Split (1)

train · 2.03M rows

text stringlengths 255 17.6k
There are 3 ways to use our subject specific typing lessons* Prepare for the year ahead Supplement and support current coursework or Review and reinforce material previously learnt - Improve reading fluency and spelling accuracy for subject-specific vocabulary - Learn key concepts and definitions through transcription exercises - Make it easier and faster to type classroom notes, homework assignments, essays and open-answer questions on quizzes and exams - Build confidence and foster independence through self-directed learning Why study a subject using the TTRS approach? - Input is provided in a multi-sensory way that can boost retention: hear it, see it, type it - Bite-sized modules encourage a learner to review and repeat until they are ready to move on - The TTRS platform can accommodate learners with a wide-range of specific learning differences and physical impairments Some children struggle to sound-out and spell subject-specific vocabulary. This is particularly true in the math and science where key terminology is more likely to contain unfamiliar spelling patterns. As a learner encounters a greater percentage of unknown words, reading comprehension decreases and the experience can quickly become both frustrating and de-motivating. While students may attribute their lack of success to not being gifted in a particular subject area, many will benefit from increased exposure to key words, which helps with decoding, sight-reading and spelling, but also reinforces information in memory. The TTRS approach assists learners in developing their understanding of concepts and internalising vocabulary through repetition and multi-sensory typing activities. More for teachers - Assign subject modules for homework and extra-credit, or use them as a lesson opener - Export TTRS wordlists for use in structured writing projects - Evaluate problem words for individual learners and see at a glance which vocabulary and concepts your class could benefit from added instruction in Which ages are these lessons for? TTRS currently offers subject-content for students in third, fourth, fifth and sixth grade, junior high, and high school. Content may also be appropriate for older learners looking to enhance their understanding of a particular subject area. Are they common-core aligned? We've hired teachers from elementary and high school programs across the US to create our lessons to a broad standard. Can I preview the content? Parents and teachers can view lesson content by clicking on modules via their administrator log-in. What if the content is too hard? We don't expect a student to master a subject through typing alone. However, the added practice provided by TTRS modules can make reading easier and reduce the learning burden for key concepts and vocabulary - giving a child a greater chance of attaining success in the classroom. Will you test students on content? We plan to! TTRS has built a series of content-related quizzes to check a student's understanding of key concepts and display answers with the goal of reinforcing material in memory. Taking the quizzes is optional. This feature should become available on the platform in late 2018. Can I suggest content? Yes! We have created a form that allows you to enter the subject-specific content you'd like to make available as a typing lesson on the TTRS platform. You can either choose to have it be a private subject or something any user on the platform can take. To get started visit this form: https://form.jotform.com/73094158999980 Which subjects will you build next? We're open to suggestions! Send us an email and let us know if there's a particular subject you'd like to see. TTRS Subjects: 3rd Grade Science, 4th Grade Science, 5th Grade Science, Middle School Science, Junior High Science, Elementary School Math, Middle School Math, Junior High Math, Geometry, Algebra *Note subject-based lessons are most appropriate for learners who have successfully completed the first three levels of the main TTRS curriculum and/or learners who are already able to type using all of the keys on the keyboard
Carbon sequestration is the process through which CO2 from the atmosphere is absorbed by various carbon sinks. Principal carbon sinks include agricultural sinks, forests, geologic formations, and oceanic sinks. Carbon sequestration and storage (CSS) occurs when CO2 is absorbed by trees, plants, and crops through photosynthesis and stored as carbon in biomass, such as tree trunks, branches, foliage, and roots, as well as in the soil. For a more in-depth discussion of the specifics of actual carbon sequestration storage methods, refer to chapter 8. In terms of global warming and impacts to the environment, sequestration is very important because it has a large influence on levels of CO2 in the atmosphere. According to the IPCC, carbon sequestration by forestry and agriculture alone significantly helps offset CO2 emissions that contribute to global warming and climate change. The amount of carbon that can be sequestered varies geographically and is determined by tree species, soil type, regional climate, type of topography, and even the type of land-management practice used in the area. For example, in agricultural areas, if conservation tillage practices are used instead of conventional tillage, this limits the introduction of CO2 into the atmosphere by sequestering larger amounts of CO2 in the soil. According to the EPA, switching from conventional to conservation tillage can sequester 0.11-0.33 tons (0.1-0.3 metric tons) of carbon per acre per year. Carbon sequestration does reach a limit, however. The amount of carbon that accumulates in forests and soils will eventually reach a saturation point at which no additional carbon will be able to be stored. This typically occurs when trees reach full maturity or when the organic matter contained in soils builds up. According to the EPA, the U.S. landscape currently functions as an efficient carbon sink, sequestering more than it emits. They do warn, however, that the overall sequestration amounts are currently declining because of increased harvests, land use changes, and maturing forests. Regarding global sequestration, the IPCC has estimated that 110 billion tons (100 billion metric tons) of carbon over the next 50 years could be sequestered through forest preservation, tree planting, and improved, conservation-oriented agricultural management. In the United States, Bruce McCarl (professor of agricultural economics at Texas A&M University) and Uwe Schneider (assistant professor of the Research Unit Sustainability and Global Change Department of Geosci-ences and Economics at Hamburg University in Germany) have determined that an additional 55-165 million tons (50-150 million metric tons) of carbon could be sequestered through changes in both soil and forest management, new tree planting, and biofuel substitution. Another positive aspect supporting carbon sequestration is that it also affects other greenhouse gases. In particular, methane (CH4) and nitrous oxide (N2O) can also be sequestered in agricultural activities such as grazing and the growing of crops. Nitrous oxide can be intro duced via fertilizers. Instead of using these fertilizers, which can have a negative effect environmentally, other practices could be used instead, such as rotational grazing. In addition, if forage quality is improved, livestock methane emissions should be significantly reduced. Nitrous oxide emissions could be avoided by eliminating the need for fertilizer. The EPA stresses that finding the right sequestration practices will help lessen the negative effects of all the greenhouse gases. Other environmental benefits of carbon sequestration are that they enhance the quality of soil, water, air, and wildlife habitat. For instance, when trees are planted, they not only sequester carbon, they also provide wildlife habitat. When the rain forests are preserved, they keep both plant and animal species from becoming endangered and help control soil erosion. When forests are maintained they also cut down on overland water flow, soil erosion, loss of nutrients, as well as improving water quality. The continuation of global warming, however, can have an impact on carbon sequestration. According to a 2001 report issued by the National Academy of Sciences, "Greenhouse gases are accumulating in the Earth's atmosphere as a result of human activities, causing surface air temperatures and subsurface ocean temperatures to rise." Besides temperature, they also say that human-induced climate change may affect the growing seasons, precipitation patterns and amounts, as well as the frequency and severity of extreme weather events such as the wildfires that currently plague the American Southwest. According to the EPA: "In terms of global warming impact, one unit of CO2 released from a car's tailpipe has the same effect as one unit of CO2 released from a burning forest. Likewise, CO2 removed from the atmosphere through tree planting can have the same benefit as avoiding an equivalent amount of CO2 released from a power plant." The experts at the EPA also caution, however, that even though forests, agriculture, and other sinks can store carbon, the process can also become saturated and slow down or stop the storage process (such as traditional agricultural cultivation), or the sink can be destroyed and completely stop the process (such as complete deforestation). Carbon sequestration processes can naturally slow down and stop on their own when they get older. In addition, carbon sequestration can be a natural or man-made process. Research is currently in progress to perfect the methodologies that enhance the natural terrestrial cycles of carbon storage that remove CO2 from the atmosphere by vegetation and store CO2 in biomass and soils. In order to accomplish this, research of biological and ecological processes are under way by the EPA. Specific technical areas that are currently being researched include: • Increasing the net fixation of atmospheric CO2 by terrestrial vegetation with emphasis on physiology and rates of photosynthesis of vascular plants; • Retaining carbon and enhancing the transformation of carbon to soil organic matter; • Reducing the emission of CO2 from soils caused by heterotrophic oxidation of soil organic carbon; • Increasing the capacity of deserts and degraded lands to sequester carbon. Man-made processes include technologies such as geologic, mineral, and ocean sequestration. In carbon sequestration, the main goal is to prevent CO2 emissions from power plants and industrial facilities from entering the atmosphere by separating and capturing the emissions and then securing and storing the CO2 on a long-term basis. Currently, the EPA is involved in research in an attempt to separate and capture the CO2 from fossil fuels and from flue gases—both pre- and post-combustion processes. Underground storage facilities are also receiving large amounts of attention recently, and their potential is enormous. As an example, today more than 750 billion gallons (2.8 trillion liters) of both hazardous and nonhazardous fluids are disposed through a process called "underground injection." There are certain risks associated with underground sequestration, however. Leakage from the storage reservoir is a concern that must be taken seriously when selecting the right location for storage. Because this is a relatively new technology, much still needs to be learned about appropriate safety measures. The potential risks of underground CO2 sequestration include escape of CO2 from the res ervoir through leakage, seismicity (shifting of the Earth's crust from seismic activity), ground movement, or displacement of brine (if present). Leakage is the largest of the risks, which could occur through or along abandoned wells and by cap rock failure. A cap rock is the "impermeable" rock formation above the deposit, keeping it naturally contained. Another issue to consider is that diffusion of CO2 through the cement or steel casing it is contained in—caused by corrosion—may be a slow process. However, when it is sequestered for tens of thousands of years, the integrity of the well casing needs to be critically assessed. Other areas of potential concern are through high permeability zones in the cap rock above the deposit or through faults and fractures that extend into the cap rock. Those areas are considered the most important natural leakage pathway. Was this article helpful? Your Alternative Fuel Solution for Saving Money, Reducing Oil Dependency, and Helping the Planet. Ethanol is an alternative to gasoline. The use of ethanol has been demonstrated to reduce greenhouse emissions slightly as compared to gasoline. Through this ebook, you are going to learn what you will need to know why choosing an alternative fuel may benefit you and your future.
What is ground water? When water falls as rain or snow, much of it either flows into rivers or is used to provide moisture to plants and crops. What is left over trickles down to the layers of rock that sit beneath the soil. And just like a giant sponge, this ground water is held in the spaces between the rocks and in the tiny inter-connected spaces between individual grains in a rock like sandstone. These bodies of wet rock are referred to as aquifers. Ground water does not sit still in the aquifer but is pushed and pulled by gravity and the weight of water above it. The movement of the water through the aquifer removes many impurities and it is often cleaner than water on the surface. Africa Has Vast Hidden Water Resources, But They Must Be Used Wisely “There is enough water for human need, not human greed.” ~Mahatma Gandhi Africa is a notoriously dry continent, but things may not be as bleak as one would suspect as climate change advances. Currently, the situation appears bad. At present only about 5% of arable land is irrigated. Across Africa more than 300 million people are said not to have access to safe drinking water. Water for sanitation is in short supply. Demand for water is set to grow markedly in coming decades due to population growth and the need for irrigation to grow crops. Yet, a BBC report says that Africa is sitting on a vast reservoir of groundwater–with pools suspected to contain 100 times the amount to be found on the surface. Researchers have for the first time been able to carry out a continent-wide analysis of the water that is hidden under the surface in aquifers. Researchers from the British Geological Survey and University College London (UCL) have mapped in detail the amount and potential yield of this groundwater resource across the African continent. The researchers say their new maps indicate that many countries currently designated as “water scarce” have substantial groundwater reserves. The new mapping that shows formerly unsuspected ground water resources leads to cautious optimism. Caution is necessary because although there are vast groundwater reserves, experts believe that rapid extraction through large boreholes might not work in the region and that moderation in harvesting groundwater may be necessary. The lead author of the study told the BBC: “High-yielding boreholes should not be developed without a thorough understanding of the local groundwater conditions. Appropriately sited and developed boreholes for low yielding rural water supply and hand pumps are likely to be successful.” Water was added to the aquifers over 5000 years ago. It must be harvested respectfully.
"Running" is usually an example of a verb, but it isn't always. Verbs can function as verbals in sentences and take on other roles. A gerund is a verbal that is created by adding an -ing ending to an action verb. Then the gerund can be placed in the sentence as a noun would be. Words liking "hiking," "sleeping," and "singing" can serve as subjects, objects, and predicate nouns. For example, "Hiking is my favorite pastime" features hiking as the subject. In the sentence, "Maria won the competition by singing a nursery rhyme song," singing is the object of the preposition "by." Gerunds as Predicate Nouns Serving as a predicate noun is one of a gerund's important functions. A predicate noun, also known as a subject complement, occurs at the end of a sentence containing a linking verb. The predicate noun renames the subject of the sentence. In the sentence "Cheese is my favorite food," the word "food" is the predicate noun. Gerunds can easily take the place of a predicate noun. In the sentence, "My favorite activity is reading," "reading" is a gerund made by adding -ing to the action verb "read," and it renames the subject of the sentence, which is "activity."
The tower of Pisa has been leaning so long -- nearly 840 years -- that it's natural to assume it will defy gravity forever. But the famous structure has been in danger of collapsing almost since its first brick was laid. It began leaning shortly after construction began in 1173. Builders had only reached the third of the tower's planned eight stories when its foundation began to settle unevenly on soft soil composed of mud, sand and clay. As a result, the structure listed slightly to the north. Laborers tried to compensate by making the columns and arches of the third story on the sinking northern side slightly taller. They then proceeded to the fourth story, only to find themselves out of work when political unrest halted construction. The tower sat unfinished for nearly 100 years, but it wasn't done moving. Soil under the foundation continued to subside unevenly, and by the time work resumed in 1272, the tower tilted to the south -- the direction it still leans today. Engineers tried to make another adjustment, this time in the fifth story, only to have their work interrupted once again in 1278 with just seven stories completed. Unfortunately, the building continued to settle, sometimes at an alarming rate. The rate of incline was sharpest during the early part of the 14th century, although this didn't dissuade town officials or the tower designers from moving forward with construction. Finally, between 1360 and 1370, workers finished the project, once again trying to correct the lean by angling the eighth story, with its bell chamber, northward. By the time Galileo Galilei is said to have dropped a cannonball and a musket ball from the top of the tower in the late 16th century, it had moved about 3 degrees off vertical. Careful monitoring, however, didn't begin until 1911. These measurements revealed a startling reality: The top of the tower was moving at a rate of around 1.2 millimeters (0.05 inches) a year. In 1935, engineers became worried that excess water under the foundation would weaken the landmark and accelerate its decline. To seal the base of the tower, workers drilled a network of angled holes into the foundation and then filled them with cement grouting mixture. They only made the problem worse. The tower began to lean even more precipitously. They also caused future preservation teams to be more cautious, although several engineers and masons studied the tower, proposed solutions and tried to stabilize the monument with various types of bracing and reinforcement. None of these measures succeeded, and slowly, over the years, the structure reached an incline of 5.5 degrees. Then, in 1989, a similarly constructed bell tower in Pavia, northern Italy, collapsed suddenly.
Global models of the Earth system need accurate measurements of how much solar energy is reflected and absorbed by surfaces because this energy drives processes such as plant photosynthesis, snow melt, and longwave reradiation. These images from the Multi-angle Imaging SpectroRadiometer (MISR) provide global, seasonal summaries of a quantity called the Directional Hemispherical Reflectance (DHR), also sometimes referred to as the “black-sky” albedo. The amount of sunlight reflected from a surface, relative to the incident amount, is called the albedo. Bright surfaces have albedo near unity, and dark surfaces have albedo near zero. The DHR refers to the amount of spectral radiation reflected into all upward directions through an imaginary hemisphere situated above each surface point. The “directional” part of the name describes how, in the absence of an intervening atmosphere, light from the Sun would illuminate the surface from a single direction (that is, there is no diffuse skylight, hence the name “black-sky” albedo). To generate this product accurately, it is necessary to compensate for the effects of the atmosphere, and MISR’s multi-angle retrieval techniques are used to screen clouds and account for the light scattered by airborne particulates (aerosols). The four image panels show DHR as it was retrieved over land surfaces in MISR’s red, green, blue spectral bands (left), and near-infrared, red, blue spectral bands (right), for the seasonal periods December 2001 through February 2002 (top), and June 2002 through August 2002 (bottom). A one-year movie is also provided. Since relatively little sunlight reaches the polar regions during winter, the images were cropped to include only the area which is illuminated in both hemispheres during winter and summer. Noteworthy features include seasonal vegetation and the advance and retreat of the snow line. Regions where DHR could not be derived, either due to an inability to retrieve the necessary atmospheric characteristics or due to the presence of clouds, are shown in black. Further global summaries of the DHR (and other surface and vegetation products) from MISR are now available at the NASA Langley Atmospheric Sciences Data Center. The Multi-angle Imaging SpectroRadiometer observes the daylit Earth continuously from pole to pole, and every 9 days views the entire globe between 82 degrees north and 82 degrees south latitude. Image courtesy NASA/GSFC/LaRC/JPL, MISR Team. Text by Clare Averill (Acro Service Corporation/JPL) and David J. Diner (JPL).
My geometry class has started investigating shapes on coordinate grids. Doing this reminded them that they knew how to use the Pythagorean Theorem and how to find the slope of a line segment. Here’s an example of what they worked on: In looking at the slopes of side AB and side BC, which I wrote on the board as slope of AB = and slope of BC = . Contemplating the situation, one of my students asked, “If you combine those two slopes, will you get the slope of the other side?” I’m thinking that by “combine” he means “add” and of course you cannot add these two slopes to get the slope of the other side. But instead of saying that I asked him, “What do you mean by ‘combine’?” He responded by explaining that if you add the numerators and denominators separately, it seemed like you would get the slope of the other side. He was thinking about this: (+3) + (+3) = (+6) and (-3) + (+5) = (+2) which leads to a slope of . But why would that be true? Vectors. It turns out that this student was learning about vectors in his physics class. I’m not sure that he consciously made the connection, but he did seem to be thinking about vectors. If you travel from A to B and then from B to C, you will have traveled 6 units up and two units to the right. That’s the same result you would get with vector addition. Imagine what would have happened if I had asked the wrong question, or just replied without asking the question that I did.
This post is also available in: Español The third little pig’s house made of bricks saved him from the wolf. But it wasn’t the most eco-friendly. Manufacturing bricks is carbon-intensive and creates toxic air pollution. So engineers at RMIT University in Australia have proposed brick made partly with treated sewage waste in a new study published in the journal Buildings. The idea could be hard to digest for some, but would tremendously benefit the environment. To make bricks, a mix of clay and concrete materials is heated at temperatures between 900 and 1200°C. This requires burning a lot of fuel. In South Asian countries, where brickmakers will burn coal, biomass and trash for this firing, brick kilns have a global warming impact equivalent to that of all passenger cars in the United States, and the pollutants they create kills tens of thousands of people each year. About 8 percent of global carbon emissions come from brick manufacturing, according to some estimates. Bricks made from sewage would help to clean up the air. Once sewage is treated and dried at wastewater treatment plants, some of the solids go into making fertilizer. But a good 30 percent of it is stockpiled or sent to landfill. Incorporating the biosolids in bricks would put this waste to good use, and it reduces emissions from brick-making. The RMIT University researchers collected three different biosolid waste samples from two treatment plants, and used them to make bricks containing 10, 15, 20, and 25 percent biowaste. They report that bricks containing 25 percent sewage solids required about half the energy to manufacture as regular bricks. The biobricks would also be better for the environment in other ways. More than three billion cubic meters of clay soil are dug up around the world every year to produce around 1.5 trillion bricks. That is “equivalent to over 1000 soccer fields dug 440 m deep or to a depth greater than three times the height of the Sydney Harbour Bridge,” the researchers write. Biosolid bricks could reduce the need for such massive excavation. Plus, 43 to 99 percent of heavy metals present in the biosolids remained trapped in the bricks, keeping them from leaching into the environment, the researchers found. The bricks passed compressive strength tests. They were more porous than their conventional cousins, which made them more insulating. And as an added bonus they were cheaper to produce. Further tests are needed before biobricks are produced on a larger scale because sewage waste in different parts of the world can have different compositions and chemical traits, the researchers say. But based on their study results, they propose that including a minimum of 15% biosolids content into 15% of brick production could “completely recycle all the approximately 5 million tonnes of annual leftover biosolids production in Australia, New Zealand, the EU, the USA and Canada. This is a practical and sustainable proposal for recycling all the leftover biosolids worldwide.” Source: Abbas Mohajerani et al. Proposal for Recycling the World’s Unused Stockpiles of Treated Wastewater Sludge (Biosolids) in Fired-Clay Bricks. Buildings, 2019. Photo: RMIT University
Before seeing what a closure is, we have to first understand what are nested functions and non-local variables. Nested functions in Python A function which is defined inside another function is known as nested function. Nested functions are able to access variables of the enclosing scope. In Python, these non-local variables can be accessed only within their scope and not outside their scope. This can be illustrated by following example: As we can see innerFunction() can easily be accessed inside the outerFunction body but not outside of it’s body. Hence, here, innerFunction() is treated as nested Function which uses text as non-local variable. A Closure is a function object that remembers values in enclosing scopes even if they are not present in memory. - It is a record that stores a function together with an environment: a mapping associating each free variable of the function (variables that are used locally, but defined in an enclosing scope) with the value or reference to which the name was bound when the closure was created. - A closure—unlike a plain function—allows the function to access those captured variables through the closure’s copies of their values or references, even when the function is invoked outside their scope. Output: omkarpathak@omkarpathak-Inspiron-3542: ~/Documents/Python-Programs/$ python Closures.py Hey! - As observed from above code, closures help to invoke function outside their scope. - The function innerFunction has its scope only inside the outerFunction. But with the use of closures we can easily extend its scope to invoke a function outside its scope. OUTPUT: omkarpathak@omkarpathak-Inspiron-3542: ~/Documents/Python-Programs/$ python MoreOnClosures.py 6 9 5 10 When and why to use Closures: - As closures are used as callback functions, they provide some sort of data hiding. This helps us to reduce the use of global variables. - When we have few functions in our code, closures prove to be efficient way. But if we need to have many functions, then go for class (OOP). This article is contributed by Omkar Pathak. If you like GeeksforGeeks and would like to contribute, you can also write an article using contribute.geeksforgeeks.org or mail your article to firstname.lastname@example.org. See your article appearing on the GeeksforGeeks main page and help other Geeks. Please write comments if you find anything incorrect, or you want to share more information about the topic discussed above. - Important differences between Python 2.x and Python 3.x with examples - Python \| Convert list to Python array - Reading Python File-Like Objects from C \| Python - Python \| Merge Python key values to list - Python \| Index of Non-Zero elements in Python list - Python \| Set 4 (Dictionary, Keywords in Python) - Python \| Add Logging to Python Libraries - Python \| Add Logging to a Python Script - Python \| Sort Python Dictionaries by Key or Value - Python \| Visualizing O(n) using Python - Python Set \| pop() - SHA in Python - abs() in Python - Use of min() and max() in Python
listen_and_talking.doc (34.5 KiB, 331 hits) Learning to talk doesn’t just “happen”! Babies and young children need grown-ups who will talk and play with them. It’s never too soon to talk to your baby. Children hear sounds best when the TV’s off. Sing together, Be face-to-face with your child. “Peep-Bo”Watch and Waitfor them to respond. Use actions and sounds Using actions and sounds alongside words helps children to learn those words. Watch, wait and listen, then comment on what your child is doing and you do it too. Share books – even with babies, talk about the pictures Taking turns, Share the talking. Keep sentences short and simple, this helps your child make friends. Say what your child sees. Give your child the words for what they can see. Don’t correct your child. Sometimes children’s words are unclear, try not to make them say the word correctly but let them listen to how you say the words. Offer your child choices. Your child gets to hear the words, which in turn helps them to learn the word. Talk about everyday things. Adding a word to what your child has said will help your child to learn the new word. Giving your child 10 minutes of special time will help encourage listening skills. Praise and encouragement This helps children and gives them confidence to want to try again. Children listen best when:- - the tv is off - when your face to face - when you use actions as well as words - Children respond best when:- - your face to face - give time to respond - you watch and wait for a response - they don’t have a dummy (they can make it difficult to say some sounds and also can cause problems with their teeth) - given lots of opportunities to use sounds - you watch, wait and listen - sharing books that your child is interested in - you give them praise and encouragement - you don’t ask to many questions - you offer your child choices - Not all children develop language quickly and easily: some will need professional help. - If you have any concerns about your child’s speech and language development, please seek advice. - Speech and language therapists will be able to identify if your child has a problem or reassure that all is well.
Maeve Madigan discusses how and why we can leverage Antarctic ice to find some of the most elusive particles in the known Universe. The questions asked by physicists today require us to build larger and more precise experiments than were previously thought possible. Just take a look at the Laser Interferometer Gravitational-Wave Observatory and the Large Hadron Collider. We are entering an era where our ability to investigate further will be limited by the cost and expertise required to build the necessary equipment. But what if we could avoid building these detectors from scratch? In the pursuit of understanding mysterious particles called neutrinos, physicists at the South Pole have made use of the Antarctic ice sheets as a core part of their experiments. By using the Earth itself as a laboratory, the IceCube and ANITA collaborations have been able to probe some of the most elusive challenges in particle physics and cosmology today. The standard model of particle physics provides us with a recipe for the universe. It gives us the ingredients, fundamental particles like the electron and the Higgs boson, and it tells us how to combine them through interactions such as the electromagnetic force. While the properties of electrons have been known for decades and the Higgs boson has been in the public eye since its observation in 2012, there are still particles in the standard model that manage to hold an air of mystery. These are the neutrinos. The 2015 Nobel Prize in physics was awarded for the discovery that proved that some types of neutrinos must have a small, but nonzero, mass. Prior to this they were thought to be completely massless, and even now their masses have not been accurately measured. So, what is it about the neutrinos that makes their properties so difficult to determine? Unlike most other particles in the standard model, neutrinos do not carry electric charge. This means that if you were to shine a light on a bunch of neutrinos the light would pass straight through, as if they weren’t there. Usually we detect particles by looking at how they interact with other particles. However, of all the forces in the standard model, neutrinos can only interact through the weak force. The weak force allows neutrinos to interact with subatomic particles like protons and neutrons, producing electrons which can then be detected. However, as the name suggests, these interactions are weak: they rarely occur, and create only a faint signal for particle physicists to measure. It does not take much inspection to notice that the standard model is incomplete. The force of gravity, for example, is completely absent from the recipe. Finding a way to extend the current theory is a challenge. Determining what lies beyond the standard model is one of the most important goals pursued by physicists today. Because we know so little about neutrinos, there is plenty of scope for incorporating them into new theories. The question of why neutrino masses are so tiny has led to interesting new theories postulating the existence of additional heavier neutrinos, called ‘sterile’ neutrinos. Sterile neutrinos have even been suggested as candidates for dark matter, the invisible matter thought to constitute over 20% of the universe. By studying neutrinos and determining their properties, physicists can explore and improve these possible theories. It is not only particle physicists that are interested in neutrino detection: it is also a valuable tool to astrophysicists. Astrophysicists study cosmic rays, streams of extremely high energy protons and other subatomic particles, and try to determine their sources. However, protons are easily scattered and deflected by magnetic fields in their path. When a cosmic ray signal is detected, tracing the ray back to its origin is extremely challenging because we cannot assume it has travelled its whole journey in a straight line. Neutrinos avoid this problem. They are much less likely to be thrown off course because they rarely interact with other particles, and so they can travel long distances without being disturbed. This means they can provide an important mechanism for probing the sources of high energy cosmic rays in the distant universe. If neutrinos are capable of travelling these long distances undisturbed, how can scientists stand a chance of finding them? Luckily, their interactions with water and ice provide recognisable signatures. You might have heard that nothing can travel faster than the speed of light. This is true in a vacuum, but when light travels through a medium such as ice, its interactions with other particles slow it down to a fraction of the vacuum speed. A neutrino, however, is not slowed down, and this means that it may actually move faster than light. Like the sonic boom for sound waves, this leads to characteristic forms of radiation called Cherenkov and Askaryan radiation. By analysing these, detectors are capable of reconstructing the neutrino’s speed and direction of motion. Because of how rare these events are, the experimental setup needs to be large. The bigger the detector, the more likely an interaction is to occur and the better our chances of seeing it. On top of this, experiments need to be as isolated as possible because such a weak signal is hard to distinguish from background noise. Some laboratories tackle these challenges with huge man-made water tanks, such as Super Kamiokande in Japan, or by building the experiments in underground mines, such as SNOLAB in Canada. Others have made clever use of the isolation and abundance of ice at the Earth’s South Pole. Antarctica is home to two neutrino experiments: the IceCube Neutrino Observatory and the Antarctic Impulsive Transient Antenna (ANITA). The IceCube detector lives up to its name: it encompasses a cubic kilometre of Antarctic ice, throughout which 5,160 Cherenkov radiation sensors are distributed. A high energy neutrino arriving at the Earth can interact with the ice to produce Cherenkov radiation which then travels through the ice and is detected by the sensors. The distance radiation travels through this ice depends on the ice’s purity: the more pure and transparent the ice, the further radiation will go. Not only does Antarctica provide a large quantity of ice: its ice is some of the purest naturally occurring ice in the world. This is good news for IceCube: Cherenkov radiation travelling a long distance through the detector will pass through many sensors compared to radiation travelling short distances. This allows for more data to be collected, and better measurements to be made. The ANITA experiment makes use of the Antarctic ice sheets in a slightly different way. Rather than embedding sensors in the ice, it consists of detectors held afloat over 35km above the Earth’s surface by a helium-filled balloon. High energy neutrinos pass through the Earth’s atmosphere and interact with the ice, producing Askaryan radiation, which is then measured by the ANITA detectors above. To maximise the amount of useful data that can be taken during each run, the launches are scheduled to take advantage of the Polar Vortex, an area of low pressure near the South Pole. By launching when the Polar Vortex is strong, the ANITA detectors are transported around the sky above the Eastern Ice Sheet, the largest ice sheet on Earth. This is where the ice is smoothest and the path of radiation can be easily reconstructed. Both IceCube and ANITA have already succeeded in creating excitement in the world of physics. In 2017, IceCube detected a high energy neutrino which was traced back to an origin 3.7 million light years away. This was the first time the origin of such a high energy neutrino was localized in this way, providing a new insight into distant sources of cosmic rays. In 2018, ANITA announced that it had detected something unusual: signals from very high energy neutrinos that had travelled upwards through the earth. The likelihood of a neutrino with such a high energy passing through the earth is small, and so this measurement suggests the possibility that the neutrino may have been produced by some mysterious new particle. Whether this really is a sign of new physics is yet to be confirmed. Physicists wait in anticipation of further analysis and measurements. From the Polar Vortex to the purity of the Antarctic ice sheets, the conditions at the South Pole are ideal for neutrino experiments. It is almost as though Antarctica was designed for neutrino detection. By using the Earth’s resources as part of their detectors, IceCube and ANITA have been able to make unprecedented measurements, and continue to shine light on some of the most pressing issues in physics and cosmology today. Maeve Madigan is a PhD student in theoretical physics at St John’s College. Banner image credit: NASA Goddard Space Flight Center from Greenbelt, MD, USA. Reused under Creative Commons Attribution 2.0 Generic License.
What are El Niño & La Niña? El Niño and La Niña are complex weather patterns resulting from variations in ocean temperatures in the Equatorial Pacific. El Niño and La Niña are opposite phases of what is known as the El Niño-Southern Oscillation (ENSO) cycle. The ENSO cycle is a scientific term that describes the fluctuations in temperature between the ocean and atmosphere in the east-central Equatorial Pacific (approximately between the International Date Line and 120 degrees West). La Niña is sometimes referred to as the cold phase of ENSO and El Niño as the warm phase of ENSO. These deviations from normal surface temperatures can have large-scale impacts not only on ocean processes, but also on global weather and climate. El Niño and La Niña episodes typically last nine to 12 months, but some prolonged events may last for years. While their frequency can be quite irregular, El Niño and La Niña events occur on average every two to seven years. Typically, El Niño occurs more frequently than La Niña. El Niño means The Little Boy, or Christ Child in Spanish. El Niño was originally recognized by fishermen off the coast of South America in the 1600s, with the appearance of unusually warm water in the Pacific Ocean. The name was chosen based on the time of year (around December) during which these warm waters events tended to occur. The term El Niño refers to the large-scale ocean-atmosphere climate interaction linked to a periodic warming in sea surface temperatures across the central and east-central Equatorial Pacific. Typical El Niño effects are likely to develop over North America during the upcoming winter season. Those include warmer-than-average temperatures over western and central Canada, and over the western and northern United States. Wetter-than-average conditions are likely over portions of the U.S. Gulf Coast and Florida, while drier-than-average conditions can be expected in the Ohio Valley and the Pacific Northwest. The presence of El Niño can significantly influence weather patterns, to include an increase in tornado activity across the southern U.S. La Niña means The Little Girl in Spanish. La Niña is also sometimes called El Viejo, anti-El Niño, or simply "a cold event." La Niña episodes represent periods of below-average sea surface temperatures across the east-central Equatorial Pacific. Global climate La Niña impacts tend to be opposite those of El Niño impacts. In the tropics, ocean temperature variations in La Niña also tend to be opposite those of El Niño. During a La Niña year, winter temperatures are warmer than normal in the Southeast and cooler than normal in the Northwest. It can also mean an increase in drought conditions.
Search Within Results Common Core: Standard Common Core: ELA Common Core: Math CCLS - ELA: L.11-12.4.a - Vocabulary Acquisition and Use - State Standard: - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. - In this lesson, students continue their analysis of "An Address by Elizabeth Cady Stanton." Students read and discuss paragraphs 6–7 (from "The right is ours. The question now is" through "until by... - In this lesson, students read and analyze paragraphs 2–3 of "An Address by Elizabeth Cady Stanton" (from "None of these points, however important they may be" to "yet have wind enough to sustain life... - In this lesson, students reread and briefly analyze the epigraph to "Of Our Spiritual Strivings" from The Souls of Black Folk (from "O water, voice of my heart, crying in the sand" through "water all... - In this lesson, students read and analyze an excerpt of paragraph 8 in "Of Our Spiritual Strivings" from The Souls of Black Folk (from "The first decade was merely a prolongation" to "the half-free... - In this lesson, students examine Woolf’s point of view and use of rhetoric. Students focus on a selection from of A Room of One’s Own in which Woolf develops her point of view about why it would have... - In this lesson students read Ophelia’s monologue on Hamlet’s madness Act 3.1, lines 163–175. Directly following this reading and analysis, students compose a Quick Write about Ophelia’s perspective... - In this lesson students read Act 3.1, lines 131–162, the conclusion of the dialogue between Hamlet and Ophelia. Students read and discuss the dialogue in pairs, focusing on the development of Ophelia... - In this lesson, students read lines 21–34 of “My Last Duchess, continuing to gather evidence of the Duke’s character and the emergence of the Duchess’s character as described by the Duke. Students...
