btw - If your teacher is having you do any dyhybrid crosses (2 or even more traits) you do not have to make some ridiculously massive, and likely error-ridden, punnett square. Simply take each trait and do a monohybrid cross. Then take that fraction and multiply it with the other trait's monohybrid cross. Example: Let's say the chance to get yy for a genotype was 1/4 in your 1st square, and then your chance to get Rr was 2/4 (note not to reduce) in the 2nd square, then your chance to get yyRr = 1/4 * 2/4 = 2/16 This works for phenotypes to, just be careful to add the fractions before multiplying when appropriate... like this: RR = Round Rr = Round rr = wrinkled If we had Genotype probability of RR = 1/4, Rr = 2/4, and rr = 1/4 then remember we have the PHenotype probability of 3/4 = Round... because the 1/4 from RR + 2/4 from Rr = 3/4; while wrinkled is still just 1/4 from the rr
@@MarvinMakingVideos While we potters are pickin' these stuff up and tryin' it out.(i had literally ransacked the web for half -blood price-ish guide for chemistry practicals. if you got anythin' to recommend please help me by recommending, if pdf version is available online then it would be even better )
I messed about for a large portion of school but I’ve been revising over and over again and videos like this are really going to help me accomplish the large task of becoming a general practitioner
Bruh my teacher asked “Why did Mendel use peas for his experiment?” The answer was “because they have 7 different traits and thus more variations” I answered “Because they are cheap” 😭😭😭
They also did incest with each other... Also, didn't everyone discredit mendel, so we had to learn it all again? And then we dug him back up? It was less him that led to our genetics, and more us realizing he did it first.
i am going to do the pea dance infront of my teacher after i pass my Bio exam ...hahaahahahah..jkjk EDIT: (July 2020) lol it's been four years and i would like to say...i have passed that exam🤣 (in fact i am now in a medical college) *pea dancing *
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Gregor Mendel. One of the forgotten geniuses of mankind just rediscovered later on. His discoveries changed the world. He managed to figure out genetics long before someone understood what it actually was.
+pop22pop22 it seems that not, he failed and was baned from pc for some time :D i don't think you can pass exam just by watching youtube, otherwise everybody would've been Einsteins and Teslas :D
Interesting fact: You know Gregor Mendel formulated the laws of inheritance namely law of dominance, segregation, and independent assortment and Charles Darwin studied the evolutionary patterns in species by natural selection aka 'survival of the fittest' but Darwin could not work out the mechanism....it is ironic that he could have done so if he could have seen the significance of the experiments of the Austrian contemporary Mendel...but then too mendel did not notice his!!
Helped me so much understanding the lesson that is included in my final exam, the lesson that I tried so hard understanding but I never could! Thank you so much.
@@Krishna_7791 haha i don't remember :') i think this must've been for my freshman year bio class, which i think i got an A or A- in though, so probably not too bad!
THIS WAS AN AMAZING VIDEO!! IT WAS SOOO CUTE AND EASY TO UNDERSTAND! NOW EVERY TIME I READ MY BORING TEXT BOOK I JUST IMAGINE THOSE CUTE LITTLE PEAS TO MAKE THE CONCEPT CLEARER!!
Hello in my science class I really wish we could’ve learned it from this video because it would’ve made more sense having visuals instead of just like talking about it. I love the artwork whoever drew this is very good and it’s so cute!!
1:38 That really cracked me up!! I wish every school, teacher and student make study appealing by cute, awkward yet rejoicing teaching and learning styles. Keep cracking up the world TED-ED!
my teacher showed us this and i decided not to take notes, thus forgetting everything, teachers, tell your students to take notes, because i understand nothing.
