Free Essays on Project Outline

Thesis Statement: To plan a relaxing vacation, worthy of the University of Phoenix’s graduating class accomplishments. Part 1: Background and Statement of Need A. Description of Organization 1. The University of Phoenix graduates will be traveling to Jamaica. 2. We plan to have 1200 graduates attending the vacation. 3. The Dream Team, made up of four currently enrolled students will be planning the vacation and itinerary. B. Problems to be addressed 1. The students need a celebration for graduating from the University. 2. What can we do to make this plan flawless and create a mishap free vacation? C. Events leading to the need for a plan 1. The students must complete 120 credit hours to graduate. 2. Vacations are very rare during school years. 3. The students have sacrificed much of their recreational time, and dedicated that time to completing schoolwork. D. Proposed benefits of a completed plan 1. The completed plan will honor the students. 2. The students will get a much-needed rest. Part 2. Our team will follow the project objectives throughout the course of planning the vacation. A. We have identified and defined the performance standards we wish to meet for this project. i. We want to design a vacation that will meet our standards for quality. (1) We wish to provide high quality facilities. (2) We want to provide a high level of comfort. (3) We want to provide a high level of entertainment. ii. We want to create the best vacation possible while meeting our budget. iii. We must meet acceptable safety standards for our guests on the vacation. B. We have defined and stated our objectives for this project. i. We want to provide our guests with a high quality vacation at the lowest cost possible. ii. This vacation needs to provide the University of Phoenix students with a means to celebrate their educational accomplishments. iii. We would like this vacation to offer the students a much deserved escape fr... Free Essays on Project Outline Free Essays on Project Outline Thesis Statement: To plan a relaxing vacation, worthy of the University of Phoenix’s graduating class accomplishments. Part 1: Background and Statement of Need A. Description of Organization 1. The University of Phoenix graduates will be traveling to Jamaica. 2. We plan to have 1200 graduates attending the vacation. 3. The Dream Team, made up of four currently enrolled students will be planning the vacation and itinerary. B. Problems to be addressed 1. The students need a celebration for graduating from the University. 2. What can we do to make this plan flawless and create a mishap free vacation? C. Events leading to the need for a plan 1. The students must complete 120 credit hours to graduate. 2. Vacations are very rare during school years. 3. The students have sacrificed much of their recreational time, and dedicated that time to completing schoolwork. D. Proposed benefits of a completed plan 1. The completed plan will honor the students. 2. The students will get a much-needed rest. Part 2. Our team will follow the project objectives throughout the course of planning the vacation. A. We have identified and defined the performance standards we wish to meet for this project. i. We want to design a vacation that will meet our standards for quality. (1) We wish to provide high quality facilities. (2) We want to provide a high level of comfort. (3) We want to provide a high level of entertainment. ii. We want to create the best vacation possible while meeting our budget. iii. We must meet acceptable safety standards for our guests on the vacation. B. We have defined and stated our objectives for this project. i. We want to provide our guests with a high quality vacation at the lowest cost possible. ii. This vacation needs to provide the University of Phoenix students with a means to celebrate their educational accomplishments. iii. We would like this vacation to offer the students a much deserved escape fr...

