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id string	concept_name string	domain string	content_type string	text string	quality_score float64	information_density string	complexity_level int64	token_count int64	prerequisites list	builds_to list	cross_domain_connections list	quality_assessment dict
2819ef4f-9aa8-4558-8cda-54f91ea89a46	It’s only adults get	science	concept_introduction	It’s not only adults that can get diabetes, especially diabetes mellitus type 1 or DM1. Kids are also at risk of developing this chronic disease. Diabetes isn’t solely influenced by genetic factors, this disease is also triggered by an unhealthy diet and lack of activity. DM1 disease that attacks children is a systemic disorder that occurs due to impaired glucose metabolism. You have to keep aware about this and get early detection. Diabetes mellitus can occur in children regardless of age. Symptoms usually begin to look at the age of 5-7 years old. This situation can occur due to the damage of insulin producing cells in salivary gland gastric (pancreatic) so that the insulin production is reduced and even halted. Insulin is a hormone that play an important role to maintain a balance of sugar in the body. Diabetes mellitus is also caused by an autoimmune process, the damage of immune system which allowing the body to produce an anti-insulin producing cells. Diabetes mellitus in children is a disease that can not be prevented. In fact, it’s very difficult to find it earlier before the onset of clinical symptoms. Diabetes mellitus symptoms which you may find in your children include: - Frequent urination - Weight loss - Shortness of breath - Sour-smelling breath - Fungal infection of the skin - Blurred vision - Vomiting and abdominal pain Sometimes those symptoms are often misinterpreted by parents and experts as appendicitis or other disease. That’s why a thorough medical examination is needed. If it left untreated and it’s not get a proper medication, it may lead to death.	0.65	medium	4	333	[ "scientific method", "basic math" ]	[ "advanced experiments" ]	[]	{ "clarity": 0.6, "accuracy": 0.5, "pedagogy": 0.5, "engagement": 0.5, "depth": 0.35, "creativity": 0.4 }
bb3f3eaf-8d67-4dc8-8392-5617db35a10f	Hortal, J	science	data_analysis	Hortal, J., Ladle, R.J., Stropp, J. & Tessarolo, G. (2022) Accounting for biogeographical ignorance within biodiversity modelling. Research Outreach, 129, 2502594871. doi:10.32907/RO-129-2502594871. Available at: https://researchoutreach.org/articles/accounting-biogeographical-ignorance-biodiversity-modelling/ Biodiversity data can be analysed to predict species distribution at various scales of time and space. However, survey completeness and temporal decay in data quality introduce uncertainty into biodiversity models. Researchers Joaquín Hortal, Juliana Stropp (National Museum of Natural Sciences, Spain), Richard Ladle (University of Porto, Portugal), and Geiziane Tessarolo (State University of Goiás, Brazil), among others, are constructing the first Maps of Biogeographical Ignorance (MoBIs) that account for uncertainty in biodiversity analysis. Presented alongside species distribution models (SDMs), MoBIs ensure conservation resources are appropriately distributed.	0.5	high	6	253	[ "intermediate science", "statistics" ]	[ "specialized research" ]	[]	{ "clarity": 0.4, "accuracy": 0.5, "pedagogy": 0.3, "engagement": 0.4, "depth": 0.35, "creativity": 0.4 }
372a0bda-14f1-4d13-8caa-98e51ce66076	Betta Fish Care	interdisciplinary	concept_introduction	Betta Fish Care Go Back Betta Fish and Betta Fish Care > Betta Fish Bowls, Habitats, and Accessories Check out the eBook Betta Fish Care Made Easy betta fish Reply Thread Tools Search this Thread Old 06-26-2012, 07:16 PM #11 teeneythebetta Member teeneythebetta's Avatar Join Date: Apr 2012 Location: Florida Quote: Originally Posted by littlemermaid View Post I thought my girls were to big to get stuck and the day I changed their tank around and left the holes uncovered poor Annabel Lee got stuck and was gone before I found her :( Now the holes are stuffed with plants to keep the rest of my girls safe and happy. OMG I'm so sorry!! Poor baby! I never wouldve thought about it if it weren't for people mentioning it online. I'd be heartbroken <\3 teeneythebetta is offline Reply With Quote Old 06-26-2012, 07:29 PM #12 TuckerLove New Member Join Date: Jun 2012 Location: Kentucky Dumb question, Are these terra cotta pots, the plain ole cheap ones at Michaels or Walmart? I feel dumb lol. TuckerLove is offline Reply With Quote Old 06-26-2012, 07:32 PM #13 teeneythebetta Member teeneythebetta's Avatar Join Date: Apr 2012 Location: Florida Quote: Originally Posted by TuckerLove View Post Dumb question, Are these terra cotta pots, the plain ole cheap ones at Michaels or Walmart? I feel dumb lol. Yep the typical cheap pot. Theyre like 74 cents at walmart for a traditional colored one or 99 cents for a dark brown one(that's wut I got) Don't feel dumb; the first time I saw "terra cotta pot" I was clueless too lol teeneythebetta is offline Reply With Quote Old 06-27-2012, 01:22 AM #14 deso Member deso's Avatar Join Date: Apr 2012 Location: Paris, France If you're still looking to close the hole up, gel super glue works as well. You probably have some of it lying around the house. Make sure it says "cyanoacrylate" as the only ingredient. It hardens upon contact to cold water. People use the stuff to attach coral pieces in reef aquariums, and I've used it to attach plants to driftwood with no harm to my fish. deso is offline Reply With Quote Reply Thread Tools Search this Thread Search this Thread: Advanced Search Posting Rules You may not post new threads You may not post replies You may not post attachments You may not edit your posts BB code is On Smilies are On [IMG] code is On HTML code is Off Forum Jump Similar Threads Thread Thread Starter Forum Replies Last Post Terra cotta pots makoisland Betta Fish Bowls, Habitats, and Accessories 9 03-10-2012 09:09 PM terra cotta pots newfiedragon Betta Fish Bowls, Habitats, and Accessories 4 07-05-2011 09:49 AM Terra Cotta - Safe? wystearya Betta Fish Bowls, Habitats, and Accessories 7 10-22-2010 02:20 PM Terra Cotta Pots? puppyrjjkm Betta Chat 1 10-18-2010 06:10 PM Terra Cotta pot? JennyBean Betta Fish Bowls, Habitats, and Accessories 11 09-20-2009 12:48 PM All times are GMT -5. The time now is 03:19 AM. Powered by vBulletin® Version 3.7.4 Copyright ©2000 - 2016, Jelsoft Enterprises Ltd.	0.65	medium	4	1,054	[ "intermediate knowledge" ]	[ "specialized knowledge" ]	[ "technology", "life_skills" ]	{ "clarity": 0.6, "accuracy": 0.5, "pedagogy": 0.5, "engagement": 0.4, "depth": 0.35, "creativity": 0.3 }
e0b317cd-cb40-4338-830d-483c04af3a8c	CFU: Lezioni frontali: Laboratorio	interdisciplinary	research_summary	CFU: 6 Lezioni frontali: Laboratorio: Tipologia d TITOLO DELL'INSEGNAMENTO – Prof. A. Lima MAGMATIC AND HYDROTHERMAL FLUIDS IN EARTH'S CRUST Settore Scientifico - Disciplinare: GEO/08 (3 LF + 3 LAB) Ore di studio per attività iattività formativa: SYLLABUS: 2 1 0 Prerequisiti: Mathematics, Chemistry, Geochemistry, Petrography, Geology, Ore: 60 a scelta/required \| Lezioni frontali \| \| \|---\|---\| \| numero di ore 2 \| Argomento/topic: Fluid inclusions genesis. Phylosophy of fluid inclusion analysis Microthermometric measurements: theoretical and practical aspects. \| \| numero di ore 2 \| Argomento/topic: Fluid inclusions compositions: disctructive and non distructive methods. \| \| numero di ore 2 \| Argomento/topic: Melt inclusions. Interpretation and utilization of microthermometric measurements: compositional data of simple and complex systems (H O, CO , 2 2 H O-NaCl, CO -H O, CO -CH -N ) and determinations of T, P and density at 2 2 2 2 4 2 crystallization time. \| \| numero di ore 2 \| Argomento/topic: Elaboration of microthermometric data. Analytical determinations using electronic and ionic probes, Raman, FTIR and ICP-MS Laser ablation. \| \| numero di ore 4 \| Argomento/topic: Fluid inclusions in the study of hydrothermal ore deposits. Case histories \| \| numero di ore 2 \| Argomento/topic: Fluid inclusions in the study of metamorphic and magmatic environment. \| \| numero di ore 10 \| Argomento/topic: Melt inclusions in the study of petrogenetic processes of sub-volcanic magmatic systems. Case histories Campi Flegrei; Vesuvius, Etna, Pontine Islands, Hawaii. \| \| Laboratory activities \| \| \| numero di ore 10 \| Sampling and sample preparation. \| \| numero di ore 6 \| Study and exercises on set of synthetic inclusions, with different compositions \| \| numero di ore 8 \| Microscope recognition of the different types of melt inclusions. \| 8 Microscope recognition of the different types of melt inclusions. Attività di campo: numero di ore 12 Conoscenza e capacità di comprensione/Knowledge and understanding: Students must demonstrate they have acquired a training that allows them to transfer the acquired scientific methodologies in other contexts and to be able to plan and solve the problems related to fluids in the Earth crust. The training course is aimed to enhance the operational skills necessary to concretely apply the acquired knowledge and methodological tools The students must be able to apply their knowledge to investigate fluid and melt inclusions in minerals to study and analyses the fluids in lithospheric magmatic processes, which contribute to ore deposits formation, geothermal fields, and to the evolution of magmas in active volcanic systems. Students must demonstrate the knowledge of methodologies and to elaborate even complex discussions concerning the various topics studied, the acquisition and interpretation of collected data. Conoscenza e capacità di comprensione applicate/Applying knowledge and understanding Autonomia di giudizio/Making judgements: Students must have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments. Abilità comunicative/Communication: Capacità di apprendimento/Learning skills: The students must be able to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously. The students must have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. Modalità di verifica dell'apprendimento/ Learning assesment procedure hat consists of written and oral tests. Final exam t The written test consists of answering to 15 multiple choice questions. The oral exam consists of a discussion on lecture topics. …	0.65	medium	4	1,003	[ "intermediate knowledge" ]	[ "specialized knowledge" ]	[ "science", "language_arts", "arts_and_creativity" ]	{ "clarity": 0.6, "accuracy": 0.5, "pedagogy": 0.5, "engagement": 0.4, "depth": 0.35, "creativity": 0.3 }
5856e7e5-e23b-418c-888c-5f4cd6fd32b1	Definition: Finite Element Analysis	interdisciplinary	problem_set	Definition: Finite Element Analysis (FEA) is a computational method that approximates solutions to boundary value problems for partial differential equations (PDEs) by discretizing a continuous domain into a finite number of simpler subdomains (finite elements). Intuitive Explanation: Imagine trying to understand the complex stress distribution in a bridge. FEA breaks this large, complex structure into many small, manageable pieces, like tiny triangles or squares. For each small piece, we can use simpler mathematical equations to describe its behavior. By assembling the behaviors of all these small pieces, we can approximate the overall behavior of the entire bridge. This is analogous to approximating a smooth curve with many short, straight line segments. Purpose: FEA's fundamental purpose is to solve complex engineering and physics problems that are often intractable with analytical (exact) mathematical methods. It enables engineers and scientists to predict the behavior of physical systems (e.g., stress, strain, heat distribution, fluid flow) under various conditions, facilitating design optimization and failure analysis. Its importance lies in bridging the gap between theoretical physics and practical application in fields like structural mechanics, heat transfer, and fluid dynamics. Mechanism: FEA transforms a continuous problem governed by PDEs into a system of algebraic equations solvable by computers. This involves: 1. Discretization: Dividing the continuous domain into a mesh of finite elements. 2. Element Formulation: Deriving approximate solutions within each element using basis functions (e.g., polynomials). This process typically involves variational principles or weighted residual methods, which convert PDEs into integral forms. 3. Assembly: Combining the element equations into a global system of algebraic equations, often of the form $K u = f$, where $K$ is the global stiffness matrix, $u$ is the vector of unknown nodal values (e.g., displacements), and $f$ is the global force vector. 4. Solution: Solving the global system of algebraic equations using numerical linear algebra techniques. 5. Post-processing: Interpreting the computed nodal values to derive quantities of interest (e.g., stress, strain). Examples: * Example 1 (1D Heat Conduction): Consider a heated rod. Analytically, we might solve a single PDE. With FEA, we discretize the rod into segments (elements). For each segment, we approximate the temperature distribution with a simple function (e.g., linear). We then enforce continuity of temperature and heat flux at the segment boundaries (nodes). This yields a system of linear equations representing heat flow between segments, which we solve to find the temperature at each node. This contrasts with analytical solutions that provide a continuous temperature function for the entire rod. * Example 2 (2D Stress Analysis): Analyzing stress in a loaded plate with a hole. The continuous stress field is complex. FEA discretizes the plate into 2D elements (e.g., triangles). Within each triangle, stress is approximated. The continuity of displacement across element edges and equilibrium at nodes are enforced. This generates a large system of linear equations relating nodal displacements to applied forces. Solving this system reveals displacements and, subsequently, stresses, revealing stress concentrations around the hole, which would be difficult to calculate analytically due to the geometry. Common Misconceptions: * FEA provides exact solutions: FEA provides approximations. The accuracy depends on mesh density, element type, and the order of basis functions. A finer mesh generally leads to a more accurate solution but requires more computational resources. * FEA is a black box: While powerful, FEA requires understanding the underlying physics and mathematical principles to interpret results correctly and avoid erroneous conclusions. Misapplication of boundary conditions or inappropriate element selection can lead to significant errors. Connections: * Prerequisites: FEA relies heavily on Partial Differential Equations to define the physical phenomena being modeled. The process of assembling element equations into a global system and solving for unknown nodal values directly utilizes Linear Algebra, specifically the solution of large systems of linear equations ($Ku=f$). * Builds to: FEA is the cornerstone of Computational Mechanics, enabling the numerical simulation of mechanical systems. It is extensively applied in Structural Analysis to predict how structures will deform and withstand loads, forming the basis for modern engineering design.	0.65	medium	6	912	[ "intermediate understanding" ]	[ "research" ]	[ "mathematics", "science", "technology" ]	{ "clarity": 0.5, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.55, "creativity": 0.35 }
1d6a1c02-3976-42ab-b399-fa8c8ebb59b4	Here worked examples Universal	interdisciplinary	historical_context	Here are worked examples for Universal Algebra, designed to build understanding from foundational concepts to more advanced applications. ## Universal Algebra: Worked Examples Universal algebra provides a unified framework for studying algebraic structures. Instead of focusing on specific operations (like addition in groups or multiplication in rings), it deals with general algebraic systems defined by a set of operations and a set of identities that these operations must satisfy. ### Example 1: Foundation - The Structure of a Semilattice Problem Statement: Consider a set $S$ with a single binary operation $\wedge$ (meet). If this operation is associative ($(a \wedge b) \wedge c = a \wedge (b \wedge c)$ for all $a, b, c \in S$) and idempotent ($a \wedge a = a$ for all $a \in S$), what kind of algebraic structure does $(S, \wedge)$ represent? Solution Steps: 1. Identify the components: We are given a set $S$ and a single binary operation $\wedge$. This is an algebraic structure of type $\langle 1 \rangle$ (one binary operation). 2. List the given axioms: * Associativity: $\forall a, b, c \in S, (a \wedge b) \wedge c = a \wedge (b \wedge c)$ * Idempotence: $\forall a \in S, a \wedge a = a$ 3. Recall definitions of common algebraic structures: We need to see if these axioms match a known structure. * Group: Requires an identity element, an inverse for each element, and associativity. This structure doesn't necessarily have an identity or inverses. * Semigroup: Requires only associativity. Our structure is associative, so it's at least a semigroup. * Commutative Semigroup: Requires associativity and commutativity ($a \wedge b = b \wedge a$). We are not given commutativity. * Band: A semigroup that is also idempotent. Our structure satisfies both associativity and idempotence. * Semilattice: A commutative band. A band is a semigroup satisfying $x^2 = x$. A semilattice is a commutative band. 4. Deduce the structure: Since $(S, \wedge)$ is associative and idempotent, it is a band. To determine if it's a semilattice, we need to check for commutativity. The problem statement only gives associativity and idempotence. Therefore, $(S, \wedge)$ is a band. If commutativity were also given, it would be a semilattice. Key Insight: This example demonstrates how to classify algebraic structures by matching given operations and axioms to the definitions of standard algebraic objects within the framework of universal algebra. A band is a specific type of algebra defined by the axioms of associativity and idempotence. ### Example 2: Application - The Algebra of Boolean Functions Problem Statement: Consider the set of all Boolean functions on $n$ variables, denoted $B_n$. Define two operations: conjunction ($\wedge$, logical AND) and disjunction ($\vee$, logical OR). Show that $(B_n, \vee, \wedge)$ forms a distributive lattice. Solution Steps: 1. Define the structure: We have a set $B_n$ and two binary operations: $\vee$ and $\wedge$. This is an algebra of type $\langle 2, 2 \rangle$. 2. Recall the axioms for a distributive lattice: A lattice is a partially ordered set where every pair of elements has a unique join (least upper bound) and meet (greatest lower bound). Algebraically, this translates to: * Commutativity: $a \vee b = b \vee a$ and $a \wedge b = b \wedge a$ * Associativity: $(a \vee b) \vee c = a \vee (b \vee c)$ and $(a \wedge b) \wedge c = a \wedge (b \wedge c)$ * Idempotence: $a \vee a = a$ and $a \wedge a = a$ * Absorption Laws: $a \vee (a \wedge b) = a$ and $a \wedge (a \vee b) = a$ * Distributivity: $a \vee (b \wedge c) = (a \vee b) \wedge (a \vee c)$ and $a \wedge (b \vee c) = (a \wedge b) \vee (a \wedge c)$ (one implies the other in a lattice). 