Space related issues
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This document outlines three categories of space-related issues: political issues around ownership and control of space resources; ethical issues concerning the prioritization of space exploration over problems on Earth and the responsible use of space materials; and environmental issues relating to protection of space environments from harm and cleanup of space debris.
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This document discusses environmental ethics, including its key features and different approaches. It provides definitions and discusses the following main points:
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How does these three types differ from one another, in the most general way?
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In general, what are the main features of teleological theories (in terms of the good, the right, and the principle(s) that are derived)?
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This document discusses environmental ethics, including its key features and different approaches. It provides definitions and discusses the following main points:
1. Environmental ethics aims to provide ethical justification for environmental protection and considers extending ethics to include non-human entities. It is interdisciplinary and global in scope.
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What is the difference between normative and metaethical theories?
What are the three main types of normative theory?
How does these three types differ from one another, in the most general way?
What is the difference between descriptive and prescriptive?
Are normative theories descriptive, or prescriptive?
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In general, what are the main features of teleological theories (in terms of the good, the right, and the principle(s) that are derived)?
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In general, what does utilitarianism say about right actions?
What is classical utilitarianism?
How did Bentham and Mill understand utility?
How do Bentham and Mill’s theories differ?
What do Bentham and Mill have in common?
What is the main problem with the classical utilitarian view?
What is the general principle of act utilitarianism?
How does this variety of utilitarianism differ from rule utilitarianism?
How would an act utilitarian decide what the right action is?
What is the general principle of rule utilitarianism?
How does this variety differ from act utilitarianism?
How does rule utilitarianism differ from deontology?
How are rules derived according to rule utilitarianism?
How would the rule utilitarian decide what the right action is?
What are the two main problems with utilitarian theory, in general?
What is the problem of calculating consequences?
How can the utilitarian respond?
What is the problem of formulating the theory?
In what five ways can utilitarianism be counter-intuitive, or unsatisfactory?
What is the no-rest objection?
What is the absurd-implications objection?
What is the integrity objection?
What is the problem with justice?
How is utilitarian theory not public?
Which of the above is a problem only for the act utilitarian?
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In general terms, what are the main distinguishing features of deontological ethics?
What is deontology, and how do its forms differ?
What is intuitionism, according to W.D. Ross?
What are the three main features of Ross’s system?
What does Ross claim about moral principles and their use?
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How does categorical differ from hypothetical?
What are the three formulations of the categorical imperative?
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The document outlines a proposed utopian society called Everland that would be governed as a democracy with elected leaders and an emphasis on equality, peace, happiness, and liberty. It describes establishing a small police force and laws against stealing, not attending school, killing, littering, and drugs. The society would have a currency system like the US but without coins. Social classes would exist but taxes would help the poorer class improve their lives. Resources like trees would be conserved and water would be filtered from the ocean. Taxes would fund public services and schools would teach ethics instead of religion.
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Question one
1. What is the current population estimates in the world and what is the estimated food consumed by that population?
2. How many tons does an individual consume on average per year, what is the major source of that food consumed by that individual?
3. What are key stable food and how are they utilized?
4. Is there any deficit or surplus if? If yes, what are the causes?
5. What is the percentage of land that is dedicated to food producing crops in the world?
6. What is the impact of population growth on such land?
7. If the current population trend continues, what amount of land will be available for crop production in 50 years to come?
8. Will that land be able to feed the exploding population growth?
9. Is industrial agriculture a solution to these problem
10. How does the cultivation of one crop improve food production?
11. Can the cultivation of one crop be considered harmful is so in what can it be harmful?
12. Is constant reliance of antibiotics advisable to use in the food production?
13. Industrial farming yield more profits and results in more food. Is it right to conclude that such farming is bad?
14. Sustainable farming is considered as a good alternative. Will such farming sustain the ever growing population and what example of this kind of agriculture has been proven effective in feeding the population?
15. How the use of manure and compost does compare with the use of fertilizers?
16. What are the long term cost benefits of using compost manure?
17. What is the average number of tons produced in both kinds of farming when one acre of land is subjected to farming using each type?
