Paul’s Missionary Journey Essay Essay Example

Paul’s Missionary Journey Essay Essay The Apostle Paul was the great leader in the momentous passage which characterized the apostolic age. the passage from a prevailingly Judaic to a prevailingly gentile Christianity. Under his counsel Christianity was saved from atrophy’ and decease. which threatened it if it remained confined in Palestine. At the same clip. by ground of his penetration into the truth of the Gospel and fidelity to it. every bit good as by his devotedness to the Old Testament and trueness to the highest Judaic ideals in which he had been reared. he saved Christianity from the moral and spiritual degeneration to which it would certainly hold been brought if it had broken with its yesteryear. and had tried to stand entirely and incapacitated amid the commotion of Greek spiritual motions of the first and 2nd Christian centuries. In Paul a great force of onward motion and a profound and witting radicalism were combined with basically conservative rules. We will write a custom essay sample on Paul’s Missionary Journey Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Paul’s Missionary Journey Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Paul’s Missionary Journey Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Paul appears to hold been born at non far from the same clip as Jesus Christ. Harmonizing to Acts. Paul was born in Tarsus ( Acts 9:11 ; etc. ) . received the dual name Saul/Paul ( 13:9 ) . and through his household possessed Tarsian and Roman citizenship ( 22:25-29 ( Murphy-O’Connor 32-33 ) . Overall. Paul can be described as an able and exhaustively trained Jew. who had gained from his abode in a Grecian metropolis that grade of Greek instruction which complete acquaintance with the Grecian linguistic communication and the accustomed usage of the Grecian interlingual rendition of the Scriptures could convey. At underside he of all time remained the Jew. in his feelings. his background of thoughts. and his manner of idea. but he knew how to do acceptably apprehensible to Greek readers the truths in which. as prevarication came to believe. put the satisfaction of their deepest demands. At Jerusalem Paul entered ardently into the chase of the Pharisaic ideal of complete conformance in every specific to the Law. He was. he tells us. â€Å"found blameless† ( to every oculus but that of his ain scruples ) . and. he says. â€Å"I advanced in the Jews’ faith beyond many of mine ain age among my countrymen. being more extremely avid for the traditions of my fathers† . With ardent passion he entered into the persecution of the Christian religious order. was present and took a sort of portion at the slaying of Stephen. and undertook to transport on the work of suppression outside of Palestine at Damascus. whither he journeyed for this intent with letters of debut from the governments at Jerusalem ( Murphy-O’Connor 52-57 ) . At this clip took topographic point his transition. That he was converted. and at or near Damascus. his ain words leave no uncertainty. â€Å"I persecuted. † he says in composing to the Galatians. â€Å"the Church of God. . . But when it was the good pleasance of God. who separated me. even from my mother’s uterus. and called me through his grace. to uncover his Son in me. that I might prophesy him among the heathens ; straightway I conferred non with flesh and blood: neither went I up to Jerusalem to them which were apostles before me: but I went off into Arabia ; and once more I returned unto Damascus† ( Gal I. 13-17 ) . The alteration obviously presented itself to Paul’s head as a direct Godhead interjection in his life. It came to him in a disclosure of Jesus Christ. whereby ( and through no human mediator ) he received the Gospel which he preached. and the committee to be an apostle. He refers to it as to a individual event and an absolute alteration of way. non a gradual procedure and development ; the two parts of his life stood aggressively contrasted. he did non gestate that he had slid by unperceivable phases from one to the other. â€Å"What things [ i. e. his advantages of birth and Judaic attainment ] were addition to me. these have I counted loss for Christ. . . or whom I suffered† — as if in a individual minute —†the loss of all things† ( Phil. three. 7. 8 ) . From Paul’s ain words. so. we know that he was converted from a tormentor to a Christian. at a definite clip and at or near Damascus. by what he considered to be the direct interjection of God ; and it seems to be this experience of which he thought as a vision of the risen Christ ( Hubbard 176-77 ) . After Paul’s transition. which took topographic point in the latter portion of the reign of Tiberius ( 14-37 a. d. ) . about 15 old ages passed before the missional calling began of which we have knowledge from Acts and from Paul’s ain epistles. During this clip Paul was foremost in Arabia. that is in some portion of the imperium of which Damascus was the most celebrated metropolis. so in Damascus. and subsequently. after a brief visit to Jerusalem. in Cilicia. doubtless at his old place Tarsus. In this period we may say that he was seting his whole system of idea to the new Centre which had established itself in his head. the Messiahship of Jesus. With the new footing in head every portion of his rational universe must hold been thought through. Particularly. we may believe. will he hold studied the relation of Christian religion to the old dispensation and to the thoughts of the Prophetss. The fruit of these old ages we have in the full-blown idea of the epistles. They show a steadiness of position and a preparedness of resource in the usage of the Old Testament. which testify to through work in the clip of readying. Epistles written old ages apart. like Galatians. Romans and Philippians. surprise us by their uniformity of idea and unstrained similarity of linguistic communication. in malice of the profusion and vivacity of Paul’s idea and manner. So. for the most portion. the characteristic thoughts even of Epliesians and Colossians are found suggested in source in Corinthians and the earlier epistles. Paul’s epistles represent the literary blossoming of a head prepared by old ages of survey and contemplation ( Murphy-O’Connor 90-95 ) . At Paul’s missional journey and the beginning so made of churches in Asia Minor we have already looked in a old chapter. After his return to Antioch followed that great and polar juncture of early Christian history. the alleged Council. or Conference. at Jerusalem. described in the 15th chapter of Acts and by Paul in the 2nd chapter of Galatians. At that clip Paul established his right to transport on the work of Christian missions in conformity with his ain rules and his ain apprehension of the Christian faith. His relation with the Twelve Apostles seems so and at all times to hold been affable. His troubles came from others in the Judaic Church. To this we know of merely one exclusion. seemingly slightly subsequently than the Conference. the juncture at Antioch when Peter under force per unit area from Jerusalem withdrew from family with the gentile brethren. and called out from Paul the terrible reproof of which we read in Galatians. There is ground to believe that the reproof accomplished its intent. At any rate. at a ulterior clip there is no grounds of a continued breach. The thought of missional travel had obviously taken ownership of Paul. for after returning from Jerusalem to Antioch he shortly started out once more. and was endlessly occupied with missional work from now until the minute of his apprehension at Jerusalem. Leaving Antioch on his 2nd journey he and his comrades hurried across Asia Minor. halting merely. it would look. to revisit and inspect churches antecedently established. They were led by the Holy Spirit. as the author of Acts believed. to direct their class westward every bit quickly as possible to Greece. which was to be the following phase in the way to the capital of the universe. In Macedonia and Achaia Paul and his comrades worked with changing success at Philippi. Thessalonica. Ber? a. Athens. Corinth. At Corinth. the main commercial metropolis of Greece. the Christians arrived in the late fall. The work opened good. and Paul remained at that of import Centre until a twelvemonth from the following spring. The day of the month of his reaching can non be precisely determined. but is likely one of the five old ages between 49 and 53 a. d. While at Corinth he wrote the First and ( if it is echt ) the Second Epistle to the Thessalonians. Somewhere about this clip. possibly before go forthing Antioch for this journey. the Epistle to the Galatians was written. The churches of Galatia. to which it is addressed. were likely the churches known to us in Acts as Pisithan Antioch. Iconium. Lystra. and Derbe. After a winging trip to Syria and possibly to Jerusalem Paul returned to Ephesus in Asia Minor. where he settled down for a stay of three old ages. A few incidents of this period have been recorded in the Book of Acts. and are among the most dramatic and realistic that we have. They include a singular figure of points of contact with facts known to us from archaeological finds. and in no chapters of Acts is our assurance more to the full reassured in the modern-day cognition and the trustiness of the author of the book. While at Ephesus Paul had much communicating with Corinth. and wrote I Corinthians. which had clearly been preceded by another missive. There are indicants in II Corinthians that after this he found the troubles in the church at Corinth such that he wrote them at least one missive which has been lost. and made a short. and in its result extremely painful. trip to Corinth and back to Ephesus. Finally he was impelled by danger to his life to go forth Ephesus. and went through Macedonia to Corinth. On the manner he wrote. to fix for his ain presence. the epistle we call II Corinthians. Arriving at Corinth in the early winter he stayed until spring. His literary impulse continued active. and to this winter we owe the Epistle to the Romans. Earlier letters had been’ called out by particular demand in one or another church ; in Romans Paul comes nigher to a systematic expounding of his divinity than in any of his earlier Hagiographas. He knew the importance that would certainly belong to the Christian Church of Rome. He had made up his head to travel at that place. But first he must travel to Jerusalem. and there were dangers both from the hazards of travel and from hostile work forces. Of each hind his life had had many illustrations. Consequently he provided for the Roman Christians a clear statement of his chief place. together with a answer to several of the main expostulations brought against it. notably the allegations that his presentation of Christianity involves the repeal of God’s promises to his chosen people. and that it opened the manner to moral laxness. This missive Paul sent as an earnest of his ain visit to Rome. He had been for a twelvemonth or more oversing the aggregation by the churches of Asia Minor and Europe of a part for the hapless Christians at Jerusalem ; the heathen churches should therefore do a refund in animal things to those who had made them to be sharers of their religious things. This part was now ready. and Paul himself with a group of representatives of the main churches took ship at Philippi and Troas for Jerusalem. The ocean trip is narrated in item in Acts. obviously by one who was a member of the company. At last Paul reached Jerusalem. and was good received by the church ; but. followed as he was by the hate of Hebrews from the Dispersion who had recognized the threat to the Judaic faith continuing from the new religious order. he was set upon by a rabble. rescued merely by being taken in detention by the Roman governments. and after a series of exciting escapades which will be found laudably told in the Book of Acts. was brought to C`sarea. There he stayed a captive for two old ages and more until on the juncture of a alteration of Roman Governor his instance was brought up for test. when he exercised the right of a Roman citizen to appeal from the legal power of the Governor to that of the imperial tribunal at Rome. It was late fall. but he was dispatched with a comrade whom we may good believe to be Luke the darling doctor. and from whom our history surely comes. The narration of Paul’s ocean trip and shipwreck. of the winter on the island of Malta. and the concluding reaching at Rome early in one of the old ages between 58 and 62 a. d. is familiar. It is the most of import papers that antiquity has left us for an apprehension of the manner of working an ancient ship. while the image which it gives of Paul as a practical adult male is a delicious addendum to our other cognition of him ( Murphy-O’Connor 324 ) . In Rome. while under guard expecting test. Paul likely wrote Philippians. Colossians. Philemon. and the round missive. apparently intended for churches in Asia Minor. known to us as Ephesians. They show some new development of thoughts long present with him. and some new ideas to which his other Hagiographas give no analogue. and the manner of some of them has changed a spot from the freshness of Galatians and Romans ; but these are non sufficient grounds for denying that Paul wrote the letters. They are. so. as it seems to me. beyond sensible uncertainty genuine. The Book of Acts ends with the words. â€Å"And he [ Paul ] abode two whole old ages in his ain hired home. and received all that went in unto him. prophesying the Kingdom of God. and learning the things refering the Lord Jesus Christ with all daring. none prohibiting him. † This period of two old ages is sufficient to include the composing of the four epistles to which mention has merely been made. Philippians. Colossians. Philemon. and Epliesians. the alleged Epistles of the Captivity. What happened at the termination of the period? Apparently Paul’s instance. long postponed. so came to test. Make it ensue in his release or his executing? The grounds is meager and conflicting. and sentiments differ. It is possibly a little more likely that he was released. and entered on farther missional work. likely transporting out his original intent of forcing on with the announcement of his Gospel to the West. and set uping it in Spain ; but of this period there is no narrative. If after two old ages Paul’s imprisonment at Rome ended with his release. as the absence of tenable charges against him would take us to anticipate. he must hold been subsequently once more apprehended. likely in connexion with the persecution artfully turned against the Christians at the clip of Nero’s fire in July of the twelvemonth 64. It is likely that he was beheaded. to which favor his Roman citizenship entitled him. and that he was finally buried on the Ostian Way at the topographic point where now stands the glorious basilica of St. Paul Outside the Walls.

