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School administrators are excellent at collecting data, but too often they end up storing it – literally. Accountability and assessment movements are forcing schools to bring data out of the drawers and into the open. Some are taking this a step further by establishing school data rooms, where teachers can see student information in a logical and accessible manner.
Walls of color-coded sticky notes cover the walls of Gilliard Elementary School, Mobile, Alabama. The notes tell teachers what their students are doing on the math and reading standards, as well as Look At This their discipline records and attendance records.
The goal is to help teachers recognize and address the needs of students before they become out of control. For instance, if a student isn’t meeting his or her reading goal the teacher might offer extra practice in class or help that student outside of school. If a student is having problems with their behavior or is exhibiting a problem with their behavior, the teacher could refer them for counseling or even consider taking that child from their classroom altogether.
Baker’s strategy is to have teachers recognize their students’ achievements by putting data at the spotlight. In the spring of 2013, a homeless student proudly announced that he had achieved his reading goal.
Before making the leap to a school data room ensure that you ensure the privacy of students and follow FERPA guidelines. This is especially important for data displays in the classroom, where sensitive information like counseling sessions or disciplinary actions may be uncovered accidentally. | <urn:uuid:15e6b99f-243d-419c-88bf-ffa0531af2a6> | {
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Smoking is widely recognised for its detrimental effects on human health, but its environmental impact is equally alarming. Tobacco product production, consumption, and disposal contribute significantly to global environmental degradation.
Tobacco farming is a major cause of deforestation, with an estimated 200,000 hectares of forests and woodlands removed annually, particularly in the developing world. Moreover, tobacco cultivation requires substantial amounts of water, with the World Health Organization (WHO) reporting that the industry consumes 22 billion tonnes of water each year.
Every year the tobacco industry costs the world more than 8 million human lives, 600 million trees, 200 000 hectares of land, 22 billion tonnes of water and 84 million tonnes of CO2.World Health Organization (WHO)
Cigarette smoke is a potent source of air pollution, emitting ten times more particulate matter than diesel car exhaust. This contributes to poor air quality and poses health risks not only to smokers but also to those exposed to secondhand smoke.
Cigarette butts, which contain plastic filters, are the most littered item globally, with 4.5 trillion annually. They are not biodegradable and can decompose for up to 10 years, leaching toxic chemicals into the environment. In addition, the E-cigarettes are not left out. E-cigarettes also contribute to environmental pollution, with over 894,700 littered on roadways and waterways.
The production and consumption of tobacco products also lead to significant carbon emissions, with smoking directly emitting 2.6 million tonnes of carbon dioxide annually.
Globally, the tobacco industry’s carbon footprint from production, processing, and transportation is equivalent to one-fifth of the CO2 produced by the commercial airline industry, further contributing to climate change.
|Trees Cut (millions)
|Land Used (hectares)
|Water Used (tonnes)
|CO2 Emissions (tonnes)
|Cigarette Butts Littered (trillions)
This article delves into the lesser-known environmental impacts of smoking tobacco or cigarettes, from cultivation to consumption, offering a comprehensive view backed by recent statistics and trends and hearing what some experts say.
When we talk about smoking, we’re referring to the act of inhaling and exhaling the smoke of burning plant material, most commonly tobacco. This practice can involve a variety of products, including cigarettes, cigars, pipes, and, more recently, electronic cigarettes or vapes.
In the United Kingdom, smoking prevalence as of 2022 was 12.9%, equating to 6.4 million people, with a higher prevalence among men (14.6%) compared to women (11.2%). This indicates a significant number of individuals contributing to the environmental impact of smoking within the UK alone.
However, beyond the well-documented health risks to individuals, smoking also has a profound impact on the environment. The entire lifecycle of tobacco products, from cultivation to consumption and disposal, contributes to environmental degradation. This includes deforestation for tobacco farming, pollution from manufacturing processes, and the littering of cigarette butts and e-cigarette components, which are often non-biodegradable and contain toxic substances.
E-cigarette waste is potentially a more serious environmental threat than cigarette butts since e-cigarettes introduce plastic, nicotine salts, and other hazardous waste into the environment.Truth Initiative
The environmental impact of smoking is vast, and it keeps growing. Tobacco cultivation for human consumption poses significant environmental challenges, particularly in low- and middle-income countries.
Let’s explore the environmental impact of smoking, shedding light on this global habit’s often-overlooked environmental footprint.
Smoking has a significant negative impact on the environment, affecting both the natural world and our air quality. The production and consumption of tobacco contribute to deforestation, water pollution, and increased greenhouse gas emissions.
Tobacco smoke is a major contributor to indoor air pollution.
Each year, approximately 600,000 hectares of forest are lost due to tobacco agriculture. Tobacco crops also deplete soil nutrients by consuming more nitrogen, phosphorus, and potassium than most other crops.
Cigarette butts made of cellulose acetate, a type of plastic, are the most abundant form of plastic waste in the world. Cigarette butts make up more than one-third—nearly 38 per cent—of all collected litter. These butts contain numerous toxic compounds, and when they are mobilised into waterways, they release these toxins into the water.
It’s estimated that one cigarette butt can contaminate a thousand litres of water.
E-cigarette waste is potentially a more serious environmental threat than cigarette butts since e-cigarettes introduce plastic, nicotine salts, heavy metals, lead, mercury, and flammable lithium-ion batteries into waterways.
Smoking leads directly to the emission of 2,600,000 tonnes of carbon dioxide and about 5,200,000 tonnes of methane yearly. The production, processing, and transportation of tobacco is equivalent to one-fifth of the CO2 produced by the commercial aviation industry.
The tobacco industry costs more than 8 million human lives, 600 million trees, 200,000 hectares of land, 22 billion tonnes of water, and 84 million tonnes of CO2 annually.
Smoking also contributes to air pollution. Studies have shown that waterpipe cafés, for instance, have high concentrations of pollutants such as formaldehyde, carbon monoxide, and nicotine.
The production and disposal of smoking-related products contribute to climate change due to the release of greenhouse gases. The tobacco industry’s carbon footprint from producing, processing, and transporting tobacco is equivalent to one-fifth of the CO2 produced by the commercial aviation sector.
The health concerns, societal costs and the negative sustainability impact of tobacco products do not correspond with our commitment to promote sustainable developmentNN Group, a financial institution urging the UN States on Tobacco Control.
The environmental impact of a single smoker is substantial. Research has shown that one person smoking a pack of 20 cigarettes every day for a year contributes nearly ten times more to fossil fuel depletion and four times more to climate change compared to the average consumer of sugar in one year.
The World Health Organization (WHO) has raised alarm over the environmental impact of the tobacco industry.
The economic cost of cleaning up cigarette butts is substantial. In the UK, local authorities spend around £40 million annually to clean up littered cigarette butts. In the city of London, about £4 million is spent each year to clean up six million cigarette butts.
|Cigarette butts littered (trillions/year)
|Methane emissions from smoking (tonnes/year)
|E-cigarette items littered (U.S. roadways and waterways, 2020)
|Carbon dioxide emissions (tonnes/year)
|Water used (tonnes/year)
|Tobacco-related deaths (annually)
|Toxic Chemicals Released
|Cost to the world (trees)
|Cleanup Cost (UK, annually)
|Microplastic strands in each smoked cigarette filter
Eliminating smoking is a complex issue due to the addictive nature of nicotine and the societal and cultural factors associated with smoking. However, numerous strategies would have to be implemented and proven effective in reducing smoking rates and helping individuals quit.
Furthermore, government policies and regulations play a crucial role in reducing smoking rates. For example, the UK government has set a target to be smoke-free by 2030. It has proposed measures such as raising the age of sale for tobacco products and reducing the appeal and availability of vapes to young people.
Tobacco reduces our quality of life as it competes for resources with commodities valuable to poverty alleviation and sustainable development. – Report from Imperial College London.
Smoking is indeed toxic. It poses significant health risks to both smokers and non-smokers, and it has a detrimental impact on the environment. The smoke from burning tobacco contains a complex mixture of over 7,000 chemicals, including about 70 that are known to cause cancer.
These harmful chemicals include carbon monoxide, hydrogen cyanide, benzene, formaldehyde, nicotine, phenol, polycyclic aromatic hydrocarbons (PAHs), and tobacco-specific nitrosamines (TSNAs).
|Health Risks of Smoking
|Percentage of Cases Caused by Smoking
|Coronary Heart Disease
|2 to 4 times higher risk
|2 to 4 times higher risk
|Men Developing Lung Cancer
|25 times higher risk
|Women Developing Lung Cancer
|25.7 times higher risk
|Deaths from Smoking in the U.S. per Year
|Deaths from Smoking in the U.K. per Year
Despite the environmental harm caused by cigarette waste, there are initiatives in place to recycle cigarette butts. Companies like TerraCycle have partnered with Santa Fe Natural Tobacco Company to create a free recycling program for cigarette waste.
The process involves separating the tobacco and paper from the filter, which is then processed into plastic granules.
Recycling cigarette butts has significant environmental benefits. It helps reduce the number of butts that end up as litter, which is estimated to be 1.69 billion pounds worldwide per year.
Participating in this program is easy and free. Individuals or businesses can collect cigarette waste in sturdy plastic containers or bags and then ship the waste to TerraCycle using a free shipping label.
Recycled cigarette butts have found use in various creative applications. For instance, TerraCycle has successfully transformed into industrial-grade products. This means that, for every tonne of butts recycled, it’s estimated that up to 7,000 litres of water can be saved from contamination.
Additionally, the reduction in plastic waste contributes to a healthier environment.
|Number of Cigarette Butts Collected and Recycled
|Number of New Products Created
This table illustrates the increasing trend in the collection and recycling of cigarette butts over the years, highlighting the growing success of these initiatives.
Cigarette butts are not biodegradable. The cigarette filters are primarily made of cellulose acetate, a type of plastic, and do not readily biodegrade.
The degradation time for cigarette filters can vary depending on environmental conditions, but it is estimated that they can take anywhere from 18 months to 10 years to degrade.
However, even as they degrade, they release toxic compounds such as formaldehyde, nicotine, arsenic, lead, copper, chromium, cadmium, and various polyaromatic hydrocarbons (PAHs).
Many smokers incorrectly believe that cigarette butts are biodegradable. This misconception may contribute to the high rates of cigarette butt littering. In fact, studies have found 60% of women and 70% of men butts are biodegradable. This group are likely to litter more.
The sustainability of smoking is a topic of increasing concern, given the far-reaching environmental impacts of tobacco production and consumption.
The production, processing, and shipping of tobacco products alone are equivalent to one-fifth of the emissions released by the aviation industry. Each cigarette is estimated to emit about 14 grams of CO2 throughout its lifecycle. Annually, tobacco production emits 80 million tonnes of carbon dioxide equivalent.
While efforts like biodegradable filters and reduced-harm products are steps towards sustainability, the overall impact of smoking remains unsustainable.
Smoking alternatives are products designed to replace traditional tobacco cigarettes. These alternatives include electronic cigarettes (EC), smokeless tobacco, nicotine replacement therapy (NRT), and herbal cigarettes.
The effectiveness and safety of smoking alternatives compared to traditional cigarettes are a subject of ongoing research. While alternatives like vaping and NRT are less harmful than smoking, they are not completely risk-free. The best choice for smokers is to quit nicotine and tobacco altogether.
The UK’s National Health Service (NHS) also supports vaping as a less harmful option than smoking and an effective tool for quitting.
The cost of smoking alternatives can vary, but many are more affordable than smoking.
|Average Annual Cost
|High health Baseline
|High risk of various diseases, including cancer, heart disease, stroke, lung diseases, diabetes, and COPD.
|Up to £780 savings/year
|High effectiveness; similar to NRT
|Exposure to nicotine and other chemicals; long-term effects respiratory and cardiovascular health effects
|NRT (e.g., patches, gum)
|Varies; often less than smoking
|Nearly doubles chances of quitting
|Potential for long-term dependence on nicotine
|Heated Tobacco Products
|Varies; often less than smoking
|Reduce exposure to toxicants/carcinogens
|They contain many of the same harmful ingredients found in traditional cigarettes
|£6.50/can (20 pouches)
|There is not enough evidence to assess the safety
|Contains nicotine and other harmful substances.
Cigarette butts comprise 30%-40% of items collected in annual coastal/urban cleanups.
Tobacco farming also contributes significantly to environmental degradation.
The NHS spends over £5 billion annually treating smoking-related diseases.
The carbon footprint of the global tobacco industry is equivalent to about 16 million tons of CO2 annually.
Globally, 22.3% of the world’s population used tobacco: 36.7% of men and 7.8% of women.
In the UK, the estimated gross cost of smoking to public finances was £20.6 billion in 2022.
Smokers also lose a large part of their income to tobacco, an estimated £12 billion in England each year, or approximately £2,000 per smoker.
Cigarette filters contain microplastics and make up the second-highest form of plastic pollution.
In 2022, the proportion of current smokers in the UK was 12.9%, or 6.4 million people, a decrease from the previous year.
Men are more likely to smoke than women, with 14.6% of men and 11.2% of women reporting being current smokers
The age group with the highest proportion of smokers is 25 to 34 years at 16.3%
|Number of smokers
|Social care costs
The environmental cost of smoking is a critical issue that extends beyond individual health concerns.
The statistics and facts presented underscore the need for continued efforts to reduce smoking prevalence and mitigate its environmental impact.
The environmental effects of smoking are comparable to other everyday activities. For instance, a person smoking 20 cigarettes per day for 50 years contributes almost five times more to water depletion and nearly two and ten times more to fossil fuel depletion than an average consumer of red meat and sugar, respectively.
Moreover, the same smoker contributes four times more to climate change than a sugar consumer.
|Smoking (per year)
|84 million tonnes
|Using a Smartphone (iPhone, first year)
|Car Driving (per year)
|4.6 metric tons
|Dinner (Beef, per kg)
The largest economies globally also bear the brunt of the environmental and economic costs of smoking. According to the WHO, there are over 1.3 billion tobacco users worldwide. For instance, the global tobacco products market was worth £696 billion.
In countries like China, the largest producer and consumer of tobacco, the economic damage caused by smoking is over £380 billion each year.
Globally, the indirect costs of smoking are estimated to be about £760 billion, with nearly two-thirds due to premature mortality. The total economic cost of tobacco represents 1.8% of global GDP.
|Number of Smokers
|Annual Cost of Smoking (in £ billion)
Yes, smoking is detrimental to the environment. The World Health Organization (WHO) has raised alarm over the environmental impact of the tobacco industry. Every year, the industry costs the world more than 8 million human lives, 600 million trees, 200,000 hectares of land, 22 billion tonnes of water, and 84 million tonnes of CO2.
The carbon footprint from tobacco production, processing, and transportation is equivalent to one-fifth of the CO2 produced by the commercial sector, contributing to global warming.
Secondhand smoke refers to the smoke that smokers exhale and the smoke from the end of a burning cigarette, cigar, or pipe. Inhaling secondhand smoke can cause nonsmokers to develop serious health problems like lung cancer, heart disease, and stroke. It can also cause breathing problems like coughing or wheezing.
Smoking releases over 7,000 chemicals, including toxic substances like nicotine, tar, and heavy metals, as well as greenhouse gases.
Tobacco cultivation and production contribute to deforestation, soil erosion, reduced soil fertility, and disrupted water cycles. It also generates significant carbon emissions, contributing to climate change.
Inemesit is a seasoned content writer with 9 years of experience in B2B and B2C. Her expertise in sustainability and green technologies guides readers towards eco-friendly choices, significantly contributing to the field of renewable energy and environmental sustainability. | <urn:uuid:2c06b53d-f020-41ee-9767-71189487981f> | {
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Humans are ushering in the sixth mass extinction of life on Earth, scientists warn – The Independent
Humans are bringing about the sixth mass extinction of life on Earth, according to scientists writing in a special edition of the leading journal Nature.
Mammals, birds and amphibians are currently becoming extinct at rates comparable to the previous five mass extinctions when “cataclysmic forces” – such as massive meteorite strikes and supervolcano explosions – wiped out vast swathes of life, including the dinosaurs.
The growing human population – which has increased by 130 per cent in the last 50 years and is set to rise to more than 10 billion by 2060 – and our increasing demand for resources as we become wealthier is ramping up the pressure on the natural world.
Tens of thousands of species – including 25 per cent of all mammals and 13 per cent of birds – are now threatened with extinction because of over-hunting, poaching, pollution, loss of habitat, the arrival of invasive species, and other human-caused problems.
But the researchers said it was not “inevitable” that this process would continue. There is still time for humans to turn the situation around by protecting habitats, changing our diets to less land-intensive food, and taking other forms of conservation.
In one of a series of papers in Nature, a team of international scientists wrote: “The ever-increasing and unprecedented extent and impact of human activities on land and in the oceans over the past few centuries has dramatically reduced global biodiversity.
“There is overwhelming evidence that habitat loss and fragmentation, over-exploitation of biological resources, pollution, species invasions and climate change have increased rates of global species extinctions to levels that are much higher than those observed in the fossil record.”
And we are not immune from such problems.
This loss of biodiversity could “substantially diminish the benefits that people derive from nature”, they warned.
In order to preserve such “ecosystem services”, policies should be designed to “secure the valuable and often irreplaceable benefits of biodiversity for future generations, even under conditions of rapid global change”, the paper added.
Another paper painted a bleak picture of humans’ long history of wiping out other animals.
“Human-influenced extinctions began when modern humans moved out of Africa,” it said.
“Successive waves of extinctions in Australia (50,000 years ago), North America and South America (10,000-11,000 years ago) and Europe (3,000-12,000 years ago) were driven largely by a combination of hunting by humans and natural climate change.
“By 3,000 years ago, Earth had lost half of all terrestrial mammalian megafauna species (with a mass of more than 44kg) and 15 per cent of all bird species.”
The researchers said that since 1500AD, human destruction of wildlife had “accelerated”.
Animals in decline
1/8 Harbour seal (Phoca vitulina)
Where: Orkney Islands. What: Between 2001-2006, numbers in Orkney declined by 40 per cent. Why: epidemics of the phocine distemper virus are thought to have caused major declines, but the killing of seals in the Moray Firth to protect salmon farms may have an impact.
2/8 African lion (Panthera leo)
Where: Ghana. What: In Ghana’s Mole National Park, lion numbers have declined by more than 90 per cent in 40 years. Why: local conflicts are thought to have contributed to the slaughter of lions and are a worrying example of the status of the animal in Western and Central Africa.
3/8 Leatherback turtle (Dermochelys coriacea)
Where: Indonesia, Malaysia, Mexico, Costa Rica. What: Numbers are down in both the Atlantic and Pacific. It declined by 95 per cent between 1989-2002 in Costa Rica. Why: mainly due to them being caught as bycatch, but they’ve also been affected by local developments.
4/8 Wandering albatross (Diomedea exulans)
Where: South Atlantic. What: A rapid decline. One population, from Bird Island, South Georgia, declined by 50 per cent between 1972-2010, according to the British Antarctic Survey. Why: being caught in various commercial longline fisheries.
5/8 Saiga Antelope (Saiga tatarica)
Where: Kazakhstan, Mongolia, Russia, Turkmenistan, Uzbekistan. What: fall in populations has been dramatic. In the early 1990s numbers were over a million, but are now estimated to be around 50,000. Why: the break up of the former USSR led to uncontrolled hunting. Increased rural poverty means the species is hunted for its meat
6/8 Swordfish (Xiphias gladius)
Where: found worldwide in tropical, subtropical and temperate seas. Why: at risk from overfishing and as a target in recreational fishing. A significant number of swordfish are also caught by illegal driftnet fisheries in the Mediterranean
7/8 Argali Sheep (Ovis mammon)
Where: Central and Southern Asian mountains,usually at 3,000-5,000 metres altitude. Why: domesticated herds of sheep competing for grazing grounds. Over-hunting and poaching.
8/8 Humphead Wrasse (Cheilinus undulatus)
Where: the Indo-Pacific, from the Red Sea to South Africa and to the Tuamoto Islands (Polynesia), north to the Ryukyu Islands (south-west Japan), and south to New Caledonia. Why: Illegal, Unregulated and Unreported (IUU) fishing and trading of the species
“Extinction rates for birds, mammals and amphibians are similar at present to those of the five global mass-extinction events of the past 500 million years that probably resulted from meteorite impacts, massive volcanism and other cataclysmic forces,” they wrote.
It said “urgent” action was needed to ensure that “sufficient habitats will remain to preserve the viability of … species in the long term and to guarantee that such habitats are well managed”.
“All species could benefit from the intensification of current conservation policies, as well as from policies that reduce underlying anthropogenic threats,” the paper added.
“Developing and enacting such policies, however, will require an unprecedented degree of engagement between stakeholders, policymakers, natural scientists and social scientists.
“Earth is capable of providing healthy diets for 10 billion people in 2060 and preserving viable habitats for the vast majority of its remaining species.
“The benefits for biodiversity and humanity of pursuing these goals are great, and with forethought and timely action, these goals can be achieved.”Reuse content | <urn:uuid:bd028c06-792f-4991-98c2-acd2472dde20> | {
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Dies are the cutting tools used for making and repairing threads on the outside of circular items like shafts and bolts.
Dies are metal slugs, often in a round shape but hex-shaped ones exist, and nothing presents other shapes like squares from being used.
A die is used in a die-holder, and is clamped into place with one or more set-screws. There are three or more cutting surfaces, and an equal number of spaces for swarf removal.
The die is rotated over a suitably-sized shaft and cuts a thread-form into the component. Small threads can be cut by hand, but larger threads may require machinery or arms like Popeye.
Technique is important - a cutting tool will remove material, which has to go somewhere. Normally the tool is backed-off several times a rotation to "break the chip" and avoid long wiggly chips of swarf getting in the way. Use of the correct lubricant helps too.
The matching tool for cutting internal threads is a Tap although both internal and external threads can be cut by a skilled lathe operator too.
Dies can also be used to repair damaged threads, where the thread has been impacted or malformed by wear or pressures. This is called "chasing" a thread and can be the difference between reusing a part and replacing it. | <urn:uuid:c7b7897c-711f-455d-8423-aaa515d89fe6> | {
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Dutch scientists have identified different genes in Staphylococcus aureus — a kind of bacteria carried in the nostrils — in either patients with PR3-ANCA vasculitis or with MPO-ANCA-positive vasculitis.
The results suggest that the genes they found are relevant in causing and prolonging the disease.
The study, “Genetic loci of Staphylococcus aureus associated with anti-neutrophil cytoplasmic autoantibody (ANCA)-associated vasculitides,” appeared in the journal Scientific Reports.
ANCA-associated vasculitis (AAV) is a group of diseases in which antibodies that target substances known as neutrophils are produced inside white blood cells, thereby damaging blood vessels. Depending on the substance inside the neutrophils the antibodies target, AAVs are divided into several categories. The two most common targets are the proteins myeloperoxidase (MPO) and proteinase 3 (PR3).
PR3-ANCA vasculitis occurs mostly in patients of Northern European origin. It usually causes granulomatosis (GPA) and inflammation of small- and medium-size blood vessels in many organs. In severe cases, it can seriously damage lungs and kidneys.
MPO-ANCA AAV mainly inflames small blood vessels and commonly causes glomerulonephritis, a kidney disease. MPO-ANCAs occur mostly in Asia and Australia.
Experts say 60 to 70 percent of PR3-GPA patients carry S. aureus in their noses, compared to 20 to 30 percent of healthy individuals.
A research team at University Medical Center Groningen in the Netherlands isolated S. aureus bacteria from patients with ANCA-associated vasculitis, and cultured each type found.
They analyzed all the genes from each isolate, or individual strain of bacteria from a single source, of S. Aureus. Some genes in the bacteria isolated from PR3-ANCA GPA patients were not the same as those from MPO-ANCA+ AAV, or as those of the S. aureus isolated from healthy controls, they found.
In addition, the researchers found lower levels of antibodies that target S. aureus in the patients with ANCA vasculitis they studied, compared to the general population.
“More importantly, several genetic loci of S. aureus were found to be associated with either PR3-ANCA or MPO-ANCA-AAV,“ the team wrote. “Our findings also show that a lowered humoral immune response to S. aureus is common for PR3-ANCA- and MPO-ANCA+ AAV.”
Their study suggests that the presence of particular genes in S. aureus bacteria found in MPO-ANCA and PR3-ANCA patients may be relevant for disease onset and progression.
“Altogether, our observations imply that the presence or absence of particular virulence genes of S. aureus isolates from AAV patients contributes to disease progression and/or relapse,” they concluded.
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Playing with Lego is a common childhood activity, so it is not shocking that Lego ideas have been designed around the educating of children. Due to its accessibility, it can be used to teach a variety of subjects with particular merit in numeracy and literacy. There are plenty of Lego ideas for educational activities that can take the opportunity of learning mathematical concepts and literacy to the next stage of educational development in an enjoyable format. With an array of Lego ideas to choose from, learning through play can be a successful way to challenge children in a homeschool environment.
Lego Ideas: Symmetry Lego Math Challenge
Something that is reflected in materials and nature is symmetry. An important part of math as well, you can use Lego ideas to help your children understand the concept of symmetry, its meaning and how it can be used in daily life. Being able to teach children mathematical terminology can be done via Lego and it is an effective strategy for deep learning. Lego blocks are present in nearly every child’s toy box and they provide a heap of educational opportunities using Lego ideas.
Defining symmetry for your child is a good introduction for your child. Explaining that symmetry is essentially when two sides are identical after being flipped or turned around. This can be demonstrated easily using Lego blocks and a Lego board. Due to symmetry being identical reflections, it is important to show that something divided down the middle, in the same way, is symmetry. Describing a mirror-like effect, you can highlight to your child that anything that can be identical is symmetrical.
You can show this concept to your children using a Lego board. Due to symmetry being split into two halves, place a red line in the middle of the Lego board. Take some blocks and specifically collect coloured blocks for the children to mirror. Create a pattern and present it to the child and ask them to mirror the pattern in the same symmetrical shape. This is a great way of encouraging them to understand symmetrical shapes in a kinesthetic way.
This is a great way of ensuring that your children understand the concept of symmetry because, if they do get it, they will be able to complete the pattern without any issues. If your child is struggling to create a symmetrical pattern, then you will be able to gently guide them on how we know what asymmetrical pattern is or how to make symmetrical shapes. This could be done by pointing out colours or the shape of the pattern.
Depending on the capabilities of your child, you can either create simple shapes or patterns to follow or create a more complex board for them to follow. Starting with more accessible patterns and building up to complex shapes allows you to see how well your child has grasped the concept of symmetry.
Lego luckily comes in a variety of shapes, sizes, and colours, so making a challenging board for your child can be easy through the materials available to you. Even if your child is struggling, it is a very visual experience which makes grasping it that much easier. As you create harder challenges, your child will have to appreciate spacing, colours, and lines.
A great way to see if your child has grasped the concept is to ask them if they split the pattern in half, would both sides look the same? Understanding symmetry helps with problem solving and creativity and encourages understanding of sequences. A perfect example of understanding mathematical concepts using Lego ideas.
Lego Math Games for Kids: Subtraction
A key part of learning math is subtraction. Knowing how to do this helps not only with math but financial situations that will help in daily life as your child grows. Using Lego ideas to teach subtraction provides an entertaining way to introduce an important math operation.
Subtraction has multiple terms, like takeaway or minus, so feel free to use the terminology that your child is most familiar with. Lego ideas provide a unique and fun method for your children to learn this concept. Lego is a very tactile object and all you will need for this subtraction game is a whiteboard, a whiteboard pen, Lego board, and some Lego pieces. Your child will count the dots found on the Lego pieces.
The Lego blocks come in a variety of shapes with lots of dots on them. Write an equation using the whiteboard that you would like your child to answer. Using the dots, let them subtract these objects from each other. Get your child to write the equation they used to solve it onto the whiteboard and take you through it using the numbers to explain. Getting them to write the numbers out aids with number recognition and encourages learning their mathematical development. Using repetition with this ensures that your child fully understands the concepts.
Lego ideas provide a creative alternative to traditionally dull concepts like learning maths. Using blocks to create a physical scenario allows your child to see math as a real-life aid rather than an abstract concept. Using creative solutions like this in a homeschool environment ensures your child can grasp different concepts.
Lego Ideas: Addition Lego Games for Kids
Possibly the first mathematical operation learned after number recognition is addition. Lego ideas provide exciting and creative opportunities for children to process the concept of addition and using tactile methods of learning to aid them with their sums. All that is needed for this homeschool lesson is a Lego board, Lego blocks, a pen or pencil, and a piece of paper. Make sure your child understands what the addition or plus sign is by making a plus sign on your Lego board for them so they have a visual understanding of it.
Write out numbers on paper and set corresponding Lego blocks beside them. Get your child to write out the equations so they can physically see how the equations are worked out. Using the kinesthetic tool of blocks, your child will be able to see addition in action and quite easily see how the answer is created. Using the numbers on paper encourages number recognition as well and helps your child write their equation down. To make it more challenging, increase the numbers and see how they solve their challenges. Lego ideas provide plenty of alternatives to drab lessons and assert a positive environment for children to learn in. | <urn:uuid:ccf36b54-ac8f-462c-ae23-e2ae919d1ed5> | {
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Painting of the Bombardment of Tangier.
|Commanders and leaders|
François d'Orléans |
Thomas Robert Bugeaud
Omar Laalaj †
Ahmed ben al-Shiker
|Casualties and losses|
28 cannons lost
The Franco-Moroccan War was fought between France and Morocco in 1844. The principal cause of war was the retreat of Algerian resistance leader Abd al-Qadir into Morocco following French victories over many of his tribal supporters during the French conquest of Algeria.
Abd al-Qadir had begun using northeastern Morocco as a refuge and a recruiting base as early as 1840, and French military movements against him heightened border tensions at that time. France made repeated diplomatic demands to Sultan Abd al-Rahman to stop Moroccan support for Abd al-Qadir, but political divisions within the Sultanate made this virtually impossible.
Tensions were heightened in 1843, when French forces chased a column of Abd al-Qadir supporters deep into Morocco following the Battle of the Smala. These men included tribesmen from Morocco, and French authorities interpreted their actions as a de facto declaration of war. While they did not act immediately, French military authorities threatened to march into the Sultanate if support for Abd al-Qadir was not withdrawn, and the border between Algeria and Morocco properly demarcated so that defenses against future incursions could be set up.
An attempt to dislodge these troops peacefully in late May 1844 failed when Moroccan tribal fighters fired on the French and were eventually driven back to Oujda. Rumours surrounding this incident, including reports that the shrine had been defiled and that French troops had entered Oujda and hanged the governor, fanned the flames of jihad in Morocco. Amid escalating troop buildups and skirmishes in the frontier area, French Marshal Thomas Robert Bugeaud insisted that the border be demarcated along the Kiss River, a position further west than the Tafna River , which Morocco considered to be the border. On the 19th of June, violating the frontier, Marshal Bugeaud occupied Oujda.
The war began on August 6, 1844 when a French fleet under the command of the Prince of Joinville François d'Orléans conducted a naval Bombardment of the city of Tangier.
The conflict peaked on August 14, 1844 at the Battle of Isly, which took place near Oujda. A large Moroccan force led by the Sultan's son Sidi Mohammed, was defeated by a smaller French royal force under the Governor-General of Algeria Thomas Robert Bugeaud.
Essaouira, Morocco's main Atlantic trade port, was attacked in the Bombardment of Mogador and briefly occupied by Joinville on August 16, 1844.
The war formally ended on September 10, 1844 with the signing of the Treaty of Tangier, in which Morocco agreed to officially recognize Algeria as part of the French Empire, reduce the size of its garrison at Oujda, and establish a commission to demarcate the border. The border, which is essentially the modern border between Morocco and Algeria, was agreed in the Treaty of Lalla Maghnia.
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For this purpose, studies from three different fields of research, namely: To have any effect on behavior, the neurotransmitter must be released from the neurons and act on the receptors of postsynaptic neurons and this may be influenced by factors other Neurotransmitters and memory the level of the neurotransmitter Young, Other neuroactive peptides include oxytocin and vasopressin, which are synthesized in the hypothalamus with receptors located primarily in the brain.
Controlling the synthesis and levels of neurotransmitters is the function of many of the pharmaceutical approaches to psychiatric disorders. Action potential —A transient change in the electrical potential across a membrane which results in the generation of a nerve impulse.
Most of the research on dietary precursors to neurotransmitters has been done on tryptophan. You can always be sure you're reading unbiased, factual, and accurate information. The experimental tools that have been used in pharmacological studies may appear to be inadequate to enable conclusions to be drawn about the involvement of ACh in learning and memory processes.
The effect of dietary precursors on acetycholine release in animals is influenced by a number of factors including environmental conditions such as novel surroundings Kopf, Buchholzer, Hilgert, et al. There are many types of chemicals that act as neurotransmitters in the human body and the way that foods may affect these chemicals is important to understanding the possible role of diet in developmental disorders.
Finally, GABA levels have been studied less frequently than serotonin, but have also been reported to be elevated in the plasma of children with autism Dhossche, Applegate, Abraham, et al.
Endorphins can further decompose to small fragments that pass the blood-brain barrier more readily. Especially, the use of scopolamine as a pharmacological tool is criticized. Type I synapses are excitatory in their actions, whereas type II synapses are inhibitory.
The involvement of other neurotransmitter systems in cognitive functions is briefly discussed. The cholinergic hypothesis claims that the decline in cognitive functions in dementia is predominantly related to a decrease in cholinergic neurotransmission. In the field of behavioral neuroscience a highly specific cholinergic toxin has been developed.
The brain also has a number of receptors for peptides such as the opioid peptides, so called because they can produce opium like effects of pain relief and euphoria.
Mosby Year Book, Each type has a different appearance and is located on different parts of the neurons under its influence. Periodicals Fischbach, Gerald D.
These neurotransmitters are released into the synaptic cleft to bind onto the receptors of the postsynaptic membrane and influence another cell, either in an inhibitory or excitatory way.
The Neurotransmitters and memory tract has receptors for these and other neuropeptides involved in digestion. An antagonist is a molecule that blocks the effect that the neurotransmitter normally has on the post-synaptic neuron.
Conditioned reflex —A response in which one stimulus, the conditioned one, is associated with and elicits the same response as another stimulus, the unconditioned stimulus. Although factors within the brain also control synthesis and function of neurotransmitters, ingestion of particular foods can give rise to changes in the neural activity in the brain with resultant changes in physiological functioning and behavior; changes may be subtle in the healthy individual but for those with particular diseases or problems e.
For this purpose, studies from three different fields of research, namely: In adults with autism, depletion of tryptophan via low tryptophan diet and ingestion of tryptophan-free drink of amino acids resulted in an increase in symptoms such as whirling, flapping, rocking, and self-injurious behavior among many of the subjects McDougle, Naylor, Cohen, et al.
A deficiency in neurotransmitter production can cause problems with memory. A neuron transports its information by way of a nerve impulse called an action potential. Neurons do not touch each other except in the case of an electrical synapse through a gap junction ; instead, neurons interact at contact points called synapses: GABA contributes to motor control, vision, and many other cortical functions.
Histamine works with the central nervous system CNSspecifically the hypothalamus tuberomammillary nucleus and CNS mast cells. Serotonin contributes to various functions, such as regulating body temperature, sleep, mood, appetite, and pain. Choline is the precursor for the neurotransmitter acetylcholine and is found in the form of phosphatidylcholine, or lecithin, in many foods e.
Neurotransmitters control communication throughout your body and brain. Neurotransmitters are complex chemical messengers that coordinate communcation between neruons, which in turn affect every cell, tissue, and system in your body. Neurotransmitter - Neurotransmitters' Role In Memory And Learning.
Tweet. brain cell nerve dopamine. One of the most exciting areas of research is the attempt to find out how learning and memory take place. One of the earliest researchers who attempted to explain learning and memory as a function of cellular change was the Canadian.
These neurotransmitters are secreted into the synaptic gap by a process called exocytosis, in which the vesicles’ membranes fuse with that of the presynaptic button.
Glutamate is a major excitatory neurotransmitter that is associated with learning and memory. neurotransmitters and learning, memory and developmetnal disorders Neurotransmitters are important for memory, learning, and behavior among other things.
There are many types of chemicals that act as neurotransmitters in the human body and the way that foods may affect these chemicals is important to understanding the possible role of diet in.
The wellness program customized to you. Data Analysis Specialists. Neurogistics has compiled a team of experienced clinicians, professional-grade supplements and state-of-the-art laboratories to provide a full-service solution for the clients and patients of practices all over the world.
Nov 03, · Neurotransmitters and memory are connected through the regulation and retention of the four types of memory. The brain and nervous system make many different chemicals that travel through the body and allow the body system to function. Neurotransmitters are chemicals that are produced to aid in memory.Neurotransmitters and memory | <urn:uuid:e4bd2501-bea6-4117-9b28-2806152b0b35> | {
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According to the National Institutes of Health (NIH), tingling, cramping feet may signal a serious medical condition. If changes in habits and weight loss do not ease these sensations, consider exploring other causes and remedies with your doctor.
Diabetic neuropathy stems from decreased blood flow leading to nerve death, which can cause tingling and cramping in the feet. Diseases and infections that cause inflammation of blood vessels (called vasculitis) trigger scar tissue formation in vessels, interfering with circulation and resulting in tingling and cramping in the lower extremities.
According to the Merck Medical Library, rheumatoid arthritis of the ankle can cause tarsal tunnel syndrome. Pressure from nearby swelling triggers tingling in the feet. Keeping feet elevated may ease symptoms, but a doctor may suggest surgery in chronic cases.
Paresthesia and cramping from traumatic nerve compression can develop immediately after an accident involving spinal injuries or broken legs and feet. Scar tissue around nerves and arthritis in the spinal column or feet can trigger abnormal sensations and muscle spasms years later, explains the NIH.
Calcium is important for muscle contractions and nerve transmission. Calcium deficiencies can cause muscle cramps and tingling but may signal kidney failure, vitamin D deficiency and hypoparathyroidism (decreased functioning of the parathyroid gland), according to the NIH.
Disturbances in hormone levels can cause swollen feet and ankles, placing pressure on nerves. Swelling also interferes with blood flow to muscles, resulting in cramps from lactic acid build-up and poor oxygenation. | <urn:uuid:c87c228f-3071-4b71-96e8-b2b49c37703a> | {
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May 2, 2023
The end of the semester is always rough and I’ve had too many long nights, so tonight I am going to offer just one explanation about the debt clause in the Fourteenth Amendment:
The debt ceiling crisis continues to dominate the news, with some speculation now that White House officials are wondering whether the Fourteenth Amendment to the Constitution might require the government to continue to pay its bills whether Congress actually raises the debt ceiling or not.
The fourth section of the Fourteenth Amendment reads: “The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned.”
This statement was a response to a very specific threat.
During the Civil War, the U.S. Treasury issued more than $2.5 billion in bonds to pay for the war effort. To make those bonds attractive to investors, Congress had made most of them payable in gold, along with their interest. That gold backing made them highly valuable in an economy plagued by inflation.
In contrast, most working Americans used the nation’s first national currency, the greenbacks, introduced by Congress in 1862 and so called because they were printed with green ink on the back and black ink on the front—as our money still is; check out a dollar bill. Because greenbacks were backed only by the government’s ability to pay, their value tended to fluctuate. As Congress pumped more and more of them into the economy to pay expenses, inflation made their value decrease.
National taxes funded the bonds, which meant that workers whose salary was paid in the depreciating greenbacks paid taxes to the government, which in turn paid interest to bondholders in rock-solid gold. After the war, workers noted that inflation meant their real wages had fallen during the war, while war contracts had poured money into the pockets of industrialists.
Workers couldn’t do much about the war years and still faced years of paying off the wartime bonds. They began to call for repaying war bonds not in gold but in depreciated currency, insisting that taxpayers should not be bled dry for rich bondholders. Democrats, furious at wartime policies that had enriched industrialists and favored bankers, promised voters that if voters put them in control of Congress, they would put this policy into law.
Republican legislators who had created the bonds in the first place were horrified at the idea that Democrats were claiming the right to change the terms under which the debt had been sold. This, they said, was “repudiation” and would turn those who had invested in the United States against it.
Bonds were about far more than just money. When the war broke out, the Treasury had turned to bankers to underwrite the war. But the bankers were notably reluctant to bet against the cotton-rich South and refused to provide the amount of help necessary. To keep the government afloat, Treasury officers had been forced to turn to ordinary Americans, who for four years had shouldered the financial burden of supporting their government.
“It is your war,” Treasury Secretary William Pitt Fessenden wrote to the public in 1864. “Much effort has been made to shake public faith in our national credit, both at home and abroad…yet we have asked no foreign aid. Calm and self-reliant, our own means thus far have proved adequate to our wants. They are yet ample to meet those of the present and the future.”
On April 3, 1865, the day the Confederate capital of Richmond, Virginia, fell, bond salesman Jay Cooke hung from his office window a sign that featured the nicknames of the two most popular bond issues, along with an even larger banner that read:
“The Bravery of our Army
The Valor of our Navy
Sustained by our Treasury
Upon the Faith and
A Patriotic People.”
The debt was a symbol of a newly powerful national government that represented ordinary Americans rather than the elite enslavers who had controlled it before the war. “There has never been a national debt so generously distributed among and held by the masses of the people as all the obligations of the United States,” wrote an Indianapolis newspaper in 1865. “This shows at once the strength of popular institutions, and the confidence the people have in their perpetuity.”
Undermining the value of U.S. bonds was an attack not just on the value of investments, but on the nation itself. When Republican lawmakers wrote the Fourteenth Amendment in 1866, they recognized that a refusal to meet the nation’s financial obligations would dismantle the government, and they defended the sanctity of the commitments the government had made. When voters ratified that amendment in 1868, they added to the Constitution, our fundamental law, the principle that the obligations of the country “shall not be questioned.” | <urn:uuid:e794efbf-1755-46ae-ade0-3a5c32939b5d> | {
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Environment Current Affairs 2018
Latest Environment Current Affairs 2017 for UPSC Exams, Bank Exams, Civil Services, SSC and other Competitive Exams. Latest developments in Environment and Climate Change 2017 all important national updates in Environment events for the year 2017
Category Wise PDF Compilations available at This Link
Recognising the need to cut down on carbon emissions to tackle climate change, the government of India has taken the following steps to reduce the emissions from the farm sector:
- Crop diversification programme under Rashtriya Krishi Vikas Yojana (RKVY), National Food Security Mission (NFSM) and Bringing Green Revolution to Eastern India (BGREI).
- Increasing the area under System of Rice Intensification (SRI) as an alternative to the widely used practice of transplanted paddy.
- Deployment of zero tillage drill machines and other residue management equipment to enable planting of Rabi crop in the standing residue of rice crop to avoid stubble burning.
- Adopting the practices like alternate wetting and drying, direct seeded rice system of rice cultivation, use of slow-release nitrogen fertilizers, integrated nutrient management practices, leaf colour chart-based nitrogen application, use of urea super granules etc in rice cultivation.
- Neem coating of urea.
- Planting of trees under National Food Security Mission (NFSM), Bringing Green Revolution to Eastern India (BGREI), Sub-Mission on Agro-Forestry (SMAF) and National Bamboo Mission (NBM).
- Spreading of micro irrigation under Pradhan Mantri Krishi Sinchai Yojana (PMKSY)-Per Drop More Crop
- Models of Integrated Farming System (IFS) have been developed for replication in Krishi Vigyan Kendras (KVKs) and in the States for enabling climate-resilient agriculture and cutting down the carbon emissions.
Together with above initiatives, various sub-programmes initiated by government like Soil Health Card (SHC), Paramparagat Krishi Vikas Yojana (PKVY), Mission Organic for Value Chain Development for North East (MOVCD), Rainfed Area Development (RAD), Sub-Mission on Agroforestry (SMAF) and National Bamboo Mission (NBM) are contributing towards cutting down of carbon emissions from farm sector.
Tags: Bringing Green Revolution to Eastern India • Integrated Farming System • Krishi Vigyan Kendras • National Bamboo Mission • National Food Security Mission • Neam Coating of Urea • Pradhan Mantri Krishi Sinchai Yojana • Rashtriya Krishi Vikas Yojana
The Western Ghats has an exceptionally high level of biological diversity and endemism and is recognized as one of the world’s eight ‘hottest hotspots’ of biological diversity. The Western Ghats represents geomorphic features of immense importance with unique biophysical and ecological processes.
The Rajya Sabha Committee on Government Assurances has examined issues related to the categorisation of the Western Ghats as ecologically sensitive areas (ESA) as per the recommendations of two committees led by Madhav Gadgil and K. Kasturirangan.
Observations of the Committee
The Rajya Sabha Committee on Government Assurances has made the following observations:
- The ecologically sensitive areas (ESA) in the Western Ghats could not be earmarked due to State governments’ ‘insensitivity’.
- The recent floods in Kerala and parts of Karnataka must serve as an alarm bells for the governments in the States of Goa, Gujarat, Maharashtra, Kerala, Tamil Nadu and Karnataka, which have failed to mark ESA in the Western Ghats.
- Despite three draft notifications issued over four years for earmarking ESA, the State governments could not be brought on board for action.
- As a result over 56,000 square km of ESA could not be earmarked as ‘no-go’ zones for polluting activities and deforestation. Hence large-scale deforestation, mining, and construction are continuing unabated, hurting the ecology of the Western Ghats.
- Insensitivity towards the ecology of the Western Ghats has made the Goa, Gujarat, Maharashtra, Kerala, Tamil Nadu and Karnataka vulnerable to floods and landslides.
- The committee recommends that implementation of the recommendations of the Kasturirangan report is only possible with the active support of the local population.
The parliamentary panel has urged the Ministry of Environment, Forest and Climate Change to constitute a committee to address the issues and grievances of State governments and local people. | <urn:uuid:30dae9c5-6414-475b-ad12-0b883ba8ac1c> | {
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Most of the Earth's biosphere is characterized by low temperatures. Vast areas (>20%) of the soil ecosystem are permanently frozen or are unfrozen for only a few weeks in summer. Permafrost regions occur at high latitudes and also at high elevations; a significant part of the global permafrost area is represented by mountains.
Permafrost soils are of global interest, since a significant increase in temperature is predicted for polar regions. Global warming will have a great impact on these soils, especially in northern regions, since they contain large amounts of organic carbon and act as carbon sinks, and a temperature increase will result in a release of carbon into the atmosphere. Additionally, the intensified release of the climate-relevant tracer gas methane represents a potential environmental harzard.
Significant numbers of viable microorganisms, including bacteria, archaea, pho-totrophic cyanobacteria and green algae, fungi and protozoa, are present in permafrost, and the characteristics of these microorganisms reflect the unique and extreme conditions of the permafrost environment. Remarkably, these microorganisms have been reported to be metabolically active at subzero temperatures, even down to -20°C.
This book summarizes recent knowledge on various aspects of permafrost and permafrost-affected soils, including typical properties of these soils, distribution and biodiversity of permafrost microorganisms, examples for microbial activity in frozen soils, and genomic and proteomic insights into cold adaptation of permafrost bacteria. The impact of global warming on microbial communities, carbon dynamics, geomorphology, and frozen-ground engineering are further discussed. Other chapters describe the feasibility and limitations of methods for removing contaminants in frozen ground. Finally, terrestrial permafrost is considered as a model for extraterrestrial habitats.
I wish to thank all authors, who are authorities in their field, for their excellent contributions. I also thank Dr. Franz Schinner for many interesting discussions and Dr. Jutta Lindenborn and Dr. Dieter Czeschlik, Springer Life Sciences, for continuous support during the preparation of this volume.
Innsbruck, April 2008 Rosa Margesin
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Leukemia (leukemia - leukemia) - a systemic tumor diseases of the blood (hematological malignancies), occurring mainly affecting leukocyte bone marrow.
for all forms of leukemia is characteriz
ed by three main groups of syndromes:
- Infectious - toxic syndrome, mainly manifested in the form of a tendency to various infectious and inflammatory processes due to lower body resistance, impaired immunity processes,
- haemorrhagicsyndrome, manifested bleeding disorders and a tendency toward increased bleeding, bruising, bleeding, and even bleeding (as in the case of hemorrhagic diathesis).
- Anemic syndrome manifested varying degrees of hypoxia in the organs and tissues in the form of paleness of the skin and mucous membranes, dizziness, shortness of breath, fatigue, etc.(As in anemia).
features of acute leukemia
most common form of acute leukemia following: myeloid, monoblastny, promyelocytic, megacaryoblastic, lymphocytic, and undifferentiated erythromyelosis and others.
Acute leukemia is characterized by a succession of phases of development of the disease:
- initial stage often begins with general weakness, a small low grade temperature, the appearance of pain in the muscles, bones and joints, headache, loss of appetite and nausea, emotional instability.
- advanced stages (first attack or relapse) occurs against the backdrop of severe weakness, severe pain in the muscles and bones, fever.The skin and mucous membranes appear unreasonably small hemorrhage, fungal and ulcer-necrotic lesions and reddish nodules and plaques with a tendency to merge.Bleeding gums may experience nasal, gastric, intestinal, uterine, hemorrhoidal bleeding.When lymphocytic leukemia often develop neurological disorders (neuroleukemia) due to inflammation of the nerve roots, the development of meningoencephalitis, an inflammation of the cranial nerves, as well as impaired vision.Remission
- full (with overall normalization condition, the content of blast cells in the bone marrow is not more than 5%, and in the peripheral blood of not) and incomplete (normalization general condition, but the number of blast cells in the bone marrow than 5%).
- Recovery - a complete remission lasting more than 5 years is observed in 50% of patients after intensive treatment.
- relapse of acute leukemia develops in 50% of patients, characterized by the appearance of new lesions not only in the bone marrow, and other organs.With each subsequent relapse prognosis worsens.
- Terminal stage characterized by increasing necrotizing lesions, severe disruption of normal hematopoiesis, the presence of severe complications, lack of effect of the therapy, including cytostatics.
average life expectancy of patients with lymphoblastic lekoykozah half shorter than in myeloid leukemia and is about six months.The cause of death is most often are infectious complications and bleeding.
Features of chronic leukemia
most common form of chronic leukemia following: myeloid and lymphocytic leukemia, multiple myeloma, erythremia, subleukemic myelosis, polycythemia, and others.
- Chronic leukemia at an early stage of its development can be asymptomatic and detected with a blood test for another reason.
- During the clinical manifestations can severely disturb the weakness and sweating, slight fever, and bone pain.Very often, reduced appetite, patients lose weight until exhaustion (cachexia), worried about a feeling of heaviness in the right upper quadrant and in the area of the spleen due to the increase of these bodies and the development of inflammation in them.This stage of the disease when the systemic treatment with cytostatics may take up to 4-5 years or more (it depends on the form of leukemia), without proper treatment - no more than 2-3 years.
- In the terminal stages of chronic leukemia greatly increased spleen and liver, lymph nodes.There are events and progress of cardiovascular failure (shortness of breath, low blood pressure, tachycardia, etc), hemorrhagic syndrome is expressed moderately.In some cases, it is developing hepatitis with jaundice, hepatic failure.Resistance of the body to all kinds of infections is reduced, so often have pneumonia, sore throat, fungal and purulent lesions that can lead to death.
course and outcomes of leukemia
Some types of chronic leukemia (lymphocytic leukemia) may be complicated by the emergence of autoimmune processes that lead to the development of autoimmune hemolytic anemia and thrombocytopenia.In rare cases, possible malignancy (malignancy), enlarged lymph nodes with the development gematosarkomy and severe pain.
benign course of the disease, the timely conduct preventive treatment courses disabled patients can be stored up to 10 years or more. | <urn:uuid:132a1cb1-005e-4f40-b3f8-e197049415ca> | {
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Most of the columns I write for Telescope Topics concern the design, building, and testing of telescopes, or telescope optics. But the glass and its mechanical supports are only a part of the system that enables us to explore the universe. The remaining part is the atmosphere.
When you think about it, it seems pretty amazing that we can see through a mixture of different gasses, vapors and dusts. I mean, there are days when I wouldn’t be surprised if I looked out the window and saw a thick green fog, slowly dissolving the creatures too slow to get out of it. (Although that may be just nostalgia for my lost youth, which was spent in an industrial town in Ohio).
I realize that we have evolved to be able to see through the air, so from a standpoint far from the exhaust of the smokestacks of H-w Chemical, perhaps a transparent atmosphere is not so remarkable after all.
Our atmosphere is not really perfectly transparent, though, even to our highly evolved eyes. Dust makes it translucent, the scattering of light from molecules adds background noise in the form of the blue color in the sky, and temperature and pressure variations can cause one of the atmosphere’s components to become opaque and condense, which is good for the grass, but bad for concrete, especially if it happens to be near H-w Chemical.
All of these things are generally bad for astronomers, too, but perhaps the worst thing is the fact that the air has an index of refraction that is not 1.0000. It’s almost 1.0000 (actually about 1.0003 on a good day), and since most optical work is done in air, it is usually taken to be exactly 1.0000, but it really isn’t.
That, and the fact that the air is made out of relatively heavy gas molecules (the light ones having escaped long ago), conspires to create the condition known as “bad seeing.”
When the temperature and pressure and chemical content of the air changes abruptly, it affects its index of refraction. The effect would seem not to be very great. For example, the heat waves rising from the hood of a car on a hot summer day are changing the index of refraction of air in the seventh decimal place. Nevertheless, for some reason, we can see these changes clearly. Very clearly. Punishment for misdeeds perhaps?
Moreover, the heaviness of the gas molecules makes them move slowly, so they don’t readily get mixed up and even things out. The result is blobs of air at the same STP (that’s Same Temperature and Pressure, not what first came to your mind, which was the thick goop you add to your engine oil to get up enough compression to drive it to the junk yard). These blobs of air have a given index of refraction, but it’s not necessarily the same index of refraction as the blob on either side of them. So each blob acts like a lens, sort of like a shower door, moving fast across the sky, and like a shower door, it’s usually between you and what you’re trying to see.
We’d really be better off if we had an atmosphere that was composed strictly of Hydrogen and Helium. Fill your telescope tube with that and you can kiss tube currents good-bye, as long as you can keep the stuff in there. The lighter gasses have indices that really are almost 1.0000, and they mix together quite well, thank you.
Failing that, we have to settle for observing when the blobs are at their most languid, or least disturbed. If there is not a lot of heat being input to them, or radiated from them, they may have time to merge and form large (up to 8 to 12” diameter) bobs, which bob like waves in a tidal pool, and only cause us to refocus our eyes, instead of cursing our luck.
When does this happen? When the daytime and nighttime temperatures are about the same. Say, on some days in the spring, or in October.
P.S. My son heartily recommends the movie of the same name. Go see it, and also, see the real thing while you’re out there in that strange mixture of gasses. | <urn:uuid:1ea7f78b-e0ba-4bfc-866d-7147bc5cd9c8> | {
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The Economist reported that when eight eminent economists were asked how they would spend $75 billion to most help the world, 5 of their top 10 recommendations involved nutrition including:
- Vitamins for children
- Adding zinc and iodine to salt
- Breeding micronutrients into crops
Other recommendations included more girls’ schools and trade liberalization.
Of the 40 nutrients every person needs, four are in chronically short supply: iron, zinc, iodine and Vitamin A.
