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Learn how to grow watermelon and you will soon be enjoying your very own homegrown version of this most summery of fruits. A wedge of juicy watermelon is the most refreshing thing on a scorching summer day and how much more pleasing if you've actually grown it yourself.
Watermelons are not hard to grow either. The vine-like flowering plant will quickly scramble up a wigwam or sprawl over a patch of ground in your kitchen garden ideas just like a gourd. This is because as well as being a fruit, watermelon is a vegetable too. It's a member of the same family as cucumbers, pumpkins and squash.
It's bee friendly too, recommended by the RHS as an excellent source of nectar for bees and other beneficial insects. This means it's an all-round great addition to your grow your own game.
How to grow watermelon: quick tips
- It's easy to learn how to grow watermelon.
- You can start seeds off indoors then move young plants outside once the weather warms up.
- Watermelons need fertile, well-drained soil.
- They love a sunny spot.
- Plant in spring for a summer harvest.
- They like regular watering, especially when it's hot.
- Pinch out the growing tips of the plants to encourage the stems to branch and you will get more fruit.
- Grow a small variety like 'Sugar Baby' if you want one that fits in the fridge easily.
How to grow watermelon from seed
- To get the best results for how to grow watermelon, start by sowing seeds 2cm deep in 7.5cm pots of good seed compost at 70-77˚F (21-25˚C) from spring, typically April to May. There’s no need to presoak the seeds.
- Place in a propagator or cover with a polythene bag until they have germinated. After germination, maintain a minimum temperature of 60˚F (15˚C ) and keep the compost slightly moist.
- When seedlings are looking sturdy and well developed, transplant them to a new spot under glass, or into frames or cloches outdoors. They should be spaced around 1 meter apart. Find out how to transplant seedlings in our guide.
- Gradually acclimatize the new plants to outdoor conditions for a few days before planting out. Do this once there is no danger of frost.
How to grow watermelon in the ground
Seeds can also be sown directly outdoors once the soil has warmed up. Watermelons need a fertile, moisture-retentive and well-drained soil.
- Three to four weeks before planting, prep the ground by removing weeds and digging in organic matter together with some general purpose fertilizer. Water well and cover in clear polythene for a week before planting as this will help to warm up the soil.
- Depending on how many you want to grow, direct sow 2 seeds every 1.5 meters in late May. Place seeds on end, blunt end pointing down into the soil, and push in, then water thoroughly.
- As soon as the seeds have germinated, thin out the seedlings keeping the strongest looking ones. Then ideally grow under cloches until the plants are well established. Add a layer of mulch to keep the area weed free. You can find out about mulching in our guide.
Can you grow watermelon from shop-bought fruit?
This is a great idea as saving watermelon seeds is so easy to do. Soak the seeds in a dish of water, along with a splash of eco-friendly washing up liquid to remove any sugar residue on the seeds. Rinse well, pat them dry and spread out on paper towels to dry. Leave them to dry for about a week.
Store watermelon seeds in airtight containers in a cool place. Mark an envelope with the variety of seed and the date, and tip the seeds inside. Store in the bottom of a dry container with a tightly fastening lid so no air can escape. Put in the fridge until needed, and then you can plant them in the same way you would if growing from seed.
What month do you plant watermelon?
This depends where you live, but as a general rule it's usually in early spring for a delicious summer crop.
If you live in a cooler climate, sow seeds indoors first to give them a kick-start. If you live in a warmer part of the country, then you can sow seeds directly into the ground as soon as there’s no risk of frost.
How to care for watermelon
Water watermelon regularly, particularly as the flowers develop, and when it's hot. That's one of the key things to remember when it comes to how to grow watermelon.
Provide a liquid feed every 10-14 days. When fruit are the size of walnuts, feed with a high potash potassium liquid fertilizer once a week. Stop feeding and reduce watering when the fruits start to ripen and foliage dies back.
In very sunny weather, provide shade for watermelon to avoid them getting scorched.
Rest the fruits on a pillow of straw to keep them clean and prevent slug damage. If slugs are a real problem in your garden, there are plenty of natural options for how to get rid of slugs in our guide.
What helps boost watermelon growth?
There are a few easy things you can do if you want to become expert at how to grow watermelon. Pinch out the growing tip of the plant to encourage branching of the stems and more flower buds. It makes the plant bushier and gives you more fruit. Remove any new growths as they appear.
Make sure you ventilate your greenhouse ideas if applicable or open up poly tunnels or cold frames when the plants are in flower, as this will allow access for insects and help the plants to be pollinated to crop better.
When vines begin to ramble, give watermelon plants a dose of boron to help them produce sweeter fruit. Dissolve 1 tablespoon of household borax in 1 gallon of water, and spray foliage and the base of the plants.
When fruit are gooseberry size, select the best four on each stem and remove all other flowers, fruit and leaves.
Is it hard to grow watermelon?
Choose the right variety and it’s easy to learn how to grow watermelon. 'The watermelon variety ‘Little Darling’ doesn’t require a lot of attention,' says Simon Crawford head breeder at Burpee Europe. 'It can be staked in a pot using a cane.
'It’s also a good easy compact watermelon to try if you have a small garden. It grows up to 60cm tall so is very manageable if you don’t have a lot of outdoor space and it means you can grow three or four of them.
'It will produce fruit of a good size (often two per plant) that tastes delicious, sweet and succulent. Try growing it in a greenhouse if you live in a northern climate.'
Want more ideas for growing fruit in pots? Our guide has plenty of suggestions to get you started.
Can beginners grow watermelons?
'The one thing that causes the most surprise with people visit our nursery is when they see watermelons growing here. "You can't grow watermelons in the UK can you?" The answer is, of course, yes!’ says Stephen Shirley of the Victorian Nursery. 'They can grow to up to 60cm long and have a grey-green skin. Inside the flesh is pinky-orange and is perfectly crisp and juicy.
'Try a small variety such as ‘Seedless Big Tasty Hybrid’ that will fit in the fridge easily, or go for glory and sow watermelon seeds for a whopper like 'Million Bucks Hybrid'.'
Where is the best place to plant watermelon?
Choose the hottest part of the garden if you want to nail how to grow watermelon. They are tender plants that need lots of sun and warm conditions to thrive.
Growing like a pumpkin or squash, the plant needs to sprawl in the sunniest spot possible - ideally under protection (greenhouse, polytunnel or similar) although a really warm and sunny sheltered spot outside in your raised garden bed ideas is also fine.
If the hottest part of your garden moves around according to the time of day, consider including your watermelon plants in your container gardening ideas so that you can shift them around in response to the sun.
How to grow watermelon in a pot
The good news is that there are lots of tips for how to grow watermelon in pots. Smaller varieties such as 'Sugar Baby' watermelon produce fruit that can fit in the fridge. Their small size also makes them a great choice for garden planter ideas.
When learning how to grow watermelon in a planter, make sure the conditions are right. Watermelons don't like standing in water, so your pot will need good drainage.
You can grow watermelon vertically up a wigwam erected over the pot. You will need a support when the fruit starts to get heavy or they will snap off the vines before they ripen.
If you live in a cooler part of the country, grow your watermelon in a planter in the greenhouse to ensure they have a warm climate to thrive in. Not got much space in the garden? Investing in the best mini greenhouse can be a practical choice.
How to grow watermelon vertically
Watermelon will take up lots of space if you let them, with vines reaching up to a staggering 6 meters long. So plant them where there is plenty of open ground so they can spread out.
Watermelon plants can also be trained upwards on strings, wires or through a wigwam. If you're learning how to grow watermelon this way, pinch out the growing points when plenty of leaves have formed to encourage lateral shoots to develop.
As the fruit starts to get heavier you will need some climbing plant support ideas for them. Try creating a fabric cradle or string hammock that you tie to the wigwam. It will need to let light and air through so that the fruit can continue to ripen.
How long does it take to grow a watermelon?
You can sow the watermelon seeds and pick the ripe fruit in the same year. Watermelon need a long growing season (at least 80 days) and warm ground for seeds to germinate and grow.
Select short-season varieties such as ‘Million Bucks Hybrid’ or ‘Orange Sunshine Hybrid’ if your growing season is less than 90 days.
To get a jumpstart in cooler climates, cover the planting area with black plastic to warm up the soil and start seeds indoors two or three weeks before they are to be planted out in the garden. Use a heat mat if necessary.
How do you tell when watermelon is ripe for picking?
There's no definitive way of knowing when a watermelon is perfectly ready for picking. They begin to ripen from mid-summer onwards. You can probably start to harvest the fruits when you smell a strong melon fragrance.
Another indication of ripeness is the color of the bottom spot where the melon sits on the ground. As the watermelon matures, the base turns yellow. Watermelon also start to take on a dull sheen when fully ripe.
Another option is to watch the tendril closest to the stem. When it turns brown and dries up, this generally indicates that the watermelon is ripe.
Forget slapping or tapping watermelon to see if it sounds hollow as this isn't always accurate.
Another top tip for how to grow watermelon is that after you've picked it, it's best to chill it before serving. A cut melon, if covered with plastic wrap or aluminium foil, will keep for several days in the fridge. They're ideal for adding to summer salads to serve alongside the best BBQ recipes.
Where to buy watermelon seeds
If you'd like to have a go at growing watermelons here are our suggestions for the best places to buy seeds. There's a huge range available both online and at the garden center, so plenty to choose from. Use our quick links below for an easy way to fill your cart without the hassle.
Where to buy watermelon seeds in the UK:
- Shop watermelon seeds at Amazon
- Shop watermelon seeds at Burpee
- Shop watermelon seeds at Dobies
- Shop watermelon seeds at DT Brown
- Shop watermelon seeds at Marshalls
- Shop watermelon seeds at Mr Fothergill's
- Shop watermelon seeds at Thompson & Morgan
Where to buy watermelon seeds in the US:
Lifestyle journalist Sarah Wilson has been writing about gardens since 2015. She's written for Gardeningetc.com, Livingetc, Homes & Gardens, Easy Gardens and Modern Gardens magazines. Her first job on glossy magazines was at Elle, during which time a visit to the legendary La Colombe d'Or in St-Paul-de-Vence led to an interest in all things gardening. Later as lifestyle editor at Country Homes & Interiors magazine the real pull was the run of captivating country gardens that were featured. Having studied introductory garden and landscape design as well as a course in floristry she is currently putting the skills learned to good use in her own space where the dream is establishing a cutting garden.
Best container plants: 14 top picks for pretty summertime pots
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How to get rid of poison hemlock: remove this dangerous plant from your yard
How To Notoriously toxic, you'll want to know how to get rid of poison hemlock if you spot it in your yard – our guide explains all
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Nandar from Burma continues her view of Burmese society and the impact of conflict has had on her people. Will change come?
Did you miss yesterday’s article, Like Crabs in a Basket? Click here to read.
Two Layers of Burmese Society
Burmese society has been thus divided into two layers. The larger layer includes the masses of the poor, the uneducated or poorly educated, all of whom are voiceless and considered meaningless other than for the menial labor they may offer. This is the oppressed layer. There is a socio-psychology of such oppression.
Humans are social animals, and ill-equipped to live on their own. Tribalism and ethnocentrism help to keep individuals committed to the group, even when personal relations may fray. This keeps individuals from wandering off or joining other groups. It also leads to bullying when a tribal member is unwilling to conform to the politics of the collective. (Steiner)
As a result this huge layer of oppressed people develop a preoccupation with their own inner conflicts and cohesion rather than rallying their strength of numbers against their oppressors.
The people who make up the other layer — members of the Junta or those who are connected with or serve the Junta such as Chinese immigrants who traffic drugs and gems on its behalf — are well fed. Their life is safe, sound and secure from the violent and oppressive agents of the state. Human beings can find the attraction and perks of power irresistible. Over time, they start to see themselves as gods and overlords. This sense of superiority and entitlement spreads like virus among the particular group that has assumed power. These people provide little resistance to this virus. It causes them to do just about anything to fight against any effort to diminish their power and the riches which come with it.
The privileged will stick together with other privileged to protect their position. The resulting class system divides human societies. Instead of defending the greater society’s interests, the privileged defeat any effort by the less privileged or minorities to rise above their station. Thus power has shifted from its original motivations to mass bullying. Leaders of the elite forget the primary oath that they swore to defend and protect the country and its peoples. Instead, corruption and acting with self-interest become sources of pride.
Continued Inequality in Burma
There are other forms of inequality in Burma, some of which were encouraged during the long years of colonialism and are perpetuated by the military. The British employed the tried and proven strategy of divide and conquer (i.e. tribe again tribe). The majority ethnicity of the country is Burman which represents close to 60% of the population. The 40% balance is made up of 136 ethnic minorities, all of which are less privileged than the Burman majority. This exclusion from privilege and power has led to hatred, bitterness, and insecurity throughout the country. Some ethnic groups have been in an armed struggle against the military for 65 years, longer than anywhere else in the world. Even more complex and tribal is the myriad of conflicts between the many ethnic groups, a reality that the government spares no effort to encourage.
These dynamics are examples of in group, out group tribalism. The inter-ethnic conflicts represent the extreme end of tribalism — racialism. The unity of the conflicting groups is often built around a common purpose – a harmony of interests or values that create a shared identity, in this case race. When people are united by shared values and goals and identity, they can live and move together, achieving things that none could do alone.
One of the most significant reasons that this social condition has been allowed to fester is that the country has been closed to the world for almost 60 years. Very little information about the state of the country got out and very little information about the state of the world got in. The strict sanctions imposed by Western governments following the brutal suppression of the 1988 pro-democracy student uprising heavily punished all facets of Burma, further ruining the feeble economy of the country. Even basic infrastructure such as electricity or transportation systems and roads still barely exist. As there was no freedom of speech, no independent media and no transparency in the government sectors, it was impossible to know what was really going on inside the country.
Anyone considered an activist as well as his/her family was closely watched through a massive system of spies and informers. Prison sentences for dissenters got longer and prison conditions more severe. For instance Zarganar, a well-known comedian, was imprisoned for 65 years simply because he attempted to assist the victims of Cyclone Nargis. Other comedians were given lengthy prison terms merely for telling jokes (e.g. “If you come to Burma, please don’t steal anything because the military doesn’t like the competition.”). A youngster with a camera was arrested and imprisoned for 10 years because he was suspected as a spy. A young woman was imprisoned for 35 years because she spoke out loud in public about the difficulties of people’s daily lives. They became just a few of the examples of the military tactic of waving a headless chicken to scare the monkeys so that no one will ever dare to even think about speaking out again.
The lengthy sentences were imposed by a judiciary which was a puppet of the military. The more ruthless and unforgiving judges acted, the more praise and perks they received from the military. The written law was of no relevance. Anyone under suspicion and who was without connections or influence was transferred to a very remote area of the country or simply fired from their job. Therefore truthfulness was locked in a box. Honesty meant silence.
Following the student uprising, most universities were closed, some only opening in the past year. Hundreds of small alcohol drinking places, drug dealer houses and brothels appeared like mushrooms in villages and in every corner of city streets. Clearly it was considered useful to keep the population drunk or drugged with the objective of weakening their morality and ethics so as to undermine their integrity. Educational or other intellectual seminars were not permitted as gatherings of more than 5 people were banned, except in the drinking spots. I recall one military leader stating, “We need two types of citizens to rule the country. The one who knows how to nod their head and the one who won’t talk.”
Will Change Come?
It is only in the past two years or so that things have begun to change in Burma. Nobel Laureate and opposition leader Aung San Suu Kyi was finally released from house arrest, an event that has often been compared to the release of Nelson Mandela in South Africa. This was the first sign of change and hope.
There are differing views as to why this change suddenly happened. One view is that after the Arab spring, political trends changed. The military reluctantly concluded that they had to open up the country, not because of pressure from the west or to reduce the frictions among the people, but to avoid the fate of Hosni Mubarak of Egypt or Muammar Gaddafi of Libya. Another view is that the economic pie had become too small in Burma and that there was more profit to be had by opening the country up to the world.
Either way, the country began to open up two years ago. A new constitution was promulgated which instituted a weak form of democracy in which the military was guaranteed a critical mass of seats. All sanctions have been gradually lifted by Western governments. Almost overnight, Burma has become one of the most popular travel destinations for both Asian and Western tourists. Businesses and investments are also coming in to Burma from both Asian and Western countries.
Yet our people’s daily life is the same as ever. The opening up of the country is like attracting flies around an infected wound, a wound that is far from having healed following decades of abuse, trauma, betrayal, distrust, and lies. The cries of political prisoners who scarified their lives, the bitterness of the minorities, the villages burned and the families raped and killed will not suddenly vanish with the appearance of a Kentucky Fried Chicken. The inequality and abusive power of the privileged are still the dominant reality in our society. There is every chance that this new economic environment will strengthen their hold.
Understandably, there is no clean slate on which to start over again. This transition period will not result in a fairy tale’s “happily ever after.” Early on in this reconciliation period, Prime Minister Thein Sein, who was a former senior member of the military junta, was interviewed by BBC radio. In the interview he said, “I will not apologize for the actions in the past that military took over violations of human rights or abusive behavior as we did what we believed in.”
Despite promises of the leading political party and Prime Minister Thein Sein to set an agenda that we will unite the country and seek common ground, no power has shifted, only the mask has changed. Given the track record and mindset of these military leaders who have suddenly changed into civilian clothes, this so-called common ground will represent their expanded economic interests. Already there have been massive seizures of land from the poor by the elites to make way for new foreign-funded extractive projects. Tribal ethnic groups will be brought into the fold so that the powerful can exploit the incredible riches of teak and gemstones and opium, etc. that they haven’t been able to access due to the many civil wars. Again, people who do not belong to this new common ground, who do not have the privilege and power, will be out of the domain. The worst form of inequality is to try to make unequal things equal. (Aristotle) Every creature in the world has unique differences. These differences are seen as a source of strength.
Being honest and hardworking are considered signs of a meaningless loser. As an individual trying to navigate this divided corrupted society over the past decades, it has been a source of great misery for me to reach any coherent definition of what it right and what is wrong. What is moral and what is immoral? What is ethical and what is unethical? The signals that I’ve received in my daily life have been contradictory and confusing. I found it harder and harder to justify the identity of being honest, hard-working and well educated when these ideals are not useful in our day-to-day survival. This is how much we have been manipulated by the corrupt social system.
So many questions are quietly raised by the oppressed but are subsequently suppressed. Are we going to let this system ruin us by causing us to assume this same corrupt attitude? Are we ever going to experience human freedom again? Do we have the courage to fight back against the system or to target the people who control it? Are we prepared to die in this fight?
Evolutionary biology provides the broad framework for understanding how creatures evolved from their primate predecessors; how their genes, belief systems and cultural perspectives are relayed from one generation to another. Concepts of unity are a major influence on human beings and how we perceive ourselves in relation to others. We were not born with this desire for unity, it is nurtured. John Locke, a leading British philosopher, suggests that the mind begins as a blank slate called Empiricism. Empiricism, along with
rationalism, idealism, and historicism, is the source of human knowledge.
From birth, an overwhelming majority of individuals are taught to become familists and nationalists, both as a means to be in a group. At the beginning of human evolution, although unity was for survival, the trend has evolved into being a means to obtain and retain power, resulting in increased bullying and ruthlessness to out groupers.
If the reconciliation does not start out right, I don’t see a positive future. Like building a house, if the foundation is not strong enough, it will be a waste of time and effort as the house will not last long. If the Thein Sein Government is not prepared at least to offer condolences or to admit the mistakes that they have made in the past and punish at least some of those responsible, I don’t see how our country can truly move forward. I therefore hope that the government and other political leaders will act for the sake of people, with sincerity on human rights, the promotion of equality and a fair and just economic foundation while strengthening the education and health sectors, providing security for citizens and a strong legal system, especially honest law enforcement. Otherwise, Burmese will remain like crabs fruitlessly trying to crawl out of a bamboo basket.
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Are you confused about exactly what counts as a portion of fruit and vegetables. Well here is a quick guide to print out that you can refer to.
What is a portion?
One portion is about 80 grams, which could be half a grapefruit, a slice of melon, a handful of grapes, an apple, two satsumas, three dried apricots or a tablespoon of raisins. One portion of veg could be three heaped tablespoons of peas, carrots or sweetcorn or a bowl of salad. A medium-sized glass of 100% fruit juice also counts.
- Fresh, frozen, tinned and dried fruit and vegetables.
- Pure fruit and vegetable juices.
- Veg in ready meals, takeaways, pasta sauces and soups.
- Fruit in puddings.
- But watch out for added salt/ fat/ sugar in takeaways and ready meals – check out the labels.
- Potatoes, because they are considered a ‘starchy’ food like bread and pasta, but these are all important parts of a healthy diet.
- More than one glass of juice – even if you drink lots of it during the day, juice has hardly any fibre and has loads of sugar which is bad for your teeth.
- More than one portion of beans or pulses a day, because they don’t give the same mixture of vitamins and minerals as fruit and veg.
- Jam. Vitamin pills and supplements, as they don’t contain fibre.
- Munching your favourite fruit or vegetable five times a day. You need to eat a variety to get the maximum benefits from all the different nutrients.
Are there any shortcuts?
- Slice banana into your cereal.
- Snack on an apple, banana, handful of grapes or raisins rather than a packet of crisps.
- Have a glass of orange juice.
- Dip veg sticks (e.g. carrots, celery) into salsa sauce.
- Stuff salad bits such as cucumber, lettuce and tomato into your sarnies.
- Add extra vegetables to pizza, pasta sauces and soups.
- Stir fries, stews and casseroles are any easy way of combining up to nine vegetables in one go. Replace stodgy puddings with a hunk of melon or a fruit salad. Make a smoothie – blend low fat natural yoghurt with two handfuls of blackberries, blueberries or raspberries.
- Make fruit kebabs by threading bite-sized chunks of apples, pears, strawberries and pineapple onto wooden skewers – you could even grill or barbeque them. | <urn:uuid:42e88a53-0c6b-4594-8125-265201ea0e01> | {
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The United States’ National Renewable Energy Laboratory (NREL) has released its 2012 Renewable Energy Data Book, which reveals that solar PV capacity across the country grew by 83% in the 12 months between 2011 and 2012.
The study, compiled on behalf of the U.S. Energy Department’s Office of Energy Efficiency and Renewable Energy, is an annual assessment of the countrys energy performance, with solid emphasis on the growing influence and importance of renewable energy sources.
A key finding from the study shows that solar and wind power were two of the fastest-growing energy generation sources in 2012, with cumulative installed solar power outstripping wind energy capacity by almost three times the volume.
The study also revealed that renewable electricity in 2012 accounted for 14% of all total installed capacity, and more than 12% of all electricity generated in the U.S. for the year. In total, installed renewable electricity capacity in the U.S. in 2012 reached 163 GW a figure that double between 2000 and 2012.
In terms of new electrical capacity installations, renewable energy now outperforms traditional sources: in 2012, more than half of all new energy capacity added to the U.S. 56% to be exact came from renewable sources. As recently as 2004, that figure was a mere 2%.
"The Renewable Energy Data Book is filled with information-packed charts and graphics, which allows users, from analysts to policymakers, to quickly understand and summarize trends in renewable energy both on a U.S. and a global scale," said NREL energy analyst Rachel Gelman. | <urn:uuid:26e003ad-23af-4765-8c9d-fe637371bc23> | {
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All You Need to Know about an AC Power Cord
As the name suggests, an AC power cord works with alternating current. What makes it work is balance between the current and voltage. The size, shape and material used to make the wire will determine the amount of current going through and coming out of the wire. An AC power cord also has a male and a female end respectively. The male end connects to the power socket while the female end attaches to the electrical appliance. For safety purposes, the cords are usually marked with all the safety requirements needed when handling.
The power supply cord connects the electrical appliance with the socket. Power supply cords can either be detachable or fixed. In a detachable AC cord, there is a unique socket that comes with every purchase,which is plugged into the main supply. This is especially safe for households with pets and children.The Mains cable is important for dealing with backdrop noise especially where high pressure is concerned. These cables are great for musical instruments and other devices such as cameras and video recorders.
An AC cord also comes in different current rates. To ensure that the cord remains durable, the exterior jackets are designed to accommodate moisture, heat, heavy wear and temperature. A power supply cord that is used for industrial use has various cables as connecting links between the power supply and the machine or tool. Here are other facts about AC power cords and their parts:
A power plug is a detachable connector that is used for the supply of electricity. Electricity passes through the plug from the source to the appliance. Power plugs have pins inside where electricity travels through a wire to the electrical appliance. Power plugs are usually different depending on the country of origin. For instance, in the UK, it consists of a 3 pin moulded mains cord plug while in Europe the power plug is a right angle. The voltage, design and shape of the cords are also different when it comes to power cords in Europe and the USA. This means that you might need a new plug to use in order to avoid damaging your device.
As the name suggests, an extension cord allows electricity to places where it is hard to reach. It is important to use the right voltage as pertains to the specifications of the extension. When these cords are used in industries, they are usually highly rated because of the pressure, temperature and energy.
They are used testers to check for insulation resistance, polarity and earth continuity. The power lead should be wired correctly on the AC cord. To check for the polarity of the power lead, both ends of the power lead are plugged into the tester.
A meteorological balloon is used for the purposes of detecting air in the environment. This tool is very important in technology and science and as such consists of the highest quality and specifications. One type of this balloon is the weather balloon that is used to detect the wind and a cloudy atmosphere. The sounding balloon is also used to refer to the weather balloon. | <urn:uuid:c263336f-d8a1-4187-96b2-0cbe84fed47b> | {
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It was important for Paine to persuade the colonists, so that he can influence them to leave British rule. Paine uses pathos to motivate the colonists by making them feel unified as a whole, “ I turn with the warm adour of a friend to
Thomas Paine was an influential writer during the American Revolution, his pamphlet, “Common Sense” and his other writings had influenced many colonists. Although, Paine was not well educated, he dropped out of school by the age of twelve, he still managed to convince the lives of the colonists that were torn apart from all the laws and taxes. The innocent community were petrified of the unknown. They did not know if they were going to live another day or if their family would be okay at the end of the day. Paine was infuriated and so were colonists. Laws and taxes that took away their money fed them all up. He had such a persuading and astonishing speech that had all the colonists to fight. “Well give me peace in my day” (Paine 108), Paine would rather his life suffer then
Thomas Paine’s “Common Sense” was an impressive critique of colonial fears of separation from parent country and on hereditary monarchy in British Government. Paine possessed a unique ability to reach out to his audience through a variety of different methods. By using ordinary language and religious scriptures Paine painted a vivid picture on the fallacy of hereditary monarchs and for the need for American independence. However, his work wavered some by way of ignoring some factual evidence and suffered heavily by way of its own hypocrisy. In the end though his literary piece provided a means for thorough and lengthy debates on the future of America.
In Thomas Paine’s pamphlet, “The Crisis, No 1” (1776), Paine propounds that the colonists establish a sovereign American nation free of British tyranny. Paine fortifies this declaration using pathos: giving this idea of living in a joyous America without a ruthless tyrant promotes the emotion of hope, and supplying people a vision for a brighter future. Paine’s purpose is to reveal how uplifting living in a free country would be like in order to motivate the colonists into uniting and fighting for their independence. Paine is aiming his work at both soldiers and colonists who are struggling with the outset of war against
In Paines excerpt he is talking to the audience which is the American people(soldiers), and he is showing and proving to them that he needs them to listen to him. He is the same as any person that is listening so he has to try and prove himself that something needs to happen. The soldiers realize how bad they are being treated and what is happening. They know that Britain has the power to start taxing and bind them no matter what. Paine is knowing of what the british are capable of and what they will do if they get more power. Paine believes in his faith and is saying to the people that god wouldn’t let something happen to them, that he is the ultimate governing system.
This essay will be discussing and analyzing the document: Common Sense by Thomas Paine. Thomas Paine was an American founding father and very influential in the the enlightenment movement that started in 1714. Thomas Paine wrote common sense so people would begin thinking and discussing the way the British had been treating the colonies in the recent years. Paine believed that King George and the British parliament were tyrannical and that the colonies should do something about it. Common Sense appealed to many of the colonists because of the plain language Thomas Paine used. Thomas paine’s Common Sense was one of the most influential documents to the American Revolution. This essay also tries to argue that without Paine’s Common Sense the
On January 10, 1776 (during the American Revolution) Thomas Paine published a pamphlet titled “Common Sense”. In this he sets his arguments in favor of American independence, the pamphlet was written in clear and persuasive prose. It inspired people in the Thirteen colonies to declare and fight for egalitarian government from Great Britain and because of this the pamphlet was an immediate sensation. The pamphlet was originally published anonymously and was one of the most influential pamphlets in America. “Common Sense” also played a major role in shaping a colonial squabble into the American Revolution. When Paine wrote “Common Sense” many colonist considered themselves to be “aggrieved Britons”. Paine wanted the whole world to be free, his
In the winter of 1776, during American Revolution, the still young America faced three major dilemmas: their seemingly imminent defeat, the moral debate between the Whigs and the British loyalists, and the panic and confusion of the American public. In efforts to settle the three American dilemmas, Thomas Paine wrote The Crisis No. 1 in December of 1776. In his work, Paine aimed to calm the American public and convince them to stand up to the British, and turn the war into an American victory. Paine was very successful in this, and his paper was proclaimed as one of the most persuasive works of the American Revolution. Paine’s The Crisis is so persuasive because of Paine’s use of three rhetorical devices: ethos, pathos, and logos.
Back in the late 1700’s and the early 1800’s young America was being attacked by Britain but the colonists were too afraid to do anything. The colonies had declared freedom from Britain but America was not free yet. One man was able to persuade the colonists with a speech. That speech was written by Thomas Paine and it was titled “Crisis No 1”; Paine used pathos to persuade the colonists to go to war by appealing to their emotions with loaded words; an example of these loaded words is God.
Would there be an America if people were not able to persuade others? During a time when America is in a war against the British fighting for its independence and had lost every battle except for one during the first year of the war, fearing that the idea of America may fail. Thomas Paine then publishes a pamphlet called The Crisis, No. 1. Regarding this, pathos was the most persuasive technique used to persuade Americans to continue on with the war in Thomas Paine’s The Crisis, No. 1.
“The cause of America is in a great measure the cause of all mankind” (Paine 1). With the Revolutionary War beginning in 1775, and the publication of Common Sense, by Thomas Paine, only a year later, this statement was widely recognized and addressed the issue at hand: the fight for independence. According to Paine’s assertion, America’s desire for peace and freedom is a basic necessity of life; it is what all men desire. Despite this innate thirst for liberty, many residents of America’s thirteen colonies were fearful of Great Britain, and because of this fear, complied with Great Britain’s every whim. Consequently, most colonists were hesitant to fight against the mother country for independence. But Paine would not accept this attitude.
Thesis: Thomas Paine’s Common Sense articulated the anti-British sentiments of the Colonies in a way so unprecedented that it permanently changed the face of political thought in America.
Thomas Paine, a local pamphleteer in the pre-Revolutionary War era, wrote a convincing pamphlet to any colonists who were not already supporting the war for independence from Great Britain. In his argument, Paine uses rhetorical strategy, an emotional aspect, and divine revelation towards the citizens to create a very moving, passionate, and convincing call to arms.
Thomas Paine, a British-American political writer, intellectual, and strong advocate of the American Revolution, published several compelling pamphlets in the mid-late 18th century inspiring colonists to rebel against the British government. One of his most influential works, Common Sense (1776), would eventually become the most widely-read political non-fiction of its time. Samuel Adams would later declare that “without the pen of [Thomas Paine], the sword of Washington would be raised in vain.” In Common Sense, Paine powerfully argues that colonists must declare independence from Britain in order to establish a representative democracy founded upon their religious and political beliefs.
Thomas Paine once stated, “The harder the conflict, the more glorious the triumph.” During the late 1700’s the colonists were struggling with liberty from the British. They desired freedom, but feared failure. It was difficult since the colonists did not have a strong and experienced army like the British. Colonists had little motivation so that is when Paine felt the need to take action. Thomas Paine’s most effective persuasive technique is pathos because he makes the colonists feel guilt, fear, sorrow, and anger in hopes of encouraging the colonists to fight for their freedom. | <urn:uuid:84df790c-704c-4d63-b1ba-ab3827244c57> | {
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Education Charter – a vision for Ontario
To ensure a healthy democracy we as a society need an educated electorate. A quality public education is the right of every Ontarian. To ensure that all residents of Ontario receive a quality public education that meets their individual needs and serve them well in later life, the following are essential:
- Funding of school boards must be based on the needs of their students. Presently, Ontario spends the lowest rate in Canada on education.
- Decisions made on educational spending must come from a locally elected school board that is directly responsive to the electorate. These trustees should be responsible for transparent policy, budget, human resources and bargaining decisions. Local education taxation powers should be reinstated to trustees.
- Access to education must be equitable and affordable from early childhood through programming for older adults and designed to improve the educational outcomes of students having disproportionately lower educational outcomes than their peers including indigenous/first nations students, African Canadian, Black, Caribbean, Latinx, Portuguese and LGBTI queer and two-spirited students.
- Students should be ensured local well – maintained schools that are the hubs of their communities. Services such as health centres , social services , seniors programmes and nutrition should be provided within these school settings. Funding for adequate staff and the capital to maintain safe, well maintained schools is essential.
- Constructing new schools as population warrants is prudent. They should include community facilities. New development in an area should contribute to both the renewal of existing schools and the building of potential new schools. Utilization rates should include the implementation of community hubs.
- Caps on class size and class composition should be determined with the interest of the students in mind. Small – scale delivery is supported in research. Small schools, small classes, small teacher/pupil ratios are needed.
- Ensure that learning takes place within a safe environment that fosters a sense of social identity and social skills.
- Sufficient staffing and resources should be guaranteed to meet the needs of all special needs students and their families. ESL courses should be provided for those in need. Guidance councilors are a necessity.
- Funding for classroom resources must meet the needs of a quality education.
- Restore a well – rounded and inclusive curriculum that includes the arts, trades, physical/health education, libraries, languages, nutrition education, science and the environment taught by trained/ certified staff.
- Recognize that students need access to up-to-date technology in the classroom but that it should not replace the real life social interactions that students need with both teachers and each other.
- Ensure teaching of the “whole child” and student by replacing standardized testing with teaching skills such as critical thinking that lead to life-long learning.
- Uphold ‘Access Without Fear’ policies that enable all students, irrespective of immigration status and age to access schooling with no form of discrimination (including fee discrimination) so students feel welcome and safe.
- Provide a fully funded and robust adult education system that includes credit secondary school courses plus non- credit courses including English as a Second Language, LINC, Literacy and Basic Skills, Native Languages, Citizenship, Parenting and Family Literacy programs, affordable and accessible seniors and General Interest programs.
- Education for democracy means practicing democratic values throughout the system. The practice of top down, unresponsive and authoritarian educational administration undermines innovative practices, teacher initiative and school morale. The role of administration should be to support and respond to needs in an inclusive and cooperative manner. | <urn:uuid:9caa6af2-6582-4086-b798-1719e9912c06> | {
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Wildfires emit large quantities of particles that affect Earth’s climate and human health. Black carbon (BC), commonly known as soot, is directly emitted to the atmosphere by wildfires and other processes and can be transported and deposited in remote regions including high-altitude glaciers and the Polar Regions. Here, we present a continuous, high-resolution record of BC and ammonium (NH4+) from 1933 to 2001 extracted from two ice cores retrieved in 2002 from the col between Mt. Bona and Mt. Churchill in the Wrangell-St. Elias Mountain Range, southeast Alaska. Despite the substantial increase of BC from fossil fuels in the Arctic since the Industrial Revolution, BC at Bona-Churchill originates primarily from biomass burning and thus provides a record reflecting a fire history for Alaska. The BC record from Bona-Churchill reveals that high fire activity became more frequent after 1984 in agreement with Alaska fire records. Most years associated with high BC or high NH4+ before 1984 occurred during El Niño events when precipitation in Alaska was below “normal,” suggesting that precipitation played an important role in modulating fire activity in Alaska prior to the 1980s. Conversely, years with high BC or NH4+ after 1984 coincided with years with “normal” and low precipitation, but elevated temperatures, strongly suggesting that temperature became a more dominant factor influencing fire activity in Alaska after the 1980s as suggested by other studies. Recent Alaska fire records and temperatures indicate that this trend has continued in the 21st century. | <urn:uuid:c08c2d85-6135-4e0d-bc08-4ef7ed5ea83b> | {
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In working v two variables connected by a regression equation, the _________________ in a change is the amount that it transforms when the other variable alters by precisely one unit.residualprobabilitymarginal changeresponse
When identify whether there is a correlation in between two variables, one have to use a ____________ to check out the data visually.protractorcorrelation coefficientscatterplotprobability distribution
Which that the complying with is no a building of the linear correlation coefficient r?The value of r is always between − 1 and also 1 inclusive.The straight correlation coefficient r is robust. The is, a single outlier will certainly not influence the value of r.The worth of r actions the toughness of a linear relationship.The value of r is not affected by the choice of x or y.
You are watching: Which of the following is not true for a hypothesis test for correlation?
The direct correlation coefficient r is robust. The is, a solitary outlier will not affect the worth of r.
Given a collection of paired sample data, the ____________________ y = b0 + b1x algebraically describes the relationship between the two variables, x and y.regression equationintercept ofslope ofprobability equation
A __________ exists between two variables when the values of one variable are somehow linked with the worths of the various other variable.trialdifferencecorrelationinference
In a scatterplot, a(n) ______________ is a allude lying far away from the other data points.slopey-interceptoutlierinfluential point
Which the the following is not true because that a theory test because that correlation?A. If the P-value is less than or same to the meaning level, us shouldreject the null hypothesis and conclude the there is enough evidenceto support the insurance claim of a linear correlation.B. If |r| > crucial value, we have to fail to disapprove the null theory andconclude the there is not enough evidence to support the case of alinear correlation.C. If |r| ≤ crucial value, we should fail to reject the null hypothesis andconclude that there is not enough evidence to assistance the insurance claim of alinear correlation.D. If the P-value is better than the meaning level, we have to fail toreject the null hypothesis and conclude the there is no sufficientevidence to support the insurance claim of a linear correlation.
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B. If |r| > an essential value, we need to fail to reject the null hypothesis and also conclude the there is not enough evidence to assistance the case of a straight correlation.
Which that the complying with is NOT among the three typical errors involving correlation?A. Correlation does not suggest causalityB. The use of data based upon averagesC. Mistaking no direct correlation with no correlationD. The conclusion that correlation suggests causality
Statistical techniques in Business and Economics15th EditionDouglas A. Lind, Samuel A. Wathen, william G. Marchal | <urn:uuid:3cea921b-8f11-40cc-8446-122291557799> | {
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The Xxl Spreadsheet Project
Xxl has most of the characteristics of a classic graphical spreadsheet program. It handles computing sheets containing information stored in cells. Each sheet is edged with scrollbars. The number of sheets is not limited except by the size of the physical memory.
Computing sheets are structured in rows and columns. Rows are denoted by numbers and columns by letters. A cell is the intersection between a row and a column and is denoted, as in Lotus 1-2-3, by a column number and a row number (e.g., A1, AB23, ZZA2345). A cell range is denoted with the first and last cell, separated by a colon (e.g. A1:A3, A1:C1, A1:B8). Note that the last example denotes a rectangle. Users can interactively and without limits increase the number of rows and columns of a sheet. Every sheet is headed with a typing area for entering the value of the current cell. Figure 1 shows an example of an Xxl spreadsheet.
The information stored in cells is made up of data (character strings, numeric values or booleans) or formulas which enable the computing of data. Integer arithmetic is of infinite precision. Formulas are mathematical expressions preceded by an equal sign. They involve arithmetic and classical relation operators, as well as a set of predefined functions. The functions deal with arithmetic (sum, prod, max, etc.), statistics (avg), logic (if, not, when), time (date, time) or character string handling (concat, len). Notice that all visible cell values are automatically computed anew.
Formulas can also contain internal or external references to cells in two modes: absolute or relative. A dollar sign in front of a row or column name denotes an absolute reference (e.g., $B2, D$13, $A$1). Absolute references do not change in move operations (addition or suppression of rows or columns, cut-and-paste operations). Without a dollar sign, the reference is a relative one (e.g., B2, D13, A1). It can be changed by a move operation. The cell C3 of Figure 1 contains the formula =A3-B3, which represents the difference between the values of the A3 and B3 cells.
The preceding references are internal ones, since they refer to cells in the same computing sheet. By contrast, external references refer to cells in other computing sheets and must be preceded by the name of the specified computing sheet. This name is that of the UNIX file containing the computing sheet.
Xxl offers several modes for displaying the cells. First, the size can be modified by enlarging or shrinking rows or columns. Second, Xxl offers several conventional modes for displaying the cell contents: several fonts in various sizes, bolding and slanting; several justification modes (left, right, centered), texts on several lines; several number representations (fixed, scientific, financial, percentage) or currencies (franc, dollar, euro).
One of the aims of Xxl is to provide a simple usage model by means of a graphical interface. All features of the spreadsheet can be accessed through a control panel, consisting of a bar with buttons, menus and a message area, all controllable by the mouse (see Figure 2). The control panel acts on the current sheet, which can be selected by the “sheets” menu or by a button in the upper left part of each sheet.
The main functions to which the control panel provides access are the following:
Selecting the current sheet: when several computing sheets are open at the same time, all commands of the control panel apply to the current sheet.
Opening, closing and saving computing sheets: the storage format is the STk code that describes the computing sheet. Thus, loading a sheet is simply interpreting the program that describes it.
Printing and previewing the computing sheets: these functions use LaTeX.
Creating series: this function enables creation of a sequence of integer or textual values, with any step size.
Cutting and pasting rows or columns
Sorting rows or columns: this can be done by increasing or decreasing key values.
Writing computing sheets in several formats: LaTeX, text, csv, HTML.
The mouse is also used for two important functions: selecting references and cut-and-paste operations. Entering cell references in a formula can be done automatically by selecting the needed cells with the mouse. This is especially useful for references to rows or to external references, where keyboard input is error-prone. Copying and pasting cells within a computing sheet or between two different sheets is done according to two modes: whether one wants to copy (or move) values with or without formulas. Xxl also allows cutting and pasting from a computing sheet to another X application and vice versa.
Finally, Xxl offers on-line help with dialog boxes and balloon contextual help on the buttons of the control panel. On-line help, however, is somewhat scarce, but it can be considered sufficient if the spreadsheet usage is intuitive enough.
Practical Task Scheduling Deployment
July 20, 2016 12:00 pm CDT
One of the best things about the UNIX environment (aside from being stable and efficient) is the vast array of software tools available to help you do your job. Traditionally, a UNIX tool does only one thing, but does that one thing very well. For example, grep is very easy to use and can search vast amounts of data quickly. The find tool can find a particular file or files based on all kinds of criteria. It's pretty easy to string these tools together to build even more powerful tools, such as a tool that finds all of the .log files in the /home directory and searches each one for a particular entry. This erector-set mentality allows UNIX system administrators to seem to always have the right tool for the job.
Cron traditionally has been considered another such a tool for job scheduling, but is it enough? This webinar considers that very question. The first part builds on a previous Geek Guide, Beyond Cron, and briefly describes how to know when it might be time to consider upgrading your job scheduling infrastructure. The second part presents an actual planning and implementation framework.
Join Linux Journal's Mike Diehl and Pat Cameron of Help Systems.
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- Paranoid Penguin - Building a Secure Squid Web Proxy, Part IV
- SUSE LLC's SUSE Manager
- Google's SwiftShader Released
- Managing Linux Using Puppet
- My +1 Sword of Productivity
- Murat Yener and Onur Dundar's Expert Android Studio (Wrox)
- Non-Linux FOSS: Caffeine!
- SuperTuxKart 0.9.2 Released
- Parsing an RSS News Feed with a Bash Script
- Doing for User Space What We Did for Kernel Space
With all the industry talk about the benefits of Linux on Power and all the performance advantages offered by its open architecture, you may be considering a move in that direction. If you are thinking about analytics, big data and cloud computing, you would be right to evaluate Power. The idea of using commodity x86 hardware and replacing it every three years is an outdated cost model. It doesn’t consider the total cost of ownership, and it doesn’t consider the advantage of real processing power, high-availability and multithreading like a demon.
This ebook takes a look at some of the practical applications of the Linux on Power platform and ways you might bring all the performance power of this open architecture to bear for your organization. There are no smoke and mirrors here—just hard, cold, empirical evidence provided by independent sources. I also consider some innovative ways Linux on Power will be used in the future.Get the Guide | <urn:uuid:884d15e4-db6c-41d6-8baf-4169e148e0bd> | {
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- Traditional Medicine > Traditional, Complementary and Herbal Medicine
- Quality and Safety: Medicines > Quality Assurance
(2003; 80 pages) [French] [Spanish]
Medicinal plants should be harvested during the optimal season or time period to ensure the production of medicinal plant materials and finished herbal products of the best possible quality. The time of harvest depends on the plant part to be used. Detailed information concerning the appropriate timing of harvest is often available in national pharmacopoeias, published standards, official monographs and major reference books. However, it is well known that the concentration of biologically active constituents varies with the stage of plant growth and development. This also applies to non-targeted toxic or poisonous indigenous plant ingredients. The best time for harvest (quality peak season/time of day) should be determined according to the quality and quantity of biologically active constituents rather than the total vegetative yield of the targeted medicinal plant parts. During harvest, care should be taken to ensure that no foreign matter, weeds or toxic plants are mixed with the harvested medicinal plant materials.
Medicinal plants should be harvested under the best possible conditions, avoiding dew, rain or exceptionally high humidity. If harvesting occurs in wet conditions, the harvested material should be transported immediately to an indoor drying facility to expedite drying so as to prevent any possible deleterious effects due to increased moisture levels, which promote microbial fermentation and mould.
Cutting devices, harvesters, and other machines should be kept clean and adjusted to reduce damage and contamination from soil and other materials. They should be stored in an uncontaminated, dry place or facility free from insects, rodents, birds and other pests, and inaccessible to livestock and domestic animals.
Contact with soil should be avoided to the extent possible so as to minimize the microbial load of harvested medicinal plant materials. Where necessary, large drop cloths, preferably made of clean muslin, may be used as an interface between the harvested plants and the soil. If the underground parts (such as the roots) are used, any adhering soil should be removed from the medicinal plant materials as soon as they are harvested. The harvested raw medicinal plant materials should be transported promptly in clean, dry conditions. They may be placed in clean baskets, dry sacks, trailers, hoppers or other well-aerated containers and carried to a central point for transport to the processing facility.
All containers used at harvest should be kept clean and free from contamination by previously harvested medicinal plants and other foreign matter. If plastic containers are used, particular attention should be paid to any possible retention of moisture that could lead to the growth of mould. When containers are not in use, they should be kept in dry conditions, in an area that is protected from insects, rodents, birds and other pests, and inaccessible to livestock and domestic animals.
