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The Cosmic Gulp—Myths and Truths—Scientific Considerationsand Cosmological Models to be Revisited

Two collisions have taken place between a neutron star and a black hole within a time-frame of 10 days. The extraterrestrial event suggests to revisit the theories of cosmology.

By Alex J. & Salawal Salah
Scientific Correspondents: SAARC-ASEAN Postdoc Academia

According to the recent reports concerning the black hole-neutron star collision, the rare phenomenon tags considerable challenge to the wisdom of scientific era. The non- cogent twin-events have extended no scientific acquiescence to the cosmological theories or the past astronomical observations so far.

All of the data-info along with the indication-clues published in the Astrophysical Journal Letters leave the world with a plenty of question marks on the face of the black hole- neutron star collision event that has been named as ‘The Cosmic Gulp’.

“It’s the first time that we’ve actually been able to detect a neutron star and a black hole colliding with each other anywhere in the universe,” said Patrick Brady, a professor of physics at the University of Wisconsin-Milwaukee who serves as the spokesman for the LIGO Scientific Collaboration.

https://www.nytimes.com/2021/06/29/science/black-holes.html

BBC London’s foremost report on the intergalactic event, in addition to featuring the rarest and first of its nature extraterrestrial event, utters out quite clearly, that:

“The observations could mean that some ideas of how stars and galaxies form may need to be revised”.

Prof Vivien Raymond, from Cardiff University, told BBC News regarding the surprising results that:

“We have to go back to the drawing board and rewrite our theories,” he said effusively.

“We have learned a bit of a lesson again. When we assume something we tend to be proved wrong after a while. So we have to keep our minds open and see what the Universe is telling us.”

https://www.bbc.com/news/science-environment-57639520

Prof Aurangzeb Hafi, the postdoc P.I. of South Asian region, on the other hand, profusely refutes the prevailing models of cosmogenesis on account of the recently occurred extraterrestrial twin-events that have turned the predominant ladders of cosmologyupside down.

Prof Hafi confutes quite demonstratively that:

“As per the twofold paradigms of black-hole view of the interstellar evolution and the big-bang view of cosmology, the black holes should only collide into the other neutron stars, as well as the neutron stars should also follow the same intergalactic pattern, whereas, through the recent divergence of the twin-events, the Universe is telling us something contrary to the Hawking’s cosmological model. Not only these two, but many other crashes also indicate the same mismatched collision phenomenon. Nonetheless, the pattern-divergence rather evidently validates intergalactic magneto-kinetics view of matter-field transposition as well as the interstellar magnetic inversion capsizal swaps”.

Above and beyond the scientific question marks posed by the phenomenon and highlighted by Prof Raymond and Prof Hafi, the famous astrophysicist Patrick Brady,an astrophysicist at the University of Wisconsin Milwaukee remarks in a quite sturdy way, that:

“It was just a big quick (gulp), gone. ”The black hole “gets a nice dinner of a neutron star and makes itself just a little bit more massive.”

https://abcnews.go.com/Technology/wireStory/cosmic-gulp-astronomers-black-hole-swallow-neutron-star-78555187

The Decisive ‘Top of the Top 10’ Hierarchy Categorically Segmented and Marked by Stephen Soldz Bilquis Edhi and Yanghee Lee—The Decade 2010-2020 “Domino-effect Verdict”.

Breaking News// LONDON/1/28/2021/ Ten extravagantly towering silhouettes have pixelated the rock-solid images and inimitable descriptions onto the large canvas of the first two decades of the 21st century. They stood out of 190 countries by virtue of the impact they have had on munificent realms and bounteous vistas of the first bi-decadal course of the new century and the new millennium as well. As per the domino effect verdict announced today, concerning the IH© international opinion poll outcomes; Stephen Soldz, an upright ethicist and moralist from the US, Ms. Bilquis Edhi, an unparalleled noted humanitarian from Pakistan and Prof. Yanghee Lee, the fabled unsurpassed human rights rapporteur of the UN, have evidently stretched and segmented the top of the decade’s impact hallmarks and the opinion poll’s top ‘tri-archy’ as well. Henceforth, by virtue of their resolute determinations, merited uprightness and humane fortitudes, as well as on the very basis of the verdict by the global audience – all three forthrightly stand out to be at, and categorically mark the decisive ‘top of the top ten’ of the planet.

Besides these upmost stalwarts, ten other true patrons of change, the flag-bearers of righteousness and the domino effect architects of the ‘Top-10’ of ‘Impact Hierarchy’ of the decade, are those who although didn’t paramount the voting round-up, but are nonetheless, impact worthy by the entire means and measures at the canvas fixed up as well as the reference value dealt with. Those enlisted as the top ten include:

Dr. Fritjof Capra—Erudite, Theorist, Polymath, Scientist, Thinker (US)
Dr. Muang Zarni— Human Rights Activist (Myanmar)
Graca Machel—An Advocate of Women & Children Rights (Mozambique)
Greta Thunberg— The Youngest Climate Activist (Sweden)
Jacinda Ardern—40th Prime Minister of New Zealand (New Zealand)
Kofi Annan— Former UN Sec. Gen (Ghana)
Maggie Doyne—Founder of The BlinkNow Foundation (Nepal)
Prof. Aurangzeb Hafi—Erudite, Phenomenologist, Polymath, Discoverer (Pakistan)
Pushpa Basnet— Social Worker (Nepal)
Tarana Burke—Hashtag(USA)

The remaining ten of the 20 finalists categorized as the domino effect runners up include:

Ban Ki Moon—Former UN Sec. Gen (South Korea)
Dr. Francois Englert—Scientist, Discoverer (Belgium)
Dr. Neil Turok—Physicist, Theorist (South Africa)
Dr. Peter Higgs—Scientist, Discoverer (United Kingdom)
Engin Altan Duzyatan—Television Actor, World Celebrity (Turkey)
Jon Kobat-Zinn—Mindfulness & Neuro-Sciences Theory (USA)
Nitesh Jangir —Student, Inventor (India)
Rayvon Stewart—Student, Inventor (Jamaica)
Steve Brachman—Journalist (US)
Takaaki Kajita & Arthur B. McDonald—Neutrino Oscillation (Japan & Canada)

In the category of literary works the top triarchy comprises:

A Hard Look into the Genesis of Myanmar’s Genocide
Behr-e-Sarab Dar Chashm-e-Aab
Impact of War on Children

A global audience perspective-based online opinion poll was carried out in assorted institutions and disciplines to vote for the “Person of the Decade”, based upon the impact value the person holds. Fairly dealt, judiciously apportioned and equitably dispensed – irrespective of the color or nation or the geography or location, the finalists were shortlisted out of over 1.6 million notables with diverse backgrounds and from over 190 countries. Subsequently, the finalists were presented to the global audience to pick out the person of their choice by voting on www.impacthallmarks.org in different sections and categories, which were based upon 20 themes and their corresponding impact values that were categorized by the “Bi-Decadal Impacts Gazette©” and the ‘Impact Hallmarks© [IH]’ that are chronicling the categorical enlistees of 1st of the 21st Century Gazette in London, UK.

With utmost neutrality, plausible competency and best probable objectivity oriented fair play, the preliminary web-based screening was carried out with the emblem-ethos of IH©, “valuing the impact value”. The shortlisting process covered certain personalities, objects, contributions, happenings, resolutions, movements and events, after cautious and careful considerations integrated with extensive institutional and academic reviews of the domino effect reference value primarily based upon the themes categorized. Afterwards, the outcomes were thoroughly brought forth in place of an opinion poll for the global audience in order to have their own say about “who did what” – “how did it impact the others”?. In addition, the indispensable core consideration was the extent that determines the scope and magnitude to which the person or the object under consideration impacted the lives of people in every walk of life.

The whole discourse was, in fact, a proceeding towards the first of the 21st century’s bidecadal gazette – in order to ascertain the merit-bound featuring of persons and works of significance – comprising the notables having origins and roots across the geographical and cultural boundaries.

The successive outcomes withstand to be mentioned in the global encyclopedic references as well as the international history archives as those who impacted the world the most during the course of the first two decades of the new century and the new millennium as well.

The 20 finalists for the slots of the Person of the Decade and runners up were selected from amongst 1.6 million contenders from all over the world. The shortlisting and the decade poll conjointly divulged world giants, who are the true architects of change and the real hall-markers of the decade long impacts.

The profiles of the legendary finalists would soon be chronicled at www.toptwenty2020.global with the ethos-emblem “lets worth the impact-worthy”.

Following titles held consensus from all of the considerable quarters of relevance, for being qualified as the Bi-Decadal and the Decade Titles:

The Unanimous Accords of Decadal & Bi-decadal Titles

1- The act of homicide killings of school children has been titled as the most condemnable conduct during the entire course of the two decades. [Bi-Decadal 2000-2020]

2- Child pornography along with other forms of pornographic acts have been titled as the most inhumane conducts during the entire course of the two decades. [Bi-Decadal 2000-2020]

3- The satellite images authenticating the acts of burning alive the Rohingya populated whole towns and over 210 villages in Myanmar, have been titled as the most brutal appearances on the face of planet, and henceforth, Rohingyas have been titled as the most persecuted minority of the decade, and subsequently, the ‘ruthless killings of their children’ as the most systematic genocide during the entire course of two decades. [Bi-Decadal 2000-2020]

4- The forced lockdown imposed by the armed forces in India-occupied Kashmir has been titled as the most escalated and prolonged lockdown during the entire course of two decades. [Bi-Decadal 2000-2020]

5- The United Nations’ International Decade of “Peace and Non-Violence for Children” of the World (A/RES/53/25), and International Decade for Action, “Water for Life” (A/RES/58/217) proclaimed by the UN, have been titled as the significant most decade observances during the entire course of the two decades. [Bi-Decadal 2000-2020]

6- The medical and paramedical staff losing their lives during the global emergency response of COVID-19 pandemic outbreak — who lost their lives while saving others’ along more than 218 countries and territories, have been unanimously titled as the ‘Global Benefactors of Human Race’ during the entire bidecadal course of the 21st century. [Bi-Decadal 2000-2020]

7- The 1st ever decade of postdoctoral appreciations, globally marked by NPA and AOPDA conjointly, has been titled as the foremost stride-move to advance the demesnes of postdoctoral research. [Decade 2010-2020]

8- Discovery of Boson by François Englert and Peter Higgs, Magneto-Hyro-Tropism [MHT] Discovery by Aurangzeb Hafi and Neutrino Oscillation Experimentation by Takaaki Kajita and Arthur B. McDonald, have conjointly been titled as the breakthrough discoveries of the decade, in the broader enquiry perspectives of cosmogenesis and the far-extending horizons of cosmological research. [Decade 2010-2020]

9- Asian Tsunami of 2004 and the Haiti Earthquake of 2010 have been titled as the most devastating catastrophes of the two decades. [Bi-Decadal. [2000-2020]

10- The decade 2010-2020 has been titled as the warmest decade along the reference periods outlined by Copernicus Climate Change Service (CCCS), as well as the Carbon Dioxide concentrations analysis of the satellite data by CCCS and Copernicus Atmosphere Monitoring Service (CAMS), which reveals the unprecedented global column-averaged approximately 413.1 ppm, has been titled as the most alarming risk-outburst of the entire bidecadal course of 21st century. [Bi-Decadal 2000-2020]

Details of the verdict and the gazette are scheduled to be aired within a time-frame of 10-15 days.

UNICEF Advice for having Age-appropriate Discussions to Reassure and Protect Children from COVID-19.

As people around the world are taking precautions to protect themselves, their families and their communities from coronavirus disease (COVID-19) it’s also important that children can continue to learn, and that they can do so in an environment that is welcoming, respectful, inclusive, and supportive to all.

Schools and teachers play a vital role in this. Sharing accurate information and science-based facts about COVID-19 will help diminish students’ fears and anxieties around the disease and support their ability to cope with any secondary impacts in their lives.

Here are some suggestions about how teachers can engage students of different ages (preschool, primary, lower secondary and upper secondary) on preventing and controlling the spread of COVID-19 and other viruses. Any conversations or activities should always consider the specific needs of children, the guidance provided by your school, local and/or national authorities, and be based on reputable sources such as UNICEF and the World Health Organization.

Preschool

Focus on communicating good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

One of the best ways to keep children safe from coronavirus and other diseases is to simply encourage regular handwashing, for at least 20 seconds. It doesn’t need to be a scary conversation. Sing along with The Wiggles or follow this dance to make learning fun. See more on handwashing here.

Develop a way to track how children are washing their hands and find ways to reward them for frequent/timely hand washing.

Use puppets or dolls to demonstrate symptoms (sneezing, coughing, fever), what to do if children feel sick (like if their head hurts, their stomach hurts, or if they feel hot or extra tired), and how to comfort someone who is sick (cultivating empathy and safe caring behaviours).

When it’s circle time, have children sit farther apart from one another by practicing stretching their arms out or ‘flapping their wings’ – they should keep enough space between each other so that they are not touching their friends.

Primary school

Make sure to listen to children’s concerns and answer their questions in an age appropriate manner; don’t overwhelm them with too much information. Encourage them to express and communicate their feelings. Discuss the different feelings they may be experiencing and explain that these are normal reactions to an abnormal situation.

Emphasize that children can do a lot to keep themselves and others safe. For example, introduce the concept of physical distancing (standing further away from friends, avoiding large crowds, not touching people if they don’t need to, etc.). Also, focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

Help children understand the basic concepts of disease prevention and control. Use exercises that demonstrate how germs can spread. For example, you can put coloured water in a spray bottle and spray it on a piece of white paper, then observe how far the droplets travel.

Demonstrate why it’s so important to wash hands for 20 seconds with soap. For example, put a small amount of glitter in a student’s hands and have them wash them with just water and notice how much glitter remains. Then have them wash for 20 seconds with soap and water and see how the glitter is gone.

Have students analyse texts to identify high risk behaviours and suggest ways to change them. For example, a teacher comes to school with a cold. He sneezes and covers it with his hand. He shakes hands with a colleague. He wipes his hands afterwards with a handkerchief, then goes to class to teach. What did the teacher do that was risky? What should he have done instead?

Lower secondary school

Make sure to listen to students’ concerns and answer their questions.
Emphasize that students can do a lot to keep themselves and others safe. For example, introduce the concept of physical distancing, and focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

Remind students that they can share healthy behaviours with their families.

Encourage students to confront and prevent stigma. Discuss the reactions they may experience around discrimination, and explain that these are normal reactions in emergency situations. Encourage them to express and communicate their feelings, but also explain that fear and stigma make a difficult situation worse. Words matter, and using language that perpetuates existing stereotypes can drive people away from taking the actions they need to protect themselves. Read some do’s and don’ts for how to talk about the coronavirus with children.
Build students’ agency and have them promote facts about public health.

Incorporate relevant health education into other subjects. Science can cover the study of viruses, disease transmission and the importance of vaccinations. Social studies can focus on the history of pandemics and the evolution of policies on public health and safety.

Have students make their own Public Service Announcements through school announcements and poster.
Media literacy lessons can empower students to be critical thinkers and make them effective communicators and active citizens, which will improve their abilities to detect misinformation.

Upper secondary school

Make sure to listen to students’ concerns and answer their questions.
Emphasize that students can do a lot to keep themselves and others safe. For example, introduce the concept of physical distancing, and focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

Encourage students to confront and prevent stigma. Discuss the reactions they may experience around discrimination, and explain that these are normal reactions in emergency situations. Encourage them to express and communicate their feelings, but also explain that fear and stigma make a difficult situation worse. Words matter, and using language that perpetuates existing stereotypes can drive people away from taking the actions they need to protect themselves. Read some do’s and don’ts for how to talk about the coronavirus with children.

Incorporate relevant health education into other subjects. Science courses can cover the study of viruses, disease transmission and the importance of vaccinations. Social studies can focus on the history of pandemics and their secondary effects and investigate how public policies can promote tolerance and social cohesion.

Have students make their own Public Service Announcements via social media, radio or even local TV broadcasting.

Media literacy lessons can empower students to be critical thinkers and make them effective communicators and active citizens, which will improve their abilities to detect misinformation.

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Postdoctoral Community Leads the Global Emergency Response—COVID 19 Pandemic Update

Breaking News:// COVID Alert-Note// AOPDA – The first methodological baselines engrossed annotation-broadsheet with reference to the COVID-19 pandemic outbreak has recently been emerged as the foremost inquiry-bound way-out propositional framework to address the research-centered needs of the global emergency.

Developed by the P.I. of Asia-Oceania Post-Doctoral Academia (AOPDA), the annotation-broadsheet has been made available to the World Health Organization,  the governments,  the research-oriented academic segments and other quarters of relevance.

The 1st schema-protocol broadsheet COVID-RR marks a major breakthrough in the persistently devastative scenario-in-effect ongoing from December 2019 and unceasingly overpassing the cross-continental and cross-oceanic boundaries around the globe.

The methodological and propositional research-schema centered annotation-broadsheet encompasses the condensed schematic way-out overview in a brief and engrossed graphic representation.

Precisely titled as ‘COVID-19 risk reduction (COVID-RR) Schematic Overview’ by AOPDA’s P.I Professor Aurangzeb Hafi, the annotation-broadsheet was presented from the author’s workstation in Pakistan on 3/23/2020 for the academic considerations. After a thorough review analysis and experts’ opinion on the subject, A.Z.H. Model of COVID-19 risk reduction (COVID-RR) along the broadsheet was aired by the midnight of 24th. A video / audio brief of the schema-outline is scheduled to be aired shortly.

The research-oriented institutional fora, the governments, the community stakeholders, health care systems and the policy-making segments are highly encouraged to incorporate their perspicacity to further the cause, as well as to employ the proposed ‘COVID 19 RR’ schema—whenever and wherever needed, in order to serve the suffering humanity during one of the critical most hours of need!


 

World Health Organization advice for the public: When and how to use masks

  • If you are healthy, you only need to wear a mask if you are taking care of a person with suspected 2019-nCoV infection.
  • Wear a mask if you are coughing or sneezing.
  • Masks are effective only when used in combination with frequent hand-cleaning with alcohol-based hand rub or soap and water.
  • If you wear a mask, then you must know how to use it and dispose of it properly.

For further details:

https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/when-and-how-to-use-masks

 

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