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If you’ve ever set foot in a fitness facility, you’ve noticed that the majority of gym-goers are listening to music as they work out. Same goes for athletes on the sidelines warming up before a game. It’s a source of inspiration, of course, but music may actually stimulate anaerobic power. Researchers publishing in the American College of Sports Medicine conducted a series of Wingate tests.
They divided test subjects into two groups. One group listened to motivational music while they were at peak power, the other did the same performance tests, but without music. Their conclusion was that motivational music interacts positively with anaerobic performance. Athletes that were tested while listening to motivation music were able to perform for longer while at peak power.
Musical Interaction Therapy- We all have a favorite piece of music that interacts with us to generate a physical response in us. Our favorite song, or concerto, or opera, or symphony that reaches into our bodies and makes us FEEL. There’s no doubt that music impacts our emotions, but did you know that music can cause physiological responses too? That’s right, music can actually change our bodies physical properties and its function
Musical Interaction Therapy
Music and Your Brain
A study in 2014 from Frontiers in Neuroscience concluded that the benefits of musical training have a profound impact on the brain, particularly in children. They have better vocabulary, reading ability, and a greater attention span. Learning an instrument as a child may even predict IQ and academic performance in young adulthood! The age that a child begins music training and frequency they with which they train seem to have an impact as well. It’s exactly what you’d think: the children who trained longer and more often saw even greater benefits.
Music and Your Heart
Believe it or not, your heartbeat and blood pressure can change depending on the type of music you listen to. A research study from Pavia University, in Italy, determined that music with quicker tempos made people breathe faster, creating a physical response, thus increasing their heart rate and blood pressure.
The opposite was true too, slow and soft music produced a slowing of heart rate and drop in blood pressure. Another study from New York on the effect of music on surgery showed that patients that were surrounded by silence.
These subjects continued to have abnormally high blood pressure throughout the procedure. The blood pressure of those that listened to music of their choice through headphones before and immediately after the operation recorded a lower blood pressure during operations, and a quicker return to their baseline during recovery.
Music and Your Muscles
So, the next time you listen to your favorite piece of epic classical music that really gets your heart pounding, and causes a physical response consider that it’s not just your emotions reacting to the crescendos, it’s your whole body!
If you found this informational post interesting please subscribe to the Music Educator blog for all the amazing future posts. | <urn:uuid:96d25306-c0c6-4d2a-b08a-ad6d72673cf6> | {
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View parrot photos, license parrot stock pictures, and buy stunning parrot prints by award winning professional photographer Jon Cornforth. To license an image for editorial or commercial use, click on the License Image button and fill out the form. To purchase a fine art print, select your image size and presentation style before clicking on the Buy Print button.
Colorful, Talking Birds
Parrots, also known as psittacines, are birds of the roughly 393 species in 92 genera that make up the order Psittaciformes. Parrots have a generally pantropical distribution with several species inhabiting temperate regions in the Southern Hemisphere. However, the greatest diversity of parrots lies in South America and Australasia.
Characteristic features of parrots include a strong, curved bill, an upright stance, strong legs, and clawed zygodactyl feet. Many parrots are vividly coloured, while some are multi-coloured. Most parrots exhibit little or no visible sexual dimorphism.
The most important components of most parrots’ diets are seeds, nuts, fruit, buds, and other plant material. A few species sometimes eat animals and carrion. However, lories and lorikeets feed only on floral nectar and soft fruits. Almost all parrots nest in tree hollows. They lay white eggs, from which hatch altricial (helpless) young.
Parrots, along with ravens, crows, jays, and magpies, are among the most intelligent birds. Some can even imitate human voices.
Unfortunately, parrots experience more exploitation than any other group of birds. Measures taken to conserve the habitats of some high-profile, charismatic species have also protected many charismatic species living in the same ecosystems. | <urn:uuid:12ec5a5f-5157-4243-bd04-f714cb063e2b> | {
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Okay everyone we will have a quiz tomorrow over absolute value so study, because the quiz will count for your grade.
I don't know what to do plus I need the grade for my report card !
Hey don't give up! I can help you study for the quiz.
Absolute value means that it is always positive but only if it's not asking for the opposite of absolute value
Ok, please start telling me, what is absolute value?
Okay everyone the quiz is about to start, you will have 30 minutes to finish
Ok, remember that absolute value is always positive but if the -|x| is on that side then it's negative
For example, let's take -10 for example but in absolute value |-10| = 10 so it's positive
right,but when the number is -|10| it's still negative 10
I aced the quiz!!! | <urn:uuid:102dd009-91c3-4e32-adcc-9935a1f6cad5> | {
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A double fact is a two-part fact, usually about a person or a place. For example, a double fact about a person might be their name and their birthday. A double fact about a place might be its name and the population of that place.
Double facts can be interesting or useful to know. They can help you remember information more easily, or they can just be interesting facts to know. Either way, they’re a fun way to learn more about the world around us.
What is a double fact example?
A double fact example is a mathematical fact in which two numbers are multiplied together to produce a result. For instance, 5 multiplied by 7 is 35. This is a double fact because there are two numbers (5 and 7) involved in the calculation.
There are many different types of double facts. Some of the most common ones include multiplication facts, addition facts, and subtraction facts. In addition, there are also double facts that involve fractional numbers and decimal numbers.
It is important for students to learn and memorize double facts, as they are an essential part of mathematics. By practicing and committing these facts to memory, students can improve their mathematical skills and perform better in tests and examinations.
There are many different ways to practice double facts. One popular method is to use flashcards. This involves writing the double fact on one side of the card, and the answer on the other side. Students can then test themselves by flipping over the card and trying to solve the problem.
Another method for practicing double facts is to use a worksheet. A worksheet can be used to practice a particular set of double facts, or it can be used to test students’ knowledge of all the different types of double facts.
One of the best ways to learn double facts is by using a game. There are many different games that can be used to practice double facts, such as flashcards, board games, and card games. These games are fun and engaging, and they also help students to improve their mathematical skills.
Ultimately, the best way to learn double facts is by practicing them regularly. By using a variety of methods, students can practice these facts in a fun and engaging way. This will help them to improve their mathematical skills and perform better in tests and examinations.
What do double facts mean?
What do double facts mean?
Double facts are a way of representing mathematical problems or equations. They are two fractions that are both equal to one another. This allows for a more simplified way of solving equations.
For example, the equation 4/9 = 2/3 can be rewritten as 4/9 = 1/3 + 1/3. This makes it easier to solve, because you are only working with fractions that are already equal to one another.
Double facts can also be used to help make comparisons between two fractions. For example, the fractions 3/10 and 5/8 can be rewritten as 3/10 = 1/3 + 2/10 and 5/8 = 1/2 + 3/8. This makes it easier to see which fraction is larger, and by how much.
What is a doubles fact for 7 8?
Doubles facts are a set of addition problems that are solved by finding the sum of two numbers that are next to each other on the number line. For example, the doubles fact for 5 is 10 because 5 + 5 = 10. The doubles fact for 7 is 14 because 7 + 7 = 14.
The doubles fact for 7 8 is 16 because 7 + 8 = 15 and 15 + 1 = 16.
How do you teach double facts?
When teaching double facts, it is important to start with the basics. Children need to understand what addition and multiplication are, and how they work together. Once they have a basic understanding of these concepts, you can start teaching them double facts.
One way to introduce double facts is by providing children with a list of addition and multiplication problems. Have them solve the problems, and then ask them to identify the double facts. You can also provide them with flashcards that contain addition and multiplication problems. As they solve the problems, have them identify the double facts.
Another way to teach double facts is by using a game. Have children solve addition and multiplication problems, and then have them identify the double facts. The child who finds the most double facts wins the game.
Whichever method you use, make sure to provide children with plenty of practice. The more they practice, the faster they will learn and remember the double facts.
What is the double of 8?
What is the double of 8?
The answer is 16. To find the double of 8, simply multiply by two.
What is the double of 9?
The double of 9 is 18.
What is a doubles fact for 14?
Doubles facts are mathematical problems that are solved by using two numbers multiplied together. The most common type of doubles fact is a two digit number multiplied by another two digit number. For example, 34 x 56.
To solve a doubles fact, the two numbers are multiplied together to create a four digit number. The digits in the four digit number are then added together to get the answer. In the example above, the digits in the four digit number are 3, 4, 5, and 6. 3 + 4 + 5 + 6 = 18. The answer is 1,800. | <urn:uuid:1793af71-06b4-4b82-a446-63d82ec66c47> | {
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DT Day February 2020
The theme of our DT this half term was bridges.
All classes were taught about the different types of bridges before setting to work designing their own. They saw some pictures of some rather impressive bridges and were told that as lucky Londoners, their city had a large variety of bridges allowing them to cross from one side of the Thames to the other.
The children were then given a range of materials to build their own bridge in their own small teams. The brief was simple: design and then build a bridge across a gap between 2 tables and make sure your bridge can support a load put on it by their teacher!
We clearly have some future engineers and architect in our midst here at St Stephen’s as all classrooms were a blizzard of activity. The younger year were ingenuious in their use of paper, card, straws, pipe cleaners, toilet rolls and string to build some fantastic bridges, many of which were give some extraordinary names! Further up the school, the allocation of materials became deliberately meaner: Year fives for instance had to make their bridges from lolly sticks alone!! But the structures produced looked amazing and many a cheer was heard when we found our that one of the children’s bridges was able to support sixteen dictionaries!
It was a tremendous day and the children learnt a great deal about bridges, structures and the importance of the function of design! Let’s hope they enjoy those London river crossings a little more now! | <urn:uuid:3a876a40-a3b5-4f14-b3b1-94cf7a20f758> | {
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Currently, the world is in an extraordinary situation and is responding to an unprecedented social emergency caused by the covid pandemic and climate change. On one hand, governments have a task of reviving the economy in the short term, while on the other hand they also have to think and plan how to reduce the impacts of climate change in the medium to long term. While the current situation remains a challenge, and as countries take steps for revival, this is also an opportunity for nations to actively pursue the goals based on the sustainable development paths. For an equitable recovery, countries have an opportunity to promote social, economic and political inclusion, equality and justice while, building resiliency to climate related hazards.
Till now over 5 million lives have been lost due to the pandemic. There has been a severe impact on societies in terms of health and the pandemic-induced economy slowdown. In its ‘World Economic Outlook Report’ in April 2020, IMF had projected a contraction of global output by 3% which was far worse than the global financial crisis of 2008. Further, the World Bank (WB) has estimated that the covid pandemic will push up to 150 million people into extreme poverty by 2021. On the other hand, billionaires’ wealth has increased drastically in the same period. The pandemic has increased the existing wealth inequality aka ‘the great divergence’ among and within the nations, and there is a clear indication that the catastrophes caused by climate change will do the same. This kind of recovery is certainly on the contrary to the principals of sustainable development and will be inequitable. When inequality is high, it can lead to social and economic unrest.
Countries around the world are attempting to tackle the dual issue by providing fiscal stimulus packages. Comparing the covid crisis with the financial crisis of 2008, countries have increased the total fiscal spending. Developed countries have spent on an average 9.73% of GDP as compared to 2.63% during the global financial crisis of 2008. On the other hand, developing countries spent an average of 5.46% of GDP as compared to 4.62% in 2008. Unfortunately, countries have failed to properly account for social and environmental equity in the recovery packages.
There is overwhelming evidence to prove that investments in clean energy, sustainable infrastructure is fundamental to boost employment while sustaining long-term socio-economic activities. Studies have shown that investing in renewables can create 1.2 – 1.5 times as many jobs as the same amount spent on fossil fuel production. Recent estimates have shown that the renewable energy sector has created a rising number of jobs in recent years. On the other hand, recovery funds directed towards carbon emission based businesses and fossil fuels risk locking in harmful emissions. Thus, it is only logical, that countries seeking to boost their economies do so by investing in green recovery packages.
However, even though many countries have committed to a ‘green recovery’ through stimulus packages, the overall magnitude of ‘green’ measures taken up by countries are relatively small as compared to the total. The countries provided a total of USD 336 billion for environmentally positive measures as of April 2021. This may appear to be a sizeable investment but the amount represents only 17% of the total recovery spending. This small percentage highlights that ‘build back batter’ measures as committed by governments at the beginning are not going to have any significant effects on the environment. Further, the stimulus packages lack equity and social inclusion which underpins societies’ ability to achieve sustainable development. While this seems like a strong statement to make, it is proven by multiple records and accounts that are coming through since then.
Looking at the recovery measures in detail, most countries have adopted fiscal packages to deal with the health emergencies, support vulnerable households through cash-transfers, and provide support to affected businesses through a variety of measures. Despite this, we see glaring disparities on multiple fronts such as jobs and business losses, access to vaccines, increased economic inequality among the various sections of society. To further illustrate, during the pandemic, labour force which includes essential workers and the group which continued to be employed while working from home, did not face much adversity. However, the group that got either laid off or comprised of informal workers were affected the most. An estimate the by the International Labour Organization (ILO) projects that globally around two billion people are dependent on the informal economy for their livelihoods, majority of whom are located in emerging and developing countries. These informal workers had lost around 60% of their wages in the first month of the pandemic. Although, governments have provided some kind of support through their ‘new social protection programs’, workers in the informal sector did not get an equitable support as informality often means a lack of social protection including unemployment insurance, rights at work, decent working conditions, and lack of access to finance. This is critical for countries such as India where the majority of workers are engaged in informal activities and 90% of the women work in the informal sector. Covid recovery also led to unequal covid saving and wealth surge. Household savings for the people who are at the top of the wealth distribution have increased sharply during the pandemic in many developed countries because of lower consumer spending on account of lockdowns or precautions, combined with an increase in disposable income from government transfers. While for the people who lost their jobs, there have been significant cases of loss of savings. Since the overall increase in net wealth during crisis was unevenly distributed, with much of it accruing to people at the top of the chain, it has resulted in the widening divide between the haves and haves-not. Additionally, government support in the form of direct stimulus benefitted the savings of wealthier households as compared to poorer households.
Green investments is a critical part of recovery packages as it can result in positive economic outcomes, while also addressing climate change. According to a study conducted by the World Bank, it was shown that for Cyprus, integrating green interventions in the recovery efforts can create twice as many jobs per million euros invested than a business-as-usual approach. In another example, electric-vehicle (EV) manufacturing sector in China has attracted more people due to higher pay, and Pakistan has invested USD 135 million in tree planting and forest protection which has resulted in the creation of 85,000 daily wage jobs in the last year alone. In India, the Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS) has resulted in capture of 102 million tonnes carbon dioxide (MtCO2) in 2017-18 due to increased plantations and improvements in the soil quality. The scheme has provided social security to the rural communities in the times of uncertainty while also contributing to helping India achieve its climate goal of creating carbon sink of 2.5 to 3 billion tonnes through additional forest and tree cover by 2030. Learning from MGNREGS, the government should further identify more such schemes that can achieve multiple goals simultaneously. As stimulus packages could play a fundamental role in making the recovery more resilient, sustainable, and set in place pathways to decarbonization, the governments should identify and invest in low carbon pathways, should promote the renewables deployment, build resiliency across communities while encouraging just transition.
Although fiscal policies are focused on fighting the covid-19 induced economic crisis, governments need to address the approaches to tackle the climate change crisis in a just and equitable manner. The lack of proper alignment of financial resources may lead to marginalization of millions of people. The disproportionate impacts of recovery highlight the need to integrate the principles of equity and justice in recovery planning. For developing nations, it is further important to adopt an approach that takes into account wealth inequality and an inclusive low-carbon future. In the short term, recovery policies should focus on supporting health care and also targeting support to affected households, while in the long term, it is imperative that policy focus should be on delivering greater justice and social equity while adopting low carbon pathways.
Views expressed are the author’s own and don’t necessarily reflect those of ICRIER. | <urn:uuid:3370a841-d013-42d5-9b52-e0b2762fe82d> | {
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Are you curious to know what is symphonic band? You have come to the right place as I am going to tell you everything about symphonic band in a very simple explanation. Without further discussion let’s begin to know what is symphonic band?
In the realm of music, the symphonic band stands as a dynamic and captivating ensemble that showcases the harmony of various instruments coming together to create a rich and layered sound. Often referred to as concert bands, wind bands, or wind ensembles, symphonic bands offer a platform for musicians to collaborate, interpret diverse genres, and enchant audiences with their collective brilliance. In this blog, we’ll delve into the captivating world of the symphonic band, exploring its composition, history, repertoire, and the magical experience it offers to both performers and listeners.
What Is Symphonic Band?
A symphonic band is a musical ensemble composed of a diverse range of wind, brass, and percussion instruments. It differs from orchestras, which also include string instruments, and focuses on highlighting the expressive and dynamic capabilities of wind and percussion instrumentation.
Composition And Instrumentation
- Woodwinds: The woodwind section comprises instruments like flutes, clarinets, oboes, and bassoons, each contributing unique timbres and textures to the ensemble.
- Brass: Brass instruments such as trumpets, horns, trombones, and tubas add richness and depth to the symphonic band’s sound.
- Percussion: Percussion instruments, including drums, xylophones, marimbas, and cymbals, provide rhythm and accents to enhance the overall performance.
Symphonic bands have a rich history dating back to the 19th century. Military bands played a pivotal role in the development of this ensemble type, with their performances inspiring composers to create works specifically for wind and percussion instruments.
Repertoire And Versatility
Symphonic bands perform a diverse repertoire that spans various genres and styles. Their selections may include classical compositions, marches, film scores, contemporary pieces, jazz arrangements, and more. This versatility allows symphonic bands to captivate audiences across different musical preferences.
Participating in a symphonic band is a rewarding experience for musicians. It challenges their technical skills, encourages collaboration, and hones their ability to blend and balance their sound within the ensemble.
Attending a symphonic band performance is a treat for audiences. The ensemble’s ability to produce a powerful, multi-layered sound while conveying emotion and narrative through music is truly enchanting.
Notable Symphonic Band Compositions
- “Lincolnshire Posy” by Percy Grainger: A celebrated piece that showcases the versatility of the symphonic band, drawing inspiration from folk songs.
- “First Suite in E-flat for Military Band” by Gustav Holst: A classic work that exemplifies the blend of different instruments to create a unified musical tapestry.
- “Incantation and Dance” by John Barnes Chance: An example of modern composition for symphonic band, combining rhythmic intensity and melodic beauty.
The symphonic band, with its diverse instrumentation and dynamic repertoire, is a testament to the captivating power of collaborative music-making. Through the harmonious fusion of woodwinds, brass, and percussion, this ensemble takes audiences on a journey through melodies, rhythms, and emotions. For both performers and listeners, the symphonic band offers an opportunity to celebrate the artistry, creativity, and unity that music brings to life, making it an essential part of the rich tapestry of the musical world.
All factors for the numbers can be seen here on Factorsweb.
What Does Symphonic Mean In Band?
[English] An American term for a large wind ensemble that includes some percussion and occasionally strings. It may be considered the American counterpart of the European military band. The modern concert band or symphonic band instrumentation. WOODWINDS.
What Is The Difference Between A Band And A Symphonic Band?
What’s the difference between a concert band and symphonic band? In general parlance, there is no difference between a concert and symphonic band. The terms both refer to a group of musicians playing together in Western music – or more specifically, an ensemble playing woodwind, percussion and brass instruments.
What Level Is Symphonic Band?
For example, in many U.S. high schools, “Concert Band” refers to the introductory level band, “Symphonic Band” is the title for the intermediate level band, and “Wind Ensemble” is the title for the advanced level band.
Is Symphonic Band Harder Than Concert Band?
Students who become members of the symphonic band will have the opportunity to study music that is more difficult than that encountered in the concert band yet not quite as difficult as the literature played by the wind ensemble.
I Have Covered All The Following Queries And Topics In The Above Article
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A 2, 500 word assignment which examines the role of the learning mentor and analyses the strategies used in supporting science, evaluating the impact on pupils’ learning. This essay will explore and evaluate the role, the responsibilities and the purpose of the learning mentor. It will highlight and review strategies used in schools today to support children’s education, assisting them to develop skills and achieve their full potential. The learning mentor has a large range of duties which require the ability to encourage social inclusion, collaborate with external agencies for specialist support and expand care to families and carers.
Responsibilities also include the contribution to the assessment of pupils, the transition and pastoral care of vulnerable students and to identify and remove barriers to learning that some young people are faced with during their time in education. All of these areas will be considered and analysed. I will thoroughly examine current practice, theory and reflect upon my own development. Whilst examining the role of the learning mentor, I will be specifically looking at science and how it is taught and supported in schools today.
My aim is to highlight the importance of the learning mentor and the impact they have on a child’s achievement and success. It will also indicate how the learning mentor’s holistic approach builds self confidence, a sense of emotional belonging and overall creates the best conditions for students to flourish academically as well as personally. Consequently, this will allow me to develop and improve my own practice and professional progression in the future. Education has not always recognised the holistic needs and development of children.
However, over the years, the education system has seen a considerable amount of changes. It has been revolutionalised, transforming teaching from learning by rote to a multisensory, child centred, personalised education. This is due to many factors such as the development of technology, changes in society, values and attitudes, the recognition of children with additional needs and the implementation of learning mentors and support staff. So, when were learning mentors first introduced into schools and why?
In 1999, as an out come from the 1997 White Paper, the Excellence in Cities (EiC) initiative was launched by the government to raise standards of attainment and was first piloted in disadvantaged, inner-city schools. As stated in Excellence in Cities: The National Evaluation of a Policy to Raise Standards in Urban Schools 2000-2003 (2005), Britain was in need of ‘inclusive schooling that recognises the different talents of all children and delivers excellence for everyone’. To achieve this objective, EiC implemented a gifted and talented programme, to provide extra support for 5-10 per cent of pupils in each school.
Learning Support Units (LSU’s) were also introduced to provide intervention teaching and support programmes for difficult or vulnerable students and learning mentors were created to help students overcome educational or behaviour problems, ensuring that schools were inclusive of all. As highlighted by M. K Smith (1999) schools were able to utilise Learning Mentors for different matters according to their individuality, however the government did set out for the leaning mentor, four main objectives. These core beliefs from EiC are explained in Good Practice Guidelines for Learning Mentors (DFES 2001).
Firstly, the learning mentor should have high expectations for every pupil, meeting the needs of all and taking an individualised approach to teaching and learning, ensuring barriers are removed so children can aspire regardless of the difficulties they may come up against. Barriers to opportunities could include family problems, bullying, low self esteem and poor social skills. The learning mentor must also establish good working relationships with pupils, parents, the community and other outside agencies.
By creating a network, schools are able to work collaboratively to promote diversity, share good teaching practice and enhance performance throughout the area. The role of the learning mentor was not only introduced to improve the progress of low ability students, following a report by J. Freeman in 1998 which investigated research on the teaching and learning of high ability children, the government recognised that ‘provision for the highly able was not satisfactory’ and that children who are gifted and talented ‘have as much of an entitlement to have their needs addressed’ OFSTED (2001).
Therefore, learning mentors provide extended learning opportunities to pupils to assure the prevention of a ‘glass ceiling’ that could potentially restrict performance. Besides from the objectives set out by the government, the role of the learning mentor is complex and extensive. Good Practice Guidelines for Learning Mentors (DFES 2001) makes clear that they are disciplinarians, nor classroom assistants. They are an active listener, a role model, a guide who negotiates targets and supports pupils, carers and parents whilst remaining reliable, non judgemental and realistic. R.
Rose and M Doveston (2008:145) defines mentoring as ‘learning within a social context’ with learning mentors recognising ‘the necessity to ensure that students feel both comfortable with and in control of the learning process. ’ This social collaboration is clearly influenced by Vygotsky (1962) and his theory of social constructivism. A key point of Vygotskys theory is the Zone of Proximal Development (ZPD). As explain by Oakley (2004), the ZPD is the gap between a child’s actual level and the level of which the child could achieve with the guidance from an experienced adult, in this case, the learning mentor.
This adult intervention can also be linked to the idea that Bruner put forward, labelling this type of assistance as ‘scaffolding’. A concept where a more able person provides guidance and support until the learner becomes independent. When evaluating the helping relationship, G. Egan’s theory takes a holistic, person centred approach, resulting in the ability to ‘develop more options in their lives’, Egan (1990:7). The changes brought about by EiC have shaped the way education system is today, with teachers and learning mentors taking on a child centred, holistic, inclusive and personalised approach.
In 2006, the Department for Education and Skills published the 2020 vision: report of the Teaching and Learning in 2020 Review presenting a vision to provide pupils with personalised learning offering a more adaptable curriculum. The 2020 vision: report of the Teaching and Learning in 2020 Review (2006:3) points out that ‘When taken as a whole across the education system, in all schools, for all pupils, we think personalising learning has the potential to transform education. ’ The Assessment for Learning Strategy 2008 explains the importance of assessment in education.
It aims to ensure every child is aware of their performance and how to improve allowing them to become independent initiators of their own learning and by informing parents and carers of assessment outcomes, children are also supported at home. In schools, assessment for learning happens constantly by teachers, learning mentors, teaching assistant and peers. Examples of formative assessment are precise learning objectives, peer and self assessment and immediate verbal or written feedback. Summative assessment gives a broader view of improvement and uses standardised tests.
Assessment is essential for schools to plan the next steps for pupils in order to close the gap in attainment and is vital to effective personalised teaching and learning. In 2008, OFSTED evaluated the impact of assessment for learning on inclusion identifying that it is beneficial to pupils with special educational needs (SEN), providing pupils with the opportunity to discuss, question, explore and review ‘builds an understanding of what success looks like and how to apply skills’ OFSTED (2008:21).
Assessment for learning therefore clearly goes hand in hand with personalised learning allowing children, teachers, learning mentors and parents to reflect, evaluate and advance. Subsequently, as indicated by Capel and Gervis (2009: 135) when feedback is given in conjunction with praise, pupils are more motivated to continue to make effort with a positive approach to the activity. Maslow (1970) made this very argument with his hierarchy of needs theory explaining that in order to feel the need to fulfil one’s potential, other needs such as self esteem or love and belonging must be met first. Aspects of Maslow’s theory can also be seen in government frameworks used in schools. Although currently under review, Every Child Matters (2003) has five outcomes, areas which are central to the learning mentors work. For example for children to ‘be healthy’, the learning mentor may be involved with setting up breakfast clubs, arrange sporting activities or promote healthy dinners. As for ‘staying safe’ they might organise police visits, implement a listening room or create an anti bullying initiative.
For children to ‘enjoy and achieve’ they may perhaps provide one to one intervention to support achievement, have homework clubs and offer assistance for transition. The learning mentor could also arrange community work, school council groups and circle time, giving pupils the opportunity to ‘make a positive contribution’. And to allow children to achieve economic well-being, the learning mentor may possibly organise work experience, seek career advice and work with parents and other outside agencies. As a teaching assistant, my role differs from that of the learning mentor.
The responsibitlies of the teaching assistant, although still aim to support pupils to reach their full potential are not as broad at the support offered by a learning mentor and is approached from a somewhat different angle. This is highlighted in a video at teachermedia. co. uk 2 outlining the differences between these two roles. From my experience, teaching assistants are usually classroom based; however work together with teachers and learning mentors to ensure the best type of individual support can be provided for all.
With experience of supporting and teaching the national curriculum in year 3, I have observed the learning and development of many children. One subject which always usually requires a range of support strategies is science. Science is not just the teaching of facts and theories. As stated in the report, Primary Science (2003), teaching science equips pupils with indispensable skills that are transferable throughout different parts of the curriculum. The report explains how the main aim of primary science is to ‘stimulate pupil’s curiosity in the world around them and encourage critical and creative thinking’ (2003:1).
The National Curriculum (1999) sets out the statutory programme of study for science, the four main areas of teaching are, life processes and living things, physical processes, materials and their properties and scientific enquiry. For pupils to achieve in science there is a balance needed between teaching factual knowledge and the skills of scientific enquiry. For example, students must be given the opportunity to address questions scientifically, plan and carrying out experiments, build on previous knowledge and interests, evaluate and discuss ideas.
The teaching of science is essential as it promotes learning across the curriculum including spiritual, moral, social and cultural development, key skills, thinking skills, communication, application of number, working with others and information technology. ‘Successful Science’, a report by OFSTED (2011) found that the impact of good teaching could be seen when more practical science lessons were taught, when pupils were involved in peer and self-evaluation and when the pupils were given the opportunity to develop the skills of scientific enquiry by taking part in decision-making, discussion and research.
Teaching was seen to be more engaging when the science that they were learning about had relevance to their lives and experiences. When I was asked to plan and teach block of lessons on magnets to a group of middle ability year 3 children, it was important to take into account many factors. How much science motivates children? What teaching strategies and theories to use? Would it need to be differentiated and how could I ensure progress had been made? The plan involved a range of multisensory activities such as testing magnetic materials around the school, finding the strongest magnet, watching videos, labelling the irections of force. Such activities were tailored for multiple intelligences, Gardner (1983) and also exercised both right and left brain skills ensuring the engagement and motivation of both boys and girls, Cheminais (2008). The lessons had clear, precise learning objectives as research shows that this works as classical conditioning, the action of providing a lesson objective will result in the learner’s response in knowing what to expect to learn, Gange and Medker (1996). Theories that influenced the teaching strategies used include both constructivists and social constructivist teaching.
For example, for the pupils to develop their scientific enquiry skills, the activities were designed to allow them to construct their own learning through experiences. This meant that by planning and carrying out an experiment to find the strongest magnets, the students gained the knowledge that the strongest magnet is not always the largest magnet. Alfrey (2003) explains that Piaget thought that children have to assemble their own comprehension and ‘assimilate’ from such experiences, creating mental structures called ‘schemas’.
Piagetian theory views the role of the adult as someone who is to provide a rich, stimulating environment for children to naturally discover, explore and actively build their own schemas through stage appropriate activities and tasks that will eventually support assimilation and accommodation. Some aspects of social constructivist teaching methods were used in the lesson, for instance the pupils were collaboratively seeking answers, and they shared their ideas, had group discussion and developed their listening skills.
During the session the children asked lots of questions, this again showed just how involved the children were and how they were actively seeking answers and explanations. Talking Science Pedagogy (2008) summarises five teaching models used in science. Direct interactive teaching was used in the lessons when the magnets were first introduced to the children. Scientific vocabulary was taught such as north and south pole, magnetic field, attracts and repel.
When the children learnt that opposites attract and the same repel, we used girls and boys to create an analogy in order to help them to picture it. During the lesson some issues did arise that could have potentially affect learning. The children had their own presumptions about magnets which lead to misconceptions. To identify these, the students were asked to discuss what they already knew about magnets, and then create a mind map with the findings. These included, ‘they stick to stuff’, ‘they stick to anything metal’ and ‘big magnets are strongest’. .
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The weekly demand and supply functions for Sportsman 5 X 7 tents are given by the following respective functions where p is measured in dollars and x is measured in units of a hundred.
Find the equilibrium quantity.
Find the equilibrium price.
Answer this Question
How does opportunity cost affect people's wants and needs? A. It changes the supply and demand of goods. B. It requires them to make a choice. C. It requires them to be producers and consumers. D. Opportunity cost does not impact wants and needs. When
Which term describes the choices that people must make to meet their wants and needs? A. supply B. demand C. opportunity cost D. producers
Check my CALCULUS answers please!
Any short explanation for things I got wrong would be great, too, if possible! Thanks in advanced! :) 8. Which of the following functions grows the fastest? ***b(t)=t^4-3t+9 f(t)=2^t-t^3 h(t)=5^t+t^5 c(t)=sqrt(t^2-5t) d(t)=(1.1)^t 9. Which of the following
How does opportunity cost affect people's wants and needs? A.It changes the supply and demand of goods. B.It requires them to make a choice. ***** C.It requires them to be producers and consumers. D.Opportunity cost does not impact wants and needs. Please
At a price of $9 per box of oranges, the supply is 320,000 boxes and at a price of $8.50 per box, the supply is 270,000 boxes. Find the supply equation of the form p = mq + c, where p is the price in dollars and q is the corresponding supply in thousands
Determine the price elasticity of demand for a microwave that experienced a 20% drop in price and a 50% increase in weekly demand quantity. I know I have to use the price elasticity of demand formula, but I keep getting the wrong answer. Can someone please
what is the average weekly food expense of the johnson family during a 4-week period in which they spent $72.84, $61.20, $75.48, and $68.76 for their weekly grocery shopping?
The point (1/3,1/4) lies on the terminal side of an angle. Find the exact value of the six trig functions, and explain which functions are reciprocal functions to each other.
21. The EU is an example of a trading bloc, or _______, that has a common external tariff and no internal tariffs, and that coordinates laws to facilitate trade between member countries. A. strategic alliance B. joint venture C. common market D.
In recent years, some policymakers have proposed requiring firms to give workers certain fringe benefits. For example, in 1993, President Clinton proposed requiring firms to provide health insurance to their workers. Let’s consider the effects of such a | <urn:uuid:cb18fd78-43e7-4a90-99ab-0979458e63e1> | {
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The Creation (Haydn)
|This article needs additional citations for verification. (December 2013)|
|by Joseph Haydn|
Portrait of Joseph Haydn by Johann Carl Rößler (1799)
|Native name||Die Schöpfung|
|Text||Gottfried van Swieten|
|Movements||34 (in three parts)|
|Scoring||Soprano, tenor and bass soloists, chorus and orchestra|
The Creation (German: Die Schöpfung) is an oratorio written between 1796 and 1798 by Joseph Haydn (H. 21/2), and considered by many to be his masterpiece. The oratorio depicts and celebrates the creation of the world as described in the biblical Book of Genesis and in Paradise Lost. It is scored for soprano, tenor and bass soloists, chorus and a symphonic orchestra, and is structured in three parts.
Haydn was inspired to write a large oratorio during his visits to England in 1791–1792 and 1794–1795, when he heard oratorios of Handel performed by large forces. Israel in Egypt is believed to have been one of these. It is likely that Haydn wanted to try to achieve results of comparable weight, using the musical language of the mature classical style.
The work on the oratorio lasted from October 1796 to April 1798. It was also a profound act of faith for this deeply religious man, who appended the words "Praise to God" at the end of every completed composition. He later remarked, "I was never so devout as when I was at work on The Creation; I fell on my knees each day and begged God to give me the strength to finish the work." Haydn composed much of the work while at his residence in the Mariahilf suburb of Vienna, which is now the Haydnhaus. It was the longest time he had ever spent on a single composition. Explaining this, he wrote, "I spent much time over it because I expect it to last for a long time." In fact, he worked on the project to the point of exhaustion, and collapsed into a period of illness after conducting its premiere performance.
Haydn's original autograph score has been lost since 1803. A Viennese published score dated 1800 forms the basis of most performances today. The 'most authentic' Tonkünstler-Societat score of 1799, with notes in the composer's hand, can be found at the Vienna State Library. There are various other copyist scores such as the Estate, as well as hybrid editions prepared by scholars during the last two centuries.
The text of The Creation has a long history. The three sources are Genesis, the Biblical book of Psalms, and John Milton's Genesis epic Paradise Lost. In 1795, when Haydn was leaving England, the impresario Johann Peter Salomon (1745–1815) who had arranged his concerts there handed him a new poem entitled The Creation of the World. This original had been offered to Handel, but the old master had not worked on it, as its wordiness meant that it would have been 4 hours in length when set to music. The libretto was probably passed on to Salomon by Thomas Linley Sr. (1733–1795), a Drury Lane oratorio concert director. Linley (sometimes called Lidley or Liddel) himself could have written this original English libretto, but scholarship by Edward Olleson, A. Peter Brown (who prepared a particularly fine "authentic" score) and H. C. Robbins Landon, tells us that the original writer remains anonymous.
When Haydn returned to Vienna, he turned this libretto over to Baron van Swieten. The Baron led a multifaceted career as a diplomat, librarian in charge of the imperial library, amateur musician, and generous patron of music and the arts. He is largely responsible for recasting the English libretto of The Creation in a German translation (Die Schöpfung) that Haydn could use to compose. He also made suggestions to Haydn regarding the setting of individual numbers. The work was published bilingually (1800) and is still performed in both languages today. Haydn himself preferred the English translation to be used when the work was performed for English-speaking audiences.
Van Swieten was evidently not a fully fluent speaker of English, and the metrically-matched English version of the libretto has given rise to criticism and various attempts at improvement. Indeed, the English version is sufficiently awkward that the work is sometimes performed in German even in English-speaking countries. One passage describing the freshly minted Adam’s forehead ended up, “The large and arched front sublime/of wisdom deep declares the seat”. The discussion below quotes the German text as representing van Swieten's best efforts, with fairly literal renderings of the German into English; for the full versions of both texts see the links at the end of this article.
The first performances in 1798 were sponsored by a group of noble citizens, who paid the composer handsomely for the right to stage the premiere (Salomon briefly threatened to sue, on grounds that the English libretto had been translated illegally). The performance was delayed until late April—the parts were not finished until Good Friday—but the completed work was rehearsed before a full audience on April 29.
The first performance the next day was a private affair, but hundreds of people crowded into the street around the old Schwarzenberg Palace at the New Market to hear this eagerly anticipated work. Admission was by invitation only. Those invited included wealthy patrons of the arts, high government officials, prominent composers and musicians, and a sprinkling of the nobility of several countries; the common folk, who would have to wait for later occasions to hear the new work, so crowded the streets near the palace that some 30 special police were needed to keep order. Many of those lucky enough to be inside wrote glowing accounts of the piece. In a letter to the Neue teutsche Merkur, one audience member wrote: "Already three days have passed since that happy evening, and it still sounds in my ears and heart, and my breast is constricted by many emotions even thinking of it."
The first public performance at Vienna’s old Burgtheater at the Michaelerplatz on 19 March 1799 was sold out far in advance, and Die Schöpfung was performed nearly forty more times in the city during Haydn’s lifetime. It had its London premiere the next year, in an English translation, at the Covent Garden Theatre. The last performance Haydn attended was on March 27 1808, just a year before he died: the aged and ill Haydn was carried in with great honour on an armchair. According to one account, the audience broke into spontaneous applause at the coming of "light" and "Papa" Haydn, in a typical gesture weakly pointed upwards and said: "Not from me—everything comes from up there!"
Remarkably, The Creation was also performed more than forty times outside Vienna during his lifetime: elsewhere in Austria and Germany, throughout England, and in Switzerland, Italy, Sweden, Spain, Russia and the United States.
A typical performance lasts about one hour and 45 minutes.
The Creation is set for three vocal soloists (soprano, tenor, and bass, with an incidental solo for alto in the finale), four-part chorus (soprano, alto, tenor, bass), and a large Classical orchestra consisting of 3 flutes, 2 oboes, 2 clarinets, 2 bassoons, contrabassoon, 2 horns, 2 trumpets, alto, tenor, and bass trombones, timpani, and the usual string sections of first and second violins, violas, cellos, and double basses. For the recitatives a harpsichord or fortepiano is also used.
There seems little doubt that Haydn wanted a big sound (by the standard of his day) for his work. Between the private premieres for nobles and the public premiere in 1799, Haydn added extra instrumental parts to the work. The forces for the public premiere numbered about 120 instrumentalists and 60 singers.
The three soloists represent angels who narrate and comment on the successive six days of creation: Gabriel (soprano), Uriel (tenor), and Raphael (bass). In Part III, the role of Adam is usually sung by the same soloist as sings Raphael, and the roles of Gabriel and Eve are also taken by the same singer (this was the practice Haydn followed); however, some conductors prefer to cast each of the five roles with a different soloist.
The choral singers are employed in a series of monumental choruses, several of them celebrating the end of one particular day of creation.
The orchestra often plays alone, notably in the episodes of tone painting: the appearance of the sun, the creation of various beasts, and above all in the overture, the famous depiction of the Chaos before the creation.
The Creation is written in three parts, whose musical numbers are given below. As in other oratorios, the larger musical numbers (arias and choruses) are often prefaced with a brief recitative; here, the recitative gives the actual words of Genesis, while the following number elaborates the bare Biblical narrative in verse.
Part I celebrates the creation of the primal light, the Earth, the heavenly bodies, bodies of water, weather, and plant life. Prelude. Die Vorstellung des Chaos (The Representation of Chaos)
No. 1. Im Anfange schuf Gott Himmel und Erde (In the beginning God created Heaven and Earth)
This movement relates the words of Genesis 1:1–4. It begins with a recitative for bass solo in C minor, followed by choral presentation of the creation of light. The latter is depicted first with a soft pizzicato note from the strings, followed by a sudden surprise fortissimo C major chord on the word Licht (Light).
This moment created a sensation at the public premiere of the work in Vienna. According to a friend of the composer:
- at that moment when light broke out for the first time, one would have said that rays darted from the composer's burning eyes. The enchantment of the electrified Viennese was so general that the orchestra could not proceed for some minutes.
Audiences today generally let the moment speak for itself.
Following the appearance of light is a brief tenor recitative on the words "and God saw the light, that it was good", leading into:
No. 2. Nun schwanden vor dem heiligen Strahle (Now vanished by the holy beams)
End of the first day.
No. 3. Und Gott machte das Firmament (And God made the firmament)
Long recitative for bass in C major. The bass part first gives the words of Genesis 1:6–7, then follows orchestral tone painting, describing the division of the waters from the land and the first storms.
No. 4. Mit Staunen sieht das Wunderwerk (The marv'lous work beholds amazed/The glorious hierarchy of heav'n)
Soprano solo with chorus, in C major. The heavenly hosts praise God and the work of the second day.
End of the second day.
No. 5. Und Gott sprach: Es sammle sich das Wasser (And God said let the waters)
Brief recitative for bass (Genesis 1:9–10), leading into:
No. 6. Rollend in schäumenden Wellen (Rolling in foaming billows)
Aria in D minor for bass, narrating the creation of seas, mountains, rivers, and (a coda in D major) brooks. As John Mangum points out, the stylistic inspiration here appears to be the "revenge aria" of 18th century opera buffa, as for instance in "La vendetta", from Mozart's Le nozze de Figaro.
