Methods and strategies to use in planning

 

Methods  and strategies  to   use  in  planning 

The following is a list of some of the strategies used in this course to encourage active  learning. Active  lecturing.  An active lecture is not too different from any good lecture, but it attempts to directly involve listeners. There is no one best way to give an active lecture, but it involves any of the following techniques. Give information in small chunks (about 10 minutes), and then have class members do something with that information for a few minutes. Here are some examples of activities, which you can repeat or vary: ¡ ¡ •  Write a one-minute reaction to what you have just heard. Talk to the person next to you about what you heard and see how   your perspectives differ. Do you agree? Do you have questions? •  List as many key points as you can remember. •  Compare notes taken during the chunk. Help each other fill in gaps or   determine if crucial information is missing. (Some people do not allow note taking during the lecture, but this is up to the Instructor.) Give out cards or slips of paper in three different colours. When class members are listening to your comments, have them hold up a colour for ‘I understand’, ‘I don’t understand’, or ‘I disagree’. Then either stop and allow questions or adjust what you are saying so there are more ‘understand’ colours showing. This is particularly effective with large groups of 50 or more people. Ambassadors.  This is a useful way to get groups or individuals to exchange information. Two or more members move from one group to another to share/compare discussion etc. You may wish to have half of each group move to another group. This is especially useful if you do not have ample time for a whole-class discussion. Brainstorming. This is a technique for generating creative ideas on a topic. It may be an individual activity or organized as a group activity. Give people a limited amount of time (e.g. one minute) to say or write as many ideas as they can on a topic. No matter how unrelated an idea seems, write it down. (Alternatively, the Instructor might ask the whole class to brainstorm and write all the ideas on the board.) After the brief period of brainstorming, ideas may then be analysed, organized, and discussed. This is often used as a problem-solving technique. Ideas are then analysed in light of how useful they might be in solving the problem. Gallery  walk.  This is a strategy that borrows its name from a visit to an art gallery. Students walk through an exhibit of posters, artefacts, or display of items they have completed. They can be directed to take notes. The idea is to thoughtfully look at what is displayed. Graffiti  wall.  A graffiti wall may be displayed in the classroom for use all term. Students may write their thoughts, feelings, or expressions before or following each session and sign their name. Anonymous comments are not suitable. Ideas generated in class may

be posted on the ‘wall’. Use paper from a large roll of craft or newsprint paper or join several cardboard boxes together to make a wall that can be stored between sessions. Students can take turns getting and putting away the wall each session. Group work: some tips for forming instructional groups.  There is no one best way to form groups. The best way for you is the way that suits your purpose. Use a more complicated strategy if students need a break or need to be energized. Use a simple technique if time is short. Ways to form groups include the following: •  Ask people to count off from one to five (depending on the number of people you want in a group). Groups will form based on their number (e.g. all of the ones will gather together). •  Before class, determine how many people you want in a group or how many groups you need. Give each class member a different coloured sticker, star, or dot as they enter the class. Then when it is time to form groups, ask them to   find  people with the same sticker etc. and sit together. •  Put different coloured bits of paper in a cup or jar on each table. Have people take one and find people in the room with the same colour to form a group. •  Have students get together with everybody born in the same month as   they were. Make adjustments to the groups as needed. Mini-lecture.  A mini-lecture contains all the components of a good lecture. It is sharply focused. It begins with an introduction that provides an overview of what you will talk about. It offers examples and illustrations of each point. It concludes with a summary of the main point(s). One-minute  paper.  Ask class members to write for one minute on a particular topic (e.g. their reflections on a topic, an assigned subject). They are to focus on writing their ideas, without worrying about grammar and spelling. A one-minute paper differs from brainstorming because there is more focus. Pair-share.  Use this technique when you want two class members to work together to share ideas or accomplish a task. Simply ask them to work with a neighbour or have them find a partner based on some other criteria. It is very useful when you want people to quickly exchange ideas without disrupting the flow of the class. (Sharing in triads and foursomes are also small group techniques.) Poster session.  This is useful when you want students to organize their thoughts on a topic and present it to others in a quick but focused way. Have individuals or small groups work to create a poster to explain or describe something. For example, if they have been doing an inquiry on a particular topic, they would want to include their focus, methods, and outcomes, along with colourful illustrations or photographs. The poster can be self-explanatory or students can use it to explain their work. As an in-class tool, a poster session is often combined with a gallery walk so that the class may review a number of posters in a short time. Readers’ theatre.  readers’ theatre is a group dramatic reading from a text. Readers take turns reading all or parts of a passage. The focus is on oral expression of the part being read rather than on acting and costumes. readers’ theatre is a way to bring a text to life. It is a good idea to go over passages to be read aloud with students so they are familiar with any difficult words. Sometimes readers’ theatre is used to get student interested in a text. They hear passages read first and then read the longer text. KWL. This is a strategy that provides a structure for recalling what students know (K) about a topic, noting what students want to know (W), and finally listing what has already been learned and is yet to be learned (L). The KWL strategy allows students to take inventory of what they already know and what they want to know. Students can categorize information about the topic that they expect to use as they progress through a lesson or unit. Text-against-text.  This is a way of helping students learn to analyse and compare written documents. The idea is to look at two documents and search for overlap, confirmation, or disagreement. It is a way of looking at different perspectives. Sometimes it is useful to give students readings prior to class and ask them to compare the readings based on a set of study questions, such as: 1.  Look at each author separately. What do you think the author’s main point is? 2.  How does the author support his/her argument? 3.  Look at the authors together. In what ways do the authors agree? 4.  What are their points of disagreement? 5.  What is your opinion on the issue? Text-against-text may be used to compare a new reading or new information with material that has already been covered. In classrooms where the whole class uses a single textbook, Instructors often find they are teaching against what is in the textbook. Sometimes it is hard for students to accept that a textbook can and should be questioned. Putting together a text-against text activity using the textbook and outside materials (e.g. an article) can help them understand that there are legitimate differences of opinion on a subject. Articles need not contradict each other. They may be about the same topic, but offer students different ways of seeing a subject. Another way to use the activity is divide the class into groups, give each a set of materials, and have them debate the texts. Some university faculty like to put together text sets that include both scholarly and non-scholarly works and have students think about differences. For example, you might provide all students – regardless of their reading level or learning style – with easy-to-read materials as a way to introduce themselves to a topic. Even competent adult learners seek out ‘easy’ books or materials to learn about a new or complex topic. Providing a picture, newspaper article, or even a children’s book in a text set might give everyone the means of connecting to or understanding some aspect of the larger subject. Roundtable  technique.  For this technique, divide the class into small groups (i.e. four to six people), with one person appointed as the recorder. A question that has many possible answers is posed, and class members are given time to think about the answers. After the thinking period, members of the team share their responses with one another. The recorder writes the group’s answers. The person next to the recorder starts and each person in the group (in order) gives an answer until time is called. Quizzes.  Prepare and give a short quiz (15 minutes) over the different aspects of child development covered in the unit. As students take the quiz, ask them to circle items they are unsure of. They can review and discuss their work in the following ways: •  Triads. Have students meet in groups of three to review the quizzes so that   they can help each other with their weak areas. (10 minutes) •  Review. Go over the quiz with students, and have them look at their own work and make corrections. (30 minutes) ¡ ¡ ¡ 85 ¡ ¡ ¡ Notice points class members had difficulty remembering and take time to review them. You may ask students to assist with this and discuss how they were  able  to  remember. Use this time to correct any misconceptions. Have students save their quiz for future study.

