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Unit 2: Water Footprints Unit 2 opens a window into water accounting and reveals intensive water use that few people think about. How much water goes into common commodities? Have you considered how much water it takes to support our modern American lifestyle and agricultural trade? Water that is embedded in products and services is called virtual water. Looking at the world through the lens of virtual water provides a watery focus to thorny discussions about water such as: the pros and cons of globalization and long distance trade; self sufficiency vs. reliance on other nations; ecosystem impacts of exports; and the impacts of relatively cheap imports on indigenous farming. Unit 2 also introduces the concept of a water footprint. A water footprint represents a calculation of the volume of water needed for the production of goods and services consumed by an individual or country. In this unit students will calculate their individual footprints and analyze how the water footprints of countries vary dramatically in terms of gross volumes and their components. As a result of these activities, students will learn of vast disparities in water access and application. They will also be challenged to consider mechanisms or policies that could foster greater equity in water footprints. Unit 2 is designed to help students advance in achievement of both Module Learning Goal 1 and Module Learning Goal 2: - Module Learning Goal 1: Students will explain how fresh water availability and management practices pose threats to ecosystem integrity, human well-being, security, and agricultural production. - Module Learning Goal 2: Students will explain what goes into the calculation of virtual water amounts and water footprints and the application of these concepts. The unit also has the following more specific learning objectives. Upon completion of the unit, students should be able to: - Explain the concept of virtual water and how the amounts of water embedded in commodities varies by commodity and region of production. - Evaluate the pros and cons of virtual water trade. - Explain how water footprints are calculated and differentiate between internal and external water footprints. - Differentiate between green, blue and grey water in water footprint analysis. - Interpret individual and national water footprint data and explain how water footprints relate to water scarcity, water degradation, and water-related equity and sustainability. - Demonstrate facility in working with student partners in equitable and inclusive collaboration. - Demonstrate improved ability to analyze and evaluate quantitative information. - Synthesize interdisciplinary information in a holistic analysis of water-related problems. Context for Use This is the second unit of a module on water sustainability, particularly as it relates to agriculture. This unit focuses on how we can account for water use and trade at individual, regional, national, and global scales via the virtual water concept and water footprinting. As virtual water trade and water footprints are dominated by agricultural production, this unit provides a natural segue between the concepts of water (un)sustainability covered in the previous unit and irrigation practices covered in the following units. Like Unit 1, this unit is very interdisciplinary in nature. It requires students to fuse geoscience and economic based perspectives in a more holistic analysis. Instructors should point this out to students and periodically check in on the challenge students are experiencing in working across disciplines. Class Size: This can be adapted for a variety of class sizes. Class Format: In activity 2.1b, students collaborate in pairs to answer a series of questions in a worksheet focused on the issues and data associated with the concepts of virtual water. Activity 2.1c has students brainstorming in small groups, then participating individually in a whole-class debate on the pros and cons of virtual water trade. In Activity 2.2b, students collaborate in small groups (3-5 students each) to answer a series of questions in a worksheet on water footprinting. Time Required: The in-class activities of this unit are designed to take three 1-hour class periods. Special Equipment: The instructor must supply the worksheets provided below for activities 2.1b and 2.2b. Unit 2.1 recommends that instructors foster online discussions of readings prior to the class periods for that unit. If instructors do not have access to online teaching platforms like Blackboard or Canvas, they could try out free online chat services like Google Hangouts. Skills or concepts that students should have already mastered before encountering the activities: Before each in-class activity, each student will need to do the assigned readings and participate in the online discussions. Unit 2.2 requires students to complete a homework assignment in order to participate in the in-class activity of the unit. These preparatory activities will give them the background necessary to analyze and critique virtual water and water footprint data and controversies. This unit can stand alone, if desired, and is most appropriate for upper-level undergraduate students in any major. It is designed to foster global learning and an appreciation of a systems approach to evaluating water problems. This unit is particularly useful for exposing Earth Science majors to the cultural and economic geography of water allocation and use. Description and Teaching Materials This unit is presented in 2 sub-units. Sub-unit 2.1 is centered on virtual water. Sub-unit 2.2 is centered on water footprints. This unit includes a class debate and a homework assignment to be submitted for a grade. These two sub-units are designed to take three class periods, each lasting one hour. Unit 2.1 - Virtual Water (90-100 minutes stretched over two 1 hour class periods) The activities in this sub-unit develop an understanding of the concept of virtual water and provide opportunities for the development of critical thinking and communication skills. Students tend to be shocked when they learn how much water goes into common commodities, such as pizza, burgers, t-shirts and shoes. Looking at the world through the lens of virtual water also provides a watery focus to thorny discussions of the pros and cons of globalization and long distance trade, self sufficiency vs. reliance on other nations, ecosystem impacts of exports, and the impacts to indigenous people and their farms introduced by importing cheap mass-produced food. Activity 2.1a - Homework: Reading Assignment and Online Discussion on Virtual Water This activity is to be completed as homework in advance of the class period. Suggested readings and discussion prompts are found in the following guidance document, as are the specific learning goals. Instructors are encouraged to offer a small amount of points for satisfactory participation in the online discussion. - Instructor Guidance for Activity 2.1a: Reading Assignment and Online Discussionfor Virtual Water (Microsoft Word 2007 (.docx) 23kB Aug21 23) Activity 2.1b - Interactive Lecture and Student Handout Analysis on Virtual Water Statistics (40 minutes) This activity engages student learning on the concept and statistics of virtual water via a PowerPoint slide presentation and a handout with questions for students to answer. Students working in pairs will analyze the virtual water quantities in several commodities, consider how that varies from region to region, and calculate how much virtual water resides in their t-shirt and shoe collection. The end of the slide presentation sets up the Virtual Water debate that takes place as Activity 2.1c. The first document below provides guidance for the instructor in running Activity 2.1b. It includes the virtual water handout with questions for students to answer, along with guidance for the instructor on the context of the activity and the learning objectives for the activity. The second document is the handout/worksheet to be distributed to the students for Activity 2.1b. The third file is the PowerPoint presentation for Activity 2.1b. - Instructor Guidance for Activity 2.1b: Virtual Water Worksheet (Microsoft Word 2007 (.docx) 352kB Jan23 17) - Student handout for Activity 2.1b: Virtual Water Worksheet (Microsoft Word 2007 (.docx) 352kB Feb2 17) - Slides for Activity 2.1b: Pair Analysis on Virtual Water Statistics (PowerPoint 2007 (.pptx) 616kB Jan23 17) Activity 2.1c - Class Debate: Should the World Rely More on Virtual Water Trade? (60 minutes - 20 minutes at the end of the first class session and 40 minutes for the next class session) There are serious pros and cons to the virtual water trade and the trend for ever greater reliance on it. How one weighs the pros and cons relates to the ideology of sustainability. This is probably the most inherently interdisciplinary activity of the module, unfolding at the intersection of geoscience, economics, ethics, and politics. Instructors are encouraged to highlight this complexity and point out connections between debate arguments and personal value sets. What follows is the guidance document to run the class debate on virtual water. It is recommended that the last 15-20 minutes of the first class day of this unit be used by students in groups to prepare for the Virtual Water debate. The actual debate (40 min) is suggested to take place during the first half of the following class period. PowerPoint slides associated with the Virtual Water debate are found below the guidance document for Activity 2.1b. Note that Activity 2.2a (Reading Assignment and Water Footprint Homework Assignment) should take place between the first and second class day of this unit. - Instructor Guidance for Activity 2.1c: Virtual Water Debate (Microsoft Word 2007 (.docx) 24kB Jan23 17) - Slides for Activity 2.1c: Virtual Water Debate (PowerPoint 173kB Jan23 17) Unit 2.2 - Water Footprints (80 minutes stretched over 2 class periods) In lieu of a 20-minute PowerPoint overview, the activities of this sub-unit are designed to develop a better understanding of the calculation and application of water footprints through critical thinking, numeracy, and communication skills. It impresses upon students the great variability of national water footprints per person and how the water footprint of many regions exceeds the natural supply within their basin. Student analysis of water footprint data provides the basis for a discussion on whether water footprints should be more tightly controlled for the sake of international equity, ecosystem requirements, and long-term water sustainability. Activity 2.2a - Reading Assignment and Water Footprint Homework Assignment This activity is to be completed as homework in advance of the class on water footprints as well as Activity 2.1c. The first file below contains a guidance document for Activity 2.2a, with context and learning goals, suggested readings and the homework assignment. The next document contains the student homework assignment: to calculate their individual water footprints. 10 points can be awarded to students for satisfactory completion of the assignment. - Instructor Guidance for Activity 2.2a: Reading and Homework Assignment on Water Footprints (Microsoft Word 2007 (.docx) 20kB Aug21 23) - Student Handout for Activity 2.2a: Reading and Homework Assignment on Water Footprints (Microsoft Word 2007 (.docx) 21kB Aug21 23) Activity 2.2b - Group Work: Analysis of Individual Water Footprints and Footprints of Nations (80 minutes stretched over 2 class periods - 20 minutes on day 2 of the unit, 60 minutes on day 3) This activity will extend over 2 class periods. After the virtual water debate (Activity 2.1c), students will work in small groups to share their individual water footprint results for 20 minutes. During the second class period, students will work in small groups to analyze various water footprint statistics and figures. Students apply this information to discuss water footprint regulation, whether or not there should be a maximum allowable water footprint amount per person or nation. The first document below provides detailed guidance for the instructor on how to run Activity 2.2b, with context and learning goals. The second document is the student worksheet. - Instructor Guidance for Activity 2.2b: Analysis of Water Footprints (Microsoft Word 2007 (.docx) 308kB Feb24 17) - Student Handout for Activity 2.2b: Analysis of Water Footprints (Microsoft Word 2007 (.docx) 305kB Feb24 17) Power Point presentation on Water Footprints for use in class. - Slides for Activity 2.2b: Water Footprints (PowerPoint 2.7MB Feb23 17) Teaching Notes and Tips Detailed teaching guidance is provided in the various downloadable documents in the section above. The two sub-units should take 3 one-hour class days, though an instructor can easily stretch the topics and material out to take more class time. The primary pedagogies involved in this unit include class discussion, a class debate, and both group and pair analysis of quantitative information and texts. Instructors can assess how well each student understands the concept of virtual water and the pros and cons associated with virtual water trade by reviewing (and challenging) their posts in the online discussion for this unit. Instructors can further assess the depth of class thinking on the pros and cons associated with virtual water trade by the quality of the debate they do in Activity 2.1d. Student achievement of the learning goals associated with the water footprints will be assessed via an individual homework assignment as well as by group responses to an in-class worksheet. The instructor will be able to assess whether students are making advances in the learning objectives for this unit, as well as meeting the more content-specific objectives listed in the summary at the top of this page, by student participation in the group work and the online and class discussions. As an optional summative assessment of what students have learned by participation in Units 1 and 2, you can have them write an essay as a homework assignment following Day 3 of Unit 2. The prompt for the reflective essay assignment is provided below. Sustainability in the Context of Water Essay Assignment (Microsoft Word 2007 (.docx) 17kB Jan23 17) References and Resources This unit is built around the following articles and online resources. For the 3-day unit, students are asked to read 6 of the articles, as well as visit the water footprint calculator web sites. Aldaya, M.M. and Hoekstra, A.Y. (2010). The Water Needed for Italians to Eat Pasta and Pizza. Agricultural Systems, 103: 351–360. Chapagain, A.K., Hoekstra, A.Y. and Mekonnen, M. (2007). Your Water Footprint - The Quick Calculator. University of Twente. Chapagain, A.K., Hoekstra, A.Y. and Mekonnen, M. (2007). Your Water Footprint - Extended Calculator. University of Twente. Chapagain, A.G., Hoekstra, A.Y. and Savenije, HHG (2006). Water Saving Through International Trade in Agricultural Products. Hydrol. Earth Syst. Sci., 10: 455–468. Hoekstra, A.Y. (2011). The Global Dimension of Water Governance: Why the River Basin Approach Is No Longer Sufficient and Why Cooperative Action at Global Level Is Needed. Water, 3: 21-46. Hoekstra, A.Y. (2012). The Hidden Water Resource Use Behind Meat and Dairy. Animal Frontiers, 2(2): 3-8. Hoekstra, A.Y. and Chapagain, A.K. (2006). Water Footprint of Nations: Water Use by People as a Function of their Consumption Pattern. Water Resource Management, 21: 35-48. Hoekstra, A.Y. and Mekonnen, M.M. (2012). The Water Footprint of Humanity. Proceedings of the National Academy of Sciences of the United States of America, 109(9): 3232-3237. Hoekstra, A.Y., Mekonnen, M.M., Chapagain, A.K., Mathews, R.E., and Richter, B.D. (2012). Global Monthly Water Scarcity: Blue Water Footprints versus Blue Water Availability. PLoS ONE, 7(2): e32688. Mekonnen, M.M. and Hoekstra, A.Y. (2010). The Green, Blue and Grey Water Footprint of Farm Animals and Animal Products. Value of Water Research Report Series No. 48, UNESCO-IHE, Delft, the Netherlands. Mekonnen, M.M. and Hoekstra, A.Y. (2011). National Water Footprint Accounts: The Green, Blue and Grey Water Footprint of Production and Consumption. Value of Water Research Report Series No. 50, UNESCO-IHE, Delft, the Netherlands. Smakhtin, V., Revenga, C., Doll, P., and Tharme, R. (2003). Giving Nature Its Share: Reserving Water for Ecosystems, in Putting the Water Requirements of Freshwater Ecosystems into the Global Picture of Water Resources Assessment. Draft paper presented at the 3rd World Water Forum, Kyoto, Japan, March 18th, 2003. Wikipedia (2014). Virtual Water. World Water Council (2003). Session on Virtual Water: Water Trade and Geopolitics.

The word sports is often used in an unintended context, as it elicits an etymological association with an activity that is not in itself a sport. However, the term can have an uplifting effect on the people who perform it. People with an interest in a particular sport may have a higher self-esteem than those who don’t. If a person is not passionate about a particular sport, he or she may choose to avoid calling it a sport. The word “sport” implies physical activity and skill. Children who play sports develop their physical skills, exercise, and make friends. Children who participate in sports often improve their self-esteem. Furthermore, the competitive spirit of the games fosters a sense of fair play and teamwork. In addition, children will develop teamwork skills, which is important in everyday life. Further, sports can promote a healthy body image, as children will become more socially integrated. Taking part in sports helps young people learn many valuable life skills, which are important for their emotional and physical development. For example, sports teach children to play cooperatively with others and to be self-confident. These skills will improve a student’s self-esteem, and later success and happiness will depend on this. If you can teach a child these values early on, they’re well on their way to success. It’s a win-win situation! While it’s common for athletes to get nervous before games, performances, and competitions, learning techniques to stay calm can help them perform better and avoid unnecessary anxiety. Relaxation techniques, changing negative thoughts, and practicing distractions can help an athlete stay calm and perform better. Another important element of sports psychology is motivation. High stress levels can lead to burnout. Helping an athlete relax, reduce anxiety, and stay motivated will help prevent athlete burnout. However, in extreme cases, sports psychologists may need to work with the athletes to prevent this. Wrestling dates back to the Middle Ages, when the bourgeoisie of Turkey enjoyed a wrestling match every eighth day to celebrate the circumcision of Murad III’s son. In India, wrestlers committed themselves to a holy life, performing push-ups and reciting mantras while doing their push-ups. Their diets were restricted and they were closely supervised in all aspects of their life, including breathing and urination. Sport psychologists also help athletes with mental health conditions. A sports psychologist can help athletes develop self-talk skills and improve their performance. However, some people may be affected by certain conditions that affect their mental health, such as depression and anxiety. A sports psychologist can help an athlete overcome these issues by utilizing various psychological strategies, including mindfulness and meditation. There are many sports psychologists in the field of sport psychology, and their services are invaluable to athletes of all sports. With a bachelor’s degree in sport management, graduates can start a career in entry-level positions in sport management and may even go on to advance their careers in the field. Jobs in high school and college level coaching, positions with local government parks and recreation departments, sport goods sales, and facility management are common options for graduates with an undergraduate degree. However, if the professional level of education is what you’re after, consider pursuing a master’s degree in sports management. Online master’s programs can prepare you for battles on the field or in the boardroom.

Endangered Species Day Florida panthers, big sea bass, and the red wolf are just a few of the animals listed as critically endangered by the International Union for Conservation of Nature. As the human population grows and the rich nations continue to consume sources at voracious charges, we are crowding out, poisoning and eating all other species into extinction. Scientists inform us one of the simplest ways to protect endangered species is to guard the particular places where they reside. Wildlife should have places to find meals, shelter and lift their young. Be Part Of The Wild Bunch The Akohekohe, Or Crested Honeykeeper, Is The Largest Bird Of Its Type In Maui And Is Predominantly Threatened By Deer Still others, just like the polar bear, are going through extinction due to fossil fuels driving catastrophic international warming. Protect wildlife habitat.Perhaps the best risk that faces many species is the widespread destruction of habitat. With the world population hitting 7 billion, the Center is marking this milestone by releasing a listing of species in the United States dealing with extinction brought on by the rising human population. The 10 species represent a spread of geography, as well as species diversity – however all are critically threatened by the results of human inhabitants. Some, just like the Florida panther and Mississippi gopher frog, are quickly losing habitat as the human population expands. Others are seeing their habitat dangerously altered – like the small flowering sandplain gerardia in New England – or, like the bluefin tuna, are buckling under the weight of huge overfishing.

The History Class 11 CBSE curriculum, based on the NCERT textbook, offers students a comprehensive exploration of India’s past. The course delves into ancient, medieval, and modern history, unraveling the rich tapestry of the nation’s cultural, social, and political evolution. From the Indus Valley Civilization to the Mughal Empire and the struggle for independence, students engage with pivotal historical events and figures. The NCERT textbook serves as a trusted guide, presenting historical narratives with clarity and depth. Through this educational journey, students gain a nuanced understanding of India’s diverse heritage, fostering critical thinking and historical analysis.

A Behavior Tree is a versatile tool in artificial intelligence for outlining sequential and tree-like decision-making structures. Useful in game development and robotics, it allows an AI system to make logical choices and adapt its behavior based on its environment. Let’s imagine you’re a robot, and you have to clean your bedroom. Now, you know that there are several tasks to do, like picking up toys, making the bed, and sweeping the floor. But, you also know that this has to happen in a certain order. You also know that if you see your favorite game lying around, you should pick it up first, even if it isn’t part of the normal ‘cleanup’ task. That’s kind of what a Behavior Tree does for AI. It’s a roadmap telling the AI what to do next, depending on what is happening around it. Behavior Trees originate from the field of robotics and game development, where AI systems need to make complex decisions based on numerous contingencies in a dynamic environment; they offer an excellent mechanism to decide and schedule tasks based on preconditions, priorities, and events. In a Behavior Tree, behaviors are represented as nodes in a tree structure, with edges defining the relationships between nodes. The root of the tree corresponds to the highest-level goal or behavior, and the branches represent alternate or sub-goals. The leaves, or terminal nodes, indicate the actions the AI can perform to achieve its goal. An important feature of Behavior Trees is the use of control flow nodes, which direct the execution flow within the tree. These include sequence nodes, selector nodes, and parallel nodes. Sequence nodes run their child nodes sequentially until one fails or all succeed. Selector nodes run their child nodes until one succeeds or all fail. Parallel nodes run all their child nodes at the same time. Behavior Trees are powerful as they allow for both reactive and deliberative behavior in AI systems. These systems can react to changes in their environment by abandoning tasks and rescheduling them in response to new information or changes in state. On the other hand, the systems can also deliberate over various options before making a decision, which could potentially lead to optimized behavior. Furthermore, Behavior Trees can be reconfigured dynamically at runtime, enabling AI systems to adapt to new situations without the need for extensive reprogramming. This property makes Behavior Trees highly suitable for complex AI tasks involving unpredictable environments. On the downside, Behavior Trees can become very large and complex, making them potentially difficult to manage and understand. However, modern development tools and techniques, such as modular construction, can alleviate this issue by breaking down complex Behavior Trees into simpler, manageable components.

Research has shown that the differences between the male and female visual cortex means that men and women literally see the world differently. From differences in sensitivity to color, patterns, and hue to being more or less sensitive to movement against a pattern, understanding and making use of these differences in visual processing is essential to many fields such as advertising, manufacturing, and video development Understanding how color is perceived by the human eye is not only a lesson in physics and optics but, also, a lesson in human psychology. For many years we have understood that color is interpreted differently by different cultures and, in many cases, these differences are not only culturally significant but are important for both business and diplomacy. However, until recently no one has attempted to see how color is perceived differently between men and women. Now, though, a group of researchers from New York’s CUNY college have done just that – and their findings have applications in fields ranging from psychology to fashion. In summary, the researchers found that: - Males are less sensitive to color in general than are women. This means, for instance, than an orange-hued object such as a clementine will appear more red to a male than to a female. Similarly, males will see grass and other green objects as being more yellow than will women. Understanding this difference in color perception is important for many reasons. For instance, it may be necessary to slightly alter a color of dye used in manufacturing clothes or other objects to make them appeal to men if men are the primary audience. Similarly, it may be important to take into account these perceptive differences in designing documents and websites or, perhaps more importantly, in designing way-finding and navigation systems or warning labels. - Women, however, are less sensitive to fine levels of detail and to rapidly moving objects. This information has lead researchers to theorize that many males prefer fast-paced video games because they are more sensitive to, an can better appreciate, movement and graphic detail where as females would be less sensitive to the graphics and would therefor find them less appealing. Practical applications for this knowledge include fine-tuning the levels of color, contrast, and detail in marketing campaigns and in video and graphic design to better catch the attention of the female audience. Further applications include making sure print and on-screen elements are designed around this decreased sensitivity to movement so that print documents and digital interfaces are clear, useful, and attractive to the female audience as well as to the male audience. Ensuring that these visual differences are accounted for in any design takes practice, training, and more often than not, specialized equipment for color measurement and there are many solutions available depending on the situation and context of the design. Via Inspiration Feed

Scientists have created a “holographic wormhole” inside a quantum computer for the first time. The pioneering experiment allows researchers to study the ways that theoretical wormholes and quantum physics interact, and could help solve some of the most difficult and perplexing parts of science. The wormhole is theoretical: researchers did not produce an actual rupture in space and time. But the experimental creation of one inside the quantum computer – which saw a message sent between two simulated blackholes – nonetheless allows scientists to examine how they might work, after almost 100 years of theory. Join our commenting forum Join thought-provoking conversations, follow other Independent readers and see their replies

Scientists have developed a process to 3D-print transparent and flexible electronic circuits, paving the way for improved wearable devices in the future. The electronics consists of a mesh of silver nanowires that can be printed in suspension and embedded in various flexible and transparent plastics, according to the researchers from the University of Hamburg and Deutsches Elektronen-Synchrotron (DESY) in Germany. This technology can enable new applications such as printable light-emitting diodes, solar cells or tools with integrated circuits. The researchers are demonstrating the potential of their process with a flexible capacitor, among other things. "The aim of this study was to functionalise 3D-printable polymers for different applications," said Michael Rubhausen from the Center for Free-Electron Laser Science (CFEL), a cooperation between DESY, the University of Hamburg and the Max Planck Society. "With our novel approach, we want to integrate electronics into existing structural units and improve components in terms of space and weight," Rubhausen said in a statement. "At the heart of the technology are silver nanowires, which form a conductive mesh," Tomke Glier from the University of Hamburg. The silver wires are typically several tens of nanometers thick and 10 to 20 micrometers long. The detailed X-ray analysis shows that the structure of the nanowires in the polymer is not changed, but that the conductivity of the mesh even improves thanks to the compression by the polymer, as the polymer contracts during the curing process. The silver nanowires are applied to a substrate in suspension and dried. "For cost reasons, the aim is to achieve the highest possible conductivity with as few nanowires as possible. This also increases the transparency of the material," said DESY researcher Stephan Roth. "In this way, layer by layer, a conductive path or surface can be produced," said Roth. A flexible polymer is applied to the conductive tracks, which in turn can be covered with conductive tracks and contacts. Depending on the geometry and material used, various electronic components can be printed in this way.

Each one of us has five basic human senses: touch, sight, hearing, smell and taste. The sensing organs associated with each sense send information to the brain to help us understand and perceive the world around us. The first level of Awareness is a person’s knowledge that something exists, or understanding of a situation or subject in the present based on information or experience. To progress to a higher level, quality, or state of being aware, the essential step is to go beyond these five senses and design an Aha moment, a moment of sudden realization, inspiration, or reflection. In this workshop, we aim to create a pathway helping each individual progress from Vision to Visionary, and from Moment to Movement. We adopt Artful Thinking Pedagogy, developed by Project Zero at the Harvard Graduate School of Education, with focus on experiencing or appreciating works of visual or performance art. Evidence has shown that these routines help to sustain engagement and to realize this goal by activiating critical thinking and social emotional learning.

The literary texts that I have chosen for Stage 3 students is Wonder by R. J. Palacio (2017) and Hooway for Wodney by Helen Lester (1999). Wonder is a children’s novel which tells the story of a boy named August Pullman, who has severe facial difference. August has never been to a mainstream school in his entire life. The novel follows August through the highs and lows of starting middle school for the first time, with the added difficulty of looking vastly different from his peers. The novel is narrated in the first-person from the points of view of August and Augusts’ family and friends. The novel is broken up into eight parts. The novel covers themes such as kindness, tolerance of difference, family, friendship, courage, bullying, coming of age and principles. Hooway for Wodney follows the story of Rodney Rat, who cannot pronounce his r’s and is forced to call himself Wodney Wat. Rodney’s speech impediment makes him the target for bullies at school which forces Rodney to become quiet and withdrawn. Hooway for Wodney shares many of the same themes as Wondersuch as, courage, bullying and coming of age. It is aim and objective of the NSW English K — 10 syllabus for students to “understand and use language effectively, appreciate, reflect on and enjoy the English language and to make meaning in ways that are imaginative, creative, interpretive, critical and powerful” (NESA, 2012, p.12). The novel and picture book that I have chosen helps students to understand and use language effectively through Palacio’s effective use of similes and metaphors to create imagery and bring a wonderful message of kindness and tolerance. Similarly, Hooway for Wodney has strong imagery and uses language to convey the message of tolerance and understanding. Throughout the lesson sequence, I have endeavoured to make the learning experiences as diverse, creative and exciting as possible, to ensure that every student can engage with the language and meaning of the novel. According to Flint (2014), teachers need to have a repertoire and variation of activities to meet the diverse needs of students to help them progress and develop as learners, which is what the learning sequence below had endeavoured to accomplish.

The heart is a unique organ that must function continuously to pump blood supplying oxygen to the body. It speeds up during special times of need, as when an individual is running or doing stressful work. It slows at night or during sleep when the demand for blood decreases. This tiny pump, about the size of a fist, squeezes approximately 2.5 fl oz (75 ml) of blood out into the body with each beat. At a normal heart rhythm, this adds up to about 10 pt (5 l) of blood each minute. The heart pumps 2,500 gal (9500 l) of blood each day, and more than 100 million gal (400 million l) of blood in a lifetime. Every heartbeat must be regulated in time and intensity. The heart muscle is driven by an internal pacemaker, a small nodule of tissue lodged in the right atrium (upper chamber), called the sinoatrial (SA) node. It generates a small electrical signal that travels through special fibers in the heart to stimulate a timed, sequential contraction of the heart muscle called the sinus rhythm. The SA node may function irregularly over time or even stop functioning, which will interfere with the performance of the heart. There are other electrically active tissues that will issue regulatory signals if the SA node stops generating an electrical current. The heartbeat will slow considerably under guidance of the next layer of tissue. An abnormally slow heartbeat is called bradycardia. The heartbeat may also become irregular, developing an arrhythmia. On the other hand, the SA node may become overactive, causing the heart to race at an abnormally high speed, a condition called tachycardia. To correct problems of rhythm disturbance or SA node malfunction, cardiologists often use a pacemaker, an electrical device implanted in the shoulder or abdomen of the patient with a wire leading to the heart. This mechanical pacemaker generates the electrical signal which regulates the heart's functions. The rate of heartbeat, which is set when the pacemaker is implanted, can be changed if necessary without surgery. Modern pacemakers are available to correct virtually any form of arrhythmia. The first pacemaker, the result of long, arduous research, was used in a patient in 1958. The pacemaker device was not implanted, but its wire was connected to the patient's heart. The pacemaker itself was so large that it had to be carted around in a grocery store cart. While it was a solution to the patient's arrhythmia, it was hardly practical. Fortunately, pacemakers were soon miniaturized. The pacemaker was designed to regulate every single heartbeat. It took over the function of the SA node; from the time of implantation, the patient's heartbeat was directed by the pacemaker at a preset speed (usually about 70-72 beats per minute). Thus the patient's capacity for exercise was limited because no matter what conditions he was under, his heart maintained the same rate of beating. It would not speed up to provide additional oxygen needed by the tissues when the patient exercised. Since then, however, a great deal of progress has been made. Current models of pacemakers monitor the heart to determine the heart rate and do not interfere with the heart function unless the heart rate drops below a predetermined speed (usually 66 to 68 beats per minute). Only then will the pacemaker deliver an electrical signal to drive the heart until the pacemaker determines that the SA node is again on track. The mechanical device then ceases its signals and returns to monitoring the heart rate. This is called demand pacing. Current pacemakers weigh less than an ounce (25 g), are about the size of a quarter, and pace the upper and lower chamber as needed. Some patients are at risk of a form of arrhythmia called fibrillation, which is a completely uncoordinated, quivering, nonfunctional heartbeat. If not corrected quickly, fibrillation can cause death. Since 1985, pacemakers have been available to monitor the speed of the heart and deliver an appropriate electrical shock to the heart muscle if it begins to fibrillate. The device can deliver a low-level pacing shock, an intermediate shock, or a jolting, defibrillating shock if necessary. Surgeons prefer to implant pacemakers in the shoulder because the procedure can be carried out under local anesthetic. The wire from the pacemaker is inserted into one of the large veins in the shoulder and fed down into the heart, through the right atrium and into the ventricle where it is attached to the heart muscle. If the wire cannot be fed through veins that are too small or diseased, the pacemaker can be implanted in the abdomen. Doctors must see patients with pacemakers frequently to check the battery power and make sure the circuitry is intact. Leads may become disconnected, the wire may break, or scarring may form around the electrode, all of which can render the pacemaker useless. Patients should avoid sources of electromagnetic radiation, including security scanning devices at airports and diagnostic tests using magnetic resonance imaging (MRI), both of which can turn off the pacemaker. Some states prohibit a person from driving an automobile for a period of time after he has received a pacemaker if he has previously experienced unconsciousness as a result of arrhythmia. See also Circulatory system. Doebele, J. "A Better Mousetrap." Forbes 154 (October 1994): 238+. Farley, Dixie. "Implanted Defibrillators and Pacemakers: A Gentler Jolt and Tickle for Trembling Hearts." FDA Consumer 28 (April 1994): 10-14.

The Lake Erie Campaign 1813 The Royal Newfoundland Regiment found itself ordered from Kingston to Fort Erie to support the garrison there. Fort Erie gave the British strategic control over the upper Great Lakes. An American attempt to take Fort Erie on 1 December failed as the garrison refused to surrender to the numerically superior American force. The onset of winter and the stubborn resistance by the garrison which included The Royal Newfoundland Regiment convinced the Americans to end the winter campaign and go home. The campaign in the Fort Erie area continued. Two companies of The Royal Newfoundland Regiment participated in the recapture of Frenchtown from the Americans under General James Winchester in January 1813. The Newfoundlanders organized the sleigh group that dragged the British cannons across the frozen Lake Erie. Those Americans who were able to retreat across the Raisin River survived. Those who resisted were hunted down and slaughtered by the Indians, due to the reluctance of the British General Procter to restrain the Indians. Sixty eight Americans who had surrendered after the battle were promised safety by Procter. Many were wounded. All were killed by the Indians the next day. The successful action by a company of The Royal Newfoundland Regiment, led by Lt Rolette who was killed by a musket ball to the head, in assaulting the American guns was perhaps a defining point in the heated engagement.

June Arctic snow cover in the Northern Hemisphere dropped by almost 18% per decade over the last 30 years. This drop in snow cover will lower the amount of sunlight reflected away from the planet, which is part of a cooling effect, and result in darker, less reflective soil being exposed to the sun’s rays. The researchers published their findings in the journal Geophysical Research Letters. This effect will re-emit heat into the atmosphere and this change could also warm the permafrost, alter the timing of the spring runoff to rivers and lead to earlier plant growth in spring. The swift pace of snowmelt between 1979 and 2011 exceeds the rate of decline in the Arctic sea ice, which is at 11% per decade over the same period. In September 2012, the planet had the lowest extent of sea ice in the satellite record and when this year’s data was included into these calculations, they showed that there had been a 13% decline in sea ice and a 21.5% per decade drop in snow cover. The link between snowmelt and Arctic sea ice loss isn’t well understood. But if you remove snow cover earlier, you’re creating the potential to send warmer air out over the ocean, which isn’t good for sea ice. Since 1980, the blanket of snow that remains in the Arctic at the end of spring has fallen by two-thirds, from 9 million square kilometers to just about 3 million square kilometers. This is likely to accelerate permafrost degradation, and could lead to the release of greenhouse gases trapped in the soil. The exact consequences will depend on whether a summer is hot and dry or cool and wet. If the peaty surface layers dry out, they insulate the permafrost and protect it from thawing. Scientists expect the snow cover to continue to diminish, but it still remains to be seen whether the decline will remain so steep. They need to understand why the observed changes do not match up with the projections of widely used models. Reference: “Spring snow cover extent reductions in the 2008–2012 period exceeding climate model projections” by C. Derksen and R. Brown, 10 October 2012, Geophysical Research Letters.

HOW TO HELP TODDLERS Help toddlers experience the consequences of their actions through “cause and effect toys, and using “when/then” techniques Recognise children’s needs to put things in their mouths by having a good supply of teething toys on hand, keep a damp cloth in the fridge for the toddler to bite onto in times of teething trouble. Give clear choices not in the form of questions but in looking for opportunities to empower them with decision making Promote empathy and taking turns by “your turn….my turn” rolling the ball between you, modelling how to politely ask for a turn, providing opportunities to care for other living things such as watering plants, feeding the fish, comforting the baby, brushing the dog. Encourage the use of a comforter as a self soother when upset Be reasonable and consistent. Ensure you have reasonable expectations. Be willing to make adjustments in the way you enforce limits if you find that you have misunderstood your child’s abilities. Don’t allow younger children to grab stuff from older children. It isn’t cute and will lead to bad habits HOW TO HELP TWO YEAR OLDS Promote empathy, taking turns and sharing by reading stories aloud and highlighting the perspectives of the character’s feelings; Protecting their favourite toys from others by storing them away during play dates; purchasing a large mirror so they can look at their whole body. This helps her learn where her body boundaries are in relation to others Set up routines and schedules. Help them learn patience and understanding of passage of time by maintaining routines. Help the child to see the pattern in the day. Providing a chart with pictures can help children visualize progressive events and lessen any frustration. Be mindful of how long you expect the child to comfortably wait for things. Suggest ways for her to occupy herself while waiting. Have a note pad on hand for drawing or a travel game to play while waiting. HOW TO HELP THREE YEAR OLDS Promote taking turns. Play simple games that involve taking turns, such as picture matching and lotto games. Describe what you see, as in, “I see two angry children. It seems like both you and Latisha want a turn with the bike at the same time.” When you see a child put a toy down, ask him if he is “done with his turn.” Help him to understand that by leaving the item, he has made the decision to allow someone else to take the next “new turn.” Help children understand feelings and develop control over actions Offer physical activities that help children deal with strong feelings in an appropriate way: drums, play dough, shovels for digging, paper tearing, balls to throw, large sheets of paper for painting, etc. Use active listening when children are upset so they know you understand what they are feeling. Say, “I can see how mad you are that you can’t get that puzzle piece to fit.”

MYP Fundamental Concepts The MYP is guided by three fundamental concepts: Holistic learning, intercultural awareness, and communication. The concepts are defined in MYP: From Principles into Practice in the following manner: - Holistic Learning: “Whereas traditional curriculum frameworks have usually described the curriculum in terms of a body of knowledge only, the MYP views the curriculum as meeting the needs of the whole person. […] The MYP places great emphasis on the understanding of concepts, the mastery of skills, and the development of attitudes that can lead to considered and appropriate action.” - Intercultural Awareness: “A principle central to the MYP is that students should develop international-mindedness. They should be encouraged to consider issues from multiple perspectives. […] Whatever the school, opportunities will exist to develop students’ attitudes, knowledge, concepts, and skills as they learn about their own and others’ social, national, and ethnic cultures.” - Communication: “The MYP stresses the fundamental importance of communication, verbal and non-verbal, in realizing the aims of the programme. A good command of expression in all its forms is fundamental to learning. In most MYP subject groups, communication is both an objective and an assessment criterion, as it supports understanding and allows student reflection and expression.” These three concepts, along with the IB learner profile and the areas of interaction, help to guide MYP schools as they implement the programme in the eight subject areas. Source: MYP: From Principles into Practice

Enhanced Nutritional Support: Aid plant-based or high-protein diets, extracting maximum nutrition. Incorporating supplements into a healthy lifestyle optimises digestion and well-being. Consult a healthcare professional before starting any supplement, especially with health conditions or medications. The Science Behind Digestive Enzymes Digestive enzymes play a vital role in breaking down food and facilitating nutrient absorption. They are biological catalysts that accelerate chemical reactions in the body, aiding in the breakdown of complex food components into simpler forms that the body can absorb easily. There are different types of digestive enzymes and each has a specific function: Proteases: Proteases, such as pepsin and trypsin, break down proteins into smaller peptides and amino acids, enabling efficient digestion and absorption of essential amino acids. Lipases: Lipases target dietary fats and facilitate their digestion by breaking down triglycerides into fatty acids and glycerol, allowing the absorption of fat-soluble vitamins and essential fatty acids. Amylases: Amylases, including salivary and pancreatic amylases, are responsible for carbohydrate digestion. They break down complex carbohydrates, like starch and glycogen, into simpler sugars such as glucose and maltose. Carbohydrates, proteins, and fats are enzymatically broken down as follows: Carbohydrates: The process begins in the mouth, where salivary amylase initiates the breakdown of starches into smaller sugar molecules. In the small intestine, pancreatic amylase continues the digestion of carbohydrates into simpler sugars that can be readily absorbed. Proteins: Protein digestion starts in the stomach, where pepsinogen is activated and converted into pepsin. Pepsin breaks down proteins into smaller polypeptides. Further breakdown occurs in the small intestine, facilitated by pancreatic proteases and brush border enzymes, resulting in the formation of amino acids for absorption. Fats: The digestion of dietary fats primarily takes place in the small intestine. Bile, produced by the liver and stored in the gallbladder, emulsifies fat droplets, increasing their surface area. Pancreatic lipases then act on the emulsified fats, breaking them down into fatty acids and glycerol, which can be absorbed by the body. Digestive enzymes ensure optimal nutrient absorption by breaking down carbohydrates, proteins, and fats into smaller, more easily absorbable molecules. Understanding the science behind digestive enzymes emphasises their importance in promoting efficient digestion and overall well-being. Proper digestion and nutrient absorption are fundamental for maintaining a healthy body and supporting essential functions. Signs of Digestive Enzyme Insufficiency Digestive enzyme insufficiency refers to a condition where the body lacks an adequate amount of digestive enzymes needed for proper digestion. Recognising the signs and symptoms of digestive enzyme insufficiency is crucial in identifying and addressing potential digestive health issues. Here are some common indicators to watch out for: 1. Bloating and Abdominal Discomfort Feeling bloated or experiencing discomfort in the abdomen after meals can be a sign of digestive enzyme insufficiency. This occurs when food is not effectively broken down, leading to the fermentation of undigested carbohydrates in the gut. 2. Gas and Flatulence Excessive gas and frequent episodes of flatulence may be indications of inadequate digestive enzyme activity. When the body fails to break down complex carbohydrates, such as fibre, certain sugars, and starches, bacteria in the gut produce gas during the fermentation process. 3. Indigestion and Heartburn Digestive enzyme deficiencies can contribute to indigestion, characterized by feelings of fullness, discomfort, or a burning sensation in the upper abdomen. Inadequate enzyme production can impair the breakdown of proteins and fats, leading to delayed digestion and reflux of stomach acid. 4. Nutrient Deficiencies and Malabsorption Digestive enzymes play a critical role in breaking down nutrients into forms that can be absorbed by the body. When enzyme production is insufficient, nutrient absorption may be compromised. This can result in deficiencies of essential vitamins, minerals, and other nutrients, leading to potential health issues over time. 5. Unexplained Weight Changes Sudden weight loss or weight gain without apparent cause can be associated with digestive enzyme insufficiency. If the body cannot efficiently break down and absorb nutrients from food, it may lead to inadequate calorie intake or improper utilization of nutrients, impacting overall body weight. Identifying and addressing enzyme insufficiency is essential for improving digestive health and overall well-being. If you experience any persistent digestive issues or suspect enzyme deficiencies, it is advisable to consult with a healthcare professional. They can evaluate your symptoms, conduct necessary tests, and recommend appropriate interventions to support your digestive system. Benefits of Digestive Enzyme Supplements Digestive enzyme supplements offer a range of benefits in supporting digestion and addressing enzyme insufficiency. Incorporating these supplements into your routine can have a positive impact on your digestive health and overall well-being. Here are some key benefits to consider: 1. Improved Nutrient Absorption Digestive enzyme supplements help break down food into smaller, more easily absorbable molecules. This allows for enhanced nutrient absorption, ensuring that your body can extract the maximum nutritional value from the foods you consume. Studies have shown that these supplements can significantly improve the absorption of essential nutrients such as vitamins, minerals, and amino acids. 2. Reduced Bloating and Discomfort Enzyme insufficiency can often lead to digestive discomfort, bloating, and gas. Digestive enzyme supplements aid in the breakdown of complex carbohydrates, proteins, and fats, reducing the likelihood of these uncomfortable symptoms. By improving the efficiency of digestion, these supplements can alleviate bloating and support smoother digestion. 3. Enhanced Overall Digestion Digestive enzyme supplements optimize the digestion of different food components, including carbohydrates, proteins, and fats. By providing the necessary enzymes to compensate for enzyme insufficiency, these supplements support the breakdown of food into smaller, more manageable components. This can contribute to overall improved digestion and more efficient nutrient utilization. 4. Support for Enzyme Insufficiency Individuals with enzyme deficiencies or certain health conditions may benefit greatly from digestive enzyme supplementation. These supplements provide the enzymes necessary to bridge the gap and support optimal digestion. Research has shown that digestive enzyme supplements can effectively address enzyme deficiencies and improve digestive function. 5. Promotes Gut Health A healthy gut is vital for overall well-being. Digestive enzyme supplements help maintain a balanced gut environment by supporting the breakdown of food and aiding in nutrient absorption. By promoting efficient digestion, these supplements can also contribute to the balance of gut bacteria, reducing the risk of digestive disorders and promoting optimal gut health. It's important to note that individual experiences may vary, and consulting with a healthcare professional is recommended before incorporating digestive enzyme supplements into your routine. However, the evidence supporting the benefits of these supplements in aiding digestion and addressing enzyme insufficiency is promising. Natural Food Sources of Digestive Enzymes Digestive enzymes are essential for optimal digestion and nutrient absorption. While our bodies produce enzymes, we can also obtain them from natural food sources. Incorporating these foods into our daily nutrition can support digestive health. Here are some key natural food sources of digestive enzymes and tips on including them in your diet: Pineapple contains bromelain, a mixture of enzymes that aid in the digestion of proteins. Enjoy fresh pineapple as a snack or incorporate it into smoothies and salads for a tropical twist. Papaya contains papain, an enzyme that helps break down proteins. Enjoy ripe papaya slices as a refreshing snack or add them to fruit salads for a sweet and tangy flavor. Kiwi contains actinidin, an enzyme that assists in protein digestion. Enjoy kiwi as a standalone snack or add it to smoothies and yogurt bowls for a burst of tropical flavor. Mango contains amylase enzymes that aid in the digestion of carbohydrates. Enjoy fresh mango slices as a healthy snack or incorporate them into smoothies, salsa, or salads for a touch of sweetness. Avocado contains lipase enzymes that support the digestion of fats. Enjoy avocado slices in sandwiches, salads, or as a guacamole dip to add a creamy texture and healthy fats to your meals. While natural food sources of digestive enzymes offer many benefits, there are some considerations to keep in mind: Enzyme Activity: The enzyme activity in natural food sources can vary depending on factors such as ripeness, cooking methods, and processing. Opt for fresh and minimally processed sources to maximize enzyme content. Enzyme Stability: Some enzymes are sensitive to heat and may be destroyed during cooking. To preserve enzyme activity, consider consuming raw or lightly cooked foods whenever possible. To incorporate these natural food sources into your daily nutrition, consider the following tips: Variety: Include a diverse range of enzyme-rich foods in your diet to ensure a wide spectrum of digestive enzymes. Fresh and Whole: Choose fresh, whole foods over processed options to maximize enzyme content and nutritional benefits. Balanced Meals: Include a mix of enzyme-rich foods with other nutrient-dense ingredients to support overall digestive health and provide a well-rounded nutritional profile. By incorporating these natural food sources of digestive enzymes into your diet, you can support your body's digestive process and promote overall digestive health. Remember to consult with a healthcare professional or registered dietitian for personalized dietary recommendations based on your specific needs and health conditions. Using a Digestive Enzyme Supplement When it comes to selecting a digestive enzyme supplement, several key factors should be considered to ensure you choose the right product for your needs. Here are some important points to keep in mind: 1. Enzyme Spectrum and Strength Look for a digestive enzyme supplement that offers a broad spectrum of enzymes, including proteases, lipases, and amylases. These enzymes collectively help break down proteins, fats, and carbohydrates, supporting comprehensive digestion. Consider the strength of the enzyme blend as well. The potency of the enzymes can vary between products, so choose a supplement that provides sufficient enzyme activity to address your specific digestive needs. 2. Quality and Purity Prioritise supplements that are made with high-quality ingredients and adhere to strict manufacturing standards. Look for reputable brands that undergo third-party testing to ensure purity, potency, and overall product quality. It's also beneficial to check if the supplement is free from common allergens, artificial additives, and unnecessary fillers. 3. Bioavailability and Absorption Opt for a supplement that utilizes ingredients and formulations with enhanced bioavailability. This ensures that the enzymes are effectively absorbed and utilized by the body, maximizing their digestive benefits. Lean Green: Our Super Greens Powder with Digestive Enzymes Since 2012, our Lean Greens Super Greens Powder has included a carefully crafted blend of digestive enzymes. This blend complements the nutrient-rich greens and superfoods in the formula, offering comprehensive digestive support. The digestive enzyme blend in Lean Green helps break down proteins, fats, and carbohydrates, aiding in the digestion and absorption of nutrients from your diet. With a commitment to quality and effectiveness, Lean Green undergoes rigorous testing and is made with premium ingredients to ensure you receive optimal digestive support. When selecting a digestive enzyme supplement, it's important to consider factors such as enzyme spectrum, quality, bioavailability, and comprehensive support. Lean Green, our Super Greens Powder, with its inclusion of digestive enzymes since 2012, provides a convenient and effective option to support your digestive health and overall well-being. Frequently Asked Questions (FAQs) 1. What are digestive enzymes, and why are they important? Digestive enzymes are proteins produced by our body that aid in the breakdown of food into smaller molecules. They play a crucial role in the digestion and absorption of nutrients. Without sufficient digestive enzymes, the body may struggle to break down food effectively, leading to digestive discomfort and nutrient deficiencies. 2. Who may benefit from digestive enzyme supplements? Digestive enzyme supplements can be beneficial for individuals with enzyme deficiencies, those with certain health conditions that affect enzyme production, or those experiencing symptoms of poor digestion such as bloating, gas, and indigestion. These supplements can provide the necessary enzymes to support the digestive process and enhance nutrient absorption. 3. Are there any natural food sources of digestive enzymes? Yes, certain foods contain natural digestive enzymes. Pineapple, papaya, kiwi, mango, and avocado are examples of fruits that contain enzymes like bromelain, papain, and actinidin. Additionally, fermented foods like sauerkraut and kimchi contain beneficial enzymes. However, it's important to note that the enzyme content in these foods may vary, and digestive enzyme supplements can provide a more concentrated and reliable source. 4. Can digestive enzyme supplements help with specific digestive disorders? Digestive enzyme supplements may offer relief for individuals with specific digestive disorders such as lactose intolerance, pancreatic insufficiency, or celiac disease. These supplements can assist in the breakdown of specific nutrients that the body may struggle to digest on its own. However, it is essential to consult with a healthcare professional for a proper diagnosis and personalized treatment plan. 5. How long does it take for digestive enzyme supplements to show results? The time it takes for digestive enzyme supplements to show results can vary depending on individual circumstances. Some individuals may experience relief shortly after starting supplementation, while others may require more time. Consistent use of the supplements as directed, along with a healthy diet and lifestyle, can help optimize their effectiveness. 6. Are digestive enzyme supplements safe for long-term use? Digestive enzyme supplements are generally safe for long-term use. However, it is advisable to consult with a healthcare professional before starting any new supplement regimen, especially if you have underlying health conditions or are taking medications. They can provide guidance on dosage, potential interactions, and monitor your progress to ensure optimal safety and efficacy. These frequently asked questions provide valuable insights into the world of digestive enzymes and their role in supporting digestion and overall well-being. It is always recommended to seek professional advice and guidance to determine the most suitable approach for your specific needs. In conclusion, digestive enzyme supplements play a vital role in supporting optimal digestion and overall health. By aiding in the breakdown of food into smaller, more easily absorbable molecules, these supplements can enhance nutrient absorption, reduce digestive discomfort, and promote overall digestive wellness. To unlock the benefits of digestive enzyme supplements and the power of a Super Greens Powder, consider incorporating it into your daily nutrition. By doing so, you can take proactive steps towards improving your digestive health and supporting your body's nutritional needs. Embrace the opportunity to experience the benefits of digestive enzyme supplements, and discover the positive impact they can have on your digestion and overall vitality. Take charge of your well-being and explore the world of Super Greens Powders containing digestive enzymes for a holistic approach to optimal health. Remember, consult with a healthcare professional or registered dietitian for personalised advice and recommendations tailored to your specific needs and health conditions. Start your journey to improved digestion and overall wellness today. Green smoothies are more than just a health trend; they are a powerful way to enhance your daily nutrition and overall well-being. At the heart of these vibrant drinks are leafy greens – packed with essential vitamins, minerals, and fibre – blended into a convenient and delicious form. But what elevates a green smoothie from merely nutritious to a powerhouse of health? The answer lies in the incorporation of superfoods. Discover the benefits of adding green drink smoothies to your daily routine. Enhance your health and well-being with nutrient-rich beverages that improve digestion, boost energy levels, and support weight management. Start your journey to better health with Lean Greens today. This comprehensive guide explores the relationship between Omega-3 fatty acids and cholesterol levels. It delves into the types of cholesterol, the benefits of Omega-3, its potential impact on cholesterol and blood pressure, dietary sources, supplements, intake recommendations, and other health considerations.