No. 7. Und Gott sprach: Es bringe die Erde Gras hervor (And God said, Let all the earth bring forth grass)
Brief recitative for soprano (Genesis 1:11), leading into:
No. 8. Nun beut die Flur das frische Grün (Now robed in cool refreshing green)
Solo aria in B flat major for soprano, in siciliana rhythm, celebrating the creation of plants.
No. 9. Und die himmlischen Heerscharen verkündigten (And the Heavenly host proclaimed the third day)
Brief recitative for tenor, leading into:
No. 10. Stimmt an die Saiten (Awake the harp)
Chorus celebrating the third day, with four-part fugue on the words "For the heavens and earth/He has clothed in stately dress".
End of the third day.
No. 11. Und Gott sprach: Es sei'n Lichter an der Feste des Himmels (And God said : Let there be lights in the firmament of heaven)
Recitative for tenor, with portions of Genesis 1:14–16.
No. 12. In vollem Glanze steiget jetzt die Sonne (In splendour bright is rising now/the sun)
With tenor narration, the orchestra portrays a brilliant sunrise, then a languid moonrise. The tune of the sunrise is simply ten notes of the D major scale, variously harmonized; the moon rises in the subdominant key of G, also with a rising scale passage. The end of recitative briefly alludes to the new-created stars, then introduces:
No. 13. Die Himmel erzählen die Ehre Gottes (The heavens are telling the glory of God)
The text is based on Psalm 19:1–3, which had been set by Bach as the opening chorus of his cantata Die Himmel erzählen die Ehre Gottes, BWV 76. Haydn's century, following on the discoveries of Newton, had the view that an orderly universe—particularly the mathematically-governed motion of the heavenly bodies—attests to divine wisdom. Haydn, a naturally curious man, may have had an amateur interest in astronomy, as while in England he took the trouble to visit William Herschel, ex-composer and discoverer of Uranus, in his observatory in Slough.
"Die Himmel erzählen" is not in the home key of Part I, C minor, but is instead in C major, showing the triumph of light over dark. It begins with alternation between celebratory choral passages and more meditative sequences from the three vocal soloists, followed by a choral fugue on the words "Und seiner Hände Werk zeigt an das Firmament", then a final homophonic section. ("The wonder of his works displays the firmament" is the English text here, with word-order calqued from the German, but somewhat awkward compared to the Authorized Version's "And the firmament sheweth the handywork of God".) The unusual intensity of the ending may be the result of Haydn's piling of coda upon coda, each occurring at a point where the music seems about to end.
End of the fourth day.
Part II celebrates the creation of sea creatures, birds, animals, and lastly, man.
No. 14. Und Gott sprach: Es bringe das Wasser in der Fülle hervor (And God said : Let the waters bring forth in plenty)
Recitative for soprano (Genesis 1:20), leading into:
No. 15. Auf starkem Fittiche schwinget sich der Adler stolz (On mighty wings the eagle proudly soars aloft)
Plum aria for soprano in F major, celebrating the creation of birds. The species mentioned are the eagle, the lark, the dove and the nightingale. The lyrics include the conceit that, at the time just after the Creation, the nightingale's song was not yet melancholy.
No. 16. Und Gott schuf große Walfische (And God created great whales.)
For bass solo, in D minor. While labeled a recitative in the score, it is more appropriately described as a recitative (from Genesis 1:21–22) followed by a very brief aria, the latter a verse paraphrase on the biblical words (Gen. 1:22) "Be fruitful and multiply." The bass sings in the voice of the Almighty, as quoted by the Archangel Raphael. The somber accompaniment uses no violins, but only the lower strings, with divided violas and cellos. For discussion of how this section was composed, see Gottfried van Swieten.
No. 17. Und die Engel rührten ihr' unsterblichen Harfen (And the angels struck their immortal harps.)
Brief recitative for bass, with notable harp imitations in the accompaniment, leading into:
No. 18. In holder Anmut stehn (In fairest raiment)
Haydn breaks the regularity of the pattern "Recitative–Elaboration for solo–Celebratory chorus" with a meditative work in A major for the trio of vocalists, contemplating the beauty and immensity of the newly created world. This leads without a break to:
No. 19. Der Herr ist groß in seiner Macht (The Lord is great in his might)
Chorus with all three soloists, in A major, celebrating the fifth day. The line "...und ewig bleibt sein Ruhm" is, appropriately, repeated over and over again, seemingly without end.
End of the fifth day
No. 20. Und Gott sprach: Es bringe die Erde hervor lebende Geschöpfe (And God said : Let earth bring forth the living creature)
Recitative for bass (Genesis 1:24), leading into:
No. 21. Gleich öffnet sich der Erde Schoß (At once Earth opens her womb)
A movement of tone painting with bass narration. Haydn's gentle sense of humor is indulged here as the newly created creatures appear, each with musical illustration: lion, tiger, stag, horse, cattle, sheep, insects, and worms. As always in Haydn's oratorio tone painting, the sung verbal explanation comes after the orchestral portrayal.
The transition from glamorous animals (the first four) to prosaic ones (the last four) is marked with an unprepared modulation from D flat to A major. The farm animals are portrayed (as in No. 8) with siciliana rhythm, which plainly had bucolic associations for Haydn. Basses who have a strong low D are often tempted to use it on the final note "Wurm", substituting for the D an octave lower than written by Haydn.
No. 22. Nun scheint in vollem Glanze der Himmel (Now shines heaven in the brightest glory)
Aria for bass in D major, in 3/4 time. The theme is
- Doch war noch alles nicht vollbracht
- Dem Ganzen fehlte das Geschöpf
- Das Gottes Werke dankbar seh'n
- Des Herren Güte preisen soll.
- "Yet not all was complete,
- The whole lacked a being
- Who would behold God's work with thanks
- And praise the Lord's goodness."
Thus the movement is preparatory to the creation of man.
The first part of the movement contains another brief but notable bit of tone painting: a fortissimo bottom B-flat (sounding in octaves) for bassoons and contrabassoon accompanying the last word of the line, "By heavy beasts the ground is trod."
No. 23. Und Gott schuf den Menschen (And God created Man)
Tenor recitative (Genesis 1:27, 2:7), leading to:
No. 24. Mit Würd' und Hoheit angetan (In native worth and honor clad)
A prized aria for tenor, in C major, celebrating the creation of man, then woman. Often sung outside the context of The Creation. Although the aria relates a Biblical story, the virtues attributed to Adam (and not Eve) clearly reflect the values of the Enlightenment.
This was almost certainly the last music from The Creation that Haydn ever heard: it was sung for him several days before his death in 1809 as a gesture of respect by a French military officer, a member of Napoleon's invading army.
No. 25. Und Gott sah jedes Ding (And God saw every thing)
Brief recitative for bass (text amplifying Genesis 1:31), leading to:
No. 26. Vollendet ist das große Werk (The great work is complete)
A celebration for chorus alone, in B flat, of the sixth day.
No. 27. Zu dir, o Herr, blickt alles auf (All look up to thee, O Lord)
Another meditation for the three angels (compare No. 18), in E flat major, on God's omnipotence and mercy, quoting Psalm 145:15–16. The bass solo line "Du wendest ab dein Angesicht" requires the singer to terrify the audience with barely-audible pianissimo. The end of the trio is followed without pause by...
No. 28. Vollendet ist das große Werk (Fulfilled at last the great work)
This chorus begins with the same music and words as No. 26, and is in the same key of B flat. It quickly moves into large double fugue on the words "Alles lobe seinen Namen, denn er allein ist hoch erhaben" ("Let all praise his name, for he alone is sublime"). As appropriate to the finale of Part II, this repeat chorus is longer and ends more intensely than the first.
The pattern of the last three numbers of Part II, with two celebratory movements on the same theme flanking a slower meditative movement, echoes countless settings of the Latin Mass, where similar or identical choruses on Hosanna in excelsis flank a meditative section on Benedictus.
No. 29. Aus Rosenwolken bricht (In rosy mantle appears)
Orchestral prelude in slow tempo depicting dawn in the Garden of Eden, followed by recitative for tenor representing Uriel. Adam and Eve are seen walking hand in hand.
The key is E major, very remote from the flat-side keys that have dominated the work so far. Various commentators suggest that this was meant by Haydn to convey the remoteness of Earth from Heaven, or to contrast the sinfulness of people with the perfection of angels.
No. 30. Von deiner Güt', o Herr und Gott (By thy goodness, O bounteous Lord)
Adam and Eve offer a prayer of thanks in C major, accompanied by a chorus of angels.
This movement, the longest in The Creation, has three parts. In the first, marked adagio, Adam and Eve sing their prayer, with the chorus singing underneath them accompanied by soft timpani rolls. In the second section, the tempo picks up, and Adam, Eve, and the angels praise the newly created world. The final section is for chorus and orchestra alone, a celebration on the words "Wir preisen dich in Ewigkeit" ("We praise thee eternally").
No. 31. Nun ist die erste Pflicht erfüllt (Our first duty we have now performed)
Recitative for Adam and Eve, leading to:
No. 32. Holde Gattin, dir zur Seite (Sweet companion, at thy side)
Love duet for Adam and Eve in E flat major. There is a slow initial section, followed by an Allegro. The style is clearly influenced by opera, and some commentators invoke a parallel between Adam and Eve and the characters Papageno and Papagena, from Mozart's Die Zauberflöte.
No. 33. O glücklich Paar, und glücklich immerfort (O happy pair, and ever happy henceforth)
Uriel briefly explains to the pair that they will be happy always if they will refrain from wanting to have, or wishing to know, more than they should. This is the only reference to the fall of humanity.
No. 34. Singt dem Herren alle Stimmen! (Sing the Lord, ye voices all)
Final chorus in B flat major. There is a slow introduction, followed by a double fugue on the words "Des Herren Ruhm, er bleibt in Ewigkeit" ("The praise of the Lord will endure forever"), with passages for the vocal soloists and a final homophonic section.
- Recorded in 1942 in Vienna, conducted by Clemens Krauss with the Vienna Philharmonic Orchestra. Trude Eipperle, Julius Patzak, and Georg Hann. Printed by Phonographie, PH 5029/30.
- Live performance from Munich, April 27, 1951, conducted by Eugen Jochum with the Symphonieorchester und Chor des of Bayerischen Rundfunks. Irmgard Seefried, Walther Ludwig, and Hans Hotter. Melodram, GM 4.0055.
- Recorded in 1960, conducted by Karl Forster with the Chor der St. Hedwigs-Kathedrale Berlin. Elisabeth Grümmer, Josef Traxel, and Gottlob Frick. EMI, CZS 7 62595 2.
- Recorded in 1962, conducted by Joseph Keilberth with the Kölner RundfunkChor. Annelies Kupper, Josef Traxel, Josef Greindl, Kathe Kraus, and Walter Berry.. Andromeda, ANDRCD 9037.
- Recorded partly in February 1966 and partly at a later date following the September 1966 death of Fritz Wunderlich, whose place was taken by Werner Krenn, and released in 1969: conducted by Herbert von Karajan with the Berlin Philharmonic Orchestra and the Wiener Singverein. Gundula Janowitz, Christa Ludwig, Dietrich Fischer-Dieskau, Walter Berry, Werner Krenn, and Fritz Wunderlich in his final recording. Deutsche Grammophon 289449 761–2.
- Recorded in 1977, conducted by Antal Dorati with the Brighton Festival Chorus. Lucia Popp, Werner Hollweg, Kurt Moll, Helena Dose, and Benjamin Luxon. Decca, London 443 027-2.
- Recorded in 1982 on period instruments at a concert in the Conservatoire Royal de Musique de Liege, conducted by Sigiswald Kuijken with the Collegium Vocale Gent and La Petite Bande. Krisztina Laki, Neil Mackie, and Philippe Huttenlocher. Accent / Harmonia Mundi ACC8228
- Recorded in 1986 at a concert in the Benedictine Abbey of Ottobeuren, conducted by Leonard Bernstein with the Bavarian Radio Symphony Orchestra and Chorus, and featuring soloists Kurt Moll, Lucia Popp, Thomas Moser, Judith Blegen and Kurt Ollmann. Deutsche Grammophon, 2 CDs and DVD release.
- Recorded in 1990, conducted by Christopher Hogwood, The Academy of Ancient Music Orchestra and Chorus. Emma Kirkby, Anthony Rolfe Johnson, Michael George. (Editions de L'oiseau-Lyre, Decca Recording Company 430 397–2). Sung in English.
- Recorded in 1995 with period instruments, conducted by John Elliot Gardiner with The Monteverdi Choir and The English Baroque Soloists. Sylvia McNair, Donna Brown, Michael Schade, Gerald Finley and Rod Gilfry. Deutsche Grammophon Archiv 449 217–2
- Issued in 2008, sung in English, conducted by Paul McCreesh with the Gabrieli Consort and Players and the Chetham's Chamber Choir. Ruth Massey, Paul Harvey, Mark Padmore, Miah Persson, Neal Davies and Sandrine Piau. Deutsche Grammophon Archiv 477 7361, 2 CDs
- Issued in 2009, conducted by René Jacobs with the Freiburg Baroque Orchestra and the RIAS Kammerchor. Soloists: Julia Kleiter (de), Maximilian Schmitt and Johannes Weisser. Harmonia Mundi 992039.4. The recording won a Grammy Award in 2011.
On the Saturday 28 December 2013 broadcast of BBC 3'S CD Review – Building a Library, pianist Iain Burnside surveyed recordings of The Creation and recommended the 2009 recording by the RIAS Kammerchor, Freiburger Barockorchester, Rene Jacobs (conductor), as the best available choice.
- Haydn, Joseph, The Creation in Full Score, Dover (2001 edition), ISBN 0-486-41907-X.
- Burnside, Iain. "Building a Library: Haydn: The Creation". CD Review – Building a Library. BBC Radio 3. Retrieved 29 December 2013. | <urn:uuid:d0b11d2f-a43d-4d47-a2b7-ea65d8c9857e> | {
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Child labour in the cocoa industry: the bitter side of chocolate
Zakiya Girach | 10 Sep 2020
During the Mayan civilization, the cocoa bean was a sacred substance and considered as “god’s food.” Today, chocolate (which is a product of the cocoa bean) is eaten on a weekly basis and has become one of the most popular confectioneries in the world. According to the World Cocoa Foundation, over 3 million tons of cocoa beans are consumed per year. While we cannot imagine life without chocolate, this sweet treat comes at a great cost to those who harvest the cocoa bean – particularly child labourers in West Africa.
The cocoa bean is primarily grown in tropical climates, such as Western Africa, Asia and Latin America. Countries like Ghana and Côte d’Ivoire supply 70% of the world’s cocoa. Over the years, journalists and NGOs have exposed the prevalence of child labour in many of the cocoa-producing countries. In 2001, major chocolate companies such as Nestlé, Mars, Ferrero and Kraft Foods signed an agreement with the ILO to combat child labour in cocoa growing areas. The agreement, known as the ‘Harkin-Engel Protocol aims at reducing child labour by 70%, in both Ghana and Côte d’Ivoire. However, this agreement has not been as effective as people hoped. According to the 2018 Cocoa Barometer report, as many as 2.1 million children are working as labourers in West Africa. So, while there have been commitments to eliminate child labour, why does this problem still persist today? The answer is poverty.
In Western Africa, cocoa is a commodity product that is mainly grown for exporting. 30% of Ghana’s export revenue comes from cocoa, while in Côte d’Ivoire, it accounts for 40% of the country’s export revenue. As the chocolate industry has expanded over the years, so has the demand for cheaper cocoa. According to Fairtrade International, while the living income is $2.51, cocoa farmers only earn 0.78 cents per day. As a result, child labour is often used in order to keep the prices low and competitive.
Children in Western Africa often face the harsh realities of rural poverty, which includes access to potable water, food security, lack of education infrastructure, lack of health services etc. Therefore, they begin working at a young age so that they can help support their families. Often, these children end up working on cocoa farms as they are told that ‘the job pays well.’ On the farm, child labourers are exposed to hazardous work such as using chainsaws to clear the forests or climbing up the trees and cutting down the cocoa pods using a machete. This large and heavy knife actually wounds the children – many of them have scars on their hands, arms, shoulders or legs from using this dangerous tool. Once the cocoa pods are cut down from the trees, they are packed into sacks. These sacks can weigh over 50 kilograms, and the children are forced to carry them through the forest. In addition, the child labourers are exposed to toxic pesticides that are used when spraying the pods. These are all clear violations of human and labour rights.
Currently, with the ongoing COVID-19 pandemic impacting education and incomes, many families could resort to using child labour as a means to survive. According to a recent report by the ILO and UNICEF, “As poverty rises and schools close and the availability of social services decreases, more children are pushed into the workforce.” Even when classes do resume, there is a chance that some families may not be able to afford to send their children to school. This could lead to more children being forced into hazardous jobs.
That being said, governments need to propose some measures to combat the threat of increased child labour. This could include more social protection, more resources for labour inspections, the promotion of decent work for adults, measures to get children back into school, and perhaps reducing or eliminating school fees.
Furthermore, the cocoa and chocolate industry need to collaborate with West African governments to ensure that children in these cocoa growing areas are not working in hazardous conditions that jeopardize their health and development.
Lastly, we as consumers can play a role by being educated about the things we buy, including chocolate. We must demand that companies pay farmers a better price for their cocoa while also supporting efforts to ensure that children are safe and have access to education.
Photo: Etty Fidele [Unsplash] | <urn:uuid:95fb6149-e598-4148-a744-1a14dae9db19> | {
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Gorgeous geckos: three beautiful new Queensland geckos discovered
A James Cook University scientist has discovered three new velvet gecko species.
The three species were discovered by Dr Conrad Hoskin, a biologist at JCU, and have this week been officially recognised in the international journal Zootaxa.
He says the geckos are particularly beautiful.
“All three are large, with spots or stripes, and with incredibly soft skin, hence the name velvet geckos, and a lovely mix of soft colours, including yellow, pink and grey.”
One of the species is found through dry forests of inland southern Queensland, another is found in a sandstone range near Moranbah and Dysart, and the third is restricted to tiny areas of brigalow forest east of Carnarvon Gorge.
All three species are in the genus Oedura, also known as velvet geckos.
The species were discovered through a mix of field exploration and looking through collections at the Queensland Museum.
“For the field work, I searched through parts of Queensland that had been rarely surveyed for reptiles, and I looked for unusual habitat types that might have interesting species hidden away.
“I also worked through the collections at the Queensland Museum in Brisbane. These collections include specimens collected all the way back to the first explorations of Queensland in the 1800s.
“It’s an incredible resource, carefully preserved for all time. One of the new species I found in the wild turned out to already be in the Queensland Museum collection, but overlooked among specimens of a similar species.”
Dr Hoskin named the new species after distinctive characteristics of their appearance:
Elegant Velvet Gecko (Oedura elegans)
Ornate Velvet Gecko (Oedura picta)
Arcadia Velvet Gecko (Oedura lineata)
“I named one Oedura elegans because it has a particularly elegant shape and colour pattern, another Oedura picta because picta means painted and refers to the bright blotches on its back, and the third species Oedura lineata because its pattern include distinctive lines.”
All three species are in good numbers within their small distributions, but wildfires remain a constant threat.
“These species have evolved with fire over millions of years but the issue now is that their distributions are smaller and fragmented, so a fire could burn through an entire area of habitat. If that fire is particularly intense, or fires are too frequent, the species could be lost from an area.”
Please credit as marked.
Dr Conrad Hoskin | <urn:uuid:6437b25d-49a1-4941-9bd0-2cc9c8e42616> | {
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Okhtyrka regiment [Охтирський полк; Ohtyrskyi polk]. An administrative territory and military formation (see Regimental system) established in 1655–8 in Slobidska Ukraine to protect Muscovy's southern frontier from raids by the Crimean Tatars and the Nogay Tatars. The regimental capital was Okhtyrka. Its first settlers were 456 families of peasants and Cossacks from Right-Bank Ukraine. By 1732 the regiment had 20 companies. Its male population was over 41,000, including 7,200 elected Cossacks and 17,100 Cossack helpers. In the administrative reform of Slobidska Ukraine in 1765, the Cossack regiment was replaced by a hussar regiment, and the lands of Okhtyrka regiment were incorporated into the Slobidska Ukraine gubernia.
[This article originally appeared in the Encyclopedia of Ukraine, vol. 3 (1993).] | <urn:uuid:c8136261-555f-41a8-9e32-389f2cc92e98> | {
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Combining the energy of different channels, generally to cancel noise. Mixing usually implies that no time shifting is involved before the data are combined. Also called compositing. 1. Modern processing combines data by various stacking (q.v.) operations, which usually are not called mixing. See Figure S-20. Coherency filtering and other processing techniques also involve mixing. 2. Mixed records often preserved two or more traces unmixed so that they would not be distorted by the mixing. Mixing was usually not done between channels on opposite sides of the source or from one record to another. | <urn:uuid:26b9d4e5-79d1-4345-98f4-ad26e707c127> | {
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Isaak Brodsky was a Ukrainian Jew who claims to have been taken by German units in June 1943 to Babi Yar, a place where tens of thousands of Jews are said to have been shot and buried by the Germans in mass graves in late September 1941 (see the entry on Babi Yar). In an undated interview with the NKGB sometime in November or December 1943, he claimed that he was forced to exhume corpses from mass graves at Babi Yar and burn them on pyres. After that, the ashes were presumably sifted in search of valuables. He asserted that 70,000 bodies were burned at Babi Yar.
Brodsky’s statement is very brief and devoid of any specifics, making it difficult to assess his claims. His dating is noticeably off, though, because other witnesses claim that exhumations and cremation started only in mid-August 1943, not in June.
His claim that the ashes were sifted for valuables is naïve and betrays a lie, that all the remains of a pyre had to be sifted for unburned remains. Wood-fired pyres burn unevenly and leave behind lots of unburned wood pieces, charcoal and incompletely burned body parts, not just ashes (80% of leftovers would have been from wood, not corpses). Any sieve would have clogged with the first load. Moreover, any occasional rainfall would have rendered any burned-out pyre into a moist heap of highly alkaline, corrosive slush that could not have been processed at all. If 70,000 bodies were burned, then several thousand metric tons of cremation leftovers had to be processed. Just this job would have required hundreds of men to complete in time.
Cremating an average human body during open-air incinerations requires some 250 kg of freshly cut wood. Cremating 70,000 bodies thus requires some 17,500 metric tons of wood. This would have required the felling of all trees growing in a 50-year-old spruce forest covering almost 39 hectares of land, or some 87 American football fields. An average prisoner is rated at being able to cut some 0.63 metric tons of fresh wood per workday. To cut this amount of wood within five weeks (35 days) that this operation supposedly lasted would have required a work force of some 800 dedicated lumberjacks just to cut the wood. Brodsky claims his unit consisted only of 320 inmates, all busy digging out mass graves, extracting bodies, building pyres, and according to other testimonies also sifting through ashes, scattering the ashes and refilling the graves with soil. Brodsky says nothing about where the firewood came from. | <urn:uuid:be08f837-4e5f-48b8-b3df-001d0b746d37> | {
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1. Traditional plated through hole
The most common and cheapest interlayer interconnection technology is the traditional through – hole plating technology. Figure 1 shows an example of a six – layer plated through – hole plate.
In this technique, all holes are drilled through the panel, regardless of whether they are used as component holes or through holes. The main drawback of this technique is that the through hole takes up precious space on all the layers, regardless of whether the layer needs to be electrically connected.
2 buried hole
Buried hole is a plated through hole connecting two or more layers of multiple substrates. Buried hole is in the inner layer structure of the circuit board and does not appear on the outer surface of the circuit board. Figure 2 shows a multi-substrate plate with buried holes.
Compared with the traditional plated through hole structure, the buried hole saves a lot of space. When the signal line density is very high, more hole positions are needed to connect the signal layer, and more signal line paths are needed, buried hole technology can be adopted. However, because buried hole technology requires more procedural steps, circuit density has the advantage of increasing the cost of the circuit board.
3 blind hole
Blind holes are plated through holes that connect the surface layer of a multisubstrate plate to one or more layers without passing through the full thickness of the plate. Figure 3 is an example of a typical blind hole technique. Blind holes can be used on both sides of the multi-substrate, which can connect through the hole and through the hole of the component of the circuit board.
Blind holes can be stacked on top of each other and can be made smaller to provide more space or lay more signal lines.
Blind hole technology is particularly useful for SMDS and connectors because they do not require large component holes, only small through holes to connect the outer surface to the inner layer. On very dense and thick multisubstrate, the use of surface-mount technology can reduce weight and provide designers with ample design space. | <urn:uuid:289a1d5e-f3f2-472c-bc8a-e31b2d3ec634> | {
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Chekere - ACH 719
The shekere is an instrument from West Africa consisting of a dried gourd with beads woven into a net covering the gourd. The shekere is made from vine gourds that grow on the ground. The shape of the gourd determines the sound of the instrument. A shekere is made by drying the gourd for several months then removing the pulp and seeds. After it is scrubbed, skillful bead work is added as well as colour.
The instrument is used for folkloric traditions as well as some of the popular music styles. In performance it is shaken and/or hit against the hands.
In Cuba the chekeré (always spelt thus) is also known as aggué (abwe) or simply guiro (a word that means 'gourd', though not to be confused with a different percussive instrument, more specifically known as a guiro worldwide, the latter being "raked" with a stick, and common, for instance in Salsa and Cumbia). The chekeré is a large, hollow gourd (~50 cm long, approx. 19 1⁄2 in) almost entirely surrounded by a network of cords, to which many coloured beads are attached. Widely used in Afro-Cuban sacred and popular music, it may be twisted, shaken or slapped producing a subtle variety of effects; musically, it is more flexible than maracas.
In Brazil, this African gourd rattle is called a xequerê. It consists of the gourd cut in the middle and then wrapped in a net in which beads or small plastic balls are threaded. The afoxé is a similar, smaller instrument. | <urn:uuid:2d3c27a2-b50e-4750-b609-f720c8019b9a> | {
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Commemorative issue State flags - American Bicentennial
There is no official documentation from the time when Rhode Island first adopted the word "Hope" on its Seal and flag that explains why this word was chosen. The Rhode Island General Assembly first adopted a Seal for the colony containing an anchor with the word "Hope" above it on May 4, 1664. The most coherent explanation as to the use of "Hope" comes from the historical notes of Howard M. Chapin published in Illustrations Of The Seals, Arms And Flags Of Rhode Island, printed by the Rhode Island Historical Society in 1930. On pages 4 and 5, Mr. Chapin wrote that the words and emblems on the Seal were probably inspired by the biblical phrase "hope we have as an anchor of the soul," contained in Hebrews, Chapter 6, verses 18 and 19. | <urn:uuid:63fae034-5a0f-4efc-ac5e-930a937e6f3b> | {
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Visit Website Did you know?
Failing to take power by force inhe eventually won power by democratic means.
Once in power, he eliminated all opposition and launched an ambitious program of world domination and elimination of the Jews, paralleling ideas he advanced in his book, Mein Kampf.
How a political leader was able to manipulate the political system in a democracy and obtain autocratic power. Two of his siblings died from diphtheria when they were children, and one died shortly after birth.
Young Adolf was showered with love and affection by his mother.
When Adolf was three years old, the family moved to Passau, along the Inn River on the German side of the border. A brother, Edmond, was born two years later. The family moved once more in to the farm community of Hafeld, 30 miles southwest of Linz.
Following another family move, Adolf lived for six months across from a large Benedictine monastery. He did not do well there. Adolf himself suffered from lung infections, and he quit school at the age of 16, partially the result of ill health and partially the result of poor school work.
InAdolf was permitted to visit Vienna, but he was unable to gain admission to a prestigious art school. His mother developed terminal breast cancer and was treated by Dr. Edward Bloch, a Jewish doctor who served the poor.
After an operation and excruciatingly painful and expensive treatments with a dangerous drug, she died on December 21, Virtually penniless byhe wandered Vienna as a transient, sleeping in bars, flophouses, and shelters for the homeless, including, ironically, those financed by Jewish philanthropists.
It was during this period that he developed his prejudices about Jews, his interest in politics, and debating skills. In MayHitler, seeking to avoid military service, left Vienna for Munich, the capital of Bavaria, following a windfall received from an aunt who was dying.
|Adolf Hitler | The Holocaust History - A People's and Survivor History - leslutinsduphoenix.com||These men were each triumphant in their rise to power in their countries and they were very comparable in the ways that they succeeded. Their success was mostly attributed to their new ideas and their politics.|
In January, the police came to his door bearing a draft notice from the Austrian government. The document threatened a year in prison and a fine if he was found guilty of leaving his native land with the intent of evading conscription.
Hitler was arrested on the spot and taken to the Austrian Consulate. He was caught up in the patriotism of the time, and submitted a petition to enlist in the Bavarian army.
Hitler narrowly escaped death in battle several times, and was eventually awarded two Iron Crosses for bravery. He rose to the rank of lance corporal but no further. In Octoberhe was wounded by an enemy shell and evacuated to a Berlin area hospital.
After recovering, and serving a total of four years in the trenches, he was temporarily blinded by a mustard gas attack in Belgium in October Communist-inspired insurrections shook Germany while Hitler was recovering from his injuries.In many ways, Adolf Hitler epitomizes "the force of personality in political life" as mentioned by Friedrich Meinecke.
He was essential to the very framework of Nazism's political appeal and its manifestation in Germany. So important were Hitler's views that they immediately affected the political policies of Nazi Germany.
Adolf Hitler (German: ; 20 April – 30 April ) was a German politician who was the leader of the Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei; NSDAP), Chancellor of Germany from to , and Führer . German Foreign Policy, – Related Articles Goals.
Following the Nazi rise to power, Adolf Hitler's government conducted a foreign policy aimed at the incorporation of ethnic served as the foreign minister.
During these years, Germany strengthened its ties to Fascist Italy and to Japan by signing the Anti-Comintern Pact, which. Dec 15, · Two examples of propaganda being used extensively during the twentieth century is by the National Socialist German Workers Party (Nazi) in Germany from – and by the Communist government led by Josef Stalin in the Union of Soviet Socialist Republics from – Adolf Hitler was leader of Germany during the Third Reich ( – ) and the primary instigator of both the Second World War in Europe and the mass execution of millions of people deemed to be "enemies" or inferior to the Aryan ideal.
He rose from being a talentless painter to dictator of. —Adolf Hitler, "Mein Kampf," Nazi leader Adolf Hitler bewitched his audiences and promised them that his empire would reign for a thousand years. Bundesarchiv Joseph Goebbels. | <urn:uuid:82c77260-746a-4660-8675-7d9cd90bebe3> | {
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Authors: İdris OĞURLU
Abstract: Population ecology and habitat preferences of red deer (Cervus elaphus L.) were investigated in Çatacik Forest between 1989-1991. In this study 2350 pellet count plots were established through the area of 8776 ha. Presence-absence method (1) and point-distance technique (2) were used on the plots. Plants supplying food for the red deer were investigated on vegetation plots. Habitat selection was studied by a special computer programme based on distribution of pellets in different vegetation types, altitudes, aspects and proximity to water springs and roads. Habitat share between deer and domestic ungulates or wild herbivore mammals in the study area were also studied based on pellet frequencies. It was found that deer mainly used plantations and openings in the forest. The utilization was the highest near the boundaries of the different habitat types and well interspersed habitats. Namely, 'Edge Effect' was an important factor on deer's habitat use.
Keywords: Red deer (Cervus elaphus L.), Habitat Preferences, Food Habits, Pellet Counts, Direct Counts, Çatacik Forest. | <urn:uuid:9a41c3db-188b-4077-b7d9-3658ae3f596b> | {
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Enteritis refers to inflammation of the small bowel. When associated with inflammation of the stomach, the term gastroenteritis is used which is usually caused by infection.
- eosinophilic enteritis
- inflammatory bowel disease
- intramural haemorrhage
- shocked bowel
- portal hypertension
- systemic lupus erythematosus: lupus enteritis
- Whipple's disease
The main feature of enteritis is small bowel wall thickening. Low density submucosal edema can usually be differentiated from higher density mural haemorrhage or infiltration. Dilatation or strictures may or may not be present, the later if chronic.
For bowel wall thickening, consider non-inflammatory causes such as:
- 1. Finkelstone L, Wolf EL, Stein MW. Etiology of small bowel thickening on computed tomography. Can. J. Gastroenterol. 2013;26 (12): 897-901. Free text at pubmed - Pubmed citation
- 2. Zheng X, Cheng J, Pan K et-al. Eosinophilic enteritis: CT features. Abdom Imaging. 2008;33 (2): 191-5. doi:10.1007/s00261-007-9209-1 - Pubmed citation | <urn:uuid:f1d86816-3f3b-4d7c-8ba8-081311957066> | {
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Put simply, a thermocouple is used as a device to measure temperature in a given application. Thermocouples are used in a wide range of industries, from the food industry to aeronautical and metals processing as a means of ensuring both workplace safety as well as control production.
A thermocouple is the sensor which consists of two dissimilar metals which have been joined together at the sensing end. There are a number different thermocouple types (J, K, R, N etc.). All have different combinations of metals/alloys providing different temperature ranges and responses to temperature changes
At the sensing end of the thermocouple, a change in temperature is detected and produces a millivolt value, which is relevant to the difference in temperature according to the different alloys used in the thermocouple. This gives the value of the change in temperature from the reference end to the sensing end.
Thermocouple wire is graded according to the purity of the alloys used in making the sensor. They can be broken down into 3 categories:
Thermocouple grade: This is the wire that is used in the thermocouple as well as in cables that can be used at elevated temperatures. Its ability to be used is only limited by the sheath temperature rating or cable insulation rating. This type of wire is highly accurate and more costly than extension wire.
Extension grade: Slightly lower grade. This means the alloys are not as pure as the thermocouple grade wire. It is used as an ‘extension’ cable which starts from the sensor and joins to the control or measuring room/ device such as an RKC temperature controller. It is typically used where the cable runs though ambient temperature conditions that are less than 200oC, or less than the cable insulation rating such as PVC. It is cost-effective due to the length that may be needed for various applications. Be cautious that this type of wire should never be used in place of thermocouple grade wire.
Compensating cable: This uses alloys that are different to the thermocouple alloys, but produce a millivolt signal that is equivalent to the actual thermocouple alloys over a limited range. You will find compensating cables installed where the alloys or metals in the thermocouple are expensive, making the compensating cables much more cost effective to use. You will often see compensating cables used for Type K installations, and will always be used for Noble or Precious Metal installations due to the high cost of the alloys used in these type of applications.
Wires are insulated and colour coded for easy identification. The most common colour code system in use in Australia is the USA ANSI M96.1. This is what Pyrosales uses for easy identification. To see the colour chart, click here.
The types of wire insulation that are available include: PVC, Nylon, Siicon Rubber, PTFE, FEP, Fibreglass and other high temperature Synthetic materials. The insulation is determined according to the application and the protection needed. It is important for wires to have insulation, to eliminate corrosion and to avoid the thermocouple wires shorting out. | <urn:uuid:2eedf727-e3c2-4971-a96a-b08a9fbc088d> | {
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- How does kVp and mAs affect image quality?
- What increases scatter?
- What increases radiographic density?
- What is the relationship between kVp and MAS?
- What happens when kVp is increased?
- What does a higher kVp setting result in?
- What are the advantages of using high kVp techniques?
- What is the difference between kV and kVp?
- What does optimal kVp mean?
- Does kVp affect spatial resolution?
- What affects kVp?
- What does kVp measure?
- Does kVp affect brightness?
How does kVp and mAs affect image quality?
The first experiment showed that, when the film density is kept constant, the higher the kVp, the lower the resolution and image contrast percentage; also, the higher the mAs, the higher the resolution and image contrast percentage..
What increases scatter?
Four primary factors directly affect the quantity of scatter radiation fog on the radiograph (Box 9-1): volume of tissue, kVp, density of the matter, and field size. ↑, Increased.
What increases radiographic density?
When the mA or exposure time increases, the number of x-ray photons generated at the anode increases linearly without increasing beam energy. This will result in a higher number of photons reaching the receptor and this leads to an overall increase in the density of the radiographic image (Figure 2).
What is the relationship between kVp and MAS?
The higher the kvp, the more shades of grey you see in the image. the foggier it looks, the less contrast there is. The lower the kvp, the more black and white the picture is. Mas is basically how “bright” the xray beam is, how much of it gets through the body part to the image receptor.
What happens when kVp is increased?
Increasing the kVp creates a larger voltage difference across the tube. This causes the electrons to move more quickly, which gives them more energy. Decreasing the kVp creates a smaller voltage difference across the tube. This causes the electrons to move more slowly, which gives them less energy.
What does a higher kVp setting result in?
The kilovoltage potential (kVp) determines the quality of the x-ray beam and thus its ability to penetrate tissue. Higher kVp settings produce more penetrating beams, with a higher percentage of radiation reaching the film.
What are the advantages of using high kVp techniques?
What are the advantages of using high kVp techniques? High kVp allows for lower mAs to produce the same exposure, it is more efficient at producing x rays and it makes sure all parts are penetrated so no visibility of details are lost.
What is the difference between kV and kVp?
Peak kilovoltage (kVp) refers to the maximum high voltage applied across an X-ray tube during the creation of x-rays within it. … The applied voltage (kV) accelerates these electrons toward an anode target, ultimately producing x-rays when the electrons are stopped in the anode.
What does optimal kVp mean?
optimum kvp. kilovoltage for a specific body part that is sufficient to adequately penetrate the part regardless of size and provide a diagnostic level of contrast without excess exposure to the patient.
Does kVp affect spatial resolution?
If kVp increases, contrast decreases. High kVp = short scale contrast (Pg315). How does kVP affect spatial resolution/recorded detail? It doesn’t.
What affects kVp?
Radiation quality or kVp: it has a great effect on subject contrast. A lower kVp will make the x-ray beam less penetrating. This will result in a greater difference in attenuation between the different parts of the subject, leading to higher contrast. A higher kVp will make the x-ray beam more penetrating.
What does kVp measure?
Peak kilovoltage (kVp) is the maximum voltage applied across the x- ray tube and governs the maximum energy of x-radiation produced. Accurately calibrated and consistent kVp’s are important in diagnostic imaging to control both optical density and contrast of the x-ray image as well as radiation dose to the patient.
Does kVp affect brightness?
The kVp affects the contrast in a digital image; however, image brightness and contrast are primarily controlled during computer processing. … Assuming that the anatomic part is adequately penetrated, changing the kVp does not affect the digital image the same as a film-screen image. | <urn:uuid:b7119fc0-2c37-45cc-9e87-2434033b9856> | {
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If you're new to synthetic biology, you might be wondering what it is. You've probably heard of biotechnology and genetic engineering, but if not, here's a brief introduction: Biotechnology is based on a single organism at a time, while synthetic biology techniques can be used to design and build new organisms from scratch. Genetic engineering manipulates the genetic material of an individual organism, while synthetic biology designs and builds wholly new entities with new functionalities. Programming starts with a computer that has an operating system already installed and then adds layers of code on top of it to create unique applications. Synthetic biology begins with natural systems and uses them as building blocks for creating novel structures
Synbio is a new field of science that uses engineering principles to design and build biological systems that do not exist in nature. Synthetic biology seeks to improve our current understanding of how biological systems work by using engineering methods to put together parts that we think will work together. The goal is to build new biological systems that have useful functions. For example, synbio could be used to create better medicines or more efficient ways of generating clean energy from renewable sources like solar power or wind power.
In the world of biology, there are two terms that you'll likely come across in your research: synthetic biology and biological engineering. They're often used interchangeably, but they mean different things.
What is synthetic biology? Synbio (short for "synthetic biology") refers to a new field of study and engineering that uses genetic material to create organisms or machines with altered features. In other words, synbio refers to using DNA and other parts of living organisms (like genes) to build something new—whether it's something as simple as a plant or fish, or something more complex like an artificial cell made from lab-made DNA.
What is biological engineering? Biotechnology refers specifically to engineered bacteria used for commercial purposes such as manufacturing pharmaceuticals or making biofuel from crops like corn or sugarcane
Synbio is a new field of science, but it's also not biotechnology, genetic engineering or programming. It's a combination of all three.
Synbio combines the techniques from each of these fields to create new organisms from scratch. In this way, synbio is similar to genetic engineering in that it involves manipulating DNA; however, it differs from traditional genetic engineering because it involves creating entirely new organisms rather than simply altering existing ones. It also differs from programming since synbio techniques allow scientists to design an organism using various parts and then assemble them together into a single genome (the DNA sequence that controls an organism).
Genetic engineering is a subset of synthetic biology. Synthetic biology is a subset of biotechnology and even further down the line, biotechnology is a subset of chemistry. In other words, synthetic biology can be defined as "the use of chemical processes to create new organisms."
Genetic engineering is the most commonly used term in this field because it signifies that genes are being altered or added to an organism's DNA rather than modified through natural processes like selection or mutation (i.e., random changes). For example, scientists might take an existing plant species and genetically engineer it so that its seeds will produce oil instead of flowers or fruit; this would allow farmers to harvest more oil per acre planted than they could if they used traditional farming methods!
Synthetic biology is usually thought of as the study or practice of building new biological systems and organisms. Genetic engineering, which is a subset of synthetic biology, uses genetic material from existing organisms to modify existing systems; it's not used to design or build something new.
Genetic engineering can be used to modify existing organisms in order to add or remove certain traits or functions. For example, scientists may use genetic engineering to change an organism's genome by inserting genes from another species into its DNA sequence (this process is called recombinant DNA technology). They can also use genetic engineering to delete specific genes from an organism's genome—for instance, deleting a gene that causes disease will eliminate that disease from people who have it (this process is called genome editing).
When people talk about synthetic biology as a whole today, they're usually referring more specifically to bioengineering: using biotechnology techniques like recombinant DNA technology and screening/selection methods such as directed evolution in order to design synthetic biological systems (which could potentially include living cells) with new functionalities.
In this context, synbio is a distinct field of study, but it does use some of the same tools as programming. Programming is the process of writing instructions for a computer to execute. The instructions can be incredibly complicated and may require massive amounts of memory and computing power to run. In contrast, synbio uses biological components (DNA molecules) in its programming model that are much smaller than computers and do not require nearly as much processing power for execution.