How to Write an Outline in APA Format

How to Write an Outline in APA Format How to Write an Outline in APA Format American Psychological Association or APA has published specific requirements and guidelines for writing assignments and papers in social sciences. Apart from guidelines for citations, references and initial pages, there are of course some guidelines for the outlines of papers and assignments. Basic principles and guidelines in American Psychological Association (APA) The basic rules and guidelines in the American Psychological Association (APA) are the following: 12-point Sheriff, Times New Roman or Courier font for all text and a minimum of 8-point font for tables and figures. The text must be double spaced including the quotes and reference list. The page numbers must be located in the upper right corner of the paper. The margins should be set to 1† on each side of the paper. The title of the thesis must be stated on the cover page and after that it should be placed only in the left upper corner of the pages. The American Psychological Association (APA) does not use underlined text. Bolded text can be used only on figures and tables when specific data must be stressed and highlighted. Capitalization is also rarely used. Job titles can be capitalized only if the person’s name follows (for example, it will be the president of the company but in case the last name is given then it will be President Williams). Also, names of models, theories, diseases and conditions are not capitalized. When you list something in APA and if it is within a paragraph, then you must use (a), (b), (c), etc. in that order. If, however, you do not want to use a specific order then you have to use bullet points. Vertical lists are used when you need to express information but in certain order. There is one specific rule when writing numbers in APA style; numbers 10 and higher are written in numbers but numbers from 10 and below are written out. Exception is made for age, time, distance, percentage and various ratios, they are always stated as numerals, unless if they are not located at the beginning of the sentence. Latin abbreviations are also not used; for example: etc., i.e., e.g. and others. The language that is used in American Psychological Association (APA) must be bias-free and respectful. There are also some specific guidelines in American Psychological Association (APA) that show how to write an outline in APA format. How to write an outline in APA format Writing an outline in APA format is all about structuring. Roman numeral letters are used in the main headings of the outline and capital letters are used below for sub-headings. If you have to continue in the sub headings then you will use lower case letters and Arab numbers below in parenthesis. Here is an example of how an outline in APA format would look like: I. Choose a right thesis for your essay A. Reflect on your thesis B. Start researching your thesis 1. Look for facts and examples that prove your thesis in the best possible way 2. Outline and draft your results and thesis before starting to write II. Start to write your essay A. Form a strong introduction paragraph B. Start writing the outline of your essay 1. Organize the paragraphs in the outline a. The strongest example that supports your thesis should be the first paragraph (1) The next ones are organized and structured by priority and strength (2) Use at least three arguments to support your thesis b. Use a counter argument (1) Be sure the counter argument can be debated c. Use a personal story to prove your thesis d. Revise your outline III. Finish your essay with a conclusion paragraph A. The final paragraph should restate your thesis 1. Make the conclusion strong and convincing a. Do not restate the examples but summarize the most important and influential part of them b. Use simple but strong sentences IV. Always proofread your essays at least once and make sure they are grammatically correct and well written. You can use full sentences or just phrases in the outline. There is one more form for outlining an essay in APA format and it is called the decimal one. It is used rarely and if it has to, the professor will strictly inform you about it. In it you will use Arabic numbers only. Here is a short example: 1.0. Choose the right thesis for your essay 1.1. Reflect on your thesis 1.2. Start researching your thesis 1.2.1. Look for facts and examples that prove your thesis in the best possible way 1.2.2. Outline and draft your thesis and results before starting to write It is very important for an outline to be well structured and written because it forms an overall impression of your essay and convinces the audience to accept it and believe in it.

