Water Analysis Essay Research Paper Methods of free essay sample

Water Analysis Essay, Research Paper Methods of Freshwater Analysis: # 183 ; Temperature # 183 ; pH # 183 ; Clarity Suspended Sediments # 183 ; Biotic Index Trent / BMWP # 183 ; Nitrate Level # 183 ; Phosphates Level # 183 ; Ammonia Concentration # 183 ; Visual Description # 183 ; Dissolved Oxygen # 183 ; Bacteria Counts # 183 ; Total Solids # 183 ; Chloride Concentration # 183 ; Iron Concentration # 183 ; Winkler Method of Oxygen Content 1. We will write a custom essay sample on Water Analysis Essay Research Paper Methods of or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Variation BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER Spring SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis: # 183 ; Temperature # 183 ; pH # 183 ; Clarity Suspended Sediments # 183 ; Biotic Index Trent / BMWP # 183 ; Nitrate Level # 183 ; Phosphates Level # 183 ; Ammonia Concentration # 183 ; Visual Description # 183 ; Dissolved Oxygen # 183 ; Bacteria Counts # 183 ; Total Solids # 183 ; Chloride Concentration # 183 ; Iron Concentration # 183 ; Winkler Method of Oxygen Content 1. Variation BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER Spring SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis: # 183 ; Temperature # 183 ; pH # 183 ; Clarity Suspended Sediments # 183 ; Biotic Index Trent / BMWP # 183 ; Nitrate Level # 183 ; Phosphates Level # 183 ; Ammonia Concentration # 183 ; Visual Description # 183 ; Dissolved Oxygen # 183 ; Bacteria Counts # 183 ; Total Solids # 183 ; Chloride Concentration # 183 ; Iron Concentration # 183 ; Winkler Method of Oxygen Content 1. Variation BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER Spring SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis: # 183 ; Temperature # 183 ; pH # 183 ; Clarity Suspended Sediments # 183 ; Biotic Index Trent / BMWP # 183 ; Nitrate Level # 183 ; Phosphates Level # 183 ; Ammonia Concentration # 183 ; Visual Description # 183 ; Dissolved Oxygen # 183 ; Bacteria Counts # 183 ; Total Solids # 183 ; Chloride Concentration # 183 ; Iron Concentration # 183 ; Winkler Method of Oxygen Content 1. Variation BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER Spring SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Fr eshwater Analysis: # 183 ; Temperature # 183 ; pH # 183 ; Clarity Suspended Sediments # 183 ; Biotic Index Trent / BMWP # 183 ; Nitrate Level # 183 ; Phosphates Level # 183 ; Ammonia Concentration # 183 ; Visual Description # 183 ; Dissolved Oxygen # 183 ; Bacteria Counts # 183 ; Total Solids # 183 ; Chloride Concentration # 183 ; Iron Concentration # 183 ; Winkler Method of Oxygen Content 1. Variation BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER Spring SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis: # 183 ; Temperature # 183 ; pH # 183 ; Clarity Suspended Sediments # 183 ; Biotic Index Trent / BMWP # 183 ; Nitrate Level # 183 ; Phosphates Level # 183 ; Ammonia Concentration # 183 ; Visual Description # 183 ; Dissolved Oxygen # 183 ; Bacteria Co unts · Total Solids · Chloride Concentration · Iron Concentration · Winkler Method of Oxygen Content 1. VARIATION BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER SPRING SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis:  · Temperature · pH · Clarity Suspended Sediments · Biotic Index Trent / BMWP · Nitrate Level · Phosphates Level · Ammonia Concentration · Visual Description · Dissolved Oxygen · Bacteria Counts · Total Solids · Chloride Concentration · Iron Concentration · Winkler Method of Oxygen Content 1. VARIATION BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER SPRING SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis:  · Temperature · pH · Clarity Suspended Sediments · Biotic Index Trent / BMWP · Nitrate Level · Phosphates Level · Ammonia Conce ntration · Visual Description · Dissolved Oxygen · Bacteria Counts · Total Solids · Chloride Concentration · Iron Concentration · Winkler Method of Oxygen Content 1. VARIATION BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER SPRING SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis:  · Temperature · pH · Clarity Suspended Sediments · Biotic Index Trent / BMWP · Nitrate Level · Phosphates Level · Ammonia Concentration · Visual Description · Dissolved Oxygen · Bacteria Counts · Total Solids · Chloride Concentration · Iron Concentration · Winkler Method of Oxygen Content 1. VARIATION BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER SPRING SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis:  · Temperature · pH · Clarity Suspended Sediments · Biotic Index Tr ent / BMWP · Nitrate Level · Phosphates Level · Ammonia Concentration · Visual Description · Dissolved Oxygen · Bacteria Counts · Total Solids · Chloride Concentration · Iron Concentration · Winkler Method of Oxygen Content 1. VARIATION BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER SPRING SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES Methods of Freshwater Analysis:  · Temperature · pH · Clarity Suspended Sediments · Biotic Index Trent / BMWP · Nitrate Level · Phosphates Level · Ammonia Concentration · Visual Description · Dissolved Oxygen · Bacteria Counts · Total Solids · Chloride Concentration · Iron Concentration · Winkler Method of Oxygen Content 1. VARIATION BEFORE TOWN2. VARIATION IN TOWN3. DISSIPATION OF POLLUTION AFTER TOWN4. TEMPORAL CHANGES OVER SPRING SUMMER AND AUTUMN5. EFFECTIVENESS OF EQ SURVEYS AND BIOTIC INDEXES

