Everything Is Economics
Mastering Economic Essentials
Economics / Grade 12
Exploration, expansion, and colonization had varying consequences for different peoples.
- First contact
Students will keep considering…
- How do conflicting ideas affect progress?
- What makes one culture seem more appealing than another?
Teacher Evaluative Criteria:
Geography extension/ mapping skills: Students create (3D model, online, or draw) the island, including natural resources found on it, geographic location in relation to other landmarks, location of settlement, etc.
> Students present one part of the project (oral debate OR written report)
> Written report is submitted in alternative form (drawing or mind map)
Develop rubrics to assess this project. Suggested evaluation branches: oral debate, policy proposal, realistic suggestions for compromise between two communities.
Quiz evaluation: can be open book and based on big ideas/ essential questions (synthesis) rather than fact-based recall.
Scaffold assessment with feedback on thesis statements, paragraph outlines, practice arguments.
Possibilities for paragraph expansion:
> Peer review paragraphs
> Create rubric with students; have students self-assess
Possibilities for project expansion:
> Study culture of indigenous groups around the world (e.g. music, food, religious traditions, etc.)
> Have students create map of the world during age of exploration to show specific information. E.g. natural resources, migration patterns, languages, etc.
Develop rubric to assess research skills (quality of sources, bibliography), presentation skills, information found (accuracy, relevancy).
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
> Note-taking (extracting big idea from text)
> Primary source analysis
> Group discussions
> Optional assignments: journal entries, etc
Potential Student Misunderstandings:
- Age of Exploration Handout
- Peoples of BC Map
- HBC Teaching resources
- National Humanities Centre
- Nova Scotia Digital Collections
- Newfoundand Heritage
- Pathways by Michael Cranny
- Crossroads: A Meeting of Nations by Michael Cranny
- Weslandia by Paul Fleischman
- Raven Steals the Light by Bill Reid
How will teachers and their students reflect on and evaluate the completed project?
Constant feedback from students and dialogue after each activity outlined in the Learning Events will help to direct and adapt what is explored in the next activity. Self, peer and teacher evaluation of the Performance Task and its alignment with the essential questions.
Next time I teach this unit I would…
Allow students to select the short stories that link to Identity.
My students needed:
Potential Student Misunderstanding:
Stage 2 – Evidence
Authentic Performance Tasks
AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:
PERFORMANCE TASKS RATIONALE: All of the following activities require students to be actively engaged in the learning task. Students will assume roles, argue opinions, share anecdotes, challenge classmates, debate issues, consume products, analyze human behavior, create authentic metrics, and make recommendations. For some students these activities will come easily. For others, teacher encouragement will be needed. Teachers will pay close attention to creating a safe atmosphere in the class for students to express personal opinions. They will also encourage all students to take risks with their learning when debating, role playing, or playing simulation games using curriculum material that is new to them.
GRASPS - Lesson 1 - “There’s Not Enough To Go Around”
GRASPS - Lesson 2 - “It's Hard to See the Other Side”
GRASPS - Lesson 3 - “Is Free Trade Free?”
What is a GRASPS task?
LESSON #3: “Is Free Trade Free?” [* See Fraser Institute citation in Resources]
ESSENTIAL QUESTION: How do we determine what is valuable to us as individuals and a society? What is the value of money beyond its monetary worth? What economic opportunities and problems arise from changes in technology?
GRASPS - Lesson 4 - “If Only My Parents Had Told Me About the Law of Diminishing Marginal Utility”
GRASPS - Lesson 5 - “Stanley Park Is For Sale”
GRASPS - Lesson 6 - “Order in the Court”
GRASPS - Lesson 7 - “Living in the Truman Show”
What is a GRASPS task?
LESSON #7: “Living in the Truman Show”
ESSENTIAL QUESTION: Why do some societies choose one economic system over another for the economic well-being of their society? How does scarcity and choice govern our economic decisions and the world around us?
- OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
“There’s Not Enough to Go Around”
- Students will outline a plan to make a forthcoming personal purchase within 12 months, allowing for timing, demand, and supply factors. Evidence of decision-making process required.
“It’s Hard to See the Other Side”
- Students will discuss why northern countries frequently tend to get ‘the best deal’ in trade negotiations.
- Using their imagination, students will describe how a global economy based on the chief economic goal of happiness (Bhutan) differs from our current market-driven economy and will explain how trade negotiations might be rather different in this new scenario
“Is Free Trade Free?”
- Discuss the wider implications of current trade events such as Brexit, TPP, NAFTA, or US / European protectionism.
“If Only My Parents Had Told Me About the Law of Diminishing Marginal Utility”
- Discuss aspects of human psychology and explore why societies routinely hyper-consume, unlike other animals in nature.
“Stanley Park Is for Sale”
- Examine the 7 Teachings that many Aboriginal communities embrace today. Include in the debate a third team who argues that Stanley Park must be returned to sole governance by its first inhabitants, the First Peoples.
- Discuss the concept that ‘economics is often politics’ and explore situations where public / private resource issues are often split down political lines. Hold a small-town municipal election where the sole issue is resource-based.
- Explore the advantages and disadvantages of extreme cases of public / private economies such as Northern Korea / Switzerland.
“Order in the Court”
- There are many notable global business cases where corporate externalities have had far-reaching consequences. Students can extend this trial’s learning task to individual project research with each student (or pair of students) examining a separate, well-known multi-national corporation and its CSR record.
“Living in the Truman Show”
- In their create-an-economy group, students will locate and reproduce articles from a local and national news source that deals with immediate economic factors.
- They will visually display these articles in a graphic presentation and under each news item, will compose a one-paragraph analytical response to why the factor is ‘working’ or ‘not working’ for our present-day economy.
Further Extension Possiblities
1. Assume the active role of a community member in the cornerstone task of taking part in a multi-month classroom economy simulation. See The Classroom Economy under Resources for a useful link.
2. Self-assess a timely personal economic decision for Opportunity Costs, giving weight to present and future ramifications.
3. Write reflectively or present to classroom peers an informed personal economic decision / behavior (see #2 above) based on authentic research using online financial calculators (post-secondary funding, travel plans, car purchase, etc.)
4. Interview a local Corporate Knight and present an evaluative summary of its business practices using a Corporate Social Responsibility filter.
5. Critically analyze an economics-based current event and make reasonable and supported economic predictions based on knowledge and trends studied in class. [Teacher Note: This is an effective way to begin every class as the daily news provides much material for opening discussion. Recent examples include nations receding from economic partnerships, trade discussions and the tensions they bring, alliances between provinces and in-country economic squabbles, etc.)]
6. Use collaborative inquiry to invent or improve a process to solve a current economic problem in the news (see #5 above).
7. Evaluate an unfamiliar economic system from multiple viewpoints, being aware of personal cultural bias.
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
The knowledge, skills and processes we associate with intellectual development
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.


Article on tolerance need of the hour | speech on tolerance a need of hour
Article on tolerance need of the hour
“Article on tolerance need of the hour” is written as an essay as well as a “speech on tolerance a need of hour “.
Tolerance is need of hour and nothing is required in this contemporary world than TOLERANCE. As, Tolerance is to accept the views and actions of other with patience and light behavior. Stopping himself from reaction on the action of other is real TOLERANCE. Parents observe tolerance by forgiving the mistakes committed by their kids similarly a friend bear the odd habits and things of his beloved friends with patience and tolerance. Friendly nations and societies usually do not react over the actions even deadly by one of his friend. That’s why such actions are named in war as friendly attack or strike.
History of tolerance is as old as the birth of this planet. The whole system of universe is based on patience and tolerance. Almighty Allah forgive His disbelievers and even then He waits for his abandon over sins. He do not take away His blessings from sinner and disbeliever by view of tolerance and patience. Prophets of God were advised to take lenient view for his disbeliever.
International community has now accepted the value of tolerance and therefore 16th November is celebrated as a Tolerance day in the world.
Why it is important to be tolerant
One should start the implementing the habit of tolerance from his home. We should accept the right and positive views and demands of our kids and life partner. We should not impose our thinking and ideas on other in spite that we should try to convince them with logics and counselling if they are going in wrong way. It is observed that relationships and family set up destroy due to lack of tolerance and patience. It is duty of other partner to observe tolerance if the other is in anger and vice versa.
