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Verbs are the most important component of any sentence. These words talk about the action or the state of any noun or subject. This means that verbs show what the subject is doing or what is the state or situation of the subject. He ran to the store. - Here the verb ran describes the action of the subject ‘he’ She is a creative person. - Here there is no action being done. Instead the auxiliary verb ‘is’ shows the state of the subject ‘she’ as being ‘creative’. There are different types and classifications of Verbs; some of the most important ones are listed below: These verbs talk about what the subject is doing in the sentence. Action Verbs are one of the most easily identifiable types of verbs. To recognize them, you simply have to look for the word in the sentence that answers the question ‘What is the subject doing?’ e.g. - Rose is painting the kitchen walls. The subject here is Rose, and what is Rose doing? Rose is painting. Hencepainting is our action verb. My dog is sleeping on the sofa. The subject here is dog, and what is the dog doing? The dog is sleeping. Sosleeping is our action verb. There are two types of Action Verbs which describe the Verb and the Subject doing the action and the Object on which the action is done, they are - Transitive Verbs - These Action Verbs have a definite object on which, or for which the action is being performed. That means that the action has a definite recipient or object. To identify them you can ask the question what is the/did the subject -verb-? Rose is painting the kitchen walls. Here the verb is painting and the subject is Rose. If we form the question - what is Rose painting? The answer is- The kitchen walls. Thus, we see that there was a specific object on which the action of paintingwas being done. Hannah gave him a big hug. Here we see that the action ‘gave’ is being performed by the subject Hannah. So the question is what did Hannah give? And the answer is - A big hug. Here, we also have a indirect object as ‘him’. This indirect object would be the answer to the question- Who did the subject (Hannah) - verb - (give) the object (hug) to? Intransitive Verbs - These verbs also show an action but here there is no specific object on which the action is being done. To recognize these verbs, we ask the question what is the/did the subject -verb- ? If there is no answer present, then the verb in the sentence is an Intransitive Verb. Rose is painting right now. Here, if we ask the question what is Rose painting? There is no answer which means that in this sentence painting is an Intransitive Verb. It is telling us about the action of the subject but there is no specific object for the action. Hannah sneezed repeatedly. Here, the verb is sneezed. If we ask the question what did Hannah sneeze?There is no answer present for it making sneezed a intransitive verb. Dynamic and Stative Verbs This category of verbs deals with the verb words themselves; and whether they indicate an action or a state of the subject. This category is not concerned with the object in particular. These verbs denote an actual action or expression or process done by the subject. They mean an action which can be seen or physically felt or the result of which is seen or physically felt by the object or an indirect object. She buys new clothes every week. Here the verb is buys which is an action done by the subject ‘she’, hence it is a dynamic verb. He is swimming at the beach. Here again we have the definite action swimming done by the subject ‘he’, making ‘swimming’ a dynamic verb in this sentence. These verbs refer to the state of the subject or the situation of the subject. Stative Verbs tell us about the state of mind of the subject, or the relation between the subject and the object. She prefers strawberry jam. Here the Stative Verb is ‘prefers’ which shows the thinking of the subject ‘She’ towards the object, which is ‘jam’. The cupboard requires a new coat of paint. Here the subject is ‘cupboard’ and the stative verb is ‘requires’ which is telling about the relation between the subject ‘cupboard’ and the object ‘paint’. These verbs are unlike other verbs as they do not tell anything about a subject themselves, instead Linking Verbs connect the subject to a noun or adjective that helps in describing or providing additional information about the subject. Those nouns or adjectives are called the subject complements. Lisa is fussy about food. Here we see the subject is Lisa and the linking verb is ‘is’ which is connecting Lisa to the subject complement ‘fussy about food’ which is giving additional information about Lisa’s preferences. They are stubborn children. Here the linking verb is ‘are’ which is combining the subject They to the subject complement of ‘stubborn’ which is an adjective. The best to recognize linking words in a sentence is to see whether the verb can be replaced by ‘is, am or are’. If the sentence still sounds logical you know you have a linking verb. The students felt relieved. - The students are relieved. Hence ‘felt’ was a linking verb and not an action verb. As ‘felt’ here is simply connecting the subject to the adjective. Every student felt the relief. - Every student is/am/are the relief. Hence in this sentence ‘felt’ is action verb as it is the action of ‘feeling an emotion.’ Using Verbs in Sentences - To use verbs correctly in sentences you need to learn more about the construction and use of the various verbs. And how they change form according to tenses and use in a sentence. For correct application verbs in written text you will need to know about - Regular and Irregular Verbs - These are the two different ways in which verbs change to form different tenses. Whether to simply add ‘-ed’ at the end of a verb or does it take a different form altogether. Finite and Non-Finite Verbs - These are verbs which can be either the main verb of a sentence or just one that is used as an adjective or noun as well. Modal Verbs - These verbs tell us whether something is probable or about the skills of a noun etc. There are 10 modal verbs in total and each have an important part in sentence formation. With our free PDF notes you can get success in any competitive or entrance exams like CTET, KVS, NET, CAT, MAT, CMAT, SSC, B.ED, IBPS Recruitment, IAS, CSAT, State Civil Services Exams, UPTET, PSTET, HTET & many more. It also provides NCERT solutions, CBSE, NTSE, Olympiad study material, Indian General Knowledge, English, Hindi, Mathematics, Current affairs, Science, S.ST, model test papers, important Questions and Answers asked inCBSE examinations.

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If you’re struggling with capitalization issues, this list should help. This article contains a comprehensive list of capitalization rules. A comprehensive list of capitalization rules can be essential when writing a paper or an official report. This list of rules can help you figure out how to capitalize words in your writing correctly. The First Letter of a Sentence The first letter of a sentence is always capitalized, even if it comes after a quotation mark. In this comprehensive list of capitalization rules, this is probably the most well-known. The Word “I" The word “I" is always capitalized, even in the middle of a sentence. Similarly, in the contractions “I’m," “I’ve," “I’ll," and “I’d," the letter “I" is also capitalized. Names and Titles First and last names of people are always capitalized, such as “John Doe." Titles are also capitalized when they come before a name. Therefore, the word “president" in “the president of the United States" would not be capitalized, but “President Obama" would be. Below are some other less common examples of capitalized titles: · Author J. K. Rowling · Mayor Giuliani · Secretary of Defense Robert Gates Other Proper Nouns Specific names of places or things should be capitalized as well. For example, “Los Angeles" is capitalized because it is the name of a specific place. “Tropicana" is capitalized because it is the name of a specific company. And although “river" is a common noun, which is not capitalized, the “Yangtze River" would be capitalized because it names a specific river. Time periods, such as days, months, and epochs, are also capitalized. Therefore, the words “Tuesday," “March," and “Stone Age" would be capitalized. Direction words, including cardinal directions (e.g., north, east) and intermediate directions (e.g., northeast, southwest), should be lowercase. They should only be uppercase when referring to a specific geographic area, such as “the Southwest." Words in the title of a book, movie, article, or other creative work should almost always be capitalized. Only articles and prepositions are sometimes lowercase in a title, and even then only if they contain fewer than three or four letters. The first letter of a title is always capitalized, even if it is a short article or preposition. Having a comprehensive list of capitalization rules can help you understand when to capitalize letters in your writing and when to keep them lowercase. Keep this article handy for easy reference in order to improve your capitalization skills.

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U.S. Disability Policies As mandated by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments of 2008 (ADAAA), the Individuals with Disabilities Education Act of 1975 (IDEA), and Section 504 of the Rehabilitation Act of 1973 students with a documented disability must be allowed to receive services to augment their education. This includes classroom and outside services such as social groups, support services, counseling, and even mentoring services. Section 504 and IDEA are for children from ages 5 – 21 in primary and secondary education. It is the ADA that requires the provision of accommodations to post-secondary students with disabilities. Section 504 of the Rehabilitation Act of 1973 Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal access to an education in which the child may receive accommodations and modifications. Section 504 turned into the law IDEA in 1975. Individuals with Disabilities Education Act of 1975 (IDEA) IDEA is the U.S.’s special education law. IDEA was originally enacted by the U.S. Congress in 1975 to ensure that children with disabilities had the opportunity to receive a free appropriate public education, just as all U.S. children. The law has been revised numerous times over the years with the most recent amendments being passed by the U.S. Congress in December of 2004. The Americans with Disabilities Act of 1990 (ADA) The ADA ensures civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. The ADA guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) The Amendments Act made changes to the definition of the term “disability” and its interpretations by the court. It served to clarify and broaden coverage of the ADA , focusing on discriminatory practices as opposed to identification standards.

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- Part-III of the Indian constitution from article 12 to 32, contains fundamental rights. - Part-III of the Indian constitution is called corner stone of the constitution and together with part-4 (directive principles and state policy) constitutes the conscience of the Constitution. This chapter of the Constitution has been described as the Magna Carta of India. - Fundamental Rights are individual rights are enforced against the arbitrary invasion by the state except, in the case of Art. 15 (2), Article 17, Article 18(3-4), Article 23 and Article 24 where these can be enforced against private individuals also. - FRS are not absolute rights and Parliament could put reasonable restriction. The grounds for the restriction may be the advancement of SCs, STs, OBCs, women, and children; general public order; decency, morality, sovereignty & integrity of India; security of the state, friendly relations with foreign states, etc. - According to Article 12, ‘the state’ includes the - Government and Parliament of India. - Government and Legislature of States. - All local or state authorities such as municipalities, panchayats, district boards, improvement trusts, etc . within the territory of India or under the control of Government of India. Classification of Fundamental rights Originally Constitution provided for seven Fundamental Rights viz. - Right to equality (Article 14-18) - Right to freedom (Article 19-22) - Right against exploitation (Article 23-24) - Right to freedom of religion (Articles 25-28) - Cultural & educational rights (Articles 29-30) - Right to Property (Article 31) - Right to constitutional remedies (Article 32). - Right to Privacy But, Right to property was removed from the list of the Fundamental Rights by the 44th Constitution Amendment Act, 1978 and after amendment, it was made legal right under Article 300-A in part-12 of the Constitution. At present there are only six Fundamental rights, six fundamental rights are described below in brief. - Article 14 says that state shall not deny to any person equality before the law or the equal protection of the laws within the territory of India. - Art. 14 is available to any person including legal persons viz. statutory corporation, companies, etc. - Art. 14 is taken from the concept of equal protection of laws has been taken from the Constitution of USA. - The concept of the rule of law is a negative concept while the concept of equal protection of laws is a positive concept. - The concept of equality before the law is equivalent to the second element of the concept of the ‘rule of law’ propounded by A.D. dicey, the British jurist. But certain exceptions to it are, the president of India, state governors, Public servants, Judges, Foreign diplomats, etc., who enjoy immunities, protections, and special privileges. - Article 15 says that the state shall not discriminate against only of religion, race, sex, place of birth or any of them. - Under Article 15 (3) & (4), the government can make special provisions for women & children and for a group of citizens who are economically and socially backward. - Article 16 says that there shall be equality of opportunity for all citizens in matters relating to employment or appointment to any office under the state. Article 17 (Abolition of Untouchability): Article 17 says that Untouchability is abolished and its practice in any form is forbidden. The enforcement of any disability arising out of untouchability shall be an offense punishable by law. - Article 18 says that no title, not being a military or academic distinction, shall be conferred by the State. No citizen of India shall accept any title from any foreign state. - The awards, Bharat Ratna, Padma Vibhuhan, Padma Bhushan and Padma Shri, called as The National Awards would not amount to title within the meaning of Article 18(i). - to freedom of speech and expression. - To assemble peacefully and without arms. - To form associations or unions. - To move freely throughout the territory of India. - To practice any profession or to carry on any occupation, trade or business. Article 20 (Protection in respect of conviction for offenses): Article 20 says that state can impose reasonable restrictions on the groups of security of the state, friendly relations with foreign states, public order, decency, morality, contempt of court, defamation, etc. Article 21 deals with Protection of life and personal liberty. Article 21A states that that state shall provide free and compulsory education to all children of the age of 6-14 years. Article 22 deals with protection against arrest and detention in certain cases. Right Against Exploitation (Articles 23-24): Right to Freedom of Religion (Articles 25-28): Article 25 deals with freedom of conscience and free profession, practice, and propagation of religion. Article 26 deals with freedom to manage religious affairs. Article 27 deals with freedom as to payment of taxes for promotion of any particular religion. Article 28 deals with freedom as to attendance at religious instructions or religious worship in certain educational institutions. Cultural and Educational Rights (Articles 29-30): Article 32 deals with the right to move to the supreme court for the enforcement of Fundamental Rights including the Writs of (i) Habeas corpus, (ii) Mandamus, (iii) Prohibition, (iv) Certiorari and (iv) Quo warranto. - Right to privacy is an intrinsic part of Article 21 that protects life and liberty of the citizens. - The ruling has implications for the government’s vast biometric ID scheme, covering access to benefits, bank accounts and payment of taxes. - Rights groups are concerned personal data could be misused. The authorities want registration to be compulsory.

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For children to comprehend a text, they need to read it fluently. If the reading is disfluent, the reader will struggle to hold onto all the information to comprehend a sentence or paragraph. We know that reading fluency has three components, as seen above: - Accuracy – children need to be able to read words accurately. If they can’t read accurately, they will not be able to make meaning of the text. - Rate – to hold the sentence in our short-term memory – we need to read at a suitable rate: too fast, and we might miss some details; too slow and we might not be able to hold on to the sentence. - Prosody – this means correct pronunciation of words, expression, and phrasing using punctuation for intonation. How can decodable books support reading fluency? When children practise reading with decodable books, they consolidate specific spelling patterns they have learned. This helps consolidate the letter/sound bonds they need to learn to decode new words. With repeated practice, children can read the words quickly and fluently, gradually recognising them by sight. They also have an opportunity to develop word recognition of high-frequency words that will help to read fluently. Rereading a decodable text is a great way to get children reading with confidence. Once they can decode the words, the teacher can focus on the phrasing, punctuation, and intonation. This will help children with comprehending the text. Comprehension in turn, will improve reading fluency. When the reader understands what the sentence is about, he/she can read the sentence with appropriate expression. Where new vocabulary in introduced – this too will develop comprehension as children become more confident pronouncing new words, weaving them into the phrasing of the text. Below you can see all the elements that are integrated when children reread decodable texts. A great way to develop fluency, comprehension, and reading engagement!

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A nanomachine is a mechanical or electromechanical device whose dimensions are measured in nanometers. They are also called a nanite. Nanomachines are largely in the research and development phase. Many of them are have been tested also. Recently, Scientists at Iowa State University, Henderson and Divita Mathur, have studied how to build nanomachines. Both are postdoctoral research lecturer at the Center for Biomolecular Science and Engineering at the Naval Research Laboratory in Washington, D.C. This nanomachine may have real- world medical applications and also capable of identifying a mockup of the Ebola virus. These nanomachines, built from DNA, essentially would encapsulate the medication and guide it to its target. Haderson, a professor of genetics, development and cell biology at Iowa State University said, “Such a machine would prove valuable in the developing world, where access to diagnostic medical equipment can be rare.This nanotechnology could be manufactured cheaply and disposed of easily. Used in conjunction with a smartphone app, nearly anyone could use the technology to detect Ebola or any number of other diseases and pathogens without the need for traditional medical facilities.” This technology could be used by anyone through a combination of a smartphone app to identify Ebola or other diseases and pathogens. Any traditional medical facilities don’t require it. He said, ” It’s the magic of how DNA works. The trick lies in understanding the rules that govern how DNA works. It’s possible to get that rule set in a way that creates advantages for medicine and biotechnology.” The classical double-helix structure of DNA is those adaptable strands find each other automatically, like a castle that builds itself. Henderson binds those same principles for his nanomachines. First, the equipment is added to water. After that they got heated and cooled, find each other and assemble correctly without any additional extension from the differently disposing of the machines. How was this nanomachine made? Henderson said about 40 billion different machines fit in a single drop of water. The machines mimic as an analytical tool that identifies specific disease at the genetic level. Henderson and Mathur designed the machines to detect symptoms of Ebola. However, the test in the study used an artificial version of the viral genome and not the real thing. Henderson occupied a fixed photonic system, which detects molecules that are to be targeted. The photonic system flashes a light if the machines found what they’re looking for. This is also can be detected by a machine called a fluorometer. According to Henderson, ” This kind of technology can be altered to find specific types of molecules or pathogens. It implicitly allows anyone to run diagnostic tests anywhere without access to medical facilities. He also anticipates a time when similar nanoscale architectures were used to deliver medication toughly where it needs to go at precisely the right time. Henderson said, “Such advances aren’t that far beyond the reach of modern medicine. It just requires scientists in the field to think small. Really small, in this case.”

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Governing Body During the American Revolution Image: First Continental Congress The First Continental Congress was convened on September 5, 1774, in Carpenters Hall in Philadelphia, the largest city in America at the time. Fifty-six delegates appointed by the legislatures of twelve of the thirteen colonies attended this first meeting, which was in session between September 5 and October 26, 1774. Georgia did not send any representatives to the first Congress. The relationship between the Thirteen Colonies and the Kingdom of Great Britain had slowly but steadily worsened since the end of the French and Indian War in 1763. The war had plunged the British government deep into debt, prompting the Parliament to enact a series of measures to increase tax revenue from the colonies. Many colonists, however, insisted that Parliament had no right to levy taxes upon them because they had no representatives in the British government, leading to the slogan “No taxation without representation.” Some colonial essayists went even further, and began to question whether Parliament had any legitimate jurisdiction in the colonies at all. The First Continental Congress was called in response to the Intolerable Acts – a series of laws passed by the British Parliament in 1774 relating to the American colonies. Benjamin Franklin had put forth the idea of such a meeting the year before but was unable to convince the colonies of its necessity until the British closed the Port of Boston. Four of the acts were issued in direct response to the Boston Tea Party of December 1773; the Parliament hoped that by making an example of Massachusetts they could reverse the trend of colonial resistance that had begun with the 1765 Stamp Act. However, these acts only triggered the outrage that grew into the American Revolution. First Continental Congress The First Continental Congress met from September 5 to October 26, 1774. The delegates included John Adams and Robert Treat Paine from Massachusetts, Thomas Lynch, Jr. and Edward Rutledge from South Carolina, and Philip Livingston and William Floyd from New York. The Virginia delegation presented the most eminent group of men in America. George Washington, Richard Henry Lee, Edmund Pendleton, Benjamin Harrison V and Patrick Henry, who considered the government already dissolved, and was seeking a new system. Virginian Peyton Randolph was selected as President of Congress and presided over the proceedings. Many of the delegates were initially unknown to one another and vast differences existed on some of the issues, but important friendships flourished. Frequent dinners and gatherings were held and were attended by all except the spartan Samuel Adams. Pennsylvania delegate Joseph Galloway sought reconciliation with Britain, and put forth a Plan of Union of Great Britain and the Colonies, which proposed a popularly elected Grand Council which would represent the interests of the colonies as a whole, and would be a continental equivalent to the English Parliament. John Jay and other conservatives supported Galloway’s plan, but it was only supported by five colonies. (Galloway would later support the British). Paul Revere then rode into town bearing the Suffolk Resolves, a series of political statements that had been forwarded to Philadelphia by a number of Boston-area communities. The resulting discussion further polarized the Congress. The radical elements eventually gained the upper hand, and a majority of the colonies voted to endorse the Resolves. The Congress had two primary accomplishments. The first was a compact among the colonies to boycott British goods. If the Intolerable Acts were not repealed, the colonies would also cease exports to Britain. The Continental Association was created by the Congress to implement the boycott, and committees of observation and inspection were to be formed in each colony. The articles of the Continental Association imposed an immediate ban on British tea, and on importing or consuming any goods from Britain, Ireland and the British West Indies to take effect on December 1, 1774. Colonies would also cease all trade and dealings with any other colony that failed to comply with the bans. Imports from Britain dropped by 97 percent, but its potential was cut short by the outbreak of the Revolutionary War. Declaration of Rights and Grievances In October 1774, the Congress composed a Declaration of Rights and Grievances, as well as a plan of union and pleas to King George III to resolve the issues common to all of the colonies. The strategy was that the colonies would prepare for war while the Congress continued to pursue reconciliation. The Declaration reads in part: Whereupon the deputies so appointed being now assembled, in a full and free representation of these Colonies, taking into their most serious consideration the best means of attaining the ends aforesaid, do in the first place, as Englishmen their ancestors in like cases have usually done, for asserting and vindicating their rights and liberties, declare, That the inhabitants of the English Colonies in North America, by the immutable laws of nature, the principles of the English constitution, and the several charters or compacts, have the following Rights: 1. That they are entitled to life, liberty, and property, and they have never ceded to any sovereign power whatever, a right to dispose of either without their consent. 2. That our ancestors, who first settled these colonies, were at the time of their emigration from the mother country, entitled to all the rights, liberties, and immunities of free and natural born subjects within the realm of England. 3. That by such emigration they by no means forfeited, surrendered, or lost any of those rights, but that they were, and their descendants now are entitled to the exercise and enjoyment of all such of them, as their local and other circumstances enable them to exercise and enjoy. 4. That the foundation of English liberty, and of all free government, is a right in the people to participate in their legislative council: and as the English colonists are not represented, and from their local and other circumstances, cannot properly be represented in the British parliament, they are entitled to a free and exclusive power of legislation in their several provincial legislatures, where their right of representation can alone be preserved, in all cases of taxation and internal polity, subject only to the negative of their sovereign, in such manner as has been heretofore used and accustomed. The First Continental Congress was regarded as a success by both the general public and the delegates. Despite heated and frequent disagreements, the delegates had come to understand the problems and aspirations of people living in the other colonies. Many of the friendships forged there would make the task of governing the new nation in the coming years much easier. Second Continental Congress The second major accomplishment of the First Congress was to provide for a Second Continental Congress in the event that their petition was unsuccessful in halting enforcement of the Intolerable Acts. Their appeal to the Crown had no effect, and so the Second Continental Congress was convened on May 10, 1775, shortly after the Battles of Lexington and Concord were fought in Massachusetts, marking the beginning of the Revolutionary War. The two bodies together comprise The Continental Congress. John Hancock from Massachusetts was elected president of the assembly, and from May 1775 through 1781, the Second Continental Congress was our governing body. They organized the defense of the colonies and urged each colony to set up and train its own militia. On June 17, 1775, the Battle of Bunker Hill energized the Patriots, and the Congress established the Continental Army and appointed George Washington as commander-in-chief. A delegation from the colony of Georgia arrived in July. The Olive Branch Petition was adopted by the Second Continental Congress in July 1775 in an attempt to avoid a full-blown war with Great Britain. The petition affirmed American loyalty to Great Britain and entreated the king to prevent further conflict. The petition was rejected, and on August 23, 1775, the king declared the colonies to be in a state of “open and avowed rebellion.” Most delegates followed John Dickinson of Pennsylvania in his quest to reconcile with the king. However, a smaller group of delegates led by John Adams believed that war was inevitable. During the course of the Second Continental Congress, Adams and his group of colleagues decided the wisest course of action was to remain quiet and wait for the opportune time to rally the people. This decision allowed John Dickinson and his followers to pursue whatever means of reconciliation they wanted. It was during this time that the idea of the Olive Branch Petition was approved. The Olive Branch Petition was first drafted by Thomas Jefferson, but John Dickinson found Jefferson’s language too offensive and rewrote most of the document, although some of the conclusion remained Jefferson’s. Although the King discarded the petition, it still served a very important purpose in American Independence. The King’s rejection gave Adams and others who favored revolution the opportunity they needed to push for independence. The rejection of the “olive branch” polarized the issue in the minds of colonists and convinced to move towards independence. The Second Continental Congress, which met from 1775 through 1781, went on to create the Declaration of Independence and many critical laws and provisions that established the United States of America.

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Q: what is 6 by 6? This program emphasizes the six skills that parents and caregivers can help children develop before they learn to read by about the age of 6. Children get ready to read long before they start school. This is called early literacy and it means what children know about reading and writing before they can read and write. Researchers have identified 6 important pre-reading skills that children need to know before they learn to read – around the age of 6: - Print motivation: Have fun with books - Print awareness: Notice print all around - Vocabulary: Talk, talk, talk to your children, even when they don’t understand what you’re saying - Narrative skills: Tell stories about everything - Letter knowledge: Look for letters everywhere - Phonological awareness: Take time to rhyme, sing and play word games Watch all of our 6 by 6 videos here.

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Students this week are learning about the Texas Revolution! Students will gather information on the conflicts in Texas that led to the revolution, the Fredonia Rebellion, and the Law of April 6, 1830. This week students will learn about the events that led up to the colonization of Texas and how Moses Austin, Stephen F. Austin, and the Old 300 were involved in the events. Students will use the information learned during the lesson to decide if they would have chosen to move to Texas, during this time period, or decided it was best to live elsewhere. This week students will travel back in time to the 1800s! Students will learn about the rules for teachers and students during the pioneer days, as well as discuss the similarities and differences between school and daily life back then to our lifestyle now. Students are continuing their research on famous explorers throughout history. Student research will be focused on the travels of Christopher Columbus, Cabeza de Vaca, Francisco Coronado, and Seiur de LaSalle. This week students will learn all about exploration throughout history and research famous explorers. Students will gather information on what route was traveled, what they were searching for, who sent them, and what was the outcome. This week students will learn more about the important people that lead the local, state, and national government. Students will be introduced to each head of government and learn facts about being a leader at their specific level. This week students will create a foldable in order to learn more about the roles of important people in the federal executive branch and state executive branch. In their foldable, students will write and define the following words: president, cabinet, governor, and mayor. This week we began our unit on government by first taking a look at the three different branches of government and their roles. We also discussed voting, how it takes place, and the importance of it. Presentations on the American Indian tribes in Texas will begin later this week. Students are putting the finishing touches on their posters in preparation for their class presentations. Students are continuing their research on a Texas American Indian tribe. Final preparations for the class presentations are taking place this week. Students are working hard to make sure their posters have all the information needed to create a successful presentation.

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There is no subduction of the crust of Venus (shown here). Click on image for full size The Crust of Venus Unlike the Earth's crust, the crust of Venus is very rigid. On Earth, the lithosphere can be pushed aside in response to the warmth of the Earth. The crust then subducts, melts, and becomes part of the warm rising magma again. Thus on Earth, the recycling of the crust keeps the crust from becoming too thick. The shape of the volcanoes suggests that over its history, Venus, like Mars, has built a thick crust. A thick crust prevents motions of p lates over a surface. Why would Venus, and not the Earth, have a thick crust? The answer is that unlike the Earth, the rocky material which comprises the crust of Venus does not contain enough trapped water to allow the rocky material to bend and deform (like silly putty). Thus the crust stays in place and thickens by cooling gradually. Nevertheless, on Venus, there may be mechanisms for the surface to turn over. Shop Windows to the Universe Science Store! Learn about Earth and space science, and have fun while doing it! The games section of our online store includes a climate change card game and the Traveling Nitrogen game You might also be interested in: How did life evolve on Earth? The answer to this question can help us understand our past and prepare for our future. Although evolution provides credible and reliable answers, polls show that many people turn away from science, seeking other explanations with which they are more comfortable....more One reason scientists think that Venus has a thick crust comes from the shape of the volcanoes of Venus. (This is a different reason than in the case of Mars). In the long time in which the volcanoes exist,...more The Earth-planets formed with the gathering of rocky material and volatiles out of the primitive solar nebula. As they finished forming, the surface continued to be hit by the remanent of planetary material...more Like Mars, there is no plate tectonics on the surface of Venus. The surface of Venus does not *seem* to have changed or moved in billions of years. Unlike the case of Mars, however, careful examination...more Alpha Regio is an example of what is known as a "Plateau Highland" of Venus. The only volcano known to be found on Alpha Regio is Eve Mons. A Plateau Highland is like a continent, and is different from...more Aphrodite Terra, the Greek name for the goddess Venus, is about the size of half the continent of Africa, and is to be found along the equator of Venus. Aphrodite Terra is different from Ishtar Terra in...more Beta Regio is an example of what is known as a volcanic rise, which makes Beta Regio more like an island than a continent. Volcanic rises such as Beta Regio are broad, sloping highlands over 1000 miles...more Ishtar Terra is one of the Plateau Highlands of Venus, is found near the north pole, and is about the size of the continental United States. Ishtar Terra contains the four main mountain ranges of Venus...more

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Editor: Tanmoy Laskar Astronomy is arguably one of the oldest observational sciences, from the ancient Greeks and Egyptians, to the Babylonians and the Chinese, all of whom relied on their naked eyes for the study of the heavens. Since the invention of the first optical telescope during Galileo’s time in the early 1600’s, observational astronomy has come a long way, through the exciting years of the first radio telescopes in the 1930s, the first rocket-borne UV, X-ray and γ-ray observations in the 1960s and infra-red astronomy coming into its own in the 1980s. Each time a new window in the electromagnetic spectrum has been opened up to astronomy in the last century, previously-unimagined wonders have been discovered. Telescopes have got bigger and better over the years, but the basic principles of many of them are decided by fundamental physics – and remain the same. In this glossary, we take each waveband of the electromagnetic spectrum in turn, from the radio through γ rays and address the following questions - What astrophysical systems shine with this radiation? (i.e. the Astronomy) - Which radiative processes does this radiation trace? (i.e. the Physics) - How is it observed, and what are some of the world’s facilities dedicated to this waveband? Radio waves penetrate through clouds, which makes them an ideal tool for astronomers living in wet countries. Earth’s ionosphere keeps the lowest frequencies (below the plasma frequency) from propagating through – the same mechanism makes skywave propagation of AM radio, and much of amateur (HAM) radio operation possible. The following bands are discussed in the linked astrobite:

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Through a military allegiance with the great Shawnee chief Tecumseh (b.1768-1813) a large struggle between the native peoples of North America (Great Britain’s 1812 Allies) and the young American inhabitants (settlers and military men) who now controlled the territorial destiny of the expanding United States of America began in 1811. By the conclusion of the War of 1812 with the Treaty of Ghent in 1814-1815, US army and state militias had engaged Native American warriors from Canada to Ohio, Tennessee, and into the Mississippi territory of what became the states of Alabama & Georgia. The Battle of Tippecanoe, Indiana, November of 1811 One of the most significant campaigns of this period to American military history today was the Creek War or Red Stick War fought between the Red Stick Creeks and the United States and its Creek (Muscogee), Cherokee, and Choctaw allies primarily in what is today the US state of Alabama from February 1813 to August 1814. Although originally a civil war between warring Creek factions who were either pro-British or pro-American, American military intervention in the Creek civil conflict altered the course and eventual outcome of this bitter inter-tribal war. The final decisive battle of Red Stick Creek War (1813-1814) was fought at the Horseshoe Bend on the Tallapoosa River near what is today Dadeville, Alabama. It was a crushing defeat of the Red Stick Creeks led by chief Menawa (b.1766-1843) against an allied US-Native American army commanded Major-General and the future President of the United States, Andrew Jackson (b.1767-1845). The Native American peoples of North America fought several intermittent wars against the encroaching American and European settlers moving west following the end of the American Revolutionary War in 1783. Most notable amongst these conflict were the Chickamauga Wars of c.1776-1794 (Cherokees in Tennessee), the Northwest Indian War (Ohio) 1785-1795, and Tecumseh's War of 1811-1813. It was Tecumseh, a Shawnee chief and his allies who had inspired the Red Stick Creeks, named so for their dyed red war clubs and medicine sticks, to go to war against their fellow tribesmen and then against the United States as well. Tecumseh’s rebellions origins were seeded in both the Treaty of Greenville in 1795 and the Treaty of Fort Wayne in 1809 in which the once powerful Northwestern tribes had ceded their tribal territories in Ohio, Indiana, and Illinois to the white man. In the year 1811, the Battle of Tippecanoe was fought in the Indiana territory between a Shawnee army led by the religious leader and prophet Tenskwatawa (b.1768-1836), Tecumseh's brother and co-ruler of the pan-Native American Tecumseh confederacy which was emerging during this period. A highly influential spiritual man and prophet, Tenskwatawa used the New Madrid earthquake of 1811 and the Great Comet sightings of the same year to add a spiritual forbearance to his prophetical teachings. He believed that the white people of the region must be purged to please the gods and secure the Creeks future in their ancestral lands. Tenskwatawa, prophet, spiritual leader, and warrior Tenskwatawa was no strategist or commander and his Shawnee warband were defeated in the battle by the Governor of the Indiana territory and future president of the United States (1841), William Henry Harrison (b.1773-1841) but the Shawnee and their allies would continue to fight on. Eventually prophet Tenskwatawa’s militant preachings gained him and his brother a large following amongst many different tribes west of the Mississippi. Along with Tecumseh’s able military leadership, an alliance was soon brokered with the British during the War of 1812 which made Tecumseh's Confederacy a strong political entity in North America during the early stages of the conflict. The Confederacy became arguably the most influential and powerful inter-tribal political and military entity of the 17th or 18th centuries. The Red Stick War 1813-1814 Tecumseh's Native American warriors and other allied tribes from Canada fought with the British throughout the Detroit Frontier Campaign of 1812-1813 in Canada, Michigan, and Illinois. Most notably Tecumseh and his warriors fought alongside Major General Sir Isaac Brock (b.1769-1812) in the siege and capture of Detroit from the Americans in August of 1812. Tecumseh might have been successful in eventually spreading the Confederacy's influence into the southeastern American territories had he not be killed at the Battle of Thames (allegedly shot by Richard M. Johnson, future Vice President 1837-1841 to President Martin van Buren) in October of 1813. Chief Tecumseh had been slain whilst leading his warriors against the US volunteers and the militia under General William Henry Harrison in what is today Chatham, Ontario, Canada. Tenskwatawa would spend the rest of the war in Canada until the Shawnees of Ohio & India were relocated to the Kansas territory in 1826. He attempted until his death to consolidate power and to lead the Shawnees as their spiritual/political headman. Battle of the Thames or the Battle of Moraviantown American settlers and territorial militias had clashed with Red Sticks in the winter and spring of 1813 before official hostilities began at the Battle of Burnt Corn in late July 1813. Settlers had been killed in Tennessee, Georgia, and Alabama causing a uproar amongst military men and Federal Indian agents who were powerless to stop the bloodshed. Tribal in-fighting had intensified as the younger chiefs and warriors went against established Creek tribal laws and called for war. The Red Stick War would officially begin at a place called Burnt Corn Creek at a ford in a river sitting south of a town now known as Burnt Corn in what is today Escambia County, Florida. The Skirmish at Burnt Corn Creek, July 1813 Fort Mims Massacre of 30 August 1813 This fateful skirmish would lead to the Fort Mims Massacre in which 250 or more American defenders and civilians were slain by a warband of 700 Red Sticks led by chiefs Weatherford 'Red Eagle' and Mcqueen. They collected 250 scalps that day and over 100 captives, sparing only the slaves of the garrisons inhabitants following their lopsided defeat of the Fort Mims garrison which sat about 40 miles north of Mobile, Alabama. Many other notable battles and skirmishes were fought before the final tilt at the Battle of Horseshoe Bend, including US victories at the Battles of Tallushatchee and Talladega, won by Tennessee militia generals John Coffee, an able cavalry commander, and Andrew Jackson, respectively, in November of 1813. Jackson used the services of Tennessee scouts and huntsman including David Crockett during this time. Known to posterity as the legendary frontier adventurer and ranger, Davy Crockett, he was killed defending the Alamo in the Texas War of Independence in 1836. Breaking the Red Sticks, December 1813-January 1814 The US army and its “friendly” native allies won a major victory over chief Red Eagle Weatherford at the Battle of Econochaca in December 1813 which is known also as the Battle of the Holy Ground because the battlefield was a sacred holy site where Creek prophets would worship. It was also the location where much of the Red Stick winter food stores were kept. It was thought an impenetrable fortress until Brigadier-General Ferdinand L. Claiborne attacked the Holy Ground on the Alabama River with some success despite reassurances from Red Stick prophets that spiritual divinations had made it so that no white man would ever enter the "beloved and sacred [Holy] ground". Econochaca was located on a bluff on near the riverbank which had been a highly defensible position theoretically. Approximately 325 warriors though less than half probably had firearms defended the camp during the battle. There were also some slaves present who fought for the Red Sticks or who were Creek camp followers following the Fort Mims Massacre months before. With 850 US army volunteer infantry and Mississippi & Louisiana territorial militia and 150 Choctaw allies led by Lt. Col. Pushmataham, Gen. Claiborne found and attacked the Econochaca camp but perhaps weary of an ambush despite his superior numbers; Caliborne did not press the attack nor did he surround the fort. American attack on a Creek village during the Red Stick War 30 Red Sticks and perhaps a dozen or more slaves were counted amongst the slain at Econochaca whilst Claiborne's column lost only 1 killed and about 20 wounded. Some of the slaves held by the Creeks were executed or re-enslaved. Chief Red Eagle would remain a hunted man until he personally surrendered to Gen. Jackson before the Treaty of Fort Jackson was signed in August of 1814, formally ending the Red Stick Creek War. Chief Red Eagle escapes Econochaca General John Floyd also led the Georgia militia in several victories over Red Stick war parties in Alabama. In November 1813 Floyd and his Upper Creeks allies won a major victory at the settlement of Autossee killing 200 Red Stick warriors and then burning the Creeks town to the ground though many escaped harm. His Georgians won another notable victory over the Red Sticks at the Battle of Calabee Creek in January 1814 but they soon retreated back to Georgia following the battle leaving only Major-Gen. Jackson and Gen. Coffee’s armies to fight the remaining Red Stick chiefs in the Mississippi Territory. Creek (Red Stick) Theater of War, Mississippi Territory (Alabama), 1813-1814 Battle on the Horseshoe bend of the Tallapoosa River The Creek war-camp of chief Menawa on the Horseshoe Bend peninsula was home to some 800-1000 warriors in January-March of 1814. It was the third and the greatest Creek settlement & fortress in the Mississippi Territory above both the Holy Ground and Autosee, both of which had both been captured and destroyed. To the Red Stick Creeks this heavily fortified sanctuary was a last redoubt. It was nearly a fort with six to seven foot high walls and was known as Tohopeka to the Creeks. Around 300 women and children lived there as well under the protection of this Red Stick band led by the venerable chief Menawa. These warriors and non-combatants were from the nearby villages of Newyaucau, Oakfuskee, Oakchaya, Eufaula, Fishponds, and Hillabee. Chief Menawa, from Okfuskee, was a widely respected and well known warrior on the borders with Tennessee and Georgia in his youth and was known as Hothlepoya, the Crazy War Hunter. General Jackson split his forces in two for the battle at the Horseshoe Bend. General Coffee commanded 700 mounted infantry and along with 600 "friendly" Indians, 500 Cherokee and 100 Creeks, was ordered to ford and hold the river. He secured the river bank behind the fort and made sure that few Creeks could escape or attempt to outflank Jackson’s guns. Under Jackson's command was around 2000 men, regular army and Tennessee/Georgia militia. In the battle they enfiladed the Red Stick defense’s with musket fire whilst his cannons bombarded the Red Sticks wooden breastworks to little notable effect. The American 39th Infantry Regiment attempts to take the wooden log defenses of Tohopeka For more than two hours his cannons pounded away at the breastworks until it was breached. Some of Jackson and Coffee’s scouts attempted to set fire to several Creek buildings after fording the river on canoes but were quickly beaten back under a hail of enemy musket fire. Eventually the regular army’s 39th Infantry Regiment, Jackson's most experienced men, led by Colonel John Williams and Major Lemuel P. Montgomery, attacked the Horseshoe Bend. They were followed by the Tennessee and Georgia militiamen and the "friendly" indians who attacked with vigor helping to successfully breach the defenses of Tohopeka forcing the Red Stick warriors into the interior of their fort for last stand. A desperate fight turned into a slaughter as hundreds upon hundreds of Creek warriors were shot down or bayoneted by the American infantrymen and militiamen. The Upper Creeks and the other "friendly" Indians present most certainly joined in on the prodigious slaughter. In a letter to his wife not long after the battle, Gen. Jackson wrote that the carnage of the nearly five hour battle was “dreadfull (sic)” but that his men displayed “Roman courage” in taking the well built fortifications at Tohopeka. In another letter to a fellow officer he wrote lamenting the death of several women and children due to cannon fire whilst also celebrating the ironic death of a lesser Red Stick prophet who was shot through the mouth with grapeshot. The Bloody Battle of Horseshoe Bend, 27 March 1814 In a letter dated 31 May 1814, Gen. Jackson described the end of the battle as such, "Having maintained for a few minutes a very obstinate contest, muzzle to muzzle, through the port-holes, in which many of the enemy’s balls were welded to the bayonets of our muskets, our troops succeeded in gaining possession of the opposite side of the [breastworks]. The event could no longer be doubtful. The enemy although many of them fought to the last with that kind of bravery [that desperation] inspires, were at length entirely routed and cut to pieces. The whole margin of the river which surrounded the peninsular was strewed with the slain." None could indeed doubt that Jackson had won a decisive and bloody victory over the Red Sticks at the battle on the Tallapoosa. Between 550-800 Red Stick warriors were killed in the battle, perhaps a hundred or more were shot down by Gen. Coffee’s men as they attempted to swim down the Tallapoosa following their defeat. About 250 women and children we taken into custody by Jackson's army as well. Although grievously hurt after suffering numerous wounds in the defense of Tohopeka, Menawa escaped capture and/or death and fled severely wounded downriver on a canoe. Jackson lost 49 men killed and 154 wounded in the Battle of Horseshoe Bend. His Cherokee and Creek allies lost about 75 killed or wounded in the battle. Major Lemuel Montgomery was killed during the assault and subsequently praised by Jackson for his gallantry in eulogy. Among those Americans wounded attacking the Creek defenses in the battle was Samuel Houston (b.1793-1863) who received a serious arrow vaulting over the Creek breastworks in the assault on Horseshoe Bend. He later became the Governor of Tennessee, twice President of the Republic of Texas, and then the Governor and serving United States senator for the US state of Texas following the Mexican-American War of 1846-1848. Sam Houston is wounded in the assault on Horseshoe Bend In August of 1814 the Creek chiefs signed the Treaty of Fort Jackson ending the Red Stick War and ceding approximately 23 million acres of land in the Mississippi territory (Alabama and Georgia). Jackson would save American honor following the disastrous US defeat at the Battle of Bladensburg and the burning of Washington D.C. on 24 August 1814 with his defeat of the British at the Battle of New Orleans in January of 1815, despite winning his victory after the Treaty of Ghent had been signed. He served as a senator for the state of Tennessee and invaded Florida in the year 1818 during the early stages of the Seminole Wars 1816-1858. In the year 1819 Alabama would become a state. For nearly the next ten years after many Creek chieftains would be fractured and divided, some selling their tribes lands to the whites even though they had no legal right to sell land claims in Alabama or Georgia. Andrew Jackson meets Chief Red Eagle Weatherford in a 19th century etching Former allies of the US during the Creek War and War of 1812, the so-called "friendly" indians were treated the same as the hostile tribes who had fought alongside the British and were all exiled from their lands and ancestral ground. Thousands, including the brave warrior chief Menawa died during or in the immediate aftermath of these forced marches on what came to be called the “Trail of Tears” west into the eastern Oklahoma territory from 1830-1835. Major-General Andrew Jackson c.1820 Suggested Further Reading The Creek War of 1813 and 1814 by H. S. Halbert and T. H. Ball (White, Woodruff & Fowler, Montgomery, Alabama 1895-1969) History of the United States of America During the Administrations of James Madison by Henry Adams (b.1838-1918) (Library Classics of the United States, c.1986) Horseshoe Bend National Military Parks Historical files Horseshoe Bend National Military Parks Historical files Struggle for the Gulf Borderlands: The Creek War and the Battle of New Orleans, 1812-1815 by Frank L. Owsley Jr. (University of Alabama Press, Tuscaloosa, 1981.)