Vitamin A is essential for the mucous membranes that protect the body’s organs, such as the eyes. Lack of it causes half a million children to go blind every year; hal fo them die within a year as their other organs fail … Zinc deficiencies impairs brain and motor functions and causes roughly 400,000 deaths a year. Shortage of iron (anaemia) weakens the immune system and affects, in some poor countries, half of all women of child-bearing age.
Children with nutrient deficiencies do more poorly at school and have reduced earning potential. Statistics also show that the malnourished also tend to marry each other continuing the cycle of under achievement and development.
The most common response is to attempt to hand out vitamin pills or fortify foods like salt with iodine. But the nutritional deficiencies persist, so there is a new exploration of whether getting the nutrients directly into the local food supply might be a better approach.
As the article points out, this approach is no panacea as it is difficult to influence the poor to buy (as most buy vs. grow their own food) the right kinds of foods especially if they cost more. Some countries who have focused on increased agriculture value-added have decreased malnutrition (Malawi, Bangladesh and Vietnam) while others have the opposite result (Egypt, Guatemala and India).
What seems to matter is encouraging the right crops. Common policies encouraging cheap grain have not helped. These cereals provide calories, but are low on nutrients. Policies which encourage consumption of vegetables, pulses and meats have much more nutrient benefits.
One key fact to keep in mind: Early intervention is critical as the first 1,000 days of malnutrition have the most damage. | <urn:uuid:b5d129a8-95f4-4c0c-8d5b-d059487fde36> | {
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Motivation & Assessment
How are students assessed?
There are certain standards by which learning needs to be graded judged, therefore, assessment criteria is required. Consider which components and milestones of the course will be assessed and what is their weight. Communicate this clearly to students, as the criteria serve as an understanding of what is expected.
What are the needs of the students?
Appropriate resources, materials, guidance, and knowledge are to be delivered to students accordingly to meet their needs. Know your students. Listen to wishes and ask for feedback for the course. Also take into consideration their motivational needs such as credit points, project experience, and network growth.
What feedback is given to students?
Feedback is an essential part of education and effective learning. It is also vital for students’ personal development. Constructive feedback is one of the most valuable things a teacher can give to students by clarifying expectations and allowing room for mistakes and growth. Define who gives feedback and how often. What is the next step?
How is success defined and measured?
Measuring success requires a strategy. Also, consider different success factors, such as personal success and course success. Success relates to outcomes; which achievements will be used for performance metrics?
How do students reflect on their experiences?
Reflection is key to learning. Students become more critical about their own learning processes, take ownership over learning, and construct new meaning to learning through reflection. Think about how to implement regular reflection possibilities into the course tasks.
What do we want to achieve?
A clear vision opens up the path to multiple future possibilities. Think about a vision statement and align it with the vision of Learning Challenge Aalto. How is challenge-based learning visible in the vision? | <urn:uuid:647d6dd2-c14b-4b15-8630-fa3c39adb287> | {
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Signs of Carpenter Ants vs Termites
Identification of Carpenter Ants or Termites
Carpenter ants and termites are two common pests that can cause damage to homes. While they may seem similar at first glance, there are a few key differences that can help you determine which pest you're dealing with, wither carpenter ant damage or termite damage.
One way to differentiate between carpenter ant and termites is by looking at their physical characteristics. Carpenter ants have a narrow waist and bent antennae, while termites have a straight waist and straight antennae. Additionally, carpenter ants have larger heads and jaws compared to termites.
Another clue is the type of damage they cause. Carpenter ants excavate wood to create nests, leaving behind smooth tunnels and piles of sawdust-like material called frass. Termites, on the other hand, eat wood from the inside out, leaving behind hollowed-out galleries and mud tubes for protection.
Remember, early detection and prompt action are crucial in preventing further damage caused by these destructive pests. Don't hesitate to reach out for assistance if you suspect an infestation in your home.
Damage assessment is a crucial process that involves evaluating and analyzing the extent of harm or deterioration inflicted on a particular entity, be it a structure, system, or environment. Whether prompted by natural disasters, pests, or other adversities, a thorough damage assessment serves as the foundation for informed decision-making and effective mitigation strategies. In the context of pest infestations, such as those caused by termites or carpenter ants, a meticulous damage assessment involves inspecting affected areas for visible signs of decay or damaged wood, probing structural elements for weaknesses, and considering both the immediate and potential long-term consequences. This process not only helps in understanding the severity of the situation but also guides the implementation of targeted interventions to rectify and prevent further harm. Whether performed in the aftermath of a disaster or as a proactive measure against destructive forces, significant damage assessment is an indispensable tool for safeguarding the integrity and resilience of the affected entities.
Signs of Carpenter Ants
Recognizing the signs of a carpenter ant infestation is essential for early detection and effective pest management. Here are specific indicators that may suggest the presence of carpenter ants:
- Sawdust-like Frass: Carpenter ants excavate wood to build their nests, leaving behind a distinctive sawdust-like material known as frass. Piles of this fine sawdust near wooden structures, especially around openings or entry points, are a telltale sign of carpenter ant activity.
- Audible Rustling Sounds: Carpenter ants are not the silent invaders one might expect. As they carve out galleries within wood for nesting purposes, they produce audible rustling or crackling sounds. If you notice unusual noises emanating from walls or ceilings, particularly during the evening when carpenter ants are most active, it could indicate their presence.
- Large Winged Ants During Swarming Seasons: Carpenter ant swarmers, like termites, engage in swarming behavior to establish new colonies. Large winged ants, often referred to as "reproductives" or "swarmers," emerge during the swarming season. If you observe these winged ants inside your home or around the exterior, it suggests that a mature carpenter ant colony may be nearby.
- Frass Accumulation in Tunnels: Carpenter ants create tunnels and galleries within wood, and the accumulation of frass within these tunnels is a clear sign of ongoing nesting activity. Investigating such tunnels with a flashlight can reveal the presence of carpenter ants nests.
- Trails of Foraging Ants: Carpenter ants establish foraging trails between their nest and food sources. If you observe lines of worker ants moving along walls, windowsills, or other surfaces, it indicates an active colony nearby. Follow these trails to identify potential nesting locations.
- Damaged or Hollow-Sounding Wood: Tap on suspected wooden structures with a solid object. If the wood sounds hollow or exhibits a different acoustic quality, it may be an indication of carpenter ant damage. This is particularly relevant in areas where moist wood, cellulose, or decay may attract carpenter ants.
- Presence of Satellite Colonies: Carpenter ants may establish satellite colonies in addition to their main nest. Inspect areas such as crawl spaces, attics, or wall voids for signs of secondary nesting sites, including frass or debris associated with carpenter ant activity.
Signs of Termites
Identifying the presence of termites early on is crucial for preventing extensive damage to wooden structures. Here are specific signs that may indicate the existence of termites:
- Mud Tubes or Tunnels: Termites construct mud tubes as protective passageways between their nests and food sources. These tubes can be found on foundation walls, wooden surfaces, or in areas where the ground meets a structure. The presence of these mud tubes is a clear indication of termite nest.
- Discarded Termite Wings: Termite colonies produce winged reproductive individuals, often referred to as "swarmers" or "alates," during their swarming termites season. After a termite swarm, these wings are shed and can be found near windowsills, doors, or other entry points. The discarded wings are a sign that a termite colony may be in close proximity.
- Hollow-Sounding Wood: Termites consume wood from the inside out, leaving a thin outer layer that can sound hollow when tapped. If wooden structures such as door frames, window sills, or walls produce a hollow or papery sound upon tapping, it may indicate termite infestation.
- Blistered or Bubbling Paint:Subterranean termites create moisture as they feed on wood, which can lead to blistering or bubbling of paint on the surfaces they infest. If you notice unusual paint damage, particularly in conjunction with other signs, it may be a result of termite activity beneath the surface.
- Termite Frass or Termite Droppings: Drywood termites push fecal pellets, known as frass, out of their galleries. Accumulations of tiny, wood-colored pellets may be found near termite entry points, indicating their presence and ongoing wood consumption.
- Cracked or Distorted Wood: As termites feed on wood, they may cause it to become weak and distorted. Look for cracks, warping, or other irregularities in wooden structures, as these may be signs of termite damage.
- Gallery Patterns in Wood: Termites create distinctive galleries within wood as they tunnel through it. If you observe intricate patterns of tunnels and passages upon inspecting damaged wood, it may confirm termite infestation.
- Presence of Termite Workers: Worker termites, responsible for foraging and feeding the colony, are pale and delicate. If you encounter these insects in or around your home, it is a strong indication of an active termite colony.
Prevention and Treatment
Preventing and mitigating the damage caused by carpenter ants and termites is paramount to maintaining the structural integrity of homes. Regular inspections play a crucial role in early detection, allowing homeowners to identify signs of infestation before substantial harm occurs. To deter these wood-destroying pests, it is essential to keep wood materials, such as firewood or lumber, elevated and away from direct contact with soil, as both carpenter ants and termites thrive in damp environments. Sealing potential entry points, such as cracks in foundations or gaps around doors and windows, serves as a proactive measure to limit access. Additionally, seeking the expertise of professional pest control services is highly recommended for comprehensive treatment options. Pest control professionals can assess the extent of the infestation, implement targeted and effective treatment plans, and provide guidance on preventive measures tailored to the specific needs of the property. By combining vigilant homeowner practices with the knowledge and skills of pest control experts, individuals can fortify their homes against the destructive forces of carpenter ants and termites, ensuring a resilient and pest-free living environment. | <urn:uuid:2c244867-b980-49fc-9b17-c532a2ff2376> | {
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Our modern lifestyle has brought with it numerous conveniences, but it has also led to unhealthy eating habits that can have a serious impact on our health. The widespread consumption of processed foods, high in sugar, salt and unhealthy fats, has led to an increase in chronic diseases such as diabetes, heart disease and obesity.
However, with a few simple changes to your diet, you can significantly reduce your risk of developing these conditions. Eating a diet that is rich in whole, unprocessed foods will not only give you more energy and make you feel better, but it will also help to prevent chronic diseases in the long term.
In this article, we’ll explore the reasons why choosing less processed food should be your top priority, and provide you with some practical tips and advice to help you make the change.
What is Processed Food, and Why is it So Bad for You?
Processed food refers to any food that has been altered in some way from its natural state. This can include things like canned, frozen or packaged foods, as well as foods that have been refined, such as white bread, pasta and sugar.
One of the main reasons why processed food is so bad for you is that it is typically high in calories, sugar, salt and unhealthy fats, but low in nutrients. This means that you can easily consume a lot of calories without getting the essential vitamins, minerals and other nutrients that your body needs for good health.
Processed foods can also contain a range of additives, preservatives and other chemicals that are not present in natural, unprocessed foods. Many of these additives have been linked to a range of health problems, including cancer, hormonal imbalances and digestive issues.
The Benefits of Eating Whole, Unprocessed Foods
Switching to a diet that is rich in whole, unprocessed foods can have a range of benefits for your health, including:
– Increased energy levels: Whole foods are packed with nutrients, which can give your body the energy it needs to power through the day.
– Better digestion: Because whole foods are unprocessed and free from additives, they are easier for your body to digest.
– Weight loss: Whole foods tend to be lower in calories than processed foods, which can make it easier to maintain a healthy weight.
– Reduced risk of chronic disease: A diet that is rich in whole, unprocessed foods has been shown to reduce the risk of chronic diseases such as diabetes, heart disease and cancer.
Practical Tips for Eating Whole, Unprocessed Foods
Making the switch to a diet that is rich in whole, unprocessed foods can seem daunting at first, but there are plenty of practical tips and strategies that can help you make the change. Here are some of our top tips:
– Plan your meals ahead of time: Planning your meals ahead of time can help you to avoid the temptation to grab unhealthy processed foods when you’re hungry and short on time.
– Shop the perimeter of the supermarket: Most supermarkets are laid out so that the whole, unprocessed foods (such as fruits, vegetables, meat and dairy products) are located around the perimeter of the store. Stick to the perimeter, and you’ll be more likely to fill your cart with healthy, unprocessed foods.
– Choose whole grains: When you’re shopping for bread, pasta and other grain-based foods, look for products that are made from whole grains (such as whole wheat, brown rice or quinoa) rather than refined grains.
– Cut down on sugar: Processed foods are often packed with sugar, which can wreak havoc on your health. Try to cut down on your sugar intake by avoiding sugary drinks and snacks, and choosing whole fruits instead of juices or fruit-flavored snacks.
– Cook at home: Cooking at home is a great way to control exactly what goes into your meals. Try to make cooking at home a habit, and experiment with different recipes and ingredients to keep things interesting.
Choosing less processed food should be your top priority if you want to improve your health, feel better and reduce your risk of chronic diseases. By following these practical tips and making small, gradual changes to your diet, you can start to reap the benefits of a diet that is rich in whole, unprocessed foods.
Remember, it’s not about being perfect – it’s about making progress. Start small, and build from there. Over time, you’ll find that eating whole, unprocessed foods becomes a natural part of your lifestyle, and you’ll wonder how you ever lived without it.
- Diplomatic Marvel Unveiled: World Leaders Forge Unprecedented Alliance Paving the Way for Global Unity! - junio 23, 2023
- Embarking on a Harmonious Odyssey: Humanity Unites toUnveil the Profound Power of Peace! - junio 23, 2023
- Reframing Conflicts: Embracing Unity over Division – An Inspiring Tale of Peace in the Chaos - junio 23, 2023 | <urn:uuid:60a84b8e-046a-4976-8d7a-d892b657635c> | {
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Dogs are people’s best friends and they evolved close to us when wolves and humans were trying to survive the cold winter without technology. Your pet may not look the part, but if you analyse the dna and go back far enough in the past, you’ll find that your dog, as all dogs, is descended from wolves. Gray wolves and dogs diverged from an extinct wolf species some 15,000 to 40,000 years ago.
A scientific study1 published on nature suggests that modern dogs probably descended from just one population that lived continuously in Europe. “Exactly who domesticated these wolves, when, and how many times, is still a mystery, and scientists don’t agree on the answer. Dogs were probably domesticated by accident, when wolves began trailing ancient hunter-gatherers to snack on their garbage. Docile wolves may have been slipped extra food scraps, the theory goes, so they survived better, and passed on their genes.”
However, despite scientists efforts, there are many controversies about the dog evolution. The article “How Accurate Is Alpha’s Theory of Dog Domestication?”2 brings us the latest studies on dog evolution and domestication:
“That the first domesticated animal was a large carnivore, who would have been a competitor for food—anyone who has spent time with wild wolves would see how unlikely it was that we somehow tamed them in a way that led to domestication,” says Brian Hare, director of the Duke University Canine Cognition Center. Hare adds that most wolves would have been fearful and aggressive towards humans—because that’s the way most wolves behave. But some would have been friendlier, which may have given them access to human hunter-gatherer foodstuffs. “These wolves would have had an advantage over other wolves, and the strong selection pressure on friendliness had a whole lot of byproducts, like the physical differences we see in dogs,” he says. “This is self-domestication. We did not domesticate dogs. Dogs domesticated themselves.”
Using infographics we can visualize better the evolutionary relashionship between dogs and other animals. We’ve made an infographic to show the dog classification in the Animalia Kingdom (Canis lupus).
You can create your own infographic too and show a different topic on dog evolution, you can even use our dog picture to illustrate. Nice, right? Just upload your dog image to our platform. And if you don’t find the illustration you want, don’t worry, just write to [email protected] and request a new one.
Are you excited to start your own infographic? Start now for free with infographic templates.
- Ancient European dog genomes reveal continuity since the Early Neolithic
- How Accurate Is the Theory of Dog Domestication in ‘Alpha’?
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Keeping children safe during the second and third wave of COVID-19
Reports from health experts have suggested that children are not at more risk from the third wave of COVID-19. However, it is best to stay cautious for your children’s sake. With more potential strains on the horizon, it is more important to be careful than ever before. As a result, it is important to educate ourselves about the virus and think about the various ways in which we can protect ourselves. In India, the third wave of COVID-19 has left parents searching for guidance about how to shield their children and what to do if their child or a family member exhibits COVID-19 symptoms or tests positive. With the increasing number of COVID cases in infants, it’s more important than ever to protect them and keep the infection from spreading.
That said, by teaching our children about the pandemic and urging them to take such measures, we will effectively mitigate the virus’s harmful effects while also keeping them safe. Here are a few pointers to help you do that.
Encouraging them to stay indoors:
Even if it’s difficult, you must encourage your child to remain indoors during times of crisis. Since children are as susceptible as elders to the infection, avoid sending children outside to play. Instead, plan exciting indoor activities to keep them occupied. For example: involve the children in household chores on a regular basis. Simple activities like this will help your child become more autonomous, improve focus and self-confidence, and provide a break from electronics. Watering gardens, cooking basic recipes, assisting in washing, or assisting with simple activities such as cutting or washing dishes are all examples of what you can do to help. Following this routine will not only keep things running efficiently at
home but will also help them learn important life skills to become organized and disciplined individuals.
Enable no strangers into your home and teach your children to maintain social distance:
It is best to stop inviting guests at home at the moment. The virus is extremely contagious and transmissible. It is important to maintain vigilance and caution. In addition, if you have guests, instruct your children to maintain social distance. Even if you’re outside, practise social distancing, especially if you’re in a crowded place.
Maintain (yours and) your child’s personal hygiene:
It’s important to wash your hands often with either soap or an alcohol-based sanitizer for 20 seconds. This must be done before touching your eyes, nose, or mouth at these periods. If children are left alone, they can come into contact with dirty or polluted surfaces and materials, resulting in infection. Make sure the children wash their hands often and thoroughly enough to prevent this. Additionally, children should take notice of their indoor surroundings and keep it clean, disinfected, and tidy. If children are feeling unwell, it is necessary to keep them at home, isolated from people outside. In case of symptoms reported by your child, a specialist should be consulted at the earliest.
Disinfect surfaces regularly:
Care to scrub and wipe constantly touched surfaces and materials in addition to washing your hands. The virus, according to experts, will lock on to objects or surfaces. As a result, you or your children could be exposed to a polluted surface. To stop this, disinfect surfaces as much as possible, and as meticulously as possible.
Make your children wear masks:
COVID-19 can mostly disperse through air, according to a recent analysis, which explains why it can spread through massive droplets known as aerosols. Wearing a mask, however, is absolutely essential. When your child has visitors or is in a busy environment, make sure he or she wears a mask.
With all these precautions and safety measures in place you minimise the risk of contracting the virus and protecting yourself and your child successfully.
Guiding your child through the aforementioned practices will help keep themselves safe, and by extension, us. Safeguarding the future generations begins with the discipline we imbibe in them, and every small decision has a snowball effect towards a safer, healthier future.
Is the third wave more dangerous to children?
Beyond rumours and speculations, there hasn’t been confirmed evidence that the third wave is indeed more dangerous to children. Experts have even denied such claims, with research showing that children in fact have milder illness, less prognosis, and lower mortality as compared to adults. Parents are advised to remain calm and avoid acting in haste.
What are some symptoms to watch out for in children?
The prevalence of symptoms differ by age group, though some of the common ones are seen in children as well. This includes runny nose, cough, sore throat, fever, and fatigue. Apart from these, children have been reported to have infrequent gastrointestinal signs such as diarrhoea, vomiting, and stomach ache. Children with Multisystem Inflammatory Syndrome may be affected by inflammation of organs including the heart, lungs, kidneys, digestive system, blood vessels, skin, eyes, and even the brain.
What precautions should parents take for the safety of children?
First and foremost, a sense of extreme self discipline with respect to hygiene must be instilled in children. This includes practices such as washing hands thoroughly for 20 whole seconds, covering the mouth while coughing or sneezing, and wearing a mask when stepping outside, to name a few.
Secondly, children must be made aware of the consequences of flouting precautionary measures. They should realize by now that their actions influence not only their own health, but that of their loved ones around them and the country by large. This will help them be more careful with every action in their day to day lives.
Third, children must be taught to be aware of their surroundings. If their indoor environment is unclean, they promptly clean and disinfect it. If they are outdoors and notice a crowd accumulating, they should know to keep their social distance of at least 6 feet.
Fourth, extended home isolations can be difficult for children. They should have some activities to keep them busy and occupied. After all “an idle mind is a devil’s workshop”. Prolonged periods of remaining at home with nothing productive to do can lead to depressive and anxious thoughts. It helps to introduce your children to new hobbies that will stimulate their mind and body to keep them engaged for hours.
Can children be affected by long-haul COVID symptoms?
Children are equally susceptible to be COVID long haul patients. They may experience symptoms many weeks after first contracting the COVID infection. Some of the common symptoms include fatigue, gastrointestinal problems, sore throats, headaches, and muscle pain and weakness.
How to take care of children if parents have been tested positive?
The first thing to do is keep the child in isolation, away from the parents. Parents should have their masks on at all times to avoid spreading the infection from themselves to the child. If possible, it is best to send them to a family member or friend in the vicinity, but only after the child has been tested.
What are some essential nutrients and vitamins to help boost children’s immunity:
It’s impossible to go wrong with a well-balanced diet and a healthy immune system. Your body can protect you against any sickness, including the new coronavirus or COVID-19, if you have a healthy immune system. While there is currently no proven home treatment to protect you from COVID-19, there are several vitamins and foods that you may include in your diet to help you stay healthy.
Yogurt: Yogurt is a natural probiotic that promotes the growth of beneficial bacteria in our bodies. Keep in mind that it must be produced from scratch. If you have a sore throat, regardless of the cause, yoghurt may aggravate it, but you need probiotics for higher immunity, so you may take supplements.
Turmeric: Turmeric is a golden spice with antioxidant and anti-inflammatory effects. Curcumin, a chemical found in turmeric, is a powerful anti-inflammatory that assists in the healing of wounds and infections. It is for this reason that turmeric milk is frequently recommended.
Natural anti-virus food: Tulsi leaves, star anise (a spice), garlic, and ginger are among natural antiviral foods that can protect against seasonal flu. When it comes to strengthening immunity and cleaning toxins out.
Vitamins: Vitamin C and Vitamin D are two of the most important vitamins for boosting one’s immunity. More citrus fruits and vegetables, such as Amla, Lemon, Orange, and others, should be consumed for this purpose. Vitamin D may also be found in egg yolks and mushrooms.
Zinc: Zinc is another vitamin that aids in the proper functioning of your immune system and metabolism. Zinc can be obtained by supplements or ingestion of cashews, pumpkin seeds, and chickpeas, among other foods. | <urn:uuid:92da5dbc-c9c6-4a15-b3f2-d862425c0999> | {
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Let be a function that calculates the digit product of in base without leading zeros. For instance:
You are given three positive integers and . Determine how many integers exist in the range whose digit product equals . Formally speaking, you are required to count the number of distinct integer solutions of where and .
The first line contains , the number of test cases.
The next lines each contain three positive integers: , and , respectively.
For each test case, print the following line:
is the test case number, starting at .
is the number of integers in the interval whose digit product is equal to .
Because can be a huge number, print it modulo .
1 9 3
7 37 6
Case 1: 1
Case 2: 3
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The term global control basically describes the influencing of the economy and the economic system through political measures that affect the demand side of the market.
To this end, the state uses a number of instruments: In addition to monetary and credit policy, this is also financial and foreign trade policy. Global control is based on the idea that politics should do more than just set the framework for economic activities. However, these interventions should not contradict the principles of the market.
Concrete measures, such as a wage or price freeze, are not planned. Successful global management requires precise economic data, detailed knowledge of the economic system and suitable instruments to counter diagnosed deficits.
In the Federal Republic of Germany, the concept of global control developed in the mid-1960s. The decline in employment and production in the final years of the economic miracle, which was first observed after the war, could no longer be dealt with with the classic instrument of monetary policy. The deliberations culminated in 1967 in the law to promote the stability and growth of the economy. | <urn:uuid:b38b7b17-1406-4a7c-8186-76cf497958a0> | {
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Of the nation's 240,000 miles of gathering lines, only about 10 percent are regulated. When leaks or accidents occur on the remaining 90 percent, operators aren't required to notify regulators. In most cases, state and federal officials don’t even know where these lines are located.
Pipeline accidents involving natural gas are among the most feared industry accidents, because gas is so explosive. When a poorly maintained natural gas distribution pipeline exploded in San Bruno, CA. in 2010, eight people died and 38 homes were destroyed.
To try to prevent such tragedies, the federal Pipeline Hazardous Materials Safety Administration (PHMSA) has traditionally focused on regulating transmission lines, which carry gas to refineries, and distribution lines, which carry gas to businesses and homes. Until the early 2000s, that approach seemed to make sense.
Earlier gathering lines were much smaller and operated at far lower pressures than transmission and distribution lines. Most were also in rural areas, where mishaps would be less likely to cause widespread damage or loss of life. But the technology that triggered the U.S. drilling boom—hydraulic fracturing, or fracking—has changed that equation. To accommodate the volume and pressure of the gas coming out of fracked wells, gathering lines are now 12 to 36 inches in diameter, instead of 2 to 12 inches. They operate at much higher pressures, too.
By 2020, the number of miles of gathering lines is expected to almost double, to
If more than 10 buildings are within 220 yards of a line, the gathering line must be regulated. If the buildings are outside the 220-yard radius, the line is not regulated.
Operators of regulated lines must give state or federal regulators details about their operations, including pipeline diameter, exact location and maximum operating pressure. They must also inspect and maintain their lines and report details of any accidents, including fatalities, injuries and property damages.
None of these fundamental practices are followed with unregulated pipelines.
Because PHMSA doesn't collect data about rural gathering lines, it's difficult to estimate how much damage they cause each year. In 2010, accidents on regulated gathering lines caused more than $15 million in property damage, or approximately $1.8 million per incident according to the GAO report.
In the past, gathering lines operated at pressures of between 5 and 800 pounds per square inch, according to the GAO. But the pressures increased when drilling companies began switching from traditional drilling techniques to hydraulic fracturing, which allows them to extract small molecules of gas trapped in shale rocks. During fracking, a mixture of water, sand and chemicals is sent into the earth at a very high pressure in order to break up the rocks and release the gas. The gas is then discharged into the gathering lines at a similarly elevated pressure.
Last year Ohio passed an energy bill that included regulations for rural gathering lines. This year Texas passed similar legislation. In Texas, the state's Railroad Commission now has authority to regulate more than 154,000 miles of unregulated gas and liquid gathering lines. The Commission will begin evaluating the best way to move forward with determining the risks these facilities present to the public. Inspections will begin on September 1, 2015. (Inside Climate News, 9/26/2013) | <urn:uuid:270e9db6-38c4-4f40-8787-0f6cf8a019b5> | {
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Algae may feel like a fact of pond life. It’s very common in outdoor ponds. Yet heavy growth can negatively impact our experience of owning a pond. So how do you remove algae from pond without hurting/harming fish?
There are many ways to reduce algae levels in a pond. All of them involve targeting the excess nutrients and light that fuels algae growth. The more of them you take on, the more control you will have over algae.
What Types Of Algae Grow Can Grow In A Pond?
This video does a great job of breaking down the different types of algae present in ponds:
Here are 4 types of pond algae you should know about:
Green Water Algae
The most common type of pond algae is green water algae. Unlike the others, green water happens due to free-floating unicellular organisms.
It is one of the hardest algae blooms to control since it isn’t attached to a hard surface. Even if you do massive water changes green water algae can discolor your water again in just a few days.
Hair algae growth is often seen on hard surfaces like rocks, gravel, and the liner of your pond. It can also grow tangled mats along the pond surface if it grows out of control.
Hair algae grows slower than the other types. Plus many pond fish, including goldfish and koi, enjoy eating it.
Green Slime Agae
Green slime algae is similar to hair algae except it grows in a short coating. The lack of long strands makes it harder for fish to eat. Green slime algae can easily coat every portion of the surface area exposed to the sun.
Green Algae Film
Last, you may come across a green algae film along the surface. This film may have bubbles caught in it. And it usually does not smell very good. These are blue-green algae blooms caused by cyanobacteria.
Why Should Algae Be Removed From A Pond?
Algae has no way of harming fish. It can even be a food source for them. So why is pond algae control important?
Algae growth is an aesthetic issue. A pond that looks like pea soup is not at all fun to look at. Any fish swimming will be barely visible once they leave the surface. You may only get to see them when they rise to the surface for feeding.
Decorations submerged in fish ponds can become coated in green hair or slime algae. Hair algae at the surface can shelter mosquito larvae from your fish.
Rocks also no longer look attractive when covered in muck. The entire pond ends up looking unkempt. It’s been transformed from a calming water feature to a place few people want to visit.
How To Remove Algae From A Pond Without Harming Fish
Removing algae from your pond water without harming fish need not take harsh chemicals or a lot of time. Here are two ways to quickly accomplish your goal!
- Bales of barley straw (each bale treats 1,000 gallons of water volume)
Barley Straw Removal Method (Naturally Removes Algae)
If you are looking for all-natural algae control methods, barley straw is by far one of the best options. It comes in large bales that are left to float in a pond. While not very attractive, barley straw bales do a good (if slow) job of killing algae.
Barley straw should be used only in the summer. Warm water temperatures and sunlight are necessary for the product to impact an algae bloom.
They work via decomposition. As beneficial bacteria consume the barley straw it breaks down. This releases humic acids into the pond water. Which are then broken down further by sunlight into hydrogen peroxide, a well-known cleaning agent.
Peroxide levels remain low enough not to harm fish and more complex life. But high enough to target the simple cells of algae, especially green water algae.
The only step to using barley straw is to toss a straw bale into your pond and allow it to float. Over the course of 1-2 weeks, you will see a reduction in algae growth.
Barley straw is best for very large ponds, where manual cleaning is not feasible.
UV Clarifier Removal Method
Running a UV light device is one of the best ways to remove algae from a pond without harming fish. It is also the easiest to set up and operate.
UV clarifiers use ultraviolet light to kill algae cells that flow through them. They are only effective on green water algae, not the types that grow on hard surfaces.
UV light has no impact on fish and other aquatic life. It’s also free of chemical treatments and can be run for as long as you wish.
Step 1: Turn off your filter, if you are setting up an in-line UV clarifier. These process the water before or after it leaves the filter. There are also UV clarifiers that run on their own, free of the pond filter. Both models are equally effective at killing garden pond algae.
Models that run separately from the pond filter usually have a sponge block on the intake to keep debris from clogging them.
Step 2: Attach the UV clarifier to an intake and outtake line. The exact instructions will depend on the model of clarifier you choose.
Step 3: Turn the filter back on, if running an in-line clarifier. Make sure any sponge filters are attached to the intake of a free-running clarifier. And plug the unit in.
How To Clean Algae Off Rocks In A Pond Without Harming Fish
There are two main ways to manually remove algae from rocks without harming fish. The first is to physically remove the rocks and hand-clean them. And the second is to power-wash rocks.
Hand scrubbing is best when you have just a few, easily removed rocks. Power washing is the better choice when your garden pond has several rocks that are too large to be removed easily.
Hand Scrubbing Pond Rocks
Hand scrubbing rocks is as simple as it sounds. For smaller ponds, all you need to do is to remove any rocks coated in algae. A stiff bristled brush will allow you to strip away the green coating. And then gently place the rocks back into your pond. Or redecorate, if you feel like shifting the arrangement!
Power Washing Pond Rocks
Step 1: Turn off any filters, clarifiers, and other equipment. If left to run while the pond is draining, they may run out of water. Pond pumps will grow too hot and burn out if run without water for even a short period.
Step 2: We first need to drain the pond to access the rocks. This can be done using a siphon hose.
Except that most of the time, gravity-powered siphon hoses won’t do the job. If you use one for your inside fish tank then you know they need a height differential to operate.
Instead, we need a siphon hose that runs off of water pressure, like the Python No-Spill system. You simply attach one end of the siphon hose to an outdoor spigot. And the other end runs directly into your pond, draining it.
Send some of the pond water into a bucket for step 3.
Step 3: Once the pond is partially drained, catch any fish and invertebrates living in it. Place them into the bucket of pond water captured from step 1. Any floating plants and potted pond plants can be placed in a bucket as well.
Aquatic plants need to be protected when the pond is drained. You can also wrap them in wet newspaper and place them in the shade or in a bucket.
Dry air and direct sun exposure are deadly to aquatic plants. They will die if allowed to dry out. So check on them periodically while cleaning your pond and re-wet them as needed.
Step 4: Remove the siphon hose from the outdoor spigot and attach your pressure washer. Set the outflow so that it’s powerful enough to strip away any algae growth.
But not so strong that it damages the pond lining. Most pressure washers won’t tear a pond lining but old or cheap liners may be susceptible.
Algae will come free from garden pond rocks easily with a pressure washer. You can rent them from most home improvement stores for a day of pond maintenance.
Step 5: Set up your siphon hose again and suck up the remaining pond water. This water now has all of the rock and liner algae growth in it. If you refill the pond with these algae remnants it will simply re-attach itself.
What Eats Algae In A Pond?
Most aquarium algae eaters don’t do well in unheated ponds. Fortunately, there is a wide range of outdoor pond algae eaters you can choose from. These fish and invertebrates tend to stick to the bottom, where algae grows the thickest.
Believe it or not, some of the most common pond inhabitants make great algae eaters. Goldfish eat huge amounts of algae. But they don’t have the flat, sucking mouths of most true algae eaters.
Goldfish stick to string algae and other thickly growing forms. You will need another fish or invertebrate for slime algae films.
|Scientific Name:||Carassius auratus|
|Length:||12 to 16 inches|
|Types of Algae Eaten:||Hair|
Snails of all kinds are fantastic algae eaters. A group of them can eliminate aquatic algae from a small pond (except green pond water). The key is to choose a snail that does well in unheated water. And one that won’t be eaten by your fish.
As prolific and hard-working as ramshorn snails are they are perfect snacks for goldfish and koi. Full-grown apple snailsare a better choice. The smaller the fish and the larger your snail, the better.
|Scientific Name:||Family Ampullariidae|
|Length:||3 to 5 inches|
|Types of Algae Eaten:||Hair, Slime|
Dojo loaches are often found in aquarium stores. They are often sold as weather loaches because they are sensitive to changes in atmospheric pressure. When storms are approaching they become wildly active.
Weather loaches will eat anything they find along the bottom. They aren’t as dedicated to eating algae as a plecostomus. But they will eat strands of green algae along with leftover flakes and pellets.
|Scientific Name:||Misgurnus anguillicaudatus|
|Length:||8 to 12 inches|
|Types of Algae Eaten:||Hair, Slime|
This one might surprise you, but tadpoles are excellent algae eaters. Frogs are carnivorous but tadpoles are omnivores. They will eat anything they can find to fuel their metamorphosis. Dead algae, live algae, dead fish, and even each other.
Bullfrog tadpoles are large enough that only the biggest pond fish can eat them. Once they transform into frogs with limbs, they may decide to leave, however. Be certain to check your local regulations.
Non-native bullfrogs are big predators. They are an invasive species that can devastate local insect and amphibian populations. Only keep bullfrog tadpoles if they are already found in your region.
|Scientific Name:||Lithobates catesbeianus|
|Length:||2 to 4 inches|
|Types of Algae Eaten:||Hair, Slime|
How Long Does It Take To Remove Algae From A Pond?
It generally takes at least a week, if not a few weeks to remove algae from a pond. It depends on the source of your algae (light, nutrient imbalances, etc). As well as how many corrective steps you take. That said, you will always have some algae. Indeed, a pond with no algae is a sign of a sterile, dead environment.
How To Prevent Algae From Growing Back In A Pond
Now we understand how to remove algae from pond without harming fish. But how can we keep algae from being a huge problem again?
Reduce Sun Exposure
First, think about ways to reduce incoming sunshine. Direct sun fuels algae growth like nothing else. So if you haven’t already built your pond, factor hours of sun per day into your plans.
An ideally lit pond should have no more than a few hours of direct sun per day. The indirect sun diffused through trees is a different story. If you live in a cloudy part of the world, that also changes how you approach sun exposure.
Direct sun also heats up a pond quickly. Sudden temperature shifts are very stressful for goldfish and other aquatic life.
Adding Aquatic Plants
A healthy pond in nature has a large diversity of aquatic plants living within it. These plants all compete with each other, as well as algae and other aquatic life. An outdoor pond should look like a water garden full of lush growth.
If your pond has few to no plants, then algae problems are only natural. Something has to make use of the carbon dioxide and nutrients that fish release.
Floating Plants For Ponds
Free-floating water plants are great natural algae control methods. They also add beauty and interest to any garden pond. Even a small pond has room for a few floaters!
Floating plants grow fast and need next to no care. They get all of the light and carbon dioxide they need from the surface. Fish ponds are high in nutrients due to the inhabitants.
Floating plants also shape a pond’s ecosystem by reducing the amount of sunlight entering your water. The less light that hits garden ponds the more algae control you have.
Normally, algae has little competition for light and excess nutrients. Floating plants also absorb phosphates, nitrate, ammonia, and other fertilizers. Helping you get algae fully under control!
There are dozens of good floating plant species to add. It all depends on which species are the most interesting for you. Small pond plants like duckweed are helpful. Except that duckweed will cover the entire surface of a pond, hiding your fish.
Red root floater (Phyllanthus fluitans) is easier to manage while still creating the same swamp aesthetic. As are water lettuce (Pistia sp.) and water hyacinth (Pontederia crassipes – illegal in some US states).
Rooted Plants As Algae Control Methods
Submerged aquatic plants don’t directly compete with algae for light. But they do absorb nutrients in the same way as floating plants. The fewer nutrients there are, the less there is for pond algae growth.
Elodea are popular, fast-growing pond plants. Goldfish and koi are known to eat them. But if you start out with large enough bunches they will grow faster than your fish can consume them.
Hornwort (Ceratophyllum sp.) is less appetizing and incredibly hardy. It can even be left to float, though it creates untidy tangles at the surface.
Water lilies (Nymphaea sp.) are also popular for algae control and beauty. They aren’t technically floating plants. But the broad surface leaves of lilies still reduce sunlight reaching the water column. Plus the flowers come in all sorts of beautiful colors!
Reduce Fish Feeding
Another way to control algae is to ensure you aren’t overfeeding. Pond water saturated with nutrients is an ideal habitat for algae. Especially if the water garden is getting a lot of sun and there are no aquatic plants.
Only feed as much as your fish will eat in a few minutes. And it’s always okay to skip a day, here and there. Full-grown goldfish and koi only need to be fed once or twice per day.
No matter how much they beg, don’t let them train you into feeding them several times a day. Your pond water will be cleaner for it. And you will have to do less maintenance Leaving you more time to enjoy your water garden!
You can also use high-quality fish food with more digestible ingredients. Choose brands that are low in phosphorus, an important algae nutrient.
And make sure you keep up with the seasons. In temperate and cold climates, you should shift to a spring and fall blend with the seasons.
Goldfish and koi still need food when the water temperatures are cool enough to slow their metabolism. But not so cold as to send them into torpor.
Spring and fall fish food formulas are more digestible, ensuring fewer nutrients go to waste. And they pass through the system of your fish faster so they don’t go to sleep with a full gut.
Keep Fewer Fish
Lastly, remember that too many fish means more pets creating excess fish waste. Fish poop is full of nutrients that algae can use. Your filter and beneficial bacteria will break down most of it.
But excess nutrients from any source need to be reduced if you want to get algae under control. Fish also excrete ammonia directly into the water column, which is the perfect fertilizer for algae and plants.
Controlling algae in a pond can be difficult for beginners to do. It involves managing several nutrient sources at the same time. As well as the amount of light coming in.
Fortunately, there are many corrective steps you can take to achieve a better balance in your water garden!
- How To Remove White Algae In A Fish Tank
- How Big Do Koi Fish Get? Rate Of Growth, Ideal Conditions, & More
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Trauma and positive psychology essay - to understand positive psychology and trauma, one must first understand what each term means first, positive psychology is the study and focus on the best in human behavior. The essay will need to include an analysis of the above critique of positive psychology, a discussion of how positive psychology may perpetuate a stereotypical ‘ideal’ individual and include a discussion of the application of positive psychology techniques. Happiness and positive psychology: reflective essay it puts a smile on both of our faces and i always feel happier positive psychology news daily, 2007 [15 . Positive psychology - a well lived life essay what constitutes a well-lived life defining the meaning of life and the conditions, traits and features of a well-lived life is a question that throughout history engrossed theologians, philosophers, artists and, more recently, positive psychologists.
Check out our top free essays on positive psychology to help you write your own essay. Be happier with positive psychology the power of a smile a host of research studies have shown how smiling can have significant effects on our everyday happiness. About a smile, while language is a barrier, smiling is universal a smile means the same thing no matter where you’re from ‘we are the positive psychology .
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Positive psychology martin seligman is considered the father of positive psychology (friedman & schustack, 2012)positive psychology pertains to helping people live happier and healthier lives (friedman & schustack, 2012). Positive psychology: the effects of positive emotions essay 1426 words | 6 pages positive psychology describes the effects a positive attitude can have on one’s enjoyment of a situation, people, and life as whole. 2 the meaning and measure of happiness chapter outline why a psychology of well-being objective versus subjective measures negative versus positive positive psychology - research papers - lavalw79. Psychology appreciation is showing gratitude to one who does something for someone also it should be shown to those who volunteer their service to our country and can be expressed in many different ways.
Positive psychology essay subjective wellbeing is related to objective outcomes people who report themselves as happier tend to smile more they have certain . Trauma and positive psychology essay - to understand positive psychology and trauma, one must first understand what each term means first, positive psychology is the . The positive psychology of smile the role of smile in human individual and social life psychology essay project january 15, 2014 word counts (include everything): 2844. | <urn:uuid:7e10234e-d92f-4c46-8965-030249e6f7b9> | {
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The final Olympic torch bearer will use the torch to light the cauldron at the Olympic venue.
by the sun
The reason for the lighting of the Olympic Torch is to continue a Greek tradition. In ancient times, the torch was lit at the opening of every Olympic Games.
peace and light
The first person to light the Olympic torch was a German male called Fritz.
They first lighted the torch at Olympia in 776Bc
why is there an Olympic torch?#
we have the olympic torch to reprecent the countrey
last country that held the Olymipics | <urn:uuid:f4fef711-8e82-4ea7-8858-6f9e57d3f79a> | {
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Unformatted text preview: ecide how many T-shirts to
produce? This is one question that every
business firm has to answer: MR MC $10
$11 Having looked at the data, someone asks
you: What is the right number of T-shirts for
you to produce? What would your answer
be? The correct answer is four T-shirts. In
other words, you should keep producing
T-shirts as long as marginal revenue (additional revenue of producing the additional
T-shirt) is greater than the marginal cost
(additional cost of producing the additional
T-shirt). As long as what comes in through
the “revenue door” is greater than what
leaves through the “cost door,” you ought to
keep producing T-shirts. Look at it this way: How much should we produce? Suppose you decide to produce 1,000
T-shirts a month. Now someone comes up
to you and asks: What price will you charge
for each T-shirt? What are you going to say?
Are you going to say $10, or $10.50, or $15?
How will you decide how much to charge
for each T-shirt? Here then is a second question every firm has to answer:
What price should we charge? In this section we will talk more about
these two questions. How Much Will a Firm
Suppose again that you produce T-shirts.
You have to decide how many to produce.
What two pieces of information do you
need before you can decide how many T- MR > MC → Produce
MC > MR → Do not produce Now if you want to produce as long as
MR > MC, and you don’t want to produce if
MC > MR, then ask yourself when you
should stop producing. For example, you’ve
already produced, say, 10,000 hats. Should
you go ahead and produce one more? The
answer is yes as long as marginal revenue is
greater than marginal cost—even if the difference between marginal cost and marginal
revenue is one penny (as was the case for the
fourth T-shirt in the example).
Now suppose the difference is even less
than one penny. Suppose it is half a penny.
Should you still produce the good? Again
the answer is yes. What about one-fourth of
a penny? Yes, produce it. You can perhaps
see where we are leading. Economists essentially say that it is beneficial to produce as
long as marginal revenue is greater than Section 3 Revenue and Its Applications 177 07 (154-185) EMC Chap 07 All companies
want to maximize
profits and generate
the kinds of results
you see in the newspaper reports. How
know how many
cars to produce
and what does
that have to do
profits? 11/17/05 5:14 PM Page 178 marginal cost, even if the difference
between the two is extremely small. For all
practical purposes, then, economists are
saying that a business firm should continue
to produce additional units of its good until
the marginal revenue (MR) is equal to the
marginal cost (MC).
In the T-shirt example, we didn’t find any
unit of T-shirt at which MR MC, but we
did find one where there was only a penny
difference. We stopped producing after we
had produced the fourth T-shirt because it
was as close to MR MC as we could get. QUESTION: I have known some people who owned business...
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The human body has many different types of connective tissue that keep it together and functioning properly. Tendons attach muscle to bone and ligaments are the pieces of connective tissue that connect bones to other bones. The foot and ankle in particular have many ligaments that keep it mobile and stable. There are 4 primary movements that occur at the ankle joint, each of which are partially governed by the surrounding ligaments. These primary movements include dorsiflexion (moving your foot up towards the shin), plantar flexion (pointing foot down/going up on toes), eversion (twisting the foot away from the other foot), and inversion (turning the toes in towards the other foot). The ligaments function to prevent excessive movement in each direction that the foot moves, however, many people will experience an event where the ankle is moved in a way that causes a stretch to the ligaments beyond their normal range. This injury is called a sprain.
Ankle sprains are one of the most common injuries in the United States. Inversion (or lateral) ankle sprains are the most common type of sprain, where the ankle rolls outward and the foot turns inward. There are three ligaments that are designed to protect the ankle from excessive inversion. These are the anterior talofibular, posterior talofibular, and the calcaneofibular ligaments. Medial ankle sprains are also possible, though they are much less common. In this case the ankle rolls inward and the foot turns outward. A very strong ligament known as the deltoid ligament will be injured with this sprain. Finally, a high impact injury called a high ankle sprain may also occur. In this instance, the connective tissue that keeps the tibia and fibula together will be sprained by the impact of one of the bones in the ankle (the talus).
Physical therapy is a very important aspect to recovering from an ankle sprain. There are three grades of ankle sprains, ranging in severity from mild Grade I, moderate Grade II, and severe Grade III. Physical therapy can help with all grades of sprains. During the initial visit to physical therapy, a physical therapist will perform a foot and ankle examination to determine which ligaments have been injured. A gait examination, strength examination, and balance examination will also be important aspects to diagnosis.
Once the injury has been diagnosed, a plan of care will be determined. Typical physical therapy sessions will include range of motion, exercise, manual therapy, and neuromuscular reeducation. Rest, ice, compression, and elevation are important with all grades and types of ankle sprains. A protective brace may also add stability to the ankle and may help people return to regular activities on their feet. | <urn:uuid:61ab534a-545d-4bc4-832a-71a605ddc0d4> | {
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Accelerometry is the most widely used objective method of assessing children’s free-living physical activity (PA) (1). Accelerometers allow accelerations to be quantified, and in the context of PA research, the accelerometer outcome is related to a measure of energy expenditure (12) or PA behavior (17). Traditionally, accelerometers have been worn on the hip because this location is thought to provide the most accurate estimations of energy expenditure and activity intensity (26). Recently, there has been increased use of wrist-worn devices, which was argued to promote better compliance to device wear. In the National Health and Nutrition Examination Survey (NHANES) 2011–2012 data collection cycle using wrist-worn accelerometers, median wear time duration was 21–22 h·d−1, which was up to 100% longer than that in previous cycles using hip-worn devices (28). Compared with hip-worn accelerometers, those worn on the wrist may be perceived as less burdensome to research participants, thus promoting wear time compliance (21,39). Variable compliance to accelerometer monitoring protocols influences the application of minimum wear time criteria (i.e., number of minutes worn that constitutes a “valid” day of measurement and the minimum number of days required for a reliable estimate of PA levels), which are subject to variation in researcher decisions about how “nonwear” time is defined (33). Better compliance gives greater confidence that PA data are representative of actual daily PA because of the association between duration of monitoring and reliability of PA data (16). Presently though, there is limited evidence of the extent of improved compliance in children wearing accelerometers on the wrist.
The growing popularity of the wrist as the accelerometer placement site warrants comparisons with PA data derived from devices worn on the hip, which has traditionally been the most commonly used site. Recently, PA intensity cut points derived from raw acceleration output have been developed in the same study for the GENEActiv (Activinsights, Cambs, United Kingdom) and ActiGraph GT3X+ (ActiGraph, Pensacola, FL) accelerometers, which are designed for wear both on the wrist and hip (12). Using these protocol-specific cut points together may help improve our understanding of how concurrent estimates of PA intensity from the wrist and hip sites compare. This move toward raw acceleration signal processing is a recent advance in accelerometer-based PA monitoring, which has traditionally used accelerometer output reduced to “counts.” Direct comparison of PA outcomes derived from different devices has not previously been possible because of differences in proprietary algorithms used to collect, process, filter, and scale raw signal data to produce the device-specific counts (3,40). This lack of equivalency between devices and therefore comparability between studies using different devices has led to the emergence of accelerometers such as the GENEActiv range and ActiGraph GT3X+ and GT9X. These devices are capable of collecting and recording raw unfiltered accelerations, which can then be subject to researcher-driven data processing procedures (40). Basing PA data on raw accelerations provides an opportunity to improve comparability between studies using different devices and promote transparency and consistency of post-data collection analytical processes (12). Presently though, limited published research describing children’s free-living PA derived from raw accelerometer data is available. One study involving 47 first- to fifth-grade children wearing GENEActiv accelerometers on the wrist reported mean daily moderate-to-vigorous PA (MVPA) and vigorous PA (VPA) of 308.2 min and 32.7 min, respectively (31). In a sample of 58 Australians age 10–12 yr, MVPA derived from GENEActiv raw data was 67.8 min·d−1 (hip) and 98.2 min·d−1 (wrist), with VPA recorded as 11.1 min·d−1 (hip) and 16.7 min·d−1 (wrist) (28). These studies, however, calculated the signal vector magnitude (SVM) values differently (i.e., averaging vs summing raw accelerations per epoch) and used different PA intensity cut points (23,31), which makes direct comparison of findings challenging. Another important issue is that historical accelerometer data used counts and extensive validation work has been conducted on count-based accelerometer data (9,17,24,35). Although the “cut point conundrum” exists, there has been some consensus in recent years for using the cut points of Evenson et al. (9), which have convincing evidence of validity in children (34). These cut points therefore provide a basis for free-living comparison with more contemporary cut points based on raw accelerations (12,23,31).
As the field moves more toward the use of raw data processing and the availability of wrist-worn devices increases, studies reporting the comparability of PA outcomes based on raw accelerations and counts from both wrist and hip are warranted. Therefore, the aims of this study were 1) to explore children’s compliance to wearing wrist- and hip-mounted accelerometers during free-living, 2) to compare children’s PA derived from raw acceleration signals of wrist- and hip-worn accelerometers, and 3) to examine differences in PA estimated from raw data with those from count data measured by a hip-worn accelerometer.
The participants were 129 year 5 (9–10 yr old) children (79 girls) from six primary schools in Liverpool, England. After ethical approval from the university research ethics committee, all year 5 children (n = 326) in participating schools were invited to participate. They received a pack that contained parent and child information sheets, consent and assent forms, and a medical screening form. Written informed consent and assent were received from parents and their children, respectively, before children could participate in the study.
Stature and sitting stature were assessed to the nearest 0.1 cm using a portable stadiometer (Leicester Height Measure; Seca, Birmingham, United Kingdom). Body mass was assessed to the nearest 0.1 kg (Seca, Birmingham, United Kingdom). Body mass index (BMI) was calculated for each participant, with BMI z-scores also assigned (4). Age- and sex-specific BMI cut points were used to classify children as having normal weight or overweight/obese (5). Gender-specific regression equations (20) were used to predict children’s age from peak height velocity, which is a proxy measure of biological maturation. All measurements were taken by the second author and a research assistant using standard procedures.
Neighborhood-level socioeconomic status (SES) was calculated using the 2010 Indices of Multiple Deprivation (IMD) (7). The IMD is a United Kingdom government-produced measure composed of seven areas of deprivation (income, employment, health, education, housing, environment, and crime). Deprivation scores were generated using the National Statistics Postcode Directory database from parent-reported home post codes. Higher SES was represented by lower IMD scores.
Free-living PA was assessed using the GENEActiv original triaxial accelerometer (Activinsights, Cambs, United Kingdom) worn on the nondominant wrist (GAwrist) and the ActiGraph GT3X+ triaxial accelerometer (ActiGraph, Pensacola, FL) worn on the right hip (AGhip). The GENEActiv can be worn on the wrist, upper arm, hip, chest, ankle, and thigh, has a dynamic range of ±8g, and is a valid measure of PA in children (12,23,31). The GENEActiv was selected because it measures raw accelerations and is typically worn on the wrist (30,31,38,39). ActiGraph accelerometers have been used in PA research for around 20 yr and have been validated on several occasions with children (9,19,24,35). The GT3X+ model has a dynamic range of ±6g and can be worn on the hip, ankle, wrist, and thigh. The ActiGraph was selected because it is the most commonly used accelerometer in children’s PA research, and although it is being worn on the wrist in the most recent NHANES data collection cycles (28), it has been traditionally worn on the hip (26). The GT3X+ has the capability to generate raw acceleration and count data to enable straightforward backward interpretation of data in either format. Both devices were initialized to record raw accelerations at a frequency of 100 Hz, and participants were asked to wear the monitors at all times for seven consecutive days except when sleeping and engaging in water-based activities (e.g., bathing, swimming). Data collection took place during the regular school term from January to May 2014, so activities were representative of the usual free-living activities. After 7 d, GAwrist data were downloaded using the GENEActiv version 2.2 software (Activinsights, Cambs, United Kingdom) and saved in raw format as binary files. AGhip data were downloaded using ActiLife version 6.11.4 (ActiGraph, Pensacola, FL) and saved in raw format as GT3X files. These were subsequently converted to CSV format to facilitate raw data processing and to AGD format for analysis of count data. GAwrist and AGhip raw data files were then processed in R (http://cran.r-project.org) using the GGIR package (version 1.1-4), which autocalibrated the raw triaxial accelerometer signals (37) and converted them into one omnidirectional measure of acceleration, termed the SVM. SVM was calculated from raw accelerations from the three axes minus 1g, which represents the value of gravity (i.e.,
), after which negative values were rounded to zero. This metric has previously been referred to as the Euclidean norm minus one (ENMO) (38). Raw data were further reduced by calculating the average SVM values per 1-s epoch (mg·s−1) over each of the seven monitored days.
AGhip and GAwrist raw data wear times were estimated on the basis of the SD and value range of each axis, calculated for 60-min moving windows with 15-min increments (38). A time window was classified as nonwear time if, for at least two out of the three axes, the SD was less than 13.0 mg or if the value range was less than 50 mg (30). This approach has been applied previously in studies using both devices worn at the wrist and hip (27,28,38). For ActiGraph count data, nonwear is conventionally determined from accumulated predetermined periods of consecutive zero counts. To address study aim 3, and in keeping with previous work (10,25), the 1-s epoch AGhip count data nonwear time was defined as at least 20-min periods of consecutive zero counts (2).
