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Verbs are the most important component of any sentence. These words talk about the action or the state of any noun or subject. This means that verbs show what the subject is doing or what is the state or situation of the subject. He ran to the store. - Here the verb ran describes the action of the subject ‘he’ She is a creative person. - Here there is no action being done. Instead the auxiliary verb ‘is’ shows the state of the subject ‘she’ as being ‘creative’. There are different types and classifications of Verbs; some of the most important ones are listed below: These verbs talk about what the subject is doing in the sentence. Action Verbs are one of the most easily identifiable types of verbs. To recognize them, you simply have to look for the word in the sentence that answers the question ‘What is the subject doing?’ e.g. - Rose is painting the kitchen walls. The subject here is Rose, and what is Rose doing? Rose is painting. Hencepainting is our action verb. My dog is sleeping on the sofa. The subject here is dog, and what is the dog doing? The dog is sleeping. Sosleeping is our action verb. There are two types of Action Verbs which describe the Verb and the Subject doing the action and the Object on which the action is done, they are - Transitive Verbs - These Action Verbs have a definite object on which, or for which the action is being performed. That means that the action has a definite recipient or object. To identify them you can ask the question what is the/did the subject -verb-? Rose is painting the kitchen walls. Here the verb is painting and the subject is Rose. If we form the question - what is Rose painting? The answer is- The kitchen walls. Thus, we see that there was a specific object on which the action of paintingwas being done. Hannah gave him a big hug. Here we see that the action ‘gave’ is being performed by the subject Hannah. So the question is what did Hannah give? And the answer is - A big hug. Here, we also have a indirect object as ‘him’. This indirect object would be the answer to the question- Who did the subject (Hannah) - verb - (give) the object (hug) to? Intransitive Verbs - These verbs also show an action but here there is no specific object on which the action is being done. To recognize these verbs, we ask the question what is the/did the subject -verb- ? If there is no answer present, then the verb in the sentence is an Intransitive Verb. Rose is painting right now. Here, if we ask the question what is Rose painting? There is no answer which means that in this sentence painting is an Intransitive Verb. It is telling us about the action of the subject but there is no specific object for the action. Hannah sneezed repeatedly. Here, the verb is sneezed. If we ask the question what did Hannah sneeze?There is no answer present for it making sneezed a intransitive verb. Dynamic and Stative Verbs This category of verbs deals with the verb words themselves; and whether they indicate an action or a state of the subject. This category is not concerned with the object in particular. These verbs denote an actual action or expression or process done by the subject. They mean an action which can be seen or physically felt or the result of which is seen or physically felt by the object or an indirect object. She buys new clothes every week. Here the verb is buys which is an action done by the subject ‘she’, hence it is a dynamic verb. He is swimming at the beach. Here again we have the definite action swimming done by the subject ‘he’, making ‘swimming’ a dynamic verb in this sentence. These verbs refer to the state of the subject or the situation of the subject. Stative Verbs tell us about the state of mind of the subject, or the relation between the subject and the object. She prefers strawberry jam. Here the Stative Verb is ‘prefers’ which shows the thinking of the subject ‘She’ towards the object, which is ‘jam’. The cupboard requires a new coat of paint. Here the subject is ‘cupboard’ and the stative verb is ‘requires’ which is telling about the relation between the subject ‘cupboard’ and the object ‘paint’. These verbs are unlike other verbs as they do not tell anything about a subject themselves, instead Linking Verbs connect the subject to a noun or adjective that helps in describing or providing additional information about the subject. Those nouns or adjectives are called the subject complements. Lisa is fussy about food. Here we see the subject is Lisa and the linking verb is ‘is’ which is connecting Lisa to the subject complement ‘fussy about food’ which is giving additional information about Lisa’s preferences. They are stubborn children. Here the linking verb is ‘are’ which is combining the subject They to the subject complement of ‘stubborn’ which is an adjective. The best to recognize linking words in a sentence is to see whether the verb can be replaced by ‘is, am or are’. If the sentence still sounds logical you know you have a linking verb. The students felt relieved. - The students are relieved. Hence ‘felt’ was a linking verb and not an action verb. As ‘felt’ here is simply connecting the subject to the adjective. Every student felt the relief. - Every student is/am/are the relief. Hence in this sentence ‘felt’ is action verb as it is the action of ‘feeling an emotion.’ Using Verbs in Sentences - To use verbs correctly in sentences you need to learn more about the construction and use of the various verbs. And how they change form according to tenses and use in a sentence. For correct application verbs in written text you will need to know about - Regular and Irregular Verbs - These are the two different ways in which verbs change to form different tenses. Whether to simply add ‘-ed’ at the end of a verb or does it take a different form altogether. Finite and Non-Finite Verbs - These are verbs which can be either the main verb of a sentence or just one that is used as an adjective or noun as well. Modal Verbs - These verbs tell us whether something is probable or about the skills of a noun etc. There are 10 modal verbs in total and each have an important part in sentence formation. With our free PDF notes you can get success in any competitive or entrance exams like CTET, KVS, NET, CAT, MAT, CMAT, SSC, B.ED, IBPS Recruitment, IAS, CSAT, State Civil Services Exams, UPTET, PSTET, HTET & many more. It also provides NCERT solutions, CBSE, NTSE, Olympiad study material, Indian General Knowledge, English, Hindi, Mathematics, Current affairs, Science, S.ST, model test papers, important Questions and Answers asked inCBSE examinations.

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If you’re struggling with capitalization issues, this list should help. This article contains a comprehensive list of capitalization rules. A comprehensive list of capitalization rules can be essential when writing a paper or an official report. This list of rules can help you figure out how to capitalize words in your writing correctly. The First Letter of a Sentence The first letter of a sentence is always capitalized, even if it comes after a quotation mark. In this comprehensive list of capitalization rules, this is probably the most well-known. The Word “I" The word “I" is always capitalized, even in the middle of a sentence. Similarly, in the contractions “I’m," “I’ve," “I’ll," and “I’d," the letter “I" is also capitalized. Names and Titles First and last names of people are always capitalized, such as “John Doe." Titles are also capitalized when they come before a name. Therefore, the word “president" in “the president of the United States" would not be capitalized, but “President Obama" would be. Below are some other less common examples of capitalized titles: · Author J. K. Rowling · Mayor Giuliani · Secretary of Defense Robert Gates Other Proper Nouns Specific names of places or things should be capitalized as well. For example, “Los Angeles" is capitalized because it is the name of a specific place. “Tropicana" is capitalized because it is the name of a specific company. And although “river" is a common noun, which is not capitalized, the “Yangtze River" would be capitalized because it names a specific river. Time periods, such as days, months, and epochs, are also capitalized. Therefore, the words “Tuesday," “March," and “Stone Age" would be capitalized. Direction words, including cardinal directions (e.g., north, east) and intermediate directions (e.g., northeast, southwest), should be lowercase. They should only be uppercase when referring to a specific geographic area, such as “the Southwest." Words in the title of a book, movie, article, or other creative work should almost always be capitalized. Only articles and prepositions are sometimes lowercase in a title, and even then only if they contain fewer than three or four letters. The first letter of a title is always capitalized, even if it is a short article or preposition. Having a comprehensive list of capitalization rules can help you understand when to capitalize letters in your writing and when to keep them lowercase. Keep this article handy for easy reference in order to improve your capitalization skills.

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U.S. Disability Policies As mandated by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments of 2008 (ADAAA), the Individuals with Disabilities Education Act of 1975 (IDEA), and Section 504 of the Rehabilitation Act of 1973 students with a documented disability must be allowed to receive services to augment their education. This includes classroom and outside services such as social groups, support services, counseling, and even mentoring services. Section 504 and IDEA are for children from ages 5 – 21 in primary and secondary education. It is the ADA that requires the provision of accommodations to post-secondary students with disabilities. Section 504 of the Rehabilitation Act of 1973 Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal access to an education in which the child may receive accommodations and modifications. Section 504 turned into the law IDEA in 1975. Individuals with Disabilities Education Act of 1975 (IDEA) IDEA is the U.S.’s special education law. IDEA was originally enacted by the U.S. Congress in 1975 to ensure that children with disabilities had the opportunity to receive a free appropriate public education, just as all U.S. children. The law has been revised numerous times over the years with the most recent amendments being passed by the U.S. Congress in December of 2004. The Americans with Disabilities Act of 1990 (ADA) The ADA ensures civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. The ADA guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) The Amendments Act made changes to the definition of the term “disability” and its interpretations by the court. It served to clarify and broaden coverage of the ADA , focusing on discriminatory practices as opposed to identification standards.

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- Part-III of the Indian constitution from article 12 to 32, contains fundamental rights. - Part-III of the Indian constitution is called corner stone of the constitution and together with part-4 (directive principles and state policy) constitutes the conscience of the Constitution. This chapter of the Constitution has been described as the Magna Carta of India. - Fundamental Rights are individual rights are enforced against the arbitrary invasion by the state except, in the case of Art. 15 (2), Article 17, Article 18(3-4), Article 23 and Article 24 where these can be enforced against private individuals also. - FRS are not absolute rights and Parliament could put reasonable restriction. The grounds for the restriction may be the advancement of SCs, STs, OBCs, women, and children; general public order; decency, morality, sovereignty & integrity of India; security of the state, friendly relations with foreign states, etc. - According to Article 12, ‘the state’ includes the - Government and Parliament of India. - Government and Legislature of States. - All local or state authorities such as municipalities, panchayats, district boards, improvement trusts, etc . within the territory of India or under the control of Government of India. Classification of Fundamental rights Originally Constitution provided for seven Fundamental Rights viz. - Right to equality (Article 14-18) - Right to freedom (Article 19-22) - Right against exploitation (Article 23-24) - Right to freedom of religion (Articles 25-28) - Cultural & educational rights (Articles 29-30) - Right to Property (Article 31) - Right to constitutional remedies (Article 32). - Right to Privacy But, Right to property was removed from the list of the Fundamental Rights by the 44th Constitution Amendment Act, 1978 and after amendment, it was made legal right under Article 300-A in part-12 of the Constitution. At present there are only six Fundamental rights, six fundamental rights are described below in brief. - Article 14 says that state shall not deny to any person equality before the law or the equal protection of the laws within the territory of India. - Art. 14 is available to any person including legal persons viz. statutory corporation, companies, etc. - Art. 14 is taken from the concept of equal protection of laws has been taken from the Constitution of USA. - The concept of the rule of law is a negative concept while the concept of equal protection of laws is a positive concept. - The concept of equality before the law is equivalent to the second element of the concept of the ‘rule of law’ propounded by A.D. dicey, the British jurist. But certain exceptions to it are, the president of India, state governors, Public servants, Judges, Foreign diplomats, etc., who enjoy immunities, protections, and special privileges. - Article 15 says that the state shall not discriminate against only of religion, race, sex, place of birth or any of them. - Under Article 15 (3) & (4), the government can make special provisions for women & children and for a group of citizens who are economically and socially backward. - Article 16 says that there shall be equality of opportunity for all citizens in matters relating to employment or appointment to any office under the state. Article 17 (Abolition of Untouchability): Article 17 says that Untouchability is abolished and its practice in any form is forbidden. The enforcement of any disability arising out of untouchability shall be an offense punishable by law. - Article 18 says that no title, not being a military or academic distinction, shall be conferred by the State. No citizen of India shall accept any title from any foreign state. - The awards, Bharat Ratna, Padma Vibhuhan, Padma Bhushan and Padma Shri, called as The National Awards would not amount to title within the meaning of Article 18(i). - to freedom of speech and expression. - To assemble peacefully and without arms. - To form associations or unions. - To move freely throughout the territory of India. - To practice any profession or to carry on any occupation, trade or business. Article 20 (Protection in respect of conviction for offenses): Article 20 says that state can impose reasonable restrictions on the groups of security of the state, friendly relations with foreign states, public order, decency, morality, contempt of court, defamation, etc. Article 21 deals with Protection of life and personal liberty. Article 21A states that that state shall provide free and compulsory education to all children of the age of 6-14 years. Article 22 deals with protection against arrest and detention in certain cases. Right Against Exploitation (Articles 23-24): Right to Freedom of Religion (Articles 25-28): Article 25 deals with freedom of conscience and free profession, practice, and propagation of religion. Article 26 deals with freedom to manage religious affairs. Article 27 deals with freedom as to payment of taxes for promotion of any particular religion. Article 28 deals with freedom as to attendance at religious instructions or religious worship in certain educational institutions. Cultural and Educational Rights (Articles 29-30): Article 32 deals with the right to move to the supreme court for the enforcement of Fundamental Rights including the Writs of (i) Habeas corpus, (ii) Mandamus, (iii) Prohibition, (iv) Certiorari and (iv) Quo warranto. - Right to privacy is an intrinsic part of Article 21 that protects life and liberty of the citizens. - The ruling has implications for the government’s vast biometric ID scheme, covering access to benefits, bank accounts and payment of taxes. - Rights groups are concerned personal data could be misused. The authorities want registration to be compulsory.

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For children to comprehend a text, they need to read it fluently. If the reading is disfluent, the reader will struggle to hold onto all the information to comprehend a sentence or paragraph. We know that reading fluency has three components, as seen above: - Accuracy – children need to be able to read words accurately. If they can’t read accurately, they will not be able to make meaning of the text. - Rate – to hold the sentence in our short-term memory – we need to read at a suitable rate: too fast, and we might miss some details; too slow and we might not be able to hold on to the sentence. - Prosody – this means correct pronunciation of words, expression, and phrasing using punctuation for intonation. How can decodable books support reading fluency? When children practise reading with decodable books, they consolidate specific spelling patterns they have learned. This helps consolidate the letter/sound bonds they need to learn to decode new words. With repeated practice, children can read the words quickly and fluently, gradually recognising them by sight. They also have an opportunity to develop word recognition of high-frequency words that will help to read fluently. Rereading a decodable text is a great way to get children reading with confidence. Once they can decode the words, the teacher can focus on the phrasing, punctuation, and intonation. This will help children with comprehending the text. Comprehension in turn, will improve reading fluency. When the reader understands what the sentence is about, he/she can read the sentence with appropriate expression. Where new vocabulary in introduced – this too will develop comprehension as children become more confident pronouncing new words, weaving them into the phrasing of the text. Below you can see all the elements that are integrated when children reread decodable texts. A great way to develop fluency, comprehension, and reading engagement!

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A nanomachine is a mechanical or electromechanical device whose dimensions are measured in nanometers. They are also called a nanite. Nanomachines are largely in the research and development phase. Many of them are have been tested also. Recently, Scientists at Iowa State University, Henderson and Divita Mathur, have studied how to build nanomachines. Both are postdoctoral research lecturer at the Center for Biomolecular Science and Engineering at the Naval Research Laboratory in Washington, D.C. This nanomachine may have real- world medical applications and also capable of identifying a mockup of the Ebola virus. These nanomachines, built from DNA, essentially would encapsulate the medication and guide it to its target. Haderson, a professor of genetics, development and cell biology at Iowa State University said, “Such a machine would prove valuable in the developing world, where access to diagnostic medical equipment can be rare.This nanotechnology could be manufactured cheaply and disposed of easily. Used in conjunction with a smartphone app, nearly anyone could use the technology to detect Ebola or any number of other diseases and pathogens without the need for traditional medical facilities.” This technology could be used by anyone through a combination of a smartphone app to identify Ebola or other diseases and pathogens. Any traditional medical facilities don’t require it. He said, ” It’s the magic of how DNA works. The trick lies in understanding the rules that govern how DNA works. It’s possible to get that rule set in a way that creates advantages for medicine and biotechnology.” The classical double-helix structure of DNA is those adaptable strands find each other automatically, like a castle that builds itself. Henderson binds those same principles for his nanomachines. First, the equipment is added to water. After that they got heated and cooled, find each other and assemble correctly without any additional extension from the differently disposing of the machines. How was this nanomachine made? Henderson said about 40 billion different machines fit in a single drop of water. The machines mimic as an analytical tool that identifies specific disease at the genetic level. Henderson and Mathur designed the machines to detect symptoms of Ebola. However, the test in the study used an artificial version of the viral genome and not the real thing. Henderson occupied a fixed photonic system, which detects molecules that are to be targeted. The photonic system flashes a light if the machines found what they’re looking for. This is also can be detected by a machine called a fluorometer. According to Henderson, ” This kind of technology can be altered to find specific types of molecules or pathogens. It implicitly allows anyone to run diagnostic tests anywhere without access to medical facilities. He also anticipates a time when similar nanoscale architectures were used to deliver medication toughly where it needs to go at precisely the right time. Henderson said, “Such advances aren’t that far beyond the reach of modern medicine. It just requires scientists in the field to think small. Really small, in this case.”

