Ap Lang College Board Synthesis Essay Student Samples - the Story

Ap Lang College Board Synthesis Essay Student Samples - the Story Ideas, Formulas and Shortcuts for Ap Lang College Board Synthesis Essay Student Samples In doing this you are going to leave a long-lasting impression on the reader that will assist your document stick out from the rest. A complete topic for a synthesis paper is one which encourages you to have a stance on a debatable iss ue. Expository term papers are not the same as different kinds that encourage the reader to present a particular argument or interpretation, as they're meant to explore and explore a single topic in a comprehensive way. It is possible to write a terrific argumentative synthesis essay sample in the subsequent 3 steps. Write down thesis statement that's the major idea of the entire synthesis essay. In the instance of a synthesis essay, it's supplied by the instructor. In that circumstances, the student has a right to choose any topic because of his synthesis essay. Keep in mind it's important to choose the synthesis essay type. Before you start to compose a synthesis essay, identify all the points that you prefer to discuss. Now once you know what a synthesis essay is that can begin working on it! A synthesis essay is about combination. The conclusion should restate the thesis and the principal ideas, although the sentences ought to be worded differently. Look at more than 1 synthesis introduction example to get a range of distinct thoughts and methods because there is more than one method to compose an introduction on precisely the same topic. If you're writing a background synthesis, in some instances it might be appropriate that you provide an interpretation of the material or have a position (thesis). The remainder of your synthesis essay in English should be constructed around that most important sentence. Critical thinking and analysis must make sure high excellent synthesis essay content. Synthesis topics should not be something which's general understanding, including whether vegetables are good for you. The Key to Successful Ap Lang College Board Synthesis Essay Student Samples The close reading is the procedure which follows any very good research. Students should get an idea of what type of research they'll use before they get started, though the research methods might change when the student begins the research procedure. In the event the parents feel they aren't apt at child rearing and they conceive by mistake, they need to be permitted to undergo abortion. What Has to be Done About Ap Lang College Board Synthesis Essay Student Samples Before It Is Too Late If essay writing help is what you're looking for, all of the while paying a minimal price, then EssayPro writing service is the thing to do! The author makes an effort to break the entire topic into separate parts to represent every one of them clearly. You will have to organize your data in a way so that it's simple for your readers to observe all principal ideas. You're able to discover a lot of lists that present various topics for synthesis papers on the internet but the reality is that not all of these are created equal and not all writing ideas are good if you wish to make a huge essay that will stick out. Students have to compose essays based on the teacher's instructions or their preferred style in writing. They may have to write informative essays for any course that they're taking at any level of study. They are given a 15-minute reading period to accommodate the additional reading required for the question. First, they need to understand the nature of the topic about which they must write. What You Should Do to Find Out About Ap Lang College Board Synthesis Essay Student Samples Before You're Left Behind In most instances, the thesis statement is contained in the very first p aragraph of the expository paper. The thesis for an expository term paper will probably recognize the topic and explain how that topic will be explored. If you're writing your essay with some too brief deadline on an exam, you want to stress on your argument in each and every paragraph. Your own essay should be constructed around that text and your principal argument. Here's What I Know About Ap Lang College Board Synthesis Essay Student Samples View essay outline template before going on reading. There's no ideal solution on how best to compose an effective essay. If you lack ideas for the ideal paper ever, we are here to assist. There are two kinds of synthesis that you ought to beware and classify your essay before writing so you abide by its essay format. Since you can see, it's not that simple to compose a synthesis essay. Synthesis essay is typically an essay that incorporates the rest of the topics a rigorous studying to compose a single essay. A synthesis essay prompt has to be negotiable. In addition, it must be well organized just like any other college papers.

The Importance Of Soil And Evaluation Of Taxonomic Evidence

Introduction Using an object centred approach this narrative will attempt to go beyond the subject’s simple classification of a ‘red-figured Stamnos (The British Museum, n.d)’. Analysis of function, status and meaning of this Stamnos provide evidence of how it has changed over time. This is further achieved by examining the production, consumption and afterlife of ‘Attic pottery (Hughes et al., 2014, p.60)’. Production To begin, an intrinsic measure of soil and evaluation of taxonomic evidence identifies this Stamnos as between 450BC-440BC of Athenian provenance. Raw material excavated from a clay bed then transported to the ‘Kerameikos (Wiley Online Library, 2012)’ became divided into component quantities. For decoration a portion†¦show more content†¦Attic vases gained their distinctive red and black colours from this method of firing, presenting a genre known as ‘red figure painting (Hughes et al., 2014, p.92)’. Consequently, in black figure painting the colours are reversed. Often, the addition of White paint distinguished females, who were otherwise underrepresented in often misogynistic evidence from ancient Greek literature. Consumption Meanwhile, assiduous ‘ethnography (Harrison et al., 2014, p.14)’ provides evidence of the consumption habits of Ancient Greeks. High end pottery, designed to promote the owners status, included the addition of precious metals. Society’s elite paradigm of leisure included boisterous ‘drinking games (Hughes et al., 2014, p.92)’. This Stamnos functioned as a vessel for mixing wine enjoyed by heavy drinking Greeks who seldom enjoyed their wine ‘neat’. The average Ancient Greek pursuing a life of temperance regarded Attic pottery as affordable, functional, ‘multipurpose containers for everyday domestic use (Hughes et al., 2014, p.92)’. Proclivities towards Attic pottery, ‘particularly through marriage and funeral ceremonies (Hughes et al., 2014, p.92)’ maintained the Ancient Greek’s piety. Mythical narratives within Attic pottery appealed greatly not only to modern collectors but to Romans and Etruscans befor e them. An example of this appears on this Stamnos, in the form of the iconography upon the warrior’s shield.

