vitamin K may have a higher risk of developing osteoporosis. Osteoporosis is a condition characterized by the weakening of bones, making them brittle and prone to fractures.
4. Cardiovascular Disease: Vitamin K plays a crucial role in preventing calcification of arteries, which can lead to cardiovascular disease. Deficiency of vitamin K has been linked to an increased risk of arterial calcification, which can lead to heart disease.
5. Cancer: Studies have shown that vitamin K deficiency may increase the risk of certain cancers, including colon, liver, and prostate cancers. Vitamin K plays a role in regulating cell growth and differentiation, and its deficiency may disrupt these processes, leading to the development of cancer.
Vitamin K is essential for maintaining several bodily functions, and its deficiency can lead to various health issues. Some of the diseases and conditions associated with vitamin K deficiency include HDN, VKDB, osteoporosis, cardiovascular disease, and even cancer. Therefore, it’s crucial to ensure that you are getting enough vitamin K from your diet or supplements to maintain good health.
Where is vitamin K deficiency common?
Vitamin K deficiency is a relatively rare condition, but there are certain populations that are more susceptible to this deficiency than others. For example, individuals who suffer from malabsorption disorders such as cystic fibrosis, inflammatory bowel disease, or celiac disease may be more prone to a vitamin K deficiency.
This is because these conditions can impair the body’s ability to absorb nutrients, including vitamin K.
Moreover, a lack of dietary intake of vitamin K rich foods can also lead to deficiency. Individuals who follow restrictive diets or have low food intake for extended periods can develop a vitamin K deficiency. This can be seen in people with anorexia or those who have had weight loss surgery, where limited food intake can cause inadequate vitamin K absorption.
Furthermore, certain medications can also affect the body’s ability to utilize vitamin K. For example, long-term use of antibiotics or other medications that can harm the intestinal bacteria that produce vitamin K can increase the risk of developing vitamin K deficiency.
Finally, vitamin K deficiency can also occur in newborns, especially those born prematurely. This is because infants do not have sufficient stores of vitamin K, and factors such as breastfeeding may not provide adequate levels. Therefore, it is standard practice for newborns to receive vitamin K injections to prevent deficiency-related complications, including bleeding disorders.
Vitamin K deficiency can occur in individuals with gut absorption issues, low dietary intake, and long-term use of certain medications. Additionally, newborns are vulnerable to vitamin K deficiency, making vitamin K injections a standard practice in neonatal care.
What organ is responsible for vitamin K?
The organ that is primarily responsible for the processing and production of vitamin K in the human body is the liver. Vitamin K plays a critical role in blood clotting, drug metabolism, bone health, and regulating calcium levels in the body. When vitamin K is ingested through food or supplements, it is converted into its active form in the liver, where it is then released into the bloodstream to carry out its essential functions.
However, there are also other organs that play a role in vitamin K metabolism, such as the pancreas, lungs, and kidneys. These organs also contribute to the production, storage, and distribution of vitamin K throughout the body.
One of the most significant factors that affect vitamin K production in the liver is the presence of bile, a digestive fluid produced by the liver that helps to break down fats. Bile helps transport vitamin K from the liver into the small intestine, where it can be absorbed by the body. People with liver disease or dysfunction may have difficulty processing vitamin K, leading to deficiencies in the vitamin that can cause various health issues.
In addition to the liver, vitamin K is also synthesized by certain bacteria in the human gut, which is essential for maintaining adequate levels of the vitamin. A healthy gut microbiome can help improve vitamin K absorption by producing more of the beneficial bacteria needed to activate the vitamin.
While the liver is the primary organ responsible for processing and synthesizing vitamin K, a healthy gut and proper functioning of other organs also play an essential role in maintaining adequate vitamin K levels for optimal health.
What can interfere with vitamin K functioning?
Vitamin K is a crucial nutrient that plays a vital role in blood clotting. It is essential in the process of coagulation, which is necessary to prevent excessive bleeding. However, several factors can interfere with vitamin K functioning, leading to an increased risk of bleeding.
One of the primary factors that can interfere with vitamin K functioning is medication. Certain medications, such as anticoagulants, can affect the blood clotting process by inhibiting the activity of vitamin K. Other medications, including antibiotics, may disrupt the absorption of vitamin K from the gut, leading to a deficiency.
Another factor that can interfere with vitamin K functioning is liver disease. The liver plays a crucial role in the production and activation of vitamin K-dependent clotting factors. However, liver disease can impair the liver’s ability to synthesize vitamin K-dependent clotting factors, leading to an increased risk of bleeding.
Malabsorption syndromes, such as celiac disease or inflammatory bowel disease, can also interfere with vitamin K functioning. These conditions can affect the absorption of nutrients in the gut, including vitamin K, leading to a deficiency.
Finally, certain lifestyle habits and dietary patterns can interfere with vitamin K functioning. A diet low in vitamin K, such as those high in processed foods or low-fat diets, can lead to a deficiency. Additionally, excessive alcohol consumption can interfere with the liver’s ability to synthesize vitamin K, leading to a deficiency.
Several factors can interfere with vitamin K functioning, including medication, liver disease, malabsorption syndromes, and lifestyle habits. Maintaining a healthy diet, avoiding excessive alcohol consumption and medications that can affect vitamin K, and managing underlying health conditions can help promote healthy functioning of this vital nutrient.
Why is vitamin K needed for?
Vitamin K, also known as phylloquinone, is an essential nutrient required by the body for various vital functions. One of the primary roles of vitamin K is in blood clotting. It plays a crucial role in the coagulation cascade, a series of chemical reactions that help form blood clots to prevent bleeding.
Another important function of vitamin K is in bone health. It aids in the production of a protein called osteocalcin, which is necessary for bones to mineralize and become stronger. Inadequate vitamin K levels can lead to decreased bone mineral density, resulting in an increased risk of osteoporosis and fractures.
Vitamin K also plays a role in cardiovascular health. It helps to prevent calcification of the arteries, which can lead to heart disease and stroke. It does this by activating a protein called matrix Gla protein, which regulates calcium deposition.
In addition to these functions, vitamin K has also been linked to brain and cognitive health. Studies have shown that vitamin K deficiency can lead to cognitive impairment and an increased risk of dementia.
Furthermore, vitamin K has been associated with a reduced risk of certain types of cancer, particularly liver and prostate cancer.
Vitamin K is required for several vital functions in the body, including blood clotting, bone health, cardiovascular health, brain and cognitive health, and cancer prevention. It is important to maintain adequate levels of this nutrient through a balanced diet or supplementation to support optimal health and prevent deficiencies. | <urn:uuid:4ad933d4-6119-41aa-aebc-b549aa7db2af> | {
"dump": "CC-MAIN-2023-23",
"url": "https://www.newzealandrabbitclub.net/what-diseases-does-vitamin-k-prevent/",
"date": "2023-05-29T16:26:22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644867.89/warc/CC-MAIN-20230529141542-20230529171542-00019.warc.gz",
"language": "en",
"language_score": 0.9386669993400574,
"token_count": 4882,
"score": 3.734375,
"int_score": 4
} |
A hyperbola curve is formed when there is reciprocal relationship between dependent and independent variables.
Draw the graph of reciprocal equation y = 4/x – 8. What are the asymptotes? Is there any x-intercept?
Which one of the following equations best describes the graph below?
Get access to 20 Mock Exams with over 700 exam-style questions for HSC Standard Maths.
Click here to check them out!!
You might find the following videos helpful related to this section:
The following are the types of questions you can expect in exam:
Study notes of this section and other resources can be accessed here: | <urn:uuid:4ed7af0a-deb8-42ae-9d03-dd5ad5bc4a17> | {
"dump": "CC-MAIN-2021-10",
"url": "https://studyninja.com.au/hsc-standard-maths-8-3-hyperbola/",
"date": "2021-02-25T19:35:46",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178351454.16/warc/CC-MAIN-20210225182552-20210225212552-00380.warc.gz",
"language": "en",
"language_score": 0.8934222459793091,
"token_count": 133,
"score": 3.578125,
"int_score": 4
} |
The printed wiring board (PWB), also known as the Printed Circuit Board (PCB), is essential for every electronic device. The printed wiring board was introduced in the early 1950s as a building block for electronic packaging. The critical feature of the printed wiring boards is to get the maximum components count per square inch of PWB. This is known as component density. Hence many advanced packaging techniques were introduced like Ball Grid Array (BGA), Chip Scale Packaging (CSP), and Chip on Board (CoB).
The surface mount components are miniature size and are extensively used in many PWBs to provide maximum component density while maintaining the device’s electrical, thermal, and signal integrity performance. There is a variety of materials used for PCB substrate, the most common is FR4. The below-shown figure-1 shows the evolution of Computer CPU and associated PWBs.
1.The main factors affecting the performance of PWBs
1.1 Speed of operation of the printed wiring board
The speed at which the electronic device operates is a significant factor in the design of PWB interconnections. The signal propagation speed is inversely proportional to the square root of the dielectric constant of the substrate material of PWB. Time of flight is the signal’s propagation time, which is directly proportional to the length of conductors and must be kept short of ensuring the optimum electrical performance of a system. Above 25MHz, the PWBs use the strip-lines and micro-strips for this purpose.
1.2 Printed Wiring Board–Power Consumption
Increasing clock rates and increasing the number of gates will result in increased power consumption. Special care must be taken for high-speed switching circuits where ground return current flow is channeled optimally. The separate ground plane must be made in multilayer PWBs to ensure low resistance current flow. A different bus bar system is also preferable for high-power circuits.
1.3 Thermal Management
The PWBs are poor conductors of heat, so proper care must be taken to use methods to dissipate the heat generated by power components in PWBs. Heat sinks, heat vias, conductive planes in PWBs, and metal slugs are good techniques. | <urn:uuid:6525eb65-1125-4749-97a8-ec1a26f02c5c> | {
"dump": "CC-MAIN-2022-27",
"url": "https://www.wellpcb.com/special/printed-wiring-board.html",
"date": "2022-07-06T06:43:15",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104668059.88/warc/CC-MAIN-20220706060502-20220706090502-00069.warc.gz",
"language": "en",
"language_score": 0.934738278388977,
"token_count": 455,
"score": 3.765625,
"int_score": 4
} |
Production Technology is a developing science and an ever-developing field. It is the most integral part of manufacturing. The subject is included with an objective to help students get acquainted with the basics and to study how to select the appropriate Production Technology for a specific application.
Production Technology deals with different processes like machine tools like lathes, and machine operations like casting, welding, drilling, etc. This subject is a part of the mechanical, automobile, production and similar branches of engineering. The concepts included in Production Technology are integral to the manufacturing processes and its knowledge is essential for working in the industry.
Some of the topics included in Production Technology syllabus are:
1) Modern Machine Tools: Classification, Selection and Application
2) Metal Casting
3) Drilling, Knurling, Chamfering, Milling Processes
4) Lathe Machines
5) Milling Machines
6) Grinding Machines
7) Gear Manufacturing
8) Production and Manufacturing Processes
9) Moulds and Mould-Making
10) Welding Process
v Study Material:
Students often use the age-old method of referring to different reference books in order to understand the concepts of Production Technology. But it is difficult to understand a completely new concept by just referring to a book. The advent of advancing technology is rapidly transforming the way students can study various subjects. Online educational portals offering tutorials and videos play an important role in this transition. It is comparatively easier for students to understand different topics and study a subject in video format! Online courses are regularly updated to provide relevant up-to-date study material. Ekeeda provides online courses for subjects of different branches of engineering for students from different universities across the country. We have experienced professors using the latest technology to provide the best quality content. The video courses are specially designed to ensure the quality in terms of understanding the technical aspect of different topics of Production Technology in order to help students write their exams confidently.
v Course Details:
Ekeeda provides Production Technology course at just Rs. 1500/- for engineering students. The course is designed especially to help students get the basic knowledge of Production Technology and to easily understand Production Technology. The course contains the entire syllabus of Production Technology.
Each chapter is broken down into numerous smaller sub-topics to make it easier for students to grasp various concepts. Each video lecture is 2-15 mins in length so that students can understand different concepts in a comprehensive manner. The topics are arranged such that the level of difficulty provides a smooth learning curve for all students.
Ekeeda offers special combo packages on study material and courses for subjects of an entire semester. The subject course, video lectures, and online tutorials of Production Technology are easily available for all students on Ekeeda.com as well as on our free engineering app. This is done so as to enable the students to improve their technical aptitude and make them industry-ready engineers. The lectures are designed to help students to fully prepare for their engineering exams and score well. | <urn:uuid:520bfdee-3ff8-4480-86da-fbe9fba71e86> | {
"dump": "CC-MAIN-2020-10",
"url": "https://ekeeda.com/subject/production-technology",
"date": "2020-02-26T10:23:27",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146341.16/warc/CC-MAIN-20200226084902-20200226114902-00212.warc.gz",
"language": "en",
"language_score": 0.9163623452186584,
"token_count": 614,
"score": 3.359375,
"int_score": 3
} |
A set of dominoes to use in the classroom when investigating animals which lay eggs.
Print, cut and laminate a class set of the dominoes.
Individually, or in small groups, students connect the dominoes by matching eggs to the animal which laid them. Some animals which do not lay eggs have also been included. It may be helpful for students to focus on where the eggs are found in order to solve the puzzle.
Download this resource as part of a larger resource pack or Unit Plan.
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
Find more resources for these topics
Suggest a change
You must be logged in to request a change. Sign up now!
Report an Error
You must be logged in to report an error. Sign up now! | <urn:uuid:65dfb6ad-240b-408a-92ab-58ef8c1a6771> | {
"dump": "CC-MAIN-2021-21",
"url": "https://www.teachstarter.com/us/teaching-resource/eggs-ellent-dominoes-us/",
"date": "2021-05-11T01:15:29",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991553.4/warc/CC-MAIN-20210510235021-20210511025021-00025.warc.gz",
"language": "en",
"language_score": 0.9349250197410583,
"token_count": 173,
"score": 3.828125,
"int_score": 4
} |
How large was Israel under Solomon’s rule? During the reign of Solomon, Israel extended into the Sinai desert near Egypt in the south and to the Euphrates River in the north. It was roughly three times the size of Israel today and would have included parts of present-day Lebanon, Jordan, and Syria.
No witnesses. Under normal circumstances, priests and judges would have presided over the case between the two prostitutes (3:16–28). However, because there were no witnesses to the case, the law required them to go before Solomon. The king was considered to be the highest court of appeal.
Why did Adonijah ask for Abishag? Marrying David’s concubine (2:17) would have given Adonijah a claim to the throne.
Horns of the altar. Many ancient Near Eastern cultures regarded shrines and temples as places where a person could seek safety and refuge. In Hebrew culture, a person accused of a crime might grasp the horns of the altar (1:50) to indicate that he was seeking protection from the Lord.
God promised to establish David’s kingdom forever (2 Sam. 7:1–17). Although Adonijah was David’s eldest living son, Nathan and Bathsheba’s actions ensured that Solomon’s claim to the throne was stronger (ch. 1). Solomon became king at David’s death. | <urn:uuid:b58ae964-5773-4726-b413-036dc93b4833> | {
"dump": "CC-MAIN-2017-26",
"url": "http://questacon.com/category/scriptural-study/facts/1-kings/page/3/",
"date": "2017-06-25T17:24:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320545.67/warc/CC-MAIN-20170625170634-20170625190634-00156.warc.gz",
"language": "en",
"language_score": 0.9726100564002991,
"token_count": 293,
"score": 3.90625,
"int_score": 4
} |
Microwave moisture measurement sensors are innovative devices that have revolutionized the field of moisture analysis across various industries. These sensors utilize microwave technology to accurately and non-destructively measure the moisture content of different materials. Whether its food processing, agriculture, pharmaceuticals, or construction, microwave moisture measurement sensors offer a reliable and efficient solution for moisture analysis. In this article, we will explore the working principles, benefits, and applications of microwave moisture measurement sensors.
Microwave moisture measurement sensors operate based on the principle that the dielectric properties of materials change as their moisture content varies. These sensors emit microwave signals towards the material under test and analyze the reflection and absorption of these signals. The moisture content is then determined by evaluating the changes in the microwave signals caused by the interaction with the material.
Non-destructive: Unlike traditional moisture analysis methods that often require destructive sampling, microwave moisture measurement sensors enable non-destructive testing. This means that the integrity and quality of the material remain intact, and the measurements can be performed repeatedly without causing any damage.
Real-time monitoring: Microwave moisture measurement sensors provide real-time moisture measurements, allowing for immediate feedback and adjustments in the production process. This real-time monitoring capability enhances quality control and helps in maintaining consistent moisture levels, leading to improved product quality.
Accuracy and reliability: These sensors offer high accuracy and reliability in measuring moisture content. They can provide precise readings even for materials with varying densities and compositions. By eliminating the need for sample preparation and reducing human error, microwave moisture measurement sensors ensure consistent and trustworthy results.
Wide range of applications: Microwave moisture measurement sensors find applications in diverse industries. They can be used for moisture analysis in food processing, agriculture (soil and crop moisture monitoring), pharmaceuticals (pill coating analysis), construction materials (concrete curing), and many other sectors where moisture control is critical.
Cost-effective: With their non-destructive testing capability, microwave moisture measurement sensors help reduce material waste and optimize production processes. By preventing over-drying or excess moisture, businesses can save costs associated with rework, energy consumption, and raw material usage.
Food processing: Microwave moisture measurement sensors are used to monitor and control moisture levels in various food products, including grains, snacks, baked goods, and dairy products. They ensure product quality, extend shelf life, and enhance overall food safety.
Agriculture: These sensors play a vital role in agriculture by providing precise measurements of soil moisture content. Farmers can use this information to optimize irrigation schedules, reduce water consumption, and enhance crop yields.
Pharmaceuticals: In the pharmaceutical industry, microwave moisture measurement sensors are employed to analyze the moisture content of pills, capsules, and powders. This ensures the efficacy, stability, and quality of medications.
Construction: Microwave moisture measurement sensors are utilized in the construction industry to monitor the moisture content of building materials such as concrete, wood, and drywall. This helps prevent structural damage, ensure proper curing, and maintain the integrity of the construction projects.
Microwave moisture measurement sensors have become indispensable tools in moisture analysis across a wide range of industries. Their non-destructive testing capability, real-time monitoring, accuracy, and reliability make them highly valuable for quality control and process optimization. By providing precise and immediate moisture measurements, these sensors contribute to improved product quality, reduced waste, and cost savings. As technology continues to advance, microwave moisture measurement sensors are likely to evolve further, enabling even more efficient and sophisticated moisture analysis techniques. | <urn:uuid:2d310323-5391-497f-9514-7a9eb24904cd> | {
"dump": "CC-MAIN-2024-10",
"url": "https://jayceetech.com/microwave-moisture-measurement-sensor.php",
"date": "2024-02-23T06:54:29",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474361.75/warc/CC-MAIN-20240223053503-20240223083503-00069.warc.gz",
"language": "en",
"language_score": 0.8928070068359375,
"token_count": 720,
"score": 3.546875,
"int_score": 4
} |
Features include interactive map, in-depth stories, and more.Download now. »
The week's top five must-sees,
delivered to your inbox.
Radical feminism is a perspective within feminism, now primarily associated with second-wave feminism of the 1980s that focuses on the theory of patriarchy as a system of power that organizes society into a complex of relationships based on the assertion that male supremacy oppresses women. Radical feminism aims to challenge and overthrow patriarchy by opposing standard gender roles and oppression of women and calls for a radical reordering of society. Early radical feminism, arising within second-wave feminism in the 1960s, typically viewed patriarchy as a "transhistorical phenomenon" prior to or deeper than other sources of oppression, "not only the oldest and most universal form of domination but the primary form" and the model for all others. Later politics derived from radical feminism ranged from cultural feminism to more syncretic politics that placed issues of class, economics, etc. on a par with patriarchy as sources of oppression. Radical feminists locate the root cause of women's oppression in patriarchal gender relations, as opposed to legal systems or class conflict. (via Freebase) | <urn:uuid:85e84a78-eda7-4dc4-9ac7-203a62b1e260> | {
"dump": "CC-MAIN-2013-20",
"url": "http://news.linktv.org/topics/radical-feminism",
"date": "2013-05-24T16:10:50",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704752145/warc/CC-MAIN-20130516114552-00003-ip-10-60-113-184.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9526113271713257,
"token_count": 240,
"score": 3.34375,
"int_score": 3
} |
Which statement best describes the problems the North and South faced after the Civil War? The North faced severe economic problems, while the South faced severe social problems. Though both areas suffered from the war, the South fared much worse than the North. The North faced many rebuilding challenges in its cities, while the South rebuilt its cities quickly. Though both areas suffered from the war, the North fared much worse than the South.