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Governing Body During the American Revolution Image: First Continental Congress The First Continental Congress was convened on September 5, 1774, in Carpenters Hall in Philadelphia, the largest city in America at the time. Fifty-six delegates appointed by the legislatures of twelve of the thirteen colonies attended this first meeting, which was in session between September 5 and October 26, 1774. Georgia did not send any representatives to the first Congress. The relationship between the Thirteen Colonies and the Kingdom of Great Britain had slowly but steadily worsened since the end of the French and Indian War in 1763. The war had plunged the British government deep into debt, prompting the Parliament to enact a series of measures to increase tax revenue from the colonies. Many colonists, however, insisted that Parliament had no right to levy taxes upon them because they had no representatives in the British government, leading to the slogan “No taxation without representation.” Some colonial essayists went even further, and began to question whether Parliament had any legitimate jurisdiction in the colonies at all. The First Continental Congress was called in response to the Intolerable Acts – a series of laws passed by the British Parliament in 1774 relating to the American colonies. Benjamin Franklin had put forth the idea of such a meeting the year before but was unable to convince the colonies of its necessity until the British closed the Port of Boston. Four of the acts were issued in direct response to the Boston Tea Party of December 1773; the Parliament hoped that by making an example of Massachusetts they could reverse the trend of colonial resistance that had begun with the 1765 Stamp Act. However, these acts only triggered the outrage that grew into the American Revolution. First Continental Congress The First Continental Congress met from September 5 to October 26, 1774. The delegates included John Adams and Robert Treat Paine from Massachusetts, Thomas Lynch, Jr. and Edward Rutledge from South Carolina, and Philip Livingston and William Floyd from New York. The Virginia delegation presented the most eminent group of men in America. George Washington, Richard Henry Lee, Edmund Pendleton, Benjamin Harrison V and Patrick Henry, who considered the government already dissolved, and was seeking a new system. Virginian Peyton Randolph was selected as President of Congress and presided over the proceedings. Many of the delegates were initially unknown to one another and vast differences existed on some of the issues, but important friendships flourished. Frequent dinners and gatherings were held and were attended by all except the spartan Samuel Adams. Pennsylvania delegate Joseph Galloway sought reconciliation with Britain, and put forth a Plan of Union of Great Britain and the Colonies, which proposed a popularly elected Grand Council which would represent the interests of the colonies as a whole, and would be a continental equivalent to the English Parliament. John Jay and other conservatives supported Galloway’s plan, but it was only supported by five colonies. (Galloway would later support the British). Paul Revere then rode into town bearing the Suffolk Resolves, a series of political statements that had been forwarded to Philadelphia by a number of Boston-area communities. The resulting discussion further polarized the Congress. The radical elements eventually gained the upper hand, and a majority of the colonies voted to endorse the Resolves. The Congress had two primary accomplishments. The first was a compact among the colonies to boycott British goods. If the Intolerable Acts were not repealed, the colonies would also cease exports to Britain. The Continental Association was created by the Congress to implement the boycott, and committees of observation and inspection were to be formed in each colony. The articles of the Continental Association imposed an immediate ban on British tea, and on importing or consuming any goods from Britain, Ireland and the British West Indies to take effect on December 1, 1774. Colonies would also cease all trade and dealings with any other colony that failed to comply with the bans. Imports from Britain dropped by 97 percent, but its potential was cut short by the outbreak of the Revolutionary War. Declaration of Rights and Grievances In October 1774, the Congress composed a Declaration of Rights and Grievances, as well as a plan of union and pleas to King George III to resolve the issues common to all of the colonies. The strategy was that the colonies would prepare for war while the Congress continued to pursue reconciliation. The Declaration reads in part: Whereupon the deputies so appointed being now assembled, in a full and free representation of these Colonies, taking into their most serious consideration the best means of attaining the ends aforesaid, do in the first place, as Englishmen their ancestors in like cases have usually done, for asserting and vindicating their rights and liberties, declare, That the inhabitants of the English Colonies in North America, by the immutable laws of nature, the principles of the English constitution, and the several charters or compacts, have the following Rights: 1. That they are entitled to life, liberty, and property, and they have never ceded to any sovereign power whatever, a right to dispose of either without their consent. 2. That our ancestors, who first settled these colonies, were at the time of their emigration from the mother country, entitled to all the rights, liberties, and immunities of free and natural born subjects within the realm of England. 3. That by such emigration they by no means forfeited, surrendered, or lost any of those rights, but that they were, and their descendants now are entitled to the exercise and enjoyment of all such of them, as their local and other circumstances enable them to exercise and enjoy. 4. That the foundation of English liberty, and of all free government, is a right in the people to participate in their legislative council: and as the English colonists are not represented, and from their local and other circumstances, cannot properly be represented in the British parliament, they are entitled to a free and exclusive power of legislation in their several provincial legislatures, where their right of representation can alone be preserved, in all cases of taxation and internal polity, subject only to the negative of their sovereign, in such manner as has been heretofore used and accustomed. The First Continental Congress was regarded as a success by both the general public and the delegates. Despite heated and frequent disagreements, the delegates had come to understand the problems and aspirations of people living in the other colonies. Many of the friendships forged there would make the task of governing the new nation in the coming years much easier. Second Continental Congress The second major accomplishment of the First Congress was to provide for a Second Continental Congress in the event that their petition was unsuccessful in halting enforcement of the Intolerable Acts. Their appeal to the Crown had no effect, and so the Second Continental Congress was convened on May 10, 1775, shortly after the Battles of Lexington and Concord were fought in Massachusetts, marking the beginning of the Revolutionary War. The two bodies together comprise The Continental Congress. John Hancock from Massachusetts was elected president of the assembly, and from May 1775 through 1781, the Second Continental Congress was our governing body. They organized the defense of the colonies and urged each colony to set up and train its own militia. On June 17, 1775, the Battle of Bunker Hill energized the Patriots, and the Congress established the Continental Army and appointed George Washington as commander-in-chief. A delegation from the colony of Georgia arrived in July. The Olive Branch Petition was adopted by the Second Continental Congress in July 1775 in an attempt to avoid a full-blown war with Great Britain. The petition affirmed American loyalty to Great Britain and entreated the king to prevent further conflict. The petition was rejected, and on August 23, 1775, the king declared the colonies to be in a state of “open and avowed rebellion.” Most delegates followed John Dickinson of Pennsylvania in his quest to reconcile with the king. However, a smaller group of delegates led by John Adams believed that war was inevitable. During the course of the Second Continental Congress, Adams and his group of colleagues decided the wisest course of action was to remain quiet and wait for the opportune time to rally the people. This decision allowed John Dickinson and his followers to pursue whatever means of reconciliation they wanted. It was during this time that the idea of the Olive Branch Petition was approved. The Olive Branch Petition was first drafted by Thomas Jefferson, but John Dickinson found Jefferson’s language too offensive and rewrote most of the document, although some of the conclusion remained Jefferson’s. Although the King discarded the petition, it still served a very important purpose in American Independence. The King’s rejection gave Adams and others who favored revolution the opportunity they needed to push for independence. The rejection of the “olive branch” polarized the issue in the minds of colonists and convinced to move towards independence. The Second Continental Congress, which met from 1775 through 1781, went on to create the Declaration of Independence and many critical laws and provisions that established the United States of America.

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Q: what is 6 by 6? This program emphasizes the six skills that parents and caregivers can help children develop before they learn to read by about the age of 6. Children get ready to read long before they start school. This is called early literacy and it means what children know about reading and writing before they can read and write. Researchers have identified 6 important pre-reading skills that children need to know before they learn to read – around the age of 6: - Print motivation: Have fun with books - Print awareness: Notice print all around - Vocabulary: Talk, talk, talk to your children, even when they don’t understand what you’re saying - Narrative skills: Tell stories about everything - Letter knowledge: Look for letters everywhere - Phonological awareness: Take time to rhyme, sing and play word games Watch all of our 6 by 6 videos here.

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Students this week are learning about the Texas Revolution! Students will gather information on the conflicts in Texas that led to the revolution, the Fredonia Rebellion, and the Law of April 6, 1830. This week students will learn about the events that led up to the colonization of Texas and how Moses Austin, Stephen F. Austin, and the Old 300 were involved in the events. Students will use the information learned during the lesson to decide if they would have chosen to move to Texas, during this time period, or decided it was best to live elsewhere. This week students will travel back in time to the 1800s! Students will learn about the rules for teachers and students during the pioneer days, as well as discuss the similarities and differences between school and daily life back then to our lifestyle now. Students are continuing their research on famous explorers throughout history. Student research will be focused on the travels of Christopher Columbus, Cabeza de Vaca, Francisco Coronado, and Seiur de LaSalle. This week students will learn all about exploration throughout history and research famous explorers. Students will gather information on what route was traveled, what they were searching for, who sent them, and what was the outcome. This week students will learn more about the important people that lead the local, state, and national government. Students will be introduced to each head of government and learn facts about being a leader at their specific level. This week students will create a foldable in order to learn more about the roles of important people in the federal executive branch and state executive branch. In their foldable, students will write and define the following words: president, cabinet, governor, and mayor. This week we began our unit on government by first taking a look at the three different branches of government and their roles. We also discussed voting, how it takes place, and the importance of it. Presentations on the American Indian tribes in Texas will begin later this week. Students are putting the finishing touches on their posters in preparation for their class presentations. Students are continuing their research on a Texas American Indian tribe. Final preparations for the class presentations are taking place this week. Students are working hard to make sure their posters have all the information needed to create a successful presentation.

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There is no subduction of the crust of Venus (shown here). Click on image for full size The Crust of Venus Unlike the Earth's crust, the crust of Venus is very rigid. On Earth, the lithosphere can be pushed aside in response to the warmth of the Earth. The crust then subducts, melts, and becomes part of the warm rising magma again. Thus on Earth, the recycling of the crust keeps the crust from becoming too thick. The shape of the volcanoes suggests that over its history, Venus, like Mars, has built a thick crust. A thick crust prevents motions of p lates over a surface. Why would Venus, and not the Earth, have a thick crust? The answer is that unlike the Earth, the rocky material which comprises the crust of Venus does not contain enough trapped water to allow the rocky material to bend and deform (like silly putty). Thus the crust stays in place and thickens by cooling gradually. Nevertheless, on Venus, there may be mechanisms for the surface to turn over. Shop Windows to the Universe Science Store! Learn about Earth and space science, and have fun while doing it! The games section of our online store includes a climate change card game and the Traveling Nitrogen game You might also be interested in: How did life evolve on Earth? The answer to this question can help us understand our past and prepare for our future. Although evolution provides credible and reliable answers, polls show that many people turn away from science, seeking other explanations with which they are more comfortable....more One reason scientists think that Venus has a thick crust comes from the shape of the volcanoes of Venus. (This is a different reason than in the case of Mars). In the long time in which the volcanoes exist,...more The Earth-planets formed with the gathering of rocky material and volatiles out of the primitive solar nebula. As they finished forming, the surface continued to be hit by the remanent of planetary material...more Like Mars, there is no plate tectonics on the surface of Venus. The surface of Venus does not *seem* to have changed or moved in billions of years. Unlike the case of Mars, however, careful examination...more Alpha Regio is an example of what is known as a "Plateau Highland" of Venus. The only volcano known to be found on Alpha Regio is Eve Mons. A Plateau Highland is like a continent, and is different from...more Aphrodite Terra, the Greek name for the goddess Venus, is about the size of half the continent of Africa, and is to be found along the equator of Venus. Aphrodite Terra is different from Ishtar Terra in...more Beta Regio is an example of what is known as a volcanic rise, which makes Beta Regio more like an island than a continent. Volcanic rises such as Beta Regio are broad, sloping highlands over 1000 miles...more Ishtar Terra is one of the Plateau Highlands of Venus, is found near the north pole, and is about the size of the continental United States. Ishtar Terra contains the four main mountain ranges of Venus...more

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Editor: Tanmoy Laskar Astronomy is arguably one of the oldest observational sciences, from the ancient Greeks and Egyptians, to the Babylonians and the Chinese, all of whom relied on their naked eyes for the study of the heavens. Since the invention of the first optical telescope during Galileo’s time in the early 1600’s, observational astronomy has come a long way, through the exciting years of the first radio telescopes in the 1930s, the first rocket-borne UV, X-ray and γ-ray observations in the 1960s and infra-red astronomy coming into its own in the 1980s. Each time a new window in the electromagnetic spectrum has been opened up to astronomy in the last century, previously-unimagined wonders have been discovered. Telescopes have got bigger and better over the years, but the basic principles of many of them are decided by fundamental physics – and remain the same. In this glossary, we take each waveband of the electromagnetic spectrum in turn, from the radio through γ rays and address the following questions - What astrophysical systems shine with this radiation? (i.e. the Astronomy) - Which radiative processes does this radiation trace? (i.e. the Physics) - How is it observed, and what are some of the world’s facilities dedicated to this waveband? Radio waves penetrate through clouds, which makes them an ideal tool for astronomers living in wet countries. Earth’s ionosphere keeps the lowest frequencies (below the plasma frequency) from propagating through – the same mechanism makes skywave propagation of AM radio, and much of amateur (HAM) radio operation possible. The following bands are discussed in the linked astrobite:

