The Flea Vs To His Coy Mistress Essays - The Flea,

The Flea Vs To His Coy Mistress Seduction has been the game most played through out the centuries, as males attempt to convince and invite females into their beds. In Marvell's To His Coy Mistress and Donne's The Flea, the speakers, propose a peccadilloes offer, which is so cunningly backed up by a liberalistic argument and is presented to each female when the generous request has been declined. These arguments are designed to induce thoughts of a carnal nature. The persuasions used by each are completely different but are structured entirely for one purpose. To corner or trick the maiden into saying Yes. Though both arguements are supurb, Marvell's has a nicer, refined style to it. In To His Coy Mistress and The Flea, there is an exemplification of just how crafty men can be during the hunt. The speakers, in both poems, makes a modest but declinable offer for sex to their maiden of choice. And, upon rejection, each male begins a fluent yet rhetoric arguments on why the maiden should accept his simple offer of passion. For Marvell, the argument was that there wasn't enough time left in the world, and that the maiden should partake in indulgence before it is too late. But at my back I always hear/ Times winged Charriot hurrying near(lines 21-22). He also states the unpleasuarble thought of the worms enjoying her verginity instead of him. Suggesting that if she continues to waste time she will die a virgin. then Worms shall try/ that long preserv'd Virginity:(lines 27-28). Whereas Donne's argument revolves around a metaphorical flea. Which as claimed by the speaker, represents his union with the maiden in matrimony, since the flea has taken blood from them both.It suck'd me first and now sucks thee/And in this flea our two bloods mingled be(lines 3-4). And, since their bloods have already mingled together, intercourse with him wouldn't be a sin and no honor would be lost if she yields to him.Though know'st that this cannot be said/A sin nor shame nor loss of maidenhood: (lines 5-6) Though however similar the gist of the poems might be, the art of seduction used by each speaker is quite different. The speaker in To His Coy Mistress seems to change his tone of persuasion rapidly from stanza to stanza. At first he is sweet, comming across as a gentleman and overstating how many ages he would spent on a single part of her anatomy A hundred years should go to praise/Thine Eyes..Two hundred to adore each breast (lines14-15). Then he dramatically changes to say that the worms will take her in her grave and that she will loose her beauty and die. In The Flea, the speaker tries to convince the maiden that they are one, since the flea has sucked both their blood and if she were to kill the flea, she would commit three sins by taking three lives, refering to his, hers, and the flea.And sacrilege three sins in killing three(line18). This speaker is however quick on his feet and very slick. The maiden kills the flea, proving his convivtions to be false. He responds however, by telling her that she suffers from false fears, because if she looses her virginity to him, she still has her honor. Just so much honor when thou yield'st to me/Will waste as this fleas death took life from thee(lines 26-27). These two unique poems containing their differences but over all more similarities are entertaining pieces for any reader to view and listen to the cunning speaker attempting to get his maiden.

Carbon Dioxide and Greenhouse Effects

Carbon Dioxide and Greenhouse Effects Introduction Scientists have attributed greenhouse effect or global warming as a significant factor, which is causing climate change and threatening the existence of humanity and other forms of life.Advertising We will write a custom research paper sample on Carbon Dioxide and Greenhouse Effects specifically for you for only $16.05 $11/page Learn More Scientist argue that, greenhouse effect occurs when greenhouse gases such as carbon dioxide (CO2), chlorofluorocarbons, methane, and water vapor accumulate in the atmosphere and shield the earth from emitting long wave radiations into the atmosphere. Since the earth surface hardly loses any radiations from the sun into the atmosphere, due to the greenhouse effect, global warming ensues. Scientific studies have shown that human activities are the main cause of global warming because they increase the amount of CO2 and chlorofluorocarbons in the atmosphere. According to Kerr (2011), exponential anthropogenic emis sion of greenhouse gases poses a serious threat to stability of earth’s climate and subsequently affects humanity, flora, and fauna negatively (142). Although global warming is a considerable challenge, which climatologists are grappling with, new scientific findings show that CO2 is not responsible for global warming since its concentration has been relatively stable for centuries. Thus, there is continuing debate as to whether anthropogenic emission of CO2 is the cause of global warming. To prove that increased amount of CO2 in the atmospheres does not cause the greenhouse effect and subsequently global warming; this research paper examines scientific debate regarding global warming. Carbon Dioxide and Global Warming Increasing amount of CO2 in the atmosphere has elicited extensive debate of global warming. Climatologists have warned that exponential increase in levels of CO2 is posing a considerable threat to the existence of life on earth because it causes global warming. The debate has been raging as to whether global warming is a natural occurrence or an anthropogenic consequence, but there is undisputable evidence that temperature of the earth has been continually rising for centuries. Rahmstorf (2008) argues that, climatologists expect that, by 22nd century, temperature of the earth will rise by 5oC or more globally, while regionally, it will by more than 10 oC (p.36).Advertising Looking for research paper on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Given current trends of human activities, the rise of temperature will continue for more centuries to come if immediate and long-term