Learn About the Falklands War

Learn About the Falklands War Fought in 1982, the Falklands War was the result of the Argentine invasion of the British-owned Falkland Islands. Located in the South Atlantic, Argentina had long claimed these islands as part of its territory. On April 2, 1982, Argentine forces landed in the Falklands, capturing the islands two days later. In response, the British dispatched a naval and amphibious task force to the area. The initial phases of the conflict occurred mainly at sea between elements of the Royal Navy and the Argentine Air Force. On May 21, British troops landed and by June 14 had compelled the Argentine occupiers to surrender. Dates The Falklands War began on April 2, 1982, when Argentine troops landed in the Falkland Islands. The fighting ended on June 14, following the British liberation of the islands capital, Port Stanley, and the surrender of Argentine forces in the Falklands. The British declared a formal end to military activity on June 20. Prelude and Invasion In early 1982, President Leopoldo Galtieri, the head of Argentinas ruling military junta, authorized the invasion of the British Falkland Islands. The operation was designed to draw attention away from human rights and economic issues at home by bolstering national pride and giving teeth to the nations long-held claim on the islands. After an incident between British and Argentine forces on nearby South Georgia Island, Argentine forces landed in the Falklands on April 2. The small garrison of Royal Marines resisted, however by April 4 the Argentines had captured the capital at Port Stanley. Argentine troops also landed on South Georgia and quickly secured the island. British Response After organizing diplomatic pressure against Argentina, Prime Minister Margaret Thatcher ordered the assembly of a naval task force to retake the islands. After the House of Commons voted to approve Thatchers actions on April 3, she formed a War Cabinet which first met three days later. Commanded by Admiral Sir John Fieldhouse, the task force consisted of several groups, the largest of which was centered on the aircraft carriers HMS Hermes and HMS Invincible. Led by Rear Admiral Sandy Woodward, this group contained the Sea Harrier fighters that would provide air cover for the fleet. In mid-April, Fieldhouse began moving south, with a large fleet of tankers and cargo ships to supply the fleet while it operated more than 8,000 miles from home. All told, 127 ships served in the task force including 43 warships, 22 Royal Fleet Auxiliaries, and 62 merchant vessels. First Shots As the fleet sailed south to its staging area at Ascension Island, it was shadowed by Boeing 707s from the Argentine Air Force. On April 25, British forces sank the submarine ARA Santa Fe near South Georgia shortly before troops led by Major Guy Sheridan of the Royal Marines liberated the island. Five days later, operations against the Falklands began with the Black Buck raids by RAF Vulcan bombers flying from Ascension. These saw the bombers strike the runway at Port Stanley and radar facilities in the area. That same day Harriers attacked various targets, as well as shot down three Argentine aircraft. As the runway at Port Stanley was too short for modern fighters, the Argentine Air Force was forced to fly from the mainland, which placed them at a disadvantage throughout the conflict (Map). Fighting at Sea While cruising west of the Falklands on May 2, the submarine HMS Conqueror spotted the light cruiser ARA General Belgrano. Conqueror fired three torpedoes, hitting the World War II-vintage Belgrano twice and sinking it. This attack led to the Argentine fleet, including the carrier  ARA Veinticinco de Mayo, remaining in port for the rest of the war. Two days later, they had their revenge when an Exocet anti-ship missile, launched from an Argentine Super Étendard fighter, struck HMS Sheffield setting it ablaze. Having been ordered forward to serve as a radar picket, the destroyer was hit amidships and the resulting explosion severed its high-pressure fire main. After attempts to stop the fire failed, the ship was abandoned. The sinking of Belgrano cost 323 Argentines killed, while the attack on Sheffield resulted in 20 British dead. Landing at San Carlos Water On the night of May 21, the British Amphibious Task Group under the command of Commodore Michael Clapp moved into Falkland Sound and began landing British forces at San Carlos Water on the northwest coast of East Falkland. The landings had been preceded by a Special Air Service (SAS) raid on nearby Pebble Islands airfield. When the landings had finished, approximately 4,000 men, commanded by Brigadier Julian Thompson, had been put ashore. Over the next week, the ships supporting the landings were hit hard by low-flying Argentine aircraft. The sound was soon dubbed Bomb Alley as HMS Ardent (May 22), HMS Antelope (May 24), and HMS Coventry (May 25) all sustained hits and were sunk, as was MV Atlantic Conveyor (May 25) with a cargo of helicopters and supplies. Goose Green, Mount Kent, and Bluff Cove/Fitzroy Thompson began pushing his men south, planning to secure the western side of the island before moving east to Port Stanley. On May 27/28, 600 men under Lieutenant Colonel Herbert Jones outfought over 1,000 Argentines around Darwin and Goose Green, ultimately forcing them to surrender. Leading a critical charge, Jones was killed later received the Victoria Cross posthumously. A few days later, British commandos defeated Argentine commandos on Mount Kent. In early June, an additional 5,000 British troops arrived and command shifted to Major General Jeremy Moore. While some of these troops were disembarking at Bluff Cove and Fitzroy, their transports, RFA Sir Tristram and RFA Sir Galahad, were attacked killing 56 (Map). Fall of Port Stanley After consolidating his position, Moore began the assault on Port Stanley. British troops launched simultaneous assaults on the high ground surrounding the town on the night of June 11. After heavy fighting, they succeeded in capturing their objectives. The attacks continued two nights later, and British units took the towns last natural lines of defense at Wireless Ridge and Mount Tumbledown. Encircled on land and blockaded at sea, the Argentine commander, General Mario Menà ©ndez, realized his situation was hopeless and surrendered his 9,800 men on June 14, effectively ending the conflict. Aftermath and Casualties In Argentina, the defeat led to the removal of Galtieri three days after the fall of Port Stanley. His downfall spelled the end for the military junta that had been ruling the country and paved the way for the restoration of democracy. For Britain, the victory provided a much-needed boost to its national confidence, reaffirmed its international position, and assured victory for the Thatcher Government in the 1983 elections. The settlement that ended the conflict called for a return to status quo ante bellum. Despite its defeat, Argentina still claims the Falklands and South Georgia. During the war, Britain suffered 258 killed and 777 wounded. In addition, two destroyers, two frigates, and two auxiliary vessels were sunk. For Argentina, the Falklands War cost 649 killed, 1,068 wounded, and 11,313 captured. In addition, the Argentine Navy lost a submarine, a light cruiser, and seventy-five fixed-wing aircraft.

Learning activities Assignment Example | Topics and Well Written Essays - 1250 words

Learning activities - Assignment Example Epidemiology assist in the identification of the patten presumed by a certain infection, thus assisting in the quantification of identity, a process commonly referred to as diagnosis. Factors affecting the process of infection are mounted from the stages involved in the realization of the infection. They include the presence of a biological agent upon which the infection will be mounted. Subsequently, the availability of suitablehabitatt for the proliferation of the causative are essential. Others include the presence of a path upon which the cause may exit from the host. This aligns with the available models of entry, a factor that examines the strength or the capabilities of the pre-existing models of infections. The susceptibility of the target host towards catching an infection is also critical to the success of an infection. The transmission of an infection is determined or affected by several factors, amongst them the strength of the immune system of the patient, the body weight of the individual and initial infections pre-existing in the patient (McAllister, 2003). Refers to the complications associated to the immune system, in terms of failure to respond to the appropriate antigens and instead attack self antigens. When the immune system is unable to respond to the appropriate system, the self cells are placed in considerable danger This refers to the immunization program for adults in order to prepare their immune system for various outbreaks of infections. The most common infection upon which adults get the respective vaccination is the flu vaccine. This vaccination program is distributed in accordance to the periodic schedule associated with the infection on reference. Antimicrobial therapy assists in reducing the possibility of acquiring an infection via the commonly acknowledged avenues. This includes the efforts if strengthening the immune system via the assimilation of boost mediation, as well as enhancement of the primary