In world politics need of tolerance building and patience is required more than anything. Powerful nations should accept the views of other weaker nations and must try to give the share of trade, economy, power and rights to the weaker nation. This type of attitude can only save the world from wars and terrorism.
Burning issues among the communities may be settled with dialogues and using the forums of International organizations.
It is also part of tolerance not to get involve in the internal matters of other communities. More over terrorism and war for freedom may be separated and later may be treated with patience while former must be crushed with joint efforts.
Lack of tolerance in our society
Wars, conflicts and terrorism are result of absence of tolerance and non-acceptance of other views and rights. Conflicts and issues arise when party do implement their agendas while not considering party B rights and privileges. In some cases minorities do not use legal ways to highlight their issues.
Rise of terrorism is due to lack of patience and tolerance among the groups and masses. Such entities choose short cut ways to get their goals achieved, this attitude brings destruction and unrest in the societies. We are witnessing results of terrorism due to impatience behaviour of parties.
We see that in most parts of the world Hindus, Christian, Buddhists, Muslims and other religious sects are at daggers drawn. Even inside a religion sects and segments are quarreling with one another to impose his views and thoughts. There is dire need of accepting and respecting the views of other religion, otherwise this planet will become a mess and unrest will go on prevailing among the societies.
How to be tolerant
But question arises what are the steps to move ahead for observing tolerance, these are:
- Do not interfere in the matters of religion, nationalism, race etc.
- Now a custom is being developed all over the world that majority usually do not care about the religious views, castes and areas of minorities and even legislation is being made to impose majority’s culture.
- Moreover, bullying is another form of intolerance behaviour.
- Accept the right of other.
- Decline of right of others real cause of all quarrels.
- Accept the power of dialogue.
- Communities may address their issues with tolerance and on table.
- Do not react early.
- One should not be hurry in reacting, it is often seen that Wait and see policy solve most of issues with passage of time.
- Tell others about your rights.
- Communities may talk about the rights and one should communicate its right and privileges to other.
- Use legal ways.
- Illegal ways usually weaken the point of view and legal way at the end get acceptance.
- Control your anger.
- Last but not least, control of anger is key to success and tolerance.


Languages of Food and Dance in East Kentucky: Gathering ’Round the Table and the Dance Floor
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How do the cultural constructs of food and dance inform our understanding of place and community? This chapter examines the East Kentucky Food & Dance Trail, a project of Hindman Settlement School, which connects people, places, and events in Appalachian Kentucky around food and dance. The chapter reflects upon how language and geography intersect with community-based work centered in cultural gathering practices. It then offers a brief history of the Food & Dance Trail, overview of other cultural trails, approach to information gathering, framework for presentation, profiles of food and dance initiatives, and vision for the future of the project.
KeywordsFood Dance Culture Gathering Appalachia Kentucky
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Period of PURPLE Crying Outreach
In partnership with Yolo County birthing hospitals, distribution of Period of PURPLE Crying materials, which educate new parents about Shaken Baby Syndrome/Abusive Head Trauma, baby safety, dealing with crying babies, and self-care during the stressful first months.
Shaken Baby Syndrome Prevention
YCCA works to prevent shaken baby syndrome/abusive head trauma (SBS/AHT) in Yolo County by supporting Yolo County birthing hospitals in their implementation of the Period of PURPLE Crying program from the National Center on Shaken Baby Syndrome. The Period of PURPLE Crying is an evidence-based SBS/AHT prevention program that aims to educate parents and caregivers about early increased infant crying and reduce the incidence of SBS/AHT. With support from the Davis Rotary, YCCA purchases and distributes the Period of PURPLE Crying educational material to the two Yolo County birthing hospitals: Sutter Davis Hospital Birthing Center and Woodland Memorial Hospital Family Birth Center.
What is Shaken Baby Syndrome/Abusive Head Trauma (SBS/AHT)?
SBS/AHT is a severe type of child abuse that occurs when an infant or small child is violently shaken by the shoulders, arms, or legs. According to the Centers for Disease Control and Prevention (CDC), SBS/AHT “resulting in head injury is a leading cause of child abuse death in the United States. Nearly all victims of SBS/AHT suffer serious health consequences and at least one of every four babies who are violently shaken dies from this form of child maltreatment.” For those who survive, long-term health consequences may include learning disabilities, blindness, seizures, behavioral disorders, and cognitive impairment.
What is the link between inconsolable crying and Shaken Baby Syndrome/Abusive Head Trauma (SBS/AHT)?
The CDC states that inconsolable crying is the primary trigger for SBS/AHT. Many parents and caregivers do not know that it is very normal for infants to cry, sometimes for prolonged periods. In fact, crying usually begins about 2 weeks of age and continues until about 3-4 months of age. This is known as the Period of PURPLE Crying® as defined by the National Center for Shaken Baby Syndrome (NCSBS). PURPLE, stands for:
- Peak Pattern: Crying peaks around 2 months, then decreases
- Unpredictable: Crying for long periods can come and go for no reason
- Resistant to Soothing: The baby may keep crying for long periods
- Pain-like Look on Face
- Long Bouts of Crying: Crying can go on for hours
- Evening Crying: Baby cries more in the afternoon and evening
I am a parent or caregiver of a baby. What can I do to prevent Shaken Baby Syndrome/Abusive Head Trauma?
The good news is that SBS/AHT is entirely preventable. Now that you know that crying is normal, you can learn to try multiple soothing techniques to calm your baby and make sure to take a break and seek help when you start to get frustrated or angry. It is also very important to share the information about normal crying, tips for soothing, and the harms of shaking a baby with anyone caring for your baby. Make sure never to leave your baby with someone who you think might get easily frustrated.
How can I soothe my crying baby?
When your baby is going through a very fussy or difficult time, it is normal to not know what to do. When you find yourself in this situation, you can try some of the soothing techniques in the following list. All of the following techniques may work some of the time, but it is important to remember that there may be times when none of these ideas may work.
- Is your baby hungry? Try feeding him or her
- Change your baby’s diaper
- Try burping your baby
- Swaddle the baby in a soft blanket and cuddle
- Bathe your baby
- Gently massage your baby
- Give your baby a pacifier
- Run a vacuum cleaner or dishwasher near your baby
- Drive around with your baby in a car seat in your car
- Put your baby in a stroller and take a walk
- Sing to your baby
- Rock your baby gently
- Make eye contact with your baby
- Put your baby underneath a baby mobile
- Kiss your baby
If these soothing techniques do not work, you should check to see if your baby appears ill or is hurt. You can call your baby’s doctor if you think your baby is injured or sick.
Is it okay to take a break? YES!
It is normal for parents and caregivers to get frustrated and angry at babies sometimes, particularly if soothing techniques are not working. If all of these soothing techniques do not work and/or you find yourself getting frustrated or angry, it is time to take a break. When your baby’s crying becomes overwhelming or you find yourself unable to cope, please:
- Set your baby down on his or her back in a safe place, such as a crib or bassinet
- Take a deep breath or leave the room for a few minutes
- Take care of yourself. Do what you need to do to calm yourself down. This may involve breathing deeply, reading a book or magazine, talking to someone, or listening to music. If you have a partner, relative, or neighbor who you trust, ask them to watch the baby for a few minutes while you calm yourself down. Remember that it is not your fault and that babies under four months often cry a lot.
- Check on your baby every 5 to 10 minutes
- When you are calmer, go back to trying soothing techniques to calm your baby
Where can I get more help?
If you feel like you are so frustrated or angry that you could potentially hurt your baby, please put your baby down in a safe place and call the Child Help Hotline at 1-800-4-A-child. This is a toll-free number, available 24 hours a day, 7 days a week, that you can call to talk to a professionally trained counselor who can help you find ways to handle your infant’s crying and deal with other developmental issues that might frustrate you.


One Crazy November Day
Commercial Agriculture/University of Missouri Extension
For many climate enthusiasts, November 11, 1911, is a date that generates much interest in regard to the extreme weather conditions that were experienced that day in Missouri and surrounding states. During sunrise, on 11/11/11, temperatures were unseasonably warm and had already climbed into the lower 70’s across mid-Missouri. A southerly breeze had increased to 25-30 mph by noon as the mercury climbed into the lower 80’s. By early afternoon, record high temperatures were broken in several locations including Kansas City, Springfield, Hannibal, Columbia and St. Louis.