Free Essays on Jacob And Esau-The Birthright

Jacob and Esau-The Birthright Does Rebekah do the right thing in sending Jacob to receive the blessing meant for Esau? I believe she does! Having read the account many times, I’ve formed the opinion that the birthright was meant to be for Jacob. I will support this opinion by scriptural account. During her pregnancy, Rebekah enquired of the Lord, why her children struggled within her. â€Å" And the Lord said to her, two nations are in thy womb, and two manner of people shall be separated from thy bowels: and the one people shall be stronger than the other people; and the elder shall serve the younger.†(Gen 25:23) Rebekah had conceived twins. The first-born was red and covered in hair. They named him Esau. The other came out and took hold of Esau’s heel. They named him Jacob. In contrast to Esau, who is described as a cunning hunter, Jacob is said to be a plain man, dwelling in tents. I don’t believe that this was a bad thing. In Gen 25:29-34 we read; 28 And Jacob sod pottage: and Esau came from the field, and he was faint: 30 And Esau said to Jacob, Feed me, I pray thee, with that same red pottage; for I am faint: therefore was his name called Edom. 31 And Jacob said, sell me this day thy birthright. 32 And Esau said, Behold, I am at the point to die; and what profit shall this birthright do to me? 33 And Jacob said, Swear to me this day; and he swore unto him; and he sold his birthright to Jacob. 34 Then Jacob gave Esau bread and pottage of lentils; and he did eat and drink, and rose up, and went his way: thus Esau despised his birthright. This rationalization seems to reflect more scorn then hunger. Surely, if Esau’s life had been in jeopardy, Jacob would have freely fed his brother. The point of this account seems to be how little value Esau place on his birthright and the rights of the covenant. This is further proven by his marriages to Canaanite women, (Gen 26:34-35), which broke the covenan... Free Essays on Jacob And Esau-The Birthright Free Essays on Jacob And Esau-The Birthright Jacob and Esau-The Birthright Does Rebekah do the right thing in sending Jacob to receive the blessing meant for Esau? I believe she does! Having read the account many times, I’ve formed the opinion that the birthright was meant to be for Jacob. I will support this opinion by scriptural account. During her pregnancy, Rebekah enquired of the Lord, why her children struggled within her. â€Å" And the Lord said to her, two nations are in thy womb, and two manner of people shall be separated from thy bowels: and the one people shall be stronger than the other people; and the elder shall serve the younger.†(Gen 25:23) Rebekah had conceived twins. The first-born was red and covered in hair. They named him Esau. The other came out and took hold of Esau’s heel. They named him Jacob. In contrast to Esau, who is described as a cunning hunter, Jacob is said to be a plain man, dwelling in tents. I don’t believe that this was a bad thing. In Gen 25:29-34 we read; 28 And Jacob sod pottage: and Esau came from the field, and he was faint: 30 And Esau said to Jacob, Feed me, I pray thee, with that same red pottage; for I am faint: therefore was his name called Edom. 31 And Jacob said, sell me this day thy birthright. 32 And Esau said, Behold, I am at the point to die; and what profit shall this birthright do to me? 33 And Jacob said, Swear to me this day; and he swore unto him; and he sold his birthright to Jacob. 34 Then Jacob gave Esau bread and pottage of lentils; and he did eat and drink, and rose up, and went his way: thus Esau despised his birthright. This rationalization seems to reflect more scorn then hunger. Surely, if Esau’s life had been in jeopardy, Jacob would have freely fed his brother. The point of this account seems to be how little value Esau place on his birthright and the rights of the covenant. This is further proven by his marriages to Canaanite women, (Gen 26:34-35), which broke the covenan...