This took me back to studying this in high school. In our class test, we had to say who the father of genetics was - one guy couldn't remember his full name so he called him Wendel Mendel LoL but I've never forgotten that Mendel was the father of genetics so I guess I should thank him :)
A compendium of recent theoretical results associated with using higher-order statistics in signal processing and system theory is provided, and the utility of applying higher-order statistics to practical problems is demonstrated. Most of the results are given for one-dimensional processes, but some extensions to vector processes and multichannel systems are discussed. The topics covered include cumulant-polyspectra formulas; impulse response formulas; autoregressive (AR) coefficients; relationships between second-order and higher-order statistics for linear systems; double C(q,k) formulas for extracting autoregressive moving average (ARMA) coefficients; bicepstral formulas; multichannel formulas; harmonic processes; estimates of cumulants; and applications to identification of various systems, including the identification of systems from just output measurements, identification of AR systems, identification of moving-average systems, and identification of ARMA systems
A revolution (from the Latin revolutio, "a turn around") is a fundamental change in power or organizational structures that takes place in a relatively short period of time. Aristotle described two types of political revolution: Complete change from one constitution to another Modification of an existing constitution.[1] Revolutions have occurred through human history and vary widely in terms of methods, duration, and motivating ideology. Their results include major changes in culture, economy, and socio-political institutions. Scholarly debates about what does and does not constitute a revolution center around several issues. Early studies of revolutions primarily analyzed events in European history from a psychological perspective, but more modern examinations include global events and incorporate perspectives from several social sciences, including sociology and political science. Several generations of scholarly thought on revolutions have generated many competing theories and contributed much to the current understanding of this complex phenomenon. Contents 1 Etymology 2 Types 3 Political and socioeconomic revolutions 4 See also 4.1 Lists of revolutions 5 Bibliography 6 References 7 External links Etymology Copernicus named his 1543 treatise on the movements of planets around the sun De revolutionibus orbium coelestium (On the Revolutions of Celestial Bodies) and this has come to be the model type of a scientific revolution. However, “revolution” is attested by at least 1450 in the sense of representing abrupt change in a social order.[2][3] Political usage of the term had been well established by 1688 in the description of the replacement of James II with William III. The process was termed "The Glorious Revolution".[4] Apparently the sense of social change and the geometric sense as in Surface of revolution developed in various European languages from Latin between the 14th and 17th centuries, the former developing as a metaphor from the latter. “Revolt” as an event designation appears after the process term and is given a related but distinct and later derivation. Types A Watt steam engine in Madrid. The development of the steam engine propelled the Industrial Revolution in Britain and the world. The steam engine was created to pump water from coal mines, enabling them to be deepened beyond groundwater levels. There are many different typologies of revolutions in social science and literature. For example, classical scholar Alexis de Tocqueville differentiated[5] between political revolutions, sudden and violent revolutions that seek not only to establish a new political system but to transform an entire society, and slow but sweeping transformations of the entire society that take several generations to bring about (e.g., religion). One of several different Marxist typologies divides revolutions into pre-capitalist, early bourgeois, bourgeois, bourgeois-democratic, early proletarian, and socialist revolutions.[6] Charles Tilly, a modern scholar of revolutions, differentiated[7] between a coup, a top-down seizure of power, a civil war, a revolt and a "great revolution" (revolutions that transform economic and social structures as well as political institutions, such as the French Revolution of 1789, Russian Revolution of 1917, or Islamic Revolution of Iran).[8] Other types of revolution, created for other typologies, include the social revolutions; proletarian or communist revolutions (inspired by the ideas of Marxism that aims to replace capitalism with communism); failed or abortive revolutions (revolutions that fail to secure power after temporary victories or large-scale mobilization); or violent vs. nonviolent revolutions. The term revolution has also been used to denote great changes outside the political sphere. Such revolutions are usually recognized as having transformed in society, culture, philosophy and technology much more than political systems; they are often known as social revolutions.[9] Some can be global, while others are limited to single countries. One of the classic examples of the usage of the word revolution in such context is the Industrial Revolution, or the Commercial Revolution. Note that such revolutions also fit the "slow revolution" definition of Tocqueville.[10] Political and socioeconomic revolutions Perhaps most often, the word "revolution" is employed to denote a change in socio-political institutions.[11][12][13] Jeff Goodwin gives two definitions of a revolution. A broad one, where revolution is any and all instances in which a state or a political regime is overthrown and thereby transformed by a popular movement in an irregular, extraconstitutional and/or violent fashion and a narrow one, in which revolutions entail not only mass mobilization and regime change, but also more or less rapid and fundamental social, economic and/or cultural change, during or soon after the struggle for state power.[14] Jack Goldstone defines them as an effort to transform the political institutions and the justifications for political authority in society, accompanied by formal or informal mass mobilization and noninstitutionalized actions that undermine authorities.[15] The storming of the Bastille, 14 July 1789 during the French Revolution. George Washington, leader of the American Revolution. Vladimir Lenin, leader of the Bolshevik Revolution of 1917. Sun Yat-sen, leader of the Chinese Xinhai Revolution in 1911. Political and socioeconomic revolutions have been studied in many social sciences, particularly sociology, political sciences and history. Among the leading scholars in that area have been or are Crane Brinton, Charles Brockett, Farideh Farhi, John Foran, John Mason Hart, Samuel Huntington, Jack Goldstone, Jeff Goodwin, Ted Roberts Gurr, Fred Halliday, Chalmers Johnson, Tim McDaniel, Barrington Moore, Jeffery Paige, Vilfredo Pareto, Terence Ranger, Eugen Rosenstock-Huessy, Theda Skocpol, James Scott, Eric Selbin, Charles Tilly, Ellen Kay Trimberger, Carlos Vistas, John Walton, Timothy Wickham-Crowley and Eric Wolf.[16] Scholars of revolutions, like Jack Goldstone, differentiate four current 'generations' of scholarly research dealing with revolutions.