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However, there are many problems in practice. Indeed, it has been said that democracy is the worst form of government except for all those other forms that have been tried from time to time. The concept of Non-Democracy is extremely wide and involves various forms of government, such as Authoritarianism, Monarchy, Dictatorship, Totalitarianism, etc. Non-democracy is basically the opposite of Democracy, where the Head of State has total power over the various parts of the government and State.
To understand Non-Democracy, we must look at the various forms of Non-Democracy. Authoritarianism is a form of social organization characterized by submission to authority as well as the administration of said authority. An authoritarian government is characterized by a highly concentrated and centralized power maintained by political repression and the exclusion of potential challengers.
It uses political parties and mass organizations to mobilize people around the goals of the regime. Authoritarianism emphasizes arbitrary law rather than the rule of law, including election rigging and political decisions being made by a select group of officials behind closed doors. Totalitarianism is an extreme version of authoritarianism. Authoritarianism primarily differs from totalitarianism in that social and economic institutions exist free from governmental control. By contrast, totalitarianism is a political system where the state holds total authority over the society and seeks to control all aspects of public and private life wherever necessary.
However, a totalitarian regime attempts to control virtually all aspects of the social life, including economy, education, art, science, private life, and morals of citizens. The concept became prominent in Western anti-communist political discourse during the Cold War era in order to highlight perceived similarities between Nazi Germany and other fascist regimes on the one hand and Soviet communism on the other. A dictatorship is defined as an autocratic form of government in which the government is ruled by an individual: a dictator.
In contemporary usage, dictatorship refers to an autocratic form of absolute rule by leadership unrestricted by law, constitutions, or other social and political factors within the state. A dictatorship is a form of government that has the power to govern without the consent of those being governed similar to authoritarianism. A monarchy is a form of government in which sovereignty is actually or nominally embodied in a single individual, the monarch.
This is a form of government in which a state or polity is ruled or controlled by an individual who typically inherits the throne by birth and rules for life or until abdication. Monarchs may be autocrats absolute monarchy or ceremonial heads of state who exercise little or no power or only reserve power, with actual authority vested in a parliament or other body such as a constitutional assembly.
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An oligarchy is a form of power structure in which power effectively rests with a small number of people. These people could be distinguished by royalty, wealth, family ties, education, corporate, or military control. Such states are often controlled by a few prominent families who pass their influence from one generation to the next. Forms of government and other political structures associated with oligarchy usually include aristocracy, meritocracy, plutocracy, military junta, technocracy, and theocracy.
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Non-democracies have become a central idea on the debate of whether or not Western Democracy, especially Western Democracy in consideration to intrusion in the workings of other States, has become an ideal in a world where there should be no ideal with relation to how Democracy should be implemented. According to the Freedom House, Singapore is not an electoral Democracy. The prime minister retains control over the Elections Department, and the country lacks a structurally independent election authority.
Historically, the top-polling party in each GRC won all of its four to six seats, so the system effectively bolstered the majority of the dominant party.
Democracy in America: Essay & Questions
This dominant party has been the PAP since the creation of the home rule from the British. Singaporeans also have restricted freedoms of speech but this is accepted by most of the citizens. Singapore has been a constant challenge for Western-Style democracy. Whether it be in consideration of its ever-blooming economy or the fact that the citizens seem happy with the way their State is being governed.
In contrast to various other Asian nations, Singapore is one of the most stable governments with the constant rise in economic progress and development. Western States and scholars have constantly debated over whether or not such a government can be considered legitimate.
Remember: This is just a sample from a fellow student. Sorry, copying is not allowed on our website. We will occasionally send you account related emails. Want us to write one just for you? Current Status of Crypto Currencies Essay. The Folly of Empire Essay. Comparing The Outlooks Of Dr. Martin Luther King Jr. And President Lyndon B. The police discretion Essay.
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Is America a True Democracy? Essay
Free Revisions. If you feel that your paper could use more work, send it for a free revision. On-time Delivery. Deadlines are sacred for our writers, with them you will never miss the submission date. Give us a try even if your paper is due tomorrow! Copypasting is out of the question, our writers perform professional research and deliver original content. Your academic reputation is safe with us! High-quality papers. So let us improve your grades by taking care of your homework! | <urn:uuid:6a71ab42-fea8-450a-8cc5-de41169d31d3> | {
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Police misconduct is happening every day. Police officers like to abuse their power to get their way. Police brutality is a violation that occurs when a police officer acts with excessive force by using an amount of force toward a person that is not necessary. When a police officer uses excessive force against a civilian, it is considered a violation of a person's rights. The relationship between police brutality, police corruption, and police misconduct is the abuse of police authority. Police corruption is the misuse of police authority for their personal gain. For example, if a police makes a traffic stop and demands a civilian to pay money not go to jail that is police corruption. Forms of police corruption are receiving stolen goods, selling drugs, bribery and extortion. Police misconduct is when a police officer violates police department rules and regulations. Forms of police misconduct are excessive use of physical, discriminatory arrest, and physical or verbal harassment. Police misconduct, brutality, and corruption all deals with officers using their authority against civilians in a wrongly matter for their personal gain.
The recommendations I would make to decrease police corruption, brutality, and misconduct is educate officers on how they should follow the laws and treat the civilians around them. Provide classes for all officers letting them know what will happen if the laws are broken. All officers should have a sergeant riding with them at all times, to make sure rules and regulations are followed. In conclusion, police misconduct, brutality, and corruption are a violation of civilian’s right. They all have the same meaning in common, abuse of police authority. In my opinion, I think the law for police misconduct needs to be reevaluated for more improvement.
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Cooking at Home
Americans spend more time and money eating outside the home than ever before. They spend about 50% of their food budget at restaurants now compared with 25% in 1955 according to the National Restaurant Association . Eating at fast-food restaurants has been shown to be a major contributor to obesity, insulin resistance, and cardiovascular disease .
The excuse that many people give for increased meals away from home is that cooking is a challenging and time-consuming task they cannot fit into their busy lifestyles. Whether they lack the energy, time, or skills, the medical team needs to encourage more cooking at home through quick meal suggestions for better weight management and healthier food choices.
- • Buy a good set of knives to cut and chop food.
- • Prepare and cook big batches of food on weekends or time off so lunches and quick dinners are always available. (If it takes an hour to make four servings, then that is 15 minutes per meal that can fit into anyone’s schedule.)
- • Purchase fresh fruits and vegetables and wash them as needed instead of grabbing for chips, cookies, and snack bars.
- • Plan for leftovers when preparing the evening meal. | <urn:uuid:6df08526-9283-4fed-9055-7e36278b8a08> | {
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Why are there 88 keys on a piano? My WAG is that they encompass all the musical notes that the human ear can hear. Am I close?
Nope. The human ear can hear far beyond either end of the keyboard. If the keyboard was to reach the limits of the human ear, it would have so many keys you’d need a skateboard to use it (or the arms of Plastic Man)…
Not really. Human hearing encompasses a range of about 10 octaves (20 Hz to 20 kHz) at its best, although the high end gets lower with age. An octave is a doubling of frequency, by definition. Since there are 12 keys per octave, that would mean a full-range keyboard would encompass 120 keys. Big, but not impossibly so.
Pianos of all conceivable shapes, sizes and tunings have been constructed through time. In the equal-tempered system, 88 evenly spaced tones gives you enough notes to play most any common musical piece without having to slide back and forth on the bench. (Unless you have really short arms.)
If you want lots of keys, take a look at church organs. Those things are gigantic.
So mass production came within 10 years of the expansion to 88 keys. That may have played a part in slowing down changes. More pianos available to more people who use mass produced sheet music that was written for the common piano with 88 keys.
That high note key on the piano doesnt even sound like a note anyway.
To be more specific, the 88 keys of the piano go from A0 (27.5 Hz) to C8 (4186 Hz). two and a half more octaves would extend past the range of good human hearing. It does cover all or most of the orchestral range - I think some very high pitched instruments may extend a little beyond this range, but I’m not sure. Higher pitches would be detectable, but not that musically useful since you lose the ability to detect much of the timbre because you can’t hear the harmonics.
Going much above the C8 using the physical mechanism of the piano might be a little difficult anyway - high piano notes are already pretty weak and “plinky”. Getting any sound out of even shorter / thinner strings mounted on the same sound board might be difficult.
Bösendorfer currently makes pianos with 88, 92, and 97 keys. I’ve heard one once in person (and not in a concert) and the more keys made such a more beautiful sound (although, it could just be the really pricey piano too).
…but the same pitch on a violin certiainly does. (It’s much better on a good piano, mind you.)
Anyway, agreed with DeVena - it’s the result of the convergence of piano development and mass production. | <urn:uuid:a8ee4ab8-107f-4aad-a868-90e6a3baad55> | {
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Next she gave the students a list of grammar commands to symbolize and add to the illustration. They could choose any of the commands they liked, or create their own, as long as they copied them down and symbolized them (Montessori has a unique way of teaching grammar which involves using special colored pencils and a stencil).
Grammar Symbols -- What Do They Mean? article link
Each group of Haunted House commands focused on a part of speech and the part of speech was written in the appropriate color, also the strip of paper was on a colored backing. Verbs in Montessori are red so the command might read
She had a whole slew of them including nouns (black) -- like Add a tree to the front yard -- adjectives (dark blue) -- Draw a scary witch in the sky -- plus verb (red), adverb (orange), preposition (green), conjunction (pink), and interjection (gold). Halloween is a great time to teach interjection. Boo!
One of them was Draw maggots oozing out of the windows. I think that was a Verb card. The children spent the entire day working on them. They loved this work!
For Waldorf, this would go under the category of Third Grade Grammar. | <urn:uuid:f2eda5bc-43a6-4bb0-ad55-14834c9402e4> | {
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Mercury is the first planet from the sun in the solar system. Aside from being the first planet, Mercury is also the smallest of the planets with a mean diameter of about 4,880 km. Since it the innermost planet in the solar system, it also means that it revolves around the sun in the shortest time (89.97 days) compared to the other planets. Most of the planets and other bodies (such as some asteroids) in the solar system have moons or similar satellites. However, Mercury, just like Venus, does not have a moon.
Scientists back in the 1970s briefly thought that they had evidence of a moon orbiting mercury. The scientists realized later on that what they saw was a star and not a moon. The confusion they had was understandable because of the proximity of Mercury to the sun. In fact, until 1995, the planet itself was not seen in the infrared spectrum. All confusions were cleared with finality after the MESSENGER spacecraft from NASA orbited Mercury between 2011 and 2015. The spacecraft did not detect any moons.
How Natural Satellites Occur
For an understanding of why Mercury does not have a moon, it is important to understand how moons occur in other planets. A moon may occur from a disk of materials orbiting a planet. The disk eventually becomes a big enough body that it may end up having a spherical shape. Experts believe that a similar process is responsible for the formation of most of the moons in the case of Jupiter, Neptune, Uranus, and Saturn.
In some cases, a planet can acquire a moon from a smaller body that has a moon. In these cases, the larger body acquires the smaller one due to the larger body’s superior gravitational pull. Experts believe that the two moons of Mars (Phobos and Deimos) were acquired through a similar process. The process also applies to some of the small moons in the case of Neptune, Saturn, Uranus, and Jupiter.
The third method is that a planet gets a moon after a huge collision between a planet and another astronomical body that causes the ejection of material. This material eventually coalesces to form a moon. This process is believed to be responsible for the formation of the earth's moon, which is a hypothesis known as the giant-impact hypothesis, the Theia Impact, or the Big Splash.
Why Mercury Has No Moon
Since Mercury is extremely close to the sun, the gravitational pull from the planet is extremely weak. Another thing that makes this gravity weak is the small size of the planet. For a space object to hold another body using gravity, the other body has to enter the holding body’s region known as a hill sphere. Due to the weak gravitational pull of Mercury, it is likely that the other body would be pulled in by the stronger gravitational pull from the nearby sun.
Aside from the weak gravity, the orbit of mercury does not have that many materials that could potentially form a moon. This scarcity could be because of things like solar winds and the inability of some substances like methane and hydrogen to condense.
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The origins of Labor Day as a celebration of America's labor force go as far back as the 1880s and the rise of organized labor. In 1887 Colorado was one of the first states to adopt an official Labor Day, and when it was created a national holiday by act of Congress in 1889, it became the first Monday holiday. But there can be no celebration of labor without equal recognition of the jobs the laborers do.
Much has been written recently about the changing face of America's work force, from the influx of women and their efforts to gain financial and societal parity to the alleged withering of the working class to the disappearance of manufacturing and the "good jobs" they provided. These are inevitable results of changes in the types and quality of work available, and that depends on the quality of economic growth, from the smallest town to the largest city.
Certainly, economic growth must be profit-based, and no one celebrates the entrepreneurial spirit more than this newspaper. But enterprise and business development must contain equal parts of return on investment and worker well-being. That balance is becoming harder to achieve at a time of rising health care costs, increased international competition, and an almost universal aversion to risk.
That doesn't mean free enterprise is moribund, by any means. There are still almost unlimited opportunities for new capital growth, and right here in River City. As our sister publication the South Platte Sentinel pointed out earlier this week, sometimes it requires a "built it and they will come" attitude to stimulate job growth. Sometimes public infrastructure has to provide the seed bed in which private enterprise can take root and thrive.
Any effort at economic development, however, should always include the goal of job growth; not just an increase in the number of people gaining employment, but also the bettering of the workers' economic well-being.
We'd like to use the occasion of this Labor Day holiday to urge those involved in private enterprise to recognize the contributions their workers make to their businesses and to the community in which we all live, and to urge community leaders to help seek and develop more jobs that pay better. | <urn:uuid:650e6317-1ed5-4ab6-8e41-76f4d77ee6e9> | {
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The Eighteenth Amendment was the product of decades of efforts by the temperance movement, which held that a ban on the sale of alcohol would ameliorate poverty and other societal issues. Franklin D. Roosevelt signed the Cullen-Harrison Act, which amended the Volstead Act, permitting the manufacturing and sale of low-alcohol beer and wines (up to 3.2 percent alcohol by volume). In March 1933, shortly after taking office, Pres. Let us know if you have suggestions to improve this article (requires login). In February 1933, Congress adopted a resolution proposing the Twenty-first Amendment, which repealed the 18th Amendment and modified the Volstead Act to permit the sale of beer. , The amendment and its enabling legislation did not ban the consumption of alcohol, but made it difficult to obtain alcoholic beverages legally, as it prohibited the sale, manufacture and distribution of them in U.S. territory. The vote was 65 to 20, with the Democrats voting 36 in favor and 12 in opposition; and the Republicans voting 29 in favor and 8 in opposition. The Eighteenth Amendment declared the production, transport, and sale of intoxicating liquors illegal, though it did not outlaw the actual consumption of alcohol. The brewers were probably not the only Americans to be surprised at the severity of the regime thus created. On the 16th of January in 1920 the law prohibiting the production, transportation, and sales of alcohol was put into effect. The group was founded in 1893 in the state of Ohio, gaining massive support from evangelical Protestants, and becoming a national organization in 1895. hereby prohibited.
U.S. Pres. Because prohibition was already implemented by many states, it was quickly ratified into a law. Effective August 9, 1918, the date on which the Louisiana ratification was approved by the state Governor. Rum-running (bootlegging) and speakeasies became popular in many areas. The amendment was proposed by Congress on December 18, 1917, and was ratified by the requisite number of states on January 16, 1919. Under Prohibition, rum-running (bootlegging) occurred on a large scale across the United States. Voters who considered their own drinking habits blameless, but who supported prohibition to discipline others, also received a rude shock. The major force behind Prohibition was 150 years of pressure by the Temperance Movement, combined with the …
During the ban upwards of 10,000 deaths can be attributed to wood alcohol (methanol) poisoning. amendment to the U.S. Constitution that banned the manufacture Ultimately, during prohibition use and abuse of alcohol ended up higher than before it started. 157 : Alcohol Prohibition Was a Failure", Histeropedia—The Eighteenth Amendment's Contribution to Increased Crime and Societal Disobedience in the 1920s (Fall 2012), "Prohibition and the Rise of the American Gangster", CRS Annotated Constitution: 18th Amendment, Bureau of Alcohol, Tobacco, Firearms and Explosives, Medicinal Liquor Prescriptions Act of 1933, https://en.wikipedia.org/w/index.php?title=Eighteenth_Amendment_to_the_United_States_Constitution&oldid=984717340, Amendments to the United States Constitution, Pages containing links to subscription-only content, Articles with dead external links from August 2019, All Wikipedia articles written in American English, Short description is different from Wikidata, Articles with unsourced statements from September 2020, Wikipedia articles needing clarification from September 2020, Articles with failed verification from September 2020, Articles needing additional references from January 2020, All articles needing additional references, Wikipedia articles with WorldCat-VIAF identifiers, Creative Commons Attribution-ShareAlike License, This page was last edited on 21 October 2020, at 17:54. Article of amendment to the U.S. Constitution enumerating prohibition of alcohol. [further explanation needed] Adherents of each group may have been opposed to alcohol for its own sake, but they advanced ideologies and causes that had little to do with it. Perhaps the most dramatic consequence of Prohibition was the effect it had on organized crime in the United States: as the production and sale of alcohol went further underground, it began to be controlled by the Mafia and other gangs, who transformed themselves into sophisticated criminal enterprises that reaped huge profits from the illicit liquor trade.
, Daniel Okrent identifies the powerful political coalition that worked successfully in the two decades leading to ratification of the Eighteenth Amendment. Other groups, such as the Women's Christian Temperance Union, also began trying to ban the sale, manufacture, and distribution of alcoholic beverages. National Prohibition turned out to be quite a different beast than its local and state cousins. Along with this came many separate forms of illegal alcohol distribution. Section 3—This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress.
Passed by Congress December 18, 1917. Any one who got caught selling, manufacturing or distributing alcoholic beverages would be arrested. The amendment passed both chambers of the U.S. Congress in December 1917 and was ratified by the requisite three-fourths of the states in January 1919. Repealed by the 21st Amendment, December 5, 1933
The act would go on to define the terms and enforcement methods of prohibition, until the passing of the 21st amendment in 1933 effectively repealed it. Section 1. In urban areas, where the majority of the population opposed Prohibition, enforcement was generally much weaker than in rural areas and smaller towns. It upheld the constitutionality of such a deadline in Dillon v. Gloss (1921). Section 2.
It would also inspire new forms of sociability between men and women and they believed that families would be happier, fewer industrial mistakes would be made, and overall, the world would be a better place. Churches were also highly influential in gaining new members and support, garnering 6,000 local societies in several different states. , On August 1, 1917, the Senate passed a resolution containing the language of the amendment to be presented to the states for ratification. On August 1, 1917, the Senate passed a resolution containing the language of the amendment to be presented to the states for ratification. This was the first amendment to impose a date by which it had to be ratified or else the amendment would be discarded. Though this law was deemed to mark the end of …
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Citations and Plagiarism
Always give credit. Always indicate where sources of information in your paper came from. Giving credit to the source is what is meant by citing the source of information. In term papers, the format you use to cite your sources will generally be determined by the style your instructor asks you to use. Read instructions carefully and follow them. If you're not sure, ask your instructor. Use the contact information on your course syllabus to call or e-mail your instructor for further clarification on the assignment.
The library has multiple copies of both the MLA and APA style manuals which you can check out.
Although they do not publish the complete content of their style guides on the web, there are "official" websites which offer tips to some of the most important style guides in use:
Modern Language Association (MLA)
American Psychological Association (APA)
The Chicago Manual of Style
If you consult online style guides that contain examples for the different style guides, be aware that these sometimes contain errors which conflict with the official style guides.
Links to information on citations:
Diana Hacker's Research and Documentation Online offers guidelines for a humanities, social science, history or science paper.
Citing Sources Guide from Duke University Libraries gives basic information on style guides.
Citing References in Your Paper by the University of Wisconsin-Madison Writing Center has formatting hints and various examples.
Troy University Libraries' Citing the World Wide Web in Style helps to document electronic resources.
St. Kate's Libraries Guide to Citing Sources using AMA Manual of Style is a short document covering books, journals and online journals.
CrossRef.org is the non-profit organization which links DOI numbers and articles. Search for the DOI associated with articles using the Guest Query form.
DOI and URL flowchart is an easy to follow flow chart to help you decide when to use a DOI or URL. Retrieved from APA Style Blog
Plagiarism information links:
Plagiarism Tutorial by San José State University.
Plagiarism.org offers suggestions from software firm Turnitin which specializes in detecting plagiarism. | <urn:uuid:91db5b30-a569-4974-b0c0-73c924e878bd> | {
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Tax Deducted at Source – TDS Meaning, Filing, Return & Due Dates
TDS is a form of tax that is deducted from your salary or paycheck. It must be deducted for certain payments made by a person. The TDS requirements of the Income Tax Act will be discussed in depth in this article.
What is the meaning of TDS?
TDS, or Tax Withheld at Source, is amount of income tax deducted from money received when certain payments are made, such as professional fees, salary, rent, commission, interest, and so on.The person who gets money is typically responsible for paying income tax. The government, on the other hand, ensures that income tax is deducted in advance from your payments by adhering to the Tax Deducted at Source requirements. The net amount is given to the recipient of the income, only after making the due deduction of the TDS. The total amount is added to the income of therecipients, and the amount of TDS is deducted from his ultimate lability of tax arising for the year. The sum already deducted and paid on his behalf is credited to the beneficiary.
When is the TDS to be Deducted and Who should Deduct the Same?
If individual is making certain payments defined by Income Tax Act is required to deduct TDS at the time of making such payment. If the person who is remitting the payment is an individual or a person or an HUF whose accounts are not required to be audited by the concerned authority, then no TDS must be deducted.
Individuals and HUFs who pay rent in excess of Rs 50,000 per month are obligated to deduct TDS at the rate of 5%, even if the individual or HUF is not subject to a tax audit. Individuals and HUFs who must deduct TDS at a rate of 5% are exempt from applying for TAN. TDS shall be reduced or deducted by your employer at the applicable income tax slab rates provided by the Income Tax Act. TDS is deducted at a rate of 10% by banks. Alternatively, if they do not have your PAN information, they may deduct 20%.
TDS rates are set in the income tax act for most payments, and TDS is deducted by the payer based on these rates. You do not have to pay any tax if you submit investment proofs (for claiming deductions) to your employer and your total taxable income is below the taxable limit. As a result, no TDS should be taken from your earnings.
Similarly, if your total income is below the limit specified for taxable limit, you can submit Form 15G and Form 15H to the bank so that TDS is not deducted from your income earned in the form of interest. If you haven’t been able to provide documentation to your employer, or if your employer or bank has already deducted TDS and your total income is less than the taxable limit, you can file a return and request a refund of the TDS. The complete list of Specified Payments that are subject to TDS deduction, as well as the TDS rate.
Due Date on which TDS Should be Deposited to the Credit of the Government
By the 7th of the next month, the tax deducted at source or the TDS which has been collected must be submitted with the government.
How should the TDS be Deposited?
Tax Deducted at Source or the TDS must be deposited on the government portal by utilizing the Challan ITNS-281.
Filing of TDS Returns
All people who have deducted TDS are required to file Tax Deducted at Source or the TDS returns. TDS returns must be filed on a quarterly basis and should also include information such as the deductee TAN, the type of payment,the amount of TDS deducted, and the deductee PAN details. In addition, depending on the purpose of the TDS deduction, multiple forms for submitting returns are required. The following are examples of several sorts of return forms:
On all payments except salaries, the Form 26QTDS shall be used. And the ending of each quarter on basis of filing TDS return shall be as given below:
- the first quarter or Q1 will end on July 31st,
- the second quarter or Q2 will end on October 31st,
- the third quarter or Q3 would endon the 31st of January,and
- the fourth quarter or Q4 will end only onMay 31st.
|Form||Particulars of Transactions||Due Date for Filing of Return|
|Form 24Q||TDS collected on Salary||· For Q1 it would be 31stJuly
· For Q2 it would be 31stOctober
· For Q3 it would be 31st January, and
· For Q4 it would be 31st May.
|Form 27Q||TDS collected on payments which are made to non-residents except on salary payments||· For Q1 it would be 31stJuly
· For Q2 it would be 31stOctober
· For Q3 it would be 31st January, and
· For Q4 it would be 31st May.
|Form 26QB||TDS collected on sale of property||Within a period of 30 days starting from the date on which such TDS was deducted.|
|Form 26QC||TDS collected on the payment of rent||Within a period of 30 days starting from the date on which such TDS was deducted.|
All About TDS Certificate
TDS certificates are majorly in the following forms:
- Form 16,
- Form 16A,
- Form 16 B, and
- Form 16 C.
TDS certificates must be provided to the taxpayer or person or assessee from whose income TDS was deducted prior to the remittance of the payment by the person deducting TDS. When TDS is deducted on interest from fixed deposits, for example, banks give Form 16A to the depositor. The employee receives Form 16 from the employer including all the details of the deductions made from the salary.
|Form Name||Particulars Included||Frequency of Filing||Due Date|
|Form 16||TDS collected on Salary Payment||Yearly||31st of May|
|Form 16 A||TDS collected on payments which are made to non-residents except on salary payments||Quarterly||Within 15 days from the due date of filing.|
|Form 16 B||TDS collected on sale of property||Every transaction made or conducted||Within 15 days from the due date of filing.|
|Form 16 C||TDS collected on the payment of rent||Every transaction made or conducted||Within 15 days from the due date of filing.|
Crediting of TDS in Form 26AS
It’s critical to understand that how TDS relates to PAN. TDS deductions are linked to deductor and deductee PAN numbers. If you have had TDS deducted from any of your earnings made during the year, you must check and confirm with your Tax Credit Form 26AS. This is a consolidated tax statement that all PAN holders have access to through their Income Tax Portal.
As all TDS deductions made by a payer to the payee is linked to the unique PAN held, this form i.e., Form 26AS details the TDS deducted from such income by each deductor for all types of payments given to the person – despite of the same being based on salary or interest income – all TDS associated with your PAN is reported here. Income tax is also paid directly by you on this form, either as advance tax or self-assessment tax. As a result, it’s critical that you correctly enter your PAN whenever TDS may be due on your earnings.
Transparency through SMS Alerts
The department of Income Tax, lately, has started sending taxpayers with text message or SMS via VK-ITDEFL, which includes the amount of tax deducted at source (TDS) against their PAN (Permanent Account Number). Every quarter, the assessee from whom TDS was deducted would receive an SMS alert informing you of the TDS credited in respect of your income frominterest, salary, and other sources. The TDS amount will be accumulated in your Form 26AS for the relevant financial year.
The Finance Ministry launched this programme in order to promote openness and decrease TDS discrepancies during income tax filing. To ensure that the data provided in the message or text message corresponds to the information on the payslips, taxpayers can cross-check the information provided in the message with the information on the payslips provided to them by the employer. A common cause of improper income tax return filing is TDS mismatch which increases the difficulties.
Tax Liability on Income from which TDS is Deducted
TDS is deducted from your salary based on income tax bracket. TDS rates for other types of income are set and range between 10% and 20%. Your tax rate is not determined by your overall income. As a result, you may be charged a TDS on your receipts in some circumstances. Separately, you’d have to figure out your annual income by combining all of your sources of revenue.
The total taxable income earned by the assessee during a year would be used to compute your real tax liability for such relevant financial year. You can claim credit for TDS deducted on your various receipts based on the taxes calculated which would help in reducing the tax liability payable. To compute the sum due by the assessee, subtract the tax deducted at source from your actual tax liability. You may also receive a refund if the tax liability is lower than what was deducted. In either situation, you must file an income tax return and either pay the tax due or request a refund.
TDS deduction is inevitable and this should be complied with by a taxpayer or TAN holder with respect to any payment made by him or her on which the TDS deduction shall be applicable as per the provisions of the Income Tax Act. This article will provide you with all the required insights about filing of TDS and due dates of the same.
Frequently Asked Questions
What are the responsibilities of a person deducting TDS?
TDS deductor are responsible for the following:
- Obtain a Tax Deduction Account Number and include it in any TDS-related papers.
- Subtract the TDS at the appropriate rate as it is applicable.
- Within the stipulated due date, deposit the TDS amount with the government authority.
- TDS returns filings should be done as are due on the given date.
- Within the stated timeframe, provide the TDS certificate to the payee.
What would be the rate at which TDS shall be deducted if my PAN details are not furnished?
If you do not provide your Permanent Account Number or PAN details to the deductor, the deductor will deduct TDS at the highest of the rate prescribed in the relevant provisions of the Act or 20%, according to Section 206AA of the Income Tax Act.
State the difference between PAN and TAN?
PAN stands basically for Permanent Account Number and TAN for Tax Deduction Account Number.
The person in charge of deducting TDS, i.e., the deductor, should get a TAN. In all TDS-related papers, the deductor must include the TAN.
However, there is an exception, and it is that in the case of TDS on land and construction purchases made under Section 194-IA, the deductor is not needed to get a TAN and can return the TDS using PAN.
TDS on rent, as defined by Section 194-IB, and TDS on payments of specific sums by individuals or HUFs, as defined by Section 194M, can also be remitted using PAN rather than TAN. | <urn:uuid:32a6ac40-f3f9-4385-8e7d-de3950039b27> | {
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Most of us value compassion and agree that it is important both in our own lives as well as in society more generally. Undeniably, compassion is also part of our everyday experience of being human. We love and care for our children; confronted with someone in pain, we instinctively feel for that person; when someone reaches out to us in a time of distress we feel touched. Most of us would also agree that compassion has something to do with what it means to lead a good life. So it’s no small coincidence that compassion turns out to be the common ground where the ethical teachings of all major traditions, religious and humanistic, come together.
Even in the contested political arena, compassion is one value that both sides of the spectrum are eager to claim. Despite our widely shared experience and beliefs about compassion, we fail to give it a central role in our lives and in our society. In our contemporary culture, we tend to have a rather confused relationship with values like kindness and compassion.
In the secular West, we lack a coherent cultural framework for articulating what compassion is and how it works. To some people, it’s a matter of religion and morality, a private concern of the individual with little or no societal relevance.Others question the very possibility of selflessness for human beings, and are suspicious of sentiments like compassion that have other people’s welfare as the primary concern. As a well-known scientist once remarked, ‘Scratch an altruist and watch a hypocrite bleed’.
At the other extreme, some people elevate these qualities to such heights that they are out of reach for most of us, possible only for exceptional individuals like Mother Teresa, Nelson Mandela, and the Dalai Lama. Compassion then becomes something to be admired at a distance in great beings, but not relevant to our everyday lives.
Broadly defined, compassion is a sense of concern that arises when we are confronted with another’s suffering and feel motivated to see that suffering relieved. The English word compassion, from its Latin root, literally means ‘to suffer with’. According to religious historian Karen Armstrong, the word for compassion in Semitic languages – rahamanut in Hebrew and rahman in Arabic – is etymologically related to the word for womb, evoking the mother’s love for her child as an archetypal expression of our compassion. At its core, compassion is a response to the inevitable reality of our human condition—our experience of pain and sorrow.
Compassion offers the possibility of responding to suffering with understanding, patience, and kindness rather than, say, fear and repulsion. As such, compassion lets us open ourselves to the reality of suffering and seek its alleviation. Compassion is what connects the feeling of empathy to acts of kindness, generosity, and other expressions of our altruistic tendencies.
When compassion arises in us in the face of need or suffering, three things happen almost instantaneously: We perceive the other’s suffering or need; we emotionally connect with that need or suffering; and we respond instinctively by wishing to see that situation relieved. Compassion may lead to action; it is a readiness to help or to want to do something ourselves about another person’s situation. Today, scientists are beginning to map the neurobiological basis of compassion and explore its deep evolutionary roots.
As a society, we have long ignored the fundamental role our compassion instinct plays in defining our nature and behaviour. We have bought into a popular narrative that seeks to explain all our behavior through the prism of competition and self-interest.
This is the story we have been telling about ourselves.
The thing about a story like this is that it tends to be self-fulfilling. When our story says that we are at heart selfish and aggressive creatures, we assume that every man is for himself. In this ‘dog eat dog world’ it is only logical, then, to see others as a source of rivalry and antagonism. And so we relate to others with apprehension, fear, and suspicion, instead of with fellow feeling and a sense of connection. By contrast, if our story says that we are social creatures endowed with instincts for compassion and kindness, and that as deeply interdependent beings our welfare is intertwined, this totally changes the way we view – and behave in – the world. So the stories we tell about ourselves do matter, quite profoundly so.
This extract is taken from A Fearless Heart by Thupten Jinpa. | <urn:uuid:a6657f3a-765c-44bd-ac74-0d3cbd2d2b2a> | {
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Definition of Harelips
1. harelip [n] - See also: harelip
Click the following link to bring up a new window with an automated collection of images related to the term: Harelips Images
Lexicographical Neighbors of Harelips
harelips (current term)
Literary usage of Harelips
Below you will find example usage of this term as found in modern and/or classical literature:
1. The New International Encyclopædia edited by Daniel Coit Gilman, Harry Thurston Peck, Frank Moore Colby (1902)
"That deformities are in many cases hereditary may be seen in the instances of additional fingers and toes, and of harelips. It seems uncertain whether the ..."
2. Practical orthodontia by Martin Dewey (1919)
""We may find a few eases where the parents ¡uid some of the children in the same family have harelips, but after that there might be generations and ..."
3. Library of Universal Knowledge: A Reprint of the Last (1880) Edinburgh and (1880)
"... fingers and toes, and of harelips. It seems uncertain whether the male or female ... of three with harelips, whose father alone is simi larly deformed; ..."
4. The International Cyclopedia: A Compendium of Human Knowledge, Rev. with by Selim Hobart Peabody, Charles Francis Richardson (1898)
"D. are, however, in many cases, hereditär}', as may be seen in the instances of additional fingers and toes, and of harelips. It seems uncertain whether the ..."
5. The Anatomy of Melancholy: What it Is, with All the Kinds, Causes, Symptoms by Robert Burton (1847)
"Great-bellied women, when they long, yield us prodigious examples in this kind, as moles, warts, scars, harelips, monsters, ..."
6. Harper's New Monthly Magazine by Henry Mills Alden (1874)
"... scullery-maid and marrying her, and having nineteen children with harelips aud no roofs to their mouths Г But Frank extended his animosities DO further. ..." | <urn:uuid:2f620827-f894-4854-aef8-8ff9e752eab0> | {
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Some people in Mississippi may be struggling to pay off their student loans, but these obligations are generally not dischargeable in a bankruptcy. The total amount of student loan debt in the United States has reached $1.4 trillion carried by 40 million people. In the 1970s, Congress began reducing the ability of borrowers to discharge student loan debt. It is only allowable in cases of “undue hardship”. What this is has never been defined, but courts have traditionally set very stringent guidelines.
On March 1, Federal Reserve chairman Jerome Powell spoke before the Senate Committee on Banking, Housing, and Urban Affairs and said he could not explain why student loans were not dischargeable. However, he said that it was not a change he could make in his position although Congress could address it.
Sen. Brian Schatz asked Powell about the effect the student loan debt could have on the economy. Powell said that on an individual level, it hurt people’s credit ratings and their economic lives over the long term. As for the economy as a whole, he said the amount of debt could hinder growth. Powell is not the first financial expert to express concern about student loan debt. For example, the president of the Federal Reserve Bank of New York has talked about its effect on economic mobility.
While a person may currently be unable to discharge student loans in bankruptcy, restructuring debts under a Chapter 13 bankruptcy might free up enough cash to stay on top of payments. People who are struggling with debt might want to talk to an attorney about how this type of bankruptcy could work for them. Filing for bankruptcy automatically stops any debt-related action against a person including foreclosure. Chapter 13 bankruptcy allows a person to keep some assets and pay off creditors over three or five years. | <urn:uuid:d620e2b4-38f9-40f5-920d-8bbc9228921f> | {
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The One Year® Chronological Bible, NKJV (Tyndale, 2013), March 14
Moses issues a number of warnings to Israel as they prepare to move into houses that they did not build and harvest vineyards and olive groves that they did not plant (Deuteronomy 6:10-11):
Do not forget God. While slavery to the Egyptians had caused Israel to cry out to God, prosperity in the land of Canaan may cause Israel to forget God. Bible literacy will keep gratitude alive as Israel remembers her former years of slavery and God’s great deliverance.
Do what is good and right in the LORD’s sight. Road signs remind people to drive responsibly; so Bible literacy keeps God’s righteous standards before the people.
Do not follow the gods of the peoples around you. Bible literacy reminds Israel of the powerlessness of the gods of Egypt in preventing their departure.
Make no treaty with the Canaanites and do not intermarry with the Canaanites. Bible literacy reminds Israel of God’s promise to judge the Canaanites for their wickedness.
Remember how the Lord your God led you all the way in the desert these forty years. Hunger taught Israel that they could trust the Lord to meet their needs. Both hunger and prosperity are a test. Hunger requires trust, while prosperity requires gratitude. Bible literacy reminds Israel both of God’s provision in the wilderness and their impoverished state as slaves in Egypt.
Moses unearths the root of forgetfulness, “When you have eaten and are full, and have built beautiful houses and dwell in them, and when your herds and your flocks multiply, and your silver and your gold are multiplied, and all that you have is multiplied; when your heart is lifted up, and your forget the LORD your God . . .” (Deuteronomy 8:12-14). Pride built on top of prosperity is the culprit. Gratitude and remembering are disciplines of the heart and mind. Feeding on God’s Word, therefore, reminds His people, “Man shall not live by bread alone but; but man lives by every word that proceeds from the mouth of the LORD” (Deut. 8:3).
Questions from today’s reading (Deuteronomy 6:1-9:29):
Who does God hold responsible for Bible literacy and what will this require of them?
What does God command Israel to do upon their entry into Canaan to prevent them from falling into idolatry?
How does the LORD describe the people who live in Canaan?
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The use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused.
Simple Writing Worksheet Lines. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect.
Without phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice. | <urn:uuid:a885bded-a019-4bf0-b654-1476f59b7acd> | {
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In the summer of 1720 a schism that had divided the Whig Party into competing factions was finally healed. Dr Charles Littleton, senior research fellow in the House of Lords 1715-90 section, considers how this came about and how those involved were compensated or rewarded to help reunite them.
A previous blog has described the origins of the Whig Schism of 1717, as an example of a governing party dividing into hostile factions. How, though, was this fissure resolved so that the Whigs could dominate government for the next half century? The Schism lasted three years and this June marks the tercentenary of the party’s uneasy reintegration. It is a fit time to consider the circumstances and effects of its conclusion.
The split had been based on two rival groupings that developed as the Whigs took control of the government from George I’s succession in 1714. One side was headed by Charles Spencer, 3rd earl of Sunderland, and James Stanhope (later Earl Stanhope); the other by Charles Townshend, 2nd Viscount Townshend, and his brother-in-law, Robert Walpole. In the course of 1716 Sunderland and Stanhope had undermined Townshend and Walpole’s influence resulting in a series of resignations and dismissals in early 1717. Sunderland and Stanhope emerged triumphant but were faced in Parliament by a hostile group of their very able former colleagues.
Out of office, Walpole and Townshend mounted a campaign to obstruct government business and by early 1720 the ministry had suffered a number of notable reverses. After weeks of edgy negotiations and careful planning, on 23 April there was a formal reconciliation between the king and the Prince of Wales. This awkward public ceremony removed one difference between the government and the opposition Whigs, who had looked to the prince as a figurehead. Three days later there was a meeting at Sunderland’s London townhouse where the different Whig factions agreed, through gritted teeth, to work together and share office.
From late May rumours were rife about the shape of the new ministry that would be constructed to reintegrate the opposition Whigs. It was initially reported that Walpole would be given an Irish post, but in June he returned to one of his former offices, replacing Henry Clinton, 7th earl of Lincoln, as paymaster-general. At the same time Townshend was made lord president of the council, as the 2nd duke of Devonshire declined resuming the place he had resigned in 1717. Another opposition Whig, Charles Fitzroy, 2nd duke of Grafton, was appointed lord lieutenant of Ireland in the place of Charles Powlett, 2nd duke of Bolton.
Those who had adhered to the ministry now ousted to make way for opposition Whigs did not leave empty-handed. Lincoln, whom the Prussian resident thought was out of his depth in his post, was placated with a pension and eventually, in April 1721, with induction as a knight of the garter. Evelyn Pierrepont, duke of Kingston, supplanted by Townshend as lord president of the council, was merely shunted on to the prestigious but less powerful office of lord privy seal. June 1720 also saw one of the largest alterations in the composition of the peerage in George I’s reign, a direct result of the ministerial changes. The king’s generous coronation honours on 19 October 1714 had included fourteen creations or promotions in the peerage, and there were a further ten in late June-early July 1716. The only other comparable period of concentrated royal munificence was from 9 to 18 June 1720, when there were six such honours. Among these were three promotions of existing peers: the earls of Dorset and Bridgwater to dukedoms, and Viscount Castleton to an earldom.
There were also creations of three peers. Matthew Ducie Moreton was a Gloucestershire landowner and MP who in April 1717 had been appointed by the Sunderland-Stanhope ministry vice-treasurer of Ireland. He now had to make way there for Sir William St Quintin, bt, who had resigned from the Treasury board with Walpole in 1717. Ducie Moreton was quickly compensated with a title as Baron Ducie. Another of Walpole’s followers who had left the Treasury with him was his brother-in-law Sir Charles Turner, bt. A place was made for him in the new Treasury commission, but John Wallop, who himself had only come into the Treasury in 1717, was left out. He too was quickly soothed with a title, as Viscount Lymington. Of a long-established Hampshire family, he later superseded Charles Powlett, 3rd duke of Bolton, as the Walpole ministry’s chief agent in that county. He was made earl of Portsmouth after Walpole’s fall, another title serving as compensation following the defeat of the ministry with which he had associated himself. Hugh Boscawen, of a prominent Cornish family, was nephew of both Sidney Godolphin, earl of Godolphin and John Churchill, duke of Marlborough. He had held the court office of comptroller of the household since 1714, but was forced to relinquish this for Walpole’s ally Paul Methuen, another former Treasury official. He was created Viscount Falmouth, or ‘Foulmouth’, as his enemies inevitably dubbed him, and continued to dominate Cornish politics, albeit ineffectively, for the government. Lord Hervey, admittedly never a generous commentator, thought him ‘a blundering blockhead’.