The drowning of Carbonate Patforms Get Solution On Clicks

Question: The main geological, oceanographic and physical factors that cause the drowning of carbonate platforms? Answer: Abstract The destruction of carbonate platforms are mostly linked to the short term processes. The study of climatic changes, induced due to the human interactions, would be important for the saving these valuable assets from drowning and decline. However, beyond these factors there are long term processes constantly weakening the growth of the reefs. The abundance of the drowned reefs in tectonically dormant north eastern Australian margin has been attributed to the rates of sea level changes and the margin subsidence. It has been found that the long term growth rates of the reefs are outpaced by the margin subsidence. Introduction The Carbonate platform is in general used to describe a shallow marine sedimentary relief formed by calcareous deposits, along the continental margins. The development of the carbonate platforms are induced by the sessile marine lives which build up reefs with their skeletal deposits or the micro-organisms which cause the sedimentation of carbonates through metabolism. The carbonate platforms may be few to several hundred kilometres thick and wide. The carbonate platforms are found in interesting topographical geometries which range between the two major ones. On one side there are low and gradually sloping ramps or distally steep ramps and platforms with flat tops which have steep margins. The later can be classified as rimmed and non rimmed shelves. Understanding the growth of the microbes and the water turbulence can explain the variety of structures of carbonate platforms. The development or formation of the carbonate platforms requires typical environment conditions. They have been found in tropical as well as the temperate regions. In the tropical belt they have been found between north and south latitudes, as the region where the tropical platform building microbes are found require warm temperatures ( ), shallow clear water are available. In the temperate belts they are available in the region above north and below south latitudes. These regions have cooler temperatures and they inhabit in the water with low silicates. Thus, they are only found in places where the requisite temperature, abundance of light and clear water are found. Morphology of Platforms The carbonate ramps are found in the tropical as well as the temperate belts where the size and type of grain vary with the relative distance from the shore. They are subdivided into two different types depending upon their slopes. The homoclinal ramps belong to the category of ramps with slow and gradual slopes (less than gradients), with no steep margins or slope breaks. These ramps are believed to be formed by mud producing organisms and there by developing fine grain gradual ramps. The other type of ramps is called as distally steep ramps which are marked with slope breaks and steep margins. The gradient of distally steep ramps is significantly slower than then the flat topped platforms (FTP). They are marked with non uniform slope breaks and coarse grained deposits. Rimmed carbonate shelves are the flat topped carbonate platforms which are characterised with flat tops and are shallow (0-30 m). They have found as narrow deposits with a distinct and sharp slope breaks where the gradient can be greater than .near the shore line. The shallow water frame building organisms which leave the skeletal deposits, may lead to the formation of reefs, which may resist the flow of water into the back reef area leading to the formation of lagoons. These are only found in the tropical regions as the reef forming biota requires warm climates and light. Figure 1: The Morphology of carbonate platforms. Figure shows the different platforms form the structural view. The rimmed margin shelves are characterised with shallow (less than 10 m depth) and high energy wave resistant build ups formed by frame building biota and sedimentation. These structures are compared with bucket fill model with the rim made of hard skeletal organic material while the inside deposits being soft and made of sand. Even though the composition of the rim and the interior are of different compositions, the growth of both of them is dependent on the potential of rim for growth. Another model of development of rimmed shelves suggests that they are built by the progradation of reef and filling material seaward form the interior rather than from the sea platform lagoon ward transportation of materials. It has been suggested that this model of platform development would be applicable to the growth of other platforms. In case of the non-rimmed carbonate shelves there is no break of slope as found in the previous one. This leads to the little protection of the platforms from the waves. These platforms consist of gravel size deposits and the micro-organisms hardly need light or warm temperatures. Thus they are found in both the temperate and the tropical regions. The carbonate platforms are home to the rich reservoirs of hydrocarbons and thus their evolution and formation are of special interests for research. The different carbonate platforms have different geometry, facie, porosity and permeability which results into the differences in the distribution of the reservoirs. The benthic skeletal production of carbonate components is of high importance to the carbonate platforms. However, the open sea or the shallow water production also forms a significant part. The presence of light for the photosynthesis in autotrophic, mixotrophic or heterotrophic organisms is important as the production of carbonates happens mostly in the water at a depth of less than 10 m, below those water levels the production decreases significantly due to unavailability of light. Development Evolution The carbonate producing biota is divided into three major sub groups depending on the light conditions required by them to grow. The first group belong to the autotrophs and mixotrophs which groups which require abundance of light and therefore occupy the shallow water with penetration of light greater than 0.1%. These are known as the euphotic biota. The next group belongs to those autotrophs and mixotrophs which require lesser light penetration (0.001% to 0.1%) and less temperature and are known as Oligophotic biota. The last group belongs to the groups which are photo independent and are found in waters with lesser light penetration (less than 0.001%). They are mostly dependent on the availability of food in the region for their growth. There are other factors like salinity of water, availability of phytoplankton, water movement, the resistance posed by the platforms to the water waves. Figure 2: Distribution of biota along the carbonate platforms Based on the type of biota producing carbonate deposits, there has been proposed different production medium or factories. The tropical carbonate producing, shallow water euphotic, biota produces the rimmed shelves. The heterotrophic cool water skeleton producing biota produce the non-rimmed carbonate shelves. The light independent biota consists of mud producing microorganisms which develop the ramp carbonate platforms. The carbonate producing factories are developed through the intrinsic factors like presence of micro organisms and the factors leading to their growth (light availability, temperature, water turbulence, salinity, availability of food etc.) and extrinsic factors like the climate and water conditions. Once developed the carbonate platforms are affected by the wind and water activity like waves, tides, ocean currents etc. Thus it is the hydraulic regime which controls the growth and transport of the material between centre and margins of carbonate platforms. The relativ e rise or fall of the sea level and the rate and style of the subsidence determine the development of carbonate platforms. Suppose the relative sea level subsides the carbonate platform above water would start to degrade and erode. Platform Drowning The carbonate platform digenesis and geometry of the facie are dependent on the composition of the sediment and biota which cause the precipitation of carbonate skeletal. Along with these factors it is also influenced on platform scale by long term factors like platform subsidence and drowning. Figure 3: Carbonate production profiles with T: Tropical factory, M=mud factory and C: temperate factory The relative change in the sea level with respect to the carbonate platforms is one of the factors controlling evolution. This is because the production of the carbonates is dependent on light and temperature. The maximum production occurs in the level up to 10 m and decreases thereafter. Throughout the globe there have been changes in the sea level, which is the result of the eustatic changes, sedimentation process and the tectonic movements has happened cyclically throughout he periods. The lifecycle of carbonate platforms range from five to several tens of million years, which is same as the third order sea level cycles. The response of carbonate platforms relative to the sea level changes has been outlined by Moore through the evolution period. The response of the carbonate platforms with relative sea level changes occurs in three different phases after exposure. The first phase is the start up phase where the carbonate sedimentation lags the relative sea level rise. The next phase is called catch up phase when the carbonate sedimentation builds faster than the sea level rise. The third and last phase is the keep up phase where the carbonate sedimentation closely matches the relative sea level changes and the top or crest of the sedimentation is close to the sea l evel. During the first phase start up there is high level growth of the carbonate platform leading to the development of ramp. The high energy currents moves from the shoreline o the centre and here are no developed margins to the ramps which are bathymetrically controlled. The carbonate platform accumulates during the catch up phase when the rise of sea level slows down leading to the growth of vertical stack. The ramp develops into rimmed shelves due to the high production of carbonate. In the next phase the carbonate platform growth is limited along the vertical stack, while the lateral development or evolution of the ramp may happen. The platforms drowned below the sea levels are not morphologically different from the platforms discussed in the previous sections. They comprise of the similar structures like drowned ramps or rimmed shelves. They undergo through the period of evolution and a possibly change in the sea level or the tectonic movement which might have resulted into platform subsidence. The Pacific Ocean and the Indian Ocean are common with the examples of the isolated drowned platforms and atolls, subsided, following the ceased volcanic activity, below the reach of light. This leads to the cessation of the growth of carbonate forming biota and hence the platform growth. Figure 4: The Carbonate platform shaping up due to the relative sea-level changes and the response of the carbonate producing factories The Blake plateau which was drowned during the Holocene and Cretaceous period is currently more than 2000 m deep under sea level. The platform is rich in pelagic, ferrous and manganese deposits which are characteristic of cretaceous period. The Holocene St Croix Island are beginning to drown are formed with coral reefs (W. H. Adey 1976). The Pourtales Terrace (East of Florida), characteristic of Pleistocene period, is about 150 m to 300 m deep. It is rich in algal and pelagic growth. The Miami Terrace which was drowned during the Miocene period, evolved with the growth of the basin during the early Miocene period. The terrace was exposed due to the fall of the sea level during the late Miocene period which was subsequently drowned later. It is endowed with pelagic and phosphorite sediments. The vertical growth of the carbonate platform is approximated to be 100 cm per thousand years which exceed far from the changes in relative and eustatic sea level changes. The platforms drowned as the result of the sea level changes present as a paradox in itself as the rate of sea level rise in the second or third order of eustatic changes is less in magnitude compared with the healthy rise in level of carbonate platforms. According to Schlager, the eustatic changes in the sea level or subsidence could outpace the vertical growth of carbonate accumulation only in case of sudden change in extrinsic factors like the change in the fault lines can lead to the sudden subsidence of the platform. The sudden influx of water due to melting of glaciers can also lead to the change in sea level. Other factors like the change in the salinity, temperature, water turbulence, depletion of the nutrients, rise of silicates in water, change in the photic levels of sea water can also lead to the sudden decrease or death of the underwater organisms. It has been pointed out there may not be a singular factor responsible for the drowning of the carbonate platforms but there may be a combination of two more factors. Schlager has pointed out that to contain the growth of reef forming biological growth, the factors should appear in brief periods and should repeat themselves at regular intervals, once in period less than a million years. Architectures of Drowned Platforms Even though there may be a multiplicity of reasons for drowning of the platforms, the major role is played by the interactions between the change of relative or eustatic sea level and growth of the carbonate factory. The different rates of sea level changes have a different level of impact and responses of the carbonate factory change accordingly. The carbonate platform may shift basin ward (prograde), stack on vertically (aggrade), step back (retrograde) or step down. These responses can be traced back to the changes in eustatic or relative sea level changes. The responses are of importance to predict the changes in the platform. Figure 5: The phases of evolution and drowning of the carbonate factories The carbonate platforms which have drowned in the recent past are results of the sea level rise exceeding the potential growth of the platform. However, it has not been enough to stop the production of the carbonate factory. These carbonate platforms are above the sea level along the rimmed side but are under water towards the shoreline (lagoon wards).The platforms subsidence which have been caused by the movement of the tectonic plates are more susceptible to drowning of the entire platform. These subsided platforms may recover with the cycles of rise and fall of the relative sea level. The carbonate ramp platform of Barbados is currently around 100 m below the sea level. The Mayotte drowned platform is mostly drowned while only a part of it, drowned in the Holocene period, has the continued growth of reefs. The carbonate platforms may respond to the relative rise in the sea level, in case the rise is no rapid with respect to the growth of reef, by retreating or back stepping. The retreating is rare while the back stepping can be seen in the rimmed shelves. The back stepping can be advantageous to the reef growth, as the platform recedes to the shallower water. This reduces the platform width basin wards while the high growth potential of the carbonate factory is resumes equilibrium with respect to the rise in the sea level. Another advantage of the back stepped platform is the reduced destructive forces of high energy sea waves. The energy of the high energy waves is dissipated with friction with the bottom towards the platform or the shoreline. The back stepping saves the platform from the subsidence towards the higher topography. This again saves the platform from subsiding along the fault lines. The back stepping creates a step like structure of the platform. Figure 6: Incipiently drowned carbonate platforms The back stepping of the rimmed carbonate platform happens faster than the lagoon. In case the rim drowns under the sea level there are lesser chances to recover the platform. The back stepped platform would lead to higher growth of the reef in the equilibrium period, while the fall of the sea level in the ensuing period may lead to basin ward growth of the platform. The cycle of back stepping and basin ward growth leads to development of step like morphology. Tools for Measuring Drowning Characteristics As the platform evolves through growth and drowning, it interacts with the environment which leaves a mark on the topography. During the growth phase the platform may prograde or aggrade accumulating the sediments along the basin or vertical stack. The platform may subside during the phase of eustatic change of the sea level leading to the retrograde and back stepping of the platform. The platform may get exposed to the air due to the relative fall of the sea level and undergo through erosion, decay of reef and diagenesis. Each of evolution passes leaves its own signature. These signatures are helpful in tracking the history of evolution and reservoir of resources. These tools include: 1. Taphonomic signatures: These are associated with the analysis of the history of the organic accumulation in the platforms, including the skeletal material. These are mainly related to the understanding of Taphonomic and diagenesis of the reef material under the sea level. 2. Diagenesis Signatures: It involves with the study of the physical and chemical nature of the deposits. Bibliography Acker, K.L. and Risk, M.J. Substrate destruction and sediment production by the boring sponge Cliona caribbaea on Grand Cayman Island. Journal of Sedimentary, 1985: 705-711. Adams, A. E. and Mackenzie, W. S. A Colour Atlas of Carbonate Sediments and Rocks Under the Microscope. Manson Publishing, London, 1998: 180. Adey, W. H. and Burke, R. Holocene bioherms (algal ridges and bank barrier reefs) of eastern Caribbean. Geological Society of America Bulletin, 1976: 95-106. Adey, W.H. Crustose coralline algae as microenvironmental indicators in the Tertiary. Historical Biogeography, Plate Tectonics and the Changing Environment., 1979: 459-464. Ahr, W. M. The carbonate ramp - an alternative to the shelf model. Transactions of the Gulf Coast Association Geological Society, 1973: 221-225. Aissaoui, D.M., Buigues, D., Purser, B.H. Model of reef diagenesis: Mururoa Atoll,French Polynesia. Schroeder J. H. and Purser B. H. (Eds.) Reef Diagenesis, 1986: 27-52. Alexandersson, E.T. Micritization of carbonate particles: process of precipitation and dissolution in modern shallow- marine sediments. Universitet Uppsala, Geologiska, 1972: 201-236. Allaby, A. and Allaby, M. A Dictionary of Earth Sciences. Oxford University Press, 1999. Aurell, M., Ba Denas, B., Bosence, D.W.J., Waltham, D.A. Carbonate production and offshore transport on a Late Jurassic carbonate ramp (Kimmeridgian, Iberian basin,NE Spain): evidence from outcrops and computer modeling. Carbonate Ramps: The Geological Society of London, Special Publication, 1998: 137-161. Bak, R. The growth of coral colonies and the importance of crustose coralline algae and burrowing sponges in relation with carbonate accumulation. Netherlands Journal of Sea Research 10, 1976: 285-337. Baker, P.A., Gieskes, J.M., Elderfield, H. Diagenesis of carbonates in deep-sea sediments: evidence from Sr/Ca ratios and interstitial dissolved Sr. Journal of Sedimentary Petrology, 1982: 71-82. Bathurst, R. G. C. Boring algae, micrite envelopes and lithification of molluscan biosparites. Journal of Geology , 1966: 15-32. Berger, A. and Loutre, M.F. Insolation values for the climate of the last 10 million years. Quaternary Science Reviews, 1991: 297-317. C., Bathurst R. G. Carbonate Sediments and their Diagenesis. Developments in Sedimentology, 1975: 658. Ciarapica, G. and Passeri, L. An overview of the Maldivian coral reefs in Felidu and North Mal atolls (Indian Ocean): platform drowning by ecological crises. Facies, 1997: 33-6. Logan, B. W., Harding, J.L. Ahr, W.M., Williams J.C., Snead, R.G. Late Quaternary carbonate sediment in Yucatan Shelf, Mexico. Carbonate Sediments and Reefs. The American Association of Petroleum Geologists Memoirs, 1969: 5-128. Moore, C. H. Porosity Evolution and Diagenesis in a Sequence Stratigraphic Framework. Developments in Sedimentology, 2001: 444. Nash, M.C., Opdyke, B.N., Zhongwei, W., Huifang., X., Trafford, J.M. Simple X-Ray Diffraction Techniques to Identify Mg Calcite, Dolomite, and Magnesite In Tropical Coralline Algae and Assess Peak Asymmetry. Journal of Sedimentary Research 1084-1098. Pigott, J.D. and Land, L.S. Interstitial water chemistry of Jamaican reef sediments:sulfate reduction and submarine cementation. Marine Chemsitry, 1986: 335-378. Read, J.F. Phanerozoic carbonate ramps from greenhouse, transitional and icehouse worlds: clues from field and modeling studies. Carbonate Ramps. Geological Society of London Special Publications , 1998: 107-135. Schlager, W. Carbonate sedimentology and sequence stratigraphy. SEPM Special Publications, 2005: 174. Taft, W.H., Arrington, F., Haimovitz, A., MacDonald, C., Woolheater, C. Lithification of modern carbonate sediments at Yellow Bank, Bahamas. Bulletin of Marine Sciences, Gulf and Caribbean , 1968: 762 - 878. Tucker, M. E. Shallow marine carbonate facies and facies models. Recent Developments and Applied Aspects. P. J. Brenchley and B. P. J. Williams, SpecialPublications of the Geological Society of London., 1985: 139-161. Vail, P. R., Mitchum, R. M., Todd, R. G., Widmier, J. M., Thompson, S., Sangree, J. B., Bubb, J. N., Hatlelid, W. G. Seismic stratigraphy and global changes of sea level. Seismic stratigraphy - applications to hydrocarbon exploration American Association of Petroleum Geologists Memoir, 1977: 49-212. Vaughan, T.W. The results of investigations of the ecology of the Floridian and Bahamian shoal-water corals. Proceedings of the National Academy of Science, 1916: 95-100. Vogel, K., Gektidis, M., Golubic, S., Kiene, W., Radtke, G. Experimental studies on microbial bioerosion at Lee Stocking Island, Bahamas and One Tree Island, Great Barrier Reef, Australia. implications for paleoecological reconstructions. Lethaia, 2000: 190-204. W, Schlager. Sedimentation rates and growth potential of tropical, cool water and mud mound carbonate factories. Carbonate Platform Systems: components and interactions. Geological Society of London Special Publications , 2000: 217227. W., Schlager. Benthic carbonate factories of the Phanerozoic. International Journal of Earth Sciences, 2003: 445464. Webster, J.M. and Davies, P.J. Coral variation in two deep drill cores: significance for the Pleistocene development of the Great Barrier Reef. Sedimentary Geology, 2003: 6180.

