Experimental Design Assignment Essay Example

Experimental Design Assignment Essay Example Experimental Design Assignment Essay Experimental Design Assignment Essay The household product that we used was 5% ammonia. Ammonia is a chemical compound composed of nitrogen and hydrogen, with a formula of NH. Nitrogen is one of the main ingredients commercial agriculture, industrial manufacturing, and household cleaning products. It can be used to clean floors, rugs, tubs, silver, ovens, and crystal. However, after using the ammonia as a cleaning agent, it is washed away with water, flowing into the sewer system and into the environment, where it can affect other living organisms. According to Ammonia concentration determines differential growth of ammonia- oxidize arches and bacteria in soil microcosms, the proportion of ammonia into soil will affect the ecological niches for plants. After a certain proportion of ammonia to soil, the ammonia will create an environment where it is difficult for any plant to grow. Thus, the purpose of this experiment is to determine the concentration of ammonia at which the niche for plants to grow. Hypothesis Ammonia proportion of egg of soil to 30 ml of ammonia would not destroy the lands niche. There will be no difference between the control group and the group with 30 ml of ammonia. Methodology: In order to test the null hypothesis, first we measurements of soil in a beaker without any ammonia and equally divided the soil into 3 plant containers. In each plant container 5 seeds were added. This group was labeled as our control group. Then, 10 ml of ammonia was added to another beaker of egg soil and it was again equally divided into 3 other plant containers. Each of these containers was filled with 5 seeds as well. This second group was labeled as our 1% concentration group. The labeled as 2%, 3%, and 4% concentration respectively. For this whole process, we had 15 different containers in total. After 14 days, the results were collected. First, grown plants from each plant container in the control group were cut its base, measured and weighted. Then the mean of the heights and weights was calculated for this group. The same process was repeated consequently for 1%, 2% 3% and 4% labeled grouped concentration. Results Figure 1 Figure 1 shows the mean of the mean for each group. From the control group to 10 ml of ammonia, there was a 998% decrease in the weigh of plants and 100% decrease in the growth of plants from 10 ml to 20 ml. There was no grew in the plants after 20 ml. Figure 2 Figure 2 shows the weights of plants in each group. There was a 680% decrease in the weight of the plants from the control to 10 ml of ammonia and 100% decrease from 10 ml to 20 ml. After 10 ml of ammonia, there was no more growth in plants. Discussion In this experiment, there was no growth after 10 ml of ammonia. Since we made the incineration too high it was difficult to test our null hypothesis using the t-test analysis. Our results clearly show that any proportion of egg of soil to more than 10 ml of ammonia will be very harmful to the niche for plants. In the future, proportions of egg of soil to 1 ml-10 ml of ammonia could be used to test to see the correct niche of ammonia for plants, as weve seen in this experiment that small amount ammonia could be helpful for farmers. Given the results from our experiment, the usage of household ammonia does affect our environment. Same result will be true for other household antibacterial or detergent products which might be beneficial to us in some cases but are very harmful to the overall environment. The government should regulate the excessive misuse of these environmental contaminates so that we all will be protected from a long term negative effects of environmental changes. Nicola, Garage, Propose, James, and Overcame, Daniel. Ammonia concentration determines differential growth of ammonia-oxidations arches and bacteria in soil microcosms January 13, 2011. The ISMS Journal

Term Paper Format

Term Paper Format Term Paper Format Term Paper Format There are many different types of terms papers and every tutor has his own formats and conventions. In your field of study, you will need to find out exactly what the accepted term paper conventions are. Note that these conventions may vary from one subject to the next. While writing a term paper, you will have to use different sources. If you do a good job with your research now, you may not have to do extra research later. Choose an original and interesting topic for term paper writing. Remember, if two term papers will have the same topic, be sure these two papers will be compared and examined very closely. While writing a term paper, choose the most direct way to express your point. Using too many words can be a greater problem than using the wrong word. Term Paper Format Tips Before writing a term paper, you probably will be assigned to use one of the term paper styles. You may be assigned either APA or MLA style term paper. While writing a term paper, examine the assigned style. Be sure that teacher will take into account your proper use of format. The term paper should have a title in the center of the first page. Pagination should start with the second page. Introduction, thesis statement, body paragraphs and conclusion are the essential part of the term paper writing. Use transitional sentences between the paragraphs You must not use first person 'I' or 'we'  or second person 'you' unless allowed by your teacher. Remember that term papers are written in a formal style. This does not mean that they have to contain long and difficult words, but rather that they do not contain contractions e.g: isn't, won't etc. Use Time New Roman or Arial font, 12 point, double-spaced format. Term paper topics mustn't have such words as 'how to'. The term paper should have at least 5 cited sources. If you paraphrase some information make sure that paraphrase has the same meaning as conveyed by the author. Change not only the sentence structure, but also the words. Give a reference to the author whom you are paraphrasing with both an in-text and reference page citation. If it is necessary, use integrating verbs. Be sure that your sentences sound natural. Paraphrase at least 70% of the time and don't forget to use scientific writing style. Cheek the term paper carefully for mistakes, it shouldn't have handwritten corrections. Custom Written Term Papers Term paper writing has a significant impact on your final grade for the course.   Many students believe that writing something is enough to get a good grade. This is a wrong assumption - writing something is not enough because your term paper is graded for clarity of idea expression, proper format, detailed referencing, and full coverage of the topic.   We offer you to use professional term paper writing help to ensure high grade.   We know what a good term paper is and we know how the great term paper is written.

Economics Of Industry Essay Example | Topics and Well Written Essays - 1500 words

Economics Of Industry - Essay Example Some of the factors which can define the decision making process of whether to buy or outsource also depend upon the agency relationship. Bergmann and Friedl (2008) are of the view that since managers have the private information regarding the projects therefore they intend to exert "unobservable levels of different kinds of effort in order to increase the feasibility of successfully completing the project in terms of meeting product specifications." (Bergmann and Friedl). This paper will attempt to present a comprehensive analysis of the above factors and their impact on the decision making process of whether to buy or outsource. Further, this work will also attempt to present what remedies may be available to address such problems in terms of agency cost. To make or buy is one of the fundamental dilemmas faced by the modern organizations as increasing competition and globalization is forcing organizations to re-evaluate their strategies as well as processes and technologies to better position themselves onto the competitive landscape. As discussed above that the decision to make or buy depends largely upon whether the organization is willing to refocus its strengths on exploiting its core competencies and outsource some of the activities which do not probably fall under the domain of their specialty therefore instead of developing weaknesses into strengths, organizations often consider to focus on their strengths. Secondly, lack of internal resources such as manpower, technology, economies of scales etc may force organizations to decide on buying rather than producing in house. Thirdly, cost reduction is another critical element which contributes in deciding whether to buy or make because due to lack expertise, lack of resources, org anizations may find it expensive to produce in house and rather focus on outsourcing. However, despite all these factors, there are some other critical elements which contribute to that decision making process. As discussed above that uncertainty is one of the key elements which differentiate the labor markets therefore both internal as well as external factors heavily influence the decision making process of make or buy. Internal organizational factors such as agency relationships as well as adverse selection involve the management of the firms however; uncertainty and asymmetric information may be internal as well as external in nature. Agency Relationship Diversification is one of the reasons why managers often decide to make investments so that the risk could be easily distributed across the different products as well as markets. It is also because of this reason that the managers often have to decide whether to initiate that diversification process by producing that product or procuring that machinery in-house or outsource them. However, Denis et al (1997) are of the view that there is a negative relationship between the diversification and the managerial equity ownership. (Denis, Denis and Sarin) This fact also points towards the tendency of the managers to perform in ways which create a sort of value reducing diversification for firms. Therefore taking an analogy from this fact, it can easily be inferred that while making