Ironically, these three MPs who were rewarded with peerages in June 1720 had all the previous December supported the peerage bill, which had sought to curtail the creation of new peers. They were thus the first beneficiaries of the defeat of the bill for which they had so loyally argued. Walpole for his part had helped bring down the bill with a barnstorming speech portraying it as an invidious bar to the recognition of talented commoners. The opposition Whigs who argued for the openness of the peerage received little at the end of the Schism, either in office or titles. The Whig settlement of June 1720 was uneven in its distribution of rewards. Neither Townshend or Walpole was initially reinstated to the offices he had held at the time of the Schism, and no one associated with them received a peerage until 1723. In June 1720 there was little to suggest to contemporaries that Walpole would shape Britain for over 20 years as first lord of the Treasury and ‘prime minister’.
Julian Hoppitt, A Land of Liberty: England 1689-1727, 397-407 | <urn:uuid:a859783e-7146-4512-8e45-e5e67642a34d> | {
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‘A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.’
(National Curriculum 2014 – Appendix A)
The skills, knowledge and understanding gained through learning a language contribute to the development of children’s oracy and literacy, as well as their understanding of their own culture and those of others. Here at Nansledan Primary School, we feel that the earlier a child is exposed to a foreign language, the faster the language in question is acquired. We believe that the early acquisition of Spanish will facilitate the learning of other foreign languages later in life. We will prepare children for the KS3 language curriculum to enable them to transfer confidently and successfully.
Through the high quality first teaching of Spanish taking place we will see the impact of the subject in the following ways:
· Children will become aware that a language has a structure, and that the structure differs from one language to another.
· Children will develop their language and communication through development of the four key skills of speaking, listening, reading and writing.
· Children will enrich their language learning by developing an understanding of the Spanish culture.
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Raster = a collection of variously colored dots that happen to look like a picture. Home > PowerPoint Tutorials > Special Effects > Freeform Tool. Shaped Picture Placeholder. (Select > Ctrl + C) Note: Make sure you’ve selected the entire object, not just one item within it. Step 3: Duplicate the Slide. There are programs that "trace" bitmap images and produce shapes that can be manipulated; how … Drag the anchor points themselves to change their location or drag their handles to modify the shape … You can achieve some interesting effects by cropping images to shapes in PowerPoint. To add a shape, click the Design tab under SmartArt Tools, click the Add Shape button arrow, and then select the type of shape you want to add. You can use the other merge option to create other creative shapes. Did you know that all Slideson presentation templates come with hundreds of icons that are fully editable in PowerPoint? On the drop-down menu that appears, browse through the large library of shapes and select the one you want to use. Once converted to shapes all the PowerPoint shape features available. Return value. Figure B shows the example picture in PowerPoint… Once you’ve arranged the shapes, hold shift and select the placeholder followed by the shapes around it. MICROSOFT POWERPOINT: Convert Text to Shapes Using the Fragment Tool Let’s say you’re creating icons for some eLearning and you’d like some letter icons. Step 3 – Add a two-stop gradient fill to shape. You can right-click any icon and select Convert to Shape to make the shape editable. One of PowerPoint’s amazing options is the feature that lets you convert your existing bulleted text to a SmartArt graphic. Microsoft Visio offers a large range of tools for creating professional-looking diagrams, charts and drawings. Open Microsoft Visio 2010 by clicking on the Visio icon in the start menu. Simple and easy. These days, I use Storyline (to create elearning) more than I use PowerPoint. Cropping a Picture to a Circle on a PowerPoint Slide Using Crop to Shape. Start PowerPoint and open the presentation containing objects you want to save as pictures. You might approach this by drawing a circle and layering a text box over the top of it or by typing the letters directly onto the shapes. Once the shape is editable, right-click and select Edit Points to see the points that make up the shape. Copy your image and paste it into OneNote. Choose Picture from the Images group. contain any shapes of the type that PPT can work with. You need to change the shape somehow from the default stock shape by editing its points, even if it is just one point or one segment, in order to be able to morph the shape in a later step. To use the Combine Shapes command, start placing new shapes around the placeholder. To work with an image as a shape, it first needs to be converted. Merging Shapes in PowerPoint. Sizing also becomes an issue with the fade effect as a wider shape makes the fade more gradual while a narrower shape makes the fade more sharp or abrupt. This image with a 3D shape and Label was created from a basic rectangular shape in PowerPoint. Select Smart Art object with your cursor then copy it. Click on the Drawing-Tools tab. PowerPoint's never been able to convert raster images (like your JPG) to vector. Example. You can bring in custom shapes from other programs such as Illustrator, Photoshop, AutoCAD, etc. Navigate to the Shape Styles group. Right click the image and choose the option ‘Copy Text from Picture’. 1. PowerPoint 2013 and newer: you can skip the step to convert a picture placeholder to a shape and go directly to editing. Select the shape which you want to change (see Figure 1). But it is an important step. Confirm. This should get you started: Sub ConvertAllShapesToPic() Dim oSl As Slide Dim oSh As Shape For Each oSl In ActivePresentation.Slides For Each oSh In oSl.Shapes ' modify the following depending on what you want to ' convert Select Case oSh.Type Case msoChart, msoEmbeddedOLEObject, msoLinkedOLEObject ConvertShapeToPic oSh Case msoPlaceholder If … ; Label the shapes by doing one of the following: After adding some effects we achieved this 3D shape with a label and shaddow effects. ; Figure 1: 10-Point Star Shape selected This activates the Drawing Tools Format contextual tab of the Ribbon, as shown highlighted in red within Figure 2.Within this tab click the Edit Shape button, as shown highlighted in blue within Figure 2.; Figure 2: Edit Shape button This brings up a drop-down menu that you can see in Figure 3, below. Choose Picture Tools Format>Crop>Crop to Shape and choose the oval. To merge shapes in PowerPoint, you’ll first need to insert the shapes you wish to merge. Step 3. So far as I know you can't change the source of a picture, you need to delete the old one and insert a new one. Make star and heart-shaped photo cutouts. Here’s all you need to know to convert images to text in PowerPoint. Select both of the elements, go to Format tab -> Merge Shapes -> Intersect. Next, rename your file, select the file type you’d like to use, and then click “Save.” The circle is a subset of the oval shape: Select the picture. Photo Shape Editor. To do so, head over to the “Insert” tab and select “Shapes” found in the “Illustrations” group. Create editable shapes from pictures you want to trace. Right-click the object and select “Save as Picture” from the menu that appears. Press the "Ctrl" key and click on each object you want to group. Click the "Format" tab under Drawing Tools, … ; To add a picture, double-click a graphic placeholder, select a picture file, and then click Insert. to modify the picture, photo, etc. Modify it to meet your needs. To select additional objects, press Shift and click or drag diagonally across all the objects. To fill a shape: Select the shape or picture on the slide. In the Format Picture task pane, click on the rightmost icon. First, create the shape (I am using Illustrator for this tutorial). You can use such styles to decorate your 2D presentations. Applies to: Microsoft ® PowerPoint ® 2010, 2013, 2016, 2019 and 365 (Windows). In the same Size group as the Crop tool, click on the Format Picture opener. From the Convert sub-menu, select the “To PPT” option. Step 3 – Merge shapes. Vector = mathematically defined lines/text/shapes that make up a picture How to Convert a Smart Art Object into a PNG Graphic in Microsoft Word: Create new Word document. The inserted picture is linked to the file from which it … When Microsoft introduced SmartArt in PowerPoint 2007, this reverse conversion was not possible but in later versions, […] What a time-saver it is! Navigate to where you saved your EMF file, select the EMF, and click on Insert. Use OneNote to convert images to text. Crop pictures into various shapes. How to fill a shape in PowerPoint. by Avantix Learning Team | Updated June 23, 2020. Change Picture is such a useful feature! PowerPoint will then insert your EMF file as a PowerPoint picture. Shape (Line) Save a Single Object as an Image. Make sure you select the placeholder first. You can scale the entire picture including the text; You can crop the picture; You can change the contrast and brightness, and also create a watermark (washout) You can convert a graphic to a picture easily: Select the graphic, diagram, etc. But luckily, almost all of Storyline’s formatting features were copied exactly from PowerPoint, so it has Change Picture too. Choose File Jpeg or PNG. There you go, your icons is ready. Here's a start. Sure, professional designers prefer to use other programs such as Corel Draw, Photoshop, etc. Many times, though, you might want to do the reverse; that is converting SmartArt back to bulleted text. Crop pictures into various shapes. Quick word about Freeform tool in PowerPoint: The tool is available under the Lines shape in the shapes menu. In some of our PowerPoint templates we fill shapes with pictures to create a mask effect, and it’s easy to edit or change these pictures. or create a new object. Here is how you do it: insert a new shape, resize it as required , right click on it and choose Convert To Shapes. Start Photo Editing. In PowerPoint you can fill any shape with an image but if you want to customise your basic square image placeholder here is guide how to do that. But now, we can convert icons into shapes. Learn to use the Freeform feature in PowerPoint to trace useful shapes for your business presentations. Shape. Online Photo Editor, Picture Frames. This example adds a picture created from the file Music.bmp to myDocument. Next, export your shape into an SVG file; In Powerpoint Slide Master, go to “Insert”, select the Picture > Picture … You will find many useful features and functionality in PowerPoint. In order to make the magic happen, you’re going to need Microsoft OneNote. To create a basic shape picture placeholder go to View -> Slide Master and Insert Placeholder -> Picture. With the shape on top of the image, you right-click on the shape and click on “Format Shape” at the bottom of the pop-up menu. In this example, we’ll select our title. Insert Smart Art object. You can also use the Merge Shapes option to combine or subtract shapes. How to Convert a PowerPoint Presentation to a Vector Image If you are using custom shapes and graphics in PowerPoint as vectors, you may be interested to export the existing slide shapes to vector format in order to open the presentation content in other applications like Illustrator or Corel. | <urn:uuid:12bb3684-fd26-4ae3-8b34-2321c0d00618> | {
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Study lead author Devin Wahl, a PhD candidate at the University of Sydney in Australia, said: "There are currently no effective pharmaceutical treatments for dementia - we can slow these diseases, but we can't stop them - so it's exciting that we are starting to identify diets that are impacting how the brain ages."
The research, published in the journal Cell Reports, shows for the first time that unrestricted low-protein, high-carb diets have similar protective benefits for the brain as calorie restriction, which is known for its longevity benefits although not sustainable in humans.
Mr Wahl said: "We have close to 100 years of quality research extolling the benefits of calorie restriction as the most powerful diet to improve brain health and delay the onset of neurodegenerative disease in rodents.
"However, the majority of people have a hard time restricting calories, especially in Western societies where food is so freely available.
Interestingly, one of their main sources of carbohydrate is sweet potato
"It shows a lot of promise that we have been able to replicate the same kind of gene changes in the part of the brain responsible for memory that we also see when we severely restrict calories."
Low-protein high-carb diets are by no means a new fad.
Senior author Professor David Le Couteur said numerous cultures including the people of Okinawa in Japan and many parts of the Mediterranean have long observed this mix.
Prof Couteur, also of the University of Sydney, said: "The traditional diet of Okinawa is around nine per cent protein, which is similar to our study, with sources including lean fish, soy and plants, with very little beef.
"Interestingly, one of their main sources of carbohydrate is sweet potato."
For the current study, researchers fed the mice complex carbohydrates derived from starch, and casein protein which is found in cheese and milk.
How to live longer diet: Prevent dementia symptoms with high-carb foods
To assess the brain benefits of the diet the researchers focused on the hippocampus, the region of the brain responsible for learning and memory.
Prof Couteur added: "The hippocampus is usually the first part of the brain to deteriorate with neurodegenerative diseases like Alzheimer's.
"However, the low-protein high-carbohydrate diet appeared to promote hippocampus health and biology in the mice, on some measures to an even greater degree than those on the low-calorie diet."
Learning and memory were assessed via a series of tests, with researchers noting modest improvements in male and female mice at both young and old ages.
This research follows a landmark 2015 study. also from the University of Sydney's Charles Perkins Centre, that showed low protein, high carb diets could be just as effective as low calorie diets in promoting a long life in mice through good heart and digestive health. | <urn:uuid:27370d48-bdda-48c9-83fd-7f63efbe3903> | {
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Our Vision of Technology and Learning
If technology is to realize its powerful potential for improving education in Lakewood School District, it must be used for more than just automating the traditional methods and practices of teaching. Rather than the computer being a tool, which allows a common task to be done more efficiently, technology will fundamentally change how instruction is delivered, how student performance is measured, and how teachers view themselves as professionals.
Professional development is a key component of the district's technology plan. Lakewood has adopted a technology skill competency system that has three levels.
Level 1 - Basic Technology
Level 2 - Beginning Technology Integration
Level 3 - Teaching and Learning in the Classroom
Level 3 contains a hardware package which includes a computer, SMART Board, projector, document camera, and audio enhancement system. To obtain the package teachers demonstrate competency in Levels 1 and 2 and agree to participate in the Level 3 program. Our technology professional development is based around this leveled program.
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Dwarfs Emerge from the Tidal
Debris of Interacting Galaxies
Large galaxies are produced through the
merging or accretion of smaller galaxies. If
the merging galaxies contain enough gas-
eous material, a burst of star formation may
cause the stellar mass of the final galaxy to
be substantially larger than the combined
mass of the stars of the two original galaxies.
This is the basis of hierarchical structure for-
mation, the standard paradigm in the field
of galaxy evolution for many decades.
If two gas-rich galaxies exchange a glanc-
ing blow, rather than a head-on collision,
the encounter may give birth to one or more
smaller galaxies known as tidal dwarfs, rath-
er than a large merger remnant. Dwarf gal-
axies of this type are predicted to form when
gaseous material that is tidally stripped
from one of the larger galaxies condenses to
form a gravitationally bound stellar system.
The stripped gas may be highly enriched, in
which case the resulting dwarf will have an
unusually high metal content for its stellar
mass. Galaxies formed in this way are also
expected to have very little dark matter.
However, it is difficult to ascertain the past
history of any particular dwarf, and identify-
ing tidal dwarfs in the process of formation
has been quite tricky in practice.
A team of astronomers from Australia, Can-
ada, Argentina, Italy, and the United States
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This course teaches and walks through the implementation of various interfaces with the ARM mbed platform. The mbed development platform is the fastest way to create products based on ARM microcontrollers. The project is being developed by ARM, its Partners and the contributions of the global mbed Developer Community.
The course is divided into six sections (17 lectures) with each section discussing the theory, programming and lab of each interface. The interfaces taught in this course are
2. Seven Segment Displays
3. Character LCD (16 x 2)
4. Matrix Keypad
5. Analog Inputs
6. Serial Communication
Candidates who take this course can gain a skill set with which they can design electronic platforms for industry as well as for their personal hobby.
For this course You will need a hardware mbed board called the Freedom KL25Z board from Freescale Semiconductors. You can get more information about the board from
https://mbed dot org/handbook/mbed-FRDM-KL25Z
there are links to purchase the board as well. If you have doubts about ordering the hardware send an email to [email protected]
Dr. Jonathan Joshi is the founder and CEO at Eduvance. He has over seven years of experience in electronics engineering, education and strategy. He holds a Ph.D. degree in electrical engineering with a specialization in embedded systems and VLSI from the University of Southern California, Los Angeles.
He is an ARM University Program approved trainer. He holds a U.S. patent in memory systems design and has filed various patents in the field of educational technologies.
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There are very few seeds that we sow directly in the ground. First of all we garden on heavy clay which isn’t the friendliest of soils in which to raise seedlings. It takes quite a while to warm up after winter, during very wet periods becomes very muddy and boggy and during dry periods can often become rock hard. Any seeds that we do sow directly tend to be sown into a drill of compost.
We also thinks that by planting as small plants many of our crops have a better start in life and are more able to resist any pest attacks. Nothing is worse than having a row of healthy seedlings disappear due to something munching along the whole row.
All types of bean seeds are sown in small pots and planted out when conditions are right and the plants are large enough to look after themselves.
The first bean seeds to be sown are the broad beans, the hardiest of the beans we grow, which unlike many we don’t sow until spring. We have plenty of broad beans in the freezer if we want an early supply. Usually we sow these in mid March with sowings also in mid April. Just before planting the young plants are hardened off in the cold frame and then planted in open ground in April and May respectively and a harvest expected in July.
French beans are the least hardy of the beans that we grow. Again these are sown in pots but this time a little later. We sowed a succession of French beans last year which extended our picking season. We grew three varieties to produce a mixture of coloured beans – green, yellow and purple. The first lot of beans were sown in mid May and planted out at the beginning of June. Two seeds are planted in each pot and if each grows well these are split and planted separately when planted out. Sometimes a colder snap after planting out the beans can cause then to droop and look a bit sorry for themselves but even if they shed leaves all is not lost as they often recover after this shock.
These are grown in a very similar way to the French beans. The seeds are also sown in mid May and planted out at the beginning of June. Before planting out runner beans some sort of frame needs to be erected. (You can grow climbing French beans and so the same would be true if growing that type of variety). Bear in mind that when fully grown the beans will be very leafy and strong gusts of wind could blow over any structure that isn’t firmly in the ground. Runner beans will climb up any available object so it is worth keeping an eye on where the beans are going so you can coax them in the direction that you wish them to take otherwise you can be left with a tangled mess.
A simple step by step guide on how we grow our peas and beans is available here.
More information about building a bean frame is here | <urn:uuid:623c5c7e-1634-4af9-8c33-f70f04c9e9f7> | {
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Their work, one of the very few studies of this particular spin state, which has been postulated as a possible underlying mechanism for high-temperature superconductivity, may eventually serve as a test of current and future theoretical models of exotic spin states.
At the NIST Center for Neutron Research (NCNR) and the Hahn-Meitner Institute in Berlin, Germany, the scientists used intense beams of neutrons to probe a series of antiferromagnets, materials in which each spin—an intrinsic property of an atom that produces a tiny magnetic field called a magnetic “moment”—cancels another, giving the material a net magnetic field of zero. The results, described in the Aug. 26 online edition of Nature Materials,* revealed evidence of a rare and pporly understood “quantum paramagnetic” spin state, in which neighboring spins pair up to form “entangled spin singlets” that have an ordered pattern and that allow the material to weakly respond to an outside magnetic field—i.e., become paramagnetic.
The antiferromagnets used in this work are composed mainly of zinc and copper, and are distinguished by their proportions of each, with the number of copper ions determined by the number of zinc ions. At the atomic level, the material is formed of many repeating layers. The atoms of each layer are arranged into a structure known as a “kagome lattice,” a pattern of triangles laid point-to-point whose basic unit resembles a six-point star.
Physicists have been studying antiferromagnets with kagome structures over the last 20 years because they suspected these materials harbored interesting spin structures. But good model systems, like the zinc/copper compounds used by this group, had not been identified.
At the NCNR, the researchers determined how varying concentrations of zinc and copper and varying temperatures affected fluctuations in the way the spins are arranged in these materials. Using a neutron spectrometer at the Hahn-Meitner Institute, they also investigated the effect of external magnetic fields of varying strengths. The group uncovered several magnetic phases in addition to the quantum paramagnetic state and were able to construct a complete phase diagram as a function of the zinc concentration and temperature. They are planning further experimental and theoretical studies to learn more about the kagome system.
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Sustainable living is an approach to life that seeks to reduce an individual’s or society’s use of the Earth’s natural resources, and to make sure that our current actions do not negatively impact the environment for future generations. In order to achieve this, sustainable living seeks to find balance between economic growth and environmental protection, while also striving for social justice and equity. While there are many different approaches to sustainable living, they all share a common goal: using resources responsibly in order to ensure a healthy future.
Benefits of Sustainable Living
One of the primary benefits of sustainable living is improved health and wellbeing. Sustainable practices can help reduce air pollution, water contamination, and other environmental harms that can lead to negative health outcomes. For example, reducing energy consumption through renewable energy sources such as solar panels can significantly reduce air pollution throughout cities and towns. Additionally, investing in local food production systems helps cut down on the amount of chemical inputs used in large-scale farming operations. These practices lead to improved air quality, better water quality, and healthier soil conditions — all which have direct impacts on human health.
Another benefit of sustainable living is increased economic security. Investing in renewable energy sources can help reduce monthly energy bills over time as you become less reliant on traditional forms of energy such as oil or gas. Additionally, purchasing locally grown food from farmers markets can help support local economies by keeping money within your community instead of sending it off somewhere else. Finally, investing in green infrastructure such as bike lanes or public transit systems can help create jobs while also reducing emissions from cars and trucks.
How To Incorporate Sustainable Practices Into Your Life
The first step towards incorporating sustainable practices into your life is becoming educated about the various issues facing our planet today — from climate change to plastic pollution — so you understand why it’s important to act now for a better future. After becoming informed about these issues you can start making small changes throughout your life such as using reusable bags when grocery shopping or eating more plant-based meals instead of relying too heavily on meat products which are often associated with higher carbon emissions. You should also look into ways you can reduce your energy consumption at home by installing solar panels or switching out light bulbs for LED bulbs which use less electricity overall than traditional bulbs do. Finally, look into ways you can support local businesses through patronizing farmers markets or purchasing locally made goods whenever possible instead of relying solely on big-box stores for all your needs (which often come with a larger carbon footprint).
Sustainable living does not have to be hard or expensive; there are many small changes each person can make every day that will add up over time and make a big impact when combined with others doing their part as well! By learning more about environmental issues and taking steps towards incorporating sustainable practices into daily life we can work together towards creating a healthier world for ourselves now — and future generations too! | <urn:uuid:667b0da1-3179-4e5a-b006-9700f7be9aad> | {
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In mathematics, the Fibonacci numbers are the numbers in the following integer sequence, called the Fibonacci sequence, and characterized by the fact that every number after the first two is the sum of the two preceding ones:
- List of Fibonacci numbers
- Use in mathematics
- Closed form expression
- Computation by rounding
- Limit of consecutive quotients
- Decomposition of powers of the golden ratio
- Matrix form
- Recognizing Fibonacci numbers
- Combinatorial identities
- Other identities
- Cassini and Catalans identities
- dOcagnes identity
- Power series
- Reciprocal sums
- Divisibility properties
- Primality testing
- Fibonacci primes
- Prime divisors of Fibonacci numbers
- Periodicity modulo n
- Right triangles
- In nature
- The bee ancestry code
- The human X chromosome inheritance tree
Often, especially in modern usage, the sequence is extended by one more initial term:
By definition, the first two numbers in the Fibonacci sequence are either 1 and 1, or 0 and 1, depending on the chosen starting point of the sequence, and each subsequent number is the sum of the previous two.
In mathematical terms, the sequence Fn of Fibonacci numbers is defined by the recurrence relation
with seed values
The Fibonacci sequence is named after Italian mathematician Leonardo of Pisa, known as Fibonacci. His 1202 book Liber Abaci introduced the sequence to Western European mathematics, although the sequence had been described earlier as Virahanka numbers in Indian mathematics. The sequence described in Liber Abaci began with F1 = 1.
Fibonacci numbers are closely related to Lucas numbers
Fibonacci numbers appear unexpectedly often in mathematics, so much so that there is an entire journal dedicated to their study, the Fibonacci Quarterly. Applications of Fibonacci numbers include computer algorithms such as the Fibonacci search technique and the Fibonacci heap data structure, and graphs called Fibonacci cubes used for interconnecting parallel and distributed systems. They also appear in biological settings, such as branching in trees, phyllotaxis (the arrangement of leaves on a stem), the fruit sprouts of a pineapple, the flowering of an artichoke, an uncurling fern and the arrangement of a pine cone's bracts.
1+1+1+1+1 = 1+1+1+2 = 1+1+2+1 = 1+2+1+1 = 2+1+1+1 = 2+2+1 = 2+1+2 = 1+2+2,
The Fibonacci sequence appears in Indian mathematics, in connection with Sanskrit prosody. In the Sanskrit tradition of prosody, there was interest in enumerating all patterns of long (L) syllables that are 2 units of duration, and short (S) syllables that are 1 unit of duration. Counting the different patterns of L and S of a given duration results in the Fibonacci numbers: the number of patterns that are m short syllables long is the Fibonacci number Fm + 1.
Susantha Goonatilake writes that the development of the Fibonacci sequence "is attributed in part to Pingala (200 BC), later being associated with Virahanka (c. 700 AD), Gopāla (c. 1135), and Hemachandra (c. 1150)". Parmanand Singh cites Pingala's cryptic formula misrau cha ("the two are mixed") and cites scholars who interpret it in context as saying that the cases for m beats (Fm+1) is obtained by adding a [S] to Fm cases and [L] to the Fm−1 cases. He dates Pingala before 450 BC.
However, the clearest exposition of the sequence arises in the work of Virahanka (c. 700 AD), whose own work is lost, but is available in a quotation by Gopala (c. 1135):Variations of two earlier meters [is the variation]... For example, for [a meter of length] four, variations of meters of two [and] three being mixed, five happens. [works out examples 8, 13, 21]... In this way, the process should be followed in all mātrā-vṛttas [prosodic combinations].
The sequence is also discussed by Gopala (before 1135 AD) and by the Jain scholar Hemachandra (c. 1150).
Outside India, the Fibonacci sequence first appears in the book Liber Abaci (1202) by Fibonacci. Fibonacci considers the growth of an idealized (biologically unrealistic) rabbit population, assuming that: a newly born pair of rabbits, one male, one female, are put in a field; rabbits are able to mate at the age of one month so that at the end of its second month a female can produce another pair of rabbits; rabbits never die and a mating pair always produces one new pair (one male, one female) every month from the second month on. The puzzle that Fibonacci posed was: how many pairs will there be in one year?
At the end of the nth month, the number of pairs of rabbits is equal to the number of new pairs (which is the number of pairs in month n − 2) plus the number of pairs alive last month (n − 1). This is the nth Fibonacci number.
The name "Fibonacci sequence" was first used by the 19th-century number theorist Édouard Lucas.
List of Fibonacci numbers
The first 21 Fibonacci numbers Fn for n = 0, 1, 2, …, 20 are:
The sequence can also be extended to negative index n using the re-arranged recurrence relation
which yields the sequence of "negafibonacci" numbers satisfying
Thus the bidirectional sequence is
Use in mathematics
The Fibonacci numbers occur in the sums of "shallow" diagonals in Pascal's triangle (see binomial coefficient):
These numbers also give the solution to certain enumerative problems. The most common such problem is that of counting the number of compositions of 1s and 2s that sum to a given total n: there are Fn+1 ways to do this.
For example, if n = 5, then Fn+1 = F6 = 8 counts the eight compositions:
1+1+1+1+1 = 1+1+1+2 = 1+1+2+1 = 1+2+1+1 = 2+1+1+1 = 2+2+1 = 2+1+2 = 1+2+2,
all of which sum to 5.
The Fibonacci numbers can be found in different ways among the set of binary strings, or equivalently, among the subsets of a given set.
Like every sequence defined by a linear recurrence with constant coefficients, the Fibonacci numbers have a closed-form solution. It has become known as "Binet's formula", even though it was already known by Abraham de Moivre:
is the golden ratio ( A001622), and
To see this, note that φ and ψ are both solutions of the equations
so the powers of φ and ψ satisfy the Fibonacci recursion. In other words,
It follows that for any values a and b, the sequence defined by
satisfies the same recurrence
If a and b are chosen so that U0 = 0 and U1 = 1 then the resulting sequence Un must be the Fibonacci sequence. This is the same as requiring a and b satisfy the system of equations:
which has solution
producing the required formula.
Taking U0 and U1 to be variables, a more general solution can be found for any starting values:
Computation by rounding
for all n ≥ 0, the number Fn is the closest integer to
or in terms of the floor function:
Similarly, if we already know that the number F > 1 is a Fibonacci number, we can determine its index within the sequence by
Limit of consecutive quotients
Johannes Kepler observed that the ratio of consecutive Fibonacci numbers converges. He wrote that "as 5 is to 8 so is 8 to 13, practically, and as 8 is to 13, so is 13 to 21 almost", and concluded that the limit approaches the golden ratio
This convergence holds regardless of the starting values, excluding 0, 0. This can be derived from Binet's formula. For example, the initial values 3 and 2 generate the sequence 3, 2, 5, 7, 12, 19, 31, 50, 81, 131, 212, 343, 555, …, etc. The ratio of consecutive terms in this sequence shows the same convergence towards the golden ratio.
Another consequence is that the limit of the ratio of two Fibonacci numbers offset by a particular finite deviation in index corresponds to the golden ratio raised by that deviation. Or, in other words:
Decomposition of powers of the golden ratio
Since the golden ratio satisfies the equation
this expression can be used to decompose higher powers
This equation can be proved by induction on n.
This expression is also true for n < 1 if the Fibonacci sequence Fn is extended to negative integers using the Fibonacci rule
A 2-dimensional system of linear difference equations that describes the Fibonacci sequence is
and the initial value is
it follows that the nth term is
from which the nth element in the Fibonacci series as an analytic function of n is now read off directly:
Equivalently, the same computation is performed by diagonalization of A through use of its eigendecomposition:
which again yields
The matrix A has a determinant of −1, and thus it is a 2×2 unimodular matrix.
This property can be understood in terms of the continued fraction representation for the golden ratio:
The Fibonacci numbers occur as the ratio of successive convergents of the continued fraction for φ, and the matrix formed from successive convergents of any continued fraction has a determinant of +1 or −1. The matrix representation gives the following closed expression for the Fibonacci numbers:
Taking the determinant of both sides of this equation yields Cassini's identity,
Moreover, since An Am = An+m for any square matrix A, the following identities can be derived (they are obtained from two different coefficients of the matrix product, and one may easily deduce the second one from the first one by changing n into n + 1),
In particular, with m = n,
These last two identities provide a way to compute Fibonacci numbers recursively in O(log(n)) arithmetic operations and in time O(M(n) log(n)), where M(n) is the time for the multiplication of two numbers of n digits. This matches the time for computing the nth Fibonacci number from the closed-form matrix formula, but with fewer redundant steps if one avoids recomputing an already computed Fibonacci number (recursion with memoization).
Recognizing Fibonacci numbers
The question may arise whether a positive integer x is a Fibonacci number. This is true if and only if one or both of
which allows one to find the position in the sequence of a given Fibonacci number.
This formula must return an integer for all n, so the radical expression must be an integer (otherwise the logarithm does not even return a rational number).
Most identities involving Fibonacci numbers can be proved using combinatorial arguments using the fact that Fn can be interpreted as the number of sequences of 1s and 2s that sum to n − 1. This can be taken as the definition of Fn, with the convention that F0 = 0, meaning no sum adds up to −1, and that F1 = 1, meaning the empty sum "adds up" to 0. Here, the order of the summand matters. For example, 1 + 2 and 2 + 1 are considered two different sums.
For example, the recurrence relation
or in words, the nth Fibonacci number is the sum of the previous two Fibonacci numbers, may be shown by dividing the Fn sums of 1s and 2s that add to n − 1 into two non-overlapping groups. One group contains those sums whose first term is 1 and the other those sums whose first term is 2. In the first group the remaining terms add to n − 2, so it has Fn-1 sums, and in the second group the remaining terms add to n − 3, so there are Fn−2 sums. So there are a total of Fn−1 + Fn−2 sums altogether, showing this is equal to Fn.
Similarly, it may be shown that the sum of the first Fibonacci numbers up to the nth is equal to the (n + 2)-nd Fibonacci number minus 1. In symbols:
This is done by dividing the sums adding to n + 1 in a different way, this time by the location of the first 2. Specifically, the first group consists of those sums that start with 2, the second group those that start 1 + 2, the third 1 + 1 + 2, and so on, until the last group, which consists of the single sum where only 1's are used. The number of sums in the first group is F(n), F(n − 1) in the second group, and so on, with 1 sum in the last group. So the total number of sums is F(n) + F(n − 1) + ... + F(1) + 1 and therefore this quantity is equal to F(n + 2).
A similar argument, grouping the sums by the position of the first 1 rather than the first 2, gives two more identities:
In words, the sum of the first Fibonacci numbers with odd index up to F2n−1 is the (2n)th Fibonacci number, and the sum of the first Fibonacci numbers with even index up to F2n is the (2n + 1)th Fibonacci number minus 1.
A different trick may be used to prove
or in words, the sum of the squares of the first Fibonacci numbers up to Fn is the product of the nth and (n + 1)th Fibonacci numbers. In this case note that Fibonacci rectangle of size Fn by F(n + 1) can be decomposed into squares of size Fn, Fn−1, and so on to F1 = 1, from which the identity follows by comparing areas.
Numerous other identities can be derived using various methods. Some of the most noteworthy are:
Cassini and Catalan's identities
Cassini's identity states that
Catalan's identity is a generalization:
where Ln is the n'th Lucas number. The last is an identity for doubling n; other identities of this type are
by Cassini's identity.
These can be found experimentally using lattice reduction, and are useful in setting up the special number field sieve to factorize a Fibonacci number.
Putting k = 2 in this formula, one gets again the formulas of the end of above section Matrix form.
The generating function of the Fibonacci sequence is the power series
This series is convergent for
This can be proved by using the Fibonacci recurrence to expand each coefficient in the infinite sum:
Solving the equation
for s(x) results in the above closed form.
If x is the reciprocal of an integer k that is greater than 1, the closed form of the series becomes
for all positive integers m.
Some math puzzle-books present as curious the particular value that comes from m=1, which is
Infinite sums over reciprocal Fibonacci numbers can sometimes be evaluated in terms of theta functions. For example, we can write the sum of every odd-indexed reciprocal Fibonacci number as
and the sum of squared reciprocal Fibonacci numbers as
If we add 1 to each Fibonacci number in the first sum, there is also the closed form
and there is a nested sum of squared Fibonacci numbers giving the reciprocal of the golden ratio,
No closed formula for the reciprocal Fibonacci constant
is known, but the number has been proved irrational by Richard André-Jeannin.
The Millin series gives the identity
which follows from the closed form for its partial sums as N tends to infinity:
Every 3rd number of the sequence is even and more generally, every kth number of the sequence is a multiple of Fk. Thus the Fibonacci sequence is an example of a divisibility sequence. In fact, the Fibonacci sequence satisfies the stronger divisibility property
Any three consecutive Fibonacci numbers are pairwise coprime, which means that, for every n,gcd(Fn, Fn+1) = gcd(Fn, Fn+2) = gcd(Fn+1, Fn+2) = 1.
Every prime number p divides a Fibonacci number that can be determined by the value of p modulo 5. If p is congruent to 1 or 4 (mod 5), then p divides Fp − 1, and if p is congruent to 2 or 3 (mod 5), then, p divides Fp + 1. The remaining case is that p = 5, and in this case p divides Fp. These cases can be combined into a single formula, using the Legendre symbol:
The above formula can be used as a primality test in the sense that if
When m is large—say a 500-bit number—then we can calculate Fm (mod n) efficiently using the matrix form. Thus
Here the matrix power Am is calculated using Modular exponentiation, which can be adapted to matrices--modular exponentiation for matrices
A Fibonacci prime is a Fibonacci number that is prime. The first few are:2, 3, 5, 13, 89, 233, 1597, 28657, 514229, … A005478.
Fibonacci primes with thousands of digits have been found, but it is not known whether there are infinitely many.
Fkn is divisible by Fn, so, apart from F4 = 3, any Fibonacci prime must have a prime index. As there are arbitrarily long runs of composite numbers, there are therefore also arbitrarily long runs of composite Fibonacci numbers.
No Fibonacci number greater than F6 = 8 is one greater or one less than a prime number.
The only nontrivial square Fibonacci number is 144. Attila Pethő proved in 2001 that there is only a finite number of perfect power Fibonacci numbers. In 2006, Y. Bugeaud, M. Mignotte, and S. Siksek proved that 8 and 144 are the only such non-trivial perfect powers.
Prime divisors of Fibonacci numbers
With the exceptions of 1, 8 and 144 (F1 = F2, F6 and F12) every Fibonacci number has a prime factor that is not a factor of any smaller Fibonacci number (Carmichael's theorem). As a result, 8 and 144 (F6 and F12) are the only Fibonacci numbers that are the product of other Fibonacci numbers A235383.
The divisibility of Fibonacci numbers by a prime p is related to the Legendre symbol
If p is a prime number then
It is not known whether there exists a prime p such that
Such primes (if there are any) would be called Wall–Sun–Sun primes.
Also, if p ≠ 5 is an odd prime number then:
Example 1. p = 7, in this case p ≡ 3 (mod 4) and we have:
Example 2. p = 11, in this case p ≡ 3 (mod 4) and we have:
Example 3. p = 13, in this case p ≡ 1 (mod 4) and we have:
Example 4. p = 29, in this case p ≡ 1 (mod 4) and we have:
For odd n, all odd prime divisors of Fn are congruent to 1 modulo 4, implying that all odd divisors of Fn (as the products of odd prime divisors) are congruent to 1 modulo 4.
All known factors of Fibonacci numbers F(i) for all i < 50000 are collected at the relevant repositories.
Periodicity modulo n
If the members of the Fibonacci sequence are taken mod n, the resulting sequence is periodic with period at most 6n. The lengths of the periods for various n form the so-called Pisano periods A001175. Determining a general formula for the Pisano periods is an open problem, which includes as a subproblem a special instance of the problem of finding the multiplicative order of a modular integer or of an element in a finite field. However, for any particular n, the Pisano period may be found as an instance of cycle detection.
Starting with 5, every second Fibonacci number is the length of the hypotenuse of a right triangle with integer sides, or in other words, the largest number in a Pythagorean triple. The length of the longer leg of this triangle is equal to the sum of the three sides of the preceding triangle in this series of triangles, and the shorter leg is equal to the difference between the preceding bypassed Fibonacci number and the shorter leg of the preceding triangle.
The first triangle in this series has sides of length 5, 4, and 3. Skipping 8, the next triangle has sides of length 13, 12 (5 + 4 + 3), and 5 (8 − 3). Skipping 21, the next triangle has sides of length 34, 30 (13 + 12 + 5), and 16 (21 − 5). This series continues indefinitely. The triangle sides a, b, c can be calculated directly:
These formulas satisfy
Any four consecutive Fibonacci numbers Fn, Fn+1, Fn+2 and Fn+3 can also be used to generate a Pythagorean triple in a different way:
Example 1: let the Fibonacci numbers be 1, 2, 3 and 5. Then:
Since Fn is asymptotic to
More generally, in the base b representation, the number of digits in Fn is asymptotic to
The Fibonacci numbers are important in the computational run-time analysis of Euclid's algorithm to determine the greatest common divisor of two integers: the worst case input for this algorithm is a pair of consecutive Fibonacci numbers.
Brasch et al. 2012 show how a generalised Fibonacci sequence also can be connected to the field of economics. In particular, it is shown how a generalised Fibonacci sequence enters the control function of finite-horizon dynamic optimisation problems with one state and one control variable. The procedure is illustrated in an example often referred to as the Brock–Mirman economic growth model.
Yuri Matiyasevich was able to show that the Fibonacci numbers can be defined by a Diophantine equation, which led to his solving Hilbert's tenth problem.
The Fibonacci numbers are also an example of a complete sequence. This means that every positive integer can be written as a sum of Fibonacci numbers, where any one number is used once at most.
Moreover, every positive integer can be written in a unique way as the sum of one or more distinct Fibonacci numbers in such a way that the sum does not include any two consecutive Fibonacci numbers. This is known as Zeckendorf's theorem, and a sum of Fibonacci numbers that satisfies these conditions is called a Zeckendorf representation. The Zeckendorf representation of a number can be used to derive its Fibonacci coding.
Fibonacci numbers are used by some pseudorandom number generators.
They are also used in planning poker, which is a step in estimating in software development projects that use the Scrum (software development) methodology.
Fibonacci numbers are used in a polyphase version of the merge sort algorithm in which an unsorted list is divided into two lists whose lengths correspond to sequential Fibonacci numbers – by dividing the list so that the two parts have lengths in the approximate proportion φ. A tape-drive implementation of the polyphase merge sort was described in The Art of Computer Programming.
Fibonacci numbers arise in the analysis of the Fibonacci heap data structure.
The Fibonacci cube is an undirected graph with a Fibonacci number of nodes that has been proposed as a network topology for parallel computing.
A one-dimensional optimization method, called the Fibonacci search technique, uses Fibonacci numbers.
The Fibonacci number series is used for optional lossy compression in the IFF 8SVX audio file format used on Amiga computers. The number series compands the original audio wave similar to logarithmic methods such as µ-law.
Since the conversion factor 1.609344 for miles to kilometers is close to the golden ratio (denoted φ), the decomposition of distance in miles into a sum of Fibonacci numbers becomes nearly the kilometer sum when the Fibonacci numbers are replaced by their successors. This method amounts to a radix 2 number register in golden ratio base φ being shifted. To convert from kilometers to miles, shift the register down the Fibonacci sequence instead.
Fibonacci sequences appear in biological settings, in two consecutive Fibonacci numbers, such as branching in trees, arrangement of leaves on a stem, the fruitlets of a pineapple, the flowering of artichoke, an uncurling fern and the arrangement of a pine cone, and the family tree of honeybees. However, numerous poorly substantiated claims of Fibonacci numbers or golden sections in nature are found in popular sources, e.g., relating to the breeding of rabbits in Fibonacci's own unrealistic example, the seeds on a sunflower, the spirals of shells, and the curve of waves.
Przemysław Prusinkiewicz advanced the idea that real instances can in part be understood as the expression of certain algebraic constraints on free groups, specifically as certain Lindenmayer grammars.
A model for the pattern of florets in the head of a sunflower was proposed by H. Vogel in 1979. This has the form
where n is the index number of the floret and c is a constant scaling factor; the florets thus lie on Fermat's spiral. The divergence angle, approximately 137.51°, is the golden angle, dividing the circle in the golden ratio. Because this ratio is irrational, no floret has a neighbor at exactly the same angle from the center, so the florets pack efficiently. Because the rational approximations to the golden ratio are of the form F(j):F(j + 1), the nearest neighbors of floret number n are those at n ± F(j) for some index j, which depends on r, the distance from the center. It is often said that sunflowers and similar arrangements have 55 spirals in one direction and 89 in the other (or some other pair of adjacent Fibonacci numbers), but this is true only of one range of radii, typically the outermost and thus most conspicuous.