Richard Wright Essays - Existentialists, Hollywood Blacklist

Richard Wright Throughout history, many talented authors writings have reflected the time period in which they lived in. Often the overall tone, and attitude of the novel is due to factors, that they have been born with, such as the environment they grew up in, who raised them, or moral ethics were instilled into their way of thinking. Richard Wright is an African-American author whose writings greatly reflected the time period in which he lived in. Native Son and Black Boy are two classic examples of Wright's works that are profoundly influenced by the era in which he lived. Wright was born on September 4, 1908, in Natchez, Mississippi on a small farm much in the same manner that his hero, Bigger Thomas, began his life. Deprived, poor, and segregated against, Wright spent much of his early childhood in pain, fear, and shame. He was repeatedly beaten by his mother and grandmother for trying to fight back at the segregation imposed upon him. He was also beaten by whites to whom he had to turn for jobs and he was resentful of the Jim Crow rules by which he had to live. In Black Boy, Wright's autobiography, he recalls a familiar childhood event: "I would feel hunger nudging my ribs, twisting my empty guts until they ached. I would grow dizzy and my vision would dim." In Black Boy, Wright used his own life to exemplify what qualities of imagination and intellect are necessary of a southern African-American in order to understand the meaning of his life in the United States. Black Boy also reveals it's 'author hero' as a man controlled by an absolute certainty of his own virtues. The ethics of living Jim Crow require that Wright be obedient and silent. So although he was not a slave, he in essence was. He shared the same emotions as the slaves and emphasized for them. Yet everything we know about his character has prepared us to expect rebellion. Wright could not, from his earliest years, tolerate this repression, and Black Boy is the chronicle of his segregation, not only from the white society but from with his own society. While Black Boy represents a picture of a personality corrupted by a brutal environment, it also presents natural human responses to its world by a sensitive child. The very fact that Black Boy is an autobiography of Wright's life is in itself exemplifying how his life was reflected in his works. Wright's life, especially his childhood apparently had a great impact on him, otherwise he would not have written a book about. Native Son, the novel that Wright is most noted for is also greatly reflected by the time in which he lived. Bigger Thomas, the hero and the protagonist of the novel, experiences escape which takes place within an urban maze that has come to be called black ghetto. In essence, Bigger's escape has been blocked, it is destined for failure even before it begins. Just like in Wright's life, he has grown up in a 'ghetto' of Mississippi, in a society in which he attempts to rebel but is condemned for doing so. Bigger Thomas, Wright's fictional character, is in some ways non-fictional, perhaps because Bigger's rebellious persona is what Wright strived to be although was unable to do to factors that he could simply not overcome. Bigger is an example of the black revolt against the injustices of the white asti system, and his revolt takes the form of crime against the white society. Born into a society that is white and hostile, (just as Wright was) Bigger becomes the total embodiment of that society's prejudices and hatreds against the black man. In a way Bigger Thomas is an autobiographical character because so much of what occurs in bigger's life, similarly occurred in Wright's. Thus we see that much of Richard Wright's works have been influenced by the time period in which he lived. Black Boy, Wright's autobiography is the perfect embodiment of just how great his life reflected his writings. Native Son, although a fictional book, in many ways still reflected Wright's life as a rebel. In Native Son, Wright could articulate himself, using Bigger Thomas as a fictional character to express the powerful spirit which tried to overcome the white society which oppressed him.

The High School English Classes You Should Take

The High School English Classes You Should Take SAT / ACT Prep Online Guides and Tips It's no secret that colleges want you to take English class each year of high school. But what exactly are you supposed to be learning? What options do you have to exceed expectations and show off your stuff? And what if you're such a book-loving reader that in the dictionary under "bibliophile" there's a picture of you- how can you really max out your high school English experience? Read on to learn about the common core, honors and AP classes, and going beyond what the standard curriculum offers! What Do Colleges Expect? You'll be hard-pressed to find a college that doesn't expect you to have taken 4 years of English or Language Arts classes. Likewise, the vast majority of high schools require 4 years of English in order for you to graduate. These 4 years are cumulative, meaning each year builds on what you learned before, and now each year is most likely based on the common core standards. So, colleges assume that when you start freshman year, you've been learning all of this: 9th Grade is the setup year you practice basic essay-writing skills you study different literary genres you analyze narrative voice, characters, and plot 10th Grade is the building year you practice the outlining, drafting, and revising process you focus on themes and literary devices like imagery and voice 11th Grade focuses on American literature your writing gets more complex, as you do your own research and use outside sources you now start reading not just for content but also for historical context, period, setting, and point of view this is a good year to take American history as well 12th Grade looks out at the world you read British literature and sometimes world literature, depending on your high school you put all your skills together, analyzing complex literature and nonfiction you produce research papers, presentations, and maybe even multimedia projects this may be a good year to also take European or world history Common Core Reading Standards There's... a lot of choice. Having a guide helps. Want to know the type of books colleges assume you will have read by the time you get in? Here are some examples of what the common core standards want you to be reading in high school, broken down by year: Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction and Historical, Scientific, and Technical Texts 9th - 10th Grade The Tragedy of Macbeth by William Shakespeare (1592) "Speech to the Second Virginia Convention" by Patrick Henry (1775) "Ozymandias" by Percy Bysshe Shelley (1817) "Farewell Address" by George Washington (1796) "The Raven" by Edgar Allen Poe (1845) "Gettysburg Address" by Abraham Lincoln (1863) "The Gift of the Magi" by O. Henry (1906) "State of the Union Address" by Franklin Delano Roosevelt (1941) The Grapes of Wrath by John Steinbeck (1939) "Letter from Birmingham Jail" by Martin Luther King, Jr. (1964) Fahrenheit 451 by Ray Bradbury (1953) "Hope, Despair and Memory" by Elie Wiesel (1997) The Killer Angels by Michael Shaara (1975) 11th - 12th Grade "Ode on a Grecian Urn" by John Keats (1820) Common Sense by Thomas Paine (1776) Jane Eyre by Charlotte Brontà « (1848) Walden by Henry David Thoreau (1854) "Because I Could Not Stop for Death" by Emily Dickinson (1890) "Society and Solitude" by Ralph Waldo Emerson (1857) The Great Gatsby by F. Scott Fitzgerald (1925) "The Fallacy of Success" by G. K. Chesterton (1909) Their Eyes Were Watching God by Zora Neale Hurston (1937) Black Boy by Richard Wright (1945) A Raisin in the Sun by Lorraine Hansberry (1959) "Politics and the English Language" by George Orwell (1946) The Namesake by Jhumpa Lahiri (2003) "Take the Tortillas Out of Your Poetry" by Rudolfo Anaya (1995) If you want a very long breakdown of what the common core recommends you study, check out their year-by-year guide. How Can I Exceed Expectations? Honors Classes These will most likely be similar to the standard classes your school offers, but the works you read will be more challenging and the assignments more complex and demanding. In other words, you'll do more work and put in more effort, but you'll be better prepared for college-level writing! Pro tip: in your school, honors classes may be a prerequisite for AP classes. AP English Classes There are two AP English options: AP English Language and Composition if your school offers both AP English classes, this is the one you'll take Junior year this class and exam are all about how writers do what they do: how they use rhetoric, genre, style, and how they play with audience expectations AP English Literature and Composition if your school offers both AP English classes, this is the one you'll take senior year this class and exam have to do with critical analysis, close reading, literary structure, themes, as well as imagery IB Diploma Classes There are three IB literature options: Language A: Literature this course focuses on the analysis of literary texts Language A: Language and Literature this class takes the analysis further by looking at both literary and non literary genres, and by considering how the context of writing or reading something affects its meaning Literature and Performance this class is all about the relationship between literature and theater, focusing on close reading, critical writing and the aesthetic and symbolic elements of performance Both Language A classes are offered in a variety of languages, and Literature and Performance can be taken in French or Spanish by special request, so these may be great options for non-native speakers or bilingual students. Some IB diploma classes can be taken online, but the closest you'll come to English online is the Film SL class, which is all about the history, formal elements, technical production, and of course critical analysis of film. What If I'm an English Class Junkie? Is There More? Please, sir, may I have some more... English class? In this bowl, for some reason? Check Out Your School's Electives This is the time to think just a little bit outside the box! For example, classes in creative writing offer a great window into later being able to see how someone else did it. Electives in the humanities can often offer what is basically a modified literature class. And there are many other subjects that focus on reading, analyzing, and writing about texts- subjects like philosophy, theater studies, world religions, psychology, or anthropology. Design Your Own Course Your school is your resource, so don't be afraid to get creative. Consider asking a teacher to help you set up an independent project or independent study to explore your interests! For example, in my senior year, on top of my coursework, with the help of my favorite English teacher I designed an independent study of reading and writing poetry. It was incredibly rewarding! Take High School Classes Online For instance, Stanford University has an online high school which features 7 English courses and lets you enroll to take as many of them as you want. Brown University also offers a set of online pre-college courses. They have 4 related classes on nonfiction, travel writing, formal college writing, and a humanities seminar on evolutionary thought. Take Summer Classes on College Campuses You can check out our guide to the Summer Institute for the Gifted or all the info we have collected about Stanford's two summer programs. Take Some Online College-Level Classes Are you super confident in your abilities or interested in something specific you can't find anywhere else? Maybe the best thing for you to do is prove yourself on a whole another level! Just think, doing well on a college-level course will look great on your transcript, and you might even get college credit for it! What's Next? Need to improve your acquaintance with key literary terms? Use our articles on personification, imagery, rhetorical devices, point of view, literary elements, assonance, and iambic pentameter to aid you in your quest. Still wrestling over whether AP or IB is better? Check out our guide to deciding between them. Curious how your writing skills will apply to the SAT? Read about how to improve your SAT writing score, or better yet, how to get a perfect 800 and how to get a 12 on the SAT essay. And don't forget to read about the ACT Writing test and SAT essay. 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:

Definition and Examples of Etymology in English

Definition and Examples of Etymology in English Definitions (1) Etymology refers to the origin or derivation of a word (also known as lexical change). Adjective: etymological. (2) Etymology is the branch of linguistics concerned with the history of the forms and meanings of words. See Examples and Observations below. Also see: Etymology Exercise: Exploring Word OriginsIntroduction to EtymologyWord FormationDoublets and TripletsEtymological FallacyEtymonFolk EtymologyKey Dates in the History of the English LanguageLanguage ChangeNeil Postmans Exercise in EtymologySemantic Change and the Etymological FallacyWhere Does Language Come From?Where Do New Words Come From? How Words Are Made AmeliorationBack FormationBackronymBlendBorrowingClippingCompoundingConversionDerivationGenerificationHybridPejorationSemantic ChangeSemantic Narrowing EtymologyFrom the Greek, true sense of a word Examples and Observations Ours is a mongrel language which started with a childs vocabulary of 300 words, and now consists of 225,000; the whole lot, with the exception of the original and legitimate 300, borrowed, stolen, smooched from every unwatched language under the sun, the spelling of each individual word of the lot locating the source of the theft and preserving the memory of the revered crime.(Mark Twain, Autobiography)As early as the 15th century, scribes and early printers performed cosmetic surgery on the lexicon. Their goal was to highlight the roots of words, whether for aesthetic pizzazz, homage to etymology, or both. The result was a slew of new silent letters. Whereas debt was spelled det, dett, or dette in the Middle Ages, the tamperers, as one writer calls them, added the b as a nod to the words Latin origin, debitum. The same goes for changes like the b in doubt (dubium), the o in people (populous), the c in victuals (victus), and the ch in school (scholar).(David Wolman, Righting the Moth er Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010) The origin of words that reproduce natural sounds is self-explanatory. French or English, cockoo and miaow are unquestionably onomatopoeias. If we assume that growl belongs with gaggle, cackle, croak, and creak and reproduces the sound it designates, we will be able to go a bit further. Quite a few words in the languages in the world begin with gr- and refer to things threatening or discordant. From Scandanavian, English has grue, the root of gruesome (an adjective popularized by Walter Scott), but Old Engl. gryre (horror) existed long before the emergence of grue-. The epic hero Beowulf fought Grendel, an almost invincible monster. Whatever the origin of the name, it must have been frightening even to pronounce it.(Anatoly Liberman, Word Origins And How We Know Them: Etymology for Everyone. Oxford University Press, 2005)Etymology of the Word GodThe root-meaning of the name (from Gothic root gheu; Sanskrit hub or emu, to invoke or to sacrifice to) is either the one invoked or the one sacrificed to. From different Indo-Germanic roots (div, to shine or give light; thes in thessasthai to implore) come the Indo-Iranian deva, Sanskrit dyaus (gen. divas), Latin deus, Greek theos, Irish and Gaelic dia, all of which are generic names; also Greek Zeus (gen. Dios, Latin Jupiter (jovpater), Old Teutonic Tiu or Tiw (surviving in Tuesday), Latin Janus, Diana, and other proper names of pagan deities. The common name most widely used in Semitic occurs as el in Hebrew, ilu in Babylonian, ilah in Arabic, etc.; and though scholars are not agreed on the point, the root-meaning most probably is the strong or mighty one.(The New Advent Catholic Encyclopedia) The Etymological Fallacy[T]he term etymology . . . is derived from from the Greek etumos, true, and referred to a words primary, or true, meaning. But, if we were to apply such a concept to the majority of common English words today, this would result in considerable confusion; the word silly is first recorded in the sense pious, nice meant foolish, and buxom meant obedient.Dr. Johnson was attracted by the logic of such an approach when he embarked on his dictionary, referring to etymology as the natural and primitive signification  of a word. But experience led him to recognize the fallacy of this approach, as is apparent from the illustration he included in the entry for etymology: When words are restrained, by common usage, to a particular sense, to run up to etymology, and construe them by Dictionaries, is wretchedly ridiculous.(Simon Horobin,  How English Became English. Oxford University Press, 2016)Etymology and Spelling- Rote learning is better swallowed when mixed with l essons in etymology and the history of the language.Learning about etymology can help with learning other languages, too. Take a simple word like justice. You’ve probably known how to spell it for so long that you’ve forgotten that the ending (spelling the sound iss as ice) is counterintuitive to a lot of children. Explaining that the word is borrowed from French, however, might make it clearer. Sounded out in French, the sound at the end makes a bit more sense (by analogy to a place like Nice). A very brief explanation of this kind is a chance for a short history lesson (French was spoken at the medieval court in England) and a reminder that children already know a lot more French than they realise.Teaching spelling in this way may make learning it more interesting but also encourage creativity.(Josephine Livingstone, Spelling It Out: Is It Time English Speakers Loosened Up? The Guardian [UK], October 28, 2014)- There are hundreds of difficult words where an awareness of the etymology can help us predict whether they will contain a double consonant or not. Why irresistible, with two rs? Becomes it comes from ir resister  [in Latin]. Why occurrence with two cs? Because it is from oc (earlier ob) currere. And why is there no double c in recommend and necessary? Because there was no duplication in the Latin: re commendare, ne cedere. I find it hard to resist the conclusion that if children were introduced to some basic etymology, many of the famous spelling errors would be avoided.(David Crystal, Spell It Out. Picador, 2014) Pronunciation: ET-i-MOL-ah-gee

Marketing Planning and Strategy (The buying process)1 Assignment

Marketing Planning and Strategy (The buying process)1 - Assignment Example d to be more efficient and transparent if portrayed in the best stages possible, since it reaches every person with an interest in the commodity through a series of websites. Critically, the following research shall evaluate the buying process of an eBook from the Kindle Store, an online computer application in order to have an advantage in the selling process. Buyers in the contemporary society are likely to seek different solutions including the purchase of books through the online media. Since the business world is expanding, and a very demanding environment is being created for a more improved mechanism of controlling stocks, movement of sales, purchases, and coordination of the petty transactions, businesses have opted for online marketing (Davis, 2011). The Kindle Store management should be strategic to ensure that buyers perceive the presented eBooks as the most appropriate products to solve their problems. The practice is common in online retail stores where the technological need is for the entity to be efficient and effective in terms of performance. Critically, the online Kindle model of selling should clearly indicate the need that can only be met by facilitation of Kindle computer applications in order to create attractiveness and influence decision-making by consumers to the product (Zoltners et al. 2004). The online customers need a lot of information about the Kindle products, in order to make decisions in buying the available eBooks. The process entails the evaluation of the positive advantages of the eBook products, which will enable the customer to decide on whether to buy the products or not to buy while still comparing the eBooks to the available alternatives. However, when a marketer is using a online marketing strategy to enhance the buying process, he should disclose all the information pertaining the effects of using computerized approaches as a way of ensuring efficiency, transparency, and accuracy (Sabri, Gupta, & Beitler, 2007).