Established in Article I, the U.S. Congress is the Constitution's “first branch” of government, being endowed with significant powers that make it both a prominent. borough presidents of the City of New York, call themselves First prize for titles must be awarded Senator Jo- seph Clark for Congress: The Sapless Branch. There's a reason why founding father James Madison called Congress "the first branch" of government. Under the Articles of Confederation—America's first. The President of the United States administers the Executive Branch of our government. The Legislative part of our government is called Congress. Congress. Article I of the U.S. Constitution establishes a Legislative Branch with a The first step in the legislative process is the introduction of a bill to Congress. This is called a pocket veto, and if Congress still wants to pass the legislation, they must . The Congress, House of Representatives and Senate. The Legislative Branch is also called the Congress. The first step is for someone to write a bill. To ensure a separation of powers, the U.S. Federal Government is made up of three branches: legislative, executive and judicial. To ensure the government is. The Congress makes laws. Despite promises made by presidential candidates, the President has no direct power to pass any legislation. This very important. Article by Thomas E. Mann and Norman Ornstein; Roll Call (6/27/06) 1, Oxford University Press will release “The Broken Branch: How Congress Is Failing a first-rate lawmaker and member of the House Ways and Means Committee, would. The three branches of the U.S. government are the legislative, Members of Congress are elected by the people of the United States. The legislative branch of government has responsibilities which in many cases The rules adopted by the Senate in the first Congresses have . Next the Presiding Officer calls for the filing of reports of committees, the. U.S. Congress legislation, Congressional Record debates, Members of Congress , legislative process educational resources presented by the Library of. Congress, in short, would behave like the first branch in the world's first . Randolph colorfully called it, through the power of the purse, impeachment of the . It is the First Branch of government, not just because it is first in order in the officials can be called to testify before Congress during its investigations. The “first branch,” the nickname for Congress thanks to its establishment as Article I of the Constitution, was splintered and cracked long before. Article I: The Legislative Branch—The Enumerated Powers (Section 8) . In Congress first gave the president authority to call out the. The United States Congress is the bicameral legislature of the Federal Government of the The Congress was created by the Constitution of the United States and first . of Congress is important to understand along with its interactions with so-called .. Some critics charge that the executive branch has usurped Congress's. Congress had failed to fulfill its responsibilities as the first branch of government session, committee meetings, roll call votes and substantive. Learn about the executive, legislative, and judicial branches of the U.S. government. This ability of each branch to respond to the actions of the other branches is called the This branch includes Congress (the Senate and House of . laws violate the Constitution; In session from early October until late. - what is interactionism theory - oleg viro what is an amoeba shaped - what i got for my birthday rclbeauty101 - the who concert in december of 1979 - what s your phone number 2pac quotes - emoticon whatsapp composizioni fiori - how to control another computer via cmd31t - where are o j simpsons children today - what works clearinghouse reading mastery classic - how to lengthen grommet curtains
A volcano is a vent in the Earth's crust. Hot rock, steam, poisonous gases, and ash reach the Earth's surface when a volcano erupts. An eruption can also cause earthquakes, mudflows and flash floods, rock falls and landslides, acid rain, fires, and even tsunamis. Volcanic gas and ash can damage the lungs of small infants, older adults, and people with severe respiratory illnesses. Volcanic ash can affect people hundreds of miles away from the eruption. Although there are no guarantees of safety during a volcanic eruption, you can take actions to protect yourself. You should have a disaster plan. Being prepared can help reduce fear, anxiety, and losses. If you do experience a disaster, it is normal to feel stressed. You may need help in finding ways to cope. Federal Emergency Management Agency
The Inca Empire included about 12 million people at its peak in the early 1500s. It lasted less than 100 years, from 1438 to 1532, but it was the biggest and richest empire in America. Their capital was Cuzco. It was a beautiful city. There were palaces, temples, schools, houses, and government buildings. The Inca grew corn, squash, tomatoes, peanuts, and cotton. They were the first to grow potatoes. The Incas worshipped the coca plant. They thought that it was magical and used it for religious and health purposes. They made clothing from llama wool and cotton. The Incas were wonderful engineers. In less than a hundred years, they built over 22,500 km of roads, and hundreds of bridges. A complex aqueduct system used to bring water to farms, villages and towns. Machu Picchu is one of the most amazing archaeological sites in the world. Located high in the Andes Mountains of Peru, Machu Picchu was never found by the Spanish invaders. The Inca built their houses using stone. They often consisted of just one room and had no furniture. People sat and slept on reed mats or animal skins. They spoke a language called Quechua. The Incas invented many musical instruments. There were lots of priests in the Incan Empire. They were very powerful because people believed that they could communicate with the gods and read the omens. Priests were also surgeons who performed small operations. Their most important god was Inti, the sun god. Each Incan town had a Sun Temple, where they made sacrifices to Inti. The Incas were known as the ‘Children of the Sun’. The Incas had 2 calendars – a religious calendar and a solar calendar. Their solar calendar had 365 days, but the months started in December. Like the ancient Egyptians, the Incas believed in afterlife. They mummified their dead. The family held a funeral for eight days. The mummies of dead rulers remained in their palaces. They mined lots of gold and it was the reason for their downfall. By 1533 Spanish soldiers led by Francisco Pizarro had captured Cuzco.
When you look through a microscope, the object you view appears bigger — but what if something could actually be made bigger, so that you wouldn’t need a microscope? Well, it appears that dream may now become a reality, as a new technique called expansion microscopy has been developed in order to physically make objects bigger. The process involves physically inflating biological tissues using a material more commonly found in babies’ diapers, called polyacrylate mesh. Add water and the tissue enlarges to 4.5 times its original size. Edward Boyden, a neuroengineer from the Massachusetts Institute of Technology (MIT) in Cambridge, developed the technique alongside his MIT colleagues Fei Chen and Paul Tillberg. The research was published in Nature Methods journal and is titled ‘Iterative expansion microscopy.’ Just posted: the protocol for iterative expansion microscopy (iExM), which we published yesterday in Nature Methods. https://t.co/1kda137rJk — Ed Boyden (@eboyden3) April 18, 2017 In 1873, German physicist Ernst Abbe discovered that conventional optical microscopes cannot distinguish objects that are closer together. Boyden and his team developed the strategy as they wanted to blow brains up, and see what they looked like without the need for a microscope. The brain is full of diminutive protrusions called dendritic spines, which line the signal receiving end of a neuron. Hundreds to thousands of these spines help strengthen or weaken an individual dendrite’s connection to other neurons in the brain. The size of these spines is so small and miniscule that it makes studying them impossible, even with a microscope, the vision is blurry. To overcome the barrier, Boyden developed iterative expansion microscopy, the tissue is expanded once and the crosslinked mesh is cleaved and then the tissue is expanded again, which results in roughly 20-fold enlargement. Neurons are then visualized by light-emitting molecules linked to antibodies which latch onto specified proteins. The technique allows for more detailed images, it has been tested on mice and has already shown the formation of proteins along synapses, as well as detailed renderings of dendritic spines. This advancement could enable neuroscientists to map the many individual connections between neurons across the brain and the unique arrangement of receptors that turn brain circuits on and off. South Africa Today – Science and Technology
Children will learn about primary colors and color mixing as they create paintings with snails as the theme. What You Need: - white paper - paint (primary colors) - paint brushes - Color Wheel (optional) What You Do: - Talk about primary colors. - Give each child a piece of paper. - Ask them to trace 3 concentric circles using blue, red and yellow (explain to them that they should use pure colors and try not to mix them at this point). This is the snail’s shell. - Then, let the children draw the snail’s head and eyes. These can be painted also using primary colors or secondary colors that have been mixed by the children.
The lottery is a way to assign disproportionate rewards (or punishments) fairly. Procedural fairness—equal chance of selection—provides legitimacy to this system of disproportionate allocation. Given the purpose of a lottery is unequal allocation, it is important that informed consent is sought from the participants, and that it is only used in important areas when necessary. Fairness over the longer term One particular use of lottery is in the fair assignment of scarce indivisible resources. For example, think of a good school with only hundred open seats that receives a thousand applications from candidates who are indistinguishable (or only weakly distinguishable)—given limitations of the data —from each other in matters of ability. One fair way of assigning seats would be to do it randomly. One may choose to consider the matter closed at this point. However, this means making peace with disproportional outcomes. Alternatives to this option exist. For example, one may ask the winners of the lottery to give back to those who didn’t win, say by sharing the portion of their income attributable to going to a good school, or by producing public goods, or by some other mutually agreed mechanism. Random selection is a fair method of selection over objects where we have no or little reason to prefer one over the other. When objects are observably—as much as the data can tell us—the same, or similar, same within some margin, random selection can be seen as fair. One may extend it to objects that are different but for no discretionary action of theirs, say people with physical or mental disabilities, though competing concerns, such as lower efficiency etc., exist. More generally, selection based on some commonly agreed metric, for instance, maximal increase in the public good, may also be considered fair. As is clear, those who aren’t selected don’t deserve less, and indeed adequate compensation ought to be the formal basis of selection, unless of course rewards once earned cannot be transferred (say lottery to get a liver transplant, which leaves others dead, and hence unable to receive any compensation, though one can imagine rewards being transferred to relatives, etc.).
Some children do loads of homework but have yet to produce expected results whereas other children do less yet achieve so much more. What should we do?The following are ways to utilize homework to encourage effectiveness in a child’s learning process. 1) Create Masterpieces, not Quantity This is particularly true for work that requires creative thinking and careful consideration like essay writing. Producing four masterpieces over a month is better than writing ten pieces of average quality work in a week. Spend time correcting and improving on the drafts until a certain standard has taken place. Consult with a mentor on how the work can be perfected. Only move on to the next piece of work if the previous one is good enough for an A*. 2) Discover and Share! Children are naturally curious! If we allow them to be curious, they will be led into the habit of discovery. Let children research on topics of their interests on the Internet or at the library. Spend time listening to their discoveries. Praise them to encourage further meaningful discoveries. Constant discovery creates the habit of proactivity, which leads to long-term positive learning habits. Self-directed learning becomes a pleasant consequence! 3) Understand, Recall, Explain Once our child understands any kind of concepts, regardless of their speed of understanding, our child should jot it down in their notebook in a way that they can understand, even when they read it again in the future. This is a slow but essential process. They should then recall those information daily to retain what they understood. Encourage them to explain to you or to their friends what they have understood. It is pointless remembering huge chunks of information without knowing how to apply them and how to explain them to a third party. 4) Practice makes Permanent, not Perfect Left-brain dominant subjects such as Maths, Accounting and Computing requires consistent practice. Their logical and accurate applications are crucial to scoring well in exams. However, we must understand that not every child has the same aptitude in such subjects. Expecting them to complete a certain number of questions daily from a standardized workbook or exam papers does not necessarily help to perfect those skills. Assess the capability of our child and give appropriate work starting from a suitable difficulty level onwards. Be patient as the mind takes time to develop. Just like how a one size fits all shirt is not for everyone, there is no particular one set of homework that benefits all! Assigning suitable homework to facilitate effective learning depends on the needs of the respective child. Therefore, we encourage parents and private educators to take on a mentoring role. Be a mentor who celebrates creativity, curiosity, diversity and patience in inspiring children to learn! Mr Linus Lin Principal, L-intelligent Horizons Eduhub Pte Ltd
Columbia, the first-planned capital in America is named for Christopher Columbus and was founded in 1786. By 1790, the state capital moved from Charleston to Columbia to ease the struggle between the aristocratic Low Country (Charleston) and the poorer, industrial Up Country (Columbia). In 1806, Columbia incorporated and became the first planned state capital in the U.S. Celia Mann, a Charleston slave, who bought her freedom and walked to Columbia, purchased Mann-Simons Cottage in 1850.Around 1855, the Waverly Historic District bounded by Harden, Taylor, Heidt and Gervais Streets, became Columbia’s first suburb. As time progressed, Waverly evolved into a self-sufficient community of Black artisans, professionals, and social reformers. Not long afterwards within the district, Benedict College and Allen University served South Carolina’s African Americans when racial discrimination denied them other avenues for higher education. Following a three day convention in Columbia on 20 December 1860, South Carolina became the first state to secede from the Union, laying the groundwork for the Civil War. 63,000 men from the state served in the Confederate armed forces. Some were African American man-servants. On 16 February 1865 when the Civil War’s end was near, General Tecumseh Sherman marched into a burning Columbia. It’s unclear which side set the blaze, but it was a joyous day for African American slaves to be freed. In 1868, South Carolina was readmitted to the Union under the careful watch of Union forces during Reconstruction. In 1870, both predecessors of Benedict College and Allen University were formed. In 1877, when Union Forces were withdrawn, Reconstruction abruptly ended. A series of Jim Crow “Black Codes” were rapidly passed to remove African American empowerment in all aspects of life in South Carolina and the South in general. A byproduct of Black Codes was the lines of segregation became drawn, when in prior years Blacks and Whites often lived and worked side by side. In 1917, Fort Jackson, the nation’s largest U.S. Army training facility, was established to assist with World War I. Though Benedict College is one of the earliest southern HBCUs to become active in the 1930s Civil Rights Movement, it was largely ineffective. Dealing with the issues of out-of-work European Americans during the Depression and then extending into World War I and the Korean War occupied the thought processes of white politicians. 1954 represented a turning point in a state that that rivaled Mississippi for upheld White southern traditions at the expense of its Black citizens. Whether ready or not, South Carolina would have to confront the national aftershocks of the Brown vs. Board of Education Decision by the Supreme Court. Another major event in 1954 was Strom Thurmond becoming the first U.S. Senator elected by a write-in vote. He was a staunch opponent to Civil Rights legislation, though later in life he apologized for that position. In 1992, James Clyburn was elected to the U.S. House of Representatives in the district incorporating Columbia. Many have heard about the NAACP boycott of South Carolina due to the confederate flag issue. Suffice it to say, the state has moved beyond that impasse and thankfully we have something just as enduring and far more meaningful to celebrate of the South Carolina State House grounds – one of the best bronze monuments summarizing the history of African Americans in the region. Though the pace is slower and the city is smaller than Charlotte, you would be wrong to think of it as a hick town. It is very much a University town with new restaurants, shops and galleries opening each week and a growing economy.
Industrialization changed the nature of European overseas expansion. Industrialization brought new motives for expansion. Markets and raw materials were needed for manufacturing. The Shift to Land Empires in Asia Europeans weren’t interested in expansion because it was too expensive. Slow communication led to local admiration. The Dutch paid tribute to Mataram because they wanted a monopoly on the spices. In the 1670’s the Dutch helped the Mataram sultans against tribal conflicts and in return they got more land. After that every time the Dutch helped they demanded more land and eventually they ruled Java. Pivot of World Empire: The Rise of the British Rule in India The British experience was like the Dutch in Java. The East India Company was attracted to local wars when the Mughal Empire was on its downfall. Indian disputes allowed the British to gain territories. The rise of the British ticked off the French and it enhanced the rivalry. The British victory at Plassey was a key battle because the British now had control of the Bengal region. The Consolidation of British Rule As the British gained land the Indian princes fought each other to gain territory. This weakened India more because India wasn’t united. The British were able to takeover because some Indians wanted to fight with the British—good pay, treatment, and uniforms. Eventually there were more Indians in the army than actual British soldiers. India soon became the main source of raw materials for the British. Early Colonial Society in India and Java At first the British were allowing the original rulers to rule and all they did was keep traders and officials above the existing social system. Europeans adopted many Indian things in various degrees like clothes, food, dancing, etc. There was some racial…
Tuesday, May 10, 2016 A Hole in Mars What created this unusual hole in Mars? The hole was discovered by chance on images of the dusty slopes of Mars' Pavonis Mons volcano taken by the HiRISE instrument aboard the robotic Mars Reconnaissance Orbiter circling Mars in 2012. The hole appears to be an opening to an underground cavern, partly illuminated on the image right. Analysis of this and follow-up images revealed the opening to be about 35 meters across, while the interior shadow angle indicates that the underlying cavern is roughly 20 meters deep. Why there is a circular crater surrounding this hole remains a topic of speculation, as is the full extent of the underlying cavern. Holes such as this are of particular interest because their interior caves are relatively protected from the harsh surface of Mars, making them relatively good candidates to contain Martian life. These pits are therefore prime targets for possible future spacecraft, robots, and even human interplanetary explorers. Image & info via APOD Image Credit: NASA, JPL, U. Arizona
Scripture: Matthew 8:1-4 and 9:1-2, Mark 1:40-45 and 2:1-5 and Luke 5:12-20 - Students will learn Jesus thought it was important to take regular breaks in his ministry to be alone and pray. - Students will learn Jesus respected the faith of the men who loved their friend enough to do anything to get him to Jesus. - Students will learn Jesus thinks having our sins forgiven is more important than healing someone of an illness. - Students will learn and practice medical vocabulary by diagnosing various illnesses. Guiding Question: How does forgiveness of sins bring us closer to God? Materials: Index cards, pencils/pens Procedure: Review the story of the Lepers and the Paralytics. Remind students the kind of friends the men were who had so much faith in Jesus to heal their friend. Ask the students to share how they think they can become that kind of friend with others. Tell students that the first way to start is to have a relationship with Jesus and accept Him into our life. Through that, we learn more about God and have forgiveness of sins when we repent. Having our sins forgiven is so important to God and in our relationship with Him. It is what allows to to know Him and be close to Him because of Jesus’ sacrifice on the cross. As we grow closer to God, we will learn how to be a godly friend to others and how to take time out of our lives to spend with Him and pray to Him. Introduce the activity. Explain that some students are going to pretend to be doctors and other students are going to have “symptom cards” that will have various symptoms on them that will relate to one illness. The “patient” must go to the doctor and explain what symptoms he/she is feeling while practicing language used to describe body parts and symptoms. After students have done this and if they feel comfortable, they can make up their own symptoms for an illness to practice with. Additional Questions: How can students practice use medical vocabulary to relate to real world situations? Supplemental Activity: Give students real world situations such as: having to go to the doctor for a broken bone, allergies, ear infection, etc. and have them tell you how they would go about taking care of themselves (where would they go, what kind of doctor, how would they describe the symptoms, what would they need to get better, etc.) and have them practice using medical vocabul
For most adults, the prospect of learning a new language seems daunting. The ability of children to “pick up” a new language through immersion and experience tends to fade as we get older and our cognitive functions mature. Our brains become more sophisticated and discerning, and new information needs to fight its way through well-established habits of mind in order to sink in and become second nature. Languages are complex systems of knowledge, and if you approach learning from that perspective, you may find it difficult and intimidating. However, at a certain level, the brain is like a muscle: it can develop new patterns and new strength through constant repetition. You can’t necessarily acquire new knowledge this way, in that knowledge requires the engagement of higher-level cognition, but you can definitely acquire new skills. That’s why one tried and true method for acquiring language is now being validated by advances in neuroscience. The technique is called “Spaced Repetition System (SRS) Learning,” and it involves exposing yourself to new words and new sounds constantly and repeatedly. If you learned a language or other memorized concept such as multiplication tables when you were younger, you probably used the simplest version of SRS Learning: flashcards. Just by looking at words, numbers and concepts written out on 3×5 cards frequently enough, you teach your brain to recognize symbols in the correct order by rote or reflex. Once you have acquired that basic skill, you can apply it to higher levels of knowledge-related activity like arithmetic and algebra in the case of multiplication tables, or grammar and syntax in the case of language learning. Language has the additional component of sound, which means you can do SRS Learning using audio media, either by itself or in combination with visual cues like words or pictures of scenes that provide context. Some successful polyglots say that they are able to acquire languages quickly through a combination of SRS Learning and other techniques that require you to apply your new skills immediately in more sophisticated interactions such as conversation or reading. Even when you do not understand much of what you are hearing or seeing on the page, your brain is forming neural pathways that recruit your new rote memory skills developed through SRS to higher-level concepts. Mobile devices are revolutionizing language learning by making it easier and more convenient for anyone to practice SRS drills anywhere, anytime, even if you only have a few minutes to devote to an activity. Learners can practice recognition skills looking at words on the screen of a mobile phone (which is about the size of a flash card), listen to words and sentences through earphones, play a learning game, view a video clip or even engage in a real-time conversation with a native speaker. Decision-makers looking to implement Business English in their organizations should look for this capability as an important part of any learning platform.
Teach kids to recognize the color green. This printable colors worksheet will help children practice recognizing the color green. Learning colors is an important part of a preschool age child's curriculum and this worksheet is part of a series designed to help kids learn the color green and all the other basic colors. This worksheet asks kids to identify the objects that are green in the pictures on the page and then circle them. This worksheet will help develop a childs sense of the color green since the objects vary in shades of green.
Antipodes Map Gallery (click on maps for larger images) Maps are essential in the early modern history (16th to 18th century) of the imagined southern continent which was most commonly known as Terra Australis or the Antipodes. They were one of the prime modes for Europeans to express and share the geographical knowledge they possessed (or thought they possessed—which is, arguably, the same thing). It was also the perfect medium to continue to refine and adapt the contours of a land that started off as an idea but soon became almost real: a huge mainland filled with all the geographical variety you would expect to find in a place that actually existed and had actually been visited. Then, once explorers started wearing away at the coastlines of Terra Australis, the map offered up the space needed for that land to be redrafted and redeployed. One of the reasons why the idea of a southern continent endured so long until—the very end of the early modern period in the late 18th century— is because of the map. The geography it presents is so handsome and alluring, and filled with such potential and promise, that the world seemed a better place if it existed. Martin Waldseemüller, world map in 12 sheets, 1507. (Image courtesy of the Library of Congress) At the beginning of the 16th century, Europeans had started to learn that there were many other lands outside the boundaries of their knowledge. But they still had very little idea what was in the southern hemisphere. Where hard facts failed, theory and conjecture helped fill the void, though at this time map makers were relatively restrained in their depiction of the southern hemisphere. Interestingly, Waldseemüller referred to South America as the “Antipodes”. In doing so he and other scholars cleverly alluded to classical authority, when truly it was no more than a description of space—it meant opposite. Even in this sense, labelling South America as the Antipodes was a stretch, as can be clearly seen. Johannes Ruysch’s map accompanied the 1507 edition of Ptolemy’s Geography (Bernardinus Venetus de Vitalibus: Rome). (Image courtesy of the Library of Congress) In Ruysch’s map, the eastern coast of South America is cut off at the border of the map. He appears to imagine the land tending further south, but how we shall never know. The western border to Ruysch’s South American mainland is even more ambiguous, having been replaced entirely with a strategic cartouche—perhaps a wise move, as Europeans had no information about this region. Oronce Finé, Nova, et Integra Universi Orbis Descriptio. (Image courtesy of the Library of Congress) Finé’s was an enormously influential map that followed on from the work done by Johannes Schöner. A southern continent was no more than cosmographic theorising, but then in 1519 Ferdinand Magellan’s expedition rounded the tip of South America, in doing so seeing lands that were subsequently labelled Tierra del Fuego. Many people back in Europe interpreted the discovery wishfully—as being the islandic coast of the much-rumoured southern continent! And so it appears on Finé’s map. It should be kept in mind that maps were very much cultural, aesthetic and commercial objects. Map making was a business—and an expensive one—that needed customers. A handsome map with tantalising hints of new lands was sure to be a good seller. Giacomo Gastaldi, Universale, 1546. (Image courtesy of the John Carter Brown Library, Brown University) Gastaldi’s map presents a large southern continent that reaches up toward the tip of South America. It is particularly interesting for comparison with subsequent maps, because several later cartographers copied it. They were faithful to many of his lands (see Forlani below), particularly where there was reliable information from explorers, but when it came to the imagined southern continent they saw room for drastic improvement. “I see your southern continent, and raise you a mega-continent!” Paolo Forlani, Universale Descrittione di Tutta la Terra Conosciuta Fin Oui, 1565. (Image courtesy of the Library of Congress) Forlani copied much of Gastaldi’s 1546 map (above), except in two decades his southern continent has tripled in size compared to Gastaldi’s puny cousin! Keep in mind that at this point Forlani’s was a lavish depiction of what would be (if it existed) the biggest continent in the world, when the only piece of hard data they had was Magellan’s sighting of the Tierra del Fuegan islands. But where hard data was absent, all manner of pieces of information ancient, medieval and recent helped convince of existence. For instance, the label of Lucach is present on the continent beneath Southeast Asia. This is drawing on no other than Marco Polo (who never visited any southern continent). Abraham Ortelius, Typus Orbis Terrarum, 1570. (Image courtesy of the National Library of Australia) Ortelius’ map is one of the most famous and influential (it is based on the work of his peer, Gerhard Mercator). This is Terra Australis at its most lavish and impressive. The interior is plain, but the coastline is wonderful, it looks so real… And there were those labels of places actual people had visited—Lucach, Maletur, Beach, Terra del Fuego—all very convincing. It seemed all that was required was a suitably industrious adventurer to properly discover this remarkable land. Jodocus Hondius Sr (Jean le Clerc), Orbis Terrae Novissima Descriptio, 1602. (Image courtesy of the National Library of Australia) This map is especially interesting because Hondius, who is mostly following the Mercatorian archetype for Terra Australis that we saw on the Ortelius map, has turned the Pacific coast of the southern continent into an island chain. It is suggestive, perhaps, of uncertainty, but still the continent fills the bottom quarter of the map. Hessel Gerritsz, map of the Pacific, 1622. (Image courtesy of the Mitchell Library, State Library of NSW) Gerritsz was working for the VOC—the Dutch East Indies Company—and so his goal as a cartographer was not to merely create a compelling map, but an accurate one. This is what a map drawn based only on empirical data looks like. In the decades before this map was drawn there had been some fascinating discoveries made, such as the Solomon Islands in the Pacific, Torres Strait and the Cape York Peninsula of Australia. There was no doubt that lands of some sort existed in the southern hemisphere, but still no proof there was a vast southern continent of the type that had been imagined. Indeed, the encounters with stretches of Australia in the north and west were particularly disappointing to the VOC. They wanted gold or other easily exploited resources, and found none of that. Philippe Buache, Carte du Globe Terrestre, 1746. (Image courtesy of the National Library of Australia) A long period passed in the late 17th and early 18th century without much in the way of European voyages of exploration to the southern hemisphere (largely due to long and complicated wars). That meant no new discoveries of land. Theoretical geographer Philippe Buache was not deterred. He believed he had the evidence he needed: ice. Many explorers had reported icebergs in the southern seas, and so Buache figured there had to be a southern continent otherwise where the heck did they come from? And he was right—just wrong in scale. Buache was also compelled by the reasoning of equipoisure (hemispheric balance), which is seen very clearly in his map. He argued that the Earth does not wobble on its axis as it rotates, which implies the Earth must be perfectly balanced. Buache reasoned that for there to be balance, there had to be equal amounts of land in the southern and northern hemispheres, which meant there had to be more land in the south than had at that time been discovered. That meant there had to be a mighty southern continent after all! (I for one am quite certain I would have believed this 250 years ago.) Unfortunately, many continue to mistakenly state that the theory of equipoisure originated with the ancient Greeks thousands of years ago, or shortly thereafter with Ptolemy, and explains the first ancient ideas about a southern continent. This is incorrect. Equipoisure appears to be an early modern invention, first popularised by Gerhard Mercator in the late 16th century. It wasn’t till the 18th century that anyone took any real notice of the theory. (It’s not clear how this strange and egregious error about equipoisure began, but it is remarkable how firmly the error has become entrenched, and how long it has gone mostly unchallenged [with an early nod to James McClymont and a later nod to Benjamin Olshin on this front]. You may have also heard comments about Greek ideas of symmetry entailing Terra Australis—also incorrect). Jean-Claude Dezauche, Hémisphere Méridional pour voir plus distinctement les Terres Australes, circa. 1785. (Image courtesy of the National Library of Australia) This map shows the routes of European explorers in the southern hemisphere. Especially after James Cook executed his famous expeditions, there was nowhere left for the southern continent to be reimagined. For centuries, Terra Australis—the idea of a vast and resource-rich southern continent—survived every single instance of an explorer sailing through its supposed shores. Map makers readily obliged by revising the continent’s shape and location, pushing it back into the unknown. But with the late 18th century and relentless explorers like Cook, there was nowhere left for Terra Australis. The mighty geography was dead. In its place was the possibility for a smaller, ice-covered southern continent, but that was not the magnificent land that had been imagined for so long.
What Is It? Ultrasound scanning, also called sonography, is a technique used to see tissues and organs inside the body. It uses high-frequency sound waves, which cannot be heard by humans, to produce images of structures inside the body. The process is very similar to the way sonar is used by dolphins or submarines to detect objects. When sound waves are aimed into the body, some are absorbed by body tissues and others bounce back. The sound waves that bounce back are measured by the ultrasound machine, and are transformed into an image of a particular body area. Ultrasound produces excellent images of organs that are soft or filled with fluid, but it is less effective for examining air-filled organs or bones. Ultrasound is a safe and painless test that usually takes 15 to 30 minutes.
In the EYFS children’s mathematical understanding develop through active learning, play and exploration. They will use indoor and outdoor environments, stories, songs, cooking and games, construction and creativity. - Number: Children will learn to count reliably, order numbers, calculate, problem solve and use mathematical language. - Shape, Space and Measure: Children will learn about weight, capacity, position, distance, time and money. They will explore, recognise, create and describe patterns and shapes. For both reading and writing children will develop phonic knowledge that will enable them to decode, read and write words. Phonics will take place through a range of learning experiences e.g. listening activities, songs, rhymes, and playing with language throughout the EYFS. - Reading: Children will learn the skills they need to be a reader and to love books, they will borrow books to be read to them at home and enjoy daily stories at the nursery. They will become familiar with print and talk about their reading. - Writing: All attempts at writing will be encouraged, children will start with their own names and words of interest to them. They will write what is meaningful to them and be encouraged to read what they have written. Understanding the World (UW) People and communities, the world, technology. In a rich and active learning environment children are challenged to learn about themselves and others and the world in which they live. Expressive Arts and Design (EAD) Exploring and using media and materials: children will sing, make music and dance. They will have daily opportunities to use a wide range of tools, techniques and materials creatively and safely. Being imaginative: children will be encourage and supported to express themselves imaginatively through all media.
The rights and status of people with disabilities have been redefined in recent years through changing politics, technologies and social attitudes. Organized advocacy against disability discrimination began gaining new strength and attention in the United States in the 1970s, with passage of the 1990 Americans with Disabilities Act representing a landmark public guarantee of civil rights of the disabled. But ground-level advances in inclusiveness are happening at uneven rates for members of different communities, with laws, facilities and customs frequently out of step with the expectations of people with different physical and mental abilities. Protecting Those With Disabilities Early On Some awareness of a need to accommodate the handicapped was already established in the United States by the early 19th century, when schools serving deaf or blind students began to open in American cities. The introduction of braille in 1860 helped expand blind students’ access to learning, and federal legislation that Abraham Lincoln signed in 1864 allowed the Columbia Institution for the Deaf and Dumb and Blind to confer college degrees. The school, later refocused tightly on deaf education and renamed Gallaudet College, was the first college established specifically to serve people with disabilities. As new opportunities multiplied, advocacy by people with disabilities helped reinforce a sense of having separate communities of interest with their own ambitions and priorities. An urgent debate about deaf education in the late 19th century, for example, involved the roles of sign language and spoken language, with many hearing educators advocating the firing of deaf counterparts. The National Association of the Deaf declared its support for a continued role for sign language, which many deaf people regarded as a core element of a distinct culture. The NAD was an early expression of an organizing effort that eventually spawned scores of groups speaking to needs and interests of specific ability communities. Medical advances that saved lives from diseases or injuries, but left survivors coping with disabilities, have helped drive society to rethink old attitudes and prejudices. An influential advocate for disability rights in the 1970s, Edward V. Roberts, was a wheelchair-bound teenage polio survivor paralyzed from the neck down when he entered high school in the 1950s. Roberts, who later described how that experience helped him escape a self-image as a “helpless cripple,” eventually spent eight years as director of California’s Department of Rehabilitation and popularized pragmatic solutions to the challenges of physical limitations through his work as a founder of the Center for Independent Living and the World Institute on Disability. Progress For Those With Disabilities In Culture, Sports By 2008, technological changes set the stage for a once-unimaginable debate about the role of the handicapped in sports, as an international court weighed and rejected arguments that a South African runner, double-amputee Oscar Pistorius, enjoyed unfair advantages over able-bodied runners because he competed on prosthetic “blades” more powerful than human legs. The court ruled Pistorius was eligible to compete for a place on his country’s 2008 Olympic team, although he ultimately failed to meet the Olympic qualifying time. The simple use of the disability label can become a contentious matter, because some members of specific populations, such as the deaf or hard of hearing, may regard themselves as physically different, but not at all impaired. Disability And The Law For legal purposes, the ADA describes disability generally as “a physical or mental impairment that substantially limits a major life activity.” The law prohibits disability discrimination on a number of fronts, such as biased hiring and promotion decisions or failing to take reasonable steps to accommodate special needs of disabled workers. The act also mandates that public buildings and places such as restaurants, hotels, shops and service businesses must be built to be accessible to people with physical impairments. Many existing buildings had to be retrofitted, although the law limited those changes to measures that were “readily achievable,” a standard that varied depending on the resources of the business affected. For many businesses, the changes amounted to fairly modest steps, such as marking handicapped parking spaces and installing curb cuts and ramps to make buildings wheelchair-accessible. Amendments to the ADA were signed into law by George W. Bush in 2008, expanding federal protections against discrimination. Disability discussed at DareToAks.com and Dare To Ask While the law on at least some disability issues is clear, personal rules for coping with disability in daily life can remain confusing and jumbled. Phillip Milano’s Dare To Ask column and DareToAks.com open avenues for inclusive, candid discussions about disability that aren’t available through many media outlets. Dare To Ask: Why do you call someone a ‘retard’? When a Yforum visitor posted a message about people using the term “retard” to demean people with impairments, Milano contacted the executive director of the group formerly called the American Association on Mental Retardation to discuss the stigma behind the term. At its heart, the practice shows a mindset where “anyone different is [to be] the victim of ridicule and abuse,” said Doreen Croser, whose group had rebranded as the American Association on Intellectual and Developmental Disabilities. “In certain segments it’s OK to be mean and hateful,” added Croser. “The media doesn’t help. There are lots of morning talk show folks who need to be corrected routinely, calling people retards. … Hate is in, unfortunately.” Dare To Ask: What’s the reading process like for a deaf person? Yforum also creates a way for ordinary people to explain life experiences to others who may never have them. When a site visitor who hears asked what reading is like for deaf people – he hears the words in his mind – a deaf reader answered that she feels words in her mind. Another said she visualizes the story, and that during prayer she sometimes signed in her mind or thought the words. As a child, she dreamed in sign language, she added. Dare To Ask: Is it OK to date someone mentally disabled? For a reader’s question of whether it’s ever OK to date the mentally disabled, Milano got feedback from Jonathan Mooney, a learning disabled honors graduate of Brown University who authored The Short Bus: A Journey Beyond Normal –who said yes. “Individuals with these differences should be treated as any other human being,” Mooney said. Even if relationships don’t work out, he said, people have “the right to the continuum of human experiences that aren’t always positive.” Dare To Ask: How do blind people know when to cross a street? To answer a Yforum visitor who wondered how blind people cross the street, blind National Public Radio commentator Beth Finke explained to Milano her techniques for navigating Chicago and her experiences with people approaching her guide dog. For the ones who say they’d like to take their dog everywhere like her, Finke said she holds an inner thought: “If I were brave enough [I’d say], ‘Well, you could gouge your eyes out.’ ”
Counting books are the perfect way to introduce early math concepts while engaging children's imaginations and expanding vocabulary skills. Below we've reviewed some of our favorite counting read alouds that capture the attention of young children while helping them to incidentally develop skills in counting forwards and backwards, numeral recognition, ordinal numbers, and simple addition and subtraction. Unlike other traditional counting books that tell you what to count and how many are on each page, How Many? has multiple things to count on each page. Each two-page spread has an intriguing photograph - a box containing a pair of shoes, a number of grapefruit, a collection of avocado halves... and the prompt "How many?" How many of what? That is the fun. Readers might count one pair of shoes, or two shoes, or four corners of a shoebox. They might discuss whether two shoes have two shoelaces, or four. They might notice surprising patterns and relationships, and they will want to talk about them. This is one of those rare books that offers openings for all ages and abilities. Also available with a Teacher's Guide, in which Danielson explores the mathematical ideas that will come up in a How Many? conversation, such as counting, number language, units, grouping, partitioning, place value, and vocabulary. Danielson helps teachers anticipate what students might notice and gives practical suggestions for facilitating rich conversations with students. A wonderful math read aloud that you will return to again and again, this book will get both adults and children seeing and talking about the multitude of How Many? situations in everyday life long after the book is put away. The magnificent illustrations in this counting book depict an ever growing number of animals visiting a water hole, introducing the numbers from one to ten. Viewed through die-cut elliptical holes of progressively decreasing size, the water hole becomes smaller with each turn of the page as the water diminishes until finally the animals disappear from the arid land. But then,thankfully, the rains come, bringing life back to the landscape. A glorious final double spread shows all of the animals returned. Each illustration in this book represents a different country, continent, or habitat with the locations revealed at the end of the book. Borders at the top and bottom of each spread feature silhouettes of ten animals indigenous to that particular scene, with renderings of these same creatures also cleverly concealed in the scenery on the page. These elaborately detailed illustrations provide a fascinating hidden-picture challenge which will entice readers of all ages to return to this book again and again. This book doubles as both an alphabet and a counting book. With 184 different animals organized from A to Z, it also provides lots of opportunities for counting as for each letter of the alphabet one animal is pictured 8 times. The hunt to find the 8 animals is made more challenging by the fact that the animal is not necessarily shown with the same coloring, at the same age, or in the same pose. At the back of the book a four page "Did you know?" section helps readers identify less familiar animals (e.g. uakari or zebu) and includes one fun fact about each animal (e.g. Did you know that gorillas yawn when they are nervous?) This unique book would make a fun addition to a classroom or home library and is sure to have readers of all ages noticing new things each time it is revisited. In this wordless counting book Anno uses simple watercolor pictures to depict the numbers 0-12, the seasons, and the months of the year. Unlike many counting books that begin at one, Anno begins at zero, with the first illustration showing only a snow covered landscape and a small stream. When the page is turned the numeral 1 is shown on the right side of the book and in the landscape one lone building, one tree, one sun, one snowman. There is also a stack of blocks on the left side of the book, with one block colored in. Thus, the child sees one represented as a numeral, as one block in a set of ten, and as an object (one building, one tree, one person). As the book progresses from 0 to 12 there is more and more activity on each page as the town grows, the seasons change and various structures and animals appear. Young children enthusiastically search for and count groups of objects as the numbers increase, the pictures become more detailed, and more blocks in the stack are shaded. For example, the number 4 is represented by groups of four (four fish, four pumpkins, even the church clock shows that it is four o’clock). The final page, depicting the number 12, shows the town at Christmas time, complete with 12 reindeer in the sky. This counting book offers a thoughtful way of creating a dialogue about numbers (including zero) and lots of opportunities for counting sets. Also available in a Big Book version. What can you do with ten black dots? Many things, it turns out. “One dot can make a sun or a moon when day is done,” and “two dots can make the eyes of a fox or the eyes of keys that open locks.” Students will enjoy the simple rhymes, bold colors and interesting textures in this revised edition of the 1960's classic. The final pages in this counting book contain a chart showing the numbers one to ten, alongside the corresponding dots, encouraging students to count on by one. Use this book to practice counting and numeral recognition from 1 to 10, then follow up by having students create their own pictures from dots. Eric Carle’s beloved tale Rooster’s Off to See the World, full of his signature bold colorful collage illustrations, is a classic read aloud about the wonder of adventure, and the security of home. Rooster is tired of living on the farm, so, one sunny day, he decides to leave his home in search of adventure. He sets off to see the world, but he’s soon feeling lonely, so he invites various other animals to accompany him on his journey - first two cats, then three frogs, four turtles, and five fish. There’s only one problem: rooster did not think about food and shelter, so one group at a time, his friends depart, and rooster is all alone again. As the animals first join and then leave rooster on his journey, they are depicted by a small graph in the top right hand corner of the page, effectively demonstrating the total number of animals on the journey. This graphic representation of what is happening in the story makes Rooster’s Off to See the World a great support for introducing early math concepts such as counting forwards and backwards, as well as simple addition and subtraction. After reading the story motivate kindergarten and first grade students to reason mathematically by asking them how many animals in all went off to see the world. “No luck . . . still stuck.” That’s the duck. He’s in the muck, stuck, until two fish, three moose, four crickets and 45 other animal friends arrive in groups to try to help free him, and he’s finally released with a satisfying “spluck.” This rhyming book has wonderful rhythm, great descriptive vocabulary, a built-in counting lesson and a message about the importance of cooperation. Each newly introduced numeral - from 1 duck to 10 dragonflies - is large and clearly presented, making this tale by Phyllis Root an engaging introduction to counting. Use One Duck Stuck as a context for problem solving with your first and second grade students by asking them to calculate how many animals in all it took to rescue the duck that got stuck in the muck. “If you could truly have a wish, would you wish to be a fish?” Captivated students answer this question, posed at the end of Lois Ehlert’s beautiful counting book, with a resounding “yes!” - typically followed by a prompt request for a repeat reading. The brilliant tropical fish - glowing with greens, purples, oranges and pinks in a variety of shapes and designs - pop from the midnight blue pages, and cut-out circles at the eyes of the fish add further visual and tactile interest by revealing colors on succeeding pages. A single bold black fish leads readers through the sparse text, encouraging students to count on by one. Counting, addition, and shapes are all covered here, making it a flexible and visually striking counting book that supports various math-focused class activities. A delightful companion to Mouse Paint, Mouse Count is a perfect counting book for young students, combining Ellen Stoll Walsh’s signature, uncluttered cut-paper art with an exciting, original story about a group of cautious but sleepy field mice and a hungry blue snake who is lucky enough to stumble upon them sleeping peacefully in the meadow. He pops them into a jar . . . “one, two, three.” But, his eyes are bigger than his belly, and the greedy snake slithers off to find the final mouse - giving the mice in the jar the chance to uncount themselves as they scramble out of the jar and run home to safety. Students will count forward to ten with suspense as the snake collects the mice in his jar, and will count backwards with delight as the mice escape, one by one. Classroom activities to reinforce counting on and counting back, or addition and subtraction facts of ten - ideally involving cut out or model mice, and maybe a sock snake if you’re feeling ambitious! - will feel like a natural extension of the book and never fail to engage young students. A young magician, the narrator's sister, puts on a show, eating almost everything she comes across including one hare, two snakes, and three ants. However, when she gets to ten peas everything comes back up, alive and well. The illustrations show the wide-mouthed girl in various disguises: as a snake charmer swallowing her subjects; as a pirate making the doomed shrews walk the plank ... into her mouth, and so on. This cumulative rhyming book always elicits lots of giggles from young children who love to join in with the repeated text, "We thought she'd throw up then and there...but she didn't" and seem to find the outlandish delicacies eaten by the young girl grossly delightful. Be prepared for lots of repeat read-aloud requests! We've used this book in kindergarten, first and second grade. While in kindergarten we focus on the counting aspect of the story, in first and second grade we often do a follow up addition task after the read aloud. The 17th century German mathematician and philosopher Gottfried Wilhem von Leibniz once said that “music is the pleasure the human soul experiences from counting without being aware that it is counting.” Indeed, math is everywhere in music; patterns, note relationships, fractions, decimals, and percentages are all highly relevant to musical study. And while this Caldecott Honor book may not teach your students music theory, it will guide them through an array of orchestral instruments and the sounds they make: from the “mournful moan and silken tone” of a trombone to a flute that “sends our soul a-shiver; flute, that slender silver sliver.” It’s also a counting book, teaching students the musical names for groups of performers from an individual playing “solo” to a “chamber group of ten.” Combined with the playful, brightly colored artwork featuring the instruments and the musicians that play them (as well as a cute pair of concert-hall cats), Zin! Zin! Zin! a Violin serves as a delightful introduction to the orchestra and a math lesson in one. picture book by Bill Martin Jr., with illustrations by Lois Ehlert, is perfect for reading aloud. The first caterpillar crawls up the stem of a wild rose bush. A second caterpillar wriggles up a flower. The third caterpillar climbs a cabbage head. The narrative continues until finally the tenth caterpillar transforms into a chrysalis and emerges as a tiger swallowtail butterfly. Ehlert’s vibrant watercolor collages depicting caterpillars, flowers and vegetation are labeled to encourage vocabulary development. The final pages in the book revisit each caterpillar under the numerals 1-10 to provide information on their feeding habits and the type of butterfly or moth they transform into. This picture book provides opportunities for children to practice ordinal words (first through tenth) and numeral recognition while learning lots of new vocabulary for plants, flowers, caterpillars and butterflies (e.g., milkweed, woolly bear caterpillar, painted lady caterpillar, monarch chrysalis). Amazon Associates Disclosure K-5mathteachingresources.com is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com
A child may find it hard to cope with new situations, routines, or experiences because they do not know what to expect. When this happens, it is common for children to have breakdowns and tantrums. So, how can we prevent these behaviours from happening? How can we help our child understand our expectations? By using pictures!! Pictures can be used to help a child understand language, communicate, and help regulate emotions and behaviours. As a Speech-Language Pathologist, I use pictures in all of my sessions, and I encourage families to use pictures at home. When we use pictures to support language, they can: - Help a child learn new words- the child can see the picture and help understand the word - Organize the day and help establish routines – this helps a child understand and process information - Help predict upcoming activities/ routines - Help with changes between activities and to redirect a child - Help children understand change and new expectations, which can reduce stress, frustrations and anxiety - Increase your child’s flexibility - Help promote and support independence It’s important to use pictures that are clear and that your child will understand. You can use pictures from the internet, photos that you have taken, or pictures that you have cut out of flyers/pamphlets. Add a single word (or a couple of words) to label the picture. To help with changes to routines, I recommend using: Break down specific activities- whether you are breaking down the schedule for the week, the day, or the steps within a specific activity. Use visuals to highlight what activities are happening, and the order of the events. Provide a sequence of 2 events. Help prepare your child for new experiences; to learn positive behaviour; and to teach a new skill or learn a new routine. Once you’ve created your visual, show it to your child. Point to each picture and say the label on the picture to teach your child that the picture shows the activity or event that you are going to do. Remember, we all use visuals to help organize and structure our lives. When words and images are combined together, the message becomes more memorable and is easier to understand.
