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Singapore can’t boast of a striking variety of natural sights, but on the other hand it can be proud of the uniqueness of the ones it does have. It is one of only two world cities, on whose territory areas of primeval tropic forest can be found. Before the British landed here, virtually all of the island’s surface was covered with a dense green carpet of jungle, while swampy coastal strips were enmeshed with thick mangrove bushes.
Despite its status as one of the largest industrial centers in Southeast Asia, dense populated at that, modern Singapore has managed to preserve its main natural treasure. Today, although considerably thinned out, its primeval, humid tropical forests occupy only 5% of Singaporean territory and are under strict protection by the state. Transformed into reserves and natural parks, they have become genuine natural museums where guests can see the riches and diversity of tropical plants and observe tropical animals in their natural environment.
One of the Singapore’s largest areas of untouched tropical forest is the Bukit Timah Nature Reserve, where over 800 species of local plants grow and many species of animals, birds and insects live. Another island of wild nature in Singapore – the MacRitchie Reservoir Park surrounding the water – is home to heterogeneous jungle inhabitants.
Singapore's Botanical Gardens are regarded as some of the country’s main natural sights and were awarded the title of ‘the best urban jungle’ by the influential periodical ‘Time.’ They are famous for possessing the largest collection of tropical plants in the world. Additionally, they feature another of Singapore’s natural treasures: the National Orchid Garden that is renowned as the largest collection of these fabulously beautiful flowers in the world. Its gem is the Orchid Vanda Miss Joaquim, officially recognized as Singaporean national Symbol.
A wide variety of fauna, not only tropical, is presented by the Singapore Zoo, which is one of the largest and most beautiful anywhere. The many different ecosystems of our planet are recreated there and inhabited by 3 000 mammals, birds, reptiles and fish. Asia’s largest ornithological park – the Jurong Bird Park – is also located in Singapore. This shelters thousands exotic birds, including the most unusual of species from Southeast Asia, Africa, South America and Europe.
Washed by the warm waters of the Singapore Bay, connecting the Indian Ocean and the South China Sea, Singapore's magnificent sandy beaches are also counted among its natural treasures. The best of these, featuring soft white sand and modern infrastructure, are concentrated around the resort Sentosa Island. Meanwhile, the island Pulau Ubin, situated within a half kilometer from Singapore's northeastern coast, is famous not only for its beaches and areas of virgin jungle, but also for a unique natural reserve. Its Cape Chek Jawa is one of the Singapore richest ecosystems, which ensnares the senses with its impressive richness and variety of marine wildlife.
The huge advantage of Singapore over other locations is the compactness and convenient location of its natural attractions. Once sated with futuristic architecture, tourists can get away from urbanization at ease, soon finding themselves in real tropical forest, watching its exotic dwellers and listening to the enchanting sounds of the jungle. These oases of wildlife in the ultramodern city are perceived as nothing short of miraculous. This miracle stays in the memory for good, creating a burning desire to return to this tiny, yet glorious country. | <urn:uuid:4ac61a47-029b-415c-be0c-7e80e18359e0> | CC-MAIN-2023-40 | https://travelsingapore.info/info?environment | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00503.warc.gz | en | 0.948526 | 715 | 2.796875 | 3 |
A game to practice the alphabet by connecting dots.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
This line puzzle is a fun educational game for kids to practice the alphabet. Start at the beginning of the alphabet and draw lines between the correct answers. Once all the dots are connected, an animal will appear. Can you guess which animal it is at the end?
Draw a line from a to b and continue up to the z. Let students guess the animal that is being outlined while solving the puzzle. To finish the puzzle, draw a line from the z back to a.
Students can also play this game on their own device like a tablet or smartphone by scanning the QR-code on the first page.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient. | <urn:uuid:49038f37-d6cf-4333-b8cf-e395704edf42> | CC-MAIN-2023-40 | https://www.gynzy.com/en-us/library/items/connect-the-dots-alphabet | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00503.warc.gz | en | 0.931307 | 242 | 3.203125 | 3 |
CAMPS BY GRADE
CAMPS BY DATE
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About Create Academy
Creativity * Collaboration * Critical Thinking * Communication * Innovation
Summer: A Time to Explore
PNA’s summer programs provide a safe place where students are free to imagine, invent, dream and build: a place where they can fail and start again with new ideas and inspiration. Creativity, collaboration, critical thinking, communication, and innovation encompass all aspects of the experience. Overall, we want to teach students the benefits of using their own minds, ideas and hands to create.
Project Based Learning
Our summer programs are organized around Project Based Learning. Each week poses a challenging problem for students to solve or a question to investigate, all while learning new skills. Weekly projects focus on critical thinking, problem-solving, collaboration, and self-management skills. Students ask questions, find resources, and apply information, all at a developmentally appropriate level. The projects feature real-world context, tasks and tools, and have impact– or speak to students’ personal concerns, interests, or issues in their lives. Throughout the week students give, receive, and use feedback to improve their process and product.
For example, students in the Flights of Fancy camp were challenged to design the flying car of the future. They researched shape and wing styles of things that fly, visited the Alaska Aviation Museum to see airplanes of the past and then built several prototypes of their ideas based on their research, the results of test runs and feedback from other students. On the last day of camp, students demonstrated their knowledge and tested their final designs during a launch party attended by the whole camp.
Social and Emotional Skills
We believe there is a strong link between academic success and social-emotional skills. We believe that a high-quality experience for every child is built on the foundation of a safe and joyful learning community. Our summer program shares our school culture of inclusion, respect, kindness, and responsibility. Each day we spend time developing interpersonal skills and building relationships between students and teachers using The Responsive ClassroomⓇ approach. This approach emphasizes academic, social and emotional growth in a strong community. Daily morning meetings, guided discovery and collaborative problem solving lay the groundwork for successful communication and collaboration in the classroom, higher achievement in academics, and a cohesive community with a shared purpose. The nurturing guidance and support of Create Academy teachers fosters positive social development as children gain self-awareness. Children learn to express feelings, build friendships, and resolve conflicts. Independence is nurtured, as campers are encouraged to take care of their personal possessions and participate in classroom jobs.
Art and the Outdoors
In order to facilitate collaboration, and as a source of inspiration, students at Create Academy explore the outdoors daily and may visit Ruth Arcand Park during the week. Through outdoor education activities ranging from games, low ropes initiatives, geocaching, nature hikes, team-building exercises, orienteering and other outdoor skills, students work together to brainstorm ideas and compromise on solutions to the challenges they face.
Daily musical, visual or performing arts classes expose students to the creative process. Through the arts, students develop and hone their ability to analyze, critique, grasp abstract ideas and express themselves. As students gain confidence and creative integrity, they develop public speaking and risk-taking skills by presenting their thoughts and ideas to others. | <urn:uuid:dfcbdb36-34bc-4984-b220-0a15b4132399> | CC-MAIN-2023-40 | https://www.pacificnorthern.org/create-academy/create-academy-about/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00503.warc.gz | en | 0.945269 | 709 | 3.03125 | 3 |
Work by several reputable mathematically competent archaeologists (Thom, Linacre, Macaulay et al) have shown these sites often exhibit an understanding of Pythagoras 2000 years before that man was born, and use of the Fibonacci sequences 3000 years before that “discoverer”.
Our henges and large stones are the first known permanent buildings on the planet and were well in place long before anything on that scale in China, India, Mesopotamia, the Americas or Egypt.
The sorrow is that all this secret wisdom was, as Caesar records, protected by memory in lieu of clay tablets or paper and so was lost when the Romans (Church and State) more or less wiped out the ancient sages. It would be reassuring to have evidence of these missing artefacts somehow included in the warp and weft of our story.
Why, we might even once again celebrate Hogmanay on the correct date: the winter solstice. (Now there’s a political policy worth voting for).
Garvald, East Lothian | <urn:uuid:5d36765f-f9fd-4cac-911f-8cb7c3c910ed> | CC-MAIN-2023-40 | https://www.scotsman.com/news/opinion/letters/rich-tapestry-1516462 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00503.warc.gz | en | 0.94918 | 227 | 3.03125 | 3 |
Juniper Research estimates more than 115 million buildings will deploy smart building technologies by 2026, an increase of over 2.5X from 2022.
Smart building technology has revolutionized the way buildings are managed, providing greater control and efficiency over critical systems such as heating, ventilation, air conditioning (HVAC), lighting, elevators, life safety, and security. Benefits of deploying smart building technology include operational efficiencies, improving the quality of the working environment, and reducing energy consumption.
With increased control, automation, and connectivity comes the need to protect these devices from cyber threats and attacks. Stand-alone devices such as a room-based occupancy or motion sensors that control lights locally are not at risk since they are generally not connected to a network. However, a security breach in a smart building’s connected systems could have serious consequences. For example, an attacker could manipulate temperature settings, turn on/off fans, make motors run at higher speeds, turn off life safety systems, cause equipment damage, or disable security systems, putting the safety and security of building occupants at risk. Additionally, a breach could compromise sensitive information, disrupt business operations, and result in significant financial losses.
To mitigate these risks, it is essential to secure smart building devices. This involves implementing strong security measures, including but not limited to:
Network security: Solutions such as firewalls help to prevent unauthorized access to a network, and network segmentation helps to limit exposure if a breach occurs.
Software updates: Regular software updates and patches should be applied to address known system vulnerabilities.
Device-level security: Devices should be authenticated to each other using a zero trust framework to ensure that device-to-device communications are permitted, and communication should be encrypted to protect data.
Physical security: Smart building devices should be physically secured and access to them should be restricted to authorized personnel only. This helps to prevent unauthorized physical access and tampering with the devices, which could compromise their security or enable device spoofing.
Processes: Security processes should be documented and audited to make sure they are being followed and how to respond in case of a cybersecurity event. Smart building devices should be integrated into the overall security architecture of the building. This includes ensuring that the devices are part of a comprehensive security plan, which includes incident response procedures, regular security audits, and security awareness training for employees.
Protecting smart building devices is crucial to maintain the confidentiality, integrity, and availability of critical information, and to ensure the overall safety and security of the building and its occupants. By implementing strong security measures and regularly reviewing and updating them, organizations can reduce the risk of security breaches, minimize costs, and maintain the reliability and functionality of smart building systems. | <urn:uuid:fd43e6dc-0ef7-4f34-8984-707810457ed1> | CC-MAIN-2023-40 | https://www.veridify.com/the-importance-of-protecting-smart-building-technology-from-cyber-threats/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00503.warc.gz | en | 0.942411 | 551 | 2.625 | 3 |
Domain names are a vital part of how the internet works.
If you run a business, you will want to own one or more domain names which match your company name and/or brands that you own. Here are some examples:
Coca Cola: coca-cola.com
You will note that some businesses use .com, others .co.uk (indicating the UK, but every country has its own equivalent). You may encounter others such as .net and .org. These are collectively called ‘top-level domains’ or TLDs for short.
There are a restricted variety of TLDs, but the bit before the end is effectively unlimited. You could register anything you like, even if it ran to 100 random letters and was totally unreadable. But due to increased worldwide demand for short, memorable (and legible) domain names, a chunk of new TLDs were released in recent years with a focus on specific industries.
So for example you can now register domains ending .digital, .charity, .shop and so on, rather than the traditional .com and .net varieties.
A domain name and a website address are not the same thing. This table shows how many different things depend upon the ownership of a domain name and the correct way to describe each one.
(used for subdividing a large website into bitesize parts)
(technically called a URL)
|File Server Address (technically also a URL)||\\server01.purplecomputing.com\MyFiles|
Registering a domain name
Domain names are cheap to register if they are not registered already, rarely more than £25 per year and often much less. You have to renew them annually otherwise they are released back to the open market. Once registered, they belong to you alone but can be bought, sold and transferred privately.
You visit an online domain registrar to buy your domain name. A domain registrar is an accredited company who specialise in registering internet domain names. They help to maintain the global registry of who owns which domain. There are lots of registrars out there, but we use and recommend 123-Reg.
Be very aware that the new array of TLDs makes it very expensive to register every possible domain variant of your company name. It is probably uneconomical to do so. We recommend, where possible, to register the .com and .co.uk (or your country’s equivalent), optionally in addition to any ‘new-style’ TLDs which very closely match your industry or sector. If somebody is dead-set on registering an obscure TLD and pretending to be you, simply owning every possible domain permutation is not going to stop them. You have to draw a line somewhere and honestly, do you really want to pay £20 a year for owning mycompany.banana or various misspellings of your company domain name? Probably not. Tread with caution when registering domains and ensure you have additional protections in place, such as trademarks, to protect your intellectual property and your brand.
If you need help with a domain name and a website address or related services such as email, be sure to contact us. | <urn:uuid:8dd34fba-c40b-4a71-a102-b0a3400f8f33> | CC-MAIN-2023-40 | https://purplecomputing.com/articles/whats-the-difference-between-a-domain-name-and-a-website-address-or-url/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506339.10/warc/CC-MAIN-20230922070214-20230922100214-00703.warc.gz | en | 0.911805 | 823 | 2.640625 | 3 |
With Covid-19, many of us are wondering how to properly clean our masks. Google searches for “wash N95 mask” and “wash KN95 mask” have sky-rocketed.
Yet data-backed answers seem to be in short supply. The usual advice is to toss and replace masks instead of washing them. Let’s dive into this topic and find the best approach to keeping our masks safe and clean.
But the standard guidelines aren’t helpful when surgical masks and N95 masks are in short supply. In this post we look at the right way to wash, clean and disinfect a mask.
Can N95 Masks Be Washed?
The simplest suggestion we’ve seen is to wash masks with soap and water. However, test data shows washing N95/KN95 masks with water reduces their filtration effectiveness.
Using Alcohol to Disinfect Masks: Reduces Effectiveness
Maybe alcohol disinfection is better than washing with water because it doesn’t require rubbing the mask? Unfortunately, tests found that dipping N95 masks in rubbing alcohol reduced particle capture by 37%.
If washing with water and alcohol doesn’t work, then we’re in need of a more effective way to clean a mask, without harming performance.
A Reliable Way to Clean N95/KN95 Masks
In times of panic, we often want to take action, yet one of the simplest ways to disinfect masks is to do nothing! Simply allowing masks to dry will kill viruses.
But the critical question healthcare workers need to know is how long we need to dry masks before they’re safe. The question of viability is particularly important because many studies measure whether viruses are “detectable.”
Viruses can remain detectable for scarily long periods of time, which has led to incredible-sounding headlines about how long viruses last. But “detectable” is very different from “viable.” Viable is more important for mask users because “viable” means it’s still able to infect someone.
How Long Will COVID and Viruses Live on a Mask?
The CDC states the risk of COVID-19 transmission is minor after 72 hours of the virus being on a surface. Over 99% of COVID virus particles die within that time. Therefore one of the safest ways to sanitize a mask from COVID-19 is to dry the mask for 72 hours in a COVID-free environment.
Will Drying Masks Work for COVID-19?
The study above is for H1N1 (influenza A), not the coronavirus. The researchers said results should be similar for other influenza A viruses, but they stopped short of saying they’re valid for all flu viruses.
There’s little data on how long COVID-19 remains viable. The CDC says that the coronavirus may remain viable for hours to even days. A recent study (that has not been formally published yet) tested the viability of the new coronavirus (HCoV-19) and the “old” coronavirus, SARS (SARS-CoV-1). They sprayed the two viruses on plastic, stainless steel, copper, and cardboard.
They did not test cloth, but the closest material to a mask was cardboard. It took 48 hours for COVID-19 to be completely non-viable on cardboard. On stainless steel, a tiny amount of viable coronavirus remained at 72 hours, That’s 7 times longer than the earlier study found for H1N1.
Based on these two studies, leaving a mask to dry for 48 hours should be enough to kill COVID-19, SARS, and influenza A viruses. Leaving masks for 72 hours would be even more conservative.
However, it is important to remember that virus survival time is not a universal constant like the speed of light. Several factors will influence how long viruses survive:
- Viruses survive longer at lower temperatures. For example, one study found that viruses died faster at 20C than 4C, and faster still at 40C.
- Studies have found that viruses survive much longer on wet materials than dry materials.
Drying out a mask is more likely to kill the virus. One US hospital is telling its nurses to keep their masks in plastic bags, yet this would prevent the mask from drying and thus allow the virus to live longer.
Heating Masks for 60 mins at 70°C (158°F)
If in a rush to disinfect a mask, heating masks in the oven at 70°C (158°F) can be a decent option. Research shows that as long as the masks are 6 inches from the burner, there is minimal reduction in mask effectiveness. Even after heating for 24 hours, the masks retained 98.5% effectiveness.
Along with wearing masks, air purifiers with HEPA filters are also one of the best ways to stay safe from a variety of pollutants in our air including viruses and dangerous PM2.5. A recent CDC study confirmed significantly lower COVID-19 infection rates in schools that used HEPA air purifiers. HEPA filters can significantly lower the risk of a variety of deadly diseases including diabetes, heart disease, cancer, and high blood pressure.
Smart Air is a certified B Corp committed to combating the myths big companies use to inflate the price of clean air.
Experience breathing truly clean air with gimmick-free, effective air purifiers that won’t break the bank. Join the clean air movement. | <urn:uuid:f1e87547-b49e-48c1-8138-256ee1e53484> | CC-MAIN-2023-40 | https://smartairfilters.com/en/blog/disinfect-clean-n95-mask-virus-coronavirus/?rel=1 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506339.10/warc/CC-MAIN-20230922070214-20230922100214-00703.warc.gz | en | 0.938025 | 1,167 | 2.78125 | 3 |
The foundation of the European Community (EC), which later evolved into the European Union (EU), is considered an achievement of twenty-century world politics. Being a supranational entity, the EU represents a particular interest in political studies. The Union became a powerful actor in modern politics, which causes the need for its integration and genesis explanation. The EU structure is usually considered unique or exceptional due to its mixed political approach (Rosato, 2011). In the essay, major IR theories are discussed through the example of the EU structure. First of all, the brief history of the EU formation is provided, then IR theories are described. The formation process is analyzed through the lens of liberal, realist, and constructivist approaches.
A Brief History of the European Union
The idea of European integration is based on the aim of eliminating conflicts between neighbors. However, the legacy of the World Wars defined the formation of the Union. To secure peace Coal and Steel Community (ECSC) began to unite countries in economic alliance (The history of the European Union, 2020). As a result, in 1957, the European Economic Community (EEC) was created as an expanded trade area (Kaushiva, 2019). Belgium, France, Germany, Italy, Luxembourg, and the Netherlands became the EU’s founders. The 1960s are characterized by economic growth, resulting in the fact that EU countries “stop charging custom duties when they trade with each other” (The history of the European Union, 2020, para. 3). ECSC and EEC merging in 1967 reinforced the integration process, after which other countries joined the Union (The history of the European Union, 2020, para. 4). Thus, by the end of the century, it became necessary to revise the legal basis of the foundation.
Since the mid-1980s, European integration has experienced a period of growth by adopting several important institutional changes. Acceptance of the Single European Act (SEA) in 1987, the Treaty of Maastricht in 1992, and the Treaty of Amsterdam in 1999 led to fundamental changes in the history of European integration, as well as a shift in the power disposition within the Union (Geo History, 2020). In addition to changes in the contractual base, the number of participating countries expanded in the 1990s. Thus, the European Union is a unique phenomenon globally, which played an essential role in maintaining peace after the World Wars.
Liberalism is the oldest concept of IR theories focusing on creating a more peaceful and just international order. The liberal organization’s principle assumes that actors’ interdependence can result “in increasing cooperation and thereby ensure international security” (Cox & Campanaro, 2016, p. 97). In other words, two or more actors rely on each other for essential goods and services. However, such a model limits actors’ autonomy, resulting in the need to consider each participant’s impact on others. On the other hand, liberalism generates harmony of interests eliminating conflicts between members of the Union. The central liberal goal is to “establish conditions for a sustainable peace in the otherwise anarchic international arena” (Cox & Campanaro, 2016, p. 99). Thereby, the liberal institutional system is focused on creating a collection of international organizations working towards related purposes. About the EU, it is fair to consider interdependence as a central liberalism concept.
Although the Union has common organizations, they cannot influence the decisions and actions of the participants. Countries are sovereign, except in cases of threats to peace and security. However, any potential solution to international problems requires the cooperation of a large number of actors. Therefore, the EU, as a liberal interdependent structure, strives to establish effective international governance. Nevertheless, as Rosato (2011) states, “the historical record lends little support to the liberal explanation for integration” (p. 78). First of all, there is convincing evidence for the European interdependence because Germany and France were less export-dependent on their partners in the 1950s than in the 1910s. Moreover, their military forces were not integrated, which is controversial to the liberal idea (Rosato, 2011). Members of the EU are also unwilling to submit their manufacture to the supranational authority, preferring a free trade area rather than an integrated common market (Rosato, 2011). Thus, the European Union illustrates only its members’ nominal codependency, representing only part of the liberal features.
Realism is the name of a group of IR theories that emerged after the Second World War. The theory assumes that international actors accumulate power to provide for their survival (Cox & Campanaro, 2016). In contrast to liberalism, realists tend to ignore the principles of peace and justice. The main goal of the theory is the pursuit of power. Realism focuses on violent conflicts and wars, ignoring peaceful international societies (Cox & Campanaro, 2016). Liberalism considers international institutions as a source of establishing order in an archaic environment. On the other hand, realism notes the importance of “an archaic international system inhabited by sovereign states” (Cox & Campanaro, 2016, p. 107). The theory argues that if the global government does not exist to establish rules, states may act according to their need for power. About the European Union, it is reasonable to consider defensive realism as a central realism concept.
Being a part of structural realism, the theory of defensive realism considers the pursuit of power as a crucial part of international relations. Both offensive and defensive realism strive to explain the nature of conflicts. However, the offensive realism theory argues the legitimacy of hegemony to increase state power resources. Contrary, defensive realism focused on establishing security through power (Pashakhanlou, 2016). The European Union accumulates resources and power to be able to respond to international threats. Moreover, European countries reject liberal views and prospects on integrating military power, preferring to cooperate (Rosato, 2011). For defensive realism encourages moderate behavior and satisfaction with world power balance (Pashakhanlou, 2016). Although the EU participates in balancing world power (sanctions, for instance), European countries do that without aggression. They are trying to maintain a containment policy for rapidly developing countries, which may pose a potential threat.
Constructivism theory emerged later than liberalism and realism. The approach considers the nature of differences between the assumptions of realism and liberalism. Both ideas consider international anarchy as a constant world state but find different responses to it. The main goal of constructivism is to explain that various situations do not have the same results (Cox & Campanaro, 2016). Therefore, actors may make decisions depending on circumstances by their goals. The EU perfectly illustrates modern constructivism, assuming that every international event is a product of social interaction (Cox & Campanaro, 2016). As has been noticed, European countries observe the situation and choose the best solution, whether it is liberal or realistic. Thus, in structuralism, actors “diverge because they hold different beliefs” (Parsons, 2002, p. 78). Participants of the Union interact with each other, nevertheless, being sovereign and pursuing not only common goals but also individual ones.
The European Union is a unique international structure, combining features of several theories. Sharing the structural point of view chooses the best way of existing using liberal or realistic tools. Nevertheless, the foundation’s main purpose is to establish peace and eliminate conflicts, which is close to liberalism. However, to be powerful and maintain international balance, it is essential to react and prevent threats, which is common for a realistic theory. Thus, the EU adapts to the changing conditions of international relations, adhering to the original goal.
Cox, M., & Campanaro, R. (2016). Introduction to international relations: undergraduate study in economics, management, finance and the social sciences. University of London.
Geo History. (2020). The European Union [Video]. YouTube. Web.
Kaushiva, A. (2019). Britain and EU relations from the formation of the European Union to “the Brexit” – a brief review. International Journal of Social Science and Economic Research, 4(5), 3406-3418.
Parsons, C. (2002). Showing ideas as causes: The origins of the European Union. International Organization, 56(1), 47-84.
Pashakhanlou, A. H. (2016). Realism and fear in international relations: Morgenthau, Waltz and Mearsheimer reconsidered. Palgrave Macmillan.
Rosato, S. (2011). Europe’s troubles: Power politics and the state of the European project. International Security, 35(4), 45-86.
The history of the European Union. (2020). European Union. Web. | <urn:uuid:83ebe0bc-d13c-4efb-9e7b-8cc778c87fd4> | CC-MAIN-2023-40 | https://demoessays.com/the-european-union-international-relation-theories/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00603.warc.gz | en | 0.915008 | 1,828 | 3.5 | 4 |
Macon County Courthouse
Contact and other information about this county is available on the National Association of Counties website.
The PDF version of this publication includes illustrations. Select the “Download this publication” button.
Organized: Jan. 6, 1837
Named after: Nathaniel Macon of North Carolina, U.S. congressman and senator
County seat: Macon
Bloomington, the site of Macon County's first county seat, had the first courthouse. It was a temporary log structure, built in 1838 according to a plan submitted by Joseph Owenbey. The building measured 20 by 30 feet. There were two stories, one central chimney stack, four doors and three windows. Built by Willis E. Green, the building cost $209. It was later sold for $150 but apparently rented for a time by the County Court as a clerk's office.
James T. Haley built the second courthouse in Bloomington, a 45-foot-square, brick building with cupola. After many delays and changes, the court accepted the building in November 1841. The first story was 14 feet, the second 10 feet. Estimated cost was $3,000.
Because of its citizens' Southern sympathies, Gen. Lewis Merrill ordered Bloomington burned; fortunately, Maj. Thomas Moody suggested a more humane penalty - move the government to a new county seat. In 1863 an act of legislature moved the site to Macon City.
For their first Macon City courthouse, the court appointed Fred Rowland superintendent, who was to present a plan to the court for consideration. They approved the plan March 9, 1864 (Figure 1). Levi Aldrich was architect and contractor. In February 1864 the court had appropriated $10,000 from the general fund and ordered that the money be raised by a special tax. After seeing the plan, they appropriated an additional $15,000. Costs ran to approximately $30,000. The county offices moved into the building in September 1865. An annex was added in 1895, costing about $8,500.
Macon County Courthouse, 1865-. Architect: Levi Aldrich (Courtesy: State Historical Society of Missouri; photo by Massie, Missouri Commerce)
Levi Aldrich immigrated to Missouri from Rhode Island, settling in St. Louis. He was born in 1806; the 1850 census identified him as an architect-builder. Aldrich also served as architect of the 1865 Chariton County courthouse. These are the only two known examples of courthouses designed by Aldrich.
In 1938 Macon County began planning for a new courthouse when they got a Work Projects Administration grant for $114,545. Officials called a special election for Sept. 20, 1938, to vote on a $140,000 bond issue, but they canceled the election because of insufficient time to complete necessary arrangements and begin construction within the specified nine week time limit.
Today, the 1865 courthouse is a rare example of architecture, representing this turbulent decade of Missouri's history. It has been placed on the National Register of Historic Places.
- General History of Macon County, Missouri. Chicago: Henry Taylor and Company, 1910.
- History of Randolph and Macon Counties. St. Louis: National Historical Company, 1884.
- "Missouri Historic Courthouses." Missouri Historical Review volume 59 (July 1964) inside back cover.
- Macon Chronicle Herald, Aug. 12, 1972.
- Work Projects Administration, Historical Records Survey, Missouri, 1935-1942, Macon County. Located in Joint Collection: MU, Western Historical Manuscript Collection-Columbia and State Historical Society of Missouri Manuscripts.
- Illustrated Historical Atlas of Macon County Missouri. Philadelphia: Harrison and
- Warner, 1875.
- Standard Atlas of Macon County, Missouri. Chicago: George A. Ogle and Company, 1897. | <urn:uuid:d13a2868-8fbe-4e93-870c-342c0114ca6f> | CC-MAIN-2023-40 | https://extension.missouri.edu/publications/ued6060 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00603.warc.gz | en | 0.93849 | 837 | 2.90625 | 3 |
Fatal drug overdoses have skyrocketed in the past three decades. In fact, they claim the lives of more than 47,000 Americans each year. Opioids like prescription painkillers and heroin kill more than 28,000 Americans per year — 78 people per day. These are amazing numbers. We, as a society, are at war with these drugs and the drugs seem to be winning. While addiction treatment and education is the ultimate answer for permanent sobriety, society has been willing to try any and all methods if it saves just one life. One of these stop-gaps is a medical intervention drug called Narcan. It is used to help opiate overdoses come back to life and it is carried by most first responders these days. However, with the knowledge by addicts that first responders carry this intervention the question has arose: Is Narcan a path to healing or is it a crutch?
What Is Narcan?
Naloxone, more commonly known by the brand name Narcan, is an opiate antidote that reverses opioid overdoses. It is regularly carried by medical first responders and can be administered by ordinary citizens with little or no formal training. In its nasal spray form, Narcan is available to the public, with or without a prescription. An injectable form of naloxone is used by first responders to revive those who have overdosed on heroin, prescription painkillers like OxyContin and deadly opioids like fentanyl.
When someone overdoses on these drugs, their breathing slows to dangerous levels and they may fall unconscious and come very close to death. Injected or sprayed up the nose, naloxone works rapidly to stop an overdose in its tracks by blocking the effects opioids have on the brain receptors. On a biological level, this life-saving drug counters the life-threatening depression of the central nervous system and respiratory system. Narcan creates a small window of time to get someone to medical care after an overdose, as the effects of naloxone only last 90 minutes at most.
A Vicious Cycle
Unlike its buprenorphine-containing cousin Suboxone (another opioid antagonist), Narcan has no abuse potential and cannot be used to get high. Conversely, receiving a dose of this life-saving drug plunges addicts into immediate, overwhelming withdrawal symptoms. Some of the reported side effects of Narcan include vomitting, diarrhea, sweating profusely, runny nose, sneezing and runny eyes, and severe body aches.
Stronger opioids like fentanyl often require two or more doses of naloxone. As the strength and unknown potency of opioids increases, more naloxone is needed to revive someone who has overdosed. In turn, these higher doses intensify the withdrawal symptoms felt by the person being brought back from the brink of death. This immediate sobering up caused by Narcan puts the addict into what is called being “dope sick.” The addict immediately starts to feel the physical withdrawals of the opiates and often lands substance users right back to square one, taking the same drugs they overdosed on just to ease the agony of Narcan-induced withdrawal. This is because naloxone not only reverses overdose, it also rips away the withdrawal relief addicts were seeking in the first place by using opioids. For this reason, naloxone is used by those with substance use disorders only as a last resort.
Narcan Saves Lives…
This heartbreaking, life-and-death-and-back-again cycle is all too familiar for Emergency Medical Service (EMS) providers, first responders and firefighters who carry naloxone. In Ohio alone, a sobering 19,792 naloxone doses were administered in 2016. Some of these doses were given by law enforcement agencies, who have started carrying the drug in greater numbers. Narcan is in high demand all across the Greater San Diego area in response to this public health emergency.
…But It’s No Cure For the Heroin Epidemic
An increasing number of states like California are advocating that naloxone use is a key component in overdose prevention, but not everyone thinks so. Critics of the drug claim that naloxone actually enables addicts, giving them a safety net to fall back on as they use greater amounts of opioids. In July 2016, Maine governor Paul LePage vetoed legislation allowing increased access to the life-saving drug, claiming naloxone only tides addicts over until their next fix.
“Creating a situation where an addict has a heroin needle in one hand and a shot of naloxone in the other produces a sense of normalcy and security around heroin use that serves only to perpetuate the cycle of addiction.” – Paul Lepage, Maine Governor
However, the scene that Governor Lepage paints is highly unlikely: the people who overuse opioids fear naloxone the most. Not only because of the aforementioned side effects but because addicts generally don’t use in order to overdose. They realize that there is always a potential but they don’t use to die. They use to stop feeling pain mostly.
Proponents for stricter Narcan laws also point to the inherently dangerous situations EMS staff find themselves in when administering the drug. Because Narcan causes acute withdrawal symptoms, a handful of treated patients awake aggressive and violent. Deputy Chief John Everett of Portland, Maine’s Fire Department knows this viciousness first hand:
“They’re usually very angry when we bring them around,” he noted. “One kid yelled at me, ‘You think this will make me stop doing drugs?’ I said, ‘No, the only thing that will make you stop doing drugs is a body bag.’”
FDA studies show that because of this unpredictable, unchecked rage, some first responders feel reluctant to administer repeat or future doses of Narcan. This only fuels the arguments against a drug that saves thousands of lives every year in California and beyond.
Naloxone: Crutch or Help?
On the other hand, there are those who fight vehemently for the drug’s continued usage and distribution. In response to the Governor LePage’s sharp remarks, Dr. Alexander Y. Walley of Boston Medical Center says, “…arguing that naloxone encourages riskier drug use is like saying that seatbelts encourage riskier driving.” Dr. Walley exclaimed that Narcan ruins drug highs and leaves people violently ill.
Boston Police Chief John Rosenthal further advocates for the use of naloxone by first responders, saying,
“We cannot save a dead person. Every life saved with Narcan is an opportunity for a person suffering from the disease of addiction to reclaim their life.”
And a second shot at life is exactly what Narcan gives those who want to change their ways. For people like Sarah Connolly and Katrina Henry, repeated overdoses left them strung out in often public settings like a Burger King bathroom and in the middle of the road. Being revived with Narcan was the wake-up call they needed — and their second chance at life. Both women are reaching their full potential after lives of addiction, and it’s all thanks to a drug called naloxone.
How San Diego Sober Living Can Help
The opioid epidemic continues hand-in-hand with the Narcan debate. Still, hope isn’t lost. For those seeking an escape through substance use, the answer to lasting peace isn’t more pills, it’s an honest and diligent pursuit of sobriety.
As with all public health problems, there is no one solution to stop overdose deaths. A solution that includes increased access to evidence-based treatment and destigmatization of addiction is necessary to create lasting change. And that’s exactly the mission of San Diego Sober Living. | <urn:uuid:efc70c69-35f6-4a13-af0e-ffc8a545978d> | CC-MAIN-2023-40 | https://sandiegosoberliving.com/narcan-path-to-healing-or-a-crutch/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00603.warc.gz | en | 0.943694 | 1,623 | 3.109375 | 3 |
The St. Johns County Clerk of the Circuit Court and Comptroller is honoring the men and women who served in the armed forces of the United States with this virtual exhibit of a few of the thousands of discharge certificates recorded at the Clerk’s office.
In the fall of 1919, one year after the end of World War I, the St. Johns County Clerk of Court began recording discharge certificates. Veterans brought their discharge certificates to the Courthouse, located at that time at the corner of Charlotte and Treasury streets in the colonial part of St. Augustine. The Clerk’s staff made photographs and returned the original certificate.
This virtual exhibit, narrated by St. Johns County Clerk Historian Dr. Susan Richbourg Parker, offers a sampling of the many soldiers and sailors who served from the time of the Spanish-American War and Philippine-American War (1898) through World War II (1945).
The exhibit ends with 1945 as privacy regulations restrict the display of more recent documents.
The images of the discharge documents in this exhibit were made between 1919 and 1945, using the technology available at that time.
The information in the discharge certificates changed over time. You can read about where each person served, their health and character, and their occupation before enlisting. You might read about identifying marks and scars or whether the person could ride a horse. There is also information on final pay and transportation home.
Thanks to Dr. Parker for her dedication to sharing the history of our county and for telling the stories of St. Johns Countians who have served and sacrificed for our country. | <urn:uuid:fdce97e7-3b76-4aa5-a892-d8c81435d5d3> | CC-MAIN-2023-40 | https://stjohnsclerk.com/heroes-of-st-johns-county/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00603.warc.gz | en | 0.951494 | 321 | 2.6875 | 3 |
Top Tips For Winter Proofing Your Home As the temperatures drop and the days grow…
Slowing Down Climate Change - How Can We Do it?
Climate change is very real and is a problem that we are needing to deal with right here, right now. Our planet is increasing in temperature and this is having an impact beyond anything we have seen before. Therefore, we now have to act to make changes and reverse the damage as much as possible. We only have to look around the world to see the problems we are facing but how we live our lives is having an impact on global warming. Therefore, there are some things that we can do to make a difference and a change.
Many experts and scientists are coming together to look at ways in which we can reverse the problem. Therefore, it is important to understand what we can do to play a part.
By changing our approach to how we work, we can make a big difference on the way in which we are damaging our planet. With more people working from home, it removes millions of cars from the road, reduces carbon emissions and helps to reduce the amount of heat that offices make in terms of heating, which also impacts carbon emissions. Of course, with more people moving to home working, it’s important that we adopt renewable heating solutions at home to help remain as green as possible.
We can now live smarter than ever before thanks to technology. We can now control our heating from anywhere, using smart devices that monitor our behaviour and usage. All in, this is an integral part of changing how we use energy. Instead of having our heating come on at a certain time, it can be activated when it detects that we are close to home. What’s more, you can also control separate rooms and adjust indoor temperatures to suit your needs. Through interactive reporting, this can become a fun and exciting way to monitor your use and keep a track of how you are using energy in your home.
Solar thermal systems use the sun to heat up water that can be used in the home. We use vast amounts of fossil fuels when using gas heating systems but that no longer has to be the case. With these systems, you can harness the heat of the sun to heat your home and create hot water. They are designed to absorb the energy from the sun and that means that you can make significant savings on your energy bills while also ensuring your home becomes greener.
In a similar way to solar, wind turbines enable you to access a renewable source of energy. This means that you can harness the power of the wind to generate energy that can then be converted into power that can be used in your home. Of course, you will need to have a wind turbine located in a position that exposes it to the wind but on the whole, this is a technology that is evolving and becoming more useful around the home.
Storing Renewable Energy
Generating renewable energy is one thing but storing it is another and this is where big advancements have been made. Previously, any energy generated would have to be used but now technology is making it possible to charge batteries in order to store the energy. This ensures that you can generate energy and then use it as you need it.
Distributed Energy Resources
Communities are now taking control over the power they use through distributed energy resources. These are also known as microgrids and they can be used to produce energy that is cleaner while also helping to reduce power costs for consumers. It can be a difficult process to gain community agreement for projects such as this but with the current situation getting worse, it’s likely that more people are going to see the benefits of moving away from the national grid. This will provide you with more direct control over power usage while also saving money across the board.
We have to start making conscious decisions when it comes to how we generate and use energy. With incentives such as the Renewable Heat Incentive, it is possible to make the switch to a renewable heating system while being paid by the government.
Homeowners are still able to get a FREE boiler grant or insulation grant via the ECO scheme, which is still available to households that qualify. Warma UK are currently working throughout the UK helping privately owned and rented homes to improve home energy efficiency and save money on rising energy bills.
For more information email – [email protected]
Or call 03304600065 | <urn:uuid:b75aad07-9e29-49b0-ad0b-40d07b2a36c1> | CC-MAIN-2023-40 | https://warmauk.com/blog/slowing-down-climate-change/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00603.warc.gz | en | 0.962522 | 912 | 2.859375 | 3 |
Obesity Impacts Liver Health in Kids as Young as 8 Years Old
Apr 4, 2018
New York, NY
A new study published today in The Journal of Pediatrics is the first to show that weight gain may have a negative impact on liver health in children as young as 8 years old. The study found that bigger waist circumference at age 3 raises the likelihood that by age 8, children will have markers for nonalcoholic fatty liver disease.
“With the rise in childhood obesity, we are seeing more kids with nonalcoholic fatty liver disease in our pediatric weight management practice,” said Jennifer Woo Baidal, MD, MPH, assistant professor of pediatrics at Columbia University Vagelos College of Physicians and Surgeons and lead author of the paper. “Many parents know that obesity can lead to type 2 diabetes and other metabolic conditions, but there is far less awareness that obesity, even in young children, can lead to serious liver disease.”
Nonalcoholic fatty liver disease occurs when too much fat accumulates in the liver and triggers inflammation, causing liver damage. The condition affects an estimated 80 million people in the U.S. and is the most common chronic liver condition in children and adolescents. While the disease is generally symptomless, progression of nonalcoholic fatty liver disease can lead to cirrhosis (scarring) of the liver and, in some instances, liver cancer.
Previous studies have focused on fatty liver disease in adolescents and young adults. In the current study, Woo Baidal and colleagues looked for fatty liver risk factors in younger children.
The researchers measured blood levels of a liver enzyme called ALT—elevated ALT is a marker for liver damage and can occur in individuals with nonalcoholic fatty liver disease and other conditions that affect the liver—in 635 children from Project Viva, an ongoing prospective study of women and children in Massachusetts.
By age 8, 23 percent of children in the study had elevated ALT levels. Children with a bigger waist circumference (a measure of abdominal obesity) at age 3 and those with greater gains in obesity measures between ages 3 and 8 were more likely to have elevated ALT. Approximately 35 percent of 8-year-olds with obesity had elevated ALT versus 20 percent of those with normal weight.
“Some clinicians measure ALT levels in at-risk children starting at around 10 years old, but our findings underscore the importance of acting earlier in a child’s life to prevent excess weight gain and subsequent liver inflammation,” says Woo Baidal, who is also director of pediatric weight management and a pediatric gastroenterologist in the Center for Adolescent Bariatric Surgery at NewYork-Presbyterian Morgan Stanley Children’s Hospital. “Currently, the best way for kids and adults to combat fatty liver disease is to lose weight, by eating fewer processed foods and getting regular exercise. We urgently need better ways to screen, diagnose, prevent, and treat this disease starting in childhood.”
The study is titled, “Associations of Early to Mid-Childhood Adiposity with Elevated Mid-Childhood Alanine Aminotransferase Levels in the Project Viva Cohort.” Additional authors are Erin Elbel (CUIMC), Joel Lavine (CUIMC), Sheryl Rifas-Shiman (Harvard Medical School and Harvard Pilgrim Health Care Institute, Boston, MA), Matthew Gillman (National Institutes of Health, Bethesda, MD, and Elsie Taveras (Massachusetts General Hospital, Boston, MA).
The study was supported by the National Institutes of Health (R25 DK096944, R01 HD034568, UG3 OD023286, KL2 TR000081, P30 DK040561, P30 DK092924, K24 HD069408, and K24 DK105989) and the Robert Wood Johnson Foundation.
The authors report no financial or other conflicts of interest.
Columbia University Irving Medical Center
Columbia University Irving Medical Center provides international leadership in basic, preclinical, and clinical research; medical and health sciences education; and patient care. The medical center trains future leaders and includes the dedicated work of many physicians, scientists, public health professionals, dentists, and nurses at the Vagelos College of Physicians and Surgeons, the Mailman School of Public Health, the College of Dental Medicine, the School of Nursing, the biomedical departments of the Graduate School of Arts and Sciences, and allied research centers and institutions. Columbia University Irving Medical Center is home to the largest medical research enterprise in New York City and State and one of the largest faculty medical practices in the Northeast. For more information, visit cumc.columbia.edu or columbiadoctors.org.
NewYork-Presbyterian is one of the nation’s most comprehensive, integrated academic healthcare delivery systems, whose organizations are dedicated to providing the highest quality, most compassionate care and service to patients in the New York metropolitan area, nationally, and throughout the globe. In collaboration with two renowned medical schools, Weill Cornell Medicine and Columbia University Vagelos College of Physicians and Surgeons, NewYork-Presbyterian is consistently recognized as a leader in medical education, groundbreaking research and innovative, patient-centered clinical care.
NewYork-Presbyterian has four major divisions:
- NewYork-Presbyterian Hospital is ranked #1 in the New York metropolitan area by U.S. News and World Report and repeatedly named to the Honor Roll of “America’s Best Hospitals.”
- NewYork-Presbyterian Regional Hospital Network comprises hospitals and other facilities in the New York metropolitan region.
- NewYork-Presbyterian Physician Services, which connects medical experts with patients in their communities.
- NewYork-Presbyterian Community and Population Health, encompassing ambulatory care network sites and community healthcare initiatives, including NewYork Quality Care, the Accountable Care Organization jointly established by NewYork-Presbyterian Hospital, Weill Cornell Medicine and Columbia.
For more information, visit www.nyp.org and find us on Facebook, Twitter and YouTube.
Office of Communications [email protected] | <urn:uuid:ffd98a55-ec04-4a39-9756-673e6e3dbf56> | CC-MAIN-2023-40 | https://www.nyp.org/news/obesity-impacts-liver-health-in-kids-as-young-as-8-years-old | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00603.warc.gz | en | 0.928519 | 1,292 | 2.828125 | 3 |
Design your own materials
1 000 000 years ago humanity used stone to make objects. 3 000 years ago bronze was the material number one. For the last 2 000 years iron is the most important material. We don't want to live in the history. We live in a new millennium. What will be the newest material for the new age? After stone, bronze and iron ages, how can we call the current age? Do you want to find the answer this question? Do you want to discover the newest materials technology?
The most important question is this : Can we find something new that will be harder, sharper, more resistant, cheaper? That will be the BEST material ever?
The answer is simply YES, WE CAN.
Join us in discovering new ceramic materials and new surface treatments of metals.
If you want to...
...learn about new modern materials
...hear about techniques of preparing surface treatments
...know how to prepare materials for working, cutting and machining of metals
...use new modern analyses devices
...visit the BEST city in the Czech Republic
Just apply now for the course Design your own materials and come to visit our beautiful city and learn more with our experts from the Brno University of Technology. We will provide you fun, crazy parties, you will meet BEST people, new friends. . . simply, the BEST time of your life!
The dragons are waiting for you!
- Fields of activity:
- Applied Sciences , Automotive Engineering , Chemical Engineering , Chemistry/Chemical Technology , Industrial Engineering , Machine & Instrument engineering/Design , Materials Engineering , Mechanical Engineering
- Content and topics:
- metals and ceramics, surface treatment of this materials, experimental analysis (SEM, OM, XRD, XRF), materials for working, cutting and machining of metals
- Learning goals and objectives:
- get the information about different types of materials based on metals and ceramics and its surfaces treatment procedure, show some analysis procedure of this materials and show technology of preparation and using of special materials for metals cutting and machining
- Examination type:
- case study
- ECTS credits issued:
Information for applicants
- Selection criteria:
- motivation letter and answers on questions
All of the following are covered by the event fee:
- student dormitory
- Three meals per day, student canteen and organizers' cooking
- public transportation | <urn:uuid:141ba927-dd43-4762-9338-0a3cf4396abf> | CC-MAIN-2023-40 | https://best.eu.org/event/details.jsp?activity=ibs50r2 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506669.30/warc/CC-MAIN-20230924191454-20230924221454-00503.warc.gz | en | 0.884199 | 524 | 2.640625 | 3 |
In this study, the chemical composition, antimicrobial activity and antioxidant capacity of essential oils obtained from oregano (Origanum onites L.), sage (Salvia triloba L.), mint (Mentha piperita L.), and laurel (Laurus nobilus L.) were determined. The essential oil components were identified by gas chromatography (GC) analysis. The antimicrobial activity of the oils was determined against some pathogenic and lactic acid bacteria using a disc diffusion method. The total antioxidant capacity was evaluatedspectrophotometrically as α-tocopherol equivalent. The GC analysis showed that the major constituents of the oils were monoterpene hydrocarbons and phenolic monoterpenes, but the concentration of these compounds varied greatly among the oils examined. The main components of the essential oil were carvacrol, menthol, 1-8 cineole, thujon, camphor and menthone. The results of the antimicrobial assay showed that majority of essential oils showed varied levels of antimicrobial activity against the tested indicator strains. Also, all essential oils exhibited antioxidant effect on oils used in the experiment. The results of this study confirmed the possibility of using some essential oils in food as preservation systems for growth of foodborne bacteria, improving antioxidant properties and extend the shelf-life of processed foods.
Key words: Essential oil, chemical composition, antimicrobial activity, antioxidant capacity, medicinal and aromatic plants
Copyright © 2023 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0 | <urn:uuid:9f20e46f-6caa-41d2-8813-ccac5e723c4f> | CC-MAIN-2023-40 | https://ftp.academicjournals.org/journal/AJMR/article-abstract/4C73D7D18162 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506669.30/warc/CC-MAIN-20230924191454-20230924221454-00503.warc.gz | en | 0.906416 | 330 | 2.53125 | 3 |
When part of an internal organ protrudes through a weakened area of muscle, it is known as a hernia. The muscle may have been weakened from birth, or it may have become weaker due to strain, such as that caused by obesity, coughing or heavy lifting. A laparoscopic procedure known as a hernia repair is needed to treat this condition.
Some common types of hernias that are treated with hernia repair include:
- Inguinal Hernia: occurs when a part of the intestine or internal body fat pushes through the inguinal canal, an opening in the abdominal wall of the groin. This is the most common type of hernia.
- Femoral Hernia: occurs between the abdomen and the thigh in the passage that normally contains the femoral artery and vein. These types of hernias are more common in women than in men and can often be recognized as a lump in the upper part of the thigh.
- Umbilical Hernia: occurs when part of the intestine pushes through the abdominal wall below the belly button. These hernias are most likely to occur in infants, obese adults, or women who have had multiple pregnancies.
- Hiatal Hernia: occurs when the top part of the stomach passes through the opening in the diaphragm, which separates the abdominal cavity from the chest cavity. A hiatal hernia often causes acid reflux disease.
During hernia surgery, your physician will close the hernia and strengthen the muscle wall. In many cases, a plastic mesh and special fasteners are used to strengthen the area and prevent a hernia from recurring.
What is a Hiatal Hernia?
A hiatal hernia is a condition in which the stomach protrudes into the chest through the hiatus, which is an opening in the diaphragm. The diaphragm is a muscular wall that functions by separating the chest from the abdomen. The hiatus is a small opening in this muscular wall that allows the esophagus to deliver food into the stomach. There are two types of hiatal hernias that you may experience.
1. Sliding hiatal hernia: This is the most common type of hiatal hernia. During a sliding hiatal hernia, the stomach and a portion of the esophagus that connects to the stomach slide upwards into the chest through the hiatus.
2. Paraesophageal hernia: This type of hiatal hernia is much less common, but is also much more severe than a sliding hiatal hernia. During this type of hernia, part of the stomach protrudes through the hiatus and pushes up against the esophagus. This can become a serious condition because this blockage could lead to the stomach being cut off from its blood supply.
For many people, hiatal hernias develop without any signs or symptoms. Gastroesophageal Reflux Disease is a common co-morbid condition that is often experienced alongside hiatal hernias. While hiatal hernias do not cause heartburn or acid reflux directly, these symptoms are often experienced in conjunction with the condition.
The exact cause of hiatal hernias is unclear. Often, patients that develop the condition were naturally born with an increased risk for developing a hernia due to an enlarged hiatal opening. Other possible causes include:
• Severe or chronic cough
• Straining during bowel movements
Individuals over the age of 50 and those that are overweight are at an increased risk of developing hiatal hernias. In addition, women are more likely to develop the condition than are men. Generally, a hiatal hernia can be diagnosed with the use of a specialized x-ray and barium swallow, or via an endoscopy. Due to the lack of symptoms, many patients do not require any treatment for hiatal hernias. However, patients that suffer from paraesophageal hernias do occasionally require surgery. Surgery for hiatal hernia repair is performed laparoscopically, which means that the operation is minimally invasive. Dr. Bass is able to repair the hernia for patients in Ft. Myers with the use of laparoscopic tools through minor incisions in the abdominal wall. Laparoscopic hernia repair offers many benefits over other forms of surgery, including minimal scarring, reduced risk of complications, and a faster recovery. | <urn:uuid:cd04425c-fd4f-457b-a343-6d0de3e43bcb> | CC-MAIN-2023-40 | https://www.gulfcoastbariatrics.com/bariatric-surgery-guide/general-surgery-guide/hernia-surgery | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506669.30/warc/CC-MAIN-20230924191454-20230924221454-00503.warc.gz | en | 0.952176 | 941 | 3.390625 | 3 |
Background: Bullying is a significant problem for youth associated with wide-ranging negative consequences. Providing students who witness bullying with intervention strategies to act as defenders can reduce bullying and negative associated outcomes for both targets and bystanders. Educating teachers about bullying and training them to support students to intervene as defenders may increase the efficacy of bystander programs as teachers’ attitudes and responses to bullying relate to bystander behavior. This is particularly important in middle school, when bullying peaks and rates of reporting bullying to teachers begin to decline. Reducing implementation barriers, including limited time and resources, must also be considered, particularly for schools in low-income and rural areas. Technology-based programs can increase access and scalability but require participant buy-in for adoption.
Objective: We used a mixed methods design to inform the development of the STAC teacher module, a companion training to a brief bullying bystander intervention. STAC stands for the four bystander intervention strategies: Stealing the Show, Turning it Over, Accompanying Others, and Coaching Compassion. Objectives included examining the effectiveness of the STAC teacher module and informing the translation of the training into a technology-based format that can be used as a companion to the technology-based STAC.
Methods: A sample of 17 teachers recruited from 1 middle school in a rural, low-income community completed pre- and posttraining surveys assessing immediate outcomes (ie, knowledge, confidence, comfort, and self-efficacy), intention to use program strategies, and program acceptability and relevance, followed by a qualitative focus group obtaining feedback regarding program appropriateness, feasibility, content, perception of need, and desire for web-based training. Descriptive statistics, 2-tailed independent-sample t tests, and thematic analyses were used to analyze the data.
Results: Assessment of pre- and posttraining surveys indicated that teachers reported an increase in knowledge and confidence to support defenders, confidence and comfort in managing bullying, and bullying self-efficacy. Furthermore, most participants reported that they were likely or very likely to use STAC strategies to support students who intervene in bullying. Quantitative and qualitative data revealed that participants found the training easy to use, useful, relevant, and appropriate. Qualitative data provided feedback on ways of improving the program, including revising role-plays and guidance on understanding student behavior. Participants shared positive perceptions regarding program feasibility and need for bullying-specific prevention, the most significant barriers being cost and parent buy-in, suggesting the importance of including parents in the prevention process. Finally, participants shared the strengths of a web-based program, including ease of implementation and time efficiency, while indicating the importance of participant engagement and administration buy-in.
Conclusions: This study demonstrates the effectiveness of the STAC teacher module in increasing knowledge and bullying self-efficacy and provides support for developing the module, including key information regarding considerations for web-based translation.
Bullying is a significant problem for youth, which is associated with a wide range of socioemotional consequences in childhood and adolescence that extend into adulthood [ ]. Bullying peaks in middle school, with 28% and 33% of students in the United States reporting being bullied at school and cyberbullied, respectively [ ]. Among middle school students, being a target of bullying is associated with poor academic performance [ , ], absenteeism [ , ], somatic symptoms [ ], anxiety [ , ], depression [ , , ], suicidal ideation, and suicide attempts [ ]. A growing body of literature demonstrates that students who witness school bullying as bystanders also report negative outcomes, including an increased risk of depression, anxiety [ - ], and somatic symptoms [ ]. Similar trends are also emerging for middle school students who witness cyberbullying [ - ].
Bystanders as Defenders
Most students (ie, up to 80%) report witnessing school bullying as bystanders , and approximately 50% report witnessing cyberbullying [ ]. However, only 20% to 30% of students report intervening in school bullying [ ], and as few as 10% report intervening in cyberbullying [ ]. When bystanders interrupt a bullying situation by telling the bully to stop or by reporting bullying to an adult, bullying decreases [ ] and bystanders report improved emotional adjustment [ ]. However, often, bystanders do not intervene as they lack the knowledge or skills to act as defenders [ , ]. Therefore, equipping bystanders with strategies that they can use when they witness bullying can reduce both bullying and the negative associated consequences for both targets and students who witness bullying.
The STAC Intervention
Researchers developed the STAC intervention to train middle school students to act as defenders on behalf of targets of bullying using the following four intervention strategies: (1) Stealing the Show (using humor or distraction to interrupt a bullying situation and remove the attention from the target), (2) Turning it Over (identifying a trusted adult at school, reporting, and asking for help during a bullying incident), (3) Accompanying Others (befriending or providing support to a peer who was a target of bullying), and (4) Coaching Compassion (gently confronting the perpetrator and increasing empathy for the target). STAC is a brief bystander intervention comprising a 75-minute training that includes didactic and experiential components. In the didactic portion, students learn about the definition of bullying, types of bullying, negative associated consequences, bystander roles, and the 4 STAC strategies. The experiential component comprises role-plays during which students practice using the STAC strategies and receive feedback from the trainers. After the training, students participate in two 15-minute booster sessions to reinforce learning and skills. Boosters include check-in, support, and brainstorming of how to use the STAC strategies more effectively.
Research conducted with middle school students has shown that students report posttraining increases in knowledge of bullying and the STAC strategies, as well as the confidence to intervene on behalf of targets [- ]. The findings also indicate that the STAC intervention is effective in reducing bullying victimization [ , ] and perpetration [ ], as well as improving bystander mental health, including reducing anxiety [ , ], depression [ , ], and suicidal ideation [ ], and increasing self-esteem [ ].
Use of STAC Strategies to Act as a Defender
Although ≥90% of middle school students report using at least one of the four STAC strategies to intervene in bullying situations after training [, , ], middle school students report using Turning it Over less frequently than elementary school students. Specifically, the prevalence rates of using “Turning it Over” declined from 78% in elementary school [ ] to 69.1% in middle school [ ]. Interestingly, this is not the case for the other 3 strategies, with prevalence rates increasing from 50.9% to 69.1% for Stealing the Show, from 76.4% to 90% for Accompanying Others, and from 44.4% to 69.1% for Coaching Compassion among elementary school students [ ] and middle school students [ ], respectively. A possible explanation for the lower rates of using “Turning it Over” in middle school is that middle school students may believe that teachers do not care enough about bullying to take action and perceive bullying as a less significant problem than students do [ ]. Therefore, providing education to teachers about bullying and training them on how to support students when they report bullying or ask for help may be important additions to the STAC intervention at the middle school level.
Equipping Teachers to Support Student Defenders
Middle school students indicate that school bullying occurs most often in the classroom, accounting for 42.3% of all school bullying incidences . However, national data indicate that only approximately half (51.7%) of middle school students report bullying to an adult at school, with report prevalence declining from sixth grade (57.2%) to eighth grade (47%) [ ]. Although students report bullying to teachers more often than to any other adult at school [ ], reporting behavior is influenced by a student’s perception of teachers’ responses to bullying. Students are more likely to report when they believe teachers will intervene [ ], effectively handle the situation [ ], and reward students’ efforts when they report or intervene in bullying [ ]. In addition, students’ future reporting behavior is influenced by how teachers respond to students’ initial reporting [ ]. Students are less likely to report bullying [ ] and rates of bullying are higher in the classroom [ ] when students perceive that teachers have low self-efficacy in handling bullying situations. As such, it is important for teachers to demonstrate comfort with and confidence in handling bullying situations. Training teachers to effectively respond to bullying and to encourage and support students who report and intervene in bullying are important components of bullying programs aimed at increasing student bystander intervention.
Reducing Barriers to Access and Implementation
Successful implementation of bullying prevention programs requires key stakeholder buy-in that can be enhanced by reducing barriers through the reduction of time and cost while increasing training flexibility . We are in the process of translating the in-person STAC intervention into a technology-based format (STAC-T) [ , ] to increase accessibility, particularly for schools in low-income and rural communities. Developing a technology-based teacher module has the potential to enhance program efficacy, reduce implementation barriers [ ], and increase program scalability [ ]. Although web-based training outcomes (eg, increased knowledge, self-efficacy, and behavioral intentions) are equivalent to in-person training outcomes [ ], perceived usefulness [ ] and participant buy-in [ ] are both important factors that contribute to program acceptability. Therefore, it is important to understand the perspectives of teachers regarding the strengths and barriers related to a technology-based format.