Many people were outside enjoying the warm conditions including several hunters who had walked miles from home wearing only lightweight clothing. Unknown to many early that afternoon was that an arctic cold front had entered northwestern Missouri and was diving southeastward. Eyewitness reports that day describe the arctic boundary as a rapidly moving dark boiling mass of clouds accompanied by lightning, thunder, rain, hail that eventually turned to sleet and snow. Some of the hunters, unaware of the impending cold blast, were caught out in the elements and perished.
Hourly wind reports from the Columbia weather service office reported a southerly wind gusting to near 40 mph at 2 p.m. shifting to northerly winds gusting to over 40 mph about an hour later. The temperature in Columbia reacted to the wind shift and dropped from a toasty 82° at 2 p.m. to a cold, rainy and windy 38°F one hour later; an incredible 44° temperature drop in 60 minutes! One hour later the temperature was 30° in Columbia and the rain had changed to sleet with a wind chill of 16°. By midnight it was a frigid 13°, which set a record low for the day. In one day the temperature fell a whopping 69°, a record that still stands today for Columbia.
On November 11, 1911, many locations in Missouri established a record in terms of the largest daily temperature swing and this remarkable occurrence remains unprecedented today. Generally, for Missouri, the temperature drop was 50° in less than 3 hours and 65-70° in 18 hours. Maximum and minimum temperatures for some Missouri locations on 11/11/11 include Kansas City, 76°/11°; Springfield, 80°/13°; Columbia, 82°/13°; Hannibal, 82°/16°; and St. Louis, 78°/18°.


Lion-tailed macaques live in small groups of between 4 – 30 (average 10 and 20) members, which are usually composed of a single male, several females and their young, but occasionally up to three adult males are seen (2) (5). These macaques spend the majority of their time in the trees, huddling together to sleep at night high up in the forest canopy (4). There is no specific breeding season; females that are ready to mate have small swellings in the region under their tail at oestrous, which the male examines (2) (4). Females give birth to a single offspring after a gestation period of around 6 months (162 – 186 days) (2) (5). Males tend to leave their natal group once they reach maturity and live in bachelor groups (5), whereas females remain, fitting into the hierarchy that exists (6). Groups are territorial and males of this species are the only macaques that use calls to denote territorial boundaries (5).
The mainstay of the lion-tailed macaque diet is fruit, although they will also forage for seeds, young leaves, flowers, buds and even fungi (4). Their distensible cheek pouches are used to quickly gather large amounts of food and when fully extended have the same capacity as their stomach (5).


Acute myeloid leukemia is usually described as:
Untreated. Untreated AML is newly diagnosed.
In remission. AML that is in remission has been treated. The patient does not currently have any signs or symptoms of leukemia.
Recurrent (relapsed). Recurrent AML has been treated. It has come back after going into remission.
Refractory AML is leukemia that has not responded to the initial treatment.
A care team will recommend treatment based on several factors, including:
Age of the patient.
The subtype of AML.
Whether the cancer has spread to the central nervous system (brain and spinal cord).
Whether the patient has been treated in the past for another cancer.
Whether the person has had a blood disorder such as myelodysplastic syndromes.
Whether the AML has been treated before and come back.
When you are considering a treatment option, it's important to ask your doctor about the expected benefits and risks of a particular therapy.
There are usually two phases of treatment. The first phase aims to put the leukemia into remission. The second phase is intended to prevent a relapse.
In the first treatment phase, doctors kill as many leukemia cells in the blood and bone marrow as possible. When this phase is successful, the disease is considered to be in remission.
Standard treatment for AML involves chemotherapy to stop the growth of cancer cells. Chemotherapy for AML is usually given as combination chemotherapy. This means that more than one anticancer drug is used.
Chemotherapy can be taken by mouth or injected into a vein or muscle. It enters the bloodstream and travels throughout the body. Chemotherapy may also be injected directly into the fluid surrounding the brain and spinal cord. This may be done to treat adult AML that has or may spread to the central nervous system.
Chemotherapy treatments usually cause side effects. Your doctor can suggest ways to manage these side effects. Side effects may include:
Increased risk of infection
In the second treatment phase, steps are taken to kill any remaining leukemia cells that could cause a relapse. The second phase of treatment may involve:
Chemotherapy with or without radiation therapy and a stem cell transplant
Radiation therapy uses high-energy radiation to kill cancer cells or stop them from growing. It can also help reduce pain in bone that has been affected by leukemia.
A more recent treatment for AML is a stem cell transplant. A stem cell transplant replaces a person's blood-forming cells. Stem cell transplants can use stem cells from your own body or from a donor. Donor stem cell transplant may be necessary if the patient's own stem cells are abnormal or have been destroyed by cancer treatment.
Stem cells (immature blood cells) are removed from the blood or bone marrow of a patient or donor. Once removed, they are examined under a microscope and the cell number is counted. The stem cells are stored for future use.
The patient then undergoes high-dose chemotherapy to eradicate the leukemic cells that populate the bone marrow. The stored stem cells are then infused into the patient's bloodstream. They migrate into the bone marrow space. Because these are stem cells, they are able to regenerate and grow into the many different cells that normally populate the bone marrow.
Stem cell transplants require very high dose chemotherapy to rid the body of all the leukemia. In the process, the patient cannot make any blood cells until the stem cells have had time to mature. This puts the patient at high risk of infection and bleeding. In addition to the short term risks, there are also long term side effects. Stem cell transplants should be undertaken only in specialized centers.
Treatment for recurrent AML in adults depends on the subtype. It may include chemotherapy, cell transplant, or other types of treatment.
Patients should continue to have regular follow-up exams and tests, even if they are in remission.


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See this excellent blog for language news of the week, maintained by a teacher of A Level English Language.
Other useful links are collected here.
These are Aitchison’s descriptions of 3 different prescriptivist attitudes to language change:
Descriptivists like Aitchison herself view language change as natural. Language evolves and adapts -
Some contemporary prescriptivists include:
If you don’t have material about these people from lessons, looking them up in relation to language change would be a very productive revision activity.


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This book is a product of the United Nations University (UNU) project on Highland-Lowland Interactive Systems. Centring on the project's Mountain Hazards Mapping study in Nepal, extensive reconnaissance and detailed field investigations were undertaken, not only in Nepal, but in several parts of the Indian Himalaya, in Tibet (Xizang Autonomous Region), Sichuan, Yunnan, and Xinjiang, of the People's Republic of China, and in northwestern Thailand. These various journeys, sometimes into remote mountain areas, afforded us an unusually extensive experience, often together, at other times with several colleagues, most of whom worked with us in the Kakani and Khumbu test areas of Nepal, or were members of the staffs of the Commission for Integrated Survey of Renewable Natural Resources (CISNAR) and the Geographical Institute of the Chinese Academy of Sciences. They included: Khagda Basnet, Markus Bichsel, Inger-Marie Bjonness, Barbara grower, Alton Byers, Elizabeth Byers, Nel Caine, Chen Bao-lin, Chen Chuan-you, Sumitra M. Gurung, Heinrich Hafner, Hans Hurni, Corneille Jest, Kirsten Johnson, Narendra R. Khanal, Hans Kienholz, Li Wenhua, Liao Jungua, Liu Lan-hui, Lee MacDonald, Pradeep K. Mool, Elizabeth Ann Olson, Tjerk Peters, Guy Schneider, Kamal K. Shrestha, Ann Stettler, Rabindra M. Tamrakar, Colin E. Thorn, Daniel Vuichard, Yang Zhou-huai, Yao Zhiyun, Zhang Yongzu, Markus Zimmermann.
The fieldwork was largely financed by the UNU, with significant contributions of the Chinese Academy of Sciences, the Nepal National Committee for the Man and the Biosphere (MAB) Programme, and the UNESCO MAB Programme. Within UNESCO we owe special thanks to our colleague Dr. Gisbert Glaser. We were also greatly assisted by released time from our home institutions, including a Faculty Fellowship from the University of Colorado, and extensive material support from the Geographical Institute, University of Berne.
Many of the results of the field studies have been published in Mountain Research and Development, and elsewhere, or have appeared as doctoral, masters, and diploma dissertations. Mountain Research and Development has also been heavily supported by UNU.