Understanding The Great Gatsby Ending and Last Line

Understanding The Great Gatsby Ending and Last Line SAT / ACT Prep Online Guides and Tips As crucial as a detailed setting or the right mix of characters is to the success of a story, nothing quite packs a memorable gut punch like the perfect ending. Think about it: the way a story ends tends to shape our understanding of what we have just read. If it ended in love and marriage, then it must have been a love story. If it ended in death, then it was a tragedy. So what do we make of the The Great Gatsby ending? Why is there so much death? Why doesn't anyone get their just comeuppance? In this article, I'll talk about the significance of endings in general, and explore the meaning behind The Great Gatsby's last line, last paragraphs, and the conclusion of the plot. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. Why Is the Ending of a Book Important? An ending tends to reveal the meaning (or lack of meaning) in everything that came before it. It's a chance for the author to wrap up the preceding events with either an explanation that puts them into a broader context- or a chance for the author to specifically not do that. In general, endings come in many flavors. Straightforward Explanations. These endings tell us how to feel about the book. For example, think of Aesop's fables, each of which ends in an explicit moral lesson, or think of Victorian novels (like those of Charles Dickens) that end with the narrator giving rewards to the good characters and punishments to the bad ones. These endings close up the world of the novel, wrapping it in a neat bow. Outward Connections. Endings can also be ways for the reader to open up the world of the novel into the real world. This type of ending can ask the reader a question as the final sentence (like Hemingway's The Sun Also Rises). Even more dramatically, this can mean ending the novel mid-action, or even sometimes mid-sentence (like Kafka's The Castle). Philosophical Abstractions. Finally, endings can zoom out of the world of the novel altogether and become places for a deeper analysis of the nature of life or of being human. This type of ending is often reflective and could easily be divorced from everything that has come before to form its own pithy wisdom. The ending of The Great Gatsby falls into this last category. It's like that extreme zoom out shot at the end of a movie, which eventually zooms out enough to show us a tiny Earth in outer space. Understanding the Ending of The Great Gatsby So why does the novel end the way it does? The novel's abrupt and downbeat ending mostly poses more questions than it gives answers. Why do Gatsby, Myrtle, and George Wilson die? Why does Daisy go back to Tom? Why does no one come to Gatsby's funeral? It all feels kind of empty and pointless, especially after all the effort that Gatsby put into crafting his life, right? Well, that empty feeling is basically the whole point. F. Scott Fitzgerald was not particularly optimistic about the capitalist boom of the 1920s. To him, America was just like Europe in its disdain for new money, and the elites were scornful of the self-made men who were supposed to be the people living the ideals of the country. He saw that instead of actually being committed to equality, the country was still split into classes- just less acknowledged ones. So, in the world of the novel, Gatsby, for all his wealth and greatness, can buy himself a place in West Egg, but can never join the old money world of East Egg. His forward progress is for naught because he is in an environment that only pays lip service to the American Dream ideal of achieving success through hard work. The novel is a harsh indictment of the idea of the American Dream. Think about it: the actually "successful" people- successful in that at least they survive- (the Buchanans, Nick, and Jordan) are all old money; while those who fail (Gatsby, Myrtle, and George) are the strivers. All in all, the novel is a vision of a deeply unbalanced and unfair world. Interpreting the Last Paragraphs of The Great Gatsby The novel ends with a sad Nick contemplating the historic geography of Long Island: Most of the big shore places were closed now and there were hardly any lights except the shadowy, moving glow of a ferryboat across the Sound. And as the moon rose higher the inessential houses began to melt away until gradually I became aware of the old island here that flowered once for Dutch sailors' eyes- a fresh, green breast of the new world. Its vanished trees, the trees that had made way for Gatsby's house, had once pandered in whispers to the last and greatest of all human dreams; for a transitory enchanted moment man must have held his breath in the presence of this continent, compelled into an aesthetic contemplation he neither understood nor desired, face to face for the last time in history with something commensurate to his capacity for wonder. And as I sat there brooding on the old, unknown world, I thought of Gatsby's wonder when he first picked out the green light at the end of Daisy's dock. He had come a long way to this blue lawn and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night. Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no matter- tomorrow we will run faster, stretch out our arms farther. . . . And one fine morning- - So we beat on, boats against the current, borne back ceaselessly into the past. (9.151-154) It's clear that the novel is trying to universalize Gatsby's experience in some way. But there are multiple layers of meaning creating this broadening of perspective. We Are All Jay Gatsby By ending the way it does, the novel makes Gatsby explicitly represent all humans in the present and the past. Compare this ending with the last paragraph of Chapter 1: But I didn't call to him for he gave a sudden intimation that he was content to be alone- he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seaward- and distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. When I looked once more for Gatsby he had vanished, and I was alone again in the unquiet darkness. (1.152) The language of the novel's ending paragraphs and the last paragraph of the first chapter links Gatsby's outstretched arms with the hopes of the Dutch sailors (the people of the past). Just as Gatsby is obsessed with the green light on Daisy's dock, so the sailors coming to this continent for the first time longed for the "green breast of the new world." For both, these green things are "the last and greatest of all human dreams": for Gatsby, it's his memory of perfect love, while for the sailors, it's the siren song of conquest. These two passages also connect Gatsby with the way we live today. Just as Gatsby "stretched out his arms