The bee ancestry code
Fibonacci numbers also appear in the pedigrees of idealized honeybees, according to the following rules:
Thus, a male bee always has one parent, and a female bee has two.
If one traces the pedigree of any male bee (1 bee), he has 1 parent (1 bee), 2 grandparents, 3 great-grandparents, 5 great-great-grandparents, and so on. This sequence of numbers of parents is the Fibonacci sequence. The number of ancestors at each level, Fn, is the number of female ancestors, which is Fn−1, plus the number of male ancestors, which is Fn−2. This is under the unrealistic assumption that the ancestors at each level are otherwise unrelated.
The human X chromosome inheritance tree
Luke Hutchison noticed that the number of possible ancestors on the X chromosome inheritance line at a given ancestral generation also follows the Fibonacci sequence. A male individual has an X chromosome, which he received from his mother, and a Y chromosome, which he received from his father. The male counts as the "origin" of his own X chromosome (
The Fibonacci sequence has been generalized in many ways. These include: | <urn:uuid:461477b3-ed51-4759-ad02-6387994d9ee1> | {
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A massive snowstorm is currently hitting the Sierra Nevada and Lake Tahoe region dumping three to six feet of snow by the end of the week. A few weeks ago, the region was ravaged by high winds and dry conditions which sparked wildfires throughout California. This dramatic shift in the region’s climate is only expected to get worse, and this “precipitation whiplash” has provided valuable insight into what the weather will look like over the next century.
Unfortunately, the outlook on the region’s climate is grim and it’s expected to become more unpredictable over the next 80 years. For example, the storm that is on its way this week is expected to bring more rain than snow. This an exact example of a warming issue the region is facing, which until now, was thought of as an issue of the future.
However, environmentalists believe the future has already arrived for California and Nevada as they are experiencing both drier and wetter seasons. Winter will become shorter, fall and spring will be drier, and the fire season will extend wreaking greater havoc to the already fragile climate. The recent years have provided testament to the fact this is already playing out across California. This crisis is expected to wipe out Tahoe’s ski industry.
The Lake Tahoe region is predicted to have a temperature increase from 3.6 to 9 degrees before the year 2100. This extreme heat will cause a climate crisis that will disrupt the cyclical process which mixes the water layers keeping the lake so blue.
The storm began Tuesday evening with heavy snow on Thursday ranging from 32 to 77 inches. Unless something progressive is done to mitigate climate change in the region, numbers like this will be non-existent by 2100. Snow levels are expected to rise more than 9,500 feet leaving Tahoe 500 feet below that mark. This is estimated to cause a loss of $268 million annually, as dozens of ski resorts will be unable to operate. In the meantime, efforts in climate adaptation, solar power, and more efficient systems have been the topics of discussion. | <urn:uuid:da9a832d-4bfa-44dd-95fc-653ccdf5c87d> | {
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Determination of the electrical power of the consumer can be made using a tester configured in the wattmeter operating mode. The rated power is indicated in the technical documentation of the device, it can be calculated from the rated voltage if it is not indicated.
- - tester;
- - current source;
- - technical documentation for the consumer.
Connect the consumer or the section of the circuit where the electrical power is determined to the current source. Switch the tester to the wattmeter measurement mode. When connecting to the section of the circuit where the consumer is located, keep in mind that in that case the tester is simultaneously connected both as an ammeter and as a voltmeter. Therefore, close the corresponding current terminal in series with the consumer, and install the conductor supplying voltage parallel to this section. The tester will display the power consumption in the specified units. These can be W, mW, kW, etc.
If the tester does not allow you to measure the power directly, calculate it. To do this, switch the current measuring device. Connect it in series with the consumer and, having connected the consumer to the source, determine the current in the circuit in amperes. Then switch the tester to measure voltage. Connect it in parallel with the consumer and find the voltage drop across it in volts.
Then calculate the watts. If measurements are made in a DC link, be sure to observe the polarity of the instruments when connecting. The positive pole of the source must be connected to the positive pole of the tester.
Find the rated power (the maximum power at which the consumer can operate), if it is not indicated in the documentation, you can calculate it. To do this, find out the rated voltage for which the consumer is designed. It is indicated on its body or in technical documentation.
Measure the electrical resistance of the current consumer. To do this, switch the tester to the ohmmeter operating mode and connect it to the consumer terminals. Its resistance value will appear on the screen. Express it in Omaha. Calculate the rated power by dividing the rated voltage squared by the resistance R (P = U² / R). | <urn:uuid:f608777d-e10d-4458-9f7c-e6cbe20e16db> | {
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Holboell’s Rockcress is a tall, narrow taproot biennial that produces large amounts of small seeds in pods. It produces small pink to white flowers and has basal leaves at its base. The word ‘cress’ means ‘to eat’, which refers to various types of cress commonly being used in salads and other meals.
|Height and Spread
||10 – 100 cm tall.
||Up to 10 cm spread.
||Pink to white.
||Dark to light green foliage.
||Seeds mature after flowers in small, long seeds.
|Light and Water
||Widespread in open, well lit fields, forests, grasslands, and rocky slopes.
||Grows in dry, rocky sites.
||The Nlaka’pmx people chewed Holboell’s Rockcress for toothaches.
||Hollboell’s Rockcress is commonly considered edible and provides a small source of browsing for many wildlife species.
||Holboell’s Rockcress is well placed in a drylands rocky garden setting. While it does not cover a large area, it’s tall narrow stalks and hardiness can be both beautiful and useful.
||While Hollboell’s Rockcress is not commonly eaten, it’s name derives from the word ‘cress’, which means ‘to eat’. A more common type of edible cress is watercress.
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One of the great challenges that the coronavirus has posed in this little more than a year and a half that we have been in a pandemic is that despite the fact that there are some established symptoms and side effects, the truth is that each patient will react differently to the disease, during and after it after having contracted it.
What has been observed is that the vast majority of patients who tested positive for COVID-19 make a 100% recovery After having gone through the disease, the truth is that there are some people who carry some discomforts or health problems derived from or related to the virus for a short or long time.
Also, there are patients who, unfortunately, carry discomforts derived from COVID for a long time, which health experts have called “Post COVID-19 Syndrome” or “Prolonged COVID-19”, which can also be developed by people who were asymptomatic.
Regarding this topic, a study carried out by researchers from the United Kingdom, Turkey and Qatar and published in the British Journal of Ophthalmology, found a new Post COVID-19 symptom that is related to the eyes.
It turns out that There are patients who suffer from the loss of nerve fibers, as well as the increase in immune cells called dendritic cells, just on the surface of the eyes.
The researchers found that These modifications in the cornea of the eye tended to occur in those who also had some neurological symptoms, in particular loss of taste and smell, headache, dizziness, numbness, as well as neuropathic pain, caused by the coronavirus.
It should be noted that the cornea is the transparent part of the eye that covers the pupil, the iris and the interior filled with fluid. Its main function is to focus most of the light that enters the eye.
The study analyzed 40 people who suffered from COVID-19 and recovered in a period of 1 to 6 months prior to the investigation, in which a technology called confocal microscopy of the cornea was used, which is used to detect damage on the nerves of the cornea and is based on a non-invasive, high-resolution laser imaging technique that provides results in real time.
The neurological symptoms mentioned above were present between 4 and 12 weeks in 22 of 40 (55%) and 13 of 29 (45%) patients, respectively. The participants’ corneas were then scanned using microscopy to look for damage to small nerve fibers and the density of dendritic cells. These cells play a critical role in the primary response of the immune system by capturing and presenting antigens from invading organisms.
The corneal scans were compared to 30 healthy people who had not been infected with COVID-19. The results were as follows: 22 (55%) of the 40 COVID patients had no clinical signs of pneumonia; 11 (28%) had clinical signs of pneumonia that did not require oxygen therapy; four (10%) had been admitted to the hospital with pneumonia and received oxygen therapy; and three (8%) with pneumonia had been admitted to intensive care.
Corneal scans revealed that patients with neurological symptoms 4 weeks after recovering from acute COVID-19 infection had greater damage and loss of nerve fibers in the cornea, with a higher number of dendritic cells, than those who they had not had the COVID-19 infection.
Those without neurological symptoms had a number of corneal nerve fibers comparable to those who had not been infected by COVID-19, but a greater number of dendritic cells. Responses to the questionnaire indicative of prolonged COVID symptoms were strongly correlated with loss of nerve fibers from the eye.
“As far as we know, it is the first study to report loss of nerves in the cornea and an increase in density. [de células dendríticas] in patients who have recovered from COVID-19, especially in subjects with persistent symptoms compatible with prolonged COVID, ”the study describes.
“We show that patients with long COVID have evidence of damage to small nerve fibers that is related to the severity of long COVID and neuropathic and musculoskeletal symptoms,” the text adds.
Also, it explains that at the moment, it is not possible to know exactly what exactly.
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Coronavirus: Which vaccine is most effective for the Delta variant?
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Eddie is an Australian news reporter with over 9 years in the industry and has published on Forbes and tech crunch. | <urn:uuid:cdb127b7-0114-408b-81a1-6e855ff1f45f> | {
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In chapter 8 from the book How to read like a professor Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation?
Answers 1Add Yours
C.S. Lewis's Narnia series comes to mind right away. This story can be read as a children's story, and Lewis certainly makes use of this genre, as the form is essentially that of a fairy tale. There are alternate worlds, benevolent and evil creatures, fantastical places....Of course Lewis's world is a Christian allegory but it keeps within the genre of fairy tales. | <urn:uuid:12c978f2-51c9-438e-ae98-ecd30629bff0> | {
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Politically incorrect Hope .
(photo credit:Asaf Kliger)
“Hatikva,” The Hope, begins with a haunting melody and, changing keys from minor
to major, vaults up a full octave since hope requires a madcap leap. In the
singular at first, it turns inward invoking heart and soul, the words of the
Shema prayer, the central statement of the Jewish people. But Jewish prayer
requires a quorum, so the anthem then shifts into the plural to express a
people’s yearning to be free in their own land. Set in neither past nor future,
the anthem transcends time.
“It’s like a prayer to the end of time,” says
Astrith Baltsan, a pianist and musicologist who researched the intriguing story
of the national anthem for eight years.
The words for Hatikva were
written by Naphtali Herz Imber, a penniless poet from Poland in 1878, predating
by two decades the founding of the Zionist movement. Of the original nine-verse,
132-word poem, “Tikvateinu” (Our Hope), only five lines survive in the anthem.
But those lyrics melded with a moving European melody, adapted by Samuel Cohen
in 1888, resounded in pivotal moments in modern Jewish history, long before
Hatikva was formally chosen as the national anthem.
With the defeat of
Nazi Germany in 1945, survivors of the Bergen Belsen concentration camp sang
Hatikva in cracked, exhausted voices just five days after liberation – an event
captured in a BBC recording. On May 14, 1948, it was played when David Ben-Gurion declared the establishment of the Jewish State.
“Nobody chose it
but a whole people sang it,” says Dr. Baltsan. “It is the voice of history that
elected this anthem.”
But some say that history has moved on and stranded
Hatikva as a 19th century anachronism, out of tune with the complex realities of
the Middle East.
Israeli Arabs, who make up 20 percent of the country’s
population of 7.8 million, cannot be expected to identify with the
2,000-year-old “yearning of the Jewish soul to be “a free nation in our land,
the land of Zion and Jerusalem.” Some ask how it is possible to leave more than
one million citizens without a national anthem. The counter argument goes that
Israel is a Jewish state and, if you change the anthem, then why not remove the
Jewish Star from the flag, or the menora from the national
Hatikva has always provoked controversy, whether by religious
Jews who objected to the lack of reference to God, or Sephardi Jews who objected
to the anthem’s Western orientation.
But the strongest objections are
voiced by Israeli Arabs. This came to a head early this year when Salim Joubran,
a Christian Maronite and the only Arab Supreme Court judge, stood up to respect
the anthem in polite silence but did not sing the words in a state ceremony at
the president’s residence in Jerusalem. Outraged right-wing politicians demanded
his resignation, but Prime Minister Benjamin Netanyahu sent his political
adviser to Joubran to express support. An editorial in the Haaretz daily
suggested: “The time has come for Israel to consider changing the words of its
anthem so that all Israelis can identify with them.”
Anthems are not
sacrosanct. The Russian anthem was changed in 1956 to remove lyrics that
referred to Stalin and again in 2001. The German anthem was changed several
times after World War II . In post-apartheid South Africa, each of the five
stanzas of the anthem is now sung in a different language, three African and two
European. In Japan there is movement to change the anthem, one of the world’s
oldest and a remnant of Japan's imperialist past, into something appropriate to
a parliamentary democracy. In Canada, where the anthem is sung in both French
and English, there was a petition to change the phrase “in all thy sons command”
to gender-neutral wording.
Sporting events and national anthems go
together like hotdogs and mustard. Salim Toama, a forward for the Hapoel Tel
Aviv soccer team and a former member of the national squad, has chosen not to
sing Hatikva each time that he has stood at attention with his teammates before
“If the anthem talks only to the Jewish nation, then others just
need to stand and respect it and that’s what I do and that’s what a lot of Arabs
do,” says Toama, 32, who is a Christian Arab. “They don’t sing it because they
can’t sing it. I learned that you can’t change anything, but if they want to
change the anthem so that every citizen can sing it, that would be
Lee Korzits, Israel’s World Champion windsurfer, on the
other hand, says every time she hears Hatikva at a sporting event, it gives her
shivers. “I work so hard, I sacrifice so much, and then when I hear the Hatikva
playing it’s the greatest gift for me and for those whom I represent, to stand
there and be broadcast on a huge screen. It’s enough to bring me to tears,” she
says. “When I’m in a strange country and I hear Hatikva, I feel at home. If the
Arabs can’t identify with the anthem, they don’t have to sing it. When I compete
abroad, I represent Israel’s Arab citizens as well.”
Not so, says Sheikh
Ibrahim Sarsur, a Member of Knesset for the United Arab List and former
president of the Islamic Movement in Israel.
“How can you dare to ask a
Palestinian to sing the anthem, which recognizes Israel as a Jewish state
established at the expense of Palestinians, who are living as refugees all over
the world?” he asks. “Not only do I not identify with the anthem, I feel
revulsion towards it. The anthem doesn’t speak to me as an Arab who belongs to
the Palestinian people and to the Arab Muslim nation. Every word, comma and dot
speaks only to the Jewish public.
Sarsur says that if he did not think it
would cause a great deal of trouble, he would not stand at all. “When it is
played, I stand as a sign of respect for the others who are standing,” he
Interestingly enough, it was only in 2004 that the Knesset passed
an amendment to the Flag and Coat of Arms Law to establish Hatikva as the
official anthem, more than 126 years after the poem was first written. Even more
surprising is the fact that the amendment was introduced by Ayoub Kara, a Druze
Likud MK and deputy minister for the development of the Negev and
There is a story behind Kara’s move that goes back three
generations. In 1882, Kara’s grandfather sold a piece of land for a summer house
in Daliyat el-Carmel, a Druze village on the slopes of Mount Carmel, to Sir
Lawrence Oliphant, a British MP and member of an esoteric cult who was an ardent
advocate of Jewish settlement in the Holy Land. Accompanying Oliphant was his
attractive wife, Alice, and his personal secretary, Naphtali Imber, a frustrated
poet, womanizer and occasional drunk who was passionately in love with Alice. It
was in the elegant stone house with the vaulted rooms and picture windows, on
the terrace overlooking the Carmel hills with a view of the Mediterranean that
Imber wrote some of his poems.
“As a child I us ed to play soccer and
marbles with the other boys in front of that house,” says Kara, 56. “I didn’t
know the history of the house and I saw a sign that someone famous had lived
there without knowing where it would lead. For me to present the law to the
Knesset was the closing of a circle back to my grandfather.”
against changing the anthem. “It annoys me that there is a controversy
surrounding the anthem,” he says. “This is a Jewish state.”
The house in
Daliyat el-Carmel also captured the imagination of Ram Oren, a best-selling
Israeli writer who has fictionalized Imber’s story in his new novel Soul Yearns.
“Naphtali Herz Imber symbolizes a tragedy, a man whose dream didn’t come true,”
says Oren. “He wished to become a well-known poet and started very well as a
talented child but he died a penniless drunk in New York. Hatikva was his only
success and it was posthumous.”
In 1903, Imber scraped together funds to
travel to the Sixth Zionist Congress in Basel, only to be stopped at the door
due to his shabby appearance. Despondent, Imber stood outside in the cold until
he suddenly heard the sounds of his anthem spilling out into the street. Inside,
delegates had burst spontaneously into song to protest Theodore Herzl’s proposal
that Uganda become the national home for the Jewish people.
the anthem should be changed. “I think it’s anachronistic with its words and
approach to music for young people. They deserve something more fascinating and
Baltsan, who knows the history of Hatikva better than most
and presents a popular concert lecture on the subject in Israel and abroad,
thinks it should be left alone.
“I don’t see a way to change this anthem
without hurting the Jewish heart, so let’s remain with this one. Nobody can
expect an anthem to be politically correct,” she says.
“An anthem is born
at a particular time and it can’t be good for all times. A national anthem is
not a political manifesto and should not be understood as such. Imber was a
poet, not a politician.”
Shamira Imber, a former Israel Radio announcer,
doesn’t object to changing Hatikva’s words. Her grandfather was Imber’s first
cousin and she grew up in Israel with the Imber name at a time when it carried
Over the years, Shamira Imber has written several
politically correct versions to the anthem. “Every time the subject comes up, I
work the words in a way that would fit the melody so that Arabs could sing it as
well,” she says. She has several versions scribbled on pieces of paper all over
her Jerusalem home.
In one of her versions she changes “Jewish soul” to
“soul of mankind” and replaces the word “Zion” with the word “shalom”.
will be happy if they accept my version,” she says. “It would be nice if it
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Battle of Montjuïc (1641)
|This article does not cite any sources. (April 2011) (Learn how and when to remove this template message)|
|Battle of Montjuïc (1641)|
|Part of Catalan Revolt and the
Franco-Spanish War (1635–59)
Battle of Montjuïc
|Commanders and leaders|
| Henri de Serignan
Francesc de Tamarit
|Casualties and losses|
Battle of Montjuïc took place on 26 January 1641 during the Catalan Revolt. A Spanish force under Pedro Fajardo launched an attack on the Catalan army led by Francesc de Tamarit, with french cavalry support.
The Catalan rebels had taken up position on the heights of Montjuïc which dominated the city of Barcelona. The Spanish launched several concerted attempts to capture Montjuïc Castle, but were continually repulsed. Finally a large force of Catalan rebels counter-attacked from the direction of Barcelona. Large numbers of Spanish troops were killed and the remainder had to withdraw to Tarragona along the coast. The Spanish force had recently massacred hundreds of rebels who had tried to surrender at Cambrils.
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Nanotechnology – Tools and Instruments
In this article, the different tools and techniques that are used for producing and imaging a nanoscaled object is explained in detail. Atomic Force Microscope (AFM) and Scanning Tunneling Microscope (STM) is also explained in detail.
Before going into details, it is important that you know the basics of this article. Take a look at some of the links given below to know more.
- MOLECULAR SELF-ASSEMBLY IN NANOTECHNOLOGY
- MOLECULAR NANOTECHNOLOGY (MNT)
- LATEST RESEARCH ON NANOTECHNOLOGY
In Nanotechnology, the main scanning probes that have been used from the beginning are the Atomic Force Microscope (AFM) and Scanning Tunneling Microscope (STM). Both the concepts are explained in detail.
Atomic Force Microscope (AFM)
Atomic force microscopy (AFM) is also known as Scanning force microscopy (SFM). This device is used to visualizing, imaging, taking measures and for manipulating objects that are in nanometre scale. The resolution of such a device is said to be in the order of fractions of a nanometre. The earlier version of the AFM was called the Scanning Tunneling Microscope, developed in the early 1980’s. The AFM was developed in the year 1986 by Binnig, Quate and Gerber at the IBM Research – Zurich and earned them the Nobel Prize for Physics for the same year.
The device consists of a mechanical probe that is used to sense the material that is placed on the surface. A highly accurate scanning procedure then takes place, through which the corresponding electronic signals are generated using piezoelectric materials. If the variations are deeper in scale, they can also be measured using conducting cantilevers.
Working of Atomic Force Microscopy (AFM)
The block diagram of an AFM is shown below. From the figure it is understood that it has a sharp tip cantilever with a radius in nanometres, which is used to scan the surface of the material. The cantilever is made out of silicon or silicon nitride. The principle of Hook’s law is applied to the working of the cantilever. According to the law, a deflection will be produced by the cantilever as soon as the tip of it is brought closely to the surface of the material. This deflection is produced as a result of the forces that occur between the tip of the cantilever and the surface of the material.
Many parameters can be measured with the help of an AFM. Some of the common measurements that are taken are chemical bonding, Van der Waals force, mechanical contact force, capillary forces, Casimir forces, and so on. If additional probes are fitted to the device, many other parameters can also be measured. The detailed working of an Atomic Force Microscope (AFM) is shown in the figure below.
The deflection produced by the cantilever will be measured using a series of photodiodes which receives the laser signal from the top tip of the cantilever. There will be a problem of the tip causing damage if it is scanned at a constant height. To overcome this problem, a feedback mechanism is used to keep the same force between the tip and the sample throughout. Thus the distance between the tip and the sample will remain constant always.
In the case of the sample, its force is kept constant by mounting it on a peizo-electric tube. This tube has the capability to move the material in the x, y and z-directions. The movement in the x and y directions help in scanning the sample. The movement in the z direction keeps the force constant.
More problems regarding the distortion due to a tube scanner can be eliminated by configuring three peizo-electric crystals.
Depending on the needs, the AFM can be operated in a number of modes. Some of the basic modes are explained below.
- Static or Contact Mode
In such a mode, the cantilever is moved across the surface of the material, which produces a deflection on the cantilever tip. This deflection is directly measured to know the value. In such an operation, the deflection on the tip is used as the signal for feedback. As the deflection can cause noise and drift to the signal, low stiffness cantilevers are normally used to amplify it. When the cantilever comes close to the material, the attractive forces tend to glue them. Thus this method is always done in a contact where a repulsive force is present.
- Dynamic or Non-contact mode
In this mode, the cantilever is made to oscillate externally with a frequency very close to its real value. The characteristics of the material will be attained from the comparison of the external reference oscillation with the changes in oscillation due to the forces developed between the tip and the material in close contact.
There is no contact between the tip of the cantilever and the surface of the material. The cantilever is made to oscillate at a frequency greater than its resonant frequency in which the oscillation amplitude may be below 10 nanometres.
The resonant frequency of the cantilever decreases due to the presence of van der Waals forces or any other forces that have the ability to move over the material surface. This decrease in the frequency is added to the feedback loop system to obtain a constant oscillation amplitude or frequency. This can be done only by moving the average cantilever tip to material surface distance accordingly. The material surface can be easily sketched by calculating the tip to sample distance at each data point.
This mode is more useful than contact mode as there will not be any kind of sample degradation effects. Thus this mode is used for measuring soft materials. But if a rigid material is to be measured, both the modes have the same characteristics. If the AFM works in contact mode, it is able to scan the liquid layer of the material to capture the underlying surface. But, in non-contact mode, the AFM oscillates above the adsorbed fluid layer so that both the liquid and the surface can be scanned.
- Dynamic Contact or Tapping Mode
Dynamic contact mode was designed so as to overcome the problem that a non-contact dynamic mode faces at ambient conditions. The materials tend to form a liquid meniscus layer at ambient conditions. As a result of this condition, the non-contact dynamic mode finds it difficult to adjust the distance between the cantilever tip and the surface of the material. As they tend to glue together, the dynamic contact mode was developed to overcome this problem.
Just like a non-contact mode, the tip of the cantilever is fixed to a peizo-electric material. This material oscillates the cantilever to an up and down movement to values near the resonant frequency. But, the amplitude of oscillation will be more than 10 nanometres and near to 100 nanometres. As the tip of the lever gets closer to the material, the amplitude of oscillation reduces due to the different interaction of forces on the cantilever. The distance between the lever and the material is controlled by an electronic servo. While the lever scans the material the electronic servo moves the height to the correct position.
Measurement of the deflection caused by AFM cantilever
As shown in the figure above, the solid state diodes reflects the light back to the cantilever which is absorbed by a position sensitive detector (PSD). The PSD has 2 diodes which produces two outputs. These outputs are given to a differential amplifier. As there is a slight angular displacement in the lever, one photodiode carries more light than the other one. Thus, the output of the differential amplifier will be proportional to the deflection of the cantilever.
Other Tools and Techniques
- The very first devices that made us possible to see the nanoparticles were the scanning confocal microscope and the scanning acoustic microscope in the years 1961 and 1970. The latest techniques involve a method called position assembly in which the end of a scanning probe is used to make the nanoparticles visible.
- Some of the other tools that are needed in this field are for the application in nanolithography, a process that is used to reduce a big material to nanosize. Some of the methods that are used for this technique are optical lithography, X-ray lithography, dip pen nanolithography and so on.
- Different tools and techniques are also required for the fabrication of nanowires like electron beam lithography, nano-imprint lithography, atomic layer deposition, molecular vapour deposition, and so on. Techniques required for molecular self assembly also require tools.
Scanning Tunneling Microscope (STM)
Scanning Tunneling Microscope (STM) was developed in the year 1981 by Gerd Binnig and Heinrich Rohrer. An STM is used for imaging surfaces at the atomic level. The lateral resolution of an STM lies around 0.1 nanometre and depth resolution lies around 0.01 nanometre. This measure is more than enough to manipulate a good image. With this resolution, individual atoms within materials are routinely imaged and manipulated.
This method can be used in different modes like air, water, high vacuum, liquid and gas. It can also be used in very high and low temperatures. In an STM, when the tip of the device is brought near the material, a difference in voltage is applied between them. This difference causes the electrons to move through the empty space created between them. Such a method is called quantum tunneling.
As a result, a current is formed which depends on the position of the tip of the device, the applied voltage, and the local density of states (LDOS) of the sample. The image is displayed on a monitor according to the scanning process of the tip on the material.
The method is very precise unless and until the parameters are maintained according to standards. The tip of the device should be sharp, the surface should be clean and stable, the device should have better control on the vibrations produced.
Components used in STM
- Scanning tip
- Piezo-electric controlled height
- X-Y scanner
- Coarse sample-to-tip control
- Vibration isolation system
Working of Scanning Tunneling Microscope
The tip of the device is moved closer to the sample in a controlled manner. At the same time a voltage difference is brought to the tip of the device. As soon as the tip reaches very close to the material, the voltage difference is turns off. The working of the device is clearly shown in the figure below. Take a look.
When the tip reaches close to the material, piezo-electric effect causes the accurate control of the tip. At such a situation the distance between the tip and the material is usually between (4-7) Å. At the same time the voltage difference in the tip causes the electrons to flow between the sample and the tip. This causes a current flow, whose reading is noted. As soon as the tunnelling effect starts to work, the distance between the tip and the material can be changed accordingly. An image is created according to the current readings. A movement of the tip in the X-Y direction causes a change in the height and density of the states. The height is in the Z-axis and can be measured with respect to a constant current. This method is called constant current method. In another method called the constant height method, the change in current with respect to position can be measured itself.
The image clarity depends on the radius of curvature of the scanning tip of the device. The image can also be distorted if the tip of the device has two ends rather than one. If such a condition occurs, it will lead to tunnelling effect from both the tips. Such a condition is called double-tip imaging. The material used for making the tip is mostly tungsten or gold. The tip is designed using electro-chemical etching.
The body of the STM has to be highly rigid in order to avoid the sudden isolations that may occur during the scanning process. If such a problem happens the current to height ratio changes thus deforming the image.
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Year 6 Aquamarines have been exploring what a character descript ion is and how to create one. They began the week with a creative workshop; drawing each other from observation, playing character ‘consequences’ and forming descriptive phrases from a word bank.
This led on to working in groups to describe a character from a photograph. The challenge was to use adventurous vocabulary and depict the whole person.
The final challenge was to write their own character description of a previously unseen image. Every child was given the same image, yet every child’s work was completely different. Great fun was had by all and great writing flowed as a result. | <urn:uuid:727b6080-eaef-4e37-9917-049a2bfc0dab> | {
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In this lesson, students will learn about the actions of John Robert Fox during the Italian campaign during World War II. Through his example, students will understand how they can act more selflessly in their own lives.View Lesson
The Bill of Rights Institute’s American Portraits
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In this lesson, students will learn about Franklin D. Roosevelt and how his identity helped him to soothe the fears of Americans during the Great Depression. They will also learn how embracing their identity can help them be successful.View Lesson
In this lesson, students will consider the courage of Jackie Robinson, who persevered through the integration of major league baseball. They will learn how they can courageously fight for equality in their own lives.View Lesson
In this lesson, students will review the events of the civil rights march from Selma to Montgomery, Alabama in 1965. They will focus on the marchers’ demonstration of diligence. They will achieve the following objectives.View Lesson
In this lesson, students will learn about the actions of the Tuskegee Airmen and how they helped African-Americans gain respect. They will explore how they can be respectful in their own lives.View Lesson
In this lesson, students will learn about the integrity of Robert Carter III and how they can act with integrity in their lives.View Lesson | <urn:uuid:f85f4280-246f-4688-83c1-154b033b081f> | {
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Featured image: Convair’s first B-36A in flight. (U.S. Air Force photo)
1862: Confederate forces led by Gen. Robert E. Lee launches a counteroffensive against Maj. Gen. George McClellan’s Army of the Potomac. Although the outnumbered Confederates suffer heavy casualties and subordinates fail to execute Lee’s plans, McClellan will ultimately withdraw from Richmond following the Battle of Mechanicsville – the first major engagement of the Seven Days Battles – and abandon the Peninsular Campaign.
1917: A convoy containing the first American Expeditionary Forces – members of the 5th Marine Regiment – land at the beaches of Saint-Nazaire France. The American troops will train for four months before entering combat. More than two million Americans will serve on the battlefields of Western Europe, and over 50,000 will lay down their lives in the “War to End All Wars.”
1942: The Grumman F6F Hellcat – credited with the most aerial victories of any Allied naval aircraft during World War II – makes its first flight. Designed to compete with the agile Mitsubishi A6M Zero fighter, the Hellcat will come to dominate the skies over the Pacific. 34 Japanese warplanes are knocked out of the sky by top Navy ace and Medal of Honor recipient Capt. David McCampbell – one of an incredible 305 Hellcat aces in the war. Continue reading “This day in U.S. military history: Coast Guard captures French port of Cherbourgh”
During the Cold War, U.S. aircraft designers produced some absolutely incredible warplanes. Looking back from an era of stealth technology and fifth-generation jets, some of these aircraft may seem primitive and a few are remembered for their flaws, but make no mistake: these machines were truly cutting edge in their day. Not only our freedom and security, but that of the rest of the world, depended on holding the edge over the communists. Because had it not been for a constant output of highly advanced and steadily improving fighters, attack planes, and interceptors, we might not have deterred a possible third world war between the United States and the Soviet Union. Below are just some of these amazing platforms that kept the Cold War cold.
By the time the United States Air Force became a standalone service in 1947, the dawning of the jet age was rapidly making our stockpiles of piston-engine aircraft left over from World War II obsolete. Republic Aviation produced over 15,000 P-47s from 1941-1945, and made constant improvements to the aircraft. By the time the United States invaded Normandy, the rugged fighter-bomber could either escort heavy bombers into Europe or devastate Axis ground targets with its eight M2 .50-cal. machineguns and 2,500 pounds of bombs. It was re-designated the F-47 in 1948 and would be retired from active duty Air Force service in 1949.
Today’s post is in honor of Staff Sgt. Roger C. Turner Jr., who was killed during an enemy mortar attack on this day in 2004 at Camp Anaconda, Iraq. The 37-year-old from Parkersburg, W. Va. was assigned to Headquarters and Headquarters Troop, 1st Squadron, 10th Cavalry Regiment, 4th Infantry Division.
1800: The frigate USS Constellation (the first of four so-named American warships) under the command of Capt. Thomas Truxtun defeats the French frigate La Vengeance under Capt. F.M. Pitot in a night battle lasting several hours. The engagement, fought during America’s Quasi War with France, is – according to Truxtun – “as sharp an action as ever was fought between two frigates.”
1862: Julia Ward Howe’s poem “Battle Hymn of the Republic,” which begins “Mine eyes have seen the glory of the coming of the Lord,” is published in the Atlantic Monthly. It will become a Union Army ballad. Today, the ballad is a martial hymn sung in American military chapels worldwide and by descendants of Union and Confederate soldiers alike.
1941: The 1st Marine Brigade is re-designated as the 1st Marine Division, and the 2d Marine Brigade becomes the 2d Marine Division — marking the first time Marine units are ever organized on the division level.
1942: (Featured image) Vice Adm. William Halsey Jr.’s Task Force 8 (USS Enterprise) hits Japanese facilities in the Marshall Islands, while Rear Adm. Jack Fletcher’s Task Force 17 (USS Yorktown) attacks the Gilberts. Aircraft and naval artillery inflict moderate damage to the Japanese garrisons and sink several smaller vessels. The Marshalls-Gilberts Raids mark the first American offensive operation against the Japanese during the war in the Pacific.
Today’s post is in honor of Staff Sgt. Christopher Bunda, who died on this day in 2004 when his boat capsized during a patrol on the Tigris River in Iraq. Bunda, 29, of Bremer, Wash. was assigned to 2d Battalion of the 3rd Infantry Regiment and was one of four U.S. soldiers joining the Iraqi police during a river patrol. During the search for Bunda and the Iraqi policemen — the other three Americans made it to shore safely — an OH-58D Kiowa helicopter hit a power line and crashed into the river, killing 1st Lt. Adam G. Mooney and Chief Warrant Officer 3 Patrick D. Dorff.
1787: Former Continental Army captain Daniel Shays leads a group of 2,000 American rebels on a raid against the Springfield (Mass.) armory, hoping to obtain rifles. 1,200 militia meet Shays’ force, turning the attackers away by firing grapeshot into their ranks and killing four. Shays is tried and sentenced to be hanged, but the veteran of the Boston, Bunker Hill, Lexington, and Saratoga battles – who was wounded during the war and served five years without pay – is pardoned and given a pension instead.
1856: Marines and seamen from the sloop-of-war USS Decatur land at Seattle to protect settlers from an Indian attack. The Battle of Seattle lasted seven hours and the Indians suffered severe casualties, while only two settlers died.
1939: In a basement of New York City’s Columbia University, scientists split the uranium atom for the first time. This newly discovered fission reaction will be harnessed and turned into atomic weapons in six years.
1946: (Featured image) In the skies over Florida’s Pinecastle Army Airfield (now the site of Orlando International Airport), Bell Aircraft Corporation’s first XS-1 supersonic research plane, 46-062, cuts loose from its B-29 mothership for the craft’s initial flight. In October of the following year, Capt. Charles E. “Chuck” Yeager will push 46-062 — now named Glamorous Glennis — past the sound barrier.
Today’s post is in honor of the crew of FROSH 10, a B-52C that crashed into a mountain in Maine during a training mission on this day in 1963. The airmen were testing terrain-following radar and flying at near-treetop levels when they encountered severe turbulence from the mountains, completely shearing off their rear stabilizer. While the pilot and navigator survived, Maj. Robert J. Morrison, Lt. Col Joe R. Simpson, Jr., Maj. William W. Gabriel, Maj. Robert J. Hill, Jr., Capt. Herbert L. Hansen, Capt. Charles G. Leuchter and Tech. Sgt. Michael F. O’Keefe of the 99th Bombardment Wing, Heavy perished.
1847: Col. Sterling Price (future major general in the Confederate Army) learns a force of nearly 2,000 Mexicans and Pueblo Indians is preparing to assault U.S.-held Santa Fe, in modern-day New Mexico. He assembles his 353 soldiers, militia, and volunteers and heads out to meet the enemy, which occupy houses and the heights overlooking Price’s position.
Despite the terrain disadvantage and five-to-one numerical odds, Price’s heavily outnumbered force routs the insurgents.”In a few minutes,” Price reported, “my troops had dislodged the enemy at all points, and they were flying in every direction.”
1944: As Maj. Gen. John P. Lucas’ VI Corps expand the beachhead at Anzio, Adolf Hitler orders his troops to defend the Gustav Line (situated between Anzio and Monte Cassino) to the last man. The nihilistic dictator’s order comes a year — to the day — after ordering Gen. Friedrich Paulus’ shattered Sixth Army to fight to the death at Stalingrad. Paulus and his men only hold out for another week.
Today’s post is in honor of Fireman Duane Hodges, who on this day in 1968, was killed by enemy fire while serving aboard USS Pueblo in the Sea of Japan. The 21-year-old sailor from Creswell, Ore. was posthumously awarded the Silver Star.
1870: Following the murder of a Montana rancher and his son, Col. Eugene Baker forms a band of infantry and cavalry, leaving Fort Ellis (near modern-day Bozeman) in search of the Blackfoot indians responsible for the attack. Coming across a Blackfoot encampment, Baker orders his men to attack the camp, not caring if it was the correct group or not.
The soldiers open fire, killing nearly 200 Blackfeet – mostly women and children. Those that survived the brutal attack were left to the sub-zero temperatures without shelter. The massacre sparks public outrage. President Ulysses S. Grant, wanting a “peace policy” with Native Americans, ends the Army’s hopes of taking over Indian affairs by appointing civilian ministers instead.
1945: With the Soviet Army approaching, Grand Admiral Karl Dönitz orders the evacuation of German citizens and troops from East Prussia, Courland, and the Polish Corridor. Hundreds of merchant vessels and German warships transporting nearly a million civilians and 350,000 troops, making Operation “Hannibal” three times larger than the famous British evacuation at Dunkirk in 1940.
Today’s post is in honor of Cpl. Christopher G. Singer, who was killed during combat operations in Afghanistan’s Helmand province on this day in 2012. The 23-year-old from Temecula, Calif. was assigned to the 3rd Combat Engineer Battalion, 1st Marine Division, I Marine Expeditionary Force.
1903: The Militia Act of 1903 – also known as the “Dick Act” (Congressman and Maj. Gen. Charles Dick authored much of the legislation) – is passed, establishing federal standards and greater federal control over state militias, essentially creating the modern National Guard.
1918: 12 officers and 133 enlisted men from the 1st Aeronautical Company arrive for anti-submarine duty at Ponta Delgada, Azores. The unit was one of the first completely equipped American aviation units to serve overseas in World War I.
1954: (Featured image) First Lady Mamie Eisenhower christens USS Nautilus (SSN-571), the world’s first-ever nuclear submarine, at General Dynamics’ Electric Boat Division in Groton, Conn. Nautilus then launches into the Thames River, and in just under a year will cast her lines and ship out under nuclear power. Her Submarine Thermal Reactor obliterated anti-submarine warfare tactics honed against World War II-era diesel-electric subs since nuclear subs no longer need to surface periodically, can dive deeper, and (if detected) could clear the search area in record time.
1961: Seven years to the day after the first nuclear sub is commissioned, USS George Washington (SSBN-598) completes her first operational voyage. The United States’ first ballistic missile submarine remained underwater for 66 days during her maiden deterrent patrol.
Today’s post is in honor of Lt. William T. Costen and Lt. Charles Turner, whose A-6 Intruder was shot down on this date in 1991 during Operation DESERT STORM. Costen (27, from St. Louis, Mo.) and Turner (29, of Richfield, Minn.) had just finished their mission of mining the naval base at Um Qasr and were returning to their aircraft carrier when their plane was hit. They were assigned to Attack Squadron 155 (VA-155), on board USS Ranger.
1911: During the San Francisco Air Meet, exhibition pilot Eugene B. Ely lands his Curtiss Pusher Model “D” aircraft on the armored cruiser USS Pennsylvania, which had been fitted with a special 119-foot-long wooden platform with makeshift tailhook system. Ely’s feat marks the first-ever airplane landing aboard a ship.
1945: In a speech to the House of Commons, British prime minister Winston Churchill recognizes the immense American sacrifice in the Battle of the Bulge. Possibly alluding to British general Bernard Montgomery’s reluctance to engage, resulting in only 1,400 British casualties compared to well over 100,000 Americans, Churchill states “U.S. troops have done almost all the fighting, suffering losses equal to those of both sides at the Battler of Gettysburg.”
Churchill adds, “This is undoubtedly the greatest American battle of the war and will, I believe, be regarded as an ever-famous American victory.”
1951: Following their return to action after the breakout from the Chosin Reservoir, the First Marine Division begins mopping-up guerillas in the Pohang area of South Korea. | <urn:uuid:461f634f-28d6-4347-b384-9a75188cb817> | {
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What plant is witch hazel made from?
witch hazel, (genus Hamamelis), any of five species of the genus Hamamelis (family Hamamelidaceae), all of which are shrubs and small trees that are native to eastern North America and eastern Asia.
What is witch hazel wood used for?
Uses: Shred the tender twigs for use as a toothbrush. This softwood burns quickly and brightly making it ideal for heat and quick cooking. However, do not depend on witch hazel branches to last until the s’mores; the wood will quickly burn out leaving only ashes rather than smoldering embers.
Is witch hazel related to hazelnut?
Witch hazel is not to be confused with the wild hazelnuts also native to our forests – beaked hazelnut and American hazelnut. The hazelnuts are actually in the birch family – Betulaceae – while witch hazel is in a different family called Hamamelidaceae.
Are witch hazel nuts edible?
As if the biology of this plant werent cool enough, witch hazel also has important medicinal uses. Extracts from the bark and leaves are astringent, used, among other things, for treating bruises and insect bites and in hemorrhoid and acne treatments. In addition, the seeds are edible, with a nutty flavor.
Can I use witch hazel on my private parts?
The Mayo Clinic agrees that witch hazel is a safe perineum treatment and suggests placing chilled witch hazel pads on your perineum to aid in the soothing and healing process. You can also simply fill a little spray bottle with witch hazel and spray away.
Why do they call it witch hazel?
The name witch hazel is a derivation from old English “wice” or “wiche” which means pliant or bendable. Early English settlers found that the branches of the witch hazel could be used to douse or divine for underground water much as the hazel bush (Corylus) was used back in England.