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Through a military allegiance with the great Shawnee chief Tecumseh (b.1768-1813) a large struggle between the native peoples of North America (Great Britain’s 1812 Allies) and the young American inhabitants (settlers and military men) who now controlled the territorial destiny of the expanding United States of America began in 1811. By the conclusion of the War of 1812 with the Treaty of Ghent in 1814-1815, US army and state militias had engaged Native American warriors from Canada to Ohio, Tennessee, and into the Mississippi territory of what became the states of Alabama & Georgia. The Battle of Tippecanoe, Indiana, November of 1811 One of the most significant campaigns of this period to American military history today was the Creek War or Red Stick War fought between the Red Stick Creeks and the United States and its Creek (Muscogee), Cherokee, and Choctaw allies primarily in what is today the US state of Alabama from February 1813 to August 1814. Although originally a civil war between warring Creek factions who were either pro-British or pro-American, American military intervention in the Creek civil conflict altered the course and eventual outcome of this bitter inter-tribal war. The final decisive battle of Red Stick Creek War (1813-1814) was fought at the Horseshoe Bend on the Tallapoosa River near what is today Dadeville, Alabama. It was a crushing defeat of the Red Stick Creeks led by chief Menawa (b.1766-1843) against an allied US-Native American army commanded Major-General and the future President of the United States, Andrew Jackson (b.1767-1845). The Native American peoples of North America fought several intermittent wars against the encroaching American and European settlers moving west following the end of the American Revolutionary War in 1783. Most notable amongst these conflict were the Chickamauga Wars of c.1776-1794 (Cherokees in Tennessee), the Northwest Indian War (Ohio) 1785-1795, and Tecumseh's War of 1811-1813. It was Tecumseh, a Shawnee chief and his allies who had inspired the Red Stick Creeks, named so for their dyed red war clubs and medicine sticks, to go to war against their fellow tribesmen and then against the United States as well. Tecumseh’s rebellions origins were seeded in both the Treaty of Greenville in 1795 and the Treaty of Fort Wayne in 1809 in which the once powerful Northwestern tribes had ceded their tribal territories in Ohio, Indiana, and Illinois to the white man. In the year 1811, the Battle of Tippecanoe was fought in the Indiana territory between a Shawnee army led by the religious leader and prophet Tenskwatawa (b.1768-1836), Tecumseh's brother and co-ruler of the pan-Native American Tecumseh confederacy which was emerging during this period. A highly influential spiritual man and prophet, Tenskwatawa used the New Madrid earthquake of 1811 and the Great Comet sightings of the same year to add a spiritual forbearance to his prophetical teachings. He believed that the white people of the region must be purged to please the gods and secure the Creeks future in their ancestral lands. Tenskwatawa, prophet, spiritual leader, and warrior Tenskwatawa was no strategist or commander and his Shawnee warband were defeated in the battle by the Governor of the Indiana territory and future president of the United States (1841), William Henry Harrison (b.1773-1841) but the Shawnee and their allies would continue to fight on. Eventually prophet Tenskwatawa’s militant preachings gained him and his brother a large following amongst many different tribes west of the Mississippi. Along with Tecumseh’s able military leadership, an alliance was soon brokered with the British during the War of 1812 which made Tecumseh's Confederacy a strong political entity in North America during the early stages of the conflict. The Confederacy became arguably the most influential and powerful inter-tribal political and military entity of the 17th or 18th centuries. The Red Stick War 1813-1814 Tecumseh's Native American warriors and other allied tribes from Canada fought with the British throughout the Detroit Frontier Campaign of 1812-1813 in Canada, Michigan, and Illinois. Most notably Tecumseh and his warriors fought alongside Major General Sir Isaac Brock (b.1769-1812) in the siege and capture of Detroit from the Americans in August of 1812. Tecumseh might have been successful in eventually spreading the Confederacy's influence into the southeastern American territories had he not be killed at the Battle of Thames (allegedly shot by Richard M. Johnson, future Vice President 1837-1841 to President Martin van Buren) in October of 1813. Chief Tecumseh had been slain whilst leading his warriors against the US volunteers and the militia under General William Henry Harrison in what is today Chatham, Ontario, Canada. Tenskwatawa would spend the rest of the war in Canada until the Shawnees of Ohio & India were relocated to the Kansas territory in 1826. He attempted until his death to consolidate power and to lead the Shawnees as their spiritual/political headman. Battle of the Thames or the Battle of Moraviantown American settlers and territorial militias had clashed with Red Sticks in the winter and spring of 1813 before official hostilities began at the Battle of Burnt Corn in late July 1813. Settlers had been killed in Tennessee, Georgia, and Alabama causing a uproar amongst military men and Federal Indian agents who were powerless to stop the bloodshed. Tribal in-fighting had intensified as the younger chiefs and warriors went against established Creek tribal laws and called for war. The Red Stick War would officially begin at a place called Burnt Corn Creek at a ford in a river sitting south of a town now known as Burnt Corn in what is today Escambia County, Florida. The Skirmish at Burnt Corn Creek, July 1813 Fort Mims Massacre of 30 August 1813 This fateful skirmish would lead to the Fort Mims Massacre in which 250 or more American defenders and civilians were slain by a warband of 700 Red Sticks led by chiefs Weatherford 'Red Eagle' and Mcqueen. They collected 250 scalps that day and over 100 captives, sparing only the slaves of the garrisons inhabitants following their lopsided defeat of the Fort Mims garrison which sat about 40 miles north of Mobile, Alabama. Many other notable battles and skirmishes were fought before the final tilt at the Battle of Horseshoe Bend, including US victories at the Battles of Tallushatchee and Talladega, won by Tennessee militia generals John Coffee, an able cavalry commander, and Andrew Jackson, respectively, in November of 1813. Jackson used the services of Tennessee scouts and huntsman including David Crockett during this time. Known to posterity as the legendary frontier adventurer and ranger, Davy Crockett, he was killed defending the Alamo in the Texas War of Independence in 1836. Breaking the Red Sticks, December 1813-January 1814 The US army and its “friendly” native allies won a major victory over chief Red Eagle Weatherford at the Battle of Econochaca in December 1813 which is known also as the Battle of the Holy Ground because the battlefield was a sacred holy site where Creek prophets would worship. It was also the location where much of the Red Stick winter food stores were kept. It was thought an impenetrable fortress until Brigadier-General Ferdinand L. Claiborne attacked the Holy Ground on the Alabama River with some success despite reassurances from Red Stick prophets that spiritual divinations had made it so that no white man would ever enter the "beloved and sacred [Holy] ground". Econochaca was located on a bluff on near the riverbank which had been a highly defensible position theoretically. Approximately 325 warriors though less than half probably had firearms defended the camp during the battle. There were also some slaves present who fought for the Red Sticks or who were Creek camp followers following the Fort Mims Massacre months before. With 850 US army volunteer infantry and Mississippi & Louisiana territorial militia and 150 Choctaw allies led by Lt. Col. Pushmataham, Gen. Claiborne found and attacked the Econochaca camp but perhaps weary of an ambush despite his superior numbers; Caliborne did not press the attack nor did he surround the fort. American attack on a Creek village during the Red Stick War 30 Red Sticks and perhaps a dozen or more slaves were counted amongst the slain at Econochaca whilst Claiborne's column lost only 1 killed and about 20 wounded. Some of the slaves held by the Creeks were executed or re-enslaved. Chief Red Eagle would remain a hunted man until he personally surrendered to Gen. Jackson before the Treaty of Fort Jackson was signed in August of 1814, formally ending the Red Stick Creek War. Chief Red Eagle escapes Econochaca General John Floyd also led the Georgia militia in several victories over Red Stick war parties in Alabama. In November 1813 Floyd and his Upper Creeks allies won a major victory at the settlement of Autossee killing 200 Red Stick warriors and then burning the Creeks town to the ground though many escaped harm. His Georgians won another notable victory over the Red Sticks at the Battle of Calabee Creek in January 1814 but they soon retreated back to Georgia following the battle leaving only Major-Gen. Jackson and Gen. Coffee’s armies to fight the remaining Red Stick chiefs in the Mississippi Territory. Creek (Red Stick) Theater of War, Mississippi Territory (Alabama), 1813-1814 Battle on the Horseshoe bend of the Tallapoosa River The Creek war-camp of chief Menawa on the Horseshoe Bend peninsula was home to some 800-1000 warriors in January-March of 1814. It was the third and the greatest Creek settlement & fortress in the Mississippi Territory above both the Holy Ground and Autosee, both of which had both been captured and destroyed. To the Red Stick Creeks this heavily fortified sanctuary was a last redoubt. It was nearly a fort with six to seven foot high walls and was known as Tohopeka to the Creeks. Around 300 women and children lived there as well under the protection of this Red Stick band led by the venerable chief Menawa. These warriors and non-combatants were from the nearby villages of Newyaucau, Oakfuskee, Oakchaya, Eufaula, Fishponds, and Hillabee. Chief Menawa, from Okfuskee, was a widely respected and well known warrior on the borders with Tennessee and Georgia in his youth and was known as Hothlepoya, the Crazy War Hunter. General Jackson split his forces in two for the battle at the Horseshoe Bend. General Coffee commanded 700 mounted infantry and along with 600 "friendly" Indians, 500 Cherokee and 100 Creeks, was ordered to ford and hold the river. He secured the river bank behind the fort and made sure that few Creeks could escape or attempt to outflank Jackson’s guns. Under Jackson's command was around 2000 men, regular army and Tennessee/Georgia militia. In the battle they enfiladed the Red Stick defense’s with musket fire whilst his cannons bombarded the Red Sticks wooden breastworks to little notable effect. The American 39th Infantry Regiment attempts to take the wooden log defenses of Tohopeka For more than two hours his cannons pounded away at the breastworks until it was breached. Some of Jackson and Coffee’s scouts attempted to set fire to several Creek buildings after fording the river on canoes but were quickly beaten back under a hail of enemy musket fire. Eventually the regular army’s 39th Infantry Regiment, Jackson's most experienced men, led by Colonel John Williams and Major Lemuel P. Montgomery, attacked the Horseshoe Bend. They were followed by the Tennessee and Georgia militiamen and the "friendly" indians who attacked with vigor helping to successfully breach the defenses of Tohopeka forcing the Red Stick warriors into the interior of their fort for last stand. A desperate fight turned into a slaughter as hundreds upon hundreds of Creek warriors were shot down or bayoneted by the American infantrymen and militiamen. The Upper Creeks and the other "friendly" Indians present most certainly joined in on the prodigious slaughter. In a letter to his wife not long after the battle, Gen. Jackson wrote that the carnage of the nearly five hour battle was “dreadfull (sic)” but that his men displayed “Roman courage” in taking the well built fortifications at Tohopeka. In another letter to a fellow officer he wrote lamenting the death of several women and children due to cannon fire whilst also celebrating the ironic death of a lesser Red Stick prophet who was shot through the mouth with grapeshot. The Bloody Battle of Horseshoe Bend, 27 March 1814 In a letter dated 31 May 1814, Gen. Jackson described the end of the battle as such, "Having maintained for a few minutes a very obstinate contest, muzzle to muzzle, through the port-holes, in which many of the enemy’s balls were welded to the bayonets of our muskets, our troops succeeded in gaining possession of the opposite side of the [breastworks]. The event could no longer be doubtful. The enemy although many of them fought to the last with that kind of bravery [that desperation] inspires, were at length entirely routed and cut to pieces. The whole margin of the river which surrounded the peninsular was strewed with the slain." None could indeed doubt that Jackson had won a decisive and bloody victory over the Red Sticks at the battle on the Tallapoosa. Between 550-800 Red Stick warriors were killed in the battle, perhaps a hundred or more were shot down by Gen. Coffee’s men as they attempted to swim down the Tallapoosa following their defeat. About 250 women and children we taken into custody by Jackson's army as well. Although grievously hurt after suffering numerous wounds in the defense of Tohopeka, Menawa escaped capture and/or death and fled severely wounded downriver on a canoe. Jackson lost 49 men killed and 154 wounded in the Battle of Horseshoe Bend. His Cherokee and Creek allies lost about 75 killed or wounded in the battle. Major Lemuel Montgomery was killed during the assault and subsequently praised by Jackson for his gallantry in eulogy. Among those Americans wounded attacking the Creek defenses in the battle was Samuel Houston (b.1793-1863) who received a serious arrow vaulting over the Creek breastworks in the assault on Horseshoe Bend. He later became the Governor of Tennessee, twice President of the Republic of Texas, and then the Governor and serving United States senator for the US state of Texas following the Mexican-American War of 1846-1848. Sam Houston is wounded in the assault on Horseshoe Bend In August of 1814 the Creek chiefs signed the Treaty of Fort Jackson ending the Red Stick War and ceding approximately 23 million acres of land in the Mississippi territory (Alabama and Georgia). Jackson would save American honor following the disastrous US defeat at the Battle of Bladensburg and the burning of Washington D.C. on 24 August 1814 with his defeat of the British at the Battle of New Orleans in January of 1815, despite winning his victory after the Treaty of Ghent had been signed. He served as a senator for the state of Tennessee and invaded Florida in the year 1818 during the early stages of the Seminole Wars 1816-1858. In the year 1819 Alabama would become a state. For nearly the next ten years after many Creek chieftains would be fractured and divided, some selling their tribes lands to the whites even though they had no legal right to sell land claims in Alabama or Georgia. Andrew Jackson meets Chief Red Eagle Weatherford in a 19th century etching Former allies of the US during the Creek War and War of 1812, the so-called "friendly" indians were treated the same as the hostile tribes who had fought alongside the British and were all exiled from their lands and ancestral ground. Thousands, including the brave warrior chief Menawa died during or in the immediate aftermath of these forced marches on what came to be called the “Trail of Tears” west into the eastern Oklahoma territory from 1830-1835. Major-General Andrew Jackson c.1820 Suggested Further Reading The Creek War of 1813 and 1814 by H. S. Halbert and T. H. Ball (White, Woodruff & Fowler, Montgomery, Alabama 1895-1969) History of the United States of America During the Administrations of James Madison by Henry Adams (b.1838-1918) (Library Classics of the United States, c.1986) Horseshoe Bend National Military Parks Historical files Horseshoe Bend National Military Parks Historical files Struggle for the Gulf Borderlands: The Creek War and the Battle of New Orleans, 1812-1815 by Frank L. Owsley Jr. (University of Alabama Press, Tuscaloosa, 1981.)

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3 Engaging your students in a citizenship project Whether you invite your students to suggest a topic themselves, offer them selection to choose from, or propose a topic of your choice, part of the process of engaging your students in a class project involves listening to and responding to their suggestions and ideas. Whichever approach you take regarding the choice of topic, it is helpful to begin by discussing the concept of citizenship with your students. Activity 3: Engaging your students in a class project Explain to your students that they are going to do a class project and that you would like their suggestions as to what it might involve. Organise the class into groups. Provide each group with a piece of paper headed with a question or choice of topics to prompt their discussions – for example: - In what ways can we make our school more attractive? - How can we improve our village? Ask every student to contribute at least one idea to the discussion and write it on the piece of paper. When the time is up, invite volunteers from each group to feed back to the whole class. Write the ideas on the blackboard, ensuring that that everyone listens respectfully to their classmates’ suggestions. Once the list is complete, ask your students to talk in their groups about the ideas they liked best. If appropriate, bring the class back together for a vote. Through discussions such as these, your students will develop citizenship skills by thinking about issues that concern them, by voting, and by reaching agreement. They will develop language and literacy skills by listening, discussing, note-taking and feeding back to the rest of the class. These two strands of learning should be followed through throughout the project. Pause for thought What did you learn about your students from doing this activity with them? For more ideas about involving all your students in classroom learning, see Resource 2.

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Rationale: Children need to understand that letters stand for phonemes and spellings map out phonemes in spoken words before they can read and spell words. Before children can understand that letters stand for phonemes, they have to recognize phonemes. Short vowels are probably the toughest phonemes to recognize. This lesson will help children to identify /e/ (short e) one of the short vowels. They will learn to recognize /e/ in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /e/ in words. Materials: Primary paper and pencil; chart with “Ed’s elephant went to rest in bed.”; set of cards with e on one side and ? on the other; drawing paper and crayons; Red gets Fed; picture page with pen, desk, hat, test, map, bat, rent, chest, pet, and wet. Procedures: 1. Introduce the lesson by explaining that the mouth moves that we make as we say words is the tricky part of learning words. Today we’re going to work on spotting the mouth move /e/. /e/ sometimes start at the end of a word but sometimes it can be found in the middle of a word. 2.Ask students: Have you ever heard a rocking chair that sounds like /e/? That’s the mouth move we’re looking for in words. Lets pretend that we are a rocking chair and say /e/. 3. Let’s try a tongue twister (on chart) “Ed’s elephant went to rest in bed. Everybody say it three times together. Now say it again, and this time, stretch the /e/ in the words. “Eeeed’s Eeeeeelephant weeeeeent to reeeeest in beeeeeed.” Try it again, and this time break it off the word: “/e/d’s /e/lephant w/e/nt to r/e/st in b/e/d.” Great job. 4. (Have students take out primary paper and pencil) We can use letter e to spell /e/. Let’s write it. I will write it once for the students talking my way through writing the E. I will say, “Begin between the fence and the sidewalk. Move your pencil to the right and then curve up and to the fence and curve all the way back down to just above the sidewalk”. 5. Ask students a few questions. Do you hear /e/ in speak or tell? Pen or paper? Then or now? Send or write? Rent or buy? Let’s see if you can spot the mouth move /e/ in some words. Show me e if you hear /e/ and the question mark if you don’t (give words one by one) pet, leg, show, he, fed, step, pest, lock, mop, bat. 6. I will read Red gets Fed and we will talk about the story. Read it again, and have students raise their hands when they hear words with /e/. List their words on the board. Then have each student draw a pet and write a story about it using inventive spelling. 7. For assessment, distribute the picture page and help students name each picture. Ask each student to circle the pictures whose names have /e/. The Genie Website; http://www.auburn.edu/rdggenie/fluency.html Click here to return to Breakthroughs. Questions? E-mail me for answers!

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The 20 enjoyable, interactive classroom activities that are included will help your students understand the text in amusing ways. Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and more that will allow your students to interact with each other, be creative, and ultimately grasp key concepts from the text by "doing" rather than simply studying. 1. Flip Book McCay was inspired by a flip book that his son had. Create a flip book of your own to show any type of movement or action. Create a time line that shows at least 10 of the advancements or events in animation that you feel are most important. Present your time line to the class and explain why you think these events are the most important in animation history. 3. PowerPoint Presentation Create a PowerPoint Presentation in which you focus on one aspect of... This section contains 896 words (approx. 3 pages at 300 words per page)

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John Locke changed and influenced the world in many ways. His political ideas like those in the Two Treatises of Government, (such as civil, natural, and property rights and the job of the government to protect these rights), were put into the United States Declaration of Independence and United States Constitution. His ideas about life, liberty, and property however were slightly altered to life, liberty and the persuit of happiness. John Lockes ideas and teachings of rights greatly influenced the Englightenment and Enlightenment thinkers. Locke's ideas of the separation of the governments powers into legislative, executive, and federative were more fully developed by the French writer Montesquieu. Montesquieu however changed them into legislative, executive, and judicial. These were then put into the American Constitutions framing process. Also, Thomas Jefferson, one of the main writters of the American Declaration of Independence said Locke was one of "the three greatest men that have ever lived, without any exception". Locke's view's greatly influenced Thomas Jefferson's political outlook, therefore he technically helped write the Declaration of Independence. John Locke and his ideas on education influenced modern history and even school systems today because of his teachings.