Managing diversity gender (HRM) Essay Example | Topics and Well Written Essays - 500 words

Managing diversity gender (HRM) - Essay Example Instead, it should be understood for the company's growth and development in terms of management and productivity. It is a common knowledge that every human being is born unique from one another. But sometimes, there are common attitude that people share. Most men projects authority over the other gender is an example. There are certain business organizations, such as technical and industrial companies, that men are the usual individual to have an executive position or even the job itself . This group believes that it is odd to have women working in these fields. Because of this, said industries are having difficulties in keeping and hiring female workers (Weiss n.d.). In his article, Managing Gender Diversity: Five Secrets for a Manager's Toolkit, Weiss cited a research study by Louann Brizendine on how men and women faces the environment they are working on. According to Brizendine, men and women react accordingly based on how their brain processes information, what their intuition is saying, how they feel, their intention in communicating and anger management. Women's brain works, first, by identifying the faces of the people around them while men are more on scanning their environment. This is the reason why women are more capable of sensing other people's emotion than men. Most women also trust in their gut feeling than men.

High School Reunions Essay Example for Free

High School Reunions Essay An observation of a high school re-union was followed by an interview with two of the people attending for this ethnography. The two attendees used for the interview were one male and one female. After identifying some of the possible rationales regarding the culture of the reunion in the observation, the interview was conducted on the basis of the rationales. This was then analysed and compared to some of the findings from cultural research and theory before a conclusion of sorts was made. Observation The group environment and context for the observation was that of the Aliso Niguel High School Class Reunion, Class of 1999. The High School is located in Aliso Niguel CA. The reunion being observed took place in Irvine, CA. There were approximately 300 people present. The general patterns of behaviours amongst the people consisted of lots of mingling and idle chat. Some of the people were notably more reserved than others. It seemed as though the single people were working harder to start conversation and were far more approachable. In contrast, couples didn’t seem to portray the same type of inviting body language when on their own, but became more confident when with a spouse or friend. Approximately, 80% of the attendees held drinks in their hand as a norm and there were also presents and cards being exchanged from the outset. From overhearing the participant’s conversation it seemed as though many of them still lived in the Southern California area and this became a main source of conversation throughout. The interaction was generally based upon excitement, smiling and heightened voices at notably louder than normal volume. With regards to dress codes, there didn’t seem to be much evidence of diversity. This was particularly notable in the case of the females. The majority of them had light hair past their shoulders and the clothing style that was adopted by the attendees was strikingly similar. There were very few obese or overweight people that attended. These people perhaps did not attend as failed invites were not taken. There were clear indications of sub-groups at the gathering, although they seemed to carry conversation with the rest of the attendees in accordance with the larger group. Amongst the males there were indications of many stereotypes such as â€Å"meat head† or â€Å"gym jocks†, as I overheard one female state. Although as many of these people are now approx. 27-30 years old, it was harder to categorize them in such terms. There did seem to be a stronger merge between coupled groups and singled groups rather than any cross over. There appeared to be a symbol of people trying to meet a certain criteria throughout. For instance, there was a group of approximately 15 females. I overheard that all of them got married within the last 2 years and many of them either attended and/or where present at each other’s wedding. This could be indicative of a desire to follow patterns and trends in behaviour as though as everyone else is getting married then so must they, so that they aren’t left behind. Contrastingly, the males seemed to compare status in relation to possessions, such as career, cars, and houses paying particular attention to the location of the houses. There appeared to be a great deal of stereotypical role playing. This was perhaps due to the situation and the fact that earlier identities were known by other attendees. Expectation of success may have accentuated the desire for the attendees to exaggerate their status so as to appear successful. I felt that many of the attendees really liked re-living the past. They may have either really enjoyed their high school years, or were very curious as to what their classmates were doing now. However, this could also be a test of identity or serve as a self measuring experience on the basis of their peer’s behaviours and successes. Interviews The questions that I asked were qualitative, semi structured and thematic in nature focusing mainly upon stereotypes and reasoning. This was to see if the thoughts of the interviewees compared with what seemed apparent about the culture of the re-union gathered from the observation. That is to say, was this something of a self regulation exercise for the attendees or was it an exercise in cultural normality? On being asked for their reasoning in relation to the re-union, the male interviewee stated that: ‘No one takes it seriously. Certainly not me. ’ The second female interviewee stated in relation to the same question that: ‘You kinda get to know everyone personally again‘. These responses suggested two different rationales. In the case of the male, it appeared as though the reunion was something of a casual affair that could turn out to be fun as long as it wasn’t taken seriously or that anything was invested in the occasion. Whereas the female’s response indicated that there was a personal form of intimate gratification involved in seeing other people again. The latter response would suggest that there is some form of self regulation going on in relation to peers (Devine, 1989). Whether this was merely for the purposes of satisfying interest or to measure oneself against the progress of other peers was less clear (Tajfel, 1982). On being given and questioned about some of the stereotypes of others observed at the re-union, the male interviewee stated that: ‘The stereotypes you have mentioned are generally applied to people you haven’t interacted with. They’re based upon ignorance. They go away once you get talking’ This indicates a difference between known and unknown people, which is common in western individualistic society (Hofstede, 2001). It appeared that the male attendee was not willing to accept or perhaps did not realise the significance of stereotypical role playing and instead took everyone at face value once a conversation took place with another. This rejection of stereotypes was also found in the response of the female attendee who stated that: ‘I don‘t really know, I always talk to people at parties and they always seem friendly, bar one or two. Is that a stereotype? †¦ha ha! ’ This raised some interesting points. For instance, although the attendee may well have pre-conceived notions about certain stereotypes, the individuals may have felt that they were the only people that perceived them in that way (Devine, 1989). Due to the experience of the situation that reinforced certain social norms, this stereotype may diminish or grow regardless of the former social group. This was put forward by Gudykunst, who suggested that, â€Å"Some of our stereotypes are unique and based on our individual experiences, but some are shared with other members of our in-groups. The stereotypes we share with others are our social stereotypes. We may know what the social stereotype of a group is, but still hold a different view of the group. † (Gudykunst, 1997, p127) On asking about what they felt they had gained from the experience of the re-union and what others may have also gained, the male attendee stated that: ‘I found out all the different directions that people have taken. It’s not just about getting married, buying a house and having kids. Most people have branched right out since then’ The second female attendee stated in relation to the same question that: ‘I feel good that everyone seems to be doing so well. Everyone’s the same, but do their thing differently, if you know what I mean’ The notion of difference was clear in the responses of the interviewees. It would appear that although the roles and social norms were fairly similar and the content of the conversations were uniformly based upon success, the overview was based upon everyone’s success and happiness maintained through a degree of different life styles. This was again perhaps unsurprising given the individuality that is so common to western cultures (Hofstede, 2001). The emphasis on success and progression was also unsurprising for similar reasons. However, the amount of actual difference that was displayed at the re-union in terms of dress code and normative behaviour could be seen in contradiction of this difference (Tajfel, 1982). It would appear that such difference was only referred to in conversation rather than in actual behaviour. It would appear that sub-cultures were compromised at the re-union and stereotypes were overlooked as long as the attendees followed the correct social norms whilst at the re-union. Bibliography Devine, P, G. , (1989) Stereotypes and Prejudice: Their Automatic and Controlled Components. Journal of Personality and Social Psychology, 56, 5-18. Gudykunst, W. , Bond, M, H. , (1997) Inter-group Relations Across Cultures. In J. W. Berry, M. H. Segall, C. Kagitcibasi (Eds. ) Handbook of cross-cultural Psychology: Social Behaviour and Applications, 3, 119-161. Hofstede, G. (2001) Culture’s Consequences, Thousand Oaks, CA: Sage. Tajfel, H. , (Ed. ) (1982) Social Identity and Inter-group Relations London: Cambridge University Press.