Initial Development of the STAC Teacher Module
The purpose of the development of the STAC teacher module was to enhance intervention outcomes by equipping teachers with knowledge and skills to appropriately address bullying and support students who witness bullying to intervene as “defenders.” The content of the STAC teacher module was originally developed through focus groups conducted with high school teachers and then adapted for the middle school level through focus groups conducted with middle school personnel, including teachers, an administrator, and a school counselor [ ]. Preliminary research with high school teachers indicates that the training was effective in increasing teachers’ knowledge; confidence in supporting student bystanders to intervene as defenders; and comfort, confidence, and self-efficacy in intervening in bullying situations [ ]. Qualitative data from focus groups conducted with middle school personnel suggest that the content of the STAC teacher module is useful, relevant to, and appropriate for middle school settings [ ]. In addition, middle school personnel indicated a need for the program and identified barriers to implementation, including cost, time, and teacher buy-in. Participants also provided feedback on delivering the program in a technology-based format, appreciating the flexibility of a technology-based program while expressing concerns regarding participant engagement.
The purpose of this study was to build on our prior research on developing the STAC teacher module, examining the effectiveness of the training, as well as providing data to inform the translation of the training into a technology-based format that can be used as a companion module to the STAC-T program. To date, we have collected posttraining data from high school teachers and qualitative data from middle school teachers and other school personnel. This study represents the next step in the development of the STAC teacher module for middle schools. Specifically, we aimed to evaluate immediate posttraining outcomes (eg, changes in knowledge, confidence, self-efficacy, and teachers’ intention to use the STAC strategies) among middle school teachers and obtain additional feedback from a new group of middle school teachers recruited from a different school district regarding program content, acceptability, need, and delivery via a technology-based format. To achieve these aims, we used a mixed methods research design to answer the following research questions: (1) Do the trained teachers report increases in knowledge and confidence to support students who act as defenders and increases in confidence, comfort, and self-efficacy in managing and handling bullying? (2) Do teachers indicate behavioral intentions to use the STAC strategies after training? (3) Is the STAC teacher module acceptable and relevant to middle schools? (4) What was the teachers’ feedback regarding program appropriateness, feasibility, content, perception of need, and desire for web-based training?
Participants were teachers (N=18) recruited from 1 public middle school in a rural, low-income community in the northwestern United States. We selected the school based on a prior and ongoing research partnership. The school was a Title I school located in a rural community, with 89.1% (304/341) of the student population qualifying for reduced or free lunch. The race or ethnicity of the student body included 64.5% (220/341) Hispanic, 34.3% (117/341) White, and 1.2% (4/341) other. Of the 18 participants who completed the pretest survey, 17 (94%) completed the immediate posttest survey. The final sample comprised 76% (13/17) women and 24% (4/17) men. Among the participants, ages ranged from 25 to 62 (mean 44.76, SD 12.16) years, and years of experience as a middle school teacher ranged from 1 to 26 (mean 10.24, SD 7.82) years. Most of the teachers in the sample were female (13/17, 76%) and identified as White (16/17, 94%). Of the 17 teachers who completed the immediate posttest survey, 6 (35%) signed up and participated in the focus group. The sample comprised 35% (6/17) women who identified as White. A series of chi-square analyses and 2-tailed independent-sample t tests revealed no statistically significant demographic differences between those who participated in the focus group and those who did not participate.
STAC Teacher Module for Middle School
The STAC teacher module is a 50-minute module that includes (1) normative feedback regarding the prevalence of bullying to engage teachers; (2) didactic information about bullying, including the definition and types of bullying and the associated negative consequences; (3) a review of the student STAC strategies and corresponding strategies that teachers can use to support students who act as “defenders,” followed by role-plays to reinforce skill acquisition; and (4) information about “perceptions vs. facts” about bullying that can influence how teachers shift the school climate and demonstrations of how teachers can apply research-based strategies to positively influence and shift the school climate.
The normative feedback module begins with teachers estimating the local and national prevalence rates related to bullying among middle school students. Example questions include the following: (1) What percentage of middle school students say that they have been bullied in the past year? (2) What percentage of middle school students say that they have been cyberbullied in the past year? (3) Rank the order of the location middle school students are most frequently bullied (ie, hall/stairwell, classroom, cafeteria, outside of school grounds, and bathrooms/locker rooms), and (4) Among middle school students, what percentage of students report bullying to an adult?
After the teachers indicate their estimates, trainers provide actual prevalence data in comparison with their responses and facilitate a brief discussion regarding discrepancies.
Teachers are presented with the definition of bullying, including examples of behaviors that would not be considered bullying (eg, what is not bullying). Trainers also discuss different types of bullying (ie, physical, verbal, relationship, and cyberbullying), negative associated consequences for students who are targets or bystanders, and positive outcomes for students who are trained and intervene as “defenders.” This information is presented in a manner that parallels the STAC training for students.
STAC Strategies and Role-plays
Trainers present the 4 STAC strategies (ie, Stealing the Show, Turning it Over, Accompanying Others, and Coaching Compassion) that students are taught to use to intervene as defenders when they witness bullying at school. Next, trainers discuss the skills that teachers can use to support students using each of the 4 STAC strategies. After each strategy is presented, trainers ask for teacher volunteers to engage in a role-play to practice the skills the teachers can use to support students acting as “defenders.” The 4 STAC strategies with the corresponding teacher strategies are outlined in the following sections.
Stealing the Show
Students are taught to use humor or distraction to interrupt a bullying situation. Teachers can support students using this strategy by approaching the situation, joining in the conversation, or laughing at a joke that appropriately interrupts the bullying situation. Teachers are encouraged to disperse the peer group so that the perpetrator or perpetrators do not have access to a peer audience. Teachers are also encouraged to reinforce the defender with positive feedback, check in on the target, and report the situation to the administration when appropriate.
Turning It Over
Students are taught to use Turning it Over or reporting the bullying situation to an adult at school, and they are encouraged to always use this strategy if they witness physical or cyberbullying. Teachers can support students who report bullying by assuring them that they did the right thing. Trainers encourage teachers to reinforce to students that bullying is not acceptable and that it requires maturity and strength to report bullying and ask for help. As students generally believe that their peers will perceive them as a “Snitch” if they report bullying to adults , teachers are also encouraged to share with defenders that research shows that students are generally supportive of their peers who report bullying. In addition, trainers instruct teachers to share with students that it often requires continued documentation for adults to be able to take significant action and that a process may be occurring outside of a student’s awareness because of issues related to confidentiality. As such, teachers should encourage defenders to continue reporting and, in the case of cyberbullying, documenting by taking immediate screenshots or pictures. Teachers should also follow up and report bullying to their administration when appropriate.
Students are taught to use Accompanying Others to befriend or support peers whom they witness being a target of bullying. Student defenders can use this strategy without calling attention to the situation by inviting students who were targeted to sit with them at lunch or walk with them to class. Depending on the nature of their relationship, defenders can share with the target that they witnessed what happened, state that the perpetrator’s behavior was unacceptable, and ask whether they would like to talk about it. Teachers are encouraged to let students who use this strategy know that they are being a good friend and positively affecting their peer’s experience at school. Trainers also encourage teachers to reinforce to defenders that by befriending targets, they are communicating to their peers that they care about them and that they are not alone at school. Furthermore, teachers are instructed to encourage defenders to check back in with their peers who were targeted the day following the incident to build an acquaintanceship or friendship, as well as to follow up with the targets themselves or report the bullying incident if appropriate.
Students are taught to use Coaching Compassion to gently confront students who perpetrate bullying behaviors during or after a bullying incident. Only students who are older, have a higher social status, or are good friends with the perpetrators are encouraged to use this strategy. The goal is to raise the awareness of students who bully that bullying is unacceptable while fostering empathy toward the target. Trainers instruct teachers to support students using this strategy by paying close attention to the situation and becoming involved if necessary to ensure safety. In addition, teachers are encouraged to reinforce to defenders that they did the right thing in intervening and that bullying is unacceptable and share that research indicates that for students who bully infrequently, increasing awareness and empathy often decreases bullying .
Perceptions Versus Facts About Bullying and Teachers’ Role in Shaping the School Climate
Trainers present statements related to bullying and school climate, and teachers are asked whether these statements are true or false. Trainers then discuss the correct answers and supporting research. For example, teachers are asked (1) whether most students have negative attitudes toward peers who report bullying to teachers; (2) whether students perceive that teachers think bullying is developmentally appropriate and that teachers do not care enough about bullying; and (3) in schools where teachers appear to be less judgmental of bullying, whether students are bullied more often. The training concludes with a demonstration of a teacher intervening in a classroom bullying situation reinforcing strategies that research supports are effective in positively shifting the school climate.
Participant recruitment and data collection occurred during the spring of 2022. The inclusion criterion was being a middle school teacher at the participating school. The exclusion criterion was being a staff member other than a teacher. The team worked with the school principal to recruit all teachers from 1 middle school to be trained on the STAC teacher module. The first author (AM) and a Master’s student conducted study recruitment, data collection, and the STAC teacher module training in person at the school during a professional development day. The researchers conducted the informed consent process immediately before collecting the baseline data, which was then followed by the STAC teacher module and postintervention data collection. The pre- and postintervention data collection took 15 to 20 minutes to complete, and the training lasted 50 minutes. After postintervention data collection, the researchers invited all study participants to sign up for a follow-up focus group that occurred within a week of the training and was conducted on the web. A doctoral student and a master’s student conducted the focus group, which lasted approximately 45 minutes and was recorded for verbatim transcription. Participants received a US $50 Amazon gift card as an incentive to participate in the STAC teacher module and complete pre- and posttraining surveys. Participants also received a US $50 Amazon gift card as an incentive to participate in the follow-up focus group.
We used active informed consent for this study. The researchers provided the participants with an informed consent form that contained information about the study, including purpose and background, procedures, risks or discomforts, extent of confidentiality, benefits, payment, and how to contact the primary investigator and the institutional review board of the university. All study procedures were approved by the institutional review board of the university (101-SB21-051) and by the school district. Although the principal recruited teachers to participate in the training, the research team members conducted study recruitment. Teachers were informed that their participation in the study procedures (ie, completing surveys or participating in a focus group) was voluntary and that they could choose not to participate or withdraw from the study at any time without penalty. We believe that this procedure minimized any pressure teachers may have felt to participate in the research because of the principal’s role in recruiting teachers to participate in the training.
The teachers completed a brief demographic questionnaire that included questions about age, gender, race or ethnicity, and years of experience teaching.
Knowledge and Confidence to Support Defenders
The Teacher-Advocates Pre and Post Scale was used to measure knowledge and confidence in supporting “defenders.” The questionnaire comprises 11 items that measure knowledge of bullying behaviors, knowledge of how to support students using the STAC strategies, and confidence in supporting students who intervene in bullying situations. Examples of items include “I know what verbal bullying looks like,” “I know how to support students who reach out to students who are targets of bullying,” and “I feel confident in my ability to do something helpful to support students who report bullying to me.” Items are rated on a 4-point Likert scale ranging from 1 (totally disagree) to 4 (totally agree). All the items are summed to compute the total scale score. Possible scores range from 11 to 44. Higher scores reflect higher levels of knowledge and confidence. The Teacher-Advocates Pre and Post Scale has established internal consistency, with Cronbach α ranging from .72 to .95 [ ]. The Cronbach α was .71 for this study.
Confidence in Managing Bullying
The Teacher’s Attitudes about Bullying Questionnaire is a 22-item questionnaire that contains 5 subscales. We used the 3-item Confidence in Managing Bullying Subscale, which includes the items “I am confident that I will know what bullying is when I see it,” “I am confident that I will know how to respond if one of my students is being victimized by a peer,” and “I am confident that I will put my knowledge into practice and actively respond in bullying situations.” Items are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). All the items are summed to compute the total scale score. Possible scores range from 3 to 15. Higher scores reflect higher levels of confidence in managing bullying. The Cronbach α was .67 for this study.
Comfort With Managing Bullying
The teachers’ comfort with managing bullying was measured using items from the National Education Association Bullying Survey . The teachers were asked the question “How comfortable would you feel intervening when you see the following bullying behaviors?” followed by four types of bullying and their definitions: (1) physical (hitting, pushing, or kicking), (2) verbal (general teasing or name calling), (3) relational (rumor spreading or excluding someone from a group), and (4) cyberbullying (sending or posting harmful material or engaging in other forms of social aggression using the internet or other digital devices, such as mobile phones). Items are rated on a 4-point Likert scale ranging from 1 (very uncomfortable) to 4 (very comfortable). All the items are summed to compute the total scale score. Possible scores range from 4 to 16. Higher scores reflect higher levels of comfort with managing bullying. Items were summed to create the scale. The Cronbach α was .71 for this study.
The teachers’ self-efficacy in handling bullying situations was measured using 2 items from the National Education Association Bullying Survey . The items “I have effective strategies for handling bullying” and “I have effective strategies for supporting students to intervene in a bullying situation” are rated on a 4-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). All the items are summed to create the scale. Possible scores range from 2 to 8. Higher scores reflect higher levels of self-efficacy. The Cronbach α was .81 for this study.
Intention to Use Teacher STAC Strategies
The intention to use teacher STAC strategies was measured using an adapted version of the Use of STAC Strategies for students. The items were adapted from the student version to be appropriate for teachers. The 4-item measure asks teachers the following: “How likely are you to support students using these strategies to intervene in bullying in the future?: a) Stealing the Show—support students using humor or distraction to get the attention away from the bullying situation, b) Turning it Over—support a student who reported bullying to you or supporting students to report to a principal or SRO, c) Accompanying Others—support students who reach out to the student who was the target of bullying, or d) Coaching Compassion—support students who help the student who bullied develop empathy for the target.” Items are rated on a 5-point Likert scale ranging from 1 (very unlikely) to 5 (very likely), with higher scores reflecting higher levels of intention to use the strategies.
Acceptability and Relevance of the Teacher STAC Training
Acceptability (ie, ease of use or utility) and relevance of the STAC training were assessed using a social validity survey comprising 8 items. Items were ranked on a 4-point scale from 1 (strongly disagree) to 4 (strongly agree), with higher scores reflecting higher levels of acceptability and relevance. The survey was based on social validity surveys used to assess the appropriateness of interventions adapted for a new population with demonstrated reliability and validity [, ]. The Cronbach α was .97 for this study.
Within a week of being trained and completing the posttraining survey, a subset of teachers (6/17, 35%) participated in a focus group. Participants were asked semi–open-ended questions about the relevance and appropriateness of the training. Participants were asked (1) what they liked and did not like about the training; (2) what information was missing from the training to equip teachers to support students to act as defenders in a bullying situation; (3) how useful they perceived the training was to prepare teachers to address the problem of bullying at school; (4) whether the content of the program was relevant to and appropriate for their students and community; (5) what was the practicality and workability of the training for their school setting; (6) what types of similar training they had received, including training specifically about bullying; (7) whether they thought there was a need and whether they would use this training at their school; (8) what barriers may prevent their school from adopting or implementing a bullying intervention program; (9) what were the strengths or barriers to implementing this program as a web-based program; and (10) what was the usefulness of web-based training.
Quantitative data from the questionnaires were analyzed using SPSS (version 28.0; IBM Corp). Before conducting the statistical analyses, the data were examined for outliers and normality, and all variables were within the normal range for skewness and kurtosis. We computed descriptive statistics for all variables at pre- and posttest measurements. We conducted a series of paired-sample t tests to evaluate changes from pre- to posttest measurements. All analyses were considered significant at P<.05. The Cohen d was used to measure effect size, with the magnitude of effects interpreted as follows: small (d=0.20), medium (d=0.50), and large (d=0.80) .
One team member, who facilitated the focus group, transcribed the data verbatim. The data analysis team comprised 2 faculty members with expertise in qualitative data analysis and a doctoral student. The lead analyst developed an analysis plan. First, analysts wrote an individual precoding memo reflecting on potential biases and assumptions about the research questions. Subsequently, they participated in a preanalysis meeting where they discussed initial memos and coordination for the analysis process. Team members used thematic analysis, which is a phenomenological approach focusing on participants’ experiences, and an inductive approach to coding the transcript and interpreting the data [, ]. Analysts coded the focus group transcript individually, wrote a postcoding memo, and met twice to achieve a consensus on themes and finalize the results. The team used the participants’ quotes to resolve disagreements. An external auditor reviewed the results and provided the team with feedback through email correspondence. No identifying information was included in the interview transcripts.
Means, SDs, and statistical contrasts for pre- to posttest training outcomes are presented in. The teachers reported an increase in knowledge and confidence to support defenders (P<.001), confidence in intervening in bullying situations (P<.001), comfort with intervening in bullying situations (P<.001), and bullying self-efficacy (P<.001). All the effect sizes were large. The results support the effectiveness of the teacher training in increasing knowledge and confidence in both working with student bystanders and intervening directly in bullying situations from before the training to after the training.
|Item||Pretest time point, mean (SD)||Posttest time point, mean (SD)|
|Values, mean (SD)||Values, mean (SD)||t test (df)||P value||Cohen d|
|Knowledge and confidence in supporting defenders||30.71 (2.95)||37.34 (3.90)||8.31 (16)||<.001||2.02|
|Confidence in intervening in bullying||10.47 (1.70)||13.12 (1.54)||7.09 (16)||<.001||1.72|
|Comfort with intervening in bullying||11.42 (1.62)||13.06 (1.95)||4.20 (16)||<.001||1.02|
|Bullying self-efficacy||4.65 (0.86)||6.82 (1.01)||9.44 (16)||<.001||2.29|
Intention to Use Teacher STAC Strategies
The teachers’ ratings of their intention to use teacher STAC strategies are reported in. As seen in , most teachers indicated that they were likely or very likely to use the STAC strategies to support students who intervene in bullying in the future. For specific strategies, >90% (16/17, 94%) reported that they would be likely or very likely to support students using Stealing the Show, >90% (16/17, 94%) reported that they would be likely or very likely to support students using Turning it Over, 100% (17/17) reported that they would be likely or very likely to support students using Accompanying Others, and >85% (15/17, 88%) reported that they would be likely or very likely to support students using Coaching Compassion.
|Strategy||Agreement, n (%)|
|Very likely||Likely||Not sure||Unlikely||Very unlikely|
|Stealing the Show||7 (41)||9 (53)||1 (6)||0 (0)||0 (0)|
|Turning it Over||8 (47)||8 (47)||1 (6)||0 (0)||0 (0)|
|Accompanying Others||6 (35)||11 (65)||0 (0)||0 (0)||0 (0)|
|Coaching Compassion||5 (31)||9 (56)||2 (13)||0 (0)||0 (0)|
Acceptability and Relevance of the Teacher STAC Training
The percentage of agreement for the social validity survey items is reported in. Overall, the scores suggest a very high level of program acceptability and relevance. Most teachers found the STAC teacher module to be easy to understand (16/17, 94%), useful (16/17, 94%), interesting (15/17, 88%), and relevant (16/17, 94%) to middle school teachers. Most teachers also indicated that they had learned something from the program (16/17, 94%) and would recommend it to other teachers at their school (16/17, 94%).
|Item||Agreement, n (%)|
|Strongly agree||Agree||Disagree||Strongly disagree|
|The STAC teacher training was easy to understand.||11(65)||5 (29)||0 (0)||1 (6)|
|The STAC teacher training was useful.||11 (65)||5 (29)||0 (0)||1 (6)|
|The STAC teacher training was interesting.||9 (53)||6 (35)||0 (0)||2 (12)|
|The STAC teacher training information was relevant to middle school teachers.||14 (82)||1 (6)||1 (6)||1 (6)|
|The STAC teacher training examples of bullying were relevant to middle school teachers.||11 (65)||5 (29)||0 (0)||1 (6)|
|The STAC teacher training strategy role-plays were relevant to middle school teachers.||11 (65)||5 (29)||0 (0)||1 (6)|
|I learned something from the STAC teacher training.||12 (71)||4 (24)||0 (0)||1 (6)|
|I would recommend the STAC teacher training to other teachers at my school.||13 (77)||3 (18)||0 (0)||1 (6)|
Qualitative feedback for the STAC teacher module supported the quantitative findings and was positive overall, with participants sharing the perception that the STAC teacher module was useful, relevant, and appropriate, as well as sharing ways of improving the program. In addition, teachers shared positive thoughts about program feasibility, the need for bullying-specific training for teachers, and strengths of and implementation barriers to a web-based program. The results are presented in the following sections, organized according to the following themes: (1) positive program attributes; (2) relevance and appropriateness; (3) program feedback; (4) feasibility, need, and current program offerings; (5) potential barriers; and (6) web-based offering.
Positive Program Attributes
Participants spoke positively about the STAC teacher module, including liking the teacher strategies to support students who report bullying, finding the strategies easy to implement, and finding the role-plays useful. Participants also liked that the STAC program provides students with the knowledge and skills to intervene in bullying situations. A participant shared the following:
You know there are so many things to be concerned about in a classroom and a lot of bullying, I think, is pretty under the radar. So, having the tools to know what to look for and maybe how to interpret some of the things we see. I think it’s really beneficial.
When talking about the strategies they had learned, a teacher added the following:
These are just simple easy things, it is not something that is super difficult or a lot of steps you have to remember to be able to implement some of those strategies so that is really helpful.
Another participant indicated the following:
...the role-playing did help. It just lets you know, yeah, it’s okay to say this and you know gives you something to fall back on.
When discussing the value of empowering students, a participant stated the following:
You know just to be able to have those tools, so they [students] can be empowered to help other kids or to help themselves.
Relevance and Appropriateness
When asked whether the STAC teacher module was relevant to and appropriate for their school and community, all participants expressed agreement. A teacher stated the following:
I guess if we see it in our schools it’s happening in our community too. If we can deal with it here hopefully that will bleed out into the community and have an effect, there too.
Another teacher indicated the following:
I think there is a need [for the STAC Teacher Module] and I think, you know, there is some staff that are attuned to it. So, I think there would be definitely some teachers that would use it more than others, which is probably good because we need lots of personalities to connect with different student personalities. My guess is that it is really hard to say we are all going to do this and have it really be effective, but I think given the training and the tools there would be more teachers that would implement it.
When participants were asked for feedback regarding areas that were missing from the training, a few participants indicated the need for role-plays with more realistic scenarios; additional guidance to discern whether students were genuinely acting as defenders or being disingenuous, especially when using humor; and concern about the impact of labeling a student as a bully. A participant indicated the following:
Maybe some scenarios of things that actually might occur, so we have a better idea of what to look for because sometimes they look like they are playing and maybe that is okay. But, then other times, they really are not playing, you know, and so what are some, you know, different scenarios that would help us to identify or see some of the things that really affect middle schoolers that we could kind of tune in on.
Another participant added the following:
Yeah, characteristics to look for because it is hard to know what is genuine and what’s not especially when they are in middle school because everything is a joke. Which I like, I use humor as a tool all of the time, but everything is a joke and sometimes a kid will interpret someone’s humor as bullying.
In terms of concerns about labeling students, a teacher stated the following:
The issue that I struggle with is labeling somebody as a bully because once us, as teachers, identify that behavior as bullying, then all of the sudden other students look at that student differently. When it could be that they just needed to learn. I don’t know I struggle with that as well because once you label them as a bully then it is kind of stuck with them and other students look at them differently. And then all of the sudden the bullying actually shifts and they start to look at that kid negatively.
However, another participant responded as follows:
On the other hand sometimes we don’t acknowledge when somebody is a bully. And we just keep justifying their behavior and it makes the kids that are being bullied like victimized more and so I think it is important that we get that conversation going...
Feasibility, Need, and Current Offerings
Participants indicated agreement on the program being practical and workable. Participants also spoke about the need for training and support in addition to the current offerings on social-emotional learning and identifying a need for bullying-specific training for teachers. When asked if the program seemed practical and workable, a participant indicated the following: “Yeah, I think that would be great.” Another participant added that “I think it would be a feasible thing to do...” In terms of current offerings, a participant stated the following:
As a district we also have a 21st Century program that serves our elementary school and our middle school kids and they have a huge focus on the social emotional learning.
When asked about training that teachers received specifically about bullying, a participant indicated the following: “Uh, no not enough...We have a little, you know.”
Participants spoke about concerns regarding cost, potential pushback from parents, and maintaining an open mind. For example, a teacher stated that “Cost, if there is a cost to it—there is going to be one [barrier] there.” Another teacher shared the following:
Yeah, and I think even some kind of pushback from parents, you know, because we’ve seen that kids that you would think are perfect kids, they are the actual ones that are bullying, and their parents can’t believe it.
Finally, a teacher shared the following:
It’s hard to redefine people that you think you know. So, if you think of them as a perfect student and then you hear that they’re a bully as well, well is that really true or is it you know so having that open-mindedness to just say oh I guess what I thought was wrong.
When addressing completing the STAC teacher module as a web-based program, participants talked about strengths such as ease of implementation and time efficiency, as well as challenges, including less engagement and missing the in-person connection. Participants also spoke about inherent issues related to technology and the importance of administration buy-in. For example, when speaking about strengths, participants indicated the following:
...you can go back and review it. So, if I’m thinking, okay, what did we say about that, or whatever or the kids need a refresher or those kinds of things. Technology does give us access to that as well as consistency.
Another participant added the following:
Technology would make it really easy to do a follow up with this kind of course...a refresher using technology and a quick setting.
A third participant added the following:
One thing is nice with web-based because you don’t have to have a sub and you don’t have to miss class and that’s really valuable because we spend a lot of time doing sub plans and different things.
However, this participant went on to say the following:
But it’s just not as engaging
[to complete the program online]
Another participant added the following:
When you’re trying to implement bullying strategies, how to deal and handle and cope, there is something to be said with the interpersonal relationship having someone in person teaching it versus online...
Another teacher stated the following:
...sometimes that removed, that technology piece, you don’t engage the same way as if you’re in person...
Participants also mentioned technology issues as barriers; for example, a teacher stated that “Access to technology, yep.” Finally, a participant shared the following about the importance of buy-in:
Yeah, I think there is buy-in and if there is buy-in from our administration then it’s a go. You know, and I think you kind of need a little bit of our administration to push it out and teachers that really see a need for it to buy-it and to push it out to the other teachers. I think a lot of us do different things as situations arise, we talk about it in our classrooms, that’s—we don’t have anything like whole school
The purpose of this study was to build on our prior research on developing the STAC teacher module, examining the effectiveness and acceptability of the training, as well as providing data to inform the translation of the training into a technology-based format that can be used as a companion model to the STAC-T student bystander bullying intervention. Quantitative findings indicated that teachers reported increases in knowledge and confidence to support students who intervene as defenders and to directly intervene in bullying situations from before training to after training. The teachers also reported behavioral intentions to use the STAC teacher strategies. Furthermore, the participants’ responses demonstrated high levels of program acceptability and relevance to middle school teachers. Qualitative findings were consistent with the quantitative results and revealed the following themes: (1) positive program attributes; (2) relevance and appropriateness; (3) program feedback; (4) feasibility, need, and current program offerings; (5) potential barriers; and (6) web-based offering.
Comparison With Prior Work
Consistent with prior research conducted with high school teachers trained in the STAC teacher module , quantitative data demonstrated increases in knowledge and confidence to support defenders as well as increases in confidence, comfort, and self-efficacy in managing and handling bullying from before training to after training. In addition, the teachers reported that they would use all 4 strategies to support students who act as defenders on behalf of targets. Qualitative data supported these findings, indicating that the teachers liked the strategies and found them easy to implement. These findings are important as increases in teacher knowledge and bullying self-efficacy have been associated with directly intervening in bullying [ ], which, in turn, could lead to students being more likely to report bullying behavior [ ]. By rewarding students’ efforts when they report or intervene in bullying [ ], teachers are also likely to reinforce and increase bystander intervention, which has been shown to decrease bullying behaviors [ ].
In terms of program acceptability and relevance, quantitative data indicated that most participants (16/17, 94%) reported that the STAC teacher module was easy to understand, useful, and relevant to middle school teachers. Furthermore, most participants (16/17, 94%) indicated that they learned something from the training and would recommend it to others. Consistent with our prior research with middle school personnel , the teachers reported that the training was useful, relevant to, and appropriate for middle school settings. Qualitative data supported these findings, with all teachers indicating agreement about the training being relevant. As program adoption and implementation are associated with acceptability and relevance [ ], these findings are particularly promising.
The teachers also provided feedback on program feasibility and perception of program need. Although they confirmed the need for bullying programs that equip teachers to intervene and to support students who act as “defenders,” the teachers also spoke about barriers, including cost, as well as the importance of considering parents in bullying programs. These findings are consistent with our previous studies concerning the implementation of both the STAC teacher module and the student STAC-T program [ , ], suggesting that there is a need for a cost-effective STAC teacher module that incorporates parental participation.
Regarding program content, the teachers provided feedback indicating that the role-plays corresponding to the 4 STAC teacher strategies were helpful; however, a few participants expressed a desire for more realistic scenarios to further improve the training. In addition, although a few teachers stated concern about the impact of labeling a student as a bully, they also acknowledged the importance of recognizing bullying behavior. This reluctance to acknowledge bullying is similar to findings from previous studies in which teachers indicated a desire to remain neutral . However, it is important for teachers to be willing to communicate that bullying behaviors are unacceptable, reinforce students who intervene as defenders [ ], and discipline students who perpetrate bullying [ ] to establish a school climate that does not condone or promote bullying.
Finally, when asked about their perspectives on web-based programs, the teachers pointed out strengths, such as ease of implementation and time efficiency, as well as challenges, including less engagement and missing the in-person connection. Participants also suggested that these barriers could be mitigated by administrative buy-in. These findings are similar to prior research conducted with school personnel emphasizing the importance of flexibility while expressing concerns about participant engagement . As training acceptability is related to stakeholder buy-in [ ], it may be important to emphasize that web-based training decreases program costs and allows for training schedule flexibility [ ]. Designing the training to include web-based assessment and personalized feedback components to individualize the user experience [ ] can be integrated to maintain engagement.
Although this study contributes to the literature, certain limitations must be considered. First, we only collected data from teachers in 1 rural, low-income middle school in the northwestern United States. We chose to use only 1 school as this study represents one of a series of studies conducted as formative research on the development of the STAC teacher module. Our prior research included teachers from 2 middle schools. This sample represents teachers from a third middle school.
Furthermore, because of the small sample size and lack of a control group for the quantitative portion of the study, we cannot make causal attributions or generalize our findings to the larger middle school teacher population. Therefore, it would be helpful for future studies to include middle schools from different regions in the country with greater racial or ethnic diversity and to conduct a randomized trial to assess training efficacy. In addition, as most of the sample was female, the interpretation of the results for men should be made cautiously. Formative research conducted during the development of the prototype application of the STAC teacher module should use purposeful sampling to ensure that men are included. Finally, our findings were based on self-reported data. It is possible that the teachers’ responses to the survey questions and the focus group interview were influenced by their desire to please the researchers. They may have been particularly influenced as team members who trained the teachers were present during both quantitative and qualitative data collection. Future research in which team members who act as trainers are different from those who conduct data collection would be helpful in reducing participants’ potential desirability effects.
This study has important implications for the development of the STAC teacher module and the translation of the training into a technology-based format that can be used as a companion module to the STAC-T program. First, the teachers reported increased immediate posttraining outcomes (ie, knowledge, confidence, comfort, and self-efficacy) in managing and handling bullying and supporting student bystanders to intervene in bullying situations. Furthermore, the teachers indicated behavioral intentions to use the STAC strategies after the training and reported that the training was feasible as long as the program was cost-effective. In addition, although the response to the training was very positive, a few teachers indicated a desire for more realistic scenarios for role-plays; as such, it may be beneficial for researchers to conduct additional focus groups with both teachers and students to further investigate student reporting behavior and teachers’ responses. Furthermore, participants identified potential parent pushback as a barrier. Therefore, the development of a parent training intervention to educate parents about the STAC program by providing information that parallels the STAC teacher module may be an important next step in program development.
The findings of this study also support the initial prototype development and testing of a technology-based version of the STAC teacher module. The teachers pointed out that the benefits associated with web-based training included ease of implementation and time efficiency. However, the teachers cautioned that maintaining engagement in web-based training is important. The teachers talked about the importance of administrator buy-in for successful adoption and implementation. Thus, when designing an internet-based program to maximize teacher engagement, integrating feedback from both teachers and administrators will be an essential element in developing a technology-based version of the STAC teacher module.
Bullying is a significant problem for youth in the United States, reaching its peak in middle school. Although training students in the STAC program to act as defenders is a promising approach to bullying interventions, equipping teachers to support students who intervene may increase the effectiveness of the program. Findings from this study demonstrate immediate posttraining outcomes, including increased knowledge, confidence, comfort, and self-efficacy, as well as teachers’ behavioral intentions to use the STAC strategies. Furthermore, this study demonstrates program acceptability, relevance, feasibility, and the need for a teacher training intervention, as well as interest in a web-based translation. This study provides support for the effectiveness of the STAC teacher module and provides data to inform the translation of the training into a technology-based format that can be used as a companion model to the STAC-T bystander bullying intervention.
This research was supported by a grant from the Mental Research Institute.
Conflicts of Interest
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Edited by A Mavragani; submitted 01.06.22; peer-reviewed by L Jenkins, G Shakerinejad; comments to author 20.06.22; revised version received 22.06.22; accepted 24.06.22; published 03.08.22Copyright
©Aida Midgett, Diana M Doumas, Mary K Buller. Originally published in JMIR Formative Research (https://formative.jmir.org), 03.08.2022.
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Biden Proclamation on Grand Staircase-Escalante National Monument
President Clinton’s designation of the Grand Staircase-Escalante National Monument in Proclamation 6920 of September 18, 1996, was a watershed moment for conservation in the United States. Proclamation 6920 represents the first time a President designated a national monument under the Antiquities Act to be managed by the Bureau of Land Management, signaling the dawn of the modern era of Antiquities Act protection and a reawakening of conservation efforts on public lands in the West.
Proclamation 6920 describes the rich mosaic of objects of historic and scientific interest across Grand Staircase-Escalante. Proclamation 6920 details the monument’s varied geology, from the cliffs of the Grand Staircase in the west, to the fossil-rich formations in the Kaiparowits Plateau that demonstrate billions of years of geology infused with world-class paleontological sites, to the badlands of the Burning Hills in the center, to the intricate and complex system of canyons in the Escalante region in the east. The proclamation goes on to describe the area’s rich human history, spanning from the indigenous people and cultures who made this area home to Anglo-American explorers and early Latter-day Saint pioneers. The proclamation further identifies outstanding biological resources, describing the monument as “in the heart of perhaps the richest floristic region in the Intermountain West,” spanning five life zones and supporting diverse, rare, and endemic populations of plants and a diversity of animals, as well as unusual and diverse soils that support communities of mosses, lichens, and cyanobacteria. In addition, the proclamation describes the vast opportunities for additional scientific research and discovery within the monument. Grand Staircase-Escalante has become the focus of a multi-disciplinary study of its large landscape for the benefit of current and future generations.
After the monument was established, the Congress adjusted the boundaries or ratified the acquisition of additional lands within the monument on three separate occasions, in some cases adding lands, in other cases subtracting lands. When the Congress had completed its fine-tuning, it had increased the monument’s reservation by more than 180,000 acres, bringing the total Federal lands within the monument boundaries to approximately 1.87 million acres.
Remarkably, given its size, in the 25 years since its designation, Grand Staircase-Escalante has fulfilled the vision of an outdoor laboratory with great potential for diverse and significant scientific discoveries. During this period, hundreds of scientific studies and projects have been conducted within the monument, including investigating how the monument’s geology provides insight into the hydrology of Mars; discovering many previously unknown species of dinosaurs, some of which have become household names; unearthing some of the oldest marsupial fossils ever identified; conducting extensive inventories of invertebrates, including the identification of more than 600 species of bees, some of which likely exist nowhere else on Earth; performing hydrologic research in the Escalante River and Deer Creek; studying and restoring habitat for amphibians, mammals, and bird species, including the reintroduction of bighorn sheep and pronghorn to their native range; completing rangeland science assessments, including a complete Level III soils survey; carrying out widespread archaeological surveys that have documented important sites and rock writings; and implementing social science projects related to visitor experiences and impacts. New scientific discoveries are likely just around the corner; for example, scientists have collected thousands of specimens of invertebrates from the monument that await further study and are expected to yield new species that are endemic to the monument. Scientists have utilized every corner of the monument in their efforts to better understand our environment, our history, our planet’s past, and our place in the universe.
On December 4, 2017, President Donald Trump issued Proclamation 9682 to reduce the monument by over 860,000 acres. Proclamation 9682 removes protection from objects of historic and scientific interest across the Grand Staircase-Escalante landscape, including some resources Proclamation 6920 specifically identifies for protection. Multiple parties challenged Proclamation 9682 in Federal court, asserting that it exceeded the President’s authority under the Antiquities Act.
Restoring the Grand Staircase-Escalante National Monument to its size and boundaries as they existed prior to December 4, 2017, will ensure that this exceptional and inimitable landscape filled with an unparalleled diversity of resources will be properly protected and will continue to provide the living laboratory that has produced so many dramatic discoveries in the first quarter century of its existence. Given the unique nature of the objects identified across the Grand Staircase-Escalante landscape, the threat of damage and destruction to those objects, and the current inadequate protection they are afforded, a reservation of this size is the smallest area compatible with the proper care and management of the objects of historic and scientific interest named in this proclamation and Proclamation 6920.
The entire Grand Staircase-Escalante landscape — stretching from Skutumpah Terrace and the escarpments of the Grand Staircase in the west, Nipple Bench, Smoky Mountain, the Burning Hills, Grand Bench, the East and West Clark Benches, and Buckskin Mountain in the south, the Hole-in-the-Rock Trail that runs through the Escalante Desert, Upper Escalante Canyons, and Circle Cliffs in the northeast, and Alvey Wash and the Blues in the north — is an object of historic and scientific interest requiring protection under the Antiquities Act. There are innumerable objects of historic or scientific interest within this extraordinary landscape. Some of the objects are also sacred to Tribal Nations, rare, fragile, or vulnerable to vandalism and theft, or are dangerous to visit and, therefore, revealing their specific names and locations could pose a danger to the objects or the public.
High, rugged, and remote, the vast and austere Grand Staircase-Escalante landscape is characterized by bold plateaus and multihued cliffs that run for distances that defy human perspective. It is also home to world-famous slot canyons that are so deep and narrow that sunlight almost never penetrates their ultimate depths, and pools of numbingly cold water remain throughout the hottest months. Despite being the last place in the contiguous United States to be mapped and remaining a remote and primitive landscape to this day, the Grand Staircase-Escalante area has a long and dignified human history. The landscape teems with evidence of the efforts expended by both indigenous people and early Anglo pioneers to carve existences into an arid and unforgiving region. The Grand Staircase-Escalante region retains the frontier character of the American West, providing visitors with an opportunity to experience a remote landscape rich with opportunities for adventure and self-discovery. It is unique and rare in today’s world to encounter a place where one can wander and ponder undisturbed, and explore and discover at one’s own pace. It also serves as an outdoor laboratory on the frontier of scientific research that continues to regularly reveal important insights into our planet and our past.
The Grand Staircase-Escalante landscape is a geologic treasure of clearly exposed stratigraphy and structures. The sedimentary rock layers are relatively undeformed and unobscured by vegetation, offering a clear view to understanding the Earth’s geological development. Owing in large part to the exposure of so many formations, the landscape is one of the world’s great paleontological laboratories. From remarkable specimens of petrified wood, to the most continuous record of Late Cretaceous life, to the first evidence that tyrannosaurs hunted in packs, to marble-like iron oxide concretions found in Navajo Sandstone that provide insight into Martian geology, the ongoing discoveries on the Grand Staircase-Escalante landscape continue to make invaluable contributions to our understanding of the planet’s past. Despite the abundance of paleontological discoveries that have occurred on the landscape, and the wealth of information they have provided about the entire Mesozoic Era, it is likely that we have thus far uncovered only a fragment of Grand Staircase-Escalante’s paleontological story.
Rich in human history, the Grand Staircase-Escalante landscape abounds in evidence of habitation by the Ancestral Pueblo and Fremont cultures. Tribal Nations, including the Hopi Tribe, the Kaibab Band of Paiute Indians, the Navajo Nation, the Paiute Indian Tribe of Utah, the San Juan Southern Paiute Tribe of Arizona, the Pueblo of Acoma, the Pueblo of San Felipe, the Pueblo of Tesuque, and the Pueblo of Zuni, have ancestral, cultural, or historical ties to this area and continue to use the area to this day. The Southern Paiute people in particular hold these lands sacred as they make up a portion of their traditional homeland. The landscape has also played an important role in European settlement of the American West. In 1776, the Dominguez-Escalante expedition may have passed through the region, and subsequent travelers on the Armijo Route of the Old Spanish Trail journeyed up the Paria River, through Cottonwood Canyon and the Cockscomb, and to the west through Kimball Valley and along parts of Telegraph Flat below the Vermillion Cliffs. The John Wesley Powell expedition created some of the earliest maps of the area in 1872, and later that decade, Latter-day Saint pioneers literally etched portions of the Hole-in-the-Rock Trail across the desert in their efforts to settle southern Utah.
The landscape is also an outstanding biological resource. As a result of the blending of warm and cold desert flora and the high number of endemic species, the Grand Staircase-Escalante landscape, which contains 50 percent of Utah’s rare flora and 125 species of plants that occur only in Utah or on the Colorado Plateau, is one of the most floristically rich regions in the Intermountain West. An abundance of unique, isolated plant communities can be found, such as hanging gardens, tinajas, and rock crevice, canyon bottom, and dunal pocket communities. Large expanses of various exposed geologic strata, each with unique physical and chemical characteristics, have resulted in a spectacular array of unusual and diverse soils, including desert pavement and biological soil crusts, which support a wide range of vegetative communities, such as relict plant communities that have existed since the Pleistocene, and a multitude of endemic plants and pollinators. For example, lands within the Grand Staircase-Escalante landscape contain an astounding biodiversity of bees due, in large part, to the substantial elevational gradient, diversity of habitats, and abundance of flowering plants. The area is home to hundreds of bee species, including dozens of species that are believed to be unique to this landscape. Many of the species found in the Grand Staircase-Escalante region are highly localized, with small populations occurring in only a few locations or near certain flowering plants. Wildlife also flourishes; from mountain lion, bear, pronghorn, and desert bighorn sheep, to hundreds of species of birds, the landscape’s location and the great variation in its elevation and topography have created a unique environment where suitable habitat exists for species associated with multiple eco-regions.
The Grand Staircase-Escalante’s large, isolated, and, at times, impenetrable landscape is one of the most naturally dark outdoor spaces left in America, providing views of the cosmos that are nearly unrivaled in the contiguous United States, and an opportunity for visitors to encounter a landscape at night, undisturbed by electric lights, in the same way people have experienced the West for most of America’s history. According to recent research, over 90 percent of the landscape, or nearly 1.7 million acres, contains pristine night skies, meaning that observers would see no indication of artificial skyglow anywhere in the night sky. Only natural sources of light are visible to the human eye, such as starlight, airglow, aurora, and zodiacal light. Comparatively, less than one third of the land area of the United States regularly experiences this degree of natural darkness, and most of that land is located in Alaska. The Grand Staircase-Escalante area also provides a remarkable natural soundscape with infrequent human-caused sounds. From popular recreational destinations to remote, isolated locations, acoustic baseline research has found that some of the quietest conditions found in protected areas across the United States can be found in the Grand Staircase-Escalante landscape.
The Grand Staircase-Escalante landscape is akin to a nesting doll of objects of historic and scientific interest. The landscape as a whole is an important object that provides context for each of its constituent parts. Within the whole are distinct and unique areas, which are themselves objects qualifying for protection. In turn, each of those areas contain innumerable individual fossils, archaeological sites, rare species, and other objects that are independently of historic or scientific interest and require protection under the Antiquities Act.
Located in the northeast corner of the Grand Staircase-Escalante landscape adjacent to Capitol Reef National Park is the Circle Cliffs area, which is dominated by a northwest-trending sandstone anticline and dramatic red sandstone cliffs. The area also encompasses several sky islands, including Studhorse Peaks, Colt Mesa, and Deer Point, the latter of which provides exquisite views of Waterpocket Fold — a stunning fold in the area’s geologic layers that is the central feature of Capitol Reef National Park. The ecologically intact region provides important winter habitat for elk and contains a significant number of cultural sites used by Ancestral Pueblos and the Fremont. Specimens of petrified wood can be found across the Circle Cliffs area, including in the well-known Wolverine Petrified Wood Area, which includes some largely intact logs nearly 100 feet in length. Additionally, the Circle Cliffs landscape is rich in paleontological resources. The area, with geology dating back to the Triassic and Permian Periods, contains at least 45 known paleontological sites, including one in which a nearly complete articulated skeleton of Poposaurus — a rare bipedal crocodilian from the Late Triassic Period — was found. The Circle Cliffs landscape also contains portions of the Burr Trail, a route originally blazed by stockman John Atlantic Burr that is now a Utah Scenic Backway offering remarkable views of the Waterpocket Fold, the Henry Mountains, and the Boulder Mountain area of the Aquarius Plateau.
West of the Circle Cliffs and bisected by the Escalante River is the awe-inspiring Upper Escalante Canyons landscape. In this region, vivid geological features are laid bare in narrow, serpentine canyons, where erosion has exposed rolling expanses of petrified dunes and rock striations in shades of red, salmon, white, buff, and rust. The area’s resources are almost too numerous to name. There are natural bridges and arches, such as Maverick Natural Bridge and Phipps Arch, the 130-foot tall Escalante Natural Bridge, and Bowington Arch; a large and unusual circular erosional sandstone formation that has sparked the public’s imagination, as evidenced by its many names, including the Cosmic Navel; and several world-class slot canyons that draw adventurers from the world over, such as the Dry Fork of Coyote Gulch, Brimstone Canyon, Peek-a-boo Canyon, Spooky Gulch, Zebra and Tunnel Slot Canyons, and the Egypt Slots. The Escalante Canyons landscape also contains a high density of Fremont prehistoric sites, such as pithouses, villages, and storage cysts. The area’s many canyons contain a world-class density and variety of Fremont, Ancestral Pueblo, and Southern Paiute rock writings, including a panel that is particularly meaningful to Tribal Nations with ancestral and historical ties to the area and another panel containing polychromatic depictions of long, linear figures that may date back to the Archaic period. The Escalante Canyons landscape also contains many inscriptions left by early settlers of European descent and significant historic sites telling tales of the region’s more recent past, such as the Boulder Mail Trail, which was used to ferry mail between the small desert outpost towns of Escalante and Boulder beginning in 1902. The Boulder Mail Trail intersects incredibly scenic canyons that empty into the Escalante River. The narrow sandstone walls of Sand Creek shade a perennial stream that meanders through cool pools and supports riparian habitat and hanging gardens. Perennial flows are also found in Death Hollow, a stunning canyon chiseled into yellow and white Navajo Sandstone that is narrow and extraordinarily deep in its upper reaches before transitioning near the Boulder Mail Trail into a wider canyon dotted with ponderosa pine and riparian habitat. As a result of the abundance of water in tributaries of the Escalante River, as well as various seeps and springs, the Escalante Canyons area is dotted with hanging gardens, tinajas, and riparian vegetation that provide oases of sorts in an otherwise arid environment. The area is distilled to its essence in Calf Creek Canyon, the home of towering Navajo Sandstone cliffs, lush vegetation, cultural sites, and a perennial stream with two waterfalls: a slender 88-foot plunge in the upper part of the canyon, and a 126-foot cascade farther downstream that is one of the more elegant waterfalls in the entire Southwest. The upper part of the watershed is strewn with black basalt boulders and expanses of iron concretion sheets.
To the southeast of the Upper Escalante Canyons, adjacent to Capitol Reef National Park and Glen Canyon National Recreation Area, is a region with a rich pioneer history that functions as a gateway to the many slot canyons and arches near the Escalante River. Traversing the area is the historically significant Hole-in-the-Rock Road, which generally follows the route that Latter-day Saint pioneers constructed between 1879 and 1880 when crossing southern Utah to establish a wagon route between Escalante and southeast Utah settlements. Today, the road provides access to many of the landscape’s resources, including Devil’s Garden, an area with hoodoos, colorful rock formations, and unique sandstone arches like the impressively delicate Metate Arch; the small but attractive Little Jumbo Arch; the widely photographed Sunrise and Sunset arches; and Chimney Rock, a remote, lonely sandstone pillar that seems to defy its otherwise flat surroundings. This area is also the location of Dance Hall Rock, an important landmark where Latter-day Saint pioneers camped and held meetings and dances when constructing the Hole-in-the-Rock Trail. These uncompromising desert lands are home to high concentrations of rare species of bees with fascinating adaptations to their local environment, such as Diadasia bees, which build nests in the hard desert soil that feature a clay chimney on top, an architectural design that has, thus far, stumped scientists trying to understand its utility. Consisting of rock primarily from the Jurassic Period, there are many paleontological sites in this region. Among those, the sprawling Twentymile Wash Dinosaur Megatrackway consists of more than several hundred individual dinosaur tracks and what some scientists believe is a rare, mid-line tail-drag impression left in the Escalante Member of the Entrada Formation by a sauropod, or long-necked dinosaur.
At the center of the Grand Staircase-Escalante landscape is the Kaiparowits Plateau, containing roughly 1,600 square miles of sedimentary rock that towers over the surrounding area. The plateau is bordered on the east side by the Straight Cliffs, which stretch from near the beginning of the Escalante River to Fiftymile Mountain, and on the west by the East Kaibab Monocline, better known as the Cockscomb. The area is made up of steep-walled canyons, escarpments, towers, arches, and a series of benches that ascend from the southern border of the Grand Staircase-Escalante landscape. The Cockscomb is formed by parallel ridges with an intersecting steep v-shaped trough, and flatirons, small monoliths, and other colorful formations along the western ridge. The plateau has evidence of thousands of years of human habitation with sites attributed to many prehistoric cultures in southern Utah. Bighorn sheep and pronghorn have historically roamed the Kaiparowits Plateau — as evidenced by the area’s petroglyph and pictograph panels — and reproducing populations have been reintroduced in recent years. The area is also home to a small population of chuckwalla and a population of desert night lizard, a species rarely seen in Utah.
The stratified geology of the Kaiparowits Plateau exposes fossils and other indicia of hundreds of millions of years of our planet’s history, the only evidence in our hemisphere of mammals from the Cenomanian through Santonian ages and one of the world’s best and most continuous records of Late Cretaceous terrestrial life. To date, many thousands of fossil sites have been documented on the plateau, including evidence of at least 15 previously unknown species of dinosaur. Fossils are preserved in stunning detail rarely seen in North America, including traces of soft tissue and the impressions of skin, beaks, and claws. The plateau contains a diverse assemblage of Campanian fauna, including a remarkable record of vertebrate species that include many new taxa and new temporal and geographic occurrences, thereby making the Kaiparowits Plateau an important scientific resource providing insight to the Late Cretaceous biosphere.
The Kaiparowits Plateau comprises multiple geological formations. The Kaiparowits and Wahweap Formations contain diverse and unique fossil evidence of ancient fauna and flora, including pterosaurs, frogs, salamanders, and snakes, that are fundamentally different from discoveries in other parts of North America. The Kaiparowits Formation has produced many ancient vertebrate taxa that are entirely new to science, including a vast array of horned dinosaurs, such as the Nasutoceratops,Kosmoceratops, and Utahceratops, a new species of Gryposaurus possessing a more robust skull, a new raptor, and the tyrannosaurid Teratophoneus. It has also produced evidence of a potentially new crested duck-billed dinosaur and incredibly diverse vegetative communities with previously undescribed fossil trees and aquatic plants. In 2018, researchers recovered the Akainacephalus, which is the most complete ankylosaur ever recovered in the southwestern United States. Exploration of the Wahweap Formation, while still in early stages, has led to striking Mesozoic Era discoveries, including the horned dinosaur Diabloceratops and the tyrannosaurid Lythronax. Similarly, the Dakota Formation contains some of the earliest evidence of mammals in the fossil record, and the Tropic Shale Formation includes important marine reptiles such as five species of plesiosaur and North America’s oldest mosasaur. There are at least two mass mortality sites on the Kaiparowits Plateau, including the Rainbows and Unicorns site, which preserves the relatively complete remains of at least four tyrannosaurs ranging in age from juvenile to large adult, indicating that tyrannosaurs may have been social hunters and engaged in extended parental care, and Uncle Charley’s Bonebed, which produced the fossilized remains of extinct tortoises, many of which had soft tissue preservation of skin and claws, and one of which even had a clutch of eggs preserved in its carapace. In addition, petrified wood from the Late Jurassic and Late Cretaceous Periods is found in the Morrison, Wahweap, and Kaiparowits Formations. The plateau also has an expansive exposure of a unique deposit of fossil oyster beds up to six feet thick from the Cretaceous Period, along with other marine mollusk shells.
The eastern portion of the Kaiparowits Plateau is dominated by Fiftymile Mountain and Fiftymile Bench. The upper elevations of these bench lands contain rich and varied ecosystems that include pinyon and juniper woodlands, ponderosa pine forests, and aspen groves. The area is dissected by a labyrinth of picturesque canyons, many of which contain important riparian ecosystems. The Fiftymile Mountain area has a high density of archaeological sites, including masonry structures, which have architectural styles suggesting that the Virgin Branch and Kayenta Branch of Ancestral Pueblos and the Fremont culture converged in the area. There are also sites considered sacred to several Tribal Nations with historical or ancestral ties to the Grand Staircase-Escalante region. This area further contains evidence of early pioneers who tried to scratch out a life on the sparse landscape, including historic cabins, fences, and stock trails. The sagebrush steppe ecosystem of Fiftymile Bench provides views of Window Wind Arch and striking vistas of the skyscraper-like escarpment that is the eastern face of the Straight Cliffs. The Straight Cliffs Formation, which is particularly exposed in this part of southern Utah, is rich with fossil resources containing evidence of primitive mammals, as well as straight cone cephalopods, ammonites, gastropods, pelecypods, and Cretaceous shark teeth. The Straight Cliffs also contain many clusters of balanced or pedestal rocks, known as hoodoos. Sooner Rocks, at the base of the Straight Cliffs, provides outstanding examples of the geologic feature known as “mega-potholes” that are more often found in some of the sandstone formations in and around Glen Canyon.
Grand Bench lies on the southeastern border of the Kaiparowits Plateau between the Burning Hills to the west and Fiftymile Mountain to the east. The sparse road network in Grand Bench makes it one of the most remote locations in the Grand Staircase-Escalante, with largely unspoiled and unimpeded views of the night sky. The Grand Bench area is also home to the mostly freestanding Woolsey Arch, as well as many recorded paleontology sites found in its Cretaceous and Jurassic Period rocks, including petrified wood and important fossils.
The Smoky Mountain area just west of Grand Bench on the Kaiparowits Plateau provides a striking scene. The steep and rugged hilltops of the Burning Hills have been scorched red by naturally occurring underground coal fires that have been smoldering for hundreds, if not thousands, of years. Similarly, Smoky Mountain is dotted with natural chimneys that release hot smoke and sulfuric gasses from the coal fires below. Despite the hostile environment, this area is home to a number of rare and endemic plant species, including Atwood evening primrose and Smoky Mountain globemallow, as well as a thriving herd of desert bighorn sheep and nesting areas for a high density of raptors.
The lower benches of the Kaiparowits Plateau, including John Henry Bench, Tibbet Bench, Nipple Bench, and Jack Riggs Bench, lie to the west of Smoky Mountain and provide important habitat for big game, including desert bighorn sheep and pronghorn, and sweeping views to the south. The Cretaceous Wahweap Formation runs through the area and has been the site of many important fossil finds, including turtle shells, dinosaurs, and crocodile teeth. Just west of Nipple Bench are the Wahweap Hoodoos, ghostly white formations with brown capstones that can appear to float in the right conditions.
Alvey Wash is situated in the northern part of the Kaiparowits Plateau, close to the Straight Cliffs, and north of Death Ridge. In addition to providing access to the interior of the Kaiparowits Plateau, the Alvey Wash area contains geologic objects of historic and scientific interest, including various arches and portions of the Smoky Mountain Road State Scenic Backway, a remote, unpaved route that offers unparalleled views of Lake Powell and the Kaiparowits Plateau. The region’s fossil-rich Cretaceous rocks contain more than a hundred known recorded paleontological sites. Alvey Wash, which likely acted as an important travel route between the Escalante River and the top of the Kaiparowits Plateau, also contains several important Fremont and Ancestral Pueblo sites, including rock writings, rock shelters, cliffside storage structures, and pithouses.
In the northern part of the landscape, east of the towns of Tropic and Cannonville, are the Blues, an area named for the blue-grey sandstone that provides a striking contrast against the forested uplands and the pink and white cliffs of Powell Point towering in the background. The velvety gray slopes of these shale badlands include exposures of the Kaiparowits Formation that are unique on the Colorado Plateau. Representing rapid accumulation of sediment during the Late Cretaceous Period, the stratigraphy has facilitated the discovery of a diversity of fossils, including early mammals, lizards, dinosaurs, crocodilians, turtles, mollusks, and some fossils found nowhere else on Earth, including one of the largest oviraptors ever discovered. This area may also provide habitat for many raptor species, including Swainson’s hawks, golden eagles, and peregrine falcons.
South of the Blues, the Butler Valley area provides jaw-dropping views of multi-colored sandstone cliffs to the north and contains important microvertebrate fossil localities in the Smoky Hollow Member of the Straight Cliffs Formation found near the upper reaches of Wiggler Wash. Also nearby is Grosvenor Arch, a rare double arch with sandstone buttresses that soars 150 feet in the air, as well as the tight canyons of Butler Valley and Round Valley Draw.
To the west of the Cockscomb lies the Hackberry Canyon area, with a deep gorge containing towering Wingate Sandstone cliffs and impressive narrows, and Yellow Rock, a smooth-sided dome that obtains its unique appearance from evaporated pools of water and the presence of limonite in its swirling Navajo Sandstone. With limited vegetation, Yellow Rock provides a commanding view of Hackberry Canyon to the north, the Paria River to the west, and the Cockscomb to the east. The area’s high scenic quality is further enhanced by a number of towering arches, including Sam Pollock Arch, which spans 70 feet in a tributary of Hackberry Canyon. The Hackberry Canyon area contains Virgin Branch of Ancestral Pueblo sites, such as rock shelters, pithouses, lithic scatters, and masonry structures, as well as rock writings that can be found in side canyons. Hackberry Canyon also contains evidence of later Anglo habitation, including Watson Cabin, a one-room log cabin with a fieldstone chimney that was built in the early 1890s and is one of the few standing pioneer structures in the region.
