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First we have to plan our school, then we have to plan all the stuff we need in school and accordingly. School budgeting is a must for every school. Students always want to know where their money goes. They want to know where their teachers are spending their money. They want to know where their lunch is going, or where their transportation is coming from. School budget planning is the most important thing that a school can do for its students.
It is not enough that your school budget is prepared. You need to make it work for you. It means you have to take a look at all expenses and find ways on how you can lessen your expenses. It does not mean though that you have to give up the basic items in order for you to come up with a school budget. Your budget should include all necessary items for the students. Some of these include:
School Supplies –
There are some basic school supplies which is every kids want. Because school supplies are among the most expensive things you need to buy, you need to set aside money for this. Find out what your kids’ needs when it comes to school supplies. There might be some things that your school can’t get even with the money allocated for the budget. Ask your students how much are they willing to spend for their school supplies.
School Tuition –
If your school has limited resources to provide tuition fees, set aside money for this. Some students are willing to sacrifice their pocket money in order to pay for their college studies. This is okay as long as there are adequate amount of money left over for other expenses. You can also ask your student council if they will chip in with some of their fee in order to help cover the costs of your education.
Housing Expenses –
If you have a tight budget, look into your options for housing expenses. Maybe you can hold onto your apartment for a few months until your finances get better. You can also rent a room in a house or condominium if it’s available in your area. Do some research and figure out how much you can save just by staying at home instead of renting a place. You can also look around in your school’s directory and see if there are some cheap or free places to stay during summer vacation.
Food and Drinks –
Try to limit the amount of extra snacks you buy each day. Try to stick with healthy and budget-friendly foods that won’t empty your wallet fast. Find out some cheap and healthy food products. Try to plan a grocery shopping list early so that you don’t get caught with your sleeves rolled up in food. You can also ask a friend to accompany you during shopping trips to make it easier for you to compare prices.
Other Expenses –
You may also want to consider some school related activities that you can do in order to lessen your expenses during school. Find out which clubs offer discounts or free memberships. You can also look into scholarships and see if you can apply for one. Remember that scholarships are sometimes only offered during school years, so you’ll have to start a new job to be eligible for one. Be sure to read the rules to apply for a scholarship, as most offers are limited and most scholarships don’t have any money requirements before acceptance.
Housing and Transportation –
Try to find out where your bus or car will come from and to go to each school on your way to class each day. You may need to rent a space to live for the summer months. Be sure to map out some bus routes and get a daily itinerary of what school you will be going to each day. Try to budget for these costs as well. You will probably need transportation to and from most schools after school, so make sure to include this in your plan. This will help you keep your transportation costs down during the year. For the best school budget planning one can also visit websites like drbschoolsandacademies.co.uk. | <urn:uuid:de3b09a3-d007-40b9-b930-238e04f4e69d> | CC-MAIN-2023-50 | https://thecrazypanda.com/school-budget-planning-how-to-keep-your-school-savings-going/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00594.warc.gz | en | 0.982121 | 817 | 2.90625 | 3 |
Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence is a practically focused book written by Daniel Goleman, Lisa Bennett, and Zenobia Barlow. The book is not only for educators and students, but also for parents and grandparents. It is a great source of information and real examples that anyone can use to help others visualize and understand the interrelations between human actions and natural systems.
Through vivid stories, about community activists, educators, artists, students, and scholars, you will read about critical needs of the 21st century, including water, food, and about two common forms of energy: coal and oil. The main purpose of this book is “simply to illustrate, through these four issues, how socially and emotionally engaged ecoliteracy leads to deeply meaningful, inspiring, and effective education.”
You will read about an Alaskan involved in protecting native communities in the Arctic wilderness from the impacts of oil drilling; a geography teacher helping nations solve water issues; and a coal miner’s daughter giving attention to the effects of mountaintop mining in Appalachia. You will also learn about people from southern New Mexico being inspired by a few young leaders to grow their own food.
There are 5 vital practices of emotionally and socially engaged ecoliteracy presented in this book:
- Developing Empathy for All Forms of Life
- Embracing Sustainability as a Community Practice
- Making the Invisible Visible
- Anticipating Unintended Consequences
- Understanding How Nature Sustains Life.
All 5 practices are greatly described and illustrated in the stories. Following each of them can help create and strengthen relationships with people and our planet. The book offers ideas and strategies for educators to apply socially and emotionally engaged ecoliteracy to pressing ecological issues of the day. Ecoliterate can help people gain knowledge and understand their connection to nature.
I loved reading the book, and would recommend it to anyone who has interest in education, nature, or sustainable living. It would also make a great gift this holiday season. You can read more about the book or purchase it at Ecoliteracy.org. In addition, here’s a video from one of the authors: | <urn:uuid:e7943992-0e50-4151-a9d4-1927eb9f7875> | CC-MAIN-2023-40 | https://planetsave.com/articles/ecoliterate-a-great-book-to-gift-someone-this-holiday-season/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00645.warc.gz | en | 0.957645 | 466 | 3.703125 | 4 |
The Regional Dimensions of Transfer in Ontario: A Brief Introduction to the Zarifa et al. Reports
by Roger Pizarro Milian, ONCAT
Researchers have repeatedly found that geography shapes educational decision-making. All other things being equal, students who live closer to colleges and universities, or specific educational/training programs, are more likely to enroll in them. This phenomenon is known as “distance deterrence” within academic circles. In Ontario, this dynamic leads to significant regional disparities — both north/south and rural/urban — in educational attainment and skills development. This, in turn, generates impediments for the economic development of northern and rural regions, with employers often struggling to find the requisite human capital to grow their enterprises.
Despite the well-known impact of geography on student decision-making, as well as its effects on “downstream” labour market processes (e.g., human capital scarcity), there’s been little effort to examine the intersections of geography and transfer in Ontario. There are a few reasons to expect regional variance in the likelihood of students transferring across Ontario:
Unequal Distance Deterrence. There’s greater geographical dispersion of colleges and universities across the vast provincial north. A student residing in the Greater Toronto Area has many local college and university options should they wish to transfer. A move from Ryerson to OCAD, or George Brown to the University of Toronto, entails only a relatively minor adjustment to a student’s TTC ride. However, for northern students, transferring may require a residential move to a community many hours away, from North Bay to Sault St. Marie or Timmins. This added distance could serve as a strong deterrent to transferring, forcing students to complete their programs in the same college or university they started in, or to drop out altogether.
Socio-Economic Effects. It is well-known that educational attainment in northern and rural communities typically lags behind southern/urban regions — a disparity exacerbated by the constant rural-brain drain that has been discussed in many empirical studies (e.g., Hillier et al., 2020). Beyond its impact on local economies, this disparity means that northern students and their families may not possess as much experience with (or knowledge of) technical PSE processes, including transfer. They may also lack the ability to effectively navigate the many bureaucratic structures (e.g., advising offices) in place to make such information accessible. This could prevent them from executing successful transitions into programs or schools that are better aligned with their interests.
Research on regional patterns in transfer has not progressed in Ontario in recent years primarily due to the absence of a data source that can support such analysis. As mentioned in other ONCAT reports (e.g., Davies & Pizarro Milian, 2020), popular national datasets do not support more detailed analyses of student mobility within specific provinces for various reasons. However, the recent development of Statistics Canada’s Education and Labour Market Longitudinal Linkage Platform (ELMLP), and improvements in the quality of the Postsecondary Students Information System (PSIS) within Ontario, has provided an opportunity to perform such type of research within our province.
Last spring, ONCAT engaged Dr. David Zarifa, Canada Research Chair in Life Course Transitions in Northern and Rural Communities at Nipissing University, and his team (Dr. Yuji Sano and Dr. Cathlene Hillier) to utilize the PSIS and available linkages to the T1 Family File through the ELMLP for the purposes of examining regional differences in transfer activity. After much hard work, and numerous unexpected delays with the closure of Statistics Research Data Centers due to COVID-19, the initial results of this work are finally being released through a set of research reports:
Transfer Pathways among Ontario Colleges and Universities: The Magnitude of Post-secondary Transfer Pathways among Ontario Colleges and Universities
Transfer Pathways among Ontario Colleges and Universities: Northern and Southern Differences in Students Who Transfer
Transfer Pathways among Ontario Colleges and Universities: Characteristics of Students Who Transfer Across and Within Regions
Through this initial brief, we provide a high-level overview of the findings of these three reports, and invite readers to dive into the full documents for additional details if they are so inclined.
The first report begins by providing an overview of student mobility across the province, capturing the magnitude of flows across seven pathways through our PSE system within students’ first two years of study, including both direct entry and persistence within college and universities, intra- (e.g., C-to-C, U-to-U) and inter-sectoral movements (e.g., C-to-U, U-to-C), as well as “swirl.” Nearly eight percent of all students in Ontario’s postsecondary system moved across or within sectors within two years of starting their programs. The report then goes on to statistically model the likelihood a student will travel each pathway using multivariate techniques. Dr. Zarifa’s work here finds that, compared to counterparts from southern Ontario, students from northern Ontario are more likely to engage in university-to-university transfer. However, they are less likely to engage in college-to-university or college-to-college transfer. These patterns remain even after controlling for an array of other factors, such as age, sex, parental income, registration status (FT/PT), field of study, family composition and size, and year of enrollment.
The second report is differentiated from the first in that it separately models the correlates of transfer pathways for students who begin their PSE at northern and southern colleges and universities. This allows us to observe various differences in what factors predict transfer among these different populations. With respect to gender, for example, it finds that females in the southern part of the province are more prone to traveling four (U-to-U, C-to-U, C-to-C, and swirl) of the five available transfer routes. However, in the provincial north, it is males who exhibit greater odds of taking all five transfer pathways. Notable consistencies are also found, with students in both regions with lower parental income being more likely to travel various transfer pathways (C-to-U, C-to-C, swirl). These, along with other age and program-based differences, illustrate the complex web of factors that promote transfer behaviour across geographical regions.
The third report brings regional migration into the mix, examining the correlates of transferring within or across provincial regions, relative to remaining at one institution. This, of course, is an issue of great interest to various stakeholders given that out-transfer from northern colleges and universities (north to south) serves as a potential mechanism through which talent could be drained from the region. Descriptive statistics from this report show that transferring out of the region is far more common among northern students, with southern students primarily transferring within region. In terms of predictors, it is found that older southern students are more prone to transferring across regions, while in Northern Ontario, it is younger students who are more likely to transfer across regions. Notable differences are also identified between part-time and full-time students. In the south, part-time students are more likely to transfer both within the region and across the region. Meanwhile, in Northern Ontario, part-time students are only significantly more likely to transfer across regions. In each region studied, college students are also more likely to transfer within and across regions. An array of program/discipline effects are also identified.
For us at ONCAT, this is the first time that we have been presented with systematic knowledge about the regional dimensions of transfer in Ontario. Indeed, we must confess we are unaware of any other regional analysis of this type done in other provinces using the PSIS. The produced findings, though certainly eye-opening, are raising far more questions among our team than they are answering. In particular, given ONCAT’s mandate to promote and fund articulation, we wonder: do observed patterns mirror the availability of articulated pathways across our PSE system? Perhaps students are simply traveling “paths of least resistance” when it comes to making switches across institutions. Linking available ONTransfer.ca data on articulated pathways and course equivalencies between Ontario colleges and universities could allow for an analysis of this topic. This work could help us to understand the influence of structured pathways on student mobility, especially for pathways established during the last decade. More broadly, we also wonder about the causal mechanisms behind observed trends. Are students adjusting their educational pathways after obtaining more knowledge of the available labour market opportunities in their region? This is a question that we could get at through more in-depth qualitative analysis of the decision-making processes of transfer students. Or, perhaps, we could derive this information from highly-targeted surveying of recent transfer students.
We look forward to the many conversations that these reports will spark across our sectors, among administrators, researchers and practitioners alike. As always, ONCAT remains receptive to research proposals that build on or complement existing reports.
For Canadian research on this topic, see Frenette (2004; 2006), Newbold & Brown (2015) and Zarifa, Hango & Pizarro Milian (2018). For European work, see Spiess & Wrohlich (2010), Gibbons & Vignoles, (2012), and Sa, Florax, & Rietveld (2004).
For Canadian work on this topic, see Hango, Zarifa, & Pizarro Milian (2019). International work can be found here (Bertrand-Cloodt et al., 2010; Suhonen, 2014).
See Zarifa, Seward & Pizarro Milian (2019).
For a more detailed discussion of this, see Pizarro Milian, Zarifa & Seward (2020).
Ce contenu est disponible en français sur demande. Veuillez nous contacter à email@example.com. | <urn:uuid:2c22825a-79a8-4a42-9d65-b5000b5d0f25> | CC-MAIN-2022-49 | http://oncatconference.com/en/projects/transfer-pathways-among-ontario-colleges-and-universities | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711162.52/warc/CC-MAIN-20221207121241-20221207151241-00470.warc.gz | en | 0.941693 | 2,097 | 2.6875 | 3 |
Stories from some people involved in the liberation movement.
People in the Nordic countries took a personal stand in the struggle against apartheid and for liberation in Southern Africa. Hundreds and thousands were active in their home countries and participated in demonstrations, fundraisings and boycotts. Children used their schools to raise awareness and to create things to send to the refugee camps; artists gave away the surplus from their gallery incomes; others inspired their colleagues to donate material. In some cases whole villages were involved. Some people even left their comfortable lives and families to go to Africa and volunteer. For many, this became a turning point in their lives.
We have collected some of their stories on this site. To show what lies behind the archives, to show the globalisation of solidarity that started decades ago and the impact the struggle in Southern Africa had on people on the other side of the world.
Diary from Somafco 1986 - 1988
By Elsa-Maria Bergström
"I landed at Dar es Salaam Airport on the last day of the year in 1985. It was +28 C, quite a shock as I was coming straight from Moscow where it was -32 C. A temperature difference of 60 degrees…"
I worked as a nurse at Somafco 1988 - 1991
By Karin Persson
"I had a streak of defiance in me. As a teacher in Sweden, I often heard 'there is no point in trying', or 'calm down Karin, you are not in Africa now'…"
Story from Somafco
By Carl-Olof Selenius, Africa Groups of Sweden
"Why did I get involved? I wanted to get my hands on another illegitimate regime. I saw the superpowers' attempts to dominate the world behind the conflicts of that time. It was a statement against the division of the world into different blocs, against the cold war…"
"So it was decided. ANC became the proud owner of a Swedish racehorse with the appropriate name 'Never Despair'. The children of Somafco had their own horse to dream about and cheer on for several years…"
Toys to Kwanza Zul
"It became a work of solidarity from child to child, not just a charity project. Teachers and students started looking for information on Namibia, apartheid and racism and it was decided that all the children should make something practical to send to Kwanza Zul."
A response to the personal stories published here. Mpho Monare's story about SOMAFCO "Reflections of a Liberation Struggle Child!" | <urn:uuid:e8aab71a-326a-4f79-86c3-fbc1de628d13> | CC-MAIN-2022-33 | https://nai.uu.se/library/resources/liberation-africa/stories.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571234.82/warc/CC-MAIN-20220811042804-20220811072804-00326.warc.gz | en | 0.975812 | 530 | 2.515625 | 3 |
Chemotherapy is a treatment method that is frequently used in cancer treatments. This method involves administering cancer drugs to the person. These treatments, which are quite difficult, can cause many side effects to the patient. On the other hand, in order for them to be successful, they must be made individually and combined correctly. For this reason, the experience of the doctor you will receive chemotherapy is very important. This is a situation that explains why cancer patients often prefer Turkey. You can read our content for detailed information about chemotherapy and the advantages of receiving chemotherapy in Turkey.
What Is Chemotherapy?
Chemotherapy is the name given to the killing of cancer cells by drugs. While there are many variations, they often work the same way. Thanks to the drugs that can reach every cell in the body thanks to the blood circulation, the cancer cells in the person can be treated. You can continue reading our content for detailed information about this method, which is often used as the main treatment in cancer treatments.
What Is Chemotherapy Used For?
- It can be used if the cancer has spread or is at risk of spreading.
- Chemotherapy to cure cancer completely
- Chemotherapy can be combined with, for example, radiotherapy (chemoradiation)
- Used before surgery (neo-adjuvant chemotherapy) to make other treatments more effective.
- Reducing the risk of cancer coming back after surgery (adjuvant chemotherapy)
- Chemotherapy (palliative chemotherapy) to relieve symptoms if treatment is not possible
How Chemotherapy Drugs Are Given
- Chemotherapy infusions: Most of the time it includes drugs given intravenously.
- Chemotherapy pills: Some chemotherapy drugs can be taken in pill or capsule form. These include capsules containing liquid medicine.
- Chemotherapy shots: It refers to drugs that are given by injection, just like taking a drug.
- Chemotherapy creams: Creams or gels containing chemotherapy drugs can be applied to the skin to treat some types of skin cancer.
- Chemotherapy given directly to the cancer: Chemotherapy can be given directly to the cancer or after surgery where the cancer once was.
- Port chemotherapy: it can also be injected directly into a vein or artery feeding a tumor.
Ports, which are frequently preferred in chemotherapy, are techniques used to get rid of frequent needle sticks. It is a small implantable reservoir with a thin silicone tube that connects to the vein. One of the advantages of these devices is that chemotherapy drugs can be delivered directly to the port instead of the vein. In this way, there is no need to open the vascular access again and again. Medications can be given directly into the port.
For this reason, there are often people who are curious about Chemotherapy ports. For this reason, you can find answers to many questions by reading the FAQs we have prepared.
Where is the chemo port implanted?
Most of the time, the chemotherapy port is in your upper chest, below the collarbone. In very rare cases, it may be necessary to place the port chamber in a suitable place on the thigh by making it from the groin.
How long can a chemo port stay in place?
Ports can stay in place for quite a long time. These are techniques that can remain during the entire treatment period. Since it is in full harmony with the human body, it does not have any side effects. Ports that can be used as needed can stay in place for days or years. When no longer needed, the port can be removed with a relatively simple outpatient procedure.
The ports used in chemotherapy are the techniques used to ensure that patients experience less pain and gain an advantage. If you have any questions about ports, you can call our Curebooking team. You can get detailed information about all questions by meeting with a surgeon.
There are many different types of chemotherapy drugs available to treat cancer. These drugs vary widely in their chemical composition, how they are prescribed and given, how useful they are in treating certain types of cancer, and the side effects they can have. For this reason, different drugs and drug combinations are used for each cancer and cancer type. Your doctor will make the best decision about the drugs that should be used for you, depending on your cancer and type of cancer. However, you can continue reading our content to learn more.
Types of chemotherapy drugs
Chemo drugs can be grouped according to how they work, their chemical structure, and their relationship to other drugs.
It prevents the proliferation of cancer cells by damaging their DNA.
Examples of alkylating agents include:
It is a group of alkylating agents that have a special effect. The other alkylating agents listed above cannot travel to the brain, but nitrosoureas can. They can cross the area known as the blood-brain barrier, which keeps most drugs out of the brain. This action makes these drugs useful in the treatment of certain brain tumors.
Antimetabolites interfere with DNA and RNA, replacing the normal building blocks of RNA and DNA. When this happens, the DNA cannot replicate itself and the cell cannot replicate.
Examples of antimetabolites;
- 5-fluorouracil (5-FU)
- 6-mercaptopurine (6-MP)
- capecitabine (Xeloda)
- cytarabine (Ara-C)
How does Chemotherapy Work?
Chemotherapy treatments differ in the way they are taken. Chemotherapy can be taken before or after surgery or as the main treatment. These techniques are also differentiators that affect its operation. We can examine how chemotherapy is taken and how they work by looking at it.
The goal is to shrink a cancerous tumor using medication before moving on to other treatments, such as surgery. This is applied to facilitate the removal of the tumor during surgery or to ensure that it can be removed. Sometimes the surgery of quite large tumors can be risky, or it can also be impossible to remove. In such cases, chemotherapy is used first. This can make the surgery easier or possible by shrinking the cancer cells.
Adjuvant chemotherapy is a type of treatment that follows primary treatment. This is why adjuvant chemotherapy happens after you receive first-line treatment, such as surgery to remove a cancerous tumor.
The main goal of adjuvant chemotherapy is to reduce the chance of the cancer returning. Another reason why chemotherapy cannot be given after surgery is that it destroys cancer cells that are too small to be seen with imaging techniques.
Chemotherapy Side Effects
- hair loss
- easy bruising and bleeding
- nausea and vomiting
- appetite changes
- swallowing problems
- mouth sores
- peripheral neuropathy
- nerve problems
- skin and nail changes
- urinary and bladder changes
- kidney problems
- weight loss
- lack of concentration
- mood changes
- libido changes
- fertility issues
How Long Does Chemotherapy Take?
Chemotherapy treatments may vary due to cancer types, sizes and locations. One type of chemotherapy treatment can take between 3 and 6 months. Typically, treatment consists of several cycles. A cycle usually lasts 2 to 6 weeks. There are multiple treatment sessions within each cycle. Sessions can take place once a day, a week, or a month.
How much is Chemotherapy?
Chemotherapy treatments are often covered by insurance, but some have to be paid out of pocket. However, even the fact that 15% is paid out-of-pocket requires such high prices. Some patients may prefer different countries to receive chemotherapy. This is a very advantageous situation. Patients often travel to different countries for well-priced treatments. The fact that getting treatment for cancer treatments in different countries has become fashionable also supports this advantage. On the other hand, patients who often go to different countries for more successful treatments can receive both more affordable treatments and more successful treatments.
Chemotherapy in Turkey
Turkey is a country that is frequently preferred in chemotherapy, as in many treatments. There are many advantages of receiving chemotherapy in Turkey. In particular, providing treatment without waiting period is one of the first reasons for receiving treatment in Turkey.
Long waiting times in many countries lead to failure of cancer treatments.
Patients can turn this situation into an advantage by receiving treatment in different countries. Both the advanced technological equipment and the competence of the specialist doctor are the reasons that make chemotherapy successful in Turkey.
Giving chemotherapy to the patient in the right drug combinations and in the right processes has a great effect in the treatment of cancer.
If you are also considering getting treatment in Turkey, you can create a chance to regain your life. You can call Curebooking for detailed information. We provide treatments with a high success rate at the best prices.
Why Should I Get Chemotherapy in Turkey?
Apart from traditional treatment, chemotherapy can also provide treatment with minimal harm to the human body, thanks to innovative treatments. Turkey is a country that can give these treatments. Thanks to personalized chemotherapy, drugs that are completely compatible with the cancer type, size and location of the patient and the drugs given to the patient directly attack the cancer cells in the patient’s body. This reduces the side effects of chemotherapy and increases the success rate of chemotherapy.
On the other hand, chemotherapy prices are among the factors that enable you to receive treatment in Turkey.
Thanks to both the low cost of living and high exchange rates, Turkey ensures that the person can receive treatment at very affordable prices. You can find out detailed information about chemotherapy prices in Turkey by calling us.
Chemotherapy treatment is often covered by Insurance. However, in many countries, there are few amounts that the patient has to pay out of his pocket. These prices, which are quite high even if covered by insurance, are high enough to enable people to receive treatment in different countries. Treatment costs are as follows;
Chemotherapy Costs in Turkey
High exchange rates in Turkey allow foreign cancer patients to receive treatment at very affordable prices. Turkey is a country where they can save close to 50% compared to their own countries. Although there are many prices in Turkey, as Curebooking, we provide treatment with the best price guarantee. You can contact us to get successful treatments in Turkey’s best hospitals. Unlike the general prices in Turkey, you can get treatment at more affordable prices. As Curebooking, our price is 4800 euros.
**Best price guarantee. We always guarantee to give you the best price.
**You will never encounter hidden payments. (Never hidden cost)
**Free Transfers (Airport – Hotel – Airport)
**Our Packages prices including accommodation. | <urn:uuid:5adf713b-d8e3-49d9-914d-f0b224bf7c9e> | CC-MAIN-2023-40 | https://www.curebooking.com/chemotherapy-in-turkey-affordable-chemotherapy-treatment/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00388.warc.gz | en | 0.940467 | 2,456 | 2.8125 | 3 |
Telephone numbers in Germany
8 geographic zones
|NSN length||3 to 12|
|Typical format||(0xx…) xxx…|
|Country calling code||+49|
|International call prefix||00|
The regulation of telephone numbers in Germany is the responsibility of the Federal Network Agency (German: Bundesnetzagentur, BNetzA) of the German government. The agency has a mandate to telecommunications in Germany and other infrastructure systems.
Germany has an open telephone numbering plan. There used to be no fixed lengths for either area codes or subscriber telephone numbers, meaning that some subscriber numbers may be as short as two digits. As a result, dialing sequences are generally of a variable length, except for some non-geographic area codes for which subscriber numbers use a fixed-length format. It is not possible to determine unambiguously the end of a phone number from a prefix or the digits already dialed. This feature allows the extension of the length of phone numbers without revoking or changing existing numbers. Cell phone numbers in Germany are not given geographic area codes but non-geographic codes. Thus they can easily be told apart from other numbers.
A new numbering plan was introduced on May 3rd 2010. Since then new landline phone numbers have a standard length of 11 digits including the area code and omitting the trunk prefix 0. Area codes remain as they are and are still variable in length. Exceptions to the 11 digit rule are the four cities of Berlin, Frankfurt, Hamburg and Munich which are the only cities with two digit area codes and require only 10 digit numbers so as not to exceed the maximum length of 8 digits for a subscriber number.
The German telephone network uses 5200 geographical area codes, the length of which varies from two to five digits (not including the trunk code 0), with five-digit area codes only being assigned in the New States (prefix 03). In general, geographic area codes start with digits 02 to 09, whereas other non-geographic area codes including those for cell phone usage are assigned to 01 and network services to 11.
Geographic area codes have a length of two to five digits. The maximum total length is eleven digits.
Geographic numbers are assigned to carriers in blocks, from which these carriers can make derivative assignments to subscribers.
Subscriber numbers do not start with 0 or 11 and can be called directly from landlines within the same geographic area code.
Originally, the first digits following the area code would indicate a smaller area within these area codes or the type of the subscriber line (analogue or ISDN). However, this is no longer true as subscribers can keep their numbers when moving within an area code or when switching from analogue to ISDN. Further, new carriers assign numbers from different blocks.
- (0xx) xxxxxxxx
This is the format used for the four largest geographic areas in Germany: Berlin (030), Hamburg (040), Frankfurt (069) and Munich (089). Newly assigned numbers have a length of eight digits for the local subscriber number, yielding a total length of ten digits (not including the 0 trunk code). This is shorter than the maximum of eleven digits in other areas in order to avoid local numbers to be longer than eight digits. Numbers assigned in the past, which are generally grandfathered, may be as short as five digits.
- (0xxx) xxxxxxxx
In area codes that use three digits, newly assigned numbers (for all locations from May 2010, some cities earlier: Cologne already in February 2007) also have a length of eight digits, yielding a total length of eleven digits. Grandfathered numbers may be as short as four digits (seven total).
- (0xxxx) xxxxxxx
In area codes that use four digits, newly assigned numbers (for all locations from May 2010, some cities earlier: e.g. Heidelberg already in May 2003) have a length of seven digits, also yielding a total length of eleven digits. Grandfathered numbers may be as short as three digits (seven total) in very rural areas.
- (03xxxx) xxxxxx
Some smaller areas in the New States use five-digit area codes, all of which start with 3. Newly assigned numbers (for all locations from May 2010, some locations earlier) have a length of six digits, also yielding a total length of eleven digits.
Non-geographic numbers were originally assigned the prefix 01. However, some of these services have been moved to other area codes.
- 010xy, 0100yy
These numbers can be dialled in front of the actual phone number in order to select a carrier (call-by-call).
Area codes starting with 011 overlap the prefix for network services. In general, these numbers cannot be dialled from abroad, with the exception being 0116xxx (or +49-116xxx) for harmonised services of social value.
The prefix 012 has been assigned as a testbed for innovative services such as VoIP or unified messaging, for which no other area codes were available. Allocations were only valid for a maximum of five years, after which new numbers would have to be assigned. Recent requests for registrations have been declined and referred to the premium-rate services under 0900. When the last remaining allocation expires in 2011, the prefix is planned to be returned to the reserved range.
- 0137-xxx xxxxxxx, (0138-1xxx…)
The area code 0137 is assigned for services which may result in a high number of connections in a fairly short period of time, e. g. votes or competitions initiated from TV or radio shows. The first digit indicates the rate for a call, the second digit indicates the maximum number of calls that can be handled per time period. There are also sixteen grandfathered numbers in the range 0138-1, which have originally been allocated by Deutsche Bundespost.
- 015xx-xxxxxxx, 016x-xxxxxxx, 017x-xxxxxxx
Mobile numbers are assigned non-geographic area codes starting with 015, 016 and 017 and have a length of 3 or 4 digits without the trunk prefix. The numbers have a total length of ten or eleven digits without the trunk prefix: numbers starting with 17 or 16 are 10 digits long except 176 and 1609 which are 11 digits long like the numbers starting with 15. Network operators issue area codes as listed in the following table.
|0150||Group3G (Quam) (GSM/UMTS), defunct||no|
|0151, 0160, 0170, 0171, 0175||T-Mobile (GSM/UMTS)||yes|
|0152, 0162, 0172, 0173, 0174||Vodafone D2 (GSM/UMTS)||yes|
|01521||let by Vodafone D2 to Lycamobile (MVNO)||yes|
|01529||let by Vodafone D2 to Truphone (MVNO)||yes|
|0155, 0157, 0163, 0177, 0178||E-Plus (GSM/UMTS)||yes|
|01570||formerly let by E-Plus to defunct Telogic (formerly ViStream) (MVNO)||yes|
|01575||let by E-Plus to Ring Mobilfunk (MVNO)||yes|
|01579||let by E-Plus to sipgate subsidiary Vintage Wireless (MVNO)||yes|
|0159, 0176, 0179||o2 Germany (GSM/UMTS)||yes|
|0161||reserved, originally 1G cell phones (C-Netz)||no|
|0164, 0168, 0169||e*message (pagers)||no|
|0167||trunked radio systems, currently no assignments||no|
However, since the advent of mobile number portability, mobile phone number prefixes can no longer be relied on to determine the current operator behind a particular mobile phone number – only the original operator. As mobile phone plans often include different rates for intra-network calls it is important for users on such plans to know the network operator of the party they wish to call. The information which number is registered to which cellular network is updated daily and is publicly available. All network operators offer free automated services that can be reached via phone and/or internet and give users the ability to enter any number and determine which network the number belongs to. Apps are available for smartphones that automate the query for whole address books or announce the network immediately before placing a call.
The prefix 018 is used for user groups. The length of the block number and the terminal number is flexible from two to seven digits. However, the sum is always nine digits, yielding a total length of eleven digits including the 18.
The area code 0180 is used for service-oriented services such as call centres, hotlines, etc. Prior to 2010-03-01, these numbers were known as shared cost services, a name that had been obsoleted by falling prices for national calls.
|Prefix||Rate||rate from landlines||rate from mobile phones|
|0180-1||time-based rate 1||0.039 €/min.||max. 0.42 €/min.|
|0180-2||per-call rate 1||0.06 €/call||max. 0.42 €/min.|
|0180-3||time-based rate 2||0.09 €/min.||max. 0.42 €/min.|
|0180-4||per-call rate 2||0.20 €/call||max. 0.42 €/min.|
|0180-5||time-based rate 3||0.14 €/min.||max. 0.42 €/min.|
|0180-6||per-call rate 3||0.20 €/call.||max. 0.60 €/call.|
|0180-7||time-based rate 4, first 30 seconds free||0.14 €/min. after 30s||max. 0.42 €/min. after 30s|
- 0181-xxx-x…, 0181-xxxx-x…
The area code 0181 is used for international virtual private networks (international user groups). The length of the IVPN block number is three or four digits; the terminal number may be up to seven digits.
Numbers from 0191 to 0194 are used for dial-up access to online services (e.g. to the Internet).
- 0198…, 0199…
Numbers starting with 0198 and 0199 are reserved for routing of service numbers and network-internal use.
The numbers 031-0 and 031-1 are test numbers that will reach a recorded announcement indicating the selected carrier for long-distance and local calls, respectively.
National subscriber numbers have been allocated the area code 032. They are similar to geographic numbers but not tied to a specific location, allowing for nomadic use. Unlike personal numbers, national subscriber numbers as assigned to carriers in blocks, from which these carriers can make derivative assignments to subscribers. The total length is eleven digits (not counting the 0).
The area code 0700 is used for personal numbering. Unlike national subscriber numbers, the numbers are assigned individually, allowing for memorable numbers.
The area code 0800 is assigned to freephone numbers. The numbers are assigned individually, allowing for memorable numbers.
The area code 0900 is assigned to premium-rate services. The first digit following the area code indicates the service type:
|0900-1||Information services (no adult content)|
|0900-3||Entertainment services (no adult content)|
|0900-5||Other services (including those offering adult content)|
The numbers are assigned individually, allowing for memorable numbers.
So-called „dialers“, that is programmes that call a premium-rate service or modify a computer's configuration to call such a service must use numbers using the area code 09009. These programmes must also be registered with the Federal Network Agency.
Emergency and Network Services
Network services are not dialed with the trunk prefix 0. They resemble local numbers that start with 11 but usually cannot be dialed after an area code.
All emergencies (Europe-wide). Originally fire emergencies only.
This number allows uniform access to civil services. Requests are either answered directly or forwarded to the competent authority.
These numbers are reserved for harmonised services of social value. The purpose of these numbers, i.e. the type of service, is defined for all EU Member States by the European Commission.
Medical emergencies. This number is being phased out as an emergency number in favour of the Europe-wide 112, with 19222 being retained for non-emergency medical transports. Conceptually, this number is not an emergency number but a local number assigned uniformly in all geographic area codes. This requires dialling the area code from mobile phones or other non-geographic lines. (Originally, the block 19xxx was used for local numbers assigned uniformly in all or several geographic area codes. All other allocations have already been converted to ordinary geographic numbers.)
Before German reunification, West Germany (including West Berlin) used country code +49 and East Germany used country code +37, each with its separate area codes and telephone networks. In 1992, two years after reunification, the phone networks were merged under country code +49.
Geographic numbers in the New States were assigned area codes starting with 03, in some cases followed by the former East German area code (without the initial 0) or a code similar to it. Thus, Leipzig, for example, which had used East German domestic area code 041, was assigned the new area code 0341 in the unified telephone system. On the other hand, some area codes were changed: for example, the small town of Zossen used to have East German area code 0323, but the new area code is 03377. Area code 030, formerly used by West Berlin, was assigned to the entire reunified Berlin.
The released country code +37 was later reused as the initial digits of several new codes for European countries that became independent states at the time (e.g.: +370 for Lithuania, +375 for Belarus, etc.), as well as some microstates whose telephone networks had formerly been integrated to those of surrounding larger countries (e.g. +376 for Andorra, +377 for Monaco and +378 for San Marino).
The German phone network became fully digitised in 1997, allowing more flexible use of the numbering space.
On 1 January 1998, the Federal Network Agency (named the Regulatory Authority for Telecommunications and Postal Services at the time) became the numbering authority for phone numbers in Germany.
- Bundesnetzagentur (Federal Network Agency). "Nummerierungskonzept 2011 (Numbering Concept of 2011)" (in German). Retrieved 2012-08-09. | <urn:uuid:076c7511-2f47-42eb-b5e4-bf6e349a13d6> | CC-MAIN-2014-15 | http://en.wikipedia.org/wiki/Telephone_numbers_in_Germany | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537271.8/warc/CC-MAIN-20140416005217-00170-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.881841 | 3,165 | 2.890625 | 3 |
Similarities and Differences in Points of View on the Titanic
Big Idea:An author's point of view affects the readers's involvement in the story line presented. Authors can change how readers visualize and feel about events by the perspectives and emotions they add to their writing.
Big Idea:Words can have more than one meaning depending upon how they are used in sentences. We will define and illustrate metaphor phrases to show the different visual images the words create for readers. | <urn:uuid:ce302430-4e60-430e-9236-b3236bccc339> | CC-MAIN-2021-25 | https://betterlesson.com/browse/common_core/standard/1357/ccss-ela-literacy-rl-5-6-describe-how-a-narrator-s-or-speaker-s-point-of-view-influences-how-events-are-described?from=standard_level1 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00287.warc.gz | en | 0.917931 | 92 | 3.296875 | 3 |
The goal of this curriculum is to introduce students to the wondrous biodiversity of flora, and the connections between plants and their ecosystems. It is designed to serve as a general template for any ecoregion in the United States, with guidance provided to make the lessons place-based for your specific ecoregion. The lessons encourage students to study what is outside their door and in the surrounding region. Along with the knowledge gained through these lessons, students will gain the skills to be informed and active citizens in local natural area issues and decisions in their future.
Project Botany: Exploring Native Plants of the United States
Publications & Documents
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Extinction rates are expected to increase as we move through the Anthropocene (our current geologic era), yet we have a...READ MORE | <urn:uuid:b39a9595-e10a-4127-981c-b76d0d15909c> | CC-MAIN-2023-50 | https://www.publicgardens.org/resource/project-botany-exploring-native-plants-united-states/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100599.20/warc/CC-MAIN-20231206130723-20231206160723-00357.warc.gz | en | 0.924445 | 244 | 3.546875 | 4 |
Teknicircuits, printed circuit board, pcb, prototype, printed circuit board fabricator, circuit boards, assembly, multi-layer, pcbs, prototype circuit boards, fast printed circuit boards, quick turn, electronic circuits, low cost circuit boards, custom printed circuit boards, No Touch PCB, NoTouch PCB, HDI circuits, Microelectronics PCB, MilSpec Circuits, Assembly services,
printed circuit board design printed circuit board repair printed circuit boards made rak printed circuit boards making printed circuit boards soldering printed circuit boards ipc printed circuit board printed circuit board fabrication
|A printed circuit board, or PCB, is used to mechanically support and electrically connect electronic components using conductive pathways, or traces, etched from copper sheets laminated onto a non-conductive substrate. It is also referred to as printed wiring board (PWB) or etched wiring board. A PCB populated with electronic components is a printed circuit assembly (PCA), also known as a printed circuit board assembly
PCBs are rugged, inexpensive, and can be highly reliable. They require much more layout effort and higher initial cost than either wire-wrapped or point-to-point constructed circuits, but are much cheaper and faster for high-volume production. Much of the electronics industry's PCB design, assembly, and quality control needs are set by standards that are published by the IPC organization.
* Schematic capture or schematic entry is done through an EDA tool.
* Card dimensions and template are decided based on required circuitry and case of the PCB. Determine the fixed components and heat sinks if required.
* Deciding stack layers of the PCB. 4 to 12 layers or more depending on design complexity. Ground plane and Power plane are decided. Signal planes where signals are routed are in top layer as well as internal layers.
* Line impedance determination using dielectric layer thickness, routing copper thickness and trace-width. Trace separation also taken into account in case of differential signals.
Microstrip, stripline or dual stripline can be used to route signals.
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* Placement of the components. Thermal considerations and geometry are taken into account. Vias and lands are marked.
* Routing the signal trace. For optimal EMI performance high frequency signals are routed in internal layers between power or ground planes as power plane behaves as ground for AC.
* Gerber File generation for manufacturing.
Originally, every electronic component had wire leads, and the PCB had holes drilled for each wire of each component. The components' leads were then passed through the holes and soldered to the PCB trace. This method of assembly is called through-hole construction. In 1949, Moe Abramson and Stanislaus F. Danko of the United States Army Signal Corps developed the
Auto-Sembly process in which component leads were inserted into a copper foil interconnection pattern and dip soldered. With the development of board lamination and etching techniques, this concept evolved into the standard printed circuit board fabrication process in use today. Soldering could be done automatically by passing the board over a ripple, or wave, of molten solder in a wave-soldering machine. However, the wires and holes are wasteful since drilling holes is expensive and the protruding wires are merely cut off.
In recent years, the use of surface mount parts has gained popularity as the demand for smaller electronics packaging and greater functionality has grown. | <urn:uuid:42dec8d2-1e7c-4497-87c1-2c1a0f73d5f1> | CC-MAIN-2018-51 | http://www.teknicircuits.com/design/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824448.53/warc/CC-MAIN-20181213032335-20181213053835-00204.warc.gz | en | 0.934575 | 772 | 2.96875 | 3 |
Vollmershain manor, a former moated castle, could for the first time be documented in the 12th century. In 1580, for example, the manor was owned by Otto von Weissbach. Besides the owner “with writer and horseman” (as cited in the documents), his brother Wolf von Weissbach with “praeceptor” (tutor), his wife, five children, three maidservants and two farm labourers lived there. The manor’s owners shifted quickly during the following decades. For a long period it was owned by the landlords of the neighbouring castle Posterstein.
After fires and reconstruction works the manor today is conserved as a four sided farmyard, which is typical for the region. During DDR-time the farm was used by the LPG (East Germany’s collectivised farms). After 1990 the former owners bought the farm back.
View the about 60 manors of the county of Altenburg on our google map: http://tiny.cc/o27p6.
Read more about castles and manor houses in Altenburg region in the following books, which can be bought in the museum or ordered per e-mail to email@example.com:
Das alte Schloss sehn wir noch heut…
Aus der Geschichte der Rittergüter im Altenburger Land (Teil II)
© Museum Burg Posterstein 2010
…Und nachmittags fuhren wir nach Nöbdenitz segeln!
Rittergüter im Altenburger Land und ihre Gärten
© Museum Burg Posterstein 2007
Text: Marlene Hofmann / Museum Burg Posterstein | <urn:uuid:481bb6e3-53bd-4c79-b49f-fb9b5c6043ee> | CC-MAIN-2019-51 | https://blog.burg-posterstein.de/2011/02/10/vollmershain-manor-with-writer-and-horseman/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540482284.9/warc/CC-MAIN-20191205213531-20191206001531-00189.warc.gz | en | 0.875203 | 376 | 2.96875 | 3 |
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The topic external carotid artery is discussed in the following articles:
The external carotid artery ascends through the upper part of the side of the neck and behind the lower jaw into the parotid gland, where it divides into various branches. The external carotid artery gives off the following branches: (1) superior thyroid to the larynx and thyroid gland, (2) lingual to the tongue and sublingual gland, (3) facial to the face, palate, tonsil, and submaxillary...
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Please click the Websites link for this article to add citations for | <urn:uuid:bec29331-c905-464b-b779-1ee7c0c5ad7f> | CC-MAIN-2014-41 | http://www.britannica.com/EBchecked/topic/198947/external-carotid-artery | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657121288.75/warc/CC-MAIN-20140914011201-00085-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | en | 0.814744 | 302 | 3.09375 | 3 |
Your tonsils -- the bumps on either side at the back of your throat -- might be red and swollen, too. These could be signs of bacterial infection like strep throat or oral thrush, or a viral infection like oral herpes or mononucleosis.
Sore throat near bottom
Jan 20, - So how do you know the difference between a scratchy throat that will disappear on its own and the start of a potentially deadly infection? Jun 28, - Throat infections are one of the most common causes of pain when swallowing. These include strep throat, which is an infection with Streptococcal bacteria. People with strep throat may also notice: swollen, tender lymph nodes on one or both sides of the neck.Causes · Diagnosis · Home remedies.
Down! opinion sore throat near bottom
Mar 10, - Sore throats are not usually serious, but soreness on just one side can indicate an underlying illness. Read on to learn about causes and other. Aug 11, - Throat cancer care at Mayo Clinic. Symptoms. Signs and symptoms of throat cancer may include: A cough; Changes in your windpipe. Subglottic cancer begins in the lower portion of your voice box, below your vocal cords.
Jump to Treatments and Therapies - Journal Articles References and abstracts from MEDLINE/PubMed (National Library of Medicine). Expand Section. Jul 20, - Often we are tempted to treat a sore throat at home but it can be a symptom of something far more serious.
Unlike strep throat, sore throats usually go away on their own without any antibiotic Sometimes strep throat comes with a lower fever as well, though, so not. Feb 2, - Tell your doctor about a lump in the throat, swallowing difficulties, or other potential throat cancer symptoms.
