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Space is a fascinating place that you have just begun to explore. However, there are eight planets in our Solar System, but astronomers do believe that there are almost billions or even trillions of other planets that are a part of other solar systems in other galaxies.
Here is some amazing facts about the space that will surprise you i’m sure
- Life is known to exist only on our planet, Earth, but NASA found out in 1986 what they thought may be some kind of fossils of microscopic living things in a rock from the planet Mars.
- Glowing nebulae are called so as they usually give off a dim, red light, due to the hydrogen gas present in them gets heated by radiation from the nearby stars.
- The Milky Way galaxy you live in is one among the billions in the space.
- The hottest planet in our solar system is the Venus with a surface temperature of above 450 degrees Celsius.
- The solar system was formed approximately 4.6 billion years ago.
- The Moon appears to have more scars and craters than Earth as it has a lot less natural activity going on. On the other hand, the Earth is persistently reforming its surface through natural activities like erosion, earthquakes, wind, storms, rain, and plants growing on its surface. Moon has very little weather to change of reform its overall appearance.
- A day on Mercury is equivalent to approximately 59 days on the planet earth!
- The opposite of black holes is predicted to be white holes that spray out matter and light-like fountains.
- Footprints and tire tracks left behind by astronauts on the moon will stay there forever owing to the fact that there is no wind to blow them away on the moon.<|endoftext|>
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# How do you solve abs(5x + 10) - 15 = 20?
Aug 2, 2015
$x = - 9 , 5$
#### Explanation:
Rearrange the equation:
$| 5 x + 10 | - 15 = 20$
=>
$| 5 x + 10 | = 35$
Because of the modulus there are two solutions, the first:
$5 x + 10 = 35$ => $x = 5$
The second:
$5 x + 10 = - 35$ => $x = - 9$
Aug 2, 2015
$x = - 9 , 5$
#### Explanation:
$\left\mid 5 x + 10 \right\mid - 15 = 20$
Add $15$ to both sides of the equation.
$\left\mid 5 x + 10 \right\mid = 20 + 15$ =
$\left\mid 5 x + 10 \right\mid = 35$
Rewrite the equation without the absolute value symbol, with one equation positive, and one negative.
$5 x + 10 = 35$ and
$- \left(5 x + 10\right) = 35$.
Positive Equation
$5 x + 10 = 35$
Subtract $10$ from both sides of the equation.
$5 x = 35 - 10$ =
$5 x = 25$
Divide both sides by $5$.
$x = \frac{25}{5}$ =
$x = 5$
Negative Equation
$- \left(5 x + 10\right) = 35$ =
$- 5 x - 10 = 35$
Add $10$ to both sides.
$- 5 x = 35 + 10$ =
$- 5 x = 45$
Divide both sides by $- 5$.
$x = \frac{45}{- 5}$ =
$x = - 9$<|endoftext|>
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This we believe: The school environment is inviting, safe, inclusive, and supportive of all.
According to a nationally representative survey conducted by the National Institute of Child Health and Human Development (NICHD, 2001), approximately 30 percent of American school children in grades 6 through 10 have been bullied or have bullied other children "sometimes" or more often within a semester.
These data are supported by a more recent study in 2010 by Clemson University in which 17% of K–12 students indicated that they had been bullied with some frequency (2–3 times /month) and 10% of students indicated that they had bullied others with a similar frequency. Increased awareness of the problems of bullying in our schools has led most states to introduce new laws regarding bullying. A primary goal for schools in many states is the provision of a safe, secure, and orderly school. However, even with requirements to provide a safe and orderly school, and with new laws about bullying, schools and school districts are often unsure how to take action. Some school communities, especially schools of academic distinction or who have a good reputation in their community, may believe that their schools are safe and that bullying is not a problem. Principals and teachers might not question whether they have effective policies in place for dealing with bullying.
While some schools are safe, principals may more easily assume that their schools are safe places than to have to deal with any negative publicity related to uncovered incidents of bullying. Moreover, some bullying incidences are microcosms of greater societal issues that certain parents and citizens may view as "controversial" or even justified because some groups "deserve it." Such possible controversy makes the challenge for how schools respond even greater. This article describes how one teacher's concerns changed her school's attitude with regard to bullying from assuming that "bullying is not a major problem at our school" to "bullying is a priority issue included in the school improvement plan with a school-wide program to address bullying."
As we explored the complex topic of bullying, we pondered a statement from This We Believe, which states, "The school environment is inviting, safe, inclusive, and supportive of all," (NMSA, 2010). The most obvious connection is the need for schools, and middle schools in particular, to provide a safe environment for all students whose emerging identities often include significant vulnerability. We contend that bullying reaches to the heart of the school culture and specifically the extent to which middle school environments support the physiological, emotional, social, and academic development of adolescents (Scales, 2003). The Association for Middle Level Education (AMLE), formerly National Middle School Association (2010), provides a good description of this preferred environment: "A successful school for young adolescents is an inviting, supportive, and safe place - a joyful community that promotes in-depth learning and enhances students' physical and emotional well-being.…Students and teachers understand they are part of a community where differences are respected and celebrated.…the safe and supportive environment, students are encouraged to take intellectual risks, to be bold with their expectations, and to explore new challenges" (pp.33–34). This description conveys the multiple ways in which school culture impacts student development, especially since young adolescents often spend as much or more time with teachers and peers as with parents or guardians.
Another perspective identifies the importance of this period for student identity development (Anfara, Mertens & Caskey, 2007). The authors state that questions of identity are of great importance to young adolescents. The authors describe that the search for identity and self-discovery can "lead young adolescents to be easily offended and be sensitive to criticism of personal shortcomings" (p. xx). Identity can be affected by "questions about physical changes, relationships with peer and adults, one's place in the world, and global issues (e.g., poverty, racism, and wealth distribution) [which] help shape what adolescents are interested in and how they view the world" (Brinthaupt, Lipka & Wallace, 2007, p. 207). Lane (2005) in her study of girls and aggression notes, "Middle level students' primary concerns are focused on their peers and what others think of them. It is a time of tremendous insecurity for both boys and girls, and most of them experience some kind of rejection or exclusion exactly when being included is of utmost importance" (p. 42).
Finally, Pollock (2006) identifies the challenges faced by adolescents with regard to sexuality: "Adolescents have many issues surrounding their emerging identities, sexual drives and sexual orientation" (p. 31). She notes that too often these are forbidden topics in school. Fostering greater understanding among educators and the community about the emotional needs and identity crises that some students are going through is exactly what influenced us to explore the topic at the school where one author teaches.
Southeastern Middle School
Southeastern Middle School (a pseudonym) is a fairly large middle school with just over 800 students that serves a largely suburban and rural district in southeastern North Carolina. The school population is predominantly white; 13% of students are of color. About 54% of the students receive free and reduced lunch. As one of five middle schools in its district, Southeastern serves students from two feeder elementary schools. During the previous year, a low incidence of crime was reported at the school. For the last five years the school has been classified as a school of distinction by the state. Finally, Southeastern Middle has a relatively low teacher turnover rate, and teacher working conditions surveys suggest the school receives high support from teachers.
All seasoned teachers at the school agree that in comparison to other school settings, students at this school show a high level of respect toward adults in the building; students get along reasonably well with one another. In fact, little evidence of gang or group hostility asserts itself. Southeastern Middle is, in general, an excellent place to teach. However, during Kayce's fourth year as a teacher of grades 6–8 at Southeastern Middle, she started to pay more attention to incidents of bullying that were occurring in the hallways and occasionally in her own classroom. She and other teachers would hear students use negative terms in referring to other students, but they would not always know an appropriate or affirming, impactful way to respond. While some teachers talked often about cultural differences in the curriculum and opposed discrimination against marginalized people, these were individual decisions and were not part of a larger school-wide discussion. Further, while many students and schools have accepted that discrimination based on race or ability, for example, is unacceptable, other groups too often lack such strong support. Students who are lesbian, gay, bisexual, or transgender (LGBT), overweight, and students of lower socioeconomic status are especially and emphatically among those groups who receive little support. So even though Southeastern Middle School has a reputation as being a good and safe school, Kayce wanted to find out about students' experience with bullying, how they felt about their safety at school, and how they perceived teachers' responses to bullying. After all, the research shows that a student's safety and emotional comfort play a huge role in her/his overall progress and development in other areas of middle school life and beyond. Thus Kayce was able to conduct the present study of bullying at her school as part of an independent study toward a graduate degree. Robert Smith, co-author, served as a resource, helped to guide the study, and provided a knowledgeable perspective from outside our school and district. Kayce and Robert worked together to compile the relevant literature and to evaluate the data from surveys at the school.
Research on bullying
Bullying generally is defined as aggressive behavior or intentional harm by an individual or group repeated over time that involves an imbalance of power (National Conference of State Legislatures, 2007). Further, bullying is viewed as falling into three different types of aggression: physical aggression, which includes hitting, kicking, or pushing; verbal aggression, which includes name calling, teasing, or abusive language; and relational aggression, which consists of spreading rumors and social exclusion (Varjas, Henrich, Meyers, & Meyers, 2009). A 2013 Department of Education report on bullying in West Virginia found that students are most likely to be bullied in middle school with middle school students accounting for 56% of all reported incidents of bullying K–12 (Eyre, 2013). In a study of students in grades 7 and 8 in urban, suburban and rural schools, 24% reported either bullying or being bullied; 14% of students reported being called mean names and others reported being hit or kicked, being teased or being threatened (Seals & Young, 2003). In a separate study of students in grades 7 and 8 at three middle schools that differed significantly by race, socioeconomic status, and urbanicity, "being overweight" and "not dressing right" were the most common reasons that identified why a student might be bullied (San Antonio & Salzfass, 2007). The second most common reason, identified at two of the three schools, was being perceived as gay. Based on student responses, one of the main conclusions from the study was that "most students want adults to see what is going on in their world and respond to bullying in caring, effective, and firm ways" (p. 35).
Kayce's initial questions for students revolved around their perceptions of how much bullying occurs at Southeastern Middle, which types of students are bullied, where bullying is occurring, and what support the school is viewed as offering in preventing and responding to bullying. Olweus (1999), who is widely considered the pioneer in bullying research, describes conducting a needs assessment as a way to gather data and inform the process. This approach, which also included focus groups with students, was successfully implemented in a study of bullying at an elementary school (Orpinas, Horne, & Staniszewski, 2003). Surveys concerning student and teacher perceptions regarding bullying have also been used (Beale & Scott, 2001). Based on the different responses to bullying from their study of students at three middle schools, San Antonio and Salzfass (2007) argue that a needs assessment is an important starting point. Their findings coincide with the various researchers who claim that multiple types of reporting and surveying are necessary when diagnosing a school's need for an anti-bullying program (Bowllan, 2011; Varjas, Henrich, Meyers, & Meyers, 2009).
Surveying students and teachers
Kayce read several articles on bullying and searched for existing surveys that would provide greater reliability and address questions with regard to bullying than might have otherwise been considered. In developing questions for the student survey, Kayce was aware of the rural community surrounding the school that might lead to complaints from community members if too much positive attention was focused on gay identifying students.
While the building principal was supportive of such a project, this was also his first year and he wanted to make sure that student surveys had the support of the local school district. The district reviewed the survey and replied that, as it involved student's beliefs, the survey would have to be approved prior to the start of the school year, per a school board policy. The district also suggested that the wording of some of the questions revealed bias. The district's response initially confirmed our fears that bullying can be a politically sensitive topic and school officials would prefer not to have certain controversial aspects of this issue examined.
This response appeared to end the project, at least for that year. However, after further thought we disagreed with the district's interpretation that the survey questions asked about student's beliefs rather than their opinions and observations about bullying and whether bullying occurred at the school. We decided to submit a revised survey, changing the wording of some questions, and we replied that we did not view this as asking about students' beliefs but about students' observations in regard to their daily experience. At this point, district officials said that the decision ultimately remained with the principal. We realized then that a better way to begin data collection on this topic would be to survey the teachers rather than the students. We suspected that the responses from the teachers might help pave the way to survey the students.
The teacher survey included questions about the frequency with which they observed bullying, the locations on campus where bullying occurs in any capacity, and the extent to which they address bullying with their students both formally and informally. Open-ended questions probed teachers' comfort levels with responding to bullying incidences as well as their opinion on whether the school should be doing more to combat bullying. An impressive return rate resulted, with 48 of the school's 55 teachers responding to the survey; 79% of respondents stated that they observed bullying incidences between one and three times per week. In response to questions about the frequency with which particular groups of students were bullied, most answers reported that many of the groups were bullied at a lower frequency of "sometimes." However, six groups had frequency for being bullied with the highest number of respondents who chose "frequently" or "constantly." These included students "with few or no friends" (35%); students who are "overweight" (33%); students who are "poor or perceived to be impoverished" (21%); students "who are gay or rumored to be homosexual" (23%); and students "who act like the opposite gender" (25%). Although 77% of teachers said they were confident in responding to incidences of bullying, 44% of teachers indicated that they would like to receive additional resources or guidance on how to respond to bullying. Finally, 65% of teachers agreed that the school should be doing more to reduce incidences of bullying.
Senseless Bullying Must Stop Task-Force
Teachers' responses indicated both that bullying is an important issue and that the school could be doing more to address bullying. Their responses also supported the need for further investigation. In completing the online survey, teachers could indicate if they were interested in being part of a solution to bullying at Southeastern. Four teachers and the two school counselors volunteered and formed the Senseless Bullying Must Stop Task-Force (the nickname was a student's idea and coincides with the acronym for the school's name). The task force quickly recruited a parent, six students, and two members of our three-member administration to join in our review of the data from the teacher responses and in our discussions to consider our next step(s). At the task force meetings, small groups were created to examine possible solutions to specific problems that emerged from teacher responses. Very quickly the group identified the need for data from students, which could be compared with the teachers' responses. A student survey was created that modeled the survey given to teachers. It included additional questions that were created based on the input of the students on the task force. Four months after the teacher survey was administered, the student survey was completed by 620 students out of a total of 810 students, with a similar number of responses received from all three grade levels. Student responses indicated that approximately one third of students had been bullied, with 13% indicating they were unsure about whether they had been bullied. Eight percent of students (58 total students) indicated they were bullied daily and seven percent (49 students) said they were bullied 2–3 times a week. Eighty percent of students reported that they see bullying occurring at the school, and 18% stated that they see bullying more than once a day. In response to which groups of students experience the most bullying, the following four groups had the highest percentages of students who are frequently or constantly bullied: students who are gay or rumored to be gay (53%), students who are overweight (50%), students with few or no friends (43%), and students who act like the opposite gender (34%). In response to the question asking students if they have a trusted adult at the school that they can talk to about bullying and other problems they might be experiencing, 57% said "yes," 28% said "no," and 14% indicated "unsure"; this large majority view reveals a powerful indicator of the strength of the ideal middle school model's presence at the school. Finally, only 33% of respondents agreed with the statement that "when my teachers respond to bullying, it helps make the situation better."
Students from the task-force met three times with Kayce and the two counselors in a focus group format to review the results. The students provided valuable feedback in understanding some of the responses, and they also brainstormed various short- and long-term goals for our school and group. One of these goals was similar to a strategy that other researchers have described in the creation of a student-run watch group (Crothers, Kolbert & Walker, 2006). This group, which would later be named "Cougar Watch," would be responsible for monitoring bullying and reporting incidences to teachers. Around the same time this student-led brainstorming was happening, the school faculty learned about the most significant results from the student survey, especially those that differed from their own perceptions. This knowledge of students' experience and perspective undoubtedly fostered greater interest and concern on the part of teachers to learn more about what was happening and the different ways they could respond. This is significantly relevant for this middle school as it shows a genuine desire on the part of adults to be a part of a school community where student differences are celebrated and respected (NMSA, 2010).
Creating the cougar watch student group
Equally important to having mechanisms in place in the school community for students' healthy emotional growth is the need for similar strategies that foster their ability to contribute as democratic citizens both in their school and in their future (NMSA, 2010). The formation of the student-run Cougar Watch group coincides with the AMLE proclamation that developmentally responsive middle schools "will promote the growth of young adolescents as scholars, democratic citizens, and increasingly competent, self-sufficient young people" (NMSA, 1995, p. 10). Students in grades 6–8 who submitted applications to participate in Cougar Watch had to receive parent permission as well as teacher recommendations.
This application process served several goals: (1) it informed parents that we were taking steps to do something about bullying at our school, (2) it ensured that teachers were able to provide confidential input as to the character of these applicants, and (3) it let students know that the role was a serious responsibility and an opportunity for leadership. With backing from our principal and assistant principal, we planned training sessions for our 32 new Cougar Watch members. The training focused on being able to clearly define the three different types of bullying and being able to identify whether or not situations are bullying. These students practiced identifying bullying throughout the school for about two weeks by simply observing and recording their observations in a journal. During this time the two counselors, two teacher members of the task force, the school resource officer, and Kayce met with the 32 Cougar Watch members a total of five times.
In small groups, the adults facilitated the discussions in which students shared what they observed and tried to identify as a group whether or not these should be considered bullying. Out of this training experience we drafted and finalized a bullying reporting form that would be available for use during the following school year. The form incorporates student-friendly language and has a checklist format that helps students determine if what they are reporting is indeed bullying.
Planning our approach to bullying prevention
After this training experience and before departing for the summer, the core group of adults from the task force met for a long brainstorming session with the principal. We determined that the best use of the Cougar Watch reporting forms might be to make them available to all students in the school. This decision resulted from the need to protect Cougar Watch members from becoming targets themselves, but it also is consistent with other bullying prevention programs that stress the importance of a whole-school response particularly involving all students (San Antonio & Salzfass, 2007; Brewster & Railsback, 2001)1. We also intend to incorporate the Cougar Watch members' responsibilities as well as the data from the reporting forms to help inform the implementation of Positive Behavior Intervention Support (PBIS) at our school over the next few years. Next, we decided that since our budget ruled out the opportunity to invite an outside expert to train our teachers, this same core group who trained the students would use similar content with modified methods to train the adults in our building. While possibly missing some of the expertise of an outside trainer, benefits accrue from having the adults and students within our school community find answers to our school's challenges.
One of the reasons bullying is such a complex issue is because people have different ideas as to what constitutes bullying. Hence, we knew we needed a clear definition of bullying that could be communicated to all stakeholders in our school community. We established our school's definition—Bullying: (1) is harming another person intentionally, (2) is repeated, (3) involves a power imbalance—based on the multiple but similar definitions provided by different experts, and made it student-friendly with cartoon-like depictions to help clarify. This clear and shared definition has been communicated to staff during their training. It was also professionally printed on posters that are in all teachers' classrooms and throughout the building, and it was shared with parents at the first Open House night of the school year. During this four-hour Open House, teacher and student volunteers offered descriptions of the main types of bullying, shared with parents the school's official definition, and provided them with a pamphlet that included resources on bullying available on the Internet.