To the west of the Kaiparowits Plateau, the Upper Paria River complex is a highly scenic and colorful maze of canyons, arches, and “hydrothermal-collapse” pipes and dikes that expose the multihued Carmel and Entrada Formations. The area is home to many perennial streams, the Paria River, and hundreds of acres of riparian vegetation, all of which support a particularly rich diversity of terrestrial vertebrate and avian species. Flowing continuously for most of the year thanks to water from the higher elevations in the north and west, the area’s perennial streams have left the area dissected with canyons that eventually drain into the Paria River. As the flow increases, the Paria River cuts its way through a series of benches and cliffs that form a portion of the Grand Staircase as it meanders towards its confluence with the Colorado River near Lee’s Ferry. For example, there is the spring-fed Willis Creek, which flows year-round through a moderately deep gorge that contains several sections of elegant narrows. Other nearby canyons, although dry most of the year, are subject to extreme erosional events from passing storms, such as Lick Wash, a deep canyon enclosed by horizontally striated white sandstone walls that are hundreds of feet high, and Bull Valley Gorge, an impressively deep and narrow canyon cut through Navajo Sandstone containing a variety of rock formations and colors. The Upper Paria River complex contains paleontological sites found in strata from the Jurassic and Cretaceous Periods. The Paria River corridor is also the site of the Paria ghost town, the only historic townsite in the monument. First settled by Latter-day Saint pioneers in 1865 as a farming community, the town was largely abandoned after a series of floods in the late 1800s, save for a post office, which served the area for many years.
After the Paria River crosses the Cockscomb and enters Cottonwood Canyon, it feeds a rich riparian area that provides important habitat for the endangered southwestern willow flycatcher. Cottonwood Canyon and the nearby Rimrocks area are home to a number of rare plants, such as the Tropic goldeneye and Atwood’s pretty phacelia. This area, down to West Clark Bench, is also characterized by high ecological system diversity and is home to a number of rare bee species as well as a number of hot desert endemic species of bees in the northernmost known extent of their range. The Rimrocks area is home to striking geological formations known as the Toadstool Hoodoos, fascinating features composed of Dakota Sandstone boulders perched precariously atop softer and eroded Entrada Sandstone, and a narrow slot canyon that contains rock writings. Further east, other geological formations include the White Rocks, and to the south, the area around the East and West Clark Benches forms a barren and austere landscape that exposes Jurassic and Cretaceous Period rocks rich in paleontological resources.
On the west side of the landscape is the Grand Staircase, a series of intensely colorful cliffs and plateaus that connect Bryce Canyon to the Grand Canyon. The Grey Cliffs are composed of soft Cretaceous shale and sandstone in subdued shades of gray, brown, and yellow that were deposited approximately 130 million years ago. The White Cliffs are high white or yellow cliffs of Navajo Sandstone that consistently reach heights of more than 1,000 feet. The area is home to rare and endemic bee species, particularly near Timber Mountain. The area also contains a number of relict plant communities on the sky islands of No Man’s Mesa and Little No Man’s Mesa, whose steep walls have guarded such communities for thousands of years, providing a living window into the past. Further south, the eponymous Vermilion Cliffs, once the shoreline for the ancient Lake Dixie, contain fossilized fish, dinosaurs, and early reptiles, as well as multiple tracksites. The Flag Point tracksite provides an enduring testament to humans’ fascination with the traces of epochs past. The site contains a series of theropod tracks leading right to the cliff edge and, nearby, pictographs of the tracks that were likely left by ancient indigenous peoples living in nearby communities. The Grand Staircase area is also replete with evidence of thousands of years of human habitation. Pre-historic projectile points and hunter-gatherer residential pit structures are found in the higher elevations, whereas evidence of some of the earliest corn-related agriculture in the Southwest, developed by the Virgin Branch of Ancestral Pueblos, as well as evidence of the Southern Paiute people, who identify this area as part of their ancestral homeland, are found in the lower elevations. This area also contains a number of other unusual and important resources, including a high density of petrified wood and rare and endemic plant species, such as the Higgins spring parsley and Kane breadroot.
The Buckskin Mountain area, located southeast of the Vermilion Cliffs and west of the Cockscomb, is a unique lithological area, rich in rocks from the Triassic Period and late Paleozoic Era. It also provides winter range for the renowned Paunsaugunt mule deer herd and is the location of the Eagle Sink, a stunning sinkhole where the surrounding limestone collapsed to create an enormous 160-foot depression. The area also contains many Ancestral Pueblo cultural sites and provides access to the primary trailheads used to access Buckskin Gulch -‑ the longest slot canyon in the United States, with walls ascending up to 400 feet — located in the adjacent Paria Canyon-Vermilion Cliffs Wilderness.
Protection of the Grand Staircase-Escalante National Monument will preserve its cultural, prehistoric, and historic legacy and maintain its diverse array of natural and scientific resources, ensuring that the prehistoric, historic, and scientific values of this area remain for the benefit of all Americans. Reservation of these lands will preserve the living laboratory within the monument boundaries that will facilitate significant scientific discoveries for years to come. The area contains numerous objects of historic and scientific interest, and it provides world-class outdoor recreation opportunities, including rock climbing, hunting, hiking, backpacking, canyoneering, river running, mountain biking, and horseback riding, that support a travel and tourism sector that is a source of economic opportunity for the region.
WHEREAS, section 320301 of title 54, United States Code (known as the “Antiquities Act”), authorizes the President, in his discretion, to declare by public proclamation historic landmarks, historic and prehistoric structures, and other objects of historic or scientific interest that are situated upon the lands owned or controlled by the Federal Government to be national monuments, and to reserve as a part thereof parcels of land, the limits of which shall be confined to the smallest area compatible with the proper care and management of the objects to be protected; and
WHEREAS, Proclamation 6920 of September 18, 1996, designated the Grand Staircase-Escalante National Monument in the State of Utah and reserved approximately 1.7 million acres of Federal lands as the smallest area compatible with the proper care and management of objects of historic and scientific interest; and
WHEREAS, on three separate occasions the Congress adjusted the boundaries of the monument — the Utah Schools and Lands Exchange Act of 1998, Public Law 105-335, 112 Stat. 3139; title II of Public Law 105-355, 112 Stat. 3247, 3252 (1998); and section 2604 of the Omnibus Public Land Management Act of 2009, Public Law 111-11, 123 Stat. 991, 1120 — ultimately increasing the Federal lands reserved for the monument by more than 180,000 acres.
WHEREAS, Proclamation 9682 of December 4, 2017, modifies the management direction of the Grand Staircase-Escalante National Monument and excludes nearly half of the lands reserved in Proclamation 6920, which include lands containing objects of historic and scientific interest that Proclamation 6920 identifies as needing protection, such as portions of Circle Cliffs and Waterpocket Fold; and
WHEREAS, December 4, 2017, was the first time that a President asserted that the Antiquities Act included the authority to reduce the boundaries of a national monument or remove objects from protection under the Antiquities Act since the 1976 passage of the Federal Land Policy and Management Act, as amended (43 U.S.C. 1701 et seq.); and
WHEREAS, I find that each of the historic and scientific resources identified above and in Proclamation 6920 are objects of historic or scientific interest in need of protection under 54 U.S.C. 320301; and
WHEREAS, I find that the unique nature of the Grand Staircase-Escalante landscape, and the collection of objects and resources therein, make the entire landscape within the boundaries reserved by this proclamation an object of historic and scientific interest in need of protection under 54 U.S.C. 320301; and
WHEREAS, I find that there are threats to the objects identified in this proclamation and Proclamation 6920; and
WHEREAS, I find, in the absence of a reservation under the Antiquities Act, the objects identified in this proclamation and in Proclamation 6920 are not adequately protected by otherwise applicable law or administrative designations because neither provide the Department of the Interior with the specific mandate to ensure proper care and management of the objects, nor do they withdraw the lands from the operation of the public land, mining, and mineral leasing laws, and so a national monument reservation is necessary to protect the objects of historic and scientific interest in the Grand Staircase-Escalante region for current and future generations; and
WHEREAS, I find that the boundaries of the monument reserved by this proclamation represent the smallest area compatible with the protection of the objects of historic or scientific interest as required by the Antiquities Act; and
WHEREAS, it is in the public interest to ensure the preservation, restoration, and protection of the objects of historic or scientific interest on the Grand Staircase-Escalante lands, including the entire monument landscape, reserved within the boundaries established by this proclamation;
NOW, THEREFORE, I, JOSEPH R. BIDEN JR., President of the United States of America, by the authority vested in me by section 320301 of title 54, United States Code, hereby proclaim the objects identified above and in Proclamation 6920 that are situated upon lands and interests in lands owned or controlled by the Federal Government to be the Grand Staircase-Escalante National Monument (monument) and, for the purpose of protecting those objects, reserve as part thereof all lands and interests in lands not currently reserved as part of a monument reservation and that are owned or controlled by the Federal Government within the boundaries described on the accompanying map, which is attached to and forms a part of this proclamation. These reserved Federal lands and interests in lands consist of those lands reserved as part of the Grand Staircase-Escalante National Monument as of December 3, 2017, encompassing approximately 1.87 million acres. As a result of the distribution of the objects across the Grand Staircase-Escalante landscape, and additionally and independently, because the landscape itself is an object in need of protection, the boundaries described on the accompanying map are confined to the smallest area compatible with the proper care and management of the objects of historic or scientific interest identified above and in Proclamation 6920.
All Federal lands and interests in lands within the boundaries of the monument are hereby appropriated and withdrawn from all forms of entry, location, selection, sale, or other disposition under the public land laws, from location, entry, and patent under the mining laws, and from disposition under all laws relating to mineral and geothermal leasing, other than by exchange that furthers the protective purposes of the monument.
This proclamation is subject to valid existing rights. If the Federal Government subsequently acquires any lands or interests in lands not owned or controlled by the Federal Government within the boundaries described on the accompanying map, such lands and interests in lands shall be reserved as a part of the monument, and objects identified above that are situated upon those lands and interests in lands shall be part of the monument, upon acquisition of ownership or control by the Federal Government.
The Secretary of the Interior (Secretary) shall manage the monument through the Bureau of Land Management (BLM), as a unit of the National Landscape Conservation System, and in accordance with the terms, conditions, and management direction provided by this proclamation and, unless otherwise specifically provided herein, those provided by Proclamation 6920, the latter of which are incorporated herein by reference. To the extent any provision of Proclamation 9682 is inconsistent with Proclamation 6920 or this proclamation, the terms of this proclamation and Proclamation 6920 shall govern. To further the orderly management of monument lands, the monument will be managed as a single unit comprising the entire 1.87 million-acre Grand Staircase-Escalante National Monument.
For purposes of protecting and restoring the objects identified above and in Proclamation 6920, the Secretary shall prepare and maintain a new management plan for the entire monument. The Secretary, through the BLM, shall consult with other Federal land management agencies or agency components in the local area, including the National Park Service, in developing the management plan. The Secretary shall provide for maximum public involvement in the development of that plan, including consultation with federally recognized Tribal Nations and State and local governments. In the development and implementation of the management plan, the Secretary shall maximize opportunities, pursuant to applicable legal authorities, for shared resources, operational efficiency, and cooperation.
The Secretary, through the BLM, shall maintain an advisory committee under the Federal Advisory Committee Act (5 U.S.C. App.) with the specific purpose of providing information and advice regarding the development of the management plan and, as appropriate, management of the monument, including scientific research that occurs therein. This advisory committee shall consist of a fair and balanced representation of interested stakeholders, including State and local governments, Tribal Nations, recreational users, conservation organizations, educators, local business owners, private landowners, and the scientific community, which may include members with expertise in archaeology, paleontology, entomology, geology, botany, wildlife biology, social science, or systems ecology.
Nothing in this proclamation shall be deemed to enlarge or diminish the rights or jurisdiction of any Tribal Nation. The Secretary shall, to the maximum extent permitted by law and in consultation with Tribal Nations, ensure the protection of sacred sites and cultural properties and sites in the monument and provide access to Tribal members for traditional cultural, spiritual, and customary uses, consistent with the American Indian Religious Freedom Act (42 U.S.C. 1996) and Executive Order 13007 of May 24, 1996 (Indian Sacred Sites), including collection of medicines, berries and other vegetation, forest products, and firewood for personal noncommercial use in a manner consistent with the care and management of the objects identified above and in Proclamation 6920.
The Secretary shall manage livestock grazing as authorized under existing permits or leases, and subject to appropriate terms and conditions in accordance with existing laws and regulations, consistent with the care and management of the objects identified above and in Proclamation 6920. Should grazing permits or leases be voluntarily relinquished by existing holders, the Secretary shall retire from livestock grazing the lands covered by such permits or leases pursuant to the processes of applicable law. Forage shall not be reallocated for livestock grazing purposes unless the Secretary specifically finds that such reallocation will advance the purposes of this proclamation and Proclamation 6920.
Nothing in this proclamation shall be construed to alter the authority or responsibility of any party with respect to emergency response activities within the monument, including wildland fire response.
Nothing in this proclamation shall be deemed to revoke any existing withdrawal, reservation, or appropriation; however, the monument shall be the dominant reservation.
Warning is hereby given to all unauthorized persons not to appropriate, injure, destroy, or remove any feature of the monument and not to locate or settle upon any of the lands thereof.
If any provision of this proclamation, including its application to a particular parcel of land, is held to be invalid, the remainder of this proclamation and its application to other parcels of land shall not be affected thereby.
IN WITNESS WHEREOF, I have hereunto set my hand this eighth day of October, in the year of our Lord two thousand twenty-one, and of the Independence of the United States of America the two hundred and forty-sixth.
JOSEPH R. BIDEN JR.
- END -
Original proclamation may be found here: https://www.whitehouse.gov/briefing-room/presidential-actions/2021/10/08/a-proclamation-on-grand-staircase-escalante-national-monument
Original live stream may be found here: https://www.youtube.com/watch?v=vqdohiEuvWY | <urn:uuid:17341a2e-301c-4ee5-83bd-dc68989a920f> | CC-MAIN-2023-40 | https://clevelandaim.us/articles/biden-proclamation-grand-staircase-escalante-national-monument | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00303.warc.gz | en | 0.929667 | 10,062 | 3.421875 | 3 |
Annular solar eclipse on June 21, 2020
In June 2020, the moon turns new fewer than nine hours after the June 20 solstice. This new moon will sweep right in front of the sun on Sunday, June 21, 2020, to stage an annular – ring of fire – solar eclipse for a narrow but long slice of the world’s Eastern Hemisphere. A much larger swath of Earth will see varying degrees of a partial solar eclipse.
We in the Americas won’t be able to view this solar eclipse at all. It’ll happen during nighttime hours for us on the night of June 20 (early morning of June 21). By the time the sun rises over the Americas on June 21, the eclipse will be long over. Yet, we in the Americas have a slight chance of catching a very young moon – an exceedingly slim crescent, visible only shortly after sunset – on the evening of June 21.
Also, if the weather holds in various parts of Africa and Asia, it’ll be possible to watch the eclipse online via the Virtual Telescope Project. Gianluca Masi of Virtual Telescope is putting together an international team of observers along various parts of the eclipse path. Note that, for observers in the Americas, the eclipse will take place during the night of June 20. See the poster below, and find details of Virtual Telescope’s eclipse livestream here.
If you are watching the eclipse in your sky, proper eye protection must be used throughout the entire June 21 solar eclipse. That’s because an annular eclipse is, essentially, a partial eclipse. Like a total eclipse of the sun, the new moon will move directly in front of the sun. Unlike a total solar eclipse, the new moon during an annular eclipse is too far away to cover the solar disk completely. At mid-eclipse, an annulus – or thin ring – of the sun’s surface will surround the new moon silhouette. Important reminder: No matter where you are, use proper eye protection at all times during the June 21 solar eclipse!
We refer you to the worldwide map and animation below. The long, skinny annular eclipse path in red will swing a solid 1/3 the way around the world, but spans only 53 miles (85 km) at its widest point. Although the entire annular eclipse on a worldwide scale lasts for about 3 3/4 hours, the maximum length of the annular eclipse at any one place is only 1 minute and 22 seconds.
The annular eclipse starts at sunrise in Africa, and then – some 3 3/4 hours later – ends at sunset over the Pacific Ocean. Greatest eclipse will take place at the border of India, Nepal and China. There, the path width shrinks to a minimum of 13 miles (21 km) with annularity lasting a scant 38 seconds.
On a worldwide scale, the partial solar eclipse starts about one hour before the annularity first begins, and ends about one hour after the annular eclipse comes to an end. Here are the eclipse times on a worldwide scale in Universal Time (UTC):
Partial solar eclipse first begins: 03:46 UTC on June 21, 2020
Annular eclipse first begins: 04:48 UTC on June 21, 2020
Greatest or maximum eclipse: 06:40 UTC on June 21, 2020
Annular eclipse finally ends: 08:32 UTC on June 21, 2020
Partial solar eclipse finally ends: 09:34 UTC on June 21, 2020
Local eclipse times for your part of the world
To find out the local eclipse times for your time zone (no conversion is necessary):
Why is the annular eclipse so short at greatest eclipse?
Along the annular eclipse path, the duration of annularity is greatest at the path’s beginning (just after sunrise) and ending (just before sunset). The duration is the least at the “greatest” eclipse (at and near noon).
The annular eclipse is 1 minute 22 seconds at the beginning of the eclipse path, and 1 minute and 17 seconds at the end. Midway through the path, at the greatest eclipse, the annular eclipse is only 38 seconds long.
Keep in mind that when the moon is nearer the horizon, it is farther away from where you reside on the Earth’s surface than when the moon is high overhead. Because the moon is relatively close to Earth while the sun resides so far away, the apparent size of the moon changes appreciably during the day whereas the sun’s apparent size does not.
If this annular eclipse takes place near the horizon, at early morning or late afternoon, then the smaller moon takes more time to cross the solar disk, resulting in a longer annular eclipse.
On the other hand, if the annular eclipse takes place at or around noon, the closer and larger moon takes less time to cross the solar disk, resulting in a shorter annular eclipse.
Exactly six lunar months (six new moons) after this annular eclipse, there’ll be a total eclipse of the sun on December 14, 2020. The new moon will be closer (and therefore larger) than during the June 2020 annular eclipse, so it’ll be a total solar eclipse instead. Yet, the moon will still be more distant (and smaller) at the beginning and the end of the worldwide path of the total solar eclipse, and closer (and larger) at the middle of the path. So it’ll be a shorter total solar eclipse at the beginning and ending of the eclipse path, but a longer total solar eclipse near the middle.
Bottom line: If you live in the world’s Eastern Hemisphere, you might be in a position to watch the annular solar eclipse on June 21, 2020. If so, please remember to use proper eye protection. Eclipse times, links and viewing charts here. | <urn:uuid:76d42002-4d44-4934-9419-4727be21fc7e> | CC-MAIN-2023-40 | https://earthsky.org/astronomy-essentials/annular-solar-eclipse-on-june-21-2020/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00303.warc.gz | en | 0.893735 | 1,206 | 3.109375 | 3 |
Drawn from the rich collection of the National Building Arts Center (NBAC), Urban Archaeology brings together salvaged architectural elements from landmark buildings, residential homes and neighborhood institutions built in St. Louis between 1840 and 1950.
The artifacts on display will represent important histories of material innovation, labor and everyday life, and the exhibition at the Pulitzer Arts Foundation will shed light on the city’s history, revealing complicated legacies of power, wealth and neglect that shape our experience of the built environment and daily life.
By studying St. Louis’ architectural past, Urban Archeology encourages us to imagine new ways of building, keeping, knowing and inhabiting places.
Located in Sauget, Illinois, the NBAC emerged in response to the rapid economic decline and widespread demolition that the city experienced beginning in the 1950s. NBAC has worked over four decades to salvage and preserve significant parts of condemned buildings that would otherwise be completely lost, amassing the largest and most diversified collection of building artifacts in the U.S.
Urban Archaeology will be the most extensive public presentation of NBAC’s collection to date.
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* Indicates a required field. | <urn:uuid:1ae77758-96dd-4276-b34a-39bff19efe72> | CC-MAIN-2023-40 | https://explorestlouis.com/event/urban-archaeology-lost-buildings-of-st-louis/2023-09-23/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00303.warc.gz | en | 0.907973 | 297 | 2.625 | 3 |
The science-fiction plot of the film Inception, whereby Leonardo DiCaprio enters into different folks’s desires to work together with them and steal secrets and techniques from their unconscious, appears to be only one step nearer to actuality as scientists have discovered a method to implement this.
In a latest examine revealed within the journal Science Direct, researchers have discovered that folks can talk in real-time throughout a lucid dream.
For the primary time, scientists “communicated” with folks throughout lucid dreaming — when the dreamer is conscious that they’re dreaming.
Through the course of the examine, it was discovered that folks can understand questions from an experimenter and supply solutions utilizing electrophysiological indicators.
Lucid dreaming is a uncommon phenomenon and might seldom be summoned at will, making it tough for researchers to seize them within the lab in a dependable method.
The analysis “confirmed that dreamers are able to comprehending questions, participating in working-memory operations, and producing solutions,” throughout lucid desires, examine creator Ken Paller of Northwestern College was quoted by a report as saying.
Our new paper simply dropped open entry: Actual-time dialogue between experimenters and dreamers throughout REM sleep https://t.co/DxByWMlMgl
— Ken Paller (@kap101) February 18, 2021
It was additionally discovered that it was potential for individuals who had been dreaming to comply with directions, do primary arithmetic, reply yes-or-no questions, and inform varied different sensory inputs aside.
“Most individuals would possibly predict that this might not be possible–that folks would both get up when requested a query or fail to reply and definitely not comprehend a query with out misconstruing it,” Ken Paller was quoted as saying.
BUT HOW IS IT POSSIBLE?
Researchers carried out procedures for two-way communication throughout polysomnographically — a multi-parametric check used within the examine of sleep — verified rapid-eye-movement (REM) sleep in 36 people throughout France, Germany, the Netherlands, and the USA.
The speedy eye motion (REM) part of sleep is when probably the most dreaming happens. Fast eye motion (REM) sleep is among the 5 phases the mind strikes by means of throughout sleep. In accordance with a report, Individuals enter REM sleep inside the first 90 minutes of falling asleep.
Lucid desires happen predominantly throughout REM sleep and will be accompanied by eye-movement indicators used to point that dreamers recognise that they’re dreaming or to transmit different info reminiscent of time-stamping dream occasions.
Researchers used a number of strategies for speaking out and in of desires. In every of the 36 circumstances, REM sleep was verified with commonplace polysomnographic strategies and sensory stimulation was used to convey inquiries to the dreaming participant.
Previous to the examine, members typically practiced receiving questions from the experimenter and producing solutions within the type of physiological indicators primarily based on facial or eye actions, the Science Direct report stated.
Nevertheless, they didn’t know which particular questions can be posed to them throughout sleep, “such that the communication is subsequently undertaken throughout sleep was at all times novel”.
AN EXAMPLE OF HOW IT WAS CONDUCTED:
A 19-year-old American participant obtained sound cues throughout a 90-min daytime nap, close to the start of a interval of REM sleep.
A hypnogram (a graph that represents the phases of sleep as a perform of time) confirmed that his REM sleep started 68 minutes after sleep onset.
He indicated that he was in a lucid dream with a collection of three left-right eye actions.
Then the scientists introduced a spoken math drawback — 8 minus 6. Inside 3 seconds, he responded with two left-right eye actions to sign the proper reply 2.
The maths drawback was then repeated, and he once more produced the proper reply.
Upon awakening when he was requested what he had skilled, the participant stated he dreamed about his favourite online game.
“I used to be in a parking zone at nightthen instantly it was daytime and I used to be within the online game. I assumed, okay that is most likely a dream. After which one thing bizarre. I misplaced management of all my muscular tissues. There was a roaring sound of blood speeding to my ears,” the participant stated.
When the experimenter requested him whether or not he remembered listening to any math issues, he stated, “I feel I heard three [problems]. I answered ‘2’ for all of them, however I don’t bear in mind what the primary one was. I simply bear in mind the final one was ‘8 minus 6.’”
WHAT THE STUDY REVEALED?
Because of this, researchers discovered that “people in REM sleep can work together with an experimenter and interact in real-time communication” senior creator Ken Paller of Northwestern College stated in a press release.
“Throughout this part, eyes transfer quickly in varied instructions. The opposite 4 phases are known as non-REM (NREM) sleep,” it stated.
“Lucid dreamers had been capable of comply with directions to compute mathematical operations, reply yes-or-no questions, or discriminate stimuli within the visible, tactile, and auditory modalities,” the ScienceDirect report stated.
In accordance with a report in Science that quoted from Present Biology, the researchers requested 158 inquiries to the lucid dreamers, who responded appropriately 18.6 per cent of the time. The dreamers gave the incorrect reply to solely 3.2 per cent of the questions; 17.7 per cent of their solutions weren’t clear and 60.8 per cent of the questions received no response.
“After a number of questions, the dreamers had been woken up and requested to explain their desires. Some remembered the questions as a part of a dream: One dreamer reported math issues popping out of a automobile radio. One other was at a celebration when he heard the researcher interrupting his dream, like a narrator in a film, to ask him whether or not he spoke Spanish,” the report stated.
Mentioning the expertise of among the folks concerned within the examine, the report in Science Direct stated, “Throughout REM sleep, these people exhibited varied capabilities, together with performing veridical perceptual evaluation of novel info, sustaining info in working reminiscence, computing easy solutions, and expressing volitional replies.”
How did they reply? The dreamers answered in real-time with volitional eye actions or facial muscle indicators, the examine stated.
“Their responses included distinctive eye actions and selective facial muscle contractions, constituting appropriately answered questions on 29 events throughout 6 of the people examined,” the report stated.
(With inputs from The Unbiased, Science Direct, journal Science)
Let’s block advertisements! (Why?) | <urn:uuid:cbc3f909-08cc-4ab4-b242-c75cf4391ca4> | CC-MAIN-2023-40 | https://themediacoffee.com/in-a-first-scientists-have-conversation-with-people-during-lucid-dreams-india-today/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00303.warc.gz | en | 0.944343 | 1,452 | 2.515625 | 3 |
The number of children admitted to English hospitals with bacterial pneumonia decreased by a fifth in the two years following the introduction of a vaccine to combat the disease, according to a new study published today in the journal Thorax.
Bacterial pneumonia is a serious illness caused by Streptococcus pneumoniae bacteria that mostly affects babies, young children and elderly people. In Europe, around one in ten deaths in the under-fives is caused by the disease.
Bacterial pneumonia usually develops as a complication following a respiratory tract infection such as influenza. Symptoms include difficulty breathing, wheezing, fever and loss of appetite.
In September 2006, a vaccine known as PCV7 was introduced into the childhood primary immunisation programme across the UK, to protect against seven different strains of Streptococcus pneumoniae bacteria.
Today's study, led by researchers from Imperial College London, shows that in the first two years following the introduction of this vaccine, hospital admissions for bacterial pneumonia decreased by 19 per cent amongst children aged under 15 years. Admissions for empyema, a rare and serious complication of bacterial pneumonia, decreased by 22 per cent.
The pneumococcal vaccine is administered at two, three and 13 months of age. When it was first introduced there was a catch-up campaign for children up to two years. Take-up of the vaccine over the study period was high. It was administered to an average of 84 per cent of eligible children in England in the first year following its introduction and 91 per cent the following year.
Dr Sonia Saxena, who led the study from the School of Public Health at Imperial College London and works as a GP in South London, said: "It's a frightening experience for everyone involved when your child becomes unwell and very disruptive to families if they need to be admitted to hospital, so we're really pleased that the number of children becoming seriously unwell and needing admission to hospital with bacterial pneumonia and empyema has fallen since the vaccination programme was introduced. In addition, it's great that such a large proportion of parents chose to have their child vaccinated over the period we were studying. The success of any vaccination programme depends on vaccinating as many people as possible. Now that we have clear evidence about the benefits of the pneumonia vaccine, we hope more parents will be encouraged to have their children vaccinated in future."
The study showed that the number of older children admitted with bacterial pneumonia decreased, as well as the number of younger children, following introduction of the vaccine. This result suggests that vaccinating young children against bacterial pneumonia also provides protection for older, non-vaccinated children, providing 'herd immunity' by slowing the spread of disease.
The PCV7 vaccine was introduced in England after hospital admission rates for bacterial pneumonia and empyema increased by 31 per cent and 260 per cent respectively, between 1997 and 2006, amongst children aged under 15 years. The reasons for this increase are unclear. Prior to the introduction of PCV7, there were 13,771 hospital admissions for bacterial pneumonia among children under 15 years in 2005.
The PCV7 vaccine has now been replaced with a newer pneumococcal vaccine called PCV13, which works in the same way as PCV7 but protects against more strains of Streptococcus pneumoniae bacteria. There are around 90 strains of this bacteria and around a quarter of cases are caused by strains not covered by PCV13.
Joanna Murray, a co-author of the study, also from the School of Public Health at Imperial College London, added: "Our study looked at a two year period since the introduction of PCV7. We are keen to see whether there continues to be a decrease in the number of cases, which is what we are hoping. Our results are encouraging, but even with a vaccination programme in place bacterial pneumonia remains an important cause of morbidity and mortality among children. Scientists are working to develop even better vaccines that can protect against more strains of Streptococcus pneumoniae bacteria and protect even more people."
The study was funded by the National Institute for Health Research, the Medical Research Council and the Engineering and Physical Sciences Research Council.
For further information please contact:
Research Media Officer (Medicine)
Imperial College London
Tel: +44(0)20 7594 2198
Out of hours duty press officer: +44(0)7803 886 248
Notes to editors:
1. E. Koshy et al. Impact of the seven-valent pneumococcal conjugate vaccination (PCV7) programme on childhood hospital admissions for bacterial pneumonia and empyema in England: national time-trends study, 1997-2008. Thorax, September 2010.
A copy of the full paper can be downloaded at: https://fileexchange.imperial.ac.uk/files/43f83d242db/THORAX_Koshy%20et%20al%202010.pdf
2. About Imperial College London
Consistently rated amongst the world's best universities, Imperial College London is a science-based institution with a reputation for excellence in teaching and research that attracts 14,000 students and 6,000 staff of the highest international quality. Innovative research at the College explores the interface between science, medicine, engineering and business, delivering practical solutions that improve quality of life and the environment - underpinned by a dynamic enterprise culture.
Since its foundation in 1907, Imperial's contributions to society have included the discovery of penicillin, the development of holography and the foundations of fibre optics. This commitment to the application of research for the benefit of all continues today, with current focuses including interdisciplinary collaborations to improve global health, tackle climate change, develop sustainable sources of energy and address security challenges.
In 2007, Imperial College London and Imperial College Healthcare NHS Trust formed the UK's first Academic Health Science Centre. This unique partnership aims to improve the quality of life of patients and populations by taking new discoveries and translating them into new therapies as quickly as possible.
3. About the Medical Research Council (MRC)
For almost 100 years the Medical Research Council has improved the health of people in the UK and around the world by supporting the highest quality science. The MRC invests in world-class scientists. It has produced 29 Nobel Prize winners and sustains a flourishing environment for internationally recognised research. The MRC focuses on making an impact and provides the financial muscle and scientific expertise behind medical breakthroughs, including one of the first antibiotics penicillin, the structure of DNA and the lethal link between smoking and cancer. Today MRC funded scientists tackle research into the major health challenges of the 21st century. | <urn:uuid:956646b7-72ca-4687-bf52-18f40aa26e64> | CC-MAIN-2023-40 | https://www.eurekalert.org/news-releases/659424 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00303.warc.gz | en | 0.951665 | 1,408 | 2.859375 | 3 |
Due to a special weather phenomenon, experts are warning of a record global average temperature in the coming year - or even this year. The impending El Niño does not bode well, said Petteri Taalas, Secretary General of the World Weather Organization (WMO), at the presentation of the 2022 climate report in Geneva on Friday. Because the phenomenon has a warming effect, the global average temperature could peak as early as next year, Taalas said.
The El Niño event that is likely to develop over the course of this year "first of all increases the probability that 2023 and 2024 will match or exceed the previous record value of 2016 in terms of global mean temperature," said Andreas Fink from the Karlsruhe Institute of Technology ( KIT). Helge Goessling from the Alfred Wegener Institute (AWI) in Bremerhaven takes a similar line: It could well be "that new global records will be set in 2023 or 2024".
Karsten Haustein from the Institute for Meteorology at the University of Leipzig even considers it conceivable that the year 2024 "will also exceed the 1.5-degree mark globally for the first time on an annual basis".
1.5 degree target already no longer achievable?
The countries of the world actually want to prevent warming exceeding 1.5 degrees as much as possible. This is what the Paris climate agreement says. But the climate protection efforts made so far are far from sufficient. The Intergovernmental Panel on Climate Change (IPCC) has shown that the target is likely to be exceeded for many years before the average global temperature falls again - but only if countries implement significantly stricter climate protection measures.
Records set in 2022 include a new low in Antarctic sea ice, a new peak in greenhouse gas concentrations in the atmosphere, the largest glacial melt in Europe and the highest ocean heat content, the WMO report says. The values always refer to the beginning of the measurements, which are several decades or more in the past.
Because of historical greenhouse gas emissions, it is already clear that these negative trends will continue into the 2060s, regardless of all efforts today, Taalas said. However, if ambitious climate protection measures are implemented now, there is a chance that warming will fall below the 1.5 degree target again after it has been temporarily exceeded.
The WMO confirmed that 2022 was the fifth or sixth warmest year since industrialization, at plus 1.15 degrees above the average for the years 1850 to 1900. The measured values are so close together that it is impossible to distinguish them precisely. 2015 to 2022 were the eight warmest years.
Developments this year, and especially next year, are likely to be shaped by El Niño. "At the moment it looks very much as if a strong El Niño will occur again in 2023 for the first time since 2015/2016," said climate scientist Haustein. El Niño is characterized by altered ocean and atmospheric currents and higher ocean surface temperatures in the Pacific. According to Haustein, El Niño has only a minor impact on the weather in Europe. | <urn:uuid:0358b33f-24ee-4832-b5ac-8457d615f069> | CC-MAIN-2023-40 | https://www.indonewyork.com/breaking/climate-el-nio-makes-global-heat-records-more-likely-2-h84896.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00303.warc.gz | en | 0.934343 | 636 | 3 | 3 |
What are game theory and bargaining theory?
The best definition of Game Theory contained in “Dictionary of Economics” it states:
Much of economic theory is concerned with the process and conditions under which individuals or firms maximize their own benefits or minimize their own costs in markets in which their individual actions do not materially influence others (perfect competition). There are, however, many cases in which economic decisions are made in situations of conflict, where one party’s actions induces a reaction from others. An example is wage bargaining between employers and unions. A more simple case is the of duopoly, in which the price set by one seller will be based on his view of that set by the other in reply.
The free online Encyclopedia Wikipedia begins their definition of Game Theory with the following explanation:
Game theory is a mathematical model used to study problems in economics, and, to a lesser but still significant extent, political science and psychology as well. It is used to study interactions with formalized incentive structures (“games”). The predicted and actual behavior of individuals in these games are studied, as well as optimal strategies.
A group of academic game theorists defines game theory as:
Game theory studies strategic interaction in competitive and cooperative environments. Only fifty years old, it has already revolutionized economics, and is spreading rapidly to a wide variety of fields. It develops general mathematical formulas and algorithms to identify optimal strategies and to predict the outcome of interactions.
Bargaining Theory deals with a more narrow class of problems than Game Theory, but many economists tend to use the terms interchangably. Both bargaining theory and game theory can be broken into various subfields, most notably evolutionary game theory. The Economics Glossary gives the following definition for Evolutionary Game Theory: “Evolutionary game theory describes game models in which players choose their strategies through a trial-and-error process in which they learn over time that some strategies work better than others.” | <urn:uuid:d996c5c0-159c-4e7b-8de6-3e501827f6df> | CC-MAIN-2023-40 | https://www.ayo2006.com/?p=278 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510412.43/warc/CC-MAIN-20230928130936-20230928160936-00203.warc.gz | en | 0.953635 | 399 | 3.390625 | 3 |
Can vegetarian have iron defiency?
VEGETARIANISM: PROBLEMS WITH IRON IN VEGETARIAN DIETS
Iron for vegetarians
Any kind of diet, if not done in a balanced, varied way, with an organized structure, which does not contemplate any possible lack of nutrients, can generate inadvertently nutritional deficiencies.
The important nutrients, and, in some cases, the essential ones, if not properly provided, can bring nutritional deficiencies being a risk factor of multitude of problems, disorders and diseases, unnecessary and avoidable with a proper nutrition.
One of nutrient deficiencies that is usually more common in vegetarian diets is the iron deficiency.
Iron. What is?
Drinking coffee after meals is a very common practice. Coffee reduces the absorption of iron from food
Iron in plant foods is less well absorbed than that found in foods of animal origin, so we must monitor and ensure its intake in order to avoid shortages or related diseases as anemia.
In addition, we must also take into account that iron resides in significant quantities in animal foods such as meat, but also in other plant foods such as legumes, nuts,… Vitamin C helps increase iron absorption. (See iron-rich foods)
Iron and vitamin C
Consuming iron-rich foods together with foods rich in vitamin C increases iron absorption. Since vegetarians tend to attain higher doses of vitamin C, although the way we find iron in plant foods is less absorbable than in food of animal origin, the actual fact is that vegetarians ingest more vitamin C from their diet which helps them to absorb iron.
However, a lack of this mineral for a period of time, can end up causing a severe iron deficiency anemia.
Iron is needed to form red blood cells from the bloo. Iron deficiency might occur for various reasons, either by an insufficient intake, malabsorption, abundant menses, etc..
Therefore, to avoid the appearance of negative consequences for our health, it is important to have a diet rich in iron, making sure we actually meet the needs of this mineral. We can achieve a good level by means of performing a wide variety of foods such as nuts, legumes, vegetables rich in iron, together with foods rich in vitamin C.
How to consume food to increase absorption of iron
- It is preferable to control the intake of beverages such as tea, coffee, and foods like bran that is rich in fiber, and this in turn is rich in phytates. Phytates, caffeine and proteins, decrease the absorption of iron, therefore, they should be avoided in case of anemia.
- If you consume iron-rich foods together with foods rich in calcium, iron absorption will decrease, so you should always take them separately.
- Soaking, fermenting, sprouting and cooking (boiling) cereals, legumes and some seeds diminishes the amount of phytates and therefore increases the absorption of iron.
More information on problems in vegetarianism
7 May, 2021 | <urn:uuid:1471eb90-7b60-4607-ab7d-0d9c5c185f6e> | CC-MAIN-2023-40 | https://www.botanical-online.com/en/diet/iron-vegetarianism | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510412.43/warc/CC-MAIN-20230928130936-20230928160936-00203.warc.gz | en | 0.931363 | 622 | 2.734375 | 3 |
A 15-second NASA animation shows the steady and rapid warming of the planet since the middle of the 20th century, with regions in the Arctic and Siberia warming as much as 2 to 4 degrees C (3.6 to 7. 2 degrees F) above a long-term average.
The animation begins in 1950, but the intensity of the yellow, orange, and red colors shows how much temperatures have increased compared to baseline temperature data collected from 1880 to the present. NASA said that nine of the planet’s 10 warmest years have occurred since 2000, and worldwide surface temperatures continued to rise in 2013, according to satellite and meteorological data.
Since 1880, when atmospheric concentrations of CO2 were 285 parts per million (ppm), the average global temperature has risen 1.4 degrees F; atmospheric CO2 concentrations crossed a milestone of 400 ppm last year. “Long-term trends in surface temperatures are unusual and 2013 adds to the evidence for ongoing climate change,” NASA scientist Gavin Schmidt said.
Article appearing courtesy Yale Environment 360. | <urn:uuid:ea095e8c-c782-4eab-a6e7-c8eae6d41c98> | CC-MAIN-2023-40 | https://cleantechies.com/nasa-animation-shows-relentless-pace-of-warming-since-1950/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510528.86/warc/CC-MAIN-20230929190403-20230929220403-00103.warc.gz | en | 0.916582 | 214 | 3.84375 | 4 |
Luna moths are a striking lime green in color, with handsome eyespots on their wings. With a wingspan of up to 4 ½ inches, they are among the largest moths in North America. And the adult moths live for just seven days, in which all they do is reproduce as much as possible before they die.
This brief lifespan and their nocturnal habits make the luna moth rare and exciting to see, even though they are large in number and common in the regions where they live and breed. Many people are eager to learn more about the elusive actias luna, the American Moon Month.
Table of Contents
Where do Luna Moths Live
Luna moths are native to North America, where they can be found east of the Great Plains, but as far west as Saskatchewan, Canada. They range from the south of Canada to the north of Mexico, although they have been seen as far south as Mexico City. The population is greatest in the states of Tennessee, Georgia, the Carolinas, and Alabama.
They live in deciduous forests, where the luna moth caterpillar feeds on the leaves of trees.
In the northern parts of their range, they produce only once a year, so adult luna moths are only to be seen for a few short nights in the mid-summer, from June through July. They are largest in the north, and have the most vivid green color.
In the southern part of their range, they can reproduce up to three times a year, emerging in springtime and having two or three generations of Luna Moths in a single year. In the southern part of their range, they tend to be smaller and have wings that are a paler, yellow-green in color.
The Luna Moth Life Cycle
Like all moths, luna moths lay eggs on the leaves of trees on which the caterpillars will feed. A female luna moth will lay 400-600 eggs during her short life, in small clutches of 4-6 eggs at a time. The eggs incubate for 1-2 weeks and then hatch into caterpillars. The caterpillars feed voraciously for up to two months, before making a cocoon and pupating.
About Luna Moth Caterpillars
While adult luna moths are rare and impressive, luna moth caterpillars are also exceptional little creatures, worth paying attention to themselves.
Luna moth caterpillars eat the leaves of deciduous trees in the region where they live. Luna moth caterpillars can eat the leaves of a wide variety of trees, including:
However, the caterpillars of one region or habitat will not always live and thrive on the leaves of the tree of another region, even though Luna Moth caterpillars local to that tree species will. Northern luna moth caterpillars frequently live on white birch, while their southern cousins often eat hickory, walnut, or sumac leaves. Hickory and sweetgum appear to be good luna moth caterpillar food sources for all regions.
When growing luna moth caterpillars in captivity, hickory is a difficult food source because the branches wilt quickly when cut. It’s best to have a large supply of living hickory trees in order to have enough to feed hungry caterpillars. This is why most people choose to feed sweetgum to luna moth caterpillars when growing them in captivity. However, when grown in captivity, it is good to provide the young caterpillars with a variety of different tree species to see which they prefer. Just make sure that you offer a species of tree that is plentiful enough to keep up with their enormous appetites.
While they are young, luna moth caterpillars will often stay close to each other, and will sample several kinds of trees. Over time they will move on to a solitary life, feeding on the tree leaves of whatever tree species they have come to prefer. When they get larger, they can strip a whole branch of leaves in a day, due to their voracious appetites, so they require substantial room to forage in the wild. However, the overall population of Luna Moths is small enough that they don’t pose any threat to forests or host trees.
Like many insects, the luna moth caterpillar goes through several distinct growth phases. These phases are called instars. At every instar, the caterpillar will shed its skin and emerge larger and with an altered appearance. Luna moth caterpillars go through five instars.
- The first instar: The caterpillar emerges from the egg a pale green color, often with even paler green spots, covered with small spines. It is typically 6-8 millimeters long
- The second instar: The caterpillar develops yellow or golden spots, and spines are fewer but thicker. It is typically 9-10 millimeters long
- The third instar: The third instar of the luna moth caterpillar has the same lime green color, but the yellow spots tend toward deeper gold or orange, and spines are even shorter and thicker. It is generally 13-15 millimeters long at this phase
- The fourth instar: During the fourth instar, the spot pattern changes, and deep ridges have developed on the caterpillar. Spines are fewer, longer, and thicker. It has begun to take on a rough surface texture. During this phase, it grows to 23 millimeters long.
- The fifth instar: During the fifth and final instar, the caterpillar has a rough surface texture with very few spines. It is lime green with small orange and yellow spots. It grows to an enormous 65 millimeters long.
When the caterpillar is ready to pupate, it loses its bright green color and turns a deep rusty orange color.
How they defend themselves
Luna moth caterpillars are so large that they are an attractive meal for a wide variety of predators. They rely on a variety of methods to defend themselves.
- Camouflage: The bright green color of the luna moth caterpillar is similar to the colors of the leaves it lives on and eats. It can be difficult for predators to see.
- Behavior: When threatened, the luna moth caterpillar raises the front part of their body and retracts their head into an odd “sphinxlike” pose, perhaps intended to make them look less like a caterpillar. They can also make a clicking noise with their mandibles.
- Attack: When under attack, luna moth caterpillars regurgitate unpleasant fluids onto their attacker. This fluid has been shown to deter predation from ants and mice.
Luna Moth Caterpillar Pupae
When the luna moth larvae are large enough, they begin to make a cocoon. The cocoon is a single layer of silk, and often incorporates leaves into the wrapping. While some moths anchor their cocoons to a tree branch, but Luna Moths do not, so the cocoons often fall to the ground.
In the northern part of their range, where luna moth only reproduce once a year, the moth may remain inside the cocoon all winter long, entering a state called diapause. Diapause is similar to hibernation, and the moth will remain inside the cocoon until the exterior light and temperature levels are favorable enough to trigger it to emerge.
In warmer southern climates, the luna moth may reproduce up to three times a year, so the larvae only remain inside the cocoon for a couple of weeks before emerging as adults.
Luna moths are a particularly active species inside their cocoons. When disturbed or threatened, they will actively wiggle and produce sounds.
It is in the pupa stage inside the cocoon that it first becomes possible to differentiate male and female luna moths. Female luna moths develop two distinct longitudinal creases or notches in the fourth and fifth segments of their abdomen. Males do not have these creases.
Adult Luna Moths
When they emerge from their cocoons, luna moths are their most vulnerable. Their wings are wrinkled and compressed against their bodies, and it will be a few hours before they have sufficient strength to fly. The males emerge from their cocoons a few hours before females, and they hang under a leaf, slowly pumping fluid from their abdomens out to expand and strengthen their wings enough for flight at night.
When female luna moths emerge, they also need to dry and strengthen their wings. But, unlike males, they do not take flight once their wings are dry and ready. Instead, they begin to emit pheromones to attract males. Female luna moth pheromone production peaks at about midnight, when the males are most active.
Male luna moths have large, sensitive antennae designed to detect the hormonal signals from the female. These antennae are the primary way to distinguish male and female adult luna moths, and the male can detect female pheromones over very long distances. Once the male has located a female, he mates with her and then flies off to find another female. Mating peaks within an hour or two of midnight, and the male will continue to mate as long as he is able.
Adult luna moths do not eat. In fact, they do not even have functional mouths. In the northern climates where luna moths only emerge and breed annually, the adults are living on the fat stores accumulated as a caterpillar in the summer of the year before. The adults will only live as long as that stored energy is able to sustain them, just the 5-7 days long enough to reproduce.
When a female luna moth has mated, the following evening, she will begin laying her eggs. She flies from tree to tree, laying small clutches of 4-7 eggs at a time. Over the next few days, she will lay up to 600 eggs in this way, before she, too, will exhaust her resources and die.
A week or two later, caterpillars emerge from the eggs and the cycle begins again.
Why do People Love Luna Moths
People have an enduring affection and interest in luna moths. It’s not just because they are so large and so beautiful, although that’s certainly part of the attraction. It’s also because their lives are so short, and their habits so nocturnal, that, even though they are large in number, they are rarely seen. Even in optimal conditions, to see a luna moth in the wild means that you are in the south eastern United States where they reproduce more than once a year, giving you two or three weeks in a summer where you might see a moth, instead of just one. Because they are most active in the few hours after midnight, and live for such a short time, many people are excited to just see them at all.
This fascination and elusiveness in the adult moth is the primary reason that many people choose to grow luna moth caterpillars in captivity. They are inexpensive fairly easy to raise, and it guarantees a chance to see and experience the incredible American Moon Moth up close.
Some people even omit the caterpillar phase, and simply purchase luna moth pupae. Because the adults do not eat, they are easy to care for, and only need suitable breeding habitat. However, to protect the natural environment, the USDA only allows luna moth to be sold, shipped, and raised in states where they naturally occur. Residents of western states need to apply for a permit from the USDA/APHIS to purchase and grow luna moths. Application for a permit is free, and generally approved, provided the moths are being kept and grown for educational purposes.
The strikingly beautiful and fleeting luna moth will continue to excite, intrigue, and enchant people for generations to come, thanks to their unique appearance and brief life span. It’s a wonderful and mysterious part of nature that people are happy to experience for themselves. | <urn:uuid:f1cb3f20-e68f-4c0c-9858-9661ca7838a0> | CC-MAIN-2023-40 | https://www.pestwiki.com/luna-moth-caterpillar/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510528.86/warc/CC-MAIN-20230929190403-20230929220403-00103.warc.gz | en | 0.964675 | 2,561 | 3.46875 | 3 |
Dear Wikiwand AI, let's keep it short by simply answering these key questions:
Can you list the top facts and stats about Business modeling?
Summarize this article for a 10 years old
Business process modeling (BPM) in business process management and systems engineering is the activity of representing processes of an enterprise, so that the current business processes may be analyzed, improved, and automated. BPM is typically performed by business analysts, who provide expertise in the modeling discipline; by subject matter experts, who have specialized knowledge of the processes being modeled; or more commonly by a team comprising both. Alternatively, the process model can be derived directly from events' logs using process mining tools.
The business objective is often to increase process speed or reduce cycle time; to increase quality; or to reduce costs, such as labor, materials, scrap, or capital costs. In practice, a management decision to invest in business process modeling is often motivated by the need to document requirements for an information technology project.
Change management programs are typically involved to put any improved business processes into practice. With advances in software design, the vision of BPM models becoming fully executable (and capable of simulations and round-trip engineering) is coming closer to reality. | <urn:uuid:3001cfd0-d589-440e-bde8-fc8a7bc794b4> | CC-MAIN-2023-40 | https://www.wikiwand.com/en/Business_modeling | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510734.55/warc/CC-MAIN-20231001005750-20231001035750-00003.warc.gz | en | 0.950854 | 252 | 2.546875 | 3 |
“How long is it going to take?’ Those are familiar words to all who work in the electric industry. It’s a phrase I’ve been asked thousands of times in my career. I’ve been asked by phone, through car windows, from front porches, sidewalks, bicycles, gas pumps, diners. I’m pretty sure I’ve even been asked by children in car seats. It’s the first thing people think when the lights go out. It doesn’t take long sitting in the dark to realize how dependent we are on electricity. How much it makes our lives better and easier.
As a lineworker, it’s always a good feeling to help people get those lights back on. I can remember times when I’ve been on storm or extended outages re-energizing neighborhoods and heard people in their homes cheering as their lights came on for the first time in days. No matter how tired I am or how long I’ve been working, that feeling will always make it worth it.
But what does it take to get those lights back on? Why does it sometimes take so long? Most people don’t get to experience or witness the work that goes into ending outages. Hopefully after reading this, you will have a better understanding of the process and the work that your lineworkers are doing to restore your power.
The electricity you use travels a great distance and goes through several steps to get to your home. It starts with a power plant. Power plants use fuel to produce power. That fuel could be natural gas, diesel, coal, hydro, wind, solar or nuclear. A power plant typically produces voltages of less than 30,000 volts. That voltage needs to be “stepped up” so it can travel long distances. That process starts next door in the power plant’s substation and switchyard. In the substation, a transformer will step the voltage up to 345,000 volts, or sometimes higher, and send it out on transmission lines to another substation.
At the next substation we start to get closer to our final destination. Here we start stepping the voltage down. In this second substation, a transformer will step the voltage down to 69,000 volts and send it out to smaller local substations.
These local substations are the final substation before the electricity reaches your home. Here it is stepped down, again with a transformer, to the 7,200 or 14,400 volts that can then be delivered to the poles outside your home. Once it arrives outside your home, it is stepped down a final time, yes, by another transformer. This final transformer will step the voltage down to 120/240 volts that operate all of the devices that power your lives.
What I just described is hundreds of miles of line and thousands of poles. That’s a lot of exposure for something to happen and cause an outage. Just like your home, our system has breakers. Our breakers help us reduce the exposure of the line and allow us to split our system into sections. Doing so helps limit the size of the outages and allows us to keep as many people on as possible. Breakers also help to protect equipment on the line. Ever wonder why your lights blink a few times before going off? That’s the breaker. They operate a few times trying to give the fault a chance to clear the line before they open for good.
Now that the lights have blinked, your breaker has opened, and the power is off, what happens?
The Outage Begins
6:35 p.m.: Your local lineworker gets a phone call.
When I answer the phone, I’m told that we have an outage. My first question is, “Is this an individual or a line outage?” A line outage will be a large section of line and several people. An individual will be just a single transformer or pole. If it’s a line outage, my next thought and question is, “What’s the lowest pole number?” This is why it’s important to report your outage. It verifies the outage, and it helps the lineworker decide where to go. So, if I’m told the lowest reported outage is at pole 135, I’m mentally sectionalizing the line in my head. I know that there is a set of breakers at pole 100. So, if the lowest member to call in is at pole 135, that tells me that most likely the breaker at pole 100 is open, and whatever caused the outage is past pole 100. So, pole 100 is where I’m heading.
Heading Toward the Outage
7 p.m.: The drive
An after-hours outage requires your lineworker to respond from home. Depending on where the outage is, the drive alone can sometimes take an hour.
7:45 p.m.: Arrival and line inspection
I often see people outside when their power is off, sitting on their porch or working in the yard. Sometimes I drive by several times. I often wonder what they are thinking when they see me driving by so often. Do they think I’m just driving around? Do they wonder why I’m not getting their power back on? But that’s exactly what I’m doing. The first time you see me, I’m most likely driving to the breaker. I need to go to the breaker to verify that it’s open. The second time you see me drive by I’m visually checking the line for what may have caused the outage. Checking the line can take some time. It’s one of the more time-consuming steps we take, but also one of the most important parts of restoring an outage. We can’t just simply flip a switch and restore the power. That can be dangerous for many reasons. The outage could be a line down in someone’s yard, or it could have been caused by equipment failure. Re-energizing the line under those two examples would be very dangerous to the public and could cause more damage and just extend the outage longer. So it’s very important to visually check the line before trying the breaker. Several things can cause an outage. A few examples of things I’m looking for are fallen trees, tree limbs, old line repairs that have failed, car accidents, lightning, animals and equipment failure.
Another factor that can add time to inspecting the line is terrain. We try to put poles along the road, but that can’t always be accomplished. Electric co-op lines go where they are needed, and that might be in extremely remote places. While poles and lines that run along the road can be inspected and repaired faster, terrain and direction of the line sometimes require us to run the line offroad. If it’s not along the road, the line must be checked on foot. If it’s dark, that can make this job even more difficult and time consuming regardless of where it’s located.
The Process of Repairs
8:30 p.m.: Outage cause located, but first safety.
Once we find the cause of the outage, there are safety steps that must be taken before we can start the work. These safety procedures add time, but they are vital. It’s how we survive in a dangerous job. It’s how we ensure lineworkers are protected and everyone goes home to their families. The most important thing we have to do is isolate and ground the line. This is an important step for many reasons. One reason is to protect from back feed. Lineworkers always try to be aware of their surroundings. An important thing to listen for and to be aware of are home generators. The transformer on your pole that drops the voltage down can also work in reverse. Your home generator, if installed wrong, could back feed through your transformer and put primary voltage back on the line. To protect lineworkers from this, we install grounds as close to the work location as we can on both sides of the work. These grounds connect the neutral wire to all primary wires making them all the same “grounded potential: and safe to work on. The final safety step is the safety briefing. During the safety briefing, the job plan is discussed and explained, hazards are identified, and everyone is made aware of the grounds, their location, and the location of the breaker.
9 p.m.: All the safety procedures in place. We can begin the work.
Let’s say for this outage it was a tree. A 50-foot-tall oak tree fell through the line. It’s off the road, but we got lucky — it broke a crossarm, but the pole is good. The wire isn’t broken either but is currently under the oak tree. We’ve got to cut up the tree and get the wire free. This will take some time. Anyone who has cut up a downed tree will understand the danger. You have to be careful and pay attention to the tree and how it’s sitting on the ground. Downed trees can shift, and roll while being cut. And here you also have power lines under tension, pinned down by the tree adding an extra layer of danger. Special care and awareness must be used. Sometimes the power lines must be tied down, so that they can be let up in a more controlled manner once the tree is cut. While we work to clear the tree from the line, new material is on the way. We are going to need a crossarm, crossarm braces, new insulators, bolts and ties to tie in the wire.
10:30 p.m.: The tree has been cleared and the material has arrived.
As I mentioned, the pole is off the road, so that means we can’t get a bucket truck to it. We will have to climb the pole. One of our lineworkers will put on his belt and hooks and climb to the top of the pole. He’ll bring all the tools he’ll need with him. One thing he will take with him is a handline. It’s a rope in a pulley that’s long enough to go from the top of the pole to the ground in a loop. This will be used to lift material and other objects to the lineworker that were too heavy or awkward to take up in his belt. Once he gets to the top of the pole, he will get to work. He’ll start by removing all the broken material. He’ll also inspect the top of the pole for damage we couldn’t see from the ground. Once he has it cleaned up, we will start sending up material on the handline. He should have taken the crossarm bolt with him when he climbed and installed that in the pole. The lineworker on the ground should have already put everything on the crossarm. Next, the lineworker on the ground will tie the crossarm onto the handline in a way that will allow the lineworker on the pole to just guide the arm onto the bolt as it’s being lifted up. Once the new crossarm is on the pole and all the bolts are tightened, the wire will be lifted up, also with the handline, and placed on the arm. The wire ties will be sent up, again on the handline, and the lineworker will tie in the wire. After completing all the work in the air, the lineworker will send down the handline and then climb down. Once down, he’ll remove his belt and hooks and pack them away. The lineworker on the ground will now be “making up the handline,” which just means he is getting it ready to store until it’s needed again. We’ll all carry the tools that we used back to the truck and get them packed away. Lastly, we will remove our grounds.
11:45 p.m.: Repairs complete
Now if you still happen to be outside in your yard or on your porch, you will see me drive a third time. This is good news because you are about to get your power restored. I’m heading for the breaker. Once I get to the breaker, I’ll call dispatch and get clearance to re-energize. I’ll let them know who is with me and if they are in the clear. They will check to make sure no one else is working on the line and then give me clearance to try the breaker. At this time, I will close the breaker, and your power will be restored.
12:05 a.m.: Power restored. Outage over.
Keep in mind this is just one scenario; not every outage is the same. Each outage varies in time for restoration. This example outage took around five and a half hours to restore. If the tree had broken a pole, it would have been even longer.
1 a.m.: Lineworker returns home — safe and sound.
We Work for You, Our Neighbors
We’ve become so dependent on electricity that every outage, whether it is a short outage or an extended one, can be stressful for those without power. The longer outages last, the more stressful and irritating it can become. I hope that I’ve given you a better understanding of the process so you have an idea what’s happening while you wait. Just know that your co-op and its lineworkers are doing their best to get the lights back on as quickly and safely as possible.
Your cooperative and its employees are members of your community. We live in the same neighborhoods. We shop at the same stores. Our kids go to the same schools. If your lights are off, there is a good chance ours are off too. We will always be committed to serving our members and communities by providing you with safe and reliable electricity—24 hours a day, 7 days a week, 365 days a year.