: THE MONARCHY - KINGS AND QUEENS King Henry I The fourth son of William the Conqueror and his wife Matilda, Henry was born in England in the latter half of 1068 or early 1069. Local tradition has his birthplace as Selby in Yorkshire. Little is known of his upbringing. Contemporary sources describe Henry as being of middle stature with a broad chest and black hair. He was literate and well educated in the liberal arts and was later given the name Beauclerc, meaning good scholar. Given his status, he would have also received military training and his father King William I knighted him in May 1086. Henry was said to prefer diplomacy to battle and was more politically adept than his brothers. He also had a cruel streak. In 1090 he made an example of one man who rose up against his brother Robert, then Duke of Normandy, by throwing him off the top of Rouen Castle. On his father’s death Henry was left a large sum of money, usually said to be £5000. Of his two surviving elder brothers, William Rufus inherited the English crown and Robert Curthose the Duchy of Normandy. His brother King William refused to grant Henry the lands left to him after the death of their mother Queen Matilda, leaving Henry landless. Henry remained at the Norman Court. In 1088 after a failed rebellion against King William, Robert Curthose needed money and agreed to give Henry land in western Normandy in exchange for £3000. Now the Count of Cotentin, Henry soon built up his powerbase and had the support of several barons. The relationship between the sons of William the Conqueror was always turbulent and it wasn’t long before Robert turned against Henry and stripped him of his title, accusing him of plotting against him.Henry’s brothers were in a continuous struggle over England and Normandy, with each supporting uprisings and rebellions against the other. In 1091 William Rufus and his army landed in Normandy. The invasion ended with the signing of the Treaty of Rouen in which each agreed to be the other’s heir, excluding Henry from the line of succession. Robert’s rule over the Duchy had been somewhat chaotic and William agreed to help him regain control, including over those lands held by Henry. They turned their armies against Henry, besieging him at the abbey of Mont Saint Michel and finally forcing him to leave Normandy in April 1091. The truce between Robert and William did not last long and from 1092 Henry began to re-establish his powerbase in western Normandy and increasingly ally himself with William. In 1095 Robert left to join the First Crusade. King Henry I On 2 August 1100 King William II was shot and killed while out hunting in the New Forest. Henry had been part of the royal hunting party. Upon learning of his brother’s death Henry rode to Winchester and took control of the Royal Treasury. He declared himself king, seizing the English throne while his elder brother Robert Curthose was away on crusade. He was hastily crowned three days later on the 5 August at Westminster Abbey. To secure his position Henry’s supporters were richly rewarded with grants of lands and favours. Several concessions were made to the barons in his Coronation Charter or Charter of Liberties. The laws of Edward the Confessor and his father William I were to be restored, thereby ending those practices which the barons considered to have been an abuse of royal power during the harsh rule of William Rufus. To secure England’s northern border and gain favour with the English on 11 November 1100 Henry married Edith (known by the more Norman name of Matilda after her marriage). Edith was the daughter of King Malcolm III of Scotland and as a descendant of Alfred the Great also of the West Saxon royal line. During Henry’s reign, there was a move towards a more bureaucratic style of governing. Many of the men Henry brought to his court were not of high status and they had often risen up through the ranks as administrators. The existing financial and justice systems were improved upon and high taxes were levied particularly during times of war in Normandy. The financial records of the time (known as pipe rolls) show a significant increase in royal revenues. The Royal Exchequer was established and harsh penalties were given to those caught debasing the coinage. Royal justices toured the English shires although they were often overly aggressive in their duties. This strict system of justice and severe punishments for wrongdoing or disloyalty helped keep England at peace for the last thirty years of Henry’s reign. In 1101 Robert raised an army and invaded England in an attempt to gain the throne. The invasion ended with the signing of the Treaty of Alton. Under its terms, Henry was confirmed as King of England while Robert settled for Henry’s lands in Normandy and an annuity of £2000. The peace, however, was short-lived. Henry turned against those barons who had supported his brother and set about destabilising Robert’s rule in Normandy. Henry landed with an invasion force, finally capturing his brother at the Battle of Tinchebrai and routing his army in 1106. Robert remained Henry’s prisoner for the rest of his life. France, Anjou, and Flanders were threats to Henry’s rule in the Duchy and Henry sought to increase his strength by forming alliances outside of Normandy. King Louis VI of France and Count Fulk V of Anjou declared Henry’s nephew, William Clito (the son of Robert Curthose), to be the rightful heir to the Duchy. War broke out in Normandy. A settlement was reached when Henry agreed to a marriage between his son William and Matilda, the daughter of the Count of Anjou. Henry defeated Louis VI of France at the Battle of Bremule and the two kings eventually negotiated peace terms in 1120. Henry had several mistresses and fathered at least 20 illegitimate children. However, he and his wife Matilda had only two children survive to adulthood a daughter Matilda born in 1102 and a son William, born in 1103. William was Henry’s only legitimate son and heir. On 25 November 1120, William drowned when his vessel, the White Ship, struck a rock and sank shortly after leaving the port of Barfleur. In January 1121 Henry married Adeliza of Louvain (his wife Queen Matilda having died in 1118), although the union produced no children. Henry’s only other legitimate child was his daughter Matilda. Empress Matilda now the widow of the Holy Roman Emperor Henry V, was brought back to England in 1126. Intending Matilda to succeed to the English throne after his death, Henry had the barons swear oaths of fealty and recognise Matilda as his heir at a ceremony in Westminster. In 1128 Henry cemented his alliance with the Count of Anjou by marrying Matilda to his son Geoffrey Plantagenet. King Henry I died in Normandy on 1 December 1135 after a short illness, possibly food poisoning from eating a surfeit of lampreys. His body was embalmed and later buried at Reading Abbey, although no trace of his grave remains. Matilda’s cousin Stephen of Blois seized the throne and had himself crowned on the 22 December plunging the country into a civil war, known as The Anarchy, which lasted until 1153.

What is a support in an essay? A support paragraph is a group of sentences that work together to explain, illustrate, or provide evidence for a single supporting assertion (topic sentence). Several support paragraphs usually work together to explain the main idea of a story, an essay, or a section of a business or technical report. What does the development of ideas mean? n. process of creating ideas ; creation of ideas. How do you find the main idea in a passage? Main ideas are often found at the beginning of paragraphs. The first sentence often explains the subject being discussed in the passage.Main ideas are also found in the concluding sentences of a paragraph. What does a writer need to develop a main idea? The main idea or focus of each body paragraph must help develop and support the thesis statement. The topic sentence is the first sentence of your body paragraph and clearly states the main idea or focus of the paragraph. In argumentative writing, writers develop their main idea with relevant evidence.

In this quick tutorial you'll learn how to draw a Hawk Head in 7 easy steps - great for kids and novice artists. The images above represent how your finished drawing is going to look and the steps involved. Below are the individual steps - you can click on each one for a High Resolution printable PDF version. At the bottom you can read some interesting facts about the Hawk Head. Make sure you also check out any of the hundreds of drawing tutorials grouped by category. How to Draw a Hawk Head - Step-by-Step Tutorial Step 1: To begin, draw the upper beak by drawing an umbrella with the handle sticking out of the side. Step 2: Add the nostril by drawing a stretched z-shape connected to the top and side of the beak. Then add an oval shape, roughly in the middle. Step 3: Now for the lower beak. Connect the upper beak to itself on the right-hand side with an L-shaped line, then connect it to a v-shaped line. Step 4: Add the head around the beak, making the top and sides smooth, with lots of zig-zags on the bottom for feathers. Step 5: Draw the right eye by drawing an oval to the right of the beak. Add a large circle within the oval and a black circle within that. On top of the oval, draw a horizontal line, and add a sideways "Y" to the right of the oval. Step 6: Add the left eye by drawing a circle, with a smaller circle inside of it. Add a black dot to the inner circle, and a horizontal line above the outermost circle. Step 7: Around the head and below the beak, add more zig-zag shapes, like W-shapes, for feathers and additional detail. Step 8: Your hawk is complete!

The focus of this book is a single question: how does one know one’s own mental states? For instance, how do you determine what you’re feeling or thinking right now? How do you identify your own beliefs and desires? There is little doubt that we do know some of our mental states. Statements like “I feel a tickle,” “I’m thinking about lemonade,” and “I believe that it’s sunny today” sometimes express knowledge. But philosophers disagree about the nature of such knowledge. These disagreements have important consequences for larger disputes about knowledge and the mind. In the examples just given, knowledge of a mental state involves registering the state as one’s own: e.g. recognizing that I am feeling a tickle. This raises another set of questions, concerning how one conceives of oneself and distinguishes oneself from other things. Most philosophers agree that each of us is aware of an “I” or self, though some deny that there are such things as selves. But there is deep disagreement about how such awareness is achieved and what it consists in. This controversy about self-awareness plays a pivotal role in shaping theories about the self and its relation to the world.

When we wild harvest our Kawakawa leaves to make our Frankie range, we choose the leaves with more holes. Long ago, our Tīpuna learned to use the holey leaves because they knew they held higher concentration of the medicinal actives. Hundreds of years later, science backs this up. Trees don’t have nervous systems like animals, but they can sense damage, and the tree being hurt can send electrical signals, like damaged human tissue does. In the sub-Saharan savannas, when a giraffe starts eating an acacia tree, the leaves emit ethylene gas. Nearby acacia trees can detect the ethylene and begin pushing tannins into their leaves - because in high concentrations, tannins can make grazing animals sick or even kill them. Amazingly, the giraffes have learned to browse the acacias while facing into the wind, so the warning gas doesn’t reach the trees ahead of them... and if it's a still day, a giraffe will typically walk 100 yards before browsing on a new acacia which hasn't been reached by the ethylene gas yet! When the leaves of elms and pines are eaten by caterpillars, the tree detects the caterpillar's saliva, and releases pheromones that 'call the cavalry' by luring in a species of parasitic wasps which predate the caterpillars. A study from Leipzig University and the German Centre for Integrative Biodiversity Research showed that trees recognised the 'taste' of deer saliva. If a tree's branch is bitten by a deer, the tree increases levels of chemicals that make the leaves taste bad - but if a human breaks a branch, the tree increases levels of wound-healing substances instead. Why do holey Kawakawa leaves have more bioactives? Kawakawa leaves contain the amazing bioactive Myristicin, which is anti-inflammatory, anti-microbial, hepatoprotective (prevents damage to the liver), psychoactive - and anticholinergic, meaning that it blocks certain nerve impulses, like the pain of eczema irritation. Myristicin is also an effective natural insecticide which is why only the specially adapted Looper Moth can eat Kawakawa leaves with impunity, and why Kawakawa Balm can act as a pretty good mozzie repellent! So when a moth chomps the Kawakawa leaves, the plant releases more 'insecticide' - and the level of Myristicin actives in the leaves increases ... making it less appealing to the Looper Moth, and more effective for use in our skin-soothing balms and oils! And the amazing news about trees doesn't stop there. Scientists now know that forest trees live in interdependent communities, forming alliances and communicating with each other in a range of ways. Trees can communicate through the air, using pheromones and other scent signals, and Monica Gagliano at the University of Western Australia has found evidence that some plants also emit and detect crackling sounds at a frequency of 220 hertz in their roots. Trees in natural forests are also connected through underground fungal networks called mycorrhizal networks. Their fine whiskery root tips join with microscopic fungal filaments creating a network that enables the trees to send chemical, hormonal and slow-pulsing electrical signals about water, nutrients, or distress signals about drought and disease or insect attacks. This information sharing allows other trees in the network - even over large distances - to take action and benefit from nutrient sources or to protect themselves. The largest and deepest rooted trees in a forest community can draw up water to where their shallow-rooted seedlings can reach it. They send nearby trees nutrients, and if those smaller trees are not thriving, the hub trees detect their distress signals and increase the nutrient supply. This is one reason why when people fell the biggest, oldest trees, the survival rate of younger trees drops significantly. Want to learn more? Read The Hidden Life of Trees. A New York Times, Washington Post & Wall Street Journal Best Seller. Forester and author Peter Wohlleben convincingly makes the case that the forest is a social network. He draws on groundbreaking scientific discoveries to describe how trees are like human families: tree parents live together with their children, communicate with them, support them as they grow, share nutrients with those who are sick or struggling, and even warn each other of impending dangers. “Heavily dusted with the glitter of wonderment.”—The New Yorker

K W L This technique helps students to activate prior knowledge and link to new information to make connections with what is already known. - Title 3 columns: What I Know; What I Want to know and What I Learned. - Ask students to fill out the first two columns individually, if there is any over lap then this can be the base for discussion. - Towards the end of the session, have students go back to the K column to see if any info needs to be corrected, then see if there are any questions left unanswered and then complete the L column. - K.W.L. can also be used over a longer term to track development across sessions. Can be used to help focus the session on particular concepts that students are having difficulties with. - Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39(6), 564-570. https://www.jstor.org/stable/20199156

Table of Contents - 1 Which is not part of the circle? - 2 What are the parts of circles? - 3 What are the 7 parts of a circle? - 4 Is an arc part of a circle? - 5 When a chord divides a circle into two parts each part is called? - 6 What are the parts of a circle in precalculus? - 7 What are the different parts of a circle? - 8 Which is a chord that passes through the center of a circle? Which is not part of the circle? Answer: The points within the hula hoop are not part of the circle and are called interior points. The distance between the midpoint and the circleborder is called the radius. A line segment that has the endpoints on the circle and passes through the midpoint is called the diameter. What are the parts of circles? A circle can have different parts and based on the position and shape, these can be named as follows: What are the 7 parts of a circle? The following figures show the different parts of a circle: tangent, chord, radius, diameter, minor arc, major arc, minor segment, major segment, minor sector, major sector. What is circle in precalculus? A circle is all points in a plane that are a fixed distance from a given point in the plane. The given point is called the center, (h,k) , and the fixed distance is called the radius, r , of the circle. What is the inside of a circle called? The distance from a point on the circle to its center is called the radius of the circle. The inside of a circle is the set of all points whose distance from the center is less than the radius. The distance from one side of a circle through the center to the other side is called the diameter of the circle. Is an arc part of a circle? An arc is part of the circumference of a circle. If the arc is over half of the circumference then it is called a major arc. If it is less than half of the circumference it is called a minor arc. The diameter cuts the circle exactly in half and goes through the centre. When a chord divides a circle into two parts each part is called? We know that chords divide the circle into two parts, each part is called a segment of the circle. The larger segment, that is, the segment with more area, also containing the centre of the circle is called major segment of the circle, and the smaller segment which has smaller area is called minor segment. What are the parts of a circle in precalculus? What do you call a line that does not touch the circle? A line touching the circle at one single point is known as the tangent to the circle. In the last figure, the line does not touch the circle anywhere, therefore, it is known as a non- intersecting line. A line segment joining two different points on the circumference of a circle is called a chord of the circle. What are the parts of a circle that touch one point? A tangent is a straight line outside the circle that touches the circumference at one point only. A segment is the area enclosed by a chord and an arc (it looks similar to the segment of an orange… What are the different parts of a circle? A chord is a segment that also has endpoints on the circle, but the line does not need to cross through the center. On the circle below BC and AC are chords. A diameter is a chord that passes through the center of the circle. A secant is a line that intersects with a circle at 2 different points. Which is a chord that passes through the center of a circle? A diameter is a chord that passes through the center of the circle. A secant is a line that intersects with a circle at 2 different points. In the circle below, line E is a secant. A tangent is a line that intersects with the circle at one point.

Difference between animal cells and plant cells: Cells are the foundation of all living things or living things. The human body consists of trillions of cells. They provide structure for the body, take nutrients from food, convert those nutrients into energy, and carry out essential tasks. Cells also contain hereditary material of the body and can make copies or copies of themselves. Cells have many parts, each of which performs a different function. Some of these parts, called organelles, are specialized structures that perform certain functions inside the cell. Types of Cell There are two types of cells. 1. prokaryotic cell 2. Eukaryotic cell Prokaryotic cells – Cells that are not found with nucleic art. And the proteins and nucleic acids found in the nucleus remain in contact with cytoplasm in the absence of DNA and RNA nucleus art. Are called prokaryotic cells. A prokaryotic cell is a cell that does not have a nucleus and does not develop well, but a cell wall in a prokaryotic cell is made up of muron and does not contain histone protein in its chromosome. Examples – Bacteria, Cyanobacteria archaebacteria, Viruses, Bacteriophages, Mycoplasma (PPLO), Blue green algae, Rickettsia cells, etc. The following are the characteristics of prokaryotic organisms: - Undeveloped and primitive cells are found in these organisms. - They are small in size. - The nucleus is not found. - The nucleus is also not found. - Only one chromosome is found. - Cells are also not found surrounded by cell walls. - Cell division takes place by incomplete division. - Cyanobacteria such as bacteria and blue-green algae are examples of prokaryotic organisms. Eukaryotic Cells – Cells that have true nuclei (including nucleus art) and well-developed cells are found. Are called eukaryotic cells. The central substances in these do not remain in direct contact with the cytoplasm but remain in contact with the cytoplasm. Nuclei are found in eukaryotic cells, in which the cell is fully developed, histone proteins are found in the chromosome of eukaryotic cells and are alkaline. The following are the characteristics of eukaryotic organisms: - There are developed and new cells in them. - They are large. - The nucleus is found. - The nucleus is also found. - More than one chromosome is found. - Cells are also found surrounded by cell walls. - Cell division occurs by mitosis and meiosis. Cells are living and perform all the functions that live animals do. Their shape is minimal and the shape is spherical, oval, columnar, porous, flagellate, polygonal, etc. They are surrounded by an object like jelly. This coating is called a cell membrane or cell membrane. This membrane is selectively permeable, which means that this membrane allows a substance (molecule or ion) to freely cross, crossing a limited amount. Lets it happen or stop at all. It is sometimes called the ‘plasma membrane’. The following structures are found within it: – - Golgi composite or Golgi device - Ribosomes and Centrosomes The outer surface of the cell is the plasma membrane, inside which the nucleus/cytoplasm is found. Plasma contains 90-92% water, 1.2% inorganic salts, 6-7% plasma proteins, and 1-2% organic compounds. Mitochondria, Chloroplasts, etc. are found floating in different cytoplasms. There are two types of eukaryotic cells. - Animal cell - Plant cell. Difference between animal cells and plant cell - In Animals cell wall is absent but fount a covering of plasma cell membrane is found outside the plasma cell membrane. Cell wall present in plant cell - In animal cells, the nucleus is located in the middle of the cell, in plant cells the nucleus is present towards the edge of the cell. - In animal cell nucleus membrane is present while in plant cells Is absent - In animal cell Green Leaf is not found while in plant cell Green Leaf is found - In animal cells chloroplast is absent in plant cells chloroplast Is present - Animal cells have Vaccuoles which are found in small and large numbers. in plant cells the number of vacuoles is large and their number is small. - Lysosomes are present in animal cells. In plant cells lysosome Is absent - Chromosome is present in animal cells. In plant cells The size is small but the chromosome is present but the Size is large - In animal cells The endoplasmic reticulum is present and its number is more their number is less Photosynthesis does not take place in animal cells. In Plant cells photosynthesis takes place - In animal cells, the accumulation of carbohydrates is in the form of glycogen. In plant cells Carbohydrates are stored as starch. - Primarily animal cells are found to be smaller than plant cells. While the length of plant cells is 10–10 micrometers, on the other hand, the length of animal cells is 10–30 micrometers. - Animal cells are found in many types such as irregular and round shapes and plant cells are found mainly rectangular or cube-shaped. - The plant cell which stores energy is in the form of starch and on the other side the animal cell which stores energy is in the form of carbohydrate glycogen. - In animal cells, only stem cells change their form whereas almost all cells in plant cells can change their form. - Plant cells enlarge themselves to grow their cells for which they require water while animal cells increase the number of cells to grow their cells. - A 20-amino protein in an animal cell can produce only 10 proteins whereas a complete 20-amino protein of a plant can synthesize. - Both cell wall and cell membrane are found in plant cells whereas only cell membrane is found in animal cells. Frequently Asked Questions What is a cell? Answer: The cell is the basic structural and functional unit of life. It is derived from the Latin word cellula. Which means – a small room. The term cell was first used by Robert Hooke in 1665 AD, with the help of a self-made microscope, he saw a structure similar to a honeycomb in a thin piece of cork. Which he named the cell. Robert Hooke is called the father of cytology. Who gave the cell theory? Answer: In 1893 AD the botanist M.J. Shlaiden and zoologist Theodore jointly proposed the cell theory. What are the functions of Cell What are the Cellular processes performed by cell : Answer: Cell performs many functions such as. - Cell organelle - Cell signaling - DNA reconstruction and cell death - Cell division: Before each division of the cell, its nucleus is divided. Nuclear division is a gradual occurrence of phenomena, which can be divided into several stages. These stages are as follows: Prophase, Metaphase, Anaphase, Telophase What are the Functions of the plasma membrane: Answer: The plasma membrane controls the movement of certain substances into and out of the cell. Therefore, the plasma membrane is also called a selectively permeable membrane. Variation: The flow from more dense matter to less dense substance is called diffusion. This flow continues until the density of both substances becomes equal. The rate of diffusion is higher in gaseous substances than in liquids and liquids. Osmosis: The flow of water from a part of a high aqueous concentration to a part of a low aqueous concentration using a partially permeable membrane is called osmosis. Endocytosis: The ingestion of substances by the cell through the plasma membrane is called endocytosis. Exocytosis: In this process, the vesicle membrane collides with the plasma membrane and removes its substances from the surrounding medium. This is called cell vomit.

Initiate a Debate Ask the class what is 5+12? What is 12+5? Can we agree that 5+12=12+5? What is 3x4? Can we agree that 3x4 is another way of writing the number 12? I am going to write something on the board. Tell me if you Totally agree, somewhat agree, somewhat disagree, or totally disagree... Have students get in groups and say, "give me a knock down reason why you think you are right." The students that I imagine The choose your own adventure - This student says, "If you decide to multiply first it can work, if you work left to right it doesn't." This is pretty easy to counter, ask them to try both ways on just one side of the equation. You get that 5+3x4≠5+3x4, "That seems ridiculous doesn't it? So which one should we choose?" The reader - We read a book left to right, so we read math sentences left to right as well. This student gets that we need to have a common way to solve all math problems, but does not quite understand the separate operations. (This is the student that I need help with!)

Astronomers from the University of Wisconsin-Milwaukee have spotted a white dwarf type star, whose temperature is so low that it has managed to turn its carbon mass into a real diamond. Due to the low temperature, the carbon has crystallized, thus forming a cosmic diamond the size of the Earth. "This is a truly notable object. There must be others like it but since they are very faint it's very difficult to spot them, " says David Kaplan from the American university. The stellar diamond was discovered using the Green Bank Telescope at the National Radio Astronomy Observatory in the US. The white dwarf was spotted thanks to the pulsar near it. Pulsars are rapidly spinning neutron stars, whose illuminating beams are pointed toward the Earth. According to the scientists, the pulsar near the diamond star is rotating at 30 revolutions per second. Initially, the experts thought they had found a double neutron star until they realized that the temperature of the second object was much lower than normal. The age of the diamond dwarf is approximately equivalent to the age of the Milky Way - 11 billion years. It is located about 900 light years from Earth in the Aquarius constellation. Researchers from the University of North Carolina add that the newly identified white dwarf is 100 times more faint than the rest of the stars around its orbit and 10 times more obscure than any star found so far. The diamond star is composed mainly of carbon and oxygen, which have been cooling for a period of billions of years. The white dwarf is a superdense star, whose temperature is about 4890°F (2700 °C), in contrast to the temperature of the Sun, which is about 9030°F (5000 °C). White dwarfs are stars that collapse at the end of their life, forming objects the size of the Earth. The first white dwarf was spotted in 1844 by the director of the Koenigsberg Observatory - Friedrich Bessel. In 1862, the Chicago Observatory confirmed the existence of these types of stars.

The following points highlight the top six examples of transgenic plants. The examples are: 1. “High Lysine” Corn 2. Enhanced Nitrogen Fixation 3. Herbicide-Tolerant Plants 4. Disease-Insect-Resistant Varieties 5. Male Sterility 6. Transgenic Plants as Bioreactors (Molecular Farming). Example # 1. “High Lysine” Corn: The proteins stored in plant seeds function as reserves of amino acids used during seed germination and pre- emergence growth of the young seedling. Plant seed storage proteins also provide the major source of proteins in the diets of most humans and herbivorous higher animals. Worldwide, the seeds of legumes and cereal grains are estimated to provide humans with 70 per cent of their dietary requirements. Unfortunately, the major seed storage proteins of cereals, called prolamines (Zeins in com or maize), are virtually lacking in the amino acid lysine. Since prolamines account for about half of the total protein content of cereal seeds, diets based largely on cereal grains will be deficient in lysine (an essential amino acid). In the case of com, the seed proteins are also deficient in tryptophan (another essential amino acid) and to a lesser extend, methionine (an essential amino acid). Because of the importance of cereal seeds as human and animal foods, plant breeders have attempted for several decades to develop varieties with increased lysine, tryptophan and methionine content. In com, mutants such as opaque-2, sugary-1 and floury-2 have increased amounts of lysine and/or methionine in seeds, but these mutant strains have undesirable soft kernels and produce lower yields. These “high lysine” mutant strains all result from mutations that alter the relative proportions of different seed storage proteins. In general, they lower the prolamine (zein) content so that other seed proteins account for a larger proportion of the total seeds proteins. This, in turn, increases the relative amounts of lysine and/or methionine in the seeds. Several genes of corn encoding zeins have now been cloned and sequenced. With this information in hand, researchers have suggested that it might be possible to produce “high lysine” corn by genetic engineering. Since the zeins have no known enzymatic functions, one might be able to modify zein genes by mutagenesis without inflicting any deleterious effects on function(s). Specifically site-specific mutagenesis could be used to introduce more lysine codons into zein sequences. Then, these “high lysine” zein coding sequences could be joined to strong promoters such as the CaMV35S promoter and reintroduced into com plants by transformation by means of electroporation or a microjectile gun. However, a possible difficulty in engineering “high lysine” com by this method is that the modified zein proteins might not package properly in seed storage structures. The zein proteins are synthesized on rough endoplasmic reticulum and they aggregate within this membranous structure into dense deposits called protein bodies. The formation of protein bodies is thought to involve hydrophobic and weak polar interactions between the zein monomers. If so, charged amino acids such as lysine might interfere with proper packaging of zeins during protein body formation. In 1988, B.A. Larkin and colleagues have introduced new lysine and tryptophan codon into a zein cDNA by oligonucleotide-directed site-specific mutagenesis. When BNA transcripts of these modified cDNAs were translated efficiently and the “high lysine” zein products were found to self-aggregate into dense structures similar to those present during polar body formation in com. These results offer encouragements that “high lysine” com might indeed be produced by means of genetic engineering. Example # 2. Enhanced Nitrogen Fixation: Plants are only able to utilize nitrogen that has been incorporated into chemical compounds such as ammonia, urea, or nitrates. No green plant is capable of extracting diatomic nitrogen (N2) molecules directly from the atmosphere. Although plants use only a small fraction of the total nitrogen pool, they are dependent on a continuous supply of nitrogen in usable form (most often called “fixed nitrogen”). On-going fixation of atmospheric nitrogen is required because the fixed nitrogen in soil is constantly being depleted by leaching, by utilization for the growth of plants and microorganisms and by denitrifying bacteria that converts fixed nitrogen back to N2. As a result, millions of dollars/rupees is spent each year on nitrogen fertilizers in order to obtain optimal yields of major crops such as com and the cereal grains. Biological nitrogen fixation is the alternative to the use of the industrially fixed nitrogen provided in fertilizers. Several species of bacteria and lower algae are capable of converting N2 to fixed forms of nitrogen that can be utilized by plants. Because the purchase of nitrogen fertilizers represent one of the major expenses incurred with current agricultural production methods, a major effort has been made and continues to be devoted to the development of enhanced methods of biological nitrogen fixation. Certain free-living soil bacteria such as Azotobacter vinelandii and Klebsiella pneumoniae directly convert atmospheric nitrogen to ammonia. These bacteria are an important source of fixed nitrogen and in addition, have proven to be extremely valuable subjects for studies on the mechanism of nitrogen fixation. In Klebsiella, there are 17 nif (nitrogen fixation) genes organised in seven operons. The complexity of the nitrogen fixation metabolic machinery in these bacteria has important implications for anyone who might aspire to engineer nitrogen-fixing plants. The situation with nitrogen fixation is very different from that of herbicide tolerance. It is one thing to construct a single chimeric gene and transfer that gene to plants, but it is far more difficult to engineer 17 different chimeric genes, to transfer all of them to the same recipient plant, and to coordinate their expression in the plant so that all the components of the complex nitrogen-fixing enzymatic machinery are synthesized in proper amounts and in the appropriate cells of the plant. At present, the possibility of engineering nitrogen-fixing plants is largely fantasy, but remember that travelling to the moon was pure science fiction not too many years ago. Some facts about nitrogen fixation: The phenomenon of fixation of atmospheric nitrogen by biological means is known as diazotrophy or biological nitrogen fixation and these prokaryotes as diazotrophs or nitrogen fixers. For the first time, Beijerinck (1888) isolated Rhizobium from root nodules of leguminous plants. Thereafter, S .Winogradsky discovered a free-living nitrogen fixing bacterium, Clostridium pasteurianum. Then a large number of nitrogen fixers were discovered from different sources and associations. For example, Frankia from nodules of non-legumes (e.g., alder, Casuarina, etc.), Nostoc from lichens, Anabaena from Azolla leaves, and coralloid roots of Cycas. The diazotrophs may be free living or in symbiotic form. Heterocysts are the sites of nitrogen fixation in some cyanobacteria, e.g., Anabaena, Nostoc, etc. Heterocysts are formed in the absence of utilizable combined nitrogen, such as ammonia because it inhibits heterocyst differentiation and N2-fixing enzyme, the nitrogenase. Heterocysts lack oxygen evolving photosystem II, ribulose biphosphate and may lock photosynthetic biliproteins. Chlorophyll-a is present in heterocysts. Wall of heterocyst contains O2 binding glycolipids which together with respiratory consumption maintain the anaerobic conditions (i.e., highly reduced atmosphere) necessary for N2 fixation. In contrast, vegetative cells adjacent to heterocysts, both photosystem I and II are present; therefore, oxygen evolution takes place by these cells. Other cyanobacteria, that lack heterocyst also do N2-fixation, e.g., Oscillatoria (see Dubey 2006). Another very important source of biologically fixed nitrogen is the symbiotic relationship between bacteria of the genus Rhizobium and plants of family Leguminosae (the alfalfa, clovers, soyabeans, peanuts, peas, etc.). This symbiotic nitrogen fixation occurs in highly differentiated root nodules that develop when Rhizobium bacteria interacts with the roots of legumes. Nodule formation is dependent on genetic information of both the plants and the bacterium. The nitrogenase that catalyzes N2 reduction is encoded by the bacterial genome, but the fixed nitrogen is utilised for growth of both bacteria and the host plants. Once the mechanisms responsible for establishing this symbiotic relationship and for nodule formation are known, and the genes that control these processes have been identified, it might be possible to use genetic engineering to modify non-legume plants (e.g., com, rice and wheat, such that they will participate in similar symbiotic relationships with nitrogen-fixing bacteria. However, once again, this will undoubtedly be a challenging task because the genetic control of nodule formation is clearly complex. Nevertheless, experiments are in progress with goals of modifying bacteria so as to enhance their nitrogen-fixing capacity and to broaden their host range to include additional plant species. Example # 3. Herbicide-Tolerant Plants: The development of herbicide-tolerant varieties of agronomically important plants such as com, soybeans and the cereas promises to have a major impact on agriculture, both economically and on production practices. Weeds compete with crops for soil nutrients and routinely lead to significant losses in yield. Modern agriculture makes use of herbcides to control weeds and minimize the losses. Unfortunately, the available herbicides seldom provide the degree of specifications that is desired, and most herbicides will control only certain classes and not others. Broad-spectrum herbicides may give good weed control, but in doing, so usually have deleterious effects on the growth of crop plants as well. As a result, scientists are now considering alternate approaches to weed control. The most promising of the alternate approaches is the development of herbicide-tolerant plant varieties for use with broad-spectrum or totally nonspecific herbicides. Obviously, the potential economic value of herbicide-tolerant plant varieties is significant. Herbicides are simple chemical compounds that kill or inhibit the growth of plants without deleterious effects on animals. Herbicides usually inhibit the processes that are unique to plants, for example, photosynthesis. Most frequently, herbicides act as inhibitors of essential enzyme reactions. Thus, anything that diminishes the level of inhibition will provide increased herbicide tolerance. The two most common sources of herbicide tolerance are: (1) Over-production of the target enzyme and (2) Mutations resulting in enzymes that are less sensitive to the inhibitor (usually due to a lower affinity of the enzyme for the inhibitor). It seems likely that the most successful strategy for developing herbicide- tolerant plants will be to combine both sources of tolerance, that is, to engineer plants that overproduce herbicide-tolerant mutant enzymes. We can consider, here, the example of glyphosate. Glyphosate is one of the most potent broad-spectrum herbicide known; it is marketed under the trade name Roundup Glyphosate acts by inhibiting the enzyme 5-enolpyruvylshikimate 3-phosphate synthase (EPSP synthase), an essential compound in the biosynthesis of the aromatic amino acids tyrosine, phenylalanine and tryptophan. These aromatic amino acids are essential components in the diets of higher animals since the enzymes that catalyse the biosynthesis of these amino acids are not present in higher animals. Therefore, since higher animals contain EPSP synthase, glyphosate has no toxic effects on animal systems. In this respect, glyphosate is an ideal herbicide. Glyphosate of herbicide, does inhibit the EPSP synthases of microorganisms as well as those of plants. By selecting for growth in the presence of glyphosate concentrations that inhibit the growth of wild-type bacteria, researchers have been able to isolate glyphosate-tolerant mutants of Salmonella typhimurium, Aerobacter aerogenes and Escherichia coli. In bacteria, EPSP synthase is encoded by the aroA gene. When the mutant bacterial aroA genes were provided with plant promoters and polyadenylation signals (producing, chimeric genes) and were introduced into plants, the transgenic plants exhibited increased tolerance to glyphosate (herbicide). In plants, synthesis of aromatic amino acids takes place in chloroplasts, but the genes encoding the biosynthetic enzymes such as EPSP synthase are nuclear genes. The translation products contain a transit peptide that targets the protein to the chloroplasts. This transit peptide is then cleaved off proteolytically upon entering the chloroplasts to yield the active enzyme. Experiments have now shown that the petunia transit peptide will target the E. coli aroA gene product into tobacco chloroplasts and will produce glyphosate tolerance in the recipient cell lines. Example # 4. Disease-Insect-Resistant Varieties: Several microorganisms and certain native plants produce proteins that are toxic to specific plant pathogens, both microbial pathogens and insects that feed on plants. One goal of plant genetic engineering is to transfer the genes encoding these protein toxins to agronomically important plants with the hope that expressing the toxin genes in these plants will provide biological control Disease-insect of at least some plant diseases and insect pests. Currently, plant diseases resistant plants and insect pests are controlled almost exclusively by the use of broad- spectrum chemical bacteriocides, fungicides and insecticides. However, there is reason for concern about the potential damage to ecosystems and pollution of groundwater that might result from the widespread use of these chemicals on agricultural crops. Thus, scientists are searching for alternate methods for controlling these pathogens. The best-known example of the use of natural gene products to control plant pests are the insect toxins of Bacillus thuringiensis. Each of the toxin genes of B. thuringiensis encodes a large protein that aggregate, to form protein crystals in spores and these protein crystals are highly toxic to certain insects. Some of the insects that are killed by these protein toxins are plant pests of major economic importance. Different subspecies of B. thuringiensis produce toxins that kill different insects. For example, the toxin produced by B. thuringiensis subspecies kurstaki kills lepidopteran larvae such as the tobacco hornworm. The gene that encodes this toxin has been isolated and shown to synthesize a functional toxin in E. coli. A chimeric gene with the structure CaMV35S promoter/B. thuringiensis subspecies kurstaki toxin coding sequence/Ti nos 3′ termination sequence was constructed. This chimeric gene was placed in a Ti vector, and tomato leaf disc cells were transformed by co-cultivation with A .tumefaciens harboring the engineered Ti vector-chimeric gene construct. Transgenic tomato plants were regenerated and shown to express the chimeric gene. The toxicity of the gene-product synthesized in the transgenic plants was tested by allowing tobacco hornworm larvae to feed on the transgenic plants and on control plants. All the larvae applied to the transgenic plants died within a few days; larvae applied to the control plants remained healthy and eventually consumed the entire plants. These results support the feasibility of using genetic engineering to produce transgenic tomato. Pathogen resistant plant varieties. The transgenic technology provides alternative and innovative method to improve pest control management which are ecofriendly, effective, sustainable and beneficial in terms of yield. The first genes available for genetic engineering of crop plants for pest resistance were cry genes (popularly known as Bt genes) from bacterium Bacillus thuringiensis. These genes are specific to particular group of insect pests and are not harmful to other useful insects such as butterfly, silk worms and honeybee. Transgenic crops (e.g., cotton, rice, maize, potato, tomato, brinjal, cauliflowers, cabbage, etc.) with Bt genes have been developed and such transgenetic variety proved effective in controlling insect pests and it has been claimed worldwide that it has led to significant increase in yield along with dramatic reduction in pesticide use. The most notable example is Bt cotton (which contain cry/Ac gene) that is resistant to a notorious insect pest bollworm (Helicoperpa armigera). Bt cotton was adopted for mass cultivation in India in year 2002. Example # 5. Male Sterility: Male sterile plants are very important to prevent unnecessary pollination and to eliminate the process of emasculation during the production of hybrid plants. Such sterile male plants are created by introducing a gene coding for an enzyme (barnase), which is an RNA hydrolyzing enzyme) that inhibits pollen formation. This gene is expressed specifically in the tapetal cells of anther using tapetal specific promoter TA29 to restrict its activity only to the cells involved in pollen production. Example # 6. Transgenic Plants as Bioreactors (Molecular Farming): Plants are amazing and cheap chemical factories that need only water, minerals, sunlight and carbon dioxide to produce thousand types of chemical molecules (see Dubey 2006). Given the right genes, plants can serve as bioreactors to new compounds such as amino acids, proteins, vitamins, plastics, pharmaceuticals (peptides and proteins), drugs, and enzymes for food industries and so on. Thus, transgenic plants can be used for the following purposes: (i) Nutrient quality: In section 58.2, under the heading of ‘High-lysine com’, we have described how cereals rich in certain essential amino acids such as lysine, methionine and tryptophan can be developed by genetic engineering. Likewise, rice is being modified into Golden rice by Prof. Inge Potrykus and Dr. Peter Beyer. This is done so that vitamin A potential is maintained even after the husks are removed, a procedure adopted to allow for storage since the husks become rancid. This change may improve health of millions of people throughout the world. (ii) Diagnostic and therapeutic proteins: Transgenic plants can also produce a variety of proteins used in diagnosis for detecting human diseases and therapeutics for curing human and animal diseases in large-scale with low-cost. The monoclonal antibodies, blood plasma proteins, peptide hormones and cytokinins are being produced in trangenic plants and their parts such as tobacco (in leaves), potato (in tubers), sugarcane (in stems) and maize (in seed endosperm). (iii) Edible vaccines: Crop plants offer cost-effective bioreactors to express antigens which can be used as edible vaccines. The genes encoding antigenic proteins can be isolated from the pathogens and expressed in plants and such transgenic plants or their tissues producing antigens can be eaten for immunization (edible vaccines). The expression of such antigenic proteins in crops such as banana and tomato are useful for immunization of humans since both of these fruits can be eaten raw. Such edible vaccines of transgenic plants have the following advantages: lessening of their storage problems, their easy delivery system by feeding and low cost as compared to the recombinant vaccines produced by bacteria. (iv) Biodegradable plastics: Transgenic plants can be used as factories to produce polyhydroxy butyrate (PHB, biodegradable plastics). Genetically engineered Arabidopsis plants produced PHB globules exclusively in their chloroplasts without effecting plant growth and development. The large-scale production of PHB may be easily achieved in tree plants such as populus, where PHB can be extracted from leaves.