None of this extensive body of work would have been possible without the total commitment, goodwill, abiding faith, and administrative skill of our guide and colleague, Professor Dr. Walther Manshard, both in his capacity as UNU Vice-Rector, and present position as UNU Senior Programme Director, ably assisted by Lee MacDonald and many of the UNU Tokyo headquarters staff. This support of UNU has been sustained by the current Vice-Rector Dr. Roland Fuchs; the special moral support of former UNU Rector Soedjatmoko was also of inestimable value.
The fieldwork, and extensive travels, much of it in restricted and politically sensitive areas, depended absolutely upon a number of national institutes and their staffs. In Nepal, the National Committee for MAB (UNESCO) served as our host institution, and we are especially indebted to National Committee Secretaries Dr. Cherunjivi Shrestha and Professor Suresh R. Chalise; we also appreciate support received from the National Planning Commission, and especially Dr. Ratna Rana and Professor Upendra Man Malla. Professors Kamal K. Shrestha and Suresh R. Chalise served as local UNU coordinators. In China we received vital administrative support and encouragement from Professor Sun Honglie, Vice-President, Chinese Academy of Sciences, and Professor Li Wenhua, Director, CISNAR. During the latter stages of the study in Nepal, Dr. Colin Rosser, Director, and staff of the International Centre for Integrated Mountain Development (ICIMOD) provided invaluable assistance, as did the Swiss Association for Technical Assistance (SATA).
Many of the ideas expressed in this book evolved from spirited informal discussions with all those so far individually acknowledged. However, the form and content of the book has depended heavily upon a group of colleagues whose tireless and selfless assistance has been indispensable and who really deserve credit as contributing authors. These include, amongst others, Sunderlal Bahuguna, Jayanta Bandyopadhyay, David Griffin, Lawrence S. Hamilton, Sun Honglie, Janos Hrabovszky, Donald Messerschmidt, David Pitt, and Michael Thompson. Maurice F. Strong warrants special thanks for serving as Honorary Chairman of the Mohonk Mountain Conference, for contributing the thoughtprovoking Foreword, and for several years of constant encouragement and moral support.
Andreas Lauterburg and Markus Wyss, Geographical Institute, University of Berne, contributed major reports that became vital parts of Chapters 2 and 6. Without the help of Professors A. B. Mukerji, Chandigarh, and R. B. Singh, New Delhi, the work of Andreas Lauterburg would not have been possible. The skill of Andreas Brodbeck, Martin Grosjean, Andreas Lauterburg, Susanne Wymann, and Markus Wyss, of the same institute, for their cartographic assistance is gratefully acknowledged. Professor JeanFrançois DJean-François Dobremez kindly allowed us to borrow extensively from his book on Nepal to provide many of the figures used in Chapter 2; they are credited in the text. We are grateful to Dr. Barry C. Bishop, National Geographic Society, for making available prints of photographs taken in the 1920s and 1930s in Yunnan by Dr. Joseph F. Rock and for alerting us to the existence of this 'treasuret of old photographs in the archives of the Society.
This acknowledgment introduced the book as a product of UNU research; equally, it evolved from the development of the International Mountain Society, and our thanks are due to all our IMS colleagues, but especially to Professor Frank P. Davidson, 'father' of the Society and its inveterate supporter and promoter. It is also a contribution of the Commission on Mountain Geoecology of the International Geographical Union and a tribute to its founder, the late Professor Dr. Carl Troll. We would like to record that it was Carl Troll who brought us together during a Commission symposium in the Canadian Rockies in 1972 and, as he has done so many times with his numerous colleagues, set us firmly on the path of mountain geoecology.
It remains to thank a group of skilled, loyal, and dedicated assistants, because, without their help, we would not have completed our task. Frau Florin, secretary of the Geographical Institute, University of Berne, better known to her many mountain friends as 'Flo', contributed innumerable services; Laura Koch, as loyal and astonishingly accurate secretary of the UNU-University of Colorado Mountain Project, 1979-87, provided immaculate typescripts of the several early drafts of the manuscript; Ann Underwood completed the final word processing with consummate skill.
Mary Ann Kernan guided us through many difficult moments with editorial aplomb and cheerful encouragement; the editorial assistance of Ruth Jeavons and Stephanie Homer was also of great value, and Pauline Ives provided extensive assistance in the preparation of the manuscript, as well as being a valuable sounding board for many of the ideas introduced. Without the indirect help and forebearance of both Beatrice Messerli and Pauline Ives, we ourselves would have entered a state of supercrisis!
With so much help it would seem that there can be no mistakes nor misinterpretations herein: there undoubtedly are and for these, acknowledgment is due only to ourselves.
We would like to dedicate this work to the wonderful, long-suffering, skilful, and hospitable subsistence farmers of the Himalaya.
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The EduSAT educational satellite Project was funded by the Italian Space Agency (ASI) with the aim to promote Space education among high school students and to support qualification and scientific careers of university students, PhD students and young researchers.
EduSAT microsatellite has been designed and manufactured by the Group of Astrodynamics of the “Sapienza” University of Roma (GAUSS), on the basis of its previous experience, the UNISAT program (UNIversity SATellite), that started at the School of Aerospace Engineering of Roma in the early nineties.
- EduSAT’s structure is a square prism with dimensions 315 mm x 315 mm x 260 mm, in honeycomb alluminium. Its weight is ca. 10 Kg
- Power system: solar cells triple junction and Ni-Cd batteries
- Attitude control: with a passive magnetic stabilization through the use of a permanent magnet
- Two magnetometers
- COMMS subsystem: Transceiver UHF and VHF band and S-band transmitter, allowing to operate the satellite from the ground station installed by GAUSS Group at the School of Aerospace Engineering. A GPS transmitter made by the American SpaceQuest.
Mission objectives and payload
The objective of this program was to develop a small Space mission for low cost scientific experiments and technological tests in orbit. The didactic payload on board was composed by:
- The main experiment was a Sun sensor capable of determining the orientation of the satellite with respect to the Sun. It was suggested by high school students involved in the project and implemented by the company IMT Srl, with the scope of better understanding the spacecraft asset
- MR-FOD releasing system (Morehead Rome Femto Orbital Deployer), designed by GAUSS Group in cooperation with Morehead State University (Kentucky), a prototype deployer for PocketQubes
- Temperature Sensor, providing the satellite with a passive thermal control
- Study of de-orbiting system to avoid that the satellite becomes a space debris at the end of its mission.
EduSAT was launched on August 17, 2011 at 07:12:20 UTC (09:12:20 Italian time) from Dombarovsky Cosmodrome (launch site near Yasny) by the Russian-Ukranian DNEPR Launch Vehicle. Its orbit is quasi-polar (98,26 deg), sun synchronous with a height of 674 km.
It formed part of a Cluster Launch with SICH-2 (from Ukraine), NigeriaSat-2 SC and NigeriaSat-x (from Nigeria), RAZAT (from Turkey), APRIZESAT-5, 6 (from USA). The spacecraft is still orbiting.


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Shuriah Niazi – WNN Features
(WNN) Bhopal: A new women’s movement has been building in rural India. It’s demanding something never considered before for women who often live in areas without adequate or clean running water. Often these are homes with that have no vented heating or adequate flooring. The demand for decent toilet facilities is a real and growing concern in a region where many rural women have been left out with no other option than to use the ‘open outdoors’ as their only toilets.
Western style bathrooms with baths and toilets in rural India are considered by most to be a complete luxury. The idea of bringing a toilet into the home though has come with a history of resistance by those who have a justified worry about proper home sanitation.
Lack of toilet facilities is not only a rural problem. More than two dozen urban women in the central India city of Nagpur recently staged an ‘Occupy men’s toilets’ protest demanding that they get their own fair share of toilets to use. They’re now calling for more ‘clean and usable’ private toilets for women who live in urban India.
It may seem obvious, but the persistent question is: why are bathroom facilities such a problem in India?
The answer comes swiftly from advocates. It’s because private toilets most often don’t exist at all for those who are living at the very lowest level of Indian society. Walking out onto open land with what can sometimes add up to long distances to relieve themselves, women living in rural regions are often forced to look far outside the home for any kind of available privacy during the day or night.
The trek to relieve oneself is not a simple act. It’s not centered around safety or sanitation alone. It can also cause a women or girl to face snakes, spiders and other animals, especially at night. It can also provide the perfect opportunity for a physical assault or in the worst case, rape, where a nighttime search for privacy can cause a woman to face intensified danger.
