Potential energy is the energy held by an object because of its position relative to other objects, stresses within itself, its electric charge, or other factors.

Common types of potential energy include the gravitational potential energy of an object that depends on its mass and its distance from the center of mass of another object, the elastic potential energy of an extended spring, and the electric potential energy of an electric charge in an electric field. The unit for energy in the International System of Units (SI) is the joule, which has the symbol J.

The term potential energy was introduced by the 19th-century Scottish engineer and physicist William Rankine, although it has links to Greek philosopher Aristotle's concept of potentiality. Potential energy is associated with forces that act on a body in a way that the total work done by these forces on the body depends only on the initial and final positions of the body in space. These forces, that are called conservative forces, can be represented at every point in space by vectors expressed as gradients of a certain scalar function called potential.

Since the work of potential forces acting on a body that moves from a start to an end position is determined only by these two positions, and does not depend on the trajectory of the body, there is a function known as potential that can be evaluated at the two positions to determine this work.

There are various types of potential energy, each associated with a particular type of force. For example, the work of an elastic force is called elastic potential energy; work of the gravitational force is called gravitational potential energy; work of the Coulomb force is called electric potential energy; work of the strong nuclear force or weak nuclear force acting on the baryon charge is called nuclear potential energy; work of intermolecular forces is called intermolecular potential energy. Chemical potential energy, such as the energy stored in fossil fuels, is the work of the Coulomb force during rearrangement of mutual positions of electrons and nuclei in atoms and molecules. Thermal energy usually has two components: the kinetic energy of random motions of particles and the potential energy of their mutual positions.

Potential energy is closely linked with forces. If the work done by a force on a body that moves from A to B does not depend on the path between these points (if the work is done by a conservative force), then the work of this force measured from A assigns a scalar value to every other point in space and defines a scalar potential field. In this case, the force can be defined as the negative of the vector gradient of the potential field.

Gravitational energy is the potential energy associated with gravitational force, as work is required to elevate objects against Earth's gravity. The potential energy due to elevated positions is called gravitational potential energy, and is evidenced by water in an elevated reservoir or kept behind a dam. If an object falls from one point to another point inside a gravitational field, the force of gravity will do positive work on the object, and the gravitational potential energy will decrease by the same amount.

Consider a book placed on top of a table. As the book is raised from the floor to the table, some external force works against the gravitational force. If the book falls back to the floor, the "falling" energy the book receives is provided by the gravitational force. Thus, if the book falls off the table, this potential energy goes to accelerate the mass of the book and is converted into kinetic energy. When the book hits the floor this kinetic energy is converted into heat, deformation, and sound by the impact.

The factors that affect an object's gravitational potential energy are its height relative to some reference point, its mass, and the strength of the gravitational field it is in. Thus, a book lying on a table has less gravitational potential energy than the same book on top of a taller cupboard and less gravitational potential energy than a heavier book lying on the same table. An object at a certain height above the Moon's surface has less gravitational potential energy than at the same height above the Earth's surface because the Moon's gravity is weaker. "Height" in the common sense of the term cannot be used for gravitational potential energy calculations when gravity is not assumed to be a constant. The following sections provide more detail.

🌠 Dive into the cosmic mystery of comets with our latest educational video, 'What is a Comet?' ✨ Perfect for Grades K-5, this engaging lesson will take your young astronomers on an interstellar journey to understand these fascinating celestial objects. 🛸 Watch now: https://youtu.be/o5Y0HPGzUN4

🚀 In this video:
Young explorers will learn the definition of a comet, discover its historical significance, and get an in-depth look at its composition. We decode the "dirty snowball" theory and traverse through the different types of comets in our vast solar system.

🧩 Download the FREE Worksheet:
Enhance this cosmic adventure with our activity sheets, perfect for classroom or at-home learning. Get your worksheets here: https://www.harmonysquarelearn....ing.com/science/what

💭 Spark Curiosity with Discussion Questions:
How is a comet different from an asteroid or a meteor?
What might we learn by studying comets about our own planet's history?
Why do you think comets have tails, and what causes them to have different shapes?