According to Brett M. Scotch, DO, the key to treating a sore throat involves a combination of at-home therapy and knowing when to see a doctor. A sore throat is the characteristic symptom of pharyngitis and – in some A cobblestone appearance at the back of the throat, colloquially known as . Symptoms of tonsillitis include soreness in the lower throat and hoarseness of the voice. | <urn:uuid:6726bbe1-6fda-4b79-9713-c4922d1f46ac> | CC-MAIN-2019-39 | https://reeducacionneuromotora.com/asian/sore-throat-near-bottom.php | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573561.45/warc/CC-MAIN-20190919163337-20190919185337-00441.warc.gz | en | 0.93615 | 457 | 2.8125 | 3 |
1700s Poetic Movements
- Graveyard Poets, also called Churchyard Poets, were 18th century poets who focused their work on human mortality. The poems often took place in a graveyard. Thomas Gray is probably the best known of these poets. Elegy Written in a Country Churchyard
Sonnet on the Death of Richard West by Thomas Gray
In vain to me the smiling mornings shine,
And red'ning Phobus lifts his golden fire;
The birds in vain their amorous descant join;
Or cheerful fields resume their green attire:
These ears, alas! for other notes repine,
A different object do these eyes require.
My lonely anguish melts no heart but mine;
And in my breast the imperfect joys expire.
Yet morning smiles the busy race to cheer,
And new-born pleasure brings to happier men:
The fields to all their wonted tribute bear:
To warm their little loves the birds complain:
I fruitless mourn to him that cannot hear,
And weep the more because I weep in vain.
- Romanticism was an 18th century movement in reaction the order and balance of the Augustan age. The romantics favored self expression, inspiration and unleashed imagination. It came at a time when the rights of the individual were being asserted. Poets had greater freedom to express themselves with the diminishing of patrons who sponsored the arts. There are many different views of exactly what Romanticism who the poets were but most agree that the names Wordsworth, Samuel Taylor Coleridge , William Blake, Shelley, and Lord Byran should be included.
Ode to the West Wind Part I by Percy Bysshe Shelley
O wild West Wind, thou breath of
Thou, from whose unseen presence the leaves dead
Are driven, like ghosts from an enchanter fleeing,
Yellow, and black, and pale, and hectic red,
Pestilence-stricken multitudes: O thou,
Who chariotest to their dark wintry bed
The wingèd seeds, where they lie cold and low,
Each like a corpse within its grave,until
Thine azure sister of the Spring shall blow
Her clarion o'er the dreaming earth, and fil
l(Driving sweet buds like flocks to feed in air)
With living hues and odours plain and hill:
Wild Spirit, which art moving everywhere;
Destroyer and Preserver; hear, O hear!
- Scriblerus Club is really an association of poets rather than a movement or school. This club was a group of poets who regularly met during 1714 to satirise 'all the false tastes in learning'. Alexander Pope, John Arbuthnot, Jonathan Swift and John Gay were among the group.
Acis and Galatea by John Gay
Love in her eyes sits playing,
And sheds delicious death;
Love on her lips is straying,
And warbling in her breath;
Love on her breast sits panting,
And swells with soft desire;
Nor grace nor charm is wanting
To set the heart on fire.
O ruddier than the cherry!
O sweeter than the berry!
O Nymph more bright
Than moonshine night,
Like kidlings blithe and merry!
Ripe as the melting cluster!
No lily has such lustre;
Yet hard to tame
As raging flame. | <urn:uuid:b658f5e0-f0a0-4e55-8259-3f9e428ba031> | CC-MAIN-2016-40 | http://www.poetrymagnumopus.com/index.php?showtopic=2330 | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738660712.3/warc/CC-MAIN-20160924173740-00118-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.931613 | 719 | 3.6875 | 4 |
Students select an issue area and research on the Internet, specifically the Learning to Give briefing papers to identify philanthropists and philanthropic organizations who have an interest in addressing that issue. Using the information gained from research, students write a...
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Participants gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. They review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project.
These activities help youth see the web of communities to which they belong and define what it means to be a member of a community.
Author: Urban EdVenture Faculty at Westminster
Through four folktales from different parts of the world and wisdom traditions, learners explore how to make decisions in difficult situations. They define discernment and wisdom and give examples of each in real-life situations.
Using award-winning literature, the learners describe and analyze racism in Mississippi during the Great Depression. The readers identify the injustices in the community as well as the values and self-respect that build community relationships and strength.
The learners define philanthropy and relate it to environmental stewardship. They compare mission statements from environmental organizations and write their own personal mission statement. They self-select a group to work with to plan and implement an environmental service...
Unit: Take a Stand on Bullying
Learners define bullying and identify the effects of bullying behavior on the individuals involved and the larger community. The learners create a survey or use another method to collect and report on the perceived status of bullying behavior at their school. They survey students, school staff,...
Unit: Helping Children Learn
Benjamin Franklin's work was in service to making a better world, and he influenced the nonprofit sector. His book, Poor Richards Almanack, makes connections to the common good through personal virtue and actions. The participants choose quotes to create posters that communicate...
Youth Activity; Students read about the philanthropy of Madam C.J. Walker, David Robinson, and Jason Crowe, and they begin to tell their own story.
"I do what I do for a simple reason, really; I like to help people." - middle school student | <urn:uuid:e03c2a39-b95d-40fd-aa5b-82ebcf05944f> | CC-MAIN-2024-10 | https://www.learningtogive.org/resources/lessons-units?search_api_views_fulltext_1=November%20Lesson&page=43 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474853.43/warc/CC-MAIN-20240229202522-20240229232522-00330.warc.gz | en | 0.939728 | 468 | 4.03125 | 4 |
Oscillating currents point to practical application for topological insulators
Scientists studying an exotic material have found a potential application for its unusual properties, a discovery that could improve devices found in most digital electronics.
Under the right conditions the material, a compound called samarium hexaboride, is a topological insulator—something that conducts electricity on its surface but not through its interior. The first examples of topological insulators were only recently created in the lab, and their discovery has sparked a great deal of theoretical and experimental interest.
Now, a team of physicists at JQI and the University of California, Irvine, may have found a use for tiny crystals of samarium hexaboride. When pumped with a small but constant electric current and cooled to near absolute zero, the crystals can produce a current that oscillates. The frequency of that oscillation can be tuned by changing the amount of pump current or the crystal size.
This behavior—which mimics that of components in modern cell phones and computers in a much smaller package—is due to a complex interaction between currents carried by protected electronic states on the crystal’s surface and the temperature changes they provoke in the crystal’s interior.
"It’s not often that devices rely on such sophisticated ingredients," says JQI Fellow Victor Galitski, who partnered with Dmitry Efimkin, a postdoctoral researcher in the Condensed Matter Theory Center at the University of Maryland, as well as experimentalists at UCI on the new work. Galitski and his colleagues published the results April 20 in Physical Review Letters.
The work is the latest development in more than four decades of research on samarium hexaboride, which is known for its unusual properties at low temperatures. At high temperatures, the material acts like an ordinary metal, but as it is cooled down, its resistance to electrical currents increases. Unlike most materials, however, the resistance doesn’t keep increasing. Rather, it plateaus, even as the temperature continues to drop.
In 2010, Galitski and several colleagues hypothesized that this mysterious behavior arose because samarium hexaboride is a particular kind of material, which they dubbed a topological Kondo insulator. They predicted that such a material would exhibit a transition from a conventional metal at high temperatures to a topological insulator when cooled down. Physicists raced to verify the prediction by trying to observe signature surface currents. Along the way a group at UCI noticed that the material could also produce an oscillating current.
"That was a completely accidental discovery," says Jing Xia, an associate professor of physics at the University of California, Irvine, and a co-author of the new paper. "We had no clue what was going on."
The frequency of those early oscillating currents was too low to be useful in modern devices, so Xia and Galitski began parallel investigations, with Xia trying to scale down the crystal size to create faster oscillations and Galitski trying to explain the origin of the fluctuating current.
The new paper is the culmination of their efforts. The crystals are now much smaller—just 100 microns long compared to sizes of millimeters in the previous work. This leads to current oscillations that occur tens of millions of times a second, frequencies which can drive radio transmitters or the clocks found in computer chips.
The small size also created headaches for Alex Stern, a graduate student at UCI and lead author of the paper, who painstakingly connected miniscule platinum wires to the tiny crystals in order to make the measurements. "It was really just getting lucky after doing it several times," Stern says. "And once you get one wire on, the hardest thing was to get the second one on right next to it."
Meanwhile, Galitski and Efimkin worked on developing a model to explain the origin of the current oscillations. In the paper, the researchers derive equations that describe how current-carrying charges are transported through the material. Depending on experimental parameters, the charges either flow steadily or fluctuate, the latter corresponding to an oscillating current. Those oscillations appear for only a narrow range of parameters, and the researchers say they were lucky that their sample fall into this regime.
Despite the technical complexity of the theory, Galitski says that the physical mechanism that drives these fluctuations is simple. The essential steps are shown in the graphic above. As a current begins to flow on the crystal’s surface, a high resistance causes some of the current’s energy to heat the sample’s interior. This causes the electrical resistance of the interior to decrease slightly, momentarily allowing more current to flow. But the decreased resistance also dissipates less energy, so the interior cools back down and the original resistance is restored. This process repeats itself many times a second to produce the fluctuating current seen in experiments.
The authors suspect that smaller crystals could produce even faster oscillations, on the order of a trillion per second. The team says that this might happen for crystals that are 10 times smaller than the 100-micron long crystals they are using now. They add that there is no fundamental reason that similar devices that support rapid oscillations cannot be engineered to operate at room temperature.
In addition to the researchers mentioned in the article, the paper has one additional co-author: Zachary Fisk, an emeritus professor of physics at UCI. | <urn:uuid:62d39daa-a142-4587-af9a-018d6e7e6786> | CC-MAIN-2019-09 | https://jqi.umd.edu/news/oscillating-currents-point-practical-application-topological-insulators | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247484648.28/warc/CC-MAIN-20190218033722-20190218055722-00270.warc.gz | en | 0.952788 | 1,107 | 3.609375 | 4 |
Modern technologies protect companies communication.
Content protection protects contents on their transmission path within computer networks.
The following mechanisms protect, evaluate and filter contents:
- Virus protection - data and programmes affected by viruses
- Content filtering - objectionable or illegal websites
- SPAM protection - unsolicited advertising emails
Digital signatures identify communication partners, systems and services. Integrated systems, smart cards or USB tokens are used.
Transmitted data should be encrypted without fail so that it can neither be tapped or modified. There is a choice between
- Encryption of synchronous communication: online banking, file sharing, mobile access
- Encryption of asynchronous communication: email systems, push mail
Encryption solutions are normally based on a digital signature. | <urn:uuid:fec0bdcc-d0f1-4961-92ac-cef6139a4118> | CC-MAIN-2013-48 | http://www.sekiur.com/services/communications | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164580976/warc/CC-MAIN-20131204134300-00031-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.832313 | 148 | 2.984375 | 3 |
Liberty and The Rule of Law
The Common Laws of England
If it left England the sole country in Europe where liberty could progress by natural gradations, that was due, no doubt, largely to the strong qualities of the people but still more to its fortunate history and insular circumstances
The Human Cycle
No free man shall be taken or imprisoned or disposed or outlawed or banished or in any way destroyed, nor will we go upon him, except by the legal judgement of his peers or by the law of the land. To no-one will we sell, to no one will we deny, or delay, right or justice.
Magna Carta, 1215
It is one of the characteristic marks of English liberty that our common law depends on custom; which carries this internal evidence of freedom and along with it, that it was probably introduced by voluntary consent of the people.
Sir William Blackstone
Commentaries on the laws of England , 1765-9
The jury system has come to stand for all we mean by English justice, because so long as a case has o be scrutinised by twelve honest men defended and plaintiff alike have a safeguard from arbitrary pervasion of the law. It is this which distinguishes the law administered in English courts from Continental legal systems based on Roman law. Thus amidst the great process of centralisation (during the reign of Henry 11) the old principle was preserved and endures to this day, that law flows from the people, and is not given by the King.
A History of the English Speaking Peoples
Law in our society and the legal framework, built upon and improved throughout the centuries by Britain , and adopted by other countries such as Canada , has preserved our freedom as individuals. The administration of a system of law by independent judiciary which is seen to establish equality of all before the law is the means by which our democratic way of life can exist and be preserved.
HRH Prince Charles
From a speech given to the University of Alberta, Canada | <urn:uuid:ce63a65f-a8be-4d56-8072-d83f8f36aa9f> | CC-MAIN-2015-35 | http://archive.auroville.org/thecity/british_pavilion/Liberty_Rule_of_Law.htm | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645195983.63/warc/CC-MAIN-20150827031315-00190-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.958972 | 404 | 3.40625 | 3 |
The Method For Treating Fine Slime In Flotation Process | Kira .Feb 6, 2017 . The dispersant is a pure electrolyte whose role is to increase the electric potential of the surface of the fine slime. When the fine slime are close to each other, due to the same electrical and mutually exclusive, so that slime play the role of dispersion to prevent non-selective agglomeration of fine slime.process agglomeration slimes,Using of the Agglomeration-in-liquid for the Technology of the Fine .This problem has been solved by the agglomeration-in-liquid method. An agglomeration-in-liquid method is a process to produce agglomerates in a liquid phase from solid particles suspended in the liquid. The surface of solid particles . A method of extracting valuable minerals from the ore slimes. Babenko SA, Semakina.
Review of oil agglomeration techniques for processing of fine coals .This paper, based on a detailed literature review, presents: (a) physical-chemical and process engineering principles of oil agglomeration; (b) a comparative summary and specific process highlights of the .. Proc., VIII International Coal Preparation Congress, D. Coal Dewatering and Slime Water Treatment Reports (1979).process agglomeration slimes,Investigation of a Flotation Process with De-S and Attrition to .Apr 1, 2011 . A single-stage flotation process with de-s and attrition stages before flotation with PAX and . other challenges, such as; surface oxidation, agglomeration .. slime fractions. The flotation was continued from second to fourth-stage using the +44 цm fraction. 2.4 Characterization and chemical analyses.John Frank
Dec 22, 2017 . Full-text (PDF) | This paper presents an extensive review of the coal agglomeration process, including oil agglomeration theory, characterization methods of coal hydrophobicity, and the main factors affecting the . particles in order to prevent the formation of ultrafine slime coatings on the clean-coal.
This problem has been solved by the agglomeration-in-liquid method. An agglomeration-in-liquid method is a process to produce agglomerates in a liquid phase from solid particles suspended in the liquid. The surface of solid particles . A method of extracting valuable minerals from the ore slimes. Babenko SA, Semakina.
This paper, based on a detailed literature review, presents: (a) physical-chemical and process engineering principles of oil agglomeration; (b) a comparative summary and specific process highlights of the .. Proc., VIII International Coal Preparation Congress, D. Coal Dewatering and Slime Water Treatment Reports (1979).
Mar 17, 2014 . One of the possible ways is to recover additional iron values from these waste slimes through a cost-effective beneficiation technology. . these resources by reducing the silica and alumina level to less than 2% and subsequently agglomerating the beneficiated slimes using a suitable binder is necessary.
Jun 28, 2015 . thus creating larger quantities of slimes in the refining process. In order to . For an efficient electrorefining process the following anode slime characteristics . agglomerates. The chemical analysis was done by a certified laboratory - Labtium Oy. A 0.05 g sample was leached at 90 °C with the aqua regia.
Based on the tests, measurements and calculations it was demonstrated that the sedimentation of coal slimes increased with the additions of the magnetic seeds, . Dai L 2015 The magnetic seed-polymer agglomeration of coal slimes (Changsha: School of Minerals Processing and Bioengineering, Central South University).
Aug 8, 1988 . ed by des of the sand prior to heap leaching and the treatment of the resulting slimes fraction by agitation leaching and carbon-in-pulp. This combined procedure results in a higher overall recovery of gold. Alternatively, the sand can be heap-leached as it is after agglomeration with lime and cement,.
Oct 17, 2017 . In the present study, we attempt to reconcile recent biochemical analyses of Euperipatoides slime with earlier studies on the slime formation process from .. indicating co-localization of lipid (red) and protein (green) within nanoglobules (scale bar = 400 nm) and b within larger nanoglobule agglomerates.
Oct 1, 2016 . Agglomeration is a natural phenomenon in which solid particles stick to each other or to surfaces. When unwanted, agglomeration can cause problems, such as caking, buildup or lumping, but it is also an important particle-size enlargement process widely used in the chemical process industries (CPI) to.
When an agglomerated mass of such cells (often with inclusion of other materials) passes from the headbox and gets into the paper sheet, the area occupied by the slime tends to exclude any fibers . Hoekstra, P. M., "Fundamentals of Slime Control," TAPPI 1991 Chemical Processing Aids Short Course Notes, 55 (1991).
The iron and manganese cycles in the Huntley Meadows (Fig. 1) wetland in. Alexandria, VA, are the result of many interacting processes. Coring has shown that the Huntley Meadows wetland lies in an old meander of the ancestral Potomac River. (Froelich and others, 1978). This meander, which was active between.
Jun 27, 2010 . The slime is collected in a storage tank and periodically pumped to the precious metals plant for further treatment. The processes by which the slime ... agglomerates. According to an investigation by Hiskey and Campin. the elemental silver content in the anode slimes corresponds to. 13-15% of the.
Aug 1, 2016 . Abstract. The purpose of this research is to recover slime waste from feldspar flotation plant at. Attanee . After that, this slime waste was sent to the processes of dirt washing, classifying .. cleaning mineral surface including separate agglomerate fine feldspar and will be sent to permanent drum magnetic.
Figure 1. Coal slime separation process of Chengjiao Coal preparation plant. 2015 AASRI . coal slime separator (RC) made in Australia. This process is shown in Figure 1. Jameson flotator is composited of several small-scale flotation columns. Throughput of ... ultrafine waste tailings by oil agglomerate flotation. Minerals.
universal description of slimes is not possible, however, a definition that may be generally acceptable is the . characteristics of the ore and to some extent on the comminution process used, attempts are possible to. 93 . spherical agglomeration and emulsion flotation, (c) vacuum flotation, (d) elect-0 flotation, (f) pressure.
Our heavy-duty iron ore balling drums are relied on by some of the industry's top producers to process iron ore fines into iron ore agglomeration. Get More . briquetting process in agglomeration of ores,Agglomeration Of Ore Fines. rational . .. Process: Agglomeration of Iron Ore & Concentrates from Slimes: Iron Ore Fines,.
followed by a conventional mineral processing technique such as flotation, e1utriation, or sedimentation, is a promising technique for the beneficiation of mineral slimes. In this paper, a review .. slimes using selective flocculation. ... Agglomeration with the help of oil has been used by Puddington and co- workers for.
Sep 22, 2017 . Abstract: This study investigates the flotation performance of a representative hard coal slime sample (d80 . was measured. Finely distributed coal particles seemed to be agglomerated during the ultrasonic . surfaces, especially physical surface cleaning by help of a cavitation process created by power.
Keywords: anode slime, tin, hydrometallurgy, hydrochloric acid, leaching, extraction. Introduction. As the lead-free . process, the produced anodic slime layer and the anode surface are illustrated by the pictures in Figure 1. .. structure by removing the soluble tin component from the agglomerate. The smaller crystals in the. | <urn:uuid:83624f65-b402-4e37-842f-758c5368b614> | CC-MAIN-2018-34 | http://e-verde.eu/5582_process-agglomeration-slimes.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221209216.31/warc/CC-MAIN-20180814170309-20180814190309-00185.warc.gz | en | 0.886425 | 1,757 | 2.625 | 3 |
In 1966, New York Senator Robert F. Kennedy made a historic visit to apartheid South Africa and gave what many scholars consider the best speech of his life.
“Each time a man stands up for an ideal‚ or acts to improve the lot of others‚ or strikes out against injustice‚ he sends forth a ripple of hope. And crossing each other from a million different centers of energy and daring, those ripples build a current which can sweep down the mightiest walls of oppression and resistance,” he told a crowd at the University of Cape Town.
Half a century later, on the anniversary of his visit, these words still resonate. That’s why Kennedy’s daughter, Kerry, a human-rights activist, is in South Africa this week, retracing her father’s steps along with a delegation of Kennedy family members.
To hear some analysts and politicians talk, South Africa is on a long, slow decline. The president is mired in scandal after scandal, the South African rand has tumbled in value, violent crime remains high, politicians have had actual scuffles in parliament not once, but twice this month.
But against this background, Kerry Kennedy says she’s optimistic. After all, she says, her father delivered his hopeful, defiant words in a very different South Africa. In 1966, the nation seemed concretely locked into the racist apartheid system. The powerful speeches he delivered over his four-day visit raised hopes that apartheid might one day end.
FILE - In this June 7, 1966, file photo Sen. Robert F. Kennedy is surrounded by students and newsmen as he tours Stellenbosch, South Africa, during a five-day visit to South Africa as the guest of the multiracial National Union of South African students.
Change from below
Kennedy says that in her experience, change doesn’t come from above.
“All those changes took place not because governments wanted them to; governments tried to stop them,” she said this week at Johannesburg’s University of the Witwatersrand. “And not because militaries wanted them to; militaries tried to stop them. And not because huge multinational corporations wanted them to; multinational corporations tried to stop them, including South Africa…. All those changes took place because small groups of determined people harnessed the dream of freedom and made it come true. That’s what creates change.”
During his trip to South Africa, Robert Kennedy met with an anti-apartheid icon, Chief Albert Lutuli. The controversial and logistically difficult step captured media attention both in South Africa and in the U.S., which in turn increased American awareness of the plight of black South Africans under apartheid.
Kennedy's trip, linked as it was to his quest for civil rights in the U.S., also underscored the similarities between racist laws in both countries.
‘He made us feel… it was still worthwhile’
Black South African media at the time noted the impact of Kennedy’s words. One black journalist wrote: “He made us feel, more than ever, that it was still worthwhile, despite our great difficulties, for us to fight for the things that we believed in; that justice, freedom and equality for all men are things we should strive for, so that our children should have a better life."
FILE - In this June 5, 1966, file photo Sen. Robert F. Kennedy, back right, and his wife, Ethel, back left, arrive at the Roman Catholic Cathedral in Pretoria, South Africa, during a visit to the country.
Johannesburg mayoral candidate Herman Mashaba said this week that he sees that same optimistic, grassroots spirit in the people of the city today.
“I’ve seen a city that is falling apart at the seams, one that is constantly being re-stitched together by people who refuse to give up,” he said this week, announcing his candidacy. “It is these people that keep me going, people who despite having been given up on by the government, refuse to give up on themselves.”
That glimmer of hope is something that Robert F. Kennedy himself touched on in his final speech of the 1966 tour, delivered at the University of the Witwatersrand, in words that still ring true today:
“So tomorrow's South Africa will be different from today's – just as tomorrow's America will be different from the country I left these few short days ago,” he said. “Our choice is not whether change will come, but whether we can guide that change in the service of our ideals and toward a social order shaped to the needs of all our people.”
"In the long run we can master change not through force or fear, but only through the free work of an understanding mind – through an openness to new knowledge and fresh outlooks which can only strengthen the most fragile and the most powerful human gifts – the gift of reason,” Kennedy said. | <urn:uuid:31fed3a5-871c-4203-9cc7-20a56431369b> | CC-MAIN-2017-17 | http://www.voanews.com/a/south-africa-apartheid-robert-kennedy-1966/3355859.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122865.36/warc/CC-MAIN-20170423031202-00177-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.964492 | 1,043 | 2.640625 | 3 |
I’ve been to Holocaust memorial centers and museums around the world, from West Bloomfield, Mich., to Jerusalem. But by far the most powerful exhibit I ever saw at any of these important institutions was one on "propaganda" at the U.S. Holocaust Memorial Museum in Washington, D.C.
As a Jew, I’ve been taught about the Holocaust my entire life. But it took my brain years to figure out how something like this could have happened. I just couldn’t grasp what the chain of events was that led to 6 million of my family members being massacred. How did Hitler pull this off?
The exhibit on propaganda helped me so much in my understanding. One thing I never put together was that the Holocaust began just after the Great Depression—the worst economic collapse in world history. This was prime material for Hitler’s propaganda machine.
Slowly and methodically, Hitler and Joseph Goebbels began linking the Jews and the Great Depression. “It was the Jews who caused this.” “Those greedy Jews are to blame.” “All your suffering is because of the Jews.” “If you don’t have a job or a home or food for your family … be angry at those money-loving Jews!”
This was the foundation being laid by the Nazis. They had to soften up the ground, to begin planting the seeds of hatred against the Jews. As the economy worsened and the people of Europe looked for someone to blame, more and more joined this Nazi chorus: “Blame the Jews.” Thus the march toward the Holocaust was well underway.
Images from the propaganda exhibit came flooding in to my mind as I watched, in horror, a rally held in Hungary this past weekend. Hungary … where hundreds of thousands of Jews were killed in the Holocaust.
The following news excerpts describe what took place:
On the eve of Sunday’s World Jewish Congress (WJC) meeting in Budapest, Hungary’s capital, the country’s far-right Jobbik party held an anti-Semitic demonstration, with one prominent member saying, “Hungary has been subjugated by Zionism.”
Several hundred nationalists protested next to the Hungarian parliament building on Saturday, at which Jobbik leaders claimed that the World Jewish Congress had decided to meet in Hungary in an effort to “shame the Hungarian people.” Jobbik is the third-largest party in Hungary, with 43 out of 386 parliamentary seats.
This is not the first time that members of Jobbik have expressed anti-Semitic sentiments. Jobbik leaders occasionally issue provocative statements about Jews, such as a call by Jobbik member of parliament Marton Gyongyosi last November to list all Jews in the government and parliament as potential national security risks. He later apologized but did not resign.
Some 80,000 to 100,000 Jews live among the 10 million people of Hungary, which was once a center of Jewish life in Europe and has seen a modest revival since communism ended in 1989.
“The Israeli occupiers, these invaders, need to look for a different country because Hungary is not for sale,” Jobbik Chairman Gabor Vona told the rally. The charge, based on comments President Shimon Peres made in 2007 praising Israeli businesses abroad, has become a mantra in Jobbik’s discourse about threats it says Hungary faces from Roma (Gypsies), Jews, the European Union and the International Monetary Fund.
“This kind of conspiracy theory has a long history in Hungary,” said Peter Kreko, director of the Political Capital research and consulting company. Hungary’s wartime fascist leaders used xenophobic charges to win support, he noted.
The World Jewish Congress decided to hold its assembly in Budapest, rather than Jerusalem, to highlight the rise of anti-Semitism and of the extreme Right in Europe. More than half a million Hungarian Jews were killed in the Holocaust.
Conservative Prime Minister Viktor Orban, who is due to address the congress’ opening session Sunday evening, had ordered that the rally be banned. However, a court ruled Friday that police had overstepped their authority in trying to block it.
“Our country has become subjugated to Zionism. It has become a target of colonization, while we, the indigenous people, can play only the role of extras,” Gyongyosi told the crowd. The rally ended after almost two hours, and the protesters dispersed without incident.
WJC spokesman Michael Thaidigsmann said, “We find it a worrying sign that these people express their anti-Semitic and anti-Israeli ideology in such a public way.”
Yes, Hitler would be proud of this group. They even waved homemade signs with hand-drawn swastikas. They know their fascist history well: Blame the Jews for our economic woes.
Sickening. Pathetic. Can anyone even believe this is happening in Eastern Europe, just 70 years after the Holocaust?
Wake up, Europe. You missed Hitler the first time, at this stage in the anti-Semitic game. Will you repeat your mistakes again?
Chaim Goldberg is the director of media for Maoz Israel and writes a weekly column for Charisma Media’s Standing With Israel website.
The Charisma Podcast Network is now live. Subscribe now for free! | <urn:uuid:f579ce85-b3ed-4e68-95ea-2e784a149058> | CC-MAIN-2015-35 | http://www.charismanews.com/opinion/standing-with-israel/47170 | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645220976.55/warc/CC-MAIN-20150827031340-00054-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.967114 | 1,120 | 2.6875 | 3 |
Types of Masks
There are many different types of masks with their own meanings and interpretations. The traditional Bauta was the most common mask worn. Originating around 1600, the Bauta mask was worn by both men and women of different social status. The main purpose of wearing this mask was for the person to stay concealed; the mask’s form enables the wearer to eat and drink while still being hidden. The Bauta was not usually worn alone, but with a typical wardrobe. The outfit included a cloak and a tri-corn hat.
Guerrino Lovato, “The Bauta Mask,” www.mondonovomaschere.it/
A mask exclusively worn by patrician women is named the Moretta. The petite oval shape of the mask although has no opening for the wearer’s mouth, it does incorporate eye openings for the women to see.
Guerrino Lovato “The Moretta Mask,” www.mondonovomaschere.it/
The flamboyant Gnaga mask was usually reserved for patrician men who enjoyed indulging in homosexual rendezvous. Societal norms in Venetian society would not approve of patrician men to behave in such a way, yet the Gnaga mask allowed noblemen the social freedom and anonymity to explore certain desires. The Gnaga mask exhibits cat-like features that ties in with its playful nature.
Guerrino Lovato,”The Gnaga Mask,” www.mondonovomaschere.it/
Apart from certain masks’ lightheartedness, some masks were intended for specific occupations. The “Plague Doctor” mask played a serious part in sixteenth-century Venice. These masks were worn by doctors who were treating patients for the plague. The mask included a long beak-like nose for the doctor to place herbs and spices in order to protect himself from the very disease that was being treated. The doctors’ uniform consisted of this particular mask, a coat, and gloves. From its grave origins, this mask has come to serve as a symbol of death.
Guerrino Lovato, “The Plague Doctor Mask,” www.mondonovomaschere.it/ | <urn:uuid:999febb7-7f38-4b91-9693-b94a62dd14f7> | CC-MAIN-2015-27 | http://venice.umwblogs.org/exhibit/masks/types-of-masks/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375102712.76/warc/CC-MAIN-20150627031822-00106-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.966136 | 472 | 3.3125 | 3 |
At dawn this morning the cries of the women could be heard lamenting the loss of a herds boy six year old. During the night a small child was taken and eaten by a leopard.
At various times during the year warriors take the bulk of the cattle to places where there is better grazing. Here at Olbalbal, while there is still plenty of standing water, the rains have slackened and the grass is short. Nearby villages have joined together in sending cattle off with a band of warriors. They drove the cattle some twenty miles distant to take advantage of some good grazing. As is normal, the young men took some small children with them to herd the calves near their temporary makeshift “boma.”
Yesterday evening, on the return of the calves to the encampment, one small boy was missing. The warriors lost no time back tracking the herd of calves and then followed the meandering tracks of the lost boy. They found what was left of him in the branches of an Acacia tree, clearly the work of a leopard. The boy had somehow become separated from his companions and the calves. Lost and alone, he was easy prey for the leopard. At dawn this morning news reached the home villages at Olbalbal. | <urn:uuid:89d29777-7ac9-4424-bd2d-242c4c5d7644> | CC-MAIN-2022-21 | https://nedsmission.org/small-boy-lost-and-alone/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662675072.99/warc/CC-MAIN-20220527174336-20220527204336-00233.warc.gz | en | 0.976489 | 255 | 2.59375 | 3 |
Frontiers in Marine Science
Climatic change, conservation planning
A loss of memory of past environmental degradation has resulted in shifted baselines, which may result in conservation and restoration goals that are less ambitious than if stakeholders had a full knowledge of ecosystem potential. However, the link between perception of baseline states and support for conservation planning has not been tested empirically. Here, we investigate how perceptions of change in coral reef ecosystems affect stakeholders' willingness to pay (WTP) for the establishment of protected areas. Coral reefs are experiencing rapid, global change that is observable by the public, and therefore provide an ideal ecosystem to test links between beliefs about baseline states and willingness to support conservation. Our survey respondents perceived change to coral reef communities across six variables: coral abundance, fish abundance, fish diversity, fish size, sedimentation, and water pollution. Respondants who accurately perceived declines in reef health had significantly higher WTP for protected areas (US $256.80 vs. $102.50 per year), suggesting that shifted baselines may reduce engagement with conservation efforts. If WTP translates to engagement, this suggests that goals for restoration and recovery are likely to be more ambitious if the public is aware of long term change. Therefore, communicating the scope and depth of environmental problems is essential in engaging the public in conservation.
McClenachan, Loren; Matsuura, Ryunosuke; Shah, Payal; and Dissanayake, Sahan T.M., "Shifted Baselines Reduce Willingness to Pay for Conservation" (2018). Economics Faculty Publications and Presentations. 86. | <urn:uuid:f5e890db-5a08-45f1-8e44-6d479552a510> | CC-MAIN-2021-04 | https://pdxscholar.library.pdx.edu/econ_fac/86/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703565376.63/warc/CC-MAIN-20210125061144-20210125091144-00154.warc.gz | en | 0.906837 | 323 | 2.65625 | 3 |
Flora of New Zealand Volume V: Grasses
There are 190 native species and 230 naturalised grasses in New Zealand, and this Flora is about them. The Flora of New Zealand Volume V Grasses was first published in 2000 and it has been revised and updated in this new second edition a decade later.
Included are formal nomenclature, descriptions, distribution records, ecological information, and keys to genera. Appropriate revisions, DNA phylogenies, or taxonomic opinions published up to 30 June 2009 are included in this second edition. The structure is that of the main text of the 2000 edition with the addition of simple corrections of errors and some changes that could easily be made within the text. Issues relating to modern nomenclature and generic placement are treated in the Addenda.
673 pages. Hardback. Colour photos.
Black & white illus.
- New Title
- Condition: New
- To order 1-2 weeks delivery | <urn:uuid:395809ae-f968-4687-addd-d88868dcc829> | CC-MAIN-2017-34 | https://www.summerfieldbooks.com/flora-of-new-zealand-volume-v:-grasses~2094 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105955.66/warc/CC-MAIN-20170819235943-20170820015943-00429.warc.gz | en | 0.920793 | 199 | 2.71875 | 3 |
Needing help (: The Cultural Landscape of South America.
1. Which language phrasebook would you take with you on a trip to Paraguay?
2. Under what circumstance did Africans come to South America?
Like the Portuguese and the Spanish, they were seeking a trade route to India.
They immigrated in search of more arable lands to farm.
They came to trade with the indigenous tribes of South America.
They were brought to South America as slaves.
I got my questions answered at brainly.com in under 10 minutes. Go to brainly.com now for free help!
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Paraguay's official language is Spanish
Africans were also brought to South America via the Trans-Atlantic Slave Trade system
Which is NOT a physical/natural factor affecting population density?
a. Low lands
b. Good job opportunities
c. Temperate Climate
d. Rich Resources | <urn:uuid:d3642fdb-02f9-4492-85b3-d5f7e13ddc69> | CC-MAIN-2017-17 | http://openstudy.com/updates/5154eaf1e4b0507ceba13702 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122619.71/warc/CC-MAIN-20170423031202-00316-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.690354 | 409 | 3.21875 | 3 |
Fiji’s tropical dry forest contains an estimated 324 flora species, of which 310 are native to Fiji and 14 are introduced.
Today, forty percent of Fiji’s total land area is covered by natural forests, while along the coast, coconut groves are found in abundance. Currently, Fiji is home to over 3,000 flora species of which roughly one-third are endemic. Hundreds of fern species are found on Fiji as well as many varieties of orchids. Bamboo, mangroves and a number of aquatic plants can also be found on Fiji’s various islands.
DID YOU KNOW?
This 225 acre resort was once a 19th century Coconut Plantation and Katafanga is a Tongan word meaning “Smiling Beach”.
STAKE YOUR CLAIM | <urn:uuid:1715b09e-b5c3-4495-80d0-39ae9f664385> | CC-MAIN-2020-24 | http://www.katafangaislandresort.com/portfolio_page/flora-and-fauna/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347392142.20/warc/CC-MAIN-20200527075559-20200527105559-00058.warc.gz | en | 0.967915 | 169 | 3.015625 | 3 |
As we mentioned in our recent post about new archaeology guidelines, The Federal Highway Administration (FHWA), the Pennsylvania Department of Transportation (PennDOT), and PHMC partnered with URS Corporation to develop a statewide pre-contact archaeological predictive model for Pennsylvania. The project involved developing statistical models to analyze the landscape at known Native American archaeological sites in Pennsylvania and extrapolating identified patterns to all areas of the commonwealth. Due to the variability of environments and pre-contact cultures throughout Pennsylvania, many different models were produced for different areas. One of the major accomplishments of the project is a complete statewide layer of archaeological sensitivity aggregated from 132 spatial subareas. This has been included in CRGIS as a pair of layers that indicate high and moderate probability.
A summary report is available through PennDOT’s ProjectPATH. The authors, Matthew D. Harris, Robert G. Kingsley, and Andrew R. Sewell from URS (now AECOM), have provided a very thorough description of the modeling process in that document, and I highly recommend it to those who want to understand how it was created. For those who want the 10,000 foot view of the process, here are some of the basics:
- Only Pre-Contact sites considered
- Based on existing site files
- Different models in different places (depending upon data available)
- Not field verified (YET!)
The state was divided into Regions, Sections, and Subarea defined by combination of Physiographic Zones, Watersheds, and Topography:
- 10 Regions, based on Physiographic Zones
- 66 Sections, based on watersheds within regions
- 132 Subareas – two per Section
Within each subarea, variables were calculated on various groupings of:
- Digital Elevation Models
- National Wetland Inventory (NWI) (streams, wetlands, and water bodies)
- United States Department of Agriculture (USDA) soils data
- Historical Data
Overall, 91 secondary variables were developed that:
- Represent environment
- Many based on some form of distance
- Euclidian, cost, vertical…
- Analyzed by subarea
- Used most discriminate 10-15
- Tested for redundancy
The entire state was gridded and ranked:
- 10 m grids
- Rated low, moderate, or high
- Aggregated into 30 m grid
- Highest value prevails
- Thematic mapping = color coded
Thresholds for dividing into the three levels were based on some basic statistical assumptions:
- 85% of the sites will be found in 33% of the landscape
- No more than 33% of the true-negative observations will be classified as sensitive
The actual final project deliverable is a set of algorithms that can be run again and again to update the model in the future as more data are received. The results of the current run of data gave us a value for each 10m square of surface area across the entire state. These were aggregated into 30m squares and mapped as the layers that your see now in CRGIS. Registered archaeologists and planners can find the tool on the legend between ‘Political Boundaries’ and ‘Environmental.’ Although the ‘High’ and ‘Moderate’ layers can be selected separately, both should be considered when evaluating the archaeological potential of a project area.
Areas for which the models give a low probability of containing pre-contact archaeological sites will have no color; the other two layers are semi-transparent, so they can be layered on top of either the topographic maps or the aerial photography. It is important to remember that there are only these two colors! If you see more than two, these other color variations will be the result of the colorations on the base maps or other layers.
Ideally, the model would take into account previous ground disturbance, but there is no current way to accurately map disturbance. Complete land use cover is not currently available for Pennsylvania, and such coverage does not necessarily coincide with disturbance that could affect archaeological potential, so disturbance was not considered in the model. As a general rule, the model should be viewed on top of the aerial photography to look for obvious previous disturbance, like the modern housing development in this illustration, and field verified.
The models are in the early stages of their lifecycle and will be continually evaluated and occasionally updated. For proper use of the models in Cultural Resource Management investigations, please see the SHPO Guidelines for Archaeological Investigations in Pennsylvania (May 2016).
The datasets upon which the model was based were extracted at the start of the process in Fall 2013. As one test of the model, we have an ongoing intern project to map surveys that have been submitted to SHPO since then against the model layers. We are recording the percentage of the project in each probability zone, the methods used to test each area, and whether or not sites were found. We are also looking at newly recorded sites to see where they fit in the models. At the end of this summer we will be evaluating their data to see if we can determine how effective the model is in various regions.
These models are intended to be used as a planning tool and are not a substitute for consultation with the PA SHPO. The models only evaluate the potential for pre-contact sites. The probability of the presence of Contact Period and historic archaeological sites should still be evaluated using historic documentation.
These layers are currently available to registered archaeological and planner users of CRGIS. For more information about registering – just visit our website for requirements and directions | <urn:uuid:c3e0fa56-0392-4184-af57-5b62eb070a07> | CC-MAIN-2020-10 | https://pahistoricpreservation.com/mapping-probability-pre-historic-archaeological-sites/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146643.49/warc/CC-MAIN-20200227002351-20200227032351-00463.warc.gz | en | 0.947873 | 1,147 | 2.59375 | 3 |
The Lamb of G-d
Every year, the Pesach lamb was to be selected on the tenth day of the Hebrew month of Aviv. On that very day Messiah entered Jerusalem in his "Triumphal Entry" as the spotless Lamb of G-d.
Just as the Pesach lamb was examined for four days before the sacrifice on the fourteenth of the month, so, too, Messiah was examined and questioned by the Scribes, Pharisees, Sadducees, and the Herodians during those four days.
Just like the Pesach lamb was not to have a single bone broken (Numbers 9:12), Messiah did not have any of His bones broken during his beating or crucifixion (John 19:33, 36).
Removing Sin? Not This Lamb!
Paul tells us in 1 Corinthians 5:7 that Yeshua was our Passover, however, in the Levitical sacrifices, what type of sin does the Passover lamb serve to remove?
The Passover lamb was purely a sacrifice to remember G-d's redemption of Israel from bondage in Egypt and His taking of Israel as a nation to be His own treasured possession. As our Passover, so too Yeshua reflects Israel's redemption from their bondage to sin (Ephesians 1:7, Hebrews 9:12).
The blood of the Pesach lamb in Egypt was used to mark those who belonged to G-d and keep them safe from G-d's wrath. So, too, as our Passover, Yeshua's blood covers us and keeps us safe from G-d's wrath (Romans 5:9).
The Last Seder?
As our Passover Lamb, Messiah was crucified on the day of Pesach and His last meal with His disciples is often called "The Last Supper"
Matthew 26:17, Mark 14:12, and Luke 22:7-8 tell us that on the "first day of Unleavened Bread, when the Passover was being sacrificed" the disciples asked Yeshua where He wanted them to prepare the Passover meal.
Although the Feast of Unleavened Bread begins the day after Pesach (i.e. on the fifteenth of Nisan) the "first day of unleavened bread" is generally observed on Pesach since the Passover lamb was to be eaten with unleavened bread (Exodus 12:8). Since Yeshua and his disciples ate the Passover meal that night then it meant the following day (when Yeshua was crucified) was Passover. The Hebrew day begins at sundown. The "day" begins at evening, goes through the night and into the following morning and afternoon. The next day begins at sundown.
In Luke 22:15, Yeshua stated that He "earnestly desired to eat this Passover with" His disciples. If Passover was the following day (when the animals were to be sacrificed), then what was He eating with them? It wouldn't have been a Passover lamb.
John 19:14 tells us that it was the "preparation day" for the Passover when Yeshua was crucified. If so, then this last meal was likely the day before Passover itself since the day before Pesach was the day used to prepare the animals for the Temple sacrifice the following day.
For more thoughts on this subject, see the "Was Jesus' Last Supper a Seder?" article from Biblical Archaeology Society.
Keep the Feast!
Whether the Last Supper was indeed the Last Seder or not, Paul exhorts the believers in Corinth to "celebrate the feast", skip the leaven, and instead have the unleavened bread of sincerity and truth. (1 Corinthians 5:8)
Rather than turning away from the appointed times of G-d, we find Paul affirming the Passover to the believers in Asia Minor. And this is after the death, burial, resurrection, and ascension of the Messiah!