interventions are not in place to regulate anthropogenic emissions of greenhouse gases. Numerous studies suggest that increase in CO2 level is concomitant with temperature increase, meaning that CO2 is responsible for climatic change, which seems to threaten the existence of life on earth. Increase in t he levels of greenhouse gases such as CO2, chlorofluorocarbons, and water vapor clearly indicate that global warming is a reality that humanity must address or face extinction due to impeding climate change. Although greenhouse gases are many in the atmosphere, CO2 contributes considerably to climate change because of its abundance in the atmosphere and sources of emissions. Idso and Idso (2011) explain that, preindustrial levels of CO2 were about 280 parts per million (ppm), but the current level of CO2 is over 380 ppm (13). Therefore, it means that increasing levels of CO2 in the atmosphere is the cause of global warming. Hence, change in CO2 levels by 100 ppm substantially prove that CO2 is a greenhouse gas that has contributed significantly to global warming. Climatologists view that, with current trends of anthropogenic emission of CO2, it is predictable that, by 22nd century, the levels will be about 1000 ppm. Intergovernmental Panel on Climate Change (IPCC) considers CO2 leve ls of between 400 to 600 ppm to be extremely dangerous. Surprisingly, currents levels of CO2 stand at about 380 ppm, while levels of total greenhouse gases are about 450 ppm. Furthermore, there has been increased emission of greenhouse gases recently because virtually all countries across the world rely on fossil fuel as a source of their energy. Such trends are quite alarming because they depict that anthropogenic emission of CO2 is responsible for global warming and subsequent climate change. According to Chen and Wang (2011), IPCC has demanded that countries should ratify United Nation recommendation of stabilizing greenhouse gases in the atmosphere and reducing anthropogenic emission of CO2 (765). Both the United Nations and IPCC have supported the view that increasing levels of CO2 is causing global warming. Although greenhouse gases come from various sources, CO2 emissions are mainly due to anthropogenic sources. It is evident that the main cause of drastic increase in CO2 lev els is increased utilization of fossil fuel. Given that amount of fossil fuel used correlates with the amount of CO2 emitted into the atmosphere, emission estimates indicate that, there is an exponential increase in levels of CO2.Advertising We will write a custom research paper sample on Carbon Dioxide and Greenhouse Effects specifically for you for only $16.05 $11/page Learn More Glikson (2009) argues that, apparent increase in CO2 levels forms about 57% of total emissions as ocean and biosphere, which acts as carbon sinks, have absorbed approximately 43% of total emissions (16). Therefore, it means that, had it not for carbon sinks to absorb significant percentage of CO2, there would be a high percentage of CO2 in the atmosphere, which consequently could have caused serious climate changes due to global warming. Thus, estimates show that oceans alone have absorbed approximately 30% of anthropogenic emissions making marine environment become acidic. There fore, anthropogenic emission of CO2 does not only cause global warming but also acidify marine environment, thus threatening the existence of marine life. Supporting Views of Global Warming Proponents of Global Warming argue that climate change mainly result from human activities that emit greenhouse gases into the atmosphere. Greenhouse gases accumulate in the atmosphere and create a greenhouse effect that shields radiations from the earth surface from escaping into the atmosphere, thus increasing temperature of the earth. Therefore, the argument that global warming is a natural process of the earth does not give sufficient evidence since it only presumes that temperature is a variable factor that varies from one place to another and from one year to another. Moreover, critics of anthropogenic argues that, despite the increase in the use of fossil fuel and the temperature of the earth remained relatively constant and dispute that human activities are the cause of global warming. Ac cording to Kaufmann, Kauppi, Mann, and Stock (2011), apparent increase in global temperature for the last 50 years is due to a measurable increase in anthropogenic emission of CO2 (3). There was insignificant rise in global temperature between 1998 and 2008 because sulfur emissions brought about cooling effect, which cancelled out warming effect of greenhouse gases, especially CO2. Therefore, although increasing level of CO2 causes global warming, other factors such as sulfur alleviate greenhouse effect in the atmosphere.Advertising Looking for research paper on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Increasing concentration of CO2 and other greenhouse gases are the cause of global warming. Given that human activities emit a lot CO2 into the atmosphere, they contribute significantly to the occurrence of global warming. Therefore, anthropogenic emission of CO2 is easily quantifiable because the amount of fossil fuels used correlates directly with the amount of CO2 in the atmosphere. During preindustrial period, CO2 concentration in the atmosphere was about 280 ppm, but currently concentration is about 380 ppm. Plausible explanation for the huge increase in concentration of CO2 in the atmosphere is anthropogenic emission, which occurred due to industrialization. Industrialization led to increased consumption of fossil fuel and concomitant emission of CO2. Konkel (2011) argues that, the current levels of CO2 in the atmosphere are unprecedented because, human activities associated with industrialization emit a significant amount of CO2 (10). Current amount of CO2 in the atmosphere i s partial because it consists of about 57% of total emissions while biosphere absorbs about 43%. Hence, if it were not for oceans and biosphere to absorb about 43% of carbon dioxide, global warming would have caused drastic climatic changes that threaten the existence of life on