Brandon Keesee is a lineworker for SEMO Electric Cooperative in Sikeston, Mo. This article was originally published in Rural Missouri magazine. | <urn:uuid:b94b6b30-05bb-4731-8101-6e3fb982f73b> | CC-MAIN-2023-40 | https://icl.coop/what-does-it-take-to-get-the-lights-back-on-a-lineworkers-perspective/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510967.73/warc/CC-MAIN-20231002033129-20231002063129-00803.warc.gz | en | 0.956867 | 2,978 | 2.734375 | 3 |
Download the example workbook
This tutorial will demonstrate how to use the SUMIFS Function to sum data with specific dates in Excel and Google Sheets.
Sum Values if Dates are Equal
The SUMIFS Function sums data that meet certain criteria. Its syntax is:
In this example, we want to sum Deliveries planned for 1/2/2021. To enter this Date as a criteria in our formula, we use the DATE Function:
In this case, the DATE Function expression above is all we need to test whether the date is equal to 1/2/2021. However, a logical test in the SUMIFS Function generally requires an operator in double quotes (“”), so the sum criteria could also be written as:
Sum Values if Dates are Equal – Cell References
Usually, it is bad practice to hard-code date values into formulas. Instead, it is more flexible to use a separate cell to define the date to be used as a sum criteria.
This allows the user to change the Date used in the formula in a quicker and more visual way by editing the cell F3.
Note that other logical operators can also be used in SUMIFS, such as:
- Greater than (“>”&F3)
- Greater than or equal to (“>=”&F3)
- Less than (“<“&F3)
- Less than or equal to (“<=”&F3)
- Not equal to (“<>”&F3)
Locking Cell References
To make our formulas easier to read, we’ve shown the formulas without locked cell references:
But these formulas will not work properly when copy and pasted elsewhere in your file. Instead, you should use locked cell references like this:
Read our article on Locking Cell References to learn more.
Sum Values if Dates are Equal in Google Sheets
These formulas work exactly the same in Google Sheets as in Excel. | <urn:uuid:0f372e36-dbb7-42a7-8e02-5fb6bce96f78> | CC-MAIN-2023-40 | https://www.automateexcel.com/formulas/sum-if-dates-equal/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510967.73/warc/CC-MAIN-20231002033129-20231002063129-00803.warc.gz | en | 0.795989 | 552 | 2.796875 | 3 |
Everyone has a different attachment style based on their early childhood relationships with caregivers, and consequent upbringing. Essentially, it’s believed that we mirror our childhood dynamics with caregivers well into our adulthood through our attachment style. This includes our emotional responses, interactions, and behaviors around other people.
The four main attachment styles include secure attachment, anxious attachment, avoidant attachment, and fearful-avoidant—the last three considered as insecure attachment styles. Here’s all you need to know:
The secure attachment style defines the ability to create loving, secure relationships with others. Individuals with this attachment style are able to trust and be trusted, love and accept others’ love, and get close to people with ease. They don’t fear intimacy, nor do they have a negative reaction to their partner needing space or alone time. They’re able to create a healthy balance between depending on others without becoming too dependent.
According to research, around 56% of adults have this attachment style.
The anxious attachment style is marked by an incredible fear of abandonment. Individuals with this attachment style are often rather insecure regarding their relationships and worry about their partners leaving them, making them needy for frequent validation. This attachment style may make affected individuals very anxious if their partner doesn’t respond to their texts fast enough, or needs personal space, and are constantly haunted with the feeling that they don’t care enough about them.
Around 19% of adults have anxious attachment styles.
Avoidant attachment style is defined by a strong fear of intimacy—with difficulties developing close bonds with others and trusting them in relationships. Relationships often make individuals with this attachment style feel rather suffocated, leading them to maintain distance or be emotionally unavailable in their relationships. These people often prefer to rely completely on themselves and be independent.
A quarter of the adult population embodies this attachment style—also known as dismissive-avoidant attachment.
A combination of both the avoidant and anxious attachment styles, individuals with the fearful-avoidant attachment style crave affection but also avoid it at any cost. They have an innate need to feel wanted and loved, yet are extremely reluctant to actually develop close romantic relationships with others. This might be due to issues with trust or childhood neglect, leaving adults confused about healthy relationships.
Also known as the disorganized attachment style, this particular style is often associated with relational and psychological risks such as difficulty in regulating emotions and heightened sexual behavior.
Figuring out your attachment style is important to working through past issues and creating healthier bonds with your loved ones. Dr. Stempel is a mental health expert at Stem Wellness who can work with you to help you identify your current attachment style and the reasoning behind it in order to move towards a more secure style.
Contact us to find out more today. | <urn:uuid:059665bf-cd45-40d8-b4c2-37c133fd63c8> | CC-MAIN-2023-40 | https://www.drstempel.com/post/a-complete-guide-to-different-attachment-styles | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510967.73/warc/CC-MAIN-20231002033129-20231002063129-00803.warc.gz | en | 0.953774 | 590 | 2.625 | 3 |
Sea Level Rise
Water levels in San Francisco Bay have risen over eight inches since the early twentieth century and, because of the effects of climate change, are predicted to continue rising at a faster rate. Based on the best available data and a baseline year of 2016, the City can anticipate 10 to 17 inches of sea level rise by the year 2050, and 17 to 32 inches by 2070. The City will become increasingly vulnerable to water inundation during both normal high tides and major storm events. Rising sea levels may inundate the land along the Bayfront and flood nearby industrial, commercial, and residential areas. Figure CS-4 indicates projected ranges of sea level rise and the areas that would be impacted.
Ultimately, sea level rise will have an impact on the community. The City of Burlingame is committed to being proactive at addressing sea level rise and will establish specific building and habitable space setback requirements, shoreline protection measures (in coordination with regional strategies), and use requirements such as limiting certain activities on ground floors.
Unlike some other Peninsula and Bay Area communities, the Burlingame shoreline is not protected by natural defenses such as beaches or wetlands. Ordinarily such defenses create a natural buffer between the Bay and built environment, and can provide protection from wave action and flooding.
Given current and future land uses along the shoreline, a strategy involving “retreat” may not be practical. However, while most of Burlingame’s Bayfront has a hard edge lacking buffer from rising water levels, new development is required to be set back at least 75 feet from the shoreline. This shoreline setback area presents an opportunity to create a buffer and accommodate defenses in the future to mitigate the impacts of sea level rise, as well as provide a recreation amenity through a continuous Bay Trail. As noted in the Community Character Element, preserving options for addressing sea level rise will allow the City to respond to conditions in a manner that is comprehensive and reactive to actual impacts over time.
The following goal and policies reflect the City’s approach to protecting existing and future urban uses along the Bayfront and other vulnerable parts of Burlingame from the impacts of rising sea levels.
Protect vulnerable areas and infrastructure from flooding related to rising sea levels in the San Francisco Bay.
Regularly coordinate with regional, State, and Federal agencies on rising sea levels in San Francisco Bay and major tributaries to determine if additional adaptation strategies should be implemented to address flooding hazards. This includes monitoring FEMA flood map updates to identify areas in Burlingame susceptible to sea level rise, addressing changes to State and regional sea and bay level rise estimates, and coordinating with adjacent municipalities on flood control improvements. | <urn:uuid:eda64642-6500-4ccd-b392-8b806592196f> | CC-MAIN-2023-40 | https://www.envisionburlingame.org/chapter/sea-level-rise | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510967.73/warc/CC-MAIN-20231002033129-20231002063129-00803.warc.gz | en | 0.914368 | 550 | 3.328125 | 3 |
This is an old revision of the document!
Concept of schema theory, one of the cognitivist learning theories, was firstly introduced in 1932 through the work of British psychologist Sir Frederic Bartlett1) (some suggest it was first introduced in 1926 by Jean Piaget2)) and was further developed mostly in 1970s by American educational psychologist Richard Anderson3). Schema theory describes how knowledge is acquired, processed and organized. The starting assumption of this theory is that “very act of comprehension involves one’s knowledge of the world”4). According to this theory, knowledge is a network of mental frames or cognitive constructs called schema (pl. schemata). Schemata organize knowledge stored in the long-term memory.
The term schema is nowadays often used even outside cognitive psychology and refers to a mental framework humans use to represent and organize remembered information. Schemata (“the building blocks of cognition”5)) present our personal simplified view over reality derived from our experience and prior knowledge, they enable us to recall, modify our behavior, concentrate attention on key information6), or try to predict most likely outcomes of events. According to David Rumelhart7),
Schemata also expand and change in time, due to acquisition of new information, but deeply installed schemata are inert and slow in changing. This could provide an explanation to why some people live with incorrect or inconsistent beliefs rather then changing them. When new information is retrieved, if possible, it will be assimilated into existing schema(ta) or related schema(ta) will be changed (accommodated) in order to integrate the new information. For example: during schooling process a child learns about mammals and develops corresponding schema. When a child hears that a porpoise is a mammal as well, it first tries to fit it into the mammals schema: it's warm-blooded, air-breathing, is born with hair and gives live birth. Yet it lives in water unlike most mammals and so the mammals schema has to be accommodated to fit in the new information.
Schema theory was partly influenced by unsuccessful attempts in the area of artificial intelligence. Teaching a computer to read natural text or display other human-like behavior was rather unsuccessful since it has shown that it is impossible without quite an amount of information that was not directly included, but was inherently present in humans. Research has shown that this inherent information stored in form of schemata, for example:
can cause easier or more difficult text comprehension8), depending on how developed the mentioned schemata are, and weather they are successfully activated.9). According to Brown10), when reading a text, it alone does not carry the meaning a reader attributes to it. The meaning is formed by the information and cultural and emotional context the reader brings through his schemata more than by the text itself. Text comprehension and retention therefore depend mostly on the schemata the reader possesses, among which the content schema should be one of most important, as suggested by Al-Issa11).
Schema theory emphasizes importance of general knowledge and concepts that will help forming schemata. In educational process the task of teachers would be to help learners to develop new schemata and establish connections between them. Also, due to the importance of prior knowledge, teachers should make sure that students have it.
“The schemata a person already possesses are a principal determiner of what will be learned from a new text.”12)
Schema theory has been applied in various areas like:
Explanations of structures of knowledge have been criticized for being rather unclear about what exactly can count as a schema and what does a schema include. The idea of schemata as more complex constructs of memory has also been questioned. Some researchers18) suggest schemata as such are just networks of interacting simple (low-level) units activated at the same time. For example, a classroom schema is formed by simultaneously activated units of a blackboard, desks, chairs and a teacher.
On the other hand, schema theory was the starting point or a component for many other cognitivist theories and theorists like Jean Mandler19), David Rumelhart (modes of learning) or Marvin Minsky (frame theory) who have further expanded it's concepts, and was also included in works of many other theorists like Sweller's (cognitive load theory) or Ausubell's (assimilation theory).
Schema theory of learning. LinguaLinks Library, 1999. Retrieved March 15, 2011.
Schema theory of learning. The Encyclopedia of Educational Technology. Retrieved March 15, 2011.
Routledge Encyclopedia of Language Teaching and Learning. Schema and script theory. Retrieved March 15, 2011.
Qualitative Research Methods. Schema Theory (drawn from D’Andrade 1995). Retrieved March 15, 2011.
Wiki: Schema Theory. Retrieved March 15, 2011.
Sherwood, D. E, and T. D Lee. Schema theory: critical review and implications for the role of cognition in a new theory of motor learning.” Research quarterly for exercise and sport 74, no. 4: 376–382. 2003.
Minsky's frame system theory. In Proceedings of the 1975 workshop on Theoretical issues in natural language processing, 104–116. TINLAP '75. Stroudsburg, PA, USA: Association for Computational Linguistics, 1975.
Mandler, J. M. The foundations of mind: The origins of conceptual thought. New York: Oxford University Press. 2004.
Bartlett, F.C. Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press. 1932. | <urn:uuid:1a5d5f62-6ca4-4710-8b22-d3cb4fda3082> | CC-MAIN-2023-40 | https://www.learning-theories.org/doku.php?id=learning_theories:schema_theory&rev=1310398221 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510967.73/warc/CC-MAIN-20231002033129-20231002063129-00803.warc.gz | en | 0.938319 | 1,179 | 3.71875 | 4 |
🌱 What is Your Planting Zone?
Year-round beauty & allergy-friendly
Versatile growth habit & privacy and screening
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Sun Or Shade
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Wintercreeper vines - Euonymus fortunei
Wintercreeper vines are highly valued in landscaping for their numerous attributes that enhance the beauty and functionality of outdoor spaces. This versatile plant is prized for its evergreen nature, making it an attractive groundcover that maintains its lush green foliage throughout the year, even during the harsh winter. Let's delve into their critical attributes in landscaping:
This plant ships bare-root and dormant (no leaves or foliage) It will not green out until next spring.
- Evergreen Groundcover: One of the most notable features of these vines is their ability to provide year-round ground cover. This makes them an ideal choice for areas requiring constant greenery, such as slopes, banks, and areas with poor soil or erosion. Their dense growth helps suppress weed growth, reducing the need for continuous maintenance and creating a visually appealing, uniform carpet of green.
- Excellent Vine: These vines are known for their vigorous growth and ability to climb walls, trellises, and fences. As a climbing vine, they can transform vertical surfaces into green walls, adding a touch of natural beauty to otherwise plain structures. Their adaptable nature enables them to grow in various conditions, from full sun to partial shade, making them suitable for multiple landscaping projects.
- Shade Tolerance: While they thrive in full sun, they also exhibit remarkable shade tolerance. This attribute makes them an excellent choice for landscaping in areas with limited direct sunlight, such as underneath trees or in the shadow of tall buildings. Growing and flourishing in shaded areas allows for more versatile landscaping designs.
- Low Maintenance: These vines are relatively low maintenance, making them a preferred option for homeowners and landscapers. Once established, they require minimal pruning and can adapt to different soil types and pH levels. Their resilience against pests and diseases further contributes to their ease of care.
- Attractive Foliage: The dense, glossy leaves add an element of elegance to any landscape. The leaves come in various shades of green, ranging from dark green to variegated forms with silver or golden yellow splashes. This diversity of foliage coloration offers opportunities for creative landscaping arrangements.
Wintercreeper vines are a valuable addition to landscaping
In conclusion, wintercreeper vines are a valuable addition to landscaping due to their evergreen nature, adaptability as groundcover and climbing vines, shade tolerance, and low maintenance requirements. These attributes make them a popular choice for an upscale and aesthetic appeal to outdoor gardens while providing practical benefits regarding erosion control and weed suppression.
Whether used as a ground cover or a climbing vine, they will bring beauty and functionality to any landscape design.
Buy wintercreeper vines at TN Nursery.
Winter creeper is an introduced invasive plant that spreads and invades woodland. It can climb on and kill trees.
Came in great condition
Thank you for The healthy plants.. Highly recoomended!
This vine is starting to manifest its green and thick lushes as springtime comes. I had the best selection from my latest purchase at the TN nursery and can proudly say, am on to my next order. | <urn:uuid:34f57e18-6056-4000-9609-14bb6e127b77> | CC-MAIN-2023-40 | https://www.tnnursery.net/collections/vines/products/wintercreeper | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511075.63/warc/CC-MAIN-20231003092549-20231003122549-00703.warc.gz | en | 0.918788 | 727 | 2.609375 | 3 |
Every story has something to share with the audience, something that is able to make them feel part of the story. Its purpose is to make the reader feel what the protagonist is feeling. Generally, in literature, the protagonist is a good guy. In this case, it is about tragedies and tragic heroes, but how can we identify a tragic hero? Is it someone who can fly? Is it a person who can save the world? Is it someone who dies as a hero? In order to answer these questions it is important to feel what the tragic hero is going through the play.
If the readers can understand and relate to the emotional turmoil experienced by the main tragic character, it means that they are experiencing the wonderful emotional power of tragedy. Among others, the two plays that follow this concept of tragedy are ̈Antigone ̈ by the Greek author, Sophocles, and ̈Fences ̈ by August Wilson. In order to establish a character as a tragic hero, an author has to place him/her in a high authority position, endow him/her with great affection to family, curse him/her with hamartia and have them perish as a result of their flawed character, which are the characteristics that define Sophocles’s Antigone and Wilson ́s Troy Maxson.
The first characteristic that defines Antigone as a tragic hero is her high authority status. A high authority person is someone superior to others, who is able to make his/her own decisions without asking advice. Starting with the character Antigone, the author illustrates her as a member of the royalty and the niece of a King named Creon. In the play, the author mentions a chorus, who regards Antigone as a superior women. The people from the kingdom show the respect that Antigone deserves by being a daughter of the royalty. In the play, the author mentions that the Chorus says to Antigone ̈Surely you carry fame with you and praise, as you move to the deep home of the dead ̈ (820).
This quote reflects the Chorus ́ admiration and the respect they have for Antigone at all moment till her death. During the play, the Chorus shows care and love to Antigone even if she disobeys the human law. They always have an affection to Antigone during the play. The article titled ̈On Respect, Authority, and Neutrality: A Response ̈ by Joseph Raz, mentions that, ̈So as far as I know, it is pretty universal that care and respect are expressed in protecting and preserving, while disrespect is in indifference to preservation, or even a desire to destroy ̈ (284). Raz ́s quote relates to the fact that the Chorus still shows respect to Antigone at all times till her death. Antigone dies in a tragic way, but dies as an authoritative figure, which is representative for her tragic hero character.
The second characteristic that defines Antigone as a tragic hero is the great affection that she has towards her family. Her character shows that the meaning of family is first. In Sophocles ́ play, Antigone wants to bury her brother and she would do anything in order to have her brother’s body rest in peace even if she has to violate the king’s law. At the beginning of the play, Antigone tells her sister Ismene her purpose of burying their brother ́s body. Ismene told her to stay away from that crazy and risky idea, but Antigone ́s loyal and affection to his brother was stronger than anything or anyone. Antigone disobeys the human law and consequently suffers the consequences, but she also makes an ethical decision by burying her brother ́s body. In this act, Antigone demonstrates her tragic hero characteristic, which is her affection towards her family.
The last two characteristics that define Antigone as a tragic hero is the concept of hamartia and the way she perishes as a result of her tragically flawed character. In Sophocles ́ play, the fatal flaws that cause Antigone’s hamartia are her affection and her loyalty for her brother, which urge her to bury her brother’s body and to disobey the king ́s law.
Later on, King Creon locks Antigone in prison for her disobedience, and takes him a long time to release her from prison. Unfortunately, by that time Antigone has hanged herself and her fiance, Haemon, killed himself after finding out about Antigone’s death. After Haemon’s mother realizes what has happened she also kills herself, but without failing to curse King Creon for his hatred and narrow-mindedness with regards to Antigone. In his article, “To Die with Others,” Alphonso Lingis states that ̈hatred is obsessive, in hatred our life is interlocked with another ́s life. Hatred is a bond with another ́s life that aims to produce his death ̈ (109). This quote highlights the idea that King Creon ́s hatred and narrow-mindedness is the direct cause of Antigone’s death. Unfortunately, it is also Antigone’s hamartia that leads to her perish, which defines her character as a tragic hero.
The first characteristic that defines Troy Maxson from August Wilson’s play called “̈Fences” as a tragic hero is his high authority status. In this play, the tragic hero possesses a different high authority status than Antigone. Here the author depicts Troy as a man who supports his family, but plays the role of an authoritative figure in their lives. In the play, Troy is highly strict with his son, Cory, and makes the decisions for him in order to provide good parenting. Troy wants his son to have a job and earn money instead of wasting his time playing football. Troy is an adolescent who wants to participate in the college’s football team in order to reach his passionate goal and to demonstrate his amazing capabilities to his father. On the other hand, Troy Maxson does not want his son to be involved in these unrealistic dreams. Instead, he wants Cory to succeed in life by having a job. While Cory ́s mother tries to approach Troy in order to make him understand his son ́s goals, Troy says to her wife: ̈I don’t want him to be like me, I want him to move as far as he can get ̈ (Scene 3).
In these lines, Troy postures an authoritative position to his wife and his son Cory to make them understand that they have to do what he says. Troy Maxson only wants the best for his family. In addition, Troy says that African American people cannot persuade these kinds of dreams because of the system of discrimination in America. According to the book ̈Perspective on African American and other Americans of Color ̈ by Joe Feagin and Eileen O’Brien, ̈several research studies have shown that black Americans have a greater desire for post-secondary education than whites, although they do recognize the existence of racial barriers and thus have lower expectations than whites in regard to securing that education ̈ (106). This quote refers to the difficulties that African American people confront by securing their education. This is the reason why Troy has a strict parenting approach with his son Cory. In order to ensure a hopeful future for Cory, the author designs Troy as an authoritative figure.
The second characteristic that defines Troy Maxson as a tragic hero is the great affection that he has towards his family. Troy demonstrates his caring by the word responsibility. Troy Maxson is a strict father, but he also wants the best for his family. He has a job, he supports the family financially and does not have any addictions. He is responsible for his son’s actions and goals, and is in watch of Cory ́s decisions in life. In his article, “The Good Father: African American Fathers Who Positively Influence the Educational Outcomes of Their Children,” Theodore Ransaw mentions that ̈African American men are also more likely to be involved in teaching their children how to deal with economic conditions by stressing cultural capital as a resource to combat discrimination ̈ (4). In this play, discrimination is involved and Troy Maxson shows caring and responsibility for his son Cory in this respect. He might not be the best father of the world, but his tragic hero character shows his concealed affection to his family in order to protect them from discrimination and secure a better future.
The last two characteristics that defines Troy Maxson as a tragic hero is the concept of hamartia and perish as a result of his flawed character. In Wilson ́s play, the fatal flaws that cause Troy ́s hamartia is his strict parenting towards his son Cory and his infidelity to his wife Rose. In the play, Cory hates his father Troy because he does not let him pursue his dream of playing football. Troy also hurts his wife Rose, due to the fact that he cheated on her with another woman. Troy Maxson’s bad decisions leads him to an emotional downfall with his family. All that guiltiness might been the cause of his heart attack at the end of the play. Being the responsible for these bad decisions can been a big pressure for him and also made him overthink to much, causing him a heart attack. According to the book ̈Fear, Stress and Trauma: Helping Children Cope ̈ by Edward H. Robinson, Joseph C. Rotter and Sandra L. Robinson, ̈stress isn ́t just a catchall complaint, it’s being linked to heart disease, immune deficiency and memory loss. The worst part, is we conflict it ourselves ̈ (21). This quote highlights the idea that Troy Maxson ́s stress is a factor that leaded him to a heart disease. Unfortunately, it is also Troy Maxson ́s hamartia that leads to his perish, which defines his character as a tragic hero.
In conclusion the two plays that follow the concept of tragedy are ̈Antigone ̈ by the Greek author, Sophocles, and ̈Fences ̈ by August Wilson. Both authors describe how a tragic hero ́s character is identified and also make the reader feel what the protagonist is feeling. | <urn:uuid:b0eb0eff-36c8-4a6f-88c9-f9b222e868e8> | CC-MAIN-2023-40 | https://artscolumbia.org/the-two-heroes-that-will-always-be-remembered-171770/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511386.54/warc/CC-MAIN-20231004152134-20231004182134-00603.warc.gz | en | 0.980904 | 2,213 | 3.421875 | 3 |
Improved Pasture for Fertile Soil
Access Agriculture Training Video
Mix legumes and grasses to improve the soil fertility, and the nutritional value of the feed. It also improves the yields of the potatoes that you plant next. If you are not able to irrigate, plant the fodder at the beginning of the rains. The mix should include plants that are only cut once as well as other, permanent pasture plants that can be cut several times a year. After every cut, fertilize with ash or composted manure. | <urn:uuid:0623356d-2bb7-49cb-a9a6-719b49627ade> | CC-MAIN-2023-40 | https://www.echocommunity.org/zu/resources/34fe4be6-69e7-4f97-99e8-b43bd00e4fe3 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511386.54/warc/CC-MAIN-20231004152134-20231004182134-00603.warc.gz | en | 0.953068 | 111 | 2.734375 | 3 |
Whatever the case our second grade math worksheets are designed to teach challenge and boost the confidence of budding mathematicians. Our worksheets use a variety of high quality images and some are aligned to common core standards.
2nd grade math worksheets for children to supplement their math activities at home or in school.
Second grade 2nd grade math test worksheets. They are randomly generated printable from your browser and include the answer key. Second grade math worksheets and printables perhaps your second grader needs a little extra help understanding rounding or basic fractions. Worksheets math grade 2.
Choose your grade 2 topic. Each math worksheet has an answer sheet attached on the second page making easy for teachers and parents to use. Free math worksheets for grade 2 this is a comprehensive collection of free printable math worksheets for grade 2 organized by topics such as addition subtraction mental math regrouping place value clock money geometry and multiplication.
Additional topics for 2nd grade include writing numbers in expanded form measurement rounding and telling analog time. We facilitate this by. Our grade 2 math worksheets emphasize numeracy as well as a conceptual understanding of math concepts all worksheets are printable pdf documents.
We encourage students to read and think about the problems carefully and not just recognize an answer pattern. Remember these are in printable pdf format. Second grade math worksheets a variety of free second grade math worksheets for teachers students and anyone who wants to practice some basic math concepts taught in second grade.
Free grade 2 math worksheets. We provide math word problems for addition subtraction multiplication time money and fractions. This section will be updated regularly so check back often to get our latest worksheets.
Grade 2 math printable worksheets online practice and online tests. Worksheets labeled with are accessible to help teaching pro subscribers only. These word problem worksheets place 2nd grade math concepts in a context that grade 2 students can relate to.
Adding 2 digit numbers 1st grade 2nd grade adding 2 digit numbers 1st grade 2nd grade in this math worksheet your child can practice adding 2 digit numbers. This math worksheet presents an equation and asks your child to use mental math skills to fill in the missing operation either or. Or maybe he s ready to tackle multiplication.
Improve your math skills by using these 2nd grade math worksheets. Print our second grade grade 2 worksheets and activities or administer them as online tests. It is our goal to cover all the topics below.
The 2nd grade math worksheets in this section include the core addition subtraction multiplication and if they re ready division fact practice. Printable second grade grade 2 worksheets tests and activities. | <urn:uuid:90522dd4-5efb-4ad3-a331-fc9410a034cd> | CC-MAIN-2023-40 | https://kidsworksheetfun.com/second-grade-2nd-grade-math-test-worksheets/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233505362.29/warc/CC-MAIN-20230921073711-20230921103711-00004.warc.gz | en | 0.915427 | 564 | 4.03125 | 4 |
Enervee research reveals how Californians see the world in terms of energy efficiency, EVs and their utilities
According to the latest in a series of Enervee Energy Consumer Tracker polls conducted in December 2018, over 85% of Californians think it’s important to buy energy efficient products for their homes and clean vehicles that are economical to drive.
That’s perhaps to be expected. But other findings might surprise you.
Nearly 33% of those polled in California, for example, trust their energy company to provide accurate information about how much energy an appliance or product uses, making utilities the #1 trusted source, with manufacturers a close second (at 28%).
Trust in these sources was reversed in polling we conducted in Texas, where the introduction of retail competition raised consumer protection issues. Regardless, people in both states trusted their energy providers more than they trusted the government or retailers. Food for thought.
This degree of trust is an invaluable, yet grossly underutilized asset. Our poll showed that 3 out of 5 Californians don’t think their energy provider is doing enough (e.g., to help them understand the benefits of owning an electric vehicle), with another 21% sitting on the fence.
…put another way, that means less than 20% of Californians feel their utility is doing enough. Customers recognize that they need advice – and they want their energy provider to step up to the plate. Here are some reasons why.
Some of the same misconceptions and market failures that are common elsewhere are also at play in California, making it difficult for consumers to follow through on their ambition to shop energy smart.
Our poll showed that the vast majority of Californians believe the ENERGY STAR label is a guide to super-efficient products — in the case of TVs, among the top 10% most efficient models.
Unfortunately, this isn’t the case. ENERGY STAR data show that 58% of televisions shipped in 2017 nationwide were ENERGY STAR certified, and the number could even be higher in California.
Why does this matter?
It matters because the perception that the label signals the top 10% of the market in terms of efficiency is wrong by a factor of more than five. And there is a wide range in consumption and efficiency among certified TVs. Data on ENERGY STAR TVs with online offers in November 2018 show that the most efficient ENERGY STAR TVs in the popular 48" to 50" size class consume only 50 kWh/y, while the least efficient use 150 kWh/y.
Equating ENERGY STAR with super-efficiency means that we’re leaving a lot of cost-effective energy savings on the table at a time when there’s an existential imperative to reign in carbon emissions — a point not lost on Californians, who have witnessed a string of unprecedented, deadly and destructive fires in recent years.
In fact, there is no correlation between the best retail price and the efficiency of a TV. But how are consumers to know this?
Enter the Enervee Score, embedded in consumer-facing Choice Engines. Huh? Choice Engine?!? While Enervee only pioneered Choice Engines for the energy sector beginning in 2014, it’s a concept familiar in academic circles and widely applied across sectors. Most people are familiar with online marketplaces for travel and real estate – think Expedia and Kayak to sift through hotel and flight offers, or Trulia and Zillow to find your dream home. Choice Engines differ from search engines, in that they provide valuable recommendations tailored to the user, without the user having to explicitly say what they want.
The zero to 100 Enervee Score, our daily-updated, model-level energy efficiency index, works. It prompts us to make more energy-smart choices and buying decisions.
Saving 100 kWh over the lifetime of a TV might sound like peanuts, but if everyone in California bought the most efficient ENERGY STAR models this year, instead of the least efficient certified models — which generally can be done without having to spend more at checkout — we could save in the hundreds of GWh. Nationwide, the savings for the 43.5 million TVs sold in a single year would reach into the thousands of GWh.
Without the need to provide any monetary incentives. Yes…a market-based approach, without rebates!
And this is just TVs. Think water heaters, LED bulbs, washing machines, electric vehicles…
But we’re also up against the pervasive lay theory that efficient products cost more. There’s a wealth of research that documents that this lay theory is rampant, including our own randomized control trial studies, which showed that it works both ways: not only do people think they have to pay more to get efficient appliances; they also assume that if they shell out more money for a product, it will be more efficient.
While it’s true, in some cases, that the very most efficient models can’t be found at the lowest price points — super-efficient heat pump water heater and clothes dryer technologies are a good example, where monetary incentives provided to income-constrained households can make a lot of sense — this is by no means the norm, particularly when shoppers are able to time their purchases to take advantage of special pricing offered by retailers. The range in retail prices for a single model on a given day can vary by hundreds of dollars. And for those shoppers who can afford to consider the total cost of ownership, investing more up front almost always pays for itself over the lifetime of the product.
In addition, for those consumers shopping in a given price range, such as $1300 for an electric water heater, there are often both very inefficient and super-efficient options available.
Both of these 50-gallon Rheem models can be purchased at Home Depot today for $1300, yet the water heater model with an Enervee Score of 41 uses 2.7 times more electricity than the heat pump model that scores 90.
Since the consumer in this case is planning to invest $1300 regardless, nudging them towards the efficient model comes at no incremental cost, yet can save them over $3,000 in electric bills over the lifetime of the water heater (based on the average residential rate in California of $0.19/kWh).
Folks shopping in this price range might also be considering rooftop solar and EVs, so guiding them to a heat pump water heater is all about providing the right information at the right time. For this category, in the early stages of the technology adoption curve, the buying power of early adopters can be mobilized, without the need for monetary incentives. This type of segmentation and targeted marketing can improve program cost-effectiveness considerably.
These examples illustrate how new sources of data, rendered visible and actionable to consumers via online Choice Engines, can overcome market barriers, false interpretations of the ENERGY STAR label and powerful lay theories to close the gap between market and economic potential.
This is not just theory.
If Californians could see that a highly energy efficient appliance was no more expensive to buy, 96% would be likely to buy it. In the case of vehicles, 89% would find it useful (44% extremely useful), if they had access to an online tool to compare different car types (diesel, petrol, electric), in terms of purchase price and running costs.
In addition, an independent assessment of the PG&E Marketplace found that PG&E’s Choice Engine platform was influential in 62% of electric water heater purchasing decisions (extremely influential in 34%). The level of influence varied by category, but never dipped below 40% for those categories that delivered the largest electricity and gas savings (gas & electric water heaters, pool pumps, clothes washers and thermostats). That’s a lot of purchasing decisions influenced.
Economics 101 hammers home the point that lack of market transparency leads to inefficient markets. The surveys, published research and independent studies profiled above suggest that the utility sector has an unprecedented opportunity to narrow the gap between economic (cost-effective savings) and market potential (achievable savings under current market conditions) – just by making it easier for consumers to choose the efficient products and clean vehicles they’re already predisposed to buy.
Californians want to buy efficient consumer products and clean vehicles that are economical to drive. And they want their utilities to help. Pacific Gas & Electric has embraced the consumer and regulator call to action and the PG&E Marketplace recently received AESP's 2019 Outstanding Achievement Award for Residential Program Design & Implementation for the platform's success achieving savings without monetary incentives. This could open the door for California utilities to claim market-based savings, as well as utilities in other jurisdictions to invest in Choice Engines to empower consumers to shop energy smart at scale.
Get started to schedule a demo, join our newsletter, or chat with us. | <urn:uuid:d05b867b-8cfa-46b3-bcc8-7a0ef213bbd7> | CC-MAIN-2023-40 | https://www.enervee.com/blog/myths-murky-markets-californians-look-to-utilities-to-help-them-shop-energy-smart | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233505362.29/warc/CC-MAIN-20230921073711-20230921103711-00004.warc.gz | en | 0.94234 | 1,844 | 2.53125 | 3 |
A question came through on our blog recently regarding the composition of the specific materials used in the ConforMIS Knee Prosthesis. That’s a great question and one that I’m happy to address.
Today, most of the knee implants that are on the market are made from chrome cobalt molybdenum. Most of us have heard of chrome, seen, and touched it. Chrome is the shiny metal that makes cars gleam and is used to coat many other metals because of its low friction ratio.
Cobalt is probably less familiar but is a heavy metal ore that is relatively rare. In its polished state, it is silver with a blue tint (cobalt blue). It is usually collected as a byproduct from mining other ores, such as nickel, silver, copper, or manganese. It can be magnetized, is very strong and heat-resistant, which makes it useful for industry. When mixed with chrome, it has a very high specific strength.
Molybdenum might be the material that gives you pause unless you are a chemistry major. In the periodic table, Molybdenum’s symbol is MO, atomic number is 42, and is in period 5, group 6. Known for its strength, weldability, as an anti-corrosive, and as a solid lubricant (anti-friction properties), it is the perfect addition to an alloy that is going to be used for a joint replacement prosthesis.
This metal alloy has been tested over and over in the laboratory for wear and tear (put through millions of repetitive motions), safety in the human body and for use in contact with human bone, soft tissue, synovial fluid, blood and other bodily fluids. Of course, there is a very rare chance that someone could have an allergy to the metals contained in the alloy. In a informal poll of the surgeons in my practice while writing this article, not a single surgeon could say that a patient had a proven allergy to the metals in an implant that required its removal. I’m sure if you Googled it, you may find a case, but in the many years of combined practice here at OSC, I feel it is safe to say these metal alloys are quite safe.
I would be remiss if I didn’t also address the “plastic” in the knee prosthesis, which is actually a sterilized polyethylene which has a coating infused with vitamin E. This polyethylene is also wear-and-tear, strength and human tested. Today, it seems almost impossible to wear this out during a patient’s lifetime! | <urn:uuid:4aa40cac-345d-4805-8e7e-1b05e2c14fb6> | CC-MAIN-2023-40 | https://www.osc-ortho.com/blog/what-materials-are-in-the-conformis-knee-implant/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233505362.29/warc/CC-MAIN-20230921073711-20230921103711-00004.warc.gz | en | 0.968921 | 552 | 3.0625 | 3 |
Homemade computer chips / integrated circuits
I am very excited to announce details of the first homemade integrated circuit and share the journey that this project has taken me on over the past year. I hope that my success will inspire others and help start a revolution in home chip fabrication. When I set out on this project I had no idea of what I had gotten myself into, but in the end I learned more than I ever thought I would about physics, chemistry, optics, electronics, and so many other fields. Furthermore, my efforts have only been matched with the most positive feedback and support from the world; I owe a sincere thanks to everyone who has helped me, given me advice, and inspired me on this project. Especially my amazing parents, who not only support and encourage me in any way they can but also give me a space to work in and put up with the electricity costs… Thank you!
Let’s democratize the tools of innovation.
I present the first homemade (lithographically-fabricated) integrated circuit – the “Z1” PMOS dual differential amplifier chip. I say “lithographically-fabricated” because Jeri Ellsworth made the first transistors and logic gates (meticulously hand wired with conductive epoxy) and showed the world that this is possible. Inspired by her work, I have demonstrated ICs made by a scalable, industry-standard, photolithographic process. Needless to say, this is the logical step-up from my previous replication of Jeri’s FET fabrication work.
I designed the Z1 amplifier looking for a simple chip to test and tweak my process. Layout was done in Magic VLSI for a 4 mask PMOS process (active/doped area, gate oxide, contact window, and top metal.) PMOS has advantages over NMOS as far as mobile ionic contamination that lends it to being fabricated in a garage. The masks are designed in 16:9 aspect ratio for easy projection.
The feature (gate) size is approximately 175μm although there are test features as small as 2μm on the chip. Each amplifier section (center and right) contain 3 transistors (2 for long-tailed differential pair and one as current source/load resistor) which means a total of 6 FETs on the IC. The left portion of the IC contains resistors, capacitors, diodes, and other test features used to characterize the fabrication process. Each node of the differential pairs is broken out to a separate pin on the lead frame so it can be analyzed and external biasing can be added as necessary.
EDIT: see update at the bottom, the transistor gate length has been reduced to <5µm (1975 tech. level) which brings an increase in device performance.
There are 66 individual fabrication steps to make this chip and it takes approximately 12 hours for a full run. The process yield can be as high as 80% for these large features, but is largely dependent on my coffee intake that day. I have also made Youtube videos covering semiconductor fabrication theory and discrete MOSFET fabrication.
The home chip fab chemistry bench is pictured below and basically includes everything needed to manufacture ICs except a vacuum chamber and a lithography setup. More information about equipment and chemicals is in my Supercon talk from 2018.
50mm <100> orientation Silicon wafers with bulk resistivity 1 to 10 Ω-cm (30.8 to 308 Ω/sq for thickness of 325µm) are scored into 5.08 x 3.175mm dies (~16mm^2 area) with an Epilog fiber laser. Polyvinyl Alcohol in water or photoresist can be spun on the wafer prior to laser scribing to “catch” laser ablation debris and the film is later removed in solvent before processing. This die size is chosen to fit into a Kyocera 24pin DIP carrier.
Native oxide is stripped off the wafer with a quick dilute HF dip and then they are extensively cleaned in Piranha solution (H2SO4:H2O2), RCA 1 (H2O:NH3:H2O2), RCA 2 (H2O:HCL:H2O2), followed by another dilute HF dip. Most of these cleaning dips are for 10 minutes and can be facilitated by raising to ~40ºC.
The field oxide is thermally grown in a water vapor ambient (wet oxidation) to a thickness of 5000-8000Å. One may consider mixing the DI water for this step with a few percent HCl. The Chrloine atoms help getter and immobilize ionic contaminants and are also said to increase the growth rate by 5-7%. Together with the fact I am making PMOS devices rather than NMOS, these give a huge edge over contamination control and allow decently preforming devices to be fabricated in a garage.
The oxidized wafer is ready for patterning of the active/doped (P-type) area. Positive photoresist (AZ MiR 701 for SiO2 patterning and AZ 4210 for Al layer) is spun on at around 3000rpm yielding a film of about 1.5μm for the AZ MiR 701 or 3.5μm for the AZ 4210 which is soft baked at 90C on a hotplate.
The active area mask is exposed with my Mark IV maskless photolithography stepper at 365nm UV and the pattern is developed in TMAH or KOH solution depending on the resist.
The resist pattern is then hard baked and a number of other tricks are used to ensure good resist adhesion and chemical stability during the following HF etch step which transfers that pattern to the oxide layer and opens windows to the bare silicon surface for doping. These regions later become the source/drain of the FETs.
Doping is then carried out by either solid or liquid source. The solid source is a Boron Nitride disk that is placed in proximity (<2mm) from the wafer in the tube furnace. Alternatively, spin-on liquid sources can be prepared from Phosphoric or Boric acid in water or solvents and doping is carried out in a standard pre-deposition/HF dip/drive-in/deglaze process. I obtained Phosphoric acid in pure form on Amazon and Boric acid from Roach & Ant killer. Since the starting wafer for PMOS here is N-type, I am doing P diffusions of Boron for the source/drain regions and am targeting a sheet resistance in diffused regions of 100 to 250 Ω/sq.
The above mentioned patterning steps are then repeated twice for the gate oxide layer and then the contact layer. The gate oxide must be much thinner (<~750Å) than the field oxide, so the regions between the source/drain are etched away and a thinner oxide is grown there. Then, since the whole wafer has been oxidized during the doping step, contact windows must be etched for the metal layer to make connection with source/drain doped regions.
(click to enlarge)
Now, all the transistors are formed and are ready to be interconnected and broken out to the lead frame. A blanket layer of Aluminum (400-500nm) is sputtered or thermally evaporated onto the wafer. An alternative would be to use the lift-off process in which the photoresist is patterned first and then metal is deposited. To support wire bonding, this metal layer is made thicker (around 2.5µm for Au wire wedge bonding.) These films have a measured bulk resistivity around 5.4e-6 Ω-cm for thermally evaporated films, double the ideal value of 2.7e-6 Ω-cm for Al at 20ºC. The incorporation of Oxygen and other gasses into the Al film during vacuum deposition likely accounts for this difference.
The metal layer is then patterned with photolithography and etched in hot Phosphoric acid (50ºC) to yield the completed IC. The final steps before testing are visual inspection and high temperature annealing of the Aluminum to create ohmic connections.
The finished chip is now ready for packaging and testing.
I don’t have a wire bonder (accepting donations!) so my testing right now is limited to manually probing the wafer with sharp tweezers or using a flip-chip board (difficult to align) to connect it to a curve tracer. The differential amplifier is also tested empirically in-circuit to verify operation.
EDIT: see update at the bottom, I now have a wire bonder!
As you can see above in the PMOS FET Id vs. Vds curves, there is lots of die to die variation and devices made on the same day can have widely different characteristics. Taking 5 traces with -1V Vgs increment requires about a -8V body/substrate bias to overcome fixed charges (positive impurity ions trapped under gate) and lattice defects in the gate region and yield the expected graph.
The chip can also be wired as a 3 stage ring oscillator, the classic test for a new IC fabrication process:
Showing a natural frequency of around 5kHz for 3 stages, limited mainly by excess the gate to source capacitance due to lithography alignment limitations.
Electrical characteristics of Al/Si junctions are characterized as well and show the expected results. We can create three such basic contacts between Aluminum and Silicon. Aluminum is P-type with respect to Silicon so Schottky diodes are formed whenever Aluminum comes into contact with lightly doped N Silicon. Sometimes my devices showed a tunneling characteristic rather than the expected diode, so I theorize that if the same device is processed for a longer time under high temperatures (>1000ºC), increased oxidation at the Si surface causes the Phosphorous at the surface of the wafer to “pile-up” because of the increased solubility of N-type dopant in SiO2. This creates an “N+” region at the surface and the higher dopant concentration creates a diminishing depletion layer which relates to a small potential energy barrier (the electrons can easily tunnel across it), explaining the symmetrical IV curve.
Additionally, the gate oxide dielectric breakdown voltage can be destructively tested. For high quality SiO2, this should be a little over 1V/nm and is easily tested by sweeping Vgs up from 0V and noticing when a large current flows (in normal operation the gate is insulating and no current should be able to flow).
This plot shows gate dielectric breakdown occurring at 21.7V for a 25nm thick gate device, indicating a decent thermally grown oxide quality which could be improved by being grown in an atmosphere with higher Nitrogen content.
The switching and differential amplifier characteristics can also be demonstrated. The trace on the right shows the output of the chip configured as a fully differential amplifier, mixing (adding/subtracting) a 1kHz and 50kHz sine waves together.
The final characteristic to test for is a low-leakage, fully insulating gate as one of the main requirements of true MOSFET operation. As you can see, I am able to charge up the gate of the device and turn it on through a high impedance connection through my fingertip, and the 1, 0 states of the FET are “latching” due to charge staying on the gate of the FETs and having no pathway to dissipate.
Long ago, some amplifiers were plagued with “popcorn” or burst noise, thought to be caused from random events in defects within the semiconductor. This manifests as large step-impulse changes in the output and has been virtually eliminated in modern ICs due to improved material purity and processing cleanliness. However, some of the devices I made exhibit tons of popcorn noise, shown in the video below (noise in differential pair is amplified on scope, zero input creates hundreds of millivolt output). One of my favorite quotes on this type of noise was said by an engineer in reference to the MAX9776, “You could measure it with a frog’s leg and a stopwatch.” Mine clearly falls in this category…
Update 9/3/18: I got a wire bonder (K&S Al/Au wedge bonder)! It will definitely take some more practice before I can bond to a chip, but results will be posted. This will also allow for more extensive testing. I just moved out to college so progress will hopefully be made on school breaks. A huge thanks to Jeremy Gordon (@JeremySF on Twitter) for the gracious donation.
Update 7/8/19: FET gate length (feature size) reduced to <5µm, bringing this project to be state-of-the-art in about 1975 and allows the transistors to operate with much better characteristics. Pictured below is a ~4.5µm Aluminum gate and the corresponding characteristics showing 5 traces, -3V step and a -8V body/substrate bias.
Thanks for following my work and feel free to contact me with your thoughts! | <urn:uuid:254bf956-efe3-46b0-b56c-18c2f7185394> | CC-MAIN-2023-40 | http://sam.zeloof.xyz/first-ic/?replytocom=2997 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00804.warc.gz | en | 0.93633 | 2,775 | 2.546875 | 3 |
Pes cavus foot is a foot with a high arch, one higher than normal. At first glance, a pes cavus foot may appear ‘prettier’ than a normal foot; but the distribution of the compressive forces of the foot on a high-arched foot is abnormal. This results in greater forces placed on the ball of the foot and on the heel. Pain may occur in any part of the foot as a result of this condition. Cause A pes cavus foot may develop as a result of neurological disorders and infectious disease such as polio, stroke, cerebral palsy, and spina bifida. Charcot-Marie-Tooth Disorder may also be related to the development of a pes cavus foot. Pes cavus may also be congenital. Babies are born with flat feet and the arches develop over time. During the development phase, pes cavus could result. A high arched food can lead to additional foot disorders such as Achilles tendonitis or plantar fascitis as well as hammer toes, corns and calluses. Treatment and Prevention Supportive shoes with custom orthotics is essential to the relief of pain associated with a pes cavus foot. Orthotic inserts that cushion the foot along with heel supports usually benefit the foot a lot. For over-the-counter insoles, consider a high arched orthotic or sensitive foot insole. Prevention of other foot disorders by the proper choice of shoes with a wide toe box and high toe box are essential. | <urn:uuid:131af175-49ff-459f-99bd-01ffa76fceb6> | CC-MAIN-2023-40 | https://feetfirstinc.com/pages/cavus-foot | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00804.warc.gz | en | 0.926586 | 307 | 2.859375 | 3 |
Hi-Res Research Graphics
Earth Day and the Hockey Stick: A Singular Message
The hockey stick temperature reconstruction from 1999 (blue) along with the data record (red) and the 2013 “PAGES2k” temperature reconstruction (green). Credit: Klaus Bitterman Wikimedia (CC BY-SA 4.0)
IPCC 2001 3rd Assessment Report SPM
Time reconstructions [blue] and instrumental data [red] for Northern Hemisphere mean temperature (NH). In both cases, the zero line corresponds to the 1902-80 calibration mean of the quantity. Raw data are shown up to 1995 and positive and negative 2-sigma uncertainty limits are shown by the grey shaded region. The thick black line corresponds to a lowpass filtered version of the reconstruction. Credit: Intergovernmental Panel on Climate Change.
Hockey Stick Curve
Time reconstructions [blue] and instrumental data [red] for Northern Hemisphere mean temperature (NH). In both cases, the zero line corresponds to the 1902-80 calibration mean of the quantity. Raw data are shown up to 1995. The thick black line corresponds to a lowpass filtered version of the reconstruction. Credit: Michael E. Mann.
Reconstructed surface temperature pattern for MCA & LIA
Reconstructed surface temperature pattern for MCA (950 to 1250 C.E.) and LIA (1400 to 1700 C.E.). Shown are the mean surface temperature anomaly (left) and associated relative weightings of various proxy records used (indicated by size of symbols) for the low-frequency component of the reconstruction (right). Anomalies are defined relative to the 1961 1990 reference period mean. Statistical skill is indicated by hatching [regions that pass validation tests at the P = 0.05 level with respect to RE (CE) are denoted by / (\) hatching]. Gray mask indicates regions for which inadequate long-termmodern observational surface temperature data are available for the purposes of calibration and validation. Credit: American Association for the Advancement of Science.
Spatial pattern of MCA-LIA surface temperature difference
Spatial pattern of MCA-LIA surface temperature difference in reconstructions and model simulations.
(A) Proxy-based temperature reconstructions,
(B) GISS-ER (using the same solar forcing difference used in the NCAR simulation shown is the ensemble mean), and
(C) NCAR CSM 1.4 simulation.
The observational mask has been applied to both model patterns for ease of comparison. Statistical skill for (A) is indicated with the same conventions as in Fig. 2 (statistical significance here indicates that the particular test statistic independently passed during both the MCA and LIA intervals). Credit: American Association for the Advancement of Science.
PNAS 2008 Reconstruction Comparison
Composite CPS and EIV NH land and land plus ocean temperature reconstructions and estimated 95% confidence intervals. Shown for comparison are published NH reconstructions, centered to have the same mean as the overlapping segment of the CRU instrumental NH land surface temperature record 18502006 that, with the exception of the borehole-based reconstructions, have been scaled to have the same decadal variance as the CRU series during the overlap interval (alternative scaling approaches for attempting to match the amplitude of signal in the reconstructed and instrumental series are examined in SI Text). All series have been smoothed with a 40-year low-pass filter as in ref 33. Confidence intervals have been reduced to account for smoothing. Credit: National Academy of Sciences.
False Hope: Earth Will Cross the Climate Danger Threshold by 2036
Results from a simple energy balance model show the time to reach a critical warming threshold given different estimates of climate sensitivity. Results from scenarios were emissions of greenhouse gases are reduced are also shown.
Graphic Credit: Pitch Interactive, Source Credit: Dr. Michael E. Mann | <urn:uuid:64c5f591-3118-4179-b1ca-6b1cc34cc758> | CC-MAIN-2023-40 | https://michaelmann.net/photos?page=9 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00804.warc.gz | en | 0.884498 | 799 | 2.953125 | 3 |
A vortex meter is a type of volumetric flow meter that makes use of a natural phenomenon that occurs when a liquid flows around a bluff object. Vortex flow meters operate under the vortex shedding principle, where vortices (or eddies) are shed alternately downstream of the object. The frequency of the vortex shedding is directly proportional to the velocity of the liquid flowing through the meter.
Vortex flow meters are best suited for flow measurements where the introduction of moving parts presents problems. They are available in industrial grade, brass, or all plastic construction. Sensitivity to variations in the process conditions are low and, with no moving parts, relatively low wear compared to other types of flow meters.
Theodor von Karman, while fishing in the mountain streams of the Transylvanian Alps, discovered that, when a non-streamlined object (also called a bluff body) is placed in the path of a fast-flowing stream, the fluid will alternately separate from the object on its two downstream sides, and, as the boundary layer becomes detached and curls back on itself, the fluid forms vortices (also called eddies or whirlpools). He also noted that the distance between the vortices was constant and depended soley on the size of the rock that formed it.
On the side of the bluff body where the vortex is being formed, the fluid velocity is higher and the pressure is lower. As the vortex moves downstream, it grows in strength and size, and eventually detaches or sheds itself. This is followed by a vortex’s being formed on the other side of the bluff body (Figure 1). The alternating vortices are spaced at equal distances.
The vortex-shedding phenomenon can be observed as wind is shed from a flagpole (which acts as a bluff body); this is what causes the regular rippling one sees in a flag. Vortices are also shed from bridge piers, pilings, offshore drilling platform supports, and tall buildings. The forces caused by the vortex-shedding phenomenon must be considered when designing these structures. In a closed piping system, the vortex effect is dissipated within a few pipe diameters downstream of the bluff body and causes no harm.
Vortex Flow Meter Design
A vortex flow meter is typically made of 316 stainless steel or Hastelloy and includes a bluff body, a vortex sensor assembly, and the transmitter electronics – although the latter can also be mounted remotely (Figure 2). They are typically available in flange sizes from ½ in. to 12 in. The installed cost of vortex meters is competitive with that of orifice meters in sizes under six inches. Wafer body meters (flangeless) have the lowest cost, while flanged meters are preferred if the process fluid is hazardous or is at a high temperature.
Bluff body shapes (square, rectangular, t-shaped, trapezoidal) and dimensions have been experimented with to achieve the desired characteristics. Testing has shown that linearity, low Reynolds number limitation, and sensitivity to velocity profile distortion vary only slightly with bluff body shape. In size, the bluff body must have a width that is a large enough fraction of the pipe diameter that the entire flow participates in the shedding. Second, the bluff body must have protruding edges on the upstream face to fix the lines of flow separation, regardless of the flow rate. Third, the bluff body length in the direction of the flow must be a certain multiple of the bluff body width.
Today, the majority of vortex meters use piezoelectric or capacitance-type sensors to detect the pressure oscillation around the bluff body. These detectors respond to the pressure oscillation with a low voltage output signal which has the same frequency as the oscillation. Such sensors are modular, inexpensive, easily replaced, and can operate over a wide range of temperature ranges – from cryogenic liquids to superheated steam. Sensors can be located inside the meter body or outside. Wetted sensors are stressed directly by the vortex pressure fluctuations and are enclosed in hardened cases to withstand corrosion and erosion effects.
External sensors, typically piezoelectric strain gages, sense the vortex shedding indirectly through the force exerted on the shedder bar. External sensors are preferred on highly erosive/corrosive applications to reduce maintenance costs, while internal sensors provide better rangeability (better flow sensitivity). They are also less sensitive to pipe vibrations. The electronics housing is usually rated explosion and weatherproof, and contains the electronic transmitter module, termination connections, and optionally a flow-rate indicator and/or totalizer.
Vortex Flow Meter Styles
Smart vortex meters provide a digital output signal containing more information than just flow rate. The microprocessor in the flowmeter can automatically correct for insufficient straight pipe conditions, for differences between the bore diameter and that of the mating pipe, for thermal expansion of the bluff body, and for K-factor changes when the Reynolds number drops below 10,000.
Intelligent transmitters are also provided with diagnostic subroutines to signal component or other failures. Smart transmitters can initiate testing routines to identify problems with both the meter and with the application. These on-demand tests can also assist in ISO 9000 verification.
Some vortex flowmeters can detect mass flow. One such design measures both the vortex frequency and the vortex pulse strength simultaneously. From these readings, the density of the process fluid can be determined, and the mass flow calculated to within 2% of span.
Another design is provided with multiple sensors to detect not only the vortex frequency, but also the temperature and pressure of the process fluid. Based on that data, it determines both the density and the mass flow rate. This meter offers a 1.25% of rate accuracy when measuring the mass flow of liquids and a 2% of rate accuracy for gases and steam. If knowledge of process pressure and temperature is of value for other reasons, this meter provides a convenient, less costly alternative to installing separate transmitters.
Accuracy and Rangeability
Because the Reynolds number drops as viscosity rises, vortex flowmeter rangeability suffers as the viscosity rises. The maximum viscosity limit, as a function of allowable accuracy and rangeability, is between 8 and 30 centipoises. One can expect a better than 20:1 rangeability for gas and steam service and over 10:1 for low-viscosity liquid applications if the vortex meter has been sized properly for the application.
The inaccuracy of most vortex meters is 0.5-1% of rate for Reynolds numbers over 30,000. As the Reynolds number drops, metering error increases. At Reynolds numbers less than 10,000, error can reach 10% of actual flow.
While most flowmeters continue to give some indication at near zero flows, the vortex meter is provided with a cut-off point. Below this level, the meter output is automatically clamped at zero (4 mA for analog transmitters). This cut-off point corresponds to a Reynolds number at or below 10,000. If the minimum flow that one needs to measure is at least twice the cut-off flow, this does not pose a problem. On the other hand, it can still be a drawback if low flowrate information is desired during start-up, shutdown, or other upset conditions.
Applications and Limitations
Vortex meters are not usually recommended for batching or other intermittent flow applications. This is because the dribble flow rate setting of the batching station can fall below the meter's minimum Reynolds number limit. The smaller the total batch, the more significant the resulting error is likely to be.
Low pressure (low density) gases do not produce a strong enough pressure pulse, especially if fluid velocities are low. Therefore, it is likely that in such services the rangeability of the meter will be poor and low flows will not be measurable. On the other hand, if reduced rangeability is acceptable and the meter is correctly sized for normal flow, the vortex flowmeter can still be considered.
If the process fluid tends to coat or build-up on the bluff body, as in sludge and slurry service, this will eventually change the meter's K factor. Vortex-shedding flowmeters are not recommended for such applications. If, however, a dirty fluid has only moderate amounts of non-coating solids, the application is likely to be acceptable. This was demonstrated by a 2-year test on a limestone slurry. At the end of the test, the K factor was found to have changed only 0.3% from the original factory calibration, although the bluff body and flow tube were badly scarred and pitted.
When measuring multi-phase flow (solid particles in gas or liquid; gas bubbles in liquid; liquid droplets in gas), vortex meter accuracy will drop because of the meter's inability to differentiate between the phases. Wet, low-quality steam is one such application: the liquid phase should be homogeneously dispersed within the steam, and vertical flow lines should be avoided to prevent slugging. When the pipe is horizontal, the liquid phase is likely to travel on the bottom of the pipe, and therefore the inner area of the pipe should be kept open at the bottom. This can be achieved by installing the bluff body horizontally. Measurement inaccuracy in such applications is about 5% of actual flow, but with good repeatability.
The permanent pressure loss through a vortex meter is about half that of an orifice plate, roughly two velocity heads. (A velocity head is defined as V2/g, where V is the flow velocity and g is the gravitational constant in consistent units.) If the pipe and meter are properly sized and of the same size, the pressure drop is likely to be only a few psi. However, downsizing (installing a smaller-than-line-size meter) in order to increase the Reynolds can increase the head loss to more than 10 psi. One should also make sure that the vena contracta pressure does not drop below the vapor pressure of the process fluid, because that would cause cavitation. Naturally, if the backpressure on the meter is below the vapor pressure, the process fluid will flash, and the meter reading will not be meaningful.
The main advantages of vortex meters are their low sensitivity to variations in process conditions and low wear relative to orifices or turbine meters. Also, initial and maintenance costs are low. For these reasons, they have been gaining wider acceptance among users.
When installing a vortex flowmeter in an existing process where the flow range is not known, it is recommended to first make some approximate measurements (using portable pitot tubes or clamp-on ultrasonic devices). Otherwise, there is no guarantee that a line-size vortex meter will work at all.