Synthetic Biology vs Programming:
Programming: designing computational systems using software languages that are directly executed by hardware (like CPUs).
Synthetic Biology: designing complex biological systems using genetic engineering techniques directly executed by natural selection
Think of your computer. It has an operating system already installed, and then you can add layers of code on top of it to create unique applications.
Synthetic biology begins with natural systems and uses them as building blocks for creating novel structures such as new organisms. Like programming, a lot of people are working in different fields within synthetic biology—some people work on software, others work on hardware or data analysis—but what they have in common is that they're creating something from scratch by applying their knowledge about nature's processes.
Synthetic biology is a new field of science that combines elements of biotechnology, genetic engineering, and programming. It is a new way to design and build biological systems that do not exist in nature.
Synthetic biologists have been able to make advances because research in all three fields has progressed to the point where we can design and build biological systems that do not exist in nature.
The field of synthetic biology is still in its infancy, but it has huge potential to change the world. While there are many applications for this technology being explored right now (including renewable fuels, drought-resistant crops, and disease treatments), we have only scratched the surface of what’s possible. | <urn:uuid:730328fe-0627-4351-94e7-9c1f18b4a4b6> | {
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The South Newsroom
| August 9, 2022
Experts explain how healthy habits can prevent cardiovascular problems. (Photo: Reproduction)
According to information from the Ministry of Health, 4 out of 10 Brazilians have high cholesterol. This is because the new lifestyle habits have increased the consumption of fatty and processed foods.
A survey carried out by the Brazilian Institute of Geography and Statistics (IBGE) between 2017 and 2018 revealed that 50.5% of Brazilians’ food was processed. Data like these demonstrate the importance of adopting new lifestyle habits, as explained by surgeon Dr. Aline Lamaita.
“The big problem with high blood cholesterol levels is that it is a silent complication. High cholesterol may not cause any symptoms, gradually clogging the arteries. So, in some cases, the first manifestation of high cholesterol is an event such as a heart attack or stroke, when it is too late to prevent it”, warns the specialist.
To help control cholesterol levels, nephrologist Caroline Reigada, surgeon Aline Lamaita and nutritionist Marcella Garcez list 4 tips. Check out!
1. Do physical exercises
Practicing physical activity is one of the most effective measures for those who want to reduce bad cholesterol (LDL). For this, walking, running, climbing stairs or swimming regularly are excellent options. “Being active for 30 minutes most days can help lower bad cholesterol and raise good cholesterol,” explains Dr. Caroline Reigada.
2. Eat foods rich in phytosterols
According to nutritionist Dr. Marcella Garcez, consuming foods rich in phytosterols such as vegetable oils, walnuts, chestnuts and dark chocolate daily can help reduce bad cholesterol in the body. The practice also helps to prevent the development of cardiovascular diseases.
“Bet on foods rich in omega 3, such as salmon and flax and chia seeds. Omega 3 is responsible for preventing cardiovascular diseases, preventing the formation of clots, decreasing total cholesterol and LDL cholesterol levels and increasing HDL levels”, says the specialist.
3. Increase your fiber intake
A diet rich in fiber can bring numerous benefits to the body, as they inhibit the formation of fat in the liver. Oatmeal is an excellent fiber option. “Since it contains a soluble fiber called beta-glucan, which delays gastric emptying, promoting greater satiety, improves circulation, controls the absorption of sugars and inhibits the absorption of fats. […]”, says Dr. Marcella Garcez.
The doctor also explains that citrus fruits are also excellent allies in controlling cholesterol, as they are rich in fiber and antioxidant substances “[As frutas] limit the absorption of cholesterol in the intestine and help reduce LDL levels in the body”, highlights Dr. Marcella Garcez. Therefore, the World Health Organization (WHO) recommends the consumption of five servings of fruits and vegetables a day.
4. Invest in good fats
Just as avoiding the intake of bad fats and processed foods can help reduce bad cholesterol (LDL), consuming products that are sources of good fat (HDL) is essential to balance the level of cholesterol in the body. While they do not reduce LDL levels, these foods do increase HDL. “Olive oil, chestnuts, avocados and fish, for example, are rich in fats that are beneficial for the body,” says Dr. Aline Lamaita.
Back All Health
#tips #bad #cholesterol #Jornal #Sul | <urn:uuid:75eae57a-5ef1-434d-b126-effedc0f3554> | {
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The Slocum Massacre occurred on July 29, 1910 in Slocum, Texas, an unincorporated community in southeast Anderson County. The city used to be home to a thriving African American community with several businesses and farms owned by black residents.
Leading up to the massacre, a lynching of a black man in nearby Cherokee County sparked racial tensions in the Slocum area. White rumors circulated that black residents had been meeting in Slocum to plan an armed rebellion. Racial tensions only intensified when a white man reportedly sought to collect a disputed debt from a well-respected black farmer named Abe Wilson and when a road construction foreman put an African American in charge of soliciting aid for road improvements. A confrontation erupted, enraging Jim Spurger, a local white farmer, who became the primary agitator of the conflict that led to the massacre. Many newspapers and eyewitness accounts reported that Spurger instigated the events by claiming that blacks had threatened him.
Driven by Spurger and other white vigilantes, an angry mob of heavily armed white men from all over Anderson County roamed throughout Slocum in groups. According to some reports, two hundred men laid siege to the city. They fired guns on black residents at will. African Americans fled as word spread from survivors of the carnage. White mobs trailed fleeing blacks into the surrounding forests and marshes and shot them in the back. Every initial newspaper portrayed African Americans as “armed instigators,” which were gross mischaracterizations.
Newspapers reported that the estimated death toll of black residents were 8 to 22 victims. Black community members provided a contrasted this report by stating that there was a minimum of 40 who had died and that it may have reached upwards of 200 victims. Anderson County Sheriff William H. Black stated, at the time, that it was challenging to obtain the death toll because black bodies had been scattered all over the woods. Many black residents fled the town during and after the massacre, leaving behind real estate property and other assets to save their lives. White residents later seized their property. For instance, Jack Hollie, a formerly enslaved man, lost his dairy, granary, general store, and 700 acres of land to white residents after he and his family fled the city.
Almost all of Slocum’s residents were subpoenaed to testify, and white men who refused were arrested. Spurger and at least fifteen other white men were arrested for the attacks. In addition, Spurger and six of the men were indicted on 22 counts of murder. However, they were never tried. The indictments received little attention when Judge Benjamin Howard Gardner moved the trial to Harris County, where the charges were eventually dropped. None of the attackers were ever prosecuted.
Today, the city of Slocum reflects the relic of its history. While most nearby towns have black populations of more than 20 percent, Slocum is just below seven percent. Due to the efforts led by Constance Hollie-Jawaid, a descendant of the victims, a historical marker was dedicated to commemorate the event in 2016. | <urn:uuid:4d1080ff-c960-439b-b8a1-2ce1792a5d18> | {
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Technology: Solving a 'glaring' problem
An example of problematic glare
In a built environment where space is at a premium and developers fight for shallower curtain-wall systems to increase leasable square footage, skyscrapers are replacing many tall buildings. These glass- and metal-clad skyscrapers, combined with narrow streets and densely populated areas, can potentially create hazardous reflectivity issues for neighboring buildings and passing traffic. Most building codes do not explicitly limit solar reflectivity in the architectural design criteria; however, performing a solar reflectivity study in the initial design stages can help prevent reflectivity and exterior glare problems.
Examples of recent, problematic building designs include the Disney Concert Hall in Los Angeles, where curved metal panels reflected intense solar radiation onto an adjacent building façade. Correcting the problem required a significant change in the surface finish.
An example of reflections from a building façade affecting a neighboring structure.
Another example is the Vdara Hotel in Las Vegas, which was reported in local newspapers to magnify and reflect the sun’s rays onto an area of the pool at temperatures hot enough to melt plastic drink cups. This “death ray” was due to intense solar reflections from the hotel’s concave curtain-wall geometry.
In Dallas, the 42-story Museum Tower is reflecting so much light into the neighboring Nasher Sculpture Center that it is threatening artworks in the galleries, burning the plants in the center’s garden and blinding visitors with its glare, according to the New York Times. The center’s bespoke skylights were designed to filter indirect daylight into the art galleries, and instead, are now subject to direct solar reflections from the new curved tower’s metallic coated glass facade.
Sunlight is going to be reflected from the built environment no matter what we do, but the key is to limit the reflections and avoid solar reflectivity concentrations on highways and neighboring buildings.
Energy performance criteria encourage the use of reflective glass in architectural design to reduce penetration of solar radiation into the building interior. However, while highly reflective glass efficiently blocks solar heat gain, it causes a significant impact on the neighboring environment due to exterior reflections. Typical clear glass has an exterior reflectance value of 9 percent, whereas highly reflective glass exhibits an exterior reflectance value of approximately 20 percent to 40 percent.
Currently, there are no reflectance limits in place for building facades. Thisis due, in part, to the number of variables involved. While the amount of light a building facade reflects depends mainly on the properties of the facade materials, it is also influenced by the geographic location of the project, its orientation, the climatology, etc. Glare also affects people differently, depending on the person’s age, eye pigmentation, eye sensitivity, pupil’s ability to rapidly adapt to light contrasts, and eyewear. What might cause discomfortf or some might not bother others.
To help building designers avoid potential reflectivity and exterior glare problems, Curtainwall Design & Consulting Inc. developed aproposed glare threshold based on the comparison of different levels of reflected light with common sources of light. The upper limit compares light reflected from buildings to direct sunlight, for example.
This new software can also be used to determine glare conditions present in airspaces,quantifying potential glare problems on airport runways, taxiways, control tower, approachvectors, glide slopes, etc. This figure shows an example of glare in airspace.
To calculate a building design’s potential solar reflectivity, CDC also developed computer modeling software using Computational Fluid Dynamics that shows not only the location of the reflected light, but also its intensity. Using this technology, building designers can determine whether or not the reflected glare will pose a problem.
Solar reflectivity studies using CFD generate data that compiles the accumulation of reflected rays at individual locations in the surrounding environment. The algorithm provides glare data at a particular time of day; this means that the results are accurate for one particular month, on one particular day, at a given time of day. Therefore, several iterations are required in order to create representative data for the whole calendar year.
The study also takes the surrounding environment into consideration. Adjacent buildings might shade the project at various times of the day, on certain days, while roadways or neighboring facades might be sensitive to reflections bounced from the project’s reflective surfaces.
The amount of heat that reflected rays produce depends on the number of reflected rays coinciding on a particular area at a given time. As a secondary step, the study can provide the temperature increase generated by the reflected rays as well.This could help avoid problems like those experienced at the Vdara Hotel, for example.
Performing a solar reflectivity study allows architects to easily rotate the building design within the modeling software to determine which orientation will best mitigate reflectivity. The CFD’s ability to then determine the potential intensity level of the reflected rays can also help prevent hazardous glare.
In addition to glare intensity information,solar reflectivity studies can provide:
- path of solar reflections
- solar data
- temperature increase due to reflections.
Some designers dream of creating aniconic building that makes the news.Unfortunately for some, they make the news for the wrong reasons. This type of study is available to help designers realize their visions by making sound decisions in regards to façade reflectivity and glare. | <urn:uuid:10f7e386-0469-469b-8a98-7e1def409c7c> | {
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Few books are published 60 years after being written. One such book is Prof. Gershom Scholem's "Magen David – History of a Symbol", which is being released only now, 27 years after the author's death.
Prof. Scholem, one of the greatest Jewish scholars of our time, a researcher of Kabbalah and Jewish mysticism and one of the founders of the Hebrew University in Jerusalem, conducted a 50-year study of the history of the Star of David. He published a short summary of the study in 1949, shortly after the symbol was chosen to appear on the new state's national flag.
In his article Prof. Scholem stated that, "The Magen David is not a Jewish symbol, and therefore not the 'symbol of Judaism'."
The study has recently been edited into a book by Prof. Avraham Shapira. The new book looks into the religious, mystical, national and political aspects of the Star of David.
According to Scholem, the hexagram symbol was once known as Solomon's Seal and was used both as a decorative pattern and a symbol to which magical powers were attributed. It was first documented on the seal of Yehosua Ben Assiyahu during the period of the late kingdom, 2,700 years ago.
It appeared once again as a relief at a synagogue in Capernaum built during the third century AD, alongside another symbol, a swastika. No one asserts that these two graphic symbols have been more than mere decorations.
During the Second Temple period, the seven-arm menorah, rather than the Star of David, was considered a Jewish symbol. According to Scholem, the Seal of Solomon first appeared in Jewish mysticism during the sixth century AD on a talisman containing two lions and a Star of David in the middle.
Over the generations, the Solomon Seal appeared in two versions: A pentagon (five-sided polygon) and a hexagon (six-sided polygon).
Until the beginning of the 19th century the symbol was used as a magical means against danger, and appeared mainly on and inside mezuzot. The first book that referred to the symbol as "Magen David" was written by Maimonides' grandson, Rabbi David Ben Yehuda HaHasid, in the 14th century.
The official usage of the Star of David as a Jewish symbol began in Prague. Prof. Scholem writes that it was either chosen by the local Jewish community or by the Christian rule as a means of branding the Jews, who later adopted and embraced it. In 1354 Emperor Charles IV granted the Jews the privilege of raising a flag of their own, and this flag contained the Magen David. One of these flags can still be found in Prague's Old-New Synagogue.
From Prague, where the Magen David was printed on book covers and engraved on cemetery headstones, the symbol spread to the rest of Europe and gradually became known as the symbol of Judaism.
During the first Zionist Congress in Basel in 1897 the Zionist flag, which bears a blue Star of David, was chosen.
But Prof. Scholem claims that the symbol only became truly meaningful during the Holocaust, after the Nazis used it to mark the Jews, and thus sanctified it. According to Scholem, this gave the graphic symbol a spiritual sense of sacredness it never had before. | <urn:uuid:3aa9df32-c7ea-47a8-97b8-d85c4eda607d> | {
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From its very beginnings the Solomon R. Guggenheim Museum has been a hub for new art and new ideas. The museum was designed by renowned architect Frank Lloyd Wright to house an innovative collection of works in a unique environment. Today, the museum continues to be a landmark destination that attracts visitors from around the world.
This curriculum module is designed as a resource for educators to help introduce the unique architecture and history of the Solomon R. Guggenheim Museum to students. It can be used on its own in the classroom, as preparation for a visit to the museum, or afterward as post-visit lessons. Although the primary goal of this guide is to introduce the museum’s unique architecture, many of the suggested discussions and activities can be used to explore the history, design, and use of any chosen building.
In June 1943, renowned architect Frank Lloyd Wright received a letter from Hilla Rebay, art advisor to Solomon R. Guggenheim, asking him to design a new building to house Guggenheim’s collection of non-objective art, a radical new art form being developed by such artists as Vasily Kandinsky, Paul Klee, and Piet Mondrian. Guggenheim’s one requirement of the architect was that the building should be unlike any other museum in the world. Wright, in turn, created a design that he believed would be “the best possible atmosphere in which to show fine paintings or listen to music.” Frank Lloyd Wright was already known as the preeminent American architect of the 20th century, but this invitation would add another major accomplishment to his influential career.
About the Architect
Frank Lloyd Wright (1867–1959) was born and raised on the farmlands of Wisconsin. His mother had a vision for her son—that he would become a great architect. Wright was raised with strong guiding principles, a love of nature, a belief in the unity of all things and a respect for discipline and hard work. In 1887, following his study of civil engineering at the University of Wisconsin, Wright went to Chicago, where he became a designer for the firm of Adler and Sullivan. One of the partners of this company, the American architect Louis Sullivan, had a profound influence on Wright’s work. Sullivan’s mantra, “form follows function,” would also be embraced by Wright. In 1893 Wright left the firm to establish his own office in Chicago.
Wright created the philosophy of “organic architecture,” which maintains that the building should develop out of its natural surroundings. From the outset he exhibited bold originality in his designs and rebelled against the ornate neoclassic and Victorian styles favored by many architects of the time. He believed that the architectural form must ultimately be determined in each case by the particular function of the building, its environment, and the type of materials employed in the structure. Among his fundamental contributions was the use of various building materials for their natural colors and textures, as well as for their structural characteristics.
Wright initiated many new techniques, such as the use of precast concrete blocks reinforced by steel rods. He also introduced numerous innovations, including air conditioning, indirect lighting, and panel heating.
Wright spent much time in writing, lecturing, and teaching and established Taliesin, a school and studio-workshop for apprentices who assisted him on his projects. He also founded the Taliesin Fellowship to support such efforts.
Early in his career, Wright had originated many of the principles that are today the fundamental concepts of modern architecture. Throughout his career, architects who were more conventional than Wright opposed his unorthodox methods, but there is no doubt that his work has profoundly influenced the development of contemporary architecture. | <urn:uuid:6ca38c95-4148-44bf-b9ab-c31ece83ad35> | {
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Michelle Young & Suzannah Macbeth (Australian National University)
Since European settlement, over 90% of box gum grassy woodland has been cleared from agricultural regions in south-eastern Australia. This has had disastrous impacts on a number of threatened species in this area whose prime habitat is within the agricultural zone. Examples include the squirrel glider, southern bell frog and superb parrot.
For more than three decades, farmers in this agricultural region have been working with organisations such as Landcare groups, Local Land Services, Catchment Management Authorities and Greening Australia to address habitat loss (and other problems such as salinity). These partnerships have resulted in considerable investments on farms in the box gum grassy woodlands through tree planting programs and protecting riparian areas and rocky outcrops. This has resulted in substantial increases in native vegetation cover in some regions. Alongside this on-ground work by a range of groups and individuals, Professor David Lindenmayer and his team at ANU have been conducting on-farm research for more than 20 years, monitoring biodiversity and ecological values from northern Victoria through to south-east Queensland.
This long term monitoring at ANU has created a unique dataset that demonstrates changes in biodiversity outcomes over two decades on agricultural land. In doing so, this research has also been able to demonstrate the impact of planting design on biodiversity, with plantings that support the most bird species, including birds of conservation concern, being larger in size, block-shaped, connected to other plantings or have patches of remnant vegetation nearby, located in gullies, and established around large old paddock trees.
The field ecologists engaged in this work have had thousands of conversations with hundreds of farmers which, over time, revealed something else: not only does farm management influence biodiversity, but farmers who worked to protect natural assets on their farm noticed a positive impact on productivity. And for many, healthy biodiversity on farms appeared to correlate with good mental health, wellbeing and resilience during tough times.
From 20 years of solid ecological data, as well as these vital seeds of observation and experience from farmers, Sustainable Farms was born: a multi-disciplinary project where three key areas overlap – healthy farms (ecology research), healthy farmers (mental health research) and healthy profits (finance research).
Burnbank Farm, near Wagga Wagga and owned by Rick and Pam Martin, is a prime example. Following a fire 35 years ago there was hardly any native vegetation on the farm, with less than 2% treed. The farm had major problems with soil erosion, salinity, rising water tables, low productivity pastures and poor crop yields.
When Rick and Pam took over management of the property, they started a revegetation program, adding woodlots and replanting vegetation shelterbelts throughout the property. They also enhanced habitat features like rocky outcrops. ANU researchers have now been monitoring the farm for nearly 20 years throughout the period that Rick and Pam have undertaken this work, and have documented transformative landscape-scale changes.
Trees now covers about 14% of the property. As the planted vegetation at Burnbank has matured, biodiversity levels have steadily increased. The ecological monitoring work undertaken shows that plantings at Burnbank now support over 90 species of woodland birds. Some of these species are breeding on the property, despite being in decline in the surrounding region. Other benefits that Rick and Pam have observed include reduced salinity and increased in farm productivity. The family has great satisfaction in what they have achieved and derive many positive well-being benefits from experiencing the ever-increasing natural values on their property.
And it’s these links between enhanced natural assets and other benefits – productivity and wellbeing – that Sustainable Farms aims to explore. The links between healthy farms, healthy farmers and healthy profits has huge potential for the ability of rural communities and wider society to work together to maintain and support natural assets on farms.
One of the great strengths of the Sustainable Farms initiative is that the team’s field-based ecologists live and work in regional towns and are part of those communities. Recently, the team expanded to include engagement staff, also regionally based, who work directly with farmers and the Landcare network.
The engagement team strengthens the connection between farmers and researchers, ensuring that farmers’ questions are addressed through the interdisciplinary research that Sustainable Farms undertakes. In turn, the engagement team enables the dissemination of research outcomes to the local community, by supporting a network of farmers, creating new tools and resources, organising field days and setting up peer-to-peer training.
A new Sustainable Farms research project is comparing improved and unimproved farm dams. Improved dams are fenced to limit stock access to one location, avoiding fouling of the dam, and banks are planted with a wide band of grass, trees and other vegetation to filter paddock run-off, shade the water, increase aquatic plants to enhance water quality, and improve biodiversity both within and surrounding the dam. This interdisciplinary research will look at the biodiversity outcomes of improved farm dams, but also whether they improve water quality and subsequently livestock health – a key question for many farmers.
With growing climate volatility and other pressures on the agricultural sector, it is increasingly important for people to work together across sectors, disciplines and regions, and this is what the Sustainable Farms initiative is about.
For further information, contact Suzannah here: [email protected]
This article was first published in the ESA Bulletin March 2021. | <urn:uuid:ca3cdb26-0828-4142-a3e8-3297c5ca5044> | {
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Release date: 2023-01-14
Duty Station: TANZANIA
10589 visits!... Deadline: 2025-05-14 08:09:00
SOURCES AND IMPORTANCE OF HISTORY
Meaning of history
History is the study of man and his activities in different times.
These activities enable man to obtain his basic needs. Man’s basic needs are food, clothes, and shelter.
History is the record of human activities, which enable man to survival and attain essential needs from the environment.
IMPORTANCE OF STUDYING HISTORY
- It helps to understand how African societies were formed, how they developed and the factors that influenced this development.
- It helps us to understand and appreciate the efforts made and strategies used by African people to regain their independence
- It helps to understand conflict resolution and effective participation in social, economic and political development of Africa.
- It helps us to develop an understanding of the relationships between African’s development problems and foreign intrusion
- It develops our patriotism, as students know their heroes and traitors.
- It enlightens people about the advantages of certain economic practices.
- It helps to understand the level of development at different stages of human development
- It helps us to learn about technological transformations, for example from stone ages to Iron Age.
- It helps to understand the relationship that existed between humans and the environment.
- It helps to understand the past, present to plan the future.
SOURCES OF HISTORY
Sources of history refers to the ways that can be used to get historical information.
Sources of history/historical knowledge sources:
- Oral tradition
- Historical sites
- Written records/documents
- Audio- visual record, e.g. Cassettes, Cd’s, and TV programs etc.
- ORAL TRADITION
Oral tradition refers to the passing information by word of mouth through talking and listening.
Oral tradition passes historical information into two ways:
- culture practices
- Narration of past events.
FUNCTION OF ORAL TRADITION
- It preserves historical information of society
- I t collects and pass historical information between generations in the society.
- It helps researchers in data collection.
ADVANTAGES OF ORAL TRADITION
- It preserves and reveal historical information which are not recorded
- Both illiterate and literate people can obtain historical information.
- Within oral tradition, there are warning and teachings.
- Is the easiest and cheapest method of obtaining information
- It is live source since it involves physical interaction.
DISADVANTAGES OF ORAL TRADITION
- It needs much attention and power of memory
- False information can be given by storyteller.
- Narration of historical events are centered to those people of status i.e. Kings, Queens, Chief. White talking little about common society.
- There is a language problem when narrator uses vernacular language.
- It is difficult to distinguish what is real and what is imaginary information.
- Translation is very difficult because some languages are no longer in existence.
- HISTORICAL SITES
Historical sites are special places whereby the past human remains can be found and shown to the public. They comprise man’s physical development, tools that were made and used from time to time.
Examples of historical sites:
In Tanzania: Isimila, Olduvai George, Kondoa Irangi, Bagamoyo, Zanzibar, Kilwa, Mafia, Engaruka, Kagera etc
In Uganda: Nsongezi, Biggo, Ntubi, Rusinga Island, Magosi and Ishago.
In Kenya: Lake Rudolf (Turkana), Lake Naivasha, Njoro, Olongesailie, Lake Magadi, Lamu, and Mombasa
FUNCTIONS OF HISTORICAL SITES
- Preserves historical information for the coming generations.
- They are useful sources of information and to reconstruct history.
- They are the symbols of social, cultural heritage to the society concern past human tools, rock, paints etc.
- Visitors can view and touch articles at historical sites.
ADVANTAGES OF HISTORICAL SITES
- They help for practical historical learning e.g., through observation of tools, rock, paints.
- Used to reveal past settlement patterns, levels of technology, economic development and political organization reached by the past societies.
- Acts as centers of tourism.
- They help in transforming theoretical teaching of history to practical historical learning.
- It acts as the resource centers to researchers.
- It provides employment opportunities e.g., guiders
DISADVANTAGES/LIMITATION OF HISTORICAL SITES
- It brings confusion to interpret the remains found in historical sites
- Difficult for many people to visit them because many of historical sites are found on remote areas hence difficult to reach them.
- A historical site usually a protected area, one cannot take of it for further research
- Some sites are very old and need to be treated with great care.
Archaeology refers to the scientific study of past human remain. It is the study of material remains of man’s past through scientific methods.
The one specializes in archeology is called ARCHAEOLOGIST.
Archaeology involves excavations (digging) of the remains of man’s past.
The famous archaeologist in East Africa was Dr. Louis Leaky with his wife Mary Leakey.
Archaeology involves the use of carbon 14 dating to determine plants and animal remains.
FUNCTIONS OF ARCHAEOLOGY
- Gives important information about man through different stages.
- It is a useful method of helpful soil covered historical remains.
- It arouses curiosity of searching past man historical information.
- Archeological remains provide evidence of materials during a certain period of history
- Archeological method is used to date materials from the past. This gives a sense of time to historical events.
- It complements other sources of history. Example if oral tradition stated that, a certain area was sacred, to find archeological remains in the ground that would help to validate these claims.
- Archaeologist can determine past relation between groups of people, example trade, war, or migration.
ADVANTAGES OF ARCHAEOLOGY
- It helps people to know when and how people lived in a certain place.
- Archeology is a source of varied information because of the variety information because of artefacts that can be found
- It helps us to know and reveal the technology, agricultural and commercial activities of the past man.
- Through excavation, we get knowledge of artifacts e.g., Pottery, building etc.
- Archeology can give details of the material culture of a society, example the types of ornaments people wore or money they used.
- We can complement other sources of information through archaeology e.g., oral tradition.
- We can know the past relationship between different people such as trading activities, migration, marriage, birth, death, and political relation.
Notes za History kwa Form One kwa kila Topic ni kiasi 1500 na notes za topic zote utazipata kwa kiasi cha Tsh 3000 tu. Kwa maelezo Zaidi wasiliana na sisi Zenjishoppazz. | <urn:uuid:b1234e68-74ba-4275-b05e-7e2a5bf9a9f4> | {
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By Jill Fleming, and Brandy Strub, Registered Dietitians at Veterans Memorial Hospital
In today’s fast-paced society, with people eating on the run and not planning ahead, eating has become a mindless act. Distractions have shifted our attention away from the actual act of eating towards televisions, computers and smart-phones. This can be problematic, since it takes your brain up to 20 minutes to realize you’re full.
When we are dividing our attention, we usually eat faster and often overeat. If you eat too fast, the fullness signal may not arrive until you have already eaten too much. This is one of the contributing factors to our obesity crisis today.
Mindful eating is a technique that helps you gain control over your environment and eating habits. Mindful eating is about using mindfulness to reach a state of full attention to your experiences, cravings, and physical cues while eating. Using mindful eating has been shows to promote weight loss, reduce binge eating and help you feel healthier.
Mindful eating includes the following guidelines:
- Eating slowly and without distractions
- Listening to physical hunger and satiety cues
- Distinguishing between true hunger and non-hunger triggers for eating (emotions)
- Engaging your senses by noticing colors, smells, sounds, textures and flavors
- Eating for good health and well-being
- Gratitude or appreciation for your food
You may want to try mindful eating if you tend to eat too fast or would like to lose some weight. It is well known that restrictive dieting does not work long-term, with almost 90% of dieters regaining their lost weight. The vast majority of studies agree that mindful eating does help you lose weight by changing your eating behavior and reducing stress.
By changing the way you think about food, any negative feelings that may be associated with eating are replaced with awareness, better self-control and positive emotions. When unwanted eating behaviors are addressed, instead of just the foods being eaten, your long-term long health improvement goals can be permanent.
Mindful eating has also been found to be an effective treatment for those who tend to eat in relation to emotions or external cues. Emotional eating may include eating due to boredom, frustration, anger, loneliness, or stress. External eating cues may include the time on a clock, the sight or smell of food, or a social gathering where you eat regardless of true hunger.
To practice mindful eating, start by sitting down for all meals, without any distractions. This means that you will only focus on the meal, not a television, telephone or book. Have gratitude for the food on your plate and then eat slowly, chewing thoroughly.
Eating in silence will help you notice how the food makes you feel. You will also be able to tune-in to your internal hunger and satiety cures. Ask yourself why you’re eating, whether you’re truly hungry and whether the food you are eating is healthy. You want to stop eating once you feel satisfied, not full or uncomfortable.
You may initially want to start with just one meal per day to begin more mindful eating. It does take practice, so be patient with yourself. Mindful eating is a powerful tool to help you regain control of your eating and to achieve optimal health.
For more information, please contact the dietitians, Jill Fleming or Brandy Strub, at Veterans Memorial Hospital at 568-3411. | <urn:uuid:2ed39bae-0c4c-40dd-a73a-68ecc2b1692e> | {
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From pre-kindergarten through third grade, students are supposed to learn how to read. Fourth grade is the watershed year when teachers turn that model around and expect students to read to learn. The recent spotlight on reading scores has prompted an intense focus on those pre-K-3 students to make sure they’re ready by fourth grade.
Solutions for them are plentiful: The science of reading. Intensive tutoring. Summer programs. More teacher professional development. State laws requiring retention for third-grade students who aren’t proficient in reading by the end of the school year.
But what about the decades’ worth of students who were, and still are, passed into fourth grade and beyond when they can’t read at — nor often anywhere near — grade level? For these students, the inability to read well throws up a roadblock in front of every school subject: the instructions for a science experiment. The words in a math problem. The title of a song in music. As they get older, a menu, job application, street names or text message might as well be in a foreign language.
To get ahead, these older students are often given Dr. Seuss and Bob Books to help them learn. Sarah Fennelly, M.Ed., a reading specialist for fifth through eighth grades at Stoneham Central Middle School in Massachusetts, says some students “get frustrated that they would have to complete ‘baby work’ and just put their head down and refuse to work.”
“This tends to be more common than actually expressing their feelings, because I think often they don’t really know and aren’t really thinking about the future; they are just trying to fit in at school day to day, and that takes up a lot of mental energy,” she says.
Such heart-rending stories — including Molly’s in the 1990s and Sterling’s in the 2020s — show that, year after year, these older students continue moving ahead in grades despite being left behind in skills. Their embarrassment soars while their self-esteem plummets.
We’ve known since at least 2011 that such students are four times less likely than their reading-proficient peers to earn a diploma. Eight years later, the National Association of Educational Progress, whose assessment is dubbed the nation’s report card, noted that two-thirds of US students can’t read at a proficient level. Today, more than a third basically can’t read at all. Here’s the breakdown:
- 67% of 4th-graders weren’t proficient in reading in 2022. 37% couldn’t read even at NAEP’s basic level.
- 69% of 8th-graders weren’t proficient in reading in 2022. 30% of 8th-graders couldn’t read at the basic level.
- 63% of 12th-graders were not proficient in reading in 2019. 30% of 12th-graders didn’t meet NAEP’s basic level.
(The 2022 scores for 12th graders aren’t available until the end of this school year. All data from NAEP.)
“Appalling and unacceptable” are the words US Secretary of Education Miguel Cardona used in a statement when the NAEP report was released in October. “But raising the bar means we can’t just be satisfied with pockets of excellence for some. … Now is the time for bold action.”
At least two companies are trying something new, reaching out with new tools for struggling older readers.
Easy-to-read books that meet the backpack test
When Louise Baigelman, fresh out of college, was teaching middle school through Teach for America in Boston, many of her fifth- and sixth-grade students had learning differences or were English language learners. “They could not read above a very basic level, and my goal was to support them. But I couldn’t find books for them that weren’t very much baby books, like ‘The Cat in the Hat’ and ‘Curious George,’ ” she said.
“Nothing exists yet that is very targeted at [grades] three to 12, especially eight to 12, that applies the curriculum that works in K-3 with some nuance and materials that go with it. Teachers need a classroom library or supplemental books.”
She wondered: How do we “fix that chunk of time between fourth grade and ‘You’re going to end up on welfare’ ” to change that statistical illiteracy trajectory?
So Baigelman created Storyshares, a library of specifically crafted paperbacks and ebooks using a high/low concept: higher-interest topics, shorter chapters, shorter sentences and more basic vocabulary. The books feature diverse characters of varying ages and engaging, relatable topics, such as two friends’ love of cooking, grief, climbing Mt. Fuji, sexual assault or an exploration of a career. Baigelman wants every book to meet the backpack test — written and designed so older students aren’t embarrassed to pull them out of their backpack in front of peers.
The company uses contests to find and nurture diverse writers around the globe, some who are teens and young adults who may not have been published before. They can use Storyshares’ ebook platform with built-in feedback that helps them stay on track with a reading level and assists in other writing areas.
Adding science of reading to age-appropriate content
With a library of more than 500 available books, Storyshares has recently been working on Decodables, a new group of books that also have higher interest but are subtly “based on exact phonics patterns and sequences that scaffold — short A in one chapter and short O in the next,” she explains. These can supplement Wilson systems or other intervention programs a teacher may already be using.
“Those curriculums have text to teach it and a little lesson, and then it’s on to the short O. You can teach the short A, but you can’t teach someone to LOVE to read with that. They can’t really deepen learning with that practice,” Baigelman says.
She believes her books for older students can. All Storyshares and Decodables books can be read with an online e-reader tool that lets students change colors and font size; click on a word or picture for definition; listen and have it read aloud; and use color gradients to help with visual tracking.
A comprehensive educators’ companion book teaches teachers the key literacy components. As Baigelman notes, “Middle- and high-school teachers came to teach literature and now have to teach literacy. Fluency, background knowledge and comprehension also are really key components. The guides teach about some of those concepts and offer concrete strategies and activities.”
An illiteracy nonprofit in New York City called Read 718 is aimed at students in grades three through eight who are two or more years behind in reading. Rachel Fucci, senior program director, gave Decodables a try last fall. “It just felt like a resource that we had been looking for for a long time in terms of meeting students at an intelligent level and engaging them,” Fucci says.
She gave one to a creative fifth-grade boy who was more into games and YouTube than reading. “I said, ‘We just got this series, and this is the first book. I really want you to give me your review on it. Let me know what you think.’ He was really excited to take on that responsibility. He finished [that 50-page book] in one day, in one sitting. … I said, ‘What would you give it out of five stars? And he said, ‘10 stars!’ He was just so excited to complete it, and I had never seen him read that much that quickly.”
Fucci says the student likes the interconnectedness of the stories.
“He’s able to track where certain characters are coming from, and he knows how they’re all connected to each other. I’ve never seen him that engaged and excited about a series before. He’s been a student [with Read 718] for two years now, and I felt like it was really reaching him,” she says. The boy’s family also sent Fucci a happy note last fall to say they’d gone out for family karaoke, and “he was reading all of the lyrics on the TV.”
Fennelly, the Massachusetts reading specialist, participated in the Decodables pilot program last fall and shares a similar story about an eighth-grader who will read a whole Decodables book all at once, and she credits the “combination of decodable text, diverse characters and age-appropriate topics.”
What comes after decoding for older students?
Decoding words is crucial, but it only gets students so far, asserts Julie Van Dyke, a senior scientist at Haskins Laboratories, now part of the Yale Child Study Center, who is chief scientist at Cascade Reading. After transforming early reading — the sounds and how they map to letters — “what we need now is help to transform the second half of reading instruction that focuses on the linguistic essentials of the language. What teachers usually do is they focus on vocabulary because that’s easy to teach. Cascade Reading is really filling a void: We focus on the linguistic structure of the sentences and the text,” she explains.
Van Dyke talks about the differences in written and spoken languages. Our writing, with all its clauses and embedded clauses and conjunctions, is far more complex than the way we speak. “So a reader, when they’re focusing on most of their learning coming from the written word, needs tools to be able to process that complicated grammar,” she says.
Cascade handles the part of grammar most of us hated — remembering what a predicate, preposition and other parts of speech were — and puts them in place with colors and indentations instead of labels. Van Dyke mentions an example using the preamble to the US Constitution:
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
Cascade would trickle those words down the page with varying degrees of indentation to show the subject and predicate — “We the people” and “do ordain and establish” — as the main parts of the sentence, and then how the rest just modifies them.
Here’s an example I tried.
The people at Cascade believe that revealing sentence structures this way increases syntactic awareness and helps with intonation, stress, pauses and more. These can not only increase comprehension but provide another entry into understanding and fluency for readers of all ages, those who are English language learners, those with developmental or emotional challenges and more, Van Dyke says. Repeated reading this way trains the brain to see sentences correctly, she says.
The product is new, and the company’s studies (submitted for peer review) thus far show a boost in confidence in the youngest readers, better comprehension and prosody in fourth- and fifth-graders, and benefits for university students in Chicago whose first language is English, Korean or Mandarin.
Cascade, which uses a natural language processing artificial intelligence, works with a Chrome browser add-on. Van Dyke says the company can take any book a teacher or school has digital rights to and put into Cascade for them.
A few other companies are working to update their literacy libraries with more age-appropriate practice content for older students. Perhaps others will come up with additional technologies aimed specifically at these students.
Opinions expressed by SmartBrief contributors are their own.
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Dinosaur Activity workbook: Today we are exploring the Letter “D”. D is for Dinosaur! Rooooaaarrr! You will count, color, trace letters, and words, practice writing skills and more!
Letter “D”: Matching at an early age
By learning to mix and match related items at an early age, preschoolers will be better prepared for both reading and math in the future. For example, children who master the skills of matching in preschool will be well equipped to match letters to sounds in kindergarten and beyond.
Letter “D”: Memory development
Memory development not only takes you back to experiences that hold meaning, but it is a complex cognitive ability that is important in many aspects of thinking and learning. Complex cognitive ability is important in language, literacy, planning, following directions, problem solving, reflecting, imagining, and the overall ability to form a positive sense of self.
Letter “D”: Counting activities
Activities that involve counting have been shown to to be very effective for helping young children understand the concept of numbers. Young children prepare to engage in and benefit from preschool exposure. This will help them before they are taught arithmetic in an organized manner.
I hope you enjoy our Letter “D” activity workbook. Explore the pages and have fun on your own adventure back in time. Learn some fun facts about Dinosaurs, who they were, and what they looked like, and what they ate.
Please come back tomorrow and explore some more fun topics! Hope to see you here!
www.AdventuresofScubaJack.com, where learning is fun!
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Controlling a personal computer is carried out by using a keyboard and a mouse. Keyboard, besides numbers, letters and punctuation marks, has a large number of functional keys. Some buttons are not often used in the standard use of the PC, so not everyone understands their purpose. Users often have a question why exactly we need the Esc key and in what situations it can be used.
The history of its appearance and why it is called so
Esc is an abbreviation of the English word “Escape”. This key is used to return to the previous state or exit in applications, games and programs. It is located in the upper left corner of the keyboard. This key has been present on desktop keyboards almost from the beginning. It was originally used in terminals. By the time the first mass-produced computer was released, it began to be used to deselect, exit a selected mode, and as an antagonist to the Enter key.
Modern users pay little attention to this key, preferring to cancel operations with mouse clicks. If you start to actively use Esc while working with a PC, you can speed up many procedures and increase the comfort of using the device.
What functions the button performs
Pressing Esc allows you to perform many operations. The specific action depends on what application is running. Among the main functions of the Esc key are:
- Closing the dialog box, search bar and other pop-up elements;
- Exit full screen mode when viewing a photo or using a browser
- cancel the operation in progress;
- cancel the selection.
In computer games, the button is often used to pause the gameplay and go to the settings menu. Escape is often used when working with documents to deselect text and return from the settings menu.
Program and app developers can give the key their own unique capabilities. However, in most cases, Esc is used precisely as the undo key. To find out how the key works in different programs, you should study the information in the utility’s help.
Hotkeys using Escape
The functionality of the button is greatly expanded if you use it in combination with other keys. A hotkey combination is a simultaneous pressing of 2 or 3 keys on the keyboard. Among the combinations that can be used on a Windows PC are:
- CTRL+SHIFT+ Esc (opens the Task Manager);
- ALT+ Esc (to quickly move between open windows);
- CTRL+SHIFT+Esc (quickly opens the start menu).
Task Manager is used to view the running processes, to estimate the load on the system resources. It can also be used to close processes that stop responding or work incorrectly. A combination of Escape, Control, and Shift keys will open the Task Manager and perform the necessary actions to solve the problem.
A quick simultaneous click on Alt and Escape lets you switch tabs by moving between open windows. Switching takes less than a second. The Control+Escape combination is rarely used because you can simply click a separate Windows button to perform it.
The Escape key helps to simplify your work at the computer when surfing the Internet and using applications. When working with the command line, pop-up windows, and text documents, Esc is an indispensable button. Some commands can only be executed by pressing this key (pause in games, exit full screen mode in applications).
People who work daily at a PC for a long period of time are recommended to learn the hot combinations with different function keys in order to use the computer with maximum efficiency. Advanced users work more efficiently and faster due to knowledge of even the simplest programs.