18. How can the differences be addresses if they exist when one acre of land is subjected to both kinds of farming?
19. What alternatives should a farmer following sustainable agriculture do to reduce the use of antibiotics and are they practical and feasible?
20. What is the attitude of farmers towards industrial and sustainable farming?
21. What are the consequences of using industrial crops in our bodies and does this impact cause a worry to us?
22. Does the pesticides that get into our bodies enough reason to ban industrial agriculture, if not what are the obstacles preventing countries from adopting sustainable agriculture?
23. Are these obstacles manageable?
24. What role should government institution play in addressing such obstacles?
25. Are there any policies amendments that should be made?
26. What should these policies discourage or encourage?
27. Does the world need to double up for food production?
28. What are the key steps to take towards increasing food production?
29. Does the world needs to start using technology to increase food production?
30. If yes or no, then why?
31. Can the quality of depleted soil be restored?
32. What are some of the ways of restoring such soil
33. Is genetic engineering a solution to the ever growing demand for food?
34. What is the impact of genetic engineering on the environment and in our body s ...
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The document outlines a proposed utopian society called Everland that would have the following key features:
- A democratic form of government with elected leaders and equal voting rights.
- Enforcement of laws by a small police force funded by public taxes to maintain order.
- Proposed laws banning stealing, requiring school attendance, banning killing and littering, and banning drugs.
- A proposed closed border policy with few exceptions for immigrants to apply for entry if deemed beneficial.
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Question one1. What is the current population estimates in the.docx
Question one
1. What is the current population estimates in the world and what is the estimated food consumed by that population?
2. How many tons does an individual consume on average per year, what is the major source of that food consumed by that individual?
3. What are key stable food and how are they utilized?
4. Is there any deficit or surplus if? If yes, what are the causes?
5. What is the percentage of land that is dedicated to food producing crops in the world?
6. What is the impact of population growth on such land?
7. If the current population trend continues, what amount of land will be available for crop production in 50 years to come?
8. Will that land be able to feed the exploding population growth?
9. Is industrial agriculture a solution to these problem
10. How does the cultivation of one crop improve food production?
11. Can the cultivation of one crop be considered harmful is so in what can it be harmful?
12. Is constant reliance of antibiotics advisable to use in the food production?
13. Industrial farming yield more profits and results in more food. Is it right to conclude that such farming is bad?
14. Sustainable farming is considered as a good alternative. Will such farming sustain the ever growing population and what example of this kind of agriculture has been proven effective in feeding the population?
15. How the use of manure and compost does compare with the use of fertilizers?
16. What are the long term cost benefits of using compost manure?
17. What is the average number of tons produced in both kinds of farming when one acre of land is subjected to farming using each type?
18. How can the differences be addresses if they exist when one acre of land is subjected to both kinds of farming?
19. What alternatives should a farmer following sustainable agriculture do to reduce the use of antibiotics and are they practical and feasible?
20. What is the attitude of farmers towards industrial and sustainable farming?
21. What are the consequences of using industrial crops in our bodies and does this impact cause a worry to us?
22. Does the pesticides that get into our bodies enough reason to ban industrial agriculture, if not what are the obstacles preventing countries from adopting sustainable agriculture?
23. Are these obstacles manageable?
24. What role should government institution play in addressing such obstacles?
25. Are there any policies amendments that should be made?
26. What should these policies discourage or encourage?
27. Does the world need to double up for food production?
28. What are the key steps to take towards increasing food production?
29. Does the world needs to start using technology to increase food production?
30. If yes or no, then why?
31. Can the quality of depleted soil be restored?
32. What are some of the ways of restoring such soil
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34. What is the impact of genetic engineering on the environment and in our body s ...
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This document discusses a study on the relationship between childhood experiences and future environmental behaviors. It reviews literature showing that having positive experiences in nature as a child, such as through free play, storytelling, or a mentor, can influence someone to develop environmental attitudes or behaviors later in life. The current study examines how factors like where and how children played from ages 1-14, as well as their exposure to environmental media, may impact their current level of environmentalism as college students. The document provides background on environmentalism, discusses relevant previous studies, and outlines the methods and results sections of the current study.