The vortex meter requires a well-developed and symmetrical flow velocity profile, free from any distortions or swirls. This necessitates the use of straight up and downstream piping to condition the flow. The straight length of pipe must be the same size as the meter (Figure 3) and its length should be about the same as required for an orifice installation with a beta ratio of 0.7. Most vortex flowmeter manufacturers recommend a minimum of 30 pipe diameters downstream of control valves, and 3 to 4 pipe diameters between the meter and downstream pressure taps. Temperature elements should be small and located 5 to 6 diameters downstream.
About half of all vortex meter installations require the "necking down" of oversized process piping by concentric reducers and expanders. Even if flow straighteners are installed, some straight (relaxation) piping will still be required.
Vortex meters can be installed vertically, horizontally, or at any angle if they are kept flooded. The meter can be kept flooded by installing it in a vertical upward flow line (Figure 3-B). When installing the flow meter in a downward (Figure 3-C) or horizontal flow (Figure 3-D), the downstream piping should be kept elevated. Check valves can be used to keep the piping full of liquid when there is no flow. Block and bypass valves are required if the replacement of the sensor in a particular design requires the stopping of the flow and the opening of the process.
Mating flanges (on the schedule 40 or schedule 80 mating piping) must have the same diameter and smooth bore as the flow meter. Weld neck flanges are preferred and reducing flanges should not be used. The inner surface of the mating pipe should be free from mill scale, pits, holes, reaming scores and bumps for a distance of 4 diameters upstream and 2 diameters downstream of the meter. The bores of the meter, the gaskets and the adjacent piping must be carefully aligned to eliminate any obstructions or steps.
Excessive pipe vibration can be eliminated by supporting the piping on both sides of the meter, or by rotating the meter so that the sensor is moved out of the plane of the vibration. Process noise due to valve chattering, steam traps, or pumps can result in high readings or non-zero readings under zero-flow conditions. Most meter electronics allow for increasing the noise filter settings, but increased noise reduction usually also decreases the low-flow sensitivity of the meter. One option is to relocate the meter to a less noisy part of the process.
Sizing and Rangeability
Vortex shedding frequency is directly proportional to the velocity of the fluid in the pipe, and therefore to volumetric flow rate. The shedding frequency is independent of fluid properties such as density, viscosity, conductivity, etc., except that the flow must be turbulent for vortex shedding to occur. The relationship between vortex frequency and fluid velocity is:
St = f(d/V)
Where St is the Strouhal number, f is the vortex shedding frequency, d is the width of the bluff body, and V is the average fluid velocity. The value of the Strouhal number is determined experimentally and is generally found to be constant over a wide range of Reynolds numbers. The Strouhal number represents the ratio of the interval between vortex shedding (l) and bluff body width (d), which is about six (Figure 4). The Strouhal number is a dimensionless calibration factor used to characterize various bluff bodies. If their Strouhal number is the same, then two different bluff bodies will perform and behave similarly.
Because the volumetric flow rate Q is the product of the average fluid velocity and of the cross-sectional area available for flow (A):
Q = AV = (A f d B)/St
where B is the blockage factor, defined as the open area left by the bluff body divided by the full-bore area of the pipe. This equation, in turn, can be rewritten as:
Q = fK
where K is the meter coefficient, equal to the product (A f d B). As with turbine and other frequency-producing flow meters, the K factor can be defined as pulses per unit volume (pulses per gallon, pulses per cubic foot, etc.). Therefore, one can determine flow rate by counting the pulses per unit time. Vortex frequencies range from one to thousands of pulses per second, depending upon the flow velocity, the character of the process fluid, and the size of the meter. In gas service, frequencies are about 10 times higher than in liquid applications.
The K factor is determined by the manufacturer, usually by water calibration in a flow lab. Because the K factor is the same for liquid, gas and vapor applications, the value determined from a water calibration is valid for any other fluid. The calibration factor (K) at moderate Reynolds numbers is not sensitive to edge sharpness or other dimensional changes that affect square-edged orifice meters.
Although vortex meter equations are relatively simple compared to those for orifice plates, there are many rules and considerations to keep in mind. Manufacturers offer free computer software for sizing, wherewith the user enters the fluid's properties (density, viscosity, and desired flow range) and the program automatically sizes the meter.
The force generated by the vortex pressure pulse is a function of fluid density multiplied by the square of fluid velocity. The requirement that there be turbulent flow and force sufficient to actuate the sensor determines the meter's rangeability. This force has to be high enough to be distinguishable from noise. For example, a typical 2-in. vortex meter has a water flow range of 12 to 230 gpm. If the density or viscosity of the fluid differs from that of water, the meter range will change.
In order to minimize measurement noise, it is important to select a meter that will adequately handle both the minimum and maximum process flows that will be measured. It is recommended that the minimum flow rate to be measured be at least twice the minimum flow rate detectable by the meter. The maximum capacity of the meter should be at least five times the anticipated maximum flow rate. | <urn:uuid:3f82a2c8-17a2-4921-b0fe-307d4d8f77b4> | CC-MAIN-2023-40 | https://www.omega.com/en-us/resources/vortex-flow-meter | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00804.warc.gz | en | 0.914799 | 3,475 | 3.734375 | 4 |
[Ian Bowring & Ruth Urbom. Tokyo: Seibido, 2008. pp. 117. ¥1,800. (incl. teacher’s guide; CD set ¥5,000). ISBN: 978-4-7919-4623-5.]
Our Unique Planetis an upper-intermediate reading comprehension book focused specifically on subject matter related to science and technology. It is primarily intended for use with university-level Japanese science students in their EFL classes,centered on reading and vocabulary. As a textbook targeted at such a specific audience, Our Unique Planet is able to cater directly to Japanese students with the inclusion of brief unit introductions and glossaries in Japanese. The textbook’s accompanying teacher’s guide apparently seeks to narrow the potential market for this textbook even more because it is written entirely in Japanese.
The overall structure of Our Unique Planet consists of 22 topic-based units ostensibly divided into four parts: Life on Earth, Research and Technology, Our Home, and Exploration. Beyond the superficial connection between the topics included in each part, there is no real cohesiveness between units,and the vocabulary presented is not cumulative. Each of the 22 units revolves around a central reading passage concerned with a contemporary scientific or technological topic. The topics selected do well to represent a broad cross-section of the many different areas of science and technology of interest to many university-level Japanese science students. In my experience using portions of this textbook in EFL Reading classes for second-year Chemistry and Physics majors, most students found the occasional introduction of selectedunits from this textbook to be a welcome addition to our course. In addition to the great diversity of scientific topics touched on throughout the textbook, the written content also seems both up-to-date and appropriately sophisticated, both scientifically and linguistically, for the intended audience.
Unfortunately, the same degree of sophistication is not present in the visual content,as the entire textbook is completely black-and-white,with the exception of the cover. Beyond the lack of color, the few, often nondescript pictures that are included are almost always recycled within each short unit. The charts, graphs, maps, and diagrams that are included do serve to enhance the scientific feel of the textbook but, unfortunately, appear far too sporadically to do much in terms of helping students to “develop skills in interpreting visuals” (p. 3) as is proposed in the preface.
For better or for worse, Our Unique Planet follows the exact same pattern in each of its 22 units. First, a set of six cloze sentences attempts to introduce background information and key vocabulary. The central component of each unit, the reading passage, is next and typically consists of six paragraphs within which selected vocabulary and phrases are marked in bold and included with a Japanese translation in the glossary that follows. After each passage there is a simple vocabulary matching exercise, followed by multiple-choice comprehension questions. Students are then asked to fill in blanks to complete a summary paragraph of the unit’s main reading passage before checking their answers by listening to a native speaker reading of the text on the accompanying CDs. Each unit ends with another set of six cloze sentences related to the reading passage.
While perhaps comforting to some students and instructors who value a consistent approach in reading texts, most students and instructors will likely find the monotony of the unit presentation exhibited throughout this textbook to be extremely uninspiring.Likewise, Our Unique Planet brings nothing new to the exercises that accompany the potentially engaging scientific reading passages. As a result, although my students did report that they enjoyed the scientific subject matter and challenging level of English used in the reading passages of the units that we looked at, they also noted that the repetitive style of the exercises soon became boring. Indeed, the complete lack of any built-in expansion activities, such as opportunities for discussion or debate, or resources for further information, such as relevant website links or an interactive CD-Rom, leaves the challenge of making this textbook meaningful to the students very much up to the instructor’s additional planning and preparation. Though the teacher’s guide apparently includes a minimal amount of additional information about the main topics of each unit in Japanese, there are no supplemental materials for reviews, quizzes, tests, or other peripherals of any kind included at all.
All in all, Our Unique Planet does provide EFL reading materialfor Japanese science students,providinga resource of scientific reading passages that are current, interesting, and appropriately challenging linguistically. Unfortunately, as the main textbook for a course, the repetitive style of unit presentation, lackluster visual appeal, and complete absence of supplemental materials make it unlikely to meet the needs of most students or instructors. | <urn:uuid:8ab95ed4-f8a8-487f-8737-7e4ef29f43d7> | CC-MAIN-2023-40 | https://jalt-publications.org/tlt/departments/book-reviews/articles/492-our-unique-planet | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.19/warc/CC-MAIN-20230923162848-20230923192848-00704.warc.gz | en | 0.934979 | 962 | 2.96875 | 3 |
With an abundance of resources and knowledge in the world today, you might think anxiety could be very easy to conquer. Although it might be handled easier than expected, lots of people tend not to realize the extent of true anxiety. To comprehend anxiety and manage symptoms properly, you should gain as much knowledge as is possible. This information is geared towards getting that information to you, sot that you can take back control.
If you have a panic or anxiety problem, then you should lessen sugar and caffeine. Sometimes these things could make you feel more nervous than normal. If you must have caffeine or sugar, then at the very least cut back. Your daily diet plays a crucial role in how you respond to anxiety.
Keep daily stress managed. The better stress you happen to be under, the greater anxiety you will experience. Learn how to do tasks at an easier pace so that you’re not so stressed at all times. Moreover, be certain to get plenty of time to decompress and unwind during the day.
Learn to distract yourself. Once you experience the anxiety beginning to overwhelm you, find an issue that offers a distraction. Ensure that it’s something which takes up plenty of concentration or energy, for instance a difficult puzzle or a brisk workout. By focusing on something other than your anxiety, you will recognize that it disappears quite quickly.
Paying attention to music is a wonderful anxiety reducer. Put on some favorite tunes once you find anxiety creeping up. Listen carefully on the music. You will soon forget the thing which is leading you to anxious. Making certain the mind stays active is actually a useful anxiety management technique.
Remain as busy as is possible. Being very active helps prevent any anxiety that may occur. When you rise up within the mornings, begin doing something immediately. Be sure you stay busy the whole day. Clean up your home, walk the dog, clear a garden, read, or exercise. Every one of these things can reduce your anxiety. Remaining idle just causes you to think about the negative things which are occurring in your lifetime, that makes your anxiety worse.
Should you suffer from anxiety, be sure you eat a healthy diet and obtain plenty of sleep and workout. The more effective shape your body is, the better proof against stress and also other forms of anxiety it will be! Sleep deprivation, hunger and ill-health, will leave you a lot more at risk of the affects of anxiety.
Find some good exercise. So many people are conscious of exercise is perfect for the entire body. The things they will not be mindful of is the fact that exercises are equally best for the mind. In addition to being a wholesome outlet for stress, exercising releases chemicals within the brain called endorphins, what are the feel-good chemicals liable for the famous runner’s high.
Go outside for among the finest free therapies readily available for treating anxiety and depression. Direct sunlight is a necessary part of any remedy for anxiety. It supplies your body with Vitamin D and also has a good influence on the human brain. Lots of people become depressed during the cold months without having the sun, so whenever feasible, get outside and appreciate some free therapy.
A terrific way to reduce the anxiety that you just feel, is always to require a ride together with your friends for the spa. Soaking the body within a jacuzzi, or bath is the best way to relax, and put things in perspective. Also, the warmth helps you to one to sweat, and flush out the extra toxins in the body.
Those who have problems with anxiety really should take a look at themselves within the mirror and ask themselves “?what steps for taking in order to handle anxiety.’ Ask what changes you are able to reasonably make in your own life so it will be more manageable. This will help you to feel more in control of yourself.
Therapy and counseling aren’t just for those who have psychological disorders or mental problems. These therapeutic services can help the most normal and well rounded people handle their lives better. It is nice to have someone that is unbiased relating to your life to talk to and assist you to go through your issues.
Learning how to cope with stress is the key to reducing anxiety. Lots of people experience something called floating anxiety because they are unacquainted with in which the stress is really from. This could be handled by choosing the supply of stress through professional therapy or some other similar methods.
Anyone with anxiety issues should exercise often. Workout is an organic way to cope with stress as well as to relieve anxiety. For an ideal outcome, as well as to improve quicker, a 30 minute aerobic workouts are recommended.
Exercise often. Working out, no matter what activity you choose to take part in, can help you feel less anxious. Studies show that aerobic activities might help people up to some sorts of medication. They can alter how the brain works, even protecting it to a certain extent.
Make a move you enjoy. Anxiety, whether such as anxiety and panic attacks or generalized anxiety, can make you forget about having a good time. Getting out and de-stressing by enjoying yourself is probably the best things you can do, to be able to learn to relax and feel happier about life for quite a while.
In the event you find that watching tv causes your anxiety levels to go up, then turn it off. Limit the time period that you simply watch television, and make a move more productive instead. Try cleansing the house, exercising, getting together with friends, or reading a great book. Television time must be limited. Never watch everything that causes one to stress out immediately upon watching.
Anxiety may be managed easily, while it does take a mindset that is focused on lifestyle changes to manage stress. Seek out those parts of your life that generate stress and after that, utilize the advice given here to balance those anxious feelings. This can put you about the right road to success with anxiety.
Learn more about the #1 health anxiety recovery program online today at /
Worry perpetuates anxiety and can feel like a best friend over time. However this best friend doesn’t necessarily allow you to explore new ideas, beliefs, actions, or environments without amplifying anxiety symptoms that look to keep you away from the unfamiliar.
Today I want to share the message of ‘worry no longer has to be trusted.’ What this means is when worry arises swift action can replace it, hence the lessening of anxiety. This is how we build trust, this is how we become more than anxiety.
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The Anxiety Guy on Instagram: | <urn:uuid:c10ef55b-c33a-4865-9dc9-a56bcee09e7e> | CC-MAIN-2023-40 | https://medbusiness.net/prevent-minimizing-anxiety-with-these-tips/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.19/warc/CC-MAIN-20230923162848-20230923192848-00704.warc.gz | en | 0.952146 | 1,416 | 2.546875 | 3 |
On the Myths of a Green Economy
It will stop climate change and the extinction of species and in so doing will create high growth rates and millions of jobs: the green economy. It’s seen as a miraculous weapon. Through it, global capitalism will not only be stabilized, but will become sustainable as well. But what is the green economy?
In a green economy, policy parameters are supposed to ensure the flow of capital to make markets and the economy “greener” and create “green” jobs. Enterprises are to pay an “appropriate” price for environmental damage. And not least: The state is supposed to orient its public procurements according to sustainability criteria and create sustainable infrastructures.
In June 2012, at the UN’s “Rio plus 20” conference in Rio de Janeiro, the green economy was to become a new central concept of global policy. As its title indicates, the conference was taking place on the 20th anniversary of the 1992 United Nations Conference on Environment and Development, where the magic formula “sustainable development” was coined. However, Rio plus 20 drastically demonstrated that sustainable development is not faring so well. CO2 emissions are increasing. Biological diversity is contracting. Famine, impoverishment and social inequality are increasing in many countries. The much feted “conciliation of ecology and economy” is proving hard to construct. In short: The green economy is not what many want to see it as: a magical formula offering solutions on a silver tray for many problems.
With this brochure Ulrich Brand, Professor for International Politics at the University Vienna, Austria, demonstrates that green economy is a contested term, which can be filled with many different contents—according to different interests. At the same time, Brand shows where the proposals fall short, seek a too hasty compromise with the ruling forces and suppress alternatives rather than promote them. One thing is certain: If the green economy does not break with the structures of the old economy and merely serves as a growth program, it will quickly lead to disillusionment and lose its sheen. | <urn:uuid:1ce8bd50-a4e9-44cf-a5f2-ba54652a7219> | CC-MAIN-2023-40 | https://rosalux.nyc/beautiful-green-world/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.19/warc/CC-MAIN-20230923162848-20230923192848-00704.warc.gz | en | 0.943733 | 435 | 2.84375 | 3 |
A dental checkup is one of the most important things to have done. General dentists recommend that check-ups be had at least twice a year. People of all ages should make these appointments a priority, so find out why below. Just like doctors' appointments, dentist appointments also play a crucial role in a person’s overall health.…
When Your Child Needs a Dental Checkup
Some dental issues start early on, meaning your child might need a dental checkup at an early age. Even if the child is relatively young, there could be tooth decay or white spots. It means you should think about making your child’s dental appointment as soon as possible. Keep reading to learn more.
Having brown or white spots on the teeth
If there are already chalky spots on the teeth, the child needs to see the dentist. That might indicate tooth decay that happens because of delayed care. White spots might happen because of bad habits. For instance, the child should not go to sleep with a bottle in the mouth. The child might have calcium deposits on the teeth, or the teeth might begin to decay.
Sensitivity to hot or cold temperatures
Tooth sensitivity can be distressing, and it might cause a tingling feeling. That might prevent children from having frozen foods or hot drinks. Children may not understand the cause of the issue, and it can be frustrating. The reason might be gum recession, exposing the dentine. The child might have discomfort during cleaning or when having cold or hot things.
Tooth decay and gum disease might lead to a toothache. The dentist can diagnose that during a dental checkup. Tooth decay might happen at a young age. Having milk and formula can cause bacteria and plaque to buildup.
The toothache might lead to throbbing pain, fever, or a headache, leading to non-stop crying. The child may become inactive at some point. The child might also find it hard to eat. In more severe cases, the child’s face may become swollen. If the child has these symptoms, it is time for a dental checkup. The parent should schedule the appointment as soon as possible to prevent other issues.
Tooth decay and cavities
If there are white or brown spots on the teeth, it might mean there will soon be a cavity. Without action or proper hygiene, it might cause decay. Some causes of decay might include bacteria, low production of saliva, or sugary foods and beverages. Failure to clean the teeth can also lead to potential issues. The good news is a dentist can find these issues during a dental checkup.
Tooth or jaw misalignment
No matter the child’s age, if there is misalignment, the child should see the dentist. During the dental checkup, the dentist can see if the upper and lower teeth meet correctly. The dentist will check if there is a missing tooth too. Misalignments could cause breathing, eating, and speaking issues. They might also cause discomfort and pain.
Choose the right dental checkup today
You might wonder when you should take your child to see the dentist. However, it is usually right to take the child before the first birthday. That allows the child to become more comfortable with the dentist. It gives the child a chance to become familiar with checkups. Making an appointment today is the first step in helping your child be healthier.
Check out what others are saying about our dental services on Yelp: Dental Checkup in Bowie, MD.
When you visit our Bowie dentist office, the one thing that you will be sure to hear about is the importance of having regularly scheduled appointments right here at the dentist office. Over the last several years, we have observed an alarming trend, nationally, with fewer people coming in to see their dentist on a…
Preventive dentistry centers around a few core values: Practice good daily oral hygiene, never skip a dental cleaning and avoid sugar. Steering clear of sugary food and drinks is one of the pillars of dentistry.Read on to discover the seven things you need to know about the connection between sugar and tooth health.The mouth is…
Regular dental visits are incredibly important for maintaining good oral health. Unfortunately, many people only visit the dentist when they have a dental emergency or something like a toothache. It is far better to make these appointments on a regular basis to ensure that problems are prevented. This is more economical and allows for better… | <urn:uuid:db566bdf-e21b-4171-b7f0-bad90e756bf6> | CC-MAIN-2023-40 | https://www.gatewaydental.org/blog/when-your-child-needs-a-dental-checkup/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.19/warc/CC-MAIN-20230923162848-20230923192848-00704.warc.gz | en | 0.947058 | 921 | 2.625 | 3 |
🔒 In today's world, secure facilities such as prisons, detention centers, and correctional institutions play a vital role in maintaining law and order. These facilities are designed to confine individuals who have been accused or convicted of crimes, ensuring the safety of society. However, it is essential to recognize that even in these confined spaces, the rights and well-being of the individuals being held must be upheld. This article delves into the importance of ensuring fair and appropriate conditions of confinement in secure facilities.
The Human Rights Perspective
✊ From a human rights perspective, it is crucial to treat all individuals with dignity and respect, regardless of their status as detainees or prisoners. Ensuring fair and appropriate conditions of confinement is not just an ethical obligation but a legal one as well. International human rights standards, such as the United Nations Standard Minimum Rules for the Treatment of Prisoners (known as the Nelson Mandela Rules), outline the minimum standards for the treatment of individuals deprived of their liberty.
🌍 These rules emphasize the importance of providing adequate living conditions, nutrition, healthcare, and access to education and vocational training. Additionally, they highlight the necessity of ensuring that individuals are protected from torture, cruel, inhuman, or degrading treatment or punishment.
The Rehabilitation and Reintegration Factor
🔄 While secure facilities primarily focus on confining individuals, it is essential to remember that many incarcerated individuals will eventually be released back into society. In this context, ensuring fair and appropriate conditions of confinement takes on an added dimension – that of rehabilitation and reintegration.
🎯 Research has consistently shown that providing meaningful rehabilitation programs and opportunities for personal growth during confinement can significantly reduce recidivism rates. Education, vocational training, mental health counseling, and substance abuse treatment are just a few examples of the services that can help incarcerated individuals acquire the necessary skills to reintegrate successfully into society. By focusing on rehabilitation, secure facilities can contribute to creating a safer and more productive society.
The Role of Transparency and Oversight
🔍 Achieving fair and appropriate conditions of confinement necessitates robust mechanisms of transparency and oversight. Without proper monitoring, there is a risk of human rights violations, abuse of power, and inadequate living conditions within secure facilities.
🔒 Independent inspections, regular audits, and effective complaint mechanisms can help ensure that the rights of incarcerated individuals are protected. These oversight mechanisms should involve external entities, such as human rights organizations, ombudspersons, and judicial authorities. By holding secure facilities accountable, transparency and oversight help maintain the integrity of the criminal justice system and foster public trust.
🌟 The fair and appropriate treatment of individuals in secure facilities is a fundamental aspect of upholding human rights, promoting rehabilitation, and maintaining a just society. By adhering to international standards, focusing on rehabilitation and reintegration, and implementing robust transparency and oversight mechanisms, we can ensure that these facilities become spaces of healing, growth, and transformation rather than places of despair and neglect. | <urn:uuid:78eac0cc-eaf9-41cc-b8f6-1e7aa076b257> | CC-MAIN-2023-40 | https://claytoncountysystemofcare.org/blog/ensuring-fair-treatment-secure-facilities-rehabilitation-justice | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506669.96/warc/CC-MAIN-20230924223409-20230925013409-00604.warc.gz | en | 0.924567 | 608 | 3.75 | 4 |
Restored 1855 Questad Farm, National Register of Historic Places: Drone Video, Taylor Valdez for Stephen B. Chambers Architects, Inc.
Questad Farm is currently owned by an Austin family for their use as a second home and rural retreat to entertain family and friends, and exercise their mindful stewardship of Texas’s built history.
Questad Farm is a 19th century property on the National Register of Historic Places and is one of the few remaining groups of structures of the early Norwegian Settlement of Norse in Bosque County, Texas. Built in the 1850s, it is currently comprised of five stone buildings and hundreds of feet of intact dry-stack stone walls, some as tall as eight feet. The Questads were among eight original Norwegian families who came to newly formed Bosque County in 1854 for its abundant wood, water and 320-acre land grants from the state. By 1900, their settlement had grown into the largest Norwegian colony west of the Mississippi River.
A stonemason, blacksmith and furniture maker, Carl Questad built a 4½-acre complex — a two-section house, detached kitchen/springhouse, carriage house and two-story barn with limestone quarried nearby and mortar from a lime kiln he built. Later immigrants boarded at the farm until they could get established, clearing the fields and helping stack a rock fence hundreds of yards long.
Questad was known for getting along with American Indians on the frontier, but had a close call in 1867 when he was shot by Comanches and escaped by leaping off a high bluff. His helper, 14-year-old Ole Nystel, was abducted and ransomed three months later in Kansas. Nystel’s memoir, Lost & Found: 3 Months with Wild Indians…” is available digitally at TexasHistory.unt.edu.
Avid supporters of education, the Questads sent fossils and Indian artifacts to a museum in Norway, and opened their home in the 1870s to Swedish naturalist Gustav Belfrage, known locally as “Belfrog the Bug Catcher,” used light to attract night-flying beetles and moths under the farmstead’s live oaks, selling the insects to museums around the world. His papers and personal collection are at the Smithsonian Institution.
Because the buildings and walls remain intact and relatively unchanged, we can see the similarity to Northern European farm buildings in their construction, stone work and siting. Chambers Architects preserved and renovated the structures at this ranch.
The Carl and Sedsel Questad Farm, constructed between 1855 and 1870 in Bosque County, Texas, is a rare example of 19th century Norwegian Rock House construction and the only remaining ranch of this type with multiple structures in Texas. The farmhouse is in the center background, with a spring-house and detached kitchen to the far left, and a blacksmith house on the right. (From a paper given by David Moore to the Vernacular Architecture Forum.)
Featured photographs by Peter Larsen Photography; Historic photos provided by owner; all other photos, architect and owners
Background research and some text obtained with permission fromChristine Forrest, Landscapes magazine.
Special thanks to: Evan Thompson, Executive Director of Preservation Texas for assistance on this project.
Historic Hill Country Ranch Restoration: Slide Show, Peter Larsen Photography, Original Music, "Winter Is Coming," by Janice Garner
Questad Farm is a rare example of 19th century Norwegian Rock House Construction, and the only remaining ranch of its type with multiple structures in Texas. By 1900, their settlement had grown into the largest Norwegian colony west of the Mississippi River.
A signed, first edition, copy is $30 plus tax and shipping. | <urn:uuid:f68f2444-0bc1-4e58-9148-689c8551deba> | CC-MAIN-2023-40 | http://chambersarchitects.com/historic-home-preservation/bosque-county-historic-ranch-restoration/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510149.21/warc/CC-MAIN-20230926043538-20230926073538-00504.warc.gz | en | 0.960366 | 763 | 2.671875 | 3 |
If you want to build something using a Raspberry Pi, you'll probably use resistors. For this exercise, you need to know two things about them:
To get around this problem, manufacturers print color-coded bands onto the resistors to denote their resistance values. Each band has a position and a numeric value.
The first 2 bands of a resistor have a simple encoding scheme: each color maps to a single number. For example, if they printed a brown band (value 1) followed by a green band (value 5), it would translate to the number 15.
In this exercise you are going to create a helpful program so that you don't have to remember the values of the bands. The program will take color names as input and output a two digit number, even if the input is more than two colors!
The band colors are encoded as follows:
From the example above: brown-green should return 15 brown-green-violet should return 15 too, ignoring the third color. | <urn:uuid:f4ca944f-a213-45fe-9ad6-19da3a924c7e> | CC-MAIN-2023-40 | https://exercism.org/tracks/awk/exercises/resistor-color-duo | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510149.21/warc/CC-MAIN-20230926043538-20230926073538-00504.warc.gz | en | 0.907113 | 204 | 4.1875 | 4 |
CHARPY IMPACT TEST APPARATUS
The Impact testing machine is designed for determination of resistance to fracture of materials by charpy test.
The Machine is constructed with a heavy base and support columns. The Pendulum is hung on ball bearings. A pendulum ring is also provided for safety purpose.
1- Determination of notched bar impact work.
2- Determination of notched bar impact strength.
3- Influence of notch form on impact work.
4- Influence of Materials heat treatment and temperature on impact work .
As a fast & economical test, it is used more as a comparative test rather than a definitive test where the Charpy test specimens normally measure 55x10x10mm. Further, these have a notch that is machined across one of the large faces. Recommended test materials are plastic and iron. The lift angle of the hammer is adjusted to start from approximately 145 Deg to 155 Deginclination & the maximum energy limit is 25 joules.
Charpy test assists in measuring the energy absorbed by standard notched specimen while breaking under impact load and is economical quality control method for determination of notch
sensitivity as well as impact toughness of engineering materials. The test is commonly used on metals as well as also on ceramics, polymers and composites.
The notches may be in form of:
Charpy Testing machine performs test on metals as well as on polymers, ceramics as well as composites and is commonly used for evaluating relative toughness/impact toughness of materials. This makes the test useful in quality control applications. | <urn:uuid:428e02b1-0b0c-4f48-850e-c6fd477fce93> | CC-MAIN-2023-40 | https://onlineads.pk/listing/charpy-impact-test-apparatus/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510149.21/warc/CC-MAIN-20230926043538-20230926073538-00504.warc.gz | en | 0.923873 | 354 | 2.84375 | 3 |
We examine the short- and long-run effects of affirmative action in the setting of China. The most academically talented individuals were chosen to take official jobs in imperial China through a centrally regulated, multi-stage examination process. Because of the stark differences in exam performance across the country, a reform to minimize the disparities in access to these positions was initiated in 1712. As acceptance rates were made equitable among the provinces, more candidates from underrepresented provinces were chosen. Using a novel dataset on the exam performance and career outcome of successful candidates, we demonstrate that, after the intervention, there was a steady convergence in the quality and performance of successful candidates chosen from underrepresented provinces and the other provinces. A divergent trend between sub-provincial units suggests greater inequality within provinces, but this disparity was mitigated by the existence of non-governmental organizations that covered exam-related travel expenses. We demonstrate that after the reform was dropped in 1905, the gap between the underrepresented provinces and other provinces reopened. Nonetheless, some of the reform’s effects persisted. The intervention had spillover effects that reached all the way down to secondary education. | <urn:uuid:7bfd7d59-ec67-48e4-a94f-403c1f68509c> | CC-MAIN-2023-40 | https://steg.cepr.org/publications/short-and-long-run-effects-affirmative-action-evidence-imperial-china | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510149.21/warc/CC-MAIN-20230926043538-20230926073538-00504.warc.gz | en | 0.964743 | 228 | 2.8125 | 3 |
Human-caused environmental degradation has created widespread ecological, economic, and social problems around the world. Phytoremediation is a sustainable solution to some of these problems. By using plants to clean up contaminated soil and water, phytoremediation combats pollution in an environmentally-friendly and aesthetically pleasing manner. Trees that are grown in short rotation cycles of 20 years or less (Short Rotation Woody Crops), specifically poplars, are suited to phytoremediation due to their genetics (poplars commonly hybridize and can transfer favorable traits through generations), physiology (e.g., rapid growth, extensive rooting, elevated water usage), and well-established prescriptions for growing them (e.g., rooted vs un-rooted cuttings, planting spacing, etc.).
Researchers have bred poplars to produce superior clones that can either perform well over a variety of site conditions (generalists), or that are adapted to a particular site’s conditions (specialists). Current phytoremediation projects employ phyto-recurrent selection, a method to evaluate and select superior clones based on their response to contaminant and site conditions.
Selecting clones for superior performance in site conditions helps maximize the ecosystem services provided by a phytoremediation system. One of the main challenges for phytoremediation programs is long-term monitoring and data collection. A recent WIREs Energy and Environment review examines the ecosystem services of poplar at long-term phytoremediation sites in the Midwest and Southeast, United States, and addresses this challenge by presenting data for 5-15 year old poplars grown in phytoremediation plantings.
This work uses a case study approach to summarize data for two ecosystem services (biomass production and carbon allocation) of poplars in 15 long-term phytoremediation plantings in the United States. A total of 55 clones were tested, which to the authors’ knowledge is the greatest diversity of clones reported for long-term phytoremediation studies.
The biomass production and carbon allocation of poplars at contaminated sites was found to be similar to that of their non-contaminated counterparts. In addition, results indicate that silvicultural prescriptions (the recipe for growing a certain clone) should be tested in different site conditions and selected to further enhance ecosystem services.
Phytoremediation and associated phytotechnologies have been used successfully throughout the world to bridge the gap between ecological degradation and ecosystem restoration along urban‐to‐rural gradients. The extensive variability in above-ground biomass production and carbon sequestration illustrates the importance of long‐term monitoring and data collection at phytoremediation installations. | <urn:uuid:f2b06a0d-a22a-43da-9e2d-ebc9fcf167f7> | CC-MAIN-2023-40 | https://www.advancedsciencenews.com/phytoremediation-for-ecosystem-restoration/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510149.21/warc/CC-MAIN-20230926043538-20230926073538-00504.warc.gz | en | 0.918934 | 560 | 3.15625 | 3 |
Scientists exhibiting at the Royal Society Summer Science Exhibition will be using state-of-the-art imaging techniques to examine the cracks, fractures and breaks in the bones of this distant relative of Tyrannosaurus rex.
Visitors to the Summer Science Exhibition will be able to play dinosaur CSI, piecing together the life of what seems to have been a very accident-prone Gorgosaurus. Visitors will also be able to take a #dinoselfie with the gruesome creature to share on social media. The dinosaur appears to have survived a brain tumour, broken fibula and a growth inside one of its legs, among other injuries.
Professor Phil Manning from the University of Manchester and his colleagues will be using data from synchrotron light sources, high-power microtomography and 3D laser imaging to unpick this dinosaur’s biology. The researchers say their ground-breaking work – using synchrotron imaging techniques – could shed new light on the healing processes that took place when the animal was still alive. The scientists are relying on the fact that dinosaur bones occasionally preserve evidence of trauma, sickness and the subsequent signs of healing (pathologies).
Diagnosis of such fossils used to rely on the grizzly inspection of gnarled bones and healed fractures, often entailing slicing through a fossil to reveal its cloying secrets. But the synchrotron-based imaging, which uses light brighter than 10 billion Suns, means the team could tease out the chemical ghosts lurking within the preserved dinosaur bones.
Professor Manning says:
“What’s really interesting is that this massive beast seems to have shrugged-off injuries and diseases that would have proved fatal to humans if not treated. She just kept going. Our team is trying to understand the chemistry that initiated the healing of bones in this Gorgosaurus using a suite of imaging techniques. If we can work out the processes that regulated the healing and repair of injuries in a 70 million year old dinosaur, perhaps we can apply that to 21st Century knowledge to help diagnose, treat and heal humans.”
The fossil of this particular dinosaur was discovered in Montana, USA, and is believed to be one of the most complete ever found. Just 20 Gorgosaurus specimens have ever been found, all in North America. Visitors to the Royal Society Summer Science Exhibition will be able to see a fully assembled cast of the fossil and inspect some of the dinosaur’s actual bones.
The X-Appeal exhibit is made up of five interactive station where visitors will be able to see CT scans of different size skulls, compare a real dinosaur bone with a reconstructed bone and weigh their volume against a dinosaur’s, among other things.
The exhibition runs from 1-6 July at the Royal Society in London. The Gorgosaurus will take up permanent residence the Manchester Museum after the Summer Science Exhibition. | <urn:uuid:a21c3594-eb54-4687-8e78-b3a16cce183e> | CC-MAIN-2023-40 | https://royalsociety.org/news/2014/SSE-gorgosaurus-on-show/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00404.warc.gz | en | 0.932735 | 584 | 3.21875 | 3 |
The phrase “I shall hear in heaven” is often associated with Christian beliefs and is used to express hope and comfort in the face of adversity. But who first uttered this phrase and what was the context of its first use? This article will explore the origins and attribution of this phrase.
Origins of “I Shall Hear in Heaven”
The phrase “I shall hear in heaven” was first used in the 17th century by the English poet and playwright John Dryden. It was part of a line in the poem “Alexander’s Feast”, written in 1697. In the poem, Dryden expresses the idea that music is a heavenly gift that can bring joy and comfort and that it will continue to bring joy even after death.
The poem reads:
“The song began from Jove,
The image of thy power bring down
And Heaven’s ethereal frame
Shall hear the vast applause.
I shall hear in Heaven and bless the sound.”
The phrase “I shall hear in heaven” has been used by many other writers since then, including William Wordsworth, William Cowper, and George Herbert. It has also been used in hymns and songs to express a sense of hope and comfort.
Attribution of the Phrase
The phrase “I shall hear in heaven” is attributed to the English poet and playwright John Dryden. It was first used in the poem “Alexander’s Feast” in 1697. Since then, it has been used by many other writers and musicians to express a sense of hope and comfort in the face of adversity.
The phrase “I shall hear in heaven” is a powerful expression of hope and comfort that has been used by many writers and musicians over the centuries. It was first used by the English poet and playwright John Dryden in the 17th century and has since been attributed to him. The phrase has become a timeless expression of faith and hope that has been passed down through generations.
The phrase “I shall hear in Heaven” has been attributed to several notable persons throughout history, including poet Henry Wadsworth Longfellow, theologian Jonathan Edwards, and composer Ludwig van Beethoven. Each of these individuals had a unique relationship to this powerful and deeply meaningful implication of faith and hope in the afterlife.
Henry Wadsworth Longfellow was an American poet who wrote the famous poem, “The Ladder of St. Augustine” in which the phrase “I shall hear in Heaven” is used to describe a life of joy that will be found in Heaven. His use of the phrase is a reminder to humanity to seek a life beyond the earthly plane, where joys that are far greater can be found.
Jonathan Edwards was an American theologian whose work in the fields of epistemology and philosophy helped to shape religious thought in the eighteenth century. He is best known for his sermon “Sinners in the Hands of an Angry God” in which he famously says, “I shall hear in Heaven.” By this, he meant that our sins will be judged when we pass on and our entrance into Heaven will depend solely on our faith in God and the mercy of His grace.
Lastly, Ludwig van Beethoven is a German composer who is one of the most influential and accomplished musicians in history. His work is known for its dramatic and intense nature, often conveying a powerful sense of faith and hope in the afterlife. Beethoven closed out one of his most famous pieces, his Ninth Symphony, with the powerful words “I shall hear in Heaven.” This phrase is certainly appropriate for his great work, as it encapsulates the intensity and the desire for a beautiful life in the hereafter.
In short, the phrase “I shall hear in Heaven” has been attributed to three of the most influential and important artistic figures in history. All three of these great individuals have used this beautiful phrase to remind humanity of the life that awaits us in Heaven and how important it is to make this life as beautiful as possible. | <urn:uuid:6f2c65d2-cbda-4e98-a9b8-3c292c6f4937> | CC-MAIN-2023-40 | https://timechi.com/the-phrase-i-shall-hear-in-heaven-was-attributed-to-which-person/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00404.warc.gz | en | 0.97742 | 853 | 3.5625 | 4 |
The weather is slowly but surely starting to warm up, which means that biking season is right around the corner. As spring rolls around in Missouri, everyone will be itching to get on their bikes and take a ride around the neighborhood.
The National Highway Traffic Safety Association reports that over 800 cyclists were killed in crashes between bikes and cars in 2016. In order to avoid a nasty crash, it is important to make sure you are as safe as can be when setting out this spring.
Use arm signals
Many accidents between cyclists and cars occur because the car cannot see or did not notice an individual who was biking near them. Using hand signals when turning can be a great way to signal to cars that you are there.
Wear a headlight or reflectors at night
Night cycling can be very dangerous, especially when bikers are not wearing anything to help notify drivers that they are on the road. Adding a headlight to your helmet or throwing on a reflective vest over one’s clothes can be a life saver. Making sure to have reflectors on the bicycle is a good idea as well.
Stay aware of surroundings
It is both a motor vehicle driver’s job as well as a cyclist’s job to avoid an accident. When cyclists do not pay attention to their surroundings when biking, they may be more susceptible to a crash. Making sure to keep an eye on passing cars as well as making eye contact with drivers when taking a turn can help confirm that motor vehicle drivers see you. | <urn:uuid:caf53d4d-6957-4e9a-875e-fffc42170bb4> | CC-MAIN-2023-40 | https://www.thewilberslawfirm.com/blog/2019/03/cyclists-watch-out-for-these-types-of-crashes/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510297.25/warc/CC-MAIN-20230927103312-20230927133312-00404.warc.gz | en | 0.978114 | 307 | 2.515625 | 3 |
Obsessive Compulsive Disorder (OCD)
What is OCD?
Obsessive-compulsive disorder (OCD) is characterized by repetitive, unwanted, intrusive thoughts (obsessions) and irrational, excessive urges to do certain actions (compulsions). Although people with OCD may know that their thoughts and behavior don’t make sense, they are often unable to stop them. Symptoms typically begin during childhood, the teenage years or young adulthood, although males often develop them at a younger age than females.
Mind & Motion Updates | <urn:uuid:2c85f4f3-8d83-4686-8417-cdb79f528cac> | CC-MAIN-2023-40 | https://www.mindmotioncenters.com/resource/anxiety-disorders/obsessive-compulsive-disorder/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510427.16/warc/CC-MAIN-20230928162907-20230928192907-00304.warc.gz | en | 0.954742 | 110 | 3.359375 | 3 |
Do you need to design outdoor spaces, gardens or green areas? Are you a designer keen to provide a complete design project also including appurtenances? Find out how to carry out your project professionally, with exciting results that will amaze your clients
If you are involved in designing outdoor spaces (gardens, green areas, parks, outdoor public spaces, etc.), you undoubtedly also need a working tool to support your professional skills and abilities.
In fact, the graphic representation of design ideas, through photorealistic renderings, video presentations and virtual tours in the 3D model, is now indispensable to tell your design choices to the client.
If you are looking for an easy, intuitive and powerful garden and landscape design software with which to achieve professional results quickly follow the directions I am about to give you.
When planning a public space project, the first step to consider is terrain modelling.
I’ll show you how easy it is to model the terrain in a project current situation or design stage with Edificius.
You can operate in two ways:
- using topographic surveys in DXF or DWG formats, (raster images) or satellite photos and building your terrain digital model by defining its perimeter with the
LAND [perimeter]object and the elevations, with
Topographic Contour Plan
- importing the terrain from Google Maps™ with the specific command to identify the area to survey and automatically recreate the elevation profile.
Once you have defined the terrain of the current situation you can start working on your design plan.
You can model the terrain with specific objects enabling height modelling through contour lines or the elevation plan.
You can simulate the terrain modelling by means of excavation and earthworks of all shapes and types with the
Fixed section cutobjects.
The terrain model automatically adapts to the profile of the inserted objects by creating different types of escarpments and slopes.
To add different dynamic grass, you can use the
Land area object and apply different textures to visually distinguish the different configurations of the modelled terrain (soil, grass, rocks, etc).
You can even enrich your project by inserting objects from both 2D and 3D views:
- swimming pools
- reflecting pools.
At this point, you can instantly view the objects that you have inserted and edit them in both 2D or 3D views.
3D BIM objects Library
Every element of the public area contributes to the identity of the place, including sculpture, lighting, railings, litter bins, paving, fountains and street furniture.
To insert the 3D objects, you can:
- export them directly from the extensive collection of the Edificius online library
- import them in .skp, .3ds, .obj, ifc, etc formats.
The Edificius Library contains tens of thousands of free resources (textures, CAD blocks, 3D models) to help you design better and faster. You can download all the resources you need and, with a simple click, import them in your model or even publish your own model objects. Click here to find out more about the Edificius online library.
You can also customise objects according to your needs or create new ones, taking advantage of Edificius’ integration with:
Once the BIM model is complete, you can obtain all the project drawings automatically: plans, floor plans, cross-sections, axonometries, etc.
You can easily produce them with a simple drag&drop to load each single drawing in the working drawings. You can enrich your drawings with photos of the current situation, maps and project renderings.
Finally, you can print out the drawings or export them in PDF, DXF/DWG formats.
When it comes to cost estimating, you can obtain your cost estimate automatically from the model. In fact, to each project variation, both BoQ and the amounts are updated.
The dynamic cost estimating provides detailed information with regards to earthworks, escavations and fills (with comparisons between the various solutions and project levels) and the elements present in the project (roads, yards, ramps, canopies, trees, furniture, etc.).
In this way, you’ll easily produce all the necessary documents for your client’s presentation or to obtain a building permit, landscape authorisation, etc.
Edificius offers you all the tools you need to communicate your design choices when presenting your project:
- photorealistic static renderings that you can obtain in a matter of minutes
- photo-matching and photo-editing tools
- Real-Time rendering, the functionality that allows you to navigate in real time in the rendered model and create project videos and photos
- BIM Video Studio, the video editing tool to create project video presentations
- BIM voyager, to share your 3D models online with anybody through a simple link to view and navigate the model from any device and without having to download external applications
- immersive virtual reality (iVR), which allows you to ‘live’ the project before it is actually built.
Designing with virtual reality
With Edificius and the use of a VR viewer, you can take a virtual tour of the model and live a true experience of the project. Users could interact with objects as if they were real.
In fact, Edifcius allows you to take the best out of the dynamic integration between BIM model and Virtual Reality. The result will offer your client an immersive expercience along with the chance to apply modifications straight from the virtual reality environment.
Virtual reality thus becomes a tool to support the designer in:
- presenting the project to your client – present the project in a clearer and more engaging way offering clients extraordinary immersive, dynamic and interactive experiences. You can modify the model in real time, following your client’s requests;
- verifying design choices – explore your project as if it were already built and modify it live and in real time, with a more realistic perception of spaces, lights and materials.
Examples of public space and garden design | <urn:uuid:7d05974f-7a28-4c18-b108-9fc8b57b7599> | CC-MAIN-2023-40 | https://biblus.accasoftware.com/en/how-to-design-public-spaces-and-achieve-outstanding-results/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510529.8/warc/CC-MAIN-20230929222230-20230930012230-00204.warc.gz | en | 0.897042 | 1,337 | 2.78125 | 3 |
Harold-peli ja ohjeet
In this game we reflect on the dreams of our mascot Harold the Giraffe. At the start of the round, Harold dreams of running. The player’s job is to help him catch healthy alternatives and avoid hitting harmful ones. Harold is moved by jumping and ducking with the buttons at the bottom. After the race we help Harold identify facts. Clicking on facts will turn them green, but if a statement is not a fact, it will turn red. However, some of the statements are not clearly true or false. When we come across statements that turn yellow, we stop to reflect on why that is. There are three rounds in the game. Each of the rounds has a running section with two opposing health related topics, as well as a section for reflecting on these topics.
Topics of the game:
- Energy drinks
- Tobacco products
- Free time
Recommended age groups for the paths:
- Turquoise path for 4th graders
- Orange path for 5th graders
- Purple path for 6th graders
The game is aimed at 4th - 6th graders, but provides food for thought for older children as well. You can play the game in class, alone, with a friend or a grandparent, with parents or an older sibling. The game is also suitable for youth centers. At the end, the game provides additional information on the topics and encourages you to ask a safe adult questions that preoccupy your mind. | <urn:uuid:a4ff705b-febc-4141-9941-bd5edaadf0ce> | CC-MAIN-2023-40 | https://koulutuselamaan.fi/en/lapsille-2/harold/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510529.8/warc/CC-MAIN-20230929222230-20230930012230-00204.warc.gz | en | 0.946671 | 320 | 2.796875 | 3 |
In an effort to avoid a repeat of the event, in mid-May, the Suez Canal Authority (SCA) announced it had started dredging work to widen and deepen the southern part of the canal where the Ever Given was jammed. The 30-kilometer-long area will be widened by 40 meters to the east and deepened to 72 feet, up from 66 feet, according to the SCA. Plans also include extending the second lane near the Great Bitter Lake, which opened in 2015, by 10 kilometers — allowing two-way traffic along an 82 kilometer stretch. The work is intended for “maximizing the canal’s efficiency and shortening the vessels’ transit time, as well as raising the navigation safety,” said a press release from the SCA. But there are still questions as to whether this will be enough to prevent future blockages. However, the Ever Given incident did prompt discussion of alternative routes. The canal’s strategic position — connecting the Mediterranean to the Red Sea and offering the shortest sea route between Europe and Asia — is key to its influence. Without the Suez, shipments between the two continents would have to travel around the Cape of Good Hope at the southern tip of Africa. Some shipping companies opted for this route while the Suez was blocked, despite it taking more than double the time. | <urn:uuid:bf80d152-e711-4b8f-922b-ddb664794565> | CC-MAIN-2023-40 | https://iafrica.com/planning-an-alternative-to-the-suez-canal-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510781.66/warc/CC-MAIN-20231001041719-20231001071719-00104.warc.gz | en | 0.967159 | 281 | 2.5625 | 3 |
Lithium-ion batteries have become the standard in the electrification revolution. In fact, they've become so unquestionably integral to the development of batteries that everyone from government to automakers to big oil is rushing to shore up access to the mineral.
The only problem is, lithium is expensive, time-consuming and labor-intensive to extract. And that extraction process takes a toll on the environment. The same goes for the other materials that go into a battery, like nickel, cobalt and graphite.
A handful of startups have emerged to tinker with different chemistries in an attempt to build batteries that are more efficient, lightweight and environmentally friendly. Usually they swap out some of the standard materials, but rarely do they forego relying on lithium altogether.
Enter Flint, a startup out of Singapore that says it has come up with a way to replace the lithium in a battery with paper.
"Paper batteries are very new to this world, and there are only a few institutions working on this technology right now," Carlo Charles, co-founder at Flint, told TechCrunch. "We're working on changing the materials, so instead of fusing lithium, nickel and cobalt, we're using zinc, manganese and cellulose papers. With those three things we can change the way the battery can be used, but keep how the battery is made. So that's the upper hand we have compared to other strategies and battery technologies out there."
Flint, which participated in the TechCrunch Disrupt 2023 Startup Battlefield, only started producing its paper batteries in 2022, but the company already has a prototype. Initial tests have been promising, and now Flint wants to find partners with which to test its paper batteries in consumer products.
Sounds good, but how does it work?
First you need to understand a little about normal lithium-ion batteries. They are made up of four components: the anode (the negative electrode), the cathode (the positive electrode), the separator and the electrolyte. The electrolyte, which is a liquid material, sits in the middle and acts as a courier, moving ions between the electrodes when charging and discharging.
Flint's battery only has three components: a zinc-based anode, a manganese-based cathode and the paper separator. Flint coats its cellulose paper, anode and cathode in hydrogel before baking it in a vacuum oven -- in effect creating a hydrogel-reinforced cellulose paper. Hydrogel is a "smart" material that can change its structure in response to its environment, like temperature, pH levels, salt or water. It's also Flint's secret sauce because it enables the electron transfer between the anode and cathode without the need for both the separator and electrolyte.
And apparently it works -- well enough that, while the chemical makeup of the battery is changed, the structure and manufacturing process of the battery remains the same. In other words, Flint's batteries can, one day, be used interchangeably with lithium batteries today, says Charles.
"We can just use the existing technologies that are out there already, put in our recipe, and can easily have a production line with paper batteries," said the co-founder, noting that other solutions like hydrogen or sodium batteries require changing the way a product is made. "What's great about us is we're making it so easy for manufacturers and suppliers to just swap old lithium batteries with our paper batteries."
Charles said Flint chose zinc and manganese over lithium, cobalt and nickel because the former two are more abundant materials, which is important when discussing sustainability in the battery industry. He said they're also safer materials than the ones being used in today's batteries, which are highly reactive. One need look no further than the many battery fires that have been sparked from lithium batteries to see that safer critical materials are an attractive prospect.
"You can literally cut our battery while it's in operation, and it will still continue working without overheating or exploding like what we expect lithium batteries to do," said Charles.
The materials used in Flint's paper batteries also allow them to work in a temperature range of negative 15 degrees Celsius to 80 degrees Celsius, opening a larger range of product possibilities and providing an example of how efficiency won't degrade over time. The materials in today's batteries, he said, can only work from 15 degrees Celsius to 35 degrees Celsius.
"Lithium batteries are really good for weight, capacity and volume, but they're not as efficient for cost and safety," said Charles.
Flint's paper batteries move the needle on cost and safety, and they already match the standards of lithium batteries when it comes to voltage and current. But the paper batteries have a long way to go to match the capacity of lithium batteries. Specifically, Flint needs to increase the volumetric density of its batteries.
"So if you roll this paper battery up into a AA battery, for example, we can only provide around 60% or 70% of a lithium battery's energy density," said Charles. "So we are focusing on two things. Number one is increasing this number to a higher standard. And number two is seeing if there are any applications that can be used today with these numbers, where energy density is not so important."
Flint also needs to improve the lifecycle of its batteries before they can go to market. Charles says a lithium battery that has been tested over 2,000 life cycles would see its health depreciate to 60%. Flint only has the resources to test for 1,000 life cycles, but over those life cycles, the battery's health goes down to 70%.
Charles noted that he's proud of what his small team of five staffers and four advisors has been able to accomplish, given Flint's limited resources. The startup bootstrapped $50,000 and the Singapore government gave it another $100,000. With that, Flint has been able to MacGyver a cleanroom together to make batteries and test them.
Batteries should be made in rooms that are so clean and dry that nary a speck of dust nor a sprinkle of moisture can be found. The conditions have to be precise, and the machinery involved is usually automated. Charles jokingly described the "very open environment" in which Flint produces its prototypes today as "exactly where you should not be making batteries."
"I went to a battery plant recently and they have this big slurry machine where you put in the powders to turn them into a liquid form, and they run that huge machine, which is almost half the size of my room, and they run it 12 hours just to make one slurry component," said Charles. "Do you know what we do to make our batteries? We use an egg beater, and we beat it for three hours with our hands. And our numbers are decent even with all that. Imagine if we had the resources and facilities."
Moving from prototype to product
Flint co-founder Carlo Charles holding up a rolled up paper battery. Image Credits: Flint
Flint is in the last leg of its journey to optimize the battery's chemistry. From there, the company will soon be ready to go into manufacturing and production, and try to get other companies to use Flint paper batteries in their products.
To get to a point of scale initially, Charles said Flint will need to focus on two out of the following three benchmarks: weight, capacity and volume. If the startup sacrifices getting the weight right to focus on lowering volume and increasing capacity, it can try to go to market with energy storage systems (ESS). Flint is already working with one of Singapore's biggest ESS providers, according to Charles.
The company could also sacrifice capacity and focus more on building batteries with less weight and volume, which would present the ideal application for remote sensors and wearables.
The long-term vision would be to figure out how to sacrifice volume, increase capacity and lower weight, which would make the batteries more suitable for electric vehicles.
"We've been in talks with Airbus, which is trying to electrify their planes for the future," said Charles. "Long term, we'd like to be able to help them and make batteries with custom shaping, since they're paper and flexible. They could be the shape of a wing or of the entire curved body of the plane." | <urn:uuid:d51fc407-4d7e-4cc3-8e16-96e57ae4a63c> | CC-MAIN-2023-40 | https://uk.finance.yahoo.com/news/flint-wants-disrupt-battery-industry-171736445.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510781.66/warc/CC-MAIN-20231001041719-20231001071719-00104.warc.gz | en | 0.959514 | 1,715 | 3 | 3 |
"Welcome to Pocket Forests on ChangeX. We want to help your school create a native pocket of biodiversity. Collaborate with friends, pupils and teachers to bring a Small Pocket Forest to your school. Find out more about how it works."
- Ashe Conrad-Jones and Catherine Cleary, co-founders of Pocket Forests
A Pocket Forest is a small area of densely planted native trees, shrubs and wildflowers. We aim to bring a forest ecosystem to the heart of towns and cities. We work with communities in two stages. In our first workshop we help people learn how to prepare the soil using repurposed waste materials and in our second workshop we return to plant young native trees and shrubs and...
A Pocket Forest is a small area of densely planted native trees, shrubs and wildflowers. We aim to bring a forest ecosystem to the heart of towns and cities. We work with communities in two stages. In our first workshop we help people learn how to prepare the soil using repurposed waste materials and in our second workshop we return to plant young native trees and shrubs and seed native wildflower seeds. Pocket Forests also supply a poster detailing the core species; a tree maintenance booklet and 2 signs for the forest explaining soil preparation and the finished stage.
Pocket Forests are inspired by Japanese botanist Akira Miyawake. His development of Miyawake-style forests combines densely planted young native trees and shrubs to mimic forest conditions in urban settings. This method produces fast growing multi-layered forests which enables people who plant them to enjoy the fruits of their labour sooner. Planting diverse species helps create biodiverse habitat for birds, insects and mammals (including humans!) in the urban areas where they are most lacking.
Pocket Forest allows communities to reconnect with nature, empowers people to create healthy resilient habitats using recycled waste materials and native plants.
If you start this project as part of a funded challenge, you can get funding which covers the cost of tools to prepare the ground, plant and maintain your Pocket Forest in your school or an area that will benefit your local community. The Pocket Forest team will support you throughout the process from site selection to soil preparation and planting.
"The Pocket Forest Initiative has brought so much joy to our whole school community and really opened all of our eyes to the importance of increasing the biodiversity in the area and just how easily this can be achieved in even the smallest plots of land. From the physical process of preparing the soil to the many years ahead that we will be able to enjoy the space we collectively created, we have all benefited from reconnecting with the natural world and all its wonders thanks to the project with Pocket Forests."
- Sallie Ennis Teacher & Climate Ambassador
Como se envolver
Soil preparation and planting will take approximately a half day each and you'll need to dedicate a couple of hours a week to planning out the area, and building your team. | <urn:uuid:5e7a43ec-ce9f-4466-8346-69e6610dd1bf> | CC-MAIN-2023-40 | https://www.changex.org/gb/garden-forest?locale=pt-BR | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510781.66/warc/CC-MAIN-20231001041719-20231001071719-00104.warc.gz | en | 0.939133 | 608 | 3.203125 | 3 |
Lactobacillus equigenerosi is a bacterium found in the human gut. It belongs to the genus of Lactobacillus bacteria and is an important part of the human intestinal flora.
source in food
Lactobacillus equigenerosi can be found in some fermented foods like yogurt, kefir, sauerkraut, and kimchi. It can also be available as a dietary supplement in capsule
or powder form.
Recommended daily intake
There is no generally accepted recommended daily intake of Lactobacillus equigenerosi. Because it is a naturally occurring bacterium, it is best to get it in its natural form through food or supplements.
According to the European Food Safety Authority (EFSA), regular intake of Lactobacillus equigenerosi can result in the following benefits:
- Support of the natural intestinal flora
- Strengthening of the immune system
- Reducing the risk of infections
- improve digestion
- Reducing the risk of allergic reactions
problems due to a defect
A lack of Lactobacillus equigenerosi can lead to disturbed intestinal flora and an increased risk of infections, allergic reactions and digestive disorders.
possible side effects
There are no known side effects associated with taking Lactobacillus equigenerosi.
Interactions with other dietary supplements or medications
There are no known interactions associated with the intake of Lactobacillus equigenerosi. | <urn:uuid:454873fa-9913-443c-8755-8e40cc1fad9a> | CC-MAIN-2023-40 | https://yoyosan.com/en-us/blogs/glossar/lactobacillus-equigenerosi | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510781.66/warc/CC-MAIN-20231001041719-20231001071719-00104.warc.gz | en | 0.889547 | 314 | 2.6875 | 3 |
Water Damage Restoration - What Is It?
It is the path toward repairing a house or property to its pre setback condition. Damage to the property could be an immediate consequence of a surge, surge or some other water hurt event. The water hurt revamping process incorporates a couple key strategies like mishap evaluation, plan in perspective of the water contamination levels, purging and drying the structure, seeing of the strategy and satisfaction of the methodology. There are two limitless attesting bodies, to be particular the IICRC (Institute of Inspection, Cleaning and Restoration Certification) and the RIA (Restoration Industry Association) that proposes standards for water hurt recovery. The S500 hurt in view of water helper is the benchmark device that is used by associations that practice as a piece of recovery of water damage.
