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A sweat-sensing wristband can tell the difference between a relatively safe seizure and one that could kill you. The device works as accurately as an electroencephalogram (EEG), the current standard for gauging seizure severity, and it may even be able to predict seizures – without the patient ever needing to come into hospital. The wristbands measure skin conductance, or how easily an electrical current can travel across the skin, which is related to how much you sweat. It's a useful way to measure how emotionally aroused a person is – although it can't tell which specific emotion is being felt – because sweat glands are activated only by the sympathetic nervous system, which controls the fight-or-flight response. When something fires you up or sends chills down your spine, your skin conductance goes up. "The sensors are wireless and comfortable, so we can do experiments in the field," says Javier Hernandez Rivera of the MIT Media Lab in Cambridge, Massachusetts. Rosalind Picard and colleagues at the Media Lab initially developed the wristbands to study the emotional states of children with autism, who can't always communicate what they're feeling. One of her undergraduate students brought the sensors home over winter break to test them out on his autistic brother. One day shortly after Christmas, Picard noticed an enormous spike in activity in one wristband, but not the other. The student checked his records and realised that the peak came 20 minutes before his brother had a seizure. "This was a total accidental finding," she says. A lot of children on the autism spectrum have seizures, Picard says, and seizure-related consequences kill more people every year than breast cancer. But no one is sure how to tell from the outside which seizures should be allowed to run their course, and which will be life-threatening. "Other than hitting your head or drowning, why do people die after a seizure?" Picard says. At least one study, led by neurologist Samden Lhatoo of Case Western Reserve University in Cleveland, Ohio, suggests lethal seizures are associated with suppressed brainwave activity after the seizure is over. "That's something that could end your life, if your brain doesn't bounce back," Picard says. Doctors usually measure the severity of a seizure by how long it lasts, but that turned out not to be related to brainwave suppression. EEGs can measure brainwave activity, but require lots of sensors to be attached to the scalp. Those sensors can get ripped off during a violent seizure, and are impossible to wear all the time. Picard, her student Ming-Zher Poh, MIT neurologist Tobias Loddenkemper and colleagues fitted wristbands on 11 children who were being evaluated as candidates for brain surgery. They recorded a total of 34 seizures. They found that the higher a patient's skin conductance during a seizure, the longer it took their brainwaves to return to normal afterwards. The wristbands also picked up on seizure signals earlier than EEGs in some cases. EEG can only pick up activity in the cortex, the outer layer of the brain. "If the seizure starts in the amygdala, the EEG won't see it, but the skin sensors will," Picard says. That doesn't necessarily mean the wristbands can predict seizures before they happen. "We think we can predict, but we can't claim that yet," she says. "We need more data." At the moment, the wristbands are only available for research purposes. But in 2009, Picard co-founded a company called Affectiva to commercialise her lab's work. She thinks the devices could help collect data on epilepsy patients in their daily lives, and help them sleep better at night. "Let's say I have epilepsy, and I'm afraid to go to sleep at night because I don't know if I'll wake up," she says. If her wristbands record a severe seizure, "I could have it call for help for me." Lhatoo thinks the wristband "seems a neat little gadget to use", although he hasn't had a chance to try it out yet. Picard's work also supports his best idea for why patients with suppressed brain waves die: something is wrong with their autonomic nervous system, which regulates heartbeat and breathing. Bugs in that system should show up in skin conductance, he says. "It strengthens a relationship between autonomic dysfunction and brain suppression," Lhatoo says. "It suggests that, yes indeed, we should focus on [EEG suppression] as being something that could potentially help us identify patients that are most at risk, and thereby give them and their caretakers or relatives reason to heighten awareness." Journal reference: Neurology, DOI: 10.1212/WNL.0b013e318258f7f1 If you would like to reuse any content from New Scientist, either in print or online, please contact the syndication department first for permission. New Scientist does not own rights to photos, but there are a variety of licensing options available for use of articles and graphics we own the copyright to. Have your say Only subscribers may leave comments on this article. Please log in. Only personal subscribers may leave comments on this article

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- Pioneers: 1840s–60s - The art of photography: 1880s–1910s - Views and portraits: 1860s–80s - Modern times: 1920s–40s - The art of photography: Japan - The art of photography: Ethnographic The art of photography Photography began to be established in Japan in the mid 1860s. Activity centred on the three ports of Yokohama, Hakodate and Nagasaki, which were opened up to foreign trade and residents by the trade treaty initiated by the 1853–54 visit of the US naval expedition under Commodore Perry. The photographic trade was further stimulated by the arrival of high numbers of tourists after the opening of the Suez Canal in 1869. A unique genre of exquisitely hand-coloured photographs of views and portraits of Japanese costumes and customs was made popular in the 1870s in the studios of Felice Beato and Stillfried & Andersen. By the turn of the century, hand-coloured photographs by Japanese-owned studios were exported worldwide. The photographs were often sold in bound albums with elaborately decorated lacquered wood covers.

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a. Synoptic History Olaf was a tenacious tropical cyclone which persisted for a couple of weeks despite a prevailing unfavorable upper-level Olaf appears to have developed from an area of disturbed weather associated with a tropical wave that crossed Central America on 22 September and then slowly moved westward over the eastern Pacific. The disturbance became nearly stationary while the shower activity gradually increased. During that time, there was a strong upper-level low over the Gulf of Mexico that moved southwest into the eastern Pacific, to the west of the disturbance. Initially, the strong upper-level winds associated with the low produced a shearing environment which inhibited significant development of the disturbance. A sequence of satellite images clearly showed how the disturbance was able to gradually develop its own upper-level outflow which eventually forced the upper-low from to retreat its vicinity. This resulted in the formation of near 1200 UTC 26 September, about 300 n mi south of the Gulf of Tehuantepec. It became Tropical Storm Olaf a few hours later. The upper-low which also helped to steer the tropical cyclone slowly northward, toward the southeastern coast of Mexico. During that period, both satellite intensity estimates and ship reports indicated that Olaf was strengthening. Olaf reached estimated maximum winds of 60 knots and a minimum pressure of 989 mb at 1800 UTC 27 September. Thereafter, a portion of the circulation began to interact with rough terrain and Olaf gradually weakened. It was a tropical depression when the center reached the coast in the vicinity of Salina Cruz 0000 UTC 29 September. A few hours later, the circulation was no longer identified and operationally Olaf was declared dissipated. However, the area of disturbed weather, associated with the remnants of Olaf moved westward over water for a few days and operationally was reinstated as a tropical depression status 5 October. Olaf was then located a few hundred miles southwest of the southern tip of Baja California. A post-storm analysis of the satellite imagery suggests that a weak surface circulation with estimated 25-knot winds and some convective activity persisted, and were sufficient to redesignate the system as a tropical depression from 29 September to 5 October. Olaf began to move toward the southeast on the 8th, embedded within a much larger cyclonic circulation which prevailed over the area south of Mexico. The depression moved toward the north and made its final landfall near Manzanillo Mexico 12 October. It weakened over the high terrain, but cloudiness and showers associated with this system moved back over water. It failed to Olaf's track is shown in Fig. 1. (21K GIF) Table 1 is a listing, at six-hourly intervals, of the "best-track" position, estimated minimum central pressure and maximum 1-minute surface wind speed. b. Meteorological Statistics The best track pressure and wind curves as a function of time are shown in Figs. 2 (12K GIF) and 3 (11K GIF) and are based on satellite intensity estimates from the Tropical Analysis and Forecast Branch (TAFB), the Synoptic Analysis Branch (SAB) and the Air Force Global Weather Ship OUJH2 was near Olaf for several hours and it was able to send a few valuable observations. The vessel reported maximum winds of 55 knots and a minimum pressure of 1003.5 mb at 0300 UTC 27 September when was located just west of the center of Olaf. This observation was used to estimate the maximum intensity of Olaf. c. Casualty and Damage Statistics Preliminary reports from Mexico indicate that strong winds and heavy rains associated with Olaf bashed Mexico's Pacific southeast coast. Media reports said that the military and government officials from Mexico were searching for three fishing vessels missing off the coast of Acapulco. Heavy rains also affected Guatemala and El Salvador where floods were reported. There are no reports of damage associated with Olaf's second d. Forecast and Warning Critique Olaf moved northward following its inception. Therefore, a tropical storm warning was issued for the coast of Mexico from Tapachula to Punta Maldonado at 2100 UTC 26 September. Because Olaf was forecast to become a hurricane before landfall, the tropical storm warning was replaced by a hurricane warning for the same region at 0900 UTC 27 September. Olaf unexpectedly weakened and the hurricane warnings were changed back to tropical storm warnings later on that day. The average official forecast error was 89 n mi at 24 hours (5 forecasts) and 93 n mi at 72 hours (1 forecast). These numbers are not significant since Olaf was a tropical storm only for a on Olaf were discontinued after its first landfall but the possibility of its regeneration was indicated in the NHC Tropical Weather Outlooks. Advisories were reinitiated when it became apparent that Olaf had rejuvenated.

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2013-05-22T22:19:32Z

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OI is caused by defects in or related to a protein called type 1 collagen (pronounced KOL-uh-juhn). Collagen is an essential building block of the body. The body uses type 1 collagen to make bones strong and to build tendons, ligaments, teeth, and the whites of the eyes. Certain gene changes, or mutations, cause the collagen defects. Mutations in several genes can lead to OI. About 80%–90% of OI cases are caused by autosomal dominant mutations in the type 1 collagen genes, COL1A1 and COL1A2. Mutations in one or the other of these genes cause the body to make either abnormally formed collagen or too little collagen. Mutations in these genes cause OI Types I through IV. The remaining cases of OI (types VI–XI) are caused by autosomal recessive mutations in any of six genes (SERPINF1, CRTAP, LEPRE1, PPIB, SERPINH1, and FKBP10) that code for proteins that help make collagen. These mutations also cause the body to make too little collagen or abnormally formed collagen. These gene changes are inherited, or passed down from parents to their children; people who have OI are born with it. However, in some cases, the gene mutation is not inherited and occurs after conception.1,2,3,4 - Marini, J. (2010). Osteogenesis imperfecta. In F. Singer (Ed.), Diseases of bone and metabolism. Retrieved September 3, 2012, from http://www.endotext.org/parathyroid/parathyroid17/parathyroidframe17.htm [top] - Forlino, A., Cabral, W. A., Barnes, A. M., & Marini, J. C. (2011). New perspectives on osteogenesis imperfecta. Nature Reviews Endocrinology, 7, 540–557. [top] - Marini, J. C., Letocha, A. D., & Chernoff, E. J. (2005). Osteogenesis imperfecta. In S. B. Cassidy & J. E. Allanson (Eds.), Management of genetic syndromes. Hoboken, NJ: Wiley. [top] - National Institute of Arthritis and Musculoskeletal and Skin Diseases. (2009). What is osteogenesis imperfecta? Fast facts: An easy to read series of publications for the public. Retrieved June 2, 2102, from http://www.niams.nih.gov/Health_Info/bone/Osteogenesis_Imperfecta/osteogenesis_imperfecta_ff.asp [top]

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Birds - Greater Scaup Duck ( Originally Published 1904 ) (Aythyra marila nearctica) Called also : AMERICAN SCAUP ; BROADBILL ; BLACK-HEAD; BLUEBILL; RAFT DUCK; FLOCKING FOWL; SNUFFLER. Length— 17.50 to 20 inches. Male—Black on upper parts, with greenish and purplish reflections on head; lower back and about shoulders waved with black and white; under parts white, with black waving bars on sides of body and near the tail; speculum, or wing mirror, white. Bill dull blue, broad, and heavy; dark, slate-colored feet. Female—A white space around base of bill, but other fore parts rusty, the rusty feathers edged with buff on the breast; back and shoulders dusky, and the sides dark grayish brown, finely marked with waving white lines; under parts and speculum white. Range—North America at large; nesting inland, chiefly from Manitoba northward; winters from Long Island to South America. Season—Common spring and autumn migrant, and winter resident south of New England and the Great Lakes. If the number of popular names that get attached to a bird is an indication of man's intimacy with it, then the American scaup is among the most familiar game birds on the continent. It is still a mooted question whether the word scaup refers to the broken shell fish which this duck feeds upon when wild celery, insects, and fry are not accessible, or to the harsh, discordant scaup it utters, but which most people think sounds more like quauch. Its broad, bluish bill, its glossy black head, its not unique habit of living in large flocks, its readiness to dive under a raft rather than swim around one, and its awkward, shuffling gait on land, where it rarely ventures, make up the sum of its eccentricities set forth in its nicknames. Gunners in the west and on the Atlantic shores from Long Island southward, especially in the Chesapeake, where, wild celery abounds, find the bluebills among the most inveterate divers: they plunge for food or to escape danger, loon fashion, and when wounded have been known to cling to a rock or tuft of sedges under water with an agonized grip that even death did not unfasten. They do not rise with ease from the surface of the water, which doubtless often makes diving a safer resort than flight. Audubon spoke of their "laborious flight;" but when once fairly launched in the air, their wings set in rigid curves, they rush through the sky with a hissing sound and a rate of speed that no amateur marksman ever estimates correctly. They are high flyers, these bluebills; and as they come swiftly winding downward to rest upon the bays of the seacoast or large bodies of inland waters, they seem to drop from the very clouds. Sea and Bay Ducks No dabblers in mud puddles are they: they must have water deep enough for diving and cold enough to be exhilarating. Diving ducks feed by daylight chiefly, or they would never be able to distinguish a crab claw from a celery blade; but they also take advantage of moonlight for extra late suppers. In the Chesapeake region flocks of ducks that have "bedded" for the night rise with the rising moon, and disport themselves above and below the silvery waters with greater abandon even than by day. Owing to the thick feathered armor these ducks wear, the sportsman often counts birds shot that, being only stunned, are able to escape under water. It is only when the nesting season has closed that we find the bluebills near the seacoast. They build the usual rude, duck-like cradle—or, rather, the duck builds it, for the drake gives nursery duties no thought whatever—in the sedges near an inland lake or stream, where this ideal mother closely confines herself for four weeks on from six to ten pale olive buff eggs. Nuttall observed that "both male and female make a similar grunting noise " (the quauck or scaup referred to), " and have the same singular toss of the head with an opening of the bill when sporting on the water in spring." The Lesser Scaup Duck (Aythyra affinis), Creek Broadbill, Little Bluebill, and so on through diminutives of all the greater scaup's popular names, may scarcely be distinguished from its larger counterpart, except when close enough for its smaller size (sixteen inches), the purplish reflections on its head and neck, and the heavier black and white markings on its flanks to be noted. Apparently there is no great difference in the habits of these frequently confused allies, except the preference for fresh water and inland creeks shown by the lesser scaup, which is not common in the salt waters near the sea at the north, and its more south-ern distribution in winter. Chapman says: " It is by far the most abundant duck in Florida waters at that season, where it occurs in enormous flocks in the rivers and bays along the coasts." The Ring-necked Duck (Aythyra collaris), or Ring-necked Blackhead, Marsh Bluebill, Ring-billed Blackhead, and Bastard Broadbill, as it is variously called, though of the same size as the lesser scaup, may be distinguished from either of its allies by a broad reddish brown collar, a white chin, entirely black shoulders, gray speculum on wings, and a bluish gray band across the end of the broad, black bill, which are its distinguishing marks. While the female closely resembles the female redhead, its smaller size, darker brown coloration, gray speculum, indistinct collar, and the shape and marking of its bill, are always diagnostic with a bird in the hand. This broadbill is almost exclusively a fresh water duck: not an abundant bird anywhere, apparently, even in the well-watered interior of this country and Canada, which is all ducks' paradise; and mention of its occurrences are so rare along the Atlantic coast as to make those seem accidental. On the fresh water lakes of some of the southern Atlantic states it is as abundant in winter, perhaps, as it is anywhere. Its classification among the sea and bay ducks has reference only to the full development of its feet. It was Charles Bonaparte, Prince of Canino, who first named this duck, which had been previously confounded with the two other broadbills, as a distinct species; and we are still indebted to that tireless enthusiast for the greater part of our information concerning it, which is little enough. So far as studied, its habits differ little from those of its allies. At the base of the head, a few long feathers, scarcely to be distinguished as a crest, are constantly erected as the bird swims about on the lake with its neck curved swan fashion; and Audubon tells of its " emitting a note resembling the sound produced by a person blowing through a tube." Like many another duck, there is more interest shown in this one's flavor than in its life history.