earth. Amidst criticisms that parameters and models of measuring global warming are unreliable, proponents of CO2 theory continue to assert that, their projections are quite credible. Hence, climatologists have used numerous parameters and models to enhance consistency of data collected and to promote effective analysis of data. Since there is significant disparity in temperature at local and global levels, consistency of variability is quite evident to suggest that anthropogenic emission of CO2 in certain places relates with temperature of specified locations. Thus, proxy data collected from tree rings, corals and ice cores give an overall picture of occurrence of global warming. Furthermore, climatologists have used modern technology of satellites, which takes real-time pictures showing changes in sea levels and melting of ice at Arctic and Antarctic regions. However, Rahmstorf (2008) affirms that, since 1979 to present, satellite has effectively shown that about 20% of Arctic sea ice cover has shrunk due global warming, which makes it melt (44). Hence, melting of ice and rising sea levels are undisputable effects of global warming that occur due to anthropogenic emission of greenhouse gases. Opposing Views of Global Warming Opponents of anthropologic climate change argue that global warming is a natural process that does not need any intervention. Despite wide claims that support that greenhouse gases are the main causes of climate change and global warming, Xhao contends that, global warming is a myth because the temperature of the earth has been waxing and waning throughout the history (1988). Opponents of global warming argue that although natural processes mainly contribute to a ccumulation of greenhouse gases in the atmosphere, they are subject to natural factors that balance their composition in the atmosphere. Thus, to assert that CO2 causes global warming is not plausible since CO2 has been accumulating in the atmosphere for centuries yet there is no concomitant increase in temperature. Recent study indicates that temperature increase has stagnated in spite of increased usage of fossil fuel across the world. Wang and Chameides (2007) argue that, between 1998 and 2008, there was negligible increase in temperature, and decline in surface temperature by 0.2 oC between 2005 and 2008, yet anthropogenic emission of CO2 increased tremendously (4). Since the amounts of CO2 emitted are not consistent with the increase in temperature, it means that CO2 does not cause global warming. If anthropogenic emissions from fossil fuels were causing global warming, the temperature of the earth would have significantly increased proportionately. From the industrial revoluti on to now, anthropogenic emission of CO2 would have multiplied amount of CO2 in the atmosphere and cause significant change in temperature, but this has not occurred. Thus, increase in CO2 levels does not cause global warming. Due to claims of the IPCC and United Nations that CO2 is responsible for climate change because it causes global warming, the United States formulated strategies of cutting down anthropogenic emissions. In spite of effective strategies that the United States has put in place to cut down emission of CO2, the total amount of anthropogenic emissions did not change. According to Clement (2011), emission of CO2 will not change because there is constant growth of economy, industries, and population, which are significant factors that influence emission of CO2. (952). Thus, regulation of CO2 emissions is a futile process as effectively illustrated by Jevons paradox. Logically, if CO2 emissions were causing global warming, reduction of emissions would have gradually l ed to decrease in the overall amount of CO2 in the atmosphere and caused a significant drop in temperature. Thus, according to Jevons paradox, reduction of CO2 emission will neither be possible nor cause any marked drop in temperature because CO2 does not cause global warming. Argument that CO2 causes global warming is against scientific tenets of importance of CO2 to living things. It is obvious that CO2 is a source of carbon that plants utilize during photosynthesis when making carbohydrates. Numerous scientific studies have illustrated that level of CO2 in the atmosphere determines the rate at which plants grow. Plants that grow at high concentration of CO2 mature faster as compared to plants that growth at low concentration of CO2. Therefore, it is evident that CO2 is essential for healthy growth of plants, which is beneficial to animals, as well. According to Morgan (2011), high concentration of CO2 in the atmosphere is beneficial to C4 plants because it does not only increase their growth but also decreases rate of losing water through transpiration (203). Thus, in arid areas with a limited amount of water and high concentration of CO2, there is increased productivity of plants contrary to expectation that global warming due to increased levels of CO2 is detrimental to plants in arid lands. Increasing concentration of CO2 in the atmosphere and fluctuating temperature increase indicate that other confounding factors that significantly influence global warming exist. According to Ashworth (2009), in the year 2000, water vapor decreased by 10% and CO2 levels remained relatively constant in the atmosphere, but there was temperature increase by 25%, contrary to expectations of what would have occurred because of low concentration of greenhouse gases (2). However, abnormal increase in temperature in spite of a significant decrease in anthropogenic emission of greenhouse gases tends to disapprove the claim that anthropogenic emission of CO2 causes of global war ming and suggests that other confounding factors in the environment are responsible for global warming. Critics of anthropogenic climate change argue that, parameters, which scientists use in measuring the amount of greenhouse gases in the atmosphere and temperature increase, are not reliable since they are subject to many confounding factors. Ashworth (2009) disputes that, temperature measurements originate from proxy data such as tree rings, corals, and ice cores