Broader connections of bullying
In less than one school year, the topic of bullying at our school has gone from the status of a "non-issue" to being a real priority with strategies included in next year's school improvement plan. Further, one of the district-determined goals for all School Improvement Plans, which coincides with the AMLE stance on positive school culture, is to have a "safe and nurturing school for all students." Our Senseless Bullying Must Stop Task-Force is a perfect strategy to accomplish this goal. Ideally, after some time is spent raising awareness about bullying and learning how to respond to it better, the approach to dealing with bullying at the school will shift to more of a preventative nature. This should be made easier with the implementation of a school-wide PBIS program. PBIS focuses on bringing a culture shift into a school by modeling positive behavior in school-wide routines and explanations and then rewarding subsequent positive behavior. The district has chosen PBIS as a tool to be utilized by all schools in our county, so the work of the Senseless Bullying Must Stop Task-Force should provide a helpful segue from simply reporting and disciplining bullying to changing the school's culture in general on various behaviors including bullying. For more information on PBIS, see http://www.pbis.org/.
Remarkable changes have occurred at Southeastern Middle School in one year. We now have a much better understanding of the groups of students at the school who have been targets of bullying. We have developed widespread interest and support with the teachers and administration, an action plan for creating awareness about bullying among the students and parents, and a visual representation of the different strategies that are available at the school to respond to bullying and bullying-victim behavior.
As we pursued this study, our understanding of bullying also evolved from seeing bullying as a separate problem, to recognizing that it is deeply connected to the whole school culture and draws upon nearly all 16 characteristics identified as keys to educating young adolescents (NMSA, 2010). In seeking to create a school culture that supports the diversity of our students and in which all students feel valued for who they are, we have had to engage our teachers and administration. We have also realized the importance of listening to our students and involving them in helping create a supportive school culture (Lipka & Roney, 2013). Additionally, we have had to involve our students' parents and families so that they too are included in supporting the changes in school culture. There likely will still be difficult issues to respond to, but we are starting the school year informed of the problem and no longer assuming that "bullying is not a problem at our school."
Key points for teacher led change to address bullying
Based on our experience as well as the literature we read about bullying, we offer the following six key points when considering a grassroots approach to raising awareness about bullying at any school:
- Be aware that some bullying incidences are microcosms of greater societal issues that some parents and citizens may view as "controversial." However, do not be deterred by initial responses that may not be supportive, e.g., "we have a safe school," or "bullying is not a problem at our school." Use data to prove objectively why those controversial issues need to be addressed at the middle school age level.
- Find other colleagues within the school, at other schools, and/or in organizations concerned with bullying who are either interested in helping form a group at the school or who can help serve as a resource for you or the group. A group provides a stronger voice than one individual teacher. Also, invite a broad base of representation on the group, e.g., teacher, student, counselor, parent, and administrator.
- Collect student data on their experience and perceptions of bullying at your school. Students know firsthand what is happening with bullying. Include students in any group created to make recommendations on bullying. School-wide action plans should include all students and teachers.
- Be patient. Just when you think you have made changes and done extensive work, you will realize the road is a long one. Eliminating or reducing bullying is not something that happens in one year. No matter what community you are in, it is an ongoing effort and programs or strategies should be continually assessed for their effectiveness.
- Remind your principals that increased reporting will occur when you start to tackle the issue of bullying. This is positive and means people are paying attention. It will be extra work upfront for the principals, but if the school's action plan is successful and effective, these reports should decrease over time.
- Once you determine through your needs assessment that some type of program or plan is necessary at your school, you will likely find that a clear definition of what your school considers as bullying is a great place to start. It gets everyone (students, teachers, parents, and administrators) on the same page when discussing the issue and formulating plans.
- Remind yourself that efforts to eliminate bullying get to the heart of creating a successful middle school. Don't give up!
1 Author's update on the Cougar Watch and reporting forms: In the following school year, the adult task force determined that allowing students to serve as "bullying police" via the Cougar Watch may not be the most effective use of the student run group. Additionally, there was a concern that there would not be sufficient adult human power to monitor, investigate, and respond to the reporting forms if they were completed by all students in the school. Since then, the group's focus has turned more toward awareness for the school and community at large. They meet as an academic club 1-2 times a month, are well-versed in the school's definition of bullying and process for reporting bullying, and are making plans to lead assemblies for each grade level in which they engage students around the definition of bullying, how to respond to it, and how to report it at our school.
Anfara,V., Mertens, S., & Caskey, M. (2007). Introduction. In S. Mertens, V. Anfara & M. Caskey (Eds.) The young adolescent and the middle school (pp. ix–xxxiii). Charlotte, NC: IAP.
Beale, A. V., & Scott, P. C. (2001). Bullybusters: Using drama to empower students to take a stand against bullying behavior. Professional School Counseling, 4, 300–306.
Bowllan, N. M. (2011). Implementation and evaluation of a comprehensive, school-wide bullying prevention program in an urban/suburban middle school. Journal of School Health, 81, 167–173.
Brewster, C., & Railsback, J. (2001). Schoolwide prevention of bullying. Retrieved from http://www.wrightslaw.com/advoc/articles/prevention.of.bullying.pdf
Brinthaupt, T., Lipka, R., & Wallace, M. (2007). Aligning student self and identity concerns with middle school practices. In S. Mertens, V. Anfara & M. Caskey (Eds.) The young adolescent and the middle school (pp. 201–218). Charlotte, NC: IAP.
Clemson University (2010). Retrieved from http://www.growingupglobal.net/blog/?p=402
Crothers, L. M., Kolbert, J. B., & Barker, W. F. (2006). Middle school students' preferences for anti-bullying interventions. School Psychology International, 27, 475–487. doi: 10.1177/0143034306070435
Eyre, E., (2013). Bullying most prevalent in middle school, report finds. Charleston Gazette. Retrieved from http://www.wvgazette.com/News/politics/201307230059
Lane, B., (2005). Dealing with rumors, secrets, and lies: Tools of aggression for middle school girls. Middle School Journal, 36(3), pp. 41–47.
Lipka, R., & Roney, K., (2013). What have we learned and what must we do. In K. Roney & R. Lipka (Eds.) Middle grades curriculum. Voices and visions of the self-enhancing school (pp. 307–309). Charlotte, NC: IAP
National Institute of Child Health and Human Development, (2001). Retrieved from http://www.nih.gov/news/pr/apr2001/nichd-24.htm
National Conference of State Legislatures (2007). Retrieved from http://www.ncsl.org/issues-research/educ/school-bullying-overview.aspx
National Middle School Association. (1995). This we believe: Developmentally responsive middle level schools. Columbus, OH: Author
National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author
Olweus, D. (1999). Bullying prevention program. Boulder, CO: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado at Boulder.
Orpinas, P., Horne, A. M., &Staniszewski, D. (2003). School bullying: Changing the problem by changing the school. School Psychology Review, 32, 431–444.
Pollock, S., (2006). Counselor roles in dealing with bullies and their LGBT victims. Middle School Journal, 38(2), 29–36.
San Antonio, D. M., & Salzfass, E., (2007). How we treat one another in school. Educational Leadership, 64(8), 32–38.
Scales, P., (2003). Characteristics of young adolescents. In National Middle School Association, This we believe: Successful schools for young adolescents (pp.43–51). Westerville, OH: Author.
Seals, D., & Young, J. (2003). Bullying and victimization: Prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence, 38, 735–747.
Varjas, K., Henrich, C. C., Meyers, H., & Meyers, J. (2009). Urban middle school students' perceptions of bullying, cyberbullying, and school safety. Journal of School Violence, 8, 159–176.
Robert William Smith is a professor in the Watson College of Education at the University of North Carolina at Wilmington. E-mail: [email protected]
Kayce Smith teaches middle school in rural North Carolina. E-mail: [email protected]
Published in Middle School Journal
, September 2014.<|endoftext|>
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Jordan12
# 6 Facts About Resources Everyone Thinks Are True
How To Better Understand The Basics Of Working With Fractions
Dealing with numbers is always a challenge even when you are young, and for some doing math and its calculation is something that is characterized with deep analytical thinking and problem solving capacity.
When you add, subtract, multiply, and divide numbers it will be easy if they are whole numbers and it is easy to apply the basic knowledge you learned about math, but when it comes to fractions, the challenge begins there.
It will be easy to go by it if you use online fraction calculator or any device that is capable of solving fractions but when you do have to do it manually, still the basics are needed and a little twist, and you will see it here how to be refreshed with the way fractions are solved.
You know that a fraction is a portion of a whole number, it is a part of an entire picture and it can best be understood when it has illustrations, but there are ways in which you can learn more of the easy and practical way to solve fractions.
If you want to add fractions, like example 1/2 + 1/4 , you have to get the least common denominator that is applicable for both fractions that is divisible in both denominator, and in this case it is 2, then you multiply the fraction with lesser denominator by 2 so it becomes 2/4, add that back to 1/4 then that becomes 3/4 .
When you subtract 1/2 – 1/4 , still you get the least common denominator and multiply that number to the lesser denominator fraction, hence 2/4 – 1/4 is 1/4 , and remember either in addition or subtraction you do not include the denominators.
Now to multiply fraction you simply multiple same level, numerator to numerator and denominator to denominator, therefore for 1/2 * 1/4 it will result to 1/8 , and when you divide 1/2 by 1/4 will you will have to multiply numerator 1 to denominator 2, and denominator 1 to denominator 2 and you will get 4/2 and this number is divisible with its denominator, therefore, you get the result of 2.
These are but simple ones, and you will get the hang of it when you get to practice more often or if not you can always use the online fraction calculator to help you get the immediate answer, but mastery will go with constant practice.
Learning mathematics is fun, and with solving fractions even, just remember the basic solving process and you will be able to pull it off, and get the problem solved in no time at all. These may not be as helpful as it may seem but you just don’t know how convenient it is to learn and understand how to calculate fractions in a fraction of the time.
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Black British Woman is a term which has a racial link to it. Generally it has been often used to refer to any non-white British woman. This term was first used at the fag end of the British Empire, when numerous colonies gained independence and thereby created a new form of national identity. At that time this term was used mainly to describe those women from the former colonies of India, Africa, and the Caribbean or the New Commonwealth countries. Presently it defines a British woman with specifically African ancestral origins, who is identified as Black, African or African-Caribbean. Black British Women also emigrated from other countries like Brazil and the USA.
Black British women had the same aspirations as whites to combine work and family life, and were even more ambitious about their education and future career. Despite high ambitions and investment in education the black British women employees under 35 were experiencing severe penalties when they wanted to work.
This includes higher rate of unemployment, a lower ceiling than fellow white women and lower pay packets. Most of these black British women worked in a restricted range of sectors and jobs. Most of the employers strongly agreed for employing black British women. Many of the young black British women in these groups reported that they had to deal with racism and sexism.
There are many different voices among Black British women they however speak of Black Feminism only. Though divided by language, religion, nationality, and culture, a new politics of solidarity became possible under these new relations of equivalence for the black British women. The black women’s movement in the year 1978 became a landmark in terms of an emerging Black British Feminist consciousness. It revealed the political agency of black women speaking different languages, religions, cultures and classes who consciously constructed a political based identity in response to exclusion of women experiences of racism.
Black British women’s coalitions such as South hall Black Sisters and Women against Fundamentalism have campaigned for black women’s rights since 1970s. These organizations demonstrate the value brought about by heterogeneity and conflict which opens a debate.
Many black British women have found their due place in the annals of history and fame. More and more are still storing their place in the field of literature, fashion entertainment, science and business but their plight continues to remain the same. They are the most unprivileged lot and to find their place they have to put in the extreme efforts, still they get lower income, sometime humiliation and face many other atrocities. When they become successful people praise them but at the hour of need they do not come forward to help them. This is the actual story of the black British woman of the present day. But this lot is marching ahead against all odds to find their sweet destiny. The war is on against the racism world over and specifically in Britain, but it will take time. Meanwhile we should salute the courage of the Black British women.<|endoftext|>
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Honey is a natural sweetener and resistant to microorganism growth, so it should be ideal to make fresh, nutritious hummingbird nectar, right? Wrong! While honey can be delicious, using it in nectar can be dangerous and even fatal to hummingbirds
Honey is a thick, viscous, syrupy liquid produced by insects that break down floral nectar. The exact chemical composition of honey depends on a variety of factors, including…
- The type of insect that produces the honey
- The type of flower nectar or plant sap transformed into honey
- Overall climate type, including humidity and temperature when the honey is produced
The sugars in honey are a combination of glucose and fructose, while the sugar in floral nectar is primarily sucrose. There are trace amounts of glucose and fructose present in floral nectar, depending on the exact flowers, but the concentration is far higher in honey.
Honey is rich and sweet, and is often preferred as a natural sweetener substitute in many cooking and baking recipes instead of adding extra sugar to foods. While honey can be a healthier option for many human foods, it isn’t the best choice for feeding hummingbirds.
Why Honey is Bad for Hummingbirds
There are several reasons why honey isn’t appropriate to feed to hummingbirds, either as a substitute in a sugar water recipe or to offer freely for birds to sip.
- Honey does not have the same chemical composition as floral nectar and is more difficult for hummingbirds to efficiently digest. This means the birds will get less energy and nutritional value from honey than from classic nectar or sugar water. Because hummingbirds need to maximize their energy intake to keep up on their active lifestyles, honey is not an ideal food option.
- Different bacteria and fungus that are naturally present in some types of honey are fatal to hummingbirds. When honey is diluted with water to be the proper consistency to feed birds, the extra water and oxygen in the mixture amplifies the fermentation of the honey so the bacteria and fungus grow much more quickly, infecting birds more easily.
- The sticky, syrupy texture of honey can easily coat the bills and feathers of hummingbirds, causing difficulties for the birds to feed or fly properly. This sticky goo can be difficult to wash away, particularly after it crystallizes, and birds that have gotten coated will be more vulnerable to predators and other threats.
- Honey, even diluted in water, will more easily clog the feeding ports of hummingbird feeders, restricting the flow of nectar and making it more difficult for birds to feed. Clogged ports can also become warped and cracked, leading to more feeder leaks and drips or making the feeder impossible to use properly.
- The sweetness of honey, both its taste and its enticing aroma, will attract other pests to the hummingbird feeder, including wasps, bees, ants, praying mantises and other insects, as well as raccoons and even bears in some areas. These visitors will not only keep hummingbirds from visiting, but can destroy feeders and may even be a danger to any both birds and birders.
With so many reasons why honey is not appropriate to feed hummingbirds, there is never a reason to offer it in hummingbird nectar.
Other Sweeteners to Avoid
In addition to honey, other types of sweeteners should not be used to make hummingbird nectar. Corn syrup, molasses and other sweetening syrups are never suitable, and beet sugar, raw sugar and powdered sugar are also inappropriate because they do not create the same nectar concentration and formula that is preferred by hummingbirds. Artificial sweeteners and zero-calorie sugar substitutes are also unsuitable because they do not provide hummingbirds with the appropriate caloric energy and nutrition they need.
Only plain, white table (granulated) sugar should be used to make homemade hummingbird nectar, or nectar concentrates or mixes that approximate floral nectar can be purchased to create healthy hummingbird nectar. No dyes or added flavors are necessary. With the best high-quality nectar, you’ll soon see more hummingbirds visiting your feeders and you’ll be able to enjoy more of these flying jewels every time you refill your nectar feeders.<|endoftext|>
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Math and Arithmetic
Algebra
Calculus
# What is X squared equals 3X?
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###### 2013-01-10 16:21:07
It is a quadratic equation in X.
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## Related Questions
3x squared - x squared = 2x squared
9x2 + 3x / 3x equals (3x + 1).9x2 + 3x divided by x is 9x + 3 , and then divided by 3 yields the 3x +1.
x2+3x = 7 x2+3x-7 = 0 Using the quadratic equation formula:- x = -4.541381265 or x = 1.541381265
since y = 3x+1 we have y squared =(3x+1) squared x^2 + y^2 = 25 x^2 + (3x+1)^2=25 x^2 + 9x^2+ 6x+1 = 25 10x^2 + 6x + 1 = 25 10x^2 + 6x -24 = 0 solve x from quadratic formula x = 1.28 y = 3x + 1 = 4.83
(3x - 2)(x + 1) are the factors if the equation equals 0, making x = two-thirds or -1.
3X = x2 - 2xsubtract 3X from each sideX2 - 5X = 0factor out an XX(X - 5) = 0=========X = 0--------orX = 5--------
It is a quadratic equation in the variable x.
The points of intersection of the equations 4y^2 -3x^2 = 1 and x -2 = 1 are at (0, -1/2) and (-1, -1)
(3x2 - 6x)/3x = 3x(x-2)/3x = x-2, for x<>0
3x = -111 x = -111 / 3 x = -37 x2 + x = (-37)2 - 37 = 1369 - 37 = 1332
It is a quadratic equation and its solutions are: x = -3/2 and x = 3
If x equals 8, then 3x equals 24. 24-x would equal 16.
(x^2-2) (x^2+3x+5)= x^2(x^2+3x+5) -2(x^2+3x+5)= x^4 +3x^3 +5x^2 -2x^2 -6x -10= x^4 +3x^3 +3x^2 -6x -10
###### Math and ArithmeticAlgebra
Copyright ยฉ 2020 Multiply Media, LLC. All Rights Reserved. The material on this site can not be reproduced, distributed, transmitted, cached or otherwise used, except with prior written permission of Multiply.<|endoftext|>
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# Measures of Position in Statistics
In the last tutorials, we have learned about the measures of location and dispersion in detail. In this tutorial, we will learn about the measures of position – another technique for measuring dispersions.
Although the standard deviations are the widely used measure of dispersion that belongs to measures of location. But there are some other methods that also can be applied for measuring the dispersion or variation in a data set. That is the measure of position.
## What is Measures of Position?
The measure of position is actually a tactic for measuring dispersion in a data set. These measurements include quartiles, deciles, and percentiles.
Quartiles divide a set of data into four equal parts. In the quartiles measurement, as the observations are divided into four equals part that’s why it makes three breakdowns in the observations at the position of 25%, 50%, and 75%. And these breakdowns are labeled as Q1, Q2, and Q3.
Deciles divide a set of data into ten equal parts. In the deciles measurement, as the observations are divided into ten equals part that’s why it makes nine breakdowns in the observations at the position of 10%, 20%, 30%, … 90%. And these breakdowns are labeled as D1, D2, D3, …. D9.