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Online Information Technology Classes The best online courses for information technology will offer classes in databases, software engineering, computer security, networking and web design. Students can expect to learn computer skills, information ordering, judgment and decision making, critical thinking and analysis and troubleshooting. Online Information Technology Classes This industry centers on using computers, computer software and related infrastructure to manage, transmit and receive information in the form of data, voice, and video. Within this broad field, classes offer many levels of coursework, including information management, systems management and security, network management, software engineering and web design. Students will also study computing in e-commerce, e-business and business information technology. Students will be exposed to the theory and practical application of components, including: Students will study databases to organize information so it is easily accessed, managed, and updated. In online information technology classes students will learn how to design, implement and manage databases through the Structured Query Language (SQL) using Oracle or Microsoft SQL Server. Students can expect to acquire the knowledge to develop and maintain software systems that behave reliably and efficiently. Accredited online courses teach students the basics of software engineering, which may include problem modeling and analysis, software design, verification and validation, software quality, software process and software management. While studying computer security, students will learn how to protect information and information systems from unauthorized access, use or destruction. Courses teach students to assess organizational risk, document and implement security procedures and check for security breaches in the system. Students will acquire the ability to manage systems that connect computers by running the same applications while taking information technology classes. Top online classes instruct students in the fundamentals of networking by covering topics that may range from installing and configuring desktop and server operating systems, to administering, supporting and troubleshooting systems. Students will learn the basics of designing websites for different purposes. In addition to web page layout and design, which includes graphics, color, fonts and tables, students will also be exposed to website management techniques, such as working with domains and accessibility issues. Students will learn the following practical skills: Students will learn to navigate personal computer operating systems like Windows and Mac OS X as well as the platforms of enterprise or mainframe servers, such as IBM's S/390. Other technical skills students will acquire include the basics of computer programming language, database structure and the fundamentals of computer engineering. Students will gain an understanding of computer language in online information technology classes that will translate well in all future disciplines. Students will discover how to arrange data in a certain pattern according to specific parameters, such as alpha numerical, graphic and mathematic. Judgment and Decision Making Courses help students to assess the needs of the end user and determine the most appropriate action plan within a range of possibilities. Students will learn to design, implement and manage data bases, networks and websites by taking into account cost efficiency, ease of operation and overall responsiveness. Critical Thinking and Analysis Students can expect to learn enhanced problem solving skills by analyzing and managing information online and offline. While taking classes online, students will source and interpret data by participating in projects and coming up with viable solutions to problems. Students will gain skills from accredited information technology online courses that are essential to effective troubleshooting, which minimizes downtime and enhances data security. Students learn to identify, evaluate and prioritize problems throughout the technical infrastructure, and will use technical computer skills to keep systems running efficiently. Online Computer Networking Courses, Online Computer Science Courses, Online Information Systems Courses

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Teachers' Puppets: Hundreds of examples constructed by teachers of all grade levels Students' Puppets: Creative thinking that moves ideas and symbols into their hands Download, Print, and construct. Cut eyes, noses, whiskers, and more... Ideas and Concepts: Ideas for puppets everywhere you look For Home School Learning Experiences, Play is a Natural Pathway. Puppetools is a Practiced Guide. Leading You Further into Play Than You Ever Imagined. * Play in Communication (keeps things fresh, spontaneous, and motivating) * Play with Words (vocabulary’s more fun when your friend always messes up) * Play with Ideas (create a planet that talks to go with the work assignment) * Play is a Social agent (a guest always makes the daily schedule more fun) * Play builds Receptivity (unlike old-school control, compliance, and obedience) * Play builds self-direction, confidence, and independent thinking * Play builds the Imagination (productive, active thinking) * Play builds a healthy brain. Play is mental health. * Play lets adults take the back seat while the student drives the learning process * Play in the Home sustains the Family learning culture. Learn to Use Puppets as Handheld Ideas * Involve the hand (an important key in learning) * Use symbols as abstract, living and worldly objects * Start great conversations * Conduct interviews, town meetings, talk shows * Make research fun and interactive * Promote positive behavior and choice making For more ideas, visit the Educators and Students areas Share positive lessons and experiences in the Home School forum discussion. Puppetools Puppets and Concept Can be Sold for Family Fun and Profit. Check out our Affiliate Program for ideas and guidelines Read what Home Schoolers Say About Puppetools: They made a mouse, a pikachu (pokemon), and a bird, and they needed no prodding to play, they just took right off and got very silly with the puppets. I'd say that was exactly the point – the kids create a puppet and play follows naturally. Somehow, adults missed the boat when they began formal education. They forgot that learning can be fun, and anything learned while having fun is remembered long after the lesson stops. This site does an excellent job of presenting this “new” concept. The information provided about education is excellent, and today's parents should engage their children in play to facilitate learning. We use puppets at church in Sunday School, but it never crossed my mind to use them in my homeschool. This has opened up a lot of new possibilities for us, and I am grateful. The kids adore them. They love the "hinge" mouth. They like to feed the puppy and giggle when the puppy takes the food from their little hands. It has brought a lot of joy to our house lately. I have been ill, and the kids have been entertaining me with wonderful puppet shows! I think that if you like the idea of puppets, but you are not sure where to start then Puppetools is an excellent resource for you! If you are an experienced puppeteer, you might benefit from the educational information and resources available on Puppetools.com. E.M. The ideas for use were invaluable. I never imagined that puppets could be used in so many different ways/circumstances. I do hope, wholeheartedly, that many will take up the call expressed by Jeff Peyton. That educators, both at home and in the public school system, will become more creative as they teach, will teach in ways that help children learn and have fun! This website has encouraged me to do this. -- Stacy K. I showed my daughter how to fold the puppet mouth hinge shown on Puppetools and suggested that she pick one of the many patterns available on the Puppetools site. She instead opted to create her own creature, which she called Guss the Gloof, a Dr. Seuss-ish character who doesn’t care much for tooth brushing but likes to get treats. She folded a sleeping bag/living quarters for him using an origami pattern. She later made a whole family of Gloofs in different colors, including a girl one with a bow on her head and a boy one with braces. This site was a good reminder for me that playing is how children learn best. I’ve been stressed about my children not being up to par in their academics so I’ve been cracking the whip and they’re not liking it. The Puppetools site gave me lots of reasons to make learning fun again. I needed some fresh ideas on how to educate my children. My brain sort of checked out on me the last couple of years and I feel like I just woke up after a very long sleep. Someone like me could certainly use a leg up in the imagination department. The patented puppet mouth hinge is extremely simple but useful. I think I’m going to use it to make some puppets for my son once he’s done with preschool. I just now noticed the segment on using puppets in special ed. so that’s something I’m going to have to take advantage of. Ooh! I can use puppets now to help teach my son some Bible stories. I can’t seem to get his interest while reading most of my Bible story books and I’ve tried several. He only very recently started paying attention if it’s a story his Sunday School teacher has presented before hand. Yes, we are using a full, "real" curriculum. But if there is an opportunity to teach through play and experience rather than sitting down with a textbook, I always choose the former. At first I was unsure exactly why the subscription cost would be worth while, but going through the site, I realized that it is overflowing with resources for teachers and parents. There are hundreds of examples of puppets, step by step instructions for constructing puppets, how to include puppets in curriculum, and “workshops” on play in learning and particularly the benefits of puppet play. Martha the next time you have new information to teach your child, try using a puppet to do the teaching! You may just be surprised by how much your child enjoys the time spent together as well as how well they retain the information learned in a fun way. Candace He loved the ideas behind creating them and now has a puppet box in his room with supplies for making his puppets and a box for keeping the made puppets in. Take a look at some of his creations. We started out with simple shapes . Like a broccoli puppet (not shown) a pink berry, an orange pirate and a worm to eat them all. Later he progressed to little men.. The green guy is actually a cucumber guy. :) And now Christmas would be complete without a talking/singing Christmas tree. Thank you Puppet tools I think my son has a new hobby. :) I mistakenly assumed that making puppets with my children was just a crafty activity that ended with clean up. I have learned that we as parents can use puppets to actually teach our children. What they learn is limited only by our own imagination. After we had made several of the puppets from the website, the kids started designing and creating their own puppets. We spent several days creating, playing, and learning with our masterpieces. So it was a surprise to see my boys satisfied with making rudimentary puppets and running around playing with them. Why, their dogs didn't even have whiskers! This was all backwards to me, but just perfect for them. At that point I emailed Mr. Peyton with a few questions and he gave me some very awesome advice to just let the kids have fun with them! So that is what we did. We studied on the mechanics of what we needed to do and the kids picked out their favorite pattern. We colored, glued, cut and constructed our puppets. What I saw was creativity spring to life that I had not realized was there. As soon as the my 3 year olds puppet was done she began talking in a puppet voice and interacting with us through her puppet. She was entranced and smiling from ear to ear! All of my children followed suit. They finished their puppets with delight and were very excited that mom made one too! They later put together a puppet show and presented it to the rest of the family. With all of my planning I am so glad that I took Mr Peyton's advice and first let my kids have some fun with them. As days passed we then incorporated into our lessons some puppets that I constructed. I was amazed at how "Leapy" our frog could talk to our younger ones about how it makes him sad when they are not nice to each other. They would listen and be kinder. I found many times that "Leapy" was softer spoken and explained better why it is necessary to behave a certain way or why we needed to do things that we did not want to do in a more child friendly way than Mom does sometimes. I feel there is a lot of creativity and lessons that can be learned from using Puppetools. Through play children can learn so much without even realizing they are learning. What a fun way to help your children thrive. I have to say if you would have told me that I would of liked this website and eventually come around to incorporate this into our home schooling I would of said NO WAY. I am very glad that I kept an open mind and tried it. Watching my children have so much fun and love their puppets was well worth it! I have two special needs children. One is ADD and the other ADHD it has been a blessing for each of these children to use puppets to help them focus. Who would of known that a puppet could do so much! They have also used the puppets to help better express their own feelings that they normally would struggle trying to expressing in their own words. Having to "make" the puppet talk helps keep their fingers busy and their minds going. Give it a try and see what doors you can open for your child. These puppets would be useful for teachers, homeschoolers, or Sunday School. I personally will be using them for teaching my Music For Young Children classes as I incorporate puppets in them, as well as for homeschooling. We made "Greedy Duck" using the Puppetools hinge. We used it to do greater than/less than math problems. Greedy Duck loves to chomp the bigger numbers; hence you can imagine his bill as the > sign. His greedy bill always faces the larger number. Big Sis had a lot of fun with this and the greater than/less than concept came to life for her. I "google" all sorts of stuff, looking for information and ideas, but, I would have never thought to "google" puppet making on the internet. WOW! Jeff Peyton has packed the web site with information and videos. If you are interested in the "why bother" of using puppets and imaginary play, it's there! You'll find a wealth of information about development here. If you have a child with developmental delays in fine motor skills, folding the actual hinge makes for a GREAT fine motor activity! Yes, we are using a full, "real" curriculum. But if there is an opportunity to teach through play and experience rather than sitting down with a textbook, I always choose the former. “ At first I was unsure exactly why the subscription cost would be worth while, but going through the site, I realized that it is overflowing with resources for teachers and parents. There are hundreds of examples of puppets, step by step instructions for constructing puppets, how to include puppets in curriculum, and “workshops” on play in learning and particularly the benefits of puppet play.