Add you answer
Please Sign In / Sign Up | <urn:uuid:233fec32-2f93-4863-a1b0-299f10fe4ea9> | {
"dump": "CC-MAIN-2020-40",
"url": "https://qanda.typicalstudent.org/which-statement-best-describes-the-problems-the-north-and-south-faced-after-the-civil-war-the-north-faced-severe-economic-problems-while-the-south-faced-severe-social-problems-though-both-areas-suffered-from-the-war-the-south-fared-much-worse-than-the-north-the-north-faced-many-rebuilding-challenges-in-its-cities-while-the-south-rebuilt-its-cities-quickly-though-both-areas-suffered-from-the-war-the-north-fared-much-worse-than-the-south",
"date": "2020-09-28T08:11:39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401598891.71/warc/CC-MAIN-20200928073028-20200928103028-00511.warc.gz",
"language": "en",
"language_score": 0.9552000761032104,
"token_count": 94,
"score": 3.21875,
"int_score": 3
} |
In Looking Back, We Must Look Ahead
Why A Strong Israel Is More Important Than Ever
Today is Yom HaShoah, Holocaust Remembrance Day for the Jewish people. We remember those who perished in what was, perhaps, the world’s most atrocious event in history. We recall the memory of the 6 Million Jews who were murdered simply for being Jewish, alongside 5 Million others who met a similar fate for differing reasons. While, on this day, we look to the past, we also look to the future, as we renew our resolve to make “Never Again” more than just a slogan.
To many, the Holocaust stands out as simply a dark event of history that could not possibly be repeated. By contrast, to Jews, the Holocaust is but one chapter (albeit a large one) in a long Jewish history of misfortune, including enduring slavery, conquests, expulsions, pogroms, genocide and prejudice. The unfortunate truth is that the Holocaust does not stand alone in history; there are many times that, by all accounts, the Jewish people should not have endured, should not have survived. And yet, the Jewish people have not only endured and survived, but have thrived such that nobody can deny the innumerable contributions Jews have made to society throughout the ages. What is also unfortunately true is that, if many in the world today had their way, the success of the Jews, the very survival of the Jews, would end soon. Some attitudes don’t change with time.
Following WWII, Jews around the world, both those who endured and survived the Holocaust and those who were fortunate enough to avoid the grip of the Axis powers, realized that the threat to the Jewish people could only be met by a strong Jewish nation. Yes, the Ottoman Empire provided relative respite to Jews following the expulsion from Spain and Portugal. Yes, some countries helped shield their Jews from Nazi hands during WWII and, certainly, the Jews owe a debt of gratitude to the Allied powers who liberated the death camps. But the post-WWII realization was that, throughout the ages, Jews could only count on themselves. Without their own homeland and their own fighting force, Jews could never ensure their own safety.
This crystallization of the need for self-reliance was the fuel that ignited the Zionist fire that had sparked much earlier. Zionism began as a movement dedicated to re-establishing a nation for the Jewish people in their ancestral homeland, one that would provide safe refuge to Jews throughout the world. From this simple idea came the modern State of Israel. Lest one think that such protection is unnecessary in the modern post-WWII era, recall that the need for a safe refuge for Jews has been proven time and time again since WWII. Most notably, Israel conducted several rescue missions to save the Jewish populations from Ethiopia and Yemen and bring them to Israel. What’s more, Israel absorbed the Jewish populations of just about every middle east nation, as such populations had to flee growing anti-Semitism or were actively expelled. Even today, in 2016, Israel again serves its primary function by providing a safe haven for Jews from all over Europe, as anti-Semitism in France, the UK and other European countries runs rampant and some of the most modern, Western democracies prove incapable of protecting their Jewish populations.
The need for a safe refuge for Jews has been proven time and time again since WWII.
Despite the demonstrated need for a Jewish nation state, not everyone supports Israel’s existence. While some oppose Israel’s existence out of sheer, explicit hatred of Jews, others hide their anti-Semitism through the thinly-veiled label of “anti-Zionism.” Anti-Zionism comes in many forms, but it is, in any form, anti-Semitism. Let me be clear- criticism of Israel’s domestic policies, its military actions or its handling of the Israel-Palestinian conflict is not necessarily anti-Semitism. However, anti-Zionism is nothing more than a modern form of ever-evolving anti-Semitism.
If Zionism is the idea that Jews deserve a strong and secure Jewish state capable of protecting the Jewish people, then those who are anti-Zionist wish to see Jews have no means of defending themselves. That’s as simple and as complicated as it gets. Don’t be fooled by those who seek to draw a distinction between anti-Zionism and anti-Semitism. To be anti-Zionist is to be against the Jewish people. One need look no further than the misguided Boycott-Divestment-Sanctions (BDS) movement, which claims to seek pressure on Israel to end its occupation of Palestinian land. Were this the true goal, BDS would focus on Israelis, not Jews.
When Jewish musician Matisyahu, who is American and lives in the United States, was scheduled to play at a festival in Spain, the BDS movement convinced the festival organizers to condition Matisyahu’s appearance on him signing a pledge denouncing Israel (he refused). BDS also targeted SodaStream, an Israeli company that had a West Bank factory that employed almost exclusively Palestinians, causing SodaStream to shut down the factory and almost all of the Palestinian workers. As a final example, take the case of a UCLA student who, while campaigning to be a part of the student government, was asked how she could govern the student body while “maintain[ing] an unbiased view” due to the fact that she is Jewish. Examples abound of Jews being targeted with anti-Israel activities. As much as it is improper for anti-Zionists to conflate Jews and Israel, it is perfectly appropriate to conflate anti-Zionism and anti-Semitism, as the two are inextricably linked.
Again, criticism of Israel is not necessarily anti-Semitism; there is room for legitimate criticism just as there is with any other nation. However, criticizing Israel under a double standard is absolutely anti-Semitism. When one holds Israel to a standard to which no other nation is held, then, one must conclude, such disparate treatment is due to the one factor that sets Israel apart from the other nations, namely, its Jewish character. Comparing a democracy to a communist country may yield disparate treatment, as might comparing a Western nation to an Eastern nation, or a first-world country to a third-word country. But when criticism puts Israel alone in one column compared to every other country in another column, the unique variable becomes clear — Jews.
When one holds Israel to a standard to which no other nation is held, then, one must conclude, such disparate treatment is due to the one factor that sets Israel apart from the other nations, namely, its Jewish character.
In every other country, the government has the right to enforce its borders through immigration policy and physical barriers and yet, when Israel enacts such policies and erects such barriers, it is labeled an “apartheid wall.”
In every other country, law enforcement is allowed to use lethal force against an assailant carrying out a terrorist attack, and yet, when Israeli police shoots someone actively trying to stab Israelis or ram Israelis with a car, Israel is accused of “extrajudicial killings.”
Any other country finding itself the target of thousands of rocket attacks is given the chance to defend itself, and yet, when Israel seeks to defend itself, the world demands that Israel “show restraint.”
Much has been written of these double standards when comparing Israel to other nations, yet very little emphasis is placed on the double standards within the Israel-Palestinian conflict itself. The world claims that Palestinians should have free reign in Jerusalem’s holy sites, but Jews are not even allowed to pray on the Temple Mount. The world claims that Palestinians should have a “right of return” to Israel proper, but not a single Jew is allowed to live in what is to become the State of Palestine. Again, it is Jews that are targeted by these policies, not Israelis.
Double standards are one thing, but perhaps worse is criticism that comes in such a perverse form that the cause can’t possibly be anything other than anti-Semitism. In the UN Human Rights Council, more resolutions have been passed condemning Israel alone than the rest of the world’s countries combined (let alone ISIS, Boko Haram and the like). Inquiries are made into Israel’s military actions, while those of its adversaries, including the use of human shields, go unmentioned. The UN even has the audacity to allege that Israel is one of the worst countries for women’s rights- a country in which women can drive, vote, participate in all facets of society and hold public office (including prime minister), while ignoring that most or all of these opportunities are denied to women in most of Israel’s neighbors.
At a time when multiple organizations such as Hamas, Islamic Jihad and Hezbollah exist with the goal of riding the region (or the world) of Jews, we cannot lose sight of the similarities to the Holocaust. The difference between then and now, however, is the ability of the Jews to defend ourselves. Perhaps nothing symbolizes this new reality better than a photo of the Israeli Air Force flying three F-15 planes over the gates of Auschwitz.
Because these existential threats to the Jewish people persist, we must remain prepared. As we look back on the Holocaust during Yom HaShoah, we must also look to the future of the Jewish people, which is dependent on the State of Israel. Only a strong, prosperous Israel turns “Never Again” from a mere slogan into a legitimate promise. | <urn:uuid:63d79c5c-883b-4f41-a41a-b3087253b8c1> | {
"dump": "CC-MAIN-2018-13",
"url": "https://zionistpress.com/in-looking-back-we-must-look-ahead-4b7143459cc6?gi=603a405596c0",
"date": "2018-03-18T17:18:08",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645830.10/warc/CC-MAIN-20180318165408-20180318185408-00043.warc.gz",
"language": "en",
"language_score": 0.9614591598510742,
"token_count": 1983,
"score": 3.234375,
"int_score": 3
} |
What is a chart object?
Click to see full answer
Similarly, you may ask, how do I activate a chart in VBA?
To do so manually, just activate the embedded chart and choose Chart ^ Location. In the Chart Location dialog box, select the As New Sheet option and specify a name. This action essentially copies the Chart object (contained in a ChartObject object) to a chart sheet and then destroys its containing ChartObject object.
Subsequently, question is, what is the chart object border in Excel? An additional way to add a border to a graph is to right-click the graph and choose “Format Chart Area.” On the resulting pop-up window, click one of the border options on the left side of the window, then select formatting on the right side.
Also to know is, how do you select a chart?
Another way to create a chart is to select the type of chart you want, and then specify the data to include.
Specify data ranges
- On the Insert tab, select the chart type you want.
- On the Chart Design tab, select Select Data.
- Click in the Chart data range box, and then select the data in your worksheet.
How do I create a chart from an object in Excel?
To begin, head over to Design tab and click Move Chart. Its dialog will appear, now enable Object in option and select the worksheet from the list. Click OK to move the chart as object in the specified sheet. | <urn:uuid:d23cb92c-357c-4bde-8f96-49d37c8841f1> | {
"dump": "CC-MAIN-2021-43",
"url": "https://findanyanswer.com/what-is-a-chart-object",
"date": "2021-10-27T00:05:37",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00655.warc.gz",
"language": "en",
"language_score": 0.7837722301483154,
"token_count": 313,
"score": 3.375,
"int_score": 3
} |
Policies and measures directed against the Jews can be divided into three periods or phases: persecution and forced emigration of German and Austrian Jews between 1933 and 1939; a period of ghettoisation and repression in the Eastern territories occupied by Germany between 1939 and 1941; and a phase of systematic extermination from the middle of 1941 to the end of the war. Scholars have disagreed about the motivations and intentions behind these policies.
Initially, in the 1940s and 1950s, scholars argued from an [intentionalist] viewpoint that the annihilation of the Jews had proceeded from Hitler’s personal hatred of Jews. They argued that the consistency in his statements against Jews, from the very beginning of his political activity in 1919 to his final “Testament” in 1945 suggested that he came to power with a very clear aim of at least eliminating Jews from Germany.
As time went on, however, other scholars pointed to the need for structuralist or functionalist interpretations which took account of the effort across German society to drive the Jews out of German everyday life through increasingly oppressive legislation and cumulative radicalisation. These scholars also pointed to the plans to encourage or force Jewish emigration from Germany in the late 1930s and (by extension) pointed to the failure of the rest of the world to offer safe haven for the thousands who tried to flee. International efforts to devise a solution to the refugee crisis were at best half-hearted and woefully inadequate.
With the outbreak of war, the situation of German Jews deteriorated while those in the newly-conquered territories in occupied Poland found themselves often concentrated in ghettos. After the invasion of the Soviet Union in June 1941, however, the activities of the Einsatzgruppen, the expansion of existing camps like Auschwitz and the construction of killing centers accompanied the deportation of Jews from Germany to killing sites. Although there is no document in which Hitler explicitly ordered the “Final Solution of the Jewish Question”, making an exact date impossible, the consensus is that the summer of 1941 saw a transition to a more systematic program of killing.
Intentionalism: the belief that the Nazis were acting on the basis of a long-term plan or conspiracy based on identification, concentration and finally killing of Jews, devised before they came to power in 1933.
Functionalism: the argument that many of the decisions to kill evolved in response to local challenges and shortages of housing or food, and were taken by officials and SS officers at lower levels rather than centrally directed.
Cumulative radicalisation: a term coined by the German historian Hans Mommsen to describe how German businesses, professional organisations and even localities exceeded the directives of the Nazi regime in excluding Jews from German society. | <urn:uuid:acf63e9a-d05c-4b3b-ac91-b08751250218> | {
"dump": "CC-MAIN-2021-49",
"url": "https://aboutholocaust.org/en/facts/did-the-nazis-intend-to-annihilate-jews-from-the-beginning",
"date": "2021-12-05T05:49:49",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363135.71/warc/CC-MAIN-20211205035505-20211205065505-00499.warc.gz",
"language": "en",
"language_score": 0.9677725434303284,
"token_count": 549,
"score": 3.71875,
"int_score": 4
} |
Hamilton was already a hot air balloonist, dirigible pilot, and parachute jumper when he began flying lessons in 1909 under Glenn Curtiss himself. Within six months he had become perhaps the best-known daredevil flyer in the United States.
His visit to Spokane was on April 1-3 after he had done a similar demonstration on March 11-13 at Meadows Race Track just south of Seattle near present Boeing Field. The Seattle demonstration was the first air flight to occur in Washington state. Telegrams made public later revealed that Curtiss claimed his company lost money on the Seattle and Spokane visits. He had wanted Hamilton to cancel them in favor of more lucrative offers from other cities, but Hamilton refused.
Crowds through the United States flocked to watch pilots perform such stunts as climbing to some 1,500 feet, cutting the engine, diving and restarting the engine at the last moment. Aviators could earn as much as $10,000 for two or three flights, but many were killed in the attempt. Hamilton was especially successful at performing this stunt.
Thrilling the Crowds
April 1, the first day of Hamilton’s Spokane demonstration, was a failure, as he could not start the engine of his Curtiss biplane. During the next day he made several successful flights to and from the fairgrounds, thrilling the crowds with his antics. The Spokesman-Review of April 3 describes his performance of the previous day. During his second flight,
“ ... the aviator was forced about a mile and a half east of the fairgrounds where he circled over the houses before being able to get back over the grandstand. While east of the grounds, Hamilton found a high-power, 12,000-volt electric line in his path. Being unable to rise sufficiently to pass over it, he let his machine run a few feet above a street, passing below the wires and between the poles, he ran along the road for quite a little distance before being able to get above the wires and in the clear sufficiently to soar” (McGoldrick, 6).
That same day, Hamilton boasted, “I can take the hat off your head if you want me to, for I can fly any height above the ground” (McGoldrick, 6).
Mechanical Challenges and More Thrills
Those early aviators had to be resourceful mechanics as well as flyers. In preparing for the next day’s flight, Hamilton worked late into the night trying in vain to repair a damaged magneto. He tried to persuade Harry Green to sell him his car for $3,500 in order to get a magneto. Green refused, but Hamilton was able to buy another car to get a six-cylinder magneto to adapt for his eight-cylinder engine.
The third day of Hamilton’s exhibition drew a crowd of 20,000, although only 3,000 had paid admission. In addition to the crowd at the fairgrounds, the newspaper reported that many watched "from roofs of houses and factories, in tree tops and on telephone pole cross pieces" (McGoldrick, 7).
Harry Green died of pneumonia on December 14, 1910, soon after the historic flight exhibition he had promoted. Thus, he did not live to see the subsequent flourishing of aviation in Spokane. | <urn:uuid:c233d922-ace5-44df-8e19-4be32c322b21> | {
"dump": "CC-MAIN-2018-13",
"url": "http://www.historylink.org/File/8457",
"date": "2018-03-23T07:01:18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257648198.55/warc/CC-MAIN-20180323063710-20180323083710-00126.warc.gz",
"language": "en",
"language_score": 0.9845890998840332,
"token_count": 681,
"score": 3.203125,
"int_score": 3
} |
The Dromaeosaur was an “odd bird,” and you’d be right if you say in more ways than one. While this Late Cretaceous specimen is reported to have had feathers, it also had the luck of sharing the same “secret weapon” as similar theropods. At the end of its slender but powerful legs were two curved toes and a strange-looking” sickle claw” jutting out from the top of the foot. Though smaller than some other Dromaesaurs, it’s believed that this carnivore used the claw to clamp down on prey and kill it. While the Dromaeosaur is a well-known prehistoric character in many books and movies, there is still much to be learned about the species.
Paleontologists have pieced together what this member of the Saurischia order may have looked like, but a full skeleton hasn’t been discovered yet. Paleontologist Barnum Brown discovered the earliest remains during a 1914 American Museum of Natural History expedition, collecting a partial skull and some bone fragments and starting the hunt for more clues to the life of this creature. Dromaeosaur may have evolved between 76 and 74 million years ago on the watery islands of Europe, hunting in packs to survive. The group probably became extinct at the end of the Cretaceous period. Dromaeosaurs grew to be approximately 6 feet in length and weighed about 33 pounds. It was probably the size of a large dog. It even had a flexible tail that was, at times, flipped upright. Keen eyesight and hearing may have contributed to this creature’s hunting skills, along with its trademark sickle claw. But its long jaws with rows of sharp teeth probably came in quite handy at dinnertime as well. Some paleontologists suspect that Dromaeosaurs could be the closest known relatives to birds (as has been thought about many dinosaurs of this era). | <urn:uuid:f4a62e77-32bd-47c3-a14c-35379dd1e657> | {
"dump": "CC-MAIN-2023-50",
"url": "https://www.prehistoricoregon.com/learn/dinosaurs/dromaeosaurus/",
"date": "2023-12-06T11:49:47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100593.71/warc/CC-MAIN-20231206095331-20231206125331-00572.warc.gz",
"language": "en",
"language_score": 0.9782969355583191,
"token_count": 405,
"score": 3.875,
"int_score": 4
} |
HISTORIC UPHOLSTERY: A NEW PERSPECTIVE ON TREATMENT
4 HISTORICAL ACCURACY IN REINTERPRETATION
Full understanding of upholstery materials and technology is critical to achieving a correct form if rebuilding or reupholstery is part of treatment. Upholstery conservation that goes beyond stabilization of existing materials requires historical knowledge, especially if the missing parts are to be put back in a historically accurate way. Rebuilding upholstered areas requires specialized skills in upholstery. These skills and an understanding of the upholstery process become critical in reconstructing an under-upholstery, especially from alternative materials like plastics, if the curatorial demands of historically accurate forms are to be met.