toward the dark water in a curious way," so we also promise ourselves "tomorrow we will run faster, stretch out our arms farther." For all of us, life is all about constantly having to will ourselves into eternal optimism in the face of elusive dreams or challenging goals. Jay Gatsby's Life is All of America The novel's last paragraphs also touch on most of the novel's overarching themes, symbols, and motifs: the transformation of America from the idyllic, pristine frontier to the polluted metropolis the quest to win over a lost love, or the imperfection of real love versus an ideal love the way the past always influences, hangs over, and directs the present reinvention and perseverance, the rags to riches story versus the story of impersonation and deception the appeal and ultimate disappointment of the American Dream, and specifically the sense that it is fading away- just as New York has been completely transformed from "green breast of land" to corrupt city, all of America is escaping the pure dreams of its people New York City before the Europeans showed up to trash the place. The Last Line of The Great Gatsby The last sentence of this novel is consistently ranked in the lists of best last lines that magazines like to put together. So we beat on, boats against the current, borne back ceaselessly into the past. So what makes this sentence so great? Close-Reading the Last Sentence of The Great Gatsby On a formal level, the line is very close to poetry, using the same techniques that poems do to sound good: It is written almost in iambics. (Iambic is a meter that alternates stressed and unstressed syllables to create a ta-DA-ta-DA-ta-DA-ta-DA pattern- it's most famous for being the meter Shakespeare used). There's a wave-like alliteration with the letter b, as we read the monosyllabic words "beat," "boats," "borne," and "back." (Alliteration is when words that start with the same sound are put next to each other.) Then this repeated b resolves into the matching unvoiced p of the word "past." (The sounds b and p are really the same sound, except when you say b you use your voice and when you say p you use the same mouth position but without using your vocal chords.) Other literary devices are at play as well: There a double meaning in the word "borne" which can mean either "shouldered like a heavy burden" or "given birth to." The sentence uses the metaphor of trying to row against the flow of current. We are like boats that propel themselves forward, while the current pushes us back toward our starting place. For boats, this happens in space, on a body of water, while for people, this happens in time, in the relationship between the past and the future. Interpreting the Meaning of the Last Sentence of The Great Gatsby There are three ways to interpret how Fitzgerald wants us to take this idea that we are constantly stuck in a loop of pushing forward toward our future and being pulled back by our anchoring past. #1: Depressing and Fatalistic If we go with the "heavy burden" meaning of the word "borne," then this last line means that our past is an anchor and a weight on us no matter how hard we try to go forward in life. In this case, life only an illusion of forward progress. This is because as we move into the future, everything we do instantly turns into our past, and this past cannot be undone or done over, as Gatsby attempted. This version of the ending says that people want to recapture an idealized past, or a perfect moment or memory, but when this desire for the past turns into an obsession, it leads to ruin, just as it lead to Gatsby's. In other words, all of our dreams of the future are based on the fantasies of a past, and already outdated, self. #2: Uplifting and Hopeful If, on the other hand, we stick with the "given birth to" aspect of "borne" and also on the active momentum of the phrase "so we beat on," then the idea of beating on is an optimistic and unyielding response to a current that tries to force us backward. In this interpretation, we resiliently battle against fate with our will and our strength- and even though we are constantly pulled back into our past, we move forward as much as we can. #3: Objectively Describing the Human Condition In the final version of the last line's meaning, we take out the reader's desire for a "moral" or some kind of explanatory takeaway (whether a happy or sad one). Without this qualitative judgment, this means that the metaphor of boats in the current is just a description of what life is like. In this way, the last line is simply saying that through our continuing efforts to move forward through new obstacles, we will be constantly reminded and confronted with our past because we can't help but repeat our own history, both individually and collectively. Which of these readings most appeals to you? Why? So, wait, "boats giving birth" is what we're going with here? The Bottom Line An ending tends to reveal the meaning (or lack of meaning) in everything that came before it: an explanation on how to feel about what has just been read. a way to open up the world of the novel into the real world. philosophical analysis of the nature of life or of being human- this is The Great Gatsby ending. The Great Gatsby ends in a way that feels kind of empty and pointless, especially after all the effort that Gatsby put into trying to recreate his and Daisy's love That empty feeling underscores Fitzgerald's pessimism about America as a place that only pays lip service to the idea of the American Dream of working hard and achieving success The novel's last paragraphs connect Gatsby to all of us now and for the humans of the past and touch on many of the novel's themes we are like boats that propel themselves forward, while the current pushes back The last line of The Great Gatsby is a metaphor of trying to row against the flow of current. We can take this metaphor to be: depressing and fatalistic, that the past is an anchor and that life only an illusion of forward progress uplifting, that we battle against fate with our will and our strength objectively describing the human condition, that we can't help but repeat our own history What's Next? Consider the significance of the green light at the end of Daisy's dock. Compare the meaning of the ending to our analysis of the beginning to see whether the novel's payoff reflects its starting assumptions. Analyze the character of Jay Gatsby to see how this flawed protagonist comes to represent humanity's striving for the unreachable. Investigate the themes of the American Dream and society and class to see how they are addressed in the rest of the novel. Explore the rest of Chapter 9 to see how the novel leads up to its conclusion. 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:

A Modern Aiding Tool Essay Example | Topics and Well Written Essays - 250 words

A Modern Aiding Tool - Essay Example The statement should not be fact, it should not be vague, the writer should have conviction in it and it should be an opinion based on the writer’s feelings. The media improved my writing skills by leaps and bounds. I learned the jest of writing a potent thesis statement. The information of the media also helped me in writing specific thesis statements. Prior to going through the media by essays were broad and vague. Now I have learned to write a thesis statement that would captivate the reader and he would ask for ore. I also learned how to prove my thesis statement by providing supporting ideas. The written articles tell us that an essay is a structural thing which follows linear data. The article teaches us how to answer what, how and why. They also teach us how an essay is mapped so the reader does not lose way and become uninterested. The videos teach us that essay writing involves primarily a question, the answer in the form of a thesis statement, the body which describes the main idea with help of supporting ideas and lastly the conclusion. The powerpoint presentations in my view were more descriptive and easy to understand. The font of the power point was appealing. The language and examples used in the presentations were more effective.  

Statistics Assignment Project Example | Topics and Well Written Essays - 1250 words

Assignment - Statistics Project Example But this is violated. So only the unspecified data is not included. Since the Chi square observed value is greater than the expected value with probability of significance 0.000, we reject our null hypothesis and accept the alternative hypothesis and conclude that the location of melanoma sites is dependent on gender. The linear relationship is not significant since the F value in the ANOVA table shows that the probability of significance is 0.441>0.05 and the F value is less than 1. This is the clear evidence to show that the predictive linear relationship between the two variables at 5% significance level is not a predictive linear relationship. More over the t statistic value for the regression coefficient is 0.81 with probability of significance 0.441 which is also another parallel evidence. Since it is one tailed and the average Post BST is significantly higher than the average Pre BST, we observe that there is a highly significant difference (increase) between pre BST and post BST. The post BST shows a significant increase in the mean milk production at 5% level of significance. The Z observed value is 51.5/13.859=3.72., For one tailed test, the critical value of Z at 1% level is 2.33. Since the Z observed value of 3.72 is greater than the Z critical value of 2.33 at 1% level, we reject the null hypothesis and conclude that the control group’s reaction time is significantly lower than the phone group while driving. The less reaction time the better is the

Change in Pressure and Different Depths in a Static Fluid Lab Essay Example for Free

Change in Pressure and Different Depths in a Static Fluid Lab Essay Purpose: The purpose of this lab is to devise a correlation between that of the data we have collected from our experiment and compare it to that of theory. In this experiment 3 different tests were done in order to test this theory. The first test was to tie a balloon on the end of a manometer and measure the pressure at different depths in a large beaker filled with water. The next test was the same thing, but without the balloon on the end of the manometer. For the final test a pressure gauge was used to measure the pressure at different depths in the water. The data collected from each experiment was the depth of the object and its deflection. To find out the theoretical pressure for the experiment this equation will be used: ∆P=ÃŽ ³H2Oà ·Depth The theoretical results will then be compared to the measured results, determining the correlation between both sets of data in order to prove whether or not this experiment is capable of proving the theory. Procedure: 1) Fill the cylinder with water and adjust the manometer to read zero. 2) For first test tie a balloon to the end of the tube that gives the manometer reading, and fill it with air. 3)Immerse the balloon in the water and measure the deflection at each specific depth (Try to get as close as you can to: 11, 9, 7, 5, 3, and 0 inches). 4)When finished with the first test remove the balloon and proceed to second test. 5) For the second test immerse the (balloon free) manometer tube in water, also measuring each specific depth and deflection. 6) For the third test instead of measuring with the manometer use a pressure gauge to measure your deflection (make sure you set the gauge to zero before testing). Calculations: Test #1 Example Depth: 3.5 inches Deflection: 1.7 inches P. Theory: ÃŽ ³H2OÃâ€"3.512=18.2lbft2 P. Measured: 1.712Ãâ€"ÃŽ ³ManometerÃâ€"ÃŽ ³H2O=16.9lbft2 Test #2 Example Depth: 5 inches Deflection: 2.1 inches P. Theory: ÃŽ ³H2OÃâ€"512=26lbft2 P. Measured: 2.112Ãâ€"ÃŽ ³ManometerÃâ€"ÃŽ ³H2O=20.8lbft2 Test #3 Example Depth: 3 inches Deflection: 1.8 ozin2 P. Theory: ÃŽ ³H2OÃâ€"312=15.6lbft2 P. Measured: 1.812Ãâ€"ÃŽ ³Pressure GaugeÃâ€"ÃŽ ³H2O=17.9lbft2 ÃŽ ³H2O=62.4 lbft3 ÃŽ ³Manometer ÃŽ ³Pressure Gauge=1.91 lbft3 Analysis and Conclusion: Overall I think results of this experiment turned out fairly well. From looking at the graph I noticed that as we moved on to the second and third tests there seemed to be less and less error. In general I think that human error had a huge impact on this lab. If we could have done a few trials for each test I think that the outcome of our measured results would be a lot closer to those of the theoretical results. What we were attempting to do with this lab was take the theoretical results of our experiment and get them as close as we could to the measured results with little percent error in order to determine if this test was reliable. By comparing some of the results I can safely say that this test is valid. Some of the data comparisons are far off, but others are within 2 percent error and I know for a fact that better results can be acquired.