Lipids are a group of fats and fat-like substances that are important constituents of cells and sources of energy. A lipid panel measures the level of specific lipids in the blood. Two important lipids, cholesterol and triglycerides, are transported in the blood by lipoprotein particles. Each particle contains a combination of protein, cholesterol, triglyceride, and phospholipid molecules. The particles measured with a lipid profile are classified by their density into high-density lipoproteins (HDL), low-density lipoproteins (LDL), and very low-density lipoproteins (VLDL). Monitoring and maintaining healthy levels of these lipids is important in staying healthy. While the body produces the cholesterol needed to function properly, the source for some cholesterol is the diet. Eating too much of foods that are high in saturated fats and trans unsaturated fats (trans fats) or having an inherited predisposition can result in a high level of cholesterol in the blood. The extra cholesterol may be deposited in plaques on the walls of blood vessels. Plaques can narrow or eventually block the opening of blood vessels, leading to hardening of the arteries (atherosclerosis) and increasing the risk of numerous health problems, including heart disease and stroke. A high level of triglycerides in the blood is also associated with an increased risk of developing cardiovascular disease (CVD), although the reason for this is not well understood. A lipid panel typically includes: - Total cholesterol - High-density lipoprotein cholesterol (HDL-C) — often called “good cholesterol” because it removes excess cholesterol and carries it to the liver for removal. - Low-density lipoprotein cholesterol (LDL-C) — often called “bad cholesterol” because it deposits excess cholesterol in walls of blood vessels, which can contribute to atherosclerosis. Why Get Tested? To assess your risk of developing cardiovascular disease (CVD); to monitor treatment When To Get Tested? Screening when no risk factors present: for adults, every four to six years; for youths, once between the ages of 9 and 11 and again between ages 17 and 21 Monitoring: at regular intervals when risk factors are present, when prior results showed high risk levels, and/or to monitor effectiveness of treatment A blood sample obtained by inserting a needle into a vein in your arm or from a fingerstick. Test Preparation Needed? Typically, fasting for 9-12 hours (water only) before having your blood drawn is required, but some labs offer non-fasting lipid testing. Follow any instructions you are given and tell the person drawing your blood whether or not you have fasted. For youths without risk factors, testing may be done without fasting.
How Wildfires Start Their Own Weather An intense wildfire can produce its own weather, potentially causing thunderstorms and even “firenadoes.” Read on to learn how. In the past decade, the United States has seen no shortage of natural disasters. From hurricanes that tear across the coast, destroying homes and flooding properties, to wildfires that consume thousands of acres of land, nature is often vicious and indifferent to human life. But it is also very peculiar. Most consider wildfires transient in their destruction, a singular event that burns forests and homes before firefighters quell the flames. But under the right conditions, an intense wildfire can produce its own weather with the potential to cause thunderstorms and—in some cases—“firenadoes,” and the science behind this phenomenon is fascinating. How does it begin? The atmosphere has to meet specific criteria for a wildfire to create its own weather. The primary influencers are dry air and hot temperatures. According to Amanda Schmidt, AccuWeather multimedia journalist, heat dries out vegetation and makes it more susceptible to the flames, spreading the fire at a faster pace. Hot air creates atmospheric instability, which is ideal for the development of thunderstorms. From here things only continue to worsen. The fire pushes the air above it upward, and once the air begins traveling, the atmospheric instability accelerates the updraft. As the air continues to rise, the ash gives moisture an opportunity to accumulate and condense into water droplets from which clouds with the scientific designation of pyrocumulus clouds, or “fire clouds,” begin to gather and form. If the wildfire is powerful enough and if conditions allow for expansion and aggregation of the clouds, they can grow into pyrocumulonimbus clouds, or “firestorm clouds.” RELATED: Rain or Snow: How do you know? What are the effects? When a wildfire produces its own weather, the effects are both beneficial and detrimental to the environment. In many cases, the clouds only add to the destruction and do little to alleviate it. While rain may help, lightning does not, as it makes fire management more difficult. As Schmidt states, lightning can strike the already flammable vegetation, creating new fires that place stress on containment efforts. But there are additional dangers just as significant, and one of them comes in the form of shifting wind patterns that fan and spread the flames. Warm air will rise if its temperature exceeds the temperature of its surroundings, and because this air is lower in density, it can create a vacuum. As the air from around the fire moves into this space, it affects the wind, which in turn exacerbates the problem, because powerful gusts carry the flames and extend their reach to new vulnerable areas. A combination of wind and wildfires can also result in whirling columns of fire referred to as firenadoes. These fire swirls carry embers and ash, endangering firefighters who struggle in violent conditions. And the effects of wildfires don’t remain isolated to a single place. In some instances, the strength and magnitude of these winds and the sheer heat of wildfires can send particulates and gases all around the world. How are researchers responding? In areas susceptible to wildfires, organizations are researching new ways to protect against this destructive natural disaster. Studies focus on urban areas to determine what happens when buildings and communities come into contact with a wildfire and how to ensure their safety in the future. According to Laurel Hamers, a Science News reporter, wildfires in an urban area are far more difficult to contain than those that affect only a single house, as the proximity of the buildings to each other often causes them to ignite one another. As a result, after a certain point, curbing the spread of the flames is almost impossible. Researchers have designed sets of equations that estimate how firebrands (burning vegetation or debris) transfer heat to a surface and how volatile various types of fuel are in different temperatures. Carrying out lab experiments and accumulating data will eventually aid in the development of new protocol and practices. Further study and management With the many threats a wildfire poses to individuals and communities alike, contending with the danger is no small undertaking. Both research and mitigation are necessary to protect the population from natural disasters, an increasingly relevant responsibility as global warming alters the climate. With the concerted effort of policy advisers and committed organizations, everyone can take steps to reduce the risk of wildfires. Want to help study the weather? How can it snow when temperatures are above freezing? Mountain Rain or Snow has the answer — and wants your help studying it. READ MORE Hamers, L. (2018). Wildfires make their own weather, and that matters for fire management. Science News Magazine of the Society for Science & the Public, 194(8), 24. Retrieved from https://www.sciencenews.org/article/wildfires-make-their-own-weather-and-matters-fire-management. Mitton, J. (2018). Wildfires generate their own weather. Colorado Arts and Sciences Magazine. Retrieved from https://www.colorado.edu/asmagazine/2018/07/13/wildfires-generate-their-own-weather. Schmidt, A. (2018). How destructive wildfires create their own weather. Retrieved from https://www.accuweather.com/en/weather-news/how-destructive-wildfires-create-their-own-weather/70005643. Featured image by Chris Tangey via Flickr.
Plants take up co2 during the growing season in spring and summer and then release it as they decay in fall and winter. The answer is a combination of co2"s abundance and its residence time in the atmosphere. Co2 accounts for about 0. 1 percent of the atmosphere, substantially more than all other. Other ghgs contribute more to global climate change than co2 on a per-unit basis. The global warming potential (gwp) of a given ghg expresses its estimated climate impact over a specific period of time compared to an equivalent amount by weight of carbon dioxide. Co2 is still the most important greenhouse gas because it is emitted in far larger quantities than other ghgs. Earth"s climate has alternated between periods of warmth and relative cold. Section 3: climate change: what the past tells us during the warmest periods, the polar regions of the world were completely free of ice.
Environmental Play and Justice What are the forces in our lives that separate us from the outdoors today, and what can we do to fuel up on the power of nature? In this lesson, students research the benefits of being outside and the human impact on the environment or about environmental justice issues with a local impact. Then they make a service-learning plan to take action to protect nature and get others outside in nature or to address an enviromental justice issue they've identified. This lesson is suitable for physical education, biology, geography, and English classes. The learners will... - research environmental issues locally and globally. - make a plan to take action as a nature steward. - Internet access to research - books about birds, flowers, trees or other "hobby" areas - access to a natural area for walking and observation In building an understanding of stewardship, young people must be attentive and curious in nature and aware of environnmental issues. Give them lots of opportunity to get outside, investigate hobbies like observing birds and trees and flowers, organize fitness activities, and talk about what they observe and can do. If your school is not located near natural beauty, find an area of focus in nature, such as sky, trees, or birds. stewardship: (n) the careful and responsible management of something entrusted to one's care - What are the benefits of being outside in nature? - What did you observe with your senses when you were outside? What looks different today than it did yesterday or last month? - What issues did you research and what human impact caused the issue? - What can we do to improve or take care of an outdoor space? Who else might enjoy that space? - How do you feel when you take care of nature? Harvard Health Letter. "A prescription for better health: go alfresco" July, 2010. https://www.health.harvard.edu/newsletter_article/a-prescription-for-better-health-go-alfresco Go for a walk and look for natural spaces that have beauty and function. Note that in urban areas, natural spaces may be slivers of trees, grass, flowers and wildlife that are found in between concrete structures or may be found near birdfeeders. Discuss how we feel when we observe beautiful and diverse sounds, textures, and colors in nature. Discuss how people can enjoy and take responsiblity for stewardship of nature. Share these research-based reasons to get outside instead of staying inside. - Fun to see new things in nature - Makes you healthier - Makes you happier - Helps you sleep - Taking care of nature keeps us alive because nature feeds us and helps us breathe. Discuss: If getting outside is good for each of us individually, what benefit is there to our community if we encourage others to get outside and be environmental stewards? Discussion points may include the following: - More healthy people in our community is good for all. - We get outside together and have fun. - We feel good about helping others and taking care of the environment. - We improve the environmental health of our community for all. - We spark interest in hobbies like birding, hiking, running, picnics, and games. What environmental issue do you want to take action to address, and who in the community would join you? If environmental issues are of concern in your community, your students may help bring awareness to them. Here are some basic research questions. - What are the environmental areas or issues people care about in your neighborhood? - What data exists to describe the environmental impact of an issue? - What organizations protect the environment? What can we do to help them? Project: Plan one thing to do that involves getting people out in nature or taking care of the environment. What can we do to build community in nature with older people, younger people, families, or other schools? This may mean organizing a hike, cleaning up a park with the neighborhood, building a mud kitchen for young children at a nature center, gardening with seniors, organizing an outdoor sport or fitness activity, or learning about bird-watching. Make a plan and carry it out with the service-learning process. Be sure to include other people and spread the word about how much fun it was and the difference it makes in nature. The students write or draw to show their personal vision of caring for nature (stewardship). Be sure to include other people and spread the word about how much fun it is and the difference it makes in nature. Writing prompt: "Write a paragraph telling what you will do to take care of and enjoy nature." Strand PHIL.III Philanthropy and the Individual Standard PI 01. Reasons for Individual Philanthropy Benchmark HS.5 Compare and contrast opportunities for students to improve the common good to the opportunities available to students in other countries. Strand PHIL.IV Volunteering and Service Standard VS 01. Needs Assessment Benchmark HS.1 Identify a need in the school, local community, state, nation, or world. Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world. Standard VS 02. Service and Learning Benchmark HS.1 Select a service project based on interests, abilities, and research.
- Volume word problems \| Lesson - Right triangle word problems \| Lesson - Congruence and similarity \| Lesson - Right triangle trigonometry \| Lesson - Angles, arc lengths, and trig functions \| Lesson - Circle theorems \| Lesson - Circle equations \| Lesson - Complex numbers \| Lesson Angles, arc lengths, and trig functions \| Lesson What are "angles, arc lengths, and trig functions" problems, and how frequently do they appear on the test? Note: On your official SAT, you'll likely see at most 1 question that tests your knowledge of the skills we teach in this article. Make sure you understand the more frequently-tested skills on the SAT before you spend time practicing this skill. The problems in this lesson involve circles and angle measures in radians, a unit for angle measure much like degrees. We can use radian measures to calculate arc lengths and sector areas, and we can calculate the sine, cosine, and tangent of radian measures. In this lesson, we'll learn to: - Convert between radians and degrees - Use our knowledge of special right triangles to find radian measures - Identify the sine, cosine, and tangent of common radian measures This lesson builds upon the following skills: You can learn anything. Let's do this! How do I convert between radians and degrees? Radians & degrees Converting between radians and degrees At the beginning of each SAT math section, the following information about radians and degrees is provided as reference: - The number of degrees of arc in a circle is . - The number of radians of arc in a circle is . This means degrees is equivalent to radians, and degrees is equivalent to radians. We can set up a proportional relationship to convert between radian and degree measures. Example: Convert to radians. This also means we can use radian measures to calculate arc lengths and sector areas just like we can with degree measures: Example: In a circle with center , central angle has a measure of radians. The area of the sector formed by central angle is what fraction of the area of the circle? try: compare radian and degree measures Order the following angle measures from smallest to largest. How do I use special right triangles to find radian measures? Note: The topics covered in this section have not appeared in recent SATs, but they could in the future! If they do, it will likely only be 1 question. Trig values of special angles Special right triangles in circles At the beginning of each SAT math section, the following information about special right triangles is provided as reference: These angle measures and their radian equivalents appear frequently in questions about circles and circle trigonometry. The table below shows the angles in special right triangles and their equivalent radian measures. \|Degree measure\|\|Radian measure\| The radian measures we'll see on the SAT are usually multiples of the ones shown above. On the test, we may be asked to find the radian measure of a central angle in a circle in the -plane, such as that of angle in the figure below. To do so, we'll draw a right triangle and look for the side length relationships in the special right triangles above. We can draw a right triangle using the radius as the hypotenuse. Since one vertex of the right triangle is the origin, the two legs of the right triangle have lengths equal to the - and - coordinates of point . Since the two legs of the right triangle have the same length, we can conclude that it is a -- special right triangle, and the measure of angle must be or radians. try: recognize a special right triangle in a circle In the figure above, is the center of a circle in the -plane. The measure of angle is radians. If the -coordinate of point is , what is its -coordinate? What is the radius of the circle? How do I find the sine, cosine, and tangent of radian measures? Note: The topics covered in this section have not appeared on recent tests, but they could show up on future tests! Questions on trigonometry in radians are a rare variety of an already infrequently-tested skill. Unit circle definition of trig functions The trig functions & right triangle trig ratios Trigonometry using radian measures Trigonometry using radian measures is based on the unit circle, a circle centered on the origin with a radius of . We can describe each point on the circle and the slope of any radius in terms of : The table below shows the sine, cosine, and tangent of some common radian measures in the unit circle: Note: If you already know these, that's great! If not, consider spending time on the more frequently-tested skills on the SAT before familiarizing yourself with the values of trigonometric functions. practice: convert degrees to radians The number of radians in a -degree angle can be written as , where is a constant. What is the value of ? practice: use special right triangle to find radian measure In the -plane above, is the center of the circle, and the measure of is . What is the value of ? Things to remember We can describe each point on the unit circle and the slope of any radius in terms of : Want to join the conversation? - what does the symbol θ represent(2 votes) - It is just a substitute for an angle you don’t know. Kind of like variables.(8 votes) - I'm a little bit confused...Where in the SAT math courses on Khan Academy do I find more about it?(1 vote) - If you want more practice on this, you can go to the practice tab in your SAT dashboard and scroll down in the math section until you get to "Angles, arc lengths, and trig functions" under Additional Topics in math. If you want some more learning, check out some videos in Khan's high school geometry course, outside of the SAT section. Did that answer your question?(9 votes) - Is there a pattern or a way to intuitively understand the values of trigonometric functions or is memorization the only approach to remember the sine, cosine, and tangent of some common radian measures in the unit circle?(2 votes) - Well you can check the derivations for how we got these values, maybe that might help? The values are now embedded in my mind from practice and memorization. BUT since you were asking for a trick/pattern to remember the table, here's something my tenth grade math teacher taught us (though I've never had the need to use it): ^ First remember the order of the angles: 0, pi/6, pi/4, pi/3 and pi/2 ^ For the sin table, write the numbers 0, 1, 2, 3, 4 under each angle respectively ^ Now take the square root of the numbers and THEN divide them by 2 You'll be left with: ^ Now for cosx it's just the other way around: 1, rt.3/2 etc ^ For tan it's just sin/cos Hope this helps!!(3 votes) - For people who have recently take the SAT, are Trig funcions on it. It says in the guide here that it use to apear on the Sat but not anymore but might in the furture.(1 vote) - There is a small chance you would have to do trig questions on the SAT. Maybe less than 5 questions per test would focus on this. I'm not sure if this applies to the 2023 redesign of the SAT or not, because that math section is of course subject to change from the one we have right now. As for trig, you'll have to know the basic meaning of the trig ratios sine, cosine, and tangent on a right triangle, how to convert degrees to radians, a very basic understanding of the unit circle, and the fact that sin(x) = cos(90 - x).(3 votes) - At the very last question how did we determine that we are using the 60 degree angle or angle aob to find a and what do we ean when we say a(1 vote) - So, I'm alright if I'm using a calculator on these problems. However, it's mainly in the No Calculator section. How would I go about doing this (especially in the use of pi), besides just being fantastic at mental math? Thanks.(1 vote) - I would just advise you to practice doing SAT non calc problems. The more practice you do, the better you will get at doing the mental math faster and more efficiently. Hope this helps!(1 vote)
What you should know about the so-called Gulf of Mexico 'dead zone' This hypoxia zone is the second-largest of its kind in the world Each year, a large area in the Gulf of Mexico close to some shores becomes so deprived of oxygen that it makes it hard for certain types of sea life to exist. This area has become known as the "dead zone." Nancy Rabalais, a professor at Louisiana State University, has been studying the zone for decades and was the principal investigator on a 2021 research mission aimed at surveying it. "We've been doing this since 1985 and we have a 35-year record of these cruises," Rabalais said. "There were only two years in which we did not complete the full mapping." Rabalais said the mission included a ship that sailed along a series of stations that stretch from the mouth of the Mississippi River to Texas. "We work 24 hours a day," Rabalais said. "We have two shifts that work 12 hours and we go station to station, with our instruments and water collectors and determine the bottom oxygen and basically map the area." What is a hypoxia zone? The technical name for this so-called "dead zone" is hypoxia. According to Rabalais, a zone is considered hypoxic if oxygen levels drop to below 2 milligrams per liter. At those levels, it’s hard for most sea life to survive. "That's our definition and it's used by many other people around the world," Rabalais said. Rabalais said some of these oxygen-minimum zones are naturally occurring phenomena, but it’s the human-caused ones near coastlines that are of particular interest to scientists since they have such a large impact on marine life. ‘Dead zone’ is a misnomer Rabalais said the hypoxia area in the Gulf of Mexico has become known as a "dead zone" by trawlers, boats that use nets to drag the seafloor because they don’t catch anything. That’s because the low-oxygen environment is generally limited to the lower depths. Things that live closer to the surface aren’t usually affected by the hypoxic area. "The word ‘dead zone’ is not completely accurate because fish can live in the upper water column and there are bacteria that just thrive in low oxygen environments," Rabalais said. Rabalais also said that some species will swim away from the area when oxygen levels begin to drop, but others can’t leave, which spells trouble for them. "There are other organisms – burrowing crabs, eels, snails, clams, worms – that live in the sediments that cannot swim out of the way, and those organisms will die off or become less numerous if the oxygen stays low long enough," Rabalais said. What causes it? According to Rabalais, coastal areas with high freshwater input are particularly susceptible to hypoxia because of all the runoff from farms and cities that finds its way into rivers that then empty into the ocean. According to the National Oceanic and Atmospheric Administration, that water contains high levels of nitrogen and phosphorus, which promotes algae growth where it empties into the ocean. As the algae die, they sink to the ocean floor where oxygen-consuming bacteria break it down. These bacteria suck up much of the available oxygen and prevent other organisms from using it. "The U.S. Geological Survey has done a study of the sources of nitrogen and phosphorus that go into the Mississippi River streams in the main river," Rabalais said. "So, they find that most of the nitrogen comes from agricultural activities, 70% row crops and other crops. Some of it comes from pastureland. About 10% comes from cities, and a small portion comes from atmospheric deposition, from the burning of fossil fuel and also the volatilization of animal manure and fertilizer." Rabalais said cities likely generate more phosphorous than the land because the runoff from cities contains human wastewater. According to Rabalais, the Gulf of Mexico "dead zone" begins to ramp up in April and sticks around through October. It normally peaks in July. Gulf of Mexico ‘dead zone’ is one of the largest in the world The hypoxia zone in the Gulf of Mexico is the second-largest human-caused low-oxygen zone in the world, according to Rabalais. The largest such area is in the Baltic Sea. In 2021, Rabalais’ research team found the Gulf of Mexico "dead zone" covered 6,334 square miles of coastal waters, from the Mississippi River to west of Galveston Bay, in Texas. That was larger than the 5-year average of 5,380 square miles, and much larger than the 4,880 square miles that were forecast by the National Oceanic and Atmospheric Administration to be hypoxic this year. "I went looking around and the combined areas of Lake Ontario and Lake Erie, if you can imagine that, that's the size of the low-oxygen area this summer," Rabalais said. This particular hypoxia zone has been around since at least the 1960s or early 1970s, according to Rabalais. "We don't have data that go back that far, but we do look for indicators of low oxygen or high phytoplankton productivity in sediment cores, and you can see the change over time, and it's gotten worse," Rabalais said. What’s being done The Hypoxia Task Force, a consortium of agencies from states that sit along the Mississippi River and federal agencies, is working to develop strategies to control nitrogen and phosphorous levels throughout the river’s watershed. The group has also set a goal of reducing the hypoxia zone to just under 2,000 square miles by 2035. NOAA is also working to reate the Runoff Risk Forecast. Its goal is to reduce the amount of fertilizer in runoff by giving farmers better information about when it’s the best time to fertilize their crops, allowing it to stay in the fields instead of being washed away.
In ordinary usage, price is the quantity of payment or compensation given by one party to another in return for goods or services. - Price and value - Austrian School theory - Price as productive human labour time - Confusion between prices and costs of production - Price point - Other terms In modern economies, prices are generally expressed in units of some form of currency. (For commodities, they are expressed as currency per unit weight of the commodity, e.g. euros per kilogram.) Although prices could be quoted as quantities of other goods or services this sort of barter exchange is rarely seen. Prices are sometimes quoted in terms of vouchers such as trading stamps and air miles. In some circumstances, cigarettes have been used as currency, for example in prisons, in times of hyperinflation, and in some places during World War 2. In a black market economy, barter is also relatively common. In many financial transactions, it is customary to quote prices in other ways. The most obvious example is in pricing a loan, when the cost will be expressed as the percentage rate of interest. The total amount of interest payable depends upon credit risk, the loan amount and the period of the loan. Other examples can be found in pricing financial derivatives and other financial assets. For instance the price of inflation-linked government securities in several countries is quoted as the actual price divided by a factor representing inflation since the security was issued. Price sometimes refers to the quantity of payment requested by a seller of goods or services, rather than the eventual payment amount. This requested amount is often called the asking price or selling price, while the actual payment may be called the transaction price or traded price. Likewise, the bid price or buying price is the quantity of payment offered by a buyer of goods or services, although this meaning is more common in asset or financial markets than in consumer markets. Economists sometimes define price more generally as the ratio of the quantities of goods that are exchanged for each other. Price theory Economic theory asserts that in a free market economy the market price reflects interaction between supply and demand: the price is set so as to equate the quantity being supplied and that being demanded. In turn these quantities are determined by the marginal utility of the asset to different buyers and to different sellers. In reality, the price may be distorted by other factors, such as tax and other government regulations. When a commodity is for sale at multiple locations, the law of one price is generally believed to hold. This essentially states that the cost difference between the locations cannot be greater than that representing shipping, taxes, other distribution costs and more. In the case of the majority of consumer goods and services, distribution costs are quite a high proportion of the overall price, so the law may not be very useful. Price and value The paradox of value was observed and debated by classical economists. Adam Smith described what is now called the diamond – water paradox: diamonds command a higher price than water, yet water is essential for life and diamonds are merely ornamentation. Use value was supposed to give some measure of usefulness, later refined as marginal benefit (which is marginal utility counted in common units of value) while exchange value was the measure of how much one good was in terms of another, namely what is now called relative price. Austrian School theory One solution offered to the paradox of value is through the theory of marginal utility proposed by Carl Menger, one of the founders of the Austrian School of economics. As William Barber put it, human volition, the human subject, was "brought to the centre of the stage" by marginalist economics, as a bargaining tool. Neoclassical economists sought to clarify choices open to producers and consumers in market situations, and thus "fears that cleavages in the economic structure might be unbridgeable could be suppressed". Without denying the applicability of the Austrian theory of value as subjective only, within certain contexts of price behavior, the Polish economist Oskar Lange felt it was necessary to attempt a serious integration of the insights of classical political economy with neo-classical economics. This would then result in a much more realistic theory of price and of real behavior in response to prices. Marginalist theory lacked anything like a theory of the social framework of real market functioning, and criticism sparked off by the capital controversy initiated by Piero Sraffa revealed that most of the foundational tenets of the marginalist theory of value either reduced to tautologies, or that the theory was true only if counter-factual conditions applied. One insight often ignored in the debates about price theory is something that businessmen are keenly aware of: in different markets, prices may not function according to the same principles except in some very abstract (and therefore not very useful) sense. From the classical political economists to Michal Kalecki it was known that prices for industrial goods behaved differently from prices for agricultural goods, but this idea could be extended further to other broad classes of goods and services. Price as productive human labour time Marxists assert that value derives from the volume of socially necessary labour time exerted in the creation of an object. This value does not relate to price in a simple manner, and the difficulty of the conversion of the mass of values into the actual prices is known as the transformation problem. However, many recent Marxists deny that any problem exists. Marx was not concerned with proving that prices derive from values. In fact, he admonished the other classical political economists (like Ricardo and Smith) for trying to make this proof. Rather, for Marx, price equals the cost of production (capital-cost and labor-costs) plus the average rate of profit. So if the average rate of profit (return on capital investment) is 22% then prices would reflect cost-of-production plus 22%. The perception that there is a transformation problem in Marx stems from the injection of Walrasian equilibrium theory into Marxism where there is no such thing as equilibrium. Confusion between prices and costs of production Price is commonly confused with the notion of cost of production, as in “I paid a high cost for buying my new plasma television”; but technically these are different concepts. Price is what a buyer pays to acquire products from a seller. Cost of production concerns the seller’s investment (e.g., manufacturing expense) in the product being exchanged with a buyer. For marketing organizations seeking to make a profit, the hope is that price will exceed cost of production so that the organization can see financial gain from the transaction. Finally, while pricing is a topic central to a company's profitability, pricing decisions are not limited to for-profit companies. The behavior of non-profit organizations, such as charities, educational institutions and industry trade groups, also involve setting prices. For instance, charities seeking to raise money may set different “target” levels for donations that reward donors with increases in status (e.g., name in newsletter), gifts or other benefits; likewise educational and cultural nonprofits often price seats for events in theatres, auditoriums and stadiums. Furthermore, while nonprofit organizations may not earn a "profit", by definition, it is the case that many nonprofits may desire to maximize net revenue—total revenue less total cost—for various programs and activities, such as selling seats to theatrical and cultural performances. The price of an item is also called the "price point", especially where it refers to stores that set a limited number of price points. For example, Dollar General is a general store or "five and dime" store that sets price points only at even amounts, such as exactly one, two, three, five, or ten dollars (among others). Other stores will have a policy of setting most of their prices ending in 99 cents or pence. Other stores (such as dollar stores, pound stores, euro stores, 100-yen stores, and so forth) only have a single price point ($1, £1, €1, ¥100), though in some cases this price may purchase more than one of some very small items. Basic price is the price a seller gets after removing any taxes paid by a buyer and adding any subsidy the seller gets for selling. Producer price is the amount the producer gets from a buyer for a unit of a good or service produced as output minus any tax, it excludes any transport charges invoiced separately by the producer. Price optimization is the use of mathematical analysis by a company to determine how customers will respond to different prices for its products and services through different channels.