Any mechanical damage or compacting of the raw medicinal plant materials, as a consequence, for example, of overfilling or stacking of sacks or bags, that may result in composting or otherwise diminish quality should be avoided. Decomposed medicinal plant materials should be identified and discarded during harvest, post-harvest inspections and processing, in order to avoid microbial contamination and loss of product quality. | <urn:uuid:ab92adfc-fc4d-465d-b1e6-3ea3e8edb46f> | {
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Not everybody is blessed with perfect vision or eye health, and the list of potential afflictions is long. However, many eye problems are correctable, and early detection can be key. Amblyopia, or the more commonly known term, “lazy eye,” is a problem that varies in its severity affecting between 2-5% of the population. Amblyopia is a sight disorder which shows a visible disconnection between the eye and the brain. It results from eyes misaligning with each other: one eye being more near or farsighted than the other, or one eye being misshapen and causing focus problems. People with amblyopia sometimes appear to be looking in two different directions at once.
Though their depth perception isn’t strong, people with amblyopia function fine in most situations. It often goes undetected for years due to people naturally using their stronger eye to pick up on visual cues. Eventually, the problematic eye becomes so infrequently used that it becomes “lazy” and doesn’t point toward what the person is looking at. People with amblyopia may suffer from double vision, reduced reading speed, weaker visual acuity, and may be less sensitive to contrast and motion. Children should be checked for amblyopia before they are school-aged to ensure that both eyes see equally well, and that each moves properly.
When someone is diagnosed with amblyopia, the most common treatment is to force the weaker eye to work harder. First, the optometrist will correct the weak eye’s nearsightedness/farsightedness/astigmatism with glasses or contacts. Then, the individual should cover the good eye with a patch for several hours each day (or use prescription eye drops containing atropine, which has been shown to encourage compliance during amblyopia therapy). After six months of treatment, researchers found that the drug atropine, when placed in the unaffected eye once a day, works as well as eye patching and may encourage better compliance. Compliance is an important factor in the success of amblyopia therapy. After a period of time, the weak eye and the strong eye should begin to balance out. But, are eye patches the best we can do in our technologically advanced times? A body of new tech studies using computer gaming to correct amblyopia is growing.
New technology is showing real promise in correcting eye problems like amblyopia. Perceptual learning (practicing a set of visual tasks) with computer games is proving useful to increase visual acuity and contrast sensitivity in people with amblyopia. Lazy Eye Blocks is based on the video game Tetris, but the puzzle blocks are reduced to red or blue colors. The player must wear tinted glasses (similar to the old school red and blue 3D glasses), so each eye can only see half of the pieces. To succeed in the game, players are forced to use both eyes equally. A series of games are available using this strategy, with most of them being fairly basic.
A more cutting edge project exploits virtual reality to combat amblyopia. The game is Diplopia, designed for use with the Oculus Rift virtual reality headset. The headset can present each eye with different components of a game, which is beneficial in balancing out eye response. The game’s creator, James Blaha, suffers from amblyopia himself and was mistakenly told by doctors that he couldn’t expect any improvement once he’d entered his teen years. Blaha used Indiegogo to crowdfund his project, and it proved immensely popular. Unlike games such as Lazy Eye Blocks, Diplopia aims to be an immersive and fully engaging experience. The game will include light and contrast options to accommodate different eye conditions. Although the game’s Indiegogo site states that it hasn’t yet been proven to improve amblyopia, Blaha is optimistic that tests will confirm its success. In an interview with Wired, he talks about his personal VR experiments which allowed him to see an object where both eyes contributed to the image for the very first time.
FYidoctors is excited to see how gaming technology is showing real potential in the field of eye health, and we look forward to seeing more research about how virtual reality can be used for amblyopia and other eye problems. Want to learn more about how to manage amblyopia? Read on about how technology is changing the way we look at and treat health disorders. | <urn:uuid:e69d3869-7a7b-4c00-9aa0-f6f3c79bedb6> | {
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EEG is a test that measures brainwaves, which are tiny electrical signals in our brain. It’s more commonly used in medicine, to diagnose brain conditions ranging from dementia, epilepsy, or brain tumors.
So, what is its role in education? As technology progresses, EEG is predicted to become a tool used commonly in schools and universities. Its breakthrough in the education industry is definitely something to look forward to in the future. With EEG, we can now tap into the brain’s learning process and understand it on a deeper level. By measuring brainwaves in real-time, EEG allows us to understand exactly how the student feels in their learning process. We can see if they are bored or under-stimulated, actively learning with ease, or too stressed to process certain material. With this information, we can create courses that are tailored to a student’s learning on an individual level.
EEG has experienced a marked increase in the education industry for the first quarter of 2020. Ed-tech companies around the world are beginning to turn to EEG as a means of student diagnostics and research. For example, some companies like Emotiv or Neurosky provide students with EEG trackers to wear during classes, to understand their own learning patterns, their triggers, and distractions. At IntellAdapt, we often emphasize one size does not fit all when it comes to learning. We use EEG headsets with diagnostic tests to help a student discover their learning strategy. This, along with our adaptive online courses that are tailored to the aforementioned learning strategies, ensures each individual can learn in the way that fits them best.
By giving students the means to tap into their own minds and understand how they learn, EEG proves itself as not just useful but empowering. If students can understand how their brains work, they no longer have to feel hindered by their differences and can learn to learn in the way that works best for them. If the objective of education is to uplift and empower all types of students, then EEG might be the tech that will help the industry reach that objective. | <urn:uuid:39fcafca-d278-41ab-a38c-99e0b6912b92> | {
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WHAT ARE DIGITAL SCHOOLS?
In an increasingly digital world, technology serves as an incredibly powerful tool to educate and shape young minds. Digital schooling serves to instruct students through multimedia (ie. video, graphics, and audio) rather than using the traditional face to face modality. Despite not having brick and mortar schools, teachers have still been able to teach children everything from their ABCs to the different parts of a sunflower.
TRADITIONAL SCHOOLS VS. DIGITAL SCHOOLS
The main difference between learning in a traditional classroom setting and distance learning is the physical presence of the teacher. While teachers may be speaking to a camera and working with your children from behind a screen, their passion to promote education is equal to that of a teacher in front of a chalkboard. Instructors who teach digital courses have the same teaching credibility and experience in designing curriculum as a traditional instructor, and they have the same love for their students. Teachers are required to attend workshops and training sessions related to instructional technology, so the actual content and way your student is being taught is in no way limited by online schooling. The curriculum is actually assisted by the online software that is used, as graphics and animation are innovative ways to make learning exciting and fun.
POTENTIAL DISADVANTAGES OF DIGITAL SCHOOLS
Some argue that the limited interaction with teachers may pose a challenge in the development of student’s behavioral and social skills. Since teachers are not physically present, it is argued that they will not be able to exercise discipline and maintain a peaceful classroom environment. Another potential disadvantage includes the lack of a strong teacher-student bond, which is critical to have to improve a student’s attitude about classwork and academics in general. If students do not feel like they have a trusted adult to confide in, they may not feel comfortable in a classroom environment and may not feel like they’re being paid attention to as an individual.
ADVANTAGES OF DIGITAL SCHOOLS
However, while teachers may not be physically present they are given the ability to communicate with students through online software and the Internet, and can thus still be invested in their student’s lives. The main advantage of online schooling is the availability of teachers, which can help establish trust between teacher and student. While in a traditional setting distance may be an issue, online schooling erases that problem, as students and teachers are able to interact through video-chatting software, such as WebEx or Skype. Shy children may even feel more comfortable with their teachers, as digital schooling removes the awkwardness of face to face communication.
In addition to the support offered online by the instructor, students can also develop behavioral and social skills through interaction with their classmates at distance schooling facilities and interaction with the other supervisors physically present. For example, each digital school built under JAAGO in Bangladesh has a group of children attending online lectures. Through daily classroom activity involving small group discussions and activity-based learning, students are able to understand the importance of collaboration and friendship. Moreover, supervisors present in digital schooling facilities can help the instructor manage the classroom and identify individual learning needs.
The individual academic and social growth of each student is also organized through electronic progress reports and records, making it easier for the curriculum to be changed for the needs of each student. It is crucial to note that the implementation of digital schooling does not erase the personal attention an instructor can offer to each individual student, as children can also engage in online one on one conferences with their teacher. These online conferences may actually help students open up more about their academic and social needs, as they are less intimidating than face to face meetings.
JAAGO’S IMPLEMENTATION OF DISTANCE LEARNING
Here at JAAGO, we’ve used technology to overcome the distance separating our students and teachers. Children in Bandhabar and other parts of the village have the opportunity to speak and interact with teachers hundreds of kilometers away in Dhaka, all through a hooked-up camera and television screen.
While digital schooling may not include a physically present teacher, it is critical to making our vision to educate the underprivileged a reality. JAAGO started with a small classroom of 17 students and has now been able to reach 3500 children through 12 schools, with 9 of them being digital schools. In the future, we hope to help touch the lives of hundreds of thousands of other children through online applications and video conferences with our incredibly passionate teachers.
It is imperative to emphasize that the call to educate our children is not restricted to the capital. Over 31 percent of the population lives below the poverty line, with a good chunk of this percentage living in the village. Their status and the distance they are from our teachers should not deny them the right to a good future. Digital schooling has helped us outreach a hand to children all over Bangladesh, and it will continue to help JAAGO give children the tools to unlock their potential and chase their dreams. | <urn:uuid:564b779a-0a96-456d-943c-b3b727948475> | {
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With the exception of VB6 and VB12, water-soluble vitamins
are not stored in the body.
Conventional nutritional science now recognizes 13 vitamins divided into two categories: four fat-soluble vitamins, and nine water-soluble vitamins
(Leskova et al.
These vitamins can be dissolved in water, and excesses are excreted through urine.
For both the water-soluble vitamin
C and the fat-soluble vitamin E, both Aloes had a salutary effect.
FAT-SOLUBLE WATER-SOLUBLE Vitamin
A (a) Biotin (b) Vitamin D (a) Choline (a) Vitamin E (a) Folic acid (b) Vitamin K (b) Niacin (a) Pantothenic acid (a) Riboflavin (vitamin [B.
Long before that next race, the feed's water-soluble vitamin
C should have been used up or eliminated from the animals' systems, he notes.
A safe dose would be from 400 to 800 IU of a dry or water-soluble vitamin
E succinate (one of the best absorbed forms).
We found that Trolox, a water-soluble vitamin
E analogue, successfully inhibited the Cr(III)-induced formation of 8-OH-dG in isolated DNA in a concentration-dependent manner.
While water-soluble vitamin
C works outside the cell walls, vitamin E - a fat-soluble vitamin - works inside the cell.
By now McCollum had distinguished between fat-soluble vitamin A and water-soluble vitamin
B (see 1913).
B12 is a water-soluble vitamin
, which means that whatever amount your body does not use gets flushed out in your urine.
Vitamin C, a water-soluble vitamin
(also known as ascorbic acid) that is found in citrus fruits and dark green leafy vegetables, plays an essential role in the production of collagen and elastin. | <urn:uuid:fc50898d-71f1-4903-9e18-819f3cac76f1> | {
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Even the name sounds like it belongs to a sinister new adversary for Dr Who.
Introducing the Kilobots - obedient miniature robots that act together as a ''swarm'' to form a 1,000-strong army.
Scientists in the US created the soldier-like devices, each measuring a few centimetres across, to demonstrate how simple machines can display complex self-organising behaviour.
Given the electronic command: ''Form a star shape'', the Kilobots begin to blink infra-red signals to each other and arrange themselves into a five-pointed star.
Similarly, they can be made to form letters of the alphabet, using vibrations to slide across surfaces on three rigid pin-like legs.
The Kilobots' swarming ability can be compared with that of starlings flocking together in cloud-like ''murmurations'' or ants creating rafts and bridges with their bodies.
US lead scientist Professor Radhika Nagpal, from the Harvard School of Engineering and applied Sciences (HEAS) in Cambridge, Massachusetts, said: ''The beauty of biological systems is that they are elegantly simple - and yet, in large numbers, accomplish the seemingly impossible.
''At some level you no longer even see the individuals; you just see the collective as an entity to itself.''
The Kilobots, which resemble moving transistors, are given no direct information about their global position but collectively construct a co-ordinated system.
Each robot is equipped with infra-red sensors and two motors that cause their legs to vibrate.
Self-assembly begins with a tightly packed multitude of Kilobots programmed with a two-dimensional image of the target shape and a set of fixed fixed rules they have to follow.
Four ''seed'' robots start the process off, generating a domino-effect of signals that propagate through the rest of the swarm.
How each Kilobot positions itself depends on the distance between it and its neighbours. Robots become each other's reference points, building up an organised system from local interactions.
At every location, the Kilobots continually transmit messages via infra-red light signals showing their X and Y co-ordinates.
Results of the experiment are published in the journal Science.
Co-author and fellow HEAS scientist Dr Michael Rubenstein said living things operated in this way at every level. Single-celled amoebas joined together to create a ''fruiting body'' when food was scarce, while the co-ordinated colour change of individual cells helped a cuttlefish blend in with its surroundings.
He also cited the example of army ants linking bodies to form rafts and bridges that help them cross difficult terrain.
''Biological collectives involve enormous numbers of co-operating entities - whether you think of cells or insects or animals - that together accomplish a single task that is a magnitude beyond the scale of any individual,'' said Dr Rubenstein.
The research is another step in the development of artificially intelligent self-organising systems that will affect every day life in the future, say the scientists.
Prof Nagpal said: ''Increasingly, we're going to see large numbers of robots working together, whether its hundreds of robots co-operating to achieve environmental clean up or a quick disaster response, or millions of self-driving cars on our highways. Understanding how to design 'good' systems at that scale will be critical.'' | <urn:uuid:74224229-9cea-4fa0-b12e-47c9f1652a4e> | {
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Recent research has suggested that people who drink sugar-sweetened beverages tend to gain a particular type of fat, known as visceral fat. Visceral fat is the hidden fat that lies deep inside the abdomen, surrounding vital organs like the liver, heart, intestines, and kidneys.
Visceral fat accumulation has been shown to cause impaired glucose metabolism (that leads to diabetes), lipid disorders, and increased blood pressure, all under the umbrella term – metabolic syndrome. People with this condition are at increased risk for heart disease and type 2 diabetes.
Data from the American Framingham Study has shown that there is a direct correlation between greater sweetened beverage consumption and increased visceral fat.
Study participants were categorized into four groups: non-drinkers (consumed sugar-sweetened beverages less than once a month), occasional drinkers (once a month or less than once a week), frequent drinkers (once a week or less than once a day), and who drank at least one sugar- sweetened beverage daily.
Over 6 years of follow-up, the visceral fat volume increased by 658 cm3 for non-drinkers, 649 cm3 for occasional drinkers, 707 cm3 for frequent drinkers, and 852 cm3 for those who drank at least one sugar-sweetened beverage daily.
Another study reported in 2015 in The Journal of Nutrition concluded that soft drink consumption was positively associated with increased waist circumference in Spanish adults. Waist circumference is often used as a measure of abdominal fat.
This study showed that a 100 kcal increase in energy intake by soft drink consumption was associated with a 1.1 cm increase in waist circumference. On the other hand, substituting 100 kcal of soft drinks with 100
kcal of whole milk and juice was associated with decrease in waist circumference by 1.3 cm and 1.1 cm, respectively.
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Ancient sawfish help illuminate the scaly origins of our teeth
- December 2, 2022
- No Comment
You probably don’t think of yourself as a scaly creature, but the hardened structures behind your lips might say otherwise. A new analysis of one of the world’s strangest animals – the sawfish – supports the idea that teeth first appeared when the body scales of ancient fish migrated into their mouths about 400 million years ago.
Early teeth offered a major evolutionary boost for jawfish. “If you’re eating, unless you’re sucking up really small plankton-like stuff, there are definitely advantages to being able to grab objects with your mouth,” says Per Ahlberg, a paleontologist at Uppsala University in Sweden who wasn’t involved in the new study. Biting was a big leap forward; Chewing, Ahlberg notes, came later. And all toothed animals alive today — from trout to humans to crocodiles — appear to have descended from a single group of jawfish, says University of Chicago paleontologist Yara Haridy, who was also not involved with the research.
However, scientists have conflicting ideas about the origin of the earliest teeth. Hard, protective body scales of mineralized tissue such as dentin or enamel may have migrated into the mouth – a hypothesis known as outside-in. Or teeth could have evolved internally from the same tissue as gills, a hypothesis known as inside-out. The new sawfish study, published in the Journal of Anatomy, provides new evidence for an outside-in origin.
The study authors collected fossils of the extinct sawfish species Ischyrhiza mira, which lived about 70 million years ago. They analyzed the fossils’ rostral denticles, the spines that protrude from the sides of a sawfish’s snout to aid in foraging and self-defense. Rostral denticles look like teeth but are actually specialized body scales.
Unlike previous studies on extinct and current sawfish, this one looked at the internal structure of the hard outer layer of scales, called tooth enamel. “It’s basically the primitive form of [tooth] Melt,” says Haridy.
When the researchers scraped away the outer layers of these scales with sandpaper and acid, and then viewed them under a scanning electron microscope, they were amazed at the complexity they found. Scientists would have expected a homogeneous structure like many other body scales, says Pennsylvania State University paleontologist Todd Cook, lead author of the new study. Instead, they saw specific areas of microcrystals that resist mechanical stress. “In fact, the entire organization of tooth enamel resembled that of modern shark teeth,” says Cook.
Although the rostral denticles did not themselves become teeth—the ancestors of sawfish had teeth—this discovery indicates that scales like those on a fish’s body surface have the ability to evolve a tooth-like internal structure, and they would have at least once can do before. Cook says it’s less likely that such a similar structure would have evolved independently of the vastly different internal neck tissues.
“This finding supports outside-in,” says Ann Huysseune, an evolutionary developmental biologist at Ghent University in Belgium, who was not involved in this study. “But that doesn’t surprise me — it’s one of many arguments for it.”
Ahlberg notes that an animal’s scale-forming outer body tissue meets its inner tissue somewhere around the mouth. But the exact boundary between the two is difficult to pinpoint in old fish — and the location of that boundary holds the key to understanding what type of tissue first produced teeth. Fossils do not preserve most soft tissue, so researchers can only make inferences about the properties of such tissue or study modern-day equivalents. For example, Huysseune studies the mouths of modern zebrafish to better understand tooth formation and origin.
For Ahlberg, it is clear that external tissue can produce complex, tooth-like scales. The sawfish study is a vivid example of this mechanism in action. But can inner throat tissue or mixed inner and outer tissue near the mouth do the same? That is still uncertain, says Ahlberg.
Proponents of the inside-out hypothesis say the answer is yes. For a time, Haridy says, the group’s main point of evidence was a series of eel-like creatures that appeared to have evolved mineralized tooth-like structures in the pharynx and mouth — but nowhere else on the body. Several articles published in the 1990s and 2000s used these eels as the cornerstone of the inside-out idea, but later research suggested the structures were lineage-unique and unrelated to vertebrate teeth. At the moment, scientists continue to search for modern analogues and fossilized examples of early proto-teeth.
Pinning down the origin of teeth is unlikely to improve our lives in any tangible way right away, Ahlberg says — though he does mention a hypothetical far-future scenario in which humans learn to continuously regrow teeth like most non-mammalian animals can. “But I find it inherently interesting to understand how our bodies came about,” he says. “It is this strange thing that we inhabit, and it has evidence of a very long and strange history.” | <urn:uuid:614f67ed-25a4-4b66-95db-d15dc23928cb> | {
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January 24, 1863
Emancipation of Negroes, The Past and the Future.
Nast gives higher purpose to the horror of war in his multi-part depiction of the past lives of African Americans and the future Emancipation could bring them. Centered around a picture of a happy black family at a hearth, the image depicts slaves' miserable past in scenes of auctions and physical abuse -- and a view of a future as equals to their former masters. This cartoon was published just a few weeks after President Lincoln signed the Emancipation Proclamation. | <urn:uuid:9634c9b1-5fae-4925-95e9-236f8156e157> | {
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Determining the total hardness in water using complexometric titration with EDTA tutorial suitable for chemistry students. Complexation Titration: Determination of Total Hardness of Water The use of EDTA as a complexometric titrant for metal ions has been investigated in the past . You will use EDTA complexometric titration to determine the hardness of a responsible for hardness, and total water hardness is defined as the sum of the.
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Also, it can form scums that might clog the drainage system starting from the pipe and might cause several plumbing dilemmas Dvorak and Skipton, Use this volume of EDTA as a guide in repeating the titration.
Conversely, it does not affect much of the whole process since the indicated linearity of the results is precise, though the accuracy is not described.
Use the wash bottle to wash the spatula over the funnel to transfer any remaining EDTA into the flask. Using mL volumetric flask, Magnesium will be displaced by identical amount of calcium, and it will be titrated later, not changing final result. Help Center Find new research papers in: Water hardness is a measure of the amount of calcium and magnesium salts dissolved in water. There are no health hazards associated with water hardness, however, hard water causes scale, as well as the reduced lathering of soaps.
Two more replicates were done to obtain the average hardness of water. The average total hardness of the sample is To calculate water hardness use EBAS – stoichiometry calculator. Use a clean, dry, spatula to transfer some of the EDTA from the watchglass to the funnel. From its equivalence point with which the color changed approaching its endpoint, the molarity of EDTA was determined in standardization obtaining 0. Do you understand this? Complexometric titration is one of the best ways of measuring total water hardness.
Add 2 drops of indicator such as Eriochromschwartz-T which will turn wine-red in the ammoniated water. Accurately weigh out the required amount of EDTA onto a watchglass. Balancer and stoichiometry calculator operating systems: The ionised form of EDTA is shown on the right.
Titrations that are based on complex formation are called complexometric titration. The use of EDTA as a complexometric titrant for metal ions has been investigated in the past few years Hamilton, et al, Water hardness is measured in parts per million or milligrams per liter.
Moreover, magnesium is an important nutrient for plants, and is a part of chlorophyll Streitweiser and Heathcock, Deionised water can be poured into the flask using the funnel until the volume of solution in the flask is a bit below the mark on the flask. Then, two milliliters of the buffer solution and five drops of indicator solution were added to the titrand. We will also need indicator – either in the form of solution, or ground with NaCl – mg of indicator plus 20 g of analytical grade NaCl.
Determining Total Hardness in Water Chemistry Tutorial
In general this is a simple titration, with no other problems then those listed as general sources of titration errors. Repeat the titration until you have 3 results EDTA volumes that agree to with 0.
Do you know this? In addition with this, the water system in the laboratory should need treatment such as water softening. Download determination of water hardness reaction file, open it hardnss the free trial version of the stoichiometry calculator.
Nonetheless, high levels of total hardness are not considered a health concern. Moreover, the objective of this experiment is to standardize the EDTA solution using the standard CaCO3 to determine the hardness of water in the laboratory. Experimenters are now able to learn the basics and techniques in this kind of titration.
Use the wash bottle to wash any remaining EDTA off the watchglass and into the funnel. Seannekate, my lab partner was able to contribute effectively in proper handling of the instrument and other necessary calculations for the data. Thus, for the end point, we should use the same indicator we use when titrating magnesium – that is Eriochrome Black T. In contrary, calcium is an important component of cell walls of aquatic plants, and of the bones or shells of aquatic organisms Hepler, After that, the CaCl 2 solution was titrated with the Detedmination solution until the color changed from wine red to pure blue.
Moles of calcium and magnesium ions in hard water sample in conical flask: It is also not good for fish tanks.
Determination of water total hardness by complexometric titration
Make a standard solution of EDTA. At the equivalence point of the titration: This could have been the reason why lathering coplexometric the soap is a little hard but rinsing it off is easy. Perform calculations to determine the concentration of calcium and magnesium ions in the hard water.
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Complexation Titration: Determination of Total Hardness of Water | Gabriel Lerona –
Place a beaker under the burette, and run the EDTA waetr slowly and carefully through the burette until the bottom of the meniscus sits exactly on the 0. About us Feedback Determination of water total hardness by complexometric titration.
Make sure the stopcock on the burette is closed!
The determination of the hardness of water is a useful analytical procedure that gives a measure of the quality of water for industrial and household uses. Use a small amount of water from a wash bottle filled with deionised water to wash the EDTA out of the funnel and into the flask.
Determination of Total Hardness of Water. Calcium and magnesium ions are kept in solution with the aid of a weak complexing reagent such as the titratiln used in this example, or tartrate is also used. | <urn:uuid:3cb70dad-bfb4-413f-ae26-29f4ef0bef67> | {
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Mel Bay Publications, Inc.
The third book in the Student's Series is unique because it provides concise, easily understood information normally found only in large, expensive volumes. This handy-sized text includes background material on the major periods of music history, as well as interesting facts on well-known composers from each period. Excellent drawings of most composers are also included. Works well for both individual and classroom use.
The Pre-Renaissance Period
The Renaissance Period
Giovanni-Pierluigi da Palestrina
The Baroque Period
Some General Characteristics of Baroque Music
Johann Sebastian Bach
George Frederick Handel
The Classical Period
Some General Characteristics of Classical Music
Franz Josef Haydn
Wolfgang Amadeus Mozart
Ludwig Van Beethoven
The Romantic Period
Some General Characteristics of Romantic Music
Piotr Ilitch Tchaikovsky
Johann Strauss, Jr.
The Impressionist Period
The Contemporary Period
Some General Characteristics of Contemporary Music
Into The Next Century
Get the extra files for your Mel Bay book by clicking the "Download Extras" button below.
The .zip file contains all of the extras you will need to help you learn from your Mel Bay book. Once it is downloaded to your computer, double-click the file to open.
You can find out more about .zip files here
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3 posts • Page 1 of 1
I'm a little confused on how I am supposed to know how many lone pairs and atom will have when drawing expanded octet Lewis Structures. For example on question 3.63, Xe has 2 bound pairs and 3 lone pairs, but on 3.65, Xe can have 4 bound pairs and 2 lone pairs, I am just kind of confused on how to tell how many lone pairs an atom should have in the expanded octet rule.
I believe the number of lone pairs an atom has is dependent on what the atom is bonding with. For instance, in 3.63, Xe has 2 bound pairs and 3 lone pairs because there are 22 valence electrons total. 8 electrons each are given to F, the remaining electrons just become lone pairs (2 pairs of electrons are bonding the Xe and F btw). This ends up totaling 22 valence electrons. Then for 3.65, Xe has 4 bound pairs and 2 lone pairs because there are 36 valence electrons total. 8 electrons each are given to the four Fs, the remaining electrons become lone pairs. This totals 36 valence electrons. So according to what an atom is trying to bond with will determine how many lone pairs it has.
Who is online
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Encouraged by reports of whales off the coast of Spitsbergen (Svalbard) in 1610, an English whaling expedition was send there the following year. The expedition was a disaster, with both ships sent being lost and the crews returning on another ship. The following year 2 more ships were sent. Other countries followed suit, with Amsterdam and San Sebastian each sending a ship north. The latter ship returned to Spain with a full cargo of oil. Such a fabulous return resulted in 1613 in a fleet of whaleships being sent to Spitsbergen. The English send 7 ships, backed by a monopoly charter granted by King James I. They met with 20 other whaleships, including 3 Dutch ships.
Early in 1614 the Dutch formed the Noorsche Compagnie (Northern Company), a cartel composed of several independent chambers (each representing a particular port). In 1615 the Dutch arrived with a fleet of 11 ships and 3 men-of-war under Adriaen Block (±1567-1627). They built the 1st permanent structure on Spitsbergen: a wooden hut to store their equipment in. The following year, 1616, the English, with a fleet of 10 ships, occupied all the major harbors, appropriated the Dutch hut, and made a rich haul, while the Dutch, preoccupied with the isle of Jan Mayen, only sent 4 ships to Spitsbergen, which "kept together in odd places... and made a poor voyage".
In 1619 the Dutch and Danes, who had sent their 1st whaling expedition to Spitsbergen in 1617, firmly settled themselves on Amsterdam Island, a small island on the northwestern tip of Spitsbergen, which came to be called "Smeerenburg". The English did the same in the fjords to the south.
Beginning in the 1630s, for the Dutch at least, whaling expanded into the open sea. Gradually whaling in the open sea and along the ice floes to the west of Spitsbergen replaced bay whaling. At first the blubber was tried out at the end of the season at Smeerenburg, or elsewhere along the coast, but after mid-century the stations were abandoned entirely in favor of processing the blubber upon the return of the ship to port. The English meanwhile stuck resolutely to bay whaling, and didn't make the transfer to offshore whaling until long after. | <urn:uuid:a9ac84b7-f8eb-4eac-9512-885d2cac5d11> | {
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Starting out with a brief summary of what type of pliers to use when making a wire loop with tips on how to prevent markings on wire when using a certain type of plier. This video is used to teach crafters on how to make loops with wires that are useful for many jewelers Making the loop requires 2 certain types of pliers, one called needle-nose plier used to create the loop. Tips near the end on how to fine-tune the loop so it ends off perfectly as well as explanation on why a 45 degree angle is needed to start the loop.
Want to master Microsoft Excel and take your work-from-home job prospects to the next level? Jump-start your career with our Premium A-to-Z Microsoft Excel Training Bundle from the new Gadget Hacks Shop and get lifetime access to more than 40 hours of Basic to Advanced instruction on functions, formula, tools, and more. | <urn:uuid:9df811fd-5f3a-43b2-abee-3ea33985c202> | {
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When the Academy dome was designed, the descriptive sciences of life had stabilized into zoology, which studied animals, and botany, which studied plants. This distinction had its roots in a longstanding criterion of self-movement — animals could crawl, walk, or swim, while plants were rooted in place. In the modern era, naturalists interested in classification generally specialized in either animals or plants. They collected and bred living specimens in zoos or botanical gardens, and studied the individuals and their groups, searching for similarities and differences. They also collected preserved or fixed specimens into vast collections of natural history museums. In the image, Botany is engaged in both of these activities. Two smaller images depict common plants that were important to the development of botany in the period surrounding the design of the Academy dome. The generation of the common pea plant emerged as a major boon to the theory of evolution, providing crucial and productive evidence of the mechanism by which evolution operates. It also led to the development of genetics, when part of the cell was identified as the carrier of the characteristics passed from parent to offspring. Botany, previously considered just a classification activity, showed its utility for other biological issues. The sunflower facing the sun may represent the utility of practical botany for agriculture and plant science, much as the pea plant represents its utility for theory. | <urn:uuid:50f12fa9-f85b-44bc-b93f-3ceec154b1b2> | {
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Distribution of the Constituents along the Scale ‘Familiar / Alien’
Areas of grasslands
The land with no signs of ownership
Desert tracts of barren land covered in various vegetation
Endemic flora and fauna species
Anthropological features of the natives
Flat, arid land
Cultural beliefs, practices and traditions
Indigenous people’s nomadic way of life
Establishing of a hierarchy in the system of values. Of primary importance was the apprehension of the continent as ‘terranullius’, open for squatting. In this context, the state of the land and weather conditions as well as local flora and fauna are the next in order of significance. Indigenous people as a whole turned out to be on the periphery of this scale of values.
Setting apart a core indicium. Taking into consideration the fact that those were basic life necessities that the first settlers were preoccupied with, it is evident that the only conceptually relevant factor was the degree of applicability and availability of a certain territory for life sustaining. As a result a dichotomy ‘seashore grassland fit for cultivation versus the unsettled territory beyond this rather narrow strip covered in natural vegetation’ developed in the conceptual system of the newcomers to the Australian continent. It was the notion of no man’s land that constituted the nucleus of the nascent concept.
Elaboration of a VD. The analysis of the data [9; 19; 22; 44; 45; 47] gives ground to build a horizontal structure of the emerging VD which sooner represents the amount of conceptual space occupied by the comprising notions than their relationships.
Fig. 6. Structure of the VD
(the end of the eighteenth– the beginning of the twentieth century)
With the elaboration of the VD the process of conceptualization / internalization, which in this case consisted in the acceptance of the land as habitat, approached its concluding stage.
Verbalization of the VD and concept generation
In this particular case the internal resources were used to name the land contrasting a consuetudinary landscape – lexeme bush.
There seems to be a number of extra-linguistic and linguistic reasons explaining the choice.
Among the former, of principal importance was a resemblance, though faint, of the land in Australia to the uncultivated plots of land in England, an analogy between shrubby areas at home and untilled land in Australia, among the latter – the etymological, and semantic characteristics of the lexeme bush.
Etymology reveals a complex structure of the lexeme bush semantics which comprises three main elements – bush + thicket + firewood (see bush sb in ). Besides, there is an opinion (Hughes, 1989), that the meaning of the SAfE term bush, n. and adj in its first meaning ‘the thick vegetation covering any uncultivated area’, which was first recorded in written sources in 1698 (Silva, 1996) could have influenced semantics of bush in Australian English. I do not see valid reasons for such an estimation as, although the first meaning in SAfE was first recorded in 1698, it was registered in The Oxford English Dictionary as the meaning first recorded in BrE in 1780 which makes its being an integral component of the first settlers’ vocabulary most improbable; besides the most Australian meaning of this concept – ‘undeveloped, largely uninhabited country’ was first recorded in SAfE in 1829 and in AuE in 1803 (see Table 2). Thus, the conjecture of independent development of the term bush in AuE appears rather plausible.Complicated was the semantic structure of the lexeme bush in English of the eighteenth century that made this lexeme a potential derivational basis:
Bush, sb, A shrub <…>; a small clump of shrubs apparently forming one plant (1250); in northern dialects extended to sub-shrubs…(1529); † collectively A clump of shrubs, a thicket, bushy ground (1523); † a. A clump of shrubs used as a place of concealment (1330), b. begga’s-bush (1600); a. A branch or bunchy of ivy (…) hung up as a vintner’s sign; hence the sign-board of a tavern (1532); b. hence the tavern itself (1625); † anything resembling a bush (1513); A bushy head of hair – (1509); † A bushy tail, esp. of a fox (1575). Colonial meaning functions since 1780 .
Apparently, juxtaposition of the first settlers’ perception of the new land with the semantics of the lexeme bush lead to the development of the new meanings represented in Table 2.
Chronology of the Development of the Lexeme Bush in Australia (First Stage)
Date of the first recording
Natural vegetation of any kind
A tract of land covered in such vegetation
Country which remains in its natural state
Country which has not been settled or which resisted settlement
In phrases with verbs of motion, esp. to take (to) the bush
a) Orig. of convicts: to escape from custody or justice; b) to run away; c) (of animals) to run wild
Note: The source of the data is . Segmentations of period are based on the analyses of the English lexis development in Australia carried out in .
Comparative analysis reveals the directions of semantic transformation of the BrE lexeme bush which led to the configuring of its specificity in AuE.
Fig. 7. Dynamics of the development of the lexeme bush in AuE (first stage)
The central part of the diagram illustrates the type of relationships among the meaning of the BrE lexeme bush which served the basis of semantic derivation for Australian meanings. The figures around it demonstrate the relationships of Australian meanings of the lexeme bush with those in BrE and among themselves.
In that period, 2 lexical items were formed – bushranger and bush native. The first one belongs to the domains of ‘people’, ‘way of life’, ‘criminal’, ‘hardships’ and appear semantically connected with the semantic components of ‘bush’ associated with “Abri”. The second one, belongs to the domains of ‘people’ and, supposedly, with the semantic component “country which remains in its natural state”.
Comparison of the corollary of the VD elaboration with the results of its linguistic representation reveals the discrepancy between the results of a new entity apperception, its cognitive processing by the speech community and the results of verbalization.
The explanation might be found in the fact that while apperception and cognition are limited only by the degree of penetration into the essence of the entity perceived, verbalization is also restricted by the linguistic constraints.
In this particular case it concerns such components of VD as local people and weather which became an integral part of the concept bush without formal semantic representation in the lexeme and only one derivative word for local people..
In the course of further apperception and cognition of the new world the process of re-conceptualization comes to the front but it was the Australian concept bush that was re-conceptualized.
The gradual phase of the English language adaptation in Australia (see Figure 3).
Apperception of a new aspect of the entity. As the new settlers searched the interior parts of the country and settled down in the bush the initial vision was expanding. This expansion was determined by both better understanding of the reality and by more intensive utilization of it. Parallel to squatting in the interior regions, the settlers were developing urban culture under more congenial conditions of the seashore. Accordingly, the interior parts – the bush, where sheep breeding was the main occupation – were opposed to the more civilized city regions with their more sophisticated mode of life.
Formation of new notions. Consequently, in the nineteenth century a number of new notions indicating the ongoing exploration evolved. Among them the notions of country, rural dwellers, rural life were the first. Their offshoots included hard life, traditional life, rural. As life in the interior areas was assessed in comparison with that in the growing cities, the notions of leave the town, to escape developed. There also developed a number of notions related to indigenous people: not white, traditional life. The notion natural vegetation was supplemented with the implication of indigenous and the perception of flora & fauna as a source of food and materials. Hardships of life in the bush which reduced human demand to basic necessities promoted the development of such notions as simple, improvised (of artifacts) and unsophisticated (of people), worthless, unmarketable (of animals).
Assessment of the new notions in terms of relevant / irrelevant. The very fact that the new notions developed proves that they all were of certain relevance for the speech community. However, the degree of significance varied from the highest in rural life to the lowest in traditional life.
Launching of the new notions into the existing structure. It is generally accepted that the new entities enter the periphery of the conceptual world and language system. But with the development of the concept bush it was not the case. Perhaps, due to the exceptional importance of the bush for the life of the community as a whole (whether in the city or in the bush) the new notions instantly became “legitimate” element of the concept bush. I drew this conclusion from the analysis of the literature as well as the investigation of the derivatives of the lexeme bush in AuE. They revealed that though the perception of the bush as a vast territory covered in abundance of vegetation retained its position in the structure of the concept, new social aspects of the concept were proliferating rapidly.
Reorganization of the hierarchy. At this stage, with the first stations being started, the incipience of a new culture in the interior parts characterized further exploration and utilization of the continent. Accordingly, the system of values was transforming and those were the notions of (unknown) country and the hardships of life in it that appeared on the top of the hierarchy; the nature, mainly the flora which served a source of food and materials, was the next most important notion. At this very time the bush and the life there receive derogatory evaluation as being simple and unsophisticated. Corresponding notions, along with those associated with the life of indigenous people, occupied the periphery of the VD structure.
Selection of a new core indicium (optional). Consequently, it was the notion of hard life in unknown country (with all its attributes) that triggered the process of the VD structure reorganization. As a result, a notion of adventurous exploratory life substituted the initial core indicium of no man’s land and the following transformations in the VD occurred.
Fig. 8. Development of the VD structure in the nineteenth century
(Re-)verbalization of the VD and Concept Modification
As transformations of the VD were not only quantitative but also and primarily qualitative different scenarios of verbalization were possible, however, as all the new notions that developed in the nineteenth century were basically but the augmentation of the original ones, language response consisted in variability extension via semantic derivation. Its course and results are represented in Figure 9.
As was the case with the initial phase of adaptation, here again lexeme bush lags behind the VD in the coverage of all its aspects. Perhaps, to overcome the discrepancy other adaptation strategies were employed parallel to the expansion of the semantics of the lexeme bush: compound words and derivatives were coined by means of which different features of life in the bush were specified. In the same way endemic species of flora and fauna got their names.
During this period, 90 lexical items were formed: bushranging, bush bread, bushman (n.z.), (see meanings), bush constable, bush land, bush-road, bush-fare, bush fare, bush it, take to the bush , bush fence, bush hut, bush black, bush life, bushfire, bush-labourer, bush labour, bush-bread cattle , bush-duty, range the bush, bush traveler, bush lawyer, bush dress, bush track, bush house, bush style, bush-bread, bushranger, bush feed, bush carpenter, bush-horse, bush servant, bushy, bush-knife, bush fashion, bushie , bush-traveling, bush traveling, bushed , bush blanket, bush biscuit, bushing, bush timber, bush walk, bush work, bush-bed, bush song, bush camp, v, bush-yard, bush-poet, bush paddock, bush’ costume, bush inn, saltbush plain, bushmanship, bush-riding, bush tea, bush-riding, bush-bread, adj (e.g. ~youths), bush girl, bush-rider, bush hands (prisoners), bush-rider, bush-school, bush-farmer, bush-fever, saltbush flat, bush hospitality, bushranger, bush bellows, bush boys, bush sports, saltbush country, bush-carpenting, bush mile, bush lore, bushmanlike, bush missionary, bush telegraph, bush hotel, bushmen’s home, bush experience, bush-craft.7 terms of fauna – bush kangaroo, bush-devil, bush turkey, bush fly, bushman's clock, bush rat, bushlark, and 10 flora terms – Christmas bush, bush hay, bush-grass, bush lawyer, daisy-bush, apple bush, saltbush, hopbush, cottonbush, bluebush – were formed, too.
Fig. 9.Dynamics of the development of the lexeme bush in AuE (second stage)
Indicative of the dynamics of adaptation is the fact that 70 lexical items belong to the domains “people”, “way of life”.
All these developments enriched the concept and modified its structure in the direction of social aspects prevalence over material.
As the bush retains significance for Australian way of life and mentality the process of re-conceptualization continues while adaptation enters its permanent phase .
The permanent phase of the English language adaptation in Australia (see figure 4).
Inthe result of circumstantiation and amplification of the notions constituting the concept, adjustment and re-adjustment of the concept to the changing reality, re-analysis of the significance of notions in the existent structure and re-assessment of the hierarchy the structure of VD experienced transformations. In the contemporary structure social aspects dominate over material which is totally reflected in the semantics of lexeme bush. With the word-nest bush material taken into consideration, this fact becomes even more prominent.
Fig. 10. Contemporary structure of the VD
Language responds to this course of development with its own resources as shown in Figure 11.
Fig. 11. Dynamics of the development of the lexeme bush in AuE (third stage)
During this period 89 lexical items were formed: bush cook, bushman’s bible, bush shower, bush capital, out bush adv. adj., bushfire, brigade, Sydney or the bush, bushwhackery, bush town, bush township, bush walking, bushman's breakfast, bush bash, v., bush week, bush pub, bush telegraphy, bush picnic, bush telegraph, v, bush telegram, bush shanty, bush pickles, bush-tucker, bush-bash, bush-bashing, go bush, bush eye, bush ballad, bushman's cement, bush-bass, bush remnant, bush honey, bush persons, bush-faller, bushie n., bush worker, bush liar, bush contingent, bush brother, bush mad, bushfire blond, bush happy, bush-‘ead, bastard from the bush, bush telegraphist, bush oysters, bush madness, bushfire fighters, bushpig, bush basher, bush-balladists, bush brotherhood, bushwhacker, bushranger, bushwalker, bush bass, bush beat, bush nurse. Again, 49 lexical items belong to the domains “people”, “way of life”. The following fauna (bush-mouse, bush-tick, kangaroo bush, bush canary, salt-bush snake, bush cat) and flora (dillon bush, emu bush, old-man saltbush, turpentine bush, cattle bush, milk-bush, caustic bush, mint-bush, pin bush, smoke-bush, ellangowan poison bush, bladder saltbush, buck bush, mustard bush, turkey bush, creeping saltbush, wedding bush, poverty bush, bush apple, tickbush, witchetty bush, bush cucumber, poison-bush, mimosa bush, punty bush, quinine bush) terms were formed, too.
It is evident that in the course of evolution significance of the notions comprising concept bush for Australians was transforming. While at the early stages the notions of vegetation and land dominated in its structure, gradually the accents shifted from natural to social components that reflects the new stage of re-conceptualization and proves the thesis of the permanent character of language adaptation. The development of the terminology of flora and fauna not only in the early but also in the later periods does not contradict this point of view as these terms reflect not the exploration of the new habitat but the way of life of the ethnic group.
To the best of my understanding at this stage of the research, the essence of the English language transformation into a pluricentric entity consists in the transmutation of the variation type from a centered (around the literary standard) type into non-centered type. The mechanisms involved in this process are the mechanisms of adaptation that comprises at least three complex adaptive systems – language, ethnic group, and their habitat. “Pluricentrization” is the result of their mutual adaptation and co-evolution. The activity of the adaptation mechanisms provides step by step internalization of the new reality in such a way that every innovation is accreted with the native conceptual and lingual flesh. Operation of the adaptation mechanisms mostly in accordance with the internalized scheme is one of the major factors of the language system preservation within the limits of its homeostasis.
I believe that this methodology not only reveals some aspects of the contemporary stage of the evolution of English but also contributes to the understanding of the mechanisms of language evolution as such.
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Materna P. Conceptual systems / Pavel Materna. – Berlin : Logos Verlag, 2004. – 189 p.
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World Englishes – problems, properties and prospects / Ed. by Th. Hoffman and L. Siebers. – Amsterdam: John Benjamins, 2009. – 438 p. | <urn:uuid:98261a3e-ee20-409a-8476-2a71c5833ba0> | {
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What are emulsifiers and stabilizers?
How many of you have tried putting water and oil together in a glass to see whether they mix? And, how mesmerised were you to see oil making its way back up to float on top of the water? This is because oil molecules are bigger than water molecules. Diving deeper into chemistry, water is a polar molecule, which means it is negatively charged on one end and positively charged on the other. Whereas, molecules that do not have such charge separation are non-polar such as oil. By the solubility principle “like dissolves like”, we know oil and water do not dissolve with each other because one is a polar solvent and the other is a non-polar solvent. Here is where emulsifiers play a role.
In plain and simple terms, emulsifiers are the additives that help two immiscible liquids mix. For instance, water and oil separate when put in a glass but emulsifiers help these liquids mix together in ice cream and salad dressing. Stabilizers, on the other hand, are additives that help preserve the structure of the food. For instance, they prevent water and oil emulsions from separating in ice cream and salad dressings.
Some examples of emulsifiers widely used in the food industry include soy and egg lecithin, mustard, Diacetyl Tartaric Acid Esters of Monoglycerides (DATEM), PolyGlycerol Ester (PGE), Sorbitan Ester (SOE) and PG Ester (PGME). And, some commonly used stabilizers in the food industry include sodium alginate, sodium carboxymethyl cellulose (CMC), guar gum, locust bean gum, carrageenan, gelatin, and pectin.
What are food additives?
The Food Safety and Standards Authority of India (FSSAI) has defined food additives as “any substance not normally consumed as a food by itself and not normally used as a typical ingredient of the food, whether or not it has nutritive value, the intentional addition of which to food for a technological purpose in the manufacture, processing, preparation, treatment, packing, packaging transport or holding of such food results, or maybe reasonably expected to result (directly or indirectly) in it or its byproducts becoming a component or otherwise affecting the characteristics of such foods.” Food additives are added to food intentionally for the “purpose of maintaining or improving the keeping quality, texture, consistency, appearance, and other technological requirements.”
Apart from emulsifiers and stabilizers, other food additives include preservatives, colour, artificial sweeteners, anticaking agents, and flavour enhancers amongst others. Happy Ratio does not use these other food additives.
