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Do you want to know the secrets of the Excel NORM.DIST function? Conquer your fear of complex formulae and learn the ins and outs of this powerful and useful tool. Discover how it can help you quickly and accurately calculate probabilities in statistical analysis. Understanding NORM.DIST Formula in Excel I’m an Excel fan and I typically utilize the NORM.DIST formula to examine data distributions in my spreadsheets. This formula computes the normal cumulative distribution function, which is a major statistical concept in Excel. I’ll share my experience with the NORM.DIST formula and break it into two parts. First, I’ll introduce the formula and clarify how it functions. Then, I’ll provide syntax examples to assist you while entering the formula into your spreadsheets. By the end of this section, you’ll be able to comfortably employ the NORM.DIST formula in your data analysis tasks. Introduction to NORM.DIST formula The NORM.DIST function in Excel calculates the probability of a random variable that follows a normal distribution being less than or equal to a specified value. It is part of the statistical functions of Microsoft Excel and is used in finance, economics, engineering and more. This is a table showing the syntax and arguments for the NORM.DIST function: |=NORM.DIST(x, mean, standard_deviation, cumul) |Returns the normal cumulative distribution for the specified mean and standard deviation The NORM.DIST formula is useful for analyzing data trends and making informed decisions. It also helps understand the probability of an event occurring based on past data. A Pro Tip: Know basic statistics concepts such as mean, standard deviation and z-score before using this function. This will help use the function better. Finally, the Syntax of NORM.DIST formula heading explains the parameters for using this formula. Syntax of NORM.DIST formula The NORM.DIST formula has a specific syntax. It takes four arguments: x, mean, standard_dev, and cumulative. X represents the value at which the distribution is evaluated. Mean is the central point of a normal distribution curve. Standard_dev indicates variability mathematically. The optional argument cumulative is a logical value that determines which type of distribution to compute. NORM.DIST uses Z score and returns a probability (p) value. It lies on the left side of Z under a Standard Normal Distribution curve. The function is different depending on whether the optional argument Cumulative is TRUE or FALSE. TRUE (default) corresponds to a Cumulative Distribution Function (CDF). FALSE corresponds to a Probability Density Function (PDF). NORM.DIST can be used for Risk Management, Statistical Analysis, or Problem Solving. We now understand the syntax of NORM.DIST. Let’s see how to use it effectively for analysis. How to Use NORM.DIST Formula When I need to analyze data, I use Excel. NORM.DIST is an Excel function which calculates normal distribution probabilities. Let’s go over how to use NORM.DIST. We’ll look into the probability of a specific value and the probability of a range of values. In addition, we’ll go over the inverse calculation of NORM.DIST. With this info, you can enhance your data analysis with statistical calculations. Calculation of probability of a specific value using NORM.DIST First, type the mean and standard deviation into separate cells on your Excel sheet. Then, type in the value you want to calculate the probability of. This could be any number within your normal distribution range. Use the NORM.DIST formula to generate results. It needs three pieces of info: the x-value (the data point), the mean, and standard deviation. Once you enter the function into a cell and fill out each argument, Excel will show the probability of that data point. This number is between 0 and 1 and shows how likely it is that the data point will occur. You can use this formula to evaluate if an event is normal, based on its location within the normal distribution curve. If an event has a low probability value, it’s unlikely to occur normally. For example, an IQ score of 130. After entering the numbers into the spreadsheet and running the NORM.DIST formula, Excel will show that this score is rare and outside one standard deviation from the mean. Lastly, you can learn how to calculate probabilities over entire ranges, rather than individual numbers, using NORM.DIST. Calculation of probability of range of values using NORM.DIST To use NORM.DIST in Excel, we must first open the program and select the cell where the result will be displayed. Then type in =NORM.DIST followed by three arguments: X, Mean and Standard Deviation. Hit enter and the cell will give you a result. This is an estimation of how likely it is that a particular value falls within the dataset’s distribution. We can customize the NORM.DIST formula with our own parameters. It is used to calculate the likelihood that an observation will occur based on its frequency distribution over time. To increase accuracy, we can increase sample size and reduce variance. We can also modify assumptions made while modeling certain phenomena or aspects influencing potential results. Finally, let us discuss ‘Inverse calculation of NORM.DIST formula.’ This allows us to figure out what values in our dataset correspond to specific probabilities. We will cover this in more detail in the next section. Inverse calculation of NORM.DIST formula Open Excel and select a cell where you want the inverse calculation result. Type this formula: =NORM.INV(probability, mean, standard_dev) and press Enter. The cell will now give the input value for the output probability. For single-tailed calculations, enter the mean as the max or min limit depending on if you want the max or min input. For two-tailed probabilities, enter twice as much limits as you would with one-tailed probabilities. Inverse calculations of NORM.DIST formulas are helpful in situations when we want to know the input values that lead to specific outcomes in normal distributions. They are used in finance, insurance, and other fields that involve probability analysis. In essence, inverse calculations turn NORM.DIST formula outputs into inputs. This saves us from having to make large tables or use distribution tables every time we need results from these formulas. An example is when an investor wants to buy bonds. He knows his expected yield (output), but he needs an estimate of how much he should pay (input). Inverse calculations help him generate purchase offers or buying prices. Working with Examples of NORM.DIST Formula Need to use NORM.DIST formula in Excel? Examples are the best way to understand it! Let’s look at some uses. - Calculate the probability of a certain value? - Determine the probability of a range of values? We’ll also show you how to use NORM.DIST to do inverse calculations. With these examples, you’ll know how to utilize NORM.DIST in your own work. Example of probability calculation of a specific value The NORM.DIST formula helps to calculate probability for a given value. This example uses X=85, mean=72 and standard deviation=8. We plug these into the formula, and the probability of X being equal to 85 is 0.04. Knowing how to use the formula is great for data analysis & better decision making. Plus, normal distribution (Gaussian) is an important concept in statistics. Many variables like height & weight follow this model. Next: Example of probability calculation of range of values. Example of probability calculation of range of values Using the NORM.DIST formula in Excel can help you calculate the probability of a random variable falling within a certain range of values. For example, let’s say you want to know the probability that an individual is between 5 and 6 feet tall. Here is a data set of heights: To calculate the probability of someone being between 5 and 6 feet, use the NORM.DIST formula. Input the lower boundary value (5), the average height (calculated as =AVERAGE(A2:A6) and rounds to 5.72), the standard deviation (calculated as =STDEV.S(A2:A6) and rounds to 0.79), and TRUE (as we are looking for the probability that an individual falls within the specified range). The resulting formula would look like this: =NORM.DIST(5,5.72,0.79,TRUE). This returns a probability value of approximately 0.266. Don’t miss out on using this tool for your statistical analysis needs! You’ll be able to uncover valuable insights. Next, we will take a look at another example of utilizing the NORM.DIST formula, this time for inverse calculation. Example of inverse calculation using NORM.DIST formula To use the NORM.DIST formula for inverse calculation, follow these simple steps: - Put all known variables in their respective cells in Excel. - Identify which variable you want to calculate (e.g., X for finding Z-score given probability). - Use the NORM.INV formula to solve for the unknown variable. "=NORM.INV(probability, mean, standard deviation)"into an empty cell. Replace “probability,” “mean,” and “standard deviation” with the appropriate cell references. - Press Enter and the result will be displayed. For example, a set of test scores has a mean of 75 and a standard deviation of 10. To know the score of the top 10% of test-takers, use the NORM.INV function. Type "=NORM.INV(0.1,75,10)" into a blank cell and hit Enter. The result is 86.66. The NORM.DIST formula is a great tool for quick and easy calculation of unknown variables that follow normal distribution curves. It helps estimate probabilities and analyze data sets without doing long manual calculations. Limitations of the NORM.DIST Formula: Stay tuned as we discuss some common limitations when working with the NORM.DIST formula. Limitations of the NORM.DIST Formula The NORM.DIST formula, a statistical function used in Excel to calculate the cumulative distribution function (CDF), can be useful. However, it also has some limitations. For instance, it assumes a normal distribution for the data set, so if this is not the case, the results may not be accurate. Also, it requires the mean and standard deviation of the data set, which must be correctly calculated. If these assumptions are not valid, other statistical functions, such as the T.DIST formula, should be considered. To maximize accuracy, make sure to use the formula correctly and verify the assumptions are valid. FAQs about Norm.Dist: Excel Formulae Explained What is NORM.DIST in Excel and how does it work? NORM.DIST is an Excel formula that calculates the cumulative distribution function or probability density function for a normal distribution. It takes into account the mean and standard deviation of the distribution and returns the probability that a value falls within a specified range. How do I use NORM.DIST in Excel? To use NORM.DIST, enter the function name in a cell followed by open and closed parentheses. The required arguments are x, the value for which you want to calculate the distribution function, and mean and standard deviation. You can also specify whether the function should return the cumulative distribution function or probability density function by adding a fourth argument. What is the difference between NORM.DIST and NORM.S.DIST? NORM.DIST and NORM.S.DIST are both Excel formulas for calculating the distribution functions of a normal distribution, but NORM.S.DIST assumes a standard deviation of 1 and a mean of 0. In contrast, NORM.DIST allows you to specify the mean and standard deviation values. How can I interpret the results of NORM.DIST in Excel? The result of NORM.DIST is a probability value between 0 and 1. It represents the likelihood that a random variable falls within a certain range of values. The higher the probability value, the greater the likelihood that the random variable falls within that range. Can NORM.DIST be used for non-normal distributions? No, NORM.DIST is designed specifically for normal distributions. While other types of distributions may have similar shape or characteristics, using NORM.DIST would not provide accurate results. What is the difference between NORM.DIST and NORM.INV in Excel? NORM.DIST calculates the probability value for a given value of x, whereas NORM.INV calculates the value of x that corresponds to a given probability value. In other words, NORM.DIST tells you the likelihood of a value occurring, while NORM.INV tells you what value is likely to occur. Nick Bilton is a British-American journalist, author, and coder. He is currently a special correspondent at Vanity Fair.

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Modelling the human ventilation system The classic model of the human breathing system (a Y-shaped tube connected to two balloons in a bell jar with a movable membrane across the base) is familiar to most teachers. Several variations on this using materials such as plastic drinking glasses, drinks bottles and other throwaway items have been suggested. As with any model, variations may enhance or reduce the similarity to ‘the real thing’ and its usefulness as an educational tool. This model uses a single balloon and a plastic drinks bottle, and offers the opportunity to explore the effect of changing the diameter of the inlet/ outlet tube to model the effect of bronchoconstriction, and to better understand the breathing difficulties experienced by asthmatics. Notes on asthma and bronchodilatory medication have been supplied by the Physiological Society and the British Pharmacological Society. You can set this up as a classroom activity, or as a homework exercise. Or, if you have made a few models, you could simply ask students to explore the difference in the function of each model during the course of a lesson. Apparatus and Chemicals For each group making a model: Plastic drinks bottle, 0.5 litre to 1.5 litre ‘Gaffer’/ ‘duct’ tape, plenty(!) Balloon, as large as is available Tube, optional (different diameters if several models are made) Plastic sheet cut into a circle 30–50 cm diameter (for example, a carrier bag) Health & Safety Take care with scissors especially at the point of puncturing the bottle. Preparation – making model lungs a Remove the label from a plastic drinks bottle by filling with hot water (to melt the glue) then peeling off. b Use scissors to cut the bottom off the bottle as shown in the photograph. It really is easier to cut by cutting away from you into the back of the bottle (see photograph). c Fasten a balloon to a piece of tubing using a piece of thread wrapped several times around and then tied tightly at the neck of the balloon. d Put the balloon into the neck of the bottle and pull the lips of the balloon back over the screw thread. e Attach a piece of ‘gaffer’ tape to the plastic sheeting. This makes a tab to pull the model diaphragm up and down. f Insert the plastic sheeting into the open bottom of the bottle and tape the edge of the sheeting to the bottle ensuring a good ‘seal’ all around. g Make several model lungs as described above – with different diameters of tubing or no tubing at all. h Investigate the effect of moving the plastic sheeting up and down. If the bottle deforms as you pull the diaphragm out, add a reinforcing band of bottle plastic, or other rigid material. i Evaluate the model as a model of the lungs – download the student sheet Modelling the human ventilation system (207 KB). j Compare the ease of moving air in and out of the lungs when the models include tubes of different diameters. k Discuss the breathing difficulties that are experienced during an asthma attack. Asthma is very common. About 1 in 10 (10%) of all children will get asthma, though many will have grown out of it by their teenage years; in adults about 1 in 15 (7%) have asthma. Asthma is a condition where the bronchi get narrowe,r making people feel 'wheezy' and making it difficult to breathe or cough. People often feel a tightness in the chest and a shortness of breath. Emptying the lungs becomes especially difficult. The bronchi get narrower for three main reasons: - bronchi contain rings of muscle and these contract to narrow the bronchi - they fill up with mucous - the walls of the bronchi swell up with liquid and thus narrow the bronchi. The last two reasons are due to the fact that white blood cells (leukocytes) have invaded the airways. When white blood cells invade tissues we call this an 'inflammatory reaction' or 'inflammation'. Asthma sufferers are often hypersensitive to all sorts of things. This means that, for example, a very small amount of cigarette smoke (or other irritant) could trigger an asthma attack and cause wheezing, even though it would have no effect on non-asthmatics. Varying the diameter of the main entry tube in the models does not quite mimic what happens in asthma, but is sufficient to get a couple of key points across. The narrower tube allowing air in and out of the balloon models the narrowing of the airways (bronchioles) during an asthma attack. It seems to take more effort to push the air out of the balloons when the tube is narrower. This mimics the extra effort that an asthmatic requires to exhale against the resistance of the narrowed airways. If you could increase the pressure in the bell jar outside the balloons, you could show that this would speed up the emptying. You could experiment with just balloons and tubes, blowing into a series of balloons through the tubes and timing how long it takes for the balloons to empty with different tube diameters. Also, if you took a balloon and let the air out, then did it again after squeezing the neck a bit so that it makes a noise, this demonstrates the cause of wheezing in asthma. We are not sure what causes asthma although it does appear to run in families, suggesting a genetic component, although no specific asthma-causing genes have been identified. More is known about what triggers an asthma attack and how it makes it difficult to breathe. In some people, allergens trigger an asthmatic attack. Allergens include substances like pollen grains, fungal spores, chemicals such as pesticides, feathers, hair or skin flakes from pets such as cats and dogs. House dust mites are the most common cause of allergic reaction. The mites feed on dead skin and, in fact, it is their faeces that are the allergen! Exercise (especially in cold, dry air), cigarette smoke and the cold virus can also make asthma worse. The reason why these factors trigger an asthma attack are not clear, but two reasons have been suggested: - they activate the nerves in your airways to secrete hormones which cause the bronchi to constrict and thus become more narrow - they activate the white blood cells to release hormones which make cells in your lung secrete mucous (clogging the airway), and also cause the walls of the bronchi to swell up with liquid. Knowing this we can think of two ways to design medication to treat asthma: - by designing a chemical to relax the muscle in the bronchioles so they constrict less and become much less narrow - by designing a medicine which would stop white blood cells invading your lung and secreting their hormones. Medications in the first group are called bronchodilators (dilate is another word for relax) and are very similar to adrenaline. Adrenaline was the first bronchodilator discovered but had unwanted effects on the heart; modern bronchodilators affect the heart less. Common bronchodilators are Ventolin (salbutamol), Serevent (salmeterol) and Foradil (formoterol). Bronchodilator medicines work very fast to cause relaxation and thus improve breathing, so they are often called 'relievers'. Ventolin is the most common reliever medication and is very quick to act. Its effects can be seen in a few minutes but they quickly wear off, so Ventolin has to be taken several times a day. The other two might take 30 minutes before you notice an effect; but then the effect lasts several hours. These bronchodilators would only need to be taken twice a day. In the second group, the most widely used anti-inflammatory agents are called steroids. These are similar to steroids such as cortisol which are made naturally by the adrenal gland and so are called corticosteroids. Steroids used to enhance athletic performance are similar to the male steroid testosterone. Anti-inflammatory agents (corticosteroids) take some time to work (several days) and are usually taken twice a day. Bronchodilator medicines have no anti-inflammatory effects. If you have access to an inhaler, it is interesting to demonstrate how squeezing the canister releases a cloud of medication in droplet/ powder form that is easy to breathe deep into the lungs. Almost all medicines used to treat asthma are given with an inhaler, because this delivers the medicine in a form and to a site from which it can be readily and rapidly absorbed. Similar canisters have recently been developed to deliver other medication in this way. There are several types of inhaler available. The ones you get from your doctor or nurse have several names such as pressurised metered-dose inhalers, breath-activated inhalers and dry powder inhalers. For these you put the inhaler into your mouth and then you either breathe in hard to release the medication automatically or press the canister to expel a small amount of gas that pushes the medication into your throat. Small children and elderly often find this difficult, so the inhaler is often connected to a spacer. The medication is expelled into this chamber and they can breathe it in much more gently. During an asthmatic attack it may be difficult to use an inhaler. In this case medication can be delivered with a nebuliser which produces a fine mist that the patient breathes in via a face mask. Often patients will have two inhalers – a bronchodilator (with a blue-coloured inhaler) and an anti-inflammatory (brown-coloured inhaler). Over the past few years scientists have realised that asthmatics need both a bronchodilator and an anti-inflammatory corticosteroid to get the best relief of their asthma symptoms. Advances in science and medicine have allowed new types of inhalers to be developed which can deliver – in one inhaler – both a bronchodilator and an anti-inflammatory corticosteroid. Corticosteroids are required twice a day, so the best bronchodilator to mix with them is salmeterol or formoterol as they are also required twice a day. This is called 'combination therapy' and, as both medications act slowly but for a long time, it is a 'maintenance therapy' rather than a reliever. Asthmatics should still carry a Ventolin/reliever inhaler in case they need to improve their breathing quickly. Spirometry (making measurements of features of breathing) is a useful test for asthma. In one test, you take a deep breath and blow as hard as you can into a tube connected to the spirometer. This measures your FEV1 (forced expiratory volume in 1 second) – the amount of air you can blow out in 1 second. If you are asthmatic your FEV1 will be lower than if you are not asthmatic. Alternatively, you can measure peak flow (with a peak flow meter!) – this measures the maximum rate at which you can expel air from the lungs. Again, if you are asthmatic, your peak flow will be lower than if you are not. Over the past few years it has become clear that smoking can make asthma worse. It has now been shown that this is because it stops corticosteroids exerting their anti-inflammatory effect. That means the only effective treatments are the bronchodilators which only affect one of the three mechanisms narrowing the airways. Smoking is definitely not a good idea if you are asthmatic! Health & Safety checked, May 2009 Download the student sheet Modelling the human ventilation system (207 KB) with questions and answers. For any teacher or student interested in finding out more about asthma and how to manage or treat it, the Asthma UK website is a good place to start. It includes resources aimed at children as well as material with a more adult perspective and advice on current issues. (Website accessed October 2011)

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The Arctic, often referred to as the "Last Frontier," is a region of unparalleled natural beauty and ecological significance. Its pristine landscapes, frigid waters, and unique wildlife have captivated the world's imagination for centuries. However, this majestic environment faces a growing threat: oil exploration and extraction. The Arctic ecosystem is a finely tuned web of life, adapted to extreme conditions. Here are some key facts about this remarkable environment: Oil exploration in the Arctic has grown significantly in recent years due to the region's vast untapped reserves. Here are some key points to consider: The extraction of oil in the Arctic poses substantial risks to its fragile ecosystem. Oil spills can be catastrophic, as the freezing temperatures make it challenging to contain and clean up spills effectively. Even small spills can have long-lasting, detrimental effects on local wildlife and habitats. Oil drilling and transportation disrupt the natural behavior and habitat of Arctic wildlife. Noise pollution from drilling platforms can interfere with the communication and hunting strategies of marine mammals, leading to stress and decreased reproductive success. The burning of fossil fuels extracted from the Arctic contributes to global warming, which, in turn, accelerates the melting of the polar ice cap. This creates a dangerous feedback loop that further destabilizes the Arctic environment and exacerbates climate change worldwide. As the demand for energy resources continues to grow, striking a balance between economic development and environmental preservation in the Arctic is crucial. Sustainable practices, stringent regulations, and advancements in technology are essential to mitigate the impact of oil exploration on this unique ecosystem. In conclusion, the Arctic ecosystem is a precious natural treasure facing increasing threats from oil exploration. It is imperative that we prioritize the preservation of this fragile environment while meeting our energy needs through responsible means. Only through a concerted effort to protect and conserve the Arctic can we ensure that its breathtaking landscapes and incredible wildlife endure for generations to come.

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Industrialization stands out to be among the greatest contributors to change in the way the way people handled things. Right before industrialization, mankind went through the agrarian revolution, a time when people opted to find better ways to produce food. Living standards were raised, and food security was easily attainable. Industrialization took us a step further, in line with the mass production of everything we needed. This marked the era where mankind was being introduced to machines. During the same time, people started fully exploiting the availability of steel industry, and hence even the way construction was done differed. To a larger extent, every activity ended up being supercharged. The industrial revolution started in Britain, back in the 1700s. It did not take long before it was adopted in regions like America and the world at large. Mans drive to fully exploiting these new inventions came at a cost. Some of the areas that were adversely affected included the use of natural resources, most of which were not renewable. The rise of industries encouraged increased use of chemicals and hence elevated disposal rates. River and water bodies suffered tremendously. Air quality was threatened as a result of the smoke and soot that was being produced. The industrial revolution also saw a boom in human population. In order to have a better understanding of the situation, all these elements are discussed at length below. Industrial revolution ushered us to an era where people could find employment in the industries that were largely in close proximity. Being that most people, if not all solely relied on agriculture for food and extra income, this new revolution introduced a time when people could be paid more in an area away from farming. Masses were attracted to these centers and hence urbanization. These areas were not well planned for the fast growth that came during the industrial revolution. Urbanization meant faster exploitation of natural resources including wood and steel for the construction of houses. Water around these areas was now overly exploited to support the industries, as well as the people living around. These industrial cities replaced the farmland, being that the farmers had already been replaced by machines. People traveled for miles to come to look for employment in these areas. Humans saw a rise in comfort in these cities and hence the number of children started increasing. In the long run, we moved from an era where we had too many natural resources, to one where we could see the demand surpassing supply. More food had to be grown and more natural resources had to be exploited in a bid to sustain these cities. The increase in population had diverse effects on the environment being that everyone had to exploit nature, in order to survive. Coal and timber were among the elements that were mostly exploited during the industrial revolution. At this point, technology did not allow for any sort of air purification measures. Areas around the industries could be market by heavy smoke from the industries. Most of the buildings were covered in soot and the numerous wastes that came with burning wood and coal as primary sources of energy. Pollution was worse in iron and steel industries as a result of the enormous amount of wood and coal that had to be used during the processing of these elements. Noxious gasses were emitted in large quantities without any restriction. Air pollution triggered a steady rise in pneumonia based illnesses. This was not only common among the people who worked in the industries, but also among the entire population of people living in the areas surrounding the sources of smoke. Hygiene and cleanliness ended up being compromised as a result of the heavy soot that covers almost all surfaces. Statistics show that apart from the soot, these regions were subjected to heavy fog, and in 1873, more than 1,150 deaths were reported when a killer fog swept through the area. This was in a span of three days and was triggered by severe air pollution, resulting from the burning of coal. Air pollution was so intense during this period to the extent that when hair samples from people who lived during this period were taken, they contained high traces of mercury and antimony. Some of the personalities studied included Napoleon Bonaparte and Isaac Newton and in both cases, their sampled revealed high toxicity. Rail and natural resources These two elements were considered to go hand I hand when it comes to studying the extent of their effect during the industrial revolution. Trains were used as the sole means of transporting natural resources to and from the industries and where they were sourced from. As a result, of the incorporation of trains, large amounts of trees had to be cut during the process of laying down the rails. More had to be cut in order to process both steel and iron that was used in the construction of these railway lines. As if that was not enough, these machines heavily depended on either coal or timber when it came to firing up the engines. Trains connected mines to the industries and allowed for easy transport. On the other hand, this also triggered an increase in the number of mines that were being exploited. In a span of approximately four decades, the tonnage of coal being mined increased more than ten folds. During this period, other inventions including safety lamps and ventilation systems further encouraged mining of this natural resource. Iron was the next natural resource that was fully exploited during the era of industrial revolution. In the 1700s it was the preferred material used for making tools and equipment. This changed later when it was gradually replaced by steel. Sourcing for both these resources took a lot from the environment. The human population encouraged the depletion of natural resources including wood and food products being that their population increased rapidly, and they had to exploit these resourced to get shelter. The machines used in the industries were a key source of air pollution being that when they were fired up, large amounts of smoke had to be emitted into the air. Trains allowed for further exploitation and transportation of natural resources including coal and iron. At the end of it all, mankind was still with the help of these processes. In January of 1970, Congress was the need to implement the National Environmental Policy Act. Through this, all federal agencies were compelled to compile a report on the impact their activities to the environment. This was largely driven by the public who wanted accountability and control of pollution after the oil spill that took place in Santa Barbara. During the same year, the automobile industry was numerous changes, including the elimination of lead from the petroleum used in the cars, this was headed by General Motors in a bid to reduce the emission of deadly fumes. President Nixon was recognized to be among the most enthusiastic leaders when it came to the ushering in the earth day. This was geared towards creating awareness on the benefits of better treating our environment. The first earth day saw a total of 20 million participants advocating for better standards when it comes to industrialization. This, in turn, leads to the establishment of the environmental protection agency, giving citizens and the government a platform to draft environmental laws. Industries were put in the spotlight and hence were compelled to change their mode of operation. Measures had to be taken to ensure that they were accountable for their use of natural resources. The clean water act was used as an arm to control the extent to which industries could dispose of their wastes into water bodies. Measures and disciplinary action had to be taken into account during this process. By the year 1972, elements including DDT were banned from use in America. One year later, Congress passed the Endangered Species act in a bid to not only protect flora but also include fauna. This included fish and wildlife protection measures. The energy supply and environmental coordination act was signed by President Nixon in a bid to balance energy use to environmental expectation. Numerous legislations have then been included in the fight to protect our environment, shielding us from going back to the dark days when the industrial revolution was initiated. As a result of the numerous acts and legislation signed, we are now in a much safer and cleaner environment. Industries operate in an environment where they know they are accountable for each and every action. In order to improve the quality of our environment, we ought to support initiatives including the green movement. If you are the original author of this essay and no longer wish to have it published on the SuperbGrade website, please click below to request its removal: - Vision of Water for People - Is Climate Change Best Mitigated by Deglobalization? - Argumentative Essay Sample on Three Top Things I Would Like to Change About the World - Environmental Impact Assessment and Environmental Risk Analysis - Air Conditioning Delivery Systems - The Evolution of Asset Prices Given Todays Hyper-Regulatory Environment - Expository Essay on Early Personalities in the Environmental Movement

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Understanding Artificial Intelligence: A Comprehensive Guide Artificial Intelligence (AI) has rapidly evolved over the years, transforming various business automation and shaping our daily lives. From its early beginnings to the current state of AI, this article takes you on a journey through the advancements in AI, highlighting its impact and potential for the future. 1. The Birth of AI: From Concept to Reality Explore the origins of AI, tracing its roots back to the 1950s when researchers first started exploring the idea of creating machines that could mimic human intelligence. Learn about the foundational concepts and early breakthroughs that laid the groundwork for the development of AI technologies. 2. AI in the Modern Era: Machine Learning and Deep Learning Discover the advancements in machine learning and deep learning that have propelled AI to new heights. Explore how these technologies enable machines to analyze vast amounts of data, learn from patterns, and make predictions or decisions with increasing accuracy. Learn about popular algorithms and models used in AI applications. 3. AI in Everyday Life: Applications and Impact Examine the impact of AI on various industries and sectors, including healthcare, finance, transportation, and entertainment. Discover how AI-powered technologies are revolutionizing healthcare diagnostics, improving financial services, enabling autonomous vehicles, and enhancing personalized user experiences. 4. Ethical Considerations in AI Delve into the ethical considerations surrounding AI, such as privacy, bias, and job displacement. Discuss the importance of responsible AI development and deployment, including the need for transparency, fairness, and accountability. Explore ongoing discussions and initiatives aimed at addressing these ethical concerns. 5. AI and the Future: Opportunities and Challenges Look ahead to the future of AI and the potential opportunities and challenges it presents. Discuss emerging AI trends, such as natural language processing, computer vision, and robotics. Explore the potential impact of AI on the job market, economy, and society as a whole. Consider the importance of AI governance and the need for continued research and development.

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Singh Sabha Movement Important Sikh Reform Movement – 1873 onwards A reform movement among the Sikhs which assuming a critical turn in the seventies of the nineteenth century, became a vitally rejuvenating force at a time when Sikhism was fast losing its distinctive identity. Following closely upon the two successive movements, Nirankari and Namdhari, it was an expression of impulse of the Sikh community to rid itself of the base adulterations and accretions which had been draining away its energy, and to rediscover the sources of its original inspiration. It was, however, quite different from its precursors in source, content and outcome. The Nirankari and Namdhari movements were inspired by individual holy men who, unhappy at the dilution of Sikh doctrine and practice, desired to set right some of the aberrations purely religious in nature, and who ended up in founding their separate sects. The Singh Sabhas, on the other hand, arose out. of a common awareness of the danger to the very existence of the Sikhs as a separate religious community. It was led by men deeply religious but with no claims to divine knowledge and no ambitions for exalted priesthood. In contrast with the earlier, exclusively sectarian cults, the Singh Sabha movement possessed a mass appeal and base. It influenced the entire community and reorientated its outlook and spirit. The stimulus it provided has shaped the Sikhs’ attitude and aspiration over the past more than one hundred years. Like other Indian reform movements of the nineteenth century, the Singh Sabha was the result of the Sikh intelligentsia’s contact with western education and institutions. The transfer of political power to the British in 1849 led to the transformation of the world in which the Sikhs and other Punjabis had lived. The British differed from past rulers in that their presence affected major changes in Punjabi society and culture. The most obvious innovations arose from the administrative structures and the political orientation underlying them. Within two decades, the colonial power introduced a new bureaucratic system complete with western style executive and judicial branches necessitating emphasis on western education and attainment of skills required for new occupations such as law, administration and education. Considering the Sikhs as an important element in their colonial strategy and the centrality of religion in the Sikh society, the ruler took particular care to control the central Sikh institutions notably those at Amritsar and Tarn Taran. British officers headed management. committees, appointed key officials, and in general provided grants and facilities to insure continued Sikh sympathy for the raj. At the same time, however, the government also patronized and assisted the rapid spread of Christian missionary activities, thus introducing yet another element in the mosaic of Punjab’s religious patterns. The challenge of western science, Christian ethics and humanitarianism had provided self-examination and reinterpretation of religious belief and practice. The result was the rise of numerous reform movements which even with their professed approach to liberalism and universal humanism remained essentially communal competing for conversions to their respective creeds. In the Punjab the Hindu Brahmo Samaj, Dev Samaj and Arya Samaj, and the Muslim Aligarh movement of Sayyid Ahmad and Ahmadiyah movement of Qadian were quite active. For the Sikhs, strangely somnolent since the forfeiture of political authority, besides the awareness of rapid depletion in their numbers and of general laxity in religious observance among themselves, two other motivating factors were at work : a reaction to what. was happening in the neighbourly religious traditions and the defensiveness generated by Christian proselytization and the odhim theologicum started by Hindu critics especially the Arya Samajists. The Christian missionary activity commenced in the Punjab along with the advent of the British rule. Even while Ranjit Singh ruled in Lahore, an American Presbyterian Mission had been set up at Ludhiana close to the Sikh frontier. With the abrogation of Sikh rule in 1849, the Ludhiana Mission extended its work to Lahore. Amritsar, the headquarters of the Sikh faith, became another major seat of Church enterprise with branches at Tarn Taran, Ajnala and Jandiala. The United Presbyterian Mission was active in Sialkot. Other organizations, notably the Cambridge Mission, the Baptist Mission and the Church of Scotland, entered the field and were amply rewarded with converts, mostly from the lowest stratum of society. The rate of conversion was not alarmingly high. Yet. there were instances which aroused community’s concern. In 1853, Maharaja Duleep Singh, the last Sikh sovereign, who had come under British tutelage at the tender age of eight, accepted the Christian faith-a conversion hailed as the first instance of the accession of an Indian prince to the cummunion of the Church. The Sikh ruler of Kapurthala invited the Ludhiana Mission to set up a station in his capital, and provided funds for its maintenance. A few years later the Kapurthala ruler’s nephew, Kanvar Harnam Singh, converted a Christian. The Ludhiana Mission noted in its annual report for 1862 : Until the Rajah of Kapurthala invited missionaries to his capital no instance had occurred in India in which the progress of the Gospel had been fostered by a ruler. Besides conversions to Christianity, there were reversions from Sikhism back to Sanatanist Hinduism at such a large scale that the fact was noted in the government’s annual report for 1851-52: The Sikh faith and acclesiastical polity is rapidly going where the Sikh political ascendancy has already gone. Of the two elements of the old Khalsa, namely, the followers of Nanuck, the first prophet, and the followers of Guru Govind Singh, the second great religious leader, the former will hold their ground, and the latter will lose it. The Sikhs of Nanuck, a comparatively small body of peaceful habits and old family, will perhaps cling to the faith of their elders; but the Sikhs of Govind who are of more recent origin, who are more specially styled the Singhs or Lions, and who embraced the faith as being the religion of warfare and conquest, no longer regard the Khalsa now that the prestige has departed from it. These men joined in thousands, and they now desert in equal numbers. They rejoin the ranks of Hinduism whence they originally came, and they bring up their children as Hindus. The sacred tank at Amritsar is less thronged than formerly, and the attendance at the annual festivals is diminishing yearly. The initiatory ceremony for adult persons is now rarely perfomed. And again in the report for 1855-56: This circumstance strongly corroborates what is commonly believed, namely that the Sikh tribe is losing its numbers rapidly. Modern Sikhism was little more than a political association (formed exclusively from among Hindus), which men would join or quit according to the circumstances of the day. A person is not born Sikh, as he might be born a Muhammadan or born a Hindu ; but he must be specially initiated into Sikhism. Now that the Sikh commonwealth is broken up, people cease to be initiated into Sikhism and revert to Hinduism. Such is the undoubted explanation of a statistical fact, which might otherwise appear to be hardly credible. The resulting cultural upheaval affected the Sikhs from 1860 onward. Despite their early education in gurdwara schools or through instruction by gianis (Sikhs learned in religious lore) or local teachers, an emerging Sikh intelligentsia began to study western subjects and joined in associations that discussed religious and social issues. In Lahore, for example, several Sikhs were members of Dr. G.W. Leitner’s orientalist Anjuman-i-Punjab, set up in 1865, where they became skilled at literary criticism and debate over historical issues. Debates were held on whether Urdu or Hindi was the more appropriate language to replace Persian as official language. Punjabi in Gurmukhi script was ignored even by the Punjab Education Department as a mere dialect without a written literature. The Oriental College established at Lahore in 1864 to encourage oriental studies had courses in Sanskrit, Urdu and Persian but not in Punjabi. Some Sikh members of Anjuman-i-Punjab like Raja Harbans Singh and Rai Mul Singh pleaded the cause of Punjabi but without success until Sardar Attar Singh of Bhadaur presented a list of 389 books written on different subjects in Gurmukhi script and collected in his personal library. Dr. Leitner was convinced and he not only introduced Punjabi as a subject in the Oriental College but also got it introduced in the Punjab University of which He was the first Registrar ; but that was later in 1877. What really shook the Sikhs out of their slumber were two incidents that occurred one after the other in early 1873. In February 1873, four Sikh pupils of the Amritsar Mission School- Aya Singh, Atar Singh, Sadhu Singh and Santokh Singh — proclaimed their intention to renounce their faith and become Christians. This shocked Sikh feelings. The boys had hardly been persuaded by their parents and other wise men not to carry out their intention when another provocation followed. One Pandit Shardha Ram of Phillaur, who had been engaged by the British to write a history of the Sikhs, came to Amritsar and began a series of religious discourses in Guru Bagh in the Darbar Sahib complex. During his narration of Guru Nanak’s life story he garbled certain facts and spoke disrespectfully of the Sikh Gurus and their teachings. Some Sikh young men in the audience objected and challenged the speaker to a debate. The Pandit quietly disappeared from Amritsar but not without leaving some leading Sikhs thinking. Sardar Thakur Singh Sandhanvalia (1837-87), Baba Khem Singh Bedi (1832-1905), Kanvar Bikrama Singh (1835-87) of Kapurthala and Giani Gian Singh (1824-84) of Amritsar convened a meeting in Guru Bagh, Amritsar, on 30 July 1873. It was decided to form an association which should adopt measures to defend the Sikh faith against the onslaught of Christian missionaries and others. The name proposed for this body was Sri Guru Singh Sabha. Its first formal meeting took place in front of the Akal Takht on 1 October 1973. It was attended by priests of different gurdwaras, gianis, representatives of Udasi and Nirmala sects and members of other classes of the Sikh society. Sardar Thakur Singh Sandhanvalia was appointed its chairman, Giani Gian Singh secretary, Sardar Amar Singh assistant secretary and Bhai Dharam Singh of Bunga Majithia as treasurer. In 1877, Punjabi was introduced in the Oriental College. Bhai Harsa Singh, a granthi of Darbar Sahib, Tarn Taran, was the first teacher and Bhai Gurmukh Singh, who was later to be one of the central figures of the Singh Sabha movement, one of the first. batch of students. Bhai Gurmukh Singh, after completion of his own course, was appointed to teach Punjabi and mathematics in the Punjab University College. He got some leading Sikh citizens of Lahore, such as Diwan Buta Singh and Sardar Mehar Singh Chawla, interested in the Singh Sabha work. As a result Sri Guru Singh Sabha, Lahore, was set up on 2 November 1879. It started holding weekly meetings. Diwan Buta Singh as president, Bhai (also known as Professor) Gurmukh Singh as secretary and Bhai Harsa Singh, Ram Singh and Karam Singh as members formed its working committee. The movement picked up momentum and Singh Sabhas appeared at many places not only in the Punjab but also in several other parts of India and abroad from London in the west to Shanghai (China) in the East. Singh Sabha General (renamed Khalsa Diwan soon after) was set up on 11 April 1880, as a coordinating body at Amritsar. Raja Bikram Singh of Faridkot and the Lieut-Governor of Punjab were its patrons, Baba Khem Singh Bedi president, Sardar Man Singh, sarbarah or manager of Darbar Sahib, vice-president, Bhai Gurmukh Singh of Lahore chief secretary and Bhai Ganesha Singh secretary. The Diwan opened Khalsa schools for general education and floated papers and periodicals to propagate Singh Sabha ideology as well as its religious activities. But ideological differences soon arose between the president and the chief secretary. The former, supported by the priestly class, considered Sikhs as a part of the Hindu community and did not favour a total break with old established social customs and practices. Himself being a direct descendant of Guru Nanak, he claimed special position of reverence for himself as well as for all members of clans to which the Gurus had belonged. Bhai Gurmukh Singh, on the other hand, was a progressive reformist believing Sikhism to be a separate sovereign religion having equality of all believers without distinction of caste or status as its basic social creed. The result was the setting up of a separate Khalsa Diwan, Lahore, on 10-11 April 1886 under the presidentship of Sardar Attar Singh Bhadaur with Professor Gurmukh Singh as secretary. The Amritsar Khalsa Diwan re-organized itself as a bicameral body consisting of Mahan Khand comprising the aristocracy, and Saman Khand representing the commonalty of believers and the priestly class. Some smaller organizations were also active for achieving the aims of the movement. Gurmat Granth Pracharak Sabha, Amritsar, established on 8 April 1885 was engaged in research and publication of books on ideological and historical topics. Khalsa Tract Society came into existence through the efforts of Bhai Vr Singh in 1894. Shuddhi Sabha for conversions and reconversions into Sikhism was founded in April 1893 by Dr. Jai Singh., Among the local Singh Sabhas, the one at Bhasaur was the most active under its leading light, Baba Teja Singh. Among individual scholars; Giani Gian Singh, the historian, and Pandit Tara Singh Narotam were the most prominent. Both the Diwans, despite mutual bickerings and even litigation, worked for the same aims with the same programmes, but the Khalsa Diwan Lahore soon stole a march over its rival in popularity by virtue of its progressivism and the total dedication and hard work of Bhai Gurmukh Singh who had enlisted the help of two other colleagues, equally dedicated and industrious. They were Giani Ditt Singh and Bhai Jawahir Singh Kapur. The former as editor of and chief contributor to the Diwan’s weekly newspaper, the Khalsa Akhbar, made it a forceful medium for the propagation of the Diwans ideology. Giving his judgement in a defamation case against Giani Ditt Singh, the district judge of Lahore, R.L. Harris, observed in February 1888 that (a) The Lahore faction had about 30 Singh Sabhas attached to it, while the Amritsar faction had about six or seven Singh Sabhas including Rawalpindi, Ferozepore and Faridkot. (b) The Lahore party comprised enlightened educated men who are freeing themselves from the thralldom of priesthood by seeking to purge their religion of all the grossness that has clung to it by the devices of the priestly class . represented by the Bedi Guru or Sodhi class . their opponents are naturally the priestly class who would like, if possible, to maintain their sway over the conscience of men, though it might be at the expense of the true spiritual and religious growth ; and so we find Bedi Khem Singh, as the head of the priestly class, in league with Raja of Faridkot, opposing and trying to stifle the spirit of reformation. Sikhism And Hinduism The most hotly contested argument within the Singh Sabha movement was whether Sikhs were Hindus. The Sanatanists, or the conservatives of the Amritsar Diwan, saw Sikhism as an offshoot of a broadly defined Hinduism. Examples from the Adi Granth and accompanying literature were used to prove that the Gurus had no intention of separating Sikhs from their Hindu roots, and had in fact revered Hindu gods and scriptures. In this the conservatives were enthusiastically supported by the Arya Samajists. On the other side, the Tat Khalsa or the progressive Khalsa Diwan Lahore made Ham Hinda Nahiti (we are not Hindus) their battle cry. They too used quotes from the Scripture and historical analysis to combat what was seen as the most dangerous threat to Sikh survival. The tract warfare over the issue was heated and prolonged. Scores of tracts and booklets on the subject appeared, the most reasoned and convincing of which was Bhai Kahn Singh Nabha’s, Ham Hindu Nahin, first published in 1898, Another bone of contention between the two Diwans was of relatively less importance. Both had been convassing government’s support for the opening of a Khalsa College. Khalsa Diwan Amritsar had mooted the suggestion as early as 1883 but inter-Diwan disputes hindered progress. Ultimately when Khalsa Diwan Lahore succeeded in enlisting the support of the government as well as of the Sikh aristocracy, and an establishment committee was set up in 1890 under the chairmanship of the Director, Public Instruction, Punjab, Colonel W.R.M. Holroyd, succeeded the following year by Dr W.H. Rattigan, with Sardar Attar Singh Bhadaur as vice-chairman and W. Bell of the Government College, Lahore, as secretary, there was wrangling over the location of the college. At last the protagonists of Amritsar won the day and the foundation of the college was laid by the Lieut-Governor of the Punjab on 5 March 1892. Mutual recriminations indulged in by the two Diwans had led neutrally inclined elements to voice the need for uniting the different sections under a central organization. The idea met with reverberating support at a large gathering of Sikhs in Malvai Bunga at. Amritsar on 12 April 1900. The conference unanimously voted for the establishment of a new Khalsa Diwan, supreme in the affairs of the community, and formed a committee to draw up the constitution of such a unitary body. This was also necessitated by the fact that death had denuded the old Diwans by snatching many of their leading lights within a short period at the turn of the century. Sardar Thakur Singh Sandhanvalia and Kanvar Bikrama Singh had already died in 1887. Now came, in quick succession, the deaths of Sardar Attar Singh of Bhadaur and Dr. Jai Singh (June 1896), Raja Bikram Singh of Faridkot (August 1898), Professor Gurmukh Singh (September 1898) and Giani Ditt Singh (September 1901). The responsibility of leading the Singh Sabha movement was therefore taken over by the new organization, the Chief Khalsa Diwan, formally established at Amritsar on 30 October 1902. Bhai Arjan Singh of Bagarian was elected its first president, Sardar Sundar Singh Majithia secretary and Sodhi Sujan Singh additional secretary. Membership was open to all amritdhari Sikhs, i.e. those who had received the rites of the Khalsa initiation, and who could read and write Gurmukhi Members were also expected to contribute dasvandh or one tenth of their annual income for the common needs of the community. The Chief Khalsa Diwan adopted all the aims and programmes of the old Khalsa Diwan, viz. insistence on separate identity of the Khalsa Panth, spreading the teaching of the Gurus as well as general education on modern lines, disseminations of information on traditional and on current issues and safeguarding the political rights of the Sikhs by maintaining good relations with the government and Sikh rulers. It carried out its mission with the help and cooperation of the local Singh Sabhas most of whom sought affiliation with the new Diwan, and of eminent individuals such as Bhai Vir Singh, Bhai Mohan Singh Vaid, Bhai Takht Singh, Babu Teja Singh, Bhai Kahn Singh and Bhai Jodh Singh. Its earliest success came in the conversion of 35 persons including a Muslim family of six in a largely attended divan (religious assembly) held through the efforts of Babu Teja Singh, at Bakapur, village near Phillaur in Jalandhar district, on 13-14 June 1903. Next came the passing of the Anand Marriage Act, 1909, which gave legal validity to the exclusively Sikh ceremony of marriage. The Bill was piloted in the Imperial Legislative Council successively by Tikka, heir apparent, Ripudaman Singh of Nabha, and Sardar Sundar Singh Majithia. Another milestone in the social history of the Sikhs was the establishment of the Sikh Educational Conference held annually since its inception in 1908 to the present day under the Educational Committee of the Chief Khalsa Diwan. Some of the other achievements of the Diwan were the removal of idols from the compound of the Darbar Sahib, Amritsar (1905), and the preparation of a common code of conduct for the Sikhs laying down in detail the way the Sikhs should perform their religious-ceremonies (1916). For over a decade, the Chief Khalsa Diwan consolidated its position and had remarkable success at fostering Sikh identity and strengthening Sikh institutions. From 1914 onward, however, the organization began to lose its hold on and popularity with the Sikh masses. Loyalty to the government in order to seek favours for the community was one of the bases of the strategy of the Diwan, as had been the case with the old Khalsa Diwans of Lahore and Amritsar, but the climate in the country had started changing since the advent of the twentieth century so that the pro-government policy of the Chief Khalsa Diwan became increasingly suspect in view of its soft stance during the peasant unrest of 1906-07 and the Rikabganj agitation in 1914, open denunciation of the Ghadar activists (1915-16), and over-enthusiasm for Sikh recruitment bordering on virtual conscription during the Great War (1914-18). Moreover, although the Singh Sabha movement had done a tremendous lot to revitalize the religious spirit of the Sikhs, it had done precious little to cleanse the rot that had set in the Sikh religious places. While the masses, now better aware of their true religious past, were becoming more and more impatient. of the management of gurdwaras under a corrupt and degenerate priesthood secure under legal protection, the Chief Khalsa Diwan continued to pursue the path of helpless inactivity for fear of British displeasure. A single instance will illustrate the point. Khalsa Diwan Majha, one of the several regional organizations for management reform in religious places had been established in 1904. The Chief Khalsa Diwan, pleading Panthic unity, asked it to affiliate with the central body. It obeyed ; but watching impatiently over the years the indifference of the central leadership, it revived itself as an independent body in March 1919. A few days later, on 13 April 1919, occurred the Jallianvala Bagh massacre which radically changed the political as well as religious scenario in which the Chief Khalsa Diwan became practically irrelevant, and the central stage was occupied by the Gurdwara Reform movement. The Chief Khalsa Diwan. is, however, still active, especially in the educational field, and enjoys the affiliation of a large number of local Singh Sabhas. The main motivation of the Singh Sabha movement was search for Sikh identity and self assertion. The entire period can be interpreted and understood in terms of this central concern. Under this Singh Sabha impulse, new powers of regeneration came into effect and Sikhism was reclaimed from a state of utter ossification and inertia. Its moral force and dynamic vitality were rediscovered. The Sikh mind was stirred by a process of liberation and it began to look upon its history and tradition with a clear, self-discerning eye. What had become effete and decrepit and what was reckoned to be against the Gurus’ teachings was rejected. The purity of Sikh precept and practice was sought to be restored. Rites and customs considered consistent with Sikh doctrine and tradition were established. For some, legal sanction was secured through government legislation. This period of fecundation of the spirit and of modern development also witnessed the emergence of new cultural and political aspirations. Literary and educational processes were renovated. Through a strong political platform, the Sikhs sought to secure recognition for themselves. The most important aspects of the Singh Sabha movement were educational and literary. By 1900, orphanages, a system of Sikh schools, institutions for training preachers and granthis, and other self-strengthening efforts gained broad support from Sikhs in the Punjab and, especially, migrant communities abroad. In northwest. Punjab Baba Khem Singh Ledi took a prominent part in building Khalsa schools. Sikh schools were also built in Amritsar, Lahore, Firozpur and in some villages such as Kairon, Gharjakh, Chahar Chakk, and Bhasaur. One of the best known institutions was the Sikh Kanya Malta Vidyalaya of Firozpur founded by Bhai Takht Singh. The teaching of Gurmukhi and Sikh scriptures was compulsory in these Khalsa schools. The impetus given to education in its turn stimulated the publication of books, magazines, tracts; and newspapers. The earliest venture in Punjabi journalism was the Lahore Khalsa Diwan’s Punjabi weekly Khalsa Akhbar. In 1899, the Khalsa Samachar was founded and soon became the leading theological journal of the community. Its circulation increased under the editorship of Bhai Vir Singh, who rose to prominence as a novelist, poet. and commentator of scriptural writings. The Khalsa Advocate (English) later became the spokesman of the Chief Khalsa Diwan. A large number of books on Sikhism, both in Gurmukhi and English, were published. Of the Gurmukhi, Giani Gian Singh’s Panth Prakash and Tadrikh Guru Khalsa and Kahn Singh’s voluminous encyclopaedia of Sikh literature (Gurushabad Ratanakar Mahan Kosh) were of lasting significance. Max Arthur Macauliffe’s monumental work on the life and teachings of the Sikh Gurus and the Faridkot Tika, an exegesis of the entire Guru Granth Sahib, were also published during this time. The Singh Sabha movement checked the relapse of the Sikhs into Hinduism. Large number of Hindus of northern and western Punjab and Sindh became sahajdhari Sikhs and the sahajdharis were encouraged to become the Khalsa.