INTRODUCTION TO THE TREMATODES Trematodes are solid bodied organisms that are part of the Phylum Platyhelminthes along with the Cestodes. The Trematoda are related to a group of free living worms called the Turbellaria, which contain the earth dwelling Planaria and various marine forms. The Trematodes are divided into three different groups, the Monogenea, the Aspidogastrea, and the Digenea. The Monogenea are free living forms. The Aspidogastrea are parasitic in some fish and primitive vertebrates, such as turtles. The Digenea, which are all parasitic, is the group containing all the parasites of human beings. The Digenea are also characterized by all requiring a molluscan intermediate host in which there is a form of asexual multiplication. In general the Digenea are all solid bodied organisms with parenchymal cells that fill in any spaces that might exist between any cavities produced in the body by the various organs. The typical digenian has a mouth but no anus and the mouth is usually surrounded by an oral sucker. The intestinal tract is a blind tube, and after food is digested any undigested material is expelled from the mouth. On the ventral surface of the body, there is typically another sucker that is solely an attachment organ. The ventral sucker is called an acetabulum and it is usually located in the anterior part of the body some distance posterior to the oral sucker. However, there are some trematodes (flukes) in which the sucker is posteriorly located. Most of the trematodes are hermaphroditic and have a complete complement of male and female organs and are capable of reproducing without the need of a mate. The typical fluke has a single ovary and a pair of testes, but this pattern can vary greatly between different genera and families. The ovary typically leads to a uterus that is filled with eggs. The eggs of a fluke typically have brown shells and a small cap, called an operculum, from which the enclosed larval larva escapes. The male reproductive system typically ends in a penile organ that is inserted into the other fluke at the time of mating. The male and female reproductive openings typically exit from a common genital pore. The genital pore may have its own sucker that is used in reproduction that is called a gonotyl. The life cycle of digenetic flukes involves an alternation of generations. In almost all fluke infections, the eggs leave the host in the feces in an undifferentiated state. After they reach water, they undergo a period of development that often takes several days. The stage that develops in the egg is called a miracidium. The developed miracidium exits the egg through a hole, which develops when the operculum is caused to separate from the eggshell as a result of its own secretions. In most cases, the ciliated miracidium swims about until it finds a snail host. In other cases, the miracidium will not hatch until a snail ingests the egg. Whether the miracidium enters the snail by penetration or by ingestion, the next stages of development occur within the snail host, which are important for asexual multiplication. The first stage that is usually formed is a simple bag that is called a sporocyst. The sporocyst will typically produce a second generation of sporocysts that are called daughter sporocysts that often will leave the mother sporocyst to take up residence of their own in the tissues. In the sporocyst, a redia (plural rediae) develops. These stages have a mouth and a pharynx that may or may not be surrounded by a sucker. The redia will feed on snail tissue or sometimes are predatory on other trematode stages present in snails. Occasionally there is a second generation of rediae. In all cases the final stage produced in the snail is a stage called a cercaria (plural cercariae). This is a stage that has a body that looks something like the adult and typically has a tail. The tails may be long or short, and may be forked. The cercariae is a motile stage that typically seeks out the next intermediate host in which it will encyst after losing its tail to produce the stage called a metacercaria. The metacercarial stage can occur in many different types of hosts and sometimes do not require a host. In some trematodes, the cercaria will turn into a metacercaria on the surface of a plant or free within the water of a pond. In other cases, the metacercaria will form in the tissues of a second snail or develop in the tissues of a fish. In another scenario, the metacercaria will be localized in an arthropod, such as an ant, a crab, or a crayfish. With the genus Alaria, the stage after the metacercaria, called a mesocercaria, never encysts; this is a stage that can pass through a series of paratenic hosts. In all cases, except in the case of the schistosomes, the final host becomes infected through the ingestion of the metacercarial stage. With the schistosomes, the cercaria penetrates the skin of the vertebrate host and there is no metacercarial stage. After entering the vertebrate final host by ingestion, the metacercarial cyst wall is digested away in the intestinal tract. The young adult fluke will either develop in the intestine of the final host or migrate to its final site of maturation and persistence. Schistosomes differ from the other flukes in that after the penetration of the skin, the young fluke migrates to the lungs and then migrates to the site of development within a blood vessel without ever having entered the digestive tract. Trematodes tend to be highly selective in their use of snail hosts, but tend to be less selective in their use of final vertebrate hosts. Thus, there are a number of various trematodes reported from people who have accidentally ingested the second intermediate host without cooking it first. This chapter does not discuss many of the trematodes that have been reported only rarely. Wikis > Trematodes - Human
Create Learner-Centered Lessons Designer and Instructor: Rick Chambers Being a teacher isn’t just about standing at the front of the class. More and more, education is being driven by students – their interests, their strengths and weaknesses, and their learning styles. Teachers who do not teach to these needs can find themselves with uninterested students and discipline issues in the classroom. In this specialization unit, teachers will learn how to give students control of content and language output. At the same time, educators will learn how to teach discovery and noticing techniques to help their students become more independent learners. Specialization in Learner-Centered Lessons After completing this specialization, teachers will be able to: • Create a friendly learner-centered classroom • Teach behaviour structures • Use student choice activities • Introduce cooperative and collaborative learning structures into the classroom • Teach noticing skills and use language exploration activities
A new map of the universe has been unveiled by scientists, revealing the last seven billion years of the history of the cosmos. The results of the Dark Energy Survey show how dark matter is distributed across the galaxy. Until now, scientists used models to show where it fell. These models are largely based on the Standard Model of particle physics, the incomplete theory that best explains how matter across the universe interacts. Dark matter and dark energy are predicted to exist as they help explain the cosmos as we observe it—combined, they are thought to make up about 96 percent of the universe. Without dark matter exerting a gravitational force, galaxies would spin out of control and be torn apart. Dark energy is thought to be the driving force behind the expansion of the universe. However, we cannot see or detect dark energy and dark matter. This makes understanding their precise nature, and their role in the construction of the universe, very challenging. Previously, cosmological models were based on a map of the very early universe—about 380,000 years after the Big Bang. This map, created using measurements from the European Space Agency’s Planck satellite, depict the cosmic microwave background (CMB)—the afterglow from the Big Bang—and the universe’s earliest structures. Scientists then used this to create models to show how the universe evolved to become what we see today. But with no modern-day (astronomically speaking) map to test the models against, it is difficult to establish their accuracy. To rectify this, researchers with the Dark Energy Survey embarked on a five-year study looking at light from 26 million galaxies to see how they have changed over the last seven billion years (half the age of the universe). They used light from the galaxies to position them, then looked at their shapes to map patterns of dark matter. These measurements allowed them to create the largest and most detailed map of the distribution of dark matter. And the map was found to match the models, lending support to the Standard Model. “While Planck looked at the structure of the very early universe, Dark Energy Survey has measured structures that evolved much later,” Daniel Gruen, a postdoctoral fellow at the Kavli Institute for Particle Astrophysics and Cosmology, said in a statement. “The growth of these structures from the early ages of the universe until today agrees with what our models predict, showing that we can describe cosmic evolution very well.” “This result is beyond exciting,” Scott Dodelson of Fermilab and one of the lead scientists on the Dark Energy Survey, said. “For the first time, we’re able to see the current structure of the universe with the same clarity that we can see its infancy, and we can follow the threads from one to the other, confirming many predictions along the way.” Results were presented at a meeting of the American Physical Society at the Department of Energy’s Fermi National Accelerator Laboratory, Illinois. They are based on just the first year of data obtained by the Dark Energy Survey. Scientists will now begin to process the data from the subsequent three years, meaning an even more detailed map will be produced in the near future. “It is amazing that the team has managed to achieve such precision from only the first year of their survey,” said Nigel Sharp, program director of the National Science Foundation. “Now that their analysis techniques are developed and tested, we look forward with eager anticipation to breakthrough results as the survey continues.” This article was originally published by Newsweek. Read the original article.
Constitution Day is an American federal observance that recognizes the adoption of the US Constitution and those that have become US citizens. It is observed on September 17th, the day in 1787 when the delegates to the Constitutional Convention signed the document in Philadelphia. What a perfect time to have some lessons about the Constitution and the people who had a part in its creation! What would Ben say? The Scholastic site has a collection of games, articles and activities to help your children learn about this very important document. They can conduct a virtual interview with Benjamin Franklin and write an actual article that they can print out and save. Click here to see more. A Little Refresher Course About the US Constitution I love this next website I found. It is divided into three age groups, so you can find the lessons and activities that are age-appropriate for your kids. I definitely got a refresher lesson on the Constitution by reading interesting facts about our Constitution! Check it out. Click here. Take the Quiz! Do you know who is considered that Father of the Constitution? Which town in our country considers itself the Constitution Town because one of its leaders was influential in getting September 17th recognized as Constitution Day? There’s more to learn about our Constitution by clicking here. I also found some great videos about the Constitution that are both informative and entertaining. Click here. Do you have any good resources about Constitution Day? Please share!
The Nodular Member was formed in shallow warm water, which at times allowed patch reefs to develop. The picture above shows how the environment here may have looked some 428 million years ago. The picture below shows how the reef may have appeared below the surface of the sea, with a great abundance of marine life. The patch reefs form mound structures on the sea bed that build up towards the light. Once at, or close, to the water surface the reef would be vulnerable to damage from storms. Storms would also churn up large amounts of sediment, or be associated with an influx of sediment from torrential rain on nearby land (land existed at times to the east). The resulting deposition of a thick layer of sediment over the reefs would destroy them and much of the associated life. Perhaps we are seeing such an event with the large number of broken shells and corals in places like the reef mounds – site 9 on the Voyage. At sites 10 and 11 you can see evidence of the bioturbation of the Nodular Member beds. Bioturbation as the name suggest is the product of soft sediment on the sea floor being burrowed into by creatures filtering the sediments for nutrients. As a result the sediment becomes churned up and there will often be the remains of burrows and trails left by creatures that lived in and crawled over the surface of the bottom sediments. At site 10, the Ripple Beds, which are the top most (youngest) beds of the Nodular Member show very clear ripples as seen on a beach between tides. Sun cracks, produced by the drying out of muddy sediments in the sunshine of 428 million years ago, have also been reported. This suggest the sea had become very shallow, a beach or sandbank possibly, even dry land for a time. Subsequently the sea must have returned with a consistent depth, albeit still fairly shallow, as the next rocks above the ripple marked beds are those of the Upper Quarried Limestone. The distinctive nodules of the Nodular Member are probably a feature of limestone deposition occurring around an original nucleation centre, with later modification as the rock compacts. Nodule formation is a common feature of many sedimentary rocks, where gradual precipitation of a mineral occurs. Very common fossils in the Nodular Member are those of corals, bryozoans, brachipods, ostracods and crinoids.. A ‘weather forecast’ for the West Midlands in the Silurian time. Really a bit of fun, based on the likely climate of the time. Mainly calm sunny warm conditions, with very pleasant water temperatures and a trade wind direction. Note the patch reefs. The picture also emphasises the deeper water out to the west, with canyons cutting down the continental slope where underwater slides of wet sediment have occurred. Such slides could be triggered by earth tremors – the area would be seismically active due to the interaction between the Avalonian and Laurentian plates in the Silurian.
Web Content Display Web Content Display Japanese American Internment In the uncertain weeks after the Japanese surprise at Pearl Harbor on December 7, 1941 many Americans—particularly those on the Pacific coast— feared enemy attack and saw danger in every corner. These fears, combined with racial prejudice, led to a great injustice. Early in 1942, civilian and military leaders on the West Coast charged that members of the region’s large Japanese American community might be working with Japan’s military to plan acts of sabotage. Though no serious evidence of this existed, they pushed the Roosevelt administration for action. On February 19, 1942, FDR issued Executive Order 9066, which led to the forced relocation of approximately 120,000 Japanese Americans living on the West Coast. More than two-thirds of these people were native born American citizens. They were confined in inland internment camps operated by the military. Executive Order 9066 FDR’s Executive Order 9066 led to the imprisonment of 120,000 Japanese Americans. Abruptly forced to abandon or sell their homes and businesses, many lost everything they owned. Despite this injustice, thousands of young Japanese American men from the camps volunteered to serve in the nation’s military, where they distinguished themselves with extraordinary valor in combat. The 442nd Regimental Combat Team (RCT), comprised entirely of Japanese Americans, became the most decorated unit in U.S. military history for its size and length of service. ER and Internment Eleanor Roosevelt opposed internment and tried to stop FDR from issuing Executive Order 9066. Concerned about the potential hysteria against Japanese Americans, she visited Japanese American communities and praised their patriotism. But when she discussed the issue with FDR he was unmoved. ER did not speak out publicly against her husband’s decision, opting instead to work quietly behind the scenes. But many in the Japanese American community knew of her sympathies. In April 1943 she visited the Gila River relocation camp in Arizona. She was impressed by the character and perseverance of the detainees. In a report to FDR she urged him to relax the order and allow detainees to return to their homes. ER’s report helped convince FDR to explore releasing some with work permits. By the end of 1943 one-third had been released from the camps. It would not be until January 1945, however, before the Executive order was rescinded and all the internees were released. The Supreme Court upheld the President’s Executive order in two wartime cases. But in the 1980s, the United States Congress acknowledged this gross violation of the civil liberties of American citizens and voted to provide some financial compensation to individuals confined in the camps. The Supreme Court also vacated its earlier wartime rulings. In times of national crisis individual civil liberties must be weighed against protecting the public at large. Today, the decision to intern Japanese Americans is widely viewed by historians and legal scholars as a stain on Roosevelt’s wartime record. Following the Japanese attack on Pearl Harbor, the FBI arrested over 1,200 Japanese aliens throughout the United States. Over the next several weeks, President Roosevelt received contradictory advice about further action. FDR’s military advisers recommended the exclusion of persons of foreign descent, including American citizens, from sensitive areas of the country as a safeguard against espionage and sabotage. The Justice Department initially resisted any relocation order, questioning both its military necessity and its constitutionality. But the shock of Pearl Harbor and subsequent news of Japanese atrocities in the Philippines intensified long standing racial tensions on America’s West Coast. In the face of political, military and public pressure, Roosevelt accepted the relocation proposal. His Attorney General acquiesced only after the War Department relieved the Justice Department of any responsibility for implementation. On February 19, 1942, President Roosevelt signed Executive Order 9066 granting the War Department broad powers to create military exclusion areas. Although the order did not identify any particular group, in practice it was used almost exclusively to intern Americans of Japanese descent. By 1943, more than 120,000 Japanese Americans living along the West Coast had been forced from their homes and moved to camps in remote inland areas of the United States.
A force is a push or a pull that alters the state of motion of a body and is measured in Newton’s (N). Here we cover balanced and unbalanced forces, friction, air resistance, impulse, force-time graphs, and free-body diagrams. Free Body Diagrams Free body diagrams are used to show which forces are acting on a body at a particular instant in time. Arrows indicate the position, direction, and size of the force acting. The most likely forces acting on an athlete are friction, air resistance, weight, and reaction forces. Read more on Free body diagrams. Friction and Air Resistance Frictional forces act against the movement of one surface over another, such as tennis shoes on a grass court. Friction is the force that prevents the player from slipping and sliding. When air passes over a surface a frictional force called air resistance is produced, this is particularly important at high speed. Read more on Friction & air resistance. What is Impulse? An Impulse is simply a measure of the force applied for a specific time. Impulse = force x time and has units Ns (Newton seconds). It is an important concept in sports because many techniques, particularly throwing activities, require the performer to apply as large a force as possible for as long as possible. Read more on Impulse. Balanced and unbalanced forces A force is a push or a pull that alters the state of motion of a body and is measured in Newton’s (N). As explained in Newton’s first law of motion a force is required to make a stationary body move, change speed, direction or stop. Read more on balanced forces.
Chronology and dating methods Having an accurate time scale is a crucial aspect of reconstructing how anatomical and behavioral characteristics of early hominids evolved. Researchers who are interested in knowing the age of particular hominid fossils and/or artifacts have options that fall into two basic categories: - Relative dating methods - Chronometric dating methods Relative dating methodsEdit Relative dating methods allow one to determine if an object is earlier than, later than, or contemporary with some other object. It does not, however, allow one to independently assign an accurate estimation of the age of an object as expressed in years. The most common relative dating method is stratigraphy. Other methods include fluorine dating, nitrogen dating, association with bones of extinct fauna, association with certain pollen profiles, association with geological features such as beaches, terraces and river meanders, and the establishment of cultural seriations. Cultural seriations are based on typologies, in which artifacts that are numerous across a wide variety of sites and over time, like pottery or stone tools. If archaeologists know how pottery styles, glazes, and techniques have changed over time they can date sites based on the ratio of different kinds of pottery. This also works with stone tools which are found abundantly at different sites and across long periods of time. Principle of stratigraphyEdit Stratigraphic dating is based on the principle of depositional superposition of layers of sediments called strata. This principle presumes that the oldest layer of a stratigraphic sequence will be on the bottom and the most recent, or youngest, will be on the top. The earliest-known hominids in East Africa are often found in very specific stratigraphic contexts that have implications for their relative dating. These strata are often most visible in canyons or gorges which are good sites to find and identify fossils. Understanding the geologic history of an area and the different strata is important to interpreting and understanding archaeological findings. Chronometric dating methodsEdit The majority of chronometric dating methods are radiometric, which means they involve measuring the radioactive decay of a certain chemical isotope. They are called chronometric because they allow one to make a very accurate scientific estimate of the date of an object as expressed in years. They do not, however, give "absolute" dates because they merely provide a statistical probability that a given date falls within a certain range of age expressed in years. Chronometric methods include radiocarbon, potassium-argon, fission-track, and thermoluminescence. The most commonly used chronometic method is radiocarbon analysis. It measures the decay of radioactive carbon (14C) that has been absorbed from the atmosphere by a plant or animal prior to its death. Once the organism dies, the Carbon-14 begins to decay at an extremely predictable rate. Radioactive carbon has a half-life of approximately 5,730 years which means that every 5,730 years, half of the carbon-14 will have decayed. This number is usually written as a range, with plus or minus 40 years (1 standard deviation of error) and the theoretical absolute limit of this method is 80,000 years ago, although the practical limit is close to 50,000 years ago. Because the pool of radioactive carbon in the atmosphere (a result of bombardment of nitrogen by neutrons from cosmic radiation) has not been constant through time, calibration curves based on dendrochronology (tree ring dating) and glacial ice cores, are now used to adjust radiocarbon years to calendrical years. The development of Atomic Absorption Mass Spectrometry in recent years, a technique that allows one to count the individual atoms of 14C remaining in a sample instead of measuring the radioactive decay of the 14C, has considerably broadened the applicability of radiocarbon dating because it is now possible to date much smaller samples, as small as a grain of rice, for example. Dendrochronology is another archaeological dating technique in which tree rings are used to date pieces of wood to the exact year in which they were cut down. In areas in which scientists have tree rings sequences that reach back thousands of years, they can examine the patterns of rings in the wood and determine when the wood was cut down. This works better in temperate areas that have more distinct growing seasons (and thus rings) and relatively long-lived tree species to provide a baseline. Methods of dating in archaeologyEdit Techniques of recovery include: Types of archaeological remains include: - Perishable: plant remains, animal bones, wooden artifacts, basketry, and other easily degradable objects - Nonperishable materials: stone tools, pottery, rocks used for structures. Data collection and analysis is oriented to answer questions of subsistence, mobility or settlement patterns, and economy. Methods in physical anthropologyEdit Data collections based on study of hard tissues (bones and teeth), usually the only remains left of earlier populations, which include: - Identification of bones/Which part of skeleton is represented? - Measurement of the cranium and other elements of a skeleton. Carefully defined landmarks are established on the cranium, as well as on the long bones, to facilitate standardization of measurements. - Superficial examination of bone for any marks (for instance, cutmarks) - Further examination using specific techniques: - X-ray to identify evidence of disease and trauma in bones - DNA extraction to determine genetic affiliations
Allied powers in world war 2 Main members of the allied bloc Allies of World War II States that faced the Axis powers during World War II. In this article we are presenting you the information about the Allied powers in world war 2. At the start of the war in 1939 , the alliance facing Germany and Italy consisted of Poland , France and Great Britain . Soon after, Canada , Australia , New Zealand and the Union of South Africa joined the coalition . In 1940, after the German attack on France, Belgium , Luxembourg , the Netherlands , Denmark , Norway, and Greece joined the allies . In 1941 Yugoslavia , the Soviet Union , the United States and China joined . In 1942, after the declaration of 26 nations united in “the struggle for victory over Hitlerism,” several Latin American states, such as Mexico , Brazil and Colombia , joined the allies . From then on, the 3 main allied countries were Great Britain, the United States and the Soviet Union. Its leaders, Winston Churchill , Franklin Delano Roosevelt and Iósif Stalin participated in the Tehran (1943) and Yalta (1945) conferences , in which they designed the joint strategy that enabled the Allies to defeat the Axis powers. Enhance your reading: When did surrealism start/definition/characteristics/artists Main members of the allied bloc Since its independence in 1918, after the end of the First World War , Poland maintained bad relations with Germany, which demanded the return of territories ceded to the Poles by the Treaty of Versailles . Fearing German aggression, the Polish government sought to strengthen its international position through the support of France and Great Britain. The signing of the non-aggression pact between Germany and the Soviet Union, on August 23, 1939, sealed the fate of Poland, since the agreement contained a secret clause that provided for the division of its territory. The invasion of Poland on September 1 marked the beginning of World War II . In 36 days German troops occupied western Poland, while the Soviet Union occupied eastern Poland. During the occupation, the Polish government remained in exile and there were Polish units fighting in the Allied armies. The French government, led by Édouard Daladier, declared war on Germany on September 3, 1939 , in response to the German invasion of Poland. After a frustrated French offensive on the Saar, there were no hostilities until May 1940, when the Germans launched a major offensive to the west. After 6 weeks of fighting, the allied forces were defeated and the Germans managed to conquer France, Belgium, the Netherlands and Luxembourg. After the signing of an armistice, Germany occupied northern, eastern, and western France, while Italy seized an area near the Alps. The south was left in the hands of the puppet government of Vichy France, headed by Marshal Philippe Pétain. Meanwhile, General Charles de Gaulle led the government of the so-called Free France in exile. After the Normandy landings in 1944, the Allies entered Paris and liberated all French territory from German occupation. Enhance your reading: Who won the Spanish civil war/definition/causes/context Like France, the UK government declared war on Germany on September 3, 1939, after which several Commonwealth states did the same. With the coming to power of Prime Minister Winston Churchill on May 10, 1940, the United Kingdom became the most tenacious enemy of Nazi Germany . After the defeat of France, the British fought alone against the Germans in the waters of the Atlantic and the skies of England, against the Germans and Italians in North Africa, and against the Japanese in Southeast Asia. Beginning in late 1941, the United States and the Soviet Union joined Great Britain in fighting the Axis powers, which they managed to defeat in 1945. After the partition of Poland, the Soviet Union attacked Finland and annexed Latvia, Estonia, Lithuania, and parts of Romania. Between October and November 1940, German and Soviet leaders held talks to incorporate the Soviet Union into the Axis powers, but these negotiations failed due to the lack of agreements on the distribution of the respective areas of influence of each country. This led Hitler to break his non-aggression pact with the Soviets. On June 22, 1941, Germany and Italy invaded the Soviet Union. Stalin proclaimed the start of the Great Patriotic War and his union with the Allied side. Hitler’s plan to reach Moscow in a short time failed and since then the Germans had to fight the war on two simultaneous fronts, the eastern and the western. The fight against the Soviets bled the Germans and was one of the factors leading to their defeat in 1945. From 1940 , the United States supported the allies with the delivery of weapons, fuel and food. This collaboration and the common will to destroy “the Nazi tyranny” was embodied in the Atlantic Charter, signed on August 14, 1941. However, the United States only entered the war after the Japanese attack on Pearl Harbor , late of that year. The participation of the United States was decisive for the Allies, because in addition to fighting the Japanese in the waters of the Pacific, its forces participated in the campaigns in North Africa and in the landings in Sicily (1943) and Normandy (1944). These landings opened new combat fronts and weakened the Germans, who were unable to fight at the same time against the British and the Americans, in France and Italy, and against the Soviets in Russia, Ukraine and Belarus. The race between the Americans and the Soviets to see who would get to Berlin first was a preview of the stage that would come later: the Cold War .
Newton's Laws of Motion are: Newton's Laws are all contained in a more general principle called conservation of momentum. Momentum is mass times velocity, and in a system that is not disturbed from outside, the total momentum stays constant. Thus: Suppose you are standing on very slick ice. You weigh 50 kg. You fire a 10 gram (.01 kg) bullet at 500 m/sec. Its momentum is .01 x 500 = 5 (the units are kg-m/sec, if you're curious). To keep the total momentum of the original system zero, you have to acquire -5 momentum. Since you weigh 50 kg, your velocity will be -5/50 or -0.1 m/sec. You will start sliding backward on the ice at 10 centimeters per second. This is why a rifle has a kick. As an aside, what matters are instantaneous changes. Once the bullet leaves the gun, it's no longer part of your system, and what happens to it doesn't affect you. You don't feel a momentum change when the bullet strikes its target. Likewise, when friction eventually slows your slide on the ice, that doesn't affect the bullet. Okay, go back to what you were doing. Rockets and jets work according to Newton's Third Law. They fire mass out at high speed and acquire velocity in the opposite direction. Thus, we can dispel one common myth about rockets and jets: they do not need something to push against. A rocket does not take off because it is pushing against the ground, nor does a jet fly because it is pushing against the air. They move because they are expelling exhaust gases at high speeds. If you like, the rocket or jet is pushing mass away, and the mass is pushing back (equal and opposite reaction.) Rockets and jets expel mass by burning fuel. A rocket differs from a jet in that a jet gets the oxygen for combustion from the atmosphere, and a rocket carries oxygen in some form with it. Thus rockets can function outside the Earth's atmosphere; jets can't. When a rocket or jet takes off, it has to carry all its remaining fuel with it. Most of the mass of the Space Shuttle is fuel, and most of that is used to get the remaining fuel off the ground. The miles-per-gallon fuel efficiency of the Space Shuttle in its first foot off the ground is pretty terrible! Satellites travel elliptical paths with the center of the Earth at one focus (A below - Kepler's First Law, again). Anything shot from the surface of the Earth, a baseball, say, or a cannonball, travels an elliptical path, but the ellipse soon intersects the surface of the Earth again (we often say it's a parabola, and it is to very high precision, but technically it's the outer end of a very long ellipse.) Ballistic missiles do the same thing except their ellipses intersect the surface of the Earth thousands of kilometers away. Nothing shot directly from the surface of the Earth can go into orbit; it will either fall back to Earth again or, if it's moving fast enough, escape completely. Incidentally, if we could somehow magically let the object pass through the earth's interior, it would not travel in an ellipse. One of the cool things about gravity is that, for a spherical object, the gravity is the same as if all the mass were at a single point in the center. That's if you're outside the planet. If you're inside the planet, the mass above you has no gravitational effect. Only the mass between you and the center counts. If the earth were perfectly uniform, gravity would decrease linearly toward the center and would be zero at the center - all the mass of the earth around you would be pulling in all directions equally. In the real earth, because mass is concentrated in the core, gravity actually increases with depth and is a few per cent higher at the core boundary than on the surface. However, on the real earth, if we throw something up, it follows an elliptical path until it intersects the surface again. Objects stay in orbit because of a balance between inertia, that would cause them to keep moving in a straight line, and gravity, that would pull them down. Isaac Newton conceived of artificial satellites (B below). He pointed out that a cannon on a high enough mountain and firing ever faster cannonballs could fire them to greater and greater distances. If fired with a great enough velocity, the curvature of the cannonball's path would be equal to that of the Earth and the cannonball would circle the Earth. To get into orbit, you have to climb Newton's mountain first (C). Rockets are launched into orbit by launching them vertically to get them above the atmosphere, then accelerating them horizontally to reach orbital velocity. It takes 29,000 km/hour to do this in low Earth orbit. You get 1670 km/hour of this for free thanks to the Earth's rotation. That's why most satellites are launched eastward. Assuming you're far enough out of the earth's atmosphere, you do not have to use fuel to stay in orbit. Satellites follow Kepler's laws and have elliptical orbits with the center of the earth at the focus. It is impossible to have a satellite orbit over only part of the earth, or to remain fixed above one spot, unless it's on the equator. Generally we don't have any particular reason to launch a satellite opposite the earth's rotation, so we take advantage of the earth's rotation to save energy. Orbits in the same direction as the earth's rotation are called prograde and those opposing it are retrograde. Orbits over the poles are sometimes slightly retrograde to allow the satellite to track across the earth in certain ways. Very retrograde orbits are really uncommon. The angle the plane of the satellite's orbit makes with the earth's equator is called its inclination. Satellites with zero inclination orbit directly along the equator. Satellites with other inclinations can travel as far north and south of the equator as their inclination. A satellite with an inclination of 40 degrees can reach as far as 40 degrees north or south of the equator. A satellite with an orbit of 90 degrees can travel over the poles and is said to be in a polar orbit. Satellites in polar orbits can view the entire earth. An inclination greater than 90 degrees means the orbit is retrograde. If you launch from a location not on the equator, obviously your satellite will reach that latitude, so the orbital inclination must be at least as great as your latitude. If you want to put a satellite into equatorial orbit, you can launch it and then use fuel to change the orbit once in space, or you can use the fuel on earth and go to the equator. That way you can launch less fuel and more satellite. French Guyana and Kenya are both launch sites for equatorial satellites. Since what goes up sometimes comes down in the wrong places, the U.S. launches its satellites from the coasts, where accidents won't drop debris onto populated areas. High inclination satellites are usually launched south from Vandenburg Air Force Base in California, where there is clear ocean all the way to Antarctica. Russia launches eastward over sparsely populated Siberia. China has no choice but to launch over populated areas. All the things that cause planetary orbits to change over time act on satellites, except much faster. In particular the plane of the orbit precesses rapidly because of the gravity of the Sun and Moon. We can use precession to our advantage. One way is to match the precession rate to the earth's motion around the Sun, so that on every pass, the earth is illuminated the same. This is a sun-synchronous orbit and is commonly used in earth observation satellites. Fortunately, sun-synchronous orbits are nearly polar, so the satellite can observe almost the entire earth. We can also design the orbit so that passes repeat precisely over the earth at regular intervals. A satellite just above the atmosphere takes about 90 minutes to circle the earth. The Moon takes a month. Somewhere in between, there must be an altitude where satellites take exactly 24 hours to circle the earth. That happens at an altitude of 22,000 miles. Such an orbit is called geosynchronous. A satellite with an inclination would appear to drift north and south over the course of a day, but a satellite with zero inclination would appear to remain stationary in the sky. Such an orbit is called geostationary. In reality, the satellite is moving, but the earth is rotating at the same rate. Your satellite dish is pointing at a satellite 22,000 miles (36,000 km) in space. One downside of a geosynchronous orbit is that, at the equinoxes, the Sun is on the celestial equator, so there is a short interval where geosynchronous satellites pass in front of the Sun. During those windows, radio emissions from the Sun interfere with reception of signals from the satellite. Old geostationary satellites have to go somewhere to die, lest they clutter the narrow band along the equator where geostationary satellites can orbit. Rather than drop them back to earth, they are nudged into a slightly higher orbit called a graveyard orbit. Another downside of geosynchronous satellites is that they are below the horizon beyond about 60 degrees latitude. Since much of Russia is at high latitudes, they cannot use standard geosynchronous orbits. A satellite series called Molniya (lightning) employed a very elliptical 12-hour orbit, going out to about 25,000 miles (40,000 km). Thanks to Kepler's Second Law, the satellite appears nearly stationary in the sky for a long time. Other communications satellites and some spy satellites use similar orbits, which are now called Molniya orbits. During one 12-hour orbit the satellite hangs for a long time over Russia, but during the next 12-hour orbit it hangs over North America. This has obvious advantages for both U.S. and Russian spy satellites. The earth's equatorial bulge would cause the near and far points of the orbit to move over time, but for an orbital inclination of 63.4 degrees the drift rate is zero, so that inclination is used. GPS (Geopositioning system) satellites are placed in orbits with two special characteristics. First, they are circular 12-hour orbits, meaning the satellites orbit at an altitude of 20,000 km. Second, the satellite follows the same track over the earth's surface on every orbit. To do that, the plane of the orbit has to remain constant in orientation relative to the stars. This happens if the orbit has an inclination of 55 degrees. There are six sets of GPS satellites, orbiting 60 degrees apart Created 20 May 1997, Last Update 14 December 2009 Not an official UW Green Bay site
Why isn’t the Bedrock manual laid out like a regular curriculum? It was very difficult to make a rigid trajectory for literacy development with DHH students because of the vast differences in their language backgrounds, mode of communication used, access to English, ASL ability and so on. Therefore this manual is instead developed in such a way to give teachers a way to build a beginning foundation for a life of literacy use. Additionally since it was necessary to be used by teachers of varying grade levels a set, rigid sequencing was not helpful. Instead teachers are given large blocks of necessary literacy development information and ways to develop some concepts with some lesson examples. The bulk of the work is left for the teacher to do so that she can adapt it for her particular student(s). However, with this beginning guidance, she will have a greater chance at being successful since the path becomes hopefully clear as she reads through the manual. It is often the case that we still see students in middle and sometimes high school who have not developed basic literacy skills. For example, they often read but without good understanding and write little because they are unsure of how to put what they are thinking in an English form. Though they are cognitively capable, our multi-faceted approach in Deaf Ed, the lack of materials and quick training of pre-service teachers leaves huge gaps in our understanding of comprehensible literacy instruction for DHH students—especially at the outset. This seriousness of this cannot be overstated. Therefore the Bedrock manual is intended for teachers, and others who are interested in working with DHH students. Though it is not a typical curriculum in the sense that everything is laid out for the teacher it is flexible so that it is as appropriate for the Kindergarten-Second grade teacher as it is for the teacher who has struggling students in higher grades. The goal is to provide teachers with a way to think about the basic components necessary for literacy in English. In other words what are the things the students must have as basic elements so that he can continue to build on these for the rest of their lives? What will the Bedrock manual help teachers do? Understand the necessity of orienting literacy instructions with detailed information-particularly for those students who have little access to Spoken English. Support students in building foundations in English literacy: · Develop a basic literacy vocabulary · How to read with comprehension from the start · How to write independently (with a visual tool to bridge between though, ASL an English writing) so they can express whatever they want from the beginning AND learn to love writing · Begin developing basic grammar components A basic sequence for instruction- using Bedrock For the student who is brand new to English, or seriously struggling and at risk in their literacy development, here is a basic overview of “where to start” in the Bedrock program. The development of a core group of words is first from Unit 5. A fair entry level of words to work with is about 50. The teacher can choose those words she thinks will give her a good starting point. This entry level of words gives the teacher something to work with in creating her daily sentences for the fluency reading comprehension activity outlined. Literacy components can be done simultaneously as long as the student has at least 50 core words they can immediately recognize. Additionally, spelling practice (and visual techniques to aid memory) for developing the ability to write these (and subsequent) words is outlined in Chapter 6. Literacy Building Units These can happen simultaneously as you are working on the Big Three (Vocabulary development, Reading, Writing). Both units can be done with pictures initially. · Unit 3 on Schema Development · Unit 4 on Beginning Word Categorization Beginning Reading- Unit 1 Once the student has 50 basic instantly recognizable words form the list the teacher can introduce reading with explanations in this chapter. Beginning Writing- Unit 2 Independent writing can begin as soon as students can equate an ASL handshape with an English letter or number. This is the intervention tool that will allow them to bridge their inner thoughts to print regardless of how many English words they know. When the student has developed the ability to write simple basic ideas in English (2-4 concepts per sentence) the teacher can begin doing the various grammatical units. Basic Grammar Units - Units 8-15 The grammar units presented here are more for informational purposes for the teacher. The goal is to support the teachers understanding of how difficult and complicated grammar instruction can be and to provide some basic ways to begin developing the macro structures necessary (see below). The first “big” structure grammatical unit to start with is #11 (sentence structure), followed by Unit #13 (sentence subjects), #14 (sentence predicates). The units on Negation and Tense are most advanced and students need to have sufficient experience before starting those. Grammatically speaking, we need students to understand the “structure” or how the basic unit works to make a complete idea (aka simple sentence). You can’t talk about the inside parts (e.g. nouns, verbs etc.) until the broad structure is solid. Students have to have an idea where to put things. The grammatical Units #8 (pronouns) and #9 (prepositions) can be taught as separate units. They provide only the beginning sense of what how these words groups work….but will instantiate cognitively flexibility so that the student can add more sophisticated structures as time goes on. Another purpose of the manual is to help teachers see the need for rethinking the approach to grammar instruction. Unit 10 on Morphology can be added as the teacher feels the students are ready. They can be taught concurrently with other units if desired. For a full curriculum on grammar please see the information on this website related to the BILINGUAL GRAMMAR CURRICULUM (Czubek & Di Perri).