Enterprise Resource Planning System Research Paper - 1

Enterprise Resource Planning System - Research Paper Example One must consider the scale the drive â€Å"Enterprise Resource Planning† (ERP) vendors in order to understand these vendors’ sales tactics. Millions of dollars are invested by big players such as Oracle/PeopleSoft, SAP, Microsoft, and SYSPRO --- to name some --- to develop ERP systems (Dowlatshahi, 2005, p.3745). For these vendors, CD copy of the system is just minimal capital; therefore closed deals for implementations of these systems gain them absolute profit. It should be of no surprise to see these vendors exhaust all means to close deals with potential clients, since there is a lot of profit at stake (Fulla, 2007, p.35). Some companies report being given trips to the vendor’s headquarters, luxurious meals and accommodations, and transport by stretch limos (Dowlatshahi, 2005, p.3747). These are all part of a vendor’s strategy in wooing clients to buy their ERP system. Basically, these ERP systems are similar in their fundamental functionalities in business processes management. Therefore, to sell a product, vendors must establish their product’s superiority over other ERP systems available in the market. The danger here is the vendor’s inclination to make outrageous claims regarding their ERP system. Some vendors publicize the advanced functionality of their system, some vouch for the ease of use, while others offer money-back guarantees of up to millions of dollars if their system fails to double other company’s ERP system performance (Fulla, 2007, p.36). ERP vendors even try to sell extra technical and consultation support aside from their software licenses. Final quotes may include consulting and programming assistance of up to thousands of hours. However, companies should be aware that there are usually fees for this consulting assistance, and it may be easier to find cheaper open market services (Fulla, 2007, p.38).   

Philosophy of education Essay Example for Free

Philosophy of education Essay Philosophy is a set of beliefs or ideas one has towards their discipline or line of work. Don Kauchak and Paul Eggen, authors of the textbook â€Å"Introduction to Teaching: Becoming a Professional,† define philosophy as â€Å"The study of theories of knowledge, truth, existence, and morality† [ (Kauchak Eggen, 2011) ]. The philosophy of education is a very important aspect of teaching. It is meant to guide teachers in the classroom and offer insight to the thinking of past experts [ (Kauchak Eggen, 2011) ]. It often will answer the main questions any new and even seasoned teachers have when preparing to teach in the classroom. There are various degrees of philosophy, for example; there is the philosophy of life, the philosophy of religion, and the philosophy of education. However, there are four philosophies of education they include: Perennialism, Essentialism, Progressivism, and Social Reconstructionism. After calculating my scores on the philosophical assessment in the Kauchak and Eggen textbook, I found that my personal philosophy of education is an equal combination of Perennialism and Social Reconstructionism. According to Kauchak and Eggen, Perennialism consists of the teaching of classic knowledge [ (Kauchak Eggen, 2011) ]. This includes literacy, mathematics, and science. Another way of looking at this is teaching student’s subjects that they will use in the future, even if it does not seem relevant now. The definition of perennial is â€Å"long-term† and that is exactly how a teacher with a Perennialism philosophy teaches. Social Reconstructionism, according to Kauchak and Eggen is â€Å"An educational philosophy suggesting that schools, teachers, and students should lead in alleviating social inequities in our society† [ (Kauchak Eggen, 2011) ]. In other words, a teacher with this philosophy teaches their students about social problems, improving society and teaching their students about personal responsibilities. Perennialism and Social Reconstructionism are each on opposite ends of the spectrum. Social Reconstructionism focuses more on the society in which the student lives, while Perennialism focuses more on the intellect of the student. Having these two as my personal philosophies is a bit difficult. While I do believe teaching tolerance and understanding is important, I also know that learning mathematics, science and literacy is equally important. After reading the scenario on page 219 of the Kauchak and Eggen textbook, I would respond to the students by first trying to motivate them. Offering incentives is a great way to get students’ attention; they are more eager to pay attention if they are pursuing it to get something out of it. You can use anything as a motivator; my favorite was always free dessert at lunch! You can also give extra credit points on the next quiz or for younger students you could offer an incentive such as â€Å"line leader† or â€Å"bathroom monitor† for the day. The younger students love when they think they are in charge of something, it can also help their self-esteem knowing they are doing something important. I do believe this is more of an example of Perennialism, however, depending on the specific motivator and the response it gets; it could be Social Reconstructionism as well. The second response I would try is starting a discussion. I would try getting the students’ attention by putting them in discussion groups or having a discussion as a whole class. This would definitely be an example of Social Reconstructionism. This encourages the students to work together and to come up with a solution together. It gives them a chance to ask each other questions before asking the teacher. It also compels them to stay focused on the topic and eliminates the â€Å"my hand wasn’t raised† excuse. My third response, though I would make it my last resort, would be to write a summary on what was taught during the instruction. By doing this, it makes the students want and need to listen in order to do their assignment correctly. This also offers a chance to get some feedback from the teacher and allows you to reflect on what you learned and what you need to work on. This is an example of Perennialism, as it deals with the thought process and encouraging literacy. While Perennialism and Social Reconstructionism are complete opposites, they also share some characteristics, making it easier to teach using both philosophies. Many common knowledge subjects can be transitioned to include activities that work well to alleviate social problems. In math, you can have the students work in groups. This promotes team work and logic. In literacy, you may give reading assignments dealing with a specific problem in society (e. g. poverty, bullying, etc) and have the students write summaries on what they read. This can promote logical thinking as well as establishing knowledge of the society issue in the reading.