3. Verify the axioms for Boolean functions: * Commutativity: Logical AND and OR are commutative (e.g., $P \wedge Q$ is equivalent to $Q \wedge P$). This holds for Boolean functions. * Associativity: Logical AND and OR are associative (e.g., $(P \wedge Q) \wedge R$ is equivalent to $P \wedge (Q \wedge R)$). This holds for Boolean functions. * Idempotence: $P \vee P$ is equivalent to $P$, and $P \wedge P$ is equivalent to $P$. This holds for Boolean functions. * Absorption Laws: * $f \vee (f \wedge g)$: If $f$ is true, $f \vee (\dots)$ is true. If $f$ is false, $f \wedge g$ is false, so $f \vee (\dots)$ is false. Thus, $f \vee (f \wedge g) = f$. * $f \wedge (f \vee g)$: If $f$ is true, $f \wedge (\dots)$ is true. If $f$ is false, $f \vee g$ is false, so $f \wedge (\dots)$ is false. Thus, $f \wedge (f \vee g) = f$. These hold for Boolean functions. * Distributivity: We need to show that $f \vee (g \wedge h)$ is equivalent to $(f \vee g) \wedge (f \vee h)$. This is a fundamental property of Boolean logic. We can verify this using truth tables or logical equivalences. For example, if $f$ is true, both sides are true. If $f$ is false, the left side is $g \wedge h$, and the right side is $g \wedge h$. Thus, distributivity holds. 4. Conclusion: Since all axioms for a distributive lattice are satisfied by the Boolean functions with operations $\vee$ and $\wedge$, $(B_n, \vee, \wedge)$ forms a distributive lattice. Alternative Approach (Relating to Order Theory): We could also define a partial order $\leq$ on $B_n$ where $f \leq g$ if and only if $f(\mathbf{x}) \leq g(\mathbf{x})$ for all input vectors $\mathbf{x}$ (where $0 \leq 1$). Then, $f \vee g$ is the least upper bound (join) and $f \wedge g$ is the greatest lower bound (meet) of $f$ and $g$ under this order. This order-theoretic definition directly implies the lattice axioms. Key Insight: This example shows how familiar structures like Boolean logic can be understood through the lens of universal algebra, specifically as distributive lattices. It highlights the power of abstract definitions in unifying diverse mathematical objects. ### Example 3: Advanced/Edge Case - Varieties and Term Equivalences Problem Statement: Consider two different algebraic structures of type $\langle 1 \rangle$ (one unary operation, say $f$): Structure A: $(A, f)$ where $A = \{0, 1\}$ and $f(0) = 0$, $f(1) = 0$. Structure B: $(B, g)$ where $B = \{0, 1\}$ and $g(0) = 0$, $g(1) = 1$. Are these structures in the same variety? If not, can we find a term operation that distinguishes them? Solution Steps: 1. Understand Varieties: A variety is a class of algebras of the same type that is axiomatized by a set of equations (identities). Two algebras are in the same variety if they satisfy the same set of identities. Equivalently, two algebras are in the same variety if they are generated by their subalgebras and homomorphic images, and satisfy the same term operations. 2. Identify the type: Both structures are of type $\langle 1 \rangle$. 3. List the operations: * Structure A: $f_A(0) = 0$, $f_A(1) = 0$. * Structure B: $f_B(0) = 0$, $f_B(1) = 1$. 4. Check basic identities: * Is $f(x) = x$ an identity satisfied by both? * For A: $f_A(0) = 0$ (holds), $f_A(1) = 0 \neq 1$ (fails). * For B: $f_B(0) = 0$ (holds), $f_B(1) = 1$ (holds). Since $f(x) = x$ is not satisfied by A, the identity $f(x)=x$ does not hold in the variety generated by A. * Is $f(x) = 0$ an identity satisfied by both? * For A: $f_A(0) = 0$ (holds), $f_A(1) = 0$ (holds). * For B: $f_B(0) = 0$ (holds), $f_B(1) = 1 \neq 0$ (fails). Since $f(x) = 0$ is not satisfied by B, the identity $f(x)=0$ does not hold in the variety generated by B. 5. Consider term operations: A term operation is a function formed by composing the basic operations of the algebra. For type $\langle 1 \rangle$, the terms are $x$, $f(x)$, $f(f(x))$, etc. Let's denote $f^2(x) = f(f(x))$, $f^3(x) = f(f(f(x)))$, and so on. We need to see if there's a term operation $t(x)$ such that $t_A(a) \neq t_B(b)$ for some $a \in A, b \in B$. * Term $t(x) = x$: * $t_A(0) = 0$, $t_B(0) = 0$. * $t_A(1) = 1$, $t_B(1) = 1$. (Matches) * Term $t(x) = f(x)$: * $t_A(0) = f_A(0) = 0$, $t_B(0) = f_B(0) = 0$. * $t_A(1) = f_A(1) = 0$, $t_B(1) = f_B(1) = 1$. Here, for $x=1$, the term operation $f(x)$ yields different results: $f_A(1) = 0$ and $f_B(1) = 1$. 6. Conclusion: Since there exists a term operation ($f(x)$) that behaves differently on elements of $A$ and $B$ (specifically, $f_A(1) \neq f_B(1)$), these structures do not generate the same set of term operations. Therefore, they are not in the same variety. Structure A satisfies $f(x) = 0$, while Structure B satisfies $f(x) = x$. These are different identities, defining different varieties. Common Pitfalls: * Assuming structures are in the same variety just because they have the same type and the same number of elements. * Not systematically checking term operations. For more complex types, this involves constructing composite functions. * Confusing identities (equations holding universally) with equations holding for specific elements. Key Insight: This example highlights the core concept of varieties. Algebras belong to the same variety if and only if they satisfy the same set of universal equations (identities). Term operations provide a powerful tool to distinguish between algebras and thus determine if they belong to different varieties. The existence of a single term operation that yields different results on corresponding elements is sufficient proof they are not in the same variety. --- ### Pattern Recognition * Axiom Matching: A recurring theme is identifying the algebraic structure by matching the given operations and axioms to known definitions (semigroup, band, lattice, etc.). * Term Operations: In more advanced contexts, distinguishing between algebras or varieties relies on examining the behavior of term operations, which are functions built from the algebra's basic operations. * Generalization: Universal algebra provides a language to discuss properties (like associativity, commutativity, distributivity) that are common across many different mathematical systems. ### When to Apply * Classifying Algebraic Structures: When you encounter a set with operations and want to formally name or understand its properties (e.g., is it a group, a ring, a lattice?). * Comparing Structures: To determine if two different algebraic systems share fundamental properties, ensuring they belong to the same "family" or variety. * Studying Equational Logic: Universal algebra is the foundation for the study of equational logic and model theory, where the focus is on classes of models (algebras) satisfying specific sets of equations. * Abstracting Common Properties: When you observe similar algebraic behavior in different contexts (e.g., the way 'and' and 'or' work in logic, or how 'min' and 'max' work on numbers), universal algebra provides the tools to abstract these commonalities into concepts like lattices. * Understanding Clone Theory: Varieties are closely related to clone theory, which studies the structure of all possible operations on a set. The operations within a variety form a specific type of clone.	0.65	medium	6	3,232	[ "intermediate understanding" ]	[ "research" ]	[ "mathematics", "science", "technology" ]	{ "clarity": 0.5, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.55, "creativity": 0.35 }
41b517da-e6b0-4208-8d88-18e25f6002fd	Cherry Crumb Pie (with frozen tart cherries)	life_skills	tutorial	Cherry Crumb Pie (with frozen tart cherries) Cherry Pie With Crumb Topping is such an easy pie recipe for any time of the year. Frozen tart cherries are the star of this cherry pie crowned with a wonderfully crisp buttery crumb topping. Bring on the vanilla bean ice cream! If you love pie as much as I do (I’ll choose pie over cake any day!), you’ll want to try the popular Upside-Down Apple Pecan Pie, Easy Pumpkin Pie, Blueberry Galette, and everyone’s favorite….. Peach Cobbler. Be sure to sign up for my email… to get new recipes and ideas in your inbox! A bite of cherry pie on a fork Why You’ll Love This Crumble-Topped Cherry Pie Recipe With Tart Cherries There’s no doubt about it; cherry crumb pie using frozen tart cherries is a timeless treat reminiscent of country fairs and blue ribbons! Sour cherries fuse with vanilla and almond notes for a classic tart-sweet filling nestled in a flakey crust. But it doesn’t stop there! The crunchy golden crumb topping complemented with nutty oats and cinnamon is the perfect sweet contrast to tart cherries. Here are some other great reasons to love cherry pie with crumb topping: • Sweet, crunchy golden crumb topping makes a delicious contrast and texture to luscious tart cherry pie filling. • Store-bought pie crust is an easy time-saver. • Frozen or canned sour cherries, work great in this pie recipe! • No top pie crust is needed thanks to the easy crumb topping. • Cherry crumb pie with tart cherries will bring you back to when life seemed less complicated, and nobody’s cherry pie was as good as grandma’s • Using frozen tart cherries gives you all the nutrients of the fresh-picked fruit. (more…) The post Cherry Crumb Pie (with frozen tart cherries) appeared first on TidyMom®. Original Post – Tidy Mom	0.7	medium	3	448	[ "foundational knowledge" ]	[ "advanced concepts" ]	[]	{ "clarity": 0.7, "accuracy": 0.5, "pedagogy": 0.6, "engagement": 0.5, "depth": 0.35, "creativity": 0.3 }
e8e8eb0e-7a2a-41b3-8799-c6a43f4e3b23	“What call when system’s	science	historical_context	“What do we call it when a system’s state changes?” Thermodynamic systems have a variety of properties, ranging from temperature to pressure to volume, which all make up its state. However, these properties are subject to change if the system is not in equilibrium. So what do we call this change in properties? Well, after much investigation, thermodynamicist have come up with the term process to describe this change. Processes can be of many types, such as changes in volume or pressure.	0.5	medium	4	101	[ "scientific method", "basic math" ]	[ "advanced experiments" ]	[]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.3, "engagement": 0.3, "depth": 0.35, "creativity": 0.4 }
7e64f4ef-1798-4689-9173-88db400f08ba	The pack is back	technology	historical_context	The pack is back. When the National Snow and Ice Data Center in Colorado marked the end of the Arctic ice-melting season in mid-September, 2 million square miles of ice covered the North Pole. That’s a whopping 50 percent increase from a year earlier, when Arctic sea ice set a record low. This year, pack ice was thick enough to block about 20 yachts from sailing the Northwest Passage. Climate scientists have long pointed to Arctic sea ice extent as a gauge of a warming world. Because ice reflects sunlight into space, decreased pack ice will cause the oceans to absorb more heat, perhaps accelerating a warming trend. In fairness to those warning of climate catastrophe, this year’s Arctic ice bounce back remains below the average for the period between 1981 and 2010. Scientists estimate the North Pole’s ice cover area for 2013 is the sixth smallest since satellite records began in 1979. But here’s the less noticed headline: Antarctic sea ice set a record in August too—a record high. While ice cover has decreased in the Arctic, sea ice in the Antarctic has increased about 1 percent per decade since 1979. The fact is, three decades may not be enough time to accurately measure climate cycles, and we still understand too little about the natural feedbacks built into the climate system. Scientists this year have called it a “puzzle” and a “paradox” that Antarctic ice continues to grow in spite of global warming. They blame the increase on continental meltwater and strong winds. Our lack of omniscience regarding the climate has led to wildly wrong predictions. In 2007 Wieslaw Maslowski, an oceanographer from the Naval Postgraduate School in Monterey, Calif., used what he believed was a sophisticated “high-resolution regional [climate] model for the Arctic Ocean” to predict the North Pole would be ice-free by summer 2013. Al Gore cited Maslowski’s prediction six years ago during his Nobel Peace Prize acceptance speech. They were both off by 2 million square miles. To the disappointment of sci-fi fans, NASA rover Curiosity has not found evidence of martians. Since landing in August 2012, the rover has measured the atmosphere for methane, a likely signature of microbial life, but failed to find any. Though some microbes on Earth live without emitting methane, the absence of the gas suggests the red rock may be as dead as it looks. (Science) A vaccine to prevent HIV? Oregon researchers have developed a vaccine that appears, for the first time, to have protected nine rhesus monkeys from simian immunodeficiency virus, a cousin of HIV. A version of the vaccine could prevent HIV infections in humans, although potential trials are still a few years away. Also, the researchers need to figure out why their vaccine failed in seven other monkeys. (Nature) Voyager 1, one of two nuclear-powered spacecraft launched in 1977, has become the first man-made object to leave the solar system, a team at NASA announced. Their calculations indicate the spacecraft left the solar system’s magnetic field in August 2012. Long outliving its original mission to the planets, Voyager 1 continues to beam back particle data from 12 billion miles away, and should maintain power until about 2025. (Science) —D.J.D.	0.65	medium	5	725	[ "data structures", "algorithms basics" ]	[ "architecture patterns" ]	[]	{ "clarity": 0.5, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.55, "creativity": 0.45 }
93886570-2626-43df-96b7-1deca29f19fc	Spring sprung enter warmer	science	historical_context	Spring has sprung and as we enter the warmer months, our resident snakes will become more active. Kangaroo Island is home to two prominent species of snake, the Black Tiger snake (not always black) and the Pygmy Copperhead snake. Both species exhibit a significant amount of variation in their appearance, however in general terms the Pigmy Copperhead adult snakes do not grow to greater than 1 metre in length. Pet owners need to be vigilant about identifying if their dog has been bitten and seeking medical advice. The chances of a successful outcome from treatment will be greatly increased by prompt diagnosis and treatment. As you may not have seen your pet get bitten there are signs that are commonly seen post bite. These include: This will determine the amount of venom that has been deposited in to the bite site and on to the skin and hair coat surrounding the bite site. If you see your dog or cat with a snake, do not wait until you see symptoms to act as there may be a delay in onset. WASH YOUR PET FIRST - paying particular attention to the legs and head. These are the most common bite sites in dogs and cats but you will rarely find evidence of a bite wound. There is no need to apply pressure bandages to suspected bite sites. THEN call us immediately and arrange to bring the animal in. In some cases, acute onset clinical signs can be followed by a period of apparent recovery before relapsing. There are diagnostic tests available that can help confirm if venom is damaging muscle and internal organs before you might see any external signs and treatment can be given before that damage goes too far. A little about snake venom Snakes use their venom to immobilise their prey and to start the digestion process. The venom of Kangaroo Island snakes contains 4 fractions in differing proportions in differing snakes – a fast acting neurotoxin, a slow acting neurotoxin, an anti-clotting agent and a muscle and organ damaging agent. The fast and slow acting neurotoxins paralyse their prey and the anti - clotting and muscle damaging fractions begin digestion – and that’s exactly what happens in our pets when they have free circulating venom in their bloodstream. A little about antivenom Antivenom is a biological product that binds to circulating venom (I molecule of antivenom binds to 1 molecule of venom) and inactivates its harmful effects. Tiger Snake antivenom, which successfully treats both Tiger Snake and Copperhead bites, is a more expensive antivenom to produce than the more common (on the mainland) Brown Snake antivenom. There are two factors that can affect the success of treatment with antivenom. Time - Antivenom can only bind to circulating venom. The longer the venom circulates and binds to tissues in your pet’s body systems the more damage it will cause. Amount - a vial on antivenom contains enough antibodies to neutralise one average venom yield from a bite. However, the amount of antivenom needed can often be more than one vial. The subspecies of Tiger Snake found on Kangaroo Island contains more toxic venom than that of other Tiger Snakes in Australia with a higher venom yield. Also, if the snake has not fed for a while (such as at the end of Winter), the snake may deliver a larger volume of venom than the average bite when it bites your pet. In cases where a large amount of venom has been delivered in to your pet, up to 3 vials may be required to totally neutralise the bite. After using antivenom, treatment is based on supportive care and there is often a prolonged recovery period of several weeks during which significant nursing care may be required. Tips for keeping you and your dog safe Walk your dog on a lead in snake habitats Make your backyard a less appealing place for snakes to live. You can remove shelter and food by clearing piles of rubbish and green waste, storing items off the ground, keeping the grass short and controlling rodents.	0.65	medium	4	819	[ "scientific method", "basic math" ]	[ "advanced experiments" ]	[ "technology", "arts_and_creativity" ]	{ "clarity": 0.5, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.45, "creativity": 0.35 }