that link with local temperatures and other parameters that influence real temperature variation (5). Local and regional temperatures can be significantly higher than global temperatures because of variation in causes that may not necessarily reflect global warming. Moreover, critics argue that the use of satellites in measuring temperature of the earth through radiations is unreliable since it is prone to effects of atmospheric radiations from the sun. Short life span of satellites also affects the accuracy of data colle cted due to daily variation of temperature and calibration of satellites. Thus, temperature of the earth is fairly constant and subject to other environmental factors other than anthropogenic emission of CO2. Critics of CO2 theory of global warming assert that, the earth was warmer during medieval times as compared to current climate, meaning that temperature rise preceded the increase in CO2 levels. They assert that, the problem with proponents of global warming is that, they assume that the earth was colder during ancient times, but progressively gets warmer as anthropogenic emission of CO2 increases in the atmosphere. The assertion that CO2 causes global warming has it basis on insufficient data, which relied on incidental consistency of temperature increase and CO2 increase in a period of 1985 to 2000. However, historical data show that, CO2 levels and temperature increase do not correlate; thus, it is not plausible to affirm that CO2 is responsible for global warming and climat e change witnessed in the recent past. According to Evans (2007), from 2000 to 2003, it became evident that temperature increase preceded CO2 by approximately 800 years (1). Hence, one can even argue that temperature increase elevates levels of CO2 in the atmosphere because it speeds up biological process in an ecosystem. In 2008, scientists who held International Conference on Climate Change conclusively ruled that CO2 does not cause global warming via greenhouse effect. Based on the greenhouse effect, it is feasible to state that temperature increases as one ascends towards the atmosphere, but this is not the case. Coffman (2008) argues that, anthropogenic CO2 theory of global warming needs to demonstrate that mid-troposphere is warmer than earth surface by 2-30 C as expected (2). However, earth surface is warmer than the atmosphere, thus contradicting greenhouse effect of CO2 in the atmosphere. Hence, scientists concluded that greenhouse gases, particularly CO2, are not significa nt drivers of global warming and climate change as widely claimed by some scientists and climatologists. Moreover, Jaworowski (2007) adds that, politicians and bureaucrats agree that, there is no sufficient scientific evidence to prove that CO2 causes global warming, but they continue to support it because of financial gains (41). Scientific evidence cannot support the claim that CO2 causes global warming because, anthropogenic emission gives about 3%, while land and seas emits the remaining 97% of total emissions of CO2. Proponents of CO2 theory target anthropogenic emissions because they can derive some benefits by imposing the tax on industries. Conclusion For decades, environmental scientists and climatologists have blamed increasing levels of CO2 in the atmosphere for causing global warming and climate change. They argue that increasing level of CO2 is causing global warming through the greenhouse effect, which subsequently influence climate change. However, many scientists hav e come to discredit CO2 theory of global warming by asserting that global warming is a natural occurrence that has no link with CO2 levels. Critics of CO2 theory of global warming argue that, the theory is fallacious because it has no credible scientific basis to explain the correlation between temperature change and CO2 levels. Therefore, general claims that link anthropogenic emission of CO2 to global warming are more political than scientific. Reference List Ashworth, Robert. 2009. No Evidence to Support Carbon Dioxide Causing GlobalvWarming. Climate Studies, 1-8. Chen, Toly, and Yi-Chi Wang. 2011. A Fuzzy-Neural Approach for Global WarmingvvConcentration Forecasting. Intelligent Data Analysis 15, no. 5 (February): 763-777. Clement, Matthew. 2011. The Jevons Paradox and Anthropogenic Global Warming: AvPanel Analysis of State-Level Carbon Emissions in the United States, 1963-1997. Society and Natural Resources 24, no. 9 (May/June): 951-961. Coffman, Michael. 2008. Scientists Overw helmingly Declaim Rile of CO2 in GlobalvWarming. International Conference on Climate Change, 1-4. Evans, David. 2007. Carbon Emissions do not Cause Global Warming. InternationalvClimate and Environmental Change Assessment Project, 1-5. Glikson, Andrew. 2009. Climate Change: The Current Rate of CO2 Rise isvUnprecedented in the Recent History of the Earth. Natural Science, 1-23. Idso, Craig, and Sherwood Idso. 2011. Carbon Dioxide and Earth’s Future: Pursuing thevPrudent Path. Center for the Study of Carbon Dioxide and Global Change, 1-168. Jaworowski, Zbigniew. 2007. The Greatest Scientific Scandal of Our Time. Science.v41-53. Kaufmann, Robert, Heikki Kauppi, Michael Mann, and James Stock. 2011. ReconcilingvAnthropogenic Climate Change with Observed Temperature 1998-2008. Proceedings of the National Academy of Sciences, 1-4. Kerr, Richard. 2011. What Heated Up the Eocene? Science 331, no. 6014 (July): 142-v143. Konkel, Lindsey. 2011. Current Rate of CO2 Emissions Unprecedented In Earths Past.vEarth 56, no. 9 (September): 10-14. Morgan, Jack. 2011. C4 Grasses Prosper as Carbon Dioxide Eliminates Desiccation invWarmed Semi-Arid Grassland. Nature 476, no. 7359 (November): 202-205. Rahmstorf, Stefan. 2008. Anthropogenic Climate Change: Revisiting the Facts.vPotsdam Institute for Climate Impact Research, 34-53. Wang, James, and Bill Chameides. 2007. Are Humans Responsible for GlobalvWarming? A Review of the Facts. Environmental Defence, 1-6. Xhao, Xiaobing. 2009. Is Global Warming Mainly Due to Anthropogenic GHGvEmissions? Energy Sources, Part A: Recovery, Utilization and Environmental Effects 33, no. 21 (April/May): 1985-1992.