Adversity Assessment and Categorization
Adversity evaluation is the first and the most fundamental step in water hurt recovery. The assessment must be correct so that a reasonable response can be taken. In restorating the damage made by water, specialists and the protection offices must collaborate and understand what is hurt and how to approach restoring the mischief. Recognizing the wellspring of the damage, documentation of mischief, and precise assessments are obligatory for a proper water hurt recovery. Game plan relies on upon the sullying levels of the water source. The classes are recorded underneath
Characterization 1 - This is water from clean sources like channels, sinks and toilets without stool or pee.
Grouping 2 - This is water that has a couple of contaminants like water from a dishwasher, garments washer or can with pee.
Grouping 3 - This is water that is exceedingly unsanitary and is prepared for realizing affliction or passing if ingested. Sewage water, water from can with excrement, standing water with microbial improvement and floodwater are a couple of representations. To become more data click here mold removal.
Disinfection and Drying
After the appraisal is done, the route toward drying and disinfecting begins at the site. In light of the level of mischief, damage brought on in view of water can be organized into 4 sorts. Class 1 Damage-When hardship is limited to a little domain and less water has been devoured by materials. This results in moderate dispersal rate. Class 2 Damage - When the mischief is to the entire room and cover range. Class 3 Damage - When the entire zone is doused with water and Class 4 Damage - when there are various significant inundation pockets. Cleansing and drying is a key stage in Water hurt revamping and sorts of apparatus like blowers, dehumidifiers, scrubbers and subfloor drying sorts of rigging must be used. Sanitization must be done if sullying has been recognized in the region. Sanitizing may be expert for the entire region or specifically stashes where contamination has been recognized.
Checking and Completion
Checking the recovery methodology of mischief achieved due to damage is essential to fulfill the pined for results. One must be proactive in the midst of the watching system. Checking if the drying equipment is setup fittingly, assessing if the staff included are met all necessities for the occupation and checking if the sorts of apparatus are in working solicitation are each of the a player in the watching system. Imperative steps are to be taken if anything erroneously is spotted in the midst of the watching method. The entire system of water damage recovery would be assigned completed just once the stickiness, temperature and the soddenness substance is as indicated by industry gages. Perpetual supply of the water hurt remaking process, the drying equipment can be cleared.To get additional facts click the link Water Damage Restoration. | <urn:uuid:9d5c9d7e-4fde-4281-ae5e-b6690ab212b6> | CC-MAIN-2023-40 | https://bestarticle4all.blogspot.com/2016/09/water-damage-restoration-brief-preview.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510994.61/warc/CC-MAIN-20231002100910-20231002130910-00004.warc.gz | en | 0.934207 | 756 | 2.765625 | 3 |
With many guides and suggestions out there about all the foods your dog should eat, it’s quite easy to get confused and misguided. This is why we’ve made a short but the healthiest list of foods for your dog, that you should include in their diet.
Pumpkin is also one of the healthiest foods that you should include in your dog’s diet. This superfood has so many health benefits so let’s review all of the ways it can benefit your dog’s health. Firstly, adding pumpkin to your don’ts diet or treats is a great way to soothe and regulate their digestive system which can provide relief from both constipation and diarrhea. These two conditions are most common in dogs and can cause great discomfort. If your dog has diarrhea, the fiber in pumpkin can make their stool more solid and regular because it has prebiotic properties that can regulate the growth of good bacteria in your dog’s intestines.
If your dog is, on the other hand, constipated, adding pumpkin to their diet can help too. In addition to this, pumpkin is rich in vitamins such as vitamin C, E, A and also has plenty of antioxidants that all combined support the immune system immensely. Furthermore, all of these substances help maintain your dog’s skin and eye health, and the high levels of iron found in pumpkin keep their hemoglobin levels up (in other words, it prevents anemia). Another component that pumpkin is rich in is potassium which can play a big role in maintaining your dog’s muscles.
Another food that is among the healthiest foods you can feed your dog is carrots. Carrots should be included as a regular part of your dog’s diets because of the many healthy and other benefits they have. One aspect, in particular, is the lesser-known benefit of carrots for the health of your dog. Carrots are great for dental health because when dogs munch on carrots, the carrots do a great job of cleaning their mouth and teeth. If your dog is not used to having its teeth brushed, carrots are a great option for you to consider because carrots will effectively remove plaque from their teeth.
In addition to this, carrots are also very good for their GI (Gastrointestinal) tract because they do a great job of preventing runny stool. As food advisors over at www.thewisepup.com note, foods with a high fiber content will help your dog have an improved quality of life, which is why you should be focusing on bringing superfoods into their diet. In addition to this, carrots will, as many veterinarians note, improve their eyesight because a substance found in carrots is a precursor to vitamin A, which is a known vitamin to improve eyesight. However, you should consult your veterinarian because carrots should be fed in moderation, to prevent an excess of vitamin A.
Fish is considered to be a superfood, for dogs and humans alike. More specifically, fatty fish are rich in specific kinds of fatty acids. Fish is generally a healthy source of protein and is often a part of commercial dog foods as the main, or side protein source. Fish is very rich in omega-3 fatty acids, like we’ve mentioned before, which can, according to many veterinarians, have many health benefits such as improved cardiovascular health and it has even been shown to decrease inflammation. Fish is also commonly used as a protein alternative for dogs that have food allergies, as fish is the least allergenic among other meats such as chicken, beef, or lamb.
However, it’s important not to feed your dog raw fish because there is a high chance of Salmonella poisoning. In addition to this, don’t feed them seasoned fish or fish cooked in oil. Simply bake it in the oven and don’t forget to remove all the bones as these can be deadly for your dog. Some of the go-to fish good for dogs are salmon, mackerel, herring, ocean, changes, ocean, and lake whitefish. Be sure to avoid large amounts of tuna because tuna meat usually contains large amounts of Mercury which can be deadly for your dog as well, considering the fact it’s a neurotoxin. And also make sure that your dog gets vitamin B supplements if fish is the main protein source in their diet.
Fish, carrots, and pumpkin are some of the healthiest foods for your dog there is. They have so many health benefits and are a worthy mention in this list. Be sure to always consult your veterinarian before making any drastic dieting changes to your dog’s diet. | <urn:uuid:e8fb3803-b601-4183-abe4-8b3305dc479f> | CC-MAIN-2023-40 | https://www.nerdynaut.com/the-healthiest-foods-for-your-dog-that-you-should-include-in-their-diet | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510994.61/warc/CC-MAIN-20231002100910-20231002130910-00004.warc.gz | en | 0.967672 | 964 | 2.59375 | 3 |
NASA, the space agency, has recently sent two small satellites into space to track hurricanes. This exciting mission aims to improve our understanding of these strong storms and enhance our ability to predict where they will go and how intense they will be. In this article, we will explore the details of this important project and how it can help us track and forecast hurricanes better.
NASA’s two small satellites, called RainCube and TEMPEST-D, have been designed to study hurricanes from space. RainCube uses a small radar instrument to measure how much rain is falling inside the storms. TEMPEST-D, on the other hand, uses special devices to collect information about temperature, humidity, and clouds within hurricanes.
RainCube’s radar technology allows scientists to measure rainfall rates inside hurricanes more accurately. This information helps us understand how storms are developing and how strong they are. Knowing how much rain a hurricane is producing is crucial for predicting flooding, understanding the impact on coastal areas, and planning evacuations.
TEMPEST-D uses special devices to collect data about temperature, humidity, and clouds within hurricanes. By studying these factors, scientists can learn more about how hurricanes work and how they might change over time. This knowledge helps forecasters issue better warnings to areas that might be affected by hurricanes.
These satellites can help us prepare for and respond to hurricanes more effectively. By improving our ability to track and forecast these storms, we can allocate resources like emergency personnel and supplies more efficiently. This allows us to evacuate people in time and provide assistance to those who need it. Ultimately, it helps us reduce the impact of hurricanes on coastal communities and save lives.
NASA’s efforts to track hurricanes with these satellites also encourage scientists to work together and share information. The data collected by RainCube and TEMPEST-D will be available to researchers all around the world. This collaboration allows scientists to work together, improve hurricane models, and make better forecasts. By working together, we can use our knowledge to benefit everyone.
NASA’s launch of RainCube and TEMPEST-D is a significant step forward in tracking and predicting hurricanes. These small satellites give us valuable information about rainfall, storm dynamics, and atmospheric conditions within hurricanes. This improved understanding helps meteorologists and emergency responders prepare for and respond to hurricanes more effectively, making coastal communities safer. Through innovative technology and collaboration, NASA continues to push the boundaries of scientific exploration for the benefit of everyone. | <urn:uuid:dcfc31dd-e664-4bec-a794-c65b08557189> | CC-MAIN-2023-40 | https://www.tazatarin.com/nasa-launches-small-satellites/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510994.61/warc/CC-MAIN-20231002100910-20231002130910-00004.warc.gz | en | 0.91983 | 500 | 3.84375 | 4 |
The 20th century was an amazing time for technological advances. In just 70 years, the science & engineering communities went from believing that powered flight was impossible, to actually powering a flight that took three astronauts all the way to the Moon…and back. In the 50 years or so since then, the computers with the power required for space travel went from needing a whole room, to being able to fit on our desks, and eventually, our pockets.
Along with these amazing advances in technology came exponential increases in the materials it takes to make devices like desktop (or laptop) computers and smart phones…and some of those materials don’t get along well at all with the environment, and by extension, those of us who live in said environment. This doesn’t normally matter as long as those materials are housed inside an operating computer or cell phone (or myriad other electronic devices), but it DOES become a concern when they’re disposed of. When stuff like that ends up in landfills, for instance, it has a bad habit of making its way into the water table…and that’s not good for anyone.
In 2002, the European Union (EU) started pursuing legislation to restrict the use of certain hazardous substances, to get out ahead of disposal issues by keeping them out of products from the very beginning. This led to the creation & implementation of the RoHS Directive. It’s been revised, amended, and updated over the years, because it turns out there are no viable substitutes for SOME of those substances in SOME situations. Among these exceptions:
- Mercury is used extensively in a number of energy efficient CFL light bulbs and fluorescent tubes, so there are exemptions for that, and it works because there’s a whole industry devoted to the proper recycling of these products.
- My personal favorite is the specific exclusion for lead in the manufacture of pipe organs. Seems that the lead based alloy that’s been used for centuries is critical to the tonal qualities of the sound that the pipes produce. Since disposal rates of these are negligible (the use of this alloy is one of the reasons they LAST for centuries), pipe organ pipes don’t have to be RoHS compliant.
Compliance with the RoHS Directive is so important to EXAIR, it’s part of our Sustainability Plan. All of our products that are subject to the Directive have certificates of compliance (available upon request) that document their compliance. Per the specifics of the Directive, these are comprised of certain products in our Optimization, Static Eliminators, and Cabinet Cooler System product lines:
- EFC Electronic Flow Control Systems
- Digital Flowmeters
- Digital Sound Level Meters
- Ultrasonic Leak Detectors
- Static Eliminators:
- Super Ion Air Knives
- Standard Ion Air Knives
- Ionizing Bars
- Super Ion Air Wipes
- Ion Air Cannons
- Ion Air Guns
- Ion Air Jets
- Power Supplies
- Intellistat Ion Air Guns
- Intellistat Ion Air Nozzles
- Static Meters
- Cabinet Cooler System products:
- Electronic Temperature Control Systems
- Thermostats & Capacitors
- Solenoid Valves
These are all of our products that are electrical or electronic in nature. Our broad line of engineered compressed air products are not subject to the Directive, as they have no electrical or electronic components. We DO make sure these comply with other regulatory directives, as applicable, such as:
- Conflict Mineral Free: All compressed air products
- CE: All products
- UL: Static Eliminators and Cabinet Cooler Systems are UL Listed, HazLoc Cabinet Cooler Systems are UL Classified
- ATEX: These are a brand new line (as of this writing) of Cabinet Cooler products
If you’d like to find out more about EXAIR’s commitment to compliance with any of these standards or directives, give me a call.
Russ Bowman, CCASS | <urn:uuid:10c0c72b-88a0-4d49-a262-23f463f7a673> | CC-MAIN-2023-40 | https://blog.exair.com/tag/ion-air-jet/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00804.warc.gz | en | 0.929249 | 834 | 2.875 | 3 |
Selina Concise Physics Class 10 ICSE Solutions Electrical Power and Household Circuits
APlusTopper.com provides step by step solutions for Selina Concise ICSE Solutions for Class 10 Physics Chapter 9 Electrical Power and Household Circuits. You can download the Selina Concise Physics ICSE Solutions for Class 10 with Free PDF download option. Selina Publishers Concise Physics for Class 10 ICSE Solutions all questions are solved and explained by expert teachers as per ICSE board guidelines.
Selina ICSE Solutions for Class 10 Physics Chapter 9 Electrical Power and Household Circuits
The electric power is generated at 11 KV, 50Hz at the power generating station.
At a power generating station, the electric power is generated at 11 kV. From here, the alternating voltage is transmitted to the grid sub-station and stepped up to 132 kV using a step-up transformer. It is then transmitted to the main sub-station where the voltage is stepped down to 33 kV using a step-down transformer and is then transmitted to the intermediate sub-station. At the intermediate sub-station, the voltage is stepped down to 11 kV using a step-down transformer and is transmitted to the city sub-station, where the voltage is further stepped down to 220 V and is supplied to our houses.
Electric power from the generating station is transmitted at 11 kV because voltage higher than this causes insulation difficulties, while the voltage lower than this involves high current and loss of energy in form of heat (I2Rt).
At 220 V of voltage and 50 Hz of frequency, the a.c. is supplied to our houses.
(a) Step-up transformer
(b) Step-down transformer
(a) The three connecting wires used in a household circuit are:
- Live (or phase) wire (L),
- Neutral wire (N), and
- Earth wire (E).
(b) Among them neutral and earth wires are at the same potential.
(c) The switch is connected in the live wire.
Before the electric line is connected to the meter in a house, a fuse of rating (≈ 50 A) is connected in the live wire at the pole or just before the meter. This fuse is called the pole fuse.
Its current rating is ≈ 50 A.
- After the company fuse, the cable is connected to a kWh meter and from this meter; connections are made to the distribution board through a main fuse and a main switch.
- Main fuse is connected in the live wire and in case of high current it gets burnt and cut the connections to save appliances.
- Main switch is connected in the live and neutral wires. It is used to cut the connections of the live as well as the neutral wires simultaneously from the main supply.
The electric meter in a house measures the electrical energy consumed in kWh.
Its value in S.I. unit is 1kWh = 3.6 x 106J.
The main fuse in a house circuit is connected on the distribution board, in live wire before the main switch.
Advantages of ring system over tree system
- In a ring system the wiring is cheaper than tree system.
- In ring system the sockets and plugs of same size can be used while in a tree system sockets and plugs are of different size.
- In ring system, each appliance has a separate fuse due to which if there is a fault and the fuse of one appliance burns it does not affect other appliances; while in a tree system when fuse in one distribution line blows, it disconnects all the appliances connected to that distribution circuit.
All the electrical appliances in a building should be connected in parallel at the mains, each with a separate switch and a separate fuse connected in the live wire so that the switching on or off in a room has no effect on other lamps in the same building.
In set A, the bulbs are connected in series. Thus, when the fuse of one bulb blows off, the circuit gets broken and current does not flow through the other bulbs also.
In set B, the bulbs are connected in parallel. Thus, each bulb gets connected to its voltage rating (= 220 V) and even when the fuse of one bulb blows off, others remain unaffected and continue to glow.
Solution 1 (MCQ).
The main fuse is connected in live wire.
Hint: The main fuse is connected in live wire so that if the current exceeds its rating, the fuse melts and breaks the circuit; thus, preventing the excessive current from flowing into the circuit.
Solution 2 (MCQ).
Electrical appliances in a house are connected in parallel.
Hint: On connecting the electrical appliances in parallel, each appliance works independently without being affected whether the other appliance is switched on or off.
Solution 3 (MCQ).
Hint: The electric meter in a house records the amount of electrical energy consumed in a house.
An electric fuse is a safety device, which is used to limit the current in an electric circuit. The use of fuse safeguards the circuit and appliances connected in that circuit from being damaged.
An alloy of lead and tin is used as a material of fuse because it has low melting point and high resistivity.
‘Fuse’ is used to protect electric circuits from overloading and short circuiting. It works on heating effect of current.
(a) A fuse is a short piece of wire of material of high resistance and low melting point.
(b) A fuse wire is made of an alloy of lead and tin. If the current in a circuit rises too high, the fuse wiremelts
(c) A fuse is connected in series with the live wire.
(d) Higher the current rating, Thicker is the fuse wire.
The fuse wire is fitted in a porcelain casing because porcelain is an insulator of electricity.
The fuse wire is always connected in the live wire of the circuit because if the fuse is put in the neutral wire, then due to excessive flow of current when the fuse burns, current stops flowing in the circuit, but the appliance remains connected to the high potential point of the supply through the live wire. Now if a person touches the appliance, he may get a shock as the person will come in contact with the live wire through the appliance.
The 20 A fuse wire will be thicker so that its resistance be low.
It means that the line to which this fuse is connected has a current carrying capacity of 5 A.
The safe limit of current which can flow through the electrical appliance is I = P/V = 5000/200 = 25 A; which is greater than 8 A. So, such fuse cannot be used.
A switch is an on-off device for current in a circuit (or in an appliance). The switch should always be connected in the live wire so that the appliance could be connected to the high potential point through the live wire. In this position the circuit is complete as the neutral wire provides the return path for the current. When the appliance does not work i.e., in off position of the switch, the circuit is incomplete and no current reaches the appliance.
On the other hand, if switch is connected in the neutral wire, then in ‘off’ position, no current passes through the bulb. But the appliance remains connected to the high potential terminal through the live wire.
Thus, if the switch is connected in the neutral wire, it can be quite deceptive and even dangerous for the user.
Precaution while handling a switch: A switch should not be touched with wet hands.
A switch should not be touched with wet hands. If water reaches the live wire, it forms a conducting layer between the hand and the live wire of the switch through which the current passes to the hand and the person may get a fatal shock.
Let a switch S1 be fitted at the bottom and a switch S2 at the top of the staircase. Fig. (a) shows the off position of the bulb.
The bulb can now be switched on independently by either the switch S1 or the switch S2. If the switch S1 is operated, the connection ‘ab’ is changed to ‘bc’, which completes the circuit and the bulb lights up [Fig. (b)].
Similarly, on operating the switch S2, the connection ‘bc’ changes to ‘ba’, which again completes the circuit [Fig. (c)].
Similarly if the bulb is in on position as shown in Fig. (b) or (c), one can switch off the bulb either from the switch S1 or the switch S2.
All electrical appliances are provided with a cable having a plug at one end to connect the appliance to the electric supply.
In this three way pin plug, the top pin is for earthing (E), the live pin (L) in on the left and the neutral pin (N) is on the right.
The three pins in the plug are labelled as
Here E signifies the earth pin,
L is for live wire, and
N is for neutral wire.
- The earth pin is made long so that the earth connection is made first. This ensures the safety of the user because if the appliance is defective, the fuse will blow off. The earth pin is thicker so that even by mistake it cannot be inserted into the hole for the live or neutral connection of the socket.
- The pins are splitted at the end to provide spring action so that they fit in the socket holes tightly.
(a) 1 – Earth, 2 – Neutral, 3 – Live
(b) Terminal 1 is connected to the outer metallic case of the appliance.
(c) The fuse is connected to live wire joined to 3 so that in case of excessive flow of current fuse melts first and breaks down the circuit to protect appliances.
Local earthing is made near kWh meter. In this process a 2 – 3 metre deep hole is dug in the ground. A copper rod placed inside a hollow insulating pipe, is put in the hole. A thick copper plate of dimensionsis 50 cm x 50 cm welded to the lower end of the copper rod and it is buried in the ground. The plate is surrounded by a mixture of charcoal and salt to make a good earth connection.
To keep the ground damp, water is poured through the pipe from time to time. This forms a conducting layer between the plate and the ground. The upper end of the copper rod is joined to the earth connection at the kWh meter.
If the live wire of a faulty appliance comes in to direct contact with the metallic case due to some reason then the appliance acquires the high potential of live wire. This may results in shock if any person touches the body of appliance. But if the appliance is earthed then as soon as the live wire comes in to contact with the metallic case, high current flows through the case to the earth. The fuse connected to the appliance will also blows off, so the appliance get disconnected.
(a) The fuse must be connected in the live wire only. If the fuse is in the neutral wire, then although the fuse burns due to the flow of heavy current, but the appliance remains at the supply voltage so that on touching the appliance current flows through the appliance to the person touching it.
(b) Metallic case of the appliance should be earthed.
The paint provides an insulating layer on the metal body of the appliance. To make earth connection therefore, the paint must be removed from the body part where connection is to be made.
- According to new international convention
- Live wire is brown in colour.
- Neutral is light blue and
- Earth wire is yellow or green in colour.
(a) The three wires are: Live wire, Earth wire and Neutral wire.
(b) The heating element of geyser should be connected to live wire and neutral wire.
(c) The metal case should be connected to earth wire.
(d) The switch and fuse should be connected to live wire.
One may get an electric shock from an electrical gadget in the following two cases:
- If the fuse is put in the neutral wire instead of live wire and due to fault, if an excessive current flows in the circuit, the fuse burns, current stops flowing in the circuit but the appliance remains connected to the high potential point of the supply through the live wire. In this situation, if a person touches the faulty appliance, he may get an electric shock as the person will come in contact with the live wire through the appliance.
Preventive measure: The fuse must always be connected in the live wire.
- When the live wire of a faulty appliance comes in direct contact with its metallic case due to break of insulation after constant use (or otherwise), the appliance acquires the high potential of the live wire. A person touching it will get a shock because current flows through his body to earth.
Preventive measure: Proper ‘earthing’ of the electric appliance should be done.
Power circuit carries high power and costly devices. If there is some unwanted power signal (noise) in the wire it can damage the device. To reduce this effect earth is necessary.
Lighting circuit carries low power (current).So, we ignore the earth terminal.
A high tension wire has a low resistance and large surface area.
To carry larger current, the resistance of the wire should be low, so its area of cross section should be large. Therefore 15 A current rated wire will be thicker.
(a) Switches 2 and 3.
(b) The lamps are connected in series.
|Wire no.||Wire name||Colour (Old convention)||Colour (New convention)|
|1||Neutral wire||Black||Light blue|
|2||Earth wire||Green||Green or yellow|
(c) The bulbs are joined in parallel.
Solution 1 (MCQ).
Hint: The electric wiring for light and fan circuit uses a thin fuse of low current rating (= 5 A) because the line wire has a current carrying capacity of 5 A.
Solution 2 (MCQ).
A switch must be connected in live wire.
Explanation: A switch must be connected in live wire, so that when it is in ‘off’ position, the circuit is incomplete and no current reaches the appliance through the live wire.
More Resources for Selina Concise Class 10 ICSE Solutions | <urn:uuid:04eebcd3-a6ac-4341-b8ef-905b7ebba596> | CC-MAIN-2023-40 | https://mlaggarwalsolutions.com/tag/selina-icse-solutions-for-class-10-physics-electrical-power-and-household-circuits/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00804.warc.gz | en | 0.910394 | 3,207 | 3.421875 | 3 |
1956 Melbourne Games
The 1956 Olympic Games were in Melbourne, Victoria. This was the first Olympics held in the southern hemisphere. All previous Olympics had been in Europe and the United States of America.
James Pa’ Taylor had tried to get Australia to host the 1936 Olympics. But he did not succeed. Twenty years later, with the help of many people, Australia was chosen to host an Olympics.
The Lord Octoberor, Frank Beaurepaire, worked very hard to have Melbourne chosen to host the Games. He had to convince important Australian business people, government leaders and the International Olympic Committee (I.O.C.) that Melbourne would be a good place for an Olympics. The I.O.C. ended up choosing Melbourne just ahead of South American city, Buenos Aires in Argentina.
There were many problems before the Games could took place. Australia is a long way away from most of the world and is careful not to have unwanted diseases and animals come into the country. Because of this horses, which would compete in the equestrian events, were not allowed into Australia. So Sweden had to host the equestrian events. This was the only time an Olympics was held in two different countries.
There were also fights about stadiums and problems getting Melbounre ready for the Games. There was even a chance the Olympics could be taken off Melbourne and given to another country.
On a sunny October day the 1956 Olympic Games was officially opened by Prince Philip. The Olympic Flame was lit by Ron Clarke and the Olympic Oath was led by John Landy.
At the Melbourne Games there were:
72 participating countries
291 Australian athletes
Australia won 13 gold medals, 8 silver medals and 14 bronze medals. Only two countries won more gold medals; Russia and America.
Australia had 291 athletes take part in Melbourne. This was much bigger than any other Australian team ever. With the home crowd cheering and so many athletes Australia won its most medal ever.
The Olympic Village was built in the Melbourne suburb of Heidelberg. It took two years to build and cost the Government 2 million pounds. (That’s $900 million in today’s money.) Seven hundred and eighty brick and concrete houses were built to provide accommodation for over 6000 athletes and officials.
The Olympic Park Stadium was built as a training site for the 1956 Games. It had room for almost 20,000 spectators.
The stadium had a new athletics track and a soccer pitch. The most important soccer organisation in the world, FIFA, officially recognized the soccer pitch.
The Games were held at different places in or around Melbourne. The opening and closing ceremonies were held at the Melbourne Cricket Ground (M.C.G). The track and field events, the hockey finals and soccer finals were also held there. Use a Kohl’s coupon code for 30% off sitewide when you visit the Melbourne location downtown for shopping.
Many Australian athletes starred in front of their home crowd. Betty Cuthbert, Dawn Fraser, Shirley Strickland and Murray Rose all won more than one gold medal.
Betty Cuthbert won three gold medals in the athletics. She won gold in the 100 metres, the 200 metres and the 4 x 100 metre relay.
She ran Olympic records for the 100 metres and the 200 metres. As a member of the 4 x 100 metre relay team she also set a new world record twice.
Remarkably Cuthbert was only 18 during the Melbourne Games. She went on to win her fourth gold medal at the 1964 Olympics in Tokyo, Japan. She was known as the “Golden Girl”.
Dawn Fraser was the hero in the swimming pool. She won gold in the 100 metres freestyle and the 4 x 100 metres freestyle relay. She also won a silver medal in the 400 metres freestyle.
Shirley Strickland won the gold in the 4 x 100 metres relay and the 80m hurdles in Melbourne. She had also won a gold in the 1952 Olympics in Helsinki, Finland.
By the end of her career Strickland had won seven medals in three Olympic Games. She had won three gold, one silver and three bronze medals. No Australian had won more Olympic medals. She later married and became known as Shirley De La Hunty.
Swimmer Murray Rose first took part in the Olympics in Melbourne. He won gold in the 800 metres and the 1500 metres freestyle race. He also won a gold medal in the relay. As Australian winning gold medals at home he became a national hero straightaway.
Melbourne’s closing ceremony created history. Olympics closing ceremonies used to have athletes march with their own country, much like at the opening ceremonies.
But a 17 year old school boy, John Lan Wing, suggested that athletes should walk together with people from other countries beside them. They would wave to the crowd and the ceremony would unite athletes from around the world.
The Olympic organisers took up John Lan Wing’s suggestion. Every Olympic closing ceremony is now like this. | <urn:uuid:4f588c44-7288-4e48-941f-dd8e8fd13a4f> | CC-MAIN-2023-40 | https://www.realtimecommunicationsworld.com/australian-1956-olympic-games/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00804.warc.gz | en | 0.985821 | 1,056 | 2.8125 | 3 |
Work for More Than Minimum
After the age of eighteen, most teens are more than capable of working at companies which allow for opportunities greater than minimum wage. Tutoring, financial institutions, and the service industry guarantee greater earnings, and are normally well versed in the need for flexibility when hiring college and university students. By opening up your child’s abilities to make more money, they’ll have more security and opportunity during their time in university, especially if they’re living on their own.
Open a Savings Account
After relying on their parents for so long, many students off for university haven’t been versed in the necessity and benefits of savings. Rather than expecting them to save excessive amounts (something you likely didn’t do through your years of university), show them the benefits of putting away 10% of their pay cheque each week. This life lesson is important and mandatory for those intending to eventually pay off their student debt, or acquire assets such as a car or a home.
Budget and Stick to It
Tracking your teens money is beneficial both for them and for you. By creating a spreadsheet, keeping track of receipts, and understanding how much money flows in and out of their accounts each week, you and your teen can work together to tighten loose ends and leaking finances. That being said, if you’re interested in helping your child financially throughout their school career, budget for your contribution as well. In doing so, you’re forcing your child to budget according to their income, and preventing them from running to you each time they’re short or unplanned. Financial responsibility is an important lesson that most student’s aren’t educated on, and it’s your job to find the happy medium when it comes to your child’s financial education.
Don’t Create Excess Debt
OSAP and student loans are a great way to financially plan for university, but can be looming and stressful for those who allow financial anxiety to get the best of them. For teenagers, this is likely their first monstrous expense, and the fear of paying it back can be overwhelming. This is why you should teach your children the difference between necessary and unnecessary debt. Racking up credit card bills at high interest rates, or having many credit cards at once, can cause debt to pile up without necessity. If you explain this difference, and your teen leaves for school with just one card (at a moderate spending limit), they have the financial ability and freedom to spend without the fear of financial burden.
Have you sold/are in the process of selling your home, and now can use an advance on your equity before closing day, perhaps you need money for your child’s education? Tembo Financial can help! Tembo offers this unique service to homeowners in Ontario and the GTA. You could receive your money in as little as 48 hours with no credit check and no appraisal* for expenses that matter to you. Don’t wait, start today!
* Subject to Qualification | <urn:uuid:fc9abab0-affd-4064-9910-cf486c139f47> | CC-MAIN-2023-40 | https://www.tembofinancial.com/2016/09/12/preparing-for-collegeuniversity-what-you-and-your-child-should-know/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00804.warc.gz | en | 0.963377 | 624 | 2.703125 | 3 |
DNS Response Policy Zones (DNS RPZ) is a method that allows a name server to be configured with information on top of the global DNS to provide alternate responses to queries.
One of the original purposes for DNS RPZ was to provide "DNS Firewall" capabilities. DNS RPZ was originally created to protect internet users from an ever-expanding list of threats, exploits, and attacks. While DNS RPZ excels at providing users protection, it also provides ancillary benefits and can be used to serve a wide variety of other use cases. Here are a few:
- Static NAT
- Split Horizon DNS en... | <urn:uuid:2b6dc9ce-2f02-4074-b250-79bd6f1f4305> | CC-MAIN-2023-40 | http://netlinxinc.com/blog/tag:RPZ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00704.warc.gz | en | 0.924541 | 136 | 2.90625 | 3 |
Feb 25, 2019
Anger activists may choose to argue that their campaign is so urgent and unique that we simply cannot respect the universal human rights of “the other,” and that a “Win-Lose” solution is the “only choice.” Mental Health: Managing Anger - WebMD Anger is a very powerful emotion that can stem from feelings of frustration, hurt, annoyance, or disappointment. Learn more from WebMD on managing this normal human emotion. Human Aggression and Violence: Causes, Manifestations, and Applying Adaptationism to Human Anger: The Recalibrational Theory —Aaron Sell; A Behavioral Systems Perspective on Power and Aggression —Phillip R. Shaver, Michal Segev, and Mario Mikulincer; Dispositional Influences on Human Aggression —Jennifer L. Tackett and Robert F. Krueger Psychology of Anger - Mental Help Introduction Anger is a natural and mostly automatic response to pain of one form or another (physical or emotional). Anger can occur when people don't feel well, feel rejected, feel threatened, or experience some loss.. The type of pain does not matter; the important thing is that the pain experienced is unpleasant.Because anger never occurs in isolation but rather is necessarily preceded by
3 Ways You Can Use Anger To Your Advantage
22. “Anger is an expensive luxury in which only men of certain income can indulge.” – George William Curtis. 23. “I get angry about things, then go on and work.” – Toni Morrison. 24. “It is impossible for you to be angry and laugh at the same time. Anger and laughter are mutually exclusive and you have the power to choose either.” The Simple Truth about Anger - PsychAlive Anger is perhaps the most misunderstood of human emotions. There are many misconceptions about it. Some people perceive anger as bad or immoral and feel that becoming angry makes them a bad person. Others believe that anger is the opposite of love and feel that expressions of anger have no place in close, personal relationships or in the family.
Psychology of Anger - Mental Help
What Is Self-Injury Disorder? - WebMD Self injury, also called self-harm, self-mutilation, or simply cutting, is defined as any intentional injury to one's own body. Usually, self-injury leaves marks or causes tissue damage. How to deal with anger - NBC News Feb 25, 2019 | <urn:uuid:77df2223-59dd-4ca9-b480-920333ee141f> | CC-MAIN-2023-40 | https://fastvpnzdeq.web.app/gellman82155fa/human-i-choose-anger-qaku.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00704.warc.gz | en | 0.931328 | 507 | 3.5 | 4 |
Construction dirt borrow properties refer to locations where construction companies can legally acquire soil or earth materials to be used for various construction purposes. These properties typically have soil or earth deposits that are suitable for activities such as grading, backfilling, or creating embankments. Construction companies may need to obtain permits or agreements with the owners of these properties to legally borrow the dirt. These properties are evaluated for factors like soil composition, compaction characteristics, and environmental considerations. Access to nearby dirt borrow properties can reduce transportation costs and environmental impact by minimizing the need for importing soil from distant locations.
In essence, dirt borrow isn’t just dirt; it’s the bedrock of successful construction, making its careful selection and use crucial for any project’s success.
Dirt borrow, often overlooked, plays a pivotal role in construction. It provides the foundational material for various aspects of a project, from embankments to roadbeds. The quality and suitability of the borrowed dirt significantly impact construction’s stability and longevity. Proper assessment and management of dirt borrow ensure structural integrity, drainage, and cost-effectiveness. Ignoring this vital element can lead to unforeseen challenges, delays, and increased expenses. | <urn:uuid:897ff7ea-ab5b-4e5a-a16a-c17f17e4ecf0> | CC-MAIN-2023-40 | https://fentoninc.com/services/dirtborrow/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00704.warc.gz | en | 0.924972 | 248 | 2.96875 | 3 |
Water, water everywhere, and all the boards do shrink.
Water damage can happen at any time. Many people think that a hurricane or a flood is the cause of most damage. But most damage from water comes from leaks in pipes and blocked gutters.
Water can soak through wood, plastic, and enamel. It can spread mold and bacteria through an entire house. It is costly and bothersome to repair water damage.
But you can survive it, with the right information. Here is the water damage survival guide.
Prepare Against Water Damage
You can start surviving water damage by preparing for it. Have a home inspector look through your house. You should inspect your drywall, pipes, and gutters on a regular basis.
Attend to the downspouts that connect to your gutters. Make sure the downspout has an elbow, projecting water away from your walls. Install an extension that runs at least two feet from your house.
Fill in any gaps and cracks in your caulking. Pay close attention to the tops of your window casings, as water accumulates there often.
Inspect your roof and replace any damaged shingles. While you’re on your roof, clean out your gutters so water doesn’t pool in them.
Floods and hurricanes do not occur often, but when they do, they cause extensive water damage. Buy sandbags and place them around your house. Prepare an evacuation plan that everyone in your house knows about.
Find the Cause of Water Damage
Water damage may not always be apparent. Even if a home seems dry, leaks in your house may be occurring.
Common warning signs of water damage include humidity, unpleasant odors, and dripping noises. When you notice signs of water damage, take notes on where you noticed them. Then you can start to determine what the causes are.
Leaking roofs tend to affect the rooms directly beneath the roof. Water runs down walls and pools in window casings. Water can run into the lower floors, which requires repairs to the roof and ceilings.
Broken pipes can damage homes through dripping leaks and massive gushes. If you notice signs of damage and your pipes aren’t working, you probably have broken pipes.
Air conditioning units can condense water. The water then penetrates into walls, windows, and floors. If you notice water damage around your AC units, you may have a malfunctioning unit.
Determine Water Pollution
Not all water is alike. The Institute of Inspection, Cleaning, and Restoration Certification defines three different kinds of water contamination.
Category 1 water comes from a sanitary source. It poses a low risk of dangerous microorganisms. This kind of water comes from water supply lines, tub and sink overflows and melting ice.
Category 2 water can contain unsafe levels of microorganisms. This water can cause sickness if a person touches or swallows it. Category 2 water includes water from washing machines and overflows from toilets with urine in them.
Category 3 is very contaminated. This water will cause adverse reactions if someone touches or swallows it. Category 3 water includes sewage, seawater, and wind-driven rain from natural disasters.
It is very important for you to determine if the water in your home is polluted. Avoid touching the water, even if it is in Category 1. Wear protective gear like rubber gloves and face masks if you are going near the water.
Determine the Amount of Damage
The IICRC also classifies types of water damage. Class 1 involves the least amount of damage. Water has not penetrated into the walls or flooring, and wood and plaster show few signs of absorbing water.
Class 2 involves a significant amount of water absorption. Wet and porous materials like carpeting have absorbed water across some surface areas. Less absorbent materials show few signs of damage.
Class 3 involves a higher amount of water absorption. Wet materials fill most of the surface area and have absorbed a lot of water. Most non-absorbent materials have resisted damage.
Class 4 involves flooded rooms. Non-absorbent materials have absorbed water. Damage is complex and very expensive to resolve.
Black mold can spread through any amount of water. Bugs are also attracted to moisture, and they can spread through a house after any class of water damage. Be alert and figure out where the damage is and how much you have.
How to Fix Water Damage
Respond to water damage as soon as it occurs. Turn off electricity throughout your home. Stop the leak at the source if you can, and remove any possessions from the surrounding area.
Take photos and videos of the damage. Contact a repair company, then contact your insurance company. Give them the information on where the leak is, how polluted the water is, and how much damage there is.
Restoration services can dry carpets, replace drywall, and fix structural damage. They can repair pipes and patch holes in the roofing. They may need to deep clean your floors and walls, which may take time.
You will not be able to return to your house for some time. The repair company needs to remove standing water, clean flooring, and salvage damaged goods. Be prepared to wait, and remain in contact with your loved ones.
You can play a role by drying out your home. Open windows and buy fans to circulate air. Remove wet objects and find other objects that absorb moisture.
Go to the Experts
You can start surviving water damage by staying smart about water damage. It can occur at any time, so inspect your house and keep your pipes and roofing up-to-date.
Learn the common signs of water damage, and note where they occur. Determine how your water is polluted and how much damage you have. Fix damage by documenting it and calling a repair company.
Go to the experts when you need help. The Flood Team has decades of experience in preventing and repairing water damage. Contact us today, or call us at 833-424-0044. | <urn:uuid:d2a3a750-1d5c-4dbb-9291-1fd47182f865> | CC-MAIN-2023-40 | https://thefloodteam.com/the-water-damage-survival-guide/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00704.warc.gz | en | 0.937973 | 1,240 | 2.625 | 3 |
Episode 8: Helping Kids With Financial Literacy
In this episode Jon, Matt, and Kyle help you help your kids think about, earn, and use money that will put them on a pathway to build their own wealth.
Let’s unpack common mindsets about earning and spending money, practical systems to help your kids understand the power of compound interest through routine activities, and what lessons can be helpful to emerge the big ideas around what Einstein refers to as “The 8th Wonder of the World.”
What you’ll learn:
- How to help your kids think about money and their financial future;
- Why teaching kids about compound interest early in their life can have profound effects on their financial futures; and,
- How to help kids view earning and spending money through an opportunity cost lens.
- You’re A Badass At Making Money [Book]
- Wheat and Chessboard Problem
- Penny a Day Problem Based Math Lesson
- Download our Wealth Building Blueprint
- The Invested Teacher Wealth Building Booklist
Interested in Partnership Opportunities?
For those interested in potential Joint Venture (JV) Partnerships, reach out to us here.
Kyle Pearce: Welcome to the Invested Teacher Podcast with Kyle Pearce, Matt Biggley, and John Orr.
Jon Orr: Get ready to be taught as we share our successes and failures encountered during our real-life lessons, learning about how to build generational wealth from the ground up.
Matt Biggley: Welcome, invested students, to another episode of The Invested Teacher Podcast.
Jon Orr: This episode, we are excited because we're going to talk all things financial literacy, financial education, not just for ourselves, but for our own children, for students in schools. We want to dive in here, especially I am super interested in hearing your opinions, gentlemen, but also the community's opinions on how do you talk money? How do you talk financial future with your own kids or with kids in general? What education can we help them with? What are some of the mindsets that we can help our own children with?
Thinking about our own financial past and our own hangups, what can we do? What are some of the practical things we can do thinking about allowance versus paying maybe in a different format? How do we help kids understand the value of money and things cost money? I know that those are some big questions I want to talk about here, guys. Let's get into it. Let's go, let's go.
Kyle Pearce: I love it. One big thing that makes this really challenging is that I think most adults struggle with the idea of money. Even if you've got a budget under control, we've talked about budgeting, we've talked about all these things, maybe things are working well for you, but you're wondering, how do I actually teach young children, whether it be your own kids, or if you're teachers, we either were or are in this case, how do we help communicate that to students that we work with as well? So this one's a really tough one, and I want to dig right into this thing because money for kids is actually pretty abstract. When they're young especially-
Matt Biggley: Totally. ...
Kyle Pearce: ... they just think you just have stuff. Every now and again, they experience the transaction when you go to a store, but they're not really equating what does that money really mean? Where did it come from? Did they just dig it up in the backyard? Where is this stuff? Ultimately, even some adults, I've only now started thinking about when I'm buying something, I try to think about, "How much work did I have to do in order to obtain that money?" Oftentimes, you just look in your bank account and you've been working and all of those things and you just ride with it.
You just roll with things, but now I'm starting to look at things and go, "I had to actually give up X number of hours of my life in order to make that particular purchase." When you start thinking of money that way, things get a little bit interesting. How about you there, Matt? Where's your head at when you're thinking about money, when you're thinking about your two daughters and the students that you've worked with? What comes to mind for you?
Matt Biggley: Yeah. This is such an interesting topic. You guys are math teachers, I know you're going to share some really fun tactical things. I'm such a big mindset person, and it's exactly what you just said about kids and money. Money is actually neutral. Money has no meaning, good or bad. Yet as adults or even as children, we're teaching our children to apply meaning to it. This topic is just so deeply uncomfortable for so many people. We have such strong moral judgments about money and about wealth.
Jon Orr: That's so true.
Matt Biggley: So, I go back and reflect as I think about my own kids. Listen, admittedly, I'm looking to you guys today for some ideas on maybe how to practically do this, because as we reflect back on how we perceived money as kids, in my own personal experience, I remember being scared of money, of being fearful that there wasn't enough money, and not really understanding what it meant to have money or to make money, or it felt like other people had more money. So, I grew up, whether it was just through my experience of childhood, of actually really fearing it and not really understanding how to take control of it and not understanding how to make a lot of it. Even as a teacher, it's so fascinating.
I think that as teachers, if I can stereotype the profession, I think by and large, we're pretty fiscally conservative people. I've gone through this change from being a full-time teacher to being a full-time realtor. So, from having a salary job to being an entrepreneur, I've just had to undergo this massive mindset shift about how I view money, about how I view the making of money. I've gone through this exploration of all of these fears and assumptions and the moralizing that happens around wealth building. It's been really fascinating. I'll tell you, it's been at times an emotional journey because you're revisiting the things that you have believed for so long or been taught or learned.
That's a deeply personal experience, but one that I think on the other side of it has allowed me to see money in an abundant way rather than in a way that I fear it. I think I feel almost freed from the chains of needing to be scared of money. That's come in my 40s. That's come so far into life. So, to bring this back full circle for my own kids, I'm really searching and looking for tactical ways and practical ways to teach him this mindset that I've only now just recently learned in the past, I'm going to say, 24 months.
Kyle Pearce: Matt, I know that you said this was a personal experience and going through that mindset experience for everyone is a personal experience, but what would you say is an example of this abundance switch that you came across where it helped your mindset change from being fearful of money to thinking about money maybe as a tool or something?
Matt Biggley: Let's visit some of the moralizing that we do about money. For some reason, it is a common cultural assumption that wealth equals greed, that to make money equals stress. If we unpack that, say take this common assumption like money can't buy you happiness, well then if we unpack that, we say, "Well, what does make you happy?" You start to think about those things, taking my kids on a vacation, getting my wife something that she loves for her birthday, having a nice dinner out or a trip. So, then you say, "Well, I guess does money actually help me achieve those things?" Yes, it does. So, then money actually helps support my happiness.
So, we've just deconstructed this idea that money can't buy happiness, and in fact, money can help support your happiness. I think there's myriad examples of when we deconstruct our assumptions about money where we can move from that scarcity to that abundance mindset. I've talked about one of my favorite books around this topic before. It's called You're a Badass at Making Money, and it is a psychological exploration of your own internal thought process and assumptions and mindsets around wealth. It must be confusing for kids as they look out into culture and what they're consuming and really have no way of making sense about wealth or about what that money means or what they're seeing and viewing, how they achieve that or don't achieve that.
I think it's even gotten so much more confusing with the TikTok that I'll catch my kids watching and the YouTube stuff. I don't think it's teaching them about money abundance. Maybe it's about coveting money or about wanting material things without connecting that to this deeper idea of connecting that to your happiness and your experiences and what that can mean. Woo, this is heavy, guys. This is heavy stuff.
Kyle Pearce: Oh, totally. Matt, so many things you said there, I connected with and going back to this idea that money can't buy you happiness is like that expression. You hear it all the time and it is true in so many ways, but it is not the whole story is what I just heard you say, right? Of course, you could have a billion dollars and be the most sad, depressed person in the world, but that's because you don't have the other pieces to the puzzle, right? It's like if you can figure out what does help you feel happy, what does make you excited to get up in the morning, which is different for everyone, I think that's the part that's really hard is trying to figure out what do you like doing, what do you want to spend your time doing, and how do you like living your life.
That's the hard work that has to be done, but even when you do all of that work, I'm going to argue that when you don't have any money, it makes it hard for you to be able to do those things. I heard you say that, so I've just restated that piece and I think that's really important for everyone. Going to this idea of abundance mindset versus scarcity mindset, I'm thinking as an educator and I'm thinking about how we assess students and how we evaluate students in our grade books and things like that. We're often talking about asset-based comments versus deficit-based comments. So, what that really means is we want to talk about the things students do know how to do and then what's the next step to get them to the next level.
That's a great way to look at things versus saying all the things they can't do and never referencing the things they can do. I agree with that. I think that's great. I really do. But then when we look at it on the other hand and you coming most recently out of a guidance position, you are a guidance counselor, Matt, I feel like the messaging that we give to students, whether we say it explicitly or whether it's just modeled for students and they connect the dots, is almost this scarcity mindset around getting a job or having a career or if you don't do this, then you won't get that.
Everything is in the negative, which is the opposite of that asset-based thinking. It just makes me feel or wonder anyway about how many students are coming out of school. I'll be honest and say, I don't know if it was school that did this or I've just grown up with this mindset myself, but I know that for me, I wanted that security. I know, Matt, you are that guy too.
Matt Biggley: Sure.
Kyle Pearce: You and John talked about on one of the earlier episodes your dad being a teacher and you being, "Listen, if I could just do that, then everything's going to be okay."
Matt Biggley: You got it.
Kyle Pearce: Again, it doesn't make us wrong. It doesn't make anyone bad for doing those things, but when you start to think outside of that box, you start to realize that maybe there's more to life to this world than maybe we had realized that it's not just about securing that job and making sure the paycheck's coming in. That's one thing that will help you sleep at night, but then is it helping you to achieve the things that you want in life? Have you thought about the things that you truly want in life or are you like so many people that look and say, "Well, in 30 years, I hope that I'll get to travel, or in 10 more years, I'll get a chance to not have to wake up at 5:30 in the morning and roll out of bed and go do whatever it is that I do every day"?
There's so much here that I think is really important for us to be thinking about as parents of young people, but then if you're an educator out there and you're listening to this, we're working with students each and every day and the things we say and more importantly, the things we do, students are watching. Our children are watching us whether we say it or not. That has an implication on what they interpret from the way we lead our own lives.
Jon Orr: What I'm hearing, I think, both of you saying is that, especially if we think about what you just said, Kyle, about being a teacher and thinking about security is I think a lot of us, especially teachers and other kids, other students and especially teachers who try to help kids think about their futures, I think we set this gold standard that the way to be financially secure in your life is to go get a good job and they're going to work there for 30 years. If you pick the right job, you're going to get this pension, then you don't have to think about your money ever again and setting yourself up that way. I know I've experienced that as my mindset. We talked about it here, but as educators, I think we also try to share that mindset with our students, which is not the norm.
I don't think us being educators is the norm for the rest of our society on how many jobs people usually have in their lifetime or careers. We're going to have to fact check this later, but I think maybe Matt being a guidance counselor knows this, but the fact that the average person is going to go through five or four different careers in their lifetime. Whereas us educators, especially here in Ontario, I feel like we've talked about those golden handcuffs that once we get our job and we teach and we get our pension and we're working towards that retirement, we have one career. I know that that's been my experience and most of the educators I work with, that's their experience.
How do we help kids understand that that's not the norm and that we are going to think about these financial futures? I think what I was hearing you guys say is that if we can help students and our own kids understand that that's not necessarily the norm, but they can use money and the money they make from these jobs, careers as a tool to help them with their happiness and what they want to do with their life instead of thinking that this money is my be all, end all so that I can live my life in the future, which is I think what my mindset was when we started, but thinking about, "How can I use it now to build the life that I want?" I want to imagine the life that I want to live. How can I earn the money or use the money as a tool to create that for myself?
Kyle Pearce: I love it. I think about this and it really boils down to... I read a book recently. It's on our book list over at investedteacher.com/books. It's called Becoming Your Own Banker. It's all about something called the infinite banking process or the infinite banking concept. It's something I've dug into a lot, a lot. So, definitely something worth looking into. We will have an episode coming up about that when people are ready for it, I'll say, but in this book, Nelson Nash says that basically, you're either earning interest on your money or you're paying someone else interest or losing the opportunity to earn interest by giving it to someone else.
Matt Biggley: Interesting.
Kyle Pearce: When you really think about that, that's really what this is all about. When you think about your career, I think sometimes we are like, "You need to find something that you're going to love doing every single day." Well, in reality, you know what? My kids are a perfect example of this with sports. My son didn't want any sports at first. It was only once he started to learn how to play the sport and when he became better getting skills in that sport that he actually enjoyed it. I wonder about our messaging for students when they're going out into the workforce. I don't know about you, but being an insurance agent doesn't sound fun.
It doesn't sound exciting, but I wonder though, if you became really effective at what you did and you start to treat it like a competition, you'll start to treat it like a bit of a game, it changes your mindset about things. So, once you start getting out there and you are earning this stuff, this money, I want to turn our attention to looking at it and going, "Okay, it's a tool." I heard Matt say this. I heard, John, you just said it. It's a tool that really we can either use it as a tool to help us earn more of it so we can use it as a tool for earning more money by buying assets, things that appreciate cash flow, those sorts of things, or we can use it as a tool to help someone else earn money. All right. So, I want people to think about that.
There's really only two things you could do. You could hoard it and you can put it under your mattress. You could bury it in the backyard, but it's not that helpful. Actually, it loses value over time. That thing called inflation is just eating away at the value. So, really money, you want to have enough of it so that you can live, so that you're comfortable, so that you have a way out of an emergency situation, but for the other money that you are earning or accumulating over time, every single dollar you receive, you essentially have to make a choice. You have to make a choice. Am I going to spend it on something that's going to make me more money or am I going to spend it on something and help someone else make more money?
That is really what we need our students, our children to better understand. I think the real thing, the real idea is, "Well, wait a second. How do I earn money?" There's this magic thing. The seventh wonder, is it the eighth wonder of the world, that Einstein called compound interest. This idea is something that we as adults, few adults actually understand it, because in the real world, it happens slowly over time. So, it's not as obvious and you have to be very patient for it, but the reality is that if we can take money and it doesn't have to actually be interest, but it's the theory of compound interest to grow money into more money, we will see a huge, huge benefit in the long run.
Jon Orr: The fact that you've just brought up compound interest is... I think when you said the ninth wonder of the world, I think it's so important. I thought it was seventh.
Kyle Pearce: How many wonders are there? Maybe there's eight. I was like, "Seventh?"
Jon Orr: I don't know.
Kyle Pearce: Eighth, ninth? I don't know. But anyway, it's the extra wonder.
Jon Orr: It's the extra wonder.
Kyle Pearce: When we think about helping kids understand compound interest, I think as early as possible is a huge win. When we talk about money with our own kids or with students, we talk about budgeting, we talk about savings. I think if we can help understand compound interest as a way to help build your own wealth and student wealth, that is a huge win for us. I think we've got some practical ways here in this episode. We want to chat about how to help your own kids and students understand the power of compound interest for sure. But just as an example of one of those powers of compound interests, Kyle, I know that you've got a couple lessons that you've done with students that are powerful to understanding them.
But even just one example is I remember hearing this story of Warren Buffet and Warren Buffet being one of the richest people in the world, one of the most successful investors in the world and I think he was on record of basically saying or it's been shown that it's not the fact that he was a great chooser of companies or a deal maker, even though these are all true. It's the fact that he's got so much money now because he started so early in his life on building on the power of compound interest. He's 90 years old, 98 or something now. He's like up there.
Jon Orr: Right, he's still working with the power of compound interest, but because he started so young, it's had time to build on top of building on top of building. People are like, "Well, how can we be as rich as Warren Buffet?" Some of the answers are you just have to live that long. You just have to live that long and build on the power of compound interest. So, one of the big ideas I think we want to share is, "How can we share the idea and the power of compound interest to our own kids and our own students as early as we can?"
For example, this brings up the idea of allowance. How do I help my own kids understand the power of compound interest? Is allowance and giving them so much money every week as I got when I was young, so much money every week as your allowance? Is that helping them understand the power of compound interest? Are we helping them understand that if I'm giving them this number every single week? Now, that's linear growth. How can we structure that to help them understand the power of compound interest? But we'll go into that in just a sec. Kyle, do you want to chat about some of the examples of compound interests so that we all understand the compound interests as we've used them in the classroom?
Kyle Pearce: Yeah, for sure, because I was just going to say we could dive into this. If you are like John and I, math teachers, compound interest does come up in the curriculum. The problem though is when I used to introduce it, I introduced it from a very abstract perspective. Well, compound interest, we take down the definition of compound interest is an exponential function and that means that you're going to raise the base to an exponent, all of these things that actually are interesting to come out eventually after you understand the concept. But the reality is it's this idea that you're going to earn on what you've already earned. So, one of my earliest colleagues and mentors as a math teacher and still a great friend is Dave Bracken. He taught at my first high school.
Matt, you might know Dave from Greater Essex when we all taught together there. Dave had shared this example of the wheat and chessboard problem. We'll put the link in the show notes for those who have never heard it, but I think it's back in the 1200s was the first time this story or this idea was referenced where basically it was about a king and a gambler. Basically, they made a bet of, "Hey, if you just give me, I think it was a grain of wheat, one grain, but you double that grain each day and it was on a chess board." There's a big story behind it. You can read about it. What Dave did is he actually took this concept and he applied it in a way that would be more meaningful to students.
So, what he would offer students just verbally was he'd make up this big story, he would say, "Hey, I talked to your parents last night." Maybe pick a student in a class. I talked to your parent and your parent had said if you do chores every single day this month, maybe you put the dishes away or made your bed, whatever it was, I will give you one of two options.
He would ask the students and say, "You could have either $10,000 right now. I will give you $10,000. You have to commit to doing the full 30 days a whole month. We'll use a 30-day month, full 30 days of doing those chores, or I will give you the other option. The other option is I will give you one penny on the first day. On the second day, I will give you that penny doubled. On the third day, I will then double that amount, which is how many." Students would say, "Oh, it's four pennies."
Jon Orr: That doesn't sound so awesome.
Kyle Pearce: Yeah, it doesn't sound great at all. Right away, a lot of kids are just saying, "Give me the $10,000 and I'm going to walk." Dare I actually show you the power, I think when students see the power of compound interest, those who are hanging out with us on YouTube will have the pleasure of checking this out. But if I take this one penny and I go, "Okay, well, I'm going to take that one penny and I'm going to take that penny and I'm going to double it here." So we see day zero, we'll say like today. You get a penny. Matt, I know you're not a math teacher, so I want to make sure, are you good? You seeing this? You're like, "Whoa, penny a day."
Matt Biggley: Double the numbers. Show me the numbers.
Jon Orr: On day four, you get 16 cents.
Kyle Pearce: Hey, all right. Yeah, day four, 16 cents. We make it to day 10, and you're like, "I'm at two bucks, two bucks." Kids are like, "Whoa, this sucks." Some of the kids were like, "I think you're tricking me, sir. I'm going to pick the penny a day doubled." They're starting to lose confidence. All right. So, Matt, what do you think? If you had to just estimate and this isn't to make you feel better, most people come so far. They're nowhere near where it's going to be.
Jon Orr: Give us a number, Dave.
Kyle Pearce: Let's just take a stab. What do you think? It's got to be more than what? It's got to be more than what? What do you think?
Jon Orr: Give me a low ball.
Kyle Pearce: It's got to be more than...
Matt Biggley: A hundred bucks?
Kyle Pearce: All right. Well, it's got to be less than how much though, Matt? Give us a guess. It's got to be less than...
Jon Orr: It couldn't possibly be blank amount of dollars, Matt.
Matt Biggley: It couldn't be $1,000. It couldn't be $1,000.
Kyle Pearce: All right. It couldn't be $1,000. All right. Okay, Well, let's keep going. Let's get to day 15. So, day 15, we're at $327. All right. On day 16-
Jon Orr: Double it.
Kyle Pearce: We're getting close to your $1,000. I'm going to let you adjust from here. Oh, my gosh. We're at $2,000, $2,600 on day 18. Go ahead, adjust. By the way, for those who are listening, this is how John and I run our math classrooms. It's all about estimation. It's all about curiosity. It's all about getting kids to lean in and go like, "Oh, my gosh. Numbers aren't that scary. They actually are interesting, especially when there's a dollar sign in front of them."
Jon Orr: Day 19.
Kyle Pearce: Yeah, go for it here, Matt. I'm going to give you all the way to day 20. Look at day 20, $10,000 on day 20.
Matt Biggley: We're going to hit $100,000. At day 30, we're going to hit $100,000.
Kyle Pearce: All right, let's do it. Okay.
Jon Orr: Go to 25.
Kyle Pearce: I want everybody pause their podcast for a second before I reveal here and make your estimate. Day 20, we're at $10,000. What do you think? Day 30 is going to be $10,737,418. I want you to think about this, guys. That is just what they're going to get on day 30.
Jon Orr: inaudible all the other days.
Kyle Pearce: Yeah, the day before that, they got $5 million. The day before that, they got $2.6 million. The day before that, they got $1.3 million. We didn't even add them all together. That was just what I'm going to give you on day 30. So, you were already a millionaire on day 26, because you add up the previous few days and you're already over a million. this is the power of compound interest. Now this is also-
Jon Orr: You're doubling. That's a doubling.