Let's move on to some Pesach traditions... | <urn:uuid:466ecf4b-fea1-403e-8ff8-4d898444d80f> | CC-MAIN-2023-50 | https://www.themoedim.com/Messiah/Finding-Messiah-in-Pesach.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00442.warc.gz | en | 0.965314 | 835 | 2.84375 | 3 |
Dr. Tar-pin Chen
Dr. Tar-pin Chen’s research involves nanometer devices and materials. His group is working on characterizing and making insulator for high transition temperature superconductor-insulator-superconductor Josephson junction (SIS junction). The thickness of the SIS junction should be thinner than 4 nanometers, yet provide sufficient potential barrier for the junction. In recent years, his group had discovered new insulator materials, which even as thin as 1.2 nanometer, is capable of providing high enough potential barrier for making SIS junctions with high enough critical current for making nanometer devices.
Using this insulator material Dr. Chen’s group is working on making SIS Josephson Junction which will be used to make SQUID, the most sensitive devices for measuring magnetic flux and magnetic cardiology graph, a device more sensitive than EKG and can dictate heart disease at an earlier sate than EKG. It can also be used to make terahertz dictators to detect terahertz signals. It can also be used to make the key elements for quantum computers.
Other research interest of Dr. Chen’s group is to make nanometer thickness organic solar cell materials, quantum bit devices and terahertz dictators.
In 2005 UALR is awarded $6,000,000 to establish a nanotechnology research center. Physics is one of the most important fields in nanotechnology. The physics and astronomy department of UALR recruit a chairperson to lead in nanotechnology research. For this reason I accept the challenge and came to UALR.
Nanotechnology is still a pretty new research field in science. New discovers has been coming from physics, biology, and chemistry research. Industries begin to make use of the technology and fabricate useful products. I am expecting new discovers in nanotechnology will continue and knowledge in understanding the properties of nano-materials will improve and industrial products using the techniques will increase. Our project in study nano-solar cell material will have a good progress in the next five years.
Dr. Chen’s collaborators
Dr.Wei-Kan Chu: Distinguished Professor of the University of Houston and Associate Director of the Center for Superconductivity Research.
Dr Qi Li: Professor of Penn State University.
Dr. Quark Chen: Professor of Nanoscience and Nanotechnology, National Sun Yat-Sen University, Taiwan.
Professor Shouzheng Wang: Professor of Peking University, People of the Republic of China.
Professor K. Wu: Professor of Peking University, People of the Republic of China.
Hong Duen Yang (Professor and President of Sun Yet Sen University, Taiwan)
Z. X. Zhao (Professor, Head of the Division of Physics, Chinese Academy of Science, Beijin, China, and Fellow of the Chinese Academy, China)
07/2010-present, Professor, Department of Physics and Astronomy, University of Arkansas at Little Rock.
07/2005 – 6/2010, Professor and Chairman, Department of Physics and Astronomy, University of Arkansas at Little Rock.
07/1999 – 06/2005, Professor and Chairman, Department of Physics, University of North Dakota
07/1998 – 06/1999, Professor, Department of Physics, University of North Dakota
07/1994 – 06/1998, Associate Professor, Department of Physics, University of North Dakota
07/1986 – 07/1994, Associate Professor, Department of Physics, Villanova University
07/1980 – 07/1986, Scientist and Associate Group Leader, Solid State Division of Ames Laboratory and Iowa State University
Publications In last 3 years (more than 70 publications in my career)
1. T-P. Chen, K. Wu, Q Li, Z. Li, S. Z. Wang, B. Chen, Q. Y. Chen, W-K Chu, J.J-C Chen, U. Tipparach, Y. C. Soo “Structure and Transport Studies on Nanometer YBCO/PBCAO Multilayers”, Physica C 460-462, 403(2007).
2. J. B. Cui, Y. C. Soo, A. Thomas, H. Kandel, T. P. Chen, and C. P. Daghlian, “Variable temperature photoluminescence of ZnO thin films deposited by reactive laser ablation”, Journal of Applied Physics 104, 043521 (2008).
3. J.B. Cui, Y. C. Soo, T.P. Chen, and U. Gibson, “Low temperature growth and characterization of Cl-doped ZnO nanostructures”, Journal of Physical Chemistry C 112, 4475-4470 (2008).
4. J. B. Cui, Y. C. Soo, H. Kandel, M. A. Thomas, T. P. Chen, and C. P. Daghlian, “Investigations of ZnO thin films deposited by a reactive pulsed laser ablation”, Science in China E: Technological Science, in press (2009).
5. J. B. Cui, M. A. Thomas, H. Kandel, Y. C. Soo, T. P. Chen, “Low temperature doping of ZnO nanostructures”, Science in China E: Technological Science, in press (2009).
6. Chen Tar-Pin, Wu Ke, Li Qi, Chen Ben, Wang ShonZeng, Kandel Hom, Soo YuChong, Tipparach Udom, Cui JingBiao, Seo HyeWon & Chen ChiJen, “ Structure and transport studies on nanometer YBCO/PBCGO multilayers”, Chinese Science Bulletin, 2009, Science in China Press, Springer
Committee Member for International Conference: 3SC-3, 2000 and 3SC-1, 1998 Co-Chairman: Session 4A-Exotic Superconductor 3SC-2, 1999 International Conference.
Organized a research consortium including the University of California-San Diego, University of Washington-Seattle, University of Nebraska-Lincoln, South Dakota School of Mines and Technology, South Dakota State University, North Dakota State University and the University of North Dakota.
Chair of the Organization Committee of the 48th Midwest Solid State Conference and Solid State Theory Joint Symposium (October 13 –15, 2000 at University of North Dakota, over 100 participants and 58 papers presented).
Supervised Postdoctoral fellows and Visiting Professors/Scientists
Professor Shouzheng Wang (2004-2007, Peking University, China);
Professor Yumin Ho (2003-2004, Peking University, China),
Professor Ke Wu (1999-2001, Peking University).
Hom Kandel, (Ph.D. graduated in May 2010), University of Arkansas at Little Rock.
YuChong Soo, Ph.D candidate, University of Arkansas at Little Rock, current.
Anqi Zhou (Ph.D. graduated in August 2005)
Udom Tipparach (Ph.D. graduated in August 2002)
Xiaochu Yang (Ph.D. graduated in May 2001)
Zhenhua Lee (M.S. graduated in August 2005)
Siying Wang (M. S. graduated August 2004)
Kazuaki Kamimura (M.S. graduated in 1997)
Chung Yuan University, Taiwan, Republic of China Physics B.S. 1970
University of Waterloo, Waterloo, Canada Physics M.S. 1972
Buffalo University, Amherst, New York, USA Physics Ph.D. 1978
Physics Building, Room 108E
Department of Physics and Astronomy
University of Arkansas at Little Rock
2801 S. University Avenue
Little Rock AR 72204-1099
Tel: 501-569-8963, Fax: 501-569-3314 | <urn:uuid:3819d9e6-4319-4bd3-a59e-61a316e9f111> | CC-MAIN-2016-44 | http://ualr.edu/physics/dr-tar-pin-chen/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719566.74/warc/CC-MAIN-20161020183839-00318-ip-10-171-6-4.ec2.internal.warc.gz | en | 0.829823 | 1,682 | 2.53125 | 3 |
It seems today that most people are so concerned with looptimes, gyro sync, airmode, betaflight, the latest trending gear, the newest tech, that they are overlooking one of the most basic and important parts of a quadcopter- the motor bearings
The Motor Bearings.
All motors have bearings, and most of the time the thing that separates the mediocre motor from the top performing one is the bearings. If you don’t properly take care of your bearings in any motor, you will destroy them, and without proper maintenance, you might not be getting the top performance out of your motor..
Ball bearings are high precision devices compared to many mechanical parts. Good performance will therefore require treatment that takes into account their characteristics and operating environment.
A high percentage of bearing problems, including failures, are the result of improper handling procedures. The following information represents the results of our most common case studies. We hope you will find this information useful in the care and handling of precision ball bearings.
The Function of Ball Bearings
From small and large motors to car axles to electric fans, Quadcopters and hard disc drives (HDDs), ball bearings are used in a wide array of machines for rotary motion. Ball bearings support rotary parts and reduce friction to facilitate the smooth operation of machines. The size of ball bearings can range from smaller than a grain of rice — small enough to fit inside a wristwatch—to over one meter in diameter for factory and power plant applications.
Most often you will find that quadcopter motors specify NMB bearings- this is good because the NMB company specializes in the manufacture of miniature and small-sized ball bearings with an outer diameter of 30mm or less. These bearings are typically found in Quadcopter motors- We recommend purchasing motors with NMB bearings in them for the best performance.
Ball Bearing Components
Ball bearings are comprised of four major parts: a large ring (outer ring), a small ring (inner ring), balls between the rings (steel balls), and a cage to prevent the balls from hitting each other. The modern structure dates back to around 1500, when Leonardo da Vinci invented ball bearings to reduce friction against the axles of horsedrawn carts. For more than 500 years, the ball bearing has been defined by this simple structure.
The Precision of a Ball Bearing
The main function of a ball bearing is to reduce friction and facilitate smooth rotation of an axis. Modern ball bearings test the very limits of precision. As an example, one of the key elements to making an ultra-precise ball bearing is the degree to which the groove where the balls roll can be made into a perfect circle.
The most important performance measure in judging a ball bearing is the extent to which it reduces friction and facilitates smooth and easy rotation. Ball bearings may end up in quadcopters, racing drones, aircraft, automobiles, precision medical equipment and many other end products, but no matter the application, it is important to maintain smoothness and minimize friction. Changes in the times brings diversification and complexity in end products and machine types along with new performance requirements for ball bearings, including miniaturization, higher rotation speeds, durability and duration, as well as noise reduction.
The performance of miniature precision ball bearings is critically affected by minute particle contamination. Avoiding exposing the bearing to any environment where particles may be present is highly recommended.
Shields and seals are used to prevent contaminants from reaching the inside of the bearing. However, after assembly, there is still a small gap between the shield and the inner ring. This gap may permit particle entry.
Please observe the following procedures carefully:
Keep your bearings handling room as clean as possible.
Do not remove the bearings from their packaging until just before use.
If you move the bearings to a container, be sure the container is clean. The lid should be kept close, and it should be cleaned every day to prevent particle accumulation.
Never use a bearing that has been dropped. It may be brinelled (race track dented). In use, a brinelled bearing will generate a high level of acoustic noise.
Before applying adhesive to a bearing, use a clean cloth dampened with an alcohol agent to clean oily materials such as anticorrosion oil from the inner and outer rings. Do not saturate the cloth excessively with the cleaning agent. The liquid agent itself could leak into the bearing, carrying particles with it.
When applying a lubricant to the outer circumference of a bearing, take care to make sure the lubricant is not contaminated. You might inadvertently transfer the contamination into the bearing.
Never use an applicator that will leave contaminants on or near the bearings. A cotton swab, for instance, may leave small fibrous particles behind. We recommend a mechanical dispenser, many are available, or a clean room type of applicator.
Do not handle bearings in a place where they could be directly exposed to outside air. Airborne contaminants include dust, dirt, and humidity.
Since bearings are metallic products, they rust easily. Their treatment requires certain precautions:
When handling bearings, use finger caps, tweezers or gloves that do not generate cotton fibers.
When using unprotected fingers to handle a bearing, first make sure they are clean and free from perspiration and dust. Apply a quality mineral oil to the fingertips before touching the bearing. Do not use hand cream, as it may induce rust.
If a shaft is dirty on the surface, rust may gather between the shaft and the bearing after they are fitted.
It is important to make sure that the shaft is free from finger prints, perspiration, dust and dirt.
Avoid storing bearings near air conditioners and direct sunlight.
Bearings may rust when placed near an air conditioner outlet, or any place where wind or sunlight can enter directly.
A great temperature difference may cause condensation to form on the bearings. In colder climates, allow the bearings to reach room temperature before unpacking them.
Store bearings in centrally heated and properly ventilated environments.
Bearings are easily affected by shock forces. Depending on the size of the bearing, a shock force from a 100 gram weight at 4mm away could cause brinelling.
Brinelling could also occur when bearings are automatically press-fitted to a rotor shaft, if the shaft and bearing bore are not kept accurately in line.
A typical example of shock causing brinelling is when motors are placed on a conveyor belt. As the motors moved through the conveyor, the movement causes the motors to hit the iron plate underneath the conveyor, resulting in shock which causes brinelling to the bearing. Holes made to the iron plate prevent this type of shock force to be generated.
Another obvious example of shock causing brinelling is when a quadcopter is crashed and a motor experiences direct impact.
Synthetic Lubricants are recommended for brushless motor bearings.
The esters, diesters and poly-a-olefins are probably the most common synthetic lubricants. They do not have the film strength capacity of a petroleum product, but do have a wide temperature range (-65º to 350 ºF) and are oxidation resistant.
Synthetic hydrocarbons are finding a greater use in the miniature and instrument ball bearing industry because they have proved to be a superior general purpose lubricant for a variety of speeds, temperatures and environments.
|LY551||Poly-alpha-olefin oil + urea soap thickener||-40º to +300º||Vacuum cleaner and power tool applications. Low noise and high speed.|
|LY694||Synthetic hydrocarbon and refined mineral oil + diurea soap|
|-50º to +300º||Encoders, HDD actuators applications. OK for high speed oscillation, and Quadcopter motors.|
Your motor bearings are the heart of your quadcopter and very often overlooked during the maintenance and service of racing drones. It is important to keep your bearings lubricated and clean to prolong the life of your motors and to keep the entire system functioning properly.
Do yourself a favor and purchase good lubricating oil and keep it near your quads to keep your motors in tip top shape. | <urn:uuid:58719a13-c70b-4c95-b4ab-8c71eb43f64a> | CC-MAIN-2018-43 | http://m.vacuumisolation.com/news/bearing-care-guide-how-to-make-your-motor-bea-10531376.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583511175.9/warc/CC-MAIN-20181017132258-20181017153758-00091.warc.gz | en | 0.91586 | 1,696 | 3.140625 | 3 |
Like most entomologists, I’ve done lots of classroom instruction with elementary school children. Most of my grad student and postdocs do as well, as do manyof the undergrads who work with us. Special credit goes to one of my former MS students, Kirsten Haberkern, who formed the group “Insect Ambassadors” – http://labs.russell.wisc.edu/insectambassadors. This provides continuity and a portal into our department’s K-12 function.
About 15 years ago, I started looking at my role in K-12 education differently. Because my wife teaches children with reading disabilities, we started tailoring our presentation specifically for them. The whole idea is that insects are not only interesting, but that they are so interesting that even reluctant readers will want to learn more, and insects engage in so many activities that following them can expand a child’s reading vocabulary.
Anne prepares these first and second grade students with various action words, which can then be paired with various insects I bring in (jump, sting, fly, hop, bite). They write books, poems, games, and do crossword puzzles, drawings, and mazes about insects. Even though these special-ed children are ranked in the bottom of their classes, they produce amazing work. Some even continue to mail us their new writings during the summer. The credit goes to the children, Anne, and of course the insects themselves. A few of my favorites from their many works are below.
An Original Haiku by Trevon
Grasshoppers jump real high
So high they can touch the sky
That’s how high – sky high!
A Haiku by Kenisha
It visits at dusk
Fireflies light the night sky
Without any fear.
Grasshoppers Fighters and Enemies
Grasshoppers have enemies and because of this they have to protect themselves. Sometimes they will kick an enemy with their strong back legs and sometimes they will even spit on them. If you go and try to pick one up, it might spit on you!
Two grasshopper enemies are birds and mice. These animals try to catch and eat them. Spiders try to catch them too in their webs. They get stuck on the web and then get eaten.
Even insects try to kill grasshoppers. Robber flies try to suck apart their body. Wasps trap them and kill them so that they can have food for their babies. Some insects live in the dirt and eat their buried eggs.
I learned a lot about grasshoppers and want to learn even more. And I like them so I am not their enemy. | <urn:uuid:c940457d-b189-4251-804f-918fc639e76a> | CC-MAIN-2017-47 | http://labs.russell.wisc.edu/raffa/k-12-educations/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806316.80/warc/CC-MAIN-20171121040104-20171121060104-00601.warc.gz | en | 0.963531 | 553 | 2.75 | 3 |
You all know the real meaning of Alice in Wonderland, right?
The 19th century was a time of great changes in mathematics, and Charles Dodgson, pen name Lewis Carroll, was opposed to almost all of it. A very traditional mathematician, Dodgson thought of Euclid’s Elements as the pinnacle of mathematical reasoning. Non-Euclidean geometry, symbolic algebra, complex numbers, all of these were viewed by Dodgson as nonsense, perverting students away from the study of Euclidean geometry and arithmetic, subjects that actually described the real world.
Scholars of Dodgson/Carroll’s writing have posited that the craziness of Wonderland was intended to parody the craziness Dodgson saw in mathematics. When Alice encounters the Caterpillar, she grows and shrinks non-uniformly as the Caterpillar advises her to “keep her temper”. “Temper” here refers not to anger, but to ratios between different parts: something preserved in Euclidean geometry but potentially violated by symbolic algebra. Similarly, the frantic rotations around the table by the Mad Hatter and his tea party are thought to represent imaginary numbers and quaternions, concepts used to understand rotation which had to postulate extra dimensions to do so.
Dodgson was on the wrong side of history, and today mathematics deals with even more abstract concepts. What amuses me, though, is how well Dodgson’s parodies match certain criticisms of string theory.
String theorists often study theories with two properties not found in the real world: conformal symmetry and supersymmetry.
In a theory with conformal symmetry, distances aren’t fixed. Different parts of objects can grow and shrink different amounts, and the theory will still predict the same physical behavior. The only restriction is that angles need to be preserved: two lines that meet at a given angle must meet at the same angle after transformation. In other words, keep your temper.
I’ve talked about supersymmetry before. A supersymmetric theory can be “turned” in certain ways, related to exchanging different types of particles. If you “turn” the theory twice in the same “direction”, you get back to where you started, sort of like how if you square the imaginary number i you get back to the real number -1. Supersymmetry sees a group of particles and declares that “it’s time to change places!”
I thought the string theory skeptics among my readers might find the parallels here amusing. With parody, if not always with science, the best work was often done long, long ago. | <urn:uuid:ef398121-9dfd-4f0c-b841-2e1506d62f9e> | CC-MAIN-2018-05 | https://4gravitons.wordpress.com/2015/06/19/lewis-carroll-anti-string-theorist/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886476.31/warc/CC-MAIN-20180116164812-20180116184812-00328.warc.gz | en | 0.947602 | 557 | 3.09375 | 3 |
Photo Credit: TREX participants learn different ignition techniques while burning in close proximity to homes. Photo by Will Harling
From emergency response to prescribed fire implementation
In a fire season that gave many people reason to fear the approaching flames, Klamath River, California communities are using fire to protect themselves, enhance tribal food and fiber resources, and revitalize our relationship with fire as an eco-cultural process.
306,427 acres in California have burned in wildfires so far this year, and many of our fires have been unusually large or demonstrated extraordinary fire behavior. For example, the Valley Fire burned approximately 61,000 acres of central California in just 17 hours. It’s not always enough to just create defensible space around homes; using fire to reduce fuels in areas surrounding communities can also be a necessary precaution in our fire-prone landscapes.
In a matter of weeks following this, the Valley Fire, Northern California community members and fire professionals came together to use fire in a good way on private and tribal lands in the Orleans/Somes Bar, Happy Camp and Salmon River areas.
Are acres our only measure?
This year’s Klamath River Prescribed Fire Training Exchange (TREX) (learn more about TREX) completed approximately 400 acres on 20 private and tribal parcels with 90+ participants in 5 at-risk communities. In Orleans alone, we burned eight units that tied recently burned areas together along landscape features surrounding the west side of the downtown neighborhood. This only leaves a couple more units before we transition to using regular maintenance burns to manage these areas.
Some of our funders must report in terms of acres treated; however, it’s truly hard to measure the less tangible accomplishments that accompany these types of events. To get an idea of what I’m talking about, check out the Salmon River and Orleans Complexities Facebook group and this post.
Becoming fire adapted as a measure?
Intergenerational learning is paramount to our efforts. If we are going to set out on a trajectory capable of having longevity of practice in the timeframes of ecological systems, youth integration will be a key factor. One part of this educational process is to enable communities to overcome the fear of fire typically instilled in our youth during other types of fire prevention program activities. A productive approach taken by the Karuk Tribe, Mid Klamath Watershed Council, Salmon River Restoration Council, local schools and other Western Klamath Restoration Partnership and TREX partners is to teach our youth and future fire practitioners how we can use fire safely, effectively and in a manner respectful of our responsibility to the furry woodland creatures, plants, birds and other ecosystem components. In the Traditional Ecological Knowledge of the Karuk people, it is expressed that we learned to take care of this place from the animals. There are many species currently in decline, much of this decline can be attributed to fire exclusion, and we can learn from these same animals how to live with fire in this place once again.
Building a bridge between resiliency and response
The large madrone tree pictured here has already lost its lower branches. The Pacific Fisher, a carnivore that occupies these trees, is used in the ceremonial regalia of the Karuk people. The fire scar will become a future cavity if frequent fire is allowed to burn off the rotting wood inside. The madrone still has a widespread canopy, but without thinning the surrounding conifers, this tree will not survive. This illustrates why fisher habitat continues to decline. Frequent fire is an important process for creating and maintaining resilient Pacific Fisher habitat (learn more here).
When you combine 100 years of fire exclusion with a focus on managing forests to favor conifer species, these pictures represent the results. Not only would managing with a focus on mixed hardwood savanna help to restore and maintain this important habitat type, but many traditional food and fiber resources such as early spring greens may also become readily available.
Please note that comments are manually approved by a website administrator and may take some time to appear. | <urn:uuid:330f4973-147c-4e40-a1e7-73ac401052fa> | CC-MAIN-2021-17 | https://fireadaptednetwork.org/burning-together-and-learning-together/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038066568.16/warc/CC-MAIN-20210412023359-20210412053359-00527.warc.gz | en | 0.936544 | 822 | 2.765625 | 3 |
Statistics A Level at Cardinal Newman College
Statistics is used in everything from deciding how much orange juice Tesco will buy next year, to whether or not a new drug will indeed cure a serious illness. Statistics can be seen as a subject relating to the collection, analysis, interpretation or explanation and presentation of data. Statistics is the branch of Mathematics which is used in situations involving variability or uncertainty, such as weather forecasting, finance or assessing the effects of medicines.
At first much of the work is learning the ‘tools of the trade’, but we soon start to apply them in analysing data and understanding what it is telling us. We will consider types of data and how to handle it, and move from the work covered in GCSE Maths to look at the patterns in Statistics and how these are used in the analysis of situations in order to make reasonable judgements. For the Statistics course we highly recommend the Casio fx-9860GII calculator.
At least two B’s and three C’s at GCSE, including at least a grade 5 in GCSE Maths.
Students with an A Level in Statistics have found their skills to be valuable when taking degrees in Anthropology, Biology, Business Studies, Geography and Psychology. You may be surprised at just how many interesting jobs there are for statisticians, such as an Actuary, Accountant, Environmental Statistician, Government Statistician, Sports Statistician, Pharmaceutical Statistician, Biometrician, Forensic Statistician, Health Service Statistician, Medical Statistician, School Teacher and University Lecturer. Statistics is now used so widely that many employers would see some qualification in Statistics as a distinct advantage.
How to apply
If you want to apply for this course, you will need to contact Cardinal Newman College directly. | <urn:uuid:7889e05e-08fe-4f43-9a1b-8c80b2c62634> | CC-MAIN-2019-30 | https://www.ucasprogress.com/course/2532524/statistics-a-level | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526670.1/warc/CC-MAIN-20190720194009-20190720220009-00244.warc.gz | en | 0.937845 | 373 | 3.21875 | 3 |
Did you know that, in the 1960s, more than 1 in 4 programmers in the US were women? These days the gap is much larger: only 1 in 10 programmers is a woman. What has changed? We use our data to assess the gender gap.
There are women in the history of computer programming who contributed to shaping what we now call software development. In the past though, there were just far more women as a percentage of programmers than these days. According to US government statistics, by 1960, more than one in four programmers were women. Our data shows that this number is currently down to only 1 in 10. What has changed? A lot, including the status ascribed to being a programmer.
Back in the ’60s, being a programmer required a person to ‘simply’ be logical, good at math, and meticulous—characteristics which were stereotypically ascribed to women because of their experience in activities like knitting and weaving. Programming was also viewed as a mere administrative task; initially there was a lot of card-punching involved, and later also typing. Moreover, programming attracted many neophytes. Nobody was expected to know how to code; programmers-to-be would be hired after proving their logical reasoning and then trained on the job.
Those were flourishing years for women in programming: it was one of the very few occupations in which they could prosper. And in fact, by 1984, 4 out of 10 students graduating with degrees in computer and information sciences were women.
Then, something changed: the bar for being a programmer was raised as more and more students owned a personal computer and would show up at college having already gained experience in programming. As Fisher and Margolis reported, boys were just much more likely to be exposed to technology than their female counterparts. This is when the gender gap in the tech industry started becoming larger, and women in programming were left behind in the career race.
At SlashData, we survey more than 30,000 developers annually across the globe to understand who they are, what technologies they use and how happy they are with them. In this case, we used our data to assess the gender gap, and to ultimately understand how it may be filled. The data presented here comes from the 18th edition of our Developer Economics survey, fielded between November 2019 and February 2020.
Our findings suggest that, after 40 years, the race is still strongly biased against women. Despite personal computers being ubiquitous, and careers in programming widely known to be lucrative, female developers are still an overwhelming minority.
Female developers tend to be younger than male developers. Our data shows that 68% of women are between 18 and 34, compared to 59% of men in the same age group. Their comparative youth reflects the fact that women have only recently begun to take their seats back as programmers.
Yet, the most striking difference is not in terms of age, but inexperience. Male developers have more years of experience in software development than women. While nearly 5 in 10 male developers have six or more years of development experience, 5 in 10 women have little experience (2 years or less), and just 3 in 10 are seasoned developers. As we saw, women seem to become developers later in life than men. However, the age difference we observed is not enough to explain on its own this imbalance in terms of experience. Another likely driver behind this result is that women tend to occupy more creative roles than men in the development ecosystem, and as part of those roles they don’t always need to have strong development skills.
Looking at the relative involvement of men and women in the various development sectors, we find that female and male developers are not similarly attracted to all sectors. It’s clear, for example, that men are drawn far more into backend services – the second largest development sector overall – as compared to women. Male developers are in fact 15 percentage points more likely to be involved in backend services than women. On the other hand, sectors such as data science appear to attract a roughly equal proportion of women and men.
Why is that? Backend tends to be the realm of seasoned developers, who are on average more experienced than developers involved in other sectors. The barrier to entry may be quite high for female developers who, as we saw, are more likely than men to be just starting to explore the world of development. On the other hand, data science is a less mature sector; the bar in terms of experience required is still quite low – more than two-thirds of the developers in data science report having 2 years or less of experience.
In our Developer Economics survey, we collect data from all those involved in software development, and that includes roles that are not strictly technical such as product managers of technological solutions, designers, or CEOs/CTOs. This gives us the chance to look at differences between women and men in terms of the roles they take on.
Our data shows that despite software developer being the most popular role among women, it is far more common among men. The same goes for more specialised roles (such as architect, system administrator, DevOps specialist) or technical management.
On the other hand, non-technical roles appear to be more accessible/appealing to women. Academic roles, such as researcher or professor/mentor attract an equal proportion of men and women. The same holds for roles such as designer (such as product designer, UI/UX designer) or product/sales manager.
In a previous piece of research, we found that professionals in managerial or commercial roles prefer more ‘social’ activities, compared to software developers who are more interested in ‘lone’ learning activities, such as experimenting with code and watching videos. Managers improve their skills by working together with friends and colleagues, but also with mentors or teachers. These findings suggest that there may be differences in learning/working styles that contribute to shaping which roles are more appealing to women versus men.
In this brief analysis of the gender gap in programming, we showed that female developers are less numerous, younger and less experienced than their male counterparts. We also showed that men and women are not equally drawn to the different development sectors, backend being a key example. Similarly, non-technical roles, such as that of a product designer or a marketing manager, are also more accessible or attractive to women. On top of having limited experience in software development, differences in learning and working styles may influence which roles appeal to women the most.
Interested to see more insights like this? Check out our latest research reports and graphs based on data from developers who took our global surveys.
Sara Iacozza – Data Storyteller
Sara holds a PhD in cognitive neuroscience and has more than 5 years of experience in data analysis and research design. As such, she is an expert in developing research strategies that are both creative and goal-oriented. Combining communication skills with her passion for data analytics allows her to clearly convey substantial & actionable insights from any dataset presented to her. In her spare time, Sara promotes gender diversity in the data science community as the co-founder & co-organizer of R-Ladies Nijmegen and R-Ladies Bari | <urn:uuid:6c16ed9d-dc5e-4336-bc4d-07d9f3cac5e8> | CC-MAIN-2020-40 | https://www.developereconomics.com/blog/how-can-we-fill-the-gender-gap-in-programming/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400210616.36/warc/CC-MAIN-20200923081833-20200923111833-00360.warc.gz | en | 0.974983 | 1,472 | 3.765625 | 4 |
Camera traps produce first ever hard evidence of Sumatran rhino population in Kalimantan forests
“This physical evidence is very important, as it forms the basis to develop and implement more comprehensive conservation efforts for the Indonesian rhinoceros,” said Forestry Minister Zulkifli Hasan upon unveiling the video at the opening of the Asian Rhino Range States Ministrial Meeting in Lampung, Sumatra. “This finding represents the hard work of many parties, and will hopefully contribute to achieving Indonesia's target of three percent per year rhino population growth.” He emphasized that all parties need to immediately begin working together to develop a scientific estimate of all the remaining Sumatran rhino populations in Kalimantan, and to implement measures to conserve the species --- particularly by strengthening the protection and security of the rhinos and their habitats.
The remarkable evidence from the camera traps includes footage of a rhino wallowing in the mud to keep its body temperature cool and a rhino walking in search of food. The rhino footage, captured on June 23, June 30 and August 3, is believed to show different rhinos although confirmation of this will require further study.
Nazir Foead, Conservation Director of WWF-Indonesia, said, “To ensure the protection of the species, a joint monitoring team from the Kutai Barat administration, Rhino Protection Unit, and WWF have been conducting regular patrols around the area. WWF calls on all parties, in Indonesia and around the world, to immediately join the effort to conserve the Indonesian rhinoceros”.
Commenting on the findings, the district head of West Kutai, Ismael Thomas SH. M. Si., noted “The local administration is fully supporting these conservation activities in West Kutai. We are drafting further laws to protect endangered animals --- including these rhinos.”
The Asian Rhino Range States Ministrial Meeting is taking place in Lampung 2-3 October 2013, with participation of goverment representation from Bhutan, Indonesia, India, Malaysia, and Nepal.
Note for Editor :
The camera trap VIDEOS can be download at http://bit.ly/18EBb1a with © WWF-Indonesia/PHKA as copyright.
More info, please contact:
Sumarto, Head of Public Relation, Indonesia Ministry of Forestry
Diah R. Sulistiowati, Communication Coordinator for Forest & Terrestrial Species Program WWF-Indonesia
Email: firstname.lastname@example.org, Mobile: +62-811-100-4397 | <urn:uuid:8b19b548-3bad-477f-919c-ffbd42713541> | CC-MAIN-2014-49 | http://www.wwf.or.id/en/?29561/Ditemukan-Bukti-Video-Badak-Sumatera-di-Kalimantan | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931005028.11/warc/CC-MAIN-20141125155645-00134-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.889183 | 540 | 2.828125 | 3 |
Sermons on Religion
At the core of both Unitarianism and Transcendentalism is the belief in the inherent goodness of people and nature. This week, we will explore the confluence of the Unitarians and Transcendentalists.
The cross is a symbol of the vertical truth and love, combined with the horizontal universality and equality of their reach.
Humanism makes humanity its priority, rather than God, Jesus, the saints, or the Earth.
Atheists boldly deny the existence of God or gods.
In the 19th century, Universalism was the working class and rural liberal religion, at odds with the urban, college-educated Unitarianism.
Unitarian Universalism is a blend of many faiths. This Sunday we look at the foundational Unitarian religion and its characteristics.
Liberalism is probably the rootiest root of Unitariainism, and to a lesser degree Universalism.
What can we learn from our Christian roots?
What is our Jewish inheritance?
Humankind has worshiped the sun for millennia, as well as the earth, but what about water?
Exploring the roots of Unitarian Universalism begins with Buddhism. | <urn:uuid:fe0b5be8-c617-4109-9ce0-101a8e981af2> | CC-MAIN-2021-31 | https://uuce.org/sermon-topic/religion/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046154897.82/warc/CC-MAIN-20210804174229-20210804204229-00500.warc.gz | en | 0.919883 | 243 | 3.1875 | 3 |
Do you want that bright and creative kid to try out programming?
Give them a goal to reach. If you make the goal interesting and attainable the kid will claw their way to the finish line and then beg for more.
The topic of this article is of course a take on the famous white paper "Why can't Johnny code?" by David Brin. In the article David discussed how the first wave of computers nerds were seeded because of the ubiquitous nature of the programming language
BASIC on all of the early micro computers. And, the fact that we are not seeing another wave of energetic computer nerds is because of this loss of universality of easy to write code.
Small Basic was born of that spirit, with its driving goal to make BASIC ubiquitous, easy and fun again. While it has fallen short of the lofty goal of being on the desktop of every Windows machine, it has succeeded beautifully in making programming easy,
approachable and fun.
But it takes more than great tools to spark a fire in a potential computer nerd.
It also takes drive.
Drive, because programming can be incredibly frustrating for a beginner. Even in an environment as friendly and fun as Small Basic, writing your first programs can push you easily into insanity. I have seen this happen repeatedly. A curious and bright young
student sits down at the computer wanting to know how a computer program works, and how they can get the machine to do their bidding. Half an hour later they are pulling their hair out because they have encountered one syntax error after another. At the end
of their first hour they have given it up because they haven't managed to build their first person shooter.
Without drive to push past the frustration nothing is sparked.
As a Computer Science teacher I teach programming at a lot of different levels and I have discovered an interesting truism: Nothing is more important than how you teach your Introduction to Programming course. I keep it simple. We stick the four basic operations
of the computer: Move, Add, Compare and Jump. Move - using tools and variables. Add - the basic math operations. Compare - conditional operations (if). Jump - Looping and subroutines (goto, for, while and sub). While I do spend a small amount of time lecturing,
and give the students a small amount of background reading to do, the lion share of the time in the classroom is spent building that drive.
Each section is started with a goal to reach. To reach that goal they need to make use of the tool or technique we are focusing on that day. Sure, I act silly; talk about pirates and fighting space aliens; but at the end of the day that attainable goal is
all the magic I really need. When the kids reach that goal, they feel the same jazz that courses through them as when they are killing zombies in a video game.
At first the goals are simple, and I walk them through the process. By the middle of the semester the goals are becoming complex, requiring multiple steps, and there is the real kicker… the kids are driving the discussion. They want to know what it takes
to reach the goal. They want to know how to conquer the system.
The drive towards a goal is all the motivation they need to push past the initial frustration and become true programmers. If you also manage to make it fun, you will also find that you are growing a crop of computer nerds; and as a Computer Science professional,
nothing is more rewarding.
The goal of any Computer Science educator has to be fueling that drive. Teachers need to fuel the drive if they hope to keep their classrooms full. Corporations need to fuel the drive if they hope to keep climbing the ladder of competition. Parents need
to fuel the drive if they hope to raise a child full of intellectual curiosity. With that drive students themselves have the drive to push through the frustration and see results for their efforts. | <urn:uuid:8dbea93c-00b2-49c3-9d02-5bf43c8c972f> | CC-MAIN-2016-18 | http://social.technet.microsoft.com/wiki/contents/articles/14084.small-basic-how-to-get-kids-to-try-programming.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111365.36/warc/CC-MAIN-20160428161511-00138-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.966525 | 804 | 3.109375 | 3 |
A Beautiful Machine: Investigating the Inner Workings of the Ribosome
Posted July 16, 2009
Protein translation is the elegant process by which the genetic code is used to produce enzymes, structural proteins, and other working components of the cell. This process is carried out by ribosomes, intracellular organelles composed of RNA and protein that are charged with making polypeptides quickly and accurately, using messenger RNAs (mRNAs) as templates.
On April 1, 2009, three ribosome researchers came together at the Academy to present their findings on the workings of this molecular machine. Marina V. Rodnina and her colleagues at the Max Planck Institute for Biophysical Chemistry are studying the mechanisms by which ribosomes select the mRNA templates that they will translate. Hani Zaher and his colleagues of the Johns Hopkins School of Medicine are investigating the process by which mistakes are kept out of the final peptide. Ruben L. Gonzalez, Jr. and his group at Columbia University are researching how the dynamics of ribosomal conformational changes control the process of protein synthesis.
Use the tabs above to find a meeting report and multimedia from this event.
NCBI Entrez Structure Database
Searchable database includes ribosomal subunit, tRNA, and related structures.
Protein Translation Animation
Animation produced by Said Sannuga of the MRC Laboratory of Molecular Biology.
Ribosomal Database Project
Web site based at Michigan State University providing ribosome-related data and services to the scientific community.
Ribosome Structure and Function
Structures and movies from the Ramakrishnan laboratory at the MRC Laboratory of Molecular Biology.
Small molecule drug discovery and development company focused on the structure-based design of new classes of antibiotics.
Milon P, Konevega AL, Gualerzi CO, Rodnina MV. 2008. Kinetic checkpoint at a late step in translation initiation. Mol. Cell. 30: 712-720.
Rodnina MV. 2009. Long-range signalling in activation of the translational GTPase EF-Tu. EMBO J. 28: 619-620. Full Text
Rodnina MV. 2009. Visualizing the protein synthesis machinery: new focus on the translational GTPase elongation factor Tu. Proc. Natl. Acad. Sci. USA 106: 969-970.
Savelsbergh A, Rodnina MV, Wintermeyer W. 2009. Distinct functions of elongation factor G in ribosome recycling and translocation. RNA 15: 772-780.
Wohlgemuth I, Brenner S, Beringer M, Rodnina MV. 2008. Modulation of the rate of peptidyl transfer on the ribosome by the nature of substrates. J. Biol. Chem. 283: 32229-32235.
Zaher HS, Green R. 2009. Fidelity at the molecular level: lessons from protein synthesis. Cell 136: 746-762.
Zaher HS, Green R. 2009. Quality control by the ribosome following peptide bond formation. Nature 457: 161-166.
Zaher HS, Unrau PJ. 2007. Selection of an improved RNA polymerase ribozyme with superior extension and fidelity. RNA 13: 1017-1026. Full Text
Zaher HS, Unrau PJ. 2006. A general RNA-capping ribozyme retains stereochemistry during cap exchange. J. Am. Chem. Soc. 128: 13894-13900.
Zaher HS, Watkins RA, Unrau PJ. 2006. Two independently selected capping ribozymes share similar substrate requirements. RNA 12: 1949-1958. Full Text
Sternberg, SH, Fei J, Prywes, N, McGrath, KA, Gonzalez RL Jr. 2009. Translation factors direct intrinsic ribosome dynamics during translation termination and ribosome recycling. Nat. Struct. Molec. Biol. DOI 10.1038/nsmb.1622.
Gonzalez RL Jr. 2008. Navigating the RNA folding landscape. Nat. Chem. Biol. 4: 451-452.
Fei J, Kosuri P, MacDougall DD, Gonzalez RL Jr. 2008. Coupling of ribosomal L1 stalk and tRNA dynamics during translation elongation. Mol. Cell 30: 348-359.
Gonzalez RL Jr, Chu S, Puglisi JD. 2007. Thiostrepton inhibition of tRNA delivery to the ribosome. RNA 13: 2091-2097. Full Text
Blanchard SC, Kim HD, Gonzalez RL Jr, et al. 2004. tRNA dynamics on the ribosome during translation. Proc. Natl. Acad. Sci. USA 101: 12893-12898. Full Text
Marina Rodnina, PhD
Marina Rodnina is director of the Department of Physical Biochemistry at the Max Planck Institute of Biophysical Chemistry in Göttingen, Germany. Rodnina received her PhD from the Institute of Molecular Biology and Genetics in Kiev, Ukraine. She did her postdoctoral work in biochemistry at the University of Witten/Herdecke in Witten, Germany. Rodnina is an elected member of the European Molecular biology Organization, the director of the RNA Society for the 2007–2009 term, and has been a member of the German Academy of Sciences Leopoldina since 2008.
Hani Zaher, PhD
Hani Zaher obtained his graduate degree from Simon Fraser University, Canada, working under the supervision of Peter Unrau. There, Zaher used in vitro selection techniques to expand the repertoire of RNA's catalytic abilities, most notably an RNA polymerase ribozyme that is capable of extending an RNA primer by up to 20 nucleotides in a template-dependent manner. In the summer of 2007, he moved to Rachel Green's lab at Johns Hopkins School of Medicine for his postdoctoral studies, where he has been interested in dissecting the mechanism of translation regulation on the ribosome. Since then, he has discovered a novel post-peptidyl quality control mechanism that contributes to high-fidelity protein synthesis.
Ruben Gonzalez, PhD
Ruben Gonzalez is an assistant professor in the Department of Chemistry at Columbia University. He earned his PhD from the Department of Chemistry at the University of California, Berkeley under the advisement of Ignacio Tinoco. At Berkeley, Gonzalez's doctoral studies focused on the structure and thermodynamics of divalent metal ion binding sites in RNA. He then initiated a postdoctoral fellowship with Joseph Puglisi in the Department of Structural Biology and Steven Chu in the Department of Physics at Stanford University. While at Stanford, Gonzalez adapted and applied single-molecule fluorescence spectroscopies to mechanistic studies of protein synthesis, one of the most fundamental biochemical reactions in the cell and, to date, the most complex biological system that has been mechanistically analyzed with single-molecule resolution. Gonzalez has been awarded an American Cancer Society Postdoctoral Fellowship, a Burroughs Wellcome Fund Career Award in the Biomedical Sciences, a National Science Foundation CAREER Award, and an American Cancer Society Research Scholar Award.
Megan Stephan studied transporters and ion channels at Yale University for nearly two decades before giving up the pipettor for the pen. She specializes in covering research at the interface between biology, chemistry, and physics. Her work has appeared in The Scientist and Yale Medicine. Stephan holds a PhD in biology from Boston University. | <urn:uuid:549d088e-bc5c-4a93-b9f3-5e8a43c364ce> | CC-MAIN-2018-22 | https://www.nyas.org/ebriefings/a-beautiful-machine/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794863277.18/warc/CC-MAIN-20180520092830-20180520112830-00452.warc.gz | en | 0.865811 | 1,582 | 2.8125 | 3 |
What is Grief?
Grief is a deep emotional response to loss. It is a “non-linear” process, coming out of the blue, washing over us (and at times knocking us over) like waves in the ocean. Elizabeth Kubler Ross wrote about 5 stages of grief which are universal, although no one experiences them in exactly the same way or even in a step by step order, for our grief is as unique as we are. These 5 stages are:
It is important to honor our grief as best we can. Accepting our pain, not rushing through our feelings, expressing ourselves when we can and turning to others when we need to are all important to remember while we are grieving. Therapy is a safe place to begin to heal and get the help you need. | <urn:uuid:7fcedca3-0bd9-4606-bb22-bbb7627d6a25> | CC-MAIN-2017-30 | http://marciakatz.com/specialties/mood-anxiety/santa-rosa-grief-therapy/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423774.37/warc/CC-MAIN-20170721122327-20170721142327-00258.warc.gz | en | 0.94974 | 162 | 2.765625 | 3 |
A non-geology topic for a second.