[15] The scholars of the first generation such as Gustave Le Bon, Charles A. Ellwood or Pitirim Sorokin, were mainly descriptive in their approach, and their explanations of the phenomena of revolutions was usually related to social psychology, such as Le Bon's crowd psychology theory.[11] Second generation theorists sought to develop detailed theories of why and when revolutions arise, grounded in more complex social behavior theories. They can be divided into three major approaches: psychological, sociological and political.[11] The works of Ted Robert Gurr, Ivo K. Feierbrand, Rosalind L. Feierbrand, James A. Geschwender, David C. Schwartz and Denton E. Morrison fall into the first category. They followed theories of cognitive psychology and frustration-aggression theory and saw the cause of revolution in the state of mind of the masses, and while they varied in their approach as to what exactly caused the people to revolt (e.g. modernization, recession or discrimination), they agreed that the primary cause for revolution was the widespread frustration with socio-political situation.[11] The second group, composed of academics such as Chalmers Johnson, Neil Smelser, Bob Jessop, Mark Hart, Edward A. Tiryakian, Mark Hagopian, followed in the footsteps of Talcott Parsons and the structural-functionalist theory in sociology; they saw society as a system in equilibrium between various resources, demands and subsystems (political, cultural, etc.). As in the psychological school, they differed in their definitions of what causes disequilibrium, but agreed that it is a state of a severe disequilibrium that is responsible for revolutions.[11] Finally, the third group, which included writers such as Charles Tilly, Samuel P. Huntington, Peter Ammann and Arthur L. Stinchcombe followed the path of political sciences and looked at pluralist theory and interest group conflict theory. Those theories see events as outcomes of a power struggle between competing interest groups. In such a model, revolutions happen when two or more groups cannot come to terms within a normal decision making process traditional for a given political system, and simultaneously have enough resources to employ force in pursuing their goals.[11] The second generation theorists saw the development of the revolutions as a two-step process; first, some change results in the present situation being different from the past; second, the new situation creates an opportunity for a revolution to occur. In that situation, an event that in the past would not be sufficient to cause a revolution (e.g., a war, a riot, a bad harvest), now is sufficient; however, if authorities are aware of the danger, they can still prevent a revolution through reform or repression.[15] Many such early studies of revolutions tended to concentrate on four classic cases-famous and uncontroversial examples that fit virtually all definitions of revolutions, such as the Glorious Revolution (1688), the French Revolution (1789-1799), the Russian Revolution of 1917 and the Chinese Revolution (also known as the Chinese Civil War) (1927-1949).[15] In his famous The Anatomy of Revolution, however, the eminent Harvard historian, Crane Brinton, focused on the English Civil War, the American Revolution, the French Revolution, and the Russian Revolution.[17] In time, scholars began to analyze hundreds of other events as revolutions (see list of revolutions and rebellions), and differences in definitions and approaches gave rise to new definitions and explanations. The theories of the second generation have been criticized for their limited geographical scope, difficulty in empirical verification, as well as that while they may explain some particular revolutions, they did not explain why revolutions did not occur in other societies in very similar situations.[15] The criticism of the second generation led to the rise of a third generation of theories, with writers such as Theda Skocpol, Barrington Moore, Jeffrey Paige and others expanding on the old Marxist class conflict approach, turning their attention to rural agrarian-state conflicts, state conflicts with autonomous elites and the impact of interstate economic and military competition on domestic political change. Particularly Skocpol's States and Social Revolutions became one of the most widely recognized works of the third generation; Skocpol defined revolution as "rapid, basic transformations of society's state and class structures...accompanied and in part carried through by class-based revolts from below", attributing revolutions to a conjunction of multiple conflicts involving state, elites and the lower classes.[15] The fall of the Berlin Wall and most of the events of the Autumn of Nations in Europe, 1989, were sudden and peaceful. From the late 1980s a new body of scholarly work began questioning the dominance of the third generation's theories. The old theories were also dealt a significant blow by new revolutionary events that could not be easily explain by them. The Iranian and Nicaraguan Revolutions of 1979, the 1986 People Power Revolution in the Philippines and the 1989 Autumn of Nations in Europe saw multi-class coalitions topple seemingly powerful regimes amidst popular demonstrations and mass strikes in nonviolent revolutions. Defining revolutions as mostly European violent state versus people and class struggles conflicts was no longer sufficient. The study of revolutions thus evolved in three directions, firstly, some researchers were applying previous or updated structuralist theories of revolutions to events beyond the previously analyzed, mostly European conflicts. Secondly, scholars called for greater attention to conscious agency in the form of ideology and culture in shaping revolutionary mobilization and objectives. Third, analysts of both revolutions and social movements realized that those phenomena have much in common, and a new 'fourth generation' literature on contentious politics has developed that attempts to combine insights from the study of social movements and revolutions in hopes of understanding both phenomena.[15] Revolutions have also been approached from anthropological perspectives. Drawing on Victor Turner’s writings on ritual and performance, Bjorn Thomassen[18] has argued that revolutions can be understood as “liminal” moments: Modern political revolutions very much resemble rituals and can therefore be studied within a process approach. This would imply not only a focus on political behaviour “from below”, but also to recognize moments where “high and low” are relativized, made irrelevant or subverted, and where the micro and macro levels fuse together in critical conjunctions. While revolutions encompass events ranging from the relatively peaceful revolutions that overthrew communist regimes to the violent Islamic revolution in Afghanistan, they exclude coups d'états, civil wars, revolts and rebellions that make no effort to transform institutions or the justification for authority (such as Józef Piłsudski's May Coup of 1926 or the American Civil War), as well as peaceful transitions to democracy through institutional arrangements such as plebiscites and free elections, as in Spain after the death of Francisco Franco.[15]
Wow!! If everything was explained like this with cute graphics everything would be so much easier! Thank you so much!