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Computer Simulation of the Atmosphere Since the nineteen-hundreds, weather scientists have known that all weather is part of a complex global fabric, and that conditions in one region are affected by those in neighboring regions. However, with inadequate knowledge of atmospheric physics and poor data-gathering facilities, global forecasting remained a dream until after World War ll. The war sparked vigorous weather research, and meteorologists for the first time began building numerical models that bore some semblance to reality. More important, the first computers - originally used for ballistics ranging-became available for peacetime use. ln 1946, famed computer pioneer John Von Neumann saw the value of high-speed computing for meteorology and began to assemble a group of brilliant young scientists at Princeton University. Using a machine known as the MANIAC (for Mathematical Analyzer, Numerical Integrator and Computer), Von Neumann's group in 1950 made a first-and wildly successful-computer run of their model. But later tests revealed inadequacies- according to one account, the computer once forecast a blizzard for Georgia in July. Since then, computers and models alike have grown steadily more sophisticated: computer simulation remains an expensive and arcane specialty flourishing at only a handful of laboratories, including U.C.L.A., the Rand Corporation, the National Center for Atmospheric Research in Boulder, Colo., England's Meteorological Offlce and Princeton, where the descendants of the original group have continued Von Neumann's work. Now funded by the National Oceanic and Atmospheric Administration. the Princeton group is using the world's largest and fastest computer -an Advanced Scientific Computer made by Texas Instruments. For purposes of numerical simulation, the earth's entire atmosphere is divided into boxes extending several hundred kilometers on a side and a kilometer or so in depth A typical model may deal with 60,000 of these boxes. The computer is fed information about the boxes and about the basic laws of physics. lt is then asked to compute on the basis of these laws, what will happen to the molecules in each of the boxes as temperature, humidity and wind speed change in neighboring boxes. ln other words, it is asked to predict the weather all over the world, and to repeat this prediction every five minutes or so for as long as the model holds together. The accuracy and range of the prediction obviously depend upon the reliability of the data and the model-and perhaps upon some intrinsic limits not yet understood. 'We're now issuing five-day forecasts,” says Donald Gilman, head of the long-range forecast division of the National Weather Service. "The consensus is that these models may let us see I0 to 14 days ahead for our daily predictions, although estimates range from one to four weeks. We are appreciably more accurate than we were 20 years ago, but it may be difficult to go on from here. That's one of the things the Global Atmospheric Research Program is designed to tell us: how much further we can expect to get. These models are very sensitive to little disturbances. lf you give the model any sort of random kick, such as an error in wind speed, on day one the results you get three months later are very, very different from what you get without the kick. It will be very difficult to distinguish small but real atmospheric disturbances from random background ‘noise.' " To predict climatic trends years or decades in advance, it is clearly impractical to recompute the world's weather every five minutes. Even with large "boxes," it takes tens of hours to run a model for a prediction of a week or two. With finer, more accurate grids, say 65 kilometers on a side, computation time becomes prohibitive. Copyright 1974 by The New York Times Company. Reprinted with permission. [image] Less than 1% of the Earth’s surface water is drinkable. While 70% of the earth’s surface is covered with water, only 1% is “fresh” and a substantial amount of that is polluted. NASA has a satellite (E.R.T.) 570 miles in Space…to monitor Earth’s water resources. The Earth Resource Technology Satellite orbits over the same spots on Earth every 18 days. It can thus detect deterioration of water resources.

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Back in 1916, in the midst of World War One, the British Government faced a crisis as huge quantities of wood were needed on the Western Front. Wood was needed to shore up trench walls and line muddy trench floors, to make stakes for barbed wire fences, to construct corduroy roads over muddy terrain and to build shelters, hangars, military buildings. But the British Government faced two problems. Traditionally timber had been obtained from either North America, Scandinavia or Russia, but attacking from German U-boats in the Atlantic, plus the more critical need for food and ammunition to be carried on the cargo ships made it virtually impossible to import the timber. And secondly, while Britain had plenty of suitable trees, all the experienced lumbermen were already required to supply the fighting force on the front lines in France and Belguim. Canada, with its plentiful forests, though had plenty of experienced men who knew how to cut down the forests. On February 16, 1916, Andrew Bonar Law, the British Colonial Secretary, formally asked the Duke of Connaught, Governor-General of Canada, if they would provide the manpower necessary to cut and process timber in England. By March 1, 1916, the Canadian Government had responded by creating the 224th Battalion, dedicated to harvesting and processing timber resources overseas. Initially, the British Government requested 1,000 men, but another 2,000 were requested in May, and a further 2,000 in November. The Sawdust Fusiliers’ were summoned from the Canadian Forestry Corp and a battalion of men came over to undertake the vital war work of harvest the country’s ancient forests to supply the Western Front. The first group of 250 “Sawdust Fusiliers”, as they came to be called, to be sent anywhere in Britain were sent to Stover Park in Newton Abbot. The ancient estate was full of fine old trees which were soon providing timber of all kinds for the front. The Canadian Forestry Corps arrived at Stover in 1916 and by October 1917, when they left Stover, the 250 skilled foresters and sawyers based there had felled 700 acres of the estate, producing over 650,000 cubic feet of timber for the British Army. It was sent to the battlefields in France and Belgium to be used for constructing trenches, dug-outs and roads and to make railway sleepers, huts, planking, posts and ammunition boxes as well as for fuel. When the ‘Sawdust Fusiliers’ arrived, local people were very curious about the Canadians. They enjoyed fetes and sports days where the visitors demonstrated their skills in logging, baseball, canoeing and First Nations’ ceremonies. After the initial draft, the Timber Supply Department identified several other locations in Devon, and in June 1917 new camps were built at Mamhead and Starcross. They were supported by satellite camps at Chudleigh, Ashcombe, and Kenton. A smaller site was opened at Torrington in early December 1917, with camps at Chulmleigh, Brookland and Bratton Fleming, and operations at Plymbridge near Plymouth started in January 1918. After the war, Stover’s woodland slowly recovered, helped by Land Girls from nearby Seale-Hayne Agricultural College who planted thousands of saplings. The government established the Forestry Commission in 1919 to coordinate a national strategy of reforestation, land management and woodland security to manage Britain’s timber supply in the future. And last year, the work of the ‘Sawdust Fusiliers’ was remembered as part of the “Devon Remembers Heritage Project” A sculpture to commemorate the role of the ‘Sawdust Fusiliers’ based in Devon during the First World War was unveiled by Lieutenant General Sir Andrew Ridgway, representing HM Lord-Lieutenant of Devon, in the Stover Country Park Estate, The life-size wooden carving at Stover School, beside the Stover Heritage Trail near Newton Abbot, depicts two members of the Canadian Forestry Corps with one of the horses they relied on to work the forest. It was commissioned by ‘Devon Remembers’, a partnership project co-ordinated by Devon County Council, and created by sculptor Andrew Frost as part of a range of projects to mark the centenary of the First World War. Speaking before he unveiled the sculpture, Lieutenant General Sir Andrew Ridgway said: “At the time I suspect they [the Canadian Fusiliers] felt they were a long way from the front line. But the contribution they made to a whole range of battles was absolutely crucial. Indeed, the defining battles of the 100 days offensive could not have been undertaken without the skilled effort of the Canadian Corps. “So I think it’s entirely proper to gather here today to unveil this memorial sculpture and to pay tribute to the young men who served during World War One, and to recognise the vital contribution they made to frontline efforts all those miles away.” Cllr Caroline Chugg, the then chairman of Devon County Council, added: “As part of the Centenary commemorations we are honouring the links forged by Devon, particularly by the Stover Estate, with the Canadian Forestry Corp, some of whom stayed after the war ended to marry and begin families here. “This magnificent wooden carving is a fitting tribute to the vital role of the Sawdust Fusiliers, honouring the effort and expertise of these men and horses throughout the war and reminding everyone of the important part they played.” Cllr Chugg also received an oak chair on behalf of the people of Devon, carved by the ‘Sawdust Fusiliers’ during their posting and first presented to Stover House in 1919. The chair was taken abroad after the war, and later to Canada, and is now being returned by Sergeant Charles King of the Royal Canadian Regiment as a gift to Devon to be kept at Stover Country Park. The chair was made by officers of the No.104 Company of the Canadian Forestry Corps from English Oak from Stover’s forests. After the end of the war, it was taken to Kenya, before being purchased at auction in 1968 by Canadian husband and wife team Don and Geneva King, who immediately recognised its roots in England and significance to Canada. The inscription on the back of the chair states it was presented to the Canadian soldiers to Mrs. Harold St. Maur as a mark of appreciation. At the time, the St. Maurs owned Stover Park. Sergeant Charles King said: “I’m presenting the chair on behalf of Canadian, the Canadian Armed Forces and my mother, Geneva King. I know my mum’s here in spirit, and she would be very proud. This chair was built by Canadian soldiers 100 years ago, and it’s being presented back by another Canadian soldier. We have to remember history and to tell the younger generation about history, and if we don’t remember that, history will repeat itself.” A version of the story was initially published on September 9, 2018

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Both Mikhail Gorbachev and Boris Yeltsin came from within Soviet political system. The two men became political opponents and left very different legacies in Russia today. Gorbachev will be remembered as someone who changed the course of world history. He brought down a regime and an empire. In doing so, he changed the entire world order. Gorbachev was the first Russian leader to choose not to use force in the battle for power. He resigned his leadership position without attempting to appoint a successor. He kept his dignity. No reformers in history have been able to destroy an old system and to build a new one as well. Reformers’ popularity vanishes as they destroy the familiar ways of life. Thus, Gorbachev become a destroyer. On the other hand, Yeltsin seemed like a revolutionary ready to go much further. Yeltsin was elected by popular vote as the first democratic leader of an independent Russia. He became the symbol of the anticommunist when he introduced the capitalist market. At the same time, Yeltsin moved toward a more traditional Russian government. He revived a system based on personal power. Russia returned to its “spheres of influence.” Yeltsin missed the opportunity to convert this consensus into a new constitution and build a new political system. Yeltsin was more concerned with establishing a monopoly on power and returning to the old rules of the political game. Yeltsin returned Russia to a system that vested power in a single person. The president was set above society and beyond its control. In 1999, Yeltsin handed over power to his successor, Vladimir Putin. This transition was a means of consolidating and continuing the personal power system. Yeltsin bears more responsibility than Putin for the democratic experiment’s failure. Today’s system of personal power, along with a corrupt state and demoralized society, is Yeltsin’s legacy. Gorbachev’s years in power were dramatic in part because he did not foresee the consequences of his own actions. He did not predict that his initiatives would cost him power, or that his own country would still be unable to credit him for his accomplishments. The most important aspect of his legacy, however, is that Gorbachev opened the country to freedom and hope. Yeltsin’s rule was dramatic for different reasons. While he also failed to foresee the consequences of his actions, his era in power discredited freedom in Russia and put an end to hope among Russia’s citizens. Source: Gorbachev and Yeltsin: Reformer and Terminator © 2023 Carnegie Endowment for International Peace. All Rights Reserved

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Weather isn’t just something we experience on Earth — there’s weather in space, too. This space weather is driven by the sun, which emits a steady stream of plasma, in what’s known as the solar wind. Sometimes, it also sends out massive quantities of this plasma or bursts of radiation. Space weather isn’t dangerous to people on Earth’s surface — we have the atmosphere and magnetosphere to protect us — but it can cause electrical outages, harm astronauts, and disrupt spacecraft and airplanes. Now, they’ve discovered a brand new extreme space phenomenon we’ll need to be on the lookout for: the space hurricane. The Space Hurricane A terrestrial hurricane consists of fast winds that swirl around a central eye, showering the surface in rain. A space hurricane is a swirling mass of plasma that rains electrons down on Earth from above. In 2014, a space hurricane formed over the North Pole, but a team led by scientists from Shandong University only recently discovered the storm while looking through past satellite observations. Until now, it was uncertain that space plasma hurricanes even existed. Using a combination of data from satellites, radar, and other instruments, they confirmed their discovery — and then built a 3D image of it. Based on the available evidence, the space hurricane was more than 600 miles wide, and its altitude ranged from about 70 miles to more than 500. It consisted of several rotating arms of plasma and lasted for about eight hours. “Until now, it was uncertain that space plasma hurricanes even existed, so to prove this with such a striking observation is incredible,” researcher Mike Lockwood said in a press release. “Tropical storms are associated with huge amounts of energy,” he added, “and these space hurricanes must be created by unusually large and rapid transfer of solar wind energy and charged particles into the Earth’s upper atmosphere.” Space Weather Report The researchers have already found evidence of several more space hurricanes in the same data, and they don’t think they only happen above Earth. “Plasma and magnetic fields in the atmosphere of planets exist throughout the universe, so the findings suggest space hurricanes should be a widespread phenomena,” Lockwood said. Just like other extreme space weather events, a space hurricane could disrupt satellites and other technologies, and now that this group has confirmed what the storms look like, scientists can start working to predict them. “I think there will be more teams from Europe, U.S., Canada, Japan, and China, etc., who will do more research on space hurricanes in the future,” lead researcher Qing-He Zhang told Vice. We’d love to hear from you! If you have a comment about this article or if you have a tip for a future Freethink story, please email us at [email protected].

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The research referenced in this article, "The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline," has since been published in the Journal of Educational and Psychological Consultation. Read the abstract and purchase the report. On January 8, the U.S. Federal Government issued new guidelines recommending that schools revise their discipline policies to move away from zero tolerance policies, which exclude large numbers of students with suspensions and expulsions, often for minor infractions. Instead the guidelines recommend the use of methods such as restorative practices, which foster positive school climates. A joint effort of the Department of Education and the Department of Justice, these recommendations come in response to numerous studies showing that students of color and students with disabilities are disproportionately impacted by current disciplinary policies, resulting in the creation of what many advocates for change have dubbed a “school-to-prison pipeline.” Forthcoming study results on restorative practices in schools * , led by Dr. Anne Gregory of Rutgers University, show that restorative practices offer the promise to transform teacher-student relationships and achieve equity in school discipline, thereby narrowing the racial discipline gap. According to Gregory, “A small scale study showed that in classrooms where teachers implemented restorative practices more, they tended to have narrow racial discipline gaps – that is Latino and African-American versus Asian and White students – compared to teachers who implemented RP less frequently (see figure below). Additionally, in classrooms with more restorative practices students tended to experience their teachers as very respectful of them.” posted on the Department of Education web site. The recommendations rest upon three guiding principles:The federal guidelines on school climate and discipline have been - Create positive climates and focus on prevention; - Develop clear, appropriate, and consistent expectations and consequences to address disruptive student behaviors; and - Ensure fairness, equity, and continuous improvement. (Guiding Principles: A Resource Guide for Improving School Climate and Discipline, p. 1) The resource guide makes specific mention of restorative justice under the explanation of the second principle, saying that it can help "students learn from their behaviors, grow, and succeed" (p. 12). In addition to providing effective responses when incidents of disruption and harm have occurred, restorative practices also offer methods (restorative circles, for example) and a philosophy to give teachers and administrators a framework for working with young people to establish and build respectful relationships. Gregory cautioned, "Like all interventions in schools, restorative practices will likely be more powerful if implemented well." With effective implementation, restorative practices holds the promise to have the kinds of results Gregory and her team observed, including a greater sense of equity and fairness among students and a more positive school and classroom climate, the first and third principles. Learn more about the IIRP's SaferSanerSchools whole-school change program. *Gregory A., Clawson, K., Davis, A., & Gerewitz, J. [in press]. The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. For a special issue on Restorative Justice in the Journal of Educational and Psychological Consultation.

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Ever since its inception, immersive learning has been revolutionizing many aspects of our lives. From education to employee training - acquiring knowledge with immersive learning technologies is easy and exciting. It infuses advanced learning theory, spatial design, and data science to boost engagement and make the training experience much more effective and quicker. So, from website development courses to Software Developer course duration, individuals can get significant help developing and honing their skills faster than ever, all owing to immersive learning technologies. Immersive Learning History & Theory Immersive learning technologies are a revolutionized version of everyone’s childhood, even your ancestors.’ Childhood is the phase of life where everyone first witnesses “immersive experiences” in games involving pretending or simulating a scenario. At the core, this is what physically acted immersive experiences are. Making the concept more concrete, the invention of the machine called Sensorama in 1962 presented the world with an immersive, multi-sensory technology that stimulated all senses. This machine utilized a chair, a stereoscopic 3D screen and fans to mimic atmospheric conditions and give people a sense of being present somewhere, sitting in a chair. The technique witnessed notable growth in the years after that. In 1992, the development picked up when two robot controls were invented for accomplishing manual tasks in a remote environment. These technologies ultimately came to be known as “Virtual Reality.” Some years later, a newer development added to virtual reality technology by incorporating more interactive elements, visual graphics, and features of the physical world. This new development was “Augmented Technology or AR.” To introduce this development to a larger audience, AR was integrated into a traditional theatre production called “Dancing in Cyberspace,” written and produced by Julie Martin. Within the next few years, developers began experimenting with AR in 1999. However, it was in 2009 that the industry actually began to flourish. The technology began to take form and be applied in different learning environments. Immersive training is now among the most used techniques helping learners make the best of their learning programs more effectively than ever. The practice allows learners to acquire knowledge in a safe environment as it stimulates real-life scenarios through immersive education. What is Immersive Learning? Immersive learning is a training/learning methodology that allows learners to interact with real-world scenarios digitally (or virtually) in an engaging learning environment. Etymologically, this type of learning stimulates real-world interactions, projecting emotions and actions on the learner. This technique is interesting because it inspires complete focus in learners while allowing them to get personalized assistance in their learning process. To give you a better insight into personalized, immersive learning experiences, KnowledgeHut’s PRISM is a great state-of-the-art platform. PRISM offers a virtual learning companion for immersive online learning. In such immersive environments, you get Live instructor-led video lectures. Self-paced interactive courses. Real-world capstone projects. Guided exercises on Cloud Labs, an immersive learning lab. It can be used for learning and practicing new skills comparatively faster. Engaging experience is the essence of this immersive learning method, and thus it gives a hand in maximizing the learning sessions. Four Pillars of Immersive Learning The four pillars of immersive learning focus on providing a more realistic experience to learners. They can be helpful for trainers in maximizing the immersive training environment. Now that you know immersive training meaning, here’s how immersive learning brings the training experience to fruition: Instead of passively consuming knowledge, immersive learning requires students to engage in the learning process actively. This can support learners' motivation and engagement throughout the learning process. As soon as you put on the headset, it will take you to a virtual world where you can see and hear everything identical to the real world. When you enter the scenario, your interaction with it will allow you to learn and improve your technical and soft skills. One of the most critical checkpoints that immersive technologies in education cross off every learner’s list, is efficiency and effectiveness. The technique successfully follows the ‘learning by doing’ philosophy. This approach allows learners to gain valuable experience, practice their skills and develop confidence in their abilities. Immersive learning also provides learners with immediate feedback on their performance, which can help to motivate them and encourage them to continue learning and improving. 3. Performance Tracking Immersive learning can be used to measure performance in various ways. For example, it can be used to measure the effectiveness of a particular training program's effectiveness by tracking participants' progress and assessing their understanding. Additionally, immersive learning can be used to analyze the results of a simulation or project-based activities by assessing learners’ abilities to complete tasks or solve problems in the virtual environment. 4. Spatial Designs Immersive learning spatial designs involve creating physical spaces that allow students to learn through interactive, hands-on experiences. This immersive VR education limited environment encourages students to move and explore, enabling them to make connections between what they are learning and the physical space. These spatial designs can be used to simulate real-world environments, allowing students to develop skills in areas such as problem-solving, collaboration, and creativity. Some immersive learning examples of spatial designs include maker spaces, virtual reality labs, and interactive art galleries. What is an Immersive Learning Environment? An immersive learning environment is an educational setting where students interact in a virtual or simulated world. It is designed to replicate real-world scenarios and tasks through interactive experiences. An immersive learning environment can teach various subjects, from foreign languages to science and engineering. Virtual reality (VR) simulations, augmented reality (AR) encounters, and live tutor-based learning are examples of immersive learning environments. Using gestures, voice instructions, and other input types, these technologies enable learners to interact with the learning environment more naturally and intuitively. What are Immersive Activities? Immersive learning activities are the ones that aim to create an engaging and interactive learning experience where the learner can participate in the activity and explore a given topic or concept in depth. This could include virtual reality simulations, live educational games, and field trips. Immersive learning activities seek to create an environment where students acquire hands-on knowledge. These activities are highly beneficial as they bring out exciting ways to apply all theoretically learnt skills in the real world (or a digitally set up real world). To top it all, this learning methodology unlocks career advancement and better earning opportunities, primarily due to technological advancements facilitating remote learning or working, digital twins, etc. So, if you are seeking a hands-on, live-assisted course in any domain, whether a lucrative Full-stack Developer pay after placement or the one for a web designer role, learning with immersive experiences may help you speed up your reach towards the goal. Types of Immersive Learning Technology Now that you know what is immersive learning, let us move on to dig deeper into the types of immersive learning technologies. Below is a brief overview of the same: 1. Guided Hands-on Exercises Guided hands-on activities are an excellent technique to give students an immersive learning experience. With this method of instruction, students are given a chance to actively participate in the learning process by carrying out tasks or activities associated with the information being taught while receiving direction and feedback from a teacher or instructional materials. Hands-on exercises can: Promote active student/trainee participation. Increase real-world relevance of theoretical concepts. Provide learners with immediate feedback on their performance, motivating and encouraging them to continue learning and improving. 2. Live Tutoring Live tutoring is a form of immersive learning, offering students a specialized, interactive learning environment that mimics a one-on-one conversation with a subject matter expert. Live tutoring allows students to ask questions, explain concepts, and receive immediate feedback on their performance while receiving direction, comments, and support from a tutor or instructor. Given that it gives students a feeling of accountability and personalization as well as the chance to receive individualized instruction and feedback, this kind of learning experience has the potential to be very engaging and effective. 3. Virtual Reality (VR) VR is an immersive learning environment that makes you enter a world of infinite possibilities without any physical boundary. This technology lets you explore the undiscovered digital world, like the ocean's depths, or soar through the clouds via VR-compatible devices like Meta Quest, HTC Vive, etc. It gives the impression that you genuinely reside in a convincing virtual reality (one in which you are partly or fully immersed). What makes VR different? Here are a few reasons why VR is a commendable advancement. It is “believable.” You will feel like you’re in it. It is interactive. The VR world and its elements move as you move. It is explorable. You can keep exploring the VR world (linearly) as it is practically boundary-less. 4. Augmented Reality (AR) Moving on to the next immersive technology, augmented reality or AR, combines the actual and virtual worlds, generating an immersive experience that makes it challenging to differentiate between them. Using AR, you can engage with virtual creatures that appear to live in the real world, discover secret worlds, and give everyday objects life. Think about waving your smartphone in front of you and watching a virtual dinosaur follow you or being able to see furniture in your house before you purchase it. AR is commendable because: It offers endless possibilities for innovation and creativity. It allows companies to create interactive and engaging marketing campaigns that capture the attention of their audience. This technology is widely used in creating an immersive study environment for learning and training experiences. 5. Mixed Reality (MR) Consider creating a new product and watching it materialize before you, or envision discovering a new place and having digital information appear to improve your experience. This is how mixed reality works. In the MR world, the lines between what you perceive as real and unreal are blurred, leaving room for new avenues of creativity and innovation. It is a hybrid of AR and VR technologies enabling you to interact with digital things in the real world. Gamification is one of the newest immersive technologies in education. An immersive learning system turns education from a dry and uninteresting experience into entertaining and engaging. Imagine interacting with characters who take you on a trip through various learning ideas while you explore new realms, solve complex challenges, and communicate with them. In the gamification world, education is transformed into an adventure. Through this, you can complete tasks to earn rewards, monitor your progress and evaluate your accomplishments, and even compete with others to see who can grasp a subject more quickly. Simulation is another immersive learning technology that has the potential to transform you to new realms and provide experiences that could experiment with different scenarios. From training pilots to fly planes, to building virtual cities, to creating lifelike characters in video games, simulation technology has become an essential tool for industries and entertainment alike. 8. 360-degree Video Imagine how it would feel to immerse yourself in a virtual world where you aren't simply watching a film but experiencing it. This is the power of the game-changing innovation known as 360-degree immersive video technology, which has transformed media consumption. With 360-degree immersive video, you may glance up, down, left, and right while viewing a scene, giving the impression that you're in the heart of the action. You'll feel like you're there in person, taking it all in spectacular high definition, whether you're watching a concert, a sporting event, or a nature documentary. Advantages & Disadvantages of Immersive Learning You must be well aware of what different types immersive learning technologies offer. Let us look at some collective advantages and disadvantaged of them: 1. Better Engagement The attention and interest of students are easily captured and retained by these highly engaging and interactive learning experiences produced by immersive learning. This way, information is retained more effectively when learners actively interact with the learning materials and feel present in the learning environment. Each student's requirements and preferences can be catered to in immersive learning environments. In-depth idea exploration and the ability to go at their own pace help learners learn more effectively. 3. Different Cost Optimization Despite the set-up and running costs of immersive learning environments, this technology helps to save the variable cost of hiring instructors, providing physical study materials, etc. The most valuable cost-savings are realized from the reduction in human biases and errors and the time spent training the instructors. 4. Immediate Feedback Students receive rapid feedback through immersive learning. As a result, they can immediately spot areas where they need to improve and modify their strategy. The sense of accomplishment gives students an immense boost in their motivation and engagement. 5. Experiential Learning With an immersive educational experience, students can learn and practice through hands-on experiences. This way, they can apply whatever they have learned in a realistic environment, deepening their understanding of how things work practically. Even though the technology is beneficial, there are also some disadvantages to the concept. Have a look below: 1. Potential of Over-Reliance The overuse of immersive learning technologies might hinder the growth of other abilities, including communication, critical thinking, and problem-solving. Being immersed in a virtual world puts expressions, body language and some other human cues on hindsight, making interactions lesser effective. This questions the stability of these virtual learning environments. 2. Highly Skilled Workforce All types of immersive learning technologies are worked on and handled by highly experienced and skilled professionals. Consequently, without the people involved, these technologies would not be as effective in aiding any learning experience. 3. Learning Outcomes Relying on immersive learning environments could cause students to get preoccupied with the devices rather than the learning process, making the learning process suffer. Moreover, there is no actual evidence that using immersive learning technologies improve learning outcomes or the process. 4. Safety Concerns A virtual environment could cause certain users to experience physical or psychological harm, like nausea, migraines, dizziness, or balance problems. Virtual reality headsets, 3D glasses, controllers, or earbuds could also make you prone to pathogens that can spread between users who use the same devices. Moreover, some users claim that they experience momentary fuzziness, lightheadedness, or dream-like states after being immersed in a virtual environment. 5. Limited Real-World Applicability Immersive learning experiences don't always translate to practical situations. These settings can be helpful for practice and feedback. Still, they might need to accurately reflect the complexity of actual situations. This may reduce how well the training prepares students for real-world job settings. Best Practices for Effective Learning Effective Learning with Immersive Learning in education is possible with the following practices: 1. Define Learning Objectives Establishing the learning objectives in detail is crucial before developing an immersive learning experience. This will make it easier to ensure that the training aligns with the targeted results and that learners know what is expected of them. It will not only help in achieving your goals faster but also helps in testing your progress. You can also make a note of the time taken and techniques followed to achieve the task and improve it for further projects. 2. Include Interactivity Utilize different learning modalities such as lectures, podcasts, videos, or interactive activities to reinforce key concepts. Interactive, immersive training in education is also a part of these modalities to promote the involvement and engagement of learners. This could involve simulations and situations that let students use their knowledge in a real-world setting and get rapid feedback. 3. Make it Realistic The most natural settings should be used for creating immersive learning experiences. This can involve including true-to-life situations, simulations, and environments to aid learners in acquiring the abilities and information required to succeed in practical settings. Make sure that the type of immersive learning experience you are offering for educational purposes is accessible to all. All learners, including those with disabilities, should be able to participate in immersive learning experiences. This can involve making the platform compatible with assistive technology and offering different formats for students with visual or aural impairments. 5. Include Social Learning Aspects To encourage student cooperation and knowledge sharing, immersive learning should include social learning opportunities. This may entail including forums, collaborative projects, and peer review exercises. Immersive Learning vs Experiential Learning Immersive learning is an educational approach that immerses students in a virtual or physical environment that simulates real-world scenarios. It is designed to help learners better understand and retain information by actively engaging them in learning. Examples of immersive learning include virtual reality, augmented reality, and simulation-based learning. Experiential learning is an educational approach that emphasizes the hands-on exploration of concepts and skills. It allows learners to apply knowledge and skills in a practical setting and explore real-world problems. Examples of experimental learning include field trips, problem-based learning, and internships. Immersive learning primarily aims to provide learners with a realistic setting that simulates. real-world events. The goal is to assist learners in acquiring knowledge and skills in a secure and controlled environment, free of the risks associated with real-world circumstances. The primary goal of experiential learning is to allow students to apply their knowledge and abilities in real-world circumstances. The goal is to assist students in developing critical thinking, problem-solving, and decision-making abilities. It heavily relies on technologies like VR and AR to generate simulated environments. Technologies like VR or AR are not a primary requisite in experiential learning. Learners are immersed in a simulated environment, allowing them to engage with realistic scenarios and objects. Learners actively engage with the subject matter through various activities, such as experiments, simulations, and projects. How to Use Immersive Learning in your Training Program? You can effectively use Immersive learning in your training program and help your trainees get the best experience possible. Follow the given tips to incorporate them most efficiently: 1. Identify the Learning Objectives What information or skills do you want your students to gain? Begin by defining your training program's learning objectives. This will assist you in determining the most successful form of the immersive learning experience. 2. Choose a Suitable Immersive Learning Technology Select the technology that best suits your learning goals and objectives and justifies your budget. You can explore virtual reality (VR), augmented reality (AR), or mixed reality (MR). AR and VR can be used to create engaging and interactive learning experiences that allow learners to explore a virtual world. This can be used to teach complex topics immersive to learn in an engaging way, such as a virtual tour of a factory floor or a virtual walk-through of a crime scene. 3. Design Learning Activities Create activities that will engage students and allow them to use their knowledge or abilities. Interactive simulations, role-playing exercises, or problem-solving activities could be included. 4. Utilize Interactive Elements Interactive elements such as quizzes, polls, and surveys can be used to help learners interact with content and test their understanding. This can help keep learners engaged and make the learning process more enjoyable. 5. Provide Feedback Give feedback to learners on their performance during the immersive learning experience. This will assist them in identifying areas for improvement and reinforcing their learning. 6. Evaluate the Effectiveness Assess the effectiveness of the immersive learning experience by measuring the learners' performance and assessing their feedback. Make use of this data to improve the training program. Now that you know all about ‘what is immersive education,’ you are all set to delve deeper into it and make it a part of your business! Immersive training is undoubtedly the ‘New-normal’ that is successfully entering the education field. Summing up, immersive learning technologies such as virtual, augmented, and mixed reality provide a novel and effective method of engaging learners in training programs. Immersive learning can improve knowledge retention, skill application, and overall training efficacy by presenting learners with an engaging and realistic learning experience. The immersive learning research network is becoming more accessible and cost-effective as technology advances, making them a realistic alternative for many enterprises. Integrating immersive learning technology into your training program will help you achieve higher learning outcomes and prepare your learners for job success. Hop on to KnowledgeHut’s best Web Development courses and build the essential skills required to be a part of these updated learning technologies. Frequently Asked Questions (FAQs) 1. What is the purpose of immersive technology? Immersive technology is designed to create a more engaging and interactive experience for users. It can be used for a variety of applications, including entertainment, education, marketing, and training. 2. What is the future of immersive technologies? Immersive technology is predicted to have a bright future. These technologies have been quickly evolving in recent years and will likely continue to do so. In the near future, virtual and augmented reality technologies will be used in a variety of contexts ranging from gaming to medicine, to education, to data visualization. Virtual reality (VR) and augmented reality (AR) are expected to become more mainstream, especially as more affordable and accessible hardware becomes available. Integrating immersive technologies with emerging technologies, such as 5G, blockchain, and the Internet of Things (IoT), could lead to new and innovative applications. The use of immersive technologies in social media and entertainment is likely to grow. 3. What makes a good immersive experience? A good immersive experience should have the following characteristics: It should be highly engaging and interactive. It should provide a sense of presence for the user. It should also be designed with a specific purpose in mind The experience should be tailored to the user's individual needs, interests, and preferences and should be able to adapt to the user's behavior and respond accordingly. Finally, a good immersive experience should be accessible to a wide range of users and provide a meaningful, enjoyable, and educational experience. Sachin Bhatnagar is an experienced education professional with 20+ years of expertise in Media & Entertainment and Web Technologies. Currently, as the Program Director - Full-Stack at KnowledgeHut, he excels in curriculum development, hands-on training, and strategic deployment of industry-centric educational programs. His online training programs on have attracted over 25,000 learners since 2014. He actively contributes to the development of full-stack training products, leveraging KnowledgeHut's advanced learning platform. Collaborating with organizational leaders, he ensures the success of these programs and has created several technology programs prominently featured in KnowledgeHut's course offerings. Share This Article Ready to Master the Skills that Drive Your Career? Avail your free 1:1 mentorship session. Hello! Ready to elevate your career? Explore 500+ future-ready courses with KnowledgeHut upGrad 🚀x Fast forward your career with 500+ future-ready courses ⏩💻👩🎓📚x

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A deafening rumble alerted two scientists to an amazing sight: the collapse of one of Greenland's biggest and fastest-moving glaciers. And because the scientists were already in place with a time-lapse camera, they were able to capture the calving event — one of the biggest of these glacier collapses ever recorded on film. Before the collapse, Timothy James, a researcher at Swansea University in the United Kingdom, was in southeastern Greenland in July 2010 to set up a remote camera to spy on Helheim Glacier where it meets the sea. This meeting of glacier and ocean is called the calving front, and marks the zone where icebergs break off (or calve). "This is an area that is very difficult to measure because [it is] so dynamic and unstable," James said in an email interview. By using time-lapse photography, James and his colleagues hope to better understand changes at the calving front, and the factors that control how glaciers and ice sheets change over time, especially in response to climate. "While providing important information about these events to scientists, we are hoping that our video will help people understand the scale of these calving events," James told OurAmazingPlanet. [Watch the Helheim Glacier collapse] Since 2001, Helheim Glacier has thinned by more than 130 feet (40 meters) and beat a hasty retreat, shrinking landward by more than 5 miles (8 kilometers). Right place, right time During the July 2010 calving event, about 0.4 cubic miles (1.5 cubic km) of ice — which would fill Central Park to a height of almost 1,000 feet (300 m), James calculated — crumbled off the glacier in 15 minutes. "Even this, in the context of the ocean, isn't very much water, but there are thousands of glaciers like this around the world," James noted. "This is how glaciers influence sea level. [However], it is important for people to understand that an individual calving event is not evidence of climate change. Large glaciers produce icebergs of this magnitude all the time. What's important is how the size and frequency of these events change over time and what causes them to occur," James said. In summer 2010, James and Swansea colleague Nick Selmes had been dropped off by helicopter in Helheim Fjord to install cameras that would take digital photographs of the calving front every hour until the researchers picked up the cameras in autumn. "After six days, we had installed two cameras that were running nicely, and we were installing the third camera when, out of nowhere, we heard this really deep rumble that was shooting down the fjord," James told OurAmazingPlanet. Boom, then bleep "The first thing we saw was the ice breaking off cross the fjord — we were quite excited about that," James said. "As this progressed, my colleague, Nick Selmes, thought he could see a crack forming along the whole width of the glacier. Indeed, there was! So I turned the camera, and we watched in awe. It was absolutely amazing and something I will never forget. There was so much noise we could hardly hear each other. “This calving event was absolutely huge, and we were so excited,” he added. “In retrospect, I'm glad we didn't have audio because there was a lot of shouting and quite a lot of swearing, if memory serves," James said. The massive crack across Helheim Glacier was approximately 13,000 feet (4,000 m) long. And much of the giant glacier's height is hidden underwater, so about 2,600 vertical feet (800 m) of ice crashed into the water — much more than the 325 feet (100 m) visible in the film. The falling ice created a giant wave. "There is a huge face of ice that has to push through a lot of water," James said. "The time-lapse gives the impression that the calving event happened quite quickly, but it was really surprising how slow it was." Sign up for the Live Science daily newsletter now Get the world’s most fascinating discoveries delivered straight to your inbox.

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Researchers from the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS) have developed a mathematical framework that can turn any sheet of material into any prescribed shape, inspired by the paper craft termed kirigami (from the Japanese, kiri, meaning to cut and kami, meaning paper). Unlike its better-known cousin origami, which uses folds to shape paper, kirigami relies on a pattern of cuts in a flat paper sheet to change its flexibility and allow it to morph into 3D shapes. Artists have long used this artform to create everything from pop-up cards to castles and dragons. "We asked if it is possible to uncover the basic mathematical principles underlying kirigami and use them to create algorithms that would allow us to design the number, size and orientation of the cuts in a flat sheet so that it can morph into any given shape," said L. Mahadevan, de Valpine Professor of Applied Mathematics, Physics, and Organismic and Evolutionary Biology, the senior author on the paper. "Specifically, if we are given a general shape in two-or-three dimensions, how should we design the cut patterns in a reference shape so that we can get it to deploy to the final shape in one motion?" said Gary P. T. Choi, a graduate student at SEAS and first author of the paper. "In this work, we solve that problem by identifying the constraints that have to be satisfied in order to achieve this cut pattern, use a numerical optimization approach to determine the patterns, and then verify this experimentally." The research is published in Nature Materials. This research follows previous work by the Mahadevan lab that characterized how origami-based patterns could be used as building blocks to create almost any three-dimensional curved shape. "We were actually able to do a little more with kirigami than we were able to do with origami," said Levi Dudte, graduate student in the Mahadevan lab and co-author of the paper. "The presence of cuts and holes in the interior of the material gives kirigami the ability to change its shape significantly." "Our work draws on inspiration from art, tempered by the rigor of mathematics, and the challenges of engineering shape. Finding kirigami tessellations that can convert a square to a circle, or a flat sheet into a poncho is just the start. We think that this is just the beginning of a class of new ways to engineer shape in the digital age using geometry, topology, and computation," said Mahadevan. Next the researchers aim to explore how to combine cuts and folds to achieve any shape with a given set of properties, thus linking origami and kirigami. Programming shape using kirigami tessellations Gary P. T. Choi, Levi H. Dudte & L. Mahadevan Nature Materials volume 18, pages 999–1004 (2019) Professor of Applied Mathematics, of Organismic and Evolutionary Biology at Harvard SEAS Phone: (617) 496-9599 Harvard John A. Paulson School of Engineering and Applied Sciences

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Firework related injuries can cause significant trauma and injuries to individuals. Studies have shown that hands and eyes are the most injured, with the loss of hand function and blindness being the most common and serious injuries. In the most recent annual report from the United States Consumer Product Safety Commission (CPSC), The commission found that there were an estimated 10,300 fireworks related injuries treated at US hospital emergency rooms. The report also found some of the following statistics relating to firework injuries. - 71% of fireworks-related injuries were to males. - 14% of fireworks-related injuries were to the eyes. - Firecrackers were the leading cause of fireworks-related injuries, followed by sparklers. - Adults ages 20-24 years had the highest estimated rate of emergency department-treated, fireworks-related injuries. Children younger than the age of 15 accounted for 26% of estimated injuries. Some of these injuries were the result of using sparklers. Unbeknownst to many, sparklers can burn at temperatures up to 1800 degrees. It is vital that parents supervise their children when celebrating and using these fireworks. Other studies have found that bystanders can account for almost half of all fireworks related injuries. All individuals must be vigilant during any type of celebration that includes fireworks. Either simply observing the fireworks or taking part in a celebration, everyone should be aware of their surroundings and remain a safe distance from all threats. Here are some firework safety tips from the American Academy of Ophthalmology to follow to remain safe if your family tradition includes lighting fireworks at home: - Observe local laws and use consumer fireworks - Wear protective eyewear. Fireworks-related eye injuries are typically a mix of blunt force trauma, heat burns, and chemical exposure. - Do not allow young children to play with fireworks. Sparklers, a firework often considered to be the ideal “safe” device for youth, burn at very high temperatures and should not be handled by young children. Children may not understand the danger of fireworks and may not act appropriately while using the devices or in emergencies. - Set of fireworks outdoors in a clear area, away from a house, structure, dry leaves, grass, and other flammable materials. - Keep a bucket of water nearby for emergencies and for pouring on fireworks that fail to ignite or explode. - Do not try to relight or handle malfunctioning or “dud” fireworks. Soak them with water and throw them away. - Be sure other people are out of range before lighting fireworks. - Never light fireworks in a container, especially a glass or metal container. - Keep unused fireworks away from firing areas. - Store fireworks in a cool, dry place. - Check instructions for particular storage directions. - Never have any portion of your body directly over a firework while lighting. - Do not experiment with homemade fireworks. If you or someone you are with experiences an eye emergency, here are some tips to follow. - Seek medical attention immediately. - Do not rub the eye or the surrounding area. Rubbing may increase bleeding or cause the injury to become worse. - Do not rinse the eye out with water or any liquid. Rinsing the eye can cause more damage than rubbing. - Do not apply pressure to the eye or the injury. Protecting the eye from further contact with any item is important. - Do not stop to take any type of medicine or pain reliever. Finding medical attention or going to the emergency room is the most important thing. Time is of the essence. - Do not apply any ointment or lotion to the injury. This may cause the area to become slippery and hinder medical personnel from being able to examine the injury. Also, the ointment or lotion may not be sterile. As we celebrate America and our freedom, remember to do it safely.