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Individual Differences and Differential

 Individual Differences and Differential 

 A brief history and prospect Used by permission of the author. [For classroom use only] William Revelle Joshua Wilt David M.Condon Northwestern  University Differential psychology has been a central concern to philosophers and psychologists, both applied and theoretical, for the past several millennia. It remains so today. he proper study of individual differences integrates methodology, affective and cognitive science, genetics and biology. It is a field with a long history and an exciting future. We review some of the major questions that have been addressed and make suggestions as to future directions. This handbook is devoted to the study of individual differences and differential psychology. To write a chapter giving an overview of the field is challenging, for the study of individual differences includes the study of affect, behavior, cognition, and motivation as they are affected by biological causes and environmental events. That is, it includes all of psychology. But it is also the study of individual differences that are not normally taught in psychology departments. Human factors, differences in physical abilities as diverse as taste, smell, or strength are also part of the study of differential psychology. Differential psychology requires a general knowledge of all of psychology for people (as well as chimpanzees, dogs, rats and fishes) differ in many ways. Thus, differential psychologists do not say that they are cognitive psychologists,  social-psychologists,  neuro-psychologists,  behavior  geneticists, psychometricians, or methodologists, for although we do those various hyphenated parts of psychology, by saying we study differential psychology, we have said we do all of those things. And that is true for everyone reading this handbook. We study differential psychology. Individual differences in how we think, individual differences in how we feel, individual differences in what we want and what we need, individual differences in what we do. We study how people differ and we also study why people differ. We study individual differences. There has been a long recognized division in psychology between differential psychologists and experimental psychologists (Cronbach, 1957; H. J. Eysenck, 1966), however, the past 30 years has seen progress in integration of these two approaches (Cronbach, 1975; H. J. Eysenck, 1997; Revelle & Oehleberg, 2008). Indeed, one of the best known experimental psychologists of the 60’s and 70’s argued that “individual differences ought to be considered central in theory construction, not peripheral” (Underwood, 1975, p 129). However, Underwood (1975) went on to argue (p 134) that these individual differences are not the normal variables of age, sex, IQ or social status, but rather are the process variables that are essential to our theories. Including these process variables remains a challenge to differential psychology. OVERVIEW OF DIFFERENTIAL PSYCHOLOGY The principles of differential psychology are seen outside psychology in computer science simulations and games, in medical assessments of disease symptymatology, in college and university admissions, in high school and career counseling centers, as well as in applied decision making. Early Differential Psychology and its application Differential psychology is not new for an un- derstanding of research methodology and individ- ual differences in ability and affect was described as early as the Hebrew Bible in the story of Gideon (Judges 6, 7). Gideon was something of a skeptic who had impressive methodological sophistication. In perhaps the first published example of a repeated measures, cross over design, he applied several behavioural tests to God before agreeing to go off to fight the Medians as instructed. Gideon put a wool fleece out on his threshing floor and first asked that by the next morning just the fleece should be wet with dew but the floor should be left dry. Then, the next morning, after this happened, as a cross over control, he asked for the fleece to be dry and the floor wet. Observing this double dissociation, Gideon decided to follow God’s commands. We believe that this is the first published example of the convincing power of a cross over interaction. (Figure 1 has been reconstructed from the published data.) In addition to being an early methodologist, Gideon also pioneered the use of a sequential assessment battery. Leading a troop of 32,000 men to attack the Midians, Gideon was instructed to reduce the set to a more manageable number (for greater effect upon achieving victory). To select 300 men from 32,000, Gideon (again under instructions from God) used a two part test. One part measured motivation and affect by selecting those 10,000 who were not afraid. The other measured crystallized intelligence, or at least battlefield experience, by selecting those 300 who did not lie down to drink water but rather lapped it with their hands (McPherson, 1901).  REVELLE, CONDON,

Gideon thus combined many of the skills of a differential psychologist.

 He was a methodologist skilled in within subject designs, a student of affect and behavior as well as familiar with basic principles of assessment. Other early applications of psy- chological principles to warfare did not emphasize individual differences so much as the benefits of training troops of a phalanx (Thucydides, as cited by Driskell & Olmstead,  1989). Early Differential Psychology and its   Differential psychology is not new for an un- distending of research methodology and individual differences in ability and affect was described as early as the Hebrew Bible in the story of Gideon (Judges 6, 7). Gideon was something of a skeptic who had impressive methodological sophistication. In perhaps the first published example of a repeated measures, cross over design, he applied several be- hairball tests to God before agreeing to go off to fight the Medians as instructed. Gideon put a wool fleece out on his threshing floor and first asked that by the next morning just the fleece should be wet with dew but the floor should be left dry. Then, the next morning, after this happened, as a cross over control, he asked for the fleece to be dry and the floor wet. Observing this double dissociation, Gideon decided to follow God’s commands. We believe that this is the first published example of the convincing power of a cross over interaction. (Figure 1 has been reconstructed from the published data.)  In addition to being an early methodologist, Gideon also pioneered the use of a sequential as- assessment battery. Leading a troop of 32,000 men to attack the Midians, Gideon was instructed to reduce the set to a more manageable number (for greater effect upon achieving victory). To select 300 men               COURSE GUIDE:  Educational Psychology            Floor         Wool     Moistur e 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 2 Night Figure 1. Gideon’s tests for God are an early example of a double dissociation and probably the first published example of a cross over interaction. On the first night, the wool was wet with dew but the floor was dry. On the second night, the floor was wet but the wool was dry (Judges  6:36-40)   Figure 1. Gideon’s tests for God are an early example of a double dissociation and probably the first published example of a cross over interaction. On the first night, the wool was wet with dew but the floor was dry. On the sec- ond night, the floor was wet but the wool was dry (Judges

 

REVELLE,  CONDON,  WILT Personality taxonomies That people differ is obvious.