Why do bodies of water tend to moderate temperature swings from day to day? To summarize, large bodies of water tend to moderate the temperature of nearby land due to the high heat capacity of water. This high heat capacity results from both the higher specific heat of water and the mixing of heat throughout a greater depth over oceans. Why do bodies of water have moderating effect on climate? Large bodies of water, such as oceans, seas and large lakes, can affect the climate of an area. Water heats and cools more slowly than landmasses. Therefore, the coastal regions will stay cooler in summer and warmer in winter, thus creating a more moderate climate with a narrower temperature range. How does water moderate the air temperature during the day? Water takes much longer than air to heat up, and also longer to cool, because it has much higher specific heat. Thus, on hot days, water (oceans, lakes, and rivers) absorbs heat, keeping the air somewhat cooler. When the air gets cool, however, water slowly releases heat to the atmosphere, raising air temperatures. What do water bodies do to temperature change? Large bodies of water change temperature slower than land masses. Land masses near large bodies of water, especially oceans, change temperature as the oceans change temperature: slower and with less extreme fluctuations than land masses farther away. … Warm water also increases evaporation and ultimately precipitation. Why does water moderate temperature so well? Water can moderate temperature because of the two properties: high-specific heat and the high heat of vaporization. … The hydrogen bonds between water molecules absorb the heat when they break and release heat when they form, which minimizes temperature changes. How do bodies of water affect weather and climate? “A large body of water has a higher heat capacity than land, meaning it takes more energy to warm and cool the temperature of water. Therefore, cities close to water tend to have a narrower range of temperatures throughout the year. How does water moderate global temperatures? Water can moderate temperature well in part because of its high specific heat. … Water’s high heat of vaporization also helps moderate Earth’s climate. Heat of vaporization is the quantity of heat a liquid must absorb for 1 g of it to be converted from the liquid to the gaseous state. Why do oceans moderate the temperatures of coastal areas? Water has a higher heat capacity than soil and rock, so the ocean takes much longer to heat and to cool than the land. Coastal areas will generally have more moderate temperatures than inland areas because of the heat capacity of the ocean. How does water moderate temperature changes within organisms and their environments? Increased energy disrupts the hydrogen bonds between water molecules. Because these bonds can be created and disrupted rapidly, water absorbs an increase in energy and temperature changes only minimally. This means that water moderates temperature changes within organisms and in their environments. How does this moderate the temperature of such a place? If you add heat to an environment near a large body of water, some of the added heat will go to evaporating water. This will keep the temperature lower than it otherwise would be. Or if you pull heat out, water vapor will condense and dump heat into the air, keeping the temperature higher than it otherwise would be. How does temperature affect water availability in an ecosystem? Warm stream water is can affect the aquatic life in the stream. Warm water holds less dissolved oxygen than cool water, and may not contain enough dissolved oxygen for the survival of different species of aquatic life. Some compounds are also more toxic to aquatic life at higher temperatures. Why is water effective for body temperature regulation quizlet? How does water help regulate body temperature? Water has a high heat capacity, which means it ‘holds on to’ heat well. – this helps organisms and cells regulate their temperature. Water can also be used to cool an overheated organism through sweating. How does the body regulate body temperature? Our internal body temperature is regulated by a part of our brain called the hypothalamus. The hypothalamus checks our current temperature and compares it with the normal temperature of about 37°C. If our temperature is too low, the hypothalamus makes sure that the body generates and maintains heat.
The curriculum is based around the school’s 3 BIG WHAT Questions, intended to provide children with knowledge, experiences and skills through active participation across a variety of subject areas and curriculum enhancements. Our curriculum exposes children to meaningful, real life experiences and our flexible timetable across the school allows for children’s creativity and curiosity to guide their learning. At our school, children acquire knowledge through a curriculum design that is inspired by research into cognitive scientific practices and centred around key texts. We support children to commit knowledge to their long term memory using a combination of spaced learning activities and retrieval practices. By having pupils revisit key concepts, ideas, or skills through our BIG WHAT Questions over longer periods of time, we believe that children have greater opportunities to retain their knowledge. Our BIG WHAT Questions across the academic year are: - What does change look like? (Autumn term) - What does the world look like to us? (Spring term) - What does creativity look like? (Summer term) To help address the Big What Question, each class has a focused Enquiry Question to guide their learning to more specific elements of the National Curriculum across the foundation subjects. Please see below for the two-year cycle of Enquiry Questions. Lessons are planned around the skills progression documents available for each subject. These determine the level of skill required for each subject at the end of each key phase across the two-year topic cycle. Teachers use each skill point as a base on which to structure their lessons and use their assessment for learning to differentiate for the different levels of ability. At the end of each term, children are posed enquiry-based investigations which focus on the BIG WHAT question for their topic. They use their knowledge gained from in-class enquiries, drawing together the skills that they have developed across the term to develop their initial enquiry map. Teachers use evidence collected from assessment for learning alongside each child’s enquiry map to determine how successfully each skill objective has been achieved.
The Unix sort command is a command for the Unix family of operating systems. It is designed to sort whatever information you give it. The command can be used for a variety of purposes, but it is most frequently employed when there are a number of different files which need to be ordered in some particular way. When the command is executed, the files which were sorted will be printed to the screen in an easy to view box with the files sorted per your instructions. Using the Unix sort command is very easy and only requires the most basic of command line knowledge. While there are a few parameters that can be passed to the sort command and a few flags that may be of use to you for more complex sorting, the basic function is very easy to use. For a pipeline sort, the command “ps -ef \| sort” is used; and for a numeric sort, the command “ls -al \| sort” is used. Some of the various flags that can be used for the sort command include: -r if you wish to sort your data in the reverse order, -f if you wish to ignore the specific case of a letter, -n if you want to do a numeric sort, -b if you wish to ignore any leading blank spaces, and -M if you wish to sort by month. Below is an example of a numeric sort: ls -al \| sort +4n \| more This Unix sort command will sort the data in ascending, or smallest to largest, numeric order. The more command is used in case the data may be too much to fit on one screen. This same function, in the reverse order, can be written as so: ls -al \| sort +4nr \| more This Unix sort command will perform the same sort over the same data as the previous sort function, but it will list the data in descending order, or largest to smallest. Got Something To Say:
NCC-English-Required Standards and SLOs (Download) NCC-English 1-8 -Suggested Guidelines (Download) Language is a medium of communication used to convey feelings, express opinions, gain knowledge and maximise potential to promote inquiry. Strong literacy skills of listening, speaking, reading and writing are essential in developing responsible and self-motivated learners. English is both a subject in its own right and the medium for teaching for other disciplines as well; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects. English Language learning is an important skill when it comes to education at all levels, personality development, global communication, and making better professional choices. It is important to teach language learners to communicate their ideas effectively both orally and in writing. Reading, in particular, helps broaden students’ horizons, by exposing them to a wide range of cultural, emotional, intellectual, and social realities, which can act as a foundation for building a more tolerant and multicultural society. According to the National Policy Education Policy Framework (MoFE&PT, 2018) a review and revision of curriculum framework across the country was done. This included revising common national teaching and learning standards along with identifying common standards applicable across provinces and school systems. It was also agreed that Pakistan will have a multi lingual policy, with the English to be taught as a second language. Keeping this in mind, the National Curriculum for English Language 2006 was reviewed in multiple phases, to national and international requirements. In 2019, a review was conducted for the Primary (I-V) grades in line with the national vision for the elaboration of a national curriculum for all streams of education in the country. As a result of these rigorous rounds of review, two major areas were identified for improvement: pedagogical practices and assessment procedures. Teachers are required to focus on enhancing language skills (listening, speaking, reading, and writing) in an integrated manner, and be equipped with the requisite skills for utilising the textbooks and relevant resources to the fullest. The assessment procedures previously lacked a focus on the above-mentioned skills; therefore, the desired objectives laid out in the curriculum were further reviewed to bridge this gap. The curriculum emphasises innovative student-centered activities to be planned, to inculcate the above-mentioned values in the learners within the different social contexts of different parts of Pakistan. Themes and sub-themes that promote values of peace and social cohesion are embedded in the English Curriculum. These cover ideological attributes and religious values of patience, tolerance, making friends, sharing, respect for self and others. It also highlights respect for Pakistani and international norms, equity among groups and nations, learning to live together in an extended society across the cultures and conflict resolution. ‘Education for Sustainable Development (ESD)’ and ‘Global Citizenship Education (GCE)’ are the two key concepts explicitly built into the curriculum to be eventually included in textbooks. The rationale is to empower learners of all ages to become proactive contributors to a fair, peaceful, tolerant, inclusive and sustainable world. In compliance with the United Nation’s Sustainable Development Goals, especially SDG 4.7, certain values were highlighted in the curriculum under themes and sub-themes for different classes including global citizenship, sustainable development, gender equality, diversity of cultures, languages and religions, countering terrorism , risk reduction awareness about traffic education, health hazards of tobacco and other drugs, avoiding social evils (plagiarism, falsification, aggression, deception, greed, violent protests, etc.) and propagating sports and adventure. Moreover, the suggestions shared by Traffic Police Islamabad, Rahnuma-family Planning Association of Pakistan (FPAP), Ministry of Narcotics Control and Federal Investigation Agency (FIA) were incorporated in the curriculum for grade VI-VIII as well. The revised English curriculum 2021 propagates a holistic approach for language development to equip the students with the skills they need for effective communication in social and academic contexts at the national and international levels. The curriculum is multidimensional and incorporates all components of language, i.e., phonology, grammar, vocabulary, discourse, language functions and skills. During the review the following amendments were made:
Our SECRET Skills Skills – essential tools that are learned through practice - Skills underpin ALL learning. It is impossible to have any lesson or any learning taking place that does not involve both skills and knowledge working together. - Some skills such as the ability to read, write, count and communicate are seen as core and are set as the priority for primary and secondary schools through English and Maths. - Some skills are specific to one field of learning such as map reading skills, volleyball etc. - The remaining skills are useful across numerous fields of learning. The SECRET skills model is the most comprehensive description of these and appears in summary below. \|Self-Management\|\|Manage Risk\|\|Be Organised\|\|Go for it, Finish it! (Resilience)\|\|Manage Emotions\| \|Effective Participation\|\|Persuade Others\|\|Find Solutions\|\|Identify Issues\|\|Get Involved\| \|Creative Thinking\|\|Imagine\|\|Make Links\|\|Take Creative Risks\|\|Question Assumptions\| \|Reflective Learning\|\|Set Yourself Challenges\|\|Plan-Do-Review\|\|Invite Feedback\|\|Share Learning\| \|Enquiry\|\|Explore a Question\|\|Evaluate Evidence\|\|Stay Objective\|\|Reach Conclusions\| \|Team Working\|\|Take Responsibility\|\|Manage the team\|\|Build team strengths\|\|Evaluate the team\| Please download this document which contains a full progression ladder for each of these skills - SECRET skills are integrated into lessons when teachers intentionally require them in their choice of learning activity. For example, a teacher may intentionally use a group activity as a way of addressing a skills gap for pupils who find it difficult to work collaboratively. - The balance of skills, knowledge and concepts varies from subject to subject. - In the Early Years classroom the skills are formally teacher assessed and reported on nationally. These skills are called the Characteristics of Effective Learning (COEL). - Coaching regularly is often seen as the most effective teaching method for developing and maintaining skills. - Knowing how to approach the application of skills in each subject is called ‘Disciplinary Knowledge’. Subjects should adapt the SECRET skills statements to how a Scientist (for example) evaluates evidence, finds solutions etc. and then formally build this disciplinary knowledge and regular practice into the curriculum.
California had become part of the life of the United States in the middle of the nineteenth century--an exotic land of untold promise on the distant Pacific Coast. At the beginning of the twentieth century, California seemed less exotic, and the land's promises seemed more limited. And these developments resulted from many factors other than the end of the rush for gold and easy mineral wealth. Much of California's mystery arose from the state's geographical position, a region facing squarely west across the Pacific, with its mountainous "back" turned to the rest of the nation. By 1900, American settlement had filled in the pockets of unmapped land in the Far West. Washington State and Oregon were admitted to the Union, and the Pacific Coast was occupied by three states running south from Canada to Mexico. While a few territories remained to be organized into full-fledged states, the United States could now be truly said to extend from the Atlantic to the Pacific. And Alaska, far to the North on the Pacific Coast, had replaced California as a mysterious frontier land with riches of gold. Further, the Pacific and the lands west of California were becoming more fully a part of the life of the United States. Trade to Japan and China had been opened in the second half of the nineteenth century. Chinese immigrants and their descendants, once confined entirely to California, were slowly beginning to create "Chinatowns" in cities further east. Even more important, the United States was assuming responsibility for the government of more and more Asian peoples across that Pacific. The Spanish American War of 1898 left the United States as the custodian of the Philippine Islands. And in 1900, Hawaii, whose population included native tribes and descendants of immigrants from many Asian nations, became the United States' last organized territory. The increased importance of Asia and Asian affairs for the United States was recognized when President Theodore Roosevelt played a key role in mediating the end of a war between Russia and Japan in 1905. If California had lost much its special nature as America's outpost on the Pacific, the new century also reminded observers around the world that California could no longer be regarded as an uncomplicated paradise of easy living. This lesson was brought home with terrible force on the morning of April 18, 1906, when an earthquake shook the proud city of San Francisco for two full minutes. The quake and the fires that followed for three days left 500 San Franciscans dead and destroyed more than 28,000 buildings--more than a third of the homes, offices, and stores in the entire city. Although damage was greatest in San Francisco, its effects were felt in every city from San Juan Bautista to the coast at Mendocino. San Francisco would be rebuilt, and Californians would learn to construct homes and stores that could better withstand future disasters. But no one could afford to forget what had happened that week in April, and no one could pretend that California's bountiful natural resources somehow made the state or its residents immune to nature's equally generous capacity to destroy. California faced the new century with a new maturity and sense of reality earned at a terrible cause. Next: Conclusion: Reading California's Early History \|\| Previous: Other Californians Table of Contents
Individualism as an ideology believes that human beings should put themselves first as they are responsible for their fate. It also subscribes to the thought that there is no relationship between an individual and the society and, therefore, the society does not owe individuals any protection or care. In order to rise in society, a person has to work hard as his or her work ethic is what determines their status in the society. This ideology is embedded in the American society, and it has prevented people from viewing children as the responsibility of the whole society but instead views them as the private responsibilities of their parents. The paper argues that individualism has made the current American society refuse to make social policies that provide services to parents, especially middle and low-income earning mothers, and has instead left the choice of child care to be a private affair of the parents. The paper also discusses the way the U.S. has failed in its social policies as compared to those of other leading nations in Europe. Even though currently Americans are holding dear values deeply entrenched in individualism, history proves that Americans have always succeeded by being interdependent. According to Coontz (1992) “depending on support beyond the family has always been the mile rather than the exception in American history” (69). Ever since the colonial period, families received government support through social and economic policies. During this time, community members depended on each other for mutual assistance by establishing fraternal organizations to assist one another. For example, people would make regular contributions to many different funds for emergencies. However, industrialization changed the mindsets of the society. Its ascendancy led to equating human value with earnings. People became self-reliant, and those who could not compare their worth to economics were termed as ‘dependents’ (Crittenden, 2001). In 1900, the US Census Bureau led by Francis Walker officially erased mothers work from the census. The domestic labor of women raising children no longer had any economic values. The government did not view children as human capital important in growing the country’s future economy. However, even with the advancement of individualism, economists view human capital provided by children in terms of their education, skills, and entrepreneurial culture as more important in growing the nation’s economy compared to natural and manufactured resources and capital (Crittenden, 2001). Unfortunately, social benefit of raising children is yet to be respected. Socially, children are defined as a private choice. The cost of raising them is privatized. Parents are, therefore, left to pay almost all of the cost of raising their children. When the government pretends that children are private choices then it also apparently pretends that the rewards are personal and not social. Individualism does not just stop with making families privatize the welfare of their children. It also extends to the labor of middle-class mothers in their workplaces. According to Crittenden (2001), middle-class mothers face a lot of challenges in their employment. It is attributed to the fact that most organizations still follow the norms of the 1950s in American employment where they believe that the ideal worker is someone who is “unencumbered” and can devote all energies to the job without distractions (87). Therefore, mothers who appear distracted or uncommitted by asking for family benefits such as paid leave and flexible work times can be marginalized at the workplace (Stone and Lovejoy 2011). They face the threat of having their earnings penalized and have fewer chances of receiving promotions. The situation of middle-class mothers is further challenged by the issue of unpaid maternity leaves. It further illustrates the extent of individualism in the American society. The United States is among the only three nations in the world, the other two being Surinam and Papua New Guinea, that lack a mandated paid maternity leave. Mothers are forced to use private resources to provide for the period they take a break from work to care for their children during maternity leave. At times, middle-class mothers are forced to abandon their careers to become stay-at-home mothers. These women face challenges. According to Stone and Lovejoy (2011), most mothers leave their jobs because of long hours of work and lack of flexible job schedules. Unfortunately, once the mothers are no longer in the labor market, they are unable to contribute to their social security. Consequently, upon retirement, such mothers lack social security benefits. Table of Contents These women are also forced to encounter the mommy tax. It is all income in earnings and benefits that mothers forego because of time spent with their children (Crittenden 2001). Apart from the economic consequences, working middle-class mothers also encounter psychological and social effects of the lack of social policies such as leaves and flexible work hours to protect them at work. According to Schulte (2014), these mothers experience emotional disengagement from their workplaces, always feel tired and experience an increased level of stress. They end up working less and having more sick days. Individualism manifests even more pronouncedly in poor mothers. The ideology of individualism in relation to social policies does not believe that there are economic factors that can constrain poor working mothers and prevent them from improving their livelihoods. Hays (2003) explains that individualism finds that a person’s economic status is a reflection of his or her work ethic. She believes that America’s national and cultural myths of self-sufficiency and self-reliance dull peoples’ insensitivity to social factors that influence individual life chances. Lawmakers in the country do not make social policies to help poor mothers because they overlook the complexities of life that lead to their state of poverty. According to individualism, for these poor mothers to prove their work ethic, they need to work and not just rely on handouts. It is clearly elaborated in the 1996 punitive Temporary Aid to Needy Families (TANF) program. The initiative provides poor and unemployed mothers with a small monthly stipend. However, as a condition for the aid, the mothers are expected to look for job. The program values work more than the welfare of the mothers and their children. It imposes certain sanctions for those mothers who refuse to work. These women are expected to make forty job contacts within thirty days, report any change, even if trivial, in income, accept given working hours even if they would interfere with child care time, and not to miss any job appointment for any reason whatsoever (Hays, 2003:45). These TANF rules are imposed on poor mothers without any flexibility for accommodating family time and needs. Unfortunately poor mothers have no option but to work because it is only by working that they become eligible for the Earned Income Tax Credit to supplement their earnings when their income is below a certain level. They will also qualify for the Supplemental Nutrition Assistance Program that provides them with food assistance by giving them electronic vouchers that they will use to purchase food. Even with their work, poor mothers barely make enough to enable them to rise out of poverty. The salary is too little, and, unfortunately, poor mothers are made to cover their child care costs even though they lack the ability to have private resources. According to Hays (2003), child care is only offered to poor mothers on paper. The majority of them do not get those subsidies. In a study she conducted, Hays found that in 2013, only 8 percent of TANF recipients received the benefits (90). Individualism has perpetuated self-reliance and viewing children as private commodities. The public, therefore, has no duty to create social policies to cater for the children who are the country’s future human capital. The middle-class and poor mothers are forced to work extra hard to provide for their children, and in the process of work these mothers miss raising their kids. By the public denying the role of the child as a public good, it has made itself culpable for the loss of the nation’s potential human capital. The American society has to blame itself in case of future economic losses. To avoid these tragic consequences, the United States should adopt the European social policies. In northern Europe, even though most countries subscribe to individualism, they also believe in the child being a public good and the most powerful future human capital. It is for this reason that countries such as France provide paid maternity leave for new mothers and paternity leaves for new fathers for a period of up to thirteen months at 80 percent of their salaries (Hays 2003). These countries also have policies on breastfeeding breaks, paid healthcare services, preschool and afterschool care for children. In France, all children have health insurances and any child who is sixteen years or below and of any nationality can receive free medical care in the nation. The American society’s ideology of individualism has led to people viewing children as private choices. It is for this reason that parents are left to cover the cost of raising their kids. Unfortunately, the most affected people are the middle-class and poor mothers who are forced to work extra hard to provide for their children. However, because of the lack of social policies, these women end up having no time for raising their children as they are too busy working for long hours. When they decide to quit their jobs, they are subjected to mommy taxes and are, therefore, unable to take care of their children. Without effective social policies that protect children and their parents, the economic future of the U.S. is jeopardized as children make up the most significant potential human capital of the nation. The U.S. can avoid such consequences by adopting the European countries’ social policies on women and childcare such as paid maternity leaves for mothers and pre and post school care for the children.
A fruit fly in its natural habitat In circadian rhythm research, the single best-studied organism is probably the fruit fly. It was through grinding up the heads of countless flies that scientists discovered molecular clock genes, which were then found to play similar roles in humans. But when it come to how actual fly behavior changes in a 24-hour period, a recent study questions whether conventional lab wisdom is wrong. A new paper in Nature put those same lab-bred fruit flies in a natural habitat and observed bursts of activity at unexpected times. Two set of experiments, one in Italy and another right in the backyard of the lead researcher in England, found that flies are diurnal. That means they’re most active during the day, specifically the afternoon with small upticks in activity during dawn and dusk. While this may not sound exciting by itself, it upends decades of lab research that said fruit flies take a “siesta” during the day and have dramatic bursts of morning and evening activity. This behavior is so well-accepted that there are neuron clusters of the fly brain called morning and evening oscillators whose activity corresponds to the bursts. Outdoors, however, temperature fluctuations and the gradual rising or setting of the sun offer much richer information than a temperature-controlled incubator where lights flick on at ZT 0 and off at ZT 12. (ZT stands for Zeitgeber Time, which means “time giver” in German.) Since the morning burst of activity comes just before sunrise, scientists had thought it was governed by an internal molecular clock. Data from this new study suggest this morning activity is actually set by warming temperatures leading up to sunrise. While its results are surprising, this paper doesn’t necessarily invalidate previous research on daily cycles. Circadian rhythms are regulated two different ways: internally with a molecular clock or with external cues such as light and, according to these studies, temperature. One particularly neat part of this study elucidates looks at how these two mechanisms interact by comparing flies with different forms of the period gene. “Short” mutants (with the perS version of the gene) have a shortened circadian cycle, and “long” mutants (perL) the opposite. When these flies were let loose outdoors, perS mutants reached their afternoon activity burst earlier and perL mutants later than normal flies. From these data, it seems that temperature determines when flies wake up, but the molecular clock counts down the time for buzzy afternoon activity. The authors go on to show that the flies’ outdoor activity pattern can be replicated by mimicking natural light and temperature patterns in lab. This has a real potential to impact fly behavior research. If scientists want to make arguments about evolutionarily relevant behaviors in flies, they don’t want to do it using flies that rest and wake at odd times. It would be like studying human circadian rhythms in sleep-deprived college students—actually, that happens too, but that’s another story. [via The Scientist] Image via Flickr / Silversyrpher
A team of scientists led by Bhaskar Sen Gupta from Queen’s University Belfast has devised a system to remove arsenic from groundwater. The technology, called Subterranean Arsenic Removal (SAR), has been successfully tested both in West Bengal, India and in the United States. Arsenic is found naturally in the Earth’s crust. Changes in agricultural processes in rural areas (increased fertilization) causes bacteria to release arsenic from the soil into the groundwater, from whence it finds its way into the drinking water of an estimated 137 million people in 70 countries. At levels as low as 10 ppb (that’s ten parts arsenic per billion parts water), people begin to suffer from a myriad of severe illnesses and may even die. There are ways to remove arsenic, but they tend to be expensive and to produce toxic sludge that must then be dealt with. Enter SAR, which relies on oxidation and filtration, uses no chemicals and produces no sludge. Simply by aerating the groundwater in an SAR plant, arsenic, iron and manganese are precipitated back into the soil deep underground. The cost of a single plant capable of cleaning 6000 liters of water per day is only about $4000.After using SAR in rural Bellingham, Northwest Washington State, arsenic levels fell to below the safe limit set by the US Environmental Protection Agency. There are plans to set up new SAR plants in Cambodia, Vietnam and Mexico.
How Do Supercontinents Assemble? One theory prefers an accordion model; another has the continents travel the globe to reunite Over the past 3 billion years, at least six supercontinents have assembled and split apart in what some earth scientists refer to as the supercontinent cycle. About that much there is general agreement; just how this process works, however, has been a source of considerable controversy. One camp would have the continents spread apart and reunite much like an accordion. Another thinks that land masses break up and circumnavigate the globe before getting back together again. The resolution lies in establishing the crystallization dates of oceanic crust that was generated or consumed during continental movement, but "seeing" back further than one cycle has proved difficult. The authors have used a unique radioactive-isotope ratio to determine that both tectonic processes have likely been at play. Go to Article
An circuit that uses excitons for computing flashes light as the particles decay to release photons. Credit: Leonid Butov/UCSD Particles called excitons that emit a flash of light as they decay could be used for a new form of computing better suited to fast communication, physicists at UC San Diego have demonstrated. Switching times on the order of 200 picoseconds have been demonstrated so far. (A picosecond is one trillionth of a second). While exciton computation itself may not be faster than electron-based circuits, the speed will come when sending signals to another machine, or between different parts of a chip that are connected by an optical link. The gallium arsenide excitonic circuits will only work at frigid temperatures - below 40 degrees Kelvin (or -390 degrees Fahrenheit), a limit determined by the binding energy of the excitons. The operating temperature can be increased by choosing different semiconductor materials. Integrated circuits, assemblies of transistors that are the building blocks for all electronic devices, currently use electrons to ferry the signals needed for computation. But almost all communications devices use light, or photons, to send signals. The need to convert the signalling language from electrons to photons limits the speed of electronic devices. Leonid Butov, a professor of physics at UCSD, and his colleagues at UCSD and UC Santa Barbara have built several exciton-based transistors that could be the basis of a new type of computer, they report this week in an advance online version of the journal Science. The circuits they have assembled are the first computing devices to use excitons. "Our transistors process signals using exitons, which like electrons can be controlled with electrical voltages but unlike electrons transform into photons at the output of the circuit,” Butov said. “This direct coupling of excitons to photons bridges a gap between computing and communications." Excitons are pairs of negatively charged electrons and positively charged “holes” that are created by light in a semiconductor such as gallium arsenide. When the electron and hole recombine, the exciton decays and releases its energy as a flash of light.
Buy three different color apples, such as red, green, and yellow, (the closer in size, the better). Ask your child/children what is different about the apples, getting to the fact that the skins of the apple are different colors. Then, explain that there is something wonderful and the same about the apples. The apples are alike! Take a knife and cut a large slice out of each apples. Show the apples to the class explaining; The apples are all alike inside. The skin on the outside is one color, but on the inside the apples are the same. People are like the apples. People have different skin colors on the outside. But, on the inside we are alike. Have your child/children brainstorm on all the ways that make people alike, (we have feelings, we bleed the same color blood, we need air...). Same and Different (The Sassafras) When children understand how we are all far more alike than different, it helps to promote harmony with their peers. Read the story, then follow the directions for the art project. Optional; brainstorm how we as people, are similar, (Need shelter, food, water, air, love...). (Note: Sassafras trees are found in Eastern North America, from southernmost Ontario, Canada, through the eastern United States south to central Florida and west to southern Iowa and eastern Texas…) Art Activity: Sassafras Tree
Help Your Child Ace Her Next Multiplication Quiz It's not unusual for children to have trouble learning the multiplication facts. Fortunately, you can help if you're willing to work with your child every day. For the best results, keep drill sessions short, review learned facts frequently, and don't teach a new set of facts until your child has completely memrorized the previous set. Begin by doing the following: 1. Make a set of multiplication flash cards with your child. Do not include the answers on the cards. 2. Work with one set of multiplication facts at a time (2x1, 2x2, 2x3, 2x4 etc.). 3. Next, work with the set of multiplication facts that has 2 as a second factor (1x2, 2x2, 3x2, 4x2 etc.) Remind your child that these facts are equivalent to addition doubles. 4. In the next session, work with the 5x tables. Start with 5 as the first factor (5x1, 5x2, 5x3) and then tackle 5 as the second factor (1x5, 2x5, 3x5). 5. For some children, it helps to recognize patterns when they exist within each set of multiplication facts. 6. To help your child with her 4x tables, you can teach her the "double and then double again" approach. For example: 4x3=12 because double 3 is 6 and double again is 12; 4x4=16 because double 4 is 8 and double again is 16, and so on. 7. To help your child with his 9x tables, you can teach him the -1 approach. For example: 2x9 = 18 because 2-1 is 1 and 9-1 is 8; put them together and you get 18. Similarly, 3x9 = 27 because 3-1 is 2 and 9-2 is 7; put them together and you get 27. And again, 4x9 = 36 because 4-1 is 3 and 9-3 is 6; put them together and you get 36. And one more time: 5x9 = 45 because 5-1 is 4 and 9-4 is 5; put them together and you get 45. When your child doesn't know a fact, don't tell her the answer -- answers that come easily are not retained. Instead, show her how to find the answer. For example, if she doesn't know 3x4, have her draw three parallel horizontal lines and four parallel vertical lines. Then have her count the intersections to get the answers. More on: Helping With Homework
Epizootiology of Lyme Disease Lyme disease was first recognized as a distinct clinical illness in 1975, when 51 residents from Old Lyme, Lyme and East Haddam, Connecticut were diagnosed as having a unique form of oligoarticular arthritis. Since its description, Lyme disease has emerged as a significant threat to the public's health in the northeastern United States. Nationally, Lyme disease increased from 523 reported cases in 1982 to 4,507 reported cases in 1988, 8,552 cases in 1989, and 13,043 cases in 1994. The Centers for Disease Control reported that Lyme disease accounted for 81% of all reported cases of arthropod-transmitted diseases in the United States between 1986-1991. In 1982, a treponema-like spirochete was isolated from the midgut of adult I. scapularis suggesting that this organism may be involved in the etiology of Lyme disease. Shortly thereafter, spirochetes were isolated from the blood of Lyme disease patients and from adult I. scapularis. The following year the I. scapularis spirochete was recognized as a new species and named Borrelia burgdorferi. Furthermore, the blacklegged tick, I. scapularis, was considered to be the most important vector of the spirochete. Acquisition of Spirochetes Typically, immature I. scapularis acquires B. burgdorferi during its initial bloodmeal from infected reservoir hosts, primarily from white-footed mice. After molting, the following life stage is transstadially infected. Transstadially infected nymphs and adults can then transmit the spirochete to non-infected hosts. Nymphal blacklegged ticks have had a single previous blood meal (in the larval stage) and subsequently approximately 25% of the nymphs can be found infected. On the other hand, adult blacklegged ticks have had the benefit of two previous blood feedings (as larvae and nymphs) and therefore have a natural infection rate of nearly 50%. Because nymphal feeding precedes larval feeding, the enzootic transmission of B. burgdorferi is highly efficient. Thus, the majority of mice become infected with Lyme disease spirochetes in the spring before serving as hosts to the larvae later that summer. Spirochetes overwinter in the fed larvae, in the unfed nymphs or in the host animal. Ixodes scapularis larvae can also acquire B. burgdorferi transovarially from infected females; however, transovarial transmission seems to play at best a minimal role in the maintenance of B. burgdorferi in the tick population. Symptoms and signs of Lyme disease Early Lyme Disease: The early stages of Lyme disease is usually marked by one or more of the following symptoms: - chills and fever - muscle and joint pain - swollen lymph nodes - a characteristic skin rash, called erythema migrans (EM) Erythema migrans (EM) is a red circular patch that appears usually 3 days to 1 month after the bite of an infected tick at the site of the bite. The patch then expands, often to a large size. Sometimes many patches appear, varying in shape, depending on their location. Common sites are the thigh, groin, trunk, and the armpits. The center of the rash may clear as it enlarges, resulting in a bulls-eye appearance. The rash may be warm, but it usually is not painful. Not all rashes that occur at the site of a tick bite are due to Lyme disease (i.e. an allergic reaction to tick saliva at the site of the bite which can be confused with the rash of Lyme disease). Allergic reactions to tick saliva usually occur within a few hours to a few days following the tick bite, but usually do not expand and normally disappear within a few days. Late Lyme Disease: Some symptoms and signs of Lyme disease may not appear until weeks, months, or years after a tick bite: - Arthritis is most likely to appear as brief bouts of pain and swelling, usually in one or more large joints, especially the knees. - Nervous system abnormalities can include numbness, pain, Bell's palsy (facial paralysis which usually occurs on one side), and meningitis (fever, stiff neck, and severe headache). - Less frequently, irregularities of the heart rhythm occur. - In some persons the rash never forms; in some, the first and only sign of Lyme disease is arthritis, and in others, nervous system problems are the only evidence of the disease. In rare cases, Lyme disease acquired during pregnancy may have possibly lead to infection of the fetus and to stillbirth, but adverse effects to the fetus have not been conclusively documented. Lyme disease is often difficult to diagnose because its symptoms and signs mimic those of many other diseases. The fever, muscle aches, and fatigue of Lyme disease can easily be mistaken for viral infections, such as influenza, infectious mononucleosis or chronic fatigue syndrome. Joint pain can be mistaken for other types of arthritis, such as rheumatoid arthritis, and neurologic signs can mimic those caused by other conditions, such as multiple sclerosis. At the same time, other types of arthritis or neurologic diseases can be misdiagnosed as Lyme disease. Diagnosis of Lyme disease depends upon: - Exposure to ticks, especially in areas where Lyme disease is known to occur. If you are bitten by a tick, always save it - correct identification and testing can confirm the presence or absence of the Lyme disease spirochete within the tick. - Symptoms and signs as described above. - The results of blood tests used to determine whether the patient has antibodies to Lyme disease bacteria. These tests are most useful in later stages of illness, but even then they may give inaccurate results, because laboratory tests for Lyme disease have not yet been standardized nationally. - Consultation with a health care provider. Treatment and prognosis Lyme disease is treated with antibiotics under the supervision of a physician. Several antibiotics are effective. Usually they are given by mouth but may be given intravenously in more severe cases. Patients treated in the early stages with antibiotics usually recover rapidly and completely. Most patients who are treated in later stages of the disease also respond well to antibiotics. In a few patients who are treated for Lyme disease, symptoms of persisting infection may continue, making additional antibiotic treatment necessary. Varying degrees of permanent damage to joints or the nervous system can develop in patients with late chronic Lyme disease. Typically these are patients in whom Lyme disease was unrecognized in the early stages or for whom the initial treatment was unsuccessful. Rare, indirect deaths from Lyme disease have been reported. Removing leaves and clearing brush and tall grass around houses and at the edges of gardens may reduce the numbers of immature ticks. This is particularly important in the eastern United States, where most transmission of Lyme disease is thought to occur near the home. A relationship has been observed between the abundance of deer and the abundance of deer ticks in the eastern United States. Consequently, removing vegetation that attracts deer and constructing physical barriers may help discourage deer and attached ticks from coming near the house. Applying acaricides (chemicals that are toxic to ticks) to gardens, lawns, and the edge of woodlands near homes is being done in some areas, but questions remain regarding its effectiveness and environmental safety. Application to residential properties should be supervised by a licensed professional pest control expert. Personal protection from tick bites: The chances of being bitten by a tick can be decreased with a few precautions. - Avoid tick-infested areas, especially in May, June, and July (many local health departments and park or extension services have information on the local distribution of ticks). - Wear light-colored clothing so that ticks can be spotted more easily. - Wear long pants and tuck the pant legs into your socks or boots; wear a long-sleeved shirt and tuck it into your pants; and use a hat for added protection. - Tape the area where pants and socks meet so that ticks cannot crawl under clothing. - Spray insect repellent containing DEET (products shouldn't contain any more than 30% DEET) on clothes, or treat clothes (especially pants, socks, and shoes) with permethrin, which kills ticks on contact. Remember that these products should be used with caution. - Walk in the center of trails to avoid overhanging grass and brush. - After being outdoors, remove your clothing and wash and dry it at a high temperature. - Inspect yourself carefully and remove any attached ticks. For tick removal: grasp the tick with fine tweezers as close to the skin surface as possible, pull straight up with a slow, steady force and avoid crushing the tick or slipping off the body. Ultimately you do not want to force any material from the tick into your skin. Clean the area of tick attachment with disinfectant. Ticks (saved in a sealed container) can be submitted to the Mosquito Commission laboratory or certain local health departments for identification. Preventive Antibiotic Treatment: Antibiotic treatment to prevent Lyme disease after a known tick bite may not be warranted. Physicians must determine whether the advantages of using antibiotics outweigh the disadvantages in any particular instance. As of February 2002 the human vaccine for Lyme disease (LYMErix) has been discontinued. GlaxoSmithKline stated that sales of LYMErix were insufficient to justify the continued investment in manufacturing, distribution and marketing. Page Last Updated: 7/24/2008 4:28:00 PM
Applied Behavior Analysis Applied Behavior Analysis Applied Behavioral Analysis is a useful method for teaching children with autism, PDD, and MR that is based directly on learning theories developed by behavioral psychologists. The approach focuses on rewarding positive behavior and discouraging negative behavior by exerting control over rewarding and aversive consequences of children's choices. Essentially, if children behave in ways that are desirable, they are rewarded. If they behave in ways that are not desirable, they are not rewarded. ABA leans heavily on several behavioral principles: shaping, chaining and successive approximation. It is difficult to learn new complex behaviors. However, if complex behaviors are broken down into simpler behaviors, each a more accurate successive approximation of the goal behavior, the task of learning becomes easier to manage. ABA requires that complex desirable behaviors that therapists hope to teach to children with autism be broken down or analyzed into a series or chain of small doable steps. Instead of trying to teach the entire complex behavior desired all at once, ABA therapists teach only one simple step at a time. As children master each step, the next sequential step is introduced. This chained step approach is effective for teaching individuals who have difficulty staying focused. In order for ABA methods to work well, both therapeutic and home environments must be consistent and organized. Rewards and consequences for various behaviors must be made clear to students at all times and delivered as advertised. Rewards that are not delivered as promised are not rewarding, and will quickly cease to have a motivating effect. Similarly, aversive consequences (such as not getting a desired reward) also lose their motivational effectiveness if they are not enforced. Save for our discussion of Discrete Trial methods (below), we won't be going into the details of ABA in this document. If you want more detailed information, we recommend you visit a specialized ABA website, such as http://www.polyxo.com/aba/. Suffice it to say that ABA methods are highly useful for teaching children with autism new skills, such as language and social skills, and for teaching those children how to appropriately apply their skills across a variety of settings. Normally, children acquire language and social skills quite spontaneously and naturally simply by participating in daily life and by observing and modeling other's behavior. Children with autism cannot and do not pay attention to social models and thus do not learn these skills spontaneously. If they have learned language or social skills it is because someone has broken down those skills into teachable steps for them, and has taken the effort to teach them those skills, step by painstaking step. Even when skills have been taught, children with autism will not easily know how to generalize them to novel situations, and will require explicit training in how to apply those skills in each likely setting. In short, those with autism have to acquire language and social skills intellectually, the way most children learn how to read or add. ABA methods make this painstaking learning process easier to accomplish.