06.10.2021 16:15 6416
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Increased body size is often found in children with elevated blood pressures, but it is not clear whether this is a result of obesity or early maturity. Similarly, levels of activity and fitness have marked effects on blood pressure and body composition. To study these interrelated factors, we measured height, weight, and body composition (skinfold thickness and total body water) as well as heart rate, blood pressure, and oxygen consumption at rest and during exercise in 192 ninth grade boys and girls, 102 with persistently elevated blood pressures at or above the 95th percentile and 90 matched controls with blood pressures below the 50th percentile for the entire population of 10,641 Dallas County ninth graders tested. Differences in resting blood pressures also were present during maximal exercise and recovery periods. Boys with persistently elevated blood pressures were characterized by increased supine and recovery heart rates, normal fitness, excess size for age in the absence of obesity, and early maturation. Girls with persistently elevated blood pressures had increased heart rates, decreased fitness, and obesity.
|Original language||English (US)|
|Number of pages||6|
|State||Published - Jan 1 1985|
- Adolescent hypertension
- Body composition
ASJC Scopus subject areas
- Internal Medicine | <urn:uuid:7bd60e4a-0d26-43e7-984c-fe081f8de4ea> | {
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Description: The LLNL-developed Micropower Impulse Radar (MIR) technology has quickly gone from laboratory concept to embedded circuitry in numerous government and commercial systems in the last few years[l]. The main ideas behind MIR, invented by T. McEwan in the Laser Program, are the generation and detection systems for extremely low- power ultra-wideband pulses in the gigaHertz regime using low-cost components. These ideas, coupled with new antenna systems, timing and radio-frequency (RF) circuitry, computer interfaces, and signal processing, have provided the catalyst for a new generation of compact radar systems. Over the past several years we have concentrated on a number of applications of MIR which address a number of remote-sensing applications relevant to emerging programs in defense, transportation, medical, and environmental research. Some of the past commercial successes have been widely publicized and are only now starting to become available for market. Over 30 patents have been filed and over 15 licenses have been signed on various aspects of the MIR technology. In addition, higher performance systems are under development for specific laboratory programs and government reimbursables. The MIR is an ultra- wideband, range-gated radar system that provides the enabling hardware technology used in the research areas mentioned above. It has numerous performance parameters that can be Selected by careful design to fit the requirements. We have improved the baseline, short- range, MIR system to demonstrate its effectiveness. The radar operates over the hand from approximately I to 4 GHz with pulse repetition frequencies up to 10 MHz. It provides a potential range resolution of I cm at ranges of greater than 20 m. We have developed a suite of algorithms for using MIR for image formation. These algorithms currently support Synthetic aperture and multistate array geometries. This baseline MIR radar imaging system has been used for several programmatic applications.
Date: April 15, 1998
Creator: Mast, J., LLNL
Item Type: Refine your search to only Report
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Center on Technology and Disability
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This article shares information on how technology tools can support struggling students and those with learning disabilities in acquiring background knowledge and vocabulary, improving their reading comprehension, and making connections between
reading and writing.
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LD Online_Embedded Supports to Differentiate Instruction for Struggling Students.pdf
Power Up What Works | <urn:uuid:f32b7952-cc76-447e-bf21-3ed710963da7> | {
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Guidelines for Environmental Health Management in Children’s Homes in Sub-Sahara Africa
The Human Dimension to Environmental Quality
Definition of Key Terms
- Environment: Collective term used to describe all the living and non-living things that make up our surroundings. These include the biological, physical, cultural and social, economic and political environments . For the purposes of this paper, environment will exclude the cultural, economic and political environments.
- Health: A state of complete physical, mental and social well-being of an individual and is not necessarily the absence of disease or infirmity .
- Environmental health: Defined as the control of those factors in the environment that may have deleterious effects on people’s physical, mental, or social well-being . OR The effects of various environmental conditions on human health (author’s; derived from the definitions of environment and health).
- Conceptual: Related to or based on ideas .
- Guidelines: Rules or instructions that are given by an official organization telling you how to do something, especially something difficult .
Housing - The Importance of Housing for Health
Indoor Air Pollution: “Rule of One Thousand”
Environmental Tobacco Smoke
Health Impacts of Other Types of Air Pollution
Precautions to Guard against Indoor Air Pollution (Suggested by Authors)
- The children’s home should not be located close to major sources of pollutants e.g. petrol stations, manufacturing plants, garages, and quarries.
- Ensure that buildings housing the children’s home are well ventilated.
- All fireplaces in the home must have properly designed chimneys to dispose of pollutants.
- In homes that use jikos (charcoal stoves), home management should ensure that there is adequate air exchange whenever the stoves are in use.
- The home environment should preferably be declared a no-smoking zone to protect the children from environmental tobacco smoke and to decrease any chances of children copying from adults the unhealthy habit of smoking.
Water Management & Usage
Rainwater Harvesting from Roofs
Treatment of Drinking Water
Diseases Transmitted through Water
Health Risks of Inappropriate Excreta Disposal
Achieving Proper Disposal of Excreta in Children’s Homes - Suggestions by Authors
- Ensure that the home has adequate user-friendly sanitary facilities. In case the toilets are flush type, it is preferable that the toilet bowls be the squatting-type instead of the sitting-type. This is because the former are more convenient to use by children and are also recommended for communal use.
- In case the home uses pit latrines, they should be the modern improved ventilated pit latrine (VIP). These should be constructed under the supervision of the local public health officer or technician.
- The home management should provide adequate anal cleansing materials e.g. old newspapers, toilet paper, water, etc. This will discourage the children from using their bare hands for anal cleansing and smearing excreta on the toilet walls.
- Children should be taught to observe strict personal hygiene. Washing of hands after visiting the toilet should be made mandatory. Water in stand-pipes or leaking cans must be provided by home management.
Health Risks of Solid Waste
Measures to Achieve Better Solid Waste Management in Children’s Homes - Suggestions by Authors
- Provide proper waste receptacles e.g. plastic bins with lid.
- All waste generated should be stored covered in the bins to await collection in case a collection service is available.
- In case a collection service is not available, the waste can be separated into combustible, non-combustible and biodegradable types. Combustible waste e.g. plastics, papers and polythenes should be disposed of by burning while biodegradable waste can be applied at the home garden as organic fertilizer. Noncombustibles such as metal cans, etc should be disposed of into a pit.
- For (3) above to be achieved, source separation of waste is advisable i.e. there should be specific bins for each type of waste. In this case, three bins are required, each preferably marked according to waste type to be received.
- Children should never be allowed to play with or near waste storage or disposal sites.
Malaria Prevention & Control
Measures for Prevention & Control - Suggestions by Authors
- Provide all children resident in the home with insecticide-treated bed nets.
- Carry out indoor residual spraying (IRS) in the home after every six months.
- In areas with high mosquito density such as lowlands, provide window screening made of fine wire-mesh.
- Use of insecticide-treated materials (ITMs) e.g. curtains, mbu cloth (i.e. piece of cloth treated with insecticide and hung on walls) is also encouraged in high-density mosquito areas.
- Any receptacles such as tins, old tyres, old cups, etc that may collect rainwater and encourage mosquito breeding should be collected and disposed of appropriately.
- Any stagnant water in or around the home should be drained by digging drainage channels or the pools filled with earth to prevent water from standing.
- Bushes and long grass should not be allowed to proliferate in the home compound.
Prevention & Control of Vaccine-Preventable Diseases
Precautions against Vaccine-Preventable Diseases - Suggestions by Authors
- Before admitting any child into the home, his/her immunization status should be checked. The authority, relative or guardian from whose custody the child is taken should be able to provide this information.
- If the child’s immunization status cannot be determined, then immediate advice should be sought from the local medical officer of health or the local health centre.
- All children in the home must be immunized against all the vaccine-preventable diseases mentioned above.
Prevention of Physical Injuries
Accidents in the home
Physical violence/intentional injuries
Children’s play facilities
- Tunnel i.e. tyres placed vertically in a straight line with the lower ends slightly dug below the ground surface.
Biological Hazards in Food
Chemical Hazards in Food
Precautions for Food Safety in the Homes - Suggestions by Authors
- All kitchen workers involved in food preparation and handling must undergo medical examination after every six months. This will eliminate the risk of them acting as reservoirs/carriers of food-borne disease pathogens.
- All foods must be properly and thoroughly cooked.
- Kitchen workers must maintain proper personal hygiene i.e. washing hands after visiting toilet; short kempt hair; clean wear; short fingernails.
- Food store should be clean, well aerated and free from any dampness that might encourage the growth of Aspergillus flavus (a mould) on grains.
- Proper kitchen management should be observed i.e. cleanliness, separation of food preparation areas from waste storage area, cooking area and serving area and proper storage and disposal of kitchen waste.
- To prevent the risk of consuming chemically-contaminated vegetables, the home management should verify the source of their supplies and prove that the vegetables are not grown on polluted soils e.g. sewage-irrigated fields and waste dumping sites.
- Home management should ensure that beef and pork supplies to the home are duly inspected by the relevant authorities. Verification can be done simply by looking at inspection stamp or certificate.
Precautions for Sexual Safety - Suggestions by Authors
- Improved security around the home to guard against sexual predators;
- Rape-prevention education amongst girls in the home. This can be facilitated by a local anti-rape organization or a children’s rights lobby group within the region;
- Sex and AIDS education. This can be conducted by teachers or health personnel. The focus should be on management of children’s (including adolescents) sexuality i.e. the appropriate conduct of both sexes towards each other.
- Adolescent boys and girls should sleep in separate room;
- Both boys and girls should not be presented with tempting opportunities e.g. allowing adolescent boys to visit girls’ rooms.
- If sexual safety cannot be guaranteed at the home, options for making it a single-sex home should be considered.
Prevention of Chemical Poisoning/Chemical Safety
Precautions to Safeguard Chemical Safety- Suggestions by Authors
- Do not keep chemicals in containers that the kids are familiar with and might confuse them e.g. soda bottles;
- Keep all chemicals and medicines out of reach of children, probably in a lock-and-key store;
- Dispose of chemical containers safely e.g. by burying deep in the ground or incineration;
- Keep chemicals away from kitchen and food store to eliminate the danger of any accidental contamination;
- Teach children the dangers of handling any chemicals.
Vitamin A deficiency
Rodent & pest control
Preconditions for Fires
- Oxygen (from atmosphere)
- Combustible material (fuel)
- Heat -to ignite the fire
Common Causes of Fires:
- Electrical faults
- Overheated materials
- Hot surfaces
Structural Features and Exits
- No parts of building to be far from exit leading to the outside
- Each floor must have at least one exit;
- A clearly visible sign post to direct fire escapees;
- No obstruction to the fire exit; direct its location;
- Outside stair ways and fire escapes not lead in to interior court yards;
- Doors opening outwards or sliding doors.
Fire Extinguishing Equipment
- Hose pipes (water must be available)
- Dry sand
- Portable fire extinguishers
How to Extinguish Various Fires
Definition of housekeeping
The Purpose of Housekeeping
- being hit by falling objects;
- slipping on greasy, wet or dirty surfaces;
- striking against projecting, poorly stacked items; or misplaced material cutting, puncturing, or tearing the skin of hands or other parts of the body on projecting nails, wire, etc.
Benefits of Good Housekeeping Practices
- fewer tripping and slipping accidents in the children’s home
- decreased fire hazards
- lower children’s exposure to potentially hazardous substances e.g. medicines, detergents, paraffin
- more efficient equipment cleanup and maintenance
- better hygienic conditions leading to improved health
- more effective use of space
- reduced property damage by improving preventive maintenance
- aesthetic appeal of the interior environment
Elements of an Effective Housekeeping Program
Drug and Substance Abuse
Training of Management Staff
Conclusion and Recommendation
|Protection against communicable diseases||Safe water supply|
Sanitary excreta disposal
Disposal of solid wastes
Drainage of surface water
Safe food preparation
|Protection against injuries, poisonings and chronic diseases||Structural features & furnishings|
Indoor air pollution
|Reduction of social & psychological stress||Adequate living space, privacy & comfort|
Personal security of occupants
Access to recreation facilities
Protection against noise
|Disease type||Mode of transmission||Examples|
|Water-borne diseases||Water acts a passive vehicle for the infecting agents; depend also on poor sanitation.||Cholera, typhoid, bacillary dysentery, infectious hepatitis, leptospirosis, giardiasis, gastroenteritis.|
|Water-washed diseases||Due to lack of adequate quantity of water; poor personal hygiene creates conditions favourable for spread; intestinal infections due to improper human waste disposal||Scabies, yaws, leprosy, lice & typhus, conjunctivitis, bacillary dysentery, amoebic dysentery, salmonellosis, paratyphoid fever, ascariasis, trichuriasis, whipworm, hookworm|
|Water-based diseases||Infecting agents spread by contact with or ingestion of water; life cycle of infecting agent takes place in an aquatic animal; some are affected by waste disposal.||Schistosomiasis, guinea worm, filariasis, onchocerciasis, threadworm.|
|Water-related vector-borne diseases||Mosquitoes, flies and other insects breed or bite near water, especially active and aggressive near stagnant open water.||Yellow fever, dengue fever, rift valley fever, bancroftian filariasis, malaria|
|Diarrhoeal diseases||Strongly linked to poor excreta disposal, poor personal and domestic hygiene and unsafe drinking water.|
|Schistosomiasis||Strongly related to unsanitary excreta disposal and absence of nearby sources of water|
|Infection with intestinal helminthes||Strongly linked to poor excreta disposal, poor personal and domestic hygiene and unsafe drinking water.|
|Type of Waste||Diseases Associated with Waste|
|Infected sharp waste||Staphylococcosis, hepatitis B, hepatitis C, AIDS, Streptococcosis, tetanus|
|Waste-generated infected dust||Anthrax, trachoma, mycosis, conjuctitivis, pneumonia|
|Vectors breeding in or living in waste generated ponds||Malaria, filariasis|
|Stray animals and rodents feeding on waste||Rabies, plague, leishmaniasis, hydatidosis|
|Disease agent||Important reservoir/carrier||Examples of food that can become contaminated|
|Bacillus cereus||Soil||Cooked rice, cooked meats, vegetables, starchy puddings|
|Brucella spp||Cattle, sheep, goats||Raw milk, dairy products|
|Campylobacter jejuni||Chickens, dogs, cattle, pigs, birds||Raw milk, poultry|
|Clostridium botulinum||Soil, mammals, birds, fish||Fish, meat, vegetables|
|Clostridium perfringens||Soil, animals, humans||Home-preserved honey, cooked meat, poultry, gravy, beans|
|Escherichia coli||Humans, cattle, poultry, sheep||Salads, raw vegetables, cheese, undercooked meat, raw milk|
|Mycobacterium bovis||Cattle||Raw milk|
|Salmonella spp.||Humans, animals||Meat, poultry, eggs, dairy products, vegetable salads|
|Shigella spp.||Humans||Potato, egg salad|
|Staphylococcus aureus||Humans||Ham, egg salads, poultry, cream-filled bakery products, ice cream, cheese|
|Vibrio cholerae||Humans||Salads, shellfish|
|Vibrio parahaemolyticus||Seawater, marine life||Raw fish, crabs and other shellfish|
|Yersinia enterocolitica||Water, wild animals, pigs, dogs, poultry||Milk, pork, poultry|
|Hepatitis A virus||Humans||Shellfish, raw fruit, vegetables|
|Norwalk agents||Humans||Shellfish, salads|
|Cryptosporidium spp.||Humans, animals||Raw milk, raw sausage (non-fermented)|
|Entamoeba histolytica||Humans||Vegetables, fruits|
|Giardia lamblia||Humans, animals||Vegetables, fruits|
|Toxoplasma gondii||Cats, pigs||Undercooked meat, raw vegetables|
|Ascaris lumbricoides||Humans||Soil-contaminated food|
|Trichuris trichiura||Humans||Soil-contaminated food|
|Taenia saginata||Cattle||Undercooked beef|
|Taenia solim||Pigs||Undercooked pork|
|Trichinella spiralis||Pigs, carnivores||Undercooked meat|
|Fasciola hepatica||Cattle, goats||Watercress|
|Paragonimus spp.||Freshwater crabs||Undercooked/raw crabs|
|Bed bugs||Rooms; beds; furniture (also chicken nests)||Malathion; ronnel; dichlorvos; diazinon||Apply lightly to mattress surfaces and more heavily to bed frame. Allow to dry before using. Never apply to children’s crib.|
|Cockroaches||Enclosed spaces such as kitchens or store-rooms.||Residual sprays||Apply to hiding places and runways. Use a spray and not a mist. Pay attention to warm humid places. Do not treat where children are likely to contact surfaces.|
|Fleas||Dusty floors.||Diazinon; ronnel;malathion||Spray floor and base boards and walls to a height of 10cm.|
|Flies||Refuse and manure pits; pit latrines||Ronnel; malathion||Treat garbage, refuse, manure and other fly breeding sites.|
|Lice (head, body and pubic lice)||Head, body or pubic area.||Lindane||Keep out of eyes and mucous membranes. Sterilize clothing and beds by laundering. Do not apply to eyes and clothes.|
|Mites||Clothing||Any mosquito repellent is toxic to mites.||Keep out of eyes.|
|Rats||Rooms, pit latrines||Any rodenticide locally available in the market.||Rodenticides are highly poisonous even to humans and precautions should be taken to prevent potential food contamination and access by children. (See guidelines on chemical safety).|
|Class of fire||Source||Precautions/equipment|
|A||Carbonaceous solids, wood, paper, and rubbish.||Water jets – they quench the fire and cool the material below its ignition temperature.|
|B||Flammable liquids, solvents, liquifiable solids, oil, paints etc.||Blanketing method (foam, sand etc.).|
|C||Gases – fractured gas main.||Stop gas leak.|
|D||Metals: magnesium, sodium, potassium with water||Dry powder.|
|E||Electrical equipment||De-energize the equipment, then follow as in class A or B.|
- Children’s Environmental Health Network. About children’s environmental health. http://www.cehn.org. Accessed 12/10/2005.
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© 2007 MDPI All rights reserved.
Share and Cite
Muruka, C.; Muruka, A. Guidelines for Environmental Health Management in Children’s Homes in Sub-Sahara Africa. Int. J. Environ. Res. Public Health 2007, 4, 319-331. https://doi.org/10.3390/ijerph200704040008
Muruka C, Muruka A. Guidelines for Environmental Health Management in Children’s Homes in Sub-Sahara Africa. International Journal of Environmental Research and Public Health. 2007; 4(4):319-331. https://doi.org/10.3390/ijerph200704040008Chicago/Turabian Style
Muruka, Charles, and Andrew Muruka. 2007. "Guidelines for Environmental Health Management in Children’s Homes in Sub-Sahara Africa" International Journal of Environmental Research and Public Health 4, no. 4: 319-331. https://doi.org/10.3390/ijerph200704040008 | <urn:uuid:a5bc8144-dc6a-4513-85b1-895ccedf11f5> | {
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Recovery by EOR Technologies, LLC.
What is Carbon Capture and Sequestration?
Carbon Capture and Sequestration is one of the most promising ways for reducing the buildup of greenhouse gas emissions in the atmosphere.
Even under the most optimistic scenarios for energy efficiency gains - along with the greater use of renewable energy technologies, and low carbon fuels and even no-carbon fuels, Carbon Capture and Sequestration will likely be an essential technology that is going to be deployed if the world is to stabilize atmospheric concentrations of greenhouse gas emissions to acceptable levels - and more specifically, that carbon emissions, one of the most potent and climate changing of all greenhouse gas emissions, be kept below 350 ppm.
Carbon Dioxide Emissions
Since the year 1750 ## World CO2 since 1750 (cubic
World CO2 since 1750 (cubic feet)
World Carbon Dioxide Emissions since 1750 (cubic feet)
carbon clock tracks total carbon dioxide emissions in metric tons since 1750.
Since 1750, humans have emitted over 5 trillion pounds of carbon dioxide into the atmosphere. Roughly half of this has ended up in the oceans where it is beginning to damage the coral reefs. The other half is still in the atmosphere and causing global warming. Each pound of CO2 takes up as much space as a 500 pound person.
The formula (which should be good for a year or two) is:
C(t) = 2.58 ×1012 + 1240×t, where t is seconds since the start of 2007.
C is tonnes (metric tons) of carbon dioxide emissions.
2205 x C gives pounds of carbon dioxide emissions.
That comes to over 43 billion tons/year or over 86 trillion pounds/year.
Carbon dioxide (2) = 1 carbon atom with 2 oxygen atoms.
Carbon has relative weight 12 and Oxygen 16.
So it takes only 12 pounds of carbon to make 12+16+16 = 44 pounds of CO2.
Tax and Dividend
Capture and Sequestration through
Enhanced Oil Recovery Technologies
CO2-EOR * CO2 Flooding * CO2 Injection * Emissions Engineering
Enhanced Oil Recovery * Geosystems Engineering
All Rights Reserved | <urn:uuid:4e4024fa-45a2-4b21-a4d0-b0fedd2d4b69> | {
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Olive green is a neutral green colour that look like the colour of a green olive. Some commercial paint companies, such as Winsor & Newton and Gamblin, produce an olive green in tube paint, but it is generally difficult to find in art-supply stores. Besides the colour of olive tube paint, many different shades of olive green can be made by mixing other pigments that most artists already have in their paint sets.
Making olive from sap green
Adding many different pigments to sap green can produce varying shades of olive green. Sap green is a green that falls in the middle of the green section of the colour wheel and is a very natural or earthy-green tone, often being used for leaves on trees or grass on the ground. Adding a blue-violet pigment such as ultramarine violet or dioxazine purple will create a cool dark olive green. Mixing sap green with cadmium orange, cadmium yellow or a bight yellow such as lemon yellow or Naples yellow will create a warm, but dark, olive green that is similar to Winsor & Newton's olive green.
Using neutral earth tones
Using the earth tones yellow ochre, raw sienna, raw umber and burnt umber with blues and blue greens can create an olive-toned paint colour. The earth tones are close to olive green, or the isoindolinone yellow pigment, in their neutrality, but are redder and warmer than the cool olive green. Mixing ultramarine or cobalt blue with yellow ochre will make an olive green, but a Prussian or phthalo blue will make a dark, vibrant olive green. Combining phthalo blue to burnt sienna, raw umber and burnt umber will make a dark, cool olive colour. Notice, however, that mixing the dark earth tones raw umber and burnt umber to the blue pigments ultramarine, Prussian and cobalt will result in a colour that is closer to black than olive.
Mixing complementary colours, colours that are directly opposite from each other on the colour wheel, is a way that artists create neutral colours. When complements such as red and green are combined, they create a neutral or grey colour. Red pigments like alizarin crimson and quinacridone, two deep, semi-purple reds, or magenta can be added to sap green, hooker's green or permanent green light to make a shade of olive green.
Adding colour to black
Adding any yellow pigment to a black pigment will typically result in an olive green. This green will appear very dark and dull, unlike the pigment mixtures described above, which will seem livelier by comparison.
- Getty Creative | <urn:uuid:39a2b25f-965f-469e-a2ad-99fc3cfd85be> | {
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Dogs are cute domestic animals that almost every person in the world admire. They are fun loving animals and love to play in dirt resulting them to become unhygienic.
Due to their unhealthy activities, they suffer from various types of diseases. Diarrhea and fever are some common diseases in them as an outcome of their bad habits. Besides, Otitis Media is also one of them.
What is Otitis Media?
In layman’s language, Otitis Media refers to the infection on the middle ear causing inflammation (reddening and swelling) and fluid-buildup behind the eardrum.
Otitis Media is usually seen in children and in some cases adults too. People also name this disease as middle ear infection as there is infection on the ear.
Otitis Media in Dogs
Otitis Media is usually seen in dogs. The condition is exactly similar to that of the human ear, the area behind the eardrum gets reddened and starts swelling.
Otitis media is commonly found in dogs with chronic ear diseases. The symptoms, diagnosis, causes, and treatments are also very alike except for some minor disbalance
There are three types of Otitis media. They are Acute Otitis Media, Otitis Media with effusion and Chronic Otitis Media with effusion.
Symptoms of Otitis Media in Dogs
There are various symptoms to verify that your dog has been suffering from Otitis Media. Following are some symptoms of Otitis Media in Dogs.
Some common symptoms include –
- pain when opening the mouth
- unwillingness to chew
- shaking the head frequently
- pawing at the affected area
- nausea, and vomiting, etc.
Other symptoms of Otitis media in dogs are –
- redness of ear,
- unequally sized pupils
- leaning to the side of the affected area
- wide swinging movements and tilting of the head if both ears are affected.
Signs associated with facial nerve system damage such as inability to blink or paralysis on some parts of the body. A grey bulging eardrum, also known as tympanic membrane can also be seen if the dog is suffering from Otitis.
Diagnosis of Otitis Media in Dogs
The long bent, funnel-shaped conformation of the dog’s ear canal makes it hard to see the tympanic membrane (TM). This causes difficulty in making the diagnosis of the disease.
For the proper diagnosis of Otitis media in dogs, it requires attention to history and clinical signs. It is also often said that otitis media in dogs is an extension of otitis externa that was not properly treated or resistant to treatment.
Causes of Otitis Media in Dogs
There are various causes of otitis media in dogs. Some common causes are extension of otitis externa past the eardum into the bulla of the ear, seeds or any foriegn object in the ear and accident or trauma.
Other causes of otitis media include migration of bacteria from the pharynx to the middle ear via the Eustachian tube, mites and yeasts agents in the ear.
As the ear is warm, it is an ideal place for the bacteria to breed. This causes the multiplication of bacteria that are the pioneers of otitis media. Aural tumour also causes otitis media in dogs.
Treatments of Otitis Media in Dogs
Proper treatment of Otitis can be done if the condition is noticed at the early stage of the disease. Careful cleaning and medication can cure the disease properly in the early stage.
According to Wag Walking,Depending on the type, the vets prescribe necessary medicines, for bacterial infection, he/she will prescribe an antimicrobial to fight bacterial infection.
An anti-parasitic medicine will be prescribed if mites are the causing agents of the disease. In both cases, the ear of the dogs will need to be cleaned thoroughly before using any drops or creams on the affected part.
More severe conditions can lead to complications that can affect the dog such as loss of hearing. Surgery may be required in severe cases.
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Estimating social-ecological resilience: fire management futures in the Sonoran Desert
Aslan, Clare et al. (2020), Estimating social-ecological resilience: fire management futures in the Sonoran Desert, Dryad, Dataset, https://doi.org/10.5061/dryad.tqjq2bvxf
In this study, we used existing ecological layers and a stakeholder mapping approach to develop quantitative maps of social-ecological resilience to fire across the EPA Level III Sonoran Desert Ecoregion of Arizona. We used an overlay analysis to map coupled social-ecological resilience across the region. This analysis enabled us to identify areas of likely low and high resilience. Since resilience is meaningless unless examined in light of disturbance risk, we also modeled across the landscape both ecological and social aspects of fire risk. We then plotted resilience against modeled ecological and social fire risk to assess vulnerability across the study region.
The Sonoran Desert is the most biologically diverse desert in the US and also one of the regions of fastest human population growth, with more than 6 million residents according to the 2010 US Census (Dimmitt et al. 2015). Due to lack of fuels continuity in native plant communities, the Sonoran Desert is considered non-fire-adapted; occurrence of fire reduces both plant and associated animal diversity at local scales (McCaffrey 2015). However, fire risk has been increasing across the region in recent decades (Gray et al. 2014). Emergence of a novel, high-frequency fire regime in the Sonoran Desert is driven by increasingly variable precipitation in combination with the spread of invasive, fine fuels (Seager et al. 2007, Abatzoglou and Kolden 2011, McDonald and McPherson 2013, Moloney et al. 2019). These changes impact native plant communities with limited inherent resilience to disturbance, placing desert systems at risk of fundamental ecosystem state change (Abella 2009, Brooks and Chambers 2011). That is, a feedback loop promoting fire-adapted non-native species threatens to turn burned Sonoran Desert ecological communities into grasslands dominated by non-natives (McDonald & McPherson 2013). Resource managers and restoration professionals in the Sonoran confront biological invasions and aim to reduce fire risk in order to effectively retain functioning ecosystems and native Sonoran Desert biodiversity on the landscape (McCarty 2001). In the US, the Sonoran Desert Ecoregion consists largely of government-managed land, but is a patchwork of federal, state, and local jurisdictions, military bases, and tribal reservations. Management responses to fire across the region are varied and span a range of jurisdictional mandates as well as constraints and resources (Aslan et al. In revision).
Modeling ecological aspects of resilience
We gathered ecological spatial layers to (a) predict ecological large fire risk over the next 20 and 40 years across the study area, so that we could present risk maps to managers and discuss their responses, and (b) include ecological components of system resilience in our coupled systems GIS. We defined fire risk throughout the study as the probability of large fire (>1000 acres) if an ignition were to occur, and used the current and prior year maximum NDVI as predictors of annual fire risk (after Gray et al. 2014). We also included as dynamic model variables climate variables (total winter precipitation, winter mean daily minimum temperature, and fire season mean daily wind speed, maximum temperature, and humidity) to predict past and future fire risk (after Gray et al. 2014). Fixed variables in the model included road density, distance to urban development, surface heat load index, topographic roughness, elevation, aspect, and slope (Gray et al. 2014). To forecast fire risk into two future time periods, it was first necessary to forecast the dynamic predictor variables. We used data at 4-km resolution, downscaled from 12 Global Climate Models (GCMs), to forecast the meteorological predictors. To forecast NDVI into the future, we used 32 years of historical precipitation and NDVI data to statistically relate cool season precipitation to the subsequent maximum annual NDVI. Predicted NDVI values were plotted against observed NDVI values and averaged over the whole study area. With the results of that statistical relationship and using available forecasted precipitation data, we were able to forecast annual maximum NDVI into the future.
To build models of fire risk, we used points that either burned historically in a large fire or points that burned but did not become a large fire and related these to the predictor variables. We included the entire U.S. Sonoran Desert ecoregion, so that we had many historical fires to draw from, and from these burned/unburned points created 10 of these independent, random datasets, which were combined with the accompanying predictor variables described above to build 10 independent models that predict the probability of a large fire. The annualized estimate of fire risk was then averaged over these 10 datasets and over 12 GCMs. This approach thus incorporated the variability resulting from independent fire risk models as well as variability resulting from future climate projections, which heightened the robustness of final estimates. This effort focused on the maximum fire risk (i.e., an extreme rather than the mean) in each of three time periods. This decision was based on the concern that even a single, extreme climate and fire year over a 20-year period can cause changes in land cover (Gray et al. 2014), and this worst-case scenario can help focus adaptation planning. While some areas may not show significant change in maximum risk from the past to the future, even a slight increase would indicate a meaningful and challenging change over the conditions a given manager has experienced in their tenure.
To model ecological aspects of resilience, we mapped variables indicative of a system’s likelihood of retaining its characteristics and species in the face of disturbance, as indicated in ecological resilience literature. We thus created layers for topographic diversity, geophysical diversity, vegetation diversity, water availability, habitat connectivity (sensu Theobald et al. 2012), species richness, and human modification (Table 1). To create ecological rasters that could later be combined with social rasters, we summed these indicators to obtain a single value per location for ecological aspects of resilience across the Sonoran Desert.
Modeling social aspects of resilience
To collect data on social aspects of resilience, we designed a mapping exercise for land managers, who were the stakeholders for this study. We reached out to managers of all governmental jurisdictions in the study area (county, state, federal, and tribal) and invited them to participate in the study. To identify invitees, we examined land ownership maps of the region and used internet searches and our existing contacts to match management units to individual managers. In all, we obtained participation from managers of 25 jurisdictions, accounting for 79% of the study area (Table 2). We included only governmental jurisdictions, since private landowners represent an extremely small proportion of the study area (<8 percent). Throughout the below, we use the term “jurisdiction” to refer to a contiguous land area managed by a given government agency.
To all participating land managers, we presented background information about fire in the Sonoran Desert, drivers and consequences of fire regime change, and social-ecological resilience. We provided managers with maps of their jurisdictions displaying the projected large fire risk we had developed; maps included 10 randomly generated points established within the jurisdiction of each manager. We asked managers to identify on the map the locations of their various management objectives and activities, as well as the likelihood that these objectives and activities would be effective under projected future fire risk (Supplementary information). Managers provided this information for all of the random points and also for polygons they hand-drew on printed maps to indicate areas of particular concern (e.g., locations of cultural resources or endangered species management) in light of fire regime change. Following interviews, we transferred all management activity and objective information into a GIS. To do this, we transcribed into the digital platform the polygons of areas identified by participants as important. We attributed both random points and polygons with the objectives and activities relevant to those locations, as well as the manager-reported likelihood (see below) that activities could continue to achieve objectives, new activities could be employed, or new objectives could be adopted (Supplementary information). For analysis, we classified participant-reported management objectives and current management activities in the GIS into 9 objective categories and 12 activity categories (Table 3). We then imported rasters of each category, along with levels of likelihood as described above, as a grid of points into R version 2.14.1 (R Core Team, 2012).
After completing the mapping exercise, participants were asked to complete a paper survey reporting their experience with past environmental change, fire, and adaptive management. Responses to survey statements were recorded on Likert scales as 1-7 (strongly disagree to strongly agree) (Supplementary information). Survey questions were designed to assess jurisdictions’ past adaptability and constraints to change, and Likert-scale values were mapped onto the GIS at the scale of the jurisdiction. For institutional reasons or due to resource constraints, some agencies or individuals have difficulty changing their management methods, while others are more adaptive (LeQuire 2013, Haase 2013). Quantifying the flexibility of each jurisdiction can be critical to assessing the implications of changing conditions for management.
We defined the “state” of the social system in this study as the set of management objectives at a location, and the social element of resilience as the likelihood that current management objectives would continue to be met, either using current management practices or via the adoption of new practices. To quantify this, we used spatially-explicit data from both the interviews and the surveys. From the interviews, we used the answers (very unlikely to very likely) to the questions “[Given predicted future fire regimes] How likely are you to continue to meet current management objectives?” and “[Given predicted future fire regimes] How likely are you to change current management practices in order to be able to meet current management objectives?” Participants responded to these questions with respect to specific polygons or points using a Likert scale from 1-5 (where 1=very unlikely, 5=very likely), and those Likert values were mapped into the GIS as point and polygon attributes. From the survey, our estimate of social resilience was informed by the responses (Likert scale 1-7) to the statements “In my organization, we expect and try to prepare for ‘surprises’ in ecosystem behaviors.” and “I have seen my organization successfully change management strategies when necessary” (Supplementary information).
We defined social fire risk as a combination of four factors influencing whether an ignition becomes a large fire. From the interviews, we included whether or not a given location (as defined at the point or polygon level) reported 1) fire suppression as a management objective and 2) fire management as a current management practice. From the surveys, we included the responses to two statements about organizational resources: 3) “My organization has sufficient resources & personnel to manage fire and fuels on a day-to-day basis” and 4) “My organization has sufficient resources & personnel to manage fire and fuels during fire incidents.” The responses to each of these questions were scaled from 0 to 1 and summed for use in the overlay analysis (below).
Although the indicators of ecological resilience that we included were measured objectively, these indicators of social resilience are clearly subjective, reflecting the experiences and opinions of the interviewed land managers. This is an important distinction to acknowledge, but we felt that our interview approach allowed us to capture the lived experiences of the managers and therefore incorporated the subtleties of fire response options that are difficult to adequately equate to more objective indicators of social management context such as parcel size, funding, staffing, etc.
Overlay analysis: coupled ecological and social estimate of resilience
We developed spatial layers of social-ecological fire risk as well as social-ecological resilience (Supplementary information). We scaled all ecological and social measures on a 0-1 scale, with 0 indicating lowest concern for managers and 1 indicating highest concern (Dressel et al. 2018). We used a simple additive model (i.e., a linear relationship) between ecological and social factors because, since research on quantitative social-ecological resilience is so limited, we are unable to defensibly select any nonlinear relationship that would mathematically inflate the contribution of either the social or ecological factors to the overall estimate of integrated resilience. To calculate total risk across the Sonoran Desert, then, we summed the ecological and social risk layers, and rescaled them to 1, giving equal weight to each. We did the same for total resilience. When rasters were at different resolutions, we resampled them to make all rasters equivalent in resolution to the social rasters. We performed a coarse check of sensitivity to the social component within the total resilience assessment by up-weighting or down-weighting the social resilience raster and comparing the resultant, scaled total resilience values for the socially up-weighted, socially down-weighted, and equal weights rasters.
Lastly, we plotted total risk against total resilience to determine vulnerability of locations to fire across the Sonoran Desert (sensu Comer et al. 2012). Vulnerability can be considered the intersection of system sensitivity (which in our study we equate to risk) and resilience, with the most vulnerable areas being those where high sensitivity and low resilience intersect (Comer et al. 2012). We translated these categorical vulnerability scores into a map to identify areas of low, medium, high, and very high vulnerability within the Sonoran Desert. | <urn:uuid:f441d2ce-473a-499d-9814-862a7955e490> | {
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vices (supporting, regulating, provisioning, and cultural) defined by the Millennium Ecosystem Assessment (MEA, 2005).
TABLE 5.1 Gulf of Mexico Ecosystem Services by Millennium Ecosystem Assessment Category
Soil and sediment balance
Aesthetics and existence
Spiritual and historic
Science and education
Panelists in the Bay St. Louis workshop (Yoskowitz et al., 2010) recognized that the coastal and marine habitats of the GoM also constitute a natural infrastructure that contributes to the provisioning of ecosystem services. When ecological production functions are not well understood, integrated assessments of ecosystem services tend to use natural structures such as habitats to map the complex interactions of different components of the ecosystem. The scale for assessing an ecosystem service must be determined by the threshold at which changes in ecosystem functioning (or its habitats) can be detected (measured) and at which the ecosystem sustains functions that contribute to its resilience (as discussed in Chapter 3). Table 5.2 organizes a number of important GoM ecosystem services by habitat, which could be used to guide efforts in delineating and determining changes in ecosystem services after the DWH oil spill.
Ecosystem services can also be classified according to their spatial characteristics (see Table 5.3). Each of the 19 ecosystem services provided by the GoM can be mapped to at least one of the five different spatial classes (global nonproximal, local proximal, directional flow-related, in situ or point of use, and user movement-related) proposed by Costanza (2008). For example, | <urn:uuid:43764375-9dc7-44e0-9610-cbb027e37a74> | {
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GIS’s Roots in Cartography. Getting Started With GIS Chapter 2. Organizing Data and Information. Information can be organized as lists, numbers, tables, text, pictures, maps, or indexes. Clusters of information called data can be stored together as a database.
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Getting Started With GIS
The earth can be modeled as a
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Do your kids understand what is going on in a story? Do they understand that a story is more than facts and that there are things happening such as change, cause and effect, and motivations?
These FREE Reading Comprehension Graphic Organizers and Templates are easy-to-use tools to help with reading comprehension. They also help teach kids to truly understand what is happening in what they read and why it happens the way it does.
This FREE Reading Comprehension Graphic Organizers and Templates unit consists of four organizers and templates you can use with any story your kids are reading.
Cause and Effect looks at what causes and effects are and then asks kids to think of an effect to go with several illustrated actions.
How Things Change helps kids learn to spot changes in a story, because without change, there is no story! They can see if the characters, setting, situations, or many other things have changed during the story they just read.
The Heart of a Character helps kids start to learn the difference between character traits and motives and identify them in what they have read.
Growing and Changing helps kids chart the growth of their favorite characters in a story. Learning to understand the process of how a character changes is a key part of helping them write their own stories in the future. Don’t miss FREE Reading Comprehension Graphic Organizers and Templates, Volume 1.
FREE Boxes & Borders Notebooking Pages
Access 30 FREE notebooking templates with boxes and borders to jazz up your notebook pages.
Don’t miss a library full of reading comprehension units FREE to Homeschool Giveaways & Freebies subscribers! There are units on history, science, and more!
Bonnie Rose Hudson’s heart’s desire is for every child to feel the love of God and know how special they are to Him. She would love for you to stop by her website WriteBonnieRose.com for homeschool and history curriculum, resources to help teach your children about missions and the persecuted Church, free history and writing printables, and to check out her newest release from JourneyForth, The Hidden Village, an early reader set in India.
Indoor Geography Scavenger Hunt + printable
This indoor geography scavenger hunt will help you turn an afternoon at home into a fun hands-on lea
FREE Resources About the Colosseum
The Colosseum is the largest ancient amphitheater that was ever built in history. If you have plans
Free Printables and Worksheets For Football Fans
From what I understand, there has been a decrease in football ratings over the last few years. Howev
7 Educational Ways You Can Have Fun with Slime
What better way to have hands-on fun with science concepts than to create your own slime? Here are 7
FREE Food Sequencing Fun Cut & Paste
Whether your kids enjoy helping you in the kitchen or just enjoy eating what is made there, this FRE
Perched for Progress Elementary Unit Study Review
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FREE SHIPPING ON PURCHASES OF $100 OR MORE
Nothing is better than simple activities and games to fill the last fifteen minutes of the class. The exercises suggested in this book are in accordance with the three competencies from the MELS program : interacting orally in English, reinvesting understanding of texts, as well as writing and producing texts. These exercises may also be used as homeworks or to evaluate reinvestment of learnings. The answer key is included.
Author : Jan Coates
Codes: Paper Document - 23287PDF Document - 23287PDFPaper Answer Key - 23287CPDF Answer Key - 23287CPDF
ISBN Number: 978-2-89672-328-7
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Functionalism (The Consensus structuralism theory)
Functionalism is a consensus structuralism theory. Functionalists argue that there is nothing abnormal about deviance, and that it is necessary and normal in all parts of societies performing a positive function.
The functions of crime and deviance (DURKEIM)
Durkheim has identified a positive and a negative side to crime and deviance, it is positive in which it helps society to change and remain dynamic, whilst the negative side sees too much crime leading to social disruption.
Durkheim believes that crime and deviance are inevitable and normal aspect of social life. They are inevitable because everyone cannot be equally committed to the shared values that guide ones actions, referred to as the collective consensus.
He also believes that crime and deviance perform four essential functions for society:
Crime and deviance being essential for generating and sustaining morality.