Percentiles divide a set of data into a hundred equal parts. In the percentiles measurement, as the observations are divided into a hundred equals part that’s why it makes 99 breakdowns in the observations at the position of every percent (1%, 2%, 3%, …. 99%). And these breakdowns are labeled as P1, P2, P3, …. P99.
## Quartiles vs Deciles vs Percentiles
In the different scenarios of measurement, you will use different methods. When you will measure the average or central tendency of 25%, 50%, or 75%, then using the quartiles method is the best solution. In the same way, if you want to measure 10%, 20%, 70%, etc then obviously deciles will be the best approach.
And in the last situations, if you need to calculate the measures like 17%, 23%, 94%, etc then Percentile comes in handy in this case.
NOTE: Quartiles, deciles, and percentiles are only applicable for ungrouped and numerically sorted data set. Any unsorted data should be sorted before calculations.
## What is next?
In the next subsequent tutorials, we will learn about the quartiles, deciles, and percentiles in detail with their measurement rules, formula, and example math.
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How do you find the x and y intercepts on a graph?
How do you find the x and y intercepts on a graph?
To find the x-intercept of a given linear equation, plug in 0 for ‘y’ and solve for ‘x’. To find the y-intercept, plug 0 in for ‘x’ and solve for ‘y’.
What is the x-intercept in a formula?
To find the x-intercept of an equation, set the value equal to zero and solve for . Subtract from both sides.
How do you find the x-intercept when given two points?
Put the value of the slope in the expression of the line i.e. y = mx + c. Now find the value of c using the values of any of the given points in the equation y = mx + c. To find the x-intercept, put y = 0 in y = mx + c. To find the y-intercept, put x = 0 in y = mx + c.
What is x-intercept of a line?
The x intercept is the point where the line crosses the x axis. The y intercept is the point where the line crosses the y axis.
What is x-intercept example?
The x -intercepts of a function are the point(s) where the graph of the function crosses the x -axis. The x -intercept is often referred to with just the x -value. For example, we say that the x -intercept of the line shown in the graph below is 7 .
What is an example of a y-intercept?
The y -intercept of a graph is the point where the graph crosses the y -axis. When the equation of a line is written in slope-intercept form ( y=mx+b ), the y -intercept b can be read immediately from the equation. Example 1: The graph of y=34x−2 has its y -intercept at −2 .
How do you find y-intercept on a table?
When finding Y Intercept from a graph, you find the point where the graph of the equation crosses the y-axis. When finding Y Intercept from a table, you find the y-value when the x-value is equal to zero. If you do not know what the x-value is equal to when its zero, you must use the slope to go backward to find it.
What is the x-intercept variable?
In analytic geometry, using the common convention that the horizontal axis represents a variable x and the vertical axis represents a variable y and an x-intercept is a point where the graph of a function or relation intersects with the x-axis of the coordinate system.
What is x-intercept format?
A linear equation has the form y = mx + b, where M and B are constants. The x-intercept is the point where the line crosses the x-axis. By definition, the y-value of a linear equation when it crosses the x-axis will always be 0, since the x-axis is stationed at y = 0 on a graph.
How do you solve for the x intercept?
Using the Equation of the Line Determine that the equation of the line is in standard form. The standard form of a linear equation is Ax+By=C{\\displaystyle Ax+By=C}. Plug in 0 for y{\\displaystyle y}. The x-intercept is the point on the line where the line crosses the x-axis. Solve for x{\\displaystyle x}.
What is the equation for x – intercept?
X-Intercept. A linear equation has the form y = mx + b, where M and B are constants. The x-intercept is the point where the line crosses the x-axis. By definition, the y-value of a linear equation when it crosses the x-axis will always be 0, since the x-axis is stationed at y = 0 on a graph. Consequently, to find a y-intercept,…
How do you Find X in an equation?
You can find “x” or solve the equation for “x” by isolating the “x” on one side of the algebraic equation. To solve for “x”, you need to understand the basic rules of algebraic operations. Isolate “x” on one side of the algebraic equation by subtracting the sum that appears on the same side of the equation as the “x.”.
How do find the y intercept?
Find the Y intercept. Press the “Trace” button. Press the “0” button. This will move the cursor to the Y intercept where X = 0. Look at the bottom of your screen; the Y-intercept will be displayed there.<|endoftext|>
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# How do you graph y=-x^2+4?
Apr 12, 2017
Point plotting or finding the vertex and axis of symmetry
#### Explanation:
Point plotting:
Create a table of $x$ and $y$ values.
Since $x$ is the independent variable in the equation ($y$ depends on the $x$ variables selected), you can select any $x$ value and find the corresponding $y$ value using the equation $y = - {x}^{2} + 4$
$\text{x|"-3"|"-2"|"-1"| "0"| "1"| "2"| "3"|}$
$\text{y|"-5"| "0"| "3"| "4"| "3"| "0"|"-5"|}$
Plot these points on a coordinate plane and connect the points with an arc.
Finding the vertex and axis of symmetry:
A parabola can be graphed easily when it is in the standard form/vertex form $y = a {\left(x - h\right)}^{2} + k$ where the vertex $= \left(h , k\right)$ and the axis of symmetry is $x = h$
First put the equation in general form $A {x}^{2} + B x + C = 0$
A negative $A$ value means the parabola opens downward, a positive $A$ value means the parabola opens upward.
$h = - \frac{B}{2 A}$
For $y = - {x}^{2} + 4 , \text{ " A = -1, B = 0, C = 4; " } h = \frac{0}{-} 2 = 0$
So the axis of symmetry is $x = 0$
$k = f \left(h\right) = f \left(0\right) = - {\left(0\right)}^{2} + 4 = 4$
So the vertex is $\left(0 , 4\right)$
graph{-x^2+4 [-12.66, 12.66, -6.33, 6.33]}<|endoftext|>
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Manufacturing materials are undergoing a huge change, particularly with the advent of composite materials that include components such as carbon fibre and graphene.
Composite materials have been around since mud and straw were mixed together to build ancient bricks. Concrete and fibreglass are also among the long line of materials that are stronger or more useful combined than in their constituent parts.
“The latest BMW I3 and I7, and about 50 per cent of the Boeing 787 are now made out of carbon fibre composites,” says Dr Nishar Hameed, a Group Leader at Swinburne’s Manufacturing Futures Research Institute and specialist in next generation of ‘smart’ polymers and composite materials.
“Carbon fibre based composites are used because they are eight times lighter than steel.”
These lighter materials for cars and planes – previously made from steel and aluminium – mean that the vehicles use less energy. The reduction in fuel use also reduces costs and carbon emissions. Naturally, the automotive, aerospace, mining, construction and other industries are all deeply interested in the potential of these materials.
Understanding smart composites
The next step is into smart composites.
“Most composites are not smart. They’re just ‘dumb’ materials that don’t share information,” says Dr Hameed.
“We can integrate sensors into smart materials so that we can learn about their performance, durability, structure and whether they are experiencing stress or damage. Smart materials are living materials.”
Graphene is the component that makes composite materials smart. A highly conductive nanomaterial, when graphene is embedded in steel, concrete or fabric – it can conduct electric signals, allowing it to act as a sensor.
Graphene made from graphite can be made into nano-platelets, which means it can be produced in high volume at low cost. The graphene can be added in small amounts to make nearly any composite conductive, sensing and smart.
Exploring the possibilities
Dr Lachlan Hyde, a research engineer, is excited about the possibilities.
“You can put them into liquids. You can paint it on the wall and turn your wall into a sensor. You can add it to carbon fibre and make that a sensing material as well. Think about an aeroplane that can give you real-time feedback on its aerodynamics,” he says.
“The material will be able to tell you about the performance of large structures,” confirms Dr Hameed.
“It will be able to predict when maintenance is required as well as when damage has occurred before it becomes critical.”
Abstract Submission Deadline: 15th of October, 2018<|endoftext|>
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Randomness is the lack of pattern or predictability in events. A random sequence of events, symbols or steps has no order and does not follow an intelligible pattern or combination. Individual random events are by definition unpredictable, but in many cases the frequency of different outcomes over a large number of events (or "trials") is predictable. For example, when throwing two dice, the outcome of any particular roll is unpredictable, but a sum of 7 will occur twice as often as 4. In this view, randomness is a measure of uncertainty of an outcome, rather than haphazardness, and applies to concepts of chance, probability, and information entropy.
The fields of mathematics, probability, and statistics use formal definitions of randomness. In statistics, a random variable is an assignment of a numerical value to each possible outcome of an event space. This association facilitates the identification and the calculation of probabilities of the events. Random variables can appear in random sequences. A random process is a sequence of random variables whose outcomes do not follow a deterministic pattern, but follow an evolution described by probability distributions. These and other constructs are extremely useful in probability theory and the various applications of randomness.
Randomness is most often used in statistics to signify well-defined statistical properties. Monte Carlo methods, which rely on random input (such as from random number generators or pseudorandom number generators), are important techniques in science, as, for instance, in computational science. By analogy, quasi-Monte Carlo methods use quasirandom number generators.
Random selection, when narrowly associated with a simple random sample, is a method of selecting items (often called units) from a population where the probability of choosing a specific item is the proportion of those items in the population. For example, with a bowl containing just 10 red marbles and 90 blue marbles, a random selection mechanism would choose a red marble with probability 1/10. Note that a random selection mechanism that selected 10 marbles from this bowl would not necessarily result in 1 red and 9 blue. In situations where a population consists of items that are distinguishable, a random selection mechanism requires equal probabilities for any item to be chosen. That is, if the selection process is such that each member of a population, of say research subjects, has the same probability of being chosen then we can say the selection process is random.
In ancient history, the concepts of chance and randomness were intertwined with that of fate. Many ancient peoples threw dice to determine fate, and this later evolved into games of chance. Most ancient cultures used various methods of divination to attempt to circumvent randomness and fate.
The Chinese of 3000 years ago were perhaps the earliest people to formalize odds and chance. The Greek philosophers discussed randomness at length, but only in non-quantitative forms. It was only in the 16th century that Italian mathematicians began to formalize the odds associated with various games of chance. The invention of the calculus had a positive impact on the formal study of randomness. In the 1888 edition of his book The Logic of Chance John Venn wrote a chapter on The conception of randomness that included his view of the randomness of the digits of the number pi by using them to construct a random walk in two dimensions.
The early part of the 20th century saw a rapid growth in the formal analysis of randomness, as various approaches to the mathematical foundations of probability were introduced. In the mid- to late-20th century, ideas of algorithmic information theory introduced new dimensions to the field via the concept of algorithmic randomness.
Although randomness had often been viewed as an obstacle and a nuisance for many centuries, in the 20th century computer scientists began to realize that the deliberate introduction of randomness into computations can be an effective tool for designing better algorithms. In some cases such randomized algorithms outperform the best deterministic methods.
Many scientific fields are concerned with randomness:
In the physical sciences
According to several standard interpretations of quantum mechanics, microscopic phenomena are objectively random. That is, in an experiment that controls all causally relevant parameters, some aspects of the outcome still vary randomly. For example, if a single unstable atom is placed in a controlled environment, it cannot be predicted how long it will take for the atom to decay—only the probability of decay in a given time. Thus, quantum mechanics does not specify the outcome of individual experiments but only the probabilities. Hidden variable theories reject the view that nature contains irreducible randomness: such theories posit that in the processes that appear random, properties with a certain statistical distribution are at work behind the scenes, determining the outcome in each case.
The modern evolutionary synthesis ascribes the observed diversity of life to random genetic mutations followed by natural selection. The latter retains some random mutations in the gene pool due to the systematically improved chance for survival and reproduction that those mutated genes confer on individuals who possess them.
Several authors also claim that evolution and sometimes development require a specific form of randomness, namely the introduction of qualitatively new behaviors. Instead of the choice of one possibility among several pre-given ones, this randomness corresponds to the formation of new possibilities.
The characteristics of an organism arise to some extent deterministically (e.g., under the influence of genes and the environment) and to some extent randomly. For example, the density of freckles that appear on a person's skin is controlled by genes and exposure to light; whereas the exact location of individual freckles seems random.
As far as behavior is concerned, randomness is important if an animal is to behave in a way that is unpredictable to others. For instance, insects in flight tend to move about with random changes in direction, making it difficult for pursuing predators to predict their trajectories.
The mathematical theory of probability arose from attempts to formulate mathematical descriptions of chance events, originally in the context of gambling, but later in connection with physics. Statistics is used to infer the underlying probability distribution of a collection of empirical observations. For the purposes of simulation, it is necessary to have a large supply of random numbers or means to generate them on demand.
Algorithmic information theory studies, among other topics, what constitutes a random sequence. The central idea is that a string of bits is random if and only if it is shorter than any computer program that can produce that string (Kolmogorov randomness)—this means that random strings are those that cannot be compressed. Pioneers of this field include Andrey Kolmogorov and his student Per Martin-Löf, Ray Solomonoff, and Gregory Chaitin. For the notion of infinite sequence, one normally uses Per Martin-Löf's definition. That is, an infinite sequence is random if and only if it withstands all recursively enumerable null sets. The other notions of random sequences include (but not limited to): recursive randomness and Schnorr randomness which are based on recursively computable martingales. It was shown by Yongge Wang that these randomness notions are generally different.
Randomness occurs in numbers such as log (2) and pi. The decimal digits of pi constitute an infinite sequence and "never repeat in a cyclical fashion." Numbers like pi are also considered likely to be normal, which means their digits are random in a certain statistical sense.
Pi certainly seems to behave this way. In the first six billion decimal places of pi, each of the digits from 0 through 9 shows up about six hundred million times. Yet such results, conceivably accidental, do not prove normality even in base 10, much less normality in other number bases.
In statistics, randomness is commonly used to create simple random samples. This lets surveys of completely random groups of people provide realistic data. Common methods of doing this include drawing names out of a hat or using a random digit chart. A random digit chart is simply a large table of random digits.
In information science
In information science, irrelevant or meaningless data is considered noise. Noise consists of a large number of transient disturbances with a statistically randomized time distribution.
In communication theory, randomness in a signal is called "noise" and is opposed to that component of its variation that is causally attributable to the source, the signal.
In terms of the development of random networks, for communication randomness rests on the two simple assumptions of Paul Erdős and Alfréd Rényi who said that there were a fixed number of nodes and this number remained fixed for the life of the network, and that all nodes were equal and linked randomly to each other.[clarification needed]
The random walk hypothesis considers that asset prices in an organized market evolve at random, in the sense that the expected value of their change is zero but the actual value may turn out to be positive or negative. More generally, asset prices are influenced by a variety of unpredictable events in the general economic environment.
Random selection can be an official method to resolve tied elections in some jurisdictions. Its use in politics is very old, as office holders in Ancient Athens were chosen by lot, there being no voting.
Randomness and religion
Randomness can be seen as conflicting with the deterministic ideas of some religions, such as those where the universe is created by an omniscient deity who is aware of all past and future events. If the universe is regarded to have a purpose, then randomness can be seen as impossible. This is one of the rationales for religious opposition to evolution, which states that non-random selection is applied to the results of random genetic variation.
Hindu and Buddhist philosophies state that any event is the result of previous events, as reflected in the concept of karma, and as such there is no such thing as a random event or a first event.
In some religious contexts, procedures that are commonly perceived as randomizers are used for divination. Cleromancy uses the casting of bones or dice to reveal what is seen as the will of the gods.
In most of its mathematical, political, social and religious uses, randomness is used for its innate "fairness" and lack of bias.
Politics: Athenian democracy was based on the concept of isonomia (equality of political rights) and used complex allotment machines to ensure that the positions on the ruling committees that ran Athens were fairly allocated. Allotment is now restricted to selecting jurors in Anglo-Saxon legal systems and in situations where "fairness" is approximated by randomization, such as selecting jurors and military draft lotteries.
Games: Random numbers were first investigated in the context of gambling, and many randomizing devices, such as dice, shuffling playing cards, and roulette wheels, were first developed for use in gambling. The ability to produce random numbers fairly is vital to electronic gambling, and, as such, the methods used to create them are usually regulated by government Gaming Control Boards. Random drawings are also used to determine lottery winners. Throughout history, randomness has been used for games of chance and to select out individuals for an unwanted task in a fair way (see drawing straws).
Sports: Some sports, including American football, use coin tosses to randomly select starting conditions for games or seed tied teams for postseason play. The National Basketball Association uses a weighted lottery to order teams in its draft.
Mathematics: Random numbers are also employed where their use is mathematically important, such as sampling for opinion polls and for statistical sampling in quality control systems. Computational solutions for some types of problems use random numbers extensively, such as in the Monte Carlo method and in genetic algorithms.
Medicine: Random allocation of a clinical intervention is used to reduce bias in controlled trials (e.g., randomized controlled trials).
Religion: Although not intended to be random, various forms of divination such as cleromancy see what appears to be a random event as a means for a divine being to communicate their will. (See also Free will and Determinism).
It is generally accepted that there exist three mechanisms responsible for (apparently) random behavior in systems:
- Randomness coming from the environment (for example, Brownian motion, but also hardware random number generators)
- Randomness coming from the initial conditions. This aspect is studied by chaos theory and is observed in systems whose behavior is very sensitive to small variations in initial conditions (such as pachinko machines and dice).
- Randomness intrinsically generated by the system. This is also called pseudorandomness and is the kind used in pseudo-random number generators. There are many algorithms (based on arithmetics or cellular automaton) to generate pseudorandom numbers. The behavior of the system can be determined by knowing the seed state and the algorithm used. These methods are often quicker than getting "true" randomness from the environment.
The many applications of randomness have led to many different methods for generating random data. These methods may vary as to how unpredictable or statistically random they are, and how quickly they can generate random numbers.
Before the advent of computational random number generators, generating large amounts of sufficiently random numbers (important in statistics) required a lot of work. Results would sometimes be collected and distributed as random number tables.
Measures and tests
There are many practical measures of randomness for a binary sequence. These include measures based on frequency, discrete transforms, and complexity, or a mixture of these. These include tests by Kak, Phillips, Yuen, Hopkins, Beth and Dai, Mund, and Marsaglia and Zaman.
Quantum Non-Locality has been used to certify the presence of genuine randomness in a given string of numbers.
Misconceptions and logical fallacies
Popular perceptions of randomness are frequently mistaken, based on fallacious reasoning or intuitions.
A number is "due"
This argument is, "In a random selection of numbers, since all numbers eventually appear, those that have not come up yet are 'due', and thus more likely to come up soon." This logic is only correct if applied to a system where numbers that come up are removed from the system, such as when playing cards are drawn and not returned to the deck. In this case, once a jack is removed from the deck, the next draw is less likely to be a jack and more likely to be some other card. However, if the jack is returned to the deck, and the deck is thoroughly reshuffled, a jack is as likely to be drawn as any other card. The same applies in any other process where objects are selected independently, and none are removed after each event, such as the roll of a die, a coin toss, or most lottery number selection schemes. Truly random processes such as these do not have memory, making it impossible for past outcomes to affect future outcomes. In fact, there is no finite number of trials that can guarantee a success.