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The nitrogen cycle is the biogeochemical cycle by which nitrogen is converted into multiple chemical forms as it circulates among atmosphere, terrestrial, and marine ecosystems. The conversion of nitrogen can be carried out through both biological and physical processes.

This live-action video program is about the term nitrogen cycle. The program is designed to reinforce and support a student's comprehension and retention of the term nitrogen cycle through use of video footage, photographs, diagrams and colorful, animated graphics and labels.

Viewers will see and hear nitrogen cycle used in a variety of contexts providing students with a model for how to appropriately use the term. Related words are also used and reinforced with visuals and text.

Important processes in the nitrogen cycle include fixation, ammonification, nitrification, and denitrification. The majority of Earth's atmosphere (78%) is atmosphere nitrogen, making it the largest source of nitrogen. However, atmospheric nitrogen has limited availability for biological use, leading to a scarcity of usable nitrogen in many types of ecosystems.

The nitrogen cycle is of particular interest to ecologists because nitrogen availability can affect the rate of key ecosystem processes, including primary production and decomposition. Human activities such as fossil fuel combustion, use of artificial nitrogen fertilizers, and release of nitrogen in wastewater have dramatically altered the global nitrogen cycle. Human modification of global nitrogen cycle can negatively affect the natural environment system and also human health.

Nitrogen is present in the environment in a wide variety of chemical forms including organic nitrogen, ammonium (NH+
4), nitrite (NO−
2), nitrate (NO−
3), nitrous oxide (N2O), nitric oxide (NO) or inorganic nitrogen gas (N2). Organic nitrogen may be in the form of a living organism, humus or in the intermediate products of organic matter decomposition. The processes in the nitrogen cycle is to transform nitrogen from one form to another. Many of those processes are carried out by microbes, either in their effort to harvest energy or to accumulate nitrogen in a form needed for their growth. For example, the nitrogenous wastes in animal urine are broken down by nitrifying bacteria in the soil to be used by plants. The diagram alongside shows how these processes fit together to form the nitrogen cycle.

Nitrogen fixation
The conversion of nitrogen gas (N2) into nitrates and nitrites through atmospheric, industrial and biological processes is called nitrogen fixation. Atmospheric nitrogen must be processed, or "fixed", into a usable form to be taken up by plants. Between 5 and 10 billion kg per year are fixed by lightning strikes, but most fixation is done by free-living or symbiotic bacteria known as diazotrophs. These bacteria have the nitrogenase enzyme that combines gaseous nitrogen with hydrogen to produce ammonia, which is converted by the bacteria into other organic compounds. Most biological nitrogen fixation occurs by the activity of Mo-nitrogenase, found in a wide variety of bacteria and some Archaea. Mo-nitrogenase is a complex two-component enzyme that has multiple metal-containing prosthetic groups. An example of free-living bacteria is Azotobacter. Symbiotic nitrogen-fixing bacteria such as Rhizobium usually live in the root nodules of legumes (such as peas, alfalfa, and locust trees). Here they form a mutualistic relationship with the plant, producing ammonia in exchange for carbohydrates. Because of this relationship, legumes will often increase the nitrogen content of nitrogen-poor soils. A few non-legumes can also form such symbioses. Today, about 30% of the total fixed nitrogen is produced industrially using the Haber-Bosch process, which uses high temperatures and pressures to convert nitrogen gas and a hydrogen source (natural gas or petroleum) into ammonia.

A planet is an astronomical body orbiting a star or stellar remnant that is massive enough to be rounded by its own gravity, is not massive enough to cause thermonuclear fusion, and has cleared its neighbouring region of planetesimals.

The term planet is ancient, with ties to history, astrology, science, mythology, and religion. Five planets in the Solar System are visible to the naked eye. These were regarded by many early cultures as divine, or as emissaries of deities. As scientific knowledge advanced, human perception of the planets changed, incorporating a number of disparate objects. In 2006, the International Astronomical Union (IAU) officially adopted a resolution defining planets within the Solar System. This definition is controversial because it excludes many objects of planetary mass based on where or what they orbit. Although eight of the planetary bodies discovered before 1950 remain "planets" under the current definition, some celestial bodies, such as Ceres, Pallas, Juno and Vesta (each an object in the solar asteroid belt), and Pluto (the first trans-Neptunian object discovered), that were once considered planets by the scientific community, are no longer viewed as planets under the current definition of planet.