What Is G Force in Physics? The reasons behind the measurement of the gravitational field in the Earth in physics are endless. On the other hand, 1 standard question keeps returning to us: Why do we measure in Physics? We are going to try and answer this query right now. Physics is mostly concerned with studying the movements of elementary particles at higher speeds and conducting experiments on them. It for that reason features a link using the study of atomic and subatomic particles and their formation. It also features a link with the study of gravity. Gravity is defined as a force that’s proportional for the mass of an object and perpendicular for the axis via which it moves. Gravitational fields are measured with regards to the gravitational strength of your objects and in units that can be when it comes to kiloN/m2. The measurement of the gravitational field in the Earth could be described by the metric of Newton’s law of gravity. In the event the force is applied in two directions and opposite from each other, then it can be provided by Newton’s second law of gravity. The measured force is proportional towards the item with the masses and also the square on http://wikipedia.com/wiki/Disneyland_Paris the distance involving them. If there is no resistance for the movement, then the measured force is zero. Gravity can only be measured at distinctive speeds. The force is proportional towards the square in the velocity. If there is no resistance, then the mass is totally free to move and it falls at the same rate. All the systems and gear employed on the planet – nuclear reactors, massive red ball, solar panels – have a link with this force. The atom, the atomizer, the big red ball, the sun, the gravitational field, and the atoms. All these equipments are forced to move when the gravitational force exists. The atomic particles are pushed by the gravitational force and they fall down to the bottom on the atomic nucleus. If the atomizer is accelerated by the force, it creates a red ball. If there is a resistance for the acceleration, www.essay-company.com/ then the red ball is much less dense. There’s a second acceleration in the event the gravitational force exists. When there’s no resistance, the atom is at rest. As all of us know, gravity does not exist in a vacuum; so the atom falls down to the bottom in the atomic nucleus. Therefore, the atoms fall down into a spherical physique named a proton. The proton gets its power from nuclear reactions. The energy is transferred to a further spherical body named neutron. The power is transferred to the next spherical body referred to as electron. The electrons, moving in addition to the protons, trigger a disturbance within the electromagnetic field that may be called the photon. This photon comes out from the atom and reaches our eyes. This radiation is often transformed to heat and electricity. Another basic measurement is definitely the measurement of mass. If we add up the masses with the atoms, and if we divide the mass by the speed of light, then we get the average speed of your atoms. We are able to calculate the average speed if we know the average number of protons in the atom. In the light of these fundamental questions, it is possible to get some tips about diverse masses of atoms. Certainly, the measurement of the atomic weights will be the most basic of each of the measurement issues in Physics.

A Children’s Guide to Arctic Butterflies When one thinks of butterflies, one usually thinks of warm summer days and bright summer flowers, but there are many species of butterflies that live in the Arctic region of North America. This beautiful book opens with information about how to tell the difference between moths and butterflies, a page showing the different parts of a butterfly, a page showing the life cycle of a butterfly, and pages explaining how butterflies stay warm in the Arctic and what these creatures do in the Arctic winter. These pages are followed by a dozen spreads with a different Arctic butterfly on each, including drawings showing the upper and undersides of the butterfly, where to look for it, how they fly, a description of the caterpillar, how they handle the winter, and a fun fact. That page faces a full-page illustration showing the butterfly in its native habitat. While the caterpillar is described, it would be nice if an illustration of it were included. The writing is lively and the illustrations are gorgeous. This will be a great addition to any library or classroom and a must-have for kids who are interested in insects. |Buy this Book

Although 54 percent of adults in the United States have registered as organ donors, just one in three people die in a way that allows for organ donation. That leaves more than 100,000 people in the United States waiting for a transplant. Many will die waiting. Because demand for organs outpaces supply and probably always will, researchers have looked to xenotransplantation — placing animal organs into human bodies — as an alternative. However, getting to the point where xenotransplantation is safe enough for trials in humans has been a challenge because so many complications can occur. Now, a breakthrough by a group of researchers brings us one step closer to a day when organ shortages are a thing of the past. A research team led by Bruno Reichart at the University of Munich in Germany has developed a technique allowing baboons to survive significantly longer than ever before with transplanted pig hearts. Figuring out how to safely xenotransplant hearts is an important area of study because of skyrocketing rates of heart problems, the researchers said. “Heart failure in the United States is expected to reach more than eight million by 2030, and many of these people will die while waiting for a donor organ,” wrote Christoph Knosalla of the German Heart Center in a commentary published alongside the team’s research paper in Nature this week. Despite 25 years of extensive study, the longest a baboon had survived after receiving a pig heart was 57 days. However, the researchers demonstrated it’s possible for a baboon to survive six months by modifying the typical heart transplantation protocol and using gene editing technology. Beating Surgical Complications Researchers refined the transplantation protocol over the course of three trials involving 16 baboons. Baboons received hearts from pigs that were genetically edited to reduce interspecies immune reactions and to prevent excessive blood clotting after surgery. In the first trial, they learned that using an ice-cold storage solution, which is the typical method of organ storage prior to transplant procedures, can cause tissue damage once blood is recirculated through the heart. To prevent organ failure, they intermittently pumped an oxygenated, blood-based solution containing nutrients and hormones kept at 46 degrees Fahrenheit through the heart. In the second trial, they aimed to solve the problem of heart overgrowth common in pig-to-baboon transplants. Although pig hearts are very similar to human and primate hearts, they are much bigger and are prone to complications arising from interspecies hormonal and blood pressure differences. Transplanted hearts that continue to grow to a size bigger than what the recipient’s body can support may damage nearby organs and cause death. To prevent this from happening, researchers gave the baboons medication to reduce their blood pressure to levels found in pigs. Additionally, they gave the primates temsirolimus — a drug that prevents heart overgrowth. Finally, they modified the typical course of cortisone treatment to combat immunosuppression in transplant patients. Because cortisone can cause heart overgrowth, they tapered the treatments much earlier than usual. Using a combination of these techniques in the third trial extended the post-transplantation survival of the baboons. Two lived healthily for three months — the entire length of the study — before they were euthanized. Another two lived for six months before they were euthanized. A fifth baboon involved in the trial developed complications and was euthanized after 51 days. Although much more study is needed before researchers can begin xenotransplantation trials in humans, Reichart is optimistic it’s on the horizon. “I think the technical expectations are solved, but we must produce more consistent results,” Reichart said. “We need additional experiments and achievements. On top of our funding by the German Research Foundation, we would need at least one private investor. Taken together, three years would be enough.” In the short term, the researchers said the techniques used in the study could improve human-to-human transplant procedures. Additionally, the discovery that pumping oxygenated blood and nutrients through stored hearts could increase the availability of donor hearts by preserving those that aren’t able to withstand a lack of normal blood supply because of age or an underlying condition.

How can a work environment characterized by positive work attitudes be created and maintained? Closely related to the topic of perception and attribution—indeed, largely influenced by it—is the issue of attitudes. An attitude can be defined as a predisposition to respond in a favorable or unfavorable way to objects or persons in one’s environment.25 When we like or dislike something, we are, in effect, expressing our attitude toward the person or object. Three important aspects of this definition should be noted. First, an attitude is a hypothetical construct; that is, although its consequences can be observed, the attitude itself cannot. Second, an attitude is a unidimensional concept: An attitude toward a particular person or object ranges on a continuum from very favorable to very unfavorable. We like something or we dislike something (or we are neutral). Something is pleasurable or unpleasurable. In all cases, the attitude can be evaluated along a single evaluative continuum. And third, attitudes are believed to be related to subsequent behavior. We will return to this point later in the discussion. An attitude can be thought of as composed of three highly interrelated components: (1) a cognitive component, dealing with the beliefs and ideas a person has about a person or object; (2) an affective component (affect), dealing with a person’s feelings toward the person or object; and (3) an intentional component, dealing with the behavioral intentions a person has with respect to the person or object.26 Now that we know what an attitude is, let us consider how attitudes are formed and how they influence behavior. A general model of the relationship between attitudes and behavior is shown in Exhibit 3.8. As can be seen, attitudes lead to behavioral intentions, which, in turn, lead to actual behavior. Following behavior, we can often identify efforts by the individual to justify his behavior. Let us examine each of these components of the model separately, beginning with the process of attitude formation. How Are Attitudes Formed? There is considerable disagreement about this question. One view offered by psychologist Barry Staw and others is the dispositional approach,27 which argues that attitudes represent relatively stable predispositions to respond to people or situations around them. That is, attitudes are viewed almost as personality traits. Thus, some people would have a tendency—a predisposition—to be happy on the job, almost regardless of the nature of the work itself. Others may have an internal tendency to be unhappy, again almost regardless of the actual nature of the work. Evidence in support of this approach can be found in a series of studies that found that attitudes change very little among people before and after they make a job change. To the extent that these findings are correct, managers may have little influence over improving job attitudes short of trying to select and hire only those with appropriate dispositions. A second approach to attitude formation is called the situational approach. This approach argues that attitudes emerge as a result of the uniqueness of a given situation. They are situationally determined and can vary in response to changing work conditions. Thus, as a result of experiences at work (a boring or unrewarding job, a bad supervisor, etc.), people react by developing appropriate attitudes. Several variations on this approach can be identified. Some researchers suggest that attitudes result largely from the nature of the job experience itself. That is, an employee might reason: “I don’t get along well with my supervisor; therefore, I become dissatisfied with my job.” To the extent that this accurately describes how attitudes are formed, it also implies that attitudes can be changed relatively easily. For example, if employees are dissatisfied with their job because of conflicts with supervisors, either changing supervisors or changing the supervisors’ behavior may be viable means of improving employee job attitudes. In other words, if attitudes are largely a function of the situation, then attitudes can be changed by altering the situation. Other advocates of the situational approach suggest a somewhat more complicated process of attitude formation—namely, the social-information-processing approach. This view, developed by Pfeffer and Salancik, asserts that attitudes result from “socially constructed realities” as perceived by the individual (see Exhibit 3.9). That is, the social context in which the individual is placed shapes his perceptions of the situation and hence his attitudes. Here is how it works. Suppose a new employee joins a work group consisting of people who have worked together for some time. The existing group already has opinions and feelings about the fairness of the supervisor, the quality of the workplace, the adequacy of the compensation, and so forth. Upon arriving, the new worker is fed socially acceptable cues from co-workers about acceptable attitudes toward various aspects of the work and company. Thus, due in part to social forces, the new employee begins to form attitudes based on externally provided bits of information from the group instead of objective attributes of the workplace. If the social-information-processing perspective is correct, changing the attitudes of one person will be difficult unless the individual is moved to a different group of coworkers or unless the attitudes of the current coworkers are changed. Which approach is correct? In point of fact, research indicates that both the dispositional and the social-information-processing views have merit, and it is probably wise to recognize that socially constructed realities and dispositions interact to form the basis for an individual’s attitudes at work. The implication of this combined perspective for changing attitudes is that efforts should not assume that minor alterations in the situation will have significant impacts on individual attitudes, but that systematic efforts focusing on groups and interconnected social systems are likely required for successful changes in attitudes. Behavioral Intentions and Actual Behavior Regardless of how the attitudes are formed (either through the dispositional or social-information-processing approach), the next problem we face is understanding how resulting behavioral intentions guide actual behavior (return to Exhibit 3.8). Clearly, this relationship is not a perfect one. Despite one’s intentions, various internal and external constraints often serve to modify an intended course of action. Hence, even though you decide to join the union, you may be prevented from doing so for a variety of reasons. Similarly, a person may have every intention of coming to work but may get the flu. Regardless of intent, other factors that also determine actual behavior often enter the picture. Finally, people often feel a need for behavioral justification to ensure that their behaviors are consistent with their attitudes toward the event (see Exhibit 3.8). This tendency is called cognitive consistency.29 When people find themselves acting in a fashion that is inconsistent with their attitudes—when they experience cognitive dissonance—they experience tension and attempt to reduce this tension and return to a state of cognitive consistency. For example, a manager may hate his job but be required to work long hours. Hence, he is faced with a clear discrepancy between an attitude (dislike of the job) and a behavior (working long hours) and will probably experience cognitive dissonance. In order to become cognitively consistent, he can do one of two things. First, he can change his behavior and work fewer hours. However, this may not be feasible. Alternatively, he can change his attitude toward the job to a more positive one. He may, for example, convince himself that the job is really not that bad and that working long hours may lead to rapid promotion. In doing so, he achieves a state of cognitive consistency. Failure to do so will more than likely lead to increased stress and withdrawal from the job situation.

Today’s Wonder of the Day was inspired by Cameron from Lafayette. Cameron Wonders, “What is plagiarism” Thanks for WONDERing with us, Cameron! Picture it: It’s almost bedtime, and you’ve been working on your book report for hours. You’re almost finished. All you need to do is write the perfect conclusion. You’re trying to find the right words when another idea comes to you. Why not just copy and paste a conclusion paragraph from an online article about the book? You wrote the rest of the report yourself, so copying this one paragraph is okay, right? Wrong! That’s a form of plagiarism—the act of presenting someone else’s work as your own. Today, there are countless blogs and articles online. Many students find it tempting to just copy another person’s work and turn it in. But it’s never okay to commit plagiarism. Plagiarism comes in many forms. What we described is direct plagiarism, which occurs when someone takes another’s work word-for-word. Another form is patchwork plagiarism. This is when a person copies parts of many articles. They put them all together to form a new work. Poor paraphrasing is another form of plagiarism. Some people think they can copy another person’s work if they change some words or move a few sentences around. But that’s not true. It’s okay to paraphrase someone else’s idea, but you must explain it in your own words. You should also give the other person credit by citing their work. Failing to cite a source is another way to plagiarize. Did you know you can even plagiarize your own work? It’s true! It’s called self-plagiarism. This is when someone tries to pass off an old paper as a whole new piece. Additionally, some people commit plagiarism by paying another person to write a paper for them. It’s still wrong, even if the other person knows you’re using their work. It’s never okay to plagiarize—people deserve credit for their own ideas. How would you feel if you’d worked hard on a paper and someone else tried to pass it off as their own? Of course, the person committing plagiarism is also hurt by the act. They lose the chance to learn and develop their own thinking and writing skills. How can you avoid plagiarism? Believe it or not, it’s easy to plagiarize accidentally by forgetting to cite a source or paraphrasing poorly. Always double-check that you’ve put quotes from other people in quotation marks. Also, be sure that you’ve cited sources both in the paper itself and on the works cited page. When it comes to paraphrasing, don’t just copy someone else’s work and then change a few words. Instead, read their work and take some time to think about what it said. You need to understand an idea fully to paraphrase it well. After you’ve thought about it, explain the idea in your own words. And don’t forget to cite the work you’re paraphrasing! Plagiarism comes with consequences. Students can end up with a bad grade and in a lot of trouble at school. When adults commit plagiarism, they could lose their job. They could also face a lawsuit. Plagiarism can also hurt anyone’s reputation. Everyone should get credit for their own work. After all, there are great ideas swimming around in your head! We think all our Wonder Friends have thoughts worth sharing. Putting those ideas to paper can help you grow them further and share them with the world. Standards: CCRA.L.3, CCRA.L.6, CCRA.R.1, CCRA.R.2, CCRA.R.4, CCRA.R.10, CCRA.SL.1, CCRA.SL.2, CCRA.W.2, CCRA.L.1, CCRA.L.2,

Master Your Executive Functioning Skills Unlock Student Potential and Achieve Academic Success Executive functioning skills can be critical in today’s virtual learning environment. Luckily, we are here to help learning for students with executive function deficits become easier. What Are Executive Functioning Skills? Executive Functioning skills are the skills that we use to set a goal, make a plan, and then do the steps needed to complete the plan and meet the goal. As our world grows in advancement, the distractions grow at an equal, sometimes, greater pace. With or without a specific executive functions disorder, training executive functions skills is important in problem solving, expressing/controlling emotions, task initiation, and task completion. These learning skills in the brain are like command operations in a computer. When they are working, we do really well, but when they are not, we tend to forget to turn in homework or are late to appointments. A lack of EF skills can also lead to work anxiety, avoidance, and even depression. Every individual has a limited capacity for executive function skills before they get exhausted and overwhelmed. The Three Main Areas Of Executive Functioning Skills Holding on to information and putting it to its correct use. Executing the sequence of looking up the telephone number for pizza delivery, finding your phone, making the call and ordering pizza is an example of working memory. Looking at things in more than one way. If you are preparing a presentation and decide that graphs would be more effective than pie charts, you are using cognitive flexibility by using the ability to think of another solution. Staying focused on a task and ignoring distractions. In today’s virtual learning environment, it could be described as resisting Instagram when you are taking lecture notes. It is using self-control during a task. Our Executive Functioning Strategies And Game Plan Building executive functions skills in the brain is a lot like working out. We work with each family through our virtual learning academy to figure out what works and what doesn’t. We provide strategies to help learning for students become easier. Here is the step-by-step breakdown of our virtual learning academy for building EF skills. In this first session, our coaches will work with the family to understand the areas that need improvement, provide strategies, and come up with a game plan. Our coaches work with each student for 1 to 1.5 hours to review their week, talk about strategies that could work and come up with a plan to implement. Our coaches work with each student twice a week for 15 minutes to see how implementation is during the week. They provide feedback and guidance as needed. Our coaches will provide an email, updating parents on progress and how to best provide support at home for their student. Positive encouragement is vital! Executive Functions Coach Programs Aimed to Help Develop & Hone Executive Functions Skills We know all too well that in a virtual learning world, there is an ever-increasing number of tabs to track. Improving executive function skills will ensure that the brain is able to keep track of projects and stay on track! How Do Executive Functioning Skills Work In A Virtual Learning Environment? EF skills are part of everything we do, especially in today’s virtual learning world. Improving executive function deficit is vital in today’s virtual learning environment. “They do identify with each student.” Watch client testimonial. Our Team at EFC Being diagnosed with ADD from a very young age, he immediately connected with the vision of building a virtual learning academy for executive functions training. Today, he serves as the individual that makes Executive Functions Coach run in the background, is an EF Coach and a STEM Teacher at EFC. As a teacher and executive functions coach, Luis Limon believes in the Three P’s: Persistence, Positivity, and Patience. Luis finds the most satisfaction in helping students with executive functions challenges find the tools that enable them to survive and thrive in systems that were not created with them in mind. Have Questions About Executive Functions Skills? Hear From Those We've Helped Check out our stellar 5-star reviews! Experience our exceptional service through the eyes of satisfied customers. Click here to view all our rave Google reviews. Executive Functions Coach Level up your metacognition and unlock the tools to improve your organization, planning, time management, and so much more. Our expert executive function coaches will guide you towards a better understanding of yourself and provide you with invaluable skills. Don’t miss out on this opportunity for personal growth.

Human activities have left a detrimental impact on our environment – from oil spills leaking into the ocean to tons of plastic products overwhelming our landfills. Even if we were to alter our habits completely, much of the damage we have caused cannot be fully reversed. Researchers have tested numerous techniques to reduce the amounts of contaminants and pollution in our environment, but many of these methods are expensive and time-consuming, yielding slow results. Fortunately, there may be a solution hiding right below our feet: fungi. Known for their skills in biodegradation, fungi are typically thought of as organisms that break down organic matter – possibly decaying trees, fecal matter, or dead plants and animals. But different types of fungi can also decompose, filter out, or absorb not only synthetic matter but also toxic compounds and contaminants. Scientists have been using this unique quality in fungi in a process called mycoremediation. This method may help clear our soil and water pollution and tackle our immense plastic problem. Let’s start by discussing bioremediation which is a practice that utilizes living organisms, primarily microbes, to mitigate environmental pollution. The organisms used for bioremediation have natural abilities to decontaminate the water, soil, or air, breaking down pollutants into less harmful forms. Within the broader scope of bioremediation is a technique that has gained considerable attention in recent years: mycoremediation. Usually, fungi are known for their ability to decompose organic matter like leaves and dead organisms. However, the unique qualities of fungi have shown great promise in reducing environmental contaminants like heavy metals, crude oils, plastic waste, and other various forms of industrial waste byproducts. The term “mycoremediation” was coined by renowned mycologist Paul Stamets in 2005. Still, the concept of using fungi to clean up waste has existed for decades before mycoremediation’s growing popularity. Since then, fungi and their abilities to reduce pollution have gained widespread recognition from the scientific community. Researchers have extensively explored numerous fungi species, examining their capacity to break down various forms of harmful pollutants into organic material. To break down any form of matter, be it toxic or not, fungi use their mycelium, which reaches with tiny structures called hyphae into their chosen substrate, excreting special enzymes to break them down into smaller pieces and digest their food. Many mushroom species have shown proficiency in degrading several types of materials, including inorganic compounds. Some species of fungi are capable of digesting different types of plastic materials as a food source, such as polystyrene (styrofoam) and polyester fabrics. They can also break down other complex compounds such as petroleum, pesticides, and herbicides, degrading them into simpler, less toxic byproducts. Fungi’s ability to target and break down compounds that are otherwise difficult to manage makes these organisms a valuable asset to the field of bioremediation. Mycoremediation has several advantages as a means of environmental remediation. Compared to other current methods, fungi offer a significantly more cost-effective approach. Fungi are inexpensive to cultivate and do not require expensive equipment or materials. They can be grown directly on waste product substrates. Fungi also grow incredibly quickly and are biodegradable, making them an ecologically friendly technique. They break down pollutants into non-toxic byproducts. Unlike some other remediation techniques, fungi require no harmful chemicals but instead rely on their natural biological processes to clear up waste. Furthermore, fungi can clear up a wide array of pollutants, making them a versatile option for different situations of contamination. Pesticide and heavy metal contamination in soils and pater pose a significant risk to human and ecological health. These pollutants can remain in the environment for several years, leading to long-term, harmful effects. Traditional methods of removing these contaminants include chemical treatments and incineration, which are costly and can release even more toxins into the environment. Fortunately, several recent studies have shown promising results that fungi could help detoxify these hazardous substances from our environment. According to one study, researchers investigated environmentally friendly methods to clean up heavy metal pollution. They closely examined fungi found in soils from gold and gemstone mine sites for their tolerance to different heavy metals such as cadmium, copper, lead, arsenic, and iron. The three different fungi from these sites all displayed tolerance to copper, lead, and iron, even at high concentrations. Additionally, two of the fungi had a tolerance to cadmium and arsenic at certain levels. These findings suggest that the tested fungi could potentially be effective in efforts to clean up heavy metal environmental contaminants (1). Another study isolated and examined different types of saprotrophic fungi from agricultural environments to assess their ability to tolerate and use glyphosate as a food source. Glyphosate, otherwise known as Roundup, is one of the most popular pesticides in the world. Through different experiments, the researchers identified one fungus capable of degrading glyphosate by up to 80% without experiencing any negative growth effects. This study demonstrates that some fungi can be valuable solutions for addressing pesticide and herbicide contamination (2). Fungi are not only useful for their ability to biodegrade contaminants but also for their capacity to filter them out through their intricate mycelium network. This method is known as mycofiltration. Contaminated water is directed through a network of fungal mycelium inoculated on a substrate like straw or woodchips. As the water passes through, contaminants like heavy metals, microbial pathogens, and fertilizers are removed from the water source. One study investigated the effectiveness of mycofiltration in reducing the toxicity of drinking water from rural communities in Delta State, Nigeria. Water from contaminated sources went through a microfiltration filter. After 24 hours of treatment, the data analysis showed a significant decrease and, in some cases, the total elimination of heavy metals and microorganisms in the water samples (3). Similar studies have demonstrated correlating results, revealing that this technology could be used to affordably filter contaminated water sources, especially in areas with water insecurity Five years after the devastating Chernobyl nuclear disaster, the first organisms to grow in the highly contaminated environment were primarily fungi. This species of black fungus called Cladosporium sphaerospermum could tolerate extreme nuclear conditions, including radiation. Despite how dangerous radiation is for most living organisms, these fungi not only thrived in radiation but also fed off of the radioactive remains. There are many other types of fungi that can use radiation as a direct energy source, called radiotrophic fungi. While most organisms rely on sunlight or organic matter to feed them, these fungi use melanin in their cell walls to absorb radiation and convert it into chemical energy that can be used to fuel them. These fungi have been found in radiation-exposed areas all around the world, from Israel to Antarctica. One study investigated the potential of several different fungi to uptake radioactive compounds from a radionuclide-containing medium. They found that some of the fungi that were used demonstrated a high efficiency at absorbing radioisotopes. Analysis of these fungi revealed that melanin pigments exhibited a 60% uptake in radioactive compounds, and a significant accumulation of melanin granules occurred prior to treatment (4). Another study found that some yeast can handle high temperatures and radiation while in low pH environments. Out of the 27 yeasts tested, many of them showed resistance to radiation and heavy metals. The research concluded that many yeasts could play a significant role in cleaning up radioactive waste sites, especially ones that are acidic (5). Oil spills pose a significant environmental concern in aquatic ecosystems. The compounds in crude oil can deplete oxygen and have toxic effects on organisms since they contain carcinogenic hydrocarbons. This major threat to marine organisms is difficult to clean up and can persist in environments for long periods of time. According to a study, researchers tested three different edible mushroom species to determine their abilities to metabolize petroleum for remedial purposes. They set up Petri dishes with varying amounts of oil concentrations for each mushroom species. After a twenty-day growth period, the researchers found that a mushroom called Cortinarius violaceus was the most efficient at degrading crude oil for growth, covering over four times the amount of petri area compared to the other tested species. Furthermore, the fungi reduced the oil content in the Petri dishes by 80%, which researchers attributed to the Cytochrome enzymes that typically break down cellulose and lignin, an organic polymer found in the cell walls of plants. Since crude oil has a similar chemical structure to these substances, the enzymes were able to degrade it in a similar matter (6). In another study, researchers isolated fungal stains capable of biodegrading crude oil from polluted soil. Using genetic sequencing, they identified three different fungi which could degrade around 50% of the crude oil. Through this study, they found that several species within the Aspergillus genus may be able to tolerate and adapt to crude oil pollutants (7). Both of these studies indicate that fungi can be effective and eco-friendly tools to degrade oil spills that are otherwise difficult to clean up. With over 400 million tons of plastics produced each year, landfills are quickly filling up, and our land and ocean are becoming covered in a material that takes incredibly long to degrade. Scientists have been researching how microorganisms like fungi can break down plastic faster to find a solution to this issue. One study looked at over 200 fungal species capable of breaking down plastic based on previous research, noting the relationship between these fungi and comparing their genetic makeup. The researchers found that plastic-degrading fungi belong to three main groups: Ascomycota, Basidiomycota, and Mucoromycota (8). Certain enzymes called laccases and peroxidases are usually used by fungi to break down lignin. However, according to research, these compounds effectively degrade specific types of plastics like polyethylene (PE) and polyvinyl chloride (PVC). There are also fungal enzymes called esterases that are capable of breaking down polyethylene terephthalate (PET) and polyurethane (PUR). These enzymes are derived from different kinds of fungi, and in laboratory conditions, they have been proven effective in breaking down plastics (9). There are several types of plastic-eating mushrooms that can use synthetic polymers as a food source or substrate. These fungi can break down plastics within a few months, while it takes 20 to 500 years for plastics to degrade naturally. The abilities of these fungi could offer a promising solution to the plastic pollution problem and can be used to develop strategies for plastic waste management. Oyster mushrooms are not only a delicious and popular edible mushroom, but they also have shown the ability to break down and consume various plastics with their enzymes. In some cases, oyster mushrooms, used for mycoremediation, could also be consumed as a food source. The split gill mushroom has been known to degrade various plastics, notably polyurethane. Like the oyster mushroom, split gills are edible and, in some cases, can be consumed even after degrading plastic, ultimately clearing up waste while providing food. This plastic-eating fungus from the Amazon rainforest in Ecuador was found in 2012 by students from Yale University. Not only can this fungus survive on plastic alone, but it can also live without oxygen, making it a promising means to clear up massive landfills. Aspergillus tubingensis is found worldwide in regions with warmer climates. It is a resilient fungus, tolerant to low pH and water levels. Like many other fungi in the Aspergillus genus, A. tubingensis can degrade some plastics. A few years ago, researchers found it feeding on plastic in a Pakistani garbage dump, demonstrating its potential for landfill remediation. While mycoremediation is still in its early stages of research, the practice can be implemented on a smaller scale in your own home. An Austrian design developing company called LIVIN Studios has created a prototype that allows people to grow edible fungal biomass in specially designed agar shapes filled with plastics. The fungi will digest the plastic and overgrow the entire substrate, leaving behind an edible pod that can be prepared and eaten. Though this ultramodern product is still going through research and is not yet commercially available, it demonstrates the near future of at-home mycoremediation. Don’t worry if you can’t access this product yet, because you can utilize mycoremediation in a similar way at a fraction of the cost. A home setting may be challenging to replicate the controlled conditions scientists have used to degrade plastics with mushrooms. Fortunately, you can still grow mushrooms on a variety of household waste products so you can sustainably clear up your rubbish and transform it into a tasty meal. Fungi grow on many substrates you may already have at home, such as coffee grounds, cardboard, grass clippings, and compost. Oyster mushrooms, in particular, are well-suited for at-home mycoremediation as they can decompose different materials and are delicious to eat. There are different varieties of oyster mushrooms to choose from, but any will do the trick! To grow oyster mushrooms on household waste, you can purchase the spores online. Before planting them in the waste substrate, you must inoculate them on a grain spawn like rye or brown rice. Once the mycelium has fully colonized the grain spawn, you can mix it with your chosen waste substrate. Over a few weeks, the fungus will transform your household garbage into delicious mushrooms that you can enjoy. For a detailed guide on how to grow mushrooms from scratch, click here. To learn more about mushroom composting a recycling waste products, click here. Although mycoremediation holds great promise for our environment, it’s important to note that it is still an emerging field of research. Scientists are still working to fully understand the best methods to apply these techniques, which fungi are suitable to use, and the range of contaminants that can be effectively addressed. We should not rely solely on fungi to do the job for us. We can do our part by reducing the amount of waste we use and produce, such as limiting single-use plastics and disposing of our waste properly. By following more sustainable practices and avoiding substances that can further harm our environment, we can minimize our negative impact on the environment. Although mycoremediation shows potential in eliminating different forms of waste, it should still be viewed as one part of a larger effort to address pollution. With the continued collaborative efforts of scientists, policymakers, and everyday people like us, we can hopefully maximize the benefits of mycoremediation and contribute to a greener future for the generations to come.

Derivatives measure the rate of change along a curve with respect to a given real or complex variable. Wolfram|Alpha is a great resource for determining the differentiability of a function, as well as calculating the derivatives of trigonometric, logarithmic, exponential, polynomial and many other types of mathematical expressions. Differentiation has many applications within physics, trigonometry, analysis, optimization and other fields. Differentiate an expression with respect to a given variable. Calculate the derivative of a function: Differentiate functions implicitly defined by equations. Differentiate an equation: Compute a derivative using implicit differentiation: Find the derivative of an arbitrary function. Compute derivatives involving abstract functions: Compute partial derivatives of abstract functions: Calculate higher-order derivatives. Compute higher-order derivatives: Find the partial derivative with respect to a single variable or compute mixed partial derivatives. Compute partial derivatives: Compute higher-order partial derivatives: Check if functions are differentiable over the field of real numbers. Test differentiability of a function: GO FURTHERStep-by-Step Solutions for CalculusCalculus Web AppFree Unlimited Calculus Practice Problems Calculate the derivative of a multivariate function in a specified direction. Compute a directional derivative: Explore many applications of derivatives.

Opioid Facts for Parents If you’re a parent, you may wonder how to talk about opioids with your child. By knowing the facts, you can have an open conversation with your child about the risks. You’ll also be better able to spot signs of a problem with opioids. NIH has developed a guide to help you begin the conversation. Opioids include medications like prescription painkillers and illegal drugs like heroin. They work by blocking pain signals sent from the brain to the body. At the same time, they release large amounts of dopamine—a chemical in the brain that can make the user want to repeat the experience. Opioids are among the most addictive drugs. Over time, they can lead to brain changes that cause a strong need to take the drug again. These changes explain why some people who are addicted to opioids continue to take them despite negative consequences. Children and teens are more likely than adults to become addicted to drugs. That’s why it’s important to talk with your child early. Start by being a good listener. Explain the risks of misusing opioids, including the danger to a developing brain. Set clear expectations for your child about avoiding opioids and other drugs. And work to keep those channels of communication open. Having this important conver-sation can help kids make better decisions. Learn more. NIH Office of Communications and Public Liaison Building 31, Room 5B52 Bethesda, MD 20892-2094 Editor: Harrison Wein, Ph.D. Managing Editor: Tianna Hicklin, Ph.D. Illustrator: Alan Defibaugh Attention Editors: Reprint our articles and illustrations in your own publication. Our material is not copyrighted. Please acknowledge NIH News in Health as the source and send us a copy.

Greetings from the desk of Tricontinental: Institute for Social Research, At the 1972 United Nations Conference on the Human Environment, the delegates decided to hold an annual World Environment Day. In 1974, the UN urged the world to celebrate that day on 5 June with the slogan ‘Only One Earth’; this year, the theme is ‘Ecosystem Restoration’, emphasising how the capitalist system has eroded the earth’s capacity to sustain life. The Global Footprint Network reports that we do not live on one Earth, but on 1.6 Earths. We live on more than one Earth because, by encroaching and destroying biodiversity, degrading land, and polluting the air and water, we are cannibalising the planet. This newsletter contains a Red Alert from Tricontinental: Institute for Social Research on the environmental catastrophe that befalls us. Several key scientists have contributed to it. It can be read below and downloaded as a PDF print out here; we hope that you will circulate it widely. A new report from the United Nations Environment Programme (UNEP), Making Peace with Nature (2021), highlights the ‘gravity of the Earth’s triple environmental emergencies: climate, biodiversity loss, and pollution’. These three ‘self-inflicted planetary crises’, the UNEP says, put ‘the well-being of current and future generations at unacceptable risk’. This Red Alert, released for World Environment Day (5 June), is produced with the International Week of Anti-Imperialist Struggle. What is the scale of the destruction? Ecosystems have degraded at an alarming rate. The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) report from 2019 provides stunning examples of the scale of the destruction: - One million of the estimated eight million species of plants and animals are threatened with extinction. - Human actions have driven at least 680 vertebrate species to extinction since 1500, with global vertebrate species populations dropping by 68% in around the last 50 years. - The abundance of wild insects has fallen by 50%. - Over 9% of all domesticated mammal breeds used for food and agriculture had become extinct by 2016, with another thousand breeds currently facing extinction. Ecosystem degradation is accelerated by capitalism, which intensifies pollution and waste, deforestation, land-use change and exploitation, and carbon-driven energy systems. For example, the Intergovernmental Panel on Climate Change’s report, Climate Change and Land, (January 2020) notes that only 15% of known wetlands remain, most having been degraded beyond the possibility of recovery. In 2020, the UNEP documented that, from 2014 to 2017, coral reefs suffered from the longest severe bleaching event on record. Coral reefs are projected to decline dramatically as temperatures rise; if global warming rises to 1.5°C, only 10-30% of reefs will remain, and if global warming rises to 2°C, then less than 1% of reefs will remain. As things stand, there is a good chance that the Arctic Ocean may be ice-free by 2035, which will disrupt both the Arctic ecosystem and the circulation of ocean currents, possibly transforming global and regional climate and weather. These changes in the Arctic ice cover have already triggered a race among major powers for military domination in the region and for control over valuable energy and mineral resources, opening the door even further for devastating ecological destruction; in January 2021, in a paper titled Regaining Arctic Dominance, the U.S. military characterised the Arctic as ‘simultaneously an arena of competition, a line of attack in conflict, a vital area holding many of our nation’s natural resources, and a platform for global power projection’. The warming of the ocean comes alongside the annual dumping of up to 400 million tonnes of heavy metals, solvents, and toxic sludge (among other industrial wastes)–not accounting for radioactive wastes. This is the most dangerous waste, but it is only a tiny proportion of the total waste thrown into the ocean, including millions of tonnes of plastic waste. One study from 2016 finds that, by 2050, it is likely that there will be more plastic by weight in the ocean than fish. In the ocean, plastic accumulates in swirling gyres, one of which is the Great Pacific Garbage Patch, an estimated mass of 79,000 tonnes of ocean plastic floating inside a concentrated area of 1.6 million km2(roughly the size of Iran). Ultraviolet light from the sun degrades the debris into ‘microplastics’, which cannot be cleaned up, and which disrupts food chains and ruins habitats. The dumping of industrial waste into the waters, including in rivers and other freshwater bodies, generates at least 1.4 million deaths annually from preventable diseases that are associated with pathogen-polluted drinking water. The waste in the waters is only a fraction of the waste produced by human beings, which is estimated to be 2.01 billion tonnes per year. Only 13.5% of this waste is recycled, while only 5.5% is composted; the remaining 81% is discarded in landfills, incinerated (which releases greenhouse and other toxic gases), or finds its way into the ocean. At the current rate of waste production, it is estimated that this figure will rise by 70% to 3.4 billion tonnes by 2050. No study shows a decrease in pollution, including the generation of waste, or a slowing down of the rise in temperature. For instance, the UNEP’s Emissions Gap Report (December 2020) shows that the world at the present rate of emissions is on track for warming by at least 3.2°C above pre-industrial levels by 2100. This is far above the limits set by the Paris Agreement of 1.5°-2.0°C. Planetary warming and environmental degradation feed into each other: between 2010 and 2019, land degradation and transformation–including deforestation and the loss of soil carbon in cultivated land–contributed a quarter of greenhouse gas emissions, with climate change further worsening desertification and the disruption of soil nutrition cycles. What are common and differentiated responsibilities? In the 1992 United Nations Conference on Environment and Development declaration, the seventh principle of ‘common but differentiated responsibilities’–agreed upon by the international community–establishes that all nations need to take on some ‘common’ responsibilities to reduce emissions, but that the developed countries bear the greater ‘differentiated’ responsibility due to the historical fact of their far greater contribution to cumulative global emissions causing climate change. A look at the data from Carbon Dioxide Information Analysis Centre’s Global Carbon Project shows that the United States of America–by itself–has been the largest source of carbon dioxide emissions since 1750. The main historical carbon emitters were all industrial and colonial powers, mainly European states and the United States of America. From the 18th century, these countries have not only emitted the bulk of the carbon into the atmosphere, but they also continue to exceed their fair share of the Global Carbon Budget in proportion to their populations. The countries with the least responsibility for creating the climate catastrophe–such as small island states–are the ones hardest hit by its disastrous consequences. Cheap energy based on coal and hydrocarbons, along with the looting and plundering of natural resources by colonial powers, enabled the countries of Europe and North America to enhance the well-being of their populations at the expense of the colonised world. Today, the extreme inequality between the standard of living for the average European (747 million people) and the average Indian (1.38 billion people) is as stark as it was a century ago. The reliance by China, India, and other developing countries on carbon–particularly coal–is indeed high; but even this recent use of carbon by China and India is well below that of the United States. The 2019 figures for per capita carbon emissions of Australia (16.3 tonnes) and the U.S. (16 tonnes) are more than twice that of China (7.1 tonnes) and India (1.9 tonnes). Every country in the world has to make advances to transition from reliance upon carbon-based energy and to prevent the large-scale degradation of the environment, but the developed countries must be held accountable for two key urgent actions: - Reducing harmful emissions. The developed countries must urgently bring about drastic emission cuts of at least 70-80% of 1990 levels by 2030 and commit to a pathway to further deepen these cuts by 2050. - Capacitating mitigation and adaption. Developed countries must assist developing countries by transferring technology for renewable energy sources as well as by providing financing to mitigate and adapt to the impacts of climate change. The 1992 UN Framework Convention on Climate Change recognised the importance of the geographical divide of industrial capitalism between the Global North and South and its impact on respective inequitable shares of the global carbon budget. That is why all of the countries at the numerous Climate Conferences agreed to create a Green Climate Fund at the Cancun Conference in 2016. The current target is $100 billion annually by 2020. The United States under the new Biden administration has pledged to double its international finance contributions by 2024 and triple its contributions for adaptation, but, given the very low baseline, this is highly inadequate. The International Energy Agency suggests each year in its World Energy Outlook that the actual figure for international climate finance should be in the trillions. None of the Western powers have intimated anything like a commitment of that scale to the Fund. What can be done? - Shift to zero carbon emissions. The world’s nations as a whole, led by the G20 (which accounts for 78% of all global carbon emissions), must enact realistic plans to shift to zero net carbon emissions. Practically speaking, this means zero carbon emissions by 2050. - Reduce the U.S. military footprint. Currently, the U.S. military is the single largest institutional emitter of greenhouse gases. The reduction of the U.S. military footprint would considerably reduce political and environmental problems. - Provide climate compensation for developing countries. Ensure that the developed countries provide climate compensation for loss and damages caused by their climate emissions. Demand that the countries that polluted the waters, soil, and air with toxic and hazardous wastes–including nuclear waste–bear the costs of clean-up; demand the cessation of the production and use of toxic waste. - Provide finance and technology to developing countries for mitigation and adaption. Additionally, developed countries must provide $100 billion per year to address the needs of developing countries, including for adaptation and resilience to the real and disastrous impact of climate change. These impacts are already borne by the developing countries (particularly the low-lying countries and small island states). Technology must also be transferred to developing countries for mitigation and adaptation. On 21 May, Sundarlal Bahuguna (1927-2021), one of the founders of the Chipko movement, left us. In 1973, in the Chamoli district of India, the government allotted an entire ash forest to a private corporation. Gaura Devi, Sudesha Devi, C.P. Bhatt, Sunderlal Bahuguna, and others decided that they would stop the loggers to defend–as Gaura Devi put it–their maika (‘mother’s home’). The women of Reni village went and hugged the trees, preventing the loggers from cutting them down. This act of hugging, or chipko, gave the movement its name. Thanks to the immense struggle by the people of Chamoli, the government of India was forced to pass a Forest Conservation Act (1980) and create a Department of Environment (1980). During Bahuguna’s last years, he watched India’s current government actively allow deforestation and land degradation. According to Global Forest Watch, between 2019-2020, India lost 14% of its tree cover, with 36% of its forests severely vulnerable to fires. It is almost as if the forests are calling for another Chipko movement. This time not just in Chamoli or in India, but from one end of the planet to the other.

At West Ewell Primary School and Nursery our geography curriculum is designed to develop our children’s curiosity and fascination about the world and its people. We will make learning experiences creative, relevant and challenging to help prepare our children for a rapidly changing world. By providing opportunities to develop a range of investigative and problem-solving skills both in and outside the classroom, learners are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. As our learners progress through the school, they will be introduced to diverse places, people, natural and human environments, together with an understanding of the Earth’s key physical and human processes. At West Ewell Primary, we implement a curriculum that is progressive throughout the school; each year building on previous knowledge and understanding to ensure high standards of teaching and learning. The knowledge and skills stated in the National Curriculum are at the core of the learning planned for each termly topic. Geography teaching focuses on enabling children to think as geographers. Lessons can be part of a topic or may be a discrete lesson depending on the learning objective. We aim to make learning relevant and for children to gain ‘real life experiences’ which contribute to the cultural capital of our pupils. Teachers plan lessons for their class using our programme of study ensuring a progression of geographical skills from EYFS to year 6. Each academic year, children build upon their locational and place knowledge, human and physical geography, geographical skills and field work in a spiralling curriculum. This ensures that all skills will be revisited and consolidated. At West Ewell Primary School, the impact of learning in Geography is an improved awareness of the wider world and an increased knowledge of their immediate environment. The programme of study and progression of skills ensures that our children have an in depth understanding of people, places and environments and the Earth’s key physical and human processes. Across all age ranges, field work gives the opportunity to embed this learning in a tangible ‘real life’ way. Geographical understanding is further supported by our close links with international partner schools, complementing children’s spiritual, moral, social and cultural development. In essence, our aim is that the impact of Geographical learning at West Ewell Primary piques children’s curiosity and inspires questions to be asked and answers to be sought.