A number is "cursed" or "blessed"
In a random sequence of numbers, a number may be said to be cursed because it has come up less often in the past, and so it is thought that it will occur less often in the future. A number may be assumed to be blessed because it has occurred more often than others in the past, and so it is thought likely to come up more often in the future. This logic is valid only if the randomisation is biased, for example with a loaded die. If the die is fair, then previous rolls give no indication of future events.
In nature, events rarely occur with perfectly equal frequency, so observing outcomes to determine which events are more probable makes sense. It is fallacious to apply this logic to systems designed to make all outcomes equally likely, such as shuffled cards, dice, and roulette wheels.
Odds are never dynamic
In the beginning of a scenario, one might calculate the probability of a certain event. The fact is, as soon as one gains more information about that situation, they may need to re-calculate the probability.
Say we are told that a woman has two children. If we ask whether either of them is a girl, and are told yes, what is the probability that the other child is also a girl? Considering this new child independently, one might expect the probability that the other child is female is ½ (50%). But by building a probability space (illustrating all possible outcomes), we see that the probability is actually only ⅓ (33%). This is because the possibility space illustrates 4 ways of having these two children: boy-boy, girl-boy, boy-girl, and girl-girl. But we were given more information. Once we are told that one of the children is a female, we use this new information to eliminate the boy-boy scenario. Thus the probability space reveals that there are still 3 ways to have two children where one is a female: boy-girl, girl-boy, girl-girl. Only ⅓ of these scenarios would have the other child also be a girl. Using a probability space, we are less likely to miss one of the possible scenarios, or to neglect the importance of new information. For further information, see Boy or girl paradox.
This technique provides insights in other situations such as the Monty Hall problem, a game show scenario in which a car is hidden behind one of three doors, and two goats are hidden as booby prizes behind the others. Once the contestant has chosen a door, the host opens one of the remaining doors to reveal a goat, eliminating that door as an option. With only two doors left (one with the car, the other with another goat), the player must decide to either keep their decision, or switch and select the other door. Intuitively, one might think the player is choosing between two doors with equal probability, and that the opportunity to choose another door makes no difference. But probability spaces reveal that the contestant has received new information, and can increase their chances of winning by changing to the other door.
- The Oxford English Dictionary defines "random" as "Having no definite aim or purpose; not sent or guided in a particular direction; made, done, occurring, etc., without method or conscious choice; haphazard."
- Third Workshop on Monte Carlo Methods, Jun Liu, Professor of Statistics, Harvard University
- Handbook to life in ancient Rome by Lesley Adkins 1998 ISBN 0-19-512332-8 page 279
- Religions of the ancient world by Sarah Iles Johnston 2004 ISBN 0-674-01517-7 page 370
- Annotated readings in the history of statistics by Herbert Aron David, 2001 ISBN 0-387-98844-0 page 115. Note that the 1866 edition of Venn's book (on Google books) does not include this chapter.
- Nature.com in Bell's aspect experiment: Nature
- "Each nucleus decays spontaneously, at random, in accordance with the blind workings of chance." Q for Quantum, John Gribbin
- Longo, Giuseppe; Montévil, Maël; Kauffman, Stuart (1 January 2012). No Entailing Laws, but Enablement in the Evolution of the Biosphere. Proceedings of the 14th Annual Conference Companion on Genetic and Evolutionary Computation. GECCO '12. New York, NY, USA: ACM. pp. 1379–1392. arXiv:1201.2069. CiteSeerX 10.1.1.701.3838. doi:10.1145/2330784.2330946. ISBN 9781450311786.
- Longo, Giuseppe; Montévil, Maël (1 October 2013). "Extended criticality, phase spaces and enablement in biology". Chaos, Solitons & Fractals. Emergent Critical Brain Dynamics. 55: 64–79. Bibcode:2013CSF....55...64L. doi:10.1016/j.chaos.2013.03.008.
- Breathnach, A. S. (1982). "A long-term hypopigmentary effect of thorium-X on freckled skin". British Journal of Dermatology. 106 (1): 19–25. doi:10.1111/j.1365-2133.1982.tb00897.x. PMID 7059501.
The distribution of freckles seems entirely random, and not associated with any other obviously punctuate anatomical or physiological feature of skin.
- Yongge Wang: Randomness and Complexity. PhD Thesis, 1996. http://webpages.uncc.edu/yonwang/papers/thesis.pdf
- "Are the digits of pi random? researcher may hold the key". Lbl.gov. 23 July 2001. Retrieved 27 July 2012.
- Laszso Barabasi, (2003), Linked, Rich Gets Richer, P81
- Municipal Elections Act (Ontario, Canada) 1996, c. 32, Sched., s. 62 (3) : "If the recount indicates that two or more candidates who cannot both or all be declared elected to an office have received the same number of votes, the clerk shall choose the successful candidate or candidates by lot."
- Terry Ritter, Randomness tests: a literature survey. ciphersbyritter.com
- Pironio, S.; et al. (2010). "Random Numbers Certified by Bell's Theorem". Nature. 464 (7291): 1021–1024. arXiv:0911.3427. doi:10.1038/nature09008. PMID 20393558.
- Johnson, George (8 June 2008). "Playing the Odds". The New York Times.
- Randomness by Deborah J. Bennett. Harvard University Press, 1998. ISBN 0-674-10745-4.
- Random Measures, 4th ed. by Olav Kallenberg. Academic Press, New York, London; Akademie-Verlag, Berlin, 1986. MR0854102.
- The Art of Computer Programming. Vol. 2: Seminumerical Algorithms, 3rd ed. by Donald E. Knuth. Reading, MA: Addison-Wesley, 1997. ISBN 0-201-89684-2.
- Fooled by Randomness, 2nd ed. by Nassim Nicholas Taleb. Thomson Texere, 2004. ISBN 1-58799-190-X.
- Exploring Randomness by Gregory Chaitin. Springer-Verlag London, 2001. ISBN 1-85233-417-7.
- Random by Kenneth Chan includes a "Random Scale" for grading the level of randomness.
- The Drunkard’s Walk: How Randomness Rules our Lives by Leonard Mlodinow. Pantheon Books, New York, 2008. ISBN 978-0-375-42404-5.
|Wikiversity has learning resources about Random|
|Look up randomness in Wiktionary, the free dictionary.|
|Wikiquote has quotations related to: Randomness|
|Wikimedia Commons has media related to Randomness.|
- QuantumLab Quantum random number generator with single photons as interactive experiment.
- HotBits generates random numbers from radioactive decay.
- QRBG Quantum Random Bit Generator
- QRNG Fast Quantum Random Bit Generator
- Chaitin: Randomness and Mathematical Proof
- A Pseudorandom Number Sequence Test Program (Public Domain)
- Dictionary of the History of Ideas: Chance
- RAHM Nation Institute
- Computing a Glimpse of Randomness
- Chance versus Randomness, from the Stanford Encyclopedia of Philosophy<|endoftext|>
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Optional resources - Week 4
Here are some resources to help you develop your range of questioning techniques. Most of them can be found on the National STEM Learning Centre website. Sometimes registration is required to access specific files - this is quick and easy (and indicated below).
There’s a lot here that you could try out. For example, have a look at:
- Technique 2 – right is right
- Technique 3 – stretch it
- Technique 22 – Cold call
The book this is based on is Teach Like a Champion: 49 techniques that put students on the path to college by Doug Lemov (Jossey-Bass, 2010)
Concept Cartoons: Change of State and Insulation [Registration required]
Concept cartoons are a good way to promote group discussion, or you can use it as a hinge point question with students voting for the viewpoint they believe.
This concept cartoon explores student’s ideas about heat and insulation. A common misconception is that some materials have the property of making things warm. In this case because we have put coats on to keep warm there is a tendency to believe that the coat will also make the snowman warm so that it will melt quickly. In fact the coat acts as an insulator, reducing the movement of energy in either direction.
© National STEM Learning Centre<|endoftext|>
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A clinical trial is a carefully designed research study that uses volunteers to answer specific health questions, such as whether a medication, device or other intervention can improve health outcomes. The study protocol states the study’s purpose, goals of discovery and exactly how the research process must be implemented in each center where the clinical trial is taking place. To ensure that information gained from the study is reliable and valid, the protocol outlines how the= research is conducted safely and consistently.
There are three main types of clinical research studies: prevention trials, interventional trials and observational trials. Each type of study operates according to a protocol and requires informed consent from study participants – whether or not the research involves treatment of a diagnosed disease.
For information about clinical trials offered at UCLA Health, please visit clinicaltrials.ucla.edu.
Informed consent is the process by which potential study participants are given all of the information they need to determine whether or not they wish to voluntarily participate in a clinical trial. Informed consent is an ongoing and dynamic process that keeps participants informed of all study-related information throughout the research process. Potential study participants are educated about the purpose and duration of the study; required procedures; potential risks and benefits; and known side effects of intended treatment (if applicable). All consent-related information will be provided to potential participants in an informed consent form, which participants are given to sign if they so decide. A person is never obligated to participate in clinical research. The informed consent form is not a contract, and the participant may withdraw from the trial at any time – before or during the clinical trial.
There are many different kinds of clinical trials, each with a different design and purpose.
Screening trials may include new techniques for diagnosis, such as new types of diagnostic imaging or lab work that may identify certain genetic markers in people with a particular health issue. Screening trials may also look for ways to identify potential risks people may have for developing a particular health issue, such as brain cancer.
Observational clinical trials address health issues in large groups of people or populations in natural settings and do not involve assigned treatments or interventions. Observational clinical trials may investigate certain genetic factors, symptoms or quality of life for people who are affected by a specific health issues, like brain tumors.
Interventional clinical trials consist of treatment trials and prevention trials. Under strictly controlled circumstances, interventional clinical trials test whether experimental therapies or new formulations of already-approved treatments are safe and effective. They may also examine whether a drug or device is effective at preventing a specific illness or health issue.
Interventional clinical trials are divided into phases in order to extract safety information, determine efficacy and delineate whether or not a new treatment is as good as or better than the currently recognized standard of care. There are several phases of clinical trials.
Clinical trials are separated into four distinct phases.
Phase I clinical trials involving a potential new drug are designed to investigate the safety, side effects and appropriate dosage of a new investigational drug. Participants in phase 1 trials are carefully monitored through lab work, physical exams and imaging tests. If the initial cohort of study participants does not experience any dose-limiting toxicity (serious effects from the drug), the next group of participants then begins a higher dose, predetermined by the study protocol. This process continues until the maximum tolerated dose is identified.
Phase II clinical trials test drug effectiveness. During this phase, the drug or treatment is exposed to a larger number of participants – up to 100 people in some trials. In phase II trials, it is also possible to compare the new drug with another drug already in use, or with a placebo. Most importantly, phase II trials screen out ineffective treatments. If the results of a phase II trial indicate that a new drug is as effective as or more effective than an existing treatment, the new treatment proceeds to phase III.
Phase III clinical trials are large-scale studies that aim to prove that the new drug under investigation is safe, effective and non-inferior to the current standard of care. To do this, the drug is evaluated across a variety of factors, including drug tolerance, effectiveness and side effects, and compared against the same measures in the current standard of care. A secondary objective in a phase III trial is proving that the trial treatment is superior to the standard of care. Examples of treatment superiority include fewer side effects, better quality of life, improved survival, or even decreased need for monitoring. In a phase III trial, several hundred patients may be enrolled over several years and may sometimes involve thousands of patients across many different hospitals and even countries.
Phase IV clinical trials monitor for increased incidence of adverse events associated with a newly approved drug or device. This process is called pharmacovigilance. After a drug is found to be safe, effective and at least as good as the current standard of care, it then goes through a stringent approval process by the Food and Drug Administration (FDA). When the drug comes to market, there are additional observations made for safety reasons. These observations may include whether or not a drug is safe for use in children, pregnant women or nursing mothers, or in individuals with certain health concerns or who are taking other medications. Pharmacovigilance may also identify optimal use or additional uses of an FDA-approved drug.<|endoftext|>
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Diglossia is a situation where a language that has two forms, one a ‘higher' and more prestigious form used by educated speakers in formal situations, and the other a ‘lower', vernacular form used more commonly. Although English is not a diglossic language, it does have a wide variety of dialects, colloquial forms and levels of formality.
Greek, Arabic and Tamil are diglossic languages.
In the classroom
Teachers working with multi-lingual groups may find this is an interesting area to explore if there are learners in the class who speak diglossic languages. Learners can explain the different types of language and the roles they have in society and comparisons can be made with English.<|endoftext|>
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Authors: D. M. Christodoulou, S. G. T. Laycock, D. Kazanas
First Author’s Institution: Lowell Center for Space Science and Technology, University of Massachusetts Lowell, USA
Status: Accepted to MNRAS, open access
What are Be/X-ray Binaries?
Stars are like people — they act very different in company from the way they act alone. Interacting binaries are systems in which two stars orbit close together, so that their evolutions are intrinsically linked. They are the hosts of a plethora of astronomical phenomena: type Ia supernovae, millisecond pulsars, cataclysmic variables, common envelopes, and contact binaries are all only possible in interacting binary systems.
Among these systems are X-ray binaries. These are accreting binaries — systems in which material is flowing from the less massive star (the ‘donor’) onto the more massive star (the ‘accretor’). In the case of X-ray binaries, the star on which the matter is falling is a neutron star or black hole. The infalling material spirals towards the accretor, forming an accretion disc. Friction in the disc heats it up until it is hot enough to produce the bright X-rays that name this type of system. Similar accretion discs are seen throughout astronomy — in cataclysmic variables, active galactic nuclei, and protoplanetary systems, to name a few varieties — but are pretty hard to model, so there’s a great deal of interest in exploring the different varieties they come in.
In the standard X-ray binary model, material is pulled from the atmosphere of the donor star by the accretor’s gravity. Today’s paper is about Be/X-ray binaries, a special case in which the donor star is a Be-type star and the transferred material is a stellar wind. A Be star is a star spinning so fast that it throws some of its own matter off into space. Put a Be star into orbit around a neutron star, and some of that expelled matter will fall towards the neutron star — and voilà, you have your accretion. The orbits of these systems are often elliptical, meaning that at some points in their orbit the stars are close together (resulting in a higher accretion rate and an extra spurt of X-ray emission) and at others they are further apart (causing a dip in the X-ray emission).
If the accretor is a neutron star with a magnetic field, we also see pulses in the brightness of the system caused by the spinning of the neutron star’s magnetic field. This means we can measure how quickly the neutron star spins on its axis — its ‘spin period’. Pulsars spin quickly: the fastest stars in todays paper spin on their axes once every few seconds; the slowest, once every 30 minutes.
Slowing Down or Speeding Up?
The author’s of today’s paper compared results from a catalogue of Be/X-ray binaries in the Small Magellanic Cloud, all of which had their spin periods measured continuously between 1997 and 2014. Over that time, there were 53 binaries in which the spinning of the neutron star noticeably changed — either increasing or decreasing in period.
For those neutron stars whose spin is accelerating, there is a commonly accepted explanation. When the infalling material lands on the neutron star, it transfers any angular momentum it has to the star and spins it up. However, in the sample the authors were studying, they were surprised to find that nearly half of the neutron stars were ‘spinning down’ — their spin was decelerating. The surprise comes from the fact that we don’t know of any mechanism that can change the angular momentum of these stars as efficiently as the accretion process.
To investigate further, the authors compared the spin-up and spin-down rates as a function of the spin period of the neutron stars. You can see their results in Figure 2, in which is plotted the magnitude of the spin up/down against spin period. They found that both groups seem to follow the exact same pattern, but in opposite directions. A neutron star with a long spin period is likely to be either accelerating or decelerating sharply, whereas a neutron star with a short spin period is likely to have a much more gradual acceleration or deceleration. You could fit the same straight line through both populations in Figure 2.
The appearance of the same pattern in both groups of systems implies that the two populations must be linked, and that the processes driving their evolutions must be similar. This would mean that the accretion driving the spin-up in some systems must also drive the spin-down in others. The only way this could work is if those spinning-down systems have accretion discs spinning backwards — accretion discs that rotate in the opposite direction to the spin of the neutron star. The term for this is ‘retrograde’.
Such backwards-spinning accretion discs have been proposed before for a few individual systems, but never for Be/X-ray binaries. If it’s true, it could be very interesting for models of how these systems form and evolve, particularly if — as the authors suggest at the end of their paper — the accretion discs can switch between rotating with and against the neutron star. Today’s paper was only a short letter introducing the idea; it will be exciting to see where this goes next!<|endoftext|>
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Most South Floridians live on porous limestone rock blanketed with a few inches of soil, mere feet above sea level. This, coupled with gradually rising seas, has caused property owners to be rightfully concerned about flooding and property loss.
Over the past 100 years, sea level has risen approximately 8 inches globally. Over the next century, that could increase five-fold.
While flooding in urban areas is always a concern, most South Floridians are utterly unaware of the impact rising sea levels have on the natural landscape of the Everglades. This lack of awareness is, to some degree, understandable. A remarkably resilient ecosystem, the Everglades contains a variety of habitats adapted to a range of flooding from either freshwater or saltwater, so some may wonder why we should be concerned about sea level rise at all in the Everglades.
How the Everglades responds to rising sea levels is a bit complex. The Everglades is a flat, low- lying landscape with a gentle slope — about a 1.5 to 2-inch rise for every mile from the coast. The conventional thinking is that coastal habitats such as mangroves will gradually migrate up this gentle slope with increased penetration of saltwater into freshwater habitats.
This “landward migration” scenario, however, may not necessarily be the rule.
Cape Sable, a span of beach and freshwater wetland shielding the southwest coast of the Florida peninsula, may provide an instructive glimpse into a potential future scenario. In the 1920’s, the dredging of canals accelerated saltwater penetration into this freshwater marsh habitat.
The outcome was less like “landward migration” and more analogous to the land loss situation in coastal Louisiana.
When we deprive Everglades marshes of freshwater, organic soils (known as peat soils) decompose and disappear, resulting in a rapid loss of soil elevation. In severely dried areas, the soils also become vulnerable to fire. Freshwater plants die and soils begin to breakdown resulting in massive nutrient releases to nearshore habitats like Florida Bay.
Ultimately, the outcome is that collapsed areas created by soil loss are often too deep with saltwater for mangroves to become established. Instead, they remain open water habitats and eventually become seagrass habitats. This phenomenon has already shaped the coastlines of Biscayne and Florida Bays, and accelerating this process will also change the future coastline of the entire South Florida region whether we recognize it or not.