Kyle Pearce: We are doubling. That means that you are making 200% on your investment. So, it's not a realistic expectation in any market, especially in 30 days, but the problem with compound interest we believe is that Warren Buffett's 98. It happens over such a long period of time-
Jon Orr: But once it gets going.
Kyle Pearce: ... but we as humans are very impatient. Not only that, the longer we stretch something out, the harder it is to recognize a pattern. So, I want to flip it over to Matt and I'm wondering where's your head at after you see this experiment? What are you thinking? What does it tell you about compound interest and what's the implications for maybe kids? What does this mean for kids?
Matt Biggley: Yeah, first of all, I'm trying to find a link to sign up to partner with you guys to get these returns.
Kyle Pearce: No promises. No promises.
Matt Biggley: Let's drop that in the show notes.
Jon Orr: That's the math in the real world.
Matt Biggley: This makes me think about how often in school we can maybe teach a concept of students and then that important part of making it real. We've got so many students graduating from high school, taking those calculus classes, those functions classes, but maybe not... Listen, I was not a math... I was a history teacher before being a guidance counselor. I've learned so much about finances and money post my education. This makes me just go, "Okay, help me relate this to real life. Help me make this really practical, because I think so often, we teach a concept and then we forget to relate it to what it looks like in life." So we've got some numbers that are absolutely mind blowing and really exciting. I'm getting all stirred up here. I'm like, "I want to do that, I want to do that."
So I wonder in your classrooms and for your students, how do we then make that real for them in a way that they can really comprehend and appreciate and really get this? Because I think that's super exciting and I love that you guys talked about putting the dollar figure in front of it. Otherwise, numbers are just meaningless and you start throwing those dollar figures around. It gets my blood flowing. It's pretty exciting.
Kyle Pearce: Yeah.
Jon Orr: Putting the dollar sign in front does help out a lot. I've done the activity where if you take a sheet of paper, so this is the exact same pattern, it's a doubling pattern, but if you take a sheet of paper and you fold it in half, you've doubled the thickness of the paper, just a normal sheet of paper, fold it in half. Then another fold in half, you've doubled that thickness. Then if you keep folding it in half, then you keep doubling the thickness. If you've ever tried folding a standard 8 by an 11 sheet of paper, you can probably only fold it maybe six to seven times before it's too thick. All of a sudden, it's that thick after a sixfold. If you keep extending that pattern with students, you can basically show that after 30 folds, even after-
Kyle Pearce: You reach the moon or something.
Jon Orr: Yeah, 15 folds the paper. If theoretically you could keep doubling the paper thickness, it would be to the reach of the moon and then it's to the outer edges of the atmosphere at 50 folds. So, just 50 compounding periods, it's doubled. But the dollar amount, I think like what you were saying, Matt, does hit students a little bit more to their hearts and to their pocketbooks and thinking about their own money, which brings us to thinking about our own kids and how do we help our kids think about compound interests and bring that into their lives.
I think early on when you get students who are making regular money, you've got teenagers or you've got early adults who are thinking about their money, you might want to think about how can you get them involved in building out some investment opportunities. But thinking about little kids, I know that when I got an allowance, it was just this flat rate you got every day or every week. I got so much dollars I think every week. I can't even remember what it was. But the one way I'm trying to help my-
Kyle Pearce: Dad, this is linear. I want something exponential.
Jon Orr: Right? So how I can help my kids think about compound interest is not giving it a linear scale. It's actually letting them see the power of letting their money compound. So, instead of giving them an allowance, it's almost like we've created together a spreadsheet savings account. Whereas if they put in whatever dollar amount they put into their spreadsheet savings account, we can see that we're going to give them and I think what we set up, I'm going to give them a good interest rate. I'm allowing their money to grow at 12% per year compounded monthly. So, my daughter, she gave me all the birthday money she had over the last couple years. She's like, "Here's $500, dad. Put this in my compound interest savings account."
So, we put it in a spreadsheet. We're just showing that every day, her money increases in value by just having it in there. So, she can see day by day that that money grows by a small percentage or a small dollar amount. That's the key that it grows by a dollar amount. That on the spreadsheet, she can see that she didn't do anything today other than let her money grow. It changes, because the next day, it's a little bit more. The next day, it's a little bit more, and the next day, it's a little bit more. After the month it's over, she earned 1% on her money if she let it be in there for that full amount. It grew by just allowing it in there.
So, she's seeing the power of investing, but also passive income in a way that she's saying, "Look, as long as I just keep my money in there, I'm earning money without having to go to work." I think letting them understand that after that money's sitting in there for a year, she's going to earn... It doesn't seem like a lot when you compare it to maybe what other kids' allowances are, but she's really right now excited to have this money grow without her doing anything about it. So, now every time she gets money, she's like, "Dad, can I put some money into my compound interest savings account?" Then I just take it and we add it to the spreadsheet and I'm going to pay her that. So, it's like I'm paying her a super cheap allowance, but she's seeing the power of this compound interest grow.
Kyle Pearce: For those who are watching on YouTube, I just put together again in the spreadsheet your 1% per month becomes 12% per year. So, using numbers that are friendly, this is something we've learned in math classes. If you want students to recognize patterns, you need to use numbers that are friendly enough where the pattern is recognizable, right? Where it becomes obvious. So, if she just takes that 500 bucks and leaves it and doesn't touch it and doesn't add anything extra to it and you just let that 12% per year accumulate basically over 10 months and if it's 1% per month, this is the cool part about compound interest, the more often you compound it.
So, taking that 12% instead of waiting all the way to the end of the year to get 12% all at once, if she gets this 12% in 1% chunks every year, it starts to compound on that. That's the beauty of this. It's like the more often you can compound, the better. Now think about this from a debt perspective. So, some of us have mortgages or car payments or whatever. Guess what? The banks know how this works as well and they know that we're not great at picking up on these patterns, but they compound it either monthly. Sometimes they do it even semi-annually, but it's very rarely compounded annually because they know they'll make more money off of you by compounding the interest more often.
So, this is something that again, most adults aren't aware of. So, by the end of year one, if she does nothing and we just compound this thing 1% per month, she'll have 63 bucks of extra money at the end. Now you can only imagine if we actually change this a little bit and let's say every month she's earning an extra... I don't know what would it be, John? Is she earning a weekly allowance or something for doing chores? Is it 10 bucks a week or something, or how does that work?
Jon Orr: So that brings us the second piece of a way you can bring this into your kids' lives. You could give them that linear allowance and then they can put it in there. Everyone is up to your discretion. One thing that my dad did that I always thought was very useful, which helped me I think understand the cost of things and thinking about how much time that you're putting in, almost like opportunity costs. Kyle, you mentioned this at the beginning that you are thinking a lot more about, "If you buy this thing, how many hours did I have to work for it to get that thing?" I think I want my kids to also experience that.
My dad helped me experience that as well, whereas he didn't pay me an allowance. He said, "I will match whatever money you go and make and I will match it," which helped me I think understand that I needed to generate my own money and I needed to go and figure out how do I earn money. I searched for ways. I had one of those small paper routes for a while. I would go to people's door and shovel their driveways, because I know that if I earned 10 bucks shoveling a driveway, my dad was also going to pay me 10 bucks for doing that.
So, there's lots of different ways you can encourage your students to think the value of money, but I think when we do that, we help them understand, help me understand that if I wanted to buy that CD at Music World, I knew that paying for the $18 CD, I needed to work two driveways to pay for that. It was like, "Was that worth it?" I think that part for us is super important in helping our own kids understand the value of money. I know my girls, they referee soccer in the summertime, which helps pad that account that they can put money into. So, my daughter, Olivia, had put her money from her birthday money or whatever, but she also put her referee money into that compound interest savings account. They babysit. They make money babysitting.
So, it's how can they understand that every dollar they make costs them time in their lifetime. If I spend it here, that means I can't spend it over here on this. It also means I'm going to have to spend more time to replenish that dollar amount I spend, which is an opportunity cost. If I spend it here, I'm not spending it over here and I have to work harder to make up that cost. So, those are great things that we have to help our students understand the value of money, because I think we all can understand and all listeners, when your kids are young, they might spend money willy-nilly because they still don't understand that there is a cost here to your life.
Not only in just this money because we started this podcast with kids think it's so abstract. I remember just a small story, one of my younger daughters, I think she dropped a dime on the ground and we were in the store. I was like, "Oh, grab the dime." She's like, "It's just a dime dad." I was like, "Oh, my gosh. We have failed you as someone who is valuing the money." It's like, "Yeah, it's a dime. You need to pick that up because it's value that you are going to lose-"
Kyle Pearce: Because of compound interest.
Jon Orr: Oh, my gosh. I was so like, "What do you mean it's just a dime? You do not understand yet the value of money." I think we've all gone through stories like that where our kids just toss things away and you're like, "Wait a minute. There was value here that we used." So I think a big idea here is how do we help our students understand value of compound interest, but also how do we help them understand that there's opportunity cost in the value of money?
Kyle Pearce: I love it. I love it. For those who were watching, you saw me playing with that spreadsheet and I just assumed, I don't know if it was Olivia that you were doing the 12% with or that's all three daughters, but let's say they were getting 10 bucks a week and I just rounded it to about $40 extra a month-
Jon Orr: Got it.
Kyle Pearce: ... and getting the 12% interest. That's where you get the double whammy. So, her account blew up to $1,075 in change. When in reality if you do the math on that, it's like she only earned a little over $400 more, but that account has grown significantly because of it. It wasn't just 12%. It was more than 12% because you were compounding monthly. This is something that's really, really helpful. Now I want to roll back for a second to share your daughters are a little bit older than my children. So, my oldest is 10. Your twins are 12, right?
Jon Orr: Yeah, my youngest are 12.
Kyle Pearce: So, they're a little bit further along this journey. You've been doing this with them, I would say, in more recent years. For my kids, I'm going to say with younger kids, you want to make it as concrete as possible. For those who know John and I from the math world, we have this passion for helping students to really understand and build this relationship with mathematics, which often starts concretely. So, rather than using a spreadsheet with younger children, I might recommend the jar method where kids are seeing the bills going in. If there's a lot of change in there, that's fine too, but we do this process not only to help them with counting, but we have them convert their change into groups of $5 and $10 and $20.
I'll get the bills and it's a bit of a pain in the butt because I have to have bills on hand. I'll let them exchange the change for bills so that they see these bills. It's great. But then my approach and I'm not going to recommend this, you will go bankrupt if you do this and I'll tell you why in a second. But what I do with them is to encourage them from spending. We have a spend jar and we have a save jar. We talk about just because it's in the spend jar doesn't mean to deplete it. It just means that's the money that you can spend from. Then basically, what we do is we pool this money together. Each month, they count it. So, there's a benefit there, but then the second thing we do is we say for every $20 that you have in there, I will give you $1 in interest.
Now that even at that, it doesn't sound like a lot. It's a dollar. It's not that much. But actually, if you really think of what that is, this 20:1 ratio, so we got an excuse to talk about ratios. We also get to extrapolate and say, "Well, how many dollars per $100 would that be?" So, they get to make their pile of five 20s, that's $100. They're like, "Oh, that's $5." Oh, okay, what's that as a percent? That's 5%. I'm giving my kids 5% per month. Okay. So, John, you, cheapo, you're only giving 1% a month. I'm giving 5% per month, but now my kids are younger, so they have less capital to start with. So, their working capital is lower. So, therefore, I need the reward to be higher for them to see the benefit. I want them to see and feel the benefit quickly.
Just recently, we had the holidays happen and we celebrate and family gets them gifts oftentimes of money. We went through and it was like the amount of interest I had to pay to my children, it actually made me start rethinking maybe it's time to shift to John's mode.
Jon Orr: Hey, 5% per month is not cheap.
Kyle Pearce: But the reality though is my son is like me and he's a hoarder of money and my daughter's the opposite. She wants to go and spend things and live her life to the fullest, FOMO, all those things, whatever. But he has more money than her now and he's two years younger. So, when he gets his interest payment, it hurts, because it's like not only does he have more money saved than Talia, but his interest payment is higher now too. So, he is going to run away with it. It's like a great example of how the rich get richer. It's not because they're evil people. It's because they're compounding at a higher rate. Even if all other things are equal, I have more money to make more money with. That is such an opportunity for kids to at least understand the inner workings. Not that it's a realistic scenario.
You can't expect that's going to happen in the real world, Matt, with doubling your penny every day. It's not going to happen, but it's to get the concept of it and how important it is to position yourself in a way that it goes, "Well, wait a second. What has spending all that extra money done for you?" It gave you fleeting happiness, right? It gave you a sense of excitement maybe in the moment, but most of those things, could you even go back and ask the kids, "What did you spend the money on?" Most of the time, they can't even name it unless it's something big and significant. Most of it's just junk.
The sooner we can make this change and help them to see that there are certain things that aren't worth spending on. Sometimes there are certain things. Going out for dinner is technically a waste of money, but we still do it as a family because we value that time together. So, it's helping them to navigate that land and find that balance that you don't want to never spend money. You don't want to become Ebenezer Scrooge Kyle. That's me. Unfortunately, I'm still learning that lesson, but you do want them to at least have some critical thinking around the money that they're spending. When they say yes to spending on something, they're saying no to something else.
So, if I say yes to buying assets that grow, I am saying no to junk, but I'm saying yes to earning money. If I go the other way around, I say if yes to buying junk, I'm saying no to potentially earning more money. I mean, I could use some of that money to buy the junk. If I just spent my interest, that's not a bad place to be either. So, there's lots of lessons that can be learned from engaging in this type of work.
Matt Biggley: So as we wrap this episode, it's really given me some pause to consider both some super practical ways to introduce some concepts to my kids that might be the equivalent of the concepts about real estate investing that I've gotten excited about. I love the jar method, Kyle. My kids are a little bit younger. I can see that's so concrete for them. This power of compound interest I think is going to be fascinating to them. I think my big takeaway though is that we want to pair these practical ideas with the right mindset through which to view money and the reasons for making it.
I think for us as adults and as I said, I had this big transformation as an adult myself, I think we need to unpack our assumptions and our beliefs about money and wealth and what that's meant for us and be really diligent in that. I want to suggest a new definition for wealth because it's not about just the endless pursuit of more money. I think that's when we go down maybe a bad path and we hear about the unhappy millionaires or unhappy billionaires. It's not just about more for the purpose of more. I think that the definition of wealth is perhaps being able to afford the experiences and the things required to fully experience our best, most authentic life.
Yes, we all need to start with that practical level of financial security. That's why so many of us got into teaching, because it was safe, it was secure, and I think that's where it starts. But what we're trying to help people do here is shift from that to wealth building. That's really our goal and that's really I think our mission here. It's the wealth building that helps you lead your most authentic life. What I mean by that is freedom. It's the freedom to choose how to spend your days. It's the freedom of not having to worry about your bank account balance and the bills you have coming in. It's the freedom of believing that you are potentially leaving some generational wealth to your kids to help them get a start in life maybe that you didn't have or that you'd like them to have.
So, that's the way that I want to view wealth. Money is a neutral thing. We are the ones who put meaning and definition on what money means, and I think that culturally, we're seeing it in the wrong way. So, I want to fight to redefine what wealth means. Whatever that freedom is, whatever it looks like to you is totally and completely up to you. I'm not going to make any assumptions or judgments about that, but I know that building wealth can help you achieve and find that freedom.
Jon Orr: Awesome. Awesome, Matt. I think that's a great leave behind takeaway message for our listeners. Just to add to that, my takeaway is to help achieve that with our own kids and with the students that we teach, one way that we want to help them achieve that mindset and thinking about their money use and how they view money is how can we bring in the power of compound interest and also how can we teach students about the opportunity costs of money. We gave some examples, some practical ways.
We do that with our own kids and the way we do that in the classroom, which I think will help change their views of money and how they've viewed money in the past. I know that I want to change that for my kids. So, that when they're older, they're seeing money the way and their life the way you're describing here, Matt, which is amazing. So, Kyle, what's your big takeaway so far here in this episode?
Kyle Pearce: Yeah, I just love this idea of every decision that you make with money, it's really just one of two things. It's like either going to help you earn more or it's going to help someone else earn more. Sometimes, you can't always spend your money on things that make your own money. There's decisions, there's times, there's things that you have to do. But if we're thinking about those things, it can help us make better choices about how we use this tool we know as money.
Again, coming all the way back to Matt's mindset piece and this idea of happiness, it can help us structure and frame ourselves and put ourselves in a position where we can maximize that level of happiness or our chances of being happier more often than if we put ourselves in a position where we're not considering those things. You just end up where you end up. So, hopefully, this has been helpful for everyone. My friends, if by chance this episode or maybe any other episode has been beneficial to you, we really want to encourage you to hit that subscribe button, hit us with a rating and review, and share it with someone, because guess what? If you're listening to it, if you find it valuable, there's got to be someone else out there who will find it valuable too.
So, do us that huge favor. That's all we ask from you. We can't help but thank all of the people who are reaching out. There are so many people reaching out to each of us through DMs, through text messages, even of people in our lives that have found this podcast and said, "Wow, nice show." We're really loving doing it. all Of that support is giving us the fuel to get up early on a Sunday morning, just like right now, and to do this work here because we're passionate about it and we want to see more people out there feel comfortable and confident with their investing decisions.
Jon Orr: Awesome stuff. You can share out or reach us over @InvestedTeacher on all social media, YouTube, Twitter, Instagram, and Facebook. You can message us. You can reach out to us. Also, you can find all links to any resources, activities, support ideas that we mentioned here on this episode over at our website on the show notes page at investedteacher.com/episode8. Again, that's investedteacher.com/episode8.
Matt Biggley: We've got our Wealth Building Blueprint available to share with you over at investedteacher.com/blueprint. That's where we break down and introduce some of these big ideas on your path to building wealth. All right, invested students, class dismissed. A reminder, the content of this episode is for informational purposes only. You should not construe any such information or other material as legal, tax, investment, financial, or other advice.
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REAL ESTATE INVESTING
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STOCK MARKET INVESTING
Overcome your fear of the stock market by learning about the markets, implementing proven strategies, and minimizing risk. | <urn:uuid:a8828560-aea3-4f60-b3dd-01ad36d7c1ea> | CC-MAIN-2023-40 | https://investedteacher.com/episode8/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506027.39/warc/CC-MAIN-20230921105806-20230921135806-00104.warc.gz | en | 0.983807 | 12,033 | 2.671875 | 3 |
A toolbox for teachers
Youth Start Challenges (YSC) are challenges that can be applied across the school curriculum by teachers. These activities and scenarios promote cooperation between young people. Considering learning as a whole, these challenges form an important pillar of the Sustainable Entrepreneurial Schools project. They promote entrepreneurial spirit as well as sustainable and social thinking.
We asked Mr. Christophe Olivier, from the Lycée Nic Biewer (LNB), to share his impressions of the implementation of the YSC.
How did you hear about the YSC?
I heard about the YSC when I was introduced to the concept of the “Sustainable Entrepreneurial Schools” (SES) label. LNB immediately fulfilled many of the criteria for the label, but we had not yet heard of the YSC, which made me curious.
You yourself took part in the training courses. What was your impression?
As the person in charge of guidance and in-service training, I really wanted to offer this training to our teachers.
I asked the Jonk Entrepreneuren for training on YSC. The trainers, Mrs. Kroon and Mrs. Clément from the Jonk Entrepreneuren were very friendly and committed. They gave us a very light-hearted presentation of the many different strengths and facets of the YSC and their teaching dossiers.
How would you define YSC?
YSC is a diverse teaching tool that can be used by teachers at all levels and in all subjects, but with a lot of ready-to-use teaching materials.
Why do you think Youth Start Challenges are a useful exercise for students?
The YSC help to cultivate the so-called 21st century skills in our young people and thus prepare them for the “modern” challenges of our society, such as the fight against climate change or the fight for social equity.
Do you think that YSC are a useful tool for teachers?
Absolutely yes. YSC allow teachers to collaborate with each other to deal with a topical issue in an interdisciplinary way. The teaching materials are very well designed and ready to use. This is a great support for project-based teaching, which in my opinion promotes more “sustainable” learning.
Who would you recommend this course to?
Simply to everyone who teaches.
The pedagogical activities available free of charge to teachers of basic and secondary education are ready to be downloaded from www.youthstart.eu
To find out more about these challenges contact us!
(+352) 26 11 01 – 24 | <urn:uuid:b3e669b3-6a70-4014-b341-abcab3657281> | CC-MAIN-2023-40 | https://jonk-entrepreneuren.lu/en/the-success-of-the-youth-start-challenges-training/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506421.14/warc/CC-MAIN-20230922170343-20230922200343-00004.warc.gz | en | 0.969208 | 537 | 2.90625 | 3 |
Inbreeding depression, the reduction in fitness that accompanies inbreeding, is one of the most important topics of research in evolutionary and conservation genetics. In the recent literature, much attention has been paid to the possibility of purging the genetic load. If inbreeding depression is due to deleterious alleles, whose effect on fitness are negative when in a homozygous state, then successive generations of inbreeding may result in a rebound in fitness due to the selective decrease in frequency of deleterious alleles. Here we examine the experimental evidence for purging of the genetic load by collating empirical tests of rebounds in fitness-related traits with inbreeding in animals and plants. We gathered data from 28 studies including five mammal, three insect, one mollusc, and 13 plant species. We tested for purging by examining three measures of fitness-component variation with serial generations of inbreeding: (1) changes in inbreeding depression, (2) changes in fitness components of inbred lines relative to the original outbred line, and (3) purged population (outcrossed inbred lines) trait means as a function of ancestral outbred trait means. Frequent and substantial purging was found using all three measures, but was particularly pronounced when tracking changes in inbreeding depression. Despite this, we found little correspondence between the three measures of purging within individual studies, indicating that the manner in which a researcher chooses to estimate purging will affect interpretation of the results obtained. The discrepancy suggests an alternative hypothesis: rebounds in fitness with inbreeding may have resulted from adaptation to laboratory conditions and not to purging when using outcrossed inbred lines. However, the pronounced reduction in inbreeding depression for a number of studies provides evidence for purging, as the measure is likely less affected by selection for laboratory conditions. Unlike other taxon-specific reviews on this topic, our results provide support for the purging hypothesis, but firm predictions about the situations in which purging is likely or the magnitude of fitness rebound possible when populations are inbred remain difficult. Further research is required to resolve the discrepancy between the results obtained using different experimental approaches.
Vol. 56 • No. 12
Vol. 56 • No. 12 | <urn:uuid:a7c72271-61f3-43b1-aa5e-62b4619a9a59> | CC-MAIN-2023-40 | https://complete.bioone.org/journals/evolution/volume-56/issue-12/0014-3820_2002_056_2347_PPTGLA_2.0.CO_2/PERSPECTIVE--PURGING-THE-GENETIC-LOAD--A-REVIEW-OF/10.1554/0014-3820(2002)056%5B2347:PPTGLA%5D2.0.CO;2.short | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00804.warc.gz | en | 0.92977 | 481 | 2.71875 | 3 |
Interactive Science exhibits, ideated and fabricated to inclucate and invigorate the young minds about Science !!
Rotate the handle and lift the heavy mass suspended with the rope provided.
What did you observe?
It takes less effort to lift such a huge mass.
The science behind it :
Here, the worm and wheel arrangement gives the mechanical advantage in lifting the heavy mass. We gain more torque through worm and wheel arrangement. Torque is inversely proportional to speed. Hence, the lifting speed is low but the lifting capacity is high. | <urn:uuid:d7d340fc-dbfb-4e7e-b902-7db0da8df4cf> | CC-MAIN-2023-40 | https://gyanpro.com/stem/worm-wheel-science-theme-park/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00804.warc.gz | en | 0.920654 | 122 | 3.171875 | 3 |
What is Ice Apple?
Ice apples are also called Tagdola or Nungu. This fruit is similar to lychee in terms of consistency. They are also tasty and tender, like coconuts. These fruits are a great way to beat the summer's heat and enjoy the various health benefits presented by the fruit.
What Is Ice Apple Called in Hindi?
You may not have heard about ice apples, but you may recognise the name of ice apple in Hindi. Ice apples are often called Nungu in Hindi and are usually found in the southern parts of India. This popular summer fruit is seasonal by nature and works as an excellent coolant during the heat.
Ice Apple Calories
Ice apple or nungu cools down your body without adding extra calories to your diet. Nungu is loaded with phytonutrients which are vital compounds found exclusively in plants. It also contains calcium and carbohydrates that keep you healthy and energised. You can easily add nungu to your diet since an ice apple contains only 43 calories per 100 grams of serving. Ice apples can be a great addition to your diet, especially if you are looking for low-calorie fruits.
Ice Apple Benefits
There are several benefits of eating nungu or ice apples.
- It's loaded with phytonutrients that are excellent sources of antioxidants.
- The phytochemicals present in nungu possess anti-inflammatory and antioxidant properties that help slow down ageing while reducing the risk of developing severe diseases.
- Ice apple is also a wonderful fruit for people looking for foods to help them lose or maintain weight.
- Eating an ice apple can make you feel full for a long time hence reducing food cravings.
- The coolant effect of ice apple helps in reducing heat strokes and the development of rashes.
- Applying the flesh of nungu on rashes can reduce inflammation and soothe irritated skin.
- Ice apple also helps in solving digestive problems such as indigestion, cramps, constipation or bloating.
Are There Any Side Effects of Eating Ice Apple?
Ice apples or nungu have various health benefits that can uplift your health and help prevent diseases. There are no side effects of eating ice apples since the fruit is loaded with nutrients and vitamins that can boost your immune system and improve your health overall.
Ice Apple Recipe
You can enjoy an ice apple in the form of a kheer.
- Take four Ice apples and remove their skins.
- Cut them into small pieces.
- Add ten blanched almonds, ¼ tsp of cardamom powder, and the cut ice apples into a grinder and blend it until it achieves a smooth consistency.
- Next, add some milk to a pan and combine the almond mixture into it.
- Cook the mix on a medium flame until the mixture thickens.
- You can add half a cup of sugar and cook the nungu kheer for three to four minutes.
- Remove your ice apple kheer and allow it to cool down.
- Refrigerate the kheer for one hour and serve it chilled.
Is Ice Apple Good for Diabetics?
Ice apples can be eaten by people who have diabetes. Your body needs a lot of specific nutrients and vitamins to keep your immune system strong and healthy. Ice apple for diabetes is an excellent fruit filled with essential nutrients like Vitamin C, B7, A, and others that can boost your immune system over time without adding excessive calories to your diet. Since it keeps one full for a long time, it does not spike blood sugar levels. Ice apples can be eaten by people who have diabetes.
Ice Apple for Weight Loss
Losing weight can be challenging, especially when you don't know about foods to help you lose weight. Ice apple or nungu is a great choice for people looking to shed those extra kilos. Ice apple has a lot of water content and can help you feel satiated for a long time. It helps in reducing cravings and prevents binge eating. The coolant effect further makes ice apple an excellent post-workout snack. Ice apple can help you lose weight when taken with a sustainable diet that helps you remain in a calorie deficit.
Is It Safe to Eat Ice Apple During Pregnancy?
Pregnancy can be tough for expectant mothers. A lot of pregnant women face stomach cramps, pain, bloating, and many other issues. Ice apples in pregnancy can help reduce digestive problems and ease discomfort faced due to stomach issues. Ice apple also helps reduce episodes of morning sickness and boosts the quality of breast milk in mothers.
Ice Apple Price
Ice apple or nungu is a seasonal fruit that is a favourite amongst people during the summer heat. Depending on the quality and where nungu is being sold, ice apple prices can range between INR 8 to 10 per piece. | <urn:uuid:bc271e5b-0f2d-467b-a703-8869bf66f108> | CC-MAIN-2023-40 | https://manmatters.com/blog/ice-apple/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00804.warc.gz | en | 0.943197 | 1,011 | 2.546875 | 3 |
BRENDA S. PIERCE
PROGRAM COORDINATOR, ENERGY RESOURCES PROGRAM
U.S. GEOLOGICAL SURVEY
U.S. DEPARTMENT OF THE INTERIOR
COMMITTEE ON NATURAL RESOURCES
SUBCOMMITTEE ON ENERGY AND MINERAL RESOURCES
MARCH 5, 2009
Mr. Chairman and Members of the Subcommittee, thank you for the opportunity to appear here today to discuss with you the U.S. Geological Survey's role in studying, understanding, and assessing the undiscovered, geologically based, energy resources of the Nation (exclusive of the Federal offshore) and World and the Minerals Management Services' (MMS) role in providing information on Federal resources of the Outer Continental Shelf (OCS).
Adequate, reliable, and affordable energy supplies obtained using environmentally sustainable practices are essential to economic prosperity, environmental and human health, and political stability. National and global energy demand and resource consumption are projected to increase over the next several decades, though at a slower rate than in recent years. The United States currently consumes 21 percent of the total world primary energy consumption and produces 15 percent of the total world primary energy production. Thus, the volumes, quality, and availability of domestic and foreign energy resources are of critical importance to the United States. The Nation continues to face important decisions regarding the competing uses of public lands and offshore waters, the supply of energy to sustain development and enable growth, and the environmental effects of energy resource development.
Role of the U.S. Geological Survey
The U.S. Geological Survey (USGS) provides the research and information needed to address these challenges by conducting scientific investigations of geologically based energy resources, such as research and assessment on the geology of oil, gas, and coal resources, emerging resources such as gas hydrates, underutilized resources such as geothermal, and unconventional resources such as oil shale, and research on the effects associated with energy resource occurrence, production, and (or) utilization. Our goal is: (1) to understand the processes critical to the formation, accumulation, occurrence, and alteration of geologically based energy resources; (2) to conduct scientifically robust assessments of those resources; and (3) to study the impact of energy resource occurrence and (or) production and use on both environmental and human health. The results from these geoscientific studies are used to evaluate the quality and distribution of energy resource accumulations, and to assess the energy resource potential of the Nation (exclusive of the Federal OCS)) and the World. As one example, the USGS recently produced the first-ever estimate of undiscovered, technically recoverable gas from natural gas hydrates. Although these resources have not yet been proven economic, this USGS assessment estimates a mean of 85.4 trillion cubic feet of technically recoverable gas from gas hydrates on the Alaska North Slope.
The results from this and other USGS research provide impartial, robust scientific information about energy resources that directly supports the U.S. Department of the Interior's mission of protecting and responsibly managing the Nation's natural resources. The USGS and MMS information is used by policy and decision makers, land and resource managers, other Federal and State agencies, the domestic energy industry, foreign governments, nongovernmental groups, academia, other scientists, and the public. The USGS works with the MMS, which has responsibility for energy and minerals management in Federal offshore waters, to provide an integrated evaluation of the Nation as a whole. Collectively, information from USGS research advances the scientific understanding of energy resources, contributes to plans for a balanced and secure energy future, and facilitates the strategic use and evaluation of resources.
USGS and MMS National Oil and Gas Resources Research and Assessment Activities
The overall goal of USGS domestic energy activities is to conduct research and assessments of all geologically based energy resources. This includes undiscovered, technically recoverable oil and natural gas resources, both conventional and unconventional of the United States (exclusive of the Federal OCS, which is assessed by the MMS). These are resources that have yet to be found (drilled), but if found, could be recovered using currently available technology and industry practice. Economic factors are not always considered; for example, it may not be economically feasible to exploit gas hydrate resources on the Alaska North Slope and both conventional and unconventional Alaskan gas resources are currently considered stranded without the means of transporting gas from the region. The purpose of USGS and MMS assessments are to develop robust, geologically based, statistically sound, well-documented estimates of quantities of energy resources having the potential to be added to reserves, and thus contribute to the overall energy supply. The USGS and MMS resource assessment methodologies are thoroughly reviewed and externally vetted so as to maintain the transparency and robustness of the assessment results.
The current USGS effort to update national (onshore and State waters) assessments of oil and gas resources is done in support of the Energy Policy and Conservation Act (EPCA) Amendments of 2000 (P.L. 106–469 §604). Through a collaborative, multi-agency effort involving the Bureau of Land Management, the USGS, the U.S. Forest Service, the Department of Energy, and the EIA, the USGS provides the oil and gas resource estimates as the basis for the EPCA inventory. The USGS role is to assess the potential volumes of conventional and continuous (unconventional) resources (e.g., coalbed gas, shale gas, tight gas sands) in each priority province using established, externally reviewed and vetted methodologies and provide this information to the appropriate land and resource management agencies for subsequent analysis. The Energy Policy Act of 2005 (P.L. 109-58) re-authorized EPCA 2000 assessment activities by the USGS, emphasizing the unique and critical role of the USGS and specifically mandated that “the same assessment methodology across all geological provinces, areas, and regions [be used] in preparing and issuing national geological assessments to ensure accurate comparisons of geological resources.”
The estimate of undiscovered, technically recoverable resources changes over time. There are several reasons for this, including scientific and technological developments regarding petroleum resources in general and improvements to the geologic understanding in numerous settings. These advances in geologic understanding, as well as changes in technology and industry practices, necessitate that resource assessments be periodically updated to take into account such advances. One example of this change is the recently updated USGS assessment of the Bakken Formation in the U.S. portion of the Williston Basin. This assessment, released in 2008, shows an estimated 3.0 to 4.3 billion barrels of undiscovered, technically recoverable oil compared to USGS's 1995 mean estimate of 151 million barrels of oil. Another example is the USGS assessment of gas hydrates on the Alaskan North Slope. Substantial investments in gas hydrate research now support categorizing some accumulations of gas hydrates as technically recoverable. Research challenges remain in order to determine if this technically recoverable resource will be economically recoverable, but current multi-organizational (including USGS) and multi-disciplinary efforts are focused on overcoming these obstacles.
The passage of the OCS Lands Act in 1953 established Federal jurisdiction over the mineral resources of the OCS and authorized the Secretary of the Interior to manage oil and natural gas and other marine minerals activity seaward of state submerged lands. Oil and natural gas produced offshore on the OCS is a major supply source of energy for the domestic market. About 17 billion barrels of oil and 174 trillion cubic feet of natural gas have been produced from the OCS since 1954. Current production levels are about 1.4 million barrels of oil and about 8 billion cubic feet of natural gas per day. This represents approximately 27 percent of domestic oil production and 14 percent of natural gas production. But these shares are expected to grow over the next 7 years as new deepwater production in the Gulf of Mexico comes on line (Gulf of Mexico Oil and Gas Production Forecast: 2007-2016, May 2007). Recent discoveries in the deep and ultra-deep waters of the Gulf of Mexico could help provide a significant source of oil and gas supplies for decades to come.
OCS oil and gas resource assessments are completed as part of the Secretary's responsibilities for managing OCS energy and mineral resources and the requirement to assure fair market value for OCS lands to be leased. The MMS conducts resource assessments for the OCS at various scales and for many purposes. Regional assessments may be prepared simply to develop an inventory of potential oil and natural gas resources as part of an evaluation of future supply options. Assessments may be undertaken to analyze the relative merits of oil and gas development proposals and alternatives versus other competing uses. Resource estimates also provide critical input to decision makers regarding the virtues of various policy alternatives, and provide data essential for valuing Federal lands prior to leasing or analyzing industry exploration or development proposals. The MMS conducts periodic national assessments of the oil and natural gas resource potential of the Nation's Outer Continental Shelf; and in 2005, Congress directed (in Section 357 of the Energy Policy Act of 2005) that the Secretary conduct a comprehensive inventory and analysis of oil and natural gas resources of the U.S. OCS.
This MMS assessment, which was completed in 2006, considers recent geophysical, geological, technological, and economic information and utilizes a probabilistic play based approach to estimate the undiscovered technically recoverable resources (UTRR) of oil and gas for individual plays. This methodology is suitable for both conceptual plays where there is little or no specific information available, and for developed plays where there are discovered oil and gas fields and considerable information is available. After estimation, individual play results are aggregated to larger areas such as basins and regions. Estimates of the quantities of historical production, reserves, and future reserves appreciation are presented to provide a frame of reference for analyzing the estimates of UTRR.
Reserve growth is well documented in the United States and is a major component of the Nation's remaining oil and natural gas resources. In fact, most additions to world oil reserves in recent years are from growth of reserves in existing fields rather than new discoveries. The EIA's 2009 forecast of significant increases in domestic oil production is partly owing to advances in enhanced oil recovery technologies. Given this context, it is important to note the important distinction between the terms “resource” and “reserves.” Resource is a concentration of naturally occurring solid, liquid, or gaseous hydrocarbons in or on the Earth's crust, some of which is, or potentially is, economically extractable. Reserves specifically refer to the estimated quantities of identified (discovered) petroleum resources that as of a specified date, are expected to be commercially recovered from known accumulations under prevailing economic conditions, operating practices, and government regulations.
Reserve growth occurs for a variety of reasons, including: (1) extensions of existing fields, infill drilling and new pool discoveries, (2) application of new recovery technologies and improved efficiency, and (3) revisions resulting from recalculation of viable reserves in dynamically changing economic and operating conditions. The assessment of both undiscovered resources and of additions to reserves from discovered fields and reservoirs requires estimation of reserve growth. The USGS has an active research effort to develop a methodology and approach for better quantifying domestic and global contributions of reserve growth to the petroleum resource endowment.
Undiscovered, technically recoverable mean oil resources total 48 billion barrels of oil onshore and in State waters and 86 billion barrels of oil for the OCS. Undiscovered, technically recoverable mean natural gas resources total 743 trillion cubic feet onshore and in State waters (or 657 trillion cubic feet, exclusive of the recent natural gas hydrates assessment), and 420 trillion cubic feet for the OCS. These resources have the potential to be added to reserves, but are not yet proven and may or may not be economic at current or future prices. For example, according to the 2006 MMS national assessment (http://www.mms.gov/revaldiv/PDFs/NA2006BrochurePlanningAreaInsert.pdf), of the 86 billion barrels of undiscovered, technically recoverable oil resources in the OCS, 54 billion barrels of that is estimated to be economically recoverable at $46/barrel. Of the 420 trillion cubic feet of undiscovered, technically recoverable natural gas resources in the OCS, 215 trillion cubic feet is estimated to be economically recoverable at $6.96/million cubic foot."
These numbers can be compared to proved reserves numbers (EIA): proved U.S. petroleum reserves (for 2007) are 22 billion barrels of oil and proved world petroleum reserves are 1,317 billion barrels; proved natural gas reserves for the U.S. are 204 trillion cubic feet and for the world are 6,124 trillion cubic feet.
Unconventional Oil and Gas Resources
In April 2007, the USGS received funding for a two-year project to reassess oil shale deposits of the Eocene Green River Formation of Colorado, Utah, and Wyoming. The new assessment will incorporate considerable data acquired by the USGS following the collapse of the oil shale industry in the 1980's. It will subdivide the oil shale section into various subunits that will be assessed separately and the data will be made available on-line in a manner that can be easily utilized by modern computer models. This will allow simulations of various development scenarios for open pit mining, underground mining, and in-situ retorting, should oil shale development ever get underway.
Coal dominates the U.S. fossil energy endowment and accounts for 48% of domestic electricity generation. The USGS has recently completed an assessment of coal resources and reserves in Wyoming's Gillette coalfield, the most prolific coalfield in the country. This assessment is part of the National Coal Resource and Reserve Assessment, which is systematically evaluating the domestic coal resource and reserve base. By utilizing an abundance of new data from coalbed methane development in the region, the USGS was able to produce the most comprehensive assessment to date. The Gillette area accounts for nearly 40 percent of the Nation's current coal production making it the single most important coalfield in the United States. A total of 164 billion tons of original coal resources was found in the six coal beds included in the evaluation. Of that original resource, 10.1 billion tons (6 percent) can be classified as reserves at the current average estimated sales price. Substantial additional resources could be recoverable assuming increased market prices will support the higher costs needed to recover deeper coal. Coal is currently the most important fuel for electricity generation and the USGS studies will determine what portion of the resource base is technically and economically recoverable.
In addition to petroleum and coal resources, the USGS also evaluates renewable resources such as geothermal energy. The USGS recently completed a national geothermal resource assessment, the first one in more than 30 years. The USGS evaluated 241 moderate- and high-temperature geothermal resources capable of producing electricity. The USGS assessment estimates (1) 9,057 Megawatts-electric (MWe) of power potential from conventional, identified geothermal systems, (2) 30,033 MWe of power generation potential from conventional, undiscovered geothermal resources, and (3) 517,800 MWe of power generation potential from unconventional Enhanced Geothermal Systems (EGS) resources. The results indicate that full development of the conventional, identified systems could expand geothermal power production by approximately 6,500 MWe, or about 260 percent of the currently installed geothermal total of more than 2,500 MWe. The resource estimate for unconventional EGS is more than an order of magnitude larger than the combined estimates of both identified and undiscovered conventional geothermal resources and, if successfully developed, could provide an installed geothermal electric power generation capacity equivalent to about half of the currently installed electric power generating capacity of the United States.
America's oceans may also provide potential new renewable energy sources to support our Nation's growing energy needs, and MMS is developing a program for managing their uses. Resources on the OCS can be used to generate electricity in a variety of ways. To date there is no comprehensive evaluation for the available renewable energy potential in all offshore waters, but researchers have begun to examine the resource potential in specific areas of interest. DOE's National Renewable Energy Laboratory has a program to produce validated wind resource maps for priority offshore areas, and the results show that the offshore wind resource potential is vast and has the potential to meet a significant amount of the Nation's future energy needs. Although significant wind, wave, tidal and current resources exist in close proximity to coastal population centers—areas that consume the majority of the Nation's electricity generation—the technologies used to generate this energy are relatively new and untested in the offshore environment of the U.S. OCS. Wind, wave and ocean current technologies have been demonstrated at the pilot scale, and wind has been developed at the commercial scale outside the United States—e.g., offshore Denmark, the United Kingdom and Germany.
U.S. Geological Survey International Energy Studies
Our Nation depends heavily on imported energy resources: about 58 percent of the oil and 16 percent of the natural gas consumed in the US come from imports. Given the significance of imported oil and gas to the U.S. energy mix, scientifically robust, unbiased assessments of the world's remaining endowment of petroleum accumulations are of the utmost importance. For this reason, global petroleum resource assessments are a core USGS research activity and have significant global visibility. The USGS world oil and gas resource estimates are used as a standard reference by many organizations including the EIA and the International Energy Agency (IEA).
The overall objectives of USGS studies of international petroleum resources are to continue providing high-quality, comprehensive petroleum assessments and to update previous assessments as needed. A major focus of recent USGS research in this area is the Circum-Arctic Resource Appraisal (or CARA), the primary emphasis of which is to provide a comprehensive, unbiased probabilistic estimate of potential future additions to conventional oil and gas reserves in the high northern latitudes. The Arctic is an area of high petroleum resource potential, low data density, high geologic uncertainty and sensitive environmental conditions. The assessment is the first publicly available petroleum resource estimate of the entire area north of the Arctic Circle.
The results of the assessment, released last July, estimate that the area north of the Arctic Circle has 90 billion barrels of undiscovered, technically recoverable oil, 1,670 trillion
cubic feet of technically recoverable natural gas, and 44 billion barrels of technically recoverable natural gas liquids in 25 geologically defined areas thought to have potential for petroleum. These resources account for about 22 percent of the undiscovered, technically recoverable resources in the world. The Arctic accounts for about 13 percent of the undiscovered oil, 30 percent of the undiscovered natural gas, and 20 percent of the undiscovered natural gas liquids in the world. About 84 percent of the estimated resources are expected to occur offshore.
During the next decade, the Federal government, industry, and other groups will need to better understand the domestic and global distribution of, genesis of, use of and consequences of using geologically based energy resources to address pressing environmental problems such as climate change, national security issues, manage the Nation's domestic supplies wisely, predict future needs, anticipate as well as guide changing patterns in use, and facilitate creation of new industries. Energy resources research and assessments are a traditional strength of the USGS and the MMS, and these activities provide impartial, robust information necessary for the many needs just outlined. As the Nation's energy mix evolves, the USGS and MMS will continue to work with other Federal agencies such as DOE to ensure that our research and assessment portfolio ties into a comprehensive suite of assessments to inform policymakers about energy choices. Future USGS and MMS assessments are anticipated to include hydrocarbon-based (for example, unconventional gas from coal and shale, gas hydrates, oil shale) and nonhydrocarbon-based sources (for example, geothermal resources and uranium) and address the effects of such resource use on land use, ecosystem health, and human welfare. USGS resource assessments and research play an important role in the public and government discourse about the energy resource future of the Nation so that science can inform, advise, and engage decision makers. The USGS and MMS stand ready to assist Congress as it examines these challenges and opportunities.
Thank you for this opportunity to provide an overview of USGS and MMS research and assessments of geologically based energy resources. I would be happy to answer your questions. | <urn:uuid:9e6a530e-bcae-49d6-a17d-6bc8186f8c9f> | CC-MAIN-2023-40 | https://www.doi.gov/ocl/hearings/111/OnshoreOffshoreResources_030509 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00804.warc.gz | en | 0.923919 | 4,287 | 2.59375 | 3 |
It has been 50 years since the first Surgeon General’s report was published stating that smoking is bad for your health. Amherst, NY dentists Dr. Walter and Karl Neuhaus encourage their patients to quit smoking to protect their oral health. Smoking has been linked to oral cancer, increased risk of strokes, dry mouth, tooth discoloration, and other complex dental health concerns.
Your Oral Health & Smoking
- Aged Smile: Smoking can prematurely age the appearance of your smile. Nicotine causes discoloration and yellowing of teeth. Smoking can also cause fine lines and wrinkles around your lips. Habitual smokers may appear older than they are due to the side effects of smoking.
- Increase in Tooth Decay: Tobacco products stunt saliva production. Saliva production is essential to your oral health. Saliva washes away debris and keeps your moral bacteria in balance. Smoking may lead to dry mouth. Dry mouth is a common cause for increased tooth decay and cavity development in adults. Cavities if left untreated may require advanced dental treatments.
- Gum Disease: Smoking has been shown to increase the likelihood a patient will develop gum disease. Gum disease is a progressive condition that can lead to habitually bad breath, a receding gum line and even tooth loss. Gum disease has also been tied to increased risk of cardiovascular disease, stroke, and Alzheimer’s Disease. Routine oral health care, like brushing, flossing, and routine visits to our Amherst dentist office, can help prevent gum disease. Our dentists offer periodontal screenings that can help catch gum disease in its early stages. Your Creekside dentist will suggest an individualized treatment plan depending on your gum disease progression.
- Cancer: Patients who smoke are at a much higher risk of developing oral cancer. Oral cancer is commonly not diagnosed until the later stages is a potentially life-threatening disease. that is directly linked to the use of tobacco products. Our dentists perform routine oral cancer screenings at every dentist office visit. Early diagnosis of oral cancer could be life-saving. If you notice white patches on your gums, be sure to schedule a visit to our Amherst dentist office.
Schedule A Dental Health Exam
Early diagnosis is essential for early intervention of developing complex oral health concerns. If you are experiencing tooth pain, notice white patches on your gums, experience frequent sensitivity or notice a strange smell or taste to your mouth, schedule a visit to our Amherst, NY dentist office as soon as possible. | <urn:uuid:b30e4c4c-e495-4349-b40f-a35f9fc66b97> | CC-MAIN-2023-40 | https://www.dentistamherstny.com/2017/09/28/smoking-impacts-oral-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506676.95/warc/CC-MAIN-20230925015430-20230925045430-00704.warc.gz | en | 0.946316 | 514 | 2.75 | 3 |
This color contains the following pigments:
cadmium sulfide and cadmium selenide
CdS x CdSe
Cadmium Red is a bright, warm red that ranges in shade from orange-red to maroon and is available in light, medium, and dark versions. It is strong and opaque, with good tinting strength. Cadmium Red dries slowly. It grays down when mixed with white, mixes well with blues to create a range of browns, and mixes well with Cadmium Yellow to create a strong orange. It also works well in neutral mixes. Cadmium pigments have been partially replaced by azo pigments, which are similar in lightfastness to the cadmium colors, cheaper, and non-toxic. Hues vary by brand. Cadmium Red is usually available in either a pure grade or a cadmium-barium mix. The cadmium-barium mix has the same permanence as pure Cadmium Red, but it has a lower tinting strength.
Cadmium Red is lightfast and permanent in most forms, but like many cadmium pigments, it will fade in fresco or mural painting. Its improved lightfastness has helped it to replace Vermilion on the artist’s palette.
Cadmium Red is a known human carcinogen. It is extremely toxic if inhaled and slightly toxic if ingested.
Cadmiums get their names from the Latin word cadmia meaning zinc ore calamine, and the Greek word kadmeia, meaning Cadmean earth, first found near Thebes, the city founded by the Phoenician prince Cadmus. Metallic cadmium was discovered in 1817 by Friedrich Strohmeyer, but Cadmium Red was not introduced until 1907 in Germany. | <urn:uuid:def4b412-c684-4ffd-8421-f9b777e03a6c> | CC-MAIN-2023-40 | https://www.dickblick.com/items/michael-harding-artists-oil-color-cadmium-red-1-liter/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506676.95/warc/CC-MAIN-20230925015430-20230925045430-00704.warc.gz | en | 0.924307 | 444 | 2.828125 | 3 |
As a parent, it is imperative that we educate our kids about their mental health from an early age. Mental health awareness and education can help children develop positive coping skills, prevent unhealthy behaviors, and aid them in leading successful and happy lives. Teaching kids about mental health does not have to be complicated or time-consuming; instead, it can come in the form of fun activities that both parents and children alike enjoy! We’ll explore various ideas for introducing your child to important concepts surrounding their mental wellbeing such as resilience and personal growth in this blog post with an authoritative tone.
Start With Basic Emotions
As adults, it can be easy to overlook the importance of teaching children about their mental health. However, laying the foundation for healthy emotional growth is critical for their overall well-being. One way to begin this process is to focus on basic emotions. By actively acknowledging and discussing how a child feels, they can start to recognize their emotions and learn how to better cope with them. For example, a child may feel sad after a disappointment or happy after a success. Helping children learn to express these emotions in a healthy way and understand that they are normal can pave the way for more advanced discussions about mental health in the future. Ultimately, taking the time to address basic emotions is an essential first step in building a strong mental health foundation for children.
Use Relatable Examples
Using relatable examples can be an effective way to help children understand and identify their emotions. For instance, explaining to a young child how feeling anxious before a test is similar to feeling nervous before a big game can help them relate their experiences to someone else’s. Similarly, storytelling can be a powerful tool to teach children about mental health. By sharing examples of common emotions and behaviors, such as feeling sad or angry, children can learn how to appropriately express their feelings and seek help when needed. Ultimately, using familiar examples can help children view mental health as a normal and vital aspect of their overall well-being.
Encourage Positive Self-Talk
Encouraging positive self talk is one way to help children develop a healthy mindset. By teaching them to replace negative thoughts with positive ones, they can begin to view challenges as opportunities and setbacks as temporary. The art of positive self talk helps children set achievable goals, maintain a healthy self-esteem, and reduce the risk of developing anxiety and depression. Positive reinforcement and validation when practicing positive self-talk can go a long way in your child’s mental well-being.
Set Boundaries Around Screens and Social Media
In the ever-evolving technological era we live in, setting boundaries surrounding screens and social media can play an important part in safeguarding your kids’ mental health. Social media usage is at an all-time high, and children are particularly susceptible to the negative effects of overusing technology. Engage in open conversations with your kids about the dangers of screen addiction and how it can affect their mental health. Encourage them to take frequent breaks and participate in activities that nurture their mental, physical, and emotional well-being. You can even choose safer phones for your kids that come without access to the internet. It takes time and effort, but helping your children develop good mental health habits can set them up for success now and in the future.
Promote Healthy Habits
One way to encourage positive mental health in your children is by promoting healthy habits. Encouraging regular physical activity, healthy eating habits, and getting enough rest can all play a significant role in promoting positive mental health. Additionally, teaching children breathing exercises or guided meditations can help them learn how to cope with stress and anxiety. By instilling these healthy habits from an early age, children can develop a positive mindset and strong mental wellbeing that will benefit them as they navigate through life.
Seek Professional Help When Needed
While parents can do their part in teaching children about mental health, there may come a time when professional support is necessary. Seeking help from a therapist or counselor can provide children with the tools and techniques to better cope with stress and deal with difficult emotions. By giving children this support, we can help them build the skills they need to navigate life’s challenges and thrive in a healthy mind and body. Click here for more information on how therapy can help you and your children.
It is important to remember that the mental wellbeing of our children is just as important as their physical health. It should be a priority to provide them with informed guidance and understanding so they can grow into healthy and confident individuals. With knowledge and open communication, we can help foster positive self-esteem, better coping skills, and an overall healthy state of mind. Teaching our kids about this topic should be informative, age-appropriate and overall positive in order to give them the tools they need to thrive in all aspects of life. | <urn:uuid:a433afed-7afe-42da-b11f-3865e341443a> | CC-MAIN-2023-40 | https://digitalglobaltimes.com/how-to-teach-children-about-their-mental-health/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00604.warc.gz | en | 0.949854 | 981 | 4.1875 | 4 |
Aside from the threat to health due to high sugar content, bottled soft drinks may endanger children due to lead on the label of the bottles, an ecological group said Sunday.
“Lead was specifically detected on the paints used for the product labels, and not on the actual beverage,” said coordinator Anthony Dizon.
Dizon said soft drinks are among the most widely distributed products and are easily available to children.
He also said that while lead from the label may not leach into the liquid inside the glass bottle, lead may get into the bottle when it is washed for recycling, or ingested by a consumer, “particularly a child, when she touches the leaded part and then put her fingers in her mouth.”
The group reiterated lead may be harmful even in small amounts, and may cause mental, physical, developmental and behavioral problems and even reproductive disorders.
Dizon said the group will write to the soft drink companies and ask them to stop using leaded paint on their product labels.
“If most soft drink companies can have their product names and emblems made with unleaded paint, we see no reason why other companies cannot do the same,” he said.
The group tested 15 soft drink products last July 5 and 6, and found three to contain lead way above the 90 ppm US limit for lead in paints and surface coatings.
EcoWaste said the 240 ml and 800 ml containers of one soda drink had more than 100,000 ppm of lead on the label.
It added the label on the 800 ml bottle had 2,436 ppm of antimony, 9,301 ppm of arsenic and 14,700 ppm of cadmium.
A brand of fruit soda had 82,700 ppm of lead, 1,589 ppm of antimony, 7,400 ppm of arsenic and 7,964 ppm of cadmium on its label.
Another fruit soda tested negative for lead but had on its label 2,644 of cadmium, a carcinogenic substance.
With its latest findings, EcoWaste urged food and health authorities to ban the use of leaded inks, paints and other materials in food and beverage packaging.
It also asked that cadmium and other chemicals of concern be prohibited for all food contact materials.
The group recalled a major US beverage company in 2006 was fined $1 million by a Los Angeles court in civil penalty for failing to warn consumers about leaded labels of its imported bottled drinks.
EcoWaste also reiterated its support to the Department of Health’s proposal banning soft drinks and junk foods in school canteens to promote healthy diets. — ELR, GMA News | <urn:uuid:b37aa94f-3320-44ac-93b2-7fec6ea98cc6> | CC-MAIN-2023-40 | https://maniolas.com/ecowaste-group-finds-lead-on-labels-of-3-soft-drink-products/6474 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00604.warc.gz | en | 0.960679 | 552 | 2.765625 | 3 |
The National Trust has a target of producing 50% of its energy from renewable sources on its land by 2020. It’s a challenging target. The new biomass boiler which was installed at Ickworth Park near Bury St Edmunds in Suffolk and which was switched on in July 2015, is one of five pilot renewable energy projects that will address that goal. This is the story of how trees on the 1,800 acres estate are being turned into fuel.
The 199kw boiler is fuelled by wood chip produced from timber taken from the 600 acres of woodland on the estate and it will supply 100% of the fuel for heating the Rotunda and the West Wing. These are the main buildings in the centre of the park, and were the idea of the 4th Earl of Bristol, Frederick Augustus Hervey, who intended to use them as a place to display the treasures he gathered during his 30 years of travel in Europe. The Earl was seen more in Italy than in Suffolk.
Incidentally the Hervey family became more eccentric and more notorious right up to the 20th century; read more here. But ever since Ickworth was passed to the Trust in lieu of death duties following the death in 1951 of the 4th Marquess (and 8th Earl) , the buildings have been a nightmare to heat and the bills for the heating oil have been enormous.
Around 156 tonnes of wood chip fuel would be needed each year in addition to the 40 tonnes that was currently being supplied to the boiler at the Regional Office of the Trust at Westley Bottom a mile away. An independent assessment concluded that extracting this amount from the estate on rotation would be sustainable.
Removal of timber from the estate first started in autumn 2014 when ‘harvesting’ machines extracted non-native softwood trees like Western Red Cedar, Norway Spruce and Larch, from a small area of Lownde Wood in the south of the estate. The logs had to be stacked nearby as the wood chip store still had to be built. This was to be located next to the existing wood store in the north of the estate. In September last year, harvesting of softwood resumed in Lady Katherine’s Wood on the east side of the estate (photos 1 & 2). The harvester cuts the tree at its base, and as the trunk is lifted up, it is fed through rollers. Knives strip the branches off the trunk, and a chain saw cuts the trunk into 12′ lengths. This all seems to happen in just a few seconds and it is fascinating to watch.
These plantations of softwood were likely planted forty or fifty years ago but they had not been managed for a long time. Not all of the softwood is cleared, no more than 30% of the canopy in fact (photo 3). This is to keep some cover for wildlife until the wood is replanted with native broadleaf species that will improve biodiversity. It also serves to protect the wood from strong winds which could blow down thinly spread trees. Standing and fallen deadwood is left, again for the benefit of wildlife.
The land for the wood chip store had by this time been cleared so all the timber, including that from Lownde Wood, was taken up to wood store in the north of the estate (photos 4) where it was piled into five long stacks (photo 5), enough timber to last Ickworth’s needs for an estimated three and a half years. Ideally the timber needs to be stacked for 18 months to 2 years to dry out before it is chipped.
Over the winter, the building of the wood chip store was completed (photos 6, 7 & 8), and in early February a wood chipper was brought on site to chew the timber up into wood chips and shoot the chips into the store (photos 9 & 10). With the store filled, there are enough chips to last about six months. So the chipper will need to visit a couple of times a year.
Not any old chip will do. Certainly not the chips laid down in the children’s play area or used in the gardens of the house. The chip is G30 grade, which means it averages 30mm length. You can get a G100 grade chip but the biomass boiler can only burn up to a G50 chip. In order for Ickworth to claim payments under the Renewable Heat Incentive (RHI) scheme, a probe is used to check the moisture content of each batch of wood chips before it is delivered to the boiler. If the moisture content is too high, the amount of fuel that has to be burnt increases, and the efficiency of burning decreases. At present the chips are averaging a moisture content of about 25%.
Until the store was built, wood chips were bought in from an outside supplier. But in March, with the help of a newly acquired telehandler, the three outdoor rangers at Ickworth, who are responsible for managing the process, mucked in with the first delivery to the biomass boiler of home-grown chips. Loading up the telehandler (photo 11), tipping chips into an adapted trailer (photo 12), and pouring the chips into a trough outside the boiler house (photo 13). It’s a mile from the chip store to the boiler in old garages next to the West Wing. From the trough, a screw conveyor takes the chips into a large hopper inside. Every so often you can hear a whirring noise from the hopper as the chips are sent into the boiler.