How and why they differ is the subject of taxonomies of personality and other individual differences. An early and continuing application of these taxonomies is most clearly seen in the study of leadership effectiveness. Plato’s discussion of the personality and ability characteristics required for a philosopher king emphasized the multivariate problem of the rare cooccurence of appropriate  traits: ... quick intelligence, memory, sagacity, cleverness, and similar qualities, do not often grow together, and that persons who possess them and are at the same time high-spirited and magnanimous are not so constituted by nature as to live orderly and in a peaceful and settled manner; they are driven any way by their impulses, and all solid principle goes out of them.  ... On the other hand, those steadfast natures which can better be depended upon, which in a battle are impregnable to fear and immovable, are equally immovable when there is anything to be learned; they are always in a torpid state, and are apt to yawn and go to sleep over any intellectual toil. ... And yet we were saying that both qualities were necessary in those to whom the higher education is to be imparted, and who are to share in any office or command. (Plato, 1991, book 6) Similar work is now done by Robert Hogan and his colleagues as they study the determinants of leadership effectiveness in management settings (Hogan, 2007, 1994; Hogan et al., 1990; Padilla et al., 2007) as well as one of the editors of this volume, Adrian Furnham (Furnham, 2005). The dark side qualities discussed by Hogan could have been taken directly from The Republic. A typological rather than dimensional model of individual differences was developed by Theophrastus, a student of Aristotle, who was most famous as a botanical taxonomist. However, he is known to differential psychologists as a personality taxonomist who organized the individual differences he observed into a descriptive taxonomy of “characters”. The characters of Theophrastus are often used to summarize the lack of coherence of early personality trait description, although it is possible to organize his “characters” into a table that looks remarkably similar to equivalent tables of the late 20th century (John, 1990; John & Srivastava, 1999). 1600 years after Theophrastus, Chaucer added to the the use of character descriptions in his “Cantebury Tales” which are certainly the first and probably the “best sequence of ‘Characters’ in English Literature” (Morley, 1891, pg 2). This tradition continued into the 17th century where the character writings of the period are fascinating demonstration of the broad appeal of personality description and categorization  (Morley,  1891).

OVERVIEW OF DIFFERENTIAL PSYCHOLOGY Causal theories Tyrtamus of Lesbos, who was known as Theophrastus for his speaking ability, (Morley, 1891), asked a fundamental question of personality theory that is still of central concern to us today: Often before now have I applied my thoughts to the puzzling question – one, probably, which will puzzle me for ever – why it is that, while all Greece lies under the same sky and all the Greeks are educated alike, it has befallen us to have characters so variously constituted. This is, of course, the fundamental question asked today by differential psychologists who study behavior genetics (e.g., Bouchard, 1994, 2004) when they address the relative contribution of genes and shared family environment as causes of behavior. Biological personality models have also been with us for more than two millenia, with the work of Plato, Hippocrates and later Galen having a strong influence. Plato’s organization of the tripartite soul into the head, the heart and the liver (or, alterna- tively, reason, emotion and desire) remains the classic organization of the study of individual differences (Hilgard, 1980; Mayer, 2001; Revelle, 2007). Indeed, with the addition of behavior, the study of psychology may be said to be the study of affect (emotion), behavior, cognition (reason) and motivation (desire) as organized by Plato (but  without  the  physical  localization!). 500 years later, the great doctor, pharmacologist and physiologist, Galen (129-c.a. 216) organized and extended the earlier literature of his time, particularly the work of Plato and Hippocrates (c 450-380 BCE), when he described the causal basis of the four temperaments. His empirical work, based upon comparative neuroanatomy, provided support for Plato’s tripartite organization of affect, cognition, and desire. Although current work does not use the same biological concepts, the search for a biological basis of individual differences continues to this day. 1800 years later, Wilhelm Wundt (Wundt, 1874,1904) reorganized the Hippocrates/ Galen four temperaments into the two dimensional model later discussed by Hans Eysenck (H. J. Eysenck, 1965, 1967) and Jan Strelau (Strelau, 1998).

 

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What are the symptoms of Omicron?

 What are the symptoms of Omicron?

اومیکرون کی علامات کیا ہیں؟

In the last 24 hours, more than 90,000 people in India have been diagnosed with corona virus, of which more than 2600 have been diagnosed with omecron. The head of India's Vaccine Task Force has confirmed the onset of the third wave of epidemics in the country

According to the research and information that has come to light so far, when Omicron attacks any person, at first it seems that the infected person has a cold or flu, because the initial symptoms of this virus are something like this. Are the same Other common symptoms include sore throat, runny nose and headache.

Are the symptoms of Omekron virus in Pakistan different from other countries of the world or are they the same? This question was asked by the BBC to the Minister of Health of Sindh where the case of Omicron was first reported in Pakistan.

Dr. Azra Fazal Pechoho said that so far it has been observed that the symptoms of Omicron are relatively mild and flu-like which is not much different from other types of Corona virus. These symptoms include runny nose, cough and fever, he said.

According to Dr. Azra, the extent to which omecron affects someone depends to a large extent on whether the infected person has been vaccinated against corona and how long it has been since the last vaccination. ۔

An important symptom of other forms of the corona virus that preceded omicron was that the infected patient complained that he had lost his sense of smell and taste, meaning that he could not taste any food or There was a sense of smell or odor of some kind. This is an important sign that the corona virus may be present.

But in Omekron, these symptoms do not appear to be so severe. The old virus also showed the patient symptoms of cough and fever. According to experts, these symptoms are not so common in Omecron but so far the three biggest symptoms of corona virus globally and officially are that the patient will experience loss of taste and smell along with cough and headache. ۔ One of the main reasons for this is the lack of research on omecron virus data so far.

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What is Omicron?

 What is Omicon?

اومی کرون کیا ہے؟

A new variant of the corona virus, Omi Cron, has been declared a cause for concern by the World Health Organization. Earlier, a Delta variant of the corona virus was declared dangerous by the World Health Organization.

The clinical name of the Omi Kroon variant is B.1.1.529 and at least thirty variants have been identified. He was first diagnosed on November 23 in South Africa. The diagnosis was made during a clinical trial of blood samples taken on November 14 and 16. On November 26, the World Health Organization's Advisory Group for SARS Code Two reported this variant as a cause for concern.

