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- Common Name(s):
- Coastal azalea, Dwarf azalea
- Native Plants, Poisonous Plants, Shrubs
Rhododendron atlanticum, commonly known as coast azalea, is a compact, loosely-branched, stoloniferous, suckering, deciduous shrub that typically matures to 2-3’ tall and as wide, but infrequently rises to as much as 6’ tall. Plants which mature to 1-2’ tall are often commonly called dwarf azalea in recognition of their small size. It is a woody, evergreen or deciduous shrub that spreads by underground stolons.
This azalea is native to coastal plain areas from New Jersey and Pennsylvania south to Georgia. Plants are often seen growing in dense colonies in the wild, particularly in sandy soil areas, but are much less inclined to aggressively colonize in landscape plantings, particularly when grown in heavier soils.
This species is often used in azalea breeding programs because of its potent flower fragrance.
The bark is thin and gray/brown with fine scales.
Regions: Piedmont, Coastal plains
Seasons of Interest:
Blooms: Spring Nut/FruitSeed: Fall
Wildlife Value: Necatra from flowers attract butterflies and members of the genus Rhododendron support the following specialized bee: Andrena (Andrena) cornelli. Hummingbirds are attracted to the blooms. It tolerates damage by rabbits. It is not resistant to damage from deer.
Insects, Diseases, and Other Plant Problems: Rhododendrons are susceptible to insect and disease problems. Insect problems include aphids, borers, lacebugs, leafhoppers, mealybugs, mites, nematodes, scale, thrips and whitefly. Diseases include canker, crown rot, root rot, leaf spot, rust, and powdery mildew. Full sun can scortch the leaves and the roots rot if soil does not drain well. A healthy plant in the right place with proper maintenance should have few problems. This plant is frequently damaged by deer.
- 3-6 ft.
- The Dwarf azalea has elliptic to obovate blue green leaves (to 2 1/2” long) with bristly-ciliate margins and blunt to rounded tips. The leaves have a hairy midrib, are alternate, simple, and smoothbor toothed-margin.
- The Dwarf azalea has white flowers (to 1.5” long), sometimes flushed with pink, that bloom in clusters of 3-13 in April at the time of or slightly before the appearance of new leaves. The corolla (to 1 3/4” long) is covered with sticky glands. Its stamens protrude well beyond the corolla mouth. The flowers have a strong musky fragrance. It has repeat blooms in later summer, followed by a fruit-elongated capsule.
- 5 to 9a
- The Dwarf Azalea is best grown in light, acidic, sandy, well-drained soils in part shade in USDA Zones 5-8 (maybe 6-8). It tolerates well-drained humusy loams. It also tolerates full sun in moist cool locations, but prefers a sun dappled shade or high open part shade. Foliage may scorch in full sun if soils are not kept uniformly moist. Consistent moisture is best, but soils must drain well (doesn’t like “wet feet”). Poor drainage inevitably leads to root rot, therefore raised beds/plantings should be considered in heavy clay soils, Roots must never be allowed to dry out. Acidify soils prior to planting and thereafter as needed. Site in locations protected from strong winter winds (flowers can be damaged by late spring frosts). Root systems often benefit from a good mulch (wood chips, bark or pine needles) for retention of moisture, stabilization of soil temperatures and winter protection. Clip off spent flower clusters immediately after bloom as practicable.
- Sun to partial shade; uniformly moist, well drained soil
- Pinkish white fragrant flowers in mid April; repeat blooms
- Eastern US
- Poison Part:
- All parts.
- Poison Delivery Mode:
- Salivation, watering of eyes and nose, abdominal pain, loss of energy, depression, nausea and vomiting, diarrhea, weakness, difficult breathing, progressive paralysis of arms and legs, coma.
- Toxic Principle:
- HIGHLY TOXIC, MAY BE FATAL IF EATEN!
- Found in:
- Houseplant or interiorscape; landscape as cultivated woody shrub; forest or natural area.
- 3-6 ft.
NCCES plant id: 528
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Number puzzles are great fun to solve, but this study takes the student further by investigating the inner workings of the puzzles.
The investigation begins with notice and exploration. In noticing, student observation skills are honed. In exploration, students begin to see the inner workings by changing parts of the puzzle. In the comparison of puzzles, students notice more about the inner workings.
After in-depth discussions and manipulation of the magic square puzzles and other number puzzles, students have the opportunity to create their own puzzles.
For more about this puzzle study and the student's journey, see these blog post here:
This is great for developing justification, reasoning and problem-solving skills.
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Stop Solitary for Kids is a national campaign to end solitary confinement of youth in juvenile and adult facilities in the United States. The campaign is a joint effort by the Center for Children’s Law and Policy, the Center for Juvenile Justice Reform, the Council of Juvenile Correctional Administrators, and the Justice Policy Institute.
There is a growing national consensus that we must eliminate solitary confinement for children, and that we can do it successfully and safely. The story of Kalief Browder, a young man who took his own life after spending 14 months in solitary as a teen, reached millions through a documentary on Spike TV produced by Jay-Z.
At the federal level, President Obama and the Department of Justice called for a ban on solitary confinement for young people. The Office of Juvenile Justice and Delinquency Prevention strongly supports efforts to end youth solitary. Many professional organizations including the American Academy of Adolescent and Child Psychiatry, the American Psychological Association, the National Partnership for Juvenile Services, the American Bar Association, and the National Council of Juvenile and Family Court Judges support the end of solitary confinement for youth. A bi-partisan group of Senators introduced federal legislation called the MERCY Act – along with a companion bill in the House – that limits the use of solitary confinement for youth in federal custody. Similar bi-partisan legislation was introduced in 2015. Ohio, Massachusetts, Oregon, and other state agencies have drastically cut solitary confinement by adopting more effective way to hold youth accountable in ways that help teach kids skills to respond differently in the future. Other states like California, Colorado, Nebraska, and the District of Columbia have passed laws to limit solitary. Additional states have legislation pending to do the same including Oregon and Connecticut. State facilities in Wisconsin, New York, New Jersey, Ohio, and Tennessee have been sued for putting kids in solitary confinement. The Department of Justice has weighed in with statements of interest, agreeing that putting kids in solitary is harmful and ineffective.
DANGERS OF SOLITARY CONFINEMENT
Solitary confinement is unquestionably one of the most common, damaging, and counterproductive practices that occurs in juvenile justice facilities. Each year, thousands of young people are subjected to solitary confinement in juvenile and adult facilities across the country. Administrators and staff who supervise youth in the juvenile justice system have a fundamental responsibility to ensure the safety and security of the youth in their care. Solitary confinement can cause psychological and emotional harm, trauma, depression, anxiety, and increased risk of self-harm. It can also exacerbate mental illness and post traumatic stress responses suffered by many youth in the juvenile justice system. Sadly, research shows that more than half of youth who commit suicide inside facilities do so in solitary confinement.
Because of limited resources, facility administrators and staff often use solitary confinement for youth with unaddressed mental health, behavioral, or developmental needs. Because youth in solitary confinement don’t have access to behavioral health services, education, and treatment, solitary confinement undermines the very purpose of juvenile justice facilities – rehabilitation.
Solitary confinement is the involuntary placement of a youth alone in a cell, room, or other area for any reason other than as a temporary response to behavior that threatens immediate physical harm. Most youth facilities refer to solitary confinement by different names – seclusion, isolation, segregation, or room confinement.
We want to stop any practice that meets this definition, regardless of what it is labeled.
SOLITARY DOESN’T WORK
Solitary confinement undercuts the primary goal of facility administrators and staff who employ it: preserving the safety and security of an institution. Solitary confinement has a long history as a common tool to respond to youth behavior despite the fact there is no research to prove that it’s actually effective. To the contrary, experience shows that solitary confinement is ineffective at reducing behavioral incidents and may actually increase violent behavior in youth. The Director of the Ohio Department of Youth Services, which dramatically reduced use of solitary confinement in 2015, stated that solitary confinement “does not make facilities safer. It does not prevent violence or reduce assaults on staff and youth; instead, as the department’s data showed, it increases violence.”
In 2012, the U.S. Attorney General’s Task Force on Children Exposed to Violence called for the end of solitary confinement on youth, stating that “[n]owhere is the damaging impact of incarceration on vulnerable children more obvious than when it involves solitary confinement.”
REFORM IS POSSIBLE
Youth corrections systems in Ohio, Indiana, Massachusetts, and Oregon have improved the safety of facilities and decreases violence involving youth and staff by reducing the use of solitary confinement. The Massachusetts Department of Youth Services rarely uses solitary confinement for more than 1 hour and does not use solitary confinement as punishment. The Ohio Department of Youth Services has reduced solitary confinement to an average of under 3 hours.
Several state and local jurisdictions have successfully reduced room confinement. The Colorado Division of Youth Services, for example, decreased isolation by 68% from October 2016 to July 2018. Youth-on-staff assaults are also down 22%. After routinely using room confinement for over 22 hours per day, the Shelby County (Memphis) Juvenile Detention Facility virtually eliminated the use of room confinement for longer than 59 minutes. Following federal litigation and subsequent reforms, the Ohio Department of Youth Services was able to end the majority of incidents of room confinement within four hours. Between 2014 and 2015, the agency reduced room confinement by 89% and acts of violence by 22%. The Oregon Youth Authority also lowered the number of times isolation was used from 370 instances in July 2016 to 140 instances in December 2018. Other states and local jurisdictions have also taken steps to reform the use of juvenile solitary confinement on youth. Some efforts have taken the form of agency policy change or statewide legislation, others have been in response to litigation and legislation.
The Stop Solitary for Kids mission is to safely end the practice of solitary confinement for youth in juvenile and adult facilities across the country. Stop Solitary for Kids is a national initiative created by four diverse partner organizations with expertise in juvenile justice reform. The partner organizations include advocates, researchers, communications specialists, policy consultants, and facility superintendents and agency administrators of juvenile justice agencies. We focus on developing solutions that can create measurable and lasting change to end solitary. Our work includes public education, research, legislative education, policy reform, improved facility practices, and technical assistance.
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| 1,311
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An underground lake the size of Lake Erie has been discovered beneath the windblown sands of Sudan's Darfur region. The newly mapped water source may help to alleviate the conflict between Arab nomads and the African farming population that has killed more than 200,000 people and affected at least four million others since 2003.
Based on location of the Northern Darfur Mega-lake, a new humanitarian initiative to bring water resources to the region has been launched by the government of Sudan following a meeting last month between El-Baz and Sudanese President Omar Al Bashir.
Called "1,000 Wells for Darfur," the plan aims to create new groundwater resources to help establish peace and economic security in the region.
The new water resource is sorely needed in Darfur where the security situation continues to deteriorate displacing more than 400,000 people in the last year, according to the Washington-based Save Darfur Coalition.
Four million people are now affected by the crisis, which has spread from Sudan into Chad and the Central African Republic, and almost a quarter of these people cannot get humanitarian assistance because of insecurity.
The next step for the 1,000 Wells for Darfur project is the identification of the best locations for drilling of the initial wells.
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| 254
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Teens, like adults, may experience stress every day and may benefit from learning stress management skills. If your teenager is very stressed or sad living where they live now can move to a place where everyone is happy and comfortable, sometimes the stress is not comfortable in your city, you can move even momentarily to a peaceful place. Most adolescents experience more stress when they perceive a situation as dangerous, difficult or painful and they do not have the resources to face or deal with it. Some of the sources of stress for adolescents may include:
the demands and frustrations of the school
the negative thoughts and feelings about themselves
the changes in their bodies
Problems with your friends and / or peers at school
living in an unsafe environment / neighborhood
the separation or divorce of their parents
a chronic illness or severe problems in the family
The death of a loved one
moving or changing schools
carrying out too many activities or having too high expectations
the financial problems of the family.
Some teenagers become overloaded with stress. When this happens, inadequately managed stress can lead to anxiety, withdrawal, aggression, physical illness, or inadequate skills to confront it such as the use of drugs and / or alcohol.
There are many reasons be stressed, as parents we can’t fix everything, but if there is something that can help to your son, do it. For example if your son feels bad because their apparience, some teenagers feel better with cosmetic dentistry and for that we recommend you the dental work in Mexico, they can help them to be more confidence with their smile and they have very affordable prices.
When a situation is perceived as difficult or painful, changes occur in our minds and bodies that prepare us to respond to danger. Answering “fighting, fleeing or freezing” includes an increase in the heartbeat and the number of times you breathe, increases the amount of blood flowing to the muscles of the arms and legs, they cool and sweat. hands and feet, the stomach is turned and / or terror or fear is felt.
The same mechanism that creates the stress response can end it. As soon as we decide that a situation is no longer dangerous, changes can occur in our mind and body that help us relax and calm down. This “relaxing response” includes a decrease in heartbeat and breathing and a feeling of well-being. Adolescents who develop the “relaxing response” and other stress management skills feel less defenseless and have more alternatives when responding to stress.
Parents can help their adolescents in the following ways:
Determining if stress is affecting the health, behavior, thoughts or feelings of your teenager.
Listening carefully to teenagers and being aware that they do not get overloaded.
Learning and modeling stress management skills.
Supporting participation in sports and other pro-social activities.
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For dog and cat owners, keeping our four-legged companions healthy and happy is an important priority. Nutritious food, regular exercise, and vet checkups are all part of caring for an animal, but even the most caring pet owners can get caught off guard by diseases that occur later in life. Like many other vision-related conditions, progressive retinal atrophy (PRA-rdAc) is a serious concern for pet owners.
What Is Progressive Retinal Atrophy?
PRA is a degenerative autosomal-recessive genetic condition that can eventually lead to blindness. There are two types of cells in the retina of the eye: rods and cones. Rods assist with night vision and motion detection, whereas cones help with day vision and color detection. The condition usually causes the rods (and later cones) in the retina to deteriorate, making it progressively harder for your pet to see in low light conditions, eventually degrading to the point of total blindness at some point down the road. In some cases of PRA, however, the cones deteriorate first, causing vision loss in higher-light conditions. This is referred to as achromatopsia.
Progressive retinal atrophy is most common in dogs but can also occur in cats, particularly Abyssinian and Persian cats. PRA results from one of a number of specific genetic factors, depending on species and breed. For example, in dogs, the CNGA3 gene has been associated with achromatopsia, while the CRX and CEP290 genes are associated with progressive retinal atrophy in cats. (PRA also affects people, and there are actually far more potential genetic markers for PRA in humans, with more than 90 genes being linked to the condition.)
Unlike some other hereditary diseases, progressive retinal atrophy is usually not apparent in dogs or cats at birth, only becoming noticeable as the condition advances. But in some rarer cases, PRA can cause the rods and cones not to develop properly at all, causing vision struggles to begin after only a few months, rather than later in life.
Recognizing and Managing Progressive Retinal Atrophy
While PRA can have a significant impact on quality of life in its more advanced stages, many animals learn to adapt to it as it develops. While this is good news because pets with PRA generally do not suffer from the condition, it also means that retinal atrophy can be hard to spot until it has already progressed significantly.
Because animals adapt to their conditions, progressive retinal atrophy and achromatopsia do not have to be debilitating. This is especially true when pet owners have advanced warning. For example, knowing that your dog or cat is likely to develop a condition like PRA gives you the chance to teach them verbal commands to supplement their failing vision, a process that is much more challenging if left until your pet’s vision is already significantly deteriorated.
Know What to Expect with Orivet Genetic Pet Care
Whether your pets are showing signs of early onset PRA or not, having them tested is absolutely essential to ensuring that you can provide the best possible care throughout their lives. Orivet’s line of leading DNA tests (recently named the best choice for purebred cats in 2023) is an excellent place to start, with tests specifically for progressive retinal atrophy as well as other conditions, inherited traits, and full breed profiles.
A leader in genetic testing for dogs and cats, Orivet offers a range of genetic services to owners, breeders, and veterinarians, including screening of genetic diseases, coat colors, traits, parentage confirmation, and much more. Whether you’re a first-time pet owner or a seasoned breeder, Orivet’s at-home testing kits provide a surefire way to better understand your dog’s breeding and lifestyle needs.
To learn more and see the full range of available testing kits, head to orivet.com.
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When it comes to ensuring the air quality of the nation's school buildings, proper system design is just the starting point. Products designed to provide heating and cooling, filtration, ventilation, and dehumidification must be installed correctly, their performance must be checked, and systems should be serviced according to the manufacturers' requirements. This article examines methods of monitoring school indoor environments and contains advice from manufacturers on how to service and maintain mechanical equipment.
Hall MonitorsOne of the most accurate means of detecting changes in indoor air quality is to constantly monitor and sample the indoor environment. Two companies have recently introduced monitoring systems for testing by both HVACR contractors and building owners/managers.