Effectiveness of Risk Assessment in Preventing Pressure Ulcer Research Paper

Effectiveness of Risk Assessment in Preventing Pressure Ulcer - Research Paper Example The objective of the study will be as follows: To assess whether incorporating risk assessment in nursing practice can reduce the prevalence of pressure ulcers; Establish whether risk assessment can reduce the overall preventive measures used on a patient Investigate whether the detection of pressure ulcers in its early stages could reduce its severity and prevent other illnesses from developing. Background Pressure ulcers are local injuries to skin and/or underlying tissues due to pressure from an object pressing and/or rubbing against the skin. Pressure usually leads in insufficient blood flow and occurs mostly in bony areas such as the sacrum, coccyx, hips, and heels. Insufficient blood supply can lead to death of skin cells leading to the formation of an ulcer. In the US, the prevalence of pressure ulcers varies among states widely, with some states such as Ontario recording incidence rates of 53% in poorly managed healthcare institutions (Clarke, Bradley, & Whytock, 2005).... The staff will also be trained on early detection of the injuries. c) Comparison Data on patients at risk from developing pressure ulcer will be collected before and after training. The data will also include the number of patients who will develop ulcers over a four-week period before and after the training intervention. Data collected after nursing staff have undergone training will be compared to that collected before the training using various statistical analyses to determine whether there was a significant decline in the number of patients at risk of developing ulcers. d) Outcome Results of the analysis will also indicate whether training of nursing personnel in the assessment of pressure ulcer risk is effective in reducing the number of patients developing pressure ulcers. e) Time The study will run for a period of three months. Data on the number of patients developing ulcers and those at risk will be collected for a period of four weeks followed by training of personnel. Dat a will be collected again after training for a period of four weeks. Critique of Literature Clinical studies have shown that development of pressure ulcer during hospitalization can be alleviated by adopting appropriate mitigation measures (Severens, Hobraken, Duivenvoorden, & Frederiks, 2002; Vanderwee, Clark, Dealey, Gunningberg, & Defloor, 2007). These measures can include the development of methods and ways of determining risk factors. Early action can alleviate pain and improve quality of life among persons at risk or those already affected. Healthcare institutions can also benefit from early detection of pressure ulcers by reducing fiscal and time expenditure on the care and treatment of patients. Clarke et al. (2005) mention that pressure ulcers directly kill at least

The Angry American by Toby Keith Essay Example for Free

The Angry American by Toby Keith Essay Tragedy is one of the most influential inspirations for art, including songwriting. In recent times, many artists responded to their feelings toward the destruction of the Twin Towers on September 11th, 2001, with an abundance of artwork, poetry, and songs. One of the songs, Toby Keiths The Angry American, may conceivably be portrayed as a summation of the artists patriotic values in a reaction to the event. Although in initial observation it may seem as though the song attempts to also inspire patriotism in its audience, it does quite the contrary, inspiring revenge against acts that hurt or threaten the USA, namely September 11th. Patriotism is defined as positive acts of nationalistic feeling: Keith suggests, however, that vengeance or at least violence defines nationalistic feeling. Before performing this piece, Toby Keith gave a speech about his reasons for creating the song. Although Keith states in his speech that he wrote the song following September 11th, as if for the victims of that tragedy, he in fact wrote it not as an emotional reaction toward the victims, but for his own personal feelings, including those of his father and his sacrifices in the line of duty. In dedicating the song to his father, Keith furthers the idea that the song was written for personal reasons and not just as a response for the victims of September 11th. Although Keith may be conceivably trying to express the idea of the USA prevailing over any evil, he conveys this idea in a violent, vengeful way. He clearly suggests the idea of America as being a country that any enemy will be sorry that they messed with, basically saying that if you harm the USA, theyll put a boot in your ass, its the American way. By stating this about the USA, Keith suggests that Americans will violently take revenge against any threat made upon them, and to such a great degree that it will cause the enemy to never be able to threaten the USA again. Keith characterizes the USA almost as if it was the school bully, who no one can take the top spot from, or hurt without being hurt in return. This dominating ideology of the USA, which Keith seems to use to try to boost the morale of the songs listeners, in fact weakens the song by suggesting violent acts as an acceptable means to substantiate any feelings of anger or hatred toward past events harmful to the US. The roots of hatred sprout from many different feelings: fear, ignorance, competing beliefs, sadness, frustration, helplessness. Through the use of certain terms in both his speech and song, Keith portrays this hatred, in many forms. Keith presents feelings of helplessness when he expresses the idea of the US in a cage. The use of the term cage may be due to the fact that Keith feels frustrated and vulnerable from the attacks on September 11th, in that the perpetrators of the attacks are either already dead or too difficult to find, and if revenge were to be taken, it would not bring the victims back, or make the pain and grief of the attacks any easier to bear. Therefore one might say that Keiths patriotic ideals are caged, as he feels that someone has stricken his country and all he believes in, and there is not a way to avenge this entrapment. Keith expresses further feelings of frustration in his ignorance as to who his enemies actually are. As he states in his song, a mighty sucker punch came flying in from somewhere in the back, Keith conveys the USAs ignorance as to who really gave it its big black eye, and his hatred for not being able to determine who his enemies are and who to retaliate against, or more specifically, which ass to put his boot in first. These feelings of uncertainty can be seen in Keiths mentioning of his father in both the speech and song. He states that his father lost his eye in a training combat mission while serving his country, and it can be inferred from this mentioning in the speech, the song, and his dedication of the song to his father, that Keith feels angry that he does not know specifically how his father lost his eye, who (if anyone) caused him to lose it, or why no one could help him. As stated previously, feelings of sadness, ignorance, and helplessness can lead to hatred, and those feelings, mixed with those surfaced after September 11th, could plausibly have lead Keith to express the need for violent vengeance to be taken towards those responsible for that hatred. Keiths sense of vulnerability is also seen in the rhyme scheme of the song. His haphazard rhyme scheme suggests Keiths feelings of confusion, not knowing where to turn, who to go to, who to avenge. Keiths use of patriotic and familial terms, such as Statue of Liberty, Mother Freedom, mother, brother, sister, are emphasized in order to convey the idea of America as a giant family, all striving to protect their country and its history. Keiths word choice helps to further illustrate the idea of the need for Americans to stand together to seek out and avenge their enemies, namely those of the September 11th attacks. Throughout The Angry American, Toby Keith uses many techniques to stress the need for revenge to be taken for the pains our country has had to endure from attacks by enemies, specifically those enemies of September 11th. Keith is emphatic that America will prevail over any evil, and that the attacks on September 11th give Americans a chance to fight for their country, and stand on what our fathers and forefathers did for us, and make sure we dont let em down.

Epogen :: Science Biology Papers

Epogen Epogen is produced by the company Amgen. Amgen located atThousand Oaks, California, is a global biotechnology company. It discovers, develops, manufactures, and markets human therapeutics based on advanced cellular and molecular biology. Amgen, founded in 1980, is now the largest biotechnology company in the world. It has 4,200 employers around the world and 2,700 of the 4,200 workers, work at the headquarters in Thousand Oaks. Amgen has centers of research in "Boulder, Colorado and Toronto, Canada; clinical research centers in Cambridge, England and Melbourne, Australia; the international distribution center in Louisville, Kentucky, fill and finish facility in Junco, Puerto Rico; and European regional headquarters in Lucerne, Switzerland. Amgen has other international offices that are located in Austria, Australin, Belgium, Canada, China, France, Germany, Italy, Japan, the Netherlands, Hong Kong, Portugal, Spain, and the United Kingdom." (Amgen 1996) Amgen's first product, Epogen was approved in June 1989 for use in the United States. Neupogen (filgrastim) Amgen's second product, received approval for use in February 1991, is used for preventing infections in cancer patients that receive chemotherapy for bone marrow and peripheral blood progenitor cell transplantation patients and treatment for chronic neutropenia, which is a rare blood disorder. Amgen has research in the areas of hematopoiesis, neurobiology, inflammation/autoimmunity, and soft tissue repair and regeneration. Products from the research, in the four areas mentioned from above, may, sometime in the future, be used in treating conditions characterized by disorders of blood and bone marrow, neurodegenerative diseases such as ALS, Parkinson's, Alzheimer's, or traumatic nerve injury. Epogen Epoetin Alfa recombinant Epogen, or Epogen, has 3,000 units of recombinant Epoetin Alfa, 2.5 mg Albumin (Human) in sterile buffered solution (pH 6.9 +/- 0.3) of sodium citrate (5.8mg), sodium chloride (5.8mg), citric acid (0.06mg), in Water for injection. Its uses are stimulating the body to make red blood cells, treatments of anemia (loss or reduction of red blood cells) associated with chronic renal failure or anemia caused by AZT (zidovudine) in HIV-infected persons. Before Epogen was produced or used, blood transfusions and male hormone therapy was used in treating anemia, which was caused by chronic renal failure. Epogen Studies Studies on Epogen are available from Amgen, Food and Drug Administration (FDA), and the Journal of the American Society of Nephrology. One study by Amgen was "to establish the safety and efficacy of EPOGEN in pediatric patients" (Amgen 89), the second study from FDA, was about erythropoietin, which is

Astonomy

Small tutorial groups for Individual discussions each eek (â€Å"Questions of the Week†) Welcome to Astronomy/Origins 2803 Your instructor: Dry. Christine Wilson – astrophysics, relativity, cosmology – Keep an individual Journal on the Avenue to learn site -Respond with your thoughts and questions (through the Avenue site) to the weekly topics Jeremy Webb (Head TA) Special guest lecturers & a team of excellent Task! Your tutorial group meetings start Swept. 10th! A bit about me – Professionally I am an â€Å"observational astronomer†. My main interests are gas and star formation in galaxies.I work primarily with radio and far-infrared data. A bit about the course – Vie been a professor at Master for 22 years. – Focus on big questions in physical sciences (with no math!! ): – Last year I was on sabbatical working with the Tacoma Large Millimeter Array (ALMA) in Santiago, Chile and in Charlottesville, Virginia. – The chance to discuss the big, fundamental questions of science – space and time, the universe on large scales, the big bang, dark matter Marking Scheme more details provided on Avenue Site 35% Final exam 15% 4% Clicker questions 22% Project 14% Participation in tutorials (not Just attendance!Individual Journal First Mark in the course comes from logging into Avenue to Learn â€Å"Tutorials† are a key component of the course tutorials start in the first full week of classes (10th) make sure you have signed up for one! ** account for a significant portion of your final mark switching of tutorial sections can only be done with Solar Log onto Venezuelan and introduce yourself to the rest of your tutorial section and introducing yourself to the rest of your tutorial group! Deadline – September 1 5th Avenue to Learn Astronomy 2803 / ORIGINS 2803 Tutorial groups start Swept 10th.Here's how they work: – The discussion â€Å"question of the week† will be announced b eforehand on Avenue – Think about it overnight and come to your tutorial group ready to discuss it – thoughts, reflections, conclusions, further questions. – Your TA will set up the question and divide you up into smaller discussion groups for half the period. Then, each subgroup summarizes its conclusions – final round for general discussion. What you'll find on the avenue page: – Course Materials (outline, detailed marking scheme, project lists) A discussion area for your tutorial group – Place to write your Journals (only your TA can see your entries! (more details to come) – Calendar of important dates – Place to ask questions Click on Content ‘-Clickers -Register using your MAGIC!!! (not student #) -Write down your clicker serial number somewhere, it will wear off! Discussion topic for next weeks tutorial meeting (tutorial groups start next week! ) What are the ethical implications of colonizing Mars or other places in the Solar System? Should we do it? What do you think about the Mars One Idea?