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Gluten is a protein found in most grains, including wheat, rye, spelt, and barley. It is found in the endosperm (a type of tissue produced in seeds that are ground to make flour) and nourishes plant embryos during germination. Gluten is an enormous composite protein, the largest known, that consists of a strong, stretchy mesh of smaller proteins linked by molecular bonds. These smaller proteins are glutenin, which has a long, chainlike shape, and gliadins, which are shorter and round. The glutenin is what gives gluten its elasticity, whereas the gliadins give it strength. It is the combination of stretchiness and strength, together with its meshlike structure that can trap bubbles of gas, that makes gluten important in bread-making. Structure of Gluten Gluten is a resilient, rubbery substance that forms when glutenin and gliadin molecules in flour are mixed with water. The molecules bond together to form a mesh that can trap bubbles of gas - as occurs when dough is kneaded. Because the mesh is stretchy, the gas bubbles can expand without breaking it.

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Rounding with a Vertical number line. A vertical number line is the same as a regular number line except that it runs vertically instead of horizontally. When rounding, there are two saying that are used to help students know when to round up or stay the same. The first example is as follows: 5 or more, raise the score 4 or less, let it rest The second example is as follows: Bossy numbers: 5, 6, 7, 8, and 9 Bossy numbers push the line leader forward Non-bossy numbers: 0, 1, 2, 3, and 4 Non-bossy numbers tell the line leader to stay the same In class, we have started our study of vertical number lines. Watch this video to better your understanding of how to round by clicking on the link below.

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Holography is the “lens less” photography in which a 3-D image is created using laser beam. The recorded image is called Hologram (in Greek, Holos means ‘Whole’ and Gram the ‘message’). Holography was developed in 1947 based on the theory of Dennis Gabor. Hologram stickers are now widely used in commercial products and documents to prove authenticity. In general photography, the image is created using the light reflected from the object but in holography, the image creation is entirely different. The 3-D image is produced by splitting the laser light into two beams. Of these, one beam reaches the film without hitting the object while the other beam hits the object before reaching the film. At the point of meeting the two beams, an interference pattern is produced which is recorded in the film. Each point on the hologram has information about the whole object. The hologram records the intensity distribution of the reflected laser light and its phase distribution. The film distinguishes the laser beam reaching the light sensitive areas of the film and the beam reaching the surface due to difference in the wave amplitude. The Coherent laser light travel in phase with one another and the object is illuminated as a whole. A portion of the laser beam is reflected by a mirror before reaching the film. This reflected beam is called “Reference beam”. It remains ‘Plane parallel’ and produce the interference with the laser reflecting from the object. The interference pattern will appear as ‘Concentric circles’ in the film. The space between the circles decreases as the radius increases. When the hologram is observed in coherent light, the image becomes visible, but when viewed from a different angle, the image still appears from a different angle. The hologram reconstructs in space the wave fronts produced by the object so that a 3-D image is produced. See in Word format

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Ear training or aural skills is a skill by which musicians learn to identify, solely by hearing, pitches, intervals, melody, chords, rhythms, and other basic elements of music. The application of this skill is analogous to taking dictation in written/spoken language. Ear training may be contrasted with sight-singing, which is analogous to reading aloud in language. Ear-training is typically a component of formal musical training. Read more about Ear Training. Some articles on ear training: ... developed through intense training, practicing hearing differences between major, minor, diminished, and augmented intervals This last definition, which applies not only to singers but also to players of ... especially musicians who are used to "playing by ear", and a precise relative pitch is a constant characteristic among good musicians ... relative pitch is common among non-musicians and can be developed through ear training ... ... scales, chords, rhythms, and other aspects of ear training often can require a great deal of practice ... for music theory can remove the need for a partner, customize the training to the users needs and accurately track scores and progress ... The majority of ear training software are MIDI based, allowing the user to customize the instruments that play and even accept input from MIDI ... ... Methodological Programs in Ear training for majors in Musicology, Composition, and Choral conducting ... Program in Ear training methodology for conservatory majors in Musicology and Music theory ... Solfeggio — a Psychotechnique of Ear training ... Famous quotes containing the words training and/or ear: “The want of education and moral training is the only real barrier that exists between the different classes of men. Nature, reason, and Christianity recognize no other. Pride may say Nay; but Pride was always a liar, and a great hater of the truth.” —Susanna Moodie (18031885) “We love to hear some men speak, though we hear not what they say; the very air they breathe is rich and perfumed, and the sound of their voices falls on the ear like the rustling of leaves or the crackling of the fire. They stand many deep.” —Henry David Thoreau (18171862)

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Got and Get In this verbs practice worksheet, students read a 4-paragraph selection and change the words "get" and "got" in the selection to more interesting verbs. 3rd - 5th English Language Arts 3 Views 2 Downloads Compound Word Trivia Engage young learners in expanding their vocabulary with these fun games and activities. Children learn how compound words, root words, and affixes provide clues about the meaning of unfamiliar vocabulary. These six activities get... 1st - 4th English Language Arts CCSS: Adaptable Joseph Had a Little Overcoat: Flash Card Games Expand the vocabulary of young readers with this series of five activities based the children's book Joseph Had a Little Overcoat by Simms Taback. From playing bingo to group storytelling, a variety of different approaches are presented... 1st - 3rd English Language Arts CCSS: Adaptable Writing with Wow Words and Building Vocabulary There are some words out there that just make you say, "Wow!" Encourage your class to find and use these words in their writing to make their work more interesting and complex. This packet goes through the writing process, beginning with... 5th - 8th English Language Arts CCSS: Adaptable Vocabulary Unit 7.3: Irregular Verbs and Describing People Learn how to describe a person's looks and use irregular verbs in one worksheet. After completing paragraphs about various hobbies with word banks, kids work on grouping particular words into categories such as hair, height, and general... 3rd - 8th English Language Arts CCSS: Adaptable Past Tense, Affirmative and Negative Find out what people did or didn't do with a grammar worksheet, which focuses on the past tense of different verbs. After kids use a word bank to complete a paragraph, they use the words did and didn't in several exercises about... 3rd - 8th English Language Arts CCSS: Designed Using Words as a Way into Rick Riordan's The Lightning Thief Use the Visual Thesaurus to predict the subject matter of Rick Riordan's book The Lightning Thief. A pre-reading activity encourages middle schoolers to use context clues and word meaning to discover what the book is about. After they... 4th - 8th English Language Arts CCSS: Adaptable

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Explain how cultural differences between individuals can influence communication between them Culture and Cultural Differences Nowadays, the term “culture” has already become one of the most common words in all kinds of public discourse. It has been constantly heard from journalists and politicians, not to mention of academics especially those in all disciplines of Humanities. “Popular culture”, “research culture”, “mass culture” – there is almost no limit as to the applicability of the term in any context. If one looks at the subject of culture in a historical way, three things came out (1994). The definition of culture even up to this date continues to be debated by anthropologists and other scholars. In one concept, (1994) defines culture as “the system of understanding characteristics of that individual’s society or of some subgroup within that society” which includes “values, beliefs, notions about acceptable and unacceptable behavior and other socially constructed ideas that members of the society are taught as ‘true’” (). The members of cultures go about their daily lives within shared webs of meaning (1973). Upon associating the two definitions provided by and one can assess culture as invisible webs composed of values, beliefs, ideas about appropriate behavior and socially constructed truths. According to (1996) and (1983), an individual’s own culture is most of the time invisible to the individual himself or herself. However, it should be noted that they are the circumstances within which people operate and make sense of the world. As individuals come across a culture which is different from their own culture, one of the issues that they face is a set of beliefs that marked themselves in behaviors that differ from their own. It is in this way that people often discuss regarding other people’s cultures and not so much on their own. It has been perceived that an individual’s own culture is usually hidden from them. People even describe it as “the way things are”. Nevertheless, one’s beliefs, ideas and actions are not any more natural or biologically predetermined than any other group’s beliefs, ideas and actions. They have simply emerged from the ways one’s own group has dealt with and deduced the particular circumstances that it has faced. As conditions change, so do cultures; hence, cultures are said to be dynamic. However, individual cultural identity poses yet another layer of complexity. Even members of the same culture vary significantly in their beliefs and actions. All peoples have unique identities that have been developed within their specified cultures. However, these identities are not fixed or static. For this reason, stereotypes do not hold up since no two individuals from any culture are exactly alike. It should be noted that despite the fact that living inside a culture will allow its members to become acquainted with their total cultural heritage of that specified society, no individual actually internalizes the entire cultural heritage. As a matter of fact, it would actually be impossible for any individual to acquire a society’s entire cultural heritage since there are as you might expect complicated and conflicting values, beliefs and ideas within the specific heritage which is a result of the conditions and events that individuals and groups experience. Culture is an important factor in understanding organisation, because for any organisation to operate effectively it must for some extent have a general set of believe and assumptions. Because understanding the term of the culture metaphor helps organisations to be aware of how employees are thinking about the organisation phenomena, and to recognise how different attitudes, value and beliefs affect the workplace. Understanding and assessing the national culture and organisation's culture can mean the difference between success and failure in today's fast changing organisational environment. Cultural assessment can provide measurable data about the real organisational values and norms that can be used to get management's attention. Accordingly, culture is inseparable form the nation of human society which makes defining it a complicated task. As a result, there are many definitions for culture.(2002, 8) define culture as “an integrated system of learned behavior patterns, characteristic of the members of any given society”. In addition Hofstede (1991) identifies culture as “collective programming of the mind”. (1993) defines cultural diversity as the "representation, in one social system, of people with distinctly different group affiliations of cultural significance. " To identify and measure the effects of diversity, it is necessary to examine an organization’s culture. Traditionally, organizational culture encompasses the shared values, beliefs, behavior, and background of the organization’s members. Members share a common socio-cultural heritage. Culture once portrayed ethnic or nationality groups but in recent years cultural factors now include race, gender, sexual orientation, age, or disability. People of different ethnic backgrounds possess different attitudes, values, and norms. Increasing cultural diversity in both public and private sectors focuses attention on the distinctions between various ethnic groups in their attitudes and performance at work. More often than not, differences in cultural norms and values among ethnic groups reveal themselves in different work-related behaviors. One area of cultural differences researched extensively is the contrast between individualism and collectivism. Compared to individualist cultures, collectivist cultures emphasize the needs of the group, social norms, shared beliefs and cooperation with group members. The vast majority of cultural diversity initiatives in the U.S. focus exclusively on valuing differences. Instead, Fine argues, the dominant corporate culture must be transformed into a multicultural organization. Fine defines a multicultural organization as an organization that: values, encourages, and affirms diverse cultural modes of being and interacting, creates an organizational dialogue in which no one cultural perspective is presumed to be more valid than other perspectives and empowers all cultural voices to participate fully in setting goals and making decisions. Changing corporate culture and management systems to accommodate the diversity of employees involves strategic initiatives that are designed to break down barriers that prevent all people from contributing to their fullest potential. and Associates (1992) describe examples of corporate diversity initiatives that are "intentionally planned, targeted against business objectives, long-term oriented, and involve the entire organization. For example, Travel Related Services, a subsidiary of American Express, focused their efforts on becoming "the Best Place to Work" by providing benefits that would attract and retain employees from an increasingly diverse labor pool. Child-care subsidies, improved part-time benefits, sabbaticals, and flexible work arrangements were introduced after a systematic diagnosis and planning effort involving input from employees. Another study of corporate diversity initiatives by (1992) is based on interviews with over 200 managers in 16 U.S. companies. The research describes the barriers that prevent women and minorities from advancing as well as the processes that facilitate their movement through the ranks. Recruitment, development, and accountability strategies that foster an appreciation for diversity and allow organizations to achieve measurable results are labeled "best practices." One of the practices (1992) cites is the use of internal advocacy groups as a means for building commitment to diversity and monitoring the corporation's diversity practices. Advocacy groups were found in 10 of the 16 companies examined in the study. While the roles and power of these groups vary within corporations, (1992) acknowledges that much of their negotiating power comes from the information they receive about personnel administration (personnel profiles, promotions, pay records, and advanced notice of personnel policies). According to , some executives communicate this information in order to share responsibility for identifying diversity problems and developing solutions. Managing the process of resolving conflicts in a culturally diverse organization, therefore, is the central task, making sure that positive effects are garnered from the situation by understanding that all of those involved or in controls are doing everything in their power to maximize the positive products and quality output, while minimizing the disruptive consequences among the members of the project team in a culturally diverse organization ( 1998).. Such good management, in turn, requires a full and sophisticated grasp of major elements in the managing process. Individual causes and determinants of conflicts in a culturally diverse organization, such as faulty attributions, poor styles of communication, and personal traits or characteristics that contribute to interpersonal friction, all play a role in this regard and must be taken into account (2001) .Similarly, culturally diverse organization-based factors, such as competition for scarce resources, ambiguity over responsibility or jurisdiction, growing internal complexity, and faulty or inadequate forms of communication, must also be considered. An effective, culturally diverse organization is one whose culture is inclusive of all of the varying groups and constituencies it intends to serve, that is, in the case of the services, the people of the state (1995). The organization’s values, vision, mission, policies, procedures, and norms constitute a culture that is manifested in multiple perspectives and adaptability to varying values, beliefs, and communication styles. People from differing cultural groups in business operations have differing perspectives, manifested in their values, attitudes, beliefs, and behaviors. Cultural Differences and Communication Studies on organizational communication have always been used by large companies so as to ensure good working relationships among employees as well as to evaluate the relationship among members and staff of big corporations. (1997) further elaborated that the idea of global community in a model that suggests intercultural and international communication and ethical problems to best address the immediate need is of much importance to truly build a global community. Inquiries have been made in order to realize how the Eastern and Western culture differ in the work setting by comparing the evident and obvious contrasts between different cultural orientations and ethnicity. Such differences include most recurring ethical dilemmas brought about by race in business where employees and staff of varying cultural orientations who work together as an organization. (2000) in his journal article proposes the use of ethics audit in the company is composed of decision-making protocols designed to address ethical dilemmas which includes an outline of steps to follow in dealing with ethical problems in the workplace so as to identify ethical issues in the practice settings, assess risk levels, rank order each issue, and eventually develop a strategy to minimize risks. He concluded that social workers have not had access to a structured guide to help to help them assess their efforts to identify and address key ethical issues. Such issues usually comprise confidentiality and privacy, service delivery, professional boundaries, informed consent, defamation, practitioner impairment, and termination of services. Studies on organizational communication have always been used by large companies so as to ensure good working relationships among employees as well as to evaluate the relationship among members and staff of big corporations. (1997) further elaborated that the idea of global community in a model that suggests intercultural and international communication and ethical problems to best address the immediate need is of much importance to truly build a global community. Yes, it is true that organizational communication in the area of Human Resource processes involves the integration of such roles addressing to positive communication climate as effective communication is a major factor for the strengthening of work values and attitudes in the diverse workforce. The management should realize and apply actual ways in order for the staff employees to be versatile and effective in their work most in engaging into business interaction to the key players within the organization and in dealing greatly to the customers as well as to improve self confidence and drive better motivation for every situation. An organization needs to consistently promote good communication lines and channel for cooperation to achieve a sustainable work dynamics and synergy in individual staff and work team in terms of providing essential work environment for the success of the organization and achieve its vision for the benefit of the people. It is said that, organizational communication as of the modern times offers a new approach in developing an understanding of diverse work scenarios and skills for work and other organizational activities relating to the process of making decisions, work training and managing conflicts to enhance better skills in communication as well as encourage useful teamwork but also rewarding individual performance facing crucial organizational players. Human resource leaders can help enhance employee morale, individual performance and organizational success. In these uncertain and always changing times and that in situation, communication is critical between managers and its members in order to assure a steady flow of information, an organization should play a major role in assuring effective communication and be delivered in the useful process of communication. Inescapable as it may seem, workplace dilemmas brought about by different cultures are unavoidable and should be expected at work especially in business firms owned or controlled by individuals from a different cultural orientation especially when they employ the local citizens in their international operations. Dealing properly with situations such as instances of principled power struggle between supervisors and subordinates from different cultural orientations, will be of much help in running a business firm properly and successfully. Addressing conflicts and working out understanding by compromising for the good of all will pave the way to maintain smooth working relationships among the employees, staff, supervisors and subordinates. comments powered by Disqus

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Rare earth elements are one of the most crucial ingredients of modern society. Everything from the printed circuit boards to the high-performance aircraft has either one or many of these elements in them. They are an absolute necessity because of the different properties that they exhibit. Material science has incorporated these elements into modern technology very effectively. At this point, any piece of new technology is almost guaranteed to have a rare earth element in it. Geologists have been closely studying the occurrence of these elements in the earth’s crust for years, and it seems that they might have solved a long standing mystery related to them. The process of how the deposits of these elements form underground has been shrouded in relative mystery till now. Even more mysterious is the fact that these deposits tend to vanish without any trace. The rare earth elements are a very specific set of 17 elements, which are extremely valuable and are used in critical industries in all sectors. Their name can be a bit misleading as they are not that rare in Earth’s crust. However, they have a very inefficient and complicated process by which they can be extracted, making them all the more costly. Researchers from the Australian National Institute wanted to find out how the deposits of rare earth elements form underground. They wanted to focus on the igneous carbonate rocks, which are closely related to these elements. To find out what leads to their formation, the researchers simulated what happens when these rocks are heated up under high pressure under the crust. The rock samples were heated up to 1,200 degrees and put under pressures of up to 2.5 gigapascals (GPa), after which they were cooled and depressurized. The experiment showed that alkaline chemicals are required for REE transport in and around carbonites, which laid to rest a previous theory that suspected the hand of certain ligands in this process. The transport of REE leads to economic-grade mineralization, with sodium and potassium rendering REEs soluble. The results that the researchers got from the piston-cylinder apparatus showed that our knowledge of these rare earth elements was woefully lacking. The result showed that alkali bearing carbonates could form REE-rich fluids that can travel huge distances and maintain their REE content under magmatic conditions. Previously researchers had tried to find the evidence of ligands like Chlorine working on these rare earth elements but did not find any. These observations in lab conditions could probably lead to some real-world evidence of this theory as well. This one experiment has overhauled our understanding of how REEs form, which is probably a good sign.