How do you harvest witch hazel bark?
Harvesting Witch Hazel Both can be gathered by cutting small, leaf-bearing branches from mature trees. Strip the leaves and trim the twigs into smallish sections of about 1 inch (2.5 cm). For thicker twigs or branches, you can strip the outer bark using a small knife.
Is witch hazel a tree nut?
The shrub can reach a height of 15 ft (4.6 m). It flowers in the fall, producing vivid yellow flowers. Witch hazel is also known as hazel nut, snapping hazel, spotted alder, tobacco wood, winterbloom, and hamamelis water.
Can you be allergic to witch hazel?
Some people may have an allergic reaction to witch hazel, so it is best to test it first on a small patch of skin and monitor it for 24 hours. If there is no redness, itching, or irritation, it should be safe to apply to a larger area.
How do you eat witch hazel?
The leaves and bark are made into teas and ointments. Most often applied to the skin and scalp, witch hazel is widely known for its ability to ease inflammation and soothe sensitive skin. It can also be added to herbal teas and ingested orally in small amounts as a natural treatment for other conditions.
What do witch hazel seeds look like?
The fruit of witch hazel can be yellow, red or orange. It takes 8 months to mature. Each fruit contains two glossy black seeds. At maturity, the fruits literally explode apart shooting the seeds up to 30 feet away from the plant.
What is a witch hazel tree?
Common witch hazel is a multi-trunked, rounded shrub or sometimes a small tree that is noted for the yellow flowers that cover the stems in fall. Its dense summer foliage turns to yellow in the fall, and the fragrant flowers can either appear concurrent with the leaves or after they have dropped.
Where do coastal witch alders grow?
Coastal witch-alder is a low maintenance deciduous shrub in the Hamamelidaceae (witch-hazel) family that is native to the coastal plains of the southern United States. In the wild, it is apt to grow in wet savannas, pocosins, baygalls, and bogs.
Why Distilled witch hazel extract?
American Distilling, the world’s largest source of Distilled Witch Hazel Extracts, is a leader in responsible manufacturing and environmental policies and practices. The twigs and bark contain the therapeutic and aromatic constituents that, when distilled create the clear, fragrant, natural astringent we are famous for today.
Does witch hazel need acid or alkaline soil?
Witch hazel needs moist, well-drained, acidic soil to thrive, but it is somewhat adaptable to neutral soils. There is an isolated population in the Edwards Plateau, in Bandera County, and specimens grown from this stock would be more adapted to the drier, more alkaline soils west of its native habitat. | <urn:uuid:6a830131-7c9a-4a63-bf8b-40877a16bec8> | {
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South American scientists are working on adapting technologies for collecting solar energy for the needs of the U.S. Marine Corps. In the near future, they rely on the military to reduce the dependence of fuel supplies to the front.
In the current time on the outposts and bases of the U.S. Army in Afghanistan as power plants used diesel generators, which consume a significant amount of fuel and depend on a constant supply. Transport convoys, in turn, constantly become targets for militant attacks.
In order to facilitate military puzzle, scientists from the Office of Naval Research will create a hybrid power system that will be able to provide electricity to the military for 15 days.
The project involves three teams of professionals formed companies Raytheon, Battelle and Emcore. According to a press release, Office of Naval Research, the team had already submitted to the Tribunal military projects to create a hybrid system that uses fuel, solar and thermal energy for electricity production.
One of the main requirements is automation, which will allow the system as needed without the help of other switches between different types of resources in the event of lack of fuel, or bad weather, and to be quite compact and fit into the back of a truck or car Humvee.
Developers to address a number of technological problems. Namely referred to challenge excessive heat also issues automatic control system. Work is expected to finish by 2025, said general manager Scott Coombe project. | <urn:uuid:b7932c91-abc2-4357-8f2e-c62f8cc6b00b> | {
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Laszlo Vass, Ed.D. Version 42-0013-00-01
Lab RepoRt assistant
This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor.
What is the purpose of this exercise?
The purpose of this exercise is to use the microscope to get an in depth look at different cell structures and to learn how the shape and …show more content…
Explain how this might affect the ability of these tissues to heal after an injury.
If there is limited blood supply it means the nutrients and supplies to heal an injury in this area are not that readily available.
Exercise 3: Muscle Tissue
Data Table 3: Muscle Tissue
Shape and Arrangement of Cells
Str ia tions
Single, very long cylindrical, multinucleated cells with obvious striations; lots of mitochondria
Single, spindle shaped cells (thick in the middle and pointed at the end), uninucleated (in the center); little mitochondria; dense bodies
Branching chains of cells, uni or bi nucleated; striations; nucleus in center; lots of mitochondria
A. What kind of muscle would you find in the stomach?
Smooth muscle tissue is found in the stomach.
B. How is smooth muscle structure different from that of skeletal and cardiac muscle?
Smooth muscle structure is different from skeletal and cardiac muscle because smooth muscle can contract on their own. Smooth muscle tissue has no striations.
C. Why is skeletal muscle voluntary?
Skeletal muscle is voluntary because skeletal fiber muscles do not contract unless stimulated by nerves and the nervous system provides voluntary control over their activities.
D. What is unique about cardiac muscle?
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Fire season peaks out in the southwest part of the United States in the month of June, but many years fire season can last well into July or even August. The combination of hot weather, and very dry conditions, combined with late spring winds makes the month of June the peak month of the year.
Monsoon season on average starts July 12, but this year it appears to have started at least a week early. The definition of a monsoon is a seasonal wind shift. It is this wind shift that is responsible for bringing in moisture latent air. This air then runs into hot desert air, and boom, a thunderstorm is born.
This seasonal wind shift originates from an area of high pressure that sets up across the southwestern U.S. The clockwise flow of air around the high taps into moist air to the south and, draws it north and then east.
It is not only the rain that helps out with suppressing western wildfires, but the higher levels of humidity in the air that the monsoon brings. Fires not only love dry vegetation, but also thrive off dry air.
The beginning of monsoon season is not always obvious, but one definition is when the city of Phoenix records a dewpoint of a least 50 degrees three days in a row.
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Skip to content
- Do what feels comfortable for you and your family. Don’t try to speak a language with your child if you are not comfortable or fluent in that language.
- Don’t worry if your child mixes his two languages. This is a normal part of becoming bilingual.
- Provide your child with many opportunities to hear, speak, play, and interact in your home language.
- If you think your child has a speech or language delay, consult a speech pathologist experienced in bilingualism for advice. | <urn:uuid:3e0bfa4d-fdd7-42c4-9c7a-1ecfc8394db9> | {
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At Shelford School we are aware of the increasing need for children to be prepared to take their place in a world community; to become ‘global citizens’. Such preparation is integrated naturally into the children’s broad and balanced curriculum, and is fundamentally about promoting and developing an understanding of and a respect for one’s self and other people.
The whole experience of Internationalism at Shelford School is in line with our vision. In particular, this is evident in how pupils work collaboratively both in the classroom and in partnership with a number of schools overseas; pupils achieve their potential as evidenced in becoming the global citizens of the future; and the entire school community continue to look for further ways to develop their understanding of and commitment to improving life outcomes for themselves and others.
The Internationalism Big Ideas are:
Identity and Belonging - Developing a positive sense of who we are, and feeling that we are valued and respected as part of a family and community.
Fairness and Equality - Understanding fairness and equality increases children's tolerance and appreciation for diversity. Fairness means treating people according to their needs, which does not always mean it will be equal. Equality means treating everyone exactly the same.
Rights and Responsibilities – Appreciating that in order to be good citizens and make our communities better, we must understand our rights and responsibilities. Rights are freedoms we have that are protected by laws, while responsibilities are duties or things that we should do.
Conflict Resolution – Developing problem-solving skills to helps them to identify problems and choose best solutions.
Sustainable Living - Understanding how our lifestyle choices impact the world around us. Making changes to help protect animals, plants and our natural resources so that future generations will be able to enjoy them.
International School Award Assessor's Comments
"This is a strong Impact Evaluation from Great and Little Shelford CE (A) Primary School in this challenging year, and I am recommending it for Reaccreditation of the International School Award. Well done! You did very well to produce 14 activities for your application in this pandemic year, which are varied, motivating and detailed. It is interesting to read in 'Impact on Teachers' that: 'Despite Covid, we continued existing and fostered new collaborations with partner schools' and 'We adopted online tools, e.g. Padlet, to share, communicate and celebrate information around the world. We made more use of video technology, but traditional letter writing to pen pals remains a popular task in KS2'. Three collaborative activities between the UK school and the partner school(s) abroad must be presented for Reaccreditation, which you will know, which are 1 Lockdown Around the World, 8 Life Across the Pond and 9 Bonjour, Pen Pal! Activities 2 Getting to Know You, 3 Picture News, 4 Sharing Opinions of Environmental Responsibility, 6 Identity, 7 Let's Explore - Kenya, and 12 Life Below the Nile, are collaborative too and activities 1, 8 and 9 evidence a clear sharing of information on the part of the partner school, either in the activity itself or through one of the 2 links to Padlet you provided. Activity 9 also serves as the requisite foreign language one, which shows pupils learning both language and about the culture of the country. I am pleased to see that you followed your Action Plan feedback to refer to both elements in the 'activities' section. All the other Impact Evaluation sections are excellent, and you can be rightly proud of your school being a Runner Up in the Pearson World Changers Awards (Languages' category) and achieving the Picture News Impact Award. Good luck in your continuing and developing international journey in the next three years!"
Picture News has proved to be a fantastic resource for our children here at Shelford. Each week, Picture News chooses a current news story, turns it into a vibrant poster with a thought provoking question and provides us with brilliant linked resources for Early Years, KS1 and KS2. Picture News is a powerful way to help keep our children up to date with the fast-changing world around them. Helping to challenge their ideas and pre-conceptions; ultimately this will help to broaden their horizons and enable them to deal with the modern world. Children across the school have said how much they enjoy each week's Picture News edition and that they always look forward to debating the next big question! If you want to find out more about what we've been discussing each week, please see above for some examples of posters and below for coverage documents for recent terms.
International Day 2018
We enjoyed a fantastic day with an international focus last Friday. We thought about one of the Global Goals for Sustainable Development: Quality Education for All.
The day began with an informative and interactive whole school assembly with the charity Campaign for Female Education (CAMFED). We considered what it might be like not to go to school. At first, many of us gave suggestions of what ‘better’ things we would do with our time if we weren’t at school, but we were challenged to think about how this would even be possible without having been to school to learn! We also thought the absence of school in our lives would make it difficult to make friends and be successful in the future. How would we get jobs to be able to buy lovely things, let alone necessities like food, clothing and houses? We then heard about some of the children CAMFED work with and were surprised by some of the information we heard. Everyone left the assembly with a lot to think about and much to be thankful for.
CAMFED worked with all KS2 classes throughout the remainder of the day. The aims were:
- To learn about the children they work with
- To consider why school is important for fulfilling your ambitions and potential
- To see how different a child’s life can be with education
Reception and KS1 shared a powerful picture book, ‘The Way to School’, which showed the difficult journeys some children across the world have to make just to get to school. They were shocked to see that some had to cross rivers, use dangerous bridges and even climb mountains! This seemed so different to simply walking, riding their bikes/scooters or driving to school. They shared their favourite things about school and ideas included ‘making friends’ and ‘learning lots of new things’. They thought about what they would miss out on if they couldn’t go to school and concluded that they are very fortunate. Year 2 also had fun learning about Canada, where Miss Bachewich was born! They practised line dancing, compared the weather to the UK and investigated the Canadian flag.
During the day, we shared our most recent correspondence from our partner school, St Paul’s in Kenya. They sent us a beautiful, handmade flag and some collages of traditional houses. All classes admired the work and responded by making their own Union Jack flags and pictures of our homes. We very much look forward to sending these to Kenya in time for Christmas!
Our first Used Book Sale was a tremendous success! Thank you to those who supported the event, whether by donating books and cakes, buying books and cakes ... or both! The event was extremely well attended and we received lots of positive feedback from pupils and parents. We have also been able to stock our school library, classroom reading corners and Rainbow Pre-School with some of the unsold books.
We raised an incredible total of £344.93 which will be sent to CAMFED to thank them for their input towards our International Day. The CAMFED representatives were so impressed with our pupils and commented on how well-behaved and engaged they were.
A very special thank you must go to Mrs Kellock and the School Councillors for setting up the book sale, and to the PTFA who kindly gave up their time to run the bake sale. Thank you to everyone for your support and contribution. Enjoy your 'new' used books and perhaps due to the success of this event we will look to hold another in the future.
We are delighted to announce that at the end of the Summer term 2018, Shelford School was awarded the Full Accreditation for the International School Award! We have been on our global learning journey over the course of the past three years and are delighted with this recognition for our school. Please see our Assessor's feedback below. Many thanks go to the wider school community for working with us in helping to establish such an enriching global learning curriculum for our children.
Great and Little Shelford CofE (Aided) Primary School has provided sufficient evidence to be recommended for the British Council International School Award. With the full support of the Senior Leadership Team your Impact Evaluation has addressed the issues highlighted in the Action Plan feedback. Supplemented by an international curriculum event, the school provides a collaborative, creative curriculum with strong links with pupils’ spiritual, moral, social and cultural learning. Teachers seek to improve good practice through attending in-house learning CPD and you have acknowledged the supportive impact of the ‘Think Global’ course. As a result, international themes are integrated across different subject areas, with parents recognising the value of your approach, to pupils’ overall development. Exposure to the meaningful opportunities and experiences you present enables pupils to develop self-knowledge, self-esteem and self-confidence, through learning. They also have a voice regarding international activities. You emphasise the relevance and enjoyment aspect of the collaborative project with your Kenya partner school. The evaluation process has allowed you to conclude that they have nurtured a positive awareness of current issues and developed a better understanding of their connectivity to their international peers. The ‘normal day’ activities you describe encompass a variety of subject areas pupils can relate to on a personal level. You provide a concise description of how pupils’ involvement with Fair Trade enables them to make considered lifestyle choices and consider their role as citizens. This activity received excellent practical support from local businesses, leading to the school achieving well-deserved accreditation, for its work on giving pupils a greater depth of understanding and respect for other cultures. You recognise the commitment and enthusiasm of teachers who ensure that your pupils’ achievements are shared and celebrated with the wider school community. Great and Little Shelford CofE (Aided) Primary School has received a positive response to its international work from parents, visiting speakers, community groups and a range of other organisations. Such relationships and support allow you to confidently seek further actions in order to embed learning into the curriculum. This is evident in the attention given to introducing consistency, and implementing clear objectives, in order to consolidate the Modern Foreign Language link with your French partner school. It is commendable that you propose to ‘maximise learning opportunities’ for the school population through sharing good practice and strengthening links with other local schools.
- The International School Award team British Council
Our International Week at Shelford School was a great success! Thank you to everyone involved in planning, preparing and delivering the activities last week. We were very lucky to have a number of family and friends volunteer to help in school as well as organisations that came in to enrich our learning.
The week began with our fabulous team of Teaching Assistants acting as air-hostesses at our airport which really helped to ignite the children’s enthusiasm for the week ahead. The children thoroughly enjoyed their airport experience and were excited to be ‘visiting’ different countries to explore other traditions and cultures.
Throughout the week the children learned lots of new things and levels of excitement and enthusiasm were maintained with a number of creative activities including baking, dancing and singing. We had visits from charities ActionAid and Hands Up Education in Action to tell us about the work they do in developing countries. Each class participated in a tailored workshop, some with ActionAid and others with Lorraine Theobald, a multicultural dance specialist. They said our children were “delightful, enthusiastic and extremely well behaved.”
To conclude the week’s events, all pupils rotated around the classrooms to get a taste of what had been going on across the school. Sandwiched in between this carousel was my highlight of the week: a magnificent performance on Friday morning where each class dressed up for the occasion and showcased something they had learned. We had such fun performing and watching the range of dances and songs – it truly was a lovely way to celebrate such a successful week!
Thank you again for helping with the sponsored homework challenge and for the preparation of dressing up outfits. We raised a substantial amount from our fundraising which has been shared between a number of nominated charities. Classes chose ActionAid, Hands Up Education in Action and WaterAid to receive these funds.
My favourite part was when we flew to India on the flight because we had cabin crew serving drinks and when we were checked in at the airport with our passports. When we got to India, Saisha’s mum came in and talked about India and we learned a dance called mango dancing. On Friday our whole class dressed in Indian clothing. I wore a top which I made. In assembly we did a dance and watched all the other year groups. Henry, Y2
On Monday, Year 2 flew from Shelford airport (in the school hall) to India. Then we coloured in the Indian flag, learned some facts and Saisha’s mum talked to us about India. On Tuesday we acted out the story of Diwali with Mrs Kellock. The next day we wrote the story of Diwali next to little pictures. On Thursday we practised some Bollywood dancing- it was tiring! On Firday we dressed up in saris and turbans, ate popadums and showed our Bollywood dancing to the whole school. Emma, Y2
On Monday we kicked off International Week with an airport and we were travelling to Brazil. On Tuesday we learned about the weather in Brazil and wrote reports. On Wednesday we had a great workshop and made some accessories for our Samba dance. On Thursday there was a fun Hands Up assembly. It was probably my favourite day on Friday as we got to see lots of other work which other classes had been doing and we had a big performance in the hall. We did our Samba carnival dance – it was great fun! Guy, Y4
Last week we had international week. On Monday we went to the airport (our hall!). We pretended that we were going to Brazil. We learned about the geography of the country and its weather. Later in the week we made delicious Brigadeiros chocolates and we had an exciting workshop. On Friday we performed our carnival dance to the rest of the school and they also performed to us. Lucy, Y4
On the first week back of term Shelford school turned into an airport! Christopher’s mum came in as she is an air hostess. The classes all flew to different countries. I will be talking about Brazil as that was Year 4’s destination. Brazil is the largest country in South America. It is where the Equator is so the weather is warm year round. The capital city is Brasilia, but lots of people think it’s Rio. The biggest city is Sao Paolo. Brazil is the perfect place for a holiday! There’s football to be watched, adventures to be had and wild creatures to be seen in the Amazon Rainforest. Oliver, Y4 | <urn:uuid:475fb662-4731-4255-a92a-e4de4e140887> | {
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What are the names of all the states that begin with the letter o?
Ohio, Oklahoma, and Oregon are the only US states that begin with the letter O.
All genus names begin with a capital letter. All specific names begin with a lowercase letter. Usually both words are underlined or italicized.
States that begin with the letter U: Upper Austria (Austria) Utah (USA) Uttar Pradesh (India) Uttarakhand (India)
All Genus Names Begins' With A Capital Letter.
a CAPITAL letter
Texas and Tennessee are U.S. states. They are the only U.S. states that begin with the letter T.
Alabama, Alaska, and Arizona all use A to start and end. Ohio starts and ends with O.
Yes - all planets names begin with a capital letter.
Match these twelve cities, whose whose names begin with the letter S, with the central states in which they are located by writing one letter on each line. Use the United States map for help. You may need to use some state names more than once, and you may find that there are other state names which you do not need at all.
Vermont and Virginia are the only U.S. states that begin with the letter V. Washington, West Virginia, Wisconsin and Wyoming are the only U.S. states that begin with the letter W.
Kansas and Kentucky are U.S. states. They begin with the letter k.
Proper nouns are the names of particular person or places and begin with a capital letter.
Thomas, Tracey, Thelma...
Tennessee and Texas
Alligators, antelopes, ants, and apes are all strong animals that begin with the letter a.
Yes. Alaska is a proper noun, and all proper nouns should begin with a capital. This includes the names of countries, states and towns, as well as people's names.
There are no chemical elements that begin with the letter w. There are chemical elements that begin with all letters except J, Q and W.
The letter "A" appears 60 times total in all of the names of the states and in a total of 35 states.
they are all states and all begin with the letter 'm'
All-star baseball players whose last names begin with M: Mickey Mantle Willie Mays Stan Musial
All of the Duggar's kids names begin with J, so the answer is 19.
Maryland, Michigan, Maine, Minnesota, Mississippi, Massachusetts, Montana, and Missouri are all of them, go to bussinessmouse.googlepages.com
kansas and kentucky
There are six state capitals that begin with 'C': Carson City, Nevada Concord, New Hampshire Columbus, Ohio Columbia, South Carolina Charleston, West Virginia Cheyenne, Wyoming
Ernie, Evan, Ed, Edd, Eddy, Earl, and Eain are all men's names that begin with E.
US states that begin with S are South Carolina and South Dakota.
South Carolina and South Dakota are U.S. states. They begin with the word South.
List all Mexican last names that start with P
States whose names begin with the letter "n" include Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, and North Dakota. The United States also includes the territory of Northern Marianas Islands.
All the states that begin with "V" are: Vermont Virginia · Vermont and Virginia are two of 50 states in the United States · Veracruz is one of 31 states in Mexico · Victoria is one of 6 states in Australia · Vienna is one of 9 states in Austria
Utah is the only one. Which means that 2% of all U.S. states begin with the letter U.
Nike is all that I can think of.
Isabelle, Ileana, Inca,
Alabama, Alaska, Arizona, Arkansas
Lettie, Lisa, Louise, and Lulu all begin with 'L'.
· Tarantula · Terrier · Tiger · Toucan · Turkey · Turtledove
Delaware - Dover Hawaii - Honolulu Indiana - Indianapolis Oklahoma - Oklahoma City Dover, DE Honolulu, HI Indianapolis, IN Oklahoma City, OK
The best answer......... It's a chicken From the south
when did meat packing industry begin
Rhode Island is a U.S. state. It is the only U.S. state that begins with the letter R.
they are composers, All European, and all of their names begin with B
Russia doesn't have states!Russia has provinces!
All states in the US have named places in them.
Zambia and Zimbabwe are the only countries that begin with the letter z. Cities that begin with the letter z include Zurich Switzerland, Zagreb Croatia and Zanesville Ohio.
There aren't any U.S. states with German names. All U.S. states have names from: English Spanish Native American Languages Hawaiian (Hawaii) Inuit (Alaska)
Ohio begins with the letter O. Oklahoma and Oregon begin with the letter O.
There are 8: Michigan, Montana, Maryland, Missouri, Mississippi, Massachusetts, Minnesota & Maine
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Last Updated on May 5, 2015, by eNotes Editorial. Word Count: 533
Jane exclaims that she knows Ned is dead before she is told. She is lying in bed when she sees a light flash through her room. She sits up in bed and knows someone shot Ned. So she runs to his home, where she is met by one of the boys who had been with Ned and witnessed the shooting.
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As the word spreads of Ned’s death, everyone in the community comes out to mourn him. Jane makes the statement that even though these people did not support Ned’s school, they came to his house to grieve for him. Jane tells them all to go back home. She does not think all the noise they are making is good for Ned’s widow, Vivian. Jane makes Vivian go to bed and leaves a woman to watch over her. Then Jane asks to be alone with Ned. She talks to him as if he were still alive. Later, she cannot remember what she said. All she recalls is that someone came into the room and saw her lying on Ned’s body. Blood had soaked all her clothes.
When the sheriff appears, he asks the two students who were with Ned at the time of the shooting to come to his office in town the next day. When the boys appear, the sheriff insinuates that the students are lying when they identify the shooter as Albert Cluveau. Albert has claimed that he was nowhere near the site of the killing. The sheriff believes Cluveau, and that is the end of the case.
Vivian stays in the area and wants to take over Ned’s school, but Jane convinces her that it would be too dangerous. In the end, Vivian gives in and moves back to Kansas. Another man is hired to teach Ned’s students, but he does not teach any controversial material. He teaches reading and math, as the white people in town tell him to do.
After Ned’s death, Jane begins looking for Cluveau. She goes to his house but his daughters tell her that their father has just left. Every time Jane stops at his house, she receives the same answer. One day, Jane pretends she is leaving after Cluveau’s daughters tell her the same story. Jane waits until she sees Cluveau in the backyard. As soon as he notices Jane, Cluveau runs into the swamp.
Jane and Cluveau eventually have an accidental meeting. They happened to be riding on the same road. Although Cluveau refuses to look at Jane, she tells him a curse has been placed on his soul because he murdered Ned. Word spreads that Jane has used Black Magic on Cluveau. Everyone believes she has the power to do that. Jane knows nothing about magic, but that does not stop her from believing that Cluveau will one day suffer for the miserable things he has done in his life.
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In this video, we will learn how biological sex is determined in humans by the sex chromosomes called X and Y. We will learn how these chromosomes are inherited and about the role that the human gametes, the sperm and egg cell, play in this process.
Biological sex in humans is largely determined by the sex chromosomes. We call these chromosomes X and Y. Human chromosomes come in pairs, one inherited from each parent. If an individual inherits XX, they’re likely to be biologically female, and if they inherit XY, they’re likely to be biologically male. You can see in this drawing that the Y chromosome in humans is much smaller than the X. Let’s take a closer look at these chromosomes and where they come from.
This drawing represents a human karyotype. A karyotype is a picture of all of the chromosomes in one cell. This karyotype came from a typical somatic cell, which is a diploid cell found in the human body. The first 22 pairs of chromosomes in a somatic cell are called autosomes. These are chromosomes that do not determine the biological sex of an organism. The last pair, or the 23rd pair, represent the sex chromosomes. Based on what we’ve learned so far, do you think that this karyotype shows the chromosomes in the cell of a male or of a female? Since we can see that these two chromosomes are different, that one is large and one is small, we know that they are X and Y and that this person is most likely biologically male.
These drawings show the karyotypes of two gametes produced by the same individual. A gamete is a reproductive cell, sperm in males and eggs, or ova, in females. Since our example human is male, the gametes that they produce will be sperm.
What differences do you notice between the chromosomes of the somatic cell and the chromosomes of the gametes? Well, we can see that the gamete has half of the number of chromosomes that the somatic cell has. The somatic cell has 46 chromosomes arranged in homologous pairs. One chromosome in each of these pairs was inherited from this person’s mother, and the other chromosome in each pair they inherited from their father. The gametes each have 23 chromosomes. Each gamete only carries one of the chromosomes that we see in the pairs in the somatic cell.
What about the sex chromosomes? Since each gamete inherits one chromosome from each pair, the sperm can carry either an X or a Y chromosome to pass on to their offspring. How about an egg cell? Well, since the somatic cell of a female would have two X chromosomes and no Y chromosomes, all of the egg cells produced by a female will carry an X sex chromosome. Let’s simplify our representation a little bit and just focus on the sex chromosomes.
A Punnett square is a tool that scientists use to predict the inheritance of certain traits. So let’s try using one here. So we’ve learned that all of the egg cells produced by a female will contain an X sex chromosome, while the sperm cells produced by a male can contain either an X or a Y chromosome. This tells us that all offspring invariably inherit one X chromosome from their mother, whereas there’s an equal chance of inheriting either an X chromosome or a Y chromosome from their father.
So, we can see that there’s a 50 percent chance of the offspring of any human couple inheriting two X chromosomes and being biologically female, as well as a 50 percent chance of inheriting X and Y and being biologically male. And since egg cells can only contribute an X chromosome to their offspring, the sex of the offspring is determined by the male gamete, or the sperm, since the sperm cell can either contribute an X or a Y sex chromosome.
We have already noted that the Y is much smaller than the X chromosome. Everyone inherits at least one X chromosome, and the X chromosome contains many different genes that carry out many different functions. The Y chromosome contains very few genes, and these genes are almost all associated with male characteristics. Whether an offspring inherits the XX sex chromosomes or X and Y, the development of the fetus will be the same until about six weeks and will be by default female. At around six weeks, a gene on the Y chromosome called the SRY gene becomes active. This gene triggers the development of male characteristics, which is why offspring that inherit a Y chromosome will be born biologically male.
In some rare instances, an SRY gene is transferred to the X chromosome, which can lead to the birth of offspring who possess two X chromosomes but have male characteristics. In other rare instances, offspring can inherit more than two sex chromosomes. In these cases, because of the presence of a Y chromosome, these offspring will also have male characteristics.
Now that we’ve learned about the X and Y chromosome, their characteristics, inheritance, and how they determine biological sex, let’s try a practice question.
Which of the following correctly describes the chromosomes contained within a human female somatic cell? (A) 46 autosomes plus XY, (B) 23 autosomes plus XY, (C) 44 autosomes plus XX, (D) 46 autosomes plus XX, or (E) 44 autosomes plus XY.
This question is asking us to describe the chromosomes, including autosomes and sex chromosomes, that we would expect to find within a typical female somatic cell. First, we’ll need to recall the chromosomes found within a typical body or somatic cell, as well as the sex chromosomes that we would expect a human female to possess. This is a basic diagram of a typical somatic cell. Somatic cells are the cells that you find anywhere in the human body. These are different than the gametes or reproductive cells that you will only find in the reproductive system.
Somatic cells are called diploid because they possess chromosomes in pairs. Gametes or reproductive cells are considered haploid because they possess half of the typical number of chromosomes, which is essential for reproduction. Here, I’ve drawn a karyotype, which is a photograph of all of the chromosomes within a cell as they appear during cell division. Human cells possess 23 pairs of chromosomes in diploid cells. 22 of these pairs of chromosomes do not influence biological sex, and they are called autosomes. In humans, the 23rd pair of chromosomes is responsible for determining biological sex. So, we call them sex chromosomes.
A human somatic cell will possess either an XX or an XY pair of chromosomes as this last pair. Humans who possess XX sex chromosomes are generally biologically female, while humans that possess XY sex chromosomes are generally biologically male. So now, we have all of the information that we need to answer our question. Human female somatic cells possess 22 pair or 44 individual autosomes plus the 23rd pair of sex chromosomes are XX.
Let’s try another practice question.
Which gamete is responsible for determining the sex of a fetus?
This question is asking us about the gametes, which are sex cells used in reproduction. It is asking us which type of sex cell is responsible for determining the biological sex, male or female, of a fetus or offspring. Every cell in the human body that is not a reproductive cell is called a somatic cell. Within the nucleus of each somatic cell, you’ll find 44 autosomes that do not determine the sex of the organism. You will also find two sex chromosomes, which do determine the sex of the organism.
If a human possesses two of what we call the X chromosome, they are likely to be biologically female. If a human possesses an X and what we call a Y chromosome in each of their somatic cells, they’re biologically what we consider to be male. Gametes, or sex cells, are the cells used for reproduction, and in humans they’re only found in the reproductive organs. The ova, or egg cells, are found in the ovaries of females. Sperm cells are found in the testes of males.
Somatic cells are diploid, meaning that they possess chromosomes in homologous pairs, one from each parent. Gametes are haploid, meaning that they only possess one chromosome from each pair to be passed on to their offspring.
That means that if each parent can only pass on one of each pair of chromosomes to their offspring and a male somatic cell possesses the sex chromosomes X and Y, then each of their sperm cells can possess either an X or a Y sex chromosome. But since the sex chromosomes in a female somatic cell are both X, then every ovum produced by a female will have an X sex chromosome. That means that each offspring can only inherit an X chromosome from their mother. Offspring can either inherit an X chromosome from their father or a Y chromosome. This shows us that the gamete responsible for determining the sex of a fetus is the sperm.
Let’s wrap up our lesson by taking a moment to review what we’ve learned. In this video, we learned how sex is determined by the sex chromosomes X and Y. And we learned how sex is inherited by the chromosomes found in gametes. | <urn:uuid:2667d135-7db9-45f2-8ece-814fd902a9c6> | {
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|Named By:||S. W. Williston in 1911|
|Time Period:||Early Permian|
|Location:||USA, New Mexico - Cutler Formation|
|Size:||Up to 1.5 meters long|
|Fossil(s):||Almost complete individuals|
|Classification:||| Chordata | Amphibia | Reptiliomorpha | Diadectomorpha | Limnoscelidae ||
Limnoscelis is a genus of large (1.5 m in total length), very reptile-like diadectomorph (a type of reptile-like amphibian) from the Early Permian of North America. Contrary to other diadectomorphans, Limnoscelis appear to have been carnivorous. Though the post cranial skeleton is very similar to the early large bodied reptiles like pelycosaurs and pareiasaurs, the digits lacked claws, and the bones of the ankle bones were fused like in other reptile-like amphibians. This would not allow them to use their feet actively in traction, but rather as holdfasts, indicating Limnoscelis primarily hunted slow moving prey. | <urn:uuid:8ad4da65-7586-407e-b0f0-66576adb05f9> | {
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|Bombardment of Fort Sumter by Currier & Ives|
South Carolina had seceded from the Union on December 20, 1860 - at that time, United States Major Robert Anderson and his force of 85 soldiers were positioned at Fort Moultrie near the mouth of Charleston Harbor. On December 26, fearing for the safety of his men, Anderson moved his command to Fort Sumter (wiki) in the middle of the harbor.
On Thursday, April 11, 1861, Confederate Brig. Gen. P.G.T. Beauregard dispatched aides to Maj. Anderson to demand the fort’s surrender. Anderson refused. The next morning, at 4:30 a.m., Confederate batteries opened fire on Fort Sumter and continued for 34 hours.
The firing continued all day, although much less rapidly since the Union aimed to conserve ammunition. "The crashing of the shot, the bursting of the shells, the falling of the walls, and the roar of the flames, made a pandemonium of the fort," wrote Union Capt. Abner Doubleday, the fort's second in command.
On Saturday, April 13, Anderson surrendered the fort. The generous terms of surrender allowed Anderson to perform a 100-gun salute before he and his men evacuated the fort the next day; although no soldiers had been killed in the battle, an accidental explosion during the salute killed one of the gunners and mortally wounded another.
Carrying their tattered banner, the men marched out of the fort and boarded a boat that ferried them to the Union ships outside the harbor. They were greeted as heroes on their return to the North.
Two days later, U.S. President Abraham Lincoln (wiki) issued a proclamation calling for 75,000 volunteer soldiers to quell the Southern “insurrection.”
The Civil War Trust's Fort Sumter Animated Map depicts the events that lead to the first shots of the Civil War as well as other important battles in Charleston Harbor.:
Here's an animated map showing the daily changes to the front over the course of the war:
Maroon = Confederate States of America and territories
Red = Areas occupied by Confederate forces
Pink = Gains for that Day
Dark Blue = United States of America and territories
Blue = Areas occupied by Union forces.
Light blue = Gains for that day
Yellow = Border states / disputed areas.
It's Stonewall Jackson's birthday - here's the story of his left arm's separate grave.
The Gettysburg Address was seven score and eleven years ago.
Gorgeous remastered and colorized images from the Civil War era, including Lincoln and Mark Twain | <urn:uuid:064b995c-6861-4d3f-85ce-44d7a70325e8> | {
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Chinese startup Betavolt has announced a nuclear battery that boasts a staggering operational life of 50 years without the need for charging or maintenance. It marks a significant milestone in the miniaturization of atomic energy, encapsulating 63 nuclear isotopes into a module smaller than a coin.
The possibilities here are truly stunning. Imagine phones and other mobile devices that keep on running without having to charge. Or think about drones that can fly almost indefinitely, compared to today’s energy-devouring quadcopters that can barely stay up for half an hour.
Okay, now calm down for a second because we’re not exactly there yet. But that’s the direction things seem to be heading in. Oh, and I can already sense your objection concerning this rather trivial thing about walking around with some glowing, radioactive device in your back pocket. More on that in a minute.
First, let’s talk technology.
Batteries that last for 50 years? Not as crazy as it sounds
The principle behind this nuclear battery is not new. Originating from the 20th century, the concept involves converting energy released by decaying isotopes into electricity. This technology has previously been utilized in spacecraft, underwater systems, and remote scientific stations by the Soviet Union and the United States. However, the challenge has always been the size and cost. And maybe safety too.
Betavolt’s design harnesses radiation emitted by nickel isotopes, which is converted into electricity. What the Beijing-based Betavolt managed to achieve so far is a prototype nuclear battery that delivers 100 microwatts of power, all crammed into a volume of just 15x15x5 cubic millimeters. That’s only enough to maybe power Radio-frequency identification (RFID) tags or some very low-power sensors.
The plan is to scale the design up to 1 watt by 2025, which could power some microcontrollers and some of the more efficient LED lights. That’s still not enough to power a phone by itself, but by linking many of these tiny batteries or modules in series, it’s possible. Betavolt says that the energy density is 10 times that of similar-sized lithium batteries.
“If policies permit, atomic energy batteries can allow a mobile phone to never be charged, and drones that can only fly for 15 minutes can fly continuously,” Betavolt says in a statement.
Betavolts claims — and we’ll have to take their word for it, for now — that these batteries cannot catch fire or explode, unlike lithium-ion batteries powering current smartphones and electric vehicles. The nuclear batteries can also run in temperatures ranging from -60 degrees Celsius to 120 degrees Celsius.
Nickel isotopes release beta particles — high energy, high-speed electrons with low mass. In general, beta particles have a greater ability to penetrate other materials than the much larger alpha particles. As a result, these particles can travel a few feet in the air from their source and can penetrate the skin, potentially causing burns and even damaging DNA. Nonetheless, a thin sheet of metal or plastic or just a block of wood can stop beta particles. With proper casing to shield users from radiation, the battery should be safe.
Like with lithium-ion batteries, the real danger of beta particle radiation sources is when they’re inhaled or ingested. Betavolt assures us that its atomic energy battery is completely safe with no external radiation, making it suitable even for sensitive medical devices such as pacemakers and cochlear implants. Furthermore, the company highlights the environmental friendliness of its product. After the decay period lasting decades, the isotopes transform into a stable, non-radioactive isotope of copper, posing no environmental threat or pollution.
It sounds almost too good to be true, which is always a good time to be skeptical. We’re only relying on corporate PR at this point, so I wouldn’t get too excited until we have independent researchers reviewing this kind of tech.
Betavolt has big plans. It wants to enter commercial mass production in 2025. However, are consumers ready to walk about their daily lives with a radioactive device in their pockets or palms? I bet that most people would be strongly against it, safety guarantees notwithstanding. Prove me wrong.
Betavolt isn’t alone though. In Australia, PhosEnergy is working with the University of Adelaide on their own version of a beta decay battery pack. However, they’re not aiming for the commercial market, as their power pack is meant for space-based satellites and rovers, which are as far removed from humans as they come.
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Action of 31 May 1762
The Action of 31 May 1762 was a minor naval engagement that took place off the Spanish coast off Cadiz, between a British Royal Naval frigate and a sloop against a Spanish frigate during the recently declared Anglo-Spanish War (1762–63). When the Spanish ship surrendered, it was found that she carried a large cargo of gold and silver that would lead to the greatest amount of prize money awarded to British warships.
The war with Spain was only four months old when the Royal Navy sent a blockading force to the Spanish coast. The aims of the blockade were to block the dispatch of Spanish reinforcements to the Caribbean where Havana was under British siege, and to impede Spanish operations against Gibraltar or in the Mediterranean.
On 15 May 1762 Captain Herbert Sawyer's frigate, the 28-gun HMS Active, was sailing in company with the 18-gun sloop Favourite, Captain Philemon Pownoll, off the coast of Spain near the port of Cadiz. There they sighted the 26-gun Spanish frigate Hermione.
The Hermione, under Lieutenant Juan de Zabaleta, had sailed from Callao, west of Lima on 6 January 1762, prior to, and probably ignorant of, the declaration of the Anglo-Spanish War. On sighting the Active and Favourite in the morning, the officers were slow to prepare for battle, only relocating officers and passengers to make way for the gunners by ten o’clock. The guns were not prepared and the path to the powder magazine was cluttered. At one in the afternoon the British ships tacked and started to head toward the Hermione. At three o'clock lieutenant Francisco Javier Morales de los Rios, in charge of artillery, warned Zableta to call battle stations who inexplicably responded by refusing to do so until after dinner at five o'clock.
The British vessels came up beside Herminone and fired a few rounds. The Spanish replied with a broadside, and then both Active and Favourite let loose their broadsides. Soon Hermione only had her mizzen mast still standing. As his casualties rose, and having lost the ability to manoeuvre, the Spanish captain struck.
There was confusion and misunderstanding between the Spanish officers and the Hermione only managed two broadsides. When Zableta struck his colours he stated that the English had confused the Hermione for a French frigate though Morales was preparing to continue fire. When the English boarded, Lieutenant Zabaleta surrendered without the agreement of the other officers.
The British soon took possession; only then did they realize this was no ordinary frigate as they discovered the riches on board. Hermione had been bound for Cadiz with a cargo of bags of dollars, gold coin, ingots of gold and silver, cocoa, and blocks of tin.
Her captors took Hermione into Gibraltar, and she was eventually condemned as a prize, with her contents, hull, and fittings valued at £519,705 10s 0d, approximately £71.2 million at today's prices. Pownoll and Sawyer each received captain's shares of the prize money of £64,872, approximately £8.89 million at today's prices. Ordinary seamen received £480 each, equivalent to thirty years' wages. The prize award is still a record.
Sawyer and Pownoll were now suddenly extremely wealthy. Pownoll used his money to buy the Sharpham estate at Ashprington, and to build a large house there designed by Robert Taylor and with gardens designed by Capability Brown. It was about this time that he commissioned a portrait from Sir Joshua Reynolds.
In contrast, on returning to Spain, Zableta was tried in a court-martial held aboard the Guerrero in the port of Cadiz and sentenced to death. He was later pardoned by Charles III of Spain and instead, dismissed from the Navy and served ten years in prison despite an appeal for his release and an offer to fund construction of a frigate to replace the lost vessel. Morales de los Rios was suspended for two years, during which he served in Xebecs. Another officer, Lieutenant Lucas Galves, was suspended for one year.
- Allen, Joseph (1852). Battles of the British Navy. 1. London: Bohn's illustrated library. p. 221. ASIN B009ZMMQ56.
- Bradt, Hilary (15 May 2010). Slow Devon & Exmoor. p. 144. ISBN 9781841623221.
- Laughton, J. K.; Gwyn, rev. Julian. "Sawyer, Herbert". Oxford Dictionary of National Biography (online ed.). Oxford University Press. (Subscription or UK public library membership required.)
- Wareham, Tom. "Pownoll, Philemon". Oxford Dictionary of National Biography (online ed.). Oxford University Press. (Subscription or UK public library membership required.)
- "Historia de las embarcaciones menores de la Real Armada. Historia de Fragatas (por letra H)" [History of vessels under the Royal Navy. History of Frigates (by letter H).] (in Spanish). Retrieved 18 June 2015. This tertiary source reuses information from other sources without citing them in detail.