89f23d1a-a2fc-47a4-9197-cd674fb14e77	'Formed' in the Bible	technology	technical_documentation	'Formed' in the Bible In the beginning God (prepared, formed, fashioned, and) created the heavens and the earth. And the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul. And the LORD God planted a garden eastward in Eden; and there he put the man whom he had formed. And out of the ground the LORD God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof. When the man was asleep, he removed one of the man's ribs and closed up the flesh where it had been. Then the LORD God formed the rib that he had taken from the man into a woman and brought her to the man. the Israelis went into the middle of the sea on dry land, and the waters formed a wall for them on their right and on their left. And the LORD smote the people because they had made the calf, which Aaron formed. These you may have for food of all things living in the water: anything living in the water, in the seas or rivers, which has special parts for swimming and skin formed of thin plates, may be used for food. Then the standard of the camp of the sons of Dan, according to their armies, which formed the rear guard for all the camps, set out, with Ahiezer the son of Ammishaddai over its army, The next day Moses entered the tent of the testimony and saw that Aaron's staff, representing the house of Levi, had sprouted, formed buds, blossomed, and produced almonds! When Balak heard that Balaam had come, he went out to meet him at the city of Moab on the border formed by the Arnon [River], at the farthest end of the boundary. And of the things living in the waters, you may take all those who have wings for swimming with and skins formed of thin plates. This is not the way to repay the LORD, is it, you foolish and witless people? Is he not your father, who bought you, formed you, and established you? Of the Rock that begat thee thou art unmindful, and hast forgotten God that formed thee. From there the boundary changed direction, turning southward on the western side opposite Beth-horon, terminating at Kiriath-baal (also known as Kiriath-jearim), which belongs to Judah. This formed the western boundary. The Jordan formed the border on the east side. This was the inheritance of Benjamin's descendants, by their clans, according to its surrounding borders. Eglon formed alliances with the Ammonites and Amalekites. He came and defeated Israel, and they seized the City of Date Palm Trees. But the people, the men of Israel, took courage, and again formed the battle line in the same place where they had formed it on the first day. The one crag formed a pillar on the north opposite to Michmash, and the other on the south opposite to Geba. Then Saul and the men of Israel were gathered and encamped in the valley of Elah, and they formed ranks [for the] battle to meet [the] Philistines. The Benjaminites rallied to Abner; they formed a single unit and took their stand on top of a hill. Then Solomon formed a marriage alliance with Pharaoh king of Egypt, and took Pharaoh's daughter and brought her to the city of David until he had finished building his own house and the house of the LORD and the wall around Jerusalem. And he formed the two pillars of brass; the height of one pillar was eighteen cubits, and a line of twelve cubits encompassed the second pillar. The wheels were made like carriage-wheels, the rods on which they were fixed, the parts forming their edges, their rods and the middle points of them, were all formed out of liquid metal. You have sinned more than all who came before you. You went and angered me by making other gods, formed out of metal; you have completely disregarded me. His servants rose up in rebellion, formed a conspiracy, and assassinated Joash in the palace at the terrace ramparts while he was on his way down to Silla. A conspiracy was formed against him in Jerusalem, and he fled to Lachish. However, [men] were sent after him to Lachish, and they put him to death there. As for the rest of the events of Shallum's [reign], along with the conspiracy that he formed, they are written about in the Historical Record of Israel's Kings. Hast thou not heard long ago how I have done it, and of ancient times that I have formed it? now have I brought it to pass, that thou shouldest be to lay waste fenced cities into ruinous heaps. And the cherubim spread their wings over the place of the ark so that the cherubim formed a cover above the ark and its poles. Jehoshaphat formed an alliance with him to make ships to go to Tarshish, and they made the ships in Ezion-geber. Then Eliezer son of Dodavahu of Mareshah prophesied against Jehoshaphat, saying, "Because you formed an alliance with Ahaziah, the Lord has broken up what you have made." So the ships were wrecked and were not able to go to Tarshish. From the time Amaziah turned from following the Lord, a conspiracy was formed against him in Jerusalem, and he fled to Lachish. However, [men] were sent after him to Lachish, and they put him to death there. That messenger was still speaking when [yet] another came and reported: "The Chaldeans formed three bands, made a raid on the camels, and took them away. They struck down the servants with the sword, and I alone have escaped to tell you!" how much less confidence does he have in those who dwell in houses of clay; who were formed from a foundation in dust and can perish like a moth? Your hands shaped me and formed me. Will You now turn around and destroy me? Please remember that You formed me like clay. Will You now return me to dust? The first man art thou born? And before the heights wast thou formed? Dead things are formed from under the waters, and the inhabitants thereof. By his spirit he hath garnished the heavens; his hand hath formed the crooked serpent. Behold, I am according to thy wish in God's stead: I also am formed out of the clay. Ice is formed by the breath of God, and watery expanses are frozen. He formed the hearts of them all; he understands everything they do. Truly, I was formed in evil, and in sin did my mother give me birth. Thou hast set up all the borders of earth, Summer and winter Thou hast formed them. Before the mountains were brought forth, or ever thou hadst formed the earth and the world, even from everlasting to everlasting, thou art God. He that planted the ear, shall he not hear? he that formed the eye, shall he not see? The sea is his, and he made it: and his hands formed the dry land. For he knows how we were formed, aware that we were made from dust. There the ships move about, and Leviathan, which You formed to play there. Your hands made me and formed me; give me understanding so that I can learn Your commands. Then our mouths were filled with laughter, and our tongues formed joyful shouts. Then it was said among the nations, "The LORD has done great things for them." Even before I have formed a word with my tongue, you, LORD, know it completely! Thou hast formed my face and my insides and laid thine hand upon me. It was you who formed my internal organs, fashioning me within my mother's womb. I will give you praise, for I am strangely and delicately formed; your works are great wonders, and of this my soul is fully conscious. My bones were not hidden from You when I was made in secret, when I was formed in the depths of the earth. Mine unformed substance Thine eyes saw, And on Thy book all of them are written, The days they were formed -- And not one among them. The Lord formed and brought me [Wisdom] forth at the beginning of His way, before His acts of old. I was formed before ancient times, from the beginning, before the earth began. The great God that formed all things both rewardeth the fool, and rewardeth transgressors. Let your designs be formed, and they will come to nothing; give your orders, and they will not be effected: for God is with us. You made a reservoir between the two walls for the water of the old pool -- but you did not trust in the one who made it; you did not depend on the one who formed it long ago! Lord, You are my God; I will exalt You. I will praise Your name, for You have accomplished wonders, plans [formed] long ago, with perfect faithfulness. When the boughs thereof are withered, they shall be broken off: the women come, and set them on fire: for it is a people of no understanding: therefore he that made them will not have mercy on them, and he that formed them will shew them no favour. You have turned things around, as if the potter were the same as the clay. How can what is made say about its maker, "He didn't make me"? How can what is formed say about the one who formed it, "He doesn't understand [what he's doing]"? Hast thou not heard long ago, how I have done it; and of ancient times, that I have formed it? now have I brought it to pass, that thou shouldest be to lay waste defenced cities into ruinous heaps. But now thus saith the LORD that created thee, O Jacob, and he that formed thee, O Israel, Fear not: for I have redeemed thee, I have called thee by thy name; thou art mine. Even every one that is called by my name: for I have created him for my glory, I have formed him; yea, I have made him. Ye are my witnesses, saith the LORD, and my servant whom I have chosen: that ye may know and believe me, and understand that I am he: before me there was no God formed, neither shall there be after me. This people have I formed for myself; they shall shew forth my praise. Thus saith the LORD that made thee, and formed thee from the womb, which will help thee; Fear not, O Jacob, my servant; and thou, Jesurun, whom I have chosen. Who hath formed a god, or molten a graven image that is profitable for nothing? Remember these, O Jacob and Israel; for thou art my servant: I have formed thee; thou art my servant: O Israel, thou shalt not be forgotten of me. Thus saith the LORD, thy redeemer, and he that formed thee from the womb, I am the LORD that maketh all things; that stretcheth forth the heavens alone; that spreadeth abroad the earth by myself; This is what the Lord says, the Holy One of Israel, the one who formed him, concerning things to come: "How dare you question me about my children! How dare you tell me what to do with the work of my own hands! For thus saith the LORD that created the heavens; God himself that formed the earth and made it; he hath established it, he created it not in vain, he formed it to be inhabited: I am the LORD; and there is none else. Calling from the east a ravenous bird, From a far land the man of My counsel, Yea, I have spoken, yea, I bring it in, I have formed it, yea, I do it. And now, saith the LORD that formed me from the womb to be his servant, to bring Jacob again to him, Though Israel be not gathered, yet shall I be glorious in the eyes of the LORD, and my God shall be my strength. No weapon that is formed against thee shall prosper; and every tongue that shall rise against thee in judgment thou shalt condemn. This is the heritage of the servants of the LORD, and their righteousness is of me, saith the LORD. Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee, and I ordained thee a prophet unto the nations. Jacob's Portion is not like these because He is the One who formed all things. Israel is the tribe of His inheritance; the Lord of Hosts is His name. The Lord named you a flourishing olive tree, beautiful with well-formed fruit. He has set fire to it, and its branches are consumed with a great roaring sound. Thus saith the LORD the maker thereof, the LORD that formed it, to establish it; the LORD is his name; Therefore hear the plan of the Lord which He has made against Edom, and His purposes which He has formed against the inhabitants of Teman: Surely they shall be dragged away [by Nebuchadnezzar], even the little ones of the flock; surely He shall make their habitation desolate because of them and their fold shocked at their fate. Flee! Run away quickly! Go to a remote place to stay, residents of Hazor," declares the LORD. "For King Nebuchadnezzar of Babylon has formed a plan and devised a strategy against them. Therefore hear the plan of the Lord which He has made against Babylon, and His purposes which He has formed against the land of the Chaldeans: Surely they shall be dragged away, even the little ones of the flock; surely He shall make their habitation desolate because of them and their fold amazed and appalled at their fate. Jacob's Portion is not like these because He is the One who formed all things. [Israel is] the tribe of His inheritance; the Lord of Hosts is His name. The two pillars, the one sea, and the twelve brazen oxen that formed the bases, which king Solomon had made for the house of Jehovah: for the brass of all these vessels there was no weight. My transgressions have been formed into a yoke, fastened together by His hand; they have been placed on my neck, and the Lord has broken my strength. He has handed me over to those I cannot withstand. As to the appearance of the wheels and their construction: in appearance they gleamed like chrysolite; and the four were formed alike, and their construction work was as it were a wheel within a wheel. I made you thrive like plants of the field. You grew up and matured and became very beautiful. Your breasts were formed and your hair grew, but you were stark naked. Return it to its scabbard. "At the place where you were formed, in the land of your origin, there is where I'll judge you. For here he is! He formed the mountains and created the wind. He reveals his plans to men. He turns the dawn into darkness and marches on the heights of the earth. The Lord, the God who commands armies, is his name!" Thus hath the Lord GOD shewed unto me; and, behold, he formed grasshoppers in the beginning of the shooting up of the latter growth; and, lo, it was the latter growth after the king's mowings. What profit is the graven image when its maker has formed it? It is only a molten image and a teacher of lies. For the maker trusts in his own creations [as his gods] when he makes dumb idols. An Oracle The word of the Lord concerning Israel. A declaration of the Lord, who stretched out the heavens, laid the foundation of the earth, and formed the spirit of man within him. So when the plants sprouted and formed grain, the darnel (weeds) appeared also. Search Results by Versions Search Results by Book - Form (208 instances in 14 translations) - Formal (12 instances in 4 translations) - Formalism (1 instance in 1 translation) - Formalities (2 instances in 1 translation) - Formality (1 instance in 1 translation) - Formally (4 instances in 2 translations) - Formation (36 instances in 6 translations) - Formations (1 instance in 1 translation) - Former (177 instances in 13 translations) - Formerly (75 instances in 9 translations) - Formeth (11 instances in 4 translations) - Formidable (4 instances in 3 translations) - Formidably (1 instance in 1 translation) - Forming (34 instances in 10 translations) - Formless (3 instances in 5 translations) - Forms (34 instances in 14 translations) - Formula (3 instances in 2 translations) - Formulas (1 instance in 1 translation) - Formulate (2 instances in 1 translation) - Formulated (1 instance in 1 translation) - Formulating (1 instance in 1 translation) - Formulation (1 instance in 1 translation) - Formulations (1 instance in 1 translation) - Affected (9 instances) - Conceived (73 instances) - Constitute (4 instances) - Defined (10 instances) - Forge (3 instances) - Form (208 instances) - Formed (122 instances) - Imprint (11 instances) - Mold (5 instances) - Organize (1 instance)	0.7	low	5	3,834	[ "data structures", "algorithms basics" ]	[ "architecture patterns" ]	[]	{ "clarity": 0.6, "accuracy": 0.6, "pedagogy": 0.5, "engagement": 0.55, "depth": 0.55, "creativity": 0.35 }
2862b473-6804-419e-b1b1-9e133a90c8c9	Definition: Film Studies academic	arts_and_creativity	data_analysis	Definition: Film Studies is the academic discipline that analyzes film as a cultural, aesthetic, and industrial artifact, employing critical methodologies to interpret its meaning, form, and function. Intuitive Explanation: Imagine film not just as entertainment, but as a complex language. Film Studies is learning to read that language. It’s about dissecting how a film tells its story and conveys ideas, beyond just what the story is. This involves examining cinematic elements like editing, cinematography, sound, and narrative structure, and understanding how they interact to create meaning and evoke responses in viewers. Purpose: Within the humanities, Film Studies is crucial for understanding modern cultural production. It provides tools to critically engage with a dominant global medium, recognizing film's power to shape perceptions, reflect societal values, and influence political discourse. Its importance lies in demystifying the often subconscious impact of cinema, enabling informed cultural participation. Mechanism: Film Studies operates by applying theoretical frameworks and analytical tools to films. These frameworks, often borrowed from literary criticism, semiotics, psychoanalysis, or critical race theory, provide lenses through which to examine cinematic texts. Analysis focuses on identifying patterns, recurring motifs, and the strategic deployment of cinematic techniques to construct meaning. Examples: * *Example 1: Mise-en-scène in Citizen Kane*** * Observation: In Citizen Kane, Orson Welles frequently uses deep focus cinematography, where both foreground and background are in sharp focus. * Analysis: This technique, unlike the shallow focus common in many films, forces the viewer to actively scan the frame, engaging them more directly with the environment and the spatial relationships between characters. * Interpretation: This visual strategy reinforces Kane's isolation and the vastness of his empire, suggesting that despite his wealth, he remains trapped within his own constructed world. The audience is made to feel the weight of his surroundings, mirroring his psychological state. This contrasts with films that use shallow focus to isolate a subject, directing the viewer's attention exclusively to that character's emotional state. * *Example 2: Editing and Ideology in Triumph of the Will*** * Observation: Leni Riefenstahl's propaganda film Triumph of the Will employs rapid, rhythmic editing, juxtaposing images of Hitler with cheering crowds and Nazi symbols. * Analysis: The quick cuts create a sense of dynamism and overwhelming unity. The association of Hitler's image with symbols of power and popular adoration constructs a powerful, almost hypnotic, effect. * Interpretation: This editing strategy aims to forge an ideological connection between the viewer and the Nazi regime, presenting Hitler as a charismatic leader supported by a unified nation. This is a deliberate manipulation of cinematic form to serve a political agenda, highlighting how film can be a tool of persuasion and indoctrination, distinct from narrative films that might use editing for suspense or emotional impact. Common Misconceptions: * Misconception: Film Studies is just about "liking movies" or reviewing them subjectively. * Clarification: While appreciation is part of engagement, Film Studies is fundamentally an analytical discipline. It moves beyond personal preference to systematic interpretation based on evidence from the film and theoretical frameworks. It’s about how a film works, not just if one enjoyed it. * Misconception: Film Studies is only concerned with "art films" or obscure cinema. * Clarification: Film Studies analyzes all forms of cinema, including Hollywood blockbusters, documentaries, and television, recognizing that even mainstream films are rich sites for cultural and ideological analysis. Connections: * Prerequisites: Film Studies builds upon Media Studies by applying its principles of media analysis to the specific medium of film. It also draws from Visual Arts by examining film’s aesthetic components, composition, and visual language. * Builds To: Film Studies provides the foundational analytical skills necessary for Cinema Theory, which develops more abstract and systematic explanations of film's nature and impact. It also directly informs Documentary Studies, enabling the critical examination of non-fictional filmmaking's truth claims, ethical considerations, and representational strategies.	0.6	high	6	871	[ "intermediate understanding" ]	[ "research" ]	[ "science", "technology", "language_arts" ]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.4, "engagement": 0.4, "depth": 0.45, "creativity": 0.4 }