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Coal is a fossil fuel formed in ecosystems where plant remains were preserved by water and mud from oxidization and biodegradation, thus sequestering atmospheric carbon. Coal is a readily combustible black or brownish-black rock. It is a sedimentary rock, but the harder forms, such as anthracite coal, can be regarded as metamorphic rock because of later exposure to elevated temperature and pressure. It is composed primarily of carbon and hydrogen along with small quantities of other elements, notably sulfur. Coal is extracted from the ground by coal mining, either underground mining or open pit mining (surface mining). Coal is the largest source of fuel for the generation of electricity world-wide, as well as the largest world-wide source of carbon dioxide emissions. Carbon dioxide is a greenhouse gas and these emissions contribute to climate change and global warming. In terms of carbon dioxide emissions, coal is slightly ahead of petroleum and about double that of natural gas. Coal gasification can be used to produce syngas, a mixture of carbon monoxide (CO) and hydrogen (H2) gas. This syngas can then be converted into transportation fuels like gasoline and diesel through the Fischer-Tropsch process. Currently, this technology is being used by the Sasol chemical company of South Africa to make gasoline from coal and natural gas. Alternatively, the hydrogen obtained from gasification can be used for various purposes such as powering a hydrogen economy, making ammonia, or upgrading fossil fuels. During gasification, the coal is mixed with oxygen and steam (water vapor) while also being heated and pressurized. During the reaction, oxygen and water molecules oxidize the coal into carbon monoxide (CO) while also releasing hydrogen (H2) gas. This process has been conducted in both underground coal mines and in coal refineries. If the refiner wants to produce gasoline, the syngas is collected at this state and routed into a Fischer-Tropsch reaction. If hydrogen is the desired end-product, however, the syngas is fed into the water gas shift reaction where more hydrogen is liberated. High prices of oil and natural gas are leading to increased interest in "BTU Conversion" technologies such as gasification, methanation and liquefaction. The Synthetic Fuels Corporation was a U.S. government-funded corporation established in 1980 to create a market for alternatives to imported fossil fuels (such as coal gasification). The corporation was discontinued in 1985. In the past, coal was converted to make coal gas, which was piped to customers to burn for illumination, heating, and cooking. At present, the safer natural gas is used instead. Source: Wikipedia (All text is available under the terms of the GNU Free Documentation License)

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A URI is used to identify something on the World Wide Web. There are two types of URIs: - Uniform Resource Name (URN): URNs basically state what something is, but do not have information on how to access it. - Uniform Resource Locator (URL): URLs contain the location of something and tell the client program (usually a browser) how to access it. For example, the URL http://www.example.com/example1.html tells your browser that a file called example1.html can be accessed through the example domain using the HyperText Transfer Protocol (HTTP). This means that your browser can request that file and display it for you using HTTP. A URL is a type of URI, along with URNs. Most people will never have to worry about calling a URL a URI by mistake. In fact, in most cases they will be correct in the same way as someone calling a poodle a dog is correct. For people involved in the actual coding of applications, however, the difference is important because not every URI is a URL (just as not every dog is a poodle).

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WEAC supports the Black Lives Matter movement and urges WEAC members to examine the concepts of equal justice under the law, racial justice and institutional racism. This page provides some background on the Black Lives Matter Movement and links to resources on racial justice. What is the Black Lives Matter movement? When we say Black Lives Matter, we are broadening the conversation around state violence to include all of the ways in which Black people are intentionally left powerless at the hands of the state. We are talking about the ways in which Black lives are deprived of our basic human rights and dignity. Teaching the New Jim Crow. Author Michelle Alexander has compiled this set of materials to support high school teachers who want to explore the myriad issues surrounding race and justice in our society, and to use her book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness, as a resource. The curriculum – made available through the Teaching Tolerance website – is specifically designed for students in grades 9-12. Racial profiling curriculum and resources (NEA). With the heightened national attention created by the death of Michael Brown, NEA believes that we must raise awareness and create dialogue about the problem of racial and ethnic profiling nationwide. We believe that this dialogue must happen in our schools and communities, amongst parents, educators, and with our youth. To help create this dialogue, NEA has joined a curriculum workgroup with the NAACP, Not In Our Town/Not in Our School, Teaching Tolerance/Southern Poverty Law Center, The Lawyers Committee for Civil Rights Under Law, American Federation of Teachers (AFT), Human Rights Educators of the USA (HRE-USA) Network, and Facing History and Ourselves. The workgroup has identified and/or developed the materials below to help educators, parents, administrators, and youth address the problem of racial profiling. These materials include tips for youth on how to interact during encounters with law enforcement. Diversity Toolkit: Social Justice (NEA). Social justice refers to a concept in which equity or justice is achieved in every aspect of society rather than in only some aspects or for some people. A world organized around social justice principles affords individuals and groups fair treatment as well as an impartial share or distribution of the advantages and disadvantages within a society. Social justice includes a vision of a society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. Social justice involves social actors who have a sense of their own agency as well as a sense of social responsibility toward and with others and the society as a whole. (Teaching for Diversity and Social Justice, Adams, Bell, Griffin, 2nd ed., Routledge 2007). Diversity Toolkit: Race and Ethnicity (NEA). Teaching about race and racism in the United States is a complex and emotional process. While many of us think of race as fixed categories – Asian, Black, and White, for example – many scholars have noted that race is not a biological category, but an idea, a social construction, that people use to interpret human differences and justify socioeconomic arrangements in ways that benefit one social group over another (Adams, Bell, Griffin 2007). Race and Schools: The Need for Action (NEA). Gary Orfield, from the Civil Rights Project/Proyecto Derechos Civiles, University of California–Los Angeles, writes: “In a nation with 44 percent non-white students and extreme inequality in educational attainment, it’s time we address the issues as seriously as we did during the Civil Rights Era.” Social justice activism is forming a more perfect (and enduring) union (NEA). This NEA Today article takes a look at the growing movement of social activism among members throughout the country, including Wisconsin. “The union appeals to me because the union provides me with a platform to speak about the injustices faced by many of our students and their families,” says Milwaukee teacher Marcelia Nicholson. TAKE ACTION! Contact your lawmakers and tell them that you believe we as a society must positively address issues of racial injustice and institutional racism.

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Global Women and Poverty This Global Women and Poverty lesson plan also includes: - Join to access all included materials High schoolers examine poverty and women in Senegal through a video. They work together to gather research about economic prosperity in different countries. They share their information with the class. 21 Views 24 Downloads - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: This Ain't No Tea Party! Create food-safe bowls with your class, then organize a meal for the community using the class's bowls to serve. This lesson is based on the Empty Bowels Project, where school kids gain an understanding of global hunger through community... 4th - 12th Visual & Performing Arts New Review Respect My Rights, Respect My Dignity Education for Human Dignity Resource Pack Module One – Poverty and Human Rights Creating an environment where learners feel both educated and empowered challenges any teacher when discussing a sometimes bleak topic. A respectful resource provides them with the details and permits them to make a plan of action.... 9th - 12th Social Studies & History CCSS: Adaptable An Introduction To NGO's Gender Equality Program Eleventh graders are introduced to the hardships women are facing to the projects of a variety of organizations. They assess Canada's participation in world affairs with reference to human rights and modern conflicts. Pupils compare... 11th Social Studies & History How is Poverty Affecting India Today? Present your social studies class with a few elements that lead to world hunger through the lens of poverty in India. They think about what they eat during the day, what it feels like to be hungry, and then brainstorm ways to end world... 7th - 9th Social Studies & History Life in Afghanistan: War, Insecurity, Poverty, and Corruption Students examine life war-torn Afghanistan. In this current events activity, students read the provided articles "Security for the Civilian Population," "Corrup-istan," and "Mothers and Daughters of Afghanistan." Students respond to... 9th - 12th Social Studies & History Healthy Girls, Healthy Villages Students consider the impact of education. In this global issues instructional activity, students explore the effectiveness of the Camp GLOW program in Niger. Students discuss the issues that face women and girls in Niger and identify... 6th - 12th Social Studies & History

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CC-MAIN-2018-34

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en

SELF ESTEEM AND BODY IMAGE - GRADES 5-8 Our society places great emphasis on physical attributes. Teaching young people to increase their confidence in their unique talents, abilities and interests reduces their reliance on physical appearance as their main measure of self-worth. When adolescents have healthy self-esteem, they feel more positive about their bodies and find it easier to make good decisions for themselves that promote health, including taking better care of the needs of their bodies. During our presentation students will learn about the concepts of self-esteem and body image. We also examine the factors which can influence our self-esteem such as the media/social media and societal pressures. This presentation includes an interactive jeopardy-style game to encourage and promote participation and reinforce key concepts presented. SIZING UP THE MEDIA - GRADE 9 AND UP Poor body image and self-esteem in youth can lead to them withdrawing from social, academic and economic opportunities. Building resilience is key to helping young people achieve a more positive body image and strong self-esteem. Our ‘Sizing Up the Media” presentation examines how the images in the media/social media create feelings of negative body image, inadequacy, low self-esteem and how they put us at risk for disordered eating. This presentation also teaches how media messages are constructed, thereby allowing youth to be informed consumers of social media. Using visual aids, encourages viewers to re-evaluate the images presented by the advertising industry. Teaching media literacy (which includes the ability to critically evaluate media) skills helps youth develop resilience against negative messages or the comparison trap. This presentation also includes an interactive game to encourage and promote participation and reinforce key concepts presented. HOW SOCIETY AFFECTS THE DEVELOPMENT OF A HEALTHY BODY IMAGE WITHIN THE LGBTQ+ COMMUNITY (ages 13 and up) This innovative presentation focused on how society affects the development of a healthy body image within the LGBTQ+ community. Hear from BANA’s health promotion team as they discuss how the images we see in the media and/or social media can create feelings of negative body image, inadequacy, low self-esteem and how they put us at risk for disordered eating. The portrayal of the LGTBQ+ in modern media, its unattainable ideals and the effects stereotypical representation will be addressed along with healthy ways to achieve a more positive body image. Interactive activities and sharing will be encouraged to shed light upon how no one is immune to body image concerns. We discuss the relationship between eating disorders, body image and the everyday language we use about food as well. Build new pathways to self-acceptance, take pride in who you are and learn new tools for individuals and the LGTBQ+ community as a whole so that we can work together towards a healthier mind and body.

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Weighing up to 7,700 pounds, Elasmotherium sibiricum—an extinct hairy rhino popularly known as the “Siberian unicorn”—was thought to have disappeared as long as 200,000 years ago. An updated fossil analysis suggests this formidable species was still around some 39,000 years ago, and that Ice Age conditions, not human hunters, contributed to its demise. Paleontologists know of around 250 rhino species, of which only five still exist today. Among the most spectacular of these rhinos was Elasmotherium sibiricum—the Siberian unicorn. For the Neanderthals and modern humans who lived alongside and possibly hunted this massive creature in Eastern Europe and Central Asia, it must’ve been an impressive and deeply intimidating sight. Fossil evidence suggests Elasmotherium weighed over 3.5 tons, was covered in a thick coat of hair, and sported a horn of biblical portions, possibly as long as three feet (1 meter) in length. Impressive though it may have been, the Siberian unicorns eventually died out. Previous fossil dating suggested an expiry date at some point between 200,000 and 100,000 years ago, long before the large-scale late Quaternary megafaunal extinction, which got rolling around 40,000 years ago. New research published this week in Nature Ecology & Evolution is now offering a more reliable estimate, dating the demise of Elasmotherium at some point between 39,000 and 35,000 years ago. The extinction of the Siberian unicorns, therefore, can now be connected to the late Quaternary megafaunal extinction, an event that witnessed the end of the wooly mammoth, Irish elk, and saber-toothed cat. Writing in their new study, led by Adrian Lister from the Natural History Museum in London, the researchers said “no absolute dating, genetic analysis or quantitative ecological assessment of this species [had] been undertaken,” which explains why the prior extinction estimate was so far off. The new study overcomes these shortcomings, and includes the use of updated fossil dating techniques. For the study, an international team of researchers from the UK, Netherlands, and Russia took a closer look at 23 Elasmotherium specimens, including a pristine skull kept at the Natural History Museum. An improved radiocarbon dating technique resulted in the revised extinction dates; many of the samples were slathered in preservation materials, requiring careful preparation for the carbon dating. “Some of the samples we studied were very contaminated which made the radiocarbon dating very challenging,” Thibaut Devièse, a researcher at Oxford’s School of Archaeology and a co-author of the study, said in a statement. “For this reason we used a novel method of extracting a single amino acid from the bone’s collagen in order to ensure highly accurate results.” In addition, the researchers succeeded, for the first time ever, in extracting DNA from the Elasmotherium fossils. The ensuing genetic analysis showed that Siberian unicorns split from modern rhinos around 43 million years ago, “settling a debate based on fossil evidence and confirming that the two lineages had diverged by the Eocene,” the researchers wrote in the study. These Ice Age rhinos are the last species of a “highly distinctive and ancient lineage,” according to the research. Siberian unicorns lived alongside anatomically modern humans and Neanderthals. That ancient hominids may have preyed upon these oversized rhinos is not as outrageous a proposition as it may seem. Early humans, likely a form of Homo erectus, were hunting rhinos in the Philippines around 700,000 years ago. But while rhinos were on the hominid menu, this new research suggests climate change, and not hunters, was responsible for Elasmotherium’s demise. These rhinos, as we now know from the new research, lived during the Ice Age just prior to the Last Glacial Maximum—the stage at which the ice sheets covered their largest area, around 26,500 years ago. Earth was prone to dramatic climate shifts during this period, producing drought, desertification, a drop in sea levels, and the steady encroachment of glaciers. These climactic disruptions proved fatal to many species, Elasmotherium among them. For the Siberian unicorn, this meant a loss of habitat, and by consequence, the disappearance of a critical food source, as the new study hypothesizes. In experiments, Lister and his colleagues analyzed stable isotope ratios from the fossilized rhino teeth. The researchers sought to link various plants with the levels of carbon and nitrogen isotopes in their teeth. Siberian unicorns, as this analysis revealed, lived in a dry steppe environment where they chomped on tough, dry grasses. The rhinos, with their highly specialized grazing lifestyle and naturally low population numbers, could not adapt quickly enough to the rapidly changing conditions, the study suggests. A changing climate, and not humans, were thus responsible for the demise of E. sibiricum. Interestingly, it’s a conclusion that jibes well with similar, but unrelated, research, in which scientists claim that humans weren’t responsible for many megafaunal extinctions of the Ice Age. Sadly, the same cannot be said for the ongoing sixth mass extinction, which is most certainly our fault.