Factual Questions in ACT Science How to Read Graphs, Tables, and Data

Factual Questions in ACT Science How to Read Graphs, Tables, and Data SAT / ACT Prep Online Guides and Tips Reading graphs is like reading in a foreign language. It comes easy to some and is very difficult for others.If you struggle tounderstand graph, tables, and other visuals for ACT Science questions, this article containing tips, strategies, and practice questions is perfect for you. If you're a â€Å"fluent† pro, this article will be a good review to make sure your skills are on point.Even if you are a pro, the ACT Science section often tests the basic skill of reading visuals in new and challenging ways, so this article will make sure you have strategies forboth easy and hard questions. Here is an overview of what we'll cover in this guide: Understanding the core elements of a graph The importance of labels How to use axes What to do with units of measure Mastering the different types of graphs on the ACT Science section Reading bar graphs Analyzing scatter plots Using line graphs Pulling data from tables Deciphering tricky graphs Reading Graphs and Other Visuals Is the Key to Success on the ACT Science Section Factual Questions Ask You to Evaluate Visuals and Just Relay Information. These questions simply ask you to relay factual information that is presented in the passage.To answer these questions, you need to read the graphs, tables, and/or scatterplots. For the simplest type of ACT Science practice questions that we'll be covering here, you'll need to pull out specific data points without further calculation/inferences. These Types of Questions Are Typically Found in Data Representation Passages. These passages are similar to those found in science journals and text.They present you with a short paragraph or two as well as 1-4 visual representations of data (such as graphs, tables, and/or scatterplots). The passages will mention specific studies and label sections as Study 1/2/3.Each Data Representation Passage has 5 questions, often using the skills we'll be covering here. If you want to learn more about the types of passages and questions on the ACT Science section, check out our article on the 3 Types of ACT Science Passages. In the PrepScholar ACT Program, we categorize the questions for Data Representation into 3 categories (not everyone categorizes them the same way). Factual questions or â€Å"pure data† questions is one of the three types. Here is a sample Data Representation Passage from an ACT practice test: Here is an example of a factual question from the above passage: There may be more advanced versions of these questions in which you are asked to look at a weird graph. Such as this one: Does this graph look crazy to you? Don’t fret! You will master this crazy graph and all others by the end of this article. Core Elements of a Graph Let's start off with basic ACT Science tips about the basic components of graphs, and strategies on how to interpret them. The Importance of Labels Labels are SUPER IMPORTANT on the ACT Science section.Each visual is labeled with Figure plus a number. So if there are 3 visuals, they will be labeled Figure 1, Figure 2, and Figure 3.See below: Why are they labeled?So you will refer to the correct one (though many students still don’t look at the right visual). The question will often specifically tell you which figure to look at such as this one: In Figure 2, what percent of captured finches from Island C had a 10 mm beak depth? To correctly answer this question, you need to check the labels and make sure you look at Figure 2.Then, identify the graph that shows the finches from Island C.In this case, you need to use the bottom graph.I see the beak depth is along the x-axis.At 10 mm beak depth, I follow the bar up and see it is just short of 35%, so probably about 34%. The first step in most ACT Science questions is to read the label, and if you get this step wrong, you will get the answer wrong.So make sure you check the label to ensure you are looking at the correct visual for the question. How to Use Axes Axes are the lines at the side(s) and bottom of a graph.Axes are useful to figure out the control and the variable(s) in the experiment.I will go into detail on this topic in the examples below. Graphs by definition have an x-axis and y-axis. The x-axis is the horizontal line (typically at the bottom of the graph).The y-axis is the vertical line (typically on the left side of the graph, though more challenging graphs on the ACT Science will have one on the left and one on the right). Let’s take a look at this simple graph for practice: In this graph, the x-axis doesn't measure anything (it only lists animals).In this graph, the y-axis measures the animals’ weights.The animals’ weights would be considered the variable in the research.The researchers did not know what the weights would be exactly until they measured the weights.We can use this graph to compare the 4 elements of only one data set: the weights of animals. If the passage had asked you, What isthe weight of a dog? First, we need to find dog on the axis that defines the type of animal, which is the x-axis. Next, we look on the y-axis for the value of the dog's weight and see that it reads 10 kg. Now, for practice, let’s take a look at a slightly more complicated scatterplot with measurements on both axes: In this graph, the x-axis measures the distance from the center of the plot to the nearest clearing.In this graph, the y-axis measures the average change in AGTB (it is not important to understand what AGTB is). The average change in AGTB would be considered the "dependent variable" in the research.The researchers did not know what the average change in AGTB would be exactly until they measured it.We can use this graph to compare the distance from the center of the plot to the nearest clearing TO the average change in AGTB. If the passage had asked you, What is theaverage change in AGTB at a distance of 50 m from the center of the plot to the nearest clearing? To do so, we first need to find 50 on the axis that defines the distance from the center of the plot to the nearest clearing, which is the x-axis. Next, we look on the y-axis for the value of the average change in AGTB and see that it reads 5 t/yr. We will evaluate this graph further in the next portion: What to Do With Units of Measure On graphs on the ACT Science section, they will present units of measure for each axis next