Children and Young People’s Workforce Essay

001.1.1-What are the different reasons people communicate? There are many reasons for people to communicate these could include, giving or receiving information in my setting with co workers for daily activites.This also could be used for receiving instructions. I would also need communication if I had concerns over a child or if I was unsure how to do a certain task. Communication is also vital for giving feedback to parents about what their child has done during their time in the nursery. This could be face to face or by the telephone, either way my communication must be positive. Non-verbal communication is sometimes greater than the spoken word. We use non verbal 65% of the time can be effective when communicating with any individual or persons in the child setting.Non-verbal communication can be effective if trying to explain shapes,directions,inner feelings and personality’s. Eye contact plays a big part when communicating with anyone. Its part of your facial expressions and body movements. eyes can be trusting and never lie; Children and co workers will need eye contact for good communication. Read more:  Identify the different reasons people communicate  essay Communicating with children in my setting could involve giving instructions, reading books, engaging with the children. Listening to what the children have to say. Facial expressions, tone of voice and posture will project how you are engaging in the conversation with the child. Using signs/pictures with children can be a form of communication, Talking at the child’s level will encourage them to feel confident and develop trust, which will lead to a healthy, happy relationship between us. Having the ability to sometimes use non verbal communication alongside verbal can help connect with children and co workers or parents. Sometimes bad behaviour will need good communication skills. Shouting should always be a LAST resort. Having time out or withdrawal from a activity may help. Sometimes we may need to ignore bad behaviour, This could be to get control back if a child is being disruptive and distracting other children. I think overall communication is vital in any setting. 001.2.3- Give some examples of when you might need to seek advice about communication. How would you go about this? Seeking advice is sometimes needed for support. If we didn’t seek advice then how would we know what to do? We should always ask for advice and help if needed.  This would cover a number of scenarios in the childcare setting some could include: Noticing if a child is acting differently or seems not their selves, I would have to seek advice with my co workers about how to look after the child or if they have noticed the child is behaving differently. I would ask questions about the child’s behaviour the day before to confirm that they are not themselves I’d possibly have to inform the child’s parents, if the child is unwell or has a injury at nursery. Also I may need advice if a child has a disability and I’m unsure how to look after the child, they may need special care and I may not know how to give it. I f we know all the things we need to know about the children we can work better together in the setting. This could be something simple as to if the child has an allergy to a certain food, or is on medication and needs it at specific times. I will need to seek advice on what to give and when and what foods they cannot have. Incase of an emergency I would need to seek advice regarding first aid and find the appropriate first aider in the setting. The more information we know the better we can be in our roles. It will increase confidence and your co workers will feel they can rely on you to do the task in hand. 001.3.1 What are the possible barriers to effective communication? I think there are many possible barriers that could affect communication some include: * Language. speaking in different languages or were a English is not a first language it can cause communication breakdown as its difficult to understand one another. To overcome the barriers we could speak slowly  and politely. We could try and get a translator in the setting, if there isn’t a translator then we would have to see what we can understand with the limited vocabulary. * Hearing difficulties. If a person is deaf or hard of hearing. The communication can be difficult. This is when seeking advice would come into play with co workers. Bringing in a signer would help; this would put you and the other individual at ease and make communicating a lot easier. * Noise. If the setting is noisy if someone or something is making loud noises when you’re trying to talk, then communication will fail. We could go into a quieter environment or if not ask the persons to possibly be abit quieter so you can speak, so the communication between myself and another person won’t be broken or interrupted. * Personality/interests .Personal likes and dislikes can cause barriers in conversation, people may have selective hearing if they think a certain subject is boring. It could make people feel ignored or not welcome if they don’t seem interested. Trying to reason with disagreements or different points of view and if not agree to disagree. Sometimes aggression can make people not want to communicate and push them out. They would not want to be in the same environment and would feel uncomfortable so I doubt they would want to have a conversation with any angry person. * Culture. Different cultures regulate the display of their emotions differently, some people display emotions in a debate, eg cry shout get angry or frustrated. They can show fear. Others may hide their emotions. To overcome any barriers or issues I would try to listen and understand and reason with the other person, and treat them how I would like to be treated. 001.3.4 What support and information services are available to enable more effective communication? I have had a look on the web for information services and support groups for effective communication. These are the ones I have found which would probably be more beneficial. * Braille. It is used by those who have visual impairments or blind. Braille is read by fingers touching raised dots containing two columns each with three dots. There are two types of Braille- grade 1 and grade 2. Grade 1 is letter by letter, which takes a lot of time to read. Grade 2 is faster as it combines letters commonly used together. The Braille system is a method that is widely used. It helps people to communicate, read and write. It is seen as a  alternative form of communication.(www.wikipedia.org 12/05/12)www.RNIB.org.uk 12/05/12 * BSL is another form of alternative communication. British sign language is a form of communication used by people who are hard of hearing or deaf. Sign language involves movement of the hands, body and head. It helps the deaf to communicate and connect with others around them. It is a visual mean of communication which uses gestures, facial expression and body language.(www.britishsignlanguage.com 12/05/12)www.asli.org.uk12/05/12 * Lip reading. Is used as communication. It is a technique of understanding speech by visually interpreting the movements of the lips, face and tongue. Lip readers who have grown up deaf may never have heard the spoken language and are unlikely to be fluent users of it. (www.lipreading.org.uk/lipreading 12/05/12) 001.4.1 What is meant by the term confidentiality? Confidentiality is a term used widely in a childcare setting. It means secret, private. It can be a meaning of trust. It can be any information regarding a child’s development. All the information about the children will be kept in a child’s record which will be kept in a secure place. All staff must be aware of the confidentiality policy and it must be enforced in the workplace. The nursery retains a copy of the information and the parents always keep originals. Confidentiality within a child setting means at no time must staff speak about outside of school. I could use a child’s information as part of proof for my college work but would have to use a different name and use them as a case study to help my studies. I would have to seek permission from school to gain access to this information 001.4.3 Describe situations where information normally considered to be confidential, might need to be passed on. Confidential information must remain confidential unless a child’ safety is a t risk or for development purposes. By keeping things confidential you will gain a bond of trust between yourselves and parents and co workers. It protects staff aswell as children and their families. Another reason for sharing information could be to support learning, to check what level a child is at, also offering support from transition from pre-school to school, may need to speak to teacher regarding behaviour and also to ask previous staff about the child’s  behaviour so you can be in the know if any behavioural problems or background problem have been apparent. There could be something happening at home that possibly affecting a child at school†¦ ‘new baby, just moved house, mum and dad not getting on’ can all affect a child’s behaviour and may go un noticed to the parent but become noticeable in the childcare setting. This would be when confidentiality would be broken, as we would have to put the child’s interest first by speaking about it to a co worker for advice or support in dealing with the information you have found out. Everyone will be working together in best interest for the child. Sharing information maybe needed incase of emergency, for the welfare of the children. I may need to ask another teacher about a child’s medical condition or possibly a disability. The I am made aware of the procedures if a accident should occur and medical help or any other assistance is need from me. Research to prepare for verbal questions 001.1.2 Explain how effective communication affects all aspects of your work. If you have effective communication in your work it will give your more confidence to ask for help/support. More confidence in your job, towards looking after children and it will put more confidence in your co workers as you will be punctual and competent at your job. You will know what is in place in your setting, which means you will know what’s safe and what’s not. 001.1.3 Why is it important to observe reactions when communicating? It is important to observe people when speaking to them to see if they are understanding and taking interest in what you are saying, you can do this by watching facial impressions, eye contact body language. These all play apart in communication.

Earn a Doctorate Degree Online

Earn a Doctorate Degree Online Earning a doctorate degree online can improve your earning potential and qualify you for a variety of prestigious career options, all while learning from the comfort of your own home. As the highest degree attainable in the United States, a doctorate degree can prepare you to work in leadership positions, university-level professorships, or other highly skilled professions. But, how do you choose a doctorate degree online program? How much work does an online Ph.D. require? And, what payment options are available for online doctorate students? Read on. Who Should Earn a Doctorate Degree Online? Earning a doctorate degree online requires a significant commitment of time and money. The best students are those who are able to set aside study time each day and balance their studies with family and work responsibilities. Because most online doctorate degree programs are reading and writing focused, doctorate students should be highly literate. They should have advanced research skills, be articulate, and have the ability to comprehend complex texts. Additionally, students should be self-motivated and able to work independently. Keep in mind that earning a doctorate degree online may not automatically improve your salary. Most jobs requiring a doctorate degree offer a decent salary and a certain amount of prestige. However, many academic jobs such as professorships may pay less than jobs in the non-academic sector. When contemplating earning a doctorate degree online, research your future employment options to determine whether a new degree in your field will be worth it. Online Doctorate Degree Program Accreditation Many diploma mill schools offer the promise of â€Å"quick and easy† online doctorate degrees. Don’t fall for their tricks. Earning a doctorate degree online from an unaccredited school will be worthless. Many former diploma mill â€Å"students† have lost their jobs and their reputations by listing a diploma mill school on their resumes. Because the doctorate is a culminating degree, proper accreditation is especially important. When selecting an online doctorate degree program, your best bet is to choose a school accredited by one of the six regional accreditation organizations. These are the same organizations that accredit reputable brick-and-motor schools. If your school is accredited by one of the regional organizations, your degree should be accepted by most employers and your credits should be transferable to most other schools. What Else to Look for in an Online Doctorate Degree In addition to selecting an accredited program, study potential online doctorate programs to determine which suit your needs. How are classes held? Are there multimedia components? Must the degree be completed in a certain amount of time? Will you be assigned a mentor to help you through the difficult years ahead? Create a list of questions and interview a representative from each online doctorate program. In addition to completing courses, doctorate programs generally require students to pass in-depth subject-matter exams, write a dissertation, and defend their dissertation in a meeting with university faculty. Before enrolling in an online doctorate program, ask for a list detailing the college’s specific graduation requirements. Types of Doctorate Degrees Online Not all doctorate degrees can be earned through the internet. Some training, such as that received by medical doctors, must be highly supervised. However, many other doctorate degrees can be earned virtually. Some of the most popular online doctoral degrees include Doctor of Education (EdD), Doctor of Public Health (DPH), Doctor of Psychology (Ph.D.), and Doctor of Business Administration (DBA). Online Doctorate Degree Residency Requirements Most online doctorate degree programs require students to spend time taking classes or attending lectures on an actual campus. Some online programs require only a limited residency, asking students to attend a few weekend lectures or meetings. Other programs, however, may require a year or more of on-campus residency. Residency requirements are generally non-negotiable, so be sure that the online Ph.D. program you select has requirements that fit your schedule. Paying for a Doctorate Degree Online Earning a doctorate degree online can cost tens of thousands. While many brick-and-mortar schools offer doctorate students paid teaching fellowships, online students are not afforded this luxury. If your new doctorate degree will help you be a better employee, you may ask your employer to pay for a portion of your doctorate degree costs. Many graduate students qualify to take out government-subsidized student loans with lower-than-average interest rates. Additionally, private student loans are available from banks and lending institutions. Your online school’s financial aid advisor can help you determine which options are right for you. Don’t Give Up Earning a doctorate degree online can be a challenge. But, for the right student, the rewards are definitely worth it.