Acquired Immune Deficiency Syndrome :: essays research papers

Acquired Immune Deficiency Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Acquired Immune Deficiency Syndrome (AIDS). What is it? What causes it and why? Can I get it? How can I prevent myself from getting it? All of these questions can be answered. The main problem besides having AIDS, is not being educated enough to know how and why people are dying all over the world.   Ã‚  Ã‚  Ã‚  Ã‚  Aids is caused by a virus called the human immunodeficiency virus, or HIV. A virus is one of the smallest â€Å"germs† that cause diseases. If you have unprotected sex or share needles or syringes with an infected person, you may become infected with HIV. Specific blood tests can show evidence or HIV infection. You can be infected with HIV and have no symptoms at all. You might feel perfectly healthy, but if you are infected, you can pass the virus to anyone you may have unprotected sex or share needles or syringes with.   Ã‚  Ã‚  Ã‚  Ã‚  AIDS and HIV are two different viruses, but HIV well eventually turn into AIDS. About half the people with HIV develop AIDS within 10 years, but between infection with HIV, the onset for AIDS can vary greatly. The severity of the HIV related illness or illnesses will differ from person to person, according many factors but mostly to the overall health of the individual. The new advances in technology are helping postpone the advancement of the disease.   Ã‚  Ã‚  Ã‚  Ã‚  Lets start at the beginning. First, lets learn what AIDS is. AIDS is an acquired defect in your immune system. The passing of any bodily fluids could technically be used as a passage way for the virus. Once infected with HIV it will begin to attack your CD4+cells, commonly known as your t-cells or t-helpers and they will begin to drop in numbers. You measure the damage to your immune system by HIV and your ability to fight infection. This virus then spreads and damages your t-cells where you are left vulnerable for attack from any other diseases. A weakened immune system is very vulnerable to colds and flues. A common cold or flu that would only make me sick could be fatal to someone with a low immune system.   Ã‚  Ã‚  Ã‚  Ã‚  The first cases of AIDS were reported and recorded in 1981, by the end of 1992 more than 250,000 Americans have developed AIDS and more than 170,000 had died from it. The majority of the first case of victims that died were gay men, but now is just as prominent in heterosexual men and women.

Ho! Ho! Ho! Christmas is The Most Happiest Time of The Year

Ho! Ho! Ho! Christmas is the most happiest time of the year. Christmas light are always a joy to see. It never fails to lighten up my mood, especially the Oregon Zoo Lights! Presents, presents are one of the best thing about Christmas. Whether you're receiving them or giving them, you get this warm bubbly feeling inside. Christmas is the best national holiday on Earth. One of the reasons why I think Christmas is the best national holiday is because, it's a great time to spend quality time with the family. For example, everyone in my family either has the day off, takes the day off, or is on winter break. We get together and have a family dinner party, my cousins from California come in from town and we always have a great time. Every year gets better and better. The family gets together and spend quality time with each other. They either go out, have dinner, open presents, sing holiday carols, go to church, and much more. Spending time with your family is priceless. All you got to have is your family and you can always have fun with them. This is important because, as you get older, you go to college, you move out, start your own family, and drift away from your family. Because of Christmas, you can use this day to bring your family together, and it would feel like you guys were never apart. Another reason why I think Christmas is the best national holiday is because, it's the celebration of Christ's Birthday. For example, on Christmas most Catholics and Christians go to church to celebrate Christ's Birthday. Without Christ there wouldn't be Christmas, it would only be Mas! If baby Jesus wasn't born we wouldn't have Christmas. If we don't have Christmas, malls wouldn't be able to make a lot of money in December, no decorations, no presents, no Santa Claus, no Christmas! This is important because, not only do we don't have Christmas, we wouldn't have religion. Religion is a big thing in this world. Some people may believe that Halloween, or Valentine's Day is a better holiday. Although Halloween use to be my favorite, I grew too old for it. All you did was walk from door to door and receive candy. I was never a big fan of Valentine's Day, not everyone can enjoy it mainly because you need a significant other. Candies leads kids to cavities if you have you too much. Also, it's a waste of money to go buy candy to give out. Usually on Valentine's Day, I see people spoiling their significant other. Must there be a day for people to do this? Why can't people do this on their own days? Instead of having a specific day to do such a thing. This is important because, we shouldn't waste money on something that can affect our teeth, & sometimes our health. Also, spending money on a love one isn't very necessary. Money can't buy happiness. Others may believe that Halloween or Valentine's Day is better. But I believe that Christmas is the best national holiday because, it's a perfect time to spend quality time with your family and it's Christ's Birthday. Christmas is important because, it's a one day where for some of us it's Christ's birthday, & we recieve free presents from our friends and family.