Aircuity Inc. (www.aircuity.com) manufactures the Optimaâ„¢ system, a portable monitoring system designed to assess indoor environmental quality and building performance. According to Patricia Mormann, Aircuity marketing communications manager, "The system assesses the delivered performance of the building's HVAC system to verify the effectiveness of the filtration, ventilation, and control systems."
Mormann outlined the Optima system's three main components:
1. The monitor incorporates nine sensors designed to automatically measure environmental information within a building. "Sensors include temperature, humidity, carbon dioxide (CO2), carbon monoxide, ozone, airborne particles (two sizes), total volatile organic compounds (VOCs), and radon," she said. "Additionally, mold spores can be collected by the monitor for lab analysis."
2. A Web-based data management system is designed to organize building information and the collected data. "The system is completely paperless and totally secure," said Mormann.
3. The system features an automated reporting tool, the Aircuity Advisorâ„¢. "Report findings are based on the collective knowledge and experience of building experts," Mormann said. "The Advisor generates a comprehensive and easy-to-understand report detailing measured data, comparisons to accepted standards, and suggested causes and solutions for building improvement."
Often, results are available within 24 hours, said Mormann. "By narrowing the focus of probable sources, it saves time otherwise spent in a trial and error approach," she stated. "It also makes it economically feasible for a school district to conduct regular IAQ screening of their facilities to tackle this issue proactively."
AirAdvice Inc. (www.airadvice.com) manufactures monitors de-signed to help homeowners, building owners, and school personnel identify and measure levels of contaminants and potential sources of problems inside homes, buildings and classrooms.
"By continuously measuring temperature, relative humidity (rh) and CO2 levels in classrooms, schools can proactively manage their IAQ and create early warning systems before serious problems occur," said Jim Crowder, president and CEO of AirAdvice.
"When problems do occur, schools need to be able to measure multiple variables (particles, VOCs, rh, temperature, CO2) over time to determine what may be occurring and why."
Crowder suggested that contractors look into adding diagnostic services to their repertoires. "To prevent and/or address IAQ problems, schools need to be able to measure the indoor environment over extended periods of time. You can't prevent or fix problems if you don't measure. Contractors need to look at IAQ as an extension of their core competence in air handling and incorporate measurement into their tool kit."
Installation And Service TipsSome of the manufacturers contacted for this series of articles on school IAQ shared some tips on installing and servicing their equipment.
StrionAir (www.strionair.com) manufactures an air filtration and purification product. "The StrionAir GC System is simple to install, requiring only basic sheet metal and wiring skills," said Doug Render, product manager for StrionAir. "Maintenance on the GC System requires the periodic replacement of disposable filters. Due to the long life of the StrionAir filters, it is likely they will be changed far less frequently than current filters, which is a windfall for schools that operate with minimum maintenance personnel and tight budgets.
"Marketing to schools is a straightforward proposition. The GC System will provide 8 times to 12 times cleaner air for students and teachers. In addition, it will actively kill airborne, illness-causing bacteria, mold, and viruses."
Quietside (www.quietside.com) manufactures a complete range of ductless mini-splits. "Contractors should understand the Samsung mini-split philosophy of moving a smaller quantity of air (cfm) slower through a coil, allowing the air not only to be cooled but also dehumidified," said John Miles, director of engineering and technical support for Quietside. "This provides the maximum comfort and optimum IAQ for a conditioned space.
"Contractors should also understand that mini-splits should be undersized for correct operation, a unit that reaches set point quickly cannot dehumidify the air and complete comfort cannot be achieved. Throw away your standard sizing rules and use the Samsung sizing guidelines instead. "Installation should be according to the manuals or practices taught in our training sessions; ensure the wall units are mounted high on the wall for optimum air distribution."
Airxchange (www.airxchange.com) manufactures energy recovery components for OEM integration in many IAQ-related products. "Most importantly, contractors need to know that energy recovery is no longer restricted to specialty custom air handlers designed for each application," said Bede Wellford, vice president of marketing for Airxchange.
"Today, our components are available on every conceivable platform, including unit ventilators, ceiling cassette split units, and wall-hung units specifically designed for the classroom markets. Contractors and designers should recognize and sell the energy, design load reduction, and humidity control benefits of this technology. If they do, it will become standard practice in any dense occupancy such as a school. In all but the mildest climates, enthalpy recovery pays for itself rapidly."
Installation and service are pretty straightforward, Wellford indicated. "Regular service is limited to cleaning or changing filters and checking the mechanical operation of belts, motors, seal adjustments, etc. and will fall well into the normal realm. Keep in mind that deferred maintenance is one of the biggest problems we face in the nation's schools and either educate the staff or offer maintenance contracts to keep all the HVAC systems providing a healthy environment as they were designed and installed to do. Washing or replacement of heat exchange media should be performed to maintain latent effectiveness as required, generally on a five-year cycle for a school environment."
Stulz Air Technology Systems Inc. (www.stulz-ats.com) manufactures CeilAirâ„¢ ceiling-mounted supplemental air conditioners. "The Stulz-ATS Ultrasonic Humidifiers are available in a wide range of configurations, from in-the-airstream to stand-alone," said Anne Shubert, marketing coordinator for Stulz-ATS. "There are several models designed specifically for application to small unitary air-handling devices such as classroom unit ventilators. All Stulz-ATS equipment can be provided with complete controls packages or for communication and control via building management systems (BMS)."
Rotor Source Inc. (www.rotorsource.com) manufactures energy recovery wheels and desiccant dehumidification wheels.
"Contractors generally install our equipment as part of an OEM package," said Rotor Source President Spencer K. Goland. "So, they should be familiar with the particular OEM's installation and start-up manual. We market to OEMs and design-build firms, so the
contractor is really selling the OEM's product through their recommended marketing path."
Desert Aire (www.desert-aire.com) manufactures TotalAireâ„¢ and VerticalAireâ„¢ dehumidifiers. "Contractors need to know that Desert Aire's units are specifically designed for IAQ applications and have been incorporated into hundreds of HVAC systems in schools across the U.S.," said Keith Coursin, Desert Aire's president. "A contractor requires a basic background in refrigeration to install our units. However, we also provide additional installation training at our headquarters in Milwaukee. The class is designed to teach contractors vital techniques on how to install every model of Desert Aire dehumidifier, including our IAQ units."
Circul-Aire/Dectron Internationale (www.circul-aire.com) manufactures air filtration and dehumidification systems. "Historically, Dectron has marketed its products through the engineering and architectural communities," said Brian Monk, vice president of sales and marketing for Circul-Aire/Dectron Internationale.
"Today, school boards, parent committees, and maintenance contractors are all effective avenues to help market and eventually install air purification and/or dehumidification systems.
"Contractors should be aware that the multifaceted use of a school requires several equipment solutions. Make-up air for the gymnasium or corridors can be treated to remove the outdoor air pollutants before they have a chance to enter the space. Classroom ventilators can incorporate a Dectron filtration component that not only ensures purified air but helps minimize noise levels within the classroom environment."
Educating The EducatorsCharlie Seyffer, technical services manager for filter manufacturer Camfil Farr (www.camfilfarr.com), emphasized that educating school officials on the importance of regularly scheduled maintenance would benefit contractors as well as school districts. "Most schools that we have worked with use their own personnel to service the HVAC units. Usually the same people that are responsible for building and grounds, their actual HVAC knowledge is limited as it is such a small part of their overall responsibilities.
"Proper marketing efforts by contractors could open a whole new area of expertise here, and we all would benefit. The ‘sell' is usually to the school board, which is a difficult path to promote a concept, but, as we all know, a superior outcome usually requires added effort.
"Contractors have the most impact during the design stage. A good contractor will work with the specifying engineer, and often the school board, to educate the parties on the benefits of a central system. The impetus of design should be the health of both the children and the staff.
"Ironically, the installation contractor, in doing what is right for all involved, should find greater profit for their organization because of the higher costs of installing a proper system."
Sidebar: Don't Forget Duct CleaningRotobrush/AIRQC Corp. (www.airqccorp.com) manufactures a complete line of air duct cleaning equipment, video inspection equipment, and electrostatic air filters.
"AIRQC's air duct cleaning equipment removes contaminants in air duct systems," said Richard Wade of the marketing department of Rotobrush/AIRQC Corp., Grapevine, Texas. "All of our portable units are HEPA filtered (removes 99.97 percent of particles down to 0.3 microns in size), allowing for operation inside the school. AIRQC electrostatic air filters remove 95 percent of airborne contaminants and are reusable, thus reducing the cost of air filtration."
Wade said, "AIRQC offers contractors a free certified air duct cleaning training course in our 3,500-square-foot training facility in the Dallas/Ft. Worth, Texas, area. Also, our equipment can be used for more than schools. Contractors can use it to clean residential ducts all the way up to commercial/industrial."
- John R. Hall
Publication date: 08/16/2004
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Analysis of civil rights movement essay
Civil rights essay writing service danielle mcguire piece at the dark end of the street --a new history of the civil rights movement from rosa parks to. Civil rights and the growth of our country one of the primary goals of american civil rights movement was to ensure that african americans get adequate economic opportunities and achieve economic equality. Rhetorical analysis of the “i have a dream out of all of his civil rights-related efforts, the “i have a dream one problem with the civil rights movement. The challenges that the civil rights movement faced during 1964-1970 were poverty were fully committed to the cause of black civil rights analysis essay help. Critical essay characteristics of a (note: analysis means to break down and study the parts civil rights movement had a tremendous impact on the american. The civil rights movement essay 891 words | 4 pages the 1960’s were a time of freedom, deliverance, developing and molding for. Characters, and a full summary and analysis involved with the civil rights movement everyday use womanism, black power, and a new day gradesaver.
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Guidelines for paper historical analysis of the civil rights movement sources for this paper: anne moody the essay question: historians. Civil rights movements are a worldwide series of political movements for equality before the law, that peaked in the 1960s in many situations they have been characterized by nonviolent protests, or have taken the form of campaigns of civil resistance aimed at achieving change through nonviolent forms of resistance. Civil rights movement essays - forget about your concerns, place your assignment here and get your professional essay in a few days entrust your paper to us and we will do our best for you why worry about the assignment.
Analysis of civil rights movement essay
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Civil rights essay - spend a little time and money to get the essay you could not even dream about let the top writers to do your homework for you get started with essay writing and make finest college research paper ever. Title length color rating : the civil rights movement - the civil right movement refers to the reform movement in the united states beginning in the 1954 to 1968 led primarily by blacks for outlawing racial discrimination against african-americans to prove the civil rights of personal black citizen. Civil rights movement: black power era summary big picture analysis & overview of civil rights movement: black power era. A civil rights professor reviews 'lee daniels' the a civil rights professor reviews 'lee daniels we asked a leading scholar of the civil rights movement. View history civil rights movement essay from hist 186c at binghamton civil rights movement essay the most encompassed series of events during the 1950s and 1960s was the civil rights movement.
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This pack includes 36 printables to be
used for morning Work, independent small groups, or
Guided reading group activities.
Students will: Read, write, trace and highlight the sight word.
36 sight words included in, at, up, he, an, get, look, was, had, do, no, went, that, play, all, am, they, her, did, him, if, said, made, of, not, put, she, away, from, your, about, many, when, could, very, have.
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- 30 minutes
- Social and Emotional Skills
1Schedule 12/07/21 08:00 AM Zoom Zoom illustrates the costs and barriers to exchanging needed knowledge and information in a fun, interactive way. When students complete this activity, they will have an understanding that sharing knowledge and seeking information is costly, but essential when trying to solve challenges. They should also be able to identify barriers https://teacheverywhere.org/activity/zoom/Print
Zoom illustrates the costs and barriers to exchanging needed knowledge and information in a fun, interactive way. When students complete this activity, they will have an understanding that sharing knowledge and seeking information is costly, but essential when trying to solve challenges. They should also be able to identify barriers to sharing knowledge and information and brainstorm potential ways to remove those barriers. Additionally, this activity will provide students an opportunity to consider the importance of sharing knowledge and information with others.
Suggested Activity Introduction: Welcome to Zoom! This activity has two distinct parts. The first is an activity and second part is a reflection on the activity. Let’s jump in!
- Walk through the instructions with your students before having them open the envelope you mailed/delivered to each of them. Tell students that there is an incentive and what they must do to earn it. This could be getting the order of pages correct or getting them correct in a specified amount of time. Do not show them your copy of the book or any of its pages.
Social and Emotional Skills
- In this activity, students will practice Relationship Skills as they are attempting to communicate with their peers and work together to put the pages of the story in the correct order. Seeking and sharing knowledge are central to this activity if students are to be successful, as they must clearly communicate the details on their page, while also listening to what other students have on their pages. At times, there may be conflict that must be negotiated, as students will likely have different ideas about what order the pages should go in.
- Students will also practice Responsible Decision-Making as they analyze how to put the pages of the story in order. As different ideas are presented, students will be faced with evaluating which one is most likely to work. Together as a team they must determine how to collectively move forward from the chaos and lack of knowledge that presents itself in the beginning of the activity. Will they select one leader or idea? Will they try multiple, different solutions? Additionally, you will notice students needing to tap into their self-management skills during this activity because it can feel frustrating, confusing, chaotic, and stressful when the activity starts. The time constraint adds another layer of complexity and potential stress as students must manage themselves while simultaneously working together to solve the puzzle in a limited amount of time.
- Determine how you will share the pages with your students.
- If you do not have enough students to do all the pages of the book, you can choose which pages to leave out.
- If you have a class with 10 students or fewer, you can choose to break the book into sections. Challenge students to complete each section before asking them to open the next section from the package you mailed/delivered. Example: With a class of 6 students, break the book into 5 sections, giving students pages from one section at a time. When they have completed that section, ask them to open the next set of pages.
- Protip: If breaking the book into sections for rounds, be sure to notate which pictures go in each round prior to sending the pages to the students.
- Set up an online timer that students can see on their screens.
- Review the entire activity guide.
- Determine how you will engage students in the debrief following the activity.
- Instructions: You each have received a page from a book that you may not show to anyone else. You may describe it however you wish but cannot show it to anyone. The goal is to put the pieces of the story portrayed on each page in order. If you complete the activity in the allotted time, an incentive will be available. Be sure to tell me when you think you are finished. What questions do you have before we begin?
- Expect the following questions:
- Q: Can we read the text? A: There is no text.
- Q: Is there a right order? A: There is, it’s just like the book. Do not show the students the individual pages of the book or let them remove the page(s) from the mailing envelope until you tell them to do so.
- Q: What time do we have to beat? A: 5 – 8 minutes (If it is a larger group 8 minutes is sufficient. For groups smaller than ten, 5 minutes is a good time limit.)
- “Remember, you MAY NOT show anyone else your page. Take a minute to examine your page and ensure you have your microphone unmuted. On my start, you may each begin describing your page, but remember you MAY NOT show your page to anyone.”
- Protip: If conducting this activity virtually with a large group of students, it will sound and feel very chaotic as students are trying to share and seek knowledge all at once. It may be helpful to split the book into rounds of smaller sections for larger classes. With this approach you may only have 5-10 students participating during each round while the rest of the class is observing. But keep in mind that no matter what transpires, this activity is meant to be chaotic and to bring about spontaneous order.
- EdTech tip: Consider utilizing Padlet to give students the option to simultaneously type out the descriptions of their pages within virtual post-it notes as opposed to verbally sharing via Zoom or other videoconferencing platforms.
- While students are doing the activity, make note of when they reach a turning point and when the level of centralization versus decentralization begins to occur.
- Sometimes groups will centralize by having a single person coordinate or be completely decentralized by not having a leader (or anywhere between the two).
- Students can usually tell when they have the correct order, but they don’t necessarily know whether the story should zoom in or zoom out.
- You can do Zoom in more than one round if they are not successful in the first round or if they want to try to get a faster time.
- After an unsuccessful first round, ask the students why they were unsuccessful. Why was it challenging? They will probably say it was because they don’t know what the book was about or if they were zooming in or out. They may tell you they didn’t have enough information.
- Ask them if it would help to have more information. They will more than likely say yes.
- At this point you might show them the first and last page of the book. Then, give them another 5 to 8 minutes to put the pages in order.
At the close of the activity, ask students to delete the pages you posted on the classroom platform or to mail the pages back to you in the stamped self-return envelope you provided so that you can use them again with future classes. Be sure to incentivize students individually using virtual currency for returning their pages. You could also choose to incentivize the entire class should they all return their pages.
Students can complete the debrief in several ways. Some options include on paper, in a group setting via any virtual call platform, or by recording their feedback using EdTech tools and sharing with their classmates.