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How does a snake inject venom into the body?

 How does a snake inject venom into the body?

Snake venom is produced in the salivary glands in the back of the snake's mouth. The salivary glands are the parts of the head where saliva is formed. This venom is actually a mixture of different types of proteins and enzymes. For, snakes have hollow or perforated teeth that act like hypodermic needles as can be seen in the shape. It is injected into the victim's body through tiny holes.

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Prison Weapons When criminal intelligence reaches its peak

 Prison Weapons When criminal intelligence reaches its peak !!!

(Writing and research: Tahir Shah 

Prison life can be hundreds of times more difficult, painful and challenging than normal life. In the largest prisons in the United States and Europe, where entire gangs are incarcerated, conditions inside prisons are as tense, dangerous, and deadly as in prisons outside the prisons.

Because even in prison, every gang or group wants to maintain its superiority ... Thus, murders and interrogations inside prisons, gang fights are commonplace, which often leads to hundreds of deaths and even the call for an army in prison.

It is as if it is as difficult for a criminal to conduct a survey inside the jail as it is to get out of the jail. However, outside of prison, they may have everything from automatic weapons, handguns, rifles, short guns to knives, daggers, baseball bats for their own protection or to suppress opponents.

But it is obviously not possible to keep a weapon inside the prison. As a result, a large number of habitual criminals and gang members make their own weapons from whatever is available inside the prison. so that :

Protect yourself from other criminals.

استعمال Use in combat with opposing gangs.

* To try to escape or to get the news of a hardened jailer.

So today let's talk about some of these DIY prison weapons whose creativity will amaze you ...

۔

1- Awakening knife / dagger Shiv knife:

This weapon is most commonly made and used in prisons around the world. Basically it can be made from any hard material.

For example, a piece of steel is broken from an iron bed of a cell and it is sharpened by rubbing it on a hard object and for the sake of grip, a handle is made by tying a piece of tape or cloth on one side of it ... if any metal. If the object is not available, the long, pointed piece of broken mirror is also used as a single stand dagger to tie the cloth to one side and it is more dangerous because when killed, it is a glass dagger, many inside the target's body. It breaks into pieces and even if it survives, long and careful surgery is needed to remove all the pieces.

A religious criminal even installed a sharp edge inside a wooden cross and turned it into a deadly weapon when needed.

...

2- Comb, toothbrush:

Ordinary criminals have the ability to turn even these everyday objects into deadly weapons. The razor blades used for shaving can be tied or heated on both sides of the handle of the comb as well as the toothbrush, and a dangerous double-edged weapon can be inserted into one of the veins in the blink of an eye. ...

...

3- Sweet Death - Candy Weapon:

It may be hard to believe that smart criminals have spared no effort to turn even Toffee into a murder weapon.

۔ Toffee, named Julie Rancher, is now being held in US prisons because criminals used to melt it and give it a sharp, long shape and then cool it. It was like a glass dagger.

...

4- Cross smell:

Crossbow is a dangerous but expensive weapon that is unlikely to be available in prison. However, in 1988, the guards of the "Stony Mountain Prison" in Canada found a ready-made cross-smell in the cell of a convict, which left the prison authorities speechless. The perpetrator used 10 toothbrushes, cigarette lighter machinery, tongs and a hanger to prepare it. When its arrows were tied together with the help of matching bags, masking tape, foil and pieces of wire ...

When the guards tested it, the crossbow surprised everyone by shooting an arrow at the target from a distance of 40 feet.

Fortunately, the weapon was confiscated before it could be used.

...

5- Fake guns:

In 1994, guards at the Wolfenbuttle prison in Germany recovered a sub-machine gun from the cell of a convicted raider on reports of an escape attempt. At first glance, it seemed as if he was shocked by a thousand volts as to how a military-type weapon reached a convict in this high-security prison, but when he examined it, he was relieved to see that it was actually a The dummy gun is ... They made it with the help of a grace injector, pieces of wood and a rubber sleeve and wrapped black tape around it to give it the shape of a real sub-machine gun so that it looked real. According to the plan, the criminals were to escape by taking the guard hostage with this dummy gun.

...

6- And real guns:

You heard the story of the fake gun. Now listen to the story of a real gun made by the criminals inside the prison. They set out to develop a truly dangerous weapon, a more dangerous Jagadi gun than a real handgun, in which they uprooted a bed rod as a berry, 2 battery cells, match spices, curtain tapes, wire. And made with the help of broken bulb filament ... As an ammunition they decided to use nuts and bolts.

On May 21, 1984, two criminals took a guard hostage and fired a shotgun in front of him, smashing a bulletproof glass to see if it was real and working. It was as if the gun was more destructive than a real handgun, which shattered even the strongest glass.

The criminals did this He was taken hostage and escaped from prison.

...

7- Chocolate:

If you know how to use toffee as a weapon, then listen to the use of chocolate as a single standalone weapon. Like toffee, criminals are notorious for melting caramel chocolate with the help of lighters and throwing it at their target's face and eyes. Boiling caramel acts as an acid on the face and the affected person suffers from severe pain and facial burns. He would be lucky if this liquid did not get into his eyes.

...

8- Paper:

Criminals can turn anything into a deadly weapon. The biggest example of this is the paper blade.

This weapon was developed by an American criminal who after rolling 25 sheets of National Geographic magazine firmly, made the end of this roll strong and sharp by penetrating it with soap and salt. This sharp roll proved to be as dangerous as a metal blade.

...

9- Spear:

In 1985, in a San Francisco prison, three convicts pulled out a rod from a bank bed and rubbed its head against a wall. And landed in the heart of a guard on duty. The guard was killed on the spot.

One offender was sentenced to death and the other two to life in prison.

...

10- Water:

Throwing water on someone and killing them may seem imaginary ... But in the same San Francisco prison, in 2011, a convict filled a large grocery bag, which weighed 44 pounds, with water and dropped it on his head from the fifth floor to kill another convict. The victim had to be transferred to ICU due to serious injuries. He survived, but remained in hospital for several months.

...

11- Sharp whip:

In 1996, in Germany's Fuhlsbuttle prison, guards reportedly found a wooden handle on a prisoner's cell. A bolt was tied to the end ... The weapon could have killed anyone from head to toe in a matter of seconds and was confiscated before it could be used.

...