Brave New World - Technology :: Brave New World

Brave New World - Technology    Technology, what is it? It’s usually something new, and better than the old idea. Technology started with cars, stoves, TV, radios, etc. Cars takes somebody from one place to another, faster than walking, running, or biking and one could go places without getting tired. Stoves allowed one to conveniently be able to turn on and off heat to a cooking utensil with less clean up. The biggest contributor to making our lives easier would be computers, which has come a long way since its introduction to the world. Also, computers have the ability to be improved more, and more in time. In general, technology started off by comforting our lives. Now, the rapid growth of technology has replaced the need for one’s own intellect.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To begin with, technology makes us lazy. One no longer writes with pen and paper, or a typewriter, but with a computer program. The use of a computer program eliminates many things such as a rough draft. Because one can make mistakes, fix it without a mess, and then print a final copy, a rough copy is not made. It is also not needed according to these people, yet as many people know, spur of the moment thinking is not nearly as good as a well thought out plan. Therefore, a rough copy is much better to have, even though most people don’t make a rough copy because they’re too lazy. This lethargy is due to the advanced technology of computers. Also, almost all programs are equipped with a spell-check. Spell-check is, in other words, a dictionary without the definition. So, because of spell-check, one wouldn’t need to use the dictionary, or is it one would be too lazy to use the dictionary? The use of the internet is also used to cheat. People can look for something to plagiarize across the whole world in less than five minutes. These lazy people just cannot resist this temptation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This leads me to my next point, with the use of technology, one no longer exercises their mind. Take the spell check for instance, since one has spell check, they don’t look up words in the dictionary. Spell check, though, doesn’t have definitions, and their might be some replacement words that don’t have the same meaning as the word in your sentence.

Psychological Disorders Essay

1. Does Katherine’s description meet the clinical criteria for a panic attack? Substantiate your  answer. A panic attack is described as an unexpected period wherein the person suffers intense fear that occurs without warning or any reason.   It is characterized by shortness of breath, palpitations, chest discomfort, trembling, choking feeling, intense sweating, nausea, dizziness, feelings of being detached from oneself, fear of going crazy, dying fears, numbness, and cold or hot flashes.   For an episode to be considered a panic attack, the person has to meet four of the symptoms.   In Katherine’s case, she described four of the symptoms to having a panic attack.   She said that she felt dizzy, had difficulty breathing, was feeling nauseous, and felt like she was detached from herself.   From this, I believe Katherine had a panic attack. 2. Does Katherine meet the criteria for a dissociative disorder? Explain. Dissociative disorders are related to anxiety disorders in the sense that they are also reactions to stress and anxiety factors.   A dissociative person often exhibits changes or losses in consciousness, memory, identity or environmental perception.   In this case, the anxiety factor is clearly the visit to the parents’ house.   For some unknown reason, the visit awakened buried memories.   Although Katherine did not exhibit memory loss or shift, she experienced a change of perception in her environment. Based on how Katherine described her symptoms, I believe she’s suffering from a dissociative disorder.   Although Katherine does not display the usual memory loss and split  personality symptoms typical of dissociative disorders, she has, however, described that she felt  separated from her physical self, like she was outside looking in.   She said that even if she was aware of driving the car, Katherine also felt like a different being who was just looking at another being driving the car.   This seems to be a case of Depersonalization disorder. 3. What other disorders does Katherine appear to have? Analyze. It’s not clear whether Katherine was abused at a young age.   But based from the way Katherine pictured her father coming up from behind her to assault her, it would seem that a similar event had occurred to her in the past.   Either her father did the same to her as a child, or a man who resembles her father or has qualities similar to her father had done the same to her.   As a result Katherine developed an acute stress disorder long after the traumatic event occurred. She went into panic on her way to her parents’ house.   Apparently, the drive to her parents triggered unpleasant feelings.   Perhaps the assault on her person happened in her parents’ house or in the nearby vicinity.   Her avoidance of her parents, her admission of feeling estranged from them, and not letting them know about her plans support this assumption.   Katherine uses avoidance to keep the panic attack at bay.   Her avoidance is typical of others who are suffering from acute stress disorder.   Katherine’s troubled sleep, irritability, and nightmares are the result of a traumatic event that she probably has buried in her consciousness.

