Learn how to classify the different nutrients and the benefits they bring to our body.

Do you know how important nutrition is for our organism? Thanks to it, we have energy! Find out more with the video.

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Learn with us about plants and how they grow.

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Watch more I Look, I See Animated Series https://www.youtube.com/playli....st?list=PLEb6p9WNvvc
Listen to Muhammad Sulaiman (Yusuf Islam's grandson) sing the popular song in praise of our Mothers, 'Your Mother' written by Yusuf Islam.

Abu Huraira reported that a person came to the Prophet Muhammad (peace be upon him) and asked : Who among the people is most deserving of a fine treatment from my hand ? He said : Your mother. He again said : Then who? He said: Again it is your mother. He said: Then who? The Prophet (peace be upon him) said : Again, it is your mother. He (again) said: Then who? Thereupon he said: Then it is your father.

Lyrics:
Who should you give your love to
Your respect and your honour to
Who should you pay good mind to – after Allah,
Comes your Mother,
Who next? Your Mother
Who next? Your Mother
And then your Father

Cause who used to hold you
And clean you and clothe you?
Who used to feed you
And always be with you?
When you were sick, stay up all night,
Holding you tight?
That’s right no other, your Mother

Who should you take good care of
Giving all your love?
Who should you think the most of – after Allah?
Comes your Mother,
Who next? Your Mother
Who next? Your Mother
And then your Father

Cause who used to hear you
Before you could talk?
Who used to hold you
Before you could walk?
And when you fell, who’d pick you up?
Clean your cut?
No one but, your Mother, your Mother

Who should you stay right close to
Listen most to?
Never saying no to – after Allah
Comes your Mother,
Who next? Your Mother
Who next? Your Mother
And then your Father

Cause who used to hug you
And buy you new clothes?
Comb your hair and blow your nose?
And when you cried who wiped your tears
Knows your fears? Who really cares?
Your Mother

Say Alhamdulillah,
Thanks to Allah
Thank You Allah for my Mother

Your Mother
Written by Yusuf Islam and performed by Muhammad Sulaiman

Concept Design, Script & Supervision: Yusuf Islam, Merve Cirisoglu
Animation Direction & Character Design: Merve Cirisoglu
I Look I See Series Project Manager: Majid M. Hussain
Production Manager: Azmir Mutalib
Production Studio: Little Critters Workshop (Malaysia)
Music, SFX Editing & Mix: Felipe Gutierrez
Sound Supervision: Pablo Gutierrez
Sound Design: Gonzalo Matijas, Nahuel Palenque, Pablo Gutierrez
Drum Programming: Benammi
I Look, I See Sonic Signature: Benammi

I look, I See Animated Series supported by the Yusuf Islam Foundation

Special Thanks: Eza Basri, Walid Omar & the team at Little Critters Workshop, Muhammad Sulaiman Hussain, Imran Husain

Mountain of Light is a non-profit organisation founded by Yusuf Islam / Cat Stevens in 1994. Producing spiritual audio and visual content on Islam and spirituality.

Find out more:
Website: https://catstevens.com/think/
Facebook: https://www.facebook.com/MountainOfLight/
Instagram: https://www.instagram.com/themountainoflight/

FOLLOW Yusuf / Cat Stevens:
YouTube: https://www.youtube.com/user/YusufCatStevens
Website: https://catstevens.com/
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Twitter: https://twitter.com/yusufcatstevens
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LISTEN:
Spotify: https://open.spotify.com/artis....t/08F3Y3SctIlsOEmKd6
iTunes: https://itunes.apple.com/us/ar....tist/yusuf-islam/id1
CHARITY:
Peacetrain is a charity initiative by the Yusuf Islam Foundation under the patronage of Yusuf / Cat Stevens with an emphasis on feeding programmes, solar water wells and peace building projects https://peacetrain.org/.

#ilookisee #yusufislam #mothersday

6 kalimas
Reciter Aqsa Abdul Haq
Audio : ZDS
Video :Aqsa Abdul Haq Production


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It's Kids Academy and welcome back to our channel! Cats are some of our favorite pets. We play, spend time with them and become good friends. They are good companions with many remarkable qualities. In this video you will learn more about cats, their habits, behavior and appearance! Enjoy your viewing!

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Hi, this is Kids Academy and this is our kids' videos that can help your kids to know how to play chess correctly. And in this video for kids, we will show how:
How do Chess Pieces Move and Capture?
How do the pieces move?
How do the pieces attack?