- "Hermione (1752)" (in Spanish). Archived from the original on 15 June 2015. Retrieved 14 June 2015. This tertiary source reuses information from other sources without citing them in detail.
- "Capture of The Hermione". Lloyd's Evening Post and British Chronicle. 6 August 1762. Archived from the original on 22 April 2009.[verification needed]
- "The Monthly Chronologer". The London Magazine. 1762. p. 396.[permanent dead link]
- UK Retail Price Index inflation figures are based on data from Clark, Gregory (2017). "The Annual RPI and Average Earnings for Britain, 1209 to Present (New Series)". MeasuringWorth. Retrieved November 6, 2017.
- "Nelson and His Navy - Prize Money". The Historical Maritime Society. Retrieved 2008-08-04. | <urn:uuid:ce0b666e-0574-4d6c-84f7-f6a541a11f2f> | {
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A team of Earth scientists from North Carolina State University, the University of Alaska Fairbanks, North Carolina A&T State University, and Sandia National Laboratories has found evidence that suggests cyclones have become more common over the past half-century and have also become stronger.
In their paper published in the journal Communications Earth & Environment, the group describes how they gathered resource data from a variety of sites covering decades of environmental research in the Arctic and what they learned about cyclones in the region.
Prior research has shown that temperatures in the Arctic are rising faster than anywhere else on Earth. Such changes have led to ice forming later and melting earlier each year; some scientists have predicted that there may be ice-free summers by the end of this decade. In this new effort, the research team focused their attention on Arctic cyclones. This came on the heels of the strongest known cyclone to ever strike the Arctic region last year. With wind speeds up to 67mph, the storm generated massive waves that broke up a lot of the winter ice.
To find out if such storms are becoming more prevalent, the research group gained access to a large number of data sets that hold climate information about the Arctic, going back to the 1950s. They then made comparisons of cyclones that have occurred over the past seventy years. In so doing, they found that cyclones in the Arctic have been growing bigger and stronger—and they last longer too. They also found that they have been happening more often.
The researchers found what they describe as a clear association between rising temperatures and cyclone formation in the Arctic. They also found that changes in temperature gradients are playing a role in the size and strength of the cyclones that form, and noted that changes in the jet stream are likely linked to the increase in numbers of Arctic cyclones, particularly in the winter. Additionally, vortexes of polar air in the troposphere have been strengthening, leading to more cyclones in the summer.
The team concludes by observing that as more cyclones of larger size strike the Arctic, more sea ice breaks up, speeding up the process of climate change in the region.
Xiangdong Zhang et al, Arctic cyclones have become more intense and longer-lived over the past seven decades, Communications Earth & Environment (2023). DOI: 10.1038/s43247-023-01003-0
© 2023 Science X Network
New study suggests cyclones in the Arctic are forming more often and getting stronger (2023, October 26)
retrieved 4 November 2023
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no
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People have enjoyed foods similar to the donut since ancient times. This is evidenced by archaeological finds. The modern donut can be traced to early America, when Dutch settlers brought the tradition of olykoek or “oily cakes” from their homeland. The donut first appeared in a cookbook in 1803, and by the mid-1800s, donuts looked and tasted as they still do today.
In popular culture, such as movies and television shows, donuts by the dozen often come in pink boxes. Why? Refugees from other lands settled in California. One family started a successful donut business. They desired red boxes for their donuts since they viewed red as a lucky color. However, pink boxes were cheaper so they used these. Not only were the donuts themselves delicious, but since the shops were located near Hollywood, the donuts and their boxes were often used as movie props. Thus, plain pink donut boxes entered into popular culture.
Scroll down for a downloadable PDF of this tutorial.
Different types of donuts are eaten all around the world. For example, in Japan, fried dough similar to donut holes are filled with a sweet bean paste. In India, a savory rather than sweet type of donut is made with lentil flour. Other round, filled, and twisted pastries exist around the world.
Would you like to draw a tasty donut? Doing so is easier than ever with the help of this simple, step-by-step drawing tutorial. All you will need is a pencil, an eraser, and a sheet of paper. You may also want to color your drawing using markers, crayons, or colored pencils.
Click HERE to save the tutorial to Pinterest!
Step by Step Instructions for Drawing a Donut
1. Begin by drawing a large oval. This shape outlines the top of the donut.
2. Draw a small oval in the center of the large oval. This indicates the hole in the middle of the donut. Then, draw a curved line through the center of the small oval, parallel to the top of the oval. This gives the donut dimension, revealing the back side of the donut’s center.
3. From one side of the oval, draw a long, curved line. Loop it beneath the oval, remaining parallel with it, and attach it to the oval on the opposite side. This outlines the front side of the donut.
4. Draw a long, wavy line, beginning on one side of the large oval and following its perimeter. Notice how the waves of the line have different heights and depths, and how it at times crosses into the oval. This indicates the edge of the donut’s dripping frosting.
5. Erase the guide lines from the top of the donut.
6. Draw a wavy line in the center of the donut, between the parallel lines. This indicates frosting dripping into the center of the donut.
7. Erase guide lines from the center of the donut.
8. Draw a curved line just above the frosting’s edge, giving dimension to the donut. Then, begin to draw sprinkles. For each sprinkle, enclose an irregular bean shape, narrow and rounded on each end.
9. Draw additional sprinkles, narrow and rounded, until the entire top of the donut is covered with the small, sugary candies.
10. Color your donut, its frosting, and its sprinkles. What flavor will your frosting be? Will it be dark brown chocolate, white vanilla, lemony yellow, pink strawberry, or something else?
The Complete Donut Drawing Tutorial in One Image
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Please select State, Grade and subject before Search
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (a) 10 can be thought of as a grouping of ten ones—called a “ten.” (b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. (c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). (d) Show flexibility in composing and decomposing tens and ones.
1.OA.4 Understand subtraction as an unknown-addend problem.
1.OA.5 Relate counting to addition and subtraction.
1.OA.6 Add and subtract within 20, demonstrating fluency (efficiently, accurately, and flexibly) for addition and subtraction within 10. Use mental strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums.
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
1.OA.7 Understand the meaning of the equal sign (the value is the same on both sides of the equal sign), and determine if equations involving addition and subtraction are true or false.
1.OA.8 Using related equations, determine the unknown whole number in an addition or subtraction equation.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do not need to learn formal names such as “right rectangular prism.”
Education Galaxy’s Kansas College and Career Ready Standards (KCCRS) program provides online assessment and practice for students in Grades K-6 to help build mastery towards the KCCRS. Our unique online program is easy to use and enjoyable for both teachers and students. Students work on their Study Plans practicing important concepts while teachers pull formative assessment reports to identify the strengths and weaknesses of their classroom and individual students. | <urn:uuid:ab16f275-a35b-441f-b3c2-5c144faa4281> | {
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How do you find the discount rate?
How to calculate discount rate. There are two primary discount rate formulas – the weighted average cost of capital (WACC) and adjusted present value (APV). The WACC discount formula is: WACC = E/V x Ce + D/V x Cd x (1-T), and the APV discount formula is: APV = NPV + PV of the impact of financing.
What is the concept of discount rate?
A discount rate is the rate of return used to discount future cash flows back to their present value.
What is the discount rate in NPV?
It’s the rate of return that the investors expect or the cost of borrowing money. If shareholders expect a 12% return, that is the discount rate the company will use to calculate NPV. If the firm pays 4% interest on its debt, then it may use that figure as the discount rate.
Is discount rate and rate of return the same?
The discounted rate of return – also called the discount rate and unrelated to the above definition – is the expected rate of return for an investment. Also known as the cost of capital or required rate of return, it estimates current value of an investment or business based on its expected future cash flow.
Is a high or low discount rate better?
Higher discount rates result in lower present values. This is because the higher discount rate indicates that money will grow more rapidly over time due to the highest rate of earning. Suppose two different projects will result in a $10,000 cash inflow in one year, but one project is riskier than the other.
How do I calculate rates?
However, it’s easier to use a handy formula: rate equals distance divided by time: r = d/t. Actually, this formula comes directly from the proportion calculation — it’s just that one multiplication step has already been done for you, so it’s a shortcut to learn the formula and use it.
What does higher discount rate mean?
In general, a higher the discount means that there is a greater the level of risk associated with an investment and its future cash flows. Discounting is the primary factor used in pricing a stream of tomorrow’s cash flows.
Why is a discount rate important?
The discount rate serves as an important indicator of the condition of credit in an economy. Because raising or lowering the discount rate alters the banks’ borrowing costs and hence the rates that they charge on loans, adjustment of the discount rate is considered a tool to combat recession or inflation.
Why is NPV better than IRR?
The advantage to using the NPV method over IRR using the example above is that NPV can handle multiple discount rates without any problems. Each year’s cash flow can be discounted separately from the others making NPV the better method.
What is the difference between discount rate and interest rate?
An interest rate is the rate you can expect to pay for borrowing money, or the rate of return you expect from an investment. Discount rate refers to the rate used to determine the present value of cash.
How do I calculate NPV?
If the project only has one cash flow, you can use the following net present value formula to calculate NPV:
- NPV = Cash flow / (1 + i)t – initial investment.
- NPV = Today’s value of the expected cash flows − Today’s value of invested cash.
- ROI = (Total benefits – total costs) / total costs.
What is a risk free discount rate?
The risk-free rate represents the interest an investor would expect from an absolutely risk-free investment over a specified period of time. The real risk-free rate can be calculated by subtracting the current inflation rate from the yield of the Treasury bond matching your investment duration.
What happens when discount rate increases?
The net effects of raising the discount rate will be a decrease in the amount of reserves in the banking system. Fewer reserves will support fewer loans; the money supply will fall and market interest rates will rise. If the central bank lowers the discount rate it charges to banks, the process works in reverse. | <urn:uuid:caadbfe0-ebb4-460f-be11-a9e374bd7fa1> | {
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What are the four main areas of nurses accountability? There are four ‘pillars’ that make up a framework of professional accountability deriving from different types of authority in nursing practice these are professional, ethical, lawful and employment/contractual (Caulfield 2005).
What are the 4 pillars of accountability? Since 2001 a new approach to accountability has been introduced by Caulfield (2005) which identifies four pillars of accountability: First pillar – professional accountability Second pillar – ethical accountability Third pillar – legal accountability Fourth pillar – employment accountability.
What are the accountability of a nurse? Professional nursing accountability will be defined as taking responsibility for one’s nursing judgments, actions, and omissions as they relate to life-long learning, maintaining competency, and upholding both quality patient care outcomes and standards of the profession while being answerable to those who are
What are the principles of accountability in nursing? According to the code of ethics of the American Nurses Association (ANA), “Accountability means to be answerable to oneself and others for one’s own actions.” Accountability in nursing requires nurses to follow an ethical conduct code based in the “principles of fidelity and respect for the dignity, worth, and self-
What are the four main areas of nurses accountability? – Related Questions
What are professional nurses accountable for?
As registered professionals, nurses, midwives and nursing associates are accountable for all aspects of their practice, including accountability for what they choose to delegate, and agreement, or not, to undertake activities which are delegated to them.
What are the 7 pillars of accountability?
by Greg Bustin
He introduces the Seven Pillars of Accountability: character, unity, learning, tracking, urgency, reputation and evolution, and shows how each pillar is a crucial part of effective leadership.
What are the 7 ethical principles in nursing?
The ethical principles that nurses must adhere to are the principles of justice, beneficence, nonmaleficence, accountability, fidelity, autonomy, and veracity.
What are the 4 main ethical principles in nursing?
The 4 main ethical principles, that is beneficence, nonmaleficence, autonomy, and justice, are defined and explained. Informed consent, truth-telling, and confidentiality spring from the principle of autonomy, and each of them is discussed.
What are the 6 C’s in nursing?
The 6Cs – care, compassion, courage, communication, commitment and competence – are a central plank of Compassion in Practice, which was drawn up by NHS England chief nursing officer Jane Cummings and launched in December 2012.
Why is accountability important in nursing care?
Accountability — or a willingness to accept responsibility for one’s actions — is a cornerstone of nursing. Accountability in nursing practice has been linked to better patient health outcomes and quality improvements at the institutional level. Accountability is vital to the future of healthcare, experts say.
Why is accountability so important?
Accountability eliminates the time and effort you spend on distracting activities and other unproductive behavior. When you make people accountable for their actions, you’re effectively teaching them to value their work. When done right, accountability can increase your team members’ skills and confidence.
What is accountability and examples?
The definition of accountability is taking or being assigned responsibility for something that you have done or something you are supposed to do. An example of accountability is when an employee admits an error she made on a project.
Who is the nurse most accountable to?
Accountability to the Patient
Patients have the right to safe, quality care. Nurses are held accountable to their patient by the fulfilling their obligations set for in the Scope and Standards of Practice and the Code of Ethics.
How do you describe accountability?
: the quality or state of being accountable especially : an obligation or willingness to accept responsibility or to account for one’s actions public officials lacking accountability.
How many pillars of accountability are there?
Each of the Seven Pillars of Accountability are of equal importance, but the Character Pillar and Reputation Pillar are sometimes confused.
What is an accountability structure?
An accountability structure is the organizational framework that depicts the different groups within the partnership and includes an outline of the roles and responsibilities of each group, describing the processes, people, and supports necessary to function effectively.
What is effective accountability?
Effective accountability requires not only clearly defining it, but also performing the following: orienting, emoting, engaging, and communicating. Accountability across a team or organization is impossible if people are not oriented properly on what they are to focus their attention and efforts on.
What are the 8 ethical principles?
This analysis focuses on whether and how the statements in these eight codes specify core moral norms (Autonomy, Beneficence, Non-Maleficence, and Justice), core behavioral norms (Veracity, Privacy, Confidentiality, and Fidelity), and other norms that are empirically derived from the code statements.
What are the 5 core values of nursing?
Caring is best demonstrated by a nurse’s ability to embody the five core values of professional nursing. Core nursing values essential to baccalaureate education include human dignity, integrity, autonomy, altruism, and social justice. The caring professional nurse integrates these values in clinical practice.
What are the six ethical principles of nursing?
Utilizing the ethical principles of autonomy, beneficence, nonmaleficence, fidelity, justice, and paternalism as outlined by the American Nurses Association (ANA) provides us with a firm foundation for ethical decision making.
What are the 10 ethical principles in nursing?
The search yielded 10 nursing ethical values: Human dignity, privacy, justice, autonomy in decision making, precision and accuracy in caring, commitment, human relationship, sympathy, honesty, and individual and professional competency.
What are legal issues in nursing?
Some of the most commonly occurring legal issues that impact on nursing and nursing practice are those relating to informed consent and refusing treatment as previously detailed, licensure, the safeguarding of clients’ personal possessions and valuables, malpractice, negligence, mandatory reporting relating to gunshot
What is accountability in life?
Accountability means living in integrity, with all your thoughts, words, and actions are consistent with one another and in alignment. Commitment is one thing, but accountability is vital to sustaining long-term success and mastering your Inner Critic.
What type of person makes a good nurse?
A characteristic of a good nurse is one that shows empathy to each patient, making a true effort to put themselves in their patients’ shoes. By practicing empathy, nurses are more likely to treat their patients as “people” and focus on a person-centered care approach, rather than strictly following routine guidelines.
What are the moral accountability and responsibility of a registered nurse?
Being morally accountable and responsible for one’s judgment and actions is central to the nurse’s role as a moral agent. Nurses who practice with moral integrity possess a strong sense of themselves and act in ways consistent with what they understand is the right thing to do. | <urn:uuid:03215e8a-35c0-4377-be70-d110bfe94212> | {
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Volume 15, Number 3 and 4, August 2009
Copyright © 2009 Society for Music Theory
Universal Design and Adaptive Equipment: Ideas and Solutions for Music Schools
Universal design and adaptive equipment are important concepts for all public facilities, including music schools. In what follows, I will explain what those terms mean and explore some applications in the academic environment we share as students of music and as musical scholars.
Universal design is a term referring to “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”(1) This concept goes beyond the familiar notion of “disabled accessibility,” enshrined in the Americans with Disabilities Act. For disabled accessibility, you can have a wheelchair ramp next to a set of stairs. With universal design, you have no stairs to the entrance at all. As a result, everyone can use the same entrance—that’s the “universal” in universal design.
The North Carolina State University Center for Universal Design has an excellent website at http://www.design.ncsu.edu/cud/, which lays out the principles of universal design. These include: (1) equitable use, (2) flexibility in use, (3) simple and intuitive use, (4) perceptible information, (5) tolerance for error, (6) low physical effort, and (7) size and space for approach and use. Let me discuss these seven principles one by one, and suggest some ways in which each might be realized within a school of music. Equitable use would include a floor-level entrance, ramps with handrails up to stages, and elevators which do not require a key to operate, available for all to use. In addition to helping people whose mobility is impaired, these design elements can benefit cellists, double bassists, and harpists.
Flexibility in use would include knobs on a piano bench so that people of drastically different heights and people with back problems could use them. Likewise, music stands should be adjustable to the full range of height.
An example of simple and intuitive use is power doors that automatically open, rather than having to press a button, the location of which may or may not be obvious. As with the examples of equitable use above, such a feature is helpful to people whose mobility is impaired by musical equipment as well as by biology.
Perceptible information usually refers to large print, Braille, and what is called “redundant cueing” (meaning instructions are available for multiple senses to help those who are blind, deaf, or both). In music libraries the instructions for playing recordings are not always clear and consistent, so people who are not there frequently need this sort of help. Music libraries and orchestra libraries should endeavor to keep Braille music in their collections as much as possible.
A good example of tolerance for error is the “command-Z” or “undo” command available in much computer software. This feature should be available on all music software! This concept is also important for electronic hardware; some types of equipment, especially microphones it seems, are so sensitive that their tolerance for error is too low for a person who has any kind of physical anomaly. Those who are responsible for buying electronic equipment should keep this factor in mind when selecting it.
Low physical effort is reasonably self-explanatory: environments should be designed to demand as little bodily exertion as possible. Easily-turning casters on pianos would be a simple illustration of this principle.
Size and space for approach and use might imply having wide doors, keeping things at floor-level, or using ramps, rather than stairs, when possible. Libraries need to make sure to offer and to advertise assistance in physically reaching items. For example, at one library, I found it difficult to lift a heavy academic book after a hospital stay and was not readily offered help with it. Listening bays must be accessible, whether in the library or classroom, and there needs to be space in classrooms, libraries and other areas for wheelchairs and walkers to turn around.
Adaptive equipment is simply something a musician can use to compensate for difficulty in performing a particular motion or task. It is a good idea for music schools to have some types of adaptive equipment on hand in order to be inclusive. In what follows, I offer a few illustrative examples.
At http://www.kayjae.com, for example, one can buy a drum practice pad that is adjustable and designed to be used while sitting in a chair or wheelchair. The manufacturer advertises that it is useful for paraplegic musicians and for those with any sort of back problem.
The foot-pedal stool for pianos, which raises the pedals higher for pianists with short legs (see http://www.cpsimports.com/foot_pedal_stool.html), may be more familiar. It can be used by children, which is the advertised purposed, but it can also be used by adults who are Little People.
It is not likely that a music school would want to keep adapted woodwind instruments around because the adaptations are specific to the musician’s particular impairment. The general principle is that if a musician, for whatever reason, does not have the use of one or more fingers, that lack of a finger can be accommodated with a thumb extension; the instruments themselves are specially made, however. An example can be found at the website
Of course, as scholars we are especially concerned about writing papers, so voice recognition software is useful, though imperfect. Dragon Naturally Speaking is the best known, but there are others. At universities, the disability accommodations office may have such software available for the use of students at least, and a faculty member could ask for it as an accommodation from the department. Likewise for musical examples, there are ways to input MIDI without a keyboard, for example with a wind controller. Disability offices and music schools should be encouraged to have that equipment and software on hand as well.
The field of adaptive equipment for musicians is fairly ad hoc at the moment. So for now, if you, a student, or a colleague are in need of some specialized type of equipment, your best bet is to check the websites mentioned previously. The following sites may also prove helpful:
It is my hope that, with greater awareness of disability in music, the field will grow so that there will be accepted equipment that is standard for all music schools and departments to have for their students, faculty, and staff to use.
This quotation is from Ron Mace, the architect and designer who founded the Center for Universal Design at North Carolina State University.
Copyright © 2009 by the Society for Music Theory. All rights reserved.
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This document and all portions thereof are protected by U.S. and international copyright laws. Material contained herein may be copied and/or distributed for research purposes only. | <urn:uuid:0bbe2967-6a12-4920-a4ff-3465756f0178> | {
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Why do we need to eat fibre?
It used to be called “roughage”, and people tried to get rid of it. Now we have heard plenty about it, but why do we need fibre in our diet?
Dietary fibre is actually a form of carbohydrate that does not get digested by enzymes in our small intestine, and so its sugar units are not absorbed into the bloodstream. Dietary fibre is therefore known as ‘non-glycaemic‘.
However, fibre has important effects on other nutrients within the small intestine and through effects on the large intestine, where few other nutrients arrive intact. It has a range of valuable health effects:
- Smooths out digestion and absorption of glucose and fats in the small intestine. It reduces the Glycaemic Index of a meal.
- Provides fuel for the healthful or “good” bacteria in our large intestine which in turn benefit us by making vitamin B12, and by releasing volatile fatty acids from the dietary fibre which are important for the health of our colon.
- Speeds up transit though the intestines to remove waste and toxins from our body
- Regulates bowel action, so reduces cancer risks.
Did you know? Dietary fibre has been sold for years as a ‘bulking agent’ as people thought it must reduce appetite and help weight loss. But research shows that it doesn’t actually reduce appetite or assist weight loss directly.
So, what is dietary fibre? Find out more by clicking that link.
Where do we find dietary fibre in our food?
Generally, dietary fibre is present in all plant foods – fruits, vegetables and grains – but not in animal foods. This is mainly because of the different in cell structures – plants cells have cell walls, animal cells don’t.
Insoluble fibre can be found in foods such as wheat, corn, wholemeal bread, brown rice, bran, whole grain cereals, nuts and seeds, vegetables and peels of fruits.
Soluble fibre is particularly rich in legumes – lentils and peas and beans (including peanuts) and bean products like ‘soya protein’ – and in oats, barley, fruits, vegetables and potatoes
Is there a down-side? Can you have too much dietary fibre?
Well, yes you can… First, some advice for you if you want to add more fibre to your diet… Increase fibre-rich foods gradually, because a sudden large addition of fibre into your diet can cause stomach cramps and excessive, often painful, wind. Your intestine will adapt in time.
And, too much dietary fibre can interfere with the absorption of minerals such as iron, zinc and calcium from foods. This is not often a problem because high-fibre foods usually contain plenty of these minerals, and vegetarians on very high fibre diets tend to be healthy, but it can cause problems when the overall diet quality is poor. If you are taking fibre supplements, be careful and only use them occasionally.
It’s important to always make sure that you keep yourself well hydrated in relation to your fibre consumption, because fibre can dehydrate you a little and become sluggish in your system.
So we can see that dietary fibre has lots of plus-features, but it can have a few minuses too. Our health depends on eating a balanced diet- and it can sometimes be a bit tricky to work out all the pluses and minuses of all the nutrients. | <urn:uuid:f431de9e-6d05-434d-ae19-f45f0d031db2> | {
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Read the side of your tire for its circumference. Look for numbers such as 26 or 700; the former is a common tire size for mountain bikes, while the latter is common to road bikes. Most road bike wheel sizes start with 700, but other common sizes for mountain bikes include 29, 24, 16 and 12. Compare this number to the chart on page 15 in the Sigma manual (see link in References section) to determine tire size.
Stand your wheel up on the ground. Measure the height of the wheel from top to bottom with your millimeter tape. Multiply the height by 3.14 on your calculator. Input this number as the wheel size in your Sigma computer.
Lay the millimeter tape on the ground. Place your wheel at the end of the millimeter tape with the valve stem at the bottom of the wheel. The valve should point 90 degrees upward. Roll the wheel along the tape one full revolution until the valve once again points upward. Measure the number of millimeters the wheel covered in that roll, and input that number as the wheel circumference into your computer. | <urn:uuid:cd600641-f4f7-44c7-afc9-3666896bd394> | {
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Amateur astronomer Andrew A. Common built the Crossley Reflector in Great Britain in 1879, around the time that the Great Lick Refractor was built. The Great Refractor was one of the last large refractors built, and the Crossley was one of the first large reflectors built. Large reflectors became practical after 1880, when a new technology for making concave, silver-coated glass mirrors was perfected. Prior to this, such mirrors required constant polishing to remain reflective.
With his reflector, A.A. Common was the first to discover that stars too faint to be seen through a telescope with the eye could be imaged in photographs taken through the telescope using a long exposure time. This discovery is the basis for all modern astrophotography and spectroscopy. For these early astronomical photographs, Common was awarded the Royal Astronomical Society gold medal for Astronomy.
After deciding to build a larger telescope, Common sold the 36-inch reflector to Edward Crossley in 1885. Crossley built a new dome enclosure to protect the telescope and observers from the harsh Halifax (UK) weather, but this climate was far from ideal for observation. After about 10 years, Crossley donated both telescope and dome to Lick Observatory, where it was put into operation in 1896.
Lick Observatory director James Keeler used the Crossley to produce early photographs of nebulae, fuzzy-looking areas in the night sky, in the hopes of better understanding their nature. To his surprise, he saw many fainter nebulae in the background of his Orion Nebula images. Previously, astronomers had thought that all nebulae were pretty much the same, and that they were rare phenomena. Keelers photos with the Crossley reflector showed that nebulae were in fact quite common. They also showed a variety of different types of "nebulae." Some of these were areas of interstellar dust that we still call nebulae today. Others were actually spiral galaxies filled with billions of stars. Such detailed photographs were possible because this reflecting telescope focused light more effectively than the 36-inch refractor. Thus Keelers photos also showed the superiority of reflectors to refractors for modern astronomical research.
The 36-inch Crossley reflector was used for observation extensively before the 120-inch Shane reflector was built on Mt. Hamilton in 1959. After this, the Crossley reflector was used occasionally for research until 2009, although it has limited light-gathering ability and is not physically easy to use (see 2004 image above with scientist standing in observing position). Research in the recent past includes SETI (Search for Extraterrestrial Intelligence) projects, eclipsing binary star research, and some extrasolar planetary search observations.
When the Crossley Reflector first arrived on Mt. Hamilton in 1896, William Hussey, who had been assigned the task of making the Crossley operational, called it a "pile of junk." This attitude was reflected in his work on the Crossley, and it was not until James Keeler arrived in 1898 that serious rennovation of the Crossley was begun. The Crossley telescope has now been upgraded to the extent that no original telescope parts remain (note photos above).
Keeler adjusted the inclination of the axis of the telescope to the correct angle for Lick Observatory's latitude, aligning the telescope with the earth's axis. He then adjusted the drive clock, enabling the Crossley to follow star motions more accurately. He also removed the old mirror coating, applied a new reflective surface, and made other upgrades. By 1899, Keeler had taken his series of nebulae images. These were impressive enough to cause a sensation at a meeting of the fledgling American Astronomical Society (AAS).
After Keeler's death in 1900, Charles Perrine completed Keeler's collection of nebulae photographs as well as overseeing dramatic improvements to the Crossley. Between 1902 - 1904, Perrine improved the mechanical mounting, drive, and gears such that the telescope tracked more accurately. He redesigned the way that photos were taken by removing a secondary mirror and installing a plateholder at prime focus (top of telescope). This increased the amount of light available to expose the photographic plates, as light reflected off only one mirror instead of two. Finally, as illustrated in the 1905 photo above, he replaced the minimal lens mounting structure with a rigid tube. This solved the problems of the mirror slipping and the telescope flexing under its own weight during observation at certain angles and under windy conditions.
Compare the photos above to see how the Crossley has changed. (Click on images for enlargements). The photo at the top of the page, taken in 2004, and the photo from 1965 illustrate one of the fundamental challenges of observing with the Crossley. To look through the telescope, observers must stand on a mezzanine 25 feet above the dome floor. Observers must take extreme care not to step too close to the edge, to avoid falling, regardless of how sleepy they might be during long observing nights. Remarkably, considering the physical challenge of using this telescope, its age, and its limited light-gathering capacity, this telescope was still used until recently for research.
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A Street has 13 houses in a row. Some residents in the first house tested positive for Covid-19. The virus spreads in 2 ways: It can spread to the next house or jump directly to the third house. Residents of house two can get infected in only one way, house 3 in two ways, house four in 3 ways, house 5 in five ways, and so on. If the virus progresses from left to right, how many ways can house 13 be infected?
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Transient synovitis of the hip refers to a self-limiting acute inflammatory condition affecting the synovial lining of the hip. It is considered one of the most common causes of hip pain and limping in young children. Over 90% of hip joint effusions in children tend to be due to transient synovitis 10 Transient synovitis (TS) is the most common cause of acute hip pain in children aged 3-10 years. The disease causes arthralgia and arthritis secondary to a transient inflammation of the synovium of the hip . It's also known as transient synovitis. Toxic synovitis mainly occurs in children between the ages of 3 and 8
Transient synovitis (TS) is a benign and self-limiting condition that involves inflammation that typically occurs in the hip joint. Although the exact cause of TS remains under investigation, it is commonly associated with a viral infection in children between 3 and 8 years old Transient Synovitis. Transient synovitis is a common cause of limp and hip pain in children 18 months to 12 years of age (mean age, 5 to 6 years) and typically involves a hip joint unilaterally (see Chapter 79). Transient synovitis often occurs in association with a viral respiratory or gastrointestinal illness and may be the result of either direct viral infection of the synovium or a postinfectious response Transient synovitis is sometimes referred to as irritable hip. It is caused by temporary (transient) irritation and inflammation in the synovial membrane of the joint (synovitis).It is the most common cause of hip pain in children aged 3 - 10 years Transient synovitis also called toxic synovitis, is an acute, non-specific, inflammatory process affecting the joint synovium 1). Transient synovitis is called transient because it lasts only a short time. Transient synovitis of the hip is the most common cause of acute hip pain in children aged 3-10 years Transient synovitis is a self-limited unilateral inflammatory synovitis, typically of the hip joint, which represents the most common cause of hip pain in children aged 3-10 years.Although self-limited and treated symptomatically, it is crucial to differentiate this condition from septic arthritis, which requires treatment with surgical drainage and parenteral antibiotics
transient synovitis FREE subscriptions for doctors and students... click here You have 3 open access pages. Irritable hip is a common disorder of childhood which presents with the acute onset of hip pain and a limp that gradually resolves . Transient synovitis of the hip: a comprehensive review. J Pediatr Orthop B. 2014 Jan;23(1):32-6; Cook PC. Transient synovitis, septic hip, and Legg-Calvé-Perthes disease: an approach to the correct diagnosis. Pediatr Clin North Am. 2014 Dec;61(6):1109-1 Transient synovitis is a diagnosis of exclusion Table - Differential diagnosis of Hip Pain in Children; Treatment: Nonoperative . NSAIDS and close observation. indications . low clinical suspicion of septic arthritis; modalities . treat the patient with IV or PO NSAIDS and observe over 24 hours; minimize walking for 24 hours; consider traction. What is the clinical course of transient synovitis in children: a systematic review of the literature Abstract. Background: Transient synovitis of the hip (TS) is considered to be a self-limiting disease in childhood. However, because the etiology is unclear and some cases precede Legg-Perthes' disease, data on follow-up are important
Transient synovitis is a benign, self-limiting condition that is diagnosed after the exclusion of more serious causes of acute hip pain in children. Although its etiology remains unclear, it is largely believed to be viral in nature. Transient synovitis typically presents as an acute onset of thigh A clinical review of 47 eases of transient synovitis of the hip joint occurring in patients less than 14 years of age is presented. Evidence from clinical, bacteriologic and serologic data is presented to show that in four patients acute streptococcal infection was associated with the development of transient synovitis. In one other patient clinical and serologic data disclosed a similar. Transient synovitis is a self-limiting inflammatory disorder of the hip that commonly affects young children . Doctors don't know its exact cause, but some kids develop it after having a viral infection (such as a cold or diarrhea)
일과성 고관절 활액막염(一過性股關節滑液膜炎, transient synovitis of the hip, toxic synovitis)은 고관절의 주머니의 활막에 염증이 있는 자가 제한 질병이다.. 일과성 고관절 활액막염은 3~10세 사이의 어린이들에게 영향을 미친다. (그러나 3개월 유아와 일부 성인에게도 발견되었다는 보고가 있다) 아동의. Transient synovitis (TS) is an acute, non-specific, inflammatory process affecting the joint synovium. TS of the hip is a common cause of hip pain in the pediatric patient population. While the condition is a benign, self-limiting process, providers must recognize the critical importance of differentiating TS from an acute infectious process
Transient synovitis (TS) is the usual pathological cause of an irritable hip (IH). TS is a benign self-limited condition in which there is inflammation of the hip synovium and likely an effusion. The clinical features typically last not more than 14 days, and have no adverse sequelae Transient synovitis, also known as 'irritable hip', is a self-limiting inflammatory condition that affects the synovium within the hip joint. It is the most common cause of hip pain in children aged between 3-10 years old. Transient synovitis is an important differential to consider when presented with a limping child Introduction. Transient synovitis of the hip is an acute inflammatory condition of the inner lining of the hip.Transient means it is temporary and doesn't last long. Transient synovitis is also known as toxic synovitis orirritable hip. This condition affects young children (boys more than girls) most often Transient synovitis (TS) is the most common cause of acute hip pain in children aged 3-10 years. The disease causes arthralgia and arthritis secondary to a transient inflammation of the synovium.
People of all ages can experience hip pain: athletes, people growing older, even small children. Something that we see very commonly in kids that mimics the.. Transient synovitis, acute myositis and minor trauma are common causes of limp in children, but serious pathology should be excluded; Pain causing limp can be referred. Therefore, a thorough assessment of joints above and below (including the spine and other relevant body systems) is essential to accurately localise the sourc Synovitis may make these and other motions of the hips difficult and painful. 5. Synovitis Knees. This form of synovitis seems to be the most common, as it can affect the act of bending the knee and walking. Excruciating, shooting pain in the knee is a usual complaint. 6. Synovitis Ankl Transient synovitis, septic hip, and Legg-Calvé-Perthes disease are common conditions in children. Distinguishing between these disorders can be a diagnostic challenge. Similar presentations, in an age group difficult to examine, coupled with literature that is confusing creates difficulty. It is important to make the correct diagnosis of septic hip in a timely fashion to avoi Transient synovitis of the hip typically occurs in 3 to 8-year-old children. The onset is clinically characterized by acute hip pain and limp with limited joint mobility, and the leg is usually held in a position of flexion and external rotation to avoid pain. US image is characterized by joint effusion in the hip joint anterior recess, as.
Transient Synovitis of the Hip is a temporary inflammation of the hip that can cause limping and hip pain in children. Discover symptoms, like limping, causes, diagnosis and treatment by Prof. Nicola Portinaro one of the most experienced surgeons in the world for hip diseases and treatments Developed by renowned radiologists in each specialty, STATdx provides comprehensive decision support you can rely on - Transient Synovitis Guarded hip rotation in Transient Synovitis (but will tolerate passive range of motion testing) Will bear weight on joint enough to demonstrate a limp Contrast with Septic Arthritis with more pronounced spasm, guarding, and fixed position with a refusal to bear weigh Transient synovitis of the hip, also called toxic synovitis is a self limiting disorder, where the inner lining of the capsule of hip joint is inflamed. Transient synovitis of the hip in adults is very rare. Symptoms are acute pain in the hip, difficulty in walking, limping can be mild to severe, mild rise in temperature Transient synovitis of the hip: more evidence for a viral aetiology. Eur J Emerg Med 2010; 17:270-273. ↑ Leibowitz E, Levin S, Torten J, Meyer R. Interferon system in acute transient synovitis. Arch Dis Child 1985; 60:959-962
Toxic synovitis is diagnosed when other more serious conditions have been ruled out, such as: Septic hip (infection of the hip); Slipped capital femoral epiphysis (separation of the ball of the hip joint from the thigh bone, or femur); Legg-Calve-Perthes disease (disorder that occurs when the ball of the thigh bone in the hip does not get enough blood, causing the bone to die Transient Synovitis of the Hip. Introduction. Transient synovitis of the hip is a self-limiting disorder of unknown etiology in which the patient presents with acute hip pain, limp and possibly an inability to walk. The condition, first reported in 1892 by Lovett 1, described a transient or ephemeral form of hip disease that disappears in a.
Transient synovitis is the most common diagnosis. Other causes of acute limp include contusion, foreign body in the foot, fracture, osteomyelitis, septic arthritis, reactive arthritis, and Lyme. Transient synovitis (irritable hip) of the hip is the most common cause of an unexplained limp under the age of 6. The current usual practice is to make the diagnosis of irritable hip on clinical grounds. It is no longer routine practice to support this diagnosis with blood tests or imaging. This development in practice opens the possibility. Transient Synovitis (Toxic Synovitis) is the most common form of temporary hip joint inflammation in children. It can develop suddenly between three and nine years of age and then disappear after a short time (4-6 weeks), with no serious lasting effects. The most common cause is a virus, so it is frequently seen after an upper respiratory. Transient synovitis, also known as toxic synovitis, is inflammation in the hip joint, and commonly causes hip pain in children. While the science isn't conclusive, doctors believe the inflammation is due to a virus or infection that occurs elsewhere in the body, causing an immune response
Find all the evidence you need on Transient synovitis via the Trip Database. Helping you find trustworthy answers on Transient synovitis | Latest evidence made eas Transient synovitis of the hip is common among children but can also develop in adults [5, 7, 10-13]. Various clinical, laboratory, and radiographic criteria are used to differentiate septic arthritis from transient synovitis, but no absolute values are sufficient for definitive diagnosis of either condition [2, 5] There is debate as to the optimal management of children with hip joint effusions especially regarding the decision to aspirate. The objective of this study was to determine whether there is a need to aspirate hip joint effusions detected on ultrasound in patients with clinical transient synovitis (TS) and to identify the natural history of these effusions Transient synovitis Transient synovitis is an inflammation in the hip joint that causes pain, limp and sometimes refusal to bear weight. Epidemiology demographics male > female children 2-8 years of age risk factors preceding viral infectio Transient synovitis is a benign, self-limiting condition that is diagnosed after the exclusion of more serious causes of acute hip pain in children. Although its etiology remains unclear, it is.