Raw acceleration outcome variables for AGhip and GAwrist were average gravity-based SVM (mg) and minutes of MPA, VPA, and MVPA, which were calculated using device- and location-specific cut points based on the ENMO metric (12). These were 142.6 mg (MPA) and 464.6 mg (VPA) for AGhip and 191.6 mg (MPA) and 695.8 mg (VPA) for GAwrist (12). Comparing PA values based on ENMO-derived SVM was important because this metric was applied to ActiGraph GT3X+ and GENEActiv data in the same calibration study (12). For analysis of raw acceleration and counts-based PA levels, inclusion criteria were at least 10 h·d−1 of wear time for at least 3 d including a minimum of one weekend day. This resulted in analytical samples of 84 participants for the GAwrist versus AGhip raw data analyses and 65 participants for the AGhip raw versus count data analyses. Outcome variables for AGhip count data were minutes of MPA, VPA, and MVPA, which were classified according to empirical cut points (9) that have demonstrated acceptable classification accuracy across a range of intensities in children (34). Presently, no published sedentary time cut points exist for GAwrist and AGhip raw accelerations calculated using the ENMO approach. For this reason, we did not investigate differences in sedentary time and light intensity PA.
Kolmogorov–Smirnov tests confirmed that raw PA outcome data for the overall week and weekdays were normally distributed but that weekend GAwrist SVM and VPA, weekend AGhip SVM, MVPA, and VPA, and AGhip count data had skewed distributions (P < 0.05). After log (SVM and MVPA), square root (VPA), and reciprocal (AGhip counts MPA, VPA, and MVPA) transformations, data were normalized and included for analyses. All transformed data were back-transformed for presentation purposes. To analyze compliance (study aim 1), mean daily valid wear time and number of valid days were calculated for GAwrist and AGhip raw data. Paired-sample McNemar tests and t-tests assessed compliance and wear time differences against differing wear time criteria. To address study aim 2, partial Pearson correlation analyses assessed raw data relations between devices for SVM, MPA, VPA, and MVPA while controlling for the effects of wear time. Bland–Altman plots were constructed to assess agreement between device raw data outputs, and repeated-measures ANCOVA compared raw data PA outcomes between AGhip and GAwrist for the whole week, weekdays, and weekend days. For aim 3, repeated-measures ANCOVA examined differences between whole week reciprocal transformed MPA, VPA, and MVPA derived from AGhip raw and from count data. In each ANCOVA, adjustment was made for device wear time and sex. Statistical significance was set to P < 0.05. All analyses were conducted using IBM SPSS Statistics version 22 (IBM, Armonk, NY).
The descriptive characteristics of the participants are displayed in Table 1. Around three-quarters of the children were of healthy weight, which is typical for Liverpool but somewhat lower than the English national average. Boys and girls were similarly age, but girls were more advanced than boys with regard to somatic maturation. IMD scores indicated that participants resided in some of the lowest SES neighborhoods in England.
Raw data device compliance
AGhip and GAwrist data were available for 115 and 128 children, respectively. Instances of device malfunction (n = 1), software errors (n = 5), and accelerometer nonwear (n = 8) accounted for modest data attrition. The percentage of children that wore each device for between 6 and 12 h·d−1 for 1 to 7 d is presented in the Supplemental Digital Content (see Table, Supplemental Digital Content 1, Percentage of children available for analyses according to daily wear time and number of wear days, http://links.lww.com/MSS/A580). Over 95% of children wore the AGhip and GAwrist for at least 12 h on a single day. Irrespective of the number of monitoring days, the percentage of children wearing both devices decreased with hours of wear, and this drop-off was more prominent for the AGhip. For example, the difference in the proportion of children wearing the AGhip for 6 h over 3 d and those wearing it for 12 h over 3 d was −18.3% compared with −5.8% for the GAwrist. Ten hours of wear time over at least 2 d has been demonstrated to provide reliable estimates of PA in population studies of older primary school-age children (25). Taking 10 h of wear time as the criterion for a valid day, the decrease in children wearing the AGhip for between 1 and 7 d was 80.5% in comparison with 62.0% for the GAwrist. A similar trend was observed when the inclusion of at least one weekend day was considered. With inclusion criteria of a minimum of 10 h of wear on at least three weekdays plus a minimum of one weekend day, GAwrist noncompliance (16.4%) was lower than that for the AGhip (25.2%).
When the number of children classified as “included” as defined by commonly used wear time criteria (25) was analyzed, significantly more children achieved wear time criteria when wearing the GAwrist than when using the AGhip for at least 9 h·d−1 (P = 0.002) and 10 h·d−1 (P = 0.035) on any 4 d of the week (Table 2). When a weekend day was included in the criteria, this level of compliance was achieved by significantly more children wearing the GAwrist than those wearing the AGhip for either 9 h·d−1 or 10 h·d−1 over two, three, and four weekdays (P = 0.001–0.002). Average daily wear time across the different wear time criteria ranged from 15.57 to 15.82 h·d−1 for the GAwrist and from 14.18 to 14.21 h·d−1 for the AGhip. GAwrist daily wear time was significantly higher than that for the AGhip regardless of wear time criteria applied (P < 0.001). Children wore the GAwrist for significantly more days than the AGhip. When a valid day was defined as at least 9 h of wear, the GAwrist was worn for 5.8 d out of 7 d compared with 5.1 d for the AGhip (P < 0.001) and for 5.6 d versus 4.9 d when 10 h of wear was the criterion (P < 0.001). During weekdays, the GAwrist was worn for 4.2 d (9 h) and 4.1 (10 h) in comparison with 3.8 d (P < 0.001) and 3.7 d (P < 0.001), respectively, for the AGhip. The GAwrist was also worn most at weekends when valid day minimum wear was set to 9 and 10 h (GAwrist, 1.6 and 1.5 d, respectively; AGhip, 1.3 and 1.2 d, respectively; P < 0.001).
Raw data PA levels
Significant partial correlations between raw data PA outcomes confirmed that after adjustment for wear time, SVM (r = 0.68), MPA (r = 0.81), VPA (r = 0.85), and MVPA (r = 0.83) were moderately to strongly associated between devices (P < 0.001). Bland–Altman plots are presented in Figure 1A–D and show that the extent of differences in SVM, MPA, VPA, and MVPA between GAwrist and AGhip increased linearly with children’s levels of PA engagement. Correlation coefficients between the mean of the measures and the bias were r = 0.75 (SVM), r = 0.64 (MPA), r = 0.75 (VPA), and r = 0.69 (MVPA), indicating that the 95% limits should be treated with caution.
Comparisons of PA levels between devices are presented in Table 3. Wear time and sex-adjusted SVM values during the whole week, weekdays, and weekend days were significantly higher for the GAwrist than those for the AGhip (P = 0.001). MPA recorded by the GAwrist on weekdays, weekend days, and over the whole week was 45.2% (P = 0.07), 41.1% (P = 0.1), and 44.2% (P = 0.04) greater, respectively, than values derived from the AGhip. GAwrist VPA was also significantly higher than AGhip at different times of the week (P = 0.02–0.001), with the greatest difference of 54.7% occurring at weekends. MVPA was 43.3%–45.7% greater for the GAwrist than that for the AGhip across the whole week, weekdays, and weekend days. According to the GAwrist raw data, 86.9% of children engaged in at least 60 min·d−1 of MVPA compared with 19% according to AGhip-derived MVPA.
PA levels from AGhip raw and count data
Analyses of raw and count data for AGhip revealed that children’s adjusted whole week MPA (raw) was 42.00 ± 1.61 min·d−1 compared with 35.05 ± 0.99 min·d−1 (counts) (P = 0.02), a difference of 16.5% (Fig. 2). Adjusted VPA differed by 79.5% between count (37.06 ± 1.85 min·d−1) and raw data (7.59 ± 0.46 min·d−1; P = 0.19). These combined MPA and VPA differences were reflected in the overall MVPA (72.11 ± 2.60 min·d−1 (counts) vs 49.59 ± 2.01 min·d−1 (raw); P = 0.57). The recommended 60 min·d−1 of MVPA was achieved by 20.2% and 67.7% of children with valid raw and count data, respectively.
In 2009, experts in PA measurement recommended that researchers’ estimations of PA in the future should be based on raw acceleration data rather than proprietary movement counts (11). Since then, raw accelerometer data have been reported more frequently but still much less often than count data. This study adds to the raw accelerometer data evidence base, as it is the first to examine children’s compliance to wrist- and hip-worn devices, between-device differences in PA intensities derived from raw accelerations, and differences in hip-mounted ActiGraph GT3X+ raw acceleration versus count-based estimates of free-living PA.
More children wore the GAwrist than AGhip irrespective of the wear time inclusion criteria applied or time of week observed. Using the wrist as the accelerometer placement site may promote better device compliance, as illustrated by the improved wear time reported in the 2011–2012 NHANES data collection cycle (28). However, there is paucity of research investigating children’s compliance to wrist- and hip-worn accelerometers worn in parallel. Although it has been suggested that children (32) and adults (39) prefer the wrist as the device placement site, such preferences may be partly dependent upon specific device features (e.g., feedback on activity ) and monitor-specific wear instructions (e.g., removal of hip-worn devices during sleep and water-based activities ). This latter point is exemplified by a recent examination of hip-worn ActiGraph data from 9- to 11-yr-old children across 12 countries, which reported how a 24-h accelerometer wear protocol resulted in an average wear time of 22.6 h (36). Thus, asking children to only remove devices for water-based activities elicits much greater total wear times than are typically observed in waking time protocols. Waking wear time, however, was 14.7 h·d−1 (36), which was similar to the AGhip values and less than the GAwrist values observed in our study. These findings confirm the combined influences of wear location and protocol on accelerometer wear compliance. To our knowledge, no previous studies have examined children’s compliance to wearing wrist- and hip-mounted accelerometers concurrently. Our findings confirm that children’s perceived acceptability of and preference for wrist-worn devices (32) reflect actual wear when children were asked to use two devices under the same conditions. Where feasible, future youth PA studies should employ wrist-worn accelerometry to increase the likelihood of longer wear time, which would result in more representative and reliable estimates of PA (16). Wrist-worn devices may not only result in superior compliance but, according to recent evidence, may also provide better estimates of children’s energy expenditure compared with hip-mounted accelerometers (6). For wrist-worn accelerometry to become widely adopted however, more needs to be known about the comparability of children’s PA levels derived from raw accelerations, with historical count-based data.
PA derived from raw acceleration signals of wrist- and hip-worn accelerometers
Correlations between wrist-worn GENEActiv and hip-worn ActiGraph free-living raw accelerations have not previously been reported in children. We observed moderate-to-strong partial correlations between AGhip and GAwrist (r = 0.68–0.85), which were lower than the recently reported correlation of r = 0.93 between hip-worn GENEActiv and ActiGraph GT3X+ average accelerations (27). Our findings indicate that both devices measured children’s free-living accelerations, which explained almost 70% of the shared variance in MVPA. Notwithstanding these strong associations, there were considerable differences between devices in average SVM and the derived outcomes (time spent in MPA, VPA, and MVPA). GAwrist values were consistently higher than those from the AGhip particularly at higher intensities. These differences were most extreme for SVM values (approximately 60%), which were calculated for both devices using identical data processing methods. In the only previous study to compare children’s raw GAwrist and AGhip data using the ENMO data processing approach, GAwrist SVM was significantly higher for a range of moderate-to-vigorous activities performed during a controlled device calibration protocol (i.e., fast walking, stepping, running, and circuit training) (12). Moreover, in agreement with our MPA and VPA results, greater relative differences between AGhip and GAwrist SVM values were observed as activity intensity increased (12). Similar differences between devices worn at the same site have previously been reported in adults and in children regardless of analytical approaches used to generate raw accelerations (15,27,28). During vigorous ambulatory activities such as fast running, higher accelerations at the wrist relative to the hip may be observed because of greater shoulder muscle activity compared with that during walking and slow running, when arm swing and resultant wrist accelerations are more passive (29). Moreover, wrist accelerations will be disproportionately greater than those of the hip for certain types of movements that may occur regularly during children’s free-living activity (e.g., some sports, computer gaming, homework) and for example among children who gesticulate vigorously (28). This “decoupling” of wrist and hip accelerations may also occur in reverse (e.g., walking with hands in pockets) and is likely population specific (28). We did not record the children’s activity modes, but it may be feasible that their daily activities involved a disproportionate volume of “pro-wrist” decoupling of wrist and hip accelerations, which contributed to higher GAwrist values.
Although device placement location is arguably the most obvious reason why PA outcomes differed to the extent that they did, the strong interdevice associations between outcomes suggest that placement was not the only reason. Raw acceleration data from each device were used to generate the PA outcomes, but data cannot be considered equivalent (40) because raw accelerations for the GENEActiv have been observed to be greater than those for the ActiGraph GT3X+ when worn at the same site in controlled and free-living conditions (15,27,29). For example, during mechanical shaker testing, GENEActiv peak accelerations were up to 7.4% greater than ActiGraph GT3X+ with differences increasing in line with shaker acceleration magnitude (15). Similarly, average GENEActiv high pass-filtered accelerations were recently observed to be over 10% greater than ActiGraph GT3X+ accelerations when both devices were worn at the hip during children’s free-living activities (27). Technical differences between devices, such as the microelectromechanical sensors used and their dynamic ranges, reference voltage, analog-to-digital conversion rate, and ActiGraph’s proprietary data filtering processes (14,15,27), are the likely explanations behind the differences in each device’s acceleration outputs.
Comparison of raw and counts PA data measured by a hip-mounted accelerometer
Systematic differences in AGhip PA outcomes from raw and count data were not observed. Raw data MPA values were 15.9% higher than count data, but raw data VPA values were 79.6% lower than count data. To our knowledge, no previous study has compared hip-mounted ActiGraph GT3X+ raw and count data output in children. The closest comparison is provided by Rowlands et al. (28) who compared ActiGraph GT3X+ count data using the cut points of Evenson et al. (9) with GENEActiv raw data, with both devices worn at the hip (28). The comparison is based on the very strong associations between devices for MVPA measured at the hip (r = 0.93) (28). The findings of Rowlands et al. (28) mirrored ours whereby raw data MPA was greater than count data (56.7 vs 32.3 min·d−1) but was lower for VPA (11.1 vs 30.0 min·d−1). The magnitude of the differences, however, differed somewhat, which may relate to the different raw data processing procedures and raw acceleration cut points (23) applied between our study and that of Rowlands et al. (28). It is likely that comparable raw acceleration values reported by Rowlands et al. would have been higher than those observed in our study because of differences in raw acceleration data processing (i.e., converting acceleration negative values to their absolute, summing acceleration values per 1-s epoch) (8,12,23). Moreover, the PA intensity cut points used in both studies were derived from different calibration protocols (12,23), which may be a more influential factor on PA outcomes than placement site or device type (28). Although some inferences about output differences can be made on the basis of raw acceleration data processing, the proprietary nature of the ActiGraph GT3X+ algorithm to convert raw acceleration into counts makes similar suppositions difficult. These findings demonstrate that raw acceleration and count data cannot be directly compared because insufficient information is available about how counts are generated. This reinforces the calls of others (13,18,22) for transparent raw accelerometer data processing to become the norm so as to progress the field toward equivalency of data output and better scope for comparability of findings between studies using different devices.
A strength of this study is that it is the first to assess children’s free-living PA derived from raw wrist and hip accelerations using the GENEActiv and ActiGraph GT3X+ accelerometers, respectively. Furthermore, for the first time, children’s compliance to wearing these devices concurrently over a 7-d monitoring protocol has been reported. Wearing the accelerometers in parallel standardizes possible confounding variables such as the type of PA performed during the monitoring period (39). Raw acceleration data were processed and analyzed using the same open-source procedures, which adds transparency and consistency to the data. However, the study sample was limited to 9- to 10-yr-old children from a low socioeconomic area of England and our findings should be interpreted and applied with this in mind because free-living PA routines may be different for other age groups and for children from geographic locations. A further limitation is that data were collected during school term times and so may not be representative of PA during extended nonschool times such as school holidays and vacations. We also did not report time spent being sedentary or in light-intensity PA. Children’s sedentary time and light PA are associated with various health outcomes, but presently, raw acceleration thresholds for GENEActiv and ActiGraph GT3X+ based on the ENMO metric do not exist, and so we were limited to reporting MPA, VPA, and MVPA.
During free-living activity, children had significantly better compliance to wearing the GAwrist than AGhip. The recognized association between duration of monitoring and reliability of PA data means that better compliance gives researchers and research users greater confidence in the PA data reported. The superior compliance of the GAwrist confirms that the wrist is a feasible accelerometer placement location in children. Raw acceleration values derived using the same data processing procedures were significantly higher for GAwrist compared with those for AGhip. It is unclear why these disparities occurred, but it was likely a combination of the effects of placement location and technical differences between the GENEActiv and ActiGraph GT3X+. To address this, it has been recently suggested that differences in acceleration magnitude between GENEActiv and ActiGraph GT3X could be addressed by the application of an appropriate conversion factor to make values interchangeable between devices (27). For this approach to be effective, standardized data processing procedures would need to be applied to the raw acceleration data collected. AGhip PA levels calculated from raw accelerations and counts differed substantially, particularly in respect of VPA. These findings demonstrate that regardless of device placement location, raw output and counts cannot be directly compared because of the lack of information about the ActiGraph proprietary filtering algorithm applied to generate counts. Raw acceleration data processing potentially enables greater transparency and comparability between studies using the same data processing methods, although comparisons with count-based data are limited. From a health promotion perspective, current PA guidelines are mainly based on self-report questionnaires and, to a lesser extent, data from hip-mounted accelerometer counts. As the use of raw acceleration data increases, examination of activity-health relations using raw data from wrist-mounted devices is warranted. We used the ENMO metric to calculate SVM, but presently, no SVM thresholds for children’s light PA and sedentary time exist using this method. Future work should include development of these thresholds, which may help enhance our understanding of the influence of device type and placement location on children’s free-living raw accelerations and associated health outcomes.
We thank the teachers and children for their participation.
This study was funded by Liverpool John Moores University.
The authors declare no conflicts of interest.
The results of the present study do not constitute endorsement by the American College of Sports Medicine.
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36. Tudor-Locke C, Barreira TV, Schuna JM Jr, et al Improving wear time
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37. van Hees VT, Fang Z, Langford J, et al Autocalibration of accelerometer data for free-living physical activity
assessment using local gravity and temperature: an evaluation on four continents. J Appl Physiol
. 2014; 117 (7): 738–44.
38. van Hees VT, Gorzelniak L, Dean León EC, et al Separating movement and gravity components in an acceleration signal and implications for the assessment of human daily physical activity
. PLoS One
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39. van Hees VT, Renstrom F, Wright A, et al Estimation of daily energy expenditure in pregnant and non-pregnant women using a wrist-worn tri-axial accelerometer. PLoS One
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40. Welk GJ, McClain J, Ainsworth BE. Protocols for evaluating equivalency of accelerometry-based activity monitors. Med Sci Sports Exerc
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by Heidi Grieser
Between 1300 East, 1700 East, 2100 South, and 2400 South, Brigham Young selected 80 acres to be the site of the Utah Territorial Prison in 1853. At the time, the facility was 6 miles from the center of the city, but when the prison was moved to Point of the Mountain in 1951, the city decided to use the site to create Sugar House Park, Highland High School, and a right-of-way for the highway.
Between 1864 and 1871, due to insufficient funds, the prison did not even employ a night guard. Consequently, many prisoners escaped. Between 1855 and 1878, 47 of the 240 convicts escaped, an additional 12 were killed in escape attempts.
(James B. Hill, “History of Utah State Prison, 1850-1952”; pg 47 & 145.) The prison was expanded in 1877 to house the growing number of non-violent polygamist prisoners. Church leaders George Q. Cannon and Abraham Cannon both served time, and the latter kept a detailed journal, describing a cell approximately twenty by twenty-six feet and twelve feet high, lined with three tiers of bunks, each bunk sleeping two men.
Dolores Allen Donohoo remembers, “When the prison was in Sugar House, my sister and I used to walk past it on our way to the library, movies, or shopping in Sugar House, and we would stop and talk to the guards and trustees. Our parents never locked our doors-they felt perfectly safe even though we lived just a street away from the prison. From time to time, prisoners would “walk away” or escape, but they left the area as fast as they could. At one time, after several such escapes, a neighbor boy erected a sign reading ‘CAUTION-PRISONERS ESCAPING’.” | <urn:uuid:d12d4e65-53d4-47aa-99dd-8cda8b680788> | {
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Learn a new Ukulele chord every day of the year. The chord for January 18th is C6.
Today's chord might be also called Am7. It all depends on the harmonic situation or the chord's harmonic function that it is being used in that determines the name of the chord. A bass player can change the function of a chord with the bass note they play as that can be perceived as the root or letter name of the chord. Play a C root and it's C6, play an A and it's Am7. So it really is determined by the context being used.
What's really useful is you don't have to learn a new fingering or voicing for Am7 when it comes up.
C6 is a Core Chord
A core chord is a basic chord that other chords can be derived from - creating new chords from your known chords. Your ever expanding set of core chords creates a solid foundation for playing music on ukulele or any instrument capable of playing chords. There are just far too many chord shapes to memorize all the possibilities. Some chords you can simply create on the fly as needed based on known information and how chords work.
Chord Categories: Open Position
Related Lesson: Understanding a Chord Diagram
Open Position chords typically do not show the location of the root or letter name of the chord as these chords are the first chords a ukulele player learns and are almost entirely learned by shape and sound - hopefully, the chords' name. Later on one develops the ability to determine the location of the chord root(s) or letter name within the chord.
Standard Music Notation and TAB
C Tuning - High 'G' and Low 'G' Tunings
Standard music notation and TAB for C Tuning, Low and High "G" variations
Todays chord, C6 is a derived chord from Cmaj7. Take any chord progression with Cmaj7 in it and explore substituting C6 for Cmaj7.
Chord Spelling is simply knowing what the notes of a chord are. The notes of all chords can be determined from its corresponding major scale based on the root of the chord.
The notes for C6 are:
C E G A
These are the 1 3 5 6 scale degrees of the parent C major scale.
All though additional fingerings are possible for many chords. Fingering for any given chord depends on the harmonic context the chord is being used in, what was the previous chord and what's the next chord.
Although you can play any chord with any finger as long as it's your, the recommended fingering for C6 is:
0 0 0 0 - ALL open strings, NO fingers
Here are a few alternate fingerings for today’s C6 chord depending on the context the chord is being used.
Alternate fingering(s) for C6:
No fingers need for this chord so no alternate fingering are suggested. With this chord it time to take sip of you drink during the song.
Fingering of a chord using text only, without using a chord grid is typically done using the finger numbers from left to right, string four to string one. Here is the text notation for January 1st C chord.
The Typical text representation of a chord fingering without a chord grid.
Note: A Zero (0) fingering notation represents an open string that no finger is required.
Additional alternate fingerings might be possible for selected chords. If there isn't an overwhelming musical reason for one fingering over another, let efficiency be the determining factor. Something as simple as longer fingers can reach the lower string four and three goes a long way to being efficient when switching chords.
Factors such as playing notes right behind the fret takes less effort than in the middle of the fret. Less effort leads to overall efficiency in play, lower maintenance for maintaining your technique and efficiency leads to speed. This can help in determining what finger to use. Finger three can overlap finger four and finger two can overlap finger three a little allowing them to get closer to the fret.
Remember – the thumb's primary role is to support the fingers – not play notes. Think of the thumb as a Stagehand. He is unseen, doesn't get any lines BUT is a critical member of the team.
Chord Construction, Notes and Intervals
ALL chords can be be constructed based on the their intervals relative to the major scale of the root or letter name of the chord. The individual names of the notes of the chord can also be determined from the same scale.
The chord tones for C6 are: C E G A
C6 is the 1 3 5 6 of the C Major Scale based on the root (C) of the chord.
6 or maj6
The major 6 or 6th chord is created by lowering the b7 of a seventh chord one fret. An example would be from C7 ( C E G Bb ) lower the Bb one fret to A for C6 ( C E G A ).
The major 6 can also be created from a major seventh chord by lower the seventh two frets. An example would be from Cmaj7 ( C E G B ) lower the B two frets to to A for C6 ( C E G A ).
End of Lesson
Harmonic Analysis Major and Minor Chord Charts
All 15 full diatonic major and minor key, chord charts.
Log-in to access.
Basic Open Position `Ukulele Chord Chart
A core set of basic ukulele chords that ALL Ukulele players should know - at least - in the five common keys of C, G, D, A and E. As well as the seventh chords for common keys. The chart is organized in common keys and covers basic chords in these keys. Of the 15 possible major and relative minor keys in music. There are five common keys to get started with: C, G, D, A, and E. These keys allow you to play quite a few popular songs. There's more in common between songs that your might think.
Chord Shapes and Learning `Ukulele Chords
Pick up any chord dictionary, and one thought that should go through your mind is. There is now way to memorize all those shapes. It would be better off learning how they came up with all those shapes. Most chord dictionaries are also just like pages transposed to all possible keys.
The Harmonized Major and Minor Scale Charts
The Major Scale or Ionian scale is a diatonic scale, made up of seven distinct notes, plus an eighth which duplicates the first one octave higher. In solfege these notes correspond to the syllables “Do, Re, Mi, Fa, Sol, La, Ti/Si, (Do)”, the “Do” in the parenthesis at the end being the octave of the root.
Harmonic Analysis for Scale Selection and Chord Substitution
Harmonic Analysis is the understanding of the functional sequence of chords. It is the process used to analyze the harmonic structure of a progression, song or composition. This analysis is then used to make scale selections for improvisation and chord substitution.
Harmonic Analysis is the process used to determine the harmonic function of chords within a chord progression or song. A chord progression is defined as a sequence of chords, each chord has a root and is a particular chord type. The relationship of a chord's to a scale determines its function within that scale's tonality.
No related songs for Chord a Day, January 18th - C6 at this time.
No videos for Chord a Day, January 18th - C6 at this time. Filming a lot of videos for various lessons, songs and books.
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Just browsing over both books, they look fantastic! I'm a guitarist and uke player for over 25 years and was thinking about writing a ukulele book but you've already written what I think are the best, most comprehensive and thorough books I've ever seen for the instrument. I just might end up buying every book you've written and I'll be giving my highest recommendation for your books to my friends and students. Thank you so much for taking the time to write such great books! — Peter Rhee
Aloha, Curt, All I can say is WOW! What you have accomplished is simply incredible! All the best — Glen Hirabayashi, The Aloha Boys
Folks, if you haven't stopped by Curt's site, do so right now! ..And get his books, they are fantastic. This guy knows his stuff and is able to pass it along too. — Alan Johnson Proprietor, The 4th Peg
I can highly recommend Curt's Uke books — I have four of them and they are excellent. — fatveg — Portland
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LearningUkulele.com has one of the largest collections of lessons, songs, and TABS, luthiers, ukulele builders, ukulele festival and club information, and, ukulele links on the web. I’ve been on the ®Internet since the early 1990's and This site just never stops growing!!! | <urn:uuid:131c32df-1d26-4ee7-a8bc-6f6e8b8af005> | {
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The New Frontier
Black Seminoles work to secure and stablize the region from opposition | Illustration by Lucas Pastorfield-Li
Referred to by many as “The Queen City on the Rio Grande,” Del Rio was founded in 1868 and incorporated in November of 1911. The area grew quickly in the latter part of the 19th century. People were attracted to the wide open spaces, land and water in the region. To this day, over 90 million gallons of natural spring water flow through the area. The Black Seminoles were key members of the community, having stabilized the border town from opposing Natives, who were often involved in raids and battles before, during and shortly after the Civil War.
Learn more about the African-American history of Del Rio by following the link below to read a story by The Whitehead Memorial Museum. | <urn:uuid:eb09d3f8-6c18-4835-86d7-27ac431efe1c> | {
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Largest Forest in the World – Taiga in Russia
Taiga in Russia is the largest forest in the world. It accounts for one fifth of the total forested area in the world. It is one of the largest terrestrial ecosystems in the world. It stands as an excellent example of how nature strives through different weather conditions.
The Word “Taiga” means coniferous forest in Turkish language. Taiga forests are the oldest, largest and snowiest type of land terror. The width of Taiga reaches thousands of kilometers. Most part of the forest is located in Northern Russia, especially in Siberia. The temperatures in this region vary significantly in winter and summer.
Winters last up to six months. Minus 50 degree Celsius is normal here. The Taiga forest plays a vital role in producing a large amount of oxygen in the world. | <urn:uuid:e0de0ae6-d45c-4493-ad75-169187021b59> | {
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Apples Vs. Oranges Essay, Research Paper
No two things could be more different than apples and oranges. Just by looking at them one can see many different characteristics that set them apart from each other. Apples are red, yellow, russet, and sometimes striped in color and oranges are usually orange. Oranges have to be peeled before one can eat them. These two different fruits grow in different parts of the world, on different trees, and in different climates. What could these complete opposites have in common? Surprisingly they share many qualities that really do make them a lot alike.
The apple is the most important tree fruit of the temperate regions of the world. Apples have been grown and used for food since the early dawn of history. Charred remains found in Stone Age lake dwellings in central Europe show that prehistoric people ate apples. There are carvings of apples on ancient tombs and monuments in the Middle East. The apple appears often in myths and folklore of ancient civilizations. In Greek mythology Hercules traveled to the ends of the Earth to bring back the golden apples of Hersperides. A golden apple-the apple of discord-caused a quarrel that led to the Trojan War. A Norse myth tells of a magical apple that keeps people alive forever. The Halloween game dipping for apples had a beginning among the ancient Celts as a way to foretelling the future.
Early European settlers brought apples to America. At first apples were mainly used for cider, which is another name for apple juice. As the frontier moved westward so did apple trees. One of the first things a settler would do after clearing the land and building a cabin was to plant apple trees in the yard.
Apples grow on a medium- sized tree. In good soils, non pruned trees will reach 9 to 12 meters (30 – 40 feet) in height. Apple trees generally do not begin to blossom and bear fruit until they are 5 to 8 years old. They reach maximum production at about age 20; commercial orchards are generally replaced when they reach 35 to 40 years in age. Although the trees would live longer, the fruit from old trees is generally smaller and poorer in appearance and more expensive to care for. Apple trees can withstand temperatures as low as -40 degrees C. Here in the United States apples mainly grow in Washington, Pennsylvania, New York, Michigan and California. The trees need a period of cold or dormancy to grow and bear fruit properly. So they cannot grow in tropic areas.
Oranges on the other hand also were around in ancient times. Some experts have proved that they date back as far as 4,000 years ago according to ancient Chinese records. Oranges also come from the other side of the Atlantic.
When Christopher Columbus sailed for the New World, he carried with him seeds of oranges and other types of citrus fruits. The seeds were planted on the island of Hispaniola. Just as the Europeans spread apple trees westward in the United States by moving further that way. The Indians spread citrus trees beyond the Spanish Plantations by dropping seeds from fruit they were eating. Soon groves were of wild citrus trees.
Orange trees never stop growing. By the time it is 20, it may be 4.5 meters (15 feet) high and producing more than 1,000 oranges yearly. Just as apple trees get old and stop producing quality fruit there are few orange trees over 100 years old that still produce quality oranges. Citrus trees are called evergreens because they have leaves in all seasons. Actually the old leaves fall off and new ones are constantly being produced.
Citrus growers like apple growers have to protect their hard-earned crops from extremes in temperature. Even though Oranges are mostly grown in the tropics, a sudden drop in temperature can cause disaster. For these reasons fuel heaters and wind machines are used to prevent frost. Both Apple trees and orange trees produce a fragrant blossom that later will produce the fruit we have all come to enjoy.
Even though apples and oranges have many differences. They still share many qualities that make them similar. They may grow in different parts of the world, in different climates and on different trees. But, many of the things that the young trees endure happen to both of them. Extremes in temperature can destroy an entire crop. Growers have to take many of the same precautions to insure a productive crop. So the next time you think apples and oranges are complete opposites try thinking about more than outer appearance. | <urn:uuid:c21d8727-dc88-4b63-977c-e3da91ac21a7> | {
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Love them or hate them, as parents, our children can’t get enough of video games! Whilst regulating their use is important to ensuring a child’s healthy development, during the school holidays there’s always going to be those weather-dependent days where activity options are limited, and video games can help ease the boredom factor. For those drizzly days, video games have become a popular choice for people of all ages.
In this blog, we will talk you through how you can best make video games a dyslexia friendly experience, and stimulating for your child.
At Dyslexia First we are relentlessly positive about Dyslexia, and we believe it is incredibly important that dyslexic individuals have an inclusive environment where they can grow and prosper.
Optimizing Video Game Settings for Dyslexics:
With all manner of content flying across a screen at a rate of knots, it can be difficult for a dyslexic individual to engage with a video game. However, there are now several helpful settings and features that make video games much more inclusive.
Text Size/Speed: With most games, you can expect to read some form of dialogue. Fortunately, most games now have text speed and text size options, allowing you to slow the pace at which text appears on screen, all while making it easier to read. This can revolutionize the whole experience for an individual that typically finds it difficult to read game dialogue.
Audio: With the advancements in storytelling, most games now contain voice actors. If your child struggles with reading, voice actors help tell an engaging story to any gamer. It is important to note that some games are read only, which is traditionally more common with games on the Nintendo platform.
Colour: Choosing certain colour formats can make games much easier on the eyes of a dyslexic individual. What’s great about newer games is that they typically include a range of colour settings. The British Dyslexia Association (BDA) recommends avoiding green and red/pink, as these colours are difficult for those who have colour vision deficiencies (colour blindness).
Opacity: Most games also come with extremely helpful opacity features, allowing you to change the contrast between text and other visuals. The BDA recommends using dark coloured text on a light (not white) opacity background.
Video Games and Nurturing Dyslexic Individuals:
According to a study in 2013, researchers at the University of Padua in Italy found that 10 kids with dyslexia who played an action-filled video game for nine 80-minute sessions yielded a significant improvement in their reading speed. These reading gains lasted at least two months and outpaced gains measured in 10 children with dyslexia who played a nonaction version of the same game.
Due to action video games requiring players to constantly redirect their attention to different targets, neuroscientist Simone Gori and his colleagues believe that video games might fine-tune that spotlight.
Gori and his team even found that the reading improvements exceeded those obtained in children after traditional therapies for dyslexia. Gori does not advocate abandoning other methods but suggests that training visual attention could be a vital, overlooked component.
Whilst this was only a small study the results provide an important insight, and not to mention provide a strong argument for more research into the area.
To conclude, the advancements in video games have paved the way to some great accessibility features, like text size settings, colour settings, and audio settings.
Gaming is a hobby that we always recommend you regulate as a parent. However, with carefully supervised use it can have benefits. With the improved accessibility features, your child can now feel more included too. Not to mention of course that it might give you 5 minutes of peace.
Please do consult other sources and use age ratings on games to measure whether they are suitable for your child.
About Dyslexia First
At Dyslexia First we want to help those who are living with dyslexia to enjoy life and the opportunities it brings. We are relentlessly positive about dyslexia.
If you would like to talk further about dyslexia and discuss assessment for children or adults, please get in touch.
Getting assessed by a qualified practitioner is crucial to getting the correct diagnosis and accessing the help and support you need for your child. Always check an assessor’s qualifications at: SpLD Assessment Standards Committee website. | <urn:uuid:aa30c693-43f8-4fa5-9a0c-9d8a4840432a> | {
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"But if we are saying that there is a probability of finding something here or there, this means that it must be somewhere at a definite place, it is just that we do not have the means to know without errors where is it. So if the position is definied but cant be determined, then how actually is the motion of the electron. I dont want to determine where it is, what is its momentum etc."
-Amol Bhave (age 16)
Car Fog Thoughts
Light In Different Frames
Gauss And Point Charges
Finding Physics Notation
Why Don't We Feel Electrons Moving?
An Observer Is Travelling At The Speed Of Light
Closed Capillary Tube
Cosmic Horizon Problem
7455 questions have been answered online since 1998 by volunteers from the Department of Physics at the University of Illinois' Physics Van outreach program. We've tried hard to make this the most reliable physics Q&A site on the Web, but no site is perfect, as we explain on this note. Our Baloney feature provides examples of how shaky many other sites are.
If you'd like to ask us a new question, not already covered, please read our answering guidelines first. We try to answer as many questions as we can, but it's not always possible to answer them all. Questions from kids are especially welcome.
Although we recommend not using our informal site as a cited reference, students who are in a rush and can't find a more proper peer-reviewed source can check our citation information section. | <urn:uuid:e35be671-f661-4655-b406-921b9fb0f0bf> | {
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Spotlight on Yarn: Alpaca
• A 100% natural product from an Alpaca
• A soft, durable and silky fibre
• Fibre is 18 - 25 microns
• Strength and durability
• Soft and lofty yarn
For thousands of years, alpacas were bred in South America specifically for their hair. Vicuñas, a wild animal that is part of the camel family, were first domesticated and bred into alpacas by the ancient tribes of the Andean highlands. There are two types of alpaca, each one produces a slightly different type of fibre. Alpaca fibre came to Europe in 1803 through Spain. Although, it was initially thought of as too difficult to turn into a textile, several ground-breaking manufacturers based in Bradford, England successfully knitted Alpaca into high-quality fabric.
Sheared annually, the process of spinning Alpaca hair is similar to sheep’s wool (shearing, preparing, carding, spinning, weaving and finishing). However, there are many differences between Alpaca fibre and Sheep wool fibre. Alpaca fibre is smoother and has a glossy shine due to the fibre’s smoother scale surface. It also has a higher tensile strength than wool, is warmer than wool and it is genuinely hypoallergenic as it contains no lanolin. Remarkably it does not retain water and is thermal even when wet. Depending on how Alpaca is spun, it can be either lightweight or heavy weight material. Good quality alpaca fibre is approximately 18 to 25 microns in diameter.
Alpaca has become increasingly more popular in recent years. People are rediscovering this soft, durable and silky fibre. | <urn:uuid:c423c0b1-d846-436b-a5a8-35ad6ba3827e> | {
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How God speaks through the Ephod in the Bible
In the Bible, an ephod is a sacred garment worn by the high priest of Israel. The term is mentioned in both the Old Testament and the New Testament. Here’s a brief explanation of its meaning and use:
Ephod – What is the Meaning?
The word “ephod” is of Hebrew origin, and its precise meaning is somewhat debated among scholars. It is generally thought to refer to a special type of garment, often associated with priestly or ritualistic functions. The exact design and composition of the ephod are described in detail in the book of Exodus (Exodus 28:6-14).
What is the Ephod used for?
- High Priest’s Garment:
- The ephod was a crucial component of the high priest’s attire in ancient Israel. It was worn over the priestly robe and served as part of the priestly vestments.
- Symbol of Authority and Service:
- The ephod functioned as a symbol of the high priest’s authority and his role as a mediator between God and the people. It signified the priestly ministry and service in the tabernacle or temple.
- Use in Divination:
- In some instances, the ephod was associated with divination or seeking guidance from God. The high priest would use a special ephod for this purpose, known as the “ephod of divination” (1 Samuel 23:6-12; 30:7-8).
- Breastpiece Attachment:
- The ephod had two shoulder pieces with onyx stones, each engraved with the names of six tribes of Israel. It also had a breastpiece attached, which contained the Urim and Thummim—objects believed to be used for seeking God’s guidance in decision-making.
- Symbolic Function:
- Beyond its practical use, the ephod had symbolic significance, representing the consecration, authority, and connection to God that the high priest held.
Significance of the ephod in 1 Samuel 23
In 1 Samuel 23, the significance of the ephod is tied to the story of David seeking guidance from God during a critical moment in his life. Here’s an overview of the context and the role of the ephod in 1 Samuel 23:
- David’s Perilous Situation:
- David, who had been anointed as the future king of Israel, was on the run from King Saul, who saw him as a threat to his reign. David and his men were hiding in the wilderness of Ziph.
- The Philistine Threat:
- The Philistines were attacking the city of Keilah, and David, despite being pursued by Saul, inquired of the Lord whether he should go and defend Keilah.
Role of the Ephod:
- Seeking Guidance:
- Faced with the dilemma of whether to engage the Philistines in battle to protect Keilah, David turns to Abiathar the priest, who is with him, and requests the ephod.
- Use of the Ephod for Divination:
- David’s request for the ephod indicates its role as a tool for seeking divine guidance. The ephod was associated with divination, a means of inquiring of God for direction.
- Direct Communication with God:
- By inquiring of the Lord through the ephod, David seeks direct communication with God to understand His will in the specific situation.
Key Verses – 1 Samuel 23:6-12 (NIV):
6 When Abiathar son of Ahimelek had fled to David at Keilah, he brought the ephod down with him.
9 When David learned that Saul was plotting against him, he said to Abiathar the priest, “Bring the ephod.”
10 David said, “Lord, God of Israel, your servant has heard definitely that Saul plans to come to Keilah and destroy the town on account of me.
11 Will the citizens of Keilah surrender me to him? Will Saul come down, as your servant has heard? Lord, God of Israel, tell your servant.”
12 And the Lord said, “He will.”
- The ephod, in this context, serves as a means for David to directly seek God’s guidance in a critical decision-making moment.
- It underscores David’s reliance on divine direction and his commitment to following God’s will even in the midst of personal danger.
This episode in 1 Samuel 23 highlights the spiritual and practical significance of the ephod in seeking God’s guidance, especially during challenging circumstances.
How God speaks through the Ephod
In the biblical context, the method by which God spoke through the ephod is closely associated with the Urim and Thummim, sacred items kept within the ephod. The Urim and Thummim were used as a means of seeking divine guidance or making decisions, particularly by the high priest of Israel. Here’s how God’s communication through the ephod was understood:
- Consecration of the High Priest:
- The high priest, wearing the ephod as part of his ceremonial attire, was consecrated for the sacred duties of intercession and seeking God’s guidance for the people.
- Urim and Thummim:
- The Urim and Thummim were special stones or objects placed in a pouch on the ephod. The exact nature of these items is not explicitly described in the Bible, but they were considered sacred and linked to the priestly function of discerning God’s will.
- Use in Decision-Making:
- When a significant decision needed to be made, especially in matters of national importance or conflict resolution, the high priest would consult the Urim and Thummim. This process involved asking God a specific question.
- Divine Response:
- It was believed that God would provide a response through the Urim and Thummim. The exact mechanism of this communication is not detailed in the biblical texts, leaving an element of mystery about the divine interaction.
- Symbolic Function:
- The Urim and Thummim, as part of the ephod, were seen as symbols of divine authority and guidance. The stones were often associated with the concept of “lights and perfections” or “revelation and truth,” signifying the clarity and accuracy of God’s response.
- Solemn Rituals:
- The process of consulting the Urim and Thummim was a solemn and sacred ritual. It was reserved for occasions where divine intervention was sought, and the high priest would act as an intermediary between God and the people.
- Limited Instances:
- The use of the Urim and Thummim is not extensively documented in the Bible, and it appears to have been a specific method reserved for particular circumstances. Its application was not a common practice in everyday decision-making.
The ephod is an important element in understanding the religious and priestly practices of ancient Israel, emphasizing the symbolic and ritualistic aspects of the priesthood.
It’s important to note that the biblical accounts do not provide detailed instructions on how the Urim and Thummim functioned or the specific nature of God’s responses. The concept remains somewhat mysterious, emphasizing the sacred and selective nature of seeking divine guidance through the ephod and its associated elements. The overarching idea is that the ephod, with the Urim and Thummim, served as a conduit for God’s communication and direction.
References in the Bible:
- The detailed instructions for crafting the ephod can be found in Exodus 28:6-14.
- References to the ephod and its use can also be found in books like Leviticus, Numbers, Judges, and Samuel. | <urn:uuid:2170cbc7-e655-46ad-bd8f-4acb0f40cdf6> | {
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TeleVisions of Race
Examining the Portrayal of Race on Television
Alison Zimbalist, The New York Times Learning Network
Grades: 6-8, 9-12
Subjects: Language Arts, Media StudiesOverview of Lesson Plan:In this lesson, students explore the topic of race as it exists in the characters, plots and settings of television shows by participating in class discussions and maintaining media logs to study some of their favorite programs.
Suggested Time Allowance:45 minutes- 1 hourObjectives:
1. Compile short lists of television characters who are white, African-American, Latino, Asian and Native American; assess which races seem more realistically represented and which races seem underrepresented on television.
2. Explore how issues of race affected and impacted the creation of the HBO series "The Corner" by reading and discussing "Who Gets to Tell a Black Story?"
3. Analyze and evaluate issues regarding the presentation of race in the entertainment media by participating in a round-table discussion.
4. Explore how race is played out in the characters, plots and settings of their favorite television shows through maintaining media logs.
Resources / Materials:
-copies of "Who Gets to Tell a Black Story?" (one per student) Activities / Procedures:
NOTE TO TEACHERS: This lesson plan focuses on issues related to race. Because the topic of race is often incendiary, teachers should be particularly mindful in guiding the lesson. Additionally, teachers should be prepared for students coming across extremely derogatory racial terms in the article that may be upsetting or confusing.
1. WARM-UP/DO-NOW: Students respond to the following prompt in their journals, written on the board prior to class: "On a piece of paper in your journal, list five television characters belonging to each of the following races: white, African-American, Latino, Asian and Native American." After a few minutes, ask students to share observations of their lists. For which race or races was it easy to come up with five characters? For which race or races was it difficult to come up with five characters, and why? Do students feel that there is a better and/or more accurate representation of characters of different races on television today than five or ten years ago? Why or why not?
2. As a class, read and discuss "Who Gets to Tell a Black Story?" focusing on the following questions:
3. In round-table discussion format, analyze and evaluate some of the questions below. To keep the discussion flowing in an orderly manner, you may want to keep a "stack" of students' names. Students' names can be added to list by raising their hands, and names are added to the bottom of the list to maintain the order in which students volunteer to speak. Students should reference specific quotations from the article to support their ideas. Questions to explore include:
4. WRAP-UP/HOMEWORK: Explain that over the next week (or other period of time that you determine), each student will fill in a log to explore how race is presented in three to five television shows that he or she views. (Logs might be simple charts that list the date, the show viewed, the group or groups presented, and observations about their portrayal; teachers may add to these categories based on what emerged in the round-table discussion.) After students have logged their television experiences, students should bring their logs to class and discuss their findings. What patterns did they see? Compare student log responses for the same television show; why did students agree and/or disagree with each other? What conclusions can students draw from this informal research?Further Questions for Discussion:
--Do you believe that to get an accurate historical account about events involving a minority group, one must get that account from a member of that group? Why or why not?
--What role does the entertainment media play in relaying perspectives about different kinds of people?
--What are some stereotypes that you think often appear on television, in movies and in other forms of entertainment media? Are all of these stereotypes negative? Are all stereotypes harmful?
--How has television changed in regard to its portrayal of members of minority groups?Evaluation / Assessment:
Students will be evaluated based on initial journal responses, participation in class discussions, and thoughtful media logs documenting race as presented on television.sVocabulary:
collaboration, intractable, empathy, utopian, despot, hypocrisy, inextricably, gregarious, omnipresent, indignant, permeate, chasm, disillusioned, nepotism, inertia, indigenous, subversive, exploitation, eradicated, vehemence, resignation, discomfiting, marginalization, saturated, uncompromised, resonate, cadencesExtension Activities:
1. Choose one of the shows that you analyzed in your "TeleVisions of Race" media log. Research who writes the show and write a letter to this person or team, sharing your log reflections and offering suggestions.
2. Use a "TeleVisions of Race" media log sheet (http://www.nytimes.com/learning/teachers/lessons/000612monday_ws.html) to examine a television show produced prior to the 1990's that presents situations in which people of different races interact (such as "The Jefferson's," "Archie Bunker" and "I Love Lucy"). How might the show you chose to analyze reflect different social views of that era? How do you think the show would fare today, and why? You might explore these same issues as they exist in film.
3. Survey parents and other adults about how portrayals of minority characters in the entertainment media have changed in their lifetimes. Do they feel that the media has progressed with the times, or do they feel that present portrayals are more stereotypical? What characters made an impact on their perceptions of different ethnic and racial groups? Conduct a similar survey for students who are your age or younger.
4. Watch an episode of "The Corner" and write a review of the program. (NOTE: This assignment is most appropriate for older students, given its graphic depictions of adult situations and language).
5. Investigate the stereotypes that exist for people of different races and ethnicities. What qualifies a "stereotype"? How are stereotypes developed and transmitted? (You may want to research the histories of some specific stereotypes). Why do people stereotype others? Are there stereotypes that you would argue are true, and why? Are there stereotypes that you would argue are false, and why do such inaccuracies exist?Interdisciplinary Connections:
Civics- Examine the history of regulations on the entertainment media regarding what material they can and cannot show. Examine how these regulations came to be adopted.
Fine Arts- Explore how people of different races have been portrayed through art over time, and examine how these portrayals coincide with social views of the eras in which the works were created. For a reference, the 1987 film "Ethnic Notions" explores the antebellum roots of African- American stereotypes such as Sambo and Mammy in art and their effects on contemporary racism.
Mathematics- Look through a magazine and identify the people pictured in its advertisements. Create a graph or series of graphs illustrating the percentages of different races, genders and ages represented. Who is included? Who is left out? Why might this be, considering the audience of this magazine? You might conduct a similar study based on the commercials shown during prime time television or on cable channels with very specific audiences, such as MTV or BET.Academic Content Standards:
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.In addition, this lesson plan may be used to address the academic standards of a specific state. Links are provided where available from each McREL standard to the Achieve website containing state standards for over 40 states. The state standards are from Achieve's National Standards Clearinghouse and have been provided courtesy of Achieve, Inc. in Cambridge Massachusetts and Washington, DC. Grades 6-8
Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Knows the defining characteristics of a variety of informational texts; Identifies techniques used to convey viewpoint; Draws conclusions and makes inferences based on explicit and implicit information in texts; Differentiates between fact and opinion in informational texts
(CTSS - 'english', '6-8', '7')
Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Plays a variety of roles in group discussions; Asks questions to seek elaboration and clarification of ideas
(CTSS - 'english', '6-8', '8')
Theatre Standard 5- Understands how informal and formal theatre, film, television, and electronic media productions create and communicate meaning. Benchmark: Understands the perceived effectiveness of artistic choices found in dramatic performances
Theatre Standard 6- Understands the context in which theatre, film, television, and electronic media are performed today as well as in the past. Benchmarks: Understands similarities and differences among archetypal characters and situations in dramas from and about various cultures and historical periods; Understands the emotional and social impact of dramatic performances in one's own life, in the community, and in other cultures; Knows ways in which theatre reflects a culture; Knows how culture affects the content and production values of dramatic performances
Copyright 2007 The New York Times Company | <urn:uuid:e0eedc19-ff39-4a0d-ac3e-c2159a386464> | {
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Reflux or also known as gastroesophageal reflux (GER) do not only occurs in adult but children as well. Reflux in adults is a condition when there is a backup of stomach content, including stomach acid from the stomach to the esophagus. This condition will cause individual to experience heartburn, regurgitation, and a bitter taste in the stomach. This uncomfortable condition occurs in children and even babies too. Symptoms of GER in children and babies vary according to their age since when baby are born their digestive system is not as mature as adult, thus the symptoms throughout the childhood is different but in general they do experience it as well.
It is common to see babies to have the little spit especially after they just consume milk and burp. This little spit is called GER. But if your baby experience frequent vomiting associated with discomfort and difficulty in feeding or weight loss, it may be something more serious that GER. But the condition of GER in baby, children, and adult is almost the same.
Symptoms in children
The most common GER symptoms in infants and children are:
Tips to identify and help children experiencing GER.
When it comes to children it is best to pay closer attention to children’ complaint or to observe them, as children often times do not know what is wrong with their body and does not have much vocabulary to describe the pain that they experience. Apart from this, you may also suggest the child to sit upright for two hours after eating especially if they eat something that commonly triggers their GER (E.g: oily, spicy foods, carbonated, caffeinated). You may also try to give your child several small meals throughout the day instead of three large meals. Make sure that your child is not overeating and also encourage your child to do regular exercise. For babies, you may help him/her by elevate the baby crib or bassinet or hold the baby upright for 30 minutes after feeding and help him/her to burp.
In conclusion, acid reflux condition that occurs to adult occurs to children too. It just that sometimes, children do not know how to describe it and do not understand what happen to themselves when such things happen, the key is pay attention to their complaint and help them with the tips above! | <urn:uuid:355cc953-23f1-4775-ba1e-71343510dfb7> | {
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The word “doubtless” in the passage mostly means _______ .
- A. “almost uncertainly”
- B. “almost certainly”
- C. “almost impossibly”
- D. “almost doubtly”
Lời giải tham khảo:
Đáp án đúng: B
Chọn đáp án B
Từ "doubtless" trong bài đọc gần như có nghĩa là ______
A. “almost uncertainly”: gần như không chắc chắn
B. “almost certainly”: gần như chắc chắn
C. “almost impossibly”: gần như là không thể
D. “almost doubtly”: gần như nghi ngờ
doubtless: không nghi ngờ gì ~ “almost certainly”: gần như chắc chắn
Dịch nghĩa: Con người đã viết trong ít nhất 5000 năm; nhưng họ đã nói chuyện lâu hơn, không nghi ngờ gì cả kể từ khi có con người.ADSENSE
Câu hỏi này thuộc đề thi trắc nghiệm dưới đây, bấm vào Bắt đầu thi để làm toàn bài
Hướng dẫn Trắc nghiệm Online và Tích lũy điểm thưởng
CÂU HỎI KHÁC
- It takes me 15 minutes to get ready.
- Few businesses are flourishing in the present economic climate.
- According to paragraph 1, the author of the passage argues that _______
- The word doubtless” in the passage mostly means _______ .
- According to the passage, writing _______ .
- In order to show that learning to write requires effort, the author gives the example of _______ .
- The word 'acquire” in the passage mostly means _______ .
- The word 'disparage” in the passage mostly means _______ .
- In the authors judgment _______ .
- According to the author, one mark of a civilized society is that if _______ .
- What is the main focus of this passage?
- The phrase 'two decades' in line 1 referes to a period of _________.
- The word 'prosperity' in line 1 could be best replaced by which of the following?
- Which of the following business schools has NOT shown a decrease in enrollment?
- As used in paragraph 2, the word 'seeking' could best be replaced by which of the following?
- According to the passage, what are two causes of declining business school enrollments?
- Which of the following might be the topic of the next paragraph?
- We left New York when I was six, so my recollections of it are rather faint.
- I can’t stand people who treat animals cruelly.
- Because the highway system was built 40 years ago , most of the roads now need to repair.
- Pointing in someone is usually considered impolite but it is acceptable when a teacher wants to get someone’s attention in class.
- It is vitally important that she takes this medication night and morning.
- If it hadn’t been for his carelessness, we would have finished the work.
- Neil always forgets his wife’s birthday.
- 'I'll drop you from the team if you dont train harder,” said the captain to John.
- He was exhausted after a long trip. However, he helped me to repair my broken chair.
- She wasn’t wearing a seat-belt. She was injured.
- - Jack: Excuse me, but could I trouble you for some change?”- Alex: _______ . Will pennies do?”
- - Waiter: May I take your order now, sir?”- Mr. Smith: _______ .”
- Children who are isolated and lonely seem to have poor language and _______
- He managed to win the race _______ hurting his foot before the race.
- Only when you become a real parent _______ the real responsibility.
- Mrs. Pike was so angry that she made a______ gesture at the driver.
- By the end of the 21st century, scientists _______ a cure for the common cold.
- Why are you still here? You _______ been helping Dianne in the yard.
- More than ten victims _______ missing in the severe storm last week.
- The greater the demand, _______ the price.
- A lot of different conservation efforts have been made to _______ endangered species.
- This woman has _______ her whole life to helping others.