Ice on Fire Chemistry Demonstration

Ice on Fire Chemistry Demonstration Set real water ice on fire using a simple chemical reaction. This easy chemistry demonstration is sure to please! Ice on Fire Project Materials calcium carbide chips or granulesice2-liter beaker Set Ice on Fire Pour about a teaspoon of calcium carbide in the bottom of the beaker.Fill the beaker with ice.Use a long handled lighter to ignite the ice. Alternately, you could secretly place a bit of calcium carbide in a large bowl, fill it with ice, and toss a burning match onto the bowl of ice. How It Works As the ice melts, the water reacts with calcium carbide to produce acetylene gas, which is flammable, and calcium hydroxide. The reaction proceeds according to this chemical equation: CaC2(s) 2 H2O(l) → C2H2(g) Ca(OH)2(s) The acetylene produces a burst of flame when it is ignited. More acetylene is produced as the ice melts and reacts with the remaining calcium carbide. Safety Dont add the ice or expose the calcium carbide to water/humidity until you are ready to perform the demonstration. You dont need a build-up of acetylene.Its fire this demonstration should only be performed by an adult.Its advisable to place a plexiglass blast shield between the container and the audience, in case the beaker shatters from thermal stress or the fire expands outward too much. These are not expected to occur, but are reasonable safety precautions.As always, its good to wear safety goggles, gloves and protective clothing, plus it looks cool for the demonstration.Perform this demonstration away from other sources of flame or from flammable materials. Related Chemistry Demonstrations Fire and Flames Chem DemosSelf-Carving Jack-o-LanternColored Fire Spray Bottles

Compensation and Benefits Essay Example | Topics and Well Written Essays - 750 words - 1

Compensation and Benefits - Essay Example Second is the assessment that the prospect that an individual’s exertion will lead to the expected performance outcome (expectancy). Third, is the belief that the resulting performance can result to a reward or benefit based on the individual’s performance (instrumentality) (Noe et al., 2014). In reference to Noe et al. (2014), expectancy or performance expectancy is faith and trust that good individual efforts will lead to better work performance. It denotes the relation of "effort-performance". It is heavily weighted by an individuals personality, past experiences, emotional state, and self-confidence. Instrumentality, according to Thomsen (1980), denotes the "performance-reward" or â€Å"reward-expectancy† relation. The individual appraises the probability or likelihood, according to Noe et al. (2014), which achieving the expected level of performance will result to the realization of the performance reward. Valence, on the other hand, is the value that the employee associated with the result or outcome (reward). It denotes the significance an individual associated with the expected outcome (Thomsen, 1980). A motivational force (MF) is thus the multiplication of instrumentality with expectancy and the valence. The proposers of the theory believe that it best explains an individual’s decision-making process (Thomsen, 1980). On the other hand, critics believe that it does not consider emotional state of individuals during decision making. It can also be challenging to implement in a situation of the group environment (Noe et al., 2014). According to Noe et al. (2014), individual and group incentive plans have and strive for a similar goal. They strive to offer an employee incentive that will result to the right performance for the success of the company. For a company or firm to decide on the best incentive options, it is important to the first know their actual goals. Again

Bank for International Settlements. Include assessment of extent of Essay

Bank for International Settlements. Include assessment of extent of overvaluation or undervaluation of the Chinese yuan over recent years compared to the situations ofthe US dollar, Euro, and Japanese yen - Essay Example Using the relative PPP, a 2006 studt (Sinnakkannu & Nassir) shows that it was actually overvalued from January to October 2005 and was undervalued in the next months after. Meanwhile, the RMB was overvalued compared to the Japanese Yuan from January 2005 to March 2006 but its value started dropping soon afterward. Lastly, when compared with the Euro, the RMB was overvalued the entire 2005, then was undervalued in 2006 onwards. Using the reference exchange rate, we can see that, the value of the RMB vs. the Japanese has increased by about 47.65% from its 2006 while it has decreased by 2% from its original value in 2005. One will remember that the RMB was still pegged to the USB in 2005, hence, one may say that the Chinese Yuan was still undervalued at the time, as proven by the balance of payments approach presented in the previous sections. Meanwhile, it is not appropriate to compare the Yuan with the Yen using the international trade parity since published data are typically in U.S. Dollars. National Bureau of Statistics of China, 2010. Reference Exchange Rate of Renminbi (Period Average). China Statistical Yearbook 2010. Available at: http://www.stats.gov.cn/tjsj/ndsj/2010/html/R0602E.HTM [Accessed November 18, 2011]. Sinnakkannu, J. & Nassir, A.M., 2006. A Study on the Effect of De-Pegging of the Renminbi Against the US Dollar on the China’s International Trade Competitiveness. International Research Journal of Finance and Econnomics, (5),

Equilty Essay Example | Topics and Well Written Essays - 250 words

Equilty - Essay Example There are many issues that are involved in the way citizens are expected to pay their taxes, which cannot be generalized to bring an agreement. Different levels of income are an example that contributes to these disagreements. The high income earners will not be expected to pay the same tax as the low income earners. This is what economists refer to as the ability to pay principle (Blum and Kalvern 2011). This principle argues that one should pay tax according to his power to pay. People who have high income are able to pay; hence they are supposed to pay more tax. This shows that large amounts of taxes will come from rich people. The benefit principle is another system that governments use to get taxes from the citizens (Blum and Kalvern 2011). Everyone who benefits from the outcomes of taxes is supposed to pay it accordingly. This signifies that there will be no balance in paying the taxes among the citizens since, different people gains differently from the functions of the tax es. People in towns will pay more than those in rural areas who get less access to the outcomes of the taxes paid. Conclusion However, equity goes hand in hand with fairness. The two concepts mentioned above may both bring disagreements, but an agreement may some how be reached if the benefit principle is enforced. Blum and Kalvern (2011), consumers will always want to maximize their utility and minimize the cost. Therefore, people from every part of the country will feel the worth of the payments they make hence no