Repatriation: Africa in the Horizon :: essays papers

Repatriation: Africa in the Horizon The idea of the repatriation of Blacks to Africa is a theme that runs deeply within Rastafarian beliefs. Although the concept of Ethiopia being the true and glorious home of all Blacks is imbedded in Rastafarian beliefs, the idea dates much farther back in history. Dating back to the African slave trade beginning in the eighteenth century, Ethiopianism has influenced the Black race dramatically. People such as Marcus Garvey have raised the world’s awareness of the oppression of the Black race and his solution of repatriation. Garvey believed that if Blacks could have a land of their own, where they could prosper and gain power then the world would have to respect this nation and it’s people. (Barrett, 1997, P.68-69) Contrary to the original idea of actual movement to Africa, recently a new idea has surfaced about repatriation. This idea is that repatriation should begin with internal liberation and a connection with Africa. Therefore, instead of a literal movement to Africa it is a mental connection to Africa. (Barrett, 1997, P.172) Repatriation is a complex idea that is understood in several different ways. The underlying principle of repatriation is that Blacks have faith and hope in overcoming centuries of oppression by reconnecting to their roots and a time of prosperity. Repatriation is not only a religious belief for Rastafarians but it also has served as a worldwide theme of Black Nationalism and unification. Not all Africans that were taken from Africa and sold in "The New World" were from Ethiopia, but that is the designated destination of the repatriation movements. The most obvious reason for this is because it was in Ethiopia that Haile Selassie ruled. This would explain why Rastafarians would desire to repatriate to Ethiopia. The following quote explains the Rastafarian connection to Ethiopia. Ithiopia represents a tangible reality within the transitory flesh; spirit more powerful than flesh, the reality of the indestructible Irit, the umbilical chord of creation rooted in the core of the personality, the illusive link with Jah and the breaking asunder of the psychosociological bonds of mental slavery which have pauperised and plagued West Indian psyche for 400 years in the Diaspora. (Faristzaddi) Another reason why Ethiopia is the destination for repatriation is that historically it is revered as the home of one of the most advanced civilizations. Historians believe that Ethiopians and Egyptians were the same people and that they were members of the Black race.

Drink and Creative Writing Planning Essay

Sometimes people choose to try things for the first time because they want to or they like trying new things or they are forced to. It was the day I was always waiting for, my first ever 9th grade party. I was so thrilled that the person even invited me, only the ‘cool’ people were invited to huge parties and well let’s just say I was an ordinary girl. My friend Adriana and got ready at my place with excitement and off we went to experience our one life opportunity with the popular groups. I walked in the big huge giant building I started to have goose bumps all over my body, my heart started to race as fast as a rocket, I was so nervous. It was all dark and the music was so loud my ears felt as if I was on a plane and about to take off. Everyone was dancing, drinking and doing all sorts of things I only thought happened in movies. I looked on my right and there was Adriana with some guy sitting on his lap and drinking, she moved quit fast. I went over to check if she was okay. She said she was but she sure didn’t look okay. I was already starting to regret coming to this party. I didn’t fit with these people, I was with all the ‘popular’ people but I still felt like an outcast. Sitting in the corner alone, then a loud voice crawled into my ear â€Å"Hey, what are you doing sitting down alone? Come with me! † I had never seen this girl in my life, or maybe I have but she was just covered by the heavy make-up. The strange girl handed me a drink, and told me to drink it, it’s nothing. Mum warned me about this, not taking drinks from random people. I hesitated and told the girl I don’t want the drink. But she kept implying that I should just take a little bit and I was in the middle of all her friends and I didn’t want to be humiliated. I took my first sip of alcohol and then I saw myself dancing and making a complete full of myself. The room started to spin uncontrollably. I don’t remember half of the things I even did; it was like I was a different person. I look to my right and I see two people fighting and Adriana in the middle. I was so worried she was in trouble so I headed over there to help her. I was pushed and shoved around trying to get to Adriana and all I remember is some aggressive boy picking up a bottle and I was on the floor. All I could see was a blurred vision of Adriana screaming my name and it all went blank. That night would have to be the worst night of my life. One single drop of alcohol changed my whole night. I regret every single decision I made that night. I wish I can take it all back. Who would’ve thought the impossible could be possible.