12- Bomb:

In 1982, in North Carolina, USA, a serial killer named "Donald Gaskins" who was serving a life sentence for the murder of 100 people, may have decided to do one last good deed under the weight of his sins. It so happened that a man in prison named "Tony Chemo" came to see him.

Tony told Gaskins that one of his prison fellows, Rudolf Tyner, had brutally murdered his mother after being raped and that he wanted to kill her at any cost. So Gaskins, seeing his painful story and his sobbing and dying condition, reassured him that he would take the news to Tynes himself and that Tony should be relieved now.

Now God knows how the murderer of 100 people melted his heart when he heard the news of the murder of his mother from a son.

Gaskins was a very old and influential criminal ... He used his resources in prison to obtain material that could have been turned into explosives. Gaskins installed it in a manual radio and set its detonation in such a way that it would explode when the radio was turned on. During this time he developed a relationship with Tyner and pretended to be a fake friend. One day he handed the radio to Tyner and told him that he had turned the radio into a walkie-talkie and by turning it on at 12 o'clock at night he could talk to it like a wireless. At 12 o'clock that night, he was shaken by an explosion that ripped open the prison. Most of Tynes' body was torn to pieces.

On September 6, 1991, Gaskins was executed by electric chair in exchange for the intentional murder of Tyner.

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The James Webb telescope has been in space for about eleven days

 The James Webb telescope has been in space for about eleven days and is moving towards its final orbit. The last step left is to unfold the primary mirror - this step will probably be completed on January 6 or 7 - the rest of the steps have been completed in a cheerful manner.

In this graphic you can see the condition of the telescope in which all its parts were folded so that it could be mounted in the rocket. The various parts of it have been unfolded - today its secondary mirror has been locked in the correct position - if the last step is fixed without any difficulty then the James Webb telescope will reach its final configuration.

Folding such a complex and sensitive telescope in such a way as to unfold its parts one by one in space and in such a way that the sensitivity, accuracy, and precision of the telescope is maintained is a battle of engineering which many Will be remembered for decades - remember that all the tests to unfold this telescope were done on the ground where the response of materials due to gravity is different from that of space - therefore the members of this mission from the launch of this telescope. There was so much tension that although all its mechanisms were repeatedly tested on the ground, it was not possible to test these mechanisms in space before launch.

The perfect launch of this telescope is to be commended

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When do the stars die?

 When do the stars die?

When do the stars die?

Inside the stars there is a lot of energy, this energy consists of Dostum's gases. One gas is called hydrogen while the other is called helium. When I run out of energy, the star begins to die. In the first stage, hydrogen gas begins to run out, followed by helium gas. After that the star starts to cool down, the cooling fan explodes. Larger stars usually die out quickly because the gaseous energy inside them is quickly depleted by explosions, whereas small stars have such nuclear explosions.

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History of USA

 

United States, officially United States of America,

 abbreviated U.S. or U.S.A., byname America, country in North America, a federal republic of 50 states. Besides the 48 conterminous states that occupy the middle latitudes of the continent, the United States includes the state of Alaska, at the northwestern extreme of North America, and the island state of Hawaii, in the mid-Pacific Ocean. The conterminous states are bounded on the north by Canada, on the east by the Atlantic Ocean, on the south by the Gulf of Mexico and Mexico, and on the west by the Pacific Ocean. The United States is the fourth largest country in the world in area (after Russia, Canada, and China). The national capital is Washington, which is coextensive with the District of Columbia, the federal capital region created in 1790.

The major characteristic of the United States is probably its big variety. Its physical environment ranges from the Arctic to the subtropical, from the moist rain forest to the arid desert, from the rugged mountain peak to the flat prairie. Although the total population of the United States is large by world standards, its overall population density is relatively low. The country embraces some of the world’s largest urban concentrations as well as some of the most extensive areas that are almost devoid of habitation

The United States contains a highly diverse population. Unlike a country such as China that largely incorporated indigenous peoples, the United States has a diversity that to a great degree has come from an immense and sustained global immigration. Probably no other country has a wider range of racial, ethnic, and cultural types than does the United States. In addition to the presence of surviving Native Americans (including American Indians, Aleuts, and Eskimos) and the descendants of Africans taken as enslaved persons to the New World, the national character has been enriched, tested, and constantly redefined by the tens of millions of immigrants who by and large have come to America hoping for greater social, political, and economic opportunities than they had in the places they left. (It should be noted that although the terms “America” and “Americans” are often used as synonyms for the United States and its citizens, respectively, they are also used in a broader sense for North, South, and Central America collectively and their citizens.)

The United States is the world’s greatest economic power, measured in terms of gross domestic product (GDP). The nation’s wealth is partly a reflection of its rich natural resources and its enormous agricultural output, but it owes more to the country’s highly developed industry. Despite its relative economic self-sufficiency in many areas, the United States is the most important single factor in world trade by virtue of the sheer size of its economy. Its exports and imports represent major proportions of the world total. The United States also impinges on the global economy as a source of and as a destination for investment capital. The country continues to sustain an economic life that is more diversified than any other on Earth, providing the majority of its people with one of the world’s highest standards of living.

The United States is relatively young by world standards, being less than 250 years old; it achieved its current size only in the mid-20th century. America was the first of the European colonies to separate successfully from its motherland, and it was the first nation to be established on the premise that sovereignty rests with its citizens and not with the government. In its first century and a half, the country was mainly preoccupied with its own territorial expansion and economic growth and with social debates that ultimately led to civil war and a healing period that is still not complete. In the 20th century the United States emerged as a world power, and since World War II it has been one of the preeminent powers. It has not accepted this mantle easily nor always carried it willingly; the principles and ideals of its founders have been tested by the pressures and exigencies of its dominant status. The United States still offers its residents opportunities for unparalleled personal advancement and wealth. However, the depletion of its resources, the contamination of its environment, and the continuing social and economic inequality that perpetuates areas of poverty and blight all threaten the fabric of the country.

The District of Columbia is discussed in the article Washington. For discussion of other major U.S. cities, see the articles Boston, Chicago, Los Angeles, New Orleans, New York City, Philadelphia, and San Francisco. Political units in association with the United States include Puerto Rico, discussed in the article Puerto Rico, and several Pacific islands, discussed in Guam, Northern Mariana Islands, and American Samoa.

 

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Coincidence is a blessing

 Coincidence is a blessing

If we compare the tiger and the lion, in many respects the tiger has the advantage over the lion, but still the lion is called the king of the jungle. He catches twice as much as a lion. In addition, the size of the tiger's wings and the jump is also ahead of the tiger. The tiger is a better swimmer than the lion and the tiger's teeth are also relatively large. Despite the fact that the lion is called the king of the jungle, the reason is that the lion always lives in the form of a herd and has leadership qualities while the tiger likes to hunt alone. Would be king

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Why do mosquitoes not get malaria?