Lack of running water outside is also a challenge contributing to a woman’s inability to wash her hands. This can compromise a woman’s health, and the health of her children, as lack of sanitation can come with a likelihood of exposure to numerous fecal-borne diseases causing dysentery.
“Open defecation is one of the major causes of disease anywhere in the world. Faeces provides the perfect breeding ground for a wide variety of parasites and flies, which invariably settle on hands, eyes and food, all obvious vectors for the transmission of disease. As the same areas are used daily, regular contact with parasites makes the transmission of disease from ground to human inevitable,” says the United Nations Development report by the U.K. based charity called Whenever the Need.
A Rebel Bride Demands a Toilet
20-year-old newlywed Anita Bai Narre lives in Central India, in the Madhya Pradesh region. Her home is in the small agricultural village of Jheetudhana, approximately 180km (approximately 112 Miles) from the region’s capital city of Bhopal.
“I will not return until he builds me a toilet!” said Anita the day after she married her new husband Shivram Narre. “I told him to construct a toilet immediately,” Anita recently shared during a one-on-one interview with WNN – Women News Network. “Otherwise it would not be possible for me to stay in the house,” she continued.
“It was a real shock for me,” shared Anita’s husband Shivram. “I never thought that a woman could do this [leave] on the first night of her marriage,” he added.
Constructing the toilet in only one week Shivram used all his savings as he worked non-stop to build his wife an private house bathroom. Along with Shivram’s funding, came financial support from the local village panchayat (village council) in Jheetudhana.
Now Anita Narre has become a household name in India. Her grit and commitment to getting an her own toilet has brought high demands for toilets throughout the region. Known as India’s ‘tribal belt,’ Anita’s efforts have now made Jheetudhana village one of the ‘open-defecation free zones’ in India.
“Every woman has a right to live a dignified life and they should fight for it!” says Anita.
As the oldest in the family, with one brother and six sisters, Anita had parents who were both school teachers. As a young girl her family was very lucky. They had an indoor toilet. So when Anita married Shivram she refused to do what most other wives in rural India are forced to do everyday, go outside and search for a safe and private place when nature calls.
“Women in India want toilets and not mobile [temporary toilet facilities]. But it is difficult for men to understand…,” Anita outlined. The gender divide between men and women on the issue has been an uphill climb.
To see more of this story with videos (including an informative video on the use of mobile phone surveys in India) along with special reports link to page 2 below > > >


Typically, school classroom academics fail to understand the fundamentals of the subjects explaining ‘What is What’. The student may study curriculum well and attain A+ grade but they fail to answer basic question like ‘What the science subjects deal with and how they are related to each other?’ Online tutoring works very well understanding these fundamentals.
Let us understand Physics and Chemistry as a subject…
Physics is subset of Math and Chemistry is subset of Physics. Physics is applied Math which takes numbers and arrange them to explain several theories. Further those theories can be applied to atoms and molecules (of matter) which includes in study of Chemistry. Physics and Chemistry are two primitive branches of science.
Physics tutoring online: Fundamentals as a subject
Physics is nothing but study of nature and how it works. Physics always talks about bigger picture –right from the origination of universe to atomic particles. Forces, energy, time, motion and space are important concepts of Physics. Further, these concepts are being applied to particle physics, astronomy, aerodynamics, quantum electrodynamics, mechanics, electricity, etc. Typically, Physics tutoring online starts with understanding all these fundamentals.
Chemistry tutoring: Fundamentals as a subject
Chemistry is the study of matter which deals with composition of the substances, their properties and their reactions. Chemistry tutoring starts with describing different elements and compounds, behavior of atoms and molecules that form any matter and what happens when particular matter are subjects to changes as light and heat. It deals with how different compounds are formed when atoms are subjected to other atoms. Chemistry is related to Physics in some of the electrochemical processes like making of electrochemical cells-lemon battery.


To overthrow a tyrant, try the 3.5 Percent Solution
A study of 323 uprisings against repressive regimes yields stunning insights.
- No democracy movement has ever failed when it was able to mobilize at least 3.5 percent of the population to protest over a sustained period
- At that scale, most soldiers have no desire to suppress protesters. Why? Because the crowd includes their family members, friends, coworkers, and neighbors.
- With a population of 327 million, the U.S. would need to mobilize about 11.5 million people to assert popular, democratic power on the government. Could that happen?
In the years after the fall of the Berlin Wall in 1989, Western democracies were giddy about the global victory of market-based liberal systems. Decades of the Cold War were over. The logic of markets, rights, contracts, and law prevailed. It was, Francis Fukuyama famously declared, "the end of history."
But in the last decade, authoritarianism has staged a comeback. Putin and Xi have consolidated power in Russia and China. Eastern bloc nations have revived ugly forms of nationalism. The U.S. and Britain have disavowed their durable alliances and free trade. Hungary, Turkey, the Philippines have cracked down on the opposition, as have Brazil, Venezuela, Guatemala, and Nicaragua. When the U.S. deposed Saddam Hussein, Iraqis did not greet Americans as liberators.
Stunned, small-d democrats now understand the leveling, destructive power of globalism. If Twitter can be used to rally pro-democracy activists in Tahrir Square, it can also be used to spread hateful lies and revive old prejudices. Angry mobs, living in online echo chambers, can be riled into dangerous wars against democratic norms and institutions.
Can anything be done to confront the rising tide of authoritarianism? Research suggests a simple answer: Put millions of bodies in the streets to demonstrate, peacefully, for democratic values.
No democracy movement has ever failed when it was able to mobilize at least 3.5 percent of the population to protest over a sustained period, according to a study by Erica Chenoweth of Harvard University's John F. Kennedy School of Government and Maria Stephan of the U.S. Institute of Peace.
In their book, "Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict", Chenoweth and Stephan analyzed 323 political and social movements that challenged repressive regimes from 1900 to 2006. Such mass demonstrations are so visible, they found, that no one can ignore them. Their diversity and networks—with connections to schools, unions, churches, media, sports teams, fraternities, and even the military—gives them a superhuman voice and spirit. At that scale, most soldiers have no desire to suppress the protesters. Why? Because the crowd includes their family members, friends, coworkers, and neighbors.
Call it the 3.5 Percent Solution.
What is the 3.5 Percent Solution?
Let's suppose that Americans wanted to stand up against government repression. How could everyday Americans not just speak out, but also force elites to radically change direction?
With a population of 327 million, the U.S. would need to mobilize about 11.5 million people to assert popular, democratic power on the government. Could that happen? Maybe. More than 2.6 million people took part in the Women's March, in cities all over the country (and world), on the day after Inauguration Day 2017. The U.S. would have to mobilize four times that many to push the reluctant Washington leaders.
That would take a lot of work, but it's possible.
A. Philip Randolph, front center. Civil Rights leaders holds hands as they march along the National Mall during the March on Washington for Jobs and Freedom, Washington DC, August 28, 1963. The march and rally provided the setting for the Reverend Martin Luther King Jr's iconic 'I Have a Dream' speech.
(Photo by PhotoQuest/Getty Images)
The logic of mass mobilization was first explained by a labor leader named A. Philip Randolph, who organized the black Pullman car porters in the 1920s and 1930s. In 1941, Randolph organized masses of black men to march in the streets of Washington to protest discrimination in the war industries. President Franklin Roosevelt called him to the White House, made some vague promises, and asked him to call off the march. Randolph said no, not until he got a signed executive order. Eleanor Roosevelt and Fiorello LaGuardia pleaded with Randolph to step aside. FDR dreaded the prospect of long columns of black men—maybe 100,000 of them—marching down Pennsylvania chanting about discrimination.
When Randolph stood firm, Roosevelt relented. He signed Executive Order 8802 and Randolph called off the march.
Randolph understood that reform requires activists to put their bodies on the line—peacefully. Without a willingness to be visible and accept consequences, like getting beaten or thrown into jail, the people in power do not take the opposition seriously.
"Here's what we have to say to all of America's men and women falling in the grips of hatred and white supremacy: Come back. It's not too late. You have neighbors and loved ones waiting, holding space for you. And we will love you back." – Alexandria Ocasio-Cortez
As Gene Sharp points out in his three-volume masterpiece, The Politics of Nonviolent Action, regimes gain power when ordinary citizens consent to their rule. Usually, that consent is tacit, when people pay taxes, accept government regulations, and follow basic practices like sending kids to school; sometimes, it's explicit, like adhering to court decisions and voting in elections. Nonviolent demonstrations, in effect, withdraw that consent. And no regime can survive when too many people refuse to obey the regime's orders.