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A keyboard layout is any specific mechanical, visual, or functional arrangement of the keys, legends, or key-meaning associations (respectively) of a computer, typewriter, or other typographic keyboard. Most computer keyboards are designed to send scancodes to the operating system, rather than directly sending characters. From there, the series of scancodes is converted into a character stream by keyboard layout software. This allows a physical keyboard to be dynamically mapped to any number of layouts without switching hardware components – merely by changing the software that interprets the keystrokes. It is usually possible for an advanced user to change keyboard operation, and third-party software is available to modify or extend keyboard functionality. A computer keyboard comprises alphanumeric or character keys for typing, modifier keys for altering the functions of other keys, navigation keys for moving the text cursor on the screen, function keys and system command keys – such as Esc and Break – for special actions, and often a numeric keypad to facilitate calculations. There is some variation between different keyboard models in the mechanical layout – i.e., how many keys there are and how they are positioned on the keyboard. However, differences between national layouts are mostly due to different selections and placements of symbols on the character keys. The core section of a keyboard comprises character keys, which can be used to type letters and other characters. Typically, there are three rows of keys for typing letters and punctuation, an upper row for typing digits and special symbols, and the Space bar on the bottom row. The positioning of the character keys is similar to the keyboard of a typewriter. Besides the character keys, a keyboard incorporates special keys that do nothing by themselves but modify the functions of other keys. For example, the ⇧ Shift key can be used to alter the output of character keys, whereas the Ctrl (control) and Alt (alternate) keys trigger special operations when used in concert with other keys. Typically, a modifier key is held down while another key is struck. To facilitate this, modifier keys usually come in pairs, one functionally identical key for each hand, so holding a modifier key with one hand leaves the other hand free to strike another key. An alphanumeric key labeled with only a single letter (usually the capital form) can generally be struck to type either a lower case or capital letter, the latter requiring the simultaneous holding of the ⇧ Shift key. The ⇧ Shift key is also used to type the upper of two symbols engraved on a given key, the lower being typed without using the modifier key. The English alphanumeric keyboard has a dedicated key for each of the letters A–Z, along with punctuation and other symbols. In many other languages there are special letters (often with diacritics) or symbols, which also need to be available on the keyboard. To make room for additional symbols, keyboards often have what is effectively a secondary shift key, labeled AltGr (which typically takes the place of the right-hand Alt key). It can be used to type an extra symbol beyond the two otherwise available with an alphanumeric key, and using it simultaneously with the ⇧ Shift key may give access to even a fourth symbol. On the visual layout, these third-level and fourth-level symbols may appear on the right half of the key top, or they may be unmarked. Instead of the Alt and AltGr keys, Apple Keyboards have ⌘ Cmd (command) and ⌥ Option keys. The ⌥ Option key is used much like the AltGr, and the ⌘ Cmd key like the Ctrl on IBM PCs, to access menu options and shortcuts. The main use of the actual Ctrl key on Macs is to produce a secondary mouse click, and to provide support for programs running in X11 (a Unix environment included with OS X as an install option) or MS Windows. There is also a Fn key on modern Mac keyboards, which is used for switching between use of the F1, F2 etc. keys either as function keys or for other functions like media control, accessing dashboard widgets, controlling the volume, or handling exposé. Many Unix workstations (and also Home Computers like the Amiga) keyboards placed the Ctrl key to the left of the letter A, and the ⇪ Caps Lock key in the bottom left. This layout is often preferred by programmers as it makes the Ctrl key easier to reach. This position of the Ctrl key is also used on the XO laptop, which does not have a ⇪ Caps Lock. The UNIX keyboard layout also differs in the placement of the ESC key, which is to the left of 1. A dead key is a special kind of a modifier key that, instead of being held while another key is struck, is pressed and released before the other key. The dead key does not generate a character by itself, but it modifies the character generated by the key struck immediately after, typically making it possible to type a letter with a specific diacritic. For example, on some keyboard layouts, the grave accent key ` is a dead key; in this case, striking ` and then A results in à (a with grave accent), whereas ` followed by E results in è (e with grave accent). A grave accent in isolated form can be typed by striking ` and then Space bar. A key may function as a dead key by default, or sometimes a normal key can temporarily be altered to function as a dead key by simultaneously holding down the secondary-shift key – AltGr or ⌥ Option. In some systems, there is no indication to the user that a dead key has been struck, so the key appears dead, but in some text-entry systems the diacritical mark is displayed along with an indication that the system is waiting for another keystroke: either the base character to be marked, an additional diacritical mark, or Space bar to produce the diacritical mark in isolation. Compared with the secondary-shift modifier key, the dead-key approach may be a little more complicated, but it allows more additional letters. Using the secondary shift, you may only type one or (if you use it simultaneously with the normal shift key) two additional letters with each key, whereas using a dead key, a specific diacritic can be attached to a number of different base letters. A Compose key can be characterized as a generic dead key that may in some systems be available instead of or in addition to the more specific dead keys. It allows access to a wide range of predefined extra characters by interpreting a whole sequence of keystrokes following it. For example, striking Compose followed by ' (apostrophe) and then A results in á (a with acute accent), Compose followed by A and then E results in æ (ae ligature), and Compose followed by O and then C results in © (circled c, copyright symbol). The Compose key is supported by the X Window System (used by most Unix-like operating systems, including most GNU/Linux distributions). Some keyboards have a key labelled “Compose”, but any key can be configured to serve this function. For example, the otherwise redundant right-hand ⊞ Win key may, when available, be used for this purpose. Keyboard layouts have evolved over time. The earliest mechanical keyboards were used in musical instruments to play particular notes. With the advent of printing telegraph, a keyboard was needed to select characters. Some of the earliest printing telegraph machines used a layout similar to a piano keyboard. In countries using the Latin script, the center, alphanumeric portion of the modern keyboard is most often based on the QWERTY design by Christopher Sholes, who laid out the keys in such a way that common two-letter combinations were placed on opposite sides of the keyboard so that his mechanical keyboard would not jam, and laid out the keys in rows offset horizontally from each other by three-eighths, three-sixteenths, and three-eighths inches to provide room for the levers. Although it has been demonstrated that the QWERTY layout is not the most efficient layout for typing, it has become such a standard that people will not change to a more efficient alphanumeric layout. Sholes chose the size of the keys to be on three-quarter inch (0.75-inch) centers (about 19 mm, versus musical piano keys which are 23.5 mm or about 0.93 inches wide). Actually, 0.75 inches has turned out to be optimum for fast key entry by the average size hand, and keyboards with this key size are called “full-sized keyboards”. The standard 101/102-key PC keyboard layout was invented by Mark Tiddens of Key Tronic Corporation in 1982. IBM adopted the layout on its PC AT in 1984 (after previously using an 84-key keyboard which did not have separate cursor and numeric key pads). Most modern keyboards basically conform to the layout specifications contained in parts 1, 2, and 5 of the international standard series ISO/IEC 9995. These specifications were first defined by the user group at AFNOR in 1984 working under the direction of Alain Souloumiac. Based on this work, a well known ergonomic expert wrote a report which was adopted at the ISO Berlin meeting in 1985 and became the reference for keyboard layouts. The 104/105-key PC keyboard was born when two ⊞ Win keys and a ≣ Menu key were added on the bottom row (originally for the Microsoft Windows operating system). Newer keyboards may incorporate even further additions, such as Internet access (World Wide Web navigation) keys and multimedia (access to media players) buttons. Today, most keyboards use one of three different mechanical layouts, usually referred to as simply ISO (ISO/IEC 9995-2), ANSI (ANSI-INCITS 154-1988), and JIS (JIS X 6002-1980), referring roughly to the organizations issuing the relevant worldwide, United States, and Japanese standards, respectively. (In fact, the mechanical layouts referred such as “ISO” and “ANSI” comply to the primary recommendations in the named standards, while each of these standards in fact also allows the other way.) Keyboard layout in this sense may refer either to this broad categorization or to finer distinctions within these categories. For example, as of May 2008[update] Apple Inc produces ISO, ANSI, and JIS desktop keyboards, each in both extended and compact forms. The extended keyboards have 110, 109, and 112 keys (ISO, ANSI, and JIS, respectively), and the compact models have 79, 78, and 80. Mechanical layouts only address tangible differences among keyboards. When a key is pressed, the keyboard does not send a message such as the A-key is depressed but rather the left-most main key of the home row is depressed. (Technically, each key has an internal reference number, “raw keycodes”, and these numbers are what is sent to the computer when a key is pressed or released.) The keyboard and the computer each have no information about what is marked on that key, and it could equally well be the letter A or the digit 9. The user of the computer is requested to identify the visual layout of the keyboard when installing the operating system. Visual layouts vary by language, country, and user preference, and the same mechanical layout can be produced with a number of different visual layouts. For example, the “ISO” keyboard layout is used throughout Europe, but typical French, German, and UK variants of mechanically identical keyboards appear different because they bear different legends on their keys. Even blank keyboards – with no legends – are sometimes used to learn typing skills or by user preference. The functional layout of the keyboard refers to the mapping between the physical keys, such as the A key, and software events, such as the letter “A” appearing on the screen. Usually the functional layout is set to match the visual layout of the keyboard being used, so that pressing a key will produce the expected result, corresponding to the legends on the keyboard. However, most operating systems have software that allow the user to easily switch between functional layouts, such as the language bar in Microsoft Windows. For example, a user with a Swedish keyboard who wishes to type more easily in German may switch to a functional layout intended for German – without regard to key markings – just as a Dvorak touch typist may choose a Dvorak layout regardless of the visual layout of the keyboard used. Functional layouts can be redefined or customized within the operating system, by reconfiguring operating system keyboard driver, or with a use of a separate software application. Transliteration is one example of that whereby letters in other language get matched to visible Latin letters on the keyboard by the way they sound. Thus, touch typist can type various foreign languages with visible English-language keyboard only. Mixed hardware-to-software keyboard extensions exist to overcome above discrepancies between functional and visual layouts. A keyboard overlay is a plastic or paper masks that can be placed over the empty space between the keys, providing the user with the functional use of various keys. Alternatively, a user applies keyboard stickers with an extra imprinted language alphabet and adds another keyboard layout via language support options in the operating system. The visual layout of any keyboard can also be changed by simply replacing its keys or attaching labels to them, such as to change an English-language keyboard from the common QWERTY to the Dvorak layout, although for touch typists, the placement of the tactile bumps on the home keys is of more practical importance than that of the visual markings. The U.S. IBM PC keyboard has 104 keys, while the PC keyboards for most other countries have 105 keys. In an operating system configured for a non-English language, the keys are placed differently. For example, keyboards designed for typing in Spanish have some characters shifted, to release space for Ñ/ñ; similarly those for French or Brazilian Portuguese may have a special key for the character Ç/ç. Keyboards designed for Japanese may have special keys to switch between Japanese and Latin scripts, and the character ¥ (Japanese yen or Chinese yuan currency symbol) instead of \ (backslash, which may be replaced by the former in some typefaces and codepages). Using a keyboard for alternative languages leads to a conflict: the image on the key does not correspond to the character. In such cases, each new language may require an additional label on the key, because the standard keyboard layouts do not even share similar characters of different languages. Most operating systems allow switching between functional keyboard layouts, using a key combination involving register keys that are not used for normal operations (e.g. Microsoft reserve Alt+⇧ Shift or Ctrl+⇧ Shift register control keys for sequential layout switching; those keys were inherited from old DOS keyboard drivers). There are keyboards with two parallel sets of characters labeled on the keys, representing alternate alphabets or scripts. It is also possible to add a second set of characters to a keyboard with keyboard stickers manufactured by third parties. Although there are a large number of different keyboard layouts used for different languages written in Latin script, most of these layouts are quite similar. They can be divided into three main families according to where the Q, A, Z, M, and Y keys are placed on the keyboard. These are usually named after the first six letters. While the core of the keyboard, the alphabetic section, remains fairly constant, and the numbers from 1–9 are almost invariably on the top row, keyboards differ vastly in: The actual mechanical keyboard is of the basic ISO, ANSI, or JIS type; functioning is entirely determined by operating-system or other software. It is customary for keyboards to be used with a particular software keyboard mapping to be engraved appropriately; for example, when the ⇧ Shift and numeric 2 keys are pressed simultaneously on a US keyboard; “@” is generated, and the key is engraved appropriately. On a UK keyboard this key combination generates the double-quote character, and UK keyboards are so engraved. In the keyboard charts listed below, the primary letters or characters available with each alphanumeric key are often shown in black in the left half of the key, whereas characters accessed using the AltGr key appear in blue in the right half of the corresponding key. Symbols representing dead keys usually appear in red. By far the most widespread layout in use, and the only one that is not confined to a particular geographical area. Some varieties have keys like ↵ Enter and ⇪ Caps Lock not translated to the language of the keyboard in question. In other varieties such keys have been translated, such as “Bloq mayús” for “Caps Lock”, in the Spanish and Latin American keyboards. On Macintosh computers these keys are usually just represented by symbols without the word “Enter”, “Shift”, “Command”, “Option/Alt” or “Control”. The QWERTZ layout is fairly widely used in Germany and much of Central Europe. The main difference between it and QWERTY is that Y and Z are swapped, and most special characters such as brackets are replaced by diacritical characters. Lithuanian keyboards use a layout known as ĄŽERTY, where Ą appears in place of Q above A, Ž in place of W above S, with Q and W being available either on the far right-hand side or by use of the AltGr key. Depending on the software used, the Lithuanian symbols can also be positioned in the place of digits: 1 for Ą, 2 for Č, 3 for Ę, 4 for Ė, 5 for Į, 6 for Š, 7 for Ų, 8 for Ū and = for Ž. Apple supported QZERTY layout in its early Italian keyboards, and currently iPod Touch also has it available. There are also keyboard layouts that do not resemble QWERTY very closely, if at all. These are designed to reduce finger movement and are claimed by some proponents to offer higher typing speed along with ergonomic benefits. The Dvorak Simplified Keyboard (DSK) layout, also known as the American Simplified Keyboard (ASK) layout, is the best-known alternative to QWERTY. It was named after its inventor, August Dvorak. There are also numerous adaptations for languages other than English, and single-handed variants. Dvorak's original layout had the numerals rearranged, but the present-day layout has them in numerical order. The Dvorak Simplified Keyboard has numerous properties designed to increase typing speed, decrease errors, and increase comfort. The most prominent property involves concentrating the most used English letters in the home row where the fingers rest, thus having 70% of typing done in the home row (compared to 32% in QWERTY). The Dvorak Simplified Keyboard is available out of the box on most operating systems, making switching through software very easy. "Hardwired" Dvorak keyboards are also available, though only from specialized hardware companies. The Colemak keyboard layout is another alternative to the standard QWERTY layout, offering a more incremental change for users already accustomed to the standard layout. It builds upon the QWERTY layout as a base, changing the positions of 17 keys while retaining the QWERTY positions of most non-alphabetic characters and many popular keyboard shortcuts, making it easier to learn than Dvorak for people who already type in QWERTY. Despite this, some measures show it to be equal to, if not a slight improvement over, Dvorak. The Colemak layout is supported out-of-the-box in NetBSD, FreeBSD, DragonFly BSD, Haiku, Chrome and Linux, Mac OS X and iOS (hardware US keyboards), and Android, as well as in the X.org implementation of the X Window System. A program to install the layout is available for Microsoft Windows, as well as a portable AutoHotKey implementation. The JCUKEN layout was used in the USSR for all computers (both domestically produced and imported such as Japan-made MSX-compatible systems) due to its phonetic compatibility with Russian ЙЦУКЕН layout (see below). The layout has the advantage of having punctuation marks on Latin and Cyrillic layouts mapped on the same keys. The Neo layout is an optimized German keyboard layout developed 2004 by the Neo Users Group, supporting nearly all Latin-based alphabets, including the International Phonetic Alphabet, the Vietnamese language and some African languages. The positions of the letters are not only optimized for German letter frequency, but also for typical groups of two or three letters. English is considered a major target as well. The design tries to enforce the alternating usage of both hands to increase typing speed. It is based on ideas from de-ergo and other ergonomic layouts. The high frequency keys are placed in the home row. The current layout Neo 2.0 (available since 2010) has unique features not present in other layouts, making it suited for many target groups such as programmers, mathematicians, scientists or LaTeX authors. Neo is grouped in different layers, each designed for a special purpose. Most special characters inherit the meaning of the lower layers - for example the ⟨¿⟩ character is one layer above the ⟨?⟩, or the Greek ⟨α⟩ is above the ⟨a⟩ character. Neo uses a total of six layers with the following general use: |2||Uppercase characters, typographical characters| |3||Special characters for programming, etc.| |4||WASD-like movement keys and number block| |6||Mathematical symbols and Greek uppercase characters| Plover is an open source program that turns a chording keyboard into a stenographic typewriter. There are numerous advantages to using these systems but they are fundamentally different from ordinary typing. Words are input by pressing on several keys and releasing simultaneously; the keys are not required to be pressed down in any order, and only a subset of the keys are used on the keyboard. Experienced typists can use this input method to capture speech in real time, which can take at least 180 wpm for literary works and 225 wpm for casual speech, but reaching this level usually takes years of intense study with dropout rates of 85% or more. However, getting up to a speed that equals or exceeds 120 wpm, the speed of a very fast regular typist, can be reasonably expected within six months. The BÉPO layout is an optimized French keyboard layout developed by the BÉPO community, supporting all Latin-based alphabets of the European Union, Greek and Esperanto. It is also designed to ease programming. It is based on ideas from the Dvorak and other ergonomic layouts. Typing with it is usually easier due to the high frequency keys being in the home row. The Turkish language uses the Turkish Latin alphabet, and a dedicated keyboard layout was designed in 1955 by İhsan Sıtkı Yener. During its design, letter frequencies in the Turkish language were investigated with the aid of Turkish Language Association. These statistics were then combined with studies on bone and muscle anatomy of the fingers to design the Turkish F-keyboard. The keyboard provides a balanced distribution of typing effort between the hands: 49% for the left hand and 51% for the right. With this scientific preparation, Turkey has broken 14 world records in typewriting championships between 1957 and 1995. In 2009, Recep Ertaş and in 2011, Hakan Kurt from Turkey came in first in the text production event of the 47th (Beijing) and 48th (Paris) Intersteno congresses respectively. Despite the greater efficiency of the Turkish F-keyboard however, the modified QWERTY keyboard ("Q-keyboard") is the one that is used on most computers in Turkey. The multi-touch screens of mobile devices allow implementation of virtual on-screen chorded keyboards. Buttons are fewer, so they can be made larger. Symbols on the keys can be changed dynamically depending on what other keys are pressed, thus eliminating the need to memorize combos for characters and functions before use. For example, in the chorded GKOS keyboard which has been adapted for the Google Android, Apple iPhone, MS Windows Phone and Intel MeeGo/Harmattan platforms, thumbs are used for chording by pressing one or two keys at the same time. In the layout, the keys are divided in two separate pads which are located towards the sides of the screen and the text appears in the middle. The most frequent letters have dedicated keys and do not require chording. Some other layouts have also been designed specifically for use with mobile devices. The FITALY layout, which is optimised for use with a stylus to place the most commonly used letters closest to the centre and minimise the distance travelled when entering words. A similar concept was followed to research and develop the MessagEase keyboard layout for fast text entry with stylus or finger. The ATOMIK layout, designed for stylus use, was developed by IBM using the Metropolis Algorithm to mathematically minimize the movement necessary to spell words in English. The ATOMIK keyboard layout is an alternative to QWERTY in ShapeWriter's WritingPad software. Chorded keyboards in general, such as the Stenotype and Velotype, allow letters and words to be entered using combinations of keys in a single stroke. Users of stenotype machines can often reach rates as high as 300 words per minute and these systems are commonly used for realtime transcription by court reporters and in live closed captioning systems. As of 2010, there is one implementation of stenographic software for use with ordinary gaming anti-aliasing keyboards, called PLOVER; it's intended for the home user, as gaming keyboards are quite inexpensive. Several other alternative keyboard layouts have been designed either for use with specialist commercial keyboards (e.g. Maltron and PLUM) or by hobbyists (e.g.nAsset, Arensito, Minimak, Norman, Qwpr, and Workman); however, none of them are in widespread use, and many of them are merely proofs of concept. Principles commonly used in their design include maximising use of the home row, minimising finger movement, maximising hand alternation or inward rolls (where successive letters are typed moving towards the centre of the keyboard), minimising changes from QWERTY to ease the learning curve, and so on. Maltron also has a single-handed keyboard layout. Programs such as the Microsoft Keyboard Layout Creator (basic editor, free for use on MS Windows), SIL Ukelele (advanced editor, free for use on the Apple Mac OS), KbdEdit (commercial editor, for Windows) and Keyman Developer (commercial editor for Windows, or for sites on the web as virtual keyboards) make it easy to create custom keyboard layouts for regular keyboards; users may satisfy their own typing patterns or specific needs by creating new ones from scratch (like the IPA or pan-Iberian layouts) or modify existing ones (for example, the Latin American Extended or Gaelic layouts). Microsoft's Keyboard Layout Creator can even construct complex key sequence using dead keys and AltGr key. Some high end keyboards such as the Kinesis Advantage contoured keyboard allow users total flexibility to reprogram keyboard mappings at the hardware level. A few companies offer "ABC" (alphabetical) layout keyboards. Some keyboard layouts for non-Latin alphabetic scripts, most notably the Greek layout, are based on the QWERTY layout, in that glyphs are assigned as far as possible to keys that bear similar-sounding or appearing glyphs in QWERTY. This saves learning time for those familiar with QWERTY. This is not a general rule, and many non-Latin keyboard layouts have been invented from scratch. All non-Latin computer keyboard layouts can also input Latin letters as well as the script of the language, for example, when typing in URLs or names. This may be done through a special key on the keyboard devoted to this task, or through some special combination of keys, or through software programs that do not interact with the keyboard much. This layout was developed by Microsoft from the classic Arabic typewriter layout and is used by IBM PCs. For Apple keyboards there is a different layout. The Armenian keyboard is similar to the Greek in that in most (but not all) cases, a given Armenian letter is at the same location as the corresponding Latin letter on the QWERTY keyboard. The illustrated keyboard layout can be enabled on GNU/Linux with: setxkbmap am -variant eastern. Most Indian scripts are derived from Brahmi, therefore their alphabetic order is identical. On the basis of this property, the InScript keyboard layout scheme was prepared. So a person who knows InScript typing in one language can type in other scripts using dictation even without knowledge of that script. Khmer uses its own layout roughly matched to the equivalent of its QWERTY counterpart. For example, the letter ល [lɔ] is typed on the same space as the letter L on the English based qwerty. Since most Khmer consonants have two forms, the shift key is used to switch between the first and second forms. The glyph below the letter ញ [ɲɔ] is used to type in subscripts when they occur in a cluster. Since spaces are used in Khmer to separate sentences and not words, the space option is activated when pressed with the shift key only. Otherwise it has no effect. The less frequently used characters are accessed by the Shift key. Despite their wide usage in Thai, Arabic numbers are not present on the main section of the keyboard. Instead they are accessed via the numeric keypad. The backtick (`) key is blank, because this key is typically used to switch between input languages. Beside the Kedmanee layout also the Pattachote layout is used. The first version of Microsoft Windows to support the Tibetan keyboard layout is MS Windows Vista. The layout has been available in GNU/Linux since September 2007. The first version of Microsoft Windows to support the Tibetan keyboard layout is MS Windows Vista. The layout has been available in GNU/Linux since September 2007. The Bhutanese Standard for a Dzongkha keyboard layout standardizes the layout for typing Dzongkha, and other languages using the Tibetan script, in Bhutan. This standard layout was formulated by the Dzongkha Development Commission and Department of Information Technology in Bhutan. The Dzongkha keyboard layout is very easy to learn as the key sequence essentially follows the order of letters in the Dzongkha and Tibetan alphabet. The layout has been available in GNU/Linux since 2004. The current official Bulgarian keyboard layout for both typewriters and computer keyboards is described in BDS (Bulgarian State/National Standard) 5237:1978. It superseded the old standard, BDS 5237:1968, on 1 January 1978. Like the Dvorak keyboard, it has been designed to optimize typing speed and efficiency, placing the most common letters in the Bulgarian language - О, Н, Т and А - under the strongest fingers. In addition to the standard 30 letters of the Bulgarian alphabet, the layout includes the non-Bulgarian Cyrillic symbols Э and ы and the Roman numerals I and V (the X is supposed to be represented by the Cyrillic capital Х, which is acceptable in typewriters but problematic in computers). There is also a second, informal layout in widespread use - the so-called "phonetic" layout, in which Cyrillic letters are mapped to the QWERTY keys for Latin letters that "sound" or "look" the same, with several exceptions (Я is mapped to Q, Ж is mapped to V, etc. - see the layout and compare it to the standard QWERTY layout). This layout is available as an alternative to the BDS one in some operating systems, including Microsoft Windows, Apple Mac OS X and Ubuntu GNU/Linux. Normally, the layouts are set up so that the user can switch between Latin and Cyrillic script by pressing Shift + Alt, and between BDS and Phonetic by pressing Shift + Ctrl. In 2006, Prof. Dimiter Skordev from the Faculty of Mathematics and Informatics of Sofia University and Dimitar Dobrev from the Bulgarian Academy of Sciences proposed a new standard, prBDS 5237:2006, including a revised version of the old BDS layout and a standardization of the informal "phonetic" layout. After some controversy and a public discussion in 2008, the proposal was not accepted, although it had been already used in several places – the "Bulgarian Phonetic" layout in MS Windows Vista is based on it. The Moldovan Cyrillic keyboard layout is based on a mixture of Russian phonetic and Serbian keyboard layout while adding a unique letter Ӂ to the layout in place of the letter Џ on the Serbian Cyrillic layout. This is the ЭЖЕРТ (EZhERT) layout. The letter Я is mapped the same as on the standard Russian layout, while letter Й is mapped where J is in Serbian layout. Also, letters Ь and Ы are remapped. This unofficial keyboard layout can be found here. The most common keyboard layout in modern Russia is the so-called Windows layout. It is the default Russian layout used in the MS Windows operating system. This layout allows using keyboards of the same physical design as in many other countries but has some usability issues for Russian-language users. Because of an unfortunate design decision, the comma and full stop symbols are on the same key in this layout, and users need to hold Shift every time they enter a comma although the comma is much more frequent in the language. There are some other Russian keyboard layouts in use: in particular, the traditional Russian Typewriter layout (punctuation symbols are placed on numerical keys, one needs to press Shift to enter numbers) and the Russian DOS layout (similar to the Russian Typewriter layout with common punctuation symbols on numerical keys, but numbers are entered without Shift). The Russian Typewriter layout can be found on many Russian typewriters produced before the 1990s, and it is the default Russian keyboard layout in the OpenSolaris operating system. Keyboards in Russia always have Cyrillic letters on the keytops as well as Latin letters. Usually Cyrillic and Latin letters are labeled with different colors. The Russian phonetic keyboard layout (also called homophonic or transliterated) is widely used outside Russia, where normally there are no Russian letters drawn on keyboard buttons. This layout is made for typists who are more familiar with other layouts, like the common English QWERTY keyboard, and follows the Greek and Armenian layouts in placing most letters at the corresponding Latin letter locations. It is famous among both native speakers and people who use, teach, or are learning Russian, and is recommended - along with the Standard Layout - by the linguists, translators, teachers and students of AATSEEL.org. There are several different Russian phonetic layouts, for example YaZhERT (яжерт), YaWERT (яверт), and YaShERT (яшерт) (also sometimes with the 'ы'/'y' - i.e. YaZhERTY (яжерты), YaWERTY (яверты), etc.) They are named after the first several letters that take over the 'QWERTY' row on the Latin keyboard. They differ by where a few of the letters are placed. For example, some have Cyrillic 'B' (which is pronounced 'V') on the Latin 'W' key (after the German transliteration of B), while others have it on the Latin 'V' key. There are also variations within these variations; for example the Mac OS X Phonetic Russian layout is YaShERT but differs in placement of ж and э. A virtual (on-screen) Russian keyboard allows entering Cyrillic directly in a browser without installing Russian drivers. Another virtual keyboard supports both traditional (MS Windows and Typewriter) and some phonetic keyboard layouts. Apart from a set of characters common to most Cyrillic alphabets, the Serbian Cyrillic layout uses six additional special characters unique or nearly unique to the Serbian Cyrillic alphabet: Љ, Њ, Ћ, Ђ, Џ and Ј. Due to the bialphabetic nature of the language, actual physical keyboards with the Serbian Cyrillic layout printed on the keys are somewhat uncommon today. Typical keyboards sold in Serbian-speaking markets are marked with Serbian Latin characters and used with both the Latin (QWERTZ) and Cyrillic layout configured in the software. What makes the two layouts this readily interchangeable is that the non-alphabetic keys are identical between them, and alphabetic keys always correspond directly to their counterparts (except the Latin letters Q, W, X, and Y that have no Cyrillic equivalents, and the Cyrillic letters Љ, Њ and Џ whose Latin counterparts are digraphs LJ, NJ and DŽ). This also makes the Serbian Cyrillic layout a rare example of a non-Latin layout based on QWERTZ. There is also a dedicated Macedonian keyboard that is based on QWERTY (LjNjERTDz) and uses Alt Gr to type the dje and tshe. However, the capital forms are next to the small forms. Ukrainian keyboards, based on a slight modification of Russian Standard Layout, often also have the Russian Standard ("Windows") layout marked on them, making it easy to switch from one language to another. This keyboard layout had several problems, one of which was the omission of the letter Ґ, which does not exist in Russian. The other long-standing problem was the omission of the apostrophe, which is used in Ukrainian almost as commonly as in English (though with a different value), but which also does not exist in Russian. Both of these problems were resolved with the "improved Ukrainian" keyboard layout for Windows available with Vista and subsequent Windows versions. All keyboards in Georgia are fitted with both Latin and Georgian letters. As with the Armenian, Greek, and phonetic Russian layouts, most Georgian letters are on the same keys as their Latin equivalents. The usual Greek layout follows the U.S. layout for letters related to Latin letters (ABDEHIKLMNOPRSTXYZ, ΑΒΔΕΗΙΚΛΜΝΟΠΡΣΤΧΥΖ, respectively), substitutes visually or phonetically similar letters (Φ at F; Γ at G) and uses the remaining slots for the remaining Greek letters: Ξ at J; Ψ at C; Ω at V; Θ at U). Greek has two fewer letters than English, but has two accents which, because of their frequency, are placed on the home row at the U.K. ";" position; they are dead keys. Word-final sigma has its own position as well, substituting W, and semicolon (which is used as a question mark in Greek) and colon move to the position of Q. All keyboards in Israel are fitted with both Latin and Hebrew letters. Trilingual editions including either Arabic or Russian also exist. Inuktitut has two similar, though not identical, commonly available keyboard layouts for Windows. Both contain a basic Latin layout in its base and shift states, with a few Latin characters in the AltGr shift states. The Canadian Aboriginal syllabics can be found in the Capslock and AltGr shift states in both layouts as well. The difference between the two layouts lies in the use of ] as an alternate to AltGr to create the dotted, long vowel syllables, and the mapping of the small plain consonants to the Caps + number keys in the "Naqittaut" layout, while the "Latin" layout does not have access to the plain consonants, and can only access the long vowel syllables through the AltGr shift states. The Tamazight (Tifinagh) standards-compliant layout is optimised for a wide range of Tamazight (Berber) language variants, and includes support for Tuareg variants. AZERTY-mapped, it installs as "Tamazight_F" and can be used both on the French locale and with Tamazight locales. QWERTY and QWERTZ adaptations are available for the physical keyboards used by major Amazigh (Berber) communities around the world. Non-standards-compliant but convenient combined AZERTY Latin script layouts exist which also allow typing in Tifinagh script without switching layout: A non-standards-compliant but convenient combined AZERTY-mapped Tifinagh layout exists which also allows typing in Latin script without switching layout: All the above layouts were designed by the Universal Amazigh Keyboard Project and are available from there. The Royal institute of the Amazigh culture (IRCAM) developed a national standard Tifinagh layout for Tamazight (Berber) in Morocco. It is included in Linux and Windows 8, and is available from IRCAM for the Mac and older versions of Windows. A compatible, international version of this layout, called "Tifinagh (International)" exists for typing a wide range of Tamazight (Berber) language variants, and includes support for Tuareg variants as well as the ability to type in Latin script when required. It was designed by the Universal Amazigh Keyboard Project and is available from there. Chinese, Japanese and Korean require special input methods, often abbreviated to CJK IMEs (Input Method Editors), due to the thousands of possible characters in these languages. Various methods have been invented to fit every possibility into a QWERTY keyboard, so East Asian keyboards are essentially the same as those in other countries. However, their input methods are considerably more complex, without one-to-one mappings between keys and characters. In general, the range of possibilities is first narrowed down (often by entering the desired character's pronunciation). Then, if there remains more than one possibility, the desired ideogram is selected, either by typing the number before the character, or using a graphical menu to select it. The computer assists the typist by using heuristics to guess which character is most likely desired. Although this may seem painstaking, East Asian input methods are today sufficient in that, even for beginners, typing in these languages is only slightly slower than typing English. In Japanese, the QWERTY-based JIS keyboard layout is used, and the pronunciation of each character is entered using Hepburn romanization or Kunrei-shiki romanization. There are several kana-based typing methods. See also Japanese language and computers. Chinese has the most complex and varied input methods. Characters can either be entered by pronunciation (like Japanese and Hanja in Korean), or by structure. Most of the structural methods are very difficult to learn but extremely efficient for experienced typists, as there is no need to select characters from a menu. For detailed description, see Chinese input methods for computers. There exist a variety of other, slower methods in which a character may be entered. If the pronunciation of a character is not known, the selection can be narrowed down by giving its component shapes, radicals, and stroke count. Also, many input systems include a "drawing pad" permitting "handwriting" of a character using a mouse. Finally, if the computer does not have CJK software installed, it may be possible to enter a character directly through its encoding number (e.g. Unicode). In contrast to Chinese and Japanese, Korean is typed similarly to Western languages. There exist two major forms of keyboard layouts: Dubeolsik (두벌식), and Sebeolsik (세벌식). Dubeolsik, which shares its symbol layout with the QWERTY keyboard, is much more commonly used. While Korean consonants and vowels (jamo) are grouped together into syllabic grids when written, the script is essentially alphabetical, and therefore typing in Korean is quite simple for those who understand the Korean alphabet Hangul. Each jamo is assigned to a single key. As the user types letters, the computer automatically groups them into syllabic characters. Given a sequence of jamo, there is only one unambiguous way letters can be validly grouped into syllables, so the computer groups them together as the user types. Dubeolsik (두벌식; 2-set) is by far the most common and the sole national standard of Hangul keyboard layout in use in South Korea since 1969. Pressing the Han/Eng (한/영) key once switches between Hangul as shown, and QWERTY. There is another key to the left of the space bar for Hanja input. If using a 104-key keyboard, the left Alt key will become the Ha/En key, and the right Ctrl key will become the Hanja key. Consonants occupy the left side of the layout, while vowels are on the right. Sebeolsik 390 (세벌식 390; 3-set 390) was released in 1990. It is based on Dr. Kong Byung Woo's earlier work. This layout is notable for its compatibility with the QWERTY layout; almost all QWERTY symbols that are not alphanumeric are available in Hangul mode. Numbers are placed in three rows. Syllable-initial consonants are on the right (shown green in the picture), and syllable-final consonants and consonant clusters are on the left (shown red). Some consonant clusters are not printed on the keyboard; the user has to press multiple consonant keys to input some consonant clusters, unlike Sebeolsik Final. It is more ergonomic than the dubeolsik, but is not in wide use. Sebeolsik Final (세벌식 최종; 3-set Final) is another Hangul keyboard layout in use in South Korea. It is the final Sebulsik layout designed Dr. Kong Byung Woo, hence the name. Numbers are placed on two rows. Syllable-initial consonants are on the right, and syllable-final consonants and consonant clusters are on the left. Vowels are in the middle. All consonant clusters are available on the keyboard, unlike the Sebeolsik 390 which does not include all of them. It is more ergonomic than the dubeolsik, but is not in wide use. Sebeolsik Noshift is a variant of sebeolsik which can be used without pressing the shift key. Its advantage is that people with disabilities who cannot press two keys at the same time will still be able to use it to type in Hangul. Chinese keyboards are usually in US layout with/without Chinese input method labels printed on keys. Without an input method handler activated, these keyboards would simply respond to Latin characters as physically labelled, provided that the US keyboard layout is selected correctly in the operating system. Most modern input methods allow input of both simplified and traditional characters, and will simply default to one or the other based on the locale setting. See the section on Chinese languages, and also Chinese input methods for computers. Keyboards used in the Mainland China are standard or slightly modified English US (QWERTY) ones without extra labelling, while various IMEs are employed to input Chinese characters. The most common IMEs are Hanyu pinyin-based, representing the pronunciation of characters using Latin letters. However, keyboards with labels for alternative structural input methods such as Wubi method can also be found, although those are usually very old products and are extremely rare to this day. Computers in Taiwan often use Zhuyin (bopomofo) style keyboards (US keyboards with bopomofo labels), many also with Cangjie method key labels, as Cangjie is the standard method for speed-typing in Traditional Chinese. The bopomofo style keyboards are in lexicographical order, top-to-bottom left-to-right. The codes of three input methods are typically printed on the Chinese (traditional) keyboard: Zhuyin (upper right); Cangjie (lower left); and Dayi (lower right). Other input methods include the Cantonese Input Method for the Cantonese language speakers. The romanisation requires users to spell out the Cantonese sound of each character without tone marks, e.g. 'heung' and 'kong' (or 'gong') for 'Hong Kong'/香港 and to choose the characters from a list. The advantage of the Cantonese Input Method is that nearly all Cantonese Speakers can input Traditional Chinese characters on their very instinct; no particular training and practice is required at all. The advantage available to a Hanyu Pinyin user is that any keyboard with just an English layout, i.e., without BoPoMoFo markings engraved, can deploy the Pinyin IME for bilingual (both Chinese and English on the same document) input. All those who have received formal education in Mainland China can easily input with Hanyu Pinyin without any formal training. The drawback of Hanyu Pinyin to a Hong Kong native Cantonese speaker is that the alphabets are not pronounced exactly in the same way as the common English language syllables should be pronounced because it is only the Latin letters in the keyboard that have been used by the Hanyu Pinyin Method. Although Cantonese input method seems intuitive to Hong Kong people, it is an unpopular input method for various reasons. There are many characters that can have the same syllable in the spelling only (they sound the same but are written with different characters) that needed to be differentiated by different intonations for speech communication. Unless a user has also input a phonetic intonation or an accent numeral (i.e., 1, 2, 3, or 4.) to narrow down the list of possible combinations, he or she can have a substantial set of ambiguous Chinese characters of the same pronunciation to select. The selection process can slow down the input speed for those do have not input an accent numeral after each and every Cantonese spelling. There is no official standard for Cantonese romanisation, and there are multiple romanisation schemes, which leads to different Cantonese input method implementations adopts different romanisations. Moreover, Hong Kong students almost never learn any of the romanisation schemes. Also, Microsoft Windows, which is the most popular operating system used in desktops, doesn't carry Cantonese input method, users would need to find a third-party input method software and install into Windows to use Cantonese input method, which may be cumbersome for system administrators who are responsible for office computers. For these reasons, Hong Kong computer users often have to resort to use those "harder" shape-based Chinese input methods (e.g. Cangjie); or for those with formal Mandarin education, they may choose Pinyin instead. A minority of users may even have to use a graphics tablet designed to recognize handwritten Chinese characters. Thorough training and practice are required to input correctly with Changjie or Cangjie, yet it is, by impression, the quickest Chinese input method[clarification needed]. Many Cantonese speakers have taken Changjie or Cangjie input courses because of the fast typing speed availed by the input method. This method is the fastest because it has the capability to fetch the exact, unambiguous Chinese character which the user has in mind to input, pinpointing to only one character in most cases. This is also the reason why no provision for an input of phonetic accent is needed to complement this Input Method. The Changjie or Cangjie character feature is available on both Mac OS X and Windows. On Mac OS X the use of the multitouch pads of modern Macs makes it possible to write a glyph with a finger and the correct character is recognised by the computer.[clarification needed] The clumsiest Chinese Input method is the Stroke Input Method which is ideal for those who are not so proficient in spelling the Cantonese language in English Alphabets nor Mandarin in Pinyin. The method is widely installed in mobile phones with small screens because the method only requires five key taps for the 5,000 commonly used Chinese characters. It is also considered too tedious requiring a user to type out all the strokes constituting a single Chinese character. Chinese characters sharing the same 3 to 5 beginning brush strokes are grouped to response to users' tapping sequences. Thus, there yields a lengthly list of more than 40 some Chinese characters having these similar beginning strokes for the user to confirm which one of the listed characters should be the intended one to input. The character picking process is a must for the Stroke Input Method users regardless of whether the Traditional or Simplified Chinese character set is to be used. To a native Hong Kong Cantonese speaker who can spell the Cantonese dialect fairly accurately in English alphabets and, who types Chinese in ad-hoc occasions only; Cantonese Input Method is, by far, the most convenient Chinese input method both for phone book searching and for word processing using laptops and smart phones. For entering Japanese, the most common method is entering text phonetically, as romanized (transliterated) kana, which are then converted to kanji as appropriate by an input method editor. It is also possible to type kana directly, depending on the mode used. For example, to type たかはし, "Takahashi", a Japanese name, one could type either "takahas(h)i" in Romanized (Rōmaji) input mode, or "qtfd" in kana input mode. Then the user can proceed to the conversion step to convert the input into the appropriate kanji. The extra keys in the bottom row (muhenkan, henkan, and the Hiragana/Katakana switch key), and the special keys in the leftmost column (the hankaku/zenkaku key at the upper left corner, and the eisu key at the Caps Lock position), control various aspects of the conversion process and select different modes of input. ▪ Premium designs ▪ Designs by country ▪ Designs by U.S. state ▪ Most popular designs ▪ Newest, last added designs ▪ Unique designs ▪ Cheap, budget designs ▪ Design super sale DESIGNS BY THEME ▪ Accounting, audit designs ▪ Adult, sex designs ▪ African designs ▪ American, U.S. designs ▪ Animals, birds, pets designs ▪ Agricultural, farming designs ▪ Architecture, building designs ▪ Army, navy, military designs ▪ Audio & video designs ▪ Automobiles, car designs ▪ Books, e-book designs ▪ Beauty salon, SPA designs ▪ Black, dark designs ▪ Business, corporate designs ▪ Charity, donation designs ▪ Cinema, movie, film designs ▪ Computer, hardware designs ▪ Celebrity, star fan designs ▪ Children, family designs ▪ Christmas, New Year's designs ▪ Green, St. Patrick designs ▪ Dating, matchmaking designs ▪ Design studio, creative designs ▪ Educational, student designs ▪ Electronics designs ▪ Entertainment, fun designs ▪ Fashion, wear designs ▪ Finance, financial designs ▪ Fishing & hunting designs ▪ Flowers, floral shop designs ▪ Food, nutrition designs ▪ Football, soccer designs ▪ Gambling, casino designs ▪ Games, gaming designs ▪ Gifts, gift designs ▪ Halloween, carnival designs ▪ Hotel, resort designs ▪ Industry, industrial designs ▪ Insurance, insurer designs ▪ Interior, furniture designs ▪ International designs ▪ Internet technology designs ▪ Jewelry, jewellery designs ▪ Job & employment designs ▪ Landscaping, garden designs ▪ Law, juridical, legal designs ▪ Love, romantic designs ▪ Marketing designs ▪ Media, radio, TV designs ▪ Medicine, health care designs ▪ Mortgage, loan designs ▪ Music, musical designs ▪ Night club, dancing designs ▪ Photography, photo designs ▪ Personal, individual designs ▪ Politics, political designs ▪ Real estate, realty designs ▪ Religious, church designs ▪ Restaurant, cafe designs ▪ Retirement, pension designs ▪ Science, scientific designs ▪ Sea, ocean, river designs ▪ Security, protection designs ▪ Social, cultural designs ▪ Spirit, meditational designs ▪ Software designs ▪ Sports, sporting designs ▪ Telecommunication designs ▪ Travel, vacation designs ▪ Transport, logistic designs ▪ Web hosting designs ▪ Wedding, marriage designs ▪ White, light designs ▪ Magento store designs ▪ OpenCart store designs ▪ PrestaShop store designs ▪ CRE Loaded store designs ▪ Jigoshop store designs ▪ VirtueMart store designs ▪ osCommerce store designs ▪ Zen Cart store designs ▪ Flash CMS designs ▪ Joomla CMS designs ▪ Mambo CMS designs ▪ Drupal CMS designs ▪ WordPress blog designs ▪ Forum designs ▪ phpBB forum designs ▪ PHP-Nuke portal designs ANIMATED WEBSITE DESIGNS ▪ Flash CMS designs ▪ Silverlight animated designs ▪ Silverlight intro designs ▪ Flash animated designs ▪ Flash intro designs ▪ XML Flash designs ▪ Flash 8 animated designs ▪ Dynamic Flash designs ▪ Flash animated photo albums ▪ Dynamic Swish designs ▪ Swish animated designs ▪ jQuery animated designs ▪ WebMatrix Razor designs ▪ HTML 5 designs ▪ Web 2.0 designs ▪ 3-color variation designs ▪ 3D, three-dimensional designs ▪ Artwork, illustrated designs ▪ Clean, simple designs ▪ CSS based website designs ▪ Full design packages ▪ Full ready websites ▪ Portal designs ▪ Stretched, full screen designs ▪ Universal, neutral designs CORPORATE ID DESIGNS ▪ Corporate identity sets ▪ Logo layouts, logo designs ▪ Logotype sets, logo packs ▪ PowerPoint, PTT designs ▪ Facebook themes VIDEO, SOUND & MUSIC ▪ Video e-cards ▪ After Effects video intros ▪ Special video effects ▪ Music tracks, music loops ▪ Stock music bank GRAPHICS & CLIPART ▪ Pro clipart & illustrations, $19/year ▪ 5,000+ icons by subscription ▪ Icons, pictograms |Custom Logo Design $149 ▪ Web Programming ▪ ID Card Printing ▪ Best Web Hosting ▪ eCommerce Software ▪ Add Your Link| |© 1996-2013 MAGIA Internet Studio ▪ About ▪ Portfolio ▪ Photo on Demand ▪ Hosting ▪ Advertise ▪ Sitemap ▪ Privacy ▪ Maria Online|