Our Environment: the Sum Total of Our Surroundings

I. Our environment is the sum total of our surroundings A photograph of Earth reveals a great deal, but it does not convey the complexity of our environment. Our environment (a term that comes from the French environner, â€Å"to surround†) is more than water, land, and air; it is the sum total of our surroundings. It includes all of the biotic factors, or living things, with which we interact. It also includes the abiotic factors, or nonliving things, with which we interact.Our environment includes the continents, oceans, clouds, and ice caps you can see in the photo of Earth from space, as well as the animals, plants, forests, and farms that comprise the landscapes around us. In a more inclusive sense, it also encompasses our built environment, the structures, urban centers, and living spaces humans have created. In its most inclusive sense, our environment also includes the complex webs of scientific, ethical, political, economic, and social relationships and institutions t hat shape our daily lives.From day to day, people most commonly use the term environment in the first, narrow sense—of a nonhuman or â€Å"natural† world apart from human society. This connotation is unfortunate, because it masks the very important fact that humans exist within the environment and are a part of nature. As one of many species of animals on Earth, we share with others the same dependence on a healthy functioning planet. The limitations of language make it all too easy to speak of â€Å"people and nature,† or â€Å"human society and the environment,† as though they are separate and do not interact.However, the fundamental insight of environmental science is that we are part of the natural world and that our interactions with other parts of it matter a great deal. II. Environmental science explores interactions between humans and our environment Appreciating how we interact with our environment is crucial for a well-informed view of our place in the world and for a mature awareness that we are one species among many on a planet full of life.Understanding our relationship with the environment is also vital because we are altering the very natural systems we need, in ways we do not yet fully comprehend. We depend utterly on our environment for air, water, food, shelter, and everything else essential for living. However, our actions modify our environment, whether we intend them to or not. Many of these actions have enriched our lives, bringing us longer life spans, better health, and greater material wealth, mobility, and leisure time. However, these improvements have often degraded the natural systems that sustain us.Impacts such as air and water pollution, soil erosion, and species extinction can compromise human well-being, pose risks to human life, and threaten our ability to build a society that will survive and thrive in the long term. The elements of our environment were functioning long before the human species ap peared, and we would be wise to realize that we need to keep these elements in place. Environmental science is the study of how the natural world works, how our environment affects us, and how we affect our environment.We need to understand our interactions with our environment because such knowledge is the essential first step toward devising solutions to our most pressing environmental problems. Many environmental scientists are taking this next step, trying to apply their knowledge to develop solutions to the many environmental challenges we face. It can be daunting to reflect on the sheer magnitude of environmental dilemmas that confront us today, but with these problems also come countless opportunities for devising creative solutions.The topics studied by environmental scientists are the most centrally important issues to our world and its future. Right now, global conditions are changing more quickly than ever. Right now, through science, we as a civilization are gaining know ledge more rapidly than ever. And right now, the window of opportunity for acting to solve problems is still open. With such bountiful challenges and opportunities, this particular moment in history is indeed an exciting time to be studying environmental science. III. Natural resources are vital to our survivalAn island by definition is finite and bounded, and its inhabitants must cope with limitations in the materials they need. On our island, Earth, human beings, like all living things, ultimately face environmental constraints. Specifically, there are limits to many of our natural resources, the various substances and energy sources we need to survive. Natural resources that are virtually unlimited or that are replenished over short periods are known as renewable natural resources. Some renewable resources, such as sunlight, wind, and wave energy, are perpetually available.Others, such as timber, food crops, water, and soil, renew themselves over months, years, or decades, if we are careful not to use them up too quickly or destructively. In contrast, resources such as mineral ores and crude oil are in finite supply and are formed much more slowly than we use them. These are known as nonrenewable natural resources. Once we use them up, they are no longer available. We can view the renewability of natural resources as a continuum (Figure 1. 1). Some renewable resources may turn nonrenewable if we overuse them.For example, overpumping groundwater can deplete underground aquifers and turn a lush landscape into a desert. Populations of animals and plants we harvest from the wild may be renewable if we do not overharvest them but may vanish if we do. In recent years, our consumption of natural resources has increased greatly, driven by rising affluence and the growth of the largest human population in history. IV. Human population growth has shaped our relationship with natural resources For nearly all of human history, only a few million people populated Earth at any one time.Although past populations cannot be calculated precisely, Figure 1. 2 gives some idea of just how recently and suddenly our population has grown beyond 6 billion people. Two phenomena triggered remarkable increases in population size. The first was our transition from a hunter-gatherer lifestyle to an agricultural way of life. This change began to occur around 10,000 years ago and is known as the agricultural revolution. As people began to grow their own crops, raise domestic animals, and live sedentary lives in villages, they found it easier to meet their nutritional needs.As a result, they began to live longer and to produce more children who survived to adulthood. The second notable phenomenon, known as the industrial revolution, began in the mid-1700s. It entailed a shift from rural life, animal-powered agriculture, and manufacturing by craftsmen, to an urban society powered by fossil fuels (nonrenewable energy sources, such as oil, coal, and natural gas, produce d by the decomposition and fossilization of ancient life). The industrial revolution introduced improvements in sanitation and medical technology, and it enhanced agricultural production with fossil-fuel-powered equipment and synthetic fertilizer.Thomas Malthus and population growth   Ã‚  Ã‚  At the outset of the industrial revolution in England, population growth was regarded as a good thing. For parents, high birth rates meant more children to support them in old age. For society, it meant a greater pool of labor for factory work. British economist Thomas Malthus (1766–1834) had a different opinion. Malthus claimed that unless population growth were controlled by laws or other social strictures, the number of people would outgrow the available food supply until starvation, war, or disease arose and reduced the population (Figure 1. ). Malthus’s most influential work, An Essay on the Principle of Population, published in 1798, argued that a growing population would eventually be checked either by limits on births or increases in deaths. If limits on births (such as abstinence and contraception) were not implemented soon enough, Malthus wrote, deaths would increase through famine, plague, and war. Malthus’s thinking was shaped by the rapid urbanization and industrialization he witnessed during the early years of the industrial revolution, but debates over his views continue today.As we will see in Chapter 8 and throughout this book, global population growth has indeed helped spawn famine, disease, and social and political conflict. However, increasing material prosperity has also helped bring down birth rates—something Malthus did not foresee. Paul Ehrlich and the â€Å"population bomb†   Ã‚  Ã‚  In our day, biologist Paul Ehrlich of Stanford University has been called a â€Å"neo-Malthusian† because he too has warned that population growth will have disastrous effects on human welfare.In his 1968 book, The Populat ion Bomb, Ehrlich predicted that the rapidly increasing human population would unleash widespread famine and conflict that would consume civilization by the end of the 20th century. Like Malthus, Ehrlich argued that population was growing much faster than our ability to produce and distribute food, and he maintained that population control was the only way to prevent massive starvation and civil strife. Although human population nearly quadrupled in the past 100 years—the fastest it has ever grown (see Figure1. a)—Ehrlich’s predictions have not materialized on the scale he predicted. This is due, in part, to agricultural advances made in recent decades. As a result, Ehrlich and other neo-Malthusians have revised their predictions accordingly and now warn of a postponed, but still impending, global crisis. V. Resource consumption exerts social and environmental impacts Population growth affects resource availability and is unquestionably at the root of many envir onmental problems. However, the growth in consumption is also to blame.The industrial revolution enhanced the material affluence of many of the world’s people by considerably increasing our consumption of natural resources and manufactured goods. Garrett Hardin and the â€Å"tragedy of the commons†   Ã‚  Ã‚  The late Garrett Hardin of the University of California, Santa Barbara, disputed the economic theory that unfettered exercise of individual self-interest will serve the public interest. According to Hardin’s best-known essay, â€Å"The Tragedy of the Commons,† published in the journal Science in 1968, resources that are open to unregulated exploitation will eventually be depleted.Hardin based his argument on a scenario described in a pamphlet published in 1833. In a public pasture, or â€Å"common,† that is open to unregulated grazing, Hardin argued, each person who grazes animals will be motivated to increase the number of his or her animals in the pasture. Ultimately, overgrazing will cause the pasture’s food production to collapse (Figure 1. 