The most important demonstration of our time, the 1963 March on Washington, attracted from 250,000 to 400,000, according to crowd experts. Randolph called that march too and hired Bayard Rustin to organize it. The star power of Martin Luther King and other headliners like Mahalia Jackson, Marian Anderson, Harry Belafonte, Bob Dylan, and Joan Baez made it historic.
The Roger Bannister Effect
Roger Bannister breaks the tape as he crosses the winning line to complete the historic four-minute mile record in Oxfordshire, England. 6th May, 1954.
Photo by Bentley Archive/Popperfoto via Getty Images/Getty Images
That's a far cry from the 11.5 million people needed for a 3.5 percent march. That's where the Roger Bannister Effect comes in. Before Bannister broke the four-minute mile in 1954, many believed the feat impossible. Within a year, four others beat the mark. In the last 50-plus years more than 1,000 people beat it. Once people achieve a breakthrough, others duplicate it. The mind shapes what's possible.
Such is the case with protests. Demonstrations have become as much a part of the system as elections and lobbying. In recent years, countless protests have surpassed one million. Worldwide, five million joined the women's marches in 2017.
So think of the 3.5 percent goal, or 11.5 million people, as the political equivalent of the four-minute mile. It might seem impossible, but it's actually quite possible.
In Hong Kong, hundreds of thousands have taken to the streets to protest China's effort to extradite criminal suspects from Hong Kong to China, where party-controlled courts mean rigged trials. On one day, crowds were estimated to reach more than one million in a nation-state of 7.4 million residents. That's about 13.5 percent. More typically, the marches numbered in the hundreds of thousands, hovering around the magic 3.5 percent mark. The trick is to sustain the effort. The movement has to be ready to mobilize on short notice. Succeed once and it's easier to succeed again—not automatic, but easier.
How to protest – and succeed
Protest movements attract the greatest, most diverse crowds when they focus on the consensus goals of fairness and democracy—against brutality and corruption—and keep their protests nonviolent.
If Americans ever wanted to stage a 3.5 percent March for Freedom, then, they must embrace a message that is both specific and mainstream. In 1963, the civil rights movement made a bold call for basic human rights, against the centuries of violence and indifference to the plight of blacks. Americans today would have to adopt the same kind of simple and clear message.
What universal values might such a march champion? Start with fair elections (against foreign influence, gerrymandering, disenfranchisement, and big money). Broaden that appeal to include civil liberties, not just for Americans but for the "wretched refuse" seeking asylum and protection from civil war and life-threatening violence in other lands.
Foreign policy might offer another set of universal values to rally protesters. Most Americans support the idea of opposing brutal dictatorships and embracing democratic allies. With its vast consensus, global warming might make another focal point for rallying the masses. It depends how well the organizers frame the issue.
Specific ideas also need expression in universal outrages. In their marches for democratic revival in the U.S., protesters could cry out against specific grievances, like Russia's cyberwar against the U.S., abuses at the U.S.-Mexico border, voter suppression, and Saudi Arabia's murder of Jamal Khashoggi.
But getting too specific carries risks. On issues lacking a broad and deep consensus, the protesters risk alienating potential allies. So should protesters rally for Obamacare and the $15 minimum wage? Maybe, maybe not. If these issues cannot rally the masses—for the long haul—maybe they should be left off the agenda.
"Power wants your body softening in your chair and your emotions dissipating on the screen," Timothy Snyder writes in his manifesto On Tyranny. "Get outside. Put your body in unfamiliar places with unfamiliar people. Make new friends and march with them."
The key is to make it easy for people to rally. Organize everywhere. Any place where people gather for parades and rallies—streets, parks, public squares, campuses, stadiums, auditoriums, churches, schools—get the necessary permits. It won't be any trouble in places with strong traditions of activism; but it will take work in less energized places.
The marches should also avoid the degrading rhetoric that certain destructive forces use to attack their enemies. In 1963, organizers approved most signs people carried at the March on Washington. That's going too far, but today's activists should focus on a strong assertion of values, not ad hominem attacks. Protesters should avoid also the bitterness and personal attacks common in social media. It might sound old-fashioned, but keep it clean. Don't try to "win" arguments with vitriol. Avoid tit for tat. Repeat, relentlessly, what matters: Stop the violence. Stop the lawlessness. Stop the assault on democracy.
Organizers should train marshals to keep things peaceful and nonviolent. Nonviolent movements have twice the success rate of movements that involve even occasional use of violence. But nonviolence doesn't just happen. It's a skill—a hard skill. But anyone who wants can learn it and will have the support of countless friends and neighbors once the big day comes.
The protests should always appeal to the better angels of our natures. Like Alexandria Ocasio-Cortez, we have to condemn racism but appeal to the better natures of people caught in its thrall. "Here's what we have to say to all of America's men and women falling in the grips of hatred and white supremacy: Come back," AOC said. "It's not too late. You have neighbors and loved ones waiting, holding space for you. And we will love you back."
Students take part in a march for the environment and the climate, in Brussels, on February 21, 2019. Greta Thunberg, the 16-year-old Swedish climate activist who has inspired pupils worldwide to boycott classes, urged the European Union on February 21, 2019 to double its ambition for greenhouse gas cuts.
Photo EMMANUEL DUNAND/AFP/Getty Images
A protest demonstration is really a physical challenge to the regime: We're here and you can't push us around. We will assert ourselves. We will prevail.
No great movement can win without putting bodies on the line. "Power wants your body softening in your chair and your emotions dissipating on the screen," Timothy Snyder writes in his manifesto On Tyranny. "Get outside. Put your body in unfamiliar places with unfamiliar people. Make new friends and march with them."
Ultimately, the greatest impact of 3.5 percent protests could be at the ballot box. Democracy, by its very definition, thrives only when lots of people go to the polls. People need a reason to vote. If a positive force does not surge through the country, people will get stuck in the better-of-two-evils mindset. That's enervating; it's exactly what the enemies of democracy want. The 3.5 percent demonstration is the best way possible to arouse Americans who fear for our democracy.
Civil rights activists have always known, in their heart, the truth of Chenoweth and Stephan's argument. America's greatest lesson in the power of protest came in the civil rights era. "It's just like geometry," James Bevel, one of Martin Luther King's acolytes said. "You add this, you add this, you add this, and you're going to get this. It's like a law. You can't miss with this.
"If you maintain your integrity in your heart and honestly do your work, and your motive and intention is right, and you go and seek what's just, there is no way for you not to achieve your objective."
Charles Euchner, who teaches writing at Columbia University's Graduate School of Architecture, Planning, and Preservation, is the author of Nobody Turn Me Around: A People's History of the 1963 March on Washington (2010) and a forthcoming book on Woodrow Wilson's campaign for the League of Nations. He can be reached at email@example.com.
To create wiser adults, add empathy to the school curriculum.
- Stories are at the heart of learning, writes Cleary Vaughan-Lee, Executive Director for the Global Oneness Project. They have always challenged us to think beyond ourselves, expanding our experience and revealing deep truths.
- Vaughan-Lee explains 6 ways that storytelling can foster empathy and deliver powerful learning experiences.
- Global Oneness Project is a free library of stories—containing short documentaries, photo essays, and essays—that each contain a companion lesson plan and learning activities for students so they can expand their experience of the world.
Philosophers like to present their works as if everything before it was wrong. Sometimes, they even say they have ended the need for more philosophy. So, what happens when somebody realizes they were mistaken?
Sometimes philosophers are wrong and admitting that you could be wrong is a big part of being a real philosopher. While most philosophers make minor adjustments to their arguments to correct for mistakes, others make large shifts in their thinking. Here, we have four philosophers who went back on what they said earlier in often radical ways.
Numerous U.S. Presidents invoked the Insurrection Act to to quell race and labor riots.
- U.S. Presidents have invoked the Insurrection Act on numerous occasions.
- The controversial law gives the President some power to bring in troops to police the American people.
- The Act has been used mainly to restore order following race and labor riots.
It looks like a busy hurricane season ahead. Probably.
- Before the hurricane season even started in 2020, Arthur and Bertha had already blown through, and Cristobal may be brewing right now.
- Weather forecasters see signs of a rough season ahead, with just a couple of reasons why maybe not.
- Where's an El Niño when you need one?