Whats in an AP Biology Syllabus Guide and Examples

What's in an AP Biology Syllabus Guide and Examples SAT / ACT Prep Online Guides and Tips A great syllabus is the backbone of any AP course, but it can be challenging to create one that fits all the requirements and is easy for students to follow. In this article, I'll give you the ingredients you need for a solid AP Biology syllabus, including all the concepts and curricular requirements of the course. I'll also provide a sample syllabus so you can get an idea of what a syllabus for this class might look like (if you're a student) or how you might structure your version of AP Biology (if you're a teacher). Finally, the end of this article is devoted to a few quick tips for teachers and students on how to successfully teach and learn the material. What Does the AP Biology Course Cover? The curriculum framework of AP Biology was revamped in 2012 and is now organized around four Big Ideas, which are overarching themes that connect the concepts you’ll learn in the course. Within each Big Idea are several â€Å"Enduring Understandings† that students are expected to develop by taking the course.These are slightly narrower themes thatcan be broken down even further into smaller parts that are aligned with specific facts about biological functions. I’ll list the Big Ideas and their corresponding Enduring Understandings in this article, along with the labs that fall under each category.I won’t go into the smaller concepts within the Enduring Understandings so that this guide doesn’t get too long to digest. If you’re interested in a detailed rundown of the more minute concepts involved in AP Biology,check out this page. As students explore the Big Ideas, they are also expected to learn several key scientific practices, and the classwork must cover certain curricular requirements.After I go through the Big Ideas, I’ll list the scientific practices students should develop and the curricular requirements that any AP Biology syllabus is expected to fulfill. Think of each Big Idea as a giraffe. Why? Because it's fun. Live a little. (Yes, I know there are only three giraffes - Big Idea 4 is camera shy.) The Four Big Ideas of AP Biology Big Idea #1: The process of evolution drives the diversity and unity of life. Enduring Understanding 1.1: Change in the genetic makeup of a population over time is evolution. EU 1.2: Organisms are linked by lines of descent from common ancestry. EU 1.3: Life continues to evolve within a changing environment. EU 1.4: The origin of living systems is explained by natural processes. Labs for Big Idea 1: Artificial selection Mathematical modeling (Hardy-Weinberg) Comparing DNA Sequences to Understand Evolutionary Relationships Big Idea #2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. EU 2.1: Growth, reproduction and maintenance of living systems require free energy and matter. EU 2.2: Growth, reproduction and dynamic homeostasis require that cells maintain internal environments that are different from their external environments. EU 2.3: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. EU 2.4: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. EU 2.5: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. Labs for Big Idea 2: Diffusion and Osmosis Photosynthesis Cellular Respiration Big Idea #3: Living systems store, receive, transmit and respond to information essential to life processes EU 3.1: Heritable information provides for the continuity of life. EU 3.2: Expression of genetic information involves cellular and molecular mechanisms. EU 3.3: The processing of genetic information is imperfect and is a source of genetic variation. EU 3.4: Cells communicate by generating, transmitting and receiving chemical signals. EU 3.5: Transmission of information results in changes within and between biological systems. Labs for Big Idea 3: Cell Division: Mitosis and Meiosis Biotechnology: Bacterial Transformation Biotechnology: Restriction Enzyme Analysis of DNA Big Idea #4: Biological systems interact, and these systems and their interactions possess complex properties EU 4.1: Interactions within biological systems lead to complex properties. EU 4.2: Competition and cooperation are important aspects of biological systems. EU 4.3: Naturally occurring diversity among and between components within biological systems affects interactions with the environment. Labs for Big Idea 4: Energy Dynamics Transpiration Fruit Fly Behavior Enzyme Activity Cooperation is always happening in biological systems! This is an approximation of what the inside of a cell looks like at any given time. The Seven Scientific Practices of AP Biology #1:The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3:The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.) #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. The Curricular Requirements of AP Biology Here's a list of the requirements that an AP Biology course must fulfill to be considered an appropriate and thorough survey of the material: The course must use a college-level biology textbook published within the last ten years. Students must connect the Enduring Understandings of each Big Idea to at least one other Big Idea (for example, connect the evolutionary concepts in Big Idea 1 to the idea presented under Big Idea 3 that genetic information is sometimes processed imperfectly, and this leads to variation). Students should be assigned projects and activities outside of labs to meet the learning objectives for each Big Idea (for example, students might do an activity where they create a model of the cell cycle and give an oral presentation on its most important aspects). The course must give students the opportunity to connect biological knowledge to major social issues and current events (for example, a project researching stem cells and their potential to impact the medical field). Labs must give students the opportunity to apply the seven science practices I listed earlier, and the course has to go through at least two labs that correspond with each Big Idea. Labs must make up at least 25% of class time. Students should be asked to demonstrate verbal, written, and visual communication skills with lab reports, summaries of scientific literature or evidence, and oral presentations. I was going to make a joke about teachers wasting class time by trying to get the projector to work for presentations, but then I realized that I don't even know if they use projectors anymore. I'm sure there's some other essential piece of classroom technology that never works by now. What Does an AP Biology Syllabus Look Like? The College Board has released some sample syllabi to help guide teachers in their instruction of the new format of the AP Biology course.The example that I’m looking at divides the class into nine different units of varying length. The resources for the course include: Reece, Jane, et al., Campbell Biology, 9th Edition, 2011, Pearson Benjamin Cummings www.campbellbiology.com (The main text’s accompanying website that provides animations, investigations, PowerPoint and other audio-visual resources) Giffen, Cynthia and Heitz, Jean. Practicing Biology (to accompany Campbell- Reece Biology), 3rd Edition, 2008, Pearson Benjamin Cummings AP Biology Investigative Labs: an Inquiry Based Approach I’ll give an overview of the topics discussed in each unit and the projects and labs students might complete throughout the year.I’ll also provide the approximate length of each unit.In this case, the class met four times a week for two 80-minute periods and two 50-minute periods (4 hours and 20 minutes a week total). Sample AP Biology Syllabus Unit 1: First Week and Introduction (4 classes) Textbook Chapters: Introduction: Themes in the Study of Life The Chemical Context of Life Water and the Fitness of the Environment Lecture and Discussion Topics: Darwin and the theory of natural selection Inquiry as a way to learn science Structure of atoms Emergent properties of water Projects: Make construction paper models of atoms and molecules to illustrate chemical concepts. Conduct an open inquiry on a biological topic of choice; formulate a question, design an experiment, and present the findings. Unit 2: Biochemistry and Introduction to the Cell (11 classes) Textbook Chapters: 4. Carbon and the Molecular Diversity of Life 5. The Structure and Function of Large Biological Molecules 6. A Tour of the Cell 7. Membrane Structure and Function Lecture and Discussion Topics: The impact of carbon as the â€Å"backbone of life† How monomers build polymers, including the roles of nucleic acids Examples of organelles that are membrane bound to compartmentalize their functions Membrane structure and function Projects and Labs: Build a 3D cell membrane Diffusion and Osmosis Lab Unit 3: Cellular Energy and Related Processes (14 classes) Textbook Chapters: 8. An Introduction to Metabolism 9. Cellular Respiration 10. Photosynthesis Lecture and Discussion Topics: Metabolic pathways Laws of energy transformation How ATP powers cellular work Enzyme structure and function Harvesting chemical energy: glycolysis, citric acid cycle, oxidative phosphorylation Light reactions and the Calvin cycle Evolution of alternative mechanism of carbon fixation Projects and Labs: Cellular Respiration Lab Photosynthesis Lab Enzyme Catalysis Lab Unit 4: Cell Communication and the Cell Structure (9 classes) Textbook Chapters: 11. Cell Communication 12. The Cell Cycle Lecture and Discussion Topics: Evolution of cell signaling Reception, transduction, response Apoptosis How mitosis produces genetically identical daughter cells Evolution of mitosis How the eukaryotic cell cycle is regulated by a molecular control system Origin of cell communication Projects and Labs: Pathways with Friends Modeling the Cell Cycle Cell Division and Mitosis Lab Unit 5: Genetic Basis of Life (7 classes) Textbook Chapters 13. Meiosis and Sexual Life Cycles 14. Mendel and the Gene Idea 15. The Chromosomal Basis of Inheritance Lecture and Discussion Topics: Genes are passed from parents to offspring by the inheritance of chromosomes How meiosis reduces the number of chromosomes (diploid to haploid) Evolutionary significance of genetic variation that results from sexual life cycles Concepts of Mendelian genetics (laws of probability, inheritance patterns) Genes are located along chromosomes (concepts of gene linkage, mapping distance between genes, causes of genetic disorders) Projects and Labs Fruit Fly Genetics Lab Meiosis Lab Unit 6: Gene Activity and Biotechnology (13 classes) Textbook Chapters: 16. The Molecular Basis of Inheritance 17. From Gene to Protein 18. Regulation of Gene Expression19. Viruses20. Biotechnology21. Genomes and their Evolution Lecture and Discussion Topics: DNA is the genetic material (historical experiments, DNA structure and function, DNA replication) Flow of genetic information (genetic code, role of other polymers, transcription, translation) Mutations Gene expression (operon systems in prokaryotes, eukaryotic gene expression) Virus structure and activity Restriction enzymes, plasmids, transformation DNA technology (how gel electrophoresis works and applications of this technology) Projects and Labs: DNA and Histone Model Biotechnology Lab 1: Transformation Gel Electrophoresis Lab Unit 7: Evolution and Phylogeny (19 classes) Textbook Chapters: 22. Descent with Modification: A Darwinian View of Life 23. The Evolution of Populations 24. The Origin of Species 25. The History of Life on Earth 26. Phylogeny and the Tree of Life 27. Bacteria and Archae Lecture and Discussion Topics: How natural selection serves as a mechanism for evolution Scientific evidence supporting evolution Hardy-Weinberg concept How allele frequencies can be altered in a population Concepts of speciation Origin of life; fossil records Events in the â€Å"history of life† (origin of single-celled and multicellular organisms; mass extinctions; adaptive radiations) Projects and Labs Comparing DNA Sequences Lab PBS Video: â€Å"What Darwin Never Knew† Evolutionary Time: The Geologic Time String Hardy-WeinbergProblems Unit 8: Diversity in the Biological World: Organism Form and Function (22 classes) Textbook Chapters: 40. Basic Principles of Animal Form and Function 43. The Immune System 48. Neurons, Synapses, and Signaling 49. The Vertebrate Brain(Chapters 28-49 will be utilized to provide students with resources for the enduring understandings in this unit) Lecture and Discussion Topics: Evolutionary trends (endosymbiosis, adaptations that allowed plants to move from water to land, reproductive adaptations of angiosperms, environmental roles of fungi, animal body plans, progressively complex derived characters in animal groups) Unique features of the angiosperm life cycles Signal transduction pathways (plant and animal hormones) Photoperiodism in plants Feedback control loops in animals Thermoregulation in animals Energy allocation and use in animals Examples of functioning units in mammal systems (alveoli in lungs, villi of small intestines, nephrons in kidneys) Structure and function in immune systems Structure and function in nervous systems (neurons, resting potential, action potential, synapses) Structure and function of the human brain Projects and Labs: Construct a cladogram for a group of organisms with certain traits Jumpin’ the Gap (students pretend to be components of neural communication) Research project on stem cells and whether they should be used to treat brain and spinal cord injuries Unit 9: Ecology (17 classes) Lecture and Discussion Topics: Aspects of animal behavior Aspects of biomes Models describing population growth Regulation of population growth Community interactions Species diversity and composition Community biodiversity Energy flow and chemical cycling in ecosystems Primary productivity Energy transfer between trophic levels Human activities that threaten biodiversity Projects and Labs Fruit Fly Behavior Lab Dissolved Oxygen and Primary Productivity Lab Design a model of a biome Improving species richness by adding phosphate to a pond - how would you determine how much to add to avoid eutrophication? Present your hypothesis. Investigate how the fungus Pilobolus succeeds as a decomposer? Study adaptiveness of spore dispersal methods In AP Bio, you'll get to hang out with some fun guys. Teaching Tips Writing a great syllabus is the first order of business, but as you probably know, most of teaching is in the execution. If you’re a teacher trying to provide the best experience for your AP Biology students, here are a few tips you might consider using in your lessons. #1: Provide Brief Lecture Outlines Give brief outlines to students before you start your lecture so that they’ll have a clearer picture of what you’re going to cover. I say brief outlines because you don’t want to give them notes that list everything they need to know about the lecture topic.List the main points of the lecture (around 3-5 of them), and list a couple of important subtopics under each. Provide plenty of space between concepts for students to write notes. Theyshould have some incentive to pay attention in class.This will create a better environment where studentsaren't confused or tuned out. #2: Break Up Your Lectures With Class Discussions I remember dreading double-period lecture classes in high school, and I was better than most high school studentsat sitting quietly and forgoing social interaction.You should try to engage the class in a discussion midway through your lecture to break up the monotony.I’d recommend calling on people randomly so that kids will have an incentive to pay attention and more introverted students will get a chance to participate in the discussion. #3: Be Accessible During Labs Chances are, kids will have tons of questions during labs. Sometimes the procedure is a little confusing or the results are different from what was expected.Make a point of walking around the room and checking in with each lab group to ensure that everyone stays on task and students have a chance to ask questions.This can also prevent students from doing the lab incorrectly and wasting time - you’ll catch mistakes early! #4: Model Your Tests After the Real AP Test My AP Biology teacher gave us tests throughout the year whose questions were very similar to real AP test questions. These tests were super challenging (I don’t think I ever got a solid A on any of them), but I was very well-prepared for the AP test.Nothing on the exam was more difficult than the questions I had encountered on in-class tests, so I felt pretty confident. Bobby, what did I tell you about eating the caterpillars!? We need those for the lab! Also, why are you even in AP Biology? Tips for Students Here are a few additional tips directed towards students who want to do well in AP Biology. #1: Do the Readings on Time There’s a lot to cover in this class, so it’s critical that you keep up with the readings in your textbook.If you fall behind, it will be hard to catch up.There also may be important things that your textbook covers that your teacher won’t mention in lectures.Plus, you’ll be able to participate in class discussions and avoid failing any pop quizzes! #2: Take Notes During Lectures Don’t zone out when your teacher is talking!I know it can be difficult, but taking effective notes is a great skill to have for college and beyond.Your notes will also help you study for in-class tests and, eventually, the AP test. It’s easier to study your own notes because they’ll be written in a way that you understand. #3: Ask Questions Don’t be afraid to speak up in class discussions and engage with the lecture topics.If you feel like you don’t understand a concept, ask your teacher about it. Believe me, it's better than finding yourself totally lost later! Also, if you have any doubts about lab procedures or how you should write your lab reports, consult with your teacher before going forward. "This kid is all of us in AP Biology," is what I would say if I wrote for Buzzfeed. Conclusion AP Biology covers a huge amount of information, so writing a syllabus that organizes everything effectively is super important. The four main Big Ideas encompass many smaller themes, each of which covers a variety of complex concepts. The College Board also requires classes to introduce students to seven scientific practices and fulfill a litany of other curricular requirements. Hopefully, the sample syllabus in this article gave you a good idea of what the structure of an AP Biology class should look like and how you might choose to cover all of the material.Guiding students through this intimidating maze of concepts can be pretty difficult! To review, some teaching strategies I recommend are: Providing brief lecture outlines Breaking lectures into more manageable chunks Being available for questions during labs Using tests that mimic the structure and content of the AP test For students, here are a few other pieces of advice that I would suggest following: Keep up with the readings Take notes on lectures Ask lots of questions What's Next? Looking for some good AP Biology review books? Check out my guide to the best books for this year's version of the test. I've also written a complete study guide for the AP Biology test that goes through all the concepts and has links to free online resources that you can use to review. Finally, this article goes through an analysis of whether AP Biology is more or less difficult in comparison to other AP classes and tests. It might be helpful if you're not sure about taking the course or just want some insight into how much you'll need to study for the test! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Detailed reasearch methodolgy Essay Example | Topics and Well Written Essays - 750 words