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preserving natural areas Preservation refers to the desire to preserve existing natural environments by limiting the spreading of new buildings through the land. How to preserve fragile natural areas (vegetation, wetlands), as well as views and access to these lands, while also allowing for new development ? The desire to preserve existing natural areas often translates into limiting the use of sensitive and significant land for building or streets. It also translates into preserving views and access to natural areas, as extensions of daily life (for berry picking, most notably). WHY IS PRESERVATION IMPORTANT ? Local biodiversity is essential to the fragile ecosystem's integrity Pads for streets and buildings greatly alter the natural sites considered of great significance by local communities Houses strictly aligned to face the street offer few or no views towards the land and other natural markers. Their indifferent orientation also makes it difficult to optimize the natural sunlight Large, rigid lay-outs of buildings on pads transform natural environments into gray, dusty and monotonous landscapes. Through the land as in or near the village Deep views towards the village and the land Combining the use of pile foundations (less pads) and utilidors (less trucks/streets) makes preservation and development a possibility. With less "pads", large natural corridors facilitates easy access for pedestrians, snowmobiles and Hondas within new residential areas. Houses are arranged into clusters so as to not block any neighbor’s views. Pads are only used for streets and parking lots. House orientation that fit to the topography Views towards the river and the land Preservation of the tundra architecture projects credits : a. cartier, p-o. demeule, m-c. gravel, 2016 ; m. gauthier, a. lemaire, r. pictoin, s. prouxl, 2016. Shared parkings on central "pads" Shared deck for group of 2 houses New construction methods on piles New utilidor system using gravity New house models Les Inuit de Salluit by m.gauthier, a.lemaire, r.picotin, s.proulx Colored Mountain Houses by a.boulanger-cartier, p.-o. demeule, m.-c.gravel

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Updated February 2024 Cyberbullying can take many forms and can go even further than face-to-face bullying by invading personal space and home life, and can target more than one person. It can also take place across age groups and target pupils, staff and others, and may take place inside school, within the wider community, at home or when travelling. It can sometimes draw bystanders into being accessories. Cyberbullying can include the following: - Threatening, intimidating or upsetting text messages - Threatening or embarrassing pictures and video clips - Disclosure of private sexual photographs or videos with the intent to cause distress - Silent or abusive phone calls - Using the victim’s phone to harass others, to make them think the victim is responsible - Threatening or bullying emails, possibly sent using a pseudonym or someone else’s name - Menacing or upsetting responses to someone in a chatroom - Unpleasant messages sent via instant messaging - Unpleasant or defamatory information posted to blogs, personal websites and social networking sites, e.g. Facebook or TikTok NB. The above list is not exhaustive, and cyberbullying may take other forms. The school has a zero-tolerance approach to cyberbullying. The school views cyberbullying with the same severity as any other form of bullying and will follow the sanctions set out in the Behaviour Policy if they become aware of any incidents. All members of staff will receive training on an annual basis on the signs of cyberbullying, in order to identify pupils who may be experiencing issues and intervene effectively. Staff will be alert to the following signs that may indicate a pupil is being cyberbullied: - Avoiding use of the computer - Being on their phone routinely - Becoming agitated when receiving calls or text messages Staff will also be alerted to the following signs which may indicate that a pupil is cyberbullying others: - Avoiding using the computer or turning off the screen when someone is near - Acting in a secretive manner when using the computer or mobile phone - Spending excessive amounts of time on the computer or mobile phone - Becoming upset or angry when the computer or mobile phone is taken away During times when remote education is being utilised, the school will frequently be in contact with parents to make them aware of their activities online, but also to reinforce the importance of pupils staying safe online, and explaining how filtering and monitoring procedures work. Staff will be aware that a cyberbullying incident might include features different to other forms of bullying, prompting a particular response. Significant differences may include the following: - Possible extensive scale and scope – pupils may be bullied on multiple platforms and using multiple different methods that are made possible by virtue of the bullying taking place online - The anytime and anywhere nature of cyberbullying – pupils may not have an escape from the torment when they are at home due to the bullying continuing through technology at all times - The person being bullied might not know who the perpetrator is – it is easy for individuals to remain anonymous online and on social media, and pupils may be bullied by someone who is concealing their own identity - The perpetrator might not realise that their actions are bullying – sometimes, the culture of social media, and the inability to see the impact that words are having on someone, may lead to pupils crossing boundaries without realising - The victim of the bullying may have evidence of what has happened – pupils may have taken screenshots of bullying, or there may be a digital footprint that can identify the perpetrator The school will support pupils who have been victims of cyberbullying by holding formal and informal discussions with the pupil about their feelings and whether the bullying has stopped. In accordance with the Education Act 2011, the school has the right to examine and delete files from pupils’ personal devices, e.g. mobile phones, where there is good reason to do so. This power applies to all schools and there is no need to have parental consent to search through a young person’s mobile phone. In these cases, the school’s Searching, Screening and Confiscation Policy will be followed at all times. Cyberbullying and the Law The school community has a duty to protect all its members and provide a safe, healthy environment. The Education and Inspections Act 2006 (EIA 2006) outlines legal powers which relate directly to cyberbullying. The EIA also provides a defence for school staff in confiscating items such as mobile phones from pupils. Civil and Criminal Law: There are laws that apply to harassing or threatening behaviour, or menacing and threatening communications. Some cyberbullying activities could be criminal offences under different laws: - The Protection from Harassment Act 1997 - The Malicious Communications Act 1988 - Section 127 of the Communications Act 2003 - The Public Order Act 1986

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In the fast-paced digital world, traditional eLearning methods are constantly evolving to meet the demands of learners seeking interactive and engaging experiences. One such innovation that has gained significant traction is the integration of augmented reality (AR) and virtual reality (VR) technologies. In this blog, we explore how AR is revolutionizing the eLearning landscape, enhancing learner engagement, and facilitating immersive learning experiences. AR: Unleashing Dynamic Learning Experiences Augmented reality is a technology that overlays digital content onto real-world environments, creating a seamless integration of virtual and physical elements. In the context of eLearning, AR enhances learner engagement by providing interactive and immersive experiences that bridge the gap between theory and practical application. By integrating AR elements into eLearning modules, learners can visualize complex concepts in real-world scenarios, boosting their understanding and retention of information. AR in Simulations and Training One of the key applications of AR in eLearning is through simulations and training modules. By immersing learners in interactive virtual environments, AR enables them to practice skills and procedures in a realistic setting. For example, medical students can use AR to simulate surgical procedures, allowing them to gain practical experience and refine their techniques before entering an actual operating room. Similarly, AR can be utilized in the training of assembly line workers, empowering them to familiarize themselves with intricate machinery and processes. Interactive and Gamified Learning AR also brings a new level of interactivity and gamification to eLearning. By overlaying digital elements onto physical objects, learners can engage in interactive quizzes, challenges, and simulations, making the learning experience more enjoyable and captivating. This gamified approach not only motivates learners but also promotes active participation, problem-solving, and critical-thinking skills. Creating Dynamic Learning Objects AR technology enables the creation of dynamic learning objects that can be accessed from anywhere, at any time. Learners can use their smartphones or tablets to scan and interact with AR-enabled objects, such as textbooks, posters, or even museum exhibits. This allows for a personalized and self-paced learning experience, where learners can delve deeper into topics of interest through additional interactive content, videos, or 3D models. The Role of Virtual Reality (VR) in eLearning While AR amplifies the real-world experience, virtual reality (VR) takes learners to entirely virtual environments. By immersing learners in a simulated reality, VR offers unparalleled opportunities for experiential learning. From exploring historical sites to practicing public speaking, VR provides a safe and controlled environment for learners to engage in realistic scenarios, fostering confidence and enhancing skills. The Role of Pluribus Technologies At the forefront of innovative eLearning solutions, Pluribus Technologies recognizes the transformative power of AR and VR in education. By leveraging such technologies, Pluribus Technologies aims to revolutionize the way learners acquire knowledge and skills. As the parent company of LearningNet, Pluribus Technologies endeavors to integrate cutting-edge AR and VR technologies into eLearning platforms, ensuring a rich and engaging learning experience for all. Augmented reality and virtual reality have emerged as powerful tools in the eLearning landscape, revolutionizing the traditional learning experience. By allowing learners to visualize complex concepts, practice skills in a risk-free environment, and fostering interactivity, AR and VR have the potential to enhance knowledge acquisition and skill development. Pluribus Technologies, as an advocate of forward-thinking eLearning solutions, embraces these technologies, aiming to shape the future of education. To explore the possibilities of AR and VR in eLearning, visit The Learning Network and learn more about Pluribus Technologies' innovative initiatives at our website.

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A deadly fungal disease that infects northern long-eared bats has caused such a sharp decline in their numbers that the United States Fish and Wildlife Service (USFWS) declared the species endangered this week. The disease, called white-nose syndrome, is caused by the fungus Pseudogymnoascus destructans, also called Pd. Pd attacks bats’ bare skin while they’re hibernating, forming a visible white fuzz on their snouts, ears and wings. “This listing is an alarm bell and a call to action,” USFWS director Martha Williams says in a statement. “White-nose syndrome is decimating cave-dwelling bat species like the northern long-eared bat at unprecedented rates.” The fungus was first documented in 2006, when explorers photographed bats with telltale white noses in a cave near Albany, New York. The disease has since spread to 12 bat species in at least 38 states and eight Canadian provinces, killing millions of the flying mammals across North America. At affected sites, white-nose syndrome has led to an estimated 97 to 100 percent decline of northern long-eared bats. The disease has spread to 80 percent of the species’ geographical range and will likely affect the bats’ entire territory by the end of the decade, per the USFWS. Pd causes hibernating bats to wake up more frequently, leading them to burn up fat reserves and eventually starve. Even before they’re aroused from their slumber, sick bats use up energy twice as quickly as healthy ones do. Pd spreads from bat to bat through physical contact, but they can also pick it up on cave surfaces. Humans can accidentally spread the fungus from one area to another by tracking in spores on their clothes or shoes. Current evidence suggests humans are at extremely low risk for infection—the fungus only grows at temperatures much lower than the human body, and no cases of white-nose syndrome have ever been documented in humans exposed to infected bats, per the National Park Service. In 2015, the Fish and Wildlife Service listed northern long-eared bats as threatened because of the disease. “Bats are a critical component of our nation’s ecology and economy, maintaining a fragile insect predator-prey balance; we lose them at our peril,” Dan Ashe, former USFWS director, said in a 2015 statement. “Without bats, insect populations can rise dramatically with the potential for devastating losses for our crop farmers and foresters. The alternative to bats is greater pesticide use, which brings with it another set of ecological concerns.” Annually, the pollination and pest control services that bats provide contribute at least $3 billion to the U.S. agriculture economy, per the USFWS statement. Efforts to help the species’ recovery will focus on forested areas where the bats roost in summer, writes John Flesher for the Associated Press (AP). The service also plans to work with wind companies to reduce fatalities from turbine strikes. The bats’ endangered status takes effect on January 30, 2023. “This species is in dire straits, but we never want to give up hope,” Winifred Frick, chief scientist with the nonprofit Bat Conservation International, tells the AP. “We can do amazing things when we work hard and have legal protections in place to protect these small colonies that are left.”

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Spelling is a really key part of becoming a successful writer but we all know that it can, at times, be a challenge to ensure that learning spellings is an interesting and beneficial experience for our children. Below are some resources that will help to achieve this. For spelling practice, SpellingFrame is an amazing resource which provides word lists to practise and then test children on. It breaks words down into their sounds and it can be both read and spoken aloud on the website. It has lists all the way from Y1 to Y6. We cannot recommend this resource enough! Currently, all of our children should have an Education City log in. This website is a great place to start with support for spelling and other grammar activities. Each activity is short and sharp and the children really enjoy the interactive nature of this site.

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It is important to know about gopher turtles not because they make great pets. You should know more about them because they are on the endangered list. It is therefore illegal to pick up, sell, transport or privately care for gopher tortoises. Their endangered status is significant because they are the single species of tortoises that carry the distinction of originating in the US. If you see a gopher turtle, you should avoid touching it. If you cannot tell the difference between turtles and tortoises, you could make the mistake of returning it to the water where it could die. Touching some of these tortoises could also distress them enough to kill them slowly. If you see a stray gopher tortoise, you should make your discovery known to the proper wildlife agencies for proper action. You would know a gopher turtle when you see one. Its size ranges from 9 to 15 inches. Unlike turtles, it has a carapace, or top shell, that curves downward. The top of the dome however is flat. Adults have brown or dark shells while younger ones may have lighter shells. Its plastron, or underside, is colored yellow. One other distinctive feature of these tortoises is its legs. It has large back legs. Its front legs are smaller but are stubby. This makes them perfect for walking on land and for digging. Unlike other turtles, the gophers generally have a preference for plant food over animal food. They feed on a variety of leaves and weeds and sometimes on fruits too. These tortoises can be found in Florida and other southeastern areas. They live mainly on dry sand, digging their own homes or burrows. Their preference for digging is most likely a reason for their being known as gopher turtles. Their burrows can have a tunnel of more than 10 feet long that terminates into a hollow resting area. Aside from providing shelter, these burrows also have one other important ecological function. They also serve as havens for animals when wild fires break, thus saving many of these animals from death. From all appearances, the natural environment of gopher tortoises is unique. It is also generally more difficult to copy. This is why saving them from extinction is even more difficult. This is also why you shouldn’t attempt saving gopher tortoises on your own even if the law allowed it. Legal conservation agencies would know better how to replicate the natural habitat of these turtles. The legal and expert care of these tortoises present other challenges. Gopher tortoises are prone to respiratory tract infections as well as bone or scute problems. Help save a gopher turtle when you can. If you are not very sure if you are face to face with a gopher tortoise or some other species of turtle, contact the authorities. Do not touch stray turtles unless you are absolutely sure that they aren’t of the gopher species. Turtle Tanks Tip #1 Remember that turtles are not all alike. Each different species and sub species require different housing, feeding and water needs. Only after you have properly identified your turtle can you create the perfect environment for raising it. Therefore, your first concern should be to clearly identify what species your pet turtle is. Turtle Tanks Tip #2 Aquatic turtles should be kept in aquariums that have fairly deep water, a basking area, and heat and light sources. Turtles that are mostly terrestrial still need to have some water but should not be kept in aquariums. They will be happier in wide wooden or plastic enclosures that contain the right substrate and a wading dish. Turtle Tanks Tip #3 Be sure to wash and sterilize anything you pick up from the yard before placing it in the turtle tank. Don’t add any decorations in the tank that are sharp, pointed, or small enough that your turtle could potentially swallow them.

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The March of Dimes spans over 80 years. It began with the fight against polio. When immunizations conquered polio, it continued with the goal of prevention of birth defects dedicated to creating a world of healthy moms and babies. Many things can alter the normal intrauterine development of the fetus. The factors that can alter a fetus may come from genetics, the environment, medications, infections, and some very common things such as alcohol and sugar. High blood sugar (hyperglycemia) is felt to be the cause of harmful effects on an infant, primarily the heart. Alcohol is known to be the harmful factor causing a group of problems in babies whose mothers drank. April is Fetal Alcohol Awareness Month. The American Academy of Pediatrics has a discussion about Fetal Alcohol Spectrum Disorders (FASDs) in healthychildren.org. These effects can have lifelong implications, including physical, mental, behavioral, and/or learning disabilities. The Centers for Disease Control and Prevention (CDC) estimates that more than 8000 babies in the U.S. could be born each year with full FAS. Part of the difficulty in obtaining an exact number is that only 20% of the individuals have abnormal bodily features that are diagnostic of fetal alcohol exposure. It is felt that the number of children affected is much higher because of the limitations in diagnosis. FAS (Fetal Alcohol Syndrome) is on the most severe and describes people with the greatest harmful effects that have symptoms so distinct that the diagnosis is based on special measurements and findings in each of the following areas: - Three specific facial abnormalities: a smooth philtrum (the area between the nose and upper lip), thin upper lip, small horizontal eye measurements - Growth deficit - Central nervous system abnormalities While some individuals with FASD do not have abnormal facial features or growth problems, they may have problems with how their brain and nervous system were formed. They may have problems with intellectual disability, behavior and learning problems. FASDs can happen only when a pregnant woman consumes alcohol. The alcohol crosses the placenta and enters the baby’s blood where it can damage the developing brain and other organs. It is difficult to diagnose FASDs as there is no single test that can cover the broad range of FASD signs and symptoms. FASDs are 100% preventable if a woman does not drink alcohol during pregnancy. There is no one treatment for a child with FASD but each child with FASD should be associated with a medical home to coordinate and facilitate all the necessary medical, behavioral, social and educational services. There is no cure for FASDs but identifying children with FASDs as early as possible as early identification and enrollment in therapy and educational programs can significantly improve an affected child’s development and future. There is no safe time during pregnancy to drink and there is no safe amount to drink. Remember this is 100% preventable. Every pregnancy should have good prenatal care to help provide a healthy mother and baby. Dr. Sally Robinson Clinical Professor, Dept. of Pediatrics Keeping Kids Healthy

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With a cover of vegetation, the soil gains a protective layer and is not directly exposed to the effects of rain and wind. However, cultivated and bare soil can be severely affected by water erosion and by wind erosion. On sloping land, water erosion can be severe when rain beats down on bare soil without a plant cover or plant residues on the surface. The clay particles carried off by rain are accompanied by particle-bound phosphorus, which collects at the lowest point in the field or is lost to drains. On dry, bare soil, wind erosion can cause damage when bouncing sand grains whip the emerging crop. As this photo shows, slurry can reduce wind erosion by binding the soil and preventing soil movement. Water carries away P Heavy rain and intensive snowmelt can transport soil away from arable land. This water carries away soil particles, plant nutrients and organic material to streams, lakes and seas. Sloping fields are the worst affected. The steeper the slope, the greater the erosion since the speed of water runoff increases. A doubling in runoff speed down a slope gives water four times as great erosive force on the soil. Losses of phosphorus (P) can increase sharply with water erosion, since much of the phosphorus in soil is bound to the surface of clay particles. Bouncing in the wind Wind can also shift particles around the size of a grain of sand or less when the soil is bare and dry. Material <1 mm bounces along over the surface, while material <0.1mm can be carried freely in the wind. Loess soils are formed as wind-borne deposits. Wind erosion can be decreased by planting shelterbelts, adding manure to the soil surface and growing protective crops. The wide open prairie areas in e.g. the USA and Canada for example are severely affected by wind erosion. Minimal tillage helps In such prairie areas or in areas of sloping arable land, various forms of minimal tillage are recommended and applied as a countermeasure to both wind and water erosion. A shallower tillage depth means that harvest residues are accumulated in the uppermost layer of the soil. This increases the amount of organic material in the upper soil layer, which in turn improves aggregate stability and renders the soil more resistant to the impact of raindrops and the drag of wind. When ploughing a sloping field, contour ploughing is a useful method to decrease the risk of erosion. It takes advantage of the topography of the field to ensure that water infiltrates on the spot instead of running off along furrow trenches. Plant cover protects Harvest residues that are left on the soil surface are another contributing factor to why minimal tillage protects against erosion. In general, both plant and residues on the surface effectively slow the rate of movement of water and wind over the soil surface. In purely physical terms, a growing plant cover or plant residues also actively protect against the impact on raindrops on the soil surface as one example. Among our usual crops, a permanent grass ley provides the best protection, while cereal offers moderate protection. Row crops such as sugar beet or maize leave part of the soil bare and thus provide weaker protection. The worst option from an erosion perspective is a cultivated fallow with nothing growing and no crop residues left on the soil surface. Loess soil = porous, wind-deposited soil that often has particles in the size range around silt (see more in table "Particle size distribution" in chapter The building blocks of soil). Loess soils are found in Eastern Europe and Ukraine and can extend to a depth of over 100 metres Contour ploughing = involves ploughing along the height contours of the land

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Farming in Walsham in the Middle Ages The account rolls of which twenty-six, mostly from the 15th century, survive are the annual balance sheets of the manor and give different information. Officials ran the manor for the absentee lord and were obliged to account for every tiny item. Each account is set out in a particular pattern, with income followed by expenditure. On the reverse of the parchments, usually about one metre long, are the stock accounts ie: the grain and animals remaining on the manor farm. The names of tenants who held land and houses by paying fixed (permanent) rent are listed with details of the property, its size and location. In addition to cash rent, villeins (as opposed to free tenants) owed works and services on the lord’s own (demesne) land in return for their houses and land. These works included ploughing, carrying and spreading manure, weeding or hoeing, mowing of hay, reaping at harvest time and running errands. The works were a tremendous burden, taking tenants away from their own fields at times when they most needed attention. By the 15th century it was becoming difficult for the lord to find enough labour to work his demesne land: after the Black Death of 1349 the population in Walsham halved and the peasants were in a better bargaining position. They gradually began to pay ‘compensation’ to the lord instead of doing the services and he was obliged to pay men to work on his land. This become uneconomical and so the demesne land was gradually leased to villeins for a set number of years for cash rent. This is also listed giving the name of the tenant and the size and location of the land. Rents were always the largest and most profitable items. Among the names of the lord’s own fields were Dovehouse Wong, Doucedeux and Master John’s Close. The open fields, where both the lord and his tenants held narrow strips of arable land, were Mill Field, North Field, South Field, Well Field and West Mill Field. As well as a set number of works and services tenants were required to carry out boon works at short notice. These consisted of Ploughale – winter ploughing with food and ale provided, Reapale – getting the harvest in and Tumbrel – tenants providing either a cart or man-power for the lord’s carts. There are two good examples of the latter in the early 15th century. In 1402/3 (the accounts ran from Michaelmas to Michaelmas) twelve men with six carts went to Haddiscoe in Norfolk to fetch timber for a new windmill. Haddiscoe is on the marshes with no obvious woodland so presumably the timber had been imported into Kings Lynn and shipped down the Waveney. In 1406/7 three carts went to Santon (probably a mis-spelling of Stanton) to fetch bricks and take them to Westhorpe, presumably to the hall there. Walsham shared a lord/lady with Westhorpe and lady Elizabeth Elmham may have been carrying out alterations or extensions after the death of her husband Sir William early in 1403. Twelve pigeons, forty lambs and thirty-five capons were among the items bought by Walsham for his funeral feast. He had spent Christmas at Westhorpe Hall supplied with a boar and game birds from Walsham. Expenses were also allowed for six men looking after the manor for four weeks after his death. Most houses had surrounding land, up to 40 acres in the case of some on the outskirts of the village. Those who lived in the street with only a garden or small plot, had additional land in the open fields. At least 10 acres were required to sustain an average family. Most tenants also had a strip of meadow in the Mickle or Great Meadow at West Street to provide hay for winter feed. But both Walsham and High Hall had their own farms run with labour supplied by the works and services of the villeins. Only two accounts survive for High hall, the others are for Walsham manor after they were amalgamated. The demesne land of High Hall is listed in a Rental of 1327 and comprised a total of 198 acres, all at East End near the hall. Amongst the fields mentioned by name are St. Katherine’s Croft, Ulversrowe and Thirty Acres. All these fields were ploughed, harrowed, sown, weeded and harvested by villein labour. Buildings in the farmyard included a granary, threshing barn, stable, ox-shed, poultry-house, sheephouse and bakehouse. Sheepcote Croft also belonged to High Hall. The sheepcote was an elaborate structure designed to give some protection from the elements during lambing, shearing etc. Walsham manor farmed c.236 acres as demesne including Brooms Wong, Old Toft and Childerwell. Apart from strips in the Mickle Meadow, 17 acres called Little Meadow was the lord’s own meadow. All this land was quite close to the manor hall and farm in Summer Road. Each manor had a dovecote supplying pigeons and each manor farmed fish. There were many days in the medieval year when, for religious reasons, meat was not eaten. Instead fresh water fish were bred in fishponds. Walsham manor had its own, still known as Fishponds and High Hall would have kept the moat well stocked. There were four woods belonging to the manor; Ladys Wood was on the south parish boundary with Badwell Ash, North Hall Wood was north of Walsham manor in Summer Road, High Hall or Nether Hall wood was north of High Hall manor at the east end of the parish and Luchesdell Grove was close to where Bribery Cottage now stands. Tenants could buy the underwood or coppicing of small areas of these woods for building, fencing, thatching etc. and also standard trees with oak, ash, elm, white and black poplar being the most common. Ditches surrounded the woods with hedges made of faggots ie: dead hedges, to keep animals out. Tenants were paid 6d to make 100 faggots, about 1½ or 2 days wages. Costs of the ploughs and carts include 8d a day to William Saddler and his son from Stanton making leather collars, saddle-pads etc. Trees were felled and the timber shaped to make and mend ploughs and carts. Metal plates for carts were made from old iron. Buildings were thatched, barns repaired and gates made. Great emphasis was placed on gates, doors, locks and keys; security was obviously essential. There were hungry peasants about. Tar and salve were bought for dealing with sheep disease and red ochre for marking after shearing. Hurdles were made for enclosing the sheep. Unless they paid an exemption fine, everyone’s sheep were folded with the lord’s flock at night so that he got the benefit of the manure. Robert Margery was the hurdle-maker for many years. In 1402/3 it cost 2s 6½d to wash and shear 202 sheep. Sheep were milked for cheese making (see illustration). The permanent ploughmen were paid 8s a year plus food. One of them, William Man, was given an extra 2s for good service. This may have been a retirement gift because he is recorded as being ill and his son John then became the plough leader. Walsham appears to have been a fairly benevolent manor and the harvest costs reflect this. They include wheat bread (not normal peasant diet), ale, mutton and other meat, pigeons, herrings and other fish, milk, cheese, eggs, butter, oatmeal (for pottage), salt, pepper and even saffron in one account. Candles were always included, presumably to light the hall or barn for the late meal, as every hour of daylight would have been spent working in the fields. Gloves were also bought to protect the hands of some workers. When tenants carried out boon works they each received a loaf of wheat made from a 20th of a bushel for their mid-day meal. But for their supper the free men had wheat bread and the villeins had a loaf of mixed corn – maintaining the status quo! Two bushels of wheat, rye and peas were sown per acre, 3 bushels of barley and 2½ – 3 bushels of oats. Unfortunately yields are not given per acre so no comparison can be made with today’s harvests, although their yields would certainly have been much, much less. Although they lacked the fertilisers and herbicides that modern farmers use, medieval men knew that seed and stock needed renewing from time to time. The bailiff journeyed with carts to Bowthorpe near Norwich to buy fresh barley seed and animals were also bought in. After supplying the manorial servants, baking bread for harvest and for the lord and his guests at Westhorpe and feeding the animals, the surplus wheat, barley, oats and peas were sold, sometimes to local people, sometimes at Bury. The price varied considerably from year to year but it is noticeable that if it was kept back and not sold until the following year ie: when stocks were running out, it fetched a higher price. This extract is from an account of High Hall manor dated 1327. - Sales of corn – 21s 8d received from 5 qrs. of wheat sold around Christmas, per qr. 4s 4d. - 23s 4d received from 5 qrs. of wheat sold in Lent, per qr. 4s 8d. - 30s received from 5 qrs. of wheat sold at Easter, per qr. 6s. Straw including pea straw was sold to local men. There is evidence that some form of ridge and furrow ploughing was used. The seed was sown on the ridge with drainage furrows either side to drain off surplus water. There are costs for corn being weeded, teasels mown on fallow land before ploughing and bracken cleared from barley. The stock accounts list all the types of grain remaining in the grange, newly harvested corn and details of sales. These include wheat, rye, barley, oats, peas, beans and bullimong (a mixture of oats, beans etc. sown together for animal feed). Animals included carthorses, stots (either horses or oxen used for ploughing), colts, oxen, bulls and bullocks, cows, steers and heifers, calves and the hides, dressed or tanned of all these animals. Sheep included rams, wethers, ewes, hoggets and gimmers and lambs. In 1390/91 a total of 946 lambs were in the custody of several named shepherds. Animals were delivered to Westhorpe for the lord’s larder and also fed to the officers who attended the manor court. Fleeces, sheepskins, pelts and lambskins had to be weighed or counted – one lamb was not sheared because it was too weak. Capons, hens, cockerels and eggs were part of rent paid by tenants. In one year the dovecotes at Walsham and High Hall manors produced 543 pigeons which all ended up on the plates of the lord and his guests at Westhorpe. Some accommodation was available at Walsham manor and was used by court officials when the court lasted for two or three days. Pepper and cumin were paid as rent and always entered – ½ lb of each. Ploughing services and all the other works were entered in the stock account. Winter works included ploughing, carrying manure, gathering stubble, weeding, harrowing rye and oats, sowing furrows of wheat and peas, making drainage furrows, stacking straw for the thatcher, filling carts with dung and spreading it upon the land, making hedges round the woods, stopping up gaps in the hedges and shredding withies for making hurdles. Each year, along with the ale-tasters, were elected a reeve, a hayward and a woodward. These were local villeins who took it in turns to carry out supervision of the works and services and to collect rents. By the 15th century they were able to avoid these onerous tasks that would have interrupted work on their own land and made them less than popular with their fellow men, by paying a fine. Instead the work seems to have been done by a bailiff who was an official employed and paid by the lord. Although only twenty-six of these accounts survive, used together with the information from the court rolls and rentals, it really is possible to build up a picture of Walsham in the middle ages. I hope this goes some way towards explaining my obsession with the people and the places involved and help my friends to understand why I bore them to death with it! Note: I have printed a full translation of two accounts ie: 1402/3 and 1406/7 together with an explanatory introduction. If you would like to learn more about medieval farming in Walsham, you can buy a copy from Rob Barber or Brian Turner or at one of the meetings of the Walsham Village History Group. What the Papers Said Bury Free Press 20th January 1877 A poor woman in Walsham le Willows was heating her oven after cleaning it out when she was seized by an epileptic fit and fell on the burning embers that had just been drawn from the oven. A woman named Moore found her after a short time with her clothes on fire and a man named Cason, who was passing at the time, extinguished the flames. Dr Short quickly attended the woman who was dreadfully burnt on her right side from wrist to shoulders and on her breast. Great doubts are entertained as to her recovery.’ Bury Free Press 31st March 1877 ‘The late accident by burning. The poor woman, the wife of James Adams, who met with a fearful accident in the village reported about ten weeks ago, expired after the most intense agony on Sunday last. Every attention and care had been taken with the poor creature but without avail. The deceased had been subject to fits without warning for the past few years. She leaves a husband and six children.’ Bury Free Press 26th May 1877 ‘Death by Drowning – We much regret to state that Mr. John Thurston, farmer of High Hall in the parish of Walsham le Willows, was found drowned in a pool near his house on Friday last. At an inquest it was found that the intellect of the deceased was impaired and his body in a very weak condition. Eliza, the wife of William Blake, who worked for the deceased for some years said that Mr Thurston said he was going out to give corn to the horses but when she looked for him found him in the moat in front of the house immersed in water. Robert Hunt and Robert Frost of Finningham got him out and when they turned him over he appeared quite dead. Dr Short of Walsham said he had known the deceased for nearly ten years. When he attended the incident he found no marks of violence. It was his belief that the death was accidental.’ 100 Years Ago in Walsham le Willows – Spring 1902 Bury Free Press 26th January 1902 At Ixworth Petty Sessions Gordon Locke, a farmer of Walsham le Willows, was charged with killing a pheasant without having a licence. He was fined £1.’ Bury Free Press 1st March 1902 Miss Caroline Martineau, a familiar figure to Walsham, passed away at her London home. She was the youngest sister of Mr John Martineau. The deceased lady had been in failing health for some time having been confined to her room for a few weeks. Her death was not unexpected. She was cremated at Woking. Many will lose a true friend of cheery and optimistic disposition who took great interest in the people of the village and much good was done by her in an unassuming manner.’

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Energy Sources in a Classroom – Scavenger Hunt by: Roy Bentley I had the opportunity to attend the NSTA Convention that was held last month in Boston. It was a great show with amazing displays, topics and speakers. And of course, we had the PowerWheel there demonstrating how easy it is to teach about energy. One of the points that came up during the show that struck me as worth exploring further was when we asked the teachers we were working with was “what sources of energy do we have in the classroom” The teachers at the show answered the lights, the power outlets, the sunshine through the windows and possibly the forced air from the heating/cooling system. No one referred to the faucet. When the teachers were asked if they had ever had the electricity fail in the school they all answered yes. When asked if they had ever experienced a water failure in the school they all answered no. It was concluded that the most reliable source of energy in the room was the faucet/(gravity). Here is a simple classroom or home activity to help students realize how many energy sources are around them all the time! Here is a great way to help students understand how energy surrounds them every day… - Have the class brainstorm with you all of the types of energy that they know and where it comes from: - Mechanical, solar, electrical, hydro, kinetic, wind, atomic, coal, oil, food etc. - Divide the class into partners and ask them to write down all the sources and examples of energy that they see around the room. - Suggestion: If there is the opportunity, it is also great for the students to be able to discover all of the sources of energy that are in the school. Let them walk through the building and add to their lists. - Suggestion: Have the students record the number of outlets that are in the room or in a portion of the school. - Suggestion: Have the custodian of the school show the students where the heat/furnace room is…it is a great visual for students to see how much energy it takes to heat a school. - Have the students talk about what kinds of energy that they use when they are in the room or at school. - Example: Outlet=Electrical energy - Example: Sunlight=Solar energy - When the students finish compiling their list and examples, ask them how many put down the faucet/ (gravity) as a source of energy? - Discuss with the class how the water that comes from the faucet in the sink is a great source of reliable energy and can provide the electrical energy that could power the whole room. The more that we can help students, and in fact everyone, learn about the energy that is part of our daily lives…the easier it is going to be to help make all of us good stewards of that energy. Roy Bentley is the Chairman/CEO of RB-MFG… the Designer of the PowerWheel and the Me Energy Application. His major goal is to help provide the tools and resources that will help educators and communities become more informed and more comfortable with teaching about energy.

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4-H STEM at the State Fair curriculum Experience the Mississippi State Fair with the young people in your life through hands-on STEM experiences. STEM is an acronym for science, technology, engineering, and math. Did you know that 76 percent of all 4-H projects are STEM-related? Preparing young people to meet the needs of our state, our country, and our world is critical to both their success and our future. In 4-H, we believe that youth should learn by doing; this means applying what they have learned through hands-on experiences. This STEM at the State Fair Facilitator’s Guide provides several fun lessons you can do with youth before, during, and after the State Fair. When appropriate, each lesson is cross walked to recommended educational standards. As you make plans to visit the State Fair this year, please reach out to your local county Extension office and join us for 4-H Day at the Fair! Contact your local county Extension office to order copies of this publication! The Mississippi State University Extension Service is working to ensure all web content is accessible to all users. If you need assistance accessing any of our content, please email the webteam or call 662-325-2262.

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Resistance: Ross's Legacy Related ImagesSee the photographs related to this lesson Begin the class by asking students, individually or in groups, to create a working definition for the word "resistance." Working definitions are not found in the dictionary; rather, students create them based on what they know. To help the class reach these definitions, consider the following question: In what ways do people resist? Have the students participate in a Gallery Walk Gallery Walk of the photographs. To frame this gallery walk, ask the students to think about how the photographs might change their definitions of "resistance." When the students have completed their gallery walk, ask them to revise their working definition to include any new ideas they have gathered from the photographs. Have each group share their original working definitions and their new definitions. Ask them to explicitly identify the ways the photographs affected their definitions of "resistance." Transition to a whole group debrief of the exercise using these questions: It was very risky for Henryk Ross to take and hide these photographs. Why do you think he chose to take this risk? How is photography, particularly Henryk Ross's, an act of resistance? What other examples of resistance occurred during the Holocaust? How are these acts of resistance similar to or different from Ross's actions? Photograph of Henryk Ross and his photographs at the Eichmann Trial in Jerusalem. The Ringelblum Archive was clandestinely compiled between 1940 and 1943 under the leadership of historian Emanuel Ringelblum in the Warsaw Ghetto.

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8th century gamma ray burst irradiated the Earth Royal Astronomical Society An artist's impression of the merger of two neutron stars. Short duration gamma-ray bursts are thought to be caused by the merger of some combination of white dwarfs, neutron stars or black holes. Theory suggests that they are short lived as there is little dust and gas to fuel an 'afterglow'. Credit: Part of an image from NASA / Dana Berry. A nearby short duration gamma-ray burst may be the cause of an intense blast of high-energy radiation that hit the Earth in the 8th century, according to new research led by astronomers Valeri Hambaryan and Ralph Neuhӓuser. The two scientists, based at the Astrophysics Institute of the University of Jena in Germany, publish their results in the journal Monthly Notices of the Royal Astronomical Society. In 2012 scientist Fusa Miyake announced the detection of high levels of the isotope Carbon-14 and Beryllium-10 in tree rings formed in 775 CE, suggesting that a burst of radiation struck the Earth in the year 774 or 775. Carbon-14 and Beryllium-10 form when radiation from space collides with nitrogen atoms, which then decay to these heavier forms of carbon and beryllium. The earlier research ruled out the nearby explosion of a massive star (a supernova) as nothing was recorded in observations at the time and no remnant has been found. Prof. Miyake also considered whether a solar flare could have been responsible, but these are not powerful enough to cause the observed excess of carbon-14. Large flares are likely to be accompanied by ejections of material from the Sun's corona, leading to vivid displays of the northern and southern lights (aurorae), but again no historical records suggest these took place. Following this announcement, researchers pointed to an entry in the Anglo-Saxon Chronicle that describes a 'red crucifix' seen after sunset and suggested this might be a supernova. But this dates from 776, too late to account for the carbon-14 data and still does not explain why no remnant has been detected. Drs. Hambaryan and Neuhӓuser have another explanation, consistent with both the carbon-14 measurements and the absence of any recorded events in the sky. They suggest that two compact stellar remnants, i.e. black holes, neutron stars or white dwarfs, collided and merged together. When this happens, some energy is released in the form of gamma rays, the most energetic part of the electromagnetic spectrum that includes visible light. In these mergers, the burst of gamma rays is intense but short, typically lasting less than two seconds. These events are seen in other galaxies many times each year but, in contrast to long duration bursts, without any corresponding visible light. If this is the explanation for the 774 / 775 radiation burst, then the merging stars could not be closer than about 3000 light years, or it would have led to the extinction of some terrestrial life. Based on the carbon-14 measurements, Hambaryan and Neuhӓuser believe the gamma ray burst originated in a system between 3000 and 12000 light years from the Sun. If they are right, then this would explain why no records exist of a supernova or auroral display. Other work suggests that some visible light is emitted during short gamma-ray bursts that could be seen in a relatively nearby event. This might only be seen for a few days and be easily missed, but nonetheless it may be worthwhile for historians to look again through contemporary texts. Astronomers could also look for the merged object, a 1200 year old black hole or neutron star 3000-12000 light years from the Sun but without the characteristic gas and dust of a supernova remnant. Dr Neuhӓuser comments: "If the gamma ray burst had been much closer to the Earth it would have caused significant harm to the biosphere. But even thousands of light years away, a similar event today could cause havoc with the sensitive electronic systems that advanced societies have come to depend on. The challenge now is to establish how rare such Carbon-14 spikes are i.e. how often such radiation bursts hit the Earth. In the last 3000 years, the maximum age of trees alive today, only one such event appears to have taken place." More information: The team's paper will be published online in the Oxford University Press journal Monthly Notices of the Royal Astronomical Society at 9am on Monday 21 January. The paper will be available via mnras.oxfordjournals.org/content/early/2013/01/08/mnras.sts378.full . A preprint of the paper can be seen at xxx.lanl.gov/abs/1211.2584

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What is Autism? Autism spectrum disorder (ASD), or autism, is a developmental disability that can cause significant communication, communication, and behavioral challenges. The thinking, learning, and problem-solving abilities of individuals with autism can range from gifted to severely challenged. Some individuals with autism need only a bit of help in their daily lives; others need more. While there's no cure for autism, early treatment can make a big difference in the lives of many children. ASD is the fastest growing serious, developmental disability, affecting an estimated one out of 59 kids in America. Autism begins in early childhood and eventually causes problems functioning in society — at work, in school, and socially, for example. Often kids show symptoms of autism within the first year. Autism impacts how people perceive and socialize with others, causing problems in social interaction and communication. Autism can look different in different people. Kids with autism have a hard time interacting with others. Social skills difficulties are some of the most common signs. A child with ASD might want to have close relationships but not know how. Most have some problems with communication. Kids with ASD also act in ways that seem unusual. Examples of this can include repetitive behaviors like jumping, hand-flapping, constant moving, fixations on certain objects, fussy eating habits, impulsiveness, and aggressive behavior. The exact cause of ASD is not known, but it's believed that genetic and environmental factors are involved. Research shows that ASD tends to run in families. Changes in certain genes increase the risk that a child with develop autism. Research also shows that certain environmental influences may increase autism risk in people who are genetically predisposed to the disorder. Researchers are exploring whether certain factors such as medications, viral infections, or complications during pregnancy play a role in triggering ASD. Treatment options may include nutritional therapy, physical therapy, behavior and communication therapies, educational therapies, family therapies, and medications. No medication can improve the core signs of ASD, but specific medications can help control symptoms. For example, antipsychotic drugs are sometimes used to treat severe behavioral problems; certain medications may be prescribed if your child is hyperactive; and antidepressants may be prescribed for anxiety. Autism can impact your child's quality of life. If you think your child may have autism, find a pediatrician near you and schedule a consultation. Proper diagnosis and treatment of autism can help your child live a happier, more successful life. The earlier children with autism get help, the greater their chance of treatment success.

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Social work is a very broad term which can be quite hard to define, especially because different people have different ideas about what social work is for and who should do it. The difficulties in defining the term arise from the fact that the parameters and roles of social work are constantly evolving. Each nation takes a different approach to social work and how social care is provided to citizens. This article will look at the main concepts of social work which are used in the United Kingdom. The aim of social work Social work aims to provide support for people to help them to deal with the personal and social issues which affect their lives. Social workers do not aim to solve every problem, but they do hope to be able to help people to adapt to enable them to cope. Giving people the tools to help them to cope in future is part of creating a sustainable strategy to allow clients to continue to live independently. Social workers in the United Kingdom are asked to work with a wide range of different people. They can work with individuals or families to provide support. People can refer themselves to social services for support, but it is also possible for external organisations to refer people. Third parties which refer clients to social services may include; the police, medical professionals, housing associations, prisons, care homes or school teachers. People who are supported by social workers include; families, adults and children with learning difficulties, teenagers with mental health issues, young offenders, elderly people, people with substance abuse issues, prisoners, refugees and asylum seekers, carers, fosterers and potential adopters, and families who are required to live apart. Social work strategies Strategies of social work in the UK are largely underpinned by the major principles of human rights and social justice. Social workers must consider whether people are at risk and whether any crime has been or may be about to be committed. Steps should always be taken to reduce risk. Whenever possible, these steps should seek to avoid the deprivation of liberties. Removal and restrictions of freedoms should be one of the last options used in social work, and the benefits of this step should be clearly identifiable. In most cases, liberties are only restricted for a person when they are believed to be a risk to themselves or others. What is social care? Social care is one of the terms which is used to refer to the strategies which are used to help to care for people who are in need. Social care is provided to help to prevent physical or mental deterioration wherever possible, or to help to give people as much dignity as possible if it is not possible to prevent physical or mental deterioration. Social care strategies also aim to reduce isolation and promote social inclusion for people who may be otherwise unable to participate. Social care is normally coordinated and funded by the local authority (council). The actual provision of the care can be done by either a public or a private body. Care provision from the local authority may be means-tested. Therefore some members of society may not be eligible for some of the types of social care that are available from local authority. However, the local authority may be able to give advice about how to find private providers who offer similar support services for those in need. Social care can include community activities, as well as the provision of services and equipment. Advocacy and advice services can also come under the umbrella of social care, where these services are providing a social support function. A lot of the equipment which is provided as part of social care packages is designed to help people to continue to live independently. It may be possible to install special equipment into the clients own home to help them to meet their medical needs. Social care grant funding may be available for this on means-tested basis. Social care provisions can also include respite care, care homes and nursing home facilities. In the United Kingdom, most social workers are a member of a union. Unions aim to provide support and guidance to members, as well as producing policy documents which aim to shape national legislation. The British Association of Social Workers (BASW) has nearly 20,000 members across the United Kingdom. The number of social workers in the United Kingdom has fluctuated in recent years because of funding cuts to the sector. However, the number of people requiring social work and social care referrals has actually increased. The BASW are currently involved in lobbying the government and local authorities to help to ensure than more money is provided to the social care sector. This is an essential feature of being able to provide adequate social care to the citizens of the United Kingdom.