to the label. Don't try to understand what the units mean.The ACT Science section throws in these crazy, weird units that you won’t have seen unless you studied very high-level Physics or Chemistry.You do not need to know exactly what they referto in order to answer the questions.Take for example the graph we just discussed: While you probably know that m is meters, you may be unfamiliar with t/yr, yet you had no problem answering the question above.For the ACT Science section, when the units are listed in the answer choice, they match up to the units shown in one of the visuals or mentioned in the passage (such as in the example above).So, there is no need to dwell on them or stress over them. In all of the practice sections I’ve ever done or that I’ve ever seen or given to students, I have NEVER seen an ACT Science question ask you to convert the units from one form of measure to another.You most likely were taught this in Math and/or Science classes.Set those skills aside.You do not need them for this test. Why do the ACT makers include these units if you don’t need them?To make the graph more challenging or to test your ability to sort information that you may not know. Ignore what you don’t need and find the information to answer the question.Focus on what you can identify, which lead us to our next topic: The Different Types of Graphs The ACT will show you a variety of graphs. Most of these are predictable. The hardest graphs are graphs that you will never have seen before and have to interpret on the fly. Thankfully, with the clear step by step structure I present below, you'll be able to tackle even the hardest graphs. Bar Graph Bar graphs tend to be one of the easier visuals used by the ACT Science section.They are easier because there will only be one variable shown.Let’s examine the example practice question below: In this graph, the x-axis lists the years (in 1-year increments from 1976-1985). The y-axis measures the average beak depth, the variable in this research. We can use this graph to compare the year to average beak depth. If the passage had asked us, What isthe average beak depth in 1983? First, we need to find 1983 on the x-axis. Next, we look on the y-axis for the value of the average beak depth and see that it reads 9.6 mm.Bar graphs are really easy, so long as you make sure you have identified the correct bar, you will find the data you need. Scatter Plot Scatterplots are graphs of plotted points that show the relationship between two sets of data.We looked at one earlier, but here is another from the same passage: In this example, each dot represents the measure of the average cumulative percent change in AGTB in a specific year. Let's attempt this practice question: What wasthe average cumulative percent change in AGTB during Year 2? To answer this question, we firstneed to find Year 2 on the x-axis. Follow that up to the Year 2 point on the scatterplot. Next, we look on the y-axis for the average cumulative percent change in AGTB and see that it reads 6%. Scatterplots can be slightly more challenging if they ask you a question about a point not marked.Let’s say they had asked you instead: What was the average cumulative percent change in AGTB during Year 9? F. 0%G. 6%H. 10%J. 14% Well, there is no point for Year 9, but you can see the downward trend.In order to answer this question, I recommend drawing on the graph provided.See my example: Connect the dots you have to create a curve.Sorry for my less than perfect drawing, but you don’t have to be perfect.You can clearly see the curve is much closer to 14% than any of the other options, so the answer is 14%.When answering these trend questions, try whenever possible to draw out the curve on the graph you are given and then use process of elimination. When in doubt, draw it out. Which our next graphs happen to do for you! Also, check our ourarticles on calculating questions and interpolations questions! Line Graphs Line graphs are one of the harder types of visuals used in the ACT Science section.The reason they are more difficult is that they show essentially an infinite number of data points, and you need to be precise about which data point you're looking at.There are so many values since each point on the line is a new value. Also, the ACT Science section often uses line graphs to show 2 entirely different sets of data, one on the left and one on the right with a key to differentiate between the two lines such as in this example graph: Let’s break this graph down.2 lines represent 2 independent groups of information. Each line has its own range of measurements. The x-axis shows time in increments of 5 years.So if you were asked the practice question, What is the RCRF in January 1990? You must first notice the correct line. The solid line represents RCRF according to the key. Match it up to the measurement on the right or left. The right side represents RCRF in %.It may help to use the edge of your paper or a pen or pencil to create a straight line to find the point of intersection.See my example: Then, find the point of intersection between that solid line and the January 1990 mark, which is around 7-7.5% so that is the answer. So the key ACT Sciencestrategiesto remember with line graphs are: Identify the correct line Match it up to the correct measurement on the left or right Draw the point of intersection Now that we’ve conquered one of the hardest graphs on the ACT Science section, let’s take a break with a simple visual: Tables Tables are one of the easier types of visuals provided.There are a number of columns, and each entry in a column corresponds to the entry directly to the right or left of that entry in the same row.For example, the below table is typical: A sample question about a table may look like this: Based on Table 1, 0.001 ml of titrant added produced a reaction time of? The answer would be 12 seconds. To find this, you look up 0.001 in the left column representing "Amount of titrant added," and look to the corresponding value on the right, "reaction time." For tables, the key points are Identify the correct column in question Find the correct data point in question Look to the right or left of it in the same row to find the matching data point Some tables on the ACT Science section will have many rows and columns of data, but the technique is always the same. Finally, now that we have grasped most visual concepts, let’s take a whack at: Tricky Graphs You should be very close to visual reading â€Å"fluency.