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Mathematics Common Misconceptions A selection of articles related to mathematics common misconceptions. Original articles from our library related to the Mathematics Common Misconceptions. See Table of Contents for further available material (downloadable resources) on Mathematics Common Misconceptions. - The Religious Experience: A Wiccan Viewpoint - What is religion? Religion is a set of beliefs which allow us to understand and categorize our world and our place in it. A set of beliefs which define our culture, our expectations, our views of people and behaviors we expect. I have found several different... Religion & Philosophy >> Religions - All One People - Standing in their Circle, a group of people reverently turn to face and address the four directions. They call to their Great Mother and Great Father, giving thanks for their many gifts. The Circle is blessed with sweet smoke from sacred herbs and becomes a... Religions >> Paganism & Wicca - Archetypal Astrology - Jungian Psychology | Archetypal Astrology | The Myths The Horoscope What is below is like what is above. And what is above is like what is below, so that the miracle of the One may be accomplished. -Tabula Smaragdina This is not an explanation of all the... Mystic Sciences >> Astrology - Pagan Mythology - Is the traditional story presented as an historical event that serves to illustrate part of the world view of a people or explain a practice, belief, or natural phenomenon. The mythological beliefs a culture shares gives shape to its actions and choices.... Paganism & Wicca >> Holidays - Story of the Celts: The Ancient Celts - The Ancient Celts [ 8 ] What is surprising to most modern readers is just how widespread across Europe the Celts once were. The Celts have been called the "Fathers of Europe," that is north of the Greco-Roman Mediterranean. Long before the Germanic... History & Anthropology >> Celtic & Irish Mathematics Common Misconceptions is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Mathematics Common Misconceptions books and related discussion. Suggested Pdf Resources - Common Misconceptions About Mathematics - Math 1030-006. Spring 2010. Common Misconceptions About Mathematics. - DIMS Exemplar Set of Items 4 -Grade Mathematics - 1. DIMS Exemplar Set of Items. 4 th. - Download a flyer about Math Misconceptions and this - Heinemann - Math Misconceptions identifies the most common errors relative to the five. - Misconceptions Reconceived 1 Misconceptions Reconceived: A - use the most common term, “misconception,” to designate a student conception that produces a systematic pattern of errors.3. - Middle Grades Mathematics 5–9 Section 25 - Identify common misconceptions in mathematics (e.g., area and perimeter). Suggested Web Resources - A Note on 'Common Misunderstandings' - Assessment - Jul 21, 2006 Common Misunderstandings in Mathematics. - C I M T - Misconceptions - There are many misconceptions in people's understanding of mathematics which ultimately give rise to errors. - Myths in Math - Math Anxiety, Common math myths and misconceptions. Learning math and improving math skills. - Mathematics - Wikipedia, the free encyclopedia - Misunderstanding the rigor is a cause for some of the common misconceptions of mathematics. Great care has been taken to prepare the information on this page. Elements of the content come from factual and lexical knowledge databases, realmagick.com library and third-party sources. We appreciate your suggestions and comments on further improvements of the site.