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Navigating autism is a multifaceted journey that involves families, caregivers, teachers, and areas working together to make a loyal atmosphere for people on the spectrum. Knowledge autism goes beyond understanding; it requires moving the unique difficulties and celebrating the varied skills that people who have autism provide to the world. For people, the navigation of autism often starts with the original diagnosis. That time can be filled with a variety of emotions, from uncertainty to a strong want to understand and support the initial needs of these child. The journey requires forging contacts with healthcare specialists, counselors, and support systems that play integrated functions in providing advice and assistance. One of the crucial aspects of navigating autism is recognizing the spectrum’s diversity. Each individual with autism is exclusive, with distinct talents, challenges, and communication styles. Navigating autism requires enjoying that range, fostering a tradition of popularity, and appreciating the abundance that accompany neurodiversity. Training represents a vital position in the journey of navigating autism. For teachers, it involves implementing inclusive practices, recognizing various learning models, and tailoring educational strategies to allow for the varied wants of students on the spectrum. Providing a loyal and understanding learning setting empowers people with autism to thrive academically and socially. Neighborhood engagement is crucial in navigating autism successfully. Regional areas may foster inclusivity by coordinating understanding activities, giving assets, and making areas that provide physical differences. Navigating autism within areas involves an open discussion that encourages popularity and stops working stereotypes and stigmas associated with the spectrum. Therapies and interventions are important the different parts of the navigation process. Occupational therapy, presentation treatment, and applied behavior examination (ABA) are among the various interventions that help individuals with autism in establishing important life skills and improving their quality of life. Navigating autism through healing interventions involves cooperation between specialists and families to create designed options that handle diagnosing autism in adults australia needs. Advocacy is really a cornerstone of moving autism on a broader scale. Advocates enjoy an essential role in raising attention, influencing plan changes, and selling inclusive practices in various sectors. Moving autism through advocacy involves augmenting the comments of individuals on the spectrum and their families to make a more understanding and encouraging society. The trip of navigating autism extends into adulthood, emphasizing the importance of planning persons on the variety for separate living and meaningful employment. Employment programs, vocational education, and ongoing support donate to a more inclusive culture that prices the unique benefits of an individual with autism. In summary, moving autism is an ongoing method that will require venture, understanding, and a responsibility to developing a earth that holds neurodiversity. Through knowledge, advocacy, supportive towns, and individualized interventions, the journey of moving autism may convert problems into opportunities for development, relationship, and the celebration of the varied talents within the autism spectrum.

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Plants need oxygen but don't have a heart Complex animals all have a circulatory system of some sort to get oxygen throughout the body for respiration. Plants also do respiration even though they are net producers of oxygen through photosynthesis. Plants also have a bit of a circulatory system, but for the most part it isn't nearly efficient enough to deliver oxygen everywhere in the plant: plants don't have anything like circulating hemoglobin-filled cells we are familiar with in vertebrates, and although fluids flow in plant circulatory systems, they aren't circulating quickly like you are familiar with in your own body. This means that plants need to get oxygen near to where it is needed. Roots, in particular, consume oxygen The problem of a plant not getting enough oxygen through its roots isn't because the whole plant gets oxygen through the roots, it's because the roots themselves need oxygen to function. Roots do a lot of 'heavy lifting' in a plant, literally: they are pumping ions across membranes to pull in water, to concentrate other nutrients that the plant needs for survival and growth, and to pressurize the plant enough for those nutrients to make it up into the leaves. Those processes take energy, and in turn they need oxygen. Additionally, photosynthesis isn't taking place in the vicinity of the roots: plants are both taking in CO2 and releasing oxygen from their stomata in the leaves and stems. If roots cannot get enough oxygen, for example due to overwatering, the roots themselves are damaged, and this harms the plant as a whole. Because there are always exceptions in biology, it should be noted that some plants are indeed adapted to wet environments and have better systems for promoting the diffusion of oxygen including increasing the amount of air space in the roots, where oxygen diffuses more quickly than through aqueous media. Other plants use fermentation in their roots to survive temporary hypoxia. Colmer, T. D. (2003). Long‐distance transport of gases in plants: a perspective on internal aeration and radial oxygen loss from roots. Plant, Cell & Environment, 26(1), 17-36. Drew, M. C. (1992). Soil aeration and plant root metabolism. Soil Science, 154(4), 259-268. Justin, S. H. F. W., & Armstrong, W. (1987). The anatomical characteristics of roots and plant response to soil flooding. New Phytologist, 106(3), 465-495. Laan, P., Tosserams, M., Blom, C. W. P. M., & Veen, B. W. (1990). Internal oxygen transport inRumex species and its significance for respiration under hypoxic conditions. Plant and Soil, 122(1), 39-46.

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Master's Thesis (Open Access) Master of Arts (M.A.) An opportunity gap, or achievement gap, exists between students of color and white students in the American public school system and this gap can be seen in math in particular (Coleman, 2018). The present body of literature suggests that using math manipulatives, or concrete objects, can help students learn abstract math concepts and mathematical reasoning. However, current research does not specify whether the use of math manipulatives can be used to help students of color improve their math scores. This study used a pre-test and post-test quantitative quasiexperimental design to look at the use of math manipulatives in a fourth-grade classroom to see if students of color would improve on a math assessment after using math manipulatives every day for five weeks. Study participants were 43 fourth grade students at an elementary school on the central coast of California. The treatment group was comprised of 22 students and the control group had 21 students. Analysis of the independent and paired t-test showed an increase in the mean scores for the treatment group in the posttest compared to their mean scores on the pretest. These numbers were statistically significant, which shows that the intervention was effective for helping students of color improve in math. Further research is needed to continue investigating the effects of math manipulatives on closing the opportunity gap. Zandakis, Karin, "Using Math Manipulatives with Students of Color" (2019). Capstone Projects and Master's Theses. 634.

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Employ theories of acquisition of a primary and new language in instruction. Assessment: 25 pts. TA: 45 Minutes Teachers can better serve English learners when they know how to determine strengths and weak- nesses of each student. This results in lessons prepared to support them as they develop literacy in a second language. Students have begun to explore literacy from a second language perspective. After viewing Makoto’s case study, they will make observations of her literacy development and her strengths and weaknesses. 1. Students will complete a Literacy Profile for Makoto in groups, focusing specifially on her literacy needs. Use the following to complete Section 1 of Makoto's Literacy Profile (Note as you analyze Makoto's case you will type over the text in the document): Note: Some of Makoto’s test scores may seem confusing—take what you can from it, but don’t spend time figuring it out and analyzing it. 2. To complete Section 2 (Goals), make cognitive, linguistic, and social/affective goals that will improve her literacy skills. Viewing Makoto’s Video Case from Second Language Literacy Case: A Video Ethnography This content is provided to you freely by EdTech Books. Access it online or download it at https://edtechbooks.org/second_language_literacy/la_24.

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In 1941, the Nazis established Janowska camp. It was primarily used as a forced-labor and transit camp. In 1939, the French government established the Gurs camp. Learn more about the history of the camp before and after the German invasion of France. Germany invaded Poland on September 1, 1939. Learn about the administrative units that Germany established after annexing and occupying parts of prewar Poland. Originally a subcamp of Buchenwald, Dora-Mittelbau became the center of an extensive network of forced-labor camps for the production of V-2 missiles and other weapons. Learn more about Greece during World War II. By September 1939, over half of German Jews had emigrated. WWII would accelerate the persecution, deportation, and later, mass murder, of the remainder of Germany's Jews. Learn about France during the Holocaust and WWII, the liberation of France, postwar trials, and the legacy of Vichy France’s collaboration with Nazi Germany. A relief organization, the American Jewish Joint Distribution Committee (JDC or Joint) was established in 1914. Learn about its activities before, during, and after WWII. The Nazis used color-coded badges sewn onto uniforms to classify prisoners in the camp system and to easily identify the alleged reason for an individual’s incarceration. In May 1939, the St. Louis set sail from Germany to Cuba. Most of the passengers, fleeing Nazi Germany, were denied entry. Learn more about their fates. For centuries, Roma (labeled “Gypsies”) were scorned across Europe. Read more about Romani peoples, including the Sinti, and their lives in Europe. Under the most adverse conditions, Jewish prisoners initiated resistance and uprisings in some of the ghettos and camps, including Bialystok, Warsaw, Treblinka, and Sobibor. Learn about the voyage and sinking of the Struma, an overcrowded and unsafe vessel carrying Jews attempting to leave Europe for Palestine in 1941-42. Cultural and educational activities, clandestine documentation and religious observances. Learn more about these and other types of spiritual resistance in ghettos in Nazi-occupied areas. Brihah was a postwar, clandestine movement that helped Jews emigrate from eastern Europe into the Allied-occupied zones and Palestine or Israel. Learn more. Learn about the establishment and administration of displaced persons camps after WWII and the experiences of Jewish DPs. The plight of Jewish refugees aboard the Exodus 1947 captured the world's attention and symbolized the struggle for unrestricted immigration into Palestine. The Germans established the Breendonk internment camp in a fortress near Antwerp, Belgium. Hundreds of people died there by torture, executions, and harsh conditions. The Theresienstadt camp/ghetto served multiple purposes during its existence from 1941-45 and had an important propaganda function for the Germans. Learn more. The Germans conquered Belgium in May 1940. Learn about the occupation, anti-Jewish laws and ordinances, detention camps, and deportations of Jews from Belgium. Learn about Amsterdam during World War II and the Holocaust, including deportations of Jews to concentration camps and killing centers. Blitzkrieg, meaning "Lightning War" in German, was Germany’s strategy to avoid a long war in the first phase of World War II in Europe. Adolf Hitler was determined to overturn the military and territorial provisions of the Treaty of Versailles. Learn more about Nazi German territorial aggression before WWII. Learn about a group of Jewish men and women from Palestine who parachuted into German-occupied Europe to organize resistance and aid in the rescue of Allied personnel Facing overwhelming odds, Jews throughout occupied Europe attempted armed resistance against the Germans and their Axis partners. We would like to thank Crown Family Philanthropies and the Abe and Ida Cooper Foundation for supporting the ongoing work to create content and resources for the Holocaust Encyclopedia. View the list of all donors.

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A lot of your vital documents and important books are on your shelves or anywhere in your room, and you think you might be at risk of losing them. Let’s look at if the paper is flammable. Is paper flammable? YES. Paper is flammable and burns quickly. Countries with fire and building codes have marked paper as a flammable material. However, different pieces of paper might have distinct qualities. Therefore, the rate at which they burn differs from each other. It’s important to have a knowledge of what causes paper to burn. Also, you need to know about the distinct qualities of paper that you have around you. This helps you in selecting your choice of paper and lessens/prevent the risk of losing your precious books/documents. What causes paper to burn? Paper is recognized as a material, thin sheet in nature, and is manufactured from cellulose fibers. They got this cellulose fiber from different materials, including rags, woods, or other materials made of plants. The dried form of these materials is highly flammable. But they do not directly make paper from these materials. These materials are subjected to different processes before the paper is finally obtained. The first popular step in the production of paper is the cutting of logs of wood into chips. These logs of wood are obtained from different species of plants that include softwoods such as pine trees. They then converted these chipped woods into a material called pulp by either chemical or mechanical means. Chemical pulping involves the use of a chemical process to weaken the bond that holds the wood together and separate a complex material known as lignin from the cellulose fibers. A liquid known as cooking liquor is then used to dissolve the lignin and later washed away from the cellulose fibers. The mechanical process involves squeezing the chips of wood and then being converted into fibers by the use of machines. In this process, lignin is not separated from the cellulose fibers. The presence of this lignin causes the yellowing and weakening of such paper. They later transferred the wet pulp from either of the above processes to a paper machine. They then subjected it to constant pressing and drying in order to remove the water. The dried sheet of paper, finally obtained, is then cut into different sizes based on their application for suitable purposes. Different papers have unique properties, such as density and thickness, depending on the type of pulp they are derived from. This influences their respective flammability and applicability. Let’s review some different papers and some of their properties. Different types of paper 1. Glossy paper: This is the type of paper used in magazines, flyers, and brochures and they are shiny. It is obtained from a material made of approximately 90% pulp. An average glossy paper is approximately 0.23mm in thickness at 250 gm. It is produced using a substance called kaolin (a white clay) and calcium carbonate. The presence of calcium carbonate, a non-flammable substance, decreases the flammability property of the overall paper. 2. Blotting paper: This type of paper is frequently obtained from pulp made from cotton. It can absorb organic liquids such as oil and ink. They are usually employed in cosmetics to absorb excess oil from the face. This type of paper is averagely 0.35mm in thickness at about 192gsm. They are weaker but more flammable than paper made from low-grade wood pulp since they are purely derived from cotton. 3. Bond paper: They are also derived from but not entirely made of cotton pulp. They are mostly used as papers for currency, letterhead stationeries, desktops, and other office machines. 4. Tissue paper: This is gotten from wood pulp or recycled materials such as cardboard and newspapers. It can also be obtained from a mixture of recycled paper materials and wood pulp. It is light and its average weight ranges from 10 – 45gsm. They are highly flammable when compared to average office paper. 5. Cardboard paper: This type is made from a mixture of pulps got through chemical, mechanical, and semi-mechanical processes. Since it is subjected to mechanical pulping, it is rich in lignin, which amounts to 5% of the total pulp. It also contains ash content and the chemical and physical property of the ash present depends on the wood used. It is thicker than most average paper and its density ranges from 250 – 1000gsm depending on the usage of such paper. They often use it for making product boxes and other packing materials. It is less flammable when compared to average office paper. 6. Copy paper: This type of paper is found almost everywhere and is used frequently. They are paper produced for printing use at home or in the office. They typically contain cellulose, calcium carbonate, and a substance known as china clay. The thickness of an average copy paper is about 0.08mm at 100gsm. Many papers are flammable even when they differ in properties from each other. Cardboard might burn slowly compared to tissue paper. However, they are still flammable. Therefore, it is better to stay away from fire and fire-causing agents, especially when you have an important piece in/on a paper to protect. You might try to discard old papers by burning them when their population in your vicinity is getting out of hand. However, burning them is not an option. Burning pieces of paper, especially on a large scale, comes with a lot of environmental and health risks. It causes different hazards, such as air pollution, water source poisoning, and soil contamination. A better solution to burning papers is recycling them. Also, paper waste can be converted to biomass fuel, which is a reliable and renewable source of energy.

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Using incompatible metal components results in premature corrosion When electrochemically dissimilar metals are in contact with one another, galvanic action occurs. The direct contact creates a conductive path for electrons and ions to move from one metal to the other; the result is accelerated corrosion. For example, consider the Statue of Liberty. Lady Liberty has a copper surface on a cast iron frame. The two metals were originally separated by an insulating material. When that insulating material failed, the result was a great deal of galvanic corrosion. Three conditions must exist for galvanic corrosion to occur: 1 There must be two electrochemically dissimilar metals present. 2 There must be an electrically conductive path between the two metals. 3 There must be a conductive path for the metal ions to move from the more anodic metal to the more cathodic metal. If any one of these three conditions doesn’t exist, galvanic action won’t take place. When dissimilar metals are in contact with each other in the presence of oxygen and moisture, the more noble metal (more resistant to corrosion) will corrode the less noble. Galvanic corrosion should be a concern in the use of metal fasteners such as bolts, screws, and welds. According to an article in Preservation Science, “Because fasteners have a much smaller surface area than the materials they fasten, fasteners that take on the role of the anode will be at risk of rapid corrosion and thus should be avoided. For example, zinc-coated fasteners should only be used to connect steel coated with aluminum, zinc, and Galvalume, as these are very close on the Galvanic Series and are not generally at risk of corrosion when placed together. On the other hand, zinc-coated or aluminum-coated fasteners should not be used to attach copper or stainless-steel panels.” Andrew Mullen, President of Direct Metals, Inc., advised, “It is important to understand the differences between metal alloys and how bare dissimilar metals in certain environmental conditions can have serious reactions that promote premature corrosion and degradation.” To minimize the risk of galvanic corrosion occurring in fasteners, the surface metal on the fastener should be matched with the surface metal it will fasten. The most desired combination is to have a large anode with a small cathode; in other words, fasteners such as bolts and screws should be made of the metal less likely to corrode, or the more cathodic. In the galvanic table shown (Table 1), the closer the metals are to one another on the list, the less likely they are to react to one another and experience galvanic corrosion. If it’s not possible to avoid using dissimilar metals, coatings play a critical role in eliminating the risk of galvanic action. A non-conductive coating acts as a barrier, removing the connection between them. Common coating practices that prevent galvanic corrosion include, but are not limited to, zinc plating, galvanizing, and powder coating. John Sheridan, owner of Sheridan Metal Resources, teaches as part of his training course: “Aluminum has a similar protective coating as zinc, eliminating risk of corrosion. Galvanized steel is coated with a fine film of zinc, so this zinc-zinc contact poses no threats. Copper and zinc don’t play nicely together. Copper runoff will stain the zinc. Steel that is non-galvanized should also be avoided, as the similar electron transfers between the metals will result in corrosion and deterioration. In addition, zinc is not compatible with oak, chestnut, red or white cedar, Douglas fir, and any woods with a pH less than 5.” There is a good chance you already knew from experience that some fasteners react badly to certain materials. Now you know why. Remember: Your supplier will be happy to help you select the appropriate fastener for whatever materials you’re working with. Preservative-Treated Lumber Applications ACQ, Penta, CA or CBA preservative-treated lumber can be incompatible with certain types of fasteners. In those cases where any type of metal roof or wall cladding materials are being attached to preservative treated lumber, the following fasteners are not compatible: zinc plated screws, zinc-alloy headed screws, stainless capped screws, aluminum, copper and copper alloy. When attaching metal panels to those types of preservative-treated lumber, a moisture barrier should be used between the lumber and the panel material. Metal panel fasteners that are compatible with preservative-treated lumber are stainless steel fasteners, or hot dip galvanized nails manufactured to ASTM A153 class D or heavier. Other types of fasteners coated with proprietary anti-corrosive technologies are also available for use with preservative-treated lumber. In addition, zinc-plated screws can be used in CCA and MCQ pressure-treated lumber.

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There are many different types of notes in music, each with their own time value that they last for. But what happens if you want a note to last longer than that? It’s for these moments that we need to use a tie. In this post, I’ll cover how ties work and everything you need to know to be able to use them and know what to play if you see them in a piece of music. What is a Tie in Music? In music, a tie is a curved line between two notes that joins their time values together so that they are played as if they were one note. For example, if you were to tie two minims (each worth two beats) you would play them as if they were a semibreve (worth four beats). Or two crotchets (each worth one beat) tied together have the same value as a minim (worth two beats) Or two quavers (each worth half a beat) tied together have the same value as a crotchet (worth one beat). And so on… They don’t have to be the same time value. You could have a crotchet tied to a quaver, or a minim tied to a semiquaver. You just add the time values of any tied notes together. Why do we Need Tied Notes? There are two reasons why tied notes are necessary in music theory. You need to use a tied note when: - there would be no other way to notate a certain rhythm - you need a note to last over a bar line Let’s take a look at some examples of these two situations. To Notate Certain Rhythms We have a lot of different ways of writing certain rhythms like: - dotted notes - double dotted notes But, sometimes, the only way to notate a specific rhythm is by using a tied note. For example, let’s say you wanted a note to last two and 1/4 beats – the length of a minim plus a semiquaver. There is not a note that exists that can last two and 1/4 beats so you’d have to tie a minim to a semiquaver. We then add the value of these two notes to achieve the rhythm that you want. Notes Lasting Over Bar Lines Another reason that we need tied notes is for times where we want a note to last for more than one bar or over a bar line. If you’ve learnt about time signatures you’ll know that all the rhythms in a bar have to add up to the number of beats that the time signature specifies. But, let’s say you had two bars of crotchets in 4/4 but you wanted the last crotchet of bar one to last two beats instead of one. We can’t make it a minim as then the bar wouldn’t add up to four crotchet beats. It’s situations like this that we use a tie to join the last crotchet of bar one to the first crotchet of bar two. Or another example of using ties across bar lines would be when you wanted a note to last over multiple bars as shown in the example below. How to Write a Tie When it comes to writing ties there are a few rules to follow. They must be written from the note head of the first note to the note head of a second note at the opposite end to the stem For example, when the note’s stems are pointing up we draw the tie below the notes like this: And when the note’s stems are pointing down we draw the tie above the note so that it’s at the opposite end to the stem: When Not to use a Tie As useful as ties can be when notating rhythms you should always avoid using them if possible. If there is an alternate way of writing a rhythm for example using by using a dotted note or just a longer note then you should opt for that. Below are some examples of when not to use a tied note: Ties vs Slurs: Whats the Difference? The last important thing to mention about tied notes is that the notes must be the same pitch. If the notes that are tied together are not the same pitch then this is not a tie but a slur. A slur is an articulation symbol that tells the musician that the notes are to be played legato which means you play them without separation. A totally different meaning to ties. Just remember if you see two notes that are the same pitch with a line joining them then it’s a tie, but, if they’re different pitches then it’s a slur. That’s it for Ties I hope that’s helped make a bit more sense of how we can extend the duration of a note using ties.

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Vol. 14 Issue 3, Fall 2009 By Mary LoPresti The Virginia Creeper, scientifically known as the Parthenocissus quinquefolia, is a five-leafed woody vine that provides an abundance of food for hundreds of insects, birds and other wildlife. This green vine, which changes to a beautiful, purplish to bright red color in autumn, uses tendrils (slender, curling extensions) that have adhesive-like tips to rapidly attach themselves to structures, rough or smooth. They have been found climbing as high up as 98 feet and are native to countries in the western hemisphere, including: Southeastern Canada and as far west as Manitoba, Canada; Eastern Mexico; Guatemala; the Eastern and Central parts of the United States and South Dakota, Utah and Texas. During winter months, birds are not only attracted to the red leaves, but also to the bluish-black berries that the vine produces. More than 35 species of birds enjoy eating the Virginia Creeper’s berries, including: thrushes, woodpeckers, warblers, vireos, mockingbirds and other songbirds. While animals such as mice, skunks, chipmunks, squirrels, cattle and deer will munch on the leaves and stems of this vine, it is the insect class that relishes the plant. The Virginia Creeper Sphinx Moth, the Achemon Sphinx moth and the Grapeleaf Skeletonizer use the plant as its larvae host. The female Virginia Creeper Sphinx Moth lays two to three eggs on the underside of the Virginia Creeper. In the fall the fully-grown caterpillars spin cocoons in the vine’s leaves. The adult Grapeleaf Skeletonizer lays eggs in clusters on the leaves. As the eggs hatch, the caterpillars begin eating the leaf tissue between the veins on the underside of the leaves. The tougher veins are left behind, creating a net-like skeleton. This destructive feeding process, also performed by Japanese Beetles, is called skeletonizing. The berries of the Virginia Creeper are not poisonous to humans; however, they do contain oxalic acid, which when consumed will irritate your stomach and kidneys. The sap of the plant also contains oxalate crystals and can cause skin irritation and rashes in some people. Humans mostly use the plant for ornamental purposes, but it is also used to control soil erosion, to attract birds, and for a few medicinal purposes (the bark and twigs are made into cough syrup). While the Virginia Creeper can be a beautiful lawn ornament, it can also harbor numerous species of insects, songbirds and wildlife. However, it can rapidly overpopulate your yard, so be wary when planting.

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Amelia Earhart wasn’t just a pilot; she was a symbol of daring and determination. Her name evokes images of propellers against the sunrise and the limitless horizon. In an era when flying was reserved for the brave and the bold, Earhart took her place among the legends, not just as a participant but as a leader. Her solo transatlantic flight wasn’t merely a journey across the ocean; it was a voyage into the annals of history. In 1932, the world watched in awe as Amelia Earhart embarked on what was to be one of the most remarkable feats of the 20th century. Flying alone across the vast and unpredictable Atlantic, she shattered not only physical barriers but also the societal expectations of her time. This flight was more than a display of aviation prowess; it was a statement, a bold declaration of courage and independence. What drives a person to pursue such a perilous and solitary endeavor? Was it the call of the unknown, the allure of fame, or a deeper, more personal quest? In this post, we will discuss the heart and mind of Amelia Earhart, tracing the journey that led her from a simple airfield to the skies above the Atlantic. Join us as we uncover the motivations, preparations, and spirit that propelled Earhart to etch her name into the fabric of history. Early Life and Introduction to Aviation Roots of a Trailblazer Born on July 24, 1897, in Atchison, Kansas, Amelia Earhart’s early years were marked by a sense of adventure and a disdain for traditional women’s roles. Raised by a mother who believed in nurturing independence and imagination, Earhart grew up with a spirit that yearned for exploration and challenge. This upbringing laid the foundational stones of her resilient character, a trait that would later become synonymous with her legacy. The Spark of Aviation It wasn’t love at first sight between Earhart and the skies. In fact, her initial encounter with an aircraft at a state fair left her unimpressed. However, that indifference was destined to be short-lived. A decade later, a 10-minute plane ride changed everything. The sensation of soaring above the ground ignited a passion within Earhart, a burning desire that would define the rest of her life. From that moment, aviation wasn’t just a mode of transport; it was a calling. Earhart’s journey to becoming a pilot was fraught with challenges. In an era when aviation was predominantly a male domain, she had to fight not just gravity but also societal norms. Her determination saw her saving up for flying lessons, working odd jobs, and even purchasing her own aircraft, a second-hand Kinner Airster. She named it “The Canary,” and with it, she began carving her path in the skies, setting records and earning accolades, her eyes always fixed on the horizon, yearning for the next adventure. Influences and Inspirations Icons and Role Models Amelia Earhart did not ascend to the zenith of aviation in isolation. Her trajectory was influenced by pioneers who had charted their paths in the skies before her. Figures like Charles Lindbergh, whose solo transatlantic flight in 1927 captivated the world, played a significant role in shaping her aspirations. Earhart saw in Lindbergh not just a pilot but a symbol of the possibilities that lay in the realm of aviation. His success was not a boundary but a beacon, guiding her ambitions to new heights. A Time of Transformation The era in which Earhart took flight was one of significant social and technological upheaval. The early 20th century was a period marked by rapid advancements in technology and a gradual shift in societal norms, especially concerning women’s roles. The suffragette movement was gaining momentum, advocating for women’s rights and equality. In this transforming landscape, Earhart’s pursuit of aviation was not just a personal challenge but also a statement against the traditional confines imposed on women. Her flights were as much about altitude as they were about attitude, challenging the status quo and inspiring women to embrace independence and ambition. The Influence of the Aviation Community Earhart’s foray into aviation introduced her to a community of like-minded individuals, a group of enthusiasts and professionals who shared her passion for flight. This community was instrumental in shaping her career, offering support, inspiration, and opportunities to advance her skills. Within this network, she found mentors and friends, individuals who understood her aspirations and fueled her determination. The camaraderie and encouragement she received from this community helped sustain her through challenges and setbacks, reinforcing her resolve to pursue her dreams, no matter the odds. Preparing for the Transatlantic Flight Mapping the Route to Destiny The journey across the Atlantic was not a decision made on a whim but the culmination of meticulous planning and unwavering determination. Amelia Earhart understood that conquering the oceanic expanse required not just courage but a profound understanding of navigation, weather patterns, and the capabilities of her aircraft. Collaborating with experts, she charted a course that would take her from Harbor Grace, Newfoundland, to Londonderry, Northern Ireland, a route fraught with uncertainties but tempered by careful strategizing. Overcoming Technological Hurdles The aircraft chosen for this monumental journey was a Lockheed Vega 5B, a single-engine monoplane known for its robust build and reliability. However, outfitting it for the long solo flight required significant modifications. Additional fuel tanks were installed to extend the plane’s range, and the cockpit was equipped with the latest navigation instruments. Despite these enhancements, the aircraft still posed limitations. The added weight of the fuel affected its handling, and the reliance on rudimentary navigational tools meant that Earhart’s flying skills and instincts would be tested to their limits. Mental and Physical Fortitude Earhart’s preparation extended beyond the mechanical and into the realm of personal readiness. She understood that the journey would be as much a mental challenge as a physical one. The solitude of the long flight, coupled with the constant vigilance required to navigate and manage the aircraft, demanded a level of mental resilience and focus that few possessed. To prepare, Earhart engaged in rigorous physical conditioning, honed her navigational skills, and familiarized herself thoroughly with every aspect of the Lockheed Vega. Her preparation was comprehensive, leaving no detail to chance, embodying her belief that “preparation is two-thirds of any venture.” The Flight Itself Liftoff into the Unknown On the morning of May 20, 1932, Amelia Earhart took off from Harbor Grace, Newfoundland, her eyes set on the distant shores of Europe. The Lockheed Vega’s engine roared to life, slicing through the quiet of the dawn, marking the beginning of a journey that was to be etched in the annals of history. As the coastline receded behind her, Earhart found herself alone, a solitary figure against the vastness of the Atlantic, her fate intertwined with the elements and her aircraft. Navigating Challenges in the Skies The flight was far from uneventful. Earhart encountered a host of challenges, from inclement weather, including ice on the wings, to mechanical issues that tested her piloting skills and resolve. The most daunting obstacle came in the form of thick clouds and fog, which obscured her vision and made navigation a game of precision and instinct. Despite these hurdles, Earhart’s preparation and tenacity shone through. Her hands steady on the controls, she maneuvered the Vega with a blend of caution and boldness, a testament to her skill as an aviator and her unyielding spirit. A Historic Touchdown After approximately 15 hours of flight, a feat that tested the limits of human endurance and aeronautical engineering, Earhart spotted the coast of Ireland. Her heart swelled with the realization that the end of her journey was in sight. Battling fatigue and the overwhelming emotions of her imminent success, she guided the Vega to a landing in a pasture near Londonderry. With the wheels of her aircraft finally still, Amelia Earhart had done the unimaginable – she had flown solo across the Atlantic, not just reaching her destination but also securing her place in history as the first woman to achieve such a feat. Reflections on a Monumental Achievement The flight was more than a display of aviation prowess; it was a defining moment in Earhart’s career and a powerful symbol of human ambition and perseverance. In those 15 hours, Earhart not only traversed the Atlantic but also shattered perceptions, inspiring countless others to chase their dreams, regardless of the obstacles. Her journey was a testament to the power of preparation, courage, and the unyielding desire to push the boundaries of what is possible. Post-flight Impact and Legacy A Heroine’s Welcome and Reflections Upon her return, Amelia Earhart was celebrated as a heroine, an icon of courage and perseverance. Her achievement resonated far beyond the realms of aviation, symbolizing the potential of human spirit and the breaking of gender barriers. The accolades and honors, including the Distinguished Flying Cross from the U.S. Congress, were not just recognition of her skill as an aviator but an acknowledgment of her role as a trailblazer for women. In her reflections, Earhart remained modest yet hopeful, viewing her flight as a step toward a future where gender would not define one’s capabilities or opportunities. Influence on Aviation and Women’s Rights Earhart’s solo transatlantic flight had a profound impact on the field of aviation and the movement for women’s rights. It demonstrated the viability of long-distance air travel and contributed to the development of air routes and aviation technology. Furthermore, her success challenged the prevailing stereotypes about women, providing a powerful counter-narrative to the notion of inherent gender limitations. Her achievements and advocacy work, including her role as a founding member of the Ninety-Nines, an organization for female pilots, inspired a new generation of women to pursue careers in aviation and other fields traditionally dominated by men. Amelia Earhart’s solo transatlantic flight stands as a testament to the power of human ambition and the relentless pursuit of one’s dreams. Her journey across the Atlantic was not merely a physical traverse of geographical boundaries but a symbolic leap over societal and gender constraints. Earhart’s story is not just about the triumph of a pilot but the ascension of the human spirit, striving for the seemingly impossible and achieving the extraordinary. Her tale is timeless. It’s a narrative of adventure, resilience, and the unyielding human desire to explore and excel. Earhart’s flight across the Atlantic is a chapter of history that continues to resonate, encouraging us to aim for the skies in our endeavors and to pursue our dreams with the same courage, preparation, and determination that defined her extraordinary life.

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The challenges and risks of being slow to act to reduce greenhouse gas emissions Greenhouse gas emissions are the primary cause of climate change, one of the most urgent issues of our time. Climate change is causing serious consequences for the planet and humanity, including weather changes, temperature rise, sea-level rise, floods, droughts, wildfires, loss of biodiversity, and increased risk of conflicts and migration. To address this issue, countries worldwide have participated in the Paris Agreement, an international agreement aimed at limiting global temperature rise to below 2 degrees Celsius and striving to reduce it to 1.5 degrees Celsius compared to the pre-industrial period. However, the action to reduce greenhouse gas emissions has not yet reached the desired and necessary level. Many countries have not fully and timely implemented their commitments and goals. Many industries and sectors have not transitioned to clean and renewable energy. Many individuals and communities still lack awareness and appropriate actions to reduce greenhouse gas emissions in their daily lives. Delaying action to reduce greenhouse gas emissions will face significant challenges and risks that we need to recognize and address. Greenhouse gas emissions include carbon dioxide, methane, and nitrous oxide from all sources, including agriculture and land-use changes. They are measured in carbon dioxide equivalents over a 100-year period. Technical and Economic Challenges Reducing greenhouse gas emissions requires significant changes in technology and economics. We need to transition to clean and renewable energy sources such as solar, wind, hydropower, biomass, and geothermal. We need to improve energy efficiency and save energy in production and consumption activities. We need to change transportation, construction, agriculture, industry, and other sectors to reduce greenhouse gas emissions. We need to use carbon capture and storage technologies to reduce greenhouse gas emissions into the atmosphere. All these changes require substantial investment, research, development, and deployment. If we delay action, we will face challenges in technology and economics, such as: - Lack of supply and demand for clean and renewable energy sources, increasing their costs and reducing their efficiency. - Lack of infrastructure and equipment to support the transition to clean and renewable energy, such as smart grids, charging stations, storage tanks, and energy-saving devices. - Lack of financial resources and policy support for projects and activities related to greenhouse gas emissions reduction, such as loans, subsidies, taxes, and market mechanisms. - Lack of workforce and research capabilities to develop and deploy new and innovative technologies and solutions to reduce greenhouse gas emissions, such as scientists, engineers, managers, and trainers. - Lack of collaboration and learning from other countries and regions in implementing solutions and technologies to reduce greenhouse gas emissions, such as contracts, agreements, and networks. Environmental and Social Risks Drought in Hilapgwa Valley, Zambia (Source: Alamy Stock Photo) Reducing greenhouse gas emissions is also an urgent task to protect the environment and society. If we do not act quickly and decisively, we will face environmental and social risks, such as: - Global temperature rise and weather changes affecting agricultural productivity, food security, human health, and biodiversity. - Sea-level rise and saltwater intrusion causing flooding and land loss in coastal areas, especially small islands and poor countries. - Increased intensity and frequency of disasters, such as floods, droughts, wildfires, storms, and earthquakes, causing damage to property, infrastructure, and people's lives. - Increased risk of conflicts and migration due to water, food, land, and other resource shortages, escalating tensions and conflicts between countries, territories, and communities. - Increased difficulty and cost of adapting to and coping with the consequences of climate change, especially for poor and vulnerable countries and communities. Actions to Reduce Greenhouse Gas Emissions Before the challenges and risks of delaying action to reduce greenhouse gas emissions, we need to take decisive and timely actions to achieve the net-zero goal. Here are some actions that can be applied at the national, organizational, and individual levels: - At the national level, countries need to fully and seriously implement their commitments and goals in the Paris Agreement. They need to enhance their ambition and action by announcing and implementing strong and verifiable Nationally Determined Contributions (NDCs). Countries also need to support and cooperate with each other in sharing experiences, knowledge, technology, and finance to reduce greenhouse gas emissions. - At the organizational level, non-governmental organizations, businesses, schools, and other organizations also need to play a crucial role in reducing greenhouse gas emissions. Organizations need to identify and implement goals and strategies to reduce greenhouse gas emissions in their activities. Organizations also need to participate in initiatives and action networks on climate change, such as Race to Zero, Global Covenant of Mayors for Climate and Energy, and RE100. - At the individual level, each person also needs to take responsibility and action to reduce greenhouse gas emissions in daily life. Everyone needs to raise awareness and knowledge about climate change and ways to reduce greenhouse gas emissions. Everyone also needs to change consumption and production behavior by using clean and renewable energy, saving energy, reducing waste, recycling, and using environmentally friendly transportation. It is hoped that this article will help you understand more about the challenges and risks of delaying action to reduce greenhouse gas emissions and how to take action to achieve the net-zero goal. If you want more information about net zero, you can refer to the following references:

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The Profound Influence of Music on the Brain: A Neuroscientific Perspective In his lecture, Daniel Levitin explores the extensive engagement of the brain with music, its potential benefits in cognitive transfer, and the importance of appreciating music and arts for their inherent value, while also highlighting the role of the brain's "default mode" in music processing. In a compelling exploration of the neuroscience of music, Daniel Levitin underscores the profound impact of music on the brain and its potential to enhance various aspects of life. Contrary to the outdated notion that music solely engages the right hemisphere of the brain, Levitin emphasizes that music involves every region of the brain that has been mapped to date. Levitin critically examines the idea that the arts, including music, are only valuable if they aid in other areas of learning or cognition. He argues that music and art should be appreciated for their inherent value, contributing to our happiness and health. The lecture also delves into numerous studies that highlight the positive effects of music training, such as improvements in nonverbal IQ, numeracy, spatial cognition, and social bonding. Furthermore, Levitin introduces the concept of the brain's "default mode," which is involved in processing music even in its absence. The lecture concludes with a personal anecdote underscoring the power of music to promote cognitive health and stave off cognitive decline. Levitin advocates for more research into the benefits of music, emphasizing that everyone should have access to music due to its numerous potential benefits. Music can change your brain in several ways: # Neuroplasticity: Regular musical training can lead to changes in the structure and function of the brain. This is a phenomenon known as neuroplasticity. For instance, musicians often have a larger auditory cortex compared to non-musicians, which is the part of the brain that processes sound. Cognitive Skills: Learning to play a musical instrument can enhance various cognitive skills such as memory, attention, and spatial-temporal skills. It can also improve mathematical ability and reading skills. Emotional Processing: Music can stimulate the release of various neurotransmitters such as dopamine, which is associated with feelings of pleasure and reward. It can also stimulate the amygdala, which is involved in processing emotions. Motor Skills: Playing an instrument requires coordination between the hands and the eyes, which can lead to improved motor skills. It also requires a sense of timing and rhythm, which can enhance your ability to perform tasks that require precise timing. Social Skills: Participating in a musical group or ensemble requires cooperation and communication with others, which can improve social skills. Stress Reduction: Listening to music can reduce stress by lowering cortisol levels in the body. It can also have a calming effect on the mind and body. Default Mode Network: As Daniel Levitin discussed in the video, music can engage the brain's "default mode network," which is involved in self-referential thoughts, daydreaming, and imagination. This can lead to increased creativity and problem-solving skills. Remember, while these effects have been observed in various studies, the impact of music can vary greatly from person to person, and more research is needed in many of these areas. The Mozart Effect # The "Mozart Effect" is a term coined from a study conducted in 1993 by researchers at the University of California, Irvine, which suggested that listening to Mozart's music could temporarily boost one's spatial-temporal reasoning skills, a type of abstract thinking that is often utilized in disciplines such as mathematics, science, and engineering. In the study, college students who listened to a Mozart sonata for a few minutes before taking a test that measured spatial relationship skills did better than students who took the test after listening to relaxation instructions or silence. The term "Mozart Effect" was popularized by the media and led to the widespread belief that listening to Mozart makes you smarter. This resulted in a surge of products aimed at boosting intelligence through exposure to classical music, particularly Mozart's works. However, subsequent research has largely debunked the "Mozart Effect." Many researchers have failed to replicate the original study's results, and it's now generally agreed in the scientific community that while listening to music (including Mozart) can be enjoyable and potentially improve mood or focus, it does not inherently boost general intelligence or cognitive abilities. The Celine Dion Effect # The "Celine Dion Effect" is not a widely recognized or studied phenomenon in the scientific community as of my knowledge cutoff in September 2021. The term appears in the transcript provided from the video lecture by Daniel Levitin, but without additional context or information, it's unclear what exactly the speaker is referring to when he mentions the "Celine Dion Effect". It could potentially be a humorous or anecdotal reference rather than a scientifically recognized concept. For a precise understanding, it would be best to refer directly to the context in which Daniel Levitin uses the term. The biggest takeaway from Daniel Levitin's lecture is that music engages the entire brain, not just certain regions, and can have significant benefits beyond just musical skills. These benefits include improvements in cognitive abilities like memory, attention, and spatial-temporal skills, as well as social bonding and emotional processing. Furthermore, Levitin emphasizes that music and arts should be appreciated for their inherent value in contributing to our happiness and health, rather than being justified only if they aid in other areas of learning or cognition.

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Plants provide a home for a wide diversity of microbes, especially in their roots. In turn, these communities can provide important benefits for the host. A study published in Current Biology investigated how the genetics of host plants determine the composition of the bacterial communities associated with the plants’ roots. The study identified a core set of bacterial strains that colonize switchgrass roots. Many of these bacteria differ in abundance across plants’ genotypes. The study then mapped genes in the host genome that appear to affect the abundance of these microbes. This mapping revealed that genes involved in host immunity, plant development, and hormone signaling have roles in how plants acquire their microbiome. Plants rely on their microbiomes to perform vital functions. Researchers seek to breed plant varieties to increase the beneficial associations with bacteria. However, scientists have limited knowledge of the extent to which host genetics affect the composition of the microbiome. This study found that the genotype of a host switchgrass plant affects a large portion of the plant’s microbiome. The study also identified the switchgrass genes that appear to influence the abundance of these microbes. These results may help to engineer or breed plant varieties that form stronger beneficial associations with their microbiomes. Plant-associated microbiota can contribute significantly to plant growth and yield. How host genetic variation affects the root-microbiome assembly is an open question. In this study, researchers used a common garden approach with field sites in Texas, Missouri, and Michigan to uncover the composition of the switchgrass root microbiome, characterize the effect of environment vs. host genetics on the composition of the root microbiome, and identify putative loci in the host genome implicated the differential microbiome composition. The team included scientists from the University of Texas at Austin, the HudsonAlpha Institute for Biotechnology, the Joint Genome Institute at Lawrence Berkeley National Laboratory, the University of Missouri, and Michigan State University. Through sequencing efforts at the Joint Genome Institute, the researchers found that switchgrass root microbiota composition is largely site dependent. Nevertheless, there is a conserved set of core bacteria found in high abundance on roots across sites. Most of these core microbes differ in abundance between host genotypes in an environmentally dependent manner. Finally, the researchers used a genome wide association study (GWAS) framework to identify loci in the host genome associated with the differing abundance of these microbes. Variation in genes implicated in plant immunity, development, and signaling were associated with microbiome compositional differences. These results provide a deeper understanding of the mechanisms plants use to modify their microbiota and give an avenue for breeding host plants to tailor their microbiome. More information: Joseph A. Edwards et al, Genetic determinants of switchgrass-root-associated microbiota in field sites spanning its natural range, Current Biology (2023). DOI: 10.1016/j.cub.2023.03.078 Journal information: Current Biology Provided by US Department of Energy

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Sports and sports training can cause injuries to the feet due to impact, sudden movements, repetitive motions, overuse, and constrictive footwear. Running, walking, and impact aerobic exercise or activities can be particularly jarring to the feet. Aerobic impacts can result in forces of up to six times the force of gravity; these impacts commonly cause injury and trauma to bones in the feet and ankles. Wearing the proper sneakers is a top precaution to guard against foot and ankle injuries. Sneakers should fit properly, minimize lateral instability, and have cushion and support to absorb shock and reduce pressure. Stretching prior to and after activity is also key to keeping injuries at bay. Sports such as baseball, football, soccer, field hockey, basketball, and lacrosse frequently involve tough competition on hard surfaces or artificial fields. Participating athletes all too often wear improper sneakers or cleats and do not stretch nearly enough before and after games, practices, and workouts. These conditions can lead to foot and ankle injuries. The motions of martial arts and kickboxing can cause conditions such as plantar fasciitis, Achilles tendinitis, sesamoiditis, and ankle sprains, all of which can be minimized by proper stretching for at least 15 minutes prior to starting activity.

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People have been throwing around the idea of torpedos since the 13th Century. Yep. The 1200s. Rudimentary torpedos, which probably wouldn't fit the modern definition of a torpedo (although, they were called that at the time), were being used in the 1600s in Naval warfare, mostly in wars around England. But, who invented the modern torpedo? Is it a modern invention, or has the torpedo been around far longer than many of us anticipated? Let's take a look. Who Invented The Torpedo? This depends on who you ask. The first thing that comes close to the modern torpedo appeared shortly after the American Revolutionary War. Robert Fulton, an American, created a submerged bomb with a ticking mechanism. He successfully demonstrated that it had the ability to bring down ships without any issues. However, nobody wanted it. Not because it wasn't a brilliant idea. It was. It was too good. Militaries didn't want other militaries to get their hands on it. During the War of 1812, the British even demanded that the US stopped using them because they were too devastating. What we know as the modern torpedo was invented by Giovanni Luppis and Robert Whitehead. The latter was the designer, while the former was the one that asked Whitehead to design the torpedo for him. When Was The Modern Torpedo Invented? The very first self-propelled torpedo was invented by Robert Whitehead in 1866. We entered the age of the modern torpedo in 1870. The Austrian military decided that it wanted to invest in torpedo technology, and they called in Robert Whitehead to do it. They paid him to develop more torpedos, and he went through different iterations, with each successive torpedo able to travel faster and for longer periods of time. At roughly the same time, Robert Whitehead set up a torpedo production facility in England, which produced torpedos for several decades. It finally shut down shortly after the conclusion of World War II. What Was The First Torpedo? The very first of the modern torpedos was known as the Whitehead Torpedo. It was developed by Robert Whitehead in the late 1800s. It was launched in much the same way that you would launch a cannon, and very similar to how modern torpedos are launched. The Whitehead Torpedo had to be loaded into a torpedo tube. This torpedo tube was specially designed for the Whitehead Torpedo, but it could be used multiple times. The person firing the torpedo would light the torpedo tube, which was full of gunpowder. This would then send the Whitehead Torpedo out of the tube, through the water, until it met its target. There were multiple designs for the Whitehead Torpedo, with the American design (the right to build it was purchased by the US), seemingly the best. This torpedo was fired all the way from 1866 through to 1940. Yep. Even though other torpedos had been developed during this time, some people just loved how the Whitehead Torpedo worked so much that they continued to use it. Although, there were much better torpedos around at the time, but we suppose military supplies were low during World War II, so they had to turn to some older methods. Which Country Fired The First Torpedo? In terms of the modern torpedo, that honor has to go to Austria. They had invested heavily in the Whitehead Torpedo and even hosted the original manufacturing facilities for it. This means that all of the torpedo testing was carried out in the country, although other nearby countries (namely Germany and France) soon caught on, and they were manufacturing their own torpedos too. Before the modern torpedo, it is much more difficult to know. This is because, back then, what they called a torpedo, we would now call a contact mine. What Was The First Ship Sunk By a Modern Torpedo? We know that the very first ship to fire a torpedo in the heat of battle (i.e. as a form of aggression or defense) was the HMS Shah, a British warship. It fired the torpedo at a Peruvian ship, but the torpedo wasn't that brilliant, and the Peruvian ship didn't get hit. The first ship sunk by a torpedo, a modern one, at least, came a few years later. On the 16th of January 1878, the Russo-Turkish war was in full swing. The Turkish boat, Intibah, was hit by a torpedo and sunk. There is some debate as to whether any boats were sunk by torpedos before this point. Although, it is tough to find out much information for historians. A lot of this stuff was kept top secret back then, and nobody was writing it down. In fact, even today, there is an assumption that China had some sort of electric torpedo tech that they were using to sink ships around their area, but there has been absolutely no firm evidence that this is the case. Are New Torpedos Different From The Original Torpedos? The short answer: Yes. While torpedos are still in use today, the design is different. Obviously, they still have roughly the same shape, and they have been designed to flow through the water with ease. However, they move faster, they are much more explosive, and this means that they are much more devastating. Modern torpedos tend to be loaded up with all sorts of technical wizardry too. We are talking homing devices (so they can chase down ships), proximity damage, and they can even be launched from the air. Torpedo tech certainly has come a long way since the 1800s! Torpedo history is lengthy. It is likely that the inventor of the modern torpedo was Robert Whitehead, an Englishman. He was certainly the first person to come up with the idea of a self-propelled torpedo, and his design very quickly spread around the world. Even today, modern torpedo design principles follow Robert's closely e.g. the shape of the device, although our modern torpedos are much more devastating than the ones that would have been used in the late 1800s all the way through to World War II.