Rhetorical Analysis of Fdr’s First Fireside Chat

A Rhetorical Analysis of Franklin Delano Roosevelt’s First Fireside Chat President Franklin Roosevelt’s â€Å"First Fireside Chat† is a reassuring piece that inspired the nation in a time of need using his voice that projected his personal warmth and charm into the nation’s living rooms to explain the banking crisis. He slowly and comprehensibly informed the American people on what has been done and to explain the complex banking system while using rhetorical appeals of ethos, logos, and pathos to effectively restore American faith in the United States government and banking system.Roosevelt won the 1932 election after a landslide victory over his predecessor Herbert Hoover. At this time, America was going through one of the toughest times inside its own borders ever: The Great Depression. Roosevelt's First Fireside Chat on March 12, 1933 marked the beginning of a series of 30 radio broadcasts to the American people reassuring them the nation was going to recover as he shared his hopes and plans for the country. Roosevelt was simply telling the people what he was doing and why.This level of intimacy with politics made people feel as if they too were part of the administrations decision-making process and many soon felt that they knew Roosevelt personally and most importantly, they grew to trust him. Only eight days after his inauguration, President Roosevelt took to the air waves to let Americans know how the country was doing. Millions gathered around their radios to listen in. The President explained to the country in simple terms why so many banks had failed and why he had decided to close them down on March 6 (the so-called â€Å"bank holiday†.He then described the measures that Congress was taking to make sure that a banking crisis would not happen again. Roosevelt used ethos multiple times in his speech to establish his credibility and honesty. After his introduction Roosevelt told America, â€Å"And I know that when yo u understand what we in Washington have been about, I shall continue to have your cooperation as fully as I have had your sympathy and your help in the past week. This was an effective use of ethos because he draws the distinction between conventional knowledge and new insight that he provides throughout his speech. Another example of effective ethos can be found towards the end of his speech when Roosevelt told America, â€Å"I hope you can see, my friends, from this essential reticle of what your Government is doing that there is nothing complex, nothing radical in the process. † This summed up the knowledge he shared in the banking system and instilled a sense of integrity in the government.Throughout the chat Roosevelt used his knowledge to teach the American banking system and explained thoroughly what went wrong while using some of the most commonly words in the English dictionary, which appealed to a large audience that effectively established personal credibility. Alo ng with ethos, Roosevelt used logos in his speech to successfully show that his plans for America were logical and reasonable. Roosevelt used logos to logically organize his speech to effectively inform America of the Emergency Banking Act and his possible solutions.Roosevelt told America at the beginning of his speech, â€Å"I want to tell you what has been done in the last few days, and why it was done, and what the next steps are going to be. † Roosevelt starts with this sentence because little hope and despair fill American hearts who need explanations for the failure of banks and Roosevelt comes out right away with what he’s about to say. The way Roosevelt structured the speech with upfront communication portrayed him as a very organized and upfront leader.Also in the beginning of his speech he says â€Å"First of all let me state the simple fact that when you deposit money into a bank, the bank does not put the money in a safe deposit vault. † Following th is quote he states exactly what is done with your money and why. Roosevelt used logic to make a statement that everyone can agree with and relate to provide a sense of unity. Roosevelt used logos throughout his speech to show Americans that he is both logical and reasonable.On top of logos, Roosevelt’s most effective rhetorical appeal in his first fireside chat is pathos. He appeals to pathos the most throughout the speech because he wants the concerned citizens to feel comforted. He explains towards the end, â€Å"After all, there is an element in the readjustment of our financial system†¦ and that is the confidence of the people themselves†¦ it is up to you to support and make it work. † This is where he makes the people feel important that draws attention to the audience’s desires to make it out of the banking crisis.Immediately after he inspires in unity as he concludes â€Å"It is your problem, my friends, your problem no less than it is mine. To gether we cannot fail. † Roosevelt used inclusive and emotional language such as â€Å"my friends†, â€Å"we†, and â€Å"together† while referencing to what Americans desire in their future, which made people want to act. Roosevelt used pathos effectively throughout his speech to draw attention to the desires, emotions, and beliefs of the audience.Shortly after Roosevelt was inaugurated on March 4, 1933, Roosevelt addressed a worried nation over radio broadcast in his First Fireside Chat that brought his charm and personal warmth into living rooms. With his effective use of pathos, ethos, and logos his rhetorical appeals helped describe the crisis, restore American confidence and faith, and lay out solutions that he is going to use to fix the problem. Worried and impoverished Americans cherished a voice of hope that called for action when leadership meant the most during the worst economic times our country has faced. Word Count: 974

World War 2, atomic bomb essays

World War 2, atomic bomb essays On 6 August 1945 the United States exploded an atomic bomb over Hiroshima and revealed to the world in one blinding flash the start of the atomic age. As the meaning of this explosion and the nature of the force unleashed became apparent, a chorus of voices rose in protest against the decision that opened the Pandora's box of atomic warfare. The decision to use the atomic bomb was made by President Truman. There was never any doubt of that and despite the rising tide of criticism Mr. Truman took full responsibility for his action. Only recently succeeded to the Presidency after the death of Roosevelt and beset by a multitude of problems of enormous significance for the postwar world, Mr. Truman leaned heavily on the advice of his senior and most trusted advisers on the question of the bomb. But the final decision was his and his alone. [1] The justification for using the atomic bomb was that it ended the war, or at least ended it sooner and thereby saved countless American-and Japanese-lives. But had it? Had not Japan been defeated and was she not already on the verge of surrender? What circumstances, it was asked, justified the fateful decision that "blasted the web of history and, like the discovery of fire, severed past from present"? [2] The first authoritative explanation of how and why it was decided to use the bomb came in February 1947 from Henry L. Stimson, wartime Secretary of War and the man who more than any other was responsible for advising the President in this matter. [3] This explana- On August 6, 1945, at precisely 8:16 a.m., the first atomic bomb exploded in Hiroshima, Japan, just seconds after leaving the Enola Gay. It carried with it the equivalent of 20,000 tons of TNT. Everything within four square miles was desolated. On August 9, 1945, the second atomic bomb exploded at approximately 11:01 a.m. in Nagasaki, Japan, after being dropped from the B-29 Bockscar. This bomb contained the equivalent...