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©InfoThese three lessons are the perfect way to teach life-saving first aid skills to children aged 5 to 11. The lessons are based on the themes: staying safe, saving lives and emergency action. Both great fun and highly interactive, these lessons are also directly relevant to the PSHE, Citizenship, English, Science and Art & Design among others – with curriculum links included for all UK countries. Everything you’ll need can be found on our online resource which is free to use. Lesson one – Stay safe – objectives The ‘Stay safe’ lesson will enable pupils to: - identify dangers by looking and listening - decide if an area is safe - make an area safe - be able to help someone without risk to themselves. Lesson two – Help save lives – objectives ‘Help save lives’ lesson will enable pupils to: - keep themselves safe - give first aid in different situations - know when they need to get help - know what to do in an emergency. Lesson three – Emergency action – objectives The ‘Emergency action’ lesson will enable pupils to: - know that getting help in an emergency is an important part of first aid - learn when to get adult help - know how to call 999 - find out what happens when they call 999 and what information they need to give - keep calm and help a person who needs first aid - not worry – the 999 operator will help them. Life. Live it. First aid education for children The full Life. Live it. resource includes the following: - Flexible lesson plans, including teachers’ notes - Interactive and practical activities - ‘Accident’ scenario videos - Worksheets and scenario cards - ‘How to’ videos to demonstrate first aid skills - Interactive quizzes - Detailed curriculum links - Awards and badges No previous knowledge of first aid is necessary – for either teacher or pupil. The teachers’ area of Life. Live it. contains a range of materials to help anyone understand the basics of first aid, so that you can quickly pick up the essentials. Children aged 5–7 will be able to gain an understanding of treating burns and nose bleeds, in addition to keeping safe and getting help. The materials and lessons for age 7–11 are more extensive, covering a range of first aid topics. Visit the teachers' area of Life. Live it. now to start exploring the lesson plans and supporting materials.

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The radian is represented by the symbol "rad" or, more rarely, by the superscript c (for "circular measure"). For example, an angle of 1.2 radians would be written as "1.2 rad" or "1.2c" (the second symbol can be mistaken for a degree: "1.2°"). However, the radian is mathematically considered a "pure number" that needs no unit symbol, and in mathematical writing the symbol "rad" is almost always omitted. In the absence of any symbol radians are assumed, and when degrees are meant the symbol ° is used. More generally, the magnitude in radians of any angle subtended by two radii is equal to the ratio of the length of the enclosed arc to the radius of the circle; that is, θ = s /r, where θ is the subtended angle in radians, s is arc length, and r is radius. Conversely, the length of the enclosed arc is equal to the radius multiplied by the magnitude of the angle in radians; that is, s = rθ. It follows that the magnitude in radians of one complete revolution (360 degrees) is the length of the entire circumference divided by the radius, or 2πr /r, or 2π. Thus 2π radians is equal to 360 degrees, meaning that one radian is equal to 180/π degrees. The concept of radian measure, as opposed to the degree of an angle, should probably be credited to Roger Cotes in 1714. He had the radian in everything but name, and he recognized its naturalness as a unit of angular measure. The term radian first appeared in print on June 5, 1873, in examination questions set by James Thomson (brother of Lord Kelvin) at Queen's College, Belfast. He used the term as early as 1871, while in 1869, Thomas Muir, then of the University of St Andrews, vacillated between rad, radial and radian. In 1874, Muir adopted radian after a consultation with James Thomson. Conversely, to convert from degrees to radians, multiply by π/180. For example, You can also convert radians to revolutions by dividing number of radians by 2π. 2π radians are equal to one complete revolution, which is 400g. So, to convert from radians to grads multiply by 200/π, and to convert from grads to radians multiply by π/200. For example, The table shows the conversion of some common angles. In calculus and most other branches of mathematics beyond practical geometry, angles are universally measured in radians. This is because radians have a mathematical "naturalness" that leads to a more elegant formulation of a number of important results. Most notably, results in analysis involving trigonometric functions are simple and elegant when the functions' arguments are expressed in radians. For example, the use of radians leads to the simple limit formula which is the basis of many other identities in mathematics, including Because of these and other properties, the trigonometric functions appear in solutions to mathematical problems that are not obviously related to the functions' geometrical meanings (for example, the solutions to the differential equation , the evaluation of the integral , and so on). In all such cases it is found that the arguments to the functions are most naturally written in the form that corresponds, in geometrical contexts, to the radian measurement of angles. The trigonometric functions also have simple and elegant series expansions when radians are used; for example, the following Taylor series for sin x : If x were expressed in degrees then the series would contain messy factors involving powers of π/180: if x is the number of degrees, the number of radians is y = πx /180, so Mathematically important relationships between the sine and cosine functions and the exponential function (see, for example, Euler's formula) are, again, elegant when the functions' arguments are in radians and messy otherwise. Although the radian is a unit of measure, it is a dimensionless quantity. This can be seen from the definition given earlier: the angle subtended at the centre of a circle, measured in radians, is the ratio of the length of the enclosed arc to the length of the circle's radius. Since the units of measurement cancel, this ratio is dimensionless. Another way to see the dimensionlessness of the radian is in the series representations of the trigonometric functions, such as the Taylor series for sin x mentioned earlier: If x had units, then the sum would be meaningless: the linear term x cannot be added to (or have subtracted) the cubic term or the quintic term , etc. Therefore, x must be dimensionless. Similarly, angular acceleration is often measured in radians per second per second (rad/s2). The reasons are the same as in mathematics. Metric prefixes have limited use with radians, and none in mathematics. The milliradian (0.001 rad, or 1 mrad) is used in gunnery and targeting, because it corresponds to an error of 1 m at a range of 1000 m (at such small angles, the curvature is negligible). The divergence of laser beams is also usually measured in milliradians. Smaller units like microradians (μrads) and nanoradians (nrads) are used in astronomy, and can also be used to measure the beam quality of lasers with ultra-low divergence. Similarly, the prefixes smaller than milli- are potentially useful in measuring extremely small angles. However, the larger prefixes have no apparent utility, mainly because to exceed 2π radians is to begin the same circle (or revolutionary cycle) again.