4c42572b-4efa-4bd9-ad5d-f8568e1df890	How can I find hope and healing	social_studies	historical_context	How can I find hope and healing? Some people who engage in self-harm behavior are able to stop without intervention. They simply outgrow the need to resolve their emotional troubles in this way. Others benefit from self-help groups, cognitive therapy to address the thinking behind the behavior, and behavior management strategies to examine the act of self-harm (Van der Kolk, 2002). In A New Earth, Tolle (2005) describes the process of healing. Awakening becomes integrated with the authentic self and gradually transforms everything we do and think. Tolle continues “Instead of being lost in your thinking (and acting) you recognize yourself as the awareness behind it” (Tolle, 2005, p. 259). The work of deliberately healing personal pain that has led to self-harm behaviors is accomplished through the development of new behaviors (Favazza, 2011). These new choices will create the ability to make a positive contribution first to the self and then to others. It is simple to observe the effect the healing process can have on only one. It is possible for a person to become one of the few who have confronted unbearable emotional pain, ripped bandages from tender flesh, and allowed wounds to heal. It is imperative that any therapeutic approach is specifically designed to meet the needs of the individual (Prout, 2007). Self-harm behaviors do not occur in a vacuum. There are other damaging behaviors that go hand in hand with self-harm, e.g. drug and alcohol use. Treatment must address the needs of the holistic person. Therapy Associates is a group of competent, compassionate professionals who tailor each treatment plan to the needs of each client. We are compelled to reach out to those who have been wounded to assist in the achievement of awareness. We can each take another by the hand and draw them into the circle of joy and laughter that is life. Favazza, A. (2011). Bodies under seige. Baltimore, MD: The Johns Hopkins University Press. Prout, H. T. (2007). Counseling and psychotherapy with children and adolescents: Historical developmental, integrative, and effectiveness perspectives. In H. T. Prout & D. T. Brown (Eds.), Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings (4th ed.), (pp. 1-31). Hoboken, NJ: John Wiley & Sons, Inc. Tolle, E. (2005). A new earth: Awakening to your life’s purpose. London, England: Penguin Group. Van der Kolk, B. A. (2002). Posttraumatic therapy in the age of neuroscience. Psychoanalytic Dialogues, 12(3), 381-393.	0.55	medium	4	599	[ "intermediate knowledge" ]	[ "specialized knowledge" ]	[ "technology", "arts_and_creativity" ]	{ "clarity": 0.4, "accuracy": 0.5, "pedagogy": 0.4, "engagement": 0.4, "depth": 0.35, "creativity": 0.4 }
19577c88-21e9-4f55-b23b-9e37b8ecc746	World Read Aloud Day	technology	historical_context	World Read Aloud Day 2019 was celebrated on February 1 in venues across Africa. World Read Aloud Day, an initiative that aims at ensuring that we have a reading planet, was started by the Pam Allyn founded LitWorld organisation. On World Read Aloud Day first hosted in 2010, people all around the world read aloud together and share stories to advocate for literacy as a human right that belongs to all people. This year, the day was celebrated around the world on February 1. In Africa, World Read Aloud Day is mainly about getting children into reading aloud which is exactly what happened in Botswana. In the Southern African country, Gaborone Book Festival volunteers visited five schools and read aloud to students. The schools are Bosele Primary, Camp Primary, St Conrad’s Primary, Bokamoso, and Motswakhumo Junior Schools. It was especially good to see the jump in students participating from 608 students in 2018 to 2530 this year. Apart from the readings, the team would also donate 170 books to selected schools. In Kenya, the main celebration was hosted at KAG Kibera where students from 13 schools would take part. There would be reading aloud and several other activities with Wangari The Storyteller as an invited guest. In Sierra Leone, the Child Welfare Society-Sierra Leone celebrated the fifth Chapter of World Read Aloud Day. At a colourful event at the organisation’s head office in Freetown on the theme ‘Reading Is As Important As Eating’, the organization’s Executive Director, Moses S. Mambu, stated that it is important to read because reading gives one knowledge, information, and insight into what they didn’t know before. “A lot of the things we are scrambling with today as a nation will be a thing of the past if we make reading a culture in Sierra Leone”, Mambu pointed out, adding that children should know what is happening around them. He encouraged parents to train up their children in the culture of reading, adding: “There is no magic to knowledge, except reading”. In the Pearl of Africa, our favourite publisher and children’s literacy advocacy organisation Soo Many Stories hosted an event at their Children’s library in Kampala. The children who attended were divided into two groups, with the older children reading and discussing the different themes in Tesa and Luuka’s trip to Rwenzori while the younger children listened to Siba and Siba; a story written for children by a local author. Readings were done by both children from the ward and representatives from the EU Delegation led by Emmanuel Gyezaho, Press and Information Officer and Marion Beijuka, Finance and Contracts Manager. The EU delegation would also join children at the Uganda Cancer Institute. Read more about it here.	0.6	medium	4	601	[ "programming fundamentals", "logic" ]	[ "system design" ]	[ "social_studies", "life_skills", "philosophy_and_ethics" ]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.4, "engagement": 0.4, "depth": 0.35, "creativity": 0.3 }
679424f0-f58f-49d4-a307-b2ac95d9fd35	SMHSA tool organized into	life_skills	data_analysis	The SMHSA tool is organized into sets of domains and sub-domains. A domain is defined as an area of interest or related interest. The tools captures related information about the Mental Health Systems within the state under 10 domains . Currently, the SMHSA includes information on all 10 domains along with their sub-domains. It was evident from our earlier work that the data required for assessing the mental health systems under different domains could not be obtained from a single source. Even within each domain, a combination of data sources rather than a single data source was required. There were certain areas where precise data was not available or was difficult to obtain from routine data sources. Thus, multiple sources and methods were required to provide a clear and broad picture of a mental health system. The guidelines for data collection laid down the three phases of SMHSA which included obtaining administrative permission to gather data, methods to sensitise different levels of administration to obtain relevant data / information, steps to identify different sources of data for different sections of the questionnaire, data collection mechanisms, steps to reconcile information from different sources and most importantly to establish a method for finalising the data in the proforma during the consensus meeting. A set of 15 quantitative indicators, covering various domains was developed based on quantitative information collected by using the SMHSA proforma. Data drawn from the Na¬tional Mental Health Survey was used to de¬velop 5 morbidity indicators. These domains focused on the coverage of the DMHP, human resources for mental health, facility coverage for mental health, financing for mental health, burden of mental morbidity, treatment gap and incidence of suicides. A set of 10 qualitative indicators covering 10 essential domains of the mental health system, based on a scoring pattern has been developed as qualitative indicators. These include mental health policy, plan of action, service delivery, availability of drugs, budget, IEC activities, legislation, inter-sectoral activities and monitoring of programmes. The purpose of the state level experts’ consensus meeting was to have a broader discussion and better documentation of the mental health systems in the state, to review the collected information, to examine the indicators, to suggest changes/modifications and to agree on areas requiring further data inputs. Furthermore, where data for some domains / components were not available, an agreement / consensus had to be arrived at to provide an understanding as a first step. The experts (15 to 20 in number) participating in the consensus meeting varied across states and often included one or more of the following: State Principal Health Secretary or representative, State NHM Director or representative, State Mental Health Programme Officer, Member-Secretary of the State Mental Health Authority, psychiatrist(s) from both the private and public sectors, public health specialists, civil society members, legal advisors, a representative from the state IEC cell, etc. During the consensus meeting each of the components of the proforma was discussed in detail and The group deliberated, debated and discussed issues before reaching consensus on the ten core parameters of mental health systems.	0.6	medium	6	626	[ "intermediate understanding" ]	[ "research" ]	[ "science", "technology" ]	{ "clarity": 0.4, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.45, "creativity": 0.35 }
cef4e2be-7c6e-4d57-af26-db1d24dabebe	Reasoning Demonstration: Immunology (with	science	tutorial	## Reasoning Demonstration: Immunology (with a Physics Focus) Problem: A patient presents with a severe, rapidly progressing bacterial infection. Their physician suspects a deficiency in a critical component of the innate immune system. Given that the infection is characterized by a significant inflammatory response, but impaired phagocytosis and complement-mediated bacterial lysis, which of the following is the most likely underlying immune deficiency? A) Defective T-cell receptor signaling B) Deficiency in Toll-like Receptor (TLR) signaling C) Absence of Neutrophil Extracellular Traps (NETs) D) Impaired antibody production by B cells Common Pitfalls: * Pitfall 1: Focusing solely on the inflammatory response. * Why it's wrong: Inflammation is a broad hallmark of many immune responses, both innate and adaptive. While present, it doesn't pinpoint a specific mechanism of deficiency. A robust inflammatory response can occur even if downstream effector functions are compromised. This is akin to seeing smoke (inflammation) but not knowing if the fire (pathogen elimination) is being effectively put out. * Pitfall 2: Overemphasizing adaptive immunity when the problem points to innate mechanisms. * Why it's wrong: The problem explicitly mentions a "critical component of the innate immune system" and describes symptoms that align with early-stage, non-specific defense failures. While adaptive immunity is crucial for long-term control and memory, its primary role is not in the initial rapid containment of a bacterial infection by phagocytosis and lysis. This is like assuming a building's structural integrity depends solely on the final coat of paint, ignoring the foundation and framework. Correct Method: The problem requires us to identify a deficiency in the innate immune system that explains both a present inflammatory response and impaired phagocytosis/lysis of bacteria. We need to evaluate each option based on its role in these processes. * Step 1: Analyze the presented symptoms: "severe, rapidly progressing bacterial infection," "significant inflammatory response," but "impaired phagocytosis and complement-mediated bacterial lysis." * Reasoning: This tells us that the initial alarm bells (inflammation) are ringing, but the "foot soldiers" (phagocytes) and the "chemical weapons" (complement) are not effectively clearing the bacteria. * Step 2: Evaluate option A (Defective T-cell receptor signaling). * Reasoning: T-cell receptor signaling is a hallmark of adaptive immunity, specifically T-cell activation. While T cells can influence innate responses indirectly, a primary defect here would manifest more in adaptive immune deficiencies (e.g., susceptibility to viral infections, impaired cell-mediated cytotoxicity) rather than a direct failure of early bacterial lysis and phagocytosis by innate cells. The problem statement points to innate immunity. * Step 3: Evaluate option B (Deficiency in Toll-like Receptor (TLR) signaling). * Reasoning: TLRs are pattern recognition receptors on innate immune cells. Upon binding to pathogen-associated molecular patterns (PAMPs) on bacteria, they trigger signaling cascades that initiate inflammation and cytokine production, activating other innate immune cells. Impaired TLR signaling would lead to a weaker initial inflammatory response and reduced recruitment/activation of phagocytes. However, the problem states a significant inflammatory response, suggesting the initial alarm is still functioning to some degree. While TLRs are crucial for initiating innate immunity, a complete absence might not perfectly fit the "significant inflammatory response" caveat, though it's a plausible contributor to impaired downstream functions. * Step 4: Evaluate option C (Absence of Neutrophil Extracellular Traps (NETs)). * Reasoning: NETs are a crucial innate immune mechanism. Neutrophils, upon activation (often via TLRs or other stimuli), release decondensed chromatin decorated with antimicrobial proteins. NETs physically trap and kill bacteria by concentrating these antimicrobial agents, effectively facilitating phagocytosis and lysis. A deficiency in NET formation would directly impair the ability of neutrophils to contain and kill bacteria, leading to a rapidly progressing infection. The inflammatory response can still be present as neutrophils are recruited, but their primary killing mechanism (NETs) is compromised. This aligns well with impaired phagocytosis (as NETs aid in trapping) and lysis (due to antimicrobial proteins within NETs). * Step 5: Evaluate option D (Impaired antibody production by B cells). * Reasoning: Antibody production is a key function of adaptive immunity. Antibodies can opsonize bacteria (enhancing phagocytosis) and activate the complement system. However, the problem emphasizes a deficiency in the innate immune system. While impaired antibody production would eventually hinder bacterial clearance, the initial rapid lysis and phagocytosis by innate cells would still be expected to function to some extent if the innate system itself were intact. The problem's focus on innate immunity makes this option less likely as the primary cause. * Step 6: Synthesize the analysis. Option C directly addresses a critical innate mechanism (NETs) that, when absent, would lead to impaired bacterial trapping and killing, explaining the observed symptoms of a progressing infection with compromised phagocytosis and lysis, despite an inflammatory response. Answer: C) Absence of Neutrophil Extracellular Traps (NETs) Verification: To verify this answer, we can consider the specific roles of each component: * Inflammation: Neutrophils are recruited to the site of infection, contributing to the inflammatory response, even if they cannot form NETs effectively. Thus, a significant inflammatory response is compatible with NET deficiency. * Phagocytosis: While NETs are not the sole mechanism of phagocytosis, they are crucial for trapping bacteria, making them more accessible to phagocytes. Impaired NET formation would therefore indirectly impair efficient phagocytosis by reducing bacterial localization. * Complement-mediated lysis: NETs contain antimicrobial proteins, including components of the complement system, which can directly contribute to bacterial lysis. Their absence would directly reduce this lytic capacity. Let's re-examine the other options in light of this verification: * A) Defective T-cell receptor signaling: If T-cell signaling were defective, we'd expect broader issues with adaptive immunity, not necessarily a specific failure of innate bacterial lysis and phagocytosis in this manner. * B) Deficiency in TLR signaling: While TLR signaling is critical for initiating innate immunity and inflammation, a severe deficiency might dampen the inflammatory response more than described. Furthermore, other pathways can activate neutrophils and contribute to NETosis, so while impaired TLRs can contribute, NET deficiency is a more direct explanation for the specific downstream functional failures described. * D) Impaired antibody production: This is an adaptive immune defect. While antibodies enhance phagocytosis and complement activity, the problem states a deficiency in the innate system. The innate system has its own mechanisms for phagocytosis and complement activation that would be expected to function if the innate system were intact. Therefore, the absence of NETs provides the most direct and comprehensive explanation for the observed combination of a significant inflammatory response with impaired phagocytosis and complement-mediated lysis in a bacterial infection, specifically pointing to an innate immune deficiency. Generalizable Pattern: When presented with a problem describing a specific clinical presentation of an infection and asked to identify an immune deficiency, follow these steps: 1. Deconstruct the Symptoms: Break down the clinical presentation into key features, noting the type of pathogen (bacterial, viral, fungal), the severity and progression of the disease, and specific immune phenomena observed (inflammation, fever, cellular infiltration, etc.). 2. Identify the Immune System Branch: Determine whether the symptoms primarily point to a defect in the innate immune system (rapid, non-specific responses) or the adaptive immune system (slower, specific, memory-based responses). The problem statement often explicitly guides this. 3. Analyze the Functional Deficits: Pinpoint the specific immune functions that are described as impaired (e.g., phagocytosis, complement lysis, antibody production, T-cell killing). 4. Evaluate Each Option Against the Symptoms: For each potential deficiency, consider its known role in the immune response and how its absence would manifest in the described clinical scenario. * Does the option explain the presence of certain symptoms (e.g., inflammation)? * Does the option explain the absence or impairment of other symptoms (e.g., phagocytosis)? * Does the option align with the identified immune system branch (innate vs. adaptive)? 5. Synthesize and Select the Best Fit: Choose the option that most comprehensively and directly explains the entire constellation of symptoms, prioritizing the immune branch and specific functional deficits highlighted in the problem. Broader Application: This reasoning process is fundamental to diagnostic immunology and pathology. It mirrors how clinicians and researchers approach identifying the root cause of immunodeficiency. The pattern of analyzing symptoms, identifying affected systems, evaluating potential causes based on known mechanisms, and synthesizing the best explanation can be applied to: * Diagnosing other infectious diseases: Understanding how specific pathogens exploit immune deficiencies. * Understanding autoimmune diseases: Where the immune system mistakenly attacks self-tissues, often due to dysregulation in T or B cell function or a failure of tolerance mechanisms. * Evaluating vaccine efficacy: Assessing how different components of the immune system (innate activation, T-cell help, B-cell antibody production) contribute to protective immunity. * Interpreting experimental data: In immunology research, this systematic approach is used to understand the consequences of gene knockouts or specific pathway inhibitors on immune cell function and host defense. Essentially, it’s a scientific problem-solving framework: observe phenomena, hypothesize causes based on established principles, test hypotheses by evaluating their explanatory power, and synthesize the most consistent explanation. This methodical approach, focusing on the why behind each step, is crucial for developing deep understanding in any scientific domain.	0.7	medium	6	2,101	[ "intermediate science", "statistics" ]	[ "specialized research" ]	[ "philosophy_and_ethics" ]	{ "clarity": 0.6, "accuracy": 0.6, "pedagogy": 0.5, "engagement": 0.55, "depth": 0.55, "creativity": 0.35 }