Business Environment of Reed Elsevier

Business Environment of Reed Elsevier The following report details the findings of our research carried out on the business environment of Reed Elsevier PLC. We have incorporated strategy analysis tools such as SWOT, Porters 5 Forces Framework and Financial Analysis to aid us in analyzing all the relevant internal and external factors that play important roles in shaping Reed Elsevier’s business environment. 1.1 Introduction Reed Elsevier is a leading provider of professional research information to organizations around the world. It publishes journals, books and databases and manages exhibitions and events. Its well-known titles such as New Scientist and The Lancet – appear both in print and online. Reed Elsevier has a worldwide customer base working in many fields, including science, research and the law, as well as in public and academic libraries and commercial organizations. This includes around 11 million scientists who access information direct from Reed Elsevier’s ScienceDirect database, whi ch is the world’s largest online library of full-text research papers. Reed Elsevier was formed in 1993 when the businesses of the British Publisher Reed International and the Dutch publisher Elsevier NV merged. The company now operates in more than 200 locations worldwide with annual revenues for 2010 being  £6 billon. To enable the business to focus on specific customer needs, the company has five divisions. They are Elsevier, LexisNexis Risk Solutions, LexisNexis Legal & Professional, Reed Exhibitions and Reed Business Information. 1.1.1 Elsevier Elsevier is the world’s leading provider of scientific and medical information and serves scientists, health professionals and students worldwide. It annually produces over 200,000 new research articles in over 1,100 journals every year, with ScienceDirect, its flagship electronic solution accessed by over 11 million users. Elsevier’s contribution to the total revenue of Reed Elsevier for the year 2010 amounts to 3 4% while it is accountable for 46% of the group’s total operating profit as shown in the pie charts below. 1.1.2 LexisNexis Risk Solutions LexisNexis Risk Solutions provides data and analytics to enable its customers to evaluate and manage risks associated with transactions and improve performance. It is also a leading provider of work flow solutions that combine proprietary, public and third party information, analytics and advanced technology. These solutions assist customers in evaluation, predicting and managing risk and improving operational effectiveness, predominantly in the US. Its contribution to total revenue is 15% while it accounts for 23% of the groups operating profit during the last financial year. 1.1.3 LexisNexis Legal & Professional This division is charged with providing content and information solutions for the legal and other corporate markets with a customer base in over 100 countries. LexisNexis Legal & Professional provides resources and services that inform decisions and increase productivity within organizations. For the year ended 31 December 2010, this division contributed 28% towards the group’s revenue while its contribution towards operating profit was 15%. 1.1.4 Reed Exhibitions Reed exhibitions contributed 11% and 10% towards group revenue and operating profit respectively during the year 2010 and was responsible for the staging of over 460 events in 36 countries which brought together over seven million active participants worldwide in 2010. 1.1.5 Reed Business Information Reed Business Information provides business information, online data and marketing solutions. Through industry critical data services, lead generation tools, over 200 community and job sites and more than 200 premier business magazines, Reed Business Information provides valued information to professionals and an effective channel for advertisers. It was responsible for 12% of group revenue in 2010 and 6% of the groups operating profit.

Essay on social work's theory Example | Topics and Well Written Essays - 2250 words

On social work's theory - Essay Example roviding services (e) with most of these services located within the context of the welfare state and (f) social work is a composite of knowledge, skill and values (Ife, 1997). This has been the traditional framework within which social work has been existing, but this is becoming â€Å"increasingly out of step with the reality of the contemporary practice context†.(Ike, 1997: 12). The hitherto existing system has produced an increase in individual worker case loads, with less levels of control over one’s work while also faced with ethical dilemmas. The disparity between the traditional role that has been ascribed to social work and the reality of actual practice has resulted in critical reviews being instituted of the existing theories that drive social work and how they can be improved. This essay will examine and critique two specific social work theories (a) crisis intervention theory and (b) feminism. A crisis occurs when there is a source of stress that arises in the environment. There are three interrelated factors that are responsible for the generation of a crisis (a) a hazardous event which poses a threat (b) the threat is posed to the person’s instinctual needs, which may also be linked to earlier threats that may have occurred, thus making a person vulnerable to the threat and (c) the inability to respond appropriately to the crisis with an adequate level of coping mechanisms.(Rapoport, 1965:25-26). Dealing with crises is an integral part of social work, because it is a time when people need help. Situations presenting danger or opportunity call for effective decision making by social workers. The crisis theory states that in a developmental or situational crisis, the habitual ways of coping do not work, either because the situation is too new and has not been anticipated or because the events in question are too overwhelming for individuals to deal with. The underlying assumption of the crisis theory is that there are a number of needs, such as