Natural Disaster

Earthquake, shaking of the Earth’s surface caused by rapid movement of the Earth’s rocky outer layer. Earthquakes occur when energy stored within the Earth, usually in the form of strain in rocks, suddenly releases. This energy is transmitted to the surface of the Earth by earthquake waves. The destruction an earthquake causes depends on its magnitude and duration, or the amount of shaking that occurs. A structure’s design and the materials used in its construction also affect the amount of damage the structure incurs. Earthquakes vary from small, imperceptible shaking to large shocks felt over thousands of kilometers.Earthquakes can deform the ground, make buildings and other structures collapse, and create tsunamis (large sea waves). Lives may be lost in the resulting destruction. In the last 500 years, several million people have been killed by earthquakes around the world, including over 240,000 in the 1976 T’ang-Shan, China, earthquake. Worldwide, ear thquakes have also caused severe property and structural damage. Adequate precautions, such as education, emergency planning, and constructing stronger, more flexible, safely designed structures, can limit the loss of life and decrease the damage caused by earthquakes.Focus and Epicenter- The point within the Earth along the rupturing geological fault where an earthquake originates is called the focus, or hypocenter. The point on the Earth’s surface directly above the focus is called the epicenter. Faults- Stress in the Earth’s crust creates faults, resulting in earthquakes. The properties of an earthquake depend strongly on the type of fault slip, or movement along the fault, that causes the earthquake. Geologists categorize faults according to the direction of the fault slip.The surface between the two sides of a fault lies in a plane, and the direction of the plane is usually not vertical; rather it dips at an angle into the Earth. Waves- The sudden movement of rock s along a fault causes vibrations that transmit energy through the Earth in the form of waves. Waves that travel in the rocks below the surface of the Earth are called body waves, and there are two types of body waves: primary, or P, waves, and secondary, or S, waves. The S waves, also known as shearing waves, move the ground back and forth Effects Of EarthquakeGround Shaking and Landslides-Earthquake waves make the ground move, shaking buildings and causing poorly designed or weak structures to partially or totally collapse. The ground shaking weakens soils and foundation materials under structures and causes dramatic changes in fine-grained soils. During an earthquake, water-saturated sandy soil becomes like liquid mud, an effect called liquefaction. Liquefaction causes damage as the foundation soil beneath structures and buildings weakens. Fire-Another post-earthquake threat is fire, such as the fires.The amount of damage caused by post-earthquake fire depends on the types of bui lding materials used, whether water lines are intact, and whether natural gas mains have been broken. Ruptured gas mains may lead to numerous fires, and fire fighting cannot be effective if the water mains are not intact to transport water to the fires. Tsunami Waves and Flooding- Along the coasts, sea waves called tsunamis that accompany some large earthquakes centered under the ocean can cause more death and damage than ground shaking.Tsunamis are usually made up of several oceanic waves that travel out from the slipped fault and arrive one after the other on shore. They can strike without warning, often in places very distant from the epicenter of the earthquake. Tsunami waves are sometimes inaccurately referred to as tidal waves, but tidal forces do not cause them. Rather, tsunamis occur when a major fault under the ocean floor suddenly slips. The displaced rock pushes water above it like a giant paddle, producing powerful water waves at the ocean surface.The ocean waves spread out from the vicinity of the earthquake source and move across the ocean until they reach the coastline, where their height increases as they reach the continental shelf, the part of the Earth’s crust that slopes, or rises, from the ocean floor up to the land. Disease-Catastrophic earthquakes can create a risk of widespread disease outbreaks, especially in underdeveloped countries. Damage to water supply lines, sewage lines, and hospital facilities as well as lack of housing may lead to conditions that contribute to the spread of contagious diseases, such as influenza (the flu) and other viral infections.Blizzard Blizzard, severe storm characterized by extreme cold, strong winds, and a heavy snowfall. These storms are most common to the western United States but sometimes occur in other parts of the country. According to the U. S. National Weather Service, winds of 35 mph (56. 3 km/h) or more and visibility of 0. 25 mi (0. 40 km) or less are conditions that, if they endure fo r three hours, define a blizzard. The great blizzard of March 11-14, 1888, which covered the eastern U. S. , was perhaps the most paralyzing of any storm on record.Cyclone Cyclone, in strict meteorological terminology, an area of low atmospheric pressure surrounded by a wind system blowing, in the northern hemisphere, in a counterclockwise direction. A corresponding high-pressure area with clockwise winds is known as an anticyclone. In the southern hemisphere these wind directions are reversed. Cyclones are commonly called lows and anticyclones highs. The term cyclone has often been more loosely applied to a storm and disturbance attending such pressure systems, particularly the violent tropical hurricane and the typhoon, which center on areas of unusually low pressure.Hurricane Hurricane, name given to violent storms that originate over the tropical or subtropical waters of the Atlantic Ocean, Caribbean Sea, Gulf of Mexico, or North Pacific Ocean east of the International Date Line . Such storms over the North Pacific west of the International Date Line are called typhoons; those elsewhere are known as tropical cyclones, which is the general name for all such storms including hurricanes and typhoons. These storms can cause great damage to property and loss of human life due to high winds, flooding, and large waves crashing against shorelines.How Hurricanes Form-Tropical cyclones form and grow over warm ocean water, drawing their energy from latent heat. Latent heat is the energy released when water vapor in rising hot, humid air condenses into clouds and rain. As warmed air rises, more air flows into the area where the air is rising, creating wind. The Earth’s rotation causes the wind to follow a curved path over the ocean (the Coriolis effect), which helps give tropical cyclones their circular appearance. Hurricanes and tropical cyclones form, maintain their strength, and grow only when they are over ocean water that is approximately 27 °C (80 °F). Such warmth causes large amounts of water to evaporate, making the air very humid. This warm water requirement accounts for the existence of tropical cyclone seasons, which occur generally during a hemisphere’s summer and autumn. Because water is slow to warm up and cool down, oceans do not become warm enough for tropical cyclones to occur in the spring. Oceans can become warm enough in the summer for hurricanes to develop, and the oceans also retain summer heat through the fall.Hurricanes weaken and die out when cut off from warm, humid air as they move over cooler water or land but can remain dangerous as they weaken. Hurricanes and other tropical cyclones begin as disorganized clusters of showers and thunderstorms. When one of these clusters becomes organized with its winds making a complete circle around a center, it is called a tropical depression. When a depression’s sustained winds reach 63 km/h (39 mph) or more, it becomes a tropical storm and is given a name. By definition, a tropical storm becomes a hurricane when winds reach 119 km/h (74 mph) or more.Characteristics of Hurricane-A hurricane consists of bands of thunderstorms that spiral toward the low-pressure center, or â€Å"eye† of the storm. Winds also spiral in toward the center, speeding up as they approach the eye. Large thunderstorms create an â€Å"eye wall† around the center where winds are the strongest. Winds in the eye itself are nearly calm, and the sky is often clear. Air pressures in the eye at the surface range from around 982 hectopascals (29 inches of mercury) in a weak hurricane to lower than 914 hectopascals (27 inches of mercury) in the strongest storms. Hectopascals are the metric unit of air pressure and are the same as millibars, a term used by many weather forecasters in the United States. Hectopascals is the preferred term in scientific journals and is being used more often in public forecasts in nations that use the metric system. )In a large, strong storm, hurricane-force winds may be felt over an area with a diameter of more than 100 km (60 m). The diameter of the area affected by gale winds and torrential rain can extend another 200 km (120 m) or more outward from the eye of the storm.The diameter of the eye may be less than 16 km (10 m) in a strong hurricane to more than 48 km (30 m) in a weak storm. The smaller the diameter of the eye, the stronger the hurricane winds will be. A hurricane’s strength is rated from Category 1, which has winds of at least 119 km/h (74 mph), to Category 5, which has winds of more than 249 km/h (155 mph). These