00:00 - Start
00:08 - Rook
08:56 - Bishop
15:45 - Queen
20:38 - Knight
29:33 - Pawn
38:09 - King

Chess for Kids - Kids Academy

#talentedandgifted #learnwithkidsacademy kids Academy Talented and Gifted Program for kids aged 2-10:

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This live-action video program is about the term solar system. The program is designed to reinforce and support a student's comprehension and retention of the term solar system through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear solar system 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 Solar System is the gravitationally bound system of the Sun and the objects that orbit it, either directly or indirectly. Of the objects that orbit the Sun directly, the largest are the eight planets, with the remainder being smaller objects, the dwarf planets and small Solar System bodies. Of the objects that orbit the Sun indirectly—the moons—two are larger than the smallest planet, Mercury.

The Solar System formed 4.6 billion years ago from the gravitational collapse of a giant interstellar molecular cloud. The vast majority of the system's mass is in the Sun, with the majority of the remaining mass contained in Jupiter. The four smaller inner planets, Mercury, Venus, Earth and Mars, are terrestrial planets, being primarily composed of rock and metal. The four outer planets are giant planets, being substantially more massive than the terrestrials. The two largest, Jupiter and Saturn, are gas giants, being composed mainly of hydrogen and helium; the two outermost planets, Uranus and Neptune, are ice giants, being composed mostly of substances with relatively high melting points compared with hydrogen and helium, called volatiles, such as water, ammonia and methane. All eight planets have almost circular orbits that lie within a nearly flat disc called the ecliptic.

The Solar System also contains smaller objects. The asteroid belt, which lies between the orbits of Mars and Jupiter, mostly contains objects composed, like the terrestrial planets, of rock and metal. Beyond Neptune's orbit lie the Kuiper belt and scattered disc, which are populations of trans-Neptunian objects composed mostly of ices, and beyond them a newly discovered population of sednoids. Within these populations, some objects large enough to have rounded under their own gravity, though there is considerable debate as to how many they will prove to be. Such objects are categorized as dwarf planets. Identified or accepted dwarf planets include the asteroid Ceres and the trans-Neptunian objects Pluto and Eris. In addition to these two regions, various other small-body populations, including comets, centaurs and interplanetary dust clouds, freely travel between regions. Six of the planets, the six largest possible dwarf planets, and many of the smaller bodies are orbited by natural satellites, usually termed "moons" after the Moon. Each of the outer planets is encircled by planetary rings of dust and other small objects.

The solar wind, a stream of charged particles flowing outwards from the Sun, creates a bubble-like region in the interstellar medium known as the heliosphere. The heliopause is the point at which pressure from the solar wind is equal to the opposing pressure of the interstellar medium; it extends out to the edge of the scattered disc. The Oort cloud, which is thought to be the source for long-period comets, may also exist at a distance roughly a thousand times further than the heliosphere. The Solar System is located in the Orion Arm, 26,000 light-years from the center of the Milky Way galaxy.

MM3998

This live-action video program is about the word push. The program is designed to reinforce and support a student's comprehension and retention of the word push through use of video footage, photographs, diagrams and colorful, animated graphics and labels. Viewers will see and hear the word force 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 physics, a force is any interaction that, when unopposed, will change the motion of an object. A force can cause an object with mass to change its velocity (which includes to begin moving from a state of rest), i.e., to accelerate. Force can also be described intuitively as a push or a pull. A force has both magnitude and direction, making it a vector quantity. It is measured in the SI unit of newtons and represented by the symbol F.

The normal force is due to repulsive forces of interaction between atoms at close contact. When their electron clouds overlap, Pauli repulsion (due to fermionic nature of electrons) follows resulting in the force that acts in a direction normal to the surface interface between two objects. The normal force, for example, is responsible for the structural integrity of tables and floors as well as being the force that responds whenever an external force pushes on a solid object. An example of the normal force in action is the impact force on an object crashing into an immobile surface.

An elastic force acts to return a spring to its natural length. An ideal spring is taken to be massless, frictionless, unbreakable, and infinitely stretchable. Such springs exert forces that push when contracted, or pull when extended, in proportion to the displacement of the spring from its equilibrium position.

Since forces are perceived as pushes or pulls, this can provide an intuitive understanding for describing forces. As with other physical concepts (e.g. temperature), the intuitive understanding of forces is quantified using precise operational definitions that are consistent with direct observations and compared to a standard measurement scale. Through experimentation, it is determined that laboratory measurements of forces are fully consistent with the conceptual definition of force offered by Newtonian mechanics.