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3 Engaging your students in a citizenship project Whether you invite your students to suggest a topic themselves, offer them selection to choose from, or propose a topic of your choice, part of the process of engaging your students in a class project involves listening to and responding to their suggestions and ideas. Whichever approach you take regarding the choice of topic, it is helpful to begin by discussing the concept of citizenship with your students. Activity 3: Engaging your students in a class project Explain to your students that they are going to do a class project and that you would like their suggestions as to what it might involve. Organise the class into groups. Provide each group with a piece of paper headed with a question or choice of topics to prompt their discussions – for example: - In what ways can we make our school more attractive? - How can we improve our village? Ask every student to contribute at least one idea to the discussion and write it on the piece of paper. When the time is up, invite volunteers from each group to feed back to the whole class. Write the ideas on the blackboard, ensuring that that everyone listens respectfully to their classmates’ suggestions. Once the list is complete, ask your students to talk in their groups about the ideas they liked best. If appropriate, bring the class back together for a vote. Through discussions such as these, your students will develop citizenship skills by thinking about issues that concern them, by voting, and by reaching agreement. They will develop language and literacy skills by listening, discussing, note-taking and feeding back to the rest of the class. These two strands of learning should be followed through throughout the project. Pause for thought What did you learn about your students from doing this activity with them? For more ideas about involving all your students in classroom learning, see Resource 2.

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Rationale: Children need to understand that letters stand for phonemes and spellings map out phonemes in spoken words before they can read and spell words. Before children can understand that letters stand for phonemes, they have to recognize phonemes. Short vowels are probably the toughest phonemes to recognize. This lesson will help children to identify /e/ (short e) one of the short vowels. They will learn to recognize /e/ in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /e/ in words. Materials: Primary paper and pencil; chart with “Ed’s elephant went to rest in bed.”; set of cards with e on one side and ? on the other; drawing paper and crayons; Red gets Fed; picture page with pen, desk, hat, test, map, bat, rent, chest, pet, and wet. Procedures: 1. Introduce the lesson by explaining that the mouth moves that we make as we say words is the tricky part of learning words. Today we’re going to work on spotting the mouth move /e/. /e/ sometimes start at the end of a word but sometimes it can be found in the middle of a word. 2.Ask students: Have you ever heard a rocking chair that sounds like /e/? That’s the mouth move we’re looking for in words. Lets pretend that we are a rocking chair and say /e/. 3. Let’s try a tongue twister (on chart) “Ed’s elephant went to rest in bed. Everybody say it three times together. Now say it again, and this time, stretch the /e/ in the words. “Eeeed’s Eeeeeelephant weeeeeent to reeeeest in beeeeeed.” Try it again, and this time break it off the word: “/e/d’s /e/lephant w/e/nt to r/e/st in b/e/d.” Great job. 4. (Have students take out primary paper and pencil) We can use letter e to spell /e/. Let’s write it. I will write it once for the students talking my way through writing the E. I will say, “Begin between the fence and the sidewalk. Move your pencil to the right and then curve up and to the fence and curve all the way back down to just above the sidewalk”. 5. Ask students a few questions. Do you hear /e/ in speak or tell? Pen or paper? Then or now? Send or write? Rent or buy? Let’s see if you can spot the mouth move /e/ in some words. Show me e if you hear /e/ and the question mark if you don’t (give words one by one) pet, leg, show, he, fed, step, pest, lock, mop, bat. 6. I will read Red gets Fed and we will talk about the story. Read it again, and have students raise their hands when they hear words with /e/. List their words on the board. Then have each student draw a pet and write a story about it using inventive spelling. 7. For assessment, distribute the picture page and help students name each picture. Ask each student to circle the pictures whose names have /e/. The Genie Website; http://www.auburn.edu/rdggenie/fluency.html Click here to return to Breakthroughs. Questions? E-mail me for answers!

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The 20 enjoyable, interactive classroom activities that are included will help your students understand the text in amusing ways. Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and more that will allow your students to interact with each other, be creative, and ultimately grasp key concepts from the text by "doing" rather than simply studying. 1. Flip Book McCay was inspired by a flip book that his son had. Create a flip book of your own to show any type of movement or action. Create a time line that shows at least 10 of the advancements or events in animation that you feel are most important. Present your time line to the class and explain why you think these events are the most important in animation history. 3. PowerPoint Presentation Create a PowerPoint Presentation in which you focus on one aspect of... This section contains 896 words (approx. 3 pages at 300 words per page)

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John Locke changed and influenced the world in many ways. His political ideas like those in the Two Treatises of Government, (such as civil, natural, and property rights and the job of the government to protect these rights), were put into the United States Declaration of Independence and United States Constitution. His ideas about life, liberty, and property however were slightly altered to life, liberty and the persuit of happiness. John Lockes ideas and teachings of rights greatly influenced the Englightenment and Enlightenment thinkers. Locke's ideas of the separation of the governments powers into legislative, executive, and federative were more fully developed by the French writer Montesquieu. Montesquieu however changed them into legislative, executive, and judicial. These were then put into the American Constitutions framing process. Also, Thomas Jefferson, one of the main writters of the American Declaration of Independence said Locke was one of "the three greatest men that have ever lived, without any exception". Locke's view's greatly influenced Thomas Jefferson's political outlook, therefore he technically helped write the Declaration of Independence. John Locke and his ideas on education influenced modern history and even school systems today because of his teachings.

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Gluten is a protein found in most grains, including wheat, rye, spelt, and barley. It is found in the endosperm (a type of tissue produced in seeds that are ground to make flour) and nourishes plant embryos during germination. Gluten is an enormous composite protein, the largest known, that consists of a strong, stretchy mesh of smaller proteins linked by molecular bonds. These smaller proteins are glutenin, which has a long, chainlike shape, and gliadins, which are shorter and round. The glutenin is what gives gluten its elasticity, whereas the gliadins give it strength. It is the combination of stretchiness and strength, together with its meshlike structure that can trap bubbles of gas, that makes gluten important in bread-making. Structure of Gluten Gluten is a resilient, rubbery substance that forms when glutenin and gliadin molecules in flour are mixed with water. The molecules bond together to form a mesh that can trap bubbles of gas - as occurs when dough is kneaded. Because the mesh is stretchy, the gas bubbles can expand without breaking it.

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Rounding with a Vertical number line. A vertical number line is the same as a regular number line except that it runs vertically instead of horizontally. When rounding, there are two saying that are used to help students know when to round up or stay the same. The first example is as follows: 5 or more, raise the score 4 or less, let it rest The second example is as follows: Bossy numbers: 5, 6, 7, 8, and 9 Bossy numbers push the line leader forward Non-bossy numbers: 0, 1, 2, 3, and 4 Non-bossy numbers tell the line leader to stay the same In class, we have started our study of vertical number lines. Watch this video to better your understanding of how to round by clicking on the link below.

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Holography is the “lens less” photography in which a 3-D image is created using laser beam. The recorded image is called Hologram (in Greek, Holos means ‘Whole’ and Gram the ‘message’). Holography was developed in 1947 based on the theory of Dennis Gabor. Hologram stickers are now widely used in commercial products and documents to prove authenticity. In general photography, the image is created using the light reflected from the object but in holography, the image creation is entirely different. The 3-D image is produced by splitting the laser light into two beams. Of these, one beam reaches the film without hitting the object while the other beam hits the object before reaching the film. At the point of meeting the two beams, an interference pattern is produced which is recorded in the film. Each point on the hologram has information about the whole object. The hologram records the intensity distribution of the reflected laser light and its phase distribution. The film distinguishes the laser beam reaching the light sensitive areas of the film and the beam reaching the surface due to difference in the wave amplitude. The Coherent laser light travel in phase with one another and the object is illuminated as a whole. A portion of the laser beam is reflected by a mirror before reaching the film. This reflected beam is called “Reference beam”. It remains ‘Plane parallel’ and produce the interference with the laser reflecting from the object. The interference pattern will appear as ‘Concentric circles’ in the film. The space between the circles decreases as the radius increases. When the hologram is observed in coherent light, the image becomes visible, but when viewed from a different angle, the image still appears from a different angle. The hologram reconstructs in space the wave fronts produced by the object so that a 3-D image is produced. See in Word format

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Ear training or aural skills is a skill by which musicians learn to identify, solely by hearing, pitches, intervals, melody, chords, rhythms, and other basic elements of music. The application of this skill is analogous to taking dictation in written/spoken language. Ear training may be contrasted with sight-singing, which is analogous to reading aloud in language. Ear-training is typically a component of formal musical training. Read more about Ear Training. Some articles on ear training: ... developed through intense training, practicing hearing differences between major, minor, diminished, and augmented intervals This last definition, which applies not only to singers but also to players of ... especially musicians who are used to "playing by ear", and a precise relative pitch is a constant characteristic among good musicians ... relative pitch is common among non-musicians and can be developed through ear training ... ... scales, chords, rhythms, and other aspects of ear training often can require a great deal of practice ... for music theory can remove the need for a partner, customize the training to the users needs and accurately track scores and progress ... The majority of ear training software are MIDI based, allowing the user to customize the instruments that play and even accept input from MIDI ... ... Methodological Programs in Ear training for majors in Musicology, Composition, and Choral conducting ... Program in Ear training methodology for conservatory majors in Musicology and Music theory ... Solfeggio — a Psychotechnique of Ear training ... Famous quotes containing the words training and/or ear: “The want of education and moral training is the only real barrier that exists between the different classes of men. Nature, reason, and Christianity recognize no other. Pride may say Nay; but Pride was always a liar, and a great hater of the truth.” —Susanna Moodie (18031885) “We love to hear some men speak, though we hear not what they say; the very air they breathe is rich and perfumed, and the sound of their voices falls on the ear like the rustling of leaves or the crackling of the fire. They stand many deep.” —Henry David Thoreau (18171862)

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Got and Get In this verbs practice worksheet, students read a 4-paragraph selection and change the words "get" and "got" in the selection to more interesting verbs. 3rd - 5th English Language Arts 3 Views 2 Downloads Compound Word Trivia Engage young learners in expanding their vocabulary with these fun games and activities. Children learn how compound words, root words, and affixes provide clues about the meaning of unfamiliar vocabulary. These six activities get... 1st - 4th English Language Arts CCSS: Adaptable Joseph Had a Little Overcoat: Flash Card Games Expand the vocabulary of young readers with this series of five activities based the children's book Joseph Had a Little Overcoat by Simms Taback. From playing bingo to group storytelling, a variety of different approaches are presented... 1st - 3rd English Language Arts CCSS: Adaptable Writing with Wow Words and Building Vocabulary There are some words out there that just make you say, "Wow!" Encourage your class to find and use these words in their writing to make their work more interesting and complex. This packet goes through the writing process, beginning with... 5th - 8th English Language Arts CCSS: Adaptable Vocabulary Unit 7.3: Irregular Verbs and Describing People Learn how to describe a person's looks and use irregular verbs in one worksheet. After completing paragraphs about various hobbies with word banks, kids work on grouping particular words into categories such as hair, height, and general... 3rd - 8th English Language Arts CCSS: Adaptable Past Tense, Affirmative and Negative Find out what people did or didn't do with a grammar worksheet, which focuses on the past tense of different verbs. After kids use a word bank to complete a paragraph, they use the words did and didn't in several exercises about... 3rd - 8th English Language Arts CCSS: Designed Using Words as a Way into Rick Riordan's The Lightning Thief Use the Visual Thesaurus to predict the subject matter of Rick Riordan's book The Lightning Thief. A pre-reading activity encourages middle schoolers to use context clues and word meaning to discover what the book is about. After they... 4th - 8th English Language Arts CCSS: Adaptable

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Explain how cultural differences between individuals can influence communication between them Culture and Cultural Differences Nowadays, the term “culture” has already become one of the most common words in all kinds of public discourse. It has been constantly heard from journalists and politicians, not to mention of academics especially those in all disciplines of Humanities. “Popular culture”, “research culture”, “mass culture” – there is almost no limit as to the applicability of the term in any context. If one looks at the subject of culture in a historical way, three things came out (1994). The definition of culture even up to this date continues to be debated by anthropologists and other scholars. In one concept, (1994) defines culture as “the system of understanding characteristics of that individual’s society or of some subgroup within that society” which includes “values, beliefs, notions about acceptable and unacceptable behavior and other socially constructed ideas that members of the society are taught as ‘true’” (). The members of cultures go about their daily lives within shared webs of meaning (1973). Upon associating the two definitions provided by and one can assess culture as invisible webs composed of values, beliefs, ideas about appropriate behavior and socially constructed truths. According to (1996) and (1983), an individual’s own culture is most of the time invisible to the individual himself or herself. However, it should be noted that they are the circumstances within which people operate and make sense of the world. As individuals come across a culture which is different from their own culture, one of the issues that they face is a set of beliefs that marked themselves in behaviors that differ from their own. It is in this way that people often discuss regarding other people’s cultures and not so much on their own. It has been perceived that an individual’s own culture is usually hidden from them. People even describe it as “the way things are”. Nevertheless, one’s beliefs, ideas and actions are not any more natural or biologically predetermined than any other group’s beliefs, ideas and actions. They have simply emerged from the ways one’s own group has dealt with and deduced the particular circumstances that it has faced. As conditions change, so do cultures; hence, cultures are said to be dynamic. However, individual cultural identity poses yet another layer of complexity. Even members of the same culture vary significantly in their beliefs and actions. All peoples have unique identities that have been developed within their specified cultures. However, these identities are not fixed or static. For this reason, stereotypes do not hold up since no two individuals from any culture are exactly alike. It should be noted that despite the fact that living inside a culture will allow its members to become acquainted with their total cultural heritage of that specified society, no individual actually internalizes the entire cultural heritage. As a matter of fact, it would actually be impossible for any individual to acquire a society’s entire cultural heritage since there are as you might expect complicated and conflicting values, beliefs and ideas within the specific heritage which is a result of the conditions and events that individuals and groups experience. Culture is an important factor in understanding organisation, because for any organisation to operate effectively it must for some extent have a general set of believe and assumptions. Because understanding the term of the culture metaphor helps organisations to be aware of how employees are thinking about the organisation phenomena, and to recognise how different attitudes, value and beliefs affect the workplace. Understanding and assessing the national culture and organisation's culture can mean the difference between success and failure in today's fast changing organisational environment. Cultural assessment can provide measurable data about the real organisational values and norms that can be used to get management's attention. Accordingly, culture is inseparable form the nation of human society which makes defining it a complicated task. As a result, there are many definitions for culture.(2002, 8) define culture as “an integrated system of learned behavior patterns, characteristic of the members of any given society”. In addition Hofstede (1991) identifies culture as “collective programming of the mind”. (1993) defines cultural diversity as the "representation, in one social system, of people with distinctly different group affiliations of cultural significance. " To identify and measure the effects of diversity, it is necessary to examine an organization’s culture. Traditionally, organizational culture encompasses the shared values, beliefs, behavior, and background of the organization’s members. Members share a common socio-cultural heritage. Culture once portrayed ethnic or nationality groups but in recent years cultural factors now include race, gender, sexual orientation, age, or disability. People of different ethnic backgrounds possess different attitudes, values, and norms. Increasing cultural diversity in both public and private sectors focuses attention on the distinctions between various ethnic groups in their attitudes and performance at work. More often than not, differences in cultural norms and values among ethnic groups reveal themselves in different work-related behaviors. One area of cultural differences researched extensively is the contrast between individualism and collectivism. Compared to individualist cultures, collectivist cultures emphasize the needs of the group, social norms, shared beliefs and cooperation with group members. The vast majority of cultural diversity initiatives in the U.S. focus exclusively on valuing differences. Instead, Fine argues, the dominant corporate culture must be transformed into a multicultural organization. Fine defines a multicultural organization as an organization that: values, encourages, and affirms diverse cultural modes of being and interacting, creates an organizational dialogue in which no one cultural perspective is presumed to be more valid than other perspectives and empowers all cultural voices to participate fully in setting goals and making decisions. Changing corporate culture and management systems to accommodate the diversity of employees involves strategic initiatives that are designed to break down barriers that prevent all people from contributing to their fullest potential. and Associates (1992) describe examples of corporate diversity initiatives that are "intentionally planned, targeted against business objectives, long-term oriented, and involve the entire organization. For example, Travel Related Services, a subsidiary of American Express, focused their efforts on becoming "the Best Place to Work" by providing benefits that would attract and retain employees from an increasingly diverse labor pool. Child-care subsidies, improved part-time benefits, sabbaticals, and flexible work arrangements were introduced after a systematic diagnosis and planning effort involving input from employees. Another study of corporate diversity initiatives by (1992) is based on interviews with over 200 managers in 16 U.S. companies. The research describes the barriers that prevent women and minorities from advancing as well as the processes that facilitate their movement through the ranks. Recruitment, development, and accountability strategies that foster an appreciation for diversity and allow organizations to achieve measurable results are labeled "best practices." One of the practices (1992) cites is the use of internal advocacy groups as a means for building commitment to diversity and monitoring the corporation's diversity practices. Advocacy groups were found in 10 of the 16 companies examined in the study. While the roles and power of these groups vary within corporations, (1992) acknowledges that much of their negotiating power comes from the information they receive about personnel administration (personnel profiles, promotions, pay records, and advanced notice of personnel policies). According to , some executives communicate this information in order to share responsibility for identifying diversity problems and developing solutions. Managing the process of resolving conflicts in a culturally diverse organization, therefore, is the central task, making sure that positive effects are garnered from the situation by understanding that all of those involved or in controls are doing everything in their power to maximize the positive products and quality output, while minimizing the disruptive consequences among the members of the project team in a culturally diverse organization ( 1998).. Such good management, in turn, requires a full and sophisticated grasp of major elements in the managing process. Individual causes and determinants of conflicts in a culturally diverse organization, such as faulty attributions, poor styles of communication, and personal traits or characteristics that contribute to interpersonal friction, all play a role in this regard and must be taken into account (2001) .Similarly, culturally diverse organization-based factors, such as competition for scarce resources, ambiguity over responsibility or jurisdiction, growing internal complexity, and faulty or inadequate forms of communication, must also be considered. An effective, culturally diverse organization is one whose culture is inclusive of all of the varying groups and constituencies it intends to serve, that is, in the case of the services, the people of the state (1995). The organization’s values, vision, mission, policies, procedures, and norms constitute a culture that is manifested in multiple perspectives and adaptability to varying values, beliefs, and communication styles. People from differing cultural groups in business operations have differing perspectives, manifested in their values, attitudes, beliefs, and behaviors. Cultural Differences and Communication Studies on organizational communication have always been used by large companies so as to ensure good working relationships among employees as well as to evaluate the relationship among members and staff of big corporations. (1997) further elaborated that the idea of global community in a model that suggests intercultural and international communication and ethical problems to best address the immediate need is of much importance to truly build a global community. Inquiries have been made in order to realize how the Eastern and Western culture differ in the work setting by comparing the evident and obvious contrasts between different cultural orientations and ethnicity. Such differences include most recurring ethical dilemmas brought about by race in business where employees and staff of varying cultural orientations who work together as an organization. (2000) in his journal article proposes the use of ethics audit in the company is composed of decision-making protocols designed to address ethical dilemmas which includes an outline of steps to follow in dealing with ethical problems in the workplace so as to identify ethical issues in the practice settings, assess risk levels, rank order each issue, and eventually develop a strategy to minimize risks. He concluded that social workers have not had access to a structured guide to help to help them assess their efforts to identify and address key ethical issues. Such issues usually comprise confidentiality and privacy, service delivery, professional boundaries, informed consent, defamation, practitioner impairment, and termination of services. Studies on organizational communication have always been used by large companies so as to ensure good working relationships among employees as well as to evaluate the relationship among members and staff of big corporations. (1997) further elaborated that the idea of global community in a model that suggests intercultural and international communication and ethical problems to best address the immediate need is of much importance to truly build a global community. Yes, it is true that organizational communication in the area of Human Resource processes involves the integration of such roles addressing to positive communication climate as effective communication is a major factor for the strengthening of work values and attitudes in the diverse workforce. The management should realize and apply actual ways in order for the staff employees to be versatile and effective in their work most in engaging into business interaction to the key players within the organization and in dealing greatly to the customers as well as to improve self confidence and drive better motivation for every situation. An organization needs to consistently promote good communication lines and channel for cooperation to achieve a sustainable work dynamics and synergy in individual staff and work team in terms of providing essential work environment for the success of the organization and achieve its vision for the benefit of the people. It is said that, organizational communication as of the modern times offers a new approach in developing an understanding of diverse work scenarios and skills for work and other organizational activities relating to the process of making decisions, work training and managing conflicts to enhance better skills in communication as well as encourage useful teamwork but also rewarding individual performance facing crucial organizational players. Human resource leaders can help enhance employee morale, individual performance and organizational success. In these uncertain and always changing times and that in situation, communication is critical between managers and its members in order to assure a steady flow of information, an organization should play a major role in assuring effective communication and be delivered in the useful process of communication. Inescapable as it may seem, workplace dilemmas brought about by different cultures are unavoidable and should be expected at work especially in business firms owned or controlled by individuals from a different cultural orientation especially when they employ the local citizens in their international operations. Dealing properly with situations such as instances of principled power struggle between supervisors and subordinates from different cultural orientations, will be of much help in running a business firm properly and successfully. Addressing conflicts and working out understanding by compromising for the good of all will pave the way to maintain smooth working relationships among the employees, staff, supervisors and subordinates. comments powered by Disqus

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Rare earth elements are one of the most crucial ingredients of modern society. Everything from the printed circuit boards to the high-performance aircraft has either one or many of these elements in them. They are an absolute necessity because of the different properties that they exhibit. Material science has incorporated these elements into modern technology very effectively. At this point, any piece of new technology is almost guaranteed to have a rare earth element in it. Geologists have been closely studying the occurrence of these elements in the earth’s crust for years, and it seems that they might have solved a long standing mystery related to them. The process of how the deposits of these elements form underground has been shrouded in relative mystery till now. Even more mysterious is the fact that these deposits tend to vanish without any trace. The rare earth elements are a very specific set of 17 elements, which are extremely valuable and are used in critical industries in all sectors. Their name can be a bit misleading as they are not that rare in Earth’s crust. However, they have a very inefficient and complicated process by which they can be extracted, making them all the more costly. Researchers from the Australian National Institute wanted to find out how the deposits of rare earth elements form underground. They wanted to focus on the igneous carbonate rocks, which are closely related to these elements. To find out what leads to their formation, the researchers simulated what happens when these rocks are heated up under high pressure under the crust. The rock samples were heated up to 1,200 degrees and put under pressures of up to 2.5 gigapascals (GPa), after which they were cooled and depressurized. The experiment showed that alkaline chemicals are required for REE transport in and around carbonites, which laid to rest a previous theory that suspected the hand of certain ligands in this process. The transport of REE leads to economic-grade mineralization, with sodium and potassium rendering REEs soluble. The results that the researchers got from the piston-cylinder apparatus showed that our knowledge of these rare earth elements was woefully lacking. The result showed that alkali bearing carbonates could form REE-rich fluids that can travel huge distances and maintain their REE content under magmatic conditions. Previously researchers had tried to find the evidence of ligands like Chlorine working on these rare earth elements but did not find any. These observations in lab conditions could probably lead to some real-world evidence of this theory as well. This one experiment has overhauled our understanding of how REEs form, which is probably a good sign.

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Coal is a fossil fuel formed in ecosystems where plant remains were preserved by water and mud from oxidization and biodegradation, thus sequestering atmospheric carbon. Coal is a readily combustible black or brownish-black rock. It is a sedimentary rock, but the harder forms, such as anthracite coal, can be regarded as metamorphic rock because of later exposure to elevated temperature and pressure. It is composed primarily of carbon and hydrogen along with small quantities of other elements, notably sulfur. Coal is extracted from the ground by coal mining, either underground mining or open pit mining (surface mining). Coal is the largest source of fuel for the generation of electricity world-wide, as well as the largest world-wide source of carbon dioxide emissions. Carbon dioxide is a greenhouse gas and these emissions contribute to climate change and global warming. In terms of carbon dioxide emissions, coal is slightly ahead of petroleum and about double that of natural gas. Coal gasification can be used to produce syngas, a mixture of carbon monoxide (CO) and hydrogen (H2) gas. This syngas can then be converted into transportation fuels like gasoline and diesel through the Fischer-Tropsch process. Currently, this technology is being used by the Sasol chemical company of South Africa to make gasoline from coal and natural gas. Alternatively, the hydrogen obtained from gasification can be used for various purposes such as powering a hydrogen economy, making ammonia, or upgrading fossil fuels. During gasification, the coal is mixed with oxygen and steam (water vapor) while also being heated and pressurized. During the reaction, oxygen and water molecules oxidize the coal into carbon monoxide (CO) while also releasing hydrogen (H2) gas. This process has been conducted in both underground coal mines and in coal refineries. If the refiner wants to produce gasoline, the syngas is collected at this state and routed into a Fischer-Tropsch reaction. If hydrogen is the desired end-product, however, the syngas is fed into the water gas shift reaction where more hydrogen is liberated. High prices of oil and natural gas are leading to increased interest in "BTU Conversion" technologies such as gasification, methanation and liquefaction. The Synthetic Fuels Corporation was a U.S. government-funded corporation established in 1980 to create a market for alternatives to imported fossil fuels (such as coal gasification). The corporation was discontinued in 1985. In the past, coal was converted to make coal gas, which was piped to customers to burn for illumination, heating, and cooking. At present, the safer natural gas is used instead. Source: Wikipedia (All text is available under the terms of the GNU Free Documentation License)

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A URI is used to identify something on the World Wide Web. There are two types of URIs: - Uniform Resource Name (URN): URNs basically state what something is, but do not have information on how to access it. - Uniform Resource Locator (URL): URLs contain the location of something and tell the client program (usually a browser) how to access it. For example, the URL http://www.example.com/example1.html tells your browser that a file called example1.html can be accessed through the example domain using the HyperText Transfer Protocol (HTTP). This means that your browser can request that file and display it for you using HTTP. A URL is a type of URI, along with URNs. Most people will never have to worry about calling a URL a URI by mistake. In fact, in most cases they will be correct in the same way as someone calling a poodle a dog is correct. For people involved in the actual coding of applications, however, the difference is important because not every URI is a URL (just as not every dog is a poodle).

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WEAC supports the Black Lives Matter movement and urges WEAC members to examine the concepts of equal justice under the law, racial justice and institutional racism. This page provides some background on the Black Lives Matter Movement and links to resources on racial justice. What is the Black Lives Matter movement? When we say Black Lives Matter, we are broadening the conversation around state violence to include all of the ways in which Black people are intentionally left powerless at the hands of the state. We are talking about the ways in which Black lives are deprived of our basic human rights and dignity. Teaching the New Jim Crow. Author Michelle Alexander has compiled this set of materials to support high school teachers who want to explore the myriad issues surrounding race and justice in our society, and to use her book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness, as a resource. The curriculum – made available through the Teaching Tolerance website – is specifically designed for students in grades 9-12. Racial profiling curriculum and resources (NEA). With the heightened national attention created by the death of Michael Brown, NEA believes that we must raise awareness and create dialogue about the problem of racial and ethnic profiling nationwide. We believe that this dialogue must happen in our schools and communities, amongst parents, educators, and with our youth. To help create this dialogue, NEA has joined a curriculum workgroup with the NAACP, Not In Our Town/Not in Our School, Teaching Tolerance/Southern Poverty Law Center, The Lawyers Committee for Civil Rights Under Law, American Federation of Teachers (AFT), Human Rights Educators of the USA (HRE-USA) Network, and Facing History and Ourselves. The workgroup has identified and/or developed the materials below to help educators, parents, administrators, and youth address the problem of racial profiling. These materials include tips for youth on how to interact during encounters with law enforcement. Diversity Toolkit: Social Justice (NEA). Social justice refers to a concept in which equity or justice is achieved in every aspect of society rather than in only some aspects or for some people. A world organized around social justice principles affords individuals and groups fair treatment as well as an impartial share or distribution of the advantages and disadvantages within a society. Social justice includes a vision of a society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. Social justice involves social actors who have a sense of their own agency as well as a sense of social responsibility toward and with others and the society as a whole. (Teaching for Diversity and Social Justice, Adams, Bell, Griffin, 2nd ed., Routledge 2007). Diversity Toolkit: Race and Ethnicity (NEA). Teaching about race and racism in the United States is a complex and emotional process. While many of us think of race as fixed categories – Asian, Black, and White, for example – many scholars have noted that race is not a biological category, but an idea, a social construction, that people use to interpret human differences and justify socioeconomic arrangements in ways that benefit one social group over another (Adams, Bell, Griffin 2007). Race and Schools: The Need for Action (NEA). Gary Orfield, from the Civil Rights Project/Proyecto Derechos Civiles, University of California–Los Angeles, writes: “In a nation with 44 percent non-white students and extreme inequality in educational attainment, it’s time we address the issues as seriously as we did during the Civil Rights Era.” Social justice activism is forming a more perfect (and enduring) union (NEA). This NEA Today article takes a look at the growing movement of social activism among members throughout the country, including Wisconsin. “The union appeals to me because the union provides me with a platform to speak about the injustices faced by many of our students and their families,” says Milwaukee teacher Marcelia Nicholson. TAKE ACTION! Contact your lawmakers and tell them that you believe we as a society must positively address issues of racial injustice and institutional racism.

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Global Women and Poverty This Global Women and Poverty lesson plan also includes: - Join to access all included materials High schoolers examine poverty and women in Senegal through a video. They work together to gather research about economic prosperity in different countries. They share their information with the class. 21 Views 24 Downloads - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: This Ain't No Tea Party! Create food-safe bowls with your class, then organize a meal for the community using the class's bowls to serve. This lesson is based on the Empty Bowels Project, where school kids gain an understanding of global hunger through community... 4th - 12th Visual & Performing Arts New Review Respect My Rights, Respect My Dignity Education for Human Dignity Resource Pack Module One – Poverty and Human Rights Creating an environment where learners feel both educated and empowered challenges any teacher when discussing a sometimes bleak topic. A respectful resource provides them with the details and permits them to make a plan of action.... 9th - 12th Social Studies & History CCSS: Adaptable An Introduction To NGO's Gender Equality Program Eleventh graders are introduced to the hardships women are facing to the projects of a variety of organizations. They assess Canada's participation in world affairs with reference to human rights and modern conflicts. Pupils compare... 11th Social Studies & History How is Poverty Affecting India Today? Present your social studies class with a few elements that lead to world hunger through the lens of poverty in India. They think about what they eat during the day, what it feels like to be hungry, and then brainstorm ways to end world... 7th - 9th Social Studies & History Life in Afghanistan: War, Insecurity, Poverty, and Corruption Students examine life war-torn Afghanistan. In this current events activity, students read the provided articles "Security for the Civilian Population," "Corrup-istan," and "Mothers and Daughters of Afghanistan." Students respond to... 9th - 12th Social Studies & History Healthy Girls, Healthy Villages Students consider the impact of education. In this global issues instructional activity, students explore the effectiveness of the Camp GLOW program in Niger. Students discuss the issues that face women and girls in Niger and identify... 6th - 12th Social Studies & History

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CC-MAIN-2018-34

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en

SELF ESTEEM AND BODY IMAGE - GRADES 5-8 Our society places great emphasis on physical attributes. Teaching young people to increase their confidence in their unique talents, abilities and interests reduces their reliance on physical appearance as their main measure of self-worth. When adolescents have healthy self-esteem, they feel more positive about their bodies and find it easier to make good decisions for themselves that promote health, including taking better care of the needs of their bodies. During our presentation students will learn about the concepts of self-esteem and body image. We also examine the factors which can influence our self-esteem such as the media/social media and societal pressures. This presentation includes an interactive jeopardy-style game to encourage and promote participation and reinforce key concepts presented. SIZING UP THE MEDIA - GRADE 9 AND UP Poor body image and self-esteem in youth can lead to them withdrawing from social, academic and economic opportunities. Building resilience is key to helping young people achieve a more positive body image and strong self-esteem. Our ‘Sizing Up the Media” presentation examines how the images in the media/social media create feelings of negative body image, inadequacy, low self-esteem and how they put us at risk for disordered eating. This presentation also teaches how media messages are constructed, thereby allowing youth to be informed consumers of social media. Using visual aids, encourages viewers to re-evaluate the images presented by the advertising industry. Teaching media literacy (which includes the ability to critically evaluate media) skills helps youth develop resilience against negative messages or the comparison trap. This presentation also includes an interactive game to encourage and promote participation and reinforce key concepts presented. HOW SOCIETY AFFECTS THE DEVELOPMENT OF A HEALTHY BODY IMAGE WITHIN THE LGBTQ+ COMMUNITY (ages 13 and up) This innovative presentation focused on how society affects the development of a healthy body image within the LGBTQ+ community. Hear from BANA’s health promotion team as they discuss how the images we see in the media and/or social media can create feelings of negative body image, inadequacy, low self-esteem and how they put us at risk for disordered eating. The portrayal of the LGTBQ+ in modern media, its unattainable ideals and the effects stereotypical representation will be addressed along with healthy ways to achieve a more positive body image. Interactive activities and sharing will be encouraged to shed light upon how no one is immune to body image concerns. We discuss the relationship between eating disorders, body image and the everyday language we use about food as well. Build new pathways to self-acceptance, take pride in who you are and learn new tools for individuals and the LGTBQ+ community as a whole so that we can work together towards a healthier mind and body.