This process is particularly significant for the Everglades. Not only is it the source of our drinking water, it is also our most important protection from sea level rise and storm surge. By not offsetting this saltwater intrusion with restoration of freshwater flow, we are effectively leaving our back door open in a rising flood. For this reason and more, Everglades restoration should be our highest priority.
As for what the future South Florida will look like, excellent monitoring and modeling tools are available to us. We know what today and tomorrow – or perhaps even the next 20 years – will be like.
What will happen over the next 50 to 100 years is less certain.
Although South Florida won’t disappear into the sea anytime soon, there is a clear and growing need to educate citizens about the significance of incremental sea level rise. The first step is to acknowledge the problem.
Beyond that, we must continue to monitor changes in the ecosystems we depend on and prioritize the science needed to understand how future Floridians might be affected. While we don’t want to take too long, time and resources are needed to understand the sea level rise problem and develop the most advantageous options, strategies and solutions.<|endoftext|>
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# CAT 2021 Set-2 | Quantitative Aptitude | Question: 6
1 vote
47 views
For a real number $x$ the condition $|3x – 20| + |3x – 40| = 20$ necessarily holds if
1. $9 < x < 14$
2. $6 < x < 11$
3. $7 < x < 12$
4. $10 < x < 15$
retagged
1 vote
Given that, $|3x-20| + |3x-40| = 20 ; x \in \mathbb{R} \quad \longrightarrow (1)$
We know that $,|x| = \left\{\begin{matrix} x\;;&x\geq 0 \\ -x\;; &x<0 \end{matrix}\right.$
We can open mod as positive and negative. There are four such cases.
$\textbf{Case 1:}\;\text{ Positive, Positive}$
$\Rightarrow 3x – 20 + 3x – 40 = 20$
$\Rightarrow 6x – 60 = 20$
$\Rightarrow 6x = 80$
$\Rightarrow \boxed{x = \frac{40}{3} = 13.33}$
$\textbf{Case 2:}\;\text{ Positive, Negative}$
$\Rightarrow 3x – 20 – (3x – 40) = 20$
$\Rightarrow 3x – 20 – 3x + 40 = 20$
$\Rightarrow \boxed{20 = 20\; {\color{Green} {\text{(True)}}}}$
$\textbf{Case 3:}\;\text{ Negative, Positive}$
$\Rightarrow \;– (3x – 20) + 3x – 40 = 20$
$\Rightarrow\; – 3x + 20 + 3x – 40 = 20$
$\Rightarrow \boxed{- 20 = 20\;\color{Red}{\text{(False)}}}$
$\textbf{Case 4:}\;\text{ Negative, Negative}$
$\Rightarrow \;– (3x – 20) – (3x – 40) = 20$
$\Rightarrow \;– 3x + 20 – 3x + 40 = 20$
$\Rightarrow \;– 6x =\; – 40$
$\Rightarrow \boxed{x = \frac{20}{3} = 6.66}$
$\therefore$ $\boxed{7 < x < 12}$
Correct Answer $: \text{C}$
10.1k points 4 8 30
edited
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# The position x of a particle varies with time according to the relation $x={{t}^{3}}+3{{t}^{2}}+2t$. Find velocity and acceleration as functions of time.
Last updated date: 18th Sep 2024
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Hint: First derivative of function ‘x’ with respect to time gives velocity and double derivative of ‘x’ gives acceleration.
The position of the particle is given by variable x, and it varies according to time.
Given the relation$\Rightarrow x={{t}^{3}}+3{{t}^{2}}+2t-(1)$
To find the velocity, which is the rate of change of displacement.
The first derivative of Eqn(1) gives us the velocity and the second derivation will give the acceleration.
$\therefore$Velocity $=\dfrac{dx}{dt}$
\begin{align} & \overrightarrow{v}=\dfrac{d}{dt}\left( x \right)=\dfrac{d}{dt}\left( {{t}^{3}}+3{{t}^{2}}+2t \right) \\ & \Rightarrow \overrightarrow{v}=3{{t}^{2}}+2\left( 3t \right)+2 \\ & \overrightarrow{v}=3{{t}^{2}}+6t+2 \\ \end{align}
The unit of velocity is meter per second (m/sec).
$\therefore \overrightarrow{v}=\left( 3{{t}^{2}}+6t+2 \right)$m/sec.
To find acceleration, which is the rate of change of velocity.
Acceleration, $\overrightarrow{a}=\dfrac{d\overrightarrow{v}}{dt}$
\begin{align} & \overrightarrow{a}=\dfrac{d}{dt}\left( \overrightarrow{v} \right)=\dfrac{d}{dt}\left( 3{{t}^{2}}+6t+2 \right) \\ & \overrightarrow{a}=2\times \left( 3t \right)+6=6t+6 \\ \end{align}
The unit of acceleration is meter per second square $\left( m/{{\sec }^{2}} \right)$.
$\therefore$ $\overrightarrow{a}=\left( 6t+6 \right)m/{{\sec }^{2}}$
$\therefore$Velocity of the function, $\overrightarrow{v}=\left( 3{{t}^{2}}+6t+2 \right)$m/sec.
Acceleration of the function, $\overrightarrow{a}=\left( 6t+6 \right)m/{{\sec }^{2}}$
Note: We know velocity$=\dfrac{Displacement}{time}$and acceleration$=\dfrac{velocity}{time}$, here the velocity is taken as the rate of change of displacement w.r.t the time, so differentiation $\left( \dfrac{dx}{dt} \right)$is done.<|endoftext|>
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It is important to understand that we receive huge amounts of information through the senses of vision, hearing, touch, smell, taste and balance. The brain receives about 11 million bits of information each and every second of our waking day. However, we can only pay attention to around 70 to 80 bits per second, so one of the main functions of the brain is to filter, redirect or delete most information that comes in. Some people are not so good at this and either let too much information through or filter the wrong information out. This can lead to sensory overload and sensitivities, resulting in a range of difficulties, including sometimes 'autistic-like behaviour'. Much of this behaviour is simply a reaction to the unrelenting assault of information on the brain. Improve the sensory filtering and processing in the brain and behaviour will change for the better.
One of the ways the brain filters sensory input is by comparing the signals from the right ear and right field of vision, with those from the left ear and left field of vision. The brain uses these two separate and slightly different signals to, for instance, concentrate on a single sound source or limit our visual awareness. By training the brain to make better and faster connections between the two sides, it is possible to improve the filtering of sensory input, reduce sensitivities and boost attention.<|endoftext|>
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o Early Vedic Religion
o Birth of Hinduism
o Modern Hinduism
o Life and Philosophy of Buddha
o Forms of Buddhism
o Blurring Distinctions between Hinduism and Buddhism
o Religion and Government
Over time the beliefs of the Vedas transformed into a new religion called Hinduism. Some scholars believe that the evolvement of the Vedic religion into Hinduism was a response to the challenges of new competing religions, namely Buddhism and Jainism Whatever the case may be, Vedic religion adjusted to include new beliefs similar to some Buddhist ideas, as well as some aspects of the Dravidian culture. One of the new concepts was the idea of a tripartite godhead. Brahman remained an important part of Hinduism, but now present were Vishnu, the preserver, who incarnated into human forms on several occasions to help mankind, and Shiva, the destroyer. Another new concept was the idea of ethical and social responsibility, or dharma. The principle behind dharma was established in the Vedic age, but as Hinduism developed, it became even more important. The last and perhaps most important new concept that developed was the idea of reincarnation. Never before had the inhabitants of the area believed in the eternal nature of the soul. With the development of Hinduism came the belief in moksha, or liberation from the cycle of rebirths (Bulliet, p. 181-2).
Today Hinduism has spread to many different parts of the world other than India. It is believed that the religion developed in the part of the Indian subcontinent that is modern day Nepal, and in fact Nepal is the first country to establish a government with Hinduism as the official religion (Savada, 1991). While Hinduism is most dominant in its home region of South Asia, large populations of Hindus also live in the United States, Britain, South Africa, and many parts of Southeast Asia, including Indonesia (Ash, 1997, pp. 160-61). The idea of a system of castes has always faced opposition on some level, but in recent years the opposition has grown with the development of human rights organizations like Amnesty International, which mostly fight for the rights of the group known as Untouchables. The caste system has changed greatly over the last couple of centuries, and many modern Hindus regard it only as a formality. Countries where Hinduism is the main religion have long since outlawed discrimination against someone based on caste, but as in the United States, this law does not entirely eliminate discrimination (Daniel, 1999, online).
Buddhism began with the Indian prince Gautama Siddhartha, who was born around 563 B.C.E. into nobility and lived a very sheltered life. At the age of thirty, he left his wife, family, and wealth and turned to a life of meditation. His goal was to find the cause of suffering in the world. One day he was sitting under a tree when he had a realization. His epiphany led to what became known as the four noble truths. The first truth in Buddhism is that all life is suffering. The second truth is that the origin of suffering is desire. The third truth is the idea that suffering can be ended, and the fourth holds that suffering can only be ended by following the eightfold path, which involves right understanding, attitude, action, speech, conduct, effort, attention, and meditation. Siddhartha soon became known as the first Buddha, or enlightened one, and his teachings became known as Buddhism (Jansen, 2000. p.13).
After Buddha’s death, his followers had different ideas on how to interpret his teachings. These differences led to many different forms of Buddhism. The three main forms that still exist today are Theravada, or “the lesser vehicle,” Mahayana, or “the greater vehicle,” and Vajrayana, or “the diamond vehicle.” Each form more or less follows the original ideas of Buddha and the four noble truths, with slight variations in each form. For example, followers of Theravada Buddhism believe that anyone can attain enlightenment, while Mahayana Buddhism maintains that enlightenment can only be attained with the help of an experienced teacher (Jansen, p. 14). Despite the differences, all Buddhists believe in the idea of enlightenment through the eightfold path, which eventually leads to nirvana, or freedom from the cycle of rebirths, a concept also important to Hinduism.
In the early 1990s, Nepal was officially declared a Hindu state. Even though the Nepalese recognize Hinduism as the official religion, Buddhist and Hindu beliefs often combine to form one interfaith ideology. Many people who are regarded as Hindus could just as easily be considered Buddhists. Religious conflict may exist on some level, but it has never been a dominating factor because Hindus sometimes worship in Buddhist temples and vice versa. In many places, Buddhist and Hindu temples are built side by side. Although roughly 87% of the population proclaim themselves to be Hindu, the similarities between the two religions in this area are so subtle that few outsiders can tell the difference. Those who claim to be purely Buddhist are mostly concentrated in the eastern hills near Tibet (Savada, 1991). In general, the mutual respect Hindus and Buddhists feel towards each other in Nepal has helped to create a sense of social and political unity.
The constitution of Nepal was written in 1990. At first there was pressure from many groups to make Nepal a secular state, but the followers of Hinduism eventually won out the opposition to a Hindu state. Although Hinduism is the official religion, the constitution of Nepal aims to establish “harmony amongst the various castes, tribes, religions, languages, races, and communities (BBC, 1998). The government of Nepal is a monarchy, and despite the religious freedom that exists in Nepal, the constitution states that the king must be Hindu. The cow is considered sacred in Nepal, and, as in India, killing a cow is a crime. Again, the idea of cows as sacred is a Hindu philosophy. Although many of the laws of the Nepalese constitution are derived from Hindu religion, the Nepalese people have much religious freedom, and those who choose to engage in Buddhist worship are in no way looked down upon or persecuted.
The differences between Hinduism and Buddhism have often been more compelling to the followers of each religion than the similarities. On many occasions throughout history, tension has existed between Buddhists and Hindus. In fact, Buddhism has been almost completely eliminated in South Asia, the region of its birth, and exists today almost entirely in Southeast Asia. Nepal is an exception to this rule. In modern Nepal, Buddhists and Hindus not only live together and tolerate each other but also share common aspects of worship in many respects. In Nepal, like almost no place else in the world, exists not only a mutual respect for those who practice a different religion, but also a distinctive dual faith situation where two major traditional religions have combined to form one unique belief system.
Bulliet, R. (2001). The earth and its peoples(2nd edition). New York: Houghton Mifflin Company.
Jansen, E. (2000). The book of buddhas(7th edition). Havelte, Holland: Binkey Kok Publications.
Ash, R. (1997). Top 10 of everything. New York: DK Publishing, Incoporated.
Savada, A. (1991). Nepal: a country study. [Online]. Library of Congress. Available: http://memory.loc.gov/frd/cs/nptoc.html#np0056 [November 22, 2001].
Daniel, A. (1999). Caste system in modern India. [Online]. Available: http://adaniel.tripod.com/modernindia.htm [November 24,2001].
BBC. (1998). The Hindu kingdom of Nepal. [Online]. Available: http://www.bbc.co.uk/religion/religions/hinduism/features/nepal.shtml [November 22, 2001].
Andrea Westerbuhr, November 25th, 2001.<|endoftext|>
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### Theory:
The reduction in market price to increase the sale or to dispose of old goods is known as a discount.
Usually, discounts are express as a percentage of the marked price.
The customer or buyer pays the difference between the marked price and the discounted price.
Thus, we have $\mathit{Discount}\phantom{\rule{0.147em}{0ex}}=\phantom{\rule{0.147em}{0ex}}\mathit{Marked}\phantom{\rule{0.147em}{0ex}}\mathit{price}\phantom{\rule{0.147em}{0ex}}×\mathit{Discount}\phantom{\rule{0.147em}{0ex}}\mathit{percentage}$.
Example:
Suresh went to purchase a shirt which is discounted like 9 $$\%$$ of it's marked price which is $$₹$$209.
Can you find how much amount is discounted for the shirt that he bought?
We can apply the above formula to find the discount amount.
$\begin{array}{l}\mathit{Discount}\phantom{\rule{0.147em}{0ex}}\mathit{amount}=\phantom{\rule{0.147em}{0ex}}209×9%\\ \\ \mathit{Discount}\phantom{\rule{0.147em}{0ex}}\mathit{amount}=\phantom{\rule{0.147em}{0ex}}209×\frac{9}{100}\\ \\ \mathit{Discount}\phantom{\rule{0.147em}{0ex}}\mathit{amount}=\frac{1881}{100}\\ \\ \mathit{Discount}\phantom{\rule{0.147em}{0ex}}\mathit{amount}=₹\phantom{\rule{0.147em}{0ex}}18.81\end{array}$
Therefore $$₹$$18.81 amount has been discounted from the marked price of 209.
Now can you calculate for how amount Suresh bought that shirt?
Just subtract the marked price by the discounted amount.
That is, $209-18.81$ $$=$$ 190.19.
Therefore he bought the shirt for $$₹$$190.19.<|endoftext|>
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In addition to learning the alphabet and how books work, the path to reading and writing begins with talking! Research has revealed that there is a direct relationship between reading achievement and a child's level of vocabulary. When children learn to read, they draw upon the words they know and hear to make sense of the words they read.
When your child learns a new word, it isn't simply added to her list of known words. Each new word adjusts and refines the meaning and use of these known words. Although research is still exploring just how children develop such a large vocabulary, we know that children need an environment rich in language, filled with lots of words and talk. The type of talk, however, needs to be robust and engaging. Here are a few ideas about how to have rich talk time in your home:
- Establish a "talk time." While riding the bus, preparing breakfast, or during his bath, talk about topics important to your child. These will more than likely be stories about everyday life such as what someone did at school. Listen carefully, and try to use new words in your conversation.
- Read fiction and nonfiction books. Books are a wealth of new words. In addition to reading favorite stories, be sure to share informational children's books. Discussing the book together is also important.
- Play pretend. The talk that happens during playtime tends to be filled with very imaginative exchanges. This is a time to not only use new words but to think creatively about how we use language. The idea of a pink and purple peanut butter pie tends to only come up during playtime.
- Use rare words. Our talk with children is often filled with very common words such as "yes," "go," "wait," and "almost." We need to make sure our conversations are also filled with less common words such as "hurricane," "fortunate," "gloomy," and even "diesel gas."
Remember, a child's vocabulary grows quickly during the preschool and grade school years, although the rate of growth varies among children. Have fun and get talking!<|endoftext|>
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Boston Tea Party
May 10, 1773: Parliament passes the Tea Act;
December 16, 1773: Boston Tea Party;
On May 10, 1773, Parliament passed the Tea Act. The Tea Act was meant to save the East India Tea Company from bankrupcy. It allowed the East India Tea Company to send half a million pounds of tea to America subject only to a three cent per pound tax. This would allow it to undersell smuggled Dutch tea and legally imported tea. The tea was to be delivered to consignees in New York, Charleston, Philadelphia and Boston.
On October 16, the Philadelphia consignees were forced to resign by a committee of citizens. The New York consignees resigned when the Sons of Liberty called them enemies of America. The Charleston shipment arrived on December 2 and the consignees were forced to resign on December 3. The tea was impounded after the 20-day waiting period expired. Three Tea Act ships arrived in Boston on November 27, 1773.
Samuel Adams and the Sons of Liberty prevented the Boston ships from being unloaded. The ships agreed to leave without unloading the tea, but Royal Governor Thomas Hutchinson would not clear them to leave, because he was determined to uphold the law. As the end of the 20-day waiting period neared, the radical patriots decided that seizure would not be a solution either. They felt that the confiscated tea would be sold for customs expenses and thus the illegal tax would still have been paid.
To prevent the tea from being seized and sold, Samuel Adams organized the Boston Tea Party. On the night of December 16, the evening before the 20-day waiting period ending, several thousand colonists gathered near the wharf and encouraged sixty men who were thinly disguised as Mohawk Indians. The men boarded the three tea ships and dumped 342 chests of tea overboard. The tea was valued at over 90,000 pounds.
The Boston Tea Party inspired several other tea parties in New York (April 22, 1774), Annapolis, Maryland (October 19, 1774) and Greenwich, New Jersey (December 22). The British reacted to the Boston Tea Party with the Intolerable Acts, which included closing Boston Harbor and imposing martial law.
2. Boatner, Michael; Encyclopedia of the American Revolution
Topic Last Updated: 8/12/2001
Related Items Available at eBay - Scroll for additional items
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Lesson 2 of 10
by Debi West
Elements! Principles! Media! Art History! Techniques! Careers! In Gwinnett County, art educators have so many objectives to teach students that it can often feel daunting, especially when we consider the vast amount of art vocabulary they are required to master by the time final exams roll around!
With this in mind, I developed a lesson that springboards nicely off of the Sept. 2015 issue’s “Name Designs” that requires each student to design an artwork that defines and illustrates a visual-art vocabulary word.