4). Because no single person owns the pasture, no one has incentive to expend effort taking care of it, and everyone takes what he or she can until the resource is depleted.Some have argued that private ownership can address this problem. Others point to cases in which people sharing a common resource have voluntarily organized and cooperated in enforcing its responsible use. Still others maintain that the dilemma justifies government regulation of the use of resources held in common by the public, from forests to clean air to clean water. Weighing the issues:| The Tragedy of the Commons| Imagine you make your living fishing for lobster. You are free to boat anywhere and set out as many traps as you like.Your harvests have been good, and nothing is stopping you from increasing the number of your traps. However, all the other lobster fishers are thinking the same thing, and the fishing grounds are getting crowded. Catches decline year by year, until one year the fishery crashes, leaving you and all the others with catches too meager to support your families. Some of your fellow fishers call for dividing the waters and selling access to individuals plot-by-plot. Others urge the fishers to team up, set quotas among themselves, and prevent newcomers from entering the market.Still others are imploring the government to get involved and pass laws regulating how much fishers can catch. What do you think is the best way to combat this tragedy of the commons and restore the fishery? Why? | Wackernagel, Rees, and the ecological footprint   Ã‚  Ã‚  As global affluence has increased, human society has consumed more and more of the planet’s limited resources. We can quantify resource consumption using the concept of the â€Å"ecological footprint,† developed in the 1990s by environmental scientists Mathis Wackernagel and William Rees.The ecologica l footprint expresses the environmental impact of an individual or population in terms of the cumulative amount of land and water required to provide the raw materials the person or population consumes and to dispose of or recycle the waste the person or population produces (Figure 1. 5). It measures the total amount of Earth’s surface â€Å"used† by a given person or population, once all direct and indirect impacts are totaled up. For humanity as a whole, Wackernagel and Rees have calculated that our species is using 30% more resources than are available on a sustainable basis from all the land on the planet.That is, we are depleting renewable resources 30% faster than they are being replenished—like drawing the principal out of a bank account rather than living off the interest. Furthermore, people from wealthy nations have much larger ecological footprints than do people from poorer nations. If all the world’s people consumed resources at the rate of N orth Americans, these researchers concluded, we would need the equivalent of two additional planet Earths. VI.Environmental science can help us avoid mistakes made by past civilizations It remains to be seen whether the direst predictions of Malthus, Ehrlich, and others will come to pass for today’s global society, but we already have historical evidence that civilizations can crumble when pressures from population and consumption overwhelm resource availability. Easter Island is the classic case (see â€Å"The Science behind the Story†), but it is not the only example. Many great civilizations have fallen after depleting resources from their environments, and each has left devastated landscapes in its wake.The Greek and Roman empires show evidence of such a trajectory, as do the Maya, the Anasazi, and other civilizations of the New World. Plato wrote of the deforestation and environmental degradation accompanying ancient Greek cities, and today further evidence is acc umulating from research by archaeologists, historians, and paleoecologists who study past societies and landscapes. The arid deserts of today’s Middle Eastern countries were far more vegetated when the great ancient civilizations thrived there; at that time these regions were lush enough to support the very origin of agriculture.While deforestation created deserts in temperate regions, in more tropical climates, the ancient cities of fallen civilizations became overgrown by jungle. The gigantic stone monuments of the Angkor civilization in Southeast Asia, like those of the Maya in Mexico and Central America, remained unknown to Westerners until the 19th century, and most of these cities remain covered by rainforest. Researchers have learned enough by now, however, that scientist and author Jared Diamond in his 2005 book, Collapse, could synthesize this information and formulate sets of reasons why civilizations succeed and persist, or fail and collapse.Success and persistence , it turns out, depend largely on how societies interact with their environments. I. People vary in their perception of environmental problems Environmental science arose in the latter half of the 20th century as people sought to better understand environmental problems and their origins. An environmental problem, stated simply, is any undesirable change in the environment. However, the perception of what constitutes an undesirable change may vary from one person or group of people to another, or from one context or situation to another.A person’s age, gender, class, race, nationality, employment, and educational background can all affect whether he or she considers a given environmental change to be a â€Å"problem. †   Ã‚  Ã‚  For instance, today’s industrial societies are more likely to view the spraying of the pesticide DDT as a problem than those societies viewed it in the 1950s, because today more is known about the health risks of pesticides (Figure 1. 6). At the same time, a person living today in a malaria-infested village in Africa or India may welcome the use of DDT if it kills mosquitoes that transmit malaria, because malaria is viewed as a more immediate health threat.Thus an African and an American who have each knowledgeably assessed the pros and cons may, because of differences in their circumstances, differ in their judgment of DDT’s severity as an environmental problem. | Different types of people may also vary in their awareness of problems. For example, in many cultures women are responsible for collecting water and fuelwood. As a result, they are often the first to perceive environmental degradation affecting these resources, whereas men in the same area simply might not â€Å"see† the problem.As another example, in most societies information about environmental health risks tends to reach wealthy people more readily than poor people. Thus, who you are, where you live, and what you do can have a huge ef fect on how you perceive your environment, how you perceive and react to change, and what impact those changes may have on how you live your life. In Chapter 2, we will examine the diversity of human values and philosophies and consider their effects on how we define environmental problems.II. Environmental science provides interdisciplinary solutions Studying and addressing environmental problems is a complex endeavor that requires expertise from many disciplines, including ecology, earth science, chemistry, biology, economics, political science, demography, ethics, and others. Environmental science is thus an interdisciplinary field—one that borrows techniques from numerous disciplines and brings research results from these disciplines together into a broad synthesis (Figure 1. 7).Traditional established disciplines are valuable because their scholars delve deeply into topics, uncovering new knowledge and developing expertise in particular areas. Interdisciplinary fields ar e valuable because their practitioners take specialized knowledge from different disciplines, consolidate it, synthesize it, and make sense of it in a broad context to better serve the multifaceted interests of society. Environmental science is especially broad because it encompasses not only the natural sciences (disciplines that study the natural world), but also the social sciences (disciplines that study human interactions and institutions).The natural sciences provide us the means to gain accurate information about our environment and to interpret it reasonably. Addressing environmental problems, however, also involves weighing values and understanding human behavior, and this requires the social sciences. Most environmental science programs focus predominantly on the natural sciences as they pertain to environmental issues. In contrast, programs incorporating the social sciences heavily often prefer using the term environmental studies to describe their academic umbrella. Whic hever approach one takes, these fields reflect many diverse perspectives and sources of knowledge.Just as an interdisciplinary approach to studying issues can help us better understand them, an integrated approach to addressing problems can produce effective and lasting solutions. One example is the dramatic improvement in one aspect of air quality in the United States over the past few decades. Ever since automobiles were invented, lead had been added to gasoline to make cars run more smoothly, even though medical professionals knew that lead emissions from tailpipes could cause health problems, including brain damage and premature death.In 1970 air pollution was severe, and motor vehicles accounted for 78% of U. S. lead emissions. But over the following years, engineers, physicians, atmospheric scientists, and politicians all merged their knowledge and skills into a process that eventually resulted in a ban on leaded gasoline. By 1996 all gasoline sold in the United States was unl eaded, and the nation’s largest source of atmospheric lead emissions had been completely eliminated. III.Environmental science is not the same as environmentalism Although many environmental scientists are interested in solving problems, it would be incorrect to confuse environmental science with environmentalism, or environmental activism. They are not the same. Environmental science is the pursuit of knowledge about the workings of the environment and our interactions with it. Environmentalism is a social movement dedicated to protecting the natural world—and, by extension, humans—from undesirable changes brought about by human choices (Figure 1. ). Although environmental scientists may study many of the same issues environmentalists care about, as scientists they attempt to maintain an objective approach in their work. Remaining free from personal or ideological bias, and open to whatever conclusions the data demand, is a hallmark of the effective scientist. We will now proceed with a brief overview of how science works and how scientists go about this enterprise that brings our society so much valuable knowledge.