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Our brain is one of the most important part of the body. So, it is very important to take healthy precautions for the brain, from time to time. Here is the list of some brain-damaging habits: 7 Brain cells Damaging Habits: 1. Skipping breakfast - Skipping breakfast leads to scarcity of some food essentials, which are power source to the brain. These food essentials ( vitamins, minerals and protein, etc.) makes the brain healthy and fast. - Breakfast, well known for a meal of the day, gives an initial boost to start the day. Without breakfast, you may not survive throughout the day, and skipping it does make the brain weak. - A study has found that, if you skip breakfast, your mind may not be constant at one place and may not focus on a particular thing. 2. Sleeping late leads to weaker brain cells - A study has found, that after a sleepless night brain cells get weaker, therefore it makes us difficult to communicate effectively. It leads to mental illness. - Skipping sleep hours makes your brain cells weak leading to short term memory loss and forgetful mind. - A little sleep will make you tired, and tired brain leads wrong decisions. 3. High sugar consumption - Excess of sugar is very harmful not only for the brain but also for the body, a single drop of increment in the eligible level of sugar, elevated glucose in our bloodstream can be harmful to our brain. - Results of high sugar level – deficits in memory, poor functionally and attention. - According to research, high sugar consumption causes inflammation in the brain, leading to memory difficulties, but this difficulty may not be permanent. 4. Covering head while sleeping - Covering your head in the night will decrease the air availability around the hair, which will cause hair fall and fall of o2 level inside the head. - Covering your head while sleeping will increase the consumption of CO2 and reduce the level of O2. It will lead to bad functionality of the brain. - Covering head while sleeping causes a low level of O2, and damages a high amount of cells. 5. Too much food - Overeating makes us gain weight and increase life-threatening diseases, also damage our brain. - A study said that overeating is one cause for developing the chances of memory loss. - Causes damaging mental abilities. - smoking cause shrinkage that leads to brain cancer. - Addictive nicotine in cigarettes also shrinks and may cause Alzheimers. - Blocks O2 flow in brain cells. 7. Inadequate water intake - As we know, water contains an enormous amount of O2, so due to low O2 level affects the activeness of the brain. - Good water intake gives healthier cells.

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You may have heard the term speech therapy before, from other parents, teachers or healthcare professionals, but what does it mean? A common misconception is that speech therapy only benefits individuals who have a stutter, who have difficulty pronouncing certain sounds or who lack speech clarity. On the contrary, speech therapy is used to improve one’s overall communication skills, by addressing delays or disorders in language, articulation, oral motor dysfunction, apraxia of speech, social communication, fluency (stuttering), and cognition. At Two Can Talk, our skilled clinicians, or speech-language pathologists, provide speech therapy for individuals of all ages – from toddlers to older adults. First, an initial assessment takes place where we look at each person’s current ability to express and understand language. From there, we develop highly personalized treatment plans and treatment sessions to best support one’s individual communication goals. Treatment activities vary drastically between individuals, based on their own unique interests and motivators. Who can benefit from speech therapy? Children and adults are treated for various concerns that impact their overall communication. Speech-language pathologists can target the following in treatment: - Speech sound delay or disorder - Fluency (stuttering) - Speech intelligibility - Expressive/Receptive language delay or disorder - Social communication - Motor programming (Apraxia of speech) - Oral motor dysfunction - Cognitive communication As one can see, there are a myriad of factors that may affect one’s overall ability to use and understand language. Whether an individual has received a diagnosis, sustained an injury, or is behind in his/her developmental milestones, it would be beneficial to consult a speech-language pathologist to determine their candidacy for direct intervention. Why speech therapy? Speech therapy can have many benefits, allowing greater participation across different environments (i.e., home, school) and out in the community. This includes: - Improving 2-way communication: Provides individuals and their family members with ways to help express their needs, thoughts, and feelings. This includes unaided and aided communication (e.g., communication boards, books, apps and devices). Additionally, therapy will improve one’s understanding of language, including directions, comments, and questions. - Helps with social skills: Interacting with others involves various social communication skills, which can be an important aspect of speech therapy. This can be targeted in sessions using modeling, play-based activities, games, role play, social stories or using other tools and strategies. - Facilitates reading skills: Speech delays or disorders are often associated with difficulties in reading and writing. Reading and writing can significantly aid an individual’s communication participation, in addition to playing an important role in work and school. Early reading and literacy skills are targeted in sessions by increasing alphabet and print awareness, development of phonological awareness (i.e., sounds in words), and by incorporating reading during motivating treatment activities. - Enhances Alternative Communication Methods: Communication is often synonymous with speech, when in fact it can involve a myriad of other nonverbal or verbal communication methods, such as gestures, approximations, sign language vocalizations and/or other means. As social creatures, we humans express ourselves through a total communication approach. This involves facial expressions, eye contact, gestures, speech, visuals, writing, typing and many other forms of communication. - Reduces frustration: A breakdown in communication can be incredibly frustrating for both the receiver and sender of the message. Ultimately, the overarching goal in speech therapy is to help individuals express themselves so that they are better understood by others. Find more on: Speech Therapy for Children and Speech Therapy for Adults

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Can I Catch an Illness from My Pet? Rabies isn't the only disease transmitted from animals to humans. In fact, you and your pet may share more diseases than you may realize. Fortunately, it's easy to avoid these diseases or conditions by taking a few precautions. Ringworm isn't actually caused by worms but gets its name from the raised, red, circular skin rash it causes. If your pet has the fungal infection, you can catch it by petting your furry friend or even sharing a bed with your dog or cat. Ringworm symptoms in pets include hair loss in a circular pattern, scabs or crusts on the skin, dandruff, broken hairs or brittle nails. Both you and your pet will benefit from anti-fungal medication. Vacuuming or sweeping your floors and furniture regularly and wash bedding, towels, and other items used by your pet can help you avoid ringworm infections. Campylobacteriosis, a bacterial infection that tends to primarily affect animals younger than six months, can also be transmitted to people. Kittens, puppies and other young animals shed the bacteria in their feces. If you or a family member forget to wash your hands after handling feces, you may be at risk of developing campylobacteriosis. Symptoms of the infection in both pets and people include diarrhea, lethargy, abdominal cramps, and fever. Campylobacteriosis typically causes only mild symptoms in humans and doesn't usually require treatment. Young children, senior citizens, or people with compromised immune systems may experience more severe symptoms. Antibiotics and oral fluids may be prescribed if your pet develops the infection. Roundworms look like pieces of spaghetti and can grow up to 12" long. They live in the intestinal tracts of animals and people and can be transmitted to people through contact with feces. Symptoms in pets include vomiting, diarrhea, constipation, cough, and bloody stools. If you take a close look at your pet's feces, you may see a few of the wriggling worms. People with roundworm infections may also experience bloody stools in addition to abdominal pain. If the worms eventually travel to the lungs, coughing and shortness of breath can occur. Anti-parasitic medications will kill the worms in both people and pets, although surgery may be needed to eliminate intestinal blockages. You can reduce your risk of a roundworm infection by washing your hands thoroughly after picking up your dog's feces or scooping the litter box. It's also important to tell your children to avoid playing in areas where dogs defecate, as roundworm eggs can survive in the soil for up to two years. Lyme Disease and Poison Ivy, Oak, or Sumac Have you ever developed a rash that looked like poison oak or ivy even though you hadn't recently spent any time working in your yard or walking through the woods? Your pet may have been the reason that you developed the rash. Although dogs and cats don't usually develop poison ivy, oak, or sumac due to the thickness of their coats, they can carry oils from the plants on their hair. When you pet your furry friend, the oils transfer to your skin and cause that unmistakable itchy rash. If you suspect that your pet has spent some time around the poisonous plants, a bath will remove the oils. Be sure to use gloves when you bathe your pet and immediately wash the towels you used to dry your cat or dog. It's also possible to catch Lyme disease even though you haven't spent any time around woods or meadows. The deer ticks that carry the disease can transfer from your pet's body to yours after a romp in the woods. If a tick bites you, you may become infected with the disease. Lyme disease symptoms in pets and people include pain and stiffness in muscle and joints, fever, and lethargy. Although a bull's eye rash may be an indication that you have the disease, the rash may not always occur or might not be noticeable. Antibiotic treatment is the recommended Lyme disease treatment for both you and your pet. You can reduce your risk of contracting the disease from your pet by carefully examining him or her for ticks after outdoor trips and offering flea and tick preventives on a regular basis. Are you worried that your pet may have developed an illness or infection that could be passed to you? Treating your pet can help you avoid illness. Call us today to schedule your furry friend's appointment. PetMD: Bacterial Infection in Dogs Prevention: 11 Diseases You Can Get from Your Pet, 5/30/13 Centers for Disease Control and Prevention: Zoonotic Diseases NewsMax: 5 Illnesses You Can Give to Your Pet, 7/17/15 PLOS/ONE: Seasonality in Human Zoonotic Enteric Diseases: A Systematic Review, 4/2/12

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In an encouraging stride towards global climate action, nearly 200 countries participating in the COP28 summit in Dubai have reached a groundbreaking agreement heralded as “historic.” What is the UAE Consensus? Termed the UAE Consensus, the agreement calls on nations to contribute to a just and orderly transition away from fossil fuels, aligning with the imperative to achieve net-zero emissions by 2050 – a critical milestone underscored by overwhelming scientific consensus. International climate negotiations have been taking place for 28 years and the UAE Consensus is the first time that a summit has ended in a pact calling on nations to transition away from fossil fuels. However, despite the celebratory tone surrounding the achievement, the UAE Consensus faces scrutiny and debate. At the heart of the COP28 discussions, the future role of fossil fuels emerged as a contentious focal point, with reports of OPEC countries pushing for a weaker agreement. Another concern centres on the agreement’s perceived lack of specificity regarding how economically challenged nations, grappling with large debt, will secure the financing to facilitate their transition away from fossil fuels and adapt their economies to the challenges posed by global warming. Amidst these deliberations, the agreement emphasises a robust action plan aimed at curbing global warming and keeping temperature increases within the target of 1.5°C. This goal sets the stage for intense negotiations that transcend previous conventions and will test the collective international resolve. After the conclusion of the 28th COP (Conference of the Parties) summit, the agreement now moves into the practical implementation phase through a series of steps. The agreement, having been adopted, begins a journey through domestic approval and ratification processes within each participating country. The methods of approval vary, mirroring the diversity of political systems worldwide. In parliamentary systems, the approval of the legislature may be sufficient, while in presidential systems, the head of state may play a crucial role. Additionally, some countries may require the agreement to go through a parliamentary or legislative vote to be officially ratified. Post national approval, countries formally communicate its ratification to the international community, typically through the United Nations Framework Convention on Climate Change (UNFCCC). This formal act signifies a nation’s commitment to upholding the stipulations outlined in the COP28 agreement. The agreement made at COP is not legally binding, but countries can use it to inform their own climate plans and reduce their own emissions in line with the ambition set out in agreement. This is a significant loophole but nevertheless, the ultimate direction of travel is clear The journey doesn’t end with formal ratification either. Instead, it marks the beginning of an ongoing commitment to turn the agreed-upon targets into reality. A key facet involves the pursuit of financial and technical support, particularly imperative for developing nations. The importance of accountability is woven into the fabric of this process. Countries may opt to institute mechanisms for monitoring and reporting progress on their COP28 agreement implementation. This could materialise in the form of a National Action Plan that details specific strategies and policies designed to achieve the targets. What does this mean for Ireland? As a participant in the COP28 summit, Ireland, like other nations, is now tasked with implementing the agreement reached in the UAE Consensus, including the transition away from fossil fuels and the pursuit of net-zero emissions by 2050. The Irish government’s Climate Action Plan outlines a target of reducing emissions by 51% by the year 2030. The plan was initially developed in 2019 after the Paris Agreement, which set the tone for nations worldwide to intensify their efforts in reducing greenhouse gas emissions and limiting global temperature increases. This reflects a localised version of the global commitment that needs to be articulated across nations as an outcome of COP28. Periodic global stocktakes There were other promising outcomes from the Dubai summit. For the first time, nations collaborated to publish the global stocktake, evaluating progress toward the Paris Agreement goals. This process informs countries’ emission reduction plans submitted every five years to the UNFCCC. The global stocktake and five-year frameworks are part of the “ratchet mechanism,” aiming to incrementally elevate ambitions for achieving the Paris Agreement’s goal of limiting global warming. In essence, the success of COP28 hinges on a delicate balance of global collaboration and adherence to commitments. The ratification process at the national level acts as the linchpin translating international consensus into binding obligations that wield influence over domestic policies and actions. Up next is a crucial test for the Paris Agreement In the aftermath of the UAE Consensus, there is heightened anticipation surrounding the efficacy of the Paris Agreement. Adopted in 2015 under the UNFCCC framework, its central goal is to limit global temperature increases well below 2 degrees Celsius above pre-industrial levels, with efforts to limit the increase to 1.5 degrees Celsius. The forthcoming period within the context of the UAE Consensus is poised to be a litmus test for the Paris Agreement’s voluntary structure. The focus rests on the its capacity to lay the groundwork for the upcoming round of commitments aimed at reducing emissions from 2025 to 2035. Failure is not an option While the COP28 agreement marks a united step forward, what is clear is that the real work of delivering on these outcomes is still ahead of us, and the stakes couldn’t be higher. The current repercussions of climate change offer only a glimpse into a potentially uninhabitable future. In 2023, the world saw the highest global temperatures in over 100,000 years, and heat records were broken in all continents through 2022. Energy-related emissions reached record levels in 2022, and existing policies put us on track to almost 3°C of heating. Coupled with this stark reality, in recent years the outline of international politics has undergone substantial variance, and this has had profound implications for climate action. Nations grapple not only with the immediate impacts of the climate crisis but also with the complexities of political dynamics that influence decision-making on a global scale. The rise of populist movements, fluid geopolitical developments, conflicts and persisting economic uncertainties create a complex tapestry of challenges that intersect with the imperative for environmental sustainability. The relentless march of climate change, exacerbated by political complexities, demands a resolute response. This agreement reached at COP28 has to be good enough. It is humanity’s opportunity to rise above the discord that until now has hindered effective action against fossil fuels and a truly collective front against the impending perils. As noted by COP28 head Sultan Ahmed al-Jaber, the UAE Consensus marked a “historic” breakthrough, but warned that “an agreement is only as good as its implementation.” Adam has extensive experience across public relations and public affairs, having worked in a PR agency representing both public and private sector clients, in-house communications and in the Houses of the Oireachtas. He specialises in media relations, public affairs and stakeholder engagement. He brings to 360-FINN experience in account management, public policy and business development and before 360, Adam worked as a Communications Specialist for Bus Éireann.

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Image file formats are standardized means of organizing and storing digital images. Image files are composed of digital data in one of these formats that can be rasterized for use on a computer display or printer. An image file format may store data in uncompressed, compressed, or vector formats. Once rasterized, an image becomes a grid of pixels, each of which has a number of bits to designate its color equal to the color depth of the device displaying it. Image file sizes The size of raster image files is positively correlated with the resolution and images size (number of pixels) and the color depth (bits per pixel). Images can be compressed in various ways, however. A compression algorithm stores either an exact representation or an approximation of the original image in a smaller number of bytes that can be expanded back to its uncompressed form with a corresponding decompression algorithm. Images with the same number of pixels and color depth can have very different compressed file size. Considering exactly the same compression, number of pixels, and color depth for two images, different graphical complexity of the original images may also result in very different file sizes after compression due to the nature of compression algorithms. With some compression formats, images that are less complex may result in smaller compressed file sizes. This characteristic sometimes results in a smaller file size for some lossless formats than lossy formats. For example, graphically simple images (i.e. images with large continuous regions like line art or animation sequences) may be losslessly compressed into a GIF or PNG format and result in a smaller file size than a lossy JPEG format. A file format is a standard way that information is encoded for storage in a computer file. It specifies how bits are used to encode information in a digital storage medium. File formats may be either proprietary or free and may be either unpublished or open. Photo. Courtesy of Andreas Aristidou ... Latest stories ... He said ... From this, a skeleton is reconstructed in a motion file – such as BVH or SMPL formats – and retargeted to an avatar model, the creation of which tends to be outsourced to a graphic designer. Images in the graphic format Webp bring malicious code with them ... in the Webp graphics format ... The widely used graphic format Webp, which is characterized by particularly small file sizes, was affected. Even if you have already changed the setting for the default browser in Windows to Firefox or Chrome, clicking on some file formats used on the internet, such as SHTML or the WEBP graphics format, still opens the Edge browser. For the user, the exact format of the packages does not initially matter ...Image editing and graphics ... The file format used by Inkscape is SVG (Scalable Vector Graphics) ... Office for the web can also import and export files in Libre Office formats. Graphic designers and those who rely upon them take note ... The combination of different models was chosen because of the complexity of graphic design and the dearth of available training data on one of the field’s main formats. .SVG files. NEW YORK, Nov ... In a digital content file, the information can be stored or published via audio and video files, graphics, or animations and image formats ... Buy the full report here ... Read a Sample PDFReport Now ... Ltd.Related Reports. ... Report Coverage ... 2022. Graphic design and image editing software offer various options for exporting files in different formats ...Design files can be exported to compatible formats for 3D printing, computer numerical control ... Common file formats for photos include JPEG, PNG, and RAW... Text-based documents with minimal formatting often have relatively small file sizes, while more complex documents with images, graphics, and embedded media may be larger in size. Formatting the Book for Kindle. Proper formatting is essential to ensure that your Kindle book appears professional and is easy to read on various devices ...FormatImages and Graphics ... Use supported file formats such as JPEG or PNG. What Are MediaFile Formats? ...Image file formats are used to store visual data, such as photographs, graphics, or illustrations ... Image file formats are used to store and display visual data, such as photographs, graphics, or illustrations. UnderstandingResolution and File Formats. When preparing your digital art for printing, it is crucial to have a clear understanding of resolution and file formats ... File Formats ... PNG is another lossless file format that supports transparent backgrounds.

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A cotton crop is the result of the cultivation of plants of the Gossypium genus for economic and food purposes. The plant is a shrub defined by its soft, fibrous boll surrounding its seeds. This warm-weather crop is native to tropical and subtropical regions and generally can't tolerate extreme conditions. Cultivation begins with planting in a fertile soil and includes considerable management for a successful yield. The crop may be picked by hand or machine and has a number of uses. Cotton is a shrub plant of the Gossypium genus. Its seeds are surrounded by a fluffy ball of soft fiber that help in their dispersion. The soft fibers work well as textiles once spun into yarn or thread. Cotton is most often cultivated in large commercial crops. Typically, a cotton crop does best in temperatures ranging between 52° and 77° Fahrenheit (about 11° to 25° Celsius), most typically in tropical and subtropical climates. Freezing and extremely hot temperatures can effect the yield and quality of a cotton crop, if not completely destroy it. Excess moisture and dry conditions lasting longer than five to seven months can produce the same effects. Starting a cotton crop includes planting seeds in moist soil with plenty of fertilizer or compost, since the plant uses large amounts of nutrients. The soil should also have a muddy or slightly sandy texture so that the long roots can penetrate deeply. Seedlings take between one and four weeks to appear. The cotton crop may need irrigation if it isn't located in an area receiving between 7,000 to 9,000 m3 of moisture per hectare naturally. Crop management involves concerted effort and labor beginning with soil preparation through the plant's life cycle and ending post-harvest. Cultivators must consider possible pests, diseases, and issues according to local climate and environment, and pay close attention through the plant's development, estimating yield and fruit retention using a variety of methods. Factors like weed and insect control, plant population, and irrigation must also be carefully considered and executed for high quality and yield. Cotton may be harvested by hand or mechanically. Machines either remove the cotton from the boll by itself, or strip the entire boll from the plant. Stripping machines are common in windy climates where "picker" plant varieties don't fare well. The harvested plant's fiber and seeds are used in several industries. The majority of fiber is used for clothing production, followed by home furnishings and industrial applications. Cotton seed is used to feed livestock and poultry, and the plant's oil is also used in food production.

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https://www.aboutmechanics.com/what-is-a-cotton-crop.htm

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Blood pressure is the measurement of the pressure or force of blood pushing through blood vessels (arteries). Arteries deliver blood from the heart to the tissues of the body. The measurement of blood pressure keeps changing throughout the day. Hypertension — most commonly known as high blood pressure is a serious medical condition during which the force of blood pushing through the arteries becomes too high. Study shows that nearly 1 in 2 American adults (116 million) have hypertension. Expert cardiologists state that hypertension should be diagnosed and treated timely. Ignoring its symptoms or delaying the treatment can increase the risk of some serious complications, such as heart failure, kidney failure, stroke, etc. Symptoms of hypertension Usually, hypertension doesn’t show any symptoms. That’s why most people don’t even know they have high blood pressure until it causes some serious health problems. Cardiologists suggest that some people with hypertension may have - Shortness of breath - Irregular heartbeat - Vision changes - Buzzing in the ears Causes of hypertension Hypertension has several risk factors. This mainly includes the following but is not limited to. - Age is considered a major factor that increases the risk of developing hypertension. - Hypertension is more common in men until the age of 64. After the age of 65, women are prone to develop this condition. - Hypertension tends to run in families with a history of high blood pressure. - Overweight comes among the top causes of hypertension. The more you weigh, the more you are likely to develop this problem. - You are likely to develop hypertension if you lead an inactive lifestyle. Lack of physical activity significantly increases the risk of high blood pressure. - Excess consumption of alcohol and tobacco increases the risk of hypertension. - Stress and stress-related habits such as eating more, smoking more, or drinking alcohol more increase the risk of high blood pressure. - Consuming too much salt is also a major factor that increases the risk of developing this condition. - Certain chronic conditions such as diabetes, kidney disease, or sleep apnea may also increase the risk of hypertension. Apart from all the above, pregnancy can also play a major role in increasing blood pressure. Hypertension treatment is determined by several factors, such as the cause and severity of the condition and your age as well as overall health. Usually, the doctor starts with dietary and lifestyle changes to reduce blood pressure. If this doesn’t help and proves to be ineffective, the doctor prescribes certain medications. The type of medication the doctor prescribes depends on your blood pressure measurements and overall health Medicines used for high blood pressure treatment include:- - Angiotensin-Converting Enzyme (ACE) Inhibitors - Angiotensin II Receptor Blockers (ARBs) - Calcium Channel Blockers

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How the Federal Reserve Works Have you ever taken a close look at paper money? Each U.S. bill has the words "Federal Reserve Note" imprinted across the top. But many individuals may not know why the bill is issued by the Federal Reserve and what role the Federal Reserve plays in the economy. Here's an inside look. The Federal Reserve, often referred to as "the Fed," is the country's central bank. It was founded by Congress in 1913 to provide the nation with a safer, more flexible, and more stable monetary and financial system. Prior to its creation, the U.S. economy was plagued by frequent episodes of panic, bank failures, and limited credit.1 The Fed has four main roles in the U.S. economy. In addition to its other duties, the Fed has been given three mandates with the economy: maintaining maximum employment, maintaining stable price levels, and maintaining moderate, long-term interest rates.1 It's important to remember that the Fed cannot directly control employment, inflation, or long-term interest rates. Rather, it uses a number of tools at its disposal to influence the availability and cost of money and credit. This, in turn, influences the willingness of consumers and businesses to spend money on goods and services. For example, if the Fed maneuvers short-term interest rates lower, borrowing money becomes less expensive, and people may be motivated to spend. Consumer spending may stimulate economic growth, which may cause companies to produce more products and potentially increase employment. When short-term rates are low, the Fed closely monitors economic activity to watch for signs of rising prices. On the other hand, if the Fed pushes short-term rates higher, borrowing money becomes more expensive, and people may be less motivated to spend. This may, in turn, slow economic growth and cause companies to decrease employment. When short-term rates are high, the Fed must watch for signs of a decline in overall price levels. Supervise and Regulate The Fed establishes and enforces the regulations that banks, savings and loans, and credit unions must follow. It works with other federal and state agencies to ensure these financial institutions are financially sound and consumers are receiving fair and equitable treatment. When an organization is found to have problems, the Fed uses its authority to have the organization correct the problems. The Fed maintains the stability of the financial system by providing payment services. In times of financial strain, the Fed is authorized to step in as a lender of last resort, providing liquidity to an individual bank or the entire banking system. For example, the Fed may step in and offer to buy the government bonds owned by a particular bank. By doing so, the Fed provides the bank with money that it can use for its own purposes. Banker for Banks, U.S. Government The Fed provides financial services to banks and other depository institutions as well as to the U.S. government directly. For banks, savings and loans, and credit unions, it maintains accounts and provides various payment services, including collecting checks, electronically transferring funds, distributing new money, and receiving and destroying old, worn-out money. For the federal government, the Fed pays Treasury checks, processes electronic payments, and issues, transfers, and redeems U.S. government securities. Each day, the Fed is behind the scenes supporting the economy and providing services to the U.S. financial system. And while the Fed's duties are many and varied, its focus is to maintain confidence in banking institutions. A Decentralized Central Bank The Federal Reserve System consists of 12 independent banks that operate under the supervision of a federally appointed Board of Governors in Washington, D.C. Each of these banks works within a specific district, as shown. Source: FederalReserve.gov, 2023 1. FederalReserve.gov, 2023 The content is developed from sources believed to be providing accurate information. The information in this material is not intended as tax or legal advice. It may not be used for the purpose of avoiding any federal tax penalties. Please consult legal or tax professionals for specific information regarding your individual situation. This material was developed and produced by FMG Suite to provide information on a topic that may be of interest. FMG Suite is not affiliated with the named broker-dealer, state- or SEC-registered investment advisory firm. The opinions expressed and material provided are for general information, and should not be considered a solicitation for the purchase or sale of any security. Copyright FMG Suite.

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Ringed seals occur throughout the Arctic. They are the only northern seal that can maintain breathing holes in thick sea ice and thus are distributed well beyond the range of the other northern true seals – north to the Pole (Heide-Jørgensen and Lydersen, 1998; Gorbunov and Belikov, 2008). They are extremely dependent on sea ice, which is their exclusive breeding and haul-out platform. Typically, they prefer land-fast ice in fjords and along coastlines, with reasonably thick and stable snow cover (e.g. Lydersen and Gjertz, 1986); but, they also live and breed in drifting pack-ice in the Barents Sea (Heide-Jørgensen and Lydersen, 1998). Ringed seals remain associated with ice year round (Freitas et al., 2008a; Hamilton et al., 2015). Their distribution and movements in summer are likely driven by food availability (primarily pelagic and ice-associated prey) in combination with sea-ice conditions (Freitas et al., 2008b; Eliseeva, 2008). The world population of ringed seals is believed to number in the millions, but few areas have been surveyed systematically, and climate change is clearly a major threat to this species. Within the Barents Sea, assessment data are only available from some of Spitsbergen’s fjords, where the west/north coast stock consisted of 7,000-10,000 animals (Krafft et al., 2006) in the early 2000s. No recent surveys have been conducted in Svalbard, and Frans Josef Land has never been assessed, nor has the Barents Sea pack-ice. Ringed seal reproduction has likely been negatively impacted during recent years with poor ice conditions in Svalbard (2006-2015); reduced habitat available for pupping is also likely to cause declines in the adult population. Redistribution and declines in abundance are expected based on forward-looking sea-ice scenarios for the Barents Region (e.g. Freitas et al., 2008b; Kovacs and Lydersen, 2008). Monitoring plans have recently been developed, but not yet implemented. Aerial surveys have been conducted for ringed seals in the White Sea, but recent results are not yet available.

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There is yet another word, as well. It is resilience. Resilience is the higher capacity to recover and adapt to a new situation. For example, the owners of the house threatened by a landslide have a second house in town. One can be susceptible but if one's resilience is high, one is not necessarily vulnerable. Yet again, more and more people seem to be affected by disasters, partly because the population is increasing, people live more and more in urban settings with over-crowding and poor living conditions. There are actually three conditions to have a disaster: 1. Disrupting the normal condition; 2. Exceeding the local capacity; and 3. Affecting people (and people matter most). Without people, there would be no disaster. It may just be a physical phenomenon. An earthquake in the middle of the desert where no people are involved is not a disaster but only a geological incident. Emergency: Disasters often lead to emergencies. The definition of 'Emergency' has administrative implications: normal procedures are suspended and other measures are put into place to control a situation, avert a disaster, and respond to a crisis. The emergency is declared caution: another definition of emergency is ' a sudden and usually unforeseen event that must be countered immediately to minimize the consequences', but (a) not all emergencies are 'sudden' and (b) there are ways to ensure that they are not 'unforeseen'. There is a disaster-development continuum. It is called so (disaster-development continuum) because disasters disrupt development, and the way to get out of this vicious circle is development. The DDC forms the basis for any analysis, and it can be developed for any type of disaster.

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Imagine, for a moment, living in a world where strep throat wasn’t treatable. Where getting a cut or a blister could be life-threatening, even for people in countries with well-developed health systems. While this may seem far-fetched, that’s exactly what could happen if our antibiotics lose their ability to treat bacterial infections. For years, scientists have been warning us about this scenario and telling us about the alarming rise in drug-resistant bacteria — but it doesn’t have to be our future. Read on to learn 9 facts about antibiotics and how they were discovered, how bacteria learn to outmaneuver them, and how a bold idea (supported by The Audacious Project at TED) could help us address this problem. So how did we get here? 1. We only have penicillin because of a scientist’s vacation and a policeman who grew roses Penicillin, the first widely-used antibiotic, was discovered in 1928 and went on to revolutionize medicine. But we only have this drug — which treats strep throat, meningitis and more — thanks to a string of random events. After his annual summer vacation, bacteriologist Alexander Fleming returned to his lab in London. When he was there, he realized that he had forgotten to place a petri dish in an incubator. As a result, an unusual mold was growing there. What’s more, the staph cells that he’d been studying and were clustered around it had actually died. Fleming called the mold “penicillin”, but then he struggled for more than a decade to isolate its active ingredient. A group of biochemists at Oxford University — Howard Florey, Ernst Chain and Norman Heatley — picked up the charge. In 1940, they succeeded in purifying penicillin and tested it, first on mice and then on its first human subject: a policeman who’d contracted a life-threatening infection after being scratched by a rosebush in his garden. At the same time, England was deep in the midst of World War II. According to the book The Mold in Dr. Florey’s Lab Coat, the group made a plan for what to do if Germany invaded — they rubbed penicillin spores into their lab coats so they could carry on their work should they have to flee. That didn’t come to pass, but Florey and Heatley did have to solicit outside help to get penicillin mass-produced. They worked with both pharmaceutical companies and the US government to develop methods for growing penicillin at scale. By 1943, the US was supplying all the Allied forces with this miracle drug, which gave them a huge advantage in treating injuries. 2. Most of our existing antibiotics were found in the dirt — with the help of pilots and missionaries Penicillin set off a golden age of antibiotic discovery, with scientists racing to identify substances with similar properties. At Rutgers University, agriculture student-turned-microbiologist Selman Waksman systematically tested an astonishing 10,000 soil samples over the course of his career. In 1943, he identified streptomycin, a broad-spectrum antibiotic effective against tuberculosis. This work quickly got the attention of drug companies, who also set their eyes on searching soil. As public health journalist Maryn McKenna notes, Pfizer commissioned pilots, explorers and foreign correspondents to send back soil samples as they traveled; Eli Lilly, meanwhile, made a deal with the Christian and Missionary Alliance to have its members do the same. Bristol-Myers tapped its shareholders, asking them to mail in soil from wherever they went. This tactic worked for decades, netting dozens of new antibiotics. But by the mid-1970s, researchers scouring soil samples found themselves discovering the same molecules over and over. Nothing new. 3. Discovery of new antibiotics has slowed, while bacteria are growing resistant to existing drugs For the past 40 years, scientists have focused on methods like genomic sequencing to help identify new antibiotics. This process is slow and expensive — it costs roughly $1 billion per drug, says McKenna — and has yielded relatively little in the way of results. At the same time, bacteria are learning to withstand our available drugs. They’re developing antibiotic resistance — sneaky strategies that prevent an antibiotic from damaging their cells. What’s more, bacteria appear to be getting more and more efficient at this. As McKenna explains in a TED Talk, vancomycin was first prescribed in 1972, and then vancomycin-resistant bacteria emerged in 1988. Imipenem came out in 1985, and resistance was noted in 1998. More recently, daptomycin came out in 2003, with resistance noticeable by 2004. 4. The very use of antibiotics increases the mutation rate of bacteria Antibiotics are mutagens, which work by attacking a bacteria cell. If they don’t kill it outright, they trigger the cell to fight for survival. So the use of an antibiotic increases the probability of a bacteria cell mutating in a way that gains resistance. Resistant cells are able to pass on new coding to their offspring with startling speed — bacteria birth a new generation every 20 minutes. Plus, cells are even able to hand off their resistance to other bacteria. As McKenna puts it in her TED Talk, “Bacteria can pass their DNA to each other like a traveler handing off a suitcase at an airport. Once we have encouraged that resistance into existence, there is no knowing where it will spread.” Resistance can also accumulate. Some communities of cells now have resistance to multiple antibiotics, and these hard-to-kill bacteria are the “superbugs” that you’ve probably heard about. 5. Antibiotic resistance is a natural phenomenon, but overusing antibiotics makes the problem much worse Given how swift bacteria are at building resistance, the best strategy for ensuring that antibiotics stay effective would be to use them sparingly and only when needed. But that isn’t what we’ve done. In some countries, antibiotics are available without a prescription, and in Europe and North America, antibiotics are vastly overprescribed by physicians. Too many patients pressure practitioners for antibiotics, even for colds or viruses that can’t be cured by them. According to the US Center for Disease Control, 30 percent of antibiotic prescriptions written in the US — in doctors’ offices and hospitals — are unnecessary. 6. Antibiotic use in livestock and antibacterial soaps are also driving resistance In the US, 70 percent of all antibiotics sold are used on farms to fight off infections in livestock and enhance their growth. Antibiotics are also used in the farming of fish and shrimp, as well as in the growing of fruits like apples, pears and citrus even though they’re not always necessary. Meanwhile, consumers’ use of antibacterial soaps are on the rise. Then, with the COVID-19 pandemic, many people are using hand sanitizer gels and disinfecting wipes much more frequently. It’s the right thing to do while the virus is a threat — but in the long run, it could further stoke resistance. 7. The number of people dying from antibiotic-resistant diseases keep rising According to a 2019 report from the World Health Organization, at least 700,000 people are already dying of drug-resistant diseases each year. That number could rise to 10 million annually by 2050, making antibiotic resistant infections more deadly than cancer. We could soon be living in a very different world, one where the medical advances of the last century are wiped away. 8. But there is good news: Artificial intelligence has helped identify the first new broad-spectrum antibiotic in decades This story promised hope, and that’s where the work of the Collins Lab at MIT comes in. Led by synthetic biologist Jim Collins, the lab has the goal to speed up the process of discovering new antibiotics and replenish our antibiotic arsenal. They’re doing this by harnessing the power of machine learning to screen unprecedented numbers of molecules for antibiotic properties. In a 2020 study, Collins’ team announced that they have identified a new, highly-potent antibiotic: halicin. Named for HAL 9000, the sentient computer in 2001: A Space Odyssey, it seems to have real superpowers. Halicin rapidly kills E. coli, M. tuberculosis and more, and it’s also effective against the antibiotic-resistant bacteria that cause sepsis and pneumonia. Equally important, halicin doesn’t appear to trigger mutations like other antibiotics do — while E. coli can develop resistance to other antibiotics in a single day, it wasn’t able to develop resistance to halicin even after 30 days of exposure. While scientists have known about halicin for a while — it was tested as a treatment for diabetes years ago — no one suspected it had antibiotic properties. “It doesn’t look like the antibiotics we know, so it would have been all but impossible for humans to recognize it as an antibiotic,” says Collins. Thanks to the support of The Audacious Project, the funding initiative housed at TED to catalyze ambitious ideas into action, the Collins Lab is looking to add to our antibiotic toolbox. Their mission is to identify seven new classes of antibiotics to tackle seven of the world’s deadliest bacterial pathogens over the next seven years. The lab’s work begins by analyzing the antibacterial activity of 100,000 known molecules. From there, they’ll train a machine-learning model to predict — based on their chemical structure — whether the new molecules could kill bacteria. Somewhere in this process, they should find antibiotics perfectly suited to fight ultra-deadly bugs. Researchers can also use what the model learns about antibacterial properties to design entirely new molecules that could be synthesized and tested. 9. Even better: This method might also have an impact on COVID-19 As Collins shared in his TED talk, he and his team are training an AI platform to search for new antivirals that could treat COVID-19. At the same time, they’re looking to modify the BCG vaccine — currently used to prevent tuberculosis — to include COVID-19 antigens. Finally, they’re working to create a face mask that could continually test its wearer for COVID-19 as they breathe (wow!). They’ll do this by freeze-drying RNA sensors onto cloth. One last thing: Combating antibiotic resistance isn’t just the work of people like the Collins Lab team. We can each do our part Next time you’re sick, double-check with your doctor to make sure an antibiotic is really necessary. If it is, be sure to follow the prescription instructions so that you kill the bacteria rather than drive mutation. In your everyday life, you can look for antibiotic-free meat and buy plain soaps rather than antibacterial ones — they’re just as effective on virus particles. Yes, it’s hard to think about facing another large-scale global health crisis in our lifetimes — but we have a chance to heed the warning this time. Watch Jim Collins’s TED Talk here: Watch this TED-Ed lesson about the antibiotic resistance:

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Religion has always played a significant role in the world of art, but this role changed dramatically in the Romantic period. No longer were artists as religious in their representation of the church and religion. During this period, they portrayed religion in much the same way as the Classicists portrayed mythology and legend. It was almost as if they didn't believe in it any more. Even though the general movement took place at the same time all over Europe and the United States, the art was dramatically different in each place. However, one of the most common themes was that man was born “good”. This is in sharp contrast to the religious influence of previous eras that expressed that man was born “bad” and was guided to goodness by the church and society. In Romanticism, man was corrupted by society rather than saved by it. Romantic artists were able to travel far more than their predecessors so they were able to see first-hand the subjects of their work. They were no longer bound to imagine simply based upon what they read in a book. They traveled extensively and often women of these lands were described as more exotic than the women that resided at home.Nature also paid an important role in Romantic art. From the landscape of north-eastern United States to the landscapes of England and to the symbolic landscape of Germany nature was a powerful and influential force in the artists mind and soul. Sometimes the violent and unpredictable side of nature was portrayed. The early part of the Romantic period in France overlapped with the Napoleonic Wars, and so this event inspired many of the artists during this crucial time.