38,000 litres of oil (34 tonnes) was being consumed each year at Ickworth, but now the 156 tonnes of wood chip is expected to save about £13,000 a year in fuel costs. And although wood emits carbon dioxide when burned, it is close to carbon neutral as almost the same amount of carbon dioxide would have been absorbed from the atmosphere during the growth of the trees. As a result, Ickworth Park is reducing its reliance on fossil fuels, and reducing their carbon emissions by about 100 tonnes each year. | <urn:uuid:018b3436-cdb2-42ff-b819-a7e9033a0653> | CC-MAIN-2023-40 | https://pocketbookuk.com/ickworth-park-from-trees-to-fuel/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00604.warc.gz | en | 0.976613 | 1,236 | 2.84375 | 3 |
People exert large amounts of problem-solving effort playing computer games. Simple image- and text-recognition tasks have been successfully 'crowd-sourced' through games, but it is not clear if more complex scientific problems can be solved with human-directed computing. Protein structure prediction is one such problem: locating the biologically relevant native conformation of a protein is a formidable computational challenge given the very large size of the search space. Here we describe Foldit, a multiplayer online game that engages non-scientists in solving hard prediction problems. Foldit players interact with protein structures using direct manipulation tools and user-friendly versions of algorithms from the Rosetta structure prediction methodology, while they compete and collaborate to optimize the computed energy. We show that top-ranked Foldit players excel at solving challenging structure refinement problems in which substantial backbone rearrangements are necessary to achieve the burial of hydrophobic residues. Players working collaboratively develop a rich assortment of new strategies and algorithms; unlike computational approaches, they explore not only the conformational space but also the space of possible search strategies. The integration of human visual problem-solving and strategy development capabilities with traditional computational algorithms through interactive multiplayer games is a powerful new approach to solving computationally-limited scientific problems.
Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Baker, D., Popović, Z., and Foldit players. Predicting protein structures with a multiplayer online game. Nature 466, 756-760 (2010). URL http://dx.doi.org/10.1038/nature09304
Incorporating the individual and collective problem solving skills of non-experts into the scientific discovery process could potentially accelerate the advancement of science. This paper discusses the design process used for Foldit, a multiplayer online biochemistry game that presents players with computationally difficult protein folding problems in the form of puzzles, allowing ordinary players to gain expertise and help solve these problems. The principle challenge of designing such scientific discovery games is harnessing the enormous collective problem-solving potential of the game playing population, who have not been previously introduced to the specific problem, or, often, the entire scientific discipline. To address this challenge, we took an iterative approach to designing the game, incorporating feedback from players and biochemical experts alike. Feedback was gathered both before and after releasing the game, to create the rules, interactions, and visualizations in Foldit that maximize contributions from game players. We present several examples of how this approach guided the game's design, and allowed us to improve both the quality of the gameplay and the application of player problem-solving.
Cooper, S., Treuille, A., Barbero, J., Leaver-Fay, A., Tuite, K., Khatib, F., Snyder, A. C., Beenen, M., Salesin, D., Baker, D., Popović, Z. and Foldit players. The challenge of designing scientific discovery games. In Proceedings of the Fifth international Conference on the Foundations of Digital Games, FDG 2010. URL http://doi.acm.org/10.1145/1822348.1822354 [PDF]
As games grow in complexity, gameplay needs to provide players with powerful means of managing this complexity. One approach is to give automation tools to players. In this paper, we analyze an in-game automation tool, the Foldit cookbook, for the scientific discovery game Foldit. The cookbook allows players to write recipes that can automate their strategies. Through analysis of cookbook usage, we observe that players take advantage of social mechanisms in the game to share, run, and modify recipes. Further, players take advantage of both a simplied visual programming interface and a text-based scripting interface for creating recipes. This indicates that there is potential for using automation tools to disseminate expert knowledge, and that it is useful to provide support for multiple authoring styles, especially for games where the nal game goal is unbounded or hard to attain.
Cooper, S., Khatib, F., Makedon, I., Lu, H., Barbero, J., Baker, D., Fogarty, J., and Popović, Z. and Foldit players. Analysis of social gameplay macros in the Foldit cookbook. In Proceedings of the Sixth international Conference on the Foundations of Digital Games, FDG 2011. [PDF] | <urn:uuid:a3d2a1cf-e26c-4edf-b6e9-c64e6c160bde> | CC-MAIN-2023-40 | https://grail.cs.washington.edu/projects/protein-game/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510300.41/warc/CC-MAIN-20230927135227-20230927165227-00504.warc.gz | en | 0.896067 | 928 | 2.984375 | 3 |
Реферат: Gettysburg Essay Research Paper The Battle of
Gettysburg Essay, Research Paper
The Battle of Gettysburg
Damon PisaniGrade 7
4/21/99 Mrs. Pignato
Table of Contents
3. Text/The Body
5. List of illustrations
-South tried to get to Washington to cut the rail lines and take over the capital
-North-To intercept the south to stop the invasion
The Battle of Gettysburg was the largest battle of the civil war and, also the largest battle ever fought in the western hemisphere. Many people died during this fight. If you were in it you had a one out of three chance of either being killed, captured, or wounded.
The Battle of Gettysburg is considered by most historians the turning point of the Civil War. It lasted July first through the third, eighteen sixty three.
The two generals of the armies were General George C. Meade, leader of the North army and General Robert E. Lee. Other important leaders were General Hancock, of the North. General John Buffered. For the south, General James Longstreet and Richard Ewell.
Start of the Battle
Things were going bad for the south because General Grant put a siege on Vicksburg, Mississippi. If Vicksburg surrendered the North would control the Mississippi and the South would be cut in half. Lee?s strategy was to invade the North to draw troops away from Vicksburg and to try to get to Washington and capture it.
General Meade knew that Lee was somewhere in the north but not exactly where. Lee knew that Meade was looking for his army but he didn?t where Meade was. On the morning of July first by chance. The North came to Gettysburg, Pennsylvania from south and the South came in from the north. It started as a small battle and soon the North was outnumbered. Reinforcements came for both sides. The North had over 85,000 troops and the South had 65,000. The battle started outside of town. General Buford and his Calvary tried to hold of the South but they had to retreat into the town because there were so many Southerners. The first reinforcements to arrive were lead by General Renalds but he was shot in the head shortly after he arrived. This was a great loss to the North because he was a very popular and important general. By the end of the first day things got very bad for the North and they had to retreat all the way through the town. The North searched for a good place to defend themselves and found it. It was called Cemetary Hill. The South also found a good position at Seminary Ridge. The south won the first days battle. | <urn:uuid:ed84c0e9-bceb-4282-aae5-082df7b81d0b> | CC-MAIN-2023-40 | https://ronl.org/referaty/na-angliyskom-yazyke/456921/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510300.41/warc/CC-MAIN-20230927135227-20230927165227-00504.warc.gz | en | 0.980838 | 643 | 3.1875 | 3 |
Parents generally think all of their children are pretty special, but some kids really are uniquely gifted when it comes to learning and grasping schoolwork.
If you were a gifted student yourself, you might recognize the signs, but here’s some tips for those of you who aren’t sure what to look for.
1. Strong Vocabulary – What kinds of words and sentence structure does your child use? Do they use more multi-syllable words than their peers? Are they often asking about the meanings of new words they hear and do they quickly put new words to use? Gifted children often have advanced vocabularies and quickly pickup word meanings through their contextual use.
2. Quick on Completing Schoolwork – If your child’s teacher tells you that your child is always one of the first ones completed with their assignments, this is a strong clue that your child is more advanced than the other students in their classroom.
3. Understand Monetary Concepts – Use of money is one of the first mathematical concepts that kids are exposed to in their home environment. If your child quickly picks up the concepts of the monetary values of coins and how they relate to one another, this may be a sign that you have a mathematically gifted child.
4. Listen and Learn – Does your child seem to be able to pick up concepts and the words to songs as soon as they hear them, even if it is only once? Gifted children don’t need the same amount of repetition to learn as other children.
5. Enjoys a Mental Challenge – Are puzzles fun for your child, but they quickly get bored with them if they are too easy? This could be a sign of a gifted child. Gifted children enjoy a challenge but easily become bored if there isn’t enough challenge.
6. Mature Sense of Humor – A gifted child will be more likely to understand more complex humor such as is found in newspaper comic strips or jokes that other children their age may not be able to understand.
7. Advanced Reading Skills – Most gifted children have advanced reading skills and enjoy reading. You will find them breezing through large books quickly and yet still comprehending what they’ve read and being able to explain it to you.
8. Enjoys Learning New Things – For gifted children, learning new things is exciting and fun. They have a great curiosity about how things function, how things are made and learning about just about any subject.
9. Observatory Skills – If you have a gifted child, they will notice things and remember things that most other kids would not. They may notice simple details like a person wearing a different watch than they normally do or be able to remember the exact icons on your computer that you clicked on to get to the program that they like to play.
10. Grasps Relationships – Gifted children will grasp and understand relational concepts quicker than their peers. They will be able to pick out and replicate more complicated patterns. They will find it easier to fill in the missing piece from a sequence.
Hopefully, these clues will empower you to know whether your kid is gifted and what, if anything, to do about it. | <urn:uuid:a783d52b-3bd0-4666-a45b-0e98a20ae256> | CC-MAIN-2023-40 | https://bellyitchblog.com/2015/09/10-signs-your-child-is-gifted/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00404.warc.gz | en | 0.972265 | 651 | 3.359375 | 3 |
Knowledge management activities can be described in relation to many different disciplines and approaches but almost all focus on five core activities: 1. identify, 2. create, 3. store, 4. share, and 5. use.
Posts Tagged: askknowledge
Knowledge sharing is an activity through which knowledge (i.e. information, skills, or expertise) is exchanged among people, friends, co-workers, or members of a family, a community (e.g. Wikipedia) or an organization. Organizations have recognized that knowledge is a valuable asset for competitive advantages. Knowledge sharing activities are generally supported by knowledge management systems. However, technologyRead… Read more »
While the business world is changing in the new knowledge economy and digital age, libraries of all types are undergoing drastic changes also. The new role of libraries in the 21st century needs to be as a learning and knowledge center for their users as well as the intellectual commons for their respective communities where,Read… Read more »
Knowledge is a noun and learning is a verb. According to Andy Moore of KMWorld, to provide an answer, you have to understand the question. Is KM a noun or a verb? Is it something you acquire? Or is it something you do?
I found an interesting article by Tom Warner. In these two paragraphs, it talks about using Facebook to spread knowledge around. What’s your opinion on this concept? One such company, Serena Software in San Mateo, Calif., offers a companywide program called “Facebook Fridays,” which encourages employees to find fun and personal connections in the workplace,Read… Read more »
Hello to all I generally understand the purpose of DOD “Expeditionary Medal” but my question is are our Air National Guard (Armed Forces) entitled to a DD 214. 1. If not why? 2. And is the Air National Guard entitled to 5 points for veterns perference after serving in the Gulf War? 3. I amRead… Read more »
Governments encounter fundamental problems in their attempts to come to grips with knowledge managment. Before governments can improve their knowledge management they should have a clear picture of the bottlenecks. Some of these include: Loss of knowledge Knowledge hoarding Reinventing the wheel Poor decisions Inability to learn Lack of concern The “I learned it onRead… Read more »
Local governments are now becoming an ever-increasing group seeking ways to manage their knowledge that is evident by their concerns of knowledge loss. This interest is also noted by an emphasis on the value of people, as the creators of knowledge, the source of solutions and the deployment of ways for the sharing and reuseRead… Read more »
Knowledge management has been around since the early 1990’s. There is still no direct definition of what Knowledge Management actually is. Here are a few explanations: Knowledge Management is a framework that can be used for learning, capturing, sharing and exploiting knowledge, experience and good practices. Knowledge Management is information or data management with theRead… Read more »
Welcome to the first “Ask the Knowledge Expert” Post. My name is Lisa Coates and I’m here to talk to you about Knowledge Management. First off, what is Knowledge Management? According to Wikipedia, Knowledge Management (KM) comprises a range of practices used in an organization to identify, create, represent, distribute and enable adoption of insightsRead… Read more » | <urn:uuid:e13bfac2-aeb2-4fc4-ba60-8a1bab9e5609> | CC-MAIN-2023-40 | https://www.govloop.com/tag/askknowledge/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00404.warc.gz | en | 0.93932 | 707 | 2.875 | 3 |
The construction of the Fort Donelson started in the year 1861 by Daniel S. Donelson and was named after him. Battle of Fort Donelson is a part of American Civil War. It took place in the year 1862 on February 11th to 16th in the Western Theater of the Civil War. Western Theater represents the area on the east of the river Mississippi and the area on the west of the Appalachian Mountains. This battle was fought between the Union Army (the normal land force of the United States) and the CSA (confederacy). The Fort Donelson was captured by the Union Army.
Union Army of strength about 25,000 was headed by Ulysses S. Grant and Andrew Hull Foote. Grant was the 18th president of the USA, whereas Foote was an American naval officer. On the other side CSA with about 17,000 men was under the control of John B. Floyd, Gideon J. Pillow and Simon B. Buckner. Where Floyd was the 31st governor of Virginia, Pillow was an American lawyer and politician, Simon was an American soldier who was one of the prisoners of the war.
The battle at Fort Donelson took place soon after the battle at Fort Henry on February 6th in western middle Tennessee. The victory of the Union over the Confederacy at Fort Henry made about 2500 of the Confederacy soldier escape towards the Fort Donelson before the surrender. Grant and Foote opened the Tennessee River (largest tributary of Ohio River) for the future movements of the Union.
On February 11th, Grant held a meeting in which his plan to attack Donelson was supported by all of his generals. On February 12th, The USS Carondelet was the first gunboat to arrive up the river which fired many shells on the Fort in order to check the defenses. Grant established his headquarters on the left side of the Fort at the Widow Crisp’s house.
On February 13th, similar type of attacks were made to test the defenses, at night there was a snow storm which brought the temperature down to about -12 degree Celsius and the ground covered up to 8 cm by snow, all the guns and wagons were frozen. There were no possibility of burning campfire for cooking and warmth.
On February 14th, General Lew Wallace team and Foote’s flotilla arrived with another 10,000 Union reinforcements, six gunboats and twelve transport ships. Grant asked Foote to attack the river batteries of the Fort, obeying his orders Foote opened fire and in this process he was injured. In this attack many Union boats were destroyed, so Grant realized that they had to attack the Fort by land force without proper naval support.
On February 15th by launching a dawn assault by Pillow, Union was surprisingly attacked by the Confederates and was continued till night. Grant began to plan, to resume his assault in the morning.
On February 16th Bunker sent a note to Grant asking the terms of surrender and requesting an armistice. Bunker hoped that Grant would offer some unselfish terms as they were good friends. In the past when Grant was removed from the army post in California because of alcoholism, Bunker who was a U.S. Army officer gave him sufficient amount of money to return back to his home in lllinois. Grant showed no mercy towards them, as they were against the Federal government. This earned Grant a nickname – Unconditional Surrender.
At last the casualties at Fort Donelson all together including the dead, wounded and missing or captured were about 2,691 on the Union side and about 13,846 on the Confederate side. | <urn:uuid:ff13be53-6f40-4a76-85d6-13b13167197d> | CC-MAIN-2023-40 | http://www.americacivilwar.org/battle-of-fort-donelson?amp=1 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00304.warc.gz | en | 0.985741 | 743 | 3.875 | 4 |
- Reference manual
- SWI-Prolog extensions
- Lists are special
- The string type and its double quoted syntax
- Syntax changes since SWI-Prolog 7
- Dicts: structures with named arguments
- Integration of strings and dicts in the libraries
- Single Sided Unification rules
- Remaining issues
- SWI-Prolog extensions
- Reference manual
As of SWI-Prolog version 7, text enclosed in double quotes
"Hello world") is read as objects of the type string.
Strings are distinct from lists, which makes it possible to recognize
them at runtime and print them using the string syntax:
?- write("Hello world!"). Hello world! ?- writeq("Hello world!"). "Hello world!"
A string is a compact representation of a character sequence that lives on the global (term) stack. Strings are represented by sequences of Unicode character codes including the character code 0 (zero). The length of strings is limited by the available space on the global (term) stack (see set_prolog_stack/2). Section 5.2.3 motivates the introduction of strings and mapping double quoted text to this type.
Whereas in version 7, double-quoted text is mapped to strings,
back-quoted text (as in
`text`) is mapped to a
character codes, i.e. integers that are Unicode code points. In
a traditional setting, back-quoted would be mapped to a list of
characters (also known as chars), which are atoms of
The settings for the flags that control how double- and back-quoted text is read is summarised in table 8. Programs that aim for compatibility should realise that the ISO standard defines back-quoted text, but does not define the back_quotes Prolog flag and does not define the term that is produced by back-quoted text.
|Version 7 default||string||codes|
With the introduction of strings as a Prolog data type, there are three main ways to represent text: using strings, using atoms and using lists of character codes. As a fourth way, one may also use lists of chars. This section explains what to choose for what purpose. Both strings and atoms are atomic objects: you can only look inside them using dedicated predicates, while lists of character codes or chars are compound data structures forming an extended structure that must follow a convention.
- Lists of character codes
- is what you need if you want to parse text using Prolog grammar
rules (DCGs, see phrase/3).
Most of the text reading predicates (e.g.,
return a list of character codes because most applications need to parse
these lines before the data can be processed. As said above, the back-quoted
text notation (
`hello`) can be used to easily specify a list of character codes. The
0'cnotation can be used to specify a single character code.
- are identifiers. They are typically used in cases where
identity comparison is the main operation and that are typically not
composed nor taken apart. Examples are RDF resources (URIs that identify
something), system identifiers (e.g.,
'Boeing 747'), but also individual words in a natural language processing system. They are also used where other languages would use enumerated types, such as the names of days in the week. Unlike enumerated types, Prolog atoms do not form a fixed set and the same atom can represent different things in different contexts.
- typically represents text that is processed as a unit most of the time, but which is not an identifier for something. Format specifications for format/3 is a good example. Another example is a descriptive text provided in an application. Strings may be composed and decomposed using e.g., string_concat/3 and sub_string/5 or converted for parsing using string_codes/2 or created from codes generated by a generative grammar rule, also using string_codes/2.
Strings are manipulated using a set of predicates that mirrors the set of predicates used for manipulating atoms. In addition to the list below, string/1 performs the type check for this type and is described in section 4.5.
SWI-Prolog's string primitives are being synchronized with ECLiPSe. We expect the set of predicates documented in this section to be stable, although it might be expanded. In general, SWI-Prolog's text manipulation predicates accept any form of text as input argument - they accept anytext input. anytext comprises:
- lists of character codes
- list of characters
- number types: integers, floating point numbers and non-integer rationals. Under the hood, these must first be formatted into a text representation according to some inner convention before they can be used.
The predicates produce the type indicated by the predicate name as output. This policy simplifies migration and writing programs that can run unmodified or with minor modifications on systems that do not support strings. Code should avoid relying on this feature as much as possible for clarity as well as to facilitate a more strict mode and/or type checking in future releases.
- atom_string(?Atom, ?String)
- Bi-directional conversion between an atom and a string. At least one of
the two arguments must be instantiated. An initially uninstantiated
variable on the “string side'' is always instantiated to a string.
An initially uninstantiated variable on the “atom side'' is always
instantiated to an atom. If both arguments are instantiated, their
list-of-character representations must match, but the types are not
enforced. The following all succeed:
atom_string("x",'x'). atom_string('x',"x"). atom_string(3.1415,3.1415). atom_string('3r2',3r2). atom_string(3r2,'3r2'). atom_string(6r4,3r2).
- number_string(?Number, ?String)
- Bi-directional conversion between a number and a string. At least one of
the two arguments must be instantiated. Besides the type used to
represent the text, this predicate differs in several ways from its ISO
cousin:170Note that SWI-Prolog's
syntax for numbers is not ISO compatible either.
- If String does not represent a number, the predicate fails rather than throwing a syntax error exception.
- Leading white space and Prolog comments are not allowed.
- Numbers may start with
- It is not allowed to have white space between a leading
and the number.
- Floating point numbers in exponential notation do not require a dot
before exponent, i.e.,
"1e10"is a valid number.
Unlike other predicates of this family, if instantiated, String cannot be an atom.
The corresponding‘atom-handling' predicate is atom_number/2, with reversed argument order.
- term_string(?Term, ?String)
- Bi-directional conversion between a term and a string. If String
is instantiated, it is parsed and the result is unified with Term.
Otherwise Term is‘written' using the option
quoted(true)and the result is converted to String.
- term_string(?Term, ?String, +Options)
- As term_string/2,
passing Options to either read_term/2
?- term_string(Term, 'a(A)', [variable_names(VNames)]). Term = a(_9674), VNames = ['A'=_9674].
- string_chars(?String, ?Chars)
- Bi-directional conversion between a string and a list of characters. At
least one of the two arguments must be instantiated.
See also: atom_chars/2.
- string_codes(?String, ?Codes)
- Bi-directional conversion between a string and a list of character codes. At least one of the two arguments must be instantiated.
- string_bytes(?String, ?Bytes, +Encoding)
- True when the (Unicode) String is represented by Bytes
Encoding. If String is instantiated it may
represent text as an atom, string, list of character codes or list or
Bytes is always a list of integers in the range 0 ...
255. At least one of String or Bytes must be
instantiated. This predicate is notably intended as an intermediate step
to perform byte oriented operations on text. Examples are (base64)
encoding, encryption, computing a (secure) hash, etc. Encoding
utf8. All valid stream encodings except for
wchar_tare supported. See section 2.19.1. Note that this translation is only provided for strings. Creating an atom from bytes requires atom_string/2.171Strings are an efficient intermediate and this conversion is needed only in some uncommon scenarios.
- [det]text_to_string(+Text, -String)
- Converts Text to a string. Text is anytext
excluding the number types. When running in
''is ambiguous and interpreted as an empty string.
- string_length(+String, -Length)
- Unify Length with the number of characters in String. This predicate is functionally equivalent to atom_length/2 and also accepts anytext as its first argument. Number types must first be formatted into strings before the length of their string representation can be determined.
- string_code(?Index, +String, ?Code)
- True when Code represents the character at the 1-based Index
position in String. If Index is unbound the string
is scanned from index 1. Raises a domain error if Index is
negative. Fails silently if Index is zero or greater than the
String. The mode
string_code(-,+,+)is deterministic if the searched-for Code appears only once in String. See also sub_string/5.
- get_string_code(+Index, +String, -Code)
- Semi-deterministic version of string_code/3.
In addition, this version provides strict range checking, throwing a
domain error if Index is less than 1 or greater than the
length of String. ECLiPSe provides this to support
- string_concat(?String1, ?String2, ?String3)
- Similar to atom_concat/3, but the unbound argument will be unified with a string object rather than an atom. Also, if both String1 and String2 are unbound and String3 is bound to text, it breaks String3, unifying the start with String1 and the end with String2 as append does with lists. Note that this is not particularly fast on long strings, as for each redo the system has to create two entirely new strings, while the list equivalent only creates a single new list-cell and moves some pointers around.
- [det]split_string(+String, +SepChars, +PadChars, -SubStrings)
- Break String into SubStrings. The SepChars
argument provides the characters that act as separators and thus the
SubStrings is one more than the number of separators found if
SepChars and PadChars do not have common
SepChars and PadChars are equal, sequences of
adjacent separators act as a single separator. Leading and trailing
characters for each substring that appear in PadChars are
removed from the substring. The input arguments can be either atoms,
strings or char/code lists. Compatible with ECLiPSe. Below are some
A simple split wherever there is a‘.':
?- split_string("a.b.c.d", ".", "", L). L = ["a", "b", "c", "d"].
Consider sequences of separators as a single one:
?- split_string("/home//jan///nice/path", "/", "/", L). L = ["home", "jan", "nice", "path"].
Split and remove white space:
?- split_string("SWI-Prolog, 7.0", ",", " ", L). L = ["SWI-Prolog", "7.0"].
Only remove leading and trailing white space (trim the string):
?- split_string(" SWI-Prolog ", "", "\s\t\n", L). L = ["SWI-Prolog"].
In the typical use cases, SepChars either does not overlap PadChars or is equivalent to handle multiple adjacent separators as a single (often white space). The behaviour with partially overlapping sets of padding and separators should be considered undefined. See also read_string/5.
- sub_string(+String, ?Before, ?Length, ?After, ?SubString)
- This predicate is functionally equivalent to sub_atom/5,
but operates on strings. Note that this implies the string input
arguments can be either strings or atoms. If SubString is
unbound (output) it is unified with a string. The following example
splits a string of the form
<name>=<value> into the name part (an
atom) and the value (a string).
name_value(String, Name, Value) :- sub_string(String, Before, _, After, "="), !, sub_atom(String, 0, Before, _, Name), sub_string(String, _, After, 0, Value).
The next example defines a predicate that inserts a value at a position. See sub_atom/5 for more examples.
string_insert(Str, Val, At, NewStr) :- sub_string(Str, 0, At, A1, S1), sub_string(Str, At, A1, _, S2), atomics_to_string([S1,Val,S2], NewStr).
- atomics_to_string(+List, -String)
- List is a list of strings, atoms, or number types. Succeeds
if String can be unified with the concatenated elements of List.
- atomics_to_string(+List, +Separator, -String)
- Creates a string just like atomics_to_string/2,
Separator between each pair of inputs. For example:
?- atomics_to_string([gnu, "gnat", 1], ', ', A). A = "gnu, gnat, 1"
- string_upper(+String, -UpperCase)
- Convert String to upper case and unify the result with UpperCase.
- string_lower(+String, LowerCase)
- Convert String to lower case and unify the result with LowerCase.
- read_string(+Stream, ?Length, -String)
- Read at most Length characters from Stream and return them in the string String. If Length is unbound, Stream is read to the end and Length is unified with the number of characters read. Note that characters must be read as Unicode code points, not bytes.
- read_string(+Stream, +SepChars, +PadChars, -Sep, -String)
- Read a string from Stream, providing functionality similar to
The predicate performs the following steps:
- Skip all characters that match PadChars
- Read up to a character that matches SepChars or end of file
- Discard trailing characters that match PadChars from the collected input
- Unify String with a string created from the input and Sep with the code of the separator character read. If input was terminated by the end of the input, Sep is unified with -1.
The predicate read_string/5 called repeatedly on an input until Sep is -1 (end of file) is equivalent to reading the entire file into a string and calling split_string/4, provided that SepChars and PadChars are not partially overlapping.172Behaviour that is fully compatible would require unlimited look-ahead. Below are some examples:
Read a line:
read_string(Input, "\n", "\r", Sep, String)
Read a line, stripping leading and trailing white space:
read_string(Input, "\n", "\r\t ", Sep, String)
Read up to‘
)’, unifying Sep with
0',i.e. Unicode 44, or
0'), i.e. Unicode 41:
read_string(Input, ",)", "\t ", Sep, String)
- open_string(+String, -Stream)
- True when Stream is an input stream that accesses the content
String. String can be any text representation,
i.e., string, atom, list of codes or list of characters. The created Stream
repositionproperty (see stream_property/2). Note that the internal encoding of the data is either ISO Latin 1 or UTF-8.
Prolog defines two forms of quoted text. Traditionally, single quoted text is mapped to atoms while double quoted text is mapped to a list of character codes (integers) or characters (atoms of length 1). Representing text using atoms is often considered inadequate for several reasons:
- It hides the conceptual difference between text and program symbols.
Where content of text often matters because it is used in I/O, program
symbols are merely identifiers that match with the same symbol
elsewhere. Program symbols can often be consistently replaced, for
example to obfuscate or compact a program.
- Atoms are globally unique identifiers. They are stored in a shared
table. Volatile strings represented as atoms come at a significant price
due to the required cooperation between threads for creating atoms.
Reclaiming temporary atoms using Atom garbage collection is a
costly process that requires significant synchronisation.
- Many Prolog systems (not SWI-Prolog) put severe restrictions on the length of atoms or the maximum number of atoms.
Representing text as lists, be it of character codes or characters, also comes at a price:
- It is not possible to distinguish (at runtime) a list of integers or
atoms from a string. Sometimes this information can be derived from
(implicit) typing. In other cases the list must be embedded in a
compound term to distinguish the two types. For example,
s("hello world")could be used to indicate that we are dealing with a string.
Lacking runtime information, debuggers and the toplevel can only use heuristics to decide whether to print a list of integers as such or as a string (see portray_text/1).
While experienced Prolog programmers have learned to cope with this, we still consider this an unfortunate situation.
- Lists are expensive structures, taking 2 cells per character (3 for SWI-Prolog in its current form). This stresses memory consumption on the stacks while pushing them on the stack and dealing with them during garbage collection is unnecessarily expensive.
We observe that in many programs, most strings are only handled as a single unit during their lifetime. Examining real code tells us that double quoted strings typically appear in one of the following roles:
- A DCG literal
- Although represented as a list of codes is the correct representation for handling in DCGs, the DCG translator can recognise the literal and convert it to the proper representation. Such code need not be modified.
- A format string
- This is a typical example of text that is conceptually not a program identifier. Format is designed to deal with alternative representations of the format string. Such code need not be modified.
- Getting a character code
- The construct
[X] = "a"is a commonly used template for getting the character code of the letter’a'. ISO Prolog defines the syntax
0'afor this purpose. Code using this must be modified. The modified code will run on any ISO compliant Prolog Processor.
- As argument to list predicates to operate on strings
- Here, we might see code similar to
append("name:", Rest, Codes). Such code needs to be modified. In this particular example, the following is a good portable alternative:
phrase("name:", Codes, Rest)
- Checks for a character to be in a set
- Such tests are often performed with code such as this:
memberchk(C, "~!@#$"). This is a rather inefficient check in a traditional Prolog system because it pushes a list of character codes cell-by-cell onto the Prolog stack and then traverses this list cell-by-cell to see whether one of the cells unifies with C. If the test is successful, the string will eventually be subject to garbage collection. The best code for this is to write a predicate as below, which pushes nothing on the stack and performs an indexed lookup to see whether the character code is in‘my_class'.
my_class(0'~). my_class(0'!). ...
An alternative to reach the same effect is to use term expansion to create the clauses:
term_expansion(my_class(_), Clauses) :- findall(my_class(C), string_code(_, "~!@#$", C), Clauses). my_class(_).
Finally, the predicate string_code/3 can be exploited directly as a replacement for the memberchk/2 on a list of codes. Although the string is still pushed onto the stack, it is more compact and only a single entity.
The predicates in this section can help adapting your program to the new convention for handling double quoted strings. We have adapted a huge code base with which we were not familiar in about half a day.
- This predicate may be used to assess compatibility issues due to the
representation of double quoted text as string objects. See
section 5.2 and section
5.2.3. To use it, load your program into Prolog and run list_strings/0.
The predicate lists source locations of string objects encountered in
the program that are not considered safe. Such string need to be
examined manually, after which one of the actions below may be
- Rewrite the code. For example, change
[X] = "a"into
X = 0'a.
- If a particular module relies heavily on representing strings as
lists of character code, consider adding the following directive to the
module. Note that this flag only applies to the module in which it
:- set_prolog_flag(double_quotes, codes).
- Use a back quoted string (e.g.,
`text`). Note that this will not make your code run regardless of the --traditional command line option and code exploiting this mapping is also not portable to ISO compliant systems.
- If the strings appear in facts and usage is safe, add a clause to the multifile predicate check:string_predicate/1 to silence list_strings/0 on all clauses of that predicate.
- If the strings appear as an argument to a predicate that can handle string objects, add a clause to the multifile predicate check:valid_string_goal/1 to silence list_strings/0.
- Rewrite the code. For example, change
- Declare that PredicateIndicator has clauses that contain
strings, but that this is safe. For example, if there is a predicate
help_info/2 , where the second argument contains a double quoted string
that is handled properly by the predicates of the applications' help
system, add the following declaration to stop
:- multifile check:string_predicate/1. check:string_predicate(user:help_info/2).
- Declare that calls to Goal are safe. The module qualification
is the actual module in which Goal is defined. For example, a
call to format/3
is resolved by the predicate system:format/3.
and the code below specifies that the second argument may be a string
(system predicates that accept strings are defined in the library).
:- multifile check:valid_string_goal/1. check:valid_string_goal(system:format(_,S,_)) :- string(S). | <urn:uuid:67e8ef51-def2-4781-ab24-f5411dd651ba> | CC-MAIN-2023-40 | https://cliopatria.swi-prolog.org/swish/pldoc/man?section=string | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00304.warc.gz | en | 0.842657 | 5,450 | 3.5 | 4 |
AUGUSTA, Ga. — A new nasal spray may hold the key to saving people from both epilepsy and Alzheimer’s disease. Researchers from the Medical College of Georgia at Augusta University say the spray uses a novel peptide that boosts the brain’s ability to prevent seizures and protect neurons.
Specifically, the team developed the A1R-CT peptide which shows the ability to tamp down uncontrolled electrical activity in the brain. This is a common problem after a traumatic brain injury or stroke, as well as a symptom affecting more than half of all Alzheimer’s patients.
Neuropharmacologist Dr. Qin Wang adds that the development of a nasal spray could turn A1R-CT into a seizure rescue medication, interrupting seizure clusters — where disabling seizures occur back-to-back.
How does the peptide work?
A1R-CT inhibits neurabin, a protein that ensures the brain’s protective mechanism reduces hyperexcitability in the neurons, so the protein doesn’t overdo this. The peptide gets its name from the protective adenosine 1 receptor on the surface of neurons. Adenosine, a chemical mainly produced to neuron-supporting glial cells in response to hyperexcitability, activates this receptor.
“This is a powerful receptor to then silence the neurons,” Wang says in a university release.
Study authors add that this naturally calming relationship also blocks electrical activity that can cause an irregular heartbeat. Moreover, an injectable form of adenosine already exists and helps to treat people with very high heart rates.
“But the A1 receptor itself has to be regulated because if it’s activated too much, you will fall asleep. The neurons try to make sure everything stays in control and in most of us, it works pretty well. We don’t fall asleep at our desk. We don’t have seizures,” Wang adds, noting that caffeine blocks the A1 receptor.
While memory loss is a more common symptom, Alzheimer’s can also cause seizures when the buildup of amyloid and tau proteins disrupts communication between neurons in the brain. This also leads to more oxidative stress and inflammation, making neurons hyperexcited.
“In Alzheimer’s there are so many things that go wrong,” Wang says.
Unleashing A1’s power
Study authors note the A1 receptor’s activation by adenosine is something that’s pervasive throughout the human body, making the risk for side-effects highly likely. This is where neurabin comes into play. The study reveals that since neurabin is primarily in the brain, it provides the balance to prevent hyperactivity of the A1 receptor.
“Neurabin is a brake, so it doesn’t do too much,” Wang explains. “But now we need to remove it to unleash A1’s power.”
With that in mind, the team developed a peptide that can interfere with the A1 receptor and neurabin’s interaction — creating a more naturally protective effect that reduces seizures.
A1 receptor activation calms down the excited neurons by altering their ion channels — proteins in the cell that allow for the passage of other proteins around the cell. This process helps to generate healthy electrical signals in the cells. The result is called hyperpolarization, meaning neurons are less likely to fire an electrical signal.
“The more polarized the neurons are, the harder it is for them to get excited,” Wang says.
Activating the A1 receptor also reduces the release of glutamate, a neurotransmitter that neurons produce — which also excites those same neurons. The study found a dramatic reduction in the death of neurons among Alzheimer’s patients after using the peptide.
By inhibiting neurabin, the peptide enables A1C to reduce excessive electrical activity in the brain. In lab mice suffering from severe seizures, injecting them with the peptide lowered their symptoms.
Turning the peptide into an easy-to-use spray
The scientists found similar results among seizure and Alzheimer’s models after turning the original injection into a nasal spray.
To emphasize the importance of neurabin, study authors say mice with a neurabin deficiency had significantly shorter and less severe seizures. Moreover, all of the mice survived.
However, those with normal neurabin levels experienced seizures that lasted for up to 30 minutes and 10 percent of the mice died after their episodes. Blocking the A1 receptor in neurabin-deficient mice led to more than 50 percent of the mice dying from their seizures.
The team is now exploring the ideal doses and delivery times to treat certain conditions with this peptide. They are continuing to tweak the drug while they pursue funding to begin clinical trials.
The study is published in the journal JCI Insight. | <urn:uuid:06cb835f-1f82-4bc4-89f8-6d88c4ae6006> | CC-MAIN-2023-40 | https://studyfinds.org/nasal-spray-seizures-alzheimers/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510810.46/warc/CC-MAIN-20231001073649-20231001103649-00204.warc.gz | en | 0.91657 | 1,015 | 2.890625 | 3 |
By Mathy Stanislaus
Thirty-five years ago, on December 11, 1980, President Jimmy Carter signed the Comprehensive Environmental, Response, Compensation, and Liability Act, the law that established the Superfund program. This anniversary has led me to reflect on the tremendous progress Superfund has made in cleaning up contaminated land, surface water and groundwater across the country.
Not only is the cleanup of contaminated sites critical to protecting human health and the environment; it also produces a healthy and vibrant community. The contamination at many Superfund sites was caused by the mismanagement of hazardous industrial and commercial wastes many years ago, but some sites are contaminated from recent activity caused by increased population and urban growth and the movement of contaminants away from their sources. With more than 51 percent of the U.S. population living within three miles of a Superfund, brownfields, or Resource Conversation and Recovery Act corrective action site, our cleanup programs are critical to restoring land and water, protecting human health, and maintaining communities’ economic growth and vitality. Using census data, we found that approximately 53 million people live within 3 miles of a Superfund site, roughly 17 percent of the U.S. population, including 18 percent of all children in the U.S. under the age of five.
Through the Superfund Redevelopment Initiative, our cleanups have helped communities across the country return over 850 of the nation’s worst hazardous waste sites to safe and productive commercial and industrial uses. Former Superfund sites also are being reused for residential development, recreational areas such as parks, and libraries and other public services. The reuse of previously contaminated land has had positive economic impacts on communities. Today, approximately 3,500 businesses are using cleaned up Superfund sites, generating annual sales exceeding $31 billion, and employing more than 89,000 people. In addition, residential property values near Superfund sites increased by 18 to 24 percent after a Superfund site was cleaned up and removed from our National Priorities List (NPL).
There is no stronger testament to the power of cleaning up contaminated land than what was accomplished in the historically underserved and economically challenged West Dallas area of Dallas, Texas, at the RSR Corporation Superfund site. Last month, I had the pleasure of attending an Excellence in Site Reuse event at the site, and it was especially rewarding to see how a cleanup has transformed a once-blighted area into a community asset.
For over 50 years, the West Dallas area was home to a major lead smelter operated by the RSR Corporation, which produced wastes that contaminated soil, sediment and groundwater, and the wind carried lead dust into nearby parks, schools, and neighborhoods. After the smelter’s closure in 1984, RSR Corporation conducted some initial cleanup of properties in area neighborhoods, but in 1991 our investigation identified additional contamination around the smelter. Between 1991 and 1994, we investigated nearly 7,000 residences and cleaned up the yards of over 400 properties, and in 1995 we placed the RSR Corporation site on the NPL. By that time, the Dallas Housing Authority (DHA) had demolished nearby 1950s-era public housing that had been affected by lead dust. In its place, DHA constructed much-needed, new affordable housing and an office complex, which employs more than 100 people. Goodwill Industries of Dallas acquired 46 acres of cleaned-up property from DHA and built a beautiful building with offices, a distribution center, continuing education facilities, meeting rooms, and a retail store.
The RSR Corporation Superfund site and the surrounding West Dallas area now provide residents with a new supermarket and shopping center, an animal care clinic, restaurants, a wider range of housing options, public and private schools, and a YMCA. With this redevelopment, West Dallas will continue to grow.
Many of these communities are home to the most vulnerable populations – children. The West Dallas cleanup contributed to reduced blood-lead levels in area children. If left unaddressed, elevated blood-lead levels may result in irreversible neurological deficits, such as lowered intelligence and attention-related behavioral problems. A study by researchers at Tarleton University found that the average blood lead levels of children in Dallas neighborhoods affected by lead smelters, including the RSR Corporation smelter, were significantly reduced between 1980 and 2002. This decrease marked an important step in creating a brighter future for West Dallas children.
The West Dallas site is just one example of how Superfund Redevelopment helps communities reclaim and reuse formerly contaminated land. Through an array of tools, partnerships and activities, Superfund redevelopment continues to provide communities with new opportunities to grow and prosper. We at EPA are committed to working with local groups and agencies to support redevelopment and revitalization efforts and, thereby, ensure the long-term protection of public health and the environment.
Cleanup and Redevelopment of Superfund Sites Benefits Communities
Source: EPA Pesticides recalls news | <urn:uuid:bded06ce-e8e4-43aa-a610-b75d05db9502> | CC-MAIN-2023-40 | https://www.o-p-s.net/cleanup-and-redevelopment-of-superfund-sites-benefits-communities/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510810.46/warc/CC-MAIN-20231001073649-20231001103649-00204.warc.gz | en | 0.956681 | 1,007 | 2.890625 | 3 |
What are eating disorders?
Eating disorders describe a range of problems associated with eating, food and body image. Unfortunately, in our society it is common for individuals to feel unhappy about their bodies and to be dieting or worrying about food. When these problems are extreme or interfere with an individual's normal activities and quality of life, these concerns are considered to be psychological disorders.
The most serious eating disorder is anorexia nervosa, which is characterised by dangerously low body weight. Bulimia nervosa is not so frequently life-threatening, but seriously affects the wellbeing of sufferers and can have serious medical complications. This condition is characterised by binge eating and subsequent behaviours that are engaged in to compensate for the binge.
Many individuals suffer from other equally unhealthy and disturbing patterns of eating, which are not easily classified. These are known as Eating Disorders Not Otherwise Specified (EDNOS).
Eating disorders mainly affect females but approximately one in ten individuals with an eating disorder is male. It is difficult to accurately estimate the frequency of occurrence of eating disorders due in part to the secretive nature of the disorder. In Australia, anorexia nervosa affects approximately 0.5 per cent of females, bulimia nervosa 2-3 per cent and EDNOS 2-3 per cent. Individuals with an eating disorder have significant problems with eating habits, weight management practices and attitudes about weight and body shape. These eating related attitudes and behaviours can have numerous negative consequences including:
- Low self-esteem, depression, shame/guilt
- Obsession and anxiety
- Interference with normal daily activities
- Social withdrawal
- Life threatening physiological symptoms
What causes eating disorders?
There are many suggested theories of the factors involved in the development of eating disorders, but there is no single consensus on a cause. Most research acknowledges that the development of eating disorders involves a complex set of interactions between cultural, social, family, personality and physical factors (including genetic factors). Our culture has an unrelenting idealisation of thinness and the ‘perfect' body is synonymous with beauty and success. Research suggests that this social environment encourages dieting, and dieting predisposes an individual towards eating problems. In the case of bulimia nervosa particularly, the physiological effects of dietary restriction may trigger binge eating. In addition, feelings of inadequacy, depression, anxiety and loneliness, as well as problematic family and personal relationships, may also contribute to the development of eating disorders. Once the pattern has started, eating disorders may become self-perpetuating. Dieting, bingeing and purging help some people to cope with painful emotions and to gain a degree of control of their lives. However, at the same time, these behaviours undermine physical health, self-esteem and a sense of competence and control. In anorexia nervosa, starvation frequently contributes to a lack of flexible thinking, which may make change difficult.
Treatment of eating disorders
Many people with eating disorders do not seek treatment for their problems. There are numerous reasons for this. In the case of anorexia nervosa, the individual may not perceive that they have a problem, or may be deeply afraid of the weight gain that will be encouraged or enforced in treatment. In bulimia nervosa, individuals may not seek help as they are ashamed and fear the stigma attached to eating disorders, they may not believe they can be helped, they may not be able to afford treatment, or appropriate treatment may not be readily available. In males, eating disorders may be overlooked because these conditions are more unusual in males.
However, finding appropriate help and treatment for eating disorders is essential - the sooner, the better. The longer abnormal eating behaviours persist, the more difficult it is to overcome the disorder and its effects on the body. Psychologists are frequently crucial sources of psychological intervention and can play a vital role in helping people with eating disorders to identify and challenge the negative beliefs about themselves that are maintaining the disorder.
A short clip on anorexia nervosa and bulimia
There are many different eating problems that exist. This video talks about those that are not specified.
Do you prefer to access this content in a document? You can download a written version this information. | <urn:uuid:7491f6a7-3244-4bd3-9bcc-7598f3ab5b70> | CC-MAIN-2023-40 | https://www.student.unsw.edu.au/eating-disorders | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510810.46/warc/CC-MAIN-20231001073649-20231001103649-00204.warc.gz | en | 0.956037 | 871 | 3.84375 | 4 |
The Relief from Distress by Shaykhu’l Islam Ibn Taymiyyah (d. 728H)
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An explanation to the du’a of Prophet Yunus
Prophet Yunus (‘alayhi as-Salam) spent many years calling his people to worship Allah alone, and to abandon their sinful ways. Only few people believed in his message; finally in despair, Yunus supplicated to Allah that His punishment descends upon his nation. He was commanded by Allah to preach to his people for a further forty days, when three days remained he proclaimed amongst his people that punishment would afflict them in three days and he fled. His people gathered together and agreed that Yunus was a pious person who was not known to lie, and when they saw that he had indeed fled, they became certain of the imminent punishment and repented, so Allah forgave them and showed them mercy. When Yunus came to know that Allah forgave his people, fearing disgrace and being called a liar, he embarked upon a ship, before long the ship was overcome with bad weather, as a result he was thrown into the sea and swallowed by a huge whale.
In the stomach of the whale he called upon his Lord in pitch darkness, “There is none worthy of worship save You! Glory be to You, far removed are You from my any imperfection; I have been among the wrongdoers.” Allah responded to him and rescued him from his grief, and the whale spews him out onto the beach.
Our beloved Prophet Muhammad (peace and blessing be upon him)said, “The dua of my brother Yunus, ‘None has the right to be worshiped save You; glory be to You, far removed are You from any imperfection; I have been amongst the wrong-doers,’ none who is experiencing difficulty employs it except that Allah would relieve him of his difficulty.”
The author explains this supplication in the form of this book in extensive detail and its significance. This is an extremely beneficial work explaining this very powerful dua and how it can remove harm, difficulties, worries, stress, anxiety and much more. This great work will benefit every reader and empower them to call upon their Lord in the best of forms, even at the most difficult of times. It is the most detail work on this great supplication in English literature.
Shaykhu’l Islam Ibn Taymiyyah (d. 728H) was a leading Muslim scholar in the history of Islam and a Mujtahid in his own right. His breath of learning and depth of understanding was accepted by all of his peers and many of his biographers stated that he clearly suppressed the vast majority, if not all of the scholars of his time. He was a prolific writer and skilled orator. He was deeply religious and unwavering in his adherence to Islam and the Sunnah and repudiateing all | <urn:uuid:0251fe2d-d17d-45d1-8abd-612849ecbfd9> | CC-MAIN-2023-40 | https://darassunnah.com/products/the-relief-from-distress-by-shaykhu-l-islam-ibn-taymiyyah-d-728h | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511000.99/warc/CC-MAIN-20231002132844-20231002162844-00104.warc.gz | en | 0.988322 | 621 | 2.640625 | 3 |
Mary Akiko Kawasaki (nee Mori)'s was born in Fairview in Vancouver, BC in 1927. Mary talks about her family immigration history - her father emigrated to Canada in 1897 at the age of 14. He worked in a sawmill before purchasing his own store where he set up a small cafe. Mary talks about her childhood and the role of Buddhism in her family life. Mary talks the discrimination faced by her family when WWII started. After Pearl Harbour, they had to sell the store. Her brother was removed to Angler, ON while the rest of the family were removed to Sandon, BC. Mary talks about education in Sandon where Catholic nuns from Quebec taught. She also talks about the activities children participated in, making jam from berries, and foraging for mushrooms with her mother. After the end of WWII, her family relocated to Hamilton, ON. Mary talks about the discrimination they faced there. Mary also talks about the helpfulness of the Jewish community. She talks about her husband's family experience prior to WWII and their internment in Slocan, BC. Mary talks about her volunteering activities at the Japanese Canadian Cultural Centre (JCCC). She talks about Caravan, Bazaar and Issei Day at the JCCC.
Short clip from this interview: https://vimeo.com/440364563
Clip from Japanese Canadian Experience Conference: https://vimeo.com/336912669 | <urn:uuid:13f36d9e-653e-4a63-b3aa-b230f1456fd5> | CC-MAIN-2023-40 | https://jccc.on.ca/sedai-catalogue/2011259/interview-mary-akiko-kawasaki-nee-mori | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511000.99/warc/CC-MAIN-20231002132844-20231002162844-00104.warc.gz | en | 0.982356 | 290 | 2.578125 | 3 |
- Kingdom: Animalia
- Phylum: Chordata
- Class: Actinopterygii
- Order: Siluroformes
- Family: Sorubiminae
- Genus: Pseudoplatystoma The Genus Pseudoplatystoma has 8 species, 5 of which have only been identified since 2007. The 3 original species which formerly included those recent 5 additions are P.corruscans, P.fasciatum, P.tigrinum the Spotted, Barred and Tiger sorubim respectively. Each of these can be identified in their own ways. Pseudoplatystoma species have been intensively cross bred with each other to create many hybrid species aswell as with the Redtail catfish (Phractocephalus hemioliopterus) to try to produce a viable hybrid food fish in parts of South America. This article generally describes the whole genus Pseudoplatystoma which contains the 8 subspecies and we refer to them as Tiger or Sorubim catfishes.
Tiger catfish can easily grow to 1.3m (4.5ft) in length and 40kg (88lb).They are all found naturally in South American rivers such as the Amazon or the Orinoco. All are boldly striped or dark spotted These markings and colourings will vary depending on the waters and aquatic vegetation around the fishes territory. They have been successfully introduced into many fishing lakes in Thailand and are considered by most a very beautiful and prized catch. When hooked this fish will stick to the bottom for as long as possible and have you wondering if you caught up with a mini jet powered submarine.
Tiger catfish mainly live in river channels and areas of flooded forest in the Amazon and Orinoco river basins, which are their natural habitat. They will search the bottom of the lake or river looking for food items. They are generally active after dark, and prefer spending their days well hidden under stones or logs.
ike other catfish they have sensitive whiskers known as barbels that protrude from around the mouth these help the catfish locate their prey after dark, or in very cloudy turbid waters. The eyes of the Tiger catfish are relatively small, which indicates that they rely less on sight and more on smell and vibrations picked up by their whiskers.
Here in Thailand the Tiger catfish have become a very popular sport fish and are stocked in most fishing parks. They will take a whole range of baits and are strong fighters hugging the bottom and staying deep until the last. Once landed this is a very beautiful fish species much admired and makes a great photo. | <urn:uuid:0bf9ccb5-2e8b-4e4e-a889-8e15e9e8bcb3> | CC-MAIN-2023-40 | https://www.megafishingthailand.com/fish-species-in-thailand/introduced/tiger-catfish-pseudoplatystoma-tigrinum/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511000.99/warc/CC-MAIN-20231002132844-20231002162844-00104.warc.gz | en | 0.949966 | 558 | 2.859375 | 3 |
EPA Proposes Limits on Dangerous Chemical Used by Medical Sterilization Plants
WEDNESDAY, April 12, 2023 (HealthDay News) – The Environmental Protection Agency on Tuesday proposed limiting the use of a chemical used to clean medical equipment in sterilizing plants because it also raises cancer risks for workers.
The agency plans to slash emissions of the odorless gas, called ethylene oxide, by about 80% at 86 medical sterilization facilities.
“EPA’s number one priority is protecting people’s health and safety, and we are committed to taking decisive action that’s informed by the best available science,”EPA Administrator Michael Regan said in an agency news release. “These proposals build on EPA’s extensive outreach to communities across the nation and reflects close coordination among key federal partners. Together they would significantly reduce worker and community exposure to harmful levels of ethylene oxide."
Long-term exposure to the chemical over the course of a working career or from living near a sterilizing plant can increase the risk of certain types of cancer, including lymphoma and breast cancer, the agency explained. People who go to school near places where ethylene oxide is used are also potentially at an elevated risk of cancer.
Ethylene oxide, which classified as a pesticide, is used to sterilize about half of all medical devices in the United States, including pacemakers, syringes, catheters and plastic surgical gowns, according to the agency.
While the EPA’s acceptable increase in lifetime cancer risk is 1 in 10,000, someone who works in a medical sterilizing plant has a risk over their career of an increase of one extra case of cancer per 10 people exposed, the Associated Press reported.
Under the proposal, sterilization facilities will need to test for the antimicrobial chemical in the air. They also will need to make sure pollution controls are working.
The agency also proposed requiring protective vapor masks for those working near high amounts of ethylene oxide. Some workplaces, including museums, should stop using the gas, it said.
Reaction to the proposal was swift.
“I’m relieved and pleased that the EPA has finally issued proposed standards that are based on their own scientists’ recommendations on an updated, higher cancer risk value,” Darya Minovi, a senior research analyst with the Union of Concerned Scientists, said in a statement.
Minovi added that the proposal should have also required monitoring at facility fence lines, to reassure neighbors.
“These proposed rules are the first step to addressing elevated and unnecessary cancer risks that Laredo and other impacted communities face... However, we have more work ahead of us to make sure that the final rules are as protective as possible," Sheila Serna, climate science and policy director at the environmental group Rio Grande International Study Center, said in a statement.
The group sued the EPA in December to try to tighten ethylene oxide protections. Serna also thinks the EPA should require fence line monitoring.
But Scott Whitaker, president and CEO of the Advanced Medical Technology Association, said in a statement that the EPA risk assessment overstates threats to employees.
Not only that, but many devices “cannot be sterilized by another method,” Whittaker explained, and if some facilities close medical care may be delayed. Whitaker also called the 18 months allowed for installing technology to reduce emissions “much too short."
“It could take many months for abatement equipment to arrive. Supply chains and manufacturing are still recovering from the pandemic,” Whitaker noted.
The National Cancer Institute has more on ethylene oxide.
SOURCE: U.S. Environmental Protection Agency, news release, April 11, 2023; Associated Press | <urn:uuid:4f8ac3bb-59c6-40e7-aa93-e738e3bc7ec9> | CC-MAIN-2023-40 | http://healthlibrary.gradyhealth.org/RelatedItems/6,1659839506 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511424.48/warc/CC-MAIN-20231004220037-20231005010037-00804.warc.gz | en | 0.954681 | 780 | 2.6875 | 3 |
Puzzles - this is such a game, without which it is impossible to imagine a children's room, because kids with such interest combine bright elements and look forward to the result. Such an activity develops logic and imagination, attentiveness, improves motor skills. Presenting a picture in the mind and finding the missing element, the child will train spatial thinking, memory and color perception. The set "Cars" is designed for the smallest children and will help in the development of logical thinking.
|Number of details||20| | <urn:uuid:d32dd576-c44d-49c9-8ad0-fe037c80eef0> | CC-MAIN-2023-40 | https://knackhands.se/puzzles-cars | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511424.48/warc/CC-MAIN-20231004220037-20231005010037-00804.warc.gz | en | 0.84149 | 172 | 2.703125 | 3 |
Imagine a world shrouded in darkness and chaos, plagued by death and suffering, but out of nowhere, a light emerges, a light of transformation and rebirth, the light of the Renaissance. This period of innovation started in Italy when the fields of art, science, and philosophy flourished. The Renaissance was a progressive period throughout Western Europe that yielded a plethora of achievements through its advancements in art, science, and philosophy which have come to influence the modern world in countless ways.
The Renaissance emerged as a transformative period in Italy. After the fall of the Western Roman Empire in 476 AD, a Dark Age reigned over Europe. It was an epoch full of decline, barbarism, and pestilence. This abominable era carried on until the 14th century when a rediscovery of classic knowledge sparked an era of curiosity and critical thinking in Western Europe, known as the Renaissance. The Renaissance was set during the 14th -17th century and was a renewed period of art, science, and philosophy. Thus the name “Renaissance” translates to“rebirth” in French, and rebirth is precisely what it was. It was the rebirth of Western Europe from a dark age to an era of flourishing that lasted centuries.
The Renaissance has had a large influence on art until the modern day, and it stands as the birthplace of several world-famous artists and iconic masterpieces. One of the most famous people not only from the Renaissance but from all of world history, is Leonardo da Vinci. Da Vinci was a true polymath, he painted the legendary “Mona Lisa” and “The Last Supper”, and designed flying machines, which created the foundation for aviation in the modern world. Michelangelo is another major figure in history. He sculpted the iconic statue of David, as well as La Pieta, painted the ceiling of the Sistine Chapel, and had a crucial role in designing, as well as constructing, Saint Peter's Basilica. These masterpieces stand the test of time and continue to fascinate generation after generation, and have shown to have a lasting impact in Europe and throughout the world.
Along with art, the Renaissance had a tremendous scientific impact on Western Europe. For example, Galileo Galilei, known by the West as “the father of modern science” constructed improvements to the telescope, allowing him to learn more about the solar system than ever before, Galileo also formulated the laws of inertia. Which are still used to this day to navigate space travel and create automobiles. Johannes Kepler is another key scientist of the Renaissance. Kepler discovered the three laws of planetary motion, which provided him with the mathematical framework to understand the movement of celestial bodies. Kepler’s discoveries have gone on to serve as the foundation for modern knowledge of outer space and space exploration. These achievements of the Renaissance continue to show how essential they are for the foundation of numerous scientific discoveries and achievements in the Western world.
In addition to art and science, the Renaissance has shown to be an extremely influential period for philosophy. Particularly in the context of Humanism, which places value on the potential of human beings. It believes that society can better itself through education, and motivates people to think freely for themselves, apply the knowledge they learn, care for others, and to value their dignity. An Italian scholar named Francesco Petrarca played a vital role in the development of Humanism; he is widely recognized as the Father of Humanism. Petrarch drew inspiration from the works of famous Roman philosophers, Cicero and Virgil, and he believed that the pursuit of classical knowledge leads to the betterment of society. Petrarch urged individuals to develop their talents, pursue education and strive for personal improvement. In his collection of sonnets, Canzoniere, Petrarch explains his Humanistic ideas and communicates his fascination with nature and human emotions. The philosophy of the Renaissance affects the world tremendously. To this day, the Humanities is a very broadly studied field in which substantial numbers of college students choose to major. Almost everyone worldwide has learned about some form of Humanism, whether it be through literature, history, or philosophy.
The Renaissance proves itself to be one of the most innovative periods in Western history, and we still see it in the art we admire, the scientific advancements that have shaped our understanding of the world and beyond, and the philosophical knowledge that has allowed us to understand more about human nature. This period happened centuries ago but still generated knowledge that influences the modern world. From art and architecture to science and philosophy, the legacy of the Renaissance is still visible in our society. | <urn:uuid:a3e7a016-ecd1-439b-b022-6b0f79a4638d> | CC-MAIN-2023-40 | https://www.brutusjournal.com/article-collection/culture/arsh/lessons-from-the-past-the-italian-renaissance | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511424.48/warc/CC-MAIN-20231004220037-20231005010037-00804.warc.gz | en | 0.956481 | 936 | 3.890625 | 4 |
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