When everyone has settled down ask:
- What problems did you face achieving your goal?
- Lack of context, different methods of communication, different ideas of what was important in the picture, lots of people and need to repeat oneself.
- There is always a cost to gaining knowledge and sharing information. Drive this point home by bringing up economic concepts like opportunity cost (time spent gathering information is not free).
- Ask about times they have experienced similar problems to those just discussed.
- How do you know it is a knowledge problem and not a vision problem?
- Make sure your students understand what you mean by knowledge problem and vision problem. Now may be a good time to define them as a class and give examples.
- Looking back, what were some early signs of the knowledge problem?
- What was the magnitude of the problem?
- What problems or costs are associated with sharing knowledge?
- What might happen to the outcome of this activity if you all shared knowledge about it with students outside the class?
- What assumptions did you have entering the activity?
- Some probable answers: The book was a chronological story, there would be text, expected one page was text with a matching page of a picture, they thought the theme of the book is something about cars, etc.
- Why is it important to consider assumptions when dealing with a knowledge problem like the one in this activity?
- If they had started the activity without such assumptions, perhaps they would have finished faster.
- What would you do differently next time?
- If you were the facilitator, how would you start the activity?
- Did you feel the team demonstrated respect as you encountered communications challenges?
- While collaborating as a team on this activity, how important was integrity to accomplishing your goal?
- While collaborating as a team, did your team face any challenges in the areas of respect or toleration that prevented you from reaching your goal?
- What are ways that acting with integrity, respect and toleration add value when collaborating with others?
- How would you rate the level of cooperation in this activity?
- What behaviors did the team demonstrate that helped improve cooperation towards the goal? Hindered cooperation towards the goal?
- Does cooperation add value and increase efficiency when trying to accomplish common goals?
If you like Business, try...
If you like Business, try...
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Using European Southern Observatory's Very Large Telescope (VLT) European astronomers have uncovered a complex circumstellar environment of the star HD 50138. The finding, which could provide important clues about the evolutionary status of this star, was presented in a paper published May 3 on the arXiv pre-print repository.
Located some 1,100 light years away from the Earth, HD 50138 is a Herbig Be star of spectral type B8, about seven times larger and six times more massive than our sun. With a lumonisity of approximately 1,000 solar luminosities, it is one of the brightest Be stars in the southern sky.
The evolutionary status of HD 50138 is still unclear. Some astronomers suggests that it as a pre-main sequence star, while others propose that it should be considered as an evolved object close to turn-off from the main sequence. Moreover, it is also not clear whether HD 50138 is part of the Orion Monoceros molecular cloud complex or not associated with any star-forming region. Determining such a possible association could provide additional hints of the age of this star.
In order to learn more insights into the nature of HD 50138, a team of researchers led by Maria Koutoulaki of the Dublin Institute for Advanced Studies in Dublin, Ireland, conducted near-infrared interferometric observations of the innermost circumstellar environment of this star. For this purpose they employed the VLT-Interferometer (VLTI) with the beam combiner AMBER (Astronomical Multi-BEam combineR). This instrument allowed the scientists to find that the star's circumstellar environment is very complex.
"We report observations of the Herbig B[e] star, HD 50138, using VLTI/AMBER interferometric observations in the K band at medium spectral resolution. (…) Our results reveal that the circumstellar environment is very complex," the researchers wrote in the paper.
Study unveils that the spectrum of HD 50138 shows continuum emission, as well as hydrogen emission lines of bright Brackett-gamma and faint high-n Pfund. The researchers underlined that this in contrast to previous studies that detected only continuum and Brackett-gamma line emission.
"Our observations allowed us to map the size of the continuum emission and of the Brγ and high-n Pfund lines. The latter is detected for the first time," the paper reads.
The researchers estimated that the region of continuum emission has a projected size between 0.6 and 1.0 AU. When it comes to hydrogen lines, the projected size is about 0.4 AU. Moreover, they noted that both continuum and Brackett-gamma lines were found to trace an asymmetric origin but with opposing directions of asymmetries.
In concluding remarks, the astronomers wrote that results regarding continuum and hydrogen lines, including morphology of the emission regions indicate complex circumstellar environment of HD 50138. They added that their findings also suggest that the studied object is most likely an evolved star.
"Finally, although we cannot exclude the possibility that HD 50138 is a young star our results point to an evolved source," the researchers concluded.
Explore further: Researchers study complex morphology of the protoplanetary disc around star MWC 758
More information: The circumstellar environment of HD50138 revealed by VLTI/AMBER at high angular resolution, arXiv:1805.01432 [astro-ph.SR] arxiv.org/abs/1805.01432
HD50138 is a Herbig B[e] star with a circumstellar disc detected at IR and mm wavelength. Its brightness makes it a good candidate for NIR interferometry observations. We aim to resolve, spatially and spectrally, the continuum and hydrogen emission lines in the 2.12-2.47 micron region, to shed light on the immediate circumstellar environment of the star. VLTI/AMBER K-band observations provide spectra, visibilities, differential phases, and closure phases along three long baselines for the continuum, and HI emission in Brγ and five high-n Pfund lines. By computing the pure-line visibilities, we derive the angular size of the different line-emitting regions. A simple LTE model was created to constrain the physical conditions of HI emitting region. The continuum region cannot be reproduced by a geometrical 2D elongated Gaussian fitting model. We estimate the size of the region to be 1 au. We find the Brγ and Pfund lines come from a more compact region of size 0.4 au. The Brγ line exhibits an S-shaped differential phase, indicative of rotation. The continuum and Brγ line closure phase show offsets of ∼-25±5o and 20±10o, respectively. This is evidence of an asymmetry in their origin, but with opposing directions. We find that we cannot converge on constraints for the HI physical parameters without a more detailed model. Our analysis reveals that HD50138 hosts a complex circumstellar environment. Its continuum emission cannot be reproduced by a simple disc brightness distribution. Similarly, several components must be evoked to reproduce the interferometric observables within the Brγ, line. Combining the spectroscopic and interferometric data of the Brγ and Pfund lines favours an origin in a wind region with a large opening angle. Finally, our results point to an evolved source.
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| 1,122
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BRITISH DOCUMENTS ON THE ORIGINS OF THE WAR, 1898-1914. Vol. V, "The Near East: The Macedonian Problem and the Annexation of Bosnia, 1903-1909." EDITED BY G. P. GOOCH AND HAROLD TEMPERLEY. London: H. M. Stationery Office (New York: British Library of Information), 1928, pp. 886.
IN the winter of 1908-1909 Europe quivered in fear of a general war. It was barely a year after the Triple Entente had been completed by the agreement between England and Russia, and hardly two months since the Young Turk Revolution had upset the traditional alignment of the Powers in the Near East. These two factors -- the grouping of the Powers and their rival interests in the Near East -- supplied the setting for the crisis. The trouble arose from the precipitate action of the Austro-Hungarian Government in proclaiming the annexation of Bosnia and Herzegovina, two provinces of the Ottoman Empire which had been occupied by the Dual Monarchy under a mandate from the Powers since the Congress of Berlin in 1878. Yet the conflict that threatened was not one between Austria and Turkey, but between Austria and Serbia; for Serbia herself had designs on these two Slav provinces. In other words, the so-called Bosnian annexation crisis of 1908-1909 had obvious points of similarity with the July crisis of 1914. It may, in fact, be aptly described as the prelude to the World War, for it raised issues which were not again to come to rest. In both cases there was the same Austro-Serbian tension, the same threat of intervention on the part of other Powers, the same division of Europe into two opposing groups. The question naturally arises why war was avoided in 1909 but not in 1914. An examination of the events of the earlier crisis in the light of the voluminous material that has now been made available will illuminate the more remote origins of the World War and at the same time clarify the course of developments in the crucial months of 1914.
Bismarck had established the ascendancy
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It is common sense that it’s worth learning what things and situations are harmful to us if we want to have a long and healthy life. For example, after getting a nasty sunburn, we learn our lesson, and apply sun cream before going sunbathing next time. The importance of such learned avoidance strategies is reflected by the fact that even fruit flies possess them.
These tiny flies can learn to associate a particular odor with a mild electrical shock. Once they learned this association, they steer clear of the source of that particular odor in future. Scientists at the Max Planck Institute of Neurobiology now succeeded in identifying three nerve cells that play a role in the formation of this complex association. By altering the surrounding temperature, they could selectively switch certain cells on and off while the insects moved about freely and learned. (Current Biology, 15. July 2010)
Prevention is better than cure and avoidance strategies often help to save us from adversity. A child, for example, quickly learns not to touch a hot stove once it burned its fingers. Avoidance behavior is so essential that even the comparatively simple brain of the fruit fly excels in it. If, for example, a fruit fly is presented with a certain odor together with an electric shock, it quickly learns to avoid this particular odor by moving or flying off in the opposite direction. Yet, what actually happens in the brain when two such different stimuli as an odor and an electric shock are linked up with each other to cause a change in behavior? It was precisely this basic phenomenon that scientists at the Max Planck Institute for Neurobiology were determined to track down.
The advantages of the fruit fly
The Max Planck Research Group "Behavioral Genetics", led by Hiromu Tanimoto, investigates what happens in the brain of the fruit fly when it learns to avoid something. Given that the fruit fly’s brain is nothing short of minute, one tends to wonder why the scientists investigate this phenomenon in the fruit fly. There are two good reasons for their choice. First of all, the brain of this insect is composed of about one hundred thousand nerve cells and is therefore considerably more straightforward than, say, a human brain which has about one hundred billion nerve cells. The cells responsible for avoidance behavior in the fruit fly can therefore be identified much more readily. What is more, the researchers can use the wide range of genetic tools that is already available for the fruit fly to activate or deactivate certain functions of the animal's brain with great precision.
"We used precisely these qualities to our own advantage", Hiromu Tanimoto explains. The scientists already knew that the connection between an odor and an electric shock occurs inside the mushroom-body - a structure in the brain of the fly that consists of some 2000 nerve cells. It is also clear that the neurotransmitter dopamine enables the flies to learn to associate a potential source of danger with a certain odor. However, until now, it was unclear as to which of the dopaminergic cells are actually responsible for this.
"The problem was that we had to determine which of the nerve cells release dopamine while the flies are moving about and learning to avoid the odor", Tanimoto recapitulates on the study. This is precisely what the scientists have now succeeded in doing. They introduced a "temperature selector" into dopamine-releasing cells that contact cells of the mushroom-body. This stowaway gene stimulated the nerve cells in one set of flies to release dopamine as soon as the room temperature increased slightly. In a second set of flies, a different gene caused the nerve cells to become deactivated once room temperature was increased, no matter what stimulus Tanimoto and his staff presented to the insects. Thus equipped to manipulate, the scientists could demonstrate that the activity of three dopamine-releasing cells is essential for a detected odor to be associated with a negative experience. The decisive role of these three cells was unambiguous: if the cells were temperature-activated while the flies picked up on an odor, then the insects learned to avoid the odor - even without the electric shock that constituted the negative association with the odor.
"We can now actually examine the function of individual nerve cells in an active and behaving animal. This opens up new horizons", Yoshinori Aso, who is visibly delighted with the outcome of his experiment, adds. Step by step, the scientists now plan to get to the bottom of how experiences are linked to each other and how behavior modification develops.
Original work:Yoshinori Aso, Igor Siwanowicz, Lasse Bräcker, Kei Ito, Toshihiro Kitamoto, Hiromu Tanimoto
Barbara Abrell | Max Planck Society
Bacteria as pacemaker for the intestine
22.11.2017 | Christian-Albrechts-Universität zu Kiel
Researchers identify how bacterium survives in oxygen-poor environments
22.11.2017 | Columbia University
The WHO reports an estimated 429,000 malaria deaths each year. The disease mostly affects tropical and subtropical regions and in particular the African continent. The Fraunhofer Institute for Silicate Research ISC teamed up with the Fraunhofer Institute for Molecular Biology and Applied Ecology IME and the Institute of Tropical Medicine at the University of Tübingen for a new test method to detect malaria parasites in blood. The idea of the research project “NanoFRET” is to develop a highly sensitive and reliable rapid diagnostic test so that patient treatment can begin as early as possible.
Malaria is caused by parasites transmitted by mosquito bite. The most dangerous form of malaria is malaria tropica. Left untreated, it is fatal in most cases....
The formation of stars in distant galaxies is still largely unexplored. For the first time, astron-omers at the University of Geneva have now been able to closely observe a star system six billion light-years away. In doing so, they are confirming earlier simulations made by the University of Zurich. One special effect is made possible by the multiple reflections of images that run through the cosmos like a snake.
Today, astronomers have a pretty accurate idea of how stars were formed in the recent cosmic past. But do these laws also apply to older galaxies? For around a...
Just because someone is smart and well-motivated doesn't mean he or she can learn the visual skills needed to excel at tasks like matching fingerprints, interpreting medical X-rays, keeping track of aircraft on radar displays or forensic face matching.
That is the implication of a new study which shows for the first time that there is a broad range of differences in people's visual ability and that these...
Computer Tomography (CT) is a standard procedure in hospitals, but so far, the technology has not been suitable for imaging extremely small objects. In PNAS, a team from the Technical University of Munich (TUM) describes a Nano-CT device that creates three-dimensional x-ray images at resolutions up to 100 nanometers. The first test application: Together with colleagues from the University of Kassel and Helmholtz-Zentrum Geesthacht the researchers analyzed the locomotory system of a velvet worm.
During a CT analysis, the object under investigation is x-rayed and a detector measures the respective amount of radiation absorbed from various angles....
The quantum world is fragile; error correction codes are needed to protect the information stored in a quantum object from the deteriorating effects of noise. Quantum physicists in Innsbruck have developed a protocol to pass quantum information between differently encoded building blocks of a future quantum computer, such as processors and memories. Scientists may use this protocol in the future to build a data bus for quantum computers. The researchers have published their work in the journal Nature Communications.
Future quantum computers will be able to solve problems where conventional computers fail today. We are still far away from any large-scale implementation,...
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The Air Force Balloon is Australian-made and constructed from a rip-stop nylon that is similar to parachute material. It has a polyurethane coating to make it less porous. The lower sections of the balloon are made from flame-retardant nomex (the same material used in pilots' flying suits).
Maximum temperature inside the envelope is 120°C. This temperature is monitored by a sensor at the top of the envelope that sends a signal to the pilot's instrument pack. There is also a tell-tale flag that drops if the temperature limit is exceeded. The envelope should then be strength-tested to check for damage.
The balloon uses a double-burner system. Each side can be run separately, or a cross-feed can be used to run either side off any fuel tank.
Each burner has two different internal systems. One is the main burner and feeds the fuel through a ring of jets to increase the pressure before igniting the gas as it passes a pilot light. The second system, known as 'liquid fire', bypasses the ring of jets and ignites the fuel with the pilot light. This system is quieter and is used over houses or stock, but it is also less powerful, less efficient and dirtier than the main burners.
The basket is constructed from wicker - a traditional material for balloon baskets that is flexible, strong for its weight and looks appropriate. However, the basket has an internal steel frame and is supported by cables that criss-cross under the basket and attach to the burner frame. The envelope then attaches to these cables via four karabiners. The maximum 'All Up Weight' of the balloon is approximately 1000kg.
The Air Force Balloon usually carries two or three gas tanks, each with a capacity of 76 litres. The fuel is LPG, usually near 100% propane. Fuel consumption is 50 to 70 litres per hour.
A combined instrument pack showing altitude, vertical speed and envelope temperature is carried.
Radio contact with Air Traffic Control is maintained with a VHF radio and the pilot communicates with ground crew and other balloons with a UHF CB radio.
The balloon may also carry a transponder for aircraft identification. This sends a signal in response to Air Traffic Control radar, without which the balloon would be invisible to radar.
The balloon cannot be steered – it can only travel downwind. However, some directional control can be achieved by finding different winds at different levels.
The pilot can increase altitude by heating the air in the envelope using the burners, which must also be used periodically to compensate for cooling. To descend, that pilot can use the burners less often or disperse hot air by opening a vent at the top of the envelope. The Air Force Balloons also have a rapid deflation system that allows a large amount of air to be dumped quickly. This system is only used on landings to stop the balloon from skipping along in windy conditions.
The balloon can also be rotated by vents on the side of the envelope that allow some air to escape and propel the envelope around.
|Air Force Online Newspaper|
|Air Force Shop|
|Defence Clothing Online Store|
|Defence Jobs Australia|
|RAAF Alumni and Associations|
|RAAF Holiday Accommodation|
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Download Full Text (2.6 MB)
sunflowers, community science, bioremediation, rhizofiltration, soil effects
Mining and the natural geology in the Navajo Nation has led to widespread pollution of uranium contaminating the livestock and drinking water of many Navajo. Uranium has been shown to have adverse health effects and be connected withhypertension, renal failure, and cancer.