Marsupials are mammals in which the female typically has a pouch in which it rears its young through early infancy. They differ from placental mammals (Placentalia) in their reproductive traits. The female has two vaginas, each of which leads to a different compartment in the uterus. Males usually have a two-pronged penis which corresponds to the females' two vaginas. The pregnant female develops a kind of yolk sack in her placenta which delivers nutrients to the embryo. The embryo is born at a very early stage of development (at about 4-5 weeks), upon which it crawls up its mother's and attaches itself to a nipple. It remains attached to the nipple for a number of weeks. The offspring later passes through a stage where it temporarily leaves the pouch, returning for warmth and nourishment. Fossil evidence does not support the once-common belief that marsupials were a primitive forerunner of the placental mammals: both main branches of the mammal tree appear to have evolved at around the same time, toward the end of the Mesozoic era, and have been competitors since that time. In most continents, placentals were much more successful and no marsupials survived; in South America the opossums retained a strong presence; in Australia's harsh climate the placentals died out and only marsupials survived. The early birth of marsupials removes the developing young much sooner than in placental mammals, and marsupials have not needed to develop a complex placenta to protect the young from its mother's immune system. Early birth places the tiny new-born marsupial at greater risk, but significantly reduces the risk of pregnancy, as there is no need to carry a large foetus to full-term in bad seasons. Because a newborn marsupial must climb up to its mother's nipples, the otherwise minimally developed newborn has front limbs that are much better developed than the rest of its body. This requirement is responsible for the more limited range of locomotory adaptations in marsupials than placentals; marsupials must retain a grasping forepaw and cannot develop it into a hoof, wing, or flipper as some groups of placental mammals have done. There are between 260 and 280 species of marsupials, almost 200 of them native to Australia and nearby islands to the north. There are also many extant species in South America and one species, the Virginia Opossum, native to North America. The are two primary divisions of Marsupialia: the Ameridelphia, the American marsupials; and the Australidelphia, the Australian marsupials. Order Micorbiotheria (which has only one species, the Monito del Monte) is found in South America but is believed to be more closely related to the Australidelphia. \|Table of contents\| Western Grey Kangaroo with joey.
1.)Begin the lesson by asking students what they know about vertebrates and invertebrates. Then take the following quizzes about vertebrates and invertebrates to assess students prior knowledge. Allow students to navigate the following websites to learn more about vertebrates and invertebrates. )This is a short quiz to help determine students prior knowledge about vertebrates. )This quiz will help access students prior knowledge about invertebrates. 3.)Allow students to review the following sites and print pictures of vertebrates they find interesting. Have students list facts using the vertebrate fact sheet attached. (Animal Index- Vertebrates )This site gives information about a variety of vertebrates. )This site has an animal index for students to explore. 5.)Allow students to review the following sites and print pictures of invertebrates they find interesting. Have students list facts using the invertebrate fact sheet attached. (Animal Index - Invertebrates )This site has many facts about different invertebrates. 7.)Discuss the fact sheets as a class. Then have students glue the pictures they printed during their Internet navigation on an index card. Ask students to write clues describing the animal on the other side of the index card. Inform students that their pictures will be used in activities to help them become better at identifying vertebrates and invertebrates. Classify Animals Game: Hand out pictures of different animals and divide the class into two groups. Students will decide which animals in their group are vertebrates and which are invertebrates. Check each group for correct classification. The group with the most correct answers wins. Using the pictures from Activity 1, students will create two collages. One collage will represent vertebrates and the other invertebrates. Check the collages for accuracy before the pictures are secured. Who Am I?: Review vertebrates and invertebrates and how to classify animals. Divide students into two groups. Read aloud clues about various animals and each team will take turns guessing the identify of the animals. An additional point will be given for identifying as vertebrate or invertebrate. Classifying Invertebrates (Center or Bulletin Board Activity) Hang three nets with the following titles: 1) Simple Invertebrates 2) Invertebrates with shells or spines Instruct students to choose animals from a tree house, then place them in the correct net. This activity will be a self-check with students finding correct answer in a bucket at the bottom of a tree. Instruct students to compare and contrast what they learned about vertebrates and invertebrates on the venn diagram below. )This is a graphic organizer to help students compare and contrast vertebrates and invertebrates. Have students create an imaginary creature. Instruct them to draw a picture of the creature and create a fact sheet for their creature. Remind students to give enough information to let students classify their creations. After all students have created their imaginary creatures, let the class classify the creatures. First into vertebrate and invertebrate, next into sub-categories. (Let students come up with the sub-categories.)
On this day in 1833, President Andrew Jackson announced that the government would no longer deposit federal funds in the Second Bank of the United States, the quasi-governmental national bank. He then used his executive power to close the account and to put the money in various state banks. George Washington and Alexander Hamilton had created a national bank in 1791 as a central repository for federal funds. The successor bank that Jackson reviled as an elitist institution tied to Eastern commercial interests was chartered in 1816, five years after the first bank’s charter had expired. Jackson, elected on a populist frontier-oriented platform, resented its distain for funding expansion into the vast Western territories. He also objected to a lack of congressional oversight over its dealings. Nicholas Biddle, the director of the bank, fought back. He enlisted Sen. Henry Clay of Kentucky as a powerful ally. As the controversy raged, most members of Congress held that Jackson was wrong in holding the bank to be an unconstitutional appendage of the federal government. In 1832, the year before Jackson finally acted, the issue created a deep split in Jackson’s cabinet. Later in 1832, Jackson vetoed an attempt by Congress to draw up a fresh charter for the bank. The bank became the focal point of the 1832 presidential election in which Jackson, as the Democratic incumbent, defeated Clay. With his victory, Jackson felt he had won a mandate to close the bank, despite continuing opposition in Congress. By unilaterally withdrawing the funds, Jackson effectively sealed the bank’s death warrant. When its charter officially expired in 1836, it was not renewed. Nevertheless, Jackson paid a price for having waged the struggle. In 1834, Congress censured him for what the lawmakers viewed as an abuse of presidential power during the bitter bank fight.
Part of Lesson Plan: Sequencing a Scene Activity Overview / Details - Describe the assignment to the students and show them a couple examples from past student work. - Distribute the scene and models to the students’ computers. - Pass out storyboards with shots 1 and 2 completed. - Provide them time to plan and storyboard their story line. (You may want to put a limit on the number of shots.) - Walk around and help students as needed. Shot 1: Wide shot of scene with dragon fly coming in from the left. Shot 2: Medium shot of tray on table as dragon fly circles around and lands on burger. Setting up A Scene: Planning In this exercise, you will be planning a sequence around the interaction within a scene. You will be provided with the basic layout and most of the models. You will need to develop a story and create a storyboard covering each shot. The first two shots are done for you and will be used to show you how to set up and render a shot. The rest of the shots are up to you.
SPECIAL TOPIC: THE ROUTE OF THE EXODUS A.The location of 1. the Egyptian cities 2. bodies of water 3. early Hebrew camp sites are all uncertain B. The term "Red Sea" is literally Yam Suph, which 1. means, "sea of weeds" or "sea of reeds." It can refer to salt water, Jonah 2:5; I Kgs. 9:26 or fresh water, Exod. 2:3; Isa. 19:26. The LXX first translated it as "Red Sea," followed by the Vulgate and then the King James Version. 2. referred to the "sea to the south" or "sea at the end (of the earth)." It could have referred to the modern Red Sea, Indian Ocean, or Persian Gulf. 3. had several usages in the OT (cf. Num. 33:8,10). C. There are three possible routes involving three different bodies of water. 1. A northern route – this was along the Mediterranean coast, following the commercial highway known as "the way of the Philistines." This would have been the shortest way to the Promised Land. The body of water that they would have encountered would have been one of the shallow, marshy areas called: Lake Sirbonis or Lake Menzalch. However, one must take into account Exod. 13:17, which seems to negate this option. Also the presence of Egyptian fortresses along this route militates against this option. 2. A middle route – this would involve the central lakes called a. "The Bitter Lakes" b. "Lake Balah" c. "Lake Timsah" This would also have been following a caravan route through the wilderness of Shur. 3. A southern route – this would involve the large body of salt water we call the Red Sea today. There was also a caravan route from this area that linked up with the "King's Highway" (the transJordan road to Damascus) at Ezion-Geber. a. militating against this is the absence of reeds in this body of water b. pointing toward this is that I Kgs. 9:26 says Ezion-Geber is on the Yam-Suph. This would be the Gulf of Aqaba or part of the Red Sea (cf. Num. 21:4; Deut. 27; Jdgs. 11:16; Jer. 49:12). 4. Numbers 33 clearly shows the problem. In v. 8a they "pass through the sea," then in v. 10 they camped by the "Red Sea," a different body of water. 5. Whichever body of water was crossed, it was a miracle of God. Israel was provided weaponry from the dead Egyptian soldiers who floated to their side of the body of water, another miracle, Exod. 14:30; 15:4-5. 6. It is possible from other literature that "the yam suph" was the uncharted, mysterious body of water to the south. In some literature the Indian Ocean or the bay of Bengeli is called "yom suph." Copyright © 2012 Bible Lessons International
MULTI - AREA MENU SITES Get flash to fully experience Pearltrees Considerable importance is attached to the children achieving and understanding mathematical processes, concepts and skills. A favourable attitude is encouraged by presenting it in an interesting and enjoyable way, allowing the children to actively participate in the learning process, thus creating a sense of achievement and confidence. There is a strong emphasis on the development of mental arithmetic and giving opportunities for pupils to use and apply mathematics in real life situations. Maths is taught through a daily Numeracy lesson which follows the principles of the Primary Numeracy Framework. In order to develop Mathematical skills some pupils may be set for this Numeracy hour and move either to the year group above for extension as More Able (MA) mathematicians or to the year group below for consolidation of skills. Class teachers also plan for opportunities to develop and apply key mathematical skills in other subjects throughout the year. Here are a few of the latest Key Stage 1 resources. A simple, non-fiction, interactive information book. Contains information about toys, past and present. The page you are looking for might have been removed, had its name changed, or is temporarily unavailable. Please try the following: Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly. Primary Resources - Free teaching resources, lesson plans, teaching ideas & worksheets for primary and elementary teachers KS1 and 2 menu site for teachers to share ideas, worksheets, applcations etc for every curriculum area. Also some rather good interactive applications by Oct 9
During the Late Paleozoic all of the continental land masses assembled into a single supercontinent, Pangaea (Figure 83). The region that would eventually become the east coast of North America was at the heart of this great landmass, and was located within the equatorial realm. During the climax of the Alleghenian Orogeny, the Appalachians were probably high, rugged mountains rivaling the modern Alps. However, as mountain building subsided at the end of the Paleozoic Era, tropical weathering and erosion eventually reduced the landscape to a low, rolling plain. Ancient river systems carried the sediment far away to basins on the continental interior of the North American Plate, and to distant shorelines around the great landmass. Pangaea held together for nearly 100 million years. Starting around Late Triassic time (about 220 million years ago) Pangaea began to gradually break apart. A great rift system developed along the suture zone between the continents of Africa and North America.. Part of this expanding rift system would eventually become spreading center of the modern Atlantic Ocean (Figure 84). In its early stages, the rift system probably had characteristics similar to both the modern East African Rift Valley and the Great Basin region of western North America. These regions feature multiple block-faulted uplifts adjacent to sediment-filled half graben-type valleys, along with a scattering of volcanic centers. Triassic age uplifts and grabens formed all along the Atlantic margin; remnants of these basins and volcanic centers occur scattered from Alabama to Newfoundland. Based on geophysical exploration, other rift basins are inferred to exist beneath the sedimentary cover of the coastal plain and continental shelf. Many of these grabens formed along preexisting fault systems that had formed during the orogenies of the Precambrian and Paleozoic. Whereas multiple graben valleys formed between the continents, only one continued to widen to eventually become the Atlantic Ocean. The other valleys became "aborted rifts," filling completely with alluvial and lacustrine sediments, and with both intrusive and extrusive volcanic rocks (chiefly diabase and basalt). Figure 85 illustrates the three Mesozoic basins in the New York Bight region: the Newark Basin, the Connecticut River Basin, and the Baltimore Canyon Trough (a massive basin offshore along the eastern margin of North America that is still receiving sediments). Figure 86 shows the generalized stratigraphy of the Mesozoic basins in the New York Bight region. The Newark Basin (in New Jersey, New York, and Pennsylvania) and the Connecticut River Basin are both "aborted rift" basins (rift basins that are no longer actively widening via rift-style tectonism and are no longer collecting sediments). Sediments began to accumulate in both basins during the Late Triassic. Both basins are half grabens which contain characteristic sedimentary conglomerates, sandstones, and mudrocks that usually bear a red or brownish appearance from an abundance of iron oxide minerals (chiefly hematite and limonite). (Homes built of stone from the Newark Basin are called "brownstones."). These rocks represent sediments deposited concurrent with the movement of the border faults, the large normal faults that created the half-graben structures (see Figures 84). The raised foot wall of the border faults became the rugged mountainsides that shed sediments into the adjoining basin areas. Along the border fault large alluvial fans accumulated. These deposits, called fanglomerates, consist of coarse sand to massive boulders cemented in a fine, iron-rich matrix. Towards the center of the basins, the coarser material vanishes, and the sediment consists of evenly-layered fine-grained sandstone, mudstone, and shale. Repeating sedimentation patterns in the thick sequence of strata within the basins reveals that long-term fluctuations in the climate played an important role in the distribution and character sediments. At times, the climate was wetter, so large lakes expanded to nearly fill the entire basin. During extended dry periods, these lakes dwindled in size, or vanished. The dry lake beds became alluvial plains with migrating stream channels. Evidence for these cyclic changes, ranging in the order of 10,000s to 100,000s years are recorded by both the character of the rock and the fossils they preserve. Although fossils are not abundant, early Mesozoic dinosaur skeletons and trackways have been discovered. Freshwater shell material and poorly preserved fish and plant remains are also found in some areas. Both the Newark and Connecticut River Basins contain "traprocks." The word, traprock, is derived from the Swedish word "trappa," meaning stair or step. In the mining usage, a traprock is any fine-grained igneous rock, usually diabase or basalt, that can be crushed for building or road aggregate. Erosion creates their step-like appearance, producing abrupt termination of successive volcanic flows. During Early Jurassic time, episodic rift-basin-style volcanism began to occur. Magma of basaltic composition migrated from the upper mantle to the surface along faults. Massive volcanic eruptions at the surface resulted in the formation of surface flows that spread for great distances across the low relief of the alluvial basins. After volcanism ended, the flows were buried beneath the more gradual accumulation of basin sediments. Because of the half-graben structure of these basin, the originally horizontal volcanic flows are now gently inclined. The resistance of traprocks to erosion (relative to the surrounding sandstone and shale) results in the formation gently dipping cuestas throughout the Mesozoic basins all along the Atlantic margin. Within the Newark Basin, the Watchung Mountains are examples of traprock cuestas. The ridges of resistant volcanic rock of the Palisades and the Watchung Mountains display steep escarpments on their eastern flanks and gentle slopes on their western flanks. This is an indication of the gentle dipping character of the strata towards the deeper western side of the basin. When the sediments were originally deposited there were probably nearly flat-lying. The structural dip of the rock probably developed as the basin continued to grow through time, even long after the youngest sediments of the basin were deposited. Field Trip Destinations The Mesozoic age rocks in the New York City region provide some of the best rock, mineral and fossil observation destinations anywhere on Earth. A well-planned, early start from anywhere in the New York City region can take you to places that are worthy of "international heritage sites" that rival any location on the globe. Discussions below include:Newark Basin 39. The Palisades 40. Paterson/Great Falls Area 41. Interstate 280 Road Cuts 42. South Mountain Reservation 43. Watchung Reservation 44. Riker Hill Park 45. Delaware River Valley Scenic Route Content last updated 12/25/2011
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co. We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment. A nutritious diet is essential to health. Food contains nutrients (such as vitamins, minerals, protein, carbohydrates, and fats), which are necessary for the growth and maintenance of the cells that make up the body. Eating provides the body with the nutrients it needs to survive. Different foods provide different kinds of nutrients, and some foods are more nutritious than others. It is important to eat a varied and healthful diet to supply one's body with all the nutrients it needs. Proper nutrition is especially critical during childhood—a period of rapid growth and development. Furthermore, children’s attitudes toward food and exercise can be strongly influenced by their environment, and it is prudent to establish healthy habits at a young age. Obesity, diabetes, and other health problems can be prevented with healthy eating and exercise practices. This lesson begins with an activity in which students consider two plates of food: one composed of healthy choices and one composed of less healthy choices. Students then learn about the importance of nutrition, watch a video about healthy eating habits, and discuss the role of fruits and vegetables in a healthy diet. Next, students investigate snacks and learn about the difference between "everyday" and "sometimes" foods. They watch a video about how to choose healthy snacks, and then participate in an activity that challenges them to make healthy choices while preparing a plate of food for a friend. Finally, students learn about where to find both "everyday" and "sometimes" foods. 1. Introduce the lesson by showing students two plates of food: one plate composed of a balanced dinner (including, for example, different-colored vegetables, rice, and grilled chicken), and the other composed of less healthy and less varied foods (such as fried chicken, french fries, and onion rings). Discuss the foods on the plates. 2. Ask students to discuss which foods they think are most nutritious. Explain that different foods supply different types of nutrients and some foods provide more nourishment than other foods. Fruits and vegetables contain lots of nutrients, such vitamins and minerals, which are important for good health. Meat and fish also contain good sources of vitamins and minerals and other essential nutrients, such as protein. However, some of the nutrients that we need are only found in plants. Eating a balanced and healthy diet provides the body with the nutrition it needs to grow and to protect it against diseases. 3. Watch the Healthy Eating Habits video. Remind students that fruits and vegetables are grown and come from plants. 4. Ask students to identify examples of fruits and vegetables. For younger students, it may be easier to show them examples (using either real fruits and vegetables or illustrations) than to have them brainstorm a list. For each example, discuss the color of the fruit or vegetable, what it tastes like, and/or ideas for how to eat it. For example, a peach is orange colored, sweet, and juicy; celery is light green, crunchy, and tastes good with peanut butter. 5. (Optional) Because of their family's ethnicity or culture, some students may eat foods at home that are different from those just discussed. Have students discuss some of the other types of foods they eat. For example, what would a plate of healthy Indian food look like? What about a plate of healthy Mexican food or Korean food? What about a plate of healthy vegetarian food? Discuss the cultures or practices represented by the students in the class. 6. Discuss the differences between snacks and meals. Remind students that snacks are also an important part of a healthy diet. 7. Explain that some foods do not have many nutrients. Ask students how they think their bodies would be affected if they only ate foods that are low in nutrients. Explain that eating foods that contain a lot of sugar and fat does not provide the body with the nutrients it needs to stay healthy; too much sugar and fat can make a person sick. Show students examples of not-so-healthy snacks, such as ice cream, soda pop, and potato chips. 8. Watch the Healthy Snacks video. Explain the difference between "everyday" and "sometimes" foods. Ask students what someone should do if they really like "sometimes" foods. When could they eat those foods? How much should they eat? 9. Have students put together a balanced snack or meal at the buffet station that you prepared. Tell students to imagine that they are preparing the plate for a friend. They should choose foods that they think their friend will enjoy but that will also keep their friend healthy. They can use both "everyday" and "sometimes" foods, but should remember to use only small amounts of the less healthy foods. 10. Ask students to describe what they put on their plates. Why did they choose each food? Which foods are "sometimes" foods and which can be eaten every day? (Optional) Older students can research the nutritional content of various foods and report what their plate provides. For example, which vitamins and minerals are provided by their selections? Which foods contain protein? Which foods have high amounts of fat, sugar, or sodium? 11. Ask students to discuss where they could buy the foods that they chose. Can they be found at a fast food restaurant? a farmer's market? the corner store? the supermarket? Does their family have a garden or farm, or are there community gardens nearby? Be prepared to discuss the options that are available in the local area and the types of foods that can be found at each location. Explain that "sometimes" foods can be easy to find, but that does not mean they should be eaten every day. (Optional) Older students can discuss the pricing of foods in addition to accessibility. Explain that, in addition to being easier to find, "sometimes" foods are often less expensive than more nutritious options. Ask students to consider whether it is a good idea to spend money on foods that are low in nutrients. Work together as a class to create two posters: one for "everyday" foods and one for "sometimes" foods. Ask students to list examples for each category. As they brainstorm, write down each example on the appropriate poster and illustrate it with a drawing or photo, if possible. Have students follow along and make their own miniposters to take home. Encourage them to hang up their posters in the kitchen to remind everyone in their family about the difference between "everyday" and "sometimes" foods.
How to Use Reading 2: Creoles and Creoles of Color The word "Creole" comes from the Portuguese word "criollo" which means roughly "native to a region." The word is used in many of the colonial regions settled by the Portuguese, French, and Spanish in the New World, and its precise meaning varies according to the geographic setting in which it is used. It usually refers to the descendants of Europeans born in the colonies, and as such distinguishes them from Europeans--they are "native to the region" in which they were born. If the colony was French, the Creoles naturally had French ancestry; if it was a Spanish colony they had Spanish ancestry, etc. Most colonial areas had another population: persons of mixed ethnic or racial background, often of European-Indian or European-African descent. The term Creole often is used to refer to these groups as well. The important element which these definitions share is a strong, often dominant, European cultural and ethnic heritage existing in a New World setting. In Louisiana the original European colonial population was French, and the term Creole was initially used to refer to their native-born descendants. Later, with the arrival of the Spanish, the definition of the word expanded. Spanish and French families intermarried, and, to some, "Creole" came to denote the blending of those two cultures and peoples in this Louisiana setting. However, as the French always outnumbered the Spanish in the city, many who thought of themselves as Creole were purely French in their ancestry. In addition to the white Creole population, there were the "gens de couleur" ("people of color"). These people were of mixed race, generally of French and African descent. They shared the Louisiana roots of the white Creoles, and many cultural associations such as religion (Catholicism) and language (French). They identified more strongly with the white Creoles than with either the Anglo-American arrivals in the area or the black population, slave or free, and were often referred to as "Creoles of Color." The French and Spanish made a sharp distinction between Africans and Creoles of Color. The latter were allowed certain privileges and held themselves apart from dark-skinned blacks. They were not, however, accepted as the equal of whites, and so they fall into a third category unique to some Latin colonial areas. This group prospered in colonial New Orleans--some even owned slaves. As the largest ethnic group at the time of the Louisiana Purchase, the Creoles were in control economically and socially, if no longer politically. Many of the Creoles had established businesses and plantations and begun to form the aristocracy of the area. This wealthy class erected imposing residences in the Vieux Carré and lived a relatively lavish lifestyle. They sought to maintain ties to French tastes and fashions, but with a Louisiana twist that made them distinctly Creole. This is apparent especially in such things as architecture and cuisine. It was into this world that American frontiersmen, adventurers, and merchants came, and it is no wonder that they felt as if they were entering a foreign land. The Creole inhabitants of New Orleans, on the other hand, ensconced in elegant townhouses and armed with fine crystal and china, resisted the cultural invasion of what many viewed as frontier ruffians who surely would destroy their way of life. Questions for Reading 2 1. What did the white Creoles and Creoles of Color have in common? 2. What was the distinction between Creoles of Color and other Creoles? 3. Why is the French aspect of Creole so important in New Orleans? 4. What were some ways in which Creole culture was different from that of the Anglo-Americans Reading 2 was adapted from Tom Ireland, Vieux Carré Ethnographic Overview, National Park Service, Jean Lafitte National Historical Park and Preserve, 1978.
As an island, Britain has always depended on its maritime trade. With the Industrial Revolution, shipping increased in importance as the distribution of products and the movement of people increased dramatically. The coastal, foreign and slave trades placed new demands on the shipping industry, and brought employment and substantial wealth to the coastal towns. At the same time, the need for shipbuilding and ship repair also grew. The introduction of steam power, the use of iron and steel in shipbuilding and other advances in the design of merchant ships made sea travel faster and more reliable, and by 1819 steamships had extended beyond rivers, and were undertaking ocean voyages. With the export trade dominating markets, and trade routes expanding, shipping became very important for the British economy and was closely linked to the progress of the Industrial Revolution. Local bankers were often ship owners too, and the imagery of maritime industry and trade that they used on paper money illustrates the significance of shipping, fishing and shipbuilding in local economies. Liverpool, Newcastle and other cities prospered and became increasingly urbanized during the late 18th and early 19th centuries. Docks grew in size, new canals and warehouses were constructed and significant numbers of people moved to major ports. The following cities are indicative examples of the development of shipping and maritime trade during this period and they all issued paper money featuring maritime imagery, thus emphasizing the importance of such trade in the local and national economy. Sited on the east side of the Mersey Estuary, Liverpool’s proximity to Manchester was crucial to its development as one of the most important English ports. Similarly, Newcastle had a long history as a centre of trade and shipbuilding, but from the mid-18th century its port became even more important. Sunderland, also in the north east, was another major trading port during the 19th century. Local industries such as glass, pottery and rope-making, combined with the long established coal trade and shipbuilding, brought new prosperity to the north east, as well as a larger population and an increasingly urban landscape. Equally significant in the economic prosperity of the time was Bristol. An important commercial port and shipbuilding centre from its earliest days, Bristol profited greatly from the slave trade, and the shipping industry remained crucial to the city’s development throughout the 19th century. During this period of intense industrialization the landscape of the countryside was transformed. New towns were established and industrial centres became even bigger, crowded with more factories and warehouses. At the same time, the increases in production made necessary the creation of a well-organized system of transport. With the adoption of the steam engine in locomotives, transportation of goods became quicker, easier, cheaper and more reliable. Railways expanded significantly and the new railway connections boosted coastal towns as well as previously remote and isolated provincial towns. Improved roads were built and new iron bridges were erected in areas where previously communication had been difficult. At the same time, navigation through rivers and canals expanded the distribution network of raw materials, livestock and consumer goods, and the major industries consequently benefited greatly from the new advances in communications. The first canals were dug in Lancashire and others soon followed, connecting industrial centres with ports, coalfields and trading centres. Liverpool, for example, was connected by canals to Manchester and its thriving textile industry. Following the expansion of urban centres, ports and transport networks, changes also took place in the architecture of the cities, with the construction of new housing as well as grand public buildings, such as town halls and libraries, botanical gardens and concert halls. A revival of the neo-classical and gothic styles created a visual link to a glorious past and stood as a testament to a city’s grandeur and urban prosperity, inspiring a sense of civic pride. Such pride is evident in a number of the provincial banknotes issued in the 18th and 19th centuries, which include vignettes of new public buildings or historical landmarks.
Blooming Seas West of Ireland For several weeks in May and early June, daily satellite images of the North Atlantic Ocean west of Ireland have captured partial glimpses of luxuriant blooms of microscopic marine plants between patches of clouds. On June 4, 2007, the skies over the ocean cleared, displaying the sea's spring bloom in brilliant color. A bright blue bloom stretches north from the Mouth of the River Shannon and tapers off like a plume of blue smoke north of Clare Island. (In the image, a second bloom is visible to the north, wrapping around County Donegal, on the island's northwestern tip.) The image was captured by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA's Terra satellite. Cold, nutrient-stocked water often wells up to the surface from the deeper ocean along coastal shelves and at the edges of ocean currents. When it does, it delivers a boost of nutrients that fuel large blooms of single-celled plants collectively known as phytoplankton. The plants are the foundation of the marine food web, and their proliferation in this area of the North Atlantic explains why the waters of western Ireland support myriad fisheries and populations of large mammals like seals, whales, and dolphins. Like plants on land, phytoplankton make their food through photosynthesis, harnessing sunlight for energy using chlorophyll and other light-capturing pigments. The pigments change the way light reflects off the surface water, appearing as colorful swirls of turquoise and green against the darker blue of the ocean. Though individually tiny, collectively these plants play a big role in Earth's carbon and climate cycles; worldwide, they remove about as much carbon dioxide from the atmosphere during photosynthesis as land plants do. Satellites are the only way to map the occurrence of phytoplankton blooms across the global oceans on a regular basis. That kind of information is important not only to scientists who model carbon and climate, but also to biologists and fisheries managers who monitor the health of marine natural resources like coral reefs and fish populations.
Forming the Major Scale The major scale (in any key) can be formed through a sequence of tones and semitones. Tones and Semi-Tones are examples of intervals between notes. A Semi-Tone on a guitar would be the distance between two notes that are one fret apart on the same string, while a tone is the distance between two notes that are two frets apart. You can form a major scale by playing a series of notes from the root of the note (or the key of the scale) that are tones and semi-tones apart according to the following formula. Major Scale Formula: Tone – Tone – Semitone – Tone – Tone – Tone – Semitone Using this formula it is very easy to form a major scale on a single string of the guitar. For example, in the Key of E major, we would start on an E (say the open position of the first string) and could form the scale as follows: Learning the Different Positions of the Major Scale As well as understanding how to form the scale, it is important to learn the major scale in a number of positions on the guitar neck. In learning scales on the guitar, there are typically five positions of each scale that can be learned. It is important to try to practice and learn each scale in all five positions so you can play the scales in a natural and intuitive way without having to think about the fingering while you are playing. I tend to recommend to try to start with two positions of the scale first and learn this well. This will give you enough knowledge to start to improvise with the scale and enough versatility to start to change scales at different points in a solo. After becoming versatile with 2 positions of the scale, you can then move on to practicing the scale in all five positions. The two most commonly used positions of the major scale are the positions with the root note of the scale under the second finger on the sixth string and the position with the root note under the second finger of the fifth string. The scales are as follows: Once you are familiar with these positions, you can learn the other positions of the major scale as follows: Numbering the Notes of the Major Scale In learning a scale such as the major scale it is very useful to see the notes of the scales in terms of scale degrees or numbers. Starting with the root note being numbered 1, each successive note is a number higher until you get to the root again. This is best illustrated with an example. Here we will use the notes of the C major scale, but the same concept can be applied in any key. The notes of the C Major scale and their numbering, or degrees (in roman numerals) is as follows: Numbering of Notes: I II III IV V VI VII I As a lot of the harmonic effect of music is based more on the positions of notes in relation to the notes around them, rather than the actual note being played, it is useful to learn the see the notes of the scales in terms of their numbers rather than the notes. For example, if you are playing in the key of C major, if you play an A, it is more useful to see this note as the 6th note of C major rather than the note of A. You should try to become familiar with the number of the notes in the scales when you learn the scale positions presented above. Forming Chords from the Major Scale You can use scales to form families of chords. Each note of the scale will have a number of chords that can be formed from it using other notes of the scale. To see how this happens, take a look at our article on forming chords from scales. This article will take you though how to form the most common chords that are based of the major scale. Lets take a look here at what the results of this are. These are the chords for each of the degrees of the scale as well as an example in C major. The same concept applies to all the keys and will form the corresponding chords for that key: You will often find chord progressions where all of the chords are the chords formed by a certain major scale. Using the Major Scale I tend to see two main uses of the major scale. A lot of chord progressions are formed from the major scale as discussed above and there is also a lot of harmonic theory based on creating progressions and harmonies based on the scale. In your soloing, common uses of the major scale include using the scale to improvise solos on a progression where all the chords are formed from the scale (as detailed above). You can use the one scale to form an entire solo here. Additionally, if you are changing the scales you use in your soloing regularly like is common in jazz and fusion improvisation, the major scale is commonly used to play over any major chord, major 7th chord or major 6th chord.
Winston Churchill was made Prime Minster of Great Britain on May 10, 1940. Historians have analyzed Churchill’s impact on the Second World War, especially from his appointment in 1940 until 1941. This period of the war is seen as being a crucial time for Britain, a time when they had to fight the war alone against Germany. Churchill’s appointment was not well received by everyone, as many people were unsure of his ability. However, for Churchill, he was waiting for this moment. Churchill’s first test was a peace offer from Hitler. Unlike Chamberlain, Churchill wanted absolutely nothing to do with this peace offer. He believed fully in never surrendering and his main war aim was complete victory. This was seen by many to be the wrong choice and that appeasement should be chosen before war. Churchill was adamant and believed, rightfully, that the only way to stop Hitler was by completely beating him at his own game. During the early years of World War II, Winston Churchill was leading Great Britain into a headlong battle against Adolph Hitler and the Germans. In analyzing his leadership during the years 1940-41 it will be found that Churchill would not succumb to peace treaties, but fought Hitler and the Nazis at their own war. He had to make tough decisions and fight for the freedom, liberty and life of the western societies, and in effect was an important aspect in the out come of the war. In the Fall of France, Churchill was able to show his true leadership skills. France wanted Britain to contribute aid, especially in the form of the air force. Churchill was quite happy to support France in the defense of their country. He was deviant toward Germany and even helped with a counter offensive plan DAKAR, which ended up not working at all. DAKAR was an operation that proposed to counter German influence in West Africa. Petain sent naval reinforcements, but because of delays and a bad landing the operation was stopped.... [continues] Cite This Essay (2012, 05). Winston Churchill in Ww2. StudyMode.com. Retrieved 05, 2012, from http://www.studymode.com/essays/Winston-Churchill-In-Ww2-996359.html "Winston Churchill in Ww2" StudyMode.com. 05 2012. 05 2012 <http://www.studymode.com/essays/Winston-Churchill-In-Ww2-996359.html>. "Winston Churchill in Ww2." StudyMode.com. 05, 2012. Accessed 05, 2012. http://www.studymode.com/essays/Winston-Churchill-In-Ww2-996359.html.