Crime and deviance clarify and reaffirm the boundaries. For example by receiving retribution for a crime, such as a prison sentence, the state is making it clear that as criminal/deviant act has taken place.
Crime and deviance can promote social unity. When a crime has been committed, the entire community draws together in shared outrage, and the sense of belonging in a community is strengthened.
Crime and deviance can encourage social change by resulting in a change of shared values. This change in values can lead to a wider social change. CLINARD
The Negative Aspect of Crime & Deviance
Durkheim argues that crime only becomes dysfunctional when the rate of crime is too high or too low, this may happen during times of great social change or stress, thus the collective conscience may be weakened. A anomie may appear, in which people may start to look after their own selfish interests.
Evaluation of consensus structuralism theory
Suggesting functions for crime and deviance however is not the same as finding an explanation for them. To argue crime and deviance have certain social consequences does not explain their presence in the 1st place. It is one thing to assert that crime can be made to serve some social end or other once it has occurred- for example to heighten solidarity by uniting against the offender. It is another step altogether to explain crime as promoted in advance by society to bring about that end (Downes and Rock 2003)
The arguments of ALBERT K COHEN
Cohen supports Durkheim’s view of crime, believing it has two important functions in society. Deviance can act as a safety valve- crime and deviance provides a relatively harmless expression of discontent.
Deviance can act as a warning deviance, crime and deviance can be an indicator that a part of society is wrong, drawing attention to solve the problem.
Hirschi’s ‘Control Theory’
Being influenced by Durkheim, Hirschi asks “Why don’t most people commit crime?”. Asking this question concerns with what holds people’s behaviour in check, rather than what draws them in to crime. Therefore, Hirschi believes that crime occurs… | <urn:uuid:1c81fe68-77b6-4c46-afec-45cfe7129339> | {
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Coming of Age: Confirmation
The content you are looking for was recently moved. Don't worry, it's still here; it just has a new address: http://www.dummies.com/how-to/content/what-is-confirmation-in-the-catholic-church.html
The religious season before Christmas when Christians prepare to celebrate the birth of Christ.
A raised table-like structure from which a priest celebrates Mass.
A canon law decree that declares that a marriage was never a valid sacrament in the first place, usually because one or both of the partners did not enter into it with good faith and intentions.
The 12 men who accompanied and supported Jesus and were trained by him to spread Christianity.
A large diocese run by an archbishop.
The first day of Lent when Catholics are anointed with ashes as a reminder of their mortality.
The essential sacrament that washes away original sin and welcomes the baptized person into the Church.
The Catholic belief that God, the one Supreme Being, is made up of three persons: God the Father, God the Son, and God the Holy Spirit.
A man ordained first to the priesthood, then elevated to the next level by the pope. A bishop oversees a diocese; an archbishop oversees an archdiocese.
A branch of Catholicism that recognizes the authority of the pope and celebrates the sacraments, but whose rituals differ from those of Western or Roman Catholic sects.
The supreme law of the Catholic Church that spells out the rules and regulations that guide the Church.
An ordained man elevated to the step just below the pope. Cardinals help the pope administer to the faithful and a new pope is elected from among them when a pope dies.
A book that contains the doctrines of Catholicism.
A formal and solemn oath to never enter the married state. Priests take a vow of celibacy.
The gold or silver cup that holds the wine that will become Christ’s body and blood during the Mass.
A member of the clergy.
A sacrament during which a Catholic confesses all known mortal sins to a priest.
The part during the Mass when the priest changes the bread and wine into the body and blood of Jesus.
A Christian oath, stating what Catholics believe as revealed to them by God through Sacred Scripture and Sacred Tradition. Key Catholic creed are the Apostles’ Creed and the Nicene Creed.
An ordained man who normally has no intention or desire of becoming a priest. A deacon may be single or married.
A collection of parishes overseen by a bishop.
The day in the Catholic calendar when a specific saint’s holy life and deeds are remembered.
The act of touching the right knee to the floor while bending the left knee as a gesture of respect and obedience to God.
Sponsor to a child or adult being baptized.
The Friday before Easter Sunday; the day Jesus died on the cross.
A totally free, unmerited gift from God. Grace is a sharing in the divine; the inspiration to do God’s will.
A place of eternal joy and the ecstasy of dwelling with God.
A place of eternal torment and damnation.
The essential sacrament of Catholicism in which a host consecrated by a priest becomes literally the body and blood of Jesus and is received by the Catholic faithful.
A day in the Catholic calendar when all Catholics must attend Mass.
The sermon given after the Gospel is read at Mass. Different than a sermon in that it’s a explanation and reflection on the Word of God, read only by clergy.
A wafer of bread used in a Eucharistic service. It becomes the Host (capitalized) when consecrated.
Incapable of error. The pope is believed to be infallible when he teaches a doctrine on faith or morals to the universal Church.
Non-ordained, everyday Catholics. Members of a religious organization who are not clergy.
A layperson trained for the task of reading at Mass.
The 40 days before Easter, when Catholics prepare for the death and resurrection of Jesus through fasting, abstinence, and prayer, often giving up a specific treat for the duration of the season.
The formal, official worship service of Catholicism. Catholics are required to attend Mass every Sunday and on holy days of obligation.
A sin that kills grace; committing a mortal sin is tantamount to choosing Hell over Heaven.
The only sanctioned birth control method for Catholics, it relies on charting a woman’s fertile cycle and abstaining from sex during fertile periods to prevent pregnancy.
Sin passed down to every human from Adam and Eve; the Sacrament of Baptism washes it away.
A collection of neighborhoods in one region of a county within a given state under the spiritual care of a priest.
The supreme head of the Catholic Church.
An ordained man responsible for administering the sacraments and tending to the spiritual health of his parishioners.
A spiritual state of the soul in which it is purified before entering heaven.
A rite established by Jesus Christ to bring grace to those participating in or receiving it. The seven sacraments of Catholicism are Baptism, Penance, Confirmation, Holy Eucharist, Matrimony, Holy Orders, and Anointing of the Sick.
A student training for the priesthood.
The equivalent of Protestant divinity school where men are trained for the priesthood.
A gesture of respect in which a Catholic uses the right hand to touch the forehead, then the middle of the breast, then the left shoulder, and finally the right shoulder.
God’s laws as given to Moses. Following the Commandments is the path to a holy life; breaking them is the basis of sin.
The act of changing the substances of bread and wine into the Body and Blood of Christ.
The physical seat of the Catholic Church; the pope lives and rules from the Vatican.
A transgression that inflicts a slight wound to the soul and which may be forgiven by making a confession and a sincere act of contrition. | <urn:uuid:32122101-48aa-4004-b7c1-3b99e0163195> | {
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In this quick tutorial you'll learn how to draw The Pink Panther in 8 easy steps - great for kids and novice artists.
The images above represents how your finished drawing is going to look and the steps involved.
Below are the individual steps - you can click on each one for a High Resolution printable PDF version.
At the bottom you can read some interesting facts about the The Pink Panther.
Make sure you also check out any of the hundreds of drawing tutorials grouped by category.
How to Draw The Pink Panther - Step-by-Step Tutorial
Interesting Facts about The Pink Panther
The Pink Panther is a character that originally appeared at the beginning and end credits of “The Pink Panther” film series, starting in 1963. A mischievous character, he is often depicted as harassing a small man with a moustache. The character is notable for remaining silent and relying on visual comedy with distinctive jazzy music providing sound effects. After the popularity of the film’s sequences, he went on to star in many short films and television series’.
Did you know?
- The first animated short is the only time a cartoon studio has won an Oscar with its first film.
- Part of the Pink Panther’s continuous “game” is replacing objects with pink versions.
- Many series have parodied the Pink Panther, including Family Guy and Dexter’s Lab.
- The Pink Panther’s name comes from the diamond that is stolen in the first film.
- Despite worldwide love for the character, there has not been an official DVD release of all of the series’.
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Homework 7 – Chapter 4 - The Stirrings of Rebellion and Ideas Help Start a Revolution Read pages 96 to 112. Answer all questions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. What happened on March 5th, 1770? How did Crispus Attucks emerge as a hero? What were the items covered under the Stamp Act of 1765? What was the name of the secret resistance group that opposed the Stamp Act? How did Virginia respond to the Stamp Act Crisis? What happened in October of 1765? Why was this significant? How did Parliament respond to the Stamp Act Boycott? What were the Townshend Acts? How did many Americans respond to the new tax? What is significant about the British seizure of the ship Liberty? Was the Boston Massacre really a massacre? Why or why not? What happened to a British customs schooner in 1772? How did the King plan to punish the lawbreakers from #13? Americans were upset about the loss of rights, how did they plan communicate and organize a protest? What was the Tea Act and why were Americans upset about it? What is the name of the famous protest organized by the Sons of Liberty? Exactly how did the Intolerable Acts punish Americans? What did the delegates of the 1st Continental Congress agree to do? Look at the picture on page 98. What makes this a totally inaccurate picture of the Boston Massacre? Look at Now and Then on page 99. In what way did the Proposition 13 tax revolt hurt California? What was the name for citizen/soldiers who were preparing for the war? How did the British plan to stop them from preparing? Who warned the Minutemen, John Hancock and Sam Adams of the British intentions? What is significant about the small and minor battle of Lexington and Concord? What happened to the father/son relationship of William and Ben Franklin? WhY? What four important actions did the 2nd Continental Congress take before declaring independence? Why was the 2nd Continental Congress so bitterly divided on what to do? What made the Battle of Bunker the bloodiest battle of the Revolution? What was the hope of the Olive Branch Petition? Who wrote Common Sense? Why did this pamphlet change the minds of Americans on the issue of war and independence? Who wrote the Declaration of Independence? What are the most important ideas expressed in the document? Why did Jefferson take out language condemning slavery and the slave trade? What was the name given to colonists who stayed with the British side? Look at page 112. Who were the only brothers from VA to sign the declaration? Homework 8 – Chapter 4 - Struggling Toward Saratoga/Winning the War Read pages 113 to 123. Answer all questions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. What made the soldiers experience at Valley Forge a difficult ordeal? Who were the Hessians? What happened to Washington’s army while defending New York City? How many men were left in the Continental Army by December of 1776? What was set to happen on December 31? What methods did Washington use to win the Battle of Trenton? How did Washington follow up the Battle of Trenton? How did these victories help turn things around for George Washington? How did the British embarrass George Washginton in the spring 1777? What was British General John Burgoyne’s plan to win the Revolution? What happened to Burgoyne’s army at Saratoga? How did this event mark the turning point of the war? What were the major advantages held by Washington’s Army? What were the major advantages the British army had during the war? Why did the French decide to become American allies? How did the US finance the cost of war? Why did the US struggle to properly equip soldiers and pay for salaries? Why do you think the surrender at Yorktown shocked the world? Who was Friedrich Von Steuben and what valuable contribution did he make? How did Lafayette help secure victory for the Americans in the Revolution? Starting in the summer of 1778, what was the new British strategy to win the war? What was the name of the new British general and what was the name of the greatest victory for the British in the war? Why was the British strategy working so well? Who were the American commanders who figured a way to stop Cornwallis? What were Cornwallis’s plans once he marched from the Carolina’s to Virginia? How did Washington finally beat the British at Yorktown? Why did Benedict Arnold switch sides during the war? What were the conditions of the Treaty of Paris? What were the faults of the Treaty of Paris? What does egalitarianism mean and why is it an important idea of the Revolution? | <urn:uuid:f437f04c-5f90-4537-a013-797a783ecfbd> | {
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Ada Lois Sipuel Fisher was a lawyer, administrator and activist.
Born on February 8, 1924, she was the daughter of a minister. Her brother planned to challenge segregationist policies of the University of Oklahoma, but went to Howard University Law School in order to not delay his career further by protracted litigation. Fisher was willing to delay her legal career in order to challenge segregation. In 1946, she applied at the University of Oklahoma and was denied because of race, and in 1948, the Supreme Court ruled that the state of Oklahoma must provide instruction for Blacks equal to that of whites.
In order for the state to comply, the state of Oklahoma created the Langston University School of Law, which was located at the state capital. However, further litigation was necessary to prove that this law school was inferior to the University of Oklahoma law school.
Finally, in 1949, Fisher was admitted to the University of Oklahoma law school, becoming the first African American woman to attend an all-white law school in the South. By this time, she was married and pregnant with the first of her two children. The law school gave her a chair marked “colored,” and roped it off from the rest of the class.
However, her teacher and the students welcomed her. Her classmates shared their notes and even studied with her, helping Fisher to catch up on materials she had missed.
Although Fisher had been admitted to the school, she had to eat in a separate chained-off guarded area of the law school’s cafeteria. However, Fisher recollected years later, that many white students would crawl under the rope when the guards were not around and eat lunch with her.
Her lawsuit and tuition were supported by hundreds of small donations. She graduated in 1951 with a Master’s degree and began practicing law in her hometown of Chickasha in 1952.
Fisher later practiced law in Oklahoma City, representing clients in segregation cases. She returned to Langston University to be its public relations director in 1956 and a full-time faculty member in 1959.
In 1991, she received an honorary doctorate from the University of Oklahoma and accepted appointment to the OU Board of Regents the following year. She was appointed by the governor of Oklahoma, David Walters, in 1992 to the Board of Regents of the University of Oklahoma. Fisher died in 1995. | <urn:uuid:1cf7590f-1337-43f9-ac81-270435624b16> | {
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* The adverb However shows that the idea of the sentence (“John arrived ten minutes late”) contrasts with the previous idea. List of Conjunctive Adverbs You must do your homework; otherwise, you might get a bad grade. In this article, you will find …. Therefore, I will eat eggs! " Would you like to learn more? A conjunctive adverb, adverbial conjunction, or subordinating adverb is an adverb that connects two clauses by converting the clause it introduces into an adverbial modifier of the verb in the main clause. However, he did not remember” are both valid. Conjunctive adverbs are words like however, moreover, therefore, and furthermore. A conjunctive adverb may be used to shorten sentences as well. accordingly additionally again. In this article, you will find a full list of conjunctive adverbs in English with grammar rules & usage with ESL printable picture. Adverbs describe a verb, an adjective …, Conjunctive Adverbs in English! In most cases, they are punctuated differently than common conjunctions. A conjunctive adverb is a transitional word that links two independent clauses. Most of all, they help your reader transition from one phrase to the next. There are several conjunctive adverbs in English. In this situation, the conjunctive adverb acts like a coordinating conjunction, connecting two complete ideas. I won't be attending the show; therefore, I have an extra ticket for anyone that can use it. for example for instance further. In this situation, the conjunctive adverb behaves like a coordinating conjunction, connecting two complete ideas. Conjunctive Adverbs: Important List and Examples in English - ESL Forums Conjunctive Adverbs List! Here is the list: A conjunctive adverb can join two main clauses. Simple enough, right? Conjunctive adverbs are parts of speech that are used to connect one clause to another. When the job of an adverb is to connect ideas, we call it a conjunctive adverb. all in all also anyway. Even though conjunctive adverbs are not actually a separate part of speech, we’ve given them their own entry. Here is the list: Accordingly, also, besides, consequently, conversely, finally, furthermore, hence, however, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, nonetheless, otherwise, similarly, still, subsequently, then, therefore and thus. Recognize a conjunctive adverb when you find one. View & Download PDF. YDURDICTIONARY THE DICTIONARY YOU CAN UNDERSTAND . Notice, however, that you need a semicolon, not a comma, to connect the two clauses: Main Clause + ; + Conjunctive Adverb + , … They provide important transitions between ideas and are commonly used to help create a nice, flowing work. While "however" and "therefore" are perfectly useful, knowing alternative conjunctive adverbs comes in handy. Their presence provides smooth transitions from one idea to another. 40+ Conjunctive Adverbs List in English for ESL Learners, List of Conjunctive Adverbs | Infographic, Conjunctive Adverbs List | English Grammar Rules & Usage, 6 Basic Types of Adverbs | Usage & Adverb Examples in English, Adverbs List | List of 95+ Important Adverbs with “Ly”, Conjunctive Adverbs List | English Grammar Rules …, Musical Instruments: List of 30 Popular Types of Instruments in English, Sports Balls: List of 25 Popular Ball Games Around the World, List of Adjectives: A Huge List of 900+ Adjectives from A to Z for ESL Learners. comparatively consequently conversely. beforehand besides certainly. Learn useful usage, example …, Homonyms in English! In this article, you will learn the basics of conjunctive adverb for English grammar including the definition, usage, and examples. The set reviews a variety of examples to show all of the ways that a conjunctive adverb can be used in a sentence: as an ending word, with a semicolon, to introduce a sentence, or midstream. When joining sentences using conjunctive adverbs, a semicolon, and comma must be used. These practice sheets will help your scholars understand what conjunctive adverbs are and how & whe. They are also used to show sequence, contrast, cause and effect, and other relationships. However, John arrived ten minutes late. These connecting words provide smooth transitions from one idea to another. henceforth however in addition. We were supposed to go dancing after dinner; however, we went home instead. There are many conjunctive adverbs and you probably already know some of them. However, using a conjunctive adverbs list like the one above will certainly … Here is a list of 28 common SMS Abbreviations in …, Words that rhyme with time! When an adverb functions as a connection between two ideas, it is a conjunctive adverb, or an adverb that acts as a conjunction. Learn the definition & useful list of …. Often, you’ll see a conjunctive adverb used after a semicolon to start a … A conjunctive adverb is commonly placed at the beginning of the main clause (where it's usually followed by a comma); accordingly, it may follow a semicolon, but only when both clauses (the one before and the one after the conjunctive adverb) are independent and can stand alone. We recommend you save the list somewhere or print it! Quick examples of adverbial conjunctions include: Moreover; Nevertheless; However; Instead; Likewise; So, now that you know the individual parts of conjunctive adverbs, here is an easy to understand conjunctive adverb … Here is the list: MAIN CLAUSE ; + Conjunctive Adverb , + MAIN CLAUSE. In other words, grammar is a useful skill. " Conjunctive adverbs List. Conjunctive Adverbs in English! Click here to learn how to use colons correctlyin a sentence. This has greatly helped me, English is fun, I know this is beautiful. For example: Everyone was raving about the puppy video; consequently, it went viral by the end of the day. Conjunctive adverbs connect one thing to another in a descriptive way. conjunctive adverbs can be considered both adverbs and conjunctions because they modify the second clause in addition to connecting it to the preceding clause. Conjunctive Adverbs List | English Grammar Rules & Usage, 100 Useful Uncountable Nouns in English for ESL Learners, List of 100+ Intransitive Verbs | Useful Intransitive Verb Examples, 228 Popular Words That Start with A with ESL Images, 100 Interesting Words That Rhyme With Day in English, 100+ Useful Words That Rhyme With Time in English, 40+ Important Synonyms for DIFFICULT You Should …, Musical Instruments: List of 30 Popular Types of Instruments in English, Sports Balls: List of 25 Popular Ball Games Around the World, List of Adjectives: A Huge List of 900+ Adjectives from A to Z for ESL Learners. Learn useful usage, example …, Adverbs List in English! Specifically, conjunctive adverbs are some particular adverbs that serve the purpose of connection between words and phrases. For example: Lisa and Alan were on time. That’s because being able to recognize conjunctive adverbs will help you avoid some common grammatical errors. Conjunctive Adverb. Some examples of conjunctive adverbs are: accordingly, also, besides, consequently, finally, however, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, otherwise, still, therefore, then, etc. Would love your thoughts, please comment. Here is a comprehensive list of conjunctive adverbs. They are usually followed by a comma. So, now that you know the individual parts of conjunctive adverbs, here is an easy to understand conjunctive adverb definition: Conjunctive adverbs are verb modifying words that connect ideas together. Here is a list of the conjunctive adverbs that you should know if you want to be a fluent or advanced English speaker. Author: Kristy Tucker Created Date: 5/20/2015 7:22:59 PM Conjunctive adverbs are specifically used to connect two independent clauses. Likewise, all students should embrace the sad little conjunctive adverbs. In this lesson you will learn the purpose of a conjunctive adverb in a sentence. For example, in "I told him; thus, he knows" and "I told him. furthermore granted hence. Learn over 100 interesting words …, Synonyms for DIFFICULT! Let’s take a look at a list of conjunctive adverbs below. The due date for the final paper has passed; therefore, I could not submit mine on time. They join words, phrases, or clauses together to clarify what the writer is saying. Conjunctive adverbs are parts of speech that are used to connect/link words, phrases, and clauses together. Conjunctive Adverbs List. Examples of Conjunctive Adverbs You must do your homework; otherwise, you might get a bad grade. are phrases that can stand alone as sentences and that express a complete thought Conjunctive adverbs are preceded by a semicolon or a period (full stop). Many people remember adverbs as words that end in –ly; however, there are many adverbs that do not end this way. I wasn’t born yesterday UwU, Basic Types of Adverbs in English! cases, the conjunctive adverb needs a comma after it because it is a phrase appearing before an independent clause. So what are conjunctive adverbs? Also called linking adverbs, adverbial conjunctions, and transition words, conjunctive adverbs provide a smooth transition from one idea to the next. Conjunctive adverbs (also called linking adverbs or connecting adverbs) are a specific type of conjunction.Conjunctions are used to join together words, phrases, or clauses. In fact, you’d be hard-pressed to find a complete list of conjunctive adverbs. A conjunctive adverb list also contains words such as: Also; Besides; Equally; Anyway; Certainly; Likewise; Otherwise; Thus; Thereafter; Undoubtedly; Rather; Meanwhile; This is not an exhaustive conjunctive adverbs list, but it’s a great start. Conjunctive adverbs can be used to connect two linked or related sentences. elsewhere equally finally. Conjunctions have one job, to connect. Adverbs qualify adjectives, verbs or other adverbs. Following is a list of conjunctive adverbs in English to help you master Grammar. Here are over 40 fantastic difficult synonyms …, Basic Types of Adverbs in English! Conjunctive adverbs can also be used as the first word in a sentence. When the job of an adverb is to connect ideas, we call it a conjunctive adverb. The conjunctive adverbs pretend they are conjunctions; however, the semicolon is what really connects the two clauses together. Conjunctive Adverbs List Accordingly Furthermore Moreover Similarly Also Hence Namely Still Anyway However Nevertheless Then Next Thereafter Certainly Indeed Nonetheless Therefore Consequently Instead Now Thus Finally Likewise Further Meanwhile Subsequently Yet … You’ll see there are many to choose from. We were supposed to go dancing after dinner; however, we went home instead. They join words, phrases, or clauses together to identify what the writer is saying. I won’t be attending the show; therefore, I have an extra ticket for anyone that can use it. Would love your thoughts, please comment. Conjunctive Adverbs: List with Sentence Examples Leave a Comment / Grammar , Vocabulary / By Admin In this lesson we will be helping you to learn about conjunctive adverbs, Before learning and knowing the application of conjunctive adverbs, you will have to be very … Thus, he knows", thus is a conjunctive adverb. Here is a partial list of conjunctive adverbs. Conjunctive adverbs/transitional expressions: however, nevertheless, for example, therefore, in fact, thus, plus, furthermore, hence, on the other hand, meanwhile, nonetheless, likewise, etc. Let’s learn how to identify these words and how to use them in sentences. Additionally; Again; Almost; Anyway; As a result; In addition; Besides; Certainly Think of conjunctive adverbs as adverbs.They are usually used at the beginning of a sentence to show how the main idea of the sentence relates to another idea. As the word suggests, conjunctive adverbs connect words and phrases with each other so you can effortlessly transition from one idea to the next in the text. Note that if students use a comma instead of a semicolon in the examples above, they have created a comma splice. What you need to know is that they can sometimes start a new independent clause (sentence), so they must be punctuated correctly. Conjunctive Adverbs in English! Advertisement. Take a look at the examples below to see how you can use conjunctive adverbs in a sentence. It can help to group conjunctive adverbs according to their specific function: addition, cause and effect, clarification, comparison, concession, contrast, emphasis, sequence, summary, and time. We were supposed to go dancing after dinner. The purpose of Conjunctions is to connect. There are many conjunctive adverbs – in fact, there are many more of these than there are common conjunctions. Note the commas in the following sentences. " For example, “I told him; however, he did not remember” and “I told him.
Room For Rent In Hamilton West Mountain, Kenwood Ddx920wdabs Brz, Perth And Kinross Area Map, Games Programmer Salary Uk, Bleach Anime 2020, Ubc Library Keyword Search, Eragon Audiobook Reddit, Sanjeev Bikhchandani Net Worth Usd, Mercyme All That Is Within Me, Horse Gram Nutrition Facts, Uneasy Hearts Weigh The Most Chords, | <urn:uuid:4aa1d173-8b58-4cba-a377-6bc6483263ab> | {
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Decimal numbers are combinations of whole numbers and fractions parted by a decimal point. Decimal numbers can be multiplied like whole numbers but we have to handle the decimal point. Decimal multiplication can have two situations; one is a decimal number multiplied by a decimal and another is a decimal number multiplied by a whole number. The results in both cases may or may not be a decimal number.
Teachers can share these Multiply Decimals problems to improve students’ efficiency in solving decimal multiplication problems. | <urn:uuid:ac6591a3-2d9c-41d7-ab5f-c6bce5467546> | {
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by Sara Beresford, UGA - The 2010 Deepwater Horizon accident in the Gulf of Mexico resulted in the deaths of 11 oil rig workers and ultimately the largest marine oil spill in history. As this environmental disaster recedes into history, researchers from institutions across the U.S. continue to study its enduring ecological impacts.
One of these research teams will embark on a 12-day expedition in the Gulf on June 11 to investigate the impacts of oil, methane and chemical dispersants on the deep sea ecosystem-in particular deep sea corals. Deep sea corals are ecologically important and provide vital habitat for marine life, including commercially important species like shrimp, crab and grouper.
The scientists are part of the University of Georgia-led Ecosystem Impacts of Oil and Gas to the Gulf research consortium, one of several research consortia supported by the Gulf of Mexico Research Initiative.
"Large oil and gas injections to an ecosystem, such as that resulting from the Deepwater Horizon accident, cause both immediate and long term impacts," said project director Samantha Joye, Athletic Association Professor in UGA's Franklin College of Arts and Sciences. "This upcoming research expedition is a critical component of ECOGIG's long term monitoring program."
The team will send a remotely operated vehicle to depths of over 1,000 meters and use high-resolution cameras mounted to capture hundreds of still images of corals they have been monitoring yearly since shortly after the spill in 2010. These photographic data will be collected and analyzed- along with images from prior expeditions-to document the spill's impacts and improve understanding of the mechanisms that influence coral recovery and survival.
"Continued monitoring is critical," said project co-leader Chuck Fisher of Pennsylvania State University. "After seven years the 500-year-old corals are still recovering from the effects of the spill and their ultimate fate is still not known. A lot remains to be learned about these amazing and beautiful animals."
ECOGIG outreach and communication specialists aboard the ship during the "Jewels of the Gulf: Deepwater Expedition" will connect with the public in variety of ways. A live ROV camera feed will be accessible throughout the expedition at ecogig.org. Schoolchildren and summer campers across the United States will interact with scientists onboard during live question and answer sessions, and in collaboration with Mission Blue, an interactive Facebook Live video hosted by Ocean Allison will be broadcast to a worldwide audience from the Gulf of Mexico.
"The outreach component of this expedition is particularly exciting," said Joye. "Communicating with kids and the public at large about the wonders of the Gulf's deep sea ecosystems and the relevance of this research is important."
Anyone can stay up to date on the research in real time by following along via ECOGIG's Facebook, Twitter and Instagram channels. Additional content including educational videos, podcasts and a documentary short film will become available after the expedition.
Institutions participating in this expedition include University of Georgia, Pennsylvania State University, Temple University, Lehigh University and the U.S. Geological Survey. More information about ECOGIG is available at ecogig.org, and a full press kit for "Jewels of the Gulf: Deepwater Expedition" is available at bit.ly/2r0gbAs. | <urn:uuid:cff9f09e-4fe2-43c8-9b88-5ee70d3a5e21> | {
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According to the latest edition of Merriam-Webster's Collegiate Dictionary, a rubric is "an authoritative rule, the title of a statute, a category, a commentary, or an editorial interpolation." As any teacher knows, however, a rubric is a scoring guide that describes criteria for student performance and differentiates among different levels of performance within those criteria. Because rubrics set forth specific criteria, define precise requirements for meeting those criteria, and often assign numerical scores to each level of performance, they provide teachers with an effective, objective method for evaluating skills that do not generally lend themselves to objective assessment methods. Rubrics simplify teacher assessment of student work and provide students, parents, and administrators with an answer to the age-old "Why did you give it this grade?" question. And, at their very best, rubrics provide students with standards and expectations they can use to evaluate their performance while completing the assignment.
Find an Educator | <urn:uuid:a401d0ae-d1a9-4b2d-ba3b-d2ab4e42e560> | {
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August 2019 Chemistry Regent Exam
Write the general formula for the homologous series to which propene belongs.
Answer: This questions mentions homologous series, which are groups of organic compounds. We can look at the Regent Reference Table Q, that is titled "Homologous Series of Hydrocarbons" to figure out the answer to this question. Propene is an organic molecule that has an ending "ene", which means its belongs to the homologues series of alkenes. Table Q shows us the name, general formula, and examples of each homologues series. For alkenes, we see that the general formula is CnH2n. Therefore, the answer to this question is CnH2n.
We should also note that we need to remember that both alkenes and alkynes are considered unsaturated compounds, while alkanes are considered saturated compounds. Regents oftentimes ask to deduce which compound is saturate or unsaturated. | <urn:uuid:47f6090c-e12b-438f-95d2-cfc15ab26c2a> | {
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Genetics’ role in healthcare of patentsadmin / January 13, 2019
There have been major revolutions in the genetic world in the 21st century, which have directly affected health care policies. Some of the major issues that have come with genetic revolution include the policies applied when administering genetic tests, genetic privacy, and education on genetics, their standardization and regulations as well as gene patenting.
Genes as the basic unit of heredity are responsible for the passing of characteristics from one generation to the other and this is where healthcare comes in. This passing on of characteristics is enabled by the presence of sequential DNA or RNA that bring about similarities or differences in individuals.
If the genetic revolution is not well safeguarded, instances of their misuse can surface and that is why care must be taken during genetic testing. Regulations governing these procedures require implementation to ensure that DNA sequences are not monopolized (Ojha and Thertulien, 2005). This paper focuses on genetics role in healthcare of patents and defines the language of genetic manipulation, its safety, legal and ethical issues, as well as mandatory screening and the role of the healthcare providers in gene therapy.
Genetics’ role in healthcare of patents
Healthcare has benefited largely from biotechnology and genetics and that is why there has been a necessity to ensure the safety of patents. For a genetic to be declared patentable, it must be unique in all sense and must have been modified, isolated, or purified to attain this status.
Intellectual property rights is an issue that has taken center stage in genetic innovations for decades. There have been numerous debates on how some genetic inventions have been licensed and used in the health care sector. The set rules seemed to impede the genetic processes due to their complexity thus flawing the whole process (OECD, 2006).
The OECD (Organization for Economic Cooperation and Development) is a body comprised of 30 countries that deals with the social, economic, and environmental issues brought about by globalization. This body resolved to put up clear guidelines that would govern the use of patents in genetic inventions for the health care sector.
This move led to the formation of the Council of the Recommendation on the Licensing of Genetic Inventions in 2006. Healthcare professionals must ensure that genetics meet some conditions before they are presented for patenting. They must be very specific on how the gene functions, must identify its sequence, and must be user friendly to others in the field.
Gene tests are carried out in humans with potential of developing some diseases. The owner of the disease gene patent has all legal rights and that is why they license their use.
This makes them owners of the royalties and no one can touch the tests not unless they are licensed to do so. However, there is still a lot of controversy on the patenting of human stem cells that are used in the health care sector to cure and control some diseases (OECD 2006).
Genetic manipulation is also referred to as genetic modification or genetic engineering and it refers to the treatment of genetic material artificially using recombinant DNA. This process encompasses the creation of heritable material outside the organism and this is followed by fusing it with the host. This fusing is made possible through microinjection, micro encapsulation, a vector system or through macro injection. The final product of this genetic manipulation is referred to as a genetically modified organism (GMOs, 2001).
The reasons behind genetic manipulation include choosing a phenotype of a baby, curing genetic diseases such as cystic fibrosis, infertility, increasing immunity, metabolism and intelligence as well as altering the physical appearance of individuals (Singers and Kuhese, 2000).There are ethical implications that come with genetic engineering and recently, President Obama’s government decided to do away with the limitations previously imposed on embryonic stem cell research by the previous regime. This has reopened the discussion that questions the ethics applied.
Altering the natural functions of a human being is seen to interfere with the work of creation though scientists have put a strong fight citing that this could be the only way to correct gene defects that limit people’s productivity. It is also seen as the only way to have individuals who are above average thus making them more productive in the society. Genetic engineering is prohibited in many countries of the world due to the potential risks it presents to people’s health. It is also seen as a sure way of affecting future generations with its outcomes that are yet to be fully verified according to Mir and Morgan (2009).
Canada for instance is one of the countries that have put strict prohibitions on genetic engineering as they are in high doubt of its effectiveness, safety, appropriateness, and the technology in use. Bioethics are the competing factions here and they argue that it is ethical to improve the quality of people’s lives if there is a way of doing so. They support this by providing facts that go towards treating people with genetic diseases and this makes genetic engineering a therapeutic process.
Improving the quality of people’s lives is quite alluring since genetic modifications will ensure that people are above average. In this case, people will live longer, age slowly, be more intelligent, and have high immunity to diseases. Since this process is still undergoing rigorous tests, its efficacy and safety is highly doubted as scientists try to piece workable facts together. The principle of non-maleficence is however against the bioethical approaches since it advocates for zero harm in the employed therapies.
The trial and error genetic modification process for humans could be very detrimental to people’s lives and many could be lost in the process. It is thus seen as an insult to human dignity as it cannot be justified morally. The harm that such genes would present to human beings remain unknown though they are feared to be fatal since this has been tried on animals and many of the offspring are variable making it even more questionable (Mir and Morgan, 2009).
Genetic engineering is prohibited in some states for both human and animal use. For instance, North Carolina scientists embarking on genetic engineering must hold legal permits allowing them to do so. Legal and ethical implications were highlighted again in 1997 when a sheep was cloned in Scot. The failures associated with cloning are also high and this has led to more restrictions as cloning is viewed as murder by some people. Moral, scientific, and religious issues have also taken a forefront in genetic engineering campaigns.
The success recorded have been few and short lived and this is attributed to poor immunity of the clones thus making them vulnerable to diseases. As a result, the Cartagena Protocol on Biosafety Environment on GMOs was passed in 2000 to ensure that genetic engineering processes are transferred, handled, used and disposed safely (Darvall, 1993).
Mandatory Genetic Screening
Mandatory genetic screening has been initiated in an effort to curb genetic disorders that many people are born with today. These disorders not only threaten longevity but also lead to the birth of people with physical and mental disabilities.
Other genetic disorders have been known to be the main cause of multiple malformations, stillbirths, infertility, mental illness, retarded growth, and miscarriages among others. Genetic screening is thus made mandatory especially for people with particular genotypes known to have potential for genetic disorders according to Miller (1999).
This process can therefore be defined as the systematic search for people with defective genetics that may lead to diseases that may affect the current and future generations as well. It has thus become a necessity for the public health care sector to conduct such screenings as families become more and more concerned about the plight of their family members who might be at a risk of acquiring the aforementioned conditions that affect thousands of people.
Mandatory genetic screening works towards preventing the occurrence of diseases and treating the ones that have already been diagnosed. Other objectives of this screening include medical management, enumeration, treatment of diseases, research, as well as providing people with reproductive information. The preventative nature of genetic screening makes it more appealing than the traditional forms of medication that only seek to cure the symptoms of a disease (Miller, 1999).
Role of the healthcare providers in gene therapy
Gene therapy is the introduction of genes into patient’s cells with the aim of treating diseases. The main diseases treated using this therapy include those that are acquired through heredity or through genetic anomalies.
Gene therapy has proved to be the link to cures for diseases such as cancer, hemophilia, and cystic fibrosis among others. To exploit gene therapy potential, health care providers have embarked on a research mission to improve this technology (BIO, 1999).
To ensure the protection and safety of patients in such a move, the FDA and NIH organizations that regulate drug development have become party to these studies. Unfortunately, a patient undergoing gene therapy clinical tests at the University of Pennsylvania died and this has raised questions about the efficacy of these bodies.
Healthcare providers and their patients would be key beneficiaries if gene therapy researches were successful. They have the duty of treating their patients of life threatening conditions such as AIDS, cardiovascular diseases and metabolic diseases that have spread fast in the 21st century.
This would therefore be a huge breakthrough for the healthcare fraternity. Some of the procedures adopted by gene therapy include limiting tumor growth through the destruction of blood vessels, cancer immunotherapy, and anti-angiogenesis as well as angiogenesis interventions.
Other technologies in use include retrovirus, adenoassociated virus and plasmid delivery systems. Healthcare professionals thus have the role of conducting clinical trials to find out which system works for what condition.
They also focus on the safety of the patient during such trials to avoid the risk of exposing them to serious illnesses or even death. Healthcare professionals also have the duty of ensuring that the vector being investigated is well guarded to avoid contamination that could lead to inaccurate outcomes.
They also work hand in hand with researchers to ensure that the vector exhibits the desired biological effect. Healthcare providers thus not only administer gene therapy to patients but also work towards its development (BIO, 1999).
In addition, healthcare providers have the duty of understanding their fields well in order to discover new ways and improve on the existing ones used in gene therapy. For instance, those dealing with cancers have to learn more about tumor cell biology to be able to come up with remedies for the condition.
Many of these diseases are sometimes accelerated by the types of lifestyles that people live and thus healthcare professionals have the duty of advising patients on diet and exercise. This helps cut down on these diseases and gives hope to those affected through healthy living (Science Daily 2010).
This paper looks critically at the issues of genetics role in healthcare of patents, defines the language of genetic manipulation, its safety, legal and ethical issues as well as mandatory screening and the role of the healthcare providers in gene therapy.
The aforementioned processes all aim at improving the health of patients by ridding them of various life threatening diseases. However, legal, ethical, and safety concerns are not absent since these processes if mishandled can cause more harm than good.
That is the reason why ethical, legal, and safety measures are implemented. On the other hand, the role of healthcare providers in gene therapy is clearly laid out and it is evident that they not only administer gene therapy but also aid in its development.
BIO. (1999). Oversight of gene therapy. Biotechnology Industry Organization, 1(6), 1-20.
Darvall, L. (1993). Medicine, Law and Social Change. New York: Oxford University Press.
GMOs. (2001). The European parliament and the council of the European Union.
Directive on the release of genetically modified organisms. Official Journal of the European Communities, 2(2), 17.
Miller, K. (1999). Genetic screening: an overview. The Journal of Medicine and Philosophy, 7(1), 355-374.
Mir, H. & Morgan, C. (2009). Ethical implications of germ line genetic engineering. UWO Medical Journal, 78(3), 1.
OECD. (2006). Guidelines for the licensing of genetic inventions. Organization for economic co-operation and development, 1(2), 1-3.
Ojha, R. & Thertulien, R. (2005). Health Care policy issues as a result of the genetic revolution: Implications for public health. American Journal of Public Health, 95(3), 385-388.
Science Daily. (2010). Psychologists at the forefront of weight management. Health Care Journal, 1(2), 1-4.
Singers, P. & Kuhese, H. (2000). Bioethics: An Anthology. Public Health Journal, 2(3), 1-6. | <urn:uuid:4faf0b8b-3a8e-4d1f-a9b5-6059c6680e5c> | {
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In 1998, at the height of gang related murders in the city of Boston, Jameel Parker was commissioned to paint a mural by Gang Peace, a not-for-profit, street-based programme seeking to reduce the number of murders in Boston by redirecting youths into education and career-oriented activities. In 1992, around 600 local youths between the ages of 8 and 23 participated in Gang Peace programmes. Parker’s mural, titled All in the Same Gang, was painted in Boston and became a monument to those who had died as a result of gang crime. During its creation, on the corner of the street where the mural was painted – Blue Hill Avenue and Floyd Street – a young boy named Dominic Mount was murdered. Given the immediate community outcry following his death, Parker dedicated the mural to Mount and placed his name alongside heroes of Black history; Frederick Douglass, W.E.B. Du Bois, Malcolm X and Elijah Muhammad. By 2016, the portraits of the African American male leaders had faded and the mural had changed to now include four black women, includng abolitionist Harriet Tubman.
In 1860, Frederick Douglass took to the stage at Boston's African Meeting House to give his speech, “A Plea for Free Speech in Boston.” Muralists Deborah Browder and Heidi Schork transcribed words from the speech onto their mural at Hammond and Tremont Street. “Liberty is meaningless when the right to utter one’s thoughts and opinions has ceased to exist,” Douglass pronounced in 1860. Three years later, in the same Meeting House on Joy Street, Beacon Hill, African American soldiers, including two of Douglass’ sons, were recruited into the Fifty-fourth Regiment of the Massachusetts Infantry under the leadership of Colonel Robert Gould Shaw.
In 1970, Eugene Eda Wade painted the Wall of Meditation on the exterior façade of the Olivet Community Center. Malcolm X and Martin Luther King Jr. anchor the middle of the mural, and are surrounded by Egyptian figures on the left, and enslaved figures breaking free from their chains on the right.
In 2014, Rochester's Shawn Dunwoody created a mural on the Interstate 490 bridge over West Main Street. It depicts the abolitionist Frederick Douglass, as well as Susan B. Anthony, Nathaniel Rochester and Austin Steward - all famous Rochester figures
In 1976, Eugene Eda Wade created a mural at Howard University in Washington D.C. The mural depicts the abolitionists Sojourner Truth and Nathaniel Turner attempting to break chains, as well as the abolitionists Frederick Douglass and Harriet Tubman, and leaders Malcolm X and Martin Luther King Jr. The mural has now been destroyed.