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Weighing up to 7,700 pounds, Elasmotherium sibiricum—an extinct hairy rhino popularly known as the “Siberian unicorn”—was thought to have disappeared as long as 200,000 years ago. An updated fossil analysis suggests this formidable species was still around some 39,000 years ago, and that Ice Age conditions, not human hunters, contributed to its demise. Paleontologists know of around 250 rhino species, of which only five still exist today. Among the most spectacular of these rhinos was Elasmotherium sibiricum—the Siberian unicorn. For the Neanderthals and modern humans who lived alongside and possibly hunted this massive creature in Eastern Europe and Central Asia, it must’ve been an impressive and deeply intimidating sight. Fossil evidence suggests Elasmotherium weighed over 3.5 tons, was covered in a thick coat of hair, and sported a horn of biblical portions, possibly as long as three feet (1 meter) in length. Impressive though it may have been, the Siberian unicorns eventually died out. Previous fossil dating suggested an expiry date at some point between 200,000 and 100,000 years ago, long before the large-scale late Quaternary megafaunal extinction, which got rolling around 40,000 years ago. New research published this week in Nature Ecology & Evolution is now offering a more reliable estimate, dating the demise of Elasmotherium at some point between 39,000 and 35,000 years ago. The extinction of the Siberian unicorns, therefore, can now be connected to the late Quaternary megafaunal extinction, an event that witnessed the end of the wooly mammoth, Irish elk, and saber-toothed cat. Writing in their new study, led by Adrian Lister from the Natural History Museum in London, the researchers said “no absolute dating, genetic analysis or quantitative ecological assessment of this species [had] been undertaken,” which explains why the prior extinction estimate was so far off. The new study overcomes these shortcomings, and includes the use of updated fossil dating techniques. For the study, an international team of researchers from the UK, Netherlands, and Russia took a closer look at 23 Elasmotherium specimens, including a pristine skull kept at the Natural History Museum. An improved radiocarbon dating technique resulted in the revised extinction dates; many of the samples were slathered in preservation materials, requiring careful preparation for the carbon dating. “Some of the samples we studied were very contaminated which made the radiocarbon dating very challenging,” Thibaut Devièse, a researcher at Oxford’s School of Archaeology and a co-author of the study, said in a statement. “For this reason we used a novel method of extracting a single amino acid from the bone’s collagen in order to ensure highly accurate results.” In addition, the researchers succeeded, for the first time ever, in extracting DNA from the Elasmotherium fossils. The ensuing genetic analysis showed that Siberian unicorns split from modern rhinos around 43 million years ago, “settling a debate based on fossil evidence and confirming that the two lineages had diverged by the Eocene,” the researchers wrote in the study. These Ice Age rhinos are the last species of a “highly distinctive and ancient lineage,” according to the research. Siberian unicorns lived alongside anatomically modern humans and Neanderthals. That ancient hominids may have preyed upon these oversized rhinos is not as outrageous a proposition as it may seem. Early humans, likely a form of Homo erectus, were hunting rhinos in the Philippines around 700,000 years ago. But while rhinos were on the hominid menu, this new research suggests climate change, and not hunters, was responsible for Elasmotherium’s demise. These rhinos, as we now know from the new research, lived during the Ice Age just prior to the Last Glacial Maximum—the stage at which the ice sheets covered their largest area, around 26,500 years ago. Earth was prone to dramatic climate shifts during this period, producing drought, desertification, a drop in sea levels, and the steady encroachment of glaciers. These climactic disruptions proved fatal to many species, Elasmotherium among them. For the Siberian unicorn, this meant a loss of habitat, and by consequence, the disappearance of a critical food source, as the new study hypothesizes. In experiments, Lister and his colleagues analyzed stable isotope ratios from the fossilized rhino teeth. The researchers sought to link various plants with the levels of carbon and nitrogen isotopes in their teeth. Siberian unicorns, as this analysis revealed, lived in a dry steppe environment where they chomped on tough, dry grasses. The rhinos, with their highly specialized grazing lifestyle and naturally low population numbers, could not adapt quickly enough to the rapidly changing conditions, the study suggests. A changing climate, and not humans, were thus responsible for the demise of E. sibiricum. Interestingly, it’s a conclusion that jibes well with similar, but unrelated, research, in which scientists claim that humans weren’t responsible for many megafaunal extinctions of the Ice Age. Sadly, the same cannot be said for the ongoing sixth mass extinction, which is most certainly our fault.

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What Does Phototropism Mean? Phototropism refers to the movement of a plant toward a light source. Light triggers the plant hormone known as auxins to move to the shaded part of the plant that is not exposed to the light. In nature, plants change orientation to face the sun. In an indoor gardening scenario, plants grow toward the light source provided by the grower. Essentially, phototropism is a chemical signal; when auxins are released in the plant’s system, it responds by growing cells faster on the side facing the light. If you have ever witnessed a plant grown in a pot indoors start to turn toward a nearby window with lots of natural sunlight, you’ve seen phototropism in action. Maximum Yield Explains Phototropism Plants require light in order to manufacture carbohydrates to support growth and life. In the natural world, the light source (the sun) moves across the sky, which changes how light reaches plants. In order to ensure better light absorption, plants have developed a means to change their orientation in relation to a light source. This is called phototropism. In an indoor gardening situation where the light source does not change directions, plants will grow straight up. This may require modification to ensure that the maximum number of plants can be grown within a given area. For example, the training of a plant to grow laterally through a lattice or by being tied down at various points (see Screen of Green Method [SCROG]). Phototropism is undesirable in cannabis plants because it will cause the plant to grow tall, lanky, and thin as it stretches and bends to find an adequate light source. It is imperative that growers provide ample and adequate light in their growroom or grow space so the cannabis plants do not undergo phototropism. Cannabis plant will particularly bend and move in search of the plant’s coveted blue light. Most growers choose grow lights that offer abundant blue light such as metal halides (MH) or full-spectrum LED lights. The opposite of phototropism is negative phototropism. Not all parts of a plant need light—the roots actually grow away from light sources. Some plants also grow away from light sources. These are usually those that thrive in shady areas or low light situations. Other light-related plant movements include photonasty. This process is controlled by the plant, in response to light or its absence. An excellent example of this is a plant opening and closing leaves or flowers at dusk, when light levels drop, or in the morning, when light levels outdoors increase. Other ways plants move include: - Gravitropism and geotropism (movement relative to a gravitational field, or toward the center of the Earth) - Thigmotropism (plant growth in response to physical contact) - Chemotropism (movement in response to a chemical in the environment) - Hydrotropism (growth or developmental response to water) - Thermotropism (response dependent upon temperature)

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Scientists at the Université d’Evry in France have sequenced the genome of the wild banana, Musa acuminata, the species that gave rise to the commonly eaten Cavendish and other varieties. The banana plant is the largest herbaceous flowering plant, whose ancestor came into existence in the Jurassic period, more than 125 million years ago. The 523 Mbp (523,000,000 base pair) sequence, which contains 36,542 protein-coding genes, was decoded not only to classify the evolutionary history of the banana, but also to identify ways to genetically advance it, improving resistance to pests, expanding the environmental conditions in which it can grow and enhancing the ripening process. Some very interesting findings that came up along the way include the identification of banana streak virus sequences inserted into the banana’s DNA, presumably following a nasty infection. These viral genomic integrations were found in 10 out of the banana’s 11 chromosomes, but were fragmented and likely incapable of producing live infectious virus. This is ancient evidence that the banana was once under a strong infectious threat, but survived in all its deliciousness until the present day. Read the original research article here. D'Hont A, Denoeud F, Aury JM, Baurens FC, Carreel F, Garsmeur O, Noel B, Bocs S, Droc G, Rouard M, Da Silva C, Jabbari K, Cardi C, Poulain J, Souquet M, Labadie K, Jourda C, Lengellé J, Rodier-Goud M, Alberti A, Bernard M, Correa M, Ayyampalayam S, Mckain MR, Leebens-Mack J, Burgess D, Freeling M, Mbéguié-A-Mbéguié D, Chabannes M, Wicker T, Panaud O, Barbosa J, Hribova E, Heslop-Harrison P, Habas R, Rivallan R, Francois P, Poiron C, Kilian A, Burthia D, Jenny C, Bakry F, Brown S, Guignon V, Kema G, Dita M, Waalwijk C, Joseph S, Dievart A, Jaillon O, Leclercq J, Argout X, Lyons E, Almeida A, Jeridi M, Dolezel J, Roux N, Risterucci AM, Weissenbach J, Ruiz M, Glaszmann JC, Quétier F, Yahiaoui N, & Wincker P (2012). The banana (Musa acuminata) genome and the evolution of monocotyledonous plants. Nature, 488 (7410), 213-7 PMID: 22801500

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Carnivorous plants around the world all developed their killer habit in surprisingly similar fashion, according to a genetic study of distantly related pitcher plants from Australia, Asia and America. The plants became flesh-eaters as a means of making their own "fertiliser". Findings published today in Nature Ecology and Evolution show while the three species evolved independently in different parts of the world over time, the biological processes they use to digest insects are incredibly alike. Co-author Victor Albert, from Buffalo University, said the finding suggested there were limited evolutionary pathways by which plants could develop flesh-eating traits. Carnivorous plants grow in very nutrient-poor habitats and produce carbon through the usual photosynthetic processes, just like other plants. However, Dr Albert said, because their habitats failed to provide enough phosphorus and nitrogen, nature's equivalent of "fertiliser", they had to develop unusual ways to collect these nutrients. "The animals [they prey on] have this in abundance in the form of the proteins and nucleic acids that are released when the plant digests them," he said. Australian pitcher plant genome provides clues Pitcher plants capture insects by luring them into a trap — a cupped leaf with a waxy, slippery interior that makes it difficult to climb out. A "soup" of digestive fluids sits at the bottom of this chamber and breaks down the flesh and exoskeletons of prey. To better understand how these flesh-eating plants evolved, Dr Albert and colleagues mapped the genome of Cephalotus follicularis, a pitcher plant that is native to south-west Australia and closely related to star fruit. "Cephalotus was a great plant to study because the plants bear two different kinds of leaves, one being the flat leaves, specialised for light gathering as in other plants, and the other being the elaborate pitchers used by the plants to capture prey," Dr Albert said. By mapping its genome the team was able to uncover which genes were expressed only in pitcher leaves, and those related to photosynthetic leaves, or both. "In this way, we were able to discern that several genes encoding digestive enzymes were preferentially expressed in [the pitcher plant] traps," he said. The team then sequenced the digestive enzymes and digestive fluid proteins of this species and two other species: Asian pitcher plant Nepenthes alata, which is related to buckwheat, and the American pitcher plant Sarracenia purpurea, which is related to kiwi fruit. This showed that over time, plant proteins previously used to fight disease and stress had evolved into the digestive enzymes that break down the insects' bodies. "While we knew that carnivorous pitcher plants had evolved three different times, independently, from within different lineages of flowering plants, we didn't realise until now that the protein families used by these plants for their digestive functions had been repurposed independently as well," he said. "Even more exciting was that within some of these enzyme families … changes in the amino acid sequences of the proteins also occurred convergently." In other words, some of the critical enzymes evolved entirely separately, in different places and lineages. These included chitinase, which breaks down chitin — the major component of insects' exoskeletons — and purple acid phosphatase, which enables plants to obtain phosphorus from its prey's body parts. Dr Albert said the finding was an example of "nested convergence" — convergent evolution at several hierarchical levels. These were morphological (pitchers are very similar yet develop totally differently in the three pitcher plant groups); genetic (convergent use of the same or similar enzyme groups); and molecular (amino acids show some convergent changes only in the carnivores).

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CC-MAIN-2018-05

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8 Sites and Resources That Help Students Check Their Facts With all the information they ever need right at their fingertips, it is imperative to teach students how to check their facts. Unfortunately, it can be challenging to know what is true and false, and students are struggling deciphering the truths from the falsehoods. According to Stanford University, their research “shows a dismaying inability by students to reason about information they see on the Internet, the authors said. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from.” As fake news, biased media, and internet hoaxes abound, students need to be taught digital literacy from the time they start using computers. Fortunately, there are resources available for students to check their facts. This site provides balanced news from all perspectives, so students can sort through facts and distinguish between differences in opinions easily. The site also offers a specialized search option where you filter results. Additionally, it offers a school toolbox with a variety of useful resources and lesson plans. Teaching students how to evaluate websites and information is a necessary skill. The CRAAP Test designed by Meriam Library, California State University, Chico is helpful in guiding students through evaluating the currency, relevance, authority, accuracy, and purpose of information. This website is a non-profit, nonpartisan site which is a Project of The Annenberg Public Policy Center allows students to ask questions and search. Additionally, it also allows students to ask science questions on public policy issues. This website focuses on debunking hoaxes or urban legends, as well as email hoaxes and internet scams. It also provides information on how to protect your email and computer. Using a Truth-O-Meter (true, mostly true, mostly false, and false), Politifact rates the accuracy of claims. It focuses on politicians. One of the original fact-checking websites, Snopes is a popular site for identifying misinformation and debunking internet rumors. Students can search with keywords or by plugging in a URL. The Ted-Ed video, “How to Choose Your News” by Dan Brown is designed for students. Using imagery and explanations they will understand, Dan Brown explains how to be a critical thinker and savvy evaluator when it comes to reading (or watching) the news. Another website that focuses on debunking internet rumors, e-mail hoaxes, and questionable images where students can search information as well. Teachers need to explain how media biases work and change facts to fit their needs. By teaching students to use fact checking tools, teachers are strengthening their digital literacy skills.

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First Grade Standards, First Grade Reading Standards, First Grade Literature Standards, First Grade Reading, First Grade Literature, Reading Literature Standards First Grade Reading: Literature Standards Key Ideas and Details - RL.1.1. Ask and answer questions about key details in a text. - RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. - RL.1.3. Describe characters, settings, and major events in a story, using key details. Craft and Structure - RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. - RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. - RL.1.6. Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas - RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. - RL.1.8. (Not applicable to literature) - RL.1.9. Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity - RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. First Grade Common Core Workbook Download$39.00 Add to cart First Grade Common Core Assessment Workbook Download$29.00 Add to cart First Grade Common Core Workbook USB$59.00 Add to cart First Grade Common Core Assessment Workbook USB$49.00 Add to cart First Grade Common Core Workbook Paperback$199.00 Add to cart First Grade Common Core Assessment Workbook Paperback$59.00 Add to cart First Grade Common Core Standards Posters$0.00–$15.00 Select options

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en

This chapter has several goals and objectives: - Compare and describe each of these Earth layers: lithosphere, oceanic crust, and continental crust. - Describe how convection takes place in the mantle and compare the two parts of the core and describe why they are different from each other. - Explain the concepts of the following hypothesis: continental drift hypothesis, seafloor spreading hypothesis, and the theory of plate tectonics. - Describe the three types of tectonic plate and how the processes lead to changes in Earth’s surface features. - What is the driving force of plate tectonics and how does this impact earthquakes and volcanoes around the world? - How does the theory of plate tectonics help explain the different types of earthquakes and volcanoes around the planet? CC licensed content, Shared previously - Dynamic Earth: Introduction to Physical Geography. Authored by: R. Adam Dastrup. Located at: http://www.opengeography.org/physical-geography.html. Project: Open Geography Education. License: CC BY-SA: Attribution-ShareAlike

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In grammar, a conjunction is a part of speech that connects two words, phrases, or clauses together. This definition may overlap with that of other parts of speech, so what constitutes a "conjunction" should be defined for each language. In general, a conjunction is an invariable grammatical particle, and it may or may not stand between the items it conjoins. The definition can also be extended to idiomatic phrases that behave as a unit with the same function as a single-word conjunction (as well as, provided that, etc.). TYPES OF CONJUNCTIONS Coordinating conjunctions, also called coordinators, are conjunctions that join two items of equal syntactic importance. As an example, the traditional view holds that the English coordinating conjunctions are for, and, nor, but, or, yet, and so (which form the mnemonic FANBOYS). Note that there are good reasons to argue that only and, but, and or are prototypical coordinators, while nor is very close. So and yet share more properties with conjunctive adverbs (e.g., however), and "for...lack(s) most of the properties distinguishing prototypical coordinators from prepositions with clausal complements" . Furthermore, there are other ways to coordinate independent clauses in English. Correlative conjunctions are pairs of conjunctions which work together to coordinate two items. English examples include both … and, either … or, neither … nor, and not (only) … but (… also). Subordinating conjunctions, also called subordinators, are conjunctions that introduce a dependent clause. English examples include after, although, if, unless, and because. Another way for remembering is the mnemonic "BISAWAWE": "because", "if", "so that", "after", "when", "although", "while", and "even though". Complementizers can be considered to be special subordinating conjunctions that introduce complement clauses (e.g., "I wonder whether he'll be late. I hope that he'll be on time"). In many verb-final languages, subordinate clauses must precede the main clause on which they depend. The equivalents to the subordinating conjunctions of non-verb-final languages like English are either clause-final conjuctions (e.g. in Japanese) or; suffixes attached to the verb and not separate words

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English Present, Past, Perfect Participles Definition and Examples When learning a language, you use many functional or easy-to-use words or phrases that will enable us to express ourselves better. Utilizing a variety of adjectives can help you make your speech more intense, both as you convey your own experiences in everyday life and while trying to inform others about different topics. While making use of such adjectives, you can also use structures called participles. Participles are structures that are actually made from verbs, but characterize them by showing any situation, object or person. Thanks to the participles, people can give detailed features of the object they point to on any subject they are talking about. Under normal conditions, additional information about the specified object or person is given through clauses in the English language. However, when participles are used to prevent unnecessary extension of the sentence, it is possible to provide more practical use. Generally, the mother tongue is a different language and individuals who try to learn English afterward may experience various problems in deducting the meaning of the sentence when they encounter participants in a sentence. Therefore, it is extremely important to examine a large number of examples and realize what these participles structures have in the sentence. In our content today, we will talk about different participle structures used with different time period modes. We will carry out a detailed analysis of these structures in the article. If we want to give information about a situation occurring in the present in any sentence, we need to use the present participants. When using present participants, we can usually make verbs participles using -ing suffix. When we do this, we will provide information about what the person or object we are talking about in the sentence does. In addition, using participles instead of using phrases will allow us to create a much shorter and easier to understand the sentence. In this context, we will try to give general information about the present participants. Here are 1000 most common english phrases pdf - The man who is walking over there is my brother. - Sitting by the fire, he was drinking milk or drinking milk, he was sitting by the fire. - We walked along the river and we whistled as we were walking. Let’s analyze this sentence together. There is information in this sentence that the individual mentioned is walking. When a person starts reading this sentence for the first time, he portrays a general “man” character. Then, more detailed information is started about who this person is or what he is doing. This information is provided through participles. I would like to draw your attention to the fact that the participles structure used here was created with -ing suffix. If you want to take action to provide information about an event that occurred in the past, you can still use participles. In such uses, there is a structure like the one we just mentioned. Again, a piece of general information is given in the first word in a sentence. Then, thanks to past participants, more detailed information about the object of the information are provided. In order to provide more detailed information, the verb conjugation should be provided according to the time frame used. Therefore, people who will make this kind of use must definitely be knowledgeable about grammar and verb conjugation. Besides all these, it is very important to know which words or groups of words can be extracted from the structure of the clauses with the omitting process. - The man who walked over there is my brother. - As she was convinced that we were going to prison her, she refused to eat anything. -> Convinced that we were going to prison her, she refused to eat anything. Let’s analyze this sentence. First of all, a man is mentioned in the sentence. Then, with the help of participants, detailed information is provided so that we can understand exactly who this man is. At this very point, we understand that the action mentioned took place in the past. Because the words captured in the past were used as participles. In short, the participles both act as adjectives and provide information about when a particular action took place. When you try to get information about an ordinary grammar structure, you may notice that the use of present, past and perfect is very common. One of the most preferred time modes in the use of Participles is the perfect time. When using this mode, we often use participles structures to specify individuals or objects and add detail to them. We will examine this issue through an example below. - The man who has walked over there is my brother. - Having seen his before, you could easily recognized his. Let’s examine the above sentence in detail. First of all, a man is mentioned in the sentence. Then, extra detail was given about who this male individual was. With this detail, we understand that the action took place some time ago and that the action still continues. Perfect participants can also be used when no specific timeline was required in the information about the past. In addition to this sentence, examine the following examples: - The woman has invited me was pretty cool. - The officer has told me no entrance is allowed was right.

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The World Health Organization (WHO) defines Disability in its website as "an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations." The WHO adds to the definition that "Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between the features of a person's body and features of the society in which he or she lives." Types of disabilities The organisation 'House with no Steps' distinguishes in its website between the "many different disabilities which affect individual people in different ways: physical, intellectual, sensory or mental health disability: - A physical disability may affect, either temporarily or permanently, a person's physical capacity and/or mobility. - A person may have an intellectual disability if they experience difficulty communicating, learning and retaining information. - A sensory disability affects one or more senses; sight, hearing, smell, touch, taste or spatial awareness. - A mental illness affects a person's thinking, emotional state and behaviours." Why is disability inclusion in DRR important? According to a 2010 WHO report, "over a billion people, 15% of the world’s population, have some form of disability. Between 110 million and 190 million adults have significant difficulties in functioning." Vulnerability is another aspect of the important of disability inclusion. The Disability Inclusive DRR Network says that "In crisis, people with disabilities are considered as one of the most vulnerable groups. In order to evacuate safely, they often need assistance from their family members, local disaster response committee or rescue team. In this situation, not only people with disabilities are affected but also people who assist the people with disabilities. If including such caretakers into the overall percentage figure, people who are affected by disability can be estimated to represent at least 25% of the world’s population. This rough estimate shows the importance of disability inclusive CBDRM. If the issues concerning disability are effectively included in CBDRM with the active and effective participation/contribution of people with disabilities themselves as well as caretakers, inclusive resilience of the whole community will be the result." Resources selected for you - Empowerment and participation : Good practices from South & South-East Asia in disability inclusive disaster risk management. Published by Handicap International/DI- DRRN [ENGLISH] - Disability Inclusive Community Based Disaster Risk Management. Published by Malteser International/JANI/DI-DRRN [ENGLISH] - Mainstreaming Disability into Disaster Risk Reduction: A Training Manual. Published by Handicap International [ENGLISH] - GUIDE Disability Inclusive Disaster Risk Management. 2013. Published by CBM and DI-DRRN [ENGLISH] - Manual de gestión inclusiva de emergencias. Published by Universidad Austral de Chile/ ONG Inclusiva/ OPS/ OMS [SPANISH] Links to existing portals/key websites - Disability Inclusive DRR Network (DI-DRRN): http://www.didrrn.net/home/ - International Disability and Development Consortium: http://www.iddcconsortium.net/ - CBM: http://www.cbm.org/ - Handicap International: http://www.handicap-international.org/accountabilityEN.html - Malteser International: http://www.malteser-international.org/en/home/how-we-help/disaster-risk-reduction.html - ONG Inclusiva: http://onginclusiva.com/onginclusiva/ GNDR Action at the Frontline case study from Kiribati Kiribati is an atoll nation in the Pacific, prone to the impacts of climate change and natural hazards such as sea level rise, coastal erosion and inundation. The most vulnerable individuals in Kiribati are people with disabilities, who are during times of emergency often the most heavily affected group. A local NGO, Foundation for the Peoples of the South Pacific Kiribati (FSPK), through the Action at the Frontline program, has given Tetoamatoa, a disabled persons’ group, the opportunity to demonstrate their talents and capabilities to better safeguard themselves and the environment in the face of a changing climate. A platform was set up which allowed them to present their daily reality through drama awareness on DRR/CCA. This platform not only changed the way disabled people were thinking about themselves, it also changed the perception of the general public about people with disabilities and it led to a more active engagement of people with disabilities in risk reduction activities in Kiribati. [Read the case study here] Peñaflor town inclusive safe community: Case study about building resilience for all This case study shares many of the lessons learnt from the Risk Award 2014 Winner project, developed and implemented by ONG Inclusiva in Chile. The project premise is that human functioning is negatively affected by barriers. In the case of people with disabilities, they are more vulnerable to disasters because of architectonic, cultural and technological barriers. To reduce the risk of suffering the impacts of disasters for people with disabilities (and for the communities), all these barriers need to be eliminated and/or reduced, and every procedure must be inclusive, thus making Peñaflor a town resilient for all. The case study describes the kinds of barriers faced and the counter measures taken by the project, in particular: language barriers for the deaf and blind people; knowledge barriers for all of our community; physical barriers, such as urban-architectonic barriers. Training in sign language, ramps, family inclusive emergency plans, inclusive emergency kits: photos illustrate many of these barriers and how they were eliminated in Peñaflor. The main lessons learnt were: i) To achieve any degree of Inclusive Disaster Risk Reduction, environmental barriers must be eliminated and/or adapted and facilitators must be implemented; ii) The community has to be part of the process; and iii) Education and training about making Inclusive Emergency Family Plans is vital. [Download the case study here1.84 MB] Children with disabilities and disaster preparedness: a case study of Christchurch, New Zealand An estimated 7 million children with disabilities worldwide are affected by disasters annually. This significant number emphasises the particular vulnerability of these children when facing natural hazards. However, their needs as well as their capacity and role in disaster risk reduction have largely been overlooked by researchers and policymakers. Below you can download a paper article about a case study from Christchurch, New Zealand, that identifies the insights, realities, possibilities and obstacles in relation to the involvement in disaster preparedness of children with diverse disabilities. The study shows the differences in how children with disabilities access available resources and perceive, face and cope with natural hazards. It also shows their potential contribution to disaster preparedness and provides suggestions for policy and practice. [Download here the case study paper from the Taylor & Francis Online website] Inclusiveness in high intensity earthquake-tsunami evacuations: a case study of a joint Chile-Japan drill Architectonical barriers halve the chances of survival of disabled people and assistants. This fact is part of a case study that offers many other valuable lessons from a joint bi-national drill where GNDR member ONG Inclusiva was tasked to observe and assess the level of inclusion of people with disabilities during evacuation efforts. [Download here the case study2.21 MB] - HFA Success Story - CBM: Disability-Inclusive DRR [Watch on YouTube | 7:01 minutes | English] - ODI interview to Carlos Kaiser and Mave Bastías at Sendai [Watch on YouTube | 5:57 minutes | English] - Latin America: Carlos Kaiser Mansilla, Director Ejecutivo, ONG Inclusiva: عنوان البريد الإلكتروني هذا محمي من روبوتات السبام. يجب عليك تفعيل الجافاسكربت لرؤيته.

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What is rotavirus vaccine?Rotavirus vaccine is a vaccine used to protect against rotavirus infections. Rotavirus is recognized as the most common cause of severe gastroenteritis in infants and young children. The virus enters the body through the mouth. Rotaviruses are shed in high concentration in the stool of infected persons. Transmission is by faecal-oral spread, both through close person-to-person contact and by fomites (such as toys and other environmental surfaces contaminated by stool). Two vaccines are available in the market today. - Human monovalent live attenuated vaccine (Rotarix) - Human bovine pentavalent live vaccine (Rotateq) Rotavirus Immunization scheduleYour baby will get either 2 or 3 doses, depending on which vaccine is used. Doses of rotavirus vaccine are recommended at these ages - First Dose: 2 months of age (after 6weeks) - Second Dose: 4 months of age - Third Dose: 6 months of age (not needed if the previous doses are of pentavalent vaccine)

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Earth Interior or Center Earth is made of four layers, three solids and one liquid molten metal, almost as hot as the surface of the sun. The minerals and gems that are found on the earth are inorganic solids with a peculiar chemical formation and definite crystal structure. Simple molecules, or individual elements arranged in repeating chains, sheets, or three-dimensional arrays are produced from the earth. When molten rock or magma cools or by separating out of mineral-rich water, found in underground caverns, minerals are formed. These mineral particles are small, being formed within confined areas such as lava flows from a volcano or between grains of sediment. In a small hollow rounded rocks, large crystals are found and in other rocks, however, finding these large crystals is nearly rare from the earth interior. The volcanic eruption occurs when pressure on a magma chamber forces magma up through the passage and out the volcano's outlet. The type of volcano eruption depends on the amount of gases and silica (silicon dioxide) in the magma after a magma's chamber is filled. If the silica is real high, then the magma's viscosity (sticky magma or lava) is greater. During volcanic eruption activity, volcanic ash and gases comes out of the volcano which is a deadly combination of steam, sulphur dioxide and carbon dioxide that's included in the gases, the ashes are fragments less than 2mm in size. When ash first erupts, it may be solid or molten. Some gases are toxic and can suffocate people, this factor is very important, because that's what make volcano eruptions violent and extremely dangerous. After an eruption is over, the ash and gases cools, new geological formations are made such as: islands, mountains, and lands. The Earth is known to many as the third planet from the sun and the third largest planet in the Solar System. It is the only planet that has life on it and is home to millions of species and humans. Its diameter is 12,756 kilometers, mass is 5.97 * 10 to the 24th power kilograms, length of day is 24.0 hours, length of year is 365.2 days, distance from the sun is 149.63 * 10 to the 6th power in kilometers, mean temperature is 15 degrees C (59 degrees F) and has one (1) moon. It was formed 4.54 billion years ago and life came on its surface within a billion years. The ecosystem of the Earth has since then altered the atmosphere and the nonliving environment, which consists of, light, temperature, atmospheric gases, and conditions on the planet, making it easier for organisms with oxygen based metabolism, as well as the formation of the ozone layer, together with the Earth's magnetic field, blocks harmful radiation, permitting life on land. Since the forming of the Earth interior where you'll find carbon-based materials such as crystals and other gemstones, diamonds have been forced from within the Earth interior to the outside by volcano eruptions into kimberlite pipes, seabeds: rivers and oceans, and diamond mines throughout the world. Diamonds are made of carbon atoms that are arranged as a cubic crystal with many faces and decorative beauty. This gemstone is second to graphite as the most stable form of carbon. The high distribution of light and its hardness make diamonds useful for industrial applications and jewelry. Their material is of superlative physical qualities making them excellent abrasives because other substances can not scratch them, they can hold a polish extremely well and retain their lustre for a long time. From Earth Interior Back To Beautiful Diamond Go To Home Page

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Imagine plunking your spacecraft down on an asteroid. The gravity would be small. The surface would be uneven. The space rock might be noticeably spinning, complicating your maneuvering. Humans have done it with robotic spacecraft before. The first time was in 2001, when NASA made a stunning landing with the NEAR Shoemaker spacecraft on Eros — using a craft that was not even designed to reach the surface. A new study, however, portrays getting close to these space rocks as perhaps even more hazardous than previously thought. An experiment done aboard a “Vomit-Comet” like airplane, which simulates weightlessness, suggests that dust particles on comets and asteroids may be able to feel changes in their respective positions across far larger distances than on Earth. “We see examples of force-chains everywhere. When you pick an orange from a pile in a supermarket, some come away easily, but others bring the whole lot crashing down. Those weight-bearing oranges are part of a force-chain in the pile,” stated Naomi Murdoch, a researcher at the Higher Institute of Aeronautics and Space (Institut Supérieur de l’Aéronautique et de l’Espace) in Toulouse, France. “One important aspect of such chains is that they give a granular material a ‘memory’ of forces that they have been exposed to. Reversing the direction of a force can effectively break the chain, making the pile less stable.” The Asteroid Experiment Parabolic Flight Experiment (AstEx) experiment was designed by Murdoch, Open University’s Ben Rozitis, and several collaborators from The Open University, the Côte d’Azur Observatory and the University of Maryland. It had a cylinder with glass beads inside of it, as well as a rotating drum at the heart. In 2009, when they were postgraduate students, Murdoch and Rozitis took their contraption on board an Airbus A300, which flew parabolas to simulate microgravity while the aircraft falls from its greatest height. During this time, the inner drum spun up for 10 seconds and then the rotational direction was reversed. What happened was tracked by high-speed cameras. Later, the researchers analyzed the movement of the beads with a particle-tracking program. The researchers found that particles at the edge of the cylinder (the closest analog to low-gravity environments) moved more than those in similar environments on Earth. Those closer to the center, however, were not as greatly affected. “A lander touching down on the surface on one side of a small, rubble-pile asteroid could perhaps cause an avalanche on the other side, by long-range transmission of forces through chains It would, however, depend on the angle and location of the impact, as well as the history of the surface – what kind of memories the regolith holds,” said Murdoch. Check out more details of the experiment in the June 2013 issue of the Monthly Notices of the Royal Astronomical Society. It’s some interesting food for thought as NASA ponders an asteroid retrieval mission that so far has met with skeptical Congress representatives. Source: Royal Astronomical Society

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Which came first, the chicken or the egg? That’s a standard puzzler often offered when people are faced with a problem in causation. But the answer is very simple, as noted by a famous biologist (S. J. Gould): The egg came before the chicken, because birds evolved from reptiles (specifically, certain dinosaurs) and reptiles produce eggs. So, of course, do all the predecessors of reptiles — eggs are just gametes (sex cells) that contain some nutrition for an embryo, in contrast to sperm, which normally contain just genetic material and the internal machinery needed for swimming to meet an egg. Bird eggs, however, differ from those of most reptiles in having a hard shell (a few turtles and crocodilians produce rather hard shells, and so did some dinosaurs, but bird shells are even harder). A hard shell was one invention that greatly facilitated the evolution of living on land and the subsequent radiation of many kinds of birds. The hard shell protects the embryo from predation by invertebrates and microbes, but the hard shell also limits the uptake of water that is needed by the embryo. In compensation for that limitation, the avian egg contains albumen (the egg white), which is composed of water and a little protein. The albumen also serves as a shock absorber if the egg is jostled and an insulator from sudden changes in temperature. Inside the hard, calcified external shell and the layer of albumen lies a membrane that encloses the embryo and its attached yolk sac. The yolk is composed of fats, proteins and water. It provides all the food needed for the growth of the embryo. As the embryo grows, the yolk gets used up and gradually absorbed into the body cavity. The growing embryo produces waste products, of course, as it metabolizes the yolk proteins. Another membrane develops, forming a sac to contain wastes. Vertebrates have three basic options for disposing of nitrogen-containing waste products of metabolism: ammonia, urea, and uric acid. Ammonia is not a good option for terrestrial animals, especially enclosed systems such as eggs, because it would rapidly accumulate to toxic levels. Space is limited inside that hard shell, so there isn’t room to produce water-soluble urea (as mammals do), which can’t be flushed out of the egg and would take up a lot of space. Urea also would upset the embryo’s osmotic balance (of water and larger molecules inside and outside the embryo). Instead, birds (and reptiles) produce uric acid (actually a salt of uric acid), which is not soluble and is deposited by the avian embryo as tiny crystals inside the waste-disposal sac. Production of uric acid costs more energy than producing urea, but it solves the waste-storage problem. The hard shell of a bird egg limits water uptake, requires a self-contained food supply, and prevents external waste disposal, but the embryo is not entirely isolated from the outside environment. Like all vertebrates, the avian embryo needs to breathe: to take in oxygen from the air and get rid of carbon dioxide and water vapor produced by cellular metabolism. To allow this necessary exchange of gases (respiration), the egg shell has pores that allow the gases to move in or out. Tiny blood vessels in the various embryonic membranes link the pathway of gas exchange to the embryo. As the embryo grows, calcium is removed from the inside of the shell and used for growth of the skeleton. So the shell gets thinner and gas exchange increases as the embryo grows and its respiration increases. It ain’t easy, being an egg! Avian eggs are amazingly complex, solving many problems that accompany early development. They come in a wide range of sizes, too, depending on the size of the female bird, how many eggs are laid in each clutch, on the stage of development of the chicks when they hatch, among other factors. Despite a wealth of data on egg size and adult body size, there remains much to be explained about the factors that determine the size of eggs, both in absolute terms and relative to female body size. In the meantime, here are some curious factoids. The biggest bird eggs known to science were as much as thirteen inches long and over three feet in circumference; they housed the developing chicks of the now-extinct elephant bird of Madagascar. The smallest eggs, in absolute terms, may be those of hummingbirds, which are roughly the size of my little fingernail. Everyone probably knows that ostriches lay large eggs; but the bird is very big too, so the size of the egg relative to the female is fairly small. If egg size is assessed relative to size of the mother, it is often said that the record is held by New Zealand brown kiwis. A female brown kiwi produces one egg that can be as much as one quarter of her body weight. (Imagine a female human who weighs a hundred and twenty pounds carrying a fetus weighing thirty pounds!) Female kiwis have to eat enormous amounts of food when that huge egg is developing. But kiwi eggs are so big that, for several days before the egg is laid, there is no room inside the mother for food, so she has to fast for those last few days. However, kiwis are not alone in vying for the record of relative egg size. A wading bird called the crab plover, which lives on the shores of the Arabian Sea and nearby areas, is also reported to lay eggs weighing about a quarter of the body weight. Similarly, certain tropical terns also lay relatively huge eggs. At the other end of the range of egg sizes, some birds, including ostriches, lay relatively very small eggs — as little as one or two percent of their body weight. The biggest penguins are in this category, as are some songbirds. Perhaps the next problem that needed to be solved, as hard-shelled eggs evolved, was where to put them once you had them. All birds are tied to land (or ice) for reproduction, and indeed some only come ashore for that purpose. But how they deal with their eggs varies enormously, and that may be a topic for a future essay. • Mary F. Willson is a retired professor of ecology.

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Drawing is a great way to learn geography! When my oldest son was in Classical Conversation’s Challange A, we drew the whole world together! To make it easier, I created simpler maps for him to draw from and step-by-step instructions to help him see what basic shapes to draw first. (References to Classical Conversations do not constitute or imply endorsement by the company.) I’m sharing these with you and your family to make learning geography easier and more fun. Each area of the world is drawn separately at first. In the end, you’ll put them all together on one complete drawing of the whole world. This package is a combination of all the files from the Drawing to Memorize Geography series. You can learn more about each file or buy them individually here: - Anyone Can Draw Canada (20 pages) - Anyone Can Draw the United States (9 pages) - Anyone Can Draw Central America (10 pages) - Anyone Can Draw South America (16 pages) - Anyone Can Draw Europe (29 pages) - Anyone Can Draw Southwest Asia (25 pages) - Anyone Can Draw North and East (35 pages) - Anyone Can Draw Africa (47 pages) - Anyone Can Draw Oceania and Australia (41 Pages) - Anyone Can Draw Antarctica (11 pages) - Anyone Can Draw the Basic Shapes of the World-(10 pages) putting it all together on one piece of paper, properly sized and spaced. I use a combination of basic shapes (sometimes called blob mapping) and a loose “unit” grid system, so students can scale their maps up and down while maintaining the proportions of the map. For each area, you’ll find maps suitable for tracing, labeling, or studying. Your family may also enjoy coloring these maps to gain familiarity with the geography of the region. Check out the other resources I have for using Cartography to learn Geography. - Step-by-step instructions for how to draw each of the 10 areas, using a combination of basic shapes and generic “units.” - Step-by-step instruction for how to put all the areas together in one world map. - Multiple full-page maps of each area: - Some detailed and some simplified, - Some color and some black and white, - Some including country/city labels and some not. You will receive 11 PDF files, totaling about 250 pages. This file is best printed on 8.5×11 paper. These are PDF files, so you’ll need a PDF Reader to view and print them. Download a free PDF Reader here: https://get.adobe.com/reader/. This is for personal use only- not for commercial use. If you teach in a public or private classroom or homeschool community, you may print as many paper copies as you need for in-class work. Please do not distribute digital copies of these files to students. Each teacher must purchase their own copy of this digital download. This package, like everything at Ridge Light Ranch, is backed by our 100% Satisfaction Guarantee.