Waterfall illusion, or motion aftereffect, is an illusion of movement. It is experienced after watching a stimulus moving in one direction for some time, and then looking at a stationary scene. The stationary scene appears to have movement (in the opposite direction to the moving stimulus that one previously watched). This is called the “waterfall illusion”, as it can be experienced after watching the motion of the water in a waterfall, and then attending to a stationary scene, for example the rocks by the side of the waterfall. Robert Addams popularised this illusion in 1834 after a trip to the Falls of Foyers in Scotland with his florid writing: “Having steadfastly looked for a few seconds at a particular part of the cascade, admiring the confluence and decussation of the currents forming the liquid drapery of waters, and then suddenly directed my eyes to the left to observe the vertical face of the sombre age-worn rocks immediately contiguous to the waterfall, I saw the rocky face as if in motion upwards, and with an apparent velocity equal to that of the descending water.” (1834, p. 373) Illusions of this sort were known much before 19th century. In fact, Greek philosopher Aristotle (384 – 322 BC) reported such illusions more than 2000 years before Addams: “when persons turn away from looking at objects in motion, e.g., rivers, and especially those which flow very rapidly, they find that the visual stimulations still present themselves, for the things really at rest are then seen moving.” (Aristotle, citeed in Ross, 1931, p. 459b). The use of a spinning spiral to induce the effect can be traced back to the Belgian physicist Joseph Plateau in 1849. Aristotle also noted, correctly, that the speed of the inducing motion affects the speed of the illusory motion experienced afterwards. This has now been verified experimentally by Wright and Johnson (1985). Deas et al. (2008) found that there was an auditory version of this illusion that also exhibited the same dependence of the experienced auditory motion on the perceived inducing motion. Surprisingly, Berger and Ehrsson (2016) found that the visual illusion can be induced cross-modally by auditory stimuli. The physiological explanation of this illusion involves neurons becoming less sensitive at various sites through out the brain. This sometimes occurs because neurons become fatigued (so they change what is called their ‘response gain’). But it can also happen because neurons change their sensitivity (or ‘contrast gain’) to a stimulus. The difference in motion between two things is the ‘contrast’. And neurons can change what sorts of contrast they are more or less sensitive to. See Boynton (2005) for an excellent explanation of contrast gain. And see Kohn & Movshon (2003) for work on this topic on the waterfall illusion. According to this explanation, when you are watching the stimulus with motion (for example, the moving water in a waterfall), the neurons that detect continuous movement in one direction (e.g., downward) become less sensitive to motion at that speed in that direction. As a result, when you look away, neurons that detect movement in the opposite direction (e.g., upwards) are more active in comparison. This results in the appearance of the stationary object moving in the latter direction (upwards). It is thought that many properties that we experience are encoded in this way in the brain: by a comparison between the firing rates of different populations of neurons, rather than the particular rate of each. The Waterfall Illusion is philosophically interesting for a number of reasons. First, as with many other visual illusions, there is the question as to why we experience a stationary figure as moving despite, in many instances, knowing that it is stationary. Those who believe that the mind is “modular” will cite illusions like the Waterfall Illusion to support their thesis. To explain: on the hypothesis that the mind is modular, a mental module is a kind of semi-independent department of the mind which deals with particular types of inputs, and gives particular types of outputs, and whose inner workings are not accessible to the conscious awareness of the person – all one can get access to are the relevant outputs. So, in the case of the Waterfall Illusion, a standard way of explaining why experience of the illusion persists even though one knows that one is experiencing an illusion is that the module, or modules, which constitute the visual system are ‘cognitively impenetrable’ to some degree – i.e. their inner workings and outputs cannot be influenced by conscious awareness. For a general discussion of cognitive penetration, see Macpherson (2012). Philosophers have also been interested in what illusions like the Waterfall Illusion can tell us about the nature of experience. For example, in the case of experiencing the Waterfall Illusion, it would seem to be that one can know that the objects in the latter scene are stationary whilst at the same time one experiences them as moving. If so, then this might count against the claim the perceptual states are belief-like, because if perceptual states were belief like then, when experiencing the Waterfall Illusion one would simultaneously believe that the objects were, and were not, moving. This would seem to suggest that one was being irrational when experiencing the Waterfall Illusion (because one would simultaneously be holding contradictory beliefs, or belief-like states), which seems implausible – if one is experiencing a visual illusion, this is not obviously a case of irrationality. (For discussion of this general point about the theory that perceptions are like beliefs, see Crane & French 2016). Perhaps the most interesting philosophical question that the Waterfall Illusion has raised is whether what the illusory experience presents is an impossible state of affairs or not. In the passages we have quoted above from Aristotle and Addams the effect was simply described as involving movement expereinced in the oppositive direction to the previusly seen moving stimulus. There was no mention of the effect involving an experience of an impossible state of affairs. However, in the 1960s and 1970s some psychologists started to describe the illusion as involving experiencing movement yet at the same time experiencing that the things seen moving are not changin location. For example, Frisby says, “although the after-effect gives a very clear illusion of movement, the apparently moving features nevertheless seem to stay still! That is, we are still aware of features remaining in their 'proper' locations even though they are seen as moving. What we see is logically impossible!” (Frisby, 1979, p. 101). Likewise, contemporary philosopher of mind Tim Crane interprets the Waterfall Illusion as involving the illusory experience of an impossible state of affairs (1988). Whether this is right is a particularly interesting question, for if it is, then it may provide a troubling case for the sense-data theory of perception. According to the sense-data theory, in veridical perception, illusion and hallucination, one is directly aware of some mental object (a sense-datum) that has the properties it appears to have - and in vitue of so doing, when the right conditions obtain for percpetion, one can come to see the external world indirectly in virtue of directly seeing sense-data. This theory nicely explains appearances in the illusory and hallucinatory case. The sense-data theory is committed to the “phenomenal principle”: if it sensibly appears to a subject S that there is something which has a sensible quality F, then there is an object which has F that S directly perceives (Robinson 1994). For further discussion, again, see Crane & French (2016). Now, in the Waterfall Illusion, if an object appears to be both moving and not moving at the same time, then it appears to have an impossible property (the property of moving and not-moving at the same time). Given that there cannot be objects with impossible properties, then there cannot be such sense data - and so the sense-data cannot explain what our experience is like. Recent psychological evidence suggests that there is a change in the perceived position of a stimulus perceived whilst undergoing the motion aftereffect. See for example, Snowden (1998), Nishida and Johnston (1999), and McGraw et al. (2004). Snowdon (1998) notes that the amount of displacement depends on the speed on the inducer, which matches nicely with the observation that the speed of the illusory movement depends on the speed on the inducer. However, although this is suggestive that things are seen as both moving and changing position, it is not conclusive. Strictly speaking, it only shows that things are experienced as being not in the position that they actually are. In our opinion, the question of what it is like to undergo the Waterfall Illusion is still not settled. It could involve simply experiencing things moving in the opposite direction of the stimulus and changing position. It could involve experiencing things moving in the opposite direction of the stimulus and yet not changing position. Or it could involve something more complex. For example, it could involve experiencing things moving and changing position outside of the centre of the visual field but as not moving at the centre. Or it could involve experiencing things moving and changing position, but then jumping back into the original position again before changing position again. More research is required in order to settle this question. If you would like to participate in our research please take our Waterfall Illusion Survey.

The pressures of modern life, the complexity of our social networks and relationships, even our early childhood experiences can give rise to high levels of stress, emotion, and challenges to our mental health that are felt in our individual lives and in our communities. Having the support and insight to safely navigate these dynamics is part of what makes up our overall well-being. Schools are increasingly aware of the importance of mental health and the impact of chronic adversity and chronic trauma. An estimated 70 – 80 percent of children who receive mental health services access those services at school. When schools support mental health, students typically have fewer disciplinary issues, can focus more on school work, and can develop skills to communicate better. This can translate to improved academic outcomes and better health later in life. Supporting the mental health and resilience of teachers and staff is also critical for creating a positive school climate and retaining quality educators. Schools and districts that support the mental health of their employees are likely to have a workforce with lower levels of stress, improved school employee attendance, lower levels of employee turnover, and an increased ability to model positive emotions for students. Social Emotional Health As places of learning and growth, schools are an ideal setting to support the social and emotional health of students, staff, and teachers and to offer resources and opportunities to build resilience. Resilience in School Environments (RISE) Kaiser Permanente Thriving Schools developed Resilience in School Environments, or RISE, to empower schools to create safe and supportive learning environments by cultivating practices that strengthen the social and emotional health of all school employees and students. Adverse Childhood Experiences (ACEs) Toxic stress and ACEs are an under-recognized and under-addressed reason that many individuals are unable to achieve their full potential. Schools can learn to recognize opportunities for enhancing resilience in their educational spaces and structures and reduce overall exposure to adversity.

The next time you want to argue against a group, think twice. Groups can be more intelligent than individuals. On this principle, some game elements often involve creating teams that compete against each other. Within group cooperation, in the context of competition across teams, is a powerful motivator. The fields gamified in citizen science - molecular, cell, and synthetic biology - are key to understanding, treating, and curing diseases. Studies of proteins, amino acids, RNA, and DNA can happen in silico (in computer models) and in vitro (in laboratory experiments), but are often too difficult in vivo (in a living cell). Now these serious topics of research are being carried out in gamo. (have I coined a term, in Latin no less?) For example, figuring out DNA configurations presented researchers with problems that were computationally too intensive for a single computer. At first, molecular biologists looked for a solution with a type of citizen science called distributed computing. Volunteers help research by donating their unused CPU (Central Processing Unit) and GPU (Graphics Processing Unit) cycles on their personal computers to causes like Rosetta@Home and Folding@Home. Unexpectedly, when distributed computing volunteers saw the screensaver of Rosetta@Home, as it illustrated the computer stepping closer and closer to a solution of each protein-folding puzzle, they wanted to guide the computer. Volunteers came to the conclusion that they could solve these 3-D puzzles better than their computers. Researchers and game designers believed in the abilities of their volunteers and declared, “Game on.” At the cellular level, human minds are important again. One doesn’t have to be a trained pathologist to identify cancer cells and help find biomarkers in these cells. Cancer Research UK takes games very seriously. In their newest game, Reverse the Odds, players identify bladder cancer cells before and after different treatments, which will help future patients know whether their best odds are with surgery or chemotherapy. Why are people better than computers at protein-folding puzzles? Why is the human mind better than computer algorithms at figuring out how DNA regions align? Why is the trial and error approach of people better than formal techniques and alogrithms of bioengineering RNA? Why are teams smarter than individuals? Why is gamification so popular that, when the online game Phylo launched in 2010, the computer servers crashed, unable to handle the volume of thousands of simultaneous players? Why are there over 37,000 people working (meaning playing) at RNA design puzzle in an open, online laboratory called EteRNA? For answers to these questions and more, join us for the next citizen science Twitter chat by following the hashtag #CitSciChat. The #CitSciChat are co-sponsored by SciStarter and the North Carolina Museum of Natural Sciences. Anyone is welcome to join with questions, answers, comments, and ideas. Don’t be shy and don’t forget to include the hashtag #CitSciChat so that others in the conversation don’t miss your Tweets. I will Storify each session and post the recap on this blog. The #CitSciChat guest panelists this Wednesday, February 25 at 7pm GMT (26th in Australia) include: - Leslie Harris @LittleVenetian at Cancer Research UK (@CR_UK), with Reverse the Odds - Vickie Curtis (@Vickie_Curtis), who received her PhD at Open University where she investigated gamification in citizen science. Next week she begins with the Wellcome Trust Centre for Molecular Parasitology at the University of Glasgow. - Paul Gardner (@ppgardne), at University of Canterbury, New Zealand, Editor for RNA Biology & PLOS Computational Biology Phylo, nanocrafter and FoldIt were featured in a recent SciStarter newsletter, check out the rest of the projects here and sign up for the newsletter on the SciStarter homepage to get to know about more. Citizen science chats take place on Twitter at #CitSciChat the last Wednesday (Thursday in Australia) of every month, unless otherwise noted. To involve people across the globe, chats take place 7-8pm GMT, which is 2-3pm ET in USA and Thursday 6-7am ET in Australia. Each session will focus on a different theme. To suggest a project or theme for an upcoming chat, send me a tweet @CoopSciScoop!

Emotional eating is a common problem that affects many people. It can cause weight gain, and in some cases, lead to obesity. Emotional eating occurs when a person eats in response to their emotions, rather than hunger. This can be triggered by stress, boredom, anxiety, or depression. Properly studying emotional eating can help people overcome it and lead healthier lives. In this article, we will provide a list of links to books and articles that can help individuals properly study and understand emotional eating. What is Emotional Eating? Before we dive into the resources, let’s understand what emotional eating is. Emotional eating is a coping mechanism used to manage negative emotions. When a person is feeling sad, anxious, or stressed, they may turn to food to find comfort. This can lead to overeating, and ultimately, weight gain. Emotional eating is not the same as hunger. It is an urge to eat in response to emotions. Understanding Emotional Eating Emotional eating is a behavior that is often triggered by negative emotions such as stress, boredom, loneliness, or sadness. In these situations, food can provide a temporary distraction from negative feelings and a sense of comfort or pleasure. The problem is that this behavior can quickly become a habit, leading to weight gain, poor nutrition, and health problems. Research has shown that emotional eating is influenced by multiple factors, including genetics, hormones, brain chemistry, and environment. For example, the hormone ghrelin, which is produced by the stomach, can stimulate appetite and increase cravings for high-calorie foods when we are stressed or anxious. Similarly, the neurotransmitter dopamine, which is associated with pleasure and reward, can be activated by the taste, texture, and aroma of food, leading to a reinforcing cycle of emotional eating. You can use a large number of free and paid resources for students to study topics related to medicine, psychology, and human health. One of the best in the field of scientific papers and essays is Stadiclerk. They study a large amount of profile information, which is then used by students. They are often found by students when searching for medical paper writing service. Their resource is often included in lists of the best medical resources for students. The Impact of Stress and Emotions on Eating Behavior Stress and negative emotions can affect eating behavior in different ways, depending on the individual and the situation. Some people may experience a decrease in appetite or a preference for healthy foods when they are stressed, while others may turn to comfort foods or binge eating. Here are some of the ways that stress and emotions can impact eating behavior: Stress can trigger the release of the hormone cortisol, which can increase appetite and cravings for high-fat and high-sugar foods. This response may have evolutionary roots, as our ancestors needed to store energy during times of stress and danger. However, in modern society, chronic stress can lead to overeating and obesity, which can have negative health consequences. Emotional eating and comfort foods Emotional eating is often associated with comfort foods, which are typically high in calories, fat, and sugar. These foods can activate the brain’s reward center and provide a temporary sense of pleasure and relief from negative emotions. However, the effects are short-lived, and the cycle of emotional eating can lead to weight gain and negative health consequences. Eating disorders and emotional dysregulation Emotional eating can be a symptom or a risk factor for eating disorders such as binge eating disorder or bulimia nervosa. These conditions are characterized by emotional dysregulation, or difficulty regulating emotions, which can lead to maladaptive coping strategies such as binge eating or purging. Treatment for eating disorders often involves addressing the underlying emotional issues and developing healthy coping skills. Strategies to Manage Emotional Eating Managing emotional eating can be challenging, but there are several strategies that can be effective. Here are some tips to help you manage emotional eating: Identify your triggers The first step in managing emotional eating is to identify your triggers, or the situations, people, or emotions that lead to overeating. Keeping a food diary or a journal can help you track your eating habits and identify patterns. Develop healthy coping skills Instead of turning to food for comfort, try to develop healthy coping skills such as exercise, mindfulness, or talking to a friend or therapist. These strategies can help you manage stress and negative emotions without resorting to emotional eating. Practice mindful eating Mindful eating involves paying attention to your food, savoring each bite, and tuning in to your body’s hunger and fullness cues. This practice can help you eat more slowly, enjoy your food, and avoid overeating. - “The Emotional Eater’s Repair Manual” by Julie M. Simon - “Eat What You Love, Love What You Eat: A Mindful Eating Program to Break Your Eat-Repent-Repeat Cycle” by Michelle May - “The Mindfulness-Based Eating Solution: Proven Strategies to End Overeating, Satisfy Your Hunger, and Savor Your Life” by Lynn Rossy - “Emotional Eating: How to Recognize and Overcome It” by Mayo Clinic - “The Science of Emotional Eating (And Why Most Diets Don’t Work)” by Forbes - “The Psychology of Emotional Eating” by Psychology Today Strategies for Overcoming Emotional Eating Once a person has a deeper understanding of the causes of emotional eating, they can begin to develop strategies for overcoming it. The following books and articles provide practical tips and strategies for overcoming emotional eating: - “50 More Ways to Soothe Yourself Without Food” by Susan Albers - “Breaking Free from Emotional Eating” by Geneen Roth - “Food: The Good Girl’s Drug: How to Stop Using Food to Control Your Feelings” by Sunny Sea Gold - “6 Tips to Help You Stop Emotional Eating” by Healthline - “10 Ways to Stop Emotional Eating” by WebMD - “How to Stop Emotional Eating” by Verywell Mind Emotional eating is a common problem that can have negative effects on a person’s health. Properly studying emotional eating can help individuals overcome it and lead healthier life. We hope the list of books and articles provided in this article will be a helpful resource to those who are looking to properly study emotional eating

Odisha forest officials have recently sighted 179 mangrove pitta birds in the first ever census conducted of these exotic and colourful birds in the country. GS III: Environment and Ecology Dimensions of the Article: - Mangrove Pitta Bird - Passerine Birds Mangrove Pitta Bird: - The Mangrove Pitta is a species of passerine bird in the Pittidae family. - Its scientific name is Pitta megarhyncha. - It is native to Southeast Asia and South Asia and can be found in countries like Bangladesh, India, Indonesia, Malaysia, Myanmar, Singapore, and Thailand. - The bird is commonly found in mangrove and nipa palm forests where it feeds on crustaceans, mollusks and insects. - Mangrove Pittas have a distinct appearance, with a black head with brown crown, white throat, greenish upper parts, buff under-parts, and reddish vent area. - Its conservation status is classified as Near Threatened by the International Union for Conservation of Nature (IUCN). - Passerines or passeriforms are birds that belong to the order Passeriformes, which is the largest order of birds, containing more than half of all species. - They are also referred to as perching birds or songbirds. - Passerine birds are terrestrial and can be found on all continents except Antarctica. - They are characterized by their feet which have three toes pointing forward and one pointing backward, allowing them to perch on branches. - Many passerines are known for their ability to produce songs, and their songs are used for communication and attracting mates. - Examples of passerine birds include finches, sparrows, thrushes, warblers, and crows. -Source: The Hindu

1.2.10 Mid tones The mid tone is a value which is approximately 1/2 way between the darkest dark and the general highlights. In a portrait if it has typical lighting, the mid tones will make up a large part of the skin. Hair and clothing could go either way depending on the colour. It is important to find and maintain good mid tones. We talked about value in the section of tonal range. Value is a measure of how much light is reflected off the surface. Different colours will have varying strengths referred to as value, so that a light green and a certain yellow might be at the same value even though they are different colours. In black and white images, value is independent of colour since there is only really one colour (grey). If you were to make a black and white drawing of a bowl of fruit, then you would need to make a judgment on the relative values of the orange and of the banana. Some parts of the banana will have a darker value than some parts of the orange, and vice verse, but overall, you would expect the orange to be a darker value than the banana if it is viewed in the same light. Things in shadow naturally have darker values. Look around at the objects you see. Every surface, is not uniform in value even if it is flat. As light falls on an object, it is reflected at an angle. For a curved surface, the amount of light reaching your eye depends on your current viewpoint. Therefore, a curved surface will have a high number of values. The way that you draw the transition between two given values is called shading. Almost all objects don't have distinct lines. Most objects are best represented by a continuous shift between light and dark. If you look at a person's face, there are no hard lines. You might at first perceive a wrinkle as a line, but a closer look will show a gradual change in value from light to dark to light to dark again. If you draw lines, then you produce a cartoon-like result. For realistic work, try to use shading. For a cartoon like effect or something else that you have in mind or feel like experimenting with, try using hard lines. Please note, there are no rules here, only guidelines, and in no way do I wish to restrict your artistic expression. If you find a way to use hard lines to good effect, then use them. One of the most impressive line drawings I have seen was a contour drawing of Lawrence of Arabia. It was constructed with hard lines in pen and ink. The drawing was minimalistic so that it would be degraded by the removal of any single line. But that drawing, good as it is, is not a realistic graphite representation which is the subject of this particular book. (C) Jeremy Lee 2010, all rights reserved. Note: I am allowing the blogs in the category 'Book' to be stored for personal use only, but not for distribution or commercial use. Should you wish to reproduce any material, please contact me for negotiations. spOOk's art is owned by Jeremy. He has practiced drawing and painting for about 40 years, and might get good at it one day. spOOk's art is focused on graphite portraits.

Dog stridor refers to wheezing noises that are made when a dog breathes (called stridulous breathing).The noise is due to restricted air flow due to some type of problem that typically resides at the dog's larynx, such as a lesion. Wheezing needs to be differentiated from similar respiratory symptoms such as shortness of breath (dyspnea) or difficulty breathing when not standing up (orthopnea). A narrowing of the air passage through the larynx results in obstructed or partially blocked airflow, such as a narrowing of the air passage. The obstruction results in a soft wheezing sound or louder sound which is referred to as stridor. A veterinarian will be able to hear any wheezing by listening to the dog breathe. The veterinarian will want to sedate the dog in order to conduct a thorough visual exam. Dogs that are having trouble breathing need to be closely observed when sedated. In some cases, emergency resuscitation is needed due to the combination of sedation and breathing difficulty. An endotracheal tube can be inserted to assist with breathing (it needs to be removed in order to examine the nasal cavity). Problems such as canine laryngitis (laryngeal mucosa) results in coughing, not a change in vocal ability. Causes and Treatment Canine Laryngeal Paralysis Older and middle age dogs, and large breeds commonly are suffering from laryngeal paralysis. Other symptoms associated with canine laryngeal paralysis are a reluctance to exercise and collapse when a dog is exercising itself. Younger dogs suffering from laryngeal paralysis usually have the condition as a congenital disorder (breeds include bull terriers, Siberian Husky, Rottweiler and Dalmatians). Other causes include neorgenic, neuromuscular, or muscular disorders. Diagnosis involves sedation followed by a technique called electromyography is used to confirm the diagnosis. Paralysis can be partial or complete. In some dogs the disease gets worse over time (progressive). Surgery is used to treat the condition. Dog Nasal Tumors (Neoplasia or laryngeal tumor) If a tumor or growth is found, then a veterinarian will take a sample (fine needle aspiration) of the neoplasm or lesion for further testing. Lab tests will indicate if the tumor is malignant (cancer) or benign (slow growing/not cancer.) The condition is rare in dogs. Congenital Laryngeal Hypoplasia This is a condition in bulldogs or dogs with similarly shaped heads. The structure of the nose results in narrowed air passages. This narrowing causes an airflow obstruction and sounds such as wheezing or louder sounds. In this case surgical correction is needed. Accidental injury to the larynx can be life threatening in cases where it obstructs the ability to breathe. Diagnosis is difficult before the trauma is healed. It is also possible for a dog to recover with no treatment (and any breathing assistance that is required). If the mucosa, the pink tissue that covers the thin tubular bones leading from the nose that carry air, then it will need to be surgically repaired. SNEEZING & NASAL DISCHARGE Richard B. Ford, DVM, MS, DACVIM and DACVPM College of Veterinary Medicine North Carolina State University, Raleigh, NC LARYNX: COUGHING, DYSPNEA, STRIDOR, SURGERY Anjop J. Venker-van Haagen, DVM, PhD, DECVS Stationsstraat 142, 3511 EJ Utrecht, The Netherlands.

With the extensive use of fossil fuels, deforestation, and land-use change, anthropogenic activities have contributed to the ever-increasing concentrations of greenhouse gases (GHGs) in the atmosphere, causing global climate change. In response to the worsening global climate change, achieving carbon (C) neutrality by the middle century is the most pressing task on the planet. What are the paths to C neutralization? What are the directions for technological breakthroughs to achieve C neutralization? How to monitor and measure C emissions? This review, prepared by 58 scientists from 8 countries and 52 research units, intends to provide insights into the innovative technologies that offer solutions achieving C neutrality and sustainable development. Achieving C neutrality requires replacing fossil fuels with renewable energy sources. Harnessing the power of solar, wind, geothermal, ocean, nuclear, and H2 energy may help secure global energy security without relying on fossil fuels. Bioenergy is also important in reshaping the energy supply and consumption systems. Technologies for these renewable energy sources and their future development are discussed (Fig. 2). Fig. 2 Technologies for renewable energy Technologies for enhancing C sink in global ecosystems Global agricultural food systems are the major source of global anthropogenic GHG emissions, while terrestrial and marine ecosystems are the most important global C sinks (Fig. 3). To avoid disastrous climate change, global ecosystems need to be reformed to increase C sequestration, biomass production, and food supply while lowering GHG emissions. Fig. 3 Overview of global GHG budget and strategies to promote GHG reduction and sequestration in global ecosystems As an effective strategy to reduce the C footprint of global waste, thermochemical conversion of solid waste into biochar can bring multifunctional benefits to the circular economy in addition to climate change mitigation and C sequestration. A plethora of organic resources, such as crop residues, forest residues, livestock manure, food wastes, industrial biowastes, municipal biowastes, animal carcasses, are feedstocks that can be used to produce biochar for different purposes. Biochar is used in a variety of applications, including soil amendment, delivery of agrochemicals and microbes, environmental remediation, catalyst production, building material manufacturing, and feed formulation (Fig. 4). Fig. 4 Zero waste biochar as a C-neutral tool for sustainable development Technologies for C capture, utilization, and storage CCUS, technologies for carbon capture, utilization, and storage, are critical to achieving C neutrality (Fig. 5). CCUS technologies need innovations, targeting CO2 recovery with low energy or even zero energy penalty, and aiming collaborative optimization of CO2 storage and resource recovery and risk management. Chemicals-power polygeneration and chemical looping combustion with CO2 capture have the potentials to realize low-cost CO2 capture. Fossil fuels combined with renewable energy for CO2capture, the complementary energy systems, may play an important role for future CCUS. The conversion of CO2 into fuels and chemicals is a promising direction for C reduction. Fig. 5 The roadmap for CO2 capture technology development in the industry C neutrality based on satellite observations and digital earth Satellite observation and digital earth technology are important parts of monitoring C emissions and establishing an air-space-ground integrated observation system for the C cycle. They can provide basic observation and analysis data with a high temporal and spatial resolution for C neutralization research. C satellite and multispectral satellites can provide data support for monitoring the concentration of greenhouse gases; digital earth technology can integrate global vegetation, atmosphere, and climate data to provide temporal and spatial analysis of the C budget of natural ecosystems. As the world races towards C neutrality, it is critical to revise current global C fluxes. To meet the climate change mitigation goals by the middle century, all people including investors, researchers, policy makers and consumers must work together: (1) To realize orderly reduction and replacement of fossil fuel energy sources with renewable energy sources, we need to vigorously develop energy storage systems to address the intermittency of renewable energy sources. (2) To coordinate ecosystem protection and carbon sequestration, we need to push forward reform of crop-livestock production systems based on land use and improving ecological carbon sink. (3) To integrate ecological strategies optimizing biochar production, life cycle analysis, and formulate standards to advance the development of green and low-carbon industries. (4) To adopt breakthrough CCUS technologies including polygeneration, chemical looping combustion, and fossil fuels combined with renewable energy for CO2 capture, to overcome the high energy consumption and high costs. (5) To develop new satellites to comprehensively and timely monitor GHG emissions, and to expand the ability to calculate C budgets through joint observation from space and the ground.

A controlled vocabulary is a set of preselected terms from which a cataloger or indexer selects for assigning subject headings or descriptors to a work in a library catalog or bibliographic database. Vocabulary control ensures consistency in a catalog or databes and increases the efficiency of information retrieval by solving the problems of homographs, synonyms and polysemes of natural language. Vocabulary control includes policies, procedures, and methodologies of term assignments and clarification of the semantic relationships among terms. The Library of Congress Subject Headings are an example of a controlled vocabulary. Definition and purposes In library and information science, a controlled vocabulary is a carefully selected list of words and phrases that are used to tag units of information (document or work) so that they may be more easily retrieved by a search. In Guidelines for the Construction, Format, and Management of Monolingual Controlled Vocabulary, NISO (National Information Standards Organization (U.S.) explains the purposes of vocabulary control: The purpose of controlled vocabularies is to provide a means for organizing information. Through the process of assigning terms selected from controlled vocabularies to describe documents and other types of content objects, the materials are organized according to the various elements that have been chosen to describe them. Controlled vocabularies serve five purposes: - Translation: Provide a means for converting the natural language of authors, indexers, and users into a vocabulary that can be used for indexing and retrieval. - Consistency: Promote uniformity in term format and in the assignment of terms. - Indication of relationships: Indicate semantic relationships among terms. - Label and browse: Provide consistent and clear hierarchies in a navigation system to help users locate desired content objects. - Retrieval: Serve as a searching aid in locating content objects. Controlled vocabularies solve the problems of homographs, synonyms and polysemes by ensuring that each concept is described using only one authorized term and each authorized term in the controlled vocabulary describes only one concept. In short, controlled vocabularies reduce ambiguity inherent in normal human languages and ensure consistency. For example, in the Library of Congress Subject Headings (a subject heading system that uses controlled vocabulary), authorized terms (subject headings in this case) have to be chosen to handle choices between variant spellings of the same concept (American versus British), scientific and popular terms (Cockroaches versus Periplaneta americana), and between synonyms (automobile versus cars) among other difficult choices. Authorized terms are selected based on the principles of user warrant (what terms users are likely to use), literary warrant (what terms are generally used in the literature and documents), and structural warrant (terms chosen by considering the structure, scope of the controlled vocabulary). Controlled vocabularies also typically handle the problem of homographs with qualifiers. For example, the term "pool" has to be qualified to refer to either swimming pool or the game pool to ensure that each authorized term or heading refers to only one concept. Subject headings and thesauri There are two main kinds of controlled vocabulary tools used in libraries: subject headings and thesauri. While the differences between the two are diminishing, there are still some minor differences. Historically subject headings were designed to describe books in library catalogs by catalogers while thesauri were used by indexers to apply index terms to documents and articles. Subject headings tend to be broader in scope describing whole books, while thesauri tend to be more specialized covering very specific disciplines. Also because of the card catalog system, subject headings tend to have terms that are in indirect order (though with the rise of automated systems this is being removed), while thesauri terms are always in direct order. Subject headings also tend to use more pre-co-ordination of terms such that the designer of the controlled vocabulary will combine various concepts together to form one authorized subject heading. (e.g., children and terrorism) while thesauri tend to use singular direct terms. Lastly thesauri list not only equivalent terms but also narrower, broader terms and related terms among various authorized and non-authorized terms, while historically most subject headings did not. For example, the Library of Congress Subject Headings did not have much syndetic structure until 1943, and it was not until 1985 when it began to adopt the thesauri type "Broader term" and "Narrow term." The terms are chosen and organized by trained professionals (including librarians and information scientists) who possess expertise in the subject area. Controlled vocabulary terms can accurately describe what a given document is actually about, even if the terms themselves do not occur within the document's text. Well known subject heading systems are library of congress subject heading, MESH, Sears. Well known thesauri are Art and Architecture Thesaurus, ERIC Thesaurus etc. Choosing authorized terms is a tricky business. Besides the issues already considered above, the designer has to consider the specificity of the term chosen, whether to use direct entry, and the inter consistency and stability of the language. Lastly the amount of pre co-ordinate (in which case the degree of enumeration versus synthesis becomes an issue) and post co-ordinate in the system is another important issue Controlled vocabularies used to tag documents are considered metadata. Subject indexing is the act of describing a document by index terms to indicate what the document is about or to summarize its content. The index terms are often selected from some form of controlled vocabulary. Subject indexing is used in information retrieval especially to create Bibliographic databases to retrieve documents on a particular subject. Examples of academic indexing services are Zentralblatt MATH, Chemical Abstracts and PubMed. The index terms were mostly assigned by experts but author keywords are also common. With the ability to conduct a full text search widely available, many people have come to rely on their own expertise in conducting information searches and full text search has become very popular. With new web applications that allow every user to tag documents, social tagging has gained popularity. However, subject indexing is done by professional indexers and librarians, and they remain crucial to information organization and retrieval. Indexers and Librarians understand controlled vocabularies and are able to find information that can't be located by full text search. Types of indexing language There are three main types of indexing languages. - Controlled indexing language - Only approved terms can be used by the indexer to describe the document - Natural language indexing language - Any term from the document can be used to describe the document. - Free indexing language - Any term (not only from the document) can be used to describe the document. When indexing a document, the indexer also has to choose the level of indexing exhaustivity, the level of detail in which the document is described. For example using low indexing exhaustivity, minor aspects of the work will not be described with index terms. In general the higher the indexing exhaustivity, more terms are indexed for each document. In recent years free text search as a means of access to documents has become popular. This involves using natural language indexing with an indexing exhaustively set to maximum (every word in the text is indexed). Many studies have been done to compare the efficiency and effectiveness of free text searches against documents that have been indexed by experts using a few well chosen controlled vocabulary descriptors. Controlled vocabularies may improve the accuracy of free text searching, such as to reduce irrelevant items in the retrieval list. These irrelevant items (false positives) are often caused by the inherent ambiguity of natural language. For example, football is the name given to a number of different team sports. The most popular of these team sports also happens to be called soccer in several countries. The English language word football is also applied to Rugby football (Rugby union and rugby league), American football, Australian rules football, Gaelic football, and Canadian football. A search for football therefore will retrieve documents that are about several completely different sports. Controlled vocabulary solves this problem by tagging the documents in such a way that the ambiguities are eliminated. Compared to free text searching, the use of a controlled vocabulary can dramatically increase the performance of an information retrieval system, if performance is measured by precision (the percentage of documents in the retrieval list that are actually relevant to the search topic). In some cases controlled vocabulary can enhance recall as well, because unlike natural language schemes, once the correct authorized term is searched, you don't need to worry about searching for other terms that might be synonyms of that term. However, a controlled vocabulary search may also lead to unsatisfactory recall, in that it will fail to retrieve some documents that are actually relevant to the search question. This is particularly problematic when the search question involves terms that are sufficiently tangential to the subject area such that the indexer might have decided to tag it using a different term (but the searcher might consider the same). Essentially, this can be avoided only by an experienced user of controlled vocabulary whose understanding of the vocabulary coincides with the way it is used by the indexer. Controlled vocabularies are also quickly out-dated and in fast developing fields of knowledge, the authorized terms might not be available if they are not updated regularly. Even in the best case scenario, controlled language is often not as specific as using the words of the text itself. Indexers trying to choose the appropriate index terms might misinterpret the author, while a free text search is in no danger of doing so, because it uses the author's own words. The use of controlled vocabularies can be costly compared to free text searches because human experts or expensive automated systems are necessary to index each entry. Furthermore, the user has to be familiar with the controlled vocabulary scheme to make best use of the system. But as already mentioned, the control of synonyms, homographs can help increase precision. Numerous methodologies have been developed to assist in the creation of controlled vocabularies, including faceted classification, which enables a given data record or document to be described in multiple ways. Controlled vocabularies, such as the Library of Congress Subject Headings, are essential components of bibliography, the study and classification of books. They were initially developed in library and information science. In the 1950s, government agencies began to develop controlled vocabularies for the burgeoning journal literature in specialized fields; an example is the Medical Subject Headings (MeSH) developed by the U.S. National Library of Medicine. Subsequently, for-profit firms (called Abstracting and indexing services) emerged to index the fast-growing literature in every field of knowledge. In the 1960s, an online bibliographic database industry developed one based on dialup X.25 networking. These services were seldom made available to the public because they were difficult to use; specialist librarians called search intermediaries handled the searching job. In the 1980s, the first full text databases appeared; these databases contain the full text of the index articles as well as the bibliographic information. Online bibliographic databases have migrated to the Internet and are now publicly available; however, most are proprietary and can be expensive to use. Students enrolled in colleges and universities may be able to access some of these services; some of these services may be accessible without charge at a public library. In large organizations, controlled vocabularies may be introduced to improve technical communication. The use of controlled vocabulary ensures that everyone is using the same word to mean the same thing. This consistency of terms is one of the most important concepts in technical writing and knowledge management, where effort is expended to use the same word throughout a document or organization instead of slightly different ones to refer to the same thing. Web searching could be dramatically improved by the development of a controlled vocabulary for describing Web pages; the use of such a vocabulary could culminate in a Semantic Web, in which the content of Web pages is described using a machine-readable metadata scheme. One of the first proposals for such a scheme is the Dublin Core Initiative. It is unlikely that a single metadata scheme will ever succeed in describing the content of the entire Web. To create a Semantic Web, it may be necessary to draw from two or more metadata systems to describe a Web page's contents. The eXchangeable Faceted Metadata Language (XFML) is designed to enable controlled vocabulary creators to publish and share metadata systems. XFML is designed on faceted classification principles. - Authority control - Controlled natural language - Faceted classification - Full text search - Information retrieval - Metadata registry - Ontology (computer science) - Semantic spectrum - Technical terminology - Text retrieval - Vocabulary-based transformation - Amy J. Warner, Ph.D., A Taxonomy Primer. - Fred Leise, Karl Fast and Mike Steckel, What Is A Controlled Vocabulary?, 2002/12/16. Retrieved April 25, 2008. - ANSI/NISO Z39.19-2005 p. 1. Retrieved April 28, 2008. - F. W. Lancaster, Indexing and abstracting in theory and practise 3rd ed. (London, facet ISBN 1-85604-482-3), 6. - Cory Doctorow, Metacrap: Putting the torch to seven straw-men of the meta-utopia Retrieved April 25, 2008. - Mark Pilgrim, This is XFML Tuesday, December 3, 2002. Retrieved April 25, 2008. ReferencesISBN links support NWE through referral fees - Broughton, Vanda. Essential Thesaurus Construction. London: Facet, 2006. ISBN 185604565X ISBN 978-1856045650 - Chamis, Alice Yanosko. Vocabulary Control and Search Strategies in Online Searching. New directions in information management, no. 27. New York: Greenwood Press, 1991. ISBN 0313254907 ISBN 978-0313254901 - F. W. Lancaster. Indexing and abstracting in theory and practice, 3rd ed. London: facet, 2003. ISBN 1856044823 - Lancaster, F. Wilfrid. Vocabulary Control for Information Retrieval. Arlington, Va: Information Resources Press, 1986. ISBN 0878150536 ISBN 978-0878150533 - National Information Standards Organization (U.S.). Guidelines for the Construction, Format, and Management of Monolingual Controlled Vocabulary. National information standards series. Bethesda, Md: NISO Press, 2005. - Taylor, Arlene G. The Organization of Information. Library and information science text series. ISBN 1563089769 ISBN 978-1563089763 ISBN 1563089696 ISBN 978-1563089695 All links retrieved January 7, 2024. - controlledvocabulary.com—explains how controlled vocabularies are useful in describing images and information for classifying content in electronic databases. - National Information Standards Organization (NISO). New World Encyclopedia writers and editors rewrote and completed the Wikipedia article in accordance with New World Encyclopedia standards. This article abides by terms of the Creative Commons CC-by-sa 3.0 License (CC-by-sa), which may be used and disseminated with proper attribution. Credit is due under the terms of this license that can reference both the New World Encyclopedia contributors and the selfless volunteer contributors of the Wikimedia Foundation. To cite this article click here for a list of acceptable citing formats.The history of earlier contributions by wikipedians is accessible to researchers here: The history of this article since it was imported to New World Encyclopedia: Note: Some restrictions may apply to use of individual images which are separately licensed.