After seeing the skill level of each intro 2-D art student, I assign them a vocabulary word from the list of words they need to know. Some of the words are simple and some are more complex and challenging. Our visual art vocabulary list is as follows, but you can certainly add more to this list depending on what your district requires:
aesthetic / analogous colors / architect /artist / balance /calligraphy /caricature/ cartoon / chalk /collage / color / complementary colors / composition / contour line / contrast / cool colors /crosshatching / design / elements of design / emphasis / fashion designer / figure ground / foreground / foreshortening / form / genre / graphic designer /harmony/ hatching / hue / implied line / intensity / interior designer / line / linear perspective / mosaic / movement / negative space / neutral colors / one-point perspective / opaque / optical mixing / organic shapes / outline / pattern / perspective /photography /picture plane /pigment / positive space / primary colors/ principles of design / proportion /radial balance /repetition / rhythm / saturation / secondary colors / shade / shape / space / split-complementary / subject matter / tempera / texture / three-dimensional / tint / triadic color scheme/ two-dimensional / two-point perspective / unity / value / vehicle / variety / warm colors / wash
Once students have been given their words, they have to do a bit of research. They have to find the definition, as they are required to creatively add the definition somewhere in their final piece. They need to see how the word is used in the context of visual art and they need to brainstorm ways they can turn the word into its meaning visually to help us build a type of “study guide” word wall in our art hallway.
I love the excitement in the room after students have received their words and they quickly get to work, looking them up and searching for interesting images they can manipulate to graphically illustrate the meanings. The initial sketches are always fascinating to see. After learning about media in their first lesson, and experiencing success with their Name Designs, the students are confident and excited to explore. They really rise to the challenge of this lesson and are ready to WOW!
They have a week to research, plan and create their final piece, which is done on 12″ x 18″ white drawing paper. Each student knows that most of these works will be hung in a semester-long exhibit, becoming a part of the “study-guide” word wall, which motivates them to work extra hard. They are hoping for that acknowledgement and pat on the back every student deserves when they give their best
Each year, our word wall exhibit gets stronger. And, due to these beautiful and well-thought-out works, our county assessment scores have risen. I believe our students learn and retain more when they learn it, create it and then SEE it every day. These visual vocabulary artworks are amazing, and the best part is that language arts teachers have come to us and asked us to help them teach this lesson to their students to prepare for the SAT! Just another great reason why the arts should be integrated into each and every subject!
Next up … Creative Contour Line Studies!
Debi West, Ed.S, NBCT, is Art Department Chair at North Gwinnett High School in Suwanee, Georgia. She is also an Arts & Activities Contributing Editor.
CLICK HERE for resources related to this article.<|endoftext|>
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What are Sequences in Music?
A sequence is the “more or less exact repetition of a passage at a higher or lower level of pitch”. (The Oxford Dictionary of Music, Kennedy, M.).
I am going to explain sequences in music by showing/playing you various examples.
Have a look/listen to the following example of a sequence:
This is a clear example of a sequence.
You can see how the short melodic phrase is played and then repeated at a higher level of pitch.
The same pattern is then repeated again at a higher pitch, etc..
Types of Sequences
There are 2 main types of sequence you will come across in music:
- Melodic Sequence – This is the repetition of a melody (like in the above example)
- Harmonic Sequence – This is a repetition of a series of chords (I will explain this later)
When the word “sequence” is used it generally implies that both melodic and harmonic material is being used.
Examples of Melodic Sequences
In a tonal sequence the intervals between the notes are altered to some extent.
The interval size usually stays the same (i.e. 4th, 5th, etc..).
However, the interval quality changes (e.g. a minor interval may become a major interval) This change in quality is inevitable if the composer wants the key to remain unchanged.
In our example of a sequence you can see that the interval sizes remain the same across the 2 melodies (3rd, 3rd, 2nd, 2nd in the 1st melody stay as 3rd, 3rd, 2nd, 2nd in the repeated melody):
However, the interval qualities change (major 3rd, minor 3rd, major 2nd, minor 2nd in the first melody become minor 3rd, major 3rd, major 2nd, major 2nd in the repeated melody):
These changes in quality continue through all 4 bars of the sequence and so our sequence example is a Tonal Sequence.
In a real sequence there is no change in either the size or quality of the intervals (this will usually mean that the composer has to change the key as the sequence progresses).
If we convert our example of a sequence into a real sequence it would look as follows:
You can see how we have converted the 2 “F” notes to “F sharp” notes so that the interval qualities remain the same.
The full sequence would look and sound like this:
Can you hear how the music sounds like it is changing key (modulating) as the sequence progresses?
A sequence that has several repetitions, some of which are tonal and some of which are real is called a Mixed Sequence.
In the example above you can see that the sequence between the 1st two bars is a real sequence, whilst the remaining bars are tonal sequences.
Examples of Harmonic Sequences
Descending Harmonic Sequences
Descending Circle-of-Fifths Sequence
This sequence gets its name from the fact that each successive chord has a root note that is a fifth lower than the previous chord.
Descending Thirds Sequence
In a descending thirds sequence the chords move down a third for each repetition, hence the name.
Ascending Harmonic Sequences
Ascending Circle-of-Fifths Sequence
In an ascending circle-of-fifths sequence each chord’s root is a 5th higher than the previous chord in the sequence.
Composing Using Sequences
Sequences are an excellent tool for composing music – I use them in a lot of the pieces I write.
You will find lots of examples of sequences in the music you listen to.
A famous example of a descending melodic sequence can be found in the well known Christmas carol “Ding Dong Merrily on High”.
Have a look/listen to this example below:
I hope you have found this lesson on sequences helpful.
My advice would be to try composing/improvising some short melodies and then experiment with repeating them at different transpositions.
I am sure that you will be pleasantly surprised by what you discover!
As always, if you have any questions, please feel free to contact me.<|endoftext|>
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As a candidate for the presidency in 1968, Richard Nixon campaigned in part on a promise to end the war in Vietnam. This speech, delivered eleven months after his inauguration, provided the details of his plan to withdraw the United States from the conflict. Although the military situation had improved for U.S. and South Vietnamese forces, domestic support for the war continued to erode. Echoing his predecessor Lyndon Johnson, Nixon spoke of the need to demonstrate American determination to keep its promises; otherwise, instability and violence would spread globally. He also announced a new policy: Vietnamization or the Nixon Doctrine. According to this policy, the United States would assist in the defense of other nations, but those nations would have to supply the manpower for their defense. The Nixon Doctrine was thus a return to something like the Truman Doctrine (Document 2). It showed a recognition that, contrary to the assumptions of earlier Cold War policies such as NSC 68 (Document 6), and the rhetoric of Kennedy’s Inaugural Address (Document 20), the United States did not have unlimited resources to fight the Cold War. Acknowledging the effect of the anti-war demonstrations and seeking a counterweight, Nixon finished his speech by evoking “the great silent majority of” Americans who, he hoped, would support his efforts to end the war on terms acceptable to the United States. In a swipe at war opponents, the president also remarked, “North Vietnam cannot defeat or humiliate the United States. Only Americans can do that.”
Source: Public Papers of the Presidents of the United States: Richard Nixon, 1969 (Washington, D.C.: U.S. Government Printing Office, 1971), 901–9. Available online at Richard Nixon Presidential Library and Museum. https://goo.gl/WwSY6R.
Good evening, my fellow Americans:
Tonight I want to talk to you on a subject of deep concern to all Americans and to many people in all parts of the world – the war in Vietnam.
. . .
. . . I would like to answer some of the questions that I know are on the minds of many of you listening to me.
How and why did America get involved in Vietnam in the first place?
How has this administration changed the policy of the previous administration?
What has really happened in the negotiations in Paris1 and on the battlefront in Vietnam?
What choices do we have if we are to end the war?
What are the prospects for peace?
Now, let me begin by describing the situation I found when I was inaugurated on January 20.
– The war had been going on for 4 years.
– 31,000 Americans had been killed in action.
– The training program for the South Vietnamese was behind schedule.
– 540,000 Americans were in Vietnam with no plans to reduce the number.
– No progress had been made at the negotiations in Paris and the United States had not put forth a comprehensive peace proposal.
– The war was causing deep division at home and criticism from many of our friends as well as our enemies abroad.
In view of these circumstances there were some who urged that I end the war at once by ordering the immediate withdrawal of all American forces.
From a political standpoint this would have been a popular and easy course to follow. . . .
. . . [but] I had to think of the effect of my decision on the next generation and on the future of peace and freedom in America and in the world.
Let us all understand that the question before us is not whether some Americans are for peace and some are against peace. The question at issue is not whether Johnson’s war becomes Nixon’s war.
The great question is: How can we win America’s peace?
Well, let us turn now to the fundamental issue. Why and how did the United States become involved in Vietnam in the first place?
Fifteen years ago North Vietnam, with the logistical support of Communist China and the Soviet Union, launched a campaign to impose a Communist government on South Vietnam by instigating and supporting a revolution.
In response to the request of the Government of South Vietnam, President Eisenhower sent economic aid and military equipment to assist the people of South Vietnam in their efforts to prevent a Communist takeover. Seven years ago, President Kennedy sent 16,000 military personnel to Vietnam as combat advisers. Four years ago, President Johnson sent American combat forces to South Vietnam. . . .
. . . Now that we are in the war, what is the best way to end it?
In January I could only conclude that the precipitate withdrawal of American forces from Vietnam would be a disaster not only for South Vietnam but for the United States and the cause of peace.
For the South Vietnamese, our precipitate withdrawal would inevitably allow the Communists to repeat the massacres which followed their takeover in the North 15 years before . . .
For the United States, this first defeat in our Nation’s history would result in a collapse of confidence in American leadership, not only in Asia but throughout the world. . . .
For these reasons, I rejected the recommendation that I should end the war by immediately withdrawing all of our forces. I chose instead to change American policy on both the negotiating front and battlefront.
In order to end a war fought on many fronts, I initiated a pursuit for peace on many fronts.
In a television speech on May 14, in a speech before the United Nations, and on a number of other occasions I set forth our peace proposals in great detail.
– We have offered the complete withdrawal of all outside forces within 1 year.
– We have proposed a cease-fire within 1 year.
– We have offered free elections under international supervision with the Communists participating in the organization and conduct of the elections as an organized political force. And the Saigon Government2 has pledged to accept the result of the elections. . . .
Hanoi3 has refused even to discuss our proposals. They demand our unconditional acceptance of their terms, which are that we withdraw all American forces immediately and unconditionally and that we overthrow the Government of South Vietnam as we leave. . . .
Well now, who is at fault?
It has become clear that the obstacle in negotiating an end to the war is not the President of the United States. It is not the South Vietnamese Government.
The obstacle is the other side’s absolute refusal to show the least willingness to join us in seeking a just peace. And it will not do so while it is convinced that all it has to do is to wait for our next concession, and our next concession after that one, until it gets everything it wants. . . .
Now let me turn, however, to a more encouraging report on another front.
At the time we launched our search for peace I recognized we might not succeed in bringing an end to the war through negotiation. I, therefore, put into effect another plan to bring peace – a plan which will bring the war to an end regardless of what happens on the negotiating front.
It is in line with a major shift in U.S. foreign policy which I described in my press conference at Guam on July 25. Let me briefly explain what has been described as the Nixon Doctrine – a policy which not only will help end the war in Vietnam, but which is an essential element of our program to prevent future Vietnams. . . .
. . . – First, the United States will keep all of its treaty commitments.
– Second, we shall provide a shield if a nuclear power threatens the freedom of a nation allied with us or of a nation whose survival we consider vital to our security.
– Third, in cases involving other types of aggression, we shall furnish military and economic assistance when requested in accordance with our treaty commitments. But we shall look to the nation directly threatened to assume the primary responsibility of providing the manpower for its defense.
. . .
The defense of freedom is everybody’s business – not just America’s business. And it is particularly the responsibility of the people whose freedom is threatened. In the previous administration, we Americanized the war in Vietnam. In this administration, we are Vietnamizing the search for peace.
. . . [T]he primary mission of our troops is [now] to enable the South Vietnamese forces to assume the full responsibility for the security of South Vietnam. . . .
. . . As South Vietnamese forces become stronger, the rate of American withdrawal can become greater. . . .
My fellow Americans, I am sure you can recognize from what I have said that we really only have two choices open to us if we want to end this war.
– I can order an immediate, precipitate withdrawal of all Americans from Vietnam without regard to the effects of that action.
– Or we can persist in our search for a just peace through a negotiated settlement if possible, or through continued implementation of our plan for Vietnamization if necessary – a plan in which we will withdraw all of our forces from Vietnam on a schedule in accordance with our program, as the South Vietnamese become strong enough to defend their own freedom.
I have chosen the second course.
It is not the easy way.
It is the right way . . .
And now I would like to address a word, if I may, to the young people of this Nation who are particularly concerned, and I understand why they are concerned, about this war.
I respect your idealism.
I share your concern for peace.
I want peace as much as you do . . .
I have chosen a plan for peace. I believe it will succeed.
If it does succeed, what the critics say now won’t matter. If it does not succeed, anything I say then won’t matter.
I know it may not be fashionable to speak of patriotism or national destiny these days. But I feel it is appropriate to do so on this occasion.
Two hundred years ago this Nation was weak and poor. But even then, America was the hope of millions in the world. Today we have become the strongest and richest nation in the world. And the wheel of destiny has turned so that any hope the world has for the survival of peace and freedom will be determined by whether the American people have the moral stamina and the courage to meet the challenge of free world leadership. . . .
And so tonight – to you, the great silent majority of my fellow Americans – I ask for your support. . . .
Let us be united for peace. Let us also be united against defeat. Because let us understand: North Vietnam cannot defeat or humiliate the United States. Only Americans can do that. . . .
A. Why does President Nixon not immediately end U.S. involvement in Vietnam’s war when he becomes president? According to the president, how and why did the United States become involved in Vietnam? What peace terms does he propose? Who is holding up an agreement? What is the Nixon Doctrine?
B. Compare this speech to Documents 29 and 31: does the United States still have the same goals in Vietnam in 1969 as it did in 1964 – 1965? Does the Nixon Doctrine show a change to the recommendations of Document 6 regarding U.S. support for its allies? If so, how might the war in Vietnam have brought about this change? Compare Nixon’s 1973 speech (Document 37) to this speech: does the United States achieve its goals when the war ends?
- Representatives of the United States and North Vietnam began meeting in Paris in 1968 to negotiate an end to the war, but little progress had been made by the time of President Nixon’s speech.
- The government of South Vietnam.
- The government of North Vietnam. Hanoi was its capital.<|endoftext|>
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Independence Day has a special place in my heart. The American Revolution was the core area of focus of my bachelors degree and is a passion that has continued post-collegiate studies. I’m so enamored by the romance of the time. People giving passionate, eloquent speeches about liberty and unalienable rights – ugh! I just gets me! Some of my favorite movies and tv shows center around this time (have you seen Turn?!) I eat up books and articles on the subject (always accepting recommendations). As a result, I love celebrating this amazing act of treason every year. Today, in honor of this glorious day, I’m sharing with you 7 fun Independence Day facts.
- July 4, 1776 wasn’t what you think it was. Independence from Britain was actually declared on July 2, 1776 but the language of the Declaration of Independence was approved by Congress two days later. The document wasn’t signed until August 2, 1776 with the last signature being added on November 4, 1776 by a representative from New Hampshire.
- The Revolutionary War had only just begun. On July 4, 1776, war had been raging between the Patriots and Red Coats for a little over a year. The war continued for seven more years! * Bonus Trivia: The “American Revolution” does not refer to the fighting that occurred, but rather the philosophical changes among the residents of the colonies against the King and British government. The fighting is referenced as the Revolutionary War or War for Independence.
- The Declaration of Independence was enacted to save their heads. Congress had been formally declared traitors by the British government. Facing charges of treason, these men drafted a document to immediately separate themselves from the King and thus, the legal authority of the British to execute them. Ironically enough, the act of signing the document was the ultimate treasonous offense.
- John Hancock was in charge. Everyone knows John Hancock for his large signature on the Declaration. However, did you also know that he was the first signature on the document because he was the President of the Continental Congress?
- Robert R. Livingston sent a proxy to sign the Declaration. Livingston was a member of the Committee of Five, the five men who were responsible for drafting the Declaration. He was a representative from New York but before he could sign the document, he was recalled by his state. His cousin Philip Livingston signed in his place.
- The first public reading of the Declaration was on July 8, 1776. The Liberty Bell was used to summon the public to Independence Square to hear Colonel John Nixon read the text of the Declaration. At the time, Nixon was militarily responsible for the protection of the city of Philadelphia and would later serve directly under George Washington.
- John Adams and Thomas Jefferson both died on a significant day. Adams and Jefferson were both members of the Committee of Five and eventually US Presidents. Even more interesting is they had a deep friendship that was often tumultuous due to their differing political views. However, remarkably so, Adams and Jefferson both passed away… on Independence Day 1826. True story! They both passed on July 4, 1826 – the 50th Anniversary of the Declaration of Independence
“My, Jen, those were quite interesting facts.”
I know! Share these with your friends over hot dogs and drinks (domestic only!) this holiday weekend!
Finally, for your viewing enjoyment… OneRepublic’s classic “Too Late to Apologize: A Declaration”.<|endoftext|>
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The exact cause of most mental illnesses is not known, but research suggests that a combination of the following factors may be involved.
- Heredity (genetics): Mental illness tends to run in families, which means the likelihood to develop a mental disorder may be passed on from parents to their children.
- Biology: Some mental disorders have been linked to special chemicals in the brain called neurotransmitters. Neurotransmitters help nerve cells in the brain communicate with each other.
- If these chemicals are out of balance or not working properly, messages may not make it through the brain correctly, leading to symptoms. In addition, defects in or injury to certain areas of the brain also have been linked to some mental illnesses.
- Psychological trauma: Some mental illnesses may be triggered by psychological trauma, such as
- severe emotional, physical or sexual abuse;
- an important early loss, such as the loss of a parent;
- Environmental stress: Stressful or traumatic events can trigger a mental illness in a person with a vulnerability to a mental disorder.<|endoftext|>
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## ◂Math Worksheets and Study Guides Kindergarten. Whole Numbers
### The resources above correspond to the standards listed below:
#### Ohio Common Core Standards
OH.CC.CC.K. Counting and Cardinality
Compare numbers.
CC.K.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
CC.K.7. Compare two numbers between 1 and 10 presented as written numerals.
Count to tell the number of objects.
CC.K.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
CC.K.4(a) When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CC.K.4(b) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CC.K.4(c) Understand that each successive number name refers to a quantity that is one larger.
CC.K.5. Count to answer ''how many?'' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Know number names and the count sequence.
CC.K.1. Count to 100 by ones and by tens.