Focus: Students conduct a classwide inventory of human traits, construct histograms of the data they collect, and play a brief game that introduces the notion of each individual's uniqueness. Major Concepts: Humans share many basic characteristics, but there is a wide range of variation in human traits. Most human traits are multifactorial: They are influenced by multiple genes and environmental factors. Objectives: After completing this activity, students will . understand that they share many traits; . understand the extent of genetic similarity and variation among humans; . be able to explain that most human traits are multifactorial, involving complex interactions of multiple genes and environmental factors; and . understand that genetic variation can be beneficial, detrimental, or neutral. Prerequisite Knowledge: Students should be familiar with constructing and interpreting histograms. Basic Science-Health Connection: This opening activity introduces human variation as a topic that can be systematically studied using the methods of science (for example, gathering and analyzing data). This idea sets the stage for Activity 2, in which students consider the significance of human genetic variation at the molecular level. This activity introduces the module by focusing explicitly on human variation. The primary vehicle is a class inventory of human traits that highlights similarities and differences. Although variation, both phenotypic and genotypic, is the central focus of all five activities in the module, this concept is less explicit in subsequent activities than in this activity. One goal of the Human Genome Project was to provide the complete sequence of the human genome. Another goal of the genome project is to illuminate the extent of human genetic variation by providing a detailed picture of human similarities and differences at the molecular level. Research indicates that any two individuals are 99.9 percent identical at the level of the DNA. The 0.1 percent where we vary from one another (about 1 out of 1,000 DNA bases) is clearly very important. It is within this small fraction of the genome that we find clues to the molecular basis for the phenotypic differences that distinguish each one of us from all others. In this activity, students are introduced to the notion that although we are very similar to one another, we also are very different, and our differences reflect a complex interplay between genetic and environmental factors. This understanding sets the stage for subsequent activities in the module in which students learn about the molecular differences that help explain our phenotypic differences, and also consider some of the medical and ethical implications of scientists' growing understanding of these differences. You will need to prepare the following materials before conducting this activity: . plant, fish, prepared slide of bacteria . Master 1.1, An Inventory of a Few Human Traits (make 1 copy per student) . labeled axes on the board or wall in which students can enter data Construct four sets of axes on the board or the classroom wall (use masking tape). Label the axes as shown in Figure 14. . 120 3 X 5 cards (4 per student; required only if you construct the axes on the wall) . tape measure (1 per pair of students) . Master 1.2, Thinking About Human Variation (make 1 copy per student) 1. Begin the activity by telling the class something like, "If a visitor from another planet walked into this classroom, he might easily conclude that humans all look very much alike." If students complain that this is not true, answer with something like, "You certainly are more like one another than you are like this plant [point to the plant]. Or this fish [point to the fish]. And for sure, you are more alike than any one of you is like the bacteria on this slide [wave the prepared slide of bacteria in the air]. Humans—Homo sapiens—have a set of traits that define us as a species, just like all other species have a set of traits that define them." 2. Continue the activity by saying, "Let's see just how similar you are." Distribute one copy of Master 1.1, An Inventory of a Few Human Traits, to each student and ask students to work in pairs to complete them. If students are unfamiliar with the following terms, provide the definitions below. detached earlobes: Earlobes hang free, forming a distinct lobe. hitchhiker's thumb: Most distal joint of thumb can form almost a 90 degree angle with the next most proximal joint. middigital hair: Hair is present on digits distal to knuckles. cross left thumb over right: Natural tendency is to cross left thumb over right when clasping hands together. Figure 14 - Construct the four sets of axes shown here on the board or on a wall of your classroom. D 3. As students complete the inventory, direct their attention to the four sets of labeled axes you prepared. Ask the students to enter their data at the appropriate place on each set of axes. If you constructed the axes on the board, students can use chalk to record their data. If you used masking tape to construct the axes on the wall, ask students to record their data by taping one 3 X 5 card in the appropriate place on each set of axes. Tip from the field test: You may wish to give males one color of chalk or 3 X 5 card to use in recording their data and give females a different color. This strategy will allow the class to determine if any of the three characteristics other than sex (for example, height) shows differences related to sex. 4. After the students have finished collecting and recording their data, ask them to look at the four histograms they built and identify what evidence they see in those data that they share many traits with other members of their class. Students may answer that all people have only one nose, and all people are only one sex or the other. 5. Continue the activity by saying, "But now that I look around the room, it is clear that you are different. What evidence do you see in these data that people are different?" Students should recognize that not everyone is the same height and not everyone has the same hair color. As students look at the data, you may wish to ask them to compare the shapes of the histograms for sex and height. The sex histogram has two distinct peaks because there are only two categories of individuals—female and male. That is, sex is a discontinuous trait. In contrast, height is a continuous trait that has many categories of individuals, ranging from very short to very tall. The shape of the height histogram may begin to approach a bell curve, or normal distribution. It may also have two peaks—a bimodal distribution—with one peak representing the female students and the other peak representing the male students. 6. Challenge the students to try to describe just how different they are by guessing how many traits they would have to consider to identify any given student in the room as unique. Write the students' predictions on the board. 7. Conduct the game described below with several volunteers. . Choose a volunteer to determine his or her "uniqueness" as compared with the other students. . Ask all of the students to stand. . Invite the volunteer to begin to identify his or her phenotype for each of the 13 human traits listed on An Inventory of a Few Human Traits. Begin with the first trait and proceed sequentially. As the volunteer lists his or her phenotype for each trait, direct the students who share the volunteer's phenotype for that trait to remain standing. Direct all other students to sit. . Continue in this fashion until the volunteer is the only person still standing. Count how many traits the class had to consider to distinguish the volunteer from all other students in the class. Compare this number with the students' predictions. . Repeat as desired with another volunteer. \|Collect and review the students' completed worksheets to assess their understanding of the activity's major concepts.\| \|Increasing evidence indicates that all human diseases have genetic and environmental components. Point out that diseases such as cancer, heart disease, and diabetes as traits that show an interaction between genetic and environmental factors. Students will consider this concept in Activity 4, Are You Susceptible?\| 8. Ask students to work in pairs to answer the questions on Master 1.2, Thinking About Human Variation. Question 1 Some human traits can be changed by human intervention and some cannot. Provide examples of each of these types of traits. Biological sex and blood type cannot be changed. Hair color, skin color, and even height and mental abilities can be changed by human intervention. Students also may suggest that body piercing alters human traits. Question 2 You probably already know that some traits are genetic and others are environmental. But most human traits reflect an interaction between genetic and environmental factors. Name some traits that might fall into this category and explain why you think they do. Height, weight, intelligence, and artistic or athletic ability are examples of traits that are influenced by genetic and environmental factors. Some students may mention disorders such as certain types of cancer or even psychiatric disorders. We know that these types of traits are both genetic and environmental because we see evidence that they run in families and because we know we can modify them by changing the environment. \|Figure 15 - Most variation occurs within populations. A Venn diagram is a useful way to illustrate this idea to students. Note that the amount of genetic information that different populations have in common (areas where circles overlap) is much greater than the amount that is unique (areas where there is no overlap). D\| Question 3 Describe some of the benefits of human genetic variation. What are some of the potential problems that it can cause? Students may mention a number of benefits, such as allowing people to be distinguished from one another and increasing the diversity of abilities, interests, and perspectives among humans. Some students may recognize that genetic variation also benefits the species because it is the basis for evolution by natural selection. Students will consider this aspect of variation in Activity 2, The Meaning of Genetic Variation. Expect students to recognize that just as being different from one another has advantages, it also has disadvantages. For example, genetic variation makes successful tissue and organ transplants more difficult to accomplish than if we were all genetically identical. Students also may note that the existence of real (or perceived) differences among members of a population can allow prejudice and discrimination to exist. You may wish to point out that research reveals that more variation exists within populations than between them (Figure 15). As noted in Understanding Human Genetic Variation, an examination of human proteins demonstrated that about 90 percent of all variation occurred within populations, whereas only 10 percent occurred between populations. That is, we are more "like" people with other ethnic or geographic origins than we might think. \|These open-ended questions invite students to step back from the activity's details to consider its broader implications. Another way to invite such reflection is to ask students to identify the most important or the most interesting idea they learned as a result of completing the activity.\| 9. Invite students to summarize the activity's major concepts by asking, "What has this activity illustrated about how one human compares with another human? What has it illustrated about human variation in general?" Expect students to recognize that humans share many traits. Students also may note that there is a wide range of variation in human traits and one does not have to consider very many traits before a given person's uniqueness is demonstrated. Students should point out that some traits can be changed by human intervention and some cannot, and that although some traits are genetic and others are environmental, most human traits reflect an interaction between genetic and environmental factors (that is, most are multifactorial). You may wish to introduce the term "multifactorial" at this point; students will study multifactorial traits in more detail in Activity 4, Are You Susceptible? Be sure that students generalize their responses to focus on variation in populations, not variation simply between themselves and their partners. Point out that the concept of variation in populations will reappear in different, but less obvious, ways in the other activities in this module. This activity introduces students to several ideas that you may wish them to explore in more depth. For example, assign students to use their textbooks to identify the biological mechanisms that lead to and maintain diversity in populations. Alternatively, ask students to list some of the advantages and disadvantages of genetic variation in nonhuman populations. Invite them to locate and report on cases where scientists are concerned that it may be diminishing (for example, in domesticated crops and in populations of endangered species being maintained in zoos and other protected settings). Finally, to extend the discussion of the multifactorial nature of most human traits, challenge students to suggest ways that scientists might investigate the relative contributions that heredity and the environment make to such traits (for example, twin studies or studies of adopted children in relation to their adoptive and biologic parents). Copyright \| Credits \| Accessibility
Although there had been earlier attempts at settlement by the Spanish and English, the first permanent colonies in North Carolina took hold during the mid-seventeenth century and were scattered along the sounds, rivers, and creeks north of Albemarle Sound, a region then claimed by Virginia. The early settlers were primarily English merchants, traders, and farmers from the Jamestown area seeking better opportunities and freedom from taxation. Among them were small numbers of Irish, Scotch-Irish, and Welsh immigrants. Their southern advance was slow and the date of onset obscure. Some colonists arrived with slaves, and records indicate that lands were sometimes granted or sold by local Indians. Throughout this period, access to unclaimed land was most easily and therefore most frequently accomplished by way of water-the sounds and navigable rivers. Thus, the greatest concentration of early settlements occurred along Albemarle Sound and the Pamlico, Neuse, and Trent Rivers and their tributaries (the Tidewater), giving rise to the state's first established cities: Bath (1705), New Bern (1710), and Edenton (1722). Settlers moving up the Cape Fear River founded Brunswick (ca. 1725), soon to be eclipsed by its upriver rival, Wilmington (ca. 1733). As land near the coast became less available, colonists moved west into the interior along rivers and creeks, reaching the Eno River by about 1735. By 1663 about 500 people lived between Virginia and Albemarle Sound; by 1675, around 4,000 were situated there. The coastal population in 1730 has been estimated at about 36,000 (including about 6,000 blacks); nonetheless, North Carolina remained the most sparsely settled English colony on the continent. Aside from a few Lowland Scots and Welsh, the majority of settlers throughout the Proprietary period (1663-1729) continued to be English. French Huguenots also located along the upper Neuse River beginning in the 1690s, and German Palatines and Swiss inhabited New Bern from its founding. With the suppression of piracy and the ending of local Indian wars by 1720, the rate of settlement west of the Coastal Plain accelerated dramatically, continuing throughout the royal period (1729-75) but temporarily slowing down during the French and Indian War (1754-63). Beginning around 1730, migration into the region proceeded largely along two popular routes: northward into the Piedmont and southeast Coastal Plain by way of the Cape Fear River Valley (which had been unsettled until 1667), and southward into the western backcountry via the Great Wagon Road. Some settlers entered the Cape Fear region by way of the "100-mile road" from the vicinity of New Bern. Among the largest groups traveling north along the Cape Fear River were the Highland Scots, many of whom moved into the region now centered around Fayetteville after 1732. This became the greatest concentration of Highland Scots in America. In a short time, their settlements lay throughout the Upper Cape Fear region today comprising Anson, Bladen, Cumberland, Harnett, Hoke, Moore, Richmond, Robeson, Sampson, and Scotland Counties. At this time a smaller group of Welsh immigrants settled primarily west of the Northeast Cape Fear River in parts of modern-day Pender, Duplin, and Sampson Counties. Coincident with the Highland migration were those of Scotch-Irish and Germans. Utilizing the Great Wagon Road through the Shenandoah Valley of Virginia, they came predominantly from Pennsylvania, but also from New Jersey, Maryland, and Virginia. Most were second- and third-generation farmers and merchants seeking land, tax relief, and, in some cases, greater religious freedom. The Scotch-Irish (sometimes called Ulster Scots) moved into the North Carolina backcountry, the Piedmont, and onward to South Carolina beginning around 1735. They were highly literate, self-reliant, and industrious, exerting a tremendous influence on the history of the state. By the 1740s Scotch-Irish had settled along the Haw and Eno Rivers, and about 24 years later they were reported west of the Yadkin. German immigrants, taking much the same route, belonged mainly to Lutheran, Reformed, and Moravian sects, the last comprising the largest and most significant group during the first stages of settlement. Renowned as superior farmers, they located first in present-day Rowan County, then in Cabarrus, Stanly, Union, Mecklenburg, Lincoln, Davie, Davidson, Catawba, and Burke Counties. The Moravians began to arrive in 1753, one year after a party of Moravian brethren from Pennsylvania purchased a tract of land in modern-day Forsyth County. The peak period of the settlement of North Carolina lasted from about 1730 until the American Revolution. By 1830 settlement of the entire state was essentially complete. Hugh T. Lefler and Albert Ray Newsome, North Carolina: The History of a Southern State (3rd ed., 1973). William S. Powell, North Carolina through Four Centuries (1989). Robert W. Ramsey, Carolina Cradle: Settlement of the Northwest Carolina Frontier, 1747-1762 (1964). Colonial Populations and Settlement Patterns, NC Museum of History: http://ncmuseumofhistory.org/workshops/geography/colonial.chart.pdf First Immigrants: Native American Settlement of North Carolina, NC Museum of History, Tarheel Junior Historian: http://www.ncmuseumofhistory.org/collateral/articles/s95.first.immigrants.pdf North Carolina History for kids: http://www.secretary.state.nc.us/kidspg/history.htm Early Carolina settlements were along major rivers. Image courtesy of LearnNC. Available from http://www.learnnc.org/lp/editions/nchist-colonial/1973 (accessed November 21, 2012). 1 January 2006 \| DiNome, William G.
Date of this Version Drought is a creeping, slow-onset natural hazard that is a normal part of climate for virtually all regions of the world; it results in serious economic, social, and environmental impacts. Its onset and end are often difficult to determine, as is its severity. Drought affects more people than any other natural hazard. Lessons from developed and developing countries demonstrate that drought results in significant impacts, regardless of level of development, although the character of these impacts will differ profoundly. At the Meeting on Opportunities for Sustainable Investment in Rainfed Areas of West Asia and North Africa (WANA), held in June 2001 in Rabat, Morocco, participants (including ministerial delegations of 13 countries of the WANA region) concluded that the primary keys to development of drylands in the region were reducing rural poverty, arresting natural resource degradation, accelerating economic growth, diversifying economic opportunities, and enhancing food security. The recurrence of persistent drought was identified as one of the obstacles to achieving these aims. The economic, social, and environmental challenges of drought in developed countries are also significant. Recent droughts in the United States, Canada, and Australia, for example, have resulted in serious impacts in the agriculture, transportation, and energy sectors and also serious water use conflicts and environmental impacts. The impacts of drought, like those of other natural hazards, can be reduced through mitigation and preparedness. Drought preparedness should be an integral part of water resources management. Drought risk is a product of a region’s or community’s exposure to the natural hazard and its vulnerability to extended periods of water shortage. If nations, regions, and communities are to make progress in reducing the serious consequences of drought, they must improve their understanding of the hazard and the factors that influence vulnerability. The hazard or natural event is best characterized by the frequency of meteorological drought at different levels of intensity and duration, and this frequency is projected to increase for some regions in the future as a result of increasing concentrations of greenhouse gases in the atmosphere. It critical for drought-prone regions to better understand the drought climatology of their region and establish comprehensive and integrated early warning systems that incorporate climate, soil, and water supply factors such as precipitation, temperature, soil moisture, snow pack, reservoir and lake levels, groundwater levels, and stream flow. An integrated early warning system can provide timely and reliable information to decision makers from farm to national level to aid in reducing the impacts of drought.
A freedman's town, in the United States, refers to communities built by freedmen, former slaves who were emancipated during and after the American Civil War. The Emancipation Proclamation and the Thirteenth Amendment brought 4 million people out of slavery in the defunct Confederate States of America. Many freedmen migrated from white areas to build their own towns away from white supervision. They also created their own churches and civic organizations. They started schools, which both adults and children attended to learn to read and write. To provide help in education and managing the transition of the people to freedom, including negotiation of labor contracts and establishing the Freedmen's Bank, President Abraham Lincoln created the Freedmen's Bureau. After taking office, President Andrew Johnson vetoed the re-authorization and funding of the bureau in 1866 during Reconstruction. The Fourth Ward of Houston, Texas is the location of the Freedmen's Town Historical District.
Check out our new Video Podcast -- Math Snacks! Math Vocabulary in the Common Core - Attend to Precision As educators, English as a second language learners are always a concern. In the world of mathematics we must understand that we have 100% of our students who will have language issues in mathematics. Math is essential a second language for all of our students. Math vocabulary and symbolism is critical in the understanding of mathematical concepts. In order to communicate mathematically precisely students must be able to "use clear definitions in discussion with others and in their own reasoning." -- CCSS (Mathematical Practice #6 - Attend to Precision) Students writing definitions from the back of the book is ineffective and must be banned from all classrooms. There is a variety of research that indicates that this form of direct instruction to promote vocabulary learning is ineffective. Marzano's research so far has taught us: "When students copy the teacher's explanations or description of a term instead of generating their own explanation, the results are not as strong. Ideally, student explanations should from their own experiences." - Robert Marzano In Building Background Knowledge (2004), Marzano identifies Six Steps to Effective Vocabulary Instruction: 1. Teacher or other students provide description, explanation, examples and non-examples. Some ideas to help with this step includes: a. Provide experiences that provide examples of the word. b. Tell a story that integrates the word. c. Use video footage as a stimulus for understanding the word. d. Ask students to investigate the word and present their word via: poster, skit, pantomime, etc. e. Find pictures that explain the word. 2. Students restate word and explanation in own words, verbally and in writing. It is important at this time to monitor and correct any misunderstandings and words may be included in a math journal. Ideas for this step include: b. I have, who has? 3. Students create non-linguistic representations this may be a picture, a graph, or a symbol to represent the word. When beginning this process it may be necessary to provide some rough examples of words to give students an idea of how they might represent their word. If necessary, you might want to allow students to find pictures in magazines or on the Internet. 4. Students do periodic activities to refine knowledge of vocabulary terms (compare, classify, analyze, revise, explain, study roots and suffixes) During this time students should have the opportunity to add to or change their definition of the term in their journal. Some ideas to deepen their knowledge include: a. Listing related words. b. Use analogies for students to complete c. Allow students to create their own analogy d. Compare similarities and differences. 5. Students describe/discuss terms with each other. This step needs to be done periodically. This step is done best through group discussions. Ideas include: b. Describe their pictures and definitions to one another. c. Explain to each other where they have found the word outside of class. d. Identify differences in each other definitions. 6. Students play games to practice the use of words. Games are wonderful for all learners. Marazono's research on games reveals that they have a powerful effect on student recall of vocabulary terms. Games are not only fun, but also non-threatening. A safe environment where students are engaged will increase the mathematical learning. Games can be played on or off line. Some examples are: b. Name that Category d. Aps: Word Wrap, Bookworm, Vocabulary, Word Search, SATSample1 I've attached a complete K-12 vocabulary list that aligns the Common Core Standards in Mathematics. This list might be a good starting point to get us started in helping all learners to improve their mathematical vocabulary so attending to precision in the common core can become a reality.
A vacuum is a volume of space that is empty of matter, including air, so that gaseous pressure is much less than standard atmospheric pressure. The root of the word vacuum is the Latin word vacuus (pl. vacua) which means "empty," but space can never be perfectly empty. A perfect vacuum with a gaseous pressure of absolute zero is a philosophical concept with no physical reality; see sections below on Vacuum in Space. Wikipedia:Physicists often discuss ideal test results that would occur in a perfect vacuum and use the term partial vacuum to refer to real vacuum. In engineering it refers to partial vacuum only. The quality of a vacuum is indicated by the amount of matter remaining in the system. For industrial purposes, vacuum is primarily measured by its absolute pressure, but a complete characterization requires further parameters, such as temperature and chemical composition. One of the most important parameters is the mean free path (MFP) of residual gases, which indicates the average distance that molecules will travel between collisions with each other. As the gas density decreases, the MFP increases, and when the MFP is longer than the chamber, pump, spacecraft, or other objects present, the continuum assumptions of fluid mechanics do not apply. This vacuum state is called high vacuum, and the study of fluid flows in this regime is called particle gas dynamics. The MFP of air at atmospheric pressure is very short, 7×10-8m, but at 100 mPascal (~1×10-3 Torr) the MFP of room temperature air is roughly 10cm, which is on the order of everyday objects such as vacuum tubes. The Crookes radiometer turns when the MFP is larger than the size of the vanes. Vacuum quality is also subdivided into ranges according to the technology required to achieve it or measure it. These ranges do not have universally agreed definitions (hence the gaps below), but a typical distribution is as follows: \|Atmospheric pressure\|\|760 Torr\|\|101 kPa\| \|Low vacuum\|\|760 to 25 Torr\|\|100 to 3 kPa\| \|Medium vacuum\|\|25 to 1×10-3 Torr\|\|3 kPa to 100 mPa\| \|High vacuum\|\|1×10-3 to 1×10-8 Torr\|\|100 mPa to 1 µPa\| \|Ultra high vacuum\|\|1×10-9 to 1×10-12 Torr\|\|100 nPa to 100 pPa\| \|Extremely high vacuum\|\|<1×10-12 Torr\|\|<100 pPa\| \|Outer Space\|\|1×10-6 to <3×10-17 Torr\|\|100 nPa to <3fPa\| \|Perfect vacuum\|\|0 Torr\|\|0 Pa\| - Atmospheric pressure is variable but standardized at 101.325 kPa (760 Torr) - Low vacuum, also called rough vacuum or coarse vacuum, is vacuum that can be achieved and measured with rudimentary equipment such as a vacuum cleaner and a liquid column manometer. - Medium vacuum is vacuum that can be achieved with a single pump, but is too low to measure with a liquid or mechanical manometer. It can be measured with a McLeod gauge, thermal gauge or a capacitive gauge. - High vacuum is vacuum where the MFP of residual gases is longer than the size of the chamber or of the object under test. High vacuum usually requires multi-stage pumping and ion gauge measurement. Some texts differentiate between high vacuum and very high vacuum. - Ultra high vacuum requires baking the chamber to remove trace gases, and other special procedures. - Deep space is generally much more empty than any artificial vacuum that we can create. - Perfect vacuum is an ideal state that cannot be obtained in a laboratory, nor even in outer space. \|Vacuum cleaner\|\|approximately 80 kPa\|\|(600 Torr)\| \|liquid ringvacuum pump\|\|approximately 3.2 kPa\|\|(24 Torr)\| \|freeze drying\|\|100 to 10 Pa\|\|(1 to 0.1 Torr)\| \|rotary vane pump\|\|100 Pa to 100 µPa\|\|(1 Torr to 10−6 Torr)\| \|Incandescent light bulb\|\|10 to 1 Pa\|\|(0.1 to 0.01 Torr)\| \|Thermos bottle\|\|1 to 0.1 Pa\|\|(10−2 to 10−3 Torr)\| \|Near earth outer space\|\|approximately 100 µPa\|\|(10−6 Torr)\| \|CryopumpedMBE chamber\|\|100 nPa to 1 nPa\|\|(10−9 Torr to 10−11 Torr)\| \|Pressure on the Moon\|\|approximately 1 nPa\|\|(10−11 Torr)\| \|Interstellar space\|\|approximately 1 fPa\|\|(10−17 Torr)\| Vacuum is measured in units of pressure. The SI unit of pressure is the Pascal (abbreviation Pa), but vacuum is usually measured in Torrs. A Torr is equal to the displacement of a millimeter of mercury (mmHg) in a manometer, with 1 Torr equaling 133.3223684 Pascal above absolute zero pressure. Vacuum is often also measured using the barometric scale, or as a percentage of atmospheric pressure in bars or atms. Low vacuum is often measured in inches of mercury (inHg) below atmospheric. "Below atmospheric" means that the absolute pressure is equal to the atmospheric pressure (29.92inHg) minus the vacuum pressure in inHg. Thus a vacuum of 26 inHg is equivalent to an absolute pressure of (29.92 - 26) or 3.92 inHg. Many devices are used to measure the pressure in a vacuum, depending on what range of vacuum is needed. - Hydrostatic gauges (such as the oil or mercury manometer) consist of various liquids in some sort of tubing to measure pressure. The simplest of these is a closed-end u-shaped tube, one side of which is connected to the region of interest. The height of the liquid in the tube will rise or fall depending on the pressure in the region. Simple hydrostatic gauges are effective in the region of 0.1 torr (see McLeod gauge); more sophisticated versions can measure to about 10−4 Torr. - Mechanical gauges depend on a diaphram, usually made of metal, which will change shape in response to the pressure of the region in question. A variation on this idea is the capacitance manometer, in which the diaphram makes up a part of a capacitor. A change in pressure leads to the flexure of the diaphram, which results in a change in capacitance. These gauges are effective from 10−3 Torr to 10−4 Torr. - Thermal Conductivity gauges rely on the fact that the ability of a gas to conduct heat decreases with pressure. In this type of gauge, a wire filament is heated by running current through it. A thermocouple can then be used to measure the temperature of the filament. This temperature is dependent on the rate at which the filament loses heat to the surrounding gas, and therefore on the thermal conductivity. Another method involves measuring the resistivity of the filament, which is dependent on its temperature. These gauges are accurate from 10 Torr to 10−3 Torr. - Ion gauges are used in ultrahigh vacua. They come in two types: hot cathode and cold cathode. In the hot cathode version an electrically heated filament produces an electron beam. The electrons travel through the gauge and ionize gas molecules around them. The resulting ions are collected at a negative electrode. The current depends on the number of ions, which depends on the pressure in the gauge. Hot cathode gauges are accurate from 10−3 Torr to 10−10 Torr. The principle behind cold cathode version is the same, except that electrons are produced in a discharge created by a high voltage electrical discharge. Cold Cathode gauges are accurate from 10−2 Torr to 10−9 Torr. Vacuum is useful in a variety of processes and devices. Its first common use was in Incandescent light bulbs to protect the tungsten filament from chemical degradation. Its chemical inertness is also useful for vacuum welding, for chemical vapor deposition and Dry Etching in semiconductor fabrication and optical coating fabrication, and for ultra-clean inert storage. The reduction of convection improves the thermal insulation of thermos bottles and double-paned windows. Deep vacuum promotes outgassing which is used in freeze drying, adhesive preparation, steel manufacture, and process purging. The electrical properties of vacuum make electron microscopes and vacuum tubes possible, including cathode ray tubes. - Main article: vacuum pump The easiest way to create an artificial vacuum is to expand the volume of a container. For example, your muscles expand your lungs to create a partial vacuum inside them, and air rushes in to fill the vacuum. By repeatedly closing off a compartment of the vacuum and exhausting it, it is possible to pump air out of a chamber of fixed size. This is the principle behind positive displacement vacuum pumps. Inside the pump, a mechanism expands a small sealed cavity to create a deep vacuum. Because of the pressure differential, some air from the chamber is pushed into the pump's small cavity. The pump's cavity is then sealed from the chamber, opened to the atmosphere, and squeezed back to a minute size. This is how a simple manual water pump works. Many variations of the positive displacement pump have been developed, and other principles have been used as well. Momentum transfer pumps, which bear some similarities to dynamic pumps used at higher pressures, can achieve much higher quality vacuums than positive displacement pumps. Entrapment pumps can capture gases in a solid or absorbed state, often with no moving parts, no seals and no vibration. None of these pumps are universal; each type has important performance limitations. They all share a difficulty in pumping low molecular weight gases, especially hydrogen, helium, and neon. The ultimate vacuum that can be attained in a system is also dependent on many things other than the nature of the pumps. Multiple pumps may be connected in series, called stages, to achieve higher vacuums. The choice of seals, chamber geometry, materials, and pump-down procedures will all have an impact. Collectively, these are called vacuum technique. And sometimes, the quality of vacuum is not the only relevant characteristic. Pumping systems differ in oil contamination, vibration, preferential pumping of certain gases, pump-down speeds, intermittent duty cycle, reliability, or tolerance to high leakage rates. In ultra high vacuum systems, some very odd leakage paths and outgassing sources must be considered. The water absorption of aluminium and palladium becomes an unacceptable source of outgassing, and even the absorptivity of hard metals such as stainless steel or titanium must be considered. Some oils and greases will boil off in extreme vacuums. The porosity of the metallic chamber walls may have to be considered, and the grain direction of the metallic flanges should be parallel to the flange face. The lowest pressures currently achievable in laboratory are about 10-13 Torr. Vacuum in spaceEdit A perfect vacuum is an ideal state that cannot practically be obtained in a laboratory, nor even in outer space, where there are a few hydrogen atoms per cubic centimeter at 10−14 Pascal or 10−16 Torr.
In September of 1829 slavery was prohibited in Mexico. Because the politically connected Texans were outraged, one month later, the law was changed to allow slavery only in Texas. A few months later in early 1830, Mexico altered its policy under a new government that was less interested in catering to Texas. Mexico passed a law that prohibited further American settlement, and banned importation of additional slaves into Texas. The Mexican abolition movement, following the pattern seen around the world, had apparently pressured for more restrictions. This was a strict proviso, but for the Texans it was survivable, as they already had thousands of slaves within Mexico. The law must have created difficulties for the Texans and been a great source of irritation to them as they worked to develop their slave labour based agricultural economy. There were other grievances by this time, such as the amount of taxes the Texans were required to pay, but none struck home so much as the “bread and butter” issue of slavery. Without it, the Texans could not make a profit and ultimately would be out of business. As the American population of Texas grew increasingly disgruntled with the various restrictions imposed by Mexico, an independence movement developed led by Stephen Austin. He presented a petition for independence to the Mexican government in 1833, and was then arrested and jailed until 1835. In 1835, there were about 20,000 Texans and 4000 slaves in Texas. In December of 1835 the newly crowned dictator General Antonio Santa Anna amended the slavery laws to ban slavery in Texas. The settlers and their newly freed leader Austin quickly announced that they would secede from Mexico. To the great dismay of the Texans, however, in December of 1835 President Santa Ana extended the slavery ban to Texas to appease Mexican abolitionists. The Texans immediately rebelled and declared that they were seceded from Mexico, and declared the Republic of Texas. One of their first actions was to ban free blacks from the Republic. Not content with the possibility of withdrawing from Texas, the Texans enlisted the help of citizens of the United States in order to preserve slavery and the huge tracts of cotton growing land. This resulted in the famous siege and battle at the Alamo, a Catholic mission taken over by the Texans." Remembering The Alamo was just as much about slavery as it was about Texas freedom from the slave abolishing country of Mexico (via thehuskybro) Just when I think nobody reads any of my posts, somebody will go digging through the crates and find something and prove me wrong. Thanks for that and pass it on! Remember: the “liberal” city I live in was NAMED after this dude.
www.cshal.org provided information on student life and learning. The site now provides useful resources for those interested in learning and education. Knowing how to read is necessary to getting along in the world, especially in today’s technologically demanding workplace. How an individual is taught to read has been scrutinized for years. Many different methods have been used, and the one method that remains most successful is phonics. Phonics is a method of teaching reading and writing whereby the sounds the letters make are learned. The student learns to manipulate the sound patterns made by the individual letters, as well as combinations of letters in learning new words. Reading is not based on sight, but rather, sounds. This method of teaching has been around since the early 1900s, and is widely used in the English-speaking countries of the world. The English language differs somewhat from other world languages. English incorporates words from old-world languages and other languages in use today. Because of this, many words in use today can sound the same, but mean something totally different. The standard English spelling rules can still prove to be over 75 percent accurate, even with the inconsistencies of the different languages. There are several phonics methods used in teaching reading today. The two most widely used are called synthetic phonics and analytic phonics. Both methods intersperse their instruction with “whole-word” teaching. It must be remembered that with any method of teaching reading, phonics is but one part of the skills needed to become a good reader. Analytical phonics has the student workout the sounds of the words, starting with singular and blended sound patterns. Exciting, longer words are thrown in to make the reading assignment more interesting. For many years, the United Kingdom used synthetic phonics to teach young children to read. Sometime in the 1970s, they changed over to analytic phonics, but reading levels began to drop. This lead the U.K. to come back to the synthetic method. Synthetic phonics, on the other hand, starts the student out learning the 44 sounds made by the alphabet. As the student learns a sound, he or she also learns the letter. By the use of sounds and simple words that combine to use the sounds, the student learns to read. Opponents of this method claim it is boring and children lose interest too fast in reading. but this method is very effective for slow-learners and the dyslexic student.
Click on the image for larger annotated version Relatively dark regions below bright crater walls and streaks on some of the walls are seen in this mosaic of Saturn's moon Mimas, created from images taken by NASA's Cassini spacecraft during its closest flyby of the moon. The crater floors and surroundings are about 20 percent darker than the steep crater walls in this view. Mimas' original surface, like the surfaces of most of the other major Saturnian moons without atmospheres, is not pure ice but contains some dark impurities. The relatively dark markings appear along the lower portion of the walls of Herschel Crater (130 kilometers, 80 miles wide) and some of the smaller craters and are marked in green in the annotated version of the image. Cassini scientists interpret this darkening as evidence for the gradual concentration of impurities from evaporating icy materials in areas where the dark impurities slide slowly down the crater wall. There, the bright ice is baked away by the sun and the vacuum of space. At Herschel, the edge where the darker regions contact the crater floor is interrupted by an extensive hummocky area. Scientists believe the hummocky texture came from the flow of melted ice that occurred during the impact that created the crater. That melt filled the bottom of the crater around the central peak. Dark streaks are seen making their way down the sides of some craters (marked red in the annotated version) and often originated from pockets of dark contaminants embedded just below the rim of the crater wall. The pockets themselves likely represent small, pre-existing, dark-floored craters that were buried by the blanket of material thrown out from the newer impact that created the crater rim. The material from newly exposed dark layer eventually moves downslope and forms a streak. Streaks sometimes are seen starting from the floors of smaller dark-floored craters perched along rims of larger craters. The interior of Herschel Crater is significantly less cratered than the continuous ejecta blanket that extends radially outward from its rim. The violent meteor impact that excavated Herschel blasted pulverized debris, including massive chunks of ice, upward. The fallback of this ejected material over the crater rim created a thick debris blanket and dotted it with secondary craters. The presence of a fluid pool of melted material on the crater floor, which solidified after the debris fell, probably explains the relative absence of craters on Herschel's floor. These are common processes that should occur on airless bodies throughout the solar system. They may be accentuated on Mimas because of the large size of Herschel in comparison to Mimas' size. Cassini scientists also continue to study a color anomaly on Mimas. See PIA12572 and PIA06257 to learn more. Cassini came within about 9,500 kilometers (5,900 miles) of Mimas during its flyby on Feb. 13, 2010. This mosaic was created from seven images taken that day in visible light with Cassini's narrow-angle camera. An eighth, lower-resolution image from the same flyby, taken with the wide-angle camera, was used to fill in the right of the mosaic. The images were re-projected into an orthographic map projection. This view looks toward the hemisphere of Mimas that leads in its orbit around Saturn. Mimas is 396 kilometers (246 miles) across. The mosaic is centered on terrain at 5 degrees south latitude, 85 degrees west longitude. North is up. This view was acquired at a distance of approximately 16,000 kilometers (10,000 miles) from Mimas and at a Sun-Mimas-spacecraft, or phase, angle of 46 degrees. Image scale is 90 meters (295 feet) 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 in Washington. The Cassini orbiter and its two onboard cameras were designed, developed and assembled at JPL. The imaging team is based at the Space Science Institute, Boulder, Colo. For more information about the Cassini-Huygens mission visit http://www.nasa.gov/cassini and http://saturn.jpl.nasa.gov. The Cassini imaging team homepage is at http://ciclops.org.
Parliament is responsible for approving new laws (legislation). The government introduces most plans for new laws, or changes to existing laws — but they can originate from an MP, Lord or even a member of the public or private group. Before they can become law, both the House of Commons and House of Lords must debate and vote on the proposals. Bills normally introduce new laws. Bills that deal with more political or controversial issues usually begin in the Commons. Defeating and delaying legislation To become law the text of a Bill must be agreed by both Houses. Either House can vote down a Bill in which case it will normally not become law — but there are exceptions. The Commons can pass the same Bill in two successive years, in which case it can become law without the agreement of the Lords. Bills which are only about money (raising taxes or authorising government expenditure) are not opposed in the Lords and may only be delayed for a month. The reigning monarch has to approve all new laws — called the Royal Assent — but this is a formality as in practice it is not withheld. Royal Assent was last withheld in 1708 when Queen Anne refused a Bill to settle the Militia in Scotland. When a Bill is given Royal Assent it becomes an Act of Parliament. It is then the responsibility of the relevant government department to implement that law (eg, the Home Office will deal with new Acts relating to immigration).