Planets in astrology have a different definition.

The planets were thought by Ptolemy to orbit Earth in deferent and epicycle motions. Although the idea that the planets orbited the Sun had been suggested many times, it was not until the 17th century that this view was supported by evidence from the first telescopic astronomical observations, performed by Galileo Galilei. About the same time, by careful analysis of pre-telescopic observational data collected by Tycho Brahe, Johannes Kepler found the planets' orbits were elliptical rather than circular. As observational tools improved, astronomers saw that, like Earth, each of the planets rotated around an axis tilted with respect to its orbital pole, and some shared such features as ice caps and seasons. Since the dawn of the Space Age, close observation by space probes has found that Earth and the other planets share characteristics such as volcanism, hurricanes, tectonics, and even hydrology.

Planets are generally divided into two main types: large low-density giant planets, and smaller rocky terrestrials. There are eight planets in the Solar System. In order of increasing distance from the Sun, they are the four terrestrials, Mercury, Venus, Earth, and Mars, then the four giant planets, Jupiter, Saturn, Uranus, and Neptune. Six of the planets are orbited by one or more natural satellites.

Several thousands of planets around other stars ("extrasolar planets" or "exoplanets") have been discovered in the Milky Way. As of 1 November 2019, 4,126 known extrasolar planets in 3,067 planetary systems (including 671 multiple planetary systems), ranging in size from just above the size of the Moon to gas giants about twice as large as Jupiter have been discovered, out of which more than 100 planets are the same size as Earth, nine of which are at the same relative distance from their star as Earth from the Sun, i.e. in the circumstellar habitable zone. On December 20, 2011, the Kepler Space Telescope team reported the discovery of the first Earth-sized extrasolar planets, Kepler-20e[5] and Kepler-20f,[6] orbiting a Sun-like star, Kepler-20. A 2012 study, analyzing gravitational microlensing data, estimates an average of at least 1.6 bound planets for every star in the Milky Way. Around one in five Sun-like stars is thought to have an Earth-sized planet in its habitable zone.

There is no official definition of extrasolar planets. In 2003, the International Astronomical Union (IAU) Working Group on Extrasolar Planets issued a position statement, but this position statement was never proposed as an official IAU resolution and was never voted on by IAU members. The positions statement incorporates the following guidelines, mostly focused upon the boundary between planets and brown dwarfs:

Objects with true masses below the limiting mass for thermonuclear fusion of deuterium (currently calculated to be 13 times the mass of Jupiter for objects with the same isotopic abundance as the Sun) that orbit stars or stellar remnants are "planets" (no matter how they formed). The minimum mass and size required for an extrasolar object to be considered a planet should be the same as that used in the Solar System.

Substellar objects with true masses above the limiting mass for thermonuclear fusion of deuterium are "brown dwarfs", no matter how they formed or where they are located.

Free-floating objects in young star clusters with masses below the limiting mass for thermonuclear fusion of deuterium are not "planets", but are "sub-brown dwarfs" (or whatever name is most appropriate).

MM9213

A rotation is a circular movement of an object around a center (or point) of rotation. A three-dimensional object can always be rotated around an infinite number of imaginary lines called rotation axes. If the axis passes through the body's center of mass, the body is said to rotate upon itself, or spin. A rotation about an external point, e.g. the Earth about the Sun, is called a revolution or orbital revolution, typically when it is produced by gravity. The axis is called a pole.

This live-action video program is about the word rotation. The program is designed to reinforce and support a student's comprehension and retention of the word rotation through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear rotation used in a variety of contexts providing students with a model for how to appropriately use the word. Related words are also used and reinforced with visuals and text.

In astronomy, rotation is a commonly observed phenomenon. Stars, planets and similar bodies all spin around on their axes. The rotation rate of planets in the solar system was first measured by tracking visual features. Stellar rotation is measured through Doppler shift or by tracking active surface features.