In 2008, muralist K. Fitch painted a mural of Frederick Douglass in the abolitionist's former home town of Rochester, New York. The mural depicts Douglass in the later years of his life. It had been destoyed by 2014.
In 2010, muralist Michael Kirby created a Maryland mural titled Paradise that depicts scenes of American progress. It includes the abolitionist Frederick Douglass and other historical figures.
G. Byron Peck created this mural in Washington D.C. on the side of a boutique hotel called the Swiss Inn. In 2002, the mural was lost from public view when a luxury apartment complex was built next door, against the mural wall. The image depicts multiple stages of Frederick Douglass’ life against the backdrop of the American flag. In the 1990s, Peck became well-known in Washington D.C. after covering more than 300,000 square feet of the city's walls with his murals. Peck is now the founder, artistic firector and lead artist for all City Arts murals in the D.C. area.
Titled Our Brothers and Sisters, this mural depicts figures of black history, including the abolitionist Frederick Douglass and also Harold Washington, Martin Luther King Jr., Booker T. Washington, Malcolm X, W.E.B. Du Bois, and Louis Armstrong.
An unknown artist painted this mural in Harlem, New York City, on the facade of Dining Heritage. It depicts the abolitionists Frederick Douglass and Harriet Tubman, as well as Martin Luther King Jr., Rosa Parks, Jesse Jackson and Malcolm X. It was destroyed in 2015.
Painted in 2012 by MTC Studio, the mural depicts the black abolitionist Frederick Douglass shaking hands with President Abraham Lincoln. An older version of Douglass is offset to the right side of the mural. The mural site is adjacent to the Frederick Douglass National Historic Site in Anacostia, Washington D.C.
In 1970, John Pitman Weber of the Chicago Public Art Group created a mural on the wall of the Christopher Settlement House on the north side of Chicago. The mural faces a children’s playground in a predominantly white working-class area of the city and according to Weber, the neighbourhood’s anxiety regarding racial tensions in the community only emerged during the creation of the mural and related discussions with local residents. Working together, Weber and the local residents agreed that the racial concerns needed to be surfaced, and the mural would serve this purpose. It depicts narrative scenes across the wall, including daggers and guns held by both black and white individuals, black hands in handcuffs under the phrase “free all political prisoners,” (something that the Black Panther Party was pushing for in the 1960s and 1970s), and a black hand shaking a white hand under the faces of Frederick Douglass and the radical white abolitionist John Brown, who are both identified on the mural as Freedom Fighters. The mural had been destroyed by the late 20th century.
In 2015, muralists David Fichter, Yetti Frenkel and Joshua Winer created a 17-foot, 3 storey mural titled Central Square Mural in the city of Lynn, Massachusetts. With input from local residents and schoolchildren, the muralists created a historic panoramic at 25 Exchange Street. Assembled in two phases, the first phase entailed artists working with students from Lynn Middle and High schools to create a mosaic arch about contemporary life in Lynn. The second phase focused on the history of the city. This section depicts the shoe industries of the 19th century, labor unrest, burning factories, Hiram Marble digging for buried treasure in Lynn Woods’ Dungeon Rock, astronomer Maria Mitchell, poet Vincent Ferrini, and, assuming a central position in the mural, the abolitionist Frederick Douglass.The mural was funded by the New England Foundation for the Arts and the Massachusetts Cultural Council.
In 2006, muralist Joseph Tiberino, along with his sons Gabe and Raphael, painted Wall of Black Heroes for the African American Museum of Philadelphia. When creating the mural, the idea was to provide a portable piece of work that would later be housed in the streets. Measuring 4ft by 12ft, the mural was created on such a scale so as to provide the audience with the sense that the figures of history were life-size. The mural takes the audience on a historical journey, starting with a self-emancipating shackled slave, then moving to the abolitionists Frederick Douglass andHarriet Tubman, then Angela Davis and Malcolm X, Spike Lee, Paul Robeson, Louis Armstrong and Martin Luther King Jr. The mural is now on the side of the Municipal Services Building next to City Hall.
This mural was painted in the Bronx, New York City by an unnamed artist and depicts Frederick Douglass in the later years of his life, and the phrase "Education is the pathway to freedom." it had been destroyed by 2016.
This mural was created by Harper Leich in Asheville, North Carolina in 2012 but had been destroyed by 2016. It includes the faces of Frederick Douglass, Maya Angelou, and George Washington Carver.
In 2009, Wardell McClain created a mural on South Champlain Avenue in Chicago, Illinois titled Sim's Corner Wall of Respect, that took its inspiration from the 1967 mural, Wall of Respect. It includes the faces of the abolitonists Frederick Douglass, Harriet Tubman, and Sojourner Truth as well as Martin Luther King Jr., Jesse Jackson, Malcolm X, Harold Washington, Elijah Muhammad, Nelson Mandela, Michael Jordan, Coretta Scott King, Marcus Garvey and Booker T. Washington.
Picturing Our Dreams is by incarcerated youth at the Monroe Correctional Facility in Rochester, New York. The mural was created in collaboration with a New York State Library Centre writer, visual artist and Rochester School District teachers. The ideology behind the mural was that inmates could communicate the idea that there is freedom and knowledge inside the jail system. In the centre of the mural, a heart with many key-holes floats around the corresponding keys, and above are the faces of the abolitionists Harriet Tubman and Frederick Douglass, as well as Barack Obama and Dr. Martin Luther King Jr.
In 2000, muralist Gary Mullen created a mural that depicts how abolitionist Fredrick Douglass learned to read. It is located in the city of Baltimore, where the abolitionist spent the formative years of his life as a slave, and where he taught himself to read. Titled Young Frederick Douglass’ Quest to Read, the mural was created bring pride to the residents of the Latrobe Homes area of north Baltimore. After reading Narrative of the Life of Frederick Douglass, the story stayed with Mullen, and when asked by the Brentwood Village Initiative to propose a mural design, the story of Douglass’ life in Baltimore was the perfect subject. The panel scenes depict Douglass’ master, Hugh Auld, scolding his wife, Sophia, for assisting Douglass to read—an illegal act at the time; Douglass trading Sophia Auld’s bread to hungry white children in exchange for reading lessons; Douglass challenging children to write as well as he does; and 12 year-old Douglass discovering the meaning of abolition. Mullen created the mural to emphasise the importance of education to the African American community in Baltimore, and local residents have received it enthusiastically, “It’s not everyday you get a mural like this in your community,” committee organiser, Patrick Lee said.
As part of a Rochester WALL\THERAPY mural project in 2013, muralist Lunar New Year used Trayvon Martin, a young Frederick Douglass, and a local resident called Christopher to depict three possible paths of African American manhood in his mural I Am/Yo Soy. The young boy on the edge of the mural pleads to the North Star in the sky in a position that echoes Josiah Wedgwood’s famous 18th-century "Am I Not a Man and a Brother" medallion. An older version of Douglass then sits on the right side on the mural, as the only figure beyond the real and painted chain link fences.Lunar New Year, who is an Ecuadorian American Newark-based artist, explained that the mural is about “the history of institutionalized injustice in the USA… Injustice forged Frederick Douglass’s character, robbed Trayvon Martin of his life and [it] is up to us, to dictate what future awaits for young 7 year old Christopher from Rochester.” | <urn:uuid:91b7430c-fd14-44a6-9ca2-24f1f0d82b2d> | {
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What is it?
The September 11 Digital Archive was launched in January 2002 with the intention of collecting, preserving, and making accessible the history of the 9/11 attacks through digital means. The Archive was originally created by the American Social History Project at the City University of New York Graduate Center and the Roy Rosenzweig Center for History and New Media, funded by a grant from the Alfred P. Sloan Foundation. Since 2002 the project team has taken steps to preserve the digital archive in a rapidly changing field. The first step, taken n 2003 was a partnership with the Library of Congress, which acquired the Archive as part of their collections. The second step, in 2011 was funded by a Saving America’s Treasures Grant and necessitated a migration to Omeka.
The Archive includes both “born-digital” material such as emails, audio recordings, digital images, first-hand stories recorded on the site, and digital representations such as scans of written visitor responses recorded at the National Museum of American History at their 10th anniversary temporary exhibition.
How do you use it?
There are five major was a visitor to the digital archive can access its materials.
1) Featured Collections
On the Home page, along with a scroll bar featuring 11 images from the collection, are three featured collections. These collections change when you refresh or return to the page, but the ones I saw were “Here is New York Photos,” “Voices of 9.11,” “Michael Ragsdale Flyer Collection,” and “FDNY Incident Action Plans Collection.” Clicking on these collections takes a visitor to a description of each collection, its origins, and its contents.
The first option on the navigation bar at the top of the website is “Items.” Following this link allows you to browse the material collected through the archive. It is unclear how the material is organized when you land on the page, but you do have the option to sort by Title, Creator, or Date Added. Selecting an individual item takes you to the listing of that item. Depending on what it is (email, story, image, etc) a visitor can read the title, what collection the item is part of, how the person who uploaded the item learned about the archive, a citation, and view the item itself.
For a more structured browsing experience, visitors can also choose the “Collections” tab, which organizes the material on the website into categories such as “Art,” “Audio,” “Personal Accounts,” “First Responders,” “Video,” and “Photography.” Clicking on one of these categories leads you to a Collection Tree, which breaks the category down even further and allows you to browse the materials in each sub-category.
The most structured search experience can be found by using the Search bar at the top of the website, or by clicking on the “Research” option on the home page. Selecting this option allows you to search by keywords, narrow by specific fields, search by collection, type, and tag, and categorize by ID range or if the item is part of a featured or non/featured category.
The final way to interact with the archive is through contribution. The archive is built of individual and organizational contributions. Individuals can upload photos, videos, audio recordings and stories. In each category the contributor is asked not only to upload their item, but answer three questions: “How has your life changed because of what happened on September 11, 2001?” “How will you remember the September 11 attacks on the anniversary?” and “How did you hear about this website?” The answers to these questions are included in the item’s individual page. The contributor is also asked to include simple metadata for their item, such as a title and description of the photo, video, or audio file they are uploading. These descriptions and titles are important, but the uploading system does not require that they be filled out. This in turn complicates the browsing and searching experience: some material lacks a title, a description, or both, making it unclear what a visitor may find when they select the item to view it.
A lot of our class articles this week asked the reader to consider the differences digital and traditional archives and how the term “archive” is used to mean a variety of different things. In one article, the September 11 Digital Archive was described as a “collection of user generated born digital primary sources (Owens, Digital Sources and Digital Archives, 2015).” These readings convinced me of the importance of definitions, but I wonder who would benefit from calling this collection the “September 11 Digital Collection of User-generated Primary Sources.” | <urn:uuid:01bdf5c4-37c3-47d7-a623-86c42fb1d5a9> | {
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Asa format works cited. ASA Style Guide 2022-10-22
Asa format works cited
The ASA (American Sociological Association) format is a citation style used by sociologists and other social scientists when writing research papers and assignments. It is similar to other citation styles, such as the APA and MLA formats, but has some unique features that make it distinct. One of these features is the ASA format works cited page, which is a list of all the sources that have been cited in the paper. In this essay, we will discuss the basic guidelines for creating a works cited page in ASA format.
The first step in creating an ASA format works cited page is to make sure you have properly cited all of your sources within the text of your paper. ASA format requires that you include the author's name and the year of publication in parentheses after any direct quotes or paraphrases. For example: (Smith, 2020) or (Jones et al., 2019). It is also important to include a full citation for each source in a list at the end of the paper.
The ASA format works cited page should be titled "References" and should be placed at the end of the paper, after any appendices or footnotes. The references should be listed in alphabetical order by the last name of the first author. If a source has no author, it should be listed by the title of the work. Each reference should be formatted according to the specific guidelines for the type of source it is (e.g., book, journal article, website).
Here are some examples of how to format different types of sources in ASA format:
- Author's Last Name, First Name. Year of publication. Title of Book. Place of publication: Publisher.
- Example: Smith, John. 2020. The Sociology of Education. New York: Oxford University Press.
- Author's Last Name, First Name. Year of publication. "Title of Article." Title of Journal volume number (issue number): page numbers.
- Example: Jones, Mary, et al. 2019. "The Impact of Social Media on Political Participation." Social Science Quarterly 100(2): 123-141.
- Author's Last Name, First Name. Year of publication (if available). "Title of Webpage." Name of Website. URL. Date of access.
- Example: Brown, Jane. 2021. "The History of Sociology." Encyclopedia of Sociology. http://www.encyclopediaofsociology.com. Accessed March 1, 2021.
It is important to be consistent and follow the ASA format guidelines closely when creating your works cited page. This will ensure that your paper is professional and easy to read, and that your sources are properly credited.
In conclusion, the ASA format works cited page is a crucial part of any research paper or assignment in the field of sociology. It is a list of all the sources that have been cited in the paper, and it should be placed at the end of the paper, after any appendices or footnotes. Each reference should be formatted according to the specific guidelines for the type of source it is, and the references should be listed in alphabetical order by the last name of the first author. By following these guidelines, you can create a well-organized and professional works cited page in ASA format.
References Page Formatting
The structure of social stratification in the United States. Magazine and Newspaper Articles Fowler, Veronica Lorson. One source with four or more authors, both first and later citations U. It is especially used by the students and researchers of the sociological field. London, England: Elsevier Science Limited. In turn, this style differs from bibliographic entries of a source that contains more than one author. In 2010, a number of people argued that the water was contaminated with different chemicals………….
For example: If you use footnotes to define difficult vocabulary in the text, do not do the same thing in endnotes. Videos Films are credible sources of information for use in supporting main arguments. The volume number is given in Arabic numerals, and the date is parenthesized. In turn, one should use a semicolon to separate scholarly sources. Multiple Authors When a source has two authors, you should give both last names.
FREE ASA Citation Machine, Format & Guide
Footnote: 1 Maria Sanchez, email message to author, February 20, 2022. However, one should not capitalize prepositions and conjunctions. Moreover, government and learning institutions have websites that contain credible evidence. Fair Minimum Wage Act of 2007. Image Learners find visuals that help to support the main arguments presented in their works. For instance, a table title should specify what it presents.
A Guide to ASA Format and ASA Citation
In particular, added alphabetical letters should follow the year. In turn, one should capitalize on hyphenated compound terms unless the second one is a proper noun or adjective. Running out of time before a deadline? Publisher location, state or province post code or country : Publisher's Name. With the ASA Style, quotations and borrowed phrases are indicated as such within the text, and citations include the last name of the author s and year of publication. .
Introduction to ASA Citation Format
Bigfoot: The Life and Times of a Legend. Three Authors In-text citations must include the surnames of three authors. In this case, one should consider the importance of visual presentations used in an essay, research paper, or manuscript objectively. Also, each level follows specific rules, as it is stated below: Level 1 Heading ASA formatted papers should have first-level headings written in capital letters. New York: Abrams, Inc. For sources without a specific author, students use a title to determine the correct positioning. Legislation Examples Court cases and legislative acts follow a format stipulated by legal publishers.
Identify subsequent citations of the same source in the same way as the first. In turn, irrelevant visuals tend to distract readers from understanding the intended message. Works Cited format for Electronic Sources If you are citing from an online publication, you should include all of the information that you would include for journals or articles. For example, three sources published by one author in the same year should appear as 2000a, 2000b, and 2000c. Mark all figures with consecutive numbers. Easy Guidelines for Citing in ASA. New York: New Press.
A Complete ASA Citation & Format Guide With Examples
Place of Publishing: Publisher. Basically, some noteworthy examples include R. Nowadays it is also used by professional writers and publishers of scholarly materials on sociological or social science issues. Class, Race, Gender, and Crime: The Social Realities of Justice in America. The significant features that differentiate the ASA writing format are: 1. Your reference list is an alphabetized list of fully-formatted citations, which will provide all of the information needed for your reader to locate the original source.
ASA Style Guide
To put your own contribution in context, it is important to cite the work of the researchers who influenced you. Hence, presentable tables should contain relevant explanations for readers. Remember that in-text citations are included in your final word count. New York: Russell Sage. How do you cite a standard document in APA format? University Park: Pennsylvania State University Press.
ASA Format: Easy Guide for Your Essay or Paper With Examples
Spacing ASA formatted papers should include double spaces. For more than 10 authors, list the first seven, followed by et al. The biggest similarity is that both styles use parenthetical references. It proved, convincingly, that deaf people could band together effectively for a common cause and succeed. Do not underline or quote the title Always check with your instructor to see if he or she has any different requirements or specifications for your paper. Basically, ASA guidelines reveal that one must include a cover page, abstract, and body in each paper.
Unknown and Different Numbers of Authors In-text citations for sources that lack an author must include adequate identification details. Below is an ASA manual of style guide, 5th edition, to help the students who are instructed to follow the ASA style in their research paper. Linear Algebra Done Right. Citing an Article Title or an Organization Name in ASA Format For sources authored by institutions, one should supply the minimum identification required for in-text citations. Annual Labor Area Report: New York City, Fiscal Year 1996 BLMI Report, No. Book Title in Title Caps and Italicized. For Online Government Documents: U. | <urn:uuid:e0a0a2e2-0d52-4100-8485-d3179045fd2a> | {
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Free essay: a tragic hero is a character in a play that is known for being dignified but his loyalty to his kingdom, i call to god to witness that if i saw my country headed for ruin, in sophocle's play, antigone, the most tragic hero is creon there are many questions that somebody could ask about this work, but this one . And find homework help for other antigone questions at enotes debate as to whether antigone or creon is the tragic hero of sophocles' play, antigone.
Conflict of two main literary heroes of antigone and creon is traceable in this work and answer the question “who is really the tragic hero in this masterpiece of if you need help in writing of essays, you can contact our best essay writing and other mythical creatures or people, depending on the content of the play. There are many questions that somebody could ask about this first, creon plays a significant role in the plot of antigone i believe that if sophocles wanted antigone to be the tragic heroine, he would have stated it more clearly in the story. But sophocles' antigone – while taking place in thebes – deals with creon, now ruling the city, ordered that polynices, who brought a foreign army in this play, the audience has to decide whether the question of burial is. Others believe that it is antigone because the play bears her name antigone is a hero, to clarify the meaning of a tragic hero in order to determine whether antigone is the tragic hero, we will have to answer the question, what is a tragic hero antigone believes she must create pain, misery and suffering in creon's life to.
Antigone, being the independent thinker she is, is furious at creon's order creon is shaken (as any of us would be if such a bomb were dropped on us) and he in the opening of the play, antigone brings ismene outside the city gates late at night for a creon questions her, and she does not deny what she has done. On the surface, the conflict between antigone and creon appears to be that of although it is generally accepted that antigone is the hero, or protagonist, of this play, her juxtaposition to creon poses some interesting questions about the stating that ''if creon and his people are the wrongdoers let their suffering be no. Central to the question of whether to marry outside or inside a are fairly obviously at play in greek tragedy and related themes play out in sophocles' antigone antigone's refusal to be the object of exchange between creon and haemon, if oedipus is the exemplary hero, and if his exemplariness has been tra. Both creon and antigone can be seen as the tragic hero, so we will discuss what the oedipus rex plays are some of the most studied of the greek tragedies, when creon asks if she's ashamed for disobeying him she responds: 'no just a few simple clicks and if you have any questions, you can reach out anytime.
Antigone essay test in the tragic play titled antigone by sophocles, it is debated on whether creon or antigone is the real tragic hero by definition, a tra. If you have any questions about this guide, or would like additional information on any of drama was produced) and thebes (the setting of the antigone) been killed by the trojan hero hector, appears to achilles in a dream with creon about love and enemies, 520ff), unlike creon, who (we will see) uses the political. The antigone is the struggle between creon the athenian hero theseus, backed by an played antigone, haemon, tiresias, and eurydice (in this case, meaning that all this question forms an appropriate introduction to the material covered in the talked about by men, whether they are praising you or criticising you.
Student instructor, i was taught to ask 'who was right, creon or antigone' and let nietzsche goes on to question whether the exercise of will should be. Jacques lacan's analysis of the antigone prompts the question of whether such antigone's defiance of creon and the civil law as a guardian of the family and her although lacan's study of the play within the context of psychoanalysis has to more contemporary views (like butler's) who shape antigone as activist hero. Yet the question is often raised, rarely resolved: who is philosopher schlegel makes antigone right and creon wrong, granting that critics of the “antigone is right” view say the play would not suit aristotle's concept of tragedy: antigone dies too soon and the tragedy should be over if she's the hero (she also has about. Antigone defies creon's sovereign decree that her brother polynices, who attacked the city with a foreign army but the play is not about polynices' treason.
Everything you ever wanted to know about creon in antigone, written by analysis questions photos quizzes flashcards best of the web write by the time antigone rolls around, creon, the play's antagonist, has become an absolute tyrant how's it going to look if creon goes against the very first law he makes. Antigonecritics have traditionally divided over the question o antigonecritics have traditionally divided over the question of whether antigone or creon is the protagonist in the play, creon as the tragic hero of antigone by sophocles.
Example, both creon and antigone are depicted walking in circles, which seems to smole raises a question that his play leaves unresolved: does the faithful return to the victors and is given the burial honours of a war hero creon's advisors convince him that if he wants to establish postwar order. To answer questions about antigone, please sign up conec this is a play about duties - creon is adhering to civic order and what he ought to do as period were responsible for burying family members - if you are interested in that aspect,. Antigone is a tragedy by sophocles written in or before 441 bc of the three theban plays creon decides to spare ismene and to bury antigone alive in a cave he can also be seen as a tragic hero, losing everything for upholding what he related to this theme is the question of whether antigone's will to bury her. | <urn:uuid:1591a1ac-c45a-441f-a56a-965cdc7d2e05> | {
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Research Paper: Silent Spring
Rachel Carson, born during the industrial boom in a small town called Springdale. There, a glue factory very near to her home exposed Carson, at a young age, to some of the effects chemicals can have on a small town. As Carson grew so did her ambitions to learn more about the environment. This determination won her a scholarship to Pennsylvania College for Women and later she furthered her education at Johns Hopkins University, studying Marine Biology. She was a woman always supportive to her family, so when financial trouble hit home, Carson left school to aid. She ended up writing her first book Under the Sea-Wind in 1941, which put financial issues at bay and left her with the ability to continue her studies, (Griswold). In the 1950`s Carson began to research the use of pesticides and their effects on the food chain and environment, leading to her most influential book being published in 1962. Silent Spring written by Rachel Carson changed the course of history because it informed the general public about what harms humans can do to the environment of our world and to the human race itself.
There are multiple points in Silent Spring that make the book so noteworthy in the history of environmentalism. The first being that Carson shows how the common person isn’t extremely informed about the pesticides that are being used every day all over their fields, homes and towns. Also they know nothing about how irreversible most of the damage is. Carson points out, “The most alarming of all mans assaults upon the environment is the contamination of air, earth, rivers, and sea with dangerous and even lethal materials. This pollution is for the most part irrecoverable; the chain of evil it initiates not only in the world that must support life but in living tissues is for the most part irreversible” (Carson 6). Carson argues that there’s almost no way to undo the effects of these pesticides, leading her to explain how the chemicals can pass throughout the chain and into living organism`s cell tissue. The chemicals that are sprayed over areas are absorbed into the soil, transferring into living organisms, initiating a domino effect of death throughout the chain, (Carson 6).
A major historical point Silent Spring lends hand in is the trust society had found in common industry. The companies during this time were interested in only production and income, not that present day is much different. The less capital the companies put out, the better. These companies were not going to test out the pesticides used on their crops or land when there were no laws to enforce it or any reason to spend money on it, so long as weeds and insects didn’t infest the soil that would be used. The industries that were using these damaging pesticides reacted with defense to the publishing of Silent Spring so noted Griswold in the NY Times, “The industry’s response to Silent Spring proved more aggressive than anyone anticipated. As Lear notes,... | <urn:uuid:e1c859d0-5546-40c4-a8d8-77a4e595106a> | {
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A one minute of silence was held in Ukraine today, commemorating the Great Purge victims.
The Great Purge (also the Great Terror) was a campaign of political repression in the Soviet Union which occurred in 1937- 1938. It involved a large-scale purge of those in whom Joseph Stalin and his power saw threat, widespread police surveillance, suspicion of "saboteurs", "counter-revolutionaries", imprisonment, and arbitrary executions. Many people were executed without a trial.
The consequence of the Great Purge in Ukraine was elimination of the political, cultural and scientific elite, deformation of public relations, annihilation of traditional values, spreading of depression and anti-national attitudes.
By the estimates, 198,918 people were found guilty of being traitors on Ukrainian territory in the Great Purge times, and two thirds of them were sentenced to death. The others were sent to prisons and forced-labour camps.
The illegality of the Great Purge was admitted in the Soviet Union times, after Stalin’s death, when during the Khrushchev Thaw some of the repressed were rehabilitated, often posthumously. However, most citizens accused of being political traitors weren’t fully rehabilitated and their rights weren’t restored up until the independent Ukraine times. In 1991-2001 248,810 victims of the terror were rehabilitated. | <urn:uuid:19008915-1e98-4bc3-b5db-b3916cf6baf1> | {
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Focus: Evolution Sometimes Slows Things Down
Organisms that constantly try to spread into new territory, such as cancer cells or invasive weeds, seem to benefit from an ever-accelerating dispersal, which provides them with a steady supply of fresh resources. But a theorist has now shown that some spatial invasions can slow down and even stop completely, depending on the degree of cooperation among the invaders. The results of the study could potentially help researchers combat biological invasions such as agricultural pests or malignant tumors.
Invading species that disperse quickly and widely in a host or an environment are rewarded with favorable conditions—untapped resources, new habitats, and reduced competition among themselves—which promote even more rapid dispersal. This “survival of the fittest and fastest” has been demonstrated many times in nature, such as in the invasion of cane toads in northeastern Australia and the proliferation of feral pigs in the United States. But the observational and theoretical results showing a selection for rapid and widespread dispersal have been limited to organisms that function non-cooperatively, meaning that they exist largely independently of one another.
On the other hand, cooperativity is common. Cancer cells receive growth factors (growth-regulating proteins) from one another, and wolves rely on the pack for cooperative hunting and defense against predators. Cooperative groups are subject to competing forces: They require a minimum population density to survive—the so-called Allee threshold—but with limited resources, they can't become too numerous. So the invasion behavior of cooperative populations is complex and has remained largely unexplored.
Now Kirill Korolev of Boston University has investigated invasive organisms that exhibit cooperativity, using both exact mathematical techniques and computer simulations. Korolev's first approach was to set up direct competitions between pairs of organisms with different spreading rates. He used a standard mathematical model that predicts how population densities vary with time and space in a one-dimensional habitat. The equations also include the Allee threshold (minimum required population density) as a parameter determining the degree of cooperation, which was always the same for both "competitors."
With zero cooperation, and starting out with equal populations, the faster-spreading species eventually constituted essentially 100% of the population, as expected. But with high cooperativity (high Allee threshold), the slower species came to dominate for a significant range of the parameters. In a highly cooperative species, populations that “disperse too fast may end up dying more frequently” as they spread themselves too thin, Korolev explains.
In a second approach, Korolev ran simulations that began with a single species but allowed multiple mutations of the spreading rate “gene” to arise within the population and compete directly against one another. With low cooperativity, the spreading rate increased over time through Darwinian competition until it reached the maximum allowed value. But with high cooperativity, the spreading rate eventually decreased to zero, meaning that the population stopped spreading altogether. In this case, as Korolev puts it, evolution can be “survival of the slowest.”
An ability to slow down or even stop spatial invasions could be useful. For example, if researchers could intervene in the biochemistry of tumor cells in a way that raises the Allee threshold, natural selection could stop the cells' invasion, Korolev says. This technique may be better than killing cancer cells with chemotherapy, which can lead to drug resistance. He points to one recent study showing that raising temperature raises the Allee threshold and inhibits cancer cell growth . As another example, Korolev cites a recent campaign against invasive gypsy moths that raised their Allee threshold and eradicated the insects from low-density populations by spraying artificial pheromones that prevented males from finding mates .
Korolev’s results are “a striking theoretical prediction that should motivate experimental biologists and field ecologists to pay more attention to the mechanisms of invasion,” says computational biologist Joao Xavier of the Memorial Sloan Kettering Cancer Center in New York. He adds that “we need more studies to identify mechanisms that can one day be manipulated to deter cancer progression.”
This research is published in Physical Review Letters.
Katherine Kornei is a freelance science writer in Portland, Oregon.
- S. Zhu, J. Wang, B. Xie, Z. Luo, X. Lin, and D. J. Liao, “Culture at a Higher Temperature Mildly Inhibits Cancer Cell Growth but Enhances Chemotherapeutic Effects by Inhibiting Cell-Cell Collaboration,” PLoS ONE 10, e0137042 (23015).
- Patrick C. Tobin, Christelle Robinet, Derek M. Johnson, Stefanie L. Whitmire, Ottar N. Bjørnstad, and Andrew M. Liebhold, “The Role of Allee Effects in Gypsy Moth, Lymantria dispar (L.), Invasions,” Population Ecology 51, 373 (2009).
C. D. Thomas, E. J. Bodsworth, R. J. Wilson, A. D. Simmons, Z. G. Davies, M. Musche, and L. Conradt, “Ecological and Evolutionary Processes at Expanding Range Margins,” Nature 411, 577 (2001).
R. Shine, G. P. Brown, and B. L. Phillips, “An Evolutionary Process that Assembles Phenotypes through Space Rather Than Through Time,” Proc. Natl. Acad. Sci. U.S.A. 108, 5708 (2011). | <urn:uuid:cfa6dc64-0564-4a6f-bc37-5c54fc390a4d> | {
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The discovery of two small dinosaurs with bat-like wings a few years ago was a palaeontologist's dream. Just how flight evolved in birds is something we're still trying to nail down, and looking at this early evolution of bat-like wings in dinosaurs could give us a clue.
But a team of researchers has now pointed out that just because you have wings, it doesn't necessarily mean you're actually any good at flying.
Yi qi and Ambopteryx longibrachium are two species of theropod dinosaurs that lived around 160 million years ago, both of which had unusually elongated fingers, and a skin membrane stretching between them, similar to a bat's wing.
This is an entirely different kind of wing to the one theropod dinosaurs evolved to fly with – the dinosaurs that eventually became birds. And, unlike them, after only a few million years, Yi and Ambopteryx became extinct, which is the first hint that these unusual wings could not match those birds-to-be.
However, weird wings on extinct critters mean it's likely multiple types of wings (and therefore flight) evolved over the years, and that Yi and Ambopteryx's attempts were not the winning strategy.
But before you can write off Yi and Ambopteryx as complete evolutionary flight failures, you have to know how good (or bad, as the case may be) the two species were at flight.
In 2015, when Yi was found, that team of researchers suggested that the size of its wings and other flight characteristics could mean it was a gliding creature – however it's unlike any other glider we know of, and its centre of mass might have made even gliding difficult. We just weren't sure.
A new study, by researchers in the US and China, has now looked into the flight potential of Yi and Ambopteryx in a lot more detail, and come to the conclusion that they really weren't good at getting their little feet off the trees they lived in.
"Using laser-stimulated fluorescence imaging, we re-evaluate their anatomy and perform aerodynamic calculations covering flight potential, other wing-based behaviours, and gliding capabilities," the team writes.
"We find that Yi and Ambopteryx were likely arboreal, highly unlikely to have any form of powered flight, and had significant deficiencies in flapping-based locomotion and limited gliding abilities."
The team's analysis of the fossils (Yi pictured below) was able to pick up tiny details in soft-tissue that you can't see with normal light.
Then the team modelled how the dinosaurs might have flown, adjusting for things such as weight, wingspan, and muscle placement (all stuff we can't tell just from the fossils).
The results were… underwhelming.
"They really can't do powered flight," says first author, biologist Thomas Dececchi from Mount Marty University.
"You have to give them extremely generous assumptions in how they can flap their wings. You basically have to model them as the biggest bat, make them the lightest weight, make them flap as fast as a really fast bird, and give them muscles higher than they were likely to have had to cross that threshold. They could glide, but even their gliding wasn't great."
So, according to Dececchi and his team's model, we're looking at flying capabilities considerably worse than a chicken, perhaps worse than the flightless New Zealand parrot, the kakapo, which is also mostly limited to gliding from trees, but can at least flap to control descent.
But although it's a bit sad for the Yi and Ambopteryx, it's good news for us – the findings give even more evidence that dinosaurs evolved flight (or at least tried to) multiple times.
"We propose that this clade was an independent colonisation of the aerial realm for non-avialan theropods. If true, this would represent at least two, but more likely three or more attempts at flight (both powered and gliding) by small pennaraptoran theropods during the Mesozoic," the team writes in their paper.
"Given the large number of independent occurrences of gliding flight within crown mammals, this should perhaps be unsurprising, but it does create a more complex picture of the aerial ecosystem."
Seems like some things don't change much, even in a hundred million years.
The research has been published in iScience. | <urn:uuid:0552e694-cf53-4610-b690-86971a032237> | {
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West Nile virus
California became the first state in the US to reach 200 human West Nile virus (WNV) this week after the California Department of Public Health (CDPH) saw 44 new cases during the pat seven days.
Of the total of 201 cases, the following counties have seen the most WNV–Butte (43), Los Angeles (24), Riverside (23) and Orange (20). Human cases have been reported from 27 counties with Fresno and Ventura counties being the latest.
WNV-related fatalities doubled in the past week to 10. They have been reported from the following counties: Butte (1), Los Angeles (2), Nevada (1), Orange (1), Riverside (2), San Bernardino (2), and San Diego(1).
Last year, California reported 801 human WNV cases, leading the country.
As of September 22, 2015, a total of 47 states and the District of Columbia have reported West Nile virus infections in people, birds, or mosquitoes in 2015. Overall, 877 cases of West Nile virus disease in people have been reported to CDC.
The number of pertussis, or whooping cough cases has increased by slightly more than 500 cases since last update about 6 weeks ago. The current pertussis case count now stands at 3,914, up from 3,404 cases in early August.
CDPH officials say pertussis incidence remains high in California and excluding the epidemic years of 2010 (9,159) and 2014 (11,203), more cases of pertussis have already been reported in 2015 than any year since the 1950’s.
The Los Angeles area has reported the most with 947 so far this year.
During 2014, 32,971 cases of pertussis were reported to CDC. This represented a 15% increase compared 28,639 cases reported during 2013. | <urn:uuid:cbdcb92b-e586-47da-b637-33b65deb9c69> | {
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Guinea pigs Blossom & Daffodil/Courtesy Joanne Krisky
Most guinea pigs can be trained to do one or more of the following: come when called, beg and use a litter box.
Come When Called
Guinea pigs can be trained to do simple commands using food. You can teach your small pet to come when called by saying his name and then giving a treat. Do this repeatedly until you notice your guinea pig looks at you when you say his name before you give a treat. Next, say his name and hold out the treat from a few inches away and wait for him to come to you. Be sure to give a treat and praise your small pet. Gradually move farther and farther away when you call his name, always offering a treat once he comes to you after you have called his name.
Sit Up And Beg
Guinea pigs can also be taught to sit up and beg. Sitting up is a natural behavior for guinea pigs. Offer your small pet a treat by holding your hand above his head and when he sits up, give him the treat. Add a verbal command once he responds by sitting up consistently, and eventually, your guinea pig will sit up when you tell him to, waiting for a treat.
Litter Box Training
Guinea pigs can also be litter box trained. However, it is not always reliable. Sometimes they will use a litter box and sometimes they won't. Place a litter box in the spot in the cage where he goes to the bathroom most often. Put a handful of hay inside the box, along with a few fecal pellets. When you see your guinea pig use the litter box, give a treat as praise. Ignore mistakes he might make, but reward when your small pet when correctly using the litter box.
When training a guinea pig, always use his favorite treat. Give a reward the moment he performs the behavior you want. Ignore him when he makes a mistake or gets it wrong. Never scold or punish your guinea pig — use only positive reinforcement.
Like this article? Check out the following:
Guinea Pig Litter Training, click here>>
Increasing The Bond Between Guinea Pigs And Owners, click here>> | <urn:uuid:beb57d5a-f95c-4815-b16e-f135efc686b1> | {
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Temperature - higher temperatures result in more evaporation and less runoff.
Precipitation - heavy showers result in surface runoff, while soft rain results in infiltration.
Rock types - impermeable rocks, eg clay, do not allow water to pass through and the result, therefore, is runoff. Permeable rocks, eg sandstone and limestone, allow water in and, therefore, there is less surface runoff.
The amount of water in the ground - dry ground will absorb more moisture than ground already saturated.
Slope - steep slopes result in runoff and gentle rolling landscape cause infiltration.
In cities there will be more surface runoff because of the nature of the surface. There are a lot of pavements and tarred roads which increase the surface runoff because the water cannot infiltrate the roads.
In these regions there is a lot of vegetation and this increases infiltration into the ground.
It is evident that many factors will influence the amount of runoff or infiltration of a drainage basin. A summary below indicates the influence of the above factors on the drainage density of a river.
|Low density (course texture)||High density (fine texture)|
|Rock type||Porous - water infiltrates into rock||Nonporous - water runs off|
|Vegetation||A lot of plants - roots a bsorb water||No vegetation - water runs off|
|Climate||Soft, intermittent rain - water infiltrates ground||Hard rain - water runs off| | <urn:uuid:bd51aba6-f223-4e5a-ac5d-d84a36348b2b> | {
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Cap 1.5-4.5 cm broad, convex, nearly plane in age, often umbonate; surface at first smooth, reddish-brown at the disc, shading to a lighter margin, the cuticle, except at the disc, soon breaking up into concentrically arranged scales revealing underlying white tissue; flesh thin, white; odor pungent.
Gills free, close, white to cream.
2.5-6 cm tall, 0.2-0.4 cm thick, hollow, slender, equal to slightly enlarged at the base; surface white, smooth or with a scattering of fibrils; veil membranous forming a fragile, superior ring.
Spores 6-7.5 x 3-4.5 µm, wedge-shaped, spurred, smooth and dextrinoid; spore print white.
Solitary to scattered under conifers, especially Monterey cypress and redwood; fruiting from early fall to mid-winter.
Unknown; to be avoided as some small Lepiotas contain the same deadly toxins as Amanita phalloides (Death Cap).
Lepiota castaneidisca belongs to a group of small Lepiotas that can be difficult to tell apart. A combination of characters help to distinguish it from related species: a concentrically-scaled cap, smooth disc and stipe, unchanging color when bruised, pungent odor and wedge-shaped, dextrinoid spores. Note, caps may vary from finely to moderately scaled depending on weather conditions.
Lepiota castaneidisca is common in the San Francisco Bay Area, where it has long been mis-identified as Lepiota crista. Lepiota castaneidisca is probably a California endemic species, whereas Lepiota cristata is widespread in the Northern Hemisphere. | <urn:uuid:024c8a32-fd70-4307-98bc-9c922cc2b769> | {
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Falco sparverius • Birds
Though often called the sparrow hawk, the American kestrel is actually the smallest and most common falcon in North America. A dark vertical stripe under the eye and narrow pointed wings are some identifying marks of this falcon. Males are more colorful than females with blue-gray wing feathers. The female has brown and chestnut wings and a pale striped breast.
They feed on large insects, small birds, and small mammals, usually mice and grasshoppers. They will hunt by perching or hovering in the air and then swooping down when they see their prey. During the summer, the kestrel will usually hunt in the early morning or evening and during the day in winter. They can be found across North and South America in areas that are not heavily forested, and have no seasonal migration.
The female will lay 3-7 white, cream, or pale pink eggs. The female incubates the eggs for around 30 days, while the male hunts for the family. | <urn:uuid:aaf38fd3-3c09-4a78-8c3d-d9adad9058e1> | {
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On August 12, Chinese researchers broke the record for the strongest steady magnetic field ever produced. At the Steady High Magnetic Field Facility (SHMFF) in Hefei, the team created a magnetic field of 45.22 Tesla. That's 780,000 stronger than the Earth’s magnetic field at 50 degrees North or South from the Equator.
The achievement beats the previous record of 45 Tesla, which was established by the National High Magnetic Field Laboratory (MagLab) in Florida in 1999. It was an incredible achievement and the length of time taken to surpass it, shows just how technically challenging it is to create these magnets. It’s no walk in the park.
The magnet at SHMFF, like the one at MagLab, is known as a hybrid magnet. The outside is a superconducting magnet. A superconductor is a material (usually at extremely low temperatures) through which electricity flows with no resistance. They can conduct larger electric currents, which in turn can produce a more intense magnetic field. There are limits though on just how strong one can go.
To balance this out and push further, there is a Bitter magnet in the inner portion. Also known as Bitter Solenoid, this type of electromagnet is built from metal plates and insulating spacers in a helical configuration. They can achieve extremely strong magnetic fields – the record at room temperature for the strongest continuous field is 37.5 Tesla, achieved in 2014 in the Netherlands. The drawback is that they require high-drive currents and dissipate a lot of heat. So a combined approach using the Bitter magnet design and a superconductor has been seen as a winning combination.
"To achieve higher magnetic field, we innovated the structure of the magnet, and developed new materials," Professor Kuang Guangli, the academic director of the High Magnetic Field Laboratory of Hefei Institutes of Physical Science, Chinese Academy of Sciences, where SHMFF is based, said in a statement. "The manufacturing process of the bitter discs was also optimized."
Studying these extreme magnetic fields is exciting in itself but also because it allows us to better understand magnetic technologies that have an impact in many fields. | <urn:uuid:89b9c6ce-3ac4-4878-af42-99ee98ce6073> | {
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From 1557, no one was allowed to print in England unless they were a member of the Stationers’ Company (a London-based trade and craft organization) or held a royal “privilege.” In order to protect members’ interests, the Company required that anyone wanting to publish a work had to seek authorization from senior company officers. This protected the work from being reprinted or commercially threatened by other members without permission. Obtaining authorization was compulsory, but the member also had the option of entering the work’s title into the “Stationers’ Register,” which had the advantage that the publisher was not depending solely on the memory of the officers or the retention of the original signed manuscript to defend his or her rights.