We have been canning peaches this past week and as I was waiting and waiting for the canner water to start boiling I was thinking of a quick blog post. Canning is the culinary analog for splitting firewood. Lots of work in the fall leads to fresh peaches in February. All together we have about 40 jars of peaches. That sounds like a jar a week until next summer!
yes it was night by the time we had put enough energy in the system to change states from liquid to a gas.Working the peaches
Filling the jars
Check out how much energy it takes to boil water compared to other materials. At a point in my ancient history, I was an operator in a coal fired power plant. That is when I first learned that much of the coal we burned was to put water over the edge from a liquid to a gas. (chart taken from wikipedia)
|Water||334||0||2260 (at 100oC)||100| | <urn:uuid:ac54f86e-26ae-4329-9a43-6f20c14eb8b0> | CC-MAIN-2016-18 | http://geologyhappens.blogspot.com/2010/09/latent-heat-of-vaporization.html?showComment=1285245748402 | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860113010.58/warc/CC-MAIN-20160428161513-00209-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.894779 | 214 | 3.125 | 3 |
How can someone be a manager but not a leader
A Manager is the person who responsible for planning and directing the work of a group of individuals, monitoring their work, and taking corrective action when necessary. For many people, this is their first step into a management career. Managers may direct workers directly or they may direct several supervisors who direct the workers.
According to Vtaide 2011 a leader is a person who influences a group of people towards the achievement of a goal. A leader by its meaning is one who goes first and leads by example, so that others are motivated to follow him. This is a basic requirement. To be a leader, a person must have a deep-rooted commitment to the goal that he will strive to achieve it even if nobody follows him.
Managers have a position of authority vested in them by the company, and their subordinates work for them and largely do as they are told. Management style is transactional, in that the manager tells the subordinate what to do.
Leaders with a stronger charisma find it easier to attract people to their cause. As a part of their persuasion they typically promise transformational benefits, such that their followers will not just receive extrinsic rewards but will somehow become better people.
2.0 Role Of Manager
There are many management functions in business and, therefore, many manager titles. Regardless of title, the manager is responsible for planning, directing, monitoring and controlling the people and their work. In fact, managers do the same types of tasks in all businesses.
Whether a person manages a hair salon or a factory, the manager’s job consists of similar tasks. Planning, leading, organizing and controlling all serve an important part in achieving management’s vision. Each component is important and one cannot function well without the others.
3.0 Types of Leader
There are three types of Leaders: Charismatic, Transactional and Transformational.
According to Wikipedia 2011 the sociologist Max Weber defined Charismatic leadership is 'power legitimized on the basis of a leader's exceptional personal qualities or the demonstration of extraordinary insight and accomplishment, which inspire loyalty and obedience from followers'. Charismatic leaders are great for projects that require energy and talent. Design the new packaging of the company product, writing assignments, sports-related tasks, art project, these activities could be very successful when led by a charismatic person. Sometimes it will lacking in integrity.
of duty with rewards and punishments to reach goals and sometime it will lacking in leadership competence.
Transformational leadership is defined as a leadership approach that causes change in individuals and social systems. In its ideal form, it creates valuable and positive change in the followers with the end goal of developing followers into leaders and sometime it will lacking in caring.
3.0 Roles Of Leader
Leader must generate a vision and a strategy to bring about its future. A good leader is an honest attitude towards the facts, towards objective truth. A subjective leader obscures the facts for the sake of narrow self-interest, partisan interest or prejudice. Effective leaders will continually ask questions, probing all levels of the organization for information, testing their own perceptions, and rechecking the facts. They talk to their constituents. They want to know what is working and what is not. They keep an open mind for serendipity to bring them the knowledge they need to know what is true. An important source of information for this sort of leader is knowledge of the failures and mistakes that are being made in their organization.
In conclusion, both a manager and a leader may know their own task in an organization. Leaders investigate reality, taking in the pertinent factors and analyzing them carefully. On this basis they produce visions, concepts, plans, and programs. Managers adopt the truth from others and implement it without probing for the facts that reveal reality and the main function of manager is planning, leading, organizing, controlling. There is the difference between leaders and managers. A good manager does things right by using their management skill. A leader does the right things by using the leading skill. Doing the right things implies a goal, a direction, an objective, a vision, a dream, a path, a reach. For someone can be a manager but not a leader, it must have very strong management skill. For a leader but not a manager, the leading skill is very important, and there are 3 types of leader which is Charismatic, Transactional and Transformational. For the people who are both a manager and a leader it must have strong management skill and leading skill.
Identify two very different organizations that compete on a cost leadership strategy and explain how they do this, i.e. find out what they do that enables them to keep their prices low.
1.0 Background of Honda and Toyota Company
Honda Motor Company, Ltd is a Japanese multinational corporation primarily known as a manufacturer of automobiles and motorcycles. Honda Motor Company, Ltd was founded 24 September 1984 by Soichiro Honda and Takeo Fujisawa. Honda is headquartered in Minato, Tokyo, Japan. Their shares trade on the Tokyo Stock Exchange and the New York Stock Exchange, as well as exchanges in Osaka, Nagoya, Sapporo, Kyoto, Fukuoka, London, Paris and Switzerland. The Civic is a line of compact cars developed and manufactured by Honda. In North America, the Civic is the second-longest continuously running nameplate from a Japanese manufacturer; only its perennial rival, the Toyota Corolla, introduced in 1968, has been in production longer. The main competitor of Honda Motor Company is Toyota Motor Corporation or we usually call it Toyota. Toyota company was founded by Kiichiro Toyoda in 1937 to create automobiles. Toyota Motor Corporation headquartered is in Toyota City, Aichi and in Tokyo. Cost leadership strategy is very important for both company to keep their prices low and lower cost than the competitor.
2.0 Cost Leadership Strategy
A cost leadership strategy was founded by Micheal Porter, and it is based on the concept that can produce and market a good quality product or service at a lower cost than the competitors. For example these low costs of Toyota Motor Corporation should translate to profit margins that are higher than the industry average. Some of the conditions that should exist to support a cost leadership strategy include an on-going availability of operating capital control, good process engineering skills, management of labor and low cost distribution.
The appendix 1 profit margin growth by Toyota Campany
3.0 Operating Capital Control
Operating capital control is an analysis of the factors that will influence the costs of production. The management skills, availability of personnel and compatibility of manufacturing resources is very important for operating capital control. The Toyota Motor Corporation is always consider their marketing strength and access to low cost materials and effective production by defer to the availability of adequate operating capital. Toyota Motor Corporation use "pull" systems to avoid overproduction and level out the workload. A common theme across the companies that base their strategy around low cost leadership is supplier relationships. In other words they have sufficient control over in-bound supplies and logistics. Their cost effectiveness starts from the premises of their suppliers. This is very important as major costs are incurred in the inbound supply chain.
4.0 Good Process Engineering Skill
Good process engineering skill is important for a company to avoid the extra cost. For example Toyota Motor Corporation standardized tasks are the foundation for continuous improvement and employee empowerment. And use only reliable, thoroughly tested technology that serves the people and processes. The leaders who thoroughly understand the relevant technologies and are able to perform the tasks will teach and share with others. Furthermore they are always introduce the problems such as unavailability of materials and poor quality control.
5.0 Management of Labor
Management of labor is needed for cost leadership strategy, it include the effectiveness of the company infrastructure in terms of organization, recruiting capabilities, employee benefit programs, customer support facilities and logistical capabilities. Toyota Motor Corporation make decisions slowly by consensus, thoroughly considering all options and implement decisions rapidly. Furthermore freedom is given to management team to make critical business decisions without undue influence from distributors, suppliers, unions, creditors, investors and other outside influences. They also develop exceptional people and teams who follow the Toyota company philosophy and become a learning organization through relentless reflection and continuous improvement.
6.0 Low Cost Distribution
Low cost distribution method must be select by company to get the offering into the hands of the customer. These include direct sales involves the sale of offering using a direct, in-house sales organization that does all selling through the Internet, telephone or mail order contact.
Wholesale Sales involves the sale of using intermediaries or middle-men to distribute the product or service to the retailers. Toyota and Honda company set up a lot of outlet in many country. The outlet not only sell and display the newest car sample, the outlet also provide service and repair the vehicle beside the outlet. This will save a lot of money form just build a outlet to sell the car and build another service centre to service the vehicle.
In conclusion low cost strategy is centered on the capability of the company to produce and deliver products of competitive quality at lowest competitive price. Both of Honda Motor Company and Toyota Motor Corporation are success by following cost leadership strategy and maintain the aim to lower the product cost, beside that they also create value for customers. Lead the customer confident with the company product and make the company name very well known. Better way to strategically position a company on the advantage of cost is to increase market share by transforming from lowest cost producer to lowest cost supplier of products. This way the company translates its cost advantage into price advantage for its customers and thereby improves the market share. Both of Honda Motor Company and Toyota Motor Corporation have a very experience and excellent company structure and management team to operate the company well. In my opinion not only Toyota and Honda company, for all the organization a well cost leadership strategy is very important, the manager of company must measure that the cost leadership strategy must be run well and follow by the employee, then only they can survive in this competitive world now day and get successful in future.
If you are the original writer of this essay and no longer wish to have the essay published on the UK Essays website then please click on the link below to request removal: | <urn:uuid:dae63bfb-78d1-4516-8cbb-59780e57ccf1> | CC-MAIN-2014-23 | http://www.ukessays.com/essays/management/how-can-someone-be-a-manager-but-not-a-leader-management-essay.php | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510273012.22/warc/CC-MAIN-20140728011753-00151-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.952819 | 2,086 | 2.546875 | 3 |
zine lesson plan with 5 humanities classes now and posted the information (including handouts) to my portfolio. This is at an urban community college with many typically under-served students that may have low literacy skills and are pretty brand new to research and libraries.
The purpose from the instructor's perspective is to offer another option for the students to complete a final project; this arts appreciation class is one of the first courses a new student might take at this college. From the librarian's perspective, this is a way to introduce students to how publishing works, give them an opportunity for informal research and creativity. By allowing students to choose any topic relating to art that is of interest to them, it takes some of the pressure off potentially intimidating library resources being explored for the first time. This also falls under critical instruction by talking about whose voices get heard in which platforms and why. Who gets published in a magazine or journal, of course, differs from who might publish a blog or zine.
Many of our students are not familiar with zines, nor blogs. One of their other options for an assignment is to create an autobiographical entry in a blog, so I introduce that mini-lesson first and we talk about what blogs are and how they have evolved (most students have never had their own).
After getting an introduction to electronic self-publishing, I introduce zines but only minimally; I don't want to impose my view of zines before the students get a chance to form their own opinions. I break them up into groups and give each 1 zine, 1 magazine, and a Venn diagram worksheet to compare those items and blogs. After explaining how a Venn diagram works, I allow about 10 minutes for groupwork. After they compare and contrast, we discuss as a class and will look at things like appearance, cost, required knowledge/background, subjects covered, credibility, and publishing processes for differentiation. An interesting point that Jenna Freedman discusses in Zines Are Not Blogs is the digital divide. Students will say that blogs are free as opposed to zines and magazines, but that's not necessarily the case. One must have computer and internet access to read a blog, as well as at least *some* computer literacy to create a blog. If there is not a school or library nearby, an individual would be required to pay for computer/internet at home, and that is not free. This is an interesting perspective on where zines and blogs differ; there are people who believe zines are dead and why make a zine when you could just make a blog, but there are still people out there who don't have access to the tools required to read/create the electronic version of self-publishing.
After the discussion, I explain they will be making a mini-zine (1 piece of paper turned into an 8 page zine). They can choose any topic (as I mention above) as long as it relates somehow to the arts. It can be any style they want: typed, drawn, comic, collage, handwritten; they just need to include at least 2 sources in a citation from any library database. I demonstrate how to use one of our most user-friendly databases (Student Research Center) and then show them how to cite a source in the citation management software our library uses, NoodleTools.
I tell the students if they are going to make a zine, it's only fair if I make one too, in exchange (I am looking to collect student zines after grading to display in the library). After using sample search terms for yarn bombing (knit graffiti), I show them my final product so they can get a sense of the assignment from start to finish.
This has been a successful IL session so far and I am in the process of collecting zines from Fall semester and will be getting more from Winter term students! You can have access to learning objectives, the lesson plan, and handouts from my portfolio. | <urn:uuid:b5b18eaf-cfbc-4ac8-b8fd-415a838588c0> | CC-MAIN-2017-17 | http://pumpedlibrarian.blogspot.ca/2010/12/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122739.53/warc/CC-MAIN-20170423031202-00597-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.959616 | 811 | 2.875 | 3 |
Currently, Bitcoin can handle about five transactions per second. That was fine in Bitcoin’s infancy. However, if you compare it to Visa’s average of 2,000 transactions per second, you can see Bitcoin’s capacity is not enough for the future and it’s causing Bitcoin transactions to take a long time.
Over a year ago, a plan was developed to increase speed and volume of transactions. It is called SegWit and stands for segregated witness. This boost in speed is necessary because Bitcoin is being used for more and more transactions every day.
Bitcoin incorporates information on each transaction plus an encrypted code to verify these transactions in a block of data. Each block is then tied to the previous block by another encrypted code. This chain of data blocks is called the blockchain.
To prevent hackers (evil programmers) sneaking their own instructions into software code to cause harm, blocks were severely limited in size.
Adopting Segregated Witness would increase block size allowing more transactions per second. It also fixes a bug to allow additional software that permits even faster transaction handling. Segregated Witness requires 95% agreement for its adoption. As of 20 June 2017, there was less than 35% agreement on it.
Why not adopt Segregated Witness? Although Segregated Witness increases block size by as much as four times (and therefore the number of transactions processed per second), it still leaves block size limited and thus is a limited solution for a short term, whether that short term is four years or ten.
Another plan, Bitcoin Unlimited, proposes that block size should not be restricted at all. Thus, solving the problem for all time. Bitcoin Unlimited has 40% agreement on it.
Why not adopt Bitcoin Unlimited? To match Visa’s transaction capacity, Bitcoin would have to increase (scale up) block size by 400 times! To handle such huge blocks would require computing capacity only huge corporations could afford. This would put control of Bitcoin in the hands of a few corporations, which is exactly the opposite of what Bitcoin was created to be—decentralized and not under the control of a small number of corporations, banks or governments. In addition, Bitcoin Unlimited has crashed due to bugs at least twice in the last three months.
Making either change requires rewriting the software that runs on the Bitcoin network. Any time programmers disagree on software upgrades and produce two different versions, it is called a fork—just like a road splitting in two directions. Changes that permit running either the old or new versions of the software are called soft forks. This is like a software upgrade for an app on your smartphone. You can choose to upgrade or not. The app will still run.
Software changes that only permit running the new software are called hard forks. This is like an app that won’t run any more until you upgrade it.
SegWit is a soft fork meaning after SegWit there will still be only one Bitcoin regardless of which software processes it. Bitcoin Unlimited is a hard fork meaning if that change is adopted, the new software will only handle the “new” Bitcoin. So, there will be two coins: the old Bitcoin (BTC, also known as XBT) still running on the old software and the new one, Bitcoin Unlimited (BTU) running only on the new software.
The debate over which plan to adopt has been going on for over a year. Because the adoption requires an overwhelming majority (95%), you can see a quick resolution does not appear likely. Splitting the current demand for Bitcoin into two smaller parts has the danger that the reduced demand for each part will make each coin less valuable because reduced demand usually reduces prices. Knowing this, holders of Bitcoin are nervous.
The disagreement over how to increase Bitcoin’s speed is further complicated by the fact that there are two separate groups that make up Bitcoin. The first group are miners. They run computers that create new Bitcoins and record and confirm transactions. The second group are the wallets and exchanges that create the transactions to be recorded when Bitcoin is bought or sold.
Both are essential. Miners require users to sell their new Bitcoins and users require miners to record and confirm their transactions.
It is 95% of the miners that have to agree to adopt a plan. However, users are the ones suffering from long waits for transactions to complete due to the slow network. Also, the long waits have allowed miners to raise their fees for recording and confirming transactions.
With the debate showing no sign of arriving at an agreement, users have decided to force the issue by activating their own soft fork (called a User Activated Soft Fork or UASF). They proposed this in Bitcoin Improvement Proposal (BIP) 148.
On August 1, exchanges and wallets will begin running versions of the software that require each Bitcoin block produced by miners to signal they will adopt SegWit. The signal is simply a 0 or 1 in a specific place in the block of data. If the new blocks as of August 1 do not contain this signal, the users’ software will no longer process that block and no new Bitcoins will be sold! Therefore, the miners will not get paid.
The reason signaling is important is that once the signals reach 95%, the Bitcoin network will automatically adopt SegWit for the whole network. | <urn:uuid:7e152633-3376-4d72-a485-1a5512d0bd14> | CC-MAIN-2023-14 | https://www.bitcoin-secrets.com/2017/06/25/whats-happening-august-1-must-know/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945287.43/warc/CC-MAIN-20230324144746-20230324174746-00380.warc.gz | en | 0.951003 | 1,082 | 2.515625 | 3 |
What Is Elavil Used For?
Elavil is a tricyclic antidepressant. Tricyclic antidepressants are an older group of medications that have been used to treat depression for many years. Even though Elavil has been around for a long time, it is not entirely clear how it works. Elavil affects several chemicals in the brain, including serotonin and norepinephrine.
Elavil is not recommended for use in people less than 12 years old, as it has not been thoroughly studied in children. Antidepressants have been shown to increase the risk of suicidal thoughts and behaviors in short-term research studies involving children and teenagers (see Amitriptyline and Suicide for more information on the risks of suicide with Elavil). Talk with your healthcare provider about treatment options for childhood or teen depression.
On occasion, your healthcare provider may recommend Elavil for something other than the condition(s) discussed above. This is called an "off-label" use. At this time, there are several off-label Elavil uses, including:
- Chronic pain: Elavil works best for chronic pain that is nerve-related, such as nerve pain from having shingles (including postherpetic neuralgia).
- Anxiety disorders: Many antidepressants (including Elavil) are used to treat anxiety disorders.
- Bedwetting: Elavil has been used to help people stop bedwetting.
- Attention deficit hyperactivity disorder (ADHD): Elavil can be used to treat ADHD, especially if other ADHD medications have not been effective or have caused side effects.
- Fibromyalgia: Elavil has been used to treat pain and other symptoms of fibromyalgia.
- Prevention of migraine headaches: Elavil can be used on a daily basis to prevent migraine headaches. Elavil is not effective at treating a migraine headache once it starts.
- Treatment for bulimia: Elavil has been found to improve symptoms of bulimia, including binge eating and vomiting.
- Smoking: Elavil is sometimes used to help people quit smoking. | <urn:uuid:917cac00-e408-4edd-935c-32d746e49858> | CC-MAIN-2013-48 | http://mental-health.emedtv.com/elavil/what-is-elavil-used-for-p2.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163988740/warc/CC-MAIN-20131204133308-00003-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.937186 | 439 | 2.984375 | 3 |
US President Ronald Reagan was born in Tamico, Illinois. In 1932, he began a radio career as a sports broadcaster for station WOC in Davenport, Iowa. Five years later, he quit radio and pursued a career in Hollywood.
Reagan played the lead role in a string of B movies, but by World War II he had advanced to becoming one of Hollywood's leading actors. During the war he served in supply corps and then in films produced for the Airforce.
In 1947, Reagan became the president of the Screen Actors Guild, giving him a first taste of activism. Though Reagan was a Democrat in his early years, in 1952 he joined the Democrats for Eisenhower, in support of the Republican candidate.
In 1960 he worked actively for the election of Richard Nixon and two years later, he formally joined the Republican Party. As his media career wound down, his political one was gearing up.
In 1966, Reagan was elected to the governorship of California. During his eight year tenure, he established a conservative record. His two greatest achievements were the return of fiscal stability to the state budget, and welfare reform.
In 1968 Reagan attempted to secure the Republican nomination for President. He finished third behind Richard Nixon and Nelson Rockefeller.
In 1976, he challenged President Ford for the nomination of the party, falling only 60 votes short of achieving his goal. Finally in 1980, he was nominated by the Repblican Party to run for the Presidency.
Ronald Reagan's Presidency was dominated by two major themes. The first was that the United States needed to compete vigorously with the Soviet Union throughout the world. It had to resist Soviet advances, and build up its own defenses. He strongly advocated the development of the Strategic Defense Initiative, that was designed to provide a missile defense from an attack.
Reagan's other theme was that less government was best.
Reagan successfully initiated a massive armaments program, one that was probably responsible for the Soviets' decision that they could no longer afford to compete, and in fact were falling far behind. Thus, "perestroika" was born, and with it the Soviet Union drifted to dissolution.
Reagan, "the great communicator" was much liked while in office, even by many of his political opponents. It was felt that he was a genuinely "nice guy." After his retirement in 1988, Reagan seemed to be settling into a post-presidency life of golf and public engagements.
In the mid-1990's, the world was stunned to learn that Reagan was suffering from Alzheimer's disease. He made the diagnosis public in a letter released to the media. By 1999, he had deteriorated to the point where he no longer was able to make public appearances. | <urn:uuid:5c5c27cb-ee78-437a-b6ef-65310fa13970> | CC-MAIN-2023-14 | https://www.historycentral.com/Bio/people/Reagan.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00046.warc.gz | en | 0.990022 | 569 | 2.625 | 3 |
The project Reconnecting Realities investigates the intangible cultural heritage of Ludic Play. Intangible cultural heritage is defined by UNSECO states as the practices, expressions, knowledge, skills, communities and groups recognised as part of their cultural heritage. The UK has a history of learning through play, such as playground games. With technology and digital play constantly advancing, children are losing the communication skills gained through ludic play.
The development of Augmented Reality provides a bridge between the realities, by directly overlaying the digital onto the physical. A physical game with an overlaying digital reality forms the project conclusion. Once the wooden frame is assembled, two players race each other to the bottom of the game, as they collect both physical and digital counters. The digital reality is revealed through the users iPad or phone and can be programmed to personalised digital realities. The game is currently programmed so the blue counters reveal Star Wars characters, and the green reveals My Little Pony. To unlock this digital world fully, players must interact through forced and playful collisions as the race to the end. | <urn:uuid:9889f397-7155-4b9b-9c45-d552d8fa4a7c> | CC-MAIN-2023-50 | https://www.emmacolthurst.com/reconnecting-realities | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.23/warc/CC-MAIN-20231203125921-20231203155921-00197.warc.gz | en | 0.947187 | 215 | 3.15625 | 3 |
The Learning Assessment Cycle
Information Fluency in action.
What is It?
The Learning Assessment Cycle (LAC) is a process for organizing student assignments and activities, where the main goal is to lead students through each of the three spheres of the Information Fluency Triad and then (this is the important part) allow them to revise their understanding of concepts or revise their skill sets based on your assessment and feedback.
In curriculum design, the Learning Assessment Cycle can act as a map for organizing a course’s structure so that students complete a cycle at least once in a course.
How Can I Use the Learning Assessment Cycle in My Course?
Here are some semi-concrete examples of activities students could do to engage fully in the cycle:
- Locating domain knowledge
- Exploring and evaluating the domain knowledge; researching related ideas
- Thinking critically about the existing body of knowledge and any newly gathered data
- Creating a product to demonstrate original thought on the subject
- Presenting a first draft of the product and receiving constructive feedback
- Re-evaluating and revising based on the feedback
- Presenting a refined version
- Ultimately contributing something new to domain knowledge
In the expanded diagram to the right, we’ve fleshed out additional cues for guiding students through the process.
Questions and Considerations
If you’re teaching an online course, making sure that students have an engaged way to progress through the Learning Assessment Cycle can be challenging. Here are some things you should be thinking about for your online courses.
- Remember that not all assignments need to have the entire cycle built into it. Think about building the cycle into your entire course as a whole instead.
- Technology can mediate any part of the LAC, but if this is your first time building an online course, choose one tool for students to use.
Consider the following questions and try to uncover and modify any previously held notions that may be inherited rather than arising from your own teaching practice and experience.
What role does revision play in your discipline?
If your students engage in any revision, is your feedback part of the process?
Which part of the learning assessment cycle is most represented in your course?
The web has opened up innumerable opportunities for public presentation and participation; have you explored how students might use these opportunities to learn about the process of “peer review” and it’s value in the development of knowledge?
Do you give your students a chance to create something of value based on the domain knowledge in your course?
If you provide feedback for demonstrations of understanding, do your students have a chance to revise misunderstandings or misapplications?
The following list contains a limited set of examples for online activities that allow students to work through the entire cycle:
- Locating and storing domain knowledge by creating a Google Drive folder that contains pdfs, images and videos and then sharing that folder with you for evaluation and feedback on the quality of the items that were collected.
- Thinking critically about the existing body of knowledge and any newly gathered data by generating a mind map of how various concepts are linked together, creating a taxonomic map. Additionally, students can engage in the critical thinking process in well-constructed discussion boards.
- Creating a product to demonstrate original thought on the subject through the creation of a video journal entry where the student discusses questions that are beginning to emerge for them on the subject (remember that “original to the student” may be different than “original to the whole world”).
- Receiving constructive feedback from you on any of the above tasks through a shared Google Doc that outlines places to revise and reconstruct understanding when needed.
- Re-evaluating and revising based on the feedback. Students would simply reuse the same technologies used in the first round of artifact creation.
- Presenting a refined version of the activity to a cohort of peers to share their new mastery of a domain area by posting a video abstract of a project on YouTube that is shared with the class.
- Ultimately contributing something new to domain knowledge by submitting any truly original research, ideas, or projects to online journals, websites, or online communities where their contributions would be valued.
Helpful How-To Instructions
We’ve discussed a number of ideas that you may want to implement in your course and a number of technologies that you might find useful. Here are some services we suggest to help you implement those ideas. The links will take you to the instructions on how to use the various services. If you’d like to learn more in-person, please attend one of our iTeach+ Workshops or feel free to contact a Designer with questions.
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 56-64.
Facione, P.A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. American Philosophical Association.
Fluckiger, J., Vigil, Y. T. Y., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College teaching, 58(4), 136-140.
Kriz, S., & Hegarty, M. (2004, January). Constructing and revising mental models of a mechanical system: The role of domain knowledge in understanding external visualizations. Proceedings of the Cognitive Science Society (Vol. 26, No. 26).
UAF Associate Director of Online Programs and Instructor of Online Pedagogy Owen Guthrie explains the Learning Assessment Cycle. | <urn:uuid:59cba7bd-9b9e-417a-a511-50c7f06af74d> | CC-MAIN-2019-30 | https://iteachu.uaf.edu/lac/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525974.74/warc/CC-MAIN-20190719032721-20190719054721-00099.warc.gz | en | 0.91173 | 1,193 | 3.125 | 3 |
Ramses Ii Essay, Research Paper
While visiting the University of Pennsylvania Museum of Archeology and Anthropology, I found numerous works of art that interested me. I was able to appreciate these works more than before because of the knowledge I now possess after having taken this class thus far. Understanding the background, time periods, and history of the works that I was practically analyzing at the museum, made the pieces even more interesting and valuable to behold. The piece of work that captured my eyes the most was the statue of Ramesses II (?).
This statue was found at the Heracleopolis, Temple of Harsaphes, in Egypt. This sculpture was made somewhere between 1897 and 1834, during Egypt?s Middle Kingdom. The artist was probably an ancient Egyptian who was patroned by the Pharaoh Ramesses II himself. According to the museum?s description of the work, Ramesses II seized this sculpture from a former ruler and the head was replaced to fit Ramesses? satisfaction. This is a historical piece to preserve his power and immortality.
This statue is an example of freestanding sculpture or sculpture in the round. It has been carved and chiseled out of Quartzite stone. This particular stone is composed mainly or entirely of quartz. ?The stone is compact and is a form of metamorphosed sandstone in which silica, or quartz, has been deposited between the grains of quartz of which the sandstone is essentially composed?.* Quartzite has a smooth fracture and is found primarily among ancient rocks.*
The subject and iconography of the work is to emphasize the success, reign and power of Ramesses II. According to the museum?s description, the sculpture also functioned as a place for the non-priests of the community to place votive offerings for the gods of the temple. The non-priests were not allowed in the temples hence the sculpture must have been near the entrance of the temple. There is a slab in front of the pharaoh?s feet where offerings would have been placed.
The statue is rather large and stands approximately 10 feet high and 5 feet wide. The mass of the sculpture is almost overpowering to the observer. Egyptian art is known to be very compact, and this characteristic is evident in the statue of Ramesses II. The sculpture stays within the frame of the stone, nothing in this piece protrudes outside of its frame. The pose of the Pharaoh is consistent with Ancient Egyptian art as well. The Pharaoh is seated with his hands placed on his upper legs. His arms are close to his body at both sides, and his legs are close together and connected to the throne he sits upon. He sits upright in a tranquil manner reflecting power and kingship as well. * His body is bilaterally symmetrical while his pose is frontal and his movement is suppressed.*
Ramesses II wears a headdress and a fake detachable beard (which is missing) to denote
his rank. This visual evidence, (hairstyles, clothes, objects), is common in Ancient Egyptian art to symbolize the status of the figure. When the pharaoh is portrayed, he usually has an elaborate headdress, is larger in scale than other figures around him, wears an elaborate patterned kilt, and is in perfectly fit form. The Ancient Egyptians idealized the body of the pharaoh and were not realistic when it came to portraying the actual facial characteristics of the pharaoh. Although the statue is not being compared to other figures in the work, one can tell by its stance, dress, and mass that the figure is important. Another characteristic of this sculpture is the bull?s tail on the back of his kilt, which is visible hanging between his legs. The bull, in Ancient Egypt, was accepted as a sign of power and was associated with the status of the pharaoh. The bull can be seen in many other Ancient Egyptian works of art involving the pharaoh.
The sculpture?s space and form takes up a three dimensional quality and is meant to be viewed from all sides. It is composed into a block of stone. This three-dimensional sculpture occupies both mass and volume. The carving technique used in the sculpture is known as subtractive, taking away from the original form of the stone. The slab of stone the Pharaoh sits upon is utilized as a throne. The back is flat although it ends at the lower back.
The works composition is not realistic. The space and atmospheric perspective that the statue encompasses is again compact. Almost all Ancient Egyptian pharaohs are portrayed in this form. The ?lines? and linear perspective of this sculpture follow a simple geometric shape. They are merely to define the simple shape of the body. The lines are somewhat more defining for the headdress but not to the extreme. The body is not as realistic as modern day works but is most similar to the kouros of Ancient Greece. The body is idealized as youthful and physically fit as this was common in Ancient Egyptian art. All royalty and pharaohs were shown in this idealistic state to symbolize their power, reign, and godliness.
There is no color visible except for the hue of the stone but it was most likely painted at one point in history. This is because the Ancient Egyptians were known for decorating their sculptures with pigment of some sort. The sculpture being three-dimensional somewhat provides its own light. The grooves of the muscles and face cast some shadow and leave room for depth. The statue of Ramesses II is not proportional. The head, since it was replaced, is small for the work?s massive body. The feet are awkwardly long for his body along with the hands.
This statue represents the historical period of the time. Ramesses II name appears in deeply cut inscription in hieroglyphics on the throne and bases of the statue. According to the museum, there is an inscription on the left side of the throne where an error was made by the sculptor. The duck and sun disc in the title ?Son of the Sun? were reversed and as a result needed to be recarved. The lines involved in the Hieroglyphics are deeply imbedded in the base and all around the sculpture. The hieroglyphics give insight to the historical occurrences of the time.
I find that all of the art from Ancient Egypt is very important in providing historical accounts of the time. The Egyptians were a very advanced culture for their time period. This sculpture of Ramesses II is just one example of the numerous artifacts found from the time period. The Egyptians knew what materials to use to preserve their works of art. Their technology and tactics amaze me given their prehistoric classification.
Ramesses II is a clear and definite example of the characteristic one would find in many other works of Ancient Egypt. The sculpture of Ramesses II provides us with the knowledge of his status as a pharaoh and the power he held. This was the function that it was intended to give and this is understood by the observer. This is all clear by his composition, size and visual evidence. Ramesses II youth, power and immortality lives on in our knowledge. | <urn:uuid:14c6d403-6fd8-472b-8058-1e9764f107d2> | CC-MAIN-2016-50 | http://mirznanii.com/a/94121/ramses-ii-essay-research-paper-while-visiting | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541876.62/warc/CC-MAIN-20161202170901-00117-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.979493 | 1,447 | 2.9375 | 3 |
There were thousands of these Joshua trees on the way to the Grand Canyon. It’s really a beautiful and serene experience traveling through the desert.
“This monocotyledonous tree is native to southwestern North America in the states of California, Arizona, Utah and Nevada, where it is confined mostly to the Mojave Desert between 400 and 1,800 meters (1,300 and 5,900 ft) elevation. It thrives in the open grasslands of Queen Valley and Lost Horse Valley in Joshua Tree National Park. A dense Joshua tree forest also exists in Mojave National Preserve, in the area of Cima Dome.
The name Joshua tree was given by a group of Mormon settlers who crossed the Mojave Desert in the mid-19th century. The tree’s unique shape reminded them of a Biblical story in which Joshua reaches his hands up to the sky in prayer. Ranchers and miners who were contemporary with the Mormon immigrants also took advantage of the Joshua tree, using the trunks and branches as fencing and for fuel for ore-processing steam engines.
Joshua trees are fast growers for the desert; new seedlings may grow at an average rate of 7.6 cm (3.0 in) per year in their first ten years, then only grow about 3.8 cm (1.5 in) per year thereafter. The trunk of a Joshua tree is made of thousands of small fibers and lacks annual growth rings, making it difficult to determine the tree’s age. This tree has a top-heavy branch system, but also has what has been described as a “deep and extensive” root system, with roots possibly reaching up to 11 m (36 ft) away. If it survives the rigors of the desert it can live for hundreds of years with some specimens surviving up to a thousand years. The tallest trees reach about 15 m (49 ft). New plants can grow from seed, but in some populations, new stems grow from underground rhizomes that spread out around the Joshua tree.” | <urn:uuid:ce4fe14f-f782-48ce-a4a6-1c3fa2461a70> | CC-MAIN-2023-06 | https://www.renelholton.com/category/travel/north-america/united-states/nevada/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500255.78/warc/CC-MAIN-20230205130241-20230205160241-00541.warc.gz | en | 0.960907 | 425 | 3.546875 | 4 |
Questions about Ancient Rome should be about facts, events and historical figures of any of the following periods of Roman history:
- What form of home address did Romans use?
- Were there any conquests that Ancient Rome undertook explicitly to gain control of a natural resource?
- What did ex-Gladiators do after being freed?
- Nero and the Great Fire of Rome 64AD
- Were the animals used for gladiatorial combat in Rome trained?
- When did the Roman forum fall into disuse?
classical-antiquity for general questions about the cultural history of the Greco-Roman world
roman-kingdom for questions for the Kingdom of Rome, that started with the city's founding
roman-republic for questions specific to the Roman Republic
roman-empire for questions specific to the Roman Empire
byzantine-empire for questions specific to the Byzantine Empire
ancient-greece for questions about the related Ancient Greek civilization (see the tag wiki for more related tags) | <urn:uuid:86f7bcaf-f4f5-425e-a5df-778c856614e0> | CC-MAIN-2014-52 | http://history.stackexchange.com/tags/ancient-rome/info | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802768636.90/warc/CC-MAIN-20141217075248-00073-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.882093 | 210 | 2.796875 | 3 |
AUTHORIZING GOVERNOR TO PROCLAIM DELAWARE SWEDISH COLONIAL DAY
WHEREAS, during the year, 1938, various celebrations were held throughout the State of Delaware under the auspices of the Delaware Tercentenary Commission, culminating in a State, National, and International celebration on June 27 in Wilmington, in commemoration of the founding on March 29, 1638, of the Colony of New Sweden and the establishment of the first permanent settlement in the State of Delaware as well as in the Delaware River Valley at "The Rocks" on the Christina River in the present City of Wilmington, and
WHEREAS, the State of Delaware in the same year created a park at The Rocks," known as "Fort Christina State Park," to mark perpetually the site of the first permanent settlement, and
WHEREAS, the Governor proclaimed March 29, 1938, as "Delaware Tercentenary Day," and
WHEREAS, it is very desirable to keep green the memory of the significance of the date, March 29, in the history of the State of Delaware, and
WHEREAS, it is fitting and proper that the recurring anniversary of this occasion of the founding of the first permanent settlement and the establishment of the first permanent government upon the soil of Delaware at Fort Christina near "The Rocks" on the Christina River, located at "Fort Christina State Park," be commemorated with suitable patriotic and public exercises, therefore
Be it resolved by the Senate and House of Representatives of the State of Delaware in General Assembly met:
That the Governor of the State of Delaware be authorized and directed to proclaim March 29 of each year as "Delaware Swedish Colonial Day," and
That he be further authorized and directed to issue a proclamation calling upon officials of the government to display the flags of the United States and of the State of Delaware on all governmental buildings on March 29 of each year to be known as "Delaware Swedish Colonial Day" and inviting the people of the State of Delaware to observe "Delaware Swedish Colonial Day" in schools, churches, patriotic and historical societies and other organizations with appropriate ceremonies in commemoration of the landing of the Swedes upon the soil of Delaware.
Approved March 17, 1939. | <urn:uuid:8799572f-9022-4af4-885e-76ea62cbbfad> | CC-MAIN-2015-48 | http://delcode.delaware.gov/sessionlaws/ga107/chp207.shtml | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398446535.72/warc/CC-MAIN-20151124205406-00281-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.96182 | 450 | 2.578125 | 3 |
A typically insightful post from danah boyd examines why campaigns against “bullying” and, perhaps especially, “cyberbullying” so seldom manage to accomplish much. Part of the trouble, boyd argues, is that teens are reluctant to see themselves either as victims or aggressors, and therefore define as mere “drama” much behavior that adults are prone to class as “bullying.”
On the victim’s side, even a teen who is conscious of being the victim of bullying might feel ashamed to admit it. But it’s actually more complicated than that, because once we move out of the realm of bullying as simple physical assault, the difference between psychological bullying and more innocuous types of ribbing or reciprocal verbal aggression ultimately comes down to how the teens themselves feel about it. So a teen who denies being “bullied” and appears to shrug off various kinds of social animosity as just “drama” is not necessarily in denial about the independent, objective fact that they really are being bullied. Rather, insisting on adopting the attitude that they’re on equal footing with their aggressors (and so not bullied) may be a primary determinant of whether or not this is, in fact, the case. We all know, of course, that there’s often a sharp disconnect between internal feeling and external performance: We pretend to be unruffled by remarks that, in reality, cut deep. But we also know that these are hardly totally separate domains: Telling yourself that you don’t care what those jerks say about you is often part of the process of actually ceasing to care what those jerks say about you—or at least, ceasing to care much. On the victim’s side, then, psychological bullying is hard to quantify, because “bullying” is not always an observer-independent natural fact: Denying that you are being bullied is sometimes a means of making it true that you are not (successfully) bullied—though when that gambit fails, it may prevent some students from seeking necessary help from adults. Call this the Bullying Heisenberg Effect.
On the aggressor side, as boyd observes, part of the problem is that nobody likes to think of themselves as a bully, and so the teens who are dishing it out find other descriptions that minimize the harm they do. More than that, however, because bullying is so often a social phenomenon, it may literally be impossible to evaluate whether “bullying” is happening at the level of the individual agent—even for the bullies themselves!
As regular readers know, I’m fond of invoking a thought experiment from philosopher Derek Parfit called “The Harmless Torturers.” Parfit imagines one scenario in which 10,000 torturers each torture one of 10,000 victims using an electrocution machine. Each torturer clearly inflicts terrible agony on an individual victim. In Parfit’s second scenario, each torturer’s machine is configured so as to deliver one-ten-thousandth of the same voltage—a quantity so small as to be utterly imperceptible to the victim by itself—to all of the victims who were individually electrified in the first scenario. In the aggregate, the torturers inflict exactly the same amount of pain on exactly the same number of people. But in this second scenario, each torturer can—with some justice—claim that his actions are “harmless.” Each, in other words, can claim: “If I stayed home, there is not one of those 10,000 victims who would feel any difference.”
As applied to physical torture, the scenario is fanciful. As applied to psychological torture, it describes the norm. Only a few really horrid people commit themselves to relentlessly harassing and abusing a single individual. But many teens—and not a few nominal adults—will make a handful of snarky and cutting remarks to numerous different individuals over the course of an ordinary day. It would often be overblown to characterize any particular remark as bullying: In isolation, all but the most fragile of us would shrug it off. In the aggregate, they may be intolerable to even the most self-assured.
One reason “cyberbullying” may present special problems is that the Internet and social networks dramatically increase the realistic number of people who can pile on a single victim in a short period of time. Each aggressor might rationalize their own part in the distributed bullying as just one or two comments, though the victim perceives an overwhelming assault when these are all combined. For an analogy in the physical world, we can look to street harassment, which is enabled by the high volume of anonymous, brief public interactions characteristic of urban environments. Some men, of course, engage in vulgar and intimidating speech that anyone would consider harassing in itself. But often, the harassment is a distributed phenomenon. Many of us would not particularly mind a single stranger yelling out “Hi, gorgeous” or “You look good today!” once every other month—and I’ve seen men (inexcusably obtuse, to be sure, but not obviously malicious) react with genuine surprise when such remarks are not welcomed as compliments, not realizing they’re the tenth person in as many blocks to volunteer a similar comment to the same woman.
It may be hard to stamp out bullying, then, not just because victims are often unwilling apply the label to their own experience, but because individual aggressors can plausibly—even if somewhat disingenuously—deny that their individual actions qualify. Insofar as it may be counterproductive to encourage the victims of psychological bullying—cyber or otherwise—to consciously identify themselves as such, the more fruitful strategy may be encouraging teens on the aggressor side to be better Kantians, as it were—to imagine whether each mean offhand remark would qualify as “bullying” if it were multiplied by a dozen daily interactions, day after day, week after week. | <urn:uuid:4b0bf788-824b-42f5-a41f-c2425f7ebf2e> | CC-MAIN-2013-20 | http://www.juliansanchez.com/2011/09/25/heisenberg-harmless-torture-and-cyberbullying/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368707436332/warc/CC-MAIN-20130516123036-00005-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.957092 | 1,257 | 2.796875 | 3 |
Last modified: 2012-08-16 by rick wyatt
Keywords: el centro | california | humboldt county |
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The City Clerk of El Centro, California, informed me that El Centro does indeed have a flag, but it consists merely of the municipal seal in the centre of a rectangular piece of cloth (color unstated). However, the City Council was
dissatisfied with this design, and in 2002 they approved by consensus a design which a firm called Reliance Communications had submitted. I have asked for additional information regarding this flag.
As for the significance of the symbolism displayed on the municipal seal, she further informed me that the sun represents the fact that it shines six months of the year in the area, making it a Mecca for American 'snowbirds', i e, winter tourists. The green fields represent agriculture; the blue the Colorado and New Rivers, which provide ample water for irrigation; while the yellow stands for the city itself and the ample space available for future development.
Ron Lahav, 28 September 2004
The website at www.cityofelcentro.org shows a very modernistic circular format with the lower right hand border of the bottom semicircle in an irregular shape; this is because it is an outline map of the State of California. There is no outer ring, but the upper half of the semicircle consists of the words 'City of El Centro' in upper and lower case letters outlined in black and filled in with gold; the lower part of the
semicircle is also edged in gold, and this edging runs fesswise across the middle of the seal, separating the upper part, which has no images, from the lower portion. This lower portion, as noted above, consists of a map of California in sand color in the right foreground, the borders depicted in black lines. To the left of the map is a blue irrigation canal running into the middle distance, while to the left of this canal is a further stretch of sand-colored land and an area colored a dark green in the left foreground. Within the map of California, marking the geographic location of El Centro, is a small green five-pointed star, from which arises a sand-colored stylized sunburst which extends into the upper semicircle. To the right of this sunburst, in miniscule black letters, is the word 'Incorporated' and an illegible date. Beneath the seal, in gold letters without the black edging which appears in the name of the city, is the municipal motto 'Shining With Opportunity.'