This rotation induces a centrifugal acceleration in the reference frame of the Earth which slightly counteracts the effect of gravity the closer one is to the equator. One effect is that an object weighs slightly less at the equator. Another is that the Earth is slightly deformed into an oblate spheroid.

Another consequence of the rotation of a planet is the phenomenon of precession.

While revolution is often used as a synonym for rotation, in many fields, particularly astronomy and related fields, revolution, often referred to as orbital revolution for clarity, is used when one body moves around another while rotation is used to mean the movement around an axis. Moons revolve around their planet, planets revolve about their star (such as the Earth around the Sun); and stars slowly revolve about their galaxial center. The motion of the components of galaxies is complex, but it usually includes a rotation component.

The speed of rotation is given by the angular frequency (rad/s) or frequency (turns per time), or period (seconds, days, etc.). The time-rate of change of angular frequency is angular acceleration (rad/s²), caused by torque. The ratio of the two (how heavy is it to start, stop, or otherwise change rotation) is given by the moment of inertia.

The angular velocity vector (an axial vector) also describes the direction of the axis of rotation. Similarly the torque is an axial vector.

The physics of the rotation around a fixed axis is mathematically described with the axis–angle representation of rotations. According to the right-hand rule, the direction away from the observer is associated with clockwise rotation and the direction towards the observer with counterclockwise rotation, like a screw.

The laws of physics are currently believed to be invariant under any fixed rotation. (Although they do appear to change when viewed from a rotating viewpoint: see rotating frame of reference.)

In modern physical cosmology, the cosmological principle is the notion that the distribution of matter in the universe is homogeneous and isotropic when viewed on a large enough scale, since the forces are expected to act uniformly throughout the universe and have no preferred direction, and should, therefore, produce no observable irregularities in the large scale structuring over the course of evolution of the matter field that was initially laid down by the Big Bang.

In particular, for a system which behaves the same regardless of how it is oriented in space, its Lagrangian is rotationally invariant. According to Noether's theorem, if the action (the integral over time of its Lagrangian) of a physical system is invariant under rotation, then angular momentum is conserved.

"What is Push?" is an elementary science video tailored to seamlessly integrate with the elementary science curriculum and meet NGSS standards, providing young students with a solid foundation in physics.

Learning Objectives:

1. Define Push: Uncover the mystery of "push" as we break down its fundamental meaning and significance.
2. Explore Real-world Examples: Dive into a plethora of real-life scenarios to grasp the practical applications of push in our daily lives.
3. Understand Physics Concepts: Gain insights into the principles and physics concepts associated with push, unraveling the forces that shape our world.

Resources for further learning: Subscribe to our YouTube channel [@HarmonySquare] for more enriching science videos for kids!

Enhance the learning experience by downloading lesson plans, worksheets, and activities at [www.harmonysquarelearning.com].

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Soil is a mixture of organic matter, minerals, gases, liquids, and organisms that together support life. Earth's body of soil, called the pedosphere, has four important functions:

as a medium for plant growth
as a means of water storage, supply and purification
as a modifier of Earth's atmosphere
as a habitat for organisms
All of these functions, in their turn, modify the soil.

The pedosphere interfaces with the lithosphere, the hydrosphere, the atmosphere, and the biosphere. The term pedolith, used commonly to refer to the soil, translates to ground stone in the sense "fundamental stone". Soil consists of a solid phase of minerals and organic matter (the soil matrix), as well as a porous phase that holds gases (the soil atmosphere) and water (the soil solution). Accordingly, soil scientists can envisage soils as a three-state system of solids, liquids, and gases.

Soil is a product of several factors: the influence of climate, relief (elevation, orientation, and slope of terrain), organisms, and the soil's parent materials (original minerals) interacting over time. It continually undergoes development by way of numerous physical, chemical and biological processes, which include weathering with associated erosion. Given its complexity and strong internal connectedness, soil ecologists regard soil as an ecosystem.

Most soils have a dry bulk density (density of soil taking into account voids when dry) between 1.1 and 1.6 g/cm3, while the soil particle density is much higher, in the range of 2.6 to 2.7 g/cm3. Little of the soil of planet Earth is older than the Pleistocene and none is older than the Cenozoic,[ although fossilized soils are preserved from as far back as the Archean.