categories, known as the Saffir-Simpson hurricane scale, were developed in the 1970s. Tornado Tornado, violently rotating column of air extending from ithin a thundercloud down to ground level. The strongest tornadoes may sweep houses from their foundations, destroy brick buildings, toss cars and school buses through the air, and even lift railroad cars from their tracks. To rnadoes vary in diameter from tens of meters to nearly 2 km (1 mi), with an average diameter of about 50 m (160 ft). Most tornadoes in the northern hemisphere create winds that blow counterclockwise around a center of extremely low atmospheric pressure. In the southern hemisphere the winds generally blow clockwise.Peak wind speeds can range from near 120 km/h (75 mph) to almost 500 km/h (300 mph). The forward motion of a tornado can range from a near standstill to almost 110 km/h (70 mph). A tornado becomes visible when a condensation funnel made of water vapor (a funnel cloud) forms in extreme low pressures, or when the tornado lofts dust, dirt, and debris upward from the ground. A mature tornado may be columnar or tilted, narrow or broad—sometimes so broad that it appears as if the parent thundercloud itself had descended to ground level. Some tornadoes resemble a swaying elephant's trunk.Others, especially very violent ones, may break into several intense suction vorticesà ¢â‚¬â€intense swirling masses of air—each of which rotates near the parent tornado. A suction vortex may be only a few meters in diameter, and thus can destroy one house while leaving a neighboring house relatively unscathed. Formation-Many tornadoes, including the strongest ones, develop from a special type of thunderstorm known as a supercell. A supercell is a long-lived, rotating thunderstorm 10 to 16 km (6 to 10 mi) in diameter that may last several hours, travel hundreds of miles, and produce several tornadoes.Supercell tornadoes are often produced in sequence, so that what appears to be a very long damage path from one tornado may actually be the result of a new tornado that forms in the area where the previous tornado died. Sometimes, tornado outbreaks occur, and swarms of supercell storms may occur. Each supercell may spawn a tornado or a sequence of tornadoes. The complete process of tornado formation in supercells is still debated among meteorologists. Scientists g enerally agree that the first stage in tornado formation is an interaction between the storm updraft and the winds.An updraft is a current of warm, moist air that rises upward through the thunderstorm. The updraft interacts with the winds, which must change with height in favorable ways for the interaction to occur. This interaction causes the updraft to rotate at the middle levels of the atmosphere. The rotating updraft, known as a mesocyclone, stabilizes the thunderstorm and gives it its long-lived supercell characteristics. The next stage is the development of a strong downdraft (a current of cooler air that moves in a downward direction) on the backside of the storm, known as a rear-flank downdraft.It is not clear whether the rear-flank downdraft is induced by rainfall or by pressure forces set up in the storm, although it becomes progressively colder as the rain evaporates into it. This cold air moves downward because it is denser than warm air. The speed of the downdraft incre ases and the air plunges to the ground, where it fans out at speeds that can exceed 160 km/h (100 mph). The favored location for the development of a tornado is at the area between this rear-flank downdraft and the main storm updraft.However, the details of why a tornado should form there are still not clear. The same condensation process that creates tornadoes makes visible the generally weaker sea-going tornadoes, called waterspouts. Waterspouts occur most frequently in tropical waters. OccurrenceThe United States has the highest average annual number of tornadoes in the world, about 800 per year. Outside the United States, Australia ranks second in tornado frequency. Tornadoes also occur in many other countries, including China, India, Russia, England, and Germany.Bangladesh has been struck several times by devastating killer tornadoes. In the United States, tornadoes occur in all 50 states. However, the region with the most tornadoes is â€Å"Tornado Alley,† a swath of th e Midwest extending from the Texas Gulf Coastal Plain northward through eastern South Dakota. Another area of high concentration is â€Å"Dixie Alley,† which extends across the Gulf Coastal Plain from south Texas eastward to Florida. Tornadoes are most frequent in the Midwest, where conditions are most favorable for the development of the severe thunderstorms that produce tornadoes.The Gulf of Mexico ensures a supply of moist, warm air that enables the storms to survive. Weather conditions that trigger severe thunderstorms are frequently in place here: convergence (flowing together) of air along boundaries between dry and moist air masses, convergence of air along the boundaries between warm and cold air masses, and low pressure systems in the upper atmosphere traveling eastward across the plains. In winter, tornado activity is usually confined to the Gulf Coastal Plain. In spring, the most active tornado season, tornadoes typically occur in central Tornado Alley and astward into the Ohio Valley. In summer, most tornadoes occur in a northern band stretching from the Dakotas eastward into Pennsylvania and southern New York State. The worst tornado disasters in the United States have claimed hundreds of lives. The Tri-State Outbreak of March 18, 1925, had the highest death toll: 740 people died in 7 tornadoes that struck Illinois, Missouri, and Indiana. The Super Outbreak of April 3-4, 1974, spawned 148 tornadoes (the most in any known outbreak) and killed 315 people from Alabama north to Ohio.Floods When it rains or snows, some of the water is retained by the soil, some is absorbed by vegetation, some evaporates, and the remainder, which reaches stream channels, is called runoff. Floods occur when soil and vegetation cannot absorb all the water; water then runs off the land in quantities that cannot be carried in stream channels or retained in natural ponds and constructed reservoirs. About 30 percent of all precipitation is runoff, and this amount may b e increased by melting snow masses.Periodic floods occur naturally on many rivers, forming an area known as the flood plain. These river floods often result from heavy rain, sometimes combined with melting snow, which causes the rivers to overflow their banks; a flood that rises and falls rapidly with little or no advance warning is called a flash flood. Flash floods usually result from intense rainfall over a relatively small area. Coastal areas are occasionally flooded by unusually high tides induced by severe winds over ocean surfaces, or by tsunamis caused by undersea earthquakes.Effects of Floods-Floods not only damage property and endanger the lives of humans and animals, but have other effects as well. Rapid runoff causes soil erosion as well as sediment deposition problems downstream. Spawning grounds for fish and other wildlife habitat are often destroyed. High-velocity currents increase flood damage; prolonged high floods delay traffic and interfere with drainage and econo mic use of lands. Bridge abutments, bank lines, sewer outfalls, and other structures within floodways are damaged, and navigation and hydroelectric power are often impaired.Financial losses due to floods are commonly millions of dollars each year. Drought Drought, condition of abnormally dry weather within a geographic region where some rain might usually be expected. A drought is thus quite different from a dry climate, which designates a region that is normally, or at least seasonally, dry. The term drought is applied to a period in which an unusual scarcity of rain causes a serious hydrological imbalance: Water-supply reservoirs empty, wells dry up, and crop damage ensues.The severity of the drought is gauged by the degree of moisture deficiency, its duration, and the size of the area affected. If the drought is brief, it is known as a dry spell, or partial drought. A partial drought is usually defined as more than 14 days without appreciable precipitation, whereas a drought may last for years. Droughts tend to be more severe in some areas than in others. Catastrophic droughts generally occur at latitudes of about 15 °-20 °, in areas bordering the permanently arid regions of the world.Permanent aridity is a characteristic of those areas where warm, tropical air masses, in descending to earth, become hotter and drier. When a poleward shift in the prevailing westerlies occurs , the high-pressure, anticyclonic conditions of the permanently arid regions impinge on areas that are normally subject to seasonally wet low-pressure weather and a drought ensues. A southward shift in the westerlies caused the most severe drought of the 20th century, the one that afflicted the African region called the Sahel for a dozen years, beginning in 1968.In North America, archaeological studies of Native Americans and statistics derived from long-term agricultural records show that six or seven centuries ago whole areas of the Southwest were abandoned by the indigenous agricu lturists because of repeated droughts and were never reoccupied. The statistics indicate that roughly every 22 years—with a precision of three to four years—a major drought occurs in the