Detailed reasearch methodolgy - Essay Example The case between the Society of Composers, Authors, and Music Publishers of Canada and Bell Canada brought to the limelight the issue of free access to online copyrighted information. With it emerged demands from authors to enjoy royalty whenever their songs were accessed. The case also helps to bring out the limit to which individuals can access copyrighted information and how the original authors stand to benefit. The Canadian Copyright Laws are a perfect example on the protection against free viewing of copyrighted information over the internet (Michael, 2005; 45). The research will be conducted on a step by step basis. This will enable collection of all relevant data and compilation of the same from the beginning to the end. The first step of the research will be to identify the sources of information, methods to be used in data collection and how to use the identified methods. From there, the identified methodologies are used as required and visits paid to the relevant sources of information. The research is designed to ensure that no single information pertaining to the research objectives and questions is left out. The paper focuses on methods that can be used to gather information that will answer the listed research questions. The selected methods are essential as the issue of viewing copyrighted information has become widespread. The research methods used include: The research also utilizes various sources of information that have the relevant details required to achieve the stipulated research objectives. These include legal books, representatives of the law enforcement agencies and the body charged with copyrighting information in Canada. The research will also put into consideration the legal practices and beliefs that are directly linked to copyrighting information and determination of who has the right to access that information. All the facts presented in the Canada vs. Bell Canada are also considered important in

Media study assignment 1 Essay Example | Topics and Well Written Essays - 750 words