Ron Lahav, 25 September 2004 | <urn:uuid:771890f0-13b0-42be-9421-1bc6eec6b64a> | CC-MAIN-2018-13 | http://fotw.vexillum.com/flags/us-caece.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647883.57/warc/CC-MAIN-20180322112241-20180322132241-00100.warc.gz | en | 0.913532 | 564 | 2.859375 | 3 |
The Negative Effects of Celebrity Culture
Fame is the main reason that drives celebrity culture and is associated with status, wealth and perception of the ‘perfect’ body. Unfortunately, the most dramatic effect celebrity culture has on our children is their relentless desires for popularity and to live exactly like their celebrity idol. Many children learn this through media
relations, such as:
- Music videos and DVDs
- Internet sites
Others are similarly influenced by their parents’ perception of celebrity life. With the excitement adults share in shows such as the X-Factor, it is not surprising that their children want star-status.
School Children Responses
Schools report that children are developing abnormal perceptions about their self-image and displaying negative behaviour because of being star-struck. Celebrities such as Cheryl Cole are attempting to depict cosmetic surgery in a negative light. This is to send the message to children and adults that being your natural self is always best. However, even Cheryl Cole herself conformed to celebrity-glam transformation for her X-factor debut.
Music Videos Found on the Internet
As the Internet is now easily accessible to everyone, including children, popular sites displaying music videos are an example of how many can be negatively influenced by celebrity culture. Raunchy videos displaying scantily clad female singers, in particular, are manipulating children into thinking that dressing in such a way is acceptable.
Many of these music videos found on the Internet flaunt women who are ultra-thin, wearing provocative clothing and have undergone some form of cosmetic surgery. Children who watch these videos are likely to become body image aware and feel self-conscious because they don’t look like their idol. This, in turn, has created the sexualization of children, in that they dress older than they should and find themselves contemplating cosmetic surgery at a very young age.
In Wales, analysts are looking at the impact of celebrity culture on young people’s physical health and mental well-being. They are exploring the impacts of celebrity culture and:
- Children growing up too quickly
- Whether more feedback from children is necessary
- Why enough parents aren’t voicing concern
- The acceptance of child sexualization
- How children perceive choices in clothing, language and behaviour
Researchers suggest that the incessant bombardment with sexualized celebrity culture exploits families, desensitizing adults and children to perceptions, behaviours and life choices. Succumbing to peer pressure becomes part of everyday life. Both adults and children conform to keep ridicule at bay, allowing celebrity culture to influence without limit.
Is Anything Being Done About It?
Responses by schools and health services include the provision of school-based counselling and support for parents and careers to combat the negative impacts of celebrity culture on family life. Technology plays a role in making idols role models instead of steady family members. Finding ways to alter this may involve not just teachers, health professionals and family members, but technological innovations that allow children to question and explore the influence of celebrity culture on their lives. | <urn:uuid:af3582cc-726e-4c4b-a48c-748b9cb1bd3d> | CC-MAIN-2020-34 | https://tentotwenty.com/the-effect-of-celebrity-culture-on-our-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737152.0/warc/CC-MAIN-20200807025719-20200807055719-00075.warc.gz | en | 0.94787 | 614 | 2.609375 | 3 |
Stretching a carbon nanotube composite like taffy, researchers at the National Institute of Standards and Technology (NIST) and the Rochester Institute of Technology (RIT) have made some of the first measurements* of how single-walled carbon nanotubes (SWNTs) both scatter and absorb polarized light, a key optical and electronic property.Biomedical applications could exploit the natural fluorescence of the carbon nanotubes. When light is polarized along a single-walled carbon nanotube (left), this fluorescent emission is strong. Credit: NIST
SWNTs have excited materials scientists with the promise of novel materials that have exceptional mechanical, electronic, and optical properties. One fundamental issue is how light interacts with SWNTs. Is there, for example, a way to use appropriately tailored light to exert a force on SWNTs so that they can be trapped or aligned? Or can they be designed to be nanoscale tags for medical diagnostics? Semiconducting SWNTs can fluoresce in the near infrared region, an ideal characteristic for medical applications because body fluids and tissues are nearly transparent in that range.
Recent research on the optics of SWNTs has focused on the behavior of “excitons” — the pairing of a negatively charged electron with the positively charged “hole” that it leaves behind when it gets excited by a photon into a higher energy state. An important optical characteristic is how excitons in SWNTs impact the way the nanotubes absorb and scatter light.For example, how easy is it for the incident light to deform an exciton to create positive and negative poles? Theory says it should be significantly harder to do in a nearly one-dimensional nanotube than in a bulk semiconductor, where nearby electrons and holes reduce the amount of energy required.
Measuring that is difficult because the effect depends on the orientation of the nanotubes, and they’re hard to line up neatly. The NIST/RIT team solved the problem elegantly by wrapping SWNTs with DNA to keep them from clumping together, and dispersing them in a polymer. When they heated the polymer and stretched it in one direction, the nanotubes aligned like sugar crystals lining up in pulled taffy, making the optical measurements possible. The team obtained the first experimental verification of the full optical response of individual semiconducting SWNTs, finding good agreement with theory.
The stretching alignment technique is applicable to a broad range of SWNT experiments where orientation is important, particularly in optics. The work should further our current understanding of how nanotubes interact with light, with important practical applications in optical sensing and the manipulation of individual nanotubes using electromagnetic fields.
* J.A. Fagan, J.R. Simpson, B.J. Landi, L.J. Richter, I.Mandelbaum, V. Bajpai, D.L. Ho, R. Raffaelle, A.R. Hight Walker, B.J. Bauer and E.K. Hobbie. Dielectric response of aligned semiconducting single-wall nanotubes. Physical Review Letters. 98, 147402 (2007). | <urn:uuid:c60e5fdc-ff36-499d-b600-7a547e1381db> | CC-MAIN-2018-09 | http://www.sciencecodex.com/nanotube_taffy_absorbs_and_scatters_polarized_light | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891816841.86/warc/CC-MAIN-20180225170106-20180225190106-00457.warc.gz | en | 0.904354 | 664 | 3.34375 | 3 |
A new study has found that pearl millet bred to be richer in iron was able to reverse iron deficiency in school-aged Indian children in six months. In just four months, iron levels improved significantly.
Previously, the same iron-rich pearl millet had been shown to provide iron-deficient Indian children under the age of three with enough iron to meet their daily needs, and adult women in Benin with more than 70 percent of their daily needs.
Lack of iron impairs cognitive development and behavior in children, and adults’ ability to work. Severe anemia, often caused by iron deficiency, increases risks to women in childbirth, including death. Despite efforts to curb iron deficiency through supplements and fortified foods, iron deficiency remains the most widespread nutrition deficiency in the world, affecting 1.6 billion people.
Biofortification is a novel approach pioneered by HarvestPlus, a global program to improve nutrition that helps close the deficiency gap by conventionally breeding food crops that are naturally higher in key vitamins and minerals.
Pearl millet is eaten daily by more than 50 million people in the semi-arid regions of India and by millions of people in Sahelian Africa. The iron-rich pearl millet variety used in this study was developed in partnership with the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) in India.
In this study just published, school children aged 12 to 16 years, and many of whom were iron deficient, ate iron-rich pearl millet in the form of bhakri (a flat, unleavened bread) at midday and evening meals. Eating iron-rich pearl millet significantly improved their iron status in four months, compared with ordinary pearl millet. Those children who were iron deficient at the start and ate iron-rich pearl millet bhakri were 1.6 times more likely to have resolved their iron deficiency compared with those who ate bhakri made from the ordinary pearl millet.
According to Dr. Jere Haas, the Nancy Schlegel Meinig Professor of Maternal and Child Nutrition in the Division of Nutritional Sciences at Cornell University, who led the study, “More than 40 percent of these school-aged children were iron deficient at the start of our study. We now have clear evidence that feeding iron-biofortified pearl millet to improve iron status in secondary school-age children works.”
Dr. Erick Boy, Head of Nutrition at HarvestPlus, says, “This is the first study that shows that a food naturally rich in iron can reverse iron deficiency in such a short period of time. The amount of iron naturally provided in the food was similar to iron supplements, so these results are comparable to supplements, and better than iron-fortified flours.”
These results are consistent with a previous efficacy trial also funded by HarvestPlus in the Philippines in which iron levels improved for women who ate iron-rich rice.
The iron-rich pearl millet variety used in this study, ICTP-8203Fe, is commonly known as Dhanashakti, which means prosperity and strength, and was commercialized in 2012 in Maharashtra, India, by HarvestPlus partner Nirmal Seeds. Tens of thousands of farmers have planted this new iron-rich variety that also provides more zinc, is high yielding, and disease and drought tolerant.
Related Journal Articles
All articles are made available as free open access by HarvestPlus
Biofortification of Pearl Millet with Iron and Zinc in a Randomized Controlled Trial Increases Absorption of These Minerals above Physiologic Requirements in Young Children
More About Pearl Millet
Pearl millet is a hardy warm-season, dryland cereal grain crop largely grown in the drought-prone regions of Africa and Asia where it performs better than other cereals. Originating in the Sahelian zone of western Africa about 5,000 years ago, pearl millet was introduced in India about 3,000 years ago, and in southern and eastern Africa about 2,000 years ago. It is an important staple food in the drier regions of Sub-Saharan Africa, especially in Nigeria, Niger, Mali, and Burkina Faso. In India, about 50 million people mostly in the states of Rajasthan, Maharashtra, Gujarat, Haryana, and Uttar Pradesh rely upon pearl millet as a staple food. Its tolerance to drought, heat, and soil salinity, and its high water-use efficiency makes it a climate-smart crop. In addition, given its high protein and mineral content, high dietary fiber, and gluten-free protein, the area under pearl millet cultivation is expected to increase in the future. | <urn:uuid:317d943f-8481-4c5e-8bcd-02315e77fa24> | CC-MAIN-2022-49 | https://www.harvestplus.org/iron-pearl-millet-reverses-iron-deficiency-in-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711376.47/warc/CC-MAIN-20221209011720-20221209041720-00528.warc.gz | en | 0.958597 | 972 | 3.328125 | 3 |
Left: Heba Shabaan, a third-year medical student at Weill Cornell Medical College and Dr. Christopher Mason prepare to swab for microbes in the NYC subway system on June 21, 2020. Right: Subway turnstile being swabbed.
About 12,000 bacteria and viruses collected in a sampling from public transit systems and hospitals around the world from 2015 to 2017 had never before been identified, according to a study by the International MetaSUB Consortium, a global effort at tracking microbes that is led by Weill Cornell Medicine investigators.
For the study, published on May 26, 2021, in the journal Cell, international investigators collected nearly 5,000 samples over a three-year period across 60 cities in 32 countries and six continents. The investigators analyzed the samples using a genomic sequencing technique called shotgun sequencing to detect the presence of various microbes, including bacteria, archaea (single-celled organisms that are distinct from bacteria), and viruses that use DNA as their genetic material. (Other types of viruses that use RNA as their genetic material, such as SARS-CoV-2, the virus that causes COVID-19, would not have been detected with the DNA analysis methods used in this pre-pandemic study.)
This field of research has important implications for detecting outbreaks of both known and unknown infections and for studying the prevalence of antibiotic-resistant microbes in different urban environments.Continue reading… “Study Across 60 Cities in 32 Countries and Six Continents Reveals: New Species Are All Around Us!” | <urn:uuid:0759a735-0e70-4d0c-ac79-8a7808cb256c> | CC-MAIN-2021-43 | https://www.impactlab.com/category/genetics-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585997.77/warc/CC-MAIN-20211024111905-20211024141905-00395.warc.gz | en | 0.941605 | 313 | 3.109375 | 3 |
Splashing in the bath, pouring water from the cups again and again and, of course, swimming! Water games are a huge hit with babies and toddlers and are a great way to distract a fussy toddler with a new activity or just splash around in hot weather.
Want to dive into water play with your child? Here’s exactly what the term means, a few ways to encourage it, and some important safety tips. Grab some towels and your bathing suit and get ready for some wet and wild fun! Playing with water is exactly what it sounds like – H2O plus any suitable items that can be used for scooping, pouring, splashing and more.
All you need is a few plastic cups (no glass please!), buckets, sponges, and light toys to float on the surface of the water. Older children can use large spoons, plastic eyedroppers, mini watering cans, and other containers that require more dexterity. | <urn:uuid:020edec6-b1bf-4daa-8579-007cb8b1ba1c> | CC-MAIN-2022-40 | https://jiznodna.ru/amazing-babies-enjoying-play-with-water-%F0%9F%8E%A5video/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337516.13/warc/CC-MAIN-20221004152839-20221004182839-00760.warc.gz | en | 0.948345 | 194 | 2.546875 | 3 |
Brussels, 24 May 2011
Customs enforcement of intellectual property rights – Frequently Asked Questions
What are Intellectual Property Rights?
Intellectual property rights (IPR) cover all forms of commercial activitiesand artistic creations. They fall into two categories: industrial property and copyright. Industrial property includes a diversity of rights such as patents (which protect inventions), trade marks, geographical indications and designs. Copyright - or authors' rights -protects literary and artistic works (books, plays, films, musical works, paintings, photographs, sculptures, maps etc.). Copyright also includes related or neighbouring rights such as those of performers, producers of films and sound recordings, and broadcasters.
IPR provides their owners with the means to decide, for a specific and limited time, how their inventions and creations are to be used, reproduced and commercialised. IPR rewards innovation and creativity and promotes the dissemination of goods and services. For many industries and sectors, well-managed intellectual property rights are a core element of their business strategy and a key factor for their European and global competitiveness.
What are IPR infringing goods?
The EU legislation on customs enforcement of IPR distinguishes three categories of goods infringing IPR:
Counterfeit goods infringe a trade mark and often look the same as the original goods. They contain a symbol or mark on the product or on the packaging that look identical to that of the genuine goods for which the trade mark was registered, even though they are not made by the owner of that trade mark or with his consent. Textile products, shoes and luxury goods are often targeted by counterfeiters, though customs increasingly intercept normal household goods such as personal care products.
Pirated goods that are copied without the approval of the owner of the copyright or design. The most well-known copied goods are CDs and DVDs containing music, films or video games.
Goods infringing other types of rights, such as MP3 players infringing patents, food products infringing geographical indications or flowers or plants infringing plant variety rights. This category also includes infringements of trademarks and copyrights that do not fall under points 1 and 2, such as products bearing the sign of a well known trade mark which is not registered for that kind of products, or “R4” chips that are used to play illegal games on a console.
What is the role of customs in IPR enforcement?
Customs play an important role in identifying and detaining at the border, shipments of goods suspected of infringing IPR. In 2009, customs detained 118 million articles in over 43,500 cases (IP/10/995 and MEMO/10/353).
Customs enforce IPR on the basis of EU legislation and is supported by a multi-annual EU action plan that aims to improve the effectiveness of customs control, strengthen cooperation with industry and international partners and raise awareness of consumers to the negative consequences of buying IPR infringing goods.
What is the existing legal framework for customs to enforce IPR and why should it be replaced?
The existing legal framework is Council Regulation (EC) No. 1383/2003. It is now time for a new regulation which takes account of developments such as the increasing importance of IPR for the EU economy, the explosion of postal traffic resulting from internet sales, practical problems in the implementation of the present regulation, fundamental procedural rights or the detention of generic medicines in transit through the EU on their way to third countries.
At the Council's invitation, the Commission carried out a review of this Council Regulation (including a public consultation, which concluded that the legal framework could be strengthened, and certain administrative procedures clarified to safeguard the interests of legitimate traders.
How will customs enforcement of IPR be strengthened?
The Commission proposes to widen the list of possible IPR infringements to be controlled by customs at the border. The new regulation would include infringements such as illegal parallel trade and lookalike trade mark. Illegal parallel trade is the trade in goods that have not been marketed by the right holder (or with his approval) in the EEA and are distributed through channels of distribution that are not authorized by the right holder. Look-alike trade marks are goods where there exists a likelihood of confusion on the part of the public between the sign and the trade mark.
Furthermore, the list of protected rights would be extended to trade names, topographies of semiconductor products, utility models, devices to circumvent technological measures and non-agricultural geographical indications. In practice, it means that customs would be able to take actions against goods falling into these new categories and found to be infringing IPR rules.
The existing procedure for the anticipated destruction of goods infringing IPR will also be made mandatory in all Member States for counterfeit and pirated goods. Currently, the anticipated destruction of goods (applied in 50% of all detentions in 2009) is not made compulsory in all EU Member States. A specific procedure for the anticipated destruction of counterfeit and pirated goods contained in small postal consignments is also proposed.
Why is it only now that these new categories are being introduced?
The enforcement of IPR has developed constantly since 1986, when customs were first tasked with this responsibility at the border. The first regulation in 1986 started with only trade mark protection and has evolved to encompass under all forms of IPR, in this latest proposal. IPR infringements have developed in a similar fashion. Right holders were initially concerned with simple counterfeiting, whilst today, there is clear evidence of sophisticated infringements of goods protected by patents or topographies of semi conductors.
Customs are ideally placed, at the EU borders to control goods and it is therefore appropriate to include all other kind of IPR in these controls. The enforcement of IPR by customs has evolved over time to take account of the increased interest in enforcement.
What is the problem with small consignments sent by post?
We are facing an explosion in the number of small consignments of IPR infringing goods in the postal and air traffic, which may result from internet sales. Preliminary figures for 2010 show an increase of 200% in postal consignments that were detained. Dealing with them is a burden for customs and right-holders. To tackle this problem, an alternative simple procedure is proposed for cases where it is clear that the goods are counterfeit or pirated. The person receiving the goods would be offered the possibility to agree to their destruction, without having to pay costs or fulfil formalities. In such cases, customs would bear the costs of destruction.
As many such shipments contain only one or two items, destruction costs would not place an unacceptable burden on customs, and would be offset by applying a simplified procedure.
When will customs control for IPR infringing goods?
Customs can control goods for possible IPR infringements, as well as for other reasons, as long as the goods are under their supervision. Goods that enter or leave the Union stay under customs supervision until they are released into the market or exported. In the framework of IPR enforcement, customs will only detain goods and inform the right-holder, when they have a suspicion of an infringement.
Situations in which an infringement can occur are determined by the laws protecting IPR such as the trade mark, copyright or patent laws. The importation or exportation of such goods protected by an IPR, without the consent of the owner of that IPR, is prohibited, but even offering the goods for sale in the EU can be an infringement.
Will customs check passengers for IPR purposes?
Passengers are and will remain subject to customs control at EU external border crossing points for a variety of reasons, including possible IPR infringements. However, the proposed Regulation specifically excludes goods of a non-commercial nature contained in travellers' personal luggage: the Regulation would not give power to customs to detain goods for personal use.
Who must pay the costs of customs intervention?
The right-holder seeking to protect IPR must ask the customs authorities to take action when an infringement is suspected. Certain costs incurred by customs, such as storage and destruction costs, will continue to be borne by the right-holder. However, the right-holder may seek to recover these costs from the other parties involved.
Other costs, such as those resulting from court proceedings, will often be paid as determined by the court, where the infringer could be made liable.
How does the proposal improve the situation for legitimate medicines in transit?
At the end of 2008, customs detained several shipments of medicines in transit through the EU on the basis of Council Regulation (EC) No. 1383/2003. Concern was expressed by certain Members of the WTO, Members of the European Parliament and NGOs about the impact of such detentions on the trade in legitimate medicines. The proposal does respond to these concerns, by clarifying that the customs Regulation is of a procedural nature, and does not change or add to the rules defining what an IPR infringement is. Detention and destruction procedures are also made clearer, thereby increasing legal certainty for legitimate traders.
Will this proposal have an impact on the good functioning of the Single market?
The proposal is part of the new Commission's strategy on IPR (IP/11/630), and of the Single Market Act (IP/11/469). In order to preserve the EU's growth potential, IPR must be protected and enforced. The proposal further harmonises the enforcement procedures by customs across the Single market, while respecting the legal framework of the EU Member States. It will also enable customs to fulfil its critical role at the border in a more effective manner, thereby reinforcing the protection of the Single market against IPR violations. | <urn:uuid:1aaf188a-9da7-413e-bf21-54350f14c2fb> | CC-MAIN-2013-20 | http://europa.eu/rapid/press-release_MEMO-11-327_es.htm?locale=es | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698080772/warc/CC-MAIN-20130516095440-00041-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.956017 | 1,967 | 2.546875 | 3 |
Gherman Stepanovich Titov
September 11, 1935 – September 20, 2000
Titov went to school at the Stalingrad Military Aviation School. After graduating as an air force pilot, he was selected for cosmonaut training in 1960, and from there was chosen to fly the Vostok 2 mission launched in August 6, 1961. The mission lasted for 25.3 hours and accomplished 17 earth orbits. His call sign in this flight was Eagle. He landed close to the town of Krasny Kut in Saratov Oblast, Russia. A month short of 26 years old at launch, he remains the youngest person to fly in space.
His name refers to Saint Germanus and not to "a German".
In August 1961, he was the first person to suffer from "space sickness" (i.e. motion sickness in space) and was also the first human to sleep in space. He slept roughly for one orbit, and was surprised to awake with his arms floating in the air due to the absence of gravity. After securing his arms under a security belt, he went back to sleep, overslept and awoke 30 minutes later than predicted by the flight plan. He states (in the English version of his biography) that
"Once you have your arms and legs arranged properly, space sleep is fine ... I slept like a baby".
Following his space flight, Titov went on to assume various senior positions in the Soviet space programme until his retirement in 1992.
The crater Titov on the far side of the Moon is named in his honor. | <urn:uuid:da9e0b84-3ec6-459b-877f-c5ce91421ac2> | CC-MAIN-2017-22 | http://todayinastronomy.blogspot.com/2009/09/september-20-gherman-titov.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463607846.35/warc/CC-MAIN-20170524131951-20170524151951-00579.warc.gz | en | 0.981934 | 324 | 2.90625 | 3 |
Lily of the valley is a highly toxic plant for humans and their four-legged friends. Its ingestion causes oral, digestive and cardiac disorders. Although poisoning is rare, cases of heart attack have been recorded, poison control health centers recommend to remain vigilant.
At this time of year lily of the valley is very popular, it is of course sold on the occasion of the 1er May and blooms in gardens with the return of spring. However, behind its symbolism carrying happiness and love, all parts of the plant contain irritating substances and in large doses, toxic for the heart.
First symptoms of poisoning
If a person inadvertently drinks the water from the vase or ingests part of the lily of the valley (leaf, flower or berry), the first symptoms of poisoning are manifested by vomiting, irritation of the mouth, nausea, diarrhea and abdominal pain.
In extreme cases, there follows an acceleration of breathing and cardiac disorders caused by the large doses of glycosides contained in the plant. A substance whose effects are similar to digitalis; the heart rate slows down while the intensity of the contractions of the heart and the blood pressure increase. Heart attacks are not to be excluded even if they remain quite rare.
Hundreds of accidents per year
Every year, poison control centers receive around 50 calls concerning cases of thrush poisoning. They mainly concern children from 2 to 4 years old and pets. A few milligrams of toxins are enough to trigger the first symptoms in children. There are about a hundred accidents a year, which most of the time result in mild symptoms and home monitoring.
As a general rule, the majority of harmful substances are expelled by vomiting even before digestion takes place. The poison control centers report that “only” 10% of cardiac glycosides (Editor’s note: newly called heterosides) ingested are found in the blood. Although very rarely serious, poisonings can lead adults to hospital depending on the dose ingested. Poison control centers consider that the ingestion of 5 berries requires prompt medical attention. | <urn:uuid:7b7ed9b1-918a-433c-8c5c-84ade1b1032b> | CC-MAIN-2024-10 | https://countyenews.com/be-careful-lily-of-the-valley-is-toxic-the-water-in-the-vase-and-the-whole-plant-can-lead-you-to-the-hospital/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473871.23/warc/CC-MAIN-20240222225655-20240223015655-00650.warc.gz | en | 0.940568 | 417 | 2.78125 | 3 |
Publicly-funded schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils.
Evidence shows that pupils from disadvantaged backgrounds:
The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve.
Schools get pupil premium funding based on the number of pupils they have from the following groups.
Free School Meals: Schools get £1,345 for every primary aged pupiil, who claims free school meals, or who has claimed free school meals in the last 6 years.
Looked-after and previously looked after children: Schools get £2,345 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order. Local authorities get the same amount of money for each child that they are looking after, they must work with the school to decide how the money is used to support the child's oersonal education plan.
Service Premium: The Service Premium is not part of the pupil premium as the rules to attract the service premium are different. Schools get £310 for every pupil with a parent who is serving in HM forces or has retired on a pension from the Ministry of Defence. The funding is to help with pastoral support.
At Whiteparish All-Saints C of E Primary, our ambition for disadvantaged learners and vulnerable pupils is to ensure high quality education for all by prioritising our funding on strategies that make a difference to those pupils who experience disadvantage. As a whole school team, we are acutely aware of how disadvantage can impact on a pupil’s academic and social development and keep this at the forefront of our practice when meeting the needs of all pupils. We endeavour to use our pupil premium grant to ensure the greatest impact, both academically and socially, on those pupils identified as being disadvantaged and vulnerable.
Key principles in the allocation of funding:
We will aim to ensure that effective teaching, learning and assessment meets the needs of all pupils through rigorous analysis of data. Class teachers will identify specific intervention and support for individual pupils which will be reviewed at least termly. Alongside academic support, we will ensure that those pupils who have social, emotional and mental health needs will access high quality provision from appropriately trained adults.
Steps to Success:
Barriers and Challenges: | <urn:uuid:f25772ce-d0d5-4a7d-9ea8-808ec839cd12> | CC-MAIN-2023-23 | https://www.allsaints.wilts.sch.uk/pupil-premium/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00099.warc.gz | en | 0.962894 | 480 | 2.578125 | 3 |
Superfoods are a special category of foods found in nature. Superfoods refers to foods that are superior sources of antioxidants and essential nutrients that help your body optimise how it functions.
Superfoods have specific,concentrated, healing properties – antioxidants, minerals, enzymes, proteins, etc. - delivering unadulterated, high-level nutrients to the body in a way that is easily absorbed.
* Strengthening your immune system:
The nutrients and phytochemicals in many superfoods keep your immune system strong so you’re less likely to catch colds and the flu.
* Fighting free radicals:
Superfoods are rich in antioxidants, which destroy the free radicals that can damage the cells in your body. This protection improves your health, reduces your risk of disease, and helps you age gracefully.
* Reducing the risk of cancer:
The nutrients, fiber, good fats, and phytochemicals found in superfoods reduce your risk of several types of cancer.
* Keeping your heart healthy:
Those same nutrients, fiber, good fats, and phytochemicals also protect your heart by reducing inflammation and keeping blood vessels healthy.
* Feeling better:
Superfoods help you feel more energetic.
* Boosting metabolism and watching your weight:
Many of the superfoods are high in fiber and low in calories, so you can load up your plate without adding many extra calories. Some of the superfoods that are a little higher in calories are rich in protein, fiber, and good fats that keep hunger at bay, and some superfoods actually increase the number of calories you burn.
* Maintaining your youthful complexion:
The antioxidants in superfoods reduce damage to your skin, and many foods are rich in vitamin C that keeps connective tissue strong. The combination means beautiful, healthy skin. | <urn:uuid:ed57ba2b-0e73-4e14-bc1a-1454ff4231ab> | CC-MAIN-2019-43 | https://www.nutrisun.co.uk/category-superfoods~332.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986675409.61/warc/CC-MAIN-20191017145741-20191017173241-00497.warc.gz | en | 0.936054 | 389 | 3.265625 | 3 |
Dentists do not have to be technology geniuses to get the best out of digital tools, according to Frank Higginbottom, DDS, during his presentation at the recent 2015 Academy of General Dentistry (AGD) meeting in San Francisco. In the session, Dr. Higginbottom gave an overview of various digital technologies, including cone-beam CT (CBCT), intraoral scanners, 3D printing, and CAD/CAM software.
"You've got ones and zeroes, meaning on and off, but you're never going to have to understand that," he said. "With any of these systems, you can train yourself. ... We don't need to understand the technology. We just need to use it."
Dr. Higginbottom, a professor in the department of restorative sciences and graduate prosthodontics at the Baylor College of Dentistry, emphasized that digital dentistry tools significantly reduce treatment planning time and also improve accuracy.
Digital streamlines treatment planning
One of the biggest advantages of digital dentistry is a streamlined yet accurate treatment planning process. Once a digital scan is taken, the file can be used for everything from creating surgical guides to 3D printing or milling and restorations.
The process can start with a CBCT scan. Only 35% of dentists use digital radiographs despite the fact that they are an affordable way to get good information, while also minimizing patients' radiation exposure, according to Dr. Higginbottom. CBCT is also more accurate than other types of radiographs.
"CBCT [scans] provide greater detail and allow manipulation to a greater degree than do traditional [CT] scans," he said. "For a maximum of maybe $300, you have good information."
|Accuracy of radiographic diagnostic tools|
|Average distortion||Maximum distortion|
|Panoramic x-rays||0-3 mm||7.5 mm|
|Periapical x-rays||1.9 mm||5.5 mm|
|CBCT scan||0 mm||0.2 mm|
At about $55,000, CBCT scanners are pricey, but practitioners do not have to have one in-office to benefit from the technology. Patients can have scans performed elsewhere, with the files sent digitally to the dentist.
The CBCT file can then be imported into a planning program, which can create an accurate surgical guide. Surgical templates can even be ordered from planning programs.
"You can plan your implant position, and you can plan a guide that's accurate up to 2 mm," Dr. Higginbottom said.
Digital means quick and accurate
Going digital drastically speeds up the time it takes to plan for an implant procedure, because materials don't have to set or dry. As a result, placing implants can be done in a single surgery with shortened healing time.
The process used to involve seven steps, including a master cast, wax, invest, finishing, and completion, but now it involves about six, most of which are digital, Dr. Higginbottom explained.
"Before, that was five to seven hours. Now, it's five to seven minutes," he said.
The other advantage of digital technology is that fewer materials need to change shape, which means improved accuracy. Dr. Higginbottom has noticed a substantial improvement in accuracy since he switched to digital tools, he noted. He has placed more than 2,000 restorations using his system, and he has only needed nine remakes because of an improper scan interpretation.
"That's a remarkable percentage I couldn't have done with impressions," he said.
Digital has unexpected perks
Digital also has some unexpected paybacks that practitioners may not initially consider. For example, digital files can be saved instead of physical impressions, conserving physical office space. Furthermore, if a patient comes back years later with a broken abutment, the practitioner can open up the patient's file and mill an exact replica.
Dr. Higginbottom also emphasized that picking a specific brand of technology is not as important as picking one that works with your process. Each system has its own quirks, but the pros outweigh the cons, he said. For example, software will make your connectors show up red if they are below standard.
"You can pick a system -- they all work -- so pick one you're familiar with," he said, adding a warning, "but the technology will not protect you from lack of judgment." | <urn:uuid:dc40009e-6dff-49ef-8abc-3f0c5d05e1d2> | CC-MAIN-2023-50 | https://www.drbicuspid.com/digital-dentistry/imaging-cad-cam/intraoral-scanners/article/15370965/agd-2015-digital-dentistry-is-fast-and-accurate | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00087.warc.gz | en | 0.953753 | 920 | 2.640625 | 3 |
During photosynthesis, plants use light energy to capture CO2. This CO2 is used to build the basic carbon structures from which all plant material is made. In a poorly lit aquarium, light is likely to be what limits the rate of plant growth. The amount of CO2 produced by fish- and bacterial respiration is more than enough to allow photosynthesis under these conditions. If on the other hand, you try to make your plants grow faster by adding more light, it is likely that there will not be enough CO2 in your aquarium. The plants simply can not grow as fast as they would like to, given the available light energy.
The easiest way to increase the amount of CO2 in an aquarium is to buy a tank of CO2 and let it bubble into the water. Several, mostly German, companies sell systems for adding CO2 into the outflow of your canister filter. If you buy your CO2 system from someone like Dupla, you are likely to spend about $300. That seems a bit pricey, doesn't it? Fortunately, it is very easy and also a fair bit cheaper to buy a CO2 tank at a local welding supply place and use it to bubble CO2 into the water.
CO2 in the tank is under high pressure. A pressure regulator brings this pressure down to a manageable level, and ordinary aquarium air valves can be used to regulate the flow to individual aquariums. [Editor's note: this is counter to general net-experience. Most of us end up installing a fine-metering needle valve after the normal regulator in order to regulate the flow down to a few bubbles per second, because normal aquarium air valves do not have good enough control.] The CO2 reactor is simply a small chamber that allows the CO2 to be dissolved in the water before it escapes into the air. Outflow from a filter or a pump enters the top of the reactor; CO2 is bubbled in from the bottom. To give the CO2 more time to dissolve, one can add a system of baffles to trap the gas as it is moving up. Near the top of the reactor, there should be a small hole to vent other gases, which may be present in small amounts in the compressed CO2. These gases do not dissolve as readily in water as CO2 does.
I purchased my CO2 tank and regulator at Wesco on Vassar Street in Cambridge. Their current (May 1992) prices are: 5 lbs CO2, $52.50, refill $9.74; 20 lbs CO2, $101.75, refill $19.55. A CO2 pressure regulator is "$79 and change." People who have better welding connections than I do might be able to get things more cheaply than that. [Editor's note: look in the PLANT RESOURCES section for more current prices and good inexpensive sources.] Refills are generally not a very big expense. My 20 lb CO2 tank is used on three aquariums (30, 65, and 110 gallons) and lasts about three years between refills. That works out to about $2 per aquarium per year. Other possible sources of CO2 that I have not investigated are CO2 fire extinguishers and the CO2 canisters they use to put the bubbles in beer and soft drinks. Don't bother trying to rig up something with dry ice, it is too complicated.
The tubing and valves that I use for my CO2 setup are the sort that one buys for use with the aquarium air pumps. It is better to get the brass rather than the plastic valves, since it is easier to make fine adjustments with them and they also tend to leak less. Even a tiny leak can empty out a gas tank distressingly quickly. I check all of my valves and connections with a soap solution and make sure that no bubbles appear.
The CO2 reactor can easily be constructed out of any wide bore tube. I use the lift tubes from an undergravel filter in my aquariums. Local aquarium enthusiast Jim Bardwell does well with the top half of a one-liter coke bottle, with the filter hose attached to where the cap should be. It is best to use a clear plastic, so that one can see what is happening inside. Baffles, designed to let the water cascade down in one direction and to trap the CO2 moving in the other direction, are helpful, but not absolutely necessary. I make my baffles out of foam cubes that I cut to the right size and shape to fit inside the tube. Jim simply lets the CO2 collect at the top of the reactor, where the water is coming in. He does not have a vent and does not seem to have a problem with excess gas accumulating.
While a small increase in the amount of CO2 in the water causes lush plant growth, too much CO2 can prove to be toxic. CO2 dissolved in water forms carbonic acid (H2CO3). With weakly buffered water, like what comes out of the tap in the Boston area, adding too much CO2 can bring the pH down to as low as 3. That is not quite as acidic as Coca Cola, but about equal to vinegar. Naturally, this can cause death or other serious reactions in your fish and plants.
One can buy CO2 test kits that measure the actual level of CO2 in the water, but measuring the pH and counting the bubbles in the CO2 reactor works just about as well. It is best to start off by adding CO2 very slowly (about one to three bubbles per minute) and increasing the rate until a small, but measurable drop in pH is achieved. In my 30-gallon aquarium, I add one bubble of CO2 every three to four seconds to bring the pH from 7 to between 6 and 6.5. How much CO2 one needs to add varies from aquarium to aquarium and can depend on several factors: the size of the aquarium, how fast the plants are growing, the number of fish, how much food is decaying on the bottom, the buffering capacity of the water, the types of rock and gravel, and how well ventilated the surface of the water is. However, anything in the range of one bubble every two to fifteen seconds seems to work pretty well. Bubble size will vary with the diameter of the tubing. I am referring to the sort of bubbles that come out of the end of ordinary, one eighth inch inside diameter aquarium air tubing.
By using a CO2 reactor, you are saturating the water with CO2, and any excessive agitation of the water surface or bubbling of air through the water will cause the CO2 to escape into the atmosphere, just about as quickly as you can add it. Thus, at least during the day, you should *not* have an airstone or an undergravel filter turned on. If you have a plant aquarium, you should probably not be using an undergravel filter, anyway, since most kinds of plants do better without one. When the lights are on, plants use CO2 and produce oxygen. In my tanks, so much oxygen is being produced, that I can often see it forming streams of bubbles from the plants. At night, on the other hand, the plants are actually using oxygen (and not CO2) If there are not too many fish in the aquarium, then the oxygen produced by the plants during the day will tide everyone over until the next morning. However, if you notice that your fish are gasping at the surface in the mornings, they are obviously running out of oxygen. To remedy this problem, you can simply turn on an air stone when the lights go out. This will keep up the oxygen level and remove excess CO2. I have the aquarium lights and an air pump on two separate timers; when one turns on, the other one turns off. It would also be fairly easy to rig up a solenoid valve for the CO2 supply and have it turn the CO2 on and off with the same timer that is regulating the lights.
The system that I have described here and use is a very basic one that works well. For those who like those sorts of things, the automation possibilities are almost limitless. My brother Albrecht, who is an electronics whiz, has his entire aquarium run by a TRS-80 computer. Among many other things, the computer measures the pH, adds more CO2 if the pH is above a predetermined level, and sounds an alarm if the CO2 tank is running low. Fortunately, you don't need all of that to have a truly great-looking plant tank. There are more than thirty kinds of thriving plants in my aquariums; I have to weed out bunches once a week, and I have enough extras to supply all of my aquarium friends and still sell some at the monthly BAS auction. The fish are also doing well and reproducing.
CO2 makes it easy to grow aquarium plants, but it is not a cure-all. You still have to observe some of the other essentials of proper plant care. Aquarium plants need a lot of light. When using fluorescent bulbs, I usually figure about four watts per gallon. Wide-spectrum plant and aquarium bulbs seem to work better than the "soft white" ones that you can buy at the hardware store. The amount of iron in most aquariums is too low for maximum plant growth. I supplement the iron by adding "Micronized Iron" to the canister filter (about one teaspoon at every cleaning) and "Ortho Greenol" directly to the water (two drops per ten gallons per day). Both of these are available at gardening stores. Other nutrients and trace elements that your plants need are usually taken care of when you feed the fish and do water changes (frequently). Also, don't forget the regular sacrifices of goat entrails to the aquarium gods, at midnight when the moon is full. | <urn:uuid:e6902b7b-a511-4e5c-91b7-66458df6ec51> | CC-MAIN-2016-30 | http://fins.actwin.com/mirror/plant-co2.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257822172.7/warc/CC-MAIN-20160723071022-00167-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.959559 | 2,025 | 3.40625 | 3 |
Websites Useful for Identification Follow this link to another page containing a list of links to external websites dealing with specialised areas of wildlife identification.
The GWT runs a number of nature reserves in Gloucestershire. (See this map .) Two are in the near vicinity of Minchinhampton and easily visited in walks from the town:
There are many other reserves accessible by a short car ride from Minchinhampton. (Some we have incorporated into our recommended walks.)
GNS is the natural history recording organisation for Gloucestershire. A number of MWWG members are also members of GNS and regularly forward their observations for formal recording by GNS. MWWG will normally wish to ensure that GNS receive relevant sighting made during our walks and monitoring activities. GNS organise a number of field meetings all over Gloucestershire, and also indoor meetings. (See the GNS events diary.)
This local group takes a particular interest in monitoring raptors.
GCER collate a range of information about Gloucestershire wildlife. It is used by Gloucestershire Naturalists Society and other local groups to submit observation records. (Observations are of little scientific use unless they are readily accessible. It is clearly better if everyone agrees to use the same database where information can be made available to interested researchers in a uniform format.)
The Cotswold Fungus Group organise fungus forays, usually on Saturdays, approximately twice each month over the entire Cotswold region (including many sites relatively close to Minchinhampton, with occasional visits to Minchinhampton Common itself). If you wish to know more about fungi, joining the CFG is the best way to learn from experts, and contribute to monitoring of fungi in eastern Gloucestershire and northern Wiltshire.
Natural England is the government’s adviser for the natural environment in England, helping to protect England’s nature and landscapes for people to enjoy and for the services they provide. In particular it holds the SSSI registration information for Minchinhampton Common and Rodborough Common.
You can search for information about designated sites via this link. See also the specific links below of particular interest to MWWG members.
- SSSI Citation for Minchinhampton Common
- DEFRA "Magic" Map Defining the Minchinhampton Common SSSI.
- SSSI Citation for Rodborough Common
- DEFRA "Magic" Map Defining the Rodborough SSSI.
A list of sites that may be useful for wildlife identification is held on a separate page.
Other Organisations and Information Sources
These have peripheral relevance to local wildlife and conservation, but may have potential interest for members.
The GGT surveys and records regionally important geology sites (RIGS). Much of our knowledge of the geology of this country was established during the industrial revolution, when canal, railways and road construction exposed the bedrock - along with extraction of building stone in quarries. Many of these exposures are disappearing, for various reason (including coverage by natural vegetation and use as landfill sites) and there are fewer and fewer sites where geology can be taught to the next generation. Minchinhampton and Rodborough are sites of special geological interest, having figured in past scientific publications because of unique exposures of particular geological periods - though, for example, the rock faces of the SSSI quarry near Rodborough Fort - now a car park - are all but invisible behind brambles.
The GGT holds the geological records centre from Gloucestershire, carries out conservation work on important geological sites, produces guides and publication and also runs very successful "Rock and Fossil Road Shows" for the public.
The CSTS organise lectures by well known scientists and engineering on a very wide range of topics, but there are usually one or two talks in every Lecture Programme likely to be of interest to MWWG members (e.g. The Effect of Climate Change on Wildlife in Gloucestershire - April 2016 .) Most lectures take place at the Royal Agricultural University, but out of RAU term-time they move the the Ashcroft Centre in Ashcroft Road, Cirencester (close to the Brewery car park).
The NT own and manage Minchinhampton and Rodborough Common. From a naturalists viewpoint, however, their website is more concerned with promoting visits and less informative about the history and unique environment than one might hope.
Wikipedia has articles refefring to Minchinhampton and Rodborough Commons which summarise information about the localities, including official designations and a number of useful links. It also has a list of all sites of special scientific interest in Gloucestershire, with links to the Natural England citations. As always, one should take care to verify information in Wikipedia before relying upon it. The above pages, however, do contain the relevant links to official sites. | <urn:uuid:3a250a5b-d1ca-440e-a03a-11fbac1de254> | CC-MAIN-2020-40 | https://www.minchwildwalks.org.uk/joomla30/index.php/links | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400189928.2/warc/CC-MAIN-20200919013135-20200919043135-00093.warc.gz | en | 0.926402 | 1,012 | 2.515625 | 3 |
Go on a bug-hunt in your own garden!. Make sure you start out with the least frightening, like butterflies and ladybugs, which really are beautiful and harmless. Try to find a ladybug and take turns holding it!. Make it special by telling them that you are supposed to make a wish when it flys away!.
Do you run and scream whenever you see creepy crawlies, we know, you can’t help it!. The problem is if you get hysterical then your little one probably will too!. It’s time we face our fear of bugs together and it can actually be quite fun…
Don't overreact when you meet something that has more then six legs, or a flying-something that might sting. Tell them that certain insects can actually sting, and maybe tell them when that happened to you?.
You should also try and do different crafts together. Maybe drawing pictures of insects in different situations will help you. Another great source can be the library, go together and check out some books on bugs. Identify the different species, memorise their names and how they look, also talk about how they live and what they eat. The more you understand about insects and their habits, the less fearful both of you are likely to be. About spiders, this might be rougher on you to get used to, but try to stay calm in front of your little one.
So maybe this is the summer you should get that bug magnifier box or perhaps a microscope (get it at any good toy store) for you and your little one. Go out and hunt for dragonflies, crickets, ladybugs and spiders. Oh, and a butterfly net to catch pretty butterflies!. This is on top of our list of activities this summer…for my kids and myself. | <urn:uuid:d10ec1c8-cb6b-43d4-b457-ef3b67f021bf> | CC-MAIN-2022-27 | https://vesleuniverse.com/creepy-crawlies-are-they-bugging-you/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103947269.55/warc/CC-MAIN-20220701220150-20220702010150-00200.warc.gz | en | 0.957686 | 369 | 2.84375 | 3 |
What will you learn?