CC.K.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
OH.CC.G.K. Geometry
Analyze, compare, create, and compose shapes.
G.K.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/''corners'') and other attributes (e.g., having sides of equal length).
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
G.K.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
G.K.2. Correctly name shapes regardless of their orientations or overall size.
OH.CC.MD.K. Measurement and Data
Classify objects and count the number of objects in each category.
MD.K.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Describe and compare measurable attributes.
MD.K.2. Directly compare two objects with a measurable attribute in common, to see which object has ''more of''/''less of'' the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
OH.CC.NBT.K. Number and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value.
NBT.K.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
OH.CC.OA.K. Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
OA.K.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
OA.K.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
OA.K.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
OA.K.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
OA.K.5. Fluently add and subtract within 5.<|endoftext|>
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Kwanzaa centers around Seven Principles, Nguzo Saba (En-GOO-zoh Sah-BAH), which represent the values of family, community and culture for Africans and people of African descent to live by. The principles were developed by Kwanzaa founder Dr. Maulana Karenga based on the ideals of the first-fruit harvests.
The principles are:
- Umoja (oo-MOE-jah) - Unity - Joining together as a family, community and race
- Kujichagulia (koo-jee-cha-goo-LEE-ah) - Self-determination - Responsibility for one's own future
- Ujima (oo-JEE-mah) - Collective Work and Responsibility - Building the community together and solving any problems as a group
- Ujamaa (oo-JAH-mah) - Cooperative Economics - The community building and profiting from its own businesses
- Nia (nee-AH) - Purpose - The goal of working together to build community and further the African culture
- Kuumba (koo-OOM-bah) - Creativity - Using new ideas to create a more beautiful and successful community
- Imani (ee-MAH-nee) - Faith - Honoring African ancestors, traditions and leaders and celebrating past triumphs over adversity
The principles are illustrated during the Kwanzaa festivities by the Seven Symbols.<|endoftext|>
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Memoni Grammar and Sentence Structure
It is generally recognized that the Memoni language is originate from an ancient Sindhi which is belongs to an Indo-Iranian (North-Western Zone) family of languages.
Like many Indian languages, Memoni nouns are either masculine or feminine and they could have singular and plural forms. The Memons borrow vast majorities of the nouns from Hindustani (mixture of Urdu & Hindi) languages
Nouns is a person, place or thing.
a man - akro maru ; she is a girl - ee akry chockery eye - that is my book - ee meji chopry eye
The pronouns are small words which substitute nouns, he, you, ours, themselves, some, each. In Memoni the pronouns are divided into fewer categories than English
1. Subject Pronouns:
Unlike in English, the 2nd person singular "You" is segregated a polite form use for a respect generally for a stranger, elderly and well respected persons including parent and relatives and the second is informal form use among the friends, parent and elderly relatives addressing to younger family members etc. Furthermore, the third person singular (he, she, it) and plural (they) including demonstrative pronouns (this these, those) are divided into two category one for near object and person and second for far object and person. (more research is needed to support this conclusion)
2. Other Pronouns:
In addition these pronouns are either masculine or feminine and must agree to the object noun.
Unlike English, the Memoni the proposition is generally comes after a noun or a verb
Pakistan may - in Pakistan
Adjectives are words that describe or modify another person or thing in a sentence
Like English, the position of Memoni adjectives nearly always appear
immediately before the noun that they modify.
ARTICLES, DETERMINERS AND QUANTIFIER:
Articles, determiners, and quantifiers are those little words that precede and modify nouns:
Determiners are used in front of nouns
to indicate whether you are referring to something specific or
something of a particular type.
bahuj kum too much work
Verbs carry the idea of being or action in the sentence.
In a Memoni sentence, a verb generally appears at the end of the sentence.
Memoni verb may vary (inflected) in form, (there are very few form) according to many factors, including its tense, aspect, mood and voice. It also agree with the person, gender, and/or number of some of its arguments (subject, object, etc.). Note more research may be needed.<|endoftext|>
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The exact origins of the Nauruans are unclear since their language does not resemble any other in the Pacific. Germany annexed the island in 1888. A German-British consortium began mining the island's phosphate deposits early in the 20th century. Australian forces occupied Nauru in World War I; it subsequently became a League of Nations mandate. After the Second World War - and a brutal occupation by Japan - Nauru became a UN trust territory. It achieved independence in 1968 and joined the UN in 1999 as the world's smallest independent republic.
limited natural freshwater resources, roof storage tanks collect rainwater but mostly dependent on a single, aging desalination plant; intensive phosphate mining during the past 90 years - mainly by a UK, Australia, and NZ consortium - has left the central 90% of Nauru a wasteland and threatens limited remaining land resources
blue with a narrow, horizontal, yellow stripe across the center and a large white 12-pointed star below the stripe on the hoist side; blue stands for the Pacific Ocean, the star indicates the country's location in relation to the Equator (the yellow stripe) and the 12 points symbolize the 12 original tribes of Nauru
Revenues of this tiny island traditionally have come from exports of phosphates. Few other resources exist, with most necessities being imported, mainly from Australia, its former occupier and later major source of support. In 2005 an Australian company entered into an agreement to exploit remaining supplies. Primary reserves of phosphates were exhausted and mining ceased in 2006, but mining of a deeper layer of "secondary phosphate" in the interior of the island began the following year. The secondary phosphate deposits may last another 30 years. The rehabilitation of mined land and the replacement of income from phosphates are serious long-term problems. In anticipation of the exhaustion of Nauru's phosphate deposits, substantial amounts of phosphate income were invested in trust funds to help cushion the transition and provide for Nauru's economic future. As a result of heavy spending from the trust funds, the government faced virtual bankruptcy. To cut costs the government has frozen wages and reduced overstaffed public service departments. Nauru lost further revenue in 2008 with the closure of Australia's refugee processing center, making it almost totally dependent on food imports and foreign aid. Housing, hospitals, and other capital plant are deteriorating. The cost to Australia of keeping the government and economy afloat continues to climb. Few comprehensive statistics on the Nauru economy exist with estimates of Nauru's GDP varying widely.
1 government-owned television station broadcasting programs from New Zealand sent via satellite or on videotape; 1 government-owned radio station, broadcasting on AM and FM, utilizes Australian and British programs (2009)<|endoftext|>
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Future Value of Sum with Continuous Compounding
Simple interest is easy to compute, but most of the time, we want our interest payments to be reinvested. For example, if you put money into your bank savings account, the bank routinely deposits the monthly or quarterly interest payments back into your account. During following periods, interest is earned on a higher balance. If the interest is reinvested, then, in later periods, interest is made on earlier interest. This is compound interest.
Virtually all of the calculations performed in finance assume that interest is compounded. We begin our study of compound interest by finding future balances over multiple periods with annual compounding.
Compound Interest: Future Value over One Year
As we saw in the introduction, if you make a $100 deposit into a bank that pays 5% interest once per year, you’ll have$105 at the end of 1 year. The formula for computing the balance after one period is given in the following equation:
\begin{align}& F{{V}_{1}}=P{{V}_{0}}\times (1+i) \\& F{{V}_{1}}=\100\times(1+0.05)=\105\\\end{align}
This calculation is shown on the timeline in Figure 1. At time period 0, we see a present value of 105. Notice the use of the subscripts in the above formula. The subscript denotes the point on the timeline when the cash flow occurs.
Figure 1: Future Value over a period of time
Compound Interest: Future Value over Two Years
Now suppose that you leave the deposit in the bank to compound for another year, without withdrawing any money. Using the above formula, the balance grows to 110.25: \begin{align}& F{{V}_{2}}=F{{V}_{1}}\times (1+i) \\& F{{V}_{2}}=\105\times(1+0.05)=\110.25\\\end{align} This calculation is shown under period 2 on the timeline in Figure 1. For the period of first year, the account earned5, but during the second year, it earned $5.25. The extra 5.00×0.05=$0.25)—it is compound interest. We can streamline these calculations by observing that FV1 is equal to PV0× (1+i) and then by substituting PV0× (1+i) for FV1 into the equation as given below:
\begin{align}& F{{V}_{2}}=P{{V}_{0}}\times (1+i)(1+i) \\& F{{V}_{2}}=P{{V}_{0}}\times {{(1+i)}^{2}} \\& F{{V}_{2}}=\100\times{{(1+0.05)}^{2}}\\&F{{V}_{2}}=\100\times1.1025=\110.25\\\end{align}
The process of calculating a future balance over multiple periods is termed as compounding because the investor is receiving compound interest.
Compound Interest: Future Value over Multiple Years
Similarly, each subsequent period of compounding increases the exponent by one. The equation to find the future value of a deposit is
$F{{V}_{n~}}=~P{{V}_{0}}~\times ~{{(1+i)}^{n}}$
Where
FVn=the future value of a deposit at the end of the nth period
PV0=the initial deposit
i=the interest rate earned during each period
n= the number of periods the deposit is allowed to compound
Let’s illustrate with an example.
Example 1: Future Value over Multiple Years
Suppose your grandfather gave you 1000 when you graduated from college. Instead of using it to buy clothes, you decided to invest it and to not touch the balance for 40 years, until you retire. If you managed to earn 10% per year, what is the future value of your investment? Solution To work out the future value of 1000 over 40 years compounded at 10: $F{{V}_{n}}=P{{V}_{0}}\times {{(1+i)}^{n}}$ \begin{align}&F{{V}_{40}}=\1,000\times{{(1.10)}^{40}}\\&F{{V}_{40}}=\1,000\times45.25926\\&F{{V}_{40}}=\45,259.26\\\end{align} Calculating Interest Earned For finding the interest earned, we subtract the principal (which is the original amount) from the ending balance as shown below: \begin{align}& Interest~earned=FV-PV \\& Interest~earned=\45,259.26-\1,000=\44,259.26\\\end{align} Simple and Compound Interest Compared If simple interest, rather than compound interest, had been earned in Example 1, then100 per year would have been earned 100. Over a period of 40 years, the total simple interest earned would have been 40 times $100 or$4,000. Since the total amount of interest earned was $44,259.26, the difference 4,000 of$40,259.26 was earned because of compounding. Put another way, \$40,259.26 in interest was earned on interest.
In this example, more interest was earned on the interest than was earned on the original principal! This is the magic of compound interest.
Compounding Rules of Thumb
Here are some rules that will help you think of the theory of compound interest in more meaningful ways.
Future balance increases if periods and/or interest rates increase.
First, as the number of compounding periods increases, the future balance increases. Second, as the interest rate increases, the future balance increases.
Compound interest theory applies to any growth.
One of the more important features of TVM calculations is that the methods can be applied to anything that grows. We can use the same equations to find future sales, if sales grow at a constant rate. The method can be applied to any constant growth situation, whether it be money, sales, profits, or dividends.
Any length of period can be used.
Time does not have to be measured in years. The formula can be used with any length period: days, weeks, months, quarters, or years. This period is called the compounding period or the conversion period. This period is the basic unit of time in all time value of money problems. However, whatever compounding period is used, the interest rate must be defined over the same period.<|endoftext|>
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Birds have been dealing with hurricanes for millions of years and have developed a remarkable ability to survive. Whether it is a type of ESP (extra sensory perception) or not, birds process acute sensory perceptions and sensitivities to changes in air pressure, vibrations and low frequency sound waves that alert them to weather changes such as a coming hurricane. Sensing a storm, birds either hunker down and ride it out, or flee. In some instances, they move in the wrong direction getting trapped inside a hurricane’s eyewall. Here they are forced to move with the storm until it losses strength or they become exhausted and land to ride out the remainder of the storm.
A couple weeks prior to Hurricane Matthew I watched in amazement a Ruby-throated Hummingbird alternately sitting on a small tree branch and flying back and forth to its feeder in 20 to 25 MPH wind. Hummingbirds, as with other song and woodland birds have specially adapted toes that automatically tighten around their perch. This enables them to hold on to branches when they sleep and in high wind. Birds also have the ability to fluff their feathers adding additional protection from the rain and cold. Woodpeckers and other cavity nesting birds may ride out storms in their cavities. However, in the high winds and driving rain of a hurricane such adaptations and behavior may help but can’t explain how they survive. Two days after Hurricane Matthew visited Seabrook Island. the same or perhaps another Rudy-throated Hummingbird was waiting on the same branch watching me put the feeder back up. Had he hunkered down somewhere close-by or flown out of harm’s way?
One of the most written about instances concerning a birds encounter with a hurricane is the story of Machi, a Whimbrel. Fitted with a satellite tracking tag in 2009, Machi had been followed for two years while making seven 2,000 mile trips between her breeding grounds near Hudson Bay to her wintering grounds in the Caribbean Sea. She had traveled a total of over 27,000 miles. Prior to being shot by a Guadeloupe hunter in 2011, Machi on her last trip was tracked traveling hundreds of miles out of her normal migration route as she skirted Tropical Storm Irene.
A tagged gannet approaching the southern shore of New Jersey as Hurricane Sandy made landfall there, made a sharp U-turn and headed back north toward Long Island and out to sea along the continental shelf where it waited out the storm. However not all birds go around a storm. In 2011 another tagged whimbrel, nicknamed Hope, was tracked flying through Tropical Storm Gert off the coast of Nova Scotia, entering at 7 MPH and emerging at nearly 90 MPH.
Shore and ocean-faring birds have been detected in recent years by polarization radar that were trapped in the center of a hurricane. Trying to fly away from the higher winds of such storms these birds enter the back edge and work their way to the calmer center. Here they become trapped, being forced to fly long distance without food or rest. Becoming exhausted, these birds are often forced to take refuge from the storm landing, particularly as the storm passes over a large lake or other water body, and ride-out the rest of the storm.
Called “hurricane birds”, these birds may be transported great distances. Coastal shore birds may be transported hundreds of miles inland and Caribbean Island species may flee to coastal areas of the United States. Birders frequently take advantage of this phenomena and search for new bird sighting following a hurricane. Many first area records occur at such times however unfortunately many of these translocated birds do not survive.
The most important impact of a hurricane on birds may be its impact on the environment. Flooding by a saltwater surge and/or freshwater flooding from accompanying rain may have dramatic short and long term impacts on vegetation. Beach erosion may destroy critical feeding and nesting areas of shore birds. Forest vegetation may be flattened and stripped of leaves making it uninhabitable to many birds. Fruits and berries, nuts, acorns, and other food sources may be lost. Many cavity dwelling birds such as woodpeckers and owls may lose nesting trees as they frequently snap off at the cavities.
In 1989, Hurricane Hugo resulted in the loss of nearly 60% of the remaining population of the endanger Red-cockaded woodpecker as a result of an estimated 90% of the trees with nesting cavities within the Francis Marion National Forest being flattened. The same storm resulted in the loss of 40% of all the known American eagle nests in South Carolina.
Hurricanes do kill birds and change the ecosystem, however, one animal’s loss is another’s gain and healthy populations do survive. Tree top dwelling birds may lose much of their habitat but those requiring lower, shrubby level vegetation such as the whip-poor-will will flourish. Fallen trees, branches and stripped leaves result in increased light and photosynthesis on the forest floor. As the fallen vegetation rots it fertilizes and simulates new growth creating important food sources. Fallen vegetation also creates millions of new nooks and crannies that will become home for many bird species and numerous other forest creatures.
Submitted by: Charles Moore<|endoftext|>
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Education
### Locating the Major Axis of an Ellipse: How-To Guide
You may be thinking, ‘Locating the major axis of an ellipse sounds complicated and time-consuming.’ But fear not, because with this step-by-step guide, you’ll be able to easily determine the major axis of an ellipse in no time.
Whether you’re a mathematics enthusiast or someone who simply wants to understand the concept, this guide will provide you with clear and concise instructions.
So, let’s dive in and explore the fascinating world of ellipses, uncovering the secrets to locating their major axis along the way.
## Understanding the Ellipse Shape
To understand the ellipse shape, imagine a flattened circle that’s stretched or compressed along its major axis. An ellipse is a geometric figure that resembles a closed curve. It’s formed by the set of all points in a plane, in which the sum of the distances from two fixed points, called foci, is constant. The major axis of an ellipse is the longest diameter, which passes through the two foci. This axis divides the ellipse into two equal halves, known as the minor axes. The major axis determines the overall length of the ellipse, while the minor axes determine its width.
When the major axis is stretched, the ellipse becomes elongated, appearing more like an oval shape. On the other hand, when the major axis is compressed, the ellipse becomes more circular in shape. The amount of stretching or compression along the major axis affects the eccentricity of the ellipse. An ellipse with a low eccentricity value is more circular, whereas an ellipse with a high eccentricity value is more elongated.
Understanding the ellipse shape is crucial in various fields, such as astronomy, engineering, and architecture. It allows for accurate measurements and calculations, as well as the design and construction of structures with elliptical shapes.
## Identifying the Center Point
To identify the center point of an ellipse, start by locating the central spot where the two axes intersect. This point is crucial in determining the symmetry and proportions of the ellipse.
### Central Point Identification
How can you accurately identify the center point of an ellipse?
To determine the center point, you need to examine the shape of the ellipse and locate its symmetry.
Start by drawing two imaginary lines that connect opposite points along the major axis of the ellipse. These lines, known as the conjugate diameters, will intersect at the center point.
Measure the distance between the intersection and any point on the ellipse along the major axis. Repeat this measurement for multiple points along the major axis to ensure accuracy.
The center point is where the measurements are equal.
### Locating the Central Spot
In order to accurately locate the center point of an ellipse, you must examine the shape of the ellipse and identify its symmetry. The center point of an ellipse is the point where the two axes intersect.
To identify this point, you need to look for the symmetry of the ellipse. An ellipse has two axes – the major axis and the minor axis. The major axis is the longest diameter of the ellipse and passes through the center point. The minor axis is perpendicular to the major axis and also passes through the center point.
### Finding the Center Point
Examine the shape of the ellipse and identify its symmetry to accurately locate the center point.
An ellipse has two axes: the major axis, which is the longest diameter, and the minor axis, which is the shortest diameter.
The center point of the ellipse is the midpoint of both axes and is the point of symmetry.
To find the center point, measure the major axis and minor axis, and then locate their midpoints. These midpoints will intersect at the center point of the ellipse.
Another way to find the center point is by drawing two lines across the ellipse that pass through opposite vertices. The point where these lines intersect is the center point.
## Determining the Semi-Major Axis Length
To determine the length of the semi-major axis of an ellipse, you need to focus on the longest distance across the ellipse. This distance is known as the major diameter. The major diameter passes through the center of the ellipse and is the line segment that connects two points on the ellipse’s circumference, which are farthest apart.
Once you have identified these two points, measure the length of the major diameter using a ruler or any other measuring tool.