Media study assignment 1 - Essay Example It has attracted movies like Gran Torino, Up in the Air, and Scream bring more than 8,000 in one year and saved the movies more than $223 million in 2009. It is a testament of how tax cuts from several movies can save so much, an amount that could be reinvested on other movies. Proposed Policy Many movie and TV studios actually openly state that a huge part of their expense goes to taxes. On the other hand, there is another sector that complains about having the right ideas that could progress the quality of the movie and tv industry but not having enough funding to pursue these ideas. If five movies total more than $200 million in taxes, reallocating taxes from two movies of every movie and TV studio to fund independent film. Monumental movies like Memento, Run Lola Run, Primer and Clerks were all made for under $100,000. Many of the movies that Hollywood licensed such as The Eye and Shutter were all made under $10,000. $200 million yearly could easily fund 100 movies that could com pletely turn around the quality of movies coming from Hollywood. Benefits and Disadvantages of the Policy The greatest benefit of providing support to the new filmmakers follows the same model of the commercial market. In the commercial market, when people spend their money on goods and services, it stimulates the economy by increasing the demand. The business owners, in turn, produce more good which offers move jobs to people. This will give people more spending the power. That will start the whole process again. This model will follow the same process. As the government reallocate the money back to the market, it gives more jobs to people which allow them to have more spending power to support more movies. As more movies make money, more movies will be produced. The greatest benefit will, of course, be the probable increase in quality of the movies that are being produced as new talents are discovered. The only disadvantage that is in clear trajectory is the loss that government w ill incur. $200 million worth of tax is a huge cut from government funding. That could very well be going to infrastructure project, funding for Small and Medium Enterprise, education and other essential projects. Political, Social, or Cultural Issues that will be Addressed Art is important. It is, in a sense, the conscience of a nation and it must be nurtured the same way it is critical to nurture the conscience of a country. The film industry is part of art it is, primarily, a cultural issue. Hollywood, movie making, and television is a great influence in American culture, to some it is also a reflection of the American culture. When its growth is stunted, a huge part of the culture also goes away. American movies have served as a great influence in many other countries to pursue the growth of their own industry. The other more obvious consequence is the money that the movie industry contributes to the economy of the United States of America. In 2010, the movie industry contribute d an estimated $10.89 billion in direct revenue alone. The TV industry could easily double that figure. How it Supports Free Speech Giving filmmakers the ammunition to produce more movies is equivalent to providing them more platforms where they can express the messages they will not be able to say otherwise. Memento, for example, was the very first film that brought forward short memory loss disease. It raised awareness about this disease which, apparently, was more common than initially perceived to be. Primer, a

Single parenting households Essay Example for Free

Single parenting households Essay Single-parent families in todays society have their share of daily struggles and long-term disadvantages. The issues of expensive day care, shortage of quality time with children, balance of work and home duties, and economic struggle are among the seemingly endless problems these families must solve. As a subject for my photographic essay, I illustrate the concept of the single-family and their corresponding struggles with daily life. As many single-parent households are female-headed, their economic burden is much greater than that of a single-father family. This issue results from the fact that single women typically do not earn the same income as a single man; thus, there is a consequent economic struggle not experienced in the single-father household. An offshoot of this economic struggle is the balance of work and family duties. Single mothers often must work overtime shifts to compensate for the low salaries, thus taking time away from their children and other domestic chores. This results in a child that is home alone, without adult supervision, or placed in a daycare service for up to 8-10 hours per day. Government subsidized daycare is not yet a realized dream, and many single mothers pay large fees for this service. Also included in this essay is an illustration of the perspectives on child adjustment following a divorce. The photographs incorporate the parental loss, parental adjustment, parental conflict and economic hardships outlined in Newman and Grauerholz (2002). I expect my finished essay to evoke a well-founded respect for single-parent households and enhance a general understanding of the circumstances inherent therein. Two parents are always better than one according to the parental loss perspective. In a two-earner family, one parent may be able to stay at home with the children. But in a single-parent family, the parent rarely has the option of staying home to care for children full-time. Finding affordable, available childcare is likely to be a challenge. According to the parental conflict perspective, children suffer from witnessing spousal abuse. The parental adjustment perspective suggests that children in single parent families suffer because their parents have difficulty adjusting and functioning. According to the economic hardship perspective, children suffer from lower incomes more common among* single-parent families. Children in single-mother households are especially vulnerable because women tend to earn lower pay.

Meetings :: essays research papers

Tips for Making Meetings Effective Throughout a project-oriented deployment, you will be required to conduct numerous meetings with your customer. If you plan them properly, you will be able to steer the project in the right direction. It also gives you the ability to gather all the key players in one room, put them on the same page, work through any issues that might have arisen and make any decisions that need to be made. When I first started running my own projects, I was given some great tips on what makes an effective meeting and felt that it might be helpful if I pass them on. Set Objectives – The art of setting objectives is something you will get better at with experience. You will want to give the attendees as much information as possible on why you have called the meeting and what you expect to accomplish. You will also want to set a clear timeline. Establish an agenda and distribute in advance – Send your attendees an agenda and a copy of the documentation you will be presenting to them. This gives them the opportunity to become prepared for the meeting and the opportunity to truly participate. Your results will fall short of your objectives if you give a customer a fifty page document and then turn around and ask if he or she has any questions. Send it out a few days in advance and let them know that you are willing to answer any questions they may have. Ask the attendees if they have talking points for the agenda and have them email those thoughts back to you before the meeting so you too will be better prepared. People love to participate. This shows them you are interested in what they have to say and also shows them that you like to be prepared in advance so as to not waste anyone’s time. Start and end the meeting on time (Don’t allow interruptions or sidetracking from the meetings agenda) – It is important for you to utilize your time as efficiently as possible. It is a good ideal to set tentative times for each item and then stick to them. You do this by the art of â€Å"on table / off table†. If you find the meeting getting off subject, you will want to take the subject â€Å"off table†. Then when you are documenting and assigning the next steps you will be able to schedule time for those questions / comments, if they are truly important.