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Archaeologists have used high-resolution satellite snapshots to finally piece together a mystery surrounding the ancient people of Peru's famous Nasca region. The mystery centres around a series of carefully built, spiralling holes called puquios, burrowed into the ground in the Nasca Desert of southern Peru. These peculiar formations could not be dated using traditional carbon dating techniques, and the Nasca people didn't leave behind any evidence of when they were first established, so archaeologists have spent centuries trying to figure out their purpose in vain. Now, Rosa Lasaponarac from the Institute of Methodologies for Environmental Analysis in Italy describes how she studied imagery shot from space to plot the distribution of the puquios and how they were related to nearby settlements - settlements that happened to be easier to date. As BBC Future reports, this provides insight into how this network of tunnels and caves was created in Nasca. It's now believed that the primary aim of the puquios were to enable communities to survive in an area continually hit by drought: they were essentially a cutting edge hydraulic system used to retrieve water from aquifers underground. "What is clearly evident today is that the puquio system must have been much more developed than it appears today," said Lasaponara. "Exploiting an inexhaustible water supply throughout the year the puquio system contributed to an intensive agriculture of the valleys in one of the most arid places in the world." Lasaponara adds that "specialised technology" must have been used to construct the puquios. "What is really impressive is the great efforts, organisation and cooperation required for their construction and regular maintenance," she said. "Maintenance was likely based on a collaborative and socially organised system." The spiral-shaped holes work by funnelling wind into underground canals, wind which then forced water from deep subterranean reservoirs to the places it was needed. Any water left over was then stored in surface pools. The construction was of such a high standard that some of the puquios still function today. Building something on this scale would have required a comprehensive understanding of the geology of the region as well as the annual variations in water supply, according to Lasaponara. "The puquios were the most ambitious hydraulic project in the Nasca area and made water available for the whole year, not only for agriculture and irrigation but also for domestic needs," she explained. Lasaponara is publishing her work later this year in a paper called Ancient Nasca World: New Insights from Science and Archaeology.

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1. Mention the characteristic properties of solid. 2. Mention the differences between crystalline solid and amorphous solid. 3. Explain the terms a) anisotropy b) isotropy. Why is crystalline solid anisotropic while amorphous solid isotropic in nature? 4. What makes glass different from quartz? Under what condition quartz is converted to glass? 5. Why are amorphous solids called pseudo solids or super cooled liquids? 6. How are crystalline solids classified on the basis of intermolecular forces? Give two examples of each type and mention their properties. 7. Compare the properties of diamond and graphite on the basis of their structures. 8. Classify the following as ionic, metallic, molecular, covalent, or amorphous. 9. How are molecular solids subdivided further? Give two examples each and mention their properties. 10. Account for the following: a) Glass panes fixed to windows of old buildings becomes slightly thicker at the bottom than at the top. b) NaCl(s) does not conduct electricity but it conducts either in molten state or in aqueous solution. c) Diamond is a non conductor while graphite is a conductor of electricity. d) Diamond is hard while graphite is soft. e) Graphite is a lubricant. f) Ionic solids are hard and brittle. g) MgO and NaCl are ionic solids but MgO has higher melting point than NaCl. h) NaCl exhibit schottky defect and not frenkel defect. 11. Explain the terms a) lattice point b) crystal lattice c) unit cell. 12. What are Bravis lattices? Mention the characteristics of a crystal lattice. 13. Mention the characteristics of a unit cell. Draw a neat diagram of a unit cell and show its parameters. 14. What is the difference between primitive and centered unit cell? 15. Calculate the number of atoms in c) FCC unit cells. 16. Mention the characteristics of seven primitive unit cells and their possible variation as centered unit cells. 17. Name the centered unit cells and position of atoms in each centered unit cell. 18. What do you mean by coordination number? Give the coordination number of atoms in a) one dimensional arrangement of atoms b) square close packing in two dimension. c) hexagonal close packing in two dimension c) hexagonal close packing in three dimension d) cubic close packing or fcc in three dimension e) cation in triangular void. f) cation in tetrahedral void g) cation in cubic void 19. A compound has hexagonal close packing structure. Determine the total number of voids, number of tetrahedral void, and number of octahedral voids in 0.5 mole of this compounds. 20. Calculate the number of octahedral and tetrahedral voids in unit cells of a)SCC b)BCC c)FCC 21. Distinguish between a) octahedral and tetrahedral voids b) Schottky and Frenkel defect. c) Hexagonal closed packing and cubic close packing d) crystal lattice and unit cell. e) para magnetism and ferro magnetism f) hexagonal and monoclinic unit cell g) face centered and end centered unit cell. 22. Calculate the % efficiency of packing in 23. If the radius of octahedral void is r and the radius of atoms in close packing is R, derive the relationship between r and R. 24. What are interstitial defects? Mention its effect on density of a solid. 25. What is the effect of adding a) SrCl2 to NaCl b) CdCl2 to AgCl? 26. Explain the terms with suitable examples a) Stoichiometric and non stoichiometric defects b) F centre c) Metal deficiency defect d) 12-16 and 13-15 compounds 27. What happens when a) NaCl crystal is heated with Na vapors b) ZnO is heated c) Fe3O4 is heated. 28. Explain n type and p type conduction with suitable examples. 29. Classify the following as n type or p type semi conductors. a) Ge doped with In b) B doped with Si. 30. In terms of band theory explain the differences between conductor , insulator, and semi conductor. Draw a neat diagram to show the valence band and conduction band in conductor, insulator and semi conductor. 31. Derive the expression for determining the density of unit cell. Submitted By : Mr. R. Srinivas Vasudevamurthy

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Inheritance:-Inheritance means using the Pre-defined Code This is very Main Feature of OOP With the advantage of Inheritance we can use any code that is previously created. With the help of inheritance we uses the code that is previously defined but always Remember, We are only using that code but not changing that code. With the Advent of inheritance we are able to use pre-defined code and also able to add new code. All the pre-defined code is reside into the form of classes if we want to use that code then we have to inherit or extend that class. The Class that is Pre-defined is called as Base or super Class and the class which uses the Existing Code is known as derived or sub class The Various Types of Inheritance those are provided by C++ are as followings: 1. Single Inheritance 2. Multilevel Inheritance 3. Multiple Inheritance 4. Hierarchical Inheritance 5. Hybrid Inheritance In Inheritance Upper Class whose code we are actually inheriting is known as the Base or Super Class and Class which uses the Code are known as Derived or Sub Class. 1) In Single Inheritance there is only one Super Class and Only one Sub Class Means they have one to one Communication between them 2) In Multilevel Inheritance a Derived class can also inherited by another class Means in this Whena Derived Class again will be inherited by another Class then it creates a Multiple Levels. 3) Multiple Inheritances is that in which a Class inherits the features from two Base Classes When a Derived Class takes Features from two Base Classes. 4) Hierarchical Inheritance is that in which a Base Class has Many Sub Classes or When a Base Class is used or inherited by many Sub Classes. 5) Hybrid Inheritance: - This is a Mixture of two or More Inheritance and in this Inheritance a Code May Contains two or Three types of inheritance in Single Code.

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en

A cleft palate or cleft lip is a birth condition caused by the baby’s mouth parts not joining up during early fetal development. The two halves of the palate or the lip don’t fuse properly, leaving an open space or ‘cleft’. This can occur on one side of the face only (unilateral) or on both sides (bilateral). One in every 600 to 800 babies is affected by cleft lip or cleft palate. The cause is unknown, although it is thought that genetic factors play a role in a small proportion of cases. Surgery can repair most clefts so that the child’s appearance and speech develop normally. How a cleft palate or cleft lip develops Late in the first month of pregnancy, the baby’s mouth develops in two halves, which are growing closer together. Somewhere around the sixth to eighth week of pregnancy, the two halves of the baby’s hard palate fuse (join) together to form the roof of the mouth. Next, the fusing seam travels forward and backward to seal the lips and the uvula (the teardrop-shaped tissue that hangs at the back of the throat). By the tenth week of pregnancy, the mouth is fully formed and the nose has developed its familiar structure and location. In a child with a cleft palate or cleft lip, the two halves of the palate or the lip do not fuse properly. Other areas that may not properly join up include the soft palate, located at the back of the roof of the mouth, and the nostrils. Cleft conditions vary in severity and extent, with variations including: - Cleft lip only - Cleft palate only - Cleft lip and palate - Microform cleft (notch or scar) - Unilateral cleft (one side) - Bilateral cleft (both sides) - Cleft involving the soft and/or hard palate. Causes of cleft palate and cleft lip The causes of cleft palate and cleft lip are unknown, although hereditary factors sometimes play a small role. Around one in three babies born with a cleft palate or a cleft lip may have a relative with the same or similar condition, or an associated chromosomal or genetic condition. A parent who was born with a cleft has a small chance of passing on the condition to their child. Around two thirds of cases occur spontaneously, with no family history or known cause. Current research indicates that the actions or behaviours of the mother or father during pregnancy have no bearing on whether or not the child will develop a cleft palate or lip. Cleft palate and cleft lip – feeding your baby A suckling baby uses its tongue to push the nipple or teat against the roof of its mouth. The muscular motions of the jaw and soft palate at the back of the mouth allow suction to draw the milk. Depending on the location and severity of the cleft, a newborn baby may have difficulties with sucking. A cleft palate or a cleft lip makes it hard for the baby to seal its mouth properly over the nipple or teat. This can prevent the formation of the vacuum necessary to draw milk out of the breast or bottle. It may be necessary to try a variety of different feeding methods before you find the combination that works best for your baby. Swallowing air is likely and babies with a cleft palate or cleft lip need thorough burping. Bottle feeding is often easier for a baby with a cleft palate or cleft lip than breastfeeding, but be guided by your doctor, surgeon or healthcare nurse. A maternal and child health nurse, breastfeeding specialist or another parent of a child with a cleft palate or cleft lip may help you to find a solution. - Try expressing with a breast pump and feeding your baby from a bottle. - Use both breastmilk and bottled formula to make sure your baby is adequately nourished. - Press your baby’s cleft lip against your breast to help seal the mouth when breastfeeding. - Use soft bottles that can be manually squeezed to push milk into your baby’s mouth. There are bottles and teats designed especially for use by babies with cleft conditions. (CleftPALS Victoria can supply these bottles to parents of babies with a cleft palate or cleft lip in Victoria.) - You can use a special supply line that ‘supplement feeds’ your baby by tube while you breastfeed them. - Breastfeeding a baby with a cleft palate is extremely difficult. Try not to be too surprised or upset if breastfeeding isn’t possible. Treatment for cleft lip Cleft lips are often more a cosmetic than a functional concern. Usually, an altered nose is associated with a cleft lip. A cleft lip can be surgically corrected at around three months of age. Treatment for cleft palate Cleft palates have to be surgically repaired before the baby is ready to speak, usually between six months and one year. During the operation, nearby mouth tissue is used to close over the cleft. Some children will require further operations, such as pharyngoplasty, to help seal the mouth from the nasal cavity. Some children born with cleft palates will have speech difficulties after surgery. Speech pathology can help overcome this. Children born with a cleft palate have a greater tendency to develop recurring ear infections, such as ‘glue ear’. This will need ongoing attention from their ear, nose and throat surgeon. Depending on the location and severity of the cleft, other treatments might include: - Follow-up surgery on the hard palate at a later stage - Jawbone realignment prior to surgery, using elastic braces - Bone grafts for the upper jaw at around 10 years of age - Ongoing dental and orthodontic care - Subsequent cosmetic operations – may be necessary as your child matures. Your child may need some or all of these treatments, depending on their condition. However, location and severity are just part of the picture. Treatment needs and success will depend on a range of factors. A severe cleft does not always need complex treatment. Support for parents of children with a cleft palate or cleft lip Having a child with a cleft palate or cleft lip birth condition can be traumatic. Parents need to be supported, particularly in the first few days when feeding is difficult and there are unanswered questions. There are various organisations that offer information and advice. It is important to remember that clefts can be repaired, and children who were born with a cleft palate or cleft lip go on to lead normal, happy lives. CleftPALS Victoria offers support and information for Victorian, Tasmanian and South Australian families, young people and friends of affected children. Volunteers are mostly parents and adults who themselves have had a cleft palate or cleft lip, who understand what you are going through. Regular updates, play dates, family fun days and assistance with ordering feeding equipment are available. Cleftstars, a youth support group run through CleftPALS Victoria, offers young people the opportunity to meet each other and share experiences face-to-face and online. Structured and fun sessions are planned throughout the year, and there is a closely monitored Cleftstars Facebook site. The Medicare Cleft Lip and Cleft Palate Scheme helps families to meet treatment costs for specialised services for cleft lip and cleft palate conditions. Where to get help - CleftPALS Victoria Support Hotline Tel. 0425 784 130 - CleftPALS Victoria Feeding Equipment Hotline Tel. 0425 784 136 - Monash Children's Cleft and Facial Anomalies Unit, Monash Medical Centre Tel. 9594 7740 - Plastic surgeon - Department of Plastic and Maxillofacial Surgery, Royal Children’s Hospital Tel. 9345 6582 - Ear, nose and throat surgeon - Your doctor - Speech pathologist - Clinical geneticist - Medicare Cleft Lip and Cleft Palate Scheme Tel. 132 150 or 1300 652 492 Things to remember - A cleft palate or cleft lip is a birth condition caused by failure of the mouth parts to join up during early fetal development. - The cause is unknown, although genetic factors sometimes play a role. - Surgery can repair most clefts so that appearance and speech develop normally.

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Climate change poses a huge threat to the environment and to society. The poorest, least carbon-intensive regions will be the hardest hit. Humankind needs to start preparing now if it is to adapt to this new environment. The Intergovernmental Panel on Climate Change (IPCC) has prepared an overview of the risks and initial measures to respond to them in section two of its Fifth Assessment Report. There are two main findings in the intergovernmental panel on climate change (ipcc)Body established by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO) in 1988... report1: - The consequences of climate change will be unevenly distributed, varying across regions and over time depending on a number of factors. While the international community has set the target of limiting the global temperature increase to 2°C above preindustrial levels by the end of the century, there is no single approach for reducing risks that is appropriate across all settings2. - Tropical and subtropical countries, which already suffer from lack of access to water, low agricultural productivity and poorly managed urban areas, will be more heavily impacted than industrialized economies. In all countries, the risks will generally be greater for disadvantaged communities, which are already socially, economically and culturally marginalized. This could lead to the appearance of a second layer of inequality among the people of the world. 82 cm: How much sea levels could rise by the end of the century. The IPCC has identified several risk categories that can be attributed more or less directly to climate change and have been the subject of a number of studies. These include: - Sea level rise. Rising sea levels are indisputably the result of global warmingGlobal warming, also called planetary warming or climate change... . Sea levels have been rising since the late 19th century – slowly at first (20 centimeters over the 20th century), then picking up pace as time went on. Sea levels rose three centimeters between 1993 and 2003, and could rise by as much as 82 centimeters on average by the end of the century. A third of this rise can be attributed to thermal expansion as the ocean water warms up. The remaining two thirds are due to melting land ice, particularly Arctic and Antarctic glaciers and ice caps, excluding sea ice3. When added to storms and coastal flooding, this phenomenon poses a threat to Arctic peoples, often highly concentrated communities living around estuaries, and inhabitants of small islands. - Marine and coastal ecosystems. While global warming has an impact on all ecosystems, its consequences are particularly pronounced on marine and coastal ecosystems, where ocean acidification from increased CO2See Carbon Dioxid absorption also comes into play (See Close-Up: "Ocean Acidification: The Downside of Carbon Capture"). As acidification adversely affects coral reefs and the calcification process of many organisms, it potentially poses a threat to the entire food chain. The migration (hydrocarbons)The stage in oil formation when the hydrocarbons are gradually expelled from the source rock and rise to the surface... of species to higher latitudes could also have the notable side effect of reducing fisheries catch potential in abandoned areas. If the planet warms up excessively, carbon stored in the terrestrial biosphere could be released into the atmosphere. - Extreme weather events. The relationship between global warming and extreme weather events, which can be attributed to a number of causes, is not as direct as other consequences. But there is a statistical trend toward higher incidences of these events in some regions. According to data collected by the United Nations Environment Programme (UNEP), for example, occurrences of forest fires, extreme temperatures, droughts, landslides, storms and flooding increased by a factor of 3.6 between 1970 and 2007 in Latin America and the Caribbean. In Europe, heatIn the field of statistical thermodynamics today, heat refers to the transfer of the thermal agitation of the particles making up matter... waves were responsible for nearly 78,000 deaths in the ten years from 1998 to 2009, a number that far exceeds those caused by earthquakes (19,000) and industrial accidents (169). - Forests and other natural carbon sinks. The terrestrial biosphere, which includes peatlands, permafrost (permanently frozen soil) and forest, forms a natural carbon sinkNatural reservoir that captures carbon dioxide and traps it via a chemical or biochemical reactions... . However, as droughts damage forests and warmer temperatures melt high-altitude permafrost, this carbon may be released into the atmosphere. - Water resources. While water resources are projected to increase at high latitudes, renewable surface water and groundwater resources will likely decrease in most dry subtropical regions. At the same time, water quality is expected to decline. Here technology may offer solutions. California, for example, has launched a large-scale program to desalinate water from the Pacific Ocean in response to its historic drought. - Food. Climate change has already negatively impacted wheat and corn yields. The same is true for rice and soy crops, albeit to a lesser extent. Even the quality of the crops may be affected, with a 10% to 14% decrease in the protein content of the grain coupled with an increased likelihood of parasite infestation. Furthermore, global studies have recorded several periods of rapid increases in food and grain prices following extreme weather events in the past. If this were to take place again in the future, the effect on prices would be further compounded by rising global demand. According to the Food and Agriculture Organization of the United Nations (FAO), food production will have to increase by 70% to feed the world's population of some 10 billion people in 2050. The key to achieving this target will be adaptation measures such as improved crop yields. - Large urban populations. Many of the risks of climate change, such as heat stress, extreme precipitation, air pollution and water scarcity, are concentrated in urban areas. These risks are amplified for people lacking basic infrastructure like electricityForm of energy resulting from the movement of charged particles (electrons) through a conductor... , water and health services, or living in poor-quality housing. Urban management systems will therefore be called on to play a key role in counterbalancing the effects of global warming. By 2050, the number of people living in cities is expected to have surged from 3.4 billion today, or half of the global population, to 6.3 billion, with particularly high concentrations in Asia and Africa. - Energy. The lack of water could have a severe impact on hydropower generation. Recent droughts in Brazil, the country's worst in 50 years, led to blackouts and an increase in energy prices. This impact on powerIn physics, power is the amount of energy supplied by a system per unit time. In simpler terms, power can be viewed as energy output... generation shows how climate change could affect countries that depend heavily on hydropower. - Global security. The fastest way to adapt to climate change is often to migrate to richer, more temperate regions, which has led some to predict a rise in "climate refugees" and ethnic conflict. In terms of human health, climate change is likely to exacerbate existing problems. And regarding biodiversityRefers to the natural diversity of living organisms. It can be measured through the study of species, genes and ecosystems. , while only a few recent species extinctions have been attributed to global warming, natural changes in temperature over the past millions of years are known to have always caused significant species extinctions.

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CC-MAIN-2020-34

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en

Measles, also known as rubeola, is a viral illness. It's characterized by a distinct rash and a fever. Measles is very contagious. It is usually spread through direct contact with droplets from coughs or sneezes from a person with measles. Although not as common, it can be spread by droplets in the air. The symptoms of measles occur about 8 to 12 days after coming in contact with a person with the virus. Measles usually begin with cold like symptoms. Symptoms may include: Inflammation and redness of covering of the eye (conjunctivitis) Tiny white spots inside the mouth (Koplik spots) Within another few days, a red rash appears. It usually starts on the face and then spreads to the rest of the body. Once the rash appears, the fever may get muchhigher. This rash fades after 4 to 7 days as symptoms subside. The symptoms of measles may look like other medical conditions. Always consult your health care provider for a diagnosis. Your child's health care provider will figure out the best treatment based on: How old your child is His or her overall health and medical history How sick he or she is How well your child can handle specific medications, procedures, or therapies How long the condition is expected to last Your opinion or preference Vitamin A is used to treat measles in children. It lessens the chance of serious complications and death. Other treatment includes: Staying away from other people Medication for fever Antibiotic medication for bacterial infections that develop Most people recover with no lasting effects. But measles can lead to serious complications or even death. Complications of measles include the following: Middle ear infection Infection of the airway and lungs (pneumonia) Infection of the upper airway with trouble breathing and cough (croup) Infection of the brain (encephalitis) The measles vaccine is part of the routine immunizations recommended for children. Children should be vaccinated for measles with 2 doses: First dose at 12 to 15 months of age Second dose at 4 to 6 years of age For people who have not been vaccinated, vaccination up to 3 days after exposure to measles may prevent the disease. People who have had the measles are immune for life. However, if you work in education, or health care, or are planning international travel, you may want to be vaccinated to boost your immunity. Call your child's health care provider right away if you suspect measles. Get emergency care if your child has: A fever higher than 105°F (40.5°C) A severe headache Confusion or clumsiness The following related clinical trials and research studies are currently seeking participants at Massachusetts General Hospital. Search for clinical trials and studies in another area of interest. Mass General ensures that our patients receive the highest quality and safest care possible. Learn about our performance, our improvement goals and how we compare to other institutions.

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CC-MAIN-2015-27

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Ever wonder how snakes evolved to live without legs? A fascinating new study from the University of Edinburgh explains. Snakes may be creepy, but they are also a poignant example of the power of evolution. According to a report from UPI, a groundbreaking new study may have figured out why snakes ditched their arms and legs in the first place. Researchers from the University of Edinburgh in Scotland have compared modern snake skulls with fossilized samples as old as 90 million years to try and figure out what could have precipitated the shift towards a limbless body. They think that it may have had something to do with snakes’ penchant for burrowing underground. The researchers used CT scans to examine the inner ear cavity of a fossilized species called Dinilysia patagonica. They found that the ancient snake’s ear canal was strikingly similar to modern snake species that spend the majority of their time burrowing underground. According to the study’s lead researcher Dr. Honguy Yi from the University of Edinburgh’s School of Geosciences, the discovery may be the first real hint into how snakes began evolving to live without arms and legs. The inner ear can tell scientists a large number of things about the way the snake interacted with its environment, and it is usually well preserved in skull fossils across the epochs. An earlier Yale study this year offered strong evidence that snakes had evolved on land, and not in the water as researchers once believed. Scientists think that the most recent common ancestor for all living snakes was a serpent-like creature with tiny rear limbs that lived 128 million years ago. A press release from the University of Edinburgh describing the details of the study can be found here.

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The post-emancipation period known as Reconstruction (1865-1877) marked an era of great hope, uncertainty, and struggle for the nation as a whole. Formerly enslaved people immediately sought to reunify families, establish schools, run for political office, push radical legislation and even sue slaveholders for compensation. Given the 200+ years of enslavement, such changes were nothing short of amazing. Not even a generation out of slavery, African Americans were inspired and empowered to transform their lives and their country. Juneteenth marks our country’s second independence day. Although it has long celebrated in the African American community, this monumental event remains largely unknown to most Americans. The historical legacy of Juneteenth shows the value of never giving up hope in uncertain times. The National Museum of African American History and Culture is a community space where this spirit of hope lives on. A place where historical events like Juneteenth are shared and new stories with equal urgency are told.

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Standards (see Appendix A): Unifying Concepts: Evidence, Models, and Explanation: Size and Scale. Students will understand that just as objects on Earth appear to get smaller the further they are away from the observer; the same is true of the sky. In addition students learn that although increasing magnification increases the apparent size of an object in an image, it does not affect the object’s size relative to other objects. Students are introduced to the concept of angular size to measure distances in the sky. To ensure that an intended target will actually fit in the space available on a CCD chip, the astronomer must understand the apparent size of the target as measured by its angular size in arcminutes or degrees and the field of view available from the telescope/CCD system. Before students are able to understand angular size they may need to review the concept of apparent size. This activity reinforces what students already know about distance and apparent size. Later, once students have developed an understanding of measuring angular size and the telescope/CCD system, they will learn how to calculate the field of view available from any combination of system components. This activity is a short investigation that introduces the first step in the process by guiding students through an exploration of apparent size. Students combine an image of the moon with an image of Jupiter to discover that a crater on the moon seems to be the same size as Jupiter. Students repeat this procedure with another pair of images taken at greater magnification. They find that in spite of the increased magnification, the moon crater and Jupiter again have the same apparent size relative to one another. Knowing from other resource material that Jupiter is much larger than the entire moon, they must rule out possible causes for the results. In the end they are led to the conclusion that even though the two objects are actually different sizes, they appear to be the same size because of their distances from Earth. At the close of this activity students are introduced to the concept of angular size as a different way of measuring distances in the night sky. Even though students are familiar with the idea that objects appear much smaller as the distance between the observer and the object increases, many have difficulty applying what they know to the night sky. Angular size is the angle created by lines extending from either side of the object to the observer. Angular size changes when the distance between the object and the observer changes. (In terms of the night sky, most objects are so far away that changes in distance are inconsequential. However, the apparent size of solar system objects changes measurably depending on the relative positions of the Earth and the solar system object.) The apparent size of objects in the sky can be easily measured in terms of the angular size of the object. This gives astronomers an easy way to compare apparent sizes of objects in the sky though it tells them nothing about their actual size. Because it is easy to imagine all the celestial objects to be on the vast dome of the night sky, it is convenient to measure their sizes using angle measurements. We are most familiar with degrees of angles but smaller measurements are much more useful. 1 degree = 60 arcminutes 1 arcminute = 60 arcseconds 1 arcsecond = 1/3600 of a degree In astronomy angular size is the measure in degrees, arcminutes and/or arcseconds that an object occupies in the sky. It is a measure of the apparent size of objects Time: 45 minutes should be sufficient for introduction, investigation and discussion. If your students have access to basic resource materials at home, consider assigning the first question of the Student Page as homework. Although this saves only a small amount of time, it does provide students with additional time to consider what they already know about the apparent size of objects and the actual sizes of the moon and Jupiter. Depending upon the time available, the worksheet conclusions can be completed as homework and discussed the following day. 1. As a quick introduction to angular size, have students go outside. Standing close to a tree, instruct them to identify the angular size of the tree by holding their hands/arms out in front of them so that one hand points to the base of the tree and one hand points to the top. Have them repeat this procedure at increasing distances from the tree. Explain that they have just made an angular size measurement of the tree. What happens to the angular size of the tree as you move away from the tree? Remind students that the actual size of the tree has not changed. 2. You may want the students to estimate the angular measure to reinforce the fact that angular size is measured in degrees. A protractor can be used to measure this angle. 3. Review with students how to access the images for this investigation. If your students are less familiar with HOU-IP software, take time to go over the instructions and familiarize them with the tools used. 4. Give students time to work through the activity instructions. Remind students describe what they see first before drawing conclusions. 5. First, take time to be sure everyone understands what they did and what it demonstrates. It is equally important that students are aware of what this investigation does NOT prove. Just because something appears larger on an image does not mean that it is larger. 6. Regarding, question 6, students should be able to identify the fact that if the images had been taken with different telescopes that they might be different magnifications. 7. Once you have established that good evidence exists that Jupiter is actually bigger than the moon you can introduce the term apparent size. You may provide students with the definition or allow them to generate one on their own. 9. Next ask: Why might astronomers want to know the apparent size of an object in the sky? For the purposes of this unit, the primary reason is that if you want to image a particular object then you need to be able to match the size of the object with the field of view of your telescope/CCD system. 10. Ask students to suggest ways that astronomers could communicate the sizes of different objects before introducing them to angular size. Explain that because we describe the night sky as a large dome, it is convenient to measure the size of an object by the amount of space it occupies on the dome. Angles are convenient ways to measure this dimension.. The Bigger Challenge - This extension is provided as a challenge for students that move quickly through the main part of this investigation. The image is an addition of three separate images: Saturn, Jupiter and the Ring Nebula. All three were taken with the same telescope/CCD and are another demonstration of apparent size. In this case, the Ring Nebula is the most distant object (2,300 light years away). The Ring Nebula appears to be larger than Saturn and Jupiter. So, the Ring Nebula must be huge since Jupiter and Saturn are always less than two light hours from Earth. The challenge to students will be to see if they can uncover the three components of the combined image. If students are not familiar with the Ring Nebula, refer them to the Hubble Space Telescope web site listed below. Once they have determined the identity of each object, encourage them to find the estimated actual size of each. Web site resources – Evaluation/Assessment: Given any two celestial objects, their distances and actual sizes, students should be able to predict which will have the larger angular size. Show students an image of an eclipse. Ask them to write a sentence describing why a total eclipse of the sun is possible. They should be able to apply the vocabulary of angular and apparent size. You can find nice solar eclipse images at www.holeinthesky.com/ 99contest.htm View a beginners guide to solar eclipses. This site includes a photo gallery link under “Solar Eclipse Observing and Photography.” http://www.mreclipse.com/Special/SEprimer.html

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CC-MAIN-2015-22

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The timing of recurring life cycle events for plants and animals, like flowering and migration, are largely determined by cues organisms take from the climate. Scientists who study phenology, or the timing of these natural events, are interested in how climate change, particularly rising global temperatures and unpredictable transitions between seasons, will influence the timing of phenological events. For example, what can we expect to happen to the migration timing of birds, the mating season for animals, or the flowering times in plants? Further, how might abiotic seasonal changes like melt dates for lakes and rivers respond to climate change? To answer these questions, scientists turn to long-term datasets to examine whether shifts in phenological events are occurring over extended periods of time. Long-term datasets are extremely useful because scientists can examine average trends in timing shifts over periods of decades and often in different regions. Citizen science has played a major role in curating many of these datasets. Citizen science is essentially research conducted by “crowdsourcing” – individuals collect data and contribute to a large dataset that can then be analyzed to address scientific questions. Phenology data is easy to collect and involves observations that we make every day, but hardly ever record. Technology makes it extremely easy to record, aggregate, and store citizen science data online for future use. In this lesson we will use a few of these datasets to go through the scientific process of forming and testing hypotheses using real data. Students will be able to examine changes in phenology over 30+ year timespans, and address the scientific question, “Do we see evidence for climate change in the phenology of plants and animals?” We will also discuss how students as a class can start curating their own long-term phenological datasets by observing organisms in your schoolyard or BEST Plots! At the conclusion of the lesson, students will be able to: - Define phenology and give examples in plants and animals - Graph phenology data - Interpret results from a graph - Make claims about organismal responses to climate change - Identify locations where they can submit citizen science data they collect - Lesson Plan - Phenology and Climate Change PowerPoint - Student Worksheet - Climate Basics Article - Springing Forward Article - NY Times Article on eBird Lesson plan written and created by GK-12 Fellows Liz Schultheis and Dustin Kincaid, 2012

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CC-MAIN-2021-39

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For minutes after the violent shaking of an earthquake, the ground continues to rock imperceptibly. Seismologists are unclear about the cause of this so-called seismic coda, but the 9 April PRL presents new evidence that may resolve the question. While some seismologists assume that the coda comes from waves that scatter only once before reaching the surface, the authors found evidence that the vibrations reflect many times within the Earth before being detected. They used an array of seismometers that could distinguish several types of shaking and showed that energy is divided equally among them, as theory predicts for multiply scattered waves. The seismic coda is an indistinct, broad-band reverberation, says Richard Weaver of the University of Illinois in Urbana. Modulated to the range of human hearing, it sounds “a little bit like clapping your hands in the bathroom,” or perhaps in a cathedral, where the echos of consecutive claps overlap. Seismologists’ computer models of codas usually assume that the vibrational waves radiating from an earthquake’s epicenter scatter only once before being detected. While some physicists and engineers hypothesized that the coda comes from waves that scatter many times, they hadn’t proven it directly, so Weaver’s collaborators set out to do that. There are three types of seismic waves: surface waves, which travel along the surface; longitudinal waves, which move through the Earth like sound waves; and shear waves, where the shaking is “sideways” as the waves travel forward through the Earth. If the Earth acts as a highly scattering medium for these waves–as frosted glass does for light waves–the vibrations should quickly become randomized, and the energy of an earthquake should rapidly be distributed equally among all three types. This “equipartition” should hold even though most earthquakes initially put most of their energy into only one type of wave. Weaver and his collaborators, led by Bart van Tiggelen and Michel Campillo of the Joseph Fourier University in Grenoble, France, analyzed data from 11 earthquakes near Chilpancingo, Mexico, recorded by the National Autonomous University of Mexico. A four-seismometer array allowed the researchers to discriminate among different types of motion in a way that would not be possible with a single seismometer. They measured the energy from each type of shaking and compared the results with their theory. The agreement was qualitative–better for some parameters than for others. Weaver attributes some of the discrepancies to local inhomogeneities in the Earth at the seismometer site. The results suggest that the behavior of a seismic coda does not depend very much upon the details of the specific earthquake. Such a general result is “the sort of thing physicists really love,” says Weaver. Although he doesn’t doubt that codas come from multiply scattered waves, George Papanicolaou of Stanford University says that the theory in the paper does not account for enough details of wave propagation through the Earth, and he thinks more data are needed to justify its conclusions. But Joseph Turner of the University of Nebraska, Lincoln, says the simplified treatment was justified by the assumption of multiple scattering. “For me, this really settles the issue.” van Tiggelen adds that researchers should now be better equipped to learn about the Earth’s crust. “The shaking time is different in California than it is in Chicago,” he says. “We want to know why.”

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HYPERTEXT is a new way to present information by way of a computer. Unlike a regular text document - let's say a book - hypertext allows the reader to weave in and out of topics, as well as to connect to other sources which may be relevant. With hypertext, you don't have to read a document from front to back, as you normally would in a book. As you read something that seems interesting, you may wish to explore it further. Hypertext allows you to click onto a word or a phrase, and the computer then zaps you over to that bit of information you were looking for. Here's an example: Let's say you're reading a hypertext on the battle of Gettysburg and you come across a section noting the many famous Americans fought there. By clicking onto the word Americans, the hypertext will lead you to some of the people you might be curious about, such as James Longstreet, George Pickett or Abner Doubleday. If Doubleday struck your fancy, you could click on him and learn what he did during the battle. This new text may also mention that he was the mythic inventor of baseball. The Gettysburg hypertext may not have much information on this aspect of his life, but clicking onto the word baseball in his Gettysburg bio could connect you to a baseball computer archive in Cooperstown, Ohio, which would have all the hypertexted information you'd ever need on the subject.

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Hearing LossPage address: http://www.mnsu.edu/access/faculty/students/hearing-loss.html Working with a Student who is Deaf So now that you've received our letter, you are probably thinking, "A student who is deaf? What do I do now?" The answer is easy, nothing special. You only need to be aware of a few facts and to take extra time in your preparations for class. The causes and degrees of hearing loss vary across the Deaf and Hard of Hearing (HOH) community, as do methods of communication and attitudes toward deafness. Given the close relationship between oral language and hearing, students with hearing loss might also have speech impairments. One's age at the time of loss determines whether one is prelingually deaf (hearing loss before oral language acquisition) or adventitiously deaf (normal hearing during language acquisition). Those born deaf or who become deaf as very young children might have more limited speech development. Because the basic form of communication of the deaf community is sign language, many persons who are deaf have not mastered the grammatical fine points of their "second" language—English. This certainly does not indicate a lack of intelligence. Most individuals who are deaf do learn English usage, but they may find it easier to communicate in their native language. - The inability to hear does not affect an individual's native intelligence or the physical ability to produce sounds. - Some students who are deaf are skilled lip readers, but many are not. Many speech sounds have identical mouth movements, which can make lip reading particularly difficult. For example, "p", "b", and "m" look exactly alike on the lips and many sounds (vowels, for example) are produced without using clearly differentiated lip movements. - Make sure you have the attention of a student who is deaf before speaking. A light touch on the shoulder, a wave or other visual signal will help. - Look directly at a person with a hearing loss during a conversation, even when an interpreter is present. Speak clearly, without shouting. If you have problems being understood, rephrase your thoughts. Writing is a food way to clarify. - Make sure that your face is clearly visible. Keep your hands away from your face and mouth while speaking. Sitting with your back to a window, chewing gum, cigarette smoking, pencil biting and similar obstructions of the lips can also interfere with the effectiveness of communication. - Common accommodations for students are deaf or hard of hearing include sign language or oral interpreters, assistive listening devices, TTY's volume control telephones, signaling devices (e.g. a flashing light of alert individuals to a door knock or ringing telephone), priority registration, early syllabus, note takers and captions for films and videos. - Maintain eye contact. If you turn away from a person who is deaf, hold your conversation until eye contact is re-established. - Use facial expressions and gestures, to help clarify your message. Pointing to appropriate objects or using visual aids can also be very helpful. - If you are in a group situation, only one person should be talking at a time. Modes of Communication Not all students who are deaf are fluent users of all the communication modes used across the deaf community, just as users of spoken language are not fluent in all oral languages. For example, not all students who are deaf lip read; many use sign language, but there are several types of sign language systems. American Sign Language (ASL) is a natural,visual language having its own syntax and grammatical structure. The following strategies are suggested in order to enhance the accessibility of course instruction, materials and activities. They are general strategies designed to support individualized reasonable accommodations. - Circular seating arrangements offer students who are deaf/HOH the best advantage for seeing all class participants. - When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters. - When appropriate, ask for a hearing volunteer to team up with a deaf student for in-class assignments. - If possible, provide transcripts of audio information. - Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter. - If there is a break in class, get the attention of the student who is deaf before resuming class. - Because visual information is a primary means of receiving information for this population, films, overheads, diagrams and other visual aids are useful instructional tools. - Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time. - When in doubt about how to assist the student, ask him or her. - Allow the student the same anonymity as other students (i.e.avoid pointing out the student or the alternative arrangements to the rest of the class). Guidelines for Working with Interpreters Interpreters are bound by the code of ethics developed by the National Registry of Interpreters for the Deaf, which specifies that interpreters are to serve as communication intermediaries who are not otherwise involved. Thus, when an interpreter is present, speak directly to the person who is deaf rather than to the interpreter and avoid using phrases such as "tell them" or "ask her". - Relax and talk normally, noting that there may be a lag time between the spoken message and the interpretation. Interpreters listen for concepts and ideas (not just words) to render an accurate interpretation. - When referring to objects or written information, allow time for the transition to take place. Replace terms such as "here" and "there" with more specific terms, such as "on second line" and "in the left corner". - Be aware of the fact that the student who is deaf cannot read or write at the same time that the instructor is talking, since their eyes cannot be watching the interpreter and looking down at the paper or book. - Reminder: If videos are shown, they must be closed-captioned. Interpreting a video is a major challenge to both the interpreter and student.