 

Why do mosquitoes not get malaria?

Shah Academy

the answer. Malaria is not caused by mosquitoes for two reasons.

1. Mosquitoes do not have red blood cells, and the malaria virus mainly attacks red blood cells.

2- The germs of malaria enter the mosquito in this condition, in which case it does not cause malaria, whereas from the mosquito, this germ enters the human being in the state of giving his disease.

The bacterium that causes malaria is "plasmodium", which is transmitted from mosquitoes to humans.

If we look at the life cycle of this germ, its life cycle is divided into two stages, one stage in which it performs sexual reproduction and the other stage in which it performs asexual reproduction, its first stage is in human. And in the second mosquito. The condition of the germs that cause malaria is "sporozoites". Which is born in a mosquito, but is transmitted to humans by the bite of a mosquito, and then these sporozoites enter the human liver, and from there they evolve into a new state, called merozoites. These merozoites then enter the human red blood cells, increase their numbers there and at the same time transform into another state, called gametocytes, and then when another mosquito sucks human blood, these gametocytes enter the mosquito. Are transferred, where these gametocytes turn into sporozoites again.

So the condition in which the malaria germ (plasmodium) is transmitted from human to mosquito is gametocytes, but these gametocytes do not spread the disease. Which causes malaria. But sporozoites mainly attack human red cells, break down red cells and the substances released from these broken cells do more damage to the body.

Mosquitoes do not have red blood cells, they do not have blood, they have hemolymph instead of blood. Therefore, sporozoites live in the salivary glands of mosquitoes, and when a mosquito bites a human, it adds its own saliva to its blood, which prevents blood from clotting and the mosquito drinks blood. Are also included in human blood ...

The female anopheles mosquito usually transmits the malaria virus.

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ہیلیم کیا ہے

ہیلیم

تعارف#

ہیلیم کاٸنات میں سب سے زیادہ مقدار میں پایا

 جانے والا دوسرا سب سے بڑا ایلیمنٹ ہے جو کہ ہاٸیڈروجن کو چھوڑ کر باقی تمام ایلیمنٹس سے ہلکا ایلیمنٹ ہے۔اسکا اٹامک نمبر دو جبکہ اٹامک ماس چار ہے اور اسے He سے ظاہر کیا جاتا ہے۔اگرچہ یہ بہت زیادہ مقدار میں پایا جاتا ہے لیکن بہت کم ڈینسٹی کی وجہ سے یہ زمین کے ایٹموسفیر میں بہت ہی کم مقدار میں پایا جاتا ہے۔یہ کتنا کم پایا جاتا ہے اسکا اندازہ اس سے لگایا جاسکتا ہے کہ ہماری ہوا کا صرف %0.00054  ہیلیم پر مشتمل ہوتا ہے،یہی وجہ ہے کہ جب غبارے میں ہیلیم گیس بھری جاتی ہے تو غبارہ اوپر کی برف اڑان بھرتا ہے اور ایک مخصوص بلندی پر جاکر پھٹ جاتا ہے۔جب غبارہ  تقریبا دس کلومٹر کی بلندی پر پہنچتا ہے تو چونکہ زمین کا ایٹموسفیر پریشر کم ہوتا ہے اور اندر کا پریشر زیادہ ہوجاتا ہے جسکی وجہ سے غبارہ پھٹ جاتا ہے۔اگر اسکی خصوصیات کی بات کی جاۓ تو یہ ایک بے رنگ،بے بو اور بے ذاٸقہ اور غیر زیریلی گیس ہوتی ہے۔اسکا بواٸلنگ پواٸنٹ (268.9C-)باقی تمام ایلیمنٹس کی نسبت کم ہوتا ہے یہی وجہ ہے کہ اسکو کولنگ ایجنٹ کے طور پر استعمال کیا جاتا ہے یعنی یہ بہت کم ٹمریچر پر بھی گیس حالت میں رہ سکتی ہے.ہمارے سورج میں %25 ہیلیم گیس پاٸ جاتی ہے جو کہ ہاٸیڈروجن کے بعد سب سے زیادہ مقدار میں پاٸ جانے والی گیس ہے۔

دریافت#

ہیلیم کی دریافت کے متعلق جاننے سے پہلے تھوڑا بہت سپکیٹروسکوپ کے بارے میں جان لیتے ہیں۔سپکیٹروسکوپ دراصل ایک ایسا آلہ ہے جس کے اندر ایک پرزم لگا ہوتا ہے اور جب ایک گرم جسم جب گلو کرتا ہے یعنی چمکتا ہے تو اسکی روشنی کو اس آلہ کی مدد مطالعہ کیا جاتا ہے۔اس آلہ کو کیمسٹری میں بڑی اہمیت اہمیت حاصل ہے  کیونکہ جب ایلیمنٹ کی بظاہر شناخت کرنا مشکل ہوتی ہے تو اسکی مدد سے اسکی شناخت کی جاتی ہے۔مثال کے طور پر جب سوڈیم گلو کرتا ہے تو اس میں سے نکلنے والی روشنی پیلے رنگ کی ہوتی ہے۔لیکن اگر اس روشنی کو سپیکٹروسکوپ کی مدد سے دیکھا جاۓ تو یہ رنگ چھوٹی چھوٹی پیلے رنگ کی لاٸنز جسے ایلمنٹ کی سپیکٹرل لاٸنز کہتے ہیں،کی صورت میں نظر آتا ہے۔اسی آلہ کی مدد سے دو ایلیمنٹس کے درمیان فرق کی شناخت کی جاتی ہے کیونکہ ہر ایلیمنٹس کا اپنا مخصوص سپیکٹرم ہوتا ہے یعنی سپیٹروسکوپ پر ہر ایلیمنٹ کی اپنی مخصوص لاٸنز بنتی ہے اور اسی کو تو اس ایلیمنٹ کا سپیکٹرم کہتے ہیں۔