Material Balances for Carbon

Many of the earth's natural processes are cyclic. The circulation of water between oceans, atmosphere and continents is a familiar example. Another is the transformation and movement of carbon-containing compounds for which the immediately obvious elements are the photosynthetic generation by plants of carbohydrates from carbon dioxide and the consumption of carbohydrates by herbivores who regenerate carbon dioxide through respiration. (As we shall see shortly, the complete carbon cycle involves a number of additional processes.)Such cycles are termed â€Å"biogeochemical cycles. † The term is most commonly used to refer to global cycles of the â€Å"life elements† C, O, N, S, and P, but its use is extended as well to regional cycles and to other elements or components. The study of biogeochemical cycles then is the study of the transformation and transport of substances in the Earth's systems. In most cases the cycles link biotic (living) subsystems to abiotic (non-liv ing) ones. Of particular current interest is the effect of human-caused disturbances on the natural cycles.A major disturbance in the carbon cycle, for example, is the continuous injection of carbon (mainly as carbon dioxide) into the atmosphere by the burning of fossil fuels. How much of this injected carbon ends up in the atmosphere? How much in the oceans? . . . in the land vegetation? What effect does the increase in carbon dioxide in the atmosphere have on the global climate? Insights to the answers to these and related questions can be gained through the use of mathematical models constructed by applying material and energy balance principles.Here the carbon cycle serves as an illustrative example, though much of the discussion is couched in terms that apply generally. The objective is to develop a simple mathematical model that will demonstrate the use of material and energy balances for studying the Earth’s natural processes. A schematic representation The transport o f substances in biogeochemical systems is commonly depicted graphically by means of flowsheets or flowcharts, which are composed of boxes (or compartments, or reservoirs) connected by arrow-directed lines.As such, the depiction resembles the flowsheet for a chemical plant or process where boxes represent various 1  units (reactors, heat exchangers, etc. ) and the lines represent material flows. Indeed the analogy extends to methods of analysis, as we shall see in later sections, based on material and/or energy balances. Flowcharts for biogeochemical systems differ from those generally used for chemical processes in that a single chart for the former usually is used to track the flow of just one substance (ordinarily an element such as carbon) — but it need not be so. The number of boxes in a schematic representation is indicative of the level of detail to which an analysis will be subjected or for which information (data) is available.The least detailed for global carbon, f or example, consists of only three compartments — for land, oceans and atmosphere — of the type shown in Figure 1. Commonly in such representations, the amounts, or inventory, of the substance of interest (represented by M's in Figure 1) in each compartment have units of mass or moles. The exchange rates or flows (usually termed â€Å"fluxes† in the ecosystem literature, represented by F's in Figure 1) have units of mass or moles per unit of time. Figure 1. Three-compartment representation of a biogeochemical cycle.M's  represent the inventory (mass or moles), and F's are flows or fluxes (mass or moles per unit time). atmosphere, Ma Foa Fao oceans, Mo Fta Fat land, Mt (terrestrial system) A quantitative description would give numerical values of the inventories and fluxes — or better yet, would give expressions for the F's in terms of the M's. Figure 2 presents a similar flowchart with a slightly higher level of detail. This representation recognizes th at there may be a significant difference between concentrations near the ocean surface and those in the deeper ocean layers.We will use this representation later for studying a model of the carbon cycle. 2 atmosphere, Ma Fsa Figure 2. Four-compartment representation of a biogeochemical cycle. Fas surface ocean layer, Ms Fds Fta Fat land, Mt (terrestrial system) Fsd deep ocean layers, Md A further level of detail might add boxes to represent land and ocean biota, but we will not add that complexity for our purposes here. Mathematical models Mathematical models of biogeochemical cycles can take on various forms depending on the level of detail sought or necessary and/or on the type of supporting or verifying information or data available.In general, models attempt to relate the rates of transport, transformation and input of substances to their masses and changes by way of equations based on material and/or energy conservation principles. The description in the preceding section sugge sts so-called â€Å"lumped† models; that is, models in which the spatial position is not a continuous variable. Indeed it may not even appear in the model equations. It is, in fact, considered to be piecewise constant. Thus the vertical position in the ocean was separated into two parts, surface layer and deep layers.For such lumped models, the mathematical description is in the form of ordinary differential equations for the unsteady states and of algebraic or transcendental equations for the steady state. So-called â€Å"distributed† models, which consider the spatial position to be a continuous variable, lead to partial differential equations for the unsteady and ordinary differential equations for the steady state. By far the most common models employed for biogeochemical cycles are of the lumped variety, and the remainder of this module will be devoted to them. One should think of lumped models as representing overall (perhaps 3 global) averages.With sufficient de tail (large number of boxes) they may be useful for accurate quantitative purposes; with little detail, they may be used to obtain rough estimates, to study qualitative trends, and to gain insights into the effects of changes. Lumped models are sometimes referred to as â€Å"black box† models — so called because they consider only the inputs and outputs of the boxes and their interior masses. They do not explore the interior details of the boxes — such as the predator-prey interactions that influence the population dynamics within the biota, or the complex ocean chemistry that affects the air-ocean exchange of material.In the same way, most flowsheet representations and calculations for chemical plants treat process units as black boxes. Material and energy balances relate known and unknown stream quantities. The detail within a box, such as the tray-to-tray compositions and temperatures of a distillation column are not directly involved in the usual flowsheet c alculation, but obviously are involved in determining the output streams, or in relating them to other streams, at a finer level of detail Calculations for a model of the carbon cycleHere we will use a schematic diagram similar to that in Figure 2 to construct a mathematical model for the carbon cycle. Our purpose is to estimate the effect of fossil fuel burning on the level of carbon in the atmosphere — important information for the assessment of the greenhouse effect. Figure 2 is reconstructed below to include the input of carbon from fossil fuels. atmosphere, Ma Fsa Figure 3. A simplified representation of the carbon cycle, including an input from fossil fuel burning. Fas surface ocean layer, Ms Fds Fat land, Mt (terrestrial system) Fsd deep ocean layers, Md  4 Fta Ff fossil fuelsThe following equations relate the flow rates (fluxes) in the diagram to the masses of carbon in the boxes in the form employed in references [1] and [2]. The numerical values of the coefficient s were derived from data presented in those references. Ffa is an input disturbance, yet to be specified. In these equations, the masses (the M’s) are in units of petagrams, and the fluxes (the F’s) are in units of petagrams per year. (One petagram is 15 10 grams. ) Fas = (0. 143) Ma (1) Fsa = (10 ( 2) ?25 )M 9. 0 s Fat = (16. 2) Ma0. 2 (3) Fta = (0. 0200 ) Mt ( 4)  Fds = (0. 00129) Md (5) Fsd = ( 0. 450) Ms ( 6)Notice that Equations 2 and 3 are nonlinear relationships between fluxes and masses. To appreciate the reason for this, say in Equation 2, bear in mind that the fluxes and masses are measures of the element C, which actually exists in various compound forms, with equilibrium likely established among them, in the ocean waters. Yet it is only carbon dioxide that enters the atmosphere from the ocean layers in any appreciable quantity. Therefore, the relationship between carbon dioxide and the total carbon in the ocean layers is complicated.The nonlinear relation ship in Equation 3 is explained by the fact that this rate of transfer, nearly all in the form of carbon dioxide, is governed mainly by the rate of photosynthesis by plants — a rate usually not limited by carbon dioxide supply from the air but rather by the photochemical and biochemical reactions at play. Material balances Material balances on carbon (i. e. , atomic balances) may be written for each of the boxes in Figure 3. As an example, with the information in Equations 1-6 incorporated, the unsteady balance on the â€Å"atmosphere† box is given by 5 dMa 0. 2  = (10 ?25 ) Ms9. 0 + (0. 0200) Mt ? (0. 143) Ma ? (16. 2 ) Ma + Ff dt ( 7)Similar balances must be added for the other three compartments, and initial values for the four M’s must be given to complete the mathematical model. The input from fossil fuel consumption, the disturbance function Ff, may be a constant or a function of time. Its current value is about 5 petagrams of carbon per year. Over some periods of time its value increased at the rate of about 4% per year. Inasmuch as the Earth’s total reservoir of fossil fuels is estimated to be 10,000 petagrams, of which only half may be  recoverable for use, the current use rate, much less any significant increase, is not sustainable indefinitely.However, in the much shorter run, the concern is not about the availability of fossil fuels, but about how their use may be affecting the global climate. Steady states . The steady-state model is derived simply by setting the time derivatives in the transient equations to zero. Further, we can deduce from physical considerations that no steady state is possible unless Ff is zero. (Notice that the steadystate equations are nonlinear in the M's owing to the exponents on Ms and Ma.Consequently, a numerical search procedure must be used to obtain solutions to Problem 1 below. ) Problem 1 Incorporating the information in Equations 1-6, write the steady-state carbon balance for each o f the four â€Å"boxes† in Figure 3, taking Ff to be zero. Can you solve these equations for the numerical values of the four M’s? (Note that the equations are not linearly independent; one is redundant. ) (a) Take the total M (i. e. , the sum of the four M’s) to be 39,700 petagrams (the actual current estimate of the total carbon in the four compartments) and solve for the M’s.Note that your solution would be the ultimate steady-state distribution of carbon if the usage of fossil fuels were discontinued now — that is if Ff were immediately decreased from 5 petagrams per year to zero. (b) Instead of assuming an immediate reduction in Ff to zero, suppose that the usage of fossil fuels is reduced gradually in such manner that the carbon entering the atmosphere from this source decreases linearly with 6 time from 5 petagrams per year to zero over the next 100 years.Calculate the total amount (in petagrams) of carbon released by fossil fuel use over th at 100-year period, and determine the new set of M's at steady state. What fraction of the added carbon will ultimately (steadily) reside in the atmosphere? Unsteady (Transient) States. While information about steady states is of interest and importance, the more relevant questions can only be answered by examining the transient or unsteady state. How long does it take to approach a steady state? What levels of carbon are reached in the atmosphere along the way to an eventual steady state?What is the effect of increasing or decreasing the rate of consumption of fossil fuels? Consider the first question. According to the numerical values given above for fluxes and reservoir levels of carbon, the effective time constants for the reservoirs vary from a few years for the atmosphere to hundreds or thousands of years for the deep ocean layers. Therefore, a large input into the atmosphere may eventually decay to only a modest permanent (steady-state) increase owing to the fact that the lar ge capacity of the oceans will eventually absorb most of it — but the effects on the atmosphere may be felt for a century or more.The point was made above that the steady-state equations, being nonlinear, cannot be solved analytically. The same is true for the unsteady state. Therefore, the following problem requires a numerical procedure for solving the system of nonlinear ordinary differential equations. Problem 2 . Equation 7 gives the material balance for carbon in the atmosphere. Complete the mathematical description of the unsteady state by writing similar balances on the remaining three compartments shown in Figure 3.Take the initial (current) levels of carbon in the four reservoirs to be 700, 3000, 1000, 35000 for the atmosphere, terrestrial, surface ocean, and deep ocean reservoirs, respectively — all in petagrams. (a) Assuming that the carbon input from fossil fuel use remains constant at its present level of 5 petagrams per year, generate a numerical solutio n giving the amount of carbon in each reservoir versus time over a 100-year period. (Show your results in graphical form. ) (b) As in part (b) of Problem 1, let Ff decrease linearly with time from 5 petagrams per year to zero over 100 years.Again generate solutions and present curves showing the 7 reservoir levels of carbon versus time up to 100 years. What fraction of the total carbon entering the atmosphere from fossil fuel use is present in the atmosphere at the end of the 100-year period? Compare that fraction to your answer for part (b) of Problem 1. Comments? A Glance at the Global Warming Problem You might ask why should we be concerned about changes in atmospheric carbon levels. After all, the levels are very low. Further, we should expect some natural level of CO2 in the atmosphere owing simply to that generated by the respiration of plants and animals.In fact, that natural level is estimated to be about 280 ppmv — a pre-industrial level that probably existed steadil y for centuries before the industrial revolution. The answer to such questions is not simple, but the major concern nowadays is the possible upsetting of the Earth's energy balance leading to an increase in the average global temperature. We will not attempt an exhaustive treatment of this subject here, but since it connects directly to the preceding discussion of the carbon cycle, it warrants a quick glance at least. The following equation gives the simplest form of the Earth's energy balance.S(1 ? f ) r = 2 4 2 T (4 r ) (8) where S is the solar constant — i. e. , the amount of incident solar radiation per unit projected area of the Earth, f is the albedo or reflectivity of the Earth, r is the Earth's radius ? is the effective emissivity of the Earth for infrared radiation to outer space, ? is the Stefan-Boltzmann constant T is the absolute temperature — indicative of the global average temperature. The radius, r, cancels from Equation 8. The following list gives valu es for the other quantities in Equation 8. 2 S = 1367 watts/m f = 0. 31 ? = 0. 615 -8 2 4 ? = 5.5597 x 10 watts/(m oK ) 8Equation 8 is a steady-state balance equating the solar energy reaching the Earth's surface (on the left side) to the energy lost by infrared radiation to outer space (on the right side). Atmospheric gases affect the reflectivity, f, and the effective emissivity, ?. In particular, so-called greenhouse gases decrease ? by absorbing, or â€Å"trapping†, some of the infrared radiation, thereby reducing the amount of energy that can escape from the Earth. If all other factors are constant, a lower value of ? will result in a higher value of T from Equation 8.Other factors come into the picture, however, and lead to uncertainty about the extent of global warming that may occur due to increases in CO2 and other greenhouse gases. For example, an increase in the average temperature would probably lead to an increase in aerosols and cloudiness, which will act to inc rease f and offset the effect of a decrease in ?. We probably error on the pessimistic side (i. e. , predicting a temperature change that is too large) if we assume, as we shall here, that an increasing CO2 level works only to decrease ?. The following equation gives a reasonable estimate for that variation. = 0. 642- (8.  45 x 10-5) pco 2 (9) where pCO2 is the concentration of carbon dioxide in the atmosphere in parts per million by volume (ppmv).Problem 3 For this problem you will need to calculate the concentration of CO2 in ppmv from the total mass of atmospheric carbon. For that calculation, take 18 the total mass of the atmosphere to be 5. 25 x 10 kg. In all cases use the initial values for the M's given in Problem 2. (a) Using your result from Problem 1(b) along with Equations 8 and 9, calculate the predicted eventual increase in the global temperature attributable to the carbon added to the atmosphere over a 100-year period.(b) Repeat Problems 2(a) and 2(b), this time incl uding a graph of the global temperature change versus years as predicted from Equations 8 and 9. Comment about the resulting temperature following from Problem 2(b) vis-a`-vis that following from Problem 1(b). 9 Problem solutions Solutions to the three problems presented in these notes are available to course instructors as Mathcad (Macintosh) files or as copies of those files in pdf format. Copies may be obtained by e-mail request to schmitz. [email  protected] edu.