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Create and label maps showing Manatee habitats Map 1: On a world map create a key and show the range of the four varieties of Manatees. Map 2: On map of the southeastern United States use two different colors to show the winter and summer ranges of the Florida Manatee. Map 3: On a map of the Sarasota Bay area label each of the following - Sarasota Bay, Tampa Bay, Crystal River, Longboat Key, Siesta Key, and the Gulf of Mexico. Define the following terms: bay, harbor, creek, basin, bayou, estuary, barrier island, key. Map 4: On a map of Florida label and color the 13 counties which have Manatee Protection plans in place. |After reading about the physical characteristics of the Florida Manatee draw a Manatee, label the predominant features and paint or color the Manatee accurately. Complete a data sheet on the habitat, food preferences and lifestyle of the Florida Manatee.| Endangered, threatened or not... |Use print and electronic resources to become familiar with the provisions of the federal Endangered Species Act and Florida Marine Sanctuaries Act. Summarize the main points of these acts. Read the article by Thomas Fraser, Manatees in Florida. Explain why Fraser believes that the Florida Manatee should no longer be classified as an endangered or threatened species.| Data, Data, Everywhere |Prior to the Earthwatch Expedition students will create an electronic database. During the expedition they will enter data for each of the Manatees sited by the expedition. At the conclusion of the field study, students will analyze the database and write a essay summarizing the findings.| Populations : Past and Present! |From the resources provided locate data for Florida Manatee populations for the last 15 years. Either manually or electronically create a line or bar graph using this data. What conclusions can be drawn from this graph? After a review of the resources list and explain at least three factors which make an accurate count of Manatees difficult to achieve.| |After becoming familiar with the human and environmental threats to the Florida Manatee design a bumper sticker slogan which conveys an appropriate conservation message. Remember to make your bumper sticker visually attractive and colorful.| Here and There: Harbor Seals and Manatees |Students will conduct research about the harbor seal, a marine mammal common in the waters of Narragansett Bay, and the Florida manatee, a marine mammal common in the waters of Sarasota Bay. They will then compare and contrast the two marine mammals in a number of areas including - habitat, feeding habits, life cycle, environmental threats, etc. The results of their findings will be presented either in a HyperStudio or PowerPoint presentation.| |This activity is especially for Mrs. Burdon. Click here to find a selection of flowers and flowering shrubs found in the Sarasota area. Use resources available to identify these plants. As an extension activity you could locate the areas where each grows successfully and create a map display of this information.|

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Friday, July 11, 2008 Quaid-e-Azam M.A. Jinnah's Vision for Pakistan With the passage of 60 years since Pakistan's independence, a lot of myths have grown around Pakistan's founding father and his vision and intentions for Pakistan. This blog post is an attempt to explain who the Quaid-e-Azam was and what he wanted Pakistan to become as a nation. Quaid-e-Azam Mohammad Ali Jinnah (1876-1948), the father of Pakistani nation, was a brilliant Muslim lawyer and political leader who lived a life that could be described as essentially westernized and secular. He was born in an Ismaili Shia Muslim family, raised in Karachi, receiving his early schooling at Karachi's Sindh Madressah and then received his law education in the U.K. He returned to the Sub-continent in 1896, married a Parsi woman Ruttie Petit, and practiced law in Bombay while waging a struggle for the independence of India from the British. He dressed mostly in the latest English-style suits of his time and spoke mostly in English with occasional Gujarati and Urdu. He did not have religious education and most ulema of his time agreed that his life did not conform to what most ulema considered "Islamic principles". In fact, the ulema on both sides of the partition debate, including Maulana Hussain Ahmad Madani and Maulana Shabbir Ahmed Usmani, questioned Jinnah's credentials as a "good, practicing Muslim". He fought for India's freedom, first as the President of Indian National Congress, and then as the head of the Muslim League. Having worked hard but unsuccessfully for Hindu-Muslim cooperation and unity, the Quaid--i-Azam was disillusioned with the Indian National Congress. He decided to join the Muslim League in 1935. After joining the Muslim League, his goal was to create a separate, independent homeland for Muslims of the Indian Sub-continent, where they could flourish freely without interference from or competition with the politically, educationally and economically dominant Hindu majority in South Asia. But he clearly opposed a "theocratic state" ruled by the religious elite (something like Iran's Guardian Council) with the ultimate veto power over the will of the people and the democratic processes and institutions. In fact, he believed in the separation of church and state, just as much as he favored the superiority of political leadership over the military officer corps in running the nation's affairs. Here are three excepts from Quaid-e-Azam Mohammad Ali Jinnah's most important speeches laying out his vision for Pakistan: "You are free; you are free to go to your temples, you are free to go to your mosques or to any other place of worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State." Quaid-e-Azam M.A. Jinnah in address to first constituent assembly, Aug 11, 1947 "In any case Pakistan is not going to be a theocratic state to be ruled by priests with a divine mission. We have many non-Muslims-Hindus, Christians and Parsis -- but they are all Pakistanis. They will enjoy the same rights and privileges as any other citizens and will play their rightful part in the affairs of Pakistan." Quaid-i-Azam, Feb. 1948 “Never forget that you are the servants of the state. You do not make policy. It is we, the people’s representatives, who decide how the country is to be run. Your job is to only obey the decisions of your civilian masters.” Quaid-i-Azam's Address to Military Staff College, June 14, 1948. In the current circumstances when Pakistan is threatened from the forces of darkness and dictatorships disguised as saviors of the nation, it is important that we understand clearly what the founding father intended for Pakistan. With the above speech quotes from the Quaid-i-Azam, I will let the reader be the judge of his intentions. As you read and ponder, let me leave you with a relevant quote from popular columnist Ardeshir Cowasjee: "Fortunately for him, Jinnah did not live long enough to see his dream betrayed by men unworthy even to utter his name. He died before total disillusionment could set in (though he had his suspicions that it was on its way) and broke his heart. From what we know of him, he was that rare being, an incorruptible man in all the many varied meanings of the word corruption, purchasable by no other, swayed by no other, perverted by no other; a man of honor, integrity and high ideals. That the majority of his countrymen have been found wanting in these qualities is this country's tragedy." In conclusion, I take the liberty of paraphrasing Iqbal's admonition to his fellow Indians in his time, as follows: Na samjho gay to mit jao gay ay Pakistan walo Thumhari dastan tak bhi no hogi dastanon main Which loosely translates as: Listen up, pay attention, and mend your ways, o Pakistanis Or else thou shall perish and be consigned to the dustbin of history

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See what questions a doctor would ask. Chromosome 22q deletion syndrome: A rare chromosomal disorder where the long arm of chromosome 22 is deleted resulting in various abnormalities. More detailed information about the symptoms, causes, and treatments of Chromosome 22q deletion syndrome is available below. Read more about causes of Chromosome 22q deletion syndrome. Research the causes of these diseases that are similar to, or related to, Chromosome 22q deletion syndrome: Read about other experiences, ask a question about Chromosome 22q deletion syndrome, or answer someone else's question, on our message boards: Deletion of the long arm of chromosome 22 with variable dysmorphic features consisting of a round face, almond-shaped palpebral fissures, bulbous nose, malformed ears, hypotonia, short stature, mental retardation, and other anomalies. Deletion of the proximal long arm of chromosome 22 (22q11) has been associated with familial DiGeorge and velocardiofacial syndromes and terminal deletion was found in Goldenhar syndrome. Abnormalities of chromosome 22 are also suspected of being involved in the etiology of neoplastic diseases. - (Source - Diseases Database) Search Specialists by State and City

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See what questions a doctor would ask. Violent behavior: Violent behavior is any action that is physically brutal or forceful or inflicts pain or injury. See detailed information below for a list of 28 causes of Violent behavior, Symptom Checker, including diseases and drug side effect causes. The following medical conditions are some of the possible causes of Violent behavior. There are likely to be other possible causes, so ask your doctor about your symptoms. Home medical tests possibly related to Violent behavior: Listed below are some combinations of symptoms associated with Violent behavior, as listed in our database. Visit the Symptom Checker, to add and remove symptoms and research your condition. Review further information on Violent behavior Treatments. Some of the comorbid or associated medical symptoms for Violent behavior may include these symptoms: Research the causes of these more general types of symptom: Research the causes of related medical symptoms such as: Read more about causes and Violent behavior deaths. Undiagnosed stroke leads to misdiagnosed aphasia: BBC News UK reported on a man who had been institutionalized and treated for mental illness because he suffered from...read more » ADHD under-diagnosed in adults: Although the over-diagnoses of ADHD in children is a well-known controversy, the reverse side related to adults. Some adults can remain undiagnosed, and indeed the condition has usually been...read more » Eating disorders under-diagnosed in men: The typical patient with an eating disorder is female. The result is that men with eating disorders often fail to be diagnosed or have a...read more » Depression undiagnosed in teenagers: Serious bouts of depression can be undiagnosed in teenagers. The "normal" moodiness of teenagers can cause severe medical depression to be overlooked. See misdiagnosis of depression...read more » Undiagnosed anxiety disorders related to depression: Patients with depression (see symptoms of depression) may also have undiagnosed anxiety disorders (see symptoms of anxiety disorders)....read more » Other ways to find a doctor, or use doctor, physician and specialist online research services: Research extensive quality ratings and patient safety measures for hospitals, clinics and medical facilities in health specialties related to Violent behavior: Rare types of medical conditions and diseases in related medical categories: Conditions that are commonly undiagnosed in related areas may include: The list below shows some of the causes of Violent behavior mentioned in various sources: This information refers to the general prevalence and incidence of these diseases, not to how likely they are to be the actual cause of Violent behavior. Of the 28 causes of Violent behavior that we have listed, we have the following prevalence/incidence information: The following list of conditions have 'Violent behavior' or similar listed as a symptom in our database. This computer-generated list may be inaccurate or incomplete. Always seek prompt professional medical advice about the cause of any symptom. Select from the following alphabetical view of conditions which include a symptom of Violent behavior or choose View All. Ask or answer a question about symptoms or diseases at one of our free interactive user forums. Medical story forums: If you have a medical story then we want to hear it. Medical Conditions associated with Violent behavior: Aggression (192 causes), Irritability (783 causes), Behavioral symptoms (4608 causes), Emotional symptoms (2080 causes), Psychiatric symptom (971 causes), Personality symptoms (4029 causes), Society problems (1785 causes) Doctor-patient articles related to symptoms and diagnosis: These general medical articles may be of interest: Our news pages contain the following medical news summaries about Violent behavior and many other medical conditions: Search Specialists by State and City

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In this section we will compare Java and C Programming languages. Both these languages are used to develop applications to solve business problem. Java is object oriented, platform independent programming language. It can run on almost all the Operating Systems including windows, linux, solaris etc. It is not necessary to compile the program for each platform. The C is procedural programming language and it is not platform independent. It is required to compile the program for targeted platform. Here are brief comparison of two languages: If you are facing any programming issue, such as compilation errors or not able to find the code you are looking for. Ask your questions, our development team will try to give answers to your questions.

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Manoel da Silveira Cardozo wrote in his book The Portuguese in America, 590 B.C.-1974: A Chronology and Fact Book that the history of the Portuguese presence in the United States may be roughly divided into two distinct periods: before and after the Civil War. According to Cardozo, the Portuguese migrants' "earlier achievements were different from the later ones, and the dimensions are quite unique, but the divisions of time are part of the larger whole, and the happenings in each must be seen in the same way" (vi). He maintained that the Portuguese "have proportionately furnished more immigrants to the Western [hemisphere] than any other nation of Europe" (vi). The two great Portuguese communities in the United States, one in New England and the other in California, both of which have grown substantially within the last one hundred years, are separated by distance, climate, and even occupation. Although many of the Portuguese in Hawaii left the islands, mostly for California, their presence too should not be Otherhistorians divide the Portuguese presence in what are now the United States into three periods. Leo Pap, in his The Portuguese Americans, divides this history into the period before 1870 and those of 1870 through 1921 and 1958 to the present. He considers the years between 1921 and 1958 to be a time of dormancy. Most experts currently use divisions similar to Pap's. Thefollowing chronology is based largely on Cardozo's and Pap's books, as well as The Portuguese in California by August Mark Vaz, although a number of other works have been consulted, including those by Carlos Almeida, Joaquim Francisco Freitas, Lionel Holmes and Joseph D'Alessandro, and Belmira E. Tavares. Click on an author's name to see the corresponding citation.

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by web application developers to provide a user experience similar to that of a local application. Unfortunately, AJAX also provides a number of serious security issues that should be considered and, at least partly because the technique is relatively new, many of the tutorials and other documentation completely disregard the security implications. Developing secure code rarely gets the attention it deserves and new technologies are typically slow to develop 'best practices' and to disseminate that information throughout their community. This can only lead to exploits in the future. Traditional web applications are synchronous in nature, a user clicks a button or link which sends a request to the server; the server replies with a page of HTML and the browser displays the new page. AJAX applications do some amount of work in the background, making requests of the server, sometimes without explicit user input. These applications do not refresh the entire page as they receive replies from the server; they only modify parts of the page or their internal state which gives users a much smoother, less page One of the best known examples of an AJAX application is Google Maps. While the user is viewing a particular section of the map, the client requests other sections of the map that are not yet visible and this allows the user to seamlessly scroll the map to view off-screen sections. Auto-completion for text fields, automatically updating form elements and form submission without a page refresh are other common uses for AJAX in these 'Web 2.0' applications. In order to handle the asynchronous server requests, AJAX programs use the where the X in AJAX comes from as XML is not necessarily used in the XHR request or response. A client sends a request to a specific URL on the same server as the original page and can receive any kind of reply from the server. These replies are often snippets of HTML, but can also Various queries and requests that were once handled internally on the server are now exposed as a de facto API for AJAX applications. This drastically increases the attack surface of these programs because there are so many additional ways to potentially inject malicious content. Filtering user input correctly is, as always, the single most important safeguard for a web application; this is an area that traditional web applications have regularly failed to handle correctly. It is difficult to see how adding additional ways to get user input into the application is going to help this problem. SQL injection and Cross-site scripting (XSS) are two attacks that can be made against an application that does not filter user input correctly. AJAX techniques allow for additional ways to exploit these vectors in the background, undetectable by the user. The Myspace samy (more technical description is an example of the kinds of things that can be done. At the recent Black Hat Briefings, there was a session describing a port sniffer written in a firewall and report them to a malicious site. The requirement that XHR objects refer only to URLs on the same server is an excellent security choice. Unfortunately, it is probably the single biggest complaint that web designers have about AJAX. Because they often want to display information from various sources on the same page, the restriction is considered to be 'too strict' and to get around it, AJAX bridges came about. An AJAX bridge proxies requests to other servers, returning the remote server's response. This allows XHR objects to refer to URLs on the server that returned the page, but still retrieve content from other servers elsewhere in the web. Unfortunately, this can lead to various abuses. Depending on how it is written, the bridge can provide a means to attack the third party site via SQL injection or XSS and allow the malicious user to hide behind a level of indirection. Various monitoring tools could detect the attack and shut down access for the aggregating site, effectively causing a denial of service attack. By proxying requests, a site is implicitly trusting its users not to abuse the APIs of third Many of these attacks are not new, nor do they require AJAX to function, but by incorporating AJAX techniques into web applications, they are made easier. or all sites, but with the prevalence of Web 2.0 applications, this just is not possible for most web users. Web application developers need to be vigilant in rooting out the bugs that allow these attacks to succeed. to post comments)

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New study shows vitamin C prevents bone loss in animal models Researchers at Mount Sinai School of Medicine have shown for the first time in an animal model that vitamin C actively protects against osteoporosis, a disease affecting large numbers of elderly women and men in which bones become brittle and can fracture. The findings are published in the October 8 online edition of PLoS ONE. "This study has profound public health implications, and is well worth exploring for its therapeutic potential in people," said lead researcher Mone Zaidi, MD, Professor of Medicine (Endocrinology, Diabetes and Bone Disease, and of Structural and Chemical Biology, and Director of the Mount Sinai Bone Program. "The medical world has known for some time that low amounts of vitamin C can cause scurvy and brittle bones, and that higher vitamin C intake is associated with higher bone mass in humans, "said Dr. Zaidi. "What this study shows is that large doses of vitamin C, when ingested orally by mice, actively stimulate bone formation to protect the skeleton. It does this by inducing osteoblasts, or premature bone cells, to differentiate into mature, mineralizing specialty cells." The researchers worked with groups of mice whose ovaries had been removed, a procedure known to reduce bone density, and compared them with control mice that had "sham" operations, which left their ovaries intact. The mice with ovariectomies were divided into two groups, one of which was given large doses of vitamin C over eight weeks. The scientists measured the bone mineral density in the lumbar spine, femur, and tibia bones. The mice who received an ovariectomy – and no vitamin C—had a much lower bone mineral density (BMD) versus controls, whereas mice who received a ovariectomy and large doses of vitamin C, had roughly the same BMD as the controls, suggesting vitamin C prevented BMD loss in this group. "Further research may discover that dietary supplements may help prevent osteoporosis in humans," said Dr. Zaidi. "If so, the findings could be ultimately useful to developing nations where osteoporosis is prevalent and standard medications are sparse and expensive." Journal reference: PLoS ONE Provided by The Mount Sinai Hospital - Mouse study suggests vitamin E may weaken bones Mar 04, 2012 | not rated yet | 0 - Dual action polyclonal antibody may offer more effective, safer protection against osteoporosis Aug 20, 2012 | not rated yet | 0 - Vitamin D supplements do not increase bone density in healthy children Oct 06, 2010 | not rated yet | 0 - Vitamin D: A double-edged sword in the fight against osteoporosis? Apr 23, 2012 | not rated yet | 0 - Vitamin K does not stem BMD decline in postmenopausal women with osteopenia Oct 14, 2008 | not rated yet | 0 - Motion perception revisited: High Phi effect challenges established motion perception assumptions Apr 23, 2013 | 3 / 5 (2) | 2 - Anything you can do I can do better: Neuromolecular foundations of the superiority illusion (Update) Apr 02, 2013 | 4.5 / 5 (11) | 5 - The visual system as economist: Neural resource allocation in visual adaptation Mar 30, 2013 | 5 / 5 (2) | 9 - Separate lives: Neuronal and organismal lifespans decoupled Mar 27, 2013 | 4.9 / 5 (8) | 0 - Sizing things up: The evolutionary neurobiology of scale invariance Feb 28, 2013 | 4.8 / 5 (10) | 14 Classical and Quantum Mechanics via Lie algebras Apr 15, 2011 I'd like to open a discussion thread for version 2 of the draft of my book ''Classical and Quantum Mechanics via Lie algebras'', available online at http://lanl.arxiv.org/abs/0810.1019 , and for the... - More from Physics Forums - Independent Research More news stories Research shows that the earlier the age at which youth take their first alcoholic drink, the greater the risk of developing alcohol problems. Thus, age at first drink (AFD) is generally considered a powerful predictor of ... Health 11 hours ago | not rated yet | 0 One quarter of British lawmakers believe there is an "unhealthy" drinking culture in the Houses of Parliament, according to a survey published on Friday. Health 17 hours ago | not rated yet | 0 Researchers at the University of Cincinnati (UC) have found that the race and sex of study personnel can influence a patient's decision on whether or not to participate in clinical research. Health 17 hours ago | not rated yet | 0 The processes to allow people to self-manage their own illness are not being used appropriately by health professionals to the benefit of their patients, new research suggests. Health 18 hours ago | not rated yet | 0 Control of heart disease risk factors varies widely among outpatient practices, according to a study presented at the American Heart Association's Quality of Care and Outcomes Research Scientific Sessions 2013. Health 19 hours ago | not rated yet | 0 Big names in medicine are set to give an upbeat assessment of the war on AIDS on Tuesday, 30 years after French researchers identified the virus that causes the disease. 2 hours ago | not rated yet | 0 For combat veterans suffering from post-traumatic stress disorder, 'fear circuitry' in the brain never rests Chronic trauma can inflict lasting damage to brain regions associated with fear and anxiety. Previous imaging studies of people with post-traumatic stress disorder, or PTSD, have shown that these brain regions can over-or ... 3 hours ago | not rated yet | 0 | The neural machinery underlying our olfactory sense continues to be an enigma for neuroscience. A recent review in Neuron seeks to expand traditional ideas about how neurons in the olfactory bulb might encode information about ... 14 hours ago | not rated yet | 0 | (Medical Xpress)—What if the quality of your work depends more on your focus on the piano keys or canvas or laptop than your musical or painting or computing skills? If target users can be convinced, they ... 15 hours ago | 3.7 / 5 (3) | 0 | In 2008 researchers from the University of Southern Denmark showed that the drug thioridazine, which has previously been used to treat schizophrenia, is also a powerful weapon against antibiotic-resistant bacteria such as ... 12 hours ago | 3.7 / 5 (3) | 0 | (Medical Xpress)—Working with lab mice models of multiple sclerosis (MS), UC Davis scientists have detected a novel molecular target for the design of drugs that could be safer and more effective than current FDA-approved ... 12 hours ago | 5 / 5 (2) | 0 |