Welcome to Hurricane Season 2020. 2020, of course, scoffs at this calendric event much as it has everything else that's normal — meteorologists have already used up the year's A and B storm names before we even got here. And while early storms don't necessarily mean a bruising season ahead, forecasters expect an active season this year. Maybe storms will blow away the murder hornets and 13-year locusts we had planned.
NOAA expects a busy season
According to NOAA's Climate Prediction Center, an agency of the National Weather Service, there's a 60 percent chance that we're embarking upon a season with more storms than normal. There does, however, remain a 30 percent it'll be normal. Better than usual? Unlikely: Just a 10 percent chance.
Where a normal hurricane season has an average of 12 named storms, 6 of which become hurricanes and 3 of which are major hurricanes, the Climate Prediction Center reckons we're on track for 13 to 29 storms, 6 to 10 of which will become hurricanes, and 3 to 6 of these will be category 3, 4, or 5, packing winds of 111 mph or higher.
What has forecasters concerned are two factors in particular.
This year's El Niño ("Little Boy") looks to be more of a La Niña ("Little Girl"). The two conditions are part of what's called the El Niño-Southern Oscillation (ENSO) cycle, which describes temperature fluctuations between the ocean and atmosphere in the east-central Equatorial Pacific. With an El Niño, waters in the Pacific are unusually warm, whereas a La Niña means unusually cool waters. NOAA says that an El Niño can suppress hurricane formation in the Atlantic, and this year that mitigating effect is unlikely to be present.
Second, current conditions in the Atlantic and Caribbean suggest a fertile hurricane environment:
- The ocean there is warmer than usual.
- There's reduced vertical wind shear.
- Atlantic tropical trade winds are weak.
- There have been strong West African monsoons this year.
Here's NOAA's video laying out their forecast:
ArsTechnica spoke to hurricane scientist Phil Klotzbach, who agrees generally with NOAA, saying, "All in all, signs are certainly pointing towards an active season." Still, he notes a couple of signals that contradict that worrying outlook.
First off, Klotzbach notes that the surest sign of a rough hurricane season is when its earliest storms form in the deep tropics south of 25°N and east of the Lesser Antilles. "When you get storm formations here prior to June 1, it's typically a harbinger of an extremely active season." Fortunately, this year's hurricanes Arthur and Bertha, as well as the maybe-imminent Cristobal, formed outside this region. So there's that.
Second, Klotzbach notes that the correlation between early storm activity and a season's number of storms and intensities, is actually slightly negative. So while statistical connections aren't strongly predictive, there's at least some reason to think these early storms may augur an easy season ahead.
Image source: NOAA
Batten down the hatches early
If 2020's taught us anything, it's how to juggle multiple crises at once, and layering an active hurricane season on top of SARS-CoV-2 — not to mention everything else — poses a special challenge. Warns Treasury Secretary Wilbur Ross, "As Americans focus their attention on a safe and healthy reopening of our country, it remains critically important that we also remember to make the necessary preparations for the upcoming hurricane season." If, as many medical experts expect, we're forced back into quarantine by additional coronavirus waves, the oceanic waves slamming against our shores will best be met by storm preparations put in place in a less last-minute fashion than usual.
Ross adds, "Just as in years past, NOAA experts will stay ahead of developing hurricanes and tropical storms and provide the forecasts and warnings we depend on to stay safe."
Let's hope this, at least, can be counted on in this crazy year.
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Studies of the Weddell seal in the laboratory have described the physiological mechanisms that allow the seal to cope with the extreme oxygen deprivation that occurs during its longest dives, which can extend 500 meters below the oceanâ€™s surface and last for over 70 minutes. Recent field studies, however, suggest that during more typical dives in the wild, this sealâ€™s physiological behavior is different.
In the laboratory, when the seal dives below the surface of the water and stops breathing, its heart beats more slowly, requiring less oxygen, and its arteries become constricted, ensuring that the sealâ€™s blood remains concentrated near those organs most crucial to its ability to navigate underwater. The seal essentially shuts off the flow of blood to other organs, which either stop functioning until the seal surfaces or switch to an anaerobic (oxygen-independent) metabolism. The latter results in the production of large amounts of lactic acid which can adversely affect the pH of the sealâ€™s blood, but since the anaerobic metabolism occurs only in (line 41)those tissues which have been isolated from the sealâ€™s blood supply, the lactic acid is released into the sealâ€™s blood only after the seal surfaces, when the lungs, liver, and other organs quickly clear the acid from the sealâ€™s bloodstream.
Recent field studies, however, reveal that on dives in the wild, the seal usually heads directly for its prey and returns to the surface in less than twenty minutes. The absence of high levels of lactic acid in the sealâ€™s blood after such dives suggests that during them, the sealâ€™s organs do not resort to the anaerobic metabolism observed in the laboratory, but are supplied with oxygen from the blood. The sealâ€™s longer excursions underwater, during which it appears to be either exploring distant routes or evading a predator, do evoke the diving response seen in the laboratory. But why do the sealâ€™s laboratory dives always evoke this response, regardless of their length or depth? Some biologists speculate that because in laboratory dives the seal is forcibly submerged, it does not know how long it will remain underwater and so prepares for the worst.
The passage suggests that during laboratory dives, the pH of the Weddell sealâ€™s blood is not adversely affected by the production of lactic acid because


Curriculum Team Leader
Miss Charlotte Carson
Our aim is to create a friendly and stimulating environment in which all our students are enabled to develop fully their spoken and written language skills and so reach their potential. We want our students to feel empowered in their ability to communicate with confidence and to develop a personal enthusiasm for the world of literature and language.
Key Stage 3
Years 7, 8 and 9: Most students are taught in mixed ability groups and have six lessons over a two week timetable. There are smaller groups to develop students requiring additional support.
- Year 7: Places, Poetry from Different Cultures, the novel Skellig, a choice of plays including War Horse and The Invisible Man.
- Year 8: Detective Fiction, a class reader from a different culture, Shakespeare’s Twelfth Night, a ‘Stories and Voices’ poetry unit
- Year 9: War Poetry, The Gothic, Shakespeare’s The Tempest.
Additionally, there is an independent reading programme for every year group.
Key Stage 4
Years 10 and 11: Students are taught in higher and mixed ability groups. We have eight lessons over a two week timetable and students are entered for two GCSE courses: GCSE English Language and GCSE English Literature. There is the opportunity for students to study the ‘Step up to English’ Entry Level course where necessary.
The set texts for GCSE English Literature are An Inspector Calls by J.B.Priestley, The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson, Shakepeare’s Macbeth and a poetry unit from the AQA Anthology entitled ‘Power and Conflict’.
- AQA GCSE English Language 8700
- AQA GCSE English Literature 8702
Key Stage 5
We offer three A Levels:
- A S and A Level English Literature
- A level English Language (Year 13)
- A Level English Language and Literature.
Our A level students have eight lessons over a two week timetable and are taught by two members of staff.
Our students perform well at Advanced Level, achieving better than the national average. Groups in the Sixth Form are smaller and the atmosphere is pleasant, friendly and hard-working.
- AQA A Level English Literature Specification B (7716/7717)
- AQA A Level English Language and Literature (7706/7707).
Students are also able to re-sit GCSE English Language in Year 12 if they have not been successful in achieving a C grade in Year 11.
The Team aims to extend our students’ experiences beyond the classroom by running a number of activities to promote student engagement with the subject. These include theatre and cinema visits, outside speakers, study days, and our involvement with BBC School Report.


On Civic Learning
Revitalizing K-12 Civic Learning in California: A Blueprint for Action
The final report by the California Task Force Report on K-12 Civic Learning (August 2014). Oversight of the implementation of report recommendations led by the Power of Democracy Steering Committee chaired by Appellate Court Justice Judith McConnell.
Civics Education Initiative
A coalition of grassroots activists working with state and local leaders to ensure each new generation has the knowledge they need to become informed, engaged citizens. Requires high school students, as a condition for graduation, to pass a test on 100 basic facts of U.S. history and civics, from the United States Citizenship Civics Test.
Civics Renewal Network
A consortium of nonpartisan, nonprofit organizations committed to strengthening civic life in the U.S. by increasing the quality of civics education in our nation’s schools and by improving accessibility to high-quality, no-cost learning materials. Recommended resources for teachers searchable by subject, grade, resource type, standards, and teaching strategy.