Soil science has two basic branches of study: edaphology and pedology. Edaphology studies the influence of soils on living things. Pedology focuses on the formation, description (morphology), and classification of soils in their natural environment. In engineering terms, soil is included in the broader concept of regolith, which also includes other loose material that lies above the bedrock, as can be found on the Moon and on other celestial objects as well. Soil is also commonly referred to as earth or dirt; some scientific definitions distinguish dirt from soil by restricting the former term specifically to displaced soil.

This live-action video program is about the word Soil. The program is designed to reinforce and support a student's comprehension and retention of the word Soil through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear Soil used in a variety of contexts providing students with a model for how to appropriately use the word. Related words are also used and reinforced with visuals and text.

The natural environment encompasses all living and non-living things occurring naturally, meaning in this case not artificial. The term is most often applied to the Earth or some parts of Earth. This environment encompasses the interaction of all living species, climate, weather and natural resources that affect human survival and economic activity. The concept of the natural environment can be distinguished as components:

Complete ecological units that function as natural systems without massive civilized human intervention, including all vegetation, microorganisms, soil, rocks, atmosphere, and natural phenomena that occur within their boundaries and their nature.
Universal natural resources and physical phenomena that lack clear-cut boundaries, such as air, water, and climate, as well as energy, radiation, electric charge, and magnetism, not originating from civilized human actions.
In contrast to the natural environment is the built environment. In such areas where man has fundamentally transformed landscapes such as urban settings and agricultural land conversion, the natural environment is greatly modified into a simplified human environment. Even acts which seem less extreme, such as building a mud hut or a photovoltaic system in the desert, the modified environment becomes an artificial one. Though many animals build things to provide a better environment for themselves, they are not human, hence beaver dams, and the works of mound-building termites, are thought of as natural.

People seldom find absolutely natural environments on Earth, and naturalness usually varies in a continuum, from 100% natural in one extreme to 0% natural in the other. More precisely, we can consider the different aspects or components of an environment, and see that their degree of naturalness is not uniform. If, for instance, in an agricultural field, the mineralogic composition and the structure of its soil are similar to those of an undisturbed forest soil, but the structure is quite different.

Natural environment is often used as a synonym for habitat, for instance, when we say that the natural environment of giraffes is the savanna.

In ecology, a habitat is the type of natural environment in which a particular species of organism lives. It is characterized by both physical and biological features. A species' habitat is those places where it can find food, shelter, protection and mates for reproduction.

The physical factors are for example soil, moisture, range of temperature, and light intensity as well as biotic factors such as the availability of food and the presence or absence of predators. Every organism has certain habitat needs for the conditions in which it will thrive, but some are tolerant of wide variations while others are very specific in their requirements. A habitat is not necessarily a geographical area, it can be the interior of a stem, a rotten log, a rock or a clump of moss, and for a parasitic organism it is the body of its host, part of the host's body such as the digestive tract, or a single cell within the host's body.

Habitat types include polar, temperate, subtropical and tropical. The terrestrial vegetation type may be forest, steppe, grassland, semi-arid or desert. Fresh water habitats include marshes, streams, rivers, lakes, and ponds, and marine habitats include salt marshes, the coast, the intertidal zone, estuaries, reefs, bays, the open sea, the sea bed, deep water and submarine vents.

Bully Education on the Learning Videos Channel

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by the following three minimum criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying ranges from one-on-one, individual bullying through to group bullying, called mobbing, in which the bully may have one or more "lieutenants" who may be willing to assist the primary bully in their bullying activities. Bullying in school and the workplace is also referred to as "peer abuse". Robert W. Fuller has analyzed bullying in the context of rankism. The Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons", and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.

A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace, the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites. In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."

Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying, while some states in the United States have laws against it. Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.

Bully Education on the Learning Videos Channel

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by the following three minimum criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying ranges from one-on-one, individual bullying through to group bullying, called mobbing, in which the bully may have one or more "lieutenants" who may be willing to assist the primary bully in their bullying activities. Bullying in school and the workplace is also referred to as "peer abuse". Robert W. Fuller has analyzed bullying in the context of rankism. The Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons", and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.