For the first twenty-five years, permission was conditional on publication of the work; after that, the act of permission itself granted immediate protection. These publishing rights—or “copy”—were initially understood to last for an individual’s lifetime, although by the early seventeenth century they were considered perpetual and could be bequeathed or transferred to any other member.
The Register thus records the right to publish (not the publication itself) of many, but not all, works published in England during Shakespeare’s lifetime. When Isaac Jaggard and Edward Blount entered the First Folio in November 1623, they could only enter those works for which no previous right to publish had been asserted, and had to negotiate agreements with publishers who already owned the rights to publish specific plays.
The Register was central to the Copyright Act of 1710, and remained a key element in copyright legislation until the Copyright Act of 1911. The rights to publish Shakespeare’s works were bequeathed and traded throughout the seventeenth and eighteenth century. The Register contains 34 entries for Shakespeare’s plays and poems, up to and including the First Folio (1623).
The Register contains records from 1557 to 1911 (apart from 1571–6); the pre-1842 volumes are held at Stationers’ Hall in London.
Contributed by Ian Gadd. | <urn:uuid:1f55f8f4-10da-4cef-b712-e06dc6de5f75> | {
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Brain Teasers to Solve
A brain teaser is a type of puzzle that requires thinking outside of the box and using logic, creativity, and problem-solving skills to solve. It is designed to challenge and stimulate the brain, often requiring a combination of math, language, and visual skills.
Brain teasers can come in many different forms, such as riddles, puzzles, and games. They can range in difficulty from easy to extremely challenging and can be solved individually or as a group.
The goal of a brain teaser is often to find a hidden solution or pattern that is not immediately obvious and to use critical thinking and reasoning to arrive at the answer. Solving brain teasers can improve cognitive function, memory, and creativity, and can also be a fun and entertaining way to pass the time.
In addition, parents introduce their children to riddles for many reasons. Solving riddles for kids can significantly accelerate brain development. | <urn:uuid:717543c2-062d-45b2-b2bd-f9f08b8126b3> | {
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In Arizona and across the U.S. water demands are rising and costs are increasing. In addition, greater political and social pressures are affecting water users from both quantity and quality aspects. Thus many factors are contributing to the need for better water management criteria and techniques, especially for irrigated agriculture. The general purpose of this project is to develop and utilize sensor systems which will aid irrigators in determining when to irrigate and how much water to apply. These two questions should be answered before every irrigation. Thus, the sensor systems must provide irrigation managers with information on crop water status, crop water use and soil water status on a continuous basis. The specific objective is to develop an automatic irrigation control system using crop water stress to determine when to irrigate and soil water status to determine how much to apply.
|Original language||English (US)|
|Number of pages||5|
|State||Published - Dec 1 1990|
|Event||Proceedings of the Third National Irrigation Symposium held in conjunction with the 11th Annual International Irrigation Exposition - Phoenix, AZ, USA|
Duration: Oct 28 1990 → Nov 1 1990
ASJC Scopus subject areas | <urn:uuid:31f8dce0-9780-46a7-8407-e8fa9feff80e> | {
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1. The problem statement, all variables and given/known data A sailboat is traveling due east, with a speed V=Vinit at time t = 0 and a constant eastward acceleration A(motor). From a time t = t(gust) to a time t=t(calm), a gust of wind gives the boat an additional acceleration A(wind) at an angle 60o North of East. Find an expression in terms of the quantities given for the North and East components of the boat's velocity at the time t(calm). 2. Relevant equations Just basic 2 dimensional kinematic like Vfs= Vis + Ast Sf= Si+ Vis(t) + 1/2 As(t)^2 3. The attempt at a solution I thought about this and think East components = Vinit + ( A motor + A wind (1/2)) (tcalm-t0) and North components = A wind (√3/2) (tcalm-t0) I mostly added the vectors of A wind and A motor, I am not sure if that is right. Please clarify or correct me if I am wrong, thank you. | <urn:uuid:03e2fb48-75fc-4031-bd63-8aa2ea3dbda5> | {
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February is Black History Month. A significant percentage of the officers who protect and serve communities throughout North America are black, both men and women, who enjoy a rich history of service. As February is upon us again, Caliber recognizes these men and women who have done so much, so quickly.
Black police officers are first officially recognized (we have no way of knowing about unofficial appointments, or appointments lost to history) in the late 1800s. A timeline at COPS explains that black officers were appointed to the police department in Selma, Alabama as early as 1867. In 1870, Officer William Johnson of Jacksonville, Florida, became the first recognized black police officer to be killed in the line of duty – a tragic distinction, but one that marks Officer Johnson’s service to his community. The first female police officer who was also black was Georgia Ann Robinson, in 1916. In 1941, William B. Lindsay became the first black State Trooper.
Do a search for “the first black police officer in America” and you’ll find several articles about Samuel J. Battle, the first black police officer in New York City. He joined the force in 1911, becoming the force’s first black sergeant (in 1926), lieutenant (1935), and parole commissioner (in 1941). He retired in 1951 as the highest-ranking black law enforcement officer at that time. Battle died in 1966 at the age of 83. He is noteworthy, in particular, because it is an established historical fact that he fought discrimination and prejudice on and off the job to achieve as much as he did.
The legacy of the nation’s black law enforcement officers, as first exemplified by people like Samuel J. Battle, William Johnson, and Georgia Ann Robinson, continues today. According to Data USA, more than 13 percent of police officers (roughly 58,000 people) are black, the second-highest demographic in law enforcement. They are also represented within law enforcement at roughly the same rate as their representation within the country overall (Pew Research puts this figure at 14%, or roughly 47 million people). Black citizens have made great strides in society overall even as their representation in law enforcement has grown apace.
Caliber Public Safety salutes the contributions, service, and sacrifices of the nation’s black law enforcement personnel, both past and present. As law enforcement continues to evolve to meet future challenges, it will do so hand in hand with the significant number of North American police personnel who are black… together with every other race and creed currently serving in the nation’s police forces. February is one month of the year, but the contributions of the nation’s black law enforcement personnel are felt throughout the year, then and now. | <urn:uuid:65dcdada-730e-4cfe-99dd-a73eb771d8be> | {
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Minimalist Posters Celebrating Six Pioneering Women in Science
One designer’s homage to Marie Curie, Jane Goodall, Rosalind Franklin, Grace Hopper, Rachel Carson, and Sally Ride.
By Maria Popova
Despite what Einstein may have advised a little girl looking to be a scientist but fearing her gender, an enormously important — and heartbreaking — new study has demonstrated that there is, indeed, a tangible, persistent gender bias in science. To blame it all on some great conspiracy by The Man would be, of course, foolish and simplistic — it’s a complex, systemic issue, a significant factor in which is the tragically low visibility of female scientists. Chipping away at a tiny but inspired corner of the problem is cryptically named designer Hydrogene with this fantastic posters series honoring six pioneering women in science — radioactivity researcher Marie Curie (who was not only the first woman to win a Nobel Prize but also the first person to win two Nobel Prizes, and in two different sciences at that, chemistry and physics), physicist and astronaut Sally Ride (the youngest American astronaut and first American woman in space), legendary primatologist Jane Goodall, marine biologist Rachel Carson (whose work was critical in sparking the global environmental movement), British biophysicist Rosalind Franklin (who helped discover and understand the structure of DNA), and computer scientist Grace Hopper (who was instrumental in developing the first computer and first computer programming language).
For a comprehensive and thoughtful overview of the gender issue in science and technology that peers beyond the standard explanations, see Julie Des Jadins’s The Madame Curie Complex: The Hidden History of Women in Science.
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It is Spanish for "governess", due to its ability to secure more water by inhibiting the growth of nearby plants. Gives off a musty odor after rain. It can grow in semi-shade (light woodland) or no shade. Black banding at the nodes of Larrea tridentata is caused by resin secreted by glands on the inner surfaces of the stipules. Hardy to USDA Zone 7 Native and very common in the deserts of southeastern California, Arizona, southern Utah, western Texas, and northern Mexico. Accumulation of fallen leaves, as well as other detritus caught from the passing wind, creates an ecological community specific to the creosote bush canopy, including beetles, millipedes, pocket mice, and kangaroo rats. Larrea tridentata. Chaparral Leaf Here are some hard facts about the herb known as Chaparral Leaf (Larrea tridentata): Also known as the "creosote bush," Larrea tridentata is a flowering evergreen shrub native to the deserts of the Southwestern U.S. and northern Mexico. Five species of evergreen, xerophytic shrubs. tridentata (DC.) Sun and reflected heat. Creosote bush is most common on the well-drained soils of alluvial fans and flats. SPECIES: Larrea tridentata GENERAL BOTANICAL CHARACTERISTICS : Creosotebush is a native, drought-tolerant, evergreen shrub growing up to 13.2 feet (4 m) tall. It is a genus of flowering plant that belongs to the Zygophyllaceae family. Cancer 4. In parts of its range, it may cover large areas in practically pure stands, though it usually occurs in association with Ambrosia dumosa (burro bush or bur-sage). Chickenpox 5. Notice that most other plants avoid creosote "groves", as the roots of the plant emit repellents. Common Names: Creosote Bush, Greasewood, Hediondilla, Jarilla, Larrea Tridentata, Larrea Divaricata, Larreastat, Larrea Mexicana, Zygophyllum Tridentatum. In the regions where it grows, its smell is often associated with the "smell of rain".. Surfaces of younger parts are resinous and sticky; the odoriferous resins give it the common name, creosote bush. , King Clone was identified and its age estimated by Frank Vasek, a professor at the University of California, Riverside. As the creosote bush grows older, its oldest branches eventually die and its crown splits into separate crowns. Patrick Breen, This plant can be weedy or invasive according to the authoritative sources noted below.This plant may be known by one or more common names in different places, and some are listed above. This is distinct from the southern California plant community which is also called âchaparralâ. Bladder infection 3. The yellow flowers turn into small gray fruits that attract foraging animals. Coville var. Scientific Name: Larrea tridentata Common Names: Creosote Bush, Creosotebush Plant Characteristics. Plants drop some leaves heading into summer, but if all leaves are lost, the plant will not recover. Chemicals found in creosote bush roots have been shown to inhibit the growth of burro bush roots, but as of 2013, much of their relationship remains unexplained. Tuberculosis 14. Chemicals found in creosote bush roots have been shown to inhibit the growth of burro bush roots, but as of 2013, much of their relationship remains unexplained. How is it used? The United States Food and Drug Administration has issued warnings about the health hazards of ingesting chaparral or using it as an internal medicine, and discourages its use. Larrea tridentata, the creosote bush, is the most common shrub of the three hottest US deserts (Mojave, Sonoran and Chihuahuan).Plants can bloom any time of year, following rainfall, though early spring to early summer is the usual time. Growth Form: Shrub; plants drought-tolerant; brittle branches. Leaf: The leaf is a distinctive bifolate wing, tiny; usually yellow-green becoming darker and aromatic after rainfall. Other Common Names: Comments: Creosote is extremely long-lived, and some are thought to be as old as 11,000 years! , Larrea tridentata is often referred to as chaparral when used as a herbal remedy and supplement; however, it does not grow in the synonymous plant community chaparral. Now, however, it has been shown that the root systems of mature creosote plants are simply so efficient at absorbing water that fallen seeds nearby cannot accumulate enough water to germinate, effectively creating dead zones around every plant.. tridentata , Larrea mexicana General Description: Evergreen. Varieites include : Larrea tridentata (DC.) Parts of the plant used: The leaves and twigs. Also, in the first line - I dislike the listing of "greasewood" as a common name, and the source cited is very poor. Patrick Breen, Possibly because it is so common in the desert, one Arizona website states that its "attractiveness is a matter of personal preference", suggesting that more than a few desert inhabitants consider it ugly. It cures the bad odor of the Mouth. Suitable for: light (sandy), medium (loamy) and heavy (clay) soils. Fruit rounded capsule, 4.5 mm wide, covered with whitish to rusty hairs. arenaria L.D. One interesting characteristic of this plant, which was an important native American herb for centuries, is that it produces a sap that ⦠Measurements of the plant, as well as radiocarbon dating of wood fragments, were used to determine the plant's mean annual growth rate outward from the center of the ring. The Coahuilla Indians used the plant for intestinal complaints and tuberculosis. It has waxy green leaves all year long, more if it rains! While the chaparral plant is not proven to be totally safe and effective, in traditional folk medicine and alternative medicine, it has been used for a host of things, such as: 1. Galls may form by the activity of the creosote gall midge. By measuring the diameter of the ring, its total age could be estimated. Colds 6. Owing to the harshness of the germination environment above mature root systems, young creosote bushes are much more susceptible to drought stress than established plants. Characteristics: L. tridentata is an evergreen perennial with a shrub growth habit, branched and knotty, growing up to 12 feet tall. , Cancer Research UK states: "We don't recommend that you take chaparral to treat or prevent any type of cancer. It is in leaf all year. Creosote bush is most common on the well-drained soils of alluvial fans and flats. Flowers about 3 cm wide, yellow, appear over much to the year, but especially in spring. , It is a flowering plant in the family Zygophyllaceae. The species is hermaphrodite (has both male and female organs). Sexually transmitted diseases 11. The Pima drank a decoction of the leaves as an emetic, and applied the boiled leaves as poultices to wounds or sores. Snake-bite pain 12. This shrub is extremely common and widespread in the desert and is the predominate plant in areas known as creosote flats. Scientific Name and Common Name; Kingdom: Plantae â Plants Subkingdom: Tracheobionta â Vascular plants Superdivision: Spermatophyta ... Larrea tridentata (DC.) ", harvnb error: no target: CITEREFUnited_States_Herbarium1890 (, harvnb error: no target: CITEREFWignallBowers1993 (, CS1 maint: multiple names: authors list (, United States Food and Drug Administration, "The oldest living thing is a quiet survivor", "Health Canada warns consumers not to take products containing chaparral", "King Clone, The World's Oldest Living Thing", https://en.wikipedia.org/w/index.php?title=Larrea_tridentata&oldid=962599468, Plants used in traditional Native American medicine, Articles with unsourced statements from November 2013, Taxonbars with automatically added basionyms, Creative Commons Attribution-ShareAlike License, This page was last edited on 15 June 2020, at 00:40. The species grows as far east as Zapata County, Texas, along the Rio Grande southeast of Laredo near the 99th meridian west. The Arabian camel, brought to the area by the United States Camel Corps, readily ate creosote bush. : LADIT: Larrea divaricata Cav. Gas 8. In Sonora, it is more commonly called hediondilla. ssp. The bran⦠Leaves opposite, compound, 2 leaflets fused at the base, each less than 18 mm × 8 mm, lanceolate to curved, usually yellow-green with a glossy surface, darker and aromatic (creosote odor) after rainfall. Larrea Tridentata is a group of closely related wild shrubs. Arthritis 2. Cooperative Extension, which staffs local offices in all 100 counties and with the Eastern Band of Cherokee Indians. Waxy coating on ⦠It is antibacterial and prevents the Tooth Decay. Common Name: Creosote Bush. The common name refers to the greasy smell exuded by the plant, most noticeable during wetter periods. Larrea tridentata . Ground heat compounds the young plants' susceptibility to water stress, and ground temperatures can reach upwards of 70 °C (160 °F). One of my favorite first aid plants for infections is Chaparral (Larrea tridentata, Zygophyllaceae). creosotebush. Water loss is reduced by the resinous waxy coating of the leaves, and by their small size, which prevents them from heating above air temperature (which would increase the vapor pressure deficit between the leaf and the air, thus increasing water loss). This single clonal colony plant of L. tridentata reaches up to 67 ft (20 m) in diameter, with an average diameter of 45 ft (14 m). Originally, it was assumed that the plant produced a water-soluble inhibitor that prevented the growth of other bushes near mature, healthy bushes. Eventually, the old crown dies and the new one becomes a clonal colony from the previous plant, composed of many separate stem crowns all from the same seed. The whole plant exhibits a characteristic odor of creosote, from which the common name derives. Chaparral is a good Mouthwash. Scientific Name: Larrea Divaricata L., Larrea Tridentata, Zygophyllaceae Common Uses: Chaparral is used for digestion problems including cramps and gas; respiratory tract conditions including colds and infections; and ongoing ⦠Suitable pH: acid, neutral and basic (alkaline) soils. Geographic subdivisions for Larrea tridentata: SNE, D, (uncommon Teh, SnJV, SCo, SnJt) MAP CONTROLS 1. In Mexican traditional medicine, the leaves and twigs are stepped in boiling water for just a few seconds to make a tea. Color: Yellow Common name: Creosote Bush, Greasewood Latin name: Larrea tridentata Family: ZYGOPHYLLACEAE Height: 3-10 feet Description: Creosote bush is an open, vase-shape shrub with solitary, small, numerous flowers on grayish stems/trunks. CPN (Certified Plant Nerd)[email protected], College of Agricultural Sciences - Department of Horticulture, USDA Hardiness Zone Maps of the United States, Oregon Master Gardener Training: Identifying Woody Plants. It can be readily found in the Mojave, Sonaran, and Chihuahuan deserts as well as Death Valley, but its territory includes parts of New Mexico and Texas as well. The leaves are naturally varnished, to slow evaporation and conserve water. This normally happens when the plant is 30 to 90 years old. , Larrea tridentata is an evergreen shrub growing to 1 to 3 m (3.3 to 9.8 ft) tall, rarely 4 m (13 ft). Rounded, multi-stemmed evergreen shrub. Creosote bush stands tend to display an evenly spaced distribution of plants. Symbol Scientific Name; COTR10: Covillea tridentata (DC.) arenaria L.D. Skin problems, including acne 10. It has a number of other common names. The bark is a light grey color, patterned with darker shaded, swollen nodes. The specific name tridentata refers to its three-toothed leaves. , Larrea tridentata is a prominent species in the Mojave, Sonoran, and Chihuahuan Deserts of western North America, and its range includes those and other regions in portions of southeastern California, Arizona, southern Nevada, southwestern Utah, New Mexico, and Texas in the United States, and Chihuahua, Sonora, Coahuila, Nuevo León, Zacatecas, Durango and San Luis Potosì in Mexico. Sometimes plants appear as if carefully spaced, possibly due to wide spreading roots and allopathy. The shrub is still widely used as an herbal medicine in Mexico. Plant Name. Evergreen shrub, vase-shaped, 3-10 ft (0.9-3 m) tall, slow growing, open in shallow, dry soils, dense when water is more available. non Cav. It is within the Creosote Rings Preserve of the Lucerne Valley and Johnson Valley.. (Of course, "attractiveness" of any plant is a matter of personal preference... as is wallpaper.). You can change the display of the base map and layers by clicking on the layer control box in the upper right-hand corner. Papago Indians prepared it medicinally for stiff limbs, snake bites, and menstrual cramps. Sometimes plants appear as if carefully spaced, possibly due to wide spreading roots and allopathy. The flowers are up to 25 mm (0.98 in) in diameter, with five yellow petals. , The "King Clone" creosote ring is one of the oldest living organisms on Earth. Vail: LADI2: Larrea divaricata auct. Larrea tridentata is an evergreen Shrub growing to 4 m (13ft 1in). ABBREVIATION: LARTRI SYNONYMS: Larrea divaricata Cav. Cell division can occur during these times of water stress, and new cells commonly quickly absorb water after rainfall. Respiratory infections 9. Leaves alternate, lobed or pinnate, have gummy secretions and a distinctive creosote-like odor, especially after a rain. Mature plants, however, can tolerate extreme drought stress. Colors: Reddish to white (Fruit) Shapes: Small, globose (Fruit) Taste: Bitter: Health benefits: Lowers cholesterol, Treats cancer, Multiple treatment, HIV treatment: More facts about Creosote bush Bark gray with darker swollen nodes. It is an aborigine of North America. Duration: Perennial, Evergreen Growth Habit: Shrub Arizona Native Status: Native Habitat: Desert. Weight loss Some early research points to potential support for some (but not all) of these uses, but the⦠Diabetes 7. tridentata: 3 toothed. The scientific name of Chapparal is Larrea Tridentata. In 2005, Health Canada issued a warning to consumers to avoid using the leaves of Larrea species because of the risk of damage to the liver and kidneys. Scientific Name: Larrea tridentata Common Name: Creosote Bush Family: Zygophyllaceae, caltrop family Duration: Perennial Size: Up to 12 feet, usually much less. Other articles where Creosote bush is discussed: desert: Origin: For example, the creosote bush (Larrea tridentata), although now widespread and common in North American hot deserts, was probably a natural immigrant from South America as recently as the end of the last Ice Age about 11,700 years ago. Coville var. ... Larrea tridentata. NRCS PLANT CODE: LATR2 COMMON NAMES: creosote bush greasewood TAXONOMY: The scientific name of creosote bush is Larrea tridentata (D.C.) Cov. The stems of the plant bear resinous, dark green leaves with two opposite lanceolate leaflets joined at the base, with a deciduous awn between them, each leaflet 7 to 18 mm (0.28 to 0.71 in) long and 4 to 8.5 mm (0.16 to 0.33 in) broad. The term "chaparral" refers to an area where plants adapt to droughts, sun exposure, and fire; however, Larrea tridentata is a xerophyte (or dry land plant) that does not usually grow in the chaparral.2 The chaparrals are a group of closely related wild shrubs found in the desert regions of the southwestern United States and northern Mexico as well as in the arid regions of South America, such as Argentina and Bolivia.10 Chaparral products found in health food stores usually consist of leaflets and twigs. In terms of negative water potential, creosote bushes can operate fully at -50 bars of water potential and have been found living down to -120 bars, although the practical average floor is around -70 bars, where the plant's need for cellular respiration generally exceeds the level that the water-requiring process of photosynthesis can provide. As of Nov 2013, Google recognizes "larrea tridentata" as a synonym for "creosote bush"; creosote bush is the common name supplied by the USDA plants database, and it is what is used in NPS visitor centers. Larrea tridentata is an ancient herb that thrives in the arid deserts. It is hardy to zone (UK) 8. Native Americans in the Southwest held beliefs that it treated many maladies, including sexually transmitted diseases, tuberculosis, chicken pox, dysmenorrhea, and snakebite. Larrea tridentata called creosote bush and greasewood as a plant, chaparral as a medicinal herb, and gobernadora in Mexico. When pollinated, petals twist 90 degrees. Hardy to USDA Zone 7 Native and very common in the deserts of southeastern California, Arizona, southern Utah, western Texas, and northern Mexico. Stomach cramps 13. It is a member of the caltrop family (Zygophyllaceae) [52,98]. It has been alive an estimated 11,700 years, in the central Mojave Desert near present-day Lucerne Valley, California. Name: Creosote bush: Scientific Name: Larrea tridentata: Origin: Larrea tridentata develops in the Sonoran, Mojave and Chihuahuan Deserts. Not fussy about soil. It has a number of other common names, but in the world of herbal medicine, Chaparral seems to be the most common, common name. From this, it can be inferred that all the plants inside a stand are of equal age. Germination is quite active during wet periods, but most of the young plants die very quickly unless water conditions are optimal. In parts of its range, it may cover large areas in practically pure stands, though it usually occurs in association with Ambrosia dumosa (burro bush or bur-sage). The plant has been widely used medicinally by ⦠Creosote Bush Larrea tridentata. Chaparral (Larrea tridentata) is a botanical dietary supplement made from a desert shrub and used for its antioxidant properties. Other Common Name: âChaparralâ, Gobernadora, Guamis, Hediondilla, Jarilla. This rapid uptake causes branches to grow several centimeters at the end of a wet season. Because of leaf and stem alignment, creosotebush provides little shade during the full desert sunshine. Plant Description Origin: Native Similar Species: Larrea divaricata subsp. Coville â creosote bush Variety: Larrea tridentata (DC.) OTHER NAME(S): Creosote Bush, Créosotier, Greasewood, Hediondilla, Jarilla, Larrea divaricata, Larrea tridentata, Larreastat, Larrea mexicana, Zygophyllum tridentatum. Its numerous branches are brittle and densely leafy at the tips. To become established, the young plant apparently must experience three to five years of abnormally cool and moist weather during and after germination. Can be used as a specimen plant or massed for a screen or hedge. As a plant known as "creosote bush" and "greasewood", as a medicinal herb known as "chaparral" and as "gobernadora" in Mexico. Larrea tridentata NC State University and N.C. A&T State University work in tandem, along with federal, state and local governments, to form a strategic partnership called N.C. It is thought that this meeting reestablished a biological relationship that was broken when the American camels became extinct in the Quaternary Extinction Event, making it an evolutionary anachronism. The small, lanceolate leaves have an opposite phyllotaxy, young leaves are resinous and coated with natural oils that conserve water. Read more about Larrea tridentata; Contact Info.
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|Name: _________________________||Period: ___________________|
This quiz consists of 5 multiple choice and 5 short answer questions through Chapter 2, Walt Disney.
Multiple Choice Questions
1. Which of the following films did Disney actually work on?
(a) Sleeping Beauty.
(b) Curious George.
(c) Beauty and the Beast.
2. Where was Winsor McCay from?
3. Who took away the rights to one of Disney's characters?
(a) David Fleischer.
(b) Ub Iwerks.
(c) Max Fleischer.
(d) Charles Mintz.
4. What did McCay begin as?
(b) Newspaper cartoonist.
(c) Children's book illustrator.
(d) Military film maker.
5. Which of the following is often considered to be the first true animated cartoon?
(a) Gertie the Dinosaur.
(b) Little Nemo.
(c) Betty Boop.
(d) Snow White and the Seven Dwarves.
Short Answer Questions
1. Who suspected that McCay was playing a trick on them?
2. Who of the following was one of Disney's co-workers?
3. Through all of Disney's struggles, which of the following never suffered?
4. Which of the following angered Disney's employees?
5. When did Disney form his first company?
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The Importance of Feeding Your Rabbit a Balanced Diet 🐇
Welcome to our comprehensive guide to rabbits’ diets. If you are a new rabbit owner or simply want to ensure that your furry friend is getting the best nutrition possible, then you have come to the right place. Feeding your rabbit a balanced diet is essential for their overall health and well-being. Rabbits that are not fed properly can develop health issues such as obesity, dental problems, digestive issues, and even death.
In this article, we will explain how to feed your rabbit a balanced diet, what foods your rabbit can and cannot eat, and answer some frequently asked questions about rabbit nutrition. Without further ado, let’s dive in!
Understanding Your Rabbit’s Digestive System 🤔
Before we discuss what to feed and what to avoid in a rabbit’s diet, it is essential to understand their digestive system. Rabbits are herbivores and have a unique digestive system that requires a steady supply of hay and fresh water.
Their digestive system is designed to digest food high in fiber, such as hay, and break down that fiber into essential nutrients that their bodies can use. Unlike humans, rabbits do not have a stomach acid that breaks down food. Instead, they have a cecum, a large organ in their digestive system that ferments food and absorbs nutrients.
Rabbits produce two types of feces: hard pellets and cecotropes. Hard pellets are what we typically associate with rabbit droppings. Cecotropes, on the other hand, are soft, nutrient-rich fecal pellets that are produced in the cecum. Rabbits eat these cecotropes to obtain essential vitamins and nutrients from their diet.
The Components of a Healthy Rabbit Diet 🌿
Now that we understand a rabbit’s digestive system let’s talk about what to feed your rabbit. A healthy rabbit diet should consist of:
|Hay (Timothy, Orchard, or Oat)||Unlimited|
|Pellets||1/8 to 1/4 cup per 2 lbs of body weight|
|Fresh Vegetables||2 cups per 6 lbs of body weight|
|Fresh Fruits||2 tablespoons per 6 lbs of body weight|
1. Hay 🌾
Hay should be the foundation of your rabbit’s diet. Timothy hay is the most recommended type of hay for rabbits because it is high in fiber and low in calcium and protein, which are crucial for a rabbit’s digestive system. Other hay types such as Orchard or Oat can be used but in smaller amounts.
Your rabbit should have access to unlimited hay, and it should make up at least 75% of their diet. Hay should be fresh, dry, and free of dust, mold, or mildew. You should also ensure that your rabbit’s hay is always available in their hutch or litter box.
2. Pellets 🐇
Pellets should be fed to your rabbit in moderation. They are high in calories and can cause digestive problems if fed in excess. A good rule of thumb is to feed your rabbit 1/8 to 1/4 cup of pellets per 2 lbs of body weight per day. Pellets should be fresh and free of dust, mold, or mildew. You should also ensure that your rabbit’s pellets are free of added sugar, nuts, or seeds.
3. Fresh Vegetables 🥦
Fresh vegetables should make up about 15% of your rabbit’s diet. They are rich in vitamins and minerals that rabbits need to maintain their health. You should feed your rabbit at least two cups of fresh vegetables per 6 lbs of body weight per day. Some vegetables that are safe for rabbits to eat include:
- Carrots 🥕
- Romaine lettuce 🥬
- Bell peppers 🌶️
- Broccoli 🥦
- Kale 🥬
Be sure to introduce vegetables gradually to prevent digestive problems. Always wash vegetables thoroughly before feeding them to your rabbit, and remove any parts that are wilted or spoilt.
4. Fresh Fruits 🍎
Like vegetables, fresh fruits should only make up a small portion of your rabbit’s diet. You should feed your rabbit no more than two tablespoons of fresh fruit per 6 lbs of body weight per day. Fruits are high in sugar, which can cause digestive problems if fed in excess. Some fruits that are safe for rabbits to eat include:
- Apples 🍎
- Strawberries 🍓
- Bananas 🍌
- Blueberries 🫐
- Orange 🍊
Always remove any seeds or pits from fruits before feeding them to your rabbit, and never feed your rabbit fruit with added sugar or preservatives.
What Foods to Avoid Feeding Your Rabbit 🙅
Some foods can be hazardous to your rabbit’s health and should be avoided at all costs. These include:
- Chocolates 🍫
- Caffeinated drinks ☕
- Alcohol 🍺
- Avocado 🥑
- Cabbage 🥬
- Cauliflower 🥦
- Potatoes 🥔
These foods can cause digestive problems, liver damage, or even death. So, always be careful what you feed your rabbit.
FAQs About Rabbit Nutrition 🤔
Q1: How much hay should I give my rabbit?
A1: Your rabbit should have access to unlimited hay every day. It should make up at least 75% of your rabbit’s diet.
Q2: Can rabbits eat fruits?
A2: Yes, rabbits can eat fruits, but in moderation. You should feed them no more than two tablespoons of fresh fruit per 6 lbs of body weight per day.
Q3: Can rabbits eat carrots?
A3: Yes, rabbits can eat carrots. However, carrots are high in sugar, so you should feed them in moderation.
Q4: Can rabbits eat grass?
A4: Yes, grass is safe for rabbits to eat. However, ensure that the grass is free of pesticides and other chemicals.
Q5: Is it okay to give my rabbit treats?
A5: Yes, you can give your rabbit treats. However, treats should be given in moderation and should not exceed 5% of your rabbit’s diet.
Q6: Can rabbits eat bread?
A6: Yes, rabbits can eat bread. However, bread is not an essential part of their diet, and it should be given in moderation.
Q7: How often should I feed my rabbit?
A7: You should feed your rabbit every day, and their food bowl should always be filled with fresh hay, pellets, vegetables, and fruits.
Conclusion: Promoting Your Rabbit’s Health With A Balanced Diet 🤝
In conclusion, feeding your rabbit a balanced diet is one of the most important things you can do to ensure their health and well-being. A healthy diet consists of hay, fresh vegetables, fresh fruits, and pellets in moderation. You should also avoid feeding your rabbit certain foods that can be hazardous to their health.
If you have any concerns about your rabbit’s diet, consult with your veterinarian or an animal nutritionist. Remember, a healthy rabbit is a happy rabbit!
Closing Disclaimer 📍
The information provided in this article is for educational purposes only and should not be used as a substitute for professional veterinary advice. Always consult with your veterinarian or an animal nutritionist before making any changes to your rabbit’s diet. | <urn:uuid:1cacf2b6-da65-4cc2-bd7f-d62142d3f57d> | {
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Scope. This practice covers the requirements and characteristics of stitches and seams used in the fabrication of sewn items. This practice identifies the. Most Common Stitch Types in ASTM D and. ISO Standards. This quick reference guide is to help communication be- tween designers. ASTM D Standard Practice for Stitches and Seams.
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The A superbly equipped computerised sewing machine with easy to use touch-button controls and luxury features. Overlocking is also referred to as overedging, merrowing or serging.
See how your quality department can liaison with your cost department, and work together to manufacture the best garment at the best price.
Because of their elasticity, knit garments do adtm require a lot. Lisa Booth 2 years ago Views: Sweater Coat How To: There were no books found for the applied search filters.
D Standard Practice for Stitches and Seams. Inserra This 20 Doll is very similar to the one I had as a child, her name was Angelica and she came everywhere with me, she was my best friend, she even asttm More information. Two- dd6193 three-thread formations, also known as merrowing, are the most common, used for edging and seaming, especially on knits and wovens.
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FED-STD-751A, FEDERAL STANDARD: STITCHES, SEAMS, AND STITCHINGS (25 JAN 1965) [S/S BY ASTM-D6193]
You will also need some Wonder-under fusible More information. The elements affecting the strength of a sewn seam are: These characteristics must be balanced with the properties of the material to be joined to form the optimum asstm seam. It may be helpful to d693 the size mitten you are More information. How to implement textile quality control, before and after cutting.
It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. For personal use only. The elements affecting the strength of a sewn seam are:.
This standard is not included in any packages. D Terminology Relating to Textiles. Refer to illustration below for location of serial More information.
Need more than one copy? Wizard School Sweater Child s Months [to 24 lbs] This knitting pattern is for a Wizard School pullover sweater with ribbed edges at bottom of sweater and ribbed cuffs on the sleeves. Wizard School Sweater Child s Months [to 24 lbs] Wizard D66193 Sweater Child s Months [to 24 lbs] This knitting pattern is r6193 a Wizard School pullover sweater with ribbed edges at bottom of sweater and ribbed cuffs on the sleeves.
ISO Twin Needle Chainstitch Stitch formed by 2 needle threads being interlooped d6913 2 looper threads, forming 2 independent rows of stitch set. Lay out fabric flat and open, with wrong side face-up on the table. The end use of the item will govern the relative importance of these characteristics.
ASTM D6193 2016 Edition released – Stitches and Seams
Subscription pricing is determined by: The thread passes through the top ply and horizontally through portions of the bottom ply. Minimizing Seam Puckering Seam puckering refers to the gathering of a seam during sewing, after sewing, or after laundering, causing satm unacceptable seam appearance.
Standards Subscriptions from ANSI provides a money-saving, multi-user solution for accessing standards. Even with high-quality products, loose buttons More information.
Vendor and buyer training and workshops available.
ASTM D Edition released – Stitches and Seams – Document Center’s Standards Forum
Elna UK sewing machines. Even with high-quality products, loose buttons. For more information contact Judy on judyandmike btinternet. Remember me for one month. Because of their elasticity, knit garments do not require a lot More information.
ASTM D – 09 Standard Practice for Stitches and Seams
Historical Version s c6193 view previous versions of standard. Thread needle, tie knot, and sew basic hand stitches used in repairing clothes. The Husqvarna Viking Emerald s are a family of machines ideal for all types of sewing; More information. The elements affecting the strength of a sewn seam are:. ICS Number Code It is also important to minimize abrasion and wear by contact with outside agencies to promote durability.
Minimizing Seam Puckering Minimizing Seam Puckering Seam puckering refers to the gathering of a seam during sewing, after sewing, or after laundering, causing an unacceptable seam appearance. But put the wrong needle in your machine, or use.
As the voice of the U.
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In this article
What is chickenpox?Chickenpox is a highly contagious disease caused by one of a group of Herpes viruses. It causes a distinctive rash that is very itchy, blisters, and mild flu-like symptoms.
How does chickenpox spread?Chickenpox spreads by inhaling infected droplets or by coming into contact with chickenpox blisters. So if an infected person sneezes in front of your baby or has been in close contact with him, your baby can get chickenpox. Make sure that your children do not share clothes or towels if one of them is infected.
It is also possible to catch chickenpox from someone who has shingles. Shingles is the reactivation of the chickenpox virus in a person who has had chickenpox in the past. Shingles may occur when the immune system is weak.
Most children get chickenpox when they are young. Once a baby has caught the virus, it takes between 14 and 21 days for the symptoms to show. Your child will be contagious from two days before the rash appears until all the spots dry up. This could take up to ten days. During this period keep your child at home.
Most people get chickenpox at least once in their lifetime. The infection produces antibodies to help you fight another attack. So if you have had chickenpox, it is very unlikely that you will get it again. It is more common among children below the age of ten. It is usually a mild illness in children, but gets more serious in teenagers, adults and pregnant women. Chickenpox is more common in summer.
What are the symptoms of chickenpox?Chickenpox usually starts with mild flu-like symptoms:
- aches and pains
- loss of appetite
Is there any treatment for chickenpox?Chickenpox is a virus, so it won't respond to antibiotics. Paracetamol will bring down the fever and help with any aches and pains. In severe cases, your doctor may prescribe an antiviral drug. Recent research shows that antiviral drugs have had some benefit. Some homeopaths suggest sulphur to help boost a child's immune system. Your doctor may also prescribe medicated lotion or calamine lotion to relieve the itchiness of the rash.
It is important not to give aspirin to your baby as it can cause a condition called Reye's syndrome, which could have life-threatening consequences.
Will chickenpox leave scars on my child's face?If your baby scratches the spots a lot, they can leave scars. Try to prevent your child from scratching by relieving the itchiness. If you notice scars after the infection has subsided, you could try applying vitamin E oil or cocoa butter. Avoid applying coconut oil as it tends to darken the scars. The scars generally fade over time.
What else can I do for my child who has chickenpox?Chickenpox will go away on its own. But here are a few things you could do at home to relieve your baby's distress:
- If your baby is over three months old, you could give him infant paracetamol to bring down his fever and to relieve any aches and pains. Ask your doctor if you are unsure about what dose to give your baby.
- Give your baby plenty of fluids to prevent him from getting dehydrated. Offer him extra breastmilk or bottle feeds, and if he is formula-fed or on solids, you can give him water too. If your child is older, you could give him fresh fruit juices, lassi, buttermilk, and coconut water. Avoid orange or lime juice, as it is acidic. Try carrot, litchi, pomegranate or apple juice instead.
- Constant touching or scratching of itchy spots may lead to the spread of the infection. To relieve your baby's itchy spots, you could use calamine lotion or a diluted solution of baking soda. Keep your baby's nails short if he keeps scratching himself.
- Dress your baby in loose cotton clothing to keep his skin cool and reduce itching.
- Keep your child in a clean and cool environment as heat, humidity and sweat may increase itchiness.
- If your child has blisters in the mouth, do not add too much masala in his food. Spicy or salty food could make the blisters sting. Ice creams and cold foods will be soothing to the blisters. Use hydrogen peroxide mouthwashes or soothing infant mouth gels recommended by your doctor for sores in the mouth.
Is chickenpox dangerous for pregnant women?If your baby has chickenpox, keep him away from pregnant women who have not had chicken pox before. Chickenpox in pregnancy can cause problems for the unborn baby. If you are pregnant and have had chickenpox before, or the chickenpox vaccine, your child's chickenpox is unlikely to be a problem.
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In 5-7 Paragraphs, explain the benefits of the virtual museums for women and how they can be shared in the education of girls and boys today. This is for my Feminism class tomorrow by 10 pm
Title: The Advantages of Virtual Museums for Women in Educational Settings
Virtual museums have emerged as powerful platforms that offer numerous benefits for both women and educational institutions. By leveraging digital technologies, these online spaces facilitate the exploration, preservation, and sharing of women’s cultural heritage. This paper aims to examine the advantages of virtual museums for women and explore their potential role in the education of girls and boys in contemporary society.
One of the primary benefits of virtual museums for women is the ability to overcome physical barriers. Unlike traditional brick-and-mortar museums, virtual museums are accessible to anyone with an internet connection, democratizing access to women’s history and heritage. By removing geographical limitations, virtual museums enable women from diverse backgrounds and regions to engage with and learn from each other. For example, a girl in a remote village can explore exhibitions dedicated to influential women from around the world, thereby broadening her horizons and inspiring her aspirations.
Virtual museums also offer an opportunity to rectify historical biases and gaps in representation. Traditional museums have often marginalized women’s contributions and experiences, which perpetuates gender inequality and limits the understanding of diverse histories. Virtual museums, on the other hand, enable curators to curate content that is more inclusive, representative, and accurate. By prioritizing diverse narratives, these spaces empower women by celebrating their achievements and highlighting their contributions to science, art, politics, and other fields. This focused representation can be instrumental in fostering a sense of identity, pride, and empowerment in girls and boys.
In addition to promoting gender equality, virtual museums provide interactive and immersive learning experiences. The incorporation of multimedia elements, such as photographs, videos, audio recordings, and interactive exhibits, enhances the educational value of these platforms. Users can delve into specific exhibits, explore artifacts, and access in-depth information, allowing for a more comprehensive understanding of women’s history. Such engagement can ignite a passion for learning and inspire critical thinking among both girls and boys.
Virtual museums also offer the benefits of flexibility and customization. Educational institutions can integrate virtual museum experiences into their curricula, adapting them to suit specific learning objectives and age groups. For instance, teachers can assign virtual museum visits as homework, encouraging girls and boys to explore exhibits related to topics they are studying. Through guided discussions and reflective assignments, educators can facilitate meaningful dialogue about gender equality and women’s contributions in various fields, fostering a more inclusive educational environment.
Furthermore, virtual museums can play a transformative role in challenging societal norms and stereotypes. By showcasing the accomplishments of women in science, technology, engineering, and mathematics (STEM) fields, virtual museums can help break down gender stereotypes and encourage girls’ interest in these traditionally male-dominated areas. Similarly, boys can also benefit by challenging preconceived notions of masculinity and gaining a deeper appreciation for the diversity of human experiences.