Forces act in a particular direction and have sizes dependent upon how strong the push or pull is. Because of these characteristics, forces are classified as "vector quantities". This means that forces follow a different set of mathematical rules than physical quantities that do not have direction (denoted scalar quantities). For example, when determining what happens when two forces act on the same object, it is necessary to know both the magnitude and the direction of both forces to calculate the result. If both of these pieces of information are not known for each force, the situation is ambiguous. For example, if you know that two people are pulling on the same rope with known magnitudes of force but you do not know which direction either person is pulling, it is impossible to determine what the acceleration of the rope will be. The two people could be pulling against each other as in tug of war or the two people could be pulling in the same direction. In this simple one-dimensional example, without knowing the direction of the forces it is impossible to decide whether the net force is the result of adding the two force magnitudes or subtracting one from the other. Associating forces with vectors avoids such problems.

Pushing against an object that rests on a frictional surface can result in a situation where the object does not move because the applied force is opposed by static friction, generated between the object and the table surface. For a situation with no movement, the static friction force exactly balances the applied force resulting in no acceleration. The static friction increases or decreases in response to the applied force up to an upper limit determined by the characteristics of the contact between the surface and the object.

An omnivore is an animal that has the ability to eat and survive on both plant and animal matter. Obtaining energy and nutrients from plant and animal matter, omnivores digest carbohydrates, protein, fat, and fiber, and metabolize the nutrients and energy of the sources absorbed. Often, they have the ability to incorporate food sources such as algae, fungi, and bacteria into their diet.

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

Viewers will see and hear the term omnivore 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.

Omnivores come from diverse backgrounds that often independently evolved sophisticated consumption capabilities. For instance, dogs evolved from primarily carnivorous organisms (Carnivora) while pigs evolved from primarily herbivorous organisms (Artiodactyla). What this means is that physical characteristics are often not reliable indicators of whether an animal has the ability to obtain energy and nutrients from both plant and animal matter. Owing to the wide range of entirely unrelated organisms independently evolving the capability to obtain energy and nutrients from both plant and animal materials, no generalizations about the anatomical features of all omnivores can realistically be made.

The variety of different animals that are classified as omnivores can be placed into further sub-categories depending on their feeding behaviors. Frugivores include maned wolves and orangutans; insectivores include swallows and pink fairy armadillos; granivores include large ground finches and mice.

All of these animals are omnivores, yet still fall into special niches in terms of feeding behavior and preferred foods. Being omnivores gives these animals more food security in stressful times or makes possible living in less consistent environments.

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.

Biodiversity is the variety and variability of life on Earth. Biodiversity is typically a measure of variation at the genetic, species, and ecosystem level. Terrestrial biodiversity is usually greater near the equator, which is the result of the warm climate and high primary productivity.

Biodiversity is not distributed evenly on Earth, and is richest in the tropics. These tropical forest ecosystems cover less than 10 percent of earth's surface, and contain about 90 percent of the world's species. Marine biodiversity is usually highest along coasts in the Western Pacific, where sea surface temperature is highest, and in the mid-latitudinal band in all oceans. There are latitudinal gradients in species diversity. Biodiversity generally tends to cluster in hotspots, and has been increasing through time, but will be likely to slow in the future.

Rapid environmental changes typically cause mass extinctions. More than 99.9 percent of all species that ever lived on Earth, amounting to over five billion species, are estimated to be extinct. Estimates on the number of Earth's current species range from 10 million to 14 million, of which about 1.2 million have been documented and over 86 percent have not yet been described. More recently, in May 2016, scientists reported that 1 trillion species are estimated to be on Earth currently with only one-thousandth of one percent described. The total amount of related DNA base pairs on Earth is estimated at 5.0 x 1037 and weighs 50 billion tonnes. In comparison, the total mass of the biosphere has been estimated to be as much as 4 TtC (trillion tons of carbon). In July 2016, scientists reported identifying a set of 355 genes from the Last Universal Common Ancestor (LUCA) of all organisms living on Earth.

Biomass is plant or animal material used for energy production (electricity or heat), or in various industrial processes as raw material for a range of products. It can be purposely grown energy crops, wood or forest residues, waste from food crops (wheat straw, bagasse), horticulture (yard waste), food processing (corn cobs), animal farming (manure, rich in nitrogen and phosphorus), or human waste from sewage plants.

Burning plant-derived biomass releases CO2, but it has still been classified as a renewable energy source in the EU and UN legal frameworks because photosynthesis cycles the CO2 back into new crops. In some cases, this recycling of CO2 from plants to atmosphere and back into plants can even be CO2 negative, as a relatively large portion of the CO2 is moved to the soil during each cycle.