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A new study by François Xavier Passelegue, a scientist at ENAC's Laboratory of Experimental Rock Mechanics (LEMR), has provided new insights into the origins of earthquakes, showing that the speed and intensity with which seismic waves cultivate after a quake depend mainly on forces taking place deep inside the rocks along a fault line. "We know that rupture speeds can vary from a few millimeters per second to a few kilometers per second once nucleation occurs [the process by which a slip expands exponentially]. But we don't know why some ruptures propagate very slowly and others move quickly," said Passelegue. "However, that's important to know because the faster the propagation, the quicker the energy that accumulates along the fault is released." Passelegue developed an experimental fault with the same pressure conditions and temperature as an actual fault running 8 km (5 miles) deep. Sensors were installed along the fault to determine the factors causing slow versus fast propagation. "There are lots of hypotheses out there-- most scientists think it's related to the kind of rock. They believe that limestone and clay tend to result in slow propagation, whereas harder rocks like granite are conducive to fast propagation." For his study, Passelegue's model uses a complex rock, similar to granite. He was able to duplicate different types of slip, and he discovered that "the difference isn't necessarily due to the properties of the surrounding rock. A single fault can demonstrate all kinds of seismic mechanisms." Scaling relation between the different modes of slip. Image credit: Passelegue, et al. The experiments showed that the amount of energy discharged during a slip, and the length of time over which it is emitted, depend on the initial strain exerted along the effort. By applying forces of various magnitudes, he found that higher strains triggered quicker ruptures, while lower strains triggered slower ruptures. "We believe that what we observed in the lab would apply under real-world conditions too," he said. "François is one of the first scientists to measure rupture speeds in rocks under the same temperature and pressure conditions that you find out in nature," said LEMR head Marie Violay. "He developed a way to model the mechanisms physically-- something that had never been done before. And he showed that all earthquakes follow the same laws of physics." However, Passelegue warned that his model cannot be used to identify when or where an earthquake will happen. "We can identify how much strain there needs to be to cause a rupture, but since we don't know how much a fault is 'loaded up' with energy deep underground, we can't predict the rupture speed." "Most people think that faults that have been stable for a long time will never cause a serious earthquake. But we found that any kind of fault can trigger many different types of seismic events. That means a seemingly benign fault could suddenly rupture, resulting in a fast and dangerous wave propagation." "Initial effective stress controls the nature of earthquakes" - Passelegue, F. X. et al. - Nature Communications - https://doi.org/10.1038/s41467-020-18937-0 Modern geophysics highlights that the slip behavior response of faults is variable in space and time and can result in slow or fast ruptures. However, the origin of this variation of the rupture velocity in nature as well as the physics behind it is still debated. Here, we first highlight how the different types of fault slip observed in nature appear to stem from the same physical mechanism. Second, we reproduce at the scale of the laboratory the complete spectrum of rupture velocities observed in nature. Our results show that the rupture velocity can range from a few millimeters to kilometers per second, depending on the available energy at the onset of slip, in agreement with theoretical predictions. This combined set of observations bring a new explanation of the dominance of slow rupture fronts in the shallow part of the crust or in areas suspected to present large fluid pressure. Featured image credit: CC0 Public Domain

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All parents of children with hearing implants want their child to be able to listen and talk, but communication is so much more than that. Communication is social in nature and allows people to share thoughts and beliefs, resolve conflicts and misunderstandings, collaborate to create new ideas, and understand different perspectives. When children are young, it’s difficult for them to know what another person is thinking and feeling – the content of our minds is not visible. As children get older, however, their social intelligence improves and they learn how to interpret and predict the contents of someone else’s mind. This concept is referred to as Theory of Mind: the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself, and to others, and to understand that others have beliefs, desires, intentions, and perspectives that are different from our own. Children that have a well-developed Theory of Mind understand that others can have beliefs that are different from their own, and that those beliefs can be wrong. For example, Chris thinks Jason is worried about the rain. Chris has a theory about the contents of Jason’s mind, and it may impact the way that he interacts with his friend. In fact, he may even choose to share his umbrella. Children begin developing a Theory of Mind at birth, and it’s critical to developing empathy, taking perspectives, understanding moral rules, developing literacy skills, and building strong friendships. Many children with hearing loss exhibit delays in Theory of Mind for a variety of reasons. - They may have trouble overhearing conversations, so they could have fewer opportunities to hear two people sharing their perspectives, feelings and beliefs. For example, a toddler with typical hearing may overhear his mom telling his dad how frustrating traffic was on her drive home from work. A child with hearing loss may not overhear this exchange, and would have fewer opportunities to understand how mom thinks and feels. - Children with hearing loss often have delayed language which impacts their ability to understand complex social situations. Language about another person’s feelings and thoughts can be complex , and children with language delays may have trouble holding and processing this much auditory information in their brain at once. - Many parents speak differently to a child with hearing loss than a child with normal hearing. For example, many parents input more concrete vocabulary (i.e. zebra, apple, puzzle) and avoid abstract mental state words (these are words about feelings and thoughts i.e. frustrated, surprised, disappointed) (Morgan & Meristo 2014). This is often in an effort to make the language easier and more accessible to the child with hearing loss, but it limits their exposure to these mental state words, which limits their abilities to understand how others may feel. Fortunately, there are many things you can do at home to limit the possibility of having a delay in Theory of Mind development. - Let children hear your thoughts! Exposing your child to the inner workings of your mind shows them that different people have different perspectives. For example, you could say: - I thought I left my keys on the counter, but they’re not here. I wonder where they are? I’m worried I’ll be late if I don’t find them soon! - I wanted a burger with pickles, but they didn’t put any pickles on it. That’s so disappointing. I wonder if they ran out? I’m going to go inside and ask if they have more. - Your brother is coming home from school soon, what do you think he’ll want to play with? Should we get out his favorite toy? - Participate in “elaborative reminiscing” in which parents elaborately talk about past events that have happened to the child using a variety of mental state words. Talking about past events allows children to see that event from another person’s perspective and provides more opportunities to use abstract vocabulary - Remember when we went to the zoo last week? You loved the monkeys! They made you laugh! I liked the hippo the best, not the monkeys. Remember when you were scared of the big tiger, how did he make you feel? I could see you were worried. (Taumoepeau & Reese 2013) - Children can use pretend play schemes to imagine themselves in another person’s shoes, giving them practice at building their Theory of Mind skills. For example, a child and caregiver could pretend to be a doctor and put a Band-Aid on a teddy bear. - Oh no, bear feels sad because he scraped his knee. I’m the doctor and I can make him feel better. I’m going to put a Band-Aid on his knee and kiss it. He’s not scared of going to the doctor anymore. - Incorporate more mental-state vocabulary into the books you’re reading. For example, while reading “Sam I Am”, you could say, - Sam does not like green eggs. I think he wants to eat something else. What are some foods you don’t like to eat? Do you think he’ll eat them in the house? What about on the boat? Liked this post on mastering reading and writing skills? Subscribe To The MED-EL Blog Want to make sure you get all the latest articles from the MED-EL Blog? Subscribe now!

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Making an three-dimensional atom can be an interesting and educational project for a child. A 3D atom model gives him a better idea of what atoms look like and how they work. For an added educational effect, have him write a short paper about the type of atom he creates. Choosing an Atom There are many different atoms you can chose from when starting your 3D atom project. Some atoms have more components than others do. If your child has a short attention span, use an atom with very few components so the project is easier for her to finish. For example, hydrogen is the smallest atom in existence and you can create a 3D model of one without much trouble. As the atoms increase in atomic weight, the more components the atom has. The three physically solid components of an atom are protons, neutrons and electrons. You can use a wide range of materials to make the different atom components. Children might enjoy using marshmallows for the different components of the atom, but almost anything that you can puncture will work. For example, you can use foam balls, clay or cotton balls. Use items with a spherical shape for accuracy since the components of an atom are spheres. Your child needs to be able to identify the different components of the atom. When you use identical materials to create the different components of the atom, it can be difficult for him to determine what part is what. You can use multicolored materials (for example, multicolored clay for each component or you can color the materials yourself. If you use marshmallows for the components of the atom, you can dip them in a water and food dye mixture to give them color. If coloring the materials isn’t an option, use labels to help identify each component. The nucleus of the atom is one large mass of neutrons and protons. You can use glue or popsicle sticks to hold the nucleus together. The electrons orbit the nucleus, so you need some long wire to stick into the sides of the nucleus that will hold the electrons at a distance. You can use old wire hangers to connect the electrons to the nucleus or you can use lengths of coiled wire. The wire should be strong enough to hold the electrons in place without bending. - Ignacio Lopez/Demand Media

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Every day, modern society creates more than a billion gigabytes of new data. To store all this data, it is increasingly important that each single bit occupies as little space as possible. A team of scientists at the Kavli Institute of Nanoscience at Delft University managed to bring this reduction to the ultimate limit: they built a memory of 1 kilobyte (8,000 bits), where each bit is represented by the position of one single chlorine atom. “In theory, this storage density would allow all books ever created by humans to be written on a single post stamp”, says lead-scientist Sander Otte. They reached a storage density of 500 Terabits per square inch (Tbpsi), 500 times better than the best commercial hard disk currently available. His team reports on this memory in Nature Nanotechnology on Monday July 18. In 1959, physicist Richard Feynman challenged his colleagues to engineer the world at the smallest possible scale. In his famous lecture There’s Plenty of Room at the Bottom, he speculated that if we had a platform allowing us to arrange individual atoms in an exact orderly pattern, it would be possible to store one piece of information per atom. To honor the visionary Feynman, Otte and his team now coded a section of Feynman’s lecture on an area 100 nanometers wide. The team used a scanning tunneling microscope (STM), in which a sharp needle probes the atoms of a surface, one by one. With these probes scientists cannot only see the atoms but they can also use them to push the atoms around. “You could compare it to a sliding puzzle”, Otte explains. “Every bit consists of two positions on a surface of copper atoms, and one chlorine atom that we can slide back and forth between these two positions. If the chlorine atom is in the top position, there is a hole beneath it — we call this a 1. If the hole is in the top position and the chlorine atom is therefore on the bottom, then the bit is a 0.” Because the chlorine atoms are surrounded by other chlorine atoms, except near the holes, they keep each other in place. That is why this method with holes is much more stable than methods with loose atoms and more suitable for data storage. The researchers from Delft organized their memory in blocks of 8 bytes (64 bits). Each block has a marker, made of the same type of ‘holes’ as the raster of chlorine atoms. Inspired by the pixelated square barcodes (QR codes) often used to scan tickets for airplanes and concerts, these markers work like miniature QR codes that carry information about the precise location of the block on the copper layer. The code will also indicate if a block is damaged, for instance due to some local contaminant or an error in the surface. This allows the memory to be scaled up easily to very big sizes, even if the copper surface is not entirely perfect. The new approach offers excellent prospects in terms of stability and scalability. Still, this type of memory should not be expected in datacenters soon. Otte: “In its current form the memory can operate only in very clean vacuum conditions and at liquid nitrogen temperature (77 K), so the actual storage of data on an atomic scale is still some way off. But through this achievement we have certainly come a big step closer”. This research was made possible through support from the Netherlands Organisation for Scientific Research (NOW/FOM). Scientists of the International Iberian Nanotechnology Laboratory (INL) in Portugal performed calculations on the behavior of the chlorine atoms.

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How to Answer Literary Questions. How to Begin Answering Literary Questions. Identify what the question is specifically asking you to prove with textual evidence. Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. How to Answer Literary Questions PROVIDE TEXTUAL EVIDENCE Select apt words and phrases that prove the answer. Single words or groups of 3-5 words woven into your own writing are more powerful than using longer quotes that would result in writing that is more the text’s author’s than your own. Weave the chosen apt words and phrases into sentences that are original, meaning most of the words are yours and not the text’s author’s. Introduce the chosen apt words/phrases with your own words. One good way to do this is to begin your sentence by referring to a specific event in the story or text. Ex. When the scorpion bites Coyotito, “….” After the scorpion bites Coyotito, “….” Ellipses are to be used when you omit a word or words of an author’s that you are quoting. Use 3 dots (…) for words omitted in the middle of an author’s sentence. Use 4 dots (….”) for words omitted at the end of an author’s sentence. Using Brackets [ ] Use brackets [ ] around words and endings and beginnings of words to indicate that you have changed the author’s words to write your sentences grammatically correctly, being certain to always write about literature in present tense. To change a letter from a capital to a lower case or from lower case to a capital, put brackets around only the one letter. Ex. Change [t]he to [T]he To change an entire word to conform to present tense, put brackets around the entire word. Ex. Change did to [does] To change an ending of a word to conform to present tense, put brackets around only the ending. Ex. Prepared to prepare[s] In “A Horse for Matthew,” what do Matthew and Sundance have in common? Explain your answer and support it with evidence from the selection. In “A Horse for Matthew,” Matthew and Sundance both share tragic pasts with ironic parallels. Matthew is injured by his horse, to the point that “[h]e won’t even go near a horse,” while Sundance, “mistreated” by former caretakers, “bolt[s] madly” at the “mere sight of a rope” when anyone attempts to “get close to her.” It is their common previous devastating experiences that bring them together, at first, Matthew “as apprehensive of [Sundance] as she of him,” until, finally, the horse-injured Matthew “treats…the wounds” of the human-injured Sundance. What did the author of “Hello, Old Paint” learn from her experience? Explain your answer and support it with evidence from the selection. The author of “Hello, Old Paint” learns two lessons, one superficial yet practical, the other deeper with emotionally satisfying effects. On the surface, the reader easily sees that the author learns that doing business with strangers can result in repercussions as the “check bounc[es],” marked “Insufficient funds” for the sale of two animals, a sale that she begins to “[regret] almost as soon as the sale is made.” On a deeper level, the reader must surmise that the author learns the meaning of friendship, whether between humans or between humans and animals, that friendships are not “just meant to end” but rather that “friendships take work” to keep them from “[fading]” as hers with Billy and Cricket and Sassy almost does had not she learned to work at nourishing those relationships. How is the bond between humans and animals important between “A Horse for Matthew” and “Hello, Old Paint”? Support your answer with evidence from both selections. The common bonds of friendship between humans and animals in both “A Horse for Matthew” and “Hello, Old Paint” are ones that cannot be created nor maintained without nurturing. At first, Matthew keeps a safe distance from Sundance, but gradually begins to understand and empathize with her, “lingering behind, closely studying” her, eventually “treat[ing]” her “wounds,” thereby, each gaining the other’s friendship through much effort. Similarlarly, the author of “Hello, Old Paint” at first regards Cricket and Sassy as “friendships…meant to end,” as she regretfully sells them, but comes to realize, through her friendship with Billy, though “fading,” that “[f]riendships take work” and are not meant to “fade.” In “The Snob,” which character do you think is the snob? Explain your answer and support it with textual evidence. In “The Snob,” ironically, John’s own insecurity evokes the characteristics of a snob, as he jealously attacks Grace, her family’s stature much different than his family’s “plainness.” With misplaced pride and a façade of diffidence, John assumes that Grace “should be delighted to be with him,” yet he does not want to introduce her to his slovenly-dressed father standing nearby in the bookstore. He accuses Grace of not liking “simple, honest people,” who have “no pretensions,” people like his father and unlike him. John’s thoughts and actions reveal his own dishonest pretensions in his “resolve to make Grace’s people admire him,” dooming him to “ever think” of the shameful way he treats his father. In “Common Threads,” Ana Veciana-Suarez juxtaposes her initial “embarrassment [of her father] from a teenage recruit’s point of view” to an epiphany of respect and pride that her father evokes in her, regardless of his “ridiculous outfit.” Remembering the assault of the many embarrassing “mortifications of the past” of her “well-meaning, but clueless parents,” Ana worries that her family of immigrants will do the “wrong thing” at her nephew’s graduation from Marine basic training. She realizes that her father’s mismatched attire represents his immigrant status, a “stranger in a strange land” who has endured much “sacrifice and risk” and, therefore, deserves her respect and pride rather than shame, regardless of his appearance. Do John in “The Snob” and the author of “Common Threads” share a similar concern? Explain you answer and support it with evidence from both selections. John, in “The Snob” and Ana Veciana-Suarez, author of “Common Threads” share an embarrassment of their fathers’ attire, though each arrive at antithetical epiphanies. John’s epiphany results from his decision not to introduce Grace to his misclad father, an action that prompts the accompanying “humiliation” to “sick[en]” him as he “wait[s] and [does] nothing,” forever remembering the shameful way he treats his more-deserving father. Ana, on the other hand, realizes that her father’s attire, “[t]acky…not even a touch of red” for the occasion matters not as he has always “managed to soldier on bravely.”

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history of Middle AgesThe new lords of the land identified themselves primarily as warriors. Because new technologies of warfare, including heavy cavalry, were expensive, fighting men required substantial material resources as well as considerable leisure to train. The economic and political transformation of the countryside filled these two needs. The old armies of free men of different levels of wealth were...The new warrior order encompassed both great nobles and lesser fighting men who depended upon the great nobles for support. This assistance usually took the form of land or income drawn from the lord’s resources, which could also bring the hope of social advancement, even marriage into a lordly family. The acute need on the part of these lower-ranking warriors was to distinguish themselves from... Simply begin typing or use the editing tools above to add to this article. Once you are finished and click submit, your modifications will be sent to our editors for review.

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When it comes to teaching students to think, teachers face two big challenges. The first is to provide students with instruction and practice in the right kinds of skills. The second, a much more difficult task, is to persuade and inspire them to use those skills appropriately in school and in their daily lives. The attitudes and beliefs that are conductive to good thinking have been described in a variety of ways. Here, we will explore three of these perspectives: Costa and Kallick’s Habits of Mind, Langer’s theory of “mindfulness," and the dispositions developed by Tishman and her colleagues. Costa and Kallicks’s Habits of Mind > Arthur Costa and Bena Kallick (2000) have developed a framework for thinking about what motivates people to behave “intelligently when confronted with problems” (p. 80). They have come up with five characteristics of people who use Habits of Mind, as well as sixteen Habits of Mind that are essential to thinking. Ellen Langer (1989) used the term “mindfulness” to describe an approach to life through which people carefully use all the information and skills at their disposal when confronted with problems. The characteristics of being mindful are the “creation of new categories, openness to new information, and awareness of more than one perspective” (p. 62). Teaching Beliefs and Attitudes > Described as “abiding intellectual traits” (Tishman, 2000, 73), Thinking Dispositions incorporate the inclination to think critically, a sensitivity to events in which thinking is required, and the ability to perform necessary thinking skills and strategies. Although similar to Habits of Mind, Thinking Dispositions are more focused on intellectual attitudes and beliefs. These dispositions can be explicitly taught. Costa, A. L.. & Kallick, B. (2000). Describing 16 habits of mind. Alexandria, VA: ASCD. Costa, A. L. (2000). Habits of mind. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking, (pp. 80-83). Alexandria, VA: ASCD. Langer, E. J. (1989). Mindfulness. New York: Merloyd Lawrence. Pinker, D. (1997). How the brain works. New York: W. W. Norton. Tishman, S. (2000). Added value: A dispositional perspective on thinking. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking, (pp. 72-74). Alexandria, VA: ASCD. Tishman, S.; Jay, E., & Perkins, D. (1992). Teaching thinking dispositions: From transmission to enculturation. http://learnweb.harvard.edu/alps/thinking/docs/article2.html*

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en

LINKS TO THE UN SUSTAINABLE DEVELOPMENT GOALS Plastic pollution is an urgent, global environmental challenge that is addressed in several of the UN Sustainable Development Goals. The most directly relevant goals are SDG 12 and SDG 14. Relevant targets include – By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment. By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse. By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature. Develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products. For learning objectives, teaching methods and projects for SDG12 click HERE. Relevant targets include: By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution. By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts, including by strengthening their resilience, and take action for their restoration in order to achieve healthy and productive oceans. For learning objectives, teaching methods and projects for SDG14 click HERE UN SDGs – World’s Largest Lesson Materials Suitable for secondary students Suitable for middle-upper primary students Young people engaged in citizenship and sustainability projects have told us that they have found these links and resources useful. Thank you for getting in touch and sharing resources and recommendations! Guide To Marine Plastic Pollution. O.Berk http://www.oberk.com/guide-to-marine-plastic-pollution This page provides links to numerous resources including factsheets and videos on the problem of ocean plastic pollution. This page recommendation comes from Heather. Her Earth Science class has been exploring ways of reducing their ecological footprint, including ways of reducing plastic waste. 22 Facts about Plastic Pollution. Ecowatch. https://www.ecowatch.com/22-facts-about-plastic-pollution-and-10-things-we-can-do-about-it-1881885971.html GLOBAL PERSPECTIVES AND ACTION The United Nations Environment Program has a current focus on plastic pollution as a global environmental challenge. UNEP resources include: “Our Planet Is Drowning in Plastic” interactive page UNEP. The State of Plastic. World Environment Day Outlook. 2018. This is a brief (11 page) and accessible document addressing the need for urgent change to deal with the global problem of plastic pollution. UNEP VIDEO: “Plastic Pollution: How Humans are Turning the World into Plastic” [10 min] WWF – WORLD WILDLIFE FUND – AU The WWF has recently released a report (2019) on the global plastic pollution crisis. The report warns that unless there is a dramatic change of approach to the global plastics crisis an additional 104 million metric tons of plastic pollution could enter our ecosystems by 2030. Further information and VIDEO summary available here: WWF Global Plastic Pollution Report YUNGA is the Youth and United Nations Global Alliance. Information for young people on plastic pollution is at “Where does your plastic waste go” Earth Day Network, Plastic Pollution Primer and Action Toolkit, 2018 This document includes information and links to additional resources* on plastic pollution designed to support young people to take action to combat the problem. Calculate your plastic consumption with the Earth Day – Plastic Pollution Calculator. A PLASTIC OCEAN Educational Supplement for the film A Plastic Ocean, produced by the Plastic Oceans Foundation. VIDEO: PLASTICS 101 “Plastics Challenge” material for teachers. Challenge and design based learning. Includes free download sheets, powerpoint, posters and links to video clips: https://practicalaction.org/plastics-challenge-teachers Story of Stuff Projects’ pages on PLASTICS, outlining global action targetting plastic pollution. https://storyofstuff.org/plastics/ This Singapore based digital media company with a focus on education and support for sustainable development in the Asia Pacific region. You can find Asia-focused articles on plastics, waste, and sustainable lifestyles on their website: WASTE MANAGEMENT articles and info. : http://www.eco-business.com/category/waste-management/ FOOD and AGRICULTURE: http://www.eco-business.com/category/food-agriculture/ WORLD ECONOMIC FORUM – AGENDA Article: Eric Beckman. “The World’s Plastic Problem in Numbers”, Agenda, 13 August 2018. AUSTRALIAN AND LOCAL PERSPECTIVES AND ACTION WASTE – case studies from WA schools and key resources around the Sustainable Schools Action Learning Area waste: http://det.wa.edu.au/curriculumsupport/sustainableschools/detcms/navigation/action-learning-areas/waste/ Greenbatch is WA’s first plastic recycling facility. They have initiated recycling partnerships with schools in Western Australia. You can find out about their school recycling program here: https://www.greenbatch.com/greenbatch-school-recycling-program/ The Greenbatch page also has links to their story (as an example of innovation and entrepreneurship for a sustainable future) and links to additional resources and local action in WA: https://www.greenbatch.com/resources/ ABC WAR ON WASTE Education Resources related to the ABC’s “War on Waste” are available at 25 educational resources to help kids with the war on waste. Posted by Ara Sarafian, 17 Jul 2018 (Editor, ABC Education) ABC BEHIND THE NEWS Teacher Resource for Story “War on Waste School” You can search for episodes relevant to your topic using the keyword “plastic” or “waste” at the BTN HOME Page. “Reduce, reuse, recycle, compost” – Lesson plans for year 6 – Indonesian Language focus In this unit students compare Australian and Indonesian waste management strategies and create a promotional campaign. The learning sequence examines the waste management strategies of reducing, reusing, recycling and composting. FILM – “WASTE NOT” Film. Waste Not (Documentary Film. 2011. 26 mins. Australian Produced.) Film trailer: https://www.youtube.com/watch?v=x7SPmtYJIdw Study notes, teacher guides and downloadable school resources available here: https://www.wastenot.org.au/ Unit 13. “Waste not Want Not” from Australian Association for Environmental Education and Planet Ark. Activities for lower, middle and upper primary. https://recyclingnearyou.com.au/documents/Unit13.pdf Factsheets and other materials on waste and recycling are available at https://recyclingnearyou.com.au/education/ WWF – Australia Information Pages: PLASTIC POLLUTION: http://www.wwf.org.au/get-involved/plastics#gs.nBaRaSw BLOG: “The Lifecycle of Plastics” 19 June 2018. BLOG: In photos – Drowning In Plastics. 28 June 2018. COOL AUSTRALIA Curriculum Materials Activity: Blue: Ocean Guardians Preventing Plastic Pollution – Social Action – Year 5 & 6. Download from Cool Australia: https://www.coolaustralia.org/activity/blue-ocean-guardians-preventing-plastic-pollution-social-action-year-5-6/ “Quick summary: In this Social Action lesson, students will view the ‘Plastic Addiction’ clip from Blue The Film and consider the impact that plastic has on the ocean as well as ocean and shore-dwelling creatures. Students will research and discover options to reduce plastic waste and improve the health of our oceans. Students will brainstorm how people can make small changes in their everyday lives to reduce plastic use, then inspire their school community to reduce their plastic footprint in a public presentation of their ideas.” WASTE AUTHORITY WA: http://www.wasteauthority.wa.gov.au/ Waste Wise Schools WA Program: http://www.wasteauthority.wa.gov.au/programs/wws/ ARTICLES AND MEDIA Here’s what happens to our plastic recycling when it goes offshore. The Conversation. http://theconversation.com/heres-what-happens-to-our-plastic-recycling-when-it-goes-offshore-110356?fbclid=IwAR2VUfd6ecsr-9-SnKcdroAvUyP6zV7d3wqpvqMLD7VZDxXIBZwWnBSDqiY ONE WORLD CENTRE LIBRARY RESOURCES

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Tangent to a circle Tangent of a circle is a line which touches the circle exactly at one point. The point at which tangent touches the circle is known as ‘point of contact’. Radius of the circle and tangent are perpendicular to each other at the point of contact. We know that, there cannot be any tangent drawn to the circle through a point inside the circle. There can be only one tangent to a point on the circle. Let’s see how to draw a tangent to a circle at a point on the circle. (Refer fig.) - Draw a circle with required radius with center \(O\) - Join center of the circle \(O\) and any point P on the circle. \(OP\) is radius of the circle. - Draw a line perpendicular to radius \(OP\) through point \(P\) . This line will be a tangent to the circle at \(P\) . Two tangents can be drawn to a circle from a point outside of the circle. Lengths of the two tangents will be equal. How to draw two tangents from a point outside of the circle is discussed below. Consider a point A outside the circle with center \(O\) - Join the points A and O, bisect the line \(AO\) . Let \(P\) be the midpoint of \(AO\) . - Draw a circle taking \(P\) as center and \(PO\) as radius. This circle will intersect at two points \(B\) and \(C\) on the circle with center \(O\) . - Join point \(A\) with \(B\) and \(C\) . \(AB\) and \(AC\) are the required tangents through points \(B\) and \(C\) on the circle. It is observed that \(AO\) - When the center of the circle is not given to draw tangent to the circle from a point outside the circle (Refer fig), - Draw two non-parallel chords \(AB\) and \(CD\) . - Draw perpendicular bisector for both \(AB\) and \(CD\) . - The point \(O\) at which these bisectors intersect will be the center of the circle because, radius is perpendicular bisector to chord. - Now, follow the steps to draw tangents when the center is given. To know more about constructions, log onto www.byjus.com and keep learning. To watch interesting videos on the topic, download Byju’s – The Learning App from Google Play Store.

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Throughout the year, your child will learn about the alphabet and will use phonics to spell simple words. This includes: - spelling basic phonically decodable words and common exception words - spelling the days of the week - naming the letters of the alphabet - using simple prefixes and suffixes like un- and -ing. In Year One, your child will have weekly spelling tests. Spelling tests will be on Mondays. Please practice your child’s spellings at home with them and record in their home planner when you have done so. School will record their test results in their planner for you to see. Playing games can help children to learn about spelling in an enjoyable way. Here are some fun ways of practising spellings: - Spelling pyramids - Rainbow colours - Silly Sentences - Read, Write, Cover, Check For more info about Spellings in Year One visit:

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The geographic range of (Smith and Xie, 2008), also known as the Korean hare, includes the entire Korean Peninsula as well as southern Jilin Province and northeastern parts of China. Korean hares occupy various habitats across their geographic distribution, from plains to mountains, preferring areas where vegetation is abundant. A study conducted in Mt. Chirisan National Park, South Korea indicated that (Flux and Angermann, 1990; Lee and Rhim, 2012; Smith and Xie, 2008; Smith, A.T. and Johnston, C.H., 2008)abundance was positively associated with the percent of shrub cover in a given landscape. Korean hares can live in a variety of areas, including cultivated lands, plains, scrublands, and forest areas. Fur color in Korean hares varies, but is generally a brownish shade. The dorsal parts of the body are usually brown or grayish brown, and the ventral area is paler or white. An adult Korean hare weighs 2.1 to 2.6 kg, and has a body length of 45 to 54 cm. The tail is short, typically 2 to 5 cm in length with a black stripe located on the upper side in the middle, and the ears are 7.6 to 8.3 cm long. They have long ears and well-furred feet to aid in their ability to travel fast and cover vast areas in a short time period. Korean hares are born fully furred and with their eyes opened. They have very big eyes which allow for greater visual acuity in dim light. Male hares are slightly smaller than female hares. (Flux and Angermann, 1990; Nowak, 1999) There is little known about mating in Korean hares, but there are many commonalities to mating within hares. Hares use scent cues secreted from special glands located under the chin and in the groin. These scent cues are believed to play a key role in sexual communication, as well as in signaling social status. Male Korean hares become bolder during the mating season, engaging in fights with other males and pursuing females. They fight by using boxing motions with their forefeet and kicking with their hind feet. (Macdonald, 2001; Nowak, 1999) Korean hares have a long breeding season, which peaks in spring. Up to a dozen males congregate around a female in estrus, boxing each other and chasing off other rivals. The gestation period for most Lepus species is 42 days and the average litter size increases seasonally to a peak then declines; there are normally 3 to 5 litters per year. The annual production of young per female is about 10. (Flux and Angermann, 1990; Macdonald, 2001; Nowak, 1999; Flux and Angermann, 1990; Macdonald, 2001; Nowak, 1999) Little is known about parental investment in Korean hares. However, male hares are not generally involved in caring for young. Maternal investment is also limited in hares. They engage in a reproductive strategy known as "absentee parenting." Nursing takes place once or twice a day, usually at night, and only lasts for just a few minutes. It is thought that the lack of social contact between the mother and her young is a strategy which diminishes the chances of attracting the attention of predators. (Macdonald, 2001) The majority of Korean hares die within the first year of life in the wild because they are subject to high predation rates. In captivity, they have been reported to live to the age of 5. (Macdonald, 2001) Little information on the behavior of this species has been reported. They typically travel in open habitats to feed during late afternoon or evening. They are not thought to be social and there is no indication of territorial behavior, but hierarchies do exist which affects access to food. Shrubs, bushes, and rocks are used as cover to protect these hares from predators. Korean hares occupy different habitats in regions where they overlap geographically with other hares and rabbits. The ranges of hare species are not static; one species can compete with another and exclude it from its former habitat if ecological conditions change. (Flux and Angermann, 1990; Smith, A.T. and Johnston, C.H., 2008) Home range size of Korean hares is not reported in the literature. Details of communication among Korean hares have not been reported. In general, hares communicate with each other by drumming their feet and through scent cues. Female hares make a shrieking sound to call to the young for feeding times. (Flux and Angermann, 1990) Korean hares use speed and agility to avoid becoming prey to predators. They also camouflage themselves by flattening out among vegetation. Gray wolves and red foxes are known predators of Korean hares. Other possible predators are large raptors and snakes. They are also well-known game animals and trapped by villagers for food. (Flux and Angermann, 1990; Macdonald, 2001; Nowak, 1999) Korean hares act as both important prey items for many species and, as herbivores, act to control plant growth and disperse seeds and nutrients. Hares can be most selective in eating grass seed-heads, but whether this curtails or increases the spread of these grasses will depend on the relative number of seeds digested and passed through the animal. In hilly country, these herbivores eat at the bottom of the valley floors and defecate while traveling back and forth from their daylight habitat several hundred meters uphill. Thus hares actively reverse the normal downhill flow of nutrients in an ecosystem. (Flux and Angermann, 1990; Nowak, 1999) Korean hares are trapped by villagers for food and fur. (Nowak, 1999) Korean hares are considered "pests" in agricultural regions because they may forage on crops. They are thought to pose a problem to barley growing near the mountains in Kyeonsnam Province and sometimes girdle fruit trees. (Flux and Angermann, 1990; Nowak, 1999) There are no known conservation measures in place for this species. It is not known if this species is present in any protected areas. In China, this species has been regionally Red Listed as Least Concern. (Smith and Xie, 2008; Smith, A.T. and Johnston, C.H., 2008) Korean hares are an example of Bergmann's Rule - where larger species within a genus occur at higher latitudes. Hare species in the far north weigh around 5 kg, most species in temperate regions average 3 kg, and species occurring near the equator are 2 kg or less. However, even within this genus there are exceptions to this rule. (Flux and Angermann, 1990) Stacy Faigle (author), University of Wyoming, Hayley Lanier (editor), University of Wyoming - Casper, Tanya Dewey (editor), University of Michigan-Ann Arbor. living in the northern part of the Old World. In otherwords, Europe and Asia and northern Africa. uses sound to communicate living in landscapes dominated by human agriculture. having body symmetry such that the animal can be divided in one plane into two mirror-image halves. Animals with bilateral symmetry have dorsal and ventral sides, as well as anterior and posterior ends. Synapomorphy of the Bilateria. uses smells or other chemicals to communicate active at dawn and dusk having markings, coloration, shapes, or other features that cause an animal to be camouflaged in its natural environment; being difficult to see or otherwise detect. ranking system or pecking order among members of a long-term social group, where dominance status affects access to resources or mates animals that use metabolically generated heat to regulate body temperature independently of ambient temperature. Endothermy is a synapomorphy of the Mammalia, although it may have arisen in a (now extinct) synapsid ancestor; the fossil record does not distinguish these possibilities. Convergent in birds. parental care is carried out by females union of egg and spermatozoan an animal that mainly eats leaves. A substance that provides both nutrients and energy to a living thing. forest biomes are dominated by trees, otherwise forest biomes can vary widely in amount of precipitation and seasonality. An animal that eats mainly plants or parts of plants. ovulation is stimulated by the act of copulation (does not occur spontaneously) offspring are produced in more than one group (litters, clutches, etc.) and across multiple seasons (or other periods hospitable to reproduction). Iteroparous animals must, by definition, survive over multiple seasons (or periodic condition changes). having the capacity to move from one place to another. This terrestrial biome includes summits of high mountains, either without vegetation or covered by low, tundra-like vegetation. the area in which the animal is naturally found, the region in which it is endemic. active during the night generally wanders from place to place, usually within a well-defined range. having more than one female as a mate at one time specialized for leaping or bounding locomotion; jumps or hops. breeding is confined to a particular season remains in the same area reproduction that includes combining the genetic contribution of two individuals, a male and a female uses touch to communicate that region of the Earth between 23.5 degrees North and 60 degrees North (between the Tropic of Cancer and the Arctic Circle) and between 23.5 degrees South and 60 degrees South (between the Tropic of Capricorn and the Antarctic Circle). Living on the ground. A terrestrial biome. Savannas are grasslands with scattered individual trees that do not form a closed canopy. Extensive savannas are found in parts of subtropical and tropical Africa and South America, and in Australia. A grassland with scattered trees or scattered clumps of trees, a type of community intermediate between grassland and forest. See also Tropical savanna and grassland biome. A terrestrial biome found in temperate latitudes (>23.5° N or S latitude). Vegetation is made up mostly of grasses, the height and species diversity of which depend largely on the amount of moisture available. Fire and grazing are important in the long-term maintenance of grasslands. uses sight to communicate reproduction in which fertilization and development take place within the female body and the developing embryo derives nourishment from the female. young are relatively well-developed when born 2008. "Lepus coreanus" (On-line). Encyclopedia of Life. Accessed October 30, 2013 at http://eol.org/pages/122373/details. Alves, P., N. Ferrand, K. Hackländer. 2008. Lagomorph Biology: Evolution, Ecology, and Conservation. New York: 2008. Corbet, G., J. Hill. 1992. The Mammals of the Indomalayan Region: A Systematic Review. Oxford University Press: Oxford. Flux, J., R. Angermann. 1990. Rabbits, Hares and Pikas Status Survey and Conservation Action Plan. Gland, Switzerland: ICUN. Accessed October 30, 2013 at http://wildpro.twycrosszoo.org/000ADOBES/Lagomorphs/B605_IUCN_RabbitsHaresPikas.pdf. Gonzalez, J. 2013. "The Republic of Korea" (On-line). Prezi. Accessed November 11, 2013 at prezi.com/arqjjrhsdb6i/the-republic-of-korea/. Kim, S., J. An, S. Choi, Y. Lee, H. Park, J. Kimura, K. Kim, M. Min, H. Lee. 2012. Development and characterization of nine microsatelite loci from the Korean hare (Lepus coreanus) and genetic diversity in South Korea. Animal Cells and Systems, 16/3: 230-236. Lee, E., S. Rhim. 2012. Differences in mammal abundance of post-fire silvicultural management stands within the South Korean pine forest. Journal of Animal and Veterinary Advances, Vol. 11/Issue 18: 3350-3354. Accessed November 09, 2013 at http://medwelljournals.com/abstract/?doi=javaa.2012.3350.3354. Macdonald, D. 2001. Rabbits and Hares. Pp. 696-701 in D MacDonald, ed. The New Encyclopedia of Mammals, Vol. B285, w5b Edition. England: Oxford University Press. Nowak, R. 1999. Walker's Mammals of the World Sixth Edition. Baltimore: The John Hopkins University Press, Baltimore, USA. Accessed October 30, 2013 at wildpro.twycrosszoo.org. Pintus, K., N. Fox, J. Belle, D. Bourne. 2006. Rabbits and their relatives: health & management. Pp. ? in K Pintus, N Fox, J Belle, eds. Rabbits and their relatives: health & management, Vol. WildPro, W15 Edition. web: Wild Life Information Network. Accessed November 04, 2013 at http://wildpro.twycrosszoo.org/list_vols/lagomorphs/Contents_Lagomorphs.htm. Smith, A.T., , Johnston, C.H.. 2008. "Lepus corneaus" (On-line). ICUN Red List. Accessed October 30, 2013 at http://www.iucnredlist.org/details/41279/0. Smith, A., Y. Xie. 2008. A Guide to the Mammals of China. Princeton, NJ: Princeton University Press. Won, C., K. Smith. 1999. History and current status of mammals of the Korean Peninsula. Mammal Review, 29/1: 3-33. Yoon, S., C. Park, W. Nah, M. Gye. 2009. Expression of occludin in testis and epididymis of wild rabbits, Lepus sinensis coreanus. Reproduction in Domestic Animals, 44/5: 745-750. Accessed November 13, 2013 at http://onlinelibrary.wiley.com.libproxy.uwyo.edu/advanced/search/results.