Applications of emulsifiers and stabilizers
Emulsifiers and stabilizers are required together because stabilizers play a role in confirming the long-term stability of the emulsified state that has been achieved with the use of emulsifiers. Their practical use in the food industry is for:
- Shelf-stability: Emulsifier lecithins have antioxidant properties which help with shelf stability by decreasing oxidation in foods. Oxidation refers to a process where chemical substances break down due to the addition of oxygen. For example, when food is left open it comes in contact with oxygen causing a change in its chemical composition, thereby deteriorating the quality of food including its colours and flavours. So, by decreasing oxidation, emulsifiers are keeping the food fresh for a longer time. Bread for example uses emulsifiers to ensure that by the time you eat bread, they are not stale. Adding dough-softening emulsifiers such as mono- and di-glycerides of fatty acids (INS 471) is a proven and healthy way to increase storage life while maintaining the healthy properties of the foods we consume.
- Texture, volume and consistency: Dough-strengthening emulsifiers such as diacetyl tartaric acid esters (INS 472e) and sodium or calcium stearoyl-2-lactylate (INS 481, INS 482) make the dough stronger and thereby improve the volume and texture of the bread. Stabilizers are then used as thickening agents since they help food retain its emulsified state and thus provide a smoother texture to foods. Bread, ice creams, margarine, salad dressings and mayonnaise, all use emulsifiers and stabilizers. Even jams, desserts, and yogurts use pectin, agar, and gums to provide thickness.
- Freeze-thaw stability: Emulsifiers like mono and diglycerides of fatty acids (INS 471), lecithin (INS 322) and polysorbates (INS 432, INS 436) improve the freeze-thaw stability by ensuring that desserts like ice cream, sorbet, milkshake, frozen mousse and frozen yogurt do not melt rapidly after serving.
- Processed meat: The main components of processed meat are meat proteins, fats and water. Stabilizers have the ability to bind these three components together to form stable processed meat. This is especially required for ground meat, poultry or meat to make sausages and nuggets so that they remain intact and do not separate when cooked.
So, which emulsifiers and stabilizers do Happy Ratio use and why?
Happy Ratio only uses well researched, studied and approved emulsifiers and stabilizers to ensure that its secret blend of 39 essential nutrients, which includes every macro and micronutrient, is healthy and tasty. Out of each serving, only 1.62% make up CMC, Xanthan Gum and Sunflower Lecithin. They help ensure that the healthy vegetable oils in Happy Ratio’s composition do not separate when they are blended with water or milk.
The three ingredients that are all approved by FSSAI for their use as food additives under the Food Safety and Standards (Food Standards and Food Additives) Regulations, 2011 have the following properties:
- CMC (INS 466) - INS 466 is commonly known as cellulose gum or carboxymethyl cellulose (CMC). Due to the weak solubility of cellulose gum, it is usually made into its sodium salt - sodium carboxymethyl cellulose. This food additive can be used as an emulsifier, stabilizer, thickener and binder in food. Cellulose gum is used to make foods and beverages thick and creamy by retaining moisture, ensuring water and oil don’t separate and producing a consistent texture. Further, cellulose gum contributes to improving the shelf life of foods. Cellulose gum is a fibrous food additive and therefore also gives you the feeling of satiety. High dietary fiber consumption has been associated with a 30% reduction in the risk of developing obesity or gaining weight.
- Xanthan Gum (INS 415) - INS 415 is popularly known as xanthan gum. Xanthan gum finds its use as a thickener to increase the viscosity of a liquid without causing any change in its properties. Informally, viscosity means the thickness of a liquid. For instance, honey has a higher viscosity than water . It is also used as an emulsifier to help prevent oil and water separation. Xanthan gum is commonly used with carboxymethyl cellulose (CMC) to improve the mouthfeel of a beverage. Studies have shown that xanthan gum causes no adverse dietary or physiological effects. Xanthan gum is also known to prolong shelf life and is frequently used in gluten-free baking as it can provide the elasticity that gluten provides. In baking, xanthan gum can also be used as a substitute for eggs. This food additive can also improve the taste of plant-based protein beverages.
- Lecithin (INS 322) - INS 322 is commonly known as lecithin. It is used in food products as an emulsifier, instantiser and flavour protector. Lecithin is also an acidity regulator and has antioxidant properties. It is usually added to food products to derive a smooth texture and can be used both in liquid and granular form. This emulsifier is derived from soybeans, egg yolks, peanuts and sunflower seeds. Sunflower lecithin is widely used in the food industry, especially in bakeries and confectionery. It is rich in choline, which is associated with increased cognitive functions such as memory, learning, reasoning and decision making.
As seen in the blog, the properties of emulsifiers and stabilizers are manifold. While these food additives are used to give the food products the right form, structure, volume and texture by mutually working with each other, they also happen to contribute to benefit us in more ways than one. Not to forget, they are safe to consume otherwise the regulatory authorities all over the world, including the FSSAI, would not permit their use.
Note: While Happy Ratio uses FSSAI-approved emulsifiers and stabilizers to give you a rich, creamy and healthy shake with each serving, it avoids using any preservatives - a type of food additive - or artificial colours. You can grab your favourite Happy Ratio flavour and get a Try-It-All Sampler Pack free here. Use code TRYITALL10 to avail this offer. | <urn:uuid:670c30c7-9657-4e39-ad85-1719195dc442> | {
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What is the full form of SSD?
SSD Full Form: Solid State Drive
A solid-state drive also called a solid-state disk or SSD, is a data storage device that uses integrated circuit assemblies as memory to store data persistently. SSDs are distinguished from traditional hard drives by their lack of physical spinning disks; they typically use less power and have no moving parts. SSDs are often used in applications where speed is critical, such as in servers and high-performance computing systems.
SSDs have several advantages over HDDs, including lower power consumption, faster data access, and more excellent resistance to shock and vibration. However, SSDs are typically more expensive than HDDs and have shorter lifespans due to the limited number of write cycles that flash memory can endure.
Components of SSD
The controller is perhaps the most important part of an SSD. It is responsible for ensuring that data is correctly written to and read from the NAND flash memory chips. The controller also contains the firmware that helps the SSD carry out its essential functions.
The NAND flash memory chips are what store the data on an SSD. These chips are typically made up of several individual cells, each of which can hold a single bit of information.
The casing or housing of an SSD protects the internal components from damage. It also provides a way to connect the SSD to a computer or other device.
The printed circuit board (PCB) is what everything else in the SSD is attached to. The PCB contains the controller and the NAND flash memory chips. It also has connectors that allow the SSD to be connected to a computer or other device.
The power connector is used to connect the SSD to a power source. This provides the power needed for the SSD to operate.
The data connector is used to connect the SSD to a computer or other device. This allows data to be transferred between the SSD and the computer or device.
Advantage of SSD
The advantage of SSD is that it can read and write data much faster than a traditional hard drive. This is because an SSD doesn’t have any moving parts, which allows it to access data much quicker. SSDs are much more reliable than HDDs because they’re not susceptible to the same types of physical damage.
Disadvantages of SSD
SSDs have a few disadvantages when compared to HDDs. One drawback is that they are more expensive. This is because the technology is still new, and there are not as many manufacturers producing them. SSDs also tend to be smaller in capacity than HDDs, so they might not be suitable for storing large amounts of data. Another downside is that SSDs can be slower than HDDs when writing large files. This is because the way data is stored on an SSD is different from how it is stored on an HDD. Finally, SSDs are more sensitive to heat and vibration than HDDs, so they need to be handled with care.
HDD vs. SSD
There are two main storage devices for computers: hard disk drives (HDD) and solid-state drives (SSD). Both have their advantages and disadvantages. Here’s a look at the critical differences between HDD and SSD:
Hard disk drives are the traditional type of storage device for computers. They store data on spinning disks, making them slower than solid-state drives. However, they are much cheaper per gigabyte of storage than SSDs.
Solid-state drives are a newer storage device that uses flash memory chips instead of spinning disks. This makes them much faster than HDDs, but they are also more expensive.
So, which is better? It depends on your needs.
Applications of SDD
There are many different applications for SDD, including:
1. Improving the speed and performance of computers and other digital devices
2. Enhancing the storage capacity of these devices
3. Making data transfer between devices more efficient
4. Reducing the overall size and weight of digital devices
5. Increasing the reliability of digital devices
Solid-state drives (SSDs) are becoming increasingly popular as the primary storage device for computers. An SSD uses less power, resulting in longer battery life, and it typically offers better performance than a traditional hard disk drive (HDD).
There are many different SSDs on the market, so it cannot be easy to know which one to choose. To help you make a decision, we’ve rounded up the best SSDs currently available. Samsung 860 Evo
The Samsung 860 Evo is one of the most popular SSDs on the market, and for a good reason. It offers fast performance, reliable durability, and a wide range of capacity options. If you’re looking for an SSD that will give you the best bang for your buck, the 860 Evo is a great option.
SanDisk Ultra 3D
The SanDisk Ultra 3D is another excellent SSD that offers impressive performance and a variety of capacity options. It’s a perfect choice for anyone who wants an SSD that provides good value for the money.
Intel 760p Series
The Intel 760p Series is an excellent option if you’re looking for a high-performance SSD. It’s available in a wide range of capacities, and it offers incredible speed and reliability.
Samsung 970 Evo
The Samsung 970 Evo is the company’s flagship SSD, and it offers some of the best performance you’ll find in an SSD. It’s available in various capacities, and it comes with a five-year warranty.
WD Black NVMe SSD
The WD Black NVMe SSD is an excellent choice for anyone who needs an SSD with exceptional speed. It’s one of the fastest drives on the market, and it’s available in a wide range of capacities.
Read About More: Full Forms | <urn:uuid:f7243b86-e6db-4f50-8019-fbcab04dc3ce> | {
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Ch.8 skin disorders and diseases
Terms in this set (60)
A _____ is any mark on the skin that may indicate an injury or damage that changes the structure of tissues or organs.
A(n) _____ is a lesion that is a different color than the color of the skin.
Which of the following is a primary lesion frequently seen in cases of severe acne?
A freckle is an example of a:
A solid bump larger than 1 centimeter that can be easily felt is called a:
A _____ is a raised bump that is often red due to inflammation and sore due to the pressure of swelling.
A _____ is a closed, abnormally developed sac that contains pus, semifluid, or morbid matter, above or below the skin, which cannot be drained of fluid.
An abnormal mass varying in size, shape, and color is a:
Contact with poison ivy or poison oak commonly causes _____ in many people.
Wheals are NOT commonly caused by:
A _____ is characterized by a pile of material on the skin surface or a depression in the skin surface.
secondary skin lesion
Which of the following is an example of a secondary skin lesion?
The scab on a sore is an example of a(n):
A crack that penetrates the dermis layer of the skin is a:
A thick scar resulting from excessive growth of fibrous tissue is a:
Cicatrix is another name for a(n):
An open lesion on the skin or mucous membrane, accompanied by pus and loss of skin depth, is a(n):
Where do comedones appear most frequently?
When the sebum of a comedo is exposed, it oxidizes, producing:
A closed comedo is also known as a:
Benign, keratin-filled cysts that appear under the epidermis and have no visible opening are:
Acne is a skin disorder characterized by chronic inflammation of the:
The chronic condition _____ is characterized by redness on the cheeks and nose.
Seborrheic dermatitis is often characterized by:
Telangiectasis is defined as:
distended or dilated surface blood vessels
A deficiency in perspiration is called:
Foul-smelling perspiration caused by bacteria is:
Miliaria rubra is an inflammation of the sweat glands that is also known as:
Which of the following is a common, extremely contagious bacterial infection of the eye?
Which term is broadly used to describe any inflammatory condition of the skin?
Which condition often presents as a fever blister or cold sore?
herpes simplex I
Which of these conditions is a contagious bacterial skin infection characterized by weeping lesions?
Which skin disease is caused by the skin cells turning over faster than normal?
Darker than normal pigmentation that appears as dark splotches is called:
A person with albinism will have:
silky white hair
Another name for a nevus is a:
A _____ is an abnormal brown or wine-colored skin discoloration with a circular or irregular shape.
Which of the following is a hereditary condition that causes hypopigmented spots on the skin?
A callus is a _____ caused by continued, repeated pressure or friction on any part of the skin.
A verruca is also known as a:
The most common and least severe type of skin cancer is:
basal cell carcinoma
Squamous cell carcinoma is characterized by:
scaly red papules or nodules
Black or dark brown patches on the skin that may appear uneven in texture are a sign of which type of skin cancer?
What does the D on the American Cancer Society Cancer Checklist stand for?
A predisposition to acne is based on:
heredity and hormones
Retention hyperkeratosis is the hereditary tendency for acne-prone skin to:
retain dead cells in the follicle
Propionibacterium acnes are anaerobic, which means they cannot survive in the presence of:
A(n) _____ product is one that has been designed and proven not to clog the follicles.
Which of the following is NOT an example of an intrinsic skin-aging factor?
Which UV rays cause the majority of skin cancers?
Which rays of the sun are known as aging rays?
To prevent premature skin aging, you should make daily use of a broad-spectrum sunscreen with an SPF of at least:
At what time of day is UV exposure typically highest?
10 AM to 3 PM
Common places for allergic contact dermatitis on a client include all of the following EXCEPT:
soles of the feet
When irritating substances temporarily damage the epidermis, the result is:
irritant contact dermatitis
Which of these is NOT an example of an extrinsic skin-aging factor?
Which extrinsic skin-aging factor has the greatest impact on how skin ages?
When should you apply sunscreen?
at least 30 minutes before sun exposure
Which term refers to an inflammation of the skin caused by touching certain chemicals or substances?
The best way to prevent both types of occupational contact dermatitis is to:
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It’s one of the most recognizable portraits in the history of art (not bad for an incomplete painting), but few people could tell you off-hand who painted this iconic portrait of George Washington. Sometimes referred to as “The Athenaeum”, the oil-on-canvas, 39.76 in. × 34.65 in. work lives in the Museum of Fine Arts, Boston, and adorns the United States one-dollar bill, whose symbolic value, for good and ill, far outweighs its worth as legal tender.
Gilbert Stuart began the painting in 1796 and never finished it. Instead of giving it to Washington, he retained the portrait and used it to paint 130 copies, which he sold for $100 each. From the National Portrait Gallery website:
“Stuart recognized that he should use this portrait to fulfill his many orders for replicas and received Washington’s permission to keep it. Washington requested a replica for himself, but Stuart never delivered the portraits to the Washington family. The strikingly fresh aspect of this life portrait comes from Stuart’s application of subtly varied skin tones in separate, unblended touches of the brush. His technique is visible even in the shaded areas under the chin, where Stuart alternated darker and lighter flesh tones to indicate shadow and reflected light. The president’s white-powdered hair and blue eyes stand out in contrast.”
Despite failing to deliver the goods to Washington, Stuart went on to have a prolific career as a portraitist of political figures. Quoth John Adams: “Speaking generally, no penance is like having one’s picture done. You must sit in a constrained and unnatural position, which is a trial to the temper. But I should like to sit to Stuart from the first of January to the last of December, for he lets me do just what I please, and keeps me constantly amused by his conversation.”
Stuart was born in Saunderstown, Rhode Island, on Dec. 3, 1755. He died on July 9, 1828.
The Sketchy Inspiration series spotlights artists from around the world. To view the series in full, visit sketchymiami.com/inspiration. To nominate an artist to be featured in the series, contact us. | <urn:uuid:978ebf6f-62e6-43e7-aabe-118bb7fa9ce0> | {
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Sci & Tech - NCERT Summary
NCERT Class 9th Biology
NCERT Summary - Class IX Biology: UPSC CSE
This course presents in easy language the basics of biology, Class 9 NCERT. It covers all the chapters related to biology with summaries and concepts explained in layman language.
Fundamentals of life : Introduction
Structure of Cell : Part 1
Structure of Cell: Part 2
Structure of Cell: Part 3
Tissues : Introduction
Plant tissues : Part 1
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(Hindi) Summary of NCERT Class 9 Biology
Summary of NCERT Class 9 Biology for UPSC CSE
Natural Resources - NCERT Class 9
Science Class 9 - Biology NCERT Summarized
Biology Class 9 NCERT - Diversity in Living Organisms
Chemistry NCERT Class 9 | <urn:uuid:3b4ea2e3-5eb8-4a25-9ad8-0e484ac8a880> | {
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Anteater Test Kitchen, Anteater Recreation Center, 2nd Floor
Ted Yoo, Brews and Brains
Department: Chemical Engineering and Materials Science
Nuclear power is a technology that produces the most electricity while also generating the fewest greenhouse gasses. What we must deal with, however, is the 2000 tons of radioactive waste generated every year in the US. Recycling nuclear fuel can help deal with this sticky issue by greatly reducing the amount of highly toxic waste that currently exists in political and social limbo. In addition, the same technology can be used to reclaim plutonium in nuclear weapons, and use them in a productive way. The Nilsson lab studies the chemicals behind the recycling systems in an effort to increase efficiency. Light refreshments will be served. | <urn:uuid:e06630e7-d44c-47eb-a68f-409dd3e6a47f> | {
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The state of the current pandemic that we are in suggests that the fight against the virus will continue for quite some time now. It is beyond doubt that the covid-19 pandemic has raised fundamental questions on healthcare infrastructure and our technology readiness to deal with any contingency situation. The pandemic has forced us to rethink our capabilities to deal with future pandemics. There are a lot of functional areas where we can invest to deal with the pandemic. However, the fact that cannot be ignored is that technologies like machine learning can play a pivotal role in dealing with the pandemic.
Machine learning to counter the pandemic
Machine learning helps in numerous ways to deal with various facets of the pandemic. For instance, machine learning allows the identification of the segments of the population that are at a high risk of getting infected. The diagnostics of patients becomes easier when we employ machine learning techniques. In addition to this, machine learning also helps in faster drug discovery and other medication processes. It needs to be noted at this point in time that there are a large number of drugs that can be administered on a symptomatic basis. The availability of a large number of drugs often puts doctors in a dilemma regarding the choice of medicines. Various machine learning algorithms can hierarchically rank the medicines based on their effectiveness towards a particular disease. At the genetic level, machine learning techniques like deep learning can enable us to understand the molecular structure of the coronavirus in a better way. All this calls for know-how about machine learning techniques, especially in the medical fraternity. To be precise a certificate in machine learning can further reskill our doctors and other medical professionals, thereby giving them a much-awaited surgical precision.
The use cases of machine learning
The techniques of machine learning are particularly helpful in identifying the risk level and even categorizing patients so that diagnosis becomes easier. Machine learning techniques help in the identification of infection risk which gives the percentage at which a specific segment of a population can contract the virus. Machine learning techniques also help in predicting the risk of severity. This gives the extent of deterioration of the condition of a patient when he contracts the virus. Finally, machine learning also helps in predicting the outcome risk. This is a simple binary classification problem in which we get to know if the patient will survive or not based on the diagnostic data set
The way ahead
Machine learning techniques can also be harnessed to prevent the spread of infection in the first place itself. By identifying various types of risk factors on the basis of age, social distancing, sanitation, hygiene, location, and population density, we can take certain types of precautionary measures at an early stage. To conclude, machine learning can help us at all three important levels for countering not only the present pandemic but any other pandemic that we may have to face in the near future. | <urn:uuid:3d5cb726-768f-41cb-bab6-1ef6807c2ed7> | {
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Indonesia is a diverse country with a population of over 270 million people spread across 17,000 islands. The country has made significant progress in improving its health indicators over the past few decades, but still faces a number of health challenges. In this article, we will explore the common health issues that affect the population in Indonesia, as well as the prevalence of smoking and the legislation in place to address it.
Common Health Issues
Indonesia is still grappling with a number of infectious diseases, which can have serious consequences for public health. Malaria, tuberculosis, and dengue fever are among the most common diseases in the country. Other illnesses that are prevalent include cholera, typhoid fever, and hepatitis A and B.
Non-communicable diseases (NCDs) are also a significant health issue in Indonesia. According to the World Health Organization (WHO), NCDs are responsible for 71% of all deaths in the country. The most common NCDs in Indonesia are cardiovascular diseases, cancers, and chronic respiratory diseases.
Maternal and Child Health
Indonesia has made significant strides in reducing maternal and child mortality rates over the past few decades, but these rates are still higher than in many other countries. The country’s maternal mortality rate is 305 deaths per 100,000 live births, while its under-five mortality rate is 23 deaths per 1,000 live births.
Mental health is a growing concern in Indonesia, but resources for mental health care are limited. Stigma surrounding mental illness also prevents many people from seeking the help they need. According to the WHO, the prevalence of mental disorders in Indonesia is 9.8%.
Smoking in Indonesia
Smoking is a major public health issue in Indonesia, with a high prevalence of smoking among both adults and youth. According to the WHO, approximately 61% of men and 4.5% of women in Indonesia smoke tobacco products. The smoking prevalence among youth is also high, with 8.8% of boys and 1.4% of girls aged 13-15 being current smokers.
Attitudes Towards Smoking
Despite the high prevalence of smoking, attitudes towards smoking in Indonesia are mixed. While many Indonesians recognize the health risks associated with smoking, smoking is still seen as a socially acceptable behavior in many parts of the country. In fact, smoking is often considered a symbol of social status and masculinity.
Legislation on Smoking
Indonesia has some legislation in place to address smoking, but it is not as comprehensive as in many other countries. The government has banned smoking in certain public places, such as airports, hospitals, and schools, but enforcement is often lax. Tobacco advertising is also banned in Indonesia, but this ban is not always enforced.
The Indonesian government has also been criticized for its close ties to the tobacco industry. The tobacco industry wields significant political influence in the country and has been successful in blocking more stringent tobacco control measures.
Indonesia faces a number of health challenges, including infectious diseases, non-communicable diseases, and maternal and child health issues. Smoking is also a major public health issue in the country, with a high prevalence of smoking among both adults and youth. While some legislation is in place to address smoking, enforcement is often lax, and the government’s close ties to the tobacco industry are a significant barrier to more comprehensive tobacco control measures. | <urn:uuid:03f1b837-4c00-4583-81b0-e2c1d489c9ac> | {
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Waiting for answer This question has not been answered yet. You can hire a professional tutor to get the answer.
1.) A basketball player makes at least 80% of her free throws attempts and at most 90% of her free throw attempts. If she plans on attempting 50 free throws during practice today. write an inequality
1.) A basketball player makes at least 80% of her free throws attempts and at most 90% of her free throw attempts. If she plans on attempting 50 free throws during practice today. write an inequality that represents the range of N, the number of free throws that she will make.2.) For her science project Melissa needs to boil a liquid with a heating device that operates using the Celsius temperature scale. To boil, the liquid needs to be heated to at least 104 degrees Fahrenheit. temperatures can be converted from fahrenheit to Celsius y subtracting 32 degrees from the fahrenheit temperature value and then taking five-ninths of the result. In order to boil the liquid what is the lowest temperature in degrees celsius that Melissa can set the heating device to?3. If 3 <2x-4<6 which of the following inequalities give all possible values for 2x. a) 7<2x<10 b) 3.5<2x<5 c) 7>2x>10 d) No solution4. If 6 less than or equal to 4x+5 and less than or equal to 7 than which of the following gives the values for 2x.a) 1/2 < 2x<1 b) 1/4<2x<1/2 c) 1/2 > 2x >1 d) No solution5. Micah needs to spend 10 to 15 hours a week practicing the piano so far this week he has practiced for 8 hours if he has 2 days left and wants to practice the same amount each of those 2 days what is the range of hours he can practice each day?6. If 5 less than twice w is no more than 6 more than w, what is a possible positive value of w | <urn:uuid:94dbbb8a-ac49-42d8-9f3f-81ab5eff888d> | {
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Science Fiction for Math Students
Science Fiction for Mathematics Students
Created by Thomas Seay
The following works of science fiction are suitable for inclusion in a class on mathematics.
- Flatland: A Romance of Many Dimensions, by Edwin Abbott Abbott. In this 1884 classic, a two-dimensional creature dramatizes multi-dimensionality by explaining his own world and then visiting worlds of various dimensions: Pointland, Lineland, and our familiar three-dimensional world. The complete text is available online:
- "--And He Built a Crooked House," by Robert A. Heinlein. A 1941 short story about an architect who builds a three-dimensional model of a four-dimensional house, only to have the house collapse into actual four-dimensional form as the result of an earthquake. Several people are trapped within the house, unable to escape because every exit to the house loops back onto itself. The complete text is available online:
- "Division by Zero," by Ted Chiang. Chiang's 1991 story begins with a famously flawed proof that 1 equals 2, which utilizes an illegal division by zero. The protagonist later discovers a valid proof of the same theorem -- that 1 equals 1 and, therefore, that mathematics is fundamentally inconsistent -- and is driven mad by the realization. "Division by Zero" offers solid explanations of why division by zero is impermissible and of Gödel's first incompleteness theorem, and it explores the mathematical process in a very human way. (Chiang's collection includes other fine stories about mathematics, such as "Story of Your Life" and "Understand.")
Chiang, Ted. Stories of Your Life and Others. New York: Tor. 2002.
- "Fermat's Best Theorem," by Janet Kagan. This story, originally published in 1995, imagines an exclusive society of mathematicians who have all proven Fermat's Last Thoerem but withheld their proofs so that other mathematicians might have the opportunity to strive for the same goal. The math is secondary to the story, but the narrative is engaging and would likely prove inspiring to reluctant mathematics students.
Reprinted in Absolute Magnitude, eds. Warren Lapine and Stephen Pagel. New York: Tor. 1997.
Sponsored by the Center for the Study of Science Fiction. © 2006. | <urn:uuid:71bfc801-97ed-44ec-9fe1-1c4c51ff0b56> | {
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by Brendan Oldman
Okay… we say this about all the gadgets and devices we get into the lab, but this one we truly mean it. From portraits drawn on paper with markers, to digital portraits on mobile devices, to coding race tracks and dance moves, this little programmable robot can do it all!
Although this device is fairly new to the market, it is being introduced to students as a means for not only computational thinking, but also as a way to write and theme stories, draw games and puzzles and personalize learning in new ways. This two-inch robot is quite sophisticated, and is able to move thanks to numerous sensors, micro-motors and driven by a USB lithium battery. This device operates on its own language and interacts with 4 basic colours (Black, Red, Green, Blue) and also digital block codes that you connect together. Any marker or ‘hue’ of the following colour will work, the Ozobot is a very smart character. Their website has several ideas and multiple resources, pre-created kits, as well as concepts setup in puzzle, maze and code format. It has blank slates also which allow for students to think outside the box, creating boundaries, brain teasers, obstacles and ‘turbo boosts’ of their choice.
You can control the speed, direction, and set dozens of motion ‘codes’ which can be drawn on paper or directly onto the screen of your mobile device. The robot can be programmed to follow the codes laid out by you and can really bring your art, puzzle, game or racetrack to life. The sequence of the colour codes dictates how the robot reacts and influences the speed, turns, lights, jumping moves, etc. This little robot is even programmable with the TickleApp and its own line of interactive tools! The applications and interactive tools that Ozobot have launched leave lots to be desired. It would be great to have a resource bank and online community network similar to what Scratch has created, fingers crossed!
An update on Ozobot will certainly be happening in the near future! | <urn:uuid:2ac9dc00-3e21-41e6-8d81-207383f50d78> | {
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A less commonly used pale yellow to orange dolomitic limestone formed in the Permian age (290-248 million years ago). Cultra limestone was quarried along the shoreline at Cultra, County Down. It is pale yellow in colour and may contain fossils.
It weathers poorly, including scaling and flaking, loss of face, and caverning. Used in County Down as dressing on Holywood Priory and across Belfast Lough at Carrickfergus Castle. | <urn:uuid:48123c9f-62b9-4e8e-bf3a-200984d73e9d> | {
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Problem Statement :
When I first learned backtracking I made a program to find all the permutations of the English alphabets in lexicographically increasing. Filled with elation I showed the program to Rohil. Rohil being someone who likes to do stuff off the league was not impressed and gave me the following variation of the problem help me to solve the problem:
You have to find the number of permutations of length N(1<=N<=11) such that at whenever an alphabet (say 'c' ) appears in the permutation all the alphabets smaller than 'c' should have appeared before it at least once. An alphabet is smaller than another if it appears before the other in the English alphabet. ‘a’ being the smallest and ‘z’ being the largest. For example when N=2 then aa,ab are the only valid permutations and ba,bb is invalid since in ba all the alphabets smaller than b have not appeared at least once before it. See example for further clarification.
Line 1: T(no. of test cases)
Line 2: n1
Line 3: n2
Line 1: no. of such permutations of length n1
Input: 2 2 3
Output: 2 5
Link to the problem : NOVICE43
I have read some online solutions to this problem and they say this problem can be solved using Bell Numbers. But I’am unable to decipher the relation between the two. Can anyone explain it? | <urn:uuid:969115fb-f12e-49e1-b1ef-0b003bc3948f> | {
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A report issued in June by the National Research Council emphasizes the importance of science education and recommends ways to improve K-12 education in science, technology, engineering and math, the so-called STEM subjects.
“A growing number of jobs – not just those in professional science – require knowledge of STEM fields,” says Adam Gamoran, chair of the NRC committee that produced the report. “We need to help all students become scientifically literate because citizens are increasingly facing decisions related to science and technology – whether it’s understanding a medical diagnosis or weighing competing claims about the environment.”
But recent test scores indicate that California’s students perform abysmally in science, especially economically disadvantaged and minority students, according to Maria Simani, the executive director of the California Science Project and a physicist at the University of California Riverside. She laments that in many schools she sees a lack of advanced science courses and too few students taking them.
Highly integrated with science – whether we like it or not – is a proficiency in math. And learning math is like buying tools for a project. The American physicist and Nobel laureate Richard Feynman even referred to math methods as “tools.”
You would never attempt to build a house without investing in the right tools. In the same way, you wouldn’t want to solve a difficult math problem without first understanding some basic concepts and patterns. These are your tools, your tricks of the trade.
Yet students arrive each year in college with math toolboxes so spare that we are learning backward. As a physics major, I didn’t have the basic concepts of linear algebra neatly arranged in my toolbox, and neither did many of my peers. Instead, we learned those concepts out of necessity while tackling our quantum mechanics homework. It was like being asked to cook a gourmet meal when we barely knew how to peel potatoes.
At the very least, high school students need to be challenged to be math literate and well prepared for college. Where will the math help you down the line? Calculus is useful to solve standard mechanics problems. A solid foundation in math makes understanding electricity and magnetism much easier.
I would have appreciated statistics much more had I known that it was largely the foundation of artificial intelligence (AI). In college I took an AI introductory course that I soon found fascinating. We wrote computer programs that took data from the real world and produced a meaningful output. But without a solid grasp of basic statistics, I struggled through the class.
What could have helped me? The answer, I believe, is challenge and early exposure, which often come from mentors, the kind that coach open-ended group activities like Math or Science Olympiad, a robotics club, fieldwork outings, and hands-on labs.
What did help me in the end was my modern physics course professor, who challenged me with a goal.
One day he told me: “All of the excitement about physics really comes from modern physics, so if you do well in the class and you like the material, you should major in physics.” | <urn:uuid:e3ef52ce-7e0d-4e81-94d0-bbc533ee3ec0> | {
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61st Anniversary of Presidential Term Limits
Highlights Need for Congressional Term Limits
(Alexandria, VA.) –This week marked the 61st anniversary of the Twenty-second Amendment to the U.S. Constitution establishing Presidential term limits. The Twenty-second Amendment of the United States Constitution created a term limit for the President of the United States of two four-year terms. The amendment was ratified by three-fourths of the states on February 27, 1951. This anniversary and a $15 trillion national debt highlight the need for congressional terms limits.
If enacted, Congressional term limits would greatly benefit the country. Term limits have shown to have positive effects on legislative branches at both state and local levels. Term limits encourage competition and participation in elections. Also, term limits create legislative bodies that are more responsive to the needs of their citizens, which fosters an environment where politicians are less concerned with re-election and not beholden to special interests.
A leading proponent of congressional term limits Representative Joe Walsh ( R-IL) reaffirmed his support for term limits stating in a February 28, 2012 press release, “I came to Congress to change the way this town does business and to restore the founding principles put in place by our Founding Fathers. If we are serious about getting this country back on track, we need to change the process that got us into this mess. Term limits are essential to changing this destructive process. 61 years ago it started with placing term limits on the President and today we need to fight to pass Congressional term limits.”
“I have pledged to serve only three terms in Congress. Keeping the same Members year after year only feeds political corruption as politicians continue to lose touch with the people they were elected to represent. This anniversary is a great opportunity to bring up the need for Congressional term limits, and it is time to stop this unproductive cycle and apply term limits to Congress,” concluded Walsh.
Our Generation applauds Rep. Walsh’s efforts to enact term limits legislation and urges Congress and the states to take swift action on the issue. Our Generation, is a nonprofit, nonpartisan advocacy organization founded in 2009 to research, educate and promote long-term free market solutions to today’s public policy concerns. | <urn:uuid:2a7054bf-7661-4589-af0a-2fc8cdefce38> | {
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The Gremlins is a children's book, written by Roald Dahl and published in 1943. It was Dahl's first children's book, and was written for Walt Disney Productions, as a promotional device for a feature-length animated film that was never made.[Note 1] With Dahl's assistance, a series of gremlin characters were developed, and while pre-production had begun, the film project was eventually abandoned, in part because the studio could not establish the precise rights of the "gremlin" story, and in part because the British Air Ministry was heavily involved in the production because Dahl, who was on leave from his wartime Washington posting, insisted on final approval of script and production.[Note 2]
This content is from Wikipedia. GradeSaver is providing this content as a courtesy until we can offer a professionally written study guide by one of our staff editors. We do not consider this content professional or citable. Please use your discretion when relying on it. | <urn:uuid:bf5903b2-67b1-4ad5-8222-a7d7e6fb414a> | {
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Aug. 16 (UPI) -- Scientists have found surprisingly large amounts of microplastics in snow and sea ice samples collected in the Arctic and Alps. The research offers another reminder that tiny bits of plastic pollution can be transported long distances.
Scientists estimate that snow washes microplastics out of the atmosphere, carrying them back to Earth's surface where they can accumulate in places like the Arctic. Researchers found microplastic concentrations as high as 14,400 particles per liter in Arctic snow samples. In one snow sample collected by the side of a rural road in the Bavarian Alps, researchers measured 154,000 particles per liter.
The samples collected by scientists with the Alfred Wegener Institute and the Swiss WSL Institute for Snow and Avalanche Research SLF featured higher microplastic concentrations than those measured during similar surveys.
"First of all, snow is extremely efficient when it comes to washing microplastic out of the atmosphere," AWI researcher Gunnar Gerdts said in a news release. "Secondly, it could be due to the infrared spectroscopy we used, which allowed us to detect even the smallest particles -- down to a size of only 11 micrometers."
While other microplastics surveys count particles by hand beneath a microscope, the latest study used an infrared microscope to analyze the plastic particles in the melted snow and ice samples.
Scientists found microplastics in sea ice and in snow on remote ice floes, as well as on the island of Svalbard. The research, published this week in the journal Science Advances, suggests snow is carrying microplastics to the remote corners of the Arctic and to the peaks of major mountain ranges.
"This additional transport route could also explain the high amounts of microplastic that we've found in the Arctic sea ice and the deep sea in previous studies," said AWI scientist Melanie Bergmann.
Increasing amounts of research have focused on measuring the prevalence of microplastics in the digestive tracts of marine species, but the latest research suggests large amounts of microplastics are moving through the atmosphere. The revelation raises the important question: how much microplastics are humans inhaling? | <urn:uuid:9b8d8ad1-b88e-4a51-9bac-beb9fc6978f7> | {
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Word Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
his worksheet is meant to accompany showing the film "50 First Dates" as a method of review for the Cognition unit in a Psychology or AP Psychology course.
Concepts applied include anterograde amnesia, memory loss causes, hippocampus, ethics, implicit/procedural memories, semantic memories, episodic memories, and prospective memories.
By purchasing this file, you agree not to make it publicly available (on websites, etc.) or to share with any other teachers. It is intended for classroom use only. | <urn:uuid:6c085585-0b45-4b96-8746-cef4bb13cf17> | {
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Definitions for gangreneˈgæŋ grin, gæŋˈgrin
This page provides all possible meanings and translations of the word gangrene
Random House Webster's College Dictionary
gan•greneˈgæŋ grin, gæŋˈgrin(n.; v.)-grened, -gren•ing.
(n.)death of soft tissue due to obstructed circulation, usu. followed by decomposition and putrefaction.
(v.i.)to affect or become affected with gangrene.
Origin of gangrene:
1535–45; < MF gangrene < L gangraena < Gk gángraina an eating sore
gangrene, sphacelus, slough(noun)
necrotic tissue; a mortified or gangrenous part or mass
necrosis, mortification, gangrene, sphacelus(verb)
the localized death of living cells (as from infection or the interruption of blood supply)
necrose, gangrene, mortify, sphacelate(verb)
"the tissue around the wound necrosed"
The necrosis or rotting of flesh, usually caused by lack of blood supply.
If gangrene sets in, we may have to amputate the foot.
A damaging or corrupting influence.
To produce gangrene in.
To be affected with gangrene.
Origin: From gangraena, from γάγγραινα, from γραίνειν.
a term formerly restricted to mortification of the soft tissues which has not advanced so far as to produce complete loss of vitality; but now applied to mortification of the soft parts in any stage
to produce gangrene in; to be affected with gangrene
Gangrene is a serious and potentially life-threatening condition that arises when a considerable mass of body tissue dies. This may occur after an injury or infection, or in people suffering from any chronic health problem affecting blood circulation. The primary cause of gangrene is reduced blood supply to the affected tissues, which results in cell death. Diabetes and long-term smoking increase the risk of suffering from gangrene. There are different types of gangrene with different symptoms, such as dry gangrene, wet gangrene, gas gangrene, internal gangrene and necrotizing fasciitis. Treatment options include debridement of the affected body parts, antibiotics, vascular surgery, maggot therapy or hyperbaric oxygen therapy.
U.S. National Library of Medicine
Death and putrefaction of tissue usually due to a loss of blood supply.
Translations for gangrene
Kernerman English Multilingual Dictionary
the decay of a part of the body of a living person, animal etc, because the blood supply to that part of the body has stopped.
- gangrenaPortuguese (BR)
- der BrandGerman
- मांस का सड़ावHindi
- luka membusukIndonesian
- drepí holdiIcelandic
- 괴저(壞疽), 탈저(脫疽)Korean
- خس مار، په بدو اوښتى، لچن كانګرينPashto
- sneť, gangrénaSlovak
- 壞疽Chinese (Trad.)
- دوران خون کی رکاوٹ کے سبب کسی عضو کا گل جانا یا بالفعل مر جاناUrdu
- chứng hoại thưVietnamese
- 坏疽Chinese (Simp.)
Get even more translations for gangrene »
Find a translation for the gangrene definition in other languages:
Select another language: | <urn:uuid:44088404-57ee-4a59-b481-d24703f334b2> | {
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The first page has 9 different objects, where kids need to find only the ones that start with the letter W. The next page is an upper and lower-case letter W worksheet. On the third page, there is a set of many different letters. Encourage your students to find all the letters W and circle each one of them.
Learn to spell grade-appropriate words, practice writing the words using correct spelling. To learn when new worksheets are added, subscribe via RSS or e-mail: The importance of pre-reading skills It goes without saying that children must be aware of letters and words before they can learn to read.
Children hear language all around them and even see words printed in books and on signs, but they do not always make the connection that a group of letters form a word that has meaning.
To become confident, successful readers, children need a strong foundation of pre-reading skills. When a child has strong phonemic awareness skills, he can separate words into their individual sounds, which means that he will be able to spell words more easily.
He will also be able to read words by assigning the correct sounds to the letters that he sees and blend the sounds together to form the word. The pre-reading worksheets on this page begin by introducing children to basic activities such as matching words that begin with the same sound and matching letters with the sounds they make.
These worksheets also include important opportunities to practice identifying rhyming word pairs, another important pre-reading skill. These activities provide important opportunities to develop strong phonemic awareness.
Once children are beginning to read, learning sight words and recognizing word families contributes greatly to reading comfort and fluency.
Flashcards for sight words and word family sliders are excellent tools for practicing reading and learning new words.
There is additional word and reading practice with the worksheets featuring sight word sentences and the sight word bingo game. Learning sight words can become somewhat tedious without finding new activities and games to spice up the practice, so these worksheets will be valuable for the practice as well as for the added variety they provide.
Tips for using the pre-reading skills worksheets Pre-reading worksheets that focus on the sounds letters make are an easy way to help your child improve his phonemic awareness skills through practice listening for sounds in words.
As children start developing general phonemic awareness, they become aware of the different parts of words called syllables.
The Identifying Syllables worksheets help children with this skill. As their phonemic awareness skills improve, children become able to hear the ending sounds in words and identify rhyming words. When working on the Identifying Syllables worksheets, begin by letting your child know that words are made of several parts, called syllables.
Give your child a few examples, using simple, compound words such as cupcake, sunshine or baseball. Clap on each segment of the word and ask your child to try this, also.
He will now be ready to tackle the Identifying Syllables worksheets. As always, begin with the easiest ones and move on to the more difficult sheets. Some children may struggle to properly identify a one-syllable word, since the tendency may be to stretch the word into two syllables by saying cuh-at, for example, instead of cat.
To help your child, be sure to say each word clearly but quickly so that he does not mistakenly hear extra, unintended syllables. Next I would introduce your child to the pre-reading skills worksheets that focus on Identifying Rhyming Words.
Glance over the worksheet quickly to make sure that you and your child are labeling the pictures correctly so that the words rhyme. For example, cane rhymes with mane, but does not rhyme with lion, so it is important to ensure that your child has the proper name for each picture.
Asking your child to say aloud the names of all of the pictures will help him hear the ending sounds. Finally, I would direct your child to the pre-reading skills worksheets that focus on the beginning sounds in words.Handwriting Worksheet Nsw Foundation - Breadandhearth # Nsw Foundation Handwriting Worksheets Teaching Resources # I Can Write - The Alphabet!
| KidzCopy # zleti jelent s: lenovo b b datasheet: openoffice org 2 0: quark users guide: dnrproblems final dvi: soybeans area: conducting internal investigations. *Our SK fonts are based on fonts we producedfor Rowland Reading Foundation to use in their Superkids (® Rowland Reading Foundation, Inc) program.
*We were told that Spencer handwriting is used in Central and South America, but have not been able to find any information about this style. Free NSW School Font - posted in Your Child's Education - First year of school: Hi, I've had a bit of a google and I'm looking for the NSW Foundation School font so I can make up some worksheets.
Handwriting Worksheets and Printables. Digital age or not, handwriting isn’t going anywhere. Help your child develop this essential early writing skill with our printable handwriting worksheets.
ALPHABET. Letter Knowledge. Games. PHONICS. Letter-Sound Relationship. Spelling. Games. VOCABULARY. The NSW-NZ Print Handwriting Programme Package supports ACELY Description and Elaborations for Foundation Handwriting.
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Children, especially infants, are at significant risk of exposure to potentially toxic chemicals in the dust while playing and crawling on the floor.
The multi-institutional team found a broad range of toxic chemicals from everyday products accumulated in the household dust while analyzing compiled data from dust samples collected throughout the United States from multiple studies. They aimed to identify the top 10 toxic chemicals that are most commonly found in dust.
In the first-of-its-kind meta-analysis, published in Environmental Science & Technology, the researchers discovered that the number one chemical identified in household dust was DEHP, which belongs to a hazardous class of chemicals called phthalates that are used in everything from household cleaners to food packaging to cosmetics, fragrance, and personal-hygiene products.
Household dust was found to have phthalates in the highest concentration – with a mean of 7,682 nanograms per gram of dust – an amount that was several orders of magnitude above the other chemicals.
Phenols, chemicals used in cleaning products and other household items, were the second on the list of highest concentrations, followed by flame retardants and highly fluorinated chemicals that are used to make non-stick cookware.
“Our study is the first comprehensive analysis of consumer product chemicals found in household dust,” says lead author Ami Zota, Sc.D., M.S., assistant professor of Environmental and Occupational Health at Milken Institute School of Public Health. “The findings suggest that people, and especially children, are exposed on a daily basis to multiple chemicals in dust that is linked to serious health problems,” she adds.
Potentially toxic chemicals from consumer products are released into the air and amalgamate with dust that settles on household furniture and the floor. Families are then exposed to the toxic dust composite through inhaling or ingesting small particles, while some minor amounts can be absorbed through the skin.
Babies, infants, and young children are at a greater risk of chemical exposure because they crawl, play on dusty floors, put their hands in their mouths, and also the mouth, suck, and chew on toys or items that could be lightly covered in dust.
From the dataset, Zota and team identified 45 potentially harmful chemicals in household dust that are used in products such as vinyl flooring, personal care and cleaning products, building materials, and home furnishings.
The authors point out that the research combines information from smaller dust studies and, as a result, offers solid conclusions with greater statistical power.
Several identified chemicals linked to cancer, developmental problems
Zota and colleagues uncovered that across multiple studies, 90 percent of dust samples contained 10 harmful chemicals including flame retardant TDCIPP – a known cancer-causing agent – often found in furniture, baby products, and other household items.
TCEP – a flame retardant added to couches, baby products, and electronics – was the chemical that had the highest estimated intake followed by the phthalates DEP, DEHP, BBzP, and DnBP. Intake of these chemicals could be underestimated, note the researchers, as these chemicals are also found in drug store products and fast food.
The four phthalates detected in dust are linked to several health hazards, such as interfering with hormones and declining IQ and respiratory problems in children.
Other chemicals that are on the upper levels of the potential harm scale are highly fluorinated chemicals including PFOA and PFOS that are found in cell phones, pizza boxes, and non-stick, waterproof, and stain-resistant products. These chemical types have been associated with immune, digestive, developmental, and endocrine system health issues.
Many of the different chemicals found in household dust can lead to the same health risks, such as cancer or developmental and reproductive toxicity. These chemicals may be working together, and even small amounts of these chemicals in combination can amplify the associated health hazards, especially in developing children.
“The number and levels of toxic and untested chemicals that are likely in every one of our living rooms was shocking to me,” says co-author Veena Singla, Ph.D., staff scientist at the Natural Resources Defense Council.
“Harmful chemicals used in everyday products and building materials result in widespread contamination of our homes – these dangerous chemicals should be replaced with safer alternatives.”
Veena Singla, Ph.D.
Simple steps to reduce exposure to chemicals in household dust include using a strong vacuum with a HEPA filter, frequently washing hands, and avoiding all products that contain chemicals that are potentially harmful to health.
“Consumers have the power to make healthier choices and protect themselves from harmful chemicals in everyday products,” says Robin Dodson, Sc.D., an environmental exposure scientist at Silent Spring Institute.
“These things can make a real difference not only in their health but also in shifting the market toward safer products,” she concludes. | <urn:uuid:3a5e098d-5e62-4dc6-81cf-5c687cd8fedc> | {
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American Heritage® Dictionary of the English Language, Fourth Edition
- n. A sedimentary rock formed by the consolidation and compaction of sand and held together by a natural cement, such as silica.