United States, most seriously affecting the Prairie and midwestern states.The disastrous drought of the 1930s, during which large areas of the Great Plains became known as the Dust Bowl, is one example. The effect of the drought was aggravated by overcropping, overpopulation, and lack of timely relief measures. In Africa, the Sahel drought was also aggravated by nonclimatic determinants such as overcropping, as well as by problems between nations and peoples unfriendly with one another. Although drought cannot be reliably predicted, certain precautions can be taken in drought-risk areas.These include construction of reservoirs to hold emergency water supplies, education to avoid overcropping and overgrazing, and programs to limit settlement in drought-prone areas. Volcano Volcano, moun tain or hill formed by the accumulation of materials erupted through one or more openings (called volcanic vents) in the earth's surface. The term volcano can also refer to the vents themselves. Most volcanoes have steep sides, but some can be gently sloping mountains or even flat tablelands, plateaus, or plains.The volcanoes above sea level are the best known, but the vast majority of the world's volcanoes lie beneath the sea, formed along the global oceanic ridge systems that crisscross the deep ocean floor . According to the Smithsonian Institution, 1,511 above-sea volcanoes have been active during the past 10,000 years, 539 of them erupting one or more times during written history. On average, 50 to 60 above-sea volcanoes worldwide are active in any given year; about half of these are continuations of eruptions from previous years, and the rest are new.Volcano Formation-All volcanoes are formed by the accumulation of magma (molten rock that forms below the earth's surface). Magm a can erupt through one or more volcanic vents, which can be a single opening, a cluster of openings, or a long crack, called a fissure vent. It forms deep within the earth, generally within the upper part of the mantle (one of the layers of the earth’s crust), or less commonly, within the base of the earth's crust. High temperatures and pressures are needed to form magma.The solid mantle or crustal rock must be melted under conditions typically reached at depths of 80 to 100 km (50 to 60 mi) below the earth’s surface. Once tiny droplets of magma are formed, they begin to rise because the magma is less dense than the solid rock surrounding it. The processes that cause the magma to rise are poorly understood, but it generally moves upward toward lower pressure regions, squeezing into spaces between minerals within the solid rock. As the individual magma droplets rise, they join to form ever-larger blobs and move toward the surface.The larger the rising blob of magma, th e easier it moves. Rising magma does not reach the surface in a steady manner but tends to accumulate in one or more underground storage regions, called magma reservoirs, before it erupts onto the surface. With each eruption, whether explosive or nonexplosive, the material erupted adds another layer to the growing volcano. After many eruptions, the volcanic materials pile up around the vent or vents. These piles form a topographic feature, such as a hill, mountain, plateau, or crater, that we recognize as a volcano.Most of the earth's volcanoes are formed beneath the oceans, and their locations have been documented in recent decades by mapping of the ocean floor. Volcanic Materials- 1-Lava-Lava is magma that breaks the surface and erupts from a volcano. If the magma is very fluid, it flows rapidly down the volcano’s slopes. Lava that is more sticky and less fluid moves slower. Lava flows that have a continuous, smooth, ropy, or billowy surface are called pahoehoe (pronounced pah HOH ee hoh ee) flows, while aa (pronounced ah ah) flows have a jagged surface composed of loose, irregularly shaped lava chunks.Once cooled, pahoehoe forms smooth rocks, while aa forms jagged rocks. The words pahoehoe and aa are Hawaiian terms that describe the texture of the lava. Lava may also be described in terms of its composition and the type of rock it forms. Basalt, andesite, , and rhyolite are all different kinds of rock that form from lava. Each type of rock, and the lava from which it forms, contains a different amount of the compound silicon dioxide. Basaltic lava has the least amount of silicon dioxide, andesitic and dacitic lava have medium levels of silicon dioxide, while rhyolitic lava has the most. -Tephra-Tephra, or pyroclastic material, is made of rock fragments formed by explosive shattering of sticky magma (see Pyroclastic Flow). The term pyroclastic is of Greek origin and means ‘fire-broken' (pyro, â€Å"fire†; klastos, â€Å"broken†). T ephra refers to any airborne pyroclastic material regardless of size or shape. The best-known tephra materials include pumice, cinders, and volcanic ash. These fragments are exploded when gases build up inside a volcano and produce an explosion. The pieces of magma are shot into the air during the explosion.Ash refers to fragments smaller than 2 mm (0. 08 in) in diameter. The finest ash is called volcanic dust and is made up of particles that are less than 0. 06 mm (0. 002 in) in diameter. Volcanic blocks, or bombs, are the largest fragments of tephra, more than 64 mm (2. 5 in) in diameter (baseball size or larger). Some bombs can be the size of a small car. 3-Gases-Gases, primarily in the form of steam, are released from volcanoes during eruptions. All eruptions, explosive or nonexplosive, are accompanied by the release of volcanic gas.The sudden escape of high-pressure volcanic gas from magma is the driving force for eruptions. Gases come from the magma itself or from the hot magm a coming into contact with water in the ground. Volcanic plumes can appear dark during an eruption because the gases are mixed with dark-colored materials such as tephra. Most volcanic gases predominantly consist of water vapor (steam), with carbon dioxide (CO2) and sulfur dioxide (SO2) being the next two most common compounds along with smaller amounts of chlorine and fluorine gases.Types of Volcano 1-Cinder Cones and Composite Volcanoes-Cinder cones and composite volcanoes have the familiar conelike shape that people most often associate with volcanoes. Some of these form beautifully symmetrical volcanic hills or mountains such as Paricutin Volcano in Mexico and Mount Fuji in Japan. Although both cinder cones and composite volcanoes are mostly the results of explosive eruptions, cinder cones consist exclusively of fragmental lava. This fragmental lava is erupted explosively and made up of cinders. -Shield Volcanoes-Shield volcanoes (also called volcanic shields) get their name fro m their distinctive, gently sloping mound-like shapes that resemble the fighting shields that ancient warriors carried into battle.Their shapes reflect the fact that they are constructed mainly of countless fluid basaltic lava flows that erupted nonexplosively. Such flows can easily spread great distances from the feeding volcanic vents, similar to the spreading out of hot syrup poured onto a plate. Volcanic shields may be either small or large, and the largest shield volcanoes are many times larger than the largest composite volcanoes. -Caldera-A caldera is a round or oval-shaped low-lying area that forms when the ground collapses because of explosive eruptions. An explosive eruption can explode the top off of the mountain or eject all of the magma that is inside the volcano. Either of these actions may cause the volcano to collapse. Calderas can be bigger than the largest shield volcanoes in diameter. Such volcanic features, if geologically young, are often outlined by an irregula r, steep-walled boundary (a caldera rim), which reflects the original ringlike zone, or fault, along which the ground collapse occurred.Some calderas have hills and mountains rising within them, called resurgent domes, that reflect volcanic activity after the initial collapse. 4-Volcanic Plateaus-Some of the largest volcanic features on earth do not actually look like volcanoes. Instead, they form extensive, nearly flat-topped accumulations of erupted materials. These materials form volcanic plateaus or plains covering many thousands of square kilometers. The volcanic materials can be either very fluid basaltic lava flows or far-traveled pyroclastic flows.The basaltic lava flows are called flood or plateau basalts and are erupted from many fissure vents. Volcano Hazards-Eruptions pose direct and indirect volcano hazards to people and property, both on the ground and in the air. Direct hazards are pyroclastic flows, lava flows, falling ash, and debris flows. Pyroclastic flows are mix tures of hot ash, rock fragments, and gas. They are especially deadly because of their high temperatures of 850 ° C (1600 ° F) or higher and fast speeds of 250 km/h (160 mph) or greater.Lava flows, which move much more slowly than pyroclastic flows, are rarely life threatening but can produce massive property damage and economic loss. Heavy accumulations of volcanic ash, especially if they become wet from rainfall, can collapse roofs and damage crops. Debris flows called lahars are composed of wet concretelike mixtures of volcanic debris and water from melted snow or ice or heavy rainfall. Lahars can travel quickly through valleys, destroying everything in their paths. Pyroclastic and volcanic debris flows have caused the most eruption-related deaths in the 20th century.