Null hypothesis. Marketing Essay

Assessment activity 1 1. When conducting research on behalf of your organisation or for a client organisation, how will you determine the most appropriate data sources to use? In this case the most suitable data source will be a desk research because this information will have already been gathered, analysed and reported on by other companies. It means that you will not waste time and money doing what others before you have done. 2. Why are cross checks and cross references necessary? To ensure the information is correct. Assessment activity 2 1. What tools would you use to collect and collate data and why would you use them? 2. Why should your desk research include the collection and analysis of data relative to the organisation’s current and past performance? Collection and analysis of data relative to the organisation’s current and past performance is very important to decide what we are looking for and the questions we are trying to answer. In this way our needs can be met. Assessment activity 3 Describe and explain the reporting formats that might be required to follow when submitting desk research results. Assessment activity 4 1. What is the difference between working and null hypothesis? A working hypothesis is a theory that we can use in our thinking about possible consequences. Such hypotheses allow us to predict and then look for results. Null hypothesis stands in direct contrast to its Alternative hypothesis. If we propose that action A will cause result B, we have a testable hypothesis, called the alternative. 2. How do these hypothesis help to focus the research? It help to guide the development of a research project and aid you in determining the direction you need to take and the questions to which you need answers. Assessment tool 2 1. What is desk research? Explain the steps involved Desk research is identification and analysis of information which has already been compiled and published in some form. The basics of a good desk research involve: – knowing where to look and what to look for – Understanding the quality of the source material – ensuring you get the right information. Core to any desk research is obtaining a list of sources. If you do know the subject area or the key jumping off points, you are likely to know exactly where to look immediately. This is where experienced researchers have advantages, as typically, they have a wide knowledge of sources know where to look and how to look. 2. What are quantitative and qualitative data? Explain the differences and their use in market research. Quantitative data is anything that can be added up whereas qualitative data deals with options, attitudes and behaviour and provides dues as to â€Å"why and how†. Quantitative information allows analysis of the strength of a trend. It is used to answer questions such as ‘who, what, where and when’. Qualitative info consists of descriptive statements about events that have happened. It includes opinions or comments by customers on a product or a service provided, future plans or even visions of what an organisation right become. 3. Describe the techniques you would use to identify potential research respondents. 4. Why is it important to ensure that rooms and facilities for survey recruits are well prepared? Describe how you would conduct a data gathering session. 5. Compare and discuss 2 software applications suitable for entering data. Assessment tool 3 Market research Market research is a powerful tool, which can be utilized to better understand a company’s customer base – allowing these companies to optimize their advertisements, predict market trends and guide their overall decision making. Specially in the case of coffee shops world. This report covers multiple and independent coffee shops. Coffee shops are defined as outlets where coffee accounts for a sizeable (usually at least around 40%) part of sales with quite a restricted, mainly packaged, food offer and small amounts if any, free alcohol. For some countries this will therefore include outlets such as donut shops and bars. Market value is based on expenditure including sales tax in these outlets; market volume is based on numbers of outlets. A Snapshot report is designed to provide instant preliminary market research. Each report provides an overview of the defined market, including market size, market forecast, segmentation, company market share along with top-line socio economic data. The data is supplied in both graphical and tabular format for ease of interpretation and analysis. There is is a mix of primary and secondary data sources. In addition each market contains an exclusive 5 year market size forecast. What’s more, our team of international research analysts are always on hand to provide further assistance where required. It’s a level of service you won’t find anywhere else. Secondary Research All secondary data sets in both local and global languages are derived from a range of sources, from government statistics to trade magazines. In addition, strong relationships with different companies. . Typically an analyst use a minimum of 3 to 4 data points for each table, analysing different aspects of the market. Full transparency of source data is provided for all secondary sources. Furthermore, we need to seek written permission from the original source which is quoted in every case, reinforcing the integrity and robust nature of the data. Primary Research – Trade Interviews Once secondary research has been exhausted, the language specialist researcher will then validate the information collected though semi-structured telephone interviews. Validation through telephone interviews is critical. We aim to receive confirmation from National Trade Associations, Statistic Offices, and major players of each quoted market. Forecast Methodology The basic model which the GMN forecast was built on is called the ISDE model, which is a framework based on four main concepts, namely: ï‚ · Interface ï‚ · Supply ï‚ · Demand ï‚ · Environment These four concepts can each affect the fluctuation of markets. First, all the main parameters are identified that affect the market/industry which is to be forecasted. Once identified the parameter is matched to and classified with the ISDE model. Interface These are factors which affect markets or industries. Mainly they regard to conditions and factors in the transition phase between the supply and demand. Supply  The total amount of goods and services that are available to purchase. Demand  Desire, ability or need by individuals or companies to purchase goods or services. Environment  The environment includes all factors external to the market or industry, which in one way or another, influence them. Each element of the ISDE model is affected by different parameters. Based on their understanding of the sector in question, the analyst selects the parameter regarded as the most relevant. For reasons of conformity, reliability and currency, the range of parameters at the analyst’s disposal is confined to eight parameters. These are updated on a monthly basis: ï‚ · Real agriculture ï‚ · Real industry ï‚ · Real manufacturing ï‚ · Real services ï‚ · Population ï‚ · Private Consumption The research methodology employed by MSI has been subject to numerous procedures to guarantee the quality and the reliability of the information contained within the reports. In-house consultants are employed full-time and receive a sixmonths training period to acquire and implement MSI’s research methodology. MSI’s methodology can be divided into five principal stages: †¢ Stage 1: secondary research  The consultancy teams work closely with trade associations, magazines, and government bodies operating in the researched field. Further research is also carried out from information available internally from our in-house documentation service and externally from the Internet. The latter is carried out by our teams which have the experience and the knowhow to efficiently and productively extract information from existing sources. †¢ Stage 2: primary research: interviews with trade sources The consultancy team proceeds to undertake a series of telephone or face-to-face interviews, with a representative selection of companies operating in the chosen industry. Every attempt is made to talk to leading players in the sector as well as smaller companies. Interviews are therefore carried out with manufacturers, distributors, importers, suppliers, installers and end-users. Indeed, some of our studies involve more than a hundred interviews. The data gathered from interviews is systematically checked and compared with the secondary research. †¢ Stage 3: analysis of the gathered data The information gathered during the two previous stages is then analysed and synthesized. A second series of interviews can be done if necessary to check and validate the data during this decisive stage. †¢ Stage 4: quantitative data MSI reports provide quantitative data, such as market estimates and forecasts, to measure the researched market. This data is based on the estimates obtained during stage 3. The quantitative data contained in the reports is based upon the consultancy teams’ appreciation and analysis of the market and is consequently unique to MSI. †¢ Stage 5: quality control  Each report is the subject of a rigorous checking and editing process by an experienced management team.