Input Devices essays

Input Devices essays Computers would be useless without input devices. Even small-scale computers from calculators to GPS navigation systems require some input from the human being in order to work properly and produce worthwhile output. Some of the everyday input devices like keyboards, mice, joysticks and microphones have reached increasingly more sophisticated levels of technology. Other input devices that are available to the general public but are generally used in commercial settings include touch-screens, keypads for ATMs and bank card purchases, credit card scanners, bar code readers, and more. However, new technology is constantly being developed to create ever more sophisticated and futuristic input devices. Some of these, like the digital signature capture pen and 3D body scanner, may never make it into the common household but are nevertheless fascinating new developments in technology. They enhance the ways in which human beings can interact with machines. Some other new input devices discussed in the Popular Science online magazine include touch screen GPS systems, fancy digital music centers that operate independently from the PC, and the most outlandish: the wearable computer. The wearable computer is mostly a thing of fantasy but baby steps will continually be made to eventually enable the entire human body to potentially interact with a computer. The portable navigation systems currently out on the market are very helpful for drivers, hikers, and campers. They usually require the user to input coordinates in a cumbersome manner, by scrolling down a list and manually inputting navigational points of reference. This tedious process has been recently made more streamlined by the introduction of the touch screen GPS system. However, this is really no different from the technology used for touch screen computers; the difference is in the output of the The advances in digital music...