An object does not often retain enough information to enable conclusions to be drawn regarding form and fabric. Interpreting the aesthetics of the piece accurately and rebuilding an upholstered shape or choosing an appropriate replacement fabric will require reference to historical documents. Probate records sometimes list types of fabrics popular in a given time or region. Letters often contain lavish descriptions of interiors. Guides and publications contemporary to the object may contain information about styles and colors in fashion at a given time, and they may include technical instruction. Paintings and drawings contribute a great deal of visual data that illuminate understanding of written material and evidence found on the piece. Many resources, especially current research and publications, could and should be explored to achieve an accurate historical interpretation. | <urn:uuid:1fe9645e-2f58-41ce-a856-1af2d5eccd8d> | {
"dump": "CC-MAIN-2017-51",
"url": "http://cool.conservation-us.org/jaic/articles/jaic32-03-005_4.html",
"date": "2017-12-12T21:41:17",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948519776.34/warc/CC-MAIN-20171212212152-20171212232152-00175.warc.gz",
"language": "en",
"language_score": 0.8877882957458496,
"token_count": 303,
"score": 3.265625,
"int_score": 3
} |
Sulfate is a salt that forms when sulfuric acid reacts with another chemical. It’s a broad term used to describe the two main synthetic sulfate-based chemicals, namely, sodium lauryl sulfate (SLS) and sodium laureth sulfate (SLES). They are produced from petroleum and plant sources such as coconut and palm oil. They are usually found in cleaning products and personal care products such as shampoos and have been used in these products since the 1930s. Sulfates can attract both oil and water. Because of this property, they can stick to water and oil/dirt, lifting them off hair, skin, and surfaces. Sulfates act as surfactants or agents that reduce the surface tension of liquids such as oil and water, allowing them to spread more easily. The main use of SLS and SLES is to create lather and remove oil and dirt. The lather also gives an impression of stronger cleaning power.
Where are sulfates found?
Sodium lauryl sulfate (SLS) and sodium laureth sulfate (SLES) are most commonly found in the following products (the percentage of these compounds in the product depends on the manufacturer and can vary from 0.5% up to 50%):
- Liquid soap
- Detergents (laundry and dishes)
- Bath bombs
Naturally occurring sulfites are present in the following:
- Drinking water, improving their taste
Are sulfates safe?
There is no evidence of sodium lauryl sulfate (SLS) and sodium laureth sulfate (SLES) being associated with cancer, infertility, developmental abnormalities, and other diseases; hence, sulfates aren’t particularly unsafe or dangerous. However, in recent times, there has been a lot of controversy over sulfate products because of their impact on the skin, hair, and environment. The compounds may slowly build up in the body with prolonged use, but the amount is usually minimal and does not cause any serious health problems.
The risks of using products with SLS and SLES include:
- Using products with SLS and SLES causes irritation to the skin, eyes, mouth, and lungs.
- It causes clogged pores and acne in people with sensitive skin.
- Dull, dry, and damaged hair because sulfate compounds strip away natural oils from the hair.
- It causes an allergic reaction, in which case the products containing these products should be avoided.
- Sulfate compounds negatively impact the environment. Sulfate compounds are made from palm oil, for which tropical rainforests are destroyed for palm tree plantations. Sulfate products that get washed down the drain can be toxic to animals.
- Sulfates are also derived from petroleum. Petroleum products are associated with climate change, pollution, and greenhouse gases.
- Sulfate products are tested on animals to determine the appropriate percentage to be used in human products. These compounds can have serious side effects on animals, causing skin, eye, and lung damage.
Should you stop using sulfate products?
Going sulfate-free depends on the individuals. Those who have worrisome side effects due to sodium lauryl sulfate (SLS) or sodium laureth sulfate (SLES) in their cleaning and personal care products may opt for sulfate-free products. Additionally, how sulfate affects the skin and hair often depends on the brand and manufacturer because all sources are not the same. The lather created by sulfate products gives a clean feeling, but sulfate-free products can also effectively clean the skin and hair. Sulfate-free products are also better for the environment. Sulfate-free products are generally priced higher as well. Hence, if it’s convenient for the individual, they can try switching to sulfate-free products.
Health Solutions From Our Sponsors | <urn:uuid:40930f5c-5215-4490-82aa-975edba999f7> | {
"dump": "CC-MAIN-2021-39",
"url": "https://www.rxlist.com/what_is_sulfate_used_for/article.htm",
"date": "2021-09-20T20:58:26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057091.31/warc/CC-MAIN-20210920191528-20210920221528-00085.warc.gz",
"language": "en",
"language_score": 0.9434111714363098,
"token_count": 801,
"score": 3.671875,
"int_score": 4
} |
1the action or process of flying through the air:an eagle in flightthe history of space flight
an act of flying; a journey made through the air or in space, especially a scheduled journey made by an airline:I got the first flight
the movement or trajectory of a projectile or ball through the air.
[as modifier] relating to or denoting archery in which the main concern is shooting long distances:short, light flight arrows
literary swift passage of time:the never-ending flight of future days
2a group of creatures or objects flying together, in particular.
a flock or large body of birds or insects in the air, especially when migrating:flights of Canada geese
a group of aircraft operating together, especially an air force unit of about six aircraft:a refueling mission in which his crew topped off three flights of four F-16A jets
3the action of fleeing or attempting to escape:refugees on the latest stage of their flight from turmoil
4a series of steps between floors or levels:she has to come up four flights of stairs to her apartment
a series of hurdles across a racetrack.
a closely spaced sequence of locks in a canal.
5an extravagant or far-fetched idea or account:ignoring such ridiculous flights of fancy
6the tail of a dart.
1shoot (wildfowl) in flight: (as noun flighting)duck and geese flighting
2British (in soccer, cricket, etc.) deliver (a ball) with well-judged trajectory and pace:he flighted a free kick into the box
in full flight
escaping as fast as possible.
having gained momentum in a run or activity:when this jazz pianist is in full flight he can be mesmerizing
put someone/something to flight
cause someone or something to flee:a soldier who held off, and eventually put to flight, waves of attackers
1(of a bird) take off and fly:the whole flock took flight figurativeshe entered the company after a year’s apprenticeship, and her career took flight
2flee:noise that would prompt a spooked horse to take flight
Old Englishflyht 'action or manner of flying', of Germanic origin; related to Dutch vlucht and fly1. This was probably merged in Middle English with an unrecorded Old English word related to German Flucht and to flee, which is represented by sense 3 of the noun | <urn:uuid:cc6cfe61-1d3a-4705-925e-00889056d2f0> | {
"dump": "CC-MAIN-2013-20",
"url": "http://oxforddictionaries.com/us/definition/american_english/flight",
"date": "2013-06-19T00:07:52",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368707436824/warc/CC-MAIN-20130516123036-00036-ip-10-60-113-184.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9462972283363342,
"token_count": 516,
"score": 3.328125,
"int_score": 3
} |
Yayasan Literasi Anak Indonesia
As an informal training center, YLAI provides training for teachers, educators, principals, and prospective teachers to ensure that children will become independent readers for life by developing reading skills and a love of reading.
YLAI works closely with the Indonesian Ministry of Education and Research and Technology and the Regional Education Office to develop literacy programs in schools with innovative teaching practices in the classroom.
Currently, YLAI is implementing classroom-based reading programs, classroom libraries, and school libraries for primary schools in Indonesia.
YLAI’s Work Approach
Promoting Primary School Literacy
YLAI continues to increase cooperation with the Ministry of Education and Culture, Research and Technology – RI to support policies and programs that promote crucial early literacy skill development.
Increasing Access to Children's Reading Materials
Applying Effective Assessments
Assessment, not only as a means to track and rank student achievement, is also an important daily practice to improve teaching and learning. A learning environment is established in which teachers regularly use formative assessment to identify the needs of individual learners, target instruction and improve its effectiveness.
Advocating for Training with a Systems Approach
YLAI advocates a systems approach in all training programs to support changes in literacy practices in schools. There are many components that determine the quality of literacy education and have an impact on student learning outcomes.
Improving Learning Environment
Teacher Professional Learning
Improving student learning through teacher professional learning strengthens and improves the teaching of reading and writing in the early grades.
Implementing Integrated Learning
Teachers’ knowledge is developed with expertise and national and international research-based input. Their focus is on combining content knowledge (subjects) with teaching strategies (pedagogical knowledge).
Effective teaching and learning strategies include:
- Level-appropriate level-adjusted guided lessons, inclusive and relevant to the local context.
- Lessons that support the development of students’ reading comprehension, critical thinking and other higher-order reasoning skills.
- Lessons that link the classroom learning to real-world application.
Implementing Student-Centered Active Learning
Implementation of Monitoring and Evaluation
- Collection of baseline and endline data as defined by program partners.
- Diagnostic assessments that measure individual student progress in reading comprehension and vocabulary mastery.
- Collection of qualitative data through observation, interviews, and case studies.
Development of a Reading Culture for Children
In summary, the availability of reading materials alone is not enough for most children to develop and maintain literacy skills. Skilled instruction by a trained teacher is required, including instruction that promotes reading comprehension. A daily and continuous allocation of time dedicated solely to reading both inside and outside of school is required.
Ongoing assessments to target children’s needs should occur. And finally all of this requires skilled principal leadership to monitor classroom programs and provide ongoing professional development opportunities. | <urn:uuid:d8e1a3ea-66fd-4c22-b493-e940f37bed62> | {
"dump": "CC-MAIN-2023-40",
"url": "https://literasi.org/en/about-ylai/the-vision-dan-mission/",
"date": "2023-09-29T17:29:28",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510520.98/warc/CC-MAIN-20230929154432-20230929184432-00392.warc.gz",
"language": "en",
"language_score": 0.9266546368598938,
"token_count": 595,
"score": 3.3125,
"int_score": 3
} |
“A penny’s worth one whole cent/Five of them make a nickel and can be spent/. . . A dime is worth twice as many/It’s small shiny and worth plenty. . . Coins tell us the history of our country/They give us facts about our currency.”-Excerpts from a student poem.
“Each coin has a story that describes its design and details our country’s history.” Student assessment of the value of coin study.
Excerpts from a teacher’s Chromebook file for a multicontent –social studies, ELA, arts and design, and science project called Coining our US History.
As can be seen this from the excerpts, this informational in depth project learning based study also included poetry and student mindful assessment.
Snapshots of active student researchers using Chromebooks as their technology tool:
** Seventh graders are examining pocket change intently for identifying marks, history facts, edges, images and more. One of the students on each team is either videotaping or just still photographing the search.
**Some students are researching web resources. These resources have been prescreened and curated for them by the teacher and okayed by school administrators. The resources also include selected and prescreened by the teacher You Tube Videos and other online videos.
**Another group is brainstorming questions for a parent interviews about the uses of loose change when they were 12. These students will take home their chromebooks to record their parent or adult comments as part of this investigation.
** Some student musicians are printing out lyrics to money-related songs. Within this group some are recording Karoke style the lyrics with references to their coin research, another student who composes on the piano, has gotten a pass to go to the music studio to see if he can begin a melody for the project. One team member is capturing these arts activities in progress for a culminating mini documentary.
**In the corner, students are creating poems advocating coin study. These are being uploaded to their files for an eventual ongoing coin poetry magazine. If there is money on the school budget they will publish a print edition of these poems as well.
** Yet another team is working on the T-chart “Should coins be cherished or abandoned?” to understand the pros and cons of continuing to use coins rather than all paper currency. This ties in with argument writing which is a mandated skill for ELA and SS and also fosters speaking and listening and career necessary presentation skills. As they work, these students stage a mock debate within their group in preparation for a soapbox stand in front of the whole class. They record these debates and strive to improve the clarity of their arguments and spoken expressiveness.
**Other students are busily engaged in working on their coin-related group projects for an expo for adults and representatives from other schools. They are listing potential exhibits, investigating which games or PowerPoint will be presented at the expo, and creating a diagram of how the gym will need to be set up—tables for exhibits, a special section for Power Point displays, a board game play area, and room for the soapbox debate on banning pocket change. All of these diagrams and visual notes are being kept in a file for use later when the onsite expos mounted.
Are the students having fun? Yes! Many observers would see this as a disruption or messy learning with multiple products to be monitored, assessed, and then put into portfolios over time. Is this a waste of teacher time that could better be used with a compact single assessment, single product, finite learning, and curricula objectives? The multiple student designed projects for this theme involve students in interactive peer learning, investigating, research and adult interviews that will make for memorable life lasting experiences. Use of the Chromebooks as a repository for the designs, videos, pictures, audio recordings, slides, and music of these individual student and student group products tremendously facilitates teacher management without the additional use of a separate IT person to maintain and share teacher files. Due to the use of the Chromebook console teacher management, the teacher has to hand an aggregate data collection that includes individual student portfolios, aggregate skills based material and the capacity to provide one on one student feedback or public comments and access invited public to comment as well. All of these teacher response and accountability features without the teachers being required to leave his/her console.
How so? Since the students decide what type of products they produce to address the learning history through coins’ theme, they “own” the products because they developed them and the products were not teacher assigned. While the basic theme of the project- in this case teaching American History through coins is one that is directly aligned with the 7th grade social studies curriculum, it allows the students to tap their particular talents and interests in the process of creating projects to address the project goals. In addition, students can take the roles of project organizer, productivity monitor, and marketer—roles which mirror real life organization positions needed when a new initiative is started. Whatever role they choose, they can use the capacity of the chromebook features with music, recording, video, slides, graphic, and hangouts to tap their learning styles and talents. Plus, LOSS OF KEY WORK, a perennial student issue within project based learning becomes a non-issue here.
Since the students are defining and aligning their individual products to the project goals and continually defining the type of product to get teacher approval, they are authentically connecting their chosen research and multimedia (visual, digital, spoken and written), charts, PowerPoints, cartoons, website tours, board games, coin poetry, and coin fables with Common Core ELA, Literacy in History standards, and Social Studies standards. The connection which they express becomes real to them because they have to effectively argue the case for their chosen product in terms of defending how it authenticates the required Common Core standards they would meet using single class sets of print or digital texts.
As the students design their product to address the general goal of aligning to learning about American history beginning to 1853 (7th grade curriculum), they must set up a rubric for informational content research, integration of knowledge and content expressed visually, and research to build and present knowledge and range of reading /writing. Therefore, they “own” their assessments just as they will in real-life and even in college. Is it more work for the teacher to go through various student-developed assessments since these may require the teacher to fine-tune the assessment? Yes. Is the teacher going to have multiple assessments to review at the end of the project? Definitely. However, having students create the assessments makes these assessments meaningful for them and informs their product design from beginning to end to address assessment.
Finally, as in real life, project-based learning has real audiences. This offers ongoing formative feedback and assessment. Traditionally project based learning teachers had to wait until the end for an onsite event where an audience could provide desired feedback. Chromebooks allow the teacher to invite audiences in to view ongoing projects and offer students needed feedback to enhance and expand them. When visitors pick pennies, nickels, dimes or quarters and identify sayings, dates, emblems and personalities plus fill out feedback forms at student expo demonstrations, they translate the students’ research into real-life adult visitor and reviewer responses, rather than only teacher grades. Is it more work for the teacher to set up such opportunities, especially when they entail recruiting community adults and coordinating logistics? Certainly, but teachers are willing to “flip the coin” of teaching to give students real-life learning experiences, then project-based learning may be the winning side of the coin.
While there is an ongoing debate about whether pocket change should be phased out, this coining project offers a powerful and compelling chromebook situated argument for the infinite “coining” of coin centered multicontent research.
Among You Tube selections teachers might use are:
Coin History in 4 Steps
March 6th, 2017
How Coins are made for Kids
March 22, 2016.
Other useful sites include:
Dr. Rose Reissman,
Academic and Grant Funding Director for Sector 5
About Sector 5,
Sector 5, Inc. (OTCQB: SFIV), is a Proud American Corporation, that sells, manufactures and develops new innovative consumer electronics under Sector 5 and other brands. The Company markets its partnership with Google approved Chromebooks to educational organizations, other B2B and B2C sales channels, with retail sales on Amazon. It is in development of several new products to serve the educational, business and retail markets. Follow the company on http://www.twitter.com/sectorfiveinc and http://www.facebook.com/sect5 and find further information at http://www.sector-five.com. For Sector 5’s Forward Looking Statements, click here. | <urn:uuid:6ad17ac0-69c7-4791-aab1-b4a37a1cf1a9> | {
"dump": "CC-MAIN-2018-34",
"url": "https://sectorfiveblog.wordpress.com/2017/04/25/coining-a-cross-content-chromebook-situated-student-owned-experience-grades-4-8/",
"date": "2018-08-16T20:10:15",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221211167.1/warc/CC-MAIN-20180816191550-20180816211550-00240.warc.gz",
"language": "en",
"language_score": 0.9517151713371277,
"token_count": 1836,
"score": 3.421875,
"int_score": 3
} |
Poor sleep negatively impacts memory in older adults, but a physically active lifestyle may help alleviate some of these consequences.
Researchers from Murdoch University’s Centre for Healthy Ageing investigated two important lifestyle factors – sleep and physical activity – and their impact on brain health as we age.
They found that physical activity may compensate for some of the negative effects of poor sleep on memory and thinking skills.
Murdoch University PhD candidate Kelsey Sewell, who led the study with senior authors Associate Professor Stephanie Rainey-Smith and Associate Professor Belinda Brown, assessed participants for memory and thinking skills, and the presence of a toxic brain protein called beta-amyloid, which is an early marker of Alzheimer’s disease.
“Our aim was to consider the combined effect of sleep and physical activity because we know they are closely related,” says Ms Sewell.
“Our results show that in people who are less physically active, poorer sleep was associated with worse memory and thinking skills.
“However, in those with higher physical activity, sleep did not have a significant impact on their memory and thinking.”
The study also found that sleep and physical activity may work together to influence levels of brain beta-amyloid, however, further research would be required to fully understand these associations.
Ms Sewell says that the results may be encouraging for older adults struggling to get a good night’s sleep.
“Overall, our results illustrate that physical activity may compensate for some of the negative effects poor sleep has on memory and thinking skills in older adults,” she says.
“However, because of the novelty of this research, further studies are needed to confirm this finding.”
Click here to read the study.
Text by: Murdoch University. | <urn:uuid:8624ea2d-6ed7-424e-bc76-4dd2c86abaf9> | {
"dump": "CC-MAIN-2023-50",
"url": "https://retailpharmacymagazine.com.au/physical-activity-contributes-to-a-healthy-ageing-brain-in-poor-sleepers/",
"date": "2023-12-09T21:30:18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100972.58/warc/CC-MAIN-20231209202131-20231209232131-00077.warc.gz",
"language": "en",
"language_score": 0.9615196585655212,
"token_count": 368,
"score": 3.234375,
"int_score": 3
} |
Espressif Wireshark User Guide¶
1.1 What is Wireshark?¶
Wireshark (originally named “Ethereal”) is a network packet analyzer that captures network packets and displays the packet data as detailed as possible. It uses WinPcap as its interface to directly capture network traffic going through a network interface controller (NIC).
You could think of a network packet analyzer as a measuring device used to examine what is going on inside a network cable, just like a voltmeter is used by an electrician to examine what is going on inside an electric cable.
In the past, such tools were either very expensive, proprietary, or both. However, with the advent of Wireshark, all that has changed.
Wireshark is released under the terms of the GNU General Public License, which means you can use the software and the source code free of charge. It also allows you to modify and customize the source code.
Wireshark is, perhaps, one of the best open source packet analyzers available today.
1.2 Some Intended Purposes¶
Here are some examples of how Wireshark is typically used:
Network administrators use it to troubleshoot network problems.
Network security engineers use it to examine security problems.
Developers use it to debug protocol implementations.
People use it to learn more about network protocol internals.
Beside these examples, Wireshark can be used for many other purposes.
The main features of Wireshark are as follows:
Available for UNIX and Windows
Captures live packet data from a network interface
Displays packets along with detailed protocol information
Opens/saves the captured packet data
Imports/exports packets into a number of file formats, supported by other capture programs
Advanced packet filtering
Searches for packets based on multiple criteria
Colorizes packets according to display filters
… and a lot more!
1.4 Wireshark Can or Can’t Do¶
Live capture from different network media.
Wireshark can capture traffic from different network media, including wireless LAN.
Import files from many other capture programs.
Wireshark can import data from a large number of file formats, supported by other capture programs.
Export files for many other capture programs.
Wireshark can export data into a large number of file formats, supported by other capture programs.
Numerous protocol dissectors.
Wireshark can dissect, or decode, a large number of protocols.
Wireshark is not an intrusion detection system.
It will not warn you if there are any suspicious activities on your network. However, if strange things happen, Wireshark might help you figure out what is really going on.
Wireshark does not manipulate processes on the network, it can only perform “measurements” within it.
Wireshark does not send packets on the network or influence it in any other way, except for resolving names (converting numerical address values into a human readable format), but even that can be disabled.