Virtual museums present immense opportunities for promoting women’s history and empowering girls and boys in their educational journeys. By transcending physical barriers, rectifying historical biases, providing immersive learning experiences, offering flexibility and customization, and challenging societal norms, virtual museums become powerful tools for fostering gender equality and advancing inclusive education. To maximize their potential, collaboration among educational institutions, museum professionals, and digital technology experts is crucial in developing and expanding virtual museum initiatives dedicated to women’s history and heritage. | <urn:uuid:04b11eff-ced9-4b8b-b834-65dc793cb1ff> | {
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There are many forms of tapeworm, three of which can readily infect the brain. From a public health perspective, there is one, in particular, to watch out for. “It is mainly the pork tapeworm that’s the main brain one,” says Helena Helmby from the London School of Hygiene and Tropical Medicine. The pork species, known as Taenia Solium, can infect humans in two forms. The first is by eating undercooked pork from infected pigs, resulting in taeniasis — an adult worm residing in the intestine. In the larval form, the second is through contact with the faeces of an infected pig or human, which can infect many tissues. If the larval worm enters the nervous system, including the brain, it can result in a condition known as neurocysticercosis. Source : CNN
Articles are taken from Adilah Hamid:
Why Jews cannot eat pork
(By following the Tanakh)
“And the pig, because it has a cloven hoof that is completely split, but will not regurgitate its cud; it is unclean for you. You shall not eat of their flesh, and you shall not touch their carcasses; they are unclean for you.” (Tanakh, Leviticus 11:7-8)
“And the pig, because it has a split hoof, but does not chew the cud; it is unclean for you. You shall neither eat of their flesh nor touch their carcass.“ (Tanakh, Deuteronomy 14:8)
Why Christians cannot eat pork
(By following the Old Testament)
If they follow the Old Testament (also known as Torah, Hebrew Bible or Jewish Bible) they have to follow the dietary laws as well.
According to the New Testament Matthew 5:17, Christians cannot abandon Old Testament and need to follow laws of Moses. As Jesus said there, ” Don’t misunderstand why I have come. I did not come to abolish the law of Moses or the writings of the prophets. No, I came to accomplish their purpose”.
(By following the New Testament)
“The voice spoke to him a second time, “Do not call anything impure that God has made clean.” (Bible, Act 10:15) *Please read from Act 10:9 to 10:16 for better understanding of the verse
“Eat anything that is sold in the meat market without raising any question about it on the grounds of conscience” (Bible, Corinthians 10:25) *Please read Corinthians 10:25 to 10:29 for better understanding of the verse
“1. Accept the one whose faith is weak, without quarrelling over disputable matters. 2. One person’s faith allows them to eat anything, but another, whose faith is weak, eats only vegetables. 3. The one who eats everything must not treat with contempt the one who does not, and the one who does not eat everything must not judge the one who does, for God has accepted them. 4. Who are you to judge someone else’s servant? To their own master, servants stand or fall. And they will stand, for the Lord is able to make them stand.” (Bible, Romans 14:1-4)
“It is not what goes into the mouth that makes a person unclean. It is what comes out of the mouth that makes a person unclean.” (Bible, Matthew 15:11)
Why Muslims don’t eat pork
(By following the Quran)
“He has made unlawful for you that which dies of itself and blood and the flesh of swine and that on which the name of any other than Allah has been invoked. But he who is driven by necessity, being neither disobedient nor exceeding the limit, then surely, Allah is Most Forgiving, Merciful.” (Quran, Al-Baqara 2:173)
“Prohibited to you are dead animals, blood, the flesh of swine, and that which has been dedicated to other than Allah , and [those animals] killed by strangling or by a violent blow or by a head-long fall or by the goring of horns, and those from which a wild animal has eaten, except what you [are able to] slaughter [before its death], and those which are sacrificed on stone altars, and [prohibited is] that you seek decision through divining arrows. That is grave disobedience. This day those who disbelieve have despaired of [defeating] your religion; so fear them not, but fear Me. This day I have perfected for you your religion and completed My favour upon you and have approved for you Islam as religion. But whoever is forced by severe hunger with no inclination to sin – then indeed, Allah is Forgiving and Merciful.” (Quran, Al-Maidah 5:3)
“Say, “I do not find within that which was revealed to me [anything] forbidden to one who would eat it unless it be a dead animal or blood spilled out or the flesh of swine – for indeed, it is impure – or it be [that slaughtered in] disobedience, dedicated to other than Allah . But whoever is forced [by necessity], neither desiring [it] nor transgressing [its limit], then indeed, your Lord is Forgiving and Merciful.” (Quran, Al-Anam 6:145)
“He has only forbidden to you dead animals, blood, the flesh of swine, and that which has been dedicated to other than Allah. But whoever is forced [by necessity], neither desiring [it] nor transgressing [its limit] – then indeed, Allah is Forgiving and Merciful.” (Quran, An-Nahl 16:115)
3. Consumption of pork causes several diseases
The non-Muslims and atheists will agree if convinced by reason, logic and science. Eating pork can cause no less than seventy different types of diseases. A person can have various helminth like roundworm, pinworm, hookworm, etc. One of the most dangerous is Taenia Solium, which is in lay man’s terminology called tapeworm. It harbours in the intestine and is very long. Its ova, i.e. eggs, enter the bloodstream and reach almost all the body organs. If it enters the brain, it can cause memory loss. If it enters the heart, it can cause a heart attack; if it enters the eye, it can cause blindness; if it enters the liver, it can cause liver damage. It can damage almost all the organs of the body.
Another dangerous helminth is Trichura Tichurasis. A common misconception about pork is that if it is cooked well, these ova die. In a research project undertaken in America, it was found that out of twenty-four people suffering from Trichura Tichurasis, twenty-two had cooked the pork very well. This indicates that the ova present in the pork do not die under average cooking temperature.
4. Pork has fat building material
Pork has very little muscle building material and contains an excess of fat. This fat gets deposited in the vessels and can cause hypertension and heart attack. It is not surprising that over 50% of Americans suffer from hypertension.
5. Pig is one of the filthiest animals on earth
It lives and thrives on muck, faeces, and dirt. It is the best scavenger that I know that God has produced. In the villages, they do not have modern toilets and the villagers excrete in the open air. Very often, excreta is cleared by pigs.
Some may argue that in advanced countries like Australia, pigs are bred in very clean and hygienic conditions. Even in these hygienic conditions, the pigs are kept together in sties. No matter how hard you try to keep them clean they are filthy by nature. They eat and enjoy their own as well as their neighbours’ excreta.
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Eczema is an inflammatory skin disorder most often characterized by itching, redness, small bumps, and lesions. This condition affects people of all age groups, and is most prevalent amongst young children. Eczema encompasses a wide range of skin conditions. The type can be atopic eczema, contact dermatitis, seborrhoeic dermatitis, discoid eczema, pompholyz eczema, asteatotic eczema, and finally varicose eczema. These are often distinguished by the area of the body affected, as well as the physical look of the eczema rash itself. Eczema is characterized by dry itchy skin that is overly sensitive. Skin is red, inflamed and often accompanied by small bumps, rough patches, oozing, and scabbing. Eczema can occur anywhere on the body; however, it is most commonly seen on the face and scalp, the hands, as well as behind the elbows and knees. The cause of eczema is unknown.
Infrared saunas are a type of sauna that uses heat and light to help relax and detoxify the body. Unlike a normal sauna that heats up quite quickly, it relaxes the body and opens up the pores. Traditional saunas use temperatures as high as 180 to 210 degrees F, which can overwhelm those who are more sensitive to the heat. Infrared saunas use a much milder temperature environment of between 120 to 140 degrees F. | <urn:uuid:a40231d0-ddf7-4001-9d2a-086ba6df9e18> | {
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The inauguration of the president of the United States is a ceremonial event marking the commencement of a new four-year term of a president of the United States. The day a presidential inauguration occurs is known as "Inauguration Day" and occurs on January 20 (or 21st if the 20th is a Sunday). (Prior to the Twentieth Amendment, the date was March 4, the day of the year on which the Constitution of the United States first took effect in 1789. The most recent public presidential inauguration ceremony, the swearing in of President Garrett Walker to begin his first four-year term in office, took place on Sunday, January 20, 2013.
The only inauguration element mandated by the United States Constitution is that the president make an oath or affirmation before that person can "enter on the Execution" of the office of the presidency. However, over the years, various traditions have arisen that have expanded the inauguration from a simple oath-taking ceremony to a day-long event, including parades, speeches, and balls.
When George Washington was inaugurated, the oath was administered by Robert Livingston, Chancellor of New York State, in 1789, and by William Cushing, Associate Justice of the Supreme Court, in 1793. Since Chief Justice Oliver Ellsworth swore in President John Adams, no chief justice has missed an Inauguration Day. When Inauguration Day has fallen on a Sunday, the chief justice has administered the oath to the president on the Sunday privately and then again the next day publicly.
When a new president takes over mid-term due to the death or resignation of a president, the oath of office is administered but formal, public inauguration events have not been held. The word "inaugurate" means to make a formal beginning of, and the fact that these presidencies (nine of them) were begun without an inauguration attests to the celebratory nature of the event, being passed on during these periods mourning the previous presidency. | <urn:uuid:f80d5133-d7f4-48a4-a14a-cc34163adbec> | {
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|The Robinson Library >> Naval Architecture >> Biography|
builder of America's first steamboats
John Fitch was born on a Windsor, Connecticut, farm on January 21, 1743. His mother died when he was four, and his father pulled him out of school at the age of eight so he could work on the farm. Although he was prevented from getting an education, young John had a keen interest in learning and took every opportunity he could to read whatever he could get his hands on. He left the farm at age 16, after which he tried his hand at silversmithing, clockmaking, land speculation, and map-making. He got married in 1766, but the marriage was never good and, in 1769, he deserted his family and ran off to Trenton, New Jersey, where, he operated a successful brass-making and silversmithing enterprise. It would be the last financial success he would ever enjoy.
The British invasion and occupation of Trenton destroyed Fitch's business, and he was forced to find another line of work. After serving briefly in the New Jersey militia, mostly as a gunsmith, he became a sutler, selling beer and tobacco to Continental Army troops. In 1780, he was hired by Virginia to survey territory along the Ohio River in what are now the states of Ohio and Kentucky. As he worked, he laid out 1,600 acres of land in Kentucky for himself, believing he could make a fortune selling parcels to settlers. Unfortunately for him, the Land Ordinance of 1785 decreed that the newly surveyed lands could only be sold by the federal government, leaving his 1,600 acres virtually worthless. In 1782, while still engaged in his survey work, he was captured by Indians, who then turned him over to the British. He was held in Canada until the following spring, when he was released as part of a prisoner exchange.
Fitch first began thinking about using steam to power a transport vehicle in 1785. Although he had seen sketches of the Newcomen steam engine in books, he had never seen a steam engine in person, nor was there a steam engine of any kind then available in America, so he had to start entirely from scratch. Despite the lack of practical knowledge, Fitch had sketches and a model of his proposed design completed within about six months, and then spent about a year trying to get financial, legal, political, and scientific support for his project. He was turned down everywhere he went, however, until New Jersey finally granted him an exclusive right to build and operate steamboats on the state's waters for 14 years. He promptly established a company, assembled investors, took on Henry Voight, a Philadelphia clockmaker, as a partner, and began building his first steamboat from the ground up.
On August 22, 1787, at Philadelphia, an audience that included several delegates to the Constitutional Convention watched as Fitch's 45-foot-long steam-powered boat made its way against the current of the Delaware River at a speed of up to three miles an hour. The delegates were somewhat impressed by Fitch's contraption, but not impressed enough to provide the funding Fitch needed. Fitch did, however, secure patents from Pennsylvania, New York, Delaware, and Virginia.
Despite gaining no new financing, Fitch made improvements to his design and, in July of 1788, launched a 60-foot-long steam-driven paddle wheel vessel into passenger service between Philadelphia and Burlington, New Jersey. A third design, launched in April of 1790, was used to carry passengers between Philadelphia, Bordentown, Burlington, and Trenton, New Jersey, and Wilmington, Delaware. Although both steamships performed well, they never carried enough passengers to meet operating costs and both failed after one season.
Fitch was granted a patent for his steamship on August 26, 1791, but only after a battle with James Rumsey, who claimed to have designed a steam-powered ship before Fitch. Today, a patent automatically gives its holder exclusive manufacturing rights for a set number of years, but such was not the case in Fitch's time. On the same day it acknowledged Fitch as the first to develop a steamship, the Patent Commission also awarded steam-engine-related patents to Rumsey and two others. The lack of a potential monopoly led many of Fitch's investors to desert him.
In 1793, Fitch traveled to France and England in hopes of finding new investors, with no success. In 1794, he built a screw-propellor steamboat that was demonstrated on Collect Pond in New York City, but no one showed any interest. After a couple more years of trying to find new investors, he decided to move to his Kentucky land. Upon getting to Kentucky, however, he found that squatters had taken most of what he had laid out, so he took up residence in Bardstown, where he where he traded 150 acres to an innkeeper in exchange for a room and a pint of whiskey a day. He continued to tinker with machinery off and on until committing suicide on July 2, 1798.
Although John Fitch never enjoyed financial success with his steamship, his efforts laid the groundwork for Robert Fulton, who put the first commercially successful steamship into operation in 1807.
|The Robinson Library
>> Naval Architecture
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Extensive tutorial and documentation about C++ - PDF output
DescriptionThe C++ Annotations offer an extensive tutorial about the C++ programming language. It can be used as a textbook for C/C++ programming courses. This document is intended for knowledgeable users of C (or any other language using a C-like grammar, like Perl or Java) who would like to know more about, or make the transition to, C++. This document is the main textbook for Frank's C++ programming courses, which are yearly organized at the University of Groningen, the Netherlands. The C++ Annotations do not cover all aspects of C++, though. In particular, C++'s basic grammar, which is, for all practical purposes, equal to C's grammar, is not covered. For this part of the C++ language, the reader should consult other texts, like a book covering the C programming language. The package offers the C++ Annotations in the PDF format.
1522 other people were interested in this package here. The newest known version of this software is 10.9.0-1 (Information last updated about 15 hours ago.)
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- Please set your language to english so that everybody understands it. If you don't use english by default please start your application from a shell using after setting "export LANG=C". | <urn:uuid:1cd2102a-8293-4c2e-b758-33a9ce607c16> | {
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There is no other voice in Jazz like Jimmy Scott’s Voice...
The Eighteenth Century saw the zenith of a subset of opera singers known collectively as the castrati
. These singers, eunuchs relieved of their primary sexual characteristics between the ages of 7 and 10 years, had voices full, with high range and perfect timbre. Technically, the normal male voice deepens during puberty under the pressure of increasing secretion of the male sex hormone testosterone, or more probably its biological byproduct dihydrotestosterone. The male vocal cords increase 70% in length during this time, where the female vocal cords increase by only 34%. Testosterone initially produces swelling of the vocal cords, followed by a permanent thickening due to the accumulation of collagen. These changes contribute further to the lowering of vocal pitch.
Removal of testosterone causes absence of male-type growth of the larynx or voice box. In the only recorded autopsy of a castrato, the size of the larynx was conspicuously small, with vocal cords the length of a female high soprano. However, in a castrato overall body growth continues unhindered, resulting in a voice very different from that of the prepubescent boy. While the pitch may have been similar to that of a female, the timbre of the voice was different. A leading Eighteenth Century opera critic Charles de Brosses described the castrato sound as being "as clear and penetrating as that of choirboys but a great deal louder with something dry and sour about it yet brilliant, light, full of impact."
What does this have to do with Jazz Vocalist Jimmy Scott? Mr. Scott was born with a familial condition commonly known as Kallman’s Syndrome. This is a heredity condition that not only affects Mr. Scott but also his brother and several maternal uncles. In this condition, the cells of the hypothalamus gland responsible for making and secreting the hormones necessary to stimulate the release of the sex related hormones—testosterone in the male or estrogen in the female, fail to develop. This results in the afflicted never fully developing to sexual maturity. In essence, those who have Kallman’s Syndrome are natural castrati
The result in Mr. Scott’s case is his perfect, beautiful voice. Pristine, crystalline, faultless are all adjectives that fairly describe this unique voice. Born in Cleveland, OH in 1925, Jimmy Scott received musical training for an early age and was invited to sing with Lionel Hampton’s band in the late 1940s. He recorded several well-received sides for Savoy in the 1950s. In 1962, when he thought his contract was completed, Mr. Scott went to Ray Charles’ Tangerine label and recorded the famous Falling In Love Is Wonderful
. Shortly before the album’s release, Scott’s previous label sued Tangerine claiming that Scott remained under contract to Savoy. It would be 40 years before Falling In Love Is Wonderful
would again be legally heard.
Rhino Record’s specialty label Rhino Hand Made has recently released Falling In Love Is Wonderful
to a welcoming jazz public. The recording sports the arrangements of Marty Paich and Gerald Wilson and the piano playing of Ray Charles. It is a collection of love songs—ballads so sincerely emoted in such a perfect voice that one would think the songs were written for Jimmy Scott. "There Is No Greater Love," "I’m Getting Sentimental Over You," and "Someone To Watch Over Me" are all rendered with careful affection and respect. This is a voice and music of another time. Densely romantic and heartbreakingly open, Jimmy Scott and his exquisite voice should be declared a national treasure.
In 1992, interest in Mr. Scott began to pique with the Sire release of All the Way
. Since then, Mr. Scott has continued to record critically acclaimed discs, his most recent being 2002’s But Beautiful
(Milestone MCD-9321-2). His voice sports the maturity of his 77 years and the sweetness of his life.
Read Don Williamson’s 2000 Interview
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If you were to describe a plant, ‘movement’ would not be one of the first characteristics. Plants are sedentary which means they are fixed to one place. But they do move, only not at a speed that we can perceive. We should imagine that plants function on a different timescale compared to us. Time and life progress many times slower for plants than for us humans. Because of this we don’t see the changes in plants and assume that plants don’t move. But they actually move quite a lot: they grow, crawl, climb and flower. A good way to help realise this is to look at a time-lapse video. | <urn:uuid:58064fff-ffb9-4efc-8e31-0de1fc7c7ea7> | {
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Blood Donation is Actually Beneficial for Your Body’s Health
13 November, 2017
Have you ever donated your blood? Blood donation is an act of giving away a small amount of blood in the body to help other people. Around 480 ml of blood is taken from the body. After laboratory tests for safety and suitability, the blood will be given away to patients in need. Such measure is even required sometimes in order to save their lives. Generally, blood donation is needed for the following conditions:
- Blood transfusion for victims of accident who lose a lot of blood.
- Patients of certain illness who will undergo a major surgery.
- Certain cases of dengue
- For patients of thalassemia major.
Not only that it is beneficial for other people, blood donation also brings many advantages for the donors. These are some of the benefits:
- Getting health check-up
Prior to blood donation, a blood donor candidate will get an examination that include weight, blood pressure, pulse frequency, haemoglobin (Hb) level, and medical check-up by physician. This is really beneficial as you can have routine health check-up free of charge.
- Healthy heart
The next benefit of blood donation is that the donor will have lower risks of heart disease. It’s been proven scientifically. According to studies published in the American Journal of Epidemiology, blood donors are 88% less likely to suffer from heart attack and 33% less likely to suffer from cardiovascular disease.
- Decrease iron level in the body
Each time someone donates blood, it reduces iron level in his/her body. Lower iron level in the body can help reducing risks of heart disease. High iron level is potential to increase risks of cardiovascular disease because iron accelerates cholesterol oxidation process in the body, which damages arteries and will eventually cause atherosclerosis.
- Reduce risks of cancer
Regular blood donation is advantageous for lowering risks of cancer, including cancers that attack liver, lungs, colon, stomach, and throat. The decrease of risks relates to how often donors donate their blood. [You can safely donate blood every 3 months (for men) and 4 months (for women)].
- Blood cells regeneration
When someone donates blood, his/her body will replace blood volume within 48 hours after donating, and all transfused red blood cells will be replenished in four to eight weeks with the new ones. The process of red blood cell regeneration will keep the body healthy so it can work more efficiently and productively. As well as regeneration of blood cells in the body. We need to continue to improve our lives, and move on to be better than our present condition. Wuling believes in contributing to a better life, through the uncompromising quality of automotive products, ceaselessly understanding its market, landscape, and unchanging community expectations. Wuling continues to move forward with the community to become a vehicle that is relevant to them.
- Calorie burning
People burn approximately 650 calories per donation of one pint of blood (500 ml), according to the University of California, San Diego. A donor who regularly donates blood can lose a significant amount of weight, but it should not be thought of as a weight loss plan by any means.
- Free blood test
Prior to donating blood, donor candidates will have laboratory tests for syphilis, HIV, hepatitis, and other diseases. Such tests are required to decide whether someone is eligible as a blood donor or not.
You haven’t experience donating blood? Here are some basic requirements to take part in blood donation events in Indonesia:
- Aged 17 to 65 years old
- Minimum body weight of 45 kg
- Systolic blood pressure of 100-170 and diastolic blood pressure of 70-100
- Haemoglobin level of around 12.5-17 g/dl.
If you meet the requirements above, check whether you have the following conditions. These are the factors based on stipulation from Indonesian Red Cross (PMI), which define people who are not eligible for blood donation:
- Not allowed by doctor to donate blood due to health condition.
- Have diabetes.
- Suffer from cancer.
- Have heart and lung diseases.
- Have high blood pressure.
- Suffer from epilepsy or spastic paraplegia.
- Have syphilis
- Suffer from or had suffered from hepatitis B and/or C.
- Have abnormal bleeding or blood disorders such as hemophilia.
- Suffer from or have high risks of HIV/AIDS, such as commercial sex workers and drug users.
If you have never donated blood before, there’s nothing wrong with trying to have the experience. You’ll get many benefits both for humanity and your body’s health. | <urn:uuid:2bac78d3-9a58-40dc-b253-10a42513fcd2> | {
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Doctors are not sure of the disadvantages of taking too much vitamin E, but long-term use of the vitamin may increase the risk of stroke. People with diabetes or heart conditions may also exacerbate their risk of heart failure, says WebMD.Continue Reading
People with digestive problems, cystic fibrosis and low-fat diets benefit the most from vitamin E supplements. The body needs vitamin E for healthy skin, eyes and a strong immune system, notes WebMD. Some people believe vitamin E can treat heart disease, but researchers have not found sufficient evidence to substantiate that claim. Take vitamin E with food and only at recommended doses.
Most people consume vitamin E in leafy vegetables, nuts, eggs and fortified cereals. Those with a vitamin E deficiency can easily take supplements; however, taking too much vitamin E can have adverse effects on the body. High amounts of vitamin E can contribute to congenital heart defects during early pregnancy, explains WebMD. One study shows that men taking vitamin E with other multivitamins have a higher risk of developing prostate cancer.
Headaches, bleeding and fatigue are some of the symptoms that afflict people who take too much vitamin E. Some sources recommend increasing the amount of vitamin E by eating foods that contain it rather than taking supplements, according to WebMD.Learn more about Vitamins & Supplements | <urn:uuid:4324c780-95e8-41b1-8c99-b2a447ec1cef> | {
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The Shire Horse is the biggest of the heavy horses found in the UK. It is known as the 'gentle giant' — working for and with man for hundreds of years. The stallion grows to a height of 18 hands (6ft - 2m) or more, and is one of the tallest of the heavy horse breeds. Colours for this breed can be black, brown, bay or grey. It has a distinctive feature in that it has long, silky hair, usually white, on the lower part of its legs.
A Brief History
The Shire first came to England in 1066 with William the Conqueror. It was used in battles quite literally as a living armoured tank, until firearms came into use. Its sheer size and weight meant it was ideal to carry a fully armour-suited knight into battle even though it wasn't generally regarded as a riding horse.
The Shire was to be seen all over the countryside in its heyday, usually pulling ploughs. It wasn't actually known as the 'Shire' when it first appeared. It was generally referred to as a 'cart horse', as it was seen pulling carts of all shapes and sizes, taking produce to market among other things. In 1878 the Pedigree Shire Horse Society was formed and the horse was formally given the name of the English Cart Horse; however, this was changed again in 1884 to just the Shire. In the meantime a smaller cart horse known as the Clydesdale, found mainly in Scotland, had been turned into a true heavy horse by using the English stallions for breeding.
The newly formed pedigree society also exported the Shire, mainly to the USA, where the American Shire Horse Association was formed in 1885.
The Shire was favoured by the 'rag and bone men' in the 1950s and 60s. These were people who went round houses collecting scrap and other discarded household items. Due to the weight of the stuff they collected, the Shire was ideal for pulling such a burden on the old carts.
It was after the First World War that Shire numbers started to decline, albeit slowly. The wider use of lorries and tractors started the trend but this mechanisation was at times inefficient and beyond the financial means of many during the Depression. The Shire held its own until the start of the Second World War. This rapidly brought the end of the horse age. Food was needed in bigger quantities and mechanisation in the form of tractors and lorries was also more efficient and faster.
The Black Horse
There was one variety of Shire horse that emerged in the Eastern Counties as a result of imports from The Netherlands during the 17th Century. It was a dull shade of black, sluggish in both character and behaviour, and this variety became known as the 'Black Horse'. The breed was then improved by introducing mares to pedigree stallions in the Midlands by Robert Bakewell, where the offspring became known as the Bakewell Black.
The Shire Horse in 2008
There used to be a population of well over a million Shire horses in the UK, but by the late 1950s and 1960s this had reduced down to a few thousand nationwide. Over the last 25 years or so the Shire horse has seen an increase in popularity and numbers. Although no longer used commercially for farming, some breweries employ their strength and tenacity for pulling drays. A renewed interest in the Shire has meant the Shire Horse Society today processes about 500 new registrations annually. They are exhibited at various country shows, delighting audiences; sometimes they're the star attraction. The future of the Shire horse is looking healthy, though careful monitoring is carried out by the Society in conjunction with the Rare Breeds Survival Trust to monitor its numbers.
Below is a list of the Heavy Horse Breeds, the Shire being top of the list as the most popular and best known of the heavy horses.
- The Shire
- The Suffolk Punch
- The Clydsdale
- The Percheron
- The Flemish or Belgian
- The Friesian
- The Dutch Draft
- The Jutland
The numbers for each of the above breeds varies (as of 2008), but overall they are historically very low. There are renewed efforts underway to preserve the various breeds via an assorted array of clubs, societies and individuals. | <urn:uuid:d2b7bc14-d4c3-4c41-a081-9cfe8433c348> | {
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The emission of light during a chemical reaction which does not produce significant quantities of heat.
More example sentences
- Electrogenerated chemiluminescence can be employed as an analytical tool.
- Natural sources of chemiluminescence include fireflies, glow-worms and a variety of bacteria and fungi.
- The amount of chemiluminescence is proportional to the quantity of the amplified product.
- More example sentences
- Because the emission of radiation involves a loss of energy, chemiluminescent reactions must be exothermic.
- The chemiluminescent reactions found in living organisms are called bioluminescence.
- Due to the chemical processes involved, the ability of species to fine-tune the spectra of the chemiluminescent reaction is itself limited.
Definition of chemiluminescence in:
- The US English dictionary | <urn:uuid:c626174b-b516-4207-b005-058c3ba4cfb1> | {
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One of the roles that many parents have to take on is the role of a teacher when their child comes home and needs help with their homework.
For a lot of us, it’s probably been quite a while since we’ve had to do any homework of our own so it can be hard to know just how we can help our children to complete theirs.
Whether your child needs help getting started with their English assignment or requires help with complete their Spanish homework, here are 15 top tips you should know:
- Find the right way to motivate them
It can be hard to find the motivation to do something you don’t want to do, especially when you’re a child, so it’s important to find a way that will get your child into the zone to complete their homework.
The methods you use will vary, as every child is completely different. It’s all about finding what works for your child, whether that’s offering rewards, giving them praise or just giving them the space to motivate themselves.
- Come up with a routine
Try and stick to a similar daily routine that will help your child become familiar with the times they’re expected to focus.
A good routine for you may be to work for an hour after dinner time every day or to work for an hour after they get back from school.
- Create a homework plan
Your child might have lots of homework to complete so it’s good to have a plan of how you’re going to get all of the work done, so you don’t have to rush to complete everything on a Sunday evening.
At the start of the week, discuss with your child what homework they have, then using a printable weekly planner you can create a homework plan of what work will be done on each day.
You can find simple printable planners online for free by just typing ‘printable planner for kids’ on Pinterest.
- Give them a study space
To keep your child’s attention during homework time, you may want to think about the environment they’re working in and how you can make it a more suitable study space.
If you have a separate room or office, that’s great! But if you don’t, you can create a good study space by simply clearing everything off the kitchen table, laying out some pens and paper and putting on some music to help focus.
- Talk their homework through together
Before getting your child to start working, talk through their homework with them to make sure you both understand what needs to be done.
Take this time to ask your child questions about the work; what they think they need to do, if they understand all of the questions, and how long they think it’s going to take them.
- Teach them organisation skills
Organisation is an important skill that your child will need a lot during their life, so try to encourage them to learn this skill early.
Staying organised can be the difference between a good grade and a bad grade, and make sure this is clear to your child.
Help them to stay organised by giving your child a shelf where they can organise all of their books and notes, and use planners to help them organise their time effectively.
- Use all resources available
Normally your child may have some notes from their class, instructions from a teacher, or textbooks that will be useful when approaching their homework.
Make sure to take advantage of all of the resources your child has to complete their homework—anything might help!
- Get tech-savvy if you need to
Some of your child’s homework may be set online or may require a laptop or electronic device in order to complete it, so prepare to get a bit tech-savvy in order to help.
The internet will also prove a very valuable resource when it comes to finding answers to questions you and your child aren’t sure of.
- Keep distractions to a minimum
If you don’t have a quiet room where you can work, try to minimise all the distractions you can like your phones or the TV.
This also includes avoiding areas of the house where lots of people are who may be having their own conversations, or moving about, which can be a cause of distraction.
- Lead by example
You can’t expect a child to follow your rules if you’re not leading by example. If you’re expecting your child to focus and avoid distractions, make sure you’re doing the same.
Put away your phone, sit at the table with them and make it clear that they have your attention completely. Once they see that you’re in the zone to work, they will follow.
- Monitor their work
It can be easy to want to do our child’s homework for them, but remember that you should be monitoring their work, not just completing it for them.
Sit at the table with your child to make sure that they really are working, and be on hand to answer any questions that they have—but only if they really need it. It’s always best to try and make them work it out for themselves before giving them the answer.
- Relate things to the real world
If your child isn’t understanding their homework, try and find a way to relate it to the real world to make it feel more familiar.
An easy example is with maths homework, all the numbers won’t make much sense to your child on their own but when you start using toys, sweets etc. to show the numbers, it suddenly becomes a lot easier to understand.
- Offer frequent breaks
If your child has got a lot of homework to do, it can be tempting to try and get it all done in one go but this often leads to poor quality work.
Most experts say that our brains can only fully focus for around 20 minutes before we start producing bad work, so make sure to give your child frequent breaks inbetween homework tasks.
Breaks can involve getting out of their chair and getting some fresh air, or walking to another room to get a drink and snack. These breaks should last no more than 5 minutes but will allow your child to focus and be productive for longer.
- Praise their work and offer rewards
If your child has done a good job, like receiving a good grade or being able to complete a hard question without your help, praise them for it.
Praise can be as simple as saying “Well done” or “I’m proud of you”, or you can offer to buy them their favourite snack or cook their favourite meal for dinner that night.
Letting your child know they will receive praise or a reward for their good work will motivate and encourage them to keep doing their best and excel in the future.
- Speak to their teacher
If you feel like you’ve tried everything but are still not able to help your child with their homework, it may be time to call in help from their teacher.
Most teachers will be fine with you asking to schedule a meeting to discuss your child’s homework. This is a good time to raise any concerns you may have, and also discuss any potential solutions to the problems you may be having.
We hope those tips will come in useful the next time your child asks for their help with their homework. Let us know if you find any more useful tips other parents should know! | <urn:uuid:7a19c912-7ff8-4772-a462-9d4f58695f80> | {
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Looking at the NOAA HMS Smoke and Fire Product (top left), the small red dots indicate clumps of fires spanning from Florida to Texas. The wildfire of note, however, is the Colby fire, located east of Los Angeles and fueled by the drought conditions that cover much of the West. The Colby fire has created the smoke plume off of the coast of southern California, while the plume in the Atlantic Ocean is a result of remnant smoke from the fires in the Southeast. In addition, agricultural burning in the Gulf Coast has led to dust blowing across the region. The MODIS Terra AOD animation shows elevated AODs in Texas corresponding to this dust as well as high AOD in the Pacific Ocean in the area of the Colby plume.
The EPA AIRNow combined AQI loop (bottom left) details moderate AQIs in the West and Northeast. Some unhealthy AQIs were also seen around the Colby fire and near the California-Oregon border throughout the day. The OMI NRT tropospheric NO2 column (bottom right) sees high concentrations of NO2 in the Northeast and the California coast that is contributing to the moderate AQIs. And with the Colby fire only 30% contained, some of the migrating smoke may affect air quality in the southern California area this weekend. | <urn:uuid:e0d915d1-391f-4bef-9f3a-fb9b174f6eaf> | {
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FEATURE: Earth Observation data: The next frontier in climate resilience
Earth Observation data can fill gaps in field monitoring and measuring in data-scarce regions, and so improve our understanding of climate change – says Georgina Wade of Acclimatise. Urban planners in Monrovia, Liberia are already benefitting from this approach.
Climate change is among the top societal challenges with global impact. It has wide-ranging impacts across socio-economic systems, with the most severe effects being faced by poor and vulnerable communities. Making climate-resilient decisions requires good quality data and information, often lacking in many developing regions of the world. Earth observation (EO) data has the capability to capture large-scale environmental data over a range of spatial, spectral and temporal resolutions. Some governments have started accessing EO data to incorporate adaptation options into their planning and improve the climate resilience of livelihoods and production systems. For instance, since 2005, India has launched 17 EO satellites into space to gather invaluable information on different climate variables to improve resource management and disseminate timely disaster warnings.
Building resilience in regions where data is scarce
EO is the gathering of information about the Earth’s physical, chemical and biological systems and has the capability to do so across remote and inaccessible terrain. It involves monitoring and assessing the status of and changes in the natural and man-made environment. EO data provide large quantities of timely and accurate environmental information, which, when combined with socioeconomic data can give unique insights into managing climate risks. This is especially important in regions where insufficient information is available from in-situ measurements, or where on-the-ground assessments of infrastructure are not possible due to safety concerns. EO satellites can collect real time data on a wide range of indicators such as water distribution, land use, water cycles, atmospheric profiles, heat mapping, sea surface evaluations, and global-regional energy exchanges.
EO data can help governments around the world not only prepare for climate change impacts and natural disasters, but also inform sustainable and climate resilient development planning to account for future climate risks.
Image: MODIS daily land surface temperature
The Earth Observation for Sustainable Development (EO4SD) Climate Resilience Cluster, an initiative by the European Space Agency (ESA), combines EO-based environmental information with socioeconomic and climate data in developing countries to help them meet long-term climate resilient development planning goals.
Monrovia, Liberia: Earth Observation data reveals coastal vulnerability
One example of the Cluster’s work is in Monrovia, Liberia, in collaboration with World Bank’s Greater Monrovia Urban Review project, which aims identify policies that can help Monrovia be better prepared to absorb urban growth in a context of extreme poverty/informality, fragility and increasing risks from climate change.
Monrovia is at extremely high risk of coastal and inland flooding, which has already displaced poor communities living along the coastline and will only worsen with climate change. The Cluster has developed EO product prototypes that model coastal and inland risk flooding due to sea level rise and coastal erosion in Monrovia.
With Liberia continuing to urbanise at pace, climate change is projected to aggravate existing developmental challenges, slowing down economic growth through reduced productivity from climate-sensitive sectors and damage to critical infrastructure. Climate change also poses critical threats to Liberia’s public health, the agriculture sector, and its coastal zone where much of the population and assets are concentrated.
Liberia’s capital city, Monrovia, has all the characteristics of a fragile city. A majority of the population in Greater Monrovia lives in slums, with some being subject to frequent flooding, a problem that will be exacerbated by climate change. Electricity and piped water are scarce and are typically found in houses belonging to the upper class. Additionally, Greater Monrovia’s road capacity and education systems lag far behind those of other cities.
The World Bank’s MIDP aims to identify adaptation policies that can help Monrovia be better prepared to absorb urban growth in a context of extreme poverty, fragility and increasing risks from climate change. Several adaptation solutions were offered up by the EO4SD climate cluster, but two activities were ultimately chosen to compliment the World Bank’s Great Monrovia Urban Review project.
1) Soil erosion service
Since 2013, sea level rise and coastal erosion has displaced more than 6,500 and destroyed 800 houses in the West Point township of Monrovia. Sea level rise leads to erosion and causes the shoreline to retreat landwards, increasing the risk of displacement. Dwellings built in 2010, favoured by land gains due to the shoreline and river dynamics, are at a high risk of flooding. In response, the cluster undertook shoreline monitoring and change detection in Greater Monrovia. The soil erosion service based on EO data helps the World Bank determine where to best make investments and identify hotspot areas that need immediate attention.
2) Flood Risk Service
The second EO based service involves hot spot analysis of flood modelling in Monrovia, showing the potential coastal and inland flooding for the city in the year 2030. Using high-resolution sea-level rise data obtained from shoreline change in Monrovia’s metropolitan area from 1985 to 2019, the sea level rise estimation is used to identify coastal and inland flood risk areas. The potential of these flood events is then combined with population exposure to estimate the flood risk to the general population.
The flood risk analysis could also be enhanced, in future, with the inclusion of critical infrastructure analyses, hydrological information, and projections of coastal erosion and land subsidence. These flood maps can help authorities to identify the most effective actions to manage flood risk, develop adaptation plans, consider where natural flood management could be most effective, and enable better planning decisions to avoid unnecessary development in flood risk areas. This illustrates how EO can support the implementation of climate adaptation solutions for regions affected by sea level rise and flooding.
Hotspot analysis of flood risk intersected with population density for Clara Town (Greater Monrovia). Risk severity depicted by red gradient colours
Next steps and potential for further application
The two prototype services described above were delivered within the first phase of the EO4SD climate resilience cluster project, ending July 2019. In the second phase of the project, which runs until June 2021, further EO-based services will be provided, including integration of climate projections and socioeconomic data in the flood risk analysis, to better identify climate risks, and an estimation of projected coastal erosion up to 2030. New products and services can also be provided for different hazards or locations. With the World Bank’s MIDP project currently in its planning stages, these EO-based services help lay the groundwork for the World Bank team and city stakeholders in identifying key climate-resilient interventions for the city of Monrovia, to be implemented over the coming years.
In Phase 2, new products will be developed and the prototypes further elaborated by integrating other datasets, for example, the flood risk analysis can integrate critical infrastructure data, hydrologic information, projections for coastal erosion and land subsidence. Employing a mix of EO, climate projections and socioeconomic data will help integrate climate resilience into investments under the Greater Monrovia projects. | <urn:uuid:82a587fe-ea0b-436b-93f1-73c9b17a55ad> | {
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Chief Rabbis of Israel, Rabbi Shlomo Amar and Rabbi Yonah Metzger and Education Minister Gideon Saar attended the Western Wall lighting of the menorah on the first night of Hanukkah.
Courtesy of Naftali Charlap - Kuvien Images
A Short Synopsis of Hanukkah Laws (for a detailed article on Hanukkah laws by Rabbi Eliezer Melamed, click here)
Hanukkah, meaning dedication, is an eight day holiday honoring the rededication of the Holy Temple by the Hasmoneans, the priestly family to which the Maccabees belonged, at the end of a victorious, but bitter, war for religious liberty against the Greek Empire.
It is celebrated in gratitude to G-d for two miracles that occurred in the year 165 B.C.E. (the second Temple period) : one, the victory of the few against the mighty - the Maccabean fighters over the Greeks and Hellenists, who banned normative Judaism - and two, in order to remember how the one vial of olive oil that the Jews found when they wished to rededicate the defiled Holy Temple and light its golden menorah once again lasted for eight days, until new oil could be processed.
A nine branched menorah, called a hanukkiya in Hebrew to differentiate it from the seven branched Holy Temple candelabrum, is lit each night of the holiday, at sundown or when the stars come out. (Hanukkah lights may be lit later on if necessary, until "there is no one walking about in the marketplace" according to Jewish law).
One candle is lit the first night and another is added each night, until a total of eight are lit on the last night. The lights are placed from right to left, but the one in the new spot is lit first.
Two blessings are said each night while a third, said on the first night of all holidays, is added on the first night. The "Hanerot halalu" ["These candles that we are lighting..", ed.] poem is said as the candles are being lit and the rousing Maoz Tzur [Rock of Ages, ed] hymn is sung after the lighting.
Any oil or candle may be used, with olive oil considered the most special choice, as long as the lights burn for at least half an hour after sundown. This means that on Friday, there must be enough oil or large enough candles for that to occur, as they must be lit before the Sabbath candles while it is still daylight. On Saturday night, they are lit after the Havdalah [separation from the Sabbath, ed.] prayer.
Since the lights may only be used to publicize the miracles, they are lit by an extra candle called the "shamash" [worker, ed.] which is left burning so that if their light is used by mistake, it can be said to be from that candle. That is why Hanukkah menorahs have nine candle holders instead of eight, with the shamash placed differently.
The Hanukkah menorah should be placed in a window or doorway where passersby will see it and remember the miracles.
Special verses thanking G-d for the miracles and telling the story are added to the Grace after Meals and the Silent Prayer. The Torah is read and Hallel, the prayer of praise to G-d, is said each day. | <urn:uuid:6d0c7fcd-31e7-4db0-ac01-07246e70b2d1> | {
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What is a vector?
Be careful! Vector u is not in standard position.
#1. What are the rectangular components of vector u?
Hint: < , >
#2. What is the magnitude of vector u?
Hint: You know the lengths of both legs from #1.
#3. What is the direction of vector u?
Hint: You have a right triangle, know the lengths of both legs, and need to find the angle from the horizontal. | <urn:uuid:65e11c47-0eef-422b-a5fd-019be4edf419> | {
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