Learning and Memorizing Latin Declension Endings

Learning and Memorizing Latin Declension Endings Usually, students learn one Latin declension at a time, so there is only one complete set of endings to learn. If you dont learn them when they are assigned, it will be harder when you have two or more sets to memorize together. The First Three Declensions Are Basic This wont help you pass your tests, but... if for some reason you are stuck learning all five Latin declensions at once, it should be somewhat comforting to know that the fourth and fifth arent that common, so if you know the first three, you will know far more than 60%. [Note: some very common words are in the 4th and 5th declension.] The following suggestions are based on the idea that once you have the first three down, the others will be easy enough. Use Your Own Learning Style Especially for people who learn like me a style I gather is called tactile or kinesthetic learning: write the declensions over and over and over again. Look for your own patterns. Then write them over and over and over again. I used to do this on a chalkboard which I could keep erasing and writing over, although the ideal would probably be the ancient Roman school boys wax covered blocks of wood with a stylus. Some might find looking at flashcards or saying the word over and over again works better. Recognize the Most Important and Least Used Forms The vocative and locative are rare, so learning just the nominative, genitive, dative, accusative, and ablative, should get you through most Latin. Of course, these cases have a singular and a plural form. Know the Equivalent in Your Native Language Based on my very first tearful day of Latin, it helps to know that these cases have equivalents in English. The nominative is the subject and the accusative is the object. The accusative can also be the object of a preposition. The ablative is also the object of a preposition, and the dative is called indirect object in English, which means it will be translated as to or for plus the noun. Recognize Regularities In Greek and Latin the nominative and accusative plural end in a for neuters.Since the first declension singular nominative and ablative also end in a, it is very useful to learn that the first declension singular ablative has a long mark or macron over it.The dative and ablative plural usually end in is in the first and second declension and in the third declension (and occasionally, the first), the s is separated from its vowel by a bu as in the third declension noun hostibuus and the first declension filiabus.The genitive plural ending can be thought of as um with prefixes of ar in the first declension and ur in the second declension.A is the vowel of the first declension and u or o for the second.The accusative singular has the vowel of the declension a/u/e plus m. The plural has the vowel a/o/e plus s.The nominative and genitive singular are shown in the dictionary form, so once the lexical item is known, the genitive should be obvious.The dative singular for the 1st declension is the same as the genitive singular.In the second and third declensions, the dative and ablative are the same. Write the declensions over and over and over again.

Walt Disney Essay Example | Topics and Well Written Essays - 1750 words

Walt Disney - Essay Example Combining all these aspects will create better perspectives that can be used for future decision-making. First, the marketing capabilities of Walt Disney are a critical asset that translates short-term and long-term benefits. In particular, the brand name Walt Disney is considered as one of the most recognisable names in the market. It has been observed that the company has successfully attracted the market composed of consumers aged 12 years old and below. Indeed, the strategy of enticing children is an effective instrument in expanding the market. For instance, parents are likely to go with their children in acquiring the services offered by Walt Disney theme parks. Second, the decision to expand the operations of Disneyland to Hong Kong has some perceived weaknesses. As mentioned previously, Walt Disney has suffered consecutive setbacks in its overall operations. Despite the growth in the theme park sector, the company is still burdened by the lack of financial flexibility caused by the decline in revenues. Third, the market in Hong Kong provides several potentials including the possibility of encompassing the market in Mainland China. With its sheer population, China has the capacity to improve the attendance in Disneyland. In addition, the clients based from other Southeast Asian countries make the proposition more lucrative. The projected annual increase in attendance will assure growth revenues. Apart from the ticket sales, Walt Disney merchandises including the other products will be easily sold. The strength of the market of China and the improving economy will eventually boost the spending power of Chinese and will result to increase in visitors. Finally, establishing... After discussing the salient points that were assumed, it is important to provide a solution to the main problem. As stated, the concern of Walt Disney before pursuing the investment is on risk minimization and benefit maximization. The analysis of the strengths, weaknesses, opportunities and threats sums up the suggested methods. In maximizing the benefits of the project, it is important to consider the strengths and opportunities of the company. The brand name that Walt Disney has nurtured will be conspicuous once the investment is manifested. Identification is the first step towards recognition and experimentation. Similarly, the potentials of the forecasted increase in attendance have to inspire Walt Disney to expand its services and embrace the other needs of the customers in theme parks. In minimizing the risk, Walt Disney has to be adept in translating the weaknesses and threats to positive drivers. First, the lack of financial flexibility has to drive the company towards securing better financial loans and advantageous partnerships. Without the needed resources, the company can still make the investment possible through the efficient allocation of resources. Second, the impending threat caused by the government can be neutralized by forging win-win deals with the government. This has to be done without curtailing the function of the government to protect the consumers. With some positive forecasts and government intervention, Disneyland Hong Kong is only a few years away. Contrary to the popular notion, the presence of potentials provides no guarantees to success. In fact, the situation becomes more complicated and thorough and critical analysis of the situation is required.