Training on Soft Skills now browsing by tag Before developing and implementing security measures to prevent cyberattacks, you must understand basic concepts associated with cybersecurity and what cyberattacks are. The method(s) of cybersecurity that a company uses should be tailored to fit the needs of the organization. Cyberspace is the environment where computer transactions take place. This specifically refers to computer-to-computer activity. Although there is no “physical” space that makes up cyberspace, with the stroke of a few keys on a keyboard, one can connect with others around the world. Examples of items included in cyberspace are: - Information storage As previously mentioned, cybersecurity is the implementation of methods to prevent attacks on a company’s information systems. This is done to avoid disruption of the company’s productivity. Not only does cybersecurity include controlling physical access to the system’s hardware, it protects from danger that may come via network access or the injection of code. Cybersecurity is crucial to a business for a myriad of reasons. The two this section will focus on are data security breaches and sabotage. Both can have dire effects on a company and/or its clients. Data security breaches can compromise secure information such as: - Names and social security numbers - Credit card and bank details - Trade secrets - Intellectual property Computer sabotage serves to disable a company’s computers or network to impede the company’s ability to conduct business. In simple terms, a hacker is an individual or group of individuals who use their knowledge of technology to break into computer systems and networks, using a variety of tools to gain access to and utilize other people’s data for devious reasons. There are 3 main types of hackers. They are: Grey hats: These hackers do so “for the fun of it”. Black hats: These hackers have malevolent reasons for doing so, such as stealing and/or selling data for monetary gain. White hats: These hackers are employed by companies to hack into systems to find where the company is vulnerable, with the intention of ensuring the safety of the data from hackers with ill intentions. For more on our Cyber Security course, please visit: https://corporatetrainingmaterials.com/course/Cyber_Security The Benefits of Budgeting When going on a road trip, most people have a map which tells them how to get from point A to point B. The map is important, because it tells you how to get to your desired destination. A well developed budget is just like a map to help you reach your financial goals. You start at point A, and the budget helps you go the distance get to point B. Having a budget can be very beneficial to get the hardship of debt off of your plate. Debt is money that is owed by one person to another person, or company. Many people these days struggle with the burden of debt. The Pew Charitable Trusts reported in 2015 that 80% of Americans were in debt. The median is almost $68,000 for Americans, talk about stressful! Debt can take many different forms, here are just a few: - Credit Card - Medical Bills - Personal Loans - Car Loan - Bank Overdraft Charges - Student Loan A well-crafted budget could help you create a savings. In this context savings means money that a person has saved, usually through a financial institution, but not always. Having a savings is critical, and often overlooked. You never know when lightning is going to strike, the car is going to break down, or you suddenly need to have an emergency appendectomy. The boy scouts have a motto, always be prepared. We don’t always know what is coming our way in life, but a little foresight and preparedness can help. Saving a small emergency fund could mean the difference between saving the day, or total disaster. Here are a few different types of events you could save for: - Car Repairs - Housing Repairs - Medical Costs - Unexpected Unemployment When a person is weighed down by their financial situation, it can cause a lot of stress and anxiety. Stress and anxiety can make it hard to function in life. Feeling the overwhelming pressure can be debilitating for some people. Stress and anxiety can also manifest in the following ways: - Heart attack - High Blood pressure - Gastric Conditions, such as stomach ulcers - Substance abuse - Eating disorders, weight loss/ or weight gain Financial stress and anxiety can be curbed by having a properly developed budget in place. A budget can help you manage your monthly spending. Your budget can even help you get out of debt, if that is one of your goals. Financial strain can affect more than just your physical health; it can affect your relationships also. When you’re stressed out, that always has a way of leaking into your relationships with your spouse, family, and friends. A major cause of divorce in America is related to financial issues. When financial stress is at the forefront of your mind, it can cause you to be distant, and irritable towards your loved ones. Sometimes we have to borrow money from a loved one, which can add even more tension to an already strained relationship. Not only are you trying to get yourself back to level, financially, but having to figure out how to pay your loved one back. For more on our Managing Personal Finances Course, please visit: https://corporatetrainingmaterials.com/course/Managing_Personal_Finances Mindfulness is a natural state of being. Throughout our lives we are frequently in this state without realizing it. If you have ever heard a noise at night and went to investigate, the level of attention that you bring to that situation is a good example of being mindful. However, we frequently divide our attention and, by necessity, we will selectively ignore aspects of our environment. When watching a sporting event on television, for example, a particularly enrapt fan might tune out conversation that is occurring around him or her in order to pay closer attention to the game. If the sports fanatics in this scenario consciously thought about paying attention to the conversations around them rather than the game on television, they could. In this sense, mindfulness is a mental skill that you can develop through practice. When practicing mindfulness, whether through meditation or in a given moment, you want to pay attention to whatever comes up. For example, when you focus on your breath, note whether you are breathing in deeply or shallowly. Is your breath cold or warm? Fast or slow? Through your mouth or nose? If you feel pain somewhere, focus on that pain, note how it comes and goes or intensifies or subsides. You may notice aspects of breathing that you never have considered before. In fact whenever we are in any environment, we only pay conscious attention to a small number of details, typically. When you meditate for mindfulness, or find yourself in a mindful state, it is important to accept things as they are without judgment. At some point, you may decide to act to change things, but initially you want to accept what you experience for what it is. Most religious thought includes some form of acceptance, whether it is the Christian view of surrendering your will to all God’s will to be done, or the Islamic view that you must submit to Allah. By accepting things as they are, you allow yourself to remain open to a wider range of possibilities. So, for instance, when you meditate, do not do so with a goal in mind, as if you are trying to change yourself from one state to another. This may happen anyway, but that’s a side effect. Instead, think of the meditation as an opportunity to observe how things change and how they don’t change with the passage of time. Mindfulness is an act of observation rather than an attempt to change something. While you may determine later that a change is in order, initially you want to take a moment to observe how things are first. The best way to practice being mindful is through a regular program of meditation. Keep in mind that not all meditations are for the purpose of making you more mindful. Transcendental meditation and mantra meditation might increase mindfulness as a side effect, but these aim at an entirely different result. Furthermore, there are numerous methods of meditating that do aim at improved mindfulness. Some techniques take some time to learn. For example, Kabat-Zinn’s Mindfulness Based Stress Reduction (MBSR) approach involves taking an eight week course where you go through guided meditations. This can get expensive and time consuming. However if you are interested in a self-directed version of Kabat-Zinn’s course as an additional supplement to this course, you can follow the link at the bottom of this section. The different approaches to mindfulness meditation typically focus on the following three attributes: - Your body - Your breath - Your thoughts One technique that Kabat-Zinn’s approach to mindfulness meditation includes is called scanning, or body scanning. Once you are used to it, you can do it without the need for a guided meditation, but one option for beginners is to record your voice talking yourself through the body scan. You start by lying down on your back in a comfortable space. Focus your attention on the toes of your left foot and noting anything you observe. You then move your focus to the sole of your left foot, your heel, and the top of your left foot. Then you move your focus up your left leg – your ankle, your calf, your knee, your thigh, and finally your left hip. At this point, you do the same with your right foot and leg all the way up to your right hip. Once you have moved your focus up both legs, focus on your mid-section – pelvis, hips, groin, and buttocks – and then move your focus up your main torso – lower back, stomach, insides. At each point focus on how this part of you feels – are your muscles tense? Do you feel any pain, aches, coldness, warmth, etc.? Move your focus up the rest of your torso – your solar plexus, chest, breasts, spine, shoulder blades and shoulders. Once your focus has reached your shoulders, move your focus down the length of your left arm – your shoulder, bicep, elbow, forearm, hand, and fingers. Then do the same to your right arm. Finally we focus on the neck and head. Focus on your jaw, your cheeks and ears, eyes, forehead, back of the head, and finally top of the head. Once you have completed the scan, you can remain in this state for as long as you choose. Four D Model Appreciative inquiry opens whole new doors for us and opens our eyes to a new way of thinking. With positive thoughts and attitudes, we can discover new ways of reaching our goals. We can be free to dream new ambitions and set ourselves up for success. After a plan is made, we can design how to reach that goal and deliver the end result to us. Yes, we can accomplish all of this if we just believe that we have the skills and confidence to do it. Discovery is about finding what type of processes, organization and skills work for you and will help you along your way. It is also a process of learning to appreciate what has been given to us and using it to our benefit. Employees often discover some of this information by speaking with other employees and learning about what has worked for the company in the past. This can lead employees to feel more appreciative about their role in the company and what they can do to make meaningful contributions. - Conversing with other employees about their experiences - Asking managers what methods have worked in the past - Observing your past actions that have been successful The dream phase focuses on what would work for yourself and the company in the future. This ‘dream session’ can be run in a large group conference or can be done with a few peers. Either way, it should allow everyone to open up about what they want to see from the company and any ideas they may have for improvement. The idea of the ‘dream’ part of this model is to use positive energy to create a vision for the future, while creating goals and accomplishments that will help you, and the company, reach that point. Dream up the ideal and perfect situation. - “Would this work in the future?” - “What do I want to see happen?” - “What would be perfect for me and the company?” The design plan is all about how you and the company plan to reach the goals and dreams that are lined out in the discovery and dream phases. This part of the model focuses on what needs to be done to reach these goals and reach the progress needed. Generally this part is carried out by a small group of members that concentrate on how to move forward, but it can be done with larger groups as well. Anyone in this group is encouraged to remember to use positive language and encourage their coworkers to think positive in their work. - “What do we need to do to make this happen?” - “Will things needed to be changed or altered?” - “Do we need to introduce a new element?” The delivery phase, sometimes called the destiny phase, is the final stage of the Four D model, and focuses on executing the plans and ideas that were thought out and developed in the previous phases. In this part of the model, employees need to take the necessary actions to progress toward change and positively obtaining their goals. A plan isn’t worth the paper it is written on if it doesn’t have a dynamic team behind it to carry it out. - Implement any changes needed - Remove elements that no longer work - Assign tasks and duties as needed

St Paul was an influential figure in the early development of Christianity. His writings and epistles form a key section of the New Testament; St Paul helped to codify and unify the direction of the emerging religion of Christianity. In particular, St Paul emphasised the role that salvation is based on faith and not religious customs. St Paul was both Jewish and a Roman citizen; in his early life, he took part in the persecution of Christians. However, on the road to Damascus, he underwent a conversion and became a committed Christian himself. St Paul, also known as Saul, ethnically was Jewish, coming from a devout Jewish family. He was also born a Roman Citizen in Tarsus, Cilicia, South Turkey. He grew up in Jerusalem and was brought up by Gamaliel, a leading authority in the Jewish religious establishment (Sanhedrin). In addition to learning religious scriptures, he also studied Greek philosophers and was well acquainted with the Stoic philosophers, who advocated a virtuous acceptance of life as a path to happiness. In his daily life, he was a tent maker. During his early life, St Paul was a Pharisee – a group of Jewish people who administered the law. He admitted to participating “beyond measure” in the persecution of Christians. This included taking part in the stoning of Stephen, a Christian. Acts 7:58-60;22:20. One reason St Paul was so critical of the new sect which followed Jesus Christ was the fact he was appalled that Jesus died a ‘criminal’s death’ on the cross. He couldn’t assimilate that with how a Messiah would be treated. Conversion to Christianity Around 31-36 AD, St Paul relates how he became converted from a persecutor of Christians to a devout follower. However, on the road to Damascus, he reported to being blinded by a vision of Jesus Christ. He heard the voice of Jesus Christ, asking Saul, “why persecutest thou me?” Saul replied, “Who art thou, Lord? And the Lord said, I am Jesus whom thou persecutest: [it is] hard for thee to kick against the pricks.” For three days after the vision, he remained blind and undertook a fast He later healed of his blindness by a Christian – Ananias of Damascus. After his vision and healing, he proclaimed the divinity of Jesus Christ and dedicated his life to spreading the Christian message. St Paul explained that he was a servant of Jesus Christ and his unexpected conversion to ardent Christian was due to the Grace of God and not reason or intellect. St Paul became involved in doctrinal disputes amongst the early followers of Christ. St Paul taught that old religious rites, such as circumcision were no longer necessary. St Paul taught that faith in the redemptive power of Jesus Christ, who died on the cross to save sinners was the essence of Christianity. “Therefore we conclude that a man is justified by faith without the deeds of the law. Is he the God of the Jews only? is he not also of the Gentiles? Yes, of the Gentiles also: Seeing it is one God, which shall justify the circumcision by faith, and uncircumcision through faith.” St Paul also negated the idea that Jews were a special people, due to their lineage from Abraham. St Paul’s teachings helped move the early sect of Judaism into the separate religion of Christianity. Before St Paul, followers of Jesus Christ were still associated with Judaism. St Paul successfully argued that Gentiles (non-Jews) could be converted directly to Christianity and didn’t need to become Jews first. St Paul threw himself into missionary work. Over the next few years, he travelled to Damascus and later Jerusalem. He made several missionary journeys around the Mediterranean basin where he sought to spread the teachings of Jesus and offer support to the fledgeling Christian community. St Paul visited many places such as the island of Cypress, Pamphylia, Pisidia, and Lycaonia, all in Asia Minor. Later, he travelled as far west as Spain. He established churches at Pisidian Antioch, Iconium, Lystra, and Derbe. He later made Ephesus the central place of his missionary activity. During a visit to Athens, he gave one of his most memorable and well-documented speeches; it became known as the Areopagus sermon Acts 17:16-34. St Paul was dismayed by the number of pagan gods on display. In speaking to the crowd he criticised their pagan worship. “As I walked around and looked carefully at your objects of worship, I even found an altar with this inscription: TO AN UNKNOWN GOD. So you are ignorant of the very thing you worship — and this is what I am going to proclaim to you.” His missionary work was often difficult and dangerous, he often met an unwelcome response. He supported himself financially by continuing to work as a tent maker. Teachings of St Paul St Paul was instrumental in deciding that former Jewish practises such as circumcision and dietary law were not required by Christians. St Paul taught that Jesus Christ was a divine being, and salvation could be achieved by faith alone. “All have sinned, and come short of the glory of God; Being justified freely by his grace through the redemption that is in Christ Jesus.” St Paul was a key theologian on the doctrine of atonement. Paul taught that Christians are freed from sin through Jesus’ death and resurrection. On arriving in Jerusalem in 57 AD, he became embroiled in controversy over his rejection of Jewish customs. He was arrested and held in a prison in Caesarea for two years. Since he could claim rights as a Roman citizen, he was eventually released. He spent his remaining years writing letters to the early church and acting as a missionary. Details about his death are uncertain. But, tradition suggests he was beheaded. The Feast of the Conversion of Saint Paul is celebrated on January 25. Within the Western world, some of his writings have attained an iconic status for its poetry and power “Though I speak with the tongues of men and of angels, but have not love, I have become sounding brass or a clanging cymbal. And though I have the gift of prophecy, and understand all mysteries and all knowledge, and though I have all faith, so that I could remove mountains, but have not love, I am nothing. “ St Paul I Corinthians Ch. 13 (NKJV) Within the 27 books of the New Testament, seven books are signed by St Paul and are considered to be his writings – Romans, 1 Corinthians, 2 Corinthians, Galatians, Philippians, 1 Thessalonians and Philemon. Another seven book may have had input from St Paul, but the authorship is uncertain. St Paul sets out a conservative view on the role of women in society. his views on the treatment of women. His views were influential in the church adopting a male hierarchy in positions of power 12. But I suffer not a woman to teach, nor to usurp authority over the man, but to be in silence. Timothy 2:9–15 13. For Adam was first formed, then Eve. 14. And Adam was not deceived, but the woman being deceived was in the transgression. However, it should be noted that the letter to the Romans was delivered by a woman – Phoebe, the first known deacon of the Christian church. A more inclusive view of women by St Paul is found in Galatians 3:28. “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” Although St Paul played a major role in influencing the early Christianity, he has been criticised for distorting the original message of Jesus Christ. At the time of St Paul, there were differing interpretations and no consensus on aspects of the new religion. St Paul placed greater emphasis on the ideas of original sin, atonement, and the role of Jesus Christ’s crucifixion in offering redemptive power. St. Paul is the patron saint of missionaries, evangelists, writers and public workers. His feast day is on June 29 when he is honoured with Saint Peter. Paul and Jesus: How the Apostle Transformed Christianity Christians – Famous Christians from Jesus Christ and the early Apostles to Catholic Popes and saints. Includes St Francis of Assisi, St Catherine of Sienna and St Teresa. Famous saints – Famous saints from the main religious traditions of Christianity, Hinduism, Islam, Judaism and Buddhism. Includes St Francis of Assisi, Mirabai and Guru Nanak. 100 Most influential people – A list of 100 most influential people as chosen by Michael H. Hast, from his book 100 most influential people in the world. Includes; Muhammad, Jesus Christ, Lord Buddha, Confucius, St Paul and Johann Gutenberg.

Seizure Management and Heimlich Maneuver Steps What is a seizure? Seizures occur when there is uncoordinated activity in the brain leading to temporary changes in behavior movements (such as stiffening and jerking of the arms and legs) sensations or even loss of consciousness or altered levels of awareness. What are the different types of seizures? Seizures can be classified based on where they originate in the brain, whether a person remains aware during the seizure and whether there is any movement involved. There are three categories, for classifying seizures; - Focal onset seizures begin in a region of the brain (known as the focus). May spread to other areas. These were previously referred to as seizures. During these seizures a person might be fully aware of their surroundings ( aware). Experience some level of awareness impairment (focal impaired awareness). - Generalized onset seizures affect both sides of the brain from the start often resulting in loss of consciousness. Generalized motor seizures involve stiffening and jerking movements, also known as tonic clonic seizures (previously called mal) or other muscular effects. Generalized non motor seizures result in changes in awareness, such as staring or repetitive movements, like lip smacking or pulling at clothes. - Unknown onset seizures refer to those that haven’t been categorized as either focal or generalized because its uncertain where the seizure originated in the brain. This uncertainty may arise when a person was asleep or alone when the seizure began. During a Seizure: Immediate Actions - Call for the nurse immediately. - Use the emergency light. - Shout for assistance. - If the patient is, in bed raise the side rails. - Place a pad or blanket to prevent any injuries. - In case the patient is seated, gently lower them to the floor and ensure that there are no obstacles or furniture in their vicinity. - To avoid any aspiration turn the patients head to one side. It’s essential to loosen any clothing, around their neck area. - Remember not to put anything in the patients mouth or attempt to restrain them during this time. - Make sure you take note of when the seizure started or when you discovered the patient and also record when it ends. Provide privacy by clearing out any visitors from the area. - Once the seizure has stopped, cover the patient with a blanket. Stay by their side until they regain alertness. Heimlich Maneuver Steps What is the Heimlich Maneuver? The Heimlich Maneuver, also called Abdominal Compression, is a first aid procedure to clear the respiratory tract, blocked by a piece of food or any other small object. It is an effective method to save lives in case of choking. Asphyxia prevents oxygen from reaching the lungs and from there to the rest of the organs. If the brain remains without oxygen for more than four minutes, some brain damage or even death can occur. Currently, it is recommended that the Heimlich maneuver should be used only in the case of severe airway obstruction, in which the person can no longer make any noise. Whereas in a person with a mild obstruction, in whom he can still cough, his attempts to expel the object on his own should not be hampered. In cases of pregnant women, obese or very large people, the technique should be modified by chest compressions, following the same dynamics as abdominal compressions. Blows to the back can aggravate the obstruction, due to the gravitational force, turning a minor obstruction into a serious one. How is the Heimlich maneuver done? Knowing how to do the Heimlich maneuver correctly can prevent choking in both children and adults . Even if it happens to yourself, it can save your life if you are alone or if no one around you knows how to practice this maneuver. Likewise, it should be borne in mind that, although the maneuver has the same objective for anyone who is suffering from choking, there are slight nuances that must be pointed out, depending on whether it is a nursing baby, a child, an adult or yourself. Finally, it must be taken into account that, if in a first attempt, we do not manage to get the person to expel the element that is making breathing impossible, it is best to ask for help so that someone, while you continue trying the Heimlich maneuver with the victim of choking, calls the emergency telephone number and first aid experts can come as soon as possible . The Heimlich maneuver in adults To perform the Heimlich maneuver in adults, it is important that you follow the following steps: - Wrap your arms around the waist of the person who is choking. - Clench your fist tightly and place it above the navel, just below the ribcage. - With the other hand, hold your fist to be able to exert a greater force. - Give 6 to 10 compressions in an inward and upward direction, just below the ribcage. If after performing the first series of 10 compressions, the person continues to choke, you should repeat the maneuver again until the object or piece of food is expelled. The Heimlich maneuver in children It is important to keep in mind that if you ever have to help a child who is choking, you should not apply the same force as an adult , as this could cause a rib injury or fracture and even damage to internal organs. Although if too much pressure is exerted, this could also happen in an adult person. Even so, the force must also be adapted to the age and size of the child in question. - Before proceeding with the Heimlich maneuver, if the child is older than 1 year, you should give 5 blows with the heel of the hand on the back , since sometimes with this gesture it is already solved. - If this does not work, you should go on to perform the Heimlich maneuver. To adapt to the height of the child , especially those who weigh less than 20kg and are under 5 years of age, you must stand behind him , either kneeling or sitting. - Once behind, you will have to surround the little one with your arms , in the same way as an adult, and you will have to locate the solar plexus (just above the pit of the stomach) to begin the maneuver. - Unlike, with adults, you will not use a clenched fist, but you will put your hands in the shape of a spoon and help yourself by putting your other hand on top. - In this position you must perform 5 compressions trying not to lift the child off the ground. In the same way as in the case of adults, the Heimlich maneuver should be repeated until the child expels the object or piece of food and can breathe. Of course, if the child loses consciousness, we must stop doing compressions and start performing pulmonary resuscitation maneuvers while we call emergencies. The Heimlich maneuver in babies under 1 year of age Babies can also choke, usually caused by swallowing a foreign object. If it is a baby under 1 year old, you must be even more careful with the pressure we exert so as not to cause other types of damage. - Before proceeding with the Heimlich maneuver, you can start by tapping the heel of your hand 5 times on the back , where the shoulder blades are. - If the object does not come out, but is accessible, you can try to remove it with your own fingers . It is important that you apply this step only in those cases in which you can easily reach the object, otherwise it would cause the baby to choke even more. - Finally, if you have not achieved them, you must proceed to the Heimlich maneuver , which varies on the other groups of people. In this case, you will have to place your index and middle fingers together and put pressure on the breastbone (it will sink a little), right in the middle of the two nipples. - Right at that point, you will have to perform 5 compressions, trying not to apply too much pressure to harm the baby. If, unfortunately, this doesn’t work, it’s important that you call 911 while you keep trying again. The Heimlich maneuver for pregnant or obese people These groups of people are more delicate when it comes to receiving the Heimlich maneuver, therefore, it is something that we must take into account before practicing it in the wrong way. In pregnant people Abdominal thrusts should not be performed on a pregnant woman, as they could affect the fetus. For this reason, in the event of a pregnant woman choking, it is recommended to lay her on the floor with her head to one side and that compressions be performed on the sternum. In obese people In persons with obesity problems we can find that it is difficult or practically impossible to surround the victim by the upper part of the abdomen and it is recommended to lay her on the floor with her head tilted, but, unlike pregnant women, perform compressions in the pit of the stomach normally.

Malaria is a disease transmitted through mosquito bites in nature. Symptoms include chills, fever, sweating, and anemia. Severe cerebral malaria can be fatal. The four common strains of malarial parasites that infect humans are Plasmodium vivax, Plasmodium falciparum, Plasmodium ovale, and Plasmodium malariae. What are the commonly used diagnostic methods for malaria? Below are three common diagnostic methods for malaria. Blood smear examination is the most commonly used method for malaria testing in the laboratory, and is also the “gold standard” recommended by the World Health Organization. Clinically, an anticoagulant tube (used for testing blood routine) is commonly used. 2-5 mL of blood is extracted from the peripheral vein of the patient, and a standard malaria blood smear is made. When the film is dry, it is stained with Giemsa and allowed to air-dry before microscopic examination for the presence of malarial parasites. The Malaria test strip is simple and intuitive to use, low-cost, and can be completed within 1 hour from film production to result reporting. It has high sensitivity, can distinguish the species and stages of the parasites, calculate parasite density, and can be used to guide treatment and prognosis, as well as for the diagnosis of other diseases such as hematological diseases or other blood parasitic pathogens. The rapid diagnosis test of the Malaria test kit is an immunochromatographic gold method for detecting malarial parasite-specific antigens in whole blood samples. Its principle is based on the specificity of Plasmodium falciparum HRP2 (histidine-rich protein 2) and species-specific pLDH (parasitic lactate dehydrogenase) or pan-specific aldolase. It has a commercially available test kit that can detect the four common strains of malarial parasites. The operation is simple and convenient, similar to a clinical early pregnancy test, and does not require power, instruments, and other equipment. The entire process takes only 5-20 minutes to produce results. The routine nucleic acid diagnostic detection methods for malaria mainly include Nest-PCR and real-time fluorescence quantitative PCR. The Nest-PCR method targets Plasmodium 18ssrRNA gene using species-specific primers for amplification and electrophoresis, which takes about 4 hours. The real-time fluorescence quantitative PCR method takes less time than Nest-PCR, and can produce results in about 2 hours, and can also dynamically record the entire amplification process. The nucleic acid detection method is the basis for confirming and typing malaria diagnosis, but traditional blood smear examination and rapid diagnosis tests have irreplaceable advantages. All three methods also have their own limitations. Therefore, it is generally recommended that clinical laboratories with conditions should simultaneously use all three methods. After learning about the common diagnostic methods for malaria, if you encounter friends who have traveled to malaria-endemic areas in Africa or Southeast Asia and have developed a fever due to mosquito bites, remember to remind them to go to the hospital or disease control center for malaria screening and testing!

A Python list contains a sequence of items and it is very common to write programs to process the elements in the list. In this blog post, we'll look at how you can use Python to skip certain values when looping through a list. There are four ways to skip values in a list and we will look at these elements in turn. First let us create a list: Note that this list contains five elements. Two of these elements are integers, namely 1 and 2592. Two of these elements are strings, namely “Kodeclik” and “Academy”. One of the elements is itself a list, namely [2,3]. If we print this list: Looping through the elements of the list It is easy to loop through the elements using a for loop like so: The output will be: Thus, the for loop prints all elements, one element to a line. Now, let us write programs to skip specific elements in such a for loop. Skip a value in a Python list by position First, let us learn to skip elements by position. For instance, let us suppose we desire to skip the second element (counting from 1, but recall that indices in Python lists begin from 0). Let us write a function for this purpose: The function “skip_by_position” takes two elements: list and position (pos). We loop through the elements of this list using the python enumerate function that lists both the index (in variable p) and value (in variable x). For positions not equal to the desired position we add them to the result (i.e., we do not skip it). Let us apply this function on our example list: The output will be: Note that the second element which is the list [2,3] has been skipped. Skipping multiple values in a Python list by position We can extend the program above to skip multiple values, i.e., instead of passing a single position, we pass multiple positions in a list: Note that the second argument is the list called “positions”. Only the “if” statement is modified: instead of checking for equality of position we check for membership in the positions list. Let us try out our program: The output is, as expected: because we removed items at positions 1, 2, and 5 from the list. The advantage of the program above is that we can pass nonsensical positions in our list and the program will still work: The output is still: Skip an entry in a Python list by value The second type of skipping is when we desire to skip a specific value. For instance, let us skip the value “Academy” from our list. Here is a function to skip by value: Because we are skipping by value, we don’t quite need the enumerate function. We go through elements of this list in a for loop and check if the element is not equal to the to-be-skipped value and, only if it is not equal we add it to the answer list. Let us try this out: The result is: Skipping multiple entries in a Python list by value Just like we adapted our first program, let us adapt our skip_by_value function to take a list of values instead of a single value: Here we are essentially subtracting one list from another (i.e., list-valuelist). For each value in list, we check if it is not in valuelist and only then include it in the answer: Let us try our function out: The output is: Again, like our previous function, we can include nonsensical values to be removed and the program will still work. For instance: Skip an entry in a Python list by type A third type of skipping is by a type, e.g., let us say we want to skip elements of the list that are lists themselves. Or perhaps we might wish to skip elements that are integers. To see how to do this, it is helpful to familiarize ourselves with the “type” function that returns the type of its operand: The output will be: You can see that the first and last elements are integers (of type “int”), and there are two strings and one list. We can use such information to define a criterion to skip. For instance consider the following function: Just as in our previous examples, we have a list as input and the second argument is an “example of the type to be skipped”. Inside the for loop we check if the type of the element is the same as the type of the second argument and if so we skip it. This is very powerful because we can specify indirectly the nature of what is to be skipped without worrying about how Python represents it internally. Consider for instance: Here we are saying we desire to skip elements that are “like” 3, i.e., which are integers. In this case, we have only two integers, namely 1 and 2592. (Recall that [2,3] is of type list of integers, not integers). The output is as expected: If we try: the output will be: i.e., the full list is retained without any removals because 3.5 is of type “float” and there are no floating point elements in the list. Similarly, if we try: The output is: i.e., the only list we have is removed. Skipping a value in a Python list by property In general, the above examples should suggest to you that as long as you have a way to check if an entry satisfies a property or not, you can use it in a condition and skip it. So you could adapt the above programs to, for instance, skip even numbers, or say skip strings that denote months, e.g., “January”, “February”, etc. We will leave this as an exercise to the reader. Kodeclik is an online coding academy for kids and teens to learn real world programming. Kids are introduced to coding in a fun and exciting way and are challeged to higher levels with engaging, high quality content.

To help Canada’s youth educators develop an understanding and appreciation for Remembrance Day, and encourage youth to participate, The Royal Canadian Legion created a teaching guide to assist primary and secondary schools in teaching students about the tradition of Remembrance and our military history. The guide addresses the following subjects: - Brief notes on Canadian military history and The Royal Canadian Legion - Important Canadian symbols - Remembrance themes in stories, songs, and poems - Information about the annual Poppy campaign and how the money donated is used - Information concerning the Legion’s National Poster and Literary Contests - Suggested school Remembrance activities In addition to the information available in the guide, your local branch of The Royal Canadian Legion can be of assistance, offering support in organizing ceremonies, and sharing their experiences.

This science game will help kids learn and master key facts about the stingray. The Life of the Stingray, and Its Similarities with Sharks A group of sea rays known as stingrays is made up cartilaginous fish that are closely related to sharks. Learn more about the life cycle of the stingray, and the similarities between it and sharks. Find out more about the life cycle of the Stingray, its physical characteristics and our article on the similarities between sharks and the Stingray. You will be glad that you did. These are some facts about the Stingray. This fascinating animal is amazing! If you love the ocean, this is a must-see! The lifestyles and Life cycle of Stingray Round stingrays have short movements and periods of inactivity. They move at their most active when the water temperature rises by as much as 10 degrees. They could be seeking out more favorable breeding conditions, better foraging success, or potential partners. Although researchers have seen this behavior in the Pacific Ocean and the reasons why it occurs are not clear. The life expectancy of stingrays varies from one species to the next. A stingray's lifespan is determined by its population size. After a four- to seven-month gestation, southern stingray females give birth to their pups. Females can give birth to as many as 10 pups per litter. The males mature about a year before the female. Southern stingrays are able to reach sexual maturity at around seven years of age. However, the males mature a year earlier. The life expectancy of a stingray can be up to 15 years. The stingray can live alone or with other stingrays. They communicate through touch, biting and pheromones. The bright blue spots on this sea creature are a sign of its venomous spines and tail. The underside of the body has a large flat mouth that is ideal for scooping up sand animals. The shells of crustaceans and fish can be crushed by the two plates at the back of the mouth. Stingrays have strong senses of smell and venom. The Atlantic stingray prefers warm estuarine and coastal waters. It can tolerate temperatures up to 86° Fahrenheit. They can migrate north or south in certain seasons and exhibit temperature-induced seasonal movements throughout their range. They can be found in the Chesapeake Bay in summer and fall, but they migrate south to warmer waters during winter months. They then migrate back to the surface of water. The effects of venom from stingrays on the human body can be varied. Stingray venom can trigger the sensation of 'nociception', which is sensory information that is elicited through tissue damage. These stimuli are sent to the brain by neural cells called nociceptors, which interpret them as pain. The adult stingray's venom is stronger than the juvenile stingray's. It is responsible for activating protein exudation (the release of organic fluids through cell membranes and walls). Stingray venom contains different protein constituents than those in terrestrial and snake venom. The stingray venom includes hyaluronidase and metalloproteinases. These proteins cause hemorhage and degrade extracellular matrix components. They also affect blood flow. These results are encouraging and could have significant implications for venom therapy. Similarities to sharks Many similarities exist between sharks and rays. Both have cartilage skeletons, and gill openings. Both have modified "scales", which are visible on their bodies. These two animals differ in their swimming ability and their breathing patterns. Find out more about the similarities and differences between sharks, stingrays, and other aquatic animals. They are very similar. However, the similarities between sharks and stingrays are striking. Although both species share similar dorsal surfaces their skins are made of a tough material called shagreen. Their skins look similar to sandpaper but have modified "scales". Both sharks as well as rays can be found in warm and cold waters, which makes them similar in their habitats. Sharks are more endangered that rays, which further complicates the similarities. Both types of rays can be found in the ocean as well as in shallow coastal waters. Although they are usually found on the ocean floor and occasionally come in contact with humans, stingrays can also be found on the ground. Stingrays are not aggressive but will defend themselves if accidentally stepped upon. Sometimes, stingray attacks are caused by incorrect information. To target their prey, stingrays use communication and location surveillance. This article will explain how to protect yourself and your children from stingray attacks. Stingray attacks in Australia are still rare, although they do happen. A recent study found that a 42-year old Australian swimmer was attacked by a stingray while he was swimming off the coast Tasmania. The stingray didn't kill the 42-year old man, but he suffered a severe heart attack that caused him to drown in the water. The stingray left behind a trail that was bloody and stinging.

THE ROAD TO SPACE In 2018, NASA will have a major launch. They are sending up a mega-rocket to transport Orion, a Mars-bound spacecraft, and transport mini-satellites into deep space orbits. NASA revealed that its latest rocket, the Space Launch System (SLS) will be carrying 13 of these mini-satellites, or CubeSats. Notably, this will be the biggest rocket since Saturn V. The CubeSats, which are around the size of a small briefcase, will carry equipment that will allow it perform science and technology investigations in space. These experiments will help pave the way for future human exploration in deep space, including any potential journey to Mars. This planned expedition will allow CubeSats to reach deep space destinations, as previous usage have been confined to low-Earth orbit. “The SLS is providing an incredible opportunity to conduct science missions and test key technologies beyond low-Earth orbit,” Bill Hill, deputy associate administrator for Exploration Systems Development at NASA Headquarters in Washington, said, in the statement. “This rocket has the unprecedented power to send Orion to deep space plus room to carry 13 small satellites — payloads that will advance our knowledge about deep space with minimal cost.” The CubeSats were selected through a series of announcements of flight opportunities, a NASA challenge and negotiations with NASA’s international partners. CUBESAT - SMALL BUT FORMIDABLE NASA selected Skyfire and Lunar IceCube for the task. Skyfire is a payload designed by Lockheed Martin Space Systems Company which will perform a lunar flyby of the moon and take sensor data to enhance knowledge of the lunar surface. Lunar IceCube on the other hand is a project by Morehead Sate University that will search for water ice and other resources 62 miles above the surface of the moon. Another three payloads were determined by NASA’s Human Exploration and Operations Mission Directorate. These include the Near-Earth Asteroid Scout, which will observe an asteroid, follow its position, and take pictures. Others such as BioSentinel seeks to measure and detect the effects of deep space radiation on living organisms over long durations using yeast while the Lunar Flashlight will look for ice deposits on the lunar surface. The two other payloads chosen include CuSP, a "space weather station" that will measure particles and magnetic fields in space, and LunaH-map which is a project to map hydrogen in craters and other permanently shadowed regions in the lunar south pole. Three slots for CubeSat payloads are reserved by NASA for international partners with discussions currently ongoing. The remaining three payloads will be determined through NASA’s Cube Quest Challenge, NASA's program to foster innovation in small spacecraft propulsion and communications techniques with the eventual winners being selected in 2017 to accompany the mission. Share This Article

The ability to read–and read well–sets kids on a path to success. That’s why at Cambridge School, we focus on helping students with learning differences learn how to read. Students attend Cambridge School because they have been diagnosed with a language-based learning difference, such as dyslexia, dysgraphia, ADHD, auditory processing disorder, or executive function difficulties, and have struggled in traditional academic settings. But if you walk into a Cambridge School classroom during one of our reading sessions, you will see engaged students reading both silently and aloud, using devices and books. You will see teachers working one-on-one with students checking their fluency progress and reviewing important comprehension skills and relevant vocabulary. You will see hard-working students becoming more motivated, confident readers. Each year our students make notable fluency gains, with many reading at or above grade level by the end of 8th grade or sooner. In the 2021-22 school year, all students in grades 2-8 made fluency gains from the fall to the spring, with a 52 percent average percent increase in words read correctly per minute. How do we accomplish this? The right tools are key to reading growth What we’ve found at Cambridge School is that effective, individualized and evidence-based educational instruction is vital to supporting our students’ reading growth. Thus, students have three separate blocks of ELA instruction daily, including direct, explicit phonics instruction, step-by-step guided reading and comprehension instruction, and systemic, hands-on writing instruction. We often utilize supporting technology in conjunction with our research-based programs, and studies support this use of complementary edtech tools. A meta-analysis of dozens of rigorous studies of edtech indicated that when education technology is used to help individualize students’ learning, the results overall show “enormous promise.” Understanding that our students have learning differences, we work to provide positive educational opportunities that are tailored to each child’s personal strengths and learning styles. The use of evidence-based programs and a variety of supporting edtech tools help our students boost their reading confidence, increase their fluency skills and foster their interest and love of reading. Effective use of technology in the classroom produces powerful results At Cambridge School, all of our students have a Chromebook or a tablet. We also use a range of different technologies to help our students access grade-level content, with the focus on improving reading abilities across any and all subject areas. If we use an audiobook in a class, for example, the text will be available online so the students can read while they listen to it. We strategically integrate technology in the classroom to further personalize instruction. This includes using speech-to-text, text-to-speech, Read&Write for Google Chrome, audiobooks, spell check, and interactive whiteboards. Teachers also utilize various platforms to engage the students like Kahoot!, Flipgrid, Blooket and Quizlet. Especially for students with high needs, multiple studies show that this enriched use of technology can boost learning opportunities, and help facilitate greater learning gains. When effective technology is incorporated into personalized learning for students across multiple schools and school systems, it has been associated with better academic outcomes than comparable classrooms that did not include technology. 3 teaching strategies we use to help turn struggling students into confident readers Along with using the right edtech tools, we have developed guiding tenets that enable us to effectively boost our students’ reading skills: - Multisensory is key. It’s essential for students to be active participants in their learning, so we add audio, tactile, and visual elements to enrich the readings. - Break learning into manageable sections for students. We chunk content into small sections that students are able to manage and make sure they’re progressing at their own speed. This includes being dynamic with classes so students are working in the right groups for different subjects. - Modify learning materials to meet the needs of all students. We take advantage of the flexibility of today’s edtech tools to modify virtually everything we use in order to meet the personal learning needs of our students. This can be as simple as increasing the font size on a worksheet, so students find it easier to work with. How we use edtech: A mini case study One example of how we integrate these strategies with edtech tools can be seen in our use of the Read Naturally Live program. This online reading program combines teacher modeling with repeated reading to develop oral reading fluency. The program incorporates progress monitoring which is motivating for students and gives teachers detailed reports. It is highly customizable to meet individual students’ needs, and each student works at a level that will challenge but not frustrate them. Our students in grades K-8 utilize Read Naturally Live three to four times per week for 30-45 minutes per session. Students get the multisensory benefit of hearing the story read aloud for pronunciation and fluency. Multiple sessions every week keep progress moving at a manageable rate. Since the program meets individual students where they are, students enjoy working with it, and their confidence grows as they progress through stories and levels. And the real-time data provided by the platform gives students, teachers and parents helpful diagnostic information on improvements and areas of challenge. Reading is a foundational skill and students who struggle with reading fluency can face countless challenges if not remediated appropriately. But as Cambridge School demonstrates, effective research-based teaching strategies paired with intentional, thoughtful inclusion of technology can help all students thrive, in school and throughout life.

Samples are a crucial component of research, and they are used to make inferences about a population based on a smaller, representative group. Samples are used in both quantitative and qualitative research, and they are an essential tool for making generalizations about a population. There are several reasons why samples are used in research, including cost-effectiveness, practicality, and accuracy. Before you know why you should use the sample in your research, here are some terminology you should understand - Sample, this is the finite part of the statistical population whose properties are studied to gain information about the whole. When dealing with people, it can be defined as set of respondents selected from large population for the purpose of survey. - Population, this is a group of individual person, objects or items from which samples are taken for measurement. For example a population of book, presidents, teachers or students. - Sampling, is the act, process or technique of selecting a suitable sample or representative part of the population for the purpose of determining parameters or characteristics of the whole population. - A sampling frame, is the specific data from which sample is drawn for example telephone book The following are 6 reasons sample should be used your research studies. The time factor – sample may provide you with the needed information quickly. For example, you are a doctor and disease has broken out in the area of your jurisdiction, the disease is contagious and it is killing within hours, nobody knows what it is. You are required to conduct a quick test to save the situation. If you try the census of those affected, they will be long dead before you arrive with your results. In such a case, the study of just a few of those already infected could be used to provide the required information. Accuracy of sampling, a sample may be more accurate than the census. A sloppily conducted census can provide reliable information than a carefully obtained sample Reduced cost – it is obviously less costly to obtain data for a selected subset, rather than the entire population. Furthermore, data collected through a carefully selected sample are a highly accurate measure of a larger population The large size of many populations – in some cases the size of the population is extremely large. For example, if you conduct research studying all elementary school students in a particular country, it is difficult to reach all the students because of their large number. To do this kind of research you need a sample. Destructive nature of some studies. In some studies for example quality control studies, the only way to know the characteristics of the sample unit is through destroying them. Therefore, to know the characteristics of these sample units you only need a sample to study them. Another example is when a doctor wants to do a blood test, he only needs to take a sample because if he drains all blood out of the patient, the patient will definitely die. Lastly, in some cases, it is impossible to identify all units in the population. For example, it is impossible to identify all air molecules in Dar es Salaam. So to measure air pollution you take a sample of air molecules. Also, even if all air molecules could be identified, it would be too expensive and too time-consuming to measure them all. In conclusion, samples are an important component of research, and they are used to make inferences about a population based on a smaller, representative group. The reasons for using samples include cost-effectiveness, practicality, and accuracy. Samples are used in both quantitative and qualitative research, and they are an essential tool for making generalizations about a population. It is important for researchers to select a sample that is representative of the population, and to use appropriate sampling methods to ensure that their sample is reliable and valid. Overall, the use of samples in research is an important aspect of making accurate and generalizable conclusions about a population.

Tackling the fungi that could wipe out the world's banana supply within a decade A staple of grocery store bins and household fruit bowls around the world, you might be forgiven for assuming the humble, ubiquitous banana would be around forever. But evolving fungal diseases are threatening the global banana industry, and a total "bananageddon" could wipe out the fruit within a decade. Researchers at University of California, Davis (UC Davis) have sequenced the genomes of the fungi to find a way to fight back. The most common type of banana the western world eats is the Cavendish, which is produced through vegetative reproduction – instead of growing from seeds, cuttings of the plant's shoots are replanted and cultivated, making all Cavendish bananas essentially "clones" of one specific plant. Without genetic variety, as diseases gain a foothold over the fruit, they're equipped to potentially take out the entire worldwide crop. "The Cavendish banana plants all originated from one plant and so as clones, they all have the same genotype – and that is a recipe for disaster," says Ioannis Stergiopoulos, plant pathologist at UC Davis. Currently, close to 120 countries produce about 100 million tons of bananas each year, but 40 percent of the yield is spoiled by Sigatoka, a fungal disease complex comprised of three strains: yellow Sigatoka, black Sigatoka and eumusae leaf spot. To combat the ever-present threat, farmers need to apply fungicide to their crops 50 times a year, which isn't only costly, but can pose a threat to the environment and human health. "Thirty to 35 percent of banana production cost is in fungicide applications," says Stergiopoulos. "Because many farmers can't afford the fungicide, they grow bananas of lesser quality, which bring them less income." The Cavendish variety rose to market prominence in the second half of the 20th century after the previously ubiquitous species, the Gros Michel, was all but wiped out by a similar fungus, Panama disease. To try to prevent a similar bananapocalypse, Stergiopoulos and the UC Davis team set about sequencing the genome of the fungi to determine how it attacks its hosts and, hopefully, how it can be overcome. With the genome of yellow Sigatoka already sequenced, the team did the same for the other two diseases, then compared the results of all three. It was found that the fungi not only shuts down the host plant's immune system, but adapts its own metabolism to match that of its host, allowing it to produce enzymes that break down the cell walls and release the sugars and carbohydrates for it to feed on. Armed with that knowledge, the team hopes that further research will lead to a solution. "This parallel change in metabolism of the pathogen and the host plant has been overlooked until now and may represent a 'molecular fingerprint' of the adaption process," says Stergiopoulos. "It is really a wake-up call to the research community to look at similar mechanisms between pathogens and their plant hosts." The research was published in the journal PLOS Genetics. Source: UC Davis

The History of Activated Charcoal 3750B.C. to 21st century. Because it burns hotter, charcoal is superior to wood, and so, historically, it became the fuel used to smelt ores. 3750 B.C. is its earliest known recorded use. The Egyptians and Sumerians produced charcoal for the reduction of copper, zinc and tin ores in the manufacture of bronze. But, it was during that time that Egyptians also discovered a completely unrelated aspect of charcoal - it was a preservative. Posts scorched black by fire, when used for construction along the River Nile, were found not to rot when buried in the moist/wet soils. Without realizing it, the Egyptians began to capitalize on charcoal's anti-bacterial, anti-fungal properties. This early innovation to preserve wood from rotting in wet situations continued down through the centuries, as other uses were discovered. Centuries later, wood tars produced from charcoal were used for caulking ships. Recent studies of the wrecks of Phoenician trading ships from around 450 B.C. suggest that drinking water was stored in charred wooden barrels. This practice was still in use in the 18th Century for extending the use of potable water on long sea voyages. Wood-staved barrels were scorched to preserve them, and the water or other items stored in them. How ingenious it was, a completely natural, organic, and environmentally friendly preservative! Today we have hundreds of patented sleek chrome water filters and activated charcoal is a major component. Realizing that charcoal somehow inhibited whatever it was that promoted rotting, early Egyptians saw another application that catered to their suspicions about the afterlife. They wrapped the dead in cloth. They were then buried in layers of charcoal and sand to preserve the corpses. This was later improved upon by collecting byproducts of charcoal for use in their embalming industry. The first recorded use of charcoal for medicinal purposes comes from Egyptian papyri around 1500 B.C. The principal use appears to have been to adsorb the unpleasant odors from putrefying wounds and from within the intestinal tract. Hippocrates (circa 400 B.C.), and then Pliny (50 A.D.), recorded the use of charcoal for treating a wide range of complaints including epilepsy, chlorosis (a severe form of iron-deficiency anemia), vertigo, and anthrax. Pliny writes in his epoch work Natural History (Vol. 36): “It is only when ignited and quenched that charcoal itself acquires its characteristic powers, and only when it seems to have perished that it becomes endowed with greater virtue.” What Pliny observed and noted so long ago is the very mystery science continues to exploit today. In the second century A.D. Claudius Galen was the most famous doctor of the Roman Empire, and the ancient world’s strongest supporter of experimentation for scientific discovery. He produced nearly 500 medical treatises, many of them referring to the use of charcoals of both vegetable and animal origin, for the treatment of a wide range of diseases. After the suppression of the sciences, first by Rome around 300 A.D. and then on through the Dark Ages, charcoal reemerged in the 1700s as a prescription for various conditions. Charcoal was often prescribed for bilious problems (excessive bile excretion). The use of charred wood was mentioned for the control of odors from gangrenous ulcers. (CharcoalRemedies.com p. 56-57) By the mid 1800s charcoal, as a medicinal, suddenly became a well known treatment for a number of health conditions. Notice this entry: "...Charcoal mixed with bread crumbs or yeast, has long been a favourite material for forming poultices, among army and navy surgeons. The charcoal poultice has also obtained a high character in hospital practice as an application to sloughing ulcers and gangrenous sores, and recently, this substance has afforded immense relief in numerous cases of open cancer, by soothing pain, correcting foetor, and facilitating the separation of the morbid structure from the surrounding parts. It is unnecessary to mention other instances of its utility; for in this form Charcoal is now admitted into the London Pharmacopoeia, and it is in general use in all naval, military, and civil hospitals..." James Bird M.R.C.S. (Surgeon - Royal Glamorgan Militia, 1857) After the development of the charcoal activation process (1870 to 1920), many reports appeared in medical journals about activated charcoal as an antidote for poisons and as a cure for intestinal disorders, and much more. By the end of the 20th century Activated Charcoal was employed by every hospital, clinic, research department, and poison control center in the world in hundreds of varied applications. From wound dressings to ostomy bags, from drug overdose to kidney dialysis units, from hemoperfusion cartridges to drug purification, from the treatment of anemia in cancer patients to breast cancer surgery, the role of activated charcoal as a medicinal continues to grow. Today, charcoal is rated Category 1, “safe and effective”, by the American Food and Drug Administration (FDA) for acute toxic poisoning. It is also listed in the U.S. homeopathic pharmacopoeia as having “marked absorptive power of gases”. A 1981 study, reported in Prevention magazine, confirmed what Native Americans have known for hundreds of years. Activated charcoal cuts down on the amount of gas produced by beans and other gas-producing foods, and adsorbs the excess gas as well as the bacteria that form the gas. Brand name, over-the-counter drugs may be more commonly used for gas because of their attractive packaging and commercial value, but they are certainly not as effective. Old charcoal remedies are repackaged today in glistening instruments and catchy packages, but the charcoal inside is still its same humble self - still unpretentious, still black, still dusty and messy to use, still relatively cheap, still ridiculed if not ignored, still largely un-thanked. But in hundreds if not thousands of ways charcoal touches our lives every day though we would scarcely know it. Crafted by the Creator's hands, its history resurrected from the burial sands of ancient Egypt, charcoal is one of the single greatest benefactors to the human race. From the dawn of civilization, man has had an intimate relationship with charcoal. As an indispensable tool of technology and as a medicinal, charcoal is used in numerous ways to make our lives more healthy. It purifies the water we drink, the air we breathe, and detoxifies the soil we grow our food in. As a medicinal, charcoal is used in virtually every hospital in the world on a daily basis, as it plays an increasingly significant role in maintaining, restoring and enhancing man’s level of health. From drug and food poisoning, to kidney and liver dialysis machines, to wound dressings, to anemia of cancer, and much more, modern hospitals depend on the many uses of this most simple of remedies. These same benefits are also available to you. “In a world being poisoned by its own near-sighted wisdom, God has provided man with a microscopic black hole big enough to swallow much of what ails us.”