- He asked me _______.
- _______ ten minutes earlier, you would have got a better seat. | <urn:uuid:306527d9-4669-4d8c-bb85-6c51e7fc0ae2> | {
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Definition: Yield is a measure of the percentage of income return you get from an asset. This measure applies to a number of assets, but especially shares and real estate. The share yield is the percentage of dividend income for a given share price. The yield is calculated by dividing the dividend by the current price (or your purchase price). Example, if a share is currently paying 51 cents per share dividend, and the current share price is $16.20, then the yield is 0.51/16.20 = 3.15% yield. | <urn:uuid:25525069-0f98-4e88-a123-0fb98f4bedca> | {
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Optipedia • SPIE Press books opened for your reference.
Principle of a Laser
Excerpt from Field Guide to Lasers
In order to understand the basic principle of a laser, it is instructive to first consider a passive resonator ("cavity"), such as an arrangement of mirrors that creates a closed path for a light beam. The simplest configuration is made with only two mirrors, one being flat and one being curved. Due to that curvature, a light beam with a suitable beam radius can circulate around the resonator without getting wider and wider each time. However, its optical power will decay, as some energy is lost in every resonator round trip.
A so-called gain medium can now be inserted that, when supplied with energy ("pumped") in some way, amplifies the light in each round trip. If the gain g is lower than the resonator losses l, the power decay is only slowed down. For g = l, the optical power stays constant; and for g > l, the power rises with each round trip. The latter condition can not be maintained forever; sooner or later, the high intracavity intensity will saturate the gain. In the steady state, as reached after some time, the gain will be exactly sufficient to compensate for the resonator losses. We then have continuous-wave laser operation with constant optical power and g = l.
For extracting a laser beam as a useful output of the device, the left mirror, for example, acts as an output coupler, transmitting some percentage (say 10%) of the intracavity power. The output coupler transmission for optimum output power depends on the available gain and on other optical losses in the resonator.
As mentioned above, the gain medium needs to be pumped (i.e., supplied with energy). In most cases, a laser-gain medium is pumped either electrically (e.g., with an electric current through a semiconductor structure) or optically (e.g., with light at a typically shorter wavelength than the laser light being absorbed in the gain medium). | <urn:uuid:3750542a-7dc1-4d7c-9d86-60de9ddd5852> | {
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Algebra: How to Use the Quadratic Formula to Solve Quadratic Equations
Along with factoring and completing the square, the quadratic formula is an important method to use when solving quadratic equations, particularly when an equation cannot be factored. Using the quadratic formula may seem intimidating at first, but as the following steps demonstrate, it is a very easy process to master. For Step 1, it is important simply to learn the formula as it will not usually be provided on tests and exams.
Our quadratic equation is 2x2 + 5x - 7 = 0. As with all quadratic equations, it is represented by ax2 + bx + c = 0. We will use these letter designations to tell us where to insert the numbers into the formula, as shown in illustration #2.
Simply continue to solve the equation using the order of operations as shown in illustration #3.
Continue solving until we must "split" our equation in two by solving for x with both -5 + 9 and -5 - 9. Divide each by 4 and we have our solutions: 1 and -7/2. Refer to illustration #4 to see this in action. | <urn:uuid:35f3fda3-5b86-4bb6-ad1f-f05b2170d376> | {
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President Obama is looking for ways to cut energy use and help integrate renewable energy onto the power grid.
A parting shot from Barack Obama’s administration: Within the next five years, smart grid concepts such as advanced energy storage, microgrids and demand response will be accelerating toward deployment at a much faster clip than they are today.
On June 16, the White House unveiled a cornucopia of initiatives centered around energy storage. Taken together, the concepts are aimed at helping integrate variable renewable power sources such as wind and solar into the grid, establishing blackout-resilient systems and helping utilities better manage electricity demand. Among the White House’s announcements were:
Altogether, a White House fact sheet estimated that the initiatives could add 1.3 gigawatts of storage procurement or deployment in five years. To put that in context, U.S. Energy Information Administration data shows only about 250 megawatts of battery storage projects, and the White House estimates that there's a total of 500 megawatts in “advanced energy storage” in the entire country.
Though the administration’s Clean Power Plan is in limbo after several state attorneys general sued the Environmental Protection Agency, the energy storage initiatives are inherently aimed at reducing carbon emissions from the electric power sector. Researchers have found ways to use energy usage data to craft initiatives to reduce power consumption, storage can pave the way for renewable energy that's only available at certain times of day, and demand response programs help power companies avoid turning on “peaker” plants during times of high electricity use.
Along with the initiative came a report from the White House Council of Economic Advisers examining high-level trends in the energy storage market. The announcements also included modeling projects looking at the finer details of large-scale renewables integration and how they might affect power grids in places like the northeastern U.S. | <urn:uuid:6a48916a-8244-44f4-a97c-3b196d1c97e2> | {
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The Lochnagar Crater resulted when the British detonated a mine underneath German lines at 7.28 am on the first day of the Battle of the Somme, 1 July 1916.
Tunnellers had dug beneath the German positions to place the mine. After seven days of British artillery fire, the mine was detonated. Then, eight successive waves of the 34th Division climbed out of their trenches and headed for the German lines. This day was the bloodiest day in British military history. Read more and see 1916 photos at lochnagarcrater.org.
My photos and video are from 22 October 2018.
A cross marks the memorial site. Many poppies here and around the site remind us the soldiers are not forgotten.
The grey skies helped create a somber moment whilst walking about the crater.
Storyboards help tell the story of those connected with that fateful day.
There are places to rest and reflect on war and peace.
Here is a video overview of the Lochnagar Crater site.
See More of My World War I Travels
Publications (many free downloads) | <urn:uuid:b8eeee69-b0b6-4937-bc8b-e299bc5015d0> | {
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Tactile feedback (also known as haptic feedback) is what happens when high vibration patterns and waves are used to transmit information to a user or operator of an electronic device. “Tactile” means “to touch,” which is appropriate here, considering many electronics and other products today are designed to relay information to their users via touch. Phones and tablets with touchscreens are both excellent examples of products that use tactile feedback. Devices that use vibrations, such as putting a phone on the “vibrate” setting are another example.
In the past, audio feedback in the form of bells, bees, and alarms were more common. Tactile feedback is a more modern approach to the same basic principle..
Devices that use tactile feedback employ some kind of vibrating component, such as a vibration motor or linear resonant actuator. This vibrating component is operated by an electronic circuit. Controllers usually get to decided when the device will vibrate, what pattern of vibration it will use, and more, to customize the experience.
Tactile feedback became popular a couple of decades ago, when it was realized that audio feedback could be improved upon by replacing it with devices that relied on the sense of touch. Not only are tactile feedback devices more accurate, they are more accessible to a greater number of people, as even those with hearing issues can easily and accurately use them.
As tactile feedback was tested at the top electronics companies, it was discovered that it improves the user experience by a vast amount. Thus, many everyday products are now being built with touch interfaces and displays. They are also highly desired by users because they can be customized to individual preferences, which is a huge improvement on the old way of doing things. Also, tactile feedback devices benefit companies by being cheaper to produce than audio feedback ones. With tactile feedback, both customers and companies benefit.
Using tactile feedback also improves on the performance of those using the devices that include it. With tactile feedback, information transmitted to the user is done so in a way that allows the user to give more concentration to their task. In fact, medical devices that use tactile feedback have been shown to help patients avoid missing their doses of medication.
Another example of improved accuracy is on virtual keyboards that allow typing on a touch screen. A short “button press” vibration effect lets a user know a computer, phone, or tablet has recognized a keystroke, and feels different under the fingertips from a “long press” effect. This subtle difference in sensations while typing allows the user to type with more accuracy, eases frustration in typing, and feels more like typing on a real keyboard or typewriter.
A good example of improved accuracy and better user experience with tactile feedback is with a car’s parking sensor. Older models would have the steering wheel vibrate if the car comes within a certain number of feet or centimeters of an object. Tactile feedback improves upon this by transmitting a variety of information to the driver about their environment by using different vibrational strengths and frequencies over a range of distances. The high, squeaky beeping found on older models is eliminated, and drivers can use the parking sensor accurately even in loud environments or if they have hearing issues.
Most people are familiar with tactile feedback through the use of their smartphones. Yet, a smartphone is just the tip of the surface of the real world applications of tactile feedback. Imagine how easy it is to confuse different sounds, or miss them altogether. This is an issue with the old model audio feedback electronics. With tactile feedback, the different vibrations, strengths, patterns, and feelings they give under the fingers or hands is easily accessible by everyone, and difficult to misinterpret. Our fingers can remember the tiniest details of subtle vibrational changes and immediately signal to us what they mean, because the fingertips are one of the most sensitive areas on a human being. It is like learning a new language, but much simpler, and with virtually no risk of error after a couple of lessons.
Tactile feedback is the future of electronics. Its applications are almost endless, and it is poised to improve life at both work and home, and even at school, for everyone. | <urn:uuid:11db0769-fa24-4c09-9fe6-3f0997630d51> | {
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(Italian, ca. 1488–1576)
Titian (Tiziano Vecellio)
The date of Titian’s birth in the northern Italian town of Pieve di Cadore is not known and remains a point of scholarly debate. By the first years of the sixteenth century, he was in Venice, likely studying with Giovanni and Gentile Bellini and with Giorgione. Recognized for his abilities, Titian received prestigious commissions from the leading institutions and families of Venice and its dominions, among them, the dukes of Mantua, Ferrara, and Urbino, whom he portrayed on a number of occasions. Contemporary humanists celebrated his art, and he enjoyed the patronage of wealthy and powerful clients across the Italian peninsula and Europe. An acclaimed portraitist, he was principally a painter of religious, mythological, and historical scenes and engaged in printmaking as a means to expand his reputation. Although Titian spent most of his life and career in Venice, he was called to Rome in 1546 on a commission for Pope Paul III and to Germany at the behest of Holy Roman Emperor Charles V. From the early 1550s, Charles’s son, King Philip II of Spain, was one of Titian’s foremost patrons. In 1525, Titian married his housekeeper, Cecilia Soldano, with whom he already had two sons. Their daughter, Lavinia, was born in 1530. Titian worked until his death in the great plague of 1576, supported in his later years by his younger son, Orazio, who was also one of his studio assistants. He was buried in Santa Maria Gloriosa dei Frari in Venice. | <urn:uuid:bae59e8c-f96a-4dc5-b7a9-7e0b9247013a> | {
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It means that if the land is used for other purposes, the most important or primary use must be agriculture. For example, pleasure gardening or keeping a few fruit trees for personal use isn't the principal use for residential land.
Land within the boundaries of a city or town will not qualify if the city is providing general services comparable to those provided to similar properties and if the land is not devoted to agricultural use continuously for the preceding five years.
Land used primarily to raise or keep horses qualifies if the operation is limited to breeding and keeping horses for production, where the by-products are colts or fillies. It involves having a brood of mares and either a stud (stallion) or Artificial insemination (A/I) services. Land used for riding, stabling or keeping horses for recreational purposes does not qualify.
A rollback tax is a penalty for taking the land out of agricultural production. It is called a rollback tax because it recaptures the taxes the owner would have paid had his land been taxed at its market value for each of the years covered by the rollback.
The rollback tax is triggered when the land is changed to non-agricultural use.
The person who has the title to the land when the change in use occurs is responsible. | <urn:uuid:fb69a8e0-f400-4b31-a01c-2b738ee00d8d> | {
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For most New Zealand children sport has contributed to their sense of self and how others view them. Since colonial times, to be good at sport has been a way to increase one’s self-esteem and earn the respect of both peers and teachers. To become a member of the first XI (cricket) or first XV (rugby) or the ‘A’ (netball) team at secondary school was a childhood aspiration of many. For children who struggled academically, sport was one way to prove their worth. Special praise was bestowed on the ‘all-rounder’, the child who excelled both at sport and schoolwork.
In 1894 a newspaper correspondent expressed concern at the roughness of play at rugby games: ‘Many parents dread the football season coming round; they do not wish to put a stop to their children’s sport, but fear their being disabled, or even killed, on the football field.’ 1 The writer suggested if the violence was not curtailed then mothers would stop their children from playing the game.
In a cultural environment that placed such a high value on sporting performance, being less able could be a humiliating and alienating experience. For the uncoordinated child missing an easy catch, the chubby boy unable to keep up the pace or the body-conscious girl forced to wear revealing sports clothing, sport did little for their sense of self-worth, especially if teased by classmates. For boys who disliked the physicality of sports like rugby, having to play it was a harsh rite of passage. The main alternative to rugby, football (soccer), was considered a less manly game – boys who played it were often teased by their rugby-playing peers for being ‘sissies’.
Levels of engagement
Even children who were poor at playing sport could engage with it in other ways. This included attending sports games as spectators and barracking for a particular team, so becoming part of that team’s wider support base or collective identity. Following the fortunes of a particular star athlete or national teams such as the All Blacks, or watching them on television or online, was another way children and adolescents connected with sports.
Every year athletes from Wellington boys’ high schools Rongotai, St Patrick’s (both Town and Silverstream) and Wellington College keenly compete for the McEvedy Shield. The event is as much about collective college identities as the particular athletes and events. All four colleges attend the meet at Newtown Stadium and shout and chant themselves hoarse cheering their athletes on. The college with most points at the end of the day wins the trophy. The boys from that college then erupt in wild celebration.
Competition and inclusion
From the 1980s the performance ethos of children’s sport was challenged by research that showed an over-emphasis on competition before basic skills had been mastered could lead to poorer performances and loss of interest in sporting activities. Researchers argued that children should be able to choose what sports they played and be given the opportunity to reach the highest level of their ability. There was a shift within schools (especially primary schools) to promote sporting programmes that had less emphasis on winning and more on setting realistic challenges that children could successfully meet. In this way more of them would benefit from sport and continue to enjoy it into adulthood. Young children began to play on smaller grounds, with reduced or lowered goal posts, and some games were modified to better suit children’s needs. One example was miniball, a variant of basketball.
However, critics ridiculed this child-centred approach for emphasising participation over winning and performance. This led a number of secondary schools to set up sports academies, where talented athletes could receive extra coaching and training to reach their sporting goals. Some sports clubs also provided special programmes for their most promising athletes.
Both approaches have benefited children and adolescents: the child-centred model better supported those who struggled to participate in sport, while the performance model enabled those with sporting talent to better realise their potential. | <urn:uuid:d734ac68-8578-4f32-9e74-b79fb67bad34> | {
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[Note – Utah first began drafting state constitutions in 1849 when they were a territory trying to attain statehood. A total of 7 drafts were drawn up, all of which were rejected by the United States. It wasn’t until 1895 when the Mormon settlers in Utah finally prohibited polygamy that the United States Congress accepted their application for statehood. Their constitution was drafted on May 8, 1895, but not made official until January 4, 1896 when Utah became the 45th state.]
Grateful to Almighty God for life and liberty, we, the people of Utah, in order to secure and perpetuate the principles of free government, do ordain and establish this CONSTITUTION.ARTICLE I
DECLARATION OF RIGHTS
Section 1. [Inherent and inalienable rights.] All men have the inherent and inalienable right to enjoy and defend their lives and liberties; to acquire, possess and protect property; to worship according to the dictates of their consciences; to assemble peaceably, protest against wrongs, and petition for redress of grievances; to communicate freely their thoughts and opinions, being responsible for the abuse of that right.
Sec. 2. [All political power inherent in the people.] All political power is inherent in the people; and all free governments are founded on their authority for their equal protection and benefit, and they have the right to alter or reform their government as the public welfare may require.
Sec. 3. [Utah inseparable from the Union.] The State of Utah is an inseparable part of the Federal Union and the Constitution of the United States is the supreme law of the land.
Sec. 4. [Religious liberty.] The rights of conscience shall never be infringed. The State shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; no religious test shall be required as a qualification for any office of public trust or for any vote at any election; nor shall any person be incompetent as a witness or juror on account of religious belief or the absence thereof. There shall be no union of Church and State, nor shall any church dominate the State or interfere with its functions. No public money or property shall be appropriated for or applied to any religious worship, exercise or instruction, or for the support of any ecclesiastical establishment. No property qualification shall be required of any person to vote, or hold office, except as provided in this Constitution.
Sec. 5. [Habeas corpus.] The privilege of the writ of habeas corpus shall not be suspended, unless, in case of rebellion or invasion, the public safety requires it.
Sec. 6. [Right to bear arms.] The people have the right to bear arms for their security and defense, but the Legislature may regulate the exercise of this right by law.
Sec. 7. [Due process of law.] No person shall be deprived of life, liberty or property, without due process of law.
Sec. 8. [Offenses bailable.] All prisoners shall be bailable by sufficient sureties, except for capital offenses when the proof is evident or the presumption strong.Sec. 9. [Excessive bail and fines. Cruel punishments.] Excessive bail shall not be required; excessive fines shall not be imposed; nor shall cruel and unusual punishments be inflicted. Persons arrested or imprisoned shall not be treated with unnecessary rigor.
Sec. 10. [Trial by jury.] In capital cases the right of trial by jury shall remain inviolate. In courts of general jurisdiction, except in capital cases, a jury shall consist of eight jurors. In courts of inferior jurisdiction a jury shall consist of four jurors. In criminal cases the verdict shall be unanimous. In civil cases three-fourths of the jurors may find a verdict. A jury in civil cases shall be waived unless demanded.
Sec. 11. [Courts open. Redress of injuries.] All courts shall be open, and every person, for an injury done to him in his person, property or reputation, shall have remedy by due course of law, which shall be administered without denial or unnecessary delay; and no person shall be barred from prosecuting or defending before any tribunal in this State, by himself or counsel, any civil cause to which he is a party.
Sec. 12. [Rights of accused persons.] In criminal prosecutions the accused shall have the right to appear and defend in person and by counsel, to demand the nature and cause of the accusation against him, to have a copy thereof, to testify in his own behalf, to be confronted by the witnesses against him, to have compulsory process to compel the attendance of witnesses in his own behalf, to have a speedy public trial by an impartial jury of the county or district in which the offense is alleged to have been committed, and the right to appeal in all cases. In no instance shall any accused person, before final judgment, be compelled to advance money or fees to secure the rights herein guaranteed. The accused shall not be compelled to give evidence against himself; a wife shall not be compelled to testify against her husband, nor a husband against his wife, nor shall any person be twice put in jeopardy for the same offense.
Sec. 13. [Prosecution by information or indictment. Grand jury.] Offenses heretofore required to be prosecuted by indictment, shall be prosecuted by information after examination and commitment by a magistrate, unless the examination be waived by the accused with the consent of the State, or by indictment, with or without such examination and commitment. The grand jury shall consist of seven persons, five of whom must concur to find an indictment; but no grand jury shall be drawn or summoned unless in the opinion of the judge of the district, public interest demands it.
Sec. 14. [Unreasonable searches forbidden. Issuance of warrant.] The right of the people to be secure in their persons, houses, papers and effects against unreasonable searches and seizures shall not be violated; and no warrant shall issue but upon probable cause supported by oath or affirmation, particularly describing the place to be searched, and the person or thing to be seized.
Sec. 15. [Freedom of speech and of the press. Libel.] No law shall be passed to abridge or restrain the freedom of speech or of the press. In all criminal prosecutions for libel the truth may be given in evidence to the jury; and if it shall appear to the jury that the matter charged as libelous is true, and was published with good motives, and for justifiable ends, the party shall be acquitted; and the jury shall have the right to determine the law and the fact.
Sec. 16. [No imprisonment for debt. Exception.] There shall be no imprisonment for debt except in cases of absconding debtors.
Sec. 17. [Elections to be free. Soldiers voting.] All elections shall be free, and no power, civil or military, shall at any time interfere to prevent the free exercise of the right of suffrage. Soldiers, in time of war, may vote at their post of duty, in or out of the State, under regulations to be prescribed by law.Sec. 18. [Attainder. Ex post facto laws. Impairing contracts.] No bill of attainder, ex post facto law, or law impairing the obligation of contracts shall be passed.
Sec. 19. [Treason defined. Proof.] Treason against the State shall consist only in levying war against it, or in adhering to its enemies or in giving them aid and comfort. No person shall be convicted of treason unless on the testimony of two witnesses to the same overt act.
Sec. 20. [Military subordinate to the civil power.] The military shall be in strict subordination to the civil power, and no soldier in time of peace, shall be quartered in any house without the consent of the owner; nor in time of war except in a manner to be prescribed by law.
Sec. 21. [Slavery forbidden.] Neither slavery nor involuntary servitude, except as a punishment for crime, whereof the party shall have been duly convicted, shall exist within this State.
Sec. 22. [Private property for public use.] Private property shall not be taken or damaged for public use without just compensation.
Sec. 23. [Irrevocable franchises forbidden.] No law shall be passed granting irrevocably any franchise, privilege or immunity.
Sec. 24. [Uniform operation of laws.] All laws of a general nature shall have uniform operation.
Sec. 25. [Rights retained by people.] This enumeration of rights shall not be construed to impair or deny others retained by the people.Sec. 26. [Provisions mandatory and prohibitory.] The provisions of this Constitution are mandatory and prohibitory, unless by express words they are declared to be otherwise.
Sec. 27. [Fundamental rights.] Frequent recurrence to fundamental principles is essential to the security of individual rights and the perpetuity of free government.
Section 1. [State boundaries.] The boundaries of the State of Utah shall be as follows: Beginning at a point formed by the intersection of the thirty-second degree of longitude west from Washington, with the thirty-seventh degree of north latitude; thence due west along said thirty-seventh degree of north latitude to the intersection of the same with the thirty-seventh degree of longitude west from Washington; thence due north along said thirty-seventh degree of east longitude to the intersection of the same with the forty-second degree of north latitude; thence due east along said forty-second degree of north latitude to the intersection of the same with the thirty-fourth degree of longitude west from Washington; thence due south along said thirty-fourth degree of west longitude to the intersection of the same with the forty-first degree of north latitude; thence due east along said forty-first degree of north latitude to the intersection of the same with the thirty-second degree of longitude west from Washington; thence due south along said thirty-second degree of west longitude to the place of beginning.
The following ordinance shall be irrevocable without the consent of the United States and the people of this State:
[Religious toleration. Polygamy forbidden.] First:–Perfect toleration of religious sentiment is guaranteed. No inhabitant of this State shall ever be molested in person or property on account of his or her mode of religious worship; but polygamous or plural marriages are forever prohibited.
[Right to public domain disclaimed. Taxation of lands. Exemptions.] Second:–The people inhabiting this State do affirm and declare that they forever disclaim all right and title to the unappropriated public lands lying within the boundaries hereof, and to all lands lying within said limits owned or held by any Indian or Indian tribes, and that until the title thereto shall have been extinguished by the United States, the same shall be and remain subject to the disposition of the United States, and said Indian lands shall remain under the absolute jurisdiction and control of the Congress of the United States. The lands belonging to citizens of the United States, residing without this State shall never be taxed at a higher rate than the lands belonging to residents of this State; nor shall taxes be imposed by this State on lands or property herein, belonging to or which may hereafter be purchased by the United States or reserved for its use; but nothing in this ordinance shall preclude this state from taxing, as other lands are taxed, any lands owned or held by any Indian who has severed his tribal relations, and has obtained from the United States or from any person, by patent or other grant, a title thereto, save and except such lands as have been or may be granted to any Indian or Indians under any act of Congress, containing a provision exempting the lands thus granted from taxation, which last mentioned lands shall be exempt from taxation so long, and to such extent, as is or may be provided in the act of Congress granting the same.[Territorial debts assumed.] Third:–All debts and liabilities of the Territory of Utah, incurred by authority of the Legislative Assembly thereof, are hereby assumed and shall be paid by this State.
[Free, nonsectarian schools.] Fourth:–The Legislature shall make laws for the establishment and maintenance of a system of public schools, which shall be open to all the children of the State and be free from sectarian control.
ELECTIONS AND RIGHT OF SUFFRAGE
Section 1. [Equal political rights.] The rights of citizens of the State of Utah to vote and hold office shall not be denied or abridged on account of sex. Both male and female citizens of this State shall enjoy equally all civil, political and religious rights and privileges.
Sec. 2. [Qualifications to vote.] Every citizen of the United States, of the age of twenty-one years and upwards, who shall have been a citizen for ninety days, and shall have resided in the State or Territory one year, in the county four months, and in the precinct sixty days next preceding any election, shall be entitled to vote at such election except as herein otherwise provided.
Sec. 3. [Electors: immunity from arrest.] In all cases except those of treason, felony or breach of the peace, electors shall be privileged from arrest on the days of election, during their attendance at elections, and going to and returning therefrom.Sec. 4. [Id. From militia duty.] No elector shall be obliged to perform militia duty on the day of election except in time of war or public danger.
Sec. 5. [Electors to be citizens of U.S.] No person shall be deemed a qualified elector of this State unless such person be a citizen of the United States.
Sec. 6. [Certain criminals, etc., ineligible to vote.] No idiot, insane person or person convicted of treason, or crime against the elective franchise, unless restored to civil rights, shall be permitted to vote at any election, or be eligible to hold office in this State.
Sec. 7. [Property qualification forbidden, when.] Except in elections levying a special tax or creating indebtedness, no property qualification shall be required for any person to vote or hold office.
Sec. 8. [Ballot to be secret.] All elections shall be by secret ballot. Nothing in this section shall be construed to prevent the use of any machine or mechanical contrivance for the purpose of receiving and registering the votes cast at any election: Provided, That secrecy in voting be preserved.
Sec. 9. [Elections, when held. Terms begin, when.] All general elections, except for municipal and school officers, shall be held on the Tuesday next following the first Monday in November of the year in which the election is held. Special elections may be held as provided by law. The terms of all officers elected at any general election, shall commence on the first Monday in January next following the date of their election. Municipal and School officers shall be elected at such time as may be provided by law.
Sec. 10. [Oath of office.] All officers made elective or appointive by this Constitution or by the laws made in pursuance thereof, before entering upon the duties of their respective offices, shall take and subscribe the following oath or affirmation: “I do solemnly swear (or affirm) that I will support, obey and defend the Constitution of the United States and the Constitution of this State, and that I will discharge the duties of my office with fidelity.”
DISTRIBUTION OF POWERS
Section 1. [Three departments of government.] The powers of the government of the State of Utah shall be divided into three distinct departments, the Legislative, the Executive, and the Judicial; and no person charged with the exercise of powers properly belonging to one of these departments, shall exercise any functions appertaining to either of the others, except in the cases herein expressly directed or permitted.
Section 1. [Power vested in senate and house.] The Legislative power of the State shall be vested in a Senate and House of Representatives, which shall be designated The Legislature of the State of Utah.
Sec. 2. [Time of regular sessions.] Regular Sessions of the Legislature shall be held bi-ennially at the seat of government; and, except the first session thereof shall begin on the second Monday in January next after the election of members of the House of Representatives.
Sec. 3. [Members, how and when chosen.] The members of the House of Representatives, after the first election, shall be chosen by the qualified electors of the respective representative districts, on the first Tuesday after the first Monday in November, 1896, and biennially thereafter. Their term of office shall be two years, from the first day of January next after their election.
Sec. 4. [Senators, how and when chosen.] The senators shall be chosen by the qualified electors of the respective senatorial districts, at the same times and places as members of the House of Representatives, and their term of office shall be four years from the first day of January next after their election: Provided, That the senators elected in 1896 shall be divided by lot into two classes as nearly equal as may be; seats of senators of the first class shall be vacated at the expiration of two years, and those of the second class at the expiration of four years; so that one-half, as nearly as possible, shall be chosen biennially thereafter. In case of increase in the number of senators, they shall be annexed by lot to one or the other of the two classes, so as to keep them nearly equal as practicable.
Sec. 5. [Who eligible as legislator.] No person shall be eligible to the office of senator or representative, who is not a citizen of the United States, twenty-five years of age, a qualified voter in the district from which he is chosen, a resident for three years of the State, and for one year of the district from which he is elected.
Sec. 6. [Who ineligible.] No person holding any public office of profit or trust under authority of the United States, or of this State, shall be a member of the Legislature: Provided, That appointments in the State Militia, and the offices of notary public, justice of the peace, United States commissioner, and postmaster of the fourth class, shall not, within the meaning of this section, be considered offices of profit or trust.
Sec. 7. [Ineligibility of member to office created, etc.] No member of the Legislature, during the term for which he was elected, shall be appointed or elected to any civil office of profit under this State, which shall have been created, or the emoluments of which shall have been increased, during the term for which he was elected.
Sec. 8. [Privilege from arrest.] Members of the Legislature, in all cases except treason, felony or breach of the peace, shall be privileged from arrest during each session of the Legislature, for fifteen days next preceding each session, and in returning therefrom; and for words used in any speech or debate in either house, they shall not be questioned in any other place.
Sec. 9. [Compensation of members.] The members of the Legislature shall receive such per diem and mileage as the Legislature may provide, not exceeding four dollars per day, and ten cents per mile for the distance necessarily traveled going to and returning from the place of meeting on the most usual route, and they shall receive no other pay or perquisite.
Sec. 10. [Each house to judge of election, etc., of its members. Expulsion.] Each house shall be the judge of the election and qualifications of its members, and may punish them for disorderly conduct, and with the concurrence of two-thirds of all the members elected, expel a member for cause.
Sec. 11. [Majority is quorum. Attendance compelled.] A majority of the members of each house shall constitute a quorum to transact business, but a smaller number may adjourn from day to day, and may compel the attendance of absent members in such manner and under such penalties as each house may prescribe.
Sec. 12. [Rules. Choosing officers.] Each house shall determine the rules of its proceedings and choose its own officers and employees.
Sec. 13. [Elections to fill vacancies.] The Governor shall issue writs of election to fill vacancies that may occur in either house of the Legislature.
Sec. 14. [Journals. Yeas and nays.] Each house shall keep a journal of its proceedings, which, except in case of executive sessions, shall be published, and the yeas and nays on any question, at the request of five members of such house, shall be entered upon the journal.
Sec. 15. [Sessions to be public. Adjournments.] All sessions of the Legislature, except those of the Senate while sitting in executive session, shall be public; and neither house, without the consent of the other, shall adjourn for more than three days, nor to any other place than that in which it may be holding session.
Sec. 16. [Duration of sessions.] No regular session of the Legislature (except the first, which may sit ninety days) shall exceed sixty days, except in cases of impeachment. No special session shall exceed thirty days, and in such special session, or when a regular session of the Legislature trying cases of impeachment exceeds sixty days, the members shall receive for compensation only the usual per diem and mileage.
Sec. 17. [Impeachment by house.] The House of Representatives shall have the sole power of impeachment, but in order to impeach, two-thirds of all the members elected must vote therefor.
Sec. 18. [Id. Trial by Senate.] All impeachments shall be tried by the Senate, and senators, when sitting for that purpose, shall take oath or make affirmation to do justice according to the law and the evidence. When the Governor is on trial, the Chief Justice of the Supreme Court shall preside. No person shall be convicted without the concurrence of two-thirds of the senators elected.
Sec. 19. [Id. Judgment. Prosecution by law.] The Governor and other State and Judicial officers, except justices of the peace, shall be liable to impeachment for high crimes, misdemeanors, or malfeasance in office; but judgment in such cases shall extend only to removal from office and disqualification to hold any office of honor, trust or profit in the State. The party, whether convicted or acquitted, shall, nevertheless, be liable to prosecution, trial and punishment according to law.
Sec. 20. [Id. Service of articles.] No person shall be tried on impeachment, unless he shall have been served with a copy of the articles thereof, at least ten days before the trial, and after such service he shall not exercise the duties of his office until he shall have been acquitted.
Sec. 21. [Removal of officers.] All officers not liable to impeachment shall be removed for any of the offenses specified in this article, in such manner as may be provided by law.
Sec. 22. [Enacting clause. Passage and amendments of law.] The enacting clause of every law shall be: “Be it enacted by the Legislature of the State of Utah,” and no bill or joint resolution shall be passed, except with the assent of the majority of all the members elected to each house of the Legislature and after it has been read three times. The vote upon the final passage of all bills shall be by yeas and nays; and no law shall be revised or amended by reference to its title only; but the act as revised, or section amended, shall be re-enacted and published at length.
Sec. 23. [Bill to contain only one subject.] Except general appropriation bills, and bills for the codification and general revision of laws, no bill shall be passed containing more than one subject, which shall be clearly expressed in its title.
Sec. 24. [Presiding officers to sign bills.] The presiding officer of each house, in the presence of the house over which he presides, shall sign all bills and joint resolutions passed by the Legislature, after their titles have been publicly read immediately before signing, and the fact of such signing shall be entered upon the journal.
Sec. 25. [When acts take effect.] All acts shall be officially published, and no act shall take effect until so published; nor until sixty days after the adjournment of the session at which it passed, unless the Legislature by a vote of two-thirds of all the members elected to each house, shall otherwise direct.
Sec. 26. [Enumeration of private laws forbidden.] The Legislature is prohibited from enacting any private or special laws in the following cases:
- Granting divorce.
- Changing the names of persons or places, or constituting one person the heir-at-law of another.
- Locating or changing county seats.
- Regulating the jurisdiction and duties of Justices of the Peace.
- Punishing crimes and misdemeanors.
- Regulating the practice of courts of justice.
- Providing for a change of venue in civil or criminal actions.
- Assessing and collecting taxes.
- Regulating the interest on money.
- Changing the law of descent or succession.
- Regulating county and township affairs.
- Incorporating cities, town or villages; changing or amending the charter of any city, town or village; laying out, opening, vacating or altering town plats, highways, streets, wards, alleys or public grounds.
- Providing for sale or mortgage of real estate belonging to minors or others under disability.
- Authorizing persons to keep ferries across streams within the State.
- Remitting fines, penalties or forfeitures.
- Granting to an individual, association or corporation any privilege, immunity or franchise.
- Providing for the management of common schools.
- Creating, increasing or decreasing fees, percentages or allowances of public officers during the term for which said officers are elected or appointed.
The Legislature may repeal any existing special law relating to the foregoing subdivisions.
In all cases where a general law can be applicable, no special law shall be enacted.
Nothing in this section shall be construed to deny or restrict the power of the legislature to establish and regulate the compensation of fees of county and township officers; to establish and regulate the rates of freight, passage, toll and charges of railroads, toll roads, ditch, flume and tunnel companies, incorporated under the laws of the State or doing business therein.
Sec. 27. [Legislature cannot release certain debts.] The Legislature shall have no power to release or extinguish, in whole or in part, the indebtedness, liability or obligation of any corporation or person to the state, or to any municipal corporation therein.
Sec. 28. [Lotteries forbidden.] The Legislature shall not authorize any game of chance, lottery or gift enterprise under any pretense or for any purpose.
Sec. 29. [Municipal powers not to be delegated.] The legislature shall not delegate to any special commission, private corporation or association, any power to make, supervise or interfere with any municipal improvement, money, property or effects, whether held in trust or otherwise, to levy taxes, to select a capitol site, or to perform any municipal functions.
Sec. 30. [Extra compensation to officers and contractors forbidden.] The Legislature shall have no power to grant, or authorize any county or municipal authority to grant, any extra compensation, fee or allowance to any public officer, agent, servant or contractor, after service has been rendered or a contract has been entered into and performed in whole or in part, nor pay or authorize the payment of any claim hereafter created against the State, or any county or municipality of the State, under any agreement or contract made without authority of law: Provided, That this section shall not apply to claims incurred by public officers in the execution of the laws of the State.
Sec. 31. [Lending public credit forbidden.] The Legislature shall not authorize the State, or any county, city, town, township, district or other political subdivision of the State to lend its credit or subscribe to stock or bonds in aid of any railroad, telegraph or other private individual or corporate enterprise or undertaking.
Section 1. [Executive department. Terms, residence, and duties of officers.] The Executive Department shall consist of Governor, Secretary of State, State Auditor, State Treasurer, Attorney General, and Superintendent of Public Instruction, each of whom shall hold his office for four years beginning on the first Monday of January next after his election, except that the terms of office of those elected at the first election shall begin when the State shall be admitted into the Union, and shall end on the first Monday in January, A.D. 1901. The officers of the Executive Department, during their terms of office, shall reside at the seat of government, where they shall keep the public records, books and papers. They shall perform such duties as are prescribed by this Constitution and as may be provided by law.
Sec. 2. [Election. Tie: legislature to elect.] The officers provided for in section one of this article, shall be elected by the qualified electors of the State at the time and place of voting for members of the Legislature, and the persons respectively having the highest number of votes cast for the office voted for shall be elected; but if two or more shall have an equal and the highest number of votes for any one of said offices, the two houses of the Legislature, at its next regular session, shall elect forthwith by joint ballot one of such persons for said office.
Sec. 3. [Qualifications of governor, etc.] No person shall be eligible to the office of Governor or Secretary of State unless he shall have attained the age of thirty years at the time of his election, nor to the office of Attorney-General unless he shall have attained the age of twenty-five years at the time of his election, and have been admitted to practice in the Supreme Court of the Territory or of the State of Utah, nor unless he shall be in good standing at the bar at the time of his election. No person shall be eligible to any of the offices provided for in section one of this article, unless at the time of his election he shall be a qualified elector, and shall have been a resident citizen of the State or Territory for five years next preceding his election. The State Auditor and State Treasurer shall be ineligible to election as their own successors.
Sec. 4. [Governor commander-in-chief.] The Governor shall be Commander-in-Chief of the military forces of the State, except when they shall be called into the service of the United States. He shall have power to call out the militia to execute the laws, to suppress insurrection, or to repel invasion.
Sec. 5. [Duties of governor.] The Governor shall see that the laws are faithfully executed; he shall transact all executive business with the officers of the government, civil and military, and may require information in writing from the officers of the Executive Department, and from the officers and managers of State Institutions upon any subject relating to the condition, management, and expenses of their respective offices and institutions, and at any time when the Legislative Assembly is not in session, may, if he deem it necessary, appoint a committee to investigate and report to him upon the condition of any executive office or State Institution. He shall communicate by message the condition of the State to the Legislature at every regular session, and recommend such measures as he may deem expedient.
Sec. 6. [Id. May convene extra session.] On extraordinary occasions, the Governor may convene the Legislature by proclamation, in which shall be stated the purpose for which the Legislature is to be convened, and it shall transact no legislative business except that for which it was especially convened, or such other legislative business as the Governor may call to its attention while in session. The Legislature, however, may provide for the expenses of the session and other matters incidental thereto. The Governor may also by proclamation convene the Senate in extraordinary session for the transaction of executive business.
Sec. 7. [Id. May adjourn legislature, when.] In case of a disagreement between the two houses of the Legislature at any special session, with respect to the time of adjournment, the Governor shall have power to adjourn the Legislature to such time as he may think proper: Provided, it be not beyond the time fixed for the convening of the next Legislature.
Sec. 8. [Bills presented to governor. Veto. Appropriation bills.] Every bill passed by the Legislature, before it becomes a law, shall be presented to the Governor; if he approve, he shall sign it, and thereupon it shall become a law; but if he do not approve, he shall return it with his objections to the house in which it originated, which house shall enter the objections at large upon its journal and proceed to reconsider the bill. If, after such reconsideration, it again passes both houses by a yea and nay vote of two-thirds of the members elected to each house, it shall become a law, notwithstanding the Governor’s objections. If any bill be not returned within five days after it shall have been presented to him, (Sunday, and the day on which he received it excepted,) the same shall be a law in like manner as if he had signed it, unless the Legislature by its final adjournment prevent such return, in which case it shall be filed with his objections in the office of the Secretary of State within ten days after such adjournment (Sundays excepted) or become a law. If any bill presented to the Governor contain several items of appropriations of money, he may object to one or more such items, while approving other portions of the bill; in such case he shall append to the bill at the time of signing it, a statement of the item or items which he declines to approve, together with his reasons therefor, and such item or items shall not take effect unless passed over the Governor’s objection as in this section provided.
Sec. 9. [Governor may fill certain vacancies.] When any State or district office shall become vacant, and no mode is provided by the Constitution and laws for filling such vacancy, the Governor shall have the power to fill the same by granting a commission, which shall expire at the next election, and upon qualification of the person elected to such office.
Sec. 10. [Governor’s appointive power. Vacancies.] The Governor shall nominate, and by and with the consent of the Senate, appoint all State and district officers whose offices are established by this Constitution, or which may be created by law, and whose appointment or election is not otherwise provided for. If, during the recess of the Senate, a vacancy occur in any State or district office, the Governor shall appoint some fit person to discharge the duties thereof until the next meeting of the Senate, when he shall nominate some person to fill such office. If the office of justice of the supreme or district court, Secretary of State, State Auditor, State Treasurer, Attorney-General or Superintendent of Public Instruction be vacated by death, resignation or otherwise, it shall be the duty of the Governor to fill the same by appointment, and the appointee shall hold his office until his successor shall be elected and qualified, as may be by law provided.
Sec. 11. [Vacancy in office of governor.] In case of the death of the Governor, or his impeachment, removal from office, inability to discharge the duties of his office, resignation, or absence from the State, the powers and duties of said office shall devolve upon the Secretary of State, until the disability shall cease, or until the next general election, when the vacancy shall be filled by election. If, during a vacancy in the office of Governor, the Secretary of State resign, die or become incapable of performing the duties of the office, or be displaced, or be absent from the State, the President pro tempore of the senate shall act as Governor until the vacancy be filled or the disability cease. While performing the duties of the Governor as in this section provided, the Secretary of State, or the President pro tempore of the senate, as the case may be, except in cases of temporary disability, or absence from the State, shall be entitled to the salary and emoluments of the Governor.
Sec. 12. [Board of pardons. Respites and reprieves.] Until otherwise provided by law, the Governor, Justices of the Supreme Court and Attorney-General shall constitute a Board of Pardons, a majority of whom, including the Governor, upon such conditions, and with such limitations and restrictions as they deem proper, may remit fines and forfeitures, commute punishments, and grant pardons after convictions, in all cases except treason and impeachments, subject to such regulations as may be provided by law, relative to the manner of applying for pardons; but no fine or forfeiture shall be remitted, and no commutation or pardon granted, except after a full hearing before the Board, in open session, after previous notice of the time and place of such hearing has been given. The proceedings and decisions of the Board, with the reasons therefor in each case, together with the dissent of any member who may disagree, shall be reduced to writing, and filed, with all papers used upon the hearing, in the office of the Secretary of State.
The Governor shall have power to grant respites or reprieves in all cases of convictions for offenses against the State, except treason or conviction on impeachment; but such respites or reprieves shall not extend beyond the next session of the Board of Pardons; and such Board, at such session, shall continue or determine such respite or reprieve, or they may commute the punishment, or pardon the offense as herein provided. In case of conviction for treason, the Governor shall have the power to suspend execution of the sentence, until the case shall be reported to the Legislature at its next regular session, when the Legislature shall either pardon, or commute the sentence, or direct its execution; he shall communicate to the Legislature at each regular session, each case of remission of fine or forfeiture, reprieve, commutation or pardon granted since the last previous report, stating the name of the convict, the crime for which he was convicted, the sentence and its date, the date of remission, commutation, pardon or reprieve, with the reasons for granting the same, and the objections, if any, of any member of the Board made thereto.
Sec. 13. [State prison commissioners. Board of examiners.] Until otherwise provided by law, the Governor, Secretary of State and Attorney-General shall constitute a Board of State Prison Commissioners, which Board shall have such supervision of all matters connected with the State Prison as may be provided by law. They shall, also, constitute a Board of Examiners, with power to examine all claims against the State except salaries or compensation of officers fixed by law, and perform such other duties as may be prescribed by law; and no claim against the State, except for salaries and compensation of officers fixed by law, shall be passed upon by the Legislature without having been considered and acted upon by the said Board of Examiners.
Sec. 14. [Insane asylum commissioners.] Until otherwise provided by law, the Governor, State Treasurer and State Auditor shall constitute a Board of Insane Asylum Commissioners. Said Board shall have such supervision of all matters connected with the State Insane Asylum as may be provided by law.
Sec. 15. [Reform school commissioners.] Until otherwise provided by law, the Governor, Attorney-General and Superintendent of Public Instruction shall constitute a Board of Reform School Commissioners. Said Board shall have such supervision of all matters connected with the State Reform School as may be provided by law.
Sec. 16. [Duties of secretary of state.] The Secretary of State shall keep a record of the official acts of the Legislature and Executive Department of the State, and, when required, shall lay the same and all matters relative thereto before either branch of the Legislature, and shall perform such other duties as may be provided by law.
Sec. 17. [Duties of auditor and treasurer.] The Auditor shall be Auditor of Public Accounts, and the Treasurer shall be the custodian of public moneys, and each shall perform such other duties as may be provided by law.
Sec. 18. [Duties of attorney general.] The Attorney-General shall be the legal adviser of the State Officers, and shall perform such other duties as may be provided by law.
Sec. 19. [Superintendent of public instruction.] The Superintendent of Public Instruction shall perform such duties as may be provided by law.
Sec. 20. [Compensation of state officers.] The Governor, Secretary of State, Auditor, Treasurer, Attorney-General, Superintendent of Public Instruction and such other State and district officers as may be provided for by law, shall receive for their services quarterly, a compensation as fixed by law, which shall not be diminished or increased so as to affect the salary of any officer during his term, or the term next ensuing after the adoption of this Constitution, unless a vacancy occur, in which case the successor of the former incumbent shall receive only such salary as may be provided by law at the time of his election or appointment. The compensation of the officers provided for by this article, until otherwise provided by law, is fixed as follows:
Governor, Two Thousand Dollars per annum.
Secretary of State, Two Thousand Dollars per annum.
State Auditor, Fifteen Hundred Dollars per annum.
State Treasurer, One Thousand Dollars per annum.
Attorney-General, Fifteen Hundred Dollars per annum.
Superintendent of Public Instruction, Fifteen Hundred Dollars per annum.
The compensation for said officers as prescribed in this section, and in all laws enacted pursuant to this Constitution, shall be in full for all services rendered by said officers, respectively, in any official capacity or employment during their respective terms of office. No such officer shall receive for the performance of any official duty any fee for his own use, but all fees fixed by law for the performance by either of them of any official duty, shall be collected in advance and deposited with the State Treasurer quarterly to the credit of the State. The Legislature may provide for the payment of actual and necessary expenses of said officers while traveling in the State in the performance of official duty.
Sec. 21. [Grants and commissions.] All grants and commissions shall be in the name and by the authority of the State of Utah, sealed with the Great Seal of the State, signed by the Governor, and countersigned by the Secretary of State.
Sec. 22. [The great seal.] There shall be a seal of the State, which shall be kept by the Secretary of State, and used by him officially. Said seal shall be called “The Great Seal of the State of Utah.” The present seal of the Territory of Utah shall be the seal of the State until otherwise provided by law.
Sec. 23. [U.S. officials ineligible. Governor not eligible for senate.] No person, while holding any office under the United States’ government, shall hold any office under the State government of Utah, and the Governor shall not be eligible for election to the Senate of the United States during the term for which he shall have been elected Governor.
Section 1. [Judicial powers, how vested.] The Judicial power of the State shall be vested in the Senate sitting as a court of impeachment, in a supreme court, in district courts, in justices of the peace, and such other courts inferior to the Supreme Court as may be established by law
Sec. 2. [Supreme court, how constituted. Terms..] The Supreme Court shall consist of three judges; but after the year AD 1905, the Legislature may increase the number thereof to five. A majority of the judges constituting the court shall be necessary to form a quorum or render a decision. If a justice of the Supreme Court shall be disqualified from sitting in a cause before said court, the remaining judges shall call a district judge to sit with them on the hearing of such cause. The Judges of the Supreme Court shall be elected by the electors of the State at large. The term of office of the Judges of the Supreme Court, excepting as in this article otherwise provided, shall be six years. The Judges of the Supreme Court, immediately after the first election under this Constitution, shall be selected by lot, so that one shall hold office for the term of three years, one for the term of five years, and one for the term of seven years. The lots shall be drawn by the Judges of the Supreme Court, who, for that purpose, shall assemble at the seat of government; and they shall cause the result thereof to be certified by the Secretary of State, and filed in his office. The judge having the shortest term to serve, not holding his office by appointment or election to fill a vacancy, shall be the Chief Justice, and shall preside at all terms of the Supreme Court, and in case of his absence, the judge, having in like manner, the next shortest term, shall preside in his stead.
Sec. 3. [Id. Qualification of judges.] Every Judge of the Supreme Court shall be at least thirty years of age, and, before his election, shall be a member of the bar, learned in the law, and a resident of the Territory or State of Utah for five years next preceding his election
Sec. 4. [Id. Jurisdiction. Terms.] The Supreme Court shall have original jurisdiction to issue writs of mandamus, certiorari, prohibition, quo warranto and habeas corpus. Each of the justices shall have power to issue writs of habeas corpus, to any part of the State, upon petition by or on behalf of any person held in actual custody, and may make such writs returnable before himself or the Supreme Court, or before any district court or judge thereof in the State. In other cases the Supreme Court Shall have appellate jurisdiction only, and power to issue writs necessary and proper for the exercise of that jurisdiction. The Supreme Court shall hold at least three terms every year, and shall sit at the capital of the State.
Sec. 5. [District courts, how constituted. Terms. Jurisdiction. Judge pro tempore.] The State shall be divided into seven judicial districts, for each of which, at least one, and not exceeding three judges, shall be chosen by the qualified electors thereof. The term of office of the district judges shall be four years. Except that the District Judges elected at the first election shall serve until the first Monday in January, AD 1901, and until their successors shall have qualified. Until otherwise provided by law, a district court at the county seat of each county shall be held at least four times a year. All civil and criminal business arising in any county, must be tried in such county, unless a change of venue be taken, in such cases as may be provided by law. Each judge of a District Court shall be at least twenty-five years of age, a member of the bar, learned in the law, a resident of the Territory or State of Utah three years next preceding his election, and shall reside in the district for which he shall be elected. Any District Judge may hold a District Court in any county at the request of the judge of the district, and upon a request of the Governor, it shall be his duty to do so. Any cause in the District Court may be tried by a judge pro tempore, who must be a member of the bar, sworn to try the cause, and agreed upon by the parties, or their attorneys of record.
Sec. 6. [Id. Legislature may change districts.] The Legislature may change the limits of any judicial district, or increase or decrease the number of districts, or the judges thereof. No alteration or increase shall have the effect of removing a judge from office. In every additional district established, a judge shall be elected by the electors thereof, and his term of office shall continue as provided in section five of this article.
Sec. 7. [Jurisdiction of district courts.] The District Court shall have original jurisdiction in all matters civil and criminal, not excepted in this Constitution, and not prohibited by law; appellate jurisdiction from all inferior courts and tribunals, and a supervisory control of the same. The District Courts or any judge thereof, shall have power to issue writs of habeas corpus, mandamus, injunction, quo warranto, certiorari, prohibition and other writs necessary to carry into effect their orders, judgments and decrees, and to give them a general control over inferior courts and tribunals within their respective jurisdictions.
Sec. 8. [Justices of the peace. Jurisdiction, etc.] The Legislature shall determine the number of justices of the peace to be elected, and shall fix by law their powers, duties and compensation. The jurisdiction of justices of the peace shall be as now provided by law, but the Legislature may restrict the same.
Sec. 9. [Appeals from district court: record, etc. From justices’ courts.] From all final judgments of the district courts, there shall be a right of appeal to the Supreme Court. The appeal shall be upon the record made in the court below, and under such regulations as may be provided by law. In equity cases the appeal may be on questions of both law and fact; in cases at law the appeal shall be on questions of law alone. Appeals shall also lie from the final orders and decrees of the Court in the administration of decedent estates, and in cases of guardianship, as shall be provided by law. Appeals shall also lie from the final judgment of justices of the peace in civil and criminal cases to the District Courts on both questions of law and fact, with such limitations and restrictions as shall be provided by law; and the decision of the District Courts on such appeals shall be final, except in cases involving the validity or constitutionality of a statute
Sec. 10. [County attorneys. Election, term, etc.] A County Attorney shall be elected by the qualified voters of each county who shall hold his office for a term of two years. The powers and duties of County Attorneys, and such other attorneys for the State as the Legislature may provide, shall be prescribed by law. In all cases where the attorney for any county, or for the State, fails or refuses to attend and prosecute according to law, the court shall have power to appoint an attorneypro tempore.
Sec. 11. [Removal of judges from office.] Judges may be removed from office by the concurrent vote of both houses of the Legislature, each voting separately; but two-thirds of the members to which each house may be entitled must concur in such vote. The vote shall be determined by yeas and nays, and the names of the members voting for or against a judge, together with the cause or causes of removal, shall be entered on the journal of each house. The judge against whom the house may be about to proceed shall receive notice thereof, accompanied with a copy of the cause alleged for his removal, at least ten days before the day on which either house of the Legislature shall act thereon.
Sec. 12. [Judges’ salaries to remain fixed.] The Judges of the Supreme and District Courts shall receive at stated times compensation for their services, which shall not be increased or diminished during the time for which they are elected.
Sec. 13. [Disqualification of judges.] Except by consent of all the parties, no judge of the supreme or inferior courts shall preside in the trial of any cause where either of the parties shall be connected with him by affinity or consanguinity within the degree of first cousin, or in which he may have been of counsel, or in the trial of which he may have presided in any inferior court
Sec. 14. [Clerks of courts. Reporter.] The Supreme Court shall appoint a clerk, and a reporter of its decisions, who shall hold their offices during the pleasure of the Court. Until otherwise provided, County Clerks shall be ex officio clerks of the District Courts in and for their respective counties, and shall perform other duties as may be provided by law.
Sec. 15. [Judges shall not appoint relatives to office.] No person related to any judge of any court by affinity or consanguinity within the degree of first cousin, shall be appointed by such court or judge to, or employed by such court or judge in any office or duty in any court of which such judge may be a member.
Sec. 16. [Judicial districts, how constituted.] Until otherwise provided by law, the Judicial Districts of the State shall be constituted as follows:
First District:–The Counties of Cache, Box Elder and Rich.
Second District:–The Counties of Weber, Morgan and Davis.
Third District:–The Counties of Summit, Salt Lake and Tooele, in which there shall be elected three district judges.
Fourth District:–The Counties of Utah, Wasatch and Uintah.
Fifth District:–The Counties of Juab, Millard, Beaver, Iron and Washington.
Sixth District:–The Counties of Sevier, Piute, Wayne, Garfield and Kane.
Seventh District:–The Counties of San Pete, Carbon, Emery, Grand and San Juan
Sec. 17. [Courts of record.] The Supreme Court and District Courts shall be courts of record, and each shall have a seal.
Sec. 18. [Style of process: “The State of Utah.”] The style of all process shall be, “The State of Utah,” and all prosecutions shall be conducted in the name and by the authority of the same
Sec. 19. [But one form of civil action.] There shall be but one form of civil action, and law and equity may be administered in the same action.
Sec. 20. [Salary of judges.] Until otherwise provide by law, the salaries of supreme and district judges, shall be three thousand dollars per annum, and mileage, payable quarterly out of the State treasury.
Sec. 21. [Judges to be conservators of peace.] Judges of the Supreme Court, District Courts, and justices of the peace, shall be conservators of the peace, and may hold preliminary examinations in cases of felony.
Sec. 22. [Judges to report defects in laws.] District Judges may, at any time, report defects and omissions in the law to the Supreme Court, and the Supreme Court, on or before the first day of December of each year, shall report in writing to the Governor any seeming defect or omission in the law.