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This document discusses questions around equity, justice, and sustainability. It asks whether human equality and environmental quality are related, and notes that inequality heightens consumption. It also questions who drives much of the sustainability agenda, noting it has traditionally been white males, but there is a push for more diversity. Another question addresses what constitutes "local" food in an intercultural society. The document advocates for integrating justice and sustainability in cities and policies like bike-share programs.
Occupy the Curriculum
This document outlines a presentation about teaching critical approaches for teaching about the Occupy movements. It begins with discussing the objectives of examining examples from the 1964 Mississippi Freedom School curriculum and applying its lessons to current issues related to political and economic power, civil rights, and citizenship education. It then provides an overview of examining the Occupy Wall Street and Occupy the Hood movements through a critical lens to complicate mainstream media narratives. Finally, it proposes bringing together the ideals of the Freedom Schools and Occupy the Hood to develop curriculum that critically examines historical and contemporary social justice issues relevant to students.
The final version with animations and sound2
Everland aims to be a utopian society based on democratic principles with equality, peace, happiness, and liberty as its core values. It will have a two-branch government elected by universal suffrage for those over 18. Laws will prohibit killing, stealing, littering, and drugs. The economy uses currency and taxes wealthier citizens to help the poor. Schools teach ethics, art, music, and being green. Marriage is unrestricted and there are state-recognized holidays. Citizens are free to work and live as they choose.
Artificial Intelligence, Design, and More-than-Human Justice
Advances in artificial intelligence (AI) have been met by rigorous analyses concerning their social and environmental impacts. However, AI ethics literature has curiously expended far less energy theorizing justice and interrogating its ontological boundaries. Meanwhile, environmental philosophy has taken justice seriously, although it has tended to focus exclusively on animals and nature. This chapter seeks to overcome the anthropocentric bias of AI ethics and the biocentric bias of environmental philosophy by developing an Anthropocene-informed theory of justice capable of accommodating technological beings. To accomplish this, I compare several theories of justice hospitable to non-humans—multispecies justice, planetary justice, and socio-ecological justice. After identifying optimal features drawn from these approaches, I devise a list of design principles and explain how they could be employed in the case of a personal delivery device. I conclude by calling for AI ethics to embrace complexity, interdisciplinarity, and epistemic humility in its pursuit of justice.
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Structural forms
The document provides instructions for a structural engineering challenge to build the tallest structure possible using 5 pieces of paper and masking tape within 10 minutes. It defines key structural concepts like strength, stability, and the three basic structural forms: solid/mass, frame, and shell structures. A sketch of the completed structure must be provided.
Unit d structures & forces
The document provides instructions for a classroom activity where students must build the tallest structure possible using only 5 pieces of blank paper and masking tape within 10 minutes. It defines what a structure is and discusses the concepts of structural strength, stability, and the three basic structural forms: solid/mass, frame, and shell structures. A hybrid structure is noted as a combination of two or more forms.
Electromagnetic spectrum
The document discusses the wave model of light and the electromagnetic spectrum. It explains that light is a form of energy that travels in waves, with characteristics like wavelength, frequency, amplitude, and crest and trough. The electromagnetic spectrum encompasses all forms of energy that travel as waves, including light, which is classified based on its wavelength.
Light sources
Incandescent lightbulbs produce light through heating while fluorescent and phosphorescent lights use electricity to excite particles that then glow and produce visible light. Fluorescent lights are more energy efficient than incandescent but contain toxic materials, while phosphorescent lights continue glowing after the energy source is removed. Chemiluminescent and bioluminescent lights produce light through chemical reactions, as seen in glow sticks and deep sea creatures, respectively.
Unit c light and optics
The document discusses different types of light sources:
- Incandescent light bulbs produce light by heating a filament to high temperatures. Most of the energy is released as heat.
- Fluorescent lights use electricity to excite mercury vapor which produces ultraviolet light, causing a phosphor coating to glow and produce visible light. They are more energy efficient but harder to dispose of than incandescent lights.
- Phosphorescent materials continue to glow for a period of time after the light source is removed by slowly releasing stored energy.
- Chemiluminescent and bioluminescent reactions produce light through chemical processes in glow sticks and deep sea creatures.
- Light is a type of electromagnetic wave.
Excretory system
The excretory system works to maintain balance in the body by filtering waste and toxins from the blood and eliminating them from the body. It is led by the kidneys, which filter waste through tiny nephrons. The kidneys then produce urine, which travels through ureters to the bladder for storage and is later released through the urethra. In addition to the kidneys, the large intestine, liver, skin, and lungs all play roles in excretion to eliminate various waste products.
Nervous system
The nervous system is divided into the central nervous system (CNS), which includes the brain and spinal cord, and the peripheral nervous system (PNS). The PNS sends sensory information to the CNS and carries out the CNS's instructions through the body. The peripheral nervous system consists of the autonomic nervous system, which controls involuntary functions, and the somatic system, which controls voluntary movement and reflexes. Neurons are the basic functional units that transmit chemical and electrical signals throughout the nervous system.
Circulatory system
The circulatory system has two circuits - one sends blood to the lungs to receive oxygen and return to the heart, while the second sends oxygenated blood from the lungs to the rest of the body. Arteries carry blood away from the heart, veins carry blood back to the heart, and capillaries allow for gas exchange between blood and tissues. The heart is divided into four chambers - two atria that receive blood and two ventricles that pump blood out, with the right side pumping to the lungs and left side pumping to the body.
Specialized cells & tissues
Specialized cells combine to form four main tissue types in humans and animals - connective, epithelial, nervous, and muscle tissue. Connective tissue supports and connects parts of the body, epithelial tissue covers the outside of the body and lines organs, nervous tissue makes up the brain and spinal cord, and muscle tissue allows movement. Cells also combine to form three tissue types in plants - photosynthetic tissue uses sunlight to produce energy, protective tissue forms a waterproof layer, and transport tissue moves food and water.
Cell transport
This document discusses several concepts related to cell transport. It defines concentration and explains that diffusion is the movement of particles from an area of high concentration to low concentration. It also defines permeable, impermeable, and semi-permeable membranes. A semi-permeable membrane, like the cell membrane, allows some substances like water and small particles to pass through via diffusion while blocking larger particles, which require channel proteins. The document also explains that osmosis is a special type of diffusion where water moves through a semi-permeable membrane from a low solute concentration to a high solute concentration. The tonicity of the environment determines whether cells appear bloated or shrunken.
The cell
All organisms are made of cells, which contain specialized structures called organelles that each perform a specific function. Cells work together to form tissues, organs, and organ systems. Cells can be thought of as living factories containing organelles that act as the nucleus directing activities, mitochondria generating energy, a cell membrane controlling what enters and exits, vacuoles storing materials, cytoplasm providing nutrients, and in plant cells, a cell wall providing structure and chloroplasts carrying out photosynthesis.
Unit b cells & systems
The document provides information about microscopes and cells. It discusses the first microscope invented by Zacharias Janssen and how it allowed humans to see a new microscopic world. It then explains the basic parts and use of the compound light microscope, including how lenses are used to enlarge images and micrometers are used to measure tiny objects. It also discusses estimating sizes of objects viewed under the microscope using the field of view. The document concludes by outlining the six main characteristics of living things: made of cells, need energy, grow and develop, respond to environment, reproduce, and have adaptations.
Biomagnification
Biomagnification refers to the increasing concentration of chemicals as they move up the food chain. Chemicals accumulate in plants and algae, which are then eaten by smaller fish, building up further in larger fish and predatory birds and mammals. This can lead to toxic levels of chemicals like mercury and pesticides in organisms high on the food chain, including humans. An example given is how mercury from power plant emissions concentrates over 10,000 times moving from water to algae to fish to humans. Exposure to high levels of biomagnified chemicals can cause illness and affect offspring.
Transporting chemicals
Chemicals can be transported through the air, groundwater, surface water, and soil. In the air, chemicals disperse and deposit based on their properties and wind patterns. Groundwater transports chemicals slowly through permeable soil. Surface water carries dissolved chemicals long distances while non-dissolved chemicals sink and concentrate near the source. Chemicals also leach through soil, with the rate affected by soil composition.
Monitoring the atmosphere
The document discusses greenhouse gases and their role in trapping heat in the atmosphere. It defines greenhouse gases as atmospheric gases like carbon dioxide, water vapor, and methane that trap heat. It then explains the greenhouse effect as radiant energy from the sun being reflected back to the Earth's surface by a layer of these gases, trapping heat. It also discusses the enhanced greenhouse effect caused by increased carbon dioxide emissions from human activities and deforestation, which add to the heat-trapping in the atmosphere. A separate section explains ozone depletion and the ozone layer, which protects the Earth from UV radiation, and how CFC chemicals released into the atmosphere break down the ozone.
Monitoring air quality
Air quality is determined by measuring pollutant levels in the air and estimating emissions from sources. Common air pollutants include sulfur dioxide, nitrogen oxides, and ground-level ozone. Sulfur dioxide forms smog and acid rain and affects respiratory and eye health, produced from burning coal and oil. Nitrogen oxides are produced from vehicle and industrial combustion and cause smog. Ground-level ozone forms from reactions between oxygen, nitrogen oxides and volatile organic compounds from vehicles, industry and trees, and can cause breathing problems.
Monitoring water quality
Monitoring water quality is important to detect harmful pollutants and their concentrations. Five important chemical factors that indicate water quality are undissolved solids, phosphates and nitrates, dissolved oxygen, dissolved carbon dioxide, and heavy metals. Each of these factors can be tested through specific chemical reactions to determine their presence and concentration in water samples. Biological indicators like the presence of certain aquatic organisms can also help assess water quality.
Human impacts
Human activities like agriculture, solid waste disposal, and industry have significantly impacted the environment by adding and releasing chemicals. Agriculture contributes to eutrophication through fertilizers containing nitrogen and phosphorus and pesticides that can accumulate up the food chain. Solid waste disposal in landfills produces leachate containing heavy metals and other toxins that seep into soil and water without protective layers. Wastewater from daily use also contaminates the environment with chemicals even after treatment at sewage plants. Burning fossil fuels further pollutes the air with gases causing acid rain and air pollution.
Transport of substances
This document discusses several methods of transporting substances in biology. Diffusion is the passive movement of particles from high to low concentration. Osmosis is a type of diffusion where water moves through a membrane. Active transport moves nutrients against a concentration gradient using energy. Ingestion directly takes substances in, while hydrolysis uses enzymes and water to break down larger molecules. A substrate provides nutrients and a surface for an organism to live or move on.
Acids & bases
This document defines acids and bases, their properties, and how pH is used to measure acidity and alkalinity. Acids have a pH below 7 and increase hydrogen ion concentration in water, tasting sour. Bases have a pH above 7 and increase hydroxyl ion concentration, tasting bitter. Neutral substances have a pH of 7. pH is measured on a scale of 0-14, with lower numbers being more acidic and higher more basic. Acid rain forms when rainwater reacts with air pollutants like sulfur dioxide and nitrogen oxides from industry and vehicles.
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Quality assurance B.pharm 6th semester BP606T UNIT 5
Warehousing
Good warehousing practices
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11.1 Role of physical biological in deterioration of grains.pdf
Storagedeteriorationisanyformoflossinquantityandqualityofbio-materials.
Themajorcausesofdeteriorationinstorage
•Physical
•Biological
•Mechanical
•Chemical
Storageonlypreservesquality.Itneverimprovesquality.
Itisadvisabletostartstoragewithqualityfoodproduct.Productwithinitialpoorqualityquicklydepreciates
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Music and Medieval History
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
fermented food science of sauerkraut.pptx
This ppt contains the production of a fermented food name - sauerkraut
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...
MICROBIAL INTERACTION PPT/ MICROBIAL INTERACTION AND THEIR TYPES // PLANT MIC...ABHISHEK SONI NIMT INSTITUTE OF MEDICAL AND PARAMEDCIAL SCIENCES , GOVT PG COLLEGE NOIDA
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
Signatures of wave erosion in Titan’s coasts
The shorelines of Titan’s hydrocarbon seas trace flooded erosional landforms such as river valleys; however, it isunclear whether coastal erosion has subsequently altered these shorelines. Spacecraft observations and theo-retical models suggest that wind may cause waves to form on Titan’s seas, potentially driving coastal erosion,but the observational evidence of waves is indirect, and the processes affecting shoreline evolution on Titanremain unknown. No widely accepted framework exists for using shoreline morphology to quantitatively dis-cern coastal erosion mechanisms, even on Earth, where the dominant mechanisms are known. We combinelandscape evolution models with measurements of shoreline shape on Earth to characterize how differentcoastal erosion mechanisms affect shoreline morphology. Applying this framework to Titan, we find that theshorelines of Titan’s seas are most consistent with flooded landscapes that subsequently have been eroded bywaves, rather than a uniform erosional process or no coastal erosion, particularly if wave growth saturates atfetch lengths of tens of kilometers.
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...
We present the JWST discovery of SN 2023adsy, a transient object located in a host galaxy JADES-GS
+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
�
(
�
−
�
)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
±
2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
�
Ca-rich population. Although such an object is too red for any low-
�
cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
�
) with
Λ
CDM. Therefore unlike low-
�
Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
�
truly diverge from their low-
�
counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
Male reproduction physiology by Suyash Garg .pptx
Physiology of Male reproduction.
Video mentioned at page no. 23 as summary for better understanding
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDS
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
Pests of Storage_Identification_Dr.UPR.pdf
InIndia-post-harvestlosses-unscientificstorage,insects,rodents,micro-organismsetc.,accountforabout10percentoftotalfoodgrains
Graininfestation
Directdamage
Indirectly
•theexuviae,skin,deadinsects
•theirexcretawhichmakefoodunfitforhumanconsumption
About600speciesofinsectshavebeenassociatedwithstoredgrainproducts
100speciesofinsectpestsofstoredproductscauseeconomiclosses
Methods of grain storage Structures in India.pdf
•Post-harvestlossesaccountforabout10%oftotalfoodgrainsduetounscientificstorage,insects,rodents,micro-organismsetc.,
•Totalfoodgrainproductioninindiais311milliontonnesandstorageis145mt.InIndia,annualstoragelosseshavebeenestimated14mtworthofRs.7,000croreinwhichinsectsaloneaccountfornearlyRs.1,300crores.
•InIndiaoutofthetotalproduction,about30%ismarketablesurplus
•Remaining70%isretainedandstoredbyfarmersforconsumption,seed,feed.Hence,growerneedstoragefacilitytoholdaportionofproducetosellwhenthemarketingpriceisfavourable
•TradersandCo-operativesatmarketcentresneedstoragestructurestoholdgrainswhenthetransportfacilityisinadequate
Post translation modification by Suyash Garg
overview of PTM helps to the students who wants to clear their basics about it.
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Quality assurance B.pharm 6th semester BP606T UNIT 5
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Space related issues
- 2. Political Issues Questions relating to politics or government, such as: Who owns space? Who has the right to use the resources in space? Who will determine how space will be used?
- 3. Ethical Issues Questions relating to ethics or the good of all people, such as: Is it right to spend money on space exploration rather than on solving problems on Earth? Do we have a right to alter materials in space to meet our needs? How can we ensure that space resources will be used for the good of humans and not to further the interests of only one nation or group?
- 4. Environmental Issues Questions relating to the environment, such as: Who is responsible for protecting space environments from alteration? Who is responsible for cleaning up space junk, and who should pay for doing it?