At South Carolina State Parks, you can walk the same historic ground where African-Americans lived, worked, struggled, worshiped, played, laughed, raised families, and built lasting communities over generations. From the first English settlement of 1670 at Charles Towne Landing, to parks built by the Civilian Conservation Corps in the 1930s, men and women of African descent have played important roles in South Carolina history. Charles Towne Landing Early records from the first English colony in South Carolina tell us that Africans were among the first settlers at Charles Towne. The majority of them arrived with colonists from the English West Indian island of Barbados, where, decades before, planters had turned to the system of race-based slavery to power the immensely profitable sugar industry. The increasing presence of Africans as slave laborers at early Charles Towne strengthened the economic viability of the colony, contributed materially to its defense against attackers, broadened the culture of the settlement, and eventually led to an entrenched system of slave labor that would remain in existence until the end of the Civil War. The arrival of enslaved Africans in 1670 began an unbroken transmission of African and Creole cultural contributions to South Carolina. African-Americans played a major role in the forming of this colonial community. Colonial Dorchester also provides a contrast between African-American slave life in towns versus plantations. The institution of slavery was already established in the colony when the Dorchester area was settled. The earliest Dorchester-area slave reference is from the diary of Congregationalist elder William Pratt, who recorded his purchase of a black slave woman in August of 1699. During Dorchester’s existence slaves worked and lived in the village. Although some slaves were Indians, most were black—some of them African natives, some of them born in South Carolina. Village slaves worked as artisans and domestics. They undoubtedly associated with plantation slaves who came into the town to trade or plied the Ashley River as boatmen on the schooners and other vessels that tied up at Dorchester’s wharves. Like slaves elsewhere, they were bought, sold, mortgaged, leased, and passed through wills. And like slaves elsewhere, they were punished; some were executed. Slaves made up a majority of the population in the parish that included Dorchester. The structures at Hampton Plantation are architectural monuments to the labor of enslaved Africans and the social prominence of the Horry, Pinckney and Rutledge families. The cultivation of rice during the eighteenth and nineteenth centuries created the economic prosperity of Hampton Plantation and the Santee Delta. The impressive architectural display of the Hampton mansion was financed with the profits created by intensive rice production and the labor of enslaved African-Americans. Without the contribution of rice and of hundreds of slaves the lifestyle of Hampton’s socially prominent families would not have been possible. No other commercial crop grown in South Carolina during this era would match the success and wealth of rice. Products from nearby forests – lumber, tar, pitch and turpentine – were the earliest profitable commodities exported by Lowcountry settlers. Indigo, processed to obtain a blue dye, became an important cash crop in the mid-1700s when the British government subsidized its production. But it was the system of rice cultivation, however, that transformed nearly the entire South Carolina Coast, bringing immense wealth to planters, permanently altering the landscape, and nurturing the region’s unique Gullah culture. Though rice was introduced to South Carolina in the late 1600s, the decades just before the Civil War witnessed the high point of rice cultivation in the state. Hampton Plantation produced 250,000 pounds of rice in 1850 alone. Rice cultivation involved entire communities of African-Americans, as men, women, and children all played a role in production. This work, especially the construction and maintenance of rice fields, was often exhausting and may have impaired the health of slave laborers. Despite the often oppressive nature of the system, however, enslaved families were able to create communities with a rich cultural heritage. Rose Hill Plantation Rose Hill provides visitors with a good opportunity to explore the lives of African-Americans at a typical large upcountry cotton plantation. African-Americans have always lived and worked at Rose Hill, first as slaves and later as free men and women. Their experience differed from that of the slaves working on the lowcountry rice plantations: the labor system was organized differently but both groups managed to establish strong communities and cultural traditions. As governor of South Carolina from 1858 to 1860, William H. Gist (the owner of Rose Hill) acted to move the state out of the Union in an effort to protect the institution of slavery from perceived Northern attacks. After the election of Abraham Lincoln in November of 1860, Gist issued a call for a state convention to secede from the Union. In so doing he unwittingly unleashed events that would eventually lead to the emancipation of Southern slaves. At least 21 enslaved African Americans lived at Redcliffe Plantation in the 1850s. These men and women were part of a much larger slave community that by 1864 included approximately 300 individuals dispersed on four different plantations: Silver Bluff, Redcliffe, Cowden and Cathwood. African Americans worked to establish the plantation and their mark on the landscape and structures is still visible today. Their experiences and contributions are also documented extensive records left behind by Redcliffe’s original owner, James Henry Hammond. The battle of Rivers Bridge was fought during the waning days of the Confederacy, and represents the commitment of both sides to fight for their respective ideals. Interpretation of the battle of Rivers Bridge permits explorations into wider contexts, such as the causes of the war, Civil War military technology and tactics, Civil War medical treatment, the lives of average soldiers, and the effects of the war on civilians. Among these broader contexts is the role of slavery in causing the war, and the results of the war: emancipation and reconstruction. Slave laborers were probably pressed into service to build the earthen fortifications that protected the Confederate position at Rivers Bridge. Freedmen who joined the Union army to serve as “pioneers” wielded axes and shovels to hack roads through the Salkehatchie swamp that helped Union troops to flank the fortified Confederate line. And thousands of African American slaves in South Carolina freed themselves in the wake of Sherman’s march, following his army through the state and into an uncertain future that offered nothing but freedom. Rose Hill Plantation The experience of the Gist family shows how planter families and Freedmen adapted to economic constraints and new social roles following the Civil War. Union county experienced severe upheaval during Reconstruction, as African-Americans struggled to keep their newfound freedom and whites struggled to reclaim power. It is likely that these dramatic events affected the lives of Rose Hill’s African-American residents and members of the Gist family. Redcliffe Plantation also preserves the history of the African-American families who remained connected to the site for generations. Visitors can explore the stories of the Henley, Wigfall and Crawford families, as well as numerous individuals, from Reconstruction through the Civil Rights movement. Many of these families are documented through extensive photographs which are displayed in one of two historic slave quarters still present on the property. Aiken, Chester, Poinsett During the hard times of the Great Depression, the Civilian Conservation Corps (CCC) gave young men jobs conserving natural resources. Several segregated African-American CCC companies worked at South Carolina State Parks, including Company 4470 at Montmorenci, near Aiken State Park. Between 1936 and 1939, these men labored to build the recreational facilities of the park, including fishing cabins, trails and roads. In 1937 alone, they planted 27,000 new trees and fought 31 forest fires. Company 4475 did similar work at Poinsett and Chester State Parks. Even in the face of discrimination by certain white army officers, CCC personnel, and local communities, some African-American men managed to gain significant, though limited benefits from the program (good pay, job experience, education, better nutrition, etc.). South Carolina enrolled African-American men at a rate much closer to their percentage of the overall population than other states. Attempts to desegregate the state park system first began at Edisto Beach in 1956. When the Charleston Chapter of the NAACP filed a lawsuit challenging segregation at Edisto Beach, the state closed the park for seven years rather than integrate. “The importance of the Edisto Beach case goes beyond the immediate impact of its closing—the real significance lies with the strategies and lessons learned by both sides in the South Carolina desegregation struggle . . . The cumulative effect of the lessons learned from the Edisto Beach and similar cases in other states contributed to the maturation of the entire civil rights movement. The lessons learned from the civil rights set-backs of the 1950s were to result in the victories of the 1960s.” (Historian Stephen Lewis Cox)
Upon completing this unit, students will be able to: 1. Analyze how and why exchanges of people, resources, trade, and ideas intensified and accelerated in the world as a whole between 1400 and 1800. 2. Describe political, economic, technological, scientific, and cultural exchanges that took place among major parts of the world between 1400 and 1800. 3. Analyze why there was a shift from an Asian-centered trading system to an Atlantic-centered system during this era. 4. Assess the effects of important cultural and scientific exchanges during this era. 5. Explain how advances in gunpowder technology enabled European states to assert greater political, military, and economic power in the world during this era.
The American Revolutionary War cannot be discussed without an elephant hanging in the room. The words penned by Thomas Jefferson and voted in favor of in the Declaration of Independence contained the phrase, “All Men Are Created Equal.” This begs the question about why the slave owner penned these words as an argument for equality when Jefferson practiced the “sin” of slavery. He owned human beings and considered them property and is believed to have had sexual relations with Sally Hemmings. Whether it be a myth or truth it is fact that Hemmings was the property of Jefferson. The American Revolution did not occur during the American Revolutionary War. The American Revolution occurred during the Civil War when all men were free and slavery was abolished. While it took time to release America from its racist past the Civil War did remove the tag of property from a human being. In theory, slaves were now permitted to work where they chose and marry whom they wished. In the past slaves had been put to work where their master sought fit and were bred like horses, but received worse treatment than animals. Slavery is a stark contrast to liberty and one of the great failures of the founders. In order to create a union slavery was omitted from the Declaration of Independence and kept in the background. These great men who spoke of British tyranny and a taxation without representation saw no problem in sleeping with their slaves nor selling their children for a profit. It was a grotesque practice that one cannot understand without delving into the mind of an 18th century planter. What caused this great exception? In order to answer that question one must look into origins of English slavery and the arguments made for its acceptance. Slavery in England By the 15th century West Africans were already being enslaved by the Portuguese and Spanish for use in their domestic economies and were to be used when the two competing empires began to colonize. Christopher Columbus, Hernan Cortes, Francisco Pizarro, and other Spanish Conquistadors enslaved many West Africans through the slave trade, but also many of the natives that they came in contact with. This system of slavery was largely predicated on the belief that to the victor go the spoils and the spoils included the conquered people. Slaves played an integral part in developing the New World. Spain and Portugal had these models of slavery, but England did not have this model and it did not play a role in the English economy. However, when they began to colonize the New World there became a greater need for forced labor to support their global empires. It was here that one can see their concept of slavery and freedom and where it came from. Bondage was not a foreign concept to the English. For centuries England was a feudal society that included serfdom. Serfs had served the English economy for centuries, but had largely died out by the time of the 16th century, but serfs were not slaves. Slaves were viewed as property with no legal rights. They could be bought, sold, beaten, bred, killed, and were not allowed to own property that was not the case for serfs. Serfs had limited rights and were allowed to own some property. English common law applied to them, but not to slaves. Slavery was defined in 16th century England as the loss of liberty. While it is hard to understand the mindset that justified slavery and there are many theories we can find where English slavery began and it has more to do with economic need than racism. Though racism did play a part. Slavery during the American Revolutionary War By the time of the American Revolutionary War slavery in the New England Colonies had ended and there were many freed slaves that resided in the colonies. The first death of the American Revolutionary War was Crispus Attucks who died in the Boston Massacre. There were a few freed slaves that served courageously during the Battles of Lexington and Concord, Battles of Bunker Hill, and participated in the Siege of Boston. These men owned their own land and fired with their own muskets. One of the first things that George Washington did when he became commander-in-chief of the Continental Army was to purge the army of its colored soldiers. There was political pressure from the southern delegates in the Continental Congress to rid the army of these soldiers fearing that their presence would incite the slaves to rise up in the south. In response to this action the British began to recruit black soldiers and promised them freedom if they served in the British Army. Slaves responded to the call and began to take up arms for the British. George Washington, Thomas Jefferson, and many other influential southern planters lost many of their slaves to this British proclamation. This forced the hand of the Americans to allow colored men to fight in the Continental Army. Soon there would be entire units of colored men fighting for their country’s freedom.
Understanding Nouns - Part Two This is part two in Understanding Nouns. This lesson covers singular and plural nouns. First, you will go over singular and plural nouns and how to identify nouns. Then, you can pass out the worksheet for the students to do them independently. After that, you can pick up the papers and grade them. Study Sheet On Singular and Plural Nouns Singular nouns are nouns that name one person, place, or thing. Here are some examples of singular nouns: tomato, boy, girl, toy, game, cat, and dog. Plural Nouns are nouns that name more than one noun. You ad “es” or “s” to the end of the noun to make it plural. Here are some examples of plural nouns: tomatoes, boys, girls, toys, games, cats, and dogs. How to Identify Nouns Nouns are easy to identify because of the words that precede them. Words such as a, an, or the always precede a noun. You use the word "a" before a noun that begins with a consonant. For example, a ball, a hat, etc. You use the word "an" before a noun that begins with a vowel. For example, an apple, an egg, etc. Worksheet - Singular and Plural Nouns Directions: Change the following singular nouns to plural nouns. 1. movie Directions: Underline the plural nouns in these sentences. 1. The girls had a double date last night.. 2. The football players played in their 3. The cats chased each other around the house. 4. The birds covered the front yard. 5. The squirrels came and eat their peanuts. 6. The baseball flew over the fence, and the boys ran to get it. Directions: Underline the plural nouns. 1. The dogs chased the squirrel over the fence. 2. The computer printers didn't work. One was out of ink, and the other one stalled. 3. Fluffy likes to play with her toys. She has a plastic ball and shoe 4. Their mother said, "Girls, it's time for supper. 5. The neighbor's dogs barked all night long and kept us awake. 6. The children picked up their toys before bedtime. 7. The women gathered for a baby shower. 8. The school buses were late this morning. 9. The men gathered for their bowling tournament. 10. The fish swam around the pond. You can grade the students on the total number correct out of the total number possible. - Physical Education - Reading & Writing - Social Studies - Special Education
The Weekly Newsmagazine of Science Volume 155, Number 18 (May 1, 1999) Magnetic map reveals ancient activity on the Red Planet By Ron Cowen Slipping, sliding, sinking, rising: Earth's surface is in constant motion. Fragmented into giant sheets of solid rock that glide atop a layer of hotter, more pliable material, the globe's appearance is forever changing. Where two sheets meet, violent activity ensues. When they crash head-on, mountains arise; where one sheet dives under another, earthquakes may erupt. Scientists first proposed this movement, now known as plate tectonics, in 1912, but confirmation didn't come until the 1960s. Since then, this model has revolutionized understanding of the forces that shape our planet. Now astronomers have found evidence that another planet may have undergone a similar series of facelifts. New measurements of Mars' magnetic field suggest that plate tectonics reigned supreme on the Red Planetfor at least the first half billion years or so of its 4.5-billion-year existence. The movement of sheets of crust could have been every bit as important on the Mars of long ago as it is on Earth today, says Jack E.P. Connerney of NASA's Goddard Space Flight Center in Greenbelt, Md. In the April 30 Science, Connerney, Mario H. Acuna of Goddard, and their colleagues describe magnetic activity on Mars observed by the Mars Global Surveyor spacecraft. Planetary scientists have contended for more than 25 years that water was once abundant on Mars. Early images had revealed dried-up channels scarring the planet's surface. "If one believes early Mars was wet, then it makes plate tectonics more reasonable," says Gerald Schubert of the University of California, Los Angeles. "Alternatively, one could turn this around . . . accept plate tectonics, and use this as independent support for a lot of water on early Mars." On Earth, water serves as a natural lubricant that helps keep the sheets of crust in motion. Connerney suggests that water may have played the same role on ancient Mars. As the movement of plates dredged up rock from the depths of Mars and brought it back down again, it could have transported both water and carbon dioxide. The recycled carbon dioxide may have generated, or at least helped sustain, a dense, carbon-rich atmosphere early in the history of Mars. This blanket of greenhouse gas could have warmed the planet. Plate tectonics thus would add support to the view that the Red Planet was once a warmer, wetter place with a climate hospitable for life. An end of plate tectonics on the Red Planet several billion years ago could explain an enduring mystery: If the surface of Mars once had an abundant supply of water, where did it all go? Geologist Norman H. Sleep of Stanford University argues that water continually transported to and from the surface as a result of plate tectonics would have been trapped in the planet's crust after tectonic activity ceased. Little water would have been left on the surface once plate tectonics stopped, he says. Five years ago, Sleep proposed that plate tectonics could have created the vast lowlands on the northern half of Mars, just as it has formed ocean basins on Earth. If plate tectonics proves correct, it "explains and unifies the entire geological history [of the Red Planet]. It also will provide a second example to help understand the physics of plate tectonics on Earth," Sleep says. Adds Maria T. Zuber of the Massachusetts Institute of Technology, "It's going to tell us much more about how the core of the planet dumped its heat." That's vital, she says, because heat loss from the planet's interior might explain why the ancient planet was warm enough and its atmosphere thick enough for water to exist on the surface. "The thermal state of the interior of the planet is something that you really need to understand to get to the early climate history of Mars. It's a very critical piece of the puzzle," Zuber says. The new findings stem from measurements made by a magnetometer aboard Mars Global Surveyor, which has orbited the planet since the fall of 1997. Unlike visible-light cameras and X-ray and gamma-ray detectors, which probe at or just beneath the surface, a magnetometer senses activity several kilometers below. Shortly after it arrived in Mars' vicinity, the spacecraft swooped low enough to search for magnetic activity along a narrow band of the planet near the north pole. Surveyor detected several magnetized patches of terrain, some with fields as strong as 400 nanoteslas, or 1.3 percent of Earth's field (SN: 10/18/97, p. 246). The most likely explanation for the magnetic features, Connerney noted then, is that they are relics of a global magnetic field active on Mars long ago. This past January, as part of a maneuver to trim the craft's elliptical orbit into the circular one designed for mapping the planet, Surveyor dipped down into Mars' dense upper atmosphere. It got low enough101 to 110 kilometers above the surfacefor the magnetometer to map a vast region called Terra Sirenum. This highland terrain takes up about one-third of the southern hemisphere. With those observations, "we won the lottery," says Acuna, leader of the international team of scientists that coordinates magnetic studies on Surveyor. While passing over several strips of land in Terra Sirenum, Surveyor detected buried magnetic fields four times stronger than those it had recorded in the northern region. The craft, however, found no sign of a magnetic field in the vicinity of several huge, ancient craters. These include the 8-km-deep, 4,200-km-wide hole in the ground known as Hellas, Acuna and his colleagues note in this week's Science. Astronomers believe that these craters formed when chunks of debris pelted the inner solar system some 3.8 billion years ago. As old as these craters are, the global magnetic field that once existed on Mars must have vanished before they formed, Acuna asserts. Any large impact, he notes, heats rock to temperatures well above 600°Chigh enough to erase any magnetic field that metallic particles within the rock might have acquired. If the Martian field was still strong at the time the craters formed, it would have immediately realigned and remagnetized the particles as they cooled. The observations over Terra Sirenum thus suggest that the magnetic fieldas well as the turbulent conditions required to generate onelasted on Mars for only a few hundred million years. "The planet started off very hot and cooled very fast, which you would expect for a small object," says Acuna. Mars has half the diameter of Earth. Scientists believe that the Martian field arose the same way that Earth's still-active field did, through the action of a dynamo generated by the rise and fall of molten material deep within a rotating planet. Knowledge of the duration and strength of the dynamo may ultimately reveal the composition of the Martian core, in particular the relative amounts of iron and sulfur it contains. Too little sulfur, and the fluid might congeal too rapidly to generate a magnetic field lasting for even a few hundred million years. Too much sulfur, and the molten material generating the dynamo would maintain the magnetic field even to the present. "The dynamo tells us what was going on inside of Mars," Acuna notes. The measurements also date the Martian crust. Areas in which Surveyor detected magnetic fields must be essentially untouched from the earliest days of the planet, 4 billion years ago, when the magnetic field was active. In the southern highlands, "what we're looking at is the oldest surviving unmodified crust of Mars," Acuna says. Dating the age of ancient crust and determining how long the magnetic field lasted on the Red Planet are but two of the feats accomplished by the magnetometer. During its passage over Terra Sirenum, the detector recorded an intriguing pattern that could change forever the way planetary scientists view the history of Mars, Connerney says. As Surveyor flew over Terra Sirenum, the magnetometer acted like a compass needle alternately pointing north and south. The instrument indicated that Terra Sirenum is divided into several stripes, each about 200 km wide, whose residual magnetic fields point in opposite directions. That same pattern, known as magnetic striping, led geologists in the 1960s to conclude that plate tectonics continually reshapes Earth's surface. Connerney's interpretation of the striping hinges upon the observation that a dynamo periodically flips the direction of its magnetic field. Earth's magnetic field, for example, averages several reversals every million years. The stripes of iron-rich rock on Mars have different magnetic orientations, he argues, because they solidified at different times. Each stripe represents a snapshot of the Martian magnetic field from a different epoch. So far, so good. But why should the surface exhibit the striping pattern rather than consisting of a jumble of patches with randomly oriented magnetic fields? To explain the pattern discovered by Surveyor, Connerney introduces the idea of plate tectonics. He suggests that striping arose at ancient Martian sites where neighboring plates of rock slowly pulled apart, allowing molten material from below to rise to the surface and form new crust. If the planet's magnetic field had flipped its polarity between the times that the old and the new crust solidified, the freshly generated crust would carry a magnetic imprint exactly opposite to that of the plates on either side of it. "This magnetic imprint that we see is similar to the imprint that we see on Earth where plate tectonics is making new crust in the ocean," says Connerney. "So we think this is certainly a possible explanation for what we see on Mars." If anything, the magnetic data collected by Surveyor is more clear-cut than comparable measurements made on Earth, Connerney adds. "In all the centuries that we've been making magnetic measurements on Earth, we've never produced a map quite like this," he says. Any magnetic map of Earth's crust, Connerney notes, must contend with our planet's still-active global magnetic field. That makes it difficult to determine whether a magnetic signal from the crust represents a permanent fieldakin to a bar magnet embedded in the rock-or a field induced by Earth's stillactive global magnetic field. On Mars today, "there is no global magnetic field," he says. Consequently, measurements truly reflect a remnant field rather than an induced one. "Clearly, you can do things on Mars that a geophysicist can only dream of doing on Earth." The younger, northern lowlands of Mars show no evidence of striping, and much less of the crust appears to be magnetized, Connerney says. These observations suggest that both the Martian magnetic field and plate tectonics had died away before volcanic activity melted and resurfaced this vast region of the planet. It's possible that the fading of the global magnetic field and plate tectonics are intimately linked, Connerney speculates. When the interior lost so much heat that it could no longer power the dynamo, it may also have had too little energy to drive plate tectonics. Schubert says he's skeptical about interpreting the magnetic field measurements as evidence of plate tectonics. He says that Connerney and his colleagues need to consider other models before concluding that Terra Sirenum is composed of elongated sheets of rock that have opposite polarity. Moreover, Acuna argues that a process completely independent of plate tectonics could explain magnetic striping. He proposes that stresses or fractures in the crust may account for the pattern. Breaks in the crust could jumble the original magnetic signature and create a new, oppositely directed field. The process, he says, is similar to what happens when a bar magnet is cut in two. The cut ends generate a north pole and south pole opposite in direction to the field of the uncut magnet. "These hypotheses are going to take a lot of testing," comments Zuber, who plans to look for signs of plate tectonic activity in gravity maps compiled from Surveyor data. "What I think is going to hold up is that there is evidence of a dynamo action really, really early in Mars' history, and then it appeared to shut off rapidly," she says. If ancient Mars truly did undergo a period of plate tectonic activity, says Zuber "then it's a real home run." From Science News, Vol. 155, No. 18, May 1, 1999, p. 284. Copyright © 1999, Science Service. Copyright © 1999 Science Service
The scientists will now examine the eons-old water for microorganisms, and then through novel genomic techniques, try to figure out how these tiny, living “time capsules” survived the ages in total darkness, in freezing cold and without food and energy from the sun. The research, which is sponsored by the National Science Foundation and is part of the International Polar Year, is designed to provide insight into how organisms adapted to live in extreme environments. “It's some of the coolest stuff I have ever worked on,” said Craig Cary, professor of marine biosciences at UD. “We are going to gain access to the genetics of organisms isolated for possibly as long as 15 million years.” The collaborative research team includes Cary and doctoral student Julie Smith from UD's College of Marine and Earth Studies; project leader Brian Lanoil, assistant professor of environmental sciences at the University of California at Riverside, and doctoral student James Gosses; and Philip Hugenholtz and postdoctoral fellows Victor Kunin and Brian Rabkin at the U.S. Department of Energy's Joint Genome Institute. Last week in Lanoil's laboratory in California, segments of a tube-like ice core were thawed under meticulous, “clean lab” conditions to prevent accidental contamination, a process that required nearly a year of preparation. “It was very exciting to see the Vostok ice, knowing how old it is and how much it took to get that ice to the lab,” Smith said. “The ice core itself was incredibly clear and glasslike, reflecting the light like a prism.” The segments of ice were cut from an 11,866-foot ice core drilled in 1998 through a joint effort involving Russia, France and the United States. The core was taken from approximately two miles below the surface of Antarctica and 656 feet (200 meters) above the surface of Lake Vostok and has since been stored at -35 degrees C at the National Ice Core Laboratory in Denver. “This ice was once water in the lake that refroze onto the bottom of the ice sheet,” Cary explained. “We have no direct samples of the lake itself, only this indirect sampling of the refrozen ice above it because drilling into the lake without taking extensive precautions could lead to the lake's contamination. The borehole made to collect the ice is filled with a mixture of jet fuel, kerosene, and CFCs to keep it from closing,” Cary noted. “Since the lake has not had direct contact with the surface world for at least 15 million years, this would be a contamination of one of the most pristine environments on Earth,” he said. Cary said the decontamination procedure was “the most complicated and complete ever attempted,” requiring the use of an isolation chamber for the actual melting, concentration of the meltwater through a special filtering system, use of bleaching solutions for the destruction of any contaminating bacteria or DNA from the outside of the core, and the wearing of sterile jump suits for all of the laboratory personnel, among other measures. Although other scientific projects have identified the microorganisms living in the Vostok water, they have not revealed what these little one-celled organisms do or how they have become adapted to an environment that is eternally dark, cold and so isolated that food and energy sources are likely rare and hard to come by. “Most of our planet is permanently cold and dark, so it makes sense that we should study how life exists under these conditions. In addition, enzymes produced by these microorganisms may be useful in industrial applications down the road,” Smith noted. The Vostok water contains only between 10-100 microbes per milliliter compared to approximately 1 million microbes per milliliter for most lakes, Cary said. Novel “whole genome amplification” techniques will be applied, which provide insight into the genetic diversity of a community of organisms when only small numbers of organisms are available. A veteran of research expeditions around the globe, Cary is an expert on “extremophiles”--organisms that thrive in the harshest environments on the planet, ranging from the dry, frigid desert of Antarctica, to geyser-like hydrothermal vents spewing toxic chemicals from the ocean floor. In the case of Lake Vostok, scientists speculate that it stays in a liquid state underneath miles of ice due to one of the Earth's natural “furnaces”--hydrothermal vents. Superheated water erupts from these cracks in the seafloor which form where the plates that form the Earth's crust pull apart. “We hope that by being so isolated for millions of years, these microorganisms from Vostok will be able to tell us about their life and conditions through the ages,” Cary said. Article by Tracey Bryant Photos courtesy of Craig Cary
\|Module 5: Focal length of a lens\| Well, we also need to be able to convert meters to centimeters (cm) and millimeters (mm). Remember them? 100 cm in a meter, 1,000 mm in a meter? If I have 35 mm, how much of a meter do I have? What is 540 cm in m? In mm? How many cm are there in 0.333 m? OK, 35 mm is 0.035 m. And 540 cm = 5.40 m. 540 cm is also 5,400 mm. There are 33.3 cm in 0.333 m. You need to be able to do this. If you did not get these answers, go to the math lesson and review it. You only need the metric-to-metric conversions right now. There is also a review of this in the first section of the text book, page (5 / 8-9). So now we have talked about what the ray of light does when it is travelling through air and suddenly encounters a lens surface. It changes speed and direction. Then, when it exits the lens again it changes back to its original speed, but usually not its original direction. What direction it will be travelling in will depend on the relationship of the two sides of the lens to each other and to the travel of the ray in the first place. Lets take a whole 'bunch' of rays, all travelling parallel to each other. Oops, I guess we have to back up again a bit. Light always comes from somewhere. Back in the first lesson we discussed the fact that light rays diverge from their source. How can we have rays that are parallel to each other? Do you remember? They have to be coming from a long distance away. They are still diverging, but so little that we can ignore what little divergence is left. If they were coming from an infinite distance away they would be exactly parallel. Imagine two rays coming from the sun. By the time they get to your eye, you can imagine that they are essentially parallel, can't you? Well, we define light rays that are coming from 20 feet away as being parallel to each other. We will call 20 ft optical infinity. Lets see. 20 feet is 20x12 = 240 inches. 240 / 40 = 6 meters, since I just 5 minutes ago said that we would use 40 inches as an approximation for one meter. So 6 meters is also optical infinity. OK? That is a test question. What is 20 feet away called? What is optical infinity in meters? Got that written down on your 'to memorize' flash cards? So, here is a lens with one flat side just to make drawing it easy for me. The ray that I marked as #1 is going through a place on the lens where the two sides are parallel to each other, and it is going through perpendicular to the two sides, so we have learned that the ray slows down and then speeds up again, but it does not change direction. We are going to call this ray the optical axis of the lens. We are going to call the place where the sides are parallel to each other the optical center of the lens. \|("Which point, exactly, is the optical center" asks one of the members of the class. "Well," I respond, "it is sort of on the axis, somewhere." "No, I mean, is it on the front surface or the back surface?" the questioner continues. "Well, neither, exactly, usually. In this case it is on the flat side, but this is an unusual case." "Why? Where is it the rest of the time? Inside the lens?" "Well, not really, most of the time. We call it at this point where the sides are parallel, but it is not really there." Most of you are now looking a bit confused, and you would rather we just went on with the lecture. "If you really want to know where the optical center REALLY is, turn to Section VII in the Optical Formulas Tutorial. We do this in the Geometrical Optics course" I really put it in the text book to give the one person in every class who asks the question something to look at. the drawing. Look at ray #2. It is parallel to the axis, and not very far away from it. The sides of the lens are tilted a little toward each other, and ray #2 comes out of the lens heading toward ray #1. They were parallel before they went through the lens. Now they are converging. We called converging 'positive vergence', didn't we? So the lens has added positive vergence to the rays. Ray #3 is a little farther from ray #1, but still parallel to it. The sides are tilted a little more for ray #3 than they were for ray #2, so ray #3 bends more. The same happens for ray #4. Each ray is refracted more than the one closer to the axis. They all refract just enough to cross the axis at the same point. Then, they start diverging as if they had COME from the point where they crossed. If I had a little tiny light source at that exact point and facing to the right, the rays from that tiny light would be doing EXACTLY the same thing that these formerly parallel rays are doing! We call that point where the rays all cross the focal point of the lens. \|"That is not what you said in the book." Now someone in the class wants to make sure that I know that he read the section BEFORE the lecture this "What did I say in the book? I wrote it so long ago that I do not remember." I'm hoping to turn a few of the groans that I just heard into smiles. It rarely works. "You said that it is really the secondary focal point." "Well, it is. By definition, the secondary focal point is where rays that are parallel when they enter the lens cross or appear to have crossed." "But you just leave it there in the book. If there is a secondary focal point, then there must be another one." The primary focal point would be the point on the axis where I might place an infinitely small light so that when the rays have passed through the lens they will come out parallel." We call the distance that the focal point is from the lens the focal length of the lens. Yup, up just went his hand again. (By the way, in last years class it was a woman. No, I am not being sexist.) \|"What point on the lens do you measure from to get the focal length? Is it the same distance as the other focal length, the one that you would get from the primary focal point? Do you measure them from the same point?" "Well, we won't answer the first one yet, the second answer is sometimes, and no. Except sometimes." Shall I threaten him with Section VII again? "Actually, we will get into some of this in module 11. Is it OK to postpone the rest of the answer until then?" So, we now know what the focal point is, and the focal length is how far the focal point is from the lens. Remember starting a fire out in the sun with a magnifying lens? You positioned the lens over the piece of paper until you had the smallest, brightest spot that you could get focused on the paper, and it would start to smoke and curl, and if you had it perfect and the sun was nice and strong, the paper caught on fine. Well, the distance that the lens was from the paper at that moment was the focal length of the magnifier. Sort of. If you had used your meter stick, (not your yardstick) to measure the distance that the magnifier was from the paper, you could have found out what the power of the plus lens was without using that instrument in the lab that we all use for such purposes. See what lengths opticians had to go to before we had these nice instruments? So here I am, out in the sun, and I am holding the lens one meter from the paper, and that is when I get the smallest, roundest, brightest image of the sun on the paper. By definition, a one Diopter lens is a lens that focuses parallel light rays at one meter from the lens. We want the way we define the power of the lens to be a high number if the rays are bent a lot, and a low number if they are only bent a little. So, if a one diopter lens brings parallel rays to a point at one meter, the lens that has a focal length of two meters bends the rays LESS and the lens that brings the rays to a point at 1/2 meter bends the rays MORE. So, a diopter is defined as 1/focal length in meters. The focal length of 1 meter gives 1/1=1 diopter, a focal length of 2 meters gives 1/2=0.5 diopters, and a focal length of 1/2 meter gives a focal length of 1/0.5 = 2 diopters. What is the power of a lens that has a focal length of 0.25 m? How about 3 m? What is the focal length of a 5D (read "5 diopter") lens? This is another of that type of problem where you divide by what you know, and you have what you do not know. If you know the diopters you punch "1" "" diopters "=" into your calculator and out will come the focal length in meters. If you know the focal length in meters you punch "1" "" focal length "=" into your calculator and out will come the dioptric value of the lens. So, for the questions above, a lens that has a focal length of 0.25 m has a power of 4 D. A lens that has a focal length of 3 m has a power of 0.33D. A lens with a power of 5D will have a focal length of 0.20 m. So much for lenses that look like the one we started with this week. Press the BACK button at the top left of the screen to return to the assignment page.
After an unsuccessful attempt to solve Mars' motion, Kepler realized that he needed to determine the Earth's exact orbit. To do that, he developed an ingenious method based on four observations of Mars, carried out by Tycho at intervals of 687 days, i.e. Mars' sidereal period of revolution. Next, Kepler returned to his Mars problem and, although he thought planets were moved by a force inversely proportional to their distance from the Sun, he discovered the law today known as Kepler's Second Law. This states that the segment joining the planet to the Sun covers equal areas in equal intervals of time. A new theory of Mars' motion, based on this law, gave calculated positions that were 8' (minutes of arc) different from the observed ones. This very small difference led Kepler to discover that Mars does not move on a circle, but along an oval-shaped trajectory, which he later realised was an ellipse. He had discovered the law, today known as Kepler's First Law: the orbits of the planets are ellipses, with the Sun at one focus. Kepler expounded these two laws in The New Astronomy (1609). Later, Kepler established a Third Law, outlined in The Harmony of the World (1619): the squares of the periods of revolution of the planets are proportional to the cubes of the major semi-axes of their orbits.
Scientists have long wondered how jumping spiders such as this one get visual information quickly and accurately enough to catch flies. In a study published in the journal Science in January, Takashi Nagata of Japan’s Osaka City University and his colleagues reported that jumping spiders compare focused and unfocused images to perceive depth—with a color twist. The investigators knew that the two innermost layers of a jumping spider’s two principal eyes (seen here as the two largest eyes) are tuned toward green light. But they focus that light differently: the deepest layer focuses green light clearly, and the second layer receives defocused images. To test whether differences in the two layers were important for depth perception, Nagata’s team shone green light on the spiders and tempted them with tasty flies. The spiders made spot-on jumps. Yet when the team bathed the prey in red light that did not contain green wavelengths, the spiders consistently missed their prey. This article was originally published with the title What Is It?.
According to Russian scientists, vast beds of diamonds lie beneath the floor of an impact crater in Siberia. Instead of the “girl’s-best-friend” variety, though, they’re industrial grade — good for manufacturing, not so much for ring fingers and earlobes. In a way, all diamonds are cosmic in origin. They’re made of carbon, which is forged inside stars and expelled into space when the stars die. Earth incorporated carbon from stars that had died long before its birth. Most of the diamonds on Earth formed far below the surface, where high temperatures and pressures transformed carbon into its crystalline form. But some diamond formed when large asteroids slammed into our planet, instantly transforming carbon to diamond — carbon that was already here on Earth, or that was in the rock that hit Earth. Tiny diamond grains have been found in the fragments of the asteroid that created Barringer Meteor Crater in Arizona, for example. The Russian crater formed about 35 million years ago, when an asteroid a few miles in diameter gouged a crater that’s about 60 miles across. The impact could have generated enough energy to create a large bed of diamonds. In some cases, meteorites arrive with bits of diamond already inside. These small grains may have been created in supernova explosions, when shock waves heated and compressed carbon in the outer layers of the exploding stars — a fiery birth for tiny bits of “ice.” More about diamonds tomorrow. Script by Damond Benningfield, Copyright 2012 For more skywatching tips, astronomy news, and much more, read StarDate magazine.
The Big Bang was the very beginning of our Universe, and it probably happened about 13.73 billion years ago, because that's how old the oldest stars are, and we think that stars began to form almost immediately after the Big Bang. Nobody knows what was there before the Big Bang. Possibly there was no time before the Universe got started, so nothing happened. Another way of looking at it is to say that somehow, in the very first micro-second of the Big Bang, some space actually changed into time, so that time got started. There might have been other universes before this one, or there might be other ones at the same time as this one. When the Big Bang happened, it let loose a huge amount of energy into a small Universe. The Universe immediately started to get bigger and bigger and making more space (and it is still getting bigger today). Inside the Universe, the energy (in the form of photons (light) and bosons) went zipping around like crazy all over the place. These super-energetic photons and bosons sometimes broke up into smaller particles. The photons broke down into an electron and a positron, which is like the opposite of an electron. The bosons broke down into a proton and an anti-proton, or neutrons and anti-neutrons. Then they would lose energy and eventually glue themselves back together into protons and bosons again. But at some point, some of the positrons and anti-protons (the anti-matter) seem to have gotten lost somewhere, leaving a bunch of lonely electrons and protons with no matches. These electrons and protons got together with each other, forming the first hydrogen atoms. Once there were clouds of these hydrogen atoms floating around together, they formed nebulas, which soon developed into the first stars. To find out more about the Big Bang, check out these books from Amazon or from your library: Or check out this article on the Big Bang from the Encyclopedia Britannica. MARTIN L. KING JR. BILL OF RIGHTS BILL OF RIGHTS WHAT IS BC OR AD?
A preposition is a word such as after, in, to, on, and with. Prepositions are usually used in front of nouns or pronouns and they show the relationship between the noun or pronoun and other words in a sentence. They describe, for example: - the position of something: Her bag was under the chair. The dog crawled between us and lay down at our feet. His apartment was over the store. - the time when something happens: They arrived on Sunday. The class starts at 9 a.m. Shortly after their marriage they moved to Colorado. - the way in which something is done: We went by train. They stared at each other without speaking. Some prepositions are made up of more than one word. For example: They moved here because of the baby. We sat next to each other. The hotel is perched on top of a cliff. See also Ending sentences with prepositions.

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.