A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace, the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites. In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."

Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying, while some states in the United States have laws against it. Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.

Type 2 diabetes is reaching near-epidemic levels. It is a serious health condition affecting millions of people and increasing their risk for additional health issues.

More young people have been diagnosed with diabetes than ever before. This live-action video program is designed to increase a student’s awareness of the disease by presenting information that will help them better understand diabetes and more importantly know the risk factors to prevent getting the disease.

Colorful animation and vivid graphics help demonstrate how energy gets to your body’s cells, and the roles of the pancreas, glucose, blood and insulin. Student’s will understand step by step how the process should work, and then, how it works for a person with diabetes.

The program explores the warning signs of diabetes and how new technologies can help treat the disease. In addition, children will learn how they can help lowering their risk of getting type 2 disease with healthy lifestyle choices such as eating healthy foods and exercising.

Learning Objectives:

After viewing this program, student’s will:

• understand the difference between type 1 diabetes and type 2 diabetes
• recognize that diabetes is a disease that affects how the body uses glucose
• realize there are genetic and lifestyle factors related to getting diabetes
• learn the warning signs of diabetes
• understand different treatment options for people with diabetes
• Learn to make health lifestyle choices

Diabetes is a group of metabolic disorders characterized by a high blood sugar level over a prolonged period. Symptoms of high blood sugar include frequent urination, increased thirst, and increased hunger. If left untreated, diabetes can cause many complications. Acute complications can include diabetic ketoacidosis, hyperosmolar hyperglycemic state, or death. Serious long-term complications include cardiovascular disease, stroke, chronic kidney disease, foot ulcers, and damage to the eyes.

Diabetes is due to either the pancreas not producing enough insulin, or the cells of the body not responding properly to the insulin produced. There are three main types of diabetes mellitus:

Type 1 diabetes results from the pancreas's failure to produce enough insulin due to loss of beta cells. This form was previously referred to as "insulin-dependent diabetes mellitus" (IDDM) or "juvenile diabetes". The loss of beta cells is caused by an autoimmune response. The cause of this autoimmune response is unknown.

Type 2 diabetes begins with insulin resistance, a condition in which cells fail to respond to insulin properly. As the disease progresses, a lack of insulin may also develop. This form was previously referred to as "non insulin-dependent diabetes mellitus" (NIDDM) or "adult-onset diabetes". The most common cause is a combination of excessive body weight and insufficient exercise.
Gestational diabetes is the third main form, and occurs when pregnant women without a previous history of diabetes develop high blood sugar levels.

Prevention and treatment involve maintaining a healthy diet, regular physical exercise, a normal body weight, and avoiding use of tobacco. Control of blood pressure, maintaining proper foot care, and eye care are important for people with the disease.Type 1 diabetes must be managed with insulin injections. Type 2 diabetes may be treated with medications with or without insulin. Insulin and some oral medications can cause low blood sugar. Weight loss surgery in those with obesity is sometimes an effective measure in those with type 2 diabetes. Gestational diabetes usually resolves after the birth of the baby.

As of 2017, an estimated 425 million people had diabetes worldwide, with type 2 diabetes making up about 90% of the cases. This represents 8.8% of the adult population, with equal rates in both women and men. Trend suggests that rates will continue to rise. Diabetes at least doubles a person's risk of early death. In 2017, diabetes resulted in approximately 3.2 to 5.0 million deaths. The global economic cost of diabetes related health expenditure in 2017 was estimated at US$727 billion. In the United States, diabetes cost nearly US$245 billion in 2012. Average medical expenditures among people with diabetes are about 2.3 times higher.

Bully Education on the Learning Videos Channel

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict. Bullying is a subcategory of aggressive behavior characterized by the following three minimum criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying ranges from one-on-one, individual bullying through to group bullying, called mobbing, in which the bully may have one or more "lieutenants" who may be willing to assist the primary bully in their bullying activities. Bullying in school and the workplace is also referred to as "peer abuse". Robert W. Fuller has analyzed bullying in the context of rankism. The Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons", and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways". Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.