2. Where to Get Wireshark¶
You can get Wireshark from the official website: https://www.wireshark.org/download.html
Wireshark can run on various operating systems. Please download the correct version according to the operating system you are using.
3. Step-by-step Guide¶
This demonstration uses Wireshark 2.2.6 on Linux.
a) Start Wireshark
On Linux, you can run the shell script provided below. It starts Wireshark, then configures NIC and the channel for packet capture.
ifconfig $1 down iwconfig $1 mode monitor iwconfig $1 channel $2 ifconfig $1 up Wireshark&
In the above script, the parameter
$1 represents NIC and
$2 represents channel. For example,
./xxx.sh wlan0 6, specifies the NIC for packet capture, and
6 identifies the channel of an AP or Soft-AP.
b) Run the Shell Script to Open Wireshark and Display Capture Interface
c) Select the Interface to Start Packet Capture
As the red markup shows in the picture above, many interfaces are available. The first one is a local NIC and the second one is a wireless NIC.
Please select the NIC according to your requirements. This document will use the wireless NIC to demonstrate packet capture.
Double click wlan0 to start packet capture.
d) Set up Filters
Since all packets in the channel will be captured, and many of them are not needed, you have to set up filters to get the packets that you need.
Please find the picture below with the red markup, indicating where the filters should be set up.
Click Filter, the top left blue button in the picture below. The display filter dialogue box will appear.
Click the Expression button to bring up the Filter Expression dialogue box and set the filter according to your requirements.
The quickest way: enter the filters directly in the toolbar.
Click on this area to enter or modify the filters. If you enter a wrong or unfinished filter, the built-in syntax check turns the background red. As soon as the correct expression is entered, the background becomes green.
The previously entered filters are automatically saved. You can access them anytime by opening the drop down list.
For example, as shown in the picture below, enter two MAC addresses as the filters and click Apply (the blue arrow). In this case, only the packet data transmitted between these two MAC addresses will be captured.
e) Packet List
You can click any packet in the packet list and check the detailed information about it in the box below the list. For example, if you click the first packet, its details will appear in that box.
f) Stop/Start Packet Capture
As shown in the picture below, click the red button to stop capturing the current packet.
Click the top left blue button to start or resume packet capture.
g) Save the Current Packet
On Linux, go to File -> Export Packet Dissections -> As Plain Text File to save the packet.
Please note that All packets, Displayed and All expanded must be selected.
By default, Wireshark saves the captured packet in a libpcap file. You can also save the file in other formats, e.g. txt, to analyze it in other tools. | <urn:uuid:9e1ec13d-1d69-4625-9ac0-ef71a46ebf9b> | {
"dump": "CC-MAIN-2021-25",
"url": "https://docs.espressif.com/projects/esp-idf/en/v4.2/esp32/api-guides/wireshark-user-guide.html",
"date": "2021-06-13T05:32:19",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487600396.21/warc/CC-MAIN-20210613041713-20210613071713-00217.warc.gz",
"language": "en",
"language_score": 0.8713987469673157,
"token_count": 1377,
"score": 3.015625,
"int_score": 3
} |
Given a uniform, flat board (made of a titanium alloy) 20 meters long and weighing 3 kilograms, consider it ranging from -10 meters to 10 meters. So the center of gravity is at 0. We place two supports of equal heights at positions -3 and -1 and a 3 kilogram block at position -4.
The No Tipping game is a two person game that works as follows: you and I each start with 7 blocks having weights 1 kg through 7 kg. (7 should be a parameter -- no magic numbers in your programs please). The first player places one block anywhere on the board, then the second player places one block anywhere on the board, and play alternates with each player placing one block until the second player places the last block. (You may not place one block above another one, so each position will have at most one block.) If after any ply, the placement of a block causes the board to tip, then the player who did that ply loses. Suppose that the board hasn't tipped by the time the last block is placed. Then the players remove one block at a time (a player may remove a block originally placed by the other player) in turns. If the board tips following a removal, then the player who removed the last block loses.
As the game proceeds, the net torque around each support is calculated and displayed. The blocks, whether on the board or in the possession of the players, are displayed with their weight values. | <urn:uuid:4e4187fa-8560-4cad-87f0-737f69df346b> | {
"dump": "CC-MAIN-2015-40",
"url": "http://www.cs.nyu.edu/courses/fall05/G22.2965-001/notipping.html",
"date": "2015-10-04T16:59:50",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736675795.7/warc/CC-MAIN-20151001215755-00090-ip-10-137-6-227.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9479787945747375,
"token_count": 300,
"score": 3.015625,
"int_score": 3
} |
Orally disintegrating tablets (ODTs) were defined as a solid dosage form containing medicinal substances that disintegrate within a matter of seconds when placed on tongue. According to EUROPEAN PHARMACOPEIA, ODTs were defined as orodisperse that can be placed in mouth where it disperses rapidly before swallowing. These are appropriate dosage form for older people, children, and bedridden patients because it can be difficult for these patients to swallow conventional tablets or capsules. In these patients, medication compliance and therapeutic effect could be improved by taking ODTs that can rapidly and easily disintegrate in oral cavity.
Continue at: https://www.slideshare.net/reshmav6689/odt-project-protocolreshma
The text above is owned by the site above referred.
Here is only a small part of the article, for more please follow the link | <urn:uuid:8efe1de0-5e29-4fbc-a641-3535601a9921> | {
"dump": "CC-MAIN-2018-43",
"url": "https://manoxblog.com/2018/05/16/odt-project-protocol/",
"date": "2018-10-20T07:32:06",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512592.60/warc/CC-MAIN-20181020055317-20181020080817-00418.warc.gz",
"language": "en",
"language_score": 0.9266541004180908,
"token_count": 183,
"score": 3.171875,
"int_score": 3
} |
It is important for advocates and allies to recognize and dissect their own positionality in social justice work. Recognizing one’s positionality allows parties of different power relationships to work together to achieve the same goal. It allows people of different power dynamics to reflect on how their actions influence and impact other parties. It is difficult, if not impossible, for a heterosexual white male to put themselves in the shoes of a gay woman of color. While both parties may not be able to fully understand one another’s experiences, recognition of positionality and having uncomfortable or difficult conversations on power and privilege can open pathways to fostering mutual respect and culturally appropriate strategies to tackle social injustices.
What is positionality?
Positionality: the advantages and disadvantages a person holds based on their perceived social identity and the social groups in which they belong, such as their education level, gender, ethnicity/race, and class. The power these identities hold are not fixed but can change based on the time and location of each unique individual and the extent to which those identities are valued in society.
According to Misawa (2010), “all parts of our identities are shaped by socially constructed positions and memberships to which we belong. Such automatic categorization is embedded in our society as a system and is pervasive in education and at the workplace.” Race, sexual orientation, religion, gender, and class are some common social constructs that have a particularly high impact on one’s positionality. These lead to generalizations and stereotyping of certain groups that can impact daily lived experiences.
In Asian societies, pale or white skin is a standard of beauty and wealth. Those who meet these standards have higher chances of being favored for employment and marriage, among other things. In contrast, individuals with darker skin are criminalized and generalized as poor and unattractive. Those with darker skin tones are assumed to work as manual laborers outdoors while lighter skin toned individuals are assumed to have the luxury of staying indoors, thereby avoiding sun exposure or tanning. In this case, skin tone is associated with one’s level of wealth.
Positionality and Social Justice
Social justice is a vast network of interrelated and intersectional relationships that work together to heal and move forward. These relationships typically utilize their own unique power to do social justice work. However, one cannot effectively and efficiently do social justice work without realizing and recognizing their own positionality.
For example, in the women’s rights and women’s empowerment movement, women and girls are the main agents of change. The work of women and girls in advocating for their human rights has motivated a global response to the rights of women and girls in a variety of sectors, including health, religion, politics, and education. This work has led communities and organizations to have conversations on gender and feminism, leading some — regardless of their gender identity — to become allies to the movement. These conversations can dismantle systems of oppression and promote social justice in doing the following:
Allows groups to have uncomfortable or difficult conversations about privilege, oppression, and white supremacy
Acknowledges different experiences based on perceived social identities and facilitates mutual understanding and respect for those differences
Promotes reflexivity of one’s own prejudices or biases
Advocates and allies can reflect on their own positionality using the following questions:
How do my social identities fit/not fit with the norms of this particular society or movement?
What advantages do my identities bring to realizing social justice?
How might my identities do harm to social justice efforts?
Beyond recognizing my own positionality, what actions can I take to remain mindful of positionality? How can I show support without “speaking for” marginalized groups?
Misawa, M. (2010). Queer race pedagogy for educators in higher education: Dealing with power dynamics and positionality of LGBTQ students of color. The International Journal of Critical Pedagogy, Vol 5(1). DOI: http://libjournal.uncg.edu/ijcp/article/view/68/53 | <urn:uuid:1f28687e-1205-4bf4-a851-7a3f4a0fe94c> | {
"dump": "CC-MAIN-2024-10",
"url": "https://www.womenofwise.org/post/positionality-social-justice",
"date": "2024-02-22T02:00:23",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473598.4/warc/CC-MAIN-20240221234056-20240222024056-00106.warc.gz",
"language": "en",
"language_score": 0.9451671838760376,
"token_count": 823,
"score": 3.203125,
"int_score": 3
} |
On Aug. 27, 1893, a major hurricane that came to be known as the Sea Islands Hurricane struck near Beaufort. It was one of two deadly hurricanes during the 1893 Atlantic hurricane season; the storm killed an estimated 1,000 to 2,000 people, mostly from storm surge.
Modern analysis of historical records has allowed the history of this storm to be pieced together, although the analysis is only estimations since few accurate meteorological records were taken.
On Aug. 15, a tropical storm formed east of the Cape Verde Islands. It likely passed directly though the islands on the Aug. 16, leaving their vicinity the next evening. It become a hurricane Aug. 19, while crossing the Atlantic between the Cape Verde Islands and the Lesser Antilles. The hurricane continued to strengthen, attaining Category 3 status on Aug. 22, while located northeast of the Lesser Antilles. By the evening of Aug. 25, the storm was approaching the Bahamas. During the approach, it began to deviate from its westerly course and arc west-northwest. It is believed that the first effects of the storm were beginning to be felt in the Sea Islands area, with the winds steadily increasing during the night of Aug. 25.
Some of the inhabitants anticipated the storm and left the islands as quickly as possible. But this was before the time of modern storm warning systems, and many remained in the area as the storm approached. The conditions rapidly deteriorated on the island and the hurricane passed over sometime on Aug. 26. By that time, the hurricane was turning northward, and it moved parallel to the coast for about one hundred miles before making landfall near Savannah on Aug. 27.
Reports from the time say that wind during landfall was about 120 mph. Pressure in Savannah was measured at 960 bars, and modern estimates put the pressure around 954 mbar at landfall and possibly as low as 931 mbar out at sea, which would have most likely made the hurricane a Category 3 storm on the Saffir-Simpson hurricane scale. The hurricane passed north over the rest of South Carolina on Aug. 28 and moved up the c before becoming extratropical over Atlantic Canada.
The hurricane carried with it a heavy storm surge, according to Clara Barton of the Red Cross, causing great destruction along the coastline and offshore. An estimated 1,000 to 2,000 people were killed, most by drowning, putting it on-par with 2005's Hurricane Katrina as the fourth-deadliest hurricane in U.S. history. This estimate is conservative, though, considering the large populations of poor rural African-Americans in the area who had little means of reporting casualties. Thirty-thousand or more were left homeless as nearly every building along the barrier islands was damaged beyond repair.
The city of Beaufort was reduced to rubble, and much of Lady's Island was under water. Thousands were evacuated from the Sea Islands to the mainland by boat. Although the hurricane had been devastating, the American Red Cross did not arrive until Oct. 1, possibly because of ongoing efforts because of another hurricane that had hit South Carolina in June. After the Red Cross arrived, a warehouse of clothing and food was started in Beaufort to provide services to the affected. Nearly 20,000 refugees were said to have migrated to Beaufort searching for food, shelter and clothing. All “storehouses” were ordered to close, and distributions were made under a “ration” system through strategically placed distribution centers. Eventually, the areas submerged by the Sea Islands Hurricane were drained. To assist this effort, three hundred miles of ditches were dug.
Relief efforts were impeded by a second Category 3 hurricane that struck just north of the area, near Charleston, on Oct. 13. During a massive 10-month relief campaign, success was declared, with the Sea Islands population living in decent houses producing their own food again. Damages from the storm totaled at least $1 million in 1893 dollars, according to the Encyclopedia of Hurricanes, Typhoons, and Cyclones.
The storm also sent Beaufort's economy into a tailspin. The phosphate industry that had thrived since about the 1870s was practically wiped out between the loss of expensive equipment ruined by the storm and a tax on phosphate rock imposed by Gov. Ben Tillman. Rice cultivation ceased, too, as the fields filled with saltwater.
Sources: Some information provided by Wikipedia. | <urn:uuid:d721d569-f561-494a-90f0-45e7e7ed8c6d> | {
"dump": "CC-MAIN-2016-50",
"url": "http://www.islandpacket.com/news/weather/hurricane/article33517464.html",
"date": "2016-12-05T02:27:54",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541518.17/warc/CC-MAIN-20161202170901-00234-ip-10-31-129-80.ec2.internal.warc.gz",
"language": "en",
"language_score": 0.9805666208267212,
"token_count": 902,
"score": 3.5,
"int_score": 4
} |
Typically, a scene describes action taking place in a single setting and in a single period of time. Similar to a novel, a scene should have a beginning, a middle, and an ending.
These are a few writing tips for crafting sound scenes:
- A Scene Must Serve a Purpose: Make sure every scene moves the plot ahead, sets up critical information to be used later, or reveals character, preferably all three. If not, be ruthless. CUT THE SCENE, even if it is your favorite.
- Beginning a Scene: The first paragraph of every scene should situate the reader. Let the reader know where the scene is taking place, when it happens, and who the protagonist (POV character) and antagonist(s) are.
- No Talking Heads: Have your characters engaged in some sort of activity. Do not repeat that activity in the book (e.g. eating a meal). Try to think of an unusual activity for your characters to engage in. A good example is the opening scene of Natural Born Charmer by Susan Elizabeth Phillips, where the heroine is stomping down a highway dressed in a beaver suit.
- Populating a Scene: Too much thinking and ruminating gets old very quickly. Try to populate each scene with both a protagonist and an antagonist.
- There is no such Thing as Coincidence: A coincidence is defined as, “A remarkable concurrence of events or circumstances without apparent causal connection”. As a rule of thumb, everything that occurs in your book should have an identifiable cause — no accidental meetings, no serendipitous appearance of the hero on the scene in time to save the heroine.
- POV within a Scene: When we become as skilled at our craft as, say, Nora Roberts, head-hopping is permissible. A wise novice writer, however, should stick to a single POV within a scene. I grant myself an exception to this ‘rule’, but only in sex scenes where it is important to reveal the the emotions of both characters. I generally begin with the protagonist’s POV and switch mid-way to the antagonist’s POV (yes, even in sex scenes there is a protagonist and antagonist). | <urn:uuid:0ce5766f-5071-427c-842d-98a4fdcef7e6> | {
"dump": "CC-MAIN-2023-40",
"url": "https://booksbymaureen.com/crafting-sound-scenes/",
"date": "2023-09-23T23:38:36",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00239.warc.gz",
"language": "en",
"language_score": 0.9282788634300232,
"token_count": 454,
"score": 3.09375,
"int_score": 3
} |
An introduction to nuclear fission and fusion power plants
An easy-to-understand explanation of how nuclear fusion releases energy today's nuclear power plants release as today's coal or nuclear fission plants. Fundamentals of nuclear power 2-1 nuclear fission nuclear power plants represent 10 percent of the us installed generating capacity yet they. Especially nuclear fission power plants 1 introduction for several decades fusion power plant (fpp)concepts have been under development however. Balance of plant requirements and concepts for tokamak reactors fission power plants nuclear fission plants fusion power plants nuclear fusion plants. Other countries no longer engage in new nuclear power plants nuclear fission is a power source in we will present the principles of nuclear fusion as a. Which are used in nuclear power engineering introduction provides a nuclear power plants are main useful vol ii - mathematical models of nuclear energy. Introduction to nuclear today, nuclear power plants worldwide produce the first application of fission was as an atomic bomb while nuclear reactors and.
Free nuclear fusion there are two types of nuclear power: fusion and fission list of safety procedures introduction nuclear fusion is a form of nuclear. Nuclear power plants introduction 1 laboratory for reactor physics and systems behaviour introduction, nuclear physics basics, fission r chawla. View homework help - introduction to fission and fusion from science 101 at columbia southern university, orange beach nuclear reactions: an. Nuclear fission is introduced from the very fusion power explained how nuclear power plants work / nuclear energy. How does a nuclear plant work each fission releases 2 or 3 neutrons nuclear power plant each year us nuclear plants prevent atmospheric emissions totaling.
Light nuclei gain stability by undergoing nuclear fusion nuclear power plants use nuclear fission to generate power the nuclei of uranium atoms. Overview of chapter 12 introduction to nuclear power nuclear fission pros and cons of nuclear energy safety issues at power plants radioactive waste. Introduction to fission and fusion - download as powerpoint presentation (ppt), pdf file (pdf), text file (txt) or view presentation slides online. Introduction to fission and fusion an introduction to fission & fusion it is this heat that is captured by nuclear power plants to produce electricity.
Fission vs fusion slidespptx fission vs fusion fusion fission fission vs fusion fission introduction unit overview: this nuclear power plants operate using. Fission and fusion reactions introduction fission and fusion reactions are uranium is one of the primary fuels used for the process of fission in power plants. Kinetics and nuclear chemistry students should be able to explain how nuclear weapons and nuclear power plants operate discuss fission, fusion, nuclear.
Home / information library / nuclear fuel cycle / introduction nuclear fission is a great deal of research is being undertaken to harness nuclear fusion power.
- Produce baseload electricity in large power plants fusion and fission work at opposite ends nuclear fission fe.
- Predictable that there will be tens of fusion power plants fusion 3 comparison with nuclear fission radioactive waste management of fusion power.
- I nuclear energy and nuclear power plants introduction during the 1970’s of releasing greater amounts of energy than nuclear fission these fusion.
- The most important waste stream from nuclear power plants is spent nuclear of generating power by use of a combination of nuclear fusion and fission.
- Nuclear fission and fusion it does not cause any environmental pollution like the fossil fuels and nuclear power hydroelectric power plants.
Fusion as a future power source: recent achievements and prospects the design of a future fusion power. Nuclear technology basics: introduction i will begin a series of posts concerning nuclear reactor all thermally-based power plants share the. Introduction to nuclear reactor design fission, fusion, fossil fuel burning 7235 nuclear power plants worldwide. | <urn:uuid:1f1da9d5-1a18-4345-a4ac-7f309e26115e> | {
"dump": "CC-MAIN-2018-26",
"url": "http://hapaperinkq.alexandru.me/an-introduction-to-nuclear-fission-and-fusion-power-plants.html",
"date": "2018-06-18T11:07:31",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267859766.6/warc/CC-MAIN-20180618105733-20180618125733-00128.warc.gz",
"language": "en",
"language_score": 0.8458088636398315,
"token_count": 762,
"score": 4.03125,
"int_score": 4
} |
About This Chapter
Who's It For?
Anyone who needs help learning or mastering the World After World War I material will benefit from the lessons in this chapter. There is no faster or easier way to learn about the world after World War I. Among those who would benefit are:
- Students who want to learn a broad topic in a short amount of time
- Students who are looking for easy ways to identify the most important information on the topic
- Students who have fallen behind in memorizing events and people associated with the world after World War I
- Students who prefer multiple ways of learning history (visual or auditory)
- Students who have missed class time and need to catch up
- Students who have limited time to study for an upcoming exam
How It Works:
- Watch each video in the course to review all key topics.
- Refer to the video transcripts to reinforce your learning.
- Test your understanding of each lesson with a short quiz.
- Complete your review with the World After World War I chapter exam.
Why It Works:
- Study Efficiently: The lessons in this course cover only information you need to know.
- Retain What You Learn: Engaging animations and real-life examples make topics easy to grasp.