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What Does Phototropism Mean? Phototropism refers to the movement of a plant toward a light source. Light triggers the plant hormone known as auxins to move to the shaded part of the plant that is not exposed to the light. In nature, plants change orientation to face the sun. In an indoor gardening scenario, plants grow toward the light source provided by the grower. Essentially, phototropism is a chemical signal; when auxins are released in the plant’s system, it responds by growing cells faster on the side facing the light. If you have ever witnessed a plant grown in a pot indoors start to turn toward a nearby window with lots of natural sunlight, you’ve seen phototropism in action. Maximum Yield Explains Phototropism Plants require light in order to manufacture carbohydrates to support growth and life. In the natural world, the light source (the sun) moves across the sky, which changes how light reaches plants. In order to ensure better light absorption, plants have developed a means to change their orientation in relation to a light source. This is called phototropism. In an indoor gardening situation where the light source does not change directions, plants will grow straight up. This may require modification to ensure that the maximum number of plants can be grown within a given area. For example, the training of a plant to grow laterally through a lattice or by being tied down at various points (see Screen of Green Method [SCROG]). Phototropism is undesirable in cannabis plants because it will cause the plant to grow tall, lanky, and thin as it stretches and bends to find an adequate light source. It is imperative that growers provide ample and adequate light in their growroom or grow space so the cannabis plants do not undergo phototropism. Cannabis plant will particularly bend and move in search of the plant’s coveted blue light. Most growers choose grow lights that offer abundant blue light such as metal halides (MH) or full-spectrum LED lights. The opposite of phototropism is negative phototropism. Not all parts of a plant need light—the roots actually grow away from light sources. Some plants also grow away from light sources. These are usually those that thrive in shady areas or low light situations. Other light-related plant movements include photonasty. This process is controlled by the plant, in response to light or its absence. An excellent example of this is a plant opening and closing leaves or flowers at dusk, when light levels drop, or in the morning, when light levels outdoors increase. Other ways plants move include: - Gravitropism and geotropism (movement relative to a gravitational field, or toward the center of the Earth) - Thigmotropism (plant growth in response to physical contact) - Chemotropism (movement in response to a chemical in the environment) - Hydrotropism (growth or developmental response to water) - Thermotropism (response dependent upon temperature)

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Scientists at the Université d’Evry in France have sequenced the genome of the wild banana, Musa acuminata, the species that gave rise to the commonly eaten Cavendish and other varieties. The banana plant is the largest herbaceous flowering plant, whose ancestor came into existence in the Jurassic period, more than 125 million years ago. The 523 Mbp (523,000,000 base pair) sequence, which contains 36,542 protein-coding genes, was decoded not only to classify the evolutionary history of the banana, but also to identify ways to genetically advance it, improving resistance to pests, expanding the environmental conditions in which it can grow and enhancing the ripening process. Some very interesting findings that came up along the way include the identification of banana streak virus sequences inserted into the banana’s DNA, presumably following a nasty infection. These viral genomic integrations were found in 10 out of the banana’s 11 chromosomes, but were fragmented and likely incapable of producing live infectious virus. This is ancient evidence that the banana was once under a strong infectious threat, but survived in all its deliciousness until the present day. Read the original research article here. D'Hont A, Denoeud F, Aury JM, Baurens FC, Carreel F, Garsmeur O, Noel B, Bocs S, Droc G, Rouard M, Da Silva C, Jabbari K, Cardi C, Poulain J, Souquet M, Labadie K, Jourda C, Lengellé J, Rodier-Goud M, Alberti A, Bernard M, Correa M, Ayyampalayam S, Mckain MR, Leebens-Mack J, Burgess D, Freeling M, Mbéguié-A-Mbéguié D, Chabannes M, Wicker T, Panaud O, Barbosa J, Hribova E, Heslop-Harrison P, Habas R, Rivallan R, Francois P, Poiron C, Kilian A, Burthia D, Jenny C, Bakry F, Brown S, Guignon V, Kema G, Dita M, Waalwijk C, Joseph S, Dievart A, Jaillon O, Leclercq J, Argout X, Lyons E, Almeida A, Jeridi M, Dolezel J, Roux N, Risterucci AM, Weissenbach J, Ruiz M, Glaszmann JC, Quétier F, Yahiaoui N, & Wincker P (2012). The banana (Musa acuminata) genome and the evolution of monocotyledonous plants. Nature, 488 (7410), 213-7 PMID: 22801500

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Carnivorous plants around the world all developed their killer habit in surprisingly similar fashion, according to a genetic study of distantly related pitcher plants from Australia, Asia and America. The plants became flesh-eaters as a means of making their own "fertiliser". Findings published today in Nature Ecology and Evolution show while the three species evolved independently in different parts of the world over time, the biological processes they use to digest insects are incredibly alike. Co-author Victor Albert, from Buffalo University, said the finding suggested there were limited evolutionary pathways by which plants could develop flesh-eating traits. Carnivorous plants grow in very nutrient-poor habitats and produce carbon through the usual photosynthetic processes, just like other plants. However, Dr Albert said, because their habitats failed to provide enough phosphorus and nitrogen, nature's equivalent of "fertiliser", they had to develop unusual ways to collect these nutrients. "The animals [they prey on] have this in abundance in the form of the proteins and nucleic acids that are released when the plant digests them," he said. Australian pitcher plant genome provides clues Pitcher plants capture insects by luring them into a trap — a cupped leaf with a waxy, slippery interior that makes it difficult to climb out. A "soup" of digestive fluids sits at the bottom of this chamber and breaks down the flesh and exoskeletons of prey. To better understand how these flesh-eating plants evolved, Dr Albert and colleagues mapped the genome of Cephalotus follicularis, a pitcher plant that is native to south-west Australia and closely related to star fruit. "Cephalotus was a great plant to study because the plants bear two different kinds of leaves, one being the flat leaves, specialised for light gathering as in other plants, and the other being the elaborate pitchers used by the plants to capture prey," Dr Albert said. By mapping its genome the team was able to uncover which genes were expressed only in pitcher leaves, and those related to photosynthetic leaves, or both. "In this way, we were able to discern that several genes encoding digestive enzymes were preferentially expressed in [the pitcher plant] traps," he said. The team then sequenced the digestive enzymes and digestive fluid proteins of this species and two other species: Asian pitcher plant Nepenthes alata, which is related to buckwheat, and the American pitcher plant Sarracenia purpurea, which is related to kiwi fruit. This showed that over time, plant proteins previously used to fight disease and stress had evolved into the digestive enzymes that break down the insects' bodies. "While we knew that carnivorous pitcher plants had evolved three different times, independently, from within different lineages of flowering plants, we didn't realise until now that the protein families used by these plants for their digestive functions had been repurposed independently as well," he said. "Even more exciting was that within some of these enzyme families … changes in the amino acid sequences of the proteins also occurred convergently." In other words, some of the critical enzymes evolved entirely separately, in different places and lineages. These included chitinase, which breaks down chitin — the major component of insects' exoskeletons — and purple acid phosphatase, which enables plants to obtain phosphorus from its prey's body parts. Dr Albert said the finding was an example of "nested convergence" — convergent evolution at several hierarchical levels. These were morphological (pitchers are very similar yet develop totally differently in the three pitcher plant groups); genetic (convergent use of the same or similar enzyme groups); and molecular (amino acids show some convergent changes only in the carnivores).

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CC-MAIN-2018-05

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8 Sites and Resources That Help Students Check Their Facts With all the information they ever need right at their fingertips, it is imperative to teach students how to check their facts. Unfortunately, it can be challenging to know what is true and false, and students are struggling deciphering the truths from the falsehoods. According to Stanford University, their research “shows a dismaying inability by students to reason about information they see on the Internet, the authors said. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from.” As fake news, biased media, and internet hoaxes abound, students need to be taught digital literacy from the time they start using computers. Fortunately, there are resources available for students to check their facts. This site provides balanced news from all perspectives, so students can sort through facts and distinguish between differences in opinions easily. The site also offers a specialized search option where you filter results. Additionally, it offers a school toolbox with a variety of useful resources and lesson plans. Teaching students how to evaluate websites and information is a necessary skill. The CRAAP Test designed by Meriam Library, California State University, Chico is helpful in guiding students through evaluating the currency, relevance, authority, accuracy, and purpose of information. This website is a non-profit, nonpartisan site which is a Project of The Annenberg Public Policy Center allows students to ask questions and search. Additionally, it also allows students to ask science questions on public policy issues. This website focuses on debunking hoaxes or urban legends, as well as email hoaxes and internet scams. It also provides information on how to protect your email and computer. Using a Truth-O-Meter (true, mostly true, mostly false, and false), Politifact rates the accuracy of claims. It focuses on politicians. One of the original fact-checking websites, Snopes is a popular site for identifying misinformation and debunking internet rumors. Students can search with keywords or by plugging in a URL. The Ted-Ed video, “How to Choose Your News” by Dan Brown is designed for students. Using imagery and explanations they will understand, Dan Brown explains how to be a critical thinker and savvy evaluator when it comes to reading (or watching) the news. Another website that focuses on debunking internet rumors, e-mail hoaxes, and questionable images where students can search information as well. Teachers need to explain how media biases work and change facts to fit their needs. By teaching students to use fact checking tools, teachers are strengthening their digital literacy skills.

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First Grade Standards, First Grade Reading Standards, First Grade Literature Standards, First Grade Reading, First Grade Literature, Reading Literature Standards First Grade Reading: Literature Standards Key Ideas and Details - RL.1.1. Ask and answer questions about key details in a text. - RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. - RL.1.3. Describe characters, settings, and major events in a story, using key details. Craft and Structure - RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. - RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. - RL.1.6. Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas - RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. - RL.1.8. (Not applicable to literature) - RL.1.9. Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity - RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. First Grade Common Core Workbook Download$39.00 Add to cart First Grade Common Core Assessment Workbook Download$29.00 Add to cart First Grade Common Core Workbook USB$59.00 Add to cart First Grade Common Core Assessment Workbook USB$49.00 Add to cart First Grade Common Core Workbook Paperback$199.00 Add to cart First Grade Common Core Assessment Workbook Paperback$59.00 Add to cart First Grade Common Core Standards Posters$0.00–$15.00 Select options

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en

This chapter has several goals and objectives: - Compare and describe each of these Earth layers: lithosphere, oceanic crust, and continental crust. - Describe how convection takes place in the mantle and compare the two parts of the core and describe why they are different from each other. - Explain the concepts of the following hypothesis: continental drift hypothesis, seafloor spreading hypothesis, and the theory of plate tectonics. - Describe the three types of tectonic plate and how the processes lead to changes in Earth’s surface features. - What is the driving force of plate tectonics and how does this impact earthquakes and volcanoes around the world? - How does the theory of plate tectonics help explain the different types of earthquakes and volcanoes around the planet? CC licensed content, Shared previously - Dynamic Earth: Introduction to Physical Geography. Authored by: R. Adam Dastrup. Located at: http://www.opengeography.org/physical-geography.html. Project: Open Geography Education. License: CC BY-SA: Attribution-ShareAlike

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In grammar, a conjunction is a part of speech that connects two words, phrases, or clauses together. This definition may overlap with that of other parts of speech, so what constitutes a "conjunction" should be defined for each language. In general, a conjunction is an invariable grammatical particle, and it may or may not stand between the items it conjoins. The definition can also be extended to idiomatic phrases that behave as a unit with the same function as a single-word conjunction (as well as, provided that, etc.). TYPES OF CONJUNCTIONS Coordinating conjunctions, also called coordinators, are conjunctions that join two items of equal syntactic importance. As an example, the traditional view holds that the English coordinating conjunctions are for, and, nor, but, or, yet, and so (which form the mnemonic FANBOYS). Note that there are good reasons to argue that only and, but, and or are prototypical coordinators, while nor is very close. So and yet share more properties with conjunctive adverbs (e.g., however), and "for...lack(s) most of the properties distinguishing prototypical coordinators from prepositions with clausal complements" . Furthermore, there are other ways to coordinate independent clauses in English. Correlative conjunctions are pairs of conjunctions which work together to coordinate two items. English examples include both … and, either … or, neither … nor, and not (only) … but (… also). Subordinating conjunctions, also called subordinators, are conjunctions that introduce a dependent clause. English examples include after, although, if, unless, and because. Another way for remembering is the mnemonic "BISAWAWE": "because", "if", "so that", "after", "when", "although", "while", and "even though". Complementizers can be considered to be special subordinating conjunctions that introduce complement clauses (e.g., "I wonder whether he'll be late. I hope that he'll be on time"). In many verb-final languages, subordinate clauses must precede the main clause on which they depend. The equivalents to the subordinating conjunctions of non-verb-final languages like English are either clause-final conjuctions (e.g. in Japanese) or; suffixes attached to the verb and not separate words

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English Present, Past, Perfect Participles Definition and Examples When learning a language, you use many functional or easy-to-use words or phrases that will enable us to express ourselves better. Utilizing a variety of adjectives can help you make your speech more intense, both as you convey your own experiences in everyday life and while trying to inform others about different topics. While making use of such adjectives, you can also use structures called participles. Participles are structures that are actually made from verbs, but characterize them by showing any situation, object or person. Thanks to the participles, people can give detailed features of the object they point to on any subject they are talking about. Under normal conditions, additional information about the specified object or person is given through clauses in the English language. However, when participles are used to prevent unnecessary extension of the sentence, it is possible to provide more practical use. Generally, the mother tongue is a different language and individuals who try to learn English afterward may experience various problems in deducting the meaning of the sentence when they encounter participants in a sentence. Therefore, it is extremely important to examine a large number of examples and realize what these participles structures have in the sentence. In our content today, we will talk about different participle structures used with different time period modes. We will carry out a detailed analysis of these structures in the article. If we want to give information about a situation occurring in the present in any sentence, we need to use the present participants. When using present participants, we can usually make verbs participles using -ing suffix. When we do this, we will provide information about what the person or object we are talking about in the sentence does. In addition, using participles instead of using phrases will allow us to create a much shorter and easier to understand the sentence. In this context, we will try to give general information about the present participants. Here are 1000 most common english phrases pdf - The man who is walking over there is my brother. - Sitting by the fire, he was drinking milk or drinking milk, he was sitting by the fire. - We walked along the river and we whistled as we were walking. Let’s analyze this sentence together. There is information in this sentence that the individual mentioned is walking. When a person starts reading this sentence for the first time, he portrays a general “man” character. Then, more detailed information is started about who this person is or what he is doing. This information is provided through participles. I would like to draw your attention to the fact that the participles structure used here was created with -ing suffix. If you want to take action to provide information about an event that occurred in the past, you can still use participles. In such uses, there is a structure like the one we just mentioned. Again, a piece of general information is given in the first word in a sentence. Then, thanks to past participants, more detailed information about the object of the information are provided. In order to provide more detailed information, the verb conjugation should be provided according to the time frame used. Therefore, people who will make this kind of use must definitely be knowledgeable about grammar and verb conjugation. Besides all these, it is very important to know which words or groups of words can be extracted from the structure of the clauses with the omitting process. - The man who walked over there is my brother. - As she was convinced that we were going to prison her, she refused to eat anything. -> Convinced that we were going to prison her, she refused to eat anything. Let’s analyze this sentence. First of all, a man is mentioned in the sentence. Then, with the help of participants, detailed information is provided so that we can understand exactly who this man is. At this very point, we understand that the action mentioned took place in the past. Because the words captured in the past were used as participles. In short, the participles both act as adjectives and provide information about when a particular action took place. When you try to get information about an ordinary grammar structure, you may notice that the use of present, past and perfect is very common. One of the most preferred time modes in the use of Participles is the perfect time. When using this mode, we often use participles structures to specify individuals or objects and add detail to them. We will examine this issue through an example below. - The man who has walked over there is my brother. - Having seen his before, you could easily recognized his. Let’s examine the above sentence in detail. First of all, a man is mentioned in the sentence. Then, extra detail was given about who this male individual was. With this detail, we understand that the action took place some time ago and that the action still continues. Perfect participants can also be used when no specific timeline was required in the information about the past. In addition to this sentence, examine the following examples: - The woman has invited me was pretty cool. - The officer has told me no entrance is allowed was right.