Transient Synovitis, Toxic Synovitis or Irritable Hip is a medical condition observed in children between 3-8 years that causes pain in the hip joint followed by limping. The underlying cause is the inflammation in the lining of the synovial joint. Although the condition is usually transitory, it may lead to Osteoarthritis in the later stages Transient synovitis of the hip: more evidence for a viral aetiology. Kastrissianakis K(1), Beattie TF. Author information: (1)University of Edinburgh Medical School, Edinburgh, UK. [email protected] OBJECTIVES: Transient synovitis (TS) of the hip is a common cause of limping in children. A link with infection has been suggested but. Transient synovitis of the hip is heralded by reluctance to bear weight and perhaps irritability and malaise. In common with septic arthritis and other cases of abnormal hip fluid, the log‐roll test is usually positive, yielding pain signs from rolling the upper leg like a log. Septic hip is more likely to have systemic signs of infection such as fever return home with the diagnosis of acute transient synovitis. A control biology was requested as well as a biological and clinical control three weeks later. Given the absence of fever measured in the emergency room and the normal biological results, the patient was authorized to return home with the diagnosis of acute transient synovitis Transient synovitis, as the name implies, is an acute temporary inflammation of the synovium that is characterized by joint pain. Children with transient synovitis might also develop arthritis. The exact cause of the condition remains unknown
Transient synovitis of the hip: a comprehensive review. Nouri A, Walmsley D, Pruszczynski B, Synder M J Pediatr Orthop B 2014 Jan;23(1):32-6. doi: 10.1097/BPB.0b013e328363b5a3. PMID: 2381208 June 1st 2010. Mommy turns 26. We are informed that TEss could have transient synovitis. Typical symptoms and treatment: Symptoms-Pain with movement of the hip (check) Hip and knee pain (check) Difficulty walking or a limp (check) Holding the hip flexed and rotated (check) Fever (nope) Also I am asked if she will still do normal activities Synovitis. Synovitis is an inflammation of the tissues that line a joint. It is commonly associated with specific diseases, such as arthritis or gout, but it may also be the result of overuse or trauma. Symptoms of synovitis may include redness, swelling, warmth and pain with joint motion
Ankle synovitis is a condition characterized by inflammation of the soft tissue lining the ankle joint capsule, known as the synovium, with subsequent ankle swelling, pain and stiffness. The lower leg comprises of 2 long bones, known as the fibula and the tibia, which are situated beside each other (figure 1) Transient synovitis is a type of arthritis that usually affects one hip. Although transient synovitis is temporary, the child should be tested to ensure that the source of the pain is not a more serious condition, such as septic arthritis or Legg-Calve-Perthes disease transient synovitis a common cause of hip pain, usually seen in children, often accompanying a viral infection, and lasting for only a few days. It is characterized by sudden onset of pain, occasionally with mild fever, that disappears with rest. Medical dictionary. 201
Doctors refer to irritable hip as acute transient synovitis or toxic synovitis. It is most common between the ages of 3 and 10 years and occurs more frequently in boys than girls.. The tissues. Toxic synovitis is also called transient synovitis, which is an acute non-specific, temporary inflammatory process affecting the hip joint synovium (lining of your joints) that can cause limping and pain in the hip and leg 1). Toxic synovitis usually goes away within a week or two, and causes no long-term problems Rheumatoid arthritis is a debilitating disease characterized by the swelling of the joints. Individuals experience great pains and stiffness and so they can even become incapable of active and of performing the simplest movements Transient synovitis is the most common cause of hip pain in children. A limp in a child may be due to a minor cause, but the serious differentials has to be exclude to arrive at a proper diagnosis. Differential diagnosis of a limping child includes
التهاب الغشاء الزلالي أو التهاب الغشاء الزليلي ( بالإنجليزية: Synovitis ) هو التهاب الغشاء الذي يبطن المفاصل الزلالية وعادة تكون الحالة مؤلمة خاصة عند تحريك المفصل الذي يتورم بسبب تجمع السوائل. تقترن الإصابة بالتهاب السائل الزليلي بعدد من الاضطرابات الصحية كالتهاب المفاصل. Transient synovitis is a benign, self-limiting condition that is diagnosed after the exclusion of more serious causes of acute hip pain in children. Although its etiology remains unclear, it is largely believed to be viral in nature. Transient synovitis typically presents as an acute onset of thigh pain with a limp or an unwillingness to bear weight. It can be distinguished from similar conditions by the absence of fever, as well as unremarkable bloodwork (WBC, CRP, ESR), radiographs, and. Transient synovitis is a self-limiting disorder that typically lasts 7-10 days, therefore management is focused on relieving the patient's symptoms: Bed rest (short time) Activity modification ; NSAIDs *Avoid aspirin in children due to the risk of Reye's syndrome. Complications. There are rarely any complications of transient synovitis Synovitis causes. In an active, healthy person, the most common cause of synovitis is overuse of the joint, for example in athletes or people whose jobs involve repetitive stress movement such as lifting or squatting. However, synovitis is also common in people who have some form of inflammatory arthritis. In these patients, excessive growth of. Transient synovitis definition at Dictionary.com, a free online dictionary with pronunciation, synonyms and translation. Look it up now
Transient synovitis, also known as irritable hip, is a cause of acute hip pain in young children. It is a self-limiting condition, but is a diagnosis of exclusion and especially to exclude septic arthritis. It is more common in boys, and tends to present in ages 4-8 Transient synovitis is a reactive arthritis of the hip of unknown cause. Limp-Wikipedia. In those with no history of trauma, 40% are due to transient synovitis and 2% are from Legg-Calvé-Perthes syndrome. Limp-Wikipedia. The condition can be mistaken for osteomyelitis, transient synovitis or even child abuse Irritable hip (or transient synovitis) is a temporary inflammation of the hip which is common in children. The inflammation of the hip causes the child to limp and may complain of pain in the hip or leg. The exact cause is not known but it commonly happens after a viral illness or a minor injury Transient synovitis of the hip also called toxic synovitis, is an inflammation and swelling of the tissues around the hip joint. Usually only one hip is affected. This condition is called transient because it lasts only a short time. Transient synovitis of the hip is the most common cause of sudden hip pain in children
Transient synovitis affects the inner lining of the hip joint including the synovium and joint capsule. The synovium is a membrane that seals the synovial fluid in the joint to lubricate the joint surface. It is between the articular cartilage and the joint capsule. The joint capsule is a watertight sac that surrounds a joint Author: Nikki Abela / Codes: / Published: 01/09/2014 Commonly, not much is known about transient synovitis (TS), and for many ED clinicians, it is a diagnosis of exclusion, as when a patient presenting with hip pain typical of TS will be suspected to have septic arthritis, until proven otherwise Symptoms of Transient Synovitis. Symptoms of transient synovitis include an irritable hip that results in an antalgic gait or refusal to weight bear depending on the severity of symptoms
A fairly common cause of painful hips in children is the condition variously known as transitory arthritis of the hip joint, transitory coxitis, coxitis serosa seu simplex, acute transient epiphysitis, and transient synovitis.It is now felt that the term transient synovitis most aptly describes the.. Transient synovitis (TS) is the most common cause of acute hip pain in children aged 3-10 years. The disease causes arthralgia and arthritis secondary to a transient inflammation of the synovium of the hip דלקת חולפת של מפרק הירך (צליעה חולפת) - Transient synovitis . הקדמה : אחת הסיבות השכיחות יותר לצליעה בילדים מכונה דלקת חולפת של מפרק הירך. למעשה מדובר במצב הנגרם על רקע לא ברור החולף מבלי להשאיר נזק
Transient Synovitis adalah peradangan pada sendi panggul yang menyebabkan rasa sakit, lemas dan kadang-kadang panggul tidak dapat digunakan untuk menahan berat badan. Kondisi ini terjadi pada anak-anak pra-puber dan merupakan penyebab paling sering dari nyeri pinggul pada anak.. Kondisi ini biasanya disebabkan oleh infeksi virus, seperti infeksi pernapasan bagian atas, yang kemudian bergerak. Transient synovitis of the hip: more evidence for a viral aetiology. Eur J Emerg Med 2010; 17:270-273. ↑ Leibowitz E, Levin S, Torten J, Meyer R. Interferon system in acute transient synovitis. Arch Dis Child 1985; 60:959-962 Transient synovitis is characterized by the acute onset of monarticular hip pain, limp, and restricted hip motion. It must be distinguished from septic arthritis. Gradual but complete resolution over several days to weeks is the norm
Transient synovitis of the hip is an inflammation and swelling of the tissues around the hip joint. Usually only one hip is affected. This condition is called transient because it lasts only a short time. Transient synovitis of the hip is the most common cause of sudden hip pain in children Transient synovitis of the hip (also called toxic synovitis; see below for more synonyms) is a self-limiting condition in which there is an inflammation of the inner lining (the synovium) of the capsule of the hip joint.The term irritable hip refers to the syndrome of acute hip pain, joint stiffness, limp or non-weightbearing, indicative of an underlying condition such as transient synovitis.
Transient synovitis, right hip. 2016 2017 2018 2019 2020 2021 Billable/Specific Code. M67.351 is a billable/specific ICD-10-CM code that can be used to indicate a. Experts say that toxic synovitis is most commonly caused by a viral infection. It occasionally develops after getting a vaccine or from taking some medicines. The viral infection, vaccine, or. M67.349 - Transient synovitis, unspecified hand Index to Diseases and Injuries The Index to Diseases and Injuries is an alphabetical listing of medical terms, with each term mapped to one or more ICD-10 code(s) Transient synovitis is the most common cause of acute hip pain and limp in children ages 2 to 12 years. The mean age is 5 to 6 years, and up to 3% of children have an episode at some time during their life
synovitis [sin″o-vi´tis] inflammation of a synovial membrane, usually painful, particularly on motion, and characterized by fluctuating swelling, due to effusion in a synovial sac. It may be caused by rheumatic fever, rheumatoid arthritis, tuberculosis, trauma, gout, or other conditions. Events involved in the pathogenesis of rheumatoid synovitis. Knee synovitis is a condition where the synovial membrane, which lines and lubricates the knee joint, becomes inflamed. Synovitis of the knee can be a result of other conditions like rheumatoid arthritis or gout.It may also occur independently on its own For more information please use the links below or search the forum for transient synovitis! Report missing translation EN > SQ (transient synovitis is English, Albanian term is missing) SQ > EN (transient synovitis is Albanian, English term is missing)... or add translation directl A limp is defined as an asymmetric gait, and is a deviation from a normal age-appropriate gait pattern. It is a clinical presentation and not a diagnosis, and is secondary to pain, weakness, or deformity as a result of a wide variety of causes, ranging from mild self-limiting conditions (such as transient synovitis) to severe and potentially life-threatening conditions (such as septic. | <urn:uuid:e0b63bba-0e38-47a8-8104-30eee35c8032> | {
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1 – Snails
Many species of snail are hermaphroditic. This is to ensure survival of the species and means that no matter how they are separated, within a partnership they will always be able to breed. They may not always technically be in same-sex relationships, but they don't discriminate based on gender.
2 – Penguins
In 1998, staff in Central Park Zoo noted a same-sex male pair of chinstrap penguins. Roy and Silo were performing mating rituals together which inspired the staff to give them an egg from another pair that couldn’t hatch it.
The couple ended up raising Tango, who then also formed a same-sex relationship with another female penguin. Roy and Silo inspired the practice of giving eggs to same-sex pairings around the world.
3 – Koalas
Female koalas have been known to reject male lovers and indulge in same-sex love in groups of up to five at a time. This has been noted with captive koalas, no evidence of this practice has been found in the wild.
4 – Flamingos
No surprise that one of the most glamourous animals is known to exhibit same-sex behaviour. This includes sex, migration and raising young together. This is most commonly noted in Chilean flamingos.
5 – Dolphins
It’s been confirmed that male dolphins are bisexual, but can also engage in long periods of exclusive homosexuality. These relationships are often used to make finding a female partner easier during mating season, but have also been noted to remove the need for a female partner in the male’s life.
6 – Elephants
Same-sex relationships have been noted with both genders of elephant. In the wild and captivity, male elephants mount each other and have been known to stimulate each other through play-fighting. Female same-sex relationships have only been observed in captivity, where they can be known to pleasure each other with their trunks and provide emotional support for one another.
7 – Black Swans
Natalie Portman and Mila Kunis aren't the only black swans who've dabbled in same-sex activity. As many as one quarter of black swan pairings are thought to be homosexual males - many of which steal nests. Some even form temporary threesomes with females before driving them away once they lays her eggs. | <urn:uuid:7740b75d-b629-4077-95a6-3dee8a99d86e> | {
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How to use personal pronouns in English
EFL/ESL Grammar: Rules, use and practice
What are personal pronouns?
Personal pronouns are used to refer to people. The pronoun (it) refers to things. As you can see in the table, there are two types of personal pronouns: subject pronouns and object pronouns.
|Subject pronouns||Object pronouns|
We use subject pronouns to refer to the subject of the verb in a sentence.
- I study English.
- You are my brother.
- She knows how to read.
- He likes listening to music.
- We study Spanish.
- You are intelligent, all of you.
- They are from Morocco.
We use object pronouns to refer to the object of the verb in the sentence.
- She calls me everyday.
- I know you very well.
- She teaches him English.
- She sees her from the window.
- He likes us.
- I always call them.
Remember that all the sentences need a subject.
- *Is a teacher. The correct sentence is: he is a teacher.
- *Am late. The correct sentence is: Iam late.
- *are high school students. The correct sentence is: they are high school students.
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Protein is essential for growth, energy, and tissue repair. Athletic performance depends on muscle strength, and muscles are made of protein. Although athletes who are involved in strength and endurance training may need slightly more protein, it’s a mistake to think you can simply build up muscles by eating lots of protein. Exercise, not dietary protein, increases muscle mass.
The amount of protein adolescents need varies at different stages of development. As a rule, boys and girls between ages 11 and 14 need half a gram per pound of body weight daily. Thus, a young teenager weighing 110 pounds needs about 50 g of protein a day. Between ages 15 and 18, the RDA drops slightly. As with all essential nutrients, common sense is the rule—you don’t have to weigh every gram on a scale. Each gram of protein provides 4 calories—the same as carbohydrates—and protein should make up about 10% to 12% of each day’s calories. As a general rule, there are approximately 22 g of protein in 3 oz of meat, fish, or poultry. An 8-oz glass of milk contains about 8 g of protein. Therefore, an average teenager who is drinking 3 glasses of milk a day does not need enormous amounts of meat to meet his daily protein requirement.
The protein in foods of animal origin is termed complete or high-quality protein because it contains all the essential amino acids in about the proportions humans need. Vegetable proteins are called incomplete because, except for soybeans, they have low levels of one or more essential amino acids. You don’t have to eat animal products to obtain high-quality protein, however.
People on vegetarian diets take care of their protein needs by pairing plant foods that balance each other’s shortfalls. Pairing foods in this way is called protein complementation. Eating a grain and a legume does the trick; beans and tortillas, a peanut butter sandwich on wheat bread, and black-eyed peas and rice are good examples of protein complementation. You can also compensate for any lack in a plant-based food by adding a small amount of animal-derived protein, such as in pasta with cheese or cereal with milk.
Protein and Calorie Content of Foods Most Teenagers Like to Eat
Nutrition: What Every Parent Needs to Know (Copyright © American Academy of Pediatrics 2011)
The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances. | <urn:uuid:dbc94696-6da3-45ca-b2e3-b6824d3c004c> | {
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Hardy, eastern North American perennial sedge
Description: Fountain-shaped mounds of broad, 1”-wide, shiny green, dimpled foliage; white and purple inflorescences emerge in mid spring; mostly evergreen
Habit: Grows 8-10” high and up to 12” wide; clump-forming and vigorous; slowly spreads by rhizomes and seed to form colonies
Culture: Prefers partial to full shade and moist to average soil; tolerates dry sites and some drought
Hardiness: Cold hardy to USDA Zone 3
Origin: Eastern North America
Attributes: Drought tolerant; Groundcover; Container plant
Sedges are an immense genus that exists worldwide and many native and introduced species now grow throughout North America. First described in 1792 by French biologist Jean-Baptiste Lamarck in Encyclopédie Méthodique: Botanique from flowering specimens growing in the Jardin du Roi in Paris, Seersucker Sedge has a native range in rich, moist woodlands from Quebec and Ontario south to Georgia and Alabama. This especially ornamental sedge can be used as an accent plant or massed in group plantings in shade gardens, along pathways and waterways, and in containers.
Arrives in a 2.5" pot. | <urn:uuid:132075b0-973c-4cff-b1d1-a0ee114761e9> | {
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Tjan was the wife of the ancient Egyptian king Sobekhotep IV of the 13th Dynasty, during the late 18th century BC.
Tjan bears the title King's wife and is known from only several objects. In the British Museum there is a bead with the short inscription: king's wife, Tjan, beloved of Hathor, mistress of Atfih .In the Louvre, there is a scarab with her name and title. In the Egyptian Museum of Cairo there is a box with an inscription stating that a certain [...]hotep begotten of king Khaneferre and born of the king's wife Tjan. The name of the son is only partly preserved. Khaneferre is the throne name of king Sobekhotep IV. This inscription identifies her as the wife of this king. Finally there is a fragment of a faience vase naming her daughter Nebetiunet. Tjan does not appear on monuments of the king. Perhaps she married him late in his reign.
Sobekneferu reigned as Pharaoh of Egypt after the death of Amenemhat IV. She was the last ruler of the Twelfth Dynasty of Egypt and ruled Egypt for approximately four years from 1806 to 1802 BC. Her name means "the beauty of Sobek".
Amenemhat IV was the seventh and penultimate king of the Twelfth Dynasty of Egypt during the late Middle Kingdom period, ruling for more than nine years in the late nineteenth century BC or the early eighteenth century BC.
The Thirteenth Dynasty of ancient Egypt is often combined with Dynasties XI, XII and XIV under the group title Middle Kingdom. Some writers separate it from these dynasties and join it to Dynasties XIV through XVII as part of the Second Intermediate Period. Dynasty XIII lasted from approximately 1803 BC until approximately 1649 BC, i.e. for 154 years.
Khasekhemre Neferhotep I was an Egyptian pharaoh of the mid Thirteenth Dynasty ruling in the second half of the 18th century BC during a time referred to as the late Middle Kingdom or early Second Intermediate Period, depending on the scholar. One of the best attested rulers of the 13th Dynasty, Neferhotep I reigned for 11 years.
Khaneferre Sobekhotep IV was one of the more powerful Egyptian kings of the 13th Dynasty, who reigned at least eight years. His brothers, Neferhotep I and Sihathor, were his predecessors on the throne, the latter having only ruled as coregent for a few months.
Sekhemre Khutawy Sobekhotep was an Egyptian pharaoh of the 13th Dynasty during the Second Intermediate Period, who reigned for at least three years c. 1800 BC. His chronological position is much debated, Sekhemre Khutawy Sobekhotep being either the founder of the dynasty, in which case he is called Sobekhotep I, or its twentieth ruler, in which case he is called Sobekhotep II. In his 1997 study of the Second Intermediate Period, the Egyptologist Kim Ryholt makes a strong case for Sekhemre Khutawy Sobekhotep as the founder of the dynasty, a hypothesis that is now dominant in Egyptology. His tomb was believed to have been discovered in Abydos in 2013, but its attribution is now questioned.
Wahibre Ibiau was an ancient Egyptian pharaoh of the 13th Dynasty, who reigned c. 1670 BC for 10 years 8 months and 29 days according to the Turin King List.
Khaankhre Sobekhotep was a pharaoh of the Thirteenth Dynasty of Egypt during the Second Intermediate Period.
Seneferankhre Pepi III may have been a pharaoh of the 16th Dynasty during the Second Intermediate Period. According to Wolfgang Helck he was the fifth pharaoh of the dynasty. Alternatively, according to Jürgen von Beckerath, he was the thirteenth pharaoh of the dynasty. Because his position in the 16th Dynasty is highly uncertain, it is not clear who were his predecessor and successor.
Sobekhotep III was an Egyptian king of the Thirteenth Dynasty of Egypt who reigned three to four years, c. 1740 BC or 1700 BC.
Nubkhaes was an ancient Egyptian queen with the titles Great Royal Wife and the one united with the beauty of the white crown. She is so far only known from her family stela now in the Louvre and a few later references. The stela is the main monument of the queen. Here is mentioned her father Dedusobek Bebi and other family members, many of them high court officials. These are all datable to about the time of king Sobekhotep IV.
Neferkare Iymeru was the ancient Egyptian vizier under king Sobekhotep IV in the 13th Dynasty, around 1750 BC.
Ineni was an ancient Egyptian queen who lived during the Thirteenth Dynasty .
She is so far only known from 21 scarabs and a seal impression from Kerma. She had the titles Great Royal Wife and she, who is united with the white crown. She is one of the first ancient Egyptian queens whose name was written within a cartouche. This approach to writing a name was previously only used for kings' names and some kings' daughters holding special positions. The name of Ineni's husband is not known with any certainty. It is thought that it was king Merneferre Ay, as her scarabs are similar in style to that of this king.
Senebi was an ancient Egyptian treasurer under the 13th Dynasty kings Neferhotep I and Sobekhotep IV. Senebi belongs to the best attested officials of the 13th Dynasty.
Senebhenaf was an ancient Egyptian vizier during the Second Intermediate Period.
Khahotepre Sobekhotep VI was an Egyptian king of the 13th Dynasty during the Second Intermediate Period. According to Egyptologist Kim Ryholt he was the thirty-first pharaoh of the dynasty, while Darrell Baker believes instead that he was its thirtieth ruler. Alternatively, Jürgen von Beckerath and Detlef Franke see him as the twenty-fifth king of the dynasty.
Merkawre Sobekhotep was the thirty-seventh pharaoh of the Thirteenth Dynasty of Egypt during the Second Intermediate Period. He probably reigned over Middle and perhaps Upper Egypt during the mid-17th century BC from 1664 BC until 1663 BC. Alternatively, the German Egyptologist Thomas Schneider dates this short-lived king's reign from 1646 BC to 1644 BC
Menwadjre Sihathor was an ephemeral ruler of the 13th Dynasty during the late Middle Kingdom. Sihathor may never have enjoyed an independent reign, possibly only ruling for a few months as a coregent with his brother Neferhotep I. According to Egyptologist Kim Ryholt, Sihathor died in 1733 BC while Detlef Franke dates his short reign to 1694 BC. His tomb is likely to be the unfinished one located between the tombs of his brothers S9 and S10, in Abydos.
Haankhef was the father of the ancient Egyptian kings Neferhotep I, Sihathor, and Sobekhotep IV, who successively ruled Egypt during the second half of the 18th century BC as kings of the 13th Dynasty.
Neni was an ancient Egyptian queen of the Thirteenth Dynasty. She was the wife of king Sobekhotep III and the mother of two of his daughters: Iuhetibu Fendy and Dedetanqet. The only title attested for Neni is king's wife, the regular title of queens of this period. Not much else is known about her. There is a stela set up by her steward attesting that Neni had her own estates. | <urn:uuid:cf3712ad-e0f1-4b4e-b706-4d4d78f099aa> | {
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Cooked or raw eggs can pose as a potential health risk particularly among those who consume them on a regular basis over an extended period. The consumption of raw eggs will not only increase the risk of acquiring disease, but can also lead to protein and vitamin deficiencies. Cookie dough, cake batter and other foods that contain raw eggs must be avoided as much as possible due to the potential risk of becoming sick due to the presence of bacteria in some eggs.
The consumption of raw eggs can drastically increase the risk for developing salmonella poisoning. Always bear in mind that salmonella is one of the leading cause of food-borne illnesses in different parts of the world and can cause diarrhea, stomach pain, vomiting, fever and chills. In some cases, salmonella poisoning can be deadly. It is recommended to cook eggs completely in order to eliminate the salmonella bacteria that might be present.
You can manage the symptoms of this food-borne illness by enrolling in one of the first aid courses available in your area today. As long as you know the steps to take, you can prevent the condition of the individual from worsening.
Deficiency of biotin
The consumption of raw eggs can disrupt with the proper absorption of the vitamin biotin. Always bear in mind that raw egg whites typically contain avidin which is a protein that binds to biotin in the stomach, thus preventing it from being properly absorbed by the gastrointestinal tract. Cooking eggs will help destroy avidin, thus minimizing the risk of developing a deficiency on biotin. Always remember that biotin deficiency is rare but can still cause issues such as skin rashes and hair loss.
When raw eggs are cooked, it increases the bioavailability of protein within them. Almost half of the protein found in raw egg is bioavailable which simply means only half of the protein can be absorbed by the body. When the eggs are cooked, the bioavailability of the egg protein increases, thus making cooked eggs a better source of available protein than the raw eggs.
Considerations to bear in mind
Based on studies conducted, it is recommended to avoid raw eggs and must be cooked thoroughly before they are eaten. The eggs must be constantly refrigerated and used within two weeks after they are bought. After the handling of raw eggs, it is vital to wash hands before touching anything, especially other foods since there is a risk for transmitting salmonella bacteria to other surfaces.
Due to the health risks involved when eating raw eggs, it is best not to attempt eating them raw. Always have eggs properly cooked and check the expiration date on the packaging to ensure that you are not eating those that are way past the expiration date. | <urn:uuid:e016d670-e5f2-47f4-9bca-3983474340ba> | {
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By Sujatha Fernandes
In all of the apparent outrage expressed by politicians over the French government's decision to resume testing in the Pacific, there has been little mention of the Australian government's own record of nuclear testing. In the 1950s the Australian government allowed the British government to develop a nuclear weapons program in Australia, and between 1952 and 1957 the Australian government permitted it to conduct 12 major nuclear tests.
The 12 British nuclear tests were conducted at the Monte Bello islands, off the north-west coast of Western Australia, and in central Australia, with the majority being conducted at Maralinga, a remote area in South Australia.
The Maralinga tests included many so-called "minor" tests, which continued until 1963. These "minor tests" consisted of about 500 experiments, including crashing aeroplanes with nuclear bombs on board, setting fire to atom bombs and placing them in conventional explosions. These tests actually left far more radiation than the major tests and resulted in large amounts of plutonium being spread over a wide area.
At the time, the Australian government displayed very little interest in the possible long-term effects of the tests. However, by the 1980s these effects started to become clear. Australian servicemen and the traditional Aboriginal owners of the land were suffering blindness, sores and illnesses like cancer. They started to piece things together, linking their afflictions with their exposure to nuclear testing.
Groups including the Atomic Veterans Association and the Pitjantjatjara Council put pressure on the government until in 1985 it agreed to hold a royal commission to investigate the damage that had been caused.
The commission found that the land where the tests were conducted is still highly radioactive, and the cost of cleaning up the area would be around $600 million. Even after this full clean-up, certain areas would still remain dangerously radioactive for a quarter of a million years.
The royal commission recommended that Britain pay for the clean-up of the test sites, but the British government said Australia had already agreed to its previous clean-up of the area, known as Operation Brumby. Later, after much public pressure, Britain contributed additional funds.
Operation Brumby involved burying the contaminated land under topsoil, which had very little effect. In June 1991, British high commissioner Brian Barder, touring the range with scientists, stumbled upon an active uranium core, pointing to the inadequacy of Operation Brumby. In the two decades after the tests, more solid uranium, weapons grade plutonium and other radioactive materials were found in the area.
A team of scientists, known as the Technical Assessment Group (TAG), mapped the contaminated areas at Maralinga. In some of these areas they found radiation levels 470 times the "acceptable" limits.
Among the 220 recommendations of the royal commission, one was for group compensation for all of those people affected by the testing. The commission had found that while Aboriginal people were supposed to have been removed from the area during testing, many were actually in the area during and after the tests and had been exposed to high levels of radiation.
For the last 10 years, the Maralinga Tjarutja people have been fighting a long battle to win group compensation. This period was a very difficult time, with many of the people becoming disillusioned and frustrated with the government's attempts to put them off.
However, last November they won a settlement of $13.5 million from the federal government. In order to receive any of the funds, the community had to set up a trust company, which they have done; they have also selected three trustees, two from Maralinga and one from Western Australia. They are now communicating to the people what has been done and discussing ways of using the funds for resettlement of the community and development of useful infrastructure.
Archie Barthan, administrator and adviser to the Maralinga Tjarutja group, commented that it had been a very long and arduous struggle, involving two visits to England to demand that the British government pay for the clean up.
But Barthan also said that the $13.5 million settlement represented a win for the community. "The community should be proud of the things that have been achieved through this struggle. We have educated the broader community about the fact that nuclear testing actually took place in Australia. We forced the government to hold a royal commission which proved that the land was still radioactive and dangerous. In 1984 we won the title to our lands. We have also forced the Australian government to pay a settlement of $13.5 million to the people and the British government to pay $45 million for the clean-up. This is a credit to the community."
Sixteen people from the Aboriginal community are seeking individual compensation. In addition, more than 200 Australian veterans or their families have lodged claims for compensation for illness or death due to radiation exposure.
The legacy of Maralinga and the horrors it showed about the reality of nuclear testing should lead us to oppose the testing of nuclear weapons anywhere, as well as activities that lead to nuclear testing such as the mining of uranium. | <urn:uuid:9593934c-314b-4870-8f71-0d4a95de0f98> | {
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In literature, there are usually five basic forms of conflict: man versus man; man versus nature; man versus society; man versus self; and man versus technology.
The central conflict in The Management of Grief would be man versus society; the protagonist, Shaila Bhave, finds herself pitted against two opposing societal ideals in grief management, Hindu and secular western. The resolution of the conflict is surprising, but uplifting.
First, we will discuss Shaila's Indian culture. India boasts many different ethnic groups, each with distinct customs regarding death and mourning. Among these ethnic groups, further religious and caste considerations bear critical influence in the area of grief management. Shaila, for example, is Hindu, and conceivably descends from Brahmin ancestry. We are told that Shaila's grandmother was a 'spoiled daughter of a rich zamindar...' Zamindars or Bhumihar Brahmins were wealthy, land-owning aristocrats. In her grandmother's time, widowed Brahmin women were...
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- 1 Family: Lamiaceae
- 2 Enigma
- 3 White Deadnettle: Elusive Identity
- 4 White Deadnettle: Renaissance Debate And Use
- 5 Interim Opinion
- 6 18th And 19th Century
- 7 White Deadnettle: Later Confusion
- 8 White Deadnettle: Research Application
- 9 White Deadnettle: Modern Use
- 10 Recommendations
- 11 Recommendations On Safety
- 12 White Deadnettle: Constituents
Part used: aerial parts
Lamium album L. is a spreading perennial, common in Britain, found by roadsides and on rough ground in »ny and shady sites. The Flora of Turkey gives 27 Lamium species, including Lamium album and Lamium purpureum.
Erect, pubescent, square stems (to 25 cm) bear opposite, fresh-green, dentate, stalked leaves. White flowers occur in whorls. The tubed corolla (2 cm) has a curved upper lip, the lower lip has two to three teeth on each side and the calyx is five-toothed. The flowers are creamy-yellow in bud. It flowers for long periods from early spring.
Other species used
Culpeper lists white, yellow and red deadnettles. Yellow deadnettle Lamium galeobdolon, syn. Lamiastrum galeobdolon or Galeobdolon luteum is a perennial plant of woodlands. It has yellow flowers and taller stems than the white deadnettle. Culpeper describes red deadnettle as an annual with pale, reddish flowers. This is probably Lamium purpureum L, which is a common weed.
The Galeopsis genus is closely related and some descriptions could be of common hemp-nettle, Galeopsis tetrahit L, which is native to Europe and Western Asia and grows on disturbed sites or roadsides. It is a herbaceous annual with hairy stems to 1 m tall with swollen nodes that bear coarsely serrate leaves. The tiny flowers are purple. Bisset & Wichtl (2001) include an entry for Galeopsidis herba, hemp-nettle Galeopsis segetum, which has yellow flowers. It is used in lung complaints and as a diuretic and is available under its synonym, Galeopsis ochroleuca for the indications of asthma and enuresis.
White Deadnettle: Quality
Weiss suggests that the flowers have to be pulled from their calyces one by one but the recommendation of Grieve for the whole herb when coming into flower in May and June is more practical. As Lamium album is a robust and common herb, there does not seem to be any need to use the other species.
White deadnettle is an enigmatic herb. Its key functions are hard to grasp through the literature and its effects appear more subtle than obvious. Bisset & Wichtl (2001) cite the Commission E monograph where the list of traditional uses is very long and wide ranging. It begins with use for the gastrointestinal tract, for irritation of the gastric mucosa, bloating, flatulence and strengthening the intestine. The cited combination preparations of the herb are exhaustive: for ‘nervousness, restlessness, irritation, for sleep disorders, for invigoration, relaxation and stimulation, during the menopause, for female ailments of all kinds, menstrual disorders, ‘blood purifying’, metabolic stimulation in support of gallbladder and liver function, proneness to biliary gravel, to stimulate the appetite, for neutralisation of gastric hyperacidity to promote digestion, in flatulence, for stimulation of pancreatic function, regulation of the blood lipid level, irrigation of the urinary tract in inflammatory and spasmodic bladder ailments, functioning of the prostate gland, stimulation of the heart and blood circulation, in dizziness, flickering of the eyes, tinnitus, for increased blood supply to the heart, increased heart capacity improvement of lymph flow and stimulation of lymph formation, strengthening of the respiratory tract, dissolving mucus, and improvement of vitality and general weakness, especially after illness or surgery’. Use of the flowers alone is for ‘catarrh of the upper respiratory tract, local treatment of mild inflammation of mouth and throat mucosa, and for non-specific fluor albus (leucorrhoea)’; externally for mild, superficial inflammations of the skin. However, Commission E suggests efficacy of use for the herb is not substantiated and therefore does not recommend therapeutic use. There is no evaluation on the use of the flowers. It is surprising to find quite so many claims with so little outcome, but it is difficult to trace many of these uses through our texts.
Other sources between the Ancients and the Renaissance throw no more light on the matter. The Old English Herbarium carries no entry for this plant. Hildegard has a ‘blind nettle‘ but she does not describe the plant. It is hot, she writes, and a person will smile with pleasure on eating it since it touches his spleen so his heart is made happy. The plant will help ‘leucoma’ in the eye if it is picked and put in spring water for a night, ‘then having taken it from the water, heat it in a small dish (plant or water?) and place it warm, over the affected eye’. This is done for three nights and the leucoma will disappear.
The Myddfai text, again with no description, urges use of deadnettle for two conditions: scabies (which actually refers to eczematous diseases in that erythema and thickening of the skin are combined with pruritis, pustules and ulceration) and menorrhagia. For menorrhagia ‘take archangel, pound well with strong red wine, strain carefully, give to drink night and morning freely”. Its use is of great benefit, the text records. It should also be kept dry for winter, taken as a powder, a spoonful in warmed wine, drunk as warm as possible. The pounded root in wine is good to the same purpose. The text then adds if growing the herb in the garden it should be grown apart from other plants, but offers no reason for the isolation. Its use for scabies is external application of the decoction as a wash for the whole body every morning. There is also a recipe for ointment for the same purpose ‘boil the residue of archangel and garlic in unsalted butter, make into an ointment and anoint the whole body with this for nine mornings’ The Salernitan herbal is clearly following Dioscorides on leukas for it only records use of the plant, crushed in wine and drunk, for bites of serpents or vipers.
18th And 19th Century
Miller and Quincy in the 18th century appear to consider the red deadnettle as Dioscorides’ galeopsis. Quincy has an entry under lamium, deadnettle, galeopsis, archangel, but he qualifies the name saying the plant is distinguished Lamium non foetens, folio oblongo (non-foetid lamium with oblong leaf) by Caspar, and Urtica iners floribus albis (deadnettle with white flowers) by Bauhin; there is also a lamium rubrum (red lamium), he says, which is the galeopsis of Dioscorides, and a lamium luteum (yellow lamium). Quincy does not rate the herb highly, commenting, ‘The plant itself is of no great esteem’. He accounts its application as soft, lubricating and strengthening, hence given in some female weaknesses as the whites and in heat and difficulty of urine. He confirms its meagre reputation with the discouraging, but practical, remark ‘a conserve is made of them in shops, but it is not often prescribed and on that account seldom to be met with fresh and good’. Miller writes about two deadnettles, the white, which is counted specific against the fluor albus and frequently (no agreement with Quincy on this) made use of in a conserve or decoction which is to be continued for some time. Some commend it, he says, against the king’s evil and all scrofulous swellings, so Pliny is echoed here. The only official preparation is conserve of the flowers. Then Miller covers lamium rubrum, red archangel, the purpureum foetidum folio subrotundo sive Galeopsis Dioscoridis (the purple foetid lamium with roundish leaf or galeopsis of Dioscorides), which has a strong, earthy, unsavoury smell, he says. In application of this plant he appears to echo Parkinson (white to stay the whites, red to stay the reds) saying as the former archangel (white) is accounted specific for fluor albus, so this is helpful for ‘the excess of the ‘catamenia’ (menses) and all other haemorrhages’. Furthermore, it is serviceable externally for wounds and inflammations.
Hill writes of Lamium album for the whites and all other weaknesses. The flowers only are used, gathered in May, 1 lb beat up with 2½ lb sugar as conserve. I can find no coverage in Cullen. The herb was not used in the USA by Cook nor Ellingwood.
- The confusion and lack of clarity in the tradition does not allow us to make the broader recommendations for this herb that it might deserve after its reputation in central Europe. We can say there is a fairly consistent tradition of use in leucorrhoea, menorrhagia and metrorrhagia internally as tea, tincture or decoction and externally as a douche. It may have broader genitor-urinary applications. For these indications, Barker (2001) recommends an infusion of 10-20 g in 500 mL of water three times a day, and double this strength for douches and compresses.
- Externally as a wash for wounds and ulcers.
- Other uses need more research and confirmation.
Dosage: Barker (2001) recommends 2-5 mL three times a day of 1:5 tincture of dried flowering tops, aerial parts.
Recommendations On Safety
No safety concerns are documented.
White Deadnettle: Constituents
Total 0.01-0.31 % mainly alkanes: squalene; sesquiterpene: germacrene.
Ursolic acid, amyrin.
C10 type: lamalbid, caryoptoside; C9 type: alboside A, alboside B and isomers.
C10 type: lamalbid, caryoptoside (wild, Bulgaria).
Lamium maculatum, C10 type: lamalbid, penstemoside (wild, Bulgaria).
Similar iridoid glycosides in Lamium album, Lamium garganicum, Lamium amplexicaule, Lamium maculatum, Lamium purpureum (wild, Bulgaria).
Lamium galeobdolon, C9 type and benzoxazinoids, which are commonly found in grasses.
Lamium purpureum var. purpureum, C10 type: lamalbide.
Hemiterpene glycoside: hemialboside.
Total polyphenols 23 mg/g (flowers, commercial, Poland).
Chlorogenic acid, 5-caffeoylquinic acid (flowers, wild, Poland).
Protocatechuic acid, chlorogenic acid, vanillic acid, caffeic acid, p-coumaric acid, ferulic acid (flowers, commercial, Poland).
Acteoside (verbascoside), lamalboside.
Lamium maculatum, acteoside (higher in flowers) (wild, China).
Lamium purpureum, phenylethanoid glycosides: lamiusides A, B, C, D (wild, Japan).
Tiliroside, rutoside, quercetin and kaempferol 3-O-glucosides.
Tiliroside, quercetin glycosides: rutin, isoquercitrin.
Lamium maculatum, 3,7-dimethoxy-quercetin, rutin (wild, China).
6-7% condensed and hydrolyzable.
These insect steroid hormone analogues are thought to inhibit the activities of some plant-eating insects. Lamium album and Lamium purpureum are hosts for some moths and butterflies. Highest levels were in young leaves and side-shoots. Abutasterone, inokosterone, polypodine B and pterosterone (aerial parts).
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About Us - Safe and Caring Schools
Safe and Caring Schools
New Westminster Schools is committed to creating and maintaining a respectful, welcoming and nurturing environment. Incidents of bullying, harassment or intimidation and other types of serious misconduct are addressed in ways that restore or strengthen relationships. New Westminster Schools fosters positive school cultures and strives to ensure optimal environments for learning.
Safe and caring school environments are free from acts of:
- bullying, cyberbullying, harassment, threat and intimidation
- violence of any form
- verbal, physical or sexual abuse
- discrimination in any form
Safe and caring school environments do not tolerate the presence of:
- intoxicating or banned substances;
- weapons (or replica weapons) and explosives; and
- intruders or trespassers
See this page below for more information on :
- The new 2018 BC Ministry of Education erase website
- Emergency Management Protocols
- Code of Conduct
- Violence Threat Risk Assessment
- Child and Youth Resource Unit Officers
- Best Routes to School
New for 2018: The BC Ministry of Education launches the erase website
- erase is a provincial strategy for creating safe, inclusive and welcoming school cultures that support student learning and well-being
- erase empowers students, parents, educators and the community partners who support them to get help with challenges, report concerns to schools, and learn about complex issues facing students.
- erase features an expanded Get Help section on the new website – with links to 24/7 phone and text lines as well as online chats if a student, or someone they know, needs help.
- Find services, information and resources on the erase website about:
- online safety: erase online hate | embrace being yourself
- mental health & well-being: erase stigma | embrace understanding
- bullying and violence: erase bullying | embrace kindness
- Substance Use: erase not knowing | embrace open conversations
- Sexual Orientation & Gender Identity (SOGI): erase discrimination | embrace diversity
You can also watch videos, discover tools for schools to help promote erase in each school community, and more.
The erase strategy was introduced in 2012 and has since been expanded to address complex issues concerning the evolution of social media, youth mental health concerns, world events impacting our schools, and other factors.
It is important to recognize signs of bullying and to clearly identify the difference between conflict and bullying, in order to appropriately respond to bullying incidents.
While the two seem similar in some instances, there is actually a distinct difference.
Bullying is a persistent pattern of unwelcome or aggressive behaviour that often involves an imbalance of power, and/or the intention to harm or humiliate someone. Bullying often results in feelings of distress on the victim.
Conflict is generally a disagreement or difference in opinion between peers who typically have equal power in their relationships. It’s usually an inevitable part of a group dynamic.
Bullying isn’t just a child’s issue; it’s a school and community issue, and must be addressed with a school and community solution.
To learn more and to access resources visit www.erasebullying.ca
More Anti-Bullying Resources
The District strives to create a school and district culture which supports diversity, including a welcoming learning and working environment for everyone, regardless of sexual orientation, gender identity or expression.
SOGI 123 has provided a welcoming resource explaining how BC’s Curriculum addresses inclusion and gender identity topics in schools. All resources are in alignment with the 2016 update to the BC Human Rights Code. These resources are available here and include this introductory brochure.
Emergency Management Protocols Summary for Parents
New Westminster Schools has emergency procedure protocols to help keep students, staff and volunteers safe during a real or perceived threat.
In the event of an emergency procedure, schools can be placed under one of five ‘emergency actions’ or statuses to ensure the security and safety of students and employees.
- Hold & Secure
- Shelter in Place
- Drop, Cover and Hold On
Information regarding each level of emergency status is listed in our Emergency Procedures Summary Sheet.SD40 Emergency Procedures Summary. Drills take place at schools regularly to ensure familiarity and compliance with emergency procedures.
Notifications of emergency status will be posted via one or more of the below platforms; please connect with us online.
- District and/or School Websites
- Synervoice: an automated calling system that informs parents/caregivers of student absences; bus cancellations and important messages or events within the school
The District strives to provide a safe and non-threatening environment in all schools and facilities, and expects that all members of the District Learning Community will conduct themselves in a respectful, responsible and considerate manner that:
- complies with all applicable and relevant legislation including, but not limited to, the prohibited grounds of discrimination as set out in the BC Human Rights Code;
- reflects the District values of Respect, Integrity and Compassion;
- supports the Five C’s of Social Responsibility: Connection, Caring/Compassion, Character, Confidence, and Competence; and,
- models the principles of a Safe, Caring and Orderly School: A Guide
The District recognizes that within an educational environment, students’ feelings of safety and belonging, including freedom from discrimination, can seriously affect their ability to learn. Schools are to be places where students, staff and parents are free from harm, where clear expectations of acceptable conduct are communicated and reinforced, and where socially responsible behaviours are taught, modeled and encouraged.
Individual school codes of conduct can be found on each of the school websites under: About Us > Learner Success.
Violence Threat Risk Assessment
A Violence Threat Risk Assessment is a process of determining if a threat maker actually poses a risk to the target(s) being threatened. The District Threat Assessment Protocol (see attached for information purposes) requires district staff trained in assessing threat-making behaviour to conduct an investigation to determine any risk involving a student who has made a threat; whether the potential risk is to others or to the student themselves.
Fair Notice: Each school in our district has a Threat Assessment Team that includes the principal/vice-principal, counsellor, resource teacher, police liaison officer and district student services staff. In the most extreme cases, other Ministries may also be involved (e.g. Ministry of Children and Family Development and Fraser Health Authority). The purpose of the Threat Assessment Team is to promote the emotional and physical safety of all in the school and closely assess the threat-maker’s behaviour so that an intervention plan can be developed and implemented.
In the interest of a safe and secure learning environment, threat assessments will be conducted whenever required, with or without the consent of the threat-maker and/or their parents.
Child and Youth Resource Unit Officers
Child and Youth Resource Unit Officers have a unique role to play between students, parents, and teachers. The officers intervene when students are at risk, they encourage students to be good citizens both in person and online, and they work to make ensure students learn in a safe environment. Officers also educate youth on safety issues, foster positive relationships between youth and police, increase awareness among youth of their responsibility to the community, and provide them with the knowledge and confidence needed to make safe and responsible choice
- Constable G. Lau is the liaison for all middle and elementary school in New Westminster.
- Constable Dave Zemlak is the liaison for New Westminster Secondary School.
- Constable T. Callaghan is the liaison for RCAP, POWER, and SIGMA.
For more information please follow this link.