Recent studies suggested that the common sunflower, helianthus annus, has the ability to remove uranium in a hydroponic (water only) environment. This led us to believe that sunflowers may be effective to remove uranium from the water in soil conditions in the Navajo Nation.
BYU ScholarsArchive Citation
Webber, Zak and Abbott, Ben, "Sunflower Seedlings Fail to Remove Uranium in the Navajo Nation" (2020). Library/Life Sciences Undergraduate Poster Competition 2020. 5.
Microbiology and Molecular Biology
Copyright Use Information
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8th Grade Common Core Math: Daily Practice Workbook - Part I: Multiple Choice 1000+ Practice Questions and Video Explanations Argo Brothers (Commo (Paperback)
This book is your comprehensive workbook for 8th Grade Common Core Math.
By practicing and mastering this entire workbook, your child will become very familiar and comfortable with the state math exam and common core standards.
This 8th Grade Common Core Math Daily Practice Workbook includes:
- 20 Weeks of Daily Math Practice
- Weekly Assessments
- State Aligned Common Core Curriculum
- 600+ Minutes of Video Explanations
- End of Year Assessment
- Week 1 - Rational & Irrational Numbers
- Week 2 - Approximating Rational & Irrational Numbers
- Week 3 - Properties of Exponents
- Week 4 - Square Roots & Cube Roots
- Week 5 - Scientific Notation
- Week 6 - Slope, Distance, and Coordinate graphs
- Week 7 - Working with Linear Equations
- Week 8 - Functions, Inputs, Outputs and Analysis of graphs
- Week 9 - Functions continued
- Week 10 - Linear vs. Nonlinear Functions
- Week 11- Rotations, Reflections, and Translations
- Week 12 - Types of Transformations
- Week 13 - Understanding angle rules when parallel lines are cut by a transversal
- Week 14 - Pythagorean Theorem
- Week 15 - Finding distance using Pythagorean Theorem
- Week 16 - Finding volume for cones, cylinders, and spheres.
- Week 17 - Scatter Plots
- Week 18 - Best Fit of Line
- Week 19 - Understanding equations of a linear model
- Week 20 - Table, Charts and Analyzing Data
Each question is labeled with the specific common core standard so both parents and teachers can use this workbook for their student(s). This workbook takes the Common Core State Standards and divides them up among 20 weeks. By working on these problems on a daily basis, students will be able to (1) find any deficiencies in their understanding and/or practice of math and (2) have small successes each day that will build competence and confidence in their abilities.
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Climate change and inequality represent two major societal challenges. And as the two phenomena are intimately intertwined (Chancel 2022), they need to be jointly addressed. While evidence indicates that climate change is likely to increase income inequality between regions and countries (Burke et al. 2015, Diffenbaugh and Burke 2019, Kalkuhl and Wenz 2020), its impacts across different income classes are far less understood.
With COP27 taking place in Sharm El-Sheikh, understanding how climatic shocks unequally impact different population groups is fundamental to guiding the discussion about future goals and steps.
In our study (Palagi et al. 2022), by jointly modelling the response to climate change of both between- and within-country income distribution, we present a framework that allows us to comprehensively account for the effects of climate anomalies on present and projected income inequalities. We find that precipitation anomalies brought about by climate change particularly hurt the poorest, especially in countries that heavily rely on the agricultural sector. Moreover, our projections not only indicate that 86% of countries in our sample will likely become poorer by the end of the century – with respect to a world without climate change – but also that global income inequality will increase, especially within and among developing economies. Regional disparities will also expand in Europe.
Climate change has increased inequality
Increasing climate change and extreme events affect societies around the world (Burke et al. 2015, Coronese et al. 2019). In a world of surging inequalities, we investigate whether climate change might have contributed to existing disparities. We analyze the impacts of climate anomalies on within-country income shares. Using data on the bottom-50% income shares from the World Inequality Database (Alvaredo et al. 2018) and yearly population-weighted total precipitation and average temperature from Burke et al. (2015), we employ a panel econometric model in which inequality depends on climate variables (temperature and precipitation), time-invariant socioeconomic and geographic factors, region-specific macroeconomic shocks, and the degree of country agricultural intensity.
We find evidence of an inverted-U-shaped relationship between precipitation and bottom income shares for high-agricultural-intensity countries (see Figure 1). Indeed, extreme levels of precipitation, either low or high, exacerbate income inequality in countries whose employment is highly concentrated in agriculture.
Figure 1 Estimated nonlinear impacts of precipitation on the bottom 50% shares
Source: adapted from Palagi et al. (2022).
Our approach further detects adverse impacts of extreme precipitation on both per capita GDP growth rates and, to a larger extent, per capita agricultural GDP growth rates (Kotz et al. 2022). Our results also show evidence of nonlinear impacts of temperature anomalies on GDP, with effects being stronger on agricultural GDP growth (see also Burke et al. 2015).
Why are the impacts of precipitation anomalies on inequality stronger in agriculturally intensive countries? This is due to two factors. First, impacts on aggregate income are smaller than those on agricultural income – the latter being highly correlated with bottom-50% income shares in agriculturally intensive countries. Second, bottom earners in those countries are largely dependent on income generated in the primary sector (Alston and Pardey 2014). As a consequence, climate anomalies translate into a widened rich-poor gap.
It never rains but it pours: Climate change will magnify inequality
Starting from our estimated impacts of temperatures and precipitation on bottom-50% income shares and per capita GDP growth rates, we build alternative projected paths. Our baseline projection combines a business-as-usual pathway of climate forcings (RCP 8.5) with historical trends in GDP and agricultural employment shares. We find that the majority of countries will experience worsened levels of income inequality as a consequence of precipitation anomalies (see Figure 2).
Figure 2 Average projected effects on bottom 50% shares due to precipitation
Source: adapted from Palagi et al. (2022).
Even considering the high uncertainty in climate projections, the outlooks are robustly negative across a range of possible futures. For example, in sub-Saharan Africa, the worst-case scenario indicates that income shares of the poorest 50% will shrink by more than 10% due to rainfall changes, while best-case projections indicate negligible positive effects. Further, in specific areas of the world, such as Europe, regional disparities will increase as impacts are projected to be positive for some countries (Nordic countries) and negative for neighbouring ones (Mediterranean countries). Finally, when factoring in the effects of temperature on economic growth, our projections indicate that 86% of countries will become poorer.
Climate change will increase global inequality
By jointly accounting for the evolution of aggregate income and its domestic distribution, our projections point to a 24% increase in global inequality, measured through the Gini index, as a consequence of future climate change (see Figure 3). The upsurge is remarkably higher for agriculturally intensive countries, i.e. whose Gini index is projected to increase by 45% when only altered precipitation is considered, and by 78% when changing temperatures are included.
By combining different shared socioeconomic pathways (SSP)–RCP pairs, we find that achieving growth and industrialisation in agriculturally intensive countries will substantially curb their vulnerability to future precipitation changes. Nonetheless, such a structural change is not enough to counterbalance the climate impacts in the fossil-fuel-based development pathway (SSP5–RCP8.5 future). Instead, inequality levels will remain more balanced in the scenario that combines high growth and contained emissions (SSP1–RCP2.6). This scenario analysis clearly shows that economic development along a sustainable pathway has the potential to smooth climatic impacts.
Figure 3 Projected evolution of income inequality
Source: adapted from Palagi et al. (2022).
Mounting evidence shows that climate change unequally affects the rich and poor sides of our societies. As such, global warming cannot be analysed without taking into account its distributional consequences. Not only are the responsibilities for emissions highly uneven (see e.g. Piketty and Chancel 2015), but impacts are heterogeneous across the income distribution.
Our study contributes to this debate, showing novel findings on the impacts of climate change on within-country inequality. More specifically, we find that variations in rainfall due to climate change have considerably hurt the poorest while hampering economic growth. Such effects are much stronger in agriculturally intensive countries, potentially leading to a further future increase in vulnerability and triggering a vicious cycle.
Our results suggest that sustainable economic development and gradual industrialisation of agriculturally-intensive economies can dampen the direct impacts of climate change beyond improving wellbeing. Development and climate-change policies should be jointly designed to effectively tackle such challenges.
Alston, J M, and P G Pardey (2014), “Agriculture in the global economy”, Journal of Economic Perspectives 28:121–46.
Alvaredo, F, L Chancel, T Piketty, E Saez, and G Zucman (2018), World inequality report 2018, Cambridge, MA: Belknap Press.
Burke, M, S M Hsiang, and E Miguel (2015), “Global non-linear effect of temperature on economic production”, Nature 527: 235–39.
Chancel, L (2022), “Global carbon inequality over 1990–2019”, Nature Sustainability 1-8.
Coronese, M, F Lamperti, K Keller, F Chiaromonte, and A Roventini (2019), “Evidence for sharp increase in the economic damages of extreme natural disasters”, Proceedings of the National Academy of Sciences of the USA 116, 21450–55.
Diffenbaugh, N S, and M Burke (2019), “Global warming has increased global economic inequality”, Proceedings of the National Academy of Sciences of the USA 116: 9808–13.
Docquier, F, J de Melo, C Deuster, and M Burzyński (2019), “Climate migration frightens... climate poverty is frightening!”, VoxEU.org, 10 December.
Foellmi, R, and E Baselgia (2022), “The inequality-growth nexus: It’s time to move beyond averages”, VoxEU.org, 28 October.
Kalkuhl, M, and L Wenz (2020), “The impact of climate conditions on economic production: Evidence from a global panel of regions”, Journal of Environmental Economics and Management 103: 102360.
Kotz, M, A Levermann, and L Wenz (2022), “The effect of rainfall changes on economic production”, Nature 601: 223–27.
Palagi, E, M Coronese, F Lamperti, and A Roventini (2022), “Climate change and the nonlinear impact of precipitation anomalies on income inequality”, Proceedings of the National Academy of Sciences of the USA 119(43): e2203595119.
Pleninger, R (2022), “Natural disasters reduce middle-class incomes”, VoxEU.org, 28 October.
Piketty, T, and L Chancel (2015), “Carbon and inequality: From Kyoto to Paris”, VoxEU.org, 1 December.
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Want To Get Rid Of Your
The popcorn tree is native to eastern Asia and is most commonly associated with eastern China, Taiwan and Japan. In these regions, the waxy coating of the seeds is used for candle and soap making, and the leaves are used as herbal medicine to treat boils. The plant sap and leaves are reputed to be toxic, and decaying leaves from the plant are toxic to other species of plant. The specific epithets sebifera and sebiferum mean "wax-bearing" and refer to the vegetable tallow that coats the seeds.
The simple, deciduous leaves of this tree are alternate, broad rhombic to ovate in shape and have smooth edges, heart shaped and sometimes with an extended tail often resembling the bo tree, Ficus religiosa. The leaves are bright green in color and slightly paler underneath. They become bright yellows, oranges, purples and reds in the autumn. The tree is monoecious, producing male and female flowers on the same plant.
The waxy green leaves set off the clusters of greenish-yellow and white flowers at bloom time. The flowers occur in terminal spike-like inflorescences up to 20 cm long. Light green in color, these flowers are very conspicuous in the spring. Each pistillate (female) flower is solitary and has a three-lobed ovary, three styles, and no petals. They are located on short branches at the base of the spike. The staminate (male) flowers occur in clusters at the upper nodes of the inflorescence.
Fruits are three-lobed, three-valved capsules. As the capsules mature, their color changes from green to a brown-black. The capsule walls fall away and release three globose seeds with a white, tallow-containing covering. Seeds usually hang on the plants for several weeks. In North America, the flowers typically mature from April to June and the fruit ripens from September to October.
Unfortunately, popcorn trees are not native and are highly damaging species. According to the US Forest Service: Popcorn trees begin producing viable seed after only 3 years. They can spread by root fragments and cuttings, so are quick to invade after a hurricane. Just one popcorn tree can produce 100,000 seeds every year. Nearly all of these seeds are viable and can germinate even after several years. A mature stand can produce 4,500 kg of seeds per hectare per year. Trees remain productive for 100 years. Even one popcorn tree presents a danger of explosive expansion that can hurt local ecosystems. Popcorn trees should be removed from yards and public spaces as well. The trees are extremely hard to kill and freshly cut trees will sprout new leaves.
We carry a product called Tordon RTU that is highly effective for getting rid of unwanted trees or brush, including the highly invasive Popcorn Trees.
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I just had a couple thoughts about passive construction. First, I see it often when students are trying to avoid using "I": Wild food is cooked at the annual Wild Food Picnic." But why not go ahead and say, "We cook wild food at the annual Wild Food Picnic." Passive is NOT better than using "I" or "we," as the subject should usually be the one that commits the action, and "we" did the cooking, so "we" should take credit for it. :)
Sometimes, writers assume "is and was" are markers of passive voice. But "is and was" have other roles, most of which have nothing to do with passive voice. For example:
I was once a champion tennis player.
That's a "predicate nominative," where the "was" just links the two nouns (I and tennis player) almost like an equal sign. There is no action (just "being"), so the sentence can't be active or passive.
The dress was red once. Now it is sort of pink.
That's a similar construction, just with an adjective (red) after the verb. That's a "predicate adjective" sentence.
Both of these use is/was to illustrate some aspect of the subject (I, the dress). Again, there's no action, so it can't be passive. It just "is".
"Is and was" can also turn a verb into a progressive verb --I am going (present progressive) rather than I go (present tense); I was going (past progressive) rather than I went (past tense). That's not passive voice, just another way the linking verb can be used (or, to be active! ... another way we can use the linking verb... see how "we" get in there!).
Those aren't passive construction. What is? It's when the ACTOR (the committer of the action) isn't in the subject position but the object position (where the object of the action should be). Or rather, the object (target of action) is in the subject position.
Passive voice is where the object is in the subject position:
Subject is usually what commits the action (the "agent" of the action)
Verb is usually the action
Object is usually what the action is committed on (the "patient or recipient" of the action).
So an active order is:
Paul (subject/agent) hit (verb) the ball (object/patient).
Passive order is:
The ball (object) was hit (verb) by Paul (subject).
The longer the sentence, I find, the more likely we trend into passive. Academic writing also often invites us to get all passive:
PASSIVE — In order to locate this paragraph, the cross reference feature was used.
ACTIVE — In order to locate this paragraph, the researchers used the cross reference feature.
What's wrong with passive construction? Well, for one reason, it allows us to avoid responsibility. "That $10 bill was stolen from your dresser" is sort of idle and guiltless. "I stole that $10 bill from your dresser" accepts responsibility (and even asserts pride, maybe).
Passive voice also leaches vividness and drama out of your sentences, because the subtext is that things just sort of happen. There's no real volition or intention in a passive construction.
"And then the car was just sort of dented."
"And I don't know how it happened, but the milk was spilled all over the floor."
And the famous Richard Nixon "admission of guilt:" "Mistakes were made."
Drama, power, conflict: Those are all in the active voice, and so you should default to active construction for livelier prose. Think about Churchill, trying to rally his country to resist occupation. He didn't use passive construction ("The battle shall be fought on the beaches") when he wanted to empower the British. Notice when he uses active and when he uses passive. (This is masterful manipulation of active/passive, by the way!). The highlighted parts are passive, and see how they are "the others in the past" (the other blue-highlighted line shows an unimaginable future for Britain, also passive), and notice how he will NOT give the Nazis the power (they are relegated to the object position, even though they are the ones subjugating!):
Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail.
We shall go on to the end, we shall fight in France,
we shall fight on the seas and oceans,
we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be,
we shall fight on the beaches,
we shall fight on the landing grounds,
we shall fight in the fields and in the streets,
we shall fight in the hills;
we shall never surrender , and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God's good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.
Now Churchill was almost supernatural in his rhetorical command (notice that almost every word there is Anglo-Saxon or old English... very few "Norman" -- Romance language-- word). But when we decide to speak forcefully, we instinctively go into active mode and use strong, basic verbs and clear construction, don't we? Keep that in mind as you write!
However... passive voice is preferable in a few circumstances:
When the "actor" isn't known, or isn't relevant:
1) The general's house was broken into last night. (We don't know who "committed the action.")
2) Her grandfather's ashes were interred last weekend. (We don't care who actually dug the hole and put the box of ashes in there.)
That's pretty limited!