9bfbb639-a950-4993-a8fb-dd2024d27381	Tuesday, April 3, 2012	interdisciplinary	comparative_analysis	Tuesday, April 3, 2012 Athletic advantage of Co2 During exercise the muscle cannot get enough oxygen and starts inefficiently breaking down glucose into small amounts of energy and lactic acid; this is known as anaerobic glycolysis. Anaerobic glycolysis sets off many inflammatory signals and produces far less Co2/energy than the more evolved oxidative metabolism. Training at high altitude has been used by competitive athletes as a means of improving their potential. Because of low oxygen pressure at high altitude athletes retain more Co2 which allows more efficient use of oxygen so glucose is shuttled through oxidative metabolism.(1). Increased oxidative metabolism produces less lactic acid so athletes can train longer(2, 3). Methods that increase Co2 concentrations in the body such as baking soda improve athletic performance and recovery(4, 5, 6). Nose breathing increases Co2 compared to mouth breathing(7). High carbohydrate diet increases Co2 more compared to low carbohydrate diet(8). A high sugar diet increases Co2 more compared to a high starch diet(9).	0.6	high	4	218	[ "intermediate knowledge" ]	[ "specialized knowledge" ]	[ "science", "life_skills" ]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.3, "engagement": 0.4, "depth": 0.35, "creativity": 0.4 }
ea9c5316-75cd-43d8-a931-caebdf39089f	Message Board Basketball Forum - InsideHoops	technology	historical_context	Message Board Basketball Forum - InsideHoops Go Back Message Board Basketball Forum - InsideHoops > InsideHoops Main Basketball Forums > NBA Forum NBA Forum NBA Message Board - NBA Fan Forum Reply Thread Tools Old 10-12-2012, 08:54 PM #1 nathanjizzle Kobe **d my girl. nathanjizzle's Avatar Join Date: Apr 2011 Posts: 11,278 Default The Lingend is over its over. or is it just a lingerk reaction nathanjizzle is offline Reply With Quote Old 10-12-2012, 10:35 PM #2 inclinerator Future NBA G.O.A.T inclinerator's Avatar Join Date: Nov 2007 Posts: 13,346 Default Re: The Lingend is over 9 points 7 assist inclinerator is offline Reply With Quote Old 10-12-2012, 10:39 PM #3 Dbrog Decent college freshman Dbrog's Avatar Join Date: Jul 2007 Posts: 2,496 Default Re: The Lingend is over Good god! Asik - 15 boards in 28 mins Dbrog is offline Reply With Quote Old 10-12-2012, 10:45 PM #4 TheAesirsFinest The ? to All Answers TheAesirsFinest's Avatar Join Date: Jun 2011 Location: Houston Posts: 1,011 Default Re: The Lingend is over Quote: Originally Posted by Dbrog Good god! Asik - 15 boards in 28 mins His stamina is pretty damn good now too! Carroll Dawson (Asik's big man coach) is a magician TheAesirsFinest is offline Reply With Quote Old 10-12-2012, 10:48 PM #5 Dbrog Decent college freshman Dbrog's Avatar Join Date: Jul 2007 Posts: 2,496 Default Re: The Lingend is over I would be absolutely shocked if Asik became as good as Noah (numberwise), but now it doesn't seem so out of the question Dbrog is offline Reply With Quote Old 10-12-2012, 10:56 PM #6 blacknapalm spider 2 y banana blacknapalm's Avatar Join Date: Mar 2009 Posts: 5,919 Default Re: The Lingend is over Quote: Originally Posted by Dbrog Good god! Asik - 15 boards in 28 mins get used to it. he had a 14.9 offensive rebound rate last year (2nd in the league). wouldn't surprise me at all if he finishes top 5 in rebounding. defense is also elite. good in the post, has great agility and quickness to pair with his instincts on help defense and is also adept at guarding the P&R well. when he & taj were on the court together, they were rebounding/defense hounds. as far as stamina...it's always been there. the big man coach is going to have his work cut out for him on the offensive end. he has to have his shot set up and his hands aren't great. he does finish strongly at the rim though. asik's out for blood * Last edited by blacknapalm : 10-12-2012 at 11:01 PM. blacknapalm is offline Reply With Quote Old 10-12-2012, 11:02 PM #7 Dbrog Decent college freshman Dbrog's Avatar Join Date: Jul 2007 Posts: 2,496 Default Re: The Lingend is over nice Dbrog is offline Reply With Quote Old 10-12-2012, 11:05 PM #8 SourPatchKids o()xxx[{::::::::::::> SourPatchKids's Avatar Join Date: Mar 2010 Location: Twin Cities Posts: 6,638 Default Re: The Lingend is over SourPatchKids is offline Reply With Quote Old 10-13-2012, 07:06 AM #9 Clutch NBA Superstar Clutch's Avatar Join Date: Dec 2010 Location: MSG Posts: 13,892 Default Re: The Lingend is over Linsanity is over. He'll still put up solid numbers but he'll never again even come near to what he did during Linsanity. Clutch is offline Reply With Quote Old 10-13-2012, 07:14 AM #10 Legends66NBA7 HA ! Legends66NBA7's Avatar Join Date: Jun 2011 Location: Planet Earth Posts: 23,614 Default Re: The Lingend is over Quote: Originally Posted by Clutch Linsanity is over. He'll still put up solid numbers but he'll never again even come near to what he did during Linsanity. Yup, the little hype train that could... Legends66NBA7 is offline Reply With Quote Old 10-13-2012, 07:24 AM #11 Real Men Wear Green Please clap. Real Men Wear Green's Avatar Join Date: Jun 2006 Location: Boston, MA Posts: 22,114 Default Re: The Lingend is over He had two weeks or so where he was MVP-worthy. I don't think he'll be like that from here on out but I didn't see him do anything that seemed completely unsustainable. If Houston is willing to live with a ton of turnovers a 17/8 or better season is what I'm expecting. But if they feel like his TOs are killing them then they'll have a 10/5 part-time starter. Real Men Wear Green is offline Reply With Quote Old 10-13-2012, 08:26 AM #12 nathanjizzle Kobe **d my girl. nathanjizzle's Avatar Join Date: Apr 2011 Posts: 11,278 Default Re: The Lingend is over actually i think he played great last night. Him and kevin martin looked great together. lin is alot stronger and faster than last season, his handles is alot better also. i think he will have a handful of linsanity type of games this season. nathanjizzle is offline Reply With Quote Old 10-13-2012, 08:52 AM #13 spiegel Local High School Star Join Date: Feb 2010 Posts: 1,199 Default Re: The Lingend is over Quote: Originally Posted by nathanjizzle actually i think he played great last night. Him and kevin martin looked great together. lin is alot stronger and faster than last season, his handles is alot better also. i think he will have a handful of linsanity type of games this season. He has looked average in both gamers so far but it's the pre season so it dosent matter. We need him to play well in the regular season. spiegel is offline Reply With Quote Old 10-13-2012, 09:07 AM #14 9512 hon hon hon eat snails 9512's Avatar Join Date: Sep 2011 Posts: 3,265 Default Re: The Lingend is over 7 assists to 2 TOs vs the Hornets. That in itself is a sign of good things to come. 9512 is offline Reply With Quote Old 10-13-2012, 11:59 AM #15 Rekindled Pringles Reborn Rekindled's Avatar Join Date: May 2008 Location: Galaxy Far Far Away.. Posts: 8,878 Default Re: The Lingend is over 9 pts 7 assists 2 st in 20 min? not bad imo Rekindled is offline Reply With Quote This NBA Basketball News Website Sponsored by: Reply Thread Tools Posting Rules You may not post new threads You may not post replies You may not post attachments You may not edit your posts vB code is On Smilies are On [IMG] code is On HTML code is Off Forum Jump All times are GMT -4. The time now is 12:50 AM. NBA Basketball Forum Key Links: InsideHoops Home NBA Rumors Basketball Blog NBA Daily Recaps NBA Videos Fantasy Basketball NBA Mock Draft NBA Free Agents All-Star Weekend --- High School Basketball Streetball --- InsideHoops Twitter Search Our Site Powered by vBulletin Version 3.5.4 Copyright ©2000 - 2016, Jelsoft Enterprises Ltd. Terms of Use/Service \| Privacy Policy	0.65	medium	4	2,440	[ "programming fundamentals", "logic" ]	[ "system design" ]	[]	{ "clarity": 0.6, "accuracy": 0.5, "pedagogy": 0.5, "engagement": 0.4, "depth": 0.45, "creativity": 0.3 }
0f6f64d5-7b60-41a9-8f71-f8ba8fa65131	About Dorcas Place	interdisciplinary	historical_context	About Dorcas Place Dorcas Place, a private, non-profit organization, was founded in 1981 to help parents develop the literacy, numeracy, and life management skills necessary to live more independent, self-sufficient lives. Today, Dorcas Place offers four major components: literacy, work readiness, social services, and advocacy. Teachers and students at Dorcas Place have discovered that educational materials which develop reading skills and provide practical guidance and know-how for everyday living are not readily available for adults with limited reading skills. In response to this, Dorcas Place has produced a series of publications each written for adults with limited reading skills and designed to provide practical information for dealing with situations faced in their daily lives. These publications include: Landlord-Tenant Handbook, Your Child's Education, The Dorcas Place Cookbook, A Road Guide to Understanding Learning Disabilities and First Aid in the Home. This summer at Dorcas Place, the agency piloted a six-week content-based summer program. There were three two-week units - history, arts & literature and science. Two teachers, Louise Cherubini and Michelle Cortes-Harkins, developed the science unit based on the topic of water. This website will explain, illustrate and share our observations as we continuously assessed and reassessed how our curriculum met the educational needs of our students. Dorcas Place Mission Statement To assist low income adults in realizing their full potential through literacy, employment, advocacy and Email Address: email@example.com Last Updated: October 31, 1999 This page is best viewed with Netscape	0.65	high	5	363	[ "domain basics" ]	[ "expert knowledge" ]	[ "mathematics", "science", "life_skills" ]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.4, "engagement": 0.4, "depth": 0.35, "creativity": 0.4 }
378cf021-c430-451b-85a2-9f349834b270	Jambukeshwarar temple Tiruvanaikkaval alongside	technology	historical_context	The Jambukeshwarar temple in Tiruvanaikkaval alongside the holy river Cauvery, is one the Panchabhootha sthalam where the Lord manifests as the element of water. The temple is believed to have constructed by King Kochengot Chola.The shrine was then widely expanded by Hoysala king, Someswara, the son of Vira Narasimha. The tiered gopuram is also believed to have constructed by the Hoysala king.The temple has inscriptions from the Chola era showing their endowments to the place. The four most revered Nayanars have sung praises of the Jambukeshwarar. The temple has been maintained by Nattukottai Chettiars during the later centuries. Legend regarding Jambukeswarar Temple states that Parvati made a lingam out of water from river Cauvery and conducted here penance to Lord Shiva here. Shiva, pleased with her devotion taught her Siva Gnana.Another legend regarding the origin of the temple revolves around two disciples of Shiva who were cursed to be born as elephant and spider. The elephant and the spider came to Jambukeswaram and worshipped Shiva. The elephant conducted ablution ...View more o the lingam while the spider constructed his web over it to protect from dry leaves and sun. The spider angry that the elephant's abhishekam daily removed his web, crawled into the trunk of the elephant and bit it to death, as well as killing itself. Shiva moved by the devotion, relieved them from the curse. As he killed an elephant, the spider was then reborn as the King Kochengot Chola who built 70 temples including this one. His enmity to the elephant made sure that the sanctum surely had a door which an elephant cannot ever enter. This temple is part of the famous Pancha Bootha Stalam Yatra. The Jambukeswarar Temple built in Dravidian style has a huge 7-tiered rajagopuram with intricate carvings. There are five enclosures inside the temple. The massive outer wall is believed to have built by Lord Shiva along with labourers.The innermost enclosure has the sanctum. The sanctum sanctorum is divided into the Ardha Mantapam and the Garbha Griha where the deity of Jambukeswarar is housed. Entrance into the Sanctum is through a small door o...View more the southern wall. The upper part of the swayambhu linga is copper coloured, whereas pedestal is of black granite. A stream of water is said to emerge from the linga, the flow of which increases during the Monsoon. Tiruchirappalli is well connected to all the major cities across India by air, rail and road. Autos, taxis and buses are available to the temple from the railway station/airport. Devotees are advised to wear clean and traditional clothing. Western attire are not allowed in the temples of Tamil Nadu Tiruvanaikkaval is a small and peaceful town on the northern bank of the river Cauvery, close to the river island of Srirangam. The Jambukeshwarar temple is one of the most important attractions of the place. It is the birth place of Nobel Laureate Sir C. V. Raman. The priests perform regular pujas to the deities. There are five main pujas performed during regular days. Annabhishekam is performed to the Lingam at Jambukeswarar Temple Flowers, Betel nuts and leaves, clothes \|January - Thai Poosam(Jan/Feb)\| \|March - Sivrathri(Feb/Mar)\| \|May - Vasantha Urchavam (May/June)\| \|July - Aadipuram festival (July/August)\| \|October - Navrathri\| \|Jan - March\|\|32oC\|\|to\|\|22.3oC\| \|April - June\|\|37oC\|\|to\|\|26.6oC\| \|July - Sept\|\|35.5oC\|\|to\|\|25.6oC\| \|Oct - Dec\|\|30.3oC\|\|to\|\|22.6oC\|	0.6	medium	4	896	[ "programming fundamentals", "logic" ]	[ "system design" ]	[]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.4, "engagement": 0.4, "depth": 0.45, "creativity": 0.3 }
01da037d-7b0e-4714-b4dd-18dc304cec91	term queen bee typically	science	historical_context	The term queen bee is typically used to refer to an adult, mated female that lives in a honey bee colony or hive; she is usually the mother of most, if not all, the bees in the beehive. The queens are developed from larvae selected by worker bees and specially fed in order to become sexually mature. There is normally only one adult, mated queen in a hive, in which case the bees will usually follow and fiercely protect her. The term "queen bee" can be more generally applied to any dominant reproductive female in a colony of a eusocial bee species other than honey bees. - Development 1 Virgin queen bee 2 - Piping 2.1 Reproduction cycle 3 - Supersedure 3.1 - Daily life for the queen 4 - Identification 5 - Queen rearing 6 - References 7 - External links 8 When conditions are favorable for swarming, the queen will start laying eggs in queen cups. A virgin queen will develop from a fertilized egg. The young queen larva develops differently because it is more heavily fed royal jelly, a protein-rich secretion from glands on the heads of young workers. If not for being heavily fed royal jelly, the queen larva would have developed into a regular worker bee. All bee larvae are fed some royal jelly for the first few days after hatching but only queen larvae are fed on it exclusively. As a result of the difference in diet, the queen will develop into a sexually mature female, unlike the worker bees. Queens are raised in specially constructed queen cells. The fully constructed queen cells have a peanut-like shape and texture. Queen cells start out as queen cups. Queen cups are larger than the cells of normal brood comb and are oriented vertically instead of horizontally. Worker bees will only further build up the queen cup once the queen has laid an egg in a queen cup. In general, the old queen starts laying eggs into queen cups when conditions are right for swarming or supersedure. Swarm cells hang from the bottom of a Frame (beehive) while supersedure queens or emergency queens are generally raised in cells built out from the face of a frame. As the young queen larva pupates with her head down, the workers cap the queen cell with beeswax. When ready to emerge, the virgin queen will chew a circular cut around the cap of her cell. Often the cap swings open when most of the cut is made, so as to appear like a hinged lid. During swarming season, the old queen will likely leave with the prime swarm before the first virgin queen emerges from a queen cell. Virgin queen bee \|Metamorphosis of the queen bee\| \|Egg\|\|hatches on Day 3\| \|Larva (several moltings)\|\|Day 3 to Day 8 1⁄2\| \|Queen cell capped\|\|~ Day 7 1⁄2\| \|Pupa\|\|~ Day 8 until emergence\| \|Emergence\|\|~Day 15 1⁄2 - Day 17\| \|Nuptial Flight(s)\|\|~Day 20 - 24\| \|Egg Laying\|\|~Day 23 and up\| A virgin queen is a queen bee that has not mated with a drone. Virgins are intermediate in size between workers and mated, laying queens, and are much more active than the latter. They are hard to spot while inspecting a frame, because they run across the comb, climbing over worker bees if necessary, and may even take flight if sufficiently disturbed. Virgin queens can often be found clinging to the walls or corners of a hive during inspections. Virgin queens appear to have little queen pheromone and often do not appear to be recognized as queens by the workers. A virgin queen in her first few hours after emergence can be placed into the entrance of any queenless hive or nuc and acceptance is usually very good, whereas a mated queen is usually recognized as a stranger and runs a high risk of being killed by the older workers. When a young virgin queen emerges from a queen cell, she will generally seek out virgin queen rivals and attempt to kill them. Virgin queens will quickly find and kill (by stinging) any other emerged virgin queen (or be dispatched themselves), as well as any unemerged queens. Queen cells that are opened on the side indicate that a virgin queen was likely killed by a rival virgin queen. When a colony remains in swarm mode after the prime swarm has left, the workers may prevent virgins from fighting and one or several virgins may go with after-swarms. Other virgins may stay behind with the remnant of the hive. As many as 21 virgin queens have been counted in a single large swarm. When the after-swarm settles into a new home, the virgins will then resume normal behavior and fight to the death until only one remains. If the prime swarm has a virgin queen and the old queen, the old queen will usually be allowed to live. The old queen continues laying. Within a couple of weeks she will die a natural death and the former virgin, now mated, will take her place. Unlike the worker bees, the queen's stinger is not barbed and she is able to sting repeatedly without dying. Piping describes a noise made by virgin and mated queen bees during certain times of the virgin queens' development. Fully developed virgin queens communicate through vibratory signals: "quacking" from virgin queens in their queen cells and "tooting" from queens free in the colony, collectively known as piping. A virgin queen may frequently pipe before she emerges from her cell and for a brief time afterwards. Mated queens may briefly pipe after being released in a hive. Piping is most common when there is more than one queen in a hive. It is postulated that the piping is a form of battle cry announcing to competing queens and the workers their willingness to fight. It may also be a signal to the worker bees which queen is the most worthwhile to support. The piping sound is a G♯ (aka A♭). The adult queen pipes for a two-second pulse followed by a series of quarter-second toots. The queens of Africanized bees produce more vigorous and frequent bouts of piping. The surviving virgin queen will fly out on a sunny, warm day to a "drone congregation area" where she will mate with 12-15 drones. If the weather holds, she may return to the drone