There are four modes in music, Ionian, Dorian, Phrygian, and Lydian. The Locrian mode is sometimes used, but it is not as common. Checkout this video: The major and minor modes There are two main modes in music: the major and minor modes. The major mode is characterized by a happy, bright sound, while the minor mode has a sadder, darker sound. Each mode has its own set of notes, or scale, that it uses. The major scale, for example, includes the notes C-D-E-F-G-A-B-C, while the minor scale uses the notes A-B-C-D-E-F-G. The major and minor pentatonic scales There are many modes in music, but the two most common ones you’re likely to come across are the major and minor pentatonic scales. The major pentatonic scale is made up of the 1st, 2nd, 3rd, 5th and 6th notes of a major scale. For example, in the key of C, the notes would be C, D, E, G and A. This scale has a bright and happy sound. The minor pentatonic scale is made up of the 1st, 3rd, 4th, 5th and 7th notes of a natural minor scale. For example, in the key of A minor, the notes would be A, C, D, E and G. This scale has a more melancholy sound. The major and minor blues scales The major and minor blues scales are the two most commonly used scales in blues music. The major blues scale consists of the notes C, D, E♭, E, G, A, and B. The minor blues scale consists of the notes C, D♭, E♭, E, G, A♭, and B♭. The major and minor scales In music, there are two different types of scales: major and minor. The major scale is the more common of the two, and it is the one that most people think of when they think of a “scale.” The major scale has seven notes, which are represented by the letters A, B, C, D, E, F, and G. Each note in a major scale has a specific interval (or distance) from the others. For example, in the key of C major, C is the first note, D is the second note (two scale degrees above C), E is the third note (three scale degrees above C), and so on. The minor scale is less common than the major scale, but it is still used in a lot of music. The minor scale has six notes, which are represented by the letters A, B-flat, C, D-flat, E-flat, and F. (In music theory terms, we would say that the minor scale has a flattened third and a flattened sixth.) Like the major scale, each note in a minor scale has a specific interval (or distance) from the others. For example, in the key of A minor, A is the first note, B-flat is the second note (two scale degrees above A), C is the third note (three scale degrees above A), and so on. The chromatic scale Most people are familiar with the major and minor scales, but there are actually many more scales than just those two. One of the most important scales in music is the chromatic scale, which is simply a scale made up of all 12 notes within an octave. This means that, unlike the major and minor scales, there is no tonic note within the chromatic scale. The whole-tone scale The whole-tone scale is a musical scale with six notes, all of which are a whole tone (two semitones, or one octave) apart. The concept of the whole-tone scale was first conceived by 19th-century French composer and music theorist Claude Debussy. The whole-tone scale is structurally identical to the major scale, with the exception that each of its notes is spaced two semitones (a whole tone) apart from its neighboring notes, rather than one semitone (a half step). The pitches in the whole-tone scale are, therefore: C, D, E, F#, G#, and A#. (If we were to use only letter names to refer to the notes of the scale, it would be more accurate to call it the “Bb whole-tone scale,” since Bb is the note that falls in between A# and C.) Because of its evenly spaced intervals, the whole-tone scale creates a very different sound from other scales. Most notably, it lacks any sense of tonality (or key), since there is no tonic (or starting point) from which the other pitches can be heard as either being in harmony or in conflict. The lack of tonality gives the music a very open and ambiguous sound. The octatonic scale The octatonic scale is a musical scale that contains eight notes. It is also known as the double harmonic major scale, because it can be viewed as two overlapping harmonic major scales. The most common octatonic scale is the one that starts on C and goes up in semitones: C, D, E♭, F, G♭, A♭, B♭, and C. This scale can be used to solo over chord progressions made up of four minor 7th chords (i.e. 7th chords built on the 1st, 4th, 5th, and 7th degrees of a minor scale). There are other octatonic scales besides the one that starts on C. For example, there is an octatonic scale that starts on B and goes up in semitones: B, C♯, D♯, E♯, F♯, G♯, A♯, and B. This scale can be used to solo over chord progressions made up of four major 7th chords (i.e. 7th chords built on the 1st 3rd 5th and 7th degrees of a major scale). The pentatonic scale The Western music system is based on the twelve notes of the chromatic scale. All twelve notes are contained within each octave. Each note is separated from its neighbours by a semitone. A semitone is the distance from one key on a piano to either the black or white key immediately next to it. If you move up or down the scale by semitones you produce different shades of the same note, known as ‘tones’. So, going up a semitone from C gives you C# (or Db), while going down a semitone gives you B (or Cb). The Modes of Limited Transposition There are seven modes of limited transposition. This means that when you transpose them, they will only go up or down in pitch by a certain amount. The seven modes are: These modes can be thought of as different versions of the major and minor scales. For example, the Dorian mode is like a minor scale with a major 6th, and the Phrygian mode is like a minor scale with a flat 2nd. The Non-diatonic Modes There are seven different modes in music, each with its own unique flavor. The modes are: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian. Each mode has a different emphasis on certain notes of the scale, giving it a different sound. The Ionian mode is the most familiar of the seven, as it is the basis for major keys in Western music. The Dorian mode is similar to the Ionian, but with a slightly darker sound. The Phrygian mode has a distinctive Spanish flavor and is often used in flamenco music. The Lydian mode is very bright and cheerful sounding, while the Mixolydian mode has a more laid-back feel. The Aeolian mode is the basis for natural minor scales in Western music, and has a sad or melancholic sound. The Locrian mode is the least used of the seven modes and has a very unstable sound. It is often avoided in Western music altogether.

While the cholera outbreak that has so far killed 259 in Haiti is starting to taper off, the capital Port-au-Prince is bracing itself for the disease’s arrival. Can treatment reach people in time to prevent more deaths? Emergency supplies of clean water, soap and water-purifying equipment contained the initial outbreak – the gut bacterium spreads via water contaminated with faeces. But poor sanitation in the capital’s refugee camps leaves the 1.3 million left homeless after January’s massive earthquakes highly vulnerable to disease. Clean water supplies prevented cholera after several recent disasters. The watery diarrhoea caused by the gut infection can kill by dehydration within hours. But antibiotics will cure cholera, or sick people can be treated with clean water, salt and sugar. Until this outbreak, cholera was absent from Haiti for decades, but worldwide it infects at least 3 million people every year, killing 100,000. Flooding heightens the risk – the Haitian outbreak hit a flooded region. Last week there were 500 cases in Benin where flooding exacerbated the outbreak and 38,000 cases so far this year in Nigeria, 10 times the usual number.

Students will read 9 quotes from different points of view as to whether or not the colonies should declare independence from Great Britain and answer 20 questions. They will then analyze 3 images according to 4 prompts. The answers are included where appropriate and this would be great for a sub! The quotes range from 1763-1779 and the historical spelling and grammar has been preserved for authenticity. Sample questions include: —Why do you think Paine issued such a challenge? Why weren’t all the colonists on the same page about fighting for independence? —Why were the actions Patriots were attempting to take considered a “duty to mankind?” Why did what was happening in the colonies mean anything, or matter, to people in other parts of the world? —Do you think Inglis' statement, reminding colonists that all parties involved were Britons, would have been strong enough to change anyone’s mind, or stance on the issue at hand? — Frederick Mackenzie’s quote can be interpreted as if he were a Loyalist and as if he were a Patriot. Add a sentence to his quote, one to make it clear that he was a Loyalist, and one to make it clear that he was a Patriot. —What point of view does Lee take and cite the evidence from the text that supports your answer. —Which quote best supports the “yes independence” point of view and why? —Which quote best supports the “no independence” point of view and why?

Author: Group Captain (Dr) Swaim Prakash Singh, Senior Fellow, Centre for Air Power Studies Keywords:Deep Space, AUKUS, Space Situational Awareness The Battle of Britain in 1943 showcased how the technology of RADAR turned the course of the battle in favour of Britain. The effective and innovative radar arrangement in a chain ensured the detection of ingressing aircraft at all levels, including the ultra-low level. The detection inputs from all radars were connected to a networked system called the “Dowding System,” which further managed the ‘detection to shooter’ cycle. Drawing an analogy with the Dowding System, a similar idea is realised in the space domain nearly 80 years later. The idea of Deep Space Advanced Radar Capability (DARC) has been at the forefront of technological discussion in recent years. Its initial successful technology demonstration (DARC-TD) was carried out in 2017. Space and Deep Space Before delving into the deep space radar capability, the primary differentiation between ‘space’ and ‘deep space’ needs to be put into perspective. These terms generally refer to different regions within the broader context of the universe or celestial objects. The distinction is somewhat relative and depends on the context in which the terms are being used. ‘Space’ is a general term used to describe the vast, seemingly infinite expanse beyond Earth’s atmosphere. It includes the regions near Earth, such as low Earth orbit (LEO), medium Earth orbit (MEO), and geostationary orbit (GEO). These regions are relatively close to Earth. Meanwhile, ‘Deep Space’ typically refers to regions of outer space that are significantly farther away from Earth. The exact boundary where space is considered ‘deep space’ can vary contextually, but it often includes regions beyond Earth’s immediate vicinity, such as the outer solar system, the interplanetary medium, and the areas between stars in a galaxy. What is DARC? Taking a significant military step, the United States, the United Kingdom, and Australia have signed an agreement to develop a deep space radar capable of monitoring objects in geosynchronous orbit. This agreement is part of a trilateral initiative that will last for 22 years. Satellites operate in this region, situated at an altitude of approximately 36,000 km above the Earth’s surface and among the most distant regions. It is interesting to note that every spacecraft in geosynchronous orbit always hovers over the same region of the Earth. This is accomplished by synchronising the duration of its orbit with the rate at which our planet rotates once in relation to the stars in the background. The proposed surveillance system for this space region is known as the “Deep Space Advanced Radar Capability” (DARC). Present ground-based optical systems are constrained by inclement weather and daylight, but DARC is capable of delivering global monitoring that transcends these constraints. DARC claims enhanced sensitivity, improved accuracy, increased capacity, and more agile tracking capabilities compared to existing radar systems capable of monitoring objects in GEO. Additionally, the capability will be employed to safeguard critical services that are dependent on satellites and space-based communication, such as television and mobile phones, which are integral components of modern life. DARC intends to enhance the Space Surveillance Network (SSN) by integrating an additional sensor into GEO, augmenting its capacity and capability to monitor deep space objects. DARC will empower the AUKUS nations to maintain a robust posture in the space domain against Russia and China, in addition to bolstering their security partnership. As an integral component of effective Space Domain Awareness (SDA), this agreement will expedite the detection and identification of emerging threats in space and facilitate the identification process. SDA is the capability of space object tracking, identification, and characterisation. Responsible space operations rely on this fundamental principle, whether in response to routine or hostile activities. Location of Radars By the end of the decade, the United States, the United Kingdom, and Australia will reportedly host and operate the Deep Space Advanced Radar Capability (DARC), a cutting-edge ground-based radar system. The defence chiefs of these three nations convened at the Defence Innovation Unit headquarters in Silicon Valley on December 1 to formalise several new agreements as part of the AUKUS agreement’s “Pillar II,” which focuses on developing advanced military technologies. This move boosted the DARC initiative and other cooperation between the three nations. The joint statement reveals that many of the AUKUS-related advanced capability activities are classified. However, the DARC initiative remains unclassified. The United States desires to install a massive new radar system in the UK to track objects in outer space. Additional locations to be considered are Texas and Western Australia. Each site would house 10 to 15 parabolic antennae (large satellite dishes) for tracking and four to six for transmitting, covering an area of about 1 square kilometre. It will be able to detect a football-sized object from a distance of 36,000 km. Space scientists opine that it is almost mandatory to have the sites scattered around the world for effective coverage. The countries are “optimally positioned” geographically for the DARC system being developed by Northrop Grumman. It is expected that “geographically spacing around all these radars and telescopes, linking them all together, sharing data between them, will provide a much better network than any country can do by itself.” The first site of the chain of telescopes and radars is anticipated to become operational in 2026. Implications for AUKUS It would not be incorrect to say that the next war could be won or lost in space. The frequency of China’s space activities, including efforts to establish a space station, is increasing in tandem with the nation’s growing space launch capabilities. However, China has been especially alarmed by the US plan to construct DARC. It is worth noting that China reacted sharply to the DARC programme earlier in 2021, stating that “It is a significant escalation that has the potential to further change the direction of global military competition.” The AUKUS nations have logically justified the need for DARC for Free and Open Indo-Pacific (FOIP) from the space threats. Following the ratification of the agreement, the head of Space Forces Indo-Pacific, Brigadier General Anthony Mastalir, stated, “Whatever happens, it is imperative that a new radar system be deployed there without delay, given the escalating Chinese threats in the Indo-Pacific.” Additionally, he emphasised that the mere possession of such capabilities “does not mean it is wrong. But if you look at our efforts to maintain a free and open Indo-Pacific, you quickly run into a situation where our ends, and what we see in terms of behaviour coming from China, their ends do not necessarily align.” It is evident that deterring China and Russia and preparing to win a war are undoubtedly the primary objectives of the United States and its allies in developing DARC. Obtaining hegemony in space is considerably more challenging for the United States than attaining it independently on land and at sea. The ability of the United States to unilaterally occupy and seal off outer space from China and Russia is unattainable. Hence, it is prudent to assume a leadership role in space situational awareness (SSA) by implementing DARC. It will solidify the belief among its allies that it controls everything through hegemony, strengthen their support, and force reluctant nations and forces to submit to it even more. The United States, in particular, anticipates that China will be deprived of the benefit provided by space in order to finalise the kill chain essential for executing long-range precision strikes against air and maritime targets. The US Forces are firm in the opinion that it has to have the ability to deny China the military advantage through space domain as a potential adversary. Brett Tingley, “US Space Force plans global radar to ‘identify emerging threats’ in distant Earth orbit,” Space.com, December 08, 2023, https://www.space.com/space-force-deep-space-radar-capability-emerging-threats. Accessed on December 25, 2023. United States Space Force, “US, UK, Australia announce trilateral Deep Space Advanced Radar Capability initiative,” Secretary of the Air Force Public Affairs, December 2, 2023. https://www.spaceforce.mil/News/Article-Display/Article/3604036/us-uk-australia-announce-trilateral-deep-space-advanced-radar-capability-initia/. Accessed on December 25, 2023. “Deep Space Advanced Radar Capability – DARC”, globalsecurity.org, https://www.globalsecurity.org/space/systems/darc.htm. Accessed on December 22, 2023. Op. Cit.Brett Tingley, Chris Gordon, “US, UK, Australia Agree to New Space Tracking System: What It Means, When It’s Coming,” Air & Space Forces Magazine, December 8, 2023. https://www.airandspaceforces.com/us-uk-australia-agree-new-space-tracking-system/. Accessed on December 11, 2023. Brian Weeden, https://swfound.org/about-us/our-team/dr-brian-weeden/, Secure World Foundation, Accessed on December 24, 2023. Colin Clark “Absolutely critical’ to get DARC space situational system to Australia: Space Forces Indo-Pacific head,” Breaking Defense, April 07, 2023. https://breakingdefense.com/2023/04/absolutely-critical-to-get-darc-space-situational-system-to-australia-space-forces-indo-pacific-head/. Accessed on December 25, 2023. Op. Cit.Colin Clark,

With warm weather comes the increased risk of snakebite. The major venomous snakes in the United States are the pit vipers, including rattlesnakes, water moccasins and copperheads. Pit vipers are named after the heat-detecting holes, or pits, on each side of the head that help the snake locate prey. Pit vipers can be differentiated from other snakes by their triangle-shaped heads, narrowed necks and tail rattles (rattlesnakes only). Coral snakes, another type of poisonous snake in the U.S., do not pose much risk to horses because of their small mouth size. Venom components vary tremendously by snake species, but most venoms contain substances that cause breakdown of tissues and blood vessels, impair blood clotting and damage the heart. Venoms from some species of snake also contain neurotoxins. Snakebite severity depends on multiple factors such as snake species, size, recent feeding and number of bites. Some bites are “dry bites,” where little venom is injected. Other bites, such as when a snake is stepped on and releases all of its venom agonally, can be very severe. Victim factors such as horse size, age, disease conditions, medications and bite location also influence bite severity. Clinical signs of snakebite in horses vary widely, but generally include pain and swelling at the bite site, and often sloughing of tissues near the bite. Bite wounds may not be readily apparent. Dry bites with little venom injected or bites from copperhead snakes often cause only mild signs. Bites from dangerous species of snakes and large doses of venom can cause marked pain and swelling, coagulopathy, hemorrhage, cardiac arrhythmias, shock, collapse and even death. With neurotoxic venoms, paralysis can occur. Horses bitten on the nose can develop nasal swelling and respiratory distress. Signs of envenomation can occur within minutes or be delayed for many hours. The best first aid is to keep the horse calm and arrange for immediate veterinary care. No first-aid treatments performed by owners in the field have proven particularly helpful, and many folk remedies can even be harmful. Suction devices have not been shown to be beneficial in animal models of snakebite. Treatment varies with the severity of the bite, but may include fluids, pain medications, wound care, antibiotics, tetanus prophylaxis and antivenin. Antivenin can decrease the amount of tissue damage and hasten recovery times, and can be especially helpful in cases of severe envenomation. Antivenin is dosed according to the estimated amount of venom injected, not the patient size, so even one vial of antivenin can have beneficial effects. Cardiac arrhythmias occur in many horses and may require treatment. Horses with severe nasal passage swelling may need treatment to maintain a patent airway; nutritional support may be required if swelling impairs the horse’s ability to eat and drink. Even after horses have recovered from the immediate effects of snakebite, subsequent complications such as heart failure or kidney damage are possible. Cardiac failure can occur weeks to months after the bite incident, necessitating continued evaluation and monitoring. A vaccine is now available for use in horses to help prevent complications of snakebite, but efficacy in horses is not yet well documented. Contact your veterinarian for more information about snakebite in your region. This article was written by Dr. Cynthia Gaskill of the University of Kentucky’s Veterinary Diagnostic Laboratory. The Equine Disease Quarterly is funded by underwriters at Lloyd’s, London, their brokers and Kentucky agents.

In today’s world, analytical methods and tools are being used to make decision-making processes more efficient and effective. One such tool is impact analysis. Impact analysis is a method used to understand the potential outcomes and effects of an action or decision. In this article, we will explore what impact analysis is, its different types, and its advantages. What is Impact Analysis? Impact analysis is the systematic process of evaluating the effects and consequences of an action or decision. It aims to measure the impact of a specific situation or project on the environment, economy, society, or another field. Impact analysis is carried out through the collection and analysis of relevant data, followed by the evaluation of the results. Types of Impact Analysis: Environmental Impact Analysis: This type of analysis evaluates the environmental impacts of a project or action. For example, it examines the effects of a construction project on natural habitats, water resources, or air quality. Such analyses are important for determining environmental sustainability and conservation goals. Economic Impact Analysis: Economic impact analysis assesses the economic effects of a project or decision. It examines factors such as job creation potential, income growth, or regional economic development. Economic impact analysis is used to understand the economic outcomes of investment decisions and policy changes. Social Impact Analysis: Social impact analysis evaluates the social effects of a project or action on society. It examines factors such as human health, education, social inequality, or social cohesion. Social impact analysis is important for understanding how projects affect the well-being of society and for evaluating the effectiveness of social policies. Advantages of Impact Analysis: Improves Decision-Making Process: Impact analysis provides more objectivity and information to the decision-making process. By systematically evaluating potential impacts, decision-makers can make better-informed and rational choices, preventing incorrect or faulty decisions. Reduces Risks: Impact analysis is used to identify and minimize potential risks. By assessing the potential negative outcomes in advance and taking appropriate measures, risks can be reduced. This ensures that projects or decisions are managed more successfully. Enables Efficient Use of Resources: Impact analysis supports the efficient use of resources. By evaluating the impacts of projects or decisions on a specific area, it allows for the optimal utilization of resources and prevents unnecessary expenses. This leads to cost savings and increased efficiency. Enhances Communication: Impact analysis strengthens communication among relevant stakeholders. The analysis process requires the consideration of different perspectives and concerns. This creates a transparent and participatory process regarding projects or decisions. Stakeholders are informed and involved, resulting in acceptability and support. Ensures Long-Term Sustainability: Impact analysis allows for the evaluation of projects or decisions in terms of long-term sustainability. By examining potential impacts, including environmental, economic, and social dimensions, it ensures their consideration. The goal is to leave a better quality of life for future generations and to use resources sustainably. Impact analysis is an important analytical method used to evaluate the potential outcomes and effects of an action or decision. It encompasses environmental, economic, and social dimensions, facilitating informed and objective decision-making processes. It reduces risks, optimizes resource usage, strengthens communication, and aims for long-term sustainability.

Key Signatures in Music Theory and Notation Key signatures play an important role when it comes to reading and writing music; they indicate the key of the song by telling you how many sharps or flats there are. In this tutorial we'll look at different key signatures and I'll explain how to read them. Every key has it's own ‘signature' and is determined by the number of flats or sharps it contains. The key signature is found just to the right of the clef and it contains flats or sharps, the number of which determines what key the song is in. In the example below there are two sharps: F# and C#. For the whole song all the F's and all the C's are sharped unless a new key signature is introduced or if there's an accidental. An accidental is a sharp, flat, or natural sign that is not in the key signature but appears next to a note. Accidentals only last until the end of the measure or through tied notes across a measure. In the key signature sharps and flats always appear in the same order which is directly related to the circle of fifths. Order of sharps: F C G D A E B Fat Cats Gargle Daily After Eating Breakfast. Yea I know it doesn't really make sense, but it really helps you remember the order of sharps. Order of flats: B E A D G C F I never really had a saying for this one, I just remember Bead GCF. But I suppose you could use Before Eating At Dennys Guys Can Fart. It's a good idea to learn all of your major and minor scales. That way when you see a key signature with two sharps (like the one above) you will know that the song is in the key of D major. The essentials of learning music theory start with understanding all the different symbols.

Data visualization is a key skill for aspiring data scientists. Matplotlib makes it easy to create meaningful and insightful plots. In this chapter, you’ll learn how to build various types of plots, and customize them to be more visually appealing and interpretable. Learn about the dictionary, an alternative to the Python list, and the pandas DataFrame, the de facto standard to work with tabular data in Python. You will get hands-on practice with creating and manipulating datasets, and you’ll learn how to access the information you need from these data structures. Boolean logic is the foundation of decision-making in Python programs. Learn about different comparison operators, how to combine them with Boolean operators, and how to use the Boolean outcomes in control structures. You'll also learn to filter data in pandas DataFrames using logic. There are several techniques you can use to repeatedly execute Python code. While loops are like repeated if statements, the for loop iterates over all kinds of data structures. Learn all about them in this chapter. This chapter will allow you to apply all the concepts you've learned in this course. You will use hacker statistics to calculate your chances of winning a bet. Use random number generators, loops, and Matplotlib to gain a competitive edge!

Research is one of the many tasks that students need to develop especially in today’s classroom with many inquiry projects, google and student led activities. Building student research skills is so important, and how to sort through too much research to find what they need, especially at their reading level is important. By grade 4 students are finally ready to conduct some simple independent research. However, up until this point, they often have very little experience with doing this. This is one of the many tasks that needs to be explicitly taught. Here are some tips to help your students research Teach Them How to Skim and Scan This skill will help them to determine if the text they are reading is a good fit for what they are looking for. Skimming is a skill that involved students determining if the article is appropriate for what they need so that they don’t waste time reading a whole article that isn’t relevant. They will skim through the not fiction text features to find out if they need to read more or skip it. This skill is best modeled for students by the teacher. Show them exactly what you want them to do and talk through your process to doing it. This can be repeated as necessary for students in guided sessions if they need additional support. Scanning goes a little deeper to determine if what they read answers their question. Once they have skimmed the text to determine that it is a good fit then they need to skim the sections of the text for the facts that answer their questions. This is also easily modeled to students and this skill can be practiced. Use this anchor chart to help your students to follow along with key steps to help them skim and scan. Skimming and Scanning are best taught in conjunction with summarizing. This skill is essential to help students to get the GIST of the article that they are reading to make sure that they pulling out key details. Summarizing and research are two skills that work very well together. Get your skimming and scanning anchor chart here now. Teach them How to Google When I was in school I was taught how to use the Dewey Decimal System. Today as teachers it is important to teach them how to Google. (is it just me or do you hear the song “Teach them how to Dougie”) I use the analogy with my students that they wouldn’t walk into a library and yell “How many years does a bear live?” and expect a book to fly off the shelf and hit them in the head. They would also not expect to see a book titled “How long a Bear Lives” They would look simply for a book on bears. Google works the same way. They cannot ask Google a question and automatically get the information they are looking for. We need to teach them how to google. Here is a helpful page to use to help you learn how to google more effectively. Learning how to Google is an important skill and this lesson can also touch on many cross-curricular expectations to make these lessons a good bang for your buck. Once your students know how to skim and scan a text. They understand how to summarize a text and they can google effectively it is now important that they learn to sort the good, the bad, and the ugly (fake news) To build student research skills there are things that students can look for to help them determine if a website is a good quality site that may be reliable. Sites like National Geographic, Scholastic, Encyclopedias, PBS, BBC and other news agencies are reliable and recognizable websites that are good places to start with student research. Look at the URL The URL gives many clues about how credible the source. Web sites that have the domain of .edu, and .gov are restricted and can only be used by certain institutions. These are generally considered reliable. If you are looking for information from specific regions the country domains such as .ca will let students know what country the website is from. If you are looking for information from specific regions the country domains such as .ca will let students know what country the website is from. This will support student research when they are looking for content that is region specific. Complicated URL sources with long unrecognizable names or blogs that are not simple .coms may be someone’s personal site and the information should be validated on multiple sites. About Me and Bias Web sites for student research should be clear about who the author is and who is producing the content. The author should be identified on the article themselves with a bio. If this is not present there should be a detailed about me page that identifies who wrote the information. Authors should be experts on the subject area. Are they credible? Sometimes many popular research sites are not curated by experts and some are even student created websites. This is fine to use as a source but again the information should be validated in multiple places. Another factor is bias. On the web, anyone can post their opinion. It is important for students to understand bias and how to recognize this in what they are reading. Whenever you talk about student research skills you inevitably talk about plagiarism. This is a great time to introduce your students to the concept of plagiarism. Today it is easy for students to simply just copy and paste what they read online into their notes then copy their notes into their own writing. For me, this is a very simple concept. The original author owns the sentence. They have put the words together into a sentence. This is something that you cannot copy. However, at this age, they are not doing research into topics that may be unique or based on original research. So this means that they can use the fact from the sentence but they cannot use the whole sentence. Again this is where the ability to teach your students how to do a GIST summary will help. Extracting the keywords from what they read. They assembling them into a summary is a very specific strategy that is similar to making research notes. They have to focus on the key ideas and ignore the fluff to write a summary. This is the same skill that students use when extracting information for researching too. Don’t forget to grab the Skim and Scan Anchor chart page that goes with this blog post. Researching by using the web, is an important skill for student to master Did you know that this post originally started off as a Facebook Live Video? This and many other things are talked about every week in my Teaching With Inquiry Facebook group. If you aren’t already a member click here to join us and learn more about how to start using inquiry in your classroom.

An RF detector monitors or samples the output of an RF circuit and develops a dc output voltage proportional to the power at that point. RF power, rather than voltage is the primary measure of a wireless signal. In a receiver, signal strength is a key factor in maintain reliable communications. RF detectors are used primarily to measure and control RF power in wireless systems. Different types of RF Detectors There are two basic types Logarithmic type: converts the input RF power into a dc voltage proportional to the log of the input RMS type: creates a dc output proportional to the RMS value of the signal Selecting the right RF detector The type of RF signal to be measured is the most important determining factor in the type of detector to use. For most general power measurement and control applications, the log type is the most useful. For pulsed RF signals, the log type is also best because of the fast response times available. Applications where the signal has a high or varying crest factor (measure of a waveform, ratio of the peak values to RMS value of the signal) the RMS type is better. Transmit/Receive Power Measurement Return Loss Measurement RF Pulse Detection Precise RF Power Measurement in Test and Measurement RF detectors are an ideal tool for the measurement of radio frequency (RF) signals as they locate all RF signals.

In the ever-evolving world of agriculture, technology has become an essential partner to farmers, revolutionizing traditional farming practices and increasing efficiency. One of the most exciting and transformative innovations in recent years has been the use of drones in agriculture. These small, unmanned aerial vehicles are taking precision agriculture to new heights, quite literally. Let’s delve into how drones are transforming the farming landscape. The Need for Precision Agriculture As the global population continues to grow, so does the demand for food. To meet this demand sustainably, agriculture must become more efficient and resource-conscious. Precision agriculture, a modern farming approach that utilizes technology to optimize various aspects of farming, has emerged as a solution. Precision agriculture aims to maximize yields while minimizing resource wastage. It involves the precise management of inputs like water, fertilizers, pesticides, and labor, ensuring that they are used only where and when they are needed. This approach reduces costs, minimizes environmental impact, and boosts overall productivity. The Rise of Drones in Agriculture Drones, or unmanned aerial vehicles (UAVs), have rapidly gained traction in agriculture due to their ability to provide real-time data and offer a bird’s-eye view of fields. The key advantages that drones bring to agriculture include: 1. Aerial Imaging Drones equipped with high-resolution cameras can capture detailed images of entire fields, allowing farmers to monitor crop health, detect diseases, and assess the overall condition of their crops. These images provide valuable insights, enabling timely interventions to address issues and optimize crop management. 2. Precision Spraying Drones can be equipped with spraying systems that precisely apply fertilizers, pesticides, or herbicides to specific areas, minimizing chemical usage while effectively protecting crops from pests and diseases. This targeted approach reduces environmental impact and lowers costs. 3. Crop Monitoring Drones can collect data on plant growth, moisture levels, and nutrient content. This data is then used to create detailed maps of the field, helping farmers make informed decisions about irrigation, fertilization, and harvesting. 4. Livestock Management Drones are not limited to crop farming; they can also assist in livestock management. Farmers can use drones to monitor animal health, track herd movements, and locate missing livestock, reducing the time and effort required for these tasks. 5. Yield Prediction Using data collected by drones and other precision agriculture technologies, farmers can make more accurate predictions about crop yields. This information is invaluable for planning harvests, managing storage, and making marketing decisions. Challenges and Future Potential While the adoption of drones in agriculture is promising, there are still some challenges to overcome. The initial investment in drone technology can be significant, and farmers may need training to effectively operate and interpret the data collected. Additionally, regulatory issues and privacy concerns related to drone usage must be addressed. Despite these challenges, the future potential of drones in agriculture is vast. As technology advances, drones are likely to become more affordable and easier to use. Integration with other agricultural technologies, such as autonomous tractors and sensor networks, will further enhance their capabilities. Drones have taken flight in the world of agriculture, offering farmers a powerful tool for precision agriculture. They provide real-time data, reduce resource wastage, and contribute to sustainable farming practices. As technology continues to advance, drones are poised to play an increasingly vital role in meeting the growing demand for food while minimizing the environmental impact of agriculture. As such, drones are not just transforming farming; they are helping to shape the future of agriculture itself.

Orville and Wilbur Wright took humankind's first tentative steps towards powered flight when their prototype aircraft flew 852 feet in 59 seconds at Kittyhawk North Carolina in 1903. Just over a decade later, primitive biplanes were dogfighting, bombing and strafing trenches. By the 1920s, it was possible to cross the Atlantic by aeroplane and the passenger flight was born. Now the race was on to build bigger planes. The more passengers that could be carried, the more money could be made per trip. The material that made these advances in aviation possible was aluminium. The Wright brothers' earlier unsuccessful attempts at flying had consisted of strapping an automobile engine to their craft. This proved too heavy - but when they refashioned parts of the engine, including the cinder block, from aluminium, their aircraft took off. Aluminium solved more problems as aviation evolved. It enabled aircraft to be lighter, larger and more fuel efficient. Modern aeroplanes use aluminium everywhere. It is used in the fuselage and the wing cases, in the doors and floors, in the rudder and the engine turbines. However, a new era may be approaching in which aluminium is replaced by a very modern material: carbon fibre reinforced polymer (CFRP). This plastic - reinforced by carbon fibres the thickness of a single atom - is a new ultra lightweight material that has the strength and durability of aluminium but weighs significantly less. The Airbus A350 became the first aircraft with plastic doors when the company announced that the old aluminium doors would be replaced with doors manufactured from CFRP. The decision decreased weight and costs by 40%. The thermoplastic is also naturally resistant to water exposure, whereas the previous aluminium component needed a special coating to prevent corrosion. As long as carbon fibre reinforced polymers continue to pass the stringent safety standards expected by the aviation industry, we can only expect their use to become more widespread. The resultant loss of weight may lead to a new generation of super-planes, able to carry twice the number of passengers for the same amount of fuel consumption. Do you have an idea for how a modern plastic could improve a product or service you offer? Coda Plastics can help. Drop us an email to firstname.lastname@example.org and we will be happy to discuss your ideas.

Third grade introduced students to a whole new world of fascinating subjects like science, social studies, and technology that may help students develop new interests and hobbies. Third graders become smart users of technology. They become skilled at using maps and globes to find places. They read longer chapter books and are able to articulate the main points of the stories. At this grade, students developed the skill of writing detailed stories and essays with a logical sequence of events and discernible plot points and endings.

How Does Our Sense of Smell Change With Age? When we think of sensory impairment in older adults, most of us think of problems with vision and hearing. This is understandable. Visual impairment and hearing loss can have a major negative impact on the physical, emotional and cognitive well-being of older adults. But as we grow older, we can experience changes in our sense of smell, as well. “That Grandpa and Grandma aren’t as good at smelling as they once were is something that many can relate to,” say a team of experts from the University of Copenhagen. “And, it has also been scientifically demonstrated. One’s sense of smell gradually begins to decline from about the age of 55.” “The Copenhagen experts, headed by food scientist Eva Honnens de Lichtenberg Broge, recently conducted research that reveals something interesting: Our sense of smell doesn’t decrease evenly. “Our study shows that the declining sense of smell among older adults is more complex than once believed,” says de Lichtenberg Broge. “While their ability to smell fried meat, onions and mushrooms is markedly weaker, they smell orange, raspberry and vanilla just as well as younger adults. Thus, a declining sense of smell in older adults seems rather odor specific.” The causes of loss of smell Smell loss has been in the news a lot lately. Early in the COVID-19 pandemic, doctors noted that a loss of smell was a noticeable symptom. Dr. Carl Philpott of the University of East Anglia (UEA) in the UK has studied this effect for months, and learned that while loss of smell due to a cold or allergies is caused by congestion, people with COVID-19 can usually breathe freely. The virus instead affects their central nervous system. The effect is usually temporary, but in some patients, long-term. For years, Dr. Philpott has studied smell loss and treated patients who have smell disorders. He explains that loss of smell—called anosmia—can be a temporary condition, brought on by allergies, a cold, certain medications or medical treatments and, these days, COVID-19. But it might also be of long or permanent duration, being present at birth or caused by infections, injuries, tumors, problems with the bones of the nasal area or sinuses, or neurological conditions. Dr. Philpott also describes a related smell disorder, parosmia, which alters the way things smell. “For people with parosmia, the smell of certain things—or sometimes everything—is different, and often unpleasant,” says Dr. Philpott. “So for example, someone with parosmia could sniff at a cinnamon stick, but to them it would smell like something horrible—perhaps rotten food, or worse.” Loss of smell affects health and well-being Impaired ability to smell affects quality of life in several ways: Safety. Dr. Diego Restrepo of the University of Colorado School of Medicine warns that smell loss can keep seniors from detecting spoiled food, smoke, leaking gas or toxic vapors. He says this makes it especially important to keep smoke alarms in good working order, and to take extra precautions when cooking with natural gas. Nutrition. Dr. Restrepo cautions that as seniors lose their sense of smell, they are at greater risk of malnutrition, since food is appetizing due to smell as much as to taste. (People of any age can test this by evaluating the appeal of hot coffee and a fresh-baked cookie while they are suffering from a head cold.) He recommends that seniors adjust the seasoning in their food and make food more texturally and visually appealing. Brain health. Research on the relationship between sensory loss and brain health has mostly focused on vision and hearing loss—and the connection is quite clear. Yet experts talking about the connection between dementia and loss of smell most often focus exclusively on anosmia as an early symptom, whereas loss of smell also contributes to a cognitive load, and stress that is bad for the brain. It can be both a cause and an effect. Reminiscing. “The inability to link smells to happy memories is also a problem,” reports the UEA team. “Bonfire night, Christmas smells, perfumes and people—all gone. Smells link us to people, places and emotional experiences. And people who have lost their sense of smell miss out on all those memories that smell can evoke.” Emotional well-being. The UEA team noted that smell is intertwined with relationships, parenting, even a person’s confidence in their hygiene. They found that loss of smell can lead to “a diverse range of negative emotions including anger, anxiety, frustration, depression, isolation, loss of confidence, regret and sadness.” Dr. Philpott says that historically, clinicians haven’t taken smell loss very seriously—but they should. He reports that his patients often had previously experienced a lot of negative, unhelpful interactions with health care providers. “Those that did manage to get help and support were very pleased—even if nothing could be done about their condition,” he reports. “They were very grateful for advice and understanding.” Dr. Philpott has been conducting research on “smell training”—therapies to help the brain relearn the ability to smell, which seem to work particularly well on older patients. Prevention is important, as well. While smell loss diminishes naturally with age, older adults can avoid certain things that hasten the loss, such as poor diet, infections, pollution and other toxic substances in the air, and sleep disorders such as sleep apnea. The information in this article is not intended to replace the advice of your health care provider. If you are experiencing changes in your sense of smell, report that to your doctor. Source: IlluminAge with information from the University of Copenhagen, the University of East Anglia and the University of Colorado Anschutz Medical Campus

HIV is most commonly transmitted through sexual behaviors and needle or syringe use. Risky sexual behaviors include having anal or vaginal sex with someone who has HIV without using a condom. ● HIV (Human Immunodeficiency Virus) is a virus that attacks the body’s immune system. Over time, HIV can destroy CD4 cells (or T cells), which help the body fight off infections and diseases. ● Only certain body fluids from a person who has HIV can transmit HIV: blood, semen, pre-seminal fluid, rectal fluids, vaginal fluids and breast milk. It CANNOT be transmitted through air or water, saliva, insects, or sharing food and drink. ● People with another sexually transmitted disease (STD) are at increased risk of getting or transmitting HIV. It can also be transmitted while injecting drugs, if users share needles with someone who has HIV. The virus can live in a used needle up to 42 days. Today, more tools than ever are available to prevent HIV. You can use strategies such as abstinence (not having sex), never sharing needles, and using condoms the right way every time you have sex. ● You may also be able to take advantage of HIV prevention medicines such as pre-exposure prophylaxis (PrEP). Although condoms are the only method of preventing you from other STDs, PrEP (pre-exposure prophylaxis) can reduce your chance of getting HIV from sex or injection drug use. When taken as prescribed, PrEP is highly effective for preventing HIV. Check out more details here. ● PEP (post-exposure prophylaxis) means taking medicine to prevent HIV after a possible exposure. PEP should be used only in emergency situations and must be started within 72 hours after a recent possible exposure to HIV. Check out the link below for details. Check out more details here.

Art and Design & Technology "Every child is an artist" - Pablo Picasso At St James’ we have a truly creative curriculum, this covers all areas of the arts, crafts and design. At St James' we have an overarching topic which is related to History or Geography. Children explore this topic further through Art and DT by exploring and creating artwork around their overarching topic. We aim to ensure that all pupils produce imaginative and creative work, exploring their ideas and recording their experiences. We strive to support children in becoming proficient in drawing, painting, sculpture and other art, craft and design techniques. Children are encouraged to become inspired by evaluating and analysing creative works using the language of art, craft and design. During this, we encourage children to ask questions, think critically and articulate what they know about great artists, craft makers, engineers and designers, supporting their understanding of the historical and cultural development of their art forms. As our pupils’ progress throughout St James', we inspire children to become confident, independent artists who can articulate and value their own creative journeys. As well as engaging activities in the classroom, we combine visits and trips to help bring the children's learning to life. Below outlines our curriculum overview for Design and Technology and our lesson cycle for both Art and Design and Technology. Artist of the Term Home Learning Project Each term we are going to explore a different artist and their work. As a home learning project, the children can respond to this artist by researching and further developing their Art skills by creating a piece of Art inspired by the artist of the term. This term's artist is: Vincent van Gogh Vincent van Gogh is one of the most famous and influential artists in history. He produced some of the most recognisable and popular art in the world. He lived during an incredibly exciting period in the history of art and played an important role in the development of the art movement known as post-impressionism. Don't forget to share your creations with us! Below are some more exciting Art and Design & Technology resources for you to explore at home:

Cultural Diversity and Language Learning One of the most significant influences on language proficiency is cultural diversity. Exposure to various cultures and languages can greatly enhance an individual’s ability to learn and understand different languages. When individuals are exposed to multicultural environments, they have the opportunity to engage with people who speak different languages, which can lead to an increased understanding and appreciation for diverse linguistic backgrounds. Enhanced Communication Skills Exposure to cultural diversity can also result in enhanced communication skills. When individuals are exposed to different cultures and languages, they have the opportunity to develop their ability to communicate effectively with people from diverse backgrounds. This can lead to improved language proficiency as individuals become more adept at understanding and responding to different linguistic nuances and communication styles. Embracing Linguistic Diversity Another important aspect of cultural diversity’s impact on language proficiency is the ability to embrace linguistic diversity. When individuals are exposed to a variety of languages and cultures, they are more likely to develop an open-minded and inclusive attitude towards linguistic diversity. This can lead to a greater willingness to engage with different languages and a more positive approach to language learning. Benefits in Educational Settings In educational settings, the influence of cultural diversity on language proficiency is particularly significant. Students who are exposed to diverse cultural and linguistic environments have the opportunity to develop a more comprehensive understanding of language and communication. This exposure can lead to improved language skills and a greater ability to adapt to different linguistic contexts. Improve your comprehension of the subject by exploring this external source we’ve chosen for you. Discover new details and perspectives on the subject covered in the article. Pte practice test free https://www.ptechampion.com, continue your learning journey! Overall, the influence of cultural diversity in educational settings can lead to well-rounded individuals with strong language proficiency and a deeper appreciation for diverse cultural and linguistic backgrounds. Widen your perspective on the topic with the related posts we’ve prepared. Enjoy your reading:

Last Updated on August 18, 2022 by Plant Mom Care Lupine or lupinus, a genus from the Fabaceae family, are indigenous to North Africa, the Mediterranean, and both American continents. The genus encompasses over 199 species, along with major centers of historical diversity in the Americas for more than 6,000 years. While they are cultivated widely in most areas, they are considered to be introduced to environmental threats in Nordic countries and the South Island of New Zealand. Many species are perennials, with a few trees and annual species. Mostly reach heights of 1 – 5 feet, but some can grow 10 feet high, including one species L. jaimehintoniana in Mexico, which reaches up to 26 feet high. Their pastel green or gray-green leaves are sometimes covered with silvery hair, with palmately divided leaf blades consisting of 5 – 28 leaflets, or just a single leaflet in some species in eastern South America and the southeastern United States. The flowers are small (0.3 – 0.7 inches) and grow in dense or open circles on erect spikes, with colors varying in species pink, red, yellow, white, blue, purple, and bicolored. The shape of the flower has encouraged common names like quaker or bluebonnets. The fruit pod contains several seeds. They’re best planted during the start of spring, however new plants, cuttings, or seeds can be started later in spring or autumn. Being members of the pea/legume family, they fix nitrogen through the Bradyrhizobium bacteria growing around their roots, fertilizing the soil companion planted among other plants. This also helps them to tolerate infertile soils and can rehabilitate and change barren and low-quality soils. They are important food plants for the larvae of many butterflies and moths. They were introduced in Europe in the late 1700s. Most hybrids of the modern era result from a breeding program by Alfred Russell in the early part of the 20th century. L. polyphyllus (garden lupin) and L. arboreus (tree lupin), are popularly grown as ornamentals in gardens and are the foundation for several cultivars and hybrids with a wide variety of colors, including bi-colors. However, certain species (L. arboreus and L. polyphyllus), escaped from gardens and became invasive in some countries, growing wild along roads and streams in New Zealand, Norway, and Finland. They make wonderful plants to grow in garden borders, although some taller varieties could require staking to stop them from flopping. When growing in suitable conditions, they require little or no maintenance. Deadhead faded flowers will encourage more flowering. Lupine Light Requirements They prefer growing under direct sun for a minimum of 6 hours daily to grow and flower at their best. While they can also grow under some shade, this will reduce flowering; however, afternoon shade would be ideal in hot summers. If you grow them in complete shade, they won’t flower at all. Trim down neighboring plants and trees to let the sun get to the plants. They don’t like wet/soggy soil, which could cause root rot, but they prefer to be regularly watered. Water them weekly to stop the soil from drying and water the plants a bit more frequently in periods of hot, dry weather. They do poorly in hot, humid weather, like much of the Southern US, and prefer moderate to average humidity levels. The ideal temperature ranges between 20 – 85°F. They love climates with rather cool summers. Strong heat and sunlight will stop the plants from flowering. Apply mulch in hot climates to retain moisture and cool the roots. They can tolerate high temperatures if they grow in semi-shade and if they are regularly watered to stop the soil from drying. These plants thrive in well-draining organically rich soil, although they also tolerate poor soil with good drainage. Soggy soils that retain water cause root rot. They grow nicely in deep large containers and need repotting once roots emerge from the bottom, be careful when repotting as their roots shouldn’t be disturbed. Use a deeper and larger container with good drainage and rich loam-based soil mixed with a little sand to improve drainage and water the plant well after repotting. Because they grow very easily from seed, this is usually the preferred method for propagating them. If you want a clone of the parent, you have to divide the plant or take base cuttings during spring. Propagating by seed Starting these plants from seed is easy however, perennials grown from seeds probably won’t flower until the second year. Try to use biodegradable peat pots that are easily planted along with the seedlings, since these plants don’t like having their roots disturbed. The seed coats are tough, so you will have better success in germination if you scratch the seed coating or soak them with water for one night. Sow the seeds in the garden under full sun. Germination will occur in 14 – 30 days. Propagation from basal cuttings Carefully take base cuttings from mature, established plants in spring before active growth starts with a sharp knife to separate part of the roots and crown and transplant it into another location. This is better done every 2 or 3 years since they are short-lived and basal propagation will make certain that you have a continuous stock of these plants. Plant the cuttings in a mixture of loamy compost and sand in an unheated greenhouse or under-protected semi-shade. They don’t need feeding since they can tolerate poor soil and can fix nitrogen from the atmosphere via the Bradyrhizobium bacteria growing around their roots. Deadheading faded flowers will help extend their flowering period. Lupine Common Problems These plants are susceptible to several diseases and pests. Aphids commonly attack in spring and so do snails and slugs. Control aphids with insecticidal soap or neem oil, pick off snails and slugs manually, and dispose of them in soapy water. Brown spot fungus creates brown patches on leaves and foliage. Infected plants have to be destroyed and avoid growing lupines in the same location for a few years until the spores die off in time. Additionally, powdery mildew can infect these plants when they don’t have good air circulation and appear on foliage as white, powdery blotches. Use fungicides to treat the plants and remove infected foliage.