ہیلیم وہ واحد ایلیمنٹ ہے جسکی دریافت سورج پر ہوٸ۔ہوتا کچھ یوں ہے کہ 1868ءمیں ایک فرانسیسی ماہر فلکیات پیٸر جانسن(Pierre Janssen) نے انڈیا کا سفر کیا تاکہ سورج گرہن کا نظارہ کیا جاسکے کیونکہ ان دنوں انڈیا میں مکمل طور پر سورج گرہن تھا۔سورج گرہن ماہر فلکیات کے لیے سورج کے سرفیس کا مطالعہ کرنے کا سنہرا موقع فراہم کرتا ہے اور شاید یہی وجہ تھی کہ جانسن کو یہ چیز انڈیا لے آٸ۔اس نے جب سپکیٹروسکوپ کی مدد سے سورج کی روشنی کا مطالعہ کیا تو وہ یہ دیکھ کر بڑا حیران ہوا کہ سپکیٹروسکوپ میں بننے والی لاٸنز یعنی سپیکٹرل لاٸنز اس وقت کسی دوسرے معلوم شدہ ایلیمنٹ کی سپکیٹرل لاٸنز کے ساتھ مشابہت نہیں کررہی تھیں۔اس کے علاوہ ایک اور ساٸنسدان نارمن لوکیٸر نے بھی سورج گرہن کے وقت ان لاٸنز کو دیکھا۔ان تمام شواہد سے یہ واضع ہوگیا کہ سورج پر ایک ایسا ایلیمنٹ موجود ہے جو زمین پر موجود نہیں ہے۔اس ایلیمنٹ کو لوکیٸر نے ہیلیم کا نام دیا۔چونکہ اسکی دریافت سورج کے سرفیس میں ہوٸ اس لیے اس ایلیمنٹ کو ہیلیم کا نام دیا گیا جس کا مطلب ہے سورج کا دیوتا جو کہ یونانی لفظhelios سے لیا گیا ہے۔1895ء میں ایک فزسٹ سر ویلیم ریمزے نے یہ معلوم کیا کہ ہیلیم گیس یورینیم کے منرلز میں بھی پاٸ جاتی ہے اور یہ ہیلم کی زمین پر پاۓ جانے کی پہلی کھوج تھی کیونکہ اس سے پہلے پیٸر جانسن کا یہی خیال تھا کہ یہ گیس صرف سورج کے سرفس میں ہی پاٸ جاتی ہے لیکن جیسے جیسے اس پر تحقیق ہوتی گٸ زمین پر اسکے پاۓ جانے کے شواہد ملتے گۓ۔اس پر جب مزید تحقیق ہوٸ تو معلوم ہوا کہ یہ ریڈیوایکٹو ایلیمنٹس کے نہ صرف ٹوٹنے سے حاصل ہوتی ہے بلکہ یہ زیرزمین قدرتی گیسز کے اورز میں بھی پاٸ جاتی ہے جسے ڈسٹیلیشن کے ذریعے دوسری گیسز سے علیحد کیا جاتا ہے۔ڈسٹیلشن دراصل ایسا عمل ہے جس میں زیر زمین کنواں کھود کر قدرتی گیسز کو ٹھنڈا کر کے ماٸع حالت میں تبدیل کیا جاتا ہے اور اسکے بعد ان تمام گیسز کو ایواپوریٹ کیا جاتا ہے اور آخر پر جو گیس بچ جاتی ہے وہ ہیلم ہوتی ہے۔آج دنیا میں جتنی مقدار میں ہیلیم گیس حاصل کی جاچکی ہے اسکا زیادہ تر حصہ اسی طریقہ کے ذریعےحاصل کیا جاتا ہے۔امریکہ وہ واحد ریاست ہے جس کے پاس سب س زیادہ مقدار میں ہیلیم موجود ہے تقریبا دنیا کی%80 ہیلیم امریکہ کے پاس موجود ہے جبکہ دوسرے نمبر پر Qatar ہے جو دنیا کا ہیلیم کی مقدار رکھنے والا دوسرا بڑا ملک ہے۔لیکن دکھ کی بات یہ ہے کہ ہیلیم گیس کو مصنوعی طریقہ سے پیدا نہیں کیا جاسکتا،اسکی وجہ یہ ہے کہ یہ بہت زیادہ سٹیبل گیس ہے یعنی پیریاڈک ٹیبل کے دوسرے ایلیمنٹس کے ساتھ کیماٸ تعامل نہیں کرتی۔اس لیے آپ کو ایسے کمپاٶنڈز دیکھنے کو نہیں ملیں گے جو ہیلیم گیس پر مشتمل ہوں۔کیونکہ یہ ایک ڈاٸ اٹامک گیس ہے  یعنی یہ اپنے ویلنس شیل(S شیل) میں دو الیکٹرانز رکھنے کی وجہ سے اپنا ڈوپلیٹ رول مکمل کرلیتی ہے۔لیکن خوشی کی بات یہ ہے کہ اسکی نان ری ایکٹیویٹی کی وجہ سے  بہت سی جگہ پر اسکا استعمال  بہت مفید ہے۔

قدرت میں بہتات#

ہیلیم کائنات اور نظام شمسی میں ہائیڈروجن کے بعد دوسرا سب سے زیادہ وافر عنصر ہے۔  کائنات میں موجود تمام ایٹموں میں سے تقریباً 11.3 فیصد ہیلیم ایٹم ہیں۔  اس کے مقابلے میں، کائنات کے تمام ایٹموں میں سے تقریباً 88.6 فیصد ہائیڈروجن ہیں۔  اس طرح، تمام ایٹموں میں سے کم از کم 99.9 فیصد ہائیڈروجن یا ہیلیم ایٹم ہیں۔

 اس کے برعکس، ہیلیم زمین پر بہت کم مقدار میں پاٸ جاتی ہے۔  یہ نائٹروجن، آکسیجن، آرگن، کاربن ڈائی آکسائیڈ، اور نییون کے بعد فضا میں چھٹے سب سے زیادہ وافر گیس ہے۔  یہ ہوا کا تقریباً 0.000524 فیصد بناتا ہے۔

 زمین کی پرت میں ہیلیم کی مقدار کا اندازہ لگانا شاید ناممکن ہے۔  یورینیم اور دیگر تابکار عناصر کے ٹوٹنے سے یہ گیس پیدا ہوتی ہے۔ 