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The World Health Organization (WHO) defines Disability in its website as "an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations." The WHO adds to the definition that "Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between the features of a person's body and features of the society in which he or she lives." Types of disabilities The organisation 'House with no Steps' distinguishes in its website between the "many different disabilities which affect individual people in different ways: physical, intellectual, sensory or mental health disability: - A physical disability may affect, either temporarily or permanently, a person's physical capacity and/or mobility. - A person may have an intellectual disability if they experience difficulty communicating, learning and retaining information. - A sensory disability affects one or more senses; sight, hearing, smell, touch, taste or spatial awareness. - A mental illness affects a person's thinking, emotional state and behaviours." Why is disability inclusion in DRR important? According to a 2010 WHO report, "over a billion people, 15% of the world’s population, have some form of disability. Between 110 million and 190 million adults have significant difficulties in functioning." Vulnerability is another aspect of the important of disability inclusion. The Disability Inclusive DRR Network says that "In crisis, people with disabilities are considered as one of the most vulnerable groups. In order to evacuate safely, they often need assistance from their family members, local disaster response committee or rescue team. In this situation, not only people with disabilities are affected but also people who assist the people with disabilities. If including such caretakers into the overall percentage figure, people who are affected by disability can be estimated to represent at least 25% of the world’s population. This rough estimate shows the importance of disability inclusive CBDRM. If the issues concerning disability are effectively included in CBDRM with the active and effective participation/contribution of people with disabilities themselves as well as caretakers, inclusive resilience of the whole community will be the result." Resources selected for you - Empowerment and participation : Good practices from South & South-East Asia in disability inclusive disaster risk management. Published by Handicap International/DI- DRRN [ENGLISH] - Disability Inclusive Community Based Disaster Risk Management. Published by Malteser International/JANI/DI-DRRN [ENGLISH] - Mainstreaming Disability into Disaster Risk Reduction: A Training Manual. Published by Handicap International [ENGLISH] - GUIDE Disability Inclusive Disaster Risk Management. 2013. Published by CBM and DI-DRRN [ENGLISH] - Manual de gestión inclusiva de emergencias. Published by Universidad Austral de Chile/ ONG Inclusiva/ OPS/ OMS [SPANISH] Links to existing portals/key websites - Disability Inclusive DRR Network (DI-DRRN): http://www.didrrn.net/home/ - International Disability and Development Consortium: http://www.iddcconsortium.net/ - CBM: http://www.cbm.org/ - Handicap International: http://www.handicap-international.org/accountabilityEN.html - Malteser International: http://www.malteser-international.org/en/home/how-we-help/disaster-risk-reduction.html - ONG Inclusiva: http://onginclusiva.com/onginclusiva/ GNDR Action at the Frontline case study from Kiribati Kiribati is an atoll nation in the Pacific, prone to the impacts of climate change and natural hazards such as sea level rise, coastal erosion and inundation. The most vulnerable individuals in Kiribati are people with disabilities, who are during times of emergency often the most heavily affected group. A local NGO, Foundation for the Peoples of the South Pacific Kiribati (FSPK), through the Action at the Frontline program, has given Tetoamatoa, a disabled persons’ group, the opportunity to demonstrate their talents and capabilities to better safeguard themselves and the environment in the face of a changing climate. A platform was set up which allowed them to present their daily reality through drama awareness on DRR/CCA. This platform not only changed the way disabled people were thinking about themselves, it also changed the perception of the general public about people with disabilities and it led to a more active engagement of people with disabilities in risk reduction activities in Kiribati. [Read the case study here] Peñaflor town inclusive safe community: Case study about building resilience for all This case study shares many of the lessons learnt from the Risk Award 2014 Winner project, developed and implemented by ONG Inclusiva in Chile. The project premise is that human functioning is negatively affected by barriers. In the case of people with disabilities, they are more vulnerable to disasters because of architectonic, cultural and technological barriers. To reduce the risk of suffering the impacts of disasters for people with disabilities (and for the communities), all these barriers need to be eliminated and/or reduced, and every procedure must be inclusive, thus making Peñaflor a town resilient for all. The case study describes the kinds of barriers faced and the counter measures taken by the project, in particular: language barriers for the deaf and blind people; knowledge barriers for all of our community; physical barriers, such as urban-architectonic barriers. Training in sign language, ramps, family inclusive emergency plans, inclusive emergency kits: photos illustrate many of these barriers and how they were eliminated in Peñaflor. The main lessons learnt were: i) To achieve any degree of Inclusive Disaster Risk Reduction, environmental barriers must be eliminated and/or adapted and facilitators must be implemented; ii) The community has to be part of the process; and iii) Education and training about making Inclusive Emergency Family Plans is vital. [Download the case study here1.84 MB] Children with disabilities and disaster preparedness: a case study of Christchurch, New Zealand An estimated 7 million children with disabilities worldwide are affected by disasters annually. This significant number emphasises the particular vulnerability of these children when facing natural hazards. However, their needs as well as their capacity and role in disaster risk reduction have largely been overlooked by researchers and policymakers. Below you can download a paper article about a case study from Christchurch, New Zealand, that identifies the insights, realities, possibilities and obstacles in relation to the involvement in disaster preparedness of children with diverse disabilities. The study shows the differences in how children with disabilities access available resources and perceive, face and cope with natural hazards. It also shows their potential contribution to disaster preparedness and provides suggestions for policy and practice. [Download here the case study paper from the Taylor & Francis Online website] Inclusiveness in high intensity earthquake-tsunami evacuations: a case study of a joint Chile-Japan drill Architectonical barriers halve the chances of survival of disabled people and assistants. This fact is part of a case study that offers many other valuable lessons from a joint bi-national drill where GNDR member ONG Inclusiva was tasked to observe and assess the level of inclusion of people with disabilities during evacuation efforts. [Download here the case study2.21 MB] - HFA Success Story - CBM: Disability-Inclusive DRR [Watch on YouTube | 7:01 minutes | English] - ODI interview to Carlos Kaiser and Mave Bastías at Sendai [Watch on YouTube | 5:57 minutes | English] - Latin America: Carlos Kaiser Mansilla, Director Ejecutivo, ONG Inclusiva: عنوان البريد الإلكتروني هذا محمي من روبوتات السبام. يجب عليك تفعيل الجافاسكربت لرؤيته.

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What is rotavirus vaccine?Rotavirus vaccine is a vaccine used to protect against rotavirus infections. Rotavirus is recognized as the most common cause of severe gastroenteritis in infants and young children. The virus enters the body through the mouth. Rotaviruses are shed in high concentration in the stool of infected persons. Transmission is by faecal-oral spread, both through close person-to-person contact and by fomites (such as toys and other environmental surfaces contaminated by stool). Two vaccines are available in the market today. - Human monovalent live attenuated vaccine (Rotarix) - Human bovine pentavalent live vaccine (Rotateq) Rotavirus Immunization scheduleYour baby will get either 2 or 3 doses, depending on which vaccine is used. Doses of rotavirus vaccine are recommended at these ages - First Dose: 2 months of age (after 6weeks) - Second Dose: 4 months of age - Third Dose: 6 months of age (not needed if the previous doses are of pentavalent vaccine)

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Earth Interior or Center Earth is made of four layers, three solids and one liquid molten metal, almost as hot as the surface of the sun. The minerals and gems that are found on the earth are inorganic solids with a peculiar chemical formation and definite crystal structure. Simple molecules, or individual elements arranged in repeating chains, sheets, or three-dimensional arrays are produced from the earth. When molten rock or magma cools or by separating out of mineral-rich water, found in underground caverns, minerals are formed. These mineral particles are small, being formed within confined areas such as lava flows from a volcano or between grains of sediment. In a small hollow rounded rocks, large crystals are found and in other rocks, however, finding these large crystals is nearly rare from the earth interior. The volcanic eruption occurs when pressure on a magma chamber forces magma up through the passage and out the volcano's outlet. The type of volcano eruption depends on the amount of gases and silica (silicon dioxide) in the magma after a magma's chamber is filled. If the silica is real high, then the magma's viscosity (sticky magma or lava) is greater. During volcanic eruption activity, volcanic ash and gases comes out of the volcano which is a deadly combination of steam, sulphur dioxide and carbon dioxide that's included in the gases, the ashes are fragments less than 2mm in size. When ash first erupts, it may be solid or molten. Some gases are toxic and can suffocate people, this factor is very important, because that's what make volcano eruptions violent and extremely dangerous. After an eruption is over, the ash and gases cools, new geological formations are made such as: islands, mountains, and lands. The Earth is known to many as the third planet from the sun and the third largest planet in the Solar System. It is the only planet that has life on it and is home to millions of species and humans. Its diameter is 12,756 kilometers, mass is 5.97 * 10 to the 24th power kilograms, length of day is 24.0 hours, length of year is 365.2 days, distance from the sun is 149.63 * 10 to the 6th power in kilometers, mean temperature is 15 degrees C (59 degrees F) and has one (1) moon. It was formed 4.54 billion years ago and life came on its surface within a billion years. The ecosystem of the Earth has since then altered the atmosphere and the nonliving environment, which consists of, light, temperature, atmospheric gases, and conditions on the planet, making it easier for organisms with oxygen based metabolism, as well as the formation of the ozone layer, together with the Earth's magnetic field, blocks harmful radiation, permitting life on land. Since the forming of the Earth interior where you'll find carbon-based materials such as crystals and other gemstones, diamonds have been forced from within the Earth interior to the outside by volcano eruptions into kimberlite pipes, seabeds: rivers and oceans, and diamond mines throughout the world. Diamonds are made of carbon atoms that are arranged as a cubic crystal with many faces and decorative beauty. This gemstone is second to graphite as the most stable form of carbon. The high distribution of light and its hardness make diamonds useful for industrial applications and jewelry. Their material is of superlative physical qualities making them excellent abrasives because other substances can not scratch them, they can hold a polish extremely well and retain their lustre for a long time. From Earth Interior Back To Beautiful Diamond Go To Home Page

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Imagine plunking your spacecraft down on an asteroid. The gravity would be small. The surface would be uneven. The space rock might be noticeably spinning, complicating your maneuvering. Humans have done it with robotic spacecraft before. The first time was in 2001, when NASA made a stunning landing with the NEAR Shoemaker spacecraft on Eros — using a craft that was not even designed to reach the surface. A new study, however, portrays getting close to these space rocks as perhaps even more hazardous than previously thought. An experiment done aboard a “Vomit-Comet” like airplane, which simulates weightlessness, suggests that dust particles on comets and asteroids may be able to feel changes in their respective positions across far larger distances than on Earth. “We see examples of force-chains everywhere. When you pick an orange from a pile in a supermarket, some come away easily, but others bring the whole lot crashing down. Those weight-bearing oranges are part of a force-chain in the pile,” stated Naomi Murdoch, a researcher at the Higher Institute of Aeronautics and Space (Institut Supérieur de l’Aéronautique et de l’Espace) in Toulouse, France. “One important aspect of such chains is that they give a granular material a ‘memory’ of forces that they have been exposed to. Reversing the direction of a force can effectively break the chain, making the pile less stable.” The Asteroid Experiment Parabolic Flight Experiment (AstEx) experiment was designed by Murdoch, Open University’s Ben Rozitis, and several collaborators from The Open University, the Côte d’Azur Observatory and the University of Maryland. It had a cylinder with glass beads inside of it, as well as a rotating drum at the heart. In 2009, when they were postgraduate students, Murdoch and Rozitis took their contraption on board an Airbus A300, which flew parabolas to simulate microgravity while the aircraft falls from its greatest height. During this time, the inner drum spun up for 10 seconds and then the rotational direction was reversed. What happened was tracked by high-speed cameras. Later, the researchers analyzed the movement of the beads with a particle-tracking program. The researchers found that particles at the edge of the cylinder (the closest analog to low-gravity environments) moved more than those in similar environments on Earth. Those closer to the center, however, were not as greatly affected. “A lander touching down on the surface on one side of a small, rubble-pile asteroid could perhaps cause an avalanche on the other side, by long-range transmission of forces through chains It would, however, depend on the angle and location of the impact, as well as the history of the surface – what kind of memories the regolith holds,” said Murdoch. Check out more details of the experiment in the June 2013 issue of the Monthly Notices of the Royal Astronomical Society. It’s some interesting food for thought as NASA ponders an asteroid retrieval mission that so far has met with skeptical Congress representatives. Source: Royal Astronomical Society

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Which came first, the chicken or the egg? That’s a standard puzzler often offered when people are faced with a problem in causation. But the answer is very simple, as noted by a famous biologist (S. J. Gould): The egg came before the chicken, because birds evolved from reptiles (specifically, certain dinosaurs) and reptiles produce eggs. So, of course, do all the predecessors of reptiles — eggs are just gametes (sex cells) that contain some nutrition for an embryo, in contrast to sperm, which normally contain just genetic material and the internal machinery needed for swimming to meet an egg. Bird eggs, however, differ from those of most reptiles in having a hard shell (a few turtles and crocodilians produce rather hard shells, and so did some dinosaurs, but bird shells are even harder). A hard shell was one invention that greatly facilitated the evolution of living on land and the subsequent radiation of many kinds of birds. The hard shell protects the embryo from predation by invertebrates and microbes, but the hard shell also limits the uptake of water that is needed by the embryo. In compensation for that limitation, the avian egg contains albumen (the egg white), which is composed of water and a little protein. The albumen also serves as a shock absorber if the egg is jostled and an insulator from sudden changes in temperature. Inside the hard, calcified external shell and the layer of albumen lies a membrane that encloses the embryo and its attached yolk sac. The yolk is composed of fats, proteins and water. It provides all the food needed for the growth of the embryo. As the embryo grows, the yolk gets used up and gradually absorbed into the body cavity. The growing embryo produces waste products, of course, as it metabolizes the yolk proteins. Another membrane develops, forming a sac to contain wastes. Vertebrates have three basic options for disposing of nitrogen-containing waste products of metabolism: ammonia, urea, and uric acid. Ammonia is not a good option for terrestrial animals, especially enclosed systems such as eggs, because it would rapidly accumulate to toxic levels. Space is limited inside that hard shell, so there isn’t room to produce water-soluble urea (as mammals do), which can’t be flushed out of the egg and would take up a lot of space. Urea also would upset the embryo’s osmotic balance (of water and larger molecules inside and outside the embryo). Instead, birds (and reptiles) produce uric acid (actually a salt of uric acid), which is not soluble and is deposited by the avian embryo as tiny crystals inside the waste-disposal sac. Production of uric acid costs more energy than producing urea, but it solves the waste-storage problem. The hard shell of a bird egg limits water uptake, requires a self-contained food supply, and prevents external waste disposal, but the embryo is not entirely isolated from the outside environment. Like all vertebrates, the avian embryo needs to breathe: to take in oxygen from the air and get rid of carbon dioxide and water vapor produced by cellular metabolism. To allow this necessary exchange of gases (respiration), the egg shell has pores that allow the gases to move in or out. Tiny blood vessels in the various embryonic membranes link the pathway of gas exchange to the embryo. As the embryo grows, calcium is removed from the inside of the shell and used for growth of the skeleton. So the shell gets thinner and gas exchange increases as the embryo grows and its respiration increases. It ain’t easy, being an egg! Avian eggs are amazingly complex, solving many problems that accompany early development. They come in a wide range of sizes, too, depending on the size of the female bird, how many eggs are laid in each clutch, on the stage of development of the chicks when they hatch, among other factors. Despite a wealth of data on egg size and adult body size, there remains much to be explained about the factors that determine the size of eggs, both in absolute terms and relative to female body size. In the meantime, here are some curious factoids. The biggest bird eggs known to science were as much as thirteen inches long and over three feet in circumference; they housed the developing chicks of the now-extinct elephant bird of Madagascar. The smallest eggs, in absolute terms, may be those of hummingbirds, which are roughly the size of my little fingernail. Everyone probably knows that ostriches lay large eggs; but the bird is very big too, so the size of the egg relative to the female is fairly small. If egg size is assessed relative to size of the mother, it is often said that the record is held by New Zealand brown kiwis. A female brown kiwi produces one egg that can be as much as one quarter of her body weight. (Imagine a female human who weighs a hundred and twenty pounds carrying a fetus weighing thirty pounds!) Female kiwis have to eat enormous amounts of food when that huge egg is developing. But kiwi eggs are so big that, for several days before the egg is laid, there is no room inside the mother for food, so she has to fast for those last few days. However, kiwis are not alone in vying for the record of relative egg size. A wading bird called the crab plover, which lives on the shores of the Arabian Sea and nearby areas, is also reported to lay eggs weighing about a quarter of the body weight. Similarly, certain tropical terns also lay relatively huge eggs. At the other end of the range of egg sizes, some birds, including ostriches, lay relatively very small eggs — as little as one or two percent of their body weight. The biggest penguins are in this category, as are some songbirds. Perhaps the next problem that needed to be solved, as hard-shelled eggs evolved, was where to put them once you had them. All birds are tied to land (or ice) for reproduction, and indeed some only come ashore for that purpose. But how they deal with their eggs varies enormously, and that may be a topic for a future essay. • Mary F. Willson is a retired professor of ecology.