Kurz Gesagt
this literally helped so much lol
True 😭😭🥰🥰
Œ
forget genetics, I love the way peas dance...
+Dhaval Ghone right lol
ikr!!lol
Dhaval Ghone hahaha
xDDD
Cute animations
btw - If your teacher is having you do any dyhybrid crosses (2 or even more traits) you do not have to make some ridiculously massive, and likely error-ridden, punnett square. Simply take each trait and do a monohybrid cross. Then take that fraction and multiply it with the other trait's monohybrid cross. Example: Let's say the chance to get yy for a genotype was 1/4 in your 1st square, and then your chance to get Rr was 2/4 (note not to reduce) in the 2nd square, then your chance to get yyRr = 1/4 * 2/4 = 2/16
This works for phenotypes to, just be careful to add the fractions before multiplying when appropriate... like this:
RR = Round
Rr = Round
rr = wrinkled
If we had Genotype probability of RR = 1/4, Rr = 2/4, and rr = 1/4 then remember we have the PHenotype probability of
3/4 = Round... because the 1/4 from RR + 2/4 from Rr = 3/4;
while wrinkled is still just 1/4 from the rr
@@MarvinMakingVideos While we potters are pickin' these stuff up and tryin' it out.(i had literally ransacked the web for half -blood price-ish guide for chemistry practicals. if you got anythin' to recommend please help me by recommending, if pdf version is available online then it would be even better )
Bruh
Anyone here 2024?
YEPO
Ya
Me
Me😩
Yeahhh
Anybody here for online classes?
ENRAG3ED OOF yup😭👎🏼
bro i got this from my online science class bru
Ryan Hasan yup
Ryan Hasan Same
Yes I wanna kms
I messed about for a large portion of school but I’ve been revising over and over again and videos like this are really going to help me accomplish the large task of becoming a general practitioner
did you end up becoming a GP?
No
95% of comments: Who's here b/c of their teachers during quarantine
4.9% of comments: The graphics are cute
0.1% of comments: This comment
lol
*_i n t e r e s t i n g_*
cough, '1.21065375303%'
Shockingly accurate. The comments are currently at just over 1000, which means one comment is around 0.1%.
@@eyemaster3.14 Totally calculated!
Bruh my teacher asked “Why did Mendel use peas for his experiment?”
The answer was “because they have 7 different traits and thus more variations”
I answered “Because they are cheap” 😭😭😭
That’s also true as our teacher said
Bruh
@@Guachimolete exactly 💀
I mean you’re not wrong. Mendel chose peas because they were readily available and could easily be bred
@@acertainpigeonman9064 yeh but our teacher is the "I want bookish language" type
peas are having an affair "you cheated on meee"
+StudDawgShiba Lol
They also did incest with each other... Also, didn't everyone discredit mendel, so we had to learn it all again? And then we dug him back up? It was less him that led to our genetics, and more us realizing he did it first.
but they are siblings anyway...that would have been morally correct.
yes, that was what I was thinking when they were pointing at each other
hahahaha x'D
anybody else here bc the world decided it CORONA TIME
You know it!
@@cyndrillis1605 Me too... my teacher be like... ehh... i wanna torture my students with a bunch of work todayk
yep
At least it’s a decent video
Me
Lets be honest....
All of our teachers made us watch this
No kidding
Agree
Btw love your profile pic 👌
definitely
Yeah lol
Who is here only to see if someone has the answers that your teacher asked you in online classes?
Why do they ask it if we have to get it in RUclips
Why
XD
8 months later and I still ain't got no answers 😔😔😔 well now I'm face to face.
@@giop348 XD
8 year old me looking at 0.16: I knew babies were made by kissing
@Brody Rigby 😆
At last their secret is revealed!
i am going to do the pea dance infront of my teacher after i pass my Bio exam ...hahaahahahah..jkjk
EDIT: (July 2020) lol it's been four years and i would like to say...i have passed that exam🤣 (in fact i am now in a medical college) *pea dancing *
+Crystallin lol YAAAAAAAAS
+Crystallin Me too !
same
Lmao Im taking an exam too
👌👌
Love the way you explained this! So informative yet so entertaining!
Q: Why did Mendel always oppose war?
A: He thought we should give peas a chance.
lmaooooo
ha ha lol
omg wow so random funny and quirky haha
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Animator was definitely having the day of his life! Keep up the great work!
what do you mean? no no no, he wasnt we was tired
That is so crazy, who knew that peas were so interesting? I'm addicted to watching kids science videos.
Much easier to understand than 20 pages of a textbook with big words. thank you!
Gregor Mendel. One of the forgotten geniuses of mankind just rediscovered later on.
His discoveries changed the world. He managed to figure out genetics long before someone understood what it actually was.