congregation area for several days until she is fully mated. Mating occurs in flight. The young queen stores up to 6 million sperm from multiple drones in her spermatheca. She will selectively release sperm for the remaining 2–7 years of her life. The young virgin queen has a limited time to mate. If she is unable to fly for several days because of bad weather and remains unmated, she will become a "drone layer." Drone-laying queens usually signal the death of the colony, because the workers have no fertilized (female) larvae from which to raise worker bees or a replacement queen. Though timing can vary, matings usually take place between the sixth and tenth day after the queen emerges. Egg laying usually begins 2 to 3 days after the queen returns to the beehive, but can start earlier than this. A special, rare case of reproduction is thelytoky: the reproduction of female workers or queens by laying worker bees. Thelytoky occurs in the Cape bee, Apis mellifera capensis, and has been found in other strains at very low frequency. As the queen ages her pheromone output diminishes. A queen bee that becomes old, or is diseased or failing, will be replaced by the workers in a procedure known as "supersedure". Supersedure may be forced by a beekeeper, for example by clipping off one of the queen's middle or posterior legs. This makes her unable to properly place her eggs at the bottom of the brood cell; the workers will detect this and will then rear replacement queens. When a new queen becomes available, the workers will kill the reigning queen by "balling" her, clustering tightly around her and stinging her. Balling is often a problem for beekeepers attempting to introduce a replacement queen. If a queen suddenly dies, the workers will flood with royal jelly several cells where a larva has just emerged. The young larva floats on the royal jelly; the worker bees then build a larger queen cell from the normal-sized worker cell, which will protrude vertically from the face of the brood comb. Emergency queens are usually smaller and less prolific, and therefore not preferred by beekeepers. Daily life for the queen Although the name might imply it, a queen bee does not directly control the hive. Her sole function is to serve as the reproducer. A well-mated and well-fed queen of quality stock can lay about 1,500 eggs per day during the spring build-up—more than her own bodyweight in eggs every day. She is continuously surrounded by worker bees who meet her every need, giving her food and disposing of her waste. The attendant workers also collect and then distribute queen mandibular pheromone, a pheromone that inhibits the workers from starting queen cells. The queen bee is able to control the sex of the eggs she lays. The queen lays a fertilized (female) or unfertilized (male) egg according to the width of the cell. Drones are raised in cells that are significantly larger than the cells used for workers. The queen fertilizes the egg by selectively releasing sperm from her spermatheca as the egg passes through her oviduct. \|white\|\|1 or 6\| \|yellow\|\|2 or 7\| \|red\|\|3 or 8\| \|green\|\|4 or 9\| \|blue\|\|5 or 0\| The queen bee's abdomen is noticeably longer than the worker bees surrounding her. Even so, in a hive of 60,000 to 80,000 honey bees, it is often difficult for beekeepers to find the queen with any speed; for this reason, many queens in non-feral colonies are marked with a light daub of paint on their thorax. The paint used does no harm to the queen and makes her much easier to find when necessary. Although the color is sometimes randomly chosen, professional queen breeders use a color that identifies the year a queen hatched, which helps them to decide whether their queens are too old to maintain a strong hive and need to be replaced. Sometimes tiny convex disks marked with identification numbers (Opalithplättchen) are used when a beekeeper has many queens born in the same year. - Waldbauer, Gilbert (1998). The Birder's Bug Book. Harvard University Press. - Gojmerac, Walter. (1980). Bees, Beekeeping, Honey & Pollination. AVI Publishing Company, Inc. - SOUND COMMUNICATION IN HONEYBEES accessed 05/2005 - The "piping" and "quacking" of queen bees - Boys, Rex Listen to the bees 1999; The Cottage GL20 7ER; accessed 05/2005 - Bees Gone Wild Apiaries, accessed 05/2005 - Schneider, Stanley Scott; DeGrandi-Hoffman,Gloria; Roan Smith, Deborah THE AFRICAN HONEY BEE: Factors Contributing to a Successful Biological Invasion Annual Rev. Entomology 2004. 49:351–76; accessed 05/2005 - Hopkins queen rearing method by Isaac Hopkins (1991) - Isaac Hopkins on Queen Rearing (1886) - Alley Method of Queen Rearing by Henry Alley (1883) - Queen Rearing Simplified by Jay Smith (1923) - Better Queens by Jay Smith (1949) - Miller Method of Queen Rearing by C.C. Miller (1911) - Scientific Queen-rearing by Gilbert M. Doolittle (1889) - Bush Farms, Queen Rearing - Sources of queen bees - Queen Bee - The Feminin' Monarchi', Or the History of Bees by Charles Butler, 1634, London; accessed 05/2005 - (Italian) Apicoltura Parisi Italian beekeeper webpages	0.7	medium	5	2,647	[ "introductory science", "algebra" ]	[ "research methodology" ]	[ "technology", "life_skills" ]	{ "clarity": 0.6, "accuracy": 0.6, "pedagogy": 0.5, "engagement": 0.55, "depth": 0.55, "creativity": 0.35 }
e71f0670-c7af-4fb1-903d-4d0d36aee16d	Today finale, final day	technology	creative_writing	Today is the finale, the final day of our Macbeth unit. The students were told in an earlier class that they would need to use costuming and props in their presentation and that they would need three possible short "scenes" or passages to work with. I instructed them to keep their selections short because the nature of the task necessitates this. Today's lesson includes At the beginning of the period I quickly check to see who has come prepared w/ scenes and note this on the class roster. I know there will be some unprepared students who will need to "borrow" from their more astute classmates. It's important that those who are prepared get credit and that those who are not still be included in the activity. This is why I asked students to come w/ three scenes. When I first introduce students to the idea of tableau vivant, they crinkle up their noses and say, "hugh," as thought the big word is off-putting. Even though I have explained that a tableau vivant is a "living picture," it's a difficult idea for kids to comprehend. Thus, I tell them this: "If you are familiar with store fronts that have live models, think about recreating that. Also, think about a mime who has very crisp movements." To help envision this idea, I do a couple of mime moves. This is the point at which kids began to "get the picture." To further help students understand tableau vivant, I show them a tutorial from the Shakespeare in American Life website. Then we talk about what they saw: students create movement, use sound effects, use props, have a narrator, keep the scene short. Some of the students have brought scenes to use that might be a little to long for the project. Anticipating this, I tell them that it's okay to use only a few lines because it's their ability to create the images in the lines that matters most. Once the students are clear on the instructions, we move on. That said, there are times when it's necessary to show the tutorial more than once, but that didn't happen today. We then move to assigning scenes. At this juncture, students are used to performing and most have anticipated this culminating activity. They're happy about a creative assessment as opposed to an objective test as their summative assessment. We quickly form groups and select scenes, which I list on the white board in the order of presentation.Macbeth Scenes for Tableau Vivant I stick to the chronology of the play so that we have tableau from Act 1 through Act 5. I set the timer and allow the students to begin preparing. As they work on their tableau, I remind them that they need to practice, that the tableau is a "living picture," that they each need to participate in the presentation. When preparation time is up, I have students take their seats and we begin the presentations. Students announce their scene, the act, scene, and lines. Then they perform. After each performance, we applaud. Those who rush their scenes get a chance to repeat the performance, but I ask them to slow down first. I'm a bit surprised that we didn't have anyone select a scene from Act 1; otherwise, we had a good variety of scenes without redundancies. The Animoto video includes images from the tableau vivant. Additionally, I've included some images from the Folger Shakespeare Library. The music is "Macbeth's Comic Songs" performed by Tim Gillot and used with permission. I heard the music when I visited the Folger's "Shakespeare's the Thing" exhibit in celebration of the Bard's 450th birthday!	0.65	medium	4	769	[ "programming fundamentals", "logic" ]	[ "system design" ]	[]	{ "clarity": 0.5, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.45, "creativity": 0.35 }
e26cf555-1d79-467a-809c-d6908fb1f1ea	Footings structural members used	science	historical_context	Footings are structural members used to support columns and walls and to transmit and distribute their loads to the soil in such a way that the load bearing capacity of the soil is not exceeded, excessive settlement, differential settlement,or rotation are prevented and adequate safety against overturning or sliding is maintained. Types of Foundation 1- Shallows Foundations Shallow foundations are those founded near to the finished ground surface; generally where the founding depth (Df) is less than the width of the footing and less than 3m. These are not strict rules, but merely guidelines: basically, if surface loading or other surface conditions will affect the bearing capacity of a foundation it is 'shallow' Shallows foundations are used when surface soils are sufficiently strong and stiff to support the imposed loads; they are generally unsuitable in weak or highly compressible soils, such as poorly-compacted fill, peat, recent lacustrine and alluvial deposits, etc. Shallow Foundation Types 1. Pad or column footings ( Isolated or Combined ) used to support single columns. This is one of the most economical types of footings and is used when columns are spaced at relatively long distances usually support two columns, or three columns not in a row. Combined footings are used when tow columns are so close that single footings cannot be used or when one column is located at or near a property 2. Cantilever or strap footings consist of two single footings connected with a beam or a strap and support two single columns. This type replaces a combined footing and is more economical. 3. Continuous footings support a row of three or more columns. They have limited width and continue under all columns. 4. Wall Footings are used to support structural walls that carry loads for other floors or to support nonstructural walls. 5. Mat (Raft) footings (Thickened slabs) consists of one footing usually placed under the entire building area. They are used, when soil bearing capacity is low, column loads are heavy single footings cannot be used, piles are not used and differential settlement must be reduced. Raft foundations are used to spread the load from a structure over a large area, normally the entire area of the structure. They are used when column loads or other structural loads are close together and individual pad foundations would interact. A raft foundation normally consists of a concrete slab which extends over the entire loaded area. It may be stiffened by ribs or beams incorporated into the foundation. Raft foundations have the advantage of reducing differential settlements as the concrete slab resists differential movements between loading positions. They are often needed on soft or loose soils with low bearing capacity as they can spread the loads over a larger area. 2- Deep Foundations Deep foundations are those founding too deeply below the finished ground surface for their base bearing capacity to be affected by surface conditions, this is usually at depths >3 m below finished ground level. Deep foundations can be used to transfer the loading to a deeper, more competent strata at depth if unsuitable soils are present near the surface. Deep foundations are used when there are weak (“bad”) soils near the surface or when loads are very high, such as very large skyscrapers. Deep foundations derive their support from deeper soils or bedrock Common Types of Deep Foundations are : 1. Pile foundations are relatively long, slender members that transmit foundation loads through soil strata of low bearing capacity to deeper soil or rock strata having a high bearing capacity. They are used when for economic, constructional or soil condition considerations it is desirable to transmit loads to strata beyond the practical reach of shallow foundations. In addition to supporting structures, piles are also used to anchor structures against uplift forces and to assist structures in resisting lateral and overturning forces. are thick slabs used to tie a group of piles together to support and transmit column loads to the piles. are foundations for carrying a heavy structural load which is constructed insitu in a deep excavation. are a form of deep foundation which are constructed above ground level, then sunk to the required level by excavating or dredging material from within the caisson. 4. Compensated foundations are deep foundations in which the relief of stress due to excavation is approximately balanced by the applied stress due to the foundation. The net stress applied is therefore very small. A compensated foundation normally comprises a deep basement. Dr. E.W. Sandt Types of footings - footing types	0.65	medium	4	916	[ "scientific method", "basic math" ]	[ "advanced experiments" ]	[ "technology" ]	{ "clarity": 0.6, "accuracy": 0.5, "pedagogy": 0.5, "engagement": 0.5, "depth": 0.35, "creativity": 0.3 }
bf4a70bf-b300-4935-a635-ec08ea87ff8d	ASTHMA IN CHILDREN	social_studies	historical_context	ASTHMA IN CHILDREN Causes of asthma The causes of child asthma are classified into two groups: - (1) Atopic or Extrinsic (external) factors. (2) Non – atopic or intrinsic (internal) factotors. ATOPIC OR EXTRINSIC(EXTERNAL) FACTOR: - The word atopic means that there is definite history of allergy. The word extrinsic means that Some external factors are responsible for increasing the asthmatic Attacks. There are numerous factors. They comprise of a wide range of Allergy, which includes allergens such as food allergens Pollution (industrial pollution), chemical (pest control),environmental factors pollen dust mites)Cats, cockroaches, and fungi etc. temperature intolerance (affected by the change in atmospheric temperature. Atopic asthma can be further divided into the following types: - (i) Atopic asthma with involvement of respiratory tract only. (ii) Atopic asthma with involvement of other system. (i) Atopic asthma with involvement of respiratory tract only: - (a) With rhinitis: - In some patients there are symptoms of, such as sneezing and running of nose, and after some times patient develops the symptoms of asthma. (b) Atopic asthma with larynges - trachea bronchitis: - In such cases there are symptoms such as hoarseness of voice, cough with or without expectoration, dyspnoea, pain in the chest etc. There will be involvement of larynx, trachea or most commonly bronchi with asthmatic episodes. (ii) Atopic asthma with multiple system involvement: - This can be furthered divided into: - (a) Dermato respiratory syndrome (b) Gastro –respiratory syndrome NON - ATOPIC OR INTRISIC (INTERNAL) FACTORS There is no allergic factor in this kind of asthma. In the intrinsic factor, not every one who is exposed to the pollens develops asthma. This means that every individual susceptibility is probably the most important aspect, when we try to understand the causative factors responsible for child asthma. In other words asthma is not a merely a disease of lungs but of immune system, asthmatic episode is an outcome of the fundamental tendency or the susceptibility, which is genetically determined. Hereditary influence also decide the predisposition to asthma as children with the family history or asthma or allergy or eczema are most prone to asthma as compared to their counterpart who do not have such a family history emotional stress and psychological trauma are often found to induce either as acute episode or an on going recurring attacks of asthma. In the lights of the homoeopathic philosophy, every disease process is a result of genetically determined tendencies, which is called “miasms” DR.Hahnemann, was the first to identify the miasmatic influences affecting the disease process. FAMILY HISTORY OF AN ASTHMATICS: - In the treatment of bronchial asthma it is very important to have a detailed family history. Confirmation of family history of asthma is direct blood relations must indirect blood relations, one must ask about asthmatic or any other bronchial history in father, mother, brothers, sisters, and children. Family history of malignancy, tuberculosis, diabetesmellitis,suppression of skin disease, sweat, fever SYMPTOMS OF ASTHMAAsthma in children comprises of a set of variable symptoms. The onset of asthma may have typical cold and coryza , running of nose , sneezing , nose block sore throat , with or without fever. The symptoms might settle to the chest producing cough and congestion, leading to the typical “chest spasm” which is described as a “wheeze” in common language. The wheeze obstructs the lungs tubes to give a sense of breathlessness called as dyspnoea. The breathlessness when intense or prolonged given panting weakness and exhaustion due to inadequate oxygenation.Coughing may be constant accompanied symptoms, which may be either a spasmodic barking hacking or violent.The quality of cough may be either dry or wet. There may be secretion of fluid in the lungs tubes producing even more difficult respiration. It may come out as sputum (Expectoration) many time process of expectoration itself may bring more strain and hence breathlessness.Sometimes, release of sputum or expectoration may give relief in breathlessness due to partial cleaning of the air passage.There is a possibility that the attack of asthma may begin all of a sudden without any cold or cough. The cases are not very uncommon where parents would find children waking up in the middle of night with severe attack of asthma.It may be noted that cough may be absolutely absent during the entire episode of asthma. Some of factors, which influence the level of severity during an acute attack of asthma, may be noted with interest. Some children have a predisposition to have the attack getting worse during some specific, say 2 or 3 AM early morning or on rising up in the morning. Some children would feel comfortable only during certain body posture such as sitting erect or lying or particular side of body. Some are better when being carried on shoulder some are better setting, some feel better after having little warm water while some are better if the door and windows are open.If we carefully examine the symptoms of asthma, we shall find that although the basic symptoms remain the same, the exact symptoms vary from child to child. This suggests that every case of asthma call for individual attention in order to cure it. The diagnosis: - The clinical symptoms of cough, wheezing and labored breathing are suggesting of the diagnosis of asthma. The attending physician when asculates the chest with the stethoscope, a diagnostic bronchospasm (wheeze) may be found which may confirm the diagnosis.Additional clinical test with a small device called Spiro meter, which is used to decide the flow of air inhaled and exaled. In brief this device is used to judge the extent of the airway obstruction Spirometer are also called pulmonary functions test (P.F.T.) The homoeopathic approach to treating child asthma: - Homoeopathy is scientific medical alternative for treating a wide range of chronic ailments. The basic approach in homoeopathy is to evaluate the disease of child hood asthma in its extent where by a lot of emphasis is given to the patient as a whole besides minutely studying various various aspects of the child asthma.Homoeopathy firmly believes in enhansing body’s own defense mechanism to maintain healthy status. The homoeopathic treatment is aimed at enhancing body’s own healing capacity so that the human system does not react adversely to the allergens which are considered factors affecting asthma.When we hear the medical fraternity declaiming child hood asthma as an incurable entirely. We homoeopath feel sad and upset because this disorder is absolute curable. In my clinic I had treated so many cases shown reducing in frequency of attack with in four months.80% of the suffers have settled with one attack of asthma once in a year or less with in one year of treatment. It may be mphasized that treatment has been found effective not only at our clinic but at the hands of thousands of practitioners in different parts of the world during last 200 years.Children suffering from asthma when treated homoeopathy not only there asthma is cured well controlled but also they became stronger individuals with enhanced resistance power. This is because Homoeopathy does not treat asthma but treats the patient as a whole. Treatment of acute attack of asthma: - It is possible to treat an acute attack of asthma in children with correctly chosen homoeopathic medicine. However it requires careful study of every episode as one requires to evaluate the factors which may have precipitated the attack, the exact symptoms, the factors which make the attack worse or better etc. However in some cases if modern medicines (dilators or anti allergic drugs) are administrated during the severe attack, when the child asthma is on medication, it does not interfere with the homoeopathic treatment.	0.6	medium	5	1,653	[ "domain basics" ]	[ "expert knowledge" ]	[ "science" ]	{ "clarity": 0.5, "accuracy": 0.5, "pedagogy": 0.4, "engagement": 0.4, "depth": 0.45, "creativity": 0.3 }