Passive voice is also used (ahem, that's passive-- who is using? The writer!) when the writer doesn't WANT to assign responsibility. (How would you revise that to make it active!!!?) Have you ever gotten a past-due notice from a utility company? The FIRST notice is usually quite polite and passive: "This bill has not been paid." Why? Because they don't want to be rude and alienate you as a customer by accusing you of being a deadbeat! But the THIRD notice isn't so passive: "You have neglected to pay this bill for 90 days!"
I don't think writers should give up any writing tool, and passive voice would never have developed if there wasn't some use for it. Here's a fascinating rhetorical theory: Politeness theory. It posits that the more dangerous the potential consequence of speech, the more careful, lengthy, and passive our speech becomes. During the Spanish Inquisition, or when we get stopped by the highway patrol, we want to make sure that we don't give offense or accept responsibility if the consequence of "speaking freely" means we will get punished. (Watch the wedding scene in The Godfather and see how polite and passive everyone is towards the Don.) Passive voice is a useful tool when you have to be polite!
However, we shouldn't be passive unless we have a good reason to be passive! This is especially important in the narrative of fiction. Don't evade responsibility or let your characters get away with it, and don't dodge away from action (unless, of course, you have a good reason, like to show how passive a character is).
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The New Albany and Salem Railroad played a crucial role in the commercial and industrial development of southern Indiana for more than a century. Organized in 1847, the railroad linked New Albany with Salem, Indiana, the seat of Washington County. The route followed a stagecoach line that ran between Indianapolis and Louisville through Bloomington. The first train reached Salem in 1850. By then, engineers had already begun surveying a route northward with ambitions of establishing service to Michigan City, a bustling town on the south side of Lake Michigan, 288 miles from the Ohio River.
As settlers poured into Illinois, Michigan City seemed poised to become a nexus of commerce and trade. The rapid growth of Chicago, which lies about fifty miles farther west, dashed those hopes. In 1859, ownership of the line passed to a new group of investors that renamed it the Louisville, New Albany, and Chicago Railroad. Construction of a connecting line to Chicago began immediately. The new company became a feeder route for large rail systems that transported raw materials and agricultural products to urban-industrial centers.
The founding of the Louisville, New Albany, and Chicago marked a dramatic change in focus. Like most railroads in pre-Civil War America, the New Albany and Salem began as a local enterprise. Its sole intention lay in boosting the fortunes of the two towns represented in its name. Financing came from businessmen and supporters in both towns and the railroad’s engines took their names from officers of the road. Early engines included the James Brooks, the George F. Talman, the George Lyman, and the B. F. Maston. The one exception was “Sampson,” an engine named for the strong man of the Bible.
Although the New Albany and Salem Railroad is best remembered as an engine of commercial development, it also played a role in the struggle over slavery. During the 1850s, local newspapers intermittently printed stories about fugitive slaves traveling as stowaways on New Albany and Salem trains. Train crews may have turned a blind eye toward runaways because of the strong anti-slavery sentiments of James Brooks, a staunch Republican then serving as president of the railroad.
During the twentieth century, automobile and truck transportation reduced America’s dependence on the railroad. The former New Albany and Salem line became part of the Louisville and Nashville Railroad in 1971 and was later bought by CSX Corporation. Evidence of the influence of railroad transportation remains present throughout southern Indiana. An Indiana State Historical Marker on the corner of Bank Street and Culbertson Avenue in downtown New Albany recounts the history of New Albany and Salem Railroad.
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October is Dyslexia Awareness Month. Dyslexia is one of the most common language-based learning disabilities, and it is estimated that 5-10% of the population have dyslexia. Both of my children are dyslexic, and I have spent many nights researching it to understand what it is and how it changes the way kids learn. There is a lot of information to wade through, and finding the right tools to best help them has been a significant part of the journey. Since learning our first child had dyslexia, we have discovered quite a few things. One size does not fit all, but we have found some tools that have really helped us. Because it is tough to figure all this out, I want to pass some of these things we’ve learned on to you.
Early Detection and Intervention
I wish I could say that we caught both of our children’s dyslexia early, but unfortunately, that’s not the case. Our oldest was diagnosed with dyslexia the summer before he started 4th grade. We found out our daughter had it in 1st grade. Since we had already been though several screenings, and learned so much about dyslexia to help our son, we knew what signs to look for in our daughter. We were able to catch hers much earlier. One of the most important things to know about dyslexia is that early intervention is key. Our daughter was 7 when we were able to get her learning to read via a multi-sensory teaching method compared to our son who started when he was 10. They are now both on the right track, but it has been an easier and faster journey for our daughter since she received the right intervention earlier. After the 1st grade, the reading gap between kids with dyslexia and their peers starts to widen, which sometimes leads to other issues. Since our son was left undiagnosed during those critical years, he started to develop things like low self-esteem, behavioral problems, and anxiety. All things he may not have had to go through if we would have caught his dyslexia a little sooner.
Start an Orton-Gillingham Based Reading and Writing Program
Early intervention is important, but don’t despair if you don’t catch it early on. It’s never too late to get on the right track. What has helped our children the most is having them learn to read and write through a multi-sensory, Orton-Gillingham based program. This type of systematic and structured approach to reading and writing has truly changed everything. They are both currently working through two different programs and are both making great progress.
Our son is working with a trained tutor on the Pride Reading Program
. Throughout the last year and a half it has been a joy to be able to watch our son regain both his confidence and self esteem through finally being able to not just read the words on the page, but comprehend the intent of the sentences. While he used to “hate” reading (and got headaches from reading), he has now found a new love for it. This miracle is something I could never have imagined before getting him into this reading program.
When we started this journey with our son there were no dyslexic programs available in our school district. Luckily, things are starting to change. I was so excited to find out that my daughter, who is currently in 3rd grade, will now on a daily basis be working on a multi-sensory, researched-based reading program for dyslexics in the resource room at school. This is the first year our school has offered an Orton-Gillingham based program for children with dyslexia. This is definitely a giant step in the right direction that will benefit so many kids.
If your school doesn’t have a program like this in place, you still have the option to find a home program or get a tutor that is trained in an Orton-Gillingham based program — that is what we did for our son. The Pride Program
has worked wonders for our son and is definitely worth checking out.
A Few of our Most Helpful Apps and Tools
In addition to both early detection and proper instruction, we have found a few apps and tools that have also helped us greatly. These tools have especially come in extra helpful when getting our kids to develop a love for reading.
— Learning Ally
offers a collection of human-read audio books which contain over 80,000 titles. This collection also includes textbooks on specialty and academic subjects, from kindergarten through post-graduate and professional. My kids love having access to so many different books on their iPads where they can read along while it reads aloud to them.
— Book Share
is another collection of audio E-books. Members can access a huge collection of ebooks and read their way with the most customizable ebooks for people with reading barriers.
Google Read and Write
— Google Read and Write
has really come in handy with our son since he also has Dysgraphia. Dysgraphia is a specific learning disability that affects written expression. Google read and write allows him to use voice-to-text and vice-versa. This is a handy tool that he also uses at school.
— Similar to Learning Ally, both the Kindle
and the Rapids
app (both by amazon) have an “immersive reading” mode. This means the books can be read with audio narration while your child reads along. As the narration proceeds, the app highlights the current sentence. The kindle provides the content in a traditional ebook format. Rapids presents the content in more of a chat style… like a text message between characters. Our daughter really loves the characters and pace of rapids — it is geared toward younger readers. Both of the apps come pre-loaded with the “Dyslexia Font”… a font that has been engineered to be dyslexic-friendly.
— This isn’t a dyslexia-specific tool; however, Comixology
has been critical in nurturing our son’s love of reading. It is an app that facilitates reading graphic novels and comic books. “Chapter books” can still sometimes push our son away; however, he’ll read the “Plants vs Zombies” graphic novels for hours and hours, given the chance. As soon as our son realized reading wasn’t that bad, the key was then to feed the fire any way we could. This app really worked for us in that it connected reading with characters and stories he cared about.
— Hearing words and stories can be as critical as reading them. Audible
is a fantastic audio-book tool. Professionals have told us that exposure to words, read or spoken, is a big part of the dyslexic journey. While our son never really got into the audio-only version of reading, our daughter loves it. She loves closing her eyes and letting the story take her away. Sometimes she likes to listen on her Alexa device as she falls asleep.
Have you tried anything that has helped you? I would love to hear from you. We are always looking for new tips, ideas, and tools! I hope some of what I’ve shared might help you in your journey. If you would like to read more about how we got to where we are now check out my other post, “Our Dyslexic Journey
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c. 1600, "area in an ancient theater for the chorus," from Latin orchestra, from Greek orkhēstra, semicircular space where the chorus of dancers performed, with suffix -tra denoting place + orkheisthai "to dance," perhaps an intensive of erkhesthai "to go, come," but not all experts accept that (see Beekes).
In ancient Rome, orchestra referred to the place in the theater reserved for senators and other dignitaries. Meaning "group of musicians performing at a concert, opera, etc." is recorded by 1720, so called because they occupy the position of the orchestra relative to the stage ; that of "part of theater in front of the stage" is from 1768 in English.
Some related words still retain the "dancing" sense: Orchestic "of or pertaining to dancing" (1712), also orchestric (1740).
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The damage humans have wreaked on the planet during the post-industrial era has propelled the world into a crisis signalling long term global natural disasters and overwhelming damage and destruction to future generations.
The stark warning contained in the recently released IPCC (International Panel on Climate Change) review report uses terminology that no person can dare to ignore if they respect nature and the world they live in or have in interest in the future of humanity.
The IPCC report (published 09/08/2021) was compiled over a three-year period with global contributions from world-renowned ecologists and scientists. The terminology used by the experts echoes the gravity of the current global crisis describing it as unequivocal, irreversible, indisputable and disastrous(AR6 Climate Change 2021: The Physical Science Basis — IPCC).
The IPCC indicates that nations have delayed action on fossil fuel emissions for so long that global warming cannot be stopped from intensifying over the next 30 years but that there is a small window of opportunity that Mother Nature allows us to prevent a harrowing future.
Human activity has already ‘heated’ the planet by around 1.1ºC / 2 ºF since the 19th century largely as a result of burning coal and gas for energy needs that have supported global industrialisation. The consequence of satisfying these needs has impacted, is impacting globally and will continue to do so.
In recent weeks we have experienced global anomalies in the climate resulting in floods, heatwaves and at the time of writing devastating fires in Greece, Turkey, Canada, USA and Australia. These have caused loss of life, property and livelihoods as well as having a shocking effect on flora, fauna and the landscape, the impact of which will be felt for many decades to come, with some irreversible consequences. Small island nations, like Mauritius have not escaped this impact with flooding and extremes of temperatures in recent months.
According to the IPCC report what we are currently witnessing, and experiencing is only the beginning! In the next 20 years it is likely that the global temperature will rise around 1.5 ºC. Scientists predict that with temperature increase the dangers to humanity and life on earth will grow considerably:
•It is estimated that billions of people are likely to be exposed to more frequent and life-threatening heatwaves.
•Hundreds of millions more will struggle to meet their needs for water due to severe drought resulting in malnutrition, illness and death.
•Melting of the polar ice caps will result in rising sea levels posing significant risks to many low-lying islands and countries, some of which will disappear completely.
•There will be a dramatic increase in abnormal weather events increasing the risk of floods, heatwaves, fires and tsunamis.
•Some animals and plant species will disappear forever.
•Coral reefs, which support tourism and fisheries in places like Mauritius will experience more frequent ‘die-offs’.
•All of these in turn impact on our ability to meet the needs of society in relation to shelter, food, health resources, infrastructure and economic support.
These concerns have been publicly voiced by ecologists and scientists the world over, including in Mauritius, and will result in humanitarian crises on a scale never experienced before globally.
Each of us have contributed to this emerging catastrophe by way of our arrogant behaviour and consumerism. Going forward we all have a responsibility at an individual, family, community and societal level to take action that will positively impact on climate change.
What ecological legacy will you leave for the next and future generations and what part will you play in healing the world?
Soorendra Lingiah lives in the United Kingdom and worked as a Senior Lecturer in Forensic Mental Health.
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Researchers at New York University's School of Medicine have discovered how pancreatic tumor cells feed themselves to grow and survive, uncovering a new possible therapeutic target to treat the notoriously deadly cancer.
Pancreatic cancer is a leading cause of cancer death, killing nearly 38,000 Americans annually, and most diagnosed with the disease live less than a year.
Scientists have known that a mutated protein called Ras plays a central role in a complex molecular chain of events that drives cancer cell growth and proliferation in many cancers, including pancreatic, lung, and colon cancer. Ras cancer cells have special nutrient requirements to thrive and subsist, but what has remained a mystery is how these cells meet these extraordinary nutritional necessities.
In a new study, researchers at NYU School of Medicine have shown how Ras cancer cells exploit a process called macropinocytosis to "swallow up" the protein albumin, which cells then reap for amino acids essential for growth.
"This work offers up a completely different way to target cancer metabolism," said the study's lead principal investigator, Dafna Bar-Sagi, in a statement. Bar-Sagi, who is senior vice president and vice dean for science, chief scientific officer of NYU Langone Medical Center, first identified macropinocytosis in Ras-transformed cancer cells.
The research suggests that Ras cancer cells depend on this process of macropinocytosis, or "protein eating," for survival. When they used a chemical to block the uptake of albumin via macropinocytosis in mice with pancreatic tumors, researchers saw that tumor growth stopped, and some of the tumors even shrank. They also noticed that the pancreatic cancer cells in mice carried more macropinosomes--the vesicles that transport nutrients into a cell--than did the cells of normal mice.
The scientists believe the discovery of this mechanism that occurs in some cancer cells could be a possible new therapeutic target by blocking this engulfing process, easing the way for chemotherapy drugs to be carried into cancer cells.
- see the article preview
- read the press release
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We all need iron, but it's essential for babies for many reasons. It is an essential component of haemoglobin which transports oxygen in the red blood cells and so is necessary for optimum growth and development.
The signs and symptoms of iron deficiency anaemia in children may include:
- Behavioural problems including sleep issues
- Repeat infections
- Loss of appetite
- Increased sweating
- Strange ‘food’ cravings (pica) like eating dirt
- Failure to grow at the expected rate.
Major risk factors for the development of iron deficiency in children include:
- Prematurity and low birth weight
- Late introduction of solids - past 6 months
- Introduction of cow’s milk as the main drink before 12 months of age
- High intake of cow’s milk
- Low or no meat intake and unbalanced vegetarian/vegan diet
- Poor diet in the second year of life
- Possible gastrointestinal diseases
- Lead poisoning.
How do you know your baby is low in iron?
- It's impossible to tell just by 'looking'. A pale looking child is not necessarily an anaemic one. It requires a blood test, thorough physical examination as well as a medical history.
- To absorb iron we also need an adequate intake of foods that contain vitamin C and preferably at the same meal e.g. red meat and broccoli, scrambled eggs and spinach. This is especially important with non-haem sources e.g. pulses, lentils and chickpeas.
- Tea and coffee contain tannin and can hinder iron absorption so young children should not be given tea or coffee. This is especially important with non-haem iron diets and if tea or coffee is drunk at the same time as a meal.
I'm going to look at how to get enough iron into your baby's diet in another blog (soon) and break it all down into an easy way of looking at amounts of iron needed each day. Read it here: https://nurtureparenting.com.au/iron-rich-foods-how-much-does-your-baby-or-toddler-need/
For the National Health & Medical Research Council recommendations for infant and child intake of iron visit this link: http://www.nrv.gov.au/nutrients/iron.htm
Some further reading below
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12. So What?
The consequences and possibilities in an Electric Universe are far-reaching. First we must acknowledge our profound ignorance! We know nothing of the origin of the universe. There was no Big Bang. The visible universe is static and much smaller than we thought. We have no idea of the age or extent of the universe. We don’t know the ultimate source of the electrical energy or matter that forms the universe. Galaxies are shaped by electrical forces and form plasma focuses at their centers, which periodically eject quasars and jets of electrons. Quasars evolve into companion galaxies. Galaxies form families with identifiable “parents” and “children”. Stars are electrical “transformers” not thermonuclear devices. There are no neutron stars or Black Holes. We don’t know the age of stars because the thermonuclear evolution theory does not apply to them. Supernovae are totally inadequate as a source of heavy elements. We do not know the age of the Earth because radioactive clocks can be upset by powerful electric discharges.