Yay I can pass my bio quiz tomorrow now, thanks!
Karmagician did you pass?
+pop22pop22 it seems that not, he failed and was baned from pc for some time :D i don't think you can pass exam just by watching youtube, otherwise everybody would've been Einsteins and Teslas :D
+pop22pop22 I C'd it but got this question right. I call it a pass.
Sandro I think that my exam results say otherwise ;)
Interesting fact:
You know Gregor Mendel formulated the laws of inheritance namely law of dominance, segregation, and independent assortment and Charles Darwin studied the evolutionary patterns in species by natural selection aka 'survival of the fittest' but Darwin could not work out the mechanism....it is ironic that he could have done so if he could have seen the significance of the experiments of the Austrian contemporary Mendel...but then too mendel did not notice his!!
you just helped me understand a topic we were talking about in class and we had a test about it tomorrow
Helped me so much understanding the lesson that is included in my final exam, the lesson that I tried so hard understanding but I never could! Thank you so much.
I learned about this in class!
Such Cute animation ...
And never got a reply
@@rodrigoarroyo473 still never got a reply
@@xxjudixxyeet400 still...
@@그림썰풀기 still
Really wonderful. I am going to use it with my students as a review module!
Medel's experiment represented so adorably 😍
Gregor Mendel was a hero. A genius. He was the father of genetics. We are standing on the shoulders of giants.
OMG this helped me so much on my Biology paper! Thanks for the help!!
Sammy Lee...today was my science exam...glad I watched this in the morning
Dumb ways to die, so many dumb ways to die...
yea, the animations are so similar!
omg!
im reviewing this for my test tmw and all i can think of is how adorable dancing peas are
Patt see head shot
I know this comment is after years but…….how did your test went after all of you don’t mind
@@Krishna_7791 haha i don't remember :') i think this must've been for my freshman year bio class, which i think i got an A or A- in though, so probably not too bad!
@@lisejl ohhh that’s good 😆
this is one of my favorite videos to use with my students!!
This is a great video!! Love the animation and how it was educational, yet fun to watch at the same time.
This video is so helpful that I had to watch this more than 10 times
THIS WAS AN AMAZING VIDEO!! IT WAS SOOO CUTE AND EASY TO UNDERSTAND! NOW EVERY TIME I READ MY BORING TEXT BOOK I JUST IMAGINE THOSE CUTE LITTLE PEAS TO MAKE THE CONCEPT CLEARER!!
OH AND THE NARRATION WAS EXCELLENT!!
HEY CAN YOU CALM DOWN?
*IM JUST 13 AND I MEMORIZED EVERYTHING ABOUT BIOLOGY*
im lying :))))
BΔSS LOVER _lol_
best learning channel ever
i was unable to understand this topic from my book,teacher and other videos on you tube by this video really helped
My teacher made me watch this.
same
Trash C: same
My teacher was the creator of it lol
ZeldaMasterBoss great video but the person speaking was talking too fast.
same
Who is here for school?
Έλληνας είσαι?
The animations never fail to entertain me!
man!! mendel and his peas!! so adorable!!!made prepping for my Bio exam a lot more fun lolz
Thanks for the video!! I think it really helps me a lot! And it really does because of the heterozygous pea! It was SO CUTE and HILAROUS!!
Hello in my science class I really wish we could’ve learned it from this video because it would’ve made more sense having visuals instead of just like talking about it.
I love the artwork whoever drew this is very good and it’s so cute!!
I didn't understand this in 3 hrs when taught in the class.
Got it in 3 mins when watching TED-ED's video.
👌
I love when these fit right into what I'm learning at school.
Anyone waching this for tomorrow's exam?
anyone here for bio class
You guys taugh this entire lesson of genetics better than my bio teacher. Thank you so much
hey @Daya Lopez remember this video you watched about peas and genetics 9 years ago
College student here this kept me engaged and learning haha, love the animation!
Ms. Diaz, not only is your animation informative, it is very entertaining.
Thank you now you guys helped me alot to prepare for my bio quiz tomorrow.
Thank you for this
I learned more in 3 minutes from this video than in the hours of class last week
Why?
My teacher isn’t very good
thanks a lot tomorrow is my biology test wish me luck 🙌
Hope u did well! Mines tomorrow 😁😁
luck after 6 MONTH hahahahhahaha
Hamad Almahri same✌
good luck then
Loved this TEDed. Good delivery, better animation. Lovely.
OMG ! You talk REAL FAST, Rose ! CLEARLY, you know all this from front to back & back to front !
GOOD ON YER !
BEST REGARDS !
Thanks! Now i understand it!
Super explanation! Thank you!
What a great video. Good job with the topic, The explanation and of course the animation was great. Thank you.
hey @David Johns remember this video you watched about peas and genetics 8 years ago
Thankyou for sharing this nice educational video.
Love from Nepal
I hate my bio class that’s why I’m here
@STEVEN PROCTOR bio is for hs science is ms or younger lol.
Same bruh
That’s an easy way for understanding!!
"Kiss=babies!