Psycology essays

Psycology essays The only way to fully understand the psycology of another is throught the talking of the pateint. In resent years only a few things have been learned about this science. There have also been many PSUEDO sciences (false sciences) and therys of how to cure many people. There have been many techinquies to cure people from electro convusive theropie which sends a electric shock into the person causing a small secure. Medication is another part of this prosess. Many doctors are baffled over what alot of patients many have. Shizophreneia is one of the many cases in mental institutes, there are wild speaking individualswhich have not only mentaly changed but there phisical apperence has also altered. In closing Psycology is the study of the mind of criminals and patientes of the time and age were mental sickness is at an all time high. ...

Example Sentences of the Verb Fly for ESL Learners

Example Sentences of the Verb Fly for ESL Learners Time flies when youre having fun, but memorizing irregular verb forms isnt always fun. This page provides example sentences of the verb fly in all tenses including active and passive forms, as well as conditional and modal forms. Once youve flown through the examples, test your knowledge with the quiz at the end. Examples of "Fly" for All Tenses Base Form fly / Past Simple flew / Past Participle flown / Gerund flying Present Simple I usually fly by Aeroflot. Present Simple Passive Aeroflot is flown by thousands of customers. Present Continuous We are flying to San Diego next week. Present Continuous Passive A 747 is being flown to New York. Present Perfect She has flown many times in her life. Present Perfect Passive A 777 has recently been flown to Chicago. Present Perfect Continuous We have been flying for more than five hours. Past Simple George flew to Miami last week. Past Simple Passive A small airplane was flown to the village. Past Continuous He was flying to Chicago when he telephoned his boss. Past Continuous Passive A small airplane was being flown to the village when I checked. Past Perfect They had just flown to London when they decided to return home immediately. Past Perfect Passive The new jet had been flown many times by the test pilot before it was approved. Past Perfect Continuous They had been flying for four hours when they landed. Future (will) Jack will fly to the meeting. Future (will) passive A small jet will be flown to the meeting. Future (going to) He is going to fly to Houston next week. Future (going to) passive A 777 is going to be flown to Chicago. Future Continuous This time next week we will be flying to Mexico. Future Perfect They will have flown to Toronto by the end of the day. Future Possibility She might fly to Rome. Real Conditional If she flies to Rome, she will stay at the Cosmo. Unreal Conditional If she flew to Rome, she would stay at the Cosmo. Past Unreal Conditional If she had flown to Rome, she would have stayed at the Cosmo. Present Modal Mark should fly to the meeting. Past Modal He must have flown to the meeting. Quiz: Conjugate with Fly Use the verb to fly to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. A small airplane _____ to the village last week.We _____ to San Diego next week.We _____ for more than five hours.The new jet _____ many times by the test pilot before it was approved.A small jet _____ to the meeting.They _____ to Toronto by the end of the day.If she _____ to Rome, she will stay at the Cosmo.Jack _____ to the meeting.He _____ to Chicago when he telephoned his boss.George _____ to Miami last week. Quiz Answers fleware going to flyhave been flyingwill have been flownwill flywill have flownfliesis going to flywas flyingflew

Saturn's Moon Titan Essay Example | Topics and Well Written Essays - 2000 words

Saturn's Moon Titan - Essay Example The highly successful Cassini/Huygens mission began sending data back to earth in the spring of 2005, and since that date man has documented volumes of data concerning this moon once a mystery to mankind. While Titan is uninhabitable by man, "Scientists believe that Titan's environment may be similar to that of the Earth's before life began putting oxygen into the atmosphere" (Hamilton). The image of a primordial earth has added to Titan's mystique as the Cassini orbiter continues to map and reveal the surface and composition of Saturn's moon, Titan. Understanding the geophysical characteristics of Titan begins with a picture of its chemical composition and the temperature range that it exists in. The atmosphere of Titan, the only moon in the solar system to have a dense atmosphere, is composed primarily of nitrogen and methane (Ocean May Exist). There are also trace amounts of organic chemicals in the atmosphere, though the conditions are far from ideal for the creation of life. The moon has a gravitational force of about 15 percent of earth's and the temperature hovers around a cold minus 289 degrees Fahrenheit (Britt, "Smog on Saturn's Moon"). In 2002, scientists studying Titan believed that, "High in the Titan sky, solar radiation helps fuel chemical reactions that break the nitrogen and methane down into other substances. Eventually, lower down, some of these molecules serve as seeds for clouds. Methane condenses on the seeds to form rain or hailstones that fall to the surface" (Britt, "Smog on Saturn's Moon"). Indeed, thre e years later the Huygens probe would land during a methane rain as it broke through the atmosphere on Titan. These early and initial observations of Titan created more questions than they answered. What was the source of all the methane on the planet In a solar system that is routinely impacted by objects from space, why was Titan' surface relatively smooth, as if it had escaped the force of impacts The Cassini mission and the Huygens probe would provide the data necessary to begin to answer these questions. Much of what we know about Titan came from a descent and landing on Titan's surface of the Huygens probe, a part of the European Space Agency's Cassini program. There has been a keen interest in Titan since the early days of astronomy as scientists speculated on a world that "is extraordinarily like Earth, with rivers, rain, islands, seas and mountains, but is otherwise a totally alien world where geology and chemistry are turned on their heads" (Walker). Launched in 1997, the Huygens probe separated from the Cassini orbiter and entered Titan's thick atmosphere in late 2004. Though it was not designed to be a lander, Huygens survived the descent and continued to relay data back to Earth for approximately 90 minutes. The first images sent back from Huygens were remarkable. According to Eddy, "Huygens landed at the shoreline of what appears to be large body of liquid when it ended a seven-year journey". Landing in a rain of methane, the Huygens probe landed in an area that was typical of Titan's surface. "European Space Agency scientists said at a press conference in Paris that the consistency of the surface was like icy wet mud" (Walker). The Cassini orbiter is still active and continues to survey the moon as it makes passes near Titan