By the end of this post, you will learn how Stochastic Gradient Descent (SGD) works. You will visualize loss surfaces, hypothesis spaces, and you will also generate this cool animation of SGD travelling on the loss surface 😉
Today we will learn about the drawbacks of gradient descent, of which we have 2, and we will see how we can overcome these problems by not following gradient descent exactly, but by following a stochastic approximation of it, also known as , the Stochastic Gradient Descent (SGD) algorithm. We will travel with SGD in the hypothesis space of model parameters and see how SGD finds the optimal values for the learnable parameters which would correspond to the global minimum value of loss. I am ready when you are 😉
What is wrong with gradient descent?
So, we have learned that gradient descent is nothing but a search algorithm:
- Search where? The hypothesis space of all possible values for our learnable parameters.
- Search what? The optimal values for the learnable parameters of our model, which would minimize the loss.
However, we cannot use gradient descent to search any arbitrary hypothesis space! In fact some properties have to be in place before we could use this amazing search algorithm:
- The hypothesis space must contain continuously parametrized hypotheses. So, an example of such a hypothesis space, is the space of all possible weight values in a neural network. These weights are the parameters of your neural network—hence the word “parametrized”—and these weights can take continuous positive or negative values—hence the word “continuous”.
- We need to be able to differentiate our loss function with respect to the parameters of this space. As we saw in our earlier posts on gradient descent, we need this differentiability if we would want to use gradient descent and search a gigantic hypothesis space in a smarter and more guided way! This differentiation tells us:
how much we should increase or decrease a given weight parameter in our neural network, so our loss would decrease the fastest!
Of course this seems great as we are not totally blind, groping in an infinitely large space for the right weights for our neural networks (i.e., blind stupid training 😉 ). However, you need to know that gradient descent has some major issues! Let’s study them a little more closely:
- As you remember from our previous posts, in the traditional gradient descent, we would go over the entire dataset, and accumulate the entire gradients with respect to each learnable parameter (e.g., the weights in our neural network), and only after we have finished a complete sweep through the dataset, would we update these parameters. With traditional gradient descent, in order to find the global minimum in our loss, we might need to require many thousands of such gradient steps (i.e., going through the entire dataset many thousands of times).
- If there are many multiple local minima in the loss surface, then there is no guarantee that traditional gradient descent will be able to find the global minimum.
These problems are due to the fact that the traditional gradient descent can easily get trapped in any local minimum since it searches for the direction of the steepest descent on the loss surface as it finds the true gradient by going through the entire dataset, before updating the values of the parameters.
However, we need to be able to literally kick it out of those local minima, so it could explore more and not get trapped, so that maybe it could find the global minimum. In other words, we do not want the true absolute gradient vector, but a noisy estimation of it. That little imperfection actually plays in our favor and can help us NOT get trapped in a local minimum!
Stochastic Gradient Descent
Here is what we do in Stochastic Gradient Descent (SGD): For every single input data, the model computes the output. In the next step, the gradient of the error is computed with respect to each and every one of the learnable parameters in the model and according to an update rule, their values are immediately updated. It is only then that the next input data in permitted into the model. This will continue until the whole dataset is explored and fed to the model. In short, below we can see the algorithm for stochastic gradient descent:
Initialize each learnable parameter to a small random value
Until the termination condition is met, do
For each pair of training example (, ), do:
Feed into the model and generate the output
Update each learnable parameter :
In the above algorithm, , represents a given input data—It can have a certain dimensionality, . And represents the ground truth for the given input data. This is what the model strives to learn to predict! Here is something that might not strike you at first glance:
For every single input data, , there is one separate loss surface!
What?! Hell yeah! I am going to show you how this happens.
Some Mathematical Pre-Requisites
In this section, I would like to define a model, that takes 1 scalar input, , and has 1 trainable parameter, . By linearly combining them, the model produces the output . Finally, I will define a loss function that takes the output of the model and computes the loss. For simplicity, this particular loss function does not need the ground-truth, . This can happen in an unsupervised learning scenario!
I am sick of seeing that bloody bowl-shaped loss surface in every single machine learning book and blog (including my own blog)! Even though it is legit, I want to define a highly convex loss surface with loads of local minima and maxima. I want you to see how SGD will walk out of all of these traps and finds the global minimum!
So, let’s define our model’s output as a function of the input and the trainable weight parameter:
and our loss is computed as follows:
I know, it is a funny looking loss! I will show you how it looks like in the hypothesis space of possible values for our parameter . Of course, we will need to take the derivative of this loss with respect to our trainable parameter, , so that SGD could actually update , while minimizing the loss as fast as possible. So, this is the only mathematically heavy part of this post (I promise!):
From the Chain-Rule we know that:
And also, remember the multiplication rule for computing derivatives:
So, let’s first compute :
Using the multiplication rule, we have:
And we know that . I will leave the rest of the algebraic hassle to you (I believe in you ;-)), however, your final answer should be this:
Enough with the math! Let’s dive into some cool visualizations and some nice Python code.
Visualizing the Loss Surfaces
Let’s use Python to produce these cool visualizations. First, let’s import some packages:
# We will need numpy for some array functionalities from numpy import exp import numpy as np # matplotlib is used for visualizations import matplotlib.pyplot as plt # the Axes3D package allows us to add 3-dimensional visualizations from mpl_toolkits.mplot3d import Axes3D
Let’s now code the 2 most important functions. First one computes the loss for a given model output, . The second one, computes the derivative of the loss w.r.t the parameter , given an input data, :
def Loss(y): # Computes the loss for a given output of the model, y return (-y**2 + y**3)*exp(-(y**2)) def dLossdW(x,y): # Computes the gradient of the loss w.r.t the parameter w (Using the chain Rule) # First the derivative of the loss w.r.t y dlossdy = ((-2*y + 3*(y**2))*exp(-(y**2))) + ((-y**2 + y**3)*(-2*y*exp(-(y**2)))) # Then the derivative of y w.r.t w dydw = x # Finally we return the multiplication of the these two, that is the gradient # of the loss w.r.t w dlossdw = dlossdy*dydw return dlossdw
We know that our loss function is a function of the input data, , and the learnable parameter, . Given an input data, we can actually plot this surface! What is the name of this surface? It is actually the hypothesis space and the corresponding loss value for every value of the parameter , in that space:
The hypothesis space, is the space of all possible values for our learnable parameters. In our case, this is a space of scalar values for our one and only learnable parameter, ! We would like to search in this space, and find a value for , such that it minimizes our defined loss function. Stochastic Gradient Descent (SGD) is an optimization algorithm that searches the hypothesis space, by continuously updating the value of the parameters, in such a way that with every update, we would have the fastest descent in the current value of the loss.
Let’s take a look at some of the loss surfaces, given a few of the training data. For each training example, we will go over a grid of possible values of , and compute the loss for each value of , given the fixed value of the input data.
If we have input data, we will have loss surfaces. It is like every data point, gives us a different perspective, a different way of looking, a different angle to see the loss surface corresponding to the hypothesis space, that is the possible values for the learnable parameters!
The following code produces 3 input data, and plots 3 loss surfaces for us, across the hypothesis space of .
# 3 data points between -5 and 5 are selected X = np.linspace(-5, 5, 3) # A range of possible values for parameter w is selected W = np.linspace(-0.7, 0.7, 100) # Create a figure plt.figure() # iterate through the entire dataset and for each value of x repeat the following for x in X: # compute the output of the model y = W*x # Plot the current loss surface for x, across the the entire range of values # For the parameter w plt.plot(W, Loss(y), c='r', alpha=0.7) # define the limits for horizontal axis (the weight axis) plt.xlim(min(W), max(W)) # put the labels for weight and loss axes plt.xlabel('Weight Values (w)', size=17) plt.ylabel('One individual loss surface per input data (%d surfaces)' % len(X), size=17) # Put grids on the plot for better visualization plt.grid() # Show the plot plt.show()
The output of this code produces the following 3 loss surfaces:
I would like to show you, a 3-dimensional view of many of such surfaces! In other words, a visualization across a range of values for the input data , and the learnable parameter, and the computed loss value corresponding to each pair of (,)! This shows you how much indeed, can the loss surface change, with even a small change in the value of ! The code below, creates a grid of values for and , computes the loss for each pair of (,) and visualizes a 3-dimensional plot:
# Define a range of values for input data X = np.linspace(-5, 5, 100) # Define a range of values for the parameter w W = np.linspace(-0.7, 0.7, 100) # Create a mesh grid of these to vectors x, w = np.meshgrid(X, W) # Compute the output of the model for each pair of values in the mesh y = w*x # Create a figure fig = plt.figure() # Tell matplotlib that this is going to be a 3-dimensional plot ax = plt.axes(projection='3d') # use the plot_surface function and a nice cmap to plot the loss surface w.r.t all pairs of (x,w) in the mesh ax.plot_surface(x, w, Loss(y), rstride=2, cstride=2, cmap='hot', edgecolor='none') # Set labels for the axes ax.set_xlabel('Input Data (x)', size=17) ax.set_ylabel('The model parameter (w)', size=17) ax.set_zlabel('Loss', size=17) # Compute the value of the global minimum plt.title('Global Minimum is %.2f' % np.min(Loss(y)), size=17) # Show the 3-dimensional surface plt.show()
We can see the output of the code below, from 2 different perspectives. Note that the global minimum is -0.76:
A very important point:
SGD will NOT take place on this 3D surface! Note that this is NOT our hypothesis space! For a given input data , we will have a 2D plot (that we have shown in the previous plot)! That is on those individual surfaces (that show the loss value in our hypothesis space for the given constant input data ) that SGD will travel and search for the optimal value of that can minimize the loss!
Perfect! Now we are going to do something really cool! We will define a dataset of scalar values, and feed each one into our model, produce the model output, and compute the loss. Then compute the gradient at a particular weight value and compute the new value for , and call it . By computing the corresponding loss value for and , we basically have the coordinates of the start and the end of the update vector for our parameter, .
Given each data point, at point , we will compute a different gradient value, since the loss surface changes for every input example! So, if we have 100 input data, then we will have 100 loss surfaces, and 100 gradient values at across all 100 loss surfaces. Using a histogram, we can gain some insight into the magnitudes of these gradients regarding their distribution, and some statistics like the minimum, maximum and average of them.
So when you hear people saying SGD is really noisy, it is because of the fact that, for every input data, you will have a different error surface and gradient, which you will use to update your parameters! However, this noise can be really helpful, to help you JUMP OUT of the local minima! In other words, it will literally KICK you OUT of the local minima with the hope that you could find the global minimum (i.e., -0.76 in our example).
Let’s take a look at the code that will generate 10 loss surfaces, plots the update vector starting at and ending in :
# Define a range of values for input data x X = np.linspace(-5, 5, 10) # Define a grid of values for the parameter w W = np.linspace(-0.7, 0.7, 100) # Define an initial value of w_not (where we start learning from) w_not = -0.3 # Define the learning rate eta = 0.01 # Create a figure in which we will put 2 subplots fig = plt.figure(figsize=(16,9)) # Create the first subplot plt.subplot(1, 2, 1) # Give a title for the subplot plt.title('Update vectors computed using \n ' 'the gradients at w_not for different error surfaces') # This variable is giong to be used for plotting the update vectors! This # Makes the vectors look nice and symmetrical prop = dict(arrowstyle="-|>,head_width=0.4,head_length=0.8",shrinkA=0, shrinkB=0) # This will hold the computed gradients at w_not, across all loss surfaces given each individual data x gradients = # Go through the entire dataset X, and for each data point x do the following for x in X: # Compute model output y = w_not*x # Compute the gradient of the error w.r.t the parameter w, given current value of the input data dedw = dLossdW(x,y) # Add the gradient to the list for future visualizations gradients.append(dedw) # Compute the new value of the parameter w NOTE: We are not yet updating w_not! w_new = w_not - eta*dedw # Plot the loss surface for the current input data x, across possible values of the parameter w plt.plot(W,Loss(W*x), c='r', alpha=0.7) # Plot the initial w_not and its corresponding loss value Loss(y) given x, so we know where on # The loss surface we reside plt.scatter(w_not, Loss(y), c='k') # Using the (w_not,Loss(y)) and the new value of the weight that results in the point (w_new, Loss(w_new*x)) # Plot the update vector between w_not and w_new plt.annotate("", xy=(w_new, Loss(w_new*x)), xytext=(w_not, Loss(y)), arrowprops=prop) # Put a limit on the weight axis using the minimum and maximum values we have considered for w plt.xlim(min(W), max(W)) # Put labels per axis plt.xlabel('Weight (w)',size=17) plt.ylabel('%d Individual loss surfaces per data input x' % len(X), size=17) # Plot a nice vertical blue line at w_not so we know where we stand INITIALLY across ALL loss surfaces plt.axvline(w_not, ls='--', c='b',label='w_not=%.2f' % w_not) # Show the legends plt.legend() # Put a nice grid plt.grid() # Prepare the second subplot plt.subplot(1,2,2) # Put a nice title for the histogram plt.title('Frequency of the magnitudes of the computed gradients') # Plot the histogram of gradients, along some nice statistics of these gradients plt.hist(gradients, label='(Min, Max, Mean)=(%.2f,%.2f,%.2f)' % (np.min(gradients), np.max(gradients),np.mean(gradients))) # Make the legends visible plt.legend() # Put some nice axis labels plt.xlabel('Gradient values', size=17) plt.ylabel('Frequency of %d gradients' % len(X), size=17) # Put a nice grid plt.grid() # Show the whole plot with both subplots plt.show()
The output gives you the gradient vectors over 10 different loss surfaces, along side a histogram giving you some insight into these gradients! See how noisy SGD can get!!!
Below you can see a zoomed-in version so you can see the actual update vectors:
Travelling with SGD
Here is the reward for all of you who have survived this far! Let’s apply the SGD algorithm, and search the hypothesis space for the best value for our learnable parameter , so that hopefully we could find the global minimum 0.76. The main part to focus on in the code below is that:
For every input data, after computing the gradient at current , we will UPDATE , as this is how SGD works! This way we will use the noise, imposed on the loss surface by every input example .
Let’s travel with SGD on many loss surfaces and see how we will occasionally get trapped at some local minima but SGD, due to its stochasticity (where for EVERY data point we have a different loss surface), kicks us out of those minima! See how this will help us find the global minimum! The code below, initiates SGD and the travel in the hypothesis space:
# The description of these lines is same as before X = np.linspace(-5, 5, 100) W = np.linspace(-0.7, 0.7, 100) w_not = -0.3 eta = 0.01 # We keep the initial value of w_not in a variable, because we WILL update w_not using SGD this time! origin = w_not plt.figure(figsize=(16,9)) prop = dict(arrowstyle="-|>,head_width=0.4,head_length=0.8", shrinkA=0, shrinkB=0) for i, x in enumerate(X): # This is there to clear the previous plot in the animation, so the next one can be plotted over plt.clf() y = w_not * x dedw = dLossdW(x, y) # Remember, we just want to compute w_new first so we can plot the update vector # Between w_not and w_new, BEFORE we actually update w_not! w_new = w_not - eta * dedw # Compute the loss at both w_not and the newly computed w_new. These will help with plotting the update vectors y_w_not = Loss(w_not * x) y_w_new = Loss(w_new * x) # Let's keep the initial value of w_not (that we have saved in origin) and plot a vertical line on it # So we will always clearly see where SGD started its magic from! plt.axvline(origin, ls='--', c='b',label='origin =%.2f' % origin) # Plot the loss surface for the given data point x plt.plot(W, Loss(W * x), c='r', alpha=0.7, label = 'current loss =%.2f' % y_w_new) plt.legend() # Plot the current w_not and the corresponding loss value (i.e., y_w_not) BEFORE updating w_not plt.scatter(w_not, y_w_not, c='k') # Plot the update vector between w_not and w_new for the current loss surface, given the current input data x plt.annotate("", xy=(w_new, y_w_new), xytext=(w_not, y_w_not), arrowprops=prop) plt.grid() plt.xlabel('Weights (w)', size=17) plt.ylabel('Individual loss surface for a given input data (x)', size=17) plt.title('Changes in loss surface given the %d th input data' % (i + 1), size=17) # Put limits for a better animation plt.xlim(min(W), max(W)) plt.ylim(-1.0, 0.5) # This controls the speed of the animation in terms of milli-seconds plt.pause(0.1) # Fanally: Before inputting the next input value into the model, we UPDATE w_not!!! This is where SGD # changes the current value of the learned parameter w, so that it could find the global minimum that is -0.76 # In our example w_not = w_new
See the beautiful generated animation below. Notice how we get stuck in local minima and even in a fully flat surface where gradient is 0, but the change in the loss surface kicks us of out of them.
Note that the current loss becomes 0.76 in the end, which is the same as our global minimum!
SGD iterates through the entire training set, for each input data, it updates the learnable parameters of the model according to the gradient with respect to those parameters. This iteration and sequential updates over all the training examples, provides a reasonable approximation to descending in the direction of the True Gradient which is computed and used in the traditional Gradient Descent algorithm. SGD provides an approximation of the true gradient vector, and its noisy by nature! We have seen how this noise can help us avoid getting trapped into the local minima, which is really important when the loss surface has many such local minima! | <urn:uuid:e515639c-37a6-4d71-a2a5-18e9c551fa8d> | CC-MAIN-2022-40 | https://www.mldawn.com/sgd/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335530.56/warc/CC-MAIN-20221001035148-20221001065148-00545.warc.gz | en | 0.820085 | 5,285 | 2.828125 | 3 |
The SS Aryfield is an old, abandoned ship off the coast of Sydney, Australia. However, just because the ship is 102 years old and cannot be used as for transportation any longer doesn't mean that it has become redundant. On the contrary, the SS Aryfield has become a fantastical floating forest, blooming with tropical plants and colorful flowers while encircling Australia's majestic coastline.
The ship's rusty hull only serves to enhance the beauty of the vegetation on board, giving it the feel of a post-apocalyptic greenhouse. Since the ship is so big, it can hold full-grown mangrove trees, making it a true forest, rather than just a simple garden.
The SS Aryfield proves that abandoned vehicles don't necessarily have to remain abandoned forever. Instead, everything from cars to bikes to yachts can be converted into a sanctuary for lush vegetation and beautiful nature.
Stats for Abandoned Ship Gardens
Trending: Older & Popular
Research: 19,735 clicks in 144 w
Interest: 2.5 minutes
Concept: Abandoned Ship
Related: 99 examples / 76 photos
Segment: Neutral, 12-55+
Comparison Set: 36 similar articles, including: diy outdoor swing beds, vibrant tribal-inspired fashion ads, and cyclical growth garden structures.
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Elegant Greyscale Editorials | <urn:uuid:1b2e9ac3-999b-446c-a79b-e3a9efd89bcb> | CC-MAIN-2016-18 | http://www.trendhunter.com/trends/abandoned-ship | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111612.51/warc/CC-MAIN-20160428161511-00067-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.887783 | 312 | 2.71875 | 3 |
Worksheet Overview Two-way tables can be used to display information relating to several different options and categories. The following table shows the numbers of right and left-handed children in a school year group of 70 children. Notice how the totals add up in both directions.
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change .Fact Monster is a free reference site for students, teachers, and parents. Get homework help and find facts on thousands of subjects, including sports, entertainment, geography, history, biography, education, and health.
Two-Way Frequency Tables: A New 8th Grade Common Core Standard. The results of an 8th grade survey about favorite color are below. Pink Red Blue Purple TOTAL Boys 2 10 10 3 Girls 8 2 3 7 TOTAL 1. Complete the table by finding totals for the rows and the columns. 2. How many students total were surveyed? n = _____ 3. How many girls were surveyed ... Worksheets Two way frequency table worksheet list two way tables and relative frequency worksheet answers practice two way tables mathbitsnotebook a1 ccss math practice two way tables mathbitsnotebook a1 ccss math. Whats people lookup in this blog: Two Way Frequency Table Practice With Answers; Two Way Frequency Table Practice Packet Answer Key ...
Dec 18, 2018 · I have multiple worksheets in a workbook. Each worksheets is project specific. Each worksheet contains almost identical format. The columns I am interested in each workshets are "Date Plan", "Date Compelted" and "variance" and "Project Code"I then want data from all these column to be extracted in a Report worksheet and later want to do a trend chart by sorting all dates in chronological order.Apr 27, 2018 · Answer key government checks and balance worksheet the checks and balances system various governmental powers are listed below. Checks and balances is a political principle which describes how the branches of government work with each other.
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Printable Statistics Worksheets with Answers. Use Cazoom Maths for easy to follow statistics resources suitable for all levels and abilities. Our resources contain all the information your child or pupil needs to get to grips with statistics, and our problem sheets give them plenty of opportunities to practice their skills. Conditional Probability Worksheet Answers. advertisement Name Class 11-4 Date Practice Form G Conditional Probability Use the table at the right to find each probability. 1. P(has less than high school education) 8.9% 2. P(earns over $30,000 and has less than high school education) 0.2% Education and Salary of Employees Under $20,000 $20,000 to ... Two Way Frequency Tables Answer Key. Displaying all worksheets related to - Two Way Frequency Tables Answer Key. Worksheets are 16 two way tables, Mathlinks grade 8 student packet 10 bivariate data, Smith keeps track of his students homework completion, Yes no total male 40 female 95 total 102 187, Two way tables, Algebra 2 probability notes 4 probability two way, , Unit 13 two way tables.
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Two Way Tables - Independent Practice Worksheet Complete all the problems. After a series of matches between a school's teams and their rivals, the school secretary analyzed the relationship of the number of wins and matches played. The results are summarized in a two way table below. Sport Volleyball Cricket Soccer Total Total Wins WORD ANSWER KEY. Lesson 2 Quartiles and Box Plots. PDF DOCUMENT. ... Unit #10 – Lesson #5.5 – Two Way Frequency Table Practice PDF DOCUMENT. PDF ANSWER KEY. 3. Draw your own two-way table for the given information to answer the question. In a class of 32 students, there were 8 girls who played basketball and 5 boys who did not. 20 32 a. How many boys played basketball if there were 15 girls in the class? b. Create a two-way relative freq ency table for the d ta. .26 box(S 32 32 63 32 . (03 c.
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Gwinnett County Public Schools Conditional Probability Worksheet Answers. advertisement Name Class 11-4 Date Practice Form G Conditional Probability Use the table at the right to find each probability. 1. P(has less than high school education) 8.9% 2. P(earns over $30,000 and has less than high school education) 0.2% Education and Salary of Employees Under $20,000 $20,000 to ...
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£7 a month over a year could provide a family with the items needed to set up a safe home £12 a month over a year could provide wellbeing support to someone ... The probability of getting at least one Head from two tosses is 0.25+0.25+0.25 = 0.75 ... and more That was a simple example using independent events (each toss of a coin is independent of the previous toss), but tree diagrams are really wonderful for figuring out dependent events (where an event depends on what happens in the previous event ...
In addition to the key words, you should also be able to define each of the following terms: frequency distribution histogram polygon bar graph degrees of freedom, df line graph scatter plot Pearson correlation Spearman correlation regression equation slope constant Y - intercept multiple-regression equation null hypothesis effect size Cohen’s d percentage of variance accounted for r2 or n2 ... Word Equations Worksheet Answers Chemfiesta . We found some Images about Word Equations Worksheet Answers Chemfiesta: Displaying top 8 worksheets found for - Frequency Tables And Histograms Answer Key. Some of the worksheets for this concept are Frequency tables and histograms, Learn to organize data in frequency tables and histograms, Frequency tables line plots and histograms work, Frequency tables line plots and histograms work, Frequency tables and histogram practice a lesson 65 pdf, Frequency tables and ...
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Table 3: Invertebrate Worksheet Characteristic Porifera Cnidarians (coelenterata) Platyhelminthes Nematoda Annelida Mollusca Arthropoda Echinodermata Symmetry asymmetric radial bilateral bilateral bilateral bilateral bilateral pentamorous radial Body Cavity (Coelom) none none none present present present present present Digestion none two way ... For use before Activity 9.2 Answers will vary. Check students’ graphs and predictions. 9.2 Warm Up For use before Activity 9.2 1. 1 4 5 yx=− + 2. yx=− +36 3. 1 7 2 Download the MathCaching game's matching worksheet to record your work and your answers. 2. Go to the "START the GAME" internet URL address for your chosen area. 3. Solve the math problem(s) at that location. 4. Follow the directions (based upon your answers) to find the address of the next hidden internet box. 5.
Conditional Probability Worksheet Answers. advertisement Name Class 11-4 Date Practice Form G Conditional Probability Use the table at the right to find each probability. 1. P(has less than high school education) 8.9% 2. P(earns over $30,000 and has less than high school education) 0.2% Education and Salary of Employees Under $20,000 $20,000 to ... Sep 06, 2020 · Each bookcase can be made from pine or oak or yew. Answer the questions below regarding this table. 2 X Two Multiplication Times Tables Drill Mental Maths Worksheets Booklet Mental Maths Worksheets Multiplication Times Tables Times Tables Likes skateboards do not like skateboards total likes snowboards 15 12 27. Two way tables worksheet. A two …
Download Free Two Way Frequency Tables Worksheet Name Tim Busken Two Way Frequency Tables Worksheet Two-way Frequency Table Worksheet Name: 1. The two-way frequency table, shown below, displays the data collected from a random group of high school students regarding whether they "liked" snowboards and/or "liked" skateboards. Page 5/35 Feb 15, 2017 · Two Way Tables Practice There are 195 male and 126 female students at McGuffey Junior High. A survey showed males and 84 females ride the bus. Complete the table below. 10 Not Bus Total Males Females Total Bus s at Carson Middle School. Find and The two-way table shows the enrollment in language This page is the high school geometry common core curriculum support center for objective G.CO.5 about performing single and sequences of transformations. Many teaching resources such as activities and worksheets are provided here.
The two-way table gives some information about his results. Tea bags Packet tea Instant tea Total 50 g 2 0 5 100 g 35 20 60 200 g 15 Total 25 100 Complete the two-way table. Q3. 60 British students each visited one foreign country last week. The two-way table shows some information about these students.As students enter I hand each an Entrance Slip to begin Part 2 of our lesson on Two-way Tables. Completing this table helps students to recall yesterday's lesson and helps us to begin moving into new content.
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Jul 03, 2014 · A differentiated worksheet on Two Way Tables. Two further extension worksheets included. Indices worksheet 1 introduces indices at grade 3, Indices worksheet 2 and Indices worksheet 3 asks students to calculate in Indices working at grade 4 and grade 6. Indices worksheet 4, Indices worksheet 5, Indices worksheet 6, Indices worksheet 8 and Indices worksheet 9 work at gcse higher level.
Apr 17, 2019 · Add the code of the function making sure you 1) use the values provided by the parameters; 2) assign the result to the name of the function; and 3) close the function with "end function". Learning to program in VBA or in any other language can take some time and a detailed tutorial. Printable Math Worksheets chapter two way tables chapter 71 biology answers mathworksheetsland two table answer key omacademi time table for ss2 mock 2015 a primera vista videohistoria 3b the proposal at siesta key. mathworksheetsland two table answer key omacademi Golden Education World Book Slope of a Line Worksheet with Answer Key. Free pdf ...
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Two way frequency tables Notes Worksheet 4.13 Key T 1/29 Two way frequency tables Worksheet 4.14 Key Worksheet 4.15 Key W 1/30 Scatter plot and Line of best fit Notes Worksheet 4.16 Key Th 1/31 Scatter plot and Line of best fit Worksheet 4.17 Key F 2/1 Causation vs. Correlations Notes Worksheet 4.18 Key M 2/4 Probability Act3 (Answer Key) Using two way tables to find percentages and probabilities Directions: Use your two way tables created in Activity 2, to answer the following questions. 1. What percent of the patients were female? 9 45% 20 2. What percent were male? 11 55% 20 3. What percent of the patients had an age between 18-35 years old? 3 15 ... Two Way Frequency Tables Worksheet Answer Key. masuzi May 26, 2018 Uncategorized Leave a comment 29 Views. Practice two way tables using two way tables independent practice two way tables creating two way frequency table worksheet. Practice Two Way Tables Mathbitsnotebook A1 Ccss Math
Geometry Worksheet Congruent Triangles Asa And Aas Answers from Triangle Congruence Worksheet 1 Answer Key, source: bonlacfoods.com. triangles congruent or similar, triangle congruence foldable free, triangle congruence by asa and aas form g, triangle congruence test pdf, triangle congruence proofs worksheet answers, Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. WORKSHEETS: Regents-Frequency Tables 1 IA/A one-way: 3/1: TST PDF DOC TNS: Regents ...
View Kami Export - Two Way Tables, Trees, and Venn Diagram Extra Practice Worksheet.pdf from MATH 92 at Amos Alonzo Stagg High School. Using Simple and Conditional Probabilities to Complete Two-way Conditional Probability 2. Showing top 8 worksheets in the category - Conditional Probability 2. Some of the worksheets displayed are Conditional probability work 2, Work 4 conditional probability answer key, Conditional probability work with answers, Conditional probability work, Probability conditional and two way tables, Week 2 conditional ...
Feb 04, 2014 · A second table will contain data that link each marmoset to its male and female parents by means of their registration numbers. The primary key in the second table is: A) name B) birth date C) a combination of primary keys in the first table D) the same as the primary key in the first table Answer: Page Ref: 96 Objective: Learning Objective 5 AETC: Transforming the Way We Learn - Direct Duty Assignments In Air Education and Training Command, the Second Air Force is transforming the way Airmen learn. One example of how is through the re-evaluation of direct duty assignments for qualified personnel. Practice: Interpret two-way tables. This is the currently selected item. Math ...
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A two-way table shows data that pertain to two different categories. The data from one sample group is shown as it relates to two different categories. The same information from the Venn diagram above is shown below as a two-way table, where one category is represented by rows and the other category is represented by columns.Using two way tables word problems answer key fill online using two way tables independent practice worksheet math two way tables worksheet fill online printable fillable blank 70 info 2 way relative frequency table 2019. Whats people lookup in this blog: Two Way Tables Worksheet With Answer Key; Two Way Tables Worksheet Pdf Answer Key
Algebra 2 CCSS Lessons and Practice is a free site for students (and teachers) studying a second year of high school algebra. Practice with Two-Way Tables and ProbabilityQuiz - Module 6 -- Rotations around a point practice worksheet Quiz - Module 8 -- Guess the correlation coefficient Topics: Correlation Coefficient Two Way Tables (Row Table, Column Table, and Whole Table -- percentages) Box and Whisker Plots Finding outliers Frequency Table vs Relative Frequency Table Conditional Statements
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The quotient rule is a formula for finding the derivative of a fraction. This page will show you how to take the derivative using the quotient rule.
2 to 9 times tables worksheet with answers to practice & learn multiplication is available online for free in printable & downloadable (pdf & image) format. Tap on PRINT, PDF or IMAGE button to print or download this 2-9 multiplication chart worksheet for learning one of the basic arithmetic operations multiplication by practice. You’ll also need the conversion tables and answer key at the end of this guide. SCORE YOUR PRACTICE TEST 2 Using the answer key on page 7, count your total correct answers for each section. Write the number of correct answers for each section in the answer key at the bottom of that section. TEST NUMBER A 1 B CD A 2 B CD A 3 B CD A 4 B CD A 5 ...
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In this worksheet, your student will analyze the fun nonsense words in Lewis Carroll’s “The Jabberwocky” and determine whether the word is a noun, adjective or verb. Grade Levels: 6th - 8th Grade, Grades K-12
Browse holt+mcdougal+geometry+practice+workbook+answer+key on sale, by desired features, or by customer ratings. May 26, 2018 · Two Way Frequency Tables Worksheet Answer Key masuzi May 26, 2018 Uncategorized Leave a comment 29 Views Practice two way tables using two way tables independent practice two way tables creating two way frequency table worksheet
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The interpretation of two-way tables Two-way table surveys Matching the appropriate statistic to its place on two-way tables Skills Practiced. This quiz and worksheet allow students to test the ... Answer key worksheet Unit 13.5 . The two-way frequency table shows data for 120 randomly selected people who take vacations. Is the event that a person prefers ...
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8. The table shows the number of students on a basketball team and the number of free throws each student made during practice. Free Throws Number of Students 7 2 6 4 5 3 1 Number of Free Throws Per Student 3 1 6 7 2 4 3 The coordinate grid below can be used to help answer the question. Based on this information, which best describes Find the conditional probability of A given B as the fraction of B 's outcomes that also belong to A, and interpret the answer in terms of the model. Apply the Addition Rule, P (A or B) = P (A) + P (B) - P (A and B), and interpret the answer in terms of the model.
2 to 9 times tables worksheet with answers to practice & learn multiplication is available online for free in printable & downloadable (pdf & image) format. Tap on PRINT, PDF or IMAGE button to print or download this 2-9 multiplication chart worksheet for learning one of the basic arithmetic operations multiplication by practice.Get a free trial and you’ll have access to the latest AI-powered apps, 1 TB of cloud storage per person, and premium mobile features to stay on top of things wherever you are on any device. Download and install Office apps for free on multiple PCs/Macs, tablets, and phones. Review, edit, analyze ... | <urn:uuid:392f262c-6a9b-47db-8581-c50e6d8a1fd4> | CC-MAIN-2021-25 | https://qsp.difra-sanificazionecovid.it/two-way-tables-worksheet-answer-key.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487613453.9/warc/CC-MAIN-20210614201339-20210614231339-00124.warc.gz | en | 0.860496 | 4,672 | 3.953125 | 4 |
An ultra-sensitive needle measures the voltage that is generated while the nanospheres are illuminated.
Credit: AMOLF/Tremani – Figure: Artist impression of the plasmo-electric effect.
New technique could harvest more of the sun’s energy
As solar panels become less expensive and capable of generating more power, solar energy is becoming a more commercially viable alternative source of electricity. However, the photovoltaic cells now used to turn sunlight into electricity can only absorb and use a small fraction of that light, and that means a significant amount of solar energy goes untapped.
A new technology created by researchers from Caltech, and described in a paper published online in the October 30 issue of Science Express, represents a first step toward harnessing that lost energy.
Sunlight is composed of many wavelengths of light. In a traditional solar panel, silicon atoms are struck by sunlight and the atoms’ outermost electrons absorb energy from some of these wavelengths of sunlight, causing the electrons to get excited. Once the excited electrons absorb enough energy to jump free from the silicon atoms, they can flow independently through the material to produce electricity. This is called the photovoltaic effect — a phenomenon that takes place in a solar panel’s photovoltaic cells.
Although silicon-based photovoltaic cells can absorb light wavelengths that fall in the visible spectrum — light that is visible to the human eye — longer wavelengths such as infrared light pass through the silicon. These wavelengths of light pass right through the silicon and never get converted to electricity — and in the case of infrared, they are normally lost as unwanted heat.
“The silicon absorbs only a certain fraction of the spectrum, and it’s transparent to the rest. If I put a photovoltaic module on my roof, the silicon absorbs that portion of the spectrum, and some of that light gets converted into power. But the rest of it ends up just heating up my roof,” says Harry A. Atwater, the Howard Hughes Professor of Applied Physics and Materials Science; director, Resnick Sustainability Institute, who led the study.
Now, Atwater and his colleagues have found a way to absorb and make use of these infrared waves with a structure composed not of silicon, but entirely of metal.
The new technique they’ve developed is based on a phenomenon observed in metallic structures known as plasmon resonance. Plasmons are coordinated waves, or ripples, of electrons that exist on the surfaces of metals at the point where the metal meets the air.
While the plasmon resonances of metals are predetermined in nature, Atwater and his colleagues found that those resonances are capable of being tuned to other wavelengths when the metals are made into tiny nanostructures in the lab.
“Normally in a metal like silver or copper or gold, the density of electrons in that metal is fixed; it’s just a property of the material,” Atwater says. “But in the lab, I can add electrons to the atoms of metal nanostructures and charge them up. And when I do that, the resonance frequency will change.”
“We’ve demonstrated that these resonantly excited metal surfaces can produce a potential” — an effect very similar to rubbing a glass rod with a piece of fur: you deposit electrons on the glass rod. “You charge it up, or build up an electrostatic charge that can be discharged as a mild shock,” he says. “So similarly, exciting these metal nanostructures near their resonance charges up those metal structures, producing an electrostatic potential that you can measure.”
This electrostatic potential is a first step in the creation of electricity, Atwater says. “If we can develop a way to produce a steady-state current, this could potentially be a power source. He envisions a solar cell using the plasmoelectric effect someday being used in tandem with photovoltaic cells to harness both visible and infrared light for the creation of electricity.
Although such solar cells are still on the horizon, the new technique could even now be incorporated into new types of sensors that detect light based on the electrostatic potential.
“Like all such inventions or discoveries, the path of this technology is unpredictable,” Atwater says. “But any time you can demonstrate a new effect to create a sensor for light, that finding has almost always yielded some kind of new product.”
This work was published in a paper titled, “Plasmoelectric Potentials in Metal Nanostructures.” Other coauthors include first author Matthew T. Sheldon, a former postdoctoral scholar at Caltech; Ana M. Brown, an applied physics graduate student at Caltech; and Jorik van de Groep and Albert Polman from the FOM Institute AMOLF in Amsterdam. The study was funded by the Department of Energy, the Netherlands Organization for Scientific Research, and an NSF Graduate Research Fellowship.
The above story is based on materials provided by California Institute of Technology. The original article was written by Jessica Stoller-Conrad. | <urn:uuid:44ffb5f3-ed8d-428d-995b-476c75abdcd7> | CC-MAIN-2017-04 | http://parsseh.com/41093/new-technique-could-harvest-more-of-the-suns-energy.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279176.20/warc/CC-MAIN-20170116095119-00430-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.934615 | 1,070 | 4 | 4 |
The kilogram per meter cubed (symbolized kg/m 3 ) is the standard unit of material density in the International System of Units (SI). Material density is expressed directly in base SI units, and cannot be further reduced.
A substance with a density of 1 kg/m 3 is extremely light for its size. Even styrofoam or bubble-wrap has a density greater than this. A cubic meter of water has a mass of about 1000 kg, more than a conventional English ton in the gravitational field of the earth.
Alternative units are often used to express density. The most common of these is the gram per centimeter cubed (g/cm 3 ). A substance with a density of 1 g/cm 3 has a density of 1000 kg/m 3 . Conversely, a substance with a density of 1 kg/m 3 has a density of 0.001 g/cm 3 . | <urn:uuid:6950d2a2-2368-4243-ac8f-9bf3fe1c52df> | CC-MAIN-2017-34 | http://whatis.techtarget.com/definition/kilogram-per-meter-cubed | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886102967.65/warc/CC-MAIN-20170817053725-20170817073725-00540.warc.gz | en | 0.906147 | 185 | 3.4375 | 3 |
For both kids and grown-ups, hope can be a powerful tool in healing from trauma. Having hope—and keeping it in the face of challenges—is a great coping strategy.
When we have hope, we:
• know what we want;
• believe in our ability to get there; and
• stay motivated to remain on the path toward our goal.
Hope is a way for getting through tough times and it’s a way to focus on a specific goal. Also:
• Hope helps you show up for the hard work needed to reach a goal (the “will and the way”).
• Hope feels good, and its good for your health. Anyone can learn it, and anyone can benefit from it.
• Hope can develop through good relationships.
• Hope allows a person to reach out for help, information, and support.
To help kids build a sense of hope, try saying:
• What would you like to be able to do? I’ll help you do it.
• What is something you’ve learned in the past?
• You can find a way to figure things out.
• Everyone is always learning (both kids and grown-ups!).
• You have people who love you and whom you can count on.
• Things are always changing. Big feelings come and go. It’s easier to have hope if you remember that you won’t always feel this way.
• You know some ways to help yourself, and you can learn more ways.
For yourself, remember:
• Reaching out and asking others for help is a hopeful act. No one has to be alone.
• Even goals that seem big can be reached with lots of small steps.
• People can keep their hope even when the worst things happen.
• You can change your own brain and train it in new ways.
• No one can take away your sense of hope.
• You can be afraid or doubtful and hopeful at the same time.
• Think about someone who “beat the odds” to succeed. How do you think that person remained hopeful?
Herth, Kaye. “Abbreviated Instrument to Measure Hope: Development and Psychometric Evaluation.” Journal of Advanced Nursing 17, no. 10 (1992): 1251–59.
Lopez, Shane J. Making Hope Happen: Create the Future You Want for Yourself and Others. Simon and Schuster, 2013.
Snyder, Charles R., Cheri Harris, John R. Anderson, Sharon A. Holleran, Lori M. Irving, Sandra T. Sigmon, Lauren Yoshinobu, June Gibb, Charyle Langelle, and Pat Harney. “The Will and the Ways: Development and Validation of an Individual-Differences Measure of Hope.” Journal of Personality and Social Psychology 60, no. 4 (1991): 570.
Snyder, CR, Shane J Lopez, Hal S Shorey, Kevin L Rand, and David B Feldman. “Hope Theory, Measurements, and Applications to School Psychology.” School Psychology Quarterly 18, no. 2 (2003): 122. | <urn:uuid:9157b5ac-1c3b-467d-bb6b-7f9d81ac15cf> | CC-MAIN-2019-22 | https://sesamestreetincommunities.org/activities/h-is-for-hope/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232254253.31/warc/CC-MAIN-20190519061520-20190519083520-00417.warc.gz | en | 0.919323 | 667 | 3.296875 | 3 |
How Caves Form
CAVES, KARST and GROUNDWATER
WHAT IS KARST?
A map showing the density of caves by county within the United States reveals that, for the most part, caves are located within specific areas or regions. Many of these regions share some similarities in the type of rock within the area as well as how water flows through the region. These regions where caves form often develop a "look" to the landscape which actually has a name. The name for such landscapes is karst.
Karst landscapes may be characterized by the presence of sinkholes/dolines, disappearing streams, closed basins, caves, and pits. Another important factor for a karst landscape is subterranean drainage. There need not be limestone within a karst landscape, but the rock generally does need to be soluble. Within the United States, 20% of the land surface is karst.
KARST & AQUIFERS
Another common feature of karst landscapes is the presence of an aquifer. Think of an aquifer like a huge bucket of water lying under the ground. This bucket is filled with water. Springs on the surface would be similar to holes in the bucket - water flows out wherever the water table intersects the surface. Wells would be similar to giant drinking straws stuck into the bucket. By sucking on the straws (pumping on the wells), we draw water out of the aquifer. The water leaving the aquifer will lower the water table.
So how does the water get into the aquifer? Gravity is doing a good bit of the work. As rain falls on the surface, the water will seep into the ground. Some of that water will run off on the surface to fill up creeks, rivers, ponds, or lakes. Some of the water will soak into the soil but will be utilized by plants or animals and will not get very far underground. The rest of the water will get past the surface and past the plants and start making its way deeper into the earth.
While water is passing through the rock, it will also move through two distinct areas or zones within the aquifer. The first zone the water passes through is called the zone of aeration. This is the area above the water table where the majority of pores or spaces within the rock are filled mostly with air. The next zone where the water passes through is called the zone of saturation. This is the area under the water table where the rock is completely saturated with water. Between these two layers is the capillary fringe. A capillary is similar to a very small drinking straw. The capillary fringe is the boundary where the attractive forces between the molecules of water and rock will cause the rock to "suck" up water into the "straw", thus forming the capillary fringe.
What does this have to do with caves? The cave passages containing air would be within the zone of aeration. The zone of saturation falls somewhere below these passages. Cave forming processes may occur within any of these zones, wherever water has been flowing. But there is some chemistry involved in how caves form.