†Let’s check out a graph that is not what it seems: A lot of lines with confusing labels. Let’s say we asked a question: Which of the following absorbed the most light across all wavelengths? White S Orange S Red S Brown S First, let's take a look at the graph. There are 5 lines here, and each one represents a different color of light plus Sulfur Oxide (which we do not need for this question, as it's not one of the answer choices). Each graph represents the reflectance at each wavelength. The question is asking us for which substance absorbed the most light across all wavelengths. Let's break down this question.First, "absorb the most light" means the opposite of reflectance. Reflectance is what is graphed. Second, "across all wavelengths" means we're not just looking at one point on the x-axis; we're looking across all points. The unprepared or rushed student would answer White S because they see it reflects the most light across all wavelengths, of the options in the answer choices. However, knowing that absorbance is the opposite of reflectance and looking across all wavelengths, I see that Brown S is reflecting the least across all wavelengths.Therefore, it is absorbing the most, so the answer is Brown S. Rules to remember with graphs: always compare what you are being asked to what the graph actually shows.That way you don’t get tricked! Let’s check out another tricky graph: This graph is even more complex. There are intersecting lines of weird shapes, and labels for each of the regions enclosed by lines. But just like every other table, we can attack it one by one. Let’s say the practice question asked you: Which of the following would most likely NOT be found at a pressure of 10 kb? Facies A Facies C Facies G Facies E First, let's take a look at the graph. There are 7 Facies identified (facies is a geology term for a body of rock with specified characteristics - this info would be given in the passage). The graph shows the pressure, depth, and temperature at which these 7 Facies appear. The question is asking us for which of the following is NOT found at a pressure of 10 kb. Let's break down this question.First, pressure means we need to use the left y-axis.Second, we need to find 10 kb. Next, because the question asks what is likely NOT found at a pressure of 10kb,we need to draw a line across it,as inmy example: Now, you can see that Facies C, G, and E all are found out 10kb, but Facies A is not, so A is the correct answer. The unprepared or rushed student might choose Facies C, G, or E as the answer if they missed the NOT, or that student might accidentally look at a depth of 10 km on the right instead of pressure and get the answer entirely wrong. What to learn from this, Always make sure you have found the correct axis in question Be extra careful when you see a NOT or EXCEPT This way you avoid getting tricked by referring to the wrong data piece or answering the wrong question! Recap If you've ever had trouble with interpreting graphs, hopefully, you found this guide useful. Most graphs on the ACT will be of the more simplistic types, but now you should feel confident to tackle even the most complicated graphs the ACT throws at you. Here's a breakdown of the steps you should take: Read labels very carefully.Make sure you'relooking at the correct Figure. Remember the basics - what the axes represent, how the data points are depicted, how to go step by step to the value you need. All of the same rules apply to tables, bar graphs, scatterplots, line graphs, and tricky graphs. Don't try to understandthe units of measure. Practice practice practice to make sure you have these skills down. What’s Next? I hope you feel like a visual reading pro!As your next steps in studying for the ACT Science section, you should learnthe best way to study and practice for ACT Science. Not sure where you’d like to go to college? Figure out how to find your target school. Interested in attending a top college? Check out our guides to getting into Harvard and Stanford! Struggling with your college application? Learn how to write your personal statement and how to write about extracurriculars. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. 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Path of Light Lab Report Example | Topics and Well Written Essays - 500 words

Path of Light - Lab Report Example Light travels in a straight path at 300, 000km per second or at proximately 186, 000miles per second; however the velocity of light is considered slower in glass and water (Katz, Small and Silberberg, 2012). Objects and devices prevent the travel of light in a straight line causing refraction commonly referred as the bending of light (Minnaert, 2013). In the first experiment testing the movement of light in a straight line without any obstruction or not encountering any interface, the light path is considered extremely straight. Thus, it is deduced that whether light travel in water, air, glass, and diamond or any other object it moves in the straight line until it meets an object or a different medium. It is believed that it travels a constant speed c referred to as the speed of light. This c is calculated to be 300,000 kilometers per second (Katz, Small and Silberberg, 2012). It is realized that light is emitted or reflected by visible objects. It is also noted that when objects reflect light, it moves in all directions. It is believed that the reflected light forms the image in our eyes (Fleming, JÃ ¤kel, and Maloney, 2011). The path of light is regarded straight, and it is belied to travel at a constant speed in a uniform material until it encounters an object or another material. In the first experiment, it is shown that light travel straight until it meets another object where it becomes refracted making it bend (Katz, Small and Silberberg, 2012). In the second experiment, we make a pinhole viewer that is used to allow light from the source through small holes made in the aluminum foil. When viewed through it is realized that there is a bright light on the tape that creates an image (Minnaert, 2013). In conclusion, the experiment shows how light travels through objects. Besides, it shows how light travels in a straight line unless destructed by objects where it is emitted (Katz, Small and Silberberg,

Property law assignment about Implied trusts and family homes Essay