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2. Sentence connector frequencies in academic writing Authors: Kelly Lockman and John Swales Date: July 2010 Download this paper as a PDF file now: Sentence connectors (PDF) Sentence connectors are one of three classes of linking words or phrases. One class is called subordinators, such as although or because. Another is called conjunctions, such as and, or and but. The third class consists of sentence connectors such as therefore and finally. Sentence connectors are usually followed by a comma, and they often occur initially in a sentence or clause, but not always. If a connector occurs at or near the beginning of a second clause, it is usually preceded by a semi-colon. These connectors fall into a number of functional categories. Here are the common categories, with two examples of each: Now here are two questions for you. 1. Within each category, which example do you think will be the more commonly used sentence connector in the MICUSP data? 2. Looking at the list as a whole, which sentence connector would you choose as the most frequently occurring? And the second most frequent? Here are the results from MICUSP; the numbers refer to frequencies per 10,000 words: Were your guesses right (or mostly right)? As the majority of the papers in the MICUSP database are expository, it is no surprise that the most common sentence connectors are logical rather than temporal. In the compilation of student papers in MICUSP, you can see that however is far and away the most frequently used sentence connector. Why might this be so? There are three possible reasons: one functional, one stylistic and one positional. In functional terms, however is often used to introduce a problem, and this typically follows a piece of text which describes some situation, and the switch from situation to problem is signaled by adversative sentence connectors like however (or more rarely nevertheless or that said): The University of Michigan continues to be a well-known and important research university; however, its future is somewhat uncertain because of the budget crisis in the state. It is also used to indicate a gap in knowledge In America today, females comprise about 60% of the undergraduate population; however, the long-term effects of this development are unknown. Since problematizing and indicating gaps are common features of academic writing, the use of however is also common. In stylistic terms, to make a contrast you could use words such as all the same or besides, but these may seem slightly informal. You could use nonetheless and nevertheless, but these could strike the reader as being overly formal, or pretentious. So however provides an ideal middle ground of being appropriately formal without appearing overly so. The fact that however is moveable within a sentence may also be a contributing factor to its high frequency. Here are some MICUSP examples of positional variation. However, species removal is not as simple as it seems; we must be aware that the removal of an invasive causes ecosystem disturbance, just like its introduction, and hasty action can cause irreparable damage to our global asset of biodiversity. (BIO.G0.15.1) The optimal contact in that setting is for the investor to choose a cutoff return level below which to audit the firm. The model considers only deterministic audits, however. (ECO.G2.02.1) Other workers that place more priority on present profit, however, may tend to squeeze customers for more repairs or sales than is prudent. (IOE.G2.01.3) The Lawrence decision was decided correctly; however, the narrow ruling in the case, along with equivocal wording, did not advance gay rights as much as people had hoped. (POL.G0.05.1) However most frequently occurs at the beginning of a sentence, and this opposes the old Strunk and White (1979) grammar rule that makes this prohibition: “However. In the meaning nevertheless, not to come first in its sentence or clause.” Are the students in MICUSP similar to academic writers? The following table compares the frequency of the sentence connectors we looked at above compared with the frequency that they occur in the Hyland Corpus of 80 published research articles from eight fields. As this chart shows, the frequencies are very similar between the students’ papers and the published articles. In fact, the similarities are quite remarkable. If there are differences between student and published writing, it is clearly not in sentence-connector frequency. Further, a study of sentence connectors in student and professional writing in literature studies by Shaw (2009) shows a similar pattern, with a fairly close similarity between student and professorial usage, with however also being the most common sentence connector in his corpora. A final question about frequencies we might ask is the following: What about connectors in academic speech? The following table displays the frequency of sentence connectors as they appear in MICASE, a corpus compiled of 1.8 million words, from a variety of academic speech events. Once again, the frequencies are shown per 10,000 words. As you can see, however is no longer the most commonly used sentence connector. In fact, all the connectors from the previous tables occur much less or less frequently in academic speech than they do in writing, except for in other words. If these are not the words used to connect utterances in academic speech, which words are used instead? Searching the MICASE database, the following would seem occur frequently (listed by frequency per 10,000 words) So we see that academic speech prefers simple short words instead to link things together. Shaw P, (2009). Linking Adverbials in Student and Professional Writing in Literary Studies: What Makes Writing Mature. In Charles, M. et al. Academic Writing: At the Interface of Corpus and Discourse. (pp. 215-235). London: Continuum. Strunk, W, and E. B. White, (1979). The Elements of Style (3rd edition). New York, NY: Macmillan. Simpson, R. C., S. L. Briggs, J. Ovens, and J. M. Swales, (2002) The Michigan Corpus of Academic Spoken English. Ann Arbor, MI: The Regents of the University of Michigan. What are scare-quotes? What kinds of scare-quotes are there? Does their frequency vary across disciplines and levels? Which sentence connectors are most frequent in MICUSP?

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Using the CodeDOM The CodeDOM provides types that represent many common types of source code elements. You can design a program that builds a source code model using CodeDOM elements to assemble an object graph. This object graph can be rendered as source code using a CodeDOM code generator for a supported programming language. The CodeDOM can also be used to compile source code into a binary assembly. Some common uses for the CodeDOM include: Templated code generation: generating code for ASP.NET, XML Web services client proxies, code wizards, designers, or other code-emitting mechanisms. Dynamic compilation: supporting code compilation in single or multiple languages. Building a CodeDOM Graph Thenamespace provides classes for representing the logical structure of source code, independent of language syntax. The Structure of a CodeDOM Graph The structure of a CodeDOM graph is like a tree of containers. The top-most, or root, container of each compilable CodeDOM graph is a CodeCompileUnit. Every element of your source code model must be linked into the graph through a property of a CodeObject in the graph. Building a Source Code Model for a Sample Hello World Program The following walkthrough provides an example of how to build a CodeDOM object graph that represents the code for a simple Hello World application. For the complete source code for this code example, see the System.CodeDom.Compiler.CodeDomProvider topic. Creating a compile unit The CodeDOM defines an object called a CodeCompileUnit, which can reference a CodeDOM object graph that models the source code to compile. A CodeCompileUnit has properties for storing references to attributes, namespaces, and assemblies. The CodeDom providers that derive from theclass contain methods that process the object graph referenced by a CodeCompileUnit. To create an object graph for a simple application, you must assemble the source code model and reference it from a CodeCompileUnit. You can create a new compile unit with the syntax demonstrated in this example: A CodeSnippetCompileUnit can contain a section of source code that is already in the target language, but cannot be rendered to another language. Defining a namespace To define a namespace, create a CodeNamespace and assign a name for it using the appropriate constructor or by setting its Name property. Importing a namespace To add a namespace import directive to the namespace, add a CodeNamespaceImport that indicates the namespace to import to the CodeNamespace.Imports collection. The following code adds an import for the System namespace to the Imports collection of a CodeNamespace named samples: Linking code elements into the object graph All code elements that form a CodeDOM graph must be linked to the CodeCompileUnit that is the root element of the tree by a series of references between elements directly referenced from the properties of the root object of the graph. Set an object to a property of a container object to establish a reference from the container object. The following statement adds the samples CodeNamespace to the Namespaces collection property of the root CodeCompileUnit. Defining a type To declare a class, structure, interface, or enumeration using the CodeDOM, create a new CodeTypeDeclaration, and assign it a name. The following example demonstrates this using a constructor overload to set the Name property: To add a type to a namespace, add a CodeTypeDeclaration that represents the type to add to the namespace to the Types collection of a CodeNamespace. The following example demonstrates how to add a class named class1 to a CodeNamespace named samples: Adding class members to a class Defining a code entry point method for an executable If you are building code for an executable program, it is necessary to indicate the entry point of a program by creating a CodeEntryPointMethod to represent the method at which program execution should begin. The following example demonstrates how to define an entry point method that contains a CodeMethodInvokeExpression that calls System.Console.WriteLine to print "Hello World!": CodeEntryPointMethod start = new CodeEntryPointMethod(); CodeMethodInvokeExpression cs1 = new CodeMethodInvokeExpression( new CodeTypeReferenceExpression("System.Console"), "WriteLine", new CodePrimitiveExpression("Hello World!") ); start.Statements.Add(cs1); The following statement adds the entry point method named Start to the Members collection of class1: Now the CodeCompileUnit named CompileUnit contains the CodeDOM graph for a simple Hello World program. For information on generating and compiling code from a CodeDOM graph, see Generating Source Code and Compiling a Program from a CodeDOM Graph. More information on building a CodeDOM graph The CodeDOM supports the many common types of code elements found in programming languages that support the common language runtime. The CodeDOM was not designed to provide elements to represent all possible programming language features. Code that cannot be represented easily with CodeDOM elements can be encapsulated in a CodeSnippetExpression, a CodeSnippetStatement, a CodeSnippetTypeMember, or a CodeSnippetCompileUnit. However, snippets cannot be translated to other languages automatically by the CodeDOM. For documentation for the each of the CodeDOM types, see the reference documentation for the System.CodeDom namespace. For a quick chart to locate the CodeDOM element that represents a specific type of code element, see the.

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2013-05-18T09:41:27Z

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en

Johann Sebastiann Bach was a German composer and multi-instrumentalist who rose to prominence during the Baroque era. He was born in Eisenach in 1685, the son of a local musical director; his uncles were all professional musicians as well. He was orphaned at the age of 10, and moved in with his oldest brother, who was an organist who instructed him before he went to study at the prestigious St. Michael's School in Lüneburg and later became a court musician in the chapel of Duke Johann Ernst in Weimar. Bach was renowned for his depth, technical command and sense of beauty, and left behind an astounding body of work that includes the Brandenburg Concertos, the Goldberg Variations, the Partitas, the Mass in B Minor, the St. Matthew Passion, and dozens more. He died on July 28, 1750 at the age of 65, reportedly from complications from surgery. Bach was widely regarded as an organist during his time, but only later was seen as a great Baroque composer - and as one of the greatest composers of all time.

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Some resources for learning and teaching through experimentation DC circuits provide a wonderful gateway not only to electrical technology and electronics, but also to energy concepts, the structure of matter, electromagnetism and problem-solving. It should be introduced through manipulation of physical objects, observation and reasoning. It can be introduced as early as the curiosity about such matters is aroused, at ages 10-11, when the manipulative and mental capabilities are certainly up to the task. By age 13-14, electronics can be appreciated, and significant skills developed. An understanding of these matters will greatly facilitate learning in advanced subjects in science and engineering. The procrustean, one-size-fits-all nature of American education is ill-suited to bringing electricity to its pupils. They will not all develop a curiosity in electricity, and those that do will not develop it all at the same time. Teachers will present it, if and when it is prescribed, as a collection of facts and recipes coming from authority, with no understanding of the value of the subject in education, and probably no understanding of the subject itself. It will be that or Gee Whiz, and either way will be worthless. I have no idea how to overcome this. I recommend to students to learn on their own--then they will not be wasting their time. In 1950, any hardware store had stuff for electrical experiments. There were #6 dry cells with the screw terminals, electromagnetic bells and buzzers, wire, Fahnestock clips, knife switches, small lamps, and so forth. This has largely disappeared, but in its place we have Radio Shack. Radio Shack is truly excellent in bringing electricity to the people, but it is not quite as good for the beginner. There are electronic lab kits that look all right, but I have not yet investigated them closely. The most important thing to have is some way to connect the wires to make up circuits, and a support for the parts. At one time, a breadboard (a real board, available in hardware stores in the kitchen department) was the support. Fahnestock spring clips could be screwed to the board to make temporary connections. Things could be screwed or glued to the board as necessary. This gave rise to the term "breadboarding" that is still used. Later came phenolic board with a matrix of holes. Terminals could be pressed through the holes, and even spring-loaded terminals are still available. There are a number of techniques for prototyping circuits on such boards, but they get into soldering and wire-wrapping, and the used of integrated circuits, which is out of the range of what we want here. The best method is the "solderless breadboard" with its array of connection points. There are short rows of five holes, and any wires stuck into the holes will be connected with each other. This is an excellent method, but it is restricted to electronic components with wire leads no larger than #20 AWG. However, it should be used as soon as possible. It is used with #22 AWG thermoplastic insulated solid wire, and the only tool necessary is a wire cutter and stripper. For making circuits with resistors, it is absolutely excellent. Use only solid wire in the solderless breadboards, best #22 -- larger may strain the springs, and smaller may not make a good connection. Use different color wire for clarity, but this is not as important with simple DC circuits. Any connection not made with a terminal block, spring clip or solderless breadboard must be soldered. Use a small soldering iron (12 W or so) with a fine conical tip, and rosin-core solder. Connections must not be made only by twisting wire together. This really does not work, and is an extremely bad habit to get into. For power sources, the only economical choices are batteries or plug-in wall supplies. Either will provide up to 12 V DC at 0.5 A, which is enough for most experiments. As for batteries, the most easily available are zinc chloride or alkaline cells, with an open circuit voltage of about 1.6 V when fresh. Alkaline cells cost about twice what zinc chloride cells cost, but the two are interchangeable. An alkaline cell will say "alkaline" on it, while a chloride cell will be called something like "heavy duty." Alkaline cells have a better shelf life, and may have a longer life in service, but probably do not give twice the service of a chloride cell. The commonly available sizes are D, AA and AAA. D cells weigh 138 g, AA cells 18 g, and AAA cells 11 g. The power available is roughly proportional to the weight, so a D cell has about 8 times the capacity of an AA cell, but costs less than twice as much. AAA cells cost even more than AA cells, so they are definitely uneconomic. Chloride D cells can be obtained in bulk for about $0.50. They must be used in a battery holder so that connections can be made to them. The voltage drops very slowly with service, and falls more rapidly as the cell approaches exhaustion. It is best to use only fresh chloride cells with a terminal voltage above 1.500 volts. If the cells are not already dated, it is well to attach a label with the date of purchase. The D cell has an internal resistance of about 3 Ω. The smaller cells have a smaller internal resistance, down to about 1 Ω for the AAA. There is a great variety of batteries available, most more expensive than the common D cell. The #6 dry cell would be excellent for our purpose, but is no longer easily available. 9-volt batteries cannot provide much current, and are best for electronics only, and electronics with a small current drain at that. They are relatively expensive, and generally have a short life when used for experiments. There are lantern batteries of 6 V or more that have good capacities, but they are not cheap. The ordinary 6 V lantern battery that is square and has spring terminals is a reasonable value, but leads will have to be soldered to the inconvenient (for us) springs. Any electronics supplier offers a large selection of small power supplies that plug into a wall receptacle, or have a line cord (called "desk top" supplies), at prices of $5.00 up, and these are excellent value. Regulated supplies are recommended, since they are protected from overcurrent. The voltage of an unregulated supply will vary greatly with load (a nominal 9V supply will give about 12 V with no load). Variable-voltage power supplies are not as useful as they might seem, and are expensive. The most commonly available voltages are 5, 6, 9 and 12 V. Any voltage less than 24 V is quite safe, and will not give a noticeable shock. A supply giving 5 V, +12 V and -12 V is quite convenient for all kinds of experiments. Experimenting with AC suggests the household supply. Unfortunately, this can be very dangerous because of the practice of grounding one side of the circuit, and bringing ground into every piece of equipment. The only good thing is that contact with the hot wire usually just produces an unpleasant buzz that is a learning experience, unless one is standing in water or touching something grounded (like the metal parts of anything that is plugged in!). It is difficult to get a fatal shock from 120 V, unless you really try. I personally do all my AC experimenting with power from an isolating transformer. Then, touching any one thing has no consequences at all. Low-voltage AC (under 24 V) coming from a transformer is quite safe to experiment with. A fused transformer in a plastic box with AC terminals is satisfactory. There are also wall transformers available. Whenever using household current, a GFCI (ground fault circuit interrupter) receptacle is a very good idea, since they will protect against dangerous shocks to ground. Incandescent lamps make a good load, because they give an indication of the current passing through them. On the other hand, their resistance varies greatly from cold to hot (this can be the basis of an experiment). LED's are excellent for the same reason, but they are not even approximately resistances, but constant-voltage-drop elements. Resistors are good resistors, about constant in value, but give no indication of the power dissipated in them except by heat. One could heat water with them, and find the relation between the joule and the calorie. Electrolysis is another good load, and the gases given off can be investigated. The effects of electricity--heating, chemical, magnetic, shock, and so forth are important to observe. Switches can be simulated by moving wires in and out of a solderless breadboard, or touching two wires together. The usual electronic switches are small and it requires some skill to attach leads with solder. The switches themselves have to be mounted somehow. You can also not see what is going on inside. Knife switches are easy to understand, but have to be mounted on something like a breadboard, and the same goes for bell pushbuttons. If these things are used, a breadboard with a solderless breadboard screwed to it is what you want. Some components need protection against abuse, and this can be done by permanently attaching resistors. A 10 Ω resistor in series with a D cell will limit the current to 150 mA, and will make paralleling easy, while protecting the cell against a short circuit. A potentiometer should be protected by a resistor in series with the slider that will limit the current to the normal value for the potentiometer. For a 10 kΩ, 2 W potentiometer, a 1000 Ω resistor is about right. LED's need protection against excessive current, because they cannot limit the current themselves. A 220 Ω resistor is satisfactory for the usual LED. To make quantitative measurements, meters are necessary, and the common DMM (digital multimeter) is the tool of choice. It measures volts, amperes and ohms, and can be used to check the results of calculation. This is not a mere exercise, like so many school "experiments" but part of the actual design process. One designs a circuit on paper, then breadboards it to see if it works as intended. The proper use of a meter is a valuable skill to learn. The engineer usually measures just voltages, and this is always safe. Measuring currents is more troublesome. The multimeter (set as a voltmeter!) can be used from an early age. The DMM is much more rugged than the expensive Weston meters of past days. However, any DMM should be arranged so that the leads must be reconnected to change from voltage to current/ohms. The leads should normally be kept in the voltage position. This is a very important point. The fuse will protect the meter, but changing fuses is a bother. Magnetism can also be studied at the same time as DC circuits. This includes not only electromagnets, but induction as well. Nails do not make good cores; wrought iron or even mild steel is better. Bend circular rod in a U-shape, and use rectangular bar for end pieces. Try for closed magnetic circuits, and experiment with air gaps. Use coils wound from lacquer-coated magnet wire, say #30 AWG, or even wire-wrap wire. Wind the coils on a bobbin made from plastic tube with end pieces, and use many turns (hundreds). Then the cores can be inserted or withdrawn at will. Transformers can be made. They will probably have lots of leakage, but will be actual transformers, and can be studied at low AC voltages. An inexpensive compass can be used to detect a magnetic field. Edmund Scientific has lots of permanent magnets. These suppliers will send you catalogs for mail order, or you can order from the websites. The part numbers shown are suggestions; there are many equally good alternatives. All of these things are also used for electronics. Composed by J. B. Calvert Created 7 February 2001