Today, how many cylinders? The University of Houston's College of Engineering presents this series about the machines that make our civilization run, and the people whose ingenuity created them. So how many cylinders should a car engine have? Most of our cars have either four cylinders in a row, or cylinders in a V-arrangement -- two or three on either side. So, why all this fancification? Why not just one big cylinder? Well, think about a piston, going back and forth in a cylinder, making a crankshaft rotate. It briefly drives a shaft once every two revolutions. Our car engines run in four-stroke cycles. Ignition occurs and the piston pushes downward. Then it clears out exhaust as it goes back up. Next it pulls in a new mixture of air and gasoline on its way down. Finally, it goes up, compressing that mixture. Then another ignition, and the cycle repeats. A single-cylinder engine speeds up on the first stroke; then it slows during the rest of a four-stroke cycle's two revolutions. That would cause such an engine to shake and vibrate. So we need a big flywheel to keep it moving between ignitions. With more cylinders and pistons, we can pin each piston's connecting rod to a different angular location on the crankshaft -- then we time the explosions so that each one kicks the rotation along during the two revolutions. And the flywheel can be a lot smaller. Karl Benz used a single-cylinder engine in his first 1885 car. Ford's first Model T engine had four cylinders in a row. Some luxury cars of the 1920s had inline engines with as many as eight cylinders. Engines with as many as 12 or more cylinders in a row have been used, but mainly in large marine and stationary engines. Of course smooth running is only one goal. More cylinders give less flywheel weight, but they also mean greater manufacturing and upkeep costs. Then there's compactness. The Duesenberg straight-8 was a favorite of rich movie stars in the '20s. But it had a 12-foot wheelbase. Imagine parallel-parking that beast. The answer was the V-8 engine -- two rows of four forming a V. Even Karl Benz experimented with a V-2 engine after he built his single cylinder motor. A V-arrangement can even let two cylinders drive a common crank pin, pushing it at different angular positions. And here complication increases: Engineers have created all kinds of clever crankshaft designs to use with cylinders in all kinds of positions -- V-4s, V-6s, flat-4s, flat-6s. Airplanes imposed different design constraints. An inline engine offers little frontal drag. The Wright Brothers used a straight-4 engine, but with a pretty heavy flywheel. Then early builders went to engines with nine-cylinders, radiating from a central hub. The pistons spun around the shaft and needed neither flywheel nor cooling systems. Many new technologies do settle on one best form. But some find more than one good option, then keep jockeying among competitors. Just think about PC's vs. Mac's, Classical vs. Country music -- just think about cylinders in their seemingly endless arrangements. I'm John Lienhard at the University of Houston, where we're interested in the way inventive minds work. See the Wikipedia entries on all the relevant topics. Search on words like automobile engines, straight-4, flat-6, V-8, 4-stroke engine, etc. Google will also send you to many simple and clear sites, such as this one. All photos by J. Lienhard. Toyota engines courtesy of Mike Calvert Toyota, Houston, TX. Oldest surviving Wright engine (New England Air Museum). This is a straight four. Notice that the outer piston connecting rods are pinned to the crankshaft 180 degrees out of phase with the inner two. Also note the heavy flywheel on the RHS of the photo. Straight-4 Toyota Camry engine mounted sideways.

Five research groups across Europe are now joining forces in uncovering the ultimate limitations of timekeeping to assess whether precision measurements can become more energy efficient. The €2.9 million project, named ASPECTS, is part of the EU Quantum Technologies Flagship. Measurement devices exploiting quantum properties can provide very high precision. A well-known example are atomic clocks which provide us with very precise timing and timestamps used in satellite navigation. Such precise measurements cost energy – the more precise, the higher energy cost according to recent discoveries in thermodynamics. But potentially quantum phenomena could be harnessed to make measurements both very precise and energy efficient. This is what the researchers in the ASPECTS project will investigate. “We will leverage our expertise in superconducting circuits to build a set of novel, one-of-a-kind quantum machines. By watching these machines at work, and carefully measuring fluctuations in their output, we will experimentally unveil the trade-off between precision and efficiency in small quantum systems,” says assistant professor Simone Gasparinetti, principal investigator at Chalmers University of Technology. Quantum computer technology The technology used to build the quantum machines is the same as used in Chalmers’ project of building a large quantum computer, that is, superconducting circuits operating at microwave frequencies at very low temperatures. “Our solid experience in this technology put us in a very good position to realise the proof-of-concept experiments of ASPECTS,” says Gasparinetti. One of the machines that Gasparinetti and his colleagues will build is an elemental quantum clock that ticks when placed in-between a hotter and a colder bath. “This is the simplest possible clock. By building it, we will be able to pinpoint the true energetic cost to keep time,” Gasparinetti says. By experimentally assessing the energy cost of timekeeping and readout, the ASPECTS team aims to demonstrate so-called quantum-thermodynamic precision advantage. Such a ground-breaking advance could allow quantum sensors and other measurement devices to operate at higher energy efficiency than would be classically possible without sacrificing precision. In timekeeping, space-based applications would in particular benefit from energy-efficient, miniaturized clocks, but also nanoscale systems where heat dissipation is unwanted. Improved energy efficiency in quantum measurements in general is also important in the long-term to ensure environmental sustainability when scaling up quantum technologies, for example quantum computers. The ASPECTS project ASPECTS is a European Quantum Technologies Flagship project. It has a length of three years and funding of €2.9 million. The key milestones of the project are: • To probe the ultimate thermodynamic limits on quantum clocks by building autonomous quantum clocks and measuring the energetic cost of timekeeping in the quantum domain; • To measure the thermodynamic cost of qubit readout; • To implement the first proof-of-principle demonstration of a quantum-thermodynamic precision advantage. The project is coordinated by Professor Mark Mitchinson at Trinity College Dublin. Other participating universities are Chalmers University of Technology, Technical University of Vienna, University of Murcia, and University of Oxford.

Australia stands proudly as a multicultural nation, enriched by diverse communities that contribute to its vibrant tapestry. At the heart of fostering this diversity lies the intricate web of Anti Discrimination Law. In this brief exploration, we will unravel the meaning and significance of these laws, understanding their pivotal role in shaping a fair and inclusive society. Anti-Discrimination Laws in Australia serve as the guardians of equality, aiming to eliminate unfair treatment based on certain characteristics. These protected attributes include race, gender, age, disability, and religion. In essence, these laws form a shield against prejudice, fostering an environment where every individual is treated with dignity and respect. In the vast expanse of the Australian social landscape, Anti Discrimination Laws play a crucial role in fostering a culture of acceptance. By promoting equal opportunities and protecting against discrimination, these laws contribute to the creation of a society where every person, regardless of their background, can thrive and contribute meaningfully. Delving into the intricate tapestry of Anti-Discrimination Laws, we unveil the threads that bind our nation together. “Breaking Down Barriers: Unraveling the Web of Anti-Discrimination Laws” serves as our guiding beacon, shedding light on the complexities of these laws and their profound impact on the Australian social fabric. Join us on this journey of exploration and enlightenment as we navigate the legal channels that uphold our commitment to equality. Australia, with its rich cultural tapestry, is committed to fostering a society where every individual, irrespective of background, is treated fairly and respectfully. Central to this commitment are the Anti-Discrimination Laws, a legal framework designed to safeguard individuals from prejudice and discrimination. In this exploration, we’ll delve into the key components of these laws, shedding light on the protected characteristics and various forms of discrimination that weave the fabric of our inclusive nation. Race and Ethnicity: Australia, a melting pot of cultures, recognises and protects individuals from discrimination based on their race and ethnicity. These laws stand as a shield against racial bias, fostering an environment of unity. Gender and Sex: Upholding the principles of gender equality, Anti-Discrimination Laws safeguard individuals from discrimination based on gender or sex. This ensures equal opportunities for everyone, irrespective of gender identity. Age: In a society that values the wisdom of experience, Anti-Discrimination Laws protect individuals from age-related bias, ensuring that age does not become a barrier to opportunities. Disability: Australia champions inclusivity by protecting individuals with disabilities from discrimination. These laws ensure that accommodations are made to provide equal access and opportunities for everyone. Religion: Recognising the diversity of faiths, Anti-Discrimination Laws prohibit discrimination based on religious beliefs. This protection extends to all individuals, fostering religious harmony. Direct Discrimination: This occurs when someone is treated less favorably due to a protected characteristic. Anti-Discrimination Laws stand against such blatant biases, promoting a level playing field. Indirect Discrimination: Recognising subtler forms of bias, these laws address situations where certain policies or practices disproportionately affect individuals with protected characteristics. Harassment: Anti-Discrimination Laws protect individuals from any form of unwelcome conduct, ensuring a workplace and society free from harassment based on protected characteristics. Victimisation: Individuals who stand up against discrimination are shielded from retaliation under these laws, fostering a culture where justice prevails. In the intricate mosaic of Anti-Discrimination Laws, understanding the protected grounds is essential. “Navigating the Mosaic” unveils the complexity of these laws, emphasising the importance of recognising and respecting the diverse characteristics that shape our nation. Join us on this journey through the protected grounds, where the threads of equality weave a tapestry of inclusivity in the Australian context. Australia’s commitment to equality is deeply embedded in the evolution of its Anti-Discrimination Laws. This journey spans decades, shaped by historical events and landmark cases that have paved the way for a more inclusive society. In this segment, we’ll embark on a historical exploration, tracing the roots of Anti-Discrimination Laws in Australia. The origins of Australia’s Anti-Discrimination Laws can be traced back to pivotal moments in history, marked by social movements and the collective desire for a fair and just society. From the early struggles for civil rights to the acknowledgment of Indigenous rights, each phase has contributed to the development of a legal framework that champions equality. Landmark cases stand as pillars in the evolution of Anti-Discrimination Laws. These legal battles have not only addressed specific instances of discrimination but have also set crucial precedents, influencing the interpretation and application of these laws. From cases highlighting gender discrimination to those focused on racial equality, each instance has played a role in refining the legal landscape. “From Past to Present: Tracing the Journey of Equality Laws” encapsulates the historical voyage of Australia’s Anti-Discrimination Laws. This subheading serves as a compass, guiding us through the transformative chapters that have shaped the current legal framework. Join us in unraveling the historical tapestry that forms the backdrop of today’s commitment to equality in Australia. In Australia, Anti Discrimination Law extend their reach beyond the legal realm, influencing the very fabric of businesses and workplaces. These laws are instrumental in shaping an environment where diversity is celebrated, and every employee is afforded equal opportunities for growth and success. Anti Discrimination Law set the stage for workplace equality by prohibiting discrimination based on protected characteristics. This creates a level playing field, ensuring that employees are judged solely on their skills, qualifications, and performance. Companies that embrace workplace equality not only adhere to legal obligations but also cultivate a positive and inclusive organisational culture. Beyond mere compliance, businesses are increasingly recognising the strategic value of diversity and inclusion. Anti Discrimination Law provide the impetus for companies to implement initiatives that actively embrace diversity, fostering an environment where employees from various backgrounds feel valued and respected. This inclusivity enhances creativity, innovation, and overall productivity within the workplace. “Beyond Compliance: How Anti-Discrimination Laws Transform Workplaces” encapsulates the transformative impact of these laws on the business landscape. This subheading serves as a beacon, highlighting the proactive role that businesses can play in creating environments that go beyond legal requirements. Join us in exploring the ways in which Anti-Discrimination Laws are catalysts for positive change, turning workplaces into thriving hubs of diversity and inclusion in the Australian context. While Anti-Discrimination Laws in Australia stand as pillars of equality, they are not without their share of challenges and controversies. Navigating these complexities requires a nuanced understanding of the criticisms, debates, and emerging issues that shape the ongoing discourse surrounding these crucial laws. Anti Discrimination Law have faced scrutiny and debate, with critics questioning their effectiveness and scope. Some argue that these laws may infringe on freedom of speech or religion, while others express concerns about the potential for misuse in certain situations. Addressing these criticisms is an essential aspect of refining and strengthening the legal framework, ensuring that it strikes the right balance between protection and individual freedoms. As society evolves, so do the challenges related to discrimination. Emerging issues, such as those pertaining to technology and artificial intelligence, add new dimensions to the conversation. The rapid pace of change requires Anti Discrimination Law to adapt and encompass these contemporary challenges to remain effective in safeguarding individuals from discrimination in all its forms. “Balancing Act: Navigating the Controversies of Anti-Discrimination Laws” encapsulates the delicate equilibrium required to address the challenges surrounding these laws. Acknowledging the complexities of the legal landscape and the ongoing efforts to strike a balance between protection and individual liberties. Join us in navigating the controversies, recognising that the evolution of Anti-Discrimination Laws is a dynamic process aimed at creating a just and equitable Australian society. Ensuring the efficacy of Anti-Discrimination Laws in Australia requires a robust system of enforcement and remedies. This vital aspect involves government agencies, legal recourse for victims, and the overarching commitment to serve as guardians of equality. Australia boasts dedicated government agencies tasked with overseeing the enforcement of Anti-Discrimination Laws. These agencies play a pivotal role in investigating complaints, mediating disputes, and ensuring that organisations adhere to the prescribed standards of equality. By functioning as vigilant protectors, these agencies contribute significantly to the maintenance of a fair and just society. Victims of discrimination find solace in the legal recourse provided by Anti-Discrimination Laws. They have the right to seek justice and restitution through legal channels, empowering them to stand against discriminatory practices. This legal recourse serves as a powerful deterrent, fostering an environment where individuals feel supported in challenging unfair treatment. “Guardians of Equality: How Anti-Discrimination Laws are Enforced” encapsulates the proactive role played by enforcement mechanisms in upholding the principles of equality. Join us in exploring how these guardians ensure the enforcement of Anti-Discrimination Laws, shaping a landscape where equality is not just an ideal but a protected reality in the Australian context. Australia’s commitment to Anti Discrimination Law finds resonance on the global stage, where a shared vision of inclusivity and equality is fostered. Examining international perspectives offers insights into the broader context of Anti-Discrimination Laws, encompassing an intricate interplay of human rights frameworks and cross-cultural variances. Anti-Discrimination Laws align with the broader international human rights framework, where principles of equality, dignity, and non-discrimination are enshrined. Australia, as a signatory to various international agreements, contributes to a global effort to create a world where every individual is treated with fairness and respect, transcending borders and cultural boundaries. While the fundamental principles of Anti-Discrimination Laws are universal, the implementation and nuances vary across cultures. Different societies bring their unique perspectives and challenges to the table. Understanding these cross-cultural variances is crucial for fostering a truly inclusive global approach to combating discrimination. Inclusive Globe: A Worldview on Anti-Discrimination Laws”Inclusive Globe: A Worldview on Anti-Discrimination Laws” encapsulates the global perspective on combating discrimination. Join us in unraveling how Anti-Discrimination Laws contribute to creating an inclusive globe, where the shared values of equality and diversity transcend geographic boundaries. As we navigate the complexities of the present, it’s essential to cast our gase toward the future of Anti-Discrimination Laws in Australia. Anticipating the impact of technological advancements and legislative changes is integral to ensuring that these laws remain dynamic, responsive, and effective in fostering a society where equality thrives. The advent of technology introduces new dimensions to the landscape of discrimination. From algorithmic biases to digital surveillance, the technological realm poses challenges that demand careful consideration. Future trends in Anti-Discrimination Laws will likely involve adapting to these technological nuances, ensuring that protections extend to the digital spaces where modern life unfolds. Legislation is a living entity, subject to change in response to societal shifts. Future developments in Anti-Discrimination Laws will likely be shaped by evolving understandings of equality and justice. Legislative changes may emerge to address emerging forms of discrimination, ensuring that the legal framework remains aligned with the values and needs of the Australian populace. “Tomorrow’s Equality: Anticipating the Future of Anti-Discrimination Laws” serves as a forward-looking guide to the evolution of these laws. Join us in exploring how these laws are poised to shape the landscape of equality in Australia for generations to come. As we draw the curtains on our exploration of Anti-Discrimination Laws in Australia, it’s crucial to reflect on the key insights uncovered throughout our journey. From the historical roots to the global perspectives and future trends, these laws stand as sentinels guarding Australia’s commitment to a society where every individual is treated with dignity and respect. We began by unraveling the intricate tapestry of Anti-Discrimination Laws, understanding their definition and significance in Australian society. Navigating through the protected characteristics, types of discrimination, and historical evolution, we witnessed the transformative impact of these laws on workplaces, businesses, and the global stage. As we conclude, the call to action resounds loudly. Achieving a discrimination-free future requires a collective effort. Individuals, businesses, and policymakers all play vital roles in upholding the principles of equality. Let us embrace diversity, challenge discrimination wherever it lurks, and actively contribute to fostering an inclusive and harmonious Australia. “Building Bridges, Breaking Chains: Embracing a Discrimination-Free Future” encapsulates our collective vision for the times ahead. Together, let’s build bridges of understanding and break the chains of discrimination, paving the way for a future where Australia stands as a shining example of equality and respect. The Law App is a complete online marketplace for people to search for lawyers at a price they can afford and for lawyers to build an online presence to find clients without the need for heavy marketing expenses. We match clients to lawyers directly based on their field of expertise and allow fair bidding to reach the right price. Anti-Discrimination Law refers to legislation designed to prevent unfair treatment based on protected characteristics. In Australia, it safeguards against discrimination in various aspects of life. Anti-Discrimination Laws protect attributes like race, gender, age, disability, and religion. These laws aim to create a society where everyone is treated fairly and without prejudice. These laws promote workplace equality, encouraging businesses to implement diversity and inclusion initiatives. Compliance ensures a fair and inclusive working environment. Absolutely. Landmark cases set legal precedents, influencing the interpretation and application of these laws. They play a vital role in shaping the evolution of Anti-Discrimination Laws. Government agencies oversee enforcement, investigating complaints and mediating disputes. They act as vigilant protectors, ensuring organisations adhere to equality standards. Criticisms range from concerns about freedom of speech to debates on misuse. Emerging issues, including those related to technology, add new dimensions to the ongoing discourse. The future involves adapting to technological impacts and legislative changes. Anticipating these trends ensures that Anti-Discrimination Laws remain effective in fostering a discrimination-free society.

Addiction is a chronic disease that affects the reward structure of the brain. It is caused by neurochemical reactions that are prompted by the introduction of certain substances and behaviors. Addiction impairs a person’s judgment, physiological independence, and emotional well-being. Overcoming addiction requires therapeutic intervention and ongoing support from an addiction specialist. Addiction develops when a person becomes physically, psychologically and emotionally dependent, most often to drugs or alcohol. It is defined by a collection of unique characteristics: - A chronic inability to abstain from substances/behaviors - Behavioral impairment or loss of control - Cravings for a substance or behavior - Use of a substance/behavior despite negative consequences - Dysfunctional emotional response to removal of substances Alcohol or drug addiction can affect almost every aspect of an individual’s life, including their relationships, their finances, and their professional endeavors. Many people who struggle with addiction experience memory impairment and physical health problems, including chronic disease and disability. WHAT CAUSES ADDICTION? What causes addiction is not the same for those who struggle with it. Addiction can be genetic, meaning it can be inherited through family generations, such as alcoholism. Addiction can also be caused by other factors such as trauma, peer pressure, stress relief, depression, or by trying a substance once and liking the effects the substance produces enough to keep using it (marijuana). Addiction often implies some sort of lack of morality. When people think of addiction, they think of people who are addicted to alcohol, heroin, cocaine or meth. However, not all addicted people are addicted to illicit substances. There is a growing number of people who are addicted to prescription drugs, gambling, and sex. The causes of any type of addiction vary for each person affected. When someone becomes addicted to a substance, they crave it when they do not have it. The cause and effect of addiction is a continuous loop of “got to have it, have it, need more of it.” The more of the substance they take, the more tolerant their brain and body become of it, and the more they crave it. Addiction may refer to psychological dependencies, such as those to gambling, sex, and work. The most commonly addressed causes of drug addiction is substance abuse. DRUG AND ALCOHOL ADDICTION INCLUDES ABUSE TO ITEMS LIKE: - Opioids/ Prescription pain medication Habits are occasionally mistaken for addiction, but there is a key difference. While often second-nature, habits are self-controlled and done by choice. Breaking a habit takes time, but is not associated with the same psychological and neurological changes as addiction. Causes Of Drug Addiction Can Be Due To Certain Lifestyle Factors Including: - High Stress Levels - Having a parent with a history of addiction - Severe Trauma or Injury - Exposure to substance abuse at a young age - Mental health conditions - Psychological trauma There are a lot of different factors that can be the causes of drug addiction. The above items are what people possess when they seek addiction treatment in most cases, but not all. SUBSTANCE ABUSE DISORDER VS. ADDICTION A substance use disorder becomes an addiction when someone cannot control or struggles to control their substance use or abuse. An addiction is diagnosed when they seek and use the substance compulsively despite the health and life consequences that occur. Fortunately, there’s help for people who struggle with a severe addiction to a substance or activity. Serenity at Summit offers addiction treatment programs that can safely guide you, or a loved one, back to a stable, healthy life. What causes addiction will be addressed, and a new plan will be laid out that leads to successful, long-term recovery. DRUG AND ALCOHOL ADDICTION Drug and alcohol addiction impact behaviors and can physically alter areas of the brain that are associated with reward, memory and motivation. Repeated use of these substances increases your risk of becoming addicted. AREAS OF THE BRAIN AFFECTED BY ALCOHOL AND DRUG ADDICTION INCLUDE: - Nucleus Accumbens - Anterior Cingulate Cortex - Basal Forebrain Drug and alcohol addiction also physically affects the brain by interfering with the interaction of brain chemicals, or neurotransmitters, especially between the memory and reward areas of the brain. Due to the physiological nature of drug addiction, overcoming addiction takes time and ongoing effort. Ceasing use of an addictive substance will often lead to withdrawal symptoms, including nausea, vomiting and headaches. Detoxification and addiction therapy programs are structured to control and reduce these symptoms while increasing your chances of recovery.

Previous research in the field has shown that upper elementary and middle school students tend to read less than younger students because of time spent with their friends and in other activities. Also, these same students, particularly boys, may not value reading as much as they did when they were younger. Among those students, research has shown that low-skilled readers have trouble starting, continuing and finishing a book, and that they are stymied by vocabulary and reading comprehension challenges. Skilled readers, on the other hand, enjoy books. Researchers have suggested that technological gadgets, enlarged text and a more favorable environment might encourage reluctant readers. For those reasons the authors pursued a study to see how reluctant readers would respond to e-readers. The study study presents reasons e-readers may be beneficial, in particular, to reluctant readers in middle grades. Williams-Rossi, Miranda, T., Johnson, K., & McKenzie, N. (2012). Reluctant Readers in Middle School: Successful Engagement with Text Using the E-Reader. International Journal of Applied Science and Technology.

Doctors classify acute lymphoblastic leukemia (ALL) into subtypes by using various tests. It's important to get an accurate diagnosis since your subtype plays a large part in deciding the type of treatment you'll receive. Depending on your ALL subtype, the doctor will determine - The type of drug combination needed for your treatment - The length of time you'll need to be in treatment - Other types of treatment that may be needed to achieve the best outcomes. Leukemia cells can be classified by the unique set of proteins found on their surface. These unique sets of proteins are known as “immunophenotypes.” Based on immunophenotyping of the leukemia cell, the World Health Organization (WHO) classifies ALL into two main subtypes. - B-cell lymphoblastic leukemia/lymphoma: This subtype begins in immature cells that would normally develop into B-cell lymphocytes. This is the most common ALL subtype. Among adults, B-cell lineage represents 75 percent of cases. - T-cell lymphoblastic leukemia: This subtype of ALL originates in immature cells that would normally develop into T-cell lymphocytes. This subtype is less common, and it occurs more often in adults than in children. Among adults, T-cell lineage represents about 25 percent of cases. In addition to classifying ALL as either B-cell or T-cell, it is further classified based on certain changes to the chromosomes and genes found in the leukemia cells. This identification of specific genetic abnormalities is critical for disease evaluation, risk stratification and treatment planning. Translocations are the most common type of genetic change associated with ALL. In a translocation, the DNA from one chromosome breaks off and becomes attached to a different chromosome. Sometimes pieces from two different chromosomes trade places. A translocation may result in a “fusion gene,” an abnormal gene that is formed when two different genes are fused together. Another type of genetic change that occurs in ALL is the result of numerical abnormalities. A numerical abnormality is either a gain or loss in the number of chromosomes from the normal 46 chromosomes. A change in the number of chromosomes can affect the growth, development and functioning of body systems. About 75 percent of adult ALL cases can be classified into subgroups based on chromosomal abnormalities and genetic mutations. Not all patients have the same genetic changes. Some changes are more common than others, and some have a greater effect on a patient’s prognosis. - To see a list of all WHO classifications of ALL and a chart of the common chromosomal and molecular abnormalitites in ALL, order or download The Leukemia & Lymphoma Society's free booklet, Acute Lymphoblastic Leukemia (ALL) in Adults and see pages 13-15.

The Difference between URI and URL HTTP uses Uniform Resource Identifiers (URI) to transmit data and establish connections. URI: Uniform Resource Identifier URI is used to identify a specific resource, we can know what a resource is through URI. URL: Uniform Resource Location Uniform Resource Location URL is used to locate a specific resource, marking a specific resource location. Every file on the Internet has a unique URL.

Hazardous materials can be present in a variety of work environments across a number of industries. In these situations, organizations are legally required to address the contamination. However, they are typically underqualified to handle it alone. It is important to know what hazardous chemicals are and how to identify them and ensure workplace safety. Unfortunately, the disposal of hazardous waste must happen somehow, but we can take measures to reduce their harmful consequences. Here we discuss the most common types of hazardous and non-hazardous wastes and how to dispose of them. You will also learn about hazardous recyclable material and environmental protection services. Before we begin, let us define hazardous and non-hazardous wastes. What Is Hazardous Waste – Regulation & Disposal Hazardous waste is something that poses a serious threat to the environment or human health if improperly disposed of. The Environmental Protection Agency (EPA) defines a substance as a hazardous material if it appears on a specific list of hazardous waste regulations. The RCRA (Resource Conservation and Recovery Act) regulates hazardous wastes. In contrast, non-hazardous subject waste does not pose a severe threat to the environment or human health. However, that does not mean that you can dispose of it in a garbage container or sewer line as it is still risky. The majority of global subject waste (metals, glass, plastics, paper, etc.) is not toxic and therefore not hazardous. The RCRA considers solid materials and garbage to be non-hazardous solid wastes. Other contents such as containers, liquids, semisolids, and slurries are also viewed as solid waste under this definition. Identifying Hazardous Materials & Disposals Almost a quarter of all employees work with hazardous materials such as chemicals, flammable liquids, and gases. In addition to gas and powder, hazardous materials are liquid, solid, and dust as well. They can be either pure or diluted. It is a legal requirement for manufacturers and importers of hazardous content to provide warning labels and Safety Data Sheets (SDS) with their dangerous goods. Check the controlled product’s container label and/or the supplier’s SDS to determine whether a material is hazardous. An SDS may not be required if a dangerous good is not classified as a hazardous chemical under the Work Health and Safety Act 2011. Correspond with the product’s supplier if you are uncertain. In addition to the words ‘danger’ and ‘warning,’ hazardous chemical labels usually include pictograms and hazard details. Types of Hazardous Waste Hazardous wastes include mercury-containing batteries, fluorescent light bulbs, industrial solvents, paints, herbicides, and pesticides. Additionally, controlled products contain medical waste, such as sharps, contaminated gloves, human tissue, etc. Some common hazardous wastes are listed below. There are four official waste lists: F, K, P, and U. On the F list, there are hazardous wastes from common manufacturing and industrial applications that are not source-specific. Examples include spent solvents. K-lists identify wastes that come from specific sources within manufacturing and industry. P and U are wastes derived from commercially pure, unused chemical formulations. Hazardous Household Waste There are many organizations in the industrial, agricultural, and medical fields that use hazardous materials. Their hazard level depends on their concentration. For example, hazardous household wastes are usually not that dangerous, but they could still pose risks to your health. Common hazardous content in the workplace and households include: - Materials with caustic properties - Fire-prone household hazardous waste (controlled products) - A toxic or corrosive substance - Metals such as mercury, lead and cadmium - Petroleum products Household Hazardous Waste: Possible Side Effects Exposure to hazardous substances (concentration and duration) has different health effects. It is possible to inhale hazardous substances, splash them on the skin, or swallow them. Here are some of the potential health effects: - Vomiting and nausea - Dermatitis, or rashes on the skin - Chemical burns - Birth defects - Lung, kidney, or liver disorders - Neurological disorders Environmental Hazards: Highest Cause of Death & Injuries The following hazardous commodities are considered most hazardous due to their high levels of exposure and associated deaths, serious injuries, or hospitalizations. There is a high risk of exposure associated with this flammable liquid. Flames are a common byproduct of household hazardous wastes. Smoking and using ignition sources when handling gasoline can result in injuries. Store gasoline in approved containers and only use it in well-ventilated areas. Read our explosion hazard prevention tips to learn more about preventing such disasters. Volatile materials are extremely reactive, especially when heated. Since it can severely damage lungs and kill if they are leaked, its’ transportation is prohibited. In spite of its’ hazards, it remains a critical industrial chemical. Diesel fuel has a high rate of exposure, just like gasoline. Diesel engines power many common vehicles, including commercial trucks, trains, boats, and passenger cars. Emergency response workers often come into contact with this hydrocarbon-based fuel during diesel spills. This compound can cause irritation of the eyes, skin, lungs, and respiratory system, as well as dizziness, headaches, or nausea. Propylene is a key product in the petrochemical industry, used to make films, packaging, and more. The handling of this volatile flammable gas poses a fire hazard, especially in close proximity to equipment capable of igniting it. We recommend contacting environment and fire specialists like Roar Engineering Nathan Brown when handling propylene. Liquefied Petroleum Gas (LPG) Propane or butane are other names for LPG. In addition to being used in refrigerants, it is a common fuel for appliances and vehicles. The mixture of hydrocarbon gases must be stored in pressured vessels to mitigate the fire risk. In the event of a fire, LPG can cause significant explosions. Carbon Dioxide, Refrigerated Liquid Gases like this are used to freeze and chill food products during transport. Inhaling its vapours can cause dizziness or asphyxiation while coming into contact with the gas, or liquefied gas can cause burns, severe injuries, and frostbite. Acid sulfuric is highly corrosive. Its’ common uses are cleaning agents, fertilizer manufacturing, oil refining, and wastewater treatment. The fumes can cause serious lung damage and severe burns if they come in contact with human skin. Special Handling of Dangerous Goods There are several reasons why subject waste requires special handling, including: - Human health protection - Environment protection - Fire prevention, leak detection, and spill prevention - Promoting sustainable practices The Importance of Environmental Remediation Remediation of the environment simply means eliminating contaminants from soil, surface water, groundwater, sediment, etc. A contaminated area is reclaimed through environmental remediation if it poses a risk of damaging nature or human health. Our experts will conduct an in-depth inspection to determine the cause and origin of the pollution. Fuel oil, mould, or asbestos can cause contamination. We will create a scope of work to remove contaminants, repair damages, and clean up the site. The Environmental Remediation Process Most often, environmental remediation is required when the EPA sets the key standards. Additionally, it is important to note that some sectors may have additional legislative standards. One of the main reasons why businesses should work with environmental remediation experts is when their work contaminates the environment. Our Expert Team of Environmental Remediation specialists is familiar with all the applicable regulations and standards and will guide you along the way. ESA Regulations, Evaluation & Remediation The remediation of different types of contamination requires a different process and technology. Environmental remediation teams also usually consider applicable standards and regulations when choosing technologies. As part of the remediation process, they will also use the information from the original assessment to identify the necessary safety precautions they need to take to protect all workers. It would be impossible for a basic guide to cover all the types of remediation that may be necessary when an environment is contaminated. - Mould sampling and air quality monitoring - Independent laboratory testing - Remediation and abatement protocols - Sources and causes of environmental contamination - Moisture, fugitive liquids, and mould surveys - Analyses of air quality - Investigations and remediation of fuel oil spills - Underground tanks - Evaluating hazardous materials - Microbial influenced corrosion - Safety and response to chemical, biological, radiological, and nuclear agents Hazardous Waste Regulation & Legislation Based on the CANADA National Reporting to CSD in 2019, the provinces are constitutionally responsible for the majority of solid waste activities. There are mainly three spheres of federal authority: federal lands, federal facilities, and Indian lands. Canada’s Environmental Protection Act, 1999 (CEPA 1999) allows the government to regulate the movement of hazardous waste, recyclable material, and non-hazardous waste. Hazardous Waste Management: Recycling Hazardous Products The management of hazardous waste involves the collection, treatment, and identification of materials deemed hazardous. In order to minimize damage to human and environmental health, hazardous waste needs to be handled by specialist teams and equipment. EPA regulation created hazardous waste recycling regulations to promote the reuse and reclamation of useful materials in a way that is both healthy and environmentally responsible. If hazardous waste is used, reused, or reclaimed; it is recycled. Hazardous household waste items can harm your health or the environment, so do not place them in your trash or recycling bins. You can take hazardous household waste to recycling centers. For more information, contact your local authority or locate your nearest hazardous waste disposal facility. Chemical exposure at the workplace can have a variety of short- and long-term health effects, including poisoning, skin rashes, and lung, kidney, and liver disorders. Using Roar Engineering Environmental Remediation Services will ensure your household and office safety. Once the remediation work is complete, we ensure that your site is clean in accordance with all regulations and standards.

This movie shows a sequence of images taken as ESA’s Rosetta spacecraft flew past the main-belt asteroid (21) Lutetia, during the spacecraft’s 10-year journey towards comet 67P/Churyumov-Gerasimenko. The flyby took place on 10 July 2010, when Rosetta flew past the asteroid at a distance of 3168.2 km and at a relative speed of 15 km/s. The first image shown in the sequence was taken nine and a half hours before closest approach, from a distance of 500 000 km to Lutetia; the last image was taken six minutes after closest approach, at 6300 km from the asteroid. The OSIRIS camera on board Rosetta has surveyed the part of Lutetia that was visible during the flyby – about half of its entire surface, mostly coinciding with the asteroid’s northern hemisphere. These unique, close-up images have allowed scientists to study the asteroid’s surface morphology, composition and other properties in unprecedented detail. Rosetta – The story so far (extended) BepiColombo’s second Mercury flyby Rosetta’s ever-changing view of a comet We are sorry that this post was not useful for you! Let us improve this post! Tell us how we can improve this post?

What Do Pigeons Eat In The Wild: Pigeons, those ubiquitous birds found in cities and towns around the world, may seem like opportunistic scavengers, but their dietary preferences in the wild are more diverse and intriguing than one might imagine. These adaptable avian creatures, often referred to as rock doves, have evolved over thousands of years to thrive in various natural environments. The fascinating world of what pigeons eat in the wild, shedding light on their dietary habits, foraging strategies, and the essential role they play in the ecosystems they inhabit. From seeds to insects and beyond, wild pigeons diet reveals a story of survival and coexistence with nature that goes far beyond the urban landscapes they now call home. In their native habitats, pigeons exhibit a remarkable ability to adapt to a wide range of dietary options, showcasing their status as true generalist feeders. One of the primary components of their diet consists of various seeds and grains. Pigeons are often seen foraging on the ground or perched on plants and trees, plucking seeds from grasses and wildflowers. They possess a unique talent for gleaning seeds from the surrounding vegetation, making them particularly well-suited to grasslands, meadows, and agricultural landscapes. Beyond seeds, pigeons are opportunistic insectivores. They supplement their diet with insects such as beetles, caterpillars, and ants. This insect consumption provides essential protein and nutrients, especially during the breeding season when the demand for energy and nutrients is higher. Pigeons also exhibit a propensity for consuming small fruits and berries when they are available. What is pigeon’s Favorite food? Their diet also demands protein and fat to remain healthy, whether that’s from nuts, fruits or other animals. They do not have a favorite food but they enjoy eating seeds, nuts and vegetables more than anything else. In the wild, pigeons commonly favor seeds and grains. They readily consume a variety of seeds such as sunflower seeds, millet, and wheat. Grains like barley and corn are also among their preferred food items. Pigeons are often seen foraging for these natural food sources in fields, meadows, and woodlands. Their strong beaks are well-suited for cracking open seeds and grains, making them efficient at extracting nutrition from these foods. In urban environments, pigeons have adapted to human-related food sources. While they may eat bread crumbs, leftover grains, and other scraps, these items are not their ideal choice as they lack some essential nutrients. Pigeons do best when they have access to a balanced diet, which includes a mix of seeds, grains, and small fruits. Pigeons are opportunistic feeders with a preference for seeds and grains in their natural habitat. However, their adaptability allows them to consume a range of foods depending on what is readily available, making them versatile and successful urban dwellers. What vegetables do pigeons eat? Pigeons feed on a wide range of plants, but seem particularly keen on the leaves of brassicas such as broccoli, sprouts, cabbages and cauliflower, cherries, lilacs and peas. They will peck at the leaves and rip off portions, often leaving just the stalks and larger leaf veins. Peas: Pigeons may eat fresh or cooked peas, as they are relatively soft and provide some nutritional value. Corn: Corn kernels are another vegetable that pigeons may consume, especially if they come across cornfields or corn scattered on the ground. Spinach: Pigeons may nibble on spinach leaves, although it’s not their top choice. Lettuce: Pigeons may eat lettuce leaves if they are readily available, but it’s not a staple in their diet. Carrots: Occasionally, pigeons may peck at small pieces of carrot, but they are not a significant part of their diet. Do pigeons eat rice? Pigeons will eat almost anything, including rice. I don’t think rice, especially white rice, is especially nutritious as a bird food, but if the pigeons also eat a variety of other foods, they should be fine. Cooked rice, such as plain white rice, is a relatively soft and easily digestible food source for pigeons. They can peck at individual grains and consume them without much difficulty. In urban environments, pigeons often encounter rice as part of discarded food scraps or bird feed left by well-intentioned individuals. While pigeons can eat rice without immediate harm, there have been concerns raised about the expansion of rice in the stomach once it comes into contact with moisture. Some believe that this expansion might cause digestive issues or discomfort for the birds. However, scientific evidence supporting this claim is limited. To support the well-being of pigeons, it’s advisable to offer them a more balanced diet that includes a variety of seeds and grains, which better align with their natural dietary preferences. If you choose to provide rice to pigeons or other birds, it’s best to do so in moderation and alongside other suitable food sources. Do pigeons eat dal? When I was working in my living room, two pigeons flew into my balcony. They roamed here and there for a minute, perhaps searching for food. So, I thought of feeding them some chana dal gram pulses and rice grains. At first, they quickly ate chana dal, and then rice grains. Pigeons are not commonly known to eat dal, which is a type of lentil or pulse commonly consumed by humans. Pigeons are primarily granivorous birds, meaning they have a strong preference for seeds and grains as their main food source. Their digestive system is well-adapted to processing these types of foods, which provide the essential nutrients they need for their survival and health. While pigeons may occasionally encounter lentils or dal in urban environments, they are not a significant part of their natural diet. Pigeons are opportunistic feeders, and in urban areas, they often scavenge for human-provided food scraps, which can include various foods, including lentils or dal. Feeding pigeons dal or other non-native foods should be done with caution. Pigeons require a balanced diet to thrive, and offering them foods outside of their natural preferences may not meet their nutritional needs adequately. If you want to provide food for pigeons or other birds, it’s generally best to offer them a mix of birdseed, cracked corn, or other seeds and grains that align more closely with their natural diet. Can pigeons eat raw rice? Fact is, rice cooked or uncooked won’t hurt wild birds at all. The rumor is that uncooked rice hits the bird’s tummy and then swells causing its stomach to explode. It’s simply not true. It’s not hot enough in a bird’s stomach to actually cook the rice. Yes, pigeons can eat raw rice, and it is generally safe for them to consume. Pigeons are known to be opportunistic feeders and can adapt to various food sources, including rice. Raw rice, being a grain, is similar to the seeds and grains that make up a significant part of their natural diet. Pigeons have a specialized digestive system that allows them to process grains effectively. They can peck at individual grains of rice and digest them without difficulty. In urban environments, pigeons often encounter rice as part of discarded food scraps or offerings by well-intentioned individuals. While raw rice is generally safe for pigeons to eat, it’s essential to provide it in moderation as part of a varied diet. A diet solely consisting of rice may not provide all the necessary nutrients for their well-being. Pigeons benefit from a mix of seeds, grains, and other natural foods that more closely resemble their natural dietary preferences. Do pigeons eat pulses? Pigeons are seed eaters and get the nutrients they need mainly from ripe and unripe seeds, grains and pulses. They obtain their energy from these raw ingredients, and certain bodily functions, such as molting and laying eggs, are stimulated. Pigeons are not commonly known to eat pulses, which are leguminous crops like lentils, beans, and peas. Pigeons have a primarily granivorous diet, meaning their preferred food sources consist of seeds and grains. Their digestive systems are well-adapted to process these types of foods, which provide the essential nutrients necessary for their health and survival. While pigeons may occasionally come across pulses in urban environments or agricultural fields, pulses are not a significant part of their natural diet. Pigeons are opportunistic feeders and may sample a variety of foods when available, including human-provided food scraps, but their primary preference remains seeds and grains. Feeding pigeons pulses or other non-native foods should be approached with caution. Pigeons require a balanced diet to thrive, and offering them foods outside of their natural preferences may not meet their nutritional needs adequately. If you want to provide food for pigeons or other birds, it’s generally best to offer them a mix of birdseed, cracked corn, or other seeds and grains that closely align with their natural diet. Do pigeons eat flour? Pigeons eat anything that looks like food. They are primarily seed eaters, and bread, after all, is made from crushed up seeds flour. They are not the only birds that eat seeds. Sparrows and finches will also do this. Pigeons typically do not eat flour, as it is not a natural or preferred food source for them. Flour is a processed and refined product derived from grinding grains, such as wheat, into a fine powder. Pigeons have a granivorous diet, which means they primarily consume whole seeds and grains, not the powdered form of these grains. In urban environments, pigeons may come into contact with flour in the form of breadcrumbs or other human-derived food scraps. They are known for their adaptability and opportunistic feeding behavior, which may lead them to sample such offerings. However, flour lacks many of the essential nutrients that pigeons require for their overall health, so it is not an ideal food for them. Feeding pigeons flour or similar processed foods is not recommended, as it can be detrimental to their well-being. A balanced diet for pigeons should consist of natural, unprocessed seeds, grains, and small fruits. If you wish to provide food for pigeons or other birds, consider offering them a suitable birdseed mix or other items that align more closely with their natural dietary preferences and nutritional requirements. Do pigeons eat mustard? This is oil based seed which pigeons like most. mustard family. If you serve mustard seed you need not supply rapeseed The Pigeon Racing Formula. Pigeons typically do not eat mustard, as it is not a natural or preferred food source for them. Mustard is a condiment made from the seeds of the mustard plant, which are ground into a paste or sauce. Pigeons, being granivorous birds, primarily consume whole seeds and grains in their natural diet. While pigeons are opportunistic feeders and may sample various food items they come across in urban environments, mustard is not a common or significant part of their diet. Their digestive system is adapted to process seeds and grains, which provide the essential nutrients they need for their health and survival. Feeding pigeons mustard or other non-native and processed foods is not recommended. These foods often lack the necessary nutrients pigeons require and can be detrimental to their well-being. It’s best to offer pigeons a diet that closely resembles their natural preferences, which includes a mix of seeds, grains, and small fruits. The dietary habits of pigeons in the wild are diverse and adaptable, reflecting their ability to thrive in various environments around the world. Pigeons feed on a diet of seeds, grains, and small fruits, which constitute the bulk of their nutritional intake. Their remarkable ability to forage and adapt to urban environments has led to the inclusion of human-derived food sources such as bread crumbs and discarded food scraps. Pigeons are highly adaptable in their diet, their nutritional requirements are best met by consuming a variety of natural, plant-based foods. As opportunistic feeders, pigeons have managed to coexist with humans in urban settings, but their well-being can be enhanced through our efforts to provide them with appropriate, healthy food sources. Understanding their dietary preferences in the wild is crucial for the conservation and management of these ubiquitous and resilient avian species. Pigeons exhibit fascinating behaviors in the wild related to their feeding habits. They often forage in flocks, which can vary in size, depending on food availability and location. This communal feeding behavior not only aids in finding food but also serves as a social bonding activity among pigeon populations. Their diet also plays a critical role in the broader ecosystem. Pigeons are essential seed dispersers, as they consume a variety of seeds and fruits, and then spread them throughout their habitats via their droppings. This activity contributes to the regeneration of plant life and helps maintain ecological balance. Pigeons in the wild are opportunistic feeders with a preference for seeds, grains, and small fruits. Their ability to adapt to different environments and food sources has allowed them to thrive in both natural and urban landscapes.