- Be Ready on Test Day: Take the World After World War I chapter exam to make sure you're prepared.
- Get Extra Support: Ask our subject-matter experts any history question. They're here to help!
- Study With Flexibility: Watch videos on any web-ready device.
Students Will Review:
This chapter summarizes the material students need to know about the world after World War I for a standard history course. Topics covered include:
- The economic and political consequences of the war
- The Russian Revolution
- Communism's rise
- The history of the U.S.S.R.
- Gains of Global Democracy
- The Weimar Republic
- Resistance in India and Turkey
- The Great Depression
- Governments' response to the Great Depression
- Asia's interwar conflicts
- The rise of Benito Mussolini
- Stalin's Soviet Union
- The Third Reich of Hitler
- The Spanish Civil War
1. Economic, Social & Political Consequences of the Great War
In this lesson, we will explore the consequences of World War I. We will learn about the political, economic, and social impact the war had on the United States and Europe.
2. The Russian Revolution: Timeline, Causes & Effects
In this lesson, we will examine the Russian Revolution. We will see what events led to the revolution, and we'll learn how the revolution impacted Russia's involvement in World War I.
3. The Rise of Communism & Vladimir Lenin
In this lesson, we will examine the role Vladimir Lenin played as a leading architect of the communist system. We will explore his involvement in the Russian Revolution and the establishment of Soviet Russia.
4. The U.S.S.R.: History & Creation
In this lesson, we will learn about the creation of the Union of Soviet Socialist Republics, commonly referred to as the Soviet Union. We will learn what events brought about the emergence of the Soviet Union, and how it has impacted the course of world history.
5. Gains of Global Democracy After 1919: History & Summary
In this lesson we briefly discuss the end of WWI and explore the proliferation of new states that occurred with the collapse of several central and eastern European empires.
6. The Weimar Republic: Strengths, Weaknesses & Collapse
In this lesson, we explore the Weimar Republic, the democratic government which governed Germany in between World War I and the rise of the Nazi party and Adolf Hitler.
7. Resistance in Turkey and India Between World Wars
In this lesson, we explore the resistance movements to western colonialism in both Turkey and India. Though both experienced colonialism via extremely different circumstances, both exhibited nationalist movements that opposed foreign rule.
8. The Great Depression: Timeline, Causes & Impact
In this lesson, we explore the Great Depression and the economic trends and practices that caused the greatest economic meltdown in the history of the world.
9. Response to the Great Depression: Governmental Policies in the US, Britain & France
In this lesson, we explore the greatest economic catastrophe of the 20th century, the Great Depression, as well as U.S., British, and French responses to the crisis.
10. Interwar Conflict in Asia Between World Wars: History & Response
In this lesson, we discuss Japan and China and the disparate fortunes of the two nations during the interwar period, including Japanese military aggression toward China.
11. The Rise of Benito Mussolini and Italian Fascism: Facts & Timeline
In this lesson, we explore the rise of fascism in interwar Italy, as led by Il Duce, Benito Mussolini. Mussolini's oppressive, totalitarian regime fell during WWII.
12. The Soviet Union Under Stalin: Five-Year Plans, Purges & Policies
In this lesson, we explore the brutal rule of Joseph Stalin in the Soviet Union, from 1928 to 1953. Stalin radically transformed the economy of the Soviet Union, while also terrorizing its people.
13. Hitler's Third Reich: Rise to Power, History & Collapse
In this lesson, we explore the rise of Hitler's Third Reich, its domination of German society in the 1930s, and the world war it began which eventually led to its downfall.
14. The Spanish Civil War & the Influence of Foreign Powers: Definition, Summary & Timeline
In this lesson, we explore the Spanish Civil War that broke out between nationalists and socialists in Spain in the 1930s. In the aftermath, General Francisco Franco instituted a fascist dictatorship.
Earning College Credit
Did you know… We have over 200 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.
To learn more, visit our Earning Credit Page
Transferring credit to the school of your choice
Not sure what college you want to attend yet? Study.com has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you. | <urn:uuid:5e704baa-e4d6-438b-b7f0-aa4f5a2e1839> | {
"dump": "CC-MAIN-2020-29",
"url": "https://study.com/academy/topic/the-world-after-world-war-i.html",
"date": "2020-07-02T19:48:44",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655879738.16/warc/CC-MAIN-20200702174127-20200702204127-00518.warc.gz",
"language": "en",
"language_score": 0.9090477228164673,
"token_count": 1320,
"score": 3.65625,
"int_score": 4
} |
- SUCKING A SNAKE BITE WILL REMOVE VENOM – a venom delivering bite will immediately enter the blood stream. Sucking the bite will solely transfer more bacteria to the affected area and an addition into your mouth and esophagus. If someone gets bitten, low keep heart rate and lower limb below heart level …(and of course, go to hospital!)
- PLAY DEAD UNDER BEAR ATTACK – Unless in the your backyard, the general consensus is that one should quietly back away- otherwise in this situation (i.e. in yard or, for example, campsite) make yourself large and loud, which should will usually scare it off.In the case of an actual attack it is important to note a brown or grizzly bear attacks to defend itself or its cubs- thus noises and pretend charges are solely a warning tactic. In this case- back away from a defensive attack slowly. If the bear makes contact, play dead lying on your stomach with your hands over your neck. But in the rare case of a predatory attack, which comes with no warning (or if the bear seems to be stalking you), fight for your life.
- IF IN WILDERNESS- SOURCE FOOD IMMEDIATELY – One can survive up to six weeks without food (this is a estimate and dependant on starting point and existing heath issues, however shelter and water are priorities).
- IF LOST IN A DESERT- DRINK FLUID FROM CACTUS – Unless one is experiences enough to identify the correct type of barrel cactus than allows safe water filtration, you are likely to end up vomiting, thus releasing more precious contents…leaving you even more dehydrated
- THE NORTH SIDE OF THE TREE HOSTS THE GROWING MOSS- the variable is environmental conditions, only this will affect the location of moss.
- IF AN ANIMAL EATS IT, YOU CAN EAT IT – easily proven wrong by the instance of birds and squirrels- many can eats nuts and seeds that would poison a human.
- IF SOMEONE IS FREEZING, RUB THEIR SKIN OR PLACE THEM IN A HOT TUB- Frostbitten skin is fragile and thus damaged by rubbing, hot water can be shocking or damaging for someone dealing with frostbite and hypothermia. Use blankets and hot water bottles (most effective placed under armpits) to warm up slowly.
- IN THE CASE OF A SHARK ATTACK, PUNCH THE NOSE – targeting the nose of a moving shark is difficult- it is better to place a solid object between you and offensive shark (or if this isn’t an option, claw at it’s eyes and gills).
- IF CAUGHT IN RIP CURRENT, TRAVEL PARALLEL TO SHORE- Swimming directly parallel to shore works effectively only if the current goes directly out to sea – it is a better idea to remain alongside the shore, but swim perpendicular to the current as much as possible “at an angle away from the current and towards the shore”. Of course don’t tire yourself out too much; it shouldn’t feel like you are going upstream. If unable to swim out- tread water until this is possible.
Whatever the teachers say, learning a language is difficult. I have been learning Spanish for three years at school. I have an A* in Spanish GCSE. I am predicated an A* at A level. I have had teachers breathing down my neck for a third of a decade…and guess what? I’m was not even partially fluent.
Now, however, I realise: teachers can’t teach the language. I do not mean this as brutally and heartlessly as it sounds. Try this: solely drowning in exercise books and worksheets WILL NEVER ENABLE YOU TO BE FLUENT. Solely learning grammar, phrases, tenses…this will make for a very robotic type of fluent.
There are some EXTRAODRINARILY simple ways to become better at your desired language. And guess what? Learning in the following ways will take less time, less effort (due to the passive nature of the tasks), and lead you leaps and bounds on your way to fluency. So try this:
Watch films in the language you want to learn. Getting utterly engrossed in the plot means you m at not even realise the words you pick up. Also hearing the language at its natural pace means you will not be so flabbergasted at the pace of speech in reality.
Watch TV shows. Chose those that you are interested in- watch documentaries to perhaps link your interests and learning with your other subjects or hobbies.
Go onto YouTube. Search for complications, funny videos, snippets from films in the language you want to learn. It’s all about passive learning, and enabling just a little fun in all that is heavy within learning a language.
Read the newspaper. Learn about current affairs as well as the construction of the language; it’s a two for the price of one.
Read magazines. Television guides, for example. Some use these daily- read it in another language, since you will already have an understanding of the context.
Find a foreign music artist. Many have been quoted to say music is a real motivational factor when learning a language. And when so many of us have a smart phone it is easy: download Spotify, search for an artist, put them on repeat.
ESCUCHAR, ESCUCHAR, Y ESCUCHAR! (Or listen, listen, and listen, for you non-Spanish speakers). This I believe to be the best tip- it interlinks numerous of the tips above but the concept is simple: LISTEN TO THE LANGUAGE. It’s simple. Focus on the words. Take in the pace. Another key point: don’t panic if the words seem to roll straight of their tongue and away from your ears. You will not learn the language in a week. Fluency may not come in a year, but what is worth doing is worth doing properly.
So listen to music, watch to videos on YouTube, listen to foreign news channels, turn your settings on your phone into your desired language, read magazines and fliers, turn your internet settings into a different language and have a look around for something you want. Try and integrate your learning into your daily life in a way that is fun, hence learning the language will not seem like such a mind field.
Credit to Learn Real Spanish- a few hours prior to writing this post I was heavily influenced by his tips. The moto ‘escuchar, escuchar, y escuchar’ originated from his videos. HIGHLY RECOMMENDED FOR ANYONE WITH A DESIRE TO LEARN SPANISH.
Click here for the website.
Click here for the YouTube Channel.
Another beneficial site for those learning a language is Yabla. Specalist language: Spanish. Link here.
I came across a lecture on a website recently, which reminded us all of the basic yet fundamentally important fact that: ‘just because it says “diet” or “low-fat” does not mean it is healthy for you.’
A diet expert tells those longing for a slimmer body: ‘Don’t be afraid of carbs – quinoa, lentils and barley actually aid in weight loss. High-fat foods are not the enemy either – avocado, fatty fish and coconut oil are actually very good for you.’
So here goes…diet foods the effectively defeat the objective:
- FLAVOURED FAT-FREE YOGART: “When companies take out the fat, they add in sugar. Although they might appear lower in calories, sometimes a single serving of yogurt can contain up to 15 grams of sugar,” a diet expert explains. “Choose plain-Greek yogurt because it is higher in protein and add in your own flavour such as fresh berries or cinnamon.”
2. STORE PURCHASED SMOOTHIES: “Many store bought smoothies are loaded with high calorie ingredients, preservatives, and artificial sweeteners that bring their “health” factor down,” says Roots. “To be safe make a smoothie at home, it’s very easy and then you know exactly what is going in it!”
3. ‘LIGHT’ SALAD DRESSINGS: According to research- “you need to eat salads with fat-based dressings to get the most out of the vegetables. They also contain very few calories, which may be a good thing for weight loss, but a salad with low-calories will not keep you full for long. Therefore, you will end up snacking or eating more at your next meal.”
4. FAST FOOD SALADS: According to ABCNews: “the Grilled Chicken Bacon Ranch salad at McDonalds contains 13 grams of fat and 270 calories, and with light balsamic vinaigrette dressing it comes to 360 calories and 21 grams of fat”
5. PROTEIN / MEAL REPLACEMENT BARS: “The general rules are when you flip the bar over and notice the ingredient list takes up almost the entire side (which means it’s loaded with chemicals and fillers), it contains more than 200 calories per serving, and contains more than 8-10 grams of sugar, it is closer to a candy bar and should be avoided,” Roots says.
6. TRIAL MIX: “Nuts, dried fruit and seeds mixed together seem like a great diet food to snack on, but the truth is that it is extremely difficult to stick to the proper serving size. Many people do not realise how much they are eating and they end up consuming almost a half a day’s worth of calories in one sitting.” Now that’s an achievement if you ask me…perhaps not the right one though. Ah well. Next time!
7. ORGANIC COOKIES: “Just because something is organic doesn’t mean it is healthy or if a package of cookies only has 100 calories, most likely it is loaded with artificial sweeteners and chemicals, which make them actually worse for you than eating an actual cookie.”
8. DIET COLA (or ‘soda’ if you are that way inclined): Again, we are reminded of another fundamental fact: “Just because it has the word “diet” in it does not mean its diet-friendly.” The site goes on to elaborate: “Diet soda has been linked to the development of metabolic syndrome and obesity. In a study conducted by the University of Texas Health Science Centre, people who drank two or more diet sodas a day had waist sizes that were six times bigger than those who didn’t drink diet soda.
9. GLUTEN FREE…ANYTHING!: The site expands- “Some gluten-free foods are healthy, but the truth is, there are many foods claiming to be gluten-free that are not diet friendly. Any food that is pre-packaged will never be as good as eating a food in its natural form such as fruits, vegetables, and lean protein,” says Roots. When choosing gluten-free foods make sure you check the nutrition labels for ingredients such as the sugar content, sodium level and calories – “the more ingredients you can’t pronounce, the worse it is for you.”
10. FRUIT JUICE: An expert reports: “Fruit juice isn’t always as fresh and natural as it may seem. It may even contain more sugar and calories that a sugary soft drink.” According to Authority Nutrition, “fruit juice contains some nutrients, but less compared to many plant foods. It contains no fibre and is just as high in sugar and calories as most sugar-sweetened beverages.”
11. GRANOLA: “Granola and granola bars may be one of the least healthy snacks – most are loaded with sugar and have very little fibre. One cup of granola can equal about 600 calories, about 25 grams of sugar and almost 30 grams of fat. If you really want to purchase granola, make sure you read the labels and choose the option low in calories and fat.”
12. FROZEN DINNERS: “most often these pre-portioned frozen dinners are loaded with preservatives and sodium and are lacking enough vegetables to have nutritional value,” says Roots. She suggests creating your own “frozen dinner,” by making a large portion of something like chicken stir-fry and keeping in in a tupperware container in the freezer for the week.
13. DRIED FRUIT: So, it’s a common fact: fruit is great for a diet snack”. This is because, of course “it’s loaded with vitamins and minerals that are good for your health”. A sitte claims: “Dried fruit tends to be high in calories and natural sugar. Also, considering dried fruit is energy-dense, it’s much easier to eat large amounts of it at a time, which in turn can result in excess sugar and calorie intake”- according to Authority Nutrition.
14. RICE CAKES: Perhaps a bit of a shocker to some this one- “Rice cakes rank high on the glycaemic index, making it the kind of carbohydrate that will leave you hungry again in a couple hours, while also sending your blood sugar soaring”.
15. VEGGIE BURGERS: The truth is revealed…”these burgers aren’t made with just vegetables; they are based on processed soy. They also tend to have an excess amount of sodium, and when you add toppings to it, your calorie consumption will go sky high.”
The result of these methods is said to turn your body into a ‘fatigue-fighting machine’…I’m not so sure these have the ability to transform a human into something bionic but I’m sure they’d do something just as effective (only slightly less risky, I hope.)
So here goes… five exhilarating ways to instantly boost your energy:
Do you use your hair grips (or bobby pins if you are that way inclined) upside down? Can you locate the built in straw-holder in your coke can? Do you know how to double the volume of your ketchup pot at McDonalds? Your life-changing wisdom awaits you…
(Hover over/ click the image to cue caption/ explanation…) | <urn:uuid:d16a0980-46d1-4c9b-b6d0-c1d50d7be48b> | {
"dump": "CC-MAIN-2017-26",
"url": "https://plottwistt.wordpress.com/category/hacks/",
"date": "2017-06-24T03:32:39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320215.92/warc/CC-MAIN-20170624031945-20170624051945-00427.warc.gz",
"language": "en",
"language_score": 0.9393764734268188,
"token_count": 3100,
"score": 3.046875,
"int_score": 3
} |
The major organs in your digestive system are the liver, stomach, gallbladder, colon and small intestine.
Indigestion — also called dyspepsia or an upset stomach — is discomfort in your upper abdomen. Indigestion describes certain symptoms, such as abdominal pain and a feeling of fullness soon after you start eating, rather than a specific disease. Indigestion can also be a symptom of various digestive diseases.
Although indigestion is common, each person may experience indigestion in a slightly different way. Symptoms of indigestion may be felt occasionally or as often as daily.
Indigestion may often be relieved with lifestyle changes and medications.
If you have indigestion, you may have:
- Early fullness during a meal. You haven't eaten much of your meal, but you already feel full and may not be able to finish eating.
- Uncomfortable fullness after a meal. The feeling of fullness lasts longer than it should.
- Discomfort in the upper abdomen. You feel a mild to severe pain in the area between the bottom of your breastbone and your bellybutton.
- Burning in the upper abdomen. You feel an uncomfortable heat or burning sensation between the bottom of your breastbone and your bellybutton.
- Bloating in the upper abdomen. You feel an uncomfortable sensation of tightness in your upper abdomen.
- Nausea. You feel as if you want to vomit.
Less frequent signs and symptoms include vomiting and belching.
Sometimes people with indigestion also experience heartburn. Heartburn is a pain or burning feeling in the center of your chest that may radiate into your neck or back during or after eating.
When to see a doctor
Mild indigestion is usually nothing to worry about. Consult your doctor if discomfort persists for more than two weeks.
Contact your doctor right away if pain is severe or accompanied by:
- Unintentional weight loss or loss of appetite
- Repeated vomiting or vomiting with blood
- Black, tarry stools
- Trouble swallowing that gets progressively worse
- Fatigue or weakness, which may indicate anemia
Seek immediate medical attention if you have:
- Shortness of breath, sweating, or chest pain radiating to the jaw, neck or arm
- Chest pain on exertion or with stress
Indigestion has many possible causes. Often, indigestion is related to lifestyle and may be triggered by food, drink or medication. Common causes of indigestion include:
- Overeating or eating too quickly
- Fatty, greasy or spicy foods
- Too much caffeine, alcohol, chocolate or carbonated beverages
- Certain antibiotics, pain relievers and iron supplements
A condition known as functional or nonulcer dyspepsia, which is related to irritable bowel syndrome, is a very common cause of indigestion.
Sometimes indigestion is caused by other conditions, including:
- Inflammation of the stomach (gastritis)
- Peptic ulcers
- Celiac disease
- Pancreas inflammation (pancreatitis)
- Stomach cancer
- Intestinal blockage
- Reduced blood flow in the intestine (intestinal ischemia)
- Thyroid disease
Although indigestion doesn't usually have serious complications, it can affect your quality of life by making you feel uncomfortable and causing you to eat less. You might miss work or school because of your symptoms. | <urn:uuid:ecc021ea-5a07-46cb-aadd-7aa07945e349> | {
"dump": "CC-MAIN-2021-43",
"url": "https://www.mayoclinic.org/diseases-conditions/indigestion/symptoms-causes/syc-20352211",
"date": "2021-10-22T16:19:11",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585516.51/warc/CC-MAIN-20211022145907-20211022175907-00627.warc.gz",
"language": "en",
"language_score": 0.9292986989021301,
"token_count": 737,
"score": 3.546875,
"int_score": 4
} |
Back to Catigny Home
I. What is American Citizenship?
II. Dual (or Plural) Citizenship?
III. Are Mexicans a Special Case?
IV. Teaching Immigrants About America
I. WHAT IS AMERICAN CITIZENSHIP?
John Fonte, Hudson Institute
Joseph Carens, University of Toronto
Mark Krikorian, Center for Immigration Studies, moderator
To Possess the National Consciousness of an American
John Fonte began by reciting the oath of allegiance taken by all immigrants during naturalization. He identified the oath as an act of "transferring allegiance, of leaving a previous people and joining the American people." Calling the oath the "heart of naturalization," Fonte asserted that retaining allegiance to a foreign state is a continuation of "membership in another people and is inconsistent with the moral foundations of American democracy." The American nation, he said, is unique in its foundation "a constitutional regime based on liberal democratic principles."
It was Fonte's central contention that from the beginning the United States was an "ideological" or "propositional" nation. By this he said he meant that the country's members adopted a common language and a common culture and accepted the philosophical underpinnings of the American regime, which he places in the Declaration of Independence and the Constitution.