The powerful electric discharges that form a stellar photosphere create the heavy elements that appear in their spectra. Stars “give birth” electrically to companion stars and gas giant planets. Life is most likely to form inside the radiant plasma envelope of a brown dwarf star! Our Sun has gained new planets, including the Earth. That accounts for the “fruit-salad” of their characteristics. It is not the most hospitable place for life since small changes in the distant Sun could freeze or sterilize the Earth. Planetary surfaces and atmospheres are deposited during their birth from a larger body and during electrical encounters with other planets. Planetary surfaces bear the electrical scars of such cosmic events. The speed of light is not a barrier. Real-time communication over galactic distances may be possible. Therefore time is universal and time travel is impossible. Anti-gravity is possible. Space has no extra dimensions in which to warp or where parallel universes may exist. There is no “zero-point” vacuum energy. The invisible energy source in space is electrical. Clean nuclear power is available from resonant catalytic nuclear systems. Higher energy is available from resonant catalytic chemical systems than in the usual chemical reactions. Biological enzymes are capable of utilizing resonant nuclear catalysis to transmute elements. Biological systems show evidence of communicating via resonant chemical systems, which may lend a physical explanation to the work of Rupert Sheldrake. DNA does not hold the key to life but is more like a blueprint for a set of components and tools in a factory. We may never be able to read the human genome and tell whether it represents a creature with two legs or six because the information that controls the assembly line is external to the DNA. There is more to life than chemistry.
We are not hopelessly isolated in time and space on a tiny rock, orbiting an insignificant star in an insignificant galaxy. We are hopefully connected with the power and intelligence of the universe.
The future in an Electric Universe looks very exciting indeed!
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Form is the shape, visual appearance, or configuration of an object.
Read more about Form.
Some articles on form:
... the process by which the dispersed phase comes out of suspension in the form of flakes ... Coalescence is another form of instability - small droplets bump into each other within the media volume and continuously combine to form progressively larger ...
... a right angle, the relation between the sides takes the form where cosh is the hyperbolic cosine ... This formula is a special form of the hyperbolic law of cosines that applies to all hyperbolic triangles with γ the angle at the vertex opposite the side c ... relation for a right triangle approaches the form of Pythagoras' theorem ...
... Q1 Tower was designed by Atelier SDG, and its form was inspired by the Sydney 2000 Olympic torch and the Sydney Opera House ... a series of ribbons wrap concentrically around the tower form and hover above the entry plaza area providing cover and shading ... The tension in the movement and free form are expressed by the gradual twisting of the aluminium-clad ribbons as they move around the building ...
... Polyandry (Greek poly—many, andras—man) is a form of polygamy whereby a woman takes two or more husbands at the same time ... For example, the form of polyandry in which a woman is married to two or more brothers is known as fraternal polyandry, and it is believed by many anthropologists to ...
... information Angeln#Name The name of the Angles is first recorded in Latinized form, as Anglii, in the Germania of Tacitus ... in an epistle simplified the Latinized name Anglii to Angli, the latter form developing into the preferred form of the word ... people Bede used Angelfolc (-folk) there are also such forms as Engel, Englan (the people), Englaland, and Englisc, all showing i-mutation ...
More definitions of "form":
- (noun): An arrangement of the elements in a composition or discourse.
Example: "The essay was in the form of a dialogue"; "he first sketches the plot in outline form"
- (noun): The phonological or orthographic sound or appearance of a word that can be used to describe or identify something.
Synonyms: word form, signifier, descriptor
- (noun): (physical chemistry) a distinct state of matter in a system; matter that is identical in chemical composition and physical state and separated from other material by the phase boundary.
- (verb): Give a shape or form to.
- (verb): Establish or impress firmly in the mind.
- (verb): Give shape to.
Example: "Form the clay into a head"
- (noun): Any spatial attributes (especially as defined by outline).
Synonyms: shape, configuration, contour, conformation
- (noun): A perceptual structure.
Example: "The composition presents problems for students of musical form"
Synonyms: shape, pattern
- (noun): The spatial arrangement of something as distinct from its substance.
- (noun): Alternative names for the body of a human being.
Synonyms: human body, physical body, material body, soma, build, figure, physique, anatomy, shape, bod, chassis, frame, flesh
- (noun): An ability to perform well.
Example: "He was at the top of his form"; "the team was off form last night"
- (noun): A particular mode in which something is manifested.
Example: "His resentment took the form of extreme hostility"
- (noun): A category of things distinguished by some common characteristic or quality.
Example: "Sculpture is a form of art"
Synonyms: kind, sort, variety
- (noun): (biology) a group of organisms within a species that differ in trivial ways from similar groups.
Synonyms: variant, strain, var.
- (noun): A mold for setting concrete.
Example: "They built elaborate forms for pouring the foundation"
- (noun): A printed document with spaces in which to write.
Example: "He filled out his tax form"
- (verb): Make something, usually for a specific function.
Example: "Form cylinders from the dough"
Synonyms: shape, work, mold, mould, forge
Famous quotes containing the word form:
“The old idea that the joke was not good enough for the company has been superseded by the new aristocratic idea that the company was not worthy of the joke. They have introduced an almost insane individualism into that one form of intercourse which is specially and uproariously communal. They have made even levities into secrets. They have made laughter lonelier than tears.”
—Gilbert Keith Chesterton (18741936)
“The worker can unionize, go out on strike; mothers are divided from each other in homes, tied to their children by compassionate bonds; our wildcat strikes have most often taken the form of physical or mental breakdown.”
—Adrienne Rich (b. 1929)
“If cooking becomes an art form rather than a means of providing a reasonable diet, then something is clearly wrong.”
—Tom Jaine (b. 1943)
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Chapter 2: Literature Review
The Good Behavior Game: An Oldie but a Goodie
Many teachers, especially new teachers, struggle with off-task behaviors in the classroom and finding ways to implement strategies that will correct or improve those behaviors. When teachers systematically implement class-wide interventions, teacher-student interactions become more positive, students are more engaged, and teachers are able to focus on teaching appropriate behaviors (Conroy, Marsh, Snyder, & Sutherland, 1987). The Good Behavior Game (GBG) is a contingency group game designed to improve the teachers ability to define tasks, set rules and discipline students, reduce disruptive aggressive, off-task and shy behaviors in elementary aged children and promote good behavior by rewarding teams that do not exceed maladaptive behavior standards (Conroy, Marsh, Snyder, & Sutherland, 1987).
Rules of the Game
The Good Behavior Game is designed to help improve the teacher’s ability to define tasks, set rules and discipline students (Conroy, Marsh, Snyder, & Sutherland, 1987). The Good Behavior Game can be used during quiet or independent work periods to reduce distracting behaviors within the classroom, such as staying seated, raising your hand to be called on and talking out of turn. The Good Behavior Game is also used to promote good behavior by rewarding teams for their good behaviors. Teachers should incorporate the game more than once throughout the day to keep the students involved. The teacher and students should come up with the rewards together, that way students are more likely to work hard and stay focused during quiet and independent work. Some examples of reinforces could include stickers, treats, classroom coupons (such as homework pass, extra computer time, etc). Whole class rewards could include extra recess, indoor activities and parties for reaching a certain goal.
The rules of the game are simple and can be taught in about 20 minutes. Within five easy steps, students can be taught to play the Good Student Game. Step 1: Define student appropriate behaviors (such as listening, following directions, paying attention and trying their best). Step 2: Have students role-play examples and non-examples of good student behavior (such as “thumbs up” or “thumbs down”). Step 3: Have student’s model examples of acceptable and non-acceptable behaviors (such as talking out of turn, getting out of their seat without permission, etc). While the students are modeling such behaviors, the teacher will monitor good student behaviors (those who were doing as they were asked). Step 4: Practice playing the Good Student Game. Divide the class into two teams. Write team names on the chalkboard. If any student breaks a rule while the game is going on, the teacher makes a mark by the name of the team in which the disruptive student is a member. When the end of time (teacher instruction) is complete, the team who has the fewest...
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Picturepic•ture (pik′chər),USA pronunciation n., v., -tured, -tur•ing.
- a visual representation of a person, object, or scene, as a painting, drawing, photograph, etc.: I carry a picture of my grandchild in my wallet.
- any visible image, however produced: pictures reflected in a pool of water.
- a mental image: a clear picture of how he had looked that day.
- a particular image or reality as portrayed in an account or description;
- a tableau, as in theatrical representation.
- See motion picture.
- pictures, Informal (older use). movies.
- a person, thing, group, or scene regarded as resembling a work of pictorial art in beauty, fineness of appearance, etc.: She was a picture in her new blue dress.
- the image or perfect likeness of someone else: He is the picture of his father.
- a visible or concrete embodiment of some quality or condition: the picture of health.
- a situation or set of circumstances: the economic picture.
- the image on a computer monitor, the viewing screen of a television set, or a motion-picture screen.
- to represent in a picture or pictorially, as by painting or drawing.
- to form a mental picture of;
imagine: He couldn't picture himself doing such a thing.
- to depict in words;
describe graphically: He pictured Rome so vividly that you half-believed you were there.
- to present or create as a setting;
portray: His book pictured the world of the future.
Ofof1 (uv, ov; unstressed əv or, esp. before consonants, ə),USA pronunciation prep.
- (used to indicate distance or direction from, separation, deprivation, etc.): within a mile of the church; south of Omaha; to be robbed of one's money.
- (used to indicate derivation, origin, or source): a man of good family; the plays of Shakespeare; a piece of cake.
- (used to indicate cause, motive, occasion, or reason): to die of hunger.
- (used to indicate material, component parts, substance, or contents): a dress of silk; a book of poems; a package of cheese.
- (used to indicate apposition or identity): Is that idiot of a salesman calling again?
- (used to indicate specific identity or a particular item within a category): the city of Chicago; thoughts of love.
- (used to indicate possession, connection, or association): the king of France; the property of the church.
- (used to indicate inclusion in a number, class, or whole): one of us.
- (used to indicate the objective relation, the object of the action noted by the preceding noun or the application of a verb or adjective): the ringing of bells; He writes her of home; I'm tired of working.
- (used to indicate reference or respect): There is talk of peace.
- (used to indicate qualities or attributes): an ambassador of remarkable tact.
- (used to indicate a specified time): They arrived of an evening.
- [Chiefly Northern U.S.]before the hour of;
until: twenty minutes of five.
- on the part of: It was very mean of you to laugh at me.
- in respect to: fleet of foot.
- set aside for or devoted to: a minute of prayer.
- [Archaic.]by: consumed of worms.
Powerpow•er (pou′ər),USA pronunciation n.
- ability to do or act;
capability of doing or accomplishing something.
- political or national strength: the balance of power in Europe.
- great or marked ability to do or act;
- the possession of control or command over others;
ascendancy: power over men's minds.
- political ascendancy or control in the government of a country, state, etc.: They attained power by overthrowing the legal government.
- legal ability, capacity, or authority: the power of attorney.
- delegated authority;
authority granted to a person or persons in a particular office or capacity: the powers of the president.
- a document or written statement conferring legal authority.
- a person or thing that possesses or exercises authority or influence.
- a state or nation having international authority or influence: The great powers held an international conference.
- a military or naval force: The Spanish Armada was a mighty power.
- Often, powers. a deity;
divinity: the heavenly powers.
- powers, [Theol.]an order of angels. Cf. angel (def. 1).
- [Dial.]a large number or amount: There's a power of good eatin' at the church social.
- work done or energy transferred per unit of time. Symbol: P
- the time rate of doing work.
- mechanical energy as distinguished from hand labor: a loom driven by power.
- a particular form of mechanical or physical energy: hydroelectric power.
- energy, force, or momentum: The door slammed shut, seemingly under its own power.
- the product obtained by multiplying a quantity by itself one or more times: The third power of 2 is 8.
- (of a number x) a number whose logarithm is a times the logarithm of x (and is called the a th power of x). Symbolically, y = xa is a number that satisfies the equation log y = a log x.
- the exponent of an expression, as a in xa.
- See cardinal number (def. 2).
- the magnifying capacity of a microscope, telescope, etc., expressed as the ratio of the diameter of the image to the diameter of the object. Cf. magnification (def. 2).
- the reciprocal of the focal length of a lens.
- the powers that be, those in supreme command;
the authorities: The decision is in the hands of the powers that be.
- to supply with electricity or other means of power: Atomic energy powers the new submarines.
- to give power to;
make powerful: An outstanding quarterback powered the team in its upset victory.
- to inspire;
sustain: A strong faith in divine goodness powers his life.
- (of a fuel, engine, or any source able to do work) to supply force to operate (a machine): An electric motor powers this drill.
- to drive or push by applying power: She powered the car expertly up the winding mountain road.
- power down, to shut off.
- power up, to turn on.
- operated or driven by a motor or electricity: a power mower; power tools.
- power-assisted: His new car has power brakes and power windows.
- conducting electricity: a power cable.
- expressing or exerting power;
characteristic of those having authority or influence: to host a power lunch.
Recliningre•cline (ri klīn′),USA pronunciation v., -clined, -clin•ing.
- to lean or lie back; rest in a recumbent position.
- to cause to lean back on something;
place in a recumbent position.
Sofaso•fa (sō′fə),USA pronunciation n.
- a long, upholstered couch with a back and two arms or raised ends.
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A selection of resources.
Click on the title of the resource to expand the section for a description. Clicking on the green button within the description will take you to the resource. A summary of the topics covered is included in the blue box within the description.
This is one of many resources produced by the Shell Centre at the University of Nottingham for the MARS project in the USA. There are comprehensive teacher notes and excellent student resources. This resource uses a problem to introduce the idea of relative frequency, you may wish to use UK coins instead of the US currency. The teachers’ notes are particularly useful to anyone wishing to get to grips with the big idea(s) behind the topic.
Topics: Relative frequency
This resource is from a collection of activities aimed at level 2 FSMQ. You may need to scroll down the page a little to find the work called "A Risky Business". The resource includes teachers’ notes, students’ sheets and a powerpoint. This is a nice use of relative frequency to estimate the risk of injuries it also looks at using relative frequencies to estimate the expected number of accidents. This is a nice follow up activity which looks at risk in sporting activities and how to display the information.
Topics: Relative frequency and risk
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Gratitude is a thankful appreciation for what an individual values in their life, whether tangible or intangible. With gratitude, people focus their attention on what is good, precious and valued. Living as we do in Australia, there is always something to be thankful for no matter what a person's circumstances.
Psychologists, Emmons and McCullough, conducted a study in which participants were asked to write a few sentences each week focusing on particular topics. One group wrote about things they were grateful for that had occurred during the week. A second group wrote about daily irritations or things that had displeased them, and the third wrote about events that had affected them with no emphasis on them being positive or negative. After 10 weeks, those who wrote about gratitude were more optimistic and felt better about their lives. Interestingly, they also exercised more and had fewer visits to doctors than those who focused on sources of annoyance. Similar results have been replicated in subsequent research.
Cultivating gratitude is a practice and there are many ways to direct attention toward the positive aspects of your life.
Write a thankyou note. Growing up, did your mum insist that you write a note to your aunties and uncles thanking them for your birthday gifts? This practice might well establish more than just good manners. Writing a thankyou note to a friend or loved one for their support, thoughtfulness or their valued traits can not only grow your relationship, but the act of time spent appreciating your friend or loved one exercises neural pathways that focus attention on the positive aspects of your life. This attention and focus can generate a positive effect on mood and has been shown to extend beyond the moment in which your attention was focused on the giving thanks. No time to write? A simple text message giving thanks to a friend might also achieve a similar result – building your relationship and increasing your own positive mood and feelings.
Keep a gratitude journal. Make it a habit to write down your thoughts about the gifts received each day. You may like to literally count your blessings and aim to recognise 3 things each day for which you are grateful. Be specific and think about the sensations you feel when something good happens. By developing this daily practice, you draw your mind’s attention to the positive events and feelings. The practice aims to overcome the negativity bias which is generally considered to be part of the human condition – an evolutionary survival mechanism in which our brain is wired to focus on potential threats, dangers and negative events. In the practice of keeping a gratitude journal and aiming to recall 3 or more things for which you are thankful, you may find that you come to spend your days looking for joy. What a wonderful state to be in!
Pray. People who are religious can use prayer to cultivate gratitude.
Mindfulness. Mindfulness can be an antidote to “mind-full-ness”. A busy and over-active mind can result in spending your days inside your mind rather than living in the beauty and joy of the present moment. Thinking about the many things you have to do, worrying about meeting deadlines or perseverating on past hurts will all fuel a negative state of mind. And yet none of them exist in the present moment. You could be sitting on a beach, listening to waves, basking in gentle sunshine and still worrying about some future or past event. Mindfulness is a psychological state of awareness often referred to a ‘being in the moment’. Mindfulness techniques include listening to the nearby sounds, feeling the sensations on your skin and in your body, ‘watching’ your thoughts, and recognising your place in the broader world. You could be sitting in traffic, running late for work and feeling relaxed. It is possible (albeit a learned skill) to focus on relaxed deep breathing, feeling the rhythm of your heart beat, feeling the sensation of the air-conditioning blowing gently on your skin or just enjoying the music on the radio. These simple acts can create calm and fuel a positive state of mind.