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Arctic char are cold water members of the Salmonid family that produce underwater sounds associated with internal air movement, as well as gravel displacement during spawning. Image credit: Department of Fisheries and Oceans, Canada. Arctic char (Salvelinus alpinus) are members of the salmon family (Salmonidae) with a circumpolar distribution throughout northern Canada, Greenland, Iceland, northern Europe, Asia, and Alaska. The fish occur in anadromous and resident (freshwater) populations. Many populations of Arctic char are declining, particularly in Europe. A better understanding of the presence and timing of Arctic char spawning activities is critical to improved species management. Sounds associated with spawning and incidental body noises may be useful for population monitoring via passive acoustics. Arctic char exhibit the same mating patterns as other Salmonids. Spawning takes place in the fall. Most courtship actions take place near the rocky bottom. Spawning activity produces broadband sounds associated with gravel displacement (150 Hz to 8 kHz). Females select areas for their nests, digging multiple depressions (“redds”) where they deposit their eggs. Males court nesting females and compete with other males for spawning access. Arctic char also produce sounds associated with air movement. These sounds are described as ticks, air gulps, and snaps. Ticks occur in a quick repeated pattern, with a mean peak frequency of 1114 Hz and duration of 338 ms. Air gulps are high frequency, broadband burst sounds, with a mean peak frequency of 2003 Hz, and duration of 171 ms. Snaps are very short, broadband, high frequency sounds with a mean peak frequency of 2130 Hz and duration of 26 ms. Although air passage sounds are common with other members of the salmon family, little is known about their occurrence and significance. Based on limited data describing Salmonid hearing sensitivities, it is unlikely that these air passage sounds are audible to these species.

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When you are writing, you need to follow general principles to ensure that your language is free of bias. Here we provide guidelines for talking about sexual orientation with inclusivity and respect. Sexual orientation is a part of individual identity that includes “a person’s sexual and emotional attraction to another person and the behavior and/or social affiliation that may result from this attraction” (APA, 2015a, p. 862). Use the term “sexual orientation” rather than “sexual preference,” “sexual identity,” or “sexual orientation identity.” All people choose their partners regardless of their sexual orientation; however, the orientation itself is not a choice. Sexual orientation can be conceptualized first by the degree to which a person feels sexual and emotional attraction; some parallel terms are “sexual,” “demisexual” (or “gray-asexual” or “gray-A”), and “asexual” (see The Asexual Visibility & Education Network, n.d.). A person who identifies as sexual feels sexual and emotional attraction toward some or all types of people, a person who identifies as demisexual feels sexually attracted only within the context of a strong emotional connection with another person, and a person who identifies as asexual does not experience sexual attraction or has little interest in sexual behavior (see APA, 2015b). Second, sexual orientation can be conceptualized as having a direction. For people who identify as sexual or demisexual, their attraction then may be directed toward people who are similarly gendered, differently gendered, and so on. That is, sexual orientation indicates the gendered directionality of attraction, even if that directionality is very inclusive (e.g., nonbinary). Thus, a person might be attracted to men, women, both, neither, masculinity, femininity, and/or to people who have other gender identities such as genderqueer or androgynous, or a person may have an attraction that is not predicated on a perceived or known gender identity. Terms for Sexual Orientation Some examples of sexual orientation are lesbian, gay, heterosexual, straight, asexual, bisexual, queer, polysexual, and pansexual (also called multisexual and omnisexual). For example, a person who identifies as lesbian might describe herself as a woman (gender identity) who is attracted to women (sexual orientation)—the sexual orientation label of “lesbian” is predicated on a perceived or known gender identity of the other person. However, someone who identifies as pansexual might describe their attraction to people as being inclusive of gender identity but not determined or delineated by gender identity. Note that these definitions are evolving and that self-identification is best when possible. Use the umbrella term “sexual and gender minorities” to refer to multiple sexual and/or gender minority groups, or write about “sexual orientation and gender diversity” (these terms are used by the Office on Sexual Orientation and Gender Diversity at APA and the Sexual & Gender Minority Research Office at the National Institutes of Health). Abbreviations such as LGBTQ, LGBTQ+, LGBTQIA, and LGBTQIA+ may also be used to refer to multiple groups. The form “LGBT” is considered outdated, but there is not consensus about which abbreviation including or beyond LGBTQ to use. If you use the abbreviation LGBTQ (or a related one), define it and ensure that it is representative of the groups about which you are writing. Be specific about the groups to which you refer (e.g., do not use LGBTQ and related abbreviations to write about legislation that primarily affects transgender people; instead, specify the impacted group). However, if in doubt, use one of the umbrella terms rather than a potentially inaccurate abbreviation. When using specific terms for orientations, define them if there is ambiguity. For example, the adjective “gay” can be interpreted broadly, to include all genders, or more narrowly, to include only men, so define “gay” when you use it in your paper, or use the phrase “gay men” to clarify the usage. By convention, the term “lesbians” is appropriate to use interchangeably with “lesbian women,” but “gay men” or “gay people” should be used, not “gays.” Inaccurate or Pejorative Terms Avoid the terms “homosexual” and “homosexuality.” Instead, use specific, identity-first terms to describe people’s sexual orientation (e.g., bisexual people, queer people). These specific terms refer primarily to identities and to the culture and communities that have developed among people who share those identities. It is inaccurate to collapse these communities into the term “homosexual.” Furthermore, the term “homosexuality” has been and continues to be associated with negative stereotypes, pathology, and the reduction of people’s identities to their sexual behavior. Homoprejudice, biprejudice, homonegativity, and so forth are terms used to denote prejudicial and discriminatory attitudes toward lesbians, gay men, bisexual individuals, or other sexual minorities. Heterosexism refers to the belief that heterosexuality is normative, as indicated in the assumption that individuals are heterosexual unless otherwise specified (American Psychological Association of Graduate Students, 2015). The terms “straight” and “heterosexual” are both acceptable to use when referring to people who are attracted to individuals of another gender; the term “straight” may help move the lexicon away from a dichotomy of heterosexual and homosexual. For more information regarding sexual orientation, see “Guidelines for Psychological Practice With Transgender and Gender Nonconforming People” (APA, 2015a). Examples of Bias-Free Language The following are examples of bias-free language for sexual orientation. Both problematic and preferred examples are presented with explanatory comments. 1. Use of “homosexual” The sample consisted of 200 adolescent homosexuals. The sample consisted of 200 gay male adolescents. The sample consisted of 100 gay male adolescents and 100 adolescent lesbian girls. The sample consisted of 80 gay male adolescents, 95 adolescent lesbian girls, and 25 gender-fluid pansexual people. Comment: Avoid use of “homosexual.” Instead, specify the gender of participants. Note that the term “gay” may also be used to describe women or girls; specify its usage. The terminology will depend on the self-identification of the individuals being described. 2. Use of “homosexuality” Participants were asked about their homosexuality. Participants were asked about the experience of being a lesbian woman or a gay man. Participants were asked about their experience of their sexual orientation. Comment: Avoid the label “homosexuality,” which has been and continues to be associated with negative stereotypes, pathology, and the reduction of people's identities to their sexual behavior. Use specific descriptors of “gay,” “lesbian,” and so forth only when these are known identifications; sexual orientation may be described by individuals using a multitude of descriptive self-identification labels (lesbian, gay, bisexual, pansexual, queer, and many others). 3. Differentiation of sexual orientation from sexual behavior The women reported lesbian sexual fantasies. The women reported female–female sexual fantasies. Comment: Avoid confusing lesbian orientation with specific sexual behaviors. 4. Description of sexual behavior participants who had engaged in sexual intercourse participants who had in engaged in penile–vaginal intercourse participants who had sex with another person Comment: The first preferred example specifies the kind of sexual activity, if penile–vaginal intercourse is what is meant. The second preferred example avoids the assumption of heterosexual orientation, if sexual experiences with others is what is meant. 5. Description of marital status Ten participants were married, and five were single. Ten participants were married and living together, four were unmarried and living with partners, and one was unmarried and living alone. Comment: The preferred example increases specificity and acknowledges that legal marriage is only one form of committed relationship. Marital status is sometimes not a reliable indicator of cohabitation (e.g., married couples may be separated), sexual activity, or sexual orientation. American Psychological Association. (2015a). Guidelines for psychological practice with transgender and gender nonconforming people. American Psychologist, 70(9), 832–864. https://doi.org/10.1037/a0039906 American Psychological Association. (2015b). Key terms and concepts in understanding gender diversity and sexual orientation among students. https://www.apa.org/pi/lgbt/programs/safe-supportive/lgbt/key-terms.pdf American Psychological Association of Graduate Students. (2015). Proud and prepared: A guide for LGBT students navigating graduate training. American Psychological Association. https://www.apa.org/apags/resources/lgbt-guide.aspx The Asexual Visibility & Education Network. (n.d.). General FAQ: Definitions. https://www.asexuality.org/?q=general.html#def

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Operations with Fractions Unit Plan – Year 5 and Year 6 9 x Lessons This Mathematics unit covers a range of concepts relating to fractions. It consists of 9 lessons of approximately 60 minutes duration. The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class. An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson.

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CC-MAIN-2018-43

https://www.teachstarter.com/unit-plan/operations-with-fractions-unit-plan-year-5-year-6/

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Opposites and Antonyms Opposites and Antonyms is a 9 slide PowerPoint presentation focusing on how to use antonyms to create better sentences and improve writing. This Powerpoint lesson explores how the use of antonyms can help to develop word and sentence level skills and widen pupils' vocabulary. Teaching Resources: Opposites and Antonyms includes the following tasks and activities: 1. Definition of antonyms with examples. 2. Matching antonyms task. 4. How to use antonyms to create better sentences activity. 5. Consolidation of understanding. 6. Antonyms interactive game link. Key Skills Teaching Resources: Opposites and Antonyms is a fully editable resource so you could use it as a quick starter activity to a lesson, incorporate it into an existing resource, lesson or scheme of work or develop it into a wider language study unit. To preview Teaching Resources: Opposites and Antonyms click on the PowerPoint images.Our Price : £2.99 / 3 Credits

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The objects called dwarf planets are similar to the solar system’s eight planets but are smaller. Like planets, they are large, roundish objects that orbit the Sun but that are not moons. The first three objects classified as dwarf planets, in 2006, were Pluto, Eris, and Ceres. Makemake (pronounced “mah-kay mah-kay”) and Haumea were named dwarf planets in 2008. The category of dwarf planet was created as a result of intense debate as to whether Pluto should be called a planet. Pluto had been considered the solar system’s ninth planet at the time of its discovery in 1930. However, in 2006 the International Astronomical Union (IAU), the organization responsible for approving the names of astronomical objects for the scientific community, defined “planet” so that only eight bodies in the solar system qualified. At the same time, it established a new, distinct class of objects called dwarf planets. According to the IAU, both planets and dwarf planets must orbit the Sun and be massive enough for their gravity to have pulled them into spherical or nearly spherical shapes. Whether such an object is classified as a planet or dwarf planet depends on whether it has “cleared the neighborhood around its orbit.” An object with a mass great enough for its strong gravity to have swept up or deflected away most of the smaller nearby bodies is considered a planet. An object that has failed to do so, and thus failed to grow larger, is a dwarf planet. Pluto, Eris, Makemake, and Haumea are large members of the Kuiper belt, a distant region containing countless small, icy bodies orbiting the Sun. Ceres, the largest asteroid, orbits the Sun from within the main asteroid belt. So these five bodies do not qualify as planets under the IAU’s definition because they have not cleared away many chunks of icy and rocky debris from their orbital vicinities. For practical purposes, objects classified as dwarf planets are smaller than the planet Mercury, which has a diameter of about 3,032 miles (4,879 kilometers). Pluto has a diameter of 1,473 miles (2,370 kilometers). Eris is slightly smaller, with a diameter of 1,445 miles (2,326 kilometers). With a diameter of perhaps about 900 miles (1,500 kilometers), Makemake is some two-thirds the size of Pluto. Ceres is the smallest dwarf planet, with a diameter of about 584 miles (940 kilometers). Haumea is an unusual object. Although it is substantially rounded, it is also quite elongated. It rotates about its axis so quickly—completing one rotation in just under four hours—that it is pulled into a shape somewhat like a squashed American football. Its longest dimension is about 1,220 miles (1,960 kilometers). In 2008 the IAU decided on a name for a new subcategory of dwarf planets, called plutoids. A plutoid is a dwarf planet whose orbit takes it farther from the Sun than Neptune, on average. Pluto, Eris, Makemake, and Haumea are considered to be both dwarf planets and plutoids. Ceres, which orbits much closer to the Sun, is a dwarf planet but not a plutoid. (See also planet, “What Is a Planet?”.)

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https://kids.britannica.com/students/article/dwarf-planet/437420

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Researchers have deciphered that the plesiosaur would have flapped its flippers in the same manner of a penguin to navigate its way around the ocean. The ancient sea-dwelling dinosaur, which lived approximately 66 million years ago, was an unusual four-flippered giant, but its swimming technique has remained a mystery. However, researchers heralding from the US and the UK have used computer simulations to emulate how the plesiosaur – which could have grown up to 15m – would have swam. The four flippers that it would have had are unique and different to any animal that lives today, which has left scientists baffled. They found the most effective motion would have been using its front two flippers, like how a penguin would swim. The back flippers would have been used for steering and stability – previous beliefs were that they would have been used for speed, according to the study published in PLOS Computational Biology. The team, led by Greg Turk from the Georgia Institute of Technology and in collaboration with palaeontologist Adam Smith at Wollaton Hall, Nottingham Natural History Museum, simulated thousands of techniques, and concluded this would have been the most probable. More simulations will be needed to gain a better understanding on the degree of agility of the plesiosaurs rear flippers. "Plesiosaur swimming has remained a mystery for almost 200 years, so it was exciting to see the plesiosaur come alive on the computer screen," said Smith. "Our results show that the front limbs provide the powerhouse for plesiosaur propulsion while the hind limbs are more passive.

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Foreshadowing is a literary device where an author reveals plot outcomes that develop through the course of the story. The vague advanced notions of the story are meant to arouse a reader’s curiosity. For example, in Shakespeare’s Macbeth, the witches not only tell Macbeth that he will be king, but provide the only way in which he can be killed: by a man not born of a woman. In the end, Macduff reveals that he was ripped from his mother’s womb (Caesarian section) and is able to kill Macbeth. Many writers prefer to use some sort of symbolism when foreshadowing a novel. In A Farewell to Arms, by Ernest Hemingway, the opening line that the leaves fell early is a symbolic foreshadowing of an early death of one of the major characters. Often, a the presence of a gun in literature or a film is highly symbolic foreshadowing of impending death. Foreshadowing is meant to set up the ending of a story, not reveal it entirely. The device is generally used to build dramatic tension within a work of fiction. Foreshadowing can also be used in nonfiction writing. Placing key details about a main point can increase both the readability of a piece, but help to increase the impact of a conclusion. Often, nonfiction works will be written in the present tense, and provide key future details with specific language that indicates the direction that events will unfold. When used correctly, foreshadowing enlivens writing.

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Given the significance of securing water supply for human and non-human life, it is important to understand the potential devastating consequences that fracking has on the contamination and waste of water. Lillian Sol Cueva takes a look. Fracking is a method whereby hydrocarbons trapped within rocks are extracted. Fracking injects large quantities of water, sand and chemicals at high pressure into the ground to release the trapped shale oil and gas. Every well can use up to millions of gallons of water, making it necessary for large quantities of fresh water to be available. Most water used for fracking comes from surface water (i.e. from lakes and rivers). However, groundwater can be also used to increase surface water supplies. According to the US. Geological Survey (USGS), it is impossible to determine a “fixed” amount of water used for fracking because it depends on issues, such as the rock formation, on whether the well is vertical or horizontal, on the number of stages of a given well (e.g. a horizontal wellbore may have 10 to 100 stages), and the operating body. However, based on the US and Canadian fracking average, we can assume that drilling a single well will require between 2 to 10 million gallons of water – enough to fill between 3 and 15 Olympic-sized swimming pools. In addition, this same study comes to the conclusion that water use in fracking has increased dramatically over the years; horizontal fracking operations in the US in particular are consuming more than 28 times the water they did 15 years ago. After the fracking operation itself is finished, some of the contaminated fluids return to the surface. This wastewater consists of both flow-back and produced water. Flow-back refers to the water that returns to the surface after a hydraulic fracturing procedure is completed and pressure is released; produced water refers to the water that returns along with the extracted natural gas. Hundreds of billions of gallons of such wastewater – which is full of chemicals – are produced each year, and this massive amount of wastewater needs to go somewhere (usually it is managed through storage in disposal wells, deep injection and reuse). Disposal wells raise concerns about air quality and the risk of leaking or overflowing of the contaminated wastewater, which can lead to further groundwater and surface water pollution. The deep injection practice raises concerns about induced earthquakes. Until now, only about 15 per cent of the fracking wastewater is recycled due to high costs. The state of Fracking in Latin America We have reason to worry because fracking is expanding rapidly throughout Latin America. The U.S. Energy Information Administration (EIA) puts Argentina in second, Mexico in sixth and Brazil in tenth place in the world for technically recoverable shale gas reserves, based on its analysis of 42 countries. Argentina is considered the Latin American fracking capital number one because of its numerous wells in the Neuquén Basin. This basin has more than 801.5 trillion cubic feet of wet shale gas, more than any country in the world aside from China. Just in 2015, the fracking technology was used in Argentina to drill into more than 1,000 shale gas reserves. In Mexico, meanwhile, almost one thousand wells are being fracked in 11 of the 32 Mexican states. In other Latin American countries, such as Bolivia, Colombia, Venezuela, Paraguay, Uruguay, Chile and Brazil, shale reserves have already been mapped out and initial exploration activities have begun. As fracking is expanding in Latin America opposition to it is growing. In Brazil, organizations, researchers and activists are keeping up a constant fight against it. Last December, a federal Brazilian judge in the city of Cruzeiro do Sul, ordered the cancellation of all oil and gas exploration activities in the Amazon´s Jurúa Valley, including fracking. The judge’s decision was based on the social and environmental risks that these activities had had on the lives of the indigenous communities of the Juruá Valley (some of these communities are among the last fully remote tribes on earth) and the local ecosystems. In Mexico, the Mexican Alliance Against Fracking has carried out a number of activities under the campaign “Say no to fracking in Mexico!” A part of this campaign is a video where Mexican celebrities explain what fracking is and alert to its devastating consequences. In Argentina, several organizations have joined forces with the Cultural and Artistic Movement Against Fracking to appeal to the “precautionary principle” when it comes to fracking, i.e the need to prove that the technology is safe before engaging in it. Recently, a coalition of anti-fracking movements across Latin America called the Latin American Alliance Against Fracking has been set up to bundle anti fracking activities in international settings, such as the international climate negotiations. One of the greatest concerns in Latin America is making sure clean water is available. In Argentina in particular, civil society is concerned about the risk of drilling into the Guaraní Aquifer, which would contaminate and destroy it. The Guarani aquifer is the largest groundwater resource in the world (45,000 km3 of water) that provides water to Argentina, Brazil, Paraguay and Uruguay. In Mexico, the discussion is about water and contamination conflicts that fracking causes with the agricultural sector. Here, more than 50 percent of all shale resources are in areas that are already experiencing severe water shortages (according to a recent study by the World Resources Institute). In conclusion, the debate on fracking should not be limited to productivity and gains, but should include discussions on whether increased productivity could ultimately be a self-defeating prophecy when weighed against securing water supply, especially in already water stressed regions and highly vulnerable ecosystems.

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https://energytransition.org/2016/05/fracking-is-thirsty-technology-a-look-at-latin-america/

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Scientists have woken up tiny life forms called microbes that are over 100 million years old. The microbes were found in samples pulled from deep under the sea floor beneath miles of ocean. As plants and animals die in the ocean, they break down into smaller bits of matter. These bits, along with other dust, wind up slowly settling to the bottom. This has been happening for hundreds of millions of years. Different layers of sediment on the sea floor contain information about things that happened at different times in the ancient past. For decades, scientists have been studying these sedimentary layers to collect information on what the world was like long ago and how it has changed over time. Since the sediment makes up the sea floor beneath miles of ocean, scientists have to get it by drilling out samples, called “cores”, and pulling them to the surface, where they can be stored and studied in laboratories. Ten years ago, a team of scientists from Japan and the University of Rhode Island (URI) collected core samples of sediment from the sea floor beneath the South Pacific Gyre – an ocean area with little sea life, and without much food. The scientists wanted to study whether life could exist in an area with so little food. They were also curious to learn how long microbes could stay alive with almost no food. The researchers drilled 244 feet (74.5 meters) into the sea floor beneath 3.5 miles (5.7 kilometers) of ocean. They collected a lot of cores. When they studied the samples, the scientists learned that all of the cores had oxygen in them. That’s important because many microbes need oxygen to survive. The scientists, led by Yuki Morono, kept the samples in special conditions in a laboratory for over a year and a half (557 days), trying to get them to grow. The team wanted to see if any of the microbes in the samples were still alive. Because of the oxygen, it seemed possible, if unlikely. Amazingly, around 99% of the microbes became active again. Many different kinds of bacteria began growing and dividing. That’s the basic life cycle for bacteria. The scientists found the results hard to believe at first, since the creatures are about 101.5 million years old. Based on the oxygen they found in the cores, and the rate at which sediment falls, the scientists believe that there could be oxygen, and living microbes, all the way through all of the layers of sediment down to the rock bottom. Now that the team knows how to get ancient bacteria to grow again, they want to explore further to learn more about life from the ancient past. They say that since changes in life forms happen much more slowly down deep, there is much to learn from the way these ancient microbes developed. This map has not been loaded because of your cookie choices. To view the content, you can accept 'Non-necessary' cookies.

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Ventilation by a blower, eductor or fan may be necessary to remove harmful gases and vapors from a confined space. There are several methods for ventilating a confined space. The method and equipment chosen are dependent upon the size of the confined space openings, the gases to be exhausted (e.g., are they flammable?), and the source of makeup air. Under certain conditions where flammable gases or vapors have displaced the oxygen level, but are too rich to burn, forced air ventilation may dilute them until they are within the explosive range. Also, if inert gases (e.g. carbon dioxide, nitrogen) are used in the confined space, the space should be well ventilated and re-tested before a worker may enter. A common method of ventilation requires a large hose, one end attached to a fan and the other lowered into a manhole or opening. For example, a manhole would have the ventilating hose run to the bottom (see diagram) to exhaust all harmful gases and vapors. An air intake should be placed in an area that will draw in fresh air only. Ventilation should be continuous where possible, because in many confined spaces the hazardous atmosphere will form again when the flow of air is stopped. De-ballasting a tank does not guarantee a safe atmosphere. Testing is still required. A standby person should be assigned to remain on the outside of the confined space and be in constant contact (visual or speech) with the workers inside. The standby person should not have any other duties but to serve as standby and know who should be notified in case of emergency. Standby personnel should not enter a confined space until help arrives, and then only with proper protective equipment, life lines, and respirators. It has been closely monitored and observed that: Over 50% of the workers who die in confined spaces are attempting to rescue other workers. Rescuers must be trained in and follow established emergency procedures and use appropriate equipment and techniques (lifelines, respiratory protection, standby persons, etc.). Steps for safe rescue should be included in all confined space entry procedures. Rescue should be well planned and drills should be frequently conducted on emergency procedures. Unplanned rescue, such as when someone instinctively rushes in to help a downed co-worker, can easily result in a double fatality, or even multiple fatalities if there are more than one would-be rescuers. Isolation of a confined space is a process where the space is removed from service by: - locking out electrical sources, preferably at disconnect switches remote from the equipment. - blanking and bleeding, securing valves Cargo, ballast, IGS, pneumatic and hydraulic lines - disconnecting mechanical linkages on shaft-driven equipment where possible, and - securing mechanical moving parts within confined spaces with latches, chains, chocks, blocks, or other devices. Basic surveyor PPE must be taken into account - Body protection (hard wearing overalls with suitable pockets for notebook etc). - Foot protection (steel toecaps (200 joules), steel midsoles, good grip, oilresistant). - Head protection (hard hat with chinstrap). - Hand protection (hard wearing gloves). - Eye protection (protective glasses, goggles). - Ear protection (ear defenders or ear plugs – worn subject to communication system). - Lighting (hand held torch with lanyard and appropriate beam width). Do not enter a confined space until you have considered every question as well as any other item of concern, and have determined the space to be safe. The final decision is yours. Is entry necessary? Will someone accompany you into the space? - Are the instruments used in atmospheric testing properly calibrated? - Was the person performing the tests a certified Marine Chemist, Competent Analyst, or equal, or a (competent) person designated by the facility or vessel management to so? - Was the atmosphere in the confined space tested? - Was Oxygen at least 19.5% – not more than 21%? - Were toxic, flammable, or oxygen-displacing gases/vaporspresent? - – Hydrogen sulfide - – Carbon monoxide - – Methane - -Carbon dioxide Points to pounder are : Checklist for enclosed space entry : |Section 1 – PRE-ENTRY PREPARATIONS||Yes||No| |1*||Has a formal risk assessment been prepared and discussed by the personnel entering the space ?| |2*||Pre-entry atmosphere test readings ( using portable monitors ) Tested By :- | Oxygen………..……………………% vol (21%), Time : – Hydrocarbon………………………%LFL (less than 1%), Toxic Gases(CO/H2S/Benzene)……..………………….ppm(less than 50 % TLV-TWA of the specific gas) |3*||Have arrangements been made to repeat atmosphere testing of the space during occupancy and during breaks?| |4*||Are access and illumination adequate?| |5*||Have arrangements been made to continue ventilation of the space during occupancy and during breaks?| |6*||Is rescue and resuscitation equipment available for immediate use by the entrance to the space?| |7*||Has an attendant been designated to be in constant attendance at the entrance to the space ?| |8*||Has the Officer of the Watch (Bridge, ECR, CCR) been advised of the planned entry?| |9*||Has a system of communication between all parties been tested and emergency signals agreed?| |10*||Is a record maintained for the personnel entering/exiting the space?| |11*||Are Lock Out tags/notices in place where applicable?| |12*||Are Plant isolation referred to where applicable?| |13*||Are portable lights and other equipment available and an approved /certified type?| |14*||Are personnel entering the space equipped with personal monitors?| |ADDITIONAL CHECKS TO BE CONDUCTED FOR SPACES/TANKS OTHER THAN PUMPROOM| |1.||Has the space been cleaned, where necessary?| |2||Has the space been tested at different levels and locations, using portable monitors?| |3||Has the space been positively segregated by blanking off or isolating all connecting pipelines or valves and electrical power/equipment ?| Section 2 – PRE-ENTRY CHECKS To be recorded by the person authorized as LEADER of team entering the space |1.||I have checked Section 1 of this permit and confirm it has been completed fully?| |2.||I am aware that the space must be vacated immediately in the event of ventilation failure or if atmosphere tests change from agreed safe criteria?| |3.||I have agreed upon the procedure for communication?| |4.||I have agreed upon a reporting interval of ……………..minutes| |5.||I have agreed and understood the emergency and evacuation procedures| |6.||I understand the work to be carried out. We have discussed and agreed the safety measures and I’m satisfied it is safe to commence work||Name/Rank /Signature of team leader entering space| |SECTION 3 : AUTHORISATION| |I am satisfied that all appropriate safety measures are in place and that the work can be conducted safely.||Chief Officer| |Work Authorised By:||Master / Chief Engineer| |SECTION 4 : PERMIT CLOSURE/CANCELLATION| |Equipment /system has been de-isolated and returned to the “in-service condition”| |All notices and tags removed| |The work area and equipment is in a safe condition| |Work Completed||Permit is time Expired||Work suspended| |Permit Closed By:| (Chief Officer/Chief Engineer/Master) |Signature :||Date :| - Gas samples should be taken using portable gas instruments, from several depths and through as many openings as possible in order to get a good cross section representation of the compartment’s atmosphere. Ventilation should be stopped for about 10 minutes before pre entry atmosphere tests are taken. - Only those entries marked * need to be completed for pump room entry. - Chief Officer is authorised to sign/close the permit, ONLY for routine pump room entry/inspection. - Copy of the permit is to be displayed on site. - TLV-TWA for various gases – CO – 25 PPM, H2S- 5 PPM, BENZENE – 1 PPM

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en

Though the movie Holiday Inn takes place in the early days of the United States’ entry into World War II, the stage version of Holiday Inn is set just after the war, from August of 1946 through 1947. The post-war years were a time of adjustment in the United States, as the nearly 16 million men and 350,000 women who had served in the military returned home and wartime government regulation of the nation’s economy ended. The average American lifestyle changed markedly in the years just after the war, and in many ways these changes created the present-day nation. THE POST-WAR ECONOMY WWII transformed the United States’ economy for the better. Despite concerns about returning soldiers flooding the job market, the late 1940s were a time of economic prosperity. The United States was the only major economy that was stronger after the war than before. The United States formally entered WWII in December 1941. Full scale warfare required a coordinated national effort to manufacture and transport more goods and supplies than ever before. The federal government, which had become a strong economic force during the Great Depression, created “mobilization agencies” that directed the production of industries and imposed wage controls and price ceilings to limit inflation. In 1940, 9.34% of the GDP was government spending; In 1945, it was 41.56%. Increased demand for war materials created jobs, many in Union workplaces, and people moved across the country for work. As millions of men volunteered for or were drafted into the military, the manufacturing industry was opened to women and African-Americans for the first time. Wages rose an average of 65% during the war. Federal income tax was levied at a higher rate and on a greater percentage of the population in order to support the war effort. These factors combined to create the Great Compression, an era of greater income equality between the rich and the poor than ever before. Unemployment, which peaked at 24% in 1932, the height of The Great Depression, and hovered around 10% in 1941, dropped to 1.2% in 1944. THE G.I. BILL On June 22, 1944 the Serviceman’s Readjustment Act of 1944, commonly known as the G.I. Bill, was signed into law by President Roosevelt. The bill was designed to help returning servicemen and women transition into civilian life by providing loan guarantees for the purchase of housing,farms, or businesses and paying for veterans’ college, vocational, and technical education. Eight million service members—far higher than original projections—used the G.I. Bill to obtain an education. 2.2 million attended college or graduate school, and 5.6 million pursued vocational or technical training. In one generation, a college education ceased to be only for the children of the elite. Groups that had been excluded from higher education, including Catholics, Jews, those from rural areas, the children of immigrants, and the poor, suddenly had access to a university education. African-American veterans were also covered by the G.I. Bill’s education provision, and when historically black colleges and universities became overcrowded, many sought an education at all-white schools, forcing integration of some institutions. The G.I. Bill’s loan guarantee made homeownership possible for millions of veterans, spurring the growth of suburbs. African-American veterans, while eligible for the loans, were largely excluded from their benefit because banks wouldn’t back mortgages in predominantly African-American neighborhoods, and discrimination in housing sales was still legal. AN END TO RATIONING Cooperation of the entire American population was needed to win the war. Foods and materials needed for the war effort were rationed: civilians were entitled to a limited amount each month. Sugar, coffee, butter, cheese, canned fish, canned milk, fats, canned and frozen vegetables and fruits, other bottled foods, and meat were rationed, requiring home cooks to carefully plan meals in advance. Tires and gasoline were rationed. A “Victory speed limit” of 35 miles per hour was imposed in hopes of lessening wear on tires. Scrap metal, paper, fabric, and fat were collected. In 1942, Regulation L-85 was introduced due to fabric shortages. Hemlines and skirt circumference were limited by the regulations. Nylon and silk stockings became unavailable, as both fabrics were used in parachutes and ropes. Overall, wartime clothing was simpler and more functional than that of earlier eras. The number of women employed in industry and agriculture created a demand for women’s work pants, suits, and jackets. Womenswear took on a more masculine look. Some attribute the rationing of fabric to the rise in popularity of backless, tea-length dresses. By the end of the war, Americans were worn down by years of sacrifice and eager for a world of material abundance that, thanks to the improved economy, they could afford. There were 25 million registered automobiles in 1945; 21 million more were produced by 1950. This desire was also reflected in the famous “New Look” from fashion designer Christian Dior, which premiered in February 1947. Long, swirling, voluminous skirts were paired with jackets that emphasized women’s curves. Shoes were no longer sensible, but slender and delicate. Femininity was paramount in both color and cut. Dior described the look as “a return to an ideal of civilized happiness.” FAMILY AND LIFESTYLE The nation’s marriage rate was at an all-time high in the post-war years, and a “baby boom” soon followed. Couples who had been separated by the war were reunited, and a strong economy made it possible to support a large family. Women and men in their twenties and thirties at the end of WWII had struggled through the Great Depression, survived a terrifying world war, and faced a future threatened by nuclear warfare. Scholar Elaine Tyler May suggests that these events contributed to the nation’s unprecedented rise in marriage and birthrates: "Americans turned to the family as a bastion of safety in an insecure world... cold war ideology and the domestic revival [were] two sides of the same coin.” The percentage of women in the workforce grew during the war, from 28% in 1940 to 34% in 1945. By 1947 it was back to pre-war levels, despite the fact that 75% of working women wanted to remain at their jobs. This decline in female employment was due in part to factories refusing to rehire women after they returned to producing peacetime goods, as well as their desire to ensure jobs for returning soldiers. The idealized image of the happy post-war housewife grew out of both the urgency to push women out of the workforce, the psychological need to create a happy, secure home as a bulwark against the forces of a frightening world, and the higher wages brought on by the war, which made it possible for a sole working or middle-class breadwinner to support a family. Holiday Inn, the New Irving Berlin Musical is now playing at Studio 54. Visit our website for tickets and more information. 2016-2017 Season, Education @ Roundabout, Holiday Inn, Upstage

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One prominent theory about the development of the first languages relates to tools and resources. Teaching another person how to use tools requires a certain, agreed-upon vocabulary, as does the process of sharing and protecting resources like food and shelter. Small groups of people living in close quarters would therefore need to develop a way to understand each other, so they came up with a vocabulary and syntax that meant something to them. A group of people across the world from them, though, would probably need an entirely different vocabulary of words, so the languages would have developed differently in isolation. Think of the oft-quoted (but erroneous) example that Eskimos have 100 different words for snow because they have so much of it. While that common statement is wrong, there are cultures that have far more words for rice and camels than, say, English does. So these small groups of people, living in isolation from one another, agreed on names for their tools and food, and they came up with ways to describe how resources would be divided. But when another group migrated into the area, or came with different resources to trade, the groups had to find a way to merge their different lexicons and communicate. Over time, that's how languages have developed, and as some groups conquered others, that's how some languages died out. Post a Comment

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Geoengineering the planet to reduce temperatures isn’t a new idea, but with global warming reaching a critical point, public interest in this last-resort solution is increasing. Working at the intersection of climate science and technology, a Harvard research team is trying to better understand the potential effects of such an operation. They’re researching tirelessly to answer questions from both politicians and the public, so that if the day ever comes when implementing solar radiation management becomes essential to our survival, we’ll be ready. Quick Climate Change Facts Today, the oceans are warmer, ice sheets are shrinking, and glaciers are retreating. The Earth’s average surface temperature has risen by about 0.9℃ (1.62℉) since the late 19th century, and most of the temperature increase occurred in the last 35 years. Five of the planet’s warmest years were recorded in the last ten years. According to NASA research, the current warming trend is 95% likely to be caused by human activity. These climate change statistics and others are what spurred the initiatives set forth in the Paris Agreement, in which nations around the world agreed to take active steps to limit the global temperature increase to no more than 1.5℃ above pre-industrial levels. An Ounce of Prevention… Just because global warming is already underway, doesn’t mean we should shift our focus from climate change solutions. Some of the most common preventative measures include the collective efforts of individuals who strive to reduce their carbon footprints by living in energy-efficient homes and reducing waste. There are larger efforts too, such as focusing on sustainable agriculture and hybrid methods of transportation. Scientists are even researching cost-effective models for carbon capture, which aim to remove emissions from the atmosphere. And initiatives to build more sustainable cities are spreading. These initiatives encourage communities to reward moves toward energy efficiency, such as updating outdated buildings. Should temperatures continue to rise, there is fortunately a team of geoengineers working on an answer to the question of how to stop global warming if our preventative measures aren’t enough. Geoengineering is their proposed last-ditch effort for humanity to mitigate the effects of climate change. What Is Geoengineering? Geoengineering is the controversial concept of altering some aspect of the Earth to reduce global temperatures, such as changing the clouds or the reflectivity of the ocean. Solar geoengineering, also referred to as solar radiation management (SRM), refers to the idea of fighting climate change by increasing the reflectivity of the upper atmosphere. With a more reflective atmosphere, Earth would reflect a small amount of sunlight back into space to offset some of the impacts of climate change. Led by Atmospheric Chemist, Frank Keutsch and Managing Director of Harvard’s Solar Geoengineering Research Program, Lizzie Burns, the Keutsch Research Group is currently working on the Stratospheric Controlled Perturbation Experient, or SCoPEx project, for short. Backed by Bill Gates, numerous foundations, research grants, and private donors, SCoPEx plans to test the feasibility and effects of releasing small particles, such as calcium carbonate, into Earth’s upper atmosphere to reflect sunlight and cool the planet. SCoPEx is currently testing the idea using a tube in their laboratory that contains a mix of gasses designed to mimic the stratosphere. The next step would be to test the release of aerosoles in the actual stratosphere, using a weather balloon. During the experiment, the device would release less than two kilograms of aerosole once it reached the right altitude, creating a plume behind it. The balloon would then be directed to move back through the plume to collect data on how the aerosole disperses, reacts to, and behaves in the Earth’s actual stratosphere. Based on examples that exist in nature, such as the global cooling effects of major volcanic eruptions, scientists already know that the principle of geoengineering is sound. Reducing the amount of sunlight that is actually allowed to penetrate Earth’s atmosphere would effectively cool the planet. If put into practice on a global scale, millions of tons of reflective particles would be released into the stratosphere to reduce temperatures worldwide. Why Geoengineering is Our Last Resort We know that the concept of SCoPEx is sound, but there’s much we do not understand and cannot understand about the effects of SRM until it has actually been put into practice on a global scale. Although SCoPEx’s goal is to better understand these effects, the geological system we call “home” is incredibly complex, meaning there’s no way scientists can accurately predict all the potential effects of such a massive project — no matter how many preliminary experiments take place. Scientists currently don’t know how geoengineering would affect the atmosphere itself or other climate systems on Earth. For example, cooling the planet could potentially alter precipitation patterns, which could lead to catastrophic droughts across the globe. This would hinder food production, worsen wildfires, and cause significant death among plant, animal, and human life. Andy Parker, an SRM governance and policy researcher, says one of the risks of geoengineering is termination shock. This would occur if humans started using SRM, did nothing to reduce carbon emissions, and then suddenly curtailed SRM. This would lead to a rapid increase of global temperatures to which ecosystems would not have time to adjust. He says solar geoengineering would involve deliberately intervening in the entire planet’s climate system. Another major concern that needs to be addressed is determining who gets to make the decision and ensuring it’s one that’s based on evidence, rather than emotion. Parker hopes that climate change will be curbed through other measures, like adaptation and cutting emissions. If it comes down to it, he acknowledges that SRM could be a useful tool, but its unknowable, untestable potential for catalyzing catastrophic changes is exactly why geoengineering should be viewed as a last-resort solution for fighting climate change. A Continuous Search for Answers Keutsch himself acknowledges the risks associated with giving the idea of SRM legitimacy because there are currently so many unknown factors. But rather than locking the technology away in a box for fear of the unknown, the goal of the research occurring today is to improve our understanding of all the effects of geoengineering. As a result of their work, SCoPEx researchers hope that if the day arrives when Earth needs an SRM solution, we will have a better understanding of the actual benefits and risks of geoengineering in order to responsibly weigh the decision.