Pipeline Hydraulics Design Basis Engineering Essay

Pipeline Hydraulics Design Basis Engineering Essay It includes the pipe and flow characteristics of the transported fluid under specified operating conditions as established in the design basis. Velocity The pipeline has to be laid for the distance of 770km between Portland and Montreal, the fluid in the pipe is Light Crude Oil. Velocity of flow in a pipeline is the average velocity based on the pipe diameter and liquid flow rate. Its selection is first step in the designing procedure of our project. The flow velocity can have both advantages and drawbacks. High velocities can cause turbulence, and the striking of the fluid on the walls of the pipe which will cause damage to the pipes and eventually erode away the pipe, while low velocity on the other hand can cause the deposition of particulates in the line and cleanliness of the fluid will be compromised. Therefore, to avoid these problemsliquid lines are normally sized to maintain a velocity sufficient to keep the solid particles from depositing and also to prevent the erosion of the pipe. Under these considerations the recommended velocity is in the range of 3ft/s to 8ft/s. From this selected range of velocity we have to select a single velocity. The velocity we have selected for our line is 5ft/s. This is the intermediate velocity from the recommended range and all the further calculations will be done on this velocity. Velocity Selection The range as mentioned above is taken as 3ft/s to 5ft/s. The next step is to select a single velocity from this range. We have selected 5ft/s for our line. The reason for this velocity selection is the trade-off between pipe diameter and number of pump stations. According to continuity equation if we increase the velocity, the corresponding diameter will reduce but the pressure loss will increase due to which a higher number of pump stations are required. Similarly if we decrease the velocity, the number of pump stations will reduce but the diameter will increase for a given flow rate. Since the pipeline is laid over a long distance, the pipeline cost holds the major share of the capital investment therefore increasing the diameter will adversely affect the economics of pipeline. This trade-off is visible in the calculations shown in appendix A. The other reason for choosing this velocity is that if the flow rate fluctuates in the future for any reason the diameter selected from this intermediate velocity will be able to accommodate those variations without affecting our system. Diameter Calculation Calculation of the diameter is the core of the hydraulic designing.The diameter selected should be able to support the stresses on the pipe, the capacity of the fluid and minimize the pressure losses. Under given flow rate and assumed velocities, we can calculate the pipe diameter using continuity equation: V=Q/A V: Flow velocity Q: Volume flow rate A: Cross sectional area The flow rate is given as 109,000bbl/day or 7.1ft^3/s. The diameters are calculated at 3, 4, 5ft/s velocities and the respective diameters are 20.83, 18.04 and 16.14. Selection of Diameter As mentioned above 5ft/s is selected as the recommended velocity and the corresponding internal diameter (ID) is 16.14in. Nominal Pipe Size For the internal diameter subsequently we have to calculate the nominal pipe size. To calculate the nominal diameter we refer to the Pipe Data provided for the Carbon Steel. From the table shown in appendix B, it is found out that consequent nominal pipe size will be 18in. Characteristics of Flow Different flow properties are calculated to determine the regime of flow, losses in the pipes. The nature of the flow can be laminar or turbulent.There are two types of the losses. Major losses include the losses due to friction in straight pipes and minor losses due to bends, valves, tees. To calculate these we will be dealing with Reynolds number (for nature of flow), Moody diagram (for friction factor) and head loss calculations. Losses As the fluid flows through the pipe there is friction at the pipe wall and fluid interface in the straight portions of the pipe due to interference between the fluid and the walls of the pipe. This friction results in results in the loss of energy in the lineat the expense of liquid pressure and the losses are known as the major losses. Pipe systems consist of components in addition to straight pipes. These include bends, valves, tees etc and add further to the losses in the line. These losses are termed as minor losses.Experimental data is used to calculate these losses as the theoretical prediction is complex. Major Losses The pressure drop due to friction in a pipeline depends on the flow rate, pipe diameter, pipe roughness, liquid specific gravity, and viscosity. In addition, the frictional pressure drop depends on the Reynolds number (and hence the flow regime). Therefore, the fluid in the pipeline will undergo pressure losses as it runs in the line and reduce the operating pressure. This loss needs to be recovered and to maintain the pressure pumps are installed at specific locations according to the requirement (pumps are discussed in Chapter ahead). These pressure losses are calculated by using the Darcy-Weisbach formula à ¢Ã‹â€ Ã¢â‚¬  P = f(L/D)(V^2/2)à Ã‚  Where, f=Darcy friction factor, dimensionless, usually a number between 0.008 and 0.10 L=Pipe length, ft D=Pipe internal diameter, ft The pressure loss for velocity of 5ft/s comes out to be 9625.15psi. All the relevant calculations are shown in appendix A. Minor Losses Real pipeline systems mostly consist of more than straight pipes. The additional components (valves, tees and bends) add to the overall loss of the system. These are termed as minor losses. In case of very long pipes, these losses are usually insignificant incomparison to the  fluid friction in the length considered. But in case  of short pipes,these minor losses may actually be major losses such as in  suction pipe of a pumpwith strainer and foot valves.These losses represent additional energy dissipation in the flow, usually caused by secondary flows induced by curvature or recirculation. Minor loss in diverging flow is much larger than that  in converging flow. Minor lossesgenerally increase with an increase in the geometric distortion of the flow. Thoughminor losses are usually confined to a very  short length of path, the effects may  notdisappear for a considerable distance downstream. It  is insignificant in case of  laminar flow. The pressure drop through valves and fittings is generallyexpressed in terms of the liquid kinetic energy V2/2g multiplied by a head loss coefficient K. Comparing this with the Darcy-Weisbach equation for head loss in a pipe, we can see the following analogy. For a straight pipe, the head loss h is V2/2g multiplied by the factor (fL/D). Thus, the head loss coefficient for a straight pipe is fL/D. Therefore, the pressure drop in a valve or fitting is calculated as follows: h=K(V^2)/2g Where, h=Head loss due to valve or fitting, ft K=Head loss coefficient for the valve or fitting, dimensionless V=Velocity of liquid through valve or fitting, ft/s g=Acceleration due to gravity, 32.2 ft/s2 in English units The head loss coefficient K is, for a given flow geometry, considered practically constant at high Reynolds number. K increases with pipe roughness and with lower Reynolds numbers. In general the value of K is determined mainly by the flow geometry or by the shape of the pressureloss device. Minor loss is generally expressed in one of  the two ways In terms of minor loss factor K. In terms length, equivalent to a  certain length of straight pipe, usuallyexpressed in terms of number of pipe diameter. The minor losses for our system are calculated and result in a very low value and can easily be neglected. Reynolds Number Flow in a liquid pipeline may be smooth, laminar flow, also known as viscous or streamline flow. In this type of flow the liquid flows in layers or laminations without causing eddies or turbulence. But as the velocity increases the flow changes from laminar to turbulent with eddies and turbulences. The important parameter used in classifying the type of flow in the pipe is called Reynolds Number. Reynolds number gives us the ratio of inertial forces to viscous forces and is used to determine the nature of flow using the recommended velocity and the internal diameter. Reynolds number is given by Re = à Ã‚ VD/ µ Flow through pipes is classified into three main flow regimes and depending upon the Reynolds number, flow through pipes will fall in one of the following three flow regimes. 1. Laminar flow: R 2. Critical flow: R>2000 and R 3. Turbulent flow: R>4000 Friction Factor Friction Factor is a dimensionless number required to calculate the pressure losses in the pipe. Tests have shown that f is dependent upon Reynolds number and relative roughness of the pipe. Relative roughness is ratio of absolute pipe wall roughness ÃŽÂ µ to the pipe diameter D. For laminar flow, with Reynolds number R f=64/R For laminar flow the friction factor depends only on the Reynolds number and is independent of the internal condition of the pipe. Thus, regardless of whether the pipe is smooth or rough, the friction factor for laminar flow is a number that varies inversely with the Reynolds number. For turbulent flow, when the Reynolds number R>4000, the friction factor f depends not only on R but also on the internal roughness of the pipe. As the pipe roughness increases, so does the friction factor. Therefore, smooth pipes have a smaller friction factor compared with rough pipes. More importantly, friction factor depends on the relative roughness (ÃŽÂ µ/D) rather than the absolute pipe roughness ÃŽÂ µ. In the turbulent region it can be calculated using either the Colebrook-White equation or the Moody Diagram. Colebrook-White Equation The Colebrook equation is an implicit equation that combines experimental results of studies of turbulent flow in smooth and rough pipe The Colebrook equation is given as: 1/à ¢Ã‹â€ Ã… ¡f = -2log((ÃŽÂ µ/3.7D)+(2.51/Reà ¢Ã‹â€ Ã… ¡f)) But the turbulent flow region (R>4000) consists of three separate regions: Turbulent flow in smooth pipes Turbulent flow in fully rough pipes Transition flow between smooth and rough pipes For turbulent flow in smooth pipes, pipe roughness has a negligible effect on the friction factor. Therefore, the friction factor in this region depends only on the Reynolds number as follows: 1/à ¢Ã‹â€ Ã… ¡f = -2log(2.51/Reà ¢Ã‹â€ Ã… ¡f) For turbulent flow in fully rough pipes, the friction factor f appears to be less dependent on the Reynolds number as the latter increases in magnitude. It depends only on the pipe roughness and diameter. It can be calculated from the following equation: 1/à ¢Ã‹â€ Ã… ¡f = -2log((ÃŽÂ µ/3.7D) For the transition region between turbulent flow in smooth pipes and turbulent flow in fully rough pipes, the friction factor f is calculated using the Colebrook-White equation given above: 1/à ¢Ã‹â€ Ã… ¡f = -2log((ÃŽÂ µ/3.7D)+(2.51/Reà ¢Ã‹â€ Ã… ¡f)) Moody Diagram The Colebrook equation is an implicit equation and requires trial and error method to calculate f.To provide the ease for calculating f scientists and researchers developed a graphical method known as Moody diagram.The Moody chart or Moody diagramis a graph that relates the friction factor, Reynolds number and relative roughness for fully developed flow in a circular pipe.In the diagram friction factor is plotted verses Reynolds number. The curves are plotted using the experimental data. The Moody diagram represents the complete friction factor map for laminar and all turbulent regions of pipe flows. To use the Moody diagram for determining the friction factor f we first calculate the Reynolds number R for the flow. Next, we find the location on the horizontal axis of Reynolds number for the value of R and draw a vertical line that intersects with the appropriate relative roughness (e/D) curve. From this point of intersection on the (e/D) curve, we read the value of the friction factor f on the vertical axis on the left. Other Pressure Drop Relations Hazen-Williams Equation The Hazen-Williams equation is commonly used in the design of waterdistribution lines and in the calculation of frictional pressure drop inrefined petroleum products such as gasoline and diesel. This methodinvolves the use of the Hazen-Williams C-factor instead of pipe roughnessor liquid viscosity. The pressure drop calculation using the Hazen-Williams equation takes into account flow rate, pipe diameter, and specificgravity as follows: h=4.73L(Q/C)1.852/D4.87 Where, h=Head loss due to friction, ft L=Pipe length, ft D=Pipe internal diameter, ft Q=Flow rate, ft3/s C=Hazen-Williams coefficient or C-factor, dimensionless In customary pipeline units, the Hazen-Williams equation can berewritten as follows in English units: Q=0.1482(C)(D)2.63 (Pm/Sg)0.54 Where, Q=Flow rate, bbl/day D=Pipe internal diameter, in. Pm=Frictional pressure drop, psi/mile Sg=Liquid specific gravity Another form of Hazen-Williams equation, when the flow rate is in gal/ min and head loss is measured in feet of liquid per thousand feet of pipe is as follows: GPM=6.7547ÃÆ'-10-3(C)(D)2.63(HL)0.54 Where, GPM=Flow rate, gal/min HL=Friction loss, ft of liquid per 1000 ft of pipe In SI units, the Hazen-Williams equation is as follows: Q=9.0379ÃÆ'-10-8(C)(D)2.63(Pkm/Sg)0.54 Where, Q=Flow rate, m3/hr D=Pipe internal diameter, mm Pkm=Frictional pressure drop, kPa/km Sg=Liquid specific gravity Shell-MIT Equation The Shell-MIT equation, sometimes called the MIT equation, is used in the calculation of pressure drop in heavy crude oil and heated liquid pipelines. Using this method, a modified Reynolds number Rm iscalculated first from the Reynolds number as follows: R=92.24(Q)/(DÃŽÂ ½) Rm=R/(7742) Where, R=Reynolds number, dimensionless Rm=Modified Reynolds number, dimensionless Q=Flow rate, bbl/day D=Pipe internal diameter, in. ÃŽÂ ½=Kinematic viscosity, cSt Than depending on the flow (laminar or turbulent), the friction factor is calculated from one of the following equations: f=0.00207/Rm (laminar flow) f=0.0018+0.00662(1/Rm)0.355 (turbulent flow) Finally, the pressure drop due to friction is calculated using theequation Pm=0.241(f SgQ2)/D5 Where, Pm=Frictional pressure drop, psi/mile f=Friction factor, dimensionless Sg=Liquid specific gravity Q=Flow rate, bbl/day D=Pipe internal diameter, in. In SI units the MIT equation is expressed as follows: Pm=6.2191ÃÆ'-1010(f SgQ2)/D5 Where, Pm=Frictional pressure drop, kPa/km f=Friction factor, dimensionless Sg=Liquid specific gravity Q=Flow rate, m3/hr D=Pipe internal diameter, mm