Century Dictionary and Cyclopedia
- n. A rock formed by the consolidation of Sand. The grains composing sandstone are almost exclusively quartz, this mineral resisting decomposition, and only becoming worn into finer particles as abrasion continues, while almost all other minerals entering into the composition of ordinary rocks are liable to dissolve and be carried away in solution, or be worn down into an impalpable powder, so as to be deposited as mud. Sandstones may contain also clayey or calcareous particles, or be cemented by so large a quantity of ferruginous or calcareous matter as to have their original character quite obscured. Hence varieties of sandstones are qualified by the epithets argillaceous, calcareous, ferruginous, etc.
GNU Webster's 1913
- n. A rock made of sand more or less firmly united. Common or siliceous sandstone consists mainly of quartz sand.
- n. a sedimentary rock consisting of sand consolidated with some cement (clay or quartz etc.)
“I have many windows I'm fond of remembering, but my favorite is looking out the tent flap, sometimes out of the cliffside shelter site (no 'caves' in sandstone) in North Ponil Canyon outside of Cimarron, NM, during summer hail storms, marveling at the fusion of hail into golfball-to-baseball sizes that when they fell, ripped through the trees, causing a wafting of pine scent sweeping through the canyon.”
“The last and most recent of the three groups was the Huastecas with their rich work carved in sandstone and their temple murals in black, ocher, brown, red and white and decorated with sculptures of humans, birds, and serpents.”
“The top course of the table land is a layer of magnetic ironstone, which attracted my compass upwards of 20 degrees; underneath is a layer of red sandstone, and below that is an immense mass of white sandstone, which is very soft, and crumbling away with the action of the atmosphere.”
“Slower water deposits sands and silts called sandstone and siltstone.”
“A hundred and fifty feet from this pueblo is a large upright block of sandstone, which is said to be used as a datum point in the observations of the sun made by a priest of”
A Study of Pueblo Architecture: Tusayan and Cibola Eighth Annual Report of the Bureau of Ethnology to the Secretary of the Smithsonian Institution, 1886-1887, Government Printing Office, Washington, 1891, pages 3-228
“On you go, winding on down past the red limestone and the yellow limestone and the blue sandstone, which is green generally; past huge bat caves and the big nests of pack-rats, tucked under shelves of”
“Near Cumnock (Egypt) is a large exposure of a brownish red, compact sandstone, which is exposed along the banks of Deep river for a distance of half a mile.”
“The Annunciation cut from sandstone, which is in Santa Croce, is one of his earliest works, and is full of grace and nobleness (Fig. 84).”
“Why the sandstone, which is really the bottom layer, should appear higher than the clay in these places, we shall see a little later.”
“The length of the wall reaches its maximum in the banded sandstone, which is terraced more than any of the other formations.”
These user-created lists contain the word ‘sandstone’.
Coal mining has engendered fascinating subcultures in industry, labor, music, folklore, environment and energy. It has a rich vocabulary as well, and I've encountered some gorgeous mining words. I...
you name the setting
I've tuned mine to be gentler and kinder
following suit is not mandatory but would be appreciated
includes words of the "Prodcom list"
race relations, rack bar, rack-raking machine, radial drainage, radial flow to a ..., radial gate, radial gate with ..., radial tyre, radial velocity, radial velocity o..., radial water coll..., radial-gate weir and 4474 more...
A nitty-gritty list for words containing sand-, -sand-, or -sand; and apropos terms and phrases. Your contributions are welcome.
These chromonyms are defined as colors in at least one dictionary (mostly MW3). (Actually there's one fake, for reasons I'll explain someday.) They are all one-word nouns such as "kelly", which can...
The descriptive science described.
Flora, fauna and other things common in the time and place where I grew up
Amassing a good trove for starters.
I like rocks. And all the names attributed to rocks and other geologic formations. Also see the earth list.
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What Does It Mean To Image A Computer?
Imaging a computer means to make an image backup for the whole hard drive including the system boot files applications and all the other files.
What is computer imaging used for?
Computer Imaging is the use of computers to create edit and display graphical images characters and objects. This is a broad field that consists of all computer domains and applications that somehow deal with digital images. Computer imaging is also known as digital imaging.
How do I image my computer?
- Click Start and then click Control Panel.
- Under System and Security click Back up your computer. …
- Click Create a system image. …
- Choose the location to save your system image and then click Next. …
- Confirm the settings and then click Start backup.
What is imaging a laptop?
Imaging refers to the process of erasing a computer hard drive and then loading a pristine system installation complete with software. Imaging a computer brings it back to a fresh working state.
How does PC imaging work?
PC Imaging is the process of formatting computers before they are released to users. The goal is to capture all software and data on a correctly configured machine and easily replicate it on another computer. This process enables devices to operate on the same system with the same functionality and security privileges.
What is computer imaging software?
Imaging software is a type of graphic design software used to create edit and manipulate images on a computer. Imaging software is designed to work on photographs for images created by digital cameras camcorders or related devices.
What does a system image look like?
How do I create an image file?
- Insert the disc you want to convert into the optical drive.
- Open the “Computer” folder from the start menu.
- Right-click at the drive icon and select “Create ISO image”:
- Select a file name for the image. …
- Press “Save”.
- Wait until the image creation completes:
Which is better system image or backup?
As you can see regular backup is better than system image when it comes to speed storage space flexibility and compatibility. But when your system crashes a system image is a better choice. However the system image is used for a specific purpose.
What does it mean to image a device?
Device imaging is your “copy / paste” for new devices. Your “image” is what you want the device to look like (its OS apps settings configurations personalizations) and device imaging is the process of “pasting” that set-up onto other devices.
How long does it take to image a computer?
In the case of using a hardware device as mentioned above a general rule of thumb would be 4-5 GB of data per minute to create the forensic image. Translated this means that a 320 GB hard drive will take roughly 70-80 minutes to image. A 1 TERAbyte hard drive will take roughly 3.5 to 4.5 hours to image.
How do I deploy an image in Windows 10?
Using the Deployment Workbench expand the Deployment Shares node and then expand MDT Production select the Operating Systems node and create a folder named Windows 10. Right-click the Windows 10 folder and select Import Operating System. On the OS Type page select Custom image file and click Next.
What are the disadvantages of using imaging software?
- Lack of intimate knowledge of file systems forces block by block copy of source hard disk into image which can take a long time to complete for large disks.
- Offers little detection or recovery from errors during image generation and deployment.
- The best hard disk imagers are commercial and expensive.
What is the function of image processing software?
Image processing software captures and manipulates digital images. It plays a large role in converting numerous images to different qualities mediums or resolutions. Part of this process includes converting an image into a detailed digital format.
How do I create a disk image?
- Attach an external hard drive to your computer and power it on.
- Click “Start | Control Panel | System and Security | Backup and Restore | Create a System Image.”
- Click “On a Hard Disk” and select your external hard drive from the drop-down menu.
What are the uses of digital imaging?
Digital imaging is also frequently used to help document and record historical scientific and personal life events. Benefits also exist regarding photographs. Digital imaging will reduce the need for physical contact with original images.
What is the difference between a system image and a backup?
You cannot use an image backup to restore individual files and folders for example. You can only use it to restore the entire system. … In contrast a system image backup will back up the entire operating system including any applications that might be installed.
Can I use my computer while creating a system image?
Yes you can make a system image while Windows is running. After you install and activate Windows 7 create a system image as a backup for your current computer in case you ever need to reinstall it.
What is JPEG File?
How do I send something as a JPEG?
Is PNG a image?
PNG is a popular bitmap image format on the Internet. It is short for “Portable Graphics Format”. This format was created as an alternative of Graphics Interchange Format (GIF). PNG files don’t have any copyright limitations.
Does Windows 10 system image include programs?
Windows 10 is probably the most stable and usable OS Microsoft has released since Windows 7. … When you create a system image you can restore the entire OS back to the same hard drive or a new one and it will include all your installed programs settings etc.
Does Windows 10 system image backup everything?
Yes it backs up everything including Windows 10 accounts apps files.
Does Windows 10 backup include system image?
Why do you image a computer?
When your hard drive crashes because of Windows update error unstable drivers malware and virus attack an image backup of your computer can help you to restore system and all your stuff back.
What is image computer vision?
What is image file in Windows?
A Windows image file contains one or more compressed Windows images. Each Windows image in a Windows image file contains a list of all of the components settings and packages that are available with that Windows image.
How long does it take to create a Windows image?
Install and Configure Windows…
xml files that WORK. Place the unattend file at the root of your install media and let Windows install itself. The whole process for Windows 7-10 should be 20-30 minutes.
How long does it take to backup 500 GB?
A 500 GB backup may take a few hours (maybe up to 10 give or take). If it’s a USB connected drive it may take longer. I would figure the estimate will eventually adjust properly just let it run.
How long does it take to re image a laptop?
Usually it will take about half an hour to reimage your computer. After that you will need to install all the software you like to use and restore your files back to your hard drive. How to reimage a PC without reinstalling programs one by one?
What is the primary purpose of image deployment?
Image deployment typically involves the following steps: Customize and validate the OS applications drivers and settings on a single computer. This process can take approximately 90 days. Once complete IT can save far more time in the long run by not having to revalidate these items for each PC.
What is a deployment image?
What is Image Deployment? Image deployment involves customizing the operating system (OS) applications drivers and settings on a single computer and creating an image of it then automatically deploying this image to other computers.
How do I create a deployment image on my computer?
- Step 1: Copy the Windows installation source files to a network share.
- Step 2: Install Windows onto your reference computer.
- Step 3: Capture an image of the installation.
- Step 4: Create a custom answer file.
- Step 5: Deploy the image by using Windows Setup.
- Next Steps.
- Related topics.
What are some limitations in imaging computers?
Windows System Image Creation and Deployment
Why use computer imaging software?
Imaging or cloning computers at work
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Aluminium is an essential part of our daily lives. It is the third most abundant element after oxygen and silicon and the most abundant metal in the crust, constituting more than 8% of the earth’s crust.
As the sustainable material of choice, its applications span from everyday items like fuel-efficient vehicles and cans to cutting edge technologies for Space X and the Flacon 9. Combining strength and versatility, aluminium can be made thin enough to be crushed by human hands. At the same time, it can stand up to the most extreme applications, such as military aviation or space travel.
Aluminium’s intrinsic properties have made it extremely popular for a variety of applications.
Lightweight: Its density is 2.7 g/cm3, or one-third that of steel. In vehicles, aluminium reduces weight and fuel consumption.
Strong: Aluminium’s strength can be adapted to different applications by modifying the composition of its alloys. Certain alloys are as strong as steel.
Corrosion resistant: Aluminium naturally generates a protective oxide coating, making it particularly useful for protection and conservation.
Conductive: Based on weight, aluminium is twice as good a conductor of heat and electricity as copper, and is plays a major role in power transmission lines.
Ductile: Its excellent formability enables manufacturing of deep-drawn and/or complex shapes like cans or car body parts
Reflective: As a reflector of heat and light, aluminium is well-suited for applications such as solar technology and rescue blankets. Properly coated aluminium roofs can reflect up to 95% of the solar energy that strikes them, dramatically improving energy efficiency.
Impermeable and odorless: Releasing no taste or toxins, aluminium is ideal for food and pharmaceutical packaging. Aluminium foil provides a complete barrier to light, oxygen, moisture, and bacteria.
Recyclable: Aluminium is 100% and infinitely recyclable with no deterioration in quality.
Crash energy absorbent: Pound for pound, aluminum absorbs twice the crash energy that steel does in an accident, and can fold like an accordion to direct energy away from a vehicle’s occupants.
Spark resistant: Unlike steel wire, rigid aluminum does not spark and will not rust, making it the safer choice for electrical applications in coal mines, grain elevators, and refineries.
Aesthetical: aluminium can be used for decorative surfaces, with mat, bright and structured variances.
Aluminium can be produced in one of two ways:
- through primary production with ore extraction, refining, and smelting
- through secondary production, since aluminium is 100% and infinitely recyclable
Aluminium production begins with bauxite, a common ore which is refined into aluminium oxide trihydrate (alumina) using a technique known as the Bayer process. It is then reduced via a smelting process into metallic aluminium. Up to four tons of bauxite are needed to produce one ton of aluminium metal.
Once formed, aluminium is alloyed with other materials - usually iron, silicon, zinc, copper, or magnesium - to create metals with different properties. A serial number designates the type of alloy. For example, 1000 series alloys comprise almost pure aluminium, while 7000 series alloys include zinc as the major alloying element.
In its alloy form, aluminium can be processed in a number of ways. Most of the time it is extruded, cast, or rolled.
- Extrusion: A solid aluminium cylinder called a billet (available in a variety of alloys, pretreatments, and dimensions) is heated and squeezed through a die with a shaped opening to create a desired profile. Extrusions are widely used in construction, road, and rail applications.
- Casting: Using either sand casting or die casting techniques, the aluminium alloy is shaped according to a mold.
- Rolling: Aluminium passes through a hot-rolling mill and then a cold-rolling mill, which can progressively reduce the thickness of the metal down to as low as 0.05 mm. Rolled products are categorized as foil (less than 0.2 mm thick), sheet (0.2-6 mm), or plate (thicker than 6 mm).
Secondary Production (Recycling):
Aluminium is fully recyclable with no loss in quality, making it the most cost-effective material to recycle. 75% of the aluminium produced since its discovery is still in use today, and the aluminium industry is constantly refining its recycling processes.
Aluminium Through History
- Ancient peoples used aluminium oxide clays for tanning hides, dyeing fabrics, dressing wounds, and fireproofing.
- Jules Verne described an aluminium space rocket in his 1865 novel From the Earth to the Moon.
- In 1886, a US college student, Charles Hall, and a French engineer, Paul Héroult, separately developed an electrolysis process to extract aluminium from aluminium oxide. • In 1887, Austrian engineer Karl Josef Bayer developed a chemical process to extract alumina from bauxite. Both the Bayer and Hall-Hérout processes are still used today to produce nearly all the world’s aluminium.
- At the turn of the 20th century, industrialists used aluminium for power transmission lines and elevated train electrical wiring.
- In 1903, the Wright brothers built an engine with an aluminium crankcase for the engine of their first powered airplane.
- Aluminium foil entered the market in 1910.
- Alloy development began in 1911, improving physical properties and leading to new industrial fields.
- During the Great Depression in the United States, the Works Progress Administration expanded hydroelectric generation capacity and increased production capacity of primary aluminium.
- During World War II, aluminium was vital for aircraft frames, ship infrastructure, radar chaff, and mess kits. Families were encouraged to save aluminium foil, and “tin foil drives” included free movie tickets in exchange for aluminium foil balls.
- In 1959, Coors Brewing Co. pioneered the aluminium can and offered cash for cans returned to the brewery for recycling.
- In 1969, Apollo 11 astronauts Neil Armstrong and Edwin Aldrin deployed a solar wind experiment on the moon with an aluminium panel which collected atomic particles released into Space by the Sun.
- 1988: The Boeing-747-400, the best-selling model of the Boeing 747 family, is introduced. It contains 147,000 pounds (more than 66,000 kilograms) of aluminium.
- In the 1990s, Apple’s Steve Jobs took advantage of aluminium’s strength, weight, and beauty to create laptops, iPads, and iPhones.
- 2015: Ford released the all-aluminium-body F-150 in 2015, shedding 700 pounds.
- 2015: Constellium’s Airware® technology was aboard Orion’s successful first flight test. NASA’s Orion spacecraft is designed for human exploration of deep space.
Did You Know?
- Aluminium is named after the chemical compound “alum,” derived from the Latin term for “bitter salt.”
- The name “Bauxite” comes from “Baux-de-Provence,” the French village where the mineral was first discovered in 1821.
- It is possible to recycle and resell a discarded aluminium can in just 60 days.
- Aluminium was once considered one of the world’s most precious metals. It is said that Napoleon III, Emperor of France, hosted a banquet where the most honored guests were given aluminium cutlery, while everyone else had gold.
- One billion tonnes of aluminium have been produced since 1886, and 75% is still in use today.
- Aluminium is the popular choice for shark cages because the metal is relatively buoyant, won’t corrode in salt water, and is strong enough to protect divers from attacks.
- The energy required to produce new aluminium has dropped more than 25% since 1995 and the industry’s carbon footprint is down nearly 40%.
- The strongest aluminium alloys, the 7000 series, can reach strengths in excess of 72,000 pounds per square inch. A 1.2-inch aluminum wire made from this alloy could hold up a fully-loaded tractor-trailer. | <urn:uuid:0d4951bb-6ed5-4646-bf6f-6317adcd731c> | {
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A treasury like no other
Since the 1500s, scientists have documented the plants and fungi that grew around them, organizing the specimens into collections. Known as herbaria, these archives helped give rise to botany as its own scientific endeavor.
Herbarium is a fascinating enquiry into this unique field of plant biology, exploring how herbaria emerged and have changed over time, who promoted and contributed to them, and why they remain such an important source of data for their new role: understanding how the world’s flora is changing. Barbara Thiers, director of the William and Lynda Steere Herbarium at the New York Botanical Garden, also explains how recent innovations that allow us to see things at both the molecular level and on a global scale can be applied to herbaria specimens, helping us address some of the most critical problems facing the world today.
At its heart, Herbarium is a compelling reminder of one of humanity’s better impulses: to save things—not just for ourselves, but for generations to come.
About the Author
“With lavish illustrations of places and people; portraits of key players; herbaria specimens; and beautiful, full-color artists’ renderings, this carefully researched, detailed homage to herbaria will appeal to those deeply interested in plant exploration and botany.” —Library Journal
“A sweeping history of the origins, development, and future of herbaria and their role in plant consternation.” —The American Gardener
“One of the prettiest books of the season… a lovely coffee table book as well as a serious work on the history of scientific endeavor.” —The Napa Valley Register
“An enlightening tribute to the mysterious world of Herbaria that is meticulously researched, well organized, and above all accessible.” —Gardens Illustrated
“This illustrated account of the Herculean efforts of the early botanists in this field is absorbing and enlightening.” —The English Garden
“Herbarium is sure to enchant anyone who has ever used a flower press or wished to learn more about plant classification, with vintage engravings and woodcuts of ancient plants.” —The Free Press | <urn:uuid:147afadc-1831-40e1-b126-74169e4f4f9d> | {
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Create a pencil drawing of your cube in two point perspective with shading to represent the light and dark values.
Due Date: Friday, October 5
1. Select a profession to research-
Architect, Landscape Architect, Interior Designer, Interior Decorator, Industrial Designer
Answer the following essential questions about the profession:
What education/ degree is required for this profession?
What certification or licensure do you need for this career?
What does a typical day look like for this career?
What is the average salary in the Boston area for this profession?
What traits should one have for this job?
You will create a poster containing this information and at least 6 images.
The poster must contain the following;
You can use Canva, Adobe Spark or other design layout app to create a poster that meets the standards for a well designed poster including a Header, Content/ Body Text, Color Scheme, Balance, and Legibility.
Complete this worksheet after presenting your research project to the class:
Sketchbook Assignment #1
-Create a drawing illustrating the design process and all it's steps.
-You may use any materials you like to illustrate this process
-It should be the first page in your sketchbook or if you are starting a new sketch please dived the old drawings and make this the first section of your Architecture section.
Upload this to classroom by Wednesday, September 19
Welcome to the Introduction to Architecture Course. Please review the Course Expectations to the right
Please join google classroom for additional assignments and for turning in work.
Architects, Interior Designers, Landscape Architects and Industrial Designers are responsible for the creation of the spaces and objects that we use every day. The environment, physical space, and objects that surround us affect how we function on a daily basis. Students will gain knowledge of these art fields through in-depth study that will include readings, videos, and guest speakers. Knowledge of these fields will be applied to authentic learning experiences through the creation of sketches, architectural drafting, elevations, model building and computer aided design. Visits to design studios and field trips will be a part of the course. Students planning a career in these fields will build portfolios of their work.
Introduction to Architecture
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This is an extremely simple “Hello World” C++ code for the ATMega32 that you can follow using AVR Studio. You do not need any hardware such as the chip or even the ISP programmer cable because AVR Studio simulates the inputs and outputs, and you can see for yourself how the ports behave.
This is just a simple article to show how to install the software and use it. I used an old version of AVR Studio because my computer is old and I did not want to waste time downloading large files that would take ages to install.
Step 1: New Project
Select the “New Project” button.
Step 2: AVR GCC
Select “AVR GCC” and give the project a name, then press the “Next” button.
Step 3: ATMega32 Device
Select the “ATMega32” device and press the “Finish” button.
ATMega32 Port A Pinout
Here is the ATMega32 pin diagram. Ideally, you want to look over the documentation of this IC to understand its full capabilities. For this article, I shall be using the pins PA0 to PA7.
As these things go, it all boils down to being able make the pins produce +5 V and 0 V to blink LEDs. If you can start out learning that then you are half way there.
Once you have made some LEDs blink! Call yourself a genius and get a degree from Cambridge University. Well, it is not that simple, unless your dad is the Chairman of the Board, but at least it gets you part way there. 🙂
In this first program we use Port A, which consists of 8 physical pins, pin 33 to pin 40, as shown above. A data bit within the chip represents each physical pin. These bits are grouped together to make the Port A Data Register.
When you set a data bit to binary 1, the associated physical pin will produce 5 V. Hey, it is clever! When the data bit is set to binary 0, the physical pin produces zero volts.
If you set each bit to binary 1 in succession, one after the other, then each physical pin will produce 5 volts in the same succession. If there were LED lights connected to the pins, you would see each LED light up one after the other in succession.
Luckily you do not need to build a circuit with LED lights to see what is happening at the pins in Port A. AVR Studio provides a simulated I/O View that lets you see each bit of Port A.
1: #include <avr/io.h>
2: // Example by Peter J. Vis for ATmega32
3: // This program will turn each pin
4: // of the PortA ON,sequentially.
6: int main(void)
8: // Set all the Data Direction Register bits
9: // to Logic 1 which means all bits in PortA
10: // will be sending data out.
12: DDRA = 0b11111111;
13: for ( ; 1==1 ; ) // loop while 1 equals 1
15: // Send a sequence of binary numbers to the
16: // PortA. Binary 1 is shifted along to the
17: // right in each bit.
20: PORTA = 0b10000000;
21: PORTA = 0b01000000;
22: PORTA = 0b00100000;
23: PORTA = 0b00010000;
24: PORTA = 0b00001000;
25: PORTA = 0b00000100;
26: PORTA = 0b00000010;
27: PORTA = 0b00000001;
29: return 1;
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Make practicing addition fun with these clever, NO PREP, and free St Patricks Day Addition Worksheets for kindergarten and first graders.
St Patricks Day Printables
- Leprechaun Factors Board Game, Activity, and Worksheets
- St Patricks Day Color by Number
- Pot of Gold Math craft (addition & subtraction within 10)
- St Patricks Day Addition Game
- Pot of Gold Letter Sounds Game
- Count to 20 Pot of Gold Puzzles
- Pot of Gold Number Tracing and Counting Activity
- St Patricks day Printable Color by Number Crowns
- Hundreds Chart St Patricks Day Coloring Page to reveal hidden pictures
- Pot of Gold Place Value Activity & Worksheets
- Reading Comprehension Worksheets for Saint Patricks Day
- March Writing Prompts Calendar
- St Patricks Day Math Bingo
Did you know we have over 1 million pages of free printable worksheets for kids – including pre k worksheets, free printable worksheets for kindergarten, grade 1 worksheets, 2nd grade worksheets and free alphabet printables to help make learning FUN. Plus find our history lessons and amazing easy science experiments for kids
Planning your summer vacation? Don’t miss our tried and true disney world tips!
Kids need lots of practicing as they work on accuracy and fluency working on addition within 10. This fun Saint Patrick’s Day worksheets is a great way to sneak in some fun, seasonal, math practice during March.
Whether you are a parents, homeschooler, or classroom teacher – these free math workheets make it easy for kids to practice math while having fun with a St Patricks Day Theme activity. These printable math worksheets are great for math centers, homeswork, seat work, or additional practice.
Do a Dot Printables
Students will look at the featured number on the leprechauns hat and then they will solve the addition equations and will use a green bingo marker to stamp all the equations that add up to the featured number on the page.
HINT: Bingo markers are also known as do a dot markers, bingo daubers, bingo stampers, etc.
St. Patricks Day Math
If you don’t have any of these markers handy you can also use crayons, colored pencils, markers, or any other writing material you like. If using it in a classroom with many students, you can save time and effort by having students use manipulatives to put on top of the equations then you won’t need to reprint them pages. We’ve used snap cubes, green buttons, gold coins, rainbow or leprechaun themed mini erasers, lego pieces, etc.
Looking for more fun, clever and free addition activites for kindergartners and first graders? You will love these ideas:
- Addition Practice with make and take printable mini book
- Tic-Tac-Toe Addition Game
- Math Mysteries practicing Addition and Subtraction
- Gumball Math Worksheets
- Spring Addition Math Game
- Addition and Subtraction within 5
- Sleeping Beautiy Color by Addition Worksheets
- Hands-on Goldfish Addition Activity
- Pot of Gold Addition Game
Download St Patricks Day Addition
By downloading from my site you agree to the following:
- This is for personal use only (teachers please see my TPT store)
- This may NOT be sold, hosted, reproduced, or stored on any other site (including blog, Facebook, Dropbox, etc.)
- Graphics purchased and used with permission
- I offer free printables to bless my readers AND to provide for my family. Your frequent visits to my blog & support purchasing through affiliates links and ads keep the lights on so to speak. Thanks you! | <urn:uuid:eabc9f1d-6c08-4b19-ba3d-95d8bda358d5> | {
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A banker or bank is a financial institution whose primary activity is to act as a payment agent for customers and to borrow and lend money.
Importance of Bank
- Safekeeping for cash.
- Safe and convenient means of making payment.
- Provides finances.
- Provides interest.
Types of Banks
- One central bank in each country.
- Issues, controls and regulate the supply of money in the country.
- Designing and enforcement of monetary system (a policy related to interest rates and money supply to control economy).
- Acts as lender of last resort to commercial bank.
- Makes policies for controlling activities of commercial banks.
- Manages public debt (money borrowed by the government).
- Manages foreign exchange reserves.
- Financial advisor of the government.
- Private owned and profit seeking.
- Basic units of banking system.
Services of Commercial Bank
- Accepting deposits.
- Lending Money.
- Means of Payment.
- Other services.
1. Accepting Deposits
Banks Accepts deposits from customers into the following account.
- Current Account
- Savings Account
- Fixed Deposit Account
|Savings Account||Fixed Deposit Account||Current Account|
|1.||Suitable for those who wishes to save small sums of money.||Suitable for those who have extra money to be set aside to earn interest.||Useful for businesses who needs safe method to make and receive payments.|
|2.||Opened with minimum deposit.||Opened with large deposit.||Opened with large deposit.|
|3.||Earns low interest.||Earns high interest.||Earns no interest.|
|4.||No need to pay bank charges.||No need to pay bank charges.||Has to pay charges if deposit falls below certain amount.|
|5.||Money can be deposited and withdrawn any time.||Amount of deposit remains fixed. Can not be withdrawn.||Money can be deposited and withdrawn any time.|
|6.||Certain limit of withdrawing money.||Money can not be withdrawn until a specific period expires.||No Limit of withdrawing money.|
|7.||- - - - - - - - - - -||Certificate of deposit.||- - - - - - - - - - -|
2. Lending Money
Any customer with a bill of future maturity date can be negotiated with the bank to get money against the bill on prevailing discount rate on their face value.
2.2. Bank Loan
- Is a lending facility offered by the bank to meet long term financial requirements of borrower.
- Normally a loan is granted for acquiring any fixed asset or for development of infra structure.
- If sanctioned, loan amount is paid to the borrower through a cross cheque/cashier or manager’s cheque which can be deposited on any bank in which borrower maintains an accounts.
- Borrower has to pay the principal amount along with the interest.
- A bank considers the following before granting the loan.
- Purpose of loan.
- Credit worthiness of the borrower (CIB).
- Amount of loan.
- Duration of loan.
- Collateral security.
2.3. Bank Over Draft
- A short term facility offered by the bank to the borrowers where the borrower can over draft (withdraw money more than their balance) their accounts maintained with the banks.
- Normally available for the businesses.
- Also known as running finance facility.
- It is offered to manage cash flow problem.
- Only available for current account.
|Bank Over Draft||Bank Loan|
|1.||Customer must have a current account.||No need.|
|2.||Offered for short term period.||Offered for long term period.|
|3.||Provided to help cash flow problem.||Provided to help borrower acquire or develop infra structure.|
|4.||Interest is charged on availed amount.||Interest is charged on principal amount outstanding.|
|5.||Interest rate is higher.||Interest rate is lower.|
|6.||Bank statement will show debit balance.||After loan amount is deposited in to the bank, Bank Statement will show credit balance.|
|7.||Bank will create charge against current assets.||Bank will create charge against fixed assets.|
|8.||Money paid into the borrower’s account reduces its debt.||Loan is repaid by standing orders.|
3. Means of Payments
- Payer: One who is making payment.
- Payee: One who is getting payment.
- Drawer: The one who signs the cheque.
- Drawee: The bank upon which the cheque is drawn.
- Open cheque is cheque which is cashable over the counter of the particular bank on which it is drawn.
- Bearer cheque: A cheque which is payable to the holder.
- Order cheque: A cheque which is payable to specific person. If the first payee want to give the cheque to another person he must endorse the cheque to him with his sign.
- Crossed cheque is a cheque which can not be cashed over a counter but must be paid into a account.
Advantages of Cheques
- Minimum cash handling.
- Convenient and Safe.
- Track record of payment can be maintained.
- Better business control.
- Some times it is a legal obligation.
Disadvantages of Cheques
- Cheques can be dishonored.
- Payments through cheques means limited hard cash.
- Paper work increases.
- Not suitable for petty purchases.
How Cheques are dishonored
- Balance not available in payers (drawers) account.
- There is some discrepancy in amount written in words and in figures.
- There is some cutting/over writing on the cheque.
- Tempered cheque.
- Cheques issued form frozen account.
- Signatures do not tally.
- Stale cheque (older than six months).
- Post dated cheque.
- Cheque issued from a person reported dead.
- Payment is stopped by payer.
- Cheque issued by insane person.
How to overcome the problem of dishonored Cheques
- Check cheques before accepting them.
- Keep careful records of customers who have caused problems.
- Ask for cash payment.
- Take the person to court.
- Insist on the use of a cheque guarantee card (see below).
- Do not accept cheques beyond the limit of the card (see below).
Cheque cards are issued by bank to their credit worthy customers, guaranteeing to the payee that a cheque drawn by the card holder will be honored by the bank even if there are insufficient funds in the account of drawer.
3.2. Bank Draft
- Issued by the bank in favour of payee on the advice of the payer.
- The payer approaches the bank with the request and payment in cash or through cross cheques in favour of the bank.
- Payer has to pay bank charges in addition to the amount of payment.
- At is a secured means of payment.
- Usually suitable when buyer and seller are not known to each other, and seller wants secure means of payment (of course bank is more reputable than a person).
3.3. Standing Order
- Suitable especially for annuity payment for example hire purchase.
- These are orders to a bank to pay regularly a fixed sum of money from one’s current account to a specific payee.
- Payer gives bank written instructions.
- Payments are made automatically. Increases credit worthiness.
- Payer need not to remember the due dates of payment.
- Some times there is not enough balance and the cheque is dishonored.
- Only suitable for fixed amounts and regular intervals.
3.4. Direct Debit
- Same as Standing Order except that payments of varying amounts at irregular intervals can be made.
- In this case the debtor not the creditor asks for payment.
3.5. Credit Transfer
- Suitable for making payments to a number of payees at the same time.
- Used to pay salaries, rents, hire purchases installments.
- Payer gives information of payees in written to the bank.
- Payer writes a cheque in the favour of the bank of the whole amount to be paid.
- Time saving.
- Saving on admin costs.
- Track record of the payments.
- Saves on cheques and postages.
- Possible only when payee has bank account.
- There are bank charges.
3.6. Bank Giro
- It allows payment to be made at any branch of any bank to any branch of any bank in the country.
- It is available to those who do not have a bank account as well as to those who do.
- A payer can deposit money by cash or through cross-cheque into a payee account by filling a “bank giro credit slip”.
- It is used to pay wages and salaries.
3.7. Online Payment
- Payment can be deposited into payee’s account through internet.
- Used for both local and especially more common in international transactions.
- Payer has to go to any branch of the bank where payee holds his account.
- Payer has to fill in ‘online deposit slip’ by mentioning payees account number and branch name and code.
- Bank where payer deposits the money will remit it to payees bank branch.
- Remittance will be made in a few minutes.
- Remittance is sending of money without physical movement of money.
4. Other Services
- Banks acts as agent of the payee for accepting payments.
4.2. Foreign Exchange
- In additional to central bank, commercial banks also buy and sell foreign exchange.
4.3. Issuance of Bank Statement
- It is issued by the bank to their account holder on periodic basis or on demand.
- Acts as a summary of all the transactions that account holder makes.
- Generally mentioned in running balance format.
4.4. Credit Cards
Discussed in detail in chapter 6-Consumer Finance.
4.5 Debit Cards
- A plastic card with a magnetic tape or with a micro chip on it, issued by commercial banks to their account holders.
- These can be used for making payment at selected retailers or for drawing cash from ATMs.
|Debit Card||Credit Card|
|1.||Issued to account holder.||Issued to any credit worthy customer on request.|
|2.||There is no limit upto which card can be used.||There is limit upto which card can be used.|
|3.||When ever card is used, money is transferred from holders account to retailers account.||When ever card is used, money is paid by the bank.|
|4.||No bill is made.||Bill is made and sent periodically to the card holder.|
|5.||No interest.||Interest is charged.|
|6.||Holder has to pay bank charges.||No transaction based charges.|
4.6. ATM and ATM Cards
- ATM (Automated Teller Machines) is a computerized telecommunications device that provides customers a method of financial transactions in a public space without the need for a human clerk or bank teller. Most banks now have more ATMs than branches, and ATMs are providing a wider range of services to a wider range of users.
- ATM card is a plastic card which is issued by the bank to its account holders on their request.
- This card is used to draw money by using it at ATMs.
- Services provided by ATMs:
- Mini Bank Statement.
- Utility Bills payment.
- Balance enquiry.
- Balance Transfer (BTF).
- Deposit Money.
- All debit cards are ATM cards but all ATM cards are not debit cards.
- A special facility which is offered by the banks to their account holders on their request.
- It is a service which allows its customers to perform transactions over the telephone.
This normally includes bill payments for bills from major billers (e.g. for electricity)PIN is used to access the bank account.
- Pay bills.
- Checking Bank balance.
- Balance Transfer Facility (BTF).
- Requesting cheque books.
4.8. Internet Banking
- It is a term used for performing transactions, payments etc. over the Internet through a bank.
- Customer has to open the banks website.
- PIN code is used for authentication.
- Facilities are same as Telebanking.
- A facility offered by the banks to their customers on their request to deposit their valuables in Bank Lockers.
- Each locker has two keys one given to customer and one rests with the bank.
- Valuables kept may be under a insurance cover provided by the bank upto certain limit.
4.10. Night Safe Deposits.
- A facility offered by the bank to account holders to deposit money after bank timings.
- Used to add money into one’s own account. | <urn:uuid:4a0f6f03-dbf1-42b5-902e-d42a3c24a395> | {
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Dan Biddle| 16:47 UK time, Tuesday, 25 August 2009
As you might expect, the final documentaries of Digital Revolution will involve segments where we have to explain elements of the web, internet and processes that make things work.
This could be tough work to get across, and even tougher work for an audience to consume. So, we're going to use graphics and animation to work though some of the more abstract concepts of the technology.
We need to explain this to our graphics company in simple. clear and accurate terms for them to depict the message simply, clearly and accurately. Simple we can do. Clearly and accurately... Well, we think we've got that sorted too, but we'd like to check that we've not strayed too far from the bounds of sense and fact.
Below are two examples of our briefs to the graphics team. We would greatly appreciate it if you could let us know if they're all right.
1) Packet switching works by taking a piece of information, say a file, a picture or an email and breaking it up into small digital pieces.
2) These are then sent over a network, often not in the right order or over the same line.
3) At the receiver's end the packets are recombined in the right order and the information is made whole again.
4) Packet switching is the perfect tool for computers to talk to each other because allows for a huge number of files to be transmitted over the net simultaneously.
Point 4 is the main point we're trying to get at in explaining how mass information transference is enabled. Is that a fair description?
Web filtering and blocking:
1) All internet communication works by one computer connecting to another computer, splitting the data into packets and sending them on their way to the intended destination.
2) Specialised computers known as routers are responsible for directing the packets on their way.
3) Data as it passes through routers can be blocked or filtered using software so that particular websites or e-mails can be prevented from being viewed.
4) The common methods of filtering / blocking the web are:
HTTP Proxy Filtering
Ok. Be gentle. Does it a) make sense? And b) look right?
The Virtual Revolution looks at how the web is shaping our world. Previously known as Digital Revolution (working title), it has been an open and collaborative production, which asked the web audience to debate programme themes, suggest and send questions for interviewees, watch and comment on interview and graphics clips, and download clips for personal use and re-editing.
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Robinson Crusoe was one of the bestselling novels in the year 1719 and its hero, our friend Mr. Crusoe, was a man very much of his 18th-century moment. His continued staying power over the years suggests that the values he represented in 18th-century England have resonated with readers for centuries since.
What kind of values, though, does Crusoe embody? Well, let's get down to brass tacks.
Robinson Crusoe is a (fictional) spiritual autobiography. Crusoe is first the rebellious son, then the repentant castaway, and finally the faithful Christian convert. We begin the novel with Crusoe's rebellion: the defiance of his father's plan for him, which is framed as defying the authority of God himself. Crusoe then suffers a series of misfortunes that land him on the island. Once there, he must atone for his sins, and undergoes a serious religious conversion. The novel then becomes a collection of religious observations. We eventually see Crusoe turn into a religious teacher, as he manages to convert Friday to Christianity upon meeting him.
Besides the redemptive structure of Robinson Crusoe, we can see many Biblical themes developed in the novel. For example, Crusoe's own story is a whole lot like the parable of the prodigal son. The character of Crusoe is also pretty similar to such Biblical figures as Jonah (swallowed by a whale/giant fish) or Job (loses everything he cares about) who have their faith tested through many trials and a tremendous amount of suffering. Like Jonah and Job, Crusoe survives his suffering only to have a stronger faith in God.
Finally, the novel is also a theodicy of sorts, which means an exploration of why good things happen to bad people – or why God allows evil to exist in the world. We can see this when Crusoe is lamenting his fate: "Why has God done this to me? What have I done to be thus us'd?" (78-79).
Sure, Crusoe's goal is adventure, but also adventure by way of major profit. Crusoe is involved in early mercantile capitalism. He buys and sells things and is very interested in making cashola. Notice how he tallies up his earnings:
The generous Treatment the Captain gave me, I can never enough remember; he would take nothing of me for my Passage, gave me twenty Ducats for the Leopard's Skin, and forty for the Lyon's Skin which I had in my Boat, and caused every thing I had in the Ship to be punctually deliver'd me, and what I was willing to sell he bought, such as the Case of Bottles, two of my Guns, and a Piece of the Lump of Bees-wax, for I had made Candles of the rest; in a word, I made about 220 Pieces of Eight of all my Cargo, and with this Stock I went on Shoar in the Brasils. (31)
As a man of trade, Crusoe is very interested in acquisition of goods and wealth. The novel often catalogues in great detail how much money he makes, even when he's on an island where such things don't matter. Remember, though, Crusoe's involvement in trade also deeply implicates him in the slave trade. He not only buys and sells commodities, but also human beings.
After landing on the island, Crusoe quantifies and calculates nearly everything. He makes a calendar and records all of his observations in his journal. For Crusoe, even the natural world is knowable and quantifiable.
Take, for example, his description of building furniture (a table and chair):
So I went to work; and here I must needs observe, that as Reason is the Substance and Original of the Mathematicks, so by stating and squaring every thing by Reason, and by making the most rational Judgment of things, every Man may be in time Master of every mechanick Art. (59)
Crusoe displays here his ultimate faith in reason and logic. His worldview is one in which the world is knowable and reason brings light to the dark corners of existence. The island starts out as a frightening place but is soon organized and colonized.
Crusoe sees nature as something that must be useful. He isn't into all that getting-out-and-connecting-with-nature stuff, nor is he interested in the beauty of nature. Nope, Crusoe colonizes the island and turns it into his own dominion:
I descended a little on the Side of that delicious Vale, surveying it with a secret Kind of Pleasure, (tho' mixt with my other afflicting Thoughts) to think that this was all my own, that I was King and Lord of all this Country indefeasibly, and had a Right of Possession; and if I could convey it, I might have it in Inheritance, as completely as any Lord of a Mannor in England. (85)
As we see here, Crusoe believes in private property. It's not so much the beauty of the island that brings him pleasure as the idea that he can own the island – that it's his to possess.
As a mariner and world traveler, Crusoe has an interesting role in terms of the different cultures he comes into contact with. In the following description we see him becoming a patchwork man of many different cultures:
My Beard I had once suffer'd to grow till it was about a quarter of a Yard long; but as I had both Scissars and Razors sufficient, I had cut it pretty short, except what grew on my upper Lip, which I had trimm'd into a large Pair of Mahometan Whiskers, wuch as I had seen worn by some Turks, who I saw at Sallee; for the Moors did not wear such, tho's the Turks did; of these Muschatoes or Whiskers, I will not say they were long enough to hang my Hat upon them; but they were of a Length and Shape monstrous enough, and such as in England would have pass'd for frightful. (127)
No longer a proper English gentleman, Crusoe modifies his look while on the island.
Crusoe's attitudes toward other cultures are what we might call Eurocentric, an attitude in which he assumes that white, Western culture is superior.
Xury, for example, because he is not white, European, or Christian, gets handed over by Crusoe to the Portuguese sea captain. To Crusoe, Xury is obviously his subordinate.
This same attitude later extends to Crusoe's man Friday. Friday is ostensibly a native of the area, but Crusoe does not regard him as an equal. Their relationship is one in which Crusoe is dominant and Friday is subordinate. Notice the hierarchy inherent in all of Crusoe's relationships with people from other cultures.
You've probably noticed that there are no women in the world of Robinson Crusoe. They are defined, more or less, by their absence. Crusoe does take a wife, at one point, but this action is reserved for the very end of the novel – and only gets one measly paragraph:
In the mean time, I in Part settled my self here; for first of all I marry'd, and that not either to my Disadvantage or Dissatisfaction, and has three Children, two Sons and one Daughter: But my Wife dying, and my Nephew coming Home with good Success from a Voyage to Spain, my Inclination to go Abroad, and his Importunity prevailed and engag'd me to go in his Ship, as a private Trader to the East Indies: This was in the Year 1694. (257)
Notice that Crusoe's wife's name is never mentioned, and their life together is not described in any detail whatsoever. (Did you notice how we learn that they married and that she died all in one sentence?) Why do you think that might be?
Crusoe sees himself as the top of the island's social order. This becomes especially apparent as the island gains more and more inhabitants. We'll let Crusoe explain the situation himself:
My Island was now peopled, and I thought my self very rich in Subjects; and it was a merry Reflection which I frequently made, How like a King I look'd. First of all, the whole Country was my own meer Property; so that I had an undoubted Right of Dominion. 2dly, My people were perfectly subjected: I was absolute Lord and Law-giver; they all owed their Lives to me, and were ready to lay down their Lives, if there had been Occasion of it, for me. It was remarkable too, we had but three Subjects, and they were of three different Religions. My Man Friday was a Protestant, his Father was a Pagan and a Cannibal, and the Spaniard was a Papist: However, I allow'd Liberty of Conscience throughout my Dominions: But this is by the Way. (203)
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Common Name: Kimberly Queen Fern, Boston Fern, Sword Fern
Distribution and habitat: Nephrolepis obliterata is a large, ground-dwelling or terrestrial fern which grows in rainforests upon rocks or in soil near lakes or streams native to northeastern Australia and New Guinea.
Description: Nephrolepis obliterata is considered to be one of the most beautiful among all ferns. It has large fronds and beautiful upright bushy and sword-sahped leaves. The leaf stems or petioles are covered with sparse red-brown hair-like scales with pale margins and a few longer hairs. The fronds are evergreen, long and feather like, the leaflets have margins which are lightly scalloped.
It has large fronds going up from the soil and beautiful upright bushy and sword-shaped leaves.
Houseplant care: Nephrolepis obliterata is one of the easier ferns to grow. This fern does great both indoors and outdoors!
Water: The Nephrolepis obliterata requires consistently moist soil; do not let dry out between waterings. Do not let the plant stand in water. Nephrolepis obliterata is sensitive to both too little and too much water, so water the plant well but permit the soil to dry out between waterings.
Light: Nephrolepis obliterata is either low light or high light tolerant. The more sun, the more moisture is required.
Nephrolepis obliterata prefer bright, but indirect sunlight.
Temperature: Normal room temperatures are suitable throughout the year. For temperatures abouve 21°C (70°F), Nephrolepis obliterata should receive increased air humidity by standing the pot on a tray of damp pebbles and mist spaying the foliage daily. Minimum tolerable temperature for Nephrolepis obliterata is 10°C (50°F). Temperatures between 15 to 24°C (60-75°F) are best.
They are frost sensitive and are killed to the ground by a few degrees of a freeze. However, they will return if the cold weather is not a prolonged freeze.
Propagation: Nephrolepis obliterata reproduces by spores or is easily divided to form new plants. Propagate whatever desirable by potting up a new plantlet taken from any point where the tip of a runner has rooted down. Use a sharp knife to cut through the runner about 5cm (2 inch) from the tip, thus releasing the rooted plantlet. Plant it in a 8cm (3 inch) pot of the preferred potting mixture for adult plants and treat it in the same way as a mature specimen.
Uses: Nephrolepis obliterata are quite popular for use on patios or covered decks during the spring and summer. Ferns are used as specimens in atriums, greenhouses, and conservatories and can be found in the smallest apartments to the largest homes. They offer a quiet, graceful beauty by softening landscapes indoors and out.
Nephrolepis obliterata has the added benefit of reducing indoor air pollution. These types of houseplants clean formaldehyde, toluene and xylene out of the home.
Foliage – green
Shape – upright
Height: 60-90cm (24-36 inch)
Watering in rest period – moderately
Watering in active growth period – plentifully
Light – bright filtered
Temperature in rest period – min 10°C max 13°C (50-55°F)
Temperature in active growth period – min 13°C max 24°C (55-75°F)
Humidity – high
Hardiness zone: 9a-11 | <urn:uuid:60998209-2a75-453d-80a1-2ae0babc7769> | {
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Presentation on theme: "Climatology Climatology is the study of Earth’s climate and the factors that affect past, present, and future climatic changes. Climate describes the long-term."— Presentation transcript:
1 ClimatologyClimatology is the study of Earth’s climate and the factors that affect past, present, and future climatic changes.Climate describes the long-term weather patterns of an area.The data used to describe an area’s climate include daily high and low temperatures, amounts of rainfall, wind speed and direction, humidity, and air pressure.
