Power Of Equilibrium

Equilibrium

wisdom of speech
Inspiration Meiana (God gifts)

understanding wisdom of speech is acknowledging the power of the tongue

A condition in which all acting influences are canceled by others, resulting in a stable, balanced, or unchanging system.2. Mental or emotional balance.3. Physics The state of a body or physical system at rest or in unaccelerated motion in which the resultant of all forces acting on it is zero and the sum of all torques about any axis is zero.4. Chemistry a. The state of a chemical reaction in which its forward and reverse reactions occur at equal rates so that the concentration of the reactants and products does not change with time.b. The state of a system in which more than one phase exists and exchange between phases occurs at equal rates so that there is no net change in the composition of the system

equilibrium is a multi defined word like a lot of words but this specific word explains balance negative to positive to consider are compare to subtract are add

0 is used as a placeholder in place value systems.

equilibrium would be the conditions of the system in which all competing influences are balanced an the great size or extent of something

the degree of brightness of a star. The magnitude of an astronomical object is now reckoned as the negative logarithm of the brightness; a decrease of one magnitude represents an increase in brightness of 2.512 times. A star with an apparent magnitude of six is barely visible to the naked eye.

The origin of any kind of measurement line or point from which all division of scales like a thermometer or measured in either negative are positive direction.

Black-body radiation has the unique absolutely stable distribution of radiative intensity that can persist in thermodynamic equilibrium in a cavity. In equilibrium, for each frequency the total intensity of radiation that is emitted and reflected from a body (that is, the net amount of radiation leaving its surface, called the spectral radiance) is determined solely by the equilibrium temperature and does not depend upon the shape, material or structure of the body. For a black body (a perfect absorber) there is no reflected radiation, and so the spectral radiance is entirely due to emission. In addition, a black body is a diffuse emitter (its emission is independent of direction). Consequently, black-body radiation may be viewed as the radiation from a black body at thermal equilibrium.

respecting differences in words

Reading comprehension levels[edit]

Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure, i.e. first-order logic, and their associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S. Lockhart.[15]

Comprehension levels are observed through neuroimaging techniques like functional magnetic resonance imaging (fMRI). fMRI's are used to determine the specific neural pathways of activation across two conditions, narrative-level comprehension and sentence-level comprehension. Images showed that there was less brain region activation during sentence-level comprehension, suggesting a shared reliance with comprehension pathways. The scans also showed an enhanced temporal activation during narrative levels tests indicating this approach activates situation and spatial processing.[16] In general, neuroimaging studies have found that reading involves three overlapping neural systems: networks active in visual, orthography-phonology (Angular gyrus), and semantic functions (Anterior temporal lobe with Broca's and Wernicke's area). However, these neural networks are not discrete, meaning these areas have several other functions as well. The Broca's area involved in executive functions helps the reader to vary depth of reading comprehension and textual engagement in accordance with reading goals.[17][

Vocabulary[edit]

Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material. It has been shown that students with a smaller vocabulary than other students comprehend less of what they read.[19] It has been suggested that to improve comprehension, improving word groups, complex vocabularies such as homonyms or words that have multiple meanings, and those with figurative meanings like idioms, similes, collocations and metaphors are a good practice.[20]

Andrew Biemiller argues that teachers should give out topic related words and phrases before reading a book to students, teaching includes topic related word groups, synonyms of words and their meaning with the context, and he further says to familiarize students with sentence structures in which these words commonly occur.[21] Biemiller says this intensive approach gives students opportunities to explore the topic beyond its discourse - freedom of conceptual expansion. However, there is no evidence to suggest the primacy of this approach.[22] Incidental Morphemic analysis of words - prefixes, suffixes and roots - is also considered to improve understanding of the vocabulary, though they are proved to be an unreliable strategy for improving comprehension and is no longer used to teach students.[23]

Instructional conversations[edit]

"Instructional conversations", or comprehension through discussion, create higher-level thinking opportunities for students by promoting critical and aesthetic thinking about the text. According to Vivian Thayer, class discussions help students to generate ideas and new questions. (Goldenberg, p. 317). Dr. Neil Postman has said, "All our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool"[citation needed] (Response to Intervention). There are several types of questions that a teacher should focus on: remembering; testing understanding; application or solving; invite synthesis or creating; and evaluation and judging. Teachers should model these types of questions through "think-alouds" before, during, and after reading a text. When a student can relate a passage to an experience, another book, or other facts about the world, they are "making a connection." Making connections help students understand the author's purpose and fiction or non-fiction story.[29]

Text factors[edit]

There are factors, that once discerned, make it easier for the reader to understand the written text. One is the genre, like folktales, historical fiction, biographies or poetry. Each genre has its own characteristics for text structure, that once understood help the reader comprehend it. A story is composed of a plot, characters, setting, point of view, and theme. Informational books provide real world knowledge for students and have unique features such as: headings, maps, vocabulary, and an index. Poems are written in different forms and the most commonly used are: rhymed verse, haikus, free verse, and narratives. Poetry uses devices such as: alliteration, repetition, rhyme, metaphors, and similes. "When children are familiar with genres, organizational patterns, and text features in books they're reading, they're better able to create those text factors in their own writing." Another one is arranging the text per perceptual span and the text display favorable to the age level of the reader.[