Meditation. The daily practice of meditation has been linked with reduced stress and anxiety, improved concentration, better sleep, improved cardiovascular health, improved mood and greater happiness. One of the most common reasons people turn to mediation is for stress reduction and public figures who report significant benefit from their daily meditation practice include Rupert Murdock, Katy Perry, Hugh Jackman, Clint Eastwood, Arianna Huffington and Oprah Winfrey. Meditation is thought to achieve similar results to mindfulness, but the pathway is less direct. Meditation is often promoted as best performed upon waking but the effects of calmness and relaxation are thought to be sustained throughout he day. The secular popularity of mediation has increased as more people discover its benefits, and why not, when there is potentially so much to be gained!
This holiday period may be the perfect time to implement a practice of gratitude. We wish you a Merry Christmas but perhaps of more value would be to wish for you and your families, a holiday season filled with gratitude.
Emmons RA et al (2003) Counting Blessings Versus Burdens: An Experimental Investigation of Gratitude and Subjective Well-Being in Daily Life, Journal of Personality and Social Psychology: Vol. 84, No. 2, pp. 377–89.
Sansone RA, Sansone LA (2010) Gratitude and Well Being, Psychiatry 7(11): 18-22
Wood AM et al (2010) Gratitude and well-being: A review and theoretical integration. Clinical Psychological Review. 30(7): 890-905
Davis DM, Hayes JA (2011) Practice Review: What are the benefits of mindfulness? A practice review of psychotherapy-related research. American Psychological Association 48(2): 198-208
Praissman S (2008) Mindfulness-based stress reduction: A literature review and clinician’s guide. Journal of the American Association of Nurse Practitioners. 20(4): 212-216
Brown KM, Ryan RM (2003) The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 84(4): 822-848
Keng SL, Smoski MJ, Robins CJ (2011) Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Reivew 31(6): 1041-1056
Goyal M et al (2014) Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine 174(3): 357-368
Chen KW et al (2012) Meditative therapies for reducing anxiety: A systematic review and meta-analysis of randomized controlled trials. Official Journal of Anxiety and Depression Association of America 29(7): 545-562
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Sycamore is a deciduous broadleaf tree and is native to southern, eastern and central Europe. It is now a naturalised species and was likely introduced to the UK, firstly in England, by the Romans in the Middle Ages.The earliest reports of the species naturalising in the UK date from the mid 1800’s. Its botanical name, acer pseudoplatanus, means ‘like a plane tree’. Sycamore wood is hard and strong and is often used to make furniture and kitchenware as the wood does not taint or stain the food.
Mythology and Symbolism
As Sycamore is an introduced species, there is very little folklore associated with the tree. However, in Wales, sycamore trees were used in the traditional craft of making 'love spoons'. In some parts of the UK the winged seeds are known as 'helicopters', and used in flying competitions and model-making by children. One old sycamore tree provided protection for the large troops of General Washington during the battle on the Brandywine Battlefield Park in Pennsylvania in the 18th century. As a result, the sycamore tree is a symbol of hope and protection in the USA.
Sycamore trees can grow to a height 35m tall, it is an extremely fast growing tree for the first 20 years of its life and can reach heights of above 20m. Sycamore has a strongly branched crown and a tree can live up to 400 years old. Its bark is greyish-brown and smooth when young becoming a lovely greyish-pink and scalier in texture in maturity. Sycamore trees are often found planted in parks and gardens for ornamental purposes. Mature trees are extremely wind tolerant so are often planted as a wind break in coastal and exposed areas, providing shelter for more vulnerable species. Sycamore trees are commonly found in towns and cities as they are more tolerant of urban pollution than any other tree. Sycamore grows very well in Scotland and could be used in higher quantities here than at present.
Sycamore leaves are eaten by a number of caterpillars and moths, its flowers provide a good source of pollen and nectar to bees and other insects and its seeds are eaten by small birds and mammals. Sycamore seed are often known as ‘helicopters’ because their wings rotate similar in a similar way to a helicopter's propeller.The wings facilitate dispersal of seeds by wind and one tree produces up to 10.000 seeds per season.
Sycamore air dries well, but is inclined to stain, and rapid surface drying is necessary to prevent this. The use of thick stickers helps, but kiln drying at low temperatures is probably the best treatment. Rapid air drying preserves the white appearance of the wood, sometimes achieved by end-racking the boards. Slow drying gives the wood a light-brown colour, referred to as weathered sycamore, but the aim must always be the avoidance of stick marks which penetrate well into the wood, and this can only be successful if the surfaces are dried rapidly.
Sycamore has high strength properties similar to those of oak.The timber has very low stiffness, making it ideal for steam bending; it has medium bending and crushing strength. Sycamore could be used structurally, but only indoors. Both the sapwood and heartwood are classified as perishable; therefore the timber is unsuitable for use outdoors.
Sycamore is generally good to work and machine; it can be cut easily in any direction and planes to a smooth finish, although ripple sycamore will require shallow planing angles due to the irregularity of the grain. It also has excellent bending properties and can be easily stained which makes sycamore an excellent choice for furniture and internal joinery. It turns excellently, can be glued, stained and polished.
The timber is a lovely creamy colour with a natural lustre and no difference in colour between the heart and sapwood. It darkens somewhat on exposure to light, becoming golden in appearance. Sycamore has a subtle figure, with visible growth rings but few other distinguishing features. Rippled sycamore has a beautiful wavy figure, caused by varying grain direction. Sycamore is usually straight grained, but it becomes more valuable when the grain is wavy, as this produces a beautiful 'fiddleback' figure, so called because it was frequently used for the backs of violins.The spectacular wavy grained or ‘rippled’ sycamore is generally used for making musical instruments and very fine furniture. Its clean white appearance and smooth finish means that sycamore is ideal for use in food preparation areas like kitchen table tops and work tops. Traditionally in Scotland, fine boxes for trinkets and snuff were made from sycamore wood, sometimes in conjunction with dark laburnum. Sycamore has an average density of 610kg per cubic metre, seasoned.
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THE BOARDROOM AT LOGIE STEADING
Logie Estate, Logie, Forres, Moray, IV36 2QN
07968791640 / 07784906988
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What is Brugada Syndrome?
Brugada Syndrome is a rare developing inherited heart condition, which causes abnormally rapid heart rate and resultant palpitation, followed by fainting and without immediate medical attention leads to fetal condition. The abnormal heart rate is termed as cardiac arrhythmia. The irregular heart beat usually extended to the ventricles and denoted as ventricular arrhythmia.
Heart rate is generated by electric nerve impulse, any sudden abnormal electrical nerve impulse transportation can cause increased heart rate and if it affects the lower chambers of the heart (ventricles), then it terms as ventricular arrhythmia and that may related to Brugada Syndrome. (1, 3)
Brugada Syndrome is a genetic abnormality which can develop at any age, but incidence is frequent in adult age. The normal heart is functioning due to proper maintaining of the heart rhythm. Heart rhythms are generated from the pacemaker, which is situated at the upper right chamber (right atrium) and spread to the other chambers via cellular ionic pores/ channels. The different cellular ionic pores like sodium, potassium, and calcium ion charged channels are present in the cardiac muscles and heart pumping out blood though spreading these electrical impulses.
In Brugada Syndrome, the anatomy of the heart is normal, but due to an abnormality in the spreading of electric impulse through cellular channels, disturbance in heart rate occurs. The SCN5A gene is guided sodium channel to transport impulse, but abnormal mutations in this gene can affect the involved protein that makes up the sodium channel. Therefore, the malfunctioning occurs in the sodium ion channel and disturbed impulse spreading occurs throughout the heart and abnormality in the heart rate is generated.
The presence of single replicating of the distorted gene in each ion channel is sufficient. In most of the cases, one affected parent is responsible to transmit the genetic abnormality to the next generation. (1,3,4)
In most of the cases, Brugada Syndrome is asymptomatic in mild stage and no warning symptoms provided for the disturbed heart rhythms cause cardiac arrest. The following are the symptoms of cardiac arrest
- Heart beat becomes stop
- Breathing rate lower down and even stops
- Difficult to find a pulse
- Unexpected collapse
Some cases, individuals may familiar with following symptoms like
- Lose consciousness
- Convulsion or tremor
The included sign which doctors check during diagnosis are:
- Family history of weird sudden deaths
- Sometimes atrial fibrillation is associated with tachycardia.
- High fever can aggravate the condition.
All the above mentioned sign and symptoms do not differ with other cardiac problem. Therefore, it is necessary to consult with a cardiologist and conduct all the tests which can help to confirm the reason behind the sign and symptoms, as these occur due to Brugada Syndrome or other cardiac problem. (1,4)
Reason behind Life Threatening condition
Unfortunately, all the mortalities due to Brugada Syndrome are related to sudden cardiac arrest without providing previous any warning indication. Often, persistent disturbed cardiac rhythm leads to fast, uncoordinated sequence of cardiac contractions (ventricular fibrillation) and lack of proper electric impulse transport leads pumping cessation of the heart. As unnoticeable symptoms restrict the individual to consult or proper diagnosis of the Brugada Syndrome.
Sometimes, if Brugada Syndrome arises in the newborn, it can be possible in death of infants before one year of their age during sleeping. Therefore, it terms as ‘sudden infant death syndrome’. (1,2)
Generally, Brugada Syndrome occurs in young or middle aged individual. This can affect both male and female. But males are more susceptible, as it is suspected testosterone in involved in arising symptoms. (1)
After discussing the family history and discussing about the noticeable sign and symptoms, If doctor expects the possibility of Brugada syndrome, then ECG (electrocardiogram) is conducted and advice to consult with a cardiologist with experienced in genetic cardiac problem.
The ECG is a graphical representation of an electrical impulse generation in the heart and records the heart rhythm. During this test electrodes are fixed on the left side of the chest, upper and lower limb and attached them by electric wires to the electrocardiograph.
The repetition of this test is conducted with injecting antiarrhythmic medicine such as Ajmaline and flecainide due to any finding of abnormality in ECG. These medicines block sodium channels and provides irregular ECG pattern characteristic of the Brugada syndrome.
Other preferable antiarrhythmic medicines are procainamide or propafenone, which can also divulge an abnormal ECG consequence and express an identification of Brugada syndrome.
The negative test result may refer to further test due to analysis of the risk of Brugada syndrome, but need not to stay hospital for the included tests, such as echocardiography and/or MRI scans to analyzing the other cardiac disorders and reasons of arrhythmia, and blood tests to assess calcium and potassium levels in blood plasma.
Genetic testing is conducted for find out the abnormal SCN5A genetic mutation, which involve in the Brugada syndrome. This test may involve patient and parents of the patients also to rule out the source of Brugada syndrome. (1,3,4)
The treatment modality apply for the high risk patient of Brugada syndrome is implantable cardioverter-defibrillator (ICD).
Implantable cardioverter-defibrillator (ICD)
This is a tiny medical device constantly examine heart rhythm and it sends electrical shocks to the cardiac muscle when required to manage the abnormal heart rhythms. A protective lead is put into the clavicle (collar-bone), which is guided by the taking X-ray images of the chest cavity (the site of the heart). One end of the lead is attached with the ventricles and the other end is attached with shock initiator, which is generally entrenched underneath the skin below the clavicle.
For insertion of the ICD, need to hospital stay for 1 to 2 days. Before inserting the ICD device, the accessibility of risk benefit ratio is important, as an ICD can create complications in some individuals. Therefore, cases to case detail analysis is very important before implanting an ICD to individual with Brugada syndrome. Sometimes, ICD may cause generation of shocks without abnormal heartbeat. It is always advisable that any unusual event after implanting an ICD, discuss with doctor, as he can regulate ICD to lessen this event.
Investigated reports propose that individual who has a normal ECG with no symptomatic disturbances are in little danger of cardiac arrest and may not require an ICD.
Doctors can prescribe quinidine to avoid producing potentially hazardous heart rhythm. It may also add as additional therapy for individual who previously implanted an ICD. (1,3,4)
- Brugada syndrome, NHS Choices; Retrieve from: http://www.nhs.uk/conditions/brugada-syndrome/Pages/Introduction.aspx
- Brugada syndrome, genetic Home References; Retrieve from: https://ghr.nlm.nih.gov/condition/brugada-syndrome
- Brugada syndrome; British Heart Foundation; Retrieve from: https://www.bhf.org.uk/heart-health/conditions/brugada-syndrome
- Brugada syndrome; Mayo Clinic staff; Retrieve from: http://www.mayoclinic.org/diseases-conditions/brugada-syndrome/basics/definition/con-20034848
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Description: Amaryllis belladonna is a flower native to South and Central America, as well as the Caribbean islands. An exceptionally spectacular flower, symbolizing wonderful beauty and magnificence. It belongs to a monotypic genus (consisting of only one species). Refers to perennial plants , and is widely distributed in the plains of the tropics and subtropics. The hybrids are known as Hippeastrum.
- Classification: Magnoliophyta (Magnoliophyta);
- Class: Liliopsida (Lilliopsida);
- Genus: asparagus (Asparagales);
- Family: amaryllis (Amaryllidaceae);
- Subspecies: belladonna (Belladonna);
- Planting period: from October to the end of April;
- Flowering period: from late December to late June;
- Flowering time: 7-10 weeks.
Ornamental plants of this family are mistakenly referred to as lilies. The Amaryllis group differs from the Liliaceae family in the anatomical location of the ovary. Such types of amaryllis are considered biologically more developed than lilies.
The plant has a vertical hollow stem 5-60 cm high and 1-3 cm in diameter, at the top of which are 2-5 large flowers 10-20 cm wide with fleecy, brightly colored tepals. Three outer sepals, three inner petals of the same appearance. On the trunks there are dots of dark red or another shade. The bulbs are 3-11 cm in diameter and produce 3-7 long-lasting leaves 10-60 cm long and 1-5 cm wide.
Growing: amaryllis belladonna outdoors
You can grow amaryllis in the garden only in those regions where there are no severe frosts in winter. Well-drained soil is a prerequisite for growing amaryllis. The seed layer should be 15-30 cm above the ground.
Preparing for landing
The landing period is from October to the end of April. The base and roots should be placed in lukewarm water for several hours. Remember, if you do not plant immediately after purchase, or store the bulbs in a cool (4°C -10°C) dark place, such as a food container in the refrigerator, for a period of at least six weeks.
Attention: Do not store with apples, this will lead to infertility.
Planting and transplanting amaryllis belladonna
Planting amaryllis in open ground is usually done in late September or early October, while one third or half of the bulb should be above the cultivated nutrient soil, plant at a distance of about 0.3 meters and lightly sprinkle it with earth. Water thoroughly after planting.
It is necessary to plant up to a sprout in a nutritious potting compost, being careful not to damage the roots. Press firmly into the soil to firmly anchor the bulb after planting. There are many pre-mixes available.
The plant begins to blossom usually in 7-10 weeks. In winter it lasts longer than in spring. The dormant period for amaryllis belladonna is December-March. With this in mind, arrange your planting schedule between October and April. For consistent flowering, plant at two week intervals.
Amaryllis: care in the garden
The soil should be mulched to retain moisture and to control weeds. Peat and perlite in equal proportions is an excellent mixture for fertilizer.
Continue to water and fertilize the plant as usual throughout the summer, or at least 5-6 months, to allow the leaves to fully develop and grow. When wilting begins, which usually happens in early autumn, you need to cut about 5 cm from the top of the bulb and remove it from the soil. Clean it up and store it.
Place the potted bulb in a warm spot in direct sunlight, as the stems need heat to develop. The ideal temperature is between 20°C and 21°C. Water sparingly until a stem appears, then as sprouts and leaves come out, gradually add water. From this point on, the trunk will grow rapidly and after it reaches full growth, flowers will develop. Remove wilted flowers to prevent seed development by cutting the stem just above the bulb.
Caring for amaryllis indoors
In addition to everything described above, to care for amaryllis belladonna, you need to place a flower pot on a window on the sunny side. Water your amaryllis belladonna regularly. Apply a balanced houseplant fertilizer periodically.
Do not fertilize bulbs without leaves, as this can destroy them. Larger bulbs produce more flowers.
Amaryllis can be brought back to bloom. Cut the old flowers off the stem and when the trunk starts to sag, cut it off to the top of the bulb.