2 NormalsThe data are averaged on a monthly or annual basis for a period of at least 30 years to determine the normals, which are the standard values for a location.Normals apply only to the specific place where the meteorological data were collected.Changes in elevation and other factors, such as proximity to large bodies of water, can cause climates to vary.
3 Causes of Climate Latitude Latitude has a great effect on climate. The amount of solar radiation received on Earth decreases from the equator to the poles
4 Causes of Climate Latitude The area between 23.5° S and 23.5° N of the equator is known as the tropics.Tropical areas receive the most solar radiation and are generally warm year-round.The temperate zones lie between 23.5° and 66.5° north and south of the equator.As their name implies, temperatures in these regions are moderate.The polar zones are located from 66.5° north and south of the equator to the poles.Polar temperatures tend to be cold.
5 Causes of Climate Topographic effects Water heats up and cools down more slowly than land. Thus, large bodies of water affect the climates of coastal areas.Temperatures in the lower atmosphere generally decrease with altitude. Thus, mountain climates are usually cooler than those at sea level.Orographic lifting leads to rain on the windward side of a mountain. The leeward side is usually dry and warm.
9 Köppen Classification System Tropical climatesDry climatesMild climatesContinental climatesPolar climates
10 MicroclimatesMany concrete buildings and large expanses of asphalt can create a heat island, where the climate is warmer than in surrounding rural areas
11 Long-Term Climate Changes Ice AgesDuring the periods of extensive glacial coverage called ice ages, average global temperatures decreased by an estimated 5°C.The most recent ice age, as shown here by the extent of its glaciers, ended only about 10,000 years ago.
12 Short-Term Climate Changes Seasons - caused by regular variations in daylight, temperature, and weather patternsWhen the north pole is pointed away from the Sun, the northern hemisphere experiences winter and the southern hemisphere experiences summer. During spring and fall, neither pole points toward the sun.El Niño - a warm ocean current that occasionally develops off the western coast of South America.Under normal conditions, trade winds and ocean currents move warm water west across the Pacific OceanDuring El Niño, warm water surges back toward South America, changing weather patterns.
13 Natural Causes of Climatic Changes Solar ActivityStudies indicate that increased solar activity coincides with warmer-than-normal sea surface temperatures, while periods of low solar activity, such as the Maunder minimum, coincide with colder sea surface temperatures.
14 Natural Causes of Climatic Changes Earth’s orbitThe shape of Earth’s elliptical orbit appears to change, becoming more elliptical, then more circular, over the course of a 100,000-year cycle.
15 Natural Causes of Climatic Changes Earth’s tiltAt present, the angle of the tilt of Earth’s axis is 23.5°. However, the angle of tilt varies from a minimum of 22.1° to a maximum of 24.5° every 41,000 years.If the angle of the tilt of Earth’s axis decreased, there would be less temperature contrast between summer and winter.
16 Natural Causes of Climatic Changes Earth’s wobbleOver a period of about 26,000 years, Earth wobbles as it spins around on its axis.Currently, the axis points toward the North Star, Polaris.Earth’s wobble determines the timing of the seasons. When the axis points toward the star Vega in 13,000 years, the northern hemisphere will experience summer during the time now associated with winter.
17 Natural Causes of Climatic Changes Volcanic activityClimatic changes can also be triggered by the immense quantities of dust-sized particles, called aerosols, that are released into the atmosphere during major volcanic eruptions.Volcanic dust can remain suspended in the atmosphere for several years, blocking incoming solar radiation and thus lowering global temperatures.
18 Greenhouse EffectThe process of absorption and radiation of energy in the atmosphere results in the greenhouse effect—the natural heating of Earth’s surface caused by certain atmospheric gases called greenhouse gases.An increase in the amount of atmospheric greenhouse gases, particularly carbon dioxide and methane, would theoretically result in increased absorption of energy in the atmosphere. This can lead to a rise in global temperatures, known as global warming.
19 Global WarmingTemperatures worldwide have shown an upward trend over the past 200 years, with several of the warmest years on record having occurred within the last two decades.
20 Human Impact on Global Warming Burning of fossil fuelscoal, oil, and natural gasDeforestationWhen trees are cut down, photosynthesis is reduced, and more carbon dioxide remains in the atmosphere.Efforts are being made to conserve energy, therefore reducing gases that contribute to greenhouse effect. | <urn:uuid:bd467a3d-6469-4aae-b68b-f98d7ebb4038> | {
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For millennia, soldiers had terrified their foes with sharp/edged stone & metal blades, lined endlessly in rank after rank before an attack in the promise of painful bloody battle. Although the Civil War brought with it the use of small arms, edged weapons still played a primary role in the fighting that ensued.
During the Civil War nearly 2 million men carried bayonets of varying sizes and descriptions. The variety was almost bewildering. The average bayonet was 18” in length with a triangular cross section and tapering to a sharp point, with deep grooves between its edges. Some, of course, were shorter, little more than camp knives, while others stretched beyond the norm extending nearly 2 feet beyond the muzzle of a rifle. The longer ones like the saber bayonet used with the British Pattern 1853 short rifle (600236) were literally swords making them incredibly lethal in long range and short range combat, but cumbersome to carry and wield in hand-to-hand fighting. Of course, when not in battle the bayonet made a handy tent stake, candle holder, and was even known to be used to grind coffee beans.
Winslow Homer - "The War for the Union - A Bayonet Charge"
Wood Engraving for Harper''s Weekly, July 12, 1862
The great majority of swords in use by both armies were based upon or were standard patterns issued by the old US army and these were in turn copies of British and French models from before the war.
The model 1840 and 1860 (500618) cavalry sabers were predominant among Union horse brigades and a great many Confederates carried them as well (after picking them up from the battlefield). Dozens of patterns were manufactured by Confederate makers, but the basic designs between the two sides differed very little. Officers on both sides for instance carried the model 1840 (500350) or the lighter model 1841 light artillery saber. It should be noted that many commanders, especially from the Confederacy, brought their own blades from home.
Some artillery batteries equipped their cannoneers with weapons like the Roman gladius looking model 1833 foot artillery short sword. Since the cannoneers rarely saw battle close-up and the sword was so heavy for its size, it was discarded by most as little more than a nuisance.
It should be noted it was the cavalry that used their sabers with efficiency more than any others carrying swords (500050, 500188). The wicked lightning quick strikes of the horse charge was nearly impossible to stand against when firearms, then swords were brought into play. The reach and momentum made any strike ferocious. You got out of the way of a charging war horse and skilled swordsman or you didn’t see the dawn of a new day.
Although the infantry carried swords, these were used primarily to advance the ranks and rally them as opposed to close quarters combat.
The navy also carried swords, but a cutlass was the chosen model. The model 1841 or 1860 (500152) pattern was used the most and still today exudes the traits that were associated with pirates and their chosen blades. Storming a deck was a nasty affair and the tight confines needed an appropriate and effective chopping weapon.
It is the Bowie knife that was prized the most by the infantry. Some of these combat knives, especially the Confederate “D” guard Bowie (400928) reached almost short sword lengths. A great variety of sheath knives, as well as small clasp knives were carried and used in camp life as much if not more than they ever were used in combat, but all soldiers on both sides carried some sort of knife at all times. | <urn:uuid:7af31945-aa5a-4481-9894-590390790670> | {
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An incredible outpouring of lava 66 million years ago could have set off environmental changes that killed off the dinosaurs, a new study finds.
The research reports precise dates for India's Deccan Traps, mountain-high piles of basalt lava flows that cover as much territory as France. The youngest lava flows emerged 66.29 million years ago, about 250,000 years before the Chicxulub space rock crashed into eastern Mexico's Yucatan Peninsula. The findings could revive the idea that the Deccan Traps caused the Cretaceous-Paleogene extinction — a hypothesis long pushed aside in favor of the asteroid impact.
"Now we can say when the Deccan Traps started," said lead study author Blair Schoene, a geologist at Princeton University in New Jersey. "For me, it's not whether the impact or the Deccan traps caused the extinction. The point is that without a precise timeline, you can't understand what happened."
The study was published Dec. 11 in Science Express, the online edition of the journal Science.
The dinosaurs and 75% of other Cretaceous species suddenly vanished after the giant asteroid slammed into the Yucatan 66.04 million years ago. The big extinction and the Chicxulub impact are separated by about 30,000 years, an instant in geologic time, according to a 2013 study. The prevailing view credits the impact for the massive die-off.
But animals and plants had already started disappearing from the fossil record before the asteroid impact, at the same time the Deccan Traps eruptions began. The Deccan Traps derive their name from the Dutch word for stairs (trap). The steplike basalt lava flows stack up nearly 9,800 feet (about 3,000 meters) high. Proponents of the volcanic extinction model argue that climate-altering volcanic gases made Earth inhospitable for many species by changing temperatures and ocean acid levels.
However, until now, no one could closely tie the volcanic activity to the Cretaceous extinctions. "The Deccan Traps had never really been well dated," said Paul Renne, director of the Berkeley Geochronology Center in California, who was not involved in the study.
Renne has linked other large lava outpourings to mass extinctions — for instance, tying huge flood basalts in Siberia to the Permian period's Great Dying, when 95% of all species on Earth were obliterated.
"There's really only one established case where there is an extinction coincident with an impact," Renne said. "So one could make the case that here, maybe the extinction would have happened even without the impact."
Schoene and his co-authors nailed down the age of the Deccan Traps with a painstaking search for zircons, tiny minerals that are rarely found in basalt lavas. The researchers did find a few zircons in the lava flows, but many of their samples came from volcanic ash trapped in between the basalt, in layers called red boles. The red boles are zones of intensely weathered rock and sediment sandwiched between the lava.
Tests on the zircons show that volcanic activity began 66.288 million years ago, and 80 to 90% of the entire volume of lava flooded out within about 750,000 years, the researchers reported. The Deccan Traps generated about 123,000 cubic miles (512,000 cubic kilometers) of lava.
With new dates from only the top and bottom of the lava flows, the researchers have not yet worked out how quickly the molten rock oozed from the region's broad volcanoes and fissures. Earlier studies indicated that the lava tap turned on and off over time, with pulses of activity. Work in progress by Renne and others suggests there was a major surge soon after the Chicxulub impact. Schoene's group will return to India in January to search for more zircons, in hopes of further correlating volcanic activity with the mass extinction.
"We don't know which of the flows correlates with the extinction," Schoene said. "There's a lot more work to be done."
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This article originally published at LiveScience here | <urn:uuid:a312639d-efe2-4b18-b7cc-5e00484b5988> | {
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The Indo-Pacific is a vast geographical region that encompasses the Indian Ocean and the western and central Pacific Oceans, including the many seas in Southeast Asia and Oceania. In a geopolitical context, the term only started to appear in the lexicon of geopolitics in the late 2010s.
The late Japanese Prime Minister Abe Shinzo first referred to the confluence of the Indian and Pacific Oceans in mid-2007, and the official use of “Indo-Pacific” first appeared in Australia’s 2013 Defense White Paper. Since then, the U.S., India, EU, and ASEAN have all published their respective visions and strategies for the Indo-Pacific. What drove the emergence of this vast super-region in the geopolitical discourse?
Mental Maps, the Far East, and the Asia-Pacific
Regions are social constructs that serve political agendas. Fundamentally, they are mental maps that revolve around power, shape identity, agenda setting, and sense of belonging as a stakeholder in a shared space. Regional identities form the basis for which a state perceives itself vis-à-vis others. A logical consequence of the dynamic nature of political agendas is that regional constructs are also dynamic, and subject to reflect the given state of international relations.
The contemporary Indo-Pacific construct is a relatively recent phenomenon. Previously, the term “Far East” was widely used. The term has mostly fallen out of popular use, due to its certain connotations with eurocentrism, colonialism, and cultural exoticism. The term was also initially used by Imperial Japan, but it later opted for “East Asia” in an attempt to create an alternative region order in the form of the Greater East Asian Co-Prosperity Sphere.
Fast-forward to the late twentieth century, the Asia-Pacific emerged as a new regional construct with the world’s largest ocean – the Pacific – at its heart. What was previously seen as a geographical barrier is instead seen through the lens of connectivity, where shipping lanes and flight routes would bring the emerging economies of Asia closer to the developed markets of the U.S.
This occurred in the context of the unipolar moment, where the United States emerged from the Cold War as the world’s sole superpower. It is within this unipolar framework that the U.S. was able to act as the security guarantor the regional order through hubs and spokes – a series of bilateral security ties between the U.S. and its partners in Asia.
Institutions played a key role in upholding the regional order. The Asia-Pacific Economic Cooperation (APEC) perhaps best encapsulates the idea of an Asia-Pacific construct. Formed in 1989, APEC promotes free trade and economic cooperation between the Pacific Rim economies.
Although economic in nature, the institution has diplomatic implications. It promotes dialogue between member states and has a normative effect on regional stability and integration. Hence, the narrative mattered as well. A 1993 World Bank report titled The Eat Asian Miracle brought forth the idea of the Four Asian Tigers, referring to the exceptionally high growth rates of Hong Kong, Singapore, South Korea, and Taiwan.
Evidently, the Asia-Pacific narrative is one of prosperity and economic integration, as well as optimism for said integration to develop into cordial political relationships. For instance, China’s inclusion into the World Trade Organization (WTO), APEC and the ASEAN Regional Forum (ARF) signalled to the world an upward trend to prosperity and a general acceptance of the US-led “rules-based international order.”
In short, the Asia-Pacific region pays tribute to the growing connectivity in trade between Pacific Rim countries as a result of shrinking geographic distances due to globalization and geopolitical change. Multilateral institutions like APEC and ASEAN are key features in the Asia-Pacific construct, contributing to narratives of prosperity and amiable cooperation.
Into the Indo-Pacific
The emergence of the Indo-Pacific in geopolitics coincided with challenges posed to the Asia-Pacific. The 1997 Asian Financial Crisis (AFC) was the first roadblock to the vision of endless prosperity and development. In the aftermath, the US-led International Monetary Fund (IMF) alienated many Asian countries that resisted pressure for internal reform, creating frustration with the regional order.
Consequently, an East Asian identity emerged, and as scholar Alice Ba contends, the post-AFC East Asian regionalism does not include the United States, or at least seeks to see the U.S. play a more minimal role. On the contrary, China came out of the AFC relatively unscathed and have instead increased its reputation within the region.
Its refusal to devalue the Chinese Yuan and its contribution to bailout its struggling neighbours were well received by regional stakeholders. To reinforce this perception, the World Bank published a report in the same year stating that “continued growth in China has been an important source of stability for the region and for the world.”
The AFC represented the first major challenge to the Asia-Pacific, especially the centrality of the U.S. within it. Other developments in the world like the September 11 attack and the subsequent quagmire in the Middle East further affected the U.S. position in the Asia-Pacific. An increasingly powerful (but not yet assertive) China wanted to play a greater role in regional order building.
Chinese participation in regional multilateral institutions grew. For instance, the ASEAN Plus Three (APT) arrangement demonstrated the growing weight of China but more importantly, excluded the U.S. It was within this context – the disillusionment with hegemonic order and the AFC – that set the stage for the Indo-Pacific construct to emerge in the 2010s.
The India Factor
The “Indo-Pacificization” of Asia is manifested in two ways – first, the recognition that India may no longer be excluded from the Asian strategic system; second, the emergence of contending visions for regional order building. The India factor is the most intuitive, representing the “Indo” in “Indo-Pacific,” but its meaning is two-fold – a more proactive India, as well as the merger of the Indian and Pacific Oceans into one strategic system.
India is a rising power, which apart from growing internally, also has a proactive foreign policy culture. India’s Act East Policy, the successor to the Look East Policy, is an effort by New Delhi to cultivate extensive economic and strategic ties with nations in the Indo-Pacific.
For instance, the India-Japan strategic partnership saw both nations engage in regular naval exercises, political exchanges, and military-to-military contact. Accordingly, scholar Dhruva Jaishankar stated that “Tokyo has become an indispensable partner in the region’s security architecture as per New Delhi’s calculations.”
Furthermore, India also expanded diplomatic, economic and security ties with South China Sea countries like Vietnam, and demonstrated a general willingness to strengthen its ties with ASEAN. With that, India increased its presence in the South China Sea when its navy conducted bilateral exercises with various ASEAN member states, signalling to the world its stake in the region. The implication of which is that India’s engagement in the Indo-Pacific is partially driven by its concerns regarding China’s newfound status.
Given the current state of U.S.-China relations, it would seem logical that the U.S. would welcome the inclusion of India to contain China, manifested in the minilateral arrangements such as the Quadrilateral Security Dialogue (QUAD). Yet, scholar Rory Medcalf rebuffs claims of containment and exclusion.
Rather than excluding China, the Indo-Pacific recognizes that China, like India, would play a major role in the region and instead legitimizes their security roles. However, there is no doubt that including India would dilute China’s influence and relative weight in the region.
Indeed, the inclusion of India does not translate into the enlargement of the U.S. containment camp. For one, India lies outside of the U.S. alliance structure, and its non-alignment tradition means that India has maintained extensive ties with different countries and has avoided picking sides in the region.
In fact, Professor Rajesh Rajagopalan argues that India pursues an evasive balancing Indo-Pacific strategy, which is a combined effort to balance and reassure Beijing. Rather than seeing the Indo-Pacific through the lens of containing China, Modi’s speech in the 2018 Shangri-La Dialogue claims that India does not wish to see the Indo-Pacific as directed against anyone, and should not be a space for domination by vying powers.
India’s proactive Act East Policy is also reflective of the confluence of the Indian and Pacific Oceans. The global trade that passes through the Malacca Straits also passes through the vast Indian Ocean. From the Chinese and Japanese perspectives, their overwhelming dependence on the sea lines of communication (SLOC) for energy imports means that their economic security rests on the Indian Ocean as well, alongside their trade and naval access.
China’s interest in the Indian Ocean is demonstrated by its String of Pearls strategy, a term that was never used in official Chinese lexicon, but is widely believed in American and Indian circles. The enlargement of the People’s Liberation Army Navy (PLAN) means that its presence in the Indian Ocean will continue to become more frequent, including counter-piracy missions in the Gulf of Aden and port visits to surrounding countries.
More recently, China has been accused of using infrastructure investments to acquire port facilities in countries surrounding India, with the Pakistani Gwadar Port and the Sri Lankan Hambantota Port being the more controversial and high-profile examples.
As evident, the confluence of the Indian and Pacific Oceans is a result of a growing and increasingly proactive India, but also a result of China looking westward to the Indian Ocean. In that sense, as scholar Priya Chacko argues, China and India are the most important drivers of the emergent Indo-Pacific. The region also highlights the economic-security nexus, as maritime trade routes become interlinked with energy security and naval access.
Contending world views – FOIP and the BRI
The second way the “Indo-Pacificization” of Asia is manifested is seen in the emergence of contending visions for regional order building. The Indo-Pacific construct forms the basis for the continued relevance of the U.S. in the regional order. The Cold War and the unipolar moment that entrenched the Asian security architecture still exist today, however, the challenges that emerged in US-China strategic competition mean that the U.S. would have to offer more to legitimize its interests in the Indo-Pacific.
That came in the form of the Free and Open Indo-Pacific (FOIP), which is a strategy derived from Japan’s 2016 FOIP concept. At its core, FOIP is a status-quo-oriented strategy that promotes the rule of law, economic prosperity, connectivity in sea lanes, and peace and stability. However, many regional actors have published their own interpretation of FOIP with small though important nuances that reveal the different ways the Indo-Pacific is conceptualized.
For example, Japan’s FOIP strategy has a greater emphasis on connectivity in the form of quality infrastructure investments, such as the economic corridors that would connect the Indian and Pacific Oceans through mainland Southeast Asia. Japan’s FOIP also places significant attention on the growth potential of East Africa, again through nation-building assistance and infrastructure investments. Investment and development have strategic undertones as well, as China invests in the same regions for geopolitical influence.
In contrast, the U.S. FOIP has a greater emphasis on its security alliances and partnerships, with a greater strategic weight given to its traditional allies like Japan and Australia, as well as fostering closer relationships with India and ASEAN. Furthermore, the 2022 U.S. report explicitly calls out China for its coercive behavior and accuses it of possessing hegemonic ambitions. Medcalf argues that the U.S. Indo-Pacific strategy sets the stage for a more fully fledged strategic competition with China. However, this is also a contestation of visions for regional order building, which is evident when considering China’s vision – the BRI.
China has refrained from using the term “Indo-Pacific” as they believe it is a ploy by the U.S. to contain its rise. This may create the impression that China does not have an Indo-Pacific strategy, yet it does exist – the BRI is China’s Indo-Pacific strategy. The global infrastructure development strategy, enshrined in China’s constitution, became the centrepiece of Chinese foreign policy.
Although economic in nature, the project does have geopolitical implications. Professor Li Mingjiang posits that the BRI would transform China’s security policy to protect its overseas investments. While scholar Wei Ling, taking a more constructivist international relations approach, argues that the BRI would advance Chinese norms and values like non-interference. This suggests that the BRI is a means for Chinese power projection, both materially and normatively.
Furthermore, China’s investments are present from the Solomon Islands to Pakistan, which strongly indicates its Indo-Pacific geographic scope. In fact, scholars have pointed out that the BRI is just the “Indo-Pacific with Chinese characteristics.” Economics and security are intertwined in the Indo-Pacific which has significant diplomatic and normative repercussions.
Given its comprehensive nature, the BRI may be more accurately labelled as a vision for regional order building. Together with FOIP, these regional orders go beyond traditional security and into prosperity and values of social progression. The Indo-Pacific construct plays a critical role in these visions, in the sense that it interlinks the fates of the two oceans and provides the framework for countries to understand the economic-security-diplomatic connection.
The Indo-Pacific as we know it today inherited many attributes from the preceding Asia-Pacific. It remains a fact that the region is one of economic growth and cooperation, however, with greater strategic elements infused into it. Perhaps the biggest and most significant difference between the two regional constructs is the latter’s inclusion of India and the Indian Ocean.
The country has demonstrated a willingness and capacity to engage in the region, both economically and strategically, and both bilaterally and multilaterally. The Indo-Pacific is not only India looking eastward, but also China looking westward, as it realizes that its fate and fortunes extend beyond the Malacca Straits and into the Indian Ocean. The result of which is the emergence of regional ordering visions like FOIP and BRI to make sense of this super-region.
Source: Justin Au-Yeung for Geopolitical Monitor | <urn:uuid:86a0eb0f-9139-4d18-99db-bd683580d085> | {
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Common Core Standards: State Adoptions and Implementation
At the same time that the Common Core Standards were written, President Barack Obama announced a competitive grant program called Race to the Top, offering more than $4 billion in available funds. The grant sought to provide federal funding for education reform at the state level.
Among other criteria, the opportunity to receive a slice of this pie required states to revamp their academic standards. This included pursuing common standards backed by college and career readiness research with other states. Although states didn’t have to adopt Common Core Standards to be eligible for the grant, the fact that 48 states had agreed to contribute to the development of the standards certainly made them a viable option.
The process for adopting academic standards varies from state to state. In general, some combination of the state legislature, a body empowered by the state legislature or governor, and the state department of education is responsible for recommending and approving standards for use by schools and districts. As the Common Core Standards neared completion in 2010, conversations regarding adoption took place in a majority of states.
Common Core states
Most states adopted the Common Core Standards between 2010 and 2012. A majority of adopting states did so in 2010 to meet the timelines and specifications for common standards in the Race to the Top grant. However, not all states considering adoption of common standards took the same path. In fact, states pursued a few different options:
Adopting the standards verbatim: Verbatim adoption of the Common Core Standards means that a state adopts the Common Core Standards for mathematics, English language arts, and literacy without adding to or taking away any content. The standards for mathematics and English language arts provide learning expectations for those subjects, while the literacy standards set expectations for reading and writing skills for social studies, science, and technology.
Adding 15 percent: States that adopt the Common Core Standards have the option to add 15 percent to the total number of standards in a specific subject area. A state can decide to do this if adding content in certain grades or courses, or on certain subjects, is necessary. However, adopting states can’t choose to remove standards from the Common Core.
Deciding to go it alone: In order to qualify for the Race to the Top grant, states didn’t have to adopt the Common Core Standards. States had the option of developing and adopting common standards in conjunction with other states. With that option in place, some states opted to take alternative paths.
For information on what your state chose to do, check out your state’s website or corestandards.org.
Common Core implementation
Implementation of the Common Core Standards refers to the process of actually putting the standards to use in schools and districts. When it adopted the Common Core Standards, each state set a goal for when it would fully implement the standards. And because states adopted the Common Core Standards at different times, the timeline for full implementation of the standards varies by state.
Regardless of the date set for a full implementation of the Common Core Standards, keep a few things in mind about the process:
Starting on the standards: The process of implementing the standards depends on decisions made in each state. Some states may start teaching toward the standards all at once, while others may use a gradual phase-in approach. Having a good grasp on the approach being used in your state helps you better understand how to support the process at home. Reach out to your local district for more information.
Deciding on new books and materials: Because the Common Core Standards establish concepts and skills that are potentially different from previous state standards, school districts are likely to use new textbooks and materials as they start teaching to the standards. Getting familiar with these resources will assist you in helping your student tackle the new standards.
Developing a new assessment: A change in standards usually triggers a change in the assessment used to measure student progress. Partnership for Assessment of Readiness for College and Careers (PARCC) is a 19-state consortium that’s developing K-12 assessments that measure achievement of Common Core Standards. Another consortium is developing what it calls Smarter Balanced Assessments; for more information, visit www.smarterbalanced.org. | <urn:uuid:84779bce-860b-4fbe-98cf-49e703341aa9> | {
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What does it mean to be human for Catholics?
The Catholic social teaching principle of human dignity is about understanding that each of us is made in God’s image. Every person has an innate human dignity no one can take away. Human dignity is given freely to all human beings; whether saint or sinner, imprisoned or freed, powerful or marginalised.
How does it mean to be human?
Being human means
Share: 1. to have the ability to communicate systematically using words, symbols, body gestures/posture, and facial expressions. 2. to make our own decisions and bear the consequences of them. 3. to make and wear clothing, accessories, and other necessities for human life.
What is the idea of being a human person?
A person (plural people or persons) is a being that has certain capacities or attributes such as reason, morality, consciousness or self-consciousness, and being a part of a culturally established form of social relations such as kinship, ownership of property, or legal responsibility.
What it means to be human according to the Bible?
The human is person because God is person. It is apparent in Christian claims that the concept of the human as “being-as-person” is the real seal of that human as “being-as-the-image-of-God,” and therein lies the true nobility that distinguishes human beings from all other creatures.
What does the Scripture say about being human?
Then God said, “Let us make human beings in our image, to be like us. They will reign over the fish in the sea, the birds in the sky, the livestock, all the wild animals on the earth, and the small animals that scurry along the ground.” So God created human beings in his own image.
What does it mean to be human according to Buddhism?
In Buddhism, humans are just one type of sentient being, that is a being with a mindstream. In Sanskrit Manushya means an Animal with a mind. … A bodhisattva can appear in many different types of lives, for instance as an animal or as a deva. Buddhas, however, are always human.
What does it mean to be human in the society?
A human society is a group of people who are related in some way, usually through family lineage but more modernly through commerce as well. … If people are engaging together, or at least tolerating each other, then they exist as a human society.
How do you become a human person?
Here are some things to know master the art of being human:
- Feel the feelings. …
- Don’t compare yourself. …
- Act as though everything is geared in your favour. …
- Take time to be in the present moment. …
- Put yourself first. …
- Be generous. …
- You don’t need people to like you. | <urn:uuid:c5ff4019-09f7-44ef-977a-6c5432ab9a52> | {
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Fedora Magazine - https://fedoramagazine.org/start-developing-java-fedora/
Java is one of the most popular programming languages in the world. It is widely-used to develop IOT appliances, Android apps, web, and enterprise applications. This article will provide a quick guide to install and configure your workstation using OpenJDK.
Installing the compiler and tools
Installing the compiler, or Java Development Kit (JDK), is easy to do in Fedora. At the time of this article, versions 8 and 9 are available. Simply open a terminal and enter:
sudo dnf install java-1.8.0-openjdk-devel
This will install the JDK for version 8. For version 9, enter:
sudo dnf install java-9-openjdk-devel
For the developer | <urn:uuid:6422e089-29ed-4bd3-a150-66e27f442f56> | {
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Water power engineering by dandekar and sharma pdf
Underground power station - WikipediaConcrete structures Design Practice Transportation Engg. L-T-P 18 Credit C 3 3 3 3 3 3 Duality and Sensitivity analysis, primal Dual relation, Transportation Model, Non-traditional transportation model, Assignment model, Humgarian method, Networks, Shortest route problem, Maximal flow method. S Hiller, G. Solution of continuous beams, plane rigid jointed and pin jointed frame. Permanent way formation: ballast, sleeper, rails, and joints.
Hydroelectric Power Plant
Underground power station
An underground power station is a type of hydroelectric power station constructed by excavating the major components e. One or more conditions impact whether a power station is constructed underground. The terrain or geology around a dam is taken into consideration, as gorges or steep valleys may not accommodate a surface power station. A power station within bedrock may be less expensive to construct than a surface power station on loose soil. Avalanche -prone valleys often make a surface station unfeasible as well. Often underground power stations form part of pumped storage hydroelectricity schemes, whose basic function is to level load: they use cheap or surplus off-peak power to pump water from a lower lake to an upper lake. During peak periods when electricity prices are often high , the power station generates power from the water held in the upper lake.
Save extra with 3 Offers. It covers the entire scope of the subject in a lucid manner starting from the fundamentals of hydrology, to various hydraulic and civil structures to electrical and mechanical equipment as required for hydro-power projects. Many new issues and challenges voiced in the energy sector in general and water power in particular during the last decade have been addressed in the book.
how to draw acanthus pdf | <urn:uuid:046fd90c-49c4-4c01-881c-b99360d663ed> | {
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Technology in Dentistry, Through the Ages
Use the interactive image below to learn more about each technological advancement in dentistry, or jump to the full article below the image to read Dr. Spielman's historical account of technology in dentistry through the ages in its entirety.
- by Andrew I. Spielman, DMD, PhD
Professor of Basic Science & Craniofacial Biology; Associate Dean for Academic Affairs
Technology — the application of scientific knowledge for practical purposes — is and always has been a core component of dentistry.
In the 11th century, long before the first comprehensive scientific textbook on dentistry, Fauchard’s Le Chirurgien Dentiste, was published in 1728, dentistry was practiced by a variety of craftsmen, primarily barbers, but also wig makers, bloodletters, goldsmiths, and blacksmiths, among others. Yet despite their lack of formal, academic training, these medieval practitioners possessed a distinctive skillset and used specialized instruments to remove, repair, and replace the hardest tissue in the body.
How did it all start?
The prominence of the early dental practitioner dates back to 1092 when Pope Cyril II of Alexandria decreed that priests and monks would have a new grooming style, a shaven face and a unique hairstyle. The Pope invited razor et minutor (barbers and blood removers) to take up the task. As a result, barbers and the instruments they used — razor, lance, and scissors — became part of a budding surgical profession and barber-surgeons were created. The use of a scalpel was not far behind.
Priests could read medical texts and became physicians but they were not allowed to have blood on their hands and so performed no invasive interventions. The prohibition against bloodletting and surgery by physician-priests began in 1163 when Pope Alexander III, as part of the Council of Tour, declared: "ecclesia abhorret a sanguine." Loosely translated it meant, "shedding of blood is incompatible with the cleric’s holy duty to God." This was the beginning of the separation of physicians from surgeons, a division that lasted for approximately 800 years. The separation is still visible in the names of venerable institutions that include the words "College of Physicians and Surgeons," as, for example, in Columbia University College of Physicians and Surgeons and the Royal College of Physicians and Surgeons of Canada.
In the early medieval pecking order, barber-surgeons were ranked not only as inferior to formally educated physicians, but, in medieval France, they were ranked further. The term "Surgeons of the Long Robe" referred to those with some academic training to distinguish them from barber-surgeons, or "Surgeons of the Short Robe." The academically-trained surgeons were situated socially between physician-priests at the top and the lowly barber-surgeons. Yet the low status of the barber-surgeons did not prevent kings and queens from using them in military ground battles and on long naval voyages, where they gained experience treating wounded soldiers and sailors. Necessity is the mother of invention and barber-surgeons, who were practical and innovative, responded by making technical advances that went on to have a major impact on society.
The first and arguably most prominent of these was Ambroise Paré (1510-1590), a barber-surgeon to four French kings, who replaced hot oil cauterization of bleeding wounds with ligature. Prior to Paré’s innovation, hot boiling oil poured in a wound, without anesthesia, was thought to "purge" gunshot wounds of the presumed poisonous nature of the gunpowder. Many of the soldiers died of shock and sepsis following such excruciating treatment. Paré, known as "the gentle surgeon," invented the use of a soothing wound dressing, thereby reducing pain caused by the hot oil and greatly enhancing wound healing and survival. Paré, a Huguenot, was so valuable that his Catholic king, Charles IX, hid him in his bedchamber’s closet during the night of August 24, 1572, the date of the "St. Bartholomew massacre," to save him from the murderous rampage. Paré lived to be 80, leading a productive life, adopting new surgical techniques, and developing extraction instruments that we still use today. His ligature of blood vessels and wound dressing technique changed surgery forever.
Pierre Fauchard (1678-1761), considered the "father of modern dentistry," began as a naval surgeon apprentice to Alexandre Poteleret, surgeon-in-chief to his Majesty’s ship in Louis XIV’s court. Fauchard witnessed the ravaging effect of scurvy on sailors and in particular on their gums. From this experience and the fact that a lack of funds prevented him from completing formal training in surgery, Fauchard decided to pursue dentistry, which did not require a costly apprenticeship. His experience with Poteleret was more extensive than many practicing dentists had at the time. He became a dental surgeon, one of 21 dentists in Paris at the time. His seminal book, "Le Chirurgien Dentiste," is a compilation of scientific knowledge of dentistry at the turn of the 18th century. The manuscript has many original elements, such as the use of carved ivory obturators with attached teeth for cleft palate, a description of tooth dysplasia, new prosthodontic devices for replacement of missing teeth, and innovation in the type and use of dental instruments.
Dr. Horace Wells, a dentist from Connecticut, who was responsible for the use of anesthesia in dentistry, had an impact on both medicine and dentistry. He was the first patient to have a tooth extracted under nitrous oxide (NO) anesthesia.
Following a demonstration the day before during which Wells observed the use of NO for public entertainment, one of the performers, who was under the influence of the anesthetic, seemed unaware of an open flesh wound on his leg and of pain from a self-inflicted wound he had incurred while prancing around on stage. Wells instantly realized the implications for painless surgery and arranged for a demonstration in his practice. The next day, Dec 11, 1844, Dr. John Rigg, a local periodontist, performed an extraction on Wells. Gardner Quincy Colton, the itinerant entertainer who brought NO to town, was at hand to administer the anesthetic. The extraction was painless even though the subsequent public demonstration at Massachusetts General Hospital was a dismal failure. That doomed the use of NO in general surgery. However, present at that failed demonstration was a former student and partner of Wells,’ a part-time medical student and adventurer, William Morton, who subsequently went on to use ether as a surgical anesthetic. On October 16, 1846, the first public demonstration at Massachusetts General Hospital, dubbed "ether day," with Morton present, was a rousing success. It set the stage for painless surgery in the US and around the world.
Subsequent technological advances were more incremental and less impactful on other branches of medicine. Nevertheless, these advances helped to make dentistry a highly respected and sought-after profession.
- They include the invention of amalgam as a material for tooth restoration. Two Englishmen, the Crawcour brothers, introduced it in the US in 1833, amid considerable animosity and professional jealousy from colleagues. Amalgam contained shavings of silver coins, tin, and mercury mixed into a paste. It has been the dental restoration material of choice for the past 180 years, and only recently has it become displaced by advances in highly fracture resistant aesthetic bonding materials.
- In the mid-19th century, dentures to replace missing teeth were made of ivory, hippopotamus or human bone, or metal (brass or lead). Starting in 1851 they were replaced by a new technology, vulcanized rubber, invented by Charles Goodyear, an American, who succeeded in hardening the resin of the rubber tree. An American dentist émigré to Paris, Thomas Evans, first used it as a denture base in 1848.
- Caries investigation was significantly advanced when a German-educated, American scientist, Dr. Willoughby D. Miller, described the Acid Dissolution Theory in 1890. Until that time, caries, the most common infectious disease affecting humans, was thought to be caused by worms. Using experimental approaches learned from Dr. Robert Koch, a German physician and pioneering microbiologist, Miller reproduced caries in an environment that simulated the oral cavity while working at the Free University of Berlin. Miller, who is recognized as the first oral microbiologist, was influenced to become a dentist by Dr. Frank P. Abbott, dean of New York College of Dentistry from 1911 to 1924, who was Miller’s partner in Berlin and his father-in-law.
- The dental drill was a major breakthrough in speeding up removal of decayed tissue. The use of a drill on teeth dates back 6,500 years. The use of modern dental drills started with George F. Green, an American dentist who in 1868 invented the foot pedal-operated pneumatic drill and seven years later patented the electric drill.
- The pneumatic high-speed air rotor drill developed by Dr. John Patrick Walsh in 1949 in New Zealand followed the invention of the electric slow-speed drill. Dr. John Borden commercialized the high-speed drill in the 1950s in the US.
- The toothbrush has ancient roots. But the invention of the commercial mass-produced toothbrush is attributed to the Englishman William Addis, who in 1770 came up with the idea while in prison. Using swine bristles thread through holes at the ends of a carved cattle bone, he created the first toothbrush prototype. Once released from prison, he started to mass-produce it. The first three-row bristle toothbrush was invented in 1844 and the first nylon toothbrush was commercialized by DuPont in 1938. The first electric toothbrush was created in 1939.
- Toothpaste was invented in 1850. The first toothpaste was based on a formulation of powder or pumice. The invention of modern toothpaste is attributed to the American dentist Dr. Washington Wentworth Sheffield, who came up with the patent in 1878. He is also credited with placing it into collapsible tubes. The idea came to him while in France observing the tubes used by Parisian painters.
- One of the most significant advances in modern dentistry derives from the use of dental sealants to prevent dental decay. In the mid-1960s, Drs. Michael Buonocore and E. I. Cueto introduced the first commercial sealant. The product was based on Dr. Buonocore’s work on the development of materials to prevent occlusal caries in posterior teeth. In 1974, Drs. J.W. McLean and A. D. Wilson introduced the glass ionomer cement currently used for fissure sealants.
- The discovery of the role that fluoride plays in caries prevention is an achievement that the CDC ranks among the 10 greatest public health advances of the 20th century. Fluoride research had its beginning in 1901, when a young dental school graduate, Frederick McKay, left the East Coast to open a dental practice in Colorado Springs, Colorado. When he arrived, McKay was astounded to find scores of residents with grotesque brown stains on their teeth and began research, in collaboration with renowned dental researcher Dr. G.V. Black, that led to recognition of fluoride’s preventive capabilities, and, 30 years later, to the knowledge that water-borne fluoride can prevent cavities.
- Under the leadership of Dr. H. Trendley Dean at the NIH, the first major public water fluoridation project began in in Grand Rapids, Michigan, in 1944. The project, which lasted 15 years, showed that the caries rate among Grand Rapids children born after fluoride was added to the water supply dropped more than 60 percent. As a result of their efforts, McKay, Dean, and others helped to transform dentistry into a prevention-oriented profession.
- Dental implants made of shells (alloplasts) were used by the Mayan civilization in 600 AD. The origin of modern titanium dental implants goes back to the late 1940s and early 1950s but their success was uneven. Dr. Per-Ingvar Brånemark developed the first scientifically documented, successful implant system in 1965.
- Digital dentistry refers to a wide scope of technologies and devices — introduced in the past several decades — that incorporate digital or computer-controlled components in contrast to mechanical or electrical devices alone. The digital technologies that might be used in the dental office include CAD/CAM (computer-assisted design, computer-assisted manufacture), cone beam CT, digital X-rays, intra-oral camera, dental lasers, and optical scanners, among them.
- One of the most recent technological advances is Invisalign®, a system that creates a series of computer-generated clear plastic orthodontic realigners to correct slight malocclusions. Invisalign® "democratized" orthodontics by making the system available to general practitioners. The 1997 invention is attributed to Zia Chishti and Kelsey Wirth.
- More recently, a new technology developed at the NYU College of Dentistry has been shown to significantly decrease the amount of time required for a patient to wear braces. The process is called micro-osteoperforation (popularly known as "faster braces"), which involves poking small holes into the patient’s gums using a special plastic drill called a Propel. The controlled injury allows porous bone tissue to form, and, as a result, braces can move the teeth faster. The NYU team that developed this technology, introduced in 2013, was led by Drs. Cristina Teixeira and Mani Alikhani.
- No list of technological advances can be complete without discussing advances in dental education. In 1926, as part of a series of studies on professional education in the US funded by the Carnegie Foundation for the Advancement of Teaching, Dr. William J. Gies published a landmark report that established the importance of dentistry as a healing science and an essential component of higher education in the health professions. Dental Education in the United States and Canada, known as the Gies Report, followed a similar report, the Flexner Report of 1910, that reformed medical education. As a result of the Gies Report, all dental schools became part of research universities and adopted a four-year, science-based education, thus ensuring recognition of dentistry as a learned profession.
These are but a few examples in the long and distinguished history of discoveries, technological innovations, and transformations in the stature of the profession that have made dentistry a progressive force for improved public health. Today, dental treatment for caries and periodontal disease is moving into a period of fewer invasive and more preventive interventions. The availability of ever more information, smart technology, know-how, and non-invasive treatments will continue to advance the profession’s momentum by making it easier, faster, better, and more enjoyable for patients. | <urn:uuid:e5f95cde-0004-4295-a88d-8fbd1869f594> | {
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Dementia is a disorder of the brain caused by injury or disease. The disorder itself impacts memory, judgement, thinking, language, and behavior. Most types are degenerative, meaning they get worse with time and cannot be reversed. Alzheimer’s disease is the most known type of dementia but lewy body disease is actually the leading cause of dementia in older adults. People who suffer from this condition have abnormal protein structures in certain parts of the brain. Dementia can also be the result of several small strokes, known as vascular dementia.
Risk Factors and Causes
Risk factors include: advanced age, family history, and heredity. Though dementia is not a normal part of aging, old age appears to significantly increase your risk. Genetics also play a role in some forms of dementia, such as Alzheimer’s. If you have someone in your family who suffers from dementia, you are more likely to suffer yourself.
Dementia is also caused by a number of medical conditions that can affect the brain including: Huntington’s disease, multiple sclerosis, Parkinson’s disease, Pick’s disease, progressive supranuclear palsy, and infections .
Other conditions may also result in dementia, including: brain injury, chronic alcohol abuse, changes in blood sugar, calcium and sodium levels, brain tumors, vitamin B12 deficiency, and the use of certain medications. If dementia is traced to one of these causes and found early enough, it may be stopped or even reversed.
Dementia symptoms vary from person to person. Patients also progress at different rates according to treatment, severity, and presentation of specific symptoms. The most common first symptom is forgetfulness, but others include trouble with many areas of mental function, such as: memory, perception, language, cognitive skills, and emotional behavior or personality. Simply being forgetful doesn’t mean you have dementia, but if you notice other symptoms, seek medical advice as soon as possible.
Diagnosis begins with a physical exam and documenting a person’s medical history. Part of the physical exam will include a neurological exam, along with tests to check mental function. Tests to check mental function will involve questions about name, location, date, etc. to see how much the person knows and what they believe to be true. Doctors may order other tests to determine whether there are other problems causing or worsening the dementia, including: depression, medication intoxication, chronic infection, anemia, brain tumor, vitamin deficiency, and thyroid disease. A variety of additional tests and procedures may be ordered, such as: B12 level, toxicology screen, blood gas analysis and chemistry, CT, MRI, thyroid function tests, etc.
Types and Stages
Types of dementia include: Alzheimer’s disease, vascular dementia, and lewy body dementia. Other types also exist. Typically, Alzheimer’s and other forms of dementia have seven stages:
- Stage 1: No impairment; this is normal function.
- Stage 2: Very mild decline; memory lapses, no symptoms of dementia detected by medical examination
- Stage 3: Mild decline; early stages may be diagnosed in some, but not all people who show warning signs.
- Stage 4: Moderate decline; this is mild or early stage Alzheimer’s.
- Stage 5: Moderately severe decline; at this stage, people may not be able to remember their address, phone number, etc.
- Stage 6: Severe decline; may not be able to remember people, may need help with dressing, etc.
- Stage 7: Very severe decline; loss of ability to respond to environment, carry on conversation, etc.
The prognosis varies, depending on the type and stage of dementia. The earlier the symptoms are caught, the more likely medication can help control behavioral issues and confusion. Most forms of dementia prevent independent living; sufferers frequently require daily supervision or residential senior care. Psychological therapy may cause confusion in later phases; however, there are therapeutic approaches to accommodate symptoms. Unfortunately, dementia will likely progress and decrease the quality of life over time; ultimately many experience a shortened lifespan.
The majority of dementia cases are not preventable. Many cases are caused by old age or injury therefore there is little preventative advice. Eating a healthy, low-fat diet and exercising regularly can reduce the risk of countless diseases and illnesses, including dementia. Quitting smoking, controlling diabetes, and managing blood pressure can help reduce your risk of developing vascular dementia. If symptoms worsen, or you are unable to care for a person with dementia in the home, call a healthcare provider immediately.
The information provided on this site is for informational purposes only and is not intended to be a substitute for professional medical advice, diagnosis, or treatment. The information, including but not limited to, text, graphics, images and other material found on this website is intended to promote and encourage consumer understanding and should not be considered alternative or supplementary medical advice. If you have any concerns regarding your health or physical condition, seek the advice of a licensed qualified healthcare provider. Be sure to discuss any changes or concerns with your doctor before beginning a new healthcare regimen, undergoing any procedures, or changing current healthcare plans. Seniors and Health does not claim medical representation and assumes no responsibility in the accuracy of the information available on this website.
About the Author: Victoria K. Stickley is a copywriter, editor, and senior content manager based in the Dallas area. Her graduate education in counseling and research has helped immensely in her writing as well as the care she provides for her grandparents. She currently provides support and resources to senior care websites as she learns and experiences senior care first-hand. | <urn:uuid:4c38e652-156e-411a-9181-972f2a75adec> | {
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Headed for Home
‘Headed for Home’ by Tommy Novakeel – Inuit Art – Pangnirtung 1977 print collection presented by DaVic Gallery of Native Canadian Arts.
Condition: No condition to report.
Description by Artist: No description by artist found.