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Several snowmobiles navigated speedily over arctic ice and snow in Alaska's outback in late June. This scene might seem ordinary except that the recently unveiled snowmobiles are unmanned, autonomous, toy-size robots called SnoMotes – the first prototype network of their kind envisioned to rove treacherous areas of the Arctic and Antarctic capturing more accurate measurements that will help scientists better understand what is causing the well-documented melting of ice in those regions. Ayanna Howard, an associate professor in the School of Electrical and Computer Engineering at the Georgia Institute of Technology in Atlanta, worked with scientists at Pennsylvania State University in State College, Pa., to create the toy-like robots. The robots are designed to traverse terrain often too dangerous for scientists, in pursuit of barometric pressure, temperature, and relative humidity measurements that will help scientists improve climate models. Howard, a former member of NASA's Mars technology program team who developed SmartNav, an autonomous, next-generation Mars rover, believed that science-driven robotics could be just as useful of a vehicle to new discoveries on Earth as it has been in the quest to learn more about Mars. "After working with robots for the Mars technology program, I thought a similar type of rover could be used to collect multiple science measurements on this planet," said Howard. She is lead on the SnoMotes project funded by the Advanced Information Systems Technology program in NASA's Earth Science Technology Office, a NASA Headquarters office located at Goddard Space Flight Center in Greenbelt, Md. "My research colleagues at Penn State agreed that we could possibly advance what we know about how changes in climate affect ice sheets and glaciers using robots to trek landscapes with volatile cracking or shifting ice where scientists have difficulty going to gather important measurements. The robots could also fill gaps in the existing network of satellites and weather station sensors that occurs due to immobility of the grounded station sensors or remote location and limited resolution of the satellites. Essentially, the robots could act as 'mobile weather stations,' able to travel to capture real-time data at the spot where change is occurring." In June, Howard and researchers from the University of Alaska Southeast in Juneau completed the first tests of the SnoMotes' capabilities on the Mendenhall Glacier in Juneau. To test the basic ability of the SnoMotes to navigate the terrain and communicate with the science console and the team's base, Howard and others released three SnoMotes into a multi-textured environment on the glacier that featured ice, deep snow, crevices and "sun cups," rough patches that develop when the sun partially melts icy areas. "Though our analysis of the data from the field test will not be complete until this fall, the robots did well spanning the terrain without difficulty and we were able to communicate with them from the 'base camp' without any noticeable errors," said Howard. The current SnoMotes are a prototype of what Howard expects will be a full-scale system about twice the size of the current robots that are two feet long and one foot wide. With the intent to use low-cost materials, the three prototypes were developed from discontinued remote-controlled plastic snowmobile-shaped toys that Howard and her team adapted with sensors, microprocessors, and cameras for autonomy that expand upon rover innovations from Howard's SmartNav robot developed for NASA in 2004. NASA's Earth Science Technology Office cultivates technologies like the SnoMotes that offer scientific measurements and practical applications that benefit society in tangible ways. "This is the third rendition of the robot," said Howard. "In the development stage, I considered the nature of ice and snow and how people actually walk on both. The first version of the robot had legs. We then shifted to a hybrid leg and wheel design that allowed the wheels to maneuver out of snow patches if the legs became stuck. We finally thought about the other ways in which scientists travel on the icy arctic terrain, and decided to use a snowmobile-type design to solve the maneuverability problems." Howard and colleagues Derrick Lampkin of Penn State and Magnus Egerstedt of Georgia Tech hope to create a low-cost final model of the SnoMotes that will be scalable into a network that institutions can use, with 30-40 mobile robots located across the Arctic. During future field tests on the next generation of SnoMotes, Howard plans to assess whether multiple SnoMotes can use advanced artificial intelligence skills and enhanced mobility to navigate at the same time, distinguish varying types of terrain, and communicate with one another, and whether a full set of finely-tuned sensors can capture barometric pressure, temperature, and relative humidity while also being durable enough to sustain extremely cold temperatures. To this end, Howard and her team have begun thinking of ways to add a heating mechanism to preserve the robots' sensitive internal instruments. "With a comprehensive system that boasts a communications infrastructure, mobile sensors with moving data streams, plus existing weather stations and Global Positioning System measurements of glacier motion, the entire network will be able to alert scientists, in real time, about what may be happening, let's say, when an Arctic lake is draining," said Matt Heavner, director of the Southeast Alaska Monitoring Network for Science, Telecommunications, Education and Research at the University of Alaska Southeast in Juneau. Howard plans to work with Heavner to eventually broadcast SnoMote data on the Web for easy access by scientists. Goddard Space Flight Center

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Roundup of Recent Science Discoveries, 2004 Sedna Debuts, Rattling Poor Pluto On March 15, 2004, astronomers confirmed the discovery of the most distant object ever identified in our solar system. Twice as far from the Sun as any known object, this red mass has an unusually elliptical orbit that takes a staggering 10,500 years to complete. Officially called 2003 VB12, its discoverers claim that it is the first known object from the long-hypothesized Oort Cloud, believed to be home to billions of frozen comets. The object's surface temperature is about minus 400°F (minus 240°C). Its frigid celestial homeland inspired its informal name, Sedna, the Inuit goddess of the icy northern oceans. In addition to its unparalleled coldness and distance, Sedna also distinguishes itself as the largest object identified since Pluto's discovery in 1930. About three-quarters of the size of Pluto, it is considered a planetoid (a minor planet or asteroid). Thought to be composed of rock and ice, it has a reddish hue similar to that of Mars. In the process of defining Sedna, poor Pluto's fragile standing as a planet has once again come under attack—you may recall that unpleasant business back in 1999 when rumors circulated in the press darkly hinting that Pluto was in danger of a demotion. The International Astronomical Union (IAU) even found it necessary to issue a press release reassuring a distraught public that “no proposal to change the status of Pluto as the ninth planet” was in the works. But while the IAU continues to stand by Pluto, plenty of astronomers would like to wrest it from the company of its eight planetary brethren, pointing out that Pluto has less family resemblance to sublime Saturn than to brassy little Sedna. One of Sedna's discoverers, Mike Brown of the California Institute of Technology, makes a compelling case against Pluto, though coming from a partisan of the new planetoid, it's not nearly as cold-blooded as you might expect: Either Pluto is not a planet, or many other things are planets. Which is a better choice? I want my planets to be more special, not less special, so I favor Pluto not being a planet. Emotionally, though, I have to admit that I have grown up thinking Pluto is this special odd-ball planet at the edge of the solar system. While I now know scientifically that Pluto is less special, it's still hard to let go. What with quasars, red giants, and brown dwarfs presumably taking up their time, why are astronomers still arguing about something as fundamental as whether Pluto deserves to be called a planet? Astonishingly, there's no official scientific definition of a planet, beyond a few principles: it must orbit a star and be spherical, and it cannot have been subject to internal nuclear fusion, which would make it a star. Astronomer Gibor Basri of the University of California, Berkeley, admits, “It's something of an embarrassment that we currently have no definition of what a planet is. People like to classify things. We live on a planet; it would be nice to know what that was.” Back when astronomers first welcomed Pluto into the solar system, it was thought to be the fifth largest planet, 12% larger than our own. Not only has sophisticated astronomical measurement reduced it to ninth place, but given that astronomers have only scratched the surface of the sky—surveying just 15% so far—there are sure to be even bigger, more brazen Sednas in Pluto's future. Grand Old Galaxy It's not news among scientists that our galaxy is one of the very oldest in the universe, but until now researchers were unable to determine just how old—estimates ranged from 10.4 billion to 16 billion years. Now astronomers have been able to narrow down their calculations to within 800 million years of the Milky Way's birth. Give or take a few million, the Milky Way has reached the grand old age of 13.6 billion years. The age of the Milky Way is in part gauged by calculating the age of two of its oldest stars (called A0228 and A2111, part of the globular cluster NGC 6397). Once astronomers determined these stars were 13.4 billion years old, they knew that the Milky Way was at least as old as these galactic inhabitants. But while these are the oldest stars that have been discovered in our galaxy, they are in fact members of a second generation of stars. Were scientists to locate stars from the very first generation, they would have a far more accurate benchmark with which to measure the age of the Milky Way. How do scientists know that stars A0228 and A2111 are old, but not among the oldest? A first-generation star is made up almost exclusively of hydrogen, and has a relatively short, violent life. When it explodes as a supernova, its death generates the creation of heavier elements. Second-generation stars, such as A0228 and A2111, are built from those heavier elements. These two second-generation stars actually reveal a lot more than their own age. One of the elements they contain is beryllium. Because beryllium is known to increase over time, it works as a kind of “cosmic clock.” It permits astronomers to calculate the interval of time between when the first generation of stars exploded and synthesized beryllium, and when this second generation of stars containing beryllium was formed. That interval has been measured to be about 200 million years. An international team of astronomers used the European Southern Observatory's Very Large Telescope (VLT), located in Chile, to make these highly complex measurements. “Just a few years ago,” team leader Luca Pasquini remarked, “Any observation like this would have been impossible and just remained an astronomer's dream!” By adding that interval of 200 million years to the age of the two stars (13.4 billion years), astronomers were able to estimate the age of the first generation of stars in our galaxy—13.6 billion years—and thus at the age of the Milky Way itself. Given that scientists now fix the age of the universe at 13.7 billion years, that makes us the proud denizens of one of the most established and venerable of galaxies. A partial inventory of the latest expedition of the Census of Marine Life (CoML), which in the summer of 2004 ventured into one of the least explored regions of our oceans, revealed 180 species of mid-water fish, 87 near-bottom fish, 5 never-before-seen squid and angler fish, and one astoundingly massive ring of plankton. CoML is a highly ambitious undertaking whose mission is to record the life within our oceans. The billion-dollar project involves more than 300 scientists from 53 countries and will take a decade to complete. Hundreds of thousands of animals and plants are to be inventoried, adding tremendously to the 210,000 marine life forms known to science. Census scientists estimate that perhaps only one-tenth of the life in our oceans is currently accounted for. “We haven't spent enough time exploring our own planet,” says Barbara A. Block, a Johns Hopkins professor involved in the census, “We don't like to tell anyone we're ignorant about the oceans, but we are.” The most recent expedition of the census was the Norway-led MAR-ECO voyage that explored the Mid-Atlantic Ocean Ridge over two months in the summer of 2004. The 3,728-mile-long Mid-Atlantic Ocean Ridge stretches from Iceland to the Azores, a range of volcanic undersea mountains whose height and length rival anything on dry land. It is one of the least explored areas on the planet. Scientists were surprised to find it so densely populated and diverse. Among the most exotic of their discoveries was an Aphyonus gelatinosus, a fish covered with a pink and blue gelatinous layer; and a deep-sea angler fish, from whose head protrudes something resembling a glowing fishing rod, which is used to lure its prey conveniently close to its mouth. Another unusual find was a tremendously wide ring of plankton that spanned 6.2 miles. And census scientists are still puzzling over one pair of ragged claws scuttling across the floors of silent seas. After discovering a series of mysterious, evenly spaced, 5-cm-wide holes that looked as though some creature had “used a sewing machine to create this landscape,” scientists eventually collared an unlikely culprit—a blind, deep-sea lobster. A Leg Up on Lucy What first separated us from the apes on the evolutionary tree was bipedalism, our ability to walk upright (bigger brains developed much later). The most famous of all early bipeds was of course Lucy, Australopithecus afarensis, estimated to be 3.2 million years old. As Donald Johanson, Lucy's discoverer, puts it, “bipedalism is the most distinctive, apparently earliest, defining characteristic of humans.” Since Lucy's discovery in 1974, however, at least one older human ancestor has been confirmed: Australopithecus anamensis, uncovered in 1995, was on his feet about a million years before Lucy. In the years since this last discovery, several finds have challenged the age of our earliest ancestors. None, however, has yet found wide acceptance among paleoanthropologists. One of the most dramatic—and blisteringly controversial—was the discovery in 2000 of Orrorin tugenensis, uncovered in Kenya by French paleonanthropologists Brigitte Senut and Martin Pickford. These fossil fragments from five chimp-sized creatures date back an astounding 6 million years. But Orrorin's credentials as a hominid, to put it diplomatically, were sharply called into question by the scientific community. As a London Telegraph article at the time described Orrorin's reception, it “provoked an unseemly outbreak of name-calling, litigation, and academic feuding between some of the world's finest anthropological minds.” While Orrorin is indeed 6 million years old, no definitive proof confirmed that it was anything other than our nearest relative, the chimpanzee. But powerful evidence that Orrorin walked upright has now been offered by Robert Eckhardt, professor of developmental genetics and evolutionary morphology at Pennsylvania State University. After performing a CT scan on Orrorin’s fossilized thighbone, Eckhard concluded that it contained the properties of a human thighbone rather than those of a chimp or ape. “Now, for the first time, we have solid evidence dated to six million years ago of an intermediate creature between humans and the apes that demonstrated upright posture and bipedalism,” Eckhard maintained, “And the dating of this fossil is unusually secure.” If these assertions gain acceptance in the contentious world of paleoanthropology, then the evolutionary split between apes and hominids occurred at least 2 million years earlier than previously thought—Orrorin, our newest oldest ancestor, would have walked the Earth an amazing 6 million years ago. Betting on Black Holes In July 2004, celebrated physicist Stephen Hawking announced that for the past 30 years he had been wrong about black holes. What's more, his error cost him a long-standing bet, obliging him to present a baseball encyclopedia to John Preskill of the California Institute of Technology. On the bright side, Hawking's black hole recantation had a rather exciting side-effect: “I think,” he ventured, “I have solved a major problem in theoretical physics.” Formed from a collapsed star, a black hole is a “cosmic vacuum cleaner,” whose gravitational pull is so strong that it sucks up everything in its way. In 1976, Hawking theorized that black holes emit random radiation (later named “Hawking radiation”) and lose mass until they eventually evaporate without a trace. All the matter sucked into a black hole, and all “information” about it (its quantum mechanical properties), would then be lost forever. But Hawking's theory contradicts an essential principle of quantum physics: no information can ever be truly destroyed. Black holes, if Hawking was right, defy the laws of the universe as we know it. This radical theory, according to Preskill, “precipitated a genuine crisis in fundamental physics.” Preskill resisted accepting what became known as the black hole “information paradox,” and in 1997 Hawking (along with another colleague) bet him that “information swallowed by a black hole is forever hidden from the outside universe and can never be revealed, even as the black hole evaporates and completely disappears.” Seven years later, Hawking claims to have solved the very paradox he created. According to his revised theory, black holes eventually open up, revealing information about what went into them—“the information remains firmly in our universe,” Hawking asserted. Preskill was pleased enough at having won the bet, but acknowledged, “I'll be honest, I didn't understand the talk.” Neither did most others in the audience of the 17th International Conference on General Relativity and Gravitation in Dublin, leaving a stunned group of 800 scientists not sure what had hit them. Hawking's published proof of his revolutionary findings will follow, but in the meantime, he has paid off his bet to Preskill. The bettors had agreed upon an encyclopedia, which, unlike a black hole, is something “from which information can be recovered at will.” “Inanimate, Wheeled, One-Armed Boxes” Responsible for Year's Most Exciting Scientific Discovery For years, scientists have speculated whether Mars once contained water. The significance of discovering water on Mars of course meant that the planet may have had the potential to support life. But despite many tantalizing findings, no definitive evidence had been uncovered. The landing of two Mars Rovers, Spirit and Opportunity, in Jan. 2004, changed all that. The rovers soon began sending back astonishing images of rippled layers of sediment that scientists confirmed had once formed the bottom of a sea, as well as evidence of mineral deposits that could only have been left behind by water. These and other findings confirmed that not only did Mars once have water, but it had been covered with vast pools of it! The journal Science declared it the scientific breakthrough of the year, and marveled at the odd contraptions that made the Mars discovery possible: “Inanimate, wheeled, one-armed boxes roaming another planet have done something no human has ever managed. They have discovered another place in the universe where life could once have existed.”

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In the lower troposphere (near the earth’s surface), winds spiral towards the center of a hurricane in a counterclockwise direction in the Northern Hemisphere and in a clockwise direction in the Southern Hemisphere. Since the United States (and the rest of North America) is in the Northern Hemisphere, all hurricanes that can affect the United States rotate counterclockwise. These rotating winds are called the hurricane’s primary circulation. These winds decrease gradually with height, and near the top of the storm, the circulation reverses direction and becomes clockwise. A hurricane’s primary circulation involves four main forces: the pressure gradient force, the Coriolis force, the centrifugal force, and friction. The pressure gradient force always tries to move air from areas of higher pressure to areas of lower pressure. Since the center (eye) of a hurricane contains the lowest atmospheric pressure found in the storm, the pressure gradient force tries to pull air towards the center of the hurricane. In the Northern Hemisphere, air that is being pulled towards the center of the hurricane is deflected towards the right because of the Coriolis force, which is a result of the Earth’s own rotation. The greater the speed of the hurricane’s rotation is, the greater the strength of the Coriolis force is. With all of this inward-moving air turning to the right, the primary circulation around a hurricane begins to develop. The Coriolis force itself, however, is not strong enough to balance the pressure gradient force in a mature hurricane. An additional force, the centrifugal force, always acts outward from a rotating object. If you have ever been on a merry-go-round, then you have experienced centrifugal force. As the merry-go-round rotates faster, you may feel the need to hold on tight so that you do not get thrown off of it. The greater the speed of rotation is, the greater the outward centrifugal force is. Near the Earth’s surface, friction between the air and the surface causes the air to move slower than it would otherwise. Since the air is slower very close to the Earth’s surface, the strength of the Coriolis and centrifugal forces is less than it is above the surface, but the pressure gradient force remains strong near the surface. As a result, air spirals towards the center of the hurricane in the lower troposphere. The inward component of the moving air is part of the hurricane’s secondary circulation.

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The next step after learning letters is to learn the correct sequence. Once kids have mastered the letter sequence, they should try writing the letter which comes before. Practicing a missing letter increases confidence in writing. Letter writing also helps kids with improved pencil grip and fine motor skills. Kindergarten missing letter worksheet. Download the worksheet and follow the instructions Download “Kindergarten Missing Letter Worksheet - What Comes Before”Kindergarten-Lower-Case-Letter-Writing-Worksheet-what-comes-before-1.pdf – Downloaded 589 times – 167.30 KB Time needed: 10 minutes. Practice lower case missing letter worksheet - what comes before - Read the letter and recollect letter sequence - Write the lower case letter which comes before the printed letter - Complete the worksheet by writing all missing letters

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Learning to write is an important skill for children, and one of the first steps in this process is learning how to trace letters. Tracing helps children develop fine motor skills and hand-eye coordination, while also helping them learn letter recognition and formation. To help make this learning process fun and engaging, we have created a series of printable tracing letter worksheets that are perfect for kids of all ages. These worksheets are designed to be both educational and entertaining, featuring colorful designs and engaging activities that will keep your child motivated as they learn to write. Whether you’re a parent, teacher, or caregiver, these printable tracing letter worksheets are a great resource for teaching children how to write! Letter A Tracing Here you can grab our letter A tracing worksheets. Letter B Tracing Sheets You can grab the letter B tracing worksheets here.

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This year is a great one for Mars, and September is the month in which it starts to stand out, becoming much brighter and also visible at more convenient hours. As can be seen from the table below, based upon information from NASA, all of the planets have oval orbits around the Sun (ellipses), not perfect circles. Mars has one of the most eccentric of these orbits. All distances are shown in millions of miles. Note how Mars appears opposite the Sun in the sky when it is closest to Earth. Every 26 months, the Earth passes Mars relative to the Sun. If opposition happens at the time when Mars is also near its closest point to the Sun, it is particularly bright in the sky. This year’s opposition takes place on October 13 and is considered to be the best one between 2003-2035. (Courtesy NASA) All of this means that at closest approach, Mars is more than seven times closer to us and shines nearly sixty times brighter than it does at its greatest distance. This variation is much more noticeable than for any of the other planets. Venus and Mercury also vary a lot, but their orbits are closer to the Sun than Earth’s orbit is. At their closest to Earth, their lit sides face the Sun and dark sides face the Earth, cancelling out much of the change. You can also interpolate from the image and determine that on average, Earth passes Mars about once every 780 days, or nearly two years and two months. These passes are called oppositions of Mars, as Earth passes between Mars and the Sun, causing Mars to appear opposite the Sun in the sky and thus visible all night long. These passes are not all created equal- you can see that at the best possible opposition, Mars could be 34 million miles from Earth, while at the worst one, it could be 64 million miles away. With all these changes, Mars is certainly the most interesting planet to see with the unaided eye or in binoculars. 2020 marks a very good opposition of Mars, with a minimum distance from Earth of about 38.6 million miles on October 6. This is not quite as close as back in 2018 but Mars will stand much higher in the sky this time, making this year the best appearance of Mars until 2035, at least for the northern hemisphere of Earth. Being so bright and near, Mars is very easy to find in the sky. At the beginning of September, it rises just north of due east, at about 9:40 pm St. Louis time, improving to 7:35 pm on October 1. At opposition on October 13, it will rise at sunset and set at sunrise. Depending upon how open your view is at the horizon and the clarity of the night, it may take an hour or so after that time for Mars to clear the houses, trees, and haze to appear fully bright. Also notice Jupiter and Saturn, the two bright “stars” side by side about one third of the way up in the southern sky in the early evening these September nights. Mars will double its brightness during September, matching or even slightly exceeding Jupiter’s brightness from late September-late October, a rare occurrence. To make it even easier, the Moon will pass close by Mars on the nights of September 5, October 2, 29, and November 25. After its close approach this fall, Mars can be followed in the evening sky all though the winter and spring into early next summer, still notable due to its reddish orange hue, but gradually dwindling away to become no brighter than some of the stars in the Big Dipper. Another thing you can look for over the next couple months is Mars’ retrograde motion. Normally, planets move around the Sun from west to east. If you look closely at their positions relative to nearby stars in the sky, you may see a change over time. However, when Earth passes Mars (or any of the outer planets), they appear to slow down, pause, and then move backwards from east to west for a month or two. Jupiter and Saturn went through this earlier this summer- see my July blog entry for details. Unfortunately, Mars is seen this year in front of the dim stars of the constellation Pisces, so you will need binoculars or dark country skies to see it retrograde this year. It should be at its stationary point near mid-September, move slowly westward, and then pause again in mid-November. Mars is a small planet, just over half the size of the Earth, and has a thin atmosphere mostly of carbon dioxide. There aren’t many clouds to block the view, and Mars’ bare, sandy surface shines a reddish-orange color. With a good telescope, white polar caps and dark albedo features can be seen on Mars, although not nearly as well as with the Hubble Space Telescope image below (courtesy NASA). Nineteenth and twentieth century astronomers correctly identified the polar caps as ice, but they first thought the dark features were lakes and vegetation. Giovanni Schiaparelli thought he could glimpse dark lines connecting some of the markings, naming them “canali” (channels in Italian). This was mis-translated into English as “canals.” Several astronomers, the most famous of which was Percival Lowell, and theorized the existence of an advanced Martian civilization who built the canals. This idea got some support because it was noticed that the features tended to get darker in Martian spring and summer, exactly as vegetation would. As is well known, all of this came to public notice and was popularized in science fiction, with the most notorious event being the panic caused by the 1938 broadcast of War of the Worlds. Mars as imaged by the Hubble Space Telescope. The polar ice cap appears at the top, with various albedo features scattered around the disk of the planet. Once thought to be areas of water or vegetation, these darker areas were revealed by NASA spacecraft to be simply darker rock, seen through varying degrees of Martian dust. Occasional dust storms can obliterate almost all detail seen on Mars and can affect spacecraft on the surface by covering their solar panels. This caused the death of the Opportunity Mars Rover. (Courtesy NASA) In retrospect, it is easy to shake one’s head at how far off from reality all of this was. Even at its closest this October, you will have to magnify Mars about eighty times in a telescope just to make it appear as large as the Full Moon does to the unaided eye. But if you put yourself in the shoes of Schiaparelli, Lowell, and other astronomers, it is somewhat understandable how you could jump to wild conclusions. High level observing means gazing with teary, imperfect eyes through imperfect telescopes, at tiny features on an already small object, and amidst the shimmering and blurriness caused by Earth’s atmosphere. Under these conditions, it is possible to connect barely seen dark spots into lines, and lines into complicated networks, all the more so if you are expecting to see something based upon the reports of others. An increasing number of experts were skeptical about these ideas by the 1950s, realizing that the very cold temperatures and thin atmosphere of Mars, containing very little oxygen, made advanced life unlikely. This was confirmed by the spacecraft that arrived at Mars beginning in the 1960s. The albedo features were shown to merely be areas of darker rock that were made more or less visible by shifting dust on Mars, and definitely not lakes, large areas of vegetation or alien-made canals. Microbial life could have begun on the planet, and just possibly could still exist. With Mars close this year, spacecraft from the United States, China, and the United Arab Emirates are currently on the way to Mars, joining those already orbiting or on the surface. One of the great things about astronomy and stargazing is that you can take it at so many different levels, ranging from the advanced chemistry, physics, and biology involved in the search for extraterrestrial life to simply marveling at the motion and brightness of objects like Mars in the sky, this year putting on its own great show. Don’t miss the September 26 edition of our Gateway to the Stars program. At 6:30 pm, Lights Out: Heartland will focus upon the impact of light pollution upon birds, ecosystems, and stargazing. Guests from Audubon societies, Dark Sky Missouri, and other organizations will engage in an online panel discussion. This will be followed at 7:30 pm by Virtual Stargazing at the Gateway Arch, featuring a tour of the night skies using the Stellarium program and images transmitted by local amateur astronomers from the St. Louis Astronomical Society. View the Gateway Arch NPS Facebook Page for information on how to see this and other park programs.

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Consider a circle with centre O and line AB in the same plane, then the following figure illustrate the possible relative position of the circle and the line. Line AB does not touch or intersect the circle.[fig. (i)] Line AB intersects the circle in two distinct points and is called a secant (fig. (ii)) Line AB intersects the circle in two coincident points, i.e. in exactly one point (fig(iii). It is then said to touch the circle and is known as a tangent to the circle at the point. The word tangent comes from the Latin word ‘tangere’, which means to touch. This notice of touching is used in a geometrical meaning of tangent. Hence, a tangent to a circle is a line that intersects the circle in exactly one point. The point of intersection is called the point of contact or the point of tangency. In the given figure. (iii), line AB is tangent and point C is the point of contact. A ray or line segment is a tangent if it is a part of the tangent line and contains the point of tangency (contact). Rays CA and CB are tangent rays and CA and CB are tangent segments 9.2. NUMBER OF TANGENTS TO A CIRCLE The number of tangents that can be drawn to a circle from a point depends on the position of the point relative to the circle, as shown in the following table. 9.3. SOME RESULTS ON TANGENT TO A CIRCLE - The tangent at any point of a circle is perpendicular to the radius through the point of contact. A circle with centre O and tangent AB at a point P. - A line drawn through the end of a radius and perpendicular to it is a tangent to the circle. In a circle with centre O in which (i) OP is radius (ii) AB is line through P such that then AB is a tangent to the circle at point P. The length of tangents drawn from an external point to circle are equal. A circle with centre O.A is an external point. Two tangents AP and AQ drawn from a point A to the circle then AP = AQ If two tangents are drawn to a circle from an external point, then (i) They subtend equal angles at the centre (ii) They are equally inclined to the line segment joining the centre to that point A circle with centre O and a point A outside it. AP and AQ are tangents drawn to the circle from point A.

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- Cultural Calendar The Transgender Day of Remembrance is an annual observance dedicated to commemorating and honoring all of the transgender people who have lost their lives due to anti-transgender violence, hate crimes, and discrimination purely because of their gender identity. The day provides a timely and solemn opportunity to raise awareness of the challenges faced by transgender people every day, and to advocate for a more inclusive and accepting society. The day also seeks to draw attention to the discrimination and prejudice faced by transgender people in everyday life across the world. Today, please join us at PSESD in honoring our friends, associates, students, and other community members in the transgender community. Celebrate the day with us by attending local events or candlelight vigils, sharing stories, supporting transgender organizations, advocating for legislation supporting transgendered people, or by simply educating yourself about transgender terminology, issues, and the importance of respecting gender identity. Learn more at https://glaad.org/tdor/.

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Here's a fun thing about Python that you may or may not already be familiar with: it has a built-in calendar function you can use to display as many calendars as you like. When you import the function, you can use it to display a month of any year in standard calendar format (a month at the top, followed by 7 columns of days). Because it's a built-in function, it's actually relatively easy and simple to set up. Like with any other built in function, to use it, first you need to import it, like this: So far so good. Next, you'll need to set the year and the month of the month you'd like to display, using the variables yy and mm, respectively. So if you wanted to see the month February of 2016, you'd need to set your yy varible to 2016, and your mm variable to 2, like this: yy = 2016 mm = 2 Remember: don't write out the name of the month you're trying to access. Use the numerical representation of the month as your variable value. So if you were trying to access the month of October, you'd use the value 10. If you wanted to access April, it would be 4. For the year, make sure you write out the full year and not just the last two digits, as you might be wont to do because that's a common way to write out dates. We're almost finished. To display the calendar, you'll have to print it using the following syntax: That's all the code it takes to display your month of choice in standard calendar form -- it's really pretty simple. Check below to see all the code together as one snippet. import calendar yy= 2016 mm = 2 print(calendar.month(yy, mm)) Play around with the dates to see how many months you can conjure up using Python's built-in calendar function!

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Animals living in volatile habitats can gain major evolutionary benefits by shielding their families from the changing environment, new research suggests. Biologists from the University of Bristol, the University of Exeter and UCL investigated an overlooked reason for widespread cooperation amongst animals. In a study published today in Nature, the team showed that when the environment is prone to fluctuate unexpectedly, staying at home to help raise relatives can be much better than going solo. Patrick Kennedy from the University of Bristol's School of Biological Sciences, who led the study, said: "In the last few years, biologists have noticed that high levels of animal cooperation are often found in very harsh and unpredictable places -- from birds on African savannahs to bees in the Alps. We wanted to find out whether evolution might work differently in these changeable habitats. "Explaining the existence of sterile worker bees was a big problem for Charles Darwin. Why should any bee sacrifice the chance to reproduce in order to raise sisters or nieces? Scientists now understand that helping behaviour evolves because the helper is related to those she helps." Recently, however, this explanation for helping behaviour has been challenged. Co-author Professor Andy Radford, also from Bristol's School of Biological Sciences, added: "Often, when biologists have measured outcomes in the wild, either helpers weren't closely enough related, or they could have had their own offspring quite easily, or they didn't make much difference to the survival of their siblings." By including the turbulent nature of environments in the maths, the team showed that helping behaviour was in fact easier to evolve than previously thought: helpers don't need to be very closely related to those they help if the environment is highly unpredictable. Co-author Dr Seirian Sumner, who studies social insects, and is based at UCL's Department for Genetics, Evolution & Environment added: "We realised that help might actually only be of use if the year turns out to be difficult, such as bad weather or not enough food. Helping relatives in bad years can have a huge effect on the number of grandchildren if it means your family does much better than others when times are hard. So, it's worth siblings hedging their bets and staying at home." Patrick Kennedy added: "Getting the edge on your competitors when times are tough can make all the difference, even if it makes you less competitive in the good times. It's a bit like carrying a spare sail in a sailing race. When conditions are good, the extra weight will just slow you down. But if your sail gets shredded by a gale, you'll be able to hoist the new one whilst your competitors are stuck with broken sails. In the long run, being able to ride out the storm puts you in the lead." The results, say the research team, could have big implications for our understanding of how cooperation evolves in animals. The famous biologist JBS Haldane first saw the importance of shared genes: he remarked that he would lay down his life for two brothers but not one. As for all of us, Haldane shared half his genes with a brother, so it would only be worth sacrificing himself (from a genetic perspective) if he could save at least two brothers. Dr Andrew Higginson, another member of the team, based at Exeter University, explained: "Our findings mean that shared genes might actually explain helping in lots of cases that seemed to contradict the established theory. Many biologists may want to reassess whether their data actually support Haldane's idea after all." Cite This Page:

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CBSE Class 10 - Combination and Decomposition Reaction Videos This video deals with solved problem based the decomposition reactions. - On heating blue coloured powder of Copper (I) Nitrate in a boiling tube, Copper Oxide (black), Oxygen gas and a brown gas X is formed (a) Write a balanced chemical equation of the reaction. (b) Identify the brown gas X evolved. (c) Identify the type of reaction. (d) What could be the pH range of the aqueous solution of the gas X ? - when metals react with nitric acid then this gas is produced - what is electrolytic refining - Mention the type of reaction that take place on heating lead nitrate crystal - Name the compound used for testing CO2gas. - 2g of ferrous sulphate crystals are heated in a dry boiling tube. (i) List any two observations. (ii) Name the type of chemical reaction taking place. (iii) ‘Write the chemical equation for the reaction. - Colour of ferric oxide - What is combination reaction? - is burning of magnesium ribbion endothermic or exothermic and explain how - Are the reactions in which bases are produced are always endothermic or exothermic ?

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The Democratic Republic of Congo is a country located in Central Africa. It is known to be the second largest country in Africa, with a high population and with valuable resources. Congo has large reserves of gold, gems, cobalt, copper, uranium and timber with the most valuable resource being its large reserve of diamonds (Eichstaedt 115). These natural resources have been the main cause of a variety of wars in the DRC. Due to the high population, Congo has been rated to have the highest prevalence of poverty in the world today. The history of of Congo has been one of civil war. These wars involve various rebel groups and ethnic groups being involved in violence and fighting. According to Samset (470), the main reason for these wars is Congo’s rich natural resources especially the illegal trade of diamonds and bitter ethnic wars. The Congo’s civil war is rooted in history (Gondola 6). Before the civil war, many Congolese people were kidnapped and forced into slavery in the coast. They were used by King Leopold to extract natural resources and he oversaw the deaths of about 10 million people. King Leopold’s harsh rule and using the Congolese people as slaves for his personal gain made the people to rebel against him and taking matters in their own hands thus fueling the civil war. The first Congo war occurred from 1996 to 1997, which led to the replacement of a dictatorial leader Mobutu Sese Seko with a rebel leader Laurent Desire Kabila (Reyntjens 42). This war led to the Rwandan Genocide. The second Congo war occurred from 1998 to 2003, whereby it ended with the transitional government taking power. However, there were still the Kivu and the Ituri conflicts. The recent Civil war in Congo caused more than 3.3 million deaths. It has been very hard to reach a solution to end these wars due to so many opposition factions. Turner asserts that, Congo has the highest incidences of poverty in the world today (56). The people of Congo have been pushed further into starvation and poverty due to ethnic conflicts and civil war between rebels and the government. Due to poor governance during the Mobutu regime, the country has experienced continuous inflation, public debts and budget deficits that have been growing over the years (Trefon 102), The sustained levels of violence has led to massive damage on the infrastructure, loss of lives and property and internal displacement and leading to many people migrating to rural areas (Prunier 104).This has made it difficult for the country to grow. Half of the people in Congo now live below the poverty line and the most affected are women and children. Congo is known to be one of the richest countries in natural resources, unfortunately, the people of Congo do not benefit from these resources due to corruption. In addition, Congo has given too much to the world starting from slaves and all its resources leaving the people in an extremely deadly poverty (Clark 76). There is no clean water, electricity, healthcare, roads and even basic food in the rural areas as it is the most affected by poverty. According to the International Monetary Fund( 8), poverty and hunger still remains endemic in Congo despite humanitarian aids interventions due to continuous conflicts and lack of mining and agriculture to meet the populations’ needs as their main engines of growth. Viva Riva is a Congolese crime thriller film by Djo Tunda Wa Munga. Djo Tunda Wa Munga wrote and directed the film that received 12 nominations and won 6 awards in 2011. The film also was awards as the Best African Movie in 2011 MTV Movie Awards. Viva Riva is a film about a gang that ignited war in Congo over a fuel crisis. Riva is the protagonist in the film who is an operator and has a secret fuel reserve stolen from some crooks in Angola and plans to sell it in Kinshasa for huge profits. He parties around with women where he meets Nora who is the mistress of a local crime lord. Later on, Riva is pursued by the local crime lord men and some angry Angolans who want their fuel back. Everybody looks for Viva not because of his good looks but they are ready to have him dead in order to lay hands on the gasoline. There is Cesar, a ruthless sharply dressed foreigner in Kinshasa, the army, the church and other people too. Riva’s great nemesis was a crime boss who was portrayed as brutal and decadent named Azor but Djo Tunda’s star Riva was able to get his girlfriend Nora and also to attempt selling the gasoline before the fearsome Azor even made a deal for it. In conclusion, the Democratic Republic of Congo is a country that has been affected by wars which led to high rates of poverty in the country. There has been continuous confrontation between rebel groups and ethnic groups over natural resources. This has led to poverty around the country forcing the people to drift to rural areas. Due to this war over natural resources, Djo Tunda Wa Munga directed a film named Viva Riva which is about a fight over fuel which is one of the resources in Congo. This film was highly viewed and received a number of awards as it dealt with what was happening in their country at that time. Congo was a wealthy country with a lot of natural resources but due to continuous wars and corruption, the resources are not helping anymore as poverty is rampant in the country. Eichstaedt, Peter. Consuming the Congo: War and Conflict Minerals in the World’s Deadliest Place. Barnes and Noble, 2011. Print. Trefon, Theodore. Congo Masquerade: The Political Culture of Aid Inefficiency and Reform Failure. Barnes and Noble, 2011. Print. Samset, Ingrid. ‘Conflict of Interests or Interests in Conflict? Diamonds & War in the DRC.’ Review of African Political Economy 93 (2002): 463-480. Print. Gondola, Didier. The History of Congo. Westport: Greenwood Press, 2002. Print. Reyntjens, Filip. The Great African War: Congo and Regional Geopolitics, 1996-2006. Cambridge: Cambridge UP, 2009. Print. Clark, John F. The African Stakes in the Congo War. New York: Palgrave Macmillan, 2002. Print. Prunier, Gerard. Africa's World War: Congo, the Rwandan Genocide, and the Making of a Continental Catastrophe. Oxford: Oxford UP, 2009. Print. Turner, Thomas. "The Congo Wars: Conflict, Myth, and Reality" New York: Zed Books, 2007. Print. Viva Riva. Dir. Djo Tunda Wa Munga. Perf. Patsha Bay, Manie Malone, Hoji Fortuna, Fabrice Kwizera, Marlene Longage, Alex Herabo, Diplôme Amekindra. Netherlands, 2012 DVD. International Monetary Fund, "Democratic Republic of Congo: Poverty Reduction Paper – Progress Report", IMF Country Report October 2010: 7-11. Print.

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Astronomers have discovered 26 likely black holes in the Andromea Galaxy – the biggest number of black holes ever found in a galaxy except for our own. Black holes are pretty difficult to detect, because they emit no light of their own – they are only observed by light given off by material which falls into them. Just as a sidenote, supermassive black holes, the gravitational monsters which lie at the centers of most galaxies are very easy to detect, due to their very bright nearby surroundings; this doesn’t apply for smaller ones, however. We always tend to think of black holes as some very distant bodies, lying many light years away from us – but we tend to forget that there’s plenty of then in our very own galaxy – and we’ve just started finding more. “While we are excited to find so many black holes in Andromeda, we think it’s just the tip of the iceberg,” Robin Barnard, an astronomer at the Harvard-Smithsonian Center for Astrophysics in Cambridge, Mass., said in a statement. “Most black holes won’t have close companions and will be invisible to us.” Most of these newfound black holes are fairly small, with about 5-10 times more mass than the sun (compared to the one at the center of the Milky Way, which has about 4.1 million more). Out of these new findings, seven of them lay very close to the center of the Andromeda Galaxy – more than the number we have detected near the center of the Milky Way. “We are particularly excited to see so many black hole candidates this close to the center, because we expected to see them and have been searching for years,” Barnard said. As exciting as it is, this was no surprise for astrophysicists, who were expecting Andromeda to have more black holes, considering how its bulge, the big massed up star cluster near its center is larger than our galaxy’s. “When it comes to finding black holes in the central region of a galaxy, it is indeed the case where bigger is better,” co-author Stephen Murray of Johns Hopkins University and the Center for Astrophysics said in a statement. “In the case of Andromeda, we have a bigger bulge and a bigger supermassive black hole than in the Milky Way, so we expect more smaller black holes are made there as well.” The new black holes were discovered using NASA’s Chandra X-ray Observatory. Researchers used over 100 separate observations over the course of 13 years to make the detection. Was this helpful?

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Winter Math Activities See Winter Math Activities for more details on these activities. Added on 1/28/06: Black History Month: Freedom Quilt Resources - See Freedom Quilts for a discussion of freedom quilts, children's literature and links to internet sites that discuss the use of quilts as secret codes for the Underground Railroad. - Freedom Quilt Challenge challenges students to use slides, flips and turns to recreate the Flying Geese pattern using a single half white/half black quilt square. - Freedom Quilts lesson plan from the Kennedy Center that introduces students to the most popular quilt patterns used by the Underground Railroad. A study of quilting centers on the geometric use of slides, flips, turns and color patterns created by congruent squares and triangles.   Students learn to identify these geometric transformations as they reproduce traditional quilt block patterns or create their own original patterns. Freedom quilts and the history of their use by the Underground Railroad as a secret code for fugitive slaves relates geometry, literature and history, providing an interdisciplinary approach to this important topic. Added on 1/25/06: Open-Ended Problems Resources - Pattern Block Fraction Design requires students to fill a shape with pattern blocks to create a design that meets certain requirements.   Students must also write a fraction that describes the part of the total design represented by each different color pattern block. - Spinner Game presents students with a frequency table of spins and requires students to create a bar graph of the results and draw a spinner that would yield those results.   Students must justify their proposed spinner, explaining how it fits the data. - Fraction Game simulates a Fraction War game but students must draw a representation of each fraction and explain who won, based on the drawings. Added on 1/24/06: More Number Sense Resources - Ladybug Math student workmat and recording sheet to introduce young students to the concept that numbers can be written as the sum of two other numbers.   Students place "spots" on each side of the ladybug, then say and/or write a number sentence about the total number of spots on their ladybug.   The ladybug recording sheet can be used to record student work on mats, adding a picture representation to the concrete manipulative work on the mat. Added on 1/23/06: Number Sense Resources - Ten Frame Mat and Double TenFrame Mat to help students develop a concept of our system of tens - Demo Ten Frame cards for teacher use in number sense activities that use ten frames.   Print out the ten frames on card stock and laminate for durable use. - Domino Mat for student use in creating dominoes and writing number sentences. - Demo Domino Cards for teacher use in number sense activities that use dominoes.   Print out the dominoes on card stock and laminate for durable use. Added on 1/23/06: Coin Flipping Activities This new Mathwire.com webpage begins a collection of activities that examine the probability of coin tosses.   Activities include Heads & Tails Data Collection, Heads & Tails Game, links to the Franklin Institute Coin Flipping Results and a Coin Flip Game that uses ten frames to reinforce the concept that ten pennies can be exchanged for a dime. - See more information on Coin Flipping Activities Added on 1/22/06: February Math Activities - Visit February Math Activities webpage for activities and links to activities on the web. - Pascal's Hearts challenges students to fill in the missing numbers, using the patterns of Pascal's triangle. - Olympic Logo develops discrete math skills as students are challenged to traverse this network without lifting their pencils or retracing a section of the logo. Students must explain if this is possible and how they are certain their answer is correct. - Ice Skating Champs investigates the use of median to score ice skating championships. Added on 1/17/06: Gr. 3-4 Resources: - Pattern Block Symmetry: students must create a pattern block design to satisy the given conditions involving line symmetry and the number of different pattern block pieces used. - Shape Capture Game is a simplified version of Battleship in which each partner plots a quadrilateral then tries to guess both the location and type of quadrilateral his/her opponent drew. Each player names an ordered pair and marks the gamesheet to record whether the point is a vertex, inside, outside or on the lines of the quadrilateral. Play alternates back and forth until one player has found all four vertices and correctly identifies his/her opponent's quadrilateral. Added on 1/16/06: Kindergarten Problem Solving: - Pattern Problems: visual patterns that require students to draw what comes next.   Teachers should ask students to explain how they know what comes next to develop students' ability to explain their thinking. - Animal Problems ask students to solve problems about pets and animals. - Shape Patterns: shape patterns that require students to draw what comes next.   Teachers should ask students to explain how they know what comes next to develop students' ability to explain their thinking. - Food Problems: students solve problems that relate to food, drawing to figure out how many cookies, pizza, cupcakes were eaten in all. - Winter Fun problems use snowmen, sleds and mittens to engage kindergarteners in problem solving. Added on 1/13/06: Grade 3 Resources: - Multiplication Facts Tests: 3 different versions that test the easiest multiplication facts. - Money-Change Problems require students to find the sum of several purchases then calculate the correct change. Added on 1/7/06: Open-ended Problems from Franklin Institute Online: - Open-ended Math Problems from the Franklin Institute Online offers monthly problems in Number Theory; Geometry; Measurement; Patterns, Algebra & Functions; Data, Statistics & Probability.   The site offers three different levels of difficulty for each strand. Added on 1/7/06: Multiplication & Division Games: - Target 300:   this Math Solutions game develops students' estimation skills as they choose to multiply each die toss by 10, 20, 30, 40, or 50 so that the sum of all six tosses will be the closest to 300. - Closest to 1000:   this Math Solutions game challenges students' understanding of multiplication and helps develop estimation skills as they select appropriate starting numbers and multipliers to get closest to 1000 at the end of two multiplications.   Students use calculators for the multiplication problems as this game focuses on students' ability to think about multiplication and estimate the outcome of the double multiplication before using the calculator. - Leftovers with 100:   this Marilyn Burns game challenges students to choose divisors to create the largest remainder since the remainder is the student's score for the round.   As with many good math games, students will ponder the choices and mentally calculate several possibilities in the search for the optimal divisor that yields the largest remainder and the most points. - One Time Only:   this Math Solutions game provides practice in identifying factors as students successively write down factors of the current number and try not to lose by being the person who cannot write a factor that has yet to be used in the game. Added on 1/7/06: Addition & Subtraction Games: - Game of More: this Math Solutions game raises the Top-It (or War) game to a new level as students identify which player has more.   That player figures out how many more he/she has and takes that many cubes.   Players create cube trains and record the difference in a chart.   The player with the most cubes after all cards have been played wins the game. - Game of Tens and Ones:   this Marilyn Burns game challenges students to add or subtract 10 or 1 and move appropriately on a hundred board. Added on 1/6/06: Pattern Block Open-Ended Assessments - Pattern Block Symmetry challenges students to use pattern blocks to fill in the shape so that the design has a vertical or horizontal line of symmetry. - Pattern Block Design (Grade 3) requires students to create a design to meet specified criteria. - Pattern Block Design (Grade 4) requires students to create a design to meet specified criteria. - See more Problems for K-8 students. Added on 1/6/06: Grade 4 Open-Ended Assessments These open-ended problems were specifically designed to assess student understanding of important mathematical concepts that are developed in all math programs:

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From Cyrus the Great to the Commission on Human Rights Friday 14 November 2014, by Oleksandra Bilyaze Starting from ancient days there was one unique thing that people wanted to have more and more. This is not money and not even love. It is natural and simple. It’s called human rights – basically those rights that are guaranteed to you simply because you’re a human, they apply to everybody everywhere. But how exactly we came to have them? Since the first societies and states have been formed some people took more power for themselves limiting other in many ways. Opportunities that are basic and normal for us were struggled in rebels and revolutions, signed in conventions and doctrines. In 539 B.C. Cyrus (some powerful man also known as first king of Ancient Persia) made a revolutionary thing. After conquering Babylon he freed and slaves and declared that all people had the right to choose their own religion, and established racial equality. From Babylon, the idea of human rights spread quickly to India, Greece and of course Rome. Ages after in 1215, King John of England was forced to sign the Magna Carta. Widely viewed as one of the most important legal documents in the development of modern democracy, the Magna Carta was a crucial turning point in the struggle to establish freedom. But it took some time to make those rights to work. Written in 1787, the Constitution of the United States of America is the landmark document of the Western world. The first ten amendments to the Constitution—the Bill of Rights—came into effect on December 15, 1791, protecting the rights of all citizens, residents and visitors in American territory. The Bill of Rights protects freedom of speech, religion, assembly and petition. In 1789 the people of France brought about the abolishment of the absolute monarchy and set the stage for the establishment of the first French Republic. The Declaration of the Rights of Man and of the Citizen was adopted as the first step to a constitution for the Republic of France. The Declaration proclaims that all citizens are to be guaranteed the rights of “liberty, property, security, and resistance to oppression.” Beginning of 20th century was raged by 2 World Wars, and as the end drew near, cities throughout Europe and Asia lay in terrible ruins. Millions of people were dead, millions more were homeless or starving. World was desperate for change. The change has come in 1948, when in the United Nations’ new Human Rights Commission had captured the world’s attention. Under the dynamic chairmanship of Eleanor Roosevelt the Commission set out to draft the document that became the Universal Declaration of Human Rights. It was adopted by the United Nations on December 10, 1948. Looking back on those centuries of non-stop fight it seems unbelievable that racism and discrimination and other forms of violation of natural human rights still exist in our societies. At some point it is our duty to work hard using all legal tools, so that centuries-long struggle was not for nothing. In the past people died for our freedom, now we should do a pay back to our future. So what are the human rights? They are just words on a page, which create changes.