Current issues in anthropology

Current issues in anthropology Archaeology and Society: Current IssuesCurrently in our world there are numerous artifacts that are considered to be sacred within their region of origin. Individual countries and regions use its past to either promote tourism, to generate revenue through legal and illegal sales of antiquities, and other activities that make the past profitable to an economy. Recent history points to cases where that arise from ownership of artifacts, pillaging of ancient artifacts, destruction of archaeological heritage through the constructions of mega dams. Overall, these cases have a detrimental effect on a region's cultural heritage and moreover eliminates the idea of how past accomplishments link and connect to a culturally prosperous future.Currently, one of the most important issues in archaeological studies is the theme of ownership. There are countless artifacts that are displayed in museums that are not in the country or region of origin. This raises a question to many of who is the true o wner of the artifact as a commodity.Maryland"Increasing globalization is an undeniable fact of life in the twenty-first century, but it is premature to view this commercialization of the past as overtaking or rendering obsolete states' manipulation of the past for nationalist purposes." (Kohl 2004:298) Kohl outlines the difference between the use of monuments currently and to the past. Now monuments are being used to generate dollars but previously it promoted a sense of national unity to bring people together under the government at the time. Countless dollars are generated through the revenue of museums from people who want to see and have an experience which is similar to the real thing. Many of these countries want their artifacts back due to for their own monetary reasons. "Landowners sometimes also choose to exploit the archaeological resources that comprise part of their property for commercial gain."...