استعمالات#

اسکو ویلڈنگ سسٹم میں استعمال کیا جاتا ہے کیونکہ یہ نان ری ایکٹو ہوتی ہے یعنی یہ کسی بھی دوسرے ایلیمنٹ ساتھ کیمیاٸ تعامل نہیں کرسکتی۔ویلڈنگ ایک ایسا عمل ہوتا ہے جس میں دو میٹلز کو بہت زیادہ ٹمپریچر پر آپس میں جوڑا جاتا ہے۔اگر یہ عمل کھلی فضا یعنی آکسیجن کی موجودگی میں کیا جاۓ تو چونکہ آکسیجن ری ایکٹو گیس ہوتی ہے اور بہت زیادہ ٹمریچر پر میٹلز کے ساتھ کیماٸ تعامل کرکے میٹل آکساٸیڈ بنادیتی ہے جس کی وجہ یہ میٹلز کی آپس میں جڑنے کی مضبوطی میٹل آکساٸیڈ کی وجہ کم ہوجاتی ہے۔اگر یہ عمل ہیلیم کی موجودگی اور آکسیجن کی غیر موجودگی میں کیا جاۓ تو چونکہ ہیلیم نان ای ایکٹو گیس ہوتی ہے لہذا میٹلز آپس میں مضبوطی سے جڑیں گی۔اسکی نان ری ایکٹنس کا فاٸدہ اٹھاتے ہوۓ اسکو Leakage detection system میں استعمال کیا جاتا ہے۔اگر پاٸپ کہیں سے لیک ہوجاۓ تو اسکی مدد سے لکیج کا پتا لگایا جاسکتا ہے۔کیونہ یہ کیس بھی دوسری گیس کےساتھ ری ایکٹ نہیں کرسکتی،سو جب اسے پاٸپ کے ایک سرے سے گزارا جاتا ہے اور اس پاٸپ کے باہر ایک آلہ ہوتا ہے جسکی مدد سے یہ معلوم کیا جاتا ہے کہ ہیلیم پاٸپ سے کس جگہ سے نکل رہی ہے،اگر ہیلم کہیں سے زیادہ مقدار میں نکل رہی ہوگی تو آلہ پر سکے مطابق ریڈنگ ہوگی۔اسکے علاوہ اس کو سپر کنڈکٹو میٹیریلز حاصل کرنے کے لیے استعمال کیا جاتا ہے۔عام طور پر کوٸ بھی ایسا کرنٹ کیرینگ میٹیریل نہیں ہے جس کی کا ٹمریچر وقت کے ساتھ نہ بڑھتا ہے اور جیسے ہی ٹمپریچر بڑھتا ہے تو ہیٹ کی شکل میں انرجی کا لاس ہوتا ہے۔لیکن اگر یہ کام بہت ہی کم ٹمپریچر پر سرانجام دیا جاۓ تو کنڈکٹرز میں سے گزرنے والا کرنٹ کے خلاف عمل کرنے والی مزاحمتی فورس(رزسٹنس) اس قدر کم ہوگی کہ اس کو نظر انداز کیا جاسکتا ہے۔ہیلیم گیس کو میڈیل کے شعبہ میںMRI اسکینرز میں کولنگ ایجنٹ کے طور پر استعمال کیا جاتا ہے۔اسکے علاوہ ہیلیم کو غبارے بھرنے کے لیے استعمال کیا جاتا ہے،%80 ہیلیم اور %20 آکسیجن کا مرکب گہرے غوطہ خوروں کے لیے مصنوعی ماحول کے طور پر استعمال ہوتا۔جنگ عظیم دوم میں امریکہ نے اسکو دفاٸ مقاصد کے لیے استعمال کیا۔اس وقت امریکہ نے استعمال سے زیادہ مقدار میں ہیلیم گیس تیار کی۔ایک سوال یہ بھی ہے کہ غباروں میں ہاٸڈروجن گیس کی بجاۓ ہیلیم  گیس ہی کو کیوں ترجیح دی جاتی ہے حالانکہ ہاٸڈروجن گیس اس سے زیادہ ہلکی ہوتی ہے۔اس کی وجہ دراصل یہ ہے کہ ہیلیم گیس ہاٸیڈروجن کی طرح آتش گیر نہیں ہوتی یعنی اگر دو غبارے ہوں جن میں سے ایک میں ہاٸیڈروجن گیس بھری ہو اور دوسرے میں ہیلیم گیس بھری ہو اور اگر ان دونوں کوپھٹایا جاٸے تو ہاٸیڈروجن گیس پر مشتمل غبارہ آگ پکڑے گا جبکہ ہیلیم پر مشتمل غبارہ آگ نہیں پکڑے گا۔

اثرات#

مزے کی بات یہ ہے کہ اگر آپ ہیلیم گیس کو سانس کے ذریعے اندر لیجاٸیں تو آپ کی آواز تبدیل ہوجاۓ گی۔کیونکہ یہ انرٹ گیس ہوتی ہے اس لیے یہ ہمارے جسم کے لیے نقصان دہ نہیں ہے لیکن اگر بہت زیادہ مقدار میں ہیلیم سانس کے ذریعے اندر چلی جاۓ تو وہاں موجود آکسیجن کو ہٹاددیتی ہے اور چونکہ ہر ایک ٹشو کو آکسیجن کی ضرورت ہوتی ہے سو جس کی وجہ سے  آپ کے جسم پر  اس کے مضر اثرات ہوسکتے ہیں

تحریر: طاہرشاہ خلجی

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Is there life beyond the earth

 Is there life beyond the earth?

It is very difficult to answer this question, even the great scientists cannot make any claim despite deep research. However, many scientists say that there may be such creatures on other planets. The reason they think so is that they say that the substance from which living things are made is present in many places in the universe. Scientists have discovered that a germ-like creature called a microbe

Tahir Shah Khilji

Survives in Inat. That is why life may exist in another place. But according to another group of scientists, two basic things are very important for life, one is water and the other is air. And since this or that thing has never been discovered anywhere other than on Earth, life on this Earth is important.

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How big is the world?

 How big is the world?

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How is the planet divided into working hours?

 How is the planet divided into working hours?

The international measure of time is seconds. All over the world, time is born from this unit. Time measurement

This is done by moving the earth around its own orbit. The earth completes its orbit around its orbit and in front of the sun in one day, so when the sun is rising on one part of the planet, the sunset is on the other side. That is why time varies in different parts of the world. To find out the difference in time, the planet was divided into different time zones. It was very difficult to find the exact time in a single region before dividing the time zones. An international conference was held in Washington, D.C., in 1884 to address this problem. In this conference, with the advice of experts, the planet was divided into 24 different regions. The time difference between one canal area and another was fixed at one hour. Thus 24 areas were divided for 24 hours. However, the center of standard time was located at Ger Munich in London, the capital of the United Kingdom. There are many countries whose geography falls in the same region at the same time, but there are also a few countries whose geography falls in several regions at the same time, such as Russia, China and the United States.

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