A non-profit organization founded by Justice Sandra Day O’Connor and dedicated to reinvigorating civic learning through interactive learning resources. Provides students with the tools they need for active participation and democratic action, and teachers with the materials and support to achieve this.
A resource for teachers to engage students with current issues using social media tools. From KQED Public Media.
On Civic Engagement
Center for Information & Research on Civic Learning and Engagement (CIRCLE)
Conducts research on civic education in schools, colleges, and community settings and on young Americans’ voting and political participation, service, activism, media use, and other forms of civic engagement.
Test yourself on 100 questions from the naturalization test administered by U.S. Citizenship and Immigration Services
Constitutional Rights Foundation
Los Angeles-based nonprofit seeks to instill a deeper understanding of citizenship through values expressed in our Constitution and its Bill of Rights, and to educate youth to become active and responsible participants in our society. Founded in 1962.
Public Policy Institute of California
Nonpartisan think tank dedicated to informing and improving public policy in California through independent, objective research.
On Judicial Independence
U.S. Constitution, Article Three
The authority for “the judicial power of the United States” describes the court system and the right to trial by jury in all criminal cases.
Federalist No. 47
James Madison’s paper examining the separation of powers among the executive, legislative, and judicial branches of government under the proposed United States Constitution. Published in January 1788 under the pseudonym Publius.
Federalist No. 51
Another famous essay by Madison concerns means by which appropriate checks and balances can be created in government and also advocates a separation of powers within the national government.
California Constitution, Article Six
The authority for the state judiciary and structure of the court system.
American Bar Association Justice Center
The ABA’s Judicial Division is made up of judges, lawyers, court administrators, academics and students interested in the courts and the justice system. It’s Standing Committee on Judicial Independence serves as the ABA’s clearinghouse of information on judicial independence and judicial selection.
American Judicature Society
An independent, non-partisan, membership organization working nationally to protect the integrity of the American justice system. Promotes fair and impartial courts through research, publications, education, and advocacy for judicial reform.
Brennan Center for Justice
Nonpartisan law and policy institute at New York University School of Law that seeks to improve our systems of democracy and justice. The center’s Justice Program seeks to create a rational and effective criminal and civil justice system that treats all people fairly and equally.
Justice at Stake
Washington, D.C. based nonprofit dedicated to keeping courts fair and impartial by educating the public and working for reforms to keep politics and special interests out of the courtroom.
National Association for Women Judges
Jurists dedicated to preserving judicial independence, ensuring equal justice and access to the courts for women, minorities and other historically disfavored groups, providing judicial education, and increasing the numbers and advancement of women judges. Sponsors of the Informed Voters Project and the award-winning documentary Fair and Free.
Separation of Powers: Judicial Independence
Paper by Senator Sam Ervin, then Chairman of Senate Judiciary Committee. Law and Contemporary Problems (Duke Law), Winter 1970.
Dynamics of Judicial Independence: Independent Judges, Dependent Judiciary
Paper by Professor John Ferejohn, Stanford University. NYU Law Review, 1998.
Independent Judges, Dependent Judiciary: Institutionalizing Judicial Restraint
Paper by Professsors John Ferejohn and Larry Kramer, Stanford University. NYU Law Review, October 2002.
DACA In Three Acts: Genesis, Impacts, Future
Policy brief by Kevin R. Johnson, Dean (School of Law) and Mabie/Apallas Professor of Public Interest Law and Chicanx Studies, University of California, Davis.


Euglena Research Paper Essay Topic: Research The effect of fertilized water on growth of Euglena Water is a good habitat for many organisms.The pureness of water has strong effect on aquatic organism (Walter, 2008).The altering of water condition could favor for the growth of one certain organism, but less favor for other organisms that leads to the competing out other organism by abundance of.
Bio-pesticides are those biological agents that are used for control of weeds, insects, and pathogens. The micro-organisms used as bio-pesticides include viruses, bacteria, fungi, protozoa and mites. Some of the bio-pesticides are being used even at a commercial scale. Insects are attacked by many microorganisms as well as mites.
Essay about Microorganisms 1992 Words8 Pages Microorganisms play an important role in our life: helps us to digest our food, decompose wastes and participate in various life cycles.Although some microorganisms are responsible for causing diseases, most microorganisms’ original hosts are not the human body so are not pathogenic, but commensal. This essay will discuss the numerous beneficial microorganisms that carry out processes in biotechnology, agriculture, industries and environment; necessary to sustain life.Like most organisms containing chlorophyll, Euglena reacts positively towards light, it orientates itself parallel to the light rays and moves towards the sources of the illumination. But very strong light makes Euglena stop, then move back and pivot on its posterior end, while the anterior end traces a wide circle; this behaviour is avoiding reaction.
Euglena is a genus of single cell flagellate eukaryotes.It is the best known and most widely studied member of the class Euglenoidea, a diverse group containing some 54 genera and at least 800 species. Species of Euglena are found in freshwater and salt water. They are often abundant in quiet inland waters where they may bloom in numbers sufficient to color the surface of ponds and ditches.
Common Microorganisms Essay. 1000 Words 4 Pages. INTRODUCTION Microorganisms such as bacteria, fungus, mold, and yeast are present and common in almost every environment on earth. The normally microscopic organisms can easily be seen using differing types of agar, which creates an ideal environment for the organisms to form colonies, which are.
Euglena is a unicellular microorganism belonging to the kingdom Protista. Members of kingdom Protista are mostly unicellular organisms that are found in damp places or in water. Protists are often.
Taking a Look at Pond Water Organisms and more! Microorganisms are simple, single celled organisms that can be found all around the world. They are largely composed of the members of the plant kingdom, fungi, bacteria and protozoa.. Some of the most common forms of algae that may be found in pond water include spongomonas, euglena as well as.
Methods of Culturing Microorganisms 3 Five basic techniques 4 Fig. 3.1 A summary of the general laboratory techniques. 1. Inoculate 2. Incubate 3. Isolation 4. Inspection 5. Identification 5 Fig. 3.2 Isolation technique 6 Fig. 3.3 Methods for isolating bacteria.
Micro-flora. Bacteria are not only present outside the human body, but they also live inside the body too. This aggregate collection of microorganisms that is present on the human body is termed as Microflora. Bacteria are also present in the gut and they aid the process of digestion by releasing certain enzymes.
Start studying the similarities between amoeba, paramecium's, and Euglena. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
A microorganism or microbe is an organism which is microscopic, which means so small that people cannot see them with naked eye.The study of microorganisms is called microbiology. Microorganisms include bacteria, fungi, archaea, protists and viruses, and are among the earliest known life forms.The first of these four types of microorganisms may either be free-living or parasitic.
Euglena is a large genus of unicellular protists: they have both plant and animal characteristics. All live in water, and move by means of a flagellum.This is an animal characteristic. Most have chloroplasts, which are characteristic of algae and plants. Euglenids are believed to descend from an ancestor that took up green algae by secondary endosymbiosis.
Protozoa are notable for their ability to move independently, a characteristic found in the majority of species. They usually lack the capability for photosynthesis, although the genus Euglena is renowned for motility as well as photosynthesis (and is therefore considered both an alga and a protozoan).Although most protozoa reproduce by asexual methods, sexual reproduction has been observed in.
Microorganisms can be harmful as pathogens but are also widely used in food. Yeast is used in alcoholic drinks and bacteria to make yoghurt. Fermenters produce large quantities of microorganisms.


Rome’s dominion over ancient Athens followed the end of the Hellenistic period and the gradual increase of the great power’s intervention in the eastern Mediterranean up to the 2nd century CE. Although they sieged and subjugated the city, the Romans admired and appreciated its lineage. Athenian aristocracy often became Roman citizens, and even some Roman emperors benefited the city and accepted Athenean citizenship. This included emperor Hadrian, one of the earliest philhellenes who visited Athens three times, founded a Panhellenic cultural cult, revised the constitution and fitted the city with a new library, gymnasium, aqueduct, as well as a whole new quarter, in an effort to revive Athens’ past glory.
The tour’s starting point is right next to Monastiraki metro station in the city center. Entrance to all archaeological sites is free of charge on the first Sunday of each month from November to March, and some national holidays. Be sure to bring a hat and some water on hot summer days. If you want to learn more detailed information about the characteristics of the site and its buildings, go ahead and check out the information signs around, which are very detailed.