A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace, the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites. In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."

Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying, while some states in the United States have laws against it. Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.

🌞🌜 Discover the fascinating dance of day and night with our latest educational video, 'What is Day and Night?' Specially crafted for kids in Grades K-5, delve into the rhythmic rotation of Earth that brings about our daily experiences of sunrise and sunset. 🌅🌌
Watch now!

🌏 In this adventure:
We embark on a journey to unravel the science behind why we have day and night. Using vibrant animations and clear explanations, we explore Earth's rotation, unveil the mystery of solar time, and take a peek into the vast world of astronomy.

📚 Extend the Learning Journey:
Pair the visual delight of our video with hands-on learning using our activity sheets. Perfect for reinforcing concepts in a tangible way. Grab your worksheets here: https://www.harmonysquarelearn....ing.com/science/day-

💡 Illuminate Young Minds with Discussion Questions:
Why does the Sun appear to move across the sky during the day?
How does Earth's rotation contribute to the cycle of day and night?
Can you think of how the time of day affects animals and plants?

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The density of a substance is its mass per unit volume. Mathematically, density is defined as mass divided by volume.

In some cases, density is defined as its weight per unit volume, although this is scientifically inaccurate – this quantity is more specifically called specific weight.

For a pure substance the density has the same numerical value as its mass concentration. Different materials usually have different densities, and density may be relevant to buoyancy, purity and packaging. Osmium and iridium are the densest known elements at standard conditions for temperature and pressure but certain chemical compounds may be denser.

To simplify comparisons of density across different systems of units, it is sometimes replaced by the dimensionless quantity "relative density" or "specific gravity", i.e. the ratio of the density of the material to that of a standard material, usually water. Thus a relative density less than one means that the substance floats in water.

The density of a material varies with temperature and pressure. This variation is typically small for solids and liquids but much greater for gases. Increasing the pressure on an object decreases the volume of the object and thus increases its density. Increasing the temperature of a substance (with a few exceptions) decreases its density by increasing its volume. In most materials, heating the bottom of a fluid results in convection of the heat from the bottom to the top, due to the decrease in the density of the heated fluid. This causes it to rise relative to more dense unheated material.

The reciprocal of the density of a substance is occasionally called its specific volume, a term sometimes used in thermodynamics. Density is an intensive property in that increasing the amount of a substance does not increase its density; rather it increases its mass.

A number of techniques as well as standards exist for the measurement of density of materials. Such techniques include the use of a hydrometer (a buoyancy method for liquids), Hydrostatic balance (a buoyancy method for liquids and solids), immersed body method (a buoyancy method for liquids), pycnometer (liquids and solids), air comparison pycnometer (solids), oscillating densitometer (liquids), as well as pour and tap (solids). However, each individual method or technique measures different types of density, and therefore it is necessary to have an understanding of the type of density being measured as well as the type of material in question.

The density at all points of a homogeneous object equals its total mass divided by its total volume. The mass is normally measured with a scale or balance; the volume may be measured directly (from the geometry of the object) or by the displacement of a fluid. To determine the density of a liquid or a gas, a hydrometer, a dasymeter or a Coriolis flow meter may be used, respectively. Similarly, hydrostatic weighing uses the displacement of water due to a submerged object to determine the density of the object.

In general, density can be changed by changing either the pressure or the temperature. Increasing the pressure always increases the density of a material. Increasing the temperature generally decreases the density, but there are notable exceptions to this generalization. For example, the density of water increases between its melting point at 0 °C and 4 °C; similar behavior is observed in silicon at low temperatures.

🌎✨ "Unveiling Our Planet: What is Earth? - A Kid's Expedition!" ✨🌎

Join us on an incredible journey through our home planet in 'Unveiling Our Planet: What is Earth?'. Specially designed for Grades K-5, this video takes curious minds deep into the layers of our world, revealing its majestic structure and life-sustaining qualities. 🌿🌊

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What makes Earth uniquely equipped to support life?
How do the layers of Earth contribute to the conditions on the surface?
What are some ways we can protect our precious planet and its ecosystems?

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