The Levels Of Carbon Dioxide - 1560 Words

In the modern industrial era, the levels of Carbon Dioxide produced are much more significant than in years before. Due to Carbon Dioxides involvement in ocean acidification, this is a major issue. Since the beginning of the industrial revolution, the pH of the ocean surface has fallