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Historical Literature

Transcript: Please respond on your notes: Why should history be studied? Teach us about God. Only report as much of the story line as is necessary to convey the plotline. Just because someone is in the Bible doesn't mean they should automatically be a role model. Example: Nehemiah was an excellent leader but his story is not in the Bible as a model of leadership. Studying Nehemiah to learn how to be a leader carries no more authority than studying the life of Abraham Lincoln. Example: Gideon set out some fleeces to figure out what God wanted. Doesn't mean that we should do the same Hebrews 11 specifically states that we should model the faith of many OT figures. Knowledge of God will never be irrelevant Read article. Don't let God become blurred by all the stories! It should be a neutral report of facts Joshua takes over 31 cities, but we only have stories about 3 or so. Now? 1. What is the difference in the goals of history writers today and the goals of the Biblical writers of history. Objectivity 2 minute quiz Historical Literature Why use stories? They are powerful. What are the authors of historical literature trying to accomplish? Note: The Bible is only authoritative in the things it intends to teach Examples: Comprehensiveness: It shouldn't leave out any facts Why study history? David is one of 40 kings, but like 25% of the stories are about him. I could tell you God is sovereign but hearing stories gives us a better grasp of what this means. When we see His miracles like parting the sea we realize He is sovereign over nature. When we see Him destroy an entire army to protect His people we realize He is sovereign over all people. When we see a conglomeration of events we realize he is sovereign even over evil choices and minor events. Joseph is a good example of this. When we see that God does not resolve every conflict, we realize that his sovereignty may not always be expressed in expected ways. Because it is HIStory and ultimately teaches us about God. In the Bible? 2. What can be gained from studying biblical history?

Historical Literature

Transcript: Major NCSS Themes http://www.theodorerooseveltcenter.org/Research/Digital-Library/Record.aspx?libID=o184498 • President Theodore Roosevelt: an American politician, author, naturalist, soldier, explorer, and historian who served as the 26th President of the United States. • John Muir: a Scottish-American naturalist, author, and early advocate of preservation of wilderness in the United States. • National Park: a scenic or historically important area of countryside protected by the federal government for the enjoyment of the general public or the preservation of wildlife. • Wildlife Sanctuary: a natural reserve • Prospectors: a person regarded as a potential customer of something • Sequoias: a redwood tree, especially the California redwood that grow taller and wider than most trees. • Conservationist: a person who advocates or acts for the protection and preservation of the environment and wildlife. • Naturalists: an expert in or student of natural history. Yosemite Valley, CA Summary Oklahoma C3 social studies standards http://www.nps.gov/media/photo/gallery.htm?id=B17BC4E5-155D-4519-3EC6B73FCE2806A8 Lying out at night under those giant Sequoias was lying in… a temple grander than any human architect could by any possibility build. –Theodore Roosevelt Theodore Roosevelt and family, 1903 The Camping Trip that Changed America: Theodore Roosevelt, John Muir, and our National Parks by Barb Rosenstock Boundary Proposals and Changes, Yosemite National Park, 1890-1964 Reflection • People, places, and environment • Time, continuity, and change • Power, authority, and governance • Individuals, groups, and institutions http://www.nps.gov/media/photo gallery.htmid=B17BC4E5-155D-4519-3E6B73FCE2806A8 With John Muir’s spirit as his guide, Theodore Roosevelt saved more wild land than any president in history.– Barb Rosenstock The Mariposa Grove http://www.nps.gov/media/photo/gallery.htm?id=B17BC4E5-155D-4519-3EC6B73FCE2806A8 By Maribel Aquino Historical Literature Project This book relates to my personal interests of National Parks. I think the reason I am so intrigued is because I haven’t been to any in the United States, except for the volcano national parks in Hawaii. I love the outdoors and land features other than the Plains interest me because that is all I am surrounded by in Oklahoma. The national park I would like to go to first would be Yosemite. It looks gorgeous! And all the giant Sequoias would be so majestic. Once, I was really close to going to the Grand Canyon because I was driving through Arizona but by the time we drove out of our way to see the Grand Canyon it was going to be too dark outside. I am still hoping one day I’ll get to visit all of them in the United States, especially since my last project I did virtual tours of the national parks. United States of America We are not building this country of ours for a day. It is to last through the ages. –Theodore Roosevelt Timeline of Yosemite and Teddy Roosevelt Half Dome – Yosemite National Park – NASA photo http://www.yosemite.ca.us/john_muir_writings/the_yosemite/ http://www.newspapers.com/newspage/27511081/ http://loc.gov/pictures/resource/cph.3c13665/ http://www.americansouthwest.net/california/sequoia/three_l.html Any fool can destroy trees. –John Muir Lying out at night under those giant Sequoias was lying in… a temple grander than any human architect could by any possibility build. –Theodore Roosevelt We are not building this country of ours for a day. It is to last through the ages. –Theodore Roosevelt Johnnie felt the same. He wrote that he ‘fairly fell in love’ with the president. –Barb Rosenstock With John Muir’s spirit as his guide, Theodore Roosevelt saved more wild land than any president in history.– Barb Rosenstock Washington, DC Raymond, CA History Lit: The student will examine important events and historic figures in the nation’s past. 1.Understand chronological sequencing of events by creating basic timelines. (CCRIT 5) 2.Participate in shared research using biographies and informational text the contributions of historic figures in American history including Squanto, the Pilgrims, George Washington. Cross-cultural and/or Global connections Five Significant Quotes John Muir, 1907. Naturalist and conservationist who initiated efforts resulting in the creation of Yosemite National Park in 1890. Johnnie felt the same. He wrote that he ‘fairly fell in love’ with the president. –Barb Rosenstock http://www.yosemite.ca.us/library/maps/#y1900 http://waynerice.com/2014/09/07/sequoia-farming/ Historical figures, Events, and Vocabulary Yosemite Valley from Handbook for Travellers (1909-1912) http://www.nps.gov/media/photo/gallery.htm?id=B17BC4E5-155D-4519-3EC6B73FCE2806A8 http://rush-travels.blogspot.com/2012/01/redwoods-and-sequoias-our-visit-to.html American history Native Americans Other national parks around the world Conversationalists Any fool can destroy trees. –John Muir "Roosevelt Pitches his Camp near Black Sentinel Dome in Snow Storm"

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Transcript: The adsorption of contaminant molecules by catalysis The improvement of light absorption The improvement of charge separation and transportation ZnS QDs by precipitation method ( Zinc acetate, Sodium sulphide) ( T= 90º, t= 2h) (NaOH was used as a surfactant) (Low crystalyity) ZnS NPs by hydrothermal method ( Zinc chloride, Thioacetamide) (T=140º, t=5h) ZnS microspheres by hydrothermal method (Zinc chloride, Sodium thiosulfate) (T=180º, t=12h) The strongest material ever Optical Properties Synthesis of pure ZnS Secondary, the use of certain organic acids as additives (Formic acid) , in order to inhibit the growth of moulds, bacteria and yeasts. Graphite : narrow peak (2θ = 26.8º)(d=0.33 nm) ZnO nanorod : high intensity peak (002) (2θ = 34.331º) (JCPDS 00-001-1136) ZnS : sphalerite (111), (200), (220), (311) (JCPDS 00-001-0792) Graphite The mechanical and wear-resistance performance of the coating. 1 Morphology PL : The excessive of rGO can act a center for the recombination of electron-hole pairs instead of providing an electron pathway Solar cell device Synthesis of ZnS-based organic (graphene and polypyrrole) composite The intensity of the absorption peak of MB at 663 nm decreases with the increase of irradiation time D(%) = [(A(MB)0 - A(MB)t)/ A(MB)0] × 100 ZG-0 = 0.27% , ZG-1 = 59%, ZG-2 = 68%, ZG-3 = 79%, ZG-4 = 63% UV-vis absorbtion spectra Na2S + 2H2O 2NaOH + H2S (1) ZnO + H2S ZnS + H2O (2) Hummer's method Research Main Points The rule of graphene 300 times stronger than steel and much harder than diamond! Examples for nanomaterial that already used as a reinforcement in the coating XRD Pure ZnS QDs Publications Nanotechnology solutions hexagonal arrangement of carbon in layer stacked to each other One-pot synthesis Multi-step syntheis one-pot synthesis Multi-step synthesis synthesis of Graphene oxide nanosheets. ( Hummer's method) Graphene nanosheets (GNS) - Titanium dioxide composite Graphene Graphene : (2θ = 25.63º) PPy : amorphous (2θ = 26º) ZnS : Sphalerite ( 111), (220), (311) Insertion for a desired properties ZG-0 ( 0% GO), ZG-1 (0.5% GO), ZG-2 (1% GO), ZG-3 (1.5% GO), ZG-4 (2% GO) Synthesis of ZnS-based inorganic (ZnO-ZnS core-shell) composite Absorption XRD Characterization Morphology Synthesis of pure ZnS ZnO-ZnS core-shell nanostructure By Khaled El Sayed Mustafa The morphology of the core-shell structure is a mixture of round and rectangular shape Uv-vis absorption of ZnO-ZnS core-shell Photocatalytic measurement: Mild steel substrate XRD Characterization Improvement of high-surface area of catalysis (BET) Selective adsorption of the aromatic dye on the catalyst ( π electrons ) qe = ( Ci – Ce )V/m GO Intense and sharp peak ( 2θ = 10.6º ) (001) (d=0.83 nm) rGO very broad ( 2θ = 24.31º ) (002) ( d= 0.36 nm) very weak peak ( 2θ = 42.53º ) (100) ( d= 0.21 nm) ZG-0 Zinc blend ( 2θ = 28.609º, 33.153º, 47.591º, 56.473º, 59.227º, 69.583º, 76.894º ) (1 1 1), (2 0 0), (2 2 0), (3 1 1), (2 2 2), (4 0 0) and (3 3 1) ZG-0 Wurtzite ( 2θ = 27.081 ) Graphene : ideal ohmic ZnS nanoparticles : two fold light response, resistance of 3.23 × 10 23 Ωcm2 ZP : resistance of 2.81 × 10 23 Ωcm2 GZP : 1.35 × 10 23 Ω cm2 Hexagonal ZnO ZnS (111) Experimental XRD Characterization One-pot synthesis of ZnO-ZnS core-shell nanostructure Electrodeposition of rGO by Mg(NO3)2 Electrodeposition of ZnO nanorod arrays (ZnCl2, KOH, 1mM) anealing on the high purify Argon gas Sulfidation process ( thioacetamide) Photocatalytic Silo Corrosion failure The Anticorrosion Effect of Ni- RGO -TiO2 Nanocomposite Coating on Mild Steel in Neutral Environment The ZnS shell with an estimated tickness of 18 nm is observed Cathodic Protection synthesis of graphene nanosheets ( microwave assisted t=5min, 15 micro liter Hydrazine) PPy nanotube ( Pyrrol monomer, Fecl3, Methylene orange as a template) A red shift and increase in absorption edge of the UV-Vis spectra of ZnS were observed in the presence of graphene. The PL emission of ZnS-graphene decreased compared to the pure ZnS due to the presence of graphene the PL emission of the ZnO-ZnS core-shell nanostructure decreased due to the presense of ZnS shell and formation of type-II band alignment structure in the hetero-interface which is beneficial for solar cell devices. The presence of rGO in ZnS-rGO composite gives significant improvement in the degradation of methylene blue under visible light irradiation compared to pure ZnS, due to the increased adsorption of the dye, decrease in the band gap and stepwise structure of the energy levels in the composite. The presence of graphene and PPy in the GZP turnary composite lead to higher photocurrent response due to the creation of an interfacial separation between the graphene and the PPy by ZnS nanoparticles, which act as a bridge, and due to enhanced charge transport by graphene. ZnS microsphere-rGO composite Corrosion Inhibitors Crystal structure Bridging effect Charge separation Research Assistant Environmental Modifications Pt foil a counter

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Transcript: - proactive PREPARATORY actions done when there is no immediate typhoon threat - necessary to carry-out actions when an Advisory or Alert is issued by PAGASA. - as required by law and good practices from LGU experiences. EARLY PREPAREDNESS ACTIONS A. CREATE Local Systems and Structures Issue Exec Order - LDRRMC, LDRRMO, ICS, CDVs PREPARE Plans - LDRRMPLCCAP, IAP, Evacuation Plan, CONDUCT Infra Audit DESIGNATE Emergency Op Center ALPHA Conduct trainings for: - info and awareness personnel - DRRMO and admin personnel - humanitarian personnel - security, lifeline and SRR personnel - post disaster response personnel checklist of minimum EARLY and CRITICAL PREPAREDNESS ACTIONS during typhoons for City and Municipal Mayors B. INSTITUTIONALIZE Policies and Plans Create LDRRMO position and staff Assign ICS key posts Assign specific tasks to local functionaries and Punong Barangays e.g. identification of evac centers by ME, identification of repacking centers by MSWDO, creation of BDRRMC by PBs Create MOA with supermarkets, pharmacies, etc CRITICAL PREPAREDNESS ACTIONS supplies, equipment EARLY PREPAREDNESS ACTIONS EARLY PREPAREDNESS ACTIONS Thank You! series of progressive minimum response actions depends on the intensity and possible impact of the typhoon. triggered by the advisory from NDRRMC and DILG –CODIX conveyed to the LGUs by the DILG . LISTO MANUALS BRAVO Guides/References: C. BUILD Competencies CHARLIE D. ACQUIRE Security, Search and Rescue, Medical and Clearing Resources EARLY PREPAREDNESS ACTIONS Hazard, Risk, Flush Points Maps Family /Community Guide to Preparedness Updated CLUP Infra Audit Baseline Data RA 10121 Local DRR Communication Protocol EARLY PREPAREDNESS ACTIONS

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