Fonte asserted that notable figures in American history called for newcomers to engage in "patriotic assimilation." He explained, "By patriotic assimilation, I mean the concept that immigrants essentially adopt American principles, American values, and the American heritage as their own. They think of American history as 'our history,' not 'their history.'"
Fonte claimed that the American founders were unambiguous in their insistence on ideological assimilation. He characterized George Washington's notion of patriotic assimilation as the wish that immigrants would conform to the nation's customs, measures, and laws, and thereby become one people. Citing Alexander Hamilton, Fonte said, "the ultimate success of the American republic depends upon 'the preservation of a national spirit and a national character' among native born and immigrant alike." A principle underlying the initiation of public schools in America, according to Fonte, was their role in promulgating civic awareness. For example, John Adams declared, "Schools for the education of all should be placed at convenient distances, and maintained at public expense...Children should be educated and instructed in the principles of freedom."
But today, Fonte said, the notion of patriotic assimilation "is under attack." We're told by elites today that there's something called a demographic imperative, that millions of new immigrants from non-Western cultures and their children are entering America. At the same time, we have an increase in global interdependence and transnational connections. Therefore, elites tell us that Americans should alter their values because these demographic changes are rendering the traditional paradigm of American nationhood obsolete.
"We're also told, particularly in universities," he added, "that what matters is not the individual citizen, but race, ethnicity, and gender. This has led to group preferences for what are considered victim groups, and often this includes immigrants, legal and illegal. We are also told that the so-called dominant culture must be changed."
Fonte listed many specific alterations being recommended by "elites". Among them were an end to the requirement that new citizens abandon all prior allegiances, an end to the English language requirement for citizenship, a relaxation of citizenship test standards or the elimination of the test altogether, and the encouragement of non-citizen voting and dual citizenship. Fonte termed advocacy of these policies "post-American, post-democratic, and post-constitutional."
According to Fonte, in the earlier great wave of immigration at the turn of the 20th century, the large numbers of immigrants were aided in their assimilation by the influence of "patriotic elites" that today either do not exist or exist only in comparatively small numbers. Policies such as multiculturalism and bilingualism, he said, are favored by many of today's elites, whereas, in 1900, "we insisted a school teach in English, and the federal government promoted Americanism and individual rights." Contrarily, he explained that today group consciousness and group rights are promoted instead.
Fonte conceded that some degree of assimilation will occur in today's immigrants, regardless of present trends. He pointed to American mass culture as a "powerful integrating force" that does and will continue to exert considerable influence, particularly among young newcomers. However, he voiced a concern that this form of assimilation might veer more toward "popular or mass culture" rather than patriotic assimilation. He offered a forecast of three possibilities for the future of American citizenship. The traditional citizen, who embraces fully America's traditional notions of patriotism; a "post-citizen" or "nominal citizen," who is "basically a consumer or a customer"; or the "counter citizen," whose loyalty is to "some group ideology" or is opposed to American ideology.
Fonte concluded by saying the issue of assimilation of today's newcomers into America is at a crossroads: "The principal question is, should the American civic regime be perpetuated?"
The American Civic Regime Will Be Perpetuated
Joseph Carens began by addressing Fonte's parting question directly. Yes, the American civic regime will be perpetuated, he said, adding, "Let us say it will be both perpetuated and transformed." Carens said he was inclined to view the question in a fashion he termed "less sharp" than Fonte. He suggested that the forces influencing assimilation today are "less global and much less dramatic" than Fonte postulated.
"The debate," Carens suggested, "is around particular issues and whether people are made to feel welcome, and the extent to which diversity is appropriate."
He offered as an example his overhearing a young girl express marked disapproval of her parents speaking Hindi while he was traveling on a bus in the United Kingdom. "That's the sort of thing I would worry about," Carens said. "If that's what the culture communicates, that's an inappropriate communication."
Carens noted that his view of the subject is influenced by his experience as an Irish Catholic American who emigrated to Canada at the age of 40. "Over the course of a decade or so, I gradually became a Canadian, but I did not not become an American," he said. He pointed out that his children also hold citizenship in Canada as well as the United States.
According to Carens, the concept of dual citizenship is accepted and expected by almost every nation in the world. Calling the idea that one people would all have identical citizenship "an illusion," he offered three possible ways of thinking about citizenship: "We can think about citizenship as legal status, citizenship as identity, and citizenship as ideal."
Legal status, Carens noted, identifies an individual's formal position as a member of the American political community and the legal rights and duties that are attendant on that status. Citizenship as identity, he said refers to a person's sense of belonging to the American political community and "the sense by others that one belongs." Citizenship as an ideal refers to "one's picture of how the members of the American political community should relate to one another and to the community as a whole."
Carens noted that these three concepts of citizenship should not be conflated. Although related "in complex ways," he said, "they are not identical." He also noted that there is variability within these categories of citizenship. "Even among people born and raised in the United States who are citizens, the strength and salience of their identity as Americans, the degree of their attachment to the United States, varies considerably between different individuals and within a given individual from one moment to the next, depending on circumstances."
Carens suggested that legal status does not necessarily determine whether or not a person identifies him- or herself as an American. And though the government may exercise authority over individuals legal rights, "it is both more difficult and less appropriate for the state to try to determine peoples' identities." He agreed that government should be active in encouraging immigrants as well as citizens by birth to "identify themselves as Americans, to be attached to America." But, he added, "We cannot command hearts and minds, and we should not attempt to do so."
Noting that many permanent residents in the United States spend their entire lives here without obtaining citizenship, Carens pointed out that legal distinctions between citizens and non-citizens have essentially diminished to the point that the only significant ones remaining are the right to vote and to obtain an American passport. He asked, "Should we celebrate or denigrate this historical trend?" Saying that he is inclined to celebrate and extend the trend further, Carens stated, "In my view, liberal democratic justice, properly understood, greatly constrains the distinctions that can be made between citizens and residents."
He suggested that permanent residents, after a while, "pass a threshold that entitles them to virtually the same legal status as citizens." He acknowledged that it is fair during the early stages of settlement to limit the rights afforded newcomers, though he also noted he does not advocate this limitation. Though he said it might be fair to limit new immigrants rights to re-distributive benefits or protection against deportation, he termed this stance "unwelcoming and unwise." In his view, "people who have lived as permanent residents in the United States for a number of years have become Americans in fact, even if they have not become citizens through naturalization, and they should be treated as Americans."
Carens concluded by noting that what he was advocating was a "justification of current practice," not "some kind of radical claim." He identified three areas of clear disagreement with Fonte. First, he does not want to see "an extension" of the distinction between permanent residents and citizens. Second, he claimed that federal employment that is restricted to citizens is effectively discriminatory against long-term U.S. residents. Though he agreed that "jobs involving national security or major policymaking responsibilities" might be restricted to citizens, he argued that other kinds of government jobs ought to be available to permanent residents. Finally, and a claim Carens identified as being "the most controversial," he said that individuals who have long lived in the U.S. should not have to face deportation. The Center for Immigration Study's daily electronic news service, he noted, "is full of stories of kids who came here at the age of two and are now being deported at twenty-three back to some country where they've never lived and have no connections. They don't even speak the language. My view of that is, basically, these are Americans. If they're bad people, they're bad Americans."
Questions about Citizenship
Does the United States, being more of an "ideological nation" than most other nations, increase the importance of acquiring formal, legal citizenship?
Carens responded by noting that his experience had taught him that becoming a Canadian was very similar to becoming an American. He did note that Americans "tend to have a much stronger sense of national identity." He also voiced his support for Fonte's claim that in addition to a "proposition," the U.S. boasts a significant history and that the telling of that history is an attempt to get people to identify with it. But he also pointed to the example of European nations and their respective experiences in assimilating large numbers of immigrants and differentiating the concept of nation from that of citizenship. He added that certain European countries are "toning down the cultural conception of nation" and that "they've all moved in that direction."
Drawing upon Carens' reference to the U.S. and Canada, Fonte responded by noting that around 1830, Alexis de Toqueville visited both the English- and French-speaking areas of Canada. Upon his return to the U.S., he was struck by how different English-speaking Canadians were from their American counterparts. Calling the United States the "most patriotic, the most religious, the most individualistic, and the most anti-elitist, anti-hierarchical nation," Toqueville said that for all the United States' similarities with Canada, there remains "a broad difference." He suggested that the American "proposition" drove this difference and that the Canadian "proposition" was "with the Tories...They fled the American Revolution. The identity of English Canada was in opposition to the American Revolution."
The Hudson Institute's Steve Sailer suggested that "Canada can afford to be somewhat more easygoing about questions of assimilation and citizenship because it has a more rational immigration selection system." He noted that Canada has a Web site that invites prospective immigrants to submit claims for their candidacy for citizenship and that their eligibility is determined on the site. Canada, he said, accepts better-educated immigrants in nuclear families who possess skills "that can fit in well," and therefore "issues of trying to assimilate them become less important." The U.S., on the other hand, he said, "takes in huge chains of immigrants without much skills, who don't speak English well, and whose main qualifications are that they're related to somebody in the United States."
Political scientist Stanley Renshon asked Carens about a recent formal review of Canada's immigration policy that "essentially paralleled the recommendations for Canada that the Jordan Commission recommended for the United States namely, more attention to acculturation and integration of immigrants coming into Canada." Carens identified the study as a common but low-priority occurrence and noted that its main interest had to do with the issue of dual citizenship. He said that at one point there was some momentum for abolishing "Canada's traditional openness to dual citizenship," but that ultimately no such measure was supported.
Carens also expressed his belief that there is probably a great deal more agreement than disagreement between Fonte and himself on this issue. Fonte, however, responded that they would disagree on the issue of dual citizenship, and Carens concurred. Fonte expressed further disagreement by likening the concept of a person's automatically acquiring the right to citizenship as a result of having remained in a country for a certain period to "common law marriage. You don't actually have to make a commitment. You don't take an oath. You don't formally become an American citizen." The society Carens presented, Fonte maintained, "is not the American democratic republic. I wouldn't be interested in defending the society he's talking about. Is anybody going to die for the EU [European Union], by the way, these days?" he concluded.
Daryl Scott, of the University of Florida, wondered why neither panelist addressed what he called the "flip side of citizenship," which is, "What should a citizen get from his or her country?" He also asked Fonte to elaborate on his notion of patriotic assimilation.
A number of conference participants spoke up to suggest that what newcomers to America receive in return for citizenship are freedoms, economic opportunity, and democratic rule uncommon in most other areas of the world. To address Scott's question regarding patriotic assimilation, Fonte characterized it as a "we or they," proposition, meaning, do immigrants look upon American ancestors as their own, or as a distinctly unrelated group?
Harvard's Samuel Huntington directed an inquiry to Carens about the distinction between legal permanent residents and citizens. He claimed that an individual who has resided in the U.S. 10 or 15 years but has not acquired citizenship "is making a choice not to become a citizen," and that such people are saying that they "don't want to be fully American." This suggested to Huntington a distinction between rights established for permanent residents versus ones for citizens.
Carens suggested that "there are good reasons why people choose not to become citizens," but when he offered the example of their having to renounce their previous allegiance with the taking of the oath, Huntington responded, "That reinforces my point." Carens then clarified his position. He suggested that the retention of prior allegiances affords individuals from some countries very important rights, such as the right to inherit a family home, to own property, to work even the right to speak freely.
Fonte broke in. He cited a paper written by Carens that advocated admitting anyone who wanted into the U.S. as an immigrant. Such a position, Fonte suggested, is tantamount to saying that America doesn't have the right to self-determination, to determining who is allowed entry. ""Essentially what you're saying," Fonte asserted, is that "the American civic regime doesn't have the moral right to reproduce itself. If you have no control over immigration, over borders, over who becomes a member," he added, "then, essentially, you're saying that this regime does not have the moral right to reproduce itself."
Carens acknowledged his advocacy for open borders immigration, but he said that argument is separate and distinct from the discussion of citizenship and the rights of legal, permanent residents.
Karl Zinsmeister of the American Enterprise Institute was provoked to take issue with Carens with respect to the threat posed by immigration to the United States; he suggested that the flow of migration to the U.S. was comparatively unique. He added the testimony of his own experience with Canada and how it is different from the U.S. in this regard. But he claimed that if the U.S. is not allowed notable control over its entrants, then "the American nation has pretty much given up the right to control the course of its own evolution." He noted that this is something not even the Europeans nations have been willing to do. In Germany, he said, "You cannot name your children non-Germanic names... In France the insistence on speaking French is very, very strong much stronger than insistence on English here... No coherent nation has ever had this completely laissez-faire attitude toward its members that you're suggesting we should adopt."
Carens responded by again clarifying that his discussion was restricted to those immigrants lawfully admitted. He was particularly concerned about newcomers who have established community ties by most measures but nonetheless come to feel marginalized by being denied rights afforded to citizens.
Zinsmeister then pressed Carens on access to specific rights. Should residents in the U.S. who have been here 5 to 10 years, he asked:
- be able to vote?
- be able to bring over any family members
- be allowed to have complete access to public education at the college level?
- be allowed to have their cataracts fixed and paid for by Medicare?
Referring to his earlier response to Huntington, Carens reminded participants that he supported the distinction between citizens and non-citizens with regard to voting rights, but he also identified the U.S. as being "behind the rest of the world" with respect to family reunification for non-citizens. He further argued for non-citizens' access to Medicare by virtue of their paying taxes during their residence in the United States.
Gary Gerst of the Midwest Coalition to Reform Immigration suggested that the entire premise of the conference and of the opening panel's topic was a reflection merely of the size and scope of today's immigration to the U.S. He suggested that Carens could be "very casual" about his position because its implications aren't felt from year to year, as with so many other policies. Choosing to follow Fonte's course versus Carens' over the next 10, 15, or 20 years, he said, would result in having "a very different place. And, I would say, in the one case you're still going to have a nation, and, in the other case, you're no longer going to have a nation."
Carens responded by acknowledging that the size of immigration is "salient" to the discussion, but noted that he formulated his paper without respect to levels of immigration.
Peter Skerry of Claremont McKenna College questioned Fonte with respect to the issue of group consciousness. He asked him what context of group consciousness is antithetical to the American proposition. Also, when is group consciousness "consonant with" the proposition or antithetical to it? And finally, has that changed over time?
Fonte alluded to one of Skerry's published works in his response, in which Skerry cited the example of Latino and Asian students arriving at campuses such as Berkeley and Stanford, having done so as self-described Americans, then experiencing higher education's emphasis on race, ethnicity, and gender. This is an emphasis, Fonte suggested, that is a "counter ideology to the American proposition, [an emphasis that suggests] that America is essentially evil or at least problematic, and that your loyalty should go to the group."
The Obligations of the Past Versus the Present
Peter Spiro of Hofstra University raised the issue of English proficiency for immigrants, particularly with respect to older immigrants and those who speak non-Western languages. He identified their attempts to master English as a "formidable obstacle," and asked, "Is it morally right to deny that person the opportunity to belong, as well as deny that person, perhaps, some important benefits that might go with citizenship?" He said that in addressing this question one had to examine the "obligations of citizenship." The session, he noted, had focused much of its discussion on immigrants' rights, and, he added, "Rights, I think, naturally should be tied in some way to obligations... and when it comes to obligations, citizenship really makes no difference at all any longer."
Spiro raised the possibility that the historical association of citizenship with military service was just that, history. "It doesn't seem plausible" he said, "that we're going to be asking that of our citizens in the future, at least not on a required basis, as opposed to a volunteer basis." He added, "There's only one obligation of citizenship now, and that's jury duty, which some might consider actually to be a right." He suggested that the session had offered serious discussion about changing the rights of citizenship, while offering no serious discussion about changing the obligations of citizenship. "It would be interesting as a proposition to say that aliens don't have to pay taxes, but I don't hear anybody seriously proposing that," he said.
Spiro then suggested that a strong argument could be made for aliens being afforded the right to vote "at least in local elections, where their tax dollars are being put to work and they are affected as much as their citizen neighbors by things like school policy, and sewers, and police, and the other facts of physical life." He postulated that when all is said and done, "rights don't make much of a difference between citizenship and non-citizenship and obligations don't make much of a difference." In the future, he added, we may well determine that citizenship means "a lot less . . . just as a matter of historical change."
He concluded by suggesting that "irresistible forces of change" would subsume "the American ideal as a moral value.
There was a time in human history when there was no America, and there will be a time in the future when there won't be an America," Spiro claimed. The "moral necessity of America," he said, "escapes me."
Fonte responded by referencing Alexander Hamilton in the Federalist Papers. In Federalist One, Fonte noted, Hamilton wrote, "The whole purpose of the American regime is to see whether human beings by reason can get together rather than simply force our actions." Hamilton, Fonte claimed, was arguing against determinism, which he identified as Peter Spiro's assumption about America. "Peter raised the ultimate question," Fonte concluded, "determinism versus democracy."
Michael Horowitz of the Hudson Institute suggested that one's position on what America represented in its history be it America as the perpetrator of "genocide against Indians" or, instead, what Abraham Lincoln identified as "the last best hope of mankind"--would determine one's outlook on the question of citizenship and related issues. Those who saw America as an oppressor, he suggested, were "almost certain to take Joe Carens' position on citizenship," while subscribers to Lincoln's view would adopt John Fonte's.
He also shared the view that the experience of shame felt by an immigrant is relatively common prior to becoming fully acclimated to his or her new country, and that this is actually helpful to the assimilation process. He cited the shame felt by his father as Jewish immigrant in New York public schools, carrying a heavy Yiddish accent. This is the same story told by Norman Podhoretz in his new book, Horowitz said. The experience of being confirmed as an outsider ushered in or hastened their fathers interest in fully assimilating into the new culture.
Carens responded to Horowitz by saying that he subscribes to both interpretations of America, as both a great and not-so-great place. "It seems to me there's something wrong with an education that doesn't have the capacity to hold those two things together," he remarked. Carens did acknowledge the viability of Horowitz's claim that immigrants need to endure a kind of "transformation," and yet he also expressed concern about it. He cited the example of what he sees daily on the streets of Toronto a multiplicity of cultures seemingly co-existing in schools and elsewhere perfectly well. As he examined this point further, he labeled what Horowitz had described "an acute embarrassment."
Robert Pickus, chairman of the James Madison Foundation, claimed that there has never been a time of greater importance for American citizenship throughout the world. An America "that remembers who it is," he said, "is the best possible resource God could have given us." He claimed that Fonte "raised the right questions," namely, are there propositions that "define American citizenship that are (A) true, (B), worthy of faith and allegiance, and, [if so] have they been abandoned?" He noted that immigrants stand alongside only the Army in being asked to pledge "true faith and allegiance."
571 Million Americans?
Next, Newsday's Jim Pinkerton asked the panelists their thoughts on what the Census Bureau's forecast of an America with 571 million people living in it, in the year 2100, would look like.
Fonte responded that the types of questions he asked with respect to assimilation were intimately linked with U.S. immigration policy. He claimed that an immigration policy based on U.S. national interests, "combined with assimilation," would afford the United States the opportunity to fulfill the question asked of Benjamin Franklin at the Constitutional Convention: "What kind of government did you create?" Franklin answered that it was a republic, or a constitutional democracy. But Fonte added that a continuation of current immigration policy, one that is not clear, would result in what he termed a "post-national, a new type of regime."
"We could have a new hybrid of transnational regime," he said. "It's really no longer the United States in any serious sense. I hope that doesn't happen. I think if we can get immigration, assimilation, and national interest right, we can prevent that."
Carens responded by expressing skepticism toward the Census Bureau projections. He noted that not only is a 100-year projection open to question, but that in the past the bureau had erred in its projections. He saw no likelihood, he said, of the U.S. "becoming post-liberal, or post-constitutional, or post-democratic."
He reiterated that the level of immigration matters, but added that he perceived a lot of "rhetoric" surrounding the discussion of immigration to the U.S. in the future. He concluded by asserting that the model for assimilating immigrants of 50 years ago, which he characterized as compulsory, is, if not impossible today, at least "undesirable."
II. DUAL (OR PLURAL) CITIZENSHIP?
Stephen Steinlight, of the American Jewish Committee, opened the panel discussion by suggesting that the collective experience of Jewish-Americans is remarkably similar to the experience of today's immigrants. He noted that for decades American Jews expressed and identified themselves with precisely the same "dual" sensibilities for which so many of today's immigrants are criticized. "Hadn't all of us grown up in the culture of Jewish summer camps, Hebrew schools, and associations?" he asked. "In all of those settings, we regularly saluted a foreign flag, sang the foreign national anthem, other than the American, spoke in a foreign tongue... and were so accustomed to hearing our existential situation described in the language of diaspora and exile that we almost ceased noticing it."
He noted that today large numbers of Jewish Americans are obsessed with "continuity," are in a "near panic about group survival, which is spawning support for Jewish parochial schools, Israel experiences, and a host of other activities that my colleagues would undoubtedly lament as dangerously separatist if they saw it in others." He asserted that Jewish-Americans, "with our simultaneous, passionate embrace of America and terror about assimilation," are "right in the thick of it."
Immigration and Social Cohesion
Stanley Renshon began his presentation by reciting some statistics about immigrants. He noted that 16 of the top 20 immigrant-sending countries between 1994 and 1998 allowed some form of multiple citizenship. Of the more than 22 million immigrants who arrived in the U.S. between 1961 and 1997, he said, nearly 75 percent came from dual- or multiple-citizenship-allowing countries.
"The basic data are pretty insurmountable," Renshon said. "They're here in huge numbers. They will continue to come in large numbers, and we will increasingly have a vast and expanding pool of people who'll have multiple citizenships."
So what? he asked.
In answer, Renshon laid out what he described as the problem of multiple loyalties and identities. He claimed that "liberal political theorists and their allies," when it comes to identity, "subscribe to the 'why not one more?' theory." He said that this view is underpinned by a "basic fallacy"--that core identity elements "are infinitely malleable."
"They are not," Renshon declared.
Second, he said, these advocates hold that all identifications have equal weight.
"They do not," he insisted.
Though Renshon noted that dual citizenship is often compared to bigamy, he suggested that marriage of any type, because it is a voluntary union between two adults, is not the correct analogy to national identity. Nationality, he said, "begins with the earliest experiences of language, family custom, and parental psychology." Nationality and national identity, therefore, are more like family life than married life.
Renshon asserted that any discussion of the plausibility of holding two or more "divergent core national identities" ought to first take stock of what is comprised in developing and maintaining "a coherent and integrated one." Specifically, he suggested that personal and national identity function to support "the cultural and political arrangements" that underlie "this fabulous experiment, America."
Renshon identified as a problem in contemporary America what he called "social cohesion." He suggested that there is little disagreement that national culture and identity are changing. "The question is," he said, "is it changing for better or worse?"
The notion of a unified American culture, he claimed, has been replaced by "a series of overlapping cultures."
"We have a culture of narcissism that essentially asks 'What's in it for me?' and 'How can I best get what I want out of life?'" he said. According to Renshon, an ethos of grievance and complaint has taken hold among many people in the United States, and this mindset runs "counter to the historical and psychologically deeply embedded connection between the intensity, consistency, and quality of one's efforts to achieve one's ambition and the possibilities of doing so."
It is within this context, he said, that demands for multiple citizenship arise. Becoming an American, Renshon said, "is not simply a matter of agreeing that democracy is the best form of government, it is a commitment to a psychology and a way of life that flows from it. And ultimately it entails, in my view, an appreciation of, a commitment to, and yes even a love and reverence for all that it stands for and provides."
Renshon identified a set of competing and mutually exclusive forms of patriotism: As if and Even though patriotism. "As if patriotism looks at the United States and what it's accomplished as a form of a sham a hoax, in a sense perpetrated on people who haven't had an opportunity to really make their way," he said. Renshon himself favors a patriotism he described as embodied by the philosophy of "Even though the United States has no doubted erred in the past and will continue to do so in the future, it still remains, on balance, a pretty terrific place to be."
Renshon concluded his remarks by citing four considerations he thought should be used to shape and guide U.S. policy with respect to dual citizenship:
- No voting in foreign elections if one is a U.S. citizen
- No uniformed service for dual citizens in America
- No policymaking roles for dual citizens in America
Children of dual-citizenship parents must make a choice at age 18 as to whether they want to be fully American and become citizens or instead retain "rights, obligations, and associations with another country"
The process of asking individuals "to make a commitment," Renshon said, is very important, adding, "the psychology of commitment is very clear. When you ask people to do something, they become invested in it and they have more of a commitment."
Dual Citizenship? Not a Problem
Peter Spiro began by noting that the occurrence of dual citizenship is "dramatically on the rise" and that it will continue to be so in the years ahead. He claimed as well that this fact fails to create "any serious difficulties."
He suggested that metaphors offer little clarification of questions involving dual citizenship, but with respect to Renshon's attempt, he saw some salience in likening it to the associations a married couple has with its in-laws. We are born into one set of parents, he noted, but marriage introduces us to another set; indeed, a married couple is "adopted" by this set, and sometimes this new set has "very different values."
Spiro said that modern forms of communication such as the Internet allow individuals to remain current on happenings abroad, with the "politics of a place." American culture has also been exported successfully to virtually all parts of the globe, he pointed out a globalization of both the political and cultural notion of "what has been American."
He also suggested that the "global triumph of democracy" ought to mitigate many concerns over an individual's maintaining an interest in different forms of government. "There is one dominant political culture now at the global level, and so we don't have the difficulty of having to follow two very different political traditions," he said. Additionally, Spiro claimed that in the post-Cold-War world national interests are unlike to collide directly.
The conflicts an individual may experience between core identity and attachment, he acknowledged, do exist, but may be assuaged. He cited as an example the tensions individuals often experience between the pulls of national identity and their religious conviction.
Spiro then laid out what he saw as the benefits of dual nationality, from the perspectives of individuals and of national interest. For the individual, he said, there is the benefit of "free association," of "being allowed to express one's identity with a particular community." He suggested that such an association fell under the domain of "an individual right." With respect to national interest, he claimed that dual citizenship aided this by facilitating assimilation. The failure to offer dual citizenship, he said, "becomes a deterrent to naturalization." He also suggested that dual nationality would further the goal of expanding U.S. efforts to advance the cause of democracy. "One can look at dual nationals as democratizing agents in their country of nationality," he said.
He concluded his remarks by affirming that the "explosion" of dual nationality carries "important consequences for the meaning of citizenship."
"It clearly does, and it clearly indicates a diminished significance to citizenship," Spiro said. "But I would hold out that that's just a fact, and it's something that can't be changed, and that it's something we should be grappling with now rather than trying to fight."
Issues of Multiple Citizenship
Steve Sailer asked the panelists to consider a referendum on the clause in the oath of citizenship pledging renunciation of prior allegiances. "How have we got to the point where people are lying and breaking their oath without ever having any discussion on this in the general public?" he asked.
Spiro responded by suggesting first that there are "extremely strong" arguments "for abandoning the renunciation altogether," and that the American public by and large cares little for it, or at least are not expressing any outward concern over it.
Renshon responded by noting that his interest in this subject evolved out of his research on leadership, and he shared the view that "courageous leadership" is especially important in a country confronting "large questions arising out of diversity." He claimed that American leaders have been "increasingly fearful of broaching these subjects in a direct way and really asking for people to talk candidly about them."
He cited President Clinton's race initiative as an example. "God knows we need a frank discussion about race, diversity, and ethnicity and what it means to be in this country," he said, "but that's not what we had in that particular discussion."
Michael Horowitz suggested that the trend in support of multiple citizenships was leading to "complete absurdities," adding as an example that he saw an individual's holding an elected office in a foreign land as philosophically problematic. Spiro agreed with him on the latter point.
Horowitz then noted that the lack of public discourse on the matter was a result of a Supreme Court decision one he termed "jurisprudentially indefensible"--that found it unconstitutional for Congress to regulate the citizenship of those who vote in another country's election. Spiro offered a clarification of the Supreme Court ruling: The court, he said, ruled it unconstitutional to deny an American-born citizen who naturalizes in another country the full privileges of his or her American citizenship as a result.
Steinlight offered the model of citizenship as a "contract that people make" with others in their society that "essentially says that we are going to stick together for better or for worse." He said that a system that allowed for opting in and opting out of citizenship out of convenience renders the members of the society unaccountable. Shouldn't we hold people to a contract of societal obligations once they've sworn an oath of allegiance, he asked?
Spiro responded by alluding to one attack frequently made against the concept of dual citizenship that it represents "a hedged bet on becoming an American," and that individuals will always be free to leave and return. He suggested that what dual citizenship means instead is retaining a commitment to another country in a way that poses no threat to the American national interest.
Renshon responded by noting that the number of people now residing in the U.S. eligible for dual citizenship establishes a notably different set of circumstances for assessing dual citizenship's impact, as compared to earlier periods. Issues are just now emerging, he said, and will continue to in the years ahead.
Karl Zinsmeister raised the notion that dual citizenship is problematic symbolically, but that symbolic power carries great effect. He alluded to Renshon's discussion of the psychology of commitment and suggested that dual citizenship represented "the disappearance of loyalty." He claimed that Americans feel a responsibility for fellow citizens "in whom they have no personal interest," and he called this responsibility part of the American "social contract," an "ideal and commitment to each other." This is an intangible quality, he admitted, and yet one "terribly important to our national success, and it's very much threatened by these symbolic things." He attributed the enthusiasm for dual citizenship to the pursuit of "individual self-maximization" and "the rise of personal autonomy at the expense of wider, larger loyalty."
Spiro responded by noting the conflict faced by Japanese-Americans, who were American citizens, at the advent of World War II, and he suggested that the dual citizenship issue is "bogged down in notions of loyalty and allegiance."
Robert Pickus reminded participants that the "most moving" aspect of "any immigrant's experience" is the swearing-in ceremony. "The room shakes with feeling," he said. He also suggested that the scope of immigration to the U.S. will eventually force the dual-citizenship issue into the consciousness of Americans. With respect to the issue of allegiance in a time of war, he added that a multiplicity of nationalities and loyalties would not make for less war but rather "more chaos." He called the issue of dual citizenship a "bellwether" issue, "capable of doing great harm."
Renshon contended that many issues often debated about immigration, such as bilingual education, are "subsumed" under the larger question of where one's identification and loyalty are, which is at the heart of the dual-citizenship debate. "Frankly, I have a lot of trouble with why it is so hard for people to ask of people who come to our country and partake of all the things that it has to offer, to ask of them in return that they make really rather minimal steps along the line of commitment, which, hopefully, over time, would become more consolidated."
Mark Krikorian, of the Center for Immigration Studies (CIS), reminded participants that 27 million foreign born currently reside in the U.S., and he noted that were this figure not nearly so high, the debates and problems surrounding dual citizenship "would increasingly fade away." He claimed, too, that dual citizenship "in a sense, sends the message that you're not a real American, [that] you're one of those pretend Americans, and that's a very dangerous development in a society like ours that is so heterogeneous."
Carens responded to these points by noting that many nations address dual citizenship by recognizing a "dominant citizenship" and a "dormant citizenship," the latter applying to the country from which an individual emigrated. A dormant citizenship could be "reactivated," he said, but only upon return to that country. He also noted the historical trend of citizenship's being conferred through fathers and therefore having considerable gender bias.
Renshon and Spiro offered summary responses that concluded the session. Renshon claimed that he was advocating the naturalization of individuals who seek to live in the United States "for a particular set of reasons." In return for citizenship, the United States would ask of them, he said, some level of commitment for instance, learning English. Newcomers would also be asked to learn the U.S. "experience" he said, and to "think about the ways in which their experience dovetails with our experience."
"All of those things are meant to make them feel more like they're a part of us," he added.
Renshon also noted that since so many Americans, even college-educated ones, have difficulty in identifying the myriad issues involved in American politics, could we plausibly expect people adhering to two cultures to do so? He called such a notion "cognitively not feasible."
Spiro concluded by stating that he thinks America should "desacralize" its notion of citizenship. To that end, he suggested that America ought to think of itself as a "membership organization," and that in the future the nation was likely to see robust challenges "in terms of maintaining the commitment of its members." Part of maintaining the commitment of America's members in the future, he suggested, would include "lowering the cost of initial membership."
III. ARE MEXICANS A SPECIAL CASE?
Though Peter Skerry said the short answer to the question of whether immigration from Mexico is a special case may be yes, he added that behind this lies a more important question: "What is the political significance of this Mexican exceptionalism?"
He then proceeded to cite evidence of how Mexican immigration is a special case, but "with an eye to demonstrating that on balance none of the at times troubling evidence about Mexican exceptionalism looms as large as the influences of our own political culture and institutions on Mexican immigrants and their offspring."
Skerry noted first that today's immigrant stream is "much less diverse" than the last great wave of immigration a century ago. About 28 to 30 percent of the current immigrant population is Mexican; adding immigrants from other Spanish-speaking countries who are often identified as Hispanics or Latinos brings the total of Spanish-speaking immigrants up to approximately 50 percent of the total.
Acknowledging that almost 40 percent of America's illegal aliens are from Mexico, Skerry pointed out that while this fuels the perception that most Mexicans are illegals, this is not the case. Nor is Mexico by any means the only source of illegal immigration; nearly half of all illegals in the U.S. are visa overstayers, of whom just over 20 percent are Mexican. He added that these misconceptions contribute to a "Mexican myopia which is our preoccupation, perhaps even our obsession, with our southern border."
Mexicans also are concentrated in America's Southwest, a region, Skerry pointed out that was once part of their homeland, which puts them in a very distinctive situation from other immigrants to America." There remain in the Southwest remnants of Mexican heritage, ranging from place names, to the style of architecture, to its ranching culture. Skerry also noted that in the middle of the 19th century, Mexico lost half its land to the U.S. Consequently, "Mexican and Mexican-origin individuals are continually reminded that the region was once part of Mexico," he said.
"In some fundamental sense," he added, "this is indigenous territory for Mexicans."
Skerry's research has led him to observe that among Mexican and Mexican-origin individuals there is a sense of being "a conquered people... especially in Texas." Though some Chicanos, he said, "make too much of this historical awareness," Anglo-Americans, conversely, sometimes make too little of it.
Skerry also traced the history of formal U.S. immigration policy with respect to Mexico. The quota system implemented in 1924, he noted, applied only to Europe and Asia. Mexicans and immigrants from other Western hemisphere countries did not become subject to quantitative restrictions until 1968, and even then U.S. employers were exempted from any penalties for hiring illegal immigrants a good example of how American immigration policy has served the national interest--especially this country's economic interests.
Though the naturalization rate of Mexican immigrants is low, it is not all that different from the rate for Canadians, leading Skerry to speculate that proximity to the U.S. may have an effect. More important, he stated, is the fact that "I don't see evidence of divided loyalties among Mexicans in the United States."
Skerry also stressed that though Americans may perceive issues such as bilingual education, affirmative action, and voting rights advanced on behalf of Mexican-Americans as divisive, none of the serious policies advocated by Mexican-American organizations and leaders translate into territorial or separatist claims. He suggested that such advocacy seeks not to divide Mexican-Americans from their new countrymen, but rather reflects "the fundamental Mexican-American desire for inclusion into the mainstream of American society," a view that he said was perhaps distinct from Huntington's position in his keynote address.
Skerry concluded his remarks by claiming that the initiatives of Mexican-Americans in the U.S. today "reflect the lessons and the incentives of contemporary American political institutions that they are trying to adapt to and are adapting to, albeit in ways that I acknowledge are divisive and often counterproductive." But such strategies, he added, "reflect American political dynamics, not the unique situation of Mexican-American relations."
Mexican Immigrants: Similarities and Differences
Manuel Garcia y Griego placed his discussion of Mexicans as a special immigrant group within the context of examining this group at different points in the 20th century. He identified Mexican immigrants as "quite different" from a majority of the European immigrants in the late 19th and early 20th centuries, specifically because of their "manner of incorporation" into the U.S. and the "context of their reception." Conversely, he suggested that Mexican immigrants are "quite similar to the European flow" in their "motivation for migration and in their aspirations for life in the United States."
He identified the act of migration as "very much a self-interest and market-motivated kind of phenomenon," one characterizing European immigrants as much as Mexicans.
Garcia y Griego asserted that the similarities and differences between Mexican immigrants and other ethnic immigrant groups have produced a duality of outcomes, which he termed "a bimodal pattern of incorporation outcomes." One outcome, he noted, is that there is a widespread "lament" about the deficit in educational and socioeconomic achievement for Mexican immigrants and second- and third-generation Mexican-Americans as well. And yet these newcomers, he noted, share many values and political philosophies with their new countrymen; he specifically identified polls citing Mexican-American positions on abortion and even immigration controls. "Mexican-Americans, in some significant ways, mirror the native-born population," he said.
It is not unusual, Garcia y Griego, said, for him to attend a meeting of a Mexican-American organization and hear reference to the number of Mexican-American Congressional Medal of Honor winners or the number of Mexican-Americans serving in the armed forces of the United States. But at the same time, he acknowledged, Mexican immigrants have among the lowest naturalization rates of any ethnic group.
He then identified five themes that fall within his two larger points about the distinctions between Mexican and non-Mexican immigrants:
The Mexican Case
Martin Ford of the Maryland Office for New Americans questioned the accuracy of Skerry's claim that today's immigrant flow lacks diversity compared to preceding ones. He suggested that while California and Texas certainly receive disproportionately large flows of Mexican immigrants, other states with heavy immigration, such as New York, New Jersey, Florida, and perhaps Illinois, receive a truly diverse range of immigrants. Skerry pointed out that his claims were echoed in Huntington's keynote remarks and also by prominent researchers, including George Borjas and Arthur Mann. He also noted that in assessing the ethnic composition of an immigrant flow, a premium must be placed on a examining a finite period of time. Mexicans represent nearly 30 percent of today's flow, which is double the percentage of Germans immigrating to the U.S. between 1870 and 1920, when they were the largest immigrant group.
Syndicated columnist Georgie Anne Geyer asked both panelists to address the more controversial implications of the session's topic for instance, American citizens or legal residents voting in a foreign election or serving in the armed forces of a foreign nation. Garcia y Gregio responded that Mexican authorities would be as troubled by such voting as she is and that the Mexican government "makes a distinction between nationality and citizenship" that does not allow for Mexicans to be citizens in both countries. Skerry responded by claiming that assimilation by Mexicans is "ongoing," and that while he does share some of Geyer's concerns, he does not find them to be "at the center" of this debate. Instead, he would like to see the "terms of assimilation" addressed. Geyer's concerns, in comparison, he said, were "very much down the road."
Peter Spiro wondered if the per-country cap on immigration visas, which range between 20,000 and 25,000 annually, isn't exacerbating lack of diversity by encouraging illegal immigration from Mexico. He asked whether we should therefore be addressing our concern to illegal immigration.
Mark Krikorian interjected to remind participants that the per-country caps do not apply to immediate relatives or certain other immigration categories. The caps, he said, "really restrain no one, that's why Mexico has such a higher number than 20,000 [legal immigrants each year]." Krikorian then asked the panel to consider whether the size of the Mexican immigrant population in the U.S., organized to a large degree in effective advocacy groups, had a notably "problematic impact" on multicultural America.
Skerry acknowledged that Mexican-American leaders and organizations had no interest in "regulating or restricting the flow of immigration from Mexico at all, because it enlarges their constituency." But earlier Mexican-American leaders were comparatively receptive to advocating restrictions on immigration from Mexico, he said, because these leaders had stronger ties to "a much more vibrant labor movement." Large numbers of immigrants from Mexico were difficult to organize, "destabilizing" the institutions these leaders represented, he claimed.
Samuel Huntington offered some clarification of the remarks he had made in his keynote address. He reiterated that he does not advocate having a fence erected along the border with Mexico only because, however, "it wouldn't work." He added that any exploration of immigration from Mexico must be approached within the context of overall U.S. relations with that country. Finally, he offered enthusiastic endorsement of Skerry's remarks about the "crucial role" that "American politics, political institutions, and post-1965 American politics and institutions play in shaping" immigration policy today. "The environment of this country is so very, very different now than it was when we had other large-scale immigration," he concluded.