Property law assignment about Implied trusts and family homes - Essay Example The owner of the property  most commonly is referred to as the  settlor. Trustees are the individuals or individual with which the settlor initiates the agreement. The agreement typically stipulates that the trustees will manage the  property  in a manner that will be most beneficial to the settlor.†1 Thus the main role of trusts is to hold property in trust for somebody else and to return the properties or chattels once the settlor, or owner, demands it or the property in trust is shared in some equitable or just manner or in a manner decided by the Court or suitable land tribunal authority. The main aspect to be remembered is that the trustee is just holding the property of the settler in trust and not on ownership and thus he is accountable to the true owner of the property for all that transpires during the absence of the latter. Trusts could be both public and private. Public trusts inure for the public whereas private trusts are to control and oversee private trus ts which are owned by private agencies. â€Å"Property  trusts  can become the legal owners of property. There are many different types of  trusts  that individuals can use to protect assets after death. After forming property  trusts, individuals can transfer the ownership of their property into these  trusts for later distribution. ... By transferring the assets into an  irrevocable trust  before death, the assets are removed from an individual's estate. This lowers the value of the estate and eliminates the potential for estate taxes.2 Understanding of the trust instrument in terms of what it is and how it is a creation of equity. A trust instrument is a contract or agreement of trust, between the settler/ owner and the trustee with sets forth the terms and conditional ties of the trust transaction. Persons may monitor the appropriation of their properties during their lifetime through the medium of trusts. There are many genres of trusts and objectives for their creations. This may inure for the future benefit or financial need of the trust creator, a surviving spouse or children, or even for charitable purposes. Although the law recognizes a variety of trusts, the law comes down heavily on trusts whose primary objective are to avoid taxes, creditors or legal responsibilities and could declare such trusts voi d and unenforceable. Again, in spite of the fact that trust laws are onerous and complicated, the basic needs for trust are just in terms of whether a trust has indeed been created, its scope and depth, its legality or otherwise, public or private trusts and whether the trustee has indeed managed the trust well and in line with the objectives of trust covenant. An oral or written trust binds the contracting parties, in as much as the property matters are concerned. All of covenant signatories would have to honour their part of the commitments in as much as the trust is concerned. If one party or group of parties infringe the terms of the trust, it is well within the jurisdiction of the remaining parties to bring

Health Care Financing & Information Systems Essay Example for Free

Health Care Financing Information Systems Essay Assignment 1: Decision-Making Do you believe your design of the detailed organization chart indicates centralized or decentralized lines of authority for decision-making? Can you explain your approach in one or two sentences? Yes, I do believe that this Hospital has centralized lines of authority for decision-making. Since financing and budgeting are always a consistent issue in a hospital, a need for formal or a rational organizational model of hierarchy is necessary to achieve budget goals. References Baker, J. J. Baker, R. W. (2011). Health Care Finance, Basic Tools for Nonfinancial Managers (3rd ed.). Sudbury, MA: Jones Bartlett Publishers.

The Road to Freedomâ€the Underground Railroad Essay -- Slavery South Pa

The Road to Freedom—the Underground Railroad Introduction "Many times I have suffered in the cold, in beating rains pouring in torrents from the watery clouds, in the midst of the impetuosity of the whirlwinds and wild tornadoes leading on my company—not to the field of...war...but to the land of impartial freedom, where the bloody lash was not buried in the quivering flesh of a slave...." (7,p.i). Such were the conditions of the Underground Railroad. It was a fictitous railroad but served the same purpose: to transport people from one place to another. This railroad, however, was not sanctioned by any government, in fact if it had been discovered many would have died. The Underground Railroad was a huge risk. If you used it, and were caught, you could die. For some that was better than being treated like pack animals or breeding animals by their southern owners. That was a risk they chose to take and conditions they must endure. The Underground railroad was a means by which slaves in the south could escape to the north and to freedom. The pioneers of the railroad went back to help their brothers and sisters in bondage. Many of them were leaders, or conductors that led others to freedom and risked theirs to do it again and again. National Standards This particular subject deals a lot with maps. Understanding the Underground Railroad means understanding maps and spatial organiation. The journeyers, themselves, had to know, distinctly, where north was or which way to follow the Ohio River. A reader will glean an understanding of the people that chose to journey on the railroad. They were fierce believers in freedom, willing to die for it. From this paper, readers will be able to define differe... ... 2. History and Geography of the Underground Railroad. 199?. http://www.niica.on.ca/csonan/UNDERGROUND.htm (April 14, 1998). 3. May, Ilana, Mark Beigel, and Lenny Hothchild. The Underground Railroad in Rochester, New York. http://www.history.rochester.edu/class/ugrr/home.html (April 14, 1998) 4. National Park Service Study: Taking the Train to Freedom. 1998. http://www.nps.gov/undergroundrr/contents.htm (April 14, 1998). 5. Quarles, Benjamin. Black Abolitionists. Oxford Universoty Press: New York, 1969. 6. Siebert, Wilbur H. The Underground Railroad. Arno Press and The New York Times: New York, 1968. 7. Smedley, R.C. History of the Underground Railroad. Arno Press and The New York Times: New York, 1969. 8. Weisberger, Bernard A. Abolitionism: Disrupter of the Democratic System or Agent of Progress? Rand McNally & Company: Chicago, 1963.