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Nasal congestion, also known as stuffy nose, is blockage of the nasal cavity caused by swelling of the mucous membrane of the nasal cavity. The swelling develops as a result of exctravasation of fluids from small blood vessels in the surface of the mucous membrane. Nasal congestion is a typical reaction to many infective illnesses of the upper respiratory tract and is also a characteristic for different allergies. Even the exposure to certain irritants or chemicals may cause nasal congestion. Apart from having problems with nasal congestion such patients may additionally suffer from nasal discharge (runny nose). The problems affects people of all ages. However, nasal congestion definitely causes the most significant problems in infants because it interferes with breastfeeding.
More on Causes of Nasal Congestion
There is a variety of causes of nasal congestion. As it has already been mentioned the problem is typical for different infections of the upper respiratory tract. Some of them are acute/chronic sinusitis, common cold, flu etc. Furthermore, nasal congestion accompanies different allergies such as hay fever, dust mite allergy, food allergy, latex allergy, mold allergy, pet allergy etc. It can also occur in case of chickenpox, rubella and measles. Nasal congestion is one of the characteristics of different medical conditions such as Churg-Strauss syndrome, cluster headache, DiGeorge syndrome, nasal polyps, bronchiolitis, occupational asthma and Wegener's granulomatosis. The problem also affects individuals with deviated septum, may be related to certain medications (especially overuse of decongestant nasal sprays), and also occurs in people with foreign objects or tumors inside the nasal cavity. And finally, environmental factors (dry air) as well as many irritants or chemicals may be responsible for nasal congestion.
Treatment for Nasal Congestion
The goal of the treatment for nasal congestion is to reduce the inflammation and swelling of the mucous membrane, eliminate discharge (if there is any) and moisturize the inside of the nasal cavity. It is essential to identify the underlying cause of nasal congestion and treat it as well.
Nasal cavity can be kept moist with the assistance of humidifiers and vaporizers. One may also take long showers and breath in steam from a pot on the stove. Intake of plenty of fluids is a must. Nasal saline sprays and nasal irrigation are also beneficial in prevention against excessive dryness of nasal passages.
If none of the mentioned provides with desirable results one should consult a doctor. The doctor may recommend decongestants. These medications are available in a form of nasal sprays and can be taken as pills. Nasal congestion caused by allergies may require antihistamines. If the underlying cause is a bacterial infection patients are prescribed with antibiotics. Viral infections are treated with symptomatic treatment. And finally, if there are additional symptoms such as headache patients can be prescribed with pain killers.
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Calibration of Radiocarbon Dates. Absolute Age Determination. Beds that are related are grouped together into members, and members are grouped into formations.
If an atom has not decayed, the probability that it will decay in the future remains exactly the same. The decay of any individual nucleus is completely random. In recent years, a few of these methods have undergone continual refinement as scientists strive to develop the most accurate dating techniques possible. Potassium-argon dating relies on the fact that when volcanic rocks are heated to extremely high temperatures, they release any argon gas trapped in them. The curves are then compared with one another, and from this the relative ages of the styles are determined.
This is a radiometric technique since it is based on radioactive decay. The sequential layers of rock represent sequential intervals of time. Differentiation Using a Venn Diagram.
They do not provide an age in years. You are historical information. Thus, to be considered as archaeological, the remains, objects or artifacts to be dated must be related to human activity. These include the uranium-thorium method, the potassium-argon method, and the rubidium-strontium method. The longer the exposure to the radiation, the more electrons that are bumped into an excited state, and the more light that is emitted upon heating.
Although absolute dating methods determine the accurate age compared to the relative methods, both are good in their own ways. The most widely used and accepted form of absolute dating is radioactive decay dating. Submissive men learn how do we know how do we absolute dating. Potassium-argon dating has been used to date volcanic layers above and below fossils and artifacts in east Africa. Cross dating is also based on stratigraphy.
What is Absolute Dating
In recent years, a few of these methods have come under close scrutiny as scientists strive to develop the most accurate dating techniques possible. Types of measuring the first are two types of earth and the precise age of determining the sites and the latest dating methods. Blind dating methods can tell which definition at once. The burial conditions are not always known, however, and can be difficult to estimate.
Older trees are recovered from old buildings, archaeological sites, peat bogs, and swamps. Each element decays at its own rate, unaffected by external physical conditions. Before the advent of absolute dating methods, nearly all dating was relative. Explain the two types of your moving and biological artifacts is dead. All biological tissues contain amino acids.
Accomplishments of Isaac Newton. The varnish contains cations, which are positively charged atoms or molecules. It is therefore essential that the archaeologist is able to establish the age of the artifacts or other material remains and arrange them in a chronological sequence. Archaeologists can then use this information to determine the relative ages of some sites and layers within sites. Potassium gradually decays to the stable isotope argon, which is a gas.
Relative Dating Techniques Explained. This method was first developed by the American astronomer Andrew Ellicott Douglas at the University of Arizona in the early s. This may form a D-amino acid instead of an L-amino acid. Archaeology is the study of the material remains of past human cultures. Facts about Thomas Edison.
The carbon atom quickly combines with an oxygen molecule to form carbon dioxide. To find their age, two major geological dating methods are used. There are some limitations, however, to the use of this technique.
- Hence the term radioactive decay.
- This can lead to inaccurate dates.
- Radiocarbon dating has had an enormous impact on archaeology.
- It is and so they leave behind, geomorphic, even one of morphological the most inopportune of dating.
Most of those questions have now been settled and archaeologists have moved on to other issues. Carbon, a radioactive form of the element carbon, is created in the atmosphere by cosmic rays invisible, high-energy particles that constantly bombard Earth from all directions in space. In the case of daughter excess, a larger amount of the daughter is initially deposited than the parent. Take a look at the diagram to understand their common functions. Radiometric dating is based on the known and constant rate of decay of radioactive isotopes into their radiogenic daughter isotopes.
Difference Between Absolute and Relative Dating
- This probability does not increase with time.
- This technique dates the time period during which these rings were formed.
- The process starts with examination of the growth ring patterns of samples from living trees.
- Scientists are able to count the tracks in the sample with the aid of a powerful microscope.
The emissions are measured to compute the age. This radiation may come from radioactive substances such as uranium, present in the clay or burial medium, or from cosmic radiation. The worst candidates are bits of wood that have been saturated with sea water, since sea water contains dissolved atmospheric carbon dioxide that may throw off the results. Where two kinds of a precise age of rocks using lists.
Absolute dating Science Learning Hub
Although these units may be sequential, they are not necessarily continuous due to erosional removal of some intervening. This section does not cite any sources. The two main types of dating methods are relative and absolute. Electrons found in the sediment grains leave the ground state when exposed to light, called recombination. The archaeologist must be able to distinguish between objects that were made at the same time and objects that were made at different times.
The unit of the calendar is the pollen zone. Electrons from quartz and other minerals in the pottery clay are bumped out of their normal positions ground state when the clay is exposed to radiation. Hardest Math Problem in the World.
How do you meet to make chronological inferences can help clarifying the present. Thermoluminescence dating is very useful for determining the age of pottery. Radiocarbon dating can be used for small bits of clothing or other fabric, bits of bone, baskets, or anything that contains organic material.
Seriation is based on the assumption that cultural characteristics change over time. Thus, the growth pattern of a tree of a known age can be used as a standard to determine the age of similar trees. This means that no matter how many atoms are in a sample, mississippi dating approximately one-half will decay in one half-life. The amount of fluorine absorbed indicates how long the fossil has been buried in the sediments.
Particular isotopes are suitable for different applications due to the types of atoms present in the mineral or other material and its approximate age. As a result, lovepoint this knowledge will enable us to achieve a progressively better understanding of our own culture. How old a series of its pacing. This isotope of uranium spontaneously undergoes fission. Protactinium begins to accumulate via the decay of U after the organism dies.
When carbon falls to Earth, it is absorbed by plants. Facts about Albert Einstein. When volcanic rocks are heated to extremely high temperatures, hook up huddersfield they release any argon gas trapped in them.
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Telegraph and Telephone in Newfoundland
[This text was written in 1949. For the full citation, see the end of the document.]
Newfoundland figured largely in the early development of traps-Atlantic telegraphic service, and is the western terminus of several submarine lines.
Cabot Tower, on top of Signal Hill, where the first
wireless message was sent by Marconi
Telegraphic service between points on the island is conducted by the government under the post-office department. In 1946, out of 617 post-offices in Newfoundland and Labrador, 171 were telegraph offices. Of these, 67 were land-line offices, 95 were wireless offices, and 9 were both. On the Labrador coast, and in some other outlying areas, service is by radio-telegraph.
Telephone service, operated by the Avalon Telephone Company, reaches most parts of the island ether by land-lines or by radio-telephone, and forms a link between some of the smaller settlements and the postal telegraph stations.
Back to Newfoundland Economy
Source: W. Stewart WALLACE, ed., The Encyclopedia of Canada . Newfoundland Supplement , Toronto, University Associates of Canada, 1949, 104p., p. 94.
© 2004 Claude Bélanger, Marianopolis College
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Binary octal and hex calculator
The below solved example let the users to understand how to convert binary to octal number. It's also called as the place value of binary digits. Worksheet for Decimal to Binary Conversion. Hexa to Decimal, Binary, Octal Converter. If the group is binary octal and hex calculator of 4 bits then add 0 or 0s to the left hand side to make sure each group containing 4 bits.
Binary - Decimal Converter. Add 0's to the left if any of the binary binary octal and hex calculator is shorter than 3 bits. Step by step conversion: Decimal to Binary, Hexa, Octal Converter. For decimal to binary conversion by successive division, divide the decimal number by 2 until the quotient reach to 1 or 0.
Note down every remainder normally 1 or 0 for each successive division by 2. Sum all the product values provides an equivalent decimal. Binary - Gray Code Converter. Decimal - Octal Converter.
If the group is lack of 4 bits then add 0 or 0s to the left hand side to make sure each group containing 4 bits. Decimal to Octal Conversion Worksheet. Decimal to Binary, Hexa, Octal Converter.
Find the equivalent binary number for each digit of octal number. Number to Word Converter. The extra bits of 0 at the left side are called padding. Note down every remainder normally decimal numbers less than or equals to 15 for each successive division by
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Have you ever seen a rocket launch into the sky? It is a fantastic sight to see an enormous spacecraft shooting into deep outer space. Clearly, scientists should supply their rocket with a tremendous amount of force to so that it will launch through Earth’s atmosphere.
But have you ever thought about launching your rocket? This might still require a bit of force. But of course, to a much lesser degree. For this experiment, you will make your own rocket launcher that will shoot a paper rocket with moving air power. This is an easy project to make because all you need is a few items lying around your house. What are we waiting for? Let’s get started!
What You Need:
- an empty 2-liter bottle
- ½ inch PVC pipe, which is about 8-12 inches long
- Cut the ½ inch PVC pipe to about 8-12 inches if necessary. Remember, if you’re still not capable of cutting it yourself, an adult should do this step.
- Put the pipe into the opening of the bottle.
- Make your rocket by rolling the paper around the PVC pipe and shape it like the rocket’s body.
- Remove the paper from the PVC pipe, then fold the end of the rocket closed.
- Stick the folded end of the rocket so that it stays closed.
- Cut out three paper triangles to make fins, and tape these to the rocket base.
- Put the paper rocket back onto the PVC pipe, which is fitted inside the bottle’s opening.
- Finally, squeeze the bottle with quick and robust hard movement, then watch your rocket fly to the sky.
- You can also try different ways of launching your rocket, such as stomping or sitting on the bottle.
- You can repeat the launch and see how high or far your rocket travels.
If your rocket isn’t working, double check if the end of the paper is closed and taped tightly that air cannot escape. Remember to be careful so you will not crack the 2-liter bottle when squeezing. Otherwise, it will not work effectively.
How it Works
By forcing air out of a bottle and into the cylinder, the pressure was able to send your rocket flying. This rocket also teaches you the important set of ideas, also known as Newton’s Laws of Motion.
This idea explains the way objects in our world interact and move. The First Law of Motion states that “An object at rest will stay at rest, and an object in motion will stay in motion until acted upon by an outside force.”
This law of motion can be applied to your rocket because it was at rest, and it needed force in order to send it flying into the air. You’re probably thinking that you could have just thrown your rocket up in the air using the power of your muscles. However, that wouldn’t be as effective as using an empty bottle to launch it. You’re probably wondering why the bottle should be empty anyway? That is because the air pressure inside the empty bottle made your rocket fly.
When you quickly and firmly squeeze the bottle, it forced all the air inside out at once. The air movement shot out of the bottle and entered the cylinder of your rocket, thus propelling it up in the air.
Even if this was a great way to launch a paper rocket, actual rockets are sent to space by using fuel and powerful engines. Gases create an explosion of force at the end of the rocket—this explosion sends the rocket into the air in the opposite direction.
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Hours after North Korea confirmed that it has successfully test launched its most potent intercontinental missile yet, generals from US and China engaged in talks. These meetings are unusual from both the countries.
United States and China are two of largest economies and political powers in the world. Both countries consider the other as a partner in trade and an adversary in geopolitics. The two nations have had to work together in order to address the increased threat posed by North Korea.
The North Korean nuclear program has been a source of concern for the US and the international community for decades. North Korea has remained an isolated nation for decades. Its nuclear program has especially been a concern for the international community. In 2017, North Korea has launched 23 missiles in the span of 16 tests. In November 2017, North Korea after seemingly two months of silence, tested its most potent missile yet. The Hwasong-15 missile reached an unprecedented height of almost 4,500 kilometers (2,800 miles). The Hwasong-15 is a new type of intercontinental ballistic missile. This represents a serious escalation in the stability of the Korean peninsula.
China is considered the most ally for North Korea. It is North Korea’s largest trade partner. Trade with China represents 57% of North Korea’s imports and 42% of its exports. The country has tried to maintain a diplomatic stance between US and North Korea. It has urged US not to conduct military exercises with South Korea and has implored North Korea to stop testing missiles. It has also approved of the UN sanctions against North Korea that have been repeatedly imposed this year. In February 2017, China announced that it will be suspending all imports of coal from North Korea until the end of 2017. Coal is North Korea’s most vital export commodity.
US President Donald Trump has often called on China to be more aggressive in countering the threat posed by North Korea. He has also expressed his frustration on this front in 2017. In November 2017, North Korea successfully tested a new type of intercontinental ballistic missile, which was its most potent missile yet. The nation claims that this was topped with a “super-large heavy warhead.” Based on the distance that it travelled, experts stated that this ICBM could hit anywhere in the US including Washington and New York.
Speaking at an emergency U.N. Security Council meeting, U.S. ambassador Nikki Haley warned, “We have never sought war with North Korea, and still today we do not seek it. If war does come, it will be because of continued acts of aggression like we witnessed yesterday ... And if war comes, make no mistake, the North Korean regime will be utterly destroyed.”
Just hours after North Korea tested its most powerful missile, U.S. and Chinese generals engaged in an unusual set of security talks. This is a rare precedent for both nations and is indicative of the seriousness of the threat posed by North Korea.
“The engagement will serve as an opportunity to discuss how to manage crises, prevent miscalculations, and reduce the risk of misunderstanding,” Gen. Joseph Dunford’s office said in a statement to the AP. Dunford is the chairman of the Joint Chiefs of Staff.
Oriana Skylar Mastro, a Georgetown University professor, said her Chinese contacts indicated willingness to broach North Korea contingencies in the military dialogue. “Things are shifting right now in both China and the United States. There seems to be an opening,” said Mastro. She expected the talks would still be at a preliminary stage. She added that these talks between US and China are likely to be difficult as the two countries are not close allies. She noted, “This type of discussion is difficult among friends. It’s much more difficult between potential adversaries, but absolutely necessary. The type of war that might break out (with North Korea) is one that would be more costly than anything that generations of Americans have experienced.”
China shares a border with North Korea. There are also growing fears within China that North Korea could turn on the nation and become hostile. This would present a clear threat to its security and would destabilize the region further. “The Chinese side is very worried that if North Korea gets word it might turn them into a hostile neighbor,” said Frank Aum, a former Pentagon adviser on North Korea.
China for its part has not divulged details regarding the meetings. Chinese Defence Ministry spokesman Senior Colonel Wu Qian only stated that during these talks, China and US would discuss crisis management and enhance mutual trust. The talks have been scheduled since August 2017. Some experts remain skeptical on whether the two countries can strike a beneficial partnership based on trust. Beijing-based military analyst Zhou Chenming said, “I expect the Chinese and US would have raised the topic of how to respond to a North Korea crisis. But given the lack of deep trust, it’s unlikely a detailed plan was discussed during the meetings.”
Our assessment is that as North Korea continues to develop its nuclear program, the international community must work together to find the right solution to address this increased threat. China and the US are both large military powers and since both nations will be directly affected by a war in the Korean peninsula, they must work together to find a plan for the worst case scenario.
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