Best Routes to School
New Westminster Schools encourages students to walk or roll to and from school. We collaborate with New Westminster City, Translink, and HASTe BC to develop best routes to schools. Individual maps are located on school websites at Parents > Notices & Information > Best Routes to School.
For a complete list of the maps that indicate safe walking routes to elementary and middle schools in New Westminster follow this link:
For more information about active trips to school and pedestrian safety, follow these links:
For cycling information, education and advocacy, check out the HUB: Your Cycling Connection. | <urn:uuid:d5f1f7c7-bfd4-42d1-9078-fd1b3be594ac> | {
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One of the most memorable dates in the history of the United States is 9/11 or September the 11th. This was when American Airlines Flight 11 and United Airlines Flight 175 crashed into the twin towers. No-one can deny the victims are entitled to this compensation, this is no simple matter either, it’s certainly not as simple no win no fee flight delay compensation. It requires government intervention.
In September this year, the US will mark 17 years since the falling of the Twin Towers, and still many people feel as if the event happened only a few days ago. According to National Statistics, despite the explosion occurring in a corporate location, thousands of Lower Manhattan residents have developed many medical conditions as a result of exposure to the debris from that fateful day. This is in addition to recovery personnel, office workers, and rescue workers at Ground Zero.
To assist people who suffer from conditions because of the 9/11 attack, the United States Government passed a Health and Compensation Act in 2010 called the Zadroga Bill. It was a testament to NYPD detective, James Zadroga, who developed pulmonary fibrosis because of his exposure to the toxic chemicals at Ground Zero. The Zadroga Bill further helped individuals through the creation of the September 11th Victim Compensation Fund or VCF – a federal fund offering financial compensation to individuals who are diagnosed with physical conditions as a result of the chemicals from the 9/11 explosion. This article will provide information on how the compensation 9/11 victims’ funds are calculated.
How Is A Victim Defined?
To be considered a “victim” under the VCF, the individual needs to have been present at the site of attacks to sustain injury or develop a condition as a result of exposure to the toxins emitted at Ground Zero. Victims can live in the Lower Manhattan area, could have worked as a first responder to the 9/11 attacks, could have attended school in the area, or may have visited the located at any period within 9 months from the 9/11 attack.
What Are The Injury Statistics For The Victims?
Reports find that the majority of people experiencing injury and disease as a result of the 9/11 attack are the first responders in the event. According to a published study for the Office of Medical Affairs in 2010 at the New York City Fire Department, 5,000 rescue workers were first responders to the attack and approximately 10 percent of the workers had an impairment in their respiratory functioning. It was also found that these individuals had minor or no improvement within 6 years. The 2010 study also found that approximately 40 percent of rescue workers reported persistent respiratory problems, and 20 percent (as of publishing) was diagnosed with a permanent respiratory disability.
Another published study conducted in 2006 by Mount Sinai Hospital indicated that approximately 70 percent of the relief workers at Ground Zero experience chronic lung conditions. According to predictions, it is stated that workers who inhaled toxic air at Ground Zero lose approximately 12 years of their overall lung functioning.
What Is The VCF And How Can You Make A Claim?
The 9/11 Victim Compensation Fund offers victims of the September 11th attack compensation for their injuries. It can also be used to compensate relatives of the victims who have died as a consequence of the 9/11 attack. To make a claim for VCF, it is necessary to submit a claim application form with several supporting documents. If the claim application is completed incorrectly or there are insufficient supporting documents, then the claim will be indicated as “inactive” and a review will only continue once the missing information is provided. This is why it is recommended one use a professional attorney to assist with the claim application procedure.
All claimants need to meet specific eligibility conditions to be considered for victim funds compensation. Firstly, the individual needs to provide evidence that they meet the description of a victim and were living in the designated area during the designated timeframe. For medical conditions to be considered the condition needs to be certified by the WTC Health Program and this requires an official diagnosis from a certified doctor. A copy of the certification letter needs to be submitted along with the VCF claim application.
As can be seen, it is possible to gain compensation for 9/11 victim funds; however, it is important to meet certain criteria before any compensation can be obtained. Using the information above, you can determine if you meet the criteria and if this suits your needs. | <urn:uuid:39601958-41ca-4df0-808c-076122803da1> | {
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We found 318 resources with the concept hypotheses
Scientific Reason Not Scientific Treason
9th - 12th CCSS: Adaptable
New ReviewYour new Day One lesson plan has arrived! Impress young scholars with your scientific super powers through an engaging lesson plan geared toward scientific thinking. Through a display of theatrics, you will debunk the scientific method...
Fact vs. Theory vs. Hypothesis vs. Law… Explained!
7 mins 6th - 12th CCSS: Adaptable
Gravity exists as both a scientific theory and a scientific law. For those struggling with the difference between scientific facts, theories, hypothesis, and laws, an informative video comes to the rescue. It offers a definition of each...
The Best and Worst Prediction in Science
9 mins 9th - Higher Ed CCSS: Adaptable
To use or not use virtual particles—how will your class decide? An episode of the Veritasium playlist explains the controversy of using virtual particles. Although referencing particles seem useful, their behavior is much different than...
Molecules to the Max!—Educators Resource Guide
5th - 8th CCSS: Adaptable
From molecules to nanotubes, an engaging unit explores the world of tiny science. Fifteen hands-on experiments and lessons engage young scientists as they learn chemistry. Discussions, worksheets, and data analysis reinforce the concepts...
Statistical Analysis of Flexible Circuits
11th - 12th CCSS: Designed
Scholars connect statistical analysis with flexible electric circuits. They first learn about flexible circuits and their applications through a PowerPoint presentation and then consider how the fabrication process for these circuits...
Statistics and Probability: High School Common Core Math
9th - 12th
Statistically, the better the Common Core collection the better the lesson planning goes, right? Here is a collection that hits every standard represented in the Common Core Statistics and Probability section. The probability is high that you will find good use for this collection! | <urn:uuid:2efe1069-56d3-4bbf-abfc-21b6a1112f13> | {
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Welcome to the Florida School Counselor Association LGBTQ Resource Page. Please find resources in the form of attachments and link to help your students.
What Does LGBTQ-IA Mean?
- Lesbian – A female- identified person who is attracted romantically, physically, or emotionally to another female-identified person.
- Gay – A person, mainly a male-identified person, who is attracted romantically, physically, or emotionally to another a person of the same sex.
- Bisexual – A person who is attracted romantically, physically, or emotionally to both men and women.
- Transgender – A person who is a member of a gender other than that expected based on anatomical sex.
- Queer – An umbrella term which embraces a variety of sexual preferences, orientations, and habits of those who do not adhere to the heterosexual and cisgender majority. The term queer includes, but is not exclusive to lesbians, gay men, bisexuals, transpeople, and intersex persons, traditionally, this term is derogatory and hurtful, however, many people who do not adhere to sexual and/or gender norms use it to self-identify in a positive way.
- Intersex – Someone who’s physical sex characteristics are not categorized as exclusively male or exclusively female.
- Asexual – A person who does not have a sexual orientation. A person that does not experience a sexual attraction but can experience a romantic, emotional, or aesthetic attraction to another person.
- Ally – A person who does not identify as LGBTQIA, but supports the rights and safety of those who do
American School Counseling Association (ASCA) Position Statements
- The School Counselor and Gender Equity (ASCA)
- The School Counselor and LGBTQ Youth (ASCA)
- The School Counselor and Transgender/Gender-nonconforming Youth (ASCA)
Manuals and Guides
- The School Board of Broward County, FL Resolution No. 16-22
- Safe space kit: A guide to supporting lesbian, gay, bisexual and transgender students in your school
- Safe zone poster
- The Safe zone project
- Reflecting resiliency: Openness about sexual orientation and/or gender identity and its relationship to well-being and educational outcomes for LGBT students
- Coming out Resource Guide
- Coming out for African Americans
- Coming out for Hispanic families
- Answers to Your Questions About Transgender People, Gender Identity, and Gender Expression
- Mental Health of Transgender Children Who Are Supported in their Identities
- Research Exploring the Health, Wellness, and Safety Concerns of Sexual Minority Youth
- Lesbian, Gay, Bisexual, and Transgender Health
- Understanding Sexual Minority Adolescents
- Gender Transition Guide: Primer for Students, Parents, Teachers, and School-based Providers
- LGBTQ Resources for Professionals
- South Florida Support Groups
- Parents’ Influence on the Health of Lesbian, Gay, and Bisexual Teens
- Responding to Concerns: Teaching About Gender
Links to State of Florida resources
- The Center Orlando
- Pride Center Florida
- Compass LGBT Community Center
- Gainesville Pride
- Also Youth
- Metro Health Wellness and Community Center
- Ft. Lauderdale LGBT Chamber of Commerce
- Miami Dade LGBT Chamber of Commerce
- Safe Schools South Florida
- Equality Florida Action
Links to National resources
- Gay, Lesbian, and Straight Education Network (GLESEN)
- Safe Schools South Florida (SSSF)
- PFLAG – Support for families of LGBT students
- Happy Hippies
- The Community of LGBT Centers – Center Links
- Gender Spectrum
- The National Center for Transgender Equality
- Trans Life Line – Hotline: (877) 565-8860
- The Trevor Project (crisis interventions) – Hotline: 866-488-7386
- True Colors Fund – Ending Homelessness for LGBT youth
- Welcoming Schools – A project of the Human Rights Campaign (Welcoming Schools offers professional development tools, lessons aligned with the Common Core State Standards, and many additional resources for elementary schools)
- Health Care Equality Index – LGBTQ friendly doctors and clinics
- The Yes Institute
- The Alliance – 305-899-8087
- Gay Straight Alliance Network | <urn:uuid:9e72bdaa-35d6-431a-bc7d-d40385963d3d> | {
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Cotton, a crop native to southern Africa, can be a savior to many of the world's poorest people or it can be an economic, environmental and health curse. Which is ironic in a twisted way as not only is cotton the most popular and best selling fabric in the world, due to its huge commercial value, cotton also represents an essential component of foreign exchange earnings for more than fifty countries. Cotton is grown on over 90 million acres in more than 80 countries worldwide. The millions of tons of cotton produced each year account for 50% of the world’s fiber needs with wool, silk and flax together accounting for only 10%. The value and reach of cotton extends far past the fashion runway.
Africa, with some of the poorest and most economically desperate peoples, has many regions ideally suited to growing cotton. Cotton farming should provide a lifesaving cash crop allowing millions of African farmers to feed their families, school their children and provide adequate healthcare. Unfortunately, the bright promise of cotton is turning into a social tragedy fueled by low worldwide cotton prices and health problems due to toxic chemicals from the cultivation of conventional cotton.
Four hundred million cotton farmers in the developing world are living in conditions of abject poverty due to the collapse of world cotton prices caused by large cotton subsidies to cotton growers in the US, EU and China and due to high costs and negative health impacts of pesticides used on cotton. Cotton crops account for twenty-five percent of the world’s use of pesticides. The World Health Organization estimates that more than 20,000 people die each year due to accidental pesticide poisoning and up to one million are suffering from acute long term poisoning. Conventional cotton farming also causes long term contamination of rivers, lakes and waterways.
Conventional cotton agriculture in Africa is bordering on collapse because crop yields are being reduced due to conventional growing techniques which deplete the soil, the high price of Genetically-Modified (GM) cotton seeds which many farmers are being coerced to buy, expensive imported pesticides many of which come from large U.S. chemical companies, and depressed worldwide cotton prices largely due to cotton subsidies provided by the U.S. Government to large agribusiness companies in the U.S.
The result is that American growers can sell their cotton cheaply because they are also receiving generous payments directly from the U.S. Government which paid U.S. cotton farmers $2.06 billion in 2001, according to the Department of Agriculture. American cotton subsidies are destroying livelihoods in Africa and other developing regions. By encouraging over-production and export dumping by U.S. cotton growers, these subsidies – which are almost twice as much as the U.S.’s foreign aid to Sub-Saharan Africa – are driving down world cotton prices on an inflation-adjusted basis to their lowest levels since the Great Depression. While American corporate cotton barons get rich on government subsidies, African farmers suffer the consequences.
However, growing cotton organically can reverse this situation by delivering a 50% increase in income by cutting costs of synthetic petroleum-based fertilizers and toxic pesticides and allowing farmers to access the organic cotton market which has a 20% premium for certified organic cottons. Farmers will need to be trained in organic farming and issues such as crop diversification and pest control to gain maximum effectiveness.
Of course, this is dependent upon an expanding market for organic clothing. This is the easy part. More and more talented designers are creating ecologically sustainable and ethical clothing. Two of the most well-known are Ali Hewson, founder of the EDUN collection and wife of Bono, and Katharine Hamnet, creator of the Katharine E. Hamnet label – the “E” stands for “ethical” and “environmental”.
To insure a large supply of quality organic cotton, Ms Hamnet has instituted a program to train and help African cotton farmers grow organic cotton. The results have been very encouraging. The African organic cotton farmers are able to avoid the expenses of high priced pesticides, sell their crops at higher prices, and avoid the health problems due to handling toxic pesticides. This project now needs to be expanded to a greatly larger scale. Perhaps governments can do this if they truly understand the scope and purpose ... something that governments have been reluctant to do so far.
This demonstrates that ethics, environmentalism and fashion can stand together to provide a better life for everyone involved in the growing, manufacturing, and wearing of healthy clothing. | <urn:uuid:37313651-e76d-4e15-99ec-0f4a755a4315> | {
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Mission Mishoon—The Dugout Canoe of the Pequots
In 1997, a 17 feet long, 2 feet wide canoe dating back to around 1670 was found floating in Curtis Pond in Waymart, PA, by a local who went fishing.
"People have called up saying thing like, 'I found a canoe like that in my pond and it's stored in my barn.' There could be many canoes out there...as many as one per pond," said Dan Perry.
Although the popular image of the northeastern Native canoe is one of birch bark, large white birch trees were not commonly found in southern New England.
Historical records note that the Pequots instead used dugout canoes, made from the hollowed-out trunks of pines, chestnuts, or other sizeable trees.
Seafood was a staple in Pequot meals throughout the year. The Pequots used a range of fishing techniques, many of which had been known for thousands of years, such as hooks and lines, nets, spears, bows and arrows, and wires, or fish traps.
Once the fish were brought home, they were cleaned and then boiled, roasted, smoked, or dried. Shellfish, dug in shallow water or collected off the beach, were cooked immediately or pried open, strung, and dried.
The Pequots caught eels with the help of woven woodsplint eel traps. At one end of the cylindrical trap was a funnel, and the eels, attracted by fish head bait inside, could swim in but could not find their way out. The other end of the trap had a lid that allowed the eels to be removed. The trap was weighed down with rocks, and a line was attached so it could be hauled out of the water.
In 1651, the 400 Pequots living at Nameag received permission to live on 500 acres at Noank. Noank was on the coast and provided access to fishing. But within a few years the soil on this small tract was depleted of nutrients---making farming difficult---and there was no more firewood. Noank proved too small for their shifting agriculture.
By the end of the 17th century, more English settlers had arrived, demanding more land. Gradually, the English took control of the most desirable land. By 1713, the Pequots lost Noank. Forced from their traditional coastal territory, these Pequots were left with an inland reservation consisting of rocks and swampland.
The first step was locating a suitable large tree, which was felled by burning through the base and using a stone ax to hack away the charred wood.
"I have seene a Native goe into the woods with onely a Basket of Corne with him, & stones to strike fire when he had feld his tree...," by Roger Williams, 1643.
When the log was sufficiently hollow, the final step was to use a scraper or quahog shell to smooth the canoe all over. The entire process for building an average-size of 12 feet long took one man about 10 to 12 days.
"...so hee continues burning and hewing untill he hath within ten or twelve dayes (lying there at his worke alone) finished, and (getting hands,) lanched his Boate," by Roger Williams, 1643.
A 36 feet long dugout canoe, which could hold at least 10 people, was made by Wampanoag canoe makers in the Pequot Museum from May to July, 2015.
Titled "Mission Mishoon," it is the largest dugout canoe made in southern New England for more than 200 years. It is made from a 70-year-old tulip poplar tree, also called "canoe tree," which was found in Ledyard, CT.
After it was made, the Mission Mishoon was launched into and paddled down the Mystic River, which connects three of the Nation’s oldest Indian Reservations, from the headwaters near the Mashantucket Pequot and Eastern Pequot Reservations to the river’s mouth where the first Pequot reservation at Noank was located.
Co-produced by Ashley Bissonnette, Christopher Newell, David Naumec, Jason Mancini, Jonna Chokas, Kevin McBride, and Yulun Huang.
Curated and created by Yulun Huang.
Image courtesy of The Mashantucket Pequot Museum and Research Center, Coastal Connecticut Magazine, Ashley Bissonnette, Clifford Sebastian, Michael Johnson, Owen McDonald, and Yulun Huang.
"MISSION MISHOON" PROJECT
Led by Darius Coombs and Jonathan Perry.
Supported in part by Katherine Raia and Ronstan International Inc. | <urn:uuid:0cac5264-0b5f-471a-a834-620f2c98f5ca> | {
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In the heart of educational philosophy, the Garden House shines as a beacon of holistic learning, embodying the principles of Waldorf Education. As we delve into the roots of this pedagogical approach, pioneered by Rudolf Steiner in 1919, we uncover a century-old legacy that has evolved into a global movement. The Garden House, as a torchbearer of Waldorf principles, plays a pivotal role in nurturing children through the natural stages of development. This article is an exploration of Waldorf Education’s profound impact on young minds, and how the Garden House encapsulates these principles to cultivate resourceful, warm-hearted, and adaptable individuals.
Understanding the Waldorf Movement
The Waldorf movement, also known as Steiner education, took its initial steps in Stuttgart, Germany, under the visionary guidance of Rudolf Steiner. Originating in 1919 to serve the children of Waldorf-Astoria Company employees, it has since burgeoned into a vast network of over 1,100 Waldorf schools and nearly 2,000 kindergartens across 80 countries. This expansive presence solidifies its standing as the largest independent and non-denominational school system globally. The movement’s centennial journey unveils a commitment to refining Waldorf education for contemporary times while emphasizing its global relevance.
Philosophy Rooted in Anthroposophy
At the core of Waldorf Education lies anthroposophy, Rudolf Steiner’s philosophical framework that seeks to integrate the spiritual and practical aspects of human experience. This holistic approach recognizes childhood as a profound journey, one that demands a nurturing environment for the unfolding of three fundamental soul forces – thinking, feeling, and willing. The Garden House, deeply embedded in the anthroposophical roots, stands as a testament to the belief that education is not merely an imparting of knowledge but a cultivation of the whole individual.
The Garden House: A Haven for Waldorf Education
Nestled within the broader landscape of Waldorf schools, the Garden House emerges as a unique haven, fostering an environment where children are encouraged to explore, create, and discover their individuality. The school’s commitment to the Waldorf principles is evident in its curriculum, teaching methods, and the overall atmosphere that permeates its halls.
Curriculum Aligned with Developmental Phases
Waldorf Education at the Garden House is a meticulously crafted journey that acknowledges and aligns with the natural phases of a child’s development. The curriculum unfolds in a way that respects the distinct stages of childhood, allowing for a harmonious progression of learning. From the early years in the kindergarten, where imaginative play lays the foundation, to the later years of academic rigor, the Garden House curriculum is a reflection of the Waldorf philosophy’s adaptability to the evolving needs of a growing child.
Unveiling the Three Soul Forces
The essence of Waldorf Education lies in recognizing and nurturing the three soul forces – thinking, feeling, and willing. The Garden House, with its dedicated educators, creates an environment where these forces are given the time and space to unfold organically. The emphasis on experiential learning, artistic expression, and practical skills aligns with the Waldorf vision of education as a holistic process that goes beyond textbooks and standardized testing.
Waldorf Education: A Global Perspective
Beyond the confines of individual schools, the Waldorf movement has evolved into a global phenomenon. The Garden House, as part of this international community, contributes to the broader vision of enhancing Waldorf education for modern times. The exchange of ideas, practices, and experiences among Waldorf schools worldwide enriches the educational tapestry, fostering a sense of interconnectedness that transcends geographical boundaries.
Global Collaboration in Education
Waldorf schools around the world share a common thread – a commitment to nurturing individuals who can navigate an ever-changing global landscape with resilience and creativity. The Garden House actively participates in this global collaboration, engaging in partnerships, cultural exchanges, and collaborative projects that broaden the horizons of its students. Through this interconnected approach, Waldorf Education becomes a dynamic force that adapts to the diverse needs of children worldwide.
Adapting Waldorf Principles for Modern Times
The century-long journey of Waldorf Education has been marked by a continuous process of adaptation. The Garden House, in tune with the spirit of Waldorf, embraces innovation while staying true to its core principles. Technological integration, contemporary teaching methodologies, and a forward-looking curriculum demonstrate the Garden House’s commitment to preparing students for the challenges of the 21st century without compromising the essence of Waldorf education.
Impact on Students: Cultivating Resourceful, Warm-hearted Individuals
The true measure of Waldorf Education’s success lies in the impact it has on its students. As graduates of the Garden House step into the world, they carry with them a unique blend of academic proficiency, artistic expression, and a deep sense of connection to the world around them.
Academic Excellence with a Difference
Waldorf graduates, including those from the Garden House, stand out not only for their academic achievements but for the qualitative difference in their approach to learning. The emphasis on critical thinking, creativity, and a love for learning equips these individuals with the tools to navigate diverse academic challenges, fostering a lifelong commitment to intellectual growth.
Artistic Expression as a Path to Self-Discovery
One of the hallmarks of Waldorf Education is its emphasis on artistic expression as a means of self-discovery. The Garden House, with its vibrant arts curriculum, encourages students to explore various forms of creative expression, be it painting, music, drama, or handcrafts. This not only enhances their artistic skills but also serves as a pathway to understanding themselves and the world around them.
Building Warm-hearted and Connected Individuals
Beyond academic and artistic achievements, Waldorf education, and by extension, the Garden House, places a strong emphasis on cultivating warm-hearted and socially conscious individuals. The interconnectedness of humanity and the environment is a recurring theme in Waldorf principles, instilling a sense of responsibility and empathy in students. The Garden House community becomes a microcosm of this philosophy, where kindness, cooperation, and a deep respect for diversity are woven into the fabric of daily interactions.
Challenges and Controversies: Addressing Criticisms of Waldorf Education
While Waldorf Education has garnered praise for its holistic approach, it is not without its share of criticisms and controversies. The Garden House, like other Waldorf schools, faces challenges that prompt reflection and adaptation in response to evolving educational landscapes.
Critiques on Lack of Standardized Testing
One notable criticism directed at Waldorf Education is the absence of standardized testing in the early years. Detractors argue that this approach may leave students unprepared for the competitive academic environments they may encounter later in their educational journeys. The Garden House navigates this critique by supplementing its holistic assessment methods with a strategic integration of standardized testing in later grades, striking a balance between the Waldorf philosophy and the demands of external educational benchmarks.
Addressing Diversity and Inclusion
Another point of discussion within the Waldorf movement, and by extension, the Garden House, is the need for increased attention to diversity and inclusion. Critics argue that the anthroposophical roots may inadvertently create a lack of cultural sensitivity. In response, the Garden House actively engages in initiatives that celebrate diversity, fostering an inclusive environment that reflects the richness of the global community.
Conclusion: A Century of Cultivating Futures at Garden House
As we reflect on the intertwining paths of Waldorf Education and the Garden House, it becomes evident that this educational philosophy is more than a curriculum—it’s a way of life. A century after Rudolf Steiner’s pioneering efforts, the Garden House stands as a testament to the enduring relevance and adaptability of Waldorf principles. As it continues to nurture the unfolding of the three soul forces in each child, the Garden House exemplifies the essence of Waldorf Education—a timeless journey towards cultivating resourceful, warm-hearted, and adaptable individuals ready to embrace the challenges and joys of the world. In the ever-evolving landscape of education, the Garden House remains a sanctuary where the seeds of learning are sown, and the roots of understanding grow deep. | <urn:uuid:c0c9b9ad-b8bb-427a-a54e-0acce9cc901f> | {
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Where do E. coli bacteria live?
What do E. coli bacteria do?
They can only live for a short time on their own, because they have evolved over time to live inside animals. E. coli live in your intestines, where they eat some of your food and break it down into smaller molecules that you can get into your blood. They can eat a lot of different kinds of food.
How do we get E. coli inside us?
Babies are born without E. coli inside them, but they usually get some inside them before they are two days old, from the hands of people who hold them.
What are E. coli cells like?
E. coli cells are so simple that they can build all the parts of the cell out of just one kind of sugar molecule (glucose). Some kinds of E. coli bacteria have flagella, so they can swim around inside you, and others don’t.
Most kinds of E. coli bacteria don’t hurt you, and in fact you need them to help digest your food. These E. coli bacteria also kill off other germs that might hurt you, and some of them produce vitamins you need. You usually have millions of them inside your gut.
E. coli and dysentery
But a few kinds of E. coli bacteria are poisonous, and occasionally people even die from eating the wrong kind of E. coli bacterium. You can avoid most bad E. coli infections by cooking meat well before eating it, and washing your hands with soap often when you are cutting up raw meat and after you go to the bathroom. | <urn:uuid:dc4eb49c-5d7c-4ee1-929c-ff370e2d369b> | {
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ACE CRC goes in search of minute traces of elements in the Southern Ocean with global impact
Why does anyone care about minute amounts of trace elements in our oceans - elements found at concentrations of less than 100 parts per trillion?
The International Polar Year or ’IPY’, an international collaborative effort researching polar regions, took place between 2007 and 2009 and effectively harnessed the human, technological and logistical resources of the international community to deliver an unprecedented view of the status of the polar regions. During IPY, a circumpolar, multidisciplinary snapshot of the Southern Ocean was obtained for the first time, with observations made of many properties, processes and regions that had not been measured before. Such scientific advances have led to growing recognition that the Southern Ocean influences climate and biogeochemical cycles on global scales.
The IPY also saw the beginning of activity under a new program, GEOTRACES, a decade-long international study of the global marine biogeochemical cycles of trace elements and their isotopes. Fourteen bi-polar research expeditions were undertaken along key ocean sections between 2007 and 2009 under the aegis of GEOTRACES, both in the oceans around Antarctica and the Arctic. The Antarctic Climate and Ecosystems Cooperative Research Centre (ACE CRC) is a major participant in GEOTRACES in the Australasian region. A team of scientists within the ACE CRC’s ’Carbon’ Program is focussed on improving our understanding of trace elements in the Southern Ocean, and in particular identifying what affects their distributions, and the sensitivity of these distributions to changing environmental conditions.
The Southern Ocean is of particular interest to GEOTRACES because iron limits primary productivity in much of this vast ocean basin, and change in the delivery and availability of iron will arguably be the single largest forcing of Southern Ocean ecosystem productivity and health in the next century and have flow on implications for our climate. Moreover, every living cell and organism on our planet needs other trace elements (such as zinc, copper, manganese and cobalt) for many functions, including as co-factors in enzymes, and thus co-limitation by such elements in the Southern Ocean is likely under certain environmental conditions. Therefore although these trace elements may be found in minute concentrations in the ocean, they are critically important, and their biogeochemical cycling has direct implications for the carbon cycle, climate change, ocean ecosystems and environmental contamination.
The results of the IPY-GEOTRACES research has yielded the first full ocean section circumpolar measurements of micronutrient trace elements and isotopes in the Southern Ocean. These and related biogeochemical observations promise to reveal important information concerning primary production in this region, phytoplankton community structure, and ultimately, a better understanding of the importance of trace elements as regulators of climate change. | <urn:uuid:55044fa4-db55-4ed0-a792-8610732aa90d> | {
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Sheetal and Suman Audichya
Adolescence is a period during which individuals’ transit from puberty to adulthood. Children go through many changes throughout this time, including biological, cognitive, and emotional changes. Excessive stress caused by studies, high expectations, and lack of capacity to maintain studies is referred to as academic stress. The study’s major goal was to assess the academic stress among rural adolescents owing to COVID- 19. The study was conducted in Udaipur district of Rajasthan. For the sample selection from four villages having Sr. Sec, schools were randomly selected. From selected schools, 180 students of age group of 16-18 years were selected randomly. The sample consisted equal no. of adolescent boys and adolescent girls. Slightly modified Academic stress scale developed by Rao (2012) was used to assess academic stress in adolescent boys and girls. Collected data was further classified, in tabulated form and analyzed through using suitable statistical measures. Results indicated that adolescents’ boys and girls faced moderate to high academic stress. Furthermore, girls were facing high academic stress as compared to boys.
Keyword: Academic stress; Adolescent; COVID-19. | <urn:uuid:62ca4561-fed0-41fb-aee6-9791fb164aea> | {
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What qualities of mold and mildew affect our health?
Mold can pose a health issue, especially for individuals with an allergy, an existing breathing problem, or a weakened body immune system.
As mold grows, spores, cells, fragments, and also unsteady natural compounds can go into the air. They can create irritants, irritants, and mycotoxins. A few of these can be poisonous, specifically to individuals that have a level of sensitivity to them.
Also, wetness motivates materials to break down, enhancing the volume of particles, or dirt, airborne.
These fragments can irritate the lungs, nose, and throat, particularly in an individual that already has breathing trouble, bronchial asthma, or a chronic lung problem.
A person with a sensitivity or allergy to any mold-related particles might respond.
Mold and mildew allergies can produce comparable symptoms to other allergic reactions, such as hay fever, or seasonal allergy. In these, as well, air-borne materials can influence the top respiratory system.
Symptoms consist of:
• a blocked or runny nose
• a scratchy nose
• an itchy throat
• watery eyes
Individuals with a mold and mildew allergy in addition to asthma have a higher opportunity of having an asthma attack when there is mold and mildew in the atmosphere.
A greater volume of dirt can raise the risk of allergens, which can likewise trigger an allergy in some people.
Some sorts of mold, such as Aspergillus, can trigger a major illness, called aspergillosis, in some individuals.
Most individuals can take in the spores of this fungi without becoming sick, however, individuals who have a weakened immune system or an existing lung condition can have an extreme response.
There are various types of trusted Sources of aspergillosis:
• Allergic bronchopulmonary aspergillosis (ABPA): This influences the lungs and can cause breathing problems.
• Allergic aspergillus sinus problems: This affects the nose as well as can include a migraine.
• Aspergilloma, or fungus round: This can trigger coughing, which might produce blood, along with breathing problems.
• Chronic pulmonary aspergillosis: Signs and symptoms consist of breathing troubles, coughing, and weight management.
It is not always feasible to stop mold from growing, yet normal cleansing and cleaning can reduce the threat of it showing up or worsening.
It is difficult to do Mold Removal Oak Park in the indoor surrounding. However, mold and mildew advancement can be taken care of inside your residence by regulating moisture inside your residence. Any building that has experienced water damage or problems with excess moisture goes to the threat of mold growth. There are hundreds of various kinds of mold situated outdoors and likewise inside. All present feasible threats and also end up being bothersome when they begin proactively increasing. If you find that your residence or company has actually started to show indicators of mold and mildew damage, it is very important to work as quickly as possible, call 770 Water Damage & Restoration for immediate action. | <urn:uuid:d62540ec-c273-479a-b741-58698927f50a> | {
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Wrangell Institute for Science and Environment (WISE) is a private non- profit
organization in Alaska's Copper River Basin that provides science and environmental
education to all age groups, resources for learning, and support for
Provide science and environmental education to all age groups, resources for learning,
and support for scientific research.
Share the natural world of the Copper River Basin, provide scientific and environmental
education along with research services, and instill a sense of awe, connectedness,
and sacred feeling for the place we live.
Provide: Sense of Place
Cultivate observation skills, understanding, and sensitivity to our biotic and climatic
environment. Nurture connections with place both personally and emotionally; and
build understanding for how place is influenced by humans.
Develop an understanding of how things are interconnected, how ecosystems function,
and the cause and effect of human actions on natural systems.
Identify ways people can make a difference; take a personal responsibility to sustain
our natural and human communities; and inspire stewardship. | <urn:uuid:62f5abab-9540-4a82-9499-18cac0fcd6e0> | {
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Researchers have not yet been able to figure out why Titan, Saturn’s largest moon, has such a thick, nitrogen-rich atmosphere that is more than seven times as massive as Earth’s atmosphere when adjusted for surface area. This creates a haze around the moon which blocks most of the Sun’s rays making its surface near impossible to see. “The main theory has been that ammonia ice from comets was converted, by impacts or photochemistry, into nitrogen to form Titan’s atmosphere. While that may still be an important process, it neglects the effects of what we now know is a very substantial portion of comets: complex organic material. A lot of organic chemistry is no doubt happening on Titan, so it’s an undeniable source of curiosity,” said Dr. Kelly Miller, research scientist in the Southwest Research Institute’s Space Science and Engineering Division. Read more for another video and additional information.
Photo credit: Christian Baker
The axolotl is a Mexican salamander with incredible regenerative abilities, which means you can slice off its leg off, and the limb will grow right back, exactly the way it was. How they’re able to do this and humans can’t is still a mystery to researchers. “It’s hard to find a body part they can’t regenerate: the limbs, the tail, the spinal cord, the eye, and in some species, the lens, even half of their brain has been shown to regenerate,” said study co-lead author Randal Voss, a professor at the University of Kentucky Spinal Cord and Brain Injury Research Center. Read more for another video and additional information.
Photo credit: HOLGER LANGMAIER / MATT SEYMOUR / TAG HARTMAN-SIMKINS via Science Alert
MIT Lincoln Laboratory researchers have devised a way to send secret whispers directly into a person’s ear by simply pointing a laser at someone from a distance. That person then hears the transmitted audio but others in the same area do not. These special laser systems can transmit tones, music, and recorded speech at a conversational volume to specific people who don’t need to wear any special equipment. Read more for a video and additional information.
Israel’s Beresheet (Hebrew word for “beginning”) spacecraft is set to launch from Cape Canaveral Air Force Station atop a SpaceX Falcon 9 rocket in February, and is expected to land on the lunar surface about two months later. This unmanned spacecraft means Israel join three other countries – the U.S., the Soviet Union and China – to have made successful ‘soft landings’ on the lunar surface. The landing also marks the first private mission to reach Earth’s natural satellite. Read more for another video and additional information.
Photo credit: David A. Kring / Center for Lunar Science and Exploration via CNN
Apollo 14 was the eighth manned mission in the United States Apollo program, and the third to land on the Moon as well as the last of the “H missions,” targeted landings with two-day stays on the lunar surface with two EVAs, or moonwalks. When astronauts Alan Shepard and Edgar Mithcell returned samples from the moon’s surface, they probably didn’t realize that they were reuniting Earth with a bit of its early history. The “moon rock” you see above most likely collided with the moon after an impact sent it hurtling from Earth 4 billion years ago. Read more for another video about Apollo 14 and additional information.
Photo credit: Express.co.uk
Scientists have just the symbolic Doomsday Cock ahead by half a minute, saying the world was at its closest to annihilation since the height of the Cold War due to threats of nuclear war. At two minutes to midnight, it’s at the closest to catastrophe since 1953, due to several factors. “Hyperbolic rhetoric and provocative actions on both sides have increased the possibility of nuclear war by accident or miscalculation,” said the group of North Korea’s nuclear program. Read more for a video explaining what the Doomsday Clock is all about.
Photo credit: Joe Gutheinz, courtesy of Christopher McHugh
Nancy Lee Carlson from Inverness, Illinois has filed a new lawsuit accusing NASA of damaging a sample bag taken on the historic first manned moon mission in 1969 and illegally taking particles of moon dust. She first purchased the item in 2015 for $995 and later sold it in 2017 for $1.8 million, in which during that two-year period, Carlson and NASA were engaged in a protracted legal battle over its ownership, which she eventually won. “The bag contained lunar samples, including some lunar dust enmeshed in the bag fibers when the Apollo 11 mission returned to Earth,” the suit says. Read more for a video about building a lunar base out of moon dust and additional information about the case.
William ‘Captain Kirk’ Shatner spotted a strange “shiny bluish light” in an image captured by the NASA InSight Rover on Mars, and then promptly shared his discovery with the world on Twitter. Before things got out of hand, the space agency Tweeted back: “Just a bit of lens flare as the sun dips low on the horizon. Both photos were taken shortly before sunset. No cause for alarm, Captain!” For those don’t know about the mission, InSight’s objectives are to basically place a seismometer, called SEIS, on the surface of the red planet to measure seismic activity and provide accurate 3D models of the planet’s interior; and measure internal heat flow using a heat probe called HP3 to study Mars’ early geological evolution. Read more for the original Tweet from William Shatner, a video about the InSight and additional information.
Photo credit: Terry Gates / Gizmodo
Galagadon, a freshwater shark from the Cretaceous Period, is related to a group called carpet sharks found in Indo-Pacific seas today, and measured 1-2 feet in length, with teeth the size of a sand grain, about four-hundredths of an inch (1 millimeter). However, these teeth are shaped just like the spaceships found in the 1981 Japanese arcade game Galaga, which is the sequel to 1979’s Galaxian. Read more for an artist’s depiction of an actual Galagadon shark.
“Planet Nine” is theorized to be 10 times larger than Earth and is supposedly located somewhere in the outer reaches of our solar system, but it may not be a real planet after all, but instead a massive disc of smaller objects lying just beyond Neptune that exerts the same gravitational force as a super-Earth-sized planet. This mysterious planet is thought to be located so far from the Sun that it reflects very little light, and scientists have based its existence based on the strange clustered orbits of a group of trans-Neptunian Objects (TNOs), which includes Pluto. Read more for another video and additional information. | <urn:uuid:069325e2-8d51-4785-ae61-ffdd901e9e75> | {
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And tested them all over the Pacific.
Once Europe had trembled under the tramp of French boots; twice Paris had fallen to a foe; three times France had succumbed to invasion. Before the World War II France, like Britain and Germany, led the way in nuclear science, building on the Curie family’s work. Frederic Joliot-Curie set up the first cyclotron or particle accelerator in Europe and with Lew Kowarski succeeded in creating a fission reaction in uranium early in 1939, soon after the discovery of the phenomenon.
France’s interest in nuclear science was at first a quest for an energy source more than a weapon—an industrial nation needed fuel to power its armaments factories. Joliot-Curie asked the government for money and certain rare materials: uranium ore and “heavy water.” The ore came quietly from a Belgian mining firm with a mine in the Congo, but the heavy water–water in which ordinary hydrogen atoms are replaced by twice-as-heavy deuterium atoms—came from Norway, a country endangered by Nazi Germany.
No sooner had French agents secured the world’s entire supply of heavy water than France fell in May 1940. The uranium went to Morocco and the heavy water to Britain, which is where it was used in crucial experiments that led to the Manhattan Project. Once in Canada, Joliot-Curie’s colleague Bertrand Goldschmidt developed the chemical process for separating plutonium from uranium fuel. Though the Joliot-Curies remained in France they did not collaborate, and aided the Allied ALSOS mission to locate and secure German nuclear-research materials. | <urn:uuid:f15a38dc-297a-413d-94b2-bde639037686> | {
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Expository Essay Worksheets
What is the expository paragraph called?
The expository paragraph is a type of paragraph. Writing that explains something, gives facts, or gives directions is apostasy. A "how to" in the writing world is an expository paragraph. It is meant to inform the reader about your knowledge. You can find the writing prompt listed below.
What is the goal of any expository piece?
The ELA Standard: W.5.3 is related to the exposition writing. The goal is to convey information. This could be a step-by-step explanation, a simple description, or a nonfiction piece. The author assumes that the reader has no prior knowledge of the topic they are discussing.
What is an expository essay reference sheet?
The reference sheet is an easy way to help students in your class. It gives an explanation of what an expository essay is, a check list as to what is needed when writing the essay, and an additional resource of sentence frames for students who are struggling with writing.
What is the English language?
English live worksheets. The essay is exposition. How? To write an essay. I have an ID: 1549893. The language is English. School subject. Creative writing. The grade is 5. The age is 10. The main topic is how to essay.
What is the expository writing worksheet?
The writing is impressive. This 7-page writing exercise teaches your students to write non-fiction that informs, explains or compares something by giving them simple step-by-step instructions and a lot of support. The download of this worksheet can be found on the website of Evan-Moor Corp.
What is the name of the worksheets and printables that students can use to write?
There are lesson plans and rubrics for Grades 2 to 5. There are forms of writing. It is a form of writing that gives information or describes something. Non fiction can be a good example.
What is the name of the Halloween Staar Expository Writing Prompt Expository Writing?
Star Writing Prompt on Halloween. The pin is on Staar. 9th There are writing skills and grade writing activities. English writing skills examples for 9th grade. There is a pin on writing.
What is the name of the document type and academic level?
You can begin by entering the document type and academic level, choosing your essay topic and number of pages needed, and selecting your expected assignment deadline.
How many versions are included in the PDF format?
A simple way to plan out a basic paragraph is by using a 4-square writing organizers. There are four different versions included. A writing prompt is provided on a blank 4-square and a topic sentence is provided on one version. There are different versions with different words.
What is the purpose of this unit?
There are writing examples that you should read. The purpose of this unit is to help you understand what is expected in an essay and how to prepare for the test. This is meant to help you through the process. Writing explains your thinking in a clear and complete way. It's the same thing. Explain.
What are the grade 3 expository writing prompts worksheets?
Writing Prompts for Grades 3 and 4. There are topics that can be better chosen for the grade 3 expository writing prompt. The importance of classroom rules is one of the topics kids write about. For grade 4. The are more captivating for grade.
What is the English School subject?
The person has an ID. English as a Second Language is a school subject. The main content is writing, but there are activities, writing, composition, and add to my workbooks.
What is expository writing defined as?
What is it about writing that makes it exceptional? Explanations and steps in a process are presented inferential writing. Informational writing. An essay should have three main points and follow a logical sequence.
What is an expository essay?
If written properly, an expository essay will expose your writing skills and talent. First of all, you should know the meaning of the essay definition and choose a topic that is interesting to learn more about.
What is the name of an expository essay?
An expository essay is different from other types of essays. College students are usually given the opportunity to write an essay. It's important to know some good U2018A’ prompts.
What is a descriptive paragraph usually written as part of a story or essay?
A descriptive paragraph is usually written as a part of a story or essay and gives information about an event. All with teacher notes. They start with a topic sentence. Paragraph writing in PDF. Writing is one of the most difficult skills to learn.