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Please note this blog post addresses deceased individuals and human remains. The International Day of the Victims of Enforced Disappearances takes place on Sunday 30th August 2020. According the United Nations Committee on Enforced Disappearances (2010), an enforced disappearance can be defined as “the arrest, detention, abduction or any other form of deprivation of liberty by agents of the State or by persons or groups of persons acting with the authorization, support or acquiescence of the State, followed by a refusal to acknowledge the deprivation of liberty or by concealment of the fate or whereabouts of the disappeared person, which place such a person outside the protection of the law.” Enforced disappearances are not confined to one country or continent, nor did they only happen in the past. Thousands of children and adults disappear on a yearly basis around the world. Those working within Forensic Archaeology and Anthropology have been involved in the search, recovery, and identification of victims of enforced disappearances for several decades. At Staffordshire University, this an area covered on our Forensic Science and Forensic Investigation Undergraduate degree programmes. Our Forensic Investigation students not only have the opportunity to learn how to identify skeletal remains, but they also develop the skills needed to construct biological profiles for the purposes of identification. Students will also learn how to identify skeletal remains that have been subjected to taphonomic processes, which may occur naturally or may be an intentional act to conceal remains (e.g. burning). Identification skills are developed and put into context through the use of scenario based practicals and case studies are used to enable exploration of how forensic anthropologists have identified victims of enforced disappearance around the world, e.g. from present-day Mexico, Argentina’s military Junta, and the Spanish Civil War. Enforced disappearances are focused upon in detail, including the protocols that are followed in the search, recovery, and identification of human remains from a range of contexts in Iraq, Cambodia, Argentina, and Bosnia, to name but a few. The importance of locating and, indeed, identifying those that have lost their lives following enforced disappearance is two-fold. Firstly, we must consider human rights of the deceased. As Claire Moon (2019, 55) highlights, the deceased “have the rights to identity, to return to families, and to proper burial”, and such rights may act “to compensate for rights that have been stripped away in life”. Secondly, we must assist the living that are left behind when family members and friends disappear. Without the identification of their loved ones, family members are left searching for answers and, in some cases, take it upon themselves to try and locate their kin. For example, in Argentina in the mid-1980s, families would carry out searches for the disappeared, whilst in present day Mexico, families are employing forensic techniques to locate and identify their kin (Moon 2020). Enforced disappearances destroy the lives of families and communities, but those of us working within forensics can give the living and the deceased a voice. We should not only be training the next generation of forensic scientists, but carrying out outreach to support the families that have been left behind. If you would like to know more about enforced disappearances, there is a plethora of resources online. However, I would recommend the following Twitter accounts for up-to-date information. Human Rights, Human Remains (research project led by Claire Moon): Senior Lecturer in Forensic Anthropology Moon, C. 2019. What Remains? Human Rights After Death, pp.39-58. In: Squires, K., Errickson, D. and Márquez-Grant, N. (eds.) Ethical Approaches to Human Remains: A Global Challenge in Bioarchaeology and Forensic Anthropology. Cham: Springer. Moon, C. 2020. Extraordinary deathwork: New developments in, and the social significance of, forensic humanitarian action, pp.37-48. In: Parra, R.C., Zapico, S.C. and Ubelaker, D.H. (eds.) Forensic Science and Humanitarian Action: Interacting with the Dead and the Living. London: John Wiley and Sons Ltd. United Nations Committee on Enforced Disappearances. 2010. International Convention for the Protection of All Persons from Enforced Disappearance [online]. Available at: https://www.ohchr.org/EN/HRBodies/CED/Pages/ConventionCED.aspx

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Where did our planet’s water come from? This question remains a hotly-debated issue among geologists and astronomers, who concede that it is still largely a mystery. Evolutionists who believe the Earth was originally a hot molten sphere abounding with toxic gases have struggled to make sense of the abundance of water currently on our planet. “Water is so vital to our survival, but strangely enough, we don’t know the first thing about it—literally the first,” wrote Brian Greene in a “Smithsonian Magazine” article. “Where does water, a giver and taker of life on planet Earth, come from?” Some scientists have postulated that Earth’s water must have come from external sources, like asteroids. Perhaps they collided with Earth billions of years ago and thereby brought liquid water to the planet. The Bible tells a different story. According to Genesis, God initially created Earth as a water-covered sphere (1:1-2), then separated the waters from the waters to create the sky or atmosphere (1:7). Later, during the Great Flood, the Bible describes “the fountains of the great deep” breaking open and inundating the globe with water (7:11). New scientific findings seem to support the Bible’s account. A report published recently in the journal “Nature” proposes that water actually originated deep inside of the Earth. The report is based on research conducted by an international team of a dozen scientists. “The ultimate origin of water in the Earth’s hydrosphere is in the deep Earth—the mantle,” the scientists wrote in their report. The scientists say a layer of the Earth’s mantle about 250 to 410 miles below the surface “could be a major repository for water” and “have a key role in terrestrial magmatism and plate tectonics.” The researchers based their findings on diamonds discovered in Brazil that originated deep inside the mantle of the Earth. They found a water-rich mineral—ringwoodite—inside the diamonds, leading them to believe that copious amounts of water may exist deep below Earth’s surface. “The presence of hydrous ringwoodite in a diamond from transition-zone depths supports the view that high fluid activity, notably that of water, has a key role in the genesis of ultradeep diamonds,” the scientists explained in their nine-page report. Graham Pearson, a Canadian geochemist who led the diamond study, said their findings suggest underground water is abundant. “It’s actually the confirmation that there is a very, very large amount of water that’s trapped in a really distinct layer in the deep Earth,” he said, according to “Live Science.” “It translates into a very, very large mass of water, approaching the sort of mass of water that’s present in all the world’s ocean.” Scientists stress that these findings are not conclusive and the subject remains controversial. However, the new evidence of plentiful underground water appear to confirm the Bible’s records that “the earth was formed out of water and through water by the word of God” (2 Peter 3:5).

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Parts of a Plant After you’ve done the previous Seed Science activity, have your child make a Seedling diagram. Select a seed to glue to the middle of a piece of paper (Sunflower, Pumpkin, Zucchini and Squash all work well). Ask your child which part of the plant grew first – use white glue to “draw” the roots in, and glue string or yarn down. What grew next? The stem! This time use a thicker piece of yarn, or a pipe cleaner. Finally, add some paper leaves. Labelling the diagram can be fun for some children – if they want to – do it! Noticing New Plants: The next time you’re out in the forest, see if you can spot any seedlings! Sometimes, especially if you can find some Maple Keys, you might even see germination happening! Happy hunting!

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Technological innovation in agroindustry is revolutionizing the way crops are cultivated and managed, focusing on achieving efficient crops. From advanced seeds and fertilizers to automated irrigation systems, new technologies allow farmers to optimize their crop yields and reduce their environmental footprint, thus ensuring efficient crops. As the world’s population grows, the demand for food increases. To meet this challenge, agribusiness is increasingly turning to innovative technologies that help farmers maximize their resources and produce more food with less land, water and energy. Through the use of the latest advancements in data science, artificial intelligence, and robotics, farmers are now able to increase crop yields and reduce costs associated with pest control and soil management, aiming towards efficient crops. Furthermore, advancements in precision agriculture are enabling farmers to use satellite imagery and sensors to monitor crop health in real-time, enhancing their efficiency and the quality of production. With these new technologies, the agroindustry is better equipped to meet the needs of an ever-growing population, while simultaneously minimizing its environmental impact. In this article, we will examine the various ways the agroindustry leverages technology to increase productivity and reduce costs. Benefits in the agroindustry thanks to technological innovation for efficient crops Translated into English: The use of technology in the agroindustry has the potential to revolutionize the way of farming and managing efficient crops. By leveraging the latest advancements in data science, artificial intelligence, and robotics, farmers can increase their crop yields while reducing the costs associated with pest control, soil management, and other activities. Technological innovation also contributes to reducing the environmental impact of the agro-industry. By improving the efficiency of agricultural operations, farmers can use fewer resources to produce the same amount of food. This not only saves money but also helps to reduce water and energy consumption, as well as greenhouse gas emissions. The latest in seeds and fertilizers One of the most significant advancements in agri-food technology is the development of advanced seeds and fertilizers. These new technologies are helping to increase the yield of efficient crops and to reduce environmental damage. For example, genetically modified (GM) seeds have been developed to resist pests and diseases, as well as to tolerate extreme weather conditions. Additionally, genetically modified seeds are designed to maximize nutrient absorption, allowing farmers to produce larger harvests with fewer fertilizers. Another significant advancement is the use of organic fertilizers, which are made from natural sources such as animal waste, compost, and green manure. These fertilizers are more environmentally friendly than traditional chemical fertilizers and are more effective in improving soil quality and crop yield. Automated irrigation systems: the key for efficient crops Automated irrigation systems are another important technology in agribusiness. These systems use sensors to monitor soil moisture levels and automatically adjust the amount of water applied to the crops. This helps reduce water waste and conserve resources, as well as improve crop yields. Moreover, automated irrigation systems can be programmed to apply fertilizers at the optimal time, enhancing nutrient absorption and reducing losses from runoff or leaching. AI and data science in agribusiness for efficient crop optimization Data science and artificial intelligence are also being used to optimize the yield of efficient crops. By leveraging large data sets, farmers can uncover patterns and insights that help them make better decisions about when and how to fertilize or water their crops. For instance, farmers can use data science to identify areas of the field where pest infestations are likely to occur and apply pest control measures accordingly. Additionally, artificial intelligence can be used to analyze crop images and detect areas of disease or stress, allowing farmers to respond quickly and minimize losses. The agroindustry and robotics in the pursuit of efficient crops Robotics is another significant area of technological innovation in the agroindustry, driving the creation of efficient crops through the automation of various tasks. Robotics can be used to automate various tasks such as planting, weeding, harvesting, and pest control, reducing labor costs and increasing efficiency. Furthermore, robots are capable of analyzing large amounts of data and making real-time decisions, allowing farmers to quickly respond to changing conditions. Precision agriculture is another significant area of technological innovation in the agroindustry. This technology allows farmers to use satellite imagery and sensors to monitor the health of crops in real-time. This allows farmers to quickly identify areas of the field where nutrients or water are needed, reducing losses from runoff or leaching. In addition, precision agriculture can be used to monitor soil quality and identify field areas prone to pest or disease infestations, enabling farmers to take proactive measures to minimize losses. The agri-food industry and the benefits of GPS and sensors GPS and sensors offer a range of advantages to the agri-food industry in achieving efficient crops. These technologies enable farmers to monitor crop health in real-time, allowing them to make quick decisions to optimize performance. Furthermore, GPS systems can be used to track agricultural machinery, reducing labor costs and improving efficiency. Lastly, sensors can be used to monitor soil moisture and nutrient levels, enabling farmers to apply the right amount of fertilizers and water at the right time. Some examples of successful innovations in the agri-food sector There are many examples of successful technological innovations in the agri-food sector. In the United States, farmers use automated irrigation systems to reduce water wastage and conserve resources. In India, robotic mowers are used to reduce labor costs and improve efficiency in agriculture. In the Netherlands, precision agriculture is used to monitor crop health and optimize yield. Finally, in Thailand, genetically modified seeds are used to enhance disease resistance and maximize nutrient absorption. Technological innovation in the agroindustry is revolutionizing the sector, leading to efficient crops. With these tools and advancements, the aim is to meet the demands of a growing population while minimizing environmental impact. With these new technologies, the agroindustry is better equipped to meet the needs of an increasingly growing population while simultaneously minimizing its environmental impact.

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Pythagoras, "the father of numbers," was born on the island of Samos off the Greek coast. At a very early age he travelled to Mesopotamia and Egypt where he undertook his basic studies and eventually founded his first school. Political unrest subsequently necessitated a move to Croton in Southern Italy where he founded his second school. The doctrines of this cultural center were bound by very strict rules of conduct. His school was open to men and women students alike, and discriminatory conduct was forbidden. His students included those of all races, colours, religions, and financial or social standing. History has documented that the doctrines of the Pythagorean school have had a profound effect on philosophy throughout the ages - even to the present day. Pythagoras believed that mathematics could exist without music or astronomy but mathematical principles were universal and implicit in all things; thus nothing could exist without numbers. His teachings encompassed not only the investigation into the self but into the whole of the known universe of his time. Pythagoras is widely regarded as the founder of modern mathematics, musical theory, philosophy and the science of health (hygiene). Pythagoras is sometimes considered to be the pupil of Anaximander and is reputed by very early sources to have visited Thales in his twenties, just before Thales died. There is no account of the specifics of the meeting, other than the report that Thales recommended that Pythagoras travel to Egypt in order to further his philosophical and mathematical training. There is certainly evidence that the Egyptians had advanced further than the Greeks of their time in mathematics and astronomy and it is now widely believed that Egyptians used the Pythagorean Theorem in some of their architectural projects before the 6th century BC. It is sometimes difficult to determine which ideas are original to Pythagoras and which are latter additions by his followers. However, there is general agreement that Pythagoras either developed the Pythagorean Theorem himself or at the very least introduced it to Greek thought. In addition to the Pythagorean Theorem, it there is general agreement that the numerical ratios which determine the musical scale trace back to a discovery by Pythagoras himself, since this plays a key role in many other areas of the Pythagorean tradition, and since there is no evidence of earlier Greek or Egyptian musical theories. The pentagram (five-pointed star) was an important religious symbol used by the Pythagoreans. It was called "health". A legend exists that Pythagoras was a pupil of Thales, founder of synthetic geometry and of the postulational (axiomatic) method in mathematics. Pythagoras is also said to have devised an alternative discrete presentation of geometry know today as Figurate numbers. Diogenes Laertius (about 200 BC) quotes Alexanders (about 100 BC) book Successions of Philosophers (and according to Diogenes Alexander has access to a book called The Pythagorean Memoir) in his account of how the pythagorean cosmology was constructed (Diogenes Laertius, Vitae philosophorum VIII, 24): - The principle of all things is the monad or unit; arising from this monad the undefined dyad or two serves as material substratum to the monad, which is cause; from the monad and the undefined dyad spring numbers; from numbers, points; from points, lines; from lines, plane figures; from plane figures, solid figures; from solid figures, sensible bodies, the elements of which are four, fire, water, earth and air; these elements interchange and turn into one another completely, and combine to produce a universe animate, intelligent, spherical, with the earth at its centre, the earth itself too being spherical and inhabited round about. There are also antipodes, and our ‘down' is their ‘up'. In some European medieval texts his name is written as Pitagora.

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African swine fever African swine fever (ASF) is a viral disease that only impacts pigs. As it spreads around the globe, it poses a significant risk to the health of the Canadian swine herd, the pork industry and the Canadian economy. ASF can spread between pigs through both direct and indirect contact with other infected pigs or pig products, as well as contaminated farm equipment, feed and clothing. - ASF has never been found in Canada - ASF does not infect humans - Canadian pork is safe to eat African Swine Fever Forum - New milestone reached in the protection of Canadian pigs and pork industry against African swine fever - Agriculture and Agri-Food Canada launches African Swine Fever prevention and preparedness program - Government of Canada announces up to $45.3 million to enhance African swine fever prevention and preparedness - All statements and updates Services and information What the Government of Canada is doing to keep African Swine Fever from coming to Canada. Consult the ASF fact sheet for answers to frequently asked questions. What you can do to protect your pigs from African swine fever. How you can prevent bringing contaminated food, clothing and equipment to Canada. Import requirements for feed and live animals, animal products and by-products. Take precautions if you come into contact with wild pigs. Whether kept as pets or farm animals, all pigs are susceptible to African swine fever. Find out how to protect them from getting and spreading this serious pig disease. Educating pig owners, providing guidance on biosecurity and identifying suspect cases of ASF. - Date modified:

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What is Restorative Practice (RP)? Restorative Practice is a valuesbased philosophy. It aims to build positive relationships and friendships throughout our school community and beyond. It also help to respond to conflict and arguments, if they do occur, in a healthy way that moves us away from blame and attack, and towards connection and healing. These skills are important for a healthy school and a happy life! Restorative Practice in our School In our school we are growing our commitment to Restorative Practice and the values light the way! We will use the RESPECT values to help us to bring RP to life and they inform how we try to think, engage, speak, listen, and approach situations in our everyday interactions in school. The intention is to learn how to ask, listen and share in a way that honours a positive learning environment for the whole school community. Restorative Language (The Giraffe) The giraffe is known as the restorative animal as it has the biggest heart of all the land animals so it speaks from its heart, promoting empathy. It also has the longest neck so it can see everyone’s perspective which is a key component of empathy building and a bridge towards conflict resolution. When things go wrong, as they sometimes do, we will try to channel our inner giraffes and think restoratively. We will seek to model and use restorative language, questions and intentions as a compass to work together and find a solution, to fix harm that may have happened, and to honour, build or repair relationships / friendships as best as we can. This restorative way of being builds skills for a happy and connected life. Restorative Practice aim is to support the wellbeing of our school and the lovely community it serves. We are on this long-term restorative journey in our school, it’s a work in progress and we are still learning with you all. We may not always get it right but we hope that we can all work together along the way. For more information visit www.connectrp.ie or look at the following TED talk Michelle Stowe’s TEDx on Restorative Conversations

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The ocean withdraws about one quarter of the CO₂ in the atmosphere, mitigating climate change and making life possible on Earth. An important share of this CO2 is removed thanks to phytoplankton, tiny marine creatures that use light to do photosynthesis, just as plants or trees on land. These cells fix CO2 to build up biomass and multiply, and take it down to the deep ocean when they die and sink. Phytoplankton are thus the basis of the marine food chain, and their productivity not only affects CO2 levels, but also fish catch and world economy. So why does phytoplankton go unnoticed to most of us, if they are so important? Try to find them in your next visit to the aquarium, you may have a hard time. Most phytoplankton species are 100 times smaller than the ants in your garden, meaning you need a really powerful magnifying glass (a microscope!) to study them. From our coasts to the middle of the ocean, phytoplankton are widespread and getting to know them requires some seafaring. The Samaritans of the ocean Phytoplankton however need a key ingredient to be active : nitrogen. Just as fertilisers or legume plants are necessary to grow crops on land, nitrogen provides the nutrient value that phytoplankton need to grow in the ocean. Getting enough nitrogen in the ocean can be cumbersome. Coasts receive nitrogen through rivers or upwelling of deep waters rich in nitrogen, but most of the ocean is too remote to benefit from these sources. To make matters worse, the surface tropical ocean is warm, making mixing with deep and nutrient rich waters very difficult. These “oceanic deserts” are great extensions of clear blue water which altogether make about 60% of the global ocean surface. How is life possible there without nitrogen? Luckily, other tiny creatures, diazotrophs, exist in these deserts Diazotrophs come to the rescue performing a Herculean service : transforming inert nitrogen from the air into juicy nitrogenous forms available to phytoplankton. This transformation involves a great energy investment for the diazotrophs, to end up giving that nitrogen away to the community. Diazotrophs are the true Samaritans of the ocean. Their crucial mission is likely to be impacted by climate change. Pollution, acidification, loss of oxygen and warming are among the negative effects of our economic development and ever-increasing population growth. Climate change is already impacting how much nitrogen reaches the ocean through changes in currents circulation, increased agricultural nitrogen loading through rivers, or atmospheric inputs through industrial activities. But, how will climate change affect the activity and diversity of diazotrophs? It is hard to say when we even don’t know how many are out there and how diverse they are. Only about five species of diazotrophs have been studied in the ocean, and climate change simulation experiments have been only tested on two. Global circumnavigation expeditions have found that diazotrophs are much more diverse than we thought. Constraining their responses to the changing climate is crucial for predicting the ocean’s future productivity. The much larger diversity of diazotrophs implies not only overall higher provision of nitrogen to the oceans, but also higher efficiency and perhaps greater resilience to change, which awaits to be verified. A lens into the future The project Notion will look into the future of phytoplankton via a diazotroph lens. In the lab, we will recreate climate change conditions and observe how diazotrophs respond to them. We will answer questions such as : does the extra CO2 in the water affect their growth? Do diazotrophs give even more of the “fertilizer” nitrogen away to other organisms in a high CO2 world? Global models of ocean circulation and phytoplankton species distribution already exist, but they need to be improved with experimental data to predict how our ocean will look like in the future. NOTION will integrate new global datasets and new experimental data to integrate the lacking information in models. We will thus transform biology into mathematics, using the response behaviour of diazotrophs as trends projectable to different future climate change scenarios. With these tools, we aim at providing a better understanding of the ocean’s response to climate change, which will be critical for a sustainable use of the ocean and its resources, and essential to evaluate its capacity to act as a sink of CO2 in our near future.

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Snails have a very similar digestive system to humans, with food entering their bodies through their mouths, traveling down to the stomach and eventually being expelled through the anus. How do snails poop? It may not seem like snails poop at all, as we rarely observe them doing so, and are unlikely to find their poop in our gardens, yet like all animals, snails need to expel waste from time to time. Snails find food by using chemical signals in the air. They essentially smell food with the tentacles on their heads. This means they can travel surprising distances to get to their favourite snack. Snails have a very similar digestive system to most mammals. On their heads they have a mouth. Within this opening is the radula. The radula is similar to a type of tongue, covered in large numbers of tiny teeth. They use the radula to scrape across the surface of their food, and slowly shred whatever they want to eat. |Digestive System Component |A specialized feeding organ found in snails that consists of rows of microscopic teeth. The radula is used to scrape and rasp food particles from surfaces. |The radula is located inside the snail’s mouth and is unique to mollusks. It helps snails to consume a variety of plant material, algae, fungi, and even decaying organic matter. |A storage organ located near the esophagus where food is temporarily stored before entering the digestive gland. |The crop allows snails to store and regulate the flow of food into their digestive system. It aids in the digestion process by gradually releasing the ingested material for further processing. |An organ responsible for producing digestive enzymes to break down food and absorb nutrients. |The digestive gland secretes enzymes that help break down complex molecules into simpler forms that can be absorbed by the snail’s body. It plays a vital role in extracting nutrients from the ingested food. |The part of the digestive system where the absorption of nutrients occurs. |The intestine is a long, coiled tube where the final stages of digestion take place. It is lined with specialized cells that absorb nutrients from the digested food and transfer them into the snail’s bloodstream. |The terminal portion of the digestive system where waste material is temporarily stored before being eliminated as feces. |The rectum stores undigested materials and facilitates the elimination of waste from the snail’s body. It is located near the opening of the snail’s shell and is responsible for the formation and excretion of snail feces. Once the food has entered their mouth it travels down the esophagus. Here it can enter the crop, a kind of pouch where it can be stored. It then enters the stomach, where the majority of digestion takes place. In order to break down the food digestive fluids and enzymes are added to the mix. Snails can eat a variety of different foods depending on the species. Many will eat largely vegetable matter, such as leaves and fruits, as well as decomposing animal matter such as feces. Some snails are predatory and will eat other animals. Having been broken down within the stomach, any waste that hasn’t been absorbed into the snail’s body will enter the intestines. Finally, the poop will be expelled at the snail’s anus. Interestingly the snail’s anus isn’t at the end of its body, where we might expect to find it. Instead it is located under the shell. The snail expels its waste into the mantle cavity, a gap below the shell. This is also its breathing hole, allowing air to reach its lungs. Air traveling in and out to help the snail breath, also helps to flush out the feces. The poop will fall out from under the shell and land wherever the snail finds itself. Snails aren’t shy, and will happily poop whenever and wherever. However, due to the slow digestive processes within their bodies, they don’t poop very regularly, often going several weeks between needing to evacuate their bowels. What does snail poop look like? Snail poop doesn’t look that dissimilar to the poop of many other animals. It is often described as rope-like in appearance, and can look wet and slimy when it first emerges. Over time it will dry up and curl round, often breaking down and disappearing. |Snail feces are typically small, cylindrical pellets or blobs. |The appearance of snail feces can vary depending on their diet and the moisture content of the environment. They are often dark in color due to the presence of undigested plant material and pigments. |Snail feces mainly consist of undigested plant matter and waste products. |Snail feces contain cellulose, hemicellulose, and other plant components that the snail was unable to fully digest. They also contain metabolic waste products and excess water absorbed during digestion. |Snail feces play a role in nutrient cycling and soil enrichment. |Snails contribute to the decomposition process by consuming plant material and excreting feces rich in organic matter. The feces break down further, releasing nutrients back into the environment, which can be utilized by other organisms or plants. |Fecal Pellet Disposal |Snails often deposit their fecal pellets in discrete locations. |Snails have specific spots or areas where they deposit their feces. This behavior helps maintain cleanliness within their habitat and prevents excessive accumulation of waste material. The colour of snail poop can vary a great deal depending on their diet. Common colours are green and brown, but it can be red and orange, if the snail is eating foods that contain these colours. Does snail poop smell? For a snail, their poop may indeed have a particular fragrance, but it isn’t really found in large enough quantities for humans to pick up on the scent. Is snail poop good for plants? Just like worm poop, snail poop is an excellent fertilizer for plants. This is in part because snails eat and digest plant matter, meaning that what comes out of their other end is highly composted and easy for plants to pick out what they need. Snail poop is high in essential nutrients such as nitrates, phosphates and potassium, all useful fodder for your plants. In most cases, however, you aren’t going to be able to get hold of enough snail poop to make any real difference to your plants. The good news, however, is that wild snails are out there pooping into your plant pots, enriching the soil as they go. Individually their contribution is probably far too small for you to notice, but as a group they are making a big difference across the world. If you’re lucky enough to have pet snails, then you can certainly recycle their poop into plant fertilizer, simply by adding it to the soil around your plant when you need to dispose of it. The good news is snail poop isn’t toxic or harmful, either to humans or pets, so you don’t need to worry about spreading it around. No products found. Snails spend much of their active time eating. When your favorite vegetables are their food of choice, this can seem somewhat frustrating. Yet, it’s not such a bad thing to have hungry snails around. As well as eating healthy plants, snails will often eat decaying plant materials, getting rid of waste that would build up over time and risk spreading diseases. Through eating this waste they also help to cycle nutrients, by breaking down matter that plants find hard to digest, and making it into fertilising poop, from which they can easily access what they need. This nutrient cycling is an important part of our natural environment, and without it we would soon find ourselves overwhelmed by a whole different kind of waste.

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Insect allergy – Definition Allergies are abnormal or adverse reactions to a substance. Insect allergies are a reaction to insect stings or bites. It can also occur with exposure to such insects in an environment. Insect allergy – Causes Stinging insects include: - Yellow jackets - Fire ants Biting insects include: - Kissing bugs Insects that cause respiratory allergies include: - Lake flies - Caddis flies Insect allergy – Risk Factors Factors that increase your chance of insect allergies include: - Age: young children - History of other types of allergies, including hay fever - Family history of allergy - Occupations that expose you to insects - Living conditions that expose you to insects or dust-containing insect allergens Insect allergy – Symptoms An allergy to biting and stinging insects can affect the area around the bite or sting and cause: - Skin rash Anaphylaxis can be a life-threatening reaction that causes: - Skin rash, hives, itching, swelling in areas away from the sting site - Swelling of lips, tongue, face, throat, and eyelids - Difficulty breathing, shortness of breath, coughing, wheezing - Dizziness, fainting - Severe drop in blood pressure - Respiratory and/or cardiac arrest Some insects cause respiratory allergies that result in: - Runny nose - Difficulty breathing - Shortness of breath Insect allergy – Diagnosis The doctor will ask about your symptoms and medical history. A physical exam will be done. Most diagnoses are based on a history of a reaction after a sting. For those with a severe insect allergy, stings may be life-threatening. Therefore, it is important to see an allergist or immunologist (doctor who specializes in allergies). - Skin prick test — An extract of the insect’s venom or protein is diluted. The dilute is placed on your forearm or back skin. If there is swelling or redness, an allergic reaction may be present. The doctor will make the diagnosis based on the skin test and your history of symptoms. Some skin tests can have a severe allergic reaction. This test should only be used under the supervision of a physician or other trained medical personnel. Severe eczema may make this test hard to interpret. - RAST or ELISA test — The doctor may order blood tests (RAST or ELISA). These tests measure the level of insect-specific IgE in the blood. IgE is a type of protein that the body produces when it is exposed to something to which it is allergic. The presence of IgE in the blood may indicate an allergy. Insect allergy – Treatment Some reactions cause trouble breathing. In this case, call for emergency medical help. Treatment may include: - Epinephrine — injected immediately in the event of a severe, life-threatening insect sting allergy (anaphylaxis) - Antihistamine medications — to decrease swelling and itching - Ice — applied to local area of sting or bite to decrease swelling - Corticosteroid medications — for more severe swelling, itching, nasal congestion, and sneezing - Bronchodilators — inhalers that can be used to decrease asthma-like symptoms, such as wheezing, coughing, and shortness of breath - Venom immunotherapy — a series of allergy shots to gradually desensitize you to insect stings; usually for honeybees, yellow jackets, hornets, wasps, or fire ants If you are diagnosed with a reaction to an insect bite or sting, follow your doctor’s instructions. Insect allergy – Prevention To reduce your chance of having an allergic reaction to either biting or stinging insects: - Avoid stinging insects. - Be very careful when doing yard or garden work. Beware when hiking in the forest. - Don’t walk barefoot. - Don’t wear scented products. Perfumes can attract stinging insects. - Keep exposed skin to a minimum. - Consider immunotherapy (allergy shots). These can lessen your reaction to stinging insects - Carry self-injectable epinephrine and possibly Benadryl for severe reactions. - Wear a medical alert bracelet or necklace. These will inform others of your allergy. To reduce your chance of having an allergic reaction to insects that provoke respiratory responses: - Avoid having carpeting, curtains, or other fabric that may gather dust in your home. This is very important in the room where you sleep. - Vacuum and wet mop your floors frequently. - Regularly wash your linens in very hot water. - Cover mattresses and pillows in allergy-proof covers.

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Find the download option for Reading comprehension worksheets at the bottom of this article. When kids are in kindergarten, they will learn to read the alphabet and small words. But it is crucial for kids to improves their reading skills when they are moving forward. Teaching phonics is a good idea to improve their reading skills, and it also enhances your kids’ learning capabilities. Besides reading skills, good pencil control and handwriting skills are very important for their academic development. These reading comprehension worksheets are kids friendly and allow them to read the words easily, but at the same time, parents’ assistance is important to help them read if they are having difficulty in reading the words. Here are some English worksheets for kids - Read & Trace BR Consonant Blending words - Fill in the Sight words worksheets (is,on,in)-Free pack - Fill In The Sight Words Worksheets - Scrambled Sentences Worksheet Pack – Fun While Learn - Consonant Blends Worksheets- Free Pack - Verbs Worksheets Pack For Kindergarten-Match The Pictures - Trace & Sort The Vowels And Consonants With Cupcakes-Free Worksheets - Sh digraph Worksheets For Kindergarten & Grade1 - Adjectives Worksheets For Kindergarten, Grade1,2 - Identify the Beginning Sounds With Pictures- Free Worksheets Pack For K,1 Grade. - Free Worksheets For CVC words-Fun Activity to Do at Home - Short A Worksheets (CVC words)-Free Booklet For K,1,2 grades. - Nouns worksheets with Pictures – Free Booklet For k,1,2 grades - Learn, Trace & Identify The Words Begin With “A” worksheets So get started by downloading the reading comprehension worksheets with just a click. To grab children’s interest in reading, I have mentioned these worksheets about few interesting facts about animals, so kids can enjoy reading and also practice each sentence by writing it down. These worksheets would be ideal for beginning readers, and kids can learn and spell the words regularly. I have mentioned the reading comprehension worksheets with pictures, which helps them to understand better. Download the Reading comprehension worksheets pdf booklet here I hope these worksheets are helpful for kids, and I will soon come up with many blending sounds worksheets.

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Title IX: The Civil Rights Law that Opens Doors – 50th Anniversary June 15, 2022 Time flies, it seems. We are already at the half-century mark of Title IX, the landmark civil rights law that advances equal educational opportunity for students attending schools and programs that receive federal financial aid. Title IX, a provision of the Amendments to the Higher Education Act of 1972, has opened millions of doors for girls and young women, allowing them to excel in educational attainment, pursue the career of their dreams and experience greater freedoms. Title IX has also provided a measure of equal protection and support for LGBTIA+ students, students of color, pregnant and parenting students and students in science, technology, engineering and mathematics (STEM) and career and technical programs (CTE). Before Title IX, most women were blind to rampant discrimination in education – simply because it had always existed. But this was a prevailing notion that lasted for hundreds of years – until the 20th Century and the advent of the modern women’s movement. But the deliberate actions of several Congressional leaders and women’s rights allies including the National Organization for Women, the ground was shifted in 1972 by this law. Title IX belied the myth that women’s minds were too “weak” to handle those supposedly demanding subjects. Adopted in the early days of the Second Wave of the movement, Title IX disrupted public education by promoting a standard of equal opportunity and equal treatment. The simple text of Title IX as it was signed by President Richard Nixon on June 23, 1972: “No person in the United States shall, based on sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”Title IX, signed by President Richard Nixon, June 23, 1972 Rep. Patsy Takemoto Mink (D-HI) wrote an early draft of Title IX with Edith Green (D-OR) who saw the need to combat sex bias in schools. Indiana Sen. Birch Bayh co-authored Title IX and with Rep. Mink introduced it in Congress. Though it was opposed by some universities and college athletics associations because of a concern that they would have to share athletic program budgets with the girls. Title IX passed without much notice. The law is now known as the Patsy T. Mink Equal Opportunity in Education Act (Public Law No. 92318, 86 Stat. 235). Title IX’s prohibitions on sex-based discrimination broke deliberate restrictions on girls’ and women’s educational attainment. Many of us have forgotten that for most of our history women were not permitted to attend four-year colleges; certainly, they were not welcomed at prestigious universities but were expected to attend all girls’ colleges. Women were constrained from attending professional academies such as in law and medicine and were discouraged from studying engineering and the ‘hard’ sciences. Often, there were strict quotas applied to women for graduate and professional schools – only 10 percent were accepted, sometimes fewer. Of course, to gain entry women had to be better qualified than the men. And, not to be overlooked, at all levels of education pregnant teachers and students were told to quit their jobs or withdraw from school. For all grades and higher education, sex bias was even more pronounced in athletics programs; university women’s athletics programs received one or two percent of what the men’s athletic programs received. Even though athletic opportunities are still far from being on par with those for boys and men, girls and young women have made steady progress. The Title IX mandate for equal opportunity affecting athletic as well as academic programs has laid the basis for stunning accomplishments by U.S. women in Olympic competition and impressive gains for women in soccer and basketball. (We will report on these gains later.) Title IX’s prohibition against sex-based discrimination provided the critical protection needed by students who had been marginalized, mainly girls and young women and students of color as well as LGBTQIA+ students, who encounter sex-based harassment to have their claims heard and to seek a fair resolution. Before that most schools – primary grades up through post-secondary—often ignored reports of sex-based harassment and discrimination. Frequently, school administrators failed to intervene. Survivors just withdrew from school. Untold numbers of students – mainly young women — who had experienced serious harassment, including sexual assault, abandoned higher education. A survey conducted during the Obama administration showed that incidents of sexual harassment and assault were widespread, prompting the Department of Education to issue guidance about how schools can effectively address the problem. Title IX has played a pivotal role in addressing these inequities. The act’s implementation led the U.S. Department of Education to establish a process for receiving and adjudicating complaints, the Office for Civil Rights. Students and schools and Title IX programs have come a long way since then; such incidents still occur but regulatory changes are being made to better address these issues. Under President Donald Trump and Education Secretary, Betsy Devos requirements for schools to address sex-based harassment and violence were revised to dramatically narrow school’s responsibilities, leaving millions of students at risk. Reportedly, incidents of sex-based harassment have since increased. President Biden has vowed to replace the Trump/DeVos harmful changes. Title IX advocates are anxiously awaiting the proposed regulatory change – hopefully to be released near the June 23rd anniversary. Today, the National Women’s Law Center (NWLC) released a letter urging the president to release the proposed regulation; the letter was signed by 200+ national, state, and local civil rights, survivor advocacy, and education groups. NWLC coordinates the National Coalition for Women and Girls in Education (NCWGE), a group founded by NOW and allies in the mid-70’s to push a recalcitrant Department of Health, Education and Welfare (forerunner of the Department of Education) to implement Title IX. A new report produced by member organizations of the NCWGE detailing the important gains under Title IX, with recommendations on more work to be done was just released. You can read it here, The National Coalition for Women and Girls in Education (ncwge.org) The gains of girls, young women, and students of color due to Title IX are impressive as these statistics indicate: - The overall college enrollment rate for 18- to 24-year-olds has been higher for females than for males since 2000. - In 2019, the overall college enrollment rate was 44% for female students and 37% for male students. - College enrollment rates increased from 2000 to 2018 for white, Black, and Hispanic female students ages 18 to 24. - From 2000 to 2018, Black and Hispanic female students ages 18–24 saw the largest increase in enrollment rates. - Black female enrollment for students ages 18–24 increased from 35% to 41%, while Hispanic female enrollment increased from 25% to 40%. - Enrollment for white females ages 18–24 increased from 41% to 45%. Higher Education Attainment - In 1972, 15.4% of men and 9% of women in the United States had completed a four-year degree or more - As of 2021, women in the United States are outpacing men in higher education attainment - 39% of adult women ages 25 and older have a bachelor’s degree versus 37% of adult men ages 25 and older - 46% of adult women ages 25-34 have a bachelor’s degree versus 36% of adult men ages 25-34 - In 2018–19, women earned 61% of all associate degrees, 57% of all bachelor’s degrees, 61% of all master’s degrees, and 54% of all doctoral degrees conferred. - Sixty-six percent of females who began seeking a bachelor’s degree at a four-year institution in the year 2013 completed that degree within six years, compared to 60% of male students. Attainment of Advanced Degrees - For the 12th year in a row, women earned a majority of doctoral degrees awarded at US universities in 2020. Of the 76,111 doctoral degrees awarded in 2020 - Women earned 40,037 of those degrees and 53.1% of the total, compared to 35,368 degrees awarded to men who earned 46.9% of the total - For every 100 men earning a doctoral degree last year, there were more than 113 female graduates - Women started earning a majority of master’s degrees in 1981 - Women earning doctoral degrees in 2020 outnumbered men in the following graduate fields: - Arts and Humanities (51.8% female) - Biology (a new record-high 53.8% share in one of the main STEM fields, despite the frequent narrative that females are significantly under-represented in STEM) - Education (67.8%) - Health and Medical Sciences (71.4%, isn’t that another STEM field?) - Public Administration (76.2%) - Social and Behavioral Studies (61.3%) - Men still earned a majority of 2020 doctoral degrees in the four fields of Business (53.3% male), Engineering (75.1%), Math and Computer Science (74.2%), and Physical and Earth Sciences (65.0%). - Before Title IX, most medical and law schools limited the number of women to 15 or fewer per school. In 1972, women earned only 7% of all law degrees and 9% of all medical degrees; they now earn nearly half of all degrees in both areas.

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Starlight, shining star, how far the night looks. Astronomers announced on Wednesday the discovery of the farthest and oldest star ever seen, a point of light that brightened 12.9 billion years ago, or just 900 million years after the Big Bang that gave birth to the universe. This means that the light from the star traveled 12.9 billion light years to reach Earth. The result was part of an effort to use Hubble Space Telescope To search for some of the oldest and farthest galaxies in the universe. By lucky coincidence, astronomers were able to discern a single star system within one of those galaxies. said Brian Welch, a graduate student at Johns Hopkins University in Baltimore, and author of A research paper published Wednesday in the journal Nature describes the discovery. Usually, distant objects are too dark to be seen. But Einstein’s general theory of relativity, which describes how gravity bends space, offers a useful solution. A nearby massive galaxy cluster can act as a lens to amplify the light from stars and distant galaxies behind them. A survey using the Hubble Space Telescope examined 41 galactic clusters. “When you look at a group of really massive galaxy clusters, there’s a good chance you’ll find some very massive objects behind them,” said Mr. Welch. Learn more about the James Webb Space Telescope After traveling nearly a million miles, the James Webb Space Telescope has reached its destination. He will spend years observing the universe. Mr. Welch said that a galaxy cluster typically magnifies the brightness of the object behind it by up to 10 times. However, the light is not magnified equally. Ripples in spacetime can create luminous spots, such as ripples on the surface of a pool that create patterns of luminous spots at the bottom of the pool. Examining a distant, magnified galaxy, astronomers found that a point of light aligned with one of the ripples, and its luminosity was amplified by a thousandfold or more. “The galaxy is kind of stretched out in this long crescent-shaped arc,” said Mr. Welch. “And then the star is just one component of that.” As the universe is expanding, distant objects are moving faster. This shifts the frequency of the light towards longer wavelengths. The star spotted by Mr. Welch and his colleagues has what astronomers call a redshift of 6.2, well above the previous record for the most distant individual star. This star, which was reported in 2018, had a red shift of 1.5, which corresponds to when the universe was about four billion years old. The researchers called the new star Earendel – in Old English the “morning star”. If it’s a single star, astronomers estimate it’s a massive star — about 50 times the mass of our sun. It can also be a two or more star system. The Earendel alignment and the galaxy group will last for years, so Earendel will be one of the targets during the first year of observations by the newly launched group. James Webb Space Telescopewhich has a larger mirror than Hubble and collects light at longer infrared wavelengths. Webb’s observations will be able to measure brightness across a spectrum of wavelengths. This will help astronomers determine the temperature of the star. “We really need that spectrum to say with some kind of absolute certainty that this is a star compared to another kind of thing,” Mr. Welch said. Mr. Welch said that later, more detailed observations by Webb could determine Earendel’s composition. The Big Bang produced only the lightest elements, such as hydrogen and helium. The first stars are thus expected to contain lower concentrations of heavier elements, which arise from fusion reactions within stars and in the explosions of dying stars. The current hypothesis is that with fewer heavier elements, the first stars should be large and bright. “It seems to be very hot and very massive,” Stephen Finkelstein, an astronomer at the University of Texas at Austin who was not involved in the research, said of Earndale. However, this star alone would not be enough to prove the state of the largest stars in the early universe. “But he definitely supports that,” said Dr. Finkelstein. “If you start to form a large number, and many of them appear to be very massive, the evidence will become stronger and stronger that more massive stars are the norm in the distant universe.” The Webb telescope should also be able to find distant magnifying stars like Earendel, although the number of stars lined up by chance with a gravitational lens remains invisible. It may even be able to identify some stars at a red shift between 10 and 20, which corresponds to a period between 100 million and 500 million years after the Big Bang. “That’s right in that window when we think the first stars are forming,” Dr. Finkelstein said.

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Changing the temperature of the air in your home requires a lot of energy. You may be trying to make it hotter than the outside temperature during winter, or conversely cool the house down during summer. In either case, if the house is not well insulated any gains are quickly lost via heat transfer with the outside air through the walls, windows, the ceiling and the floor. This becomes a bit like trying to raise the level of water in a colander. If you don’t pour water into it fast enough, it all leaks out before the level can rise. Clearly you will use up a lot of water trying to keep the level in the colander constant and even more to increase it. The same goes for energy required to heat/cool a poorly insulated home. A well insulated home will thus save a lot of power that would otherwise have been necessary to maintain a comfortable temperature inside. Many homes in South Africa are poorly insulated due to a combination of factors such as: - Our very temperate climate in which most homes are only really uncomfortable for one or two months in the year. - Building codes and builders have not emphasised insulation in domestic homes in the recent past. - Our historically cheap electricity prices have allowed many to afford the large amounts of electricity needed for heating/cooling. There are three forms of heat transfer: - Radiation heat transfer is often the most effective because it is instantaneous (you feel the heat immediately). Radiant heat can travel over long distances from the heater (think about the sun’s heat which reaches us via radiation), and is unaffected by wind making it useful out of doors. Radiation however requires direct line of site between the heater and what is being heated. Insulation against radiant heat transfer is achieved by using a highly reflective surface (e.g. shiny aluminium foil). Radiant heat absorption is maximised by painting the surface matt black (i.e. make it completely unreflective). - Convection is the transfer of heat via the circulation of a fluid or gas. Blowing hot air down a duct or piping hot water through pipes is an example of convective heat transfer. There is some delay between the start of the heater and when heat is felt in different parts of the house or room. Convection also works against you when there are air gaps where hot air can flow out of the home and/or cold air flow in. Convection heat transfer is minimised by preventing gases or fluids from circulating (many materials used for insulation do this by trapping air into many tiny bubbles which prevents any convective heat transfer between them). - Conduction heat transfer occurs between things that physically touch each other. Insulation against conduction is important with regard to reducing heat lost through solid barriers such as the ceiling or walls. Good insulators against conduction are polystyrene foam sheeting, glass fiber blankets or polyurethane foam. All insulation is designed to reduce one or more of these heat transfer mechanisms. Understanding how and when they are occur helps select the most appropriate solution. The building regulations specify which types of insulation are acceptable, particularly with respect to their fire hazard ratings (some older types of insulation are flammable), please consult your supplier or installer in this regard. Ceiling and Roof Insulation There are two main forms of heat transfer occurring in your roof. Firstly the ceiling panels allow heat to be conducted out of the house in winter when the inside is warmer than the outside and the reverse occurs in summer. Secondly the roof tiles or corrugated iron roof sheeting heat up from the sun during the day and then transfer that heat to the ceiling boards by radiation. Some form of insulation designed to reduce conduction such as glass fibre blanket, cellulose, polystyrene sheet or foam should be laid on top of the ceiling boards to reduce conduction through the ceiling. To reduce radiation from the roof tiles, some form of aluminiumised foil sheeting should be laid directly underneath the tiles with the shiny side facing upwards. Ideally this should be done during construction, but it can be retro fitted by attaching it to the underside of the roof brandering. Both these types of insulation can be installed relatively easily into most homes, provided one has access to the roof space. The older building codes used to include cavity walls as the standard way of building the external walls of a house. Cavity walls have an air gap between the inner and outer course of bricks. The air gap stops heat being transferred via conduction through the two brick courses. The air gap acts as a partial insulator because heat can only flow via convection across the gap. Convection is far less effective as a heat transfer mechanism. If necessary, one can even minimise convection by injecting polyurethane foam (as a retro fit) into the air gap, or alternatively polystyrene sheeting can be inserted into the gap during construction. Many older houses still have cavity walls. Unfortunately, cavity walls have long since been discontinued by local builders as standard practise. No form of insulation is currently added to the walls of modern homes, unless specifically requested by the architect or owner. One should consider this if one is currently building a home in an area that experiences cold winters. Heat flows through a single pane of glass in the following ways: - Radiant heat is both entering and leaving the room via the window. During the day sunshine passing through the window will heat up all surfaces it lands on. During the evening warmer surfaces inside the house will radiate their heat outside if the curtains are not drawn. - Heat will be lost via conduction through the glass pane to the air on the outside at night and the reverse will occur during the day. To reduce heat lost via windows one should use thick curtains and keep them closed at night. Failing that, one can apply specialised films to the glass which lowers its transparency and/or emissivity to the wave lengths of radiation that transfer heat. In colder regions such as Europe and the US, one can purchase glass that has these characteristics, but unfortunately it doesn’t seem to be readily available here in SA. Double glazing (two panes of glass with an air gap between them) reduces heat lost via conduction quite effectively. Double glazed windows usually need to be installed during construction. Retrofitting them is usually quite costly and can require breaking into the wall to remove the previous frames. Thick curtains are much easier and cheaper! The earth can be considered to be a giant heat sink. Heat is constantly being lost by conduction down into the earth through the floor. Anyone who has spent a night sleeping on the floor or camping will tell you that it’s more important to place insulation beneath one than above. In colder regions of the world, it is standard practice to place a layer of insulation beneath the floor slab to reduce heat loss through the floor, but not unfortunately in South Africa. Clearly this can only be done during the construction phase. Carpets are a practical option in South African homes of insulting the floor of your home. Laminated wooden flooring is also usually installed with a layer of insulation beneath it.

