The 1989 quebec blackout dps

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Presentation for the International Astronautical Conference in Beijing, China, September 2013. This paper describes the risks of solar maximum and space weather in general to space craft and terrestrial infrastructure. It is the final results of a research team project by students of the International Space University Space Studies Program 2013. Download the full report and executive summary at http://isulibrary.isunet.edu/opac/index.php?lvl=notice_display&id=8859

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Earth’s magnetic field, called the geomagnetic field, is the magnetic field that extends from the earth’s interior out into space. When the solar wind, a stream of charged particles emanating from the sun, interacts with the earth’s magnetic field, most of them are trapped in the Van Allen radiation belt and protects the earth from the harmful charged particles and cosmic rays. The earth exhibits like a bar magnet in which the North geographic pole actually represents the South pole of the earth’s magnetic field, and conversely the South geographic pole corresponds to the North pole of the earth’s magnetic field. The scientists described the cause of the earth’s magnetism that the magnetic field is generated by electric currents due to the motion of convection currents from a mixture of molten iron and nickel in the earth’s outer core these convection currents are caused by heat escaping from the core, a natural process called a geodynamo. The circulating ions that are highly conducting in the outer core of the earth result in the formation of the current loops. These current loops are the reason behind the formation of the magnetic field. Then paleomagnetism is developed to measure the magnetism in rocks that was induced by the earth’s magnetic field. In this paper, cause of the earth’s magnetism is enlightened in a new way. The existence of molten iron and nickel in the earth’s outer core is incorrect because of this high temperature evolving in the outer core of the earth, the materials in other layers also melt. Actually the cause of the earth’s magnetism is the interaction of electric fields electric current induced by the solar wind coronal discharge and the movement of the earth including both rotations about its own axis and the sun as per Faraday and Lenz’s laws of electromagnetic induction. For this cause, all other planets and the satellites e.g., moon in the solar system are having magnetic field which obstructs the maximum high energy particles from the sun solar wind to discharge on their surfaces. Dr. Pijush Kanti Bhattacharjee "Identification Cause of Earth’s Magnetism" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49534.pdf Paper URL: https://www.ijtsrd.com/engineering/electrical-engineering/49534/identification-cause-of-earth’s-magnetism/dr-pijush-kanti-bhattacharjee

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In 1895 the Westinghouse Company completed the construction of the Niagara Falls power station with a capacity of roughly 7.5 megawatts, produced from hydro turbines, using patents and designs by Nikola Tesla. The following year General Electric, who had been awarded the contract for the transmission and distribution lines, completed the transmission system necessary to carry the power to the nearby city of Buffalo. This polyphase ac system was perhaps the greatest of its time and one of the first true power systems in the world. Today the North American power system spans the countries of the United States, Canada and Mexico. This system incorporates tens of thousands of transmission lines, generating stations, transformers, complex power electronic transmission equipment, and a myriad of automatic control and protection systems which keep this vastly complex system operating twenty-four hours a day, seven days a week, year after year.

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252 CHAPTER 8 Geologic Time ( 232 chapter 7 Fires Within: Igneous Activity figure 7.31 Seattle, Washington, with Mount Rainier in the background. (Photo by Ken Straiton/Corbis) ) Until recently the dominant view of Western societies was that humans possess the wherewithal to subdue volcanoes and other types of catastrophic natural hazards. Today it is apparent that volcanoes are not only very destructive but unpredictable as well. With this awareness, a new attitude is developing—"How do we live with volcanoes?" Volcanic Hazards Volcanoes produce a wide variety of potential hazards that can kill people and wildlife, as well as destroy property (figure 7.32). Perhaps the greatest threats to life are pyroclastic flows. These hot mixtures of gas, ash, and pumice that sometimes exceed 800°C race down the flanks of volcanoes, giving people little chance to escape. Lahars, which can occur even when a volcano is quiet, are perhaps the next most dangerous volcanic hazard (figure 7.33). These mixtures of volcanic debris and water can flow for tens of kilometers down steep volcanic slopes at speeds that may exceed 100 kilometers (60 miles) per hour. Lahars pose a potential threat to many communities downstream from glacier-clad volcanoes such as Mount Rainier. Other potentially destructive mass-wasting events include the rapid collapse of the volcano's summit or flank. Other obvious hazards include explosive eruptions that can endanger people and property hundreds of miles from a Eruption cloud Prevailing wind Ash fall 2009 steam and ash cloud ( figure 7.33 Soufriere Hills volcano on the Caribbean island of Montserrat has been active since 1995. A pyroclastic flow destroyed the airport and the capital city, Plymouth. About two thirds of the population have left the island. (NASA Photo) ) ( Lava dome collapse Pyroclastic flow ) ( Fumaroles Lava flow Lahar (mud or debris flow) figure 7.3 2 Simplified drawing showing a wide variety of natural hazards associated with volcanoes. (After U.S. Geological Survey) ) Acid rain Pyroclastic flow Jf^- Eruption column Bombs Collapse of flank Lava dome ( The Chapter in Review 233 figure 7.34 Monitoring South Sister Volcano, Cascade Range, Oregon. This geologist is measuring the degree of infla tion of the volcano's surface for potential eruptive activity. ) volcano. During the past 15 years at least 80 commercial jets have been damaged by inadvertently flying into clouds of volcanic ash (Figure 7.33). One of these was a near crash that occurred in 1989 when a Boeing 747, with more than 300 passengers aboard, encountered an ash cloud from Alaska's Redoubt volcano. All four engines stalled after they became clogged with ash. Fortunately, the engines were restarted at the last minute and the aircraft managed to land safely in Anchorage. Monitoring Volcanic Activity Today a number of volcano-monitoring techniques are employed, with most of them aimed at detec.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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