Notes from DaVic Gallery: Inuit hunters were successful in hunting, retrieving, and butchering bowhead whales, the largest animals in the Arctic that provided villages with meat, blubber, and bones for tools for winter. They would quietly near a whale from their umiak, powered by a skilled team of paddlers, harpoon the whale which would immediately swim down and the hunters would give chase and keep harpooning each time the whale would come for air attaching each time seal floaters. The whale would eventually tire and exhaust at which point the crew would give kill to the whale. Later modern powered foreign whaling vessels and modern tools are used for more efficient and higher volume hunt of whale and with this in 1864, Norwegian Svend Foyn, modified existing tools and invented the modern harpoon gun. It consisted of a cannon that fired a barbed explosive head harpoon. Aimed and fired, the harpoon barb would hook into the whale. A moment later an explosive charge in the head of the harpoon would inflict a mortal wound. Then the whale was retrieved by a winch. Once alongside the whaling vessel, the whale was pumped full of air to keep it afloat, as the whale was moved to the location of processing. | <urn:uuid:df25f9e3-443b-4f31-b67c-a8467062cdc7> | {
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The International Day for Eradication of Poverty is being observed since 17th October, 1993. The day is designed to raise awareness on the need to eradicate global poverty and destitution. However, the first event took place in Paris, France in 1987 when 100,000 gathered on the Human Rights and Liberties Plaza at the Trocadéro to honour victims of poverty, hunger, violence and fear.
Eradication of poverty was the first goal of the Millennium Development Goals and it should also be part of the post 2015 development agenda. This year the theme is ‘leave no one behind: think, decide and act together against extreme poverty.’ It explains the need that exists to recognize and underscore the demanding challenges that hinder the progress of eradication of extreme hunger and poverty. It also points out to leaving no one behind, aiming to eliminate discrimination of anyone on the basis of poverty, ethnic origin, gender, age, disability or economic and social status. There is an urgent need to bring together everyone for a better understanding of more sustainable models of development.
The world has managed to reduce the number of people living in poverty over the last few decades, especially due to continued efforts by governments and nations together as a whole. Still, 1.22 billion people lived on less than $1.25 a day in 2010, compared with 1.91 billion in 1990, and 1.94 billion in 1981. Today, we see challenges faced by governments as the income disparity in the developing countries keeps increasing, with not much impact of globalization on the standard of living of the poor. This also means a huge number of people across the world are deprived of basic amenities like education, healthcare, electricity, safe drinking water, sanitation and employment among others. In April, 2013 the World Bank set out the goal of eradicating extreme poverty within a generation. The target is reduction of extreme poverty to no more than 3 percent by 2030. The challenge is that people are now becoming chronically poor compared to earlier. For instance, in rural Kenya and in South Africa, 30 per cent to 40 per cent of those who escaped poverty fell back into the trap again. In case of India, it is around 20 per cent.
In 2011-12, India had 270 million persons below the Tendulkar Poverty Line as compared to 407 million in 2004-05, that was a reduction of 137 million persons over the seven year period. According to UNDP, 37.2 percent of the population is poverty ridden. As India debates its poverty line cutoff a lot of work needs to be done to pull out vulnerable people out of this vicious cycle ensuring sustainable development for them. Innovative Financial Advisors Pvt. Ltd. believes that the private sector along with the government will play a key role in development of the nation in the decade ahead.
Innovative Financial Advisors Pvt. Ltd. urges the private players to take up initiatives through their CSR arm helping the poor develop livelihood plans in agriculture, forestry, fisheries, land resource development, rural tourism and handicrafts. Also, efforts need to be aimed at addressing the challenge of financial inclusion through a range of financial products and services that reduce the vulnerability of the poor. Empowering women remains a key area of intervention. In view of the emphasis of mutual cooperation, an action plan needs to be developed to reap substantial benefits for all.
Let’s us all join hands together in achieving the greatest human goal ever…
By Rahul Choudhury
Media Team – Innovative Financial Advisors Pvt. Ltd.
The Tendulkar Committee headed by Prof. Suresh Tendulkar estimated in the poverty headcount ratio in 2004-05. The expert group headed by Dr. Rangarajan dismissed the Tendulkar Committee methodology on estimating poverty and estimated that the number of poor in India was much higher in 2011-12 at 29.5 per cent of the population. | <urn:uuid:94d69e2b-d6c5-4bf9-a911-f1487754ee28> | {
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After reading an article on the future of energy conservation today my views of a little green plant I regarded as nothing more than pond litter were certainly changed. Everyone is familiar with Algae, and probably won’t be surprised to hear its one of the top fifty fastest growing plants in the world. What did surprise me was hearing that the plant is being touted as the “ultimate in renewable energy”.
Surprising still is the notion that harnessing the energy potential of Algae is not a new idea and most energy projects use ponds to grow it. But it is Texas, the US state known more in the past for oil reserves, that is at the forefront of a new idea in how to harness the energy the plant contains.
The reason that Algae is being seen as the solution to renewable energy is that over half of its weight is made up of oil. This means that the the lipid oil can be extracted and used to make biodiesel for vehicles. The fact that the plant is fast growing plant therefore means increased yields.
The problem up until now has been the volume of Algae that can be harvested, as when grown in pond the yield is dependent on the surface area of the pond it is grown in.
“A pond has a limited amount of surface area for solar absorption” – Glen Kertz, president and CEO of Valcent Products
This problem has been circumvented by Valcent, a company that has embarked upon a $5 million joint venture with Canadian alternative energy company Global Green Solutions.
Valcent has developed a closed, vertical system that grows the Algae in rows of moving plastic bags; a patented system called Vertigro.
“By going vertical, you can get a lot more surface area to expose cells to the sunlight. It keeps the algae hanging in the sunlight just long enough to pick up the solar energy they need to produce, to go through photosynthesis” – Glen Kertz, president and CEO of Valcent Products
Valcent has stated that using this method of production it can produce 100,000 gallons of Algae oil annually per acre, compared to 30 gallons from corn and 50 gallons from soybeans.
The US government has researched methods of Algae production in the past, and between 1978 and 1996 the US Department of Energy studied the economic viability of such a system growing Algae in open ponds in California, Hawaii, and in Roswell, New Mexico. The outcome was that such a system could never compete with fossil fuels, a decision taken at a time when the price of oil was $20 barrel.
It seems that Valcent have reopened the research with over twenty patents to protect their ideas, much of which involves experiments to see which type of algae produces which type of fuel. With over 65,000 known algae species it could be that one specimen produces fuel more suited for jet planes than another.
Interesting stuff, but with substantial use of biofuels still 5 to 10 years away I’m sure we will hear plenty more about alternative renewable energy sources in the near future. | <urn:uuid:f4559768-029e-47fc-8552-08e72d9441b8> | {
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Click to have a closer look
About this book
About this book
An exploration of the environmental and economic costs and benefits of acridids (grasshoppers and locusts) both as essential ecological components and as serious grassland pests. Using a risk analysis approach to examine the ecological role of acridids and the effect of controlling these insects, the authors assess our current understanding of the grasshopper-grassland relationship. They also propose new directions for research and management in acridology and ecology that are consistent with developing a more economically productive and environmentally sustainable human presence on the world's grasslands. The integration of ecological, agricultural, economic, political and cultural perspectives brings into focus the enormous complexity of managing native insect populations in natural ecosystems. This general survey is supported by individual chapters devoted to particularly relevant and contemporary studies of grasshopper and locust ecology, pest management and conservation.
Introduction: a novel approach to solving complex ecological problems - an international polylogue on the art and science of applied acridology, J.A. Lockwood, et al. Part 1 Grasshoppers as integral elements of grasslands: do grasshoppers diminish grassland productivity? a new perspective for control based on conservation, G.E. Belovsky; what are the consequences of ecosystem disruption on acridid diversity and abundance?, F.A. Gapparov, A.V. Latchininsky; what is the role of grassland vegetation in grasshopper population dynamics?, O. Olfert. Part 2 Grasshopper population ecology and management: how do spatial population structures affect acridid management? M.G. Sergeev, et al; can micropopulation management protect rare grasshoppers? M.E. Chernyakhovskiy; what factors govern orthopteran community structure and species prevalence?, T. Kisbenedek, A. Baldi. Part 3 Grasshopper and locust control strategies and tools; how can acridid population ecology be used to refine pest management strategies?, M. Lecoq; what are the consequences of non-linear ecological interactions for grasshopper control strategies, A. Joern; what tools have potential for grasshopper pest management? a North American perspective, J.A. Onsager, O. Olfert. Part 4 Grasshopper control and grassland health: how can acridid outbreaks be managed in dryland agricultural landscapes?, V.E. Kambulin; can locust control be compatible with conserving biodiversity. (Part contents). | <urn:uuid:76cb0846-caa0-4de7-ad35-479326092952> | {
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As you work with bigger datasets it can become unwieldy to debug by printing and checking data by hand. Here are some suggestions for debugging large datasets:
- Scale down the input
If possible, reduce the size of the dataset. For example if the program reads a text file, start with just the first 10 lines, or with the smallest example you can find. You can either edit the files themselves, or (better) modify the program so it reads only the first
If there is an error, you can reduce
nto the smallest value that manifests the error, and then increase it gradually as you find and correct errors.
- Check summaries and types
Instead of printing and checking the entire dataset, consider printing summaries of the data: for example, the number of items in a dictionary or the total of a list of numbers.
A common cause of runtime errors is a value that is not the right type. For debugging this kind of error, it is often enough to print the type of a value.
- Write self-checks
Sometimes you can write code to check for errors automatically. For example, if you are computing the average of a list of numbers, you could check that the result is not greater than the largest element in the list or less than the smallest. This is called a "sanity check" because it detects results that are "completely illogical".
Another kind of check compares the results of two different computations to see if they are consistent. This is called a "consistency check".
- Pretty print the output
- Formatting debugging output can make it easier to spot an error.
Again, time you spend building scaffolding can reduce the time you spend debugging. | <urn:uuid:e805d6c2-d91c-4f0f-95d7-980cbb945300> | {
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The length of time it takes a reaction to run to completion can range from a fraction of a second to thousands of years. It all depends on how large the energy barrier is for reactants to convert to products. If it’s a simple acid-base reaction, like the addition of an HCl solution to water, the reaction will proceed almost instantly. Other reactions can be slower, such as the rusting of a car door. What you first notice as a small spot of rust could take years to spread over the rest of the door. Other reactions can be even slower yet. For example, the slowest biologically relevant reaction known in humans is estimated to take about one trillion years in the absence of an enzyme to catalyze it. That’s longer than scientists believe the universe has even existed! Fortunately, enzymes have evolved that allow this reaction to take place in only a few milliseconds. | <urn:uuid:9eef3190-19fa-4e3b-a51b-24f042b06665> | {
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While the existence of a soul is intuitively very unlikely considering modern psychology and neuroscience, there are several theoretical experiments that could be utilized to further disprove the existence of a soul:
- Using incredibly advanced biotechnology, amputate parts of a subject gradually and replace them with synthetic organs. Allow the patient to remain conscious and communicating (obviously under heavy anesthesia). As sections of the brain are removed, locations of personality, decision making, and consciousness will be pinpointed (along with various other regions; a rigorous protocol would glean much from this experiment).
- Clone a human being using conventional cloning techniques. Rear that human being in precisely the same environment as its twin. Similarity between the two will correlate very highly with similarity in environment and nurture, in every aspect (personality, decision making, behavior, etc.). Nature (genetic makeup) is kept constant while nurture is varied. If nature and nurture are identical and an identical person is produced, whence the soul?
- Perform a brain transplant, and question the subjects on self-identity. Admittedly, this could be interpreted merely as the brain being the vessel for the soul.
- Simply imagine that humans are material objects. In the future, it is conceivable that we will have the power to expertly craft identical material objects. We already understand the flow of chemical, electrical, and mechanical energy throughout the body, so we could effectively engineer an android that is indistinguishable from a natural human being. If this works, it will be evident that a soul is a superfluous notion. This is similar to item #1. | <urn:uuid:a70c193b-281f-42b7-a0a8-ef7c96330b44> | {
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If your child is sick
Learn about what to do if your child has tested positive for COVID-19 on the If you have COVID-19 page.
Children may show COVID-19 symptoms differently than adults. For example, fatigue or tiredness may look like not eating well, not being as active or acting differently. Find out more on the Fever or Chills HealthLink BC page.
Think about what is usual or unusual about your child’s specific symptoms for them. For example, a child may have a mild fever, irritability and a runny nose due to teething. A young person may also have a runny nose due to seasonal allergies or other respiratory illnesses.
Visit the Symptoms page to find common symptoms for COVID-19.
If your child has COVID-19 symptoms, check if they need testing. B.C. offers two options for COVID-19 testing in children and youth. Most school-age children can use the mouth rinse and gargle COVID-19 test.
If your child develops severe symptoms, such as:
- difficulty breathing
- struggling to breathe
- speaking in single words
- difficult to wake up
- not peeing
- chest pain
Call 9-1-1, your local emergency number or go to the nearest Emergency Department or urgent care centre.
Visit the Symptoms and How it spreads pages to learn more.
“COVID toes” or chilblain-like lesions, are one of several skin lesions seen in COVID-19. These skin lesions are specific rash and are usually seen in children or young people. They are not linked to severe diseases.
The skin lesions can happen later in the illness. They often don't need any specific treatment. If they are causing pain or itching, see your healthcare provider. They may prescribe a topical steroid cream for symptom relief. | <urn:uuid:ce76c7ff-95e4-4d42-9eea-d790fbaf548d> | {
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Replying to Caralee Adams on The Non-Tech Teacher’s Guide to Using a 3D Printer and how to use a 3D printer in your classroom, even if you’re not a tech teacher.
Be sure to get a machine where students can easily view the printing process, adds Sam Patterson, a Makerspace coordinator at Echo Horizon School, an independent preK–6 school in Culver City, California. “To students, it seems like magic. There is nothing and then there is something. It’s incredibly engaging to watch a 3D object being printed—a new version of watching digital paint dry,” he says.
“It can be kind of hypnotic,” agrees Briggs, as well as a learning experience to understand the design being constructed layer by layer.
I have noticed this too. When students are printing their object it can be incredibly relaxing, even mesmerizing, to watch the layers and to observe how the stilts are added by the printer. Just watching the layers and working out the printing process is fun for students.
Another fun and relaxing activity is cleaning up the stilts and removing the raft using tools such as files and sandpaper. I have been told by some students that they created designs that required stilts for the pleasure of cleaning them up. There is great satisfaction in achieving a clean print.
I think that the following ideas are also really useful for the 3D printing class:
- not starting from scratch but rather finding a simple object online, downloading the template and making a few small edits to start.
- displays students’ creations throughout the library so that interested teachers can browse and find ways to connect 3D printing to their lessons.
- Print a 3D map of the campus using Earth Terrain, a 3D printable map generator.
- students go through a process to become “3D printing certified.” Once students master a checklist of problems they can solve, they are allowed to work independently. | <urn:uuid:175c139b-ac23-495b-aac0-910b2aa90b72> | {
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Sometimes we all feel the need to “vent” and air our frustrations to someone who will listen. Oftentimes, the goal of venting is not necessarily to find solutions, but to know someone hears and understands your frustrations.
Holding stress, anger, sadness, or anxiety inside can be emotionally draining and make anyone feel overwhelmed. Getting a chance to verbalize those feelings to someone who cares can make all the difference for someone’s ability to cope. The person who vents often gets a sense of relief or catharsis (the relief someone gets from sharing emotion) after getting some time to express themselves, especially if the source of frustration is a result of feeling unheard.
Feeling heard is incredibly important. People vent for different reasons: for example, if your child comes to vent to you, they may just want to be heard and get some stress out. It may be tempting to jump in and begin to problem-solve, but if your child does not want this, it may make them more frustrated, and as a result, affect both of you negatively. If you do find your child upset and wanting to vent, ask them what you can do to best support them, saying something like: “Do you want me to just listen right now – or do you want me to help you figure out what to do next? I’m happy to do either – whatever would help you the most right now.”
When venting is done in a healthy way, there are even benefits to the listener, too! For example, it gives the listener a chance to connect and offer support to the one venting, which promotes closeness and bonding. The listener can also provide insight and a unique perspective after they have had the opportunity to hear about a problem.
Expressing our emotions is healthy and everyone needs to feel like someone is listening.
If you are interested in learning more about how venting can help, click here to read more.
Do you feel like your child often likes to vent about their issues? Do you struggle with the dilemma of problem solving versus listening?
Activity: Think about the last time your child vented to you about something – did it go well? why or why not? What could you do differently to help it go a bit better? Share with your observations with your child and ask for their feedback. Ask them about that conversation and how they felt. Give your feedback too. | <urn:uuid:66c37a16-4716-442e-8e2d-dbd0a66c0208> | {
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You can’t see particles smaller than 2.5 microns. But they kill 3.4 million people a year.
Climate change is going to have profound consequences on human health and survival. Most obviously, a hotter world means more heat stroke and other heat-caused deaths.
A recent study on the mortality cost of climate change found that every 4,434 metric tons of carbon dioxide emitted — about the combined lifetime emissions of 3.5 Americans, the study estimates — will cause a heat-related death this century.
But the situation is even worse than that number suggests. Danny Bressler, the environmental economist who authored the paper, notes his estimate leaves out some other potential climate-related deaths, like those from flooding and reduced food supply. He’s just estimating what higher temperatures alone will do, writing that he “does not consider likely mortality co-benefits of stricter climate policies, such as decreases in particulate matter pollution.”
That’s a technical way of putting it. Here’s a simpler way: When we burn fossil fuels, not all the resulting pollution goes up high into the atmosphere. Some of it accumulates in the air that we breathe every day.
And it kills us. A lot of us. The Global Burden of Disease study, a common benchmark for public health work, estimates that 3.4 million people die prematurely every year due to air pollution. More recent research puts the total even higher, at 10 million a year. A recent paper suggested that 90 percent of the world’s population lives in areas with air pollution higher than World Health Organization guidelines (guidelines that the organization itself is toughening).
The particles in question here are invisible to the naked eye — but their effects are anything but.
The public health threat of particulate matter
This problem goes by a lot of different names — “air pollution,” “low air quality,” “PM 2.5 pollution” — but it is directly tied to our climate problem.
Burning fossil fuels, in a car or steel mill or power plant, produces carbon dioxide and methane, but it also produces other pollutants. The term “PM 2.5” refers to particles smaller than 2.5 microns (or 0.0025 millimeters — tinier than a grain of sand) suspended in the air. Sometimes colloquially called “soot,” PM 2.5 usually comes from burning stuff: wood in fireplaces, propane in generators, coal in power plants, and gasoline in cars.
But PM 2.5 pollution doesn’t just emanate from controlled combustion. Fossil fuels also contribute to PM 2.5 emissions indirectly: Global warming is increasing the frequency and severity of wildfires, which subject people to huge quantities of particulate matter. The largest wildfire in California’s history, the Camp Fire of 2018, led PM 2.5 levels in the nearby city of Chico to increase by about 12 times the EPA limit.
This all matters because PM 2.5 emissions are extremely deadly. Because PM 2.5 particles are so small, they can easily reach the lungs and even the bloodstream, and long-term exposure can cause a variety of serious health problems, like lung cancer, emphysema, strokes, heart attacks, and cognitive decline.
And we have very good causal evidence that high levels of exposure to PM 2.5 pollution lead to a decline in overall health and life expectancy. Some of the early convincing evidence came from the US, particularly an influential “Six Cities Study” released in 1993. That study found significant relationships between levels of air pollution and overall mortality, driven by higher rates of lung cancer and other lung diseases and heart disease.
A more recent and methodologically strong set of research has focused on China, specifically its “Huai River policy” instituted in the 1950s. The Chinese Communist government had promised free heating in wintertime as a new state-provided benefit, but lacked the resources to offer the benefit nationally. Instead, it only gave free or heavily subsidized coal for heating to households north of the Huai River. The Huai roughly bisects eastern China; Beijing is several hundred miles to its north, and Shanghai slightly to its south.
That meant communities north of the river were exposed to much more particulate pollution from burning coal than communities to the south. Retrospective work comparing lifespans above and below the Huai River suggested that these emissions were incredibly deadly, directly reducing life expectancy by five and a half years for people north of the river compared to those living south of it.
Air pollution is costing millions of lives — and more
Worldwide pollution isn’t quite as bad as it was north of the Huai, but it’s not great either. The University of Chicago’s Air Quality Life Index, which regularly estimates the human toll of particulate pollution, this fall issued a report estimating that the average person on Earth loses 2.2 years of life expectancy due to particulate pollution, compared to a scenario in which every country followed WHO guidelines.
“Alcohol use reduces life expectancy by 9 months; unsafe water and sanitation, 7 months; HIV/AIDS, 4 months; malaria, 3 months; and conflict and terrorism, just 7 days,” researchers Ken Lee and Michael Greenstone write in the report. “Thus, the impact of particulate pollution on life expectancy is comparable to that of smoking, almost three times that of alcohol and drug use and unsafe water, five times that of HIV/AIDS, and 114 times that of conflict and terrorism.” By their count, lowering air pollution levels below those specified in WHO guidelines would enable people currently alive to enjoy 17 billion more years on Earth, collectively.
And that’s a relatively conservative figure. Shortly after the report’s release, the World Health Organization set stricter guidelines for particulate pollution. Its prior standard, undergirding the UChicago analysis, was that particulate concentration in the air we breathe should be kept to under 10 micrograms (µg, or a millionth of a gram) per cubic meter of air. The new threshold, developed due to evidence that even lower concentrations can be harmful to human health, is half that: 5 µg/m³.
Cutting global air pollution down to that new, lower threshold would save even more millions of life-years.
And the harms of particulate pollution are not limited to life expectancy. Patrick Collison, the entrepreneur and cofounder of Stripe, has taken a research interest in this topic and has a useful compendium of recent work on air pollution harms. Among the studies he highlights:
- A very small increase in particulate pollution (specifically an increase in PM 2.5 concentration of 1µg/m³) causes, by one estimate, a 0.8 percent reduction in GDP that year, mostly because air pollution increases absenteeism and reduces productivity.
- Alzheimer’s diagnoses triple when long-term air pollution exposure is substantially increased (by 10 µg/m³). Parkinson’s and dementia diagnoses increase too.
- Air pollution reduces cognitive functioning in young people. Applying US air pollution standards to China would substantially raise test scores on both reading and math in the latter country, from the median to the 63rd and 58th percentiles respectively.
- Chess players, baseball umpires, and stock traders all perform worse at their jobs when exposed to more air pollution. Those jobs are unusually easy to quantify, but it stands to reason that people’s performance at other jobs suffers too.
Even if air pollution doesn’t kill you, it probably impedes your cognitive functioning, makes you poorer, and increases your susceptibility to brutal diseases like Alzheimer’s.
How combating climate change can extend life expectancy
Air pollution is a tough problem, but the good news is that we can help solve it by solving another tough problem. Actions to combat global warming can also dramatically cut air pollution deaths.
In 2018, a team of earth scientists at Duke and Columbia universities modeled what would happen to air pollution deaths if the world actually acted to confront climate change. They considered a scenario where 180 fewer gigatons of CO2 are emitted by 2100. That’s roughly the reductions needed to keep warming to 2ºC or below — the goal of the Paris climate agreement.
If we reduce emissions that much, we would prevent about 110 million to 196 million premature deaths by 2100. Averaged over the 80-year period the paper considers, that’s 1.4 million to 2.5 million deaths per year averted. (The improvements would need time to take effect, so more lives would be saved later in the century than in the next 10 years or so.)
The good news is that governments have regulatory levers for reducing air pollution deaths — and some are pulling them. The UChicago Air Quality Life Index report estimates that since 2013, China has reduced air pollution by 29 percent, for an average lifespan extension of 1.5 years for each of its citizens (assuming there’s no backsliding on pollution).
The passage of a stronger version of the Clean Air Act in the US, similarly, was followed by a 50 percent reduction in particulate pollution between 1970 and 1979, aided by a slow economy. Economists Kenneth Chay and Michael Greenstone have estimated that the Clean Air Act caused an immediate and sharp decline in infant mortality in the US. By their figures, some 1,300 fewer infants died in 1972 than would have if the Clean Air Act amendments of 1970 hadn’t passed. What’s more, research from economists Adam Isen, Maya Rossin-Slater, and W. Reed Walker suggests that the Clean Air Act amendments led children to have higher earnings as adults than they would have had if they’d been exposed to prior levels of pollution.
There are also things you can do at an individual level to mitigate your air pollution intake. My colleague Rebecca Leber wrote about a tool that lets you investigate air quality where you live, and you can help prevent emissions from harming yourself or your loved ones with an electric air purifier (I have two running in my apartment).
But air pollution is not an individual problem, any more than climate change is. The long-term solutions involve setting much stricter regulations or higher taxes targeting particulate emissions, and replacing common sources like coal plants with solar, nuclear, or wind power.
The Biden administration is moving in the right direction. The Environmental Protection Agency, under Biden’s appointee Michael Regan, is reviewing its air quality standards, last reevaluated in 2012, in response to “the strong body of scientific evidence [which] shows that long- and short-term exposures to fine particles (PM2.5) can harm people’s health, leading to heart attacks, asthma attacks, and premature death.” A scientific panel at the EPA has signaled support for lowering the amount of PM 2.5 allowed in the air by as much as a third.
But this is also a global problem that hits the developing world even harder. Spreading green tech to emerging economies like India and Brazil is not just a climate necessity. It’s a public health necessity too.
A version of this story was initially published in the Future Perfect newsletter. Sign up here to subscribe! | <urn:uuid:d56b484e-4e64-4d92-b46c-e13ca5341363> | {
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ICE, or U.S. Immigration and Customs Enforcement, is a relatively new agency in the history of American immigration. ICE was created in 2003 as part of the Department of Homeland Security (DHS) in response to the terrorist attacks of September 11, 2001. Prior to the creation of ICE, immigration enforcement was carried out by the Immigration and Naturalization Service (INS), which was part of the Department of Justice.
The creation of ICE represented a significant shift in the way that the U.S. government approached immigration enforcement. ICE was tasked with enforcing immigration laws in a more aggressive and comprehensive manner, with a particular emphasis on identifying and removing undocumented immigrants who were deemed to be a threat to national security or public safety.
Under the leadership of the Trump administration, ICE became increasingly controversial for its aggressive tactics and high-profile enforcement actions, such as workplace raids and the separation of families at the border. Many immigrant rights advocates and civil liberties groups criticized ICE for its harsh policies and for creating a climate of fear and uncertainty in immigrant communities.
In recent years, there have been calls to reform or abolish ICE, with some arguing that the agency is too focused on enforcement and not enough on other aspects of immigration policy, such as promoting legal pathways to citizenship and addressing the root causes of migration.
There have been several controversies surrounding ICE since its creation. Here are a few examples:
There have been several proposals for reforming ICE, with some calling for significant changes to the agency’s structure and mission.
Some advocates have called for the outright abolition of ICE, arguing that the agency’s focus on enforcement is incompatible with a humane and just immigration system. Proponents of this approach argue that the functions currently performed by ICE could be handled by other agencies or departments, such as the Department of Justice or the Department of State.
Others have proposed restructuring ICE to focus more on humanitarian and public safety concerns, rather than simply enforcing immigration laws. This could involve separating ICE into different agencies or divisions, with different mandates and priorities.
Some advocates have called for increased transparency and accountability within ICE, including greater oversight by Congress and other independent bodies. This could involve requiring ICE to report on its activities and outcomes, and establishing clearer guidelines and protocols for its operations.
Rather than relying on detention as a primary means of enforcing immigration laws, some have called for increased use of alternatives to detention, such as community-based supervision programs or ankle monitoring.
Finally, some advocates argue that the root cause of many immigration issues is the lack of legal pathways to citizenship for undocumented immigrants. As such, they call for reforms that would provide more opportunities for immigrants to gain legal status, including pathways to citizenship for those who meet certain criteria.
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Site under construction. Because I have so little time in which to discuss Clarissa, I have prepared several brief study guides which identify major issues or raise pertinent questions. They take the form of lists and notes, rather than unified essays.|
The political reading of Clarissa is not a modern phenomenon. Eighteenth and early nineteenth century American readers could see a resemblance between Clarissa's resistance and their own revolution. In the words of John Adams, "Democracy is Lovelace and the people are Clarissa... The artful villain will pursue the innocent lovely girl to her ruin and her death" (1804). Both, of course, ultimately triumph, at least from an American point of view. To an English person, any revolutionary implications might be another matter. Writing fifty years earlier, in 1750, David Graham saw Clarissa as a threat to society and social order because the plots against Clarissa threatened "to undermine the foundations of all Laws, divine and human."
Modern political readings of the novel cover a broad spectrum; I list a few to illustrate:
- Angus Ross: her brother's behavior resembles that of James II.
- Maud Ellmann: Clarissa is an epic of incarceration; Clarissa's self-starvation parallels the Irish Hunger Strike of 1981, in which ten prisoners died.
- Terry Eagleton: Richardson's novels are part of the middle class attempt to win some ideological hegemony from the aristocracy (though, she admits, the Harlowes are gentry).
- Ian Watt: Clarissa represents the free and positive in the individualism encouraged by capitalism and Protestantism, as well as the spiritual independence of Puritanism. Standing alone, she confronts the forces of aristocracy, the patriarchal family, and even economic individualism (seen in Solmes, in her brother and sister, and in the Harlowe family as a unit). The inviolable self finally triumphs over the persecutions of Lovelace and the Harlowes and over the pressure of social institutions and public opinion.
- Christopher Hill: In the middle ages, marriage among the upper classes was based on political or economic (property) considerations. With the rise of capitalism and Protestantism, a new concept of marriage arose, the companionate marraige based on mutual affection. Clarissa examines the effect of marriage based on property and money, rather than marriage based on love–how individuals react to these concepts and how these concepts affect their relations with others. Property marriage may create contempt for the institution of marriage and stimulate the war of the sexes. He calls the novel "the supreme criticism of property marriage," though it is difficult to determine to what extent the criticism was intended.
- Arnold Kettle: The tragedy of Clarissa is connected to the social position of women. "Tragedy occurs when a situation arises which men, at the particular point in development that they have reached, are unable to solve. Such a situation in the eighteenth and nineteenth centuries–and the problem is not yet answered–was the growing consciousness of women of the necessity of their emancipation (by which is not meant mere formal emancipation, parliamentary votes, etc.), and the inability of class society to admit such freedom without destroying something essential to itself. Clarissa has to fight her family and Lovelace; they for their part cannot let her win without undermining all that is to them necessary and even sacred..... And it is because Richardson deals with a problem that continues that modern readers find him relevant and can enjoy his masterpiece."
Kettle's interpretation raises the question of whether Clarissa is in any way a feminist novel. Is, perhaps, Anna Howe a feminist or Richardson himself a feminist? Even if Anna is a feminist, does that necessarily make Richardson is feminist? After all, is she his spokesperson? In order to answer these questions, you must first define what you mean by feminism.
|Day 15 (M, Oct. 28)
||Richardson, Clarissa, pp. xix-86
Overview of Richardson and Clarissa
Political Readings of Clarissa
|Day 16 (W, Oct. 30)
||Richardson, Clarissa, pp. 86-172
|Day 17 (M, Nov. 4)
||Richardson, Clarissa, pp. 172-288
|Day 18 (W, Nov. 6)
||Richardson, Clarissa, pp. 288-360
Flight and Rape
|Day 19 (M, Nov. 11)
||Richardson, Clarissa, pp. 360-433
The End: Clarissa
|Day 20 (W, Nov. 13)
||Richardson, Clarissa, pp. 434-516
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Definition - What does Private Law mean?
Private law is the area of law that deals with the interactions and relationships between individuals, companies and associations. This is an alternative to public law, which deals with interactions between citizens and the government.
Torts between citizens are generally considered to be classified as falling under the realm of private law.
Justipedia explains Private Law
Despite the fact that private laws do not involve a citizen's relationship with the government, all citizens are expected to act in accordance with private laws. If a citizen disobeys a private law, then they may find themselves a defendant in a lawsuit.
For example, if a person causes thousands of dollars of damage to a plaintiff's boat and refuses to pay, then they may be sued by the plaintiff for damages. | <urn:uuid:ff79dd15-f775-4278-8685-85389968109a> | {
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Locating the German community in Little Germany poses to be a much harder expedition than expected as the community is nowhere to be seen. Like many ethnic enclaves, Little Germany is one of the many communities that declined and faded out of existence. Around the once centre of Little Germany, Tompkins Square Park, is a general residential population mostly composed of Mexicans and African Americans. The settling of non-German immigrants in the area is nothing out of the ordinary. In fact, the decline began in the late nineteenth Century.
Since the early nineteenth century, Little Germany was the largest German immigrants enclave in New York City. According to Burrows & Wallace (2006), by 1855 New York had the third largest German population of any city in the world, outranked only by Berlin and Vienna (p.175). This highlights the density of German descendants.
The area quickly escalated into an ethnic commercial district, as German pubs, bakeries and cabinet makers started to flourish. In 1855 Germans represented over 60 percent of all cabinetmakers, tobacconists (usually cigar makers), and barbers. In the same year they accounted for more than 50 percent of all bakers, shoemakers, locksmiths, tailors, and, of course, brewers (“Kleindeutschland: Little Germany”, n.d.). The density of the community gave rise to the popularity of the Staats-Zeitung, the largest New York German newspaper.
Some say that a community’s newspaper defines a community; that is definitely true in the case of Little Germany. Oswald Ottendorf, the owner of Staats-Zeitung, is one of the most well-known German-American philanthropists to come out of Little Germany. Ottendorf created the greatest and longest lasting influence on the community. According to the Landmark Preservation Commission of the Ottendorfer Library (1977), the Ottendorfer Library and the German Dispensary were the joint gifts of the Ottendorfers, Oswald and Anna Ottendorfer. Oswald Ottendorf even commented that he decided to erect a library in conjunction with the Dispensary as a means to thereby serve both the physical and mental well-being of the German community. This shows that cultural value of the Ottendorfer Library to Little Germany, which is further amplified by the fact that the two buildings are the only standing remnants of Little Germany.
The Ottendorfer Library and the German Dispensary have since been renamed to The Ottendorfer Public Library and the Stuyvesant Polyclinic Hospital. The adjoining historical buildings still reside at 135 and 137 Second Avenue in the East Village neighbourhood of Manhattan New York. Though Tomkinson Square Park technically should be the social centre of Little Germany, however, locals have since deemed the library the new centre.
On the walls of the two red buildings are now two bronze plaques which clearly depicts its historical context. The library has since been owned by the New York Public Library and served as its public branch. Though the exterior of the library seemed deserted and antiquated, the interior of the library is constantly bustling with local residence.
The library continued to serve as a multicultural hub for local residences, housing collections of English scholarly articles, Chinese historical movies, old German newspapers, just to name a few. It prides the librarians to continue to uphold Mr. Ottendorfer’s wish to serve the community’s mental well-being till this date.
As of most ethnic enclaves, Little Germany faced the inescapable fate of an aging community. Increased numbers of first generations of American-born Germans moved out of the area to settle in middle-class and upper-class neighborhoods. The decline would have been delayed were it not for a particular incident in 1904; the decline of Little Germany was since then catalyzed.
The General Slocum disaster was the largest disaster to have ever impacted New York prior the 9/11 terrorist attack. According to Stephen Evans (2014), The General Slocum was a large passenger steamboat that operated in since 1891. Its main function was to carry passengers across the East River of New York City.
On June 15, 1904, the General Slocum was carrying passengers from the St. Mark Evangelic Lutheran Church, a group of Christian German-Americans, to a designated spot for a church picnic. On the way across the river, the General Slocum malfunctioned, caught on fire, and sank, taking the lives of 1021 passengers on board. After the incident wiped out the social core of Little Germany, the local residences began to move out of the enclave.
If you happen to ask the local residents whether they knew what ‘Little Germany’ was, they might not know what you were referring to. Some say that some of these former residents moved to Yorkville, and some stayed in the Alphabet City area. However, till this date, there does not seem to be a German enclave in New York City that comes close to the ethnic intensity that of Little Germany. | <urn:uuid:4efa0a58-d3f8-4950-95fc-c005208fcaa7> | {
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How Do Photovoltaic Cells Produce Electricity?
Photovoltaic cells are the main component of a solar panel and where the actual conversion of sunlight into electricity takes place. Photovoltaic energy, which comes from the word photo, meaning light, and voltaic, the physicist Volta, is just another word for solar energy. So how photovoltaics work?
The simple explanation of how the conversion process works is that the cells are made of a semiconductor material which knocks electrons loose when it absorbs light. The electrons are then forced to flow in a certain direction, which is direct current. The power is picked up by guides attached to both sides of the cell. Let’s see how this works in more detail.
Most photovoltaic cells are made today from a semiconductor material called silicon. Since silicon itself is a poor conductor of electricity, it is mixed with other materials.
Silicon is mixed or doped with phosphorus to produce N-type silicon (N because it is a negative charge), which carry a much better than that of pure silicon. If silica is mixed with boron, the result P-type silicon (P is a positive charge).
photovoltaic cells fabricated as a wafer, with a side is composed of P-type silicon and the other side, N-type silicon. Because the electrons makeup is different in the two silicon, when these two sides in contact with each other, an electric field is formed therebetween, resulting in a separation of the two sides.
When sunlight on the photovoltaic cell, light photons are absorbed, the knocking loose electrons in the semiconductor material. The electric field pushes electrons from the P side to the N side and keeps them flowing in reverse. The electrons are all flows in one direction, causing a direct current.
With the flow of the electron current and the voltage caused by the electric field of the cell is supplied power, as measured by wattage. In order to be used, the current must be taken into account in an electrical circuit is formed by conductors which are connected to the positive and the negative side of the cell. Then you have electricity!
The top portion of a photovoltaic cell has an anti-reflective coating to reduce the reflection caused by silicon’s polished surface. Otherwise, the cell would only think of all the sunlight shining on it.
Source: http://ezinearticles.com/?How-Do-Photovoltaic-Cells-Produce-Electricity?&id=3345535 by Carol Mack | <urn:uuid:b74079b8-38b1-4af2-80bb-e5ea3f3ad725> | {
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1. How is Walden an expression of the transcendentalist vision?
2. Is the claim that the narrator of Walden is an anti-social recluse a valid one?
3. Describe how the narrator's financial "economy" is expanded to a philosophy of life.
4. What makes Walden a unified work of art rather than a "collection of eighteen essays"?
5. Discuss the seasonal metaphor that thematically unifies Walden.
6. Consider the significance of Walden Pond as a symbol.
7. What is John Field's debilitating problem?
8. Discuss the narrator's attitude toward the state.
9. Describe the narrator's reaction to the railroad.
10. What is the significance of the spring thaw at the railroad cut?
11. As described in Walden, what is wrong with American culture?
12. Discuss the significance of the narrator's bean-field.
13. Discuss the significance of Thoreau's use of the "I" voice in Walden. | <urn:uuid:828eb57e-34ac-4487-adff-d9b0206f2798> | {
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Annual bluegrass (Poa annua) stands as a prevalent and persistent weed in lawns, presenting challenges for homeowners and turf managers alike. Recognized for its fine-textured, bright green blades, this cool-season grass species disrupts the uniformity of lawns with its bunch-type growth habit and distinctive V-shaped seed heads.
The presence of annual bluegrass often signals the need for targeted management strategies, as its aggressive nature can compromise the aesthetic appeal and health of a well-maintained lawn. Come learn all you need to know about annual bluegrass so you can keep your turf defended against it!
Annual bluegrass looks identical to many types of turfgrass, especially before it matures and develops a seed head. It has narrow, light green blades that are slightly hairy or completely smooth, which roll up in the heat of the day. This rolled or "canoe" shape is one of the most reliable indicators of annual bluegrass, as it will likely differ from many types of desirable turfgrass. Spotting bunches or clumps in your lawn that appear lighter and more narrow than the surrounding grass is a good place to start when trying to identify annual bluegrass.
It grows between 6 and 12 inches tall at a much quicker rate than most turfgrass. The seed heads of annual bluegrass are very fine and delicate, often appearing feathery or cottony in both color and texture. These seed heads tend to be white or faintly light green in color, and they will appear on the plant in mid-to-late spring. Below are just a few key points to keep in mind when trying to spot annual bluegrass in your lawn:
Differentiating annual bluegrass from the surrounding turfgrass can be difficult, especially if the lawn is mostly made up of Kentucky bluegrass (pictured above). Annual bluegrass has much narrower leaves than Kentucky bluegrass. The leaf blades of annual bluegrass also have a rolled appearance, while the leaves of Kentucky bluegrass are flat. The roots of annual bluegrass are very shallow, while the roots of Kentucky bluegrass can grow up to 6 feet deep. Shallow roots are a notorious feature of most grassy lawn weeds, as they allow the weeds first access to nutrients and water in the soil.
Annual bluegrass can cause a variety of issues in lawns, ranging from a temporarily unsightly appearance to permanent damage. This grassy weed grows quickly and has shallow roots that make it difficult for your lawn to stay healthy or full. Annual bluegrass competes for resources and space with other grass in the area, and these shallow roots allow it to gain first access to nutrients and moisture in the soil.
As a cool-season grassy weed, annual bluegrass requires higher amounts of nutrients when its seeds try to germinate in lawns during hotter weather. Unfortunately, annual bluegrass is also able to thrive in cool-season lawns when most turfgrasses are going dormant. As a result of these factors, lawns are often left discolored, thin, and patchy due to a lack of adequate nutrition and/or space to grow.
Annual bluegrass will begin to germinate in late summer or early fall, when temperatures begin to cool down for the year. Once soil temperatures get down to 70 degrees or below, annual bluegrass seeds will begin to germinate. From germination, the seedlings will emerge in fall, go dormant during winter, and finish their life cycle the following spring, when temperatures get warmer. In late spring or early summer, annual bluegrass will flower and set seed, starting the cycle all over again for this annual grassy weed.
Annual bluegrass is commonly found in all types of turfgrass, including Kentucky bluegrass, tall fescue, and ryegrass, and it is common in lawns all across the country. This weed can be found in both sunny and shady areas of a lawn, but it prefers partially sunny areas with moist soil. Lawns with open, direct sunlight may have a better chance of withstanding annual bluegrass because it prefers indirect sunlight. This weed is commonly found in areas of a lawn that have been damaged or disturbed. Compacted and patchy lawns are also commonly home to annual bluegrass, as this weed thrives in areas that see heavy traffic.
Annual weeds do have enough time to develop overly complex root systems by which they can effectively spread an invasion through rhizomes and stolons, so they have to rely on seed production and distribution. Seeds can be dispersed by things as simple as foot traffic, irrigation, wind, and more. A single annual bluegrass plant is able to produce over 100 seeds in as little as 8 weeks, and each plant can produce over 350 seeds in a single season. Once seeds are distributed, dormant seeds can stay viable in the soil for up to 5 years.
Treating annual bluegrass in your lawn starts with good lawn care practices. Prevention is a more effective form of weed control than corrective measures, so make sure you call a lawn care provider to apply pre-emergent herbicides in fall, before seedlings emerge. Applying products containing bensulide, dithiopyr, and prodiamine can be effective at controlling annual bluegrass, but there are other ways to prevent the weed. Keep the following tips in mind, and be sure to call SKB for all your commercial weed control needs in Georgia! | <urn:uuid:d0496980-f99e-489e-ba17-6668c3ce1fd4> | {
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Information and communication technology (ICT) plays a vital role in making smart cities by making data that are collected through information technology components. The technology also named as internet of things (IoT), works by communicating between connected devices by exchanging data through the internet, wireless connections, and other communication mediums. IoT devices fetch data and implement it in a particular area in the process of making smart cities. The connected devices and sensors collect data from gateways installed in the smart-city and analyze the data for decision-making.
Following are some of the ways how big data can be used to be the foundation of a smart-city:
Security: The safety of the citizens is one of the top priorities in a city in any scenario. In any case of troubles, predictive analysis helps to handle the situation by recognizing where and when crimes are likely to happen by the study of historical and geographical data.
Planning: The sensors installed in the city display a clear picture of what is lacking in the city and how to improve it. A city needs an infrastructure to pinpoint where development is needed to become a smart one.
Transport: Traffic problem is one of the biggest obstacles in the transportation a city has. Big data can solve the problem by analyzing data, collected from transport authorities. Big data tools go through the patterns causing the traffic congestion. Also, it helps transport authorities with an intelligent way of reducing the problem.
Future proofing: A city can be smarter by urbanization. Automation can be used to handle traffic routine with real-time management and monitoring. Data collected from various sources can be used with high efficiency and less wastage.
Big data plays an integral role in the processing of data collection through IoT devices. Big data also helps in the future analysis to recognize the patterns and demands in the city. | <urn:uuid:1b1d69e9-3dc6-4cbd-83ce-23d4ab9ae9ff> | {
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This is a heart warming story of orphaned crows who were rescued by a veterinarian and her family one summer after their nest fell out of a tree near their home. The property owner put the nest back in the tree but the parents did not return after several hours. He called Kristy, a local veterinarian with a soft heart and a reputation for helping any animal in need. She sent her husband to watch the nest and the crows had not returned by nightfall.
After several hours on their own, it was clear that the babies were orphaned. They would not survive the night on their own so Kristy and her family adopted them. They fed them every few hours and the crows grew quickly. After a few weeks, they were able to fly and they spent their nights in the trees of Kristy's back yard. They still depended on the family for food and they came when called, screaming loudly for a meal. Like ravenous quadruplets, the crows demanded food at an incredible rate.
Knowing they would need to fend for themselves soon, the crows were taught to find worms and to eat berries from the bush. Crows are highly intelligent and these corvids learned quickly. This is Cameron, showing the crows how to select the ripest fruit. Unfortunately, they learned too well because they flew next door and cleaned out all the berries on Mrs. Hottner's berry bushes. They also pulled the cable out of the satellite receiver on the house, much to the amusement of Mr. Hottner. Crows are actually known for their sense of humour.
Incredibly, the crows learned to say the word ":hello" and they would perch in the trees, calling out when they saw their human friends. As smart as chimpanzees, crows can learn to speak.
The crows thrived and they successfully integrated into a wild crow family in the area. They flew south for the winter and the family missed them terribly. They wondered if the crows had actually left and if they were doing alright. But one warm day in spring, a familiar voice was heard, saying "hello". One of the crows had returned and took food that was left on a branch. They were no longer tame, which is as it should be, and they no longer sat on the shoulders of their human family, but they did visit occasionally. On several occasions, two distinct voices could be heard, indicating that at least two had made it through the winter. A camera left at the bird feeder the following year captured heart warming footage of one of the crows saying hello to a squirrel.
It is hoped that all four survived and are still doing well. It's rarer now, but the family still hears an occasional "hello" and they still see crows that let them get closer than a truly wild crow would.
Of all the animal friendships Kristy and her family have had, this is the most beautiful. | <urn:uuid:46fb3477-e1b9-4a04-a62d-30d04b3ad07b> | {
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Helping Children Be Truthful
—Dr. Linda Fuhrer
Lying, as with most human behavior, serves a purpose. Observing circumstances in which children lie gives insights into those purposes.
Why Children Lie
Children who are accused of actions they know will produce unpleasant consequences may lie to avoid punishment. When you ask, “Mary, are you doing your assignments?” lying is a ready option.