What is the name of the Free German Worksheets For Beginners document type?
The German Worksheets For Beginners are for beginners. Pick a topic and number of pages you need for your essay. You can select your. There is a German Worksheets for beginners. The deadline for the assignment is expected. Get assigned to a writer. Your original is complete and of plagiarism.
Have something to tell us about the gallery? | <urn:uuid:dbda3762-a498-42d2-bcb9-baf5034ef15b> | {
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Research conducted over the past 30 years leads to the conclusion that televised violence does influence viewers' attitudes, values and behavior (Hearold, 1986; Murray, 2000, 1994, 1973; Paik and Comstock, 1994; Surgeon General's Scientific Advisory Committee on Television and Social Behavior, 1972). Although the social effect of viewing televised violence is a controversial topic of research and discussion, the body of research is extensive and fairly coherent in demonstrating systematic patterns of influence. In general, there seem to be three main classes of effects:
- Aggression. Viewing televised violence can lead to increases in aggressive behavior and/or changes in attitudes and values favoring the use of aggression to solve conflicts (Huston et al., 1992).
- Desensitization. Extensive violence viewing may lead to decreased sensitivity to violence and a greater willingness to tolerate increasing levels of violence in society (Drabman and Thomas, 1974; Thomas et al., 1977).
- Fear. Extensive exposure to television violence may produce the "mean world syndrome," in which viewers overestimate their risk of victimization (Gerbner, 1970; Gerbner et al., 1994).
Although we know that viewing televised violence can lead to increases in aggressive behavior or fearfulness and to changed attitudes and values about the role of violence in society, we need to know more about how these changes occur in viewers—the neurological processes that lead to changes in social behavior.
Within the context of social learning theory, we know that changes in behavior and thoughts can result from observing models in the world around us, such as parents, peers or the mass media. The processes involved in modeling or imitating overt behavior were addressed in social learning theories from the 1960s (Bandura, 1969, 1965, 1962; Berkowitz, 1965, 1962), but we must expand our research approaches if we are to understand the neurological processes that might govern the translation of the observed models into thoughts and actions.
Both Bandura (1994) and Berkowitz (1984) have provided some theoretical foundations for the translation of communication events into thoughts and actions. Bandura's social-cognitive approach and Berkowitz's cognitive-neoassociation analysis posit a role for emotional arousal as an "affective tag" that may facilitate lasting influences. With regard to aggression, we know that viewing televised violence can be emotionally arousing (e.g., Cline et al., 1973; Osborn and Endsley, 1971; Zillmann, 1982, 1971), but we lack direct measures of cortical arousal or neuroanatomical patterns in relation to viewing violence.
The pursuit of neurological patterns in viewing violence would likely start with the amygdala, because it has a well-established role in controlling physiological responses to emotionally arousing or threatening stimuli (Damasio, 1999, 1994; LeDoux, 1996; Ornstein, 1997). Indeed, a National Research Council report (Reiss and Roth, 1993) concluded:
All human behavior, including aggression and violence, is the outcome of complex processes in the brain. Violent behaviors may result from relatively permanent conditions or from temporary states...Biological research on aggressive and violent behavior has given particular attention to functioning of steroid hormones such as testosterone and glucocorticoids, especially their action on steroid receptors in the brain;...neurophysiological (i.e., brain wave) abnormalities, particularly in the temporal lobe of the brain; brain dysfunctions that interfere with language processing or cognition.
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RAIN FOREST ANIMALS COMPREHENSION
The Rain Forest Reading Comprehension - Softschools
The Rain Forest - A rain forest is a thick jungle which gets an unusually large amount of rain. Rain forests cover about 6% of the earth's surface. They hold about one-half of the world's plant and animal types. The four layers of a rain forest are the emergent layer, canopy layer, understory layer and forest floor. The emergent</b> layer is made up of very tall trees up to 200 feet high.
Rain Forest Theme Unit - Animals, Reading Comprehensions
Rain Forest Animals Word Search (20 Words) Rain Forest Animals Word Search (All Words) Rain Forest Animals Word Search (All Words - lowercase) Fill in the Missing Letter Unscramble the Words Circle the Correct Word Fill in the Missing Vowels Fill in the Words Puzzle Vocabulary Crossword Puzzle (Definitions) Vocabulary Crossword Puzzle
Improve your students’ reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.
Amazon Rainforest Animals Reading Comprehension | Teaching
Develop your pupils’ comprehension skills with this reading comprehension pack. Included are five non-fiction original reading passages based on five Amazon Rainforest animals. Alongside each reading passage are questions to develop student comprehensi..
Rain Forest Theme Units page 1 | abcteach
This Favorite Rain Forest Animal Survey is perfect to practice graphing skills. Your elementary grade students will love this Favorite Rain Forest Animal Survey. Use this form to record people's favorite rain forest animals. Ten types are suggested and blank spaces are also included. Good tallying practice.
The Rainforest Lesson Plan, Tropical Amazon, Teaching
A rain forest can be compared to a tall jungle! The weather is hot, humid, and rainy. Many animals and plants call the rainforest home. They are used to living in a hot, rainy place. 30 million different types of plants and animals live in the rain forest. This includes some of the prettiest plants and flowers in the world. Rainforests are home
Mr. Nussbaum - Amazon Rainforest Reading Comprehension
Home > Lang. Arts > Amazon Rainforest Reading Comprehension - Online Amazon Rainforest Reading Comprehension - Online This resource includes a reading passage and ten multiple choice questions.
Rainforest Creatures Comprehension | Classroom Secrets
Rainforest Comprehension Reading Activity Worksheets with some SATs style questions with AFs and answers. Differentiation: Beginner 4 questions. Text aimed at 1a readers, Turquoise Book Band, Reading Age 7 - 7 1/2, PM Benchmark 17 & 18, Reading Recovery level 17 & 18.
Animals of the Rainforest: Science Activity - TeacherVision
Rain Forests ; Animals Of The Rainforest Worksheet Animals of the Rainforest Worksheet. Students learn about the behaviors and physical characteristics of rain forest animals, then use worksheets to classify different animals of the rain forest into various groups. Grade: 3 |
Rain Forests | edHelper
1 The tropical rainforest is the liveliest ecosystem on earth! Trees there have leaves so densely packed that they look like a large, green blanket in mid-air. Sunlight can hardly penetrate through the blanket of leaves, making the ground very shady. | <urn:uuid:21642ab0-13c8-4377-bc82-083facdf45ca> | {
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This blog post continues our expert analysis of complex investments.
Cognitive research has shown that humans have severe limits on the amount of information that can be received, processed, and remembered. In this post, we explore the research and compare it to the task presented to an investor when reading a prospectus.
Humans have a limited ability to simultaneously hold multiple objects in their mind. There is a very large literature on this topic within the cognitive psychology field. It is a part of working memory research and comes under the aegis of “digit span”.
Digit span is the way psychologists measure the ability of working memory to store objects. For example, if a subject was presented with four numbers and could repeat them back in order, but could not do so with five numbers, their digit span would be four.
The average person has a digit span of seven and most people have a digit span between five and nine. This is known as Miller’s Law, and is based on one of the most heavily cited papers in the history of cognitive psychology. As Miller wrote:
… the span of absolute judgment and the span of immediate memory impose severe limitations on the amount of information that we are able to receive, process, and remember.
This rule is the reason why telephone numbers are seven digits long.
Miller also found the ability to judge differences between objects was limited as well. For example, the ability of subjects to distinguish between auditory tone, auditory loudness, the saltiness of water, and the position of points on an interval began to plateau at four and declined thereafter.
Since the 1950’s, research on working memory has expanded to include many other versions of digit span. One of these is known as “complex span”, which tasks the subject with recalling objects (as in the digit span test), while also having them process separate tasks at the same time. (For example, solving a simple math problem.)
As could be expected, recall is worse in complex span than in simple span tests. That is, the ability to hold objects in the mind declines as subjects have to process other tasks at the same time.
The research on digit and complex span can be applied to understanding complex investments. An investor tasked with understanding a prospectus is faced with having to potentially hold hundreds of objects in their mind simultaneously while also having to process different kinds of mathematical, financial, and economic problems.
Variable Universal Life Insurance Contract - Policy Loan
As an example of this task, we have mapped parts of a variable universal life insurance contract that apply to taking a policy loan. The defined terms are in red. All the defined terms would need to be simultaneously held in the investor's mind to understand how policy loans work. Furthermore, understanding the entire map is required to understand the first sentence.
To download a higher resolution image, click here.
Reading a prospectus is a complex span task. It is also many orders of magnitude harder than having to recall a sequence of letters while also doing simple math problems. Yet delivery of a prospectus is a key component of disclosure obligations for Registered Representatives and Investment Advisors.
If investors cannot understand a prospectus, they are reliant upon their financial advisor to understand it for them and to judge the investment's risk and suitability for the investor.
The Accelerant roster of securities experts with complex investment backgrounds includes:
You can find our complete roster of securities experts here.
George A. Miller. “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information”; Psychological Review, (1956). Available at: http://www.musanim.com/miller1956/. Accessed February 17, 2014.
For a simple explanation of this, see: Helen Tam, Christopher Jarrold, and Alan D. Baddeley, Domain-Specific Effects of Processing On Working Memory Performance. Available at: http://www.esrc.ac.uk/my-esrc/grants/RES-062-23-0148/outputs/Download/2124f645-eb6f-46b7-bfc6-8f6f4eb4bb05. Accessed February 17, 2014. | <urn:uuid:6f38fc08-98ad-4186-bf0a-c4e2a76fd32a> | {
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Increase the distance between the title and the plot in Matplotlib
To increase the distance between the title and the plot in matplotlib, we can take the following steps −
Create point x using numpy.
Create point y using numpy sin.
Set the title of the plot. After changing the value y (in argument), we can increase or decrease the distance between the title and the plot.
Plot x and y points using the plot() method, where color is red and line width is 2.
Ti display the figure, use the show() method.
import numpy as np from matplotlib import pyplot as plt plt.rcParams["figure.figsize"] = [7.50, 3.50] plt.rcParams["figure.autolayout"] = True x = np.linspace(1, 10, 1000) y = np.sin(x) ttl = plt.title('Sine Curve', y=1.05) plt.plot(x, y, c="red", lw=2) plt.show()
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- Increase the space between facets in a facetted plot created using ggplot2 in R.
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- How to increase the space between bars of a bar plot using ggplot2 in R?
- How do I adjust (offset) the colorbar title in Matplotlib?
- How to change the Y-axis title in base R plot?
- How to put the title at the bottom of a figure in Matplotlib?
- Setting the Matplotlib title in bold while using "Times New Roman" | <urn:uuid:c5f9a736-93e1-4f9b-b7bf-eb14cc55ddb9> | {
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If you need transportation to the march, please fill out this form and we will contact you. If you are able to provide transportation, please fill this out and we will contact you.
Si necesita transporte para la marcha, complete este formulario y nos contactaremos con usted. Si puede proporcionar transporte, complete esto y nos pondremos en contacto con usted.
On the night of April 7, 1712, 23 black slaves met in an orchard on Maiden Lane in Manhattan. They had hatchets, guns and knives, and, according to historian Edward Ellis, they believed that “by launching a dramatic revolt, they [would] incite other slaves and massacre all the white people in town.”
Conditions for the slaves of this city were wretched. They were beaten and starved. Many lived under the most primitive conditions. The meeting on Maiden Lane was the culmination of years of hardship.
The assembled slaves torched several houses of white landowners. Then they turned on the white people who came rushing out of their homes, They shot and killed nine of the white slave holders.
On the night of April 7th, 23 black men set out in the night on Maiden Lane. They torched the house of a slave owner, and stabbed the fleeing victims of the fire. Over the course of the night they killed eight white people, and wounded a dozen more. The governor sounded a cannon to raise a militia, but the rebels scattered to the woods. They were all captured the next morning, except for six, who committed suicide rather than face trial.
Suicide may have been prudent, as the executions were the most grisly form of torture–slowly being burned alive, dragged through town by horses, suspended by chains until death by dehydration, or mutilated on “the wheel,” a process by which a man is rotated on a wheel and slammed with a sledgehammer on every part of his body. All 21 of the executed, which included four alleged co-conspirators, had their heads left on stakes in the middle of town for weeks afterwards. | <urn:uuid:de9c1872-5050-41bf-80a7-86d41ad6eb77> | {
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Distribution of brown pelican red: year-round nonbreeding orange: year-round breeding
The brown pelican (Pelecanus occidentalis) is a North American bird of the pelican family, Pelecanidae. It is one of three pelican species found in the Americas and one of only two that feed by diving in water. It is found on the Atlantic Coast from Nova Scotia to the mouth of the Amazon River, and along the Pacific Coast from British Columbia to northern Chile, including the Galapagos Islands. The nominate subspecies in its breeding plumage has a white head with a yellowish wash on the crown. The nape and neck are dark maroon–brown. The upper sides of the neck have white lines along the base of the gular pouch, and the lower fore neck has a pale yellowish patch. The male and female are similar, but the female is slightly smaller. The nonbreeding adult has a white head and neck. The pink skin around the eyes becomes dull and gray in the nonbreeding season. It lacks any red hue, and the pouch is strongly olivaceous ochre-tinged and the legs are olivaceous gray to blackish-gray.
The brown pelican mainly feeds on fish, but occasionally eats amphibians, crustaceans, and the eggs and nestlings of birds. It nests in colonies in secluded areas, often on islands, vegetated land among sand dunes, thickets of shrubs and trees, and mangroves. Females lay two or three oval, chalky white eggs. Incubation takes 28 to 30 days with both sexes sharing duties. The newly hatched chicks are pink, turning gray or black within 4 to 14 days. About 63 days are needed for chicks to fledge. Six to 9 weeks after hatching, the juveniles leave the nest, and gather into small groups known as pods.
P. o. californicus (Ridgway, 1884) – This subspecies breeds on the Pacific coast of California and Baja California, and south to Jalisco. Its non-breeding range extends north along the Pacific coast to British Columbia, and south to Guatemala. It is rarely found in El Salvador.
The brown pelican is part of a clade that includes the Peruvian pelican (P. thagus) and the American white pelican (P. erythrorhynchos). The Peruvian pelican was previously treated as a subspecies of the brown pelican, but is now considered a separate species on the basis of its much greater size (around double the weight of the brown pelican), differences in bill color and plumage, and a lack of hybridization between the forms despite a large range overlap. In contrast, hybridization between brown and white pelicans is possible. | <urn:uuid:e5056c39-9e3e-4f13-ab5c-e9806407497e> | {
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Geology Elective Core - Students will:
Describe Earth's layers, including the lithosphere, asthenosphere, outer core, and inner core.
Comparing the temperature, density, and composition of Earth's crust to that of the mantle and outer and inner cores
Relate the concept of equilibrium to geological processes, including plate tectonics and stream flow. Examples: stream channel on a slope, movement of tectonic plates, convection within Earth | <urn:uuid:bfde501f-1d51-4cd8-a516-c6c6edcecfe6> | {
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One of a boxed set of stereoscope photographs produced for sale to the public by Underwood and Underwood. The Second Boer War (1899-1902) was the first war to be covered comprehensively by both film and still photography. This was the result of improved technology in both photographic equipment and printing techniques. When the war began in October 1899, the Boers quickly besieged British troops in Ladysmith, Kimberley and Mafeking. Reinforcements commanded by Lord Roberts landed at Cape Town in January 1900, and advanced inland to relieve the besieged towns. Mafeking, the furthest inland, was not relieved until 17th May, the story of its resistance under the command of Major-General Baden-Powell becoming legendary.
© National Museum of Science & Media / Science & Society Picture Library | <urn:uuid:4db06247-203c-4c07-8d56-99b35e5acc2e> | {
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After On the Origin of Species was first published in 1859, Charles Darwin wrote six books completely dedicated to plants. This online talk briefly describes what each book contains and how they were relevant to Darwin’s studies of evolution. Did you know that Darwin was the first scientist to demonstrate that some plants attract, trap, and digest insects? NYBG Curator Emeritus Robbin Moran, Ph.D., who has studied Darwin’s life and work for decades, will show how plants played a crucial role in the great scientist’s revolutionary theory of evolution.
About the Speaker
Dr. Robbin Moran is a Curator Emeritus at The New York Botanical Garden. He has published four books and over 170 scientific papers on fern systematics, and his research involves the classification, evolution, and geography of ferns. Every year he teaches a fern and lycophytes course at Eagle Hill Field Station in coastal Maine, as well as botany courses in Costa Rica through the auspices of the Organization for Tropical Studies. | <urn:uuid:a7f0563e-81b7-4e7e-aaf5-94dae2489509> | {
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Computer Skills Curriculum
Spreadsheet Lesson Plan
Title: Class of "Characters"
Competency 2.4: Enter and edit data into a prepared spreadsheet to test simple
"What if?" statements.
Measure 3.2.1: Given a spreadsheet of student grades, enter different numbers
for the last test score to determine what scores would earn a final average higher than
Materials Needed: Scorekeeper's notebook with data for some school sport;
handouts and transparency of the GradeBook Spreadsheet black
line master; overhead projector; a lab of computers running the spreadsheet file, GradBK2 or a single computer in the classroom.
Time: Two class sessions
Terms: Columns, Rows, Cells, Labels, Values, Formulas
Grade 7 Glossary
- Review spreadsheet concepts and terms.
- Show the class an example of a sports (basketball, soccer, hockey) scorekeeper's
notebook. Ask the students to identify the parts of the scorekeeper's information using
- Have the students make up statements like "What if (name) scores a goal, then how
will the team scoring average change?".
- Discuss with the students the benefits of using a spreadsheet for solving these
questions instead of doing all the calculations by hand.
- Announce to the class that they are going to create an electronic gradebook and enter
grades for any well known character they want: Donald Duck, Babe Ruth, Hillary Clinton,
- Divide the class into groups of 3 or 4. Ask each group to spend about five minutes
thinking of the character they want to use.
- While students are discussing their choices, pass out a copy of the black line master
Grade Book Spreadsheet to each group. Also project a transparency of the same black line
master for the class to see.
- After each group has selected their character, ask them to write the name of the
character in the name column. Model this by writing the name of a character on the
transparency using an erasible transparency marker.
- Explain that their personality has already earned five grades:
- A test on the early explorers of the New World
- A homework assignment on math word problems
- A book report on a book they read during the summer
- A test on earthquakes and volcanoes
- An essay on what's wrong and what's right with TV
- Ask the groups to work together and decide what grade their character might have earned
on each of these activities and assignments and write the grades down on their Grade Book
Spreadsheet handout by their character's name.
- Have each group come to the computer with the GradeBK2 spreadsheet file loaded and type
their character's name and grades onto the next free row. Ask the students to watch the
Average column and see how the numbers change each time a new grade is typed in. Ask the
students as they finish typing in their data, to explain to the teacher what was happening
in the Average column.
- Next explain that their class of characters has one more assign. They will each take a
test on the proper use of the comma. Ask the class the following questions:
- Q1 What would happen if you came to the computer and typed in a grade of "84"
for the sixth assignment?
- Answer: The new average will appear in the Average column calculated from the new grade.
- Q2 What would happen if you changed the last grade from "84" to
- Answer: A new average would appear in the Average column based on the new grade.
- Q3 How might you use this technique to figure out the lowest grade your character needs
to make in order to have an average of 90 or greater?
- Answer: Keep trying numbers in the column for the last grade until you get an average of
at least 90. (The explaination here could be more complex in terms of technique and
- Tell the class that each group is going to come to the computer and enter/edit the grade
for the grade 6 test until they have identified the lowest grade that their character
should earn on that test in order to have an average of at least 90.
- After each group has found the necessary grade for their character, have a
representative from each group report who their character is and what grade the character
had to earn to get an average of 90.
- Ask the class what sort of question they are asking when they changed the grade each
time. An appropriate answer should have the word "if" in it. You are asking the
question, "If I try a 75, what will the average of all grades be?" Explain that
the ability to solve "what if" problems is a very important benefit of computer
spreadsheets. Since they can make many calculations very quickly, a problem solver can try
different solutions and observe the outcome almost instantly.
Given a spreadsheet of test grades, students will enter different numbers for the last
test score to determine what score would earn a final average higher than 90. Students
will also explain how they are using the spreadsheet to answer "what if"
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Authors: Andrew Nassif
Well, you may be wondering what a green roof is? A green roof is a roof that is filled with plants that created vegetation, an inexpensive sewage system which can use heat from the sun to power up energy. A green roof is very urgent efficient. It can insulate the plants while helping vegetate crops. In some corners of green roofs there can be solar panels that also have water inside them for vegetation.
Comments: 3 Pages. Source: Green Rouge Factory Tour 2012
[v1] 2013-03-05 11:46:11
Unique-IP document downloads: 71 times
Vixra.org is a pre-print repository rather than a journal. Articles hosted may not yet have been verified by peer-review and should be treated as preliminary. In particular, anything that appears to include financial or legal advice or proposed medical treatments should be treated with due caution. Vixra.org will not be responsible for any consequences of actions that result from any form of use of any documents on this website.
Add your own feedback and questions here:
You are equally welcome to be positive or negative about any paper but please be polite. If you are being critical you must mention at least one specific error, otherwise your comment will be deleted as unhelpful. | <urn:uuid:3a9a1d2b-5504-4148-9a1c-a4690f7789d1> | {
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Wetlands range depending on where they are located, but no matter where they are located they are all very similar. Wetlands are areas in which water covers the soil for most, or all, of the year. This includes the growing season, which means that animals and plants living in these areas adapt in order to survive in such wet conditions. Wetlands support a wide range of aquatic life and sometimes are label “biological supermarkets” as they include high levels of plant and species diversity. The Everglades are located on the southern tip of Florida (as shown in the map) and are one of the prime examples of a wetland. Even though the Everglades are richly diverse and unique there are many environmental problems. These problems are located in the “Environmental Factors of the Everglades” and not only effect the Everglades, but wetlands in general. If these problems continue to occur than wetlands will start to cease to exist.
What are the Everglades:
Environmental Factors of the Everglades:
Even though the Everglades is a very beautiful place, it suffers from many environmental problems. The two biggest problems that the Everglades suffer
from, would be disturbed lands, including air quality, and invasive species. Invasive species are becoming a larger problem in this area as they are changing the environment in which the reside in. These organisms can cause catastrophic changes to the ecosystem - effecting not only the areas around them, but the overall existence of the Everglades. While the Everglades National Park, along with the Wildlife Conservation Commission, have aggressively tired to control these nonnative species it is going to take a long time before these species become manageable to the point where they don’t exist in the Everglades. The Burmese Python is the prime example of a nonnative species in the Everglades. In this year alone so far, 347 pythons were removed in and around the Everglades National Park. The reason that this is a problem is because humans, sometimes without realizing it, introduce this animals into the area thinking it is no big deal. What they fail to realize is that these species usually do more harm than good. If uncontrolled these species will continue to grow, in which case it may be too late. The second environmental problem of the Everglades would be the disturbed lands. The lands around the Everglades is becoming more populous which is not only introducing nonnative plants, but also causing the water to become less healthy. In many areas the run-off of humans is flowing directly into the Everglades. This is a problem as it is polluting the waters - which leads to unfit conditions for animals and plants. The main reason for this, is also because humans are developing more land around the Everglades. Human actions such as mining, logging, dredging and stream channelization, deposition of fill material and diking and damming are some of the reasons why the wetlands are decreasing in size. Pollution is increasing in this area, making it harder for animals and plants to thrive. Overall, the most significant impact to the living things in the biome would be the human influence. Humans are the many reasons why the state of the Everglades is changing. They are not only causing pollution, but they are also introducing nonnative animals, which leads to the food web and cycle to be disrupted. Humans are causing the Everglades to decrease in size, because as more developments go up there is less land for the animals that live in this environment. In conclusion the environmental factors of the Everglades are directly because of humans. If humans continue to pollute and develop areas surrounding the Everglades, the Everglades will continue to decrease in size and species diversity.
The Everglades are home to a wide range of plants, each very different and distinct. Because the southern tip of Florida has such optimal growing conditions, this allows many different types of plants to grow. Because the Everglades are a wetland, the plants in this area like to grow in moist, humid conditions. These conditions are perfect for plants such as duckweed, pond lilies, cattail, sedges, mangroves, cypress and willows. Even though there are a wide range of plants in the Everglades, just like the animals, many of these plants are also invasive. Because of this is creates a competition for natural resources, that would otherwise not have existed. This creates problems as the nonnative plants continue to grow wiping out the native plants that are important to the animals in this environment. Many of these plants are also only found in the Everglades and if we were to lose these plants then we would be losing plants that are very important to this specific environment.
Vegetation in the Everglades
Animals in the Everglades
The Everglades support a wide, diverse, range of
animals. These animals are distinct to their wetland environment and range from very small amphibians, such as the Florida Cricket Frog to large mammals, such as the Florida Panther. These animals are very important to this environment as it creates a fully functioning ecosystem in which all of the organisms are dependent on each other. Even though a wide range of animals find refugee in the Everglades, many of these animals are invasive. This does not help the the Everglades as it creates competition between species, for resources, that otherwise would not have existed. The Everglades are perfect for all types of species - which makes it easy for nonnative species to thrive. Domestic animals are the main type of invasive animal found in the Everglades. With over 300 species of fish, 40 mammals, 50 reptiles and 360 different types of birds the Everglades truly is a unique area. Many of these animals are only found in the Everglades and are considered to be endangered or threatened. The picture above is
of a Florida panther; they are considered to be endangered in the Florida.
Climate and Geographic Factors that Contribute to Environmental Problems: (Why they are important) Overall wetlands are very important to the area in which they are located. They provide a variety of functions
Social and Political Problems:
There are many political and social problems
surrounding the Everglades. As the Everglades continue to be developed on it creates a problem for the scientists and naturalists who want to preserve and protect the Everglades. Currently, the Everglades Restoration project is taking steps to preserve and return this wetland to its natural state. Even though this project is helping the Everglades, it is going to take over 30 years to finish, with millions of dollars of investment. Currently Florida’s government it working to achieve a resolution that both parties, the conversationalists and developers will benefit.
including, natural water control, flood protection, shoreline erosion control and an opportunities for recreation at no cost. These are important qualities of wetlands because it helps cut costs of over wise needed necessities to prevent damage to human subdivisions. Some wetlands provide fish harvests which can be a big source of income. It is also known that around one-third of the animals living in the United States Wetlands are endangered or threatened. The reason why there are environmental problems is mostly because of the perfect conditions that the Everglades provide for animals and plants. This, without meaning to, causes plants and animals that are nonnative to be able to adapt and thrive in the Everglades. The Everglades water climate and abundance, or so it seems, of space allows these animals to create a habitat for themselves. While this is good, it can lead to huge populations of these invasive species which can harm the environment. Also for humans, these areas are ideal for them as a warm area to live. Because these spots are ideal for humans it creates a need for more sub divisions - leading the Everglades to start to shrink in size to fit the growing population.
Projected Outlook of the Wetlands (including the Everglades) in 20 Years:
The overall outlook of the wetlands in the next 20 years is not very good. Because wetlands are already being slighting ruined because of
natural causes, humans actions only speed up the process. If humans continue to develop and destroy the wetlands they soon will not be around which leads to a wide range of animals and plants being wiped out too. Even though not all wetlands are being developed on, human pollution can cause the wetlands to become not tolerable for animals and plants - leading to wetlands dying out. Specifically the Everglades, as the climate increases and due to its location it will mostly likely feel the impacts from climate change first. This will thus not only effect the Everglades directly, by killing the unique species and ecosystem, but it also will effect it indirectly for the humans that make their living off working in and around the Everglades. If we, being humans, continue down this path of no consideration for the wetlands then we will lose a very important competent of our Earth. Protection and conservation must occur in order for the wetlands to survive. The wetlands are very important as they provide a wide range of uses to animals, plants and humans. Without them, we are not only effecting the animals and plants living in this area but we are effecting ourselves!
Geography and Climate The climate and the geography located in the Everglades is very unique as it is similar to the temperate of both North America and the tropical Caribbean. Because of this the area hosts a wide range of organisms. The Everglades usually ranges in temperature from 53-77 degrees F through December to April. While in the summer they become hot and humid with temperatures around 90 degrees F. This area witnesses an abundance of hurricanes - with a hurricane season from June to November. Many tropical storms and hurricanes effect this area. This area also receive a lot of rain fall (about 60 inches per year) from June to October. All this rainfall thus makes the area very wet. The Everglades are very low in elevation as they are located on the tip of the Florida peninsula. Overall, the Everglades is a prime example of a wetland.
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Hodgkin's lymphoma is a cancer of the lymphatic system, the system of your body that fights infection. This condition, sometimes called Hodgkin's disease, occurs when healthy lymph cells grow in abnormal ways and become cancerous. These Reed-Sternberg cells usually begin growing in the lymph nodes, but they can spread to other parts of your body, like your spleen. Many people respond well to chemotherapy and radiation treatment.
A Answers (2)
Honor Society of Nursing (STTI) answered
Hodgkin's lymphoma is cancer that begins in the lymph system in white blood cells called lymphocytes. When these cells become abnormal, they grow without control and may form lumps of tissue called tumors.
The cancerous tumors (lymphomas) in Hodgkin's lymphoma contain cells called Reed-Sternberg cells. All lymphomas that don't have Reed-Sternberg cells are called non-Hodgkin's lymphomas.
Symptoms of Hodgkin's lymphoma include enlargement of the lymph nodes, fever, appetite loss, weight loss, and night sweats.
Hodgkin's lymphoma affects men more often than women. The cause of Hodgkin's lymphoma is not known.
Treatment for Hodgkin's lymphoma depends on the stage of the lymphoma and may include radiation or chemotherapy.
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The red tide that’s plagued Florida’s Gulf Coast for a year and made a rare jump east earlier this month wasn’t vanquished by Hurricane Michael. Instead the toxic algae bloom has continued to move up the state’s Atlantic coast, befouling beaches and raising fears of a new ecological crisis should it become widespread in the Indian River Lagoon, one of the most biodiverse estuaries in North America.
Red tide, a rusty-brown ooze caused by the neurotoxin-producing algae Karenia Brevis, is a frequent occurrence along Florida’s Gulf Coast—it washes ashore from the West Florida continental shelf and is sustained by local and manmade nutrients. But the 2018 bloom’s recent Atlantic coast tear has been unusual. The Florida Fish and Wildlife Conservation Commission first detected the algae on the east coast near Palm Beach County at the end of September after it followed the Gulf of Mexico loop current. Since then, it’s migrated northward into what’s known as Treasure Coast—comprising Martin, St. Lucie, Indian River counties—and even the southern part of Space Coast in Brevard County.
Conditions have, unfortunately, been welcoming. Throughout its journey the red tide has been killing fish, releasing noxious fumes, and prompting widespread beach closures.
“We’ve got warm nutrient rich waters on our coast right now, and the conditions are set up well to allow that algae to bloom,” Zack Jud, a marine biologist with the Florida Oceanographic Society located in Stuart, Florida, told Earther.
Recent measurements by Florida’s Fish and Wildlife Commission have revealed patches of algae off Treasure Coast at what’s considered “high” densities of over a million cells per liter of seawater. However, Jud noted that much lower concentrations, such as those seen off Stuart, can still kill fish and cause breathing problems for humans.
“Today, guests at our nature center are coughing and we’re a quarter mile from the ocean,” Jud said of conditions on Monday.
His biggest concern is the Indian River Lagoon, a 156-mile long estuary complex that traces Florida’s Atlantic coastline from north of Cape Canaveral to Jupiter Inlet. So far, red tide has only been detected in isolated patches within the lagoon and at fairly low concentrations. But favorable salinity levels combined with loads of manmade nutrients could trigger a more widespread bloom of red tide.
That, Jud said, would be “absolutely devastating to our economy and ecology.”
While the Indian River Lagoon is regularly inundated with blooms of blue-green and brown algae that choke out fish by gobbling up oxygen, K. brevis’s toxins pose an additional deadly threat to dolphins, manatees, and other animals that make their home there. A widespread, red tide-induced die-off is unlikely, but Jud said it’s not inconceivable.
“When you have a confined body of water like the Indian river lagoon—156 miles long but only 1-2 miles wide—[it] would not be impossible to experience very extensive losses of marine organisms,” he continued.
There’s no telling how long the red tide will stick around on the Atlantic coast. National Oceanic and Atmospheric Administration oceanographer Richard Stump told Earther that while previous east coast blooms have been fairly short lived and winter wind patterns could help push the bloom offshore, “we don’t have a whole lot to go on.”
While there are no quick fixes that will make red tides go away now or in the future, Jud said anything that can be done to minimize the level of nutrients making their way into coastal estuaries could help stave off a crisis. In addition to receiving nutrient-rich discharges from Florida’s Lake Okeechobee, local fertilizer use, leaky septic tanks and inadequate sewage all help fill the Indian River Lagoon with algae fuel.
“Individual homeowners can make a difference,” Jud said. “We don’t need bright green grass that’s gonna cost us the health of our estuary.”
Correction: An earlier version of this article described Zack Jud as an oceanographer. He is actually a marine biologist. The text has been updated to reflect this. A clause has also been added to the second to last paragraph to emphasize that there are no quick fixes for the red tide. | <urn:uuid:b2d5bb1d-ef0e-45fb-a047-0b5684e68292> | {
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Stated beliefs usually have multiple functions, and nowhere is this more obvious than in beliefs related to identify and group membership. The two functions below are not the only two functions but they're important ones, and they sometimes conflict, between an individual's beliefs or even the same belief statement.
There is the obvious, contentful function of a stated belief: saying "I believe X" means the person believes concretely that X, and will make concrete measurable decisions in alignment with that belief. This function of the belief is a truth claim in its most mundane, practical sense. "I believe it's going to snow tomorrow," a person might say, and get out their snow boots and set their alarm a half hour earlier because of the snow. Let's call this the simple content function. A naive and superficial approach to understanding human belief claims assumes that the only thing worth paying attention to is the semantic content.*
But there is another function, which is to reinforce one's own identity, as well as to declare an affiliation with a group of people, or separateness from a group you don't like. Maybe the same person might say "Snow tomorrow or not, global warming is real, and people who accept global warming - like me - are intelligent, informed citizens, and people against it are mindless idiots." This will make the person feel better about him or herself, and will let their social circles know they're "right-thinking". (Note: there's no argument here that people are doing so consciously or intentionally. The crux of the ideas is that people do this automatically.) Let's call this the group affiliation function. It often seems that the majority of stated beliefs are mostly exclamations of group-affiliation.
Stated beliefs are often weighted toward one or the other of these functions, and oftentimes, the more important the group affiliation function is, the less important the simple content is. That is, the more important the group affiliation function is, the less important it is that the belief is coherent, accurate, and actionable. That said, just because a given belief contains a large component of group affiliation, that doesn't necessarily mean the belief is not justified. In the text that follows, I'll refer to contentful beliefs and group affiliation beliefs, but in reality most beliefs have components of both and just lean one direction or the other.
People declare group affiliation in myriad ways (clothing, accent, diet) and sometimes, utterances that aren't even language. Confederates had the Rebel Yell, conquistadors "¡Santiago!" These are the human equivalent of territorial barks and howls. In other cases, "stated beliefs" do us the favor of being clearly incoherent, showing that they're more wordless war-cries than truth claims, not really even being sentences or at least being repeated so much that they're reduced to mantra-like reflections of solidarity and fervor, rather than having semantic content. Examples: Go Chargers! Allahu aqbar! Sieg heil! Are people really commanding football players to run, making a theological claim, or praising victory when they shout those things? No, they're saying "Hooray for my side, in a way that only my side says!"
Interestingly, when people are asked about "beliefs", we're much more likely to think about expansive, identity-defining, high-group-affiliation-component beliefs, rather than mostly mundane and actionable ones. That is to say: someone might tell you "sure, I believe that the big oil companies will keep making money and finding oil, but that hardly rises to the level of a 'belief'. The world was created 6,000 years ago, now I believe that!" But not many of those same people reallocate their retirement accounts when reminded that those oil companies look for oil based on an old-Earth materialist/evolutionary model. That is to say, when you find conflicts between pragmatic/actionable/contentful beliefs and group-affiliation beliefs, people become
Sometimes these two functions of belief statements fail to connect. For instance, many Americans who are passionate about their political ideals are really just passionate about being a member of the liberal or conservative tribe; when they get involved with the actual nuts and bolts of voting or working in a government, suddenly everything seems very mundane and fuzzy and not painted in ideological colors at all. (This gives rise to the old political smartass question of how you pave a street in a Republican way versus a Democratic way.)
Sometimes these two functions of belief statements do connect, and they collide head-on. An interesting exercise is trying to turn group-affiliation beliefs into pragmatic ones by attaching a consequence; a quick-and-dirty way to do this is by asking people to make a bet. If the world really will end on a certain date, I'll loan you money you don't have to pay back until the day after (I tried this one a few years ago with Harold Camping crowd; amazingly, no one took me up on it). If gay marriage will destroy America, you pick the consequence and date it will be realized, and we'll make a bet on it. When you do this to people's group-affiliation beliefs, people either a) change the subject, b) tell you that's offensive (betting or indeed attaching any practical consequence to their tribal-affiliation belief, even though these are often claimed to be the most important beliefs in their life!) or c) come right out and tell you there's really no way to verify or test what they're saying, but insist that what they're saying is still true in some special way or magical other realm (or that they can just tell it's true even if you can't, poor soul). But keep in mind: when you demand verification of an incoherent group-affiliation belief, you're attacking someone's group, and in so doing making a full frontal assault on their identity. Of course they won't like it.**
Sometimes people manage to package a mostly-group-affiliation belief into a complete sentence. Fans holding up their index fingers and shouting "We're Number One!" at a sports upset usually don't believe they're really number one, if you insist on asking them in the moment of their elation. And in fact, we have whole books containing group-affiliation belief statements with the explicit claim that they can't really be verified, but are still somehow true. (Razib Khan excellently describes what theologians do in interpreting these texts as intellectual foam, because the exegesis and even the core text itself usually has very little to do with the religions they catalyzed. The same could be said of most political movements.) Of course, if you're a member of some religious or political ideology and you think I'm talking about you, then assume that I'm talking about those other weird religions or political groups, but do be sure to explain in the comments why your own special club is different and doesn't suffer the same problems.
Group-affiliation is a component of all our claimed beliefs and sometimes (usually?) overwhelms the truth value of those beliefs. And this is not some problem with the influence of Christianity, or modern consumer capitalism, or anything so provincial. It appears quite universal, stemming from the genetics and neurology of humans, and it wouldn't be a matter of education but rather full-on genetic engineering to do away with it. The key is when those incoherent group-affiliation-overloaded beliefs are carried forward by institutions with political power, they often do have effects, and begin impinging on other people, now we have a problem. Case in point: one of my cousins thinks I'm kind of fruity for not caring about pro football, but he doesn't think I'm a bad guy and definitely doesn't consider me a source of family shame for it, or think I should be kept away from children, or anything like that. Another of my cousins thinks that I should have to leave America, or be quiet - interestingly, because he says the majority of America is Catholic (which is even funnier than you think, because our family is Lutherans all the way down.)
You may have noticed the frequent referral to sports fans, because they are a (mostly) harmless manifestation of tribal identification and group-affiliation distorting the truth-claim aspect of not just belief statements, but human cognition itself. You may also have noticed that on average, atheists tend not to be fans of team sports. (I looked for data, but just found other people making the same anecdotal observation.) Why might this be? It may be that there is something cognitively different about people who choose atheism against a background of religion - that as Pascal himself said, we were made in such a way that we cannot believe. We like to pat ourselves on the back and say it's because we're more rational, and without excluding that, it seems very likely that we are atheists in part because we just can't as automatically absorb group-affiliation, through language and otherwise. (Turkish sociologist Fehmi Kaya once implied that atheism was a form of autism. Of course this is incorrect and he later apologized, but you can actually see what he was getting at.) Consequently, in a culture where atheism is not the norm, atheists would also not be likely sports fans. (In China or Scandinavia where atheism is more common and therefore less informative about the person, I would expect there not to be a weaker correlation.) If atheists in general think (and communicate) in terms that more heavily favor the contentful component over the group-affiliation component, then team sports would seem a strange world indeed. It also explains the frustrations that atheists often experience in talking to strongly-identifying religious and political group members.
In closing: it's worth repeating that all these group-affiliation-laden belief statements aren't conscious clever ploys of scoring status points with your favorite in-group. If it was a conscious decision, why would you have a favorite in-group in the first place? They're part of our actual beliefs, to some degree in all of us, and we believe them to be "true". Our need for solidarity dramatically affects our cognition. A recent paper in Psychological Science looked at how extremeness of political beliefs relates to the anchor bias. The anchor bias is simple. If you take two groups of people, and tell group A, "New York and San Francisco are at least 2,000 miles apart; try to guess exactly how far apart they are?" and group B, "They're at least 2,500 miles apart...", guess what? Group A will on average give a smaller number, because they have a smaller anchor. (If you think this is B.S., marketing professionals don't, and they have your money to prove it.) Interestingly, political extremists are less affected by this bias than people closer to the center - they are less influenced by external cues. My prediction is that they would also be less affected by other tests of conformity (the famous Milgram experiment, or standing in elevators facing the back or saying a shape is a different length than it actually is). To be clear that I'm not scoring an own-goal for theists on this one: the point is not that extremism is good, but rather that humans adjust their perception of reality to group norms, and that atheists (in the U.S. anyway) are people who are less likely to do this, and you could likely measure it in these experiments.
*This is a descriptive rather than normative statement. When people state their beliefs, they are mostly not actionable, coherent, accurate beliefs. If robots followed people around trying to translate their belief claims into executable code, most of what they said would have to be non-runnable comment, and the rest would probably kill the person and/or make the world end.
**In 2010 the San Diego Coalition of Reason put up an atheist billboard along an SD freeway. A close friend who is now atheist but was still at the time Christian told me that when she saw it, she experienced it strongly as a personal attack. For atheists who have never so strongly identified as a group I think it's very hard for us to viscerally understand this. This kind of bees-swarming-from-the-hive response is a weapon that organized religion (and any programmed-in-childhood argument-from-authority ideology) has and that we atheists don't have. Consequently any frontal assault should be undertaken only after carefully calculating the risk:benefit.
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