Sec. 23. [Publication of decisions.] The Legislature may provide for the publication of decisions and opinions of the Supreme Court, but all decisions shall be free to publishers
Sec. 24. [Effect of extending judges’ terms.] The terms of office of Supreme and District Judges may be extended by law, but such extension shall not affect the term for which any judge was elected.
Sec. 25. [Decisions of Supreme Court to be in writing.] When a judgment or decree is reversed, modified or affirmed by the Supreme Court, the reasons therefor shall be stated concisely in writing, signed by the judges concurring, filed in the office of the Clerk of the Supreme Court, and preserved with a record of the case. Any judge dissenting therefrom, may give the reasons of his dissent in writing over his signature.
Sec. 26. [Id. Court to prepare syllabus.] It shall be the duty of the court to prepare a syllabus of all the points adjudicated in each case, which shall be concurred in by a majority of the judges thereof, and it shall be prefixed to the published reports of the case.
Sec. 27. [Judge forfeits office by absence.] Any judicial officer who shall absent himself from the State or district for more than ninety consecutive days, shall be deemed to have forfeited his office: Provided, That in case of extreme necessity, the Governor may extend the leave of absence to such time as the necessity therefor shall exist.
CONGRESSIONAL AND LEGISLATIVE APPORTIONMENT
Section 1. [Election of congressman.] One Representative in the Congress of the United States shall be elected from the State at large on the Tuesday next after the first Monday in November, AD 1895, and thereafter at such times and places, and in such manner as may be prescribed by law. When a new apportionment shall be made by Congress, the Legislature shall divide the State into congressional districts accordingly.
Sec. 2. [Decennial census to be taken.] The Legislature shall provide by law for an enumeration of the inhabitants of the State, AD 1905, and every tenth year thereafter, and at the session next following such enumeration, and also at the session next following an enumeration made by the authority of the United States, shall revise and adjust the apportionment for senators and representatives on the basis of such enumeration according to ratios to be fixed by law
Sec. 3. [Number of members of legislature.] The Senate shall consist of eighteen members, and the House of Representatives of forty-five members. The Legislature may increase the number of senators and representatives, but the senators shall never exceed thirty in number, and the number of representatives shall never be less than twice nor greater than three times the number of senators.
Sec.4. [Senatorial districts, how formed.] When more than one county shall constitute a senatorial district, such counties shall be contiguous, and no county shall be divided in the formation of such districts unless such county contains sufficient population within itself to form two or more districts, nor shall a part of any county be united with any other county in forming any district.
Until otherwise provided by law, representatives shall be apportioned among the several counties of the State as follows: Provided, That in any future apportionment made by the Legislature, each county shall be entitled to at least one representative.
The County of Box Elder shall constitute the First Representative District, and be entitled to one representative.
The County of Cache shall constitute the Second Representative District, and be entitled to three representatives.
The County of Rich shall constitute the Third Representative District, and be entitled to one representative.
The County of Weber shall constitute the Fourth Representative District, and be entitled to four representatives.
The County of Morgan shall constitute the Fifth Representative District, and be entitled to one representative.
The County of Davis shall constitute the Sixth Representative District, and be entitled to one representative.
The County of Tooele shall constitute the Seventh Representative District, and be entitled to one representative.
The County of Salt Lake shall constitute the Eighth Representative District, and be entitled to ten representatives.
The County of Summit shall constitute the Ninth Representative District, and be entitled to one representative.
The County of Wasatch shall constitute the Tenth Representative District, and be entitled to one representative.
The County of Utah shall constitute the Eleventh Representative District, and be entitled to four representatives.
The County of Uintah shall constitute the Twelfth Representative District, and be entitled to one representative.
The County of Juab shall constitute the Thirteenth Representative District, and be entitled to one representative.
The County of San Pete shall constitute the Fourteenth Representative District, and be entitled to two representatives.
The County of Carbon shall constitute the Fifteenth Representative District, and be entitled to one representative.
The County of Emery shall constitute the Sixteenth Representative District, and be entitled to one representative.
The County of Grand shall constitute the Seventeenth Representative District, and be entitled to one representative.
The County of Sevier shall constitute the Eighteenth Representative District, and be entitled to one representative.
The County of Millard shall constitute the Nineteenth Representative District, and be entitled to one representative.
The County of Beaver shall constitute the Twentieth Representative District, and be entitled to one representative.
The County of Piute shall constitute the Twenty-first Representative District, and be entitled to one representative.
The County of Wayne shall constitute the Twenty-second Representative District, and be entitled to one representative.
The County of Garfield shall constitute the Twenty-third Representative District, and be entitled to one representative.
The County of Iron shall constitute the Twenty-fourth Representative District, and be entitled to one representative.
The County of Washington shall constitute the Twenty-fifth Representative District, and be entitled to one representative.
The County of Kane shall constitute the Twenty-sixth Representative District, and be entitled to one representative.
The County of San Juan shall constitute the Twenty-seventh Representative District, and be entitled to one representative.
Until otherwise provided by law, Senatorial Districts shall be constituted and numbered as follows:
The Counties of Box Elder and Tooele shall constitute the First District, and be entitled to one Senator.
The County of Cache shall constitute the Second District, and be entitled to one Senator.
The Counties of Rich, Morgan, and Davis shall constitute the Third District, and be entitled to one Senator.
The County of Weber shall constitute the Fourth District, and be entitled to two Senators.
The Counties of Summit and Wasatch shall constitute the Fifth District, and be entitled to one Senator.
The County of Salt Lake shall constitute the Sixth District, and be entitled to five Senators.
The County of Utah shall constitute the Seventh District, and be entitled to two Senators.
The Counties of Juab and Millard shall constitute the Eighth District, and be entitled to one Senator.
The County of San Pete shall constitute the Ninth District, and be entitled to one Senator.
The Counties of Sevier, Wayne, Piute, and Garfield shall constitute the Tenth District, and be entitled to one Senator.
The Counties of Beaver, Iron, Washington, and Kane shall constitute the Eleventh District, and be entitled to one Senator.
The Counties of Emery, Carbon, Uintah, Grand, and San Juan shall constitute the Twelfth District, and be entitled to one Senator.
Section 1. [Free non-sectarian schools.] The Legislature shall provide for the establishment and maintenance of a uniform system of public schools, which shall be open to all children of the State, and be free from sectarian control.
Sec. 2. [Public school system. Maintenance.] The Public School system shall include kindergarten schools; common schools, consisting of primary and grammar grades; high schools; an Agricultural College; a University, and such other schools as the Legislature may establish. The common schools shall be free. The other departments of the system shall be supported as provided by law: Provided, That high schools may be maintained free in all cities of the first and second class now constituting school districts, and in such other cities and districts as may be designated by the Legislature. But where the proportion of school monies apportioned or accruing to any city or district shall not be sufficient to maintain all the free schools in such city or district, the high schools shall be supported by local taxation.
Sec. 3. [State school fund. Interest distributed.] The proceeds of all lands that have been, or may be granted by the United States to this State, for the support of the common schools; the proceeds of all property that may accrue to the State by escheat or forfeiture; all unclaimed shares and dividends of any corporation incorporated under the laws of this State; the proceeds of the sale of timber, minerals or other property from school and State lands, other than those granted for specific purposes; and the five per centum of the net proceeds of the sales of public lands lying within the State, which shall be sold by the United States, subsequent to the admission of this State into the Union, shall be and remain a perpetual fund, to be called the State School Fund, the interest of which only, together with such other means as the Legislature may provide, shall be distributed among the several school districts according to the school population residing therein.
Sec. 4. [University and agricultural college located. Rights, etc.] The location and establishment by existing laws of the University of Utah, and the Agricultural College are hereby confirmed, and all the rights, immunities, franchises and endowments heretofore granted or conferred, are hereby perpetuated unto said University and Agricultural College respectively.
Sec. 5. [Proceeds of land grants to constitute permanent funds.] The proceeds of the sale of lands reserved by an Act of Congress, approved February 21st, 1855, for the establishment of the University of Utah, and of all the lands granted by an Act of Congress, approved July 16th, 1894, shall constitute permanent funds, to be safely invested and held by the State; and the income thereof shall be used exclusively for the support and maintenance of the different institutions and colleges, respectively, in accordance with the requirements and conditions of said Acts of Congress.
Sec. 6. [Separate control of city schools.] In cities of the first and second class, the public school system shall be maintained and controlled, by the Board of Education of such cities, separate and apart from the counties in which said cities are located.
Sec. 7. [School funds guaranteed by state.] All public School Funds shall be guaranteed by the State against loss or diversion.
Sec. 8. [State board of education.] The general control and supervision of the Public School System shall be vested in a State Board of Education, consisting of the Superintendent of Public Instruction, and such other persons as the Legislature may provide.
Sec. 9. [Textbooks.] Neither the Legislature nor the State Board of Education shall have power to prescribe textbooks to be used in the common schools.
Sec. 10. [Institutions for deaf, dumb and blind. Property. Fund.] Institutions for the Deaf and Dumb, and for the Blind, are hereby established. All property belonging to the School for the Deaf and Dumb, heretofore connected with the University of Utah, shall be transferred to said Institution for the Deaf and Dumb. All the proceeds of the lands granted by the United States, for the support of a Deaf and Dumb Asylum, and for an Institution for the Blind, shall be a perpetual fund for the maintenance of said Institutions. It shall be a trust fund, the principal of which shall remain inviolate, guaranteed by the state against loss or diversion.
Sec. 11. [Metric system.] The Metric System shall be taught in the public schools of the State.
Sec. 12. [No religious or partisan tests in schools.] Neither religious nor partisan test or qualification shall be required of any person, as a condition of admission, as teacher or student, into any public educational institution of the State.
Sec. 13. [Public aid to church schools forbidden.] Neither the Legislature nor any county, city, town, school district or other public corporation, shall make any appropriation to aid in the support of any school, seminary, academy, college, university or other institution, controlled in whole, or in part, by any church, sect or denomination whatever.
COUNTIES, CITIES AND TOWNS
Section 1. [Existing counties, precincts, etc., recognized.] The several counties of the Territory of Utah, existing at the time of the adoption of this Constitution, are hereby recognized as legal subdivisions of this State, and the precincts, and school districts, now existing in said counties, as legal subdivisions thereof, and they shall so continue until changed by law in pursuance of this article.
Sec. 2. [Removal of county seats.] No County Seat shall be removed unless two-thirds of the qualified electors of the county, voting on the proposition at a general election, shall vote in favor of such removal, and two-thirds of the votes cast on the proposition shall be required to relocate a county seat. A proposition of removal shall not be submitted in the same county more than once in four years.
Sec. 3. [Changing county lines.] No territory shall be stricken from any county unless a majority of the voters living in such territory, as well as of the county to which it is to be annexed, shall vote therefor, and then only under such conditions as may be prescribed by general law.
Sec. 4. [Uniform county government.] The Legislature shall establish a system of County government, which shall be uniform throughout the State, and by general laws shall provide for precinct and township organizations.
Sec. 5. [Special municipal charters forbidden. ] Corporations for municipal purposes shall not be created by special laws; the Legislature, by general laws, shall provide for the incorporation, organization, and classification of cities and towns in proportion to population; which laws may be altered, amended or repealed.
Sec. 6. [Municipalities forbidden to sell waterworks or rights.] No municipal corporation, shall directly or indirectly, lease, sell, alien or dispose of any waterworks, water rights, or sources of water supply now, or hereafter to be owned or controlled by it; but all such waterworks, water rights and sources of water supply now owned or hereafter to be acquired by any municipal corporation, shall be preserved, maintained and operated by it for supplying its inhabitants with water at reasonable charges: Provided, That nothing herein contained shall be construed to prevent any such municipal corporation from exchanging water-rights, or sources of water supply, for other water-rights or sources of water supply of equal value, and to be devoted in like manner to the public supply of its inhabitants.
Section 1. [Corporations. Formation. Control.] Corporations may be formed under general laws, but shall not be created by special acts. All laws relating to corporations may be altered, amended or repealed by the Legislature, and all corporations doing business in this State, may, as to such business, be regulated, limited or restrained by law.
Sec. 2. [Existing corporations to accept Constitution.] All existing charters, franchises, special or exclusive privileges, under which an actual and bona fide organization shall not have taken place, and business been commenced in good faith, at the time of the adoption of this Constitution, shall thereafter have no validity; and no corporation in existence at the time of the adoption of this Constitution shall have the benefit of future legislation without first filing in the office of the Secretary of State, an acceptance of the provisions of this Constitution
Sec. 3. [Legislature not to extend or validate franchises.] The Legislature shall not extend any franchise or charter, nor remit the forfeiture of any franchise or charter of any corporation now existing, or which shall hereafter exist under the laws of this State.
Sec. 4. [“Corporation” defined. Suits.] The term “Corporation,” as used in this article, shall be construed to include all associations and joint-stock companies having any powers or privileges of corporations not possessed by individuals or partnerships, and all corporations shall have the right to sue, and shall be subject to be sued, in all courts, in like cases as natural persons
Sec. 5. [Corporate stock. Issuance, increase, etc.] Corporations shall not issue stock, except to bona fide subscribers thereof or their assignee, nor shall any corporation issue any bond, or other obligation, for the payment of money, except for money or property received, or labor done. The stock of corporations shall not be increased, except in pursuance of general law, nor shall any law authorize the increase of stock without the consent of the person or persons holding the larger amount in value of the stock, or without due notice of the proposed increase having previously been given in such manner as may be prescribed by law. All fictitious increase of stock or indebtedness shall be void.
Sec. 6. [Privileges of foreign corporations.] No corporations organized outside of this State, shall be allowed to transact business within the State on conditions more favorable than those prescribed by law to similar corporations organized under the laws of this State
Sec. 7. [Limitation on alienation of franchise.] No corporation shall lease or alienate any franchise, so as to relieve the franchise or property held thereunder from the liabilities of the lessor, or grantor, lessee or grantee, contracted or incurred in operation, use or enjoyment of such franchise or any of its privileges.
Sec. 8. [Consent of local authorities necessary to use of streets.] No law shall be passed granting the right to construct and operate a street railroad, telegraph, telephone or electric light plant within any city or incorporated town, without the consent of the local authorities who have control of the street or highway proposed to be occupied for such purposes.
Sec. 9. [Place of business, process agent, etc.] No corporation shall do business in this State, without having one or more places of business, with an authorized agent or agents, upon whom process may be served; nor without first filing a certified copy of its articles of incorporation with the Secretary of State.
Sec. 10. [Corporations limited to authorized objects.] No corporation shall engage in any business other than that expressly authorized in its charter, or articles of incorporation
Sec. 11 [Franchises may be taken for public use.] The exercise of the right of eminent domain shall never be so abridged or construed, as to prevent the Legislature from taking the property and franchises of incorporated companies, and subjecting them to public use the same as the property of individuals.
Sec. 12. [Common carriers.] All railroad and other transportation companies are declared to be common carriers, and subject to legislative control; and such companies shall receive and transport each other’s passengers and freight, without discrimination or unnecessary delay.
Sec. 13. [Competing railroads not to consolidate.] No railroad corporation shall consolidate its stock, property or franchises with any other railroad corporation owning a competing line
Sec. 14. [Rolling stock considered personal property.] The rolling stock, and other movable property, belonging to any railroad company or corporation in this State, shall be considered personal property, and shall be liable to taxation and to execution and sale, in the same manner as the personal property of individuals, and such property shall not be exempted from execution and sale.
Sec. 15. [Legislature to prescribe maximum rates. Discriminations.] The Legislature shall pass laws establishing reasonable maximum rates of charges for the transportation of passengers and freight, for correcting abuses, and preventing discrimination and extortion in rates of freight and passenger tariffs by the different railroads, and other common carriers in the State, and shall enforce such laws by adequate penalties.
Sec. 16. [Armed bodies not enter state, when.] No corporation or association shall bring any armed person or bodies of men into this State for the preservation of the peace, or the suppression of domestic trouble without authority of law.
Sec. 17. [Employee of corporation ineligible to municipal office, when.] No officer, employee, attorney or agent of any corporation, company or association doing business under, or by virtue of any municipal charter or franchise, shall be eligible to or permitted to hold any municipal office, in the municipality granting such charter or franchise.
Sec. 18. [Liability of stockholders of banks.] The stockholders in every corporation, and joint stock association for banking purposes, in addition to the amount of capital stock subscribed and fully paid by them, shall be individually responsible for an additional amount, equal to the amount of their stock in such corporation, for all its debts and liabilities of every kind
Sec. 19. [Blacklisting forbidden.] Every person in this State shall be free to obtain employment whenever possible, and any person, corporation, or agent, servant or employee thereof, maliciously interfering or hindering in any way, any person from obtaining, or enjoying employment already obtained, from any other corporation or person, shall be deemed guilty of a crime. The Legislature shall provide by law for the enforcement of this section
Sec. 20. [Trusts and combinations prohibited.] Any combination by individuals, corporations, or associations, having for its object or effect the controlling of the price of any products of the soil, or of any article of manufacture or commerce, or the cost of exchange or transportation, is prohibited, and hereby declared unlawful, and against public policy. The Legislature shall pass laws for the enforcement of this section by adequate penalties, and in case of incorporated companies, if necessary for that purpose, it may declare a forfeiture of their franchise
REVENUE AND TAXATION
Section 1. [Fiscal year.] The fiscal year shall begin on the first day of January, unless changed by the Legislature.
Sec. 2. [What property taxable. Definitions. Revenue.] All property in the State, not exempt under the laws of the United States, or under this Constitution, shall be taxed in proportion to its value, to be ascertained as provided by law. The word property, as used in this article, is hereby declared to include monies, credits, bonds, stocks, franchises and all matters and things (real, personal and mixed) capable of private ownership; but this shall not be so construed as to authorize the taxation of the stocks of any company or corporation, when the property of such company or corporation represented by such stocks, has been taxed. The Legislature shall provide by law for an annual tax sufficient, with other sources of revenue, to defray the estimated ordinary expenses of the state for each fiscal year. For the purpose of paying the State debt, if any there be, the Legislature shall provide for levying a tax annually, sufficient to pay the annual interest, and principal of such debt, within twenty years from the final passage of the law creating the debt.
Sec. 3. [Legislature to provide uniform tax. Exemptions.] The Legislature shall provide by law a uniform and equal rate of assessment and taxation on all property in the State, according to its value in money, and shall prescribe by general law such regulations as shall secure a just valuation for taxation of all property; so that every person and corporation shall pay a tax in proportion to the value of his, her or its property: Provided, That a deduction of debts from credits may be authorized: Provided further, That the property of the United States, of the State, counties, cities, towns, school districts, municipal corporations and public libraries, lots with the buildings thereon used exclusively for either religious worship or charitable purposes, and places of burial not held or used for private or corporate benefit, shall be exempt from taxation. Ditches, canals, and flumes owned and used by individuals or corporations for irrigating lands owned by such individuals or corporations, or the individual members thereof, shall not be separately taxed so long as they shall be owned, and used exclusively for such purpose
Sec. 4. [Taxation of mines.] All mines and mining claims, both placer and rock in place, containing or bearing gold, silver, copper, lead, coal or other valuable mineral deposits, after purchase thereof from the United States, shall be taxed at the price paid the United States therefor, unless the surface ground, or some part thereof, of such mine or claim, is used for other than mining purposes, and has a separate and independent value for such other purposes; in which case said surface ground, or any part thereof, so used for other than mining purposes, shall be taxed at its value for such other purposes, as provided by law; and all the machinery used in mining, and all property and surface improvements upon or appurtenant to mines and mining claims, which have a value separate and independent of such mines or mining claims, and the net annual proceeds of all mines and mining claims, shall be taxed as provided by law
Sec. 5. [Local authorities to levy local taxes.] The Legislature shall not impose taxes for the purpose of any county, city, town or other municipal corporation, but may, by law, vest in the corporate authorities thereof, respectively, the power to assess and collect taxes for all purposes of such corporation.
Sec. 6. [Annual statement to be published.] An accurate statement of the receipts and expenditures of the public moneys, shall be published annually in such manner as the Legislature may provide.
Sec. 7. [Tax rate for state purposes.] The rate of taxation on property, for State purposes, shall never exceed eight mills on each dollar of valuation; and whenever the taxable property within the State shall amount to two hundred million dollars, the rate shall not exceed five mills on each dollar of valuation; and whenever the taxable property within the State shall amount to three hundred million dollars, the rate shall never thereafter exceed four mills on each dollar of valuation; unless a proposition to increase such rate, specifying the rate proposed, and the time during which the same shall be levied, be first submitted to a vote of such qualified electors of the State as, in the year next preceding such election, shall have paid a property tax assessed to them within the State, and the majority of those voting thereon shall vote in favor thereof, in such manner as may be provided by law.
Sec. 8. [Officer not to make profit out of public moneys.] The making of profit out of public moneys, or using the same for any purpose not authorized by law, by any public officer, shall be deemed a felony, and shall be punished as provided by law, but part of such punishment shall be disqualification to hold public office.
Sec. 9. [State expenditure to be kept within revenues.] No appropriation shall be made, or any expenditure authorized by the Legislature, whereby the expenditure of the State, during any fiscal year, shall exceed the total tax then provided for by law, and applicable for such appropriation or expenditure, unless the Legislature making such appropriation, shall provide for levying a sufficient tax, not exceeding the rates allowed in section seven of this article, to pay such appropriation or expenditure within such fiscal year. This provision shall not apply to appropriations or expenditures to suppress insurrections, defend the State, or assist in defending the United States in time of war.
Sec. 10. [All property taxable where situated.] All corporations or persons in this State, or doing business herein, shall be subject to taxation for State, County, School, Municipal or other purposes, on the real and personal property owned or used by them within the territorial limits of the authority levying the tax.
Sec. 11. [State and county boards of equalization.] Until otherwise provided by law, there shall be a State Board of Equalization, consisting of the Governor, State Auditor, State Treasurer, Secretary of State and Attorney-General; also, in each county of this State, a County Board of Equalization, consisting of the Board of County Commissioners of said county. The duty of the State Board of Equalization shall be to adjust and equalize the valuation of the real and personal property among the several counties of the State. The duty of the County Board of Equalization shall be to adjust the equalize the valuation of the real and personal property within their respective counties. Each Board shall also perform such other duties as may be prescribed by law.
Sec. 12. [Stamp, income, license, franchise, or mortgage tax permissible.] Nothing in this Constitution shall be construed to prevent the Legislature from providing a stamp tax, or a tax based on income, occupation, licenses, franchises or mortgages.
Section 1. [State debt, limitation.] To meet casual deficits or failures in revenue, and for necessary expenditures for public purposes, including the erection of public buildings, and for the payment of all Territorial indebtedness assumed by the State, the State may contract debts, not exceeding in the aggregate at any one time, the sum of two hundred thousand dollars over and above the amount of the Territorial indebtedness assumed by the State. But when the said Territorial indebtedness shall have been paid, the State shall never contract any indebtedness, except as in the next section provided, in excess of the sum of two hundred thousand dollars, and all monies arising from loans herein authorized, shall be applied solely to the purposes for which they were obtained.
Sec. 2. [Debts for public defense.] The State may contract debts to repel invasion, suppress insurrection, or to defend the State in war, but the money arising from the contracting of such debts shall be applied solely to the purpose for which it was obtained.
Sec. 3. [Debts of counties, cities, etc., not to exceed revenue. Exception.] No debt in excess of the taxes for the current year shall be created by any county or subdivision thereof, or by any school district therein, or by any city, town or village, or any subdivision thereof in this State; unless the proposition to create such debt, shall have been submitted to a vote of such qualified electors as shall have paid a property tax therein, in the year preceding such election, and a majority of those voting thereon shall have voted in favor of incurring such debt.
Sec. 4. [Limit of indebtedness of counties, cities, towns and school districts.] When authorized to create indebtedness as provided in section three of this article, no county shall become indebted to an amount, including existing indebtedness, exceeding two per centum. No city, town, school district or other municipal corporation, shall become indebted to an amount, including existing indebtedness, exceeding four per centum of the value of the taxable property therein, the value to be ascertained by the last assessment for State and county purposes, previous to the incurring of such indebtedness; except that in incorporated cities the assessment shall be taken from the last assessment for city purposes: Provided, That no part of the indebtedness allowed in this section, shall be incurred for other than strictly county, city, town or school district purposes: Provided, further, That any city or town, when authorized as provided in Section three of this Article, may be allowed to incur a larger indebtedness, not exceeding four per centum additional, for supplying such city or town with water, artificial lights or sewers, when the works for supplying such water, light and sewers, shall be owned and controlled by the municipality.
Sec. 5. [Borrowed money to be applied to authorized use.] All moneys borrowed by, or on behalf of the State, or any legal subdivision thereof, shall be used solely for the purpose specified in the law authorizing the loan.
Sec. 6. [State not to assume county, etc., debts.] The State shall not assume the debt, or any part thereof, of any county, city, town or school district.
Sec. 7. [Existing indebtedness not impaired.] Nothing in this article shall be so construed as to impair or add to the obligation of any debt heretofore contracted, in accordance with the laws of Utah Territory, by any county, city, town or school district, or to prevent the contracting of any debt, or the issuing of bonds therefor, in accordance with said laws, upon any proposition for that purpose, which, according to said laws, may have been submitted to a vote of the qualified electors of any county, city, town or school district before the day on which this Constitution takes effect.
Section 1. [How constituted.] The militia shall consist of all able-bodied male inhabitants of the State, between the ages of eighteen and forty-five years, except such as are exempted by law.
Sec. 2. [Organization and equipment.] The Legislature shall provide by law for the organization, equipment and discipline of the militia, which shall conform as nearly as practicable to the regulations for the government of the armies of the United States.
Section 1. [Rights of labor to be protected.] The rights of labor shall have just protection through laws calculated to promote the industrial welfare of the State.
Sec. 2. [Board of labor.] The Legislature shall provide by law, for a Board of Labor, Conciliation and Arbitration, which shall fairly represent the interests of both capital and labor. The Board shall perform duties, and receive compensation as prescribed by law.
Sec. 3. [Certain employments, etc., to be prohibited.] The Legislature shall prohibit:
(1) The employment of women, or of children under the age of fourteen years, in underground mines.
(2) The contracting of convict labor.
(3) The labor of convicts outside prison grounds, except on public works under the direct control of the State.
(4) The political and commercial control of employees.
Sec. 4. [Exchange of blacklists prohibited.] The exchange of black lists by railroad companies, or other corporations, associations or persons is prohibited.
Sec. 5. [Injuries resulting in death. Damages.] The right of action to recover damages for injuries resulting in death, shall never be abrogated, and the amount recoverable shall not be subject to any statutory limitation.
Sec. 6. [Eight hours a day’s labor on public works.] Eight hours shall constitute a day’s work on all works or undertakings carried on or aided by the State, County or Municipal governments; and the Legislature shall pass laws to provide for the health and safety of employees in factories, smelters and mines.
Sec. 7. [Legislature to enforce this article.] The Legislature, by appropriate legislation, shall provide for the enforcement of the provisions of this article.
Section 1. [Existing rights confirmed.] All existing rights to the use of any of the waters in this State for any useful or beneficial purpose, are hereby recognized and confirmed.
Section 1. [Forests to be preserved.] The Legislature shall enact laws to prevent the destruction of and to preserve the Forests on the lands of the State, and upon any part of the public domain, the control of which may be conferred by Congress upon the State.
PUBLIC BUILDINGS AND STATE INSTITUTIONS
Section. 1. [Property of territory becomes property of state.] All Institutions and other property of the Territory, upon the adoption of this Constitution, shall become the Institutions and property of the State of Utah.
Sec. 2. [Charitable and penal institutions, how maintained.] Reformatory and Penal Institutions, and those for the benefit of the Insane, Blind, Deaf and Dumb, and such other institutions as the public good may require, shall be established and supported by the State in such manner, and under such boards of control as may be prescribed by law.
Sec. 3. [Seat of government and public institutions permanently located.] The Public Institutions of the State are hereby permanently located at the places hereinafter named, each to have the lands specifically granted to it by the United States, in the Act of Congress, approved July 16th, 1894, to be disposed of and used in such manner as the Legislature may provide:
First:–The Seat of Government and the State Fair at Salt Lake City, and the State Prison in the County of Salt Lake.
Second:–The Institutions for the Deaf and Dumb, and the Blind, and the State Reform School at Ogden City, in the County of Weber.
Third:–The State Insane Asylum at Provo City, in the County of Utah.
Section 1. [Land grants accepted on terms of trust.] All lands of the State that have been, or may hereafter be granted to the State by Congress, and all lands acquired by gift, grant or devise, from any person or corporation, or that may otherwise be acquired, are hereby accepted, and declared to be the public lands of the State; and shall be held in trust for the people, to be disposed of as may be provided by law, for the respective purposes for which they have been or may be granted, donated, devised or otherwise acquired.
Sec. 1. [Public officers to be paid salaries. Exceptions.] All State, district, city, county, town and school officers, excepting notaries public, boards of arbitration, court commissioners, justices of the peace and constables, shall be paid fixed and definite salaries: Provided, That city justices may be paid by salary when so determined by the mayor and council of such cities.
Sec. 2. [Legislature to provide fees. Accounting.] The Legislature shall provide by law, the fees which shall be collected by all officers within the state. Notaries public, boards of arbitration, court commissioners, justices of the peace, and constables paid by fees, shall accept said fees as their full compensation. But all other State, district, county, city, town and school officers, shall be required by law to keep a true and correct account of all fees collected by them, and to pay the same into the proper treasury, and the officer whose duty it is to collect such fees shall be held responsible under his bond for the same.
Section 1. [Homestead exemption.] The Legislature shall provide by law, for the selection by each head of a family, and exemption of a homestead, which may consist of one or more parcels of lands, together with the appurtenances and improvements thereon on the value of at least fifteen hundred dollars from sale on execution.
Sec. 2. [Property rights of married women.] Real and personal estate of every female, acquired before marriage, and all property to which she may afterwards become entitled by purchase, gift, grant, inheritance or devise, shall be and remain the estate and property of such female, and shall not be liable for the debts, obligations or engagements of her husband, and may be conveyed, devised or bequeathed by her as if she were unmarried.
AMENDMENT AND REVISION
Section 1. [Amendments: proposal, election.] Any amendment or amendments to this Constitution may be proposed in either house of the Legislature, and if two-thirds of all the members elected to each of the two houses, shall vote in favor thereof, such proposed amendment or amendments shall be entered on their respective journals with the yeas and nays taken thereon; and the Legislature shall cause the same to be published in at least one newspaper in every county of the State, where a newspaper is published, for two months immediately preceding the next general election, at which time the said amendment or amendments shall be submitted to the electors of the State, for their approval or rejection, and if a majority of the electors voting thereon shall approve the same, such amendment or amendments shall become part of this Constitution. If two or more amendments are proposed, they shall be so submitted as to enable the electors to vote on each of them separately.
Sec. 2. [Revision of the constitution.] Whenever two-thirds of the members, elected to each branch of the Legislature, shall deem it necessary to call a convention to revise or amend this Constitution, they shall recommend to the electors to vote, at the next general election, for or against a convention, and, if a majority of all the electors, voting at such election, shall vote for a convention, the Legislature, at its next session, shall provide by law for calling the same. The convention shall consist of not less than the number of members in both branches of the Legislature.
Sec. 3. [Id. Submission to electors.] No Constitution, or amendments adopted by such Convention, shall have validity until submitted to, and adopted by, a majority of the electors of the State voting at the next general election.
Section 1. [Actions, contracts, etc., to continue.] In order that no inconvenience may arise, by reason of the change from a Territorial to a State Government, it is hereby declared that all writs, actions, prosecutions, judgments, claims and contracts, as well of individuals as of bodies corporate, both public and private, shall continue as if no change had taken place; and all process which may issue, under the authority of the Territory of Utah, previous to its admission into the Union, shall be as valid as if issued in the name of the State of Utah.
Sec. 2. [Territorial laws continued.] All laws of the Territory of Utah now in force, not repugnant to this Constitution, shall remain in force until they expire by their own limitations, or are altered or repealed by the Legislature. The act of the Governor and Legislative Assembly of the Territory of Utah, entitled, “An Act to punish polygamy and other kindred offenses,” approved February 4th, AD 1892, in so far as the same defines and imposes penalties for polygamy, is hereby declared to be in force in the State of Utah.
Sec. 3. [Prisoners to be held.] Any person, who, at the time of the admission of the State into the Union, may be confined under lawful commitment, or otherwise lawfully held to answer for alleged violation of any of the criminal laws of the Territory of Utah, shall continue to be so held or confined, until discharged therefrom by the proper courts of the State.
Sec. 4. [Fines, etc., due the territory. Debts of the territory.] All fines, penalties and forfeitures accruing to the Territory of Utah, or to the people of the United States in the Territory of Utah, shall inure to this State, and all debts, liabilities and obligations of said Territory shall be valid against the State, and enforced as may be provided by law.
Sec. 5. [Recognizances. Judgments. Records. Fines due counties, etc.] All recognizances heretofore taken, or which may be taken before the change from a Territorial to a State Government, shall remain valid, and shall pass to and be prosecuted in the name of the State; and all bonds executed to the Governor of the Territory, or to any other officer or court in his or their official capacity, or to any official board for the benefit of the Territory of Utah, or the people thereof, shall pass to the Governor or other officer, court or board, and his or their successors in office, for the uses therein, respectively expressed, and may be sued on, and recovery had accordingly. Assessed taxes, and all revenue, property, real, personal or mixed, and all judgments, bonds, specialties, choses in action, claims and debts, of whatsoever description; and all records and public archives of the Territory of Utah, shall issue and vest in the State of Utah, and may be sued for and recovered, in the same manner, and to the same extent by the State of Utah, as the same could have been by the Territory of Utah; and all fines, taxes, penalties and forfeitures, due or owing to any county, municipality or school district therein, at the time the State shall be admitted into the Union, are hereby respectively assigned and transferred, and the same shall be payable to the county, municipality or school district, as the case may be, and payment thereof be enforced under the laws of the State.
Sec. 6. [Criminal prosecutions begun and crimes committed before statehood.] All criminal prosecutions, and penal actions, which may have arisen, or which may arise before the change from a Territorial to a State Government, and which shall then be pending, shall be prosecuted to judgment and execution in the name of the State, and in the court having jurisdiction thereof. All offenses committed against the laws of the Territory of Utah, before the change from a Territorial to a State Government, and which shall not have been prosecuted before such change, may be prosecuted in the name, and by authority of the State of Utah, with like effect as though such change had not taken place, and all penalties incurred shall remain the same, as if this Constitution had not been adopted.
Sec. 7. [Transfer of causes, records, etc.] All actions, cases, proceedings and matters, pending in the Supreme and District Courts of the Territory of Utah, at the time the State shall be admitted into the Union, and all files, records and indictments relating thereto, except as otherwise provided herein, shall be appropriately transferred to the Supreme and District Courts of the State respectively; and thereafter all such actions, matters and cases, shall be proceeded with in the proper State courts. All actions, cases, proceedings and matters which shall be pending in the District Courts of the Territory of Utah, at the time of the admission of the State into the Union, whereof the United States Circuit or District Courts might have had jurisdiction had there been a State Government at the time of the commencement thereof respectively, shall be transferred to the proper United States Circuit and District Courts respectively; and all files, records, indictments and proceedings relating thereto, shall be transferred to said United States Courts: Provided, That no civil actions, other than causes and proceedings of which the said United States’ Courts shall have exclusive jurisdiction, shall be transferred to either of said United States’ Courts except upon motion or petition by one of the parties thereto, made under and in accordance with the act or acts of Congress of the United States, and such motion and petition not being made, all such cases shall be proceeded with in the proper State Courts.
Sec. 8. [Seals of courts.] Upon a change from Territorial to State Government, the seal in use by the Supreme Court of the Territory of Utah, until otherwise provided by law, shall pass to and become the Seal of the Supreme Court of the State, and the several District Courts of the State may adopt seals for their respective courts, until otherwise provided by law.
Sec. 9. [Transfer of probate causes to district courts.] When the State is admitted into the Union, and the District Courts in the respective districts are organized, the books, records, papers and proceedings of the probate court in each county, and all causes and matters of administration pending therein, upon the expiration of the term of office of the Probate Judge, on the second Monday in January, 1896, shall pass into the jurisdiction and possession of the District Court, which shall proceed to final judgment or decree, order or other determination in the several matters and causes, as the Territorial Probate Court might have done, if this Constitution had not been adopted. And until the expiration of the term of office of the Probate Judges, such Probate Judges shall perform the duties now imposed upon them by the laws of the Territory. The District Courts shall have appellate and revisory jurisdiction over the decisions of the Probate Courts as now provided by law, until such latter courts expire by limitation.
Sec. 10. [Officers to hold office until superseded.] All officers, civil and military, now holding their offices and appointments in this Territory by authority of law, shall continue to hold and exercise their respective offices and appointments, until superseded under this Constitution: Provided, That the provisions of this section shall be subject to the provisions of the Act of Congress, providing for the admission of the State of Utah, approved by the President of the United States on July 16th, 1894.
Sec. 11. [Election for adoption or rejection of constitution, and for state officers. Voters.] The election for the adoption or rejection of this Constitution, and for State Officers herein provided for, shall be held on the Tuesday next after the first Monday in November, 1895, and shall be conducted according to the laws of the Territory, and the provisions of the Enabling Act; the votes cast at said election shall be canvassed, and returns made, in the same manner as was provided for in the election for delegates to the Constitutional Convention.
Provided, That all male citizens of the United States, over the age of twenty-one years, who have resided in this Territory for one year next prior to such election, are hereby authorized to vote for or against the adoption of this Constitution, and for the State Officers herein provided for. The returns of said election shall be made to the Utah Commission, who shall cause the same to be canvassed, and shall certify the result of the vote for or against the Constitution, to the President of the United States, in the manner required by the Enabling Act; and said Commission shall issue certificates of election to the persons elected to said offices severally, and shall make and file with the Secretary of the Territory, an abstract, certified to by them, of the number of votes cast for each person for each of said offices, and of the total number of votes cast in each county.
Sec. 12. [Id. Officers to be elected.] The State Officers to be voted for at the time of the adoption of this Constitution, shall be a Governor, Secretary of State, State Auditor, State Treasurer, Attorney General, Superintendent of Public Instruction, Members of the Senate and House of Representatives, three Supreme Judges, nine District Judges, and a Representative to Congress.
Sec. 13. [Contest for district judgeship, how determined.] In case of a contest of election between candidates, at the first general election under this Constitution, for Judges of the District Courts, the evidence shall be taken in the manner prescribed by the Territorial laws, and the testimony so taken shall be certified to the Secretary of State, and said officer, together with the Governor and the Treasurer of the State, shall review the evidence, and determine who is entitled to the certificate of election.
Sec. 14. [Constitution to be submitted to voters. Ballot.] This Constitution shall be submitted for adoption or rejection, to a vote of the qualified electors of the proposed State, at the general election to be held on the Tuesday next after the first Monday in November, A. D. 1895. At the said election the ballot shall be in the following form:
For the Constitution. Yes. No.
As a heading to each of said ballots there shall be printed on each ballot the following
Instructions to Voters:
All persons desiring to vote for the Constitution must erase the word “No.”
All persons desiring to vote against the Constitution must erase the word “Yes.”
Sec. 15. [Election of officers not provided for herein.] The Legislature, at its first session, shall provide for the election of all officers, whose election is not provided for elsewhere in this Constitution, and fix the time for the commencement and duration of their terms.
Sec. 16. [When Constitution in force.] The provisions of this Constitution shall be in force from the day on which the President of the United States shall issue his proclamation, declaring the State of Utah admitted into the Union; and the terms of all officers elected at the first election under the provisions of this Constitution, shall commence on the first Monday, next succeeding the issue of said proclamation. Their terms of office shall expire when their successors are elected and qualified under this Constitution.
Done in Convention at Salt Lake City, in the Territory of Utah, this eighth day of May, in the year of our Lord one thousand eight hundred and ninety-five, and of the Independence of the United States the one hundred and nineteenth.
JOHN HENRY SMITH, President.
PARLEY P. CHRISTENSEN, Secretary.
Louis Bernhardt Adams
Rufus Albern Allen
Andrew Smith Anderson
John Richard Barnes
John Rutledge Bowdle
John Sell Boyer
Herbert Guion Button
George Mousley Cannon
John Foy Chidester
Thomas H. Clark, Jr
Louis Laville Coray
Elmer Ellsworth Corfman
Arthur John Cushing
Dennis Clay Eichnor
George Rhodes Emery
Abel John Evans
William Henry Gibbs
Charles Carroll Goodwin
James Frederic Green
Francis Asbury Hammond
Charles Henry Hart
Samuel Hood Hill
John Daniel Holladay
Joseph Alonzo Hyde
Anthony Woodward Ivins
Wm. F. James
Joseph Loftus Joley
Frederick John Keisel
William Jasper Kerr
James Nathaniel Kimball
Richard G. Lambert
Christen Peter Larsen
Theodore Belden Lewis
James Paton Low
Anthony Canute Lund
Karl G. Maeser
William H. Maughan
George Parcust Miller
John Riggs Murdock
Joseph Royal Murdock
James David Murdock
Jeremiah Day Page
John David Peters
James Christian Peterson
Wm. B. Preston
Alonzo Hazelton Raleigh
Franklyn Snyder Richards
Brigham Henry Roberts
Joseph Eldredge Robinson
Willis Eugene Robison
John Henry Smith
George B. Squires
Harrison Tuttle Shurtliff
Edward Hunter Snow
David Brainerd Stover
Hiram Hupp Spencer
Charles Nettleton Strevell
Charles William Symons
Ingwald Conrad Thoresen
Joseph Ephraim Thorne
Samuel R. Thurman
William Grant Van Horne
Charles Stetson Varian
Heber M. Wells
Noble Warrum, Jr.
Orson Ferguson Whitney
Joseph John Williams
By order of the Convention, May 8th, 1895.
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The earliest form of a “carriage” can be traced back to the chariots of Mesopotamia around 3,000 BC, where were simply two-wheeled basins meant for a few people and pulled by one or two horses. These early designs were light and quick, making them ideal for warfare with Egyptians. Fast forward to 1915.
When was horse cart invented?
The cart, usually drawn by a single animal, is known to have been in use by the Greeks and the Assyrians by 1800 bc (although it is generally assumed that such vehicles could have been used as early as 3500 bc as an extension of the invention of the wheel). Horse-pulled cart.
Who invented horse carriage?
The earliest recorded sort of carriage was the chariot, reaching Mesopotamia as early as 1900 BC. Used typically for warfare by Egyptians, the Near Easterners and Europeans, it was essentially a two-wheeled light basin carrying one or two passengers, drawn by one to two horses.
When were horse-drawn carriages used?
Among the first horse-drawn vehicles was the chariot, invented by the Mesopotamians in about 3000 B.C. It was a two-wheeled cart used at first in royal funeral processions. Then army commanders decided chariots would be a great way to surprise the enemy.
When were horses no longer used for transportation?
Short answer: In the US, between 1920 and 1939, depending on the area. It took about 23 years to fully replace the cheap buggy, starting from when the Model T was made in volume in 1916, to the end of the Great Depression in 1939, (which had hurt new car sales and gas sales).
Which cars logo is horse?
With that in mind, the world’s renowned luxury car marque, Porsche has built its iconic car logo with a horse. Established in 1931 by Ferdinand Porsche, Porsche is well-known for its high-performance sports car that becomes legends. Porsche’s car logo is quite iconic.
How did buckboard get its name?
In the early 20th century, as horse-drawn vehicles were supplanted by the motor car, the term ‘buckboard’ was also used in reference to a passenger car (usually a ‘tourer’) from which the rear body had been removed and replaced with a load-carrying bed.
What is a one horse carriage called?
One-horse shay, also called cheer (for chair), or whisky (because its light weight enabled it to whisk about), open two-wheeled vehicle that was the American adaptation of the French chaise.
How much horsepower does a horse have?
While it is true that the maximum output of a horse is around 15 horsepower, when you average the output of a horse over the course of a work day it ends up being around a horsepower. Watt defined this amount as “the amount of work required from a horse to pull 150 pounds out of a hole that was 220 feet deep”.
What connects a horse to a carriage?
Horse harness is a device that connects a horse to a vehicle or another type of load. There are two main categories of horse harness: (1) the “breaststrap” or “breastcollar” design, and (2) the collar and hames design.
How much did a horse cost in 1908?
Most of the nineteenth century a trail horse was 10–15 dollars, a saddle 20–50 dollars.
Why are horse-drawn carriages cruel?
Making horses pull oversized loads like carriages is cruel. Horses are forced to toil in all weather extremes, dodge traffic, and pound the pavement all day long. They may develop respiratory ailments because they breathe in exhaust fumes, and they can suffer debilitating leg problems from walking on hard surfaces.
Did horse carriages have brakes?
A brake (French: break) was a horse-drawn carriage used in the 19th and early 20th centuries in the training of horses for draft work, or an early automobile of similar body design. … When automobiles were first developed, the term “brake” was also applied to those with bodies similar to a horse-drawn brake.
Who is faster a horse or a car?
Let’s compare speeds:
How did cars replace horses?
Automobiles replaced horses largely because of pollution, and now automobiles are one of the leading cause of the planet’s Co2 pollution and other serious problems.
How much did a wagon cost in the 1800s?
It was costly—as much as $1,000 for a family of four. That fee included a wagon at about $100. Usually four or six animals had to pull the wagon. Oxen were slower, but held up better than horses or mules. | <urn:uuid:ecf73c88-7266-40d5-8133-7ea9d4d6a62b> | {
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Value of Education: How Education Affects Earning Power
Students determine monthly earnings based on a weekly salary. They make spending decisions based on available income and observe how post high school education affects income.
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3rd - Higher Ed 21st Century Skills | <urn:uuid:e98adfe7-afd7-45e4-9667-84623bc9a188> | {
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There are all types of patterns. This handout describes a variety of these patterns and how to assess children’s increasingly sophisticated knowledge of this important mathematical domain.
Diane begins by removing the interviewer’s blocks; she does not need to see the original pattern in order to extend it. It's interesting to listen carefully to what Diane says as she creates the pattern. Each time, she emphasized the word yellow and then follows it with a softer intonation of purple. One possible reason for this is that she saw YELLOW–purple as a basic pattern unit to be repeated (AB) and that she was not simply alternating yellow and purple (A, B). Both strategies lead to successful extension of the pattern, but alternation (A, B, A, B…) and repetition (AB, AB…) are different mathematical ideas. (Note that alternation works only if two units are involved. If there are three or more, as in the case of AAB, you must repeat the basic set AAB to continue the pattern.)
At this point in the interview, Ben was finishing the pattern closer to him. I then asked him to close his eyes. Identifying the missing element is very different from continuing a pattern. Ben could find what was missing in at least two ways. One would be simply to remember what was in the missing spot and the other, to analyze the sequence of elements within the pattern. Ben seems to solve the problem not by memory but by reasoning that since there are two birthday hats, a frog has to be in the middle.
Here’s another example. After Diane created her long pattern, Diamond asked her, “Can you tell me how you knew what to do?”
Like Meredith, Diane essentially repeats the statement that the blocks form a pattern. Both children show us that explanation of a pattern is by no means easy, as is the case with adults too.
Finally, let’s consider a more abstract task involving simple patterns. An alternating pattern involving dogs and basketballs was on the table, and I asked Ben to make a similar pattern using the new elements, frogs and party hats. “Can you do it the same way like this [the dogs and basketballs]?
Ben carefully constructs the alternating pattern, extending it as far as is possible given the number of cards. He uses the same rule of alternate elements to create the party hats and frogs sequence that was used to create the dogs and basketball arrangement. For him the alternation rule is abstract: it is not limited to specific objects.
Meredith was also able to do an equivalent pattern, this time involving ABB ABB.
To solve the equivalence problem, both Ben and Meredith had to think abstractly. They had to realize that two patterns can be the “same” even when they differ in appearance. Abstract thinking involves going below the surface to discover an underlying rule or structure. Of course, there are limits to young children’s abstract thinking. What would have happened if Meredith had been asked to create the same pattern with blocks and dolls? The differences between the blocks and dolls are so great that she may not have been able to solve the problem. Despite this, when they created equivalent patterns, Meredith and Ben used at least the beginnings of abstract thinking.
Even simple patterns, like ABAB, are more complex than we usually think. To understand a pattern, children have to:
- extend it,
- analyze it,
- explain it,
- and create equivalents.
Each of these involves thinking, and explanation involves language, too. Even more interesting and complex are Patterns of Counting Words. | <urn:uuid:42dcd457-4dde-4411-af41-3cb3d15cc0ae> | {
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English pronunciation guides can be very confusing and difficult to read. Next to a word in the dictionary are some strange-looking symbols. For example, you may be in a classroom or meeting where you cannot use your cell phone or. Well, it's nice to meet you too. Now, the word 'meet' ends in the sound /t/, and the word 'you' begins with /j/, don't they? Or do they? Listen again. meet. view main entry for meet noun /miːt/. British English pronunciation: meet View American English pronunciation of meet. Pronunciations of related words.
I grew up with my mom saying this to me, and I think this answer bugged my clients as much as it did me as a child. As I put more thought into how my clients could better identify the correct pronunciation of new words, I began to realize the important connection between reading and speaking. We actually need to go back to phonics.
Pronunciation: MEAT and MEET | WordReference Forums
Phonics teaches the correlation between our letter system and the sounds each letter or group of letters can produce. Phonics programs have become very common in schools as a means to help children learn how to read. By learning common patterns used in English spelling, you can have a better chance of pronouncing a new word correctly.
Unfortunately, there are not a lot of phonics classes offered for adults, and phonics is taught even less than pronunciation which is already under-represented in English language classes. So how can an adult go about learning how to pronounce new words correctly?
Here are a couple ways you can become more aware of English spelling patterns. Listen and read at the same time. Pronunciation is a skill which is learned by listening.
You learn how to say a new word when you hear someone else say it first.
It's "PRE-rog-ah-tiv," like precognition. Supposably While "supposably" is a word, it doesn't mean what you think it does. Nuclear Despite George W. Asterisk This one you really want to get right, because it can, in fact, make you look ignorant if you get it wrong. There's no "x" at the end of this word--it's true to its "k. Larvae Chances are, your science teacher got it wrong, but your Latin teacher got it right, since Latin is where it comes from.
Jewelry This time we tend to cut out a syllable that's actually there. Zoology The correct pronunciation here is going to sound crazy, but it's true: Often In English, there are many words that contain silent letters. It's supposed to be "OFF-en. Sherbet You've probably been adding an "r" here since you were able to swallow sherbet.
Niche While commonly mispronounced "nitch," this word comes from the French word nicher, which means to nest. Accordingly, the correct pronunciation is "neesh.
How do I pronounce new words correctly?
Celtic It turns out we've all been calling the Boston Celtics by the wrong name. Chicanery The word itself means "trickery" or "deception," and its pronunciation is obligingly tricky. Bruschetta That delightful Italian dish of grilled bread with garlic, olive oil, and tomatoes actually takes a hard "r. Forte The technically correct way to say this sounds so wrong that it may not be worth doing. | <urn:uuid:fd578d73-b319-43af-babe-f32da860b0b0> | {
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How do you remember the classrooms where you spent your formative years? If you're picturing a teacher writing on a chalkboard while kids sit in neat rows, it's time for a refresher course. Not only is that chalkboard a relic from yesteryear, but so are many of the old-school approaches to teaching and learning. Even parents are taking on new roles in today's changing classrooms.
For good reasons, schools across the country are making the shift to 21st-century learning. If you're a parent of school-aged children, you've likely heard this phrase. Today's students need to master a new set of skills that will prepare them for the challenges and changes ahead. Being ready for college and careers means not only learning important academic content, but also knowing how to collaborate, think critically and creatively, and use technology tools to communicate.
Rote learning and memorization won't help students become nimble, creative thinkers who can work well with others. Instead, schools that embrace 21st-century learning are creating opportunities for students to practice these critical skills through technology-rich experiences. Project-based learning gives students a chance to solve real-world problems while learning what it takes for teamwork to work well.
To help parents get a better picture of what effective 21st-century learning looks like, Edutopia has just published a free guide. A Parent's Guide to 21st-Century Learning is available to download at no cost.
Along with examples of engaged learning from elementary, middle and high schools, parents will also find suggestions for new ways they can get involved in their children's learning. If you think volunteering at school means bringing cupcakes or chaperoning field trips, you may be in for a surprise!
Here are just a few examples:
- If you're a parent who travels occasionally, arrange to Skype with your child's classroom and offer a parent-on-the-street report or tour from another part of the world. Skype is a free service that uses the Internet for voice or video conferencing. Many teachers use Skype in the Classroom to find partners for projects that extend learning beyond the school and even across time zones.
- In schools that are involved in project-based learning, students often need to consult with outside experts. Volunteer for this role and share what you know. It's a short-term way to connect with the classroom. In the process, you'll get a better appreciation for the deep learning that takes place during challenging projects.
- Find out if your child's school uses collaborative tools like Edmodo, Google Apps or wikis. These technology tools offer parents a window into classroom activities. Some teachers even invite parents to comment on students' blogs. Ask teachers how you can use online tools to connect with students.
- Start a discussion group at your school to help fellow parents understand how education is changing -- and how they can help. You might plan a book talk or host a screening about a film that focuses on new ways of learning. Check the parent guide for suggested resources to help you learn more.
Finally, we hope you'll join the Edutopia community to learn more about what's new and exciting in public education. You can take part in ongoing discussions about what works in education and connect with teachers and parents from across the country. Visit Edutopia groups or visit our new Parent group on Facebook. | <urn:uuid:f75e2cb0-f0a9-4195-91ac-5896ce14e883> | {
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Fiberoptic endoscopy entered the realm of practicality in February 1957 when Basil Hirschowitz passed the first prototype instrument down his own throat and, a few days later, down that of a patient. Hirschowitz began work on the “fiberscope” in 1954 when he was on a fellowship with Marvin Pollard at the University of Michigan. After reading an article by Hopkins and Kapany describing recent advances in fiberoptics, Hirschowitz visited the authors in Britain and discussed the application of fiberoptics to endoscopy. Over the next three years, Hirschowitz and his associates in Ann Arbor, physicist C. Wilbur Peters and his student, Larry Curtiss, devised a makeshift, but effective method of drawing out their own glass fibers. In late 1956 Curtiss succeeded in producing the glass-coated fiber with the optical qualities required for the fiber bundle of a gastroscope. Following the demonstration of the new fiberscope incorporating this advance in 1957, Hirschowitz collaborated with ACMI (American Cystoscope Manufacturing Inc.) to produce a practical instrument. Finally, in October, 1960, Hirschowitz received the first production model, and presented it in Lancet, confidently asserted that “the conventional gastroscope has become obsolete on all counts.”
Basil Hirschowitz examining a
This instrument diminished patient discomfort by enhancing flexibility and by reducing bulk. Notable endoscope refinements of the late 1960s and early 1970s included re-positioning of lenses for wider field of vision, addition of channels for biopsy forceps, suction, air, or water, and four-way controlled tip deflection.