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en

Biblical name, borne by the greatest of all the kings of Israel, whose history is recounted with great vividness in the first and second books of Samuel and elsewhere. As a boy he killed the giant Philistine Goliath with his slingshot. As king of Judah, and later of all Israel, he expanded the power of the Israelites and established the security of their kingdom. He was also noted as a poet, many of the Psalms being attributed to him. The Hebrew derivation of the name is uncertain; it is said by some to represent a nursery word meaning ‘darling’. It is a very popular Jewish name, but is almost equally common among Gentiles in the English-speaking world. It is particularly common in Wales and Scotland, having been borne by the patron saint of Wales (see Dewi) and by two medieval kings of Scotland. English, German, Danish, and Swedish: nickname or byname for someone of a frosty or gloomy temperament, from Middle English, Middle High German, Danish, Swedish winter (Old English winter, Old High German wintar, Old Norse vetr). The Swedish name can be ornamental.

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en

Published on February 14, 2011 by John native art, native american jewelry, native american rings, turquoise crafts, student loans, debt financing, native american astrology, native horoscopes, student debt, Indian Genealogy Records, family tree, native heritage, native jobs, native study, native students, native american university, grant, native ancestry, dna test This drawing of White Cloud was published in 1848. Wabokieshiek (translated White Cloud, The Light or White Sky Light in English, though Waapakiishik in the Sauk language means “White Sky”) (ca. 1794 – ca. 1841) was an important Native American of the Ho-Chunk (Winnebago) and Sauk tribes in 19th century Illinois, playing a key role in the Black Hawk War of 1832. Known as a medicine man and prophet, he is sometimes called the Winnebago Prophet. Wabokieshiek was born as Poweshiek to a Sauk father and a Ho-Chunk mother in the vicinity of Prophetstown, Illinois, which is named after him. Like his father, he was considered a Sac chief, and was also very influential among the Ho-Chunk, and he was known for his promotion of a traditional way of life among the local tribes. However, his influence waned after he promised/prophesied to Sauk/Fox chief Black Hawk that the British and other tribes (such as the Ho-Chunk and Potawatomi) would aid him again the United States in what became the Black Hawk War, a prediction that proved false. At the end of the war, on August 27, 1832, Wabokieshiek was taken prisoner along with the remnant of Black Hawk’s band. The prisoners were sent to Washington D.C. (meeting with Andrew Jackson) and then to Fort Monroe, Virginia in April, 1833. On June 5, 1833, they were sent back West to be released; Wabokieshiek and his son were released at Prairie du Chien, Wisconsin. After this time, he lived quietly until he died circa 1841. (Wabokieshiek is sometimes confused with Red Cloud, a Lakota chief.)

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en

by Walter Sullivan The New York Times, Sunday, July 1, 1973 Special to The New York Times ABOARD THE CANBERRA, in the Atlantic off Mauritania, June 30 Today in one of the longest eclipses of modern times the moon's shadow swept across the entire width of Africa. Scientists on this ship off the African coast and elsewhere along its path worked frantically to record the event, and on the mainland native populations gazed aloft in wonder and, perhaps in some cases, trepidation. While those on the ground, including thousands of encamped tourists, watched the dazzling corona spring into view as the last vestige of brilliant sunlight was snuffed out, a French supersonic Concorde jet airliner raced to keep up with the speeding shadow of the moon, which at times was moving at almost 1,400 miles per hour. The event, which will not be matched for duration until the year 2150, began as the sun rose over the easternmost part of South America. It was then that the moon began nibbling at the solar face, and by the time sunrise had reached the Brazil-Guyana border the sun was fully hidden. The lunar shadow sped across the Atlantic becoming larger and the eclipse more prolonged. By the time it reached this ship and others gathered off the coast of Mauritania the eclipse's duration on the centerline was about six minutes. A great shout went up from the 2,600 people on the upper decks of this ship as the final crescent of sunlight shrank into a brilliant diamond on the edge of the black lunar disk, then vanished. Thousands of instruments from giant one-ton telescopes to small hand-held cameras were aimed at the spectacle. Although the ship has six acres of upper decks more, it is said, than any passenger ship except the Queen Elizabeth II there was hardly a square foot not occupied by a telescope mount or a camera mount. Some passengers referred to the decks as the "tripod national forest." It was estimated that at least a million dollars worth of equipment was deployed there. Included were sophisticated devices such as a massive scope from the Los Alamos Scientific Laboratory in New Mexico that automatically locked its aim on the sun and held there despite the ship's rolls. There were also such homemade telescopes as one whose optics were held in place by plywood and lead pipe. As the shadow sped on westward it crossed the Sahara, whose torrid sands suddenly became cool. There, in Central Africa, the eclipse lasted more than seven minutes. At oases famous in colonial history, camels stared uneasily at the sudden onset of night. Birds in the path of the shadow sought their nighttime roosts. While batteries of astronomical cameras clicked, magnetic tape flowed through electronic recording devices, and scientists sought in a variety of ways to deepen their understanding of the sun as well as the envelope of gas that surrounds it, extending beyond the earth itself. That envelope is visible nearest the sun as the glowing corona that can be seen only when the light of the sun itself is obscured as in an eclipse. The corona is of major interest because its thin outer region extends beyond the earth's orbit contributing to the environment within which the earth makes its annual journey around the sun. A number of observations made from the ground along the eclipse path from the air and with rockets were designed to learn what happened to the daytime upper atmosphere and statosphere of the earth when sunlight is suddenly cut off. This is a region where a complex series of reactions between atmospheric gases occurs under the stimulus of sunlight particularly ultraviolet light. The reactions then, reverse themselves at night, emitting a glow at various characteristic wave lengths. The rates and interdependence of these reactions have recently become of major concern in view of fears that exhausts from heavy supersonic transport traffic would upset their equilibrium and enable harmful ultra-violet rays through. The sudden shutting off and reappearance of the sun made possible a far more precise measurement of these processes than the gradual changes that occur at sunset and sunrise. Similar observations remain as the effects on higher ionized (or electrified) layers of the upper air suspend radio waves and are used for long-range communications. A solar observation focused on a variety of phenomena that relate to the functioning of our parent star that cannot be observed when the blinding light of the sun is visible. They included brief glimpses of the chromosphere the lowest level of the solar atmosphere that hug the sun and is not bright enough to be seen when the sun itself is visible. More extensive were observations of the overlying corona. The latter was visible throughout the eclipse whereas the chromosphere was hidden by the moon except at the very start and ending of the moon's passage across the face of the sun. Within the corona, gases are exposed to extremely high temperatures, strong and complex magnetic fields, violent movements and intense bursts of radiation. The behavior of an ionized gas, or plasma, under these conditions is of special interest to those on earth seeking to compress and heat the plasma enough to bring about the fusion of atoms. Such fusion provides the energy sources of the hydrogen bomb, but no one so far has tamed it in workable fashion. This ship was one of two sent into the shadow zone by Eclipse Cruises, Inc. The latter is an enterprise based in New York City headed by Dr. Phil S. Sigler, a social scientist who teaches at Staten Island Community College. The other vessel of this project is the Cunard Adventurer, which lay in the eclipse path further east. She reported completely clear skies, whereas here 150 miles northeast of the Cape Verde Islands a barely perceptible haze had been blown from a dust storm in the Sahara 300 miles to the west. Placing this ship under clear skies was a dodging game between dust clouds nearer the coast and water clouds further to sea. Final observing conditions were almost ideal with the anchors lowered a short distance to provide drag and hold the ship into the wind. There were almost no waves. To minimize vibration, all engines were shut down except one generator. Most interior lights were out and elevators halted, which presented no problem since almost the entire crew and all 1,868 passengers (except one who allegedly slept through the eclipse) were on deck. Almost all the professional experiments seem to have gone well. The one from Los Alamos using a telescope system that obscured the inner corona recorded on infra-red film the extent to which wave motion in fainter light from the middle and outer corona was polarized. A group from Carleton College in Minnesota recorded from the corona the wave lengths of light emitted by a highly ionized form of iron (one in which 14 electrons have been blown off by high temperature). The results should reveal motions within the corona. A group from Dowling College on Long Island led by Dr. Henry C. Courten continued his search for a hypothetical object orbiting the sun within the orbit of Mercury. He has recorded evidence for such an object or objects in photographs taken when something that near the sun might become visible. In 1845 Leverrier, A French astronomer, reported a planet inside the orbit of Mercury, which was named Vulcan, and others claimed to have seen it. However, any substantial object in that region would by its gravity affect the orbit of Mercury in ways that have not been observed. Dr. Courten's controversial claim is that one of more smaller objects such as cometary fragments may be there. Haze, he said, may have prevented his astronomical camera from recording, but he hopes others along the eclipse path have done so. The decks bustled with instruments brought from as far away as Australia, Mexico, France and Germany. Signs proclaimed many astronomical societies and clubs such as the "Eclipse maniacs" from the University of Bridgeport, the "young scientists" from the Natural Sciences Institute of the State University of New York at Albany and the "old scientists" from Van Nuys, Calif. The eclipse over, one child, accustomed to the shows produced by her father, a planetarium director turned to him in delight and said, "Do it again, Daddy!" E-mail: Ted Pedas firstname.lastname@example.org

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NASA found a multi planet system NASA said it discovered a multi - planet system and one of the planets was like earth. The new planetary system was discovered by Kepler spacecraft which studies the eponymous laws of planetary motion to estimate the motion of a planet and it found an earth like plant through the 95 megapixel camera. The spacecraft identified two planets Kepler 9c and Kepler 9b –that are similar to Saturn and are first to be identified as transiting the same star. More: World News Mercury the new research subject for NASA Mercury the new research subject for NASA The planet mercury has... Life evidence on Mars – NASA Life evidence on Mars – NASA NASA found new evidences that... Mercury is shrinking Mercury is shrinking The planet mercury is said to be...

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July 18, 2011 The research, which used precipitation records dating back to 1970 and hotspots tracked by the Moderate Resolution Imaging Spectroradiometer (MODIS) aboard NASA satellites, finds a strong correlation between sea surface temperatures in the tropical North Atlantic and subsequent drought in the western Amazon. Drought in the Amazon is increasingly associated with forest fires due to land-clearing fires set by agricultural developers and cattle ranchers. The researchers, led by Katia Fernandes of Columbia University, conclude that their model could be used to forecast drought up the three months in advance, giving authorities a window to alert ranchers and farmers about the increased risk of using fire to clear land during the dry season, which typically runs from July-September. Coupled with its existing satellite-based deforestation monitoring capabilities, the warning system could prove useful to Brazil as it aims to reduce deforestation rates under its national climate action plan. The study, which is published in Geophysical Research Letters, comes on the heels of another paper, published in the same issue, that reports an increase in droughts in the Amazon. That research — led by Jose Marengo of Brazil's National Institute for Space Research (INPE) — identifies the 2005 and 2010 droughts in the Amazon as the worst on record. It finds that since the mid-1970s droughts have increased in the Amazon region, while the length of the typical dry season has expanded. The study says droughts are "aggravated" when there was low rainfall in the previous wet season. Representation (Hovmoller diagram) of precipitation in the southern Amazon from 1951 to 2010. The shade reflects the amount of rainfall, with the 100 mm (2.5-inches) level marked in bold as an indicator of dry months. You can see that the length of the dry season has increased over time. Image courtesy of Marengo et al (2011). Scientists have warned for years that climate change could turn much of the Amazon into a tinderbox. Other research suggests that by mid-century, much of the Amazon could be at risk of die-off due to climate change-induced drought, the effects of which are worsened by deforestation, forest degradation, and fragmentation.

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2013-05-18T09:47:49Z

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for National Geographic News Monster-size, deep-sea squid that use their glowing arms to blind and stun their prey have been filmed in the wild for the first time, scientists say. The mysterious creatures were videotaped as they hunted deep in the North Pacific Ocean off southeastern Japan (map of Japan). The footage shows the animals—Dana octopus squid, or Taningia danae—targeting prey with bright flashes of light emitted from their arms. (See a video of the squid attacking.) The squid appear to use the tactic to illuminate and stun their victims, writes the team that made the discovery. Other glowing signals seen from the bioluminescent species may represent a form of communication, possibly for attracting a mate, the researchers add. (See a video of the squid flashing in the darkness as it swims around dangling prey.) The human-size squid were filmed at depths of 780 to 3,100 feet (240 to 940 meters) off the Ogasawara Islands during a scientific expedition led by Tsunemi Kubodera of the National Science Museum in Tokyo, Japan. It was off these same islands in 2004 that Kubodera's team captured the first ever images of a live giant squid (Architeuthis) in the wild. Results of the more recent squid hunt, which took place in 2005, are reported this week in the biology journal Proceedings of the Royal Society B. T. danae lacks the two long feeding tentacles of most other big squid. But the species has suckers with sharp claws and light-producing organs on the ends of two of its arms called photophores. The size of lemons, these photophores are the largest found in the animal kingdom. SOURCES AND RELATED WEB SITES

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2013-05-18T09:48:25Z

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Miamisburg Mound is listed on the National Register of Historic Places. It is 65 feet tall and 800 feet in circumference. It contains 54,000 cubic yards of earth, which corresponds to the contents of more than 3,400 dump trucks. Excavations conducted in 1869 revealed details of construction suggesting the Adena culture built the mound in several stages. The excavators found a layer of flat stones, overlapping like shingles on a roof, at a depth of 24 feet below the surface. At one point in its history, the mound had a stone facing. Monuments like Miamisburg Mound served as cemeteries for several generations of ancient Ohioans. They also may have marked the boundaries of tribal territories. There were once an estimated 10,000 American Indian mounds and earthworks in the central Ohio Valley. Today, about 1,000 of those landmarks have survived through private landowners, local and state, and federal agencies dedicated to preserving these ancient ruins. Many of the mounds that have been saved were of the conical variety and most of those have never been professionally investigated to determine their contents or age. Ones that have been investigated were determined to have been created 2,000 to 2,800 years ago. It was thought that the mound was built in successive layers over multiple generations. When a leader died, they created a wood hut that contained the body. That hut would then be set ablaze and then covered over with a layer of soil. With each death, the mound grew taller and wider. Around 400 AD, the people that created these mounds and earthworks, disappeared from Ohio. What happened to them remains a mystery that will probably never be resolved.

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2013-05-18T09:38:06Z

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