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New study presented at TropMed20 shows how climate change could expand and intensify the risk of disease that kills one in five if not treated early. A variety of ticks that carry the bacteria causing the deadly disease Rocky Mountain spotted fever (RMSF) are more than twice as likely to shift their feeding preference from dogs to humans when temperatures rise, a sign that climate change could expand and intensify human disease risks, according to a new study presented today at the Annual Meeting of the American Society of Tropical Medicine and Hygiene (ASTMH). “Our work indicates that when the weather gets hot, we should be much more vigilant for infections of RMSF in humans,” said Laura Backus, MPH, DVM, who led the study at the University of California, Davis School of Veterinary Medicine (UC-Davis). “We found that when temperatures rose from about 74 to 100 degrees Fahrenheit, brown dog ticks that carry the disease were 2.5 times more likely to prefer humans over dogs.” Cases of RMSF and related diseases, collectively known as spotted fever rickettsiosis, have risen dramatically over the last 20 years. The disease is treatable with antibiotics if detected in the first week of infection, but once an infection takes hold, the fatality rate for RMSF victims can exceed 20%. Complications can include damaged blood vessels; inflammation of the heart, lungs or brain; and kidney failure. Over the last 10 years, public health authorities have been particularly alarmed by a rash of deadly RMSF outbreaks among indigenous communities in Arizona and northern Mexico. Backus said there have been indications from earlier work that brown dog ticks, which are found throughout the continental United States, may be more aggressive toward humans in hot weather. And scientists warn that climate change is greatly expanding areas of the country experiencing multiple days when temperatures top 100 degrees Fahrenheit, or about 38 degrees Celsius. Backus and her colleagues at UC-Davis wanted to gain more definitive insights into how rising temperatures might elevate the risk of RMSF infections. For their experiment, they constructed two large wooden boxes measuring about 3 feet tall and 2 feet wide, which were then connected to each other by a clear plastic tube. They conducted a series of tests that involved putting a human in one box, a dog in the other and ticks in the clear plastic tube between them. The researchers then observed, over 20-minute intervals, whether the ticks, which seek out hosts to feed on based on smell, preferred dogs or humans — first at temperatures of around 74 degrees Fahrenheit (23.3 degrees Celsius) and then at 100 degrees Fahrenheit (37.8 degrees Celsius). Backus said that at the higher temperature, one type of brown dog tick, known as the tropical lineage tick, was especially decisive in shifting its preferences from dogs to humans. Currently, tropical lineage brown dog ticks are found across the southern regions of the United States, in places like Arizona, Florida, southern California and southern Georgia. However, Backus said that their range is expected to move northward as climate change causes average temperatures to rise. Brown dog ticks belonging to another lineage, the temperate lineage, are found throughout the lower 48 states and may also carry RMSF. Backus said that while the temperate ticks showed only a slight increase in preference for humans over dogs in the higher temperature test, they exhibited a pronounced decrease in their preference for dogs. Many ticks simply shifted from clearly pro-dog to neutral — they did not move toward either subject. “We believe that this decreased preference for dogs — combined with a slight increase in preference for humans — suggests that hot temperatures may also elevate risks of RMSF in areas where the temperate ticks are more common,” Backus said. She added that it’s important to identify conditions that can increase infection risks — and put health officials on higher alert — because symptoms in the crucial early phase of RMSF, when it’s relatively easy to treat, can be mistaken for a number of more common ailments. They include headache, fever and muscle aches. Backus said there is also a need for better diagnostic tests since the existing test is time-consuming and may produce false negatives. “The findings from the use of this simple but effective laboratory experiment to gauge how rising temperatures might lead to more human infections with a very dangerous tick-borne pathogen adds to the growing evidence of the increasing connection between climate change and its impact on health,” said ASTMH President Joel Breman, MD, DTPH, FASTM. “Climate change is moving so quickly that it is critical to keep pace with the many ways it may alter and intensify the risk of a wide range of infectious diseases so we are better prepared to diagnose, treat and prevent them.”

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This simple game is fantastic for engaging your preschoolers. It makes your children think hard as they try to solve the exciting mystery of what’s missing! The game itself is extremely basic, yet the modifications and ways of using it to teach specific vocabulary are nearly endless. It can be played with a group of children or just one child. Children love this game! Not only is it fun and interactive, but it also makes your children think hard. Our brains, like our muscles, need exercise and stretching to make them strong. This game provides an excellent brain-stretching exercise for kids, and for adults too. I’ve often been amazed at how quickly my children are able to learn the skills needed to play this game well. You’ll soon find yourself needing to make it harder and harder to keep them challenged. Not only that, but this game is also a great opportunity to provide a review of the vocabulary your children are learning, whether letter names, or colours, or various zoo animals. Make it engaging: - Be excited about figuring out what’s missing. If you’re excited about it, your children will be too. - When your children guess right, celebrate with them. When they guess wrong, be encouraging. Learning that it’s okay to make wrong guesses will help them succeed in school and life. - Try to play at a level where your children can guess correctly 75% of the time. You want it hard enough that they have to think, but not so hard that they become discouraged and give up. Which items to choose: - You can use just about anything to play this game! - Small plastic toys such as farm animals - Paper zoo animals that you printed and coloured - Random craft/office supplies such as glue stick, pencil, paintbrush, etc. - Small cars or construction vehicles - Magnetic letters - Small blocks of various colours and shapes - The more similar the items are to each other the harder the game becomes. Beware that it also becomes far more tricky if the children are unfamiliar with the right words to name the items. Make it easier: - Use fewer items. For a class of two years olds, I often start with only 4 items the first time I play with them. Once they understand the game and are guessing well, I might use more items the next time we play. - Use items the children are able to name well. Something like an ostrich is harder for the children to recall that it is missing and to produce the name as a guess. - Use items that are very different from each other. - When you remove an item, leave its spot empty to help them recall what’s missing. - Each time, before covering the items, review the names of the items to help the children memorize them. - For younger children, when I get down to one item left, I like to ask them which item they think will disappear. Then I proceed to make the final item disappear. Make it harder: - Start with more items. - Use more challenging items, such as the letters of the alphabet or more unusual animals. - Use items with fewer differences such as all the items are dolls, but their outfits are different. - Remove more than one item per round. - After removing an item, rearrange the items before revealing them to the children. Use it to teach concepts: - Each time an item is removed, review the names of the remaining items before covering them again. - Choose familiar things for most of the items, but add one or two unfamiliar items. Leave the unfamiliar items until closer to the end so the children get lots of practice saying those names. - Choose items that focus on one particular topic. If you want to focus on colours, select items that are identical (or nearly identical) other than their colour. If you want to work on shapes, select items that are nearly identical in colour so that the shape is the most prominent difference.

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What is an IEP? An Individualized Education Program (IEP) is a written document for students with disabilities. It is a plan for educating a child who needs specially designed instruction, special education, and related services because of a disability. Each state varies on its specific IEP requirements, but a few components that every IEP should contain are: - IEP goals, benchmarks, and objectives - Present Levels of Academic Achievement and Functional Performance (PLAAFP) - Special education services, including the time, frequency and location - Least Restrictive Environment (LRE) - Assistive Technology To make things easier, we have created 5 example IEPs for you to view from different states. They contain examples of each of the elements listed above, including SMART IEP goals. Arizona IEP Example Arizona Department of Education created the following document to aid with writing IEP goals, which is a struggle that many special educators face. IEP goals have to be SMART and meet legal requirements to be compliant. The Measurable Goal Worksheet in Appendix B of the Arizona Technical Assistance System guides special education teachers through the process of writing detailed, descriptive IEP goals for students. Arkansas IEP Example Arkansas IEPs are different because they simplify the section of the IEP that discusses participation in statewide and districtwide assessments. Most states specify what assessments will be conducted and the reasoning behind the decision made for the student within the IEP, but Arkansas simply asks if the student will participate in the overall category of assessments and asks for specific accommodations needed. There is also an area that can outline if a child will participate in the Arkansas Alternate Assessment Program, which is uniquely designed to aid students that need alternative assessments. Mississippi IEP Example Mississippi IEP signatures differ from most other state IEPs. This IEP does not just require a single signature from each IEP team member, but it outlines specific areas of the IEP to be signed off by certain members. Examples of these sections include parental permission for initial placement, procedural safeguard notice, acknowledgement of state testing, acknowledgement of exit options, and transfer of rights. This allows the IEP team to review all areas of consideration one final time before implementation, and gives opportunity for hesitations to be addressed on specific areas of the IEP before being signed. Missouri IEP Example Missouri has specific forms to fill out regarding assessments conducted. Form D is an assessment covering the MAP Grade-Level Assessment and MAP End-of-Course (EOC) Assessments. These forms (also applicable to post-secondary transition plans, district wide assessments, distance learning plans, etc.) can be separately filled out and attached to the student’s IEP. There are also optional goal pages that can be added if they are applicable to the student. Texas IEP Example Texas has a unique approach to creating their IEPs, and they actually call them Admission, Review and Dismissal (ARD). The ARD example below includes an ARD Supplement page for Autism Strategies. According to the Texas Education Agency, “in recognition of the unique learning needs of students with autism, Texas regulations… require that eleven specific strategies be considered and addressed, as practicable and as needed, in the IEP.” The IEP Process Creating the IEP is just one step in the IEP process. IEPs require significant attention before and after creation to ensure students are receiving all of the necessary services and accommodations required to give them the maximum educational benefit possible. The IEP process can be broken down into these 7 steps: - Referral for special education evaluation - Evaluating child’s eligibility for special education services - Scheduling the IEP Meeting - Developing the initial IEP - Providing special education and related services - Monitoring the child’s progress - Reviewing the child’s IEP and performing reevaluation as needed Each of these steps is essential for successfully carrying out the IEP process. This promotes students with disabilities to receive a free and appropriate public education (FAPE). Manage Your IEPs With SpedTrack These IEPs are up to date as of December 2022. Forms adapt and change over time, which is why it is important to keep up with IEPs through an IEP provider, such as SpedTrack. SpedTrack allows you to write IEPs faster, easily stay in compliance, and save time so that you can get back to your students. Request a demo today and let us show you how SpedTrack can help you and your team.

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Real-world examples of state machines in action Are you curious about how state machines work in real-world applications? Look no further! In this article, we'll explore some exciting examples of state machines in action. What is a state machine? Before diving into the examples, let's quickly review what a state machine is. A state machine is a mathematical model used to describe the behavior of a system. It consists of a set of states, transitions between those states, and actions that occur when a transition is made. State machines are used in a variety of applications, from software development to robotics. Example 1: Traffic light control One of the most common examples of a state machine is traffic light control. Traffic lights have three states: green, yellow, and red. The transitions between these states are triggered by timers or sensors. For example, when a timer runs out, the green light transitions to yellow, and then to red. When a sensor detects a car waiting at a red light, the red light transitions to green. But traffic light control is not just a simple state machine. There are also complex rules that govern the behavior of the system. For example, if a pedestrian presses a button, the system must transition to a state that allows the pedestrian to cross the street safely. This requires additional states and transitions, as well as actions such as flashing lights and audible signals. Example 2: Vending machines Another example of a state machine is a vending machine. Vending machines have a set of states that describe the current state of the machine, such as "idle", "dispensing", and "out of stock". Transitions between these states are triggered by user input, such as pressing a button or inserting money. But vending machines also have complex rules that govern their behavior. For example, if a user selects an item that is out of stock, the machine must transition to a state that informs the user of the problem and returns their money. This requires additional states and transitions, as well as actions such as displaying an error message and returning the user's money. Example 3: Elevator control Elevator control is another example of a state machine. Elevators have a set of states that describe the current state of the elevator, such as "idle", "moving up", and "moving down". Transitions between these states are triggered by user input, such as pressing a button or opening a door. But elevator control is also complex, with rules that govern the behavior of the system. For example, if a user presses a button for a floor that is already occupied, the system must transition to a state that informs the user of the problem and waits for the elevator to become available. This requires additional states and transitions, as well as actions such as displaying an error message and waiting for the elevator to become available. Example 4: Game AI State machines are also used in game development to control the behavior of non-player characters (NPCs). NPCs have a set of states that describe their current behavior, such as "idle", "patrolling", and "attacking". Transitions between these states are triggered by events in the game, such as the player entering a certain area or the NPC taking damage. But game AI is also complex, with rules that govern the behavior of the NPCs. For example, if an NPC is attacked by the player, the system must transition to a state that causes the NPC to defend itself or flee. This requires additional states and transitions, as well as actions such as attacking the player or running away. State machines are a powerful tool for modeling complex systems. They are used in a variety of applications, from traffic light control to game development. By understanding how state machines work and how they are used in real-world applications, you can gain a deeper appreciation for the power of this mathematical model. So the next time you encounter a complex system, ask yourself: could this be modeled using a state machine? Additional Resourcescontentcatalog.dev - managing content, data assets, data asset metadata, digital tags, lineage, permissions cryptotrends.dev - crypto trends, upcoming crypto, trending new projects, rising star projects explainableai.dev - techniques related to explaining ML models and complex distributed systems flashcards.dev - studying flashcards to memorize content. Quiz software cloudnotebook.dev - cloud notebooks, jupyter notebooks that run python in the cloud, often for datascience or machine learning buildquiz.com - A site for making quizzes and flashcards to study and learn. knowledge management. gameslike.app - A site that shows games similar to other games, for finding new and interesting games that are similar to other games people like modelshop.dev - buying and selling machine learning models and weights nftmarketplace.dev - buying, selling and trading nfts mlbot.dev - machine learning bots and chat bots, and their applications techdebt.app - tech debt, software technology debt, software code rot, software maintenance and quality assurance singlepaneofglass.dev - a single pane of glass service and application centralized monitoring datasciencenews.dev - data science and machine learning news trollsubs.com - making fake funny subtitles erlang.tech - Erlang and Elixir technologies nftassets.dev - crypto nft assets you can buy comparecost.dev - comparing cost across clouds, cloud services and software as a service companies explainability.dev - techniques related to explaining ML models and complex distributed systems crates.community - curating, reviewing and improving rust crates gslm.dev - Generative Spoken Language Model nlp developments Written by AI researcher, Haskell Ruska, PhD (email@example.com). Scientific Journal of AI 2023, Peer Reviewed

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Artificial intelligence (AI) and Robotic Process Automation (RPA) are two technologies to automatize activities in organizations and achieve more efficient goals and results, while reducing operational costs and saving time. Although the bigger concept of artificial intelligence involves RPA, they are not the same thing. Basically, RPA is a software that can mimic human actions and AI is the simulation of the human thinking. But that definition doesn’t help a lot on understanding the differences between the two of them, let’s go deeper! Robotic Process Automation (RPA) As established, RPA is the use of software called “robots” that are specialized in standardize and automate cyclic tasks. So, the thing about RPA is that it doesn’t learn from repetition. They will always perform the same way and not seek a way to optimize the process. Then, the major use of RPA is to offload repetitive tasks and free up human time. Using RPA, even though it doesn’t try to find better ways to achieve results, can lead to: - Accuracy: because it minimizes human action and costs. - Compliance: it follows rules precisely. - Speed: complete tasks faster than humans. - Reliability: they are always available to complete tasks, minimizing delay. RPA have huge impact on business that deal with a lot of data. Because they can process a considerable size of information while maintain accuracy and without manual input. Artificial Intelligence (AI) On the other hand, AI is based on thinking and learning, and do way more than creating rule-based engines to automate repetitive tasks. It doesn’t only automate the process, but the decision making. While RPA can reduce impact on employees, AI seeks to replace human labor. That can happen because the process of AI is based in learning, reasoning and self-correcting. So, RPA uses structured inputs and logic, AI seeks to develop its own logic. AI can capture data from material world and then make decisions based on the best result. It doesn’t require data to be structured to take information out of it. That allows AI perform tasks that aren’t rule-based AI and RPA together Even though AI and RPA aren’t the same thing, they can be used together to optimize results. When they work together, we get what is called a Intelligent Process Automation (IPA) or Smart Process Automation (SPA). While the RPA deals with the repetitive tasks, the inclusion of machine learning models can allow the software to learn during the cycles, add data and recognize patterns. Of course, that’s the best solution for organizations that deal with both structured and unstructured data. But is also possible to use only one of them and still make process more efficient. For instance, RPA works when there are multiple sources of data, the process is repetitive, there is a solid way to define start and finish and high volume of structured data. On the other hand, you can use AI for actions that require a more complex system. So, when you don’t have certain tasks, or the process are not rule-based and use unstructured data. AI in Procurement As said before, AI focus on solving problems with large amounts of data. By that, they learn the successful patterns and apply it to the operation. AI can make procurement more efficient and trustworthy. With AI, your procurement will have better decisions, because it can provide timely analytics and data-driven insights on sourcing and other aspects of order. It will help identify new opportunities inside operations, such as new suppliers, better routes and inventory optimization. Also, it will help align the whole operation across all units or different locations. As established, RPA and AI can automate manual tasks, freeing time for employees act in a more strategic way. Finally, it can identify new markets to enter and optimize the relation between suppliers, with a data-driven management. AI and RPA are technologies to automate process and workflows. They can perform actions as humans and have better results while reducing operational costs and saving employee time. Although they are very similar, we can synthesize the difference as Thinking vs Doing and Process Centric vs Data Centric. That means, the AI process try to emulate the human thinking, so the process of decision and judgement on the information available. RPA only complete tasks based on rules. On the other hand, RPA focus is the process. The AI is data-centric, it can extract results from unstructured data and learn from it, adapting its decisions to scenarios. With Supply Brain the purchasing process is automated following intelligent rules and it can be done 100% autonomously, i.e. without human intervention for simplified purchases.

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Understanding Scientific Names for fish Scientific names are used to identify all living organisms. They are necessary because common names for the same organism can vary widely, and are different in every language. Scientific names, based mainly on Latin, conform to a defined system, which seeks to group organisms into logical groups, depending on their similarity. The problem with common names can be illustrated by the use of "zebra" fish. The Zebra Danio is often known as the Zebrafish. There is also the striking Zebra plec/peckoltia from South America (and a few similar species also being sold as "zebra plec"). Then there are the zebra cichlids of Lake Malawi (of which there are several), and the Convict cichlid has also been known as the Zebra cichlid. There are no doubt other examples used in various parts of the world. Scientific names normally consist of two parts: the generic, or genus, name, and the specific, or species name. A subspecies may have a third part to the name. For fish, the genus is the group of similar fish to which the particular species belongs. The genus name should always be capitalised, whereas the species (and subspecies) name is always uncapitalised. e.g. the Angelfish, Pterophyllum scalare. In scientific papers, Latin names are also shown in italics. Although some may find scientific names confusing and difficult to pronounce, it is worth becoming familiar with them. They allow positive identification of any species you may wish to look for information on, or purchase from the store. Although scientific names do change occasionally as research progresses and new groups or species are defined or re-assigned, this is done by specific rules and documented. Common names are sometimes given to fish by importers or others, possibly on the basis of some immediately apparent feature, which can lead to different names being used for the same fish. There is unlikely to be much confusion when purchasing Neon Tetras under their common name, but the problems occur with rarer and more unusual fish, or where there are very similar species. There are times when scientists have struggled to keep pace with the new species being discovered and imported for the aquarium trade. It was this which led to the appearance of the "L-number" and "LDA-number" systems for identifying the many exotic species of suckermouth catfish (or 'plecs/plecos') which were being exported from South America to the aquarium trade. The numbering systems were started by German fishkeeping magazines, but this system does have its weaknesses, many species have more than one number, or incorrectly matched photos for certain species. (This illustrates the danger of attempting to identify fish purely by a photo, where colouration, markings, etc can vary widely between individuals). Scientific descriptions are based on a range of different measurements and observations. Another example of exports outpacing scientific description is the cichlids of Lake Malawi. Many are sold under names like Labidochomis sp. "Hongi", meaning it has been identified as a species of the Labidochromis genus, occuring in the Hongi Island area of the lake. Additional parts may be added to the name, e.g. Labidochomis sp. "Hongi Red Top", referring to a colour characteristic of the fish. Although the scientific names are primarily based on latin, the species name will often be assigned in honour of the person who discovered or first described the fish. For example, the Cardinal tetra, Paracheirodon herbertaxelrodi was named in honour of Dr. Herbert Axelrod. Names ending with "i" (pronounced "ee-eye" on the end, though often only the "eye" part is pronounced), denote that the discoverer was male, and those ending "ae" denote female.

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Of the categories of remote memory access in the computing industry, Reflective Memory and Remote DMA (RDMA) stand out for their potential to offload the CPU for part of the data exchange. Reflective Memory is often used in High Performance Computing applications where multiple computing nodes share subscribed data values with a hard real-time deadline--that is, the data must be exchanged from the writing node to all subscribing nodes within a specified amount of time. Remote Direct Memory Access (RDMA) is often used for real-time or best-effort performance, allowing one computer to access another computer's RAM or storage, with all of the memory copies performed by the Network Interface Card (NIC), bypassing the need to interrupt the host CPU, increasing data exchange computing bandwidth and service time. Reflective Memory is a concept developed early on during the design of computers, prior to the 2000s, and continues to be a concept for connecting shared memory between physically separate computers/computing devices. Reflective Memory (RM) is similar in concept to shared memory between processes in POSIX system programming. The difference here is that RM is shared memory between processes on separate computers. RM is not to be confused with MPI and other message-passing algorithms that cause fork/join or packets of data to be shared between multiple processes on multiple remote threads of execution. Those solutions often incur latencies/delays during synchronization that cause difficulties for applications that require real-time data exchange. RM implements a RAM synchronization over network links with hard real-time requirements. Common applications that make use of RM include scientific simulations. Remote Direct Memory Access (RDMA) RDMA is a different concept that allows memory (storage or RAM) to be read from or written to when the storage/memory location is on a different network Node. RDMA is Remote Direct Memory Access. The requesting Node calls an API from its operating system to the Network Interface Controller to read or write a remote location. The call to the API specifies a remote memory address, a local memory address, the operation (read or write), and a data length. The RDMA-enabled NIC then bypasses the upper layers of the OSI network stack, including TCP, and transfers the data as quickly as rapid best-effort processing will permit. Once the operation transfers the data at the NIC, the CPU is notified that the Remote DMA operation is completed. While waiting for the operation to complete, the Node CPU may compute other algorithms without being bogged down by memory copy routines. Reflective Memory Features Reflective Memory operates similarly to a Dual-Port SRAM. One side of the RAM is connected to the host system to read and write at any time. The other side of the RAM is connected to a networking protocol that performs reads, writes, and/or updates. The local CPU writes updates to the system-side port of the RAM, and these updates are transmitted to subscribing Nodes. The local CPU reads the system-side of the RAM, and no network traffic occurs. A remote Node writes updates to its own system-side port, and updates are transmitted to subscribing Nodes receiving on the network port of their memory. A single Node (one processing unit in the RM system) can subscribe to portions of the shared memory and ignore the other portions. Then, when a subscribed region of RAM is written to locally, other Nodes can receive the RAM contents via a real-time update; and when a subscribed region of RAM is written to remotely, the local Node of interest (and all others) subscribing to that region of RAM receive updates to their local copy. Separate from but related to RM, RDMA is one category of algorithms that can off-load the computing Node's CPU for the exchange of data in real-time with low latency and high bandwidth. RDMA is often implemented with a NIC (Network Interface Card) with an FPGA (Field-Programmable Gate Array) or ASIC (Application Specific Integrated Circuit) executing all-parallel IP (Intellectual Property) algorithms. The ASIC/FPGA IC (Integrated Circuit) contains a set of algorithms implemented in parallel and pipelined that process the lower protocol layers of Ethernet or Fibre Channel. At these lower layers of the network protocol of choice used in the network, the RDMA-enabled NIC implements an RDMA to exchange data storage, scientific key/value data pairs, or other data with the RDMA-enabled NIC of other Nodes in the network. This prevents the CPU of each Node from being bogged down with process copying algorithms for data that was exchanged. The CPU only initiates the memory copy via a Direct Memory Access API, and the NIC will off-load the CPU and exchange data with remote network Nodes communicating WRITE, READ, and SEND operations, as previously described. In this way, the CPU of each Node is "offloaded" from processing the notify, transmit, receive, and copy of real-time data. An IC on each Node's NIC performs this instead. RDMA Example: RoCEv2 RoCEv2 (RDMA over Converged Ethernet) is one widely used RDMA protocol to enable computers within a LAN (Local Area Network) to exchange large quantities of storage data, and other data, without the need to interrupt the CPU of each Node except at completion of the data transfer. The RDMA-enabled hardware on the Node (NIC) performs the exchanges according to memory mappings. Read more about RoCEv2 at https://www.roceinitiative.org/ . Of the two types of remote memory exchange discussed, Reflective Memory and RDMA have found different common usages. Reflective Memory is traditionally used for High Performance Computing, such as weather simulations, and can provide the computing network with hard real-time exchanges of subscribed content. RDMA is commonly used with NVMe SSD data exchange over Ethernet in a data center, allowing multiple PCs in a rack space to access each other's mass storage via Ethernet Fiber or other protocols. This allows the RDMA-enabled machines to accomplish higher performance cloud computing features, including virtualization. Il Joo Baek, A survey on Reflective Memory Systems, USA: IEEE, 2002. Milan Jovanovic, Veljko Milutinovic, An Overview of Reflective Memory Systems, IEEE: 1999. Myung Seon Ryou, et al, Optimization of Data Accesses in Reflective Memory Systems, IEEE: 2006. 5565 Reflective Memory Node Cards Datasheet, Abaco Systems: 2016. Rob Davis, What is RDMA, YouTube: https://youtu.be/QAIAoNheX-8 , 2018. ConnectX -4 Lx EN Card Adapter Card Product Brief, Mellanox Technologies, 2020. RoCE, https://www.roceinitiative.org, 2021.

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Definition of Verb A verb is a word that describes an action or a state. The majority of verbs convey crucial information about a statement. Verbs constantly “do” something, whether it’s performing an action in a verb phrase or connecting that topic to the remaining material. Know the type of verbs for example with the aid of Spoken English Classes in Chennai under the support of a language expert. Types of Verbs The majority of the verbs are action verbs. It indicates the person. Let’s see the action verb examples. - to receive – She received the letter. - to ask – She asked to give a money. - to cook – Arun cooked a pancake. - to sing – She sings in high pitch. Action verbs are two types one is transitive and intransitive. Intermediate verbs just describe an action. The important thing to mention in this variety of verbs is that they consistently stick to a direct object, which represents something that conveys the activity of the verb. With intermediate verbs, an object is needed. Phrases with intermediate verbs obey the roadmap subject, verb, and object. In the following instances, the subject is highlighted, the intermediate verb is underlined, and the object is normal text. - Hema drove the bike. - Sam wants a car. - Christopher ate the fish fry. - Tamil cleaned the room. Important Note: Knowing the type of verbs in the English language helps to learn the language in-depth and get the fluency while speaking and writing, Therefore enroll in Online Speaking English Course is essential to improve your English proficiency. These verbs also show action. Unlike intermediate verbs, It does not convey the direct object. Nothing gets the action of the reaction. Rather, it is acted upon by the meaning of the sentence. - The airplane lands at 4 PM. - He arrived at the hotel. - My cat lies by the sofa. - we sat on the rock wall. - He went to the hotel. Some verbs can be either transitive or intransitive; the type depends on how the verb is used in a sentence. Combining Verbs does not describe the action. Rather, they link the subject with more information that is forthcoming. Other than that, they combine the subject with the information of the subject. There are many additional examples of combining verbs. - Raj is a talented fisherman. - I am Rajesh. - The bike was here. Some terms can be used to relate verbs (for example, fragrance, origin, or appearance). To know the type using these terms, think about the function that acts in the word sentence. Here we discussed the definition of verb and types with examples. We hope that this information will be beneficial for English learners. To enhance your speaking and writing skills in the English language, fetch yourself with Spoken English Class in Coimbatore to improve your skills.

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January is Thyroid Health awareness month. What is your thyroid gland, and where is it? The thyroid is a small, butterfly-shaped gland located in the front of the neck, and despite its size, it plays a crucial role in maintaining overall health. This gland produces hormones that regulate various bodily functions, including metabolism, energy production, and temperature. When the thyroid functions properly, the body operates smoothly. However, thyroid disorders can disrupt this balance, leading to a range of symptoms that should not be ignored. The Thyroid and its Functions: The thyroid gland produces two main hormones, thyroxine (T4) and triiodothyronine (T3), which influence metabolism and energy levels throughout the body. The release of these hormones is controlled by the pituitary gland, which produces thyroid-stimulating hormone (TSH). Together, these components create a feedback loop that maintains the delicate balance of thyroid function. Common Thyroid Disorders: Hypothyroidism occurs when the thyroid gland does not produce enough hormones. This condition can lead to fatigue, weight gain, cold sensitivity, dry skin, and depression. Other symptoms may include muscle weakness, joint pain, and constipation. Hyperthyroidism is characterized by an overproduction of thyroid hormones. This can result in symptoms such as weight loss, rapid heart rate, anxiety, irritability, and heat sensitivity. Individuals with hyperthyroidism may also experience muscle weakness, trembling hands, and difficulty sleeping. A goiter is an enlargement of the thyroid gland, often visible as a swelling in the neck. It can be a result of both hypothyroidism and hyperthyroidism. In some cases, a goiter may cause difficulty swallowing or breathing. Signs and Symptoms to Watch For: Persistent fatigue that doesn't improve with rest may indicate a thyroid disorder. Unexplained weight gain or loss could be a sign of thyroid dysfunction. Mood disturbances such as depression, anxiety, or irritability may be linked to thyroid imbalances. Changes in Heart Rate: An unusually fast or slow heart rate may suggest thyroid issues. Hair and Skin Changes: Dry skin, brittle nails, and hair loss can be indicative of thyroid problems. Irregular menstrual cycles or changes in menstrual flow may be linked to thyroid dysfunction. Regular check-ups and awareness of potential symptoms are crucial for maintaining thyroid health. Speak to your GP if you have any concerns. Early detection and proper management of thyroid disorders can significantly improve overall well-being and prevent potential complications. Remember that a healthy lifestyle, including a balanced diet and regular exercise, can contribute to maintaining optimal thyroid function.

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Dams have been associated with various impacts on downstream river ecosystems, including a decrease in stream flow, species biodiversity, water quality, altered hydrology and colonisation of the area by invasive alien plant species. The impacts normally interfere with the ecosystem functioning of riparian and aquatic environments, thereby leading to decreased biodiversity. This study aims to assess the impacts of dams on downstream river ecosystems, using data from aerial photographs and orthophotos, supplemented by field work. Five dams in Limpopo Province, South Africa, were selected (Albasini, Damani, Mambedi, Nandoni and Vondo), and photographs from different years were used. The area devoid of trees of certain species both downstream and upstream of the dams was calculated using grids of predetermined square sizes on each available photograph. Aerial photographs and orthophoto data were supplemented by field work. The nearest-individual method was used in the field to determine tree density of particular tree species. The environments downstream of the dams show a loss of obligate riparian vegetation and an increase of obligate terrestrial vegetation (Acacia Karroo, Acacia Ataxacantha and Bauhinia galpinii). Treeless area increased in all cases, especially in the case of Mambedi and Vondo dams, indicating lower resilience and higher fragility there. Part of the book: Environmental Risks

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Have you ever tried to teach something to your kids and it ended in tears and tantrums? Today I want to teach you a technique so that you can teach your kids anything. This can be tweaked and adapted for anything that you want your kids to learn about. It’s a technique that I learned when I did teacher training, it’s used in Montessori, and I used it in ESL teaching too. It’s a simple yet effective system using the three Ps. Once you understand the process you can apply it to whatever you’re teaching, it will also help you to help your child if they are struggling. Once you know the three P system, if your child doesn’t get it you will understand which part of the system needs reviewing. When you know how to use the system you will see it being used all over the place. From language lessons on Duolingo to coding lessons to tutorials on how to use a new app to mastering the piano. P1 – Presentation The first step in how to teach your kids anything is the presentation. This doesn’t mean you have to crack open a powerpoint slide show or stand in front of the class with a whiteboard. Presentation shows the learners what’s the final outcome will look like. - A piano teacher will play the piece that is going to be taught. - A computer programmer will show how the final program will work for the end-user. - Introducing new vocabulary, a matching word and picture will be shown. - Tackling a maths problem the problem will be shared and the working solution shown. - Learning a new recipe, a technique will be shown with an explanation on how and why. The point of the presentation is to give to learn a clear picture of the outcome. Often when a student doesn’t understand somethings it’s when the presentation is not clear for them. This is when we have to remember that everybody learns differently. The maths example might be straightforward to the teacher but the learning style may be different for the student. This is why it’s important to give the presentation in different ways so that the student has more of a chance to understand. In the presentation stage the student doesn’t need to understand the process, they just need a clear picture of the outcome. If you can tie in your lesson to something your child is currently excited about, you will have a much higher rate of success. Kid loves dinosaurs, then set it up as dino math. Ponies are the in thing, then use ponies as the topic as you introduce new vocabulary. Kids are easily won over, even having pictures of __________ (fill in blank of current obbession) on a practice paper will make it more exciting for them! The Montessori way of giving a presentation is often nonverbal and instead models what needs to be done. You can learn how to present Montessori 3 parts cards here. P2 – Practice The second step on how to teach your kids anything is practice. At this stage the student is encourage to have a go, it doesn’t matter if they make mistakes, in fact it’s better that they do make mistakes because that is part of the learning process. They should not be scolded for mistakes but instead encouraged to practice more. In this stage it’s a good idea to have the student practice in different ways. For example with a maths problem there is often more than one way to solve the problem. The student should be taught the various ways to find the answer. Sometimes one way will click better than another. If the student is learning new vocabulary then find different and fun ways to use it. It could be in a card game, bingo, board game, role-playing, making silly sentences, writing a story, as many different ways as possible. If you are using 3 part cards there are lots of different ideas here. This gives the student a lot of chance to use the new words in different situations. For children especially making silly sentences helps them to remember, this is sometimes frowned upon but this one of the techniques that’s Jim Kwik uses when teaching how to improve memory. How Long Should A Student Practice For? How long is a piece of string? There is no right answer to this, the student needs to take as long as the student needs. Sometimes a student will pick up something you very quickly and other times they will need a lot of practice. If you notice your child picks up something quickly pay attention to the style of presentation you gave and the type of practice that you are using. You may have tapped into your child’s learning style and once you know that preparing the next presentation and practice sessions will be much easier. You can model on what you’ve already used. Sometimes practice might take days or even weeks, remember to follow the child and go at the child’s speed. Pushing them won’t make it happen quicker, it will result in the student digging in their heels and refusing to learn. P3 – Production The final step in how to teach your child anything is production. This is when they put what they have practiced into action. Using a piano lesson as a example 1st the teacher uses P1 presentation and plays the piece that the child is going to learn. Then the child uses P2 and practices. They will continue to practice the piece until they complete perfectly. Finally the child uses P3 production which would be a recital or playing the full piece by themselves in front of an audience. For a foreign language learner the production would be using the new grammar structure in a real life situation. For a maths problem the production would be solving real life maths problems. Or sitting a test to solve problems by themselves. What if I follow the steps but my child doesn’t understand. Go back to P1 and try a different presentation. What we tend to do is try and teach people in the same style that we learn. So if you learn best by auditory learning then your natural reaction is to teach in an auditory way. If your child is a visual learn then they will struggle with your auditory presentation. This is why it’s important to mix things up and try different ways. But attention to what does work and what does this and that will help you moving forward. Sometimes when the presentation is given in a different way the penny will suddenly drop and they get it. Keep an eye out for these lightbulb moments as they are important to discovering your child’s best learning style. Often the child just hasn’t had enough practice. Find new and fun ways to practice what it is that you’re learning about. This might mean watching a YouTube video or building something out of Lego. Bookwork generally tends to be boring so if you can move away from pencil and paper you will have a higher rate of success. Often the student just hasn’t had enough practice. Find new and fun ways to practice what ever it is that you’re learning about. To Wrap Up on how to teach your child anything Before you start check that your presentation (P1) is clear and your child understands the outcome. Give your child plenty of time to practice (P2) and in different ways. If your child hasn’t nailed the production part then go back to P1 and try again. This time with a different presentation style and/or we’ll practice in different ways. FOR MORE RESOURCES PLUS PLENTY OF THINGS TO KEEP THE KIDS BUSY, SIGN UP FOR THE FREE RESOURCE LIBRARY… Found this helpful? You might also like… I’m your friendly guide to a life of passion and productivity. I focus on supporting moms who want to turn their dreams into reality by building businesses that revolve around their families. I do this through the Wonder Mom Success Club. I’m also the brains behind the 193 Little Adventures Club where we take your family on a virtual adventure to a new country every month. And a Montessori best-selling author. I’m on a mission to inspire and help you, all while having a ton of fun along the way.

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Sealing Out Tooth Decay Tooth decay has become increasingly prevalent in preschoolers. Not only is tooth decay unpleasant and painful, it can also lead to more serious problems like premature tooth loss and childhood periodontal disease. Dental sealants are an important tool in preventing childhood caries (cavities) and tooth decay. Especially when used in combination with other preventative measures, like biannual checkups and an excellent daily home care routine, sealants can bolster the mouth’s natural defenses, and keep smiles healthy. How do sealants protect children’s teeth? In general, dental sealants are used to protect molars from oral bacteria and harmful oral acids. These larger, flatter teeth reside toward the back of the mouth and can be difficult to clean. Molars mark the site of four out of five instances of tooth decay. Decay-causing bacteria often inhabit the nooks and crannies (pits and fissures) found on the chewing surfaces of the molars. These areas are extremely difficult to access with a regular toothbrush. If the pediatric dentist evaluates a child to be at high risk for tooth decay, he or she may choose to coat additional teeth (for example, bicuspid teeth). The sealant acts as a barrier, ensuring that food particles and oral bacteria cannot access vulnerable tooth enamel. Dental sealants do not enhance the health of the teeth directly, and should not be used as a substitute for fluoride supplements (if the dentist has recommended them) or general oral care. In general however, sealants are less costly, less uncomfortable, and more aesthetically pleasing than dental fillings. How are sealants applied? Though there are many different types of dental sealant, most are comprised of liquid plastic. Initially, the pediatric dentist must thoroughly clean and prepare the molars, before painting sealant on the targeted teeth. Some sealants are bright pink when wet and clear when dry. This bright pink coloring enables the dentist to see that all pits and fissures have been thoroughly coated. When every targeted tooth is coated to the dentist’s satisfaction, the sealant is either left to self-harden or exposed to blue spectrum natural light for several seconds (depending on the chemical composition of the specific brand). This specialized light works to harden the sealant and cure the plastic. The final result is a clear (or whitish) layer of thin, hard, durable sealant. It should be noted that the “sealing” procedure is easily completed in one office visit, and is entirely painless. When should sealants be applied? Sealants are usually applied when the primary (baby) molars first emerge. Depending on the oral habits of the child, the sealants may last for the life of the primary tooth, or need replacing several times. Essentially, sealant durability depends on the oral habits of the individual child. Pediatric dentists recommend that permanent molars be sealed as soon as they emerge. In some cases, sealant can be applied before the permanent molar is full grown. The health of the sealant must be monitored at biannual appointments. If the seal begins to lift off, food particles may become trapped against the tooth enamel, actually causing tooth decay. If you have questions or concerns about dental sealants, please contact your pediatric dentist.

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Genetic testing and molecular biology diagnostics have made considerable progress in recent years and play an important role in the detection and treatment of diseases. DNA tests and polymerase chain reaction (PCR) tests are two common methods used in molecular biology diagnostics to identify genetic alterations and investigate molecular biomarkers. Genetic testing allows doctors and researchers to analyse genetic information of an individual and identify possible disease risks. By examining the genetic code, certain genetic mutations associated with diseases such as cancer, cardiovascular disease and genetic disorders can be detected. This information can be used to develop individual treatment plans and take preventive measures to reduce the risk of disease. Molecular biomarkers are specific molecules that indicate genetic changes or biological processes. They can serve as indicators of specific diseases and allow early diagnosis and monitoring of disease progression. Molecular biomarkers can be identified and analysed through genetic testing and molecular diagnostic methods, providing physicians with valuable information about a patient's health status. DNA tests play a crucial role in molecular diagnostics. With this method, specific DNA sequences can be identified and analysed. DNA tests are often used to examine genetic changes associated with certain diseases. In addition, they enable the determination of lineages and the prediction of genetic characteristics such as hair colour or eye colour. The polymerase chain reaction (PCR) is a technique widely used in DNA analysis. It enables the rapid amplification of specific DNA sequences, which allows for more accurate analysis and examination. PCR is widely used in forensic genetics, infectious disease diagnostics and prenatal diagnostics. This method has significantly improved the efficiency and accuracy of genetic testing.

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Newborn babies are often affected by jaundice within the first week of their births. The baby’s skin appears to be yellow during this time. The white part of the eye also tends to get yellowish. Almost 50% of infants suffer from infant jaundice or neonatal jaundice. Infant jaundice is, however, not a reason for alarm. It usually goes away on its own. In case there is a requirement of any treatment, non-invasive therapy is given to the newborn for faster recovery. In few rare cases, infant jaundice may cause brain damage and even death, if left untreated. However, there are various medications and therapies to treat the baby affected with this syndrome. Fluctuations in the level of bilirubin at the time of baby’s birth are normal and are generally noticed in babies. Causes of Infant Jaundice Bilirubin secretion is a common phenomenon in newborn babies. If we discuss it in details, we will come to know that the old red blood corpuses of the baby breaks down soon after the birth. It breaks down to form new blood in the baby. During this time bilirubin is produced as a waste product. The excess bilirubin that comes out as a waste product of the red blood cells breaking down is what causes jaundice in infants. The baby’s liver sometimes fails to filter all the waste bilirubin when the amount is high and cannot pass it through the intestine properly. In such cases, the baby suffers from jaundice as the bilirubin fails to go out of the body through the stool. The baby has a different form of haemoglobin when it is inside the womb. Once they are born, the old haemoglobin breaks down rapidly. Thus, an excessive amount of bilirubin is formed that is filtered from the bloodstream. In case of hyperbilirubinemia (an excess of bilirubin), the liver fails to filter the blood and cannot send the bilirubin to the intestine for excretion. Infant jaundice while breastfeeding is a usual syndrome located in newborn babies. Breastfeeding babies suffer from such jaundice in two separate forms: Breastfeeding Jaundice – This syndrome is noticed in the newborn babies in the very first week of life. This occurs when the baby is not able to suck well, or the pressure of the mother’s milk is slow to move as the baby sucks. Breast milk jaundice – This syndrome occurs when some substances present in the breast milk causes interference in the bilirubin breakdown process. This occurs usually after a week of the baby’s birth, peaking at 2-3 weeks. The following disorders can occur in infants in case of severe jaundice: Various liver disease Red blood cell disorders like sickle cell anaemia Cephalohematoma or traumatic subperiosteal haematoma occurring in infants underneath the skull bone Blood infections like sepsis Low levels of oxygen or hypoxia Infections like syphilis and rubella Abnormality in the growth of the baby’s red blood cells Bacterial or viral infections Severe inflammation of the liver or hepatitis Underactive thyroid gland or hypothyroidism Blockage of bowel or bile duct Symptoms of Infant Jaundice The major symptoms of infant jaundice are the yellowishness of the sclerae and skin. The excess bilirubin hits the head first and then spreads to the rest of the body. The chest, arms, legs, and stomach eventually gets the yellowish colour that suggests the occurrence of infant jaundice or neonatal jaundice. Symptoms of infant jaundice also include the following: Drowsiness in the baby Pale stools of the baby instead of greenish-yellow stools or greenish-mustard stool Problem in sucking or feeding Dark coloured stool in newborn Symptoms of severe infant jaundice are: Yellowish limbs or abdomen Irritability in sucking No growth or weight gain Diagnosis of Infant Jaundice It is expected to have misbalanced levels of bilirubin in newborn babies. Hence, we test the bilirubin level of newborn continuously for 3 to 5 days after the baby’s birth. We closely monitor the ups and down of bilirubin level to ascertain the liver function as well as the blood formation of the baby. The baby is not discharged until and unless the bilirubin level is under control. In infants, the treatment is mostly based on physical diagnosis. However, the level of severity is determined by bilirubin test. Bilirubin levels are determined by the serum bilirubin (SBR) blood test. It is done by a transcutaneous bilirubinometer device. In case jaundice persists for more than a week, further blood tests are prescribed to determine the underlying disorders. This is the same for breastfed babies as well. Usually, mild jaundice disappears within a week or two. The baby needs to be exposed to sunlight for some time to treat mild jaundice. There is no other medication required. In case the jaundice is severe, the baby needs to be admitted to the hospital for further treatment until the levels of bilirubin in the bloodstream are lowered. In less severe cases, home treatment is enough for the baby to recover soon. A few other treatment options for severe jaundice are: – Phototherapy or Light Therapy In this therapy, the baby is put under a ray that manipulates the bilirubin molecule structures to let them get excreted. The baby is covered by a plastic protection to shield from the ultraviolet light. – Exchange Blood Transfusion Under this procedure, the baby’s blood is withdrawn and replaced with external blood. This procedure is repeatedly done when the phototherapy procedure fails to clear out the excess bilirubin. Newborns are kept in intensive care unit (ICU) for this medical procedure. – Intravenous Immunoglobulin or Ivig In rare cases of ABO incompatibility or rhesus, the newborn is considered for transfusion of immunoglobulin. Immunoglobulin is the protein substance of the blood that decreases antibody levels from the mother and restricts it from attacking the newborn’s red blood cells. Untreated jaundice leads to varied complications in newborn. These are: – Acute Bilirubin Encephalopathy This condition usually develops when the bilirubin build-up reaches the brain and intoxicates the brain cells. Effects of acute bilirubin encephalopathy cause sluggishness, high fever, irritation and crying, body ache and poor feeding in newborns. Immediate treatment and attention are required in such cases. – Kernicterus or Nuclear Jaundice This syndrome is potentially fatal and occurs when the acute bilirubin encephalopathy induces permanent brain damage. At dire occasions, high level of bilirubin in newborns causes complications like deafness and cerebral palsy. The best way to prevent the increase of bilirubin level in infants is to feed them well right from birth. The mother should eat properly during her gestation period. Her nutrition bypasses the child and develops immunity in them. Babies get immunity from their mothers, so it is very important to take utmost care of the surrogates at the time of pregnancy. We at New Life consider this to be an important phase that has serious consequences after the childbirth. Hence, our surrogates are all closely monitored and well maintained. In case our babies born out of surrogacy have issues with bilirubin levels, our expert team of medical professional deal with it immediately.

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