Fiberoptic technology transformed gastrointestinal endoscopy in ways even more profound than its most ardent advocates might have imagined. Endoscopic procedures become safer and hence more commonplace, and virtually no region of the gastrointestinal tract remained unexplored. William Haubrich, editor of Gastrointestinal Endoscopy, recalled that “improvements in endoscopic design were so numerous and rapid during the early 1970s that one could hardly purchase a new instrument and become acquainted with its use before that instrument was rendered obsolete by a new model.” The expanding diagnostic capabilities of endoscopy were soon complemented by new therapeutic applications, including colon polypectomy with a wire loop snare (1971), cannulation of the pancreatic duct (1972), removal of biliary stone (1975), and placement of feeding tubes by gastrostomy (1979). The range of technical developments in gastrointestinal endoscopy was so extensive across a broad front that John F. Morrissey was prompted to claim that “I think we are approaching a plateau in instrument development.” This conclusion proved premature, but nonetheless conveys the amazement that Morrissey and his fellow gastrintestinal endoscopists felt when surveying the recent instrumental development of their field. Indeed, fiberoptic technology spread rapidly from gastroscopy to colonoscopy, bronchoscopy, and other endoscopic domains. | <urn:uuid:6140dc85-1c74-45e7-b18e-0d3b30128027> | {
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Walking in Venice you see amazing palaces rich in history, you see the canals, the boats and all the wonderful environment of the city, but have you ever asked yourself how Venice was built??
It’s unbelievable !!!
The foundations of Venice’s palaces follow the same system of indirect foundation: think of a swamp ; you have to solidify the zone and then put wooden pointed knotty and short poles until you find a hard and compact layer of clay in the soil, called caranto which is located at a dozen meters below the surface soil layer of the lagoon.
The piling of the poles is carried out according to multiple alignment, along the strip where the perimeter walls will be built, supporting most of the building.
But how many poles are there in the Venice foundations?
The answer is simple : millions of poles!
And where did the Venetians get these poles? It was necessary to deforest many areas of Cadore and Istria.
Venetians chose trunks of firs, oaks and larches that arrived through the rivers in Venice.
But…what about palaces and bell towers that are crooked? Have you ever seen them?
They are crooked because sometimes there was subsidence of this system of balance.
But how old is this system?
Many poles were put down, more or less, in the age of Columbus and the discovery of America (about 500 years ago!!!) and they are still in good condition… how is it possible?
The secret is in the mud : bacteria that decompose wood are unable to act because the oxygen is missing. So mud has protected poles from bacteria and water corrosion.
If you like this item share it with your friends and discover Venice with us.
If you have questions write us to [email protected]
See you soon, | <urn:uuid:78d25863-66de-44e5-9e77-2be8b210084a> | {
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* Load is given in academic hour (1 academic hour = 45 minutes)
COURSE GOALS: Introduction to technical standards, basics of Descriptive Geometry, axonometric representation, orthogonal projection and cross section.
LEARNING OUTCOMES AT THE LEVEL OF THE PROGRAMME:
1. KNOWLEDGE AND UNDERSTANDING
1.3. demonstrate a thorough knowledge and understanding of basic concepts in techniques
2. APPLYING KNOWLEDGE AND UNDERSTANDING
2.2. identify and describe important aspects of techniques and their applications
3. MAKING JUDGMENTS
3.2. develop clear and measurable learning outcomes and objectives in teaching based on curriculum goal
3.3. reflect on and evaluate their own practice of teaching
4. COMMUNICATION SKILLS
4.1. communicate effectively with pupils and colleagues
5. LEARNING SKILLS
5.1. search for and use professional literature as well as any other sources of relevant information
LEARNING OUTCOMES SPECIFIC FOR THE COURSE:
Upon passing the course on Technical Documentation 1 the student will be able to:
1. enumerate basic standards in the field of technical drawings and recollect numerical quantities of the most important elements introduced;
2. analyse and decompose complex body to primitive bodies and make proper freehand isometric sketch of the complex body;
3. graphically solve basic metrical problems (plane to plane section, point to plane distance, line perpendicular to plane);
4. graphically produce true cross section area of a primitive body sectioned with projection plane of the first or the second kind.
5. make or recognize a cross section of a simple body with a given plane.
1. Introduction, accessories for Technical Drawing
2. Technical standards and standardisation: lines, lettering, paper sizes, scales.
3. Technical standards and standardisation: lines, lettering, paper sizes, scales.
4. Introduction to Descriptive Geometry. Basics: projection of a point, line segment, line.
5. Determining true length of a line segment generally positioned in space. Determining adjacent angle between a line and a plane.
6. Projecting planes. Lines parallel to plane trace. Lines perpendicular to plane trace.
7. Rotating planes about plane's trace. Side view.
8. Cross section of a body with a general plane.
9. Determining true cross section area.
10. Basic terms and definitions of a projection according to ISO 128.
11. Basic terms and definitions of a projection according to ISO 128.
12. Section kinds.
13. Application of sections.
14. Axonometric representation.
15. Isometric representation.
Exercises and seminars are following lectures by content.
REQUIREMENTS FOR STUDENTS:
Students must attend lectures and exercises, solve home assignments, make at least 10 freehand isometric drawings of a given objects, solve at least 50 percent of two written preliminary exams each, solve one design assignment and complete the exercise book (projections and isometric representation).
GRADING AND ASSESSING THE WORK OF STUDENTS:
Grading and assessing the work of students during the semesters:
* Two written preliminary exams
* Home works (prerequisite)
* Freehand isometric drawings
* Exercise book
Grading at the end of semester:
* Oral presentation of a design assignment (20 percent of the final grade)
Contributions to the final grade:
* 50 percent of the grade is carried by the results of the two written exams
* 10 percent of the grade is carried by the average result for 5 freehand isometric drawings
* 20 percent of the grade is carried by the result of design assignment and oral presentation
* 20 percent of the grade is carried by the result of the exercise book
Final grade "excellent" can not be awarded if any of the partial grades is equal to "sufficient".
- Z. Herold: Inženjerska grafika, Inženjerski priručnik, Školska knjiga, Zagreb, 1994.
M. Opalić, M. Kljajin, S. Sebastijanović: Tehničko crtanje, Zrinski d.d., Čakovec, 2003.
Z. Herold, D. Žeželj: Inženjerska grafika - Metodička vježbenica, FSB, Zagreb, 2005.
- Koludrović: Tehničko crtanje u slici s kompjuterskim aplikacijama, Autorska naknada Koludrović Ć. I. R., Rijeka, 1997.
K. Horvatić- Baldasar, I. Babić: Nacrtna geometrija, Sand d.o.o., Zagreb 2001. | <urn:uuid:7b9cdb43-e167-4189-b9fc-622b87d7bd4c> | {
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In the typical animal food chain, it can be helpful to know where household dogs rank. While the dangers that dogs living in homes face are quite different than other dogs or cousins of dogs out in the wild, there still can be potential predators to dogs. Some of these potential predators may depend on the size of your dog. A hawk, for example, might be able to pick up a Chihuahua puppy but would have a hard time doing so to a Golden Retriever. Much of the concern lies in the size difference between the predator and dog.
An opossum is a common, small animal that can find its way into backyards and fields. They can dig up your well-tended lawn and get into garbages and other areas where they shouldn’t be. Opossums can also pose a threat to your four-legged friend as well. To help you best take care of your dog, here we share the potential danger that can come with having this animal near your dog. While they may not always get along, the interaction still might not end in an attack. Here we’ll also share ways to care for your dog in the context of an interaction with an opossum.
About the Opposum
An opossum is a marsupial that can become fairly annoying fairly quickly when found in your yard. They come in a wide range of species but have many characteristics in common. The opossum is often seen as synonymous with the Australian opossum, which resembles a kangaroo and is much larger. The type of creature you would find in your backyard in North America is called the Virginia opossum. Typically, these animals are shortened to be a possum.
However, scientifically, they should be called opossum. They don’t get that large, with the common opossum reaching a weight of just about 3 pounds and a length of 12 inches. The Virginia opossum is much larger, weighing between 2 and 14 pounds and being anywhere from 14 to 37 inches in length. While they may be known for being destructive, they actually don’t pose much of a threat most of the time. Common behaviors that opossums find themselves getting into include things like tipping over garbage cans or scattering chickens.
Opossums typically are not very aggressive. Their hiss and negative facial expressions are a play at attempting to protect themselves. They are also known for responding in strange ways, such as playing dead. In fact, their personality tends to be much more independent and calm. They are quite passive and are not looking to get in a fight with any other animal. They may be wandering around looking for food or simply just living their life.
More Dog Questions: Can You Be Allergic To Dogs And Not Cats?
Opossums Near Dogs
While they may be annoying, these marsupial creatures don’t pose a significant danger to you or your dog in terms of an attack. While they look vicious with their large teeth and beady eyes, their bark is typically worse than their bite. However, that does not mean that they still don’t pose some risk to your dog’s physical health. Here we share some situations in which an opossum can be dangerous for dogs. While possums may look menacing with their large teeth and dark eyes, they are actually quite docile creatures who do not enjoy confronting others, especially when that animal is bigger than them.
What about their large teeth? If an opossum feels threatened or scared, they may bare their teeth in an attempt to scare the potential threat away. Rather than attacking, they may even choose to play dead rather than put up a fight. In this reaction, they can actually cause themselves to be temporarily paralyzed and release an odor that indicates their mortem status. They also tend to feel much more vulnerable when they are by themselves and not surrounded by others. However, there are rare cases in which attacks can happen.
These attacks can certainly pose harm to your dog, especially if your dog is a much smaller size. Opossums may also be more likely to attack puppies. If your dog instigates a fight with an opossum, there is the possibility of the opossum fighting back. When that decision is made, their bite can be deleterious for a dog, even when acting out of self-defense. It is often their last resort to protecting and defending themselves. When they do bite or fight back, their scratches and bites can be quite painful. They have sharp claws that can tear at skin and leave open wounds.
However, compared to other larger wild animals, the opossum is a minor threat. A smaller dog may be at a higher risk for harm than a larger dog as well. Keep in mind that opossums are wild animals. They have not been trained or socialized to know how to behave or interact well with other creatures. Therefore, they act out of their own natural behavior and tendencies, as well as previous experiences. That’s why they may respond with playing dead, in which they seem paralyzed for a short period of time.
What to Do If an Opossum Attacks Your Dog
If your dog has been attacked by or bitten by an opossum, it’s important to act quickly. While there is a low likelihood of severe damage, it’s helpful to assess the situation to see any other lingering effects. The opossum bite may look like two incisors that are spaced a ways apart. Be sure that your dog does not eat the opossum. While this may not be relevant for all dog breeds, hunting dogs may be tempted to take a bite.
As opossums can carry diseases, they mustn’t nibble on what they’ve caught. Once the opossum has been removed from the situation, either from running off or terminated, assess the health of your dog. Notice any areas of blood or open sores that have been exposed. Determine how severe it is and clean out the area as effectively as possible with water and a washcloth. With physical cuts, you’ll also want to be on the lookout for diseases that could have passed from the opossum to your dog. In this case, you’ll also want to bring them in to visit the veterinarian.
More Dog Question: What To Do if Male Dog Leaves Odorless Wet Spot?
Opossum Diseases to Dogs
Aside from physical attacks, there is also the concern of sharing what the opossum might have on them, including ticks or other diseases. Despite what many may think, opossums don’t usually carry rabies. While many other rodents their size can carry it, they tend to be more resistant to carrying this condition, and therefore is at a lower risk of spreading it to your dog. This can bring great peace of mind if your dog has had an encounter with an opossum and you suspect that the opossum had a disease.
Diseases that you should be on the lookout for are transmittable bacteria infections and other easily passed conditions from opossum to dog. Parasites can also be passed from one animal to another, so you’ll want to be sure to monitor their health very carefully if you suspect anything out of the ordinary. Leptospirosis is a bacterial disease that can be passed from opossum to dog easily. Other diseases include things like tuberculosis or other worm-related diseases like trichomoniasis.
These conditions should certainly be avoided and prevented at all costs. If you suspect anything out of the ordinary with your dog’s health following an interaction with an opossum, connect with your veterinarian as soon as possible. Beyond an actual bite, what an opossum leaves behind can also have the potential to contain pathogens that can make your dog sick. Their saliva, urine, and poop can all maintain things like parasites or other bacterial infections you want to avoid for your dog.
Conclusion For “Are Opossums Dangerous To Dogs”
While the risk of an attack is low, it’s still important to keep your dog away from any possum interaction. Despite the calm and docile personality of the opossum, the interactions typically don’t fare well for either the dog or the opossum. Keep them apart from each other for best outcomes for both your dog and the opossum, and you in keeping your backyard a lovely place to be without animals chasing each other. Take care of your dog and watch over them as you let them out outside.
If you notice them chasing any rodents or an opossum, be sure to check out the situation immediately. It may not be the best idea to use your dog to catch an opossum that has been hanging out in your yard. Instead, use an opossum trap and let them out safely in another location where they can’t return. In any case, it’s better than the opossum is given space if not caught right away. Eventually, they are bound to leave the area at some time or another.
Choosing to confront the opossum may make the situation much worse for either you or your dog. It’s also beneficial to prevent opossums from entering your yard in the first place. Keep doors and fences locked, and don’t leave food out for a long period of time. You may even consider using a homemade repellent to keep opossums out if they are particularly troubling in your area. Using dog hair or crushed garlic can help deter opossums from coming into your yard. Overall, opossums do not pose a serious risk of an attack on a dog. However, these creatures also shouldn’t be welcomed into the yard with ease.
For more helpful dog questions, you can check out:
To learn about the dangers of this animal, watch “How Aggressive Are Opossums” from Lost Beetle down below:
Andy is a full-time animal rescuer and owner of a toy doodle. When he’s not saving dogs, Andy is one of our core writers and editors. He has been writing about dogs for over a decade. Andy joined our team because he believes that words are powerful tools that can change a dog’s life for the better.
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At We Love Doodles, we’re a team of writers, veterinarians, and puppy trainers that love dogs. Our team of qualified experts researches and provides reliable information on a wide range of dog topics. Our reviews are based on customer feedback, hands-on testing, and in-depth analysis. We are fully transparent and honest to our community of dog owners and future owners. | <urn:uuid:9d792908-31e7-4e11-b417-a60cea4ef735> | {
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Pinus echinata: Shortleaf pine, yellow pine
The Commonwealth of Kentucky has four native pine species --
- Pinus echinata
- Pinus strobus
- Pinus rigida
- Pinus virginiana
Today, we'll take a brief look at Pinus echinata, and we'll look at the other three in the future.
|Yellow pine sapling. Photo by Jason Sturner 72.|
The names "shortleaf" and "shortstraw" are a bit misleading. The needles of Pinus echinata can grow up to 5 inches long!
Pinus echinata is a native tree of 21 states, mostly in the southeastern United States. It has been logged extensively, so it is not as common in the Kentucky woods as it once was. Shortleaf pine is used for plywood and wood pulp, as well as for lumber.
|Yellow pine on a rocky slope|
Photo by cm195902
Pinus echinata can grow up to 100 feet in height or even more, in a favorable location. It doesn't do well in calcium-rich, higher pH soils.
In Kentucky, yellow pine's preference for an acidic soil explains why it grows mostly in our eastern highlands. There it finds a home in well-drained, sandstone-based (sandy) slopes and valleys with mildly to moderately acidic soil. In the Bluegrass region and western Kentucky, our soils are often limestone-based, thus less acidic and less hospitable to yellow pine.
You can identify Pinus echinata by its needles which occur in bundles of 2 (or sometimes 3). Its cones are egg-shaped, up to 2-1/2 inches in length. Each scale on a mature cone of shortleaf pine has a pointy little prickle.
In Trees & Shrubs of Kentucky, Mary E. Wharton and Roger W. Barbour write,
A mature yellow pine is altogether noble in aspect. Its tall straight trunk with a map-patterned bark stands in unquestioned dignity bearing a lofty crown of slender branches. It is handsome in parks and large lawns, and in such places it should be planted more frequently.
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An arc welding electrode is a tool that is used in the process of arc welding to generate an electric arc. The arc welding electrode can be used as a positively charged anode or can even serve as a negatively charged cathode. The most common types of arc welding electrodes are the wire electrodes and a rod electrode.
During arc welding, the intense heat is required so that you can melt the metal through an arc welding. The purpose of the arc welding electrode is to generate an arc that is responsible for fusing the metals. The arc is actually the result of melting the arc welding electrode and the actual metal where the arc formed will be mechanically guided along the area to establish a joint.
Most welding processes will require an arc welding electrode that is useful for the manufacture of steel products. The arc welding electrode is inexpensive. You need these amazing electrodes if you need efficiency. It delivers a Perfect weld, and the metals will be equally fused. Both professional and the beginners use the arc welding electrode in their work for it serves just like any other welding tool! You can also get it and join the team enjoying the benefits of the arc welding rod. | <urn:uuid:664c7bc5-1595-494d-a76f-bf6a723a94ba> | {
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and several blogs ago the large reptile tree nested the theropod dinosaurs Guanlong and Dilong (Fig. 1), not at the base of the Tyrannosaurus clade, but at the base of the Allosaurus and Sinocalliopteryx (Fig. 2) clade.
Prior to these taxon additions,
there were no long-snouted mid- to large-sized theropods in the large reptile tree other than Sinocalliopteryx, a feathered theropod with a kinked snout. Now we add two more.
long-snouted Suchomimus (Fig. 3) and the short-legged, aquatic, giant Spinosaurus (Fig. 3) nests them both unambiguously with Sinocalliopteryx, The naris had not yet migrated posteriorly in Sinocalliopteryx, but the snout was already filled with long strongly curved teeth. And we see a hint of a nasal crest, narrow cranium, etc.
When we first discussed Sinocalliopteryx
in the summer of 2014, its feathers and a lack of many other theropodss allied it with birds. Now with the addition of more theropods, like Suchomimus and Spinosaurus (Fig. 4), along with the realization that feathers were plesiomorphic for dinosaurs, a new phylogenetic picture comes into focus.
the earliest known members of the spinosaur clade are represented by Late Jurassic teeth. Sinocalliopteryx and Dilong help fill that gap with more bones.
Speaking of more bones
Neither Suchomimus nor Spinosaurus preserve the circumorbital region and cranium. The related taxon, Irritator (Fig. 5) does preserve these regions and little else, and so is often used in chimaera restorations of spinosaurids.
Several traits set this clade (spinosaurids + Sinocalliopteryx) apart from other theropods:
- narrow cranium with wide jaws
- pmx/mx notch for dentary fangs
- cranium descends posteriorly
- snout tends to lengthen
- skull not < 1.2 x wider than tall at orbit
- posterior maxilla ascends lacrimal
- nasal develops parasagittal crest (smaller than in Guanlong)
Nest spinosaurids with
- Baryonyx derived from the abelosaurid Berberosaurus + Coelophysis (Cau et al. 2015).
- Megalosauroidea derived from a sister to Monolophosaurus (Wikipedia) which likewise as a median nasal crest, like Guanlong.
which are all still in the same branch of the theropod tree.
Ibrahim N et al. 2014. Semiaquatic adaptations in a giant predatory dinosaur. Science 345 (6204): 1613–6.
Ji S, Ji Q, Lu J and Yuan C 2007. A new giant compsognathid dinosaur with long filamentous integuments from Lower Cretaceous of Northeastern China. Acta Geologica Sinica, 81(1): 8-15.
Sereno PC, et al. 1998. A long-snouted predatory dinosaur from Africa and the evolution of spinosaurids. Science 282 (5392): 1298–1302. | <urn:uuid:218eb622-a50e-4e67-a458-8cf8d1ccd7cb> | {
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Parenting jean piaget (1896-1980) and erik erikson (1902-1994) were psychologists with surprisingly parallel careers both piaget and erikson were his theories came after freud's and build on freud's original work both of these psychologists have some common similarities and some differences as. Similarities & differences between piaget & vygotsky theories compares the developmental learning theories of piaget and vygotsky the video was made for a graduate education class at texas the theories of akers and bandura seem to overlap in some ways, but they are while i am. Erikson's theory differs from piaget's theory in the sense that it covered the entire lifespan rather than childhood and adolescent development erikson's eight stages of psychosocial development that had roots in freudian theory, is a development that is a lifelong process in which he stressed the.
Piaget's cognitive developmental theory essay jean piaget's theory of cognitive development graphic of the stage theories of kohlberg, erikson, and piaget these are the theories from three different theorist put together so you cans see the similarities and the differences. Bandura - social learning theory by saul mcleod email icon published 2011 in social learning theory albert bandura (1977) states unlike freud and piaget, erikson's theory of development focused much more on social interactions while most of us agreed that children do become. Jean piaget's theory of cognitive development: piaget's theory is based on stages, whereby each stage represents a qualitatively different type of thinking criticism on moral development theories of piaget, kohlberg, and bandura and providing a new model for research in iranian students' moral. Erikson and maslow's theories are similar in that they both focus on social and personality i think piaget's theory is important, because i feel it constituted a more hands-on approach to learning the psychologist, albert bandura, proposed a theory that bridged the gap between all other theories.
Piaget and vygotsky approach learning in different ways piaget observed in detail how children's learning works, but he didn't highlight the role of a mentor or a teacher vygotsky's theory, on the other hand, doesn't observe the actual mental development. Bandura's social-cognitive theory the social-cognitive theory proposed by albert bandura (1925- ) has become the most influential theory of learning and development similar to sigmund freud, but unlike piaget, erikson believed that personality develops in a series of stages that are predetermined. Dr lisa moyer at eastern illinois university narrated powerpoint presentation on bandura and erikson's theories of development for fcs 5850. Similar stages there are similarities in both theories in the ages at which children reach a stage and regarding the sequence of life events piaget's first stage takes place during a child' first two years, while erickson's first stage describes the first year during the sensorimotor stage, piaget says.
Sno similarities jean piaget lev vygotsky 1 learning is solitary social 2 what drives development maturation , conflict enjoyment from others, motivates more learning 3 role of language thought drives language language drives thought 4 role of biology. Freud erikson skinner bandura piaget vygotsky bronfenbrenner gardner gesell maslow • connectionism establishes a connection between certain stimuli and voluntary behaviors • bandura's theory known as social learning theory has been renamed social cognitive theory. Answer to briefly describe piaget's and erikson's theories about the stages of development explain the differences and similarities between the two theorists in how they approached development explain whether piaget's and erikson's explanations of social and moral development are applicable. Differences between erikson & piaget by mark filipowich updated april 18, 2017 both jean piaget and erik erikson formed important theories on childhood development jean piaget (1896-1980) and erik erikson (1902-1994) were psychologists with surprisingly parallel careers.
Define stage theories theories that propose that development progresses in discrete, qualitatively distinct steps or stages that are reached in a set order who was piaget and what was his theory - jean piaget (1896 - 1980) - believed we build an understanding of our world and develop our. Documents similar to similarities & differences between piaget & vygotsky theories - child psychology skip carousel. Piaget and erikson have many similarities but as children start going to different stages they start having many differences one important thing they agree on was that children should start being independent in the beginning of their life however, piaget believed that children should have limited.
What is piaget theory jean piaget was a swiss biologist turned psychologist who discovered the first systematic theory of cognitive development this theory focuses on the organisation of intelligence and how it changes as children grow. Freud's psychosexual theory and erikson's psychosocial theory share some similarities and some key differences learn how they compare comparing erikson's vs freud's theories similarities and differences between freud and erikson. Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence.
The similarities between all three authors are listed below vygotsky, piaget, and bandura vygotsky's and piaget's tradition most researchers working within the piagetian framework focused on achieved results, but some turned piaget's theory has a contextual approach only to certain degree. Piaget, erikson, and bandura share some similar ideas and concepts within each of their theories for example, they each suggest that in some way although the theorists share some similarities, they focus on different aspects of child development piaget focuses on the child's abilities and. Erikson, piaget, kohlberg theories approximate age ranges freud (psychosexual) erikson (psychosocial) piaget (cognitive) vnsg 1400 although erikson describes two extreme resolutions to each crisis, he recognizes that there is a wide range of outcomes between these extremes and that. Piaget, skinner, vygotsky, bandura, pavlov, watson, and bronfenbrenner freud: psychosexual theory: emphasizes that how parents manage their superego (conscience) develops between ages 3-6 erikson: psychosocial theory: emphasized that in addition to mediating between id impulses and. | <urn:uuid:86b0b1ea-736b-41ce-b4db-04d076e1d33c> | {
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- What is the SI unit of force?
- What is the formula of time period?
- What does equation of time mean?
- What is frequency of a pendulum?
- What is SHM equation?
- What is the shortest unit of time?
- What is the formula of time period of pendulum?
- What is dimensional formula?
- How do you calculate time period of oscillation?
- What is the unit of time period?
- What is meant by a simple pendulum?
- How do you calculate oscillation?
- What is K in oscillation?
- How fast is a jiffy?
What is the SI unit of force?
The SI unit of force is the newton, symbol N.
The base units relevant to force are: The metre, unit of length — symbol m.
The kilogram, unit of mass — symbol kg.
The second, unit of time — symbol s..
What is the formula of time period?
The formula for time is: T (period) = 1 / f (frequency). λ = c / f = wave speed c (m/s) / frequency f (Hz). The unit hertz (Hz) was once called cps = cycles per second.
What does equation of time mean?
: the difference between apparent time and mean time usually expressed as a correction which is to be added to apparent time to give local mean time The Equation of Time is the difference between your local apparent solar time, when the Sun crosses your meridian, and local mean solar time, which is the average rate of …
What is frequency of a pendulum?
A Pendulum is a weight (bob) that swings back and forth. Frequency is how many times something happens in a certain amount of time—like how many times a pendulum swings back and forth in 30 seconds.
What is SHM equation?
Simple Harmonic Motion or SHM is defined as a motion in which the restoring force is directly proportional to the displacement of the body from its mean position. … The acceleration of a particle executing simple harmonic motion is given by, a(t) = -ω2 x(t). Here, ω is the angular velocity of the particle.
What is the shortest unit of time?
zeptosecondsScientists have measured the shortest unit of time ever: the time it takes a light particle to cross a hydrogen molecule. That time, for the record, is 247 zeptoseconds. A zeptosecond is a trillionth of a billionth of a second, or a decimal point followed by 20 zeroes and a 1.
What is the formula of time period of pendulum?
The period of a simple pendulum is T=2π√Lg T = 2 π L g , where L is the length of the string and g is the acceleration due to gravity.
What is dimensional formula?
Dimensional formula is an expression for the unit of a physical quantity in terms of the fundamental quantities. The fundamental quantities are mass (M), length (L), and time (T). A dimensional formula is expressed in terms of powers of M,L and T.
How do you calculate time period of oscillation?
Calculate the period of oscillations according to the formula above: T = 2π√(L/g) = 2π * √(2/9.80665) = 2.837 s . Find the frequency as the reciprocal of the period: f = 1/T = 0.352 Hz .
What is the unit of time period?
secondsThe unit for time period is ‘seconds’. Frequency and time period are in a reciprocal relationship that can be expressed mathematically as: T = 1/f or as: f = 1/T. Orbital period is the time for something to go round (orbit) something else.
What is meant by a simple pendulum?
: an ideal pendulum consisting of a point mass suspended by a weightless inextensible perfectly flexible thread and free to vibrate without friction —distinguished from physical pendulum.
How do you calculate oscillation?
Calculate the time of one oscillation or the period (T) by dividing the total time by the number of oscillations you counted.
What is K in oscillation?
Definition: A simple harmonic oscillator is an oscillating system whose restoring force is a linear force − a force F that is proportional to the displacement x : F = − kx . The force constant k determines the strength of the force and measures the “springiness” or “elasticity” of the system.
How fast is a jiffy?
In astrophysics and quantum physics a jiffy is, as defined by Edward R. Harrison, the time it takes for light to travel one fermi, which is approximately the size of a nucleon. One fermi is 10−15 m, so a jiffy is about 3 × 10−24 seconds. | <urn:uuid:6d2431e4-c442-4aba-8df7-3f10ceb9ac23> | {
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Home > Flashcards > Print Preview
The flashcards below were created by user
on FreezingBlue Flashcards
. What would you like to do?
What date was the Army flag dedicated?
14 June 1956 (it was approved 12 June 1956)
What is the oldest part of our Army?
The Army National Guard (In December 1636, the Massachusetts Bay Colony organized America's first militia regiments, some of which still serve today in the Army National Guard.)
When did the US Army begin?
June 14, 1775
Who was the first commander in Chief of the Continental Army?
When was the start of the Revolutionary War?
19 April, 1775
What was the Declaration of Independence signed?
July 04, 1776
The Army received it's first real training from what former Prussian Officer at Valley Forge in the winter of 1778?
Baron Fredreich von Steuben
What did Baron Fredriech von Steuben teach the Continental Army at Valley Forge?
- He taught the Continental Army:
- -A simplified but effective version of the drill formations and movements of European armies.
- -Proper care of equipment.
- -The use of the bayonet (a weapon in which British superiority had previously been marked).
- -He impressed upon officers their responsibility for taking care of the soldier.
- -Taught NCOs how to train and lead those soldier.
What is the name of the document that originally governed the United States and was later replaced by the "Constitution"?
The Articles of Confederation
The nation nearly doubled in 1803 when it purchased a huge expanse of territory from France in what became known as what?
The Louisiana Purchase
Who was one of the most prolific writers of the early 19th century and would be the author of "The Army Regulations of 1821", the first written regulation by the Army since the publication of Baron von Steuben's "Blue Book"?
General Winfield Scott
What were some of the areas covered in "The Army Regulation of 1821"?
- -The Hand Salute
- -How to conduct a march
- -How to make a good stew for the company
What is the bloodiest war in American history?
The Civil War with the death of over 600,000 Americans on both sides.
When and where did the Civil War actually begin?
The Civil War began in April of 1861 when South Carolina militia forces fired on Fort Sumter in Charleston Harbor.
The Union defeat at the First Battle of Bull Run showed the need for more what?
More thorough preparation and for more soldiers.
President Lincoln's Emancipation Proclamation on 22 September 1862 freed the slaves in any areas still under Confederate control as of what date?
01 January 1863
Congress authorized the creation of the Medal of Honor on what date?
12 July 1862
Who received the first Medal of Honor ever awarded?
Private Jacob Parrott, Company K, 33rd Ohio Volunteer Infantry on 25 March 1863
The Battle of Gettysburg started on what date?
01 July 1863
General Lee surrendered his Army on what date, marking the end of the Civil War?
09 April 1865
Who was the only female to receive the Medal of Honor?
Dr. Mary E. Walker
Congress declared war on Spain on what date?
25 April 1898
When did World War I begin?
What event sparked the start of World War I?
A Bosnian separatist murdered the Archduke Francis Ferdinand of Austria-Hungary and his wife during a visit to Sarajevo.
On 23 February 1917 the British turned over to the US Government an intercepted note from the German foreign minister to the German ambassador in Mexico. In the note were instructions to offer Mexico an alliance in the event of war with the United States and promising that Mexico could regain what?
Texas, New Mexico and Arizona.
On what date did President Wilson ask Congress to declare war on Germany?
02 April 1917
The Armistice ended the fighting at the 11th hour of the 11th day of the 11th month of 1918. Known for many years as Armistice Day, what is it now called in the United States?
One result of WWI was the creation of what International body roughly similar to the United Nations of today?
The League of Nations (it was envisioned as a forum where disputes could be settled peacefully)
National Defense Act of June 4, 1920 governed the organization and regulation of what until 1950?
On what date did the Japanese attack Pearl Harbor?
07 December 1941
The Women's Army Corps was created in what year?
When was D-Day?
06 June 1944
Just after dawn on D-day, the 1st, 4th, and 29th Infantry Divisions assaulted what beaches?
Utah and Omaha
President Truman authorized the use of two atomic bombs against Japan, destroying Hiroshima and Nagasaki on what dates?
- Hiroshima - 06 August 1945
- Nagasaki - 09 August 1945
The National Security Act of 1947 was a sweeping reorganization of the US military. What did it establish?
- -Department of Defense
- -Air Force
What year marked the start of the Korean War?
In early of what year did President Johnson begin a process of escalation that put 184,000 American troops in South Vietnam by year's end?
What is the longest war in US History?
The Vietnam War
After a US Marine was shot in 1989 in Panama, what Operation was launched?
Operation Just Cause
General H. Norman Schwarzkopf and his Saudi counterpart sent their multinational ground forces across the border into Iraq in late February of what year?
On what date did the United States enormous support from the global community, respond to the attacks on September 11th, 2001 with attacks on the al-Qaeda network and the Taliban-controlled government of Afghanistan that was supporting it?
07 October 2001
With a coalition that included Great Britain, Australia, Poland and 44 other nations, the United States began offensive military operations to remove Saddam Hussein from power and liberate Iraq on what date?
20 March 2003
When was Saddam Hussein captured?
13 December 2003
What would you like to do?
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A group of 10 buildings designed by Frank Lloyd Wright (1867-1959), widely considered to be the greatest American architect of the 20th century, have become the first works of modern architecture nominated by the United States to the United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage List.
The buildings—Unity Temple in Oak Park, Illinois; Frederick C. Robie House in Chicago, Illinois; Taliesin in Spring Green, Wisconsin; Hollyhock House in Los Angeles, California; Fallingwater in Mill Run, Pennsylvania; Herbert and Katherine Jacobs House in Madison, Wisconsin; Taliesin West in Scottsdale, Arizona; Solomon R. Guggenheim Museum in New York City; Price Tower in Bartlesville, Oklahoma; and Marin County Civic Center in San Rafael, California—were built between 1906–1969 and chosen for their significance in the development of modern architecture. They are the most iconic, fully realized and innovative of more than 400 existing works by Frank Lloyd Wright. Each is a masterwork and together they show varied illustrations of “organic architecture” in their abstraction of form, use of new technologies and masterful integration of space, materials and site. All have been designated U.S. National Historic Landmarks. Continue reading | <urn:uuid:cd0a4ec6-ed16-4e51-a01c-b112edb8e26a> | {
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Learning a second language is a valuable skill that can provide many benefits. It opens up new opportunities, expands cultural understanding, and enhances cognitive development. We’ve previously talked about the methods parents usually use to raise bilingual children. Bilingual French children’s books are a great resource for children who are learning French, as well as for French-speaking children who want to develop their skills in their mother tongue. In this blog post, we’ll explore some of the best French children’s books that are available on the market today.
The Cat in the Hat in English and French (Le Chat Au Chapeau)
This is a classic children’s book that has been translated into many languages, including French. The bilingual version of the book is perfect for young readers who are learning French or for French-speaking children who want to practice their reading skills. The book features the lovable character of the Cat in the Hat, who takes children on a wild adventure filled with fun and mischief.
The Little Prince: A French/English Bilingual Reader
Le Petit Prince is a beloved French children’s book. The bilingual French edition of the book is a great way to introduce children to the story of a young prince, a boy who travels from planet to planet in search of friends and adventure. The book has beautiful illustrations and features simple language that is easy for young readers to understand. It also comes with an audiobook CD!
Am I small? Je suis petite, moi ?: Children’s Picture Book English-French
Fly, Little Bird – Vole, petit oiseau: Bilingual
This is a great bilingual children’s picture book for young children learning English or French. The story follows a shy little bird who wants to fly but is too afraid to do so. Through problem-solving, cooperation, and teamwork with other birds, the little bird is able to overcome his fears and take to the skies. The story is simple and suitable for early age learning, and the colorful illustrations are engaging for kids.
The Fabulous Lost and Found and the little French mouse
This book is a fun and effective way to introduce young children to the French language. The “Story-powered Language Learning Method” seems like an engaging and innovative way to teach children a new language. It’s a blend of English and French that tells a story and also teaches over 50 French words and phrases. However, it doesn’t tell you what the French words mean, so it’s best for a native French speaker to teach their kids.
French-English Picture Dictionary
This is a great tool for parents raising bilingual children or for those who want to introduce their children to French vocabulary. With its 350 illustrations of familiar objects, the dictionary makes learning French fun and easy for little kids. The dictionary also provides the phonetic spellings of French words, which is helpful for parents who may not speak French fluently themselves. The words in the dictionary are grouped by themes, which helps teaching French words that are related to each other.
Children’s Stories in Dual Language French & English
This book offers a collection of 10 fantasy stories for kids, specially designed to be read in both English and French. This allows children to learn new vocabulary in both languages and helps to boost their reading and listening skills. The book comes with downloadable audio in both French and English, which allows children to follow along as they read or listen to the audio with their parents. This makes the bedtime routine fun and exciting for both parents and children. It’s perfect for bilingual families!
Bilingual Fairy Tales in French and English: A Story Collection from Charles Perrault and James Planché
This book is a collection of 10 classic fairy tales written in both French and English. The stories are written in a mix of dialogue and description, which can help children learn new vocabulary and grammar structures naturally. In addition to the written stories, the book also comes with an audio in both French and English. While this might be for more advanced learners and older children, it’s also great to have something to play to your bilingual child as a bedtime audio.
Bilingual French children’s books are a great way to introduce children to the French language and culture. They could of course also be used the other way around for french children to learn English. They provide an engaging and interactive way for young readers to learn and develop their language skills. The books listed above are wonderful bilingual French children’s books that are available on the market today. So why not pick up a few and start exploring stories in both English and French?
As your kids get older they might even want to read some full on French books or French comic books. It’s also worth noting that TV shows in French can help them learn French, too. And of course conversation. | <urn:uuid:eb2e447c-766c-44aa-897e-04f868dda85c> | {
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Memories of the conflict may have been fading by this point, but even decades after the defeat of the Confederacy ended legal slavery, Black Americans continued to experience pervasive racism. This was true both legally – through Jim Crow laws in the South and other forms of state-sponsored segregation in the North – and in racist attitudes that persisted, even among self-proclaimed progressives.
Washington, despite being far from the Civil War battlefields and having aligned with the Union before gaining statehood, was no exception.
Weigle appeared to carry those attitudes with him into Millersylvania State Park, where he was dismayed to find dozens of young Black men. “Although they appear to be above the average in intelligence,” he wrote in a memo afterwards, “it is unfortunate that we must have them at any park.”
The Black men in question were not picnickers or campers. In fact, a recreational gathering of that many African Americans at Millersylvania would have been virtually unthinkable at that time – the 1930 census had recorded only 32 African Americans living in all of Thurston County, where the park is located.
Rather, the men were Weigle’s own employees, members of Civilian Conservation Corps (CCC) Company 1232. They had been brought in to help develop the swampy, forested lands along Deep Lake, which had been donated to the agency a decade earlier, into a modern recreational paradise. They had been at the park for one week.
Later that morning, during a previously scheduled meeting, the State Parks Committee discussed Weigle’s findings. The Committee, the relatively new agency’s governing body at that time, was made up of three high-level state government cabinet members: Ernest N. Hutchinson, the Secretary of State; A.C. Martin, the Commissioner of Public Lands; and Otto A. Case, the State Treasurer.
Hutchinson and Martin formulated a plan to address the “negro situation,” as they deemed it. A letter would be written to Martin Smith, a Democrat representing Washington’s 3rd congressional district, where Millersylvania was located, “asking him that [the Black CCC workers] be placed where they would not come in contact with people visiting the parks.”
The committee then wrote a separate letter to the state’s five other congressional representatives to call their attention to the letter written to Mr. Smith. Meanwhile, the camp superintendent agreed to develop a separate bathing beach for the Black enrollees and noted that “effort would be made to segregate them as much as possible.”
Similar events played out across the United States in the months following the establishment of the CCC and the deployment of thousands of work camps filled with young, unemployed men to every corner of the country.
Successive generations of American progressives have looked to the New Deal as inspiration for how the powers of government can be harnessed to tackle vast social and environmental problems. The CCC, popularly remembered as “Roosevelt’s Tree Army,” enjoys a particularly lofty status. In addition to addressing unemployment, it is credited with creating a model for national service utilized by later programs like the Peace Corps and AmeriCorps, and helped establish countless national and state parks.
But in recent decades, historians have chipped away at the New Deal’s progressive legacy, pointing to overt policies of discrimination and segregation. Despite early efforts to guard against unfair treatment of its participants, the CCC faltered in this regard as well. Events in two of Washington’s state parks – pieced together from limited surviving state and national documentation of their development – reveal how the progressive aims that guided the CCC's approach to matters of race early on soon came undone.
A fast response
By any measure, the CCC came together rapidly. Elected president at the height of the Great Depression, Democrat Franklin Delano Roosevelt took immediate action to address mass unemployment. About 25% of the labor force was out of work.
On March 9, 1933, five days after his inauguration, Roosevelt outlined a plan to employ 500,000 young men in conservation work. Twelve days later, a final draft of the bill for “The Relief of Unemployment Through the Performance of Useful Public Work and for other Purposes” was presented to the U.S. Senate and House. Roosevelt requested a fast response.
Congress had not been consulted on the bill and it generated contentious reactions on both sides of the aisle, but especially from organized labor, which objected to the paltry $30 monthly wage and the proposed role of the Army in the recruitment of enrollees and supervision of the camps – an arrangement that drew comparisons to the fascism of Hitler’s Germany. Though greatly outnumbered, Republicans also voiced strong opposition to giving the federal government the power to set such low wages.
To ensure a speedy vote and provide a degree of political cover for Congress, the Senate struck the controversial provisions from the bill and amended it to simply give the president the authority to enact the program as he saw fit “under such rules and regulations as he may prescribe, and by utilizing such existing departments or agencies as he may designate.”
This change proved sufficient to ensure the legislation’s passage. Roosevelt signed the bill on March 31 and established the CCC by executive order on April 5, 1933.
The program took shape much as Roosevelt had originally envisioned. The CCC would be administered through cooperation among four agencies: The Department of Labor was responsible for recruiting and selecting enrollees, specified as single men between the ages of 18 and 25, especially those whose families were receiving welfare.
The Army was initially charged with transporting, feeding and clothing the young men, the last of which they did using surplus World War I uniforms. (Their role soon expanded to constructing and operating the camps, as had been feared by some critics of Roosevelt’s initial proposal.) The Department of Agriculture and the Department of Interior were responsible for selecting the camp locations and projects and supervising the work.
There would be up to 200 enrollees per camp serving for six months at a time. They would be paid $30 per month, with $25 of their wages being sent to their families if they were receiving public assistance. In addition to vocational instruction gained on the job, enrollees would have the opportunity to receive formal education (many had dropped out of school to help feed their families). Roosevelt said that he wanted 250,000 men enrolled by summer.
The Democratic leadership of the Senate and House had emphasized the emergency nature of the measure throughout the legislative process, and sought to minimize amendments as they guided it toward passage. However, Oscar DePriest, a Republican from Illinois and the only Black representative in Congress, managed to add language stipulating the program be implemented without discrimination “on account of race, color, or creed.” This clause would prove impactful, although it was enforced unevenly at best.
It would fall to Robert Fechner, a Tennessee-born labor leader whom Roosevelt picked to head the CCC, to implement Representative DePriest’s amendment.
Fechner’s solution was simply to allocate 10 percent of the available placements to African Americans, a figure that matched their percentage within the overall population. This approach ignored the fact that the unemployment rate for African Americans was nearly double the national average.
Further complicating matters was the delegation of enrollee recruitment to state and local government officials, an action deemed necessary to meet Roosevelt’s ambitious enrollment targets. Particularly in Southern states, local selection agents actively excluded African Americans from the program.
In Georgia, for instance, where they made up 36 percent of the population, not a single African American applicant was accepted in the first months of the CCC’s operation. Florida also initially failed to enroll any non-White applicants, “on the basis of merit,” according to its state director. Eventually, the threat from federal CCC administrators to withhold funding managed to convince Southern officials to begin enrolling African Americans, although still at numbers far lower than their share of the population.
At the outset, most African American CCC enrollees were placed in segregated companies. This was not an official policy, but it reflected common practice at the time. However, in some Northern states, African American enrollment was so low that full 200-man companies could not be formed, necessitating the creation of integrated companies. At least two of these companies were sent to state parks in Washington.
While records show only two integrated CCC companies in Washington — at Millersylvania and Rainbow Falls state parks — photographs taken in September 1934 show at least two different African American enrollees at work at Saltwater State Park. (Courtesy of Joe Mackovich/Washington State Parks and Recreation Commission)
Parks in need
In 1933, when the CCC was established, Washington’s 20-year-old state park system was in disarray. After the formation of the State Parks Committee in 1913, the agency had experienced a period of tremendous expansion, growing from a mere 31 acres in 1919 to nearly 10,000 acres spread across 27 properties by 1929.
Governor Roland Hartley, a Republican elected in 1925, had presided over much of this growth. In the spring of 1929, he brought the progress to a resounding halt by vetoing the agency’s entire budget. This decision was not about economics – the national unemployment rate was barely over 3 percent and the Great Depression wouldn’t begin until August. Rather, it was philosophical.
“These parks were set aside in order to preserve some of the natural beauty spots untouched by civilization and the greed of man,” he argued. “They were never intended for tourist camps and amusement parks.”
On April 1, Washington’s state park system shut down. Hartley vetoed the entire state parks budget again in 1931. By that point, unemployment was approaching 16% and America was spiraling into the Great Depression.
The 1932 general election brought a new governor to Washington, along with the transformative change taking hold on the national stage. In February 1933, governor Clarence Martin, a Democrat, restored the state parks budget, and substantial aid from the federal government soon followed.
With the restoration of its budget, the State Parks Committee moved quickly to hire a new superintendent to manage the agency. Weigle, a career Forest Service official who was then supervisor of Snoqualmie National Forest, was selected for the role.
The agency had spent the past four years without any paid employees, but Roosevelt’s CCC gambit changed that. By the end of June, Weigle had more than 1,000 enrollees and camp supervisors at work in five parks. In two years’ time, 12 camps had been established at 11 parks.
The impact of the corps
The CCC was a comparatively small program within Roosevelt’s massive New Deal. Its effect on America’s public lands, however, was immense and lasting – especially in the West, where the majority of federal land was located and several states were making efforts to start or expand their own park systems.
The work of the CCC in Washington extended far beyond the state park system. As was the case nationally, the majority of camps were located in national forests, where enrollees fought fires, planted trees and constructed amenities for visitors and staff. More than half a dozen camps operated at Mount Rainier National Park, employing more than 1,000 young men at peak periods.
Enrollees greatly expanded the popular park’s trails, campgrounds and day-use areas; built the iconic Chinook Entrance Arch; and added a village of rustic staff residences at Longmire that are still used today. Similar work occurred at Olympic National Park, including construction of the park’s administrative office in Port Angeles. The CCC’s impact on Washington’s state park system cannot be overstated.
Even before Gov. Hartley’s veto years, Washington’s state parks had limited facilities of varying quality. Many parks functioned like rest stops for motorists taking advantage of the state’s rapidly expanding highway system. Without modern roads, parking areas and campgrounds, visitors would simply drive their cars onto open lawns and beaches and set up camp. This caused significant resource degradation.
The projects undertaken by the CCC brought organization and professionalism to the state park system. Each camp was overseen by staff from the National Park Service (NPS), who helped plan the developments and instituted the agency’s signature “rustic” design approach, which required that park improvements blend in with their surroundings and utilize local materials like stone and logs.
Amenities were clustered to minimize impact to the natural environment and specifically designed to meet the needs of two distinct user groups: overnight automobile campers and day-use visitors. Trails and roads were built to connect different areas of the parks. Construction work was led by local craftsmen who guided enrollees in skills like masonry, blacksmithing and carpentry.
The resulting structures – kitchen shelters, picnic tables, drinking fountains, restrooms, caretaker’s residences and bridges among them – are instantly recognizable for their distinct design aesthetic.
In addition to the CCC, other New Deal public works programs geared toward unemployed adults, such as the Public Works Administration (PWA) and the short-lived Civil Works Administration (CWA), helped develop more than a dozen state parks, including Sacajawea State Park near Pasco and Schafer State Park north of Elma.
After nine years, when the New Deal work relief programs were sunsetted, they had collectively transformed Washington’s state park system into one of the nation’s finest, with thoughtfully designed amenities capable of handling the state’s swelling population.
An integrated company
On May 24, 1934, 84 new CCC enrollees from New York and New Jersey arrived at Millersylvania State Park where Company 1232 had been stationed for the past year. Among them were 51 African Americans, whose arrival effectively doubled Thurston County’s Black population. About a month earlier, 28 African Americans from Illinois had joined Company 1633 in Doty, a small logging town in the Willapa Valley, to work at Rainbow Falls State Park.
Little is known about the activities and experiences of the Black enrollees at these camps. They barely register in the scarce reports and memos that remain from this era of the agency’s development.
Surviving documents indicate these workers were assigned to work in the kitchen at Millersylvania and were segregated from the other enrollees, who were out working on construction projects in the park and learning important vocational skills from the local craftsmen employed to supervise the work.
No Black enrollees appear in the dozens of photographs taken by the NPS that year documenting the progress the company made building roads, bridges, trails, picnic shelters, a caretaker’s cabin and floats for a bathing beach on Deep Lake, which the Black enrollees would be prohibited from using.
Yet other photographs, and a 1986 interview recorded with a former supervisor at the Rainbow Falls camp, suggest that white and Black enrollees there worked side by side, although the barracks were segregated.
“We got along pretty well with them,” said Joe Mackovich, a woodsman from Pe Ell who oversaw bridge construction at the park. “All our fellows were from Chicago, and when they’d come they’d bring them in by train at that time, and they would weigh them and some of them would weigh maybe 105 to 110 pounds. And in six months’ time you wouldn’t believe it – a lot of them weighed 165-170 pounds.”
Weight gain was a common experience for enrollees across the country and a testament to the level of destitution during the Great Depression. A central focus of the CCC was “building men,” a phrase meant both literally and figuratively.
Mackovich describes supervising mixed crews on brush-clearing projects and teaching them to sharpen axes. “I would lay out so much work – then you can goof off for the rest of the day. And boy I’ll tell you, they would really work.”
An apparent point of friction between Mackovich and the Black enrollees he supervised was his habit of referring to them by their skin color. “You had to call them by their name,” he recalled. “They were very touchy on that subject.”
The letter the State Parks Committee reportedly sent to Representative Smith requesting that Black CCC workers at Millersylvania be kept away from park visitors may have had the intended effect. After completion of their first six-month term of service, the Black enrollees at Millersylvania were sent back to Camp Dix, a United States Army post in New Jersey used as a CCC training and logistics center, for reassignment. It appears the Rainbow Falls contingent exited at this time as well.
The October 19, 1934 issue of the Millersylvania Grapevine, the camp’s enrollee-published newsletter, offered a cheerful, albeit patronizing, farewell message to the so-called “Cotton Club” under the heading Bon Voyage.
“It is seldom that a ‘mixed’ company of whites and negros gets along together as this company did during their stay here,” the writers declare. The Black enrollees are lauded for their talents – both social and athletic – and for their work on the kitchen crew; that this posting was intended to keep them out of public view goes unsaid.
Particular praise is given for the enrollees’ obedience, a common point of emphasis in the Army-run camps. “By their respect for this order of things the colored boys won the respect of everyone in camp.”
The conflict over integrated CCC companies within Washington’s state parks mirrored events taking place nationally. In the first months of the CCC’s operation, as both the segregated camps and a handful of integrated camps were dispatched across the country, complaints from local officials and citizens soon poured in.
Fechner quickly bent to the pressure. “Whether we like it or not, we cannot close our eyes to the fact that there are communities and States that do not want and will not accept a Negro Civilian Conservation Corps company,” he wrote in a letter to an Ohio Senator. “This is particularly true in localities that have a negligible Negro population.”
In 1934, Fechner issued a directive that no Black enrollees could serve outside their home state and that any currently doing so be promptly sent back for reassignment, an order that likely triggered the return of the Black enrollees at Millersylvania and Rainbow Falls. He then mandated a formal policy of segregation.
The newly formed all-Black companies were sent to remote locations far from urban centers, many of them in remote Forest Service lands or national parks like Glacier and Mammoth Caves. None appear to have been sent to Washington.
These measures drew vocal condemnation from civil rights organizations, who pointed to the language prohibiting discrimination in the legislation that established the CCC. The National Association for the Advancement of Colored People complained directly to Roosevelt, and Fechner was instructed to respond.
In a letter to the organization’s president, Fechner replied that “segregation is not discrimination” and further that “enrollees themselves prefer to be in companies composed exclusively of their own race.” He did not mention the fact that the decision had been a capitulation to the prejudices of local communities, and Roosevelt declined to intervene. Approximately 250,000 African Americans ultimately served in the CCC.
Off the record
In the mid-1980s, Washington State Parks interpretive staff began an effort to capture the stories and ephemera of aging CCC members who had served in Washington’s state parks and other sites across the state and nation. It was a tremendous undertaking that yielded a vast collection of photographs, documents and artifacts donated by ex-enrollees and CCC alumni organizations across America. At least 35 interviews with CCC participants were recorded, resulting in more than 100 hours of tape.
The culmination of this work was the 1989 grand opening of the Civilian Conservation Corps Interpretive Center at Deception Pass State Park, timed to coincide with the Washington State Centennial. A handful of enthusiastic ex-enrollees, then in their 70s and 80s, assisted with the construction work needed to convert a CCC-built bathhouse at Bowman Bay into a museum that tells the story of the CCC’s accomplishments in Washington and across the United States.
The State Parks staff who conducted the interviews were aware that Black enrollees had served at Millersylvania and Rainbow Falls, but had little documentation to go on. They asked about the subject when interviewing enrollees and supervisors from those camps.
Aside from Mackovich, the supervisor at Rainbow Falls, the only other participant with direct knowledge of the integrated camps was Art Roundtree, who had been an educational adviser at Millersylvania and another camp nearby in Elma.
Roundtree, only 29 when he took on the role, taught the vocational classes that were common to all CCC camps and maintained a library of donated books for enrollees to check out. Some of them were only then learning to read and write. During the taping, when the topic of African American enrollees comes up, Roundtree starts to respond before catching himself. “Our company commander, well, this isn’t – you got the tape on?”
“Yeah,” the interviewer replies. “You want me to turn the tape off?”
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Dental health, as we know, it has a farther reach on overall health than most people give it credit for. So much so that it goes beyond human health. As it turns out, dentistry also has an impact on another aspect of our lives—the environment. Unfortunately, it’s not exactly a good one. In fact, researchers have called for better waste management in dentistry as a result of its environmental impact.
Your typical dental practice, in particular, serves as a source of hazardous waste that makes its way into landfills and water sources. The use of metals like mercury, lead, and silver in dental amalgam is a common pollutant and a toxic one at that. Left unsupervised, these metals can run off into waterways, which could reach natural bodies of water. Once there, this wastewater could wreak havoc on the surrounding ecosystem and poison the neighboring species.
Plastic is another unfortunate by-product of the dental health industry, in no small part due to their use in dental products. Whether it’s your disposable toothbrush or your well-worn toothpaste tube, these items usually end up in a landfill since they’re hard to recycle. Worse still, they don’t stay there for long. Some discarded dental products even find their way into the ocean, choking and poisoning the surrounding wildlife.
Waste management in dentistry, then, is quickly becoming a pressing concern—particularly as the current climate crisis draws ever more urgent. What can dental professionals and those in the oral care industry do about this, then?
Be accountable for the waste you produce
The first step to intentional waste management in dentistry is knowing how much waste you actually produce. Not all dental practices are the same, after all. Taking into consideration how much hazardous waste your office provides, after all, isn’t just a necessary wake-up call. It’s also a way to target your best—and worst—waste management practices, and build a strategy regarding what you find.
If, for instance, you find that your patients often request for dental amalgam fillings, you might want to look for alternatives that don’t require a lot of heavy metals. Or you might want to see whether your disposal methods are leak proof. Regardless, it’s an excellent way to strategize around your dental practice’s strengths and weaknesses.