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Drawing is a great way to learn geography! When my oldest son was in Classical Conversation’s Challange A, we drew the whole world together! To make it easier, I created simpler maps for him to draw from and step-by-step instructions to help him see what basic shapes to draw first. (References to Classical Conversations do not constitute or imply endorsement by the company.) I’m sharing these with you and your family to make learning geography easier and more fun. Each area of the world is drawn separately at first. In the end, you’ll put them all together on one complete drawing of the whole world. This package is a combination of all the files from the Drawing to Memorize Geography series. You can learn more about each file or buy them individually here: - Anyone Can Draw Canada (20 pages) - Anyone Can Draw the United States (9 pages) - Anyone Can Draw Central America (10 pages) - Anyone Can Draw South America (16 pages) - Anyone Can Draw Europe (29 pages) - Anyone Can Draw Southwest Asia (25 pages) - Anyone Can Draw North and East (35 pages) - Anyone Can Draw Africa (47 pages) - Anyone Can Draw Oceania and Australia (41 Pages) - Anyone Can Draw Antarctica (11 pages) - Anyone Can Draw the Basic Shapes of the World-(10 pages) putting it all together on one piece of paper, properly sized and spaced. I use a combination of basic shapes (sometimes called blob mapping) and a loose “unit” grid system, so students can scale their maps up and down while maintaining the proportions of the map. For each area, you’ll find maps suitable for tracing, labeling, or studying. Your family may also enjoy coloring these maps to gain familiarity with the geography of the region. Check out the other resources I have for using Cartography to learn Geography. - Step-by-step instructions for how to draw each of the 10 areas, using a combination of basic shapes and generic “units.” - Step-by-step instruction for how to put all the areas together in one world map. - Multiple full-page maps of each area: - Some detailed and some simplified, - Some color and some black and white, - Some including country/city labels and some not. You will receive 11 PDF files, totaling about 250 pages. This file is best printed on 8.5×11 paper. These are PDF files, so you’ll need a PDF Reader to view and print them. Download a free PDF Reader here: https://get.adobe.com/reader/. This is for personal use only- not for commercial use. If you teach in a public or private classroom or homeschool community, you may print as many paper copies as you need for in-class work. Please do not distribute digital copies of these files to students. Each teacher must purchase their own copy of this digital download. This package, like everything at Ridge Light Ranch, is backed by our 100% Satisfaction Guarantee.

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Archaeologists have used high-resolution satellite snapshots to finally piece together a mystery surrounding the ancient people of Peru's famous Nasca region. The mystery centres around a series of carefully built, spiralling holes called puquios, burrowed into the ground in the Nasca Desert of southern Peru. These peculiar formations could not be dated using traditional carbon dating techniques, and the Nasca people didn't leave behind any evidence of when they were first established, so archaeologists have spent centuries trying to figure out their purpose in vain. Now, Rosa Lasaponarac from the Institute of Methodologies for Environmental Analysis in Italy describes how she studied imagery shot from space to plot the distribution of the puquios and how they were related to nearby settlements - settlements that happened to be easier to date. As BBC Future reports, this provides insight into how this network of tunnels and caves was created in Nasca. It's now believed that the primary aim of the puquios were to enable communities to survive in an area continually hit by drought: they were essentially a cutting edge hydraulic system used to retrieve water from aquifers underground. "What is clearly evident today is that the puquio system must have been much more developed than it appears today," said Lasaponara. "Exploiting an inexhaustible water supply throughout the year the puquio system contributed to an intensive agriculture of the valleys in one of the most arid places in the world." Lasaponara adds that "specialised technology" must have been used to construct the puquios. "What is really impressive is the great efforts, organisation and cooperation required for their construction and regular maintenance," she said. "Maintenance was likely based on a collaborative and socially organised system." The spiral-shaped holes work by funnelling wind into underground canals, wind which then forced water from deep subterranean reservoirs to the places it was needed. Any water left over was then stored in surface pools. The construction was of such a high standard that some of the puquios still function today. Building something on this scale would have required a comprehensive understanding of the geology of the region as well as the annual variations in water supply, according to Lasaponara. "The puquios were the most ambitious hydraulic project in the Nasca area and made water available for the whole year, not only for agriculture and irrigation but also for domestic needs," she explained. Lasaponara is publishing her work later this year in a paper called Ancient Nasca World: New Insights from Science and Archaeology.

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1. Mention the characteristic properties of solid. 2. Mention the differences between crystalline solid and amorphous solid. 3. Explain the terms a) anisotropy b) isotropy. Why is crystalline solid anisotropic while amorphous solid isotropic in nature? 4. What makes glass different from quartz? Under what condition quartz is converted to glass? 5. Why are amorphous solids called pseudo solids or super cooled liquids? 6. How are crystalline solids classified on the basis of intermolecular forces? Give two examples of each type and mention their properties. 7. Compare the properties of diamond and graphite on the basis of their structures. 8. Classify the following as ionic, metallic, molecular, covalent, or amorphous. 9. How are molecular solids subdivided further? Give two examples each and mention their properties. 10. Account for the following: a) Glass panes fixed to windows of old buildings becomes slightly thicker at the bottom than at the top. b) NaCl(s) does not conduct electricity but it conducts either in molten state or in aqueous solution. c) Diamond is a non conductor while graphite is a conductor of electricity. d) Diamond is hard while graphite is soft. e) Graphite is a lubricant. f) Ionic solids are hard and brittle. g) MgO and NaCl are ionic solids but MgO has higher melting point than NaCl. h) NaCl exhibit schottky defect and not frenkel defect. 11. Explain the terms a) lattice point b) crystal lattice c) unit cell. 12. What are Bravis lattices? Mention the characteristics of a crystal lattice. 13. Mention the characteristics of a unit cell. Draw a neat diagram of a unit cell and show its parameters. 14. What is the difference between primitive and centered unit cell? 15. Calculate the number of atoms in c) FCC unit cells. 16. Mention the characteristics of seven primitive unit cells and their possible variation as centered unit cells. 17. Name the centered unit cells and position of atoms in each centered unit cell. 18. What do you mean by coordination number? Give the coordination number of atoms in a) one dimensional arrangement of atoms b) square close packing in two dimension. c) hexagonal close packing in two dimension c) hexagonal close packing in three dimension d) cubic close packing or fcc in three dimension e) cation in triangular void. f) cation in tetrahedral void g) cation in cubic void 19. A compound has hexagonal close packing structure. Determine the total number of voids, number of tetrahedral void, and number of octahedral voids in 0.5 mole of this compounds. 20. Calculate the number of octahedral and tetrahedral voids in unit cells of a)SCC b)BCC c)FCC 21. Distinguish between a) octahedral and tetrahedral voids b) Schottky and Frenkel defect. c) Hexagonal closed packing and cubic close packing d) crystal lattice and unit cell. e) para magnetism and ferro magnetism f) hexagonal and monoclinic unit cell g) face centered and end centered unit cell. 22. Calculate the % efficiency of packing in 23. If the radius of octahedral void is r and the radius of atoms in close packing is R, derive the relationship between r and R. 24. What are interstitial defects? Mention its effect on density of a solid. 25. What is the effect of adding a) SrCl2 to NaCl b) CdCl2 to AgCl? 26. Explain the terms with suitable examples a) Stoichiometric and non stoichiometric defects b) F centre c) Metal deficiency defect d) 12-16 and 13-15 compounds 27. What happens when a) NaCl crystal is heated with Na vapors b) ZnO is heated c) Fe3O4 is heated. 28. Explain n type and p type conduction with suitable examples. 29. Classify the following as n type or p type semi conductors. a) Ge doped with In b) B doped with Si. 30. In terms of band theory explain the differences between conductor , insulator, and semi conductor. Draw a neat diagram to show the valence band and conduction band in conductor, insulator and semi conductor. 31. Derive the expression for determining the density of unit cell. Submitted By : Mr. R. Srinivas Vasudevamurthy

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Inheritance:-Inheritance means using the Pre-defined Code This is very Main Feature of OOP With the advantage of Inheritance we can use any code that is previously created. With the help of inheritance we uses the code that is previously defined but always Remember, We are only using that code but not changing that code. With the Advent of inheritance we are able to use pre-defined code and also able to add new code. All the pre-defined code is reside into the form of classes if we want to use that code then we have to inherit or extend that class. The Class that is Pre-defined is called as Base or super Class and the class which uses the Existing Code is known as derived or sub class The Various Types of Inheritance those are provided by C++ are as followings: 1. Single Inheritance 2. Multilevel Inheritance 3. Multiple Inheritance 4. Hierarchical Inheritance 5. Hybrid Inheritance In Inheritance Upper Class whose code we are actually inheriting is known as the Base or Super Class and Class which uses the Code are known as Derived or Sub Class. 1) In Single Inheritance there is only one Super Class and Only one Sub Class Means they have one to one Communication between them 2) In Multilevel Inheritance a Derived class can also inherited by another class Means in this Whena Derived Class again will be inherited by another Class then it creates a Multiple Levels. 3) Multiple Inheritances is that in which a Class inherits the features from two Base Classes When a Derived Class takes Features from two Base Classes. 4) Hierarchical Inheritance is that in which a Base Class has Many Sub Classes or When a Base Class is used or inherited by many Sub Classes. 5) Hybrid Inheritance: - This is a Mixture of two or More Inheritance and in this Inheritance a Code May Contains two or Three types of inheritance in Single Code.

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A cleft palate or cleft lip is a birth condition caused by the baby’s mouth parts not joining up during early fetal development. The two halves of the palate or the lip don’t fuse properly, leaving an open space or ‘cleft’. This can occur on one side of the face only (unilateral) or on both sides (bilateral). One in every 600 to 800 babies is affected by cleft lip or cleft palate. The cause is unknown, although it is thought that genetic factors play a role in a small proportion of cases. Surgery can repair most clefts so that the child’s appearance and speech develop normally. How a cleft palate or cleft lip develops Late in the first month of pregnancy, the baby’s mouth develops in two halves, which are growing closer together. Somewhere around the sixth to eighth week of pregnancy, the two halves of the baby’s hard palate fuse (join) together to form the roof of the mouth. Next, the fusing seam travels forward and backward to seal the lips and the uvula (the teardrop-shaped tissue that hangs at the back of the throat). By the tenth week of pregnancy, the mouth is fully formed and the nose has developed its familiar structure and location. In a child with a cleft palate or cleft lip, the two halves of the palate or the lip do not fuse properly. Other areas that may not properly join up include the soft palate, located at the back of the roof of the mouth, and the nostrils. Cleft conditions vary in severity and extent, with variations including: - Cleft lip only - Cleft palate only - Cleft lip and palate - Microform cleft (notch or scar) - Unilateral cleft (one side) - Bilateral cleft (both sides) - Cleft involving the soft and/or hard palate. Causes of cleft palate and cleft lip The causes of cleft palate and cleft lip are unknown, although hereditary factors sometimes play a small role. Around one in three babies born with a cleft palate or a cleft lip may have a relative with the same or similar condition, or an associated chromosomal or genetic condition. A parent who was born with a cleft has a small chance of passing on the condition to their child. Around two thirds of cases occur spontaneously, with no family history or known cause. Current research indicates that the actions or behaviours of the mother or father during pregnancy have no bearing on whether or not the child will develop a cleft palate or lip. Cleft palate and cleft lip – feeding your baby A suckling baby uses its tongue to push the nipple or teat against the roof of its mouth. The muscular motions of the jaw and soft palate at the back of the mouth allow suction to draw the milk. Depending on the location and severity of the cleft, a newborn baby may have difficulties with sucking. A cleft palate or a cleft lip makes it hard for the baby to seal its mouth properly over the nipple or teat. This can prevent the formation of the vacuum necessary to draw milk out of the breast or bottle. It may be necessary to try a variety of different feeding methods before you find the combination that works best for your baby. Swallowing air is likely and babies with a cleft palate or cleft lip need thorough burping. Bottle feeding is often easier for a baby with a cleft palate or cleft lip than breastfeeding, but be guided by your doctor, surgeon or healthcare nurse. A maternal and child health nurse, breastfeeding specialist or another parent of a child with a cleft palate or cleft lip may help you to find a solution. - Try expressing with a breast pump and feeding your baby from a bottle. - Use both breastmilk and bottled formula to make sure your baby is adequately nourished. - Press your baby’s cleft lip against your breast to help seal the mouth when breastfeeding. - Use soft bottles that can be manually squeezed to push milk into your baby’s mouth. There are bottles and teats designed especially for use by babies with cleft conditions. (CleftPALS Victoria can supply these bottles to parents of babies with a cleft palate or cleft lip in Victoria.) - You can use a special supply line that ‘supplement feeds’ your baby by tube while you breastfeed them. - Breastfeeding a baby with a cleft palate is extremely difficult. Try not to be too surprised or upset if breastfeeding isn’t possible. Treatment for cleft lip Cleft lips are often more a cosmetic than a functional concern. Usually, an altered nose is associated with a cleft lip. A cleft lip can be surgically corrected at around three months of age. Treatment for cleft palate Cleft palates have to be surgically repaired before the baby is ready to speak, usually between six months and one year. During the operation, nearby mouth tissue is used to close over the cleft. Some children will require further operations, such as pharyngoplasty, to help seal the mouth from the nasal cavity. Some children born with cleft palates will have speech difficulties after surgery. Speech pathology can help overcome this. Children born with a cleft palate have a greater tendency to develop recurring ear infections, such as ‘glue ear’. This will need ongoing attention from their ear, nose and throat surgeon. Depending on the location and severity of the cleft, other treatments might include: - Follow-up surgery on the hard palate at a later stage - Jawbone realignment prior to surgery, using elastic braces - Bone grafts for the upper jaw at around 10 years of age - Ongoing dental and orthodontic care - Subsequent cosmetic operations – may be necessary as your child matures. Your child may need some or all of these treatments, depending on their condition. However, location and severity are just part of the picture. Treatment needs and success will depend on a range of factors. A severe cleft does not always need complex treatment. Support for parents of children with a cleft palate or cleft lip Having a child with a cleft palate or cleft lip birth condition can be traumatic. Parents need to be supported, particularly in the first few days when feeding is difficult and there are unanswered questions. There are various organisations that offer information and advice. It is important to remember that clefts can be repaired, and children who were born with a cleft palate or cleft lip go on to lead normal, happy lives. CleftPALS Victoria offers support and information for Victorian, Tasmanian and South Australian families, young people and friends of affected children. Volunteers are mostly parents and adults who themselves have had a cleft palate or cleft lip, who understand what you are going through. Regular updates, play dates, family fun days and assistance with ordering feeding equipment are available. Cleftstars, a youth support group run through CleftPALS Victoria, offers young people the opportunity to meet each other and share experiences face-to-face and online. Structured and fun sessions are planned throughout the year, and there is a closely monitored Cleftstars Facebook site. The Medicare Cleft Lip and Cleft Palate Scheme helps families to meet treatment costs for specialised services for cleft lip and cleft palate conditions. Where to get help - CleftPALS Victoria Support Hotline Tel. 0425 784 130 - CleftPALS Victoria Feeding Equipment Hotline Tel. 0425 784 136 - Monash Children's Cleft and Facial Anomalies Unit, Monash Medical Centre Tel. 9594 7740 - Plastic surgeon - Department of Plastic and Maxillofacial Surgery, Royal Children’s Hospital Tel. 9345 6582 - Ear, nose and throat surgeon - Your doctor - Speech pathologist - Clinical geneticist - Medicare Cleft Lip and Cleft Palate Scheme Tel. 132 150 or 1300 652 492 Things to remember - A cleft palate or cleft lip is a birth condition caused by failure of the mouth parts to join up during early fetal development. - The cause is unknown, although genetic factors sometimes play a role. - Surgery can repair most clefts so that appearance and speech develop normally.

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