While it is true that some caves can be formed by the action of waves (sea caves) or even lava (lava tubes), we will deal with those caves formed by water dissolving rock or solution caves. The term dissolution refers to the chemical weathering or "dissolving" of limestone or other soluble rocks by water. Water, by itself and with enough time, could eventually carve out a small opening in rock. For a large cave system to form, however, water needs some additional help, which it gets from acids within the water. We will discuss two types of acids, carbonic and sulfuric, which are common in some types of groundwater. We will then discuss how these acids form caves.
CARBONIC ACID, SULFURIC ACID & CAVES
As rain falls through the atmosphere, and especially as it moves through the soil, the water mixes with carbon dioxide gas to create a weak solution of carbonic acid. This acid is many times more efficient than water at dissolving rock. An even more powerful acid to dissolve rock is sulfuric acid. This acid can be formed either by water coming into contact with rocks containing sulfide minerals, or by bacteria within the groundwater which break down rock as a normal process of their life cycle. But even a weak solution of carbonic acid, or the much stronger sulfuric acid, will not make a cave unless it can get underground. One way water moves deeper into the earth is through cracks or fractures which geologists call joints or faults. These fractures allow water to move further into the rock. The fractures widened over time as the acid dissolved away the soluble rock. What once were small cracks eventually widened into larger voids or cavities. Some of these cavities widened into larger rooms or caves. And some of the caves eventually connected with other caves to form caverns.
Up to this point, we've discussed karst, aquifers, and acids, all of which contribute to the formation of a cave or cavern. But what about the cave formations - the stalactites, stalagmites, soda straws, fried eggs, bacon, flowstone, and many other types of speleothems? These formations are created by a process which involves three steps.
First, and as explained above with carbonic acid and caves, as rain passes through the soil layers, it will mix with carbon dioxide gas. The carbon dioxide gets in the soil from decaying plant and animal remains. A weak solution of carbonic acid is formed from this mixing. As the mixture moves toward the cave, the acids in the water will dissolve minerals from the rock through which it passes. These minerals are carried within the solution and into the cave.
A great deal of a cave's chemistry is driven by equilibrium - all things must be equal. When they aren't equal, then that's when things happen. In the case of water, once the solution reaches any cavity filled with air, a number of different things can happen. One thing is that the amount of carbon dioxide carried by the water will often be higher than the air within the cave. If this is the case, the water's carbon dioxide will be released to the cave air in an effort to equilibrate between the two. When the carbon dioxide gets released, the solution must also deposit some of the dissolved minerals. This mineral deposition is what forms all of the different cave formations.
For those interested in more information on cave science, please visit our links pages to see other resources on this subject. | <urn:uuid:fb0daabb-b657-409a-bd39-9fd1c2a3ebdf> | CC-MAIN-2018-51 | http://cavern.com/Learn/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376824180.12/warc/CC-MAIN-20181212225044-20181213010544-00013.warc.gz | en | 0.95251 | 1,368 | 3.921875 | 4 |
Our first priority is your child’s welfare and we will usually discuss any concerns we might have about your child with you. There might be occasions, however, when we have to provide information to or consult other agencies such as Children’s Services Social Care before we contact you. Our responsibility to do so is determined by the Safeguarding Children Board.
The school's child protection policy is reviewed and updated regularly. The designated safeguarding lead is Sylvia Haddrell, to whom further enquiries can be made.
Lytchett Minster School recognises that the welfare of the child is paramount and takes seriously its responsibility to safeguard and promote the welfare of the children and young people in its care.
- protecting children from maltreatment
- preventing impairment of children's health or development
- ensuring that children grow up in circumstances consistent with the provision of safe and effective care
- taking action to enable all children to have the best outcomes.
Child Protection is a part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering, significant harm. Child protection is essential as part of wider work to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced.
A child is 'in need' if:
- he/she is unlikely to achieve or maintain, or have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him/her of services by a local authority
- his/her health or development is likely to be significantly impaired, or further impaired, without the provision for him/her of such services
- he/she is disabled.
Promoting welfare involves "creating opportunities to enable children to have optimum life chances in adulthood" (Framework for the Assessment of Children in Need and their Families (Government guidance 2000)).
The governing body will act in accordance with Section 175 of the Education Act 2002 and the supporting statutory guidance "Safeguarding Children and Safer Recruitment in Education" (2006), and "Keeping Children Safe in Education" (2016) to safeguard and promote the welfare of children in this school.
All children have the right to be safeguarded from harm or exploitation whatever their:
- race, religion, first language or ethnicity
- gender or sexuality
- health or disability
- political or immigration status.
Governors, staff and volunteers in this school understand the importance of working in partnership with children, their parents/carers and other agencies in order to promote children’s welfare. The purpose of this approach is to
- afford protection for the students at Lytchett Minster School
- enable staff and volunteers to safeguard and promote the welfare of children
- promote a culture which makes this school a safer place to learn.
This applies to the headteacher, all staff (including supply and peripatetic staff), volunteers, governors or anyone working on behalf of Lytchett Minster School.
We will endeavour to safeguard children and young people by:
- valuing them, listening to and respecting them
- involving them in decisions which affect them
- making sure all staff and volunteers are aware of and committed to the safeguarding policy and child protection procedures
- sharing information about concerns with agencies who need to know, and involving children and their parents/carers appropriately
- recruiting staff and volunteers safely, ensuring all necessary checks are made
- adopting a code of conduct for all staff and volunteers
- providing effective management through induction, support and training
- ensuring staff and volunteers understand about ‘whistle blowing’
- dealing appropriately with allegations/concerns about staff or volunteers, in accordance with government guidance.
Related policies are available via the links on the right. | <urn:uuid:287f4500-0f2a-4eb3-9b7d-dd4cf77d47e9> | CC-MAIN-2019-13 | http://lytchett.org.uk/wp/information/policies/safeguarding/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912201329.40/warc/CC-MAIN-20190318132220-20190318154220-00276.warc.gz | en | 0.947428 | 785 | 2.671875 | 3 |
What Parents Need to Know
Parents need to know that this movie includes realistic representations of shooting deaths (in the first scene, committed by adolescent boys) and a terrorist bomb attack on a bus in Brooklyn. The political intrigue is occasionally complicated, involving discussions of assassination, genocide, racism, and the desire for revenge. Characters drink, smoke, and use some mild language (they also name and drink Starbucks coffee).
- Families can talk about the U.N.'s roles in world peacekeeping and diplomacy, as well as recent turmoils in Sudan, Rwanda, or Zimbabwe. Families can also talk about the way that children are affected by daily and traumatic violence. Is vengeance the only or most effective response to violence? How do you know when you can trust a friend or a colleague? | <urn:uuid:abb827e3-56a9-41cd-ae7e-0efc4fc65a5e> | CC-MAIN-2015-48 | http://www.movies.com/movie-reviews/theinterpreter-review/m19982?viewmore=metascore | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398460942.79/warc/CC-MAIN-20151124205420-00142-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.945501 | 159 | 2.71875 | 3 |
Dictionary definition is - a reference source in print or electronic form containing words usually alphabetically arranged along with information about their forms, pronunciations, functions, etymologies, meanings, and syntactic and idiomatic uses. How to use dictionary in a sentence. Synonyms, antonyms, definitions, and example sentences help you find the right word quickly. Developed from Merriam-Webster dictionary, the most trustworthy authority on American English. Make your writing more interesting, beautiful, and successful with the only . Synonyms for dictionary at with free online thesaurus, antonyms, and definitions. Find descriptive alternatives for dictionary. The Merriam-Webster Dictionary of Synonyms and Antonyms (Dictionary) by Websters and a great selection of related books, art and collectibles available now at
Define Book by Webster's Dictionary, WordNet Lexical Database, Dictionary of Computing, Legal Dictionary, Medical Dictionary, Dream Dictionary. Synonyms: account book, book of account, ledger, leger. 4. book - a number of sheets (ticket or stamps etc.) bound together on one edge; "he bought a book of stamps" 5. The Merriam-Webster Dictionary of Synonyms and Antonyms book. Read 2 reviews from the world's largest community for readers. A convenient guide to choosi /5. The Hardcover of the Webster's All-In-One Dictionary & Thesaurus by Merriam-Webster Inc. at Barnes & Noble. FREE Shipping on $35 or more! Due to COVID, orders may be : Federal Street Press. Synonyms for book at with free online thesaurus, antonyms, and definitions. Find descriptive alternatives for book.
Good communication starts with choosing the right word--not always an easy task when the choise is between words of closely related meaning. Merriam-Webster's Dictionary of Synonyms makes the task easier by providing full discussions of synonymous terms and by describing the subtle distinctions that make one word more appropriate than another in a particular context/5(12). Merriam-Webster's Dictionary 4 out of 5 based on 0 ratings. 2 reviews. More than 1 year ago. Easy to find words. Easy to read. The first non-multi-lingual dictionary I've bought in a long time. I considered a collegiate dictionary and thesaurus but this suits my needs just fine. More than 1 year ago. It's easy to use but not all words are there 4/4(2). Webster's Dictionary of Synonyms. Good condition. Details about VTG Webster's Dictionary of Synonyms English Book FIRST ED. Antonyms. Merriam Websters Dictionary of Synonyms First Edition w Antonyms Hardcover. $ Shipping: + $ Rating: % positive. Webster's Dictionary is any of the dictionaries edited by Noah Webster in the early nineteenth century, and numerous related or unrelated dictionaries that have adopted the Webster's name. "Webster's" has become a genericized trademark in the U.S. for dictionaries of the English language, and is widely used in English dictionary titles. Merriam-Webster is the corporate heir to Noah Webster's. | <urn:uuid:c66422e8-d0fe-4aa1-914b-f1db82420de2> | CC-MAIN-2022-21 | https://bymovoticyvur.vanbuskirkphotos.com/websters-dictionary-of-synonyms-book-11914ys.php | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663011588.83/warc/CC-MAIN-20220528000300-20220528030300-00501.warc.gz | en | 0.854577 | 678 | 3 | 3 |
|Introduction to Data Communications|
|Previous||Introduction to Subnetting||Next|
The classes of networks do not provide much flexibility in designing a network. Each class of network only provides for a fixed number of networks (125, 16,382 or 2,097,150) and a fixed number of hosts (16,777,214, 65,534 or 254). Using the class system is referred to as having a classful network. In the real world, pretty much all networks do not fit the class system. The solution is to divide the class network into smaller subnetworks or subnets for short. The term for dividing networks into smaller subnets is called subnetting.
There are many reasons for subnetting a network:
Each department in a company can be logically and physically separated from the other departments. Engineering has limited access to Accounting and so on.
Each department's network traffic is restricted to its own network. Only interdepartmental traffic is allowed between networks.
Networks can be subnetted based on the ownership of the subnets. A service provider can subnet its network and lease its subnets to other entities.
Subnets can be geographically separate but still be part of the network. A network can cover a large geographical area with branch offices in other physical locations.
Subnet masks can divide networks into smaller networks than discussed previously. Using subnet masks to divide networks into smaller networks is called having a classless network. Subnet masks differ from network masks in that they borrow host bits to divide the network. In subnetting a network it is important to recognize the class of the network that we start from. In order to understand the process of borrowing bits used by subnetting, a discussion on binary to decimal number conversion is required.
The typical Class C network mask 255.255.255.0 represents 32 bits or 4 bytes of data. Each number represents 1 byte and is displayed as a decimal number. One byte of information can represent a range of 0 - 255. One byte also consists of 8 bits where 0000 0000 represents 0 in decimal and 1111 1111 represents 255 in decimal.
Each bit position in a byte has a decimal weighting, where the weighting is equal to 2 to the power of the position starting at the far right position: b0 (bit 0). The easiest way to determine the decimal weighting is to start on the right with the number 1 (which is 2^0) and double it at each bit position moving to the left. The weighting for each position is follows:
There are many very well done binary to decimal tutorials available already online and discussing binary to decimal conversion here is beyond the scope of this discussion. If you are not familiar with binary to decimal conversion, now is the time to learn it.
The standard network mask dot decimal format is rather cumbersome for subnet masking as it doesn't clearly show how the subnet is divided. A better way is to use a network mask prefix. The network mask prefix shows the number of bits starting from the MSb that are used to indicate the network portion of an IP address. For example:
Earlier it was mentioned that in order to subnet a network, we had to borrow bits from the host portion of a network address. This is required because the network portion of an IP address is already defined. If we want to make subnets, we'll have to borrow some host bits. For the following example, a Class C network will be used. It is important to be able to identify the class of a network from it's IP address. This is the first step in subnetting.
A class C network mask is 255.255.255.0 or prefix /24. The 1st quadrant .0 represents the host portion. We will borrow bits from it to form the subnets. The following table shows only the 1st quadrant and the prefix associated with each bit position. It also shows the bit position weighting which will become important soon.
The Magic Subnet Chart
The following pages will discuss how to use the Magic Subnetting Chart to subnet a Class C network.
Note: At first the subnet mask numbers used in making the chart seem quite strange and unusual. These are numbers that are not normally used in the decimal world. You will find that in the binary world and networks, they appear and reappear quite regularly.
Here's a perfect example of the same numbers showing up again and again: How to make the Network Class Chart for dummies
Like all things that must pass, I came across a new better simpler method to create subnets. It is called the Simple Binary Graphical Subnetting method. I don't know who invented it and the person who showed me didn't know either. Kudos to the one who figured it out. If you click on the Next Arrow in the lower right hand corner of the screen it will take you there.
For archive purposes, I've left the Magic Subnet Chart method up for those who want to see another method.
If this page has helped you, consider donating $1.00 to cover the cost of hosting this site. Thanks
Licensing Agreement Jan 1998-2013 | <urn:uuid:a9a803dd-772c-4af0-95f5-ede4163205d5> | CC-MAIN-2014-15 | http://www.telecomworld101.com/Intro2dcRev2/page241.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609524259.30/warc/CC-MAIN-20140416005204-00047-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.940439 | 1,072 | 4.15625 | 4 |
Advanced placement world history (also known as ap world history, whap, ap world or apwh) is a college-level course and examination offered to high school students. What is it like how much of raw score of mc counts toward your grade + how much essays count towards your raw scorethen what's the scale for 1-5. 1) 0– 1) -th ap ® world history scoring guidelines long essay question 2 in the period 1950 to 2001, scientific and technological innovations led to advances in. 2017-18 ap history changes ap central ap refinements to the ap world history long essay and content and scoring activities in teaching and assessing ap. The ultimate list of ap world history tips overall ap world history dbq essay tips if you have never looked at an ap world history grading rubric before.
World grading history essay ap scale american dream still possible essay amelia earhart essay listening alexander: december 21, 2017 i just took my friend's essay. Ap® world history 2012 scoring guidelines the college board conclusion of the essay • the thesis may appear as one sentence or multiple sentences. Ap® world history 2014 scoring guideline is woven into the essay and integrated into a world history 2014 scoring commentary.
Ap world history writing guide - download as word doc (doc / docx), pdf file (pdf), text file (txt) or read online good for ap world. We explain where to find the best sample dbqs and how to and ap world history you should be integrating your sample essay grading with. Ap around the world the ap world history course and exam description and practice exam have been updated to reflect changes to the wording of the long essay.
Ap® world history 2006 document-based question generic scoring guidelines ap® world history 2006 change-over-time essay generic scoring guidelines. Ap world history math & computer science about ap scores what is an ap score and what does it mean scoring the ap exams.
Ap world history: learn what advanced placement world history exam score you need to earn college credit and improve your college admission chances. Ap world history statistics: how are reader and ets immediately after the essay grading is ap world history has grown, the average grade has dropped. T s t category 5 - excellent 4 - very good 3 - average 2 - below standards 1 - serious improvement needed introduction includes a strong introduction, with 4-6. | <urn:uuid:1985f1ad-ac23-4c46-8470-3e9ffb32bcd5> | CC-MAIN-2018-39 | http://urtermpaperbzue.dosshier.me/ap-world-history-essay-grading.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267162809.73/warc/CC-MAIN-20180926002255-20180926022655-00241.warc.gz | en | 0.878351 | 480 | 2.546875 | 3 |
The American Flag
Printer Friendly Version
Length of Time
1 hour to 1 hour and 30 minute
To teach students the what the stars and stripes on the American flag represent.
Students will learn how many stars and stripes are on the American flag and what each represents.
White construction or art paper.
7 stripes of red construction paper.
6 stripes of white construction paper.
50 star stickers.
A copy of "The Story of the American Flag," by John Herman.
A large American flag to display in the classroom.
Read the book, "The Story of the American Flag," to students.
Explain that each star on the American flag represents a state, of which there are 50.
Have students cut red and white stripes from construction paper.
Have students assemble the stripes of red and white construction paper and the star stickers to make a small American flag.
Pair off students to coach each other on what the American flag represents.
Be sure that each student understands what the American flag represents.
Observe students as they work and interact.
Ask each student to present to the class what the American flag means to them.
Students will be graded on cooperation and participation in the project. A small reward may be given, or a sticker and a comment may be placed on the back of their American flag. | <urn:uuid:296b0f49-ac6b-455c-8058-67fe0e66fce8> | CC-MAIN-2016-26 | http://www.localschooldirectory.com/lesson-plans/id/88 | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783396459.32/warc/CC-MAIN-20160624154956-00142-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.895325 | 275 | 3.765625 | 4 |
Overthe course of the past decade, NASA spacecraft have identified severalsites onMars where conditions capable of supporting life existed in the past.
Oneof the most promising of these sites, and a good candidate for afollow-upmission designed explicitly to look for signs of life, is the shallowsubsurface at the Phoenix landing site in the arctic northernplains of Mars. Indeed, some scientists believe the regionwhere Phoenixlanded may still be habitable today.
Asan early step toward developing the technology for a return mission tothe Martianpolar north, members of NASA?sIceBite team will head out this month to explore UniversityValley, inAntarctica?s Dry Valleys.
AstrobiologyMagazine will be following their activity while they?re in the field,regularlyposting blog entries from IceBite team member Margarita Marinova.Visitors tothe Astrobiology Magazine site will be able to ask questions of theIceBiteteam by clicking the Aska Scientist button that will appear in our IceBite storiesand blogentries.
UniversityValley is of interest because it never gets warm enough there forsubsurfaceice to melt, so the overlying layer of soil remains dry year-round.Thisdry-soil-over-ice arrangement, common on Mars but extremely rare onEarth,resembles the near-surface stratigraphy at the Phoenix landing site.
"Everywherein the northern hemisphere where there?s permafrost, it is wet and itgetsmuddy in the summer," says Chris McKay, a planetary scientist at NASA?sAmes Research Center (ARC) in Moffett Field, California, and theprincipalinvestigator of the IceBite team. "In Antarctica, and only inAntarctica,we find a completely different phenomenon called dry permafrost, inwhich wefind ice-cemented ground on top of which we find dry, bone dry soil,and thewhole system never gets warm enough for that ice to turn to liquid.?
Marsdrills on Earth
Lastyear the IceBite team conducted reconnaissance in University Valley andplaceda series of weather stations there to monitor conditions duringthe Antarctic winter. This year, they will return to testIceBreaker, adrill designed and built by Pasadena, Calif.-based Honeybee Robotics.IceBreaker can burrow up to a meter (3 feet) into the ice and frozen soilanddeliver samples to the surface for scientific analysis.
IceBreakeris a rotary-percussive drill: it both rotates and hammers on itstarget. Bycombining percussion with rotary motion, "you get a highly efficientdrillsystem," says Kris Zacny, director of Honeybee?s Drilling andExcavationProgram.
Rotary-percussivedrills are hardly a rarity; you can buy them off the shelf at HomeDepot. ButIceBite has been optimized for the frigid, near-vacuum conditions onMars. Forexample, while most drills are lubricated to prevent their internalparts fromsticking to each other, because Mars is so cold, IceBite?s internalparts areinstead coated with a Teflon-like anti-stick surface.
TheIceBite team will perform three series of tests. The first will be inMcMurdoStation, a research center in Antarctica with ready access to tools,spareparts, electricity, and the Internet. Hopefully the Internet connectionwillenable a group of fifth-grade students in Pleasanton, California tooperate thedrill via remote control.
?Thenwe?re going to pick it up and put it in the back of a truck, and driveit to aremote site near McMurdo, an unaltered site, and drill in the rock ofMcMurdo,which is probably a better Moon analog than Mars analog,? says McKay.The finaltest will be in the still-more-remote University Valley, accessibleonly byhelicopter.
IceBitehas been tested successfully in Honeybee?s Mars SimulationChamber, wherethe temperature and atmospheric conditions can be tuned to approximatethose onMars. But the upcoming tests in the Antarctic will be the first timethe drillwill be subjected to the uncertainties of field operation.
Onething Zacny and his colleagues will monitor closely during these testswill bethe temperature of the drill bit. A temperature sensor in the bit andcontrolsoftware will hopefully guarantee that during drilling operations thebitdoesn?t get too hot. If it does, the subsurface ice can melt, and if itrefreezes before the bit can be pulled out of the hole, the bit willget stuck.If this happens on Mars, says Zacny, ?you?re done. You?ll never be ableto pullthe drill out of the hole.?
They?llalso be looking at how effective the drill is at delivering usefulsamples tothe surface for scientific analysis. In the lab, ?we prepare our own[rock andice] simulants,? says Zacny, "so we kind of understand what can gowrong.In the field, however, ?you have no idea what?s below the surface"untilyou drill and you see the cuttings of samples being conveyed to thesurface."
Zacnyhopes to learn more about how dry permafrost samples behave duringdrilling,?how it behaves when you finally pull it out to the surface, what?s thebestway to transfer it to the instruments. And what happens to the samplewhen itcomes up to the surface, how much mixing there is between samples thatcome upfrom different depths.?
Inaddition to testing IceBreaker, the IceBite team plans to map the depthof thesubsurface ice, both in University Valley and in other nearby valleys.
"Aquestion has arisen as to what sets [the ice] depth," says MargaritaMarinova, a research scientist at ARC. "So a lot of my time will bespenton actually going through the valleys, digging pits or poking holes andtryingto figure out what depth to the ground ice is."
Anotherteam member, Andrew Jackson, an associate professor in the Departmentof Civiland Environmental Engineering at Texas Tech University in Lubbock,Texas, willstudy perchlorate.
Historically,Jackson?s research focus has been on terrestrial perchlorate, inparticular itsimpact on the Earth?s ozone layer. On Earth perchlorate occursprimarily invery dry places, such as the Atacama Desert in Chile. It is known toexist inthe Antarctic Dry Valleys, but no-one has yet studied its presencethere.
Inaddition to shedding light on Earth's climate, perchlorate, which wasfound inthe soil at the Phoenix landing site, is important to understanding thepossibility of life on Mars. Perchlorate acts as a strong anti-freeze,loweringthe freezing point of water.
"Mostsalts do this, but perchlorate is particularly good at it," Jacksonsaid. "Ifwe can see that in Antarctica, if we can show this perchlorate isactuallydoing that."
Jacksonadded that "that?s really important for Mars," where temperaturesrarely get above the freezing point.
Inaddition, many terrestrial microbes can "breathe" perchlorate inplace of oxygen. If perchlorate-respiringmicrobes are found living in tiny pockets of liquid waterwithinAntarctica?s subsurface ice, perhaps the subsurface ice in the frozennorthernplains of Mars could also be considered a viable habitat forpresent-day life.
TheIceBite project is funded by NASA?s ASTEP (Astrobiology Science andTechnologyfor Exploring Planets) program.
- GalleryPhoenix on Mars!
- Takinga Bite of Antarctic Ice. SouthPole Race Photos
- IceBridgeAntarctic Survey Close to Completing Mission | <urn:uuid:e98365bb-cacf-4751-80d9-526435eb6f95> | CC-MAIN-2020-50 | https://www.space.com/9542-nasa-drill-team-breaking-antarctic-ice.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141193856.40/warc/CC-MAIN-20201127161801-20201127191801-00170.warc.gz | en | 0.901434 | 1,673 | 3.484375 | 3 |
Attracting Aerial Acrobats to Your Yard
A small pond, coupled with the right habitat conditions, will help you attract dragonflies and damselflies to your garden
- Cynthia Berger
- Apr 01, 2002
WHEN HER KIDS went off to college, Kathy Biggs got rid of her backyard swimming pool. But her Sebastopol, California, yard still buzzes with activity on warm summer afternoons, because Kathy replaced the pool with a dragonfly pond. Now, instead of kids cannonballing off the deck, she watches cardinal meadowhawks diving after mates and emerald spreadwings basking in the sun.
Dragonflies and damselflies belong to the insect order Odonata, and most members of this group rely on water throughout their life cycle. The juveniles, or nymphs, live underwater for months and sometimes years before emerging as adults; the adults tend to hunt for insects over water and lay their eggs in water or on adjacent vegetation. Under the right conditions, even a small pond will attract some of these aerial acrobats to your yard.
If you enjoy bird-watching, you'll probably love watching dragonflies (left). Their bodies tend to be larger, with broader wings, than those of damselflies, whose wings taper at the base.
Like birds, dragonflies are reasonably easy to identify by their field marks. Close-focus binoculars will help you get a better look. And like birds, male dragonflies are usually territorial and defend their turf aggressively. (No wonder they were a favorite emblem among seventeenth-century Japanese warriors, who called them "invincible insects.") Dragonflies resemble red-winged blackbirds or flycatchers in the way they claim an elevated perch on a stem of marsh grass, then sally out to chase away other males or make a mid-air capture of a mosquito.
During certain times of year, you'll also see what Arizona State University researcher John Alcock calls "the most striking and entertaining dragonfly behavior": mating in midair. Watch for two dragonflies in the "wheel" position, which means they're in the process of mating, or for damselflies flying tandem, like a car pulling a trailer (the strategy enables males to guard their mates during egg-laying).
Building a Pond for Dragonflies and Damselflies
"Before digging a pond to attract dragonflies, consider whether you live within a few miles of an established population," says Michael May, a Rutgers University entomologist who is president of the Dragonfly Society of the Americas. "You'll get faster results if you do."
Unless you live in the arid Southwest, your yard may be reasonably close enough to a stream, pond or wetland with a "source" population. Dragonflies are strong flyers, though most individuals stay around their natal pond or stream. "But a certain number 'float' through the landscape," says May. That often means, if you build it, they will come.
The next consideration is size. "My pond is about 20 feet in diameter," says Biggs. That's approximately the size recommended by the British Dragonfly Society. (The British have dragonfly clubs the way Americans have birding clubs.)
Many garden stores now sell stiff, pre-shaped plastic ponds, as well as flexible PVC or butyl rubber liners that will conform to the shape of a pond you design yourself. If you use a flexible liner, a layer of newspapers or old carpet under the plastic prevents punctures.
You don't necessarily need a large pond to attract dragonflies. "I've got friends whose 'pond' is a wooden half barrel," says Biggs, "and fork-tailed damselflies still come and breed in it. One of my grad students reared damselflies in plastic wading pools." Whatever the size, place your pond where it will be protected from wind and will get midday sun.
Craig Tufts, chief naturalist for the National Wildlife Federation, is well qualified to comment on the proper parameters for dragonfly ponds; he helped oversee the construction of two ponds last year. One is a centerpiece of the natural garden in front of NWF's headquarters in Reston, Virginia; the other is located several miles away in his backyard, which happens to be near a sewage treatment plant that attracts a lot of dragonflies.
Tufts says the ideal dragonfly pond should vary in depth, shallow at the edges and at least two feet deep in the center. "Deep water offers nymphs a refuge from raccoons and other predators," he says. "Varied depths are also important to accommodate a variety of water plants." It's not that the nymphs or adults eat the plants. (Dragonflies are voracious carnivores.) Rather, underwater plants provide important habitat for the nymphs, which need places to rest, hunt for food and hide from predatory fish. And emergent vegetation—sedges, rushes and other plants that stick up above the water's surface—provides perching places for adults.
Such vegetation is also critical for dragonflies because the nymphs crawl up it when they emerge, making the transformation from water dweller to their free-flying adult form. And though dragonflies don't rely on specific host plants to nourish their young the way butterflies do, some species do use water plants as nurseries. They insert their eggs into the soft stems.
What you plant around the pond is almost as important as what you plant in it. Don't mow the border—let the grasses and rushes grow. "Make sure you have some shrubs within a few feet of the water," says May. "That will provide more perching sites." In many areas, lobelia, buttonbush and seedbox are good choices for your pond's edge.
Don't disturb wild habitat to stock your pond with plants. Many garden shops and catalog suppliers now sell all kinds of plants for water gardens. Look for species native to your area.
One last design detail: Put a few flat rocks near the pond's edge. "Dragonflies like to warm up by basking in the sun," says May. "Some species are attracted to light-colored rocks."
It can take a while for pond plants to get established. While you're waiting for your emergent vegetation to grow above the surface of the water, Tufts recommends putting a few perching sticks in the middle of your pond. Ordinary bamboo stakes—the kind you use to stake tomato plants—will do the job.
If you want breeding populations of dragonflies in your pond, it's probably best not to introduce fish, because they will prey on the nymphs and eggs.
Although experts say that about 15 percent of North America's 307 dragonfly species are in danger of extinction, the dragonflies at greatest risk for extinction are the stream dwellers, species that won't be attracted to your backyard pond. "You can help protect their habitats by supporting laws and practices that reduce water pollution and protect riparian areas," says Tufts. "You'll be helping a lot of other creatures in the process."
Garden for Wildlife: NWF’s Certified Wildlife Habitat Program
"Dragonfly or Damselfly?"—Tips for telling these insect kin apart
Halloween mask pattern from Ranger Rick: Dragonfly | <urn:uuid:0c47f40e-0480-4ea7-ac78-5e4aaa7b5371> | CC-MAIN-2018-47 | https://www.nwf.org/en/Magazines/National-Wildlife/2002/Attracting-Aerial-Acrobats-to-Your-Yard | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039750800.95/warc/CC-MAIN-20181121193727-20181121214823-00041.warc.gz | en | 0.949329 | 1,512 | 2.921875 | 3 |
"Moseby’s is one of a growing number of conservation projects that proceed from
the premise it’s no longer enough to protect species from change. Humans are
going to have to intervene to help species change.
More than 1,000 miles northeast of Arid Recovery, at the Australian Institute
of Marine Science’s National Sea Simulator, near the city of Townsville,
researchers are working to produce corals that can survive warmer temperatures.
The effort involves crossing corals from the central part of the Great Barrier
Reef, where the water is cooler, with corals from the northern part of the
reef, where it’s hotter. The offspring of these crosses are then subjected to
heat stress in the labs of the Sea Simulator. The hope is that some of them
will prove better able to withstand higher temperatures than either of their
parents. As part of this effort, researchers are also subjecting generations of
coral symbionts to heat stress, in an attempt to select for hardier varieties.
(The symbionts—tiny algae from the genus Symbiodinium—provide corals with much
of the food they need to build reefs.) The approach has been dubbed “assisted
Via The RISKS Digest Volume 32 Issue 57:
*** Xanni ***
Chief Scientist, Xanadu
Partner, Glass Wings
Manager, Serious Cybernetics | <urn:uuid:c415ed66-792a-439f-94d8-032e88db7b3b> | CC-MAIN-2021-39 | https://glasswings.com.au/blog/2021-03/29-183751.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057861.0/warc/CC-MAIN-20210926114012-20210926144012-00409.warc.gz | en | 0.863378 | 298 | 3.1875 | 3 |
Korinna Kriemhild lesson, 2018-06-07 06:16:55. Students learn to draw lines, rays, line segments, angles and parallel and perpendicular lines. Pattern blocks can be used by students for identifying the above mentioned geometric shapes. They could create webs from yarn and notice all the geometric shapes in those webs. Building Better Classrooms: Cleveland Teachers Union resources are useful for this lesson.
Emem Tomislava lesson, 2018-06-06 11:06:56. Im here to teach you to let go of old habits, behaviours and old cycles. Im a messenger of new life and of true inner expression. Im here to teach you how to raise your awareness, to learn how to spread your wings and fly off with the winds of change.
Korinna Kriemhild lesson, 2018-06-07 12:53:39. Owner or CEO- If you have the money but not the brains, cool, hire smart people and stay home. If there is some hope for you, then be a team player and leader and hire smart people around you.
Marisol Mac lesson, 2018-06-06 21:30:02. Parents should be allowed to watch the class through a window or TV monitor. Their presence in the studio itself would be a distraction.
Imke Delara lesson, 2018-06-07 09:07:38. Dr. Joe's unique approach to dating and relationships is based on his 5 Step Relationship Success Formula, The same formula he used to find & meet his wife in less than 90 days.This article explains what to expect on your first driving lesson. You have spent a lot of time researching and choosing a driving school. You want to get the best out of your first lesson.
Blaguna Rajani lesson, 2018-06-07 13:08:13. Students know and apply the properties of integer exponents for generating equivalent numerical expressions. An activity like gallery walk could motivate students to observe patterns in algebraic expressions. They could use their observations in classroom work like applying the properties of integer exponents for simplifying expressions. Integer Exponents and Scientific Notation Lesson plans by My Favorite Resources offer help from explaining the concept.
Doubravka Tamara lesson, 2018-06-07 05:21:33. If you're asking whether it's possible to sing better without regular, face-to-face singing lessons from an experienced singing teacher in your area, then yes. Absolutely. You can definitely learn to sing better without doing that.
Any content, trademark/s, or other material that might be found on this site that is not this site property remains the copyright of its respective owner/s.In no way does Title claim ownership or responsibility for such items, and you should seek legal consent for any use of such materials from its owner. | <urn:uuid:90fc1123-0cfa-4b2a-a792-6d10c5c056d9> | CC-MAIN-2018-43 | http://sandramoon.net/search/i5pF/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583514005.65/warc/CC-MAIN-20181021115035-20181021140535-00369.warc.gz | en | 0.910956 | 587 | 2.921875 | 3 |
The definition of commonality is having something in common.
When you and your cousin both have blond hair, this is an example of a commonality.
- the common people; commonalty
- a sharing as of common features or characteristics
Origin of commonalityMiddle English communaltie from Old French communalté: see communal and -ty
- a. The possession, along with another or others, of a certain attribute or set of attributes: a political movement's commonality of purpose.b. A shared feature or attribute.
- See commonalty.
- The common people; the commonalty
- The joint possession of a set of attributes or characteristics.
- Such a shared attribute or characteristic
- (telecommunications) A quality that applies to materiel or systems: (a) possessing like and interchangeable parts or characteristics enabling each to be utilized, or operated and maintained in common; (b) having interchangeable repair parts and/or components; (c) applying to consumable items interchangeably equivalent without adjustment.
Variant form of commonalty. | <urn:uuid:273fa391-11fc-4d67-91d6-b817676f6bfd> | CC-MAIN-2017-34 | http://www.yourdictionary.com/commonality | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886102819.58/warc/CC-MAIN-20170817013033-20170817033033-00589.warc.gz | en | 0.870917 | 219 | 2.953125 | 3 |
Unit 2 in Algebra 2 was a HUGE one. Like Ive been saying in all of these posts this years notebook pages are a mix of old and new.
Math Love Algebra 2 Interactive Notebook Pages For Unit 1 Interactive Notebooks Math Foldables Algebra Teaching Math
Unit 8 – Identifying Classifying and Operations on Polynomials.
Algebra 2 interactive notebook. This is a whole years worth of Algebra interactive notebook material. Students can either build interactive math notebooks with guided notes. Pg 19-20 These handouts came from my Algebra II bestie Brooke Seals.
Unit 5 – Quadratics. Below you will find a complete breakdown of the 10 units included. At the Algebra 1 age interactive notebooks are the perfect tool to help students transition from middle school to high school since interactive notebook practices are steeped in soft-skill building specifically in relation to organization and study skills.
Unit 6 – Square Roots. This year Ive committed to posting each unit of both my Algebra 1 and Algebra 2 INBs. Algebra 2 Unit 1 Interactive Notebooks.
Unit 1 – Intro to Functions. 9 Quadratic Formula Interactive Notebook Page. As per our directory this eBook is listed as A2ISNWFPDF-173 actually introduced on 20 Mar 2020 and then take about 2684 KB data.
Law of Sines and Cosines Color Coded Interactive Notebook for Algebra 2. July 7 2021 July 7 2021 Math by the Mountain 1 Comment. Read Algebra 2 Interactive Study Notebook With Foldables PDF on our digital library.
Linear and Absolute Value Interactive Notebook. The Story of the Release of Barabbas Matthew 2715-26 Mark 156-15 Luke 2313-25 and. There is so much to my notebook.
These graphic organizers for the Law of Sines and Law of Cosines are great for Algebra 2 students. From foldables to flipbooks worksheets to class notes Im pinning my all of my favorite things for Algebra 2 interactive notebooks. Unit 2 – Solving and Graphing Linear Equations and Inequalities.
There are many ways to use this engaging bundle. You should see some pages for the first time and others youve seen a million times before. Algebra 2 Unit 1.
Page 8 After learning the difference between a function and relation students do this sorting activity and justify what makes it not a function. See more ideas about math interactive notebook math interactive high school math. Included is 16 foldables and over 200 pages of material.
However I just cannot wait until then so Ive been talking to a lady at my school that uses them in her science class she learned about them at AVID last summer. There are a total of 10 units that include. SMART Board Interactive Whiteboard Notes Keywords.
Interactive Study Notebook With Foldables MERRILL ALGEBRA 2McGraw Hill Education1 asking yourself whether enlisting the help of a professional service is secure we can assure the customers that the rules specified in the client policy can protect you from unexpected requirements and improve the result of the paperwork in an instant. Algebra 2 Interactive Notebook One of the MANY reasons Im looking forward to Twitter Math Camp this summer is the opportunity to learn about Interactive Notebooks from mgolding. Earlier this month I assigned my Algebra 1.
Algebra Interactive Notebook Ideas FREE Foldables. Unit 2 – Absolute Value. Today I want to share some Algebra 2 foldables and interactive notebook pages designed and created by my students.
Unit 3 – Systems. Sep 10 2021 – Are you looking for high school math interactive notebook ideas and activities. I have finally finished my Algebra interactive notebook.
Characteristics of Functions Interactive Notebook. Unit 1 – Prerequisite for Algebra and Algebraic Expressions. I am SO excited to show you my notebook and how amazing it is.
Routines for Using Interactive Notebooks in Algebra 1. As I said in my blog post on my Algebra 1 Unit 1 INBs I feel like Ive been taking advantage of other math teachers amazing resources and not contributing my own for a long time so now its my turn. One of the most important things to ensuring that your experience with interactive notebooks runs smoothly and doesnt waste class time is through your use of routines and the organization of your classroom.
Unit 1 – Prerequisite for Algebra and Algebraic Expressions. If you ever need help with standards based I have been doing it for 2 years and I love it. NotesWhiteboardWhiteboard PageNotebook softwareNotebookPDFSMARTSMART Technologies ULCSMART Board Interactive Whiteboard Created Date.
STTRSFQCVB6E Book Algebra 2 Noteables. It was so fun to see their take on creating foldables of their own after spending a year creating foldables in our interactive notebooks. Unit 3 – Features of a Function.
Unit 7 – Solving and Graphing Systems of Equations and Inequalities. These notes and homework problems are meant for students new to the law of sines and the law of cosines. Like Ive been saying in all of these posts this years notebook pages are a mix of old and new.
Take the time and stress out of creating your own guided notes and presentations. Next year I will definitely break this into tinier units for my sanity. Unit 2 – Solving and Graphing Linear Equations and Inequalities.
Algebra 2 Unit 2. There are a total of 10 units that include. You should see some pages for the first time and others youve seen a million times before.
Posted January 22 2016 by Glenna Tabor filed under Balanced Mathematics Engaging All Learners Guided Math Guided Math Instruction Interactive Notebooks Math Math Activities Middle School Math Planning for Small Groups Secondary Mathematics Small-Group Instruction in Mathematics Tabor. This Algebra 2 Bundle is flexible editable and can be used for in-person or distance learning. Unit 4 – Factoring Exponents.
Then practiced writing the formula and identifying the point and slope. Home Course Info Interactive Notebook Interactive Notebook Pages. Next year I will definitely break this into tinier units for my sanity.
You can read Algebra 2 Interactive Study Notebook With Foldables PDF direct on your mobile phones or PC. If you are Algebra 2 Noteables. Algebra 2 Unit 1 Interactive Notebooks Mastalio.
Linear and Absolute Value. This sort came from Mrs. August 1 2020 at 536 PM.
Page 7- This foldable came from Kathryn Belmonte and you can see the pictures of each flap below. We highlighted the definitions with the parts of the formula to match. Interactive Study Notebook with Foldables California Related Kindle Books Barabbas Goes Free.
ALGEBRA 2 COACH JAMES. However I just cannot wait until then so Ive been talking to a lady at my school that uses them in her science class she learned about them at AVID last summer. Algebra 2 Chapter 22notebook Subject.
Algebra2 algebra interactivenotebook inb teacher. Your students will be organized and engaged. Algebra 2 Interactive Notebook One of the MANY reasons Im looking forward to Twitter Math Camp this summer is the opportunity to learn about Interactive Notebooks from mgolding.
Unit 2 in Algebra 2 was a HUGE one.
Algebra 2 Interactive Notebook Pages Galore Teaching Algebra Teaching Math Math Interactive Notebook
Math Love Algebra 2 Interactive Notebook Pages For Unit 1 Algebra Interactive Notebooks Math Interactive Notebook Teaching Math
Algebra 2 Interactive Notebook Pages Galore Material Didactico Matematicas Algebra 2 Matematicas
Math Love Algebra 2 Interactive Notebook Pages For Unit 1 Math Interactive Notebook Math Interactive Algebra Interactive Notebooks | <urn:uuid:97cbcff4-d3d2-41d5-bfc2-9ccf4518a8b2> | CC-MAIN-2022-05 | https://survivingtheciti.com/7-design-algebra-2-interactive-notebook/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320303717.35/warc/CC-MAIN-20220121222643-20220122012643-00415.warc.gz | en | 0.877076 | 1,607 | 3.453125 | 3 |
Editorial: Concussed, stressed or just sick of war?
ONE look at the effects of a bomb blast suggests that you’d have to be extremely lucky to emerge from one unscathed. If you were not burned by the explosion or blasted by shrapnel, the chances are you’d be hit by the shock wave. Travelling at several hundred metres per second, this causes massive fluctuations in air pressure which can knock you unconscious, rupture air-filled organs such as eardrums, lungs and bowels, and stretch and distort other major organs.
Soldiers serving with coalition forces in Afghanistan and Iraq know only too well how devastating bombs can be. The effect of shrapnel on bodies – amputated limbs, broken bones, lacerated and burned flesh – is plain enough. Less obvious and harder to understand are the long-term effects of the shock wave on the brain.
Weeks, months, or sometimes years after being concussed in an explosion, thousands of soldiers are reporting a mysterious clutch of problems. Dubbed post-concussion syndrome (PCS), symptoms include memory loss, dizziness, headaches, unexplained pains, nausea, disturbance of sleep, inability to concentrate and emotional problems.
The US military and veterans’ groups see PCS as a growing problem, and the US government is pouring millions of dollars into investigating it. Some doctors, however, particularly in the UK, believe that for many patients the symptoms ascribed to PCS are not caused by concussion at all, but by the shock and stress of wartime events. It may even be getting mixed up with post-traumatic stress disorder (PTSD), an acknowledged psychological reaction to disturbing events. “Some people are saying it’s a hideous mistake and that we’re talking up a problem,” says Simon Wessely, | <urn:uuid:3538ceb3-1248-49df-9c4a-9497c3386298> | CC-MAIN-2017-04 | https://www.newscientist.com/article/mg20227051.700-brain-shock-the-new-gulf-war-syndrome/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284405.58/warc/CC-MAIN-20170116095124-00476-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.961562 | 375 | 2.6875 | 3 |
The other day I made the trip to go to a presentation from “heart-wise exercise” foundation in Kingston. It was a great revision about training for clients with cardiovascular diseases. There was also a nice introduction for training clients with osteoporosis.
There was one quote that got my attention when I was there and it was the following: “What if there was one prescription that could prevent and treat dozens of diseases, such as diabetes, hypertension and obesity?” (Robert e. sallies, M.D., m.p.h., facsm, exercise is medicine). This was not the first time that I saw that quote.