23ab90bd-e227-4be7-b824-fe7308900e93	Why did this catastrophe occur	science	historical_context	Why did this catastrophe occur? We could probably trace it back for generations, but it would take much too long and would be dreadfully boring, in all likelihood. Let us instead pick up during the 1950s, the so-called “golden age” of American history. The country had rebuilt from World War II and was entering a period of prosperity. Dwight Eisenhower’s promise of “a chicken in every pot and a car in every garage” was a reality for most. With this new prosperity came new visions of respectability. The Cleaver family was the model for ’50s families. The expectation was that one should never participate in deviant activities, and if one did, one should keep it to oneself and certainly make sure one’s children were not doing anything wrong. Parents of the time were very strict and authoritarian. The predictable result: the children rebelled. The hippies and flower children were the children of the authoritarians. They used drugs and had casual sex as a result of the taboos that had existed when they were children. They were disrespectful and mistrusting of those older than they. Most children rebel against their parents; this is not unusual. What was different was the way they formed together in a sort of society of their own. They did not like the society of their parents, so they created their own, one of permissiveness and individual freedom. It has often been said that the hippie movement failed because they accomplished little in the political arena and because most former flower children have given up the ir counter-cultural ways. But the hippie counterculture left us with one lasting mark: the relaxation of standards and the disregarding of old values. This is unprecedented. In previous times, teenage rebels settled down and matured once the challenges of adulthood faced them. For many in the baby-boom generation, this maturity never developed because most of them never had to face many challenges. Most of them were amazingly privileged compared to their parents and grandparents. Around this time, the equal rights movement began in earnest. Now let me say, lest I be misconstrued, that there is nothing inherently wrong with the movement. There is no reason why people should not be treated equally without regard to race, color or gender. The problem was that many married women entered the workforce, while their husbands continued to work as they had previously. Many families with both parents working did not and do not need the money that two incomes provided. This was a scenario where practicality took a back seat to politics. These factors combined to create a generation of permissive parents in a laissez-faire society. These parents either could not or would not provide the guidance and protection that young children need. They dumped their children in day care or sat them down in front of the television. Instead of learning values and morals from loving supportive parents, they picked up the questionable lessons of sitcoms and cartoons. As a result, they have not been given an appropriate moral grounding by which to make proper choices in life. The result is the lost children of Generation X: they are confused about life decisions, they openly reject authority, and they whine like spoiled brats. Generation X is roundly criticized for these traits, but it is really because of the lack of guidance in their childhood that they seem unable to deal with the pressures of being adults. The current situation is the result of two generational conflicts. The more prominent and older of the two is the clash between the boomers (the generation of teenagers-at-heart) and their parents (the Cleaver family wannabes). These two squabble as if the boomers were still teenagers. The presidential race between Bill Clinton and Bob Dole is a perfect example of such generational warfare. Politically, the two are very close; the views they espouse sound very similar and they both tend toward the center of the political spectrum. The rhetoric that emerges from the candidates often concerns character. Republicans say that Clinton is irresponsible, indecisive, and generally unfit for leadership. Democrats claim that Dole is too old, out of touch with modern problems, and lacks a vision for America’s future. These accusations sound remarkably similar to the old cries of “shiftless pot-smoking dreamers” and “never trust anyone over thirty.” The fact that boomers have still not been able to mature and move on with their lives thirty years later is astounding. The other conflict concerns the boomers and their children, Generation X. The boomers, already having enough difficulties with adulthood, are now forced to contend with their adult children who refuse to leave home. The amazing thing is that the boomers are paragons of responsibility and respectability compared to their children. Generation X is famous for apathy and whining. At least the boomers came up with a philosophy of sorts. Generation X hasn’t even been able to manage that. Reared during the do-your-own-thing ’70s and the get-it-while-you-can ’80s, Generation X has been left without any sort of moral guidance or direction. The prevailing mood seems to amount to social Darwinism: whoever shouts the loudest or makes the most outrageous statement wins. It is no accident that shock jocks and “gangsta” rap have become increasingly popular in modern times. As Steve Allen put it, our society is “increasingly on the take and on the make.” If the current pattern holds, there will be no next generation. It will destroy itself to such an extent that most of its members will be either physically, intellectually, or culturally dead.	0.65	medium	5	1,161	[ "introductory science", "algebra" ]	[ "research methodology" ]	[ "technology", "social_studies" ]	{ "clarity": 0.5, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.45, "depth": 0.55, "creativity": 0.35 }
ec4ec9c7-dedc-47b6-97ce-515cc3f6af05	LATITUDINAL DIVERSITY PLECOPTERA (INSECTA)	science	historical_context	LATITUDINAL DIVERSITY OF PLECOPTERA (INSECTA) ON LOCAL AND GLOBAL SCALES Alejandro Palma 1 & Ricardo Figueroa 2 1 Departamento de Ecología, Facultad de Biología, Pontificia Universidad Católica de Chile, Casilla 113-D, Santiago, Chile. E-mail: email@example.com 2 Unidad de Sistemas Acuáticos, Centro de Ciencias Ambientales EULA-Chile, Universidad de Concepción, Chile. Casilla 160-C, Concepción, Chile. E-mail: firstname.lastname@example.org ABSTRACT Several factors influence the latitudinal distributions of organisms, including habitat heterogeneity, ecological requirements, historical events, and the influence of temperature and latitude, amongst others. We evaluate the distributions and diversity of Plecoptera on local (latitudinal gradient in Chile) and global scales. In Chile, 66 species from 35 genera and 6 families are recognized, with an endemism of 60 %. Species richness is greatest between the Maipo and Aysén river basins (34-45°S), and especially in the Valdivia region (39-40°S). The most widely distributed species are Limnoperla jaffueli and Antarctoperla michaelseni. The results of this work extend the distribution of several species and suggest that the latitudinal distribution of the order responds mainly to sampling effort, although lower differences in latitudinal diversity are expected due to the characteristics of Chilean rivers (except in the dry zone, 17-30°S). The two ecological factors that seem to be the most important in Plecoptera distributions, in Chile and around the world, are cold temperatures and good water quality. Thus, at global scale, diversity increases from the Equator toward the poles, with differences in the number of families and species between the Southern and Northern hemispheres, possibly due to differences in the number of studies done at the species level. Keywords: Plecoptera ecology, distribution, endemism, Chile INTRODUCTION The factors that determine diversity include the size of the area, habitat heterogeneity, adaptations to specific niches, ecological requirements, competition, predation, historical events, temperature, and latitude, amongst others (Gaston 2000). The spatial scale is a fundamental factor for determining latitudinal diversity (Boyero 2003; Rahbeck 2005); site diversity is usually assessed on local and regional scales. Freshwater habitats have received less attention than terrestrial and marine ecosystems, so we must not assume a priori that diversity patterns found in terrestrial or marine systems also apply to freshwater systems (Boyero 2002). Some studies show latitudinal patterns in species richness, with macroinvertebrate diversity increasing from the Equator to the poles (e.g. Boyero 2002). However, local studies in streams have failed to show clear latitudinal macroinvertebrate diversity patterns (e.g. Stout & Vandermeer 1975; Vinson & Hawkins 2003). Much more data is required, therefore, to allow us to examine local and global patterns of latitudinal diversity for different species. Chile's unique geography, with a dry zone in the north, Mediterranean climate in the center, and wettemperate conditions in the south provide a latitudinal gradient for this study. Given these conditions, we expect to find greater diversity in the Mediterranean zone (33-37°S) because it is more heterogeneous and because such zones are recognized hot spots (e.g. Bonada et al. 2005, for caddisflies). Historical factors in Chile such as Pleistocene glaciations could also affect the distribution of these organisms. Since the Plecoptera fauna have been relatively well studied, a theoreticalempirical approach to their latitudinal diversity patterns is possible. The order Plecoptera is a small order of about 2000 species of exopterygote insects worldwide (Theischinger 1991). These are subdivided into two living suborders, both of which are found in Chilean freshwater systems: Antarctoperlaria (families Eustheniidae, Diamphipnoidae, Austroperlidae, Gripopterygidae) and Arctoperlaria (families Notonemouridae, Perlidae). Pictet (1841) was the first to mention Plecoptera from Chile, followed by more numerous contributions from Illies (1958; 1960a, b, c, d; 1961; 1962; 1963; 1964a, b, c; 1965a, b; 1966; 1969a, b; 1977) and Zwick (1972, 1973, 1979). Recently, the group was reviewed by Vera & Camousseight (2006); these authors collected all the data on the order and included a brief descriptive commentary for each family, but they did not include any new distributions of the order nor Notoperla macdowalli (McLellan et al. 2005), a species described from Chile's Metropolitan Region (Mediterranean climate). Other species recently described are Alfonsoperla flinti (McLellan & Zwick 2007) and Uncicauda pirata (McLellan & Zwick 2007). The present work reviews Chilean and global Plecoptera distributions. Our aim is to find distribution patterns along the latitudinal gradient imposed by climate and local and regional landscapes and to determine the possible influence of historical factors. New local-scale species distributions and a commentary on the group's local and regional diversity on the global scale are given. METHODOLOGY The Chilean Plecoptera literature was reviewed (e.g. Cekalovic 1976; Vera & Camousseight 2006). These data were analyzed and used to obtain more recent distributions of the order throughout Chile, and new sites for several species were registered based on our studies of freshwater systems. The group's latitudinal diversity was analyzed through a species distribution matrix with ranks of 1° latitude between 17°S and 56°S for obtaining local diversity. The Plecoptera diversity in other regions of the world was obtained from: Argentina (Albariño 1997 and pers. comm.), Brazil (Olifiers et al. 2004), South Africa (Villet 2007), New Zealand (McLellan 2006), and Australia (Australian Biological Resources Study 2007) (Southern Hemisphere); North America (Stark et al. 2008), Iberian Peninsula and Balearic Islands (Tierno de Figueroa et al. 2003), and Europe (Fochetti & Tierno de Figueroa 2007) (Northern Hemisphere); Costa Rica (Stark 1998) (Central America). Colombia (Zúñiga & Stark 2007, Zúñiga et al. 2007) and Venezuela (Maldonado et al. 2002). Later, all the families, genera, and species were compared between both the Northern and Southern hemispheres, along the American continent, and on a global scale. RESULTS Plecoptera distributions along Chile are clearly bimodal (Fig. 1). Diversity is high in the southern Mediterranean area (33-45°S), specifically between the Maipo and Aysén river basins. A second peak in species richness occurs in the Magallanes zone (4954°S). Plecoptera species are absent from 47°S to 48°S and species diversity is low in northern Chile. A total of 66 species are listed with an endemism of 60%. Table 1 shows the presence of species along the latitudinal gradient (discriminated every 1°). The most widely distributed species is Limnoperla jaffueli (21 latitudinal degrees), followed by Antarctoperla michaelseni (15 degrees). The stoneflies with the narrowest distribution range (< 1°) throughout Chile are Austronemoura araucana, Austronemoura caramavidensis, Austronemoura auberti, Austronemoura flintorum, Austronemoura decipiens, Chilenoperla puerilis, Diamphipnopsis beschi, Megandiperla kuscheli, Notoperla macdowalli, Neonemoura illiesi, Plegoperla borggreenae, Plegoperla punctata, Rhithroperla penai, and Teutoperla auberti. The distribution of other species such as Andiperla willinki, Andiperlodes holdgatei, Antarctoperla andersoni, Megandiperla kuscheli, and Notoperla tunelina are restricted to the Aysén and Magallanes regions (southern Chile). Globally, the Plecoptera distribution varies between the north, center, and south, being widely diverse toward high latitudes in both hemispheres (Table 2). The Northern Hemisphere presents greater diversity of families than the Southern Hemisphere, and North America is clearly more diverse than Europe and the Iberian Peninsula at the family and genus levels. Within the Southern Hemisphere, Australia and New Zealand have the most species diversity, whereas Chile and Argentina have the greatest diversity in families and genera. \| Regions of Chile \| Tarapaca \| \| \| \| Antofagasta \| \| \| \| \| Atacama \| \| \| \| Coquimbo \| \| \| Stgo-Mau \| \| \| Conc-Ara \| \| \| Val-Osor-Chil \| \| \| \| Aisen \| \| \| \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| O. Plecoptera / °L.S. \| 17 \| 18 \| 19 \| 20 \| 21 \| 22 \| 23 \| 24 \| 25 \| 26 \| 27 \| 28 \| 29 \| 30 \| 31 \| 32 \| 33 \| 34 \| 35 \| 36 \| 37 \| 38 \| 39 \| 40 \| 41 \| 42 \| 43 \| 44 \| 45 \| 46 \| 47 \| 48 \| 49 \| 50 \| 51 \| 52 \| 53 \| 54 \| 55 \| \| Neuroperlopsis patris Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 2 \| \| 1 \| 1 \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Neuroperla schedingi (Navás, 1929). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 2 \| 1 \| 1 \| 1 \| 2 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Diamphipnoa annulata (Brauer, 1869). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| \| 2 \| 1 \| \| 1 \| 2 \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| Diamphipnoa helgae Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Diamphipnoa virescentipennis (Blandchard, 1851). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Diamphipnopsis beschi Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Diamphipnopsis samali Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 2 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| \| \| Andesobius barilochensis (Illies, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 2 \| 1 \| 2 \| \| \| 2 \| \| 1 \| \| \| 1 \| 1 \| \| \| 2 \| \| \| \| Klapopteryx armillata Navás, 1928. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 2 \| 1 \| 1 \| 1 \| \| \| \| 2 \| \| \| \| \| \| \| \| \| \| \| \| \| Klapopteryx kuscheli Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| Penturoperla barbata Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| 1 \| 1 \| 1 \| 1 \| 2 \| \| \| 2 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| Alfonsoperla flinti McLellan & Zwick, 2007 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Andiperla willinki Auber, 1956. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| Andiperlodes holdgatei Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 2 \| \| \| \| \| \| \| 1 \| \| \| \| \| Antarctoperla anderssoni Enderlein, 1905. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| 1 \| \| 1 \| \| \| Antarctoperla michaelseni (Klapalek, 1904). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 2 \| \| \| 1 \| 1 \| \| \| \| 1 \| 1 \| \| 1 \| \| \| \| Araucanioperla brincki (Froehlich, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 2 \| 1 \| 2 \| 2 \| \| \| \| \| \| \| \| \| \| \| \| Araucanioperla bullocki (Navás, 1933). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Aubertoperla illiesi (Froehlich, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| 1 \| 2 \| 1 \| 1 \| 2 \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| Aubertoperla kuscheli Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| 1 \| \| 1 \| \| \| \| \| \| 2 \| 1 \| \| \| \| Ceratoperla fazi (Navás, 1934). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Ceratoperla schwabei Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Chilenoperla beschi Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| \| 2 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Chilenoperla puerilis Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Chilenoperla semitincta Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Claudioperla tigrina (Klapalek, 1904). \| \| \| 2 \| \| \| \| 1 \| \| \| \| \| 2 \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Limnoperla jaffueli (Navás, 1928). \| 2 \| \| 2 \| \| \| \| \| \| \| \| \| \| 2 \| 1 \| 2 \| 1 \| 1 \| 2 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| Megandiperla kuscheli Illies, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| Notoperla archiplatae (Illies, 1958). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Notoperla tunelina (Navás, 1917). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| \| 1 \| 1 \| \| 2 \| \| \| \| Notoperla macdowalli McLellan & Mercado, 2005. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Notoperlopsis femina Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| 1 \| \| 2 \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| Pelurgoperla personata Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| Plegoperla borggreenae Illies, 1965. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Plegoperla punctata (Froehlich, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Potamoperla myrmidon (Mabille, 1891). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| 1 \| 1 \| 1 \| \| 1 \| 1 \| \| \| \| 2 \| 2 \| \| \| \| \| 1 \| \| \| 1 \| \| \| \| Regions of Chile \| Tarapaca \| \| \| \| Antofagasta \| \| \| \| \| Atacama \| \| \| \| Coquimbo \| \| \| Stgo-Mau \| \| \| Conc-Ara \| \| \| Val-Osor-Chil \| \| \| \| Aisen \| \| \| \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| O. Plecoptera / °L.S. \| 17 \| 18 \| 19 \| 20 \| 21 \| 22 \| 23 \| 24 \| 25 \| 26 \| 27 \| 28 \| 29 \| 30 \| 31 \| 32 \| 33 \| 34 \| 35 \| 36 \| 37 \| 38 \| 39 \| 40 \| 41 \| 42 \| 43 \| 44 \| 45 \| 46 \| 47 \| 48 \| 49 \| 50 \| 51 \| 52 \| 53 \| 54 \| 55 \| \| Rhithroperla penai Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Rhithroperla rossi (Froehlich, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| 1 \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| 1 \| \| \| \| \| 1 \| 1 \| \| 1 \| 1 \| 1 \| \| Senzilloides panguipulli (Navás, 1929). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| 1 \| 2 \| 2 \| 1 \| 2 \| 2 \| \| \| 2 \| 2 \| \| \| \| \| \| 1 \| \| 2 \| \| \| \| Teutoperla auberti Illies, 1965. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Teutoperla brundini Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Teutoperla rothi Illies, 1963. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Uncicauda pirata McLellan & Zwick, 2007 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura araucana Aubert, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura auberti McLellan & Zwick, 1996 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura caramavidensis Aubert, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura chilena Aubert, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| 2 \| 2 \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura decipiens McLellan & Zwick, 1996 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura encoensis Aubert, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura eudoxiae Froehlich, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| 2 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura flintorum McLellan & Zwick, 1996 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Austronemoura quadrangularis Aubert, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| 1 \| \| \| \| \| 1 \| 1 \| \| \| \| \| \| Neofulla areolata (Navás, 1929). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| \| \| 1 \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| Neofulla biloba (Aubert, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Neofulla spinosa (Aubert, 1960). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| \| \| \| \| 1 \| 2 \| \| \| \| 2 \| \| \| \| \| \| \| \| \| \| \| \| \| Neonemoura barrosi Navás, 1920. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 2 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 2 \| \| \| 1 \| \| \| \| \| \| 1 \| \| \| \| \| \| Neonemoura illiesi Zwick, 1973. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Udamocercia antarctica (Enderlein, 1905). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| \| \| \| Udamocercia arumifera Aubert, 1960. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Udamocercia frantzi Illies, 1961 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Inconeuria porteri (Navás, 1920). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Kempnyella genualis (Navás, 1918). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| 1 \| \| \| 1 \| \| \| \| \| \| \| \| \| \| \| \| Kempnyella walperi Illies, 1964. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| 1 \| \| 1 \| 1 \| \| \| \| \| \| \| \| \| 1 \| \| \| \| \| \| \| \| \| Nigroperla costalis Illies, 1964. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 1 \| 1 \| 1 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Pictetoperla gayi (Pictet, 1841). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| 1 \| \| \| 2 \| 2 \| \| 1 \| 1 \| \| 2 \| \| \| \| \| 2 \| 1 \| 1 \| 1 \| 1 \| \| \| \| Pictetoperla repanda (Banks, 1920). \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| 2 \| \| 1 \| \| 1 \| \| \| \| \| 1 \| 1 \| 2 \| 1 \| \| \| \| \| \| \| \| \| \| \| \| Total number of species by degree \| 1 \| 0 \| 2 \| 0 \| 0 \| 0 \| 1 \| 0 \| 0 \| 0 \| 0 \| 1 \| 1 \| 1 \| 1 \| 2 \| 8 \| 15 \| 11 \| 22 \| 28 \| 27 \| 38 \| 35 \| 34 \| 21 \| 2 \| 16 \| 17 \| 5 \| 0 \| 2 \| 5 \| 10 \| 11 \| 7 \| 12 \| 3 \| 1 \| Atacama 24 25 26 27 28 0 0 0 0 DISCUSSION AND CONCLUSIONS Unexpectedly, the southern-Mediterranean zone (33-45°S) rather than the Mediterranean zone was the most diverse in stonefly species. Our results showed new distribution records for several species that were restricted to a few areas (e.g. Klapopteryx kuscheli, Table 1), suggesting a change in the latitudinal distribution of the order, possibly as a consequence of greater sampling effort. The older records were centered in central-southern Chile, principally between 36°S and 41°S. This reflected the location of the specialists (e.g. Illies in the Valdivian region, 39°S) and not a restriction of the species produced by the latitudinal environmental gradient (e.g. riparian structure, substrate diversity). Thus, we now see increased distributions for Claudioperla tigrina (2319°S) and Limnoperla jaffueli (30-17°S), the most northerly distributed species of the country. Table 2. Plecoptera diversity for different world regions, expressed in the number of families, genera, and species. It should be noted that 14 Plecoptera species displayed only one degree of distribution throughout Chile and many of these were mentioned only when they were first described, with no known new records. Likewise, one of the most conspicuous features of the current knowledge of Chilean Plecoptera is the absence of Anacroneuria, a stonefly with wide South American presence. This genus is actually present in Argentina with at least 22 species (Stark 2007), but in Chilean waters it is unknown until now. Probably, this could be due to a lack of studies in several specific regions of the country as well as a lack of specialists in this group, making the works of Illies in the sixties highly relevant. On the other hand, sampling intensity and the basin area selected for study influence fluvial taxa richness estimates (Vinson & Hawkins 1998). Unfortunately, the sampling efforts were not found in the literature review on the Plecoptera distribution in Chile, although we can suppose that the taxa richness was highest where the specialists were located. More and newer studies are necessary in order to examine the real Plecoptera distribution in Chile; the entire country (or most of it) should be sampled and the sampling effort should be standardized to obtained better conclusions. For example, the area between 43°S and 48°S has a low occurrence of species even though it is next to the latitude with the most diversity; this is probably because the former area is a zone of Patagonian ice development and has not been studied. The global Plecoptera distribution pattern is interesting. North America has the greatest number of families and genera, suggesting the group originated in this zone, although Zwick (2000) indicates that the group originated in the Pangean breakup. One possible explanation for this pattern is the amount of specialists in this group and the works published in this particular zone and in the boreal zone in general (Platnick 1991). Nevertheless, the number of families in the Northern Hemisphere is effectively larger than in the Southern Hemisphere, and few families are found near the tropics. Differences also exist within the Southern Hemisphere at all levels of analysis (family, genus, species). Diversity in terms of the number of families and genera is greatest in Chile and Argentina, but lower in terms of species than in Australia and New Zealand. The difference in species richness is probably due to the lower degree of taxonomical studies and sampling efforts in South America, whereas, at family level, the main difference is due to the restriction of Diamphipnoidae to South America and the worldwide distribution of the family Perlidae that excludes only Oceania. On the other hand, within South America the families and genera in Chile and Argentina are highly similar, but this is not the case with Brazil, whereas a comparison between New Zealand and Australia (Oceania) showed that only Notonemoura is shared at genus level (McLellan 2006). Likewise, the families Austroperlidae and Eustheniidae are found only in Australia, New Zealand, Argentina, and Chile. The great differences observed on the regional scale in Plecoptera diversity between the Northern and Southern hemispheres are probably due to different diversity patterns in the temperate zones of the two hemispheres (Platnick 1991). Jacobsen et al. (1997) indicated differences in the number of families and general diversity in tropical as compared to temperate zones, with higher richness and diversity in the tropics than in the temperate zones. Boyero (2002) found a similar pattern for Ephemeroptera and Odonata. Vinson & Hawkins (2003) reported slightly higher Trichoptera richness near the equator, a tendency for less variability across latitudes than Plecoptera or Ephemeroptera, and more richness in temperate zones. The results of our work show the same pattern for Plecoptera, with increased diversity from the Equator toward the poles, perhaps related to the ecological preference of the species for cool, well-oxygenated waters for nymph development (Hynes 1976; Theischinger 1991; Albariño 1997; Vinson & Hawkins 2003). Nevertheless, it is interesting to stress that the Anacroneuria species diversity does not seems to fit the model that Plecoptera shows; in fact, this genus seems to exhibit an opposite pattern increasing diversity from the poles toward the equator. Perhaps this could be analyzed from some of the recent systematic studies (e.g. Colombia, Ecuador, Peru and Bolivia). In this sense, if this is true, it is probable that the ecological preference of Anacroneuria species is warmer waters, and this could be the cause of its absence in Chilean waters. Future research about it is needed. In general, these two ecological factors (cold temperatures and good water quality) seem to be the most important in determining latitudinal diversity of Plecoptera in Chile and around the world, even though other sets of environmental variables are described as having an important influence on the distribution of organisms in freshwater systems, including basin characteristics (i.e. geology, basin area), reach (i.e. channel width, stream order, conductivity, riparian structure), and bedform (i.e. riffles vs. pool, substrate diversity, heterogeneity elements) (Townsend et al. 2003; Bonada et al. 2005). A study carried out by Céréghino et al. (2003) supports our conclusion: these authors used four environmental variables (elevation, stream order, distance from source, maximum water temperature) to predict the species richness of four major orders of aquatic insects (Plecoptera, Ephemeroptera, Trichoptera, Coleoptera); only Plecoptera was correlated with the upper mountainous sections of the stream systems, and species richness relationships between Plecoptera and the other three orders was not significant. Another study by Vinson & Hawkins (2003) showed the same pattern; Plecoptera diversity was higher in temperate streams near 40° latitude in both hemispheres. Our results extend the distribution of many species throughout Chile. Moreover, we expect to find a more continuous distribution for several species that currently present discontinuous latitudinal distributions in Chilean rivers (e.g. bimodal distribution, Fig. 1); although there is a latitudinal environmental gradient imposed by climate, the water temperature is approximately 2 to 17°C from the beginning of the Mediterranean zone southward due to the Andean origins of several Chilean rivers. Moreover, the water upstream in the riffle areas is well oxygenated and of good quality (e.g. Figueroa et al. 2007). Thus, water quality and temperature may explain the low stonefly diversity in northern Chile, where the landscape is characterized by few streams, warm waters, and high mineral contents. It will be interesting to test this idea with more data and to verify whether this same pattern occurs on the other side of the Andes Mountains in Argentina. Historical events appear to have less influence on the distribution of several taxa than the ecological requirements (e.g. Vinson & Hawkins 2003 for Trichoptera, Plecoptera, and Ephemeroptera; Bonada et al. 2005 for Trichoptera). It seems that the Pleistocene glaciations that affected Chile did not have a great influence on Plecoptera distributions although these glaciations likely had an important effect on the order's high degree of endemism. The glaciation episodes may have occurred so long ago that they no longer influence the current macroinvertebrate distribution, especially because the Plecoptera adults fly, showing relatively high dispersion and colonization capabilities (Sheldon 1984). However, this idea must be corroborated with further studies. Finally, in our work, we argue that two ecological factors (cold temperatures and good water quality) seem to be the most important in local and global Plecoptera distributions. This suggests that the order is fragile given changes in freshwater quality and properties, being very susceptible to changes of water courses; any effluent that reduces the oxygen content or increases the water temperature could quickly eliminate the Plecoptera. More studies are necessary in the neotropical region, perhaps at higher elevations where cool streams can be found, because a greater number of species are expected in such high diversity zones. More studies are also required in freshwater ecosystems in order to determine local and regional biodiversity and to examine latitudinal gradient patterns in the Southern Hemisphere and around the world. ACKNOWLEDGMENTS We are very grateful to CONICYT for the doctorate scholarship support of one of us. We also thank Ricardo Albariño and two anonymous referees for helpful comments to improve the manuscript. This work was partially financed by the Research Council of the Universidad de Concepción, Chile (Project DIUC No. 205.310.048-1). 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Zootaxa, 651:1-15. Pictet, F.J. 1841. Histoire naturelle génerale et particulière des insectes Neuroptères, Familie des Perlides. Geneve, 2 Bände 1-423. Platnick, N.L. 1991. Patterns of biodiversity: tropical vs temperate. Journal of Natural History, 25:10831088. Rahbeck, C. 2005. The role of the spatial scale and the perception of large-scale species-richness patterns. Ecology Letters, 8:224-239. Sheldon, A.L. 1984. Colonization dynamic of aquatic insects. Pp.:401-429. In: V.H. Resh & D.M. Rossemberg (Eds.). The ecology of aquatic insects. Praeger Publisher, New York, USA. Stark, B.P. 1998. The Anacroneuria of Costa Rica and Panama (Insecta: Plecoptera: Perlidae). Proceedings of the Biological Society of Washington, 11:551-603. Stark, B.P. 2007. Anacroneuria marshalli (Plecoptera: Perlidae), a new stonefly from Argentina, and two new records from Ecuador. Illiesia, 3 (17):171-173. Stark, B.P., R.W. Baumann & R.E. DeWalt. 2008. Valid stonefly names for North America. http://plsa.inhs.uiuc.edu/Plecoptera/. Stout, J. & J.H. Vandermeer. 1975. Comparison of species richness for stream-inhabiting insects in tropical and mid-latitude streams. The American Naturalist, 109:263-280. Tierno de Figueroa, J.M., A. Sánchez-Ortega, P., Membiela Iglesia, & J. M. Luzón Ortega. 2003. Fauna Ibérica. Vol 22. 440 pp. Theischinger, G. 1991. Plecoptera. In: Insect of Australia 1:311-319. Townsend, C.R., S. Dolédec, R. Norris., K. Peacock, & C. Arbuckle. 2003. The influence of scale and geography on relationships between stream community and landscape variables: description and prediction. Freshwater Biology, 48:768–785. Vera, A. & A. Camousseight. 2006. Estado del conocimiento de los plecópteros de Chile. Gayana, 70 (1):57-64. Villet, M.H. 2000. The stoneflies (Plecoptera) of South Africa. http://www.ru.ac.za/academic/departments/zooento/Martin/plecoptera.html. Vinson, M.R. & C.P. Hawkins. 1998. Biodiversity of Palma, A. & R. Figueroa 2008. Latitudinal diversity of Plecoptera (Insecta) on local and global scales. stream insects: variation at local, basin, and regional scales. Annual Review of Entomology, 43:271-293. Vinson, M.R. & C.P. Hawkins. 2003. Broad-scale geographical patterns in local stream insect genera richness. Ecography, 26:751-767. Zúñiga, M.C., B.P. Stark, W.C. Tamaris-Turizo, & O.E. Ortega. 2007. Additions to the Colombian Anacroneuria fauna (Plecoptera: Perlidae) with descriptions of seven new species. Illiesia, 3 (13):127-149. Zúñiga, M.C.& B.P. Stark. 2007. The first record of Macrogynoplax Enderlein (Plecoptera: Perlidae) from the Colombian Amazonas. Illiesia, 3 (11):102-103 Zwick, P. 1972. On Neonemura illiesi nov. spec. and some other stoneflies from Chile (Ins. Plecoptera). Studies Neotropical Fauna and Environment, 7:95-100. Zwick, P. 1973. Insecta Plecoptera. Phylogenetisches System and Katalog. Tierreich 94:XXXII - 465. Zwick, P. 1979. Revision of the stonefly family Eustheniidae (Plecoptera), with emphasis on the fauna of the Australian region. Aquatic Insects, 1:17-50. Zwick, P. 2000. Phylogenetic system and zoogeography of the Plecoptera. Annual Review of Entomology, 45:709-746. Received 14 December 2007, Accepted 21 March 2008, Published 16 September 2008	0.55	low	5	15,275	[ "introductory science", "algebra" ]	[ "research methodology" ]	[ "technology", "life_skills" ]	{ "clarity": 0.6, "accuracy": 0.6, "pedagogy": 0.4, "engagement": 0.35, "depth": 0.65, "creativity": 0.35 }

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