New research in Australia and around the world, together with the IPCC’s Sixth Assessment Report, enhance understanding of the state of Australia's future climate. In coming decades, Australia is projected to experience: - Continued warming, with more extremely hot days and fewer extremely cool days. - A further decrease in cool season rainfall across many regions of the south and east. - Continued drying in the south-west of Western Australia, especially during winter and spring. - Longer periods of drought on average in the south and east. - A longer fire season for the south and east, and an increase in the number of dangerous fire weather days. - More intense short-duration heavy rainfall events, even in regions where the average rainfall decreases or stays the same. This will lead to a complex mix of effects on streamflow, and associated flood and erosion risks, including increased risk of small-scale flash flooding. - Fewer tropical cyclones, but a greater proportion projected to be of high intensity, with ongoing large variations from year to year. - The intensity of rainfall associated with tropical cyclones is also expected to increase and, combined with higher sea levels, is likely to amplify the impacts from those tropical cyclones that do occur. - Fewer east coast lows on average, particularly during the cooler months of the year. - Ongoing sea level rise through this century and beyond, at a rate that varies by region. Recent research on potential ice loss from the Antarctic ice sheet suggests that a scenario of larger and more rapid sea level rise can’t be ruled out. - More frequent extreme sea levels linked to coastal inundation and coastal erosion. For most of the Australian coast, extreme sea levels that had a probability of occurring once in a hundred years are projected to become an annual event by the end of this century with lower emissions, and by the mid-21st century for higher emissions. - Continued warming and acidification of surrounding oceans with consequent impacts on biodiversity and ecosystem processes. - Increased and longer-lasting marine heatwaves, which will further stress marine environments, such as kelp forests, and increase the likelihood of more frequent and severe bleaching events in coral reefs around Australia, including the Great Barrier Reef and Ningaloo Reef. - An increase in the risk of natural disasters from extreme weather, including ‘compound extremes’, where multiple extreme events occur together or in sequence, thus compounding their impacts. Projections of Australia’s average temperature over the next two decades show: - The average temperature of each future year is now expected to be warmer than any year prior to the commencement of human-caused climate change. This is scientifically referred to as climate change 'emergence'. - Ongoing climate variability means each year will not necessarily be hotter than the last, but the underlying probabilities are changing. This leads to less chance of cool years and a greater chance of repeatedly breaking Australia’s record annual average temperature (e.g. record set in 2005 was subsequently broken in 2013 and then again in 2019). - While the previous decade was warmer than any other decade in the 20th century, it is likely to be the coolest decade for the 21st century. - The average temperature of the next 20 years is virtually certain to be warmer than the average of the past 20 years. - The amount of climate change expected in the next decade is similar under all plausible global emissions scenarios. However, by the mid-21st century, higher ongoing emissions of greenhouse gases will lead to greater warming and associated impacts, while lower emissions will lead to less warming and fewer impacts. - Warming is generally expected to be greater in the interior of Australia than near the coast. Why are Australia and the world warming? Energy comes from the Sun. In order to maintain stable temperatures at the Earth’s surface, in the long run this incoming energy must be balanced by an equal amount of heat radiated back to space. Greenhouse gases in the atmosphere, such as CO2, act to increase the temperature of the Earth's surface, ocean and atmosphere, by making it harder for the Earth to radiate this heat. This is called the greenhouse effect. Without any greenhouse gases, the Earth's surface would be much colder, with an average temperature of about –18 °C, due to the radiation balance alone (even colder when feedback mechanisms are considered). For centuries prior to industrialisation, the incoming sunlight and outgoing heat were balanced, and global average temperatures were relatively steady, at a little under 15 °C. Now, mostly because of the burning of fossil fuels and changes in land use, the concentrations of greenhouse gases in the atmosphere are rising and causing surface temperatures to increase. This increase in greenhouse gases, along with an increase in aerosol particles in the air and the flow-on effects to clouds, has created an 'effective radiative forcing' of 2.72 W m-2 (averaged globally). The atmosphere and oceans will continue to warm until enough extra heat can escape to space to allow the Earth to return to balance. Because CO2 persists in the atmosphere for hundreds of years, further warming and sea level rise are locked in. This well-established theory, together with observations of the air, water, land and ice, as well as paleoclimate records and climate models, allows us to understand climate changes and make projections of the future climate.

Scientists Find Possible Window to Martian LifeBy MUFON Admin Researchers from Brown University announce discovery of large deposits of glass formed by impactors on the surface of Mars. Similar impactors on Earth have preserved signatures of ancient life. Using satellite data, the team detected deposits of glass within Martian craters. The glass, which was formed by unimaginable heat brought on by violent impact, could possibly offer a “delicate window into the possibility of past life on the Red Planet.” Could such a window exist in these unlikely circumstances? Research groups on Earth have shown that terrestrial ancient biosignatures can be preserved in impact glass. In one study, geologists found organic molecules and plant matter in glass that formed during an impact millions of years in the past. Evidence suggests the same process could have occurred on Mars. Kevin Cannon, a Ph.D. student at Brown and the lead author of the new research, was quoted saying: The work done by [Brown geologist Peter Schultz] and others showed us that glasses are potentially important for preserving biosignatures. Knowing that, we wanted to go look for them on Mars and that’s what we did here. Before this paper no one had been able to definitively detect them on the surface. Cannon, along with Jack Mustard, professor of Earth, environmental, and planetary sciences at Brown, has documented large glass deposits in several ancient craters. The presence of glass in these well-preserved impact locations suggests that deposits are common on Mars. Such deposits could be targets for future manned or robotic exploration. Discovering the glass was no small feat. To do so, the team identified minerals and rock types by measuring the spectra of light reflected off the planet’s surface. Impact glass, however, does not have a very strong spectral signal. Professor Mustard commented on this fact: Glasses tend to be spectrally bland or weakly expressive, so signatures from the glass tend to be overwhelmed by the chunks of rock mixed in with it. But Kevin found a way to tease that signal out. This teasing method involved mixing together “powders with a similar composition of Martian rocks and fired them in an oven to form glass.” This was followed by a measurement of the spectral signal from that glass. Having found the signal from the lab glass, the team designed an algorithm designed “to pick out similar signals in data from the Compact Reconnaissance Imaging Spectrometer for Mars (CRISM), which flies aboard NASA’s Mars Reconnaissance Orbiter.” The results were a spectacular success. Deposits were found around several crater central peaks. These peaks are the craggy mounds that often form in the center of a crater during a large impact. Finding glass in such a location is a “good indicator that [it has] an impact origin.” The result of these findings is a new strategy scientists can use to search for ancient Martian life. Success in that regard would rank among the most significant scientific discoveries in human history. One of the craters found to contain glass is called Hargraves, and it is located near the Nili Fossae trough. The trough is a 400-mile-long depression that stretches across the Martian surface. Even before the discovery of glass, the region was named as a leading contender for the landing site to be used by NASA’s Mars 2020 rover. If selected, the rover will search Nili Fossae for soil and rock samples that may one day be returned to Earth. Professor Mustard described Nili Fossae’s scientific appeal: If you had an impact that dug in and sampled that subsurface environment, it’s possible that some of it might be preserved in a glassy component. That makes this a pretty compelling place to go look around, and possibly return a sample. Scientists are also interested the region because it is thought to date from when Mars was a much wetter place. It is also “rife with what appear to be ancient hydrothermal fractures, warm vents that could have provided energy for life to thrive just beneath the surface.”

What are human-centered environmental ethics? Human-centered, or anthropocentric, environmental ethics focuses exclusively on the benefits of the natural environment to humans and the threats to human beings presented by the destruction of nature. What is the human-centered approach of environmental study? This is the human-centered approach to environmental ethics. The scale of this argument ranges from the belief that humans have greater intrinsic value than nature to the belief that only humans have intrinsic value. According to this approach, at the end of the day, humans are what matter. What are the approaches of human beings to the environment? The principal approaches to environmental ethics are “anthropocentrism,” or the human-centered approach; “biocentrism,” or the life-centered approach; and “ecocentrism,” or the ecosystem-centered approach. What is the importance of environmental ethics essay? Nowadays, human acts lead to environmental pollution. The high demand of the earth resources is a factor that leads to that environmental pollution. Hence, we need those environmental ethics to keep the sustainability. What is human centric approach? Human centric design is an approach to product development that puts user needs, desires and abilities at the center of the development process. It means making design decisions based on how people can, need and want to perform tasks, rather than expecting users to adjust and accommodate their behaviors to the product. What is the meaning of human centered? Human-Centered Design is All About the People One must truly place themself into the experience of others in order to solve the problems they encounter. This means speaking directly with the people using what you’ve designed and observing their behavior to understand how and why they are having the problem. What is human centered environmental worldview? Some environmental worldviews are human- centered (anthropocentric), focusing primarily on the needs and wants of people; others are life- or earth- centered (biocentric), focusing on individual species, the entire biosphere, or some level in between, as shown in Figure 25-3. What is the role of human being in the environment? Humans impact the physical environment in many ways: overpopulation, pollution, burning fossil fuels, and deforestation. Changes like these have triggered climate change, soil erosion, poor air quality, and undrinkable water. Why has environmental ethics become an important issue of human concern? Currently, environmental ethics has become a major concern for mankind. The industrialization has given way to pollution and ecological imbalance. If an industry is causing such problems, it is not only the duty of that industry but all the human beings to make up for the losses. What is a human-centered approach? Human-centered design is about cultivating deep empathy with the people you’re designing with; generating ideas; building a bunch of prototypes; sharing what you’ve made together; and eventually, putting your innovative new solution out in the world.

Published on : 05 July 20236 min reading time The article “The Role of Central Banks in Shaping Monetary Policy: Exploring Key Principles” looks at the importance of central banks in shaping monetary policy. This topic raises crucial questions about the role and fundamental principles that guide the actions of central banks in managing economic policy. This article will examine the key principles shaping these policies, adopting a neutral and objective approach. Through a concise and straightforward analysis, we will attempt to provide a clear understanding of the role of central banks in monetary policy. The Art of Monetary Policy Making In order to understand the role of central banks in shaping monetary policy, it is essential to grasp the basics of macroeconomics. Macroeconomics is the study of the overall performance and behavior of an economy. It focuses on factors such as inflation, unemployment, and economic growth. Central banks play a crucial role in this field, as they are responsible for maintaining price stability and promoting sustainable economic growth. Tools at Central Banks’ Disposal Central banks utilize various tools to carry out their monetary policy objectives. These tools can be broadly categorized into traditional tools and unconventional tools. Traditional Tools: Interest Rates and More One of the primary tools used by central banks is the manipulation of interest rates. By adjusting interest rates, central banks can influence borrowing costs and, subsequently, the level of economic activity. Lowering interest rates encourages borrowing and spending, stimulating economic growth. Conversely, raising interest rates can help control inflation and prevent excessive borrowing. Aside from interest rates, central banks also engage in open market operations, which involve buying and selling government securities to regulate the money supply. Additionally, they can enforce reserve requirements, which mandate that banks hold a certain percentage of their deposits as reserves. By altering these requirements, central banks can control the amount of money available for lending and influence the overall economy. Unconventional Tools: Quantitative Easing Explained In times of economic crisis or when traditional tools are insufficient, central banks may resort to unconventional measures such as quantitative easing (QE). QE involves the injection of money into the economy by purchasing financial assets, such as government bonds, from banks and other institutions. This influx of money aims to stimulate lending and investment, thereby boosting economic activity. Quantitative easing has been employed by several central banks around the world during the global financial crisis of 2008 and subsequent recessions. However, this tool is not without risks, as it can potentially lead to inflation or asset price bubbles if not carefully managed. Regulatory Instruments and their Impact In addition to traditional and unconventional tools, central banks also have regulatory instruments at their disposal. These instruments include capital requirements, loan-to-value ratios, and stress tests. By implementing and enforcing these regulations, central banks aim to ensure the stability and soundness of the financial system. They can also address specific issues, such as excessive risk-taking or the buildup of systemic vulnerabilities. Central Banks vs Governments The relationship between central banks and governments is complex and often subject to debate. Central banks are typically independent institutions, separate from the government, with the primary objective of maintaining price stability. This independence allows central banks to make decisions based on economic considerations rather than political pressures. Independent Central Banks: Strengths and Weaknesses The independence of central banks strengthens their ability to pursue monetary policy objectives without interference from the government. This autonomy is seen as beneficial because it reduces the risk of inflationary pressure resulting from short-term political interests. Independent central banks are equipped to take decisive action to address economic challenges swiftly. However, the independence of central banks also poses potential weaknesses. It can lead to a lack of accountability and transparency, as decisions are made behind closed doors without direct democratic oversight. Furthermore, central banks may prioritize the interests of financial markets over those of the general public. Government Influence on Central Banks: A Delicate Dance Although central banks are independent, they are not entirely immune to government influence. Governments can impact central banks through appointments to key positions, changes in legislation, or public pressure. However, striking the right balance is crucial to avoid jeopardizing the credibility and effectiveness of monetary policy. Excessive political interference may undermine the long-term stability and independence of central banks. Case Studies: Central Bank-Government Relations Worldwide Central bank-government relations vary across countries. Some countries have strong independent central banks, while others have closer ties between central banks and their respective governments. For example, the Federal Reserve in the United States operates independently but maintains a close relationship with the government. On the other hand, in some countries, central banks are directly controlled by the government. The effectiveness of central banks depends on striking the right balance between independence and cooperation with the government, ensuring that monetary policy decisions are made in the best interest of the overall economy. Impact of Central Banks on Economic Indicators The actions and decisions of central banks have a significant impact on various economic indicators. By adjusting interest rates and implementing other monetary policy measures, central banks can influence inflation, unemployment, and economic growth. For instance, when a central bank raises interest rates, it can help curb inflation and control excessive borrowing, as higher borrowing costs discourage spending. Conversely, lowering interest rates can stimulate economic activity and reduce unemployment rates. Furthermore, central banks’ monetary policy decisions can affect exchange rates, investment levels, and consumer spending patterns. These factors, in turn, have ripple effects throughout the entire economy. Digital Transformation in Monetary Policymaking The digital revolution has also impacted the way central banks carry out monetary policy. The increasing use of technology has enabled central banks to collect and analyze vast amounts of data in real-time, providing a more accurate understanding of the economy’s dynamics. Moreover, digital tools, such as online banking and digital currencies, have altered the financial landscape. Central banks are exploring the potential of digital currencies as a means of payment and store of value. This digital transformation presents both opportunities and challenges for central banks, requiring them to adapt to the changing financial landscape while ensuring the stability of the monetary system. Exploring Future Challenges and Opportunities The role of central banks in shaping monetary policy will continue to evolve in response to emerging economic challenges and opportunities. As technology advances and the global economy becomes increasingly interconnected, central banks will face new complexities. Some of the key challenges include addressing income inequality, managing financial risks, and navigating the impact of climate change on the economy. Central banks will also need to adapt to new financial technologies and digital currencies, ensuring that their policies remain effective and aligned with the needs of the modern economy.

The crested bunting is a small bird species that belongs to the family Emberizidae. It is also known by the scientific name of Melophus lathami, and it can be found in parts of Asia, including China, India, Nepal, and Pakistan. The crested bunting is a strikingly colored bird, with a distinctive crest on its head, a black mask around its eyes, and bright red and white feathers on its wings and tail. This bird species prefers to inhabit open grasslands and shrubby areas, and it can also be found in agricultural fields, orchards, and gardens. The crested bunting’s preferred habitat is characterized by open, grassy areas with scattered trees and shrubs. This bird species can be found in a range of grassland habitats, from dry, sparsely vegetated steppes to moist meadows with tall grasses and wildflowers. The crested bunting is also found in scrubland habitats, where it can nest and forage in the shrubs and low trees. The crested bunting is a bird that can be found at various elevations, from sea level up to 4,500 meters in the Himalayas. This bird species is migratory, and it can be found in different habitats during different times of the year. During the breeding season, which occurs from May to August, the crested bunting prefers to inhabit higher elevations with cool temperatures, where it can build its nests in the shrubs and grasses. In the winter, this bird species moves to lower elevations, where it can forage for seeds and insects in agricultural fields and gardens. The crested bunting is a bird species that is adapted to live in areas with a dry climate, and it can tolerate extreme temperatures and drought conditions. This bird species can survive in areas with little rainfall, and it can feed on a variety of seeds and insects that are available in its habitat. The crested bunting is also known to feed on fruit and berries during the winter months when seeds and insects are scarce. The crested bunting is a bird species that is adaptable to a range of habitats, from open grasslands to agricultural fields and orchards. This bird species is a common sight in parts of Asia, and it plays an important role in the ecosystem by controlling the population of insects and other small animals. The crested bunting is also a popular bird among birdwatchers and nature enthusiasts, who enjoy observing its colorful plumage and distinctive crest.

1. A virus writer sends out viruses, infecting ordinary users' PCs. 2. Infected PCs log into an IRC server or other communications medium, without their owners knowing, forming a network of infected systems known as a botnet. 3. A spammer purchases access to this botnet from virus writer or a dealer. 4. The spammer sends instructions to the botnet, instructing the infected PCs to send out spam. 5. The infected PCs send the spam messages to internet users' mail servers. This is a diagram of the process by which spammers create and use zombie (virus-infected) computers to send spam. The diagram is for use when educating classes about the importance of keeping computers virus-free. It can also be used to explain to learners why it is that so much spam is received in their mailboxes and why unidentified attachments should not be opened. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.

The Battle of Guilford Court House, a major battle of the American Revolutionary War, occurred on March 15, 1781 at Guilford Court House (now Greensboro), North Carolina. It was fought between the American army of Major General Nathanael Greene and the British army of Lieutenant General Charles Cornwallis. The largest single military action of the war in the southern theater, it was technically a victory for the British as they held the field; however, the battle would prove to be a strategic defeat, as the heavy casualties sustained undermined British control of the Carolinas. In the aftermath of Guilford Court House, while Greene marched into South Carolina to contest the British presence in that state, Cornwallis would move north into Virginia and eventually be penned down and forced to surrender at Yorktown later that year. In that respect, Guilford Court House was the epitome of a "Pyrrhic victory" for the British, and a critical step toward the liberation of the American South. Following his triumph at the Battle of Camden in August 1780, Charles Cornwallis had established firm control over South Carolina and Georgia, and was in a position to expand into North Carolina and possibly Virginia in the near future, as the defeated American army, which had fallen back on Charlotte, was badly outnumbered and disorganized. His advance was delayed, however, first by the defeat and destruction of a detachment under Patrick Ferguson at the Battle of King's Mountain in October, then by the Americans' resumption of the offensive after Greene took command of the American army in December. Despite the numerical odds, Greene had divided his army in two in order to harass Cornwallis' forces in South Carolina, a tactic that proved highly successful with the Battle of Cowpens on January 17, 1781, in which part of his army, under Daniel Morgan, wiped out a brigade under Banastre Tarleton. In the aftermath of Cowpens, Greene rejoined Morgan, who suggested a retreat westward into the Appalachian Mountains, reasoning that the rugged terrain would make pursuit by the British impossible. However, Greene by now had learned that Cornwallis had in turn reacted to the news of Cowpens by destroying his baggage train and heavy equipment and cutting loose from his base at Winnsboro, South Carolina, intending to match the mobility of his less-encumbered foe. Greene therefore decided upon a march north, not west, his goal the Dan River on the Virginia-North Carolina border. His reasoning was that by "retreating" just slowly enough to convince the British to continue their pursuit, he would wear them down and draw them far away from their supply base; Cornwallis would be left isolated and vulnerable, and Greene, drawing supplies and reinforcements from Virginia, could engage him on a more favorable basis. The "Race to the Dan," which lasted from January 28 to February 13, saw a forced march by both armies, punctuated by frequent skirmishing, northward across the North Carolina Piedmont, with both the British and Americans struggling to cross major rivers including the Catawba, Yadkin, Deep, and Dan, usually in frigid weather. Thanks in part to a further division of his forces to confuse Cornwallis about his actual line of march, Greene succeeded in getting all of his troops across the Dan by February 13; this was a significant enough barrier that the British attempted no further pursuit. Far from his supply base and facing continual harassment by irregular forces, Cornwallis fell back on Hillsborough, where he foraged for supplies and sought to recruit North Carolina Tories. Loyalists were discouraged from joining in large numbers, though, due to the run-down state of Cornwallis' army and to "Pyle's massacre," a battle on the Haw River in late February, in which a Loyalist militia unit was largely destroyed. Reinforcements of militia and Continentals from Virginia and Maryland, meanwhile, swelled the size of Greene's army to about 4,500, compared to only about 2,000 under Cornwallis, and in late February the Americans re-crossed the Dan, maneuvering for the next two weeks until Greene finally took position at Guilford Court House on March 14. Having learned of Greene's whereabouts, Cornwallis immediately marched to confront the Americans at Guilford, arriving by midday of the 15th. His infantry was deployed into two "wings," the right wing under Major General Alexander Leslie, the left wing under Lieutenant Colonel James Webster, together with a reserve under Brigadier General Charles O'Hara and the cavalry under Tarleton. Greene's army was drawn up immediately southwest of the court house, along the main road that led to it. Though Morgan had had to leave the army in February due to ill health, he had advised Greene on the basis of what he had done at Cowpens, and much like in that battle, Greene had deployed his troops in three main lines: one of North Carolina militia, supported by sharpshooters and cavalry units under William Washington and "Light-Horse Harry" Lee; a second of Virginia militia, also backed by riflemen; and a third of Virginia and Maryland Continentals and artillery. Also like Morgan at Cowpens, Greene had ordered the militia to fire two volleys and then fall back, making a virtue of their shakiness in battle. After surveying the American position, Cornwallis began his advance at 1:30 p.m., with Leslie and Webster on either side of the road leading to Guilford. Webster was slightly in advance, and was the first to make contact with the North Carolina militia west of the road. As instructed, the militia fired two volleys with a level of accuracy that surprised many in the British ranks; Webster was forced to order a bayonet charge to dislodge them. Both Webster and Leslie (now reinforced by O'Hara) closed on the second line of Virginia militia, though continuing to take oblique fire from Washington's and Lee's detachments on either flank. Webster attacked the militia's right flank under Brigadier General Edward Stevens, pushing it back and pressing on to attack the line of Continentals before the rest of the militia had been driven off; this left the British van exposed, and the Continentals responded with a musket volley and a bayonet charge of their own that drove Webster back. Despite having already sustained heavy casualties, Cornwallis then re-formed his whole line (Leslie and O'Hara having in the meantime pushed back the remaining Virginia militia) and launched another attack on the Continentals. A short period of close combat ensued, during which neither side could make much progress; fearing his line would break, Cornwallis ordered his artillery to fire Grapeshot into the melee, despite the fact that it would inflict casualties on his own troops as well as the Americans. Though the British did indeed suffer a number of casualties from this friendly fire, it did succeed in causing Greene to withdraw his line. Had Greene known the desperate situation of Cornwallis and his army, he might have continued the battle. However, most of his militia had already departed the field, and while most of his Continentals still held firm, he was unwilling to risk the survival of the South's only field army, and therefore ordered a retreat at about 3:30 p.m. Although Cornwallis could technically claim victory at Guilford, since his army was in possession of the field at the battle's conclusion, it was far costlier than he could afford. The British casualty count was 93 killed, 413 wounded, 26 captured or missing. Losses had been equally heavy among the senior leadership; O'Hara had been wounded, Lieutenant Colonel James Stuart of the 2nd Guards Battalion had been killed, and Webster was mortally wounded. This was in contrast to Greene's much lighter casualties of 79 killed and 185 wounded (not including 1,046 "missing," mostly militia who had returned home after the battle). Echoing the words of Plutarch on the general Pyrrhus, the British Whig leader and war critic Charles James Fox said upon hearing reports of the battle, "Another such victory would ruin the British Army!" By contrast, Guilford Court House was seen in retrospect as an example of the ultimately successful campaign waged by Greene; though he lost the battle, he could claim a strategic victory by severely weakening the overall British position in the South. In a later letter, he described his campaign in this way: "We fight, get beat, rise and fight again." Still at a severe numerical disadvantage, and unable to obtain any supplies in the area, Cornwallis saw no option but to fall back on Wilmington, the closest supply base at this point. On March 17, he abandoned Guilford and marched to Wilmington. Greene, meanwhile, turned south, intending to strike the British garrison at Camden, South Carolina: a move that opened his campaign to re-establish American control of the South, in which he had largely succeeded by year's end. Since his own force was down to fewer than 1,500 men, Cornwallis, rather than contest Greene directly, decided to invade Virginia. As he later argued, "a serious attempt upon Virginia would be the most solid plan, because successful operations might not only be attended with important consequences there, but would tend to the security of South Carolina and ultimately the submission of North Carolina." Cornwallis' decision would lead to his defeat and surrender at Yorktown in October, effectively ending the Revolutionary War. Much of the battle site has been incorporated into the Guilford Courthouse National Military Park, within the modern city of Greensboro. Annual reenactments of the battle are held in the park, on or near March 15. In 2016, a Crown Forces Monument was erected to honor the officers and men of Cornwallis' army.

After reading about mitochondria, the electron transport chain, and the ATP synthase rotor pump, I became very interested about the amazing energy producing abilities of living cells. I was also very impressed that the diagrams in our textbook depicting the ATP synthase rotor pump, are fairly accurate representations of the actual physical structure of this complex protein in cells. After searching a bit about recent research regarding the energy producing abilities of mitochondria, I came across an article on phys.org which says that mitochondria work a lot like a Tesla battery. Previously, science believed that mitochondria worked a lot like a household battery. Scientists thought that mitochondria worked as a single chemical reaction house in which one mitochondria equals one battery. But recent studies have been finding that mitochondria actually are an array of many small "batteries" within one mitochondria. The way this works is that each cristae is separate and if something such as polarity damage occurs to one cristae, the other cristae continue to work within a single mitochondria. A professor at UCLA, named Dr. Orian Shirihai, and his colleagues have been recently developing novel approaches to view mitochondria at a resolution that we've never been able to view before. They developed a way to optimize high resolution microscopy to see the inside of mitochondria and actually be able to watch what is going on. This is something that we have never been able to do before. They saw for the first time that groups of proteins actually separate the cristae within the mitochondria, allowing for more energy production per organelle. This is very exciting news, and it seems that researchers in electric battery development are excited about this coevolution of the discovery of the inner workings of cellular batteries as well. It is believed that Dr. Shirihai's discoveries can help further understanding of topics as fundamental as aging and disease. Reference: https://phys.org/news/2019-10-mitochondria-tesla-battery.html

Understanding loss indicates learners, not units, need to be “preset,” which misses the more vital challenge: equity. In the new concern of Instructional Leadership, training researcher Sonja Cherry-Paul states educators need to replace a deficit frame of mind with a liberatory one particular by centering culturally responsive pedagogies and emphasizing scholar strengths. Source url Recent research has suggested that students have experienced learning loss as a direct result of the pandemic. As a consequence, many educators are actively looking for ways to mitigate potential setbacks and assure their students’ success moving forward. Rather than relying solely on traditional instructive methods, a number of progressive educators are embracing a liberatory mindset to foster academic achievement in the long-term. A liberatory mindset is an approach to education that focuses on nourishing students’ social, emotional and mental well-being. This approach inherently focuses on students first and allows them the space to make connections between their lived experiences and the topics being discussed. Fundamental aspects of this mindset include failing forward and critically looking beyond surface level learning, understanding power dynamics and challenging inequality. Rather than suggesting that pandemic-related learning loss can be reversed by leaning into more traditional forms of instruction, a liberatory mindset allows educators to create a supportive and healthy learning environment. This space encourages honest dialogue and open communication and enables students to take ownership of their learning. The process, which has traditionally been teacher-focused, is driven largely by student exploration and questioning. Educators should actively provide access to resources and encourage students to engage in learning autonomously. Nobody is expecting educators to have all the answers when it comes to lifting students up after the pandemic. Instead, it is a team effort that requires courage and skill to effectively integrate a liberatory mindset into the instruction of a particular subject. It is an approach, however, that is proving beneficial in classrooms around the world that are acutely dealing with the circumstances resulting from the pandemic. The journey of transitioning to a liberatory mindset and providing students the scaffolding necessary to be self-motivated learners will look different for each and every classroom setting. It may include regularly revisiting topics that students have yet to master, embedding social and emotional learning into instruction, and allowing for conversations about racism and other oppressive norms. Change does not happen overnight, but by exploring evidence-based approaches and leaning into a liberatory mindset, educators can start to move away from the rebuilding process resultant from learning loss and instead, foster meaningful, lifelong learning experiences.

MIT engineers have found that a common hydrogel has unique, super-soaking abilities. Even as temperatures climb, the transparent material continues to absorb moisture, and could serve to harvest water in desert regions, and passively regulate humidity in tropical climates. Image: Felice Frankel This article was first published on MIT News. The vast majority of absorbent materials will lose their ability to retain water as temperatures rise. This is why our skin starts to sweat and why plants dry out in the heat. Even materials that are designed to soak up moisture, such as the silica gel packs in consumer packaging, will lose their sponge-like properties as their environment heats up. But one material appears to uniquely resist heat’s drying effects. MIT engineers have now found that polyethylene glycol (PEG) — a hydrogel commonly used in cosmetic creams, industrial coatings, and pharmaceutical capsules — can absorb moisture from the atmosphere even as temperatures climb. The material doubles its water absorption as temperatures climb from 25 to 50 degrees Celsius (77 to 122 degrees Fahrenheit), the team reports. PEG’s resilience stems from a heat-triggering transformation. As its surroundings heat up, the hydrogel’s microstructure morphs from a crystal to a less organized “amorphous” phase, which enhances the material’s ability to capture water. Based on PEG’s unique properties, the team developed a model that can be used to engineer other heat-resistant, water-absorbing materials. The group envisions such materials could one day be made into devices that harvest moisture from the air for drinking water, particularly in arid desert regions. The materials could also be incorporated into heat pumps and air conditioners to more efficiently regulate temperature and humidity. “A huge amount of energy consumption in buildings is used for thermal regulation,” says Lenan Zhang, a research scientist in MIT’s Department of Mechanical Engineering. “This material could be a key component of passive climate-control systems.” Zhang and his colleagues detail their work in a study appearing today in Advanced Materials. MIT co-authors include Xinyue Liu, Bachir El Fil, Carlos Diaz-Marin, Yang Zhong, Xiangyu Li, and Evelyn Wang, along with Shaoting Lin of Michigan State University. Evelyn Wang’s group in MIT’s Device Research Lab aims to address energy and water challenges through the design of new materials and devices that sustainably manage water and heat. The team discovered PEG’s unusual properties as they were assessing a slew of similar hydrogels for their water-harvesting abilities. “We were looking for a high-performance material that could capture water for different applications,” Zhang says. “Hydrogels are a perfect candidate, because they are mostly made of water and a polymer network. They can simultaneously expand as they absorb water, making them ideal for regulating humidity and water vapor.” The team analyzed a variety of hydrogels, including PEG, by placing each material on a scale that was set within a climate-controlled chamber. A material became heavier as it absorbed more moisture. By recording a material’s changing weight, the researchers could track its ability to absorb moisture as they tuned the chamber’s temperature and humidity. What they observed was typical of most materials: as the temperature increased, the hyrogels’ ability to capture moisture from the air decreased. The reason for this temperature-dependence is well-understood: With heat comes motion, and at higher temperatures, water molecules move faster and are therefore more difficult to contain in most materials. “Our intuition tells us that at higher temperatures, materials tend to lose their ability to capture water,” says co-author Xinyue Liu. “So, we were very surprised by PEG because it has this inverse relationship.” In fact, they found that PEG grew heavier and continued to absorb water as the researchers raised the chamber’s temperature from 25 to 50 degrees Celsius. “At first, we thought we had measured some errors, and thought this could not be possible,” Liu says. “After we double-checked everything was correct in the experiment, we realized this was really happening, and this is the only known material that shows increasing water absorbing ability with higher temperature.” The group zeroed in on PEG to try and identify the reason for its unusual, heat-resilient performance. They found that the material has a natural melting point at around 50 degrees Celsius, meaning that the hydrogel’s normally crystal-like microstructure completely breaks down and transforms into an amorphous phase. Zhang says that this melted, amorphous phase provides more opportunity for polymers in the material to grab hold of any fast-moving water molecules. “In the crystal phase, there might be only a few sites on a polymer available to attract water and bind,” Zhang says. “But in the amorphous phase, you might have many more sites available. So, the overall performance can increase with increased temperature.” The team then developed a theory to predict how hydrogels absorb water, and showed that the theory could also explain PEG’s unusual behavior if the researchers added a “missing term” to the theory. That missing term was the effect of phase transformation. They found that when they included this effect, the theory could predict PEG’s behavior, along with that of other temperature-limiting hydrogels. The discovery of PEG’s unique properties was in large part by chance. The material’s melting temperature just happens to be within the range where water is a liquid, enabling them to catch PEG’s phase transformation and its resulting super-soaking behavior. The other hydrogels happen to have melting temperatures that fall outside this range. But the researchers suspect that these materials are also capable of similar phase transformations once they hit their melting temperatures. “Other polymers could in theory exhibit this same behavior, if we can engineer their melting points within a selected temperature range,” says team member Shaoting Lin. Now that the group has worked out a theory, they plan to use it as a blueprint to design materials specifically for capturing water at higher temperatures. “We want to customize our design to make sure a material can absorb a relatively high amount of water, at low humidity and high temperatures,” Liu says. “Then it could be used for atmospheric water harvesting, to bring people potable water in hot, arid environments.” This research was supported, in part, by U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy. "Reprinted with permission of MIT News"

Every year on the last Sunday of January, the Philippines joins the global community in observing World Leprosy Day. This day serves as a crucial reminder to raise awareness about this chronic infectious disease, dispel myths and misconceptions, and advocate for the rights and well-being of individuals affected by leprosy. While the Philippines has made significant strides in leprosy control over the past decades, bringing the national prevalence rate down to less than 1 case per 10,000 population, the fight against this disease is far from over. Pockets of high endemicity persist, particularly in remote and marginalized communities. Additionally, the stigma associated with leprosy remains a formidable barrier to early diagnosis, treatment, and social integration. The Philippines continues to stand strong in its fight against leprosy, a chronic infectious disease that, while curable, unfortunately still carries the burden of stigma and misinformation. World Leprosy Day serves as a vital beacon, illuminating the journey toward a Leprosy-free Philippines while reminding us of the crucial steps we must take together. Understanding Leprosy: Beyond the Myths Leprosy, also known as Hansen's disease, is caused by the bacterium Mycobacterium leprae. If left untreated, it primarily affects the skin and peripheral nerves, leading to sensory loss, weakness, and deformities if left untreated. However, the disease is curable with multidrug therapy (MDT), and early detection is key to preventing disability and complications. One of the biggest challenges in leprosy control is the persistent stigma surrounding the disease. Misconceptions about its contagiousness and its association with physical deformities often lead to discrimination and social exclusion. It's crucial to remember that leprosy is not highly contagious, especially with early diagnosis and treatment. Beyond Numbers: The Human Costs of Leprosy The statistics, though important, only tell part of the story. Each case of leprosy represents a person grappling with not just the physical impact of the disease but also the heavy weight of societal prejudice. The lingering stigma around leprosy often leads to social isolation, employment discrimination, and a denial of basic human rights. These burdens can be even more pronounced for women and children affected by the disease, exacerbating existing vulnerabilities. Combating the Tide of Misinformation: Sadly, myths and misconceptions about leprosy remain prevalent. Fear-mongering about its contagiousness and outdated notions of its incurable nature continue to fuel discrimination. It's imperative to debunk these falsehoods and emphasize the crucial fact that leprosy is not highly contagious, especially with early diagnosis and treatment. The multidrug therapy (MDT) provided by the Department of Health and organizations like the Philippine Leprosy Mission is incredibly effective and can halt the progression of the disease, preventing disability. Breaking the Chains of Stigma: A Call to Action World Leprosy Day serves as a powerful platform to advocate for the following: The Role of Organizations in the Fight Against Leprosy Several organizations play a crucial role in leprosy control in the Philippines. Through its National Leprosy Control Program, the Department of Health (DOH), through its National Leprosy Control Program, spearheads nationwide efforts for early detection, treatment, and rehabilitation. Additionally, non-profit organizations like the Philippine Leprosy Mission, Inc. (PLM) work tirelessly to provide comprehensive care, support, and advocacy for individuals affected by leprosy and their families. A Collective Responsibility: Towards a Leprosy-Free Philippines World Leprosy Day is a call to action for all Filipinos. From healthcare professionals and policymakers to community leaders and individuals, everyone has a role to play in breaking the chains of stigma, ensuring access to quality healthcare, and promoting social inclusion for those affected by leprosy. By working together, we can create a future where leprosy is no longer a source of fear or discrimination, but a disease that can be effectively managed and prevented, paving the way for a truly leprosy-free Philippines. Let us remember that leprosy is not just a disease; it's a human story. Let us choose compassion, understanding, and action, not stigma and discrimination. Together, we can build a world where everyone affected by leprosy can live with dignity and hope.

Throughout history, Italy has been a cradle of scientific innovation and intellectual achievement, producing a remarkable array of brilliant minds who have left an indelible mark on various scientific disciplines. From pioneering astronomers and physicists to groundbreaking biologists and inventors, Italian scientists have significantly shaped the course of human knowledge. In this article, we will delve into the lives and contributions of some of the most famous Italian scientists, each of whom has made profound and lasting impacts in their respective fields. Join us as we explore their remarkable achievements and their enduring legacy in the world of science. Famous Italian Scientists 1. Galileo Galilei (1564-1642) Galileo Galilei is one of the most renowned figures in the history of science. He was an astronomer, physicist, and mathematician. In the early 17th century, Galileo made groundbreaking astronomical observations with his telescope, discovering features on the Moon, the four largest moons of Jupiter (now called the Galilean moons), and the phases of Venus. These observations provided strong evidence for the heliocentric model of the solar system proposed by Copernicus. Also Read: Famous Russian Scientists Galileo also formulated the law of falling bodies, describing how objects fall under the influence of gravity, and made important contributions to the development of modern physics. His works, including “Dialogue Concerning the Two Chief World Systems” and “Discourses and Mathematical Demonstrations Relating to Two New Sciences,” had a profound impact on the scientific revolution and the transition from geocentrism to heliocentrism. 2. Leonardo da Vinci (1452-1519) Leonardo da Vinci was a true Renaissance genius, excelling not only in art but also in various scientific disciplines. He is often described as the “Universal Genius.” In the field of anatomy, Leonardo conducted extensive dissections of the human body, producing detailed and accurate anatomical drawings that advanced our understanding of human physiology. Also Read: Most Famous French Scientists He was an avid observer of nature and made numerous scientific sketches and notes on topics ranging from botany and geology to fluid dynamics and engineering. Leonardo’s engineering designs included concepts for flying machines, war machines, and bridges, many of which were ahead of their time and demonstrated his innovative thinking. 3. Alessandro Volta (1745-1827) Alessandro Volta was a physicist and chemist who is best known for inventing the first practical electric battery, known as the “Voltaic Pile,” in 1800. The Voltaic Pile was a stack of alternating zinc and copper discs separated by cardboard soaked in saltwater. It produced a continuous electric current, marking the birth of electrochemistry and the study of electricity. Volta’s invention laid the foundation for the development of modern batteries and the understanding of electrical circuits. The unit of electrical potential, the “volt,” is named in his honor. His work in electricity and electromagnetism had far-reaching applications in various fields, including telecommunications, electroplating, and electrotherapy. 4. Enrico Fermi (1901-1954) Enrico Fermi was an Italian-American physicist known for his pioneering work in nuclear physics and quantum mechanics. Fermi made significant contributions to the development of the theory of beta decay, the creation of the first nuclear reactor (Chicago Pile-1), and the discovery of new elements through the process of nuclear transmutation. During World War II, Fermi played a crucial role in the Manhattan Project, which led to the development of the first atomic bomb. He received the Nobel Prize in Physics in 1938 for his work on the artificial production of radioactive isotopes. 5. Guglielmo Marconi (1874-1937) Guglielmo Marconi was an electrical engineer and inventor who is often credited with the invention of the radio. In 1895, Marconi conducted experiments that led to the development of the first practical wireless telegraphy system, enabling long-distance communication without the need for physical wires. Marconi’s wireless technology played a crucial role in maritime communication and was instrumental in the establishment of global radio communication networks. He was awarded the Nobel Prize in Physics in 1909 for his contributions to wireless telegraphy. 6. Rita Levi-Montalcini (1909-2012) Rita Levi-Montalcini was a neurobiologist who made significant discoveries related to nerve growth factors (NGF). Alongside Stanley Cohen, she identified and characterized NGF, a protein essential for the development and maintenance of nerve cells in the nervous system. Her groundbreaking work in neurobiology had far-reaching implications for understanding neural development, regeneration, and degenerative diseases. Levi-Montalcini was awarded the Nobel Prize in Physiology or Medicine in 1986 for her contributions to the field of neurobiology, becoming one of only a few women to receive this honor in the sciences. 7. Antonio Meucci (1808-1889) Antonio Meucci was an inventor and scientist known for his early work on voice communication technology, particularly the development of an early telephone prototype. In the 1840s, Meucci conducted experiments with voice transmission using various devices and conducted demonstrations of his “telettrofono” to transmit voice over a wire. While Meucci made significant contributions to the development of voice communication, he faced financial difficulties and was unable to secure a patent for his invention. The credit for inventing the telephone is often attributed to Alexander Graham Bell, who received a patent for a similar device in 1876. In 2002, the U.S. Congress passed a resolution recognizing Meucci’s contributions to the invention of the telephone. 8. Evangelista Torricelli (1608-1647) Evangelista Torricelli was a mathematician and physicist who is best known for inventing the mercury barometer in 1643. Torricelli’s invention of the barometer was a groundbreaking achievement in the study of atmospheric pressure. It allowed for the measurement of air pressure and the understanding of variations in weather. His work laid the foundation for the study of vacuum and the principles of fluid mechanics, influencing later developments in hydrodynamics and aerodynamics. Torricelli’s experiments and theories greatly advanced our understanding of the natural world. 9. Emilio Segrè (1905-1989) Emilio Segrè was an Italian-American physicist known for his contributions to nuclear physics and particle physics. He played a significant role in the discovery of the antiproton, a subatomic particle with the same mass as a proton but with opposite charge. Segrè was involved in the Manhattan Project during World War II, working on the development of the atomic bomb. He received the Nobel Prize in Physics in 1959 for his work on the discovery of the antiproton and his contributions to the understanding of nuclear structure. 10. Maria Gaetana Agnesi (1718-1799) Maria Gaetana Agnesi was an Italian mathematician and philosopher known for her work in calculus and mathematics education. She authored “Instituzioni Analitiche ad Uso della Gioventù Italiana” (“Analytical Institutions for the Use of Italian Youth”), a comprehensive textbook on differential and integral calculus. It was one of the first textbooks on calculus and served as a valuable resource for students. Agnesi was one of the first women to achieve recognition in the field of mathematics during the 18th century, and her work laid the groundwork for the development of calculus. In addition to her mathematical achievements, she was also known for her philanthropic and charitable work.

African swine fever African swine fever is an infectious viral disease of domestic and feral pigs. It can have a very high mortality rate in pigs. People cannot be infected. Learn why African swine fever would significantly impact pig health and production, if introduced to Australia. Find out what you can and can’t legally feed pigs, including the risks and penalties associated with swill feeding. Read advice for pig producers in Queensland and more information about African swine fever. Pig hunters and property owners in areas inhabited by feral pigs can help monitor the feral pig population and report suspected cases. Read guidelines for veterinarians dealing with suspected cases of African swine fever. Find out who can submit a sample to the Biosecurity Sciences Laboratory for animal disease testing and which samples are tested for free. African swine fever is an animal disease and disorder in Queensland.