Nice concept.
Will be uploading this patch in the near future"
-God.
How does this comment have no replies, it been 8 years
it was so easy to understand and pretty to see those peas 😊😊
1:38 That really cracked me up!! I wish every school, teacher and student make study appealing by cute, awkward yet rejoicing teaching and learning styles. Keep cracking up the world TED-ED!
I love this so much! Laranja learnt a lot too! Thanks!
thanks! great video! but in my opinion i think she read a little too fast.... she should have slowed down a little more.
There is one easy thing to do to solve your problem which is to make the video go at the speed of 0.75! That's all you need to do!
Canny Weng his comment is 3 years old,
They didn't have that kind of technology back then
I dont have it even by now😑😑😑
@@monishkakaushal6040 how not? are on an old version of the app?
@@mergawinabi2842 they did if they were on apple or pc youtube
My students really liked this video.
Because of this video my teacher made us answer questions on genetics and I had a mental breakdown
I'm learning this is class right now.
This is very educational and helpful i love it!😀
Even if it is a common knowledge, I still like to watch TED videos, because they are all well made ^^.
OMG 9 yes old means 2013
If your here for the answer (mine being multiple choice )go to these time point 0:44 0:56 1:19 1:49
Well explained..Thank you..😊
the animation is so funny. seriously i died at 1:04 bc the mom seems to think that the dad cheat on her or something😂😂😂
Thank you 🙏🙏
Sir Mendel..
We got to watch this in science class it was so cool
so?
Amy Wang you sound like you are in 5th grade
thx for explanantion my school teacher also used to make us these vedios and they very help full
Why did the mother go crazy at 1:40 ?! hahaha the peas are so cute and this video is so informative thanks :)
I needed to do homework on this. Instead of reading a wall of text, I can just watch this! Thanks Ted Ed!
the peas reminded me of the cartoon Ostwald
+Tahoora Hashmi OMG I JUST NOTICED!
;)
This video was so helpful. Thank you
Cute animation, nice work.
Best module ever seen
3 minutes of this is way more clearer than 3 lectures of mine haha
This is really helped me with my revision for my exam tomorrow, thanks
my teacher showed us this and i decided not to take notes, thus forgetting everything, teachers, tell your students to take notes, because i understand nothing.
Yeah its amazing nd vry easy to understand such a typical concept👍👍👍👍
Imagine being sent here in 2021 for a science class everyone else was sent her 9 months ago.
faxx
Lol yes I have a quiz hehe
Make's module much easy to understand.Thanks😄😄
TFW the peas only stayed together for the children...
@ my parents
@@lay9040 this comment section is deep
@@robotnc2085 fr lmao
the editor of this video receives a raise
btw I love how they made both peas kiss before offspring born :)
Fun Fact: I am watching this after science class on my personal account, just cause I found it funny and couldn't stop laughing in science classes
Ikr 1:37 made me lose it lol
Helped to understand this topic YAYYY
Am a 10th grader , I loved it YAYYYYY
This took me back to studying this in high school.
In our class test, we had to say who the father of genetics was - one guy couldn't remember his full name so he called him Wendel Mendel LoL but I've never forgotten that Mendel was the father of genetics so I guess I should thank him :)
This is so cute. My heart melted.
You just managed to explain something to me that an entire chapter of science books hasn't been able to.
I think this video is very interesting, I will plant a pear of peas in the future to make the experiment.
0:20 *I N C E S T I N T E N S I F I E S*
A compendium of recent theoretical results associated with using higher-order statistics in signal processing and system theory is provided, and the utility of applying higher-order statistics to practical problems is demonstrated. Most of the results are given for one-dimensional processes, but some extensions to vector processes and multichannel systems are discussed. The topics covered include cumulant-polyspectra formulas; impulse response formulas; autoregressive (AR) coefficients; relationships between second-order and higher-order statistics for linear systems; double C(q,k) formulas for extracting autoregressive moving average (ARMA) coefficients; bicepstral formulas; multichannel formulas; harmonic processes; estimates of cumulants; and applications to identification of various systems, including the identification of systems from just output measurements, identification of AR systems, identification of moving-average systems, and identification of ARMA systems
A revolution (from the Latin revolutio, "a turn around") is a fundamental change in power or organizational structures that takes place in a relatively short period of time. Aristotle described two types of political revolution:
Complete change from one constitution to another
Modification of an existing constitution.[1]
Revolutions have occurred through human history and vary widely in terms of methods, duration, and motivating ideology. Their results include major changes in culture, economy, and socio-political institutions.
Scholarly debates about what does and does not constitute a revolution center around several issues. Early studies of revolutions primarily analyzed events in European history from a psychological perspective, but more modern examinations include global events and incorporate perspectives from several social sciences, including sociology and political science. Several generations of scholarly thought on revolutions have generated many competing theories and contributed much to the current understanding of this complex phenomenon.