The 8 Best Jobs for Teens and How to Find Yours

The 8 Best Jobs for Teens and How to Find Yours SAT / ACT Prep Online Guides and Tips Looking to gain a little more independence and real-world experience? Hoping to develop some useful professional skills? Getting a job as a teenager is a great way to work towards these goals. In this post, I'll talk a little bit about why you should (or shouldn't) get a job, before telling you what you should be looking for in your first part-time position. Read to the end for tips strategies on finding the best job for you! Why Should You Get a Job as a Teen? Maybe you're still deciding whether you want to jump into the world of employment; maybe you've made up your mind that getting a job is definitely right for you. No matter where you stand, I hope you read this section carefully - if you get a job for the wrong reasons, you might end up being counter-productive in the long run. Many students think it's important to get a job for the sake of their college applications. It's great to demonstrate that you can juggle different responsibilities and that you participate in activities outside of school. Keep in mind that admissions officers would rather see strong academic performances than mediocre performance + a part-time job. For this reason, I think jobs can be really great during the summer when you have a lot of free time - you can gain employment experience while also bringing in your own personal income. Working part-time while school is in session is a different story. Many students do really well in school with a part-time job, but there are more variables to consider. Namely, you have to think about prioritizing your other day-to-day responsibilities: school and homework, extracurricular activities, family, and friends. If you can balance these priorities in addition to a part-time job, go for it! If you're struggling to keep up your grades and other activities, however, you'll benefit much more in the long run by focusing on academics than you would by working part-time. It's important to find that balance between school, work, and fun. One important exception to this reasoning is if you need to get a job for financial or familial reasons. If circumstances necessitate that you work part-time while you're in school, and this negatively impacts your grades, it's important that you explain these circumstances on any college or scholarship applications. Now that we've got that out of the way - on to the fun stuff! What Should You Be Looking For in a Teen Job? Chances are you won't be making a ton of money as a teen in an entry-level position. Everyone has to start somewhere, though, and if you're thoughtful about what sort of job you want, you'll be able to get a lot out of your first employment experience. I've come up with a list of skill development areas that should generalize to many jobs (and other aspects of your life as well). You don't have to look for a job withall of the qualities I'm about to list, but here are some possible job skills benefits to consider. Think about which job qualities are most important to you: Responsibility Will people be depending on you? Is it important that you adhere to a regimented schedule, or that you complete a series of tasks or projects in order for things to function smoothly? If yes, you can expect that a particular job will help you develop a strong sense of responsibility, which is a great quality to develop as a teen. Now, most jobs will require you to demonstrate some degree of responsibility. What will ultimately vary among jobs is what you're supposed to be responsiblefor.Here's a general guide to the responsibility hierarchy that you'll find applies to most jobs: Responsible for listening to directions completing tasks Responsible for yourself - that is, doing your job without being told Responsible for taking initiative - anticipate what needs to be done, complete tasks effectively without explicit direction Responsible for other people - direct, teach, and train others. In most entry level positions, you'll start off at the lower end of this hierarchy. Some people prioritize opportunities to gain more responsibility and autonomy - do you? People Skills People skills development is a great advantage of customer service jobs (think working in a restaurant or retail store).Anyone who’s worked in customer service can tell you that you’ll encounter less-than-pleasant people, but you'll also have awesome one-on-one experiences with great customers. Any future jobs or career options will appreciate that you can work well with people, even (especially) difficult individuals. Teamwork Collaboration Some jobs are pretty solitary - you might be interacting with others in a service capacity (for example, as a checkout clerk), but you won't be collaborating with your coworkers much. Jobs where it is important to develop a sense of community, or where you work with coworkers on projects, help build your teamwork skills. Jobs that emphasize collaboration and community can be especially valuable for your resume and college applications. You'll be hard pressed to find a future employer who doesn't highly value a team player. Leadership Growth Potential You’ll find leadership growth potential in positions where you get more responsibility and/or autonomy once you’ve proven yourself. For example, in a restaurant, there might be opportunities to work your way up from busboy to waiter. In a retail environment, you could move from sales associate to shift manager. This upward trajectory comes from hard work and a demonstration of initiative, and usually accompanies pay raises and a fancier job title. This will help you both in future job searches and in your college applications. Additionally, you'll sure get a healthy dose of self-satisfaction that comes with being rewarded for your hard work. Professional Development This one might be a bit more difficult to find in an entry-level job for teens, but it’s definitely possible. By professional development, I mean developing interests, passions, and network connections based on your future career interests in a particular field. For example, if you’re interested in going to veterinary school, you might seek out work or volunteer positions at local animal shelters. If you’re interested in the hospitality industry, you could look for hostess jobs at local restaurants or front desk positions at hotels or inns. If you’re interested in research, check out labs at local universities for part-time research assistant positions. The possibilities are endless and really depend on your own unique interests and skills. 8 Great Jobs for Teens and Where to Find Them Now that we've gone through important job characteristics, I'll list some ideas for the best jobs for teens, along with corresponding job skills strategies. This list is by no means exhaustive, however, so if you have your own ideas about part-time jobs you'd like, I encourage you to do your own research and check them out! Don't worry if you have to send out many applications before getting a call for an interview; that's pretty typical for a job search. Babysitting Job skills: Responsibility, people skills How to find positions:It's best to start with families you already know. Your business will grow through word of mouth if people are happy with your services. You can also post fliers at schools, churches, and community centers. Animal Shelter Worker Job skills:Responsibility, teamwork collaboration, possible leadership growth potential, possible professional development How to find positions: Visit your local animal shelters or rescues and ask for part-time employment or volunteer applications. Some shelters may require you to be 18 or older, so you may have to ask for parental permission if you're underage. Landscaper Great summer job option, and it tends to pay pretty well (although it's very hard physical work). Job skills: Responsibility, teamwork collaboration, possible leadership growth potential How to find positions: Visit local landscape companies ahead of the busy season (spring/summer) to ask if they're looking for seasonal help. Grocery Store Clerk The great thing about clerk positions is that you can find them almost anywhere. Some larger companies even offer college scholarships (Wegmans, for example). Job skills: Responsibility, people skills, leadership growth potential How to find positions: Check online on stores' websites, or visit their customer service desks to ask for applications. Restaurant Staff Depending on your past restaurant industry experience, you might start off as a busser, waiter, or host. Bussers, in particular, don't have to be experienced, but once you're in you can work your way up the ladder. Hourly wages are really low (below minimum wage), but you can make quite a bit of money in tips depending on where you work. Job skills:Responsibility, people skills, teamwork collaboration, possible professional development How to find positions: Check online for local job postings, or ask for applications directly from restaurants. Sales Associate There are so many different types of sales associate positions; if you're in the right geographical area, it's possible to find something tailored to your interests. Are you passionate about fashion? Check out department stores or local boutiques. Are you active or outdoorsy? Look into sporting goods stores. More interested in tech? Check out computer or cell phone sales. Job skills: Responsibility, people skills, leadership growth development, possible professional development How to find positions: Check online for local job postings, or ask for applications directly from stores. Tutoring This is a great way to hone your own skills while helping someone else with your talents. Job skills: Responsibility, people skills, leadership growth potential How to find positions: Check if there are any tutoring programs offered through your school. Look into local tutoring agencies or volunteer groups. Ask your parents if they have friends with younger kids who could use tutoring help. List yourself on online tutoring platforms like Wyzant. Go Independent With newer online platforms, it's easy for budding entrepreneurs to advertise their wares and services both locally and globally. If you have a particular skill that you're passionate about, you don't have to abandon it to pursue a more typical part-time job. If you can provide a service (for example, maybe you're a graphic designer or programmer), you could likely find independent part-time work. If you're an artist or craftsman, you might be surprised to find that there's high demand for high-quality, customized goods. Job skills: Varies How to find work: Offer services through word of mouth to local businesses, friends, and family. You can also check out online platforms like Elance. If you produce goods, consider attending crafts or art fairs, or making an Etsy or Ebay account. What's Next? Looking to save your hard-earned earnings from your part-time job? Check out our guides to saving money on the SAT and ACT. If you hope to get a job so that you can save up for college, you might want to look into some of our guides to financial aid, including information on the Pell Grant, Direct Subsidized, and Direct Unsubsidized loans. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Mobile Technology Research Paper Example | Topics and Well Written Essays - 2500 words

Mobile Technology - Research Paper Example The use of these tools has turned to be an informal procedure in the learning process (Milrad, 2006). Mobile learning is very convenient because both learners and their teachers can get access it at any given time. Just like the types of e- learning mobile learning is collaborative, learners and teachers can share information, this leads to receiving of prompt feedback and instructions (Milrad, 2006). This collaboration increases high performance, and it replaces the use of textbooks and notebooks during the teaching and learning process. Furthermore, it is easy to use mobile learning in the learning context (Milrad, 2006). According to Chan et al, (2006), educational institutions are getting laptops and Internet services as a result of improve technological development. Educators need to understand how to work the mobile technologies and incorporate them efficiently during their teaching and learning process. Teachers understand that this process is important in education because it helps facilitate the teaching learning process using the mobile or tablets devices. Most important aspect of these mobile devices is that by using them in the teaching learning process, they tend to improve the general teaching and learning activity in the classroom, as well as instructor feedback after assessment. Mobile devices have intrinsic educational products that improve instructional procedures in the classroom. Using an android system, the students, and their teachers can make use of the Microsoft word document to make, transform, or edit their documents (Milrad, 2006). The Picasa instrument found in tablets can be used to save meaningful pictures for assignments conducted on projects (Milrad, 2006). This mobile technology provides effective teaching and studying by speeding the entire teaching and learning procedure. Mobile devices used in teaching range from digital laptops to use of tablet in the tutorial room to boost the teaching and learning process (Milrad,