Cofiring with biomass has increased in coal power plants, because it makes it possible to release less CO2 without the cost associated with building new infrastructure. Co-firing is not without issues however, often an upgrade of the biomass is beneficiary. Upgrading to higher grade fuels can be achieved by different methods, broadly classified as thermal, chemical, or biochemical.

Thermal conversion processes use heat as the dominant mechanism to upgrade biomass into a better and more practical fuel. The basic alternatives are torrefaction, pyrolysis, and gasification, these are separated principally by the extent to which the chemical reactions involved are allowed to proceed (mainly controlled by the availability of oxygen and conversion temperature).

There are other less common, more experimental or proprietary thermal processes that may offer benefits, such as hydrothermal upgrading. Some have been developed for use on high moisture content biomass, including aqueous slurries, and allow them to be converted into more convenient forms.

A range of chemical processes may be used to convert biomass into other forms, such as to produce a fuel that is more practical to store, transport and use, or to exploit some property of the process itself. Many of these processes are based in large part on similar coal-based processes, such as the Fischer-Tropsch synthesis. Biomass can be converted into multiple commodity chemicals.

As biomass is a natural material, many highly efficient biochemical processes have developed in nature to break down the molecules of which biomass is composed, and many of these biochemical conversion processes can be harnessed. In most cases, microorganisms are used to perform the conversion process: anaerobic digestion, fermentation, and composting.

Biomass can be directly converted to electrical energy via electrochemical (electrocatalytic) oxidation of the material. This can be performed directly in a direct carbon fuel cell, direct liquid fuel cells such as direct ethanol fuel cell, a direct methanol fuel cell, a direct formic acid fuel cell, a L-ascorbic Acid Fuel Cell (vitamin C fuel cell), and a microbial fuel cell. The fuel can also be consumed indirectly via a fuel cell system containing a reformer which converts the biomass into a mixture of CO and H2 before it is consumed in the fuel cell.

The atmosphere of Earth is the layer of gases, commonly known as air, that surrounds the planet Earth and is retained by Earth's gravity. The atmosphere of Earth protects life on Earth by creating pressure allowing for liquid water to exist on the Earth's surface, absorbing ultraviolet solar radiation, warming the surface through heat retention (greenhouse effect), and reducing temperature extremes between day and night.

By volume, dry air contains 78.09% nitrogen, 20.95% oxygen, 0.93% argon, 0.04% carbon dioxide, and small amounts of other gases. Air also contains a variable amount of water vapor, on average around 1% at sea level, and 0.4% over the entire atmosphere. Air composition, temperature, and atmospheric pressure vary with altitude, and air suitable for use in photosynthesis by terrestrial plants and breathing of terrestrial animals is found only in Earth's troposphere and in artificial atmospheres.

The atmosphere has a mass of about 5.15×1018 kg, three quarters of which is within about 11 km (6.8 mi; 36,000 ft) of the surface. The atmosphere becomes thinner and thinner with increasing altitude, with no definite boundary between the atmosphere and outer space. The Kármán line, at 100 km (62 mi), or 1.57% of Earth's radius, is often used as the border between the atmosphere and outer space. Atmospheric effects become noticeable during atmospheric reentry of spacecraft at an altitude of around 120 km (75 mi). Several layers can be distinguished in the atmosphere, based on characteristics such as temperature and composition.

The study of Earth's atmosphere and its processes is called atmospheric science (aerology).

The three major constituents of Earth's atmosphere are nitrogen, oxygen, and argon. Water vapor accounts for roughly 0.25% of the atmosphere by mass. The concentration of water vapor (a greenhouse gas) varies significantly from around 10 ppm by volume in the coldest portions of the atmosphere to as much as 5% by volume in hot, humid air masses, and concentrations of other atmospheric gases are typically quoted in terms of dry air (without water vapor). The remaining gases are often referred to as trace gases, among which are the greenhouse gases, principally carbon dioxide, methane, nitrous oxide, and ozone. Besides argon, already mentioned, other noble gases, neon, helium, krypton, and xenon are also present. Filtered air includes trace amounts of many other chemical compounds. Many substances of natural origin may be present in locally and seasonally variable small amounts as aerosols in an unfiltered air sample, including dust of mineral and organic composition, pollen and spores, sea spray, and volcanic ash. Various industrial pollutants also may be present as gases or aerosols, such as chlorine (elemental or in compounds), fluorine compounds and elemental mercury vapor. Sulfur compounds such as hydrogen sulfide and sulfur dioxide (SO2) may be derived from natural sources or from industrial air pollution.

⁣16 CREATIVE DRAWING HACKS FOR KIDS

Lions are majestic animals. I love them so much. Let's draw and paint this beautiful lion together...

Painting ♡