Contents
1 Etymology
2 Types
3 Political and socioeconomic revolutions
4 See also
4.1 Lists of revolutions
5 Bibliography
6 References
7 External links
Etymology
Copernicus named his 1543 treatise on the movements of planets around the sun De revolutionibus orbium coelestium (On the Revolutions of Celestial Bodies) and this has come to be the model type of a scientific revolution. However, “revolution” is attested by at least 1450 in the sense of representing abrupt change in a social order.[2][3] Political usage of the term had been well established by 1688 in the description of the replacement of James II with William III. The process was termed "The Glorious Revolution".[4] Apparently the sense of social change and the geometric sense as in Surface of revolution developed in various European languages from Latin between the 14th and 17th centuries, the former developing as a metaphor from the latter. “Revolt” as an event designation appears after the process term and is given a related but distinct and later derivation.
Types
A Watt steam engine in Madrid. The development of the steam engine propelled the Industrial Revolution in Britain and the world. The steam engine was created to pump water from coal mines, enabling them to be deepened beyond groundwater levels.
There are many different typologies of revolutions in social science and literature. For example, classical scholar Alexis de Tocqueville differentiated[5] between political revolutions, sudden and violent revolutions that seek not only to establish a new political system but to transform an entire society, and slow but sweeping transformations of the entire society that take several generations to bring about (e.g., religion). One of several different Marxist typologies divides revolutions into pre-capitalist, early bourgeois, bourgeois, bourgeois-democratic, early proletarian, and socialist revolutions.[6]
Charles Tilly, a modern scholar of revolutions, differentiated[7] between a coup, a top-down seizure of power, a civil war, a revolt and a "great revolution" (revolutions that transform economic and social structures as well as political institutions, such as the French Revolution of 1789, Russian Revolution of 1917, or Islamic Revolution of Iran).[8]
Other types of revolution, created for other typologies, include the social revolutions; proletarian or communist revolutions (inspired by the ideas of Marxism that aims to replace capitalism with communism); failed or abortive revolutions (revolutions that fail to secure power after temporary victories or large-scale mobilization); or violent vs. nonviolent revolutions.
The term revolution has also been used to denote great changes outside the political sphere. Such revolutions are usually recognized as having transformed in society, culture, philosophy and technology much more than political systems; they are often known as social revolutions.[9] Some can be global, while others are limited to single countries. One of the classic examples of the usage of the word revolution in such context is the Industrial Revolution, or the Commercial Revolution. Note that such revolutions also fit the "slow revolution" definition of Tocqueville.[10]
Political and socioeconomic revolutions
Perhaps most often, the word "revolution" is employed to denote a change in socio-political institutions.[11][12][13] Jeff Goodwin gives two definitions of a revolution. A broad one, where revolution is
any and all instances in which a state or a political regime is overthrown and thereby transformed by a popular movement in an irregular, extraconstitutional and/or violent fashion
and a narrow one, in which
revolutions entail not only mass mobilization and regime change, but also more or less rapid and fundamental social, economic and/or cultural change, during or soon after the struggle for state power.[14]
Jack Goldstone defines them as
an effort to transform the political institutions and the justifications for political authority in society, accompanied by formal or informal mass mobilization and noninstitutionalized actions that undermine authorities.[15]
The storming of the Bastille, 14 July 1789 during the French Revolution.
George Washington, leader of the American Revolution.
Vladimir Lenin, leader of the Bolshevik Revolution of 1917.
Sun Yat-sen, leader of the Chinese Xinhai Revolution in 1911.
Political and socioeconomic revolutions have been studied in many social sciences, particularly sociology, political sciences and history. Among the leading scholars in that area have been or are Crane Brinton, Charles Brockett, Farideh Farhi, John Foran, John Mason Hart, Samuel Huntington, Jack Goldstone, Jeff Goodwin, Ted Roberts Gurr, Fred Halliday, Chalmers Johnson, Tim McDaniel, Barrington Moore, Jeffery Paige, Vilfredo Pareto, Terence Ranger, Eugen Rosenstock-Huessy, Theda Skocpol, James Scott, Eric Selbin, Charles Tilly, Ellen Kay Trimberger, Carlos Vistas, John Walton, Timothy Wickham-Crowley and Eric Wolf.[16]
Scholars of revolutions, like Jack Goldstone, differentiate four current 'generations' of scholarly research dealing with revolutions.[15] The scholars of the first generation such as Gustave Le Bon, Charles A. Ellwood or Pitirim Sorokin, were mainly descriptive in their approach, and their explanations of the phenomena of revolutions was usually related to social psychology, such as Le Bon's crowd psychology theory.[11]
Second generation theorists sought to develop detailed theories of why and when revolutions arise, grounded in more complex social behavior theories. They can be divided into three major approaches: psychological, sociological and political.[11]
The works of Ted Robert Gurr, Ivo K. Feierbrand, Rosalind L. Feierbrand, James A. Geschwender, David C. Schwartz and Denton E. Morrison fall into the first category. They followed theories of cognitive psychology and frustration-aggression theory and saw the cause of revolution in the state of mind of the masses, and while they varied in their approach as to what exactly caused the people to revolt (e.g. modernization, recession or discrimination), they agreed that the primary cause for revolution was the widespread frustration with socio-political situation.[11]