Steve Sailer claimed that the white ruling class in Mexico has for a long while viewed immigration as a "safety valve" to prevent race riots as well as wars within Mexico. He also suggested that Mexican presidents likely view the migration of the poorest Mexicans out of the country as a legitimate economic strategy. He said that the outgoing PRI president discussed openly the formation of a "dual loyalty lobby within the United States" modeled after the Jewish lobby for Israel. Such a lobby, he said, would push for even more immigration from Mexico.
Sailer then laid out a scenario in which newly elected presidents George W. Bush and Vincente Fox convene a summit in which some stark policies are brokered. Bush would reject Fox's call for open borders, Sailer suggested, but agree to calls for an increase in legal immigration quotas. For his part, Fox would pledge to "cut down on illegal immigration," which, Sailer noted, "I imagine will be just as effective as Mexico's cutting down on the drug trade."
John Fonte followed these remarks by "pressing" Peter Spiro on the issue of assimilation. He claimed that in bilingual education classes students often are using Mexican textbooks, being instructed by Mexican teachers, and occasionally the Mexican flag is raised in the classrooms. He suggested that the combination of multiculturalism with dual citizenship and dual nationality leads to a "transnational regime."
Robert Leiken of the Brookings Institute responded by noting that while Mexican textbooks are shipped to America in large numbers, they are not used as "basic texts" in American schools. He claimed that the scenario sketched by Fonte was far more a "caricature" of schools than an accurate reflection. Ron Unz, chairman of English for the Children, followed by observing that there is some anecdotal accuracy to Fonte's claims, but that they are not representative.
Toward the end of the session, Horowitz offered a picture of the evolution of the American political landscape after some decades of mass immigration. He noted that at present there are jurisdictions in which a Republican candidate who wins just 15 percent of the black vote necessarily wins the election. Conversely, a Democratic candidate, he said, who wins 35 percent of the white vote similarly wins. In the years ahead, he suggested, a Republican candidate is likely to find himself in an election in which even winning 20 percent of the non-white vote won't be enough. "And here's where we get to the evil," he said. "Sam Huntington says there won't be fences built around the United States. I'm not so sure. If we get to the point where there's the white party and there's the party of color and all you need is a handful of people on the other side and you win elections, we've got a very different country and we've got tensions of the sort Georgie Anne Geyer is talking about," he added.
Horowitz also noted the disparity in rhetoric he sees between the civil rights movement of the 1960s, during which he served as a civil rights law professor in Mississippi, and that characterizing the politics of today. The individual rights championed in the 1960s, he said, have given way to the group rights and grievances of today.
Joseph Carens responded to these concerns by acknowledging that probably most participants at the conference would agree that "multiculturalism and group rights" do not offer solutions to the problems faced by ethnic communities. But on some level, he claimed, there does have to be "group consciousness" the words of Peter Skerry, he noted in order to begin the process of identifying and thinking through the problems constituencies face.
Susan Gzesh, director of the Mexico-U.S. Advocates Network, noted the "tremendous acceleration in the economic, social, and cultural integration of the United States and Mexico." She asked, presented with evidence that 10 percent of Mexico's population now lives in the U.S., and a third of that in illegal status, "What are we going to do about it?"
"Expulsion is impossible...fences don't work," she added, and, therefore, "How do we incorporate people into our political spectrum?" She asked participants to share with her their ideas for devising a "two-track system" in which "we have an economic, social, and cultural reality and the legal regime, which doesn't really seem to accord with that."
Finally, Peter Skerry spoke to respond to Michael Horowitz's points about the future of racial and ethnic politics. He said he shared Horowitz's concerns about the formation of a white party and a non-white party. But he criticized Horowitz's insistence on drawing a firm distinction between the immigrants of the past who expressed "gratitude" for their experience and today's, who, Horowitz claimed, seem often to express "grievance." This distinction, Skerry claimed, "Can't co-exist in the same political thrust," or else "you're going to create such a white party."
IV. TEACHING IMMIGRANTS ABOUT AMERICA
Charles Bahmueller opened his remarks by addressing the issue of whether or not history and civic education should be changed or discarded. He shared with participants the principle he adheres to, namely, that "American democracy is membership in the political association that establishes and operates the American political system." He added that the individual American citizen is "the center in the foundation of the system."
He also took issue with the argument made by panelists and participants supportive of equality of status between citizens and non-citizens: "Just because citizens and non-citizens in the United States share many of the same rights, the idea that they're almost identical is an illusion. Resident aliens are not almost citizens. They're qualitatively different. It's not the quantity of rights that should be compared, but the qualitative difference of those rights."
Bahmueller claimed that America's political association is premised on the idea of "popular sovereignty," and that the "sovereign American people" are constituted by "the whole body of American citizens and only citizens." It is the notion of citizens being sovereign, he added, that leads to the conclusion that, collectively, "citizenship is the highest office in the land." Citizens within a liberal democracy, he stated, can be said "to own their government."
"They set it up. They can change it," he asserted.
As is true of other associations, the American people are empowered to craft rules about adding members according to Bahmueller. This process of adding members is "fundamental to the democratic process," he added. When citizens lose control over the system that adds new members, American democracy becomes "gibberish." The naturalization process, he pointed out, is the mechanism by which Americans decide who will and who will not be added as new citizens.
Bahmueller maintained that a prerequisite for any "fundamental changes" to the naturalization process is the "widespread" consent of the American people. In lieu of that, he cited what he called the "cattle chute" theory of democracy. In it, "you round up herds of people, brand them citizens as fast as humanly possible, get your friends to run the herds through the voting turnstiles like cattle through chutes, and trust that most of them will vote the way you want them to."
"This is the disgraceful procedure that went on in 1996," he added, "and it means that those responsible don't take democracy seriously. What they take seriously is winning elections."
The overriding principle that ought to govern naturalization, he said, is the conception of "binding prospective citizens to their new country." This involves informing the applicant of:
The purpose of naturalization, he said, is to "Americanize" immigrants, which means putting them through "a process of civic assimilation." The argument that other countries have no such concern for civic education is irrelevant, Bahmueller said; the United States has such an interest, and has had it for a long time.
One commonly heard argument against the civic education of immigrants is the poor level of knowledge of such history by natives, particularly young Americans. "What this argument amounts to," Bahmueller asserted, "is the view that since we do such a lousy job at giving a civic education to our youth, we should be sure that prospective citizens get an equally lousy civic education."
Bahmueller shifted his focus to the history and civics test taken by those seeking naturalization. In his opinion, the existing test is "practically meaningless." He read aloud some of the 100 questions asked on the exam:
He also identified the "omega" question in the exam: "How many states are there in the United States?"
"I think this test is a national disgrace," Bahmueller said. "It belittle and trivializes the richness of the American experience." He asserted that the exam offers clear evidence that America does not take civic assimilation seriously and called for its rigorous overhaul, but not toward a test that would be "exclusionary."
"The kind of test I am advocating would be passed by the overwhelming majority of applicants," he said. He added that the study involved for this new test would result in the applicants' "learning something they'd get something out of it." Bahmueller cited two publications from which test material should be drawn, the Center for Civic Education's elementary textbook on the U.S. Constitution and the standards published by the National Standards for Civics and Government.
He then offered a specific example of how an existing question could be replaced and improved upon. The current exam asks test takers simply to identify the three branches of government. Bahmueller argued that understanding why the founders established three separate branches would be significantly more important than simply being able to name them.
Bahmueller concluded by making an argument for an "emotional element in citizenship." He noted that such an element cannot be compulsory, but he saw it as vital for establishing a bond between the newcomer and his or her new country.
Civic Education: An Ongoing Concern
Don Bragaw began by agreeing with Bahmueller that history and civics education should be changed. However, he then offered some historical perspective on criticism of civics understanding. A few weeks before this conference, he noted, the poor civics understanding of college freshmen made national news. He then recalled civics tests of students that Alan Nevins of Columbia University conducted every 10 years from the 1940s through the 1960s. The results?
"They knew nothing," Bragaw said.
The situation continues, he pointed out. Since 1983, similar tests have been commissioned and executed by historians, political scientists, and others every 5 or 10 years. All of them expressed "great dismay" at the results, Bragaw said. "It's not that our textbooks and our history are not good," he suggested. "We add to our history, [but] we do not make it better. Our textbooks get larger, to the point where there are now students who are going to chiropractic institutions because they can no longer carry them easily from class to class."
Echoing the concern expressed by Bahmueller regarding the trivial quality of the questions on the naturalization exam, Bragaw termed them "How To Become a Millionaire" questions. However, the sheer breadth that has become American history, he maintained, renders attempts at mastering it an "absurdity." Nor have schools and teachers changed the methodology by which students go about learning, he added.
Bragaw, too, called for a redesigned naturalization exam. Part of the new and improved exam, he suggested, would be both a visual and oral component structured around a local or national issue. The written portion of the exam, too, would derive from some issue of importance. Such a three-part naturalization test would be, he said, "a test of true civic behavior rather than getting through the notion of whether or not they've memorized a certain body of information."
How Should We Teach Immigrants about America?
Stanley Renshon asked about the likelihood that any initiative to toughen up the naturalization exam would experience the same fate as numerous other "toughening" initiatives in education. He opined that when failure rates increase, and subsequent public outcry dominates, relaxation of new standards is inevitable.
Bahmueller suggested that the price people are willing to pay to achieve citizenship likely is high enough that they would be willing to do what was asked of them in a new and toughened exam. Certainly, he said, some level of experimentation is in order, for questions such as, "What color is the flag?" cannot be allowed to continue. Bragaw reminded participants that today's standards are "strictly voluntary" and therefore amendable.
Bahmueller defended his claims of corruption associated with naturalization in the 1996 election cycle. He also noted that whereas corruption was also associated with the political machines in the 1920s and 1930s, today no such machines exist to assist immigrants beyond participation in the elections themselves.
Georgie Anne Geyer supported Bahmueller's claims about the hollowness of today's naturalization process. "There is no citizenship process in this country," she maintained. "Today the tests are absurd; usually people will only get [asked] three questions."
She pointed out that beginning in the late 1980s, citizenship preparation and testing was contracted out to private groups, "many of them ethnic lobbies."
"There's been one scandal after another," Geyer noted. "These companies are taking money from the federal government and not preparing people at all." She stated her view that the Immigration and Naturalization Service (INS) is "not here for the benefit of the immigrants; the INS is here to preserve the American polity." She concluded by suggesting that what is needed is a decision by Congress on the number of immigrants allowed to enter the country.
Robert Pickus noticed that this and the other discussions during the conference reflected views or questions with respect to three constituencies; the community/political community as a group, as a nation, and "literally, [the] transnational world."
"They need to be put together," he said.
He then shared his experience as part of a task group a few years ago that addressed immigration and citizenship, which examined questions such as, "What should the INS do with respect to the naturalization exam?" He was particularly struck by the posture of an attorney representing an ethnic advocacy group who articulated the problematic aspects of America's past. She even challenged, he said, those ideas that were identified as "American," suggesting instead that they were "universal." When the task group put forward its recommendations, which Pickus characterized as bearing the assessment that America was indeed good, but that people should "participate in correcting the future," the attorney insisted on having her name removed from the recommendations out of political considerations.
He concluded his remarks by suggesting that in the face of such events, "medicine," the likes of which John Fonte proposed, is necessary and useful. "There just aren't many people giving the old medicine... the old medicine is good medicine."
Martin Ford offered his support of the assessment that the current naturalization tests are "extremely bad" and that they "trivialize the process." He also offered a clarification of the role of ethnic groups in preparing and administering naturalization exams, pointing out that they have been removed from the process altogether because of the scandals.
Alice Cottingham, executive director of the Fund for Immigrants and Refugees, informed participants that most people preparing to become U.S. citizens are adults, and since their children quite often are U.S. citizens by birth, "the locus of citizenship education is adult education [and] not children's." She noted that low-income, limited-English immigrants are those most likely to seek out publicly funded education services. Refugees, she said, comprise a sizable portion of this group. Of the naturalization exam itself, she offered that it was probably the issue on which the greatest consensus existed among conference participants. She characterized the exam as "trivialized", "meaningless for everybody involved," and "disrespectful to everyone involved."
Steve Sailer noted that the United States military has an impressive record of forging cohesion among soldiers from varied racial and ethnic backgrounds. He attributed this to the military's team atmosphere. He wondered if new immigrants would benefit from a community service requirement working for an organization such as the Red Cross or doing disaster relief working alongside other immigrants and American citizens.
Bragaw responded by noting that research on community service indicates "an increased desire for civic participation."
Ron Unz wondered if the naturalization exam today wasn't in fact more rigorous than its predecessors, particularly those administered 100 years ago. Spiro responded by noting that the testing requirement was not put into place until 1952. Prior to that, he said, judges administered naturalization "as part of demonstrating or professing attachment to constitutional values," and would "sometimes engage in an interrogation of an understanding of the Constitution." Arguing that citizenship "prospered in the period before a formal testing requirement was imposed," he offered that in history one finds a compelling argument against having a test at all.
Duke University's Noah Pickus claimed that the absence of the institutions that traditionally helped in bridging the chasm between newcomers and American citizens argued for the strengthening and continuation of the naturalization exam. He took issue with Sailer's recommendation of compulsory civic service for immigrants. Because so many immigrants work multiple jobs and are deeply committed to rearing their children, he wondered about the practicality of that proposal. He noted, too, that the Jordan Commission failed to identify naturalization and "Americanization" as a "major item" among its recommendations. The failure by the U.S. government to "pony up" resources for this process, he said, is very telling.
Sailer offered that with "several hundred million people" wanting to immigrate to the United States, "it's a seller's market for us," and "we should run our immigration policy [with regard to] what's in the best interest of the general welfare of our current citizens." Immigration, he said, is not "some sort of civil right" for the foreign born, meant to be "convenient or non-imposing." Renshon echoed this immigration-in-the-national-interest sentiment.
Mark Krikorian suggested that in addition to questions on civics and history, a new and improved naturalization exam would feature questions addressing American culture. He argued that an immigrant's fluency with popular culture, for instance, "Who is Elvis?" would be indicative on some level of the immigrant's "engagement" with his new culture.
Finally, Michael Horowitz offered praise of the fruitfulness of the entire conference, and most particularly of the spirited but civil exchange among participants of distinctly differing viewpoints. "I've been to lot of conferences with some pretty emotional subjects," he said. "Somehow you've managed to draw together a group of people who know the subject and maintain an extraordinary measure of civility at the same time. I've seldom been as worked up about a subject and liked the people on the other side of the debate as much, and that's really quite wonderful."
Back to Cantigny Home | <urn:uuid:c49f6c10-335e-41e2-b58a-77eedeb97cdb> | {
"dump": "CC-MAIN-2023-50",
"url": "https://cis.org/Cantigny-Conference-Series",
"date": "2023-12-11T12:29:46",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00876.warc.gz",
"language": "en",
"language_score": 0.9755194783210754,
"token_count": 15142,
"score": 3.40625,
"int_score": 3
} |
The market intermediary model of social enterprise provides services to its target population or "clients," small producers (individuals, firm or cooperatives), to help them access markets. Social enterprise services add value to client-made products, typically these services include: product development; production and marketing assistance; and credit. The market intermediary either purchases the client-made products outright or takes them on consignment, and then sells the products in high margin markets at a mark-up.
The market intermediary model is usually embedded: the social program is the business, its mission centers on strengthening markets and facilitating clients' financial security by helping them develop and sell their products. The social enterprise achieves financial self-sufficiency through the sale of its client-made products. Income is used to pay the business' operating expenses and to cover program costs of rendering product development, marketing and credit services to clients.
Marketing supply cooperatives, as well as fair trade, agriculture, and handicraft organizations frequently use the market intermediary model of social enterprise. Common types of business that apply this model are: marketing organizations, consumer product firms, or those selling processed foods or agricultural products.
Theoretical example: a craft marketing cooperative creates economic opportunities for rural artisans by purchasing their handmade rugs, baskets, and sculptures and then marketing them overseas. The cooperative buys the products outright at fair prices then sells them at a mark-up to cover operating expenses and business growth. Earned income is also used by the cooperative for social activities tied to business success: helping artisans with product development and quality assurance, and providing working capital loans to clients to purchase raw materials and supplies to produce quality art.
TOPLA, an example of Market Intermediary Model
When Save the Children conducted a study of economic activities of poor women living in rural Haiti it found that many were engaged in food processing to support their families. Rural women purchased citrus fruit and peanuts from local producers and transformed them into peanut butter and jam, staple Haitian breakfast foods, which they sold in their communities. However, these women were unable to maximize profits because the market for their products was saturated (most rural families make their own peanut butter and jam) and purchasing power of their customers was very low. In the same study, Save the Children learned that in cities, such as Port-au-Prince, working moms and urbanites bought peanut butter and jam from supermarkets at prices much higher than those in the rural areas. Rural producers were not capable of selling their products in urban markets because they lacked transportation, marketing knowledge, and retail contacts. Save the Children concluded that it could substantially increase economic opportunities and income for poor rural women through a program aimed at bridging this market gap.
Together with a Haitian nonprofit partner, Save the Children helped establish TOPLA, a social enterprise that markets the women-made food products in urban areas. The social enterprise adds value to the women's existing food transformation activities by improving quality, productivity and enhancing product standardization with basic, semi-industrial processing equipment. TOPLA is able to realize economies of bulk purchase for raw materials, bringing down manufacturing costs and increasing profit margins, which are passed on to its clients. As a market intermediary, TOPLA manages marketing, sales, and distribution functions. In doing so, social enterprise managers found an attractive high margin niche in the "import imitator" market for the TOPLA brand. Import imitators are priced between cheap locally-produced brands and expensive US imports, like Skippy, and appeal to a market segment that is brand and quality conscious yet lacks the means to buy real imports. The products’ stylized packaging and labels add minimal cost and allows the enterprise to earn considerably more on each unit sold than if it had positioned its products in the overcrowded domestically-produced market. Since it was established in 1998, TOPLA has helped hundreds of poor Haitian women earn a livable wage and achieve economic security for their families.
[note: Excerpted from: Alter, Sutia Kim, Managing the Double Bottom Line, Pact 2000]
Pumice Marketing Cooperative, an example of Market Intermediary Model
The Aetas, indigenous people of Luzon, Philippines once lived simply on abundant fish and wildlife, and subsidence farming. The plight of these poor mountain people began when a volcano on Mount Pinatubo erupted in the early 1990s and buried their community and its natural resources under volcanic ash and stone. Threatened with starvation, many Aetas migrated to cities to find jobs. Unskilled, poorly educated, and lacking urban savvy, they were exploited for labor and left to live in urban squalor. Those that stayed stripped the mountain of its few remaining natural resources to survive. Meanwhile, entrepreneurs in Manila discovered the benefits of the acres and acres of stone and rock left behind by the volcano--Pumice, which is used in garment factories to produce “stone washed” denim fashions.
With help from the Asian Institute for technology, Aeta people formed a marketing social enterprise to gather, market and sell the stones to the thousands of garment makers in the Philippines. The marketing cooperative commercializes the informal process of selling pumice to middlemen who pay the Aeta very low prices then realize large profits by selling products to the private sector. As a result of the social enterprise, the Aeta are able earn a livable, rather than a marginal income. The work is appropriate and encourages them to say in their community rather than migrating to cities where their economic prospects are bleak. As well, the alternative livelihood reduces reliance on environmentally destructive activities. This market intermediary model is an example of "small is beautiful"; startup costs were $38,000 in 2003, yielding a return of economic security for hundreds of indigenous people.
[source: Information provided by World Bank Development Marketplace 2003] | <urn:uuid:12c4cc63-2054-4351-a3a6-7ba88c2fe78f> | {
"dump": "CC-MAIN-2024-10",
"url": "https://www.4lenses.org/setypology/mim/",
"date": "2024-02-21T08:09:04",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473401.5/warc/CC-MAIN-20240221070402-20240221100402-00454.warc.gz",
"language": "en",
"language_score": 0.9564651250839233,
"token_count": 1183,
"score": 3.09375,
"int_score": 3
} |
Subsets and Splits
No saved queries yet
Save your SQL queries to embed, download, and access them later. Queries will appear here once saved.