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Newton's second law of motion states that an objects acceleration is based on the mass of the object and the net force acting on that object. The formula for Newton's second law of motion can be written several ways. Acceleration = Force / Mass Force = Mass * Acceleration Mass = Force / Acceleration The acceleration of a a crate that I am pushing across a table depends on the mass of the crate and the amount of force i'm applying to the crate. When solving for a problem involving Newton's second law of motion: Acceleration is measured in meters per second squared (m/s2) Mass is measured in kilograms (kg) Force is measured in kilograms times meters per second squared (kg*m/s2) If I pull a wagon with a mass of 30kg and the wagon accelerates at 2 m/s2, what is the force that caused the acceleration of the wagon? Force = 30kg * 2 m/s2 Force = 60 kg*m/s2

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Section 1: Solutions, Solubility, and Concentration A solution is a mixture that has the same composition, color, density, and taste throughout. To describe a solution, there must be one or more substances dissolved in it. A solute is the substance being dissolved, and the solvent is the substance doing the dissolving. For example, if you add a spoonful of sugar to a glass of water, you have made a solution. The sugar dissolves in the water, so the sugar is the solute and the water is the solvent. Solutions can also be gaseous like the air you breathe, or even solid like sterling silver. When forming a solution, there are three ways to speed up the rate of the dissolving process. First, stirring a solution brings more solvent in contact with the solute. The solvent attracts the particles of the solute, causing the solute to dissolve faster. Another way to speed up the dissolving process of a solid in a liquid is to increase the surface area. By breaking up a solid and crushing it into powder, it allows more solvent to come into contact with the solute. Finally, increasing the temperature of a solvent also speeds up the rate at which something dissolves. Increasing the temperature speeds up particles, causing them to bump into each other, break apart, and come into contact with the solvent. The maximum amount of a solute that can be dissolved in a given amount of solvent under a given set of conditions is called solubility. A substance’s solubility can change if the conditions change. You can dissolve more sugar in hot water than cold water. Not every substance will dissolve in every other substance, for example, oil and water. If a solute does not dissolve a solvent, it is called insoluble. The amount of solute in any given solvent is called concentration. It’s the percentage by volume of a solute in a solvent. It something is concentrated, there is a large amount of solute in a solvent. If something is dilute, there is a small amount of solute in the solvent. A solution that is saturated contains all of the solute it can hold at a given temperature. If a solution is unsaturated, it means that it’s able to dissolve more solute at a given temperature. Supersaturated means it contains more solute than a saturated one and the solution is unstable.

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Plessy v. Ferguson (1896) During the era of Reconstruction, black Americans’ political rights were affirmed by three constitutional amendments and numerous laws passed by Congress. Racial discrimination was attacked on a particularly broad front by the Civil Rights Act of 1875. This legislation made it a crime for an individual to deny “the full and equal enjoyment of any of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color.” In 1883, the Supreme Court struck down the 1875 act, ruling that the 14th Amendment did not give Congress authority to prevent discrimination by private individuals. Victims of racial discrimination were told to seek relief not from the Federal Government, but from the states. Unfortunately, state governments were passing legislation that codified inequality between the races. Laws requiring the establishment of separate schools for children of each race were most common; however, segregation was soon extended to encompass most public and semi-public facilities. Beginning with passage of an 1887 Florida law, states began to require that railroads furnish separate accommodations for each race. These measures were unpopular with the railway companies that bore the expense of adding Jim Crow cars. Segregation of the railroads was even more objectionable to black citizens, who saw it as a further step toward the total repudiation of three constitutional amendments. When such a bill was proposed before the Louisiana legislature in 1890, the articulate black community of New Orleans protested vigorously. Nonetheless, despite the presence of 16 black legislators in the state assembly, the law was passed. It required either separate passenger coaches or partitioned coaches to provide segregated accommodations for each race. Passengers were required to sit in the appropriate areas or face a $25 fine or a 20-day jail sentence. Black nurses attending white children were permitted to ride in white compartments, however. In 1891, a group of concerned young black men of New Orleans formed the “Citizens’ Committee to Test the Constitutionality of the Separate Car Law.” They raised money and engaged Albion W. Tourgée, a prominent Radical Republican author and politician, as their lawyer. On May 15, 1892, the Louisiana State Supreme Court decided in favor of the Pullman Company’s claim that the law was unconstitutional as it applied to interstate travel. Encouraged, the committee decided to press a test case on intrastate travel. With the cooperation of the East Louisiana Railroad, on June 7, 1892, Homer Plessy, a mulatto (7/8 white), seated himself in a white compartment, was challenged by the conductor, and was arrested and charged with violating the state law. In the Criminal District Court for the Parish of Orleans, Tourgée argued that the law requiring “separate but equal accommodations” was unconstitutional. When Judge John H. Ferguson ruled against him, Plessy applied to the State Supreme Court for a writ of prohibition and certiorari. Although the court upheld the state law, it granted Plessy’s petition for a writ of error that would enable him to appeal the case to the Supreme Court. In 1896, the Supreme Court issued its decision in Plessy v. Ferguson. Justice Henry Brown of Michigan delivered the majority opinion, which sustained the constitutionality of Louisiana’s Jim Crow law. In part, he said: “We consider the underlying fallacy of the plaintiff’s argument to consist in the assumption that the enforced separation of the two races stamps the colored race with a badge of inferiority. If this be so, it is not by reason of anything found in the act, but solely because the colored race chooses to put that construction upon it… The argument also assumes that social prejudice may be overcome by legislation, and that equal rights cannot be secured except by an enforced commingling of the two races… If the civil and political rights of both races be equal, one cannot be inferior to the other civilly or politically. If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane.” In a powerful dissent, conservation Kentuckian John Marshall Harlan wrote: “I am of the opinion that the statute of Louisiana is inconsistent with the personal liberties of citizens, white and black, in that State, and hostile to both the spirit and the letter of the Constitution of the United States. If laws of like character should be enacted in the several States of the Union, the effect would be in the highest degree mischievous. Slavery as an institution tolerated by law would, it is true, have disappeared from our country, but there would remain a power in the States, by sinister legislation, to interfere with the blessings of freedom; to regulate civil rights common to all citizens, upon the basis of race; and to place in a condition of legal inferiority a large body of American citizens, now constituting a part of the political community, called the people of the United States, for whom an by whom, through representatives, our government is administrated. Such a system is inconsistent with the guarantee given by the Consititution to each State of a republican form of government, and may be stricken down by congressional action, or by the courts in the discharge of their solemn duty to maintain the supreme law of the land, anything in the Constitution or laws of any State to the contrary notwithstanding.” Indeed, it was not until the Supreme Court’s decision in Brown v. Board of Education of Topeka, Kansas and congressional civil rights acts of the 1950s and 1960s that systematic segregation under state law was ended. In the wake of those Federal actions, many states amended or rewrote their state constitutions to conform with the spirit of the 14th Amendment. But for Homer Plessy the remedies came too late. (Information excerpted from Teaching With Documents, Vol. 2 1880-1929. [Santa Barbara, CA: National Archives and ABC-CLIO, 2002] pp. 57-59

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A synchronous and synchronous motors are the two main categories of ac motors. The induction motor is a common form of asynchronous motor and is basically an ac transformer with a rotating secondary. The primary winding (stator) is connected to the power source and the shorted secondary (rotor) carries the induced secondary current. Torque is produced by the action of the rotor (secondary) currents on the air-gap flux. The synchronous motor differs greatly in design and operational characteristics, and is considered a separate class of motor. Induction motors: Induction motors are the simplest and most rugged electric motor and consists of two basic electrical assemblies: the wound stator and the rotor assembly. The induction motor derives its name from currents flowing in the secondary member (rotor) that are induced by alternating currents flowing in the primary member (stator). The combined electromagnetic effects of the stator and rotor currents produce the force to create rotation. Rotors typically consist of a laminated, cylindrical iron core with slots for receiving the conductors. The most common type of rotor has cast-aluminum conductors and short-circuiting end rings. This "squirrel cage" rotates when the moving magnetic field induces a current in the shorted conductors. The speed at which the magnetic field rotates is the synchronous speed of the motor and is determined by the number of poles in the stator and the frequency of the power supply: ns = 120f/p, where ns = synchronous speed, f = frequency, and p = the number of poles. Synchronous speed is the absolute upper limit of motor speed. If the rotor turns exactly as fast as the rotating magnetic field, then no lines of force are cut by the rotor conductors, and torque is zero. When running, the rotor always rotates slower than the magnetic field. The rotor speed is just slow enough to cause the proper amount of rotor current to flow, so that the resulting torque is sufficient to overcome windage and friction losses, and drive the load. The speed difference between the rotor and magnetic field, called slip, is normally referred to as a percentage of synchronous speed: s = 100 (ns - na)/ns, where s = slip, ns = synchronous speed, and na = actual speed. Polyphase motors: Polyphase squirrel-cage motors are basically constant-speed machines, but some degree of flexibility in operating characteristics results from modifying the rotor slot design. These variations produce changes in torque, current, and full-load speed. Evolution and standardization have resulted in four fundamental types of motors. Designs A and B: General-purpose motors with normal starting torques and currents, and low slip. Fractional-horsepower polyphase motors are generally design B. Because of the drooping characteristics of design B, a polyphase motor that produces the same breakdown (maximum) torque as a single-phase motor cannot attain the same speed-torque point for full-load speed as a single-phase motor. Therefore, breakdown torque must be higher (a minimum of 140% of the breakdown torque of a single-phase, general-purpose motor) so that full-load speeds are comparable. Design C: High starting torque with normal starting current and low slip. This design is normally used where breakaway loads are high at starting, but which normally run at rated full load and are not subject to high overload demands after running speed has been reached. Design D: High slip, very high starting torque, low starting current, and low full-load speed. Because of the high slip, speed can drop when fluctuating loads are encountered. This design is subdivided into several groups that vary according to slip or the shape of the speed-torque curve. Design F: Low starting torque, low starting current, and low slip. This design is built to obtain low locked-rotor current. Both locked-rotor and breakdown torque are low. Normally used where starting torque is low and where high overloads are not imposed after running speed is reached. Wound-rotor motors: Squirrel-cage motors are relatively inflexible with regard to speed and torque characteristics, but a special wound-rotor version has controllable speed and torque. Application of wound-rotor motors is markedly different from squirrel-cage motors because of the accessibility of the rotor circuit. Performance characteristics are obtained by inserting different values of resistance in the rotor circuit. Wound-rotor motors are generally started with secondary resistance in the rotor circuit. The resistance is sequentially reduced to permit the motor to come up to speed. Thus, the motor can develop substantial torque while limiting locked-rotor current. This secondary resistance can be designed for continuous service to dissipate heat produced by continuous operation at reduced speed, frequent acceleration, or acceleration with a large inertia load. External resistance gives the motor a characteristic that results in a large drop in rpm for a fairly small change in load. Reduced speed is provided down to about 50% rated speed, but efficiency is low. Multispeed motors: Consequent-pole motors are designed for one speed. By physically reconnecting the leads, a 2:1 speed ratio can be obtained. Typical synchronous speeds for a 60-Hz motor are: 3,600/1,800 rpm (2/4 pole), 1,800/900 rpm (4/8 pole), and 1,200/600 rpm (6/12 pole). Two-winding motors have two separate windings that can be wound for any number of poles so that other speed ratios can be obtained. However, ratios greater than 4:1 are impractical because of motor size and weight. Single-phase multispeed motors are usually variable-torque design, but constant-torque and constant-horsepower motors are available. Power output of multispeed motors can be proportioned to each different speed. These motors are designed with output horsepower capacity in accordance with one of the following load characteristics. Variable torque: Motors have a speed torque characteristic that varies as the square of the speed. For example, an 1,800/900-rpm motor that develops 10 hp at 1,800 rpm produces 2.5 hp at 900 rpm. Since some loads, such as centrifugal pumps, fans, and blowers, have a torque requirement that varies as the square or cube of the speed, this motor characteristic is usually adequate. Constant torque: These motors can develop the same torque at each speed, thus power output varies directly with speed. For example, a motor rated at 10 hp at 1,800 rpm produces 5 hp at 900 rpm. These motors are used in applications with constant torque requirements such as mixers, conveyors, and compressors. Constant horsepower: These motors develop the same horsepower at each speed and the torque is inversely proportional to the speed. Typical applications include machine tools such as drills, lathes, and milling machines. Single-phase motors: Single-phase induction motors are commonly fractional-horsepower types, although single-phase integral-horsepower are available in the lower horsepower range. The most common fractional-horsepower single-phase motors are split-phase, capacitor-start, permanent split-capacitor, and shaded pole. The motors come in multispeed types, but there is a practical limit to the number of speeds obtained. Two, three, and four-speed motors are available, and speed selection may be accomplished by consequent-pole or two-winding methods. Single-phase motors run in the direction in which they are started; and they are started in a predetermined direction according to the electrical connections or mechanical setting of the starting means. General-purpose motors may be operated in either direction, but the standard rotation is counterclockwise when facing the end opposite the drive shaft. Motors can be reconnected to reverse the direction of rotation. Universal motors: The universal motor operates with nearly equivalent performance on direct current or alternating current up to 60 Hz. It differs from a dc series motor because of winding ratios and thinner iron laminations. A dc series motor runs on ac, but with poor efficiency. A universal motor can operate on dc with essentially equivalent ac performance, but with poorer commutation and brush life than for an equivalent dc series motor. An important characteristic of a universal motor is that it has the highest horsepower-per-pound ratio of any ac motor because it can operate at speeds many times higher than that of any other 60-Hz motor. When operated without load, a universal motor tends to run away, speed being limited only by windage, friction, and commutation. Therefore, large universal motors are nearly always connected directly to a load to limit speed. On portable tools such as electric saws, the load imposed by the gears, bearings, and cooling fan is sufficient to hold the no-load speed down to a safe value. With a universal motor, speed control is simple, since motor speed is sensitive to both voltage and flux changes. With a rheostat or adjustable autotransformer, motor speed can be readily varied from top speed to zero. Synchronous motors: Synchronous motors are inherently constant-speed motors and they operate in absolute synchronism with line frequency. As with squirrel-cage induction motors, speed is determined by the number of pairs of poles and is always a ratio of the line frequency. Synchronous motors are made in sizes ranging from subfractional self-excited units to large-horsepower, direct-current-excited motors for industrial drives. In the fractional-horsepower range, synchronous motors are used primarily where precise constant speed is required. In large horsepower sizes applied to industrial loads, synchronous motors serve two important functions. First, it is a highly efficient means of converting ac energy to mechanical power. Second, it can operate at leading or unity power factor, thereby providing power-factor correction. There are two major types of synchronous motors: nonexcited and direct-current excited. Nonexcited motors are made in reluctance and hysteresis designs. These motors employ a self-starting circuit and require no external excitation supply. Dc-excited motors come in sizes larger than 1 hp, and require direct current supplied through slip rings for excitation. Direct current may be supplied from a separate source or from a dc generator directly connected to the motor shaft. Single-phase or polyphase synchronous motors can't start without being driven, or having their rotor connected in the form of a self-starting circuit. Since the field is rotating at synchronous speed, the motor must be accelerated before it can pull into synchronism. Accelerating from zero speed requires slip until synchronism is reached. Therefore, separate starting means must be employed. In self-starting designs, fhp sizes use starting methods common to induction motors (split-phase, capacitor-start, repulsion-start, and shaded-pole). The electrical characteristics of these motors cause them to automatically switch to synchronous operation. Although the dc-excited motor has a squirrel cage for starting, called an amortisseur or damper winding, the inherent low starting torque and the need for a dc power source requires a starting system that provides full motor protection while starting, applies dc field excitation at the proper time, removes field excitation at rotor pull out (maximum torque), and protects the squirrel-cage winding against thermal damage under out-of-step conditions. Pull-up torque is the minimum torque developed from standstill to the pull-in point. This torque must exceed load torque by a sufficient margin so that a satisfactory rate of acceleration is maintained under normal voltage conditions. Reluctance torque results from the saliency (preferred direction of magnetization) of the rotor pole pieces and pulsates at speeds below synchronous. It also has an influence on motor pull-in and pull-out torques because the unexcited salient-pole rotor tends to align itself with the stator magnetic field to maintain minimum magnetic reluctance. This reluctance torque may be sufficient to pull into synchronism a lightly loaded, low-inertia system and to develop approximately a 30% pull-out torque. Synchronous torque is torque developed after excitation is applied, and represents the total steady-state torque available to drive the load. It reaches maximum at approximately 70° lag of the rotor behind the rotating stator magnetic field. This maximum value is actually the pull-out torque. Pull-out torque is the maximum sustained torque the motor develops at synchronous speed for one minute with rated frequency and normal excitation. Normal pull-out torque is usually 150% of full-load torque for unity-power-factor motors, and 175 to 200% for 0.8-leading-power-factor motors. Pull-in torque of a synchronous motor is the torque that it develops when pulling its connected inertia load into synchronism upon application of excitation. Pull-in torque is developed during transition from slip speed to synchronous speed, as the motor changes from induction to synchronous operation. It is usually the most critical period in starting a synchronous motor. Torques developed by the amortisseur and field windings become zero at synchronous speed. At the pull-in point, therefore, only the reluctance torque and the synchronizing torque provided by exciting the field windings are effective. Timing motors: Timing motors are rated under 1/10 hp and are used as prime movers for timing devices. Since the motor is being used as a timer, it must run at constant speed. Ac and dc motors can be used as timing motors. Dc timing motors are used for portable applications, or where high acceleration and low speed variations are required. Advantages include starting torque as high as ten times running torque, efficiency from 50 to 70%, and relatively easy speed control. But some form of speed governor, either mechanical or electronic, is required. Ac motors use readily available power, are lower in cost, have improved life, and do not generate RFI. However, ac motors cannot be readily adapted to portable applications, have relatively low starting torques, and are much less efficient than dc motors. Ac servomotors: Ac servomotors are used in ac servomechanisms and computers which require rapid and accurate response characteristics. To obtain these characteristics, servomotors have small-diameter high-resistance rotors. The small diameter provides low inertia for fast starts, stops, and reversals, while the high resistance provides a nearly linear speed-torque relationship for accurate control. Servomotors are wound with two phases physically at right angles or in space quadrature. A fixed or reference winding is excited from a fixed voltage source, while the control winding is excited by an adjustable or variable control voltage, usually from a servoamplifier. The windings are usually designed with the same voltage-turns ratio, so that power inputs at maximum fixed-phase excitation and at maximum control-phase signal are in balance. In an ideal servomotor, torque at any speed is directly proportional to control-winding voltage. In practice, however, this relationship exists only at zero speed because of the inherent inability of an induction motor to respond to voltage input changes under conditions of light load. The inherent damping of servomotors decreases as ratings increase, and the motors have a reasonable efficiency at the sacrifice of speed-torque linearity. Most larger motors have integral auxiliary blowers to maintain temperatures within safe operating ranges. Servomotors are available in power ratings from less than 1 to 750 W, in sizes ranging from 0.5 to 7-in. OD. Most designs are available with modular or built-in gearheads.

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How many bats? Counting bats is a key part of developing effective conservation efforts, especially since White-nose Syndrome began decimating hibernating bat colonies in eastern North America seven years ago. But accurate counts are hard to come by and, for hibernation sites, typically require groups of biologists to take artificial lights or flash photography into caves. Yet disturbing hibernating bats can have serious consequences. |A LIDAR image, produced in total darkness, of bats in Long Cave. Photo courtesy of Cave Research Foundation. Virtually all bat counts are informed estimates, and reliability varies sharply. Improving the quality of those estimated numbers is an important goal. Traditional bat counts involved simply counting the number of individual bats hibernating on cave walls for a few hundred or thousands of bats. When numbers climb higher, researchers count the number of bats in one discrete area, a square meter for example, then multiply by the total area used by bats for a rough calculation. A lot of research has gone into improving existing methods and developing new ones: low-light video, arrays of bat detectors, infrared beams that count the times they are broken by bats and other methods monitor bats emerging from their roosts. But few less-intrusive options exist for counting bats during hibernation. Now bat biologists are exploring a technology that is more accurate than the human eye and can examine an entire cave in total darkness. That technology is called LIDAR – a combination of "light" and "radar" – and it requires just one researcher with a single, small headlamp. LIDAR sends rapidly pulsed laser beams to a target, then analyzes the reflected lights to measure exact distances and generate images. Bat Conservation International partnered with the Cave Research Foundation and the U.S. National Park Service to conduct the first LIDAR scan of Long Cave in Kentucky's Mammoth Cave National Park. This cave is an important hibernation site for endangered gray and Indiana myotis, and WNS was confirmed there this year. LIDAR was developed in the 1960s and has been applied to everything from atmospheric physics to archaeology (and in some police traffic-radar units). It has been used to produce precise, 3-D topographic maps of caves, including some used by bats. Only very recently, however, has LIDAR been tested for conservation biology. A team of researchers in Malaysia recently published a paper describing their use of LIDAR to successfully count Horsfield's leaf-nosed bats in a Malaysian cave. The counting itself was automated with computer software the team developed. This cave-roosting species forms small colonies of up to about 100 individuals and typically roosts singly within caves. The Malaysian success prompted other researchers to try this new technique with cave-roosting colonies. The LIDAR scan of Long Cave in Kentucky was conducted during their annual winter cave survey this past February. "The images are mesmerizing," says Katie Gillies, who leads BCI's Imperiled Species Program. "Individual bats are clearly visible, even though the images were taken in complete darkness. But the next challenge is the data analysis." The Malaysian researchers were able to create an algorithm that automatically differentiated between individual bats and the cave walls, but they were dealing with a relatively small number of bats in a simple cave system. That task is far more complex at Long Cave, since its bats hibernate in large, dense clusters, making it much harder to distinguish between bats and rock walls. The cave is about 1.3 miles long. "We are working to develop an automated way to count bats using this technology. We aren't there yet," Gillies said, "but the continued use and development of LIDAR will ultimately provide bat researchers with what could become a powerful new tool for our conservation toolbox."

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By Colin Macpherson, M.A., CCC-SLP Children need to have good spoken language skills in order to be successful in early literacy events. Research has shown that children’s ability to tell a good story with grammatical sentences predicts later reading success. What makes a good story, how does children’s storytelling develop from preschool to first grade, and what can parents do to promote storytelling? The Relationship Between Language Skills and Literacy Strong literacy skills are necessary for students to be successful, both in the classroom and as they pursue future careers. However, many students struggle with reading and writing, with the National Assessment of Educational Programs indicating that 65% of fourth graders and 64% of eighth graders scored below a proficient reading level in 2013. Researchers’ findings indicate that preschool aged children who have language delay and approximately 40-60% of school-aged children with language impairment are likely to exhibit a reading disability later in their academic careers. Although early language intervention strategies exist for preschool children, the children have to be identified as having a delay or disability in order to access services. It is not until most children reach school age that they are able to benefit from universal screening that indicates they require additional supports to be successful in school. It is clear from research that a strong relationship exists between talking and listening and reading and writing. A number of recent studies have examined how children’s ability to tell a story relates to future reading success. The implication of these studies is that promoting children’s ability to tell stories may result in improved reading and writing skills. What Makes a Good Story? Children learn about stories by listening to stories read to them by parents and preschool educators. Stories tend to have a particular structure that can be used by children to both understand and create their own verbal stories. A good story typically includes some information about the characters in the story, the central problem of the story, the characters’ feelings about events in the story, the actions that take place in the story, and the ending or resolution. Stories can consist of a single episode or multiple episodes. What Can I Do to Help My Child’s Storytelling Ability? One way parents and educators can assist children in developing their storytelling skills is by engaging them in a practice known as dialogic book reading (DBR). Dialogic book reading is an evidence-based technique for increasing vocabulary, grammatical skills, and storytelling ability that can be used by teachers with small groups of students, or individually by a parent and child at home. The teacher and students look at the book together while discussing the pictures on each page, a practice often referred to as “taking a picture walk.” Teachers also ask their students questions about the story while they are reading it aloud. After a student answers a question, the teacher reiterates or expands the child’s response by adding words to make the sentence longer or more grammatically correct. DBR is frequently done using the same book, with the story being discussed for four or more different sessions. Children enjoy the familiarity of listening to the same story over time and can assume the role of the teacher and tell the story to other students. Teachers employing this practice frequently report that their students develop a stronger belief in their ability to “read.” The following suggestions may help parents make the DBR activity relevant to your children. - Before reading a story to your child, talk about life events that are similar to those portrayed in the book. - Start the book reading session by looking at each picture and talking about it. - When your child makes a comment or answers a question, repeat what your child said and add some words to extend the meaning of his/her sentence. For example, if you ask your child how the girl in the story feels, and she replies, “Girl sad,” you could reply with “Yes, the girl is sad because her friend moved away to a new house.” - Read the book aloud to your child after you have discussed the pictures, again extending the child’s sentences by repeating them with additional meanings. - Stop frequently while reading aloud and ask your child to talk about what has happened or to make predictions on what will happen next. The time you spend with your child engaging in DBR should be a pleasant and friendly experience that will promote future language and literacy development. If you have any concerns about your child’s language ability, consult with a speech-language pathologist. Speech-language pathologists can conduct an assessment to identify whether your child’s language and storytelling skills are typical for his or her age and determine whether treatment is indicated. The information contained in this article is not intended to be a substitute for professional medical advice, diagnosis, care, or treatment. Always consult a qualified healthcare provider with any questions regarding any possible health condition. Colin Macpherson, M.A., CCC-SLP, is Director of Clinical Education and Assistant Professor for the Speech-Language Pathology Program at the Midwestern University College of Health Sciences. Midwestern University students Julia DePaula, Heidi Deary, and Sarah Chilson, Speech-Language Pathology Class of 2019, also contributed to this article. The Speech-Language Institute at the Midwestern University Multispecialty Clinic in Glendale, Arizona utilizes the latest technology to provide high-quality care for the entire family at affordable prices. Learn more at 623-537-6000 or www.mwuclinics.com/az.

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Researchers at the University of Bristol have used graphite, the waste product of nuclear reactors, to develop a man-made diamond which produces electricity when placed in close proximity to a radioactive source. Although these batteries produce only a small amount of current, they offer an incredibly long battery life of thousands of years. Making Use of Nuclear Waste Nuclear reactors need graphite blocks to control heat flow and nuclear reactions. When exposed to radioactive uranium rods, the graphite blocks gradually become radioactive, as well. When a nuclear plant gets decommissioned, graphite blocks are one of the main radioactive waste products which need to be handled. Carbon-14 is the radioactive version of carbon which is found at the surface of graphite blocks. The radiation of this carbon isotope cannot penetrate even a few centimeters of air, but it is not still safe to allow into the environment. The UK currently has almost 95,000 tonnes of radioactive graphite blocks. Researchers believe that, by extracting carbon-14, the majority of the graphite’s radioactive material can be removed. As a result, the cost and danger of storing graphite would be significantly reduced. Researchers have found a method to reuse these graphite blocks to generate electricity out of the radioactive waste. First, they heat the graphite blocks and turn them into a gas. Then, the radioactive gas is compressed to grow a diamond. The beta particles emitted by the radioactive material interact with the crystal lattice and throw off electrons. The result? A radioactive diamond that can generate electricity for thousands of years. To prove the feasibility of the technique, the research team has designed a prototype nuclear battery using a nickel isotope, nickel-63, as the radioactive source. However, they are planning to use carbon-14 in their future designs. No Emissions, No Maintenance! Unlike many conventional methods of producing electricity which rely on moving a magnet inside a coil of wires, the nuclear-powered batteries have no moving parts and the electricity is generated by simply placing the man-made diamond in close proximity to a radioactive source. To shield the radioactive diamonds and make them safe to handle, a non-radioactive diamond coating is also grown. Dr. Neil Fox from Bristol's School of Chemistry explains that these nuclear batteries have no radioactive threats to the user. He notes that carbon-14 has short-range radiation which can be completely confined within the world’s hardest material: diamond. This non-radioactive diamond coating means that someone in close proximity to a nuclear battery would receive as much radiation as they would sitting next to a banana! According to Professor Tom Scott of the university's Interface Analysis Centre, the nuclear batteries not only have negligible emissions but they also do not require any maintenance. This fact alone means that nuclear diamonds could be used in areas that are dangerous—or downright impossible—for maintenance workers to reach. Potential Applications of a Diamond Battery The bad news is that the produced current is not high enough to power a smartphone. However, the long battery life makes the technology appealing especially for applications where it is not easy or even possible to recharge the battery or replace it with a new one. The longevity of these batteries, which is connected to the half-life of the nuclear waste's radiation, can be crucially important in applications such as designing pacemakers, satellites, spacecraft, and high-altitude drones. Researchers estimate that nuclear batteries based on carbon-14 will generate above 50% of their maximum power for as long as 5,730 years –– equal to the whole time the human civilization has existed. Hence, with this technology, it would be possible to power interstellar probes long after they lose solar power. Lithium-Ion, Nuclear Battery, or Another Alternative? Unfortunately, over the last few years, the battery industry has been cruel to many promising solutions. Researchers in this field need not only to solve many technical problems but also take the technology into the commercial realm. This is not at all easy because even a small battery manufacturer needs to invest nearly $500 million. In fact, according to MIT's Technology Review, one of the main reasons that new battery technologies do not get commercialized is the lack of funding and focus. Many manufacturers prefer to rely on the incremental improvement of lithium-ion batteries—which has been exceedingly slow, despite some recent, promising research into increased Li-ion capacity—rather than accept the initial huge investment of a new battery which would offer a dramatic improvement over conventional batteries. In October 2015, Lux Research published a report which predicted the lithium-ion battery as the main choice of energy storage for the years ahead. The nuclear-powered batteries can simultaneously solve a few of today’s serious problems such as nuclear waste disposal, clean electricity generation, and battery life. However, is there a clear path to seeing this technology commercialized? We face some serious questions: Is it economical to convert nuclear wastes into diamond batteries? Or are there only some particular applications that these batteries really lend themselves to? The details of this technology were discussed at the Cabot Institute's soldout annual lecture––"Ideas to change the world"–– in November. For more information, check out the University of Bristol's friendly, animated video explaining the technology below:

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Underlying the notion of a global dimension to the curriculum are eight key concepts. These underpin subject areas and help us clarify what the global dimension means. Gaining the knowledge, skills and understanding necessary to become informed, active, responsible global citizens. English: using texts concerning issues of a global nature. Science: promoting discussion of the science-based issues that may affect pupils own lives, the direction of society and the future of the world. History: explaining the role of national and international organisations throughout history; highlighting different forms of action to effect change. Geography: inspiring pupils to think about their own place in the world and their rights and responsibilities to other people; studying issues of global significance. PE: promoting social skills involving co-operation and collaboration. Citizenship: teaching about democratic institutions and different political and societal structures; encouraging pupils to participate and become active citizens. Understanding the need to maintain and improve the quality of life now with damaging the planet for future generations. ICT: explaining the implications of the use of ICT for the environment. History: showing how past actions and choices have had an effect on the environment and so on the quality of people's lives. Geography / Science / D&T: teaching the principles of sustainable development; explaining the positive and negative effects of scientific and technological developments on the environment and on people; highlighting the importance of choosing materials, making processes and using resources sensitively. Citizenship: showing how pupils can become citizens making a contribution to the future well being of the planet and its people. RE: teaching about beliefs about the created world and how it should be cared for. Understanding the importance of social justice as an element in both sustainable development and the improved welfare of all people. Design and technology: exploring values and ethics in relation to the application of design & technology. History: explaining the motivation of individuals who made sacrifices for a particular cause. Geography: showing how the level of development in different countries is related to quality of life. Citizenship: encouraging debate on topical issues relating to social justice. RE: highlighting the importance of social justice to believe systems. Understanding and respecting differences and relating these to our common humanity. English: exploring the way that cultures are represented in stories and poems; showing how language relates to national, regional and cultural identities. Design and technology: exploring how different people have developed solutions to meet their needs. Geography: studying people, places and environments in different parts of the world. MFL: exploring the different linguistic and cultural traditions of those countries where the target language is spoken. Music / Art: studying art forms from different cultures and traditions; showing how ideas, beliefs and values influence the making of art. RE / Citizenship: celebrating different national, religious and ethnic identities. Values and perceptions Developing a critical evaluation of images of the developing world and an appreciation of the effect these have on people's attitudes and values. English / MFL: highlighting contrasting images of the developing world in literature / film and exploring responses to these; developing awareness of bias and stereotyping in the media. Science: showing how perceptions of different cultures can influence the extent to which scientific ideas are accepted, used and valued. Geography: studying less economically developed countries and localities through analysis of sources such as photographs, texts, etc and raising consciousness of the way these shape the pupil's own and others' views. PSHE: encouraging discussion about stereotypes and prejudices, and why these exist. Understanding how people, places and environments are all inextricably interrelated and that events have repercussions on a global scale. Mathematics: showing that mathematicians from many cultures have contributed to the development of modern day mathematics. ICT: explaining how ICT connects local, national and international communities; exploring the impact of ICT on global interdependence. History: showing how events throughout history and around the world are interrelated. Geography: explaining why places and people are interdependent. Citizenship: showing how the world is a global community. RE: teaching about the moral and social obligations we have towards each other. Understanding how conflicts are a barrier to development and why there is need for their resolution and the promotion of harmony. English: encouraging discussion of different viewpoints, including those expressed in literature; exploring conflict through drama. History: explaining the causes and impacts of previous conflicts; showing the importance of resolving conflict fairly. Geography: explaining how conflicting demands on an environment arise and the difficulties that these can cause. PSHE: teaching conflict resolution. RE: encouraging understanding of, and empathy for, other points of view. Knowing about human rights and understanding their breadth and universality. Science: showing how our basic needs are universal. History: teaching about the lives of those who have fought for human rights, both in Britain and the wider world. MFL: discussing human rights in the target language. PSHE / Citizenship: teaching about bills of rights; explaining why everyone is entitled to these rights and why we all have responsibilities to ensure these rights are met. Why do we do this? By doing this children can make links between events in different countries and compare the lives of other people in other countries in the past with those from their own country. Learning about past conflicts can help pupils develop insights into topical situations. As part of a world history study, pupils in many primary schools have studied the history of the kingdom of Benin, using the WWF/Channel 4 pack, 'Benin: An African Kingdom' (available through Oxfam's resources catalogue - see p.16). The history of Benin is a part of an important period of African history, and offers a positive image of an African country. This has challenged many preconceptions pupils have about African societies. Geography: where pupils learn about a country that is less economically developed and about environmental change and sustainable development. - By doing this they can learn to recognise how places fit within a wider geographical context and are interdependent. They can learn how people can improve the environment or damage it and how decisions about places and environments affect the future quality of people's lives. Art and design: where pupils compare ideas, methods and approaches used in different cultures and traditions and learn about the diverse roles of artists, craftspeople and designers working in these cultures and traditions. - By doing this they can experiment with different methods and approaches used by artists, craftspeople and designers from other cultures, learn more about the context within which these people work, and use what have learnt to inform their work. After visiting their local museum to see objects from other cultures, pupils at a Birmingham school were asked to choose one object that represented their cultural identity. In doing this, pupils realised how difficult it is to base judgements of another culture on observing a few artefacts. They started to appreciate how false assumptions are sometimes made about which we have limited information. Music: where pupils learn about the music of different cultures and traditions. They perform music, and can use instruments from a range of different cultures. - By doing this they can begin to appreciate and recognise the contribution of world music to, for example, modern popular culture. PE: where pupils learn about the dance of different cultures and traditions and work together as a team. - By doing this they can develop an understanding of the influence of other dance forms and an appreciation of the value of working co-operatively. PSHE and Citizenship: where pupils discuss and debate topical issues, including global problems and events. They learn to understand other people's experiences, to appreciate the range of religious and ethnic identities in the United Kingdom and to recognise and challenge stereotypes. - By doing this they can develop a sense of themselves as members of a world-wide community in which there exists a wide range of cultures and identities but a common humanity. RE: where pupils learn about the world's major religions and how each individual is important. - By doing this they can appreciate religious diversity in their own society and around the world. They can learn about different religious beliefs with regards to the environment and learn to value each other and actively seek to include others.