The second group, composed of academics such as Chalmers Johnson, Neil Smelser, Bob Jessop, Mark Hart, Edward A. Tiryakian, Mark Hagopian, followed in the footsteps of Talcott Parsons and the structural-functionalist theory in sociology; they saw society as a system in equilibrium between various resources, demands and subsystems (political, cultural, etc.). As in the psychological school, they differed in their definitions of what causes disequilibrium, but agreed that it is a state of a severe disequilibrium that is responsible for revolutions.[11]
Finally, the third group, which included writers such as Charles Tilly, Samuel P. Huntington, Peter Ammann and Arthur L. Stinchcombe followed the path of political sciences and looked at pluralist theory and interest group conflict theory. Those theories see events as outcomes of a power struggle between competing interest groups. In such a model, revolutions happen when two or more groups cannot come to terms within a normal decision making process traditional for a given political system, and simultaneously have enough resources to employ force in pursuing their goals.[11]
The second generation theorists saw the development of the revolutions as a two-step process; first, some change results in the present situation being different from the past; second, the new situation creates an opportunity for a revolution to occur. In that situation, an event that in the past would not be sufficient to cause a revolution (e.g., a war, a riot, a bad harvest), now is sufficient; however, if authorities are aware of the danger, they can still prevent a revolution through reform or repression.[15]
Many such early studies of revolutions tended to concentrate on four classic cases-famous and uncontroversial examples that fit virtually all definitions of revolutions, such as the Glorious Revolution (1688), the French Revolution (1789-1799), the Russian Revolution of 1917 and the Chinese Revolution (also known as the Chinese Civil War) (1927-1949).[15] In his famous The Anatomy of Revolution, however, the eminent Harvard historian, Crane Brinton, focused on the English Civil War, the American Revolution, the French Revolution, and the Russian Revolution.[17]
In time, scholars began to analyze hundreds of other events as revolutions (see list of revolutions and rebellions), and differences in definitions and approaches gave rise to new definitions and explanations. The theories of the second generation have been criticized for their limited geographical scope, difficulty in empirical verification, as well as that while they may explain some particular revolutions, they did not explain why revolutions did not occur in other societies in very similar situations.[15]
The criticism of the second generation led to the rise of a third generation of theories, with writers such as Theda Skocpol, Barrington Moore, Jeffrey Paige and others expanding on the old Marxist class conflict approach, turning their attention to rural agrarian-state conflicts, state conflicts with autonomous elites and the impact of interstate economic and military competition on domestic political change. Particularly Skocpol's States and Social Revolutions became one of the most widely recognized works of the third generation; Skocpol defined revolution as "rapid, basic transformations of society's state and class structures...accompanied and in part carried through by class-based revolts from below", attributing revolutions to a conjunction of multiple conflicts involving state, elites and the lower classes.[15]
The fall of the Berlin Wall and most of the events of the Autumn of Nations in Europe, 1989, were sudden and peaceful.
From the late 1980s a new body of scholarly work began questioning the dominance of the third generation's theories. The old theories were also dealt a significant blow by new revolutionary events that could not be easily explain by them. The Iranian and Nicaraguan Revolutions of 1979, the 1986 People Power Revolution in the Philippines and the 1989 Autumn of Nations in Europe saw multi-class coalitions topple seemingly powerful regimes amidst popular demonstrations and mass strikes in nonviolent revolutions.
Defining revolutions as mostly European violent state versus people and class struggles conflicts was no longer sufficient. The study of revolutions thus evolved in three directions, firstly, some researchers were applying previous or updated structuralist theories of revolutions to events beyond the previously analyzed, mostly European conflicts. Secondly, scholars called for greater attention to conscious agency in the form of ideology and culture in shaping revolutionary mobilization and objectives. Third, analysts of both revolutions and social movements realized that those phenomena have much in common, and a new 'fourth generation' literature on contentious politics has developed that attempts to combine insights from the study of social movements and revolutions in hopes of understanding both phenomena.[15] Revolutions have also been approached from anthropological perspectives. Drawing on Victor Turner’s writings on ritual and performance, Bjorn Thomassen[18] has argued that revolutions can be understood as “liminal” moments: Modern political revolutions very much resemble rituals and can therefore be studied within a process approach. This would imply not only a focus on political behaviour “from below”, but also to recognize moments where “high and low” are relativized, made irrelevant or subverted, and where the micro and macro levels fuse together in critical conjunctions.
While revolutions encompass events ranging from the relatively peaceful revolutions that overthrew communist regimes to the violent Islamic revolution in Afghanistan, they exclude coups d'états, civil wars, revolts and rebellions that make no effort to transform institutions or the justification for authority (such as Józef Piłsudski's May Coup of 1926 or the American Civil War), as well as peaceful transitions to democracy through institutional arrangements such as plebiscites and free elections, as in Spain after the death of Francisco Franco.[15]
jeremy doowage no
Who else watching this at home cuz of corona
same
Me-
My teacher made me watch it
This video was very helpful