To obtain the semi-major axis length, simply divide the length of the major diameter by 2. This is because the semi-major axis is half the length of the major diameter.
## Finding the Semi-Minor Axis Length
Now it’s time to determine the length of the semi-minor axis. This will allow you to accurately calculate the dimensions of the ellipse.
By understanding how to find the semi-minor axis length, you’ll be able to accurately represent the shape and proportions of the ellipse.
### Determining Minor Axis Length
To determine the length of the minor axis (or the semi-minor axis) of an ellipse, you can measure the distance from the center to the outermost point on the ellipse when it’s positioned vertically. This measurement will give you the length of the minor axis, which is the shorter diameter of the ellipse.
By measuring from the center to the outermost point, you’re essentially measuring the radius of the ellipse along its vertical axis. This is called the semi-minor axis because it’s half the length of the minor axis.
Remember to position the ellipse vertically for an accurate measurement.
Once you have determined the length of the minor axis, you can use it to calculate important properties of the ellipse, such as its area and circumference.
### Calculating Ellipse Dimensions
When determining the length of the minor axis of an ellipse, you can measure the distance from the center to the outermost point on the ellipse when it’s positioned vertically. This distance is known as the semi-minor axis length.
To calculate this length, you need to find the distance between the center of the ellipse and the outermost point on the shorter side. This can be done by measuring the vertical distance from the center to the topmost point and multiplying it by 2. Alternatively, you can also measure the vertical distance from the center to the bottommost point and multiply it by 2.
Either way, the result will give you the length of the semi-minor axis, which is an important dimension in understanding the shape and size of the ellipse.
## Plotting the Foci Points
You can plot the foci points of an ellipse by following a simple procedure. The foci points are essential in understanding the shape and orientation of an ellipse. To begin, you need to determine the length of the major and minor axes, as discussed in the previous section. Once you have these dimensions, finding the foci points is straightforward.
The foci points of an ellipse are located along the major axis, equidistant from the center. To calculate their positions, you first need to find the distance between the center and each focus point. This distance can be found using the formula c = √(a^2 – b^2), where ‘a’ is the length of the semi-major axis and ‘b’ is the length of the semi-minor axis.
To plot the foci points, measure the distance ‘c’ from the center along the major axis in both directions. Mark these points on the graph, and you’ll have successfully plotted the foci points of the ellipse.
## Drawing the Major Axis Line
Now let’s move on to drawing the major axis line, which is an important step in accurately representing the shape and orientation of the ellipse. The major axis is the longest line segment that passes through the center of the ellipse and connects two opposite points on its boundary, known as the vertices.
To draw the major axis line, you’ll need a ruler or a straight edge. Start by locating the center of the ellipse, which should have been determined in the previous step of plotting the foci points. Place your ruler or straight edge on the center point and align it with one of the foci points. Then, without moving the ruler, rotate it until it aligns with the other foci point. The ruler should now be parallel to the major axis.
Next, extend the ruler beyond the ellipse on both sides and lightly draw a line. This line represents the major axis of the ellipse. It should pass through the center and connect the two vertices of the ellipse. Make sure the line is straight and accurately represents the length of the major axis.
Drawing the major axis line helps visualize the orientation and proportions of the ellipse, making it easier to accurately depict the shape in your drawings or designs.
## Measuring the Major Axis Length
To measure the length of the major axis, simply place a ruler or measuring tool along the line connecting the two vertices of the ellipse. Ensure that the ruler is aligned perfectly with the line, and that it’s securely positioned to avoid any movement during the measurement process. Make sure the ruler is long enough to span the entire length of the major axis.
Starting from one vertex, read the measurement at the other vertex. The measurement on the ruler represents the length of the major axis. Be accurate and precise in your reading to obtain a reliable measurement.
If the major axis isn’t aligned horizontally or vertically, you may need to use a protractor or angle measuring tool to determine the angle at which the major axis is inclined. This will help you align the ruler correctly and obtain an accurate length measurement.
Remember that the major axis is the longest diameter of the ellipse, so it’s important to measure it carefully. Any inaccuracies in the measurement may affect further calculations or analysis involving the ellipse.
Once you have obtained the measurement, record it for future reference or use in any relevant calculations.
## Verifying the Major Axis With the Minor Axis
To verify the major axis, compare it with the length of the minor axis. By doing this, you can ensure that you have correctly identified the major axis of the ellipse.
The major axis is the longest diameter of the ellipse, while the minor axis is the shortest diameter. To verify if you have correctly located the major axis, you need to compare its length with the length of the minor axis.
If the major axis is indeed the longest diameter, its length should be greater than the length of the minor axis. Measure both axes accurately using a ruler or measuring tape, making sure to measure from one end to the other.
Once you have obtained the measurements, compare the lengths. If the major axis is longer than the minor axis, then you have successfully verified the major axis. However, if the minor axis happens to be longer, you may need to re-evaluate your measurements and locate the major axis again.
## Applying the Major Axis in Real-Life Scenarios
You can apply the major axis of an ellipse in various real-life scenarios to analyze and understand different phenomena.
One practical application is in astronomy, where the major axis of an elliptical orbit helps determine the distance between celestial bodies. By studying the major axis, astronomers can calculate the period and speed of planets or other objects orbiting around a larger body like a star. This information is crucial for predicting and understanding celestial events such as eclipses.
Another real-life scenario where the major axis is utilized is in engineering. For example, when designing bridges or tunnels, engineers need to consider the major axis of the structure to ensure stability and structural integrity. By understanding the major axis, engineers can determine the maximum load-bearing capacity and make informed decisions about the materials and design of the structure.
The major axis of an ellipse also finds applications in fields such as optics and architecture. In optics, the major axis helps determine the focal point of an ellipsoidal mirror or lens, which is essential for directing and focusing light. In architecture, the major axis can be used to create aesthetically pleasing and balanced designs, such as in the layout of buildings or gardens.
## Troubleshooting Common Issues
In troubleshooting common issues related to the major axis of an ellipse, it’s important to identify and address any potential deviations or malfunctions that may arise in real-life applications.
One common issue that may occur is an incorrect determination of the major axis length. This can happen due to measurement errors or inaccuracies during the data collection process. To troubleshoot this issue, double-check all measurements and ensure they’re accurate and precise. Additionally, it’s crucial to verify that the center point of the ellipse is correctly identified, as any deviation in its placement can affect the accuracy of the major axis.
Another common issue is the misalignment of the major axis with the desired orientation. This can occur due to errors in inputting the angle or misinterpretation of the orientation requirements. To troubleshoot this issue, carefully review the instructions and ensure the correct angle is used when locating the major axis.
Lastly, if the major axis appears distorted or irregular, it could be a result of a malfunction in the imaging or measurement equipment. In such cases, it’s recommended to check for any equipment malfunctions, recalibrate if necessary, or seek professional assistance if the issue persists.
### Can the Major Axis of an Ellipse Be Longer Than the Minor Axis?
Yes, the major axis of an ellipse can be longer than the minor axis. This occurs when the ellipse is elongated horizontally or vertically, depending on the orientation.
### How Do You Calculate the Distance Between the Foci Points of an Ellipse?
To calculate the distance between the foci points of an ellipse, you can use the formula: distance = 2 * square root of (a^2 – b^2), where a is the length of the major axis and b is the length of the minor axis.
### Are There Any Practical Applications for Determining the Major Axis of an Ellipse?
There are various practical applications for determining the major axis of an ellipse. For example, in architecture, it can help in designing curved structures, or in astronomy, it can aid in calculating orbital paths.
### What Are Some Common Mistakes People Make When Locating the Major Axis of an Ellipse?
When locating the major axis of an ellipse, common mistakes include not properly identifying the foci, using incorrect measurements, and neglecting to consider the orientation of the ellipse. Pay attention to these details for accurate results.
### Is It Possible to Determine the Major Axis Length of an Ellipse Without Knowing the Coordinates of the Foci Points?
Yes, it is possible to determine the major axis length of an ellipse without knowing the coordinates of the foci points. You can do this by measuring the distance between the farthest points on the ellipse.
## Conclusion
In conclusion, understanding how to locate the major axis of an ellipse is essential for various real-life scenarios.
By identifying the center point, determining the semi-major and semi-minor axis lengths, and plotting the foci points, we can accurately measure the major axis length.
Verifying the major axis with the minor axis ensures accuracy in our calculations.
By applying these techniques, we can confidently utilize the major axis in practical applications.<|endoftext|>
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# How does the force of attraction between electric charges increase?
Contents
In electrostatics, the electrical force between two charged objects is inversely related to the distance of separation between the two objects. … And decreasing the separation distance between objects increases the force of attraction or repulsion between the objects.
## What causes electrical force to increase?
If the quantity of charge on either one of the objects is increased, then the force will be increased. And by whatever factor the quantity of charge is increased, the force is increased by that same factor. If the quantity of charge is made four times bigger, the force will be four times bigger.
THIS IS UNIQUE: Do Indian passport holders need visa for Brazil?
## Does electric force increase with charge?
According to Coulomb, the electric force for charges at rest has the following properties: Like charges repel each other; unlike charges attract. … If the charges come 10 times closer, the size of the force increases by a factor of 100. The size of the force is proportional to the value of each charge.
## What are the factors affecting the force between two electric charges?
As we’ll discuss in this lesson, he found that the force between charged particles was dependent on only two factors: the distance between the particles and the amount of electric charge that they carried.
## How does increasing the distance between charged objects affect the electric force between them?
How does increasing the distance between charged objects affect the electric force between them? The electric force decreases because the distance has an indirect relationship to the force.
## How do the charge quantities affect the force between charges?
Explanation: Electrostatic force is directly related to the charge of each object. So if the charge of both objects is doubled, then the force will become four times greater. Four times 0.080 N is 0.320 N.
## How does charging by conduction occur?
Describe charging by conduction. A charged object (source) is brought near a neutral object and the neutral object becomes polarized. … Another neutral object (or ground) is brought in contact with the polarized object and the charges are transferred to the neutral object (or ground).
## What is the relation between electric force and electric field?
Electric field is defined as the electric force per unit charge. The direction of the field is taken to be the direction of the force it would exert on a positive test charge. The electric field is radially outward from a positive charge and radially in toward a negative point charge.
## How will the electrical force between the charges compared with the original force?
If the distance between two charges is increased to three times the original distance, how will the electrical force between the charges compare with the original force? It will decrease to one-ninth the original force.
## What happens to the electric force when two charges are brought closer together?
The force between them increases. … If the charges are kept constant in magnitude, reducing the distance between them (bringing them closer together) increases the force between them.
## Which change increases the electric force between objects?
Electric forces between two charged objects increases with increasing separation distance. Electric forces between two charged objects increases with increasing quantity of charge on the objects.
## What factors affect electrical forces and how do they affect the magnitude of the force between charged bodies?
Experiments with electric charges have shown that if two objects each have electric charge, then they exert an electric force on each other. The magnitude of the force is linearly proportional to the net charge on each object and inversely proportional to the square of the distance between them.
## Which differences would increase the magnitude of the electric force between two charges?
The further away two charged objects are the weaker the electrical force between them. The closer two charged objects are the stronger the electrical force between them. … Two objects with identical charges are placed a distance d from one another. The force between the objects is measured as F.
THIS IS UNIQUE: Best answer: How long does it take to get a UK visa after submission?
## Which change increases the electric force between objects quizlet?
Which change increases the electric force between objects? Electrons are added to two negatively charged objects.
## How does the electrical force relate to the charge of an object?
How does the electrical force relate to the charge of an object? It is directly proportional to the charge. … The electrical force is 1.2 × 1036 times greater than the gravitational force, but only the gravitational force is attractive. A positive charge, q1, of 5 µC is 3 × 10-2 m west of a positive charge, q2, of 2 µC.
## What happens to the force between two charges of their separation distance is quartered?
Explanation: The force between the two charges is directly proportional to the product of the charges and inversely proportional to the square of the distance between them. Hence, if distance between charges is halved (charges remaining kept constant), the force between the two charges is quadrupled.<|endoftext|>
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Bound Neutrons Pave Way to Free Ones
NEWPORT NEWS, VA. - A study of bound protons and neutrons conducted at the Department of Energy's Thomas Jefferson National Accelerator Facility has allowed scientists, for the first time, to extract information through experimentation about the internal structure of free neutrons, without the assistance of a theoretical model. The result was published in the Feb. 4 issue of Physical Review Letters.
The major hurdle for scientists who study the internal structure of the neutron is that most neutrons are bound up inside the nucleus of atoms to protons. In nature, a free neutron lasts for only a few minutes, while in the nucleus, neutrons are always encumbered by the ubiquitous proton.
To tease out a description of a free neutron, a group of scientists compared data collected at Jefferson Lab and the SLAC National Accelerator Laboratory that detail how bound protons and neutrons in the nucleus of the atom display two very different effects. Both protons and neutrons are referred to as nucleons.
"Both effects are due to the nucleons behaving like they are not free," says Doug Higinbotham, a Jefferson Lab staff scientist.
Nucleons appear to differ when they are tightly bound in heavier nuclei versus when they are loosely bound in light nuclei. In the first effect, experiments have shown that nucleons tightly bound in a heavy nucleus pair up more often than those loosely bound in a light nucleus.
"The first thing was the probability of finding two nucleons close together in the nucleus, what we call a short-range correlation," says Larry Weinstein, a professor at Old Dominion University. "And the probability that the two nucleons are in a short-range correlation increases as the nucleus gets heavier."
Meanwhile, other experiments have shown a clear difference in how the proton's building blocks, called quarks, are distributed in heavy nuclei versus light nuclei. This difference is called the EMC Effect.
"People were measuring and discussing the EMC effect. And people were discussing things about the short-range correlations effect. Nobody bothered to look to see if there's any connection between them," adds Eliezer Piasetzky, a professor at Tel Aviv University in Israel.
When the group combined the data from a half-dozen experiments regarding these two different effects on one graph, they found that the two effects were correlated.
"Take a quantity that tells you how strong the EMC Effect is. And then take another quantity that tells you how many short-range correlations you have," Higinbotham explains. "And you see that when one is big, the other one is big. When one is small, the other one is small."
The scientists say that it's unlikely that one effect causes the other. Rather, the data shows that there is a common cause for both.
"I think that we certainly agree that from the position picture, it's due to nucleons overlapping that is causing this. And in the momentum picture, it is the high-momentum nucleons that are causing this. And, of course, it's quantum mechanics, so choose your picture," Higinbotham explains.
The group says the common cause may have remained a mystery for so long, because while the two effects they are studying are obviously related when laid out on a graph, the connection was previously obscured by the different, yet related ways in which the two effects are studied.
"When you do a measurement for the EMC Effect, what you do is you look inside the nucleon. You break open the nucleon and see inside. What happens inside the nucleon is very different from the short-range correlations, which is what happens between two different nucleons," Piasetzky says.
"What's very new here is that we have linked two fields that were completely disconnected. So now you can start asking questions about what that connection can help us learn," Higinbotham says.
They say the next step is to further compare the data from all of the source experiments that they used in their analysis to see if data for one effect may now be used to learn something new about the other. Then, of course, they'd like to use the knowledge that the two effects are connected to design new experiments for shining a light on other secrets buried in the nucleus of the atom.
This work was supported in part by the DOE Office of Science, the National Science Foundation, the Israel Science Foundation, and the U.S.-Israeli Bi-National Science Foundation.
For Further Reference:
SRC Paper: Probing Cold Dense Nuclear Matter
For non-scientists: Protons Pair Up With Neutrons
EMC Effect Paper: New Measurements of the European Muon Collaboration Effect in Very Light Nuclei
For non-scientists: Proton's party pals may alter its internal structure
Contact: Kandice Carter, Jefferson Lab Public Affairs, 757-269-7263, [email protected]
Jefferson Science Associates, LLC, a joint venture of the Southeastern Universities Research Association, Inc. and PAE, manages and operates the Thomas Jefferson National Accelerator Facility, or Jefferson Lab, for the U.S. Department of Energy's Office of Science.
DOE’s Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. For more information, visit https://energy.gov/science.<|endoftext|>
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It is about identifying with the feelings of others and especially with their suffering.
Compassion is rooted in empathy.
It begins by recognising in ourselves the emotions that others are feeling and how we would feel in the same circumstance, in other words we get to manage our emotions in relation to that of other people around us.
Compassion is more than empathy; it is the living expression of the Golden Rule, to treat others as you would have them treat you. Compassion is the practice of empathy.
Many of the problems that young people face are rooted in the lack of compassion. Bullying, violence, emotional abuse, social exclusion and prejudices based on ethnicity, culture and other differences are all fuelled by failures of empathy.
In the bigger and adult world as it becomes more interdependent, cultivating compassion is a moral and a practical imperative, as well as a spiritual.
Practising compassion is the truest expression of our common humanity and a deep source of happiness in ourselves and others. In schools like elsewhere, compassion has to be practised, not preached.
As educators, our job description is very fluid, we have so much to do.
Everyday is a new beginning.<|endoftext|>
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in Data Studio
DraftWeb-v1 Dataset Card
Dataset Description
A large-scale dataset created by combining educational mathematics problems and web content to create a continued pretraining dataset for LLMs. The dataset contains 2,000,000 high-quality examples sorted by content relevance scores.
Data Source
- Math Content: Hugging Face
finemath-4plusdataset (educational math problems) - Web Content: Hugging Face
fineweb-edudataset (web pages from Common Crawl)
Training Data
- 1,000,000 math examples with token counts
- 1,000,000 web examples with token counts
- Combined and shuffled for model training
Dataset Statistics
- Total Examples: 2,000,000
- Total Tokens: 2.7 billion
- Math Token Count: 1.61 billion
- Web Token Count: 1.11 billion
- Languages: English (primary)
- Content Types: Text-based math problems and web pages
Data Processing
- Removed non-essential metadata columns
- Standardized token count measurement
- Sorted by source dataset scores (descending)
- Selected top 1 million examples from each source
- Combined and shuffled for model training
Usage
- Fine-tuning foundation language models
- Instruction tuning for educational applications
- Web content understanding tasks
- Research in educational AI systems
Licensing
- Inherits licenses from source datasets:
finemath-4plus: CC BY 4.0fineweb-edu: CC BY-SA 4.0
- For commercial use, please verify specific license requirements
Evaluation
- Original datasets contained quality scores used for selection
- Recommended evaluation metrics:
- Text quality scoring
- Relevance prediction accuracy
- Downstream task performance (e.g., question answering)
Dataset Provenance
- Hosted on Hugging Face Hub:
qingy2024/DraftWeb-v1 - Creation date: July 14, 2025
- Version: 1.0
Dataset Expansion
- Potential future versions:
- Multilingual expansion
- Specialized domain versions
- Time-based snapshots
- Downloads last month
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