Make way for eco-friendly alternatives
Now that know the top pollutants in dentistry, finding more eco-friendly options can help you cut down on the waste you produce. Including this in your waste management practices has a two-fold effect. For one, environmentally friendly options tend to reduce the amount of waste you generate from the get-go. For another, any waste they produce is biodegradable. This means they can safely disintegrate without causing a negative impact.
Fortunately, some companies have taken to creating eco-friendly alternatives, making them easier to purchase. Manufacturers, then, might be kind enough to follow suit as part of a more thoughtful push towards waste management in dentistry.
If you can’t help it, dispose of your tools the right way
Unfortunately, with the way manufacturing is done nowadays, we might still be seeing heavy metals and plastics in dental products in the future. But while they’re unavoidable, the next best thing is to know how to dispose of them.
Use your leak-proof amalgam separators when throwing out broken fillings. And make sure you segregate your plastic toothbrushes and toothpaste tubes properly. These management practices will mitigate any chances of them hurting your underwater buddies or a pedestrian on the street. | <urn:uuid:79fed793-9aa6-485a-ae4c-cb020faef099> | {
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Reading head start is the best choice. Teaching your child to read from an early age can benefit your child in a number of ways: neurologically, psychologically, linguistically and socially. It has even been reported that children who learn to read early are destined to be more academically successful than those who learn later. But how can you teach your child to read without it draining all your time and energy? When you already have a to-do list as long as your arm, how is it possible to teach a child to read without it being just another chore to add to the list? The answer is easy – Reading Head Start.
Head Start Reading Program
The solution lies in finding a good reading program. And the Reading Head Start program is one of the most highly-rated programs on the market, created by a parent who was dealing with the same issues as you. This interactive reading program is unlike any other reading program available thanks to its unique learning techniques. And there’s no age restriction on this program. If you want to know how to teach a 4-year-old to read or even a 3-year-old, this program has the potential of teaching your child to read in as fast as 30 days.
Keep reading to hear more about the importance of reading for children, what this course can do for your child, the pros and cons of the program, as well as a Reading Head Start review. If you scroll down right to the bottom, you’ll also find a direct link to where you can order.
When do kids learn to read?
The majority of children learn to read by 6 years of age. However, some children learn as early as 4 years old. The truth is, the earlier a child learns to read the better. And if they learn to read before school starts, that’s even better because they’ll have a head start and will be less likely to deal with reading problems. It’s also said that a child who learns to read at an early age is more likely to experience more successful later in life. And who doesn’t want that for their child?
What are the benefits of reading to children?
One way you can help your children develop their reading ability is by reading to them. There is an importance of reading to children because it helps build numerous foundational skills, provides a model of fluent reading, and also introduces vocabulary. If you want your child to be a good reader, one of the best things you can do is read aloud to them. Overall, there are endless benefits of reading to your child. From children reading books to adult reading books, everything is material for a young child’s brain.
How to teach a child to read
Now let’s get to the part on how you can actually teach your child to read. It’s easier said than done. From teaching them the phonetic alphabet to showing them what words mean, teaching a child to read is no easy task and can take up a lot of your time. That’s why many parents invest in a reading program or a reading teacher. But not all of them are worth your money. Some of them make false claims that they can teach your child to read in 100 easy lessons but then when it comes down to it, they can’t live up to their promises. They’re also not always much fun for your child. Seeing as children have a short attention span, it’s vital that a program is fun for a child so that they don’t lose the motivation to learn.
That’s why many parents love Reading Head Start. This reading program is guaranteed to improve your child’s reading ability in a way that is fun and exciting so that your child will never get bored. Scroll down to read more about the program.
What is Reading Head Start?
Reading Head Start is an e-book designed to teach your child to read in a fast and fun way. It was created by Sarah Shepard, a mother herself and an English teacher. She started the course after her 6-year-old son received a poor grade in English. Embarrassed at the fact that she was an English teacher, she instantly searched for research studies in order to find a way to teach her son to read better. Hence the birth of Reading Head Start.
Reading Head Start is a unique process that is broken down into 4 phases. On each phase, you will receive different exercises, reading videos, workbooks, and interactive games. Parents are required to devote 15 minutes of their time to guide their child through the learning phases. And the good news is, you won’t have to fear a restless child. Thanks to the fun learning process, your child will be anything but bored as they work their way through this course. They’ll also be more motivated to complete this course thanks to the certificate of completion that is issued to them at the end of each phase.
This e-book can be downloaded from the website straight into any digital device, from your computer to your smartphone in the PDF format.
Why does it work so well?
Parents are always looking for the best way to teach a child to read. What makes Reading Head Smart so unique is that their techniques can be found nowhere else. So what techniques do they use exactly?
Your child will learn how to develop their vocabulary and communication skills.
When kids learn to read, they experience a boost in confidence and self-esteem. The certificate of completion they’ll receive at the end of each level enhances that experience.
It will improve your child’s social skills and enable them to interact with their peers, as well as other people, which is a vital life skill.
It will help to develop your child’s brain and strengthen brain cells.
With children reading books, phonics games, videos, and reading and phonics worksheets, the Reading Head Start Program includes everything you need to teach your child to read.
What is phonics?
Let us define phonics for you. Phonics is basically the first strategy used to teach children how to read. Once children learn the phonetic alphabet and phonetic symbols, they are able to develop their reading skills and it will also provide them with a genuine love of reading. Phonics is essentially all about sound and what sounds make up words. This enables children to learn to read words, as well as how to spell words.
But Sarah Shepard applies different techniques in her Reading Head Start program. While you will find phonics techniques, Shepard discovered that teaching a child a word by breaking up the letter of each word and then teaching them the sounds of each letter works more effectively.
Advantages of Reading Head Start
Teaching a child to read doesn’t need to be a difficult chore anymore. With the award-winning Reading Head Start program, all you have to do is sit next to your child, press the play button, and the videos will teach you what to do next. You only need to dedicate 15 minutes per day, three times a week, until your child completes all four phases. And you can go through each lesson at your own pace, so there’s no need to rush.
Research has proven that the Reading Head Start program is an effective method of teaching kids to read. It lives up to its promise. Regardless of age, this reading program can enable a child to read in as fast as 30 days.
Learning to read has never been more fun
When you think of teaching your son or daughter to read, you imagine having to spend hours sat next to them each day reading page after page of some now children’s book. With this reading program, that needn’t be the case. Thanks to its interactive games and guides, your child is guaranteed to have fun while learning.
365 Day Money Back Guarantee
If you happen to find yourself unimpressed with this product, you are entitled to ask for a full refund within a year of your purchase. In other words, purchasing the Reading Head Start system is completely risk-free. You have nothing to lose by purchasing this program.
If 15 minutes a day is too much, this isn’t for you
Like with any reading program, this one requires time and commitment. But Reading Head Start requires a lot less time than other reading programs available. You only need to commit to 15 minutes per day with your child, three times per week. But if that is too demanding for you, this reading course is not for you.
Don’t have reliable internet? This reading course is online-based which means all of the games, workbooks, videos, and exercises can only be accessed online in the member’s area. You will be able to download the e-book straight to your laptop or phone, but other parts of the course will need to be accessed online.
What Parents Are Saying About Reading Head Start
Rachel P. Shares her Reading Head Start review here…
It makes reading a lot more fun
My 7-year-old daughter has been dealing with reading difficulties since she started learning to read. A few months ago, she came home from school upset because she said she couldn’t keep up with the other kids at school. That was when I decided to hire a reading teacher. Unfortunately, it wasn’t as effective as I thought it would be. The teacher just didn’t make it interesting enough for my daughter to learn and after a few weeks, I decided to look for another method.
I even tried to teach her myself, using various techniques like interactive phonics games and other teaching reading strategies but we didn’t get very far. Thankfully a friend recommended Reading Head Start to me, which she’d been using for her son which she said worked very well. This program sounded too good to be true. How can a child learn to read in 30 days? It can’t be possible. As you can imagine I was apprehensive at first until I took the risk and ordered it to give it a try.
It was a lot better than I expected and most importantly, fun. My daughter loved this program! Every day when she came home from school she’s hop on to the PC to learn more because she told me it felt more like a game than a lesson. It didn’t take 30 days but within fifty days, I saw a dramatic improvement in her reading and writing. On my daughter’s next report card, she got above average in her class. I couldn’t believe it. Overall, I highly recommend this reading program. Not only is it great for kids, it’s great for parents too because you only need 15 minutes spare. My daughter also loved the certificates she received from completing the levels.
Order your Reading Head Start Course here
Teaching your child to read early in their life could help them become more successful in later life. But how many parents have time to teach their child to read? There must be a faster way…
Reading Head Start is an online reading program designed to teach children to read in a fun and exciting way so that they won’t get bored halfway through the program. No matter how young your child is, this program can assist parents to teach their child to read in as little as 30 days! And they only have to dedicate 15 minutes of their time to the course each day, thrice a week. Even baby reading is possible with this program.
Best Reading Intervention Programs
This program includes worksheets, reading videos, interactive games and exercises. It also comes with the following bonuses (free of charge):
- Reading shortcuts. Make it simpler for your child to progress with the reading shortcuts program.
- Interactive reading games. Designed by top academics, this online game series will enable your child to have fun while they learn.
- “The Fun With Words” book series. The program comes with a free book series designed to make learning to read more enjoyable for kids.
Reading Head Start Reviews
Read real customer Reading-Head-Start reviews.
Is ‘Head Start’ having the meaning to discuss or known?
Why in these days most of the Parents having so worried about the little kids towards ‘Head Start’ activity/program?
Our fellow Indians have the belief that a child can start her functioning (including ‘head starts’)even at the time of mother womb. In this regard, we have a peach of evidence in our “Puranas, Ishihara’s and Upanishads.
Discussions with a child ‘head start’ and the reasons for the worry of the parents relating to ‘head start’ is having 100% meaning in these days of present living context.
Easy Reading Learning for Children
As we are all aware that a child at the age of 0-5 years is 90% creative rather than that of an attained age men or women. During the age, a child is showing interest in recognizing and memorizing the surrounding environment, things, and people associated with him/her.
What is the right Method for Head Start?
In this context, what is a right method, which could be more apt to generalize on a child ‘head start’
But the context of ‘head start’ is prominent at the age of 2 and 5 years of age.
This is the finest age group of a child. During this age group, a child could able to ‘leasing the mother language, grasping of the phonetics of the language and start the imitation. I personally feel this is the right age to make child literacy not only in his/her mother tongue but also in English. Because English is the language, it is having the universally accepted status across the world.
The 2 to 5 years age group is a crucial age group of a child’s life, during the age group a child’s mental ability to recognize the ‘items its shape, color’ is simply amazing. For that reason, every parent should take initiation and spend his/her time with the child.
The parent who could spend a valuable time with his/her child is having two benefits. Firstly, the parent gets the child’s attention and acquainted with his/her psychology that in turn leads to planning for a better way for his/her ‘head start’ the process. Secondly, the child got an advantage of an effective ‘head start’, which makes him/her more efficient in years to come.
How to design the best Model for Head Start of a Child?
Here is the question how a parent can design the best ‘head start’ program for his/her child. It is very simple to an get answer to this question.
Initially, a parent should acquaint with the child psychology and start with a small way. It means that, at the beginning of the ‘head start’ activity, the parent can show the ‘picture of alphabets’, and its related picture. For example, to make about the alphabet in English – ‘A’, the parent can show the picture of ‘A’ and other picture having the word start with the Alphabet ‘A’. Here the parent should have a need to spell the alphabet and the word as many times as possible in regular intervals in a right manner.
This type of action can work on the subconscious mind of the child and it will record properly and it, in turn, makes the child to memorize and reproduce the same.
Awareness about the Reading Head Start of a child between the parents is an important issue in the present context of life molding of a child. There is no doubt an apt Head Start of a child will definitely help in the building of his/her career in the future.
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Reading Head Start Reviews:
A Unique And Effective Technique
As a mother, I wanted to give my two sons a head start in life by teaching them how to read before they start school. So I started reading various articles on the internet on how to teach reading in kindergarten but unfortunately, the methods were hard to get my head around. As a busy mom, I don’t have the time to be sitting beside my children day and night reading to them and teaching them how to read. That’s what sounded so great about the Reading Head Start reading program.
A Great Thing For Parents
It’s not one of those programs in which you’re obliged to watch over your child for hours on end. You literally only need to dedicate 15 minutes of your time to each lesson – the rest you can leave to your child. My two sons loved this reading program. I think what made it so interesting for them is its unique learning technique. The program included reading worksheets, videos, interactive games and bonus e-books. Unlike any other reading program I’ve discovered, Reading Head Start made it genuinely stimulating for kids. It was great to not have to struggle getting them to sit down for the program.
All I can say is that it’s one of the best learn to read programs I’ve found. The reading lesson pdf is also an interesting part of the program. In fact, there’s nothing uninteresting about this course. And it’s already got my sons to start reading without me telling them to. Only yesterday, one of my kids picked up a book from the bookshelf and started reading it for pleasure. It just goes to show that this program taught my kids a lot and most importantly, installed in them a love for reading. I would recommend this program to any parent seeking a fast and effective route to teaching their child to read.
Read Reading Head Start Reviews
Perfect For Struggling Readers
My son really struggled with reading until I purchased this children’s reading program. It has some amazing reading strategies for struggling readers and my son enjoyed the entire program thoroughly. He especially loved the certificate he received upon completion of each phase. What a great idea! It also gives you ideas of fun ways to teach reading, which was useful. Thanks to this program, my son now enjoys reading and I could not be happier about that.
Reading Head Start Customer Reviews
Teaching Your Toddler To Read Is Possible
Most parents want to know the best way to teach a child to read and I wanted to teach my toddler how to read to set them on the path of the best education. I know there are so many benefits of reading to toddlers and I’m very much aware of the importance of reading to toddlers, so that’s what I did. Every evening I sat with my son and read various short stories for kids. I’d even hunted out a reading list for toddlers to find out which ones were best. It wasn’t until a friend recommended Reading Head Start that I considered enrolling in a professional online reading program for my child. Overall, it was a great program but it had a few cons too.
What I Loved
One of the things I really loved about the Reading Head Start program was how user-friendly it was. It’s a dream for busy parents and you can do the course at your own pace. With its videos, worksheets and interactive games, it did a good job at keeping my toddler’s attention. And the best part, they lived up to their promise completely. My son really was able to read after 30 days. We committed to it together and it paid off. He can’t read perfectly of course, but he is able to decipher words and enjoy reading.
What I Didn’t Love So Much
One of the not-so-great things about this program was how I couldn’t find much information about the creator. I would have loved to have found out more about her and maybe even reach out to her. I also think it would have been better if this wasn’t purely an online reading guide because my internet connection isn’t always perfect.
Regardless of the two cons, I was very pleased with this program and don’t regret ordering it for a minute. It really helped my son and I can’t complain about the great price either.
Reading Head Start Online
You Won’t Be Able To Tear Your Kids Away From This Reading Program
If you want to give your child a head start in reading, I highly recommend Reading Head Start. My daughters just completed the program and they loved every moment of it. One of them is 7 years old and the other is 8 years old. While they both can read, they can’t read very well and so his program assisted them with their reading abilities. Before purchasing this program, I looked at a list of reading strategies and methods to teach reading. While they were useful to an extent, I just lacked the ability to keep my kids attention. I think they found my teaching strategies a bit boring. As for the Reading Head Start program, you couldn’t tear them away from it. They loved the online reading games and videos. That’s probably why they learned so much more from this program than from my different types of reading strategies. It was well worth the money!
Reading Head Start Discount
How to teach a 6 year old child to read
After reading about the benefits of reading aloud to children, my wife and I started reading to our six-year-old daughter every night. Apparently, there are many benefits of reading aloud to children, including improving their own reading skills. But we wanted to teach her how to read so she could go grab a book and start reading herself. After searching online, we found some 6 year old reading games for her and she loved them. But we wanted something more. We wanted something that would give her a solid knowledge of reading so she could appreciate reading as a whole and so it would give her a head start for when she started school. My sister told me about a cheap reading program called Reading Head Start. She said she ordered it to help her own child learn to read and that it worked well. My wife and I gave it a try.
A Powerful Reading Method
Our daughter doesn’t have a long attention span so we were very happy that this program was fun and easy for her. She was always happy to complete the reading exercises and particularly loved the interactive reading games for kids in the course. Within the first week of using this system, we saw results. She was remembering everything she learned and she started picking up books around the house. I mean, how many 6 year old reading books do you see? She was turning into a Matilda right in front of our eyes and for that reason, we can’t thank Sarah Shepard, the creator of Reading Head Start, enough.
We Wish It Could Have Been Longer
Don’t get me wrong, this program contained everything you need to teach your child to read. But it would have been great if it were a little longer. It would be fantastic if they could bring out a second part of the course! Maybe something just a little bit more in-depth so we could have taught her even more.
But all in all, my wife and I could not have been more impressed with this program. It worked really effectively and it didn’t require too much of your time either which was a huge bonus. We recommend this to any parent who is looking for an effective and affordable reading program for any child of any age. It’s definitely one of the most effective courses around.
Reading Head Start Code
Helpful For Dyslexic Children
My son is dyslexic and so it’s not always easy to find a way that can make reading easier for him. I’m aware of the importance of reading at home, so I try to read aloud to him as much as possible. But he needed something that would really help him pick up reading. The Reading Head Start program was ideal for him because it wasn’t too intense and allowed him to go at his own pace. It was also fun and interactive which was perfect for his dyslexia. This simple method was so effective in helping my son with his dyslexia. It may not have reversed it, but it has certainly helped a lot.
Reading Head Start Discount Code
It’s A Great System
Reading Head Start is broken down into four different levels which are all designed to help your child master the basic elements of reading. At the end of each level, when your child completes it, they are sent a certificate of completion. Trust me, your kids will love it! This reading program is a really fantastic system.
Great For Busy Parents
All three of my kids completed the program and they all saw clear results from it. It’s also great for parents who are strapped for time because 15 minutes is really all you need to devote to it each day, three times a week. All you need to do is click play and the reading videos will take over.
Effective and Inexpensive
There are so many reasons why reading is important and it helps a lot if you can find a useful reading program that can help to improve your children’s’ reading capabilities. I wanted to leave a Reading Head Start review because parents need to know that there is a program out there that is both effective and inexpensive.
Good Internet Connection is a Must
The only bad thing I’d have to say about this guide is how it’s all totally web-based. It would have been nice to have been able to access the videos without needing the internet and having to access the members area. Other than that, I highly recommend this program.
Reading Head Start Coupon Code
It Makes A Reading Teacher Out Of You
I strongly recommend this incredible Reading Head Start program for every parent who wants their child to develop strong reading abilities. If you want to know how to teach kids to read, the best thing you can do is invest in this program. It really does make a reading teacher out of you.
As soon as you log into the Head Start members area, you’ll have endless interactive reading games available for your child that will keep them amused for weeks! Frankly, this program is like no other I’ve found and believe me, I’ve looked. In fact, I’ve splurged on several different reading programs for my kid but none of them have been so impressive. They only offer the general printable short stories for kids and teaching phonics worksheets. Whereas with the Head Start reading program, you get so much more: easy learn reading videos, fun games, and enjoyable workbooks, as well as free stories for kids.
If You’re Not Happy, You’ll Get Your Money Back
Not many companies offer a 365 day money back guarantee. The Head Start reading program, on the other hand, will refund your money if you’re not satisfied with the program. I didn’t need to request that because I can say that I’m more than satisfied with this service. I give it five stars.
Reading Head Start Coupon
Ideal for parents who don’t have much time
There’s so much research on reading to children and how it benefits them but how many parents have time to sit and read to their child every day? It’s not possible. At least it isn’t for me anyway. I know of the importance of reading to young children and how it helps them to become a better reader. I just don’t have the spare time to actually read to them. So I ordered a reading program called Reading Head Start which is basically an online-based program that is suitable for any aged child.
Filled with videos, worksheets, and fun games, this course makes learning to read fun for kids. On a negative side, you do need to have a spare 15 minutes every day for the program, but that’s a lot better than the time needed in other courses.
In conclusion, this is probably one of the best reading courses you’re going to find for your kids. It’s affordable too!
Real Reading Head Start Customer Reviews
I saw a drastic improvement in their reading skills
The Head Start reading program helped my two children so much when they were struggling with reading at school. They’re only in the first year of school, but both were having trouble learning to read. Within the first 20 days of them both doing this program, I saw a dramatic improvement in their reading abilities. My son said he liked learning through the interactive games and my daughter said the videos helped a lot. In fact, my daughter’s reading improved so much from the course that her report card turned completely around. She was now a good reader. It was such a relief and such a proud moment to see the turnaround. My son still struggles a little bit, but his reading has still improved a lot.
One thing I should tell you is that this isn’t the program for you if you want to be more hands-on with the teaching. The Reading Head Start program allows you to be a teacher but it also only requires a small amount of your time and attention. For me, that was a little bit disappointing. I think I would have preferred to have got more involved rather than letting my child get on with it.
Their method is the best I’ve found
Still, the pros really do outweigh the cons with this reading program. There are many free online reading programs for struggling readers out there, but they’re not worth your time. I have used nearly every reading program out there and only Reading Head Start has shown me that there’s a better method to teach my child to read: their method.
Read More Reading Head Start Reviews
‘Reading Head Start’ as the words indicate, is an educational programme developed by a mother who was also a teacher and mother. I would rather call it is a product developed on the saying ‘ Necessity is the mother of Invention ‘.
A teacher by profession based on her experience with her own child and children during her course of school hours could find out that children needed a better system to learn and speak English. Something different from the methods adopted in schools. She was very serious and carried out research and studies and came out with ‘Reading Head Start’ programme.
The programme seems to be the result of her honest efforts. I would like to add that as the programme is meant for children from age of one year to up to nine years of age, it first starts with making child literate. Say a child of one year age first tries to identify the alphabet and recalls the sound associated with the alphabet.
The Reading Head Start Programme slowly and gradually takes the child to higher levels, from alphabets to small and simple words to bigger and complex words. All the teaching is done via a computer and is interactive in nature. There are also games in the programme to help the child develop and learn and retain the knowledge a better way.
Advantages of the programme as I perceive are firstly the child starts obeying his parents by listening to them to take up this programme. Children also learn basic computer skills and get familiar adaptation to digital devices. They improve upon their attention span, as they see and observe the programme which is unique to them.
Parents have to be with their children and talk to them and spend time with them explaining the program and have to take them through levels. This helps in better understanding between parents and child and also with the programme. It helps build a rapport. I think this is one of the best things for a child in his early age.
Reading Head Start programme is available online for a subscription. Three packages are available presently.
One is Life Time Membership, the Second one is Yearly Subscription and Third is on monthly basis. The yearly subscription program is available at a reasonable price and cost of $ 0.75 per day if you exclude Saturdays and Sundays ( For your weekly Sojourns). This surely sounds value for money for me especially when I am serious about my child’s growth development, orientation, and future.
Concerns – Yes you need to devote time for your child on daily basis, at least initially, need to have a computer and internet and $0.75 per day.
Conclusion: the Best part of the programme is its Guarantee and Return of your money immediately and accessibility to the programme 24 X 7. The Payment process is simple, secure and encrypted end to end as claimed by the website.
So Give a Head Start to Your Child and Make him a successful person. All the Best – Parents.
Reading Head Start Reviews Online
“Reading Head Start” Review
Does Reading Head Start really Work?
To me, Reading Head Start program is a blessing. Why am I saying this? I would want you to remember and put yourself in the shoes of those who learned English words without the help of Reading Head Start program. I bet it was hell for them as far as differentiating sounds and letters. At that juncture, I would like to hereby confirm that indeed Reading Head Start works for both normal and mentally challenged kids. Head start works better because it is basically trying to bring out the sound value of a letter. The main benefit of this is that when a child is faced or encounters a new word, he/she will tend to read the word using the sound techniques accrued from learning Reading Head Start.
Reading Head Start is Fun and a Participatory Program
When my son was growing up, I had an opportunity to tell whether Reading Head Start works better or not. Interestingly, even with the fact that he was one of those individuals who were not keen on being taught how to read words; he immediately developed a positive attitude towards it. My son suddenly started to participate in reading letters since the program appeared interesting. I then realized that Reading Head Start works for kids with different learning style preference.
Considering that the system is an interactive platform, a child who has once been struggling with reading English letter suddenly starts to like reading. This was one part which was an achievement for my son. Reading Head Start is both a game and learning platform and this the core reason why many kids are into it a lot. Children who move from other parts of Africa except South Africa have reading problems and I highly recommend Reading Head Start for them. It did wonders for my son and he is even better than I am when it comes to correct pronunciation of words.
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What is TOC o 1 3 HZU?
\o “1-3” is the default level argument and tells Word to include Heading 1, Heading 2, and Heading 3 in the TOC. \h is the hyperlink switch that turns each entry into a hyperlink to the associated section. If you delete this switch, only the page numbers are hyperlinked.
What is TOC level in Word?
By default, Word inserts a Table of Contents (TOC) with three levels of headings. For most people, that’s usually more than enough. However, for very long complex reports, sometimes you need to report more levels — in the case of my client, the regulatory body they were reporting to needed to see five TOC levels.
How do I add a field to a table of contents in Word?
Insert a table of contents
- Put your cursor where you want to add the table of contents.
- Go to References > Table of Contents.
- If you make changes to your document that affect the table of contents, update the table of contents by right-clicking the table of contents and choosing Update Field.
How do I code a table of contents in Word?
How to create a table of contents in Microsoft Word
- Apply the built-in Heading styles to the headings in your text.
- In Word 2003 and before: Insert > Reference > Tables and Indexes. Click on the Table of Contents Tab. Click OK.
- In Word 2007 and Word 2010: References > Table of Contents > choose an option from the menu.
Why is my table of contents showing as TOC?
Identify: Go to the paragraph/s which are displaying in the TOC. The incorrect style will be applied. This sometimes happens when following on from previous paragraphs if styles have not been set correctly. Fix 1: Select the paragraph and apply the appropriate style that is not set to be selected for TOC.
Why is TOC important?
TOC is the measure of the level of organic molecules or contaminants in purified water. TOC is an analytic technique that helps organizations understand whether the water they are using is pure enough for their processes.
How do you do heading 3 in Word?
When you have the selection where you want to insert a Heading 3 style paragraph, press CTRL+SHIFT+s to display the Apply Styles dialog and in the Style Name control type Heading 3 and then click on Apply. Likewise for Heading 4. Headings 1 and 2 are displayed in the Quick Styles gallery and Styles pane by default.
How do you write table of contents?
To write a table of contents, you first write the title or chapter names of your research paper in chronological order. Secondly, you write the subheadings or subtitles, if you have them in your paper. After that, you write the page numbers for the corresponding headings and subheadings.
How do I fix table of contents?
Format the text in your table of contents
- Go to References > Table of Contents > Custom Table of Contents.
- Select Modify.
- In the Styles list, click the level that you want to change and then click Modify.
- In the Modify Style pane, make your changes.
- Select OK to save changes.
How do I fix no table of contents entries?
- Display the Styles pane.
- Right-click on the AG Article 1 style and choose Modify…
- In the Modify Style dialog, click Format and choose Paragraph.
- In the Paragraph dialog, set the outline level to Level 1.
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Computer crime, or cybercrime, is crime that involves a computer and a network. The computer may have been used in the commission of a crime, or it may be the target. Dr. Debarati Halder and Dr. K. Jaishankar (2011) define cybercrimes as: "Offences that are committed against individuals or groups of individuals with a criminal motive to intentionally harm the reputation of the victim or cause physical or mental harm, or loss, to the victim directly or indirectly, using modern telecommunication networks such as Internet (Chat rooms, emails, notice boards and groups) and mobile phones (SMS/MMS)". Such crimes may threaten a nation’s security and financial health. Issues surrounding these types of crimes have become high-profile, particularly those surrounding hacking, copyright infringement, child pornography, and child grooming. There are also problems of privacy when confidential information is intercepted or disclosed, lawfully or otherwise. Dr.Debarati Halder and Dr.K.Jaishankar (2011) further define cybercrime from the perspective of gender and defined 'cybercrime against women' as "“Crimes targeted against women with a motive to intentionally harm the victim psychologically and physically, using modern telecommunication networks such as internet and mobile phones”. Internationally, both governmental and non-state actors engage in cybercrimes, including espionage, financial theft, and other cross-border crimes. Activity crossing international borders and involving the interests of at least one nation state is sometimes referred to as cyberwarfare. The international legal system is attempting to hold actors accountable for their actions through the International Criminal Court. A report (sponsored by McAfee) estimates that the annual damage to the global economy is at $445 billion; however, a Microsoft report shows that such survey-based estimates are "hopelessly flawed" and exaggerate the true losses by orders of magnitude.Approximately $1.5 billion was lost in 2012 to online credit and debit card fraud in the US.
When the individual is the main target of cybercrime, the computer can be considered as the tool rather than the target. These crimes generally involve less technical expertise. Human weaknesses are generally exploited. The damage dealt is largely psychological and intangible, making legal action against the variants more difficult. These are the crimes which have existed for centuries in the offline world. Scams, theft, and the likes have existed even before the development in high-tech equipment. The same criminal has simply been given a tool which increases his potential pool of victims and makes him all the harder to trace and apprehend.
These crimes are committed by a selected group of criminals. Unlike crimes using the computer as a tool, these crimes require the technical knowledge of the perpetrators. As such, as technology evolves, so too does the nature of the crime. These crimes are relatively new, having been in existence for only as long as computers have—which explains how unprepared society and the world in general is towards combating these crimes. There are numerous crimes of this nature committed daily on the internet.
The content of websites and other electronic communications may be distasteful, obscene or offensive for a variety of reasons. In some instances these communications may be legal. The extent to which these communications are unlawful varies greatly between countries, and even within nations. It is a sensitive area in which the courts can become involved in arbitrating between groups with strong beliefs. One area of Internet pornography that has been the target of the strongest efforts at curtailment is child pornography. | <urn:uuid:4a9527b6-759c-4f31-8575-349fa48fb1c4> | {
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Single subject research design examples. Single 2022-11-06
Single subject research design examples Rating:
Single subject research design, also known as single case research design or n-of-1 research design, is a research method that involves studying a single individual, group, or unit of analysis over a period of time. This type of research design is often used in fields such as psychology, education, and health care, where the focus is on understanding the experiences and behaviors of individuals or small groups.
One example of a single subject research design is a case study, which involves in-depth analysis of a single individual or group over a period of time. Case studies often involve collecting data through a variety of methods, such as observations, interviews, and records review, in order to gain a comprehensive understanding of the subject.
Another example of a single subject research design is the reversal design, which involves manipulating a single variable in order to observe its effects on a particular behavior or outcome. In a reversal design, the research intervention is implemented and then withdrawn, and the effects on the behavior or outcome are observed. This allows researchers to determine whether the intervention had a causal effect on the behavior or outcome.
A third example of a single subject research design is the multiple baseline design, which involves studying the effects of an intervention on multiple behaviors or outcomes simultaneously. In this design, the intervention is implemented at different times for each behavior or outcome, allowing researchers to determine whether the intervention had a specific effect on each behavior or outcome.
Overall, single subject research designs are useful for studying the experiences and behaviors of individuals or small groups in a detailed and focused manner. They are often used in fields where it is not practical or ethical to conduct large-scale randomized controlled trials, and provide valuable insights into the unique experiences and behaviors of individual subjects.
This is sometimes referred to as Who Uses Single-Subject Research? Archives of Scientific Psychology, 4 1 , 10-31. Skinner clarified many of the assumptions underlying single-subject research and refined many of its techniques Skinner, 1938. The patient had said nothing, as she had wanted to be polite. He replicated this effect in multiple animals. The flooded animals reluctantly and hesitantly entered the enclosure.
Along with this communicative initiative, the creation of a shared space with the partner is a key factor in the development of the communicative competence and, specifically, the narrative ability. It is possible to get lost from these details because these classifications are made up from various disciplines with highlighted diverse elements of research designs and many other aspects in research. Some major types of mixed method research design are triangulation design, embedded design, and explanatory design. Single-subject research can be contrasted with Before continuing, it is important to distinguish single-subject research from two other approaches, both of which involve studying in detail a small number of participants. New York, NY: Norton.
The second part of the experiment concerns treatment. The other take-home message is that this graduate student was a bright astute investigator who took care to evaluate alternative explanations rather than stopping with the first positive result. This is partly because the therapist chose the timing and duration of each ABAB phase. How to Write a Research Design Once the researchers formulate their research questions, they need to work on designing their overall research work and research investigation reports while using research designs appropriate for their respective work. Social validity refers to the degree that behavior-change efforts impact favorably upon consumers Wolf, 1978. Each participant was observed individually in each condition across a time series design. In a mixed factorial design, one variable is altered between subjects and another is altered within subjects.
The target of the individual counseling sessions is for Halle to develop an understanding of her cutting behavior and aggressive reactions to anger. This will help you to properly think about what you really want to accomplish in your study. The idea is that if the dependent variable changes when the treatment is introduced for one participant, it might be a coincidence. Applied behavior analysis 2nd ed. The rat initially escapes as before, but gradually takes longer to leave and eventually learns that shock no longer follows light onset. Next, calculate the upper boundary by adding the mean and standard deviation, and the lower boundary by subtracting the standard deviation from the mean. IQBA can be applied across a broad array of behaviours and can address virtually any type of clinical question.
Again, if the dependent variable changes after the treatment is introduced in each setting, then this gives the researcher confidence that the treatment is, in fact, responsible for the change. In this way, the analysis need not include a high rate of the behavior in order to identify its contingencies. Alternative data collection procedures may be needed. Journal of Applied Behavior Analysis, 11, 203—214. Studies were excluded if imitation was measured as a collateral outcome.
Since Halle was placed in foster care, her verbal and physical aggression has decreased and seems to be provoked by contact with her biological mother. You gathered a large sample of participants early in 2020 and have repeatedly sent them an online An important question in the To assess changes in perception, you compare differences in survey responses over time within subjects. This requires at least three different occasions of measurement, but it can often take longer. Interpretative phenomenological analysis IPA is a qualitative thematic approach developed within psychology underpinned by an idiographic philosophy, thereby focusing on the subjective lived experiences of individuals. Normally, 12 to 15 is sufficient to reach a saturation point.
Ideally, social workers would start measurement for the baseline stage before starting the intervention. It is used to narrow down the cause and effect relationship easily by ensuring that both variables are not influenced by any force other than each other. Categories can be very small e. Journal of Applied Behavior Analysis, 35, 213-231. How will you outline your research design? For example, we might measure how many baskets someone makes while shooting for 2 minutes. Most generally used in economics, epidemiology and medicine, longitudinal research design is also used in social sciences and other scientific fields. Rather, they explored the possibility of looking at the behavior precursors--what the person does just prior to the appearance of the problem behavior, which may be responsible for evoking the problem behavior.
Data should be collected at the most frequent schedule possible, as determined with the stakeholder and leader clients. To collect information on the dependent variable an independent variable is introduced in the intervention phase. Systematic reviews consistently focus on the quality, quantity, and consistency of research outcomes. Once a functional analysis is completed, treatment most likely entails manipulating the contingencies to strengthen or weaken the target behavior. But if the dependent variable changes with the introduction of the treatment and then changes back with the removal of the treatment, it is much clearer that the treatment and removal of the treatment is the cause. Counterbalancing is sometimes more convenient for researchers because an even portion of the sample undergoes each sequence of conditions selected by researchers.
Within-Subjects Design Explanation, Approaches, Examples. For example, if a treatment seemed to reduce the incidence of self-injury in a developmentally disabled child, it would be unethical to remove that treatment just to show that the incidence of self-injury increases. After each story, participants are asked how they feel about it and their willingness to donate to a related cause. Research Data Type: Indicate what specific type of research data essential for your research study. With this design, they can collect sufficient information about current programs and outcomes so that they are able to analyze the collected information, develop a cohesive plan to improve it, collect changes after a new plan is carried out, and produce conclusions based on the improvements.
Single Subject Research Design: Definition & Examples Free Essay Example
In yet a third version of the multiple-baseline design, multiple baselines are established for the same participant but in different settings. The extinguished rats readily and rapidly entered the enclosure with a short latency. Methodological replication entails reintroducing the putative cause in the same or different participants, depending upon the nature of the cause, to further minimize the possibility that some uncontrolled variables are at work. However, the second person is certainly not off task twice as much as the first person. Single subject research design is an experimental design used to establish functional relationships in individuals commonly applied in fields of psychology, education, and human behavior. In a In an Multiple-Baseline Designs There are two potential problems with the reversal design—both of which have to do with the removal of the treatment. If you need to discover what kind of variables may be crucial before utilizing other research methods, use an observational research design. | <urn:uuid:f35ab18d-111d-4b38-9d46-b3fe5a1427b3> | {
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Archaeologists Find Inscribed Stone Honoring Babylonian King Nabonidus
Archaeologists from the Saudi Heritage Commission discovered a remarkable ancient artifact while exploring a fertile archaeological site in northwestern Saudi Arabia, the Commission has announced . While walking through ruins near Al Hait, which is located in the Hail region, they found a basalt stone face that had been inscribed with the name and image of Nabonidus , the last king of the Neo-Babylonian Empire.
Nabonidus ruled the second incarnation of the Babylonian Empire, and its legendary capital Babylon, which ruled over much of the Arabian Peninsula, from 556 BC to 539 BC. The archaeologists say it is clear that the rock face was inscribed at some point during his reign, possibly even at the king’s direction.
At the top of the stone, an engraving of Nabonidus shows the ancient king holding a scepter. Above and to his front, there are four symbols that had spiritual meaning to the people the Babylonians: a serpent, a flower, a bird, and a crescent-shaped image of the moon. Below these engravings were 26 lines of cuneiform text, which experts are currently busy decoding.
The latter is the longest cuneiform inscription found anywhere on Saudi soil, Commission representatives say. Once fully deciphered, it could provide some fascinating details about Nabonidus’s life and reveal more about his impact on the sixth century BC Arabian Peninsula.
Lions following on the hunt: a patterned wall that once stood in the Neo-Babylonian capital of Babylon, which Nabonidus ruled over. ( radiokafka / Adobe Stock)
Nabonidus’ Historical World: Fadak and Mesopotamian Culture
In ancient times, the site where the inscribed rock face was found was known as Fadak. The area around Fadak in northwestern Arabia was occupied from at least the first millennium BC to the early Islamic era (the seventh and eighth centuries AD).
- Searching for the Hanging Gardens of Babylon
- The Magnificent Constructions of King Nebuchadnezzar II
Archaeologists have discovered some impressively preserved structures, ruins, and artifacts at this site, allowing them to learn more about several historical eras on the Arabian Peninsula. Their findings include other rock drawings and inscriptions, early Islamic writings found on the stone faces of mountainsides, and assorted castles, forts, and stone walls. They even found water storage facilities, showing the effort that went into making a desert area comfortable and habitable.
The lands of Saudi Arabia in ancient times were controlled by small kingdoms and city-states, rather than a large, unified kingdom. But there were strong cultural ties between the Arabian Peninsula and various Mesopotamian and Near Eastern states. Finding a dedication to Nabonidus at Fadak confirms this connection, while reaffirming the special relationship that existed between the last Babylonian king and the peoples and land of Arabia.
Nabonidus, king of Babylonia; slab in the British Museum. (British Museum / CC BY 3.0 )
Who Was Nabonidus and What Was His Connection to Ancient Arabia?
During the time of Nabonidus, parts of the northern Arabian Peninsula were incorporated into the Neo-Babylonian Empire . In fact, it was Nabonidus himself who was responsible for this development.
The great Mesopotamian civilization he led extended from the Persian Gulf to the Mediterranean Sea. From Nabonidus’s perspective, it made perfect sense to conquer and occupy territory on the Arabian Peninsula, since its northernmost lands lay just to the south of the heart of the Neo-Babylonian Empire (its spectacular capital city of Babylon was located along the Euphrates River in what is now Iraq).
When Nabonidus chose to annex part of the Arabian Peninsula, he may have had more on his mind than creating a buffer on his capital city’s southern side. Four years after ascending to the kingship, Nabonidus suddenly left Babylon and settled in the Arabian city of Tayma . He left his son Belshazzar behind to act as his representative in the capital, which allowed him to maintain a great deal of control over developments in the empire.
Relief of Ashurbanipal, who ruled as king of Assyria 669–631 BC. Nabonidus emulated elements of Ashurbanipal and his dynasty, the Sargonids. Some historians believe that Nabonidus was a descendant of Ashurbanipal, or Ashurbanipal's father Esarhaddon. (Carole Raddato / CC BY-SA 2.0 )
There has been much speculation about why Nabonidus chose to rule from exile. Nabonidus was a religious reformer, and many believe he left to avoid intrigue at the hands of Babylonian clergy and their elite supporters, who may have been hostile to his interest in changing traditional spiritual practices.
It seems Nabonidus was an ardent worshipper of the Babylonian moon god Sîn . This deity was an ancient one indeed, having originated in Sumer in the third millennium BC. Texts recovered from other archaeological sites suggest Nabonidus wanted to increase the influence of Sîn in the Babylonian pantheon of gods, while decreasing the influence of Marduk, the patron deity of Babylon and the empire’s most revered and honored god. Nabonidus’ preferences would have been highly controversial, to be sure, and could explain why he chose to rule his empire from a safe distance from 552 BC to 543 BC.
Nabonidus finally felt secure enough to return to Babylon after nine years of rule in exile. Once there, he escalated his religious reforms by rebuilding a temple devoted to Sîn known as Ekhulkhul. This temple was constructed in Nabonidus’s place of birth, the city of Harran, which was located to the north of Babylon (in what is now modern-day Turkey). This city quickly rose to prominence as the center of Sîn (moon god) worship following Nabonidus’s rebuilding of the temple. Nabonidus would have tried to move the empire’s capital to Harran if he’d had more time.
But the fate of Nabonidus and his Neo-Babylonian Empire was sealed in 539 BC. In this year the Persian forces of Cyrus the Great invaded Babylon and seized control of all of the empire’s territory. With his reign permanently ended, Nabonidus lived out the remainder of his years as a closely monitored guest of the Persian state.
Nebuchadnezzar (1795) by William Blake. The painting depicts Nebuchadnezzar II as nude and mad, living like a wild animal. The story of Nebuchadnezzar II's madness originally referred to Nabonidus. (William Blake / Public domain )
The Lasting Legacy of Nabonidus
Tayma is located about 160 miles (260 kilometers) to the north of Al Hait (ancient Fadak). It is possible that King Nabonidus may have visited the area at some point during the nine years he spent living in the region, although proof of such a journey is currently lacking.
- Ramses III in Arabia? Hunt for Egyptian Artifacts in Saudi Arabia Is On
- The Posterity of Neo-Babylonia: The Dramatic Reign of Nebuchadnezzar II
Whether Nabonidus physically traveled to Fadak or not, his time in the area was definitely impactful. The latest discovery complements previous archaeological finds related to Nabonidus, which have included a number of inscribed images and messages on stone faces or obelisks, uncovered at sites along the pathway between Tayma and Al Hait. This newest discovery might not be the last, as future archaeological expeditions will be seeking further evidence of Nabonidus’s influence on ancient Arabian culture.
Top image: Inscription on one of the basalt rocks depicting the Babylonian king Nabonidus holding a scepter in his hand. Source: Saudi Heritage Commission
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Wire Transfer Definition
A wire transfer is a financial transaction that allows individuals transfer funds from one account into another account regardless the location. Wire transfer is an electronic transfer of funds used by banks, individuals and entities around the world. This type of transaction is often safe, fast and not distorted by the sender’s or receiver’s location.
Wire transfer as used by a variety of institutions and people is also called credit transfer or bank transfer. It enables user directly send funds from one account to another.
A Little More on What is a Wire Transfer
For a user of wire transfer to send fund into another account, no cash or physical money is required. For a bank wire transfer, the sender deposits the cash into his bank account, then fills the receiver information that will enable his bank conduct wire transfer. Physical transfer of money are not required in wire transfers, in stead, two banks (one for the sender and the other for the receiver) settle payment electronically using the bank end.
In the United States law, wire transfers are tagged remittance transfers, it is an electronic way of remitting funds into an individual or entity’s account.
Domestic wire transfer and international wire transfer are the two types of wire transfer. While the former use domestic Automated Clearing Houses (ACH), the latter use foreign processing systems. These types of wire transfers attract different charges (costs) and have different time frames.
A domestic wire transfer is done to a local bank and this takes few hours before delivery. The international wire transfer on the other hand entails transfer of funds into a foreign account which takes up to two business days. Domestic wire transfers attract charges between $25 to $35 per transaction. International wire transfers have a higher fee of $45 and above.
References for Wire Transfer
Academic Research on Wire Transfer
The Inverted Pyramid of Wire Transfer Law, Bhala, R. (1993). Ky. LJ, 82, 347.
Treasury Regulation of International Wire Transfer and Money Laundering: A case for a permanent moratorium, Wyrsch, G. (1991). Denv. J. Int’l L. & Pol’y, 20, 515.
Article 4A of the Uniform Commerical Code: Finally, Banks and Their Customers Know Where They Stand and Who Pays When a Wire Transfer Goes Awry, McKelvy, T. E. (1990). Mem. St. UL Rev., 21, 351.
The Evolving Law of Payment by Wire Transfer-An Outsider’s View of Draft UCC Article 4A, Geva, B. (1988). Can. Bus. LJ, 14, 186.
What you should know about wire–transfer liabilities, Brandon, G. (1990). Financial Executive, 6(6), 39-44.
Is your wire transfer system secure?, Champlain, J. J. (1995). Internal Auditor, 52(3), 56-60.
Keep the Lid on Wire Transfer Fraud, Cocheo, S. (1991). ABA Banking Journal, 83(1), 39.
The Concept of Payment: Wire Transfer Orders, the Common Law and Article 4A, Kyles, D. (2002). Dalhousie J. Legal Stud., 11, 217.
Check, Money Order, Credit Card or Wire Transfer, Klassen, W.
Ready for the new wire transfer rules?, Byrne, J. J. (1995). American Bankers Association. ABA Banking Journal, 87(11), 26.
Reducing risk in wire transfer systems, Stevens, E. J. (1986). Economic Review, (Q II), 17-22. | <urn:uuid:9c2497de-7d76-472b-b3e5-c76f16911c87> | {
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Oedipus rex (oedipus the king) essays are academic essays for citation these papers were written primarily by students and provide critical analysis of oedipus rex. Oedipus, the tragic hero essaysa tragic hero is the protagonist, the hero or chief character of a tragedy, is a person of high estate, usually a king, queen, or. On this page you can find useful tips on writing oedipus essay check out topics and outlines of oepidus essays you can alsi download free samples.
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Oedipus' blindness and self discovery illustrated in sophocles oedipus essay length: 828 words (24 double-spaced pages) rating: better essays open document. This essay seeks to prove that oedipus the king is indeed the perfect model of a tragedy in the sense that it has all the elements of a great tragedy. Full glossary for the oedipus trilogy essay questions practice projects cite this literature note critical essays the power of fate in the oedipus trilogy.
Miss vulic eng4uo oedipus and hamlet comparative essay death can. Oedipus the king, by sophocles, contains a very prominent tragic hero: oedipus a tragic hero, by aristotle's definition of one, must possess six traits. The oedipus complex is a concept of psychoanalytic theory sigmund freud introduced the concept in his interpretation of dreams (1899) and coined the expression in. | <urn:uuid:f197bae1-5ecc-493f-ba61-1b55d5e73ef6> | {
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Are Wildlife Conservation and Economic Development a Zero Sum Game: A Report on the Ivory Trade in Africa
After over a decade of progress toward the goal of restoring the elephant from the brink of extinction, the poaching of elephants has once again become a problem threatening the extinction of the largest of the world’s land mammals. The causes of this shift are understandably economic. The elephants’ ivory is still highly valued around the world and consumers are willing to spend a premium to purchase it. As most of the world’s suppliers are in fact impoverished nations the motivation to meet this demand remains quite strong. But the problem remains, are the goals of wildlife preservation and economic gain hopelessly opposed? Is it possible to reconcile the goals of wildlife preservation and economic profit?
The causes of this shift are understandably economic
The market for African ivory is an ancient one. Rulers and potentates both within and outside Africa have used elephant tusks to craft all kinds of prestige and luxury items (such as jewelry, religious and secular art objects, piano keys, dice, and billiard balls) for thousands of years. However it’s only in the last 200 years that the trade in ivory has threatened the survival of an entire species. Since 1800 the population of Africa’s elephants has declined from an estimated 26 million to only 1 million in 2012.
The process of hunting elephants is a brutal one. The animals are captured using wire snares that can catch entire herds as well as other forms of wildlife. They are then killed using automatic rifles and the tusks are removed using chainsaws or axes. According to some reports as many as 8% of Africa’s entire elephant population is killed each year by poachers that adds up to about 36,000 elephants per year and as noted above elephant tusks are expensive.
According to one report a single large 1.5 m tusk was on sale in Kinshasa for $10,000.
Who, Where and Why?
As the environmental toll of this totally legal trade was recognized, NGOs in 1989 managed to secure international agreements declaring the hunting of elephants for their tusks illegal under the rules of the Convention on International Trade in Endangered Species (CITES). In the wake of this decision markets dried up for ivory in most countries and despite vehement opposition, only a small number of African suppliers elected to continue the trade.
CITES, more fully known as the Convention on International Trade in Endangered Species of Wild Fauna and Flora, was implemented in 1973 with the goal to prevent the extinction of entire species by regulating international commerce in plant and animal goods. CITES is legally binding on all 80 member states who are obligated to write and enforce laws to achieve the goal of the convention with the financing for enforcement generally coming from the profits of the trade in wildlife products.
Since the CITES ban, the major national suppliers and consumers are known as the “gang of eight” countries, with Kenya, Tanzania, and Uganda, the major suppliers, China and Thailand, the major consumers and Malaysia, Vietnam and the Philippines important as middlemen in the international transportation of ivory. But African ivory suppliers are not limited to those three countries as there is Ivory production from all over southern and central Africa. In the Democratic Republic of the Congo, local conservationists estimate the elephant population has suffered steep declines in recent years and is now below 20,000. At the capital, Kinshasa, reporters found illegal ivory for sale quite openly at local markets and the ivory from over 200 elephants per day was seen available for purchase.
East Africa appears to be important both as a supplier and as a major transshipment center of African ivory bound for China. According to law enforcement as much as 85% of the ivory seized from around the world is sourced from or passed by way of East Africa to international markets and African law enforcement authorities have arrested many Chinese couriers in East African ports.
The Economic Truth
So what accounts for the ongoing trafficking in ivory in spite of the world-wide ban and the heightened risk to anyone who engages in it? The reason is best revealed in the economic circumstances of the supplier countries. In 2011 the collective GDP of the three countries that supply most of the African ivory to the world market was $75 billion for a total collective population of 122 million. This works out to an average per capita GDP for each of these countries of $808 (Kenya), $532 (Tanzania) and $487 (Uganda). As a point of comparison the average GDP per capita for three of the world’s top four economies is $48,112 (United States), $45,903 (Japan) and $44,060 (Germany). The total population of Japan alone is 125 million. So the combined economies of Kenya, Tanzania and Uganda are quite small in comparison.
Africa as a continent relies heavily on raw materials and wildlife products for its exports, as it has for centuries and those goods it can sell on the world market have always been the lower value added commodities rather than higher value added manufactured goods. The continent’s reliance on such items to earn foreign exchange is creating a conflict with the conservation community that does not appear to have an easy resolution.
These economic problems could have been mitigated had most African countries managed to chart a more successful course in economic development. But since independence African countries continue to experience the paradoxical problem of “growth without development.” Economists, even those studying developed economies, are coming to acknowledge that growth and development are two separate outcomes and that it has become a habit to confuse the two when reporting economic figures such as gross domestic product and personal income per capita. Annual increases in those measures appears to disguise the reality of stagnating incomes and economies and worsening social, political and economic conditions when measures like poverty, disease, illiteracy, malnutrition, unemployment, and infrastructure development are used instead.
In a recent assessment of one of the wealthiest nations in Africa, the Guardian reported that:
“The poverty index in Nigeria is 60 per cent (placing the country 156th out of 187 countries), current exchange rate of the naira to the dollar is N162…inflation stands at 12.7 per cent from 10.3 per cent level in 2011. The lending rate is 22 per cent, unemployment 37 per cent (over 40 million Nigerians jobless), domestic debt is N5.6 trillion, foreign debt $5.9 billion…”
The reasons why modern African economies grow but don’t develop and are reliant on highly volatile commodities after centuries of participation in the world economy are complex. It’s important to consider the roles of economic mismanagement, colonialism, imperialism, and neo-colonialism in modern Africa’s ongoing lack of development. In the case of Nigeria some economists have pointed out that corruption, political instability and poor implementation of development goals are the main causes. This suggests the solution to Africa’s long-term problems is one of improving the quality and stability of political and economic management.
A Long Term Solution?
For the main question of the conflict between economic need and wildlife conservation, the solution appears to be in the sustainability model of development. This model is meant to maintain resource stability without totally eradicating it. Many observers have pointed out that an outright ban is not a useful solution and may accelerate the decline of plant and animal species. For instance, after a ban on rhinoceros horn in the mid-1970s the African rhino population declined from 15000 to 3000. While reports indicate 2011 had the highest number of seizures of African ivory by policing authorities in over 20 years. But even a sustainable model has its risks as the demand for ivory may lead to relaxing regulations so much that poaching once again threatens to push elephants into extinction. | <urn:uuid:11360a5c-286b-464b-b4ce-64488df23a08> | {
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gravity separation uses differences in specific gravity (sg) between various minerals to achieve a separation and is normally a wet process although examples of dry gravity separators exist. gravity separation works best when there is a large difference in the sg in the minerals to be separated and the particle size is similar and not
start gravity nu 2. click on open project button 3. select start button from main dialog to navigate in 3d window : zoom (change viewer distance from the selected object) rotate mouse wheel rotate
some tubes contain a gel separator that is heavier than the plasma but lighter than the blood cells and forms a barrier to keep the two from re-mixing after centrifugation. jigging is an older yet still effective gravity separation technique that achieves separation down to 150 micrometers.
examples of gravity separation answer. wiki user 04/30/2012. if you had a pan of gold and dirt you would swish the pan around and wait for the gold to sink to the bottom because it is heavier
the separation pad’s job is to apply tension to the paper so that it is pressed firmly against the pickup roller. if the spring becomes weak the separation pad won’t exert enough force on the
gravity separation metallurgy has a high processing capacity low energy consumption and cost. 8 gold gravity separation examples. gravity separation is the most effective method for processing ore and coal such as gold tungsten and tin.
gravity separation is an industrial method of separating two components either a suspension or dry granular mixture where separating the components with gravity is sufficiently practical: i.e. the components of the mixture have different specific weight. all of the gravitational methods are common in the sense that they all use gravity as the dominant force.
an example of a being who can transcend the perspectives of tum time is living tribunal wherein all versions of himself share the same entity because this being transcends the low-degrees of | <urn:uuid:5acda972-0a64-45bb-ac94-cea6ca093ea9> | {
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One of the special garments worn by the kohen gadol was the me’il (robe). As we read in Parashat Pekudei (39:24-26), the bottom hem of the me’il was lined with pa’amonim – bells – and rimonim – decorations in the shape of pomegranates. The Torah (39:25) commands placing the bells “be-tokh ha-rimonim” – literally, “inside the pomegranates.” Rashi (28:34) explains this to mean that the bells and pomegranates were placed in alternating fashion, such that each bell was “inside” – meaning, in between – two pomegranates. The Ramban (28:31), however, disagrees, and maintains that the bells were actually embedded within the material of the pomegranates.