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Put the VT to work in your classroom What's Your Genus? Scientific Classification and the VT Lesson Question:How can the Visual Thesaurus help students learn more about binomial nomenclature? Lesson Overview:In this lesson, students will learn about the fundamental system of scientific classification: binomial nomenclature. Teams of students will compete in a binomial name scavenger hunt using the Visual Thesaurus and the online "Catalogue of Life" to identify two-part binomial names within specific genus categories. Length of Lesson:One hour Instructional Objectives:Students will: - learn the definition and origins of binomial nomenclature - identify organisms by both binomial and common names - use Internet resources to research binomial nomenclature - white board - computers with Internet access - "Binomial Name Scavenger Hunt" chart [click here to download] Warm Up:Defining binomial nomenclature through an example: - Tell the class that you once spotted a "Helianthus giganteus" in your neighbor's garden. As your students puzzle over your sighting and wonder if you actually spotted Charlie Brown's "Great Pumpkin," display the Visual Thesaurus word web for the term "Helianthus giganteus" on the white board. Students will discover that "Helianthus giganteus" is just another name for the "giant sunflower" plant. (As a side note, you could also have students think about which roots in the binomial name could have led them to the plant's more common name [i.e., Helios (sun) and gigantic (giant)]). - Explain to students that you initially had used binomial nomenclature to name the plant you had spotted in your neighbor's garden. Binomial nomenclature is the scientific system of classifying each organism by giving it a two-part name indicating its genus and its species (e.g., "Homo sapiens" is the binomial name for human). - Type in just the term "Helianthus" in the VT to demonstrate to students that this capitalized first part of the binomial name indicates "genus" and is defined as "any plant of the genus Helianthus having large flower heads with dark disk florets and showy yellow rays"-in other words-"a sunflower" (point to the only other word on the word web diagram). Explain that although the species "giganteus" is not defined on the VT, that if students click on the definition of "Helianthus" on the meaning list, that the web display will reconfigure to reveal just how many different species of sunflowers (or Helianthus) there are. Instruction:Discussing the origins of binomial nomenclature: - Ask students why they think there is a need in the scientific community for binomial nomenclature. If organisms already have common names such as "sunflower," why do we need an entirely different system of naming them? - After eliciting students' responses to your question, establish that the binomial system of classification allows all species to be identified by the same two-part name by people around the world, therefore avoiding problems in translating names from one language into another. This system of scientific classification resulted largely from the work of the Swedish botanist Carl Linnaeus (1707-1778) who attempted to group all species in the natural world by shared physical characteristics (thus he is often referred to as "the father of taxonomy"). - Organize the class into small teams of three to four students each. - Inform teams that today they will be competing in a scavenger hunt during which they will attempt to identify as many well-known species in particular genus categories by their binomial names as they can (in a limited amount of time). - Explain to students that each team in the room will begin with a list of "genus" names and then they will be allowed to use two resources in their quest for binomial names: the Visual Thesaurus and The Catalogue of Life (an online index of the world's known species). - As an example, type the genus name "Meleagris" into the VT search box and display the resulting word web. Students will see that the genus "Meleagris" is comprised of "wild and domestic turkeys." - Demonstrate for students the next step of trying to identify a binomial name within the genus "Meleagris" by using the Web site: The Catalogue of Life -- an online index of the world's known species. Show students that when they click on the "Search all names" option, they can type in the common name "wild turkey" into the search box to find its binomial name in the resulting list: Meleagris gallopavo (a binomial name developed by Linneaus in 1758). (Or, students can also find binomial names by using the "search for scientific names" option in the catalogue by typing in the genus name into this search box.) - Distribute a "Binomial Name Scavenger Hunt" chart to each team [click here to download] and explain that the left-hand column of the chart contains a list of genus names that can be defined by using the VT. Then, it is each team's job to find one example of a species within that genus category that can be listed by its binomial name (middle column) and by its common name (right-hand column). - Give teams a limited amount of time to research binomial and common names of organisms for their charts. Circulate around the room and assist teams if they are having difficulties using the VT and the The Catalogue of Life sites to conduct their research. - Alert teams when their time is up and declare a scavenger hunt winner based on the number of accurate binomial and common names they have listed on the "Binomial Name Scavenger Hunt" chart. Wrap-up:Sharing binomial names: - After the conclusion of the scavenger hunt, have each team share their findings. Students may wish to write their list of binomial names on the board and then have other teams guess these organisms' more common names. - If time permits, you could discuss the process by which students discovered binomial and common names for each genus category. What confused or surprised them about certain genus categories? Which genus categories seemed to contain the most species variation? Which genus categories seemed to have the least species variation? Extending the Lesson: - One fun way to extend this lesson would be to conduct a follow-up "Binomial Bingo" game with the teams' findings. Each team could write its list of binomial names on the board while students make Bingo charts (with each of the 25 boxes containing one binomial name). Then, a student or teacher could call out the common names associated with particular binomial names and students could cross those binomial names off their boards. The first student with a row (horizontal, vertical, or diagonal) of accurately crossed out binomial names would yell out "Bingo!" - Another way to extend this lesson would be to introduce the other "ranks" of taxonomic classification (kingdom, phylum, class, order, family). Each student could choose a few binomial names from his team's list or another team's list and research to which family, order class, phylum and kingdom those organisms belong. - Teams' lists of binomial and common names can be assessed on accuracy and their use of the VT and the "Catalogue of Life" sites to validate their research. - Students' understanding of binomial nomenclature could be easily assessed by giving the class a "binomial names quiz" to see if students can correctly match binomial names with common names and can identify which part of each binomial name indicates "genus" and which indicates "species." Standard 7. Understands biological evolution and the diversity of life Level III (Grades 6-8) 4. Knows evidence that supports the idea that there is unity among organisms despite the fact that some species look very different (e.g., similarity of internal structures in different organisms, similarity of chemical processes in different organisms, evidence of common ancestry)Level IV (Grades 9-12) 5. Knows ways in which living things can be classified (e.g., taxonomic groups of plants, animals, and fungi; groups based on the details of organisms' internal and external features; groups based on functions served within an ecosystem such as producers, consumers, and decomposers) 6. Knows how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth (e.g., recurring patterns of relationship exist throughout the fossil record; molecular similarities exist among the diverse species of living organisms; the millions of different species living today appear to be related by descent from common ancestors)Language Arts 7. Knows how organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their evolutionary relationships (e.g., shared derived characteristics inherited from a common ancestor; degree of kinship estimated from the similarity of DNA sequences) Standard 4. Gathers and uses information for research purposes Level IV (Grade: 9-12) 2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet)Level III (Grades 6-8) Standard 5. Uses the general skills and strategies of the reading process 2. Uses word origins and derivations to understand word meaning (e.g., Latin and Greek roots and affixes, meanings of foreign words frequently used in the English language, historical influences on English word meanings)Level IV (Grades 9-12) 3. Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries) 2. Extends general and specialized reading vocabulary (e.g., interprets the meaning of codes, symbols, abbreviations, and acronyms; uses Latin, Greek, Anglo-Saxon roots and affixes to infer meaning; understands subject-area terminology; understands word relationships, such as analogies or synonyms and antonyms; uses cognates; understands allusions to mythology and other literature; understands connotative and denotative meanings) Standard 8. Uses listening and speaking strategies for different purposes Level III (Grades 6-8) 1. Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator) 6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media) Level IV (Grades 9-12) 5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)

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Presidents throughout history have sought to influence law through their judicial appointments. However, the skirmish involving the midnight judges had a much broader significance: it belonged to a fight that had begun shortly after the war of independence between the leaders of the new nation. The argument pitted the Federalists (led by john adams) against the Republicans (led by thomas jefferson) over a fundamental problem: how much power should be given to the federal government and, in particular, the federal judiciary? The answer would influence the course of U.S. law for generations to come. When Adams lost the 1800 election, the nation was only twenty-four years old. The Constitution, ratified in 1789, was even younger. For more than two decades, the Federalists and the Republicans had argued over their competing visions of strong federal government versusstates' rights. The 1800 election crystallized these opposing philosophies. Adams and the Federalists accused the Republicans of intending to plunder property and undermine civilized society. On the other side, Jefferson and the Republicans attacked the Federalists for trying to subvert the guarantees of the bill of rights. The election tipped the balance of power. With the Republicans capturing the White House and Congress, it appeared that Jefferson's party would at last have the upper hand. But the Federalists intended to preserve their power. Just before time ran out on the Adams administration, they enacted the Judiciary Act of 1801. This sweeping law struck at a key point of contention: the jurisdiction of the federal courts. The Republicans wanted the federal courts to be constrained, but the new law gave these courts increased jurisdiction over land and bankruptcy cases. The federal courts now had greater authority at the expense of the states. The act added six new federal circuits with sixteen new judges. As a final measure, they also added dozens of new justices of the peace to the District of Columbia. Between December 12 and March 4, President Adams, with the approval of the Senate, busily stacked the courts with his own people. If the Federalists could not control Washington through elected office, they would at least dictate the composition of the judiciary. The Republicans could not tolerate this bold maneuver. Enraged, Jefferson declared that "the Federalists have retired into the judiciary as a stronghold" where his own party's efforts would be "beaten down and erased." Once in power the Republicans quickly repealed the 1801 act, thus restoring the original jurisdictional authority of the federal courts. But removing the midnight judges presented a difficult constitutional question. The Constitution provided that federal judges were to hold office as long as they demonstrated good behavior—in effect, for life. The Republicans' plan was therefore to abolish the new circuit courts. The Federalists called this an unconstitutional attack on the independence of the judiciary and predicted that the Supreme Court—which was dominated by Federalists—would not allow it. The Republican-controlled Congress stalled a decision on their actions by eliminating the 1802 term of the Court. The action only delayed an inevitable ruling. Fortunately for the Republicans, Adams had to leave office before he could secure commitments from his appointees, and several declined to serve. Those who accepted did not manage to challenge their removal. But one appointment of a midnight judge had gone largely unnoticed, and it proved to be one of the most important appointments in U.S. history. This was the nomination of john marshall as chief justice of the Supreme Court. Marshall, who was an ardent Federalist, viewed President Jefferson as nothing less than an "absolute terrorist." In 1803, when the Court reconvened, it ruled on a case that arose from Adams's District of Columbia appointments. Prevented from receiving his commission as a justice of the peace, William Marbury asked the Court to order that his commission be honored. The Court's landmark opinion in marbury v. madison, 5 U.S. (1 Cranch) 137, 2 L. Ed. 60 (1803), settled the immediate dispute and partially answered the constitutional question at stake. Writing for the unanimous Court, Chief Justice Marshall dismissed Marbury's suit on the grounds that the Supreme Court lacked jurisdiction. Marshall wanted to avoid an impasse between the judiciary and the White House. However, Marshall's opinion also greatly expanded the power of the Court by holding that the judiciary has the power to say what the law is, and, if necessary, to overturn acts of Congress that it finds unconstitutional. The Court did this in Marbury for the first time in history, striking down a section of the judiciary act of 1789. The problem of the midnight judges was settled, but with unexpected results. The judges appointed by Adams could not take office, and in this way the Federalists were thwarted. Yet in an indirect way, they triumphed. Marshall would serve on the Supreme Court for the next thirty-four years and in the process become perhaps the greatest chief justice in history. Moreover, with his opinion in Marbury v. Madison, the Court established its power of judicial review, a principal goal of the Federalists. Lukens, Robert J. 1997. "Jared Ingersoll's Rejection of Appointment as One of the "Midnight Judges" of 1801: Foolhardy or Farsighted?" Temple Law Review 70 (spring): 189–231. "Midnight Judges." West's Encyclopedia of American Law. . Encyclopedia.com. (February 20, 2018). http://www.encyclopedia.com/law/encyclopedias-almanacs-transcripts-and-maps/midnight-judges "Midnight Judges." West's Encyclopedia of American Law. . Retrieved February 20, 2018 from Encyclopedia.com: http://www.encyclopedia.com/law/encyclopedias-almanacs-transcripts-and-maps/midnight-judges Encyclopedia.com gives you the ability to cite reference entries and articles according to common styles from the Modern Language Association (MLA), The Chicago Manual of Style, and the American Psychological Association (APA). Within the “Cite this article” tool, pick a style to see how all available information looks when formatted according to that style. Then, copy and paste the text into your bibliography or works cited list. Because each style has its own formatting nuances that evolve over time and not all information is available for every reference entry or article, Encyclopedia.com cannot guarantee each citation it generates. Therefore, it’s best to use Encyclopedia.com citations as a starting point before checking the style against your school or publication’s requirements and the most-recent information available at these sites: Modern Language Association The Chicago Manual of Style American Psychological Association - Most online reference entries and articles do not have page numbers. Therefore, that information is unavailable for most Encyclopedia.com content. However, the date of retrieval is often important. Refer to each style’s convention regarding the best way to format page numbers and retrieval dates. - In addition to the MLA, Chicago, and APA styles, your school, university, publication, or institution may have its own requirements for citations. Therefore, be sure to refer to those guidelines when editing your bibliography or works cited list. MIDNIGHT JUDGES refers to the judicial appointments made by President John Adams just before he was succeeded by President Thomas Jefferson. Adams saw the appointments as a way to preserve Federalist influence in the federal government during the Jeffersonian tenure. Congress, dominated in the next session by Jeffersonians, reconstructed the inferior courts and legislated most of the midnight judges out of their commissions. In the case of a justice of the peace for the District of Columbia, the delivery of his commission was refused. This act led to the famous Supreme Court case of Marbury v.Madison. Brown, Ralph Adams. The Presidency of John Adams. Lawrence: University Press of Kansas, 1975. Cunningham, Noble E., Jr. The Process of Government under Jefferson. Princeton, N.J.: Princeton University Press, 1978. William S.Carpenter/a. g. "Midnight Judges." Dictionary of American History. . Encyclopedia.com. (February 20, 2018). http://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/midnight-judges "Midnight Judges." Dictionary of American History. . Retrieved February 20, 2018 from Encyclopedia.com: http://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/midnight-judges

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SedimentationSedimentation is the process of allowing suspended solids in water to settle out through the effect of gravitational force. This process usually follows coagulation and flocculation to let colloidal particles (very fine solids) in raw water form larger particles or flocs first. Sedimentation, also called settling or clarification, precedes the filtration process. In a purification system, water carried over from the flocculation basin enters the sedimentation tank or settling basin, where the flow of water is very slow. The water velocity is significantly decreased at this point so that it can no longer support the transport of suspended particles, thus leaving gravity to act on them. When this happens, the flocs settle at the bottom of the tank. The sediments or solids that settle out during sedimentation are collectively referred to as sludge. Some settling tanks are fitted with equipment that facilitates the automatic and continuous removal of sludge. Otherwise, tank operators would have to manually remove this. Factors Affecting Sedimentation ● Particle Characteristics The type of solid particles present in the water is one of the major factors that affect how a sedimentation tank is operated. Bigger and heavier solids such as sand, silt, and grit are removed with little effort. A water-flow velocity of less than one foot per second should be adequate to remove these particles from the water. In cases where coarse suspended matter such as those mentioned above make up majority of the particles present in the source water, sedimentation can be done as part of the pretreatment process. This process is called presedimentation, and is done to reduce the load on the coagulation/flocculation basin. However, when there is high turbidity and electrically-charged colloidal particles abound, chemical coagulants need to be added first and the particles allowed to flocculate, before sedimentation can take place. Aside from size and density, the shape of the particle also has an effect on the clarification process. Circular and flat solids will settle more easily than those with ragged edges. Within the settling tank, there may be various types of currents present which can have an impact on sedimentation, and the two most common ones are density and eddy currents. Density currents are brought about by the different elements that have come together in the tank: the concentration of the solid particles, the individual and collective weight of these particles, and the water temperature. Eddy currents on the other hand, are caused by the flow of the water entering and exiting the tank. One or both of these current types can have a positive effect on the process as they can aid in bringing the particles together and promote the formation of flocs. But then again, currents may also cause solid matter to spread out rather haphazardly in the water. When this happens, the flocs also settle at an uneven rate. ● Basin Retention Time As a general rule, water must remain in the sedimentation basin long enough for the particles to settle, and then be removed. Smaller particles settle more slowly than bigger ones and therefore, the waters carrying these require longer retention times and larger tanks. On the average, water stays in the settling tank for at least four hours. ● Basin Depth The size and depth of the sedimentation tank or basin is also key to the efficiency of the operation. Large particles are known to sweep along and combine with smaller ones as they settle and because of this, a deep basin will promote settling better than a shallow basin will. The further the flocs need to travel down, the more smaller particles they can integrate with along the way. ● Water Temperature The temperature of the water in the tank is another factor to contend with in sedimentation. With a higher temperature normally comes a higher rate of settling, and consequently, particle settling slows down as temperature goes down. A decreased rate of settling can have an effect in the other steps of the process. For instance, the retention time in the sedimentation tank will need to be longer when settling decelerates. In addition, when settling slows down, addition of coagulants may be needed to achieve about the same amount of sludge despite the decreased settling rate. The Sedimentation Basin ● Basin Shapes There are various types of sedimentation basins that can be used for this water purification process. The settling basin should ideally be located close to the flocculation basin to prevent the breakup of floc as the water flows from the first basin to the next. Sedimentation basins may be: ● Rectangular. The simplest and most common design used today, a rectangular basin allows water to flow through horizontally from one end of the tank to the other. While rectangle-shaped tanks require a sizeable land area, these basins are popular because they are ideal for large-scale water treatment plants. This type is also the most cost-effective to construct and maintain, and the least likely to short circuit. As a side note, short-circuiting in sedimentation is a tricky situation wherein the water does not follow the normal flow in the tank and proceeds to the outlet, thereby spending less time in the basin than what is normally required. ● Double-deck Rectangular. As described by its name, a double-deck rectangular settling basin is essentially made up of two rectangular tanks placed atop each other. Water from the flocculation tank enters the bottom basin and then slowly flows through and goes up to the basin on top where the exit is located. One advantage of the double-deck basin is that it conserves space while still providing ample area for particle settling to take place. However, it is also more expensive to maintain than a rectangular basin. ● Square or circular. Better known as clarifiers, square and circular sedimentation basins have inlets located at the center where the water flows in, and outlets at the edges where the treated water exits. Clarifiers are known to be prone to short-circuiting and sludge removal problems. ● Basin Zones The sedimentation basin is divided into four basic zones: inlet zone, settling zone, sludge zone, and outlet zone. ● Inlet Zone. The water enters the inlet zone of the sedimentation basin from the flocculation tank. From this point on, the water should be evenly distributed throughout the basin and its speed of flow controlled. Water velocity should be no more than 0.5 feet per second otherwise, the flocs could disintegrate back into smaller particles. Even distribution and speed control is usually done with the aid of baffles that gradually spreads the water across the area. Baffles also help prevent short circuiting. ● Settling Zone. Easily having the largest area of the sedimentation basin, the settling zone is where the solid particles actually descend to the bottom and settle out. The velocity of water here is significantly decreased to allow gravity to exert the needed pressure on the suspended flocs. Some settling zones simply consist of a wide expanse of area while others are equipped with tube settlers and lamella plates to facilitate optimal efficiency in the settling process. ● Sludge Zone. The bottom portion of the basin is designated as the sludge zone. This area serves as a holding space for the sediments or sludge that have settled out from the water until such time that these are taken away for proper disposal. As in the settling zone, the velocity of flow in the sludge area should be at a minimum to prevent the settled particles from being swept up and re-dispersed into the water. The amount of sludge typically generated may be about 3 to 5 percent of the total volume of water. The regular removal of sludge from the basin is crucial to the efficient operation of the basin, and this is why most basins have a drain at the bottom for easy sludge removal. ● Outlet Zone. When most particles have already settled at the bottom, the now-treated water proceeds to the outlet zone. The outlet serves as the control point for the depth of water that the basin contains and ensures that only clarified water exits the basin and enters the filtration area. Since the clearest water is usually that on the uppermost part of the basin, outlets are designed to evenly skim off this water. To achieve the ideal depth of water and prevent solids from flowing out before they can settle, weirs, which are like walls that have notches or slits along its length, are installed at the end of the tank. While most large-scale water purification plants include a sedimentation basin, the process may not be necessary when treating water with relatively low turbidity. In such cases, filtration follows the coagulation and flocculation processes.

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First you need to gather up all of the materials you will need. Below is a list of the following items needed to conduct this project: - A DC microammeter – able to read 100 microamps - An aluminum plate and a copper plate - 2 electrical lead wires with alligator clips at both ends Are you ready? Let’s get started. First, you need to make sure that you have a flat wood or nonmetallic surface. Then set both of the metal plates on the surface that you’re going to use to conduct your experiment. Using the electrical lead wires with the alligator flips on both ends, connect the plates to the DC microammeter. Use one wire lead to connect one plate to the device (you need to attach the wire to one of the terminals) and use the other wire to connect the other plate. Place one hand on each of the plates and there should be a reading on the meter. Did the meter show a reading? It should have. Can you figure out why? It’s actually very simple. Naturally, there is a thin layer of a sweat on a person’s hands. This moisture on your hands acts like the acid that’s inside a battery. So when you rest your hands on the metal plates, the sweat reacts with the copper and the aluminum. In one reaction, your hand will take negatively charged electrons away for the copper, while in another reaction, your other hand will give electrons to the aluminum. Negative electrons move through your body from the copper to the aluminum while positive ions move in the opposite direction. There are a couple of other ideas that you could do to change up the project a little bit and see what happens. You could try using different metal plates or you could have one person put a hand on the copper plate while another person puts a hand on the aluminum plate. Then have those two people join hands and see what happens.

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Join for FREE It only takes a minute! This section is aimed at explaining the bird and biology specific vocabulary you are likely to meet in other threads in Birdforum. Gape: see Heads. Genus, genera: a genus is the taxonomic level above species, and contains one or often more species that are each others closest relatives. Gloger's rule: a zoogeographic rule stating that animals living in a warmer, more humid environment tends to be darker than those living in cooler, dryer areas. Gonys: see Beaks. Related expressions are gonys spot, gonys angle = gondyeal angle also explained in the link. Gular: This relates to the neck area and in birds is usually relating to either a bare patch or sac of tissue connecting the lower mandible to the neck. The male Magnificent Frigatebird shows the latter to superb effect during courtship displays. Gynandromorph: an individual bird which shows male characteristics on one side and female characteristics on the other side, normally explained from them having both ovary and testis present in the body. The pattern changes abruptly at the mid line. Hallux: the name for the innermost toe (in humans the big toe) which in most birds is the one pointing backwards. see Legs and Feet Homoplasy: is used to describe that two species are identical in some trait not because of common ancestry but because of convergent evolution or random genetic events. As example of convergent evolution, compare the mouth of some small, insect eating marsupials in Australia with shrews in Europe; they are fairly much identical because they are selected to efficiently solve the same problem, catching and eating insects. Hybrid, Hybridization: a hybrid is the offspring of a mating between parents belonging to two different species or subspecies. A well known example is the mule, which is a hybrid between horse and donkey. Hybridization between distantly related species will most often result in infertile offspring, while more closely related species might result in offspring that seems fully fertile but still has selective disadvantages meaning that in the big picture, the two forms does stay distinct. On the other hand, hybridization between subspecies by definition would result in fertile offspring; if there is reduced fertility or selective disadvantage, then the two groups might be on the way to becoming full species. Examples of bird hybrids found reasonably frequently would be hybrids between ducks in genus Anas or in genus Aythya or geese including Canada Goose x geese of either genus Branta or Anser. Immature (there are two usages of this term): Iridescence: see Diffraction at D Iris: see Heads Juvenile: (synonymous with Juvenal) the first plumage with real feathers, reached by molt from the downy plumage of a nestling or pullus. Strictly, this is a plumage that will be followed by either the first adult plumage or by the plumage of an immature; however, there seems to be great confusion, and many will use juvenile and immature as synonymous. The juvenile feathers often are different than the feathers of later plumages: firstly, they often push out the downs that they replace, and the down may remain attached to the tip of the juvenile feather for a while; secondly, the body feathers often are more fluffy and downy than later feathers; and thirdly, tail feathers in passerines often are more pointed then tail feathers of later plumages2. Erritzoe et al.1 proposes a change in usage so that a juvenile bird is any "young bird that is out of its nest and able to care for itself". Lek, lekking: lekking is the behavior where males display in groups hoping that a female will choose one of the displaying males to mate with. Lek can therefore mean such a group, but it can also mean the place where such behavior takes place (colloquially called mating arena). Ruff and Manakins are examples of birds known for their lekking, but lekking happens in several additional groups. Leucism, leucistic: best used about an animal that has reduced pigment everywhere except bare parts, but where the normal pattern is still present in "shadow" form, or where the plumage is completely (and for the species abnormally) white but where bare parts are normally colored. (Some authorities also include "Partial albinism" within this term). Usage of this term in birds is complicated by the fact that bird have not one but two independent types of pigment based on melanin (usually further divided into eumelanin (black or grey), phaeomelanin (tan to brown) and erythromelanin (chestnut-reds)) and carotenoid (can be further divided into carotenes (orangey), xanthophylls (mainly yellows), and carotenoic acids (red)) molecules. Production of each main class and often of each type can be individually influenced by genetic changes, sometimes resulting in birds where one pigment is normal and another is missing or too strong. Some authorities therefore recommend using schizochroism with prefixes describing which pigment is changed and in which direction. See also "Albinism" and Melanism. Lore: (more often used in plural, lores) see Heads

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The information on this page is in four parts including general ASCII information, conversions of the non-printable control characters, conversions of the printable ASCII characters, and a keyboard input for printable ASCII character conversion. Pronounced as-key, ASCII is a sequential formula for representing English characters as numbers, with each letter assigned a number from 0 to 127; however, not all of those are really printable characters. An acronym for American Standard Code for Information Interchange, this is the most common code for text on computers. In common usage, ASCII means a text file that doesn't include any formatting. In most programs, the "Save As Text" option will create an ASCII file in contrast to a specially formatted file or binary file. An ASCII file is a character by character save process. For example, the ASCII code for an upper case A is decimal 65; the lower case a adds decimal 32 to that and is 97. Most computers use ASCII codes to represent, display or print text, which makes it possible to transfer data from one computer to another. The meaning of the acronym name in itself is misleading as there really is no standard, just a strong suggestion. Many companies have taken generous, liberal and self-enhancing liberties in making modifications to suit themselves, IBM and Microsoft being at the top of the list. Text files stored in ASCII format are sometimes called text files or ASCII files; they often have the file extensions .TXT, .txt, .ASC or .asc. Text editors and word processors are usually capable of storing data in ASCII format, although ASCII format is not always the default storage format. Most data files, particularly if they contain numeric data, are not stored in ASCII format unless there is a need for easy and quick interchange with several types of systems that access that data. Executable programs are not normally stored in standard ASCII format, though there are certain exceptions such as executable programs running under interpreters. The standard ASCII character set uses only 7 bits of the 8 bit byte for each character. There are several larger character sets that use all 8 bits of the byte, which gives them an 128 additional characters in the set. The extra characters are used to represent characters not used in the English language, graphics characters or symbols, and mathematical representations or symbols. Several companies and organizations have proposed extensions for these 128 characters; none have made any effort to work together for standards. The DOS operating system uses a superset of ASCII called the ASCII extended set or PC ASCII. A more universal standard is the ISO Latin 1 set of characters used by many current operating systems and most current generation browsers. Typical non-conformer IBM (and several other mainframe makers), use another code set called EBCDIC. ASCII Control Character Information ASCII control characters are actually commands for the terminal, monitor, computer, I/O devices, printer or other peripherals to do something. The first 32 values are non-printing control characters, such as Carriage Return (decimal value 13) and Line Feed (decimal value 10). You generate these characters on the keyboard by holding down the Control key while you strike another key. For example, BEL (Bell) is value decimal 7, Control and the letter G at the same time, often shown in documents as ^G. Notice that 7 is 64 less than the value of G (71); the Control key subtracts 64 from the value of the keys that it modifies. It does this by setting bit 6 (the 7th bit in a 0-7 indicated 8 bit byte) to a space. These characters are also capable of being sent to the device by a software sequence, most often by a program. They are usually sent as a string of characters following an attention character, usually ESCape, but not always. This string of characters, or the equivalent numeric representation of each character, is usually done in hexadecimal or decimal, sometimes in octal on older minicomputers, but virtually never (though possible) in binary. Because of that, these software issued control characters or sequences are often termed ESCape sequences. ASCII Control Characters The following table lists ASCII Control codes in octal, decimal, hexadecimal and their corresponding Control-key combinations.

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Everybody has created a stationary resonant harmonic sound wave by whistling or blowing over a beer bottle or by swinging a garden hose or by playing the organ. In this section we will see how to compute the harmonics of a given (simple) pipe geometry for an imaginary organ pipe that is open or closed at one or both ends. The way we proceed is straightforward. Air cannot penetrate a closed pipe end. The air molecules at the very end are therefore ``fixed'' - they cannot displace into the closed end. The closed end of the pipe is thus a displacement node. In order not to displace air the closed pipe end has to exert a force on the molecules by means of pressure, so that the closed end is a pressure antinode. At an open pipe end the argument is inverted. The pipe is open to the air (at fixed background/equilibrium pressure) so that there must be a pressure node at the open end. Pressure and displacement are out of phase, so that the open end is also a displacement antinode. Actually, the air pressure in the standing wave doesn't instantly equalize with the background pressure at an open end - it sort of ``bulges'' out of the pipe a bit. The displacement antinode is therefore just outside the pipe end, not at the pipe end. You may still draw a displacement antinode (or pressure node) as if they occur at the open pipe end; just remember that the distance from the open end to the first displacement node is not a very accurate measure of a quarter wavelength and that open organ pipes are a bit ``longer'' than they appear from the point of view of computing their resonant harmonics. Once we understand the boundary conditions at the ends of the pipes, it is pretty easy to write down expressions for the standing waves and to deduce their harmonic frequencies.

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Tropical rainforests provide an environment with warm temperatures and high moisture levels supporting some of the most dense plant populations on earth. Whereas a temperate forest may have only a handful of different tree species per acre, a tropical rainforest averages about 80 species. Additionally, there are a great many unique plant species that can be found nowhere else on earth but in the rainforest. Even some of the most beloved houseplants, like orchids and bromeliads, originated in the rainforest. Orchids are highly differentiated among the 20,000 or more varieties believed to live in the rainforest. Tree orchids are non-parasitic plants with long vinelike roots that wrap around tree branches and trunks, collecting nutrients from rain water. Ground orchids have more traditional root structures but may grow much larger than their tree-dwelling counterparts. All orchids share the three-petal, three-sepal flower structure. Bromeliads, like the pineapple, grow in the crooks of tree trunks in the rainforest. Their shape allows them to easily collect rainwater in deep channels along their thick, waxy leaves. The cups of captured water provide sustenance for the plant and a home for amphibians and insects, like frogs and mosquitoes. Banana plants, commonly mistaken as trees, are actually very tall herbs. They are indigenous to South Asia and northern Australia but are now cultivated in every humid tropical rainforest climate on earth, and are the most popular fruit in America. Cacao trees thrive in warm, moist climates that receive at least 4 inches of rain per month. These shade-tolerant trees can be found throughout Central and South America. Coffee plants were originally found in equatorial Africa, but today Latin America grows more than two-thirds of the world's coffee. Nepenthes, more commonly called "pitcher plants" are found in tropical rainforests throughout the world. Their leaves form themselves into special pitcher shapes with a sticky, digestive liquid in the bottom of the pitcher. The plant draws insects and even small animals to the pitcher by producing a sweet nectar along the rim. Animals that fall in are trapped in the sticky liquid, drown, and are digested by the plant.

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Folding And Faulting Worksheets Geology: Earth Physics, Structural Geology and Plate Tectonics (H) - Staff Notes Appendix 1 1 APPENDIX 1 - WORKSHEETS Masters for photocopying TOPIC WORKSHEET 2. Deformation: Making folds and faults. The aim of this experiment is to find out how squashing (compressing) the Earth's crust can lead to faulting and folding of rock layers. But, the good news is we can build an experiment that simulates the movement and folding and faulting of rock strata like sandstone, siltstone, limestone, and shale. Appendix C DV-1000 Worksheets C-5 DV-1000 Worksheets Change Preset Worksheet Choose the text titles for the User-titled presets and the number of timer and counter preset titles. Suppe, J. S., Chou, G. T., and Hook, S. C., 1992, Rates of folding and faulting determined from growth strata, in McClay, K. R., ed., Thrust Tectonics: London, Chapman and Hall, p. 105-122. The single most distinctive feature of the rocks at a convergent plate margin is their structural deformation by folding and faulting. HUNTLEY QUARRY GEOLOGICAL RESERVE: KS3 PUPIL WORKSHEETS GLOUCESTERSHIRE GEOLOGY TRUST KS3 Worksheet: Teachers' Version Map of Huntley Quarry Geological Reserve: ... the folding and b. the faulting. Folding and Faulting. Sometimes rocks are reshaped as a result of movement. This can be seen when rock layers are not simple straight layers or no longer match up. Determine when the normal sequence of rock formation in an area has been changed due to forces such as faulting, erosion, folding, tilting, and intrusions. 3. Materials • Rock wall or pictures of a rock wall • Paper models of rock layers • Tape • Pencils • Student worksheets Teacher Preparation 1) ... Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top. Other sites you could try: Find videos related to Folding And Faulting Worksheets

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In phonology, a chain shift is a phenomenon in which several sounds move stepwise along a phonetic scale. The sounds involved in a chain shift can be ordered into a "chain" in such a way that, after the change is complete, each phoneme ends up sounding like what the phoneme before it in the chain sounded like before the change. The rules making up a chain shift are said to be in counterfeeding order. For example, if in some language the three vowel phonemes /æ ɛ e/ undergo a change so they became respectively /ɛ e i/, those three changes would constitute a chain shift and could be summarized as - æ → ɛ → e → i A drag chain or pull chain is a chain shift in which the phoneme at the "leading" edge of the chain changes first. In this example, the chain shift would be a pull chain if /e/ changed to /i/ first, opening up a space at the position of [e] which /ɛ/ then moved to fill. A push chain is a chain shift in which the phoneme at the "end" of the chain moves first: in this example, if /æ/ moved toward [ɛ], creating a "crowding" effect and causing /ɛ/ to move toward [e], and so forth. - (aː →) æː → eː → iː (→ əi) → ai and (ɑu →) ɔː → oː → uː (→ əu) → au A chain shift may affect only one regional dialect of a language, or it may begin in a particular regional dialect and then expand beyond the region in which it originated. A number of recent regional chain shifts have occurred in English. Perhaps the most well-known is the Northern Cities Vowel Shift, which is largely confined to the "Inland North" region of the United States. Other examples in North America are the California vowel shift, Southern vowel shift (in the Southern United States) and the Canadian Shift. In England, the Cockney vowel shift among working-class Londoners is familiar from its prominence in plays such as George Bernard Shaw's Pygmalion (and the related musical My Fair Lady): - iː → ei → ai → ɔi → oi Many chain shifts are vowel shifts, because many sets of vowels are naturally arranged on a multi-value scale (e.g. vowel height or frontness). However, chain shifts can also occur in consonants. A famous example of such a shift is the well-known First Germanic Sound Shift or Grimm's Law, in which the Proto-Indo-European voiceless stop consonants became fricatives, the plain voiced stops became voiceless, and the breathy voiced stops became plain voiced: - bʱ → b → p → f - dʱ → d → t → θ - ɡʱ → ɡ → k → h,x - d → t → ts,s - (ɡ →) k → kx,x - (b →) p → pf,f The Romance languages to the north and west of central Italy (e.g. French, Spanish, Portuguese, Catalan and various northern Italian languages) are known for a set of chain shifts collectively termed lenition, which affected stop consonants between vowels: - pp → p → b → β,v - tt → t → d → ð (or vanishes) - kk → k → ɡ → ɣ,j (or vanishes) In this case, each sound became weaker (or more "lenited"). It is also possible for chain shifts to occur synchronically, within the phonology of a language as it exists at a single point in time. Examples (Guthrie 1968) follow: Underlying form Chain-shifted form sal "to work" sal-i → sɛli βɛɛd "to give" βɛɛd-i → βeedi bet "to carry" bet-i → biti bis "to refuse" bis-i → bisi kolən "to go down" kolən-i → kulini tɔɔd "to arrive" tɔɔd-i → toodi suɛm "to hide oneself" suɛm-i → suemi Another example of a chain from Bedouin Hijazi Arabic involves vowel raising and deletion: In nonfinal open syllables, /a/ raises to /i/ while /i/ in the same position is deleted. The contour tones are lowered to a lower tone, and the lowest tone (21) circles back to the highest tone (53). Synchronic chain shifts are an example of the theoretical problem of phonological opacity. Although easily accounted for in a derivational rule-based phonology, its analysis in standard parallel Optimality Theory is problematic. - Guthrie, Malcolm. (1968). Notes on Nzebi (Gabon). Journal of African Languages, 7,101-129. - Kirchner, Robert. (1996). Synchronic chain shifts in Optimality Theory. Linguistic Inquiry, 27, 341-350.

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Inventing is about recognising problems and applying science and technology to finding a solution. Simple invention projects are a great way for kids to learn about engineering and to think about ways of finding solutions to everyday problems. Invention projects can give students insight into what it takes to solve technological or practical problems -- and are also a fun way to have students thinking logically. Other People Are Reading You can encourage students to think about simple inventions by having them take a simple invention or device found around the house and thinking of ways to improve it. For example, students could think about ways to make a bowl more useful by making it spill-proof. Students can draw a picture of their improved invention, labelling the parts, and come up with a name. They can also discuss how their invention works and why it offers an improvement. Invent a Game Inventions can be fun. Challenge students to invent a new board game. Students should think up the rules and design the game board. They can then create a working version of the game using cardboard for the game board and pieces. Students can play one another's invented games and suggest improvements or rule changes that may make the game more exciting. As an alternative, students can work in groups to invent a new sport. They should write up the rules and draw any special equipment that they need. They can then practice playing each sport. Create Your Own Invention Discuss with students the process of inventing. This process begins with a problem the inventor wants to solve. For example, if the problem is "My book bag is too heavy," they can start looking for a solution by asking, "How can I make my book bag easier to carry?" Students could identify a problem they think needs a solution and research what has already been done. They should then design a simple invention to solve the problem. Students could include information on how they would build and test the invention and how it would work. Older students could build a mock-up or a model of their invention and explain it to the class. Egg Drop Challenge Students must design a simple invention that will prevent their egg from breaking when dropped from a tall height. Encourage students to think of various ways to prevent the egg from breaking, such as a parachute, an air-filled cushion or a packing it in soft material. Younger students can design their own egg protecting device. Give each student a raw egg and a selection of materials, such as cotton balls, plastic cups, tape, newspaper, cardboard and packing materials. Test the students' inventions by dropping them from a tall height and seeing if the eggs remain intact. - 20 of the funniest online reviews ever - 14 Biggest lies people tell in online dating sites - Hilarious things Google thinks you're trying to search for

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The enigma that is the ongoing search for water on Mars just keeps getting stranger. In the four and a half years NASA’s Curiosity rover has been exploring the surface of the Red Planet, scores of chemical and geological evidence have been discovered indicating that water likely once flowed on Mars. However, conflicting evidence has been found concerning when exactly in Martian history this water existed. Some evidence points to Mars being dry for millions of years, while other data suggests the date of Mars’ drying up could be billions of years ago. Just this week, a new report issued by NASA has done little to help unravel this mystery but has instead complicated the Mars water riddle even further. According to a NASA/JPL press release, samples of Martian rock indicate that the planet did not have enough carbon dioxide in its atmosphere 3.5 billion years ago to melt ice into liquid water. That discrepancy means that the leading theory about when Mars could have once been wet has gone right out the window – along with decades of data confirming that theory. NASA’s recent announcement comes on the heels of Curiosity rover’s analysis of rocks found a dry lake bed in Mars’ Gale crater, previously thought to be a former body of liquid water on Mars. As water dries and evaporates, aqueous carbon dioxide molecules react with other minerals to form carbonates which can be used by geologists to date the evaporation of ancient bodies of water. NASA’s Thomas Bristow analyzed Curiosity’s recent Gale crater data for the presence of carbonates and, like many of his colleagues, is dumbfounded by the contradictions in the chemical analyses of the Martian lakebed rocks: We’ve been particularly struck with the absence of carbonate minerals in sedimentary rock the rover has examined. It would be really hard to get liquid water even if there were a hundred times more carbon dioxide in the atmosphere than what the mineral evidence in the rock tells us. […] The Curiosity results bring the paradox to a focus. This is the first time we’ve checked for carbonates on the ground in a rock we know formed from sediments deposited under water. One theory for the absence of carbonate minerals is that perhaps this lakebed was a body of some other liquid other than water which was covered by liquid ice. However, a frozen lake would have left telltale geological formations that just aren’t present in the dry Gale crater lake. While no other possible theories have been offered in the Curiosity researchers’ recent publication, the study adds that new theories about water cycles and behavior on other planets must now be proposed.

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