I remember seeing this in one of my physiology for exercise classes. Let’s get rid of the suspense; exercising is the magical pill. In short, exercise can help increase good cholesterol (HDL) levels, reduce weight, improve glycemic control (very good for everyone, including diabetic people), decrease blood pressure and reduce risk of stroke. Pretty cool outcome isn’t it? If that doesn’t motivate you to start exercising, how about the fact that exercising will help you keep your mind? Yes, it does!
This may be a way to get you starting to a new lifestyle but try and find something that you will enjoy doing no matter what the outcome is. It may be hiking, running, cycling, swimming, cross-country skiing in the winter, you name it. Find out what makes you tick and what motivates you to train in order to get better at what you are doing.
Training will not only help you improve in your sporting endeavours; it will help you improve quality of life and will make everyday tasks seem so much easier because you are getting healthier, stronger and fitter.
Pay attention to your numbers. Your weight is not the only important number here. You can get your blood pressure measured at the drug store or get a sphygmomanometer in order for you to measure your blood pressure on a regular basis (weekly). Pay attention to the numbers and there should be a change in your pressure if you lose 10% of your body weight (if you are overweight or obese). Only 10% will take off so much pressure out of your blood vessels.
If you already have a sport that you love practising, how about paying attention to your non-exercise activity thermogenesis (NEAT) level? Do you sit all day? Do you watch a lot of television? How about standing up more at work (with a stand-up desk) or making sure you hydrate appropriately (get up to go to the bathroom is good) or playing a card game with your family instead of watching television? How about foam rolling as you watch television? There are many ways to help you stay healthy and keep you moving outside of your sport. The minimum number of steps that should be done in a day is 7500 steps to help you stay away from diseases (I would suggest 10000 or more and you can get a good pedometer at the following link). What you choose to do is up to you. | <urn:uuid:e05e5226-3df2-40ab-a5d0-4123d83b832f> | CC-MAIN-2021-04 | https://coachveroroberts.com/2016/10/07/exercise-is-medicine/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703506832.21/warc/CC-MAIN-20210116165621-20210116195621-00708.warc.gz | en | 0.959861 | 636 | 2.53125 | 3 |
|Died||18 June 1941 (aged 77)|
Ayyankali (28 August 1863 – 18 June 1941) was an Indian politician, prominent social reformer, educator, economist, lawmaker, and a revolutionary leader. He worked for the advancement of the oppressed people in the princely state of Travancore. His struggle resulted in many changes that improved the socio-political structure of Kerala. His determined and relentless efforts changed the lives of Dalits.
|This article is part of a series on|
|Reformation in Kerala|
Ayyankali was born on 28 August 1863 in Venganoor, Thiruvananthapuram, Travancore. He was the first of eight children born to Ayyan and Mala, who were members of the Pulayar community. The family led a marginally better life compared to other Pulayars as they were given 5 acres (2.0 ha) of land by the landlord with whom Ayyan was an Adiyalan spending all his time to serve the Janmi or Zamindar (feudal landlord). Members of the Pulayar community generally worked as bonded labor to the Janmis during this time and did not have the right to own land or even enter temples to pray.
The region in which Ayyankali lived, which now forms a part of the state of Kerala, was particularly affected by social divisions during his lifetime and was described as a "mad house" of castes. The Pulayars were regarded as the slaves of the agrarian society in the kingdom and they suffered greatly from oppressive discrimination, particularly from the landowning castes including the Nair caste. Robin Jeffrey, a professor specializing in the modern history and politics of India, quotes the wife of a Christian missionary, who wrote in 1860 of the complex social code that:
... a Nair can approach but not touch a Namboodiri Brahmin: Ezhava must remain thirty-six paces off, and a Pulayan ninety-six steps distant. A Ezhava must remain twelve steps away from a Nair, and a Pulayan sixty-six steps off, and a Parayan some distance farther still. A Syrian Christian may touch a Nair (though this is not allowed in some parts of the country) but the latter may not eat with each other. Parayars, who are at the apartheid position of a savage caste discriminated society, can approach but not touch, much less may they eat with each other.
Suffering from this social injustice caused Ayyankali to join his Pulayar friends who gathered at the end of their workday to sing and dance to folk music that protested the situation.
Some joined him in forming a group that challenged the members of the oppressor castes sometimes leading to physical fights. His popularity earned him the names of Urpillai and Moothapullai translated roughly as 'Leader of the Land' or 'Elder Leader'.
Ayyankali married Chellamma in 1888. The couple had seven children.
In 1893, Ayyankali, dressed in clothing traditionally associated with oppressor caste people, and defied the social conventions that applied to oppressed people by riding on a road in a bullock cart he had bought. Both the act of purchase and that of traveling on a road that was traditionally the domain of the upper caste Hindus were a daring act. In a similar act of defiance, he entered the marketplace at Nedumangad. These protests, which have been described by Nisar and Kanadasamy as "laying claim to the public space", strengthened the resolve of others from the oppressed communities of Travancore to shake off the shackles of social oppression, leading to further acts of protest elsewhere, such as in Kazhakkoottam. The outcome of the continued protest marches, which sometimes turned violent, became known as Chaliyar riots. By 1900, the Pulayars gained the right to use most roads in the state, although they were still barred from roads that led to Hindu temples.
Later, in 1904, Ayyankali was inspired by the speech of the reformist Ayyavu Swamikal. He had been preaching the need to break caste divisions because he thought that doing so would limit the number of people who were converting from Hinduism to Christianity.[a] A branch of Swamikal's Brahma Nishta Matam, an organisation, was established in that year by Ayyankali and some friends in Venganoor. Ayyankali also drew inspiration from the activities of Narayana Guru, a contemporary social reformer from the Ezhava caste, although the two men differed in their philosophy and the means of turning it into reality. The Ezhava and Pulayar communities did ally occasionally with each other on occasions, one of which was the campaign to gain access to the Hindu temple in Vaikom.
Ayyankali also sought to improve access to education for the oppressed classes. A few Pulayars had gained access to schools set up by the Colonial Missionary Society and London Missionary Society from around the mid-nineteenth century.[b] Conversion to Christianity was a prerequisite for attendance at such schools, and there were cases where Pulayars offered to contribute to the cost of supplying teachers for them. However, Ayyankali, who was illiterate, believed that education should be available to all children and this meant that government schools should allow access to untouchables.
The government was already attempting to modernize its approach to social welfare. Several public schools were opened for "untouchable" communities after 1895 but the right to primary education was limited in scope. State funding of education became effective in 1904 but even after the government ordered schools to admit children "untouchable" castes in 1907, local officials found ways to refuse it. In that year, helped by the experience gained from organizing the Brahma Nishta Mattam, Ayyankali founded the Sadhu Jana Paripalana Sangham (SJPS) (Association for the Protection of the Poor) which campaigned for access to schools and raised funds to set up Pulayar-operated schools in the interim. This attracted support from both Hindus and Christians.[c]
An attempt by Ayyankali to enroll a Pulayar girl in a government school led to violent acts perpetrated by oppressor castes against the community and eventually to the burning down of the school building in the village of Ooruttambalam. His response was an organized strike of agricultural labor, a first strike action by oppressed agricultural laborers of the region. They withdrew from the paddy fields owned by the oppressor castes until the government acceded to their demand for removing restrictions based on caste to education.[d]
Ayyankali was also central to the success of the Pulaya challenge against the traditional strictures that prohibited females of the community from covering their upper body in the public. The oppressor caste Hindus had insisted the custom was necessary to distinguish the low status of untouchable people. During the 19th century, this belief came under increasing attack from various untouchable groups and Christian missionaries. The Channar revolt, helped the Nadar people to not follow the practice before Ayyankali's birth. However, this revolt did not do anything for the Pulaya self-dignity to cover themselves until 1915–16.
Ayyankali later became a member of the assembly of Travancore, known as the Sree Moolam Popular Assembly (SMPA) or Praja Sabha.
In 2002, Ayyanakali was commemorated on an Indian postage stamp.
The historian P. Sanal Mohan has described Ayyankali as "the most important leader of modern Kerala". He is also known as the Kerala Spartacus. The anniversary of Ayyankali's birth has been celebrated by his descendants and by special interest groups.
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from Wiktionary, Creative Commons Attribution/Share-Alike License
- v. Used other than as an idiom: see go, to.
- v. To attend an event or a sight.
- v. To tend to support.
- v. To get to work; (imperatively) come on.
- v. Used imperatively to express protest or surprise; "come, now!".
- n. The branching construct GOTO.
from the GNU version of the Collaborative International Dictionary of English
- intransitive v. come; move; go away; -- a phrase of exclamation, serious or ironical.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- v. be present at (meetings, church services, university), etc.
Sorry, no etymologies found.
Sorry, no example sentences found. | <urn:uuid:3308a5ee-fd4b-44bf-ab06-c590402d8937> | CC-MAIN-2015-14 | https://www.wordnik.com/words/go%20to | s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131297416.52/warc/CC-MAIN-20150323172137-00127-ip-10-168-14-71.ec2.internal.warc.gz | en | 0.776688 | 189 | 2.5625 | 3 |
A.C.T. Explores Shakespeare's Lost Play
By Cecilia Padilla
As a part of the 2016 Spring Performances, A.C.T.’s M.F.A. Program actors present what scholars believe is Shakespeare’s lost play. Cardenio, a romantic farce about star-crossed lovers who find each other in a play-within-a-play, has a unique creation story. Literary scholars have traced the play’s existence back to 1613, when The History of Cardenio was performed by Shakespeare’s theater company, the King’s Men. Later evidence found in 1653 indicates that the play was about to be published, and this time it was attributed specifically to William Shakespeare and John Fletcher, one of Shakespeare’s known collaborators.
Then, in 1728, Shakespeare scholar, editor, and playwright Lewis Theobald published a play called Double Falsehood. He claimed that this play was based on three different manuscripts of The History of Cardenio. Double Falsehood, Theobald said, was a mixture of Shakespeare’s, Fletcher’s, and his own writing. Theobald’s is the version of Cardenio read most widely today. Despite these mentions throughout history of a manuscript by Shakespeare himself, a copy of the original script has never been found.
The actual storyline of Cardenio comes from Miguel de Cervantes’s epic novel Don Quixote (1605). In the novel, Don Quixote comes across a man named Cardenio who has lost his betrothed to his best friend. As a result, Cardenio goes mad and runs away to the mountains. But in the end, all the misunderstandings are cleared up and the lovers reunite. Theobald loosely bases the plot of Double Falsehood on Cervantes’s character of Cardenio. We don’t know for sure if Shakespeare and Fletcher’s version follows this plot, because the original script has not been discovered. However, if Theobald claimed that he based his play on the one by Shakespeare and Fletcher, we can assume that the 1613 and 1653 versions followed similar storylines.
Inspired by these ever-evolving interpretations, playwright Charles Mee and English professor Stephen Greenblatt created the Cardenio Project in 2008. This project encourages theater companies around the world to adapt Mee and Greenblatt’s contemporary version of the play to fit their own cultural circumstances. Their reasoning, Greenblatt explained, was their mutual interest in “what happened when a story generated within one set of assumptions, preoccupations, constraints, and conventions was transmuted for performance in a very different world.” The project invites a wide range of adaptations: from using Shakespearean English; performing in other languages; changing characters; or setting the play in a different country. A.C.T.’s M.F.A. Program actors, for example, will perform the piece in modern English and set the comedy in San Francisco.
Running May 6–14 at the Strand Theater, Shakespeare’s lost play gets its Bay Area debut, directed by Delia MacDougall. Get your tickets here! | <urn:uuid:47867bc8-1056-40cf-8931-a0817ba04fe5> | CC-MAIN-2021-17 | http://blog.act-sf.org/2016/04/act-explores-shakespeares-lost-play.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039610090.97/warc/CC-MAIN-20210422130245-20210422160245-00325.warc.gz | en | 0.943021 | 679 | 2.859375 | 3 |
Varicose: got from the latex word vary, which means turned
Any vein in the human body can be a ‘varicose vein’, however the most well-known events are found in those veins which are subjects to greatest anxiety; like those in the legs and feet. Varicose veins are twisted, extended veins discovered near your skin’s surface. They typically happen because of the press a specific vein which thusly curves them.
Before we attempt to comprehend the varicose veins specifically, it is appropriate for us to comprehend the centrality of veins and conduits in the human body. The veins and the corridors are the veins, which heft around blood inside the human body. As the heart keeps on siphoning, it sends blood around the body through the courses. The conduits continue expanding into littler vessels, until the blood streams into vessels. The dividers of vessels are a single cell thick, so oxygen, glucose and different substances can go through them to support the tissues. The waste materials of digestion, for example, carbon dioxide and lactic corrosive, channel the other way into the vessels. A system of vessels runs near the phones in all aspects of the body, conveying supplements, while removing waste items in the circulation system.
Vessels join to frame veins. These littler veins thus consolidate together to frame two significant veins which return the blood to the heart. These are known as the unrivaled vena cava; which conveys blood from the upper piece of the body, and, the mediocre vena cava; which conveys blood from the legs, pelvis and the mid-region district. The veins contain valves which are essential to their working. Valves are progressively significant in the working of the veins in the lower some portion of the body as it siphons blood back to the heart and any breaking down can make it stream the opposite way. All the more regularly, a shortcoming in these valves lead to a condition called varicose veins. The valves, which do not permit the blood to stream in the converse bearing, are normally intended to withstand pressure inside the body Luckily, for a great many people varicose vein, are basic restorative conditions which can be treated through a corrective medical procedure. Notwithstanding, for a varicobooster zkušenosti, it is an exceptionally agonizing and discomforting condition. For them, a varicose vein may flag a progressively genuine turmoil in the circulatory framework. Varicose veins are a typical disease among more seasoned ladies. Ladies are bound to experience the ill effects of them than men. | <urn:uuid:9054f1cf-988e-4311-80b5-adead11a739b> | CC-MAIN-2021-17 | http://columbhotel.com/2020/understanding-the-details-of-varicose-veins.htm | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618039491784.79/warc/CC-MAIN-20210420214346-20210421004346-00571.warc.gz | en | 0.932415 | 540 | 3.03125 | 3 |
From on high, the Cassini spacecraft spots a group of faint spokes against the striped landscape of the B ring, the dark region in the middle of the rings here. The spokes appear as irregular blotches, bright against the unlit side of the rings.
Outside the rings, at about the two o'clock position in the image, is the moon Janus (181 kilometers, or 113 miles across). The two points of light below center, on both sides of the F ring, are not the shepherd moons Prometheus and Pandora, but rather, are stars in the background. Other faint stars are also visible in the image.
This view looks toward the unlit side of the rings from about 46 degrees above the ringplane.
The image was taken in visible light with the Cassini spacecraft wide-angle camera on Dec. 20, 2006 at a distance of approximately 1.9 million kilometers (1.2 million miles) from Saturn and at a Sun-Saturn-spacecraft, or phase, angle of 144 degrees. Image scale is 109 kilometers (68 miles) per pixel.
The Cassini-Huygens mission is a cooperative project of NASA, the European Space Agency and the Italian Space Agency. The Jet Propulsion Laboratory, a division of the California Institute of Technology in Pasadena, manages the mission for NASA's Science Mission Directorate, Washington, D.C. The Cassini orbiter and its two onboard cameras were designed, developed and assembled at JPL. The imaging operations center is based at the Space Science Institute in Boulder, Colo.
Credit: NASA/JPL/Space Science Institute | <urn:uuid:0eec5a9e-eeda-4dcf-a01e-01f09b8103c5> | CC-MAIN-2016-18 | http://www.nasa.gov/mission_pages/cassini/multimedia/pia08859.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111868.79/warc/CC-MAIN-20160428161511-00026-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.903134 | 328 | 3.5625 | 4 |
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The Official Quilt of Alabama- The Pine Burr Quilt
In this quilting worksheet, students follow the directions to re-create the official quilt of Alabama, The Pine Burr Quilt. They use geometric shapes and stitching directions to make quilt squares.
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History in Literature - The House of Dies Drear
Hook your learners with a great project. They research the underground railroad and civil rights movement through literature, view the video The Underground Railroad: Escape from Slavery, and read the book House of Dies Drear in their...
6th - 8th Visual & Performing Arts
Ballou High School Marching Band Documentary Lesson Plans
Students examine the journey of the Ballou Marching Band. In this America's Promise instructional activity, students read about Colin Powell and examine the history of America's Promise. Students explore the Five Points of the program...
9th - Higher Ed Visual & Performing Arts | <urn:uuid:42801777-6799-44d9-ad26-140da3f2425f> | CC-MAIN-2017-13 | https://www.lessonplanet.com/teachers/the-official-quilt-of-alabama-the-pine-burr-quilt | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189466.30/warc/CC-MAIN-20170322212949-00505-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.868434 | 244 | 3.703125 | 4 |
Are airplanes bad for the environment?
Jet airliners contribute to climate change by emitting carbon dioxide (CO 2), the best understood greenhouse gas, and, with less scientific understanding, nitrogen oxides, contrails and particulates.
How much do planes contribute to climate?
EPA reports that commercial airplanes and large business jets contribute 10 percent of U.S. transportation emissions, and account for three percent of the nation’s total greenhouse gas (GHG) production. Globally, aviation produced 2.4 percent of total CO2 emissions in 2018.
How much do planes contribute to CO2 emissions?
In 2018, aircraft were responsible for about 3 percent of total U.S. carbon dioxide emissions and nearly 9 percent of greenhouse gas emissions from the U.S. transportation sector. Commercial air travel accounted for most of the aircraft carbon dioxide emissions, with military and general aviation making up the rest.
- Are airplanes bad for the environment?
- How much do planes contribute to climate?
- How much do planes contribute to CO2 emissions?
- Is flying worse than driving for the environment?
- Is flying more polluting than driving?
- Do planes emit more CO2 than cars?
- What emits the most CO2?
- How much carbon does a plane emit per mile?
- Are trains better for the environment than planes?
- How many trees do you have to plant to offset a flight?
- Are trains better for the environment than cars?
- What is your top 3 highest source of carbon emission?
- Which country has the smallest carbon footprint?
- What is the most environmentally friendly transport?
- What is the most carbon neutral way to travel?
- What’s the greenest way to travel?
- What is the greenest way to fly?
- What will replace airplanes?
- Will flying ever be sustainable?
- Will sustainable air travel ever be possible? | <urn:uuid:ec848460-cae9-4961-803a-6b8d7979f0d2> | CC-MAIN-2022-49 | https://reimaginingeducation.org/what-percentage-of-global-warming-is-caused-by-planes/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710924.83/warc/CC-MAIN-20221203043643-20221203073643-00064.warc.gz | en | 0.907818 | 401 | 3.109375 | 3 |
The Flag of Fort Sumter
Friends of Padre Steve’s World,
Here is part two of another two-part installment of my Civil War text. The story follows the implosion of the Democratic Party, the election of Abraham Lincoln, and the secession crisis. It describes who the attack came about and the reactions of people in all parts of the country, as well as the Army to those fateful shots. I hope that you enjoy.
When the Stars and Stripes came down on April 14th 1861 the North was galvanized as never before, and “the clash at Fort Sumter brought forth an outpouring of support for the Union and President Lincoln.” Abner Doubleday wrote “With the first shot fired against Fort Sumter the whole North became united.” Another observer wrote: “The heather is on fire….I never knew what popular excitement can be… The whole population, men, women, and children, seem to be in the streets with Union favors and flags.” The assault on Fort Sumter help to unify the North in ways not thought possible by Southern politicians who did not believe that Northerners had the mettle to go to war against them. But they were wrong, those shots, which Jefferson Davis ordered had the opposite reaction, for Northerners, even opponents of abolition who were not supporters of Lincoln, slavery in the South was one thing, but the attack on a Federal garrison by massed artillery was another; even Senator Stephen Douglas, Lincoln’s stalwart opponent of so many campaigns went to the White House for a call to national unity. Returning to Chicago he told a huge crowd just a month before his untimely death:
“There are only two sides to the question. Every man must be for the United States or against it. There can be no neutrals in this war, only patriots – or traitors”
For Frederick Douglass the shots marked a new phase in abolition:
“The first flash of rebel gunpowder and shell upon the starving handful of men at Sumter instantly changed the nation’s whole policy. Until then, the ever hopeful North was dreaming of compromise…
I wrote in my newspaper; “On behalf of our enslaved and bleeding brothers and sisters, thank God! The slaveholders themselves have saved the abolition cause from ruin! The government is aroused, the dead North is alive, and its divided people united. Never was a change so sudden, so universal, and so portentous. The whole North from East to West is in arms…”
Douglas died less than a month later, possibly from cirrhosis of the liver, but his impact on the Democrats in the North was immense, “for a year of more his war spirit lived among most Democrats. “Let our enemies perish by the sword,” was the theme of democratic editorials in the spring of 1861. “All squeamish sentimentality should be discarded, and bloody vengeance wreaked upon the heads of the contemptable traitors who have provoked it by their dastardly impertinence and rebellious acts.”
One of these Democrats was New York Congressman Dan Sickles. He was one of many men whose outlook toward the South changed when Sumter was fired upon. Sickles had stridently defended Southerners and Southern states rights just months before, so long as they remained in the Union, and he took the actions of his former friends personally. He then became one of the first of men who were known as Union Democrats who followed Lincoln into the war, and despite his lack of ethics in much of his life it was a cause for which he would remain true, during and after the war.
When the soldiers of South Carolina opened fire on Fort Sumter, Sickles, who had said that no troops would cross through New York to invade the South in 1859 proclaimed “the men of New York would go in untold thousands anywhere to protect the flag of their country and to maintain its legitimate authority.” In one of his last congressional speeches Sickles lambasted the South for its threat to the United States as a whole, and condemned the new Confederacy’s policies in spite of Northern attempts to conciliate them, “has been followed by insults to our flag; by the expulsion of the United States troops and authorities from navy yards and forts and arsenals; by measures to control the vast commerce of the Mississippi and its tributaries….” He also condemned the South for its seizure of U.S. funds in the sub-treasuries and mints in the South as well sending envoys to England and France.
After the war Sickles, who had lost his leg in the Battle of Gettysburg fighting for the Union, oversaw the early efforts of reconstruction in North Carolina and for ordering the end to the public whippings of blacks by state officials was fired by President Andrew Johnston for supporting voting rights for African Americans. Congress reinstated him but Sickles who had so earnestly supported the South as late as 1860 no longer could stomach such abuse by those men who at one time his political friends and allies. During the election of 1876 Sickles, a lifelong Democrat labeled his party as “the party of treason.” He joined forces with Republicans and helped to prevent the election of New York Democrat Samuel Tilden through shrewd political electioneering in key battleground states.
For Stephen Douglas the attack on Fort Sumter meant the end of his efforts to bring about some kind of reconciliation to reunite the country and restore the Union. When the Little Giant heard the news of the attack and reports of the statements of Confederate leaders he rushed to Lincoln to offer his support. Douglas wrote of the meeting:
“I heartily approve of your proclamation calling up 75,000 militia,” I told him. “Except that I would make it 200,000. You don’t know the dishonest purposes of these southern men as well as I do.” After a review of the strategic situation with the President Douglas continued, “Mr. President,” I said. “Let me speak plainly. I remain unalterably opposed to your Administration on purely its political issues. Yet I’m prepared to sustain you in the exercise of all your constitutional functions to preserve the Union, maintain the government, and defend the capital. A firm policy and prompt action are necessary. The capital of our country is in danger, and must be defended at all hazards, and at any expense of men and money. I speak of the present and future without reference to the past.
He shook my hand, hard. “We need more patriots like you, Douglas,” he said as he walked me to the door.
“I depreciate war,” I said in parting, “but if it must come, I’m with my country and for my country, under all circumstances and in every contingency.”
Douglas then went to his fellow Democrats in Washington and told them: “We must fight for our country and forget all differences. There can be only two parties now – the party of patriots and the party of traitors. We belong to the first.”
Army officers were conflicted between the Army that they had served, often for many years, the flag that they had fought under, longstanding friendships, and loyalty to their states and families. Richard Ewell who would rise to corps command in the Army of Northern Virginia, described the feelings of many officers in the ante-bellum Army: “Officers generally are very much adverse to any thing like civil war, though some of the younger ones are a bit warlike. The truth is in the army there are no sectional feelings and many from extreme ends of the Union are the most intimate friends.” In California a number of those friends and their families bade tearful farewells as they parted ways. Brigadier General Albert Sidney Johnston and Captains Winfield Scott Hancock and Lewis Armistead gathered one last time. Hancock had already, who had great sympathy for his Southern friends, made his views known had previously announced “I shall fight not upon the principle of state-rights, but for the Union, whole and undivided.” His commander, Johnston, and dear friend Armistead were departing to serve the Confederacy and the parting was painful. Almira Hancock wrote of the final night together in Los Angeles:
“The most crushed was Major Armistead, who with tears, which were contagious, streaming down his face, put his hands upon Mr. Hancock’s shoulders, while looking him steadily in the eye, said, “Hancock, good-bye; you can never know what this has cost me; and I hope God will strike me dead if I am ever induced to leave my native soil, should worse come to worst….”
Colonel Robert E. Lee of Virginia looked askance at secession, but he had made the decision that no matter what he would not lead armies against the South. In fact it was clear when he left Texas to come east where his sentiments lay. He told a friend “If Virginia stands by the old Union, so will I. But if she secedes (though I do believe in secession as a constitutional right, nor that there is sufficient cause for revolution), then I will follow my native State with my sword, and if need be, with my life.” When he returned to Washington D.C. he accepted a promotion to Colonel in the Regular Army less than a month before he was offered command of the Union armies by Abraham Lincoln, a position that he turned down. In his final interview with General Winfield Scott to announce his decision, he admitted that “the struggle had been hard. He did not believe in secession, he said, and if he owned every slave in the South he would free them all to bring peace; but to fight against Virginia was not in him.” When Virginia seceded Lee submitted his resignation from the Army for a cause that he did not really believe was constitutional or necessary, noting in his letter:
“With all my devotion to the Union and feeling of loyalty and duty of an American citizen, I have not been able to make up my mind to raise my hand against my relatives, my children, my home. I have therefore, resigned my commission in the Army, and save in the defense of my native State…I hope I may never be called upon to draw my sword.”
Within days Lee was appointed as a General and commander of the military forces of Virginia. When he arrived at the State House and “before he had much time to ruminate, he found himself being presented with George Washington’s sword, and hailed as a hero in a powerful tribute by the president of the convention.” Even so, Lee’s decision was assailed by much of his Unionist oriented family, and many of them went on to serve the Union with distinction during the war. One relative wrote of Lee’s decision, “I feel no exalted respect for a man who takes part in a movement in which he says he can see nothing but ‘anarchy and ruin’… and yet very utterance scare passed Robt Lees lips… when he starts off with delegates to treat traitors.”
Lee’s future right hand man and chief lieutenant, Thomas Jackson, the soon to be “Stonewall” Jackson was then a professor at the Virginia Military Institute. The often grim and serious Jackson saw the issue of secession as he did all of life through the prism of his Evangelical Protestant Calvinistic faith. For him it disunion was a matter of Divine Providence. When secession came and Jackson heard a minister friend in Lexington lamenting the nation’s troubles he noted:
“Why should Christians be at all disturbed about the dissolution of the Union? It can only come by God’s permission, and only will be permitted, if it is for his people’s good, for does he not say that all things shall work together for the good to them that love God?”
In San Francisco Lieutenant James McPherson of the Corps of Engineers attempted to convince Lieutenant Porter Alexander from going home and joining the cause of the Confederacy. He bluntly spoke the facts of what would happen to the South in coming the war to the future Confederate artillery general:
“The population of the seceding states is only eight million while the North has twenty million. Of your 8 million over 3 million are slaves & may pose a dangerous element. You have no army, no navy, no treasury, no organization & practically none of the manufacturers – the machine shops, coal & iron mines & such things – which are necessary for the support of armies & carrying on war on a large scale.
You are but scattered agricultural communities & will be isolated from the world by blockades.
It is not possible for your cause to succeed in the end…”
But Alexander, like so many Southern officers realized “that a crisis in my life was at hand. But I felt helpless to avert it or even debate the question what I should do. I could not doubt or controvert one of McPherson’s statements or arguments…”
However, many Southern born officers serving in the Army did not leave. Close to half of the “Southern West Point graduates on active duty in 1860 held to their posts and remained loyal to the Union.” One was Kentucky’s John Buford who would gain immortal fame at the Battle of Gettysburg. Since Buford’s family had longstanding ties to Kentucky, the pro-secession governor of Kentucky, Beriah Magoffin offered Buford a commission in that states’ militia. At the time Kentucky was still an “undeclared border slave state” and Buford loyal to his oath refused the governor’s offer. He wrote a brief letter to Magoffin and told his comrades that “I sent him word that I was a Captain in the United States Army and I intend to remain one.” Around the same time the new provisional government of the Confederacy “offered Buford a general officer’s commission, which reached him by mail at Fort Crittenden.” According to Buford’s biographer Edward Longacre “a well-known anecdote has him wadding up the letter while angrily announcing that whatever future had in store he would “live and die under the flag of the Union.” A starker contrast could not be drawn.
Close to forty-percent of the Virginians serving on active-duty in the army remained faithful to the Union, including the Commander of the Army, General Winfield Scott and Robert E. Lee’s friend George Thomas and both were ostracized in the Old Dominion. “Thomas’s family never again communicated with him except to ask him to change his name. A young Virginian just out of West Point, acknowledged that by retaining his commission he had been shunned by all of his Southern associates; yet he still derided those who would hold their obligations so lightly as to abandon the nation when it most needed them.”
But throughout the South, most people were less than circumspect and openly rejoiced at the surrender of Fort Sumter. In Richmond the night following the surrender “bonfires and fireworks of every description were illuminating in every direction- the whole city was a scene of joy owing to [the] surrender of Fort Sumter” – and Virginia wasn’t even part of the Confederacy.” John Gordon, the future Confederate General was leading his Georgia volunteers to the new Confederate capital and “found the line of march an unbroken celebration: fires lighted the hilltops; fife-and-drum corps shrilled and thumped; cannons exploded their welcome.”
Far to the north in Bangor Maine a little known professor at Bowdin College named Joshua Lawrence Chamberlain read the news “could not abide the thought of a divided nation; the Founding Fathers “did not vote themselves into a people; they recognized and declared that they were a people” whose bonds out not to be severed by political, social, or economic grievances.” The professor “was seized with anger that “the flag of the Nation had been insulted” and “the integrity and existence of the people of the United States had been assailed in open and bitter war.” In Illinois, a former struggling former Regular Army officer and veteran of the War with Mexico, Ulysses S. Grant whose in-laws were sympathetic to the Southern cause who had volunteered to lead a regiment of Illinois volunteers, wrote “Whatever may have been my opinions before, I have but one sentiment now. That is to have a Government, and laws and a flag and they all must be sustained….There are but two parties now, Traitors and Patriots and I want hereafter to be ranked with the latter.”
Even in cities that had often leaned toward the South like Cincinnati, people rushed to proclaim their patriotism and support of the Union. George Ticknor told an English friend “The whole population, men, women, and children, seem to be in the streets with Union favours and flags…. Civil war is freely accepted everywhere… by all, anarchy being the obvious, and perhaps the only alternative.” Pacifists who had rejected violence, even in support of righteous causes, turned bellicose. Ralph Waldo Emerson enthused, “Sometimes gunpowder smells good.” As the Sixth Massachusetts Volunteer Infantry marched through the streets of New York on their way to Washington were greeted with cheers from thousands of New Yorkers. The New York Times reported the event:
“Flags were displayed at all the hotels on the route, and waving handkerchiefs from the balconies and windows signified the warm greetings of the fair sex to the brave Bay State soldiers. Opposite the New York Hotel a gray-haired old man mounted a stoop and addressing the soldiers and people, said that he had fought under the Stars and Stripes in the War of 1812 against a foreign power, and now that the flag was spit upon by those who should be its defenders. He closed his remarks by a “God bless our flag,” and left the crowd with tears streaming down his wrinkled cheeks.”
The Rubicon had been crossed and there was now no going back for either side. Poet Walt Whitman wrote:
“War! An arm’d race is advancing! The welcome for battle, no turning away;
War! Be it weeks, months, or years, an arm’d race is advancing to welcome it.”
Ibid. Cooper We Have the War Upon Us p.270
Doubleday, Abner From Moultrie to Sumter in Battles and Leaders of the Civil War Volume I Edited by Robert Underwood Johnson and Clarence Clough Buel Castle, Secaucus NJ p.48
Ibid. McPherson The Battle Cry of Freedom p.274
Ibid. McPherson The Battle Cry of Freedom p.274
Ibid. Oates The Approaching Fury p.423
Ibid. McPherson The Battle Cry of Freedom pp.274-275
Ibid. Keneally American Scoundrel p.212
Ibid. Keneally American Scoundrel p.214
Ibid. Goldfield America Aflame p.525
Ibid. Oates The Approaching Fury pp.421-422
Ibid. Oates The Approaching Fury p.422
Pfanz, Donald. Richard S. Ewell: A Soldier’s Life University of North Carolina Press, Chapel Hill and London 1998 p.120
Jordan, David M. Winfield Scott Hancock: A Soldier’s Life Indiana University Press, Bloomington and Indianapolis 1988 p.33
Hancock, Almira Reminiscences of Winfield Scott Hancock Charles L Webster and Company, New York 1887 pp.69-70
Thomas, Emory Robert E. Lee W.W. Norton and Company, New York and London 1995 p.187
Ibid. Catton The Coming Fury p.335
Ibid. Thomas The Confederate Nation p.85
Pryor, Elizabeth Brown. Reading the Man: A Portrait of Robert E. Lee Through His Private Letters Penguin Books, New York and London 2007 p.295
Ibid. Pryor Reading the Man p.295
Ibid. Rable God’s Almost Chosen Peoples p.38
Alexander, Edward Porter. Fighting for the Confederacy: The Personal Recollections of General Edward Porter Alexander edited by Gary Gallagher University of North Carolina Press, Chapel Hill 1989 p.24
Ibid. Alexander Fighting for the Confederacy p.25
Huntington, Samuel P. The Soldier and the State: The Theory and Politics of Civil-Military Relations, The Belknap Press of Harvard University Press, Cambridge MA and London 1957
Ibid. Guelzo. Gettysburg: The Last Invasion p.121
Longacre, Edward G. John Buford: A Military Biography Da Capo Press, Perseus Book Group, Cambridge MA p.70
Ibid. Longacre John Buford p.70
Pryor, Elizabeth Brown. Reading the Man: A Portrait of Robert E. Lee Through His Private Letters Penguin Books, New York and London 2007 p.292
Ibid. Guelzo Fateful Lightening p.140
Smith, Jean Edward. Grant Simon and Schuster, New York and London 2001 p.99
Longacre, Edward G. Joshua Chamberlain: The Soldier and the Man Combined Publishing Conshohocken PA 1999 pp.49-50
Ibid. Guelzo. Gettysburg: The Last Invasion p.139
Ibid. Smith Grant p.103
Ibid. Goldfield America Aflame p.205
Holzer, Harold and Symonds, Craig L. Editors, The New York Times Complete Civil War 1861-1865 Black Dog and Leventhal Publishers, New York 2010 p.75
Ibid. Goldfield America Aflame p.205 | <urn:uuid:fdf35cf2-a5f0-4df1-b0d9-4a92f431b990> | CC-MAIN-2020-05 | https://padresteve.com/tag/general-albert-sidney-johnston/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00239.warc.gz | en | 0.968146 | 4,638 | 2.875 | 3 |
Nanosys, Inc. announced
today the results of their initial studies using a novel silicon nanowire mucous
membrane drug delivery device. These devices have a nano-structured surface
that relies on adhesive properties known in physics as van der Waals forces
of adhesion. Results of initial studies published this week in the American
Chemical Society's Nano Letters, outline the device's ability to significantly
improve drug delivery to mucous membranes such as those in the nose, intestine,
eyes, vagina and mouth.
Mucous membranes have long been a target for drug delivery due to their large
surface area and rich blood supply. However, nature has designed these membranes
to also be efficient barriers to foreign substance penetration, such as drugs.
Mucus, which is constantly produced by these tissues, is moved across the surface
by tiny beating hair-like structures called cilia. Removal of a substance floating
in the mucus of the nasal cavity can be as fast as ten minutes, for example.
Previous attempts at overcoming this barrier function relied on chemical modification
of the delivery vehicle to better adhere to binding elements within the mucus.
Nanosys's silicon nanowires will adhere instead to the cells underneath the
mucus, the actual targets for drug delivery. This critical feature allows for
a longer residence time, improved local concentrations and better absorption
of target drugs by the tissues.
The team, led by Hugh Daniels at Nanosys and Tejal Desai and Kayte Fischer
at the University of California, San Francisco, also quantified the amount of
mucosal shear force the silicon nanowire-based devices could withstand before
being eliminated, and demonstrated it to be at least 100-fold better than a
non-silicon nanowire device.
"In the near term, there are a lot of chronic conditions of the nose,
sinuses and other tissues that could immediately benefit from more efficient
delivery of currently available drugs using our silicon nanowire drug delivery
technology. We are also excited about the longer term potential of delivery
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with drug manufacturers whose drugs could be made more effective through this | <urn:uuid:c0d11181-7c27-4e8c-8948-c9880e6c4b4f> | CC-MAIN-2014-52 | http://www.azonano.com/news.aspx?NewsID=9881 | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802770815.80/warc/CC-MAIN-20141217075250-00147-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.93653 | 500 | 3.03125 | 3 |
International Journal of Literacy and Education
2021, Vol. 1, Issue 2, Part A
Pandemic, children, media and violenceAuthor(s):
The Covid-19 pandemic led to a mass school closure in all parts of the world with the school being inaccessible to the students as well as the teachers. During the lockdown, people largely spent time inside the homes, big or small, and they killed their time by watching television or social media news and entertainment programs. With this awareness, sensitivity and a desire to understand the predicaments with their truth, a study was taken in order to document the pandemic-related experiences of children and women living across eight community locations (15 schools) in Mumbai and Thane. The findings reveal that the absence of safe and developmental spaces, interactions with peers, teachers and friends, learning- social, psychological, emotional, and cognitive have not been the same as the ‘normal’ used to be. There have also been situations that were experienced by children which weren’t meant for their age- like the financial worries of the family, unemployment of parents, food hardships, exposure to domestic violence and other adult themes that they may have come across through the increased screen engagement.Pages: 112-119 | Views: 127 | Downloads: 45Download Full Article: Click Here
How to cite this article:
Latika Gupta. Pandemic, children, media and violence. Int J Literacy Educ 2021;1(2):112-119. | <urn:uuid:04d9bccd-611d-422d-8367-fa27ebf7fc1c> | CC-MAIN-2022-21 | https://www.educationjournal.info/archives/2021.v1.i2.A.24 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662561747.42/warc/CC-MAIN-20220523194013-20220523224013-00125.warc.gz | en | 0.959045 | 311 | 2.703125 | 3 |
· The Activity Theory (Descartes, Malebranche, Locke, Berkeley, Reid)
· The Entailment Theory (Malebranche, A. C. Ewing)
· The Regularity (or Constant Conjunction) Theory (Hume, Mill)
· The Singularist Theory (Miss Anscombe)
The activity and entailment theories are objective, necessitarian theories; Hume’s CC theory is a subjective necessitarian theory; Miss Anscombe’s singularist theory is an objective non-necessitarian theory.
David Hume: Enquiry, Section II, “Of the Origin of Ideas”
What Descartes, Locke, and Berkeley called ideas, Hume calls perceptions.
Hume divides perceptions into impressions and ideas.
Impresssions have a greater degree of force and vivacity than ideas. They are the more lively of our perceptions.
Perceptions can be simple or complex.
Hume’s Copy Principle: (see p. 191, middle of RH column for Hume’s more careful wording) Every simple idea is copied from a corresponding simple impression.
[Not “every idea is a copy of an impression”]
Hume’s two arguments for the copy principle (192-3)
Problem of the missing shade of blue. (p. 192)
David Hume: Enquiry, Section VII, “Of the Idea of Necessary Connexion”
Part I: Hume criticizes rival theories, especially the activity and entailment theories.
Part II: Hume argues for his own CC theory and gives 3 different “definitions” of cause (p. 213)
Hume against the activity theory (especially Malebranche)
· God has to act constantly in the world. (Lack of foresight?) Scientists do not discover causes. Our sensations are caused, not by physical objects, but by “a particular volition of our omnipotent Maker.” (“fairy land”) On M’s version, not even human beings have any active power of their own to will their actions.
· We have no idea of power derived from our experience of willing our own actions. (See the attack on the entailment theory)
Hume against the entailment theory
· The logical argument: for any pair of causally related events, C and E, it is no logical contradiction to suppose that C occurs but E does not follow.
We have no idea of causal power from our experience of volition.
· If we were aware of causal power from willing, then we would know, prior to experience, which organs we can move and which not.
· If we were aware of causal power from willing, then we would know what event in our brain is the immediate effect of a volition, the first link in the chain leading to, say, lifting an arm.
Hume’s analysis of the complex idea of causation
A is the cause of B if and only if:
· Temporal priority: A occurs before B
· Constant Conjunction: A’s are always followed by B’s
· Necessity: a simple idea derived from a subjective feeling, a simple impression, caused by our past experience of the constant conjunction of A’s and B’s
Hume’s three “definitions” of cause (p. 213)
“Similar objects are always conjoined with similar. Of this we have experience. Suitably to this experience, therefore, we may define a cause to be [E1] an object, followed by another, and where all the objects similar to the first are followed by objects similar to the second. Or in other words [E2] where, if the first object had not been, the second never had [i.e., never would have] existed. The appearance of a cause always conveys the mind, by a customary transition, to the idea of the effect. Of this also we have experience. We may, therefore, suitably to this experience, form another definition of cause, and call it, [E3] an object followed by another, and whose appearance always conveys the thought to [causes the thought of?] that other.”
E1: the regularity theory: all A’s are followed by B’s
E2: a very different, much stronger theory: causes are subjunctively necessary for their effects. It’s not just that all A’s are followed by B’s but, more importantly, that if A were not to occur, B would not follow. B could not occur without A.
E3: a subjective account: the regularity theory plus a controversial psychological theory
Thomas Reid’s “day/night” objection to Hume’s regularity theory: not all unbroken sequences are causal sequences
Mill’s attempt to repair Hume’s theory and answer Reid’s objection
E1*: the sequence of B’s following A’s must be not only invariable but unconditional. An unconditional sequence is one that is “invariable under all changes of circumstances.”
If we can imagine A occurring without B, then A is not the cause of B. In other words, Mill requires that a cause be sufficient for its effect.
Anscombe versus Hume on Causation
Hume: Constant Conjunction, or Regularity Theory
Causal relations can be perceived directly in a single case; they are not inferred from many similar cases.
Causal relations cannot be perceived directly in a single case; they can only be inferred from many similar cases.
Causation is a simple concept (relation) that cannot be analyzed (nor does it need to be).
Causation is a complex concept (idea) that can be analyzed.
Causes do not necessitate their effects: even though A is the cause of B, A can occur in a particular case without producing B.
Causes necessitate their effects: if A is the cause of B then in all cases, if A occurs, B must also occur.
Causal relations are not instances of universal generalizations
Causal relations are instances of universal generalizations that admit of no exceptions
Causal relations are fully objective: they exist in nature whether we are aware of them or not.
Causal relations are not fully objective: they involve a crucial element, the idea of necessity, which is purely subjective in origin. The only objective components of causation are temporal priority and constant conjunction. | <urn:uuid:0b945d8c-755f-48d1-b6a2-50e9c308eb08> | CC-MAIN-2016-40 | http://web.ics.purdue.edu/~curd/110WK8.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738663202.87/warc/CC-MAIN-20160924173743-00008-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.923485 | 1,385 | 3.203125 | 3 |
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