The Chatam Sofer, in his Torah commentary, boldly suggests that perhaps both interpretations are correct. Possibly, some bells were attached to the hem of the me’il independently, and others were embedded within the rimonim.
The Chatam Sofer proceeds to explain the rationale for this arrangement. The Gemara in Masekhet Arakhin (16a-b) comments that the bells on the bottom of the kohen gadol’s robe served to atone for the sin of lashon ha-ra – spreading negative information about one’s fellow. The sound created by these bells earned forgiveness for this offense, which is committed through sound – specifically, by using the faculty of speech. The Chatam Sofer posited that one commits a form of lashon ha-ra by inappropriately publicizing or speaking about his own qualities and accomplishments. Disseminating flattering information about oneself generally is done for the same purpose as disseminating unflattering information about one’s fellow – to condescend and to assert superiority. These two forms of forbidden speech, the Chatam Sofer suggests, are atoned through the two types of bells lining the hem of the me’il. Chazal in other contexts speak of the pomegranate as a metaphor for spiritual success; the large number of seeds inside a pomegranate symbolize the large number of mitzvot performed by even average, ordinary people. Accordingly, the Chatam Sofer writes, the bells embedded within the rimonim at the bottom of the me’il symbolize those who publicize their “pomegranates” – their good deeds and their accomplishments. The other bells, which hung separate from the rimonim, atoned for the more familiar type of lashon ha-ra – negative speech about other people.
The bells of the me’il rang whenever the kohen gadol walked, as he moved about doing his work in the Beit Ha-mikdash. He did not need to call attention to himself; his work was “heard” naturally, on its own, without him having to speak or intentionally make any noise. The ill of lashon ha-ra is rectified by ensuring that the only “sound” we produce that draws attention to ourselves is the sound of the kohen gadol – the natural result of our devoted work and efforts to serve God and do His bidding. We should not try to be noticed by promoting ourselves or by denigrating others; instead, we should be like the kohen gadol, tending to our obligations and accomplishing to the best of our ability, thereby allowing our “bells” to “ring” naturally, on their own, through the success of our hard work. | <urn:uuid:1ec84f86-8c41-4773-ba98-f80654e25d55> | {
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What is a sustainable calorie deficit?
A calorie deficit occurs when you consume fewer calories than your body expends. A calorie deficit of 500 calories per day is effective for healthy and sustainable weight loss.
How is fiscal sustainability determined?
Sustainability is defined in a rather standard way – fiscal policy is said to be sustainable if the present value of future primary surpluses equals the current level of debt. The sustainable primary balance stands at 0.4% of GDP.
Is Kenya’s debt sustainable?
It also analyses the trade-offs of holding external or domestic public debt in Kenya. The results show that the public debt is sustainable. In addition, depreciations in the exchange rate did not have significant effects on the average interest rates on external debt during the study period.
What happens if your calorie deficit is too large?
A larger person with more fat tends to have larger Total Energy Expenditure so they can have a 1000 – 1500 calorie deficit and still be okay. But, for someone who needs to lose 10 – 20 pounds of weight a large deficit could be detrimental to their weight loss as it could result in their metabolism shutting down.
Can ascites be treated with chemo?
Often, there may be no suitable cure for the underlying cancer. However, for some cancers (eg, ovarian cancer, lymphoma), treating the underlying cancer with chemotherapy and/or surgery may control ascites as well.
What is a sustainable deficit?
An economy’s deficits are sustainable if the economic output minus interest expense is greater than the primary deficit. But if economic output minus interest expense is less than the primary deficit, then over time the risk occurs that the deficits will overwhelm the economy.
Does it matter what you eat in a calorie deficit?
Thus, eating more calories than you burn will cause you to gain weight, whereas eating fewer than you need will cause weight loss ( 4 ). Some studies make it appear as if what you eat matters more than how much you eat, implying that the calorie content of your diet is irrelevant for weight loss.
What is government solvency?
A government is solvent if its spending programme, its tax-transfer programme, and its planned future use of seigniorage are consistent with its outstanding, initial financial and real assets and liabilities (in the sense that the present value of its spending programme is equal to its comprehensive net worth).
Does Chemo dry up ascites?
Reduction in peritoneal tumour bulk as a result of surgery and chemotherapy is mostly associated with a reduction in ascites; supporting the concept that transcoelomic metastases are involved in ascites production.
What is the best medicine for ascites?
Often, patients will require diuretics (“water pills”) to treat ascites. Take these pills as prescribed. Common diuretics are spironolactone (Aldactone®) and/or furosemide (Lasix®). These water pills can cause problems with your electrolytes (sodium, potassium) and kidney function (creatinine).
What is a sustainable public debt?
When debt is sustainable A country’s public debt is considered sustainable if the government is able to meet all its current and future payment obligations without exceptional financial assistance or going into default.
What should I eat if I have ascites?
Eat low-salt foods, and don’t add salt to your food. If you eat a lot of salt, it’s harder to get rid of the extra fluid. Salt is in many prepared foods. These include bacon, canned foods, snack foods, sauces, and soups.
What happens if ascites is left untreated?
If ascites are left untreated, peritonitis, blood sepsis, kidney failure could occur. The fluid could migrate into your lung cavities. Treatment is necessary to prevent these bad outcomes.
What is solvent in finance?
Solvency is the ability of a company to meet its long-term debts and other financial obligations. Solvency is one measure of a company’s financial health, since it demonstrates a company’s ability to manage operations into the foreseeable future. Investors can use ratios to analyze a company’s solvency.
What happens if ascites is not drained?
Most people do not have any serious problems from having an ascitic drain. As the fluid drains, it can cause some people’s blood pressure to drop and their heart rate to increase. Your nurse will check your blood pressure, heart rate (pulse) and breathing regularly so they can treat this problem if it happens.
What is meant by fiscal sustainability?
Fiscal sustainability, or public finance sustainability, is the ability of a government to sustain its current spending, tax and other policies in the long run without threatening government solvency or defaulting on some of its liabilities or promised expenditures.
What is the prognosis for someone with ascites?
The development of ascites is associated with a poor prognosis, with a mortality of 15% at one-year and 44% at five-year follow-up, respectively. Therefore, patients with ascites should be considered for liver transplantation, preferably before the development of renal dysfunction.
Does ascites ever go away?
Stopping all alcohol intake, maintaining a healthy weight, exercising, not smoking, and limiting salt intake can help prevent cirrhosis or cancer that may lead to ascites. Ascites can’t be cured but lifestyle changes and treatments may decrease complications.
What does ascites feel like?
Ascites is usually accompanied by a feeling of fullness, a ballooning belly, and fast weight gain. Other symptoms often include: Shortness of breath. Nausea.
Does drinking water help ascites?
Options to help relieve ascites include: Eating less salt and drinking less water and other liquids. However, many people find this unpleasant and hard to follow. Taking diuretics, which help reduce the amount of water in the body. | <urn:uuid:dfcf49f6-e273-415e-9045-8b30531ff63f> | {
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The case of Gregson v Gilbert is a well-known case about a slave ship named the Zong which was carrying African slaves. It is infamously remembered for the ‘classification’ of the slaves merely as ‘goods’ rather than human beings. It was a landmark case in relation to opposition of the slave trade, another similar case being the case of Somerset v Stewart. As mentioned above, the Zong was a slave ship carrying African slaves. The ship was overcrowded and was carrying more slaves than its capacity could hold.
The ship was travelling from Africa to Jamaica. After losing direction and due to a lack of water, a number of slaves died due to their yearn for water, whilst other slaves were thrown overboard. However it was held that these facts did not match a statement in the declaration. This statement claimed that due to the nature of the seas, strong currents and winds, the ship lost its way. It claimed that due to this, the majority of water was used up and some of the slaves died for the need of water.
The other slaves were then thrown overboard, apparently to preserve what was left of the remaining water. It was claimed within the declaration that before the ship reached its destination of Jamaica; a sufficient amount of water did not remain on the ship, in order for the captain, his crew and the slaves to survive. Sixty slaves died for the need of water, forty other slaves who also needed water threw themselves overboard as a result of madness or frenzy. In order to make the most of the water and make it last, the captain and his crew threw overboard 150 more slaves.
It was presumed that these actions were due to an insurance policy which covered ‘goods’ that were lost at sea, which in this case was the slaves. It was believed that the excuse of water shortage on the ship was used in order to throw the slaves overboard to recover financial value which some of them may have possessed. However it was held that a new trial be held as a ‘sufficient necessity’ did not exist for throwing the slaves overboard and that the loss was not mentioned in the insurance policy. The three judges, namely Davenport, Piggott and Heywood gave their support for a new trial.
They stated that there was no ‘sufficient necessity’ for throwing the slaves over as there were three ‘butts’ of water and two and a half of sour water when the first slaves were thrown overboard. Also after a short period, it also rained which replenished water for eleven days. So it was clear to see that the slaves were not thrown overboard due to the strong winds and currents of the sea, but instead from negligence on part of the captain. For this reason the owners of the ship were liable not the insurers. It was also stated that the ship did not have the water it could have potentially held when it left Africa.
It also passed Tobago and a number of other islands where it could have stopped to obtain water. The declaration stated that the ship was damaged, foul and made leaky due to the nature of the strong winds and currents of the sea which caused the initial loss of direction. However there was no evidence shown that the sea reduced them to this necessity. In actual fact the captain attempted to gain the full value of the slaves by throwing them overboard after discovering they may not have been redeemable for a good price.
The policy however only covered the death of slaves under enemies and perils of the sea. It did not cover the general death of slaves. However there were also arguments that were presented that supported the claimant’s case. For example it is was stated by Lee, S. G. and Chambre that it had been decided that the slaves be considered as goods, so therefore this case was a throwing overboard of goods in order to save others. It was stated that the voyage was eighteen weeks instead of six, and due to strong winds it was not possible for the ship to reach Jamaica within three weeks.
It was said that it may have possible to obtain water from Tobago but this would have only been possible if the currents were not as strong as they were. The throwing overboard of the first slaves was justified as a necessity as seven of the crew themselves died before reaching Jamaica. There was also no evidence that any slaves were thrown overboard after it rained. It was also not the fact that the slaves were thrown overboard for financial gain from the insurers. Around forty or fifty slaves died, and thirty were lying dead when the ship reached Jamaica.
However another perspective was then taken, stating this was not a loss that could be claimed through the policy. This was because it was stated in the declaration that the ship was “retarded by perils of the seas, and contrary winds and currents and other misfortunes, whereby the Negroes died for want of sustenance. ” This means that the ship was damaged by the rough conditions of the sea and weather and other events which occurred, thereby causing the slaves to die for want of water. It was shown that the loss was caused initially by the conditions of the sea.
Lord Mansfield stated that the case deserved reconsideration, as the evidence did not match the declaration. There was no evidence that the ship was foul and leaky and there may have been evidence to that slaves were thrown overboard after the period of rain. If this was so, then it would mean there was no necessity in the case. It was stated there should be a new trial under the grounds of reconsideration on the payment of costs. Justice Willes held the same opinion. Justice Buller stated that the reason for delay was not the same as stated in the declaration.
He stated that the murder indictments did not apply in circumstances such as these. He held that the loss caused by the negligence of the captain of the ship should not be put upon the underwriters or insurers. This was because the peril attempting to be claimed was not stated in the declaration, therefore would not appear on record not to have been within the policy. He stated that a loss caused by the negligence of the captain did not discharge the insurers, but the captain failed to raise this point.
In conclusion, after taking into account the relevant facts and issues regarding this case, one may become opinionated that this case was not rightly decided. This was because; the main issue regarding this case was the treatment and ‘labelling’ of the slaves involved. This case obviously raises moral issues, as would any slave case in present day judgement. However one should be mindful that this case took place when slave trading was considered a lucrative business to many people within England.
Nevertheless the issue that arises in this case was that the human lives of the slaves were not taken into account, as if they had no meaning and were of no relevance whatsoever. In both proceedings, this issue of human life was regarded irrelevant and ignored throughout. No charges of murder or even any other criminal offence were brought against the captain and his crew who behaved in this malicious and inhumane manner. The slaves were not treated as human beings but instead treated as goods or material possession.
The overlooking of the deaths of the slaves by the judges may lead one to believe that the lives of the slaves, especially black African slaves were not valued, instead the judges focused on whether the captain was eligible to receive payments for the overthrown slaves. This shows one that the financial value was more important than the human value. However this was the social norm within this time period in regards to slavery, and the judges on the other hand can be seen as just doing what they are supposed to be doing, which was deciding the outcome of the case.
This would be correct if one assumes that the lives of the slaves had no relevance and did not make a difference to the case. As mentioned earlier, this case was a number of cases which influenced or created awareness for the abolition of the slave trade in England. Another case that illustrated slavery in relation to recovering value for slaves was Butts v Penny. Fortunately nowadays within the law, there are specific acts and rights of individuals which may prevent such instances from occurring again, such as the Human Rights Act. However one cannot deny that slavery still exists in certain parts of the world even in the present day. | <urn:uuid:6ab59723-1baa-4ce5-91a9-4f6bcece43c2> | {
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Bmi Chart Of Who Compilation – BMI is a measurement of someone’s leanness or corpulence based on their level and body weight, and is supposed to quantify tissue mass. It really is widely used as a general signal of whether a person has a sound body weight for his or her height. Specifically, the worthiness extracted from the computation of BMI is used to categorize whether a person is underweight, normal pounds, overweight, or overweight based on what range the value falls between. These ranges of BMI range predicated on components such as for example place and time, and so are occasionally more split into subcategories such as for example underweight or really significantly fat seriously. Carrying excess fat or underweight might have significant health effects, so while BMI can be an imperfect way of measuring healthy body weight, this is a useful indicator of whether any additional testing or action is necessary. Refer to the table below to see the different categories based on BMI that’s utilized by the calculator.The Body Mass Catalog (BMI) Calculator can be used to calculate BMI value and corresponding fat status while acquiring age into consideration. Use the “Metric Units” tabs to the International Method of Devices or the “Other Systems” tab to transfer systems into either People or metric systems.Although BMI is really a utilized and useful indication of healthful body weight extensively, it does have got its constraints. BMI is only an estimate that cannot acquire body composition into account. Due to a wide selection of body types in addition to distribution of muscle, bone size, and extra fat, BMI is highly recommended along with other measurements instead of being used because the sole method for determining someone’s healthy body weight.
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The philosophy of education is a branch of philosophy concerned with the study of education and its fundamental principles. It is an inquiry into the nature of education and its purposes, as well as the values and principles that guide educational theory and practice.
The philosophy of education has been studied by philosophers and educators throughout history, and it continues to be an important area of inquiry today.
At its core, the philosophy of education asks fundamental questions about what education is and what its purposes are. These questions include, but are not limited to: What is the nature of knowledge? What is the role of the teacher and the student in the educational process?
What are the goals of education? What is the relationship between education and society? What are the moral and ethical dimensions of education?
One of the key ideas in the philosophy of education is that education is not simply a matter of transmitting knowledge from one person to another, but rather it is a process of transformation.
Education should aim to develop the whole person, not just their intellect, but also their character, emotions, and social skills. The goal of education should be to help individuals become fully realized human beings who are able to live meaningful and fulfilling lives.
Another important idea in the philosophy of education is that education is a social and political enterprise. Education is not neutral, but rather it reflects the values and interests of the society in which it takes place.
Therefore, the philosophy of education must take into account the social and political context in which education occurs. It must consider questions of power, inequality, and social justice, and it must seek to promote the common good.
The philosophy of education also emphasizes the importance of critical thinking and inquiry. Education should not simply provide students with a set of facts or skills, but it should encourage them to question assumptions, analyze evidence, and develop their own ideas.
This requires teachers to create an environment in which students feel safe to express their ideas and engage in dialogue with one another.
In addition, the philosophy of education recognizes the importance of diversity and multiculturalism. Education should expose students to a wide range of perspectives and experiences, and it should encourage them to appreciate the richness and complexity of the world in which they live.
This requires teachers to be sensitive to the cultural backgrounds and experiences of their students, and to create a curriculum that reflects the diversity of the society in which they live.
To further elaborate on the philosophy of education, it is important to discuss some of the major philosophical movements that have influenced educational theory and practice.
One of the earliest and most influential educational philosophies is idealism. Idealism holds that the ultimate reality is the world of ideas or the mind, and that the material world is a mere reflection of the world of ideas.
In education, idealists believe that the purpose of education is to develop the mind and the intellect of the student. The teacher is seen as the guide and the facilitator of this process, helping students to access the world of ideas through a rigorous curriculum and intellectual discourse.
Another influential philosophy of education is pragmatism. Pragmatism emphasizes the importance of practical experience and experimentation in learning. In education, pragmatists believe that the purpose of education is to prepare students for the real world by equipping them with practical skills and knowledge.
Teachers are seen as collaborators with students, helping them to develop practical problem-solving skills and encouraging them to apply what they have learned to real-world situations.
Existentialism is another philosophical movement that has had an impact on education. Existentialism emphasizes the importance of individual freedom and choice, and it encourages individuals to take responsibility for their own lives.
In education, existentialists believe that the purpose of education is to help individuals find meaning and purpose in their lives. Teachers are seen as mentors and guides, helping students to explore their own values and beliefs and encouraging them to take responsibility for their own learning.
Finally, critical theory is a philosophical movement that has had a significant impact on education. Critical theory emphasizes the importance of social justice and the critique of power and domination in society.
In education, critical theorists believe that the purpose of education is to promote social justice and to empower individuals to challenge and change social inequalities. Teachers are seen as agents of social change, working with students to critique social systems and to develop strategies for social transformation.
In conclusion, the philosophy of education is a rich and complex field that raises fundamental questions about the nature and purpose of education.
It emphasizes the importance of developing the whole person, of promoting social justice and the common good, of encouraging critical thinking and inquiry, and of embracing diversity and multiculturalism.
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What are 3 facts about John Adams?
10 Things You May Not Know About John Adams
- Adams defended British soldiers after the Boston Massacre.
- He was a great pen pal.
- He was the principal author of the oldest written constitution still in use in the world.
- He was the first president to live in the White House.
Who wrote the book John Adams?
About the Author David McCullough has twice received the Pulitzer Prize, for Truman and John Adams, and twice received the National Book Award, for The Path Between the Seas and Mornings on Horseback.
Was John Adams a good president?
Using the above mentioned criteria, John Adams has not traditionally been viewed as one of the great presidents of the United States. Much of the lingering criticism of Adams can be traced to his re-election campaign of 1800, which he lost to Thomas Jefferson, becoming the nation's first one-term president.
What did John Adams read?
Adams read everything from political theory and mathematics to economics, agriculture, and rhetoric.
Why was John Adams so unpopular?
This made Adams unpopular because he could not enforce the very laws he and his party passed. This made Adams unpopular because he did not go to war when American voters wanted to fight. This made Adams unpopular because he used his position in government to attack his political enemies.
Why was John Adams not reelected?
In October, Hamilton published a pamphlet in which he argued that Adams should not be reelected. He charged that the President was emotionally unstable, given to impulsive and irrational decisions, unable to coexist with his closest advisers, and generally unfit to be President.
Was John Adams a president of the United States?
John Adams, a remarkable political philosopher, served as the second President of the United States (1797-1801), after serving as the first Vice President under President George Washington.
What is John Adams most remembered for?
Adams was well known for his extreme political independence, brilliant mind and passionate patriotism. He was a leader in the Continental Congress and an important diplomatic figure, before becoming America's first vice president.
Did Thomas Jefferson and John Adams died the same day?
On J, former Presidents Thomas Jefferson and John Adams, who were once fellow Patriots and then adversaries, die on the same day within five hours of each other.
What president was not born in the United States?
Further, four additional U.S. Presidents had one or both of his U.S.-citizen parents not born on U.S. soil (James Buchanan, Woodrow Wilson, Herbert Hoover, and Donald Trump).
What was John Adams favorite quote?
The Best John Adams Quotes
- “Public business, my son, must always be done by somebody.
- “Let frugality and industry be our virtues.
- “If conscience disapproves, the loudest applauses of the world are of little value.”
- “Liberty, once lost, is lost forever.”
- “I read my eyes out and can't read half enough neither.
Why John Adams is bad?
How bad was Adams? He oversaw the worst single law ever in American history, the Sedition act. Another horrible act of president Adams is his decision to pick a war with France, our ally from the revolution. Adams himself had signed the treaty of Paris guaranteeing that we would never go to war with France.
What were John Adams last words?
John Adams, the second president, and Thomas Jefferson, the third, died within hours of each other and, the story goes, the last words uttered by Adams were “Thomas Jefferson survives.”
What was John Adams favorite food?
Comfort food was a must in his administration. His favorite food was a Southern dish called Hoppin' John, which is made with black-eyed peas, rice, chopped onion, sliced bacon, and seasoned with salt.
Why did Thomas Jefferson hate John Adams?
Jefferson's supporters accused Adams of having a “hideous hermaphroditical character,” while Adams' camp called Jefferson “a mean-spirited, low-lived fellow.” Jefferson hired a sleazy journalist, James Callendar, to smear Adams in the press, including the (false) story that he wanted to start a war with France.
Why did Hamilton not like Adams?
The primary reason is that Hamilton did not believe he could manipulate Adams to the extent he could influence Thomas Pinckney, the other Federalist candidate. Adams had opposed war with France, which Hamilton had heartily supported, so this may also have been a factor.
Why did John Adams lose the election of 1800?
In the election of 1800, the Federalist incumbent John Adams ran against the rising Republican Thomas Jefferson. The extremely partisan and outright nasty campaign failed to provide a clear winner because of a constitutional quirk.
How long was John Adams away from his wife?
Abigail Adams Arrives in France
Abigail Adams had never seen anything like the great cities of Europe before. She had never been farther from home than Boston, less than fifteen miles away, in her entire forty years.
How smart was John Adams?
John Adams was the second president from 1797 to 1801, after serving as the nation's first vice president under George Washington. He had an IQ of 173, according to Simonton's estimates. Adams studied law at Harvard and was an early supporter of the movement for US independence from the British.
Is John Adams on money?
John Adams is pictured on a U.S. one-dollar coin that was issued in 2007. This coin was part of a series of presidential coins that was supposed to...
Why was John Adams a good leader?
Physical courage. Leaders should always stand up for others and exhibit courage in the face of danger and Adams was exception. Particularly during the revolutionary years, Adams demonstrated great personal courage. He had unwavering integrity.
Who did John Adams run against?
Incumbent Vice President John Adams of the Federalist Party defeated former Secretary of State Thomas Jefferson of the Democratic-Republican Party.
What 2 presidents died on the same day?
Two Presidents Died on the Same July 4: Coincidence or Something More? On J, two prominent presidents, Thomas Jefferson and John Adams, took their final breaths within hours of each other.
Why did John Adams and Thomas Jefferson died on the same day?
Adams and Jefferson would live to see the country expand well beyond the original 13 states. Adams was 90 when he died of a heart attack. Jefferson had been in declining health for years before dying at 83.
How long were Abigail Adams and John Adams married?
Abigail Smith Married John Adams. Abigail Smith married John Adams, a young lawyer, on Octo, starting an eventful 54-year partnership.
Was Abigail Adams the first lady to live in the White House?
Abigail Adams was the 1st First Lady to live in the White House. Abigail Adams was the 1st woman to be both wife of a president and mother of a president.
How long did John Adams live in the White House?
Adams would reside in the mansion for only five months. His former friend Thomas Jefferson would quash his reelection bid in 1800. The Adamses returned to their native Massachusetts in February 1801. | <urn:uuid:8c9028f2-4d17-419d-82fb-a8922ba5065e> | {
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A stroke is the result of injury to the brain due to an interruption of blood flow or bleeding from a blood vessel in the brain. Every person who suffers a stroke, however mild, is changed forever. Much is now known about the causes of stroke, and many strokes can be prevented. Knowledge of the causes and symptoms of stroke is the key to prevention.
TYPES OF STROKE
There are two types of stroke. An ischemic stroke is the most common type, and is due to an interruption of blood flow to the brain. It can be caused by a clot that forms in a blood vessel or an artery.
The other main category of stroke, called hemorrhagic stroke, occurs when an artery in the brain leaks or ruptures. Intracerebral hemorrhage is the term for bleeding into the brain. It is commonly, although not exclusively, associated with hypertension. Subarachnoid hemorrhage is the term for bleeding at the base of brain, most often due to rupture of a brain aneurysm. Although the least common type of stroke, it is the most devastating, sometimes resulting in sudden death.
WHAT ARE THE SYMPTOMS OF STROKE?
Signs of a stroke may include:
- Sudden numbness or weakness of the face, arm or leg;
- Inability to speak or understand speech;
- Loss of vision, usually in one eye;
- Sudden dizziness or loss of balance or· coordination. If you experience any symptoms lasting more than 15 minutes, a stroke may be occurring.
WHAT ARE THE RISK FACTORS FOR STROKE?
Several factors are known to place a person at an increased risk for stroke. The single most important risk factor for is hypertension, or high blood pressure. Smoking, diabetes, and elevated cholesterol are also important factors. An irregular heartbeat can play a role in some strokes. Birth control pills may contribute to the risk in young women. Obesity contributes to the risk by promoting some of these factors.
WHAT IS A TIA?
TIA stands for transient ischemic attack. A TIA is a temporary disturbance of neurological function caused by an interruption of blood flow to the brain. Signs of a TIA are similar to those of a stroke. Most TIAs last less than 15 minutes, and tend to resolve themselves. Even though the symptoms disappear after a short time, a TIA can be a strong indicator of a future stroke and should be evaluated by a physician without delay.
HOW SHOULD A TIA/STROKE BE EVALUATED?
Your physician will conduct a series of diagnostic tests to help determine the cause of the stroke or TIA, and to select the appropriate therapy. Blood tests, including a test to determine cholesterol levels, will be performed. A CT scan or MRI of the brain may be performed to evaluate damage and to further study the circulation of blood. An ultrasound of the carotid arteries in the neck may also be performed. Medications such as blood thinners or drugs such as aspirin may be prescribed. If narrowing of the carotid artery in the neck is determined to be the cause, surgery or an endovascular procedure may be indicated.
If a stroke is in progress, immediate treatment in a hospital emergency room that has a stroke program may minimize and/or prevent further progression. Eligible patients can receive a clot-dissolving medication, known as tissue plasminogen activator (t-PA) within the first three hours of the onset of symptoms.
If you are experiencing the symptoms of a stroke, seek immediate medical attention in a hospital emergency room. Do not call your personal physician. Time is the most important factor in stroke treatment. | <urn:uuid:52da2a12-f307-4fdb-bd9a-b62bf47becb6> | {
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Pneumococcal Vaccine Prevents Antibiotic-Resistant Infections
The vaccine that prevents illness and death from pneumococcal infection also combats severe antibiotic-resistant disease in young children.
The vaccine that prevents illness and death from pneumococcal infection also combats severe antibiotic-resistant disease in young children, according to a study presented at IDWeek 2014.
The 13-valent pneumococcal conjugate vaccine (PCV13) first became widely available in 2010. It is currently administered to children in 4 doses at age 2, 4, 6, and 12 through 15 months in order to protect them against 13 strains of pneumococcal infection, the most common vaccine-preventable bacterial cause of mortality.
In the study, the PCV13 vaccine reduced the incidence of serious pneumococcal disease caused by antibiotic-resistant superbugs by 62% between 2009 and 2013 among those aged <5 years.
"We're at risk of living in a post-antibiotic world, where these miracle medications no longer work, but this vaccine is part of the solution to protecting ourselves from the growing threat of antibiotic resistance," said lead researcher Sara Tomczyk, epidemic intelligence service officer for the Respiratory Diseases Branch at the US Centers for Disease Control and Prevention, in a press release. "Not only does this vaccine prevent pneumococcal infection, which means fewer antibiotics are prescribed, but it also prevents antibiotic-resistant infections."
Through its Health People 2020 initiative, the US government set a goal to reduce instances of antimicrobial-resistant pneumococcal disease from 9.3 to 6 cases per 100,000 children. Due to the effectiveness of the pneumococcal vaccine, the government met its goal 9 years ahead of schedule.
Currently, three-quarters of US states require the pneumococcal vaccine for entry into daycare, and 85% of US children have received all 4 recommended doses.
In addition to pediatric patients, 1 dose of PCV13 is now recommended for all adults aged 65 and older, followed by 1 dose of the pneumococcal polysaccharide vaccine (PPSV23) 6 to 12 months later. Additionally, 1 dose of PCV13 is recommended for adults aged 19 and older with certain cancers, HIV, and kidney failure, followed by doses of PPSV23. | <urn:uuid:2bace72a-69b5-4d78-aa4b-d2ed29c8ed80> | {
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See the moon in 3d
Lunar Reconnaissance Orbiter Explores the Moon in 3-D
ScienceDaily (Sep. 25, 2012) — Scientists using the camera aboard NASA's Lunar Reconnaissance Orbiter are acquiring stereo images of the moon in high resolution (0.5 to 2 meters/pixel) that provide 3-D views of the surface from which high resolution topographic maps are made.
The Lunar Reconnaissance Orbiter Camera Narrow Angle Camera (LROC NAC) team from the University of Arizona and Arizona State University are currently developing a processing system to automatically generate anaglyphs from most of these stereo pairs. An anaglyph is an image that can be viewed in 3-D using red-blue/green glasses.
LROC acquires stereo images by targeting a location on the ground and taking an image from one angle on one orbit, and from a different angle on a subsequent orbit.
Proud Canadian, Enlightened Atheist, Gaming God. | <urn:uuid:4723c3a6-0be2-4395-8977-d9c522463ea1> | {
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The objectives of the course are aimed at:- provide fundamental knowledge on food production with particular regard to primary production and the complex interaction that exists between environmental conditions, agriculture, genetic resources, food availability and food safety.- Analyze specific case studies related to the relationship between climate change and food production in different geographical areas.
Course contents summary
The contents of the course are designed to understand the complex interactions between climate change, agriculture and food security. The main environmental factors, biotic and abiotic, that affect agricultural production and the possible control measures to counteract the negative effects will be analyzed.Furthermore, transformations in agriculture and in food systems, from pre-production to consumption, needed to maximize the co-benefits of climate change will be evaluated.
Climate change: causes and effects related to food production. How to cope with the expected increase in global food demand in the coming decades. Agriculture has a strong impact on the environment and climate; moreover, climate change affects the quantity of food production and its location.Main factors that determine production reduction: high temperatures, drought, salinity, pathogens.The stressors and risks posed by climate change to the various sectors of genetic resources for food and agriculture are many.Genetic resources for food and agriculture play a significant role in mitigating and adapting to the consequences of climate change in support of efforts to achieve food security and food quality objectives (food security vs food safety).Systems to reduce greenhouse gas emissions related to food production without reducing production levels: better integration of innovative techniques and production methods.Technological solutions to increase the resilience of cultivated species.Balance between production and quality levels (food security vs food quality and safety)
Genetica, biotecnologie e agricoltura sostenibile, di Maarten J. Chrispeels, David Sadava, Editore: Idelson-GnocchiA cura di: F. SalaData di Pubblicazione: 2005EAN: 9788879474191ISBN: 8879474197Climate change effect on crop productivityedited by Rakesh S. Sengar and Kalpana SengarBoca Raton, FL : CRC press, 2015 XXIV, ISBN 9781482229202Anno pubblicazione 2015The slides utilized during lectures will be available on the platform Elly (http://elly.sea.unipr.it). The access is restricted to registered students. Other bibliographic materials will be provided on the same platform.
The course will be conducted through frontal lessons on the specific topics of the program, with the help of slides. The teaching material will be available on the Elly platform. However, it is highly recommended to use a text for individual study.
Assessment methods and criteria
The assessment of learning will be carried out with an oral exam based on: i) presentation of a scientific topic, chosen by the student, taken from scientific literature; ii) one question about the topics treated within the course. The final score will be calculated considering: a) choice of the topic and of the sources for the presentation (20%), b) re-elaboration and talking skills (50%), c) knowledge of the topics of the course (30)%. | <urn:uuid:dfd62910-fb56-4b38-ad2b-b6110820c40a> | {
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ENP Newswire -
Release date- 28102013 - IMPERIAL COLLEGE
Imperial scientists are working on a space mission that will listen to violent cosmic events that send out ripples in the very fabric of the universe.
Probably one of the first real bits of physics we learn at school is how the force of gravity keeps us all from floating off into space - a lesson helped to stick by a certain apocryphal tale about a scientist and a falling apple.
But gravity is actually rather more complex and profound than this - certainly more complex than
In 1916 Einstein came up with his famous general theory of relativity, which completely redefined gravity. No longer was it thought of as simply a mutually attractive force between objects - but rather a deformation in the underlying fabric of the universe, known as space-time. Objects with mass distort space-time, essentially stretching it in all directions, and in doing so 'tugging' at other nearby objects, affecting their motion.
One feature of Einstein's theory was that when massive bodies moveA binary star system asymmetrically, they will create gravitational waves that ripple out through the fabric of spacetime at the speed of light. Prime candidates for the creation of gravitational waves are binary systems, where two stars orbit each other around their common centre of gravity (see image above). But gravitational waves are also likely to be given off by violet cosmic events such as the merging of black holes and even the big bang itself.
Yet, no one has ever observed a gravitational wave directly. We can infer their presence based on the energy that binary stars lose when creating gravitational waves. But definitive confirmation is proving rather elusive.
And if there's one thing we know about physicists, it's a dogged determination to fill gaps in theory - as shown by the confirmation of the existence of the Higgs Boson at CERN, 60 years after it was first postulated in theory.
But with gravitational waves it's so much more than balancing the books, as
'It opens up a whole new way of doing astronomy,' he says. 'Over the centuries astronomy has grown to cover more and more of the electromagnetic spectrum, seeing more colours if you like, whether visible light, infrared, X-rays or submillimetre. We've come to the realisation that the more ways you look at things, the more you learn. But it is always just looking, it's always visual. With gravitation waves, some people have said it's analogous to adding a sound channel; it's a totally different way of collecting information.'
Tim and his colleagues have been investigating the possibility of observing gravitational waves since the early 1990s, and in 2015 they will finally get that chance with a
But how does one look for something that's never been seen before and does not give off any light or an electromagnetic signature?
All types of waves, whether sound waves or ocean waves, create a periodic squashing and stretching effect in the medium in which they are travelling. That also applies to gravitational waves; but because the medium they are travelling in - spacetime - is three-dimensional (really four-dimensional, but we can ignore time in this case) it's slightly different.
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- A Biography of Jonathan Ive, Apple's Creative Chief | <urn:uuid:61a0ead2-30f5-4f24-a132-81ee341010a3> | {
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Charles Darwin stepped foot from the intrepid HMS Beagle onto the shores of Galapagos in 1835, where his studies led him to describe evolution and natural selection. Since then, scientists have been enamored with his theories, confirming and amending them along the way.
Evolution, however, is a continuous process, occurring over generations. We’ve always believed that evolution occurs far too slowly for study in one human lifetime.
But science is challenging our notions, as it so often does. In this case, it’s the animals with whom we share our sprawling cities that are teaching modern researchers how quickly evolution can happen.
Scientist have noticed, for example, that urban-dwelling birds have adapted several key differences from their rural cousins. Their bills are stockier, probably to enable easier foraging through debris and trash. Their calls are sung at a higher pitch, likely to overcome the constant background noise of the city.
The key to this rapid evolution is the merciless natural selection that animals encounter in cities. Temperatures in urban areas can be up to 10 degrees higher than in the rural areas. There’s traffic, a source of continuous noise, while automobiles themselves are a dangerous barrier to movement; there’s concrete that covers everything, eliminating burrowing and nesting grounds for many species. And then there’s the ubiquitous pollution, our lovely contribution to it all.
With all these catalysts for natural selection, something interesting is happening: instead of dying out, species are adapting before our eyes. Fordham University’s Jason Munshi-South studies the populations of white-footed mice in New York City. These native mice once lived everywhere, but became confined to the pockets of trees left in parks. The mice have evolved park-specific adaptabilities, such as genes for heavy metal tolerance (where the soil is contaminated with lead or chromium), and even increased immune response.
Urban flora is also evolving rapidly. A weed in Montpellier, France, called Crepis sancta has evolved a heavier seed, which falls directly to the ground (where the plant is already growing) instead of drifting in the wind – where it likely land on concrete.
Spiders in Vienna have developed the technique of building webs near streetlights to attract prey; contrastingly, some moths have learned resist the irresistible lightbulb.
It’s a fascinating look at how humans are accelerating natural selection. As our cities expand, so too will the need for adaptability in the animal kingdom. The examples here are certainly not comprehensive – leave a comment if you’ve noticed any animal adaptations in your own modern environment. | <urn:uuid:84435ecc-fdb2-4bd2-b221-df8d60bd3f1a> | {
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After posting all financial transactions to the accounting journals and summarizing them in the general ledger, a trial balance is prepared to verify that the debits equal the credits on the chart of accounts. The trial balance is the next step in the accounting cycle. It is actually the first step in the "end of the accounting period" process.
List every open ledger account on your chart of accounts by account number. The account number should be the four digit number assigned to the account when you set up the chart of accounts. List your total debits and credits from each general ledger account. You should have a table with four columns. The columns should be the account number, account name, debit, and credit.
For each open ledger account, total your debits and credits for the accounting period for which you are running the trial balance. Record the totals for each account in the appropriate column. If the debits and credits do not equal, then there is an error in the general ledger accounts. Running a trial balance on a regular basis, at least monthly, helps you identify any problems quickly and easily and fix them as soon as they arise. Preparing the trial balance should be tied to the billing cycle of the company.
Do not prepare any adjusting entries yet. The trial balance is prepared before you make any adjusting entries. The initial trial balance is prepared to detect any mathematical errors before you make adjusting entries or start closing your books for the accounting period.
If you find you have an unbalanced trial balance, in other words the debits don't equal the credits, then you have an error in the accounting process. That error has to be found and corrected.
The first step in finding an error is to simply add the credit and debit columns again to check your math. If they still don't add up, then subtract the smaller column from the larger and look for the missing amount in the smaller column. If you find it, you've found your error.
There are other standard techniques to track down an error in a trial balance. If the debits and credits do not equal, see if the number 2 divides equally into the difference. If it does, look for an account, look for an account incorrectly in the column with the larger total that equals half the difference. If you find this, you've found your error.
Another technique is to use the number 9 to find a transposition error. If the number 9 divides evenly into the difference between the credits and debits, you have a transposition error. Go back over your credit and debit entries to try to find your transposition error.
Examples of other errors that could unbalance a trial balance are:
If you fail to make a journal entry, it will not show up as an error in the trial balance.
If you record a financial transaction in an incorrect account, it will not show up as an error in the trial balance.
If you transpose the number in the debit column with the number in the credit column, it will not show up in the trial balance.
Failing to post an accounting journal entry to the journal ledger will not show up in the trial balance.
What You Need
- Your business computer and accounting program
- Your source documents | <urn:uuid:10dc3528-039b-4a1c-b429-18de93351c60> | {
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What causes cavities?
Cavities are caused by the interplay between heredity and habits.
Cavities are caused by a type of bacteria called strep. mutans. Remarkably, children are born without these cavity-causing germs. You may be surprised to hear that parents and grandparents can actually spread these germs to their young children at an early age without even knowing it.
These germs can be transferred when parents taste their child’s food with a spoon, for example, and then feed their child from that same spoon. Other examples of transmitting these bacteria from parent to child are sharing the same toothbrush or food.
Once a child has been exposed to these bacteria, they are now at risk of developing cavities on their baby and future adult teeth. If you have a family history of dental decay/cavities, you might consider minimizing sharing eating utensils with them or even drinking after one another.
Of course, this is unrealistic for most families! This is where good oral hygiene habits come into play.
Oral Hygiene Habits
Good oral hygiene is an important factor in preventing cavities, regardless if you have a family history of cavities or not. Daily brushing of the front, back and top surfaces of your child’s teeth twice a day and flossing in between your child’s teeth at least once each day will help remove the biofilm (sticky substance caused by bacteria in mouth mixing with sugary foods, that causes cavities and gum disease) from all surfaces of the teeth.
It is essential to use a fluoride toothpaste to protect your child’s teeth, particularly in some counties where the water is not fluoridated. The American Academy of Pediatrics recommends using a tiny smear of fluoride toothpaste (less than a grain of rice) for children under 3. Older children should use about a pea sized drop of fluoride toothpaste.
If your child does not yet have the fine motor skills to write in cursive, an adult should be part of the nightly brushing process.
One key factor in preventing the buildup of biofilm is to limit the frequency of sugar in your child’s diet. Some examples of acid-filled foods that should be limited are gum, sugary cereal, crackers and juice.
It is important to brush your child’s teeth with a fluoride toothpaste soon after eating these kinds of foods (if possible) to help strengthen their teeth and fight cavities.
Pediatric Dentist in Centennial, CO
The American Academy of Pediatric Dentistry (AAPD) recommends that children should have their first dental visit by their first birthday. At this time, your dentist will be able to examine your child’s teeth for cavities as well as discuss your child’s risk for cavities.
Call us at Young Family and Cosmetic Dentistry today to schedule your family for their next dental exam and cleaning! | <urn:uuid:5fdc6d4a-b700-4cad-bc08-0af3cbb1eef0> | {
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- 1 What government is the European Union?
- 2 Is European Union a confederation?
- 3 Is the EU a political entity?
- 4 How is the European Union structured?
- 5 Who controls the European Union?
- 6 Which is the most powerful EU institution?
- 7 Will European Union become one country?
- 8 Is EU Federal?
- 9 Which country is a confederation?
- 10 What power does the EU have over member states?
- 11 How many countries are in the 2020 EU?
- 12 What are the 10 European nations?
- 13 How does the EU work for dummies?
- 14 Is the EU democratic?
- 15 What is the difference between the Council of Europe and the European Union?
What government is the European Union?
The EU is governed by the principle of representative democracy, with citizens directly represented at EU level in the European Parliament and Member States represented in the European Council and the Council of the EU.
Is European Union a confederation?
The European Union ( EU ) is a supranational organization that, while resisting strict classification as either a confederation or a federation, has both confederal and federal aspects.
Is the EU a political entity?
A supranational union is a type of multinational political union where negotiated power is delegated to an authority by governments of member states. The term is sometimes used to describe the European Union ( EU ) as a new type of political entity.
How is the European Union structured?
The European Union has its own legislature and executive, as well as an independent judiciary and a central bank. These are supported and complemented by a set of institutions and bodies, the powers conferred on which derive from the founding Treaties.
Who controls the European Union?
The European Council sets the EU’s overall political direction – but has no powers to pass laws. Led by its President – currently Charles Michel – and comprising national heads of state or government and the President of the Commission, it meets for a few days at a time at least twice every 6 months.
Which is the most powerful EU institution?
The Commission is the most powerful institution in the EU but the Court of Justice is the most important. Discuss!
Will European Union become one country?
Other than the vague aim of “ever closer union” in the Solemn Declaration on European Union, the EU (meaning its member governments) has no current policy to create either a federation or a confederation.
Is EU Federal?
The European Union, which operates through a hybrid system of intergovernmentalism and supranationalism, is not officially a federation or even a confederation – though various academic observers regard it as having the characteristics of a federal system.
Which country is a confederation?
Switzerland, officially known as the Swiss Confederation, is an example of a modern country that traditionally refers to itself as a confederation because the official (and traditional) name of Switzerland in German (the majority language of the Swiss) is Schweizerische Eidgenossenschaft (literally “Swiss Comradeship
What power does the EU have over member states?
The EU has the power to lay down the rules on value added tax, for example, but making or changing those rules requires every country to agree. So every member has a veto when it comes to VAT and other taxes. The EU has adopted a Charter of Fundamental Rights to limit its own powers.
How many countries are in the 2020 EU?
The Union currently counts 27 EU countries. The United Kingdom withdrew from the European Union on 31 January 2020.
What are the 10 European nations?
Western European Union (WEU), former association (1955–2011) of 10 countries (Belgium, France, Germany, Greece, Italy, Luxembourg, the Netherlands, Portugal, Spain, and the United Kingdom) that operated as a forum for the coordination of matters of European security and defense.
How does the EU work for dummies?
The European Union is based on the rule of law. This means that every action taken by the EU is founded on treaties that have been approved voluntarily and democratically by all EU countries. The treaties are negotiated and agreed by all the EU Member States and then ratified by their parliaments or by referendum.
Is the EU democratic?
In the European Union, there are two sources of democratic legitimacy: the European Parliament, chosen by the electorates of the individual EU countries; and the Council of the European Union (the “Council of Ministers”), together with the European Council (of heads of national governments), that represent the peoples
What is the difference between the Council of Europe and the European Union?
The Council of Europe and the European Union share the same fundamental values – human rights, democracy and the rule of law – but are separate entities which perform different, yet complementary, roles. It also provides technical assistance, often working together with the European Union, to help them do so. | <urn:uuid:45be887f-7313-4f51-b304-4faf57be9322> | {
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Top 10 Reasons Kids Should Learn to Code
1. Math: Coding helps kids visualize abstract concepts, lets them apply math to real-world situations, and makes math fun and creative!
2. Writing: Kids who code understand the value of concision and planning, which result in better writing skills.
3. Creativity: Kids learn through experimentation and strengthen their brains when they code.
4. Confidence: Parents report that their kid's confidence increases as they learn to problem-solve through coding!
5. Focus and Organization: As they write more complicated code, kids develop better focus and organization.
6. Resilience: With coding comes debugging – and there’s no better way to build perseverance and resilience than working through challenges!
7. Communication: Coding teaches logical communication, strengthening both verbal and written skills. Learning code means learning a new language!
8. Empowerment: Kids are empowered to make a difference when they code!
9. Life Skills: Coding is basic literacy in the digital age, and it’s important for kids to understand – and be able to innovate with – the technology around them.
10. Career Preparation: There’s a high demand for workers in the tech industry; mastering coding at a young age allows kids to excel in any field they choose! | <urn:uuid:f2f588e4-9332-4090-ac4b-2b6ee70ad465> | {
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Blog >>The Different Components of an Excellent Essay
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The Different Components of an Excellent Essay
Essays are an intrinsic part of our academic years, and we begin to write them from the preliminary levels. Essay help students to get acquainted with lengthy and critical writing. And yes, it is not one of the tasks that are loved by students. Adding to this, the difficulty level of writing essay increases as a student moves up to the college and university. However, it is crucial to writing high-quality essays in order to achieve better scores. And the key to composing an essay assignment that helps to get the highest grades is to have a good knowledge about its correct structure or components.
What are the various parts of an essay?
Through essays, the writer tries to inform or persuade the readers to believe in an argument. The essay must be formatted in a way that the information flows logically and smoothly. Although there is no stringent rule about how to structure an essay, generally, it will consist of three segments:
- The introduction
- The body paragraphs
- The Conclusion
Now, what needs to be included in these parts will depend highly on the type of essay one is writing. Essays can be of several kinds such as,
- Compare and contrast
- Cause and effect
But generally, the three parts consist of specific information which is common among all essays.
Let us now see how to write each section of an essay.
An essay begins with the introduction. It will tell the reader what topic or subject is and in which manner it will be presented. Usually, the introduction consists of three parts,
- Starting statement- Also called ‘the hook’, this sentence must be attention grabber which will make the readers think that the essay.
- Supporting sentences- These lines are supposed to create a connection between the opening statement and the thesis.
- Thesis statement- This statement will show the purpose of the essay and include the author’s argument or position on the topic. The thesis statement must include three clear points, which will be discussed in the body paragraphs.
The introduction can be written in many ways but, these three segments must be there. It must be written in a way that shifts from general info to particular details related to the topic. The readers should also get an idea of how the essay is going to proceed with the introduction.
The Body Paragraphs
This is the portion where you will be explaining your thesis statement. If you are making an argument, you will have to provide evidence to back the points. It can be written in the following manner:
- It must start with a topic sentence that will sketch out what will be discussed in that paragraph.
- Back it up with evidence or examples.
- Elaborate your argument, which is connected with that evidence and how it gets backed up with it.
It must always be remembered that the arguments can be read and understood easily. Only then, the arguments will appear logical.
Some tips for writing excellent body paragraphs:
- Give utmost importance to describe how the given evidence backs up your point. An argument cannot be developed just by providing the evidence, you need to explain it.
- You need to decide which evidence is the best for supporting your argument. You may come across several examples, but not all of them can back up your point.
- Ensure that the evidence relates to the thesis statement
- Do not make a list of examples. Instead, create an argument using them.
- It would be better if minimum three examples are used in each paragraph.
- The quality of both the evidence and the explanation will decide your final grades.
The body paragraphs must always be methodically and logically structured because they will elucidate why and how the used examples are relevant to the essay topic.
This section is the last component of an essay. The conclusion is a brief segment, which ends the essay logically. The key purpose of this part is to reiterate the principle argument of the essay. The readers are reminded of the strongest point of the argument made in it.
A feeling of completeness, along with closure, and also a possibility for further opportunities regarding the topic, should be conveyed by the conclusion.
In order to do that, the following can be done:
- A link can be built between the last and first paragraph.
- The conclusion can reflect on the given evidence or the thesis of the essay.
- The ideas and arguments presented in the introduction must be matched in the conclusion.
- The discussion made in the body can be put into a different context.
- The conclusion can also include what the argument suggests or imply.
- And finally, there must never be any new information or ideas in conclusion.
So, these are the different elements of an essay and this is how you can construct a great essay.
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So, if you want to secure superior grades in your essays, you must contact us today. | <urn:uuid:771986ed-f19f-459b-9725-9393c4f4464a> | {
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In this article, we ’ ll look at what causes delicate feet, and why some people are more delicate than others.
What makes feet ticklish?
The feet are a very sensitive separate of the body, and contain around 8,000 boldness endings. These nerve endings hold receptors for both touch and pain responses. Some of these nerve endings are very close to the skin. That is one of the reasons why feet are delicate in some people .
Types of tickle responses
There are two types of tickling which can occur to feet, or to early delicate parts of the body .
Knismesis refers to light tickling sensations. These can be either pleasant or unpleasant. If your child or another person has always begged you endlessly to lightly stroke and tickle their arms, legs, or feet, you know firsthand what knismesis is. Knismesis besides refers to disquieting tickles, such as those caused by a bug walking across your feet, or by anything that makes your feet feel tingly or itchy, such as sandpaper on a beach .
If person vigorously starts to tickle your feet, generating discomfort and laughter, you ’ ra experiencing gargalesis. This is the type of tickling associated with children ’ sulfur tickle-torture games. Gargalesis may be worse if you ’ re unaware. This character of tickling may have evolved over prison term as a defense mechanism to protect vulnerable parts of your body, such as your feet. It may besides be perceived by the brain as pain. People are unable to tickle themselves and produce a gargalesis response .
Involuntary (autonomic) response
Both knismesis and gargalesis have been shown to stimulate a part of the brain called the hypothalamus. One of the jobs of the hypothalamus is regulating emotional responses. It besides controls your reaction to painful stimuli. If you ’ re very delicate and joke, or feel uncomfortable when your feet are tickled, you may be having an involuntary response generated by the hypothalamus.
Read more: Greasy Hair: Tips to Get Rid of It
Why are some people more sensitive than others?
The thrill response varies from person to person. Some people have feet that are more delicate than others. The reason for this hasn ’ thyroxine been definitively shown, although it ’ s possible that there ’ s a familial connect .
If your feet become less delicate immediately or over time, there may be an fundamental, aesculapian campaign, such as peripheral neuropathy. This is a degenerative steel disease that damages the heart endings in feet. Peripheral neuropathy can be caused by :
- pressure on the nerves
- autoimmune disease
If you have peripheral neuropathy, the heart endings in your feet or in other parts of the body aren ’ triiodothyronine working correctly. This can cause apathy, tingling, or trouble. Peripheral neuropathy can make it hard or impossible for you to feel the type of stimulation which would generate a tickle response.
Can ticklish feet be a sign of diabetes?
Peripheral neuropathy in feet that is caused by diabetes is known as diabetic neuropathy, or diabetic nerve damage. It can result from either type 1 or type 2 diabetes. Nerve damage from diabetes doesn ’ t cause delicate feet, although it can cause a tickling sensation which may be confused for ticklishness. Since diabetic steel damage can cause numbness, being able to feel a thrill on the soles of the feet is generally a sign of the zodiac that you don ’ t have diabetic neuropathy. even therefore, if you have diabetes and are concerned about sensations you ’ ra feeling, let your doctor know .
Feet are a sensitive separate of the body which can be very delicate in some people. The thrill response international relations and security network ’ triiodothyronine completely understand, but is thought to be an involuntary reception directed by the hypothalamus.
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Latest Earthquake | Chat Share
Learn about some of the things that can effect water levels in wells.
• Water Science School HOME • Water Science Q&As •
A well is said to have gone dry when water levels drop below a pump intake. This does not mean that a dry well will never have water in it again, as the water level may come back through time as aquifer recharge from precipitation seepage increases and/or pumping of the aquifer is lessened. It is true that all the water in the ground comes from infiltration of precipitation from above, but the geology of the underground rock determines the infiltration and movement characteristics of the water that is in the ground.
The water level in a well depends on a number of things:
Wells in unconfined water table aquifers are more directly influenced by the lack of rain than those in deeper confined aquifers. A deep well in a confined aquifer in an area with minimal pumping is less likely to go dry than a shallow, water-table well. | <urn:uuid:8a0d5f31-3ba7-45f4-98a9-08835234c7e1> | {
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Temperatures is a plural noun for a word "TEMPERATURE."
Temperature: The degree or intensity of heat present in a substance or object, especially as expressed according to a comparative scale and shown by a thermometer or perceived by touch.
1. At low temperatures, SA predominates, but as the temperature is raised S, increases; the transformation, however, is retarded by some gases.
2. Temperatures above 100° and below -15° are rare. | <urn:uuid:31488e0d-6657-43ca-af51-8c4b6573db74> | {
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feeling like a fossil but don’t want to wait 100 million years? Now you can make them just like Mother (Earth) used to make! Don’t be petrified, it’s not as hard as you think. These mold and cast fossils are great for school, home, or as a prank on an archaeological dig. Whether you want to make a fossil of insects, animals, your thumb, corded telephones, or 8-track tape players, you can do it all with this method in about 20 minutes.
Each Tuesday is EducationTuesday here at Adafruit! Be sure to check out our posts about educators and all things STEM. Adafruit supports our educators and loves to spread the good word about educational STEM innovations!
Make a robot friend with Adafruit’s CRICKIT – A Creative Robotics & Interactive Construction Kit. It’s an add-on to our popular Circuit Playground Express, FEATHER and other platforms to make and program robots with CircuitPython, MakeCode, and Arduino. Start controlling motors, servos, solenoids. You also get signal pins, capacitive touch sensors, a NeoPixel driver and amplified speaker output. It complements & extends your boards so you can still use all the goodies on the microcontroller, now you have a robotics playground as well. | <urn:uuid:e3bf77e8-c3b3-4f4d-8060-fae921f7ddbc> | {
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