A child who tells the class she received hundreds of toys for her birthday wants to feel she is important.
When a child expresses dislike for another pupil, a teacher often reprimands him for his feelings. Then the child may immediately state he likes the other person. His conclusion is that it is better to lie than to be honest about how he feels.
The Importance of Truthfulness
A basic characteristic of God is truth. As Christians we rely on God’s Word. By emphasizing how important it is that we can always trust God, we build a foundation to show that He wants us to be truthful at all times.
Plan to teach your students the value of telling the truth through Scripture verses and stories that demonstrate the benefits of honesty and the consequences of lying. Use real-life situations as stepping stones for class or individual discussion.
What to Do When Children Lie
Discuss the problem surrounding the lie
Explain to the child that by his telling the truth you will be better able to help him. Begin with, “I want to know just what took place from beginning to end.” Ask specific questions about what has been said, indicating any aspects of the story you find unbelievable. Focus questions on the story rather than accusing the child or pushing him to confess.
Determine the reason he lied
By discovering what prompted the lie you can often prevent future lying.
If the child’s lie is a way of attaining attention, focus on the wishful thinking rather than the punishment. You could say, “You wished you had received hundreds of toys, didn’t you?” Giving the child praise and helping him feel he is valuable to the class will remove his need to lie in order to feel good about himself.
If the child lies to avoid punishment, state facts rather than asking a question. You could say, “Mary, I see you are drawing rather than doing your workbook assignment.” When you rebuke a child for saying something unkind and he immediately reverses his feelings, don’t be too quick to praise him. Pray with him about his need to be kind; then take time to observe his actions.
Discipline the child
Use appropriate discipline to discourage lying. Children must learn that lying will probably not succeed and often works to their disadvantage. Lies used to cover up other sins should have dual punishment: one for the original misbehavior and another for the lying. Be sure to point out to the child that if he had told the truth the penalty would have been lighter.
Direct children to our loving God
Any discussion about lying should turn to God’s Word, His love and forgiveness. Encourage children to tell the truth because God loves them and desires the best for their lives. Emphasize that God loves truth and hates lying but He loves the person—even when he lies—and waits to forgive him if he will confess his sin.
What God Says about Lying
Proverbs 6:16-19; 12:19, 22
Stay Connected with CEF
Subscribe to our email lists to receive updates, news, and stories based on your needs and interests. | <urn:uuid:929b8fab-a53a-48c0-b004-84f3da44ce9b> | {
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Lockdown and Social Media
Social media began, as the name suggests, with the intention and aim of connecting people. One could meet old, long-lost friends, or make completely new connections with the same ease, regardless of time and space, on the numerous platforms that constituted this new kind of media.
It may be a cliché to say so, but social media did revolutionize communication. It also opened opportunities for the masses – who would otherwise have been simply consumers – to be creators and shape narratives previously crafted and curated by traditional media executives.
It became a shining example of what humanity was capable of. It defined and shaped entire generations and cultures.
But this was not to last. Like all things, including good ones, social media grew a bit too much. From the hero that saved people from the cold impersonality of traditional media that had been subject to gatekeeping, it became the villain.
Social Media and Isolation
In their book Introduction to Psychology, Dennis Coon and John Mitterer explain social thinking and social influence. Humans in social context think in terms of roles, in the case of social media, leaders, and followers. Social media forms a perception of the real world by superimposing artificial and unrealistic standards.
These standards force the group structure (society/followers) to form cohesion, norms, and social conception – gradually forcing an attitude change through persuasion and coercion.
First, people became addicted to it, as they would to alcohol, drugs, and tobacco, raising similar concerns. And then came the (too many) astonishing and ironic revelations that social media caused widespread feelings of isolation among its users. People in the artificial bubble of interconnectedness were suffering from loneliness.
To some, this outcome seemed apparent, as they saw virtual contact on social media platforms replace actual, physical, real-world interactions and connections among people. The control it gave people to tell their stories and present themselves was far more than was available to them in real-world interactions, and falsification began to seep in. This was swallowed by most viewers as true.
FOMO (fear of missing out), a playful and teasing acronym, became a significant factor contributing to declining mental health, fueling feelings of inadequacy and envy, and eventual isolation. Where people had earlier turned to for something they could relate to, they found only a version far from that.
At a time when social media was beginning to be reviled more widely than before in light of the revelations about it and isolation, it found its opportunity for redemption – the Covid-19 pandemic and the lockdowns it brought. Panic and chaos ensued as people were thrown into entirely new circumstances and were forced to refrain from actual contact, and to physically isolate themselves from each other.
The Redemption of Social Media
Social media came on its own at this time. It continued to replace real-world interactions, but in a way that was far more meaningful than before. It became more of a need than a fun and entertaining option. Apps and online services for video calling and messaging, such as Zoom, received much more attention and use than they did before the pandemic. Education and work shifted to online platforms as well and utilized these platforms.
There was also a shift in the content produced and put up on social media. Where previously it had largely been dominated by images and videos of people living their best lives (and likely masking their internal and private struggles), everybody was now in, more or less, the same boat.
Posts became much more relatable and uplifting. Hope and motivation were the main themes of content that went viral, such as a Scottish grandmother’s message of reassurance and advice to her grandchildren, and whole neighborhoods joining in singing songs from their balconies and windows.
People now posted about their struggles with anxiety and fear or their daily schedules during the lockdown rather than their trips to amazingly exotic places or equally exotic and jaw-dropping parties and gatherings.
There was a rise in the collective mindfulness of people – online support groups for people and mental health were widely promoted. There were also reminders to simply care for the people who might need more attention, such as neighbors who were seniors. Appreciation for both medical and non-medical essential workers – who are otherwise close to invisible to most – shot up as well.
While news became more and more anxiety-inducing, social media, more than TV or movies, gave people an out from the all-consuming “doom-scrolling”. Motivation about the very specific situation everyone found themselves in could be easily found.
There was also stress relief in the form of the Internet and social media’s particular brand of user-produced humor. Memes about the pandemic, and the bizarre behaviors the situation induced cropped up a dime a dozen across all platforms. Very soon, “challenges” and dance trends spread too.
Even the most harried group on earth, medical professionals, joined in the fun. Clips of PPE-clad doctors and nurses executing ridiculous dance moves during their breaks spread like wildfire. Humor also came in the form of user errors while video conferencing, caused by having to adapt to this ‘new normal’ in a short amount of time.
Authority figures such as the police, the WHO, and government officials too upped their engagement on social platforms. Their accounts and handles became sources of important, trusted information, even as misinformation (a continuing downside of social media) swirled. They also allowed prompt responses to individual cases and queries – sometimes, intentional or unintentional humor could be found(often the latter).
As feel-good material gained traction on social media, big brands adopted it too. Rather than trying to plug their worries into people whose financial circumstances were decreasing their ability to spend, brands too produced uplifting content. Many also used their online visibility to engage in CSR (corporate social responsibility) at a time when people needed it most.
Some of the most severe disadvantages of social media have not gone away. Misinformation, divisive arguments and campaigns, and trolling are still going strong. However, there is very little doubt about it – social media went a large way towards mitigating the intensity of the situation for people who might have suffered a lot more without it. To the many, many people forced to isolate themselves, it became the only means to feel less lonely in a time of heightened anxiety and stress.
5 Ways Social Media Affects Teenagers Mental Health | <urn:uuid:048ae225-8291-4d70-91e7-d381321c71da> | {
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Home base on the moon. Boot prints on Mars. Visits to asteroids. With the world’s spacefaring nations looking beyond the space station to envision human missions to increasingly distant destinations, scientists have already begun to tackle the many challenges of sending humans farther and farther from our home planet. Missions to the space station have made substantial contributions to our knowledge of how the human body adapts to microgravity for 3, 6 or even 12 months; however, taking steps deeper into our solar system will require much longer expeditions. A human mission to Mars, for instance, will likely mean a 6-month journey each way, coupled with a stay of about 18 months on the surface of the planet. | <urn:uuid:5e2d707d-c80a-48ce-a40a-ecdbf98fd4b3> | {
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What Is a Pigment?
Pigments are molecules that make up the colors of all objects. Plants, animals and minerals have been used to color objects since ancient times.
Giving color to all beings in the ecosystem, pigment molecules interact with all light sources, especially the sun, and exchange energy. Color molecules need a light source to be triggered.
Pigments, which are widely used in a range of industries, including but not limited to, textile, medicine, food, cosmetics, paint, ink, photography and paper, are also used as colorants in the plastics industry.
Based on their composition, pigments are divided into two: Organic and Inorganic. In addition to these two types of pigments, there are also Solvent Dyes and Effect Pigments that are used as dyestuffs.
Organic Pigments: These are the pigments that contain carbon, hydrogen, nitrogen and oxygen in their chemical composition. Organic pigments are composed of mineral compounds and are present in soils and rocks. The manufacturing process consists of washing, drying, pulverizing and combining into a formulation. While this pigment type that has been used for coloring purposes for centuries has bright and high dyeing capability, it is weaker than inorganic pigments in terms of heat and light resistance.
Inorganic Pigments: As referred from their name, these types of pigments are exactly the opposite of organic pigments and consist of oxides of non-ferrous metals or metal salts that are insoluble in some metals. These are Carbon black and metal oxides or salts, such as iron, titanium, barium, zinc, cadmium and lead. Inorganic pigments are produced using petrochemical or natural resources. They have a range of properties, such as high color resistance, heat and light stability, opacity, weather and chemical resistance, and resistance to substrates. Inorganic pigments are more durable than organic pigments. Additionally, they can withstand exposure to chemicals and sunlight longer since they contain mineral compounds.
Solvent Dyes: These are soluble dyestuffs. Due to their solubility, they provide highly saturated and opaque shades. They are highly resistant to heat, color and UV lights.
While Solvent Dye products have a limited general area of use due to their incompatibility with polyolefins, they are very commonly used in engineering plastics.
Effect Pigments: These are pigments that produce eye-catching glitters to render objects more appealing as well as coloring them. The glittering appearance is mainly caused by their crystal structure reflecting the incoming light from different angles. Metallic, Pearlescent, Fluorescent and Glitter Effect pigments are mostly used in the plastics industry. | <urn:uuid:0426f933-a696-486f-8a3b-ad796c199281> | {
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The colon is part of the body's digestive system, which consists of the esophagus, stomach, the small and the large intestines the first 6 feet of the large intestine are called the colon or the large bowel while the last 6 inches are the rectum and the anal canal. Kids can learn key concepts about the human digestive system through a video filled with lots of information and engaging visuals after kids complete a game level, they have to answer two quiz questions. Nervous system anatomy: special senses- eyeball anatomy and physiology 2 anatomy model walk through for digestive system overview/flythrough of special senses.
Sense organs there are five senses: sight, hearing, taste, smell and touch there are organs connected with these sense that take in information that is sent to the brain so that the body can act on it. If one sense is not working due to an accident or illness, then other senses will take over or become stronger to make up for the missing sense the five senses are: taste, sight, touch, smell, and hearing. To describe the functional divisions of the nervous system, it is important to understand the structure of a neuron neurons are cells and therefore have a the senses we think of most are the “big five”: taste, smell, touch, sight, and hearing neural tissue associated with the digestive system that is responsible for nervous. Sight, sound, smell, taste, and touch: how the human body receives sensory information the nervous system must receive and process information about the world outside in order to react, communicate, and keep the body healthy and safe.
Anatomy and physiology of the digestive system the digestive system is basically a tube running through the body from the mouth to the anus the organs of the digestive system include the oral cavity (mouth), esophagus, stomach, small and large intestine and rectum. Special senses the vertebrate visual system taste and olfaction hearing and equilibrium digestive system overview of the digestive system nervous system of the digestive system the female reproductive system physiology of the female reproductive system. The abilities to see, to hear, to smell, and to taste are all possible because of sensory receptors, or special nerve cells or endings of the peripheral nervous system (part of the nervous system consisting mainly of nerves that extend from the brain and spinal cord to areas in the rest of the body) sensory receptors respond to a stimulus by converting that stimulus into a nerve impulse. Learn anatomy physiology essay questions with free interactive flashcards choose from 500 different sets of anatomy physiology essay questions flashcards on quizlet. Special senses jointsgraphic organizer skeletal system06 skeletonbarney digestive system notes digestivesystem pathwayofdigestion darwin rubric for conclusion for fetal pig essay structureofalongbonelab integsysnotesblanks skinmusclebonesfillinnotesinfo anatomical position digestive system quiz digestivesystem2.
The digestive system breaks down the food we eat so we can use it as energy go through each part of the digestive system: mouth, esophagus, stomach, small intestine, and large intestine. Anatomy carreer essay 1 anatomy notes anatomyflashcards for cell brain notes brain project digestive system notes digestive system part ii chemistry cells and tissues dissection project endocrine system endocrine system endocrine system flash cards endocrine system no blanks nervous system notes special senses ch 12 eye, ear. In this article we will discuss about:- 1 structure of fasciola 2 body wall of fasciola 3 digestive system 4 excretory system 5 nervous system and sense organs 6 reproductive system 7.
Learn and practice with essay quiz activities pal 30 navigate to the digestive system area in the following pal 30 modules: human cadaver, anatomical models, histology, cat, and fetal pig mp3 tutor sessions digestion and absorption interactive physiology with quizzes. The human anatomy and physiology course is designed to introduce students pursuing careers in the allied health field to the anatomy and physiology of the human body. Saliva is the first digestion process of the whole digestive system which is important as it facilitates the efficiency of the digestion in the later part because in the mouth, mechanical and chemical digestions occurs.
By eric brahm julian ouellet september 2003 at the center digestive system essay of any society's culture are basic agreements about cooperation between its members many scholars have узнай подробности free digestive system papers, essays, and research papers. The digestive system is made up of the digestive tract -- which is, according to the national institutes of health, a series of hollow organs joined in a long, twisting tube from the mouth to the anus -- and additional organs that are part of the system that helps humans break down and absorb food (national institutes of health -- nih, 2009. The function of the digestive system is to breakdown food, so nutrients can enter the blood and lymph system to start this process, we have to start with the mouth, when food is put in to the mouth you start the process of digestion, the structure of the mouth is made up of the lips, teeth, tongue, salivary glands, soft palate and pharynx.
The sense organs take in sensory information that gets sent to the brain, and the body acts on these messages the sense organs are those responsible for the ability to experience the five senses, which are touch, smell, taste, hearing and sight the eye is the sense organ associated with sight, and. The ccc foundation offers numerous ways to support clinton community college, including contributing to the annual fund, sponsoring a special event, making a gift in kind, funding a scholarship, creating an endowment, making a planned gift, or participating in the many events and activities for alumni and the community. Bio 160 ‐ digestive system handouts the digestive system functions ingestion—taking in food digestion—breaking food down both physically and chemically absorption—movement of nutrients into the bloodstream defecation—rids the body of.
Special senses jointsgraphic organizer skeletal system06 skeletonbarney digestive system digestivesystempartsofassign catdissectionlab frogdissection05 sheep heart dissection lab blackline 2 2 4skin thank you so much for being part of the betterlesson community we will use your feedback to improve the experience for every teacher on. The digestive system of modern reptiles is similar in general plan to that of all higher vertebrates it includes the mouth and its salivary glands, the esophagus, the stomach, and the intestine and ends in a cloaca of the few specializations of the reptilian digestive system, the evolution of one. Human physiology/appendix 1: answers to review questions from wikibooks, open books for an open world name and describe the importance of the cutaneous senses the cutaneous senses are touch, pressure, heat, cold and pain both the nervous system and various digestive system hormones 9 the function of the ileum is a) absorb nutrients. Special senses a clear distinction is now made between receptor cells and receptor proteins question 106 was corrected to refer to the middle, rather than inner, ear. | <urn:uuid:b4a1775c-10f3-423a-b011-5ab760c4d2c0> | {
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The memory of Israel’s exodus from Egypt runs so deeply and clearly in the Book of Mormon that it has naturally drawn the attention of modern students. A major focus of recent studies has fallen on the departure of Lehi’s family from Jerusalem as a replication, almost a mirror image—even in small details—of the flight of the Hebrews.Such interest is reasonable because Nephite teachers themselves drew comparisons between Lehi’s colony and their Israelite forebears. For instance, in an important speech, King Limhi referred to Israel’s escape from Egypt and immediately drew a parallel to Lehi’s departure from Jerusalem (Mosiah 7:19–20). Alma, in remarks addressed to his son Helaman, also consciously linked the Exodus from Egypt with Lehi’s journey (Alma 36:28–29). More than once a prophet or teacher who wanted to prove to others that divine assistance could be relied on appealed to God’s acts on behalf of the enslaved Israelites. This replication was the technique used by Nephi, for example, in his attempt to convince his recalcitrant brothers that God was leading their father, Lehi (1 Ne. 17:23–35). Furthermore, it was teachers in the Book of Mormon who first saw that the Exodus—the most wondrous of all God’s acts on behalf of any people—was to be transcended by the grandeur of the Atonement. In what follows, I propose to sketch out some of the primary colors of the wonderfully variegated vista of the Exodus that is portrayed in the Book of Mormon.
Lehi’s Family Reenacts the Exodus
There is no clear statement indicating that the members of Lehi’s immediate family understood that their departure from Jerusalem was a reenactment of Israel’s flight to freedom. It is necessary, therefore, to sift through the evidence piece by piece.
In the one passage that might form the base of an argument for conscious reenactment, 1 Nephi 4:1–3, the comparisons are rather narrowly drawn.Chapter four opens with Nephi’s brief address of encouragement to his brothers, who were understandably discouraged after their second unsuccessful attempt to obtain the plates of brass from Laban. Declaring that the Lord could overcome the strength of Laban and any fifty of his men, Nephi mentioned Moses and the miraculous crossing of the sea that led to deliverance for the Israelites and to death for “the armies of Pharaoh” (4:2). Nephi then tried to shore up his brothers’ resolve by pointing out that they had also been instructed by an angel, then added that “the Lord is able to deliver us, even as our fathers, and to destroy Laban, even as the Egyptians” (4:3). With these words, Nephi made clear his belief that the Lord would assist the efforts of his brothers and himself just as He had aided their Israelite forebears. But that is as far as Nephi pursued the analogy. Even so, commentators from Hugh Nibley to Tate and Szink have drawn together an impressive array of evidence that points to Lehi’s exodus as a replication of that of the Israelites. But it was not Nephi or Jacob, members of Lehi’s immediate family, who made this connection explicitly; instead, it was others who came five hundred years later. In the writings of Nephi and Jacob, however, allusions plainly abound, and I believe the case for conscious reenactment can be made by examining the total picture in a way that accurately represents the views of the founding generation as well as the views of later Nephite writers.
We can list an extended series of similarities and echoes between the experiences of the Israelites and those of Lehi’s family: the call to the responsible leader through a revelation accompanied by fire (Ex. 3:2–4; 1 Ne. 1:6); the despoiling of the Egyptians and the taking of Laban’s possessions (Ex. 12:35–36; 1 Ne. 4:38; 2 Ne. 5:12, 14); deliverance on the other side of a water barrier (Ex. 14:22–30; 1 Ne. 17:8; 18:8–23, in which the driving wind surely is divinely directed); an extended period of wandering (Ex. 16:35; Num. 14:33; 1 Ne. 17:4); complaints along the way (Ex. 15:24; 16:2–3; 17:2–3, etc.; 1 Ne. 2:11–12; 5:2–3; 16:20, 25, 35–38; 17:17–22); outright rebellion (Num. 16:1–35; 25:1–9; 1 Ne. 7:616; 18:9–21); and a new law that was to govern the Lord’s people (Ex. 20:2–17; 1 Ne. 2:20–24; etc.). Of course, other similarities and allusions could also be listed.
However, in order to demonstrate decisively whether members of Lehi’s family were aware of the high drama of their own exodus, several factors must be taken into account. Nephi wrote his two books on the small plates apparently within a fixed period of his life, some thirty years after departing from Jerusalem (2 Ne. 5:28–32). As a result, the full account of 1 and 2 Nephi must be seen holistically, Nephi having benefited from many years of reflection and from writing in his other, more detailed account of the same incidents (2 Ne. 5:29, 33). Considering Nephi’s knowledge as he wrote the narrative brings us to a tricky issue: was there a gradual or a sudden dawning in Nephi’s consciousness that, in Tate’s words, he and “his own family [would] replicate the Exodus?”We do find constant reminders of the Exodus throughout Nephi’s narrative, both by direct reference, as Tate and Szink have shown, and through language and description that are at home in the biblical account. Nevertheless, since we possess no undeniably explicit statement from Nephi—or from Jacob his brother, for that matter—but do possess a substantial number of allusions and quotations connected to the exodus account, the case must be made cumulatively.
Nephite Bondage and the Exodus
The exodus pattern occurs also in the account of the Nephite colony that left Zarahemla under the leadership of a man named Zeniff (Mosiah 7–24). The avowed purpose of the colonists was to return to the land of Nephi, where Nephite civilization had grown up, in order “to go up to possess the land” (Mosiah 9:3).In this account we read of the subsequent escape and return to Zarahemla of two different groups of colonists. One consisted of the people who followed Alma. They fled from the armies of King Noah (Mosiah 18:31–35; 23:1–5, 19) and later from Lamanite captors. The second group was led by King Noah’s son Limhi, who, with the aid of sixteen warriors from Zarahemla, also eluded their Lamanite overlords (Mosiah 22:1–13). In each case, the text makes it clear that the Lord orchestrated events and maneuvered people in the period leading up to deliverance from bondage.
This is precisely the way events in the book of Exodus are to be read.For example, the Hebrew slaves in Egypt quickly learned that Pharaoh and his officers could not be trusted to maintain longstanding agreements. The Nephite colonists similarly viewed themselves as victims of capricious overlords. Limhi explicitly compares the Nephites to the captive Israelites in his impassioned speech at the temple in the city of Lehi-Nephi where he rehearses what God has done for His two peoples in the past, referring first to the events of the Exodus from Egypt and then to the events of Lehi’s departure from Jerusalem:
Lift up your heads, and rejoice, and put your trust in God, in that God who was the God of Abraham, and Isaac, and Jacob; and also, that God who brought the children of Israel out of the land of Egypt, and caused that they should walk through the Red Sea on dry ground, and fed them with manna that they might not perish in the wilderness; and many more things did he do for them. And again, that same God has brought our fathers out of the land of Jerusalem, and has kept and preserved his people even until now.
Turning next to the situation of his own people, Limhi notes that the Lamanite king had entered into an agreement with his own grandfather “for the sole purpose of bringing this people into subjection or into bondage” (Mosiah 7:22). Limhi clearly saw the parallels between the difficulties that the people of his colony faced in their bondage and those that both the earlier Israelites and the family of Lehi had faced. Of course Limhi knew the reason for the suffering of his people. He laid it squarely at the feet of his father and the earlier generation’s rejection of the word of the Lord brought by the prophet Abinadi (Mosiah 7:25–28).Even so, King Limhi was determined to escape, and he was given hope by the successes of his forebears (Mosiah 7:33).
Several similarities between the Israelite exodus and that of the two Nephite colonies are immediately obvious. In all instances the captives escaped into the wilderness with flocks and herds (Ex. 12:32, 38; Mosiah 22:10–11; 23:1; 24:18). Escaping with their livestock was no small matter, for according to David Daube, taking one’s possessions was one of the rights of a slave when freed.In addition, according to Psalm 105:37, there was not a feeble person among the departing Hebrew slaves, a clear indication of God’s care and protective guidance. The same is plainly implied about the flight of everyone in the two Nephite groups. Furthermore, the Lord softened the hearts of those who stood in the way of the captives’ departure, and the Lamanite overseers and guards treated their captives more gently and kindly (Ex. 11:3; 12:36; Mosiah 21:15; 23:29). Finally, and perhaps most important, in each instance the events prior to departure were orchestrated by the Lord on his terms, a clear feature of the exodus narrative. For instance, even when sixteen soldiers arrived from Zarahemla, Limhi was quick to recognize in his speech at the temple that the way out was not with the aid of swords or armor. As a matter of fact, he instructed his people to “put your trust in God, . . . that God who brought the children of Israel out of the land of Egypt” (Mosiah 7:19).
It is possible, indeed, to see Alma the elder as a type of Moses. While I do not wish to press this point too far, the parallels are intriguing. Each was a member of a royal court and was forced to flee because of an injustice. Each led his people from the clutches of enslaving overlords. Each led them through the wilderness to the land from which their ancestors had originated. Moreover, each gave the law to his people and placed them under covenant to obey the Lord.In addition, because of his unusual spiritual gifts, Alma was commissioned by King Mosiah, whom he had never met prior to his arrival in Zarahemla, to lead and direct the affairs of the church there, even superseding in position and authority those priests who surrounded Mosiah and were obviously in positions to influence and make policy. Moses, too, was placed by the Lord at the head of his people who had been served by other priests.
One of the most important Book of Mormon passages consists of the Lord’s assurances to a troubled Alma. This passage further underscores the connection with Moses. In this case, Alma was seeking to know what to do with members of the church who had gone astray and forsaken their covenants. Even though by this time Alma and his people had been delivered from physical bondage years before, in his reply to Alma’s prayers the Lord makes certain kinds of promises for those who are willing to bear his name and remain faithful to their covenants. And these promises are guaranteed in a particular way: by the Lord using his name “the Lord” as the ultimate assurance that he could be trusted (Mosiah 26:26).I, my, and mine, which stand out in this part of the account. A similar phenomenon occurs in the sixth chapter of Exodus, beginning with verse 1 and ending with verse 8. Here, too, a prophet—Moses—has come before the Lord with a troubled heart. To be sure, the occasion of his appeal to God is different, for in this instance he is simply seeking to learn why Pharaoh has succeeded not only in rejecting and rebuffing him but also in making life more difficult for the Hebrew slaves. From Moses’ query (Ex. 5:22–23), it is evident that he had initially thought that he would have an easier time overcoming Pharaoh’s intransigence. In the Lord’s answer to Moses, there is a striking series of pronouns in the first person, a divine response richly clothed with references to I and my. Perhaps most importantly, as a signal both to Moses and to Alma, the Lord identifies himself by saying, “I am the Lord,” the ultimate assurance to the hearer that God is to be trusted and relied upon.Beginning in verse 17 of chapter 26 and continuing to the end of the Lord’s revelation in verse 32, there is a consistent pattern of the pronouns
Thus there are a number of strands running through these chapters of Mosiah that not only chronicle the stories of a Nephite colony in the land of Nephi, but that also lead the reader to understand that the colonists’ escape and deliverance from bondage are to be understood as something of a reenactment—and thus a reassurance—of an earlier age, an earlier people, an earlier series of acts by a kind God towards a downtrodden people. Doubtless Mormon, the editor of these reports, saw an important purpose in narrating them. He himself may have taken comfort from their content, seeing as he did his own people charging toward the abyss of extinction (Morm. 5:1–5; 6:17–22). In these accounts, he must have seen a story of hope for those who stand in need of divine deliverance.
Exodus as Proof of God’s Power
Nephite teachers and prophets also cited the exodus account as a proof of God’s ability to fulfill his promises. God’s faithfulness is apparent in Nephi’s remarks of encouragement to his despairing brothers (1 Ne. 4:1–3) and in several other passages. For example 1 Nephi 17 chronicles the arrival of Lehi’s family at the seashore, the Lord’s command to Nephi to build a ship, and the brothers’ belligerent reaction to this news. Nephi’s rather long response offers the exodus experience as his first and chief proof of “the power of God” and the power of “his word” (vv. 23–51). Again in 2 Nephi 25:20, Nephi refers to elements of the exodus experience—specifically the healing of those bitten by the poisonous serpents that had invaded Israel’s camp (Num. 21:6–9)and the miraculous flow of water from the rock struck by Moses—as surety of God’s unerring power.
Nephi, son of Helaman, also draws upon the exodus tradition in words spoken while he was upon the tower in his garden. His audience consisted largely of passersby (Hel. 7:11–12) and included “men who were judges, who also belonged to the secret band of Gadianton” (Hel. 8:1). After he had warned his hearers that, because of their sins, they could expect destruction (7:22–28)—a fact he knew by revelation (7:29)—he was rebutted by those who claimed “that this is impossible, for behold, we are powerful, and our cities great, therefore our enemies can have no power over us” (Hel. 8:5–6). In his response to these notions, Nephi unfolded a series of proofs, all drawn from scripture, to the effect that God has power to fulfill his word.His chief example consisted of the exodus account, specifically the miracle at the sea:
Behold, my brethren, have ye not read that God gave power unto one man, even Moses, to smite upon the waters of the Red Sea, and they parted hither and thither, insomuch that the Israelites, who were our fathers, came through upon dry ground, and the waters closed upon the armies of the Egyptians and swallowed them up? (Hel. 8:11)
Thus far, Nephi had only drawn attention to this single incident to demonstrate God’s marvelous power over nature and people. But for his immediate purposes, he carried it one step further: “And now behold, if God gave unto this man such power, then why should ye dispute among yourselves, and say that he hath given unto me no power whereby I may know concerning the judgments that shall come upon you except ye repent?” (Hel. 8:12). With this comment, Nephi makes it clear that the acceptance of God’s power as manifested at the Red Sea also leads to acceptance of his ability to reveal or make known “the judgments that shall come.” In other words, it is the same divine power that brings about both the miracles and the revelations of what is yet future. Nephi subsequently points out another event associated with the Exodus, the raising of the “brazen serpent in the wilderness,” that points prophetically to the coming Son of God (Hel. 8:14–15). Most important for our discussion, once again, is the centrality of the Exodus as a proof.
The final passage I shall review in this light appears in the instructions of Alma the younger to his son Helaman (Alma 36).bondage, captivity, and afflictions on the one hand, and trust, power, and deliverance on the other. At the heart of this chapter, of course, lies the remarkable story of Alma’s dramatic conversion, in which he was “born of God.” And this story, as Alma recounts it, includes reminiscences of the Exodus. For instance, he testifies that trusting in the Lord leads to divine support and deliverance (vv. 3, 27). Further, Alma’s early life was characterized by rebellion, certainly a dimension of Israel’s experience. In addition, the matter at issue in the Lord’s intervention with Alma was not His own worthiness. The same must be said of the Israelites. Finally, the entire chapter consists of Alma’s recitation of his own story; it therefore resembles in a general sense the memorized recitations learned by Israelites of God’s wondrous acts performed on their behalf during the Exodus.This passage has been examined by others, though with a different set of questions. The first and last verses in this chapter restate the promise that “inasmuch as ye shall keep the commandments of God ye shall prosper in the land.” The last verse adds, “And ye ought to know also, that inasmuch as ye will not keep the commandments of God ye shall be cut off from his presence” (Alma 36:30). These scriptures summarizing the teachings of Alma concerning promises and penalties find a detailed counterpart in Moses’ last instructions to his people in the book of Deuteronomy. Significantly, the Israelites were about to take possession of a promised land, and Moses’ words were not only full of promises to those who would obey the Lord, but also bristling with penalties for those who might disobey. Thus even the words that open and close Alma 36 are linked to the larger exodus experience. Moreover, verses 1 and 2, along with verses 27 and 29 at the chapter’s end, all speak of God’s marvelous power to deliver and support those in bondage and afflictions. The key terms are words such as
Exodus and the Atonement
A review of Alma 36 leads naturally to the observation that the Exodus was linked typologically to the effects of Jesus’ atonement. Alma’s autobiographical recitation of his experience here, joined with the biographical account narrated in Mosiah 27, forms a transparent example.As I have noted, Alma’s rehearsal of his remarkable experience of being born of God (Alma 36) is bracketed by both the mention of the Deuteronomic promise of prosperity (vv. 1, 30) and the appeal to his son Helaman to remember “the captivity of our fathers” (vv. 2, 28). Between these brackets, Alma recalls his experience in a way that not only demonstrates the effectiveness of the Atonement before Jesus worked it out but also links his deliverance from the bonds of sin to Israel’s deliverance from the bondage of slavery.
As far as I can determine, Jacob, son of Lehi, was the first writer to link exodus language with the Atonement. Although any discussion is limited to the texts selected and edited for the Book of Mormon record, and although it is possible that someone else in Jacob’s family—such as his father or elder brother Nephi—saw the connection initially, the texts at hand point directly to Jacob.
The tie between the two concepts is made in Jacob’s long speech in 2 Nephi 6–10. In this address, Jacob quotes Isaiah 50:1–52:2, a passage that speaks of Israel’s new exodus or gathering when “the Messiah will set himself again the second time to recover” the house of Israel (2 Ne. 6:14). These particular verses of Isaiah brim with allusions to the Exodus even as they speak of the gathering. After quoting this extensive segment from Isaiah, Jacob turns to “things to come” (9:4), first reviewing the implications of the Fall (vv. 6–9) before he turns to address the broader picture that includes the “power of resurrection” (v. 6) and the “infinite atonement” (v. 7): “O how great the goodness of our God, who prepareth a way for our escape from the grasp of this awful monster; yea, that monster, death and hell, which I call the death of the body, and also the death of the spirit” (2 Ne. 9:10). The notion of “our escape,” while not mirroring specific vocabulary associated with the Exodus, certainly evinces the image of Israel’s flight from Egypt. And Jacob’s use of the phrase I call plainly indicates that this association of the second exodus, spoken of in the prior two chapters, with the Atonement is an interpretation that he has arrived at independently of others. At this moment Jacob chooses to illustrate how closely these ideas are linked together:
And because of the way of deliverance of our God, the Holy One of Israel, this death, of which I have spoken, which is the temporal, shall deliver up its dead; which death is the grave. And this death of which I have spoken, which is the spiritual death, shall deliver up its dead; which spiritual death is hell; wherefore, death and hell must deliver up their dead, and hell must deliver up its captive spirits, and the grave must deliver up its captive bodies, and the bodies and the spirits of men will be restored one to the other; and it is by the power of the resurrection of the Holy One of Israel. (2 Ne. 9:11–12; italics added)
The first word that catches the eye in this passage is deliverance, a term whose verbal root is fully at home in the exodus narrative. An apparently related verbal form then appears four times as “deliver up” in the next few lines. Moreover, the adjective captive obviously echoes Israel’s bondage. Even though this term does not appear in the exodus narrative per se, it is used in Isaiah’s prophecy concerning the new exodus (Isa. 51:14), which Jacob has just quoted (2 Ne. 8:14). In addition, the notion of being “restored,” while again not reflecting specific vocabulary associated with the Exodus, is certainly the central notion lying behind the concept of a new exodus or gathering back to former lands. Indeed, Jacob plainly understands the issue in this way because he observes that those “carried away captive” from Jerusalem “should return again” (2 Ne. 6:8–9) and that “the Messiah will set himself again the second time to recover them” (6:14).
It is worth noting that the whole of Jacob’s address is laced with allusions to and echoes of the Exodus. At the outset, he states that he will speak “concerning things which are, and which are to come” (6:4) as well as “concerning all the house of Israel” (6:5). It is to achieve the latter purpose that he quotes a long segment from Isaiah. Of at least thirty-three allusions to the Exodus that appear in Jacob’s words (2 Ne. 6, 9–10) and in Isaiah 50:1–52:2 (2 Ne. 7–8), the following are especially significant:
1. Israel is to “return again” (2 Ne. 6:9)
2. The Lord God is to “manifest himself,” a self-disclosure that recalls the self-disclosures on the holy mount (6:9).
3. The scattered of Israel are to “come to the knowledge of their Redeemer” (6:11, 15, 18).
4. They will return “to the lands of their inheritance” (6:11, 10:7–8).
5. The Lord is to “be merciful” to his people (6:11).
6. The Messiah is “to recover them” a second time (6:14).
7. Pestilence is mentioned, recalling the plagues (6:15).
8. The phrase added to Isaiah 49:25 that appears in 2 Nephi 6:17 clearly points to the Exodus: “the Mighty God shall deliver his covenant people.”
9. The Lord is able to redeem (7:2), and “the redeemed of the Lord shall return” (8:11).
10. The Lord is able to deliver (7:2; 9:11–13, 26).
11. The Lord is able to dry up “the sea,” “rivers,” and “waters” (7:2; more explicit in 8:10; compare “waves” in 8:15).
For the believers among the Nephite and Lamanite peoples, the one event that transcended all others—including the Exodus—was the Atonement, revealed as a surety in the risen Jesus’ visit to the temple in the land of Bountiful. An intriguing feature in the report of this event is the rich set of allusions to the Exodus,beginning with the widespread destruction that formed a prelude to Jesus’ arrival in the Americas. Though Mormon does not include an evaluation of the devastation to food supplies for both humans and animals, the account can legitimately be read as pointing to such disruption since “the whole face of the land was changed” and “the face of the whole earth became deformed” (3 Ne. 8:12, 17). Further, the entire infrastructure was ruined: “the highways were broken up, and the level roads were spoiled, and many smooth places became rough . . . and the places were left desolate” (8:13, 14). The plagues that were a prelude to the Exodus also resulted in at least the interruption of normal living and in some cases destruction among all forms of life. The plague of hail was especially ruinous, decimating “all that was in the field, both man and beast; and the hail smote every herb of the field, and brake every tree of the field” (Ex. 9:25). The locusts that followed “did eat every herb of the land, and all the fruit of the trees which the hail had left,” completing the devastation of crops necessary to sustain both human and animal life (Ex. 10:15).
Jesus’ quotations from the Old Testament, particularly the work of Isaiah, also include allusions to the Exodus.In 3 Nephi 16, which rehearses the Father’s plans for both Gentiles and Israel, the ancient covenant people, the conclusion of Jesus’ sayings—as well as those attributed to the Father (vv. 7–15)—consists of a quotation of Isaiah 52:8–10. In Isaiah this passage stands in a context that refers to the Exodus on the one hand (Isa. 52:24, 11–12) and on the other to the coming Servant of the Lord, the Messiah-king (Isa. 52:13–53:12). General themes include the redemption of Zion “without money” (52:3) and the departure of God’s people from the unclean to the clean (v. 11). Besides mentioning Egypt as the place of Israel’s sojourning (v. 4), the Lord affirms that he “will go before you [redeemed of Israel]; and the God of Israel will be your rereward” (v. 12), a clear reference to the divine protection the Israelite camp received during the Exodus. Moreover, in the new redemption two features of the former exodus are to be reversed: “For ye shall not go out with haste, nor go by flight” (v. 12).
An allusion to the Exodus also occurs in Jesus’ miraculous provision of bread and wine on the second day of his visit to the Nephites and Lamanites. While the analogy between this act and Jehovah’s provision of water and manna to the children of Israel in the wilderness has already received some attention,I propose to follow additional dimensions of the account as it is narrated in 3 Nephi 20. The gifts of water and manna in the desert brought life to the fleeing Hebrews. In the case of Jesus’ gifts, although the bread and wine in a sense commemorate his death, more importantly they celebrate his life with the accompanying promise that the partakers will “be filled” (20:8) and thus nourished. And they were indeed filled, for on both the first and second day the whole multitude ate and drank until their hunger and thirst had been satisfied. It was in an effort to provide for Israel’s physical needs that the Lord made the water and manna available, with obvious accompanying spiritual blessings. The miracle of Jesus’ producing bread and wine (20:3–7) recalls the manna and water in the wilderness all the more emphatically when we note that on the first day of his visit he had asked for bread and wine to be brought (3 Ne. 18:1–3). Indeed, the reader is left with the impression that bread would also have been available on day two—unless it were the Sabbath—and therefore Jesus went out of his way to make his point when providing the elements of the sacrament.
The final distinctive similarity that I wish to explore arises from the legal customs associated with recovering a person enslaved abroad.like unto me” (italics added).In such cases, one or more envoys were supplied with credentials that they were to present as representatives of the one seeking recovery. The envoys were sent by the protector at home to entreat with the captor. Moses returned to Egypt as one empowered to recover those enslaved: “That God, himself outside Egypt, at the burning bush, should send Moses accords with the normal procedure in these affairs.” Significantly, Jesus came to the gathering in the land of Bountiful as a Moses, an observation that he emphatically underscores in 3 Nephi 20:23, where he applies to himself the prophecy of Moses recorded in Deuteronomy 18:15, with slight variation: “Behold, I am he of whom Moses spake, saying: A prophet shall the Lord your God raise up unto you of your brethren,
In the exodus account, Moses and Aaron are sent as envoys (Ex. 3:10; 4:10–16) and, in unusual fashion, present to Pharaoh the “credentials” that demonstrate they represent the Lord (Ex. 7:812). In a related vein, it was sometimes necessary to convince the prisoner himself of the representative’s authority. In Moses’ case, Moses had anticipated the need to win over the Hebrew slaves and consequently had been equipped by the Lord with tokens that the Israelites would recognize as coming from their God, including knowledge of God’s name and power to perform three signs.I am Jesus Christ, whom the prophets testified shall come into the world. And behold, I am the light and the life of the world” (3 Ne. 11:10–11; italics added). The similarities with Moses’ situation are obvious. Jesus identifies himself as the one whom the gathered crowd has been expecting. Moses, too, had to identify himself as the envoy of Israel’s God (Ex. 4:29–31). Further, Jesus announces himself specifically by using the divine name I AM, the same name Moses carried from his interview on the holy mount (Ex. 3:14). Additionally, as Moses had carried at least one token of his commission in the form of a physical malady—his arm that could be made leprous (Ex. 4:6–8)—so Jesus bears the tokens of his crucifixion in his person. Moreover, to demonstrate the validity of his wounds, Jesus asks the entire crowd of twenty-five hundred people (3 Ne. 17:25) to come forward so that “ye may thrust your hands into my side, and also that ye may feel the prints of the nails in my hands and in my feet” (11:14). Finally, as the children of Israel had “believed” Moses and had then “bowed their heads and worshipped” (Ex. 4:31), so the people in Bountiful, after “going forth one by one . . . did know of a surety and did bear record, that it was he, of whom it was written by the prophets, that should come” (3 Ne. 11:15). They, too, “did fall down at the feet of Jesus, and did worship him” (11:17).When we turn to 3 Nephi, the need and the effort to recover those who are captives of sin become clear. The principal differences, of course, are that the risen Jesus, the one who seeks the recovery, comes in person rather than sending a messenger and there is no captor to whom he needs to present his credentials. Important features of Jesus’ visit grow out of the scene in which he presents his “credentials” and the tokens of his mission to those whom he seeks to rescue. Note the overtones in the wonderful moments just after his arrival: “Behold,
Even though this study has not pushed into all the corners and byways of the Book of Mormon text, I believe that I have explored enough to show that the theme of God’s mighty acts in the Exodus, performed on behalf of ancient Israel, colors many accounts in the Nephite record. Not only do certain expressions and words suggest that the family of Lehi and Sariah—particularly Nephi—saw connections between their experiences and those of their ancient forebears, it is apparent that the Exodus came to be seen as the paradigm for God’s deliverance of Nephite peoples whenever they found themselves in bondage. The events of the Exodus were regularly appealed to by prophets and teachers as the proof par excellence that God is capable of seeing his own purposes to their divinely appointed ends. The Book of Mormon makes clear that the Exodus is surpassed by the Atonement of Jesus as the most momentous event in the history of salvation. Yet, the descriptions of the Atonement and its significance are woven into tapestries of awe-inspiring hues by using threads and strands which also formed the warp and weft of the exodus account. Once again, we see the Book of Mormon as the repository of an extraordinarily rich tradition with ancient roots, a work of stunning complexity and nuanced subtlety.
1. Notable are George S. Tate, “The Typology of the Exodus Pattern in the Book of Mormon,” in Literature of Belief: Sacred Scripture and Religious Experience, ed. Neal E. Lambert, Religious Studies Monograph Series, vol. 5 (Provo: Religious Studies Center, Brigham Young University, 1981), 245–62; a summary of work by George S. Tate, John W. Welch, and Avraham Gileadi in “Research and Perspectives: Nephi and the Exodus,” Ensign 17 (April 1987): 64–65; Noel B. Reynolds, “The Political Dimension in Nephi’s Small Plates,” BYU Studies 27 (Fall 1987), particularly the Moses-Nephi typology on 22, 24, 29, 33; Terrence L. Szink, “To a Land of Promise (1 Nephi 16–18)” in Studies in Scripture: Volume Seven, 1 Nephi to Alma 29, ed. Kent P. Jackson (Salt Lake City: Deseret Book Co., 1987), 60–72.
2. Tate, “Typology,” 254–59, has drawn attention to Christ’s fulfillment of the exodus pattern in the Book of Mormon.
3. Reynolds has suggested that at this point “Nephi practically likens himself to Moses” (“Political Dimension,” 22, 24). Compare Tate’s observations: “Though the correspondences between the exodus of the Israelites and this exodus are compelling, Nephi’s conscious sense of reenacting the pattern is even more striking. . . . But at this point [1 Ne. 4:2] he cannot have known how apt the allusion (to the Red Sea incident) really is. . . . As his awareness grows, he alludes with increasing frequency to the Exodus” (“Typology,” 250). In my view, the notion of a conscious reenactment is difficult to maintain since Nephi’s principal interest here is to cite Moses’ experience as proof that the Lord can and will aid him and his demoralized brothers. However, in other passages to which Reynolds has drawn attention (“Political Dimension,” 29, 33), the possible comparisons—consciously noted by Nephi—between himself and Moses are stronger.
4. The issue turns additionally on the understanding of the word “also” in 1 Nephi 5:15, hardly a feature upon which to erect a thesis. If Nephi means that the Israelite slaves had been led by God, as his family had, then it would be possible to conclude that the first generation or two plainly saw the family’s departure to a promised land as a replication of the earlier exodus. But the passage can readily be understood in other ways. Compare also 1 Nephi 17:13–14, 37.
5. Hugh W. Nibley, An Approach to the Book of Mormon, 3d ed., vol. 6 of The Collected Works of Hugh Nibley, ed. John W. Welch (Salt Lake City: Deseret Book Co.; Provo, Utah: Foundation for Ancient Research and Mormon Studies, 1988), 135–44.
6. Note the words of King Limhi, Mosiah 7:19–20, and the words of Alma the younger, Alma 36:28–29.
7. Tate notes twelve exodus features that are touched on or replicated in 1 Nephi; of these, fully nine are linked more or less closely with chapter 17 (see column 3 of his chart, “Typology,” 258–59).
8. Tate, “Typology,” 250.
9. Szink’s observation, for example, on the use of the verb to murmur is compelling (“Land of Promise,” 64–65).
10. The first region settled by Lehi’s family was called both the land of Nephi (2 Ne. 5:8; Omni 1:27) and the land of Lehi-Nephi (Mosiah 7:1; 9:6). After approximately four hundred years, Nephite inhabitants were forced to abandon this region because of military pressures (Omni 1:12–13).
11. In Mosiah 24:10–25 the vocabulary alone echoes that of the Israelite exodus: they cried to the Lord (vv. 10–11; compare 23:28 and Ex. 3:7, 9) because of their bondage (vv. 13, 16, 17, 21; compare Ex. 1:14; 2:23; 6:5–6; etc.); and he set about to deliver them (vv. 13, 16–17, 21; compare 23:23–24, 27, and Ex. 3:8).
12. In this case, too, certain key terms recall Israel’s exodus: bondage (22:1–4), cry (21:14–15), and deliver (22:1–2; compare 21:5, 14, 36).
13. For Limhi’s situation, see Mosiah 21:5, 14–15; for Alma’s, see Mosiah 23:23–24; 24:13, 16–17. The difference in the relative prominence of the Lord’s involvement in the deliverance of the two peoples may be due to the fact that Alma’s group was blessed with a prophet and Limhi’s people were not. Note King Mosiah’s views on the matter in his public letter (Mosiah 29:19–20).
14. See J. Coert Rylaarsdam, “The Book of Exodus: Introduction and Exegesis,” in The Interpreter’s Bible, ed. George Arthur Buttrick and others, 12 vols. (New York: Abingdon Press, 1952), 1:854, 856–57, 895, 900; and S. Kent Brown, “Trust in the Lord: Exodus and Faith,” in The Old Testament and the Latter-Day Saints, Sperry Symposium 1986 ([Salt Lake City]: Randall Book Co., 1986), 85–94.
15. Exodus 5:6–19; see Rylaarsdam, “Book of Exodus,” 886–87.
16. Mosiah 7:19–20. In Mosiah 8:1, Mormon notes that Limhi had said a good deal more on this occasion.
17. Incidentally, Limhi immediately quotes in succession three sayings of the Lord that are not part of Abinadi’s recorded preaching, nor do they come from any known source (vv. 29–31). Furthermore, the three passages all share a concern for “my people,” a term familiar from the exodus narrative that also denotes a covenant relationship (see Ex. 6:7; 8:20–21, 23:9:13; 10:3–4; etc.).
18. David Daube, The Exodus Pattern in the Bible (London: Faber and Faber, 1963), 48–61. Deuteronomy 15:16 makes it clear that the slave should have been happy under the master’s rule. Because the Lamanites were harsh, in the view of the Mosaic code this aspect of the relationship was ruptured as well, justifying the Nephites’ desertion.
19. See Daube, Exodus Pattern, 55.
20. The terms of the covenant are rehearsed in Mosiah 18:8–10; the sign of the covenant consisted of baptism (18:12–16); the name of the covenant people was “the church of God, or the church of Christ’’ (18:17); and the terms of the new law, including the priesthood offices, are outlined in 18:18–28.
21. See reference to such priests with whom Mosiah consulted regularly on touchy religious matters in Mosiah 27:1.
22. The passage reads: “And then shall they know that I am the Lord their God, that I am their Redeemer.” The parallel words to Moses in Exodus 6:7 are “And I will take you to me for a people, and I will be to you a God: and ye shall know that I am the Lord your God, which bringeth you out from under the burdens of the Egyptians” (italics added). In addition, this seems to be the principal objective in both the Exodus of the Israelites and that of Lehi’s family; compare 1 Nephi 17:14 with Exodus 7:5; 8:22; 9:29; 14:4, 18 (the Egyptians, too, were to know that the Lord is God); 16:12; 20:12; 29:45–46; Leviticus 25:38; 26:13; Numbers 15:41; Deuteronomy 4:35; etc.
23. In giving the law to Moses, after the covenant made at Sinai, the Lord consistently uses the phrase I am the Lord as the ultimate authority for the various legal and religious requirements that his people, now reclaimed, are to follow in order to retain their favored status; see, for example, Leviticus 18:1–6; 19:3–4, etc.
24. See also 1 Nephi 17:41. Interestingly, it is not Nephi but Alma the younger who, as far as I know, makes the connection between Moses’ raising the serpent on the pole, which if looked upon brought healing, and the Messiah’s mission “to redeem his people” and “atone for their sins” (Alma 33: 19–22); see also the words of Nephi, son of Helaman, in Helaman 8:14–15 as well as John 3:14–15, where the remarks have a different focus.
25. According to the biblical text, Moses struck a rock and water flowed out on two occasions, once at the holy mount (Ex. 17:5–6) and once at Kadesh in the wilderness of Zin (Num. 20:1–11). It is obviously to one of these that Nephi refers in 1 Nephi 17:29. The biblical sequence of the incident at the rock and of the report of the serpents is maintained only in 1 Nephi 17:29, 41, whereas 2 Nephi 25:20 reverses them. Clearly, the context of 2 Nephi 25:20 is that of oath-making to prove a point, while Nephi’s recital of God’s acts in 1 Nephi 17 follows the main points of the story of the Exodus as well as of the conquest. In fact, this latter passage seems steeped in the (memorized) Israelite recitations summarizing God’s actions on behalf of his people when he rescued them from slavery (see Deut. 6:21–24; 26:5–9; Josh. 24:2–8).
26. The order of the proofs is interesting, for the first and principal proof—the Exodus—is out of chronological order, underscoring its importance: (1) Moses and the Exodus (vv. 11–15); (2) Abraham (vv. 16–17); (3) those who preceded Abraham (v. 18); (4) those who followed Abraham, including Zenos, Zenock, and others (vv. 19–20); (5) the forebear Mulek who escaped Jerusalem’s destruction, an event prophesied (v. 21); and (6) Lehi, his son Nephi, and the Nephite prophets (v. 22). Except for Jeremiah, who prophesied of Jerusalem’s fall (v. 20) and was vindicated by the testimony of Mulek, son of Zedekiah (v. 21), all of the persons mentioned in this passage are affirmed by Nephi to have known of the coming Messiah (v. 23). The list of proofs, in this order, raises the interesting question whether the Nephite believers had developed catalogs of such topics taken from scripture.
27. Alma’s instructions to his sons (Alma 36–42), as well as Lehi’s last words to his children (2 Ne. 1–4:11), fit the genre known as testament literature, which consists of accounts of various patriarchs giving their last instructions and blessings to their children. These passages invite careful examination in light of what is now known about this literary genre.
28. See, for example, John W. Welch, “Chiasmus in the Book of Mormon,” in Book of Mormon Authorship: New Light on Ancient Origins, ed. Noel B. Reynolds, Religious Studies Monograph Series vol. 7 (Provo, Utah: Religious Studies Center, Brigham Young University, 1982), 49–50; and Tate, “Typology,” 254–55, where a number of typological connections between the conversion of Alma the younger and the exodus pattern are reviewed.
29. While the results of obeying and disobeying are spelled out in various passages of Deuteronomy, the list of promised blessings is collected together in Deuteronomy 28:1–14 and the curses or penalties for disobedience appear conveniently in Deuteronomy 28:15–68. To these latter are added the curses that were to be recited by the Levites (Deut. 27:14–26), The entire issue of the Deuteronomic flavor of the Book of Mormon is yet to be tested, especially in light of the fact that the book of the law discovered in the temple in 621 B.C. (2 Kgs. 22:8–23:3), which led to a major religious reform (2 Kgs. 23:4–24), was likely Deuteronomy or an abbreviated version of it; and would have been known to Lehi and recently included with the plates of brass (implied in 1 Ne. 5:11).
30. The theme of deliverance is woven tightly into the story of the Exodus. In Alma 36, the verb to deliver appears three times in the verses that summarize Israel’s exodus (vv. 2, 28). In the Old Testament, the Hebrew root translated “to deliver” (natsal) occurs regularly in the exodus narrative (Ex. 3:8; 12:27; 18:8–10; Deut. 23:14; compare Ps. 18:48; 34:7, 17, 19; 97:10).
31. See Deuteronomy 6:21–24; 26:5–9; Joshua 24:2–14; compare Amos 2:9–10; 3:1–2.
32. Tate has drawn attention to these reports (“Typology,” 254–55).
33. The phrase comes from verse 2 where the forceful emphasis is on the absolute inability of Israel to deliver herself: “For they were in bondage, and none could deliver them except it was the God of Abraham, . . . and he surely did deliver them in their afflictions” (italics added). The other bracketing passage, verses 28–29, emphasizes the Lord’s continual and continuing care both for individuals, such as Alma, and for his people as a whole, whoever they are: “And I know that he will raise me up at the last day . . . for he has brought our fathers out of Egypt . . . by his power . . . yea, and he has delivered them out of bondage and captivity from time to time. Yea, and he has also brought our fathers [Lehi’s family] out of the land of Jerusalem; and he has also, by his everlasting power, delivered them out of bondage and captivity, from time to time even down to the present day” (italics added).
34. The biographical account in Mosiah 27 exhibits allusions to the Exodus that are in some ways even more impressive than those in the first-hand report of Alma 36. While we must bear in mind that Alma’s experience included only himself and his four friends while an entire people was involved with Moses, the similarities are nevertheless rather impressive. The description of the apparition of the angel bears stronger resemblances to the experience of the Israelites at Sinai than to other similar experiences such as the Lord’s call of Jeremiah (Jer. 1), Isaiah (Isa. 6), Lehi (1 Ne. 1), or even to Ezekiel (Ezek. 1–3). For instance, the angel who confronts the five young men “descended” to meet them (Mosiah 27:11); in a similar way, “the Lord came down upon mount Sinai” (Ex. 19:20; italics added). Second, the angel appears to the youths “as it were in a cloud” (v. 11; italics added), the same way the Lord had come both to Moses and before the people. Third, the angel speaks as if “with a voice of thunder, which caused the earth to shake” (Mosiah 27:11; italics added). Similarly, the voice of the trumpet from the holy mount was “exceeding loud” and “sounded long, and waxed louder and louder” (Ex. 19:16, 19; also 20:18). At the sound of God’s voice (Ex. 19:19), all of the Israelites grew afraid and trembled; and they “stood afar off,” requesting that God not speak to them “lest we die” (Ex. 20:18, 19). Further, at God’s presence on the mount, “there were thunders and lightnings” (Ex. 19:16; also 20:18) and “the whole mount quaked greatly” (Ex. 19: 18). Fourth, the angel mentions specifically the “bondage” of Alma’s forebears (Mosiah 27: 16), a clear recollection of terms used to describe the plight of the Israelite slaves. This very point raises one of the clearest links between the Exodus and the Atonement. All of the words describing Israel’s bondage derive from the root ‘bd. A noun from this same root is translated “servant” in Isaiah 53, which Abinadi quotes at length and then immediately links to Jesus’ ministry. It is clear here that Jesus is the expected servant (‘ebed) who, by paying the price of redemption, frees all those who will follow him from bondage (‘abodah), the very term used in the exodus account. There are, of course, further echoes of exodus themes, but space and time do not allow a full review.
35. Deliver up also appears twice in the following verse (2 Ne. 9:13) and is used to refer to the new exodus in Isaiah 50:2 (2 Ne. 7:2).
36. Taking his lead from others, Tate has drawn attention to the echoes of exodus not only in the gospel accounts of Jesus’ ministry but also in the recitation of his visit to the people in Bountiful (“Typology,” 255–57, and columns 2 and 7 of the chart, 258–59).
37. I sense that the entire body of Jesus’ quotations from Old Testament sources, when properly reviewed, will reveal that the passages cited point consistently to the period of either the new exodus or the end time. For example, all of the following passages—taken in the order in which they are quoted by the Savior—have to do with the new exodus: Isaiah 52:8–10 (3 Ne. 16:18–20); Micah 5:8–9 (3 Ne. 20:16–17); Micah 4:12–13 (3 Ne. 20:18–19); Isaiah 52:9–10 (3 Ne. 20:34–35); Isaiah 52:1–3 (3 Ne. 20:36–38); Isaiah 52:7 (3 Ne. 20:40): Isaiah 52:11–15 (3 Ne. 20:41–45); Isaiah 52:15 (3 Ne. 21:8); Isaiah 52:14 (3 Ne. 21:10); Micah 5:8–14 (3 Ne. 21:12–18); and Isaiah 52:12 (3 Ne. 21:29). Chapters 3 and 4 of Malachi, quoted by Jesus in 3 Nephi 24–25, can also be understood as anticipating the new exodus. For instance, reference to the way prepared by the expected messenger (Mal. 3:1; 3 Ne. 24:1) can be seen as an allusion to “the way of the Lord” to be prepared in the desert, which is mentioned in Isaiah 40:3. Further, the reference to purifying “the sons of Levi” as a preparatory step before they “offer unto the Lord an offering in righteousness” finds clear echoes in the selection and setting apart of the Levites in the desert (Num. 3:41, 45; 8:6–22).
38. See Tate, “Typology,” 257.
39. During the second day, we are told only that “the multitude had all eaten and drank” and were thereafter “filled with the spirit” (20:9). But the text seems clear enough. In the case of the first day, the statement is clearer still. The disciples were the first to partake of the bread and be filled, afterwards giving the bread to the multitude of twenty-five hundred people until they were filled (3 Ne. 18:3–5). The wine was similarly abundant (18:8–9). We must bear in mind that by this point in the day the crowd had been without food for several hours, having gone forward “one by one” and felt Jesus’ wounds (11:15), listened to his “sermon on the mount” address (chapters 12–14) and to his further words (15–16), seen him heal the infirm among them (17:5–10), and witnessed him blessing their children (17:11–24). Hence, when the record says that the multitude was “filled”—whether on day one or day two—by partaking of the bread and wine it is to be understood at least in terms of satisfying their hunger and thirst.
40. The whole issue of slavery abroad is reviewed in Daube, Exodus Pattern, 39–41. One important dimension that still must be explored in the Book of Mormon concerns the social and legal bases for the Lord’s acts of deliverance. Such links are clearly visible in the exodus account, as Daube has pointed out: “God was seen as intervening, not like a despot, but in the faithful exercise of a recognized privilege—which would, in turn, impose lasting obligations on those on whose behalf he intervened” (13). One example of a direction to pursue this sort of tie between the Lord and all the descendants of Lehi would be to investigate the notion that they were the Lord’s people whose relationship was rooted in covenant (Mosiah 24:13). Other passages that exhibit this feature and are also connected to the exodus theme include 2 Nephi 8:4 (Isa. 51:4) and Mosiah 7:29–31; see also Mosiah 11:22; 12:1,4; 14:8; 24:13–14; 26:17–18, 30, 32; Alma 5:57; 10:21; compare Exodus 6:7.
41. Daube, Exodus Pattern, 40. Even the ages of Moses and Aaron, eighty and eighty-three respectively, may have been an important factor, for as Daube writes, “Envoys were . . . carefully selected for their distinction and fitness for the task. . . . A minimum age was sometimes required.”
42. Moses learned that God’s name was I AM (Ex. 3:13–14) and also bore three signs: the rod that would turn into a serpent, his hand that could be made leprous, and the power to turn water to blood (Ex. 4:1–9). See the relevant remarks in Daube, Exodus Pattern, 40.
43. See 3 Nephi 9:21, where the “voice heard . . . upon all the face of this land” (9:1) says: “Behold, I have come unto the world to bring redemption unto the world, to save the world from sin.” Samuel the Lamanite’s words serve to underscore the point: “Behold, the resurrection of Christ redeemeth mankind . . . and bringeth them back into the presence of the Lord” (Hel. 14:17; italics added). It is important to note that the verb to bring back or its counterpart to bring out often appears describing God’s actions in the Exodus (see Daube, Exodus Pattern. 32–33). Especially the verb to bring out is used in the Book of Mormon to summarize the Exodus (1 Ne. 17:25, 40; 2 Ne. 25:20; Mosiah 7:19; etc.), to outline Lehi’s departure (1 Ne. 17:14; 2 Ne. 1:30; Mosiah 2:4; etc.), and to describe the Atonement (3 Ne. 28:29). Compare Jesus’ impassioned words to the survivors in 3 Nephi 10:4–6.
44. Even though no captor is mentioned, except perhaps the devil and his angels (3 Ne. 9:2), Jesus quotes a key passage from Isaiah that bears on the issue: “For thus saith the Lord: Ye have sold yourselves for naught, and ye shall be redeemed without money” (3 Ne. 20:38; Isa. 52:3), a passage that is surrounded by Isaiah’s prophecies of the second exodus. Plainly, there was no captor to whom Jesus could come. Even so, Jesus presents himself to the survivors almost as if he were presenting his credentials to one with whom he must negotiate for the release of captives (see 3 Ne. 9:15–18; compare 11:14–16). Speaking of Jesus during his earthly ministry, Daube observes, “From Jesus sent by God to save mankind, from his legitimation, or refusal to furnish legitimation, before adversaries and followers, from the insistence on the necessity of belief in him, one line of many . . . leads back across the centuries to the practices of international commerce in the matter of prisoners of war” (Exodus Pattern, 41).
45. Some may object to this interpretation, but it is in keeping with the general consensus of New Testament scholarship that when Jesus is quoted—particularly in John’s gospel—using the phrase I am, he is employing the name revealed to Moses on the holy mount (John 4:26 [the KJV obscures this]; 6:35, 48, 51; 8:12; etc.). To hold that the mortal Jesus used the phrase in clear reference to the divine name and then, when he visited the Americas as resurrected Lord and King, used the phrase only in the sense of a grammatical copula, seems to strain one of the plain senses of the text. For Jesus’ words to the survivors resemble the language of the gospel of John more than that of the Synoptics (3 Ne. 9:13–22; only the sayings in 3 Ne. 10:4–7 are clearly stamped as being from the Synoptic gospels). In addition, his opening words to those in Bountiful clearly resemble the vocabulary of the Gospel of John (3 Ne. 11: 10–11). | <urn:uuid:cb5df809-4849-4018-b278-ced9c312b463> | {
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Blood type diets have garnered significant attention since Dr. Peter D’Adamo’s groundbreaking book “Eat Right 4 Your Type” made waves in the health community. The central idea postulates that individuals can optimize health, reduce illness risk, and promote weight loss by tailoring their diet according to their blood type. As the concept becomes increasingly popular, dissecting the science, guidelines, and potential outcomes of following such a regimen is crucial.
Understanding Blood Types
Every human has one of the four primary blood types: A, B, AB, or O. Originating from our ancestors and evolving, these classifications are essential, especially in medical scenarios like transfusion and transplantation. Moreover, these blood types potentially impact our bodily reactions to different foods, forming the core idea behind the blood type diet.
The presence or absence of certain antigens and antibodies determines blood types. While most people might be familiar with their blood type, many remain unaware of its potential dietary implications. As we delve deeper, it becomes vital to discern fact from fiction, particularly in an age of information overload.
The Science Behind Blood Type Diet
At the heart of the blood type diet, specific foods interact differently with individual blood types. For instance, proponents claim certain foods can thicken the blood of one type but act neutrally for another. The primary culprits in these interactions are compounds called lectins, found in various food groups.
However, the blood type diet isn’t without its detractors. Many in the scientific community question its validity, emphasizing a lack of comprehensive research supporting the claims. As with many dietary approaches, weighing the existing evidence, being aware of anecdotal testimonies, and approaching with a discerning mindset are essential.
Blood Type A Diet Guidelines
Individuals with blood type A are often characterized, according to D’Adamo, as naturally suited for a vegetarian diet. These individuals might benefit from consuming fresh, organic foods while avoiding meat, dairy, and processed foods. Whole grains, legumes, and many vegetables can align well with the physiology of type A’s.
However, it’s not just about what’s included but also what’s excluded. Certain meat and dairy products, for instance, may lead to sluggishness or digestive complications for type A individuals. While these guidelines offer a roadmap, individual experiences might vary, underscoring the importance of personal trial and error.
Blood Type B Diet Guidelines
Type B individuals, as described by the blood type diet, might have a more varied dietary palette. This group is believed to thrive on a balanced meat, fish, dairy, and grains diet. Interestingly, they might be the only group that benefits significantly from dairy products, especially yogurt and kefir.
Conversely, type B individuals might want to minimize their chicken, corn, and wheat consumption. As per the diet’s philosophy, these foods could hinder metabolic processes or cause fatigue. Again, it’s paramount to approach these guidelines as starting points and adapt based on personal experiences and outcomes.
Blood Type AB Diet Guidelines
Blood type AB, often deemed the “enigma,” combines elements from A and B types. Those with this rare blood type might thrive on a diet rich in seafood, tofu, dairy, and green vegetables. Interestingly, they can enjoy the diverse diet of type B and the vegetable-centric approach of type A.
Yet, they should exercise caution with certain meats, especially smoked or cured. Alcohol and caffeine might also be potential irritants for type AB individuals. These guidelines, though comprehensive, should serve as a base. Individual experimentation and monitoring are essential for optimum results.
Blood Type O Diet Guidelines
The O blood type, often called the “hunter,” is believed to flourish on a high-protein diet. This includes lean meats, poultry, and fish. Vegetables complement this protein-rich approach, while grains, legumes, and dairy are best limited.
Conversely, processed foods and certain grains might act as inhibitors for type O, potentially causing inflammation or digestive complications. As the most prevalent blood type, the guidelines for type O have received ample attention. Yet, adapting these broad strokes to one’s unique needs and health objectives remains essential.
Potential Benefits and Criticisms
Many followers of the blood type diet report improved energy levels, better digestion, and even weight loss. Such testimonials have fueled the diet’s popularity, transforming it into a global phenomenon. However, it’s essential to scrutinize these claims, distinguishing between placebo effects and genuine physiological improvements.
Despite the enthusiasm, many experts remain skeptical. The chief criticism is the lack of rigorous scientific studies corroborating the diet’s claims. While anecdotal evidence abounds, it’s essential to differentiate between individual success stories and universal truths. Thus, as with all diets, it’s paramount to consult health professionals before embarking on significant dietary shifts.
Complementing Diet with Lifestyle Choices
A holistic approach to health doesn’t solely revolve around diet. Elements like exercise, sleep quality, and stress management play pivotal roles. For instance, a blood-type diet could be less effective if one’s sleep patterns are erratic or stress levels are perpetually high.
Regular exercise tailored to one’s blood type—calming exercises for type A or more intense routines for type O—can bolster the diet’s potential benefits. Similarly, managing stress through techniques like meditation, and ensuring quality sleep, can provide comprehensive well-being, transcending mere dietary choices.
Personalization: Beyond Blood Types
While the blood type diet offers a structured approach, individual nuances extend beyond mere blood classifications. Factors like genetics, environment, and personal health history play crucial roles. Thus, what works for one might not necessarily resonate with another, even within a blood type.
Embracing a personalized approach, aided by professionals, can provide a more tailored roadmap to health. Regular check-ups, tracking changes, and adjusting based on responses, will ensure the journey to optimal health remains dynamic, responsive, and tailored to unique needs.
The Bottom Line
With its intriguing premise, the blood type diet has captivated millions worldwide. While its tenets offer a structured approach, viewing them as guidelines rather than rigid rules is essential. Health is a multifaceted journey involving myriad factors, with diet being just one component. Whether or not one chooses to explore this dietary avenue, the overarching principle remains: listen to your body, stay informed, and prioritize balance. | <urn:uuid:724c60e3-c86e-446a-98c7-06187afa91bc> | {
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Here's the info covering the last three weeks of my Dirt Detectives class:
We finished up the rock cycle by talking about igneous rocks and how they form. We reviewed all the parts of the rock cycle. They also created a mini-book on the rock cycle.
We had to sample a better conglomeration of sedimentary turned to metamorphic rock. I put a dish of layered chocolate chips, coconut chips, M&M's and marshmallows (all organic, at least, LOL) into the oven to get a better heat change reaction than I got with a hot plate.
They finished up their mini science notebooks that they've been keeping and took those home.
I used the "types of rock flap" from Homeschool Share's Volcano Lapbook, but you could use lots more of these in a study of rocks (it's not just about volcanoes):
I created a double-sided worksheet in order to review with them and they took that home to complete:
One side had a simple diagrams of the three types of rock, and the other was a review of rocks and minerals:
[Thanks so much to MS Nucleus and Home Training (Science) Tools, who have provided quality hsing materials for years!
I used MS Nucleus's secondary level geology study with my own son when we covered geology in middle school, and I've used parts of their work this year with my classes, as well. I bought their rock sample kits years ago, and those have proved invaluable in teaching my classes this year, as I've used them each week to show the children samples of a large variety of the different rock types so that we can talk about differences in rocks. I used the sand samples more than any of the others with this younger class, but my middle class has used every kit!
Home Science Tools has been my go-to store for any type of science supply that we've needed in our home over our fourteen years of homeschooling. I don't know what we would have done without them! Carolina Biological might carry more inventory, but it is way too expensive and items don't come in units created for individuals or small groups, so HST has proved an invaluable aid! They offer beautiful, large rock kits and a large variety of other geology supplies. I have relied on them extensively over the years for chemicals of all types, as well, not to mention prepared slides for biology studies.... And they are the best source around for microscopes of all types!]
I provided them with samples of granite (2), scoria, and pumice to take home. We of course tested the pumice for floatability - so that meant the granite and scoria had to be tested, too!
I asked parents to have the children tell them about their rock samples before they forgot what they were, and asked that they please consider making index cards with info about the rocks to keep in the bags with them so that later they could review.
In order to prepare for our last two classes covering the layers of the earth and plate tectonics (I really didn't cover that complex subject in much detail with them), I asked that they consider reading:
Home on the Earth: A Song About Earth's Layers, Laura Salas
Planet Earth, Daniel Gilpin
...and if these wouldn't be too scary for them:
Why Do Earthquakes Happen? Wil Mara
Perfect Storm, Calliope magazine issue that covers various types of weather that may be impacted by plate tectonics, etc.
I also asked that they consider attending the UK Geology Dept. open house and I attended, as well. Several of my students did go and it was a great evening, as usual!
We completed a last review of the full rock cycle. This is the rock cycle diagram I used with them. I cut out all the parts and had a blank piece of paper labeled "rock cycle." We picked a starting point (sediments, since that's where we started the class), and went from there, adding the different rocks first, then adding the info blocks telling how one rock type changes into another.
During last class and this one, we also used a simple little set of cards/definitions I copied and laminated in order to talk about the three types of rocks and weathering/erosion. I used little card sets like this throughout the class as a way for them to play simple matching games while we talked about vocabulary important to our topic.
We wrapped up by completing a double-sided worksheet on their favorite type of rock from all those we had looked at in our classes (on one side) and they drew a picture of one rock type and one mineral type on the other, as we reviewed the difference between rocks and minerals. Here are the pages I used to create this worksheet:
(Comparing How Minerals are Different than Rocks)
(My Favorite Type of Rock) - both of these are from MSNucleus.org.
I then went through a simple illustration of the layers of the earth with them, adding the outer core to a diagram I downloaded from ABC Teach:
After talking more about the various layers, they completed this diagram about the different layers:
For all such work that we did throughout the class, if we had time, then I allowed them to color or at least begin coloring their work (at their request), but if we didn't then I let them take that home to complete. In order to save time in class, I always had all the parts of any diagrams or worksheets cut out so that all they had to do was glue them in place. I put each person's kit in a little Ziploc bag (and I re-used those bags to send home rock samples, etc. throughout the class, too).
I did discuss the Magnetosphere created by the spinning outer core, as well as the convection currents created in the Mantle. It was in the context of this last that I talked just a wee bit about the earth's tectonic plates. I use an old Nat Geo map that shows the tectonic plates and volcanoes/earthquakes of the world. I got it laminated years ago and so I can write on it with dry or wet erase markers, then clean it off again.
Suggested reading for the last class:
Volcanoes, Seymour Simon (Mr. Simon also has an educational website where he provides lesson plans for teachers, including parents of homeschoolers - you just need to register with him. He has created a lot of great science related books. Most contain tons of great photographs.)
Volcanoes, Franklyn Branley (main author of many of the Let's-Read-and-Find-out-About-Science series of books)
The Eruption of Krakatoa, Rupert Matthews
Earthquake Games, Matthys Levy - this book contains lots of experimental activities you can do together to learn more about earthquakes. We own it and have had fun with it!
Volcano, Ellen Prager
Welcome to Hawaii Volcanoes National Park, Teri and Bob Temple
Inside Volcanoes, Melissa Stewart
Eruption! The Story of Volcanoes, Anita Ganeri
Our Changing Planet: How Volcanoes, Earthquakes, Tsunamis, and Weather Shape our Planet (Scholastic, vol. 17)
Hawaii Volcanoes National Park, Margaret Hall
Mt. St. Helens Volcano: Violent Eruption, Carmen Bredeson
This is long, but might also prove interesting to them: Diving to a Deep Sea Volcano, Kenneth Mallory
Tsunami: Helping Each Other, Ann Morris - use discretion with all these as this topic may be too disturbing for younger children....
Tidal Waves Wash Away Cities, Kate Perry (I Didn't Know series)
Tsunamis, Thomas Adamson
Earthquakes, Ellen Prager
Earthquakes, Franklyn Branley
Danger! Earthquakes, Seymour Simon
I made suggestions for them to make their own volcanoes and bring them to class if they wanted. The best thing I've found to do this is Crayola's air dry clay. I suggested small bottles so that less clay would be needed. These can be spray painted after they dry and this paint can be renewed over time as the vinegar wears it away with use. I already owned three different volcanoes we had created over the years (one each of the three main types; with the strato including side vents). I set these up ahead of time to be ready to explode, and kept extra baking soda and vinegar on hand for the rest of the volcanoes. For the shield volcano, I actually used a half round of Styrofoam with a hole hollowed out inside to fit a very small juice glass. The larger vent demonstrates the even flow that may characterize shield volcanoes....
Last Class (8):
We had to go out with a big bang, of course, so we talked a little more about plate tectonics, reviewing the layers of the earth and getting into a little more depth on plate movements (looking more at the above mentioned map on this date), then moved on to volcanoes.
I got into talking about the five basic types of mountains, showing them some little models I've made out of clay (fold vs. fault block), or using simple models created with two hand towels coming together (for folded mountains), my hands (to illustrate a plutonic dome forming), etc. I always keep a small white board handy, too, for drawing illustrations/diagrams as we talk and I use this throughout all my classes.
I saved volcanoes for last and talked to them about the 3 main types (shield, cinder cone, and composite or stratovolcanoes). They created a volcano flip book. I will try to take a picture of this at some point and post it, but it is very simple, really.
I take large sheets of brown construction paper (I'm not sure on the size, but the length is about 17 inches, I guess - I get these from art/craft supply stores) and make a triple fold (folding in first one side, then the other). I then cut around the top (one end) to make a mountain shape.
I have a form I made years ago that fits the middle of this booklet when you open it up, so I just made multiple copies for the class and cut them out. I just drew a shape that would fit inside the middle of the booklet and then drew a magma chamber at the bottom with various conduits coming up out of the volcano.
I also created a form for smoke, with a small flap on the bottom so that it could be attached with glue coming out of the mountain at the top. I copied and cut these out for the class.
I've done different things in past, but this time I found bits of info from the USGS on volcanoes and transferred them to a Word document, then changed the margins so that they would fit on the flaps on either side.
On one side, I have info on where volcanoes occur, including a small map showing the Ring of Fire, as well as info bits. This includes Hot Spot volcanoes, as well as those occurring at plate boundaries.
On the other side, there are info bits about how volcanoes erupt. This includes info on magma vs. lava, explosive vs. non-explosive, etc.
They had just enough time to glue the pieces together, but had to take these home to finish them as we had "real" volcanoes to explode! (I didn't even get to earthquakes and tsunamis!)
We lined all the volcanoes (mine and theirs) up on my driveway and "exploded" them, noting differences in eruption types and experimenting with stopping up the main vent on the stratovolcano so that we could see the side vents spew (as well as a crack that has developed in the side - great learning!) I left them exploding and experimenting as I went off to teach my next class. Every volcano was a slightly different shape and exploded slightly differently, so I think they were all delighted.
My parting gift to them was a stick of "rock candy"(what else, LOL?) and a small Dover sticker book on rock identification:
It was the first time I've ever taught to such a young group, but I had a lot of fun with it! | <urn:uuid:7f5a6a7b-02e4-452b-8c5e-60ab40f5869e> | {
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Food is often expensive and time consuming to grow. It is, however, often more expensive to transport, package and store it. So to avoid the inevitable wastage (and financial cost) of food ‘spoiling’, food manufacturers and distributors use a wide variety of techniques to preserve and to extend the ‘shelf life’ of the food they sell.
Drying, smoking and salting are the among the oldest and best established techniques but these methods do not always work and are not always entirely safe. Not long ago a report from the Food and Agriculture Organization and the World Health Organization concluded that ‘illness due to contaminated food is perhaps the most widespread health problem in the contemporary world’.
There is no doubt that the incidence of food borne disease has gone up dramatically during the last few years. Much to the consternation of the food manufacturers—and their scientists— many of the chemicals previously used to preserve food are now under suspicion of damaging human health.
Because of the problems associated with chemicals used to preserve food a new technique—irradiation—is now being used to preserve food.
The technique used is very simple.
The food to be preserved is radiated—exposed to the same sort of radiation that is more normally used to take X-rays of broken bones and to treat some types of cancer. One of the substances used to irradiate food is extracted from waste products obtained
From nuclear plants. The X-rays kill fungi, bacteria and insects that might otherwise make food spoil. This technique is proving to be very popular with food companies. They do not, of course, like it when food goes rotten and has to be thrown away. ‘Spoilt’ food costs the industry huge sums of money every year.
But the 64,000 dollar question is: Is radiation safe?
Those who advocate radiation claim that it is safer than using chemical preservatives.
But the truth is that we won’t know whether irradiated food is safe to eat until a large number of human beings have eaten it for a long time.
Here are just some of the possible problems which could be associated with irradiated food.
Irradiation can reduce the number of vitamins in food. How much will this affect the people who eat irradiated food? I don’t think anyone knows yet. We will probably have to wait another twenty years to find out.
Irradiation does not kill all the bugs in food. After treatment any bugs which have survived in the food may simply start to multiply again. For example, irradiating food doesn’t necessarily protect the consumer against botulism, a frequently fatal and particularly nasty form of food borne disease.
Exposing food to ionising radiation can result in the production of special chemical compounds called radiolytic products. These compounds will, of course, be eaten. But will they be safe to eat? I don’t think anyone knows the answer to that question yet.We will probably have to wait another twenty years to find out.
Irradiated food may taste and smell differently to ordinary food. Apart from the obvious disadvantage associated with this there is another hazard: will consumers be able to recognise when food is bad if it smells and tastes different anyway? At present the smell and taste of food is often a useful guide to its edibility. I don’t think anyone knows the answer to
Those questions yet.
The individuals who work in the food irradiating plants may be exposed to danger—in just the same way that the first radiologists were exposed to danger because the hazards associated with the technique being used were not fully understand. How dangerous will food irradiation be to people working in the food industry? I don’t think anyone knows the answer to that question yet. We will probably have to wait another twenty years to find out.
Many of the foods that seem most suitable for irradiation— and this includes such staples as fruit and vegetables—are the foods which are normally the healthiest and which provide many people with vital nutrients. These foods are particularly suitable for irradiation because they go off quite quickly if they are not ‘preserved’. But how many essential nutrients will be damaged by irradiation? And will consumers be turned away from these excellent foods if they know that they have been irradiated? I don’t think anyone knows the answer to that question yet. We will probably have to wait another twenty yean to find out.
Even if one country brings in laws to control irradiation— and to ensure that consumers are told when the food they are buying has been irradiated—it will probably be difficult to stop importers moving foods around the world after they have been given large doses of radiation. How will the consumer know how much radiation a food has been given? How much is too much? I don’t think anyone knows the answer to those questions yet. We will probably have to wait another twenty years to find out.
Irradiated foods may look fresh even though they are not. The result may be that you will buy food that is past its best. You will, therefore, suffer twice: you will be eating ‘bad’ food and you will be eating food that has been irradiated.
I am convinced that food irradiation is neither necessary nor
Welcome. There are, in my view, far too many opportunities for abuse and far too many potential pitfalls. My advice is to avoid any food that has been irradiated. Try to do most of your shopping at shops which you know do not sell irradiated food. And try to eat out in restaurants which do not serve irradiated food. | <urn:uuid:0631acdb-c3c4-4163-9ee2-432b68677641> | {
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India’s Caste System
Caste=Rigid social system.
Facts about Caste System
India’s caste system is perhaps the
world’s longest surviving social
Caste encompasses a complex ordering
of social groups on the basis of
religious purity & determined by
Origin of the Caste System
1. The cattle rearing Aryans invaded India in 1500 B.C.
The Aryans (fair-skinned, blue eyed
foreigners) dominated the Dravidians
(darker skinned, original residents), making
Origin of the Caste System
2. Aryan priests divided society into four parts,
putting their class at the top as earthly gods.
“When the gods divided the Man, into how many
parts did they divide him?
What was his mouth, what were his arms, what
were his thighs and his feet called?
“The Brahmin was his mouth,
of his arm was made the warrior,
his thighs became the Vaisya,
of his feet the Sudra was born.” ~Vedic
Remember there are over 30,000 caste & sub
The Caste System is supported by Hinduism.
82 % of Indian’s are Hindus.
Obeying caste rules = Reincarnation into a higher
Born into your caste:-
You cannot change your caste.
Hindus believe that your caste level is
a result of your karma in a previous
Untouchables / Dalit's
possess any wealth
get an education
enter a Hindu temple
drink from public wells/water
Marry outside their caste
Touch anyone from a higher
Argue or disobey upper caste
Bihar is the poorest state in India.
The villagers of Musahar a district
in Bihar are called as rat-eaters or
Discarded chicken scraps bought
from a restaurant barely make a
meal for Musahar women, many of
whom work as field hands, have
begun to agitate for better living
At age nine Kariamma was
dedicated by her family to become
a devadasi, or "servant of God." At
puberty, like most devadasis in
India, she was offered sexually to
upper caste patrons. Now, at age
30, Kariamma has given birth to
five children, uncertain of whom
the fathers are. An activist
exclaimed, "These women are
Untouchable by day, but touchable
by night. "
The Caste System Today
Caste discrimination is illegal.
With education and industrialization the caste system
is slowly disappearing.
Unfortunately, religious discrimination still exist.
The religious system identity plays a major role in Indian society. Blue is
traditionally a color of the Hindus.
To identify themselves as different community they live together and
paint their houses blue.
Social Distinctions Still Exist
A Brahmin physician wraps a Sudra’s wrist with a cloth
before taking his pulse, so he will not to be "defiled" by
touching the Sudra's skin.
Low-caste people are forbidden to use the wells in villages
that high-caste Brahmins use for fear they will pollute the
A low-caste family is refused the right to bury a family
member near their village, where both high and low castes
live, because of the belief that the person's ghost will haunt
A woman prepares dinner on
on the street for
her whole family
who tries to earn
So Close and So Unreachable
A luxury high-rise in Mumbai stands
aloof from a decaying housing
complex occupied by Untouchables.
Almost the only way an Untouchable
can rise in Indian society is to land a
government job or university
scholarship, available to a few under a
federal quota system.
Outraged by the wage and land-reform
demands of Untouchables, the Ranvir
Sena, a militia led by landowners, has
been implicated in the massacres of
more than 500 Untouchables. The
attackers have gone largely
unpunished. Activists fear that the
recent surge in violent incidents across
India will only intensify as more
Untouchables try to break the chains
Untouchable women meeting in
southern India focus on such issues as
literacy, malnourishment, and
employment. An organization called
Janodaya, run by the Sisters of the
Good Shepherd, educates women on
how to press for better government
services in areas such as health and
education, and how to start small
Many Groups unsuccessfully tried to reduce
the rigidity of the caste System
Siddhartha Gautama (563-483 B.C.), founder of Buddhism.
Muslim rule (1206-1862).
Christianity and Judaism.
According To Gandhi…
Gandhi: The caste system is "inherent in human nature, and Hinduism
has simply made a science of it."
Facts that tell us Gandhi was also not able to
control social inequality:
Creed: passive resistance against
Frequently jailed for his protests.
Assassinated by a Hindu Fundamentalist.
Dr. B.R. Ambedkar
Overcoming numerous social and financial
obstacles, Ambedkar became one of the
first untouchable to obtain a college
Dr. B.R. Ambedkar spent his whole life
fighting against social discrimination of the
He converted to Buddhism and is also
credited with providing a spark for the
conversion of hundreds of thousands of
untouchables to Theravada Buddhism.
Kasturba Balika School
Kasturba Balika School in
New Delhi provides
education to some 700
underprivileged girls, most
of them Untouchables. It is
named for the wife of
Mahatma Gandhi, the man
who fought and failed to
end the practice of
The Reservation System entitles a percentage of
government jobs, elected offices and positions in college
to go to the lower caste people.
This reverse discrimination is same as U.S. system of
The quota system has caused tension. The competition
for jobs and education is intense in India. Middle class
Indians say the quota system has given low-caste Indian
opportunities at their expense.
Higher-class Indians even pretend to be “backward”
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A printable map of South America labeled with the names of each country. It is ideal for study purposes and oriented vertically. Free to download and print. Latin America Map South America Continent South America Map America City Geography Map Teaching Geography World Geography Printable Maps Free Printable Coloring Pages. South America Lake Titicaca Strait of Magellan ATLANTIC OCEAN Caribbean Sea SOUTH PACIFIC OCEAN SOUTH ATLANTIC OCEAN 20°S 10°S 0° 10°N 20°N 30°S 4 0°S 5 0°S
South America: Countries Printables – Map Quiz Game: Finding a free, attractive, and easy to print map for use in the classroom or as a study aid is not always so easy. This blank printable map of South America and its countries is a free resource that is ready to be printed. Whether you are looking for a map with the countries labeled or a numbered blank map, these printable maps of South.
South america map not labeled. South America is a continent in the Western Hemisphere, mostly in the Southern Hemisphere, with a relatively small portion in the Northern Hemisphere.It may also be considered a subcontinent of the Americas, which is how it is viewed in Spanish and Portuguese-speaking regions of the Americas. The reference to South America instead of other regions (like Latin America or the Southern Cone) has. South America has an area of 17,840,000 km 2 or almost 11.98% of Earth's total land area. By land area, South America is the world's fourth largest continent after Asia, Africa, and North America. South America is almost twice as big as Europe by land area, and is marginally larger than Russia. North America Map with States – Explore the map of North America with countries and capitals labeled, this North America continent map shows all the countries, territories and other areas.
A map showing the physical features of South America. The Andes mountain range dominates South America’s landscape. As the world’s longest mountain range, the Andes stretch from the northern part of the continent, where they begin in Venezuela and Colombia, to the southern tip of Chile and Argentina. South America is also home to the Atacama Desert, the driest desert in the world. Mar 3, 2017 – A printable map of South America labeled with the names of each country. It is ideal for study purposes and oriented vertically. Free to download and print Labeled Outline Map:Rivers of South America: A collection of geography pages, printouts, and activities for students. Advertisement. EnchantedLearning.com is a user-supported site. As a bonus, site members have access to a banner-ad-free version of the site, with print-friendly pages.
Map of North and South America Click to see large. Description: This map shows governmental boundaries of countries in North and South America. Countries of North and South America: Anguilla, Antigua and Barbuda, Aruba, Uruguay,. Printable Map Of United States Not Labeled – printable map of united states not labeled, United States grow to be one in the well-known spots. Some individuals arrive for organization, even though the sleep comes to examine. Furthermore, visitors prefer to explore the says seeing as there are exciting items to get in an excellent land. Labeled South America Map – To the south, Monte has lavished attention on depicting what was then — and is still — the largest city in North America: Tenochtitlan, now known as Mexico City and labeled here simply as “Messico.” A A note about terminology; the deviations from climatology/normal are color coded but also labeled “A.
South America and Latin America. On 26 June 2020, the number of confirmed COVID-19 cases in South America surpassed 2 million while the United States had about 2.4 million. However, a month later on 26 July 2020, if we include Mexico and key areas in Central America and the Caribbean, then the total in Latin America (4.27 million) has surpassed the total in the United States (4.25 million). A printable map of South America labeled with the names of each country. It is ideal for study purposes and oriented vertically. Download Free Version (PDF format) My safe download promise. Downloads are subject to this site's term of use. Downloaded > 37,500 times. Top 20 popular printables. This page has a map of South America. Visit the map for more specific information about the countries, history, government, population, and economy of South America.
Map of South America with countries and capitals Click to see large. Description: This map shows governmental boundaries, countries and their capitals in South America. Go back to see more maps of South America. Europe Map; Asia Map; Africa Map; North America Map; South America Map; Oceania Map; Advertising. Popular maps. Label the countries, oceans, and geographic features of South America on the map below. Argentina – A large country in southeastern South America. Atlantic Ocean – The ocean that borders South America on the east. Bolivia – The westernmost of the two landlocked (not bordering an ocean) countries in. Most of the population of South America lives near the continent's western or eastern coasts while the interior and the far south are sparsely populated. Brazil is the world's fifth-largest country by both area and population.
Central America Map Labeled Albania, Kosovo, Portugal and Slovakia lift some virus restrictions. LONDON– The emergencies chief of the World Health Organization said Central and South America are currently witnessing the most . The U.S. hasn’t had a formal definition for what constitutes a suburb. A new data analysis comes closer to defining America’s most popular neighborhood type. . Free South America maps for students, researchers, or teachers, who will need such useful maps frequently. Download our free South America maps in pdf format for easy printing. Free PDF map of South America | <urn:uuid:8fca6d84-86a8-4338-92f8-e78a6d798c81> | {
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Refractive error is the inability of the eye to focus incoming light rays on the retina, thus not being able to create a clear image.
The curvature of the cornea plays a key role in bending the incoming light rays and focusing them on the retina. A too flat or too steep cornea will focus the light rays on the wrong plane creating a blurry image.
Refractive surgery aims to reshape the cornea with use of the excimer laser in order to correct refractive errors.
Refractive errors can be corrected either conservatively with glasses or contact lenses or surgically with refractive surgery procedures.
To be eligible for refractive surgery, one needs to be over 18 years of age and to have had stable refraction for at least 12 months. Contraindications for refractive surgery are severe dry eye syndrome, pregnancy, keratoconus and very thin cornea.
The two most popular types of refractive surgery procedures: the photorefractive keratectomy (PRK) and the femtosecond laser assisted LASIK (Femto-LASIK). Their main difference is that the LASIK involves creation of a corneal flap. Both techniques make use of the excimer laser to reshape the cornea. In Femto-LASIK a thin corneal flap is created with the excimer laser and then the cornea is treated and the flap repositioned. In PRK the superficial corneal layer is mechanically removed during surgery and left to regenerate on its own. The trans-PRK is the latest form of “no-touch” surface laser treatment where the corneal epithelium is removed with the use of the excimer laser as opposed to the mechanical removal with the traditional PRK. Results are found to be equal between PRK and trans-PRK but healing seems to be slightly faster with the latter technique.
All above mentioned refractive surgery techniques deliver excellent outcomes with a success rate of more than 99%. The treatment is individualized and the surgeon will discuss with the patient all possible options explaining advantages and disadvantages of each method. PRK involves postoperative discomfort for a few days but is regarded more suitable for patients with intense sport activity.
There is no age limit for performing laser refractive surgery. Above the age of 40 presbyopia occurs and therefore the patient loses his ability to read close up. In the age group above 40 the so-called monovision is preferred, where the dominant eye is corrected for far distance and the other eye left slightly shortsighted to allow for reading ability. Final option for this age group is the clear lens extraction, where a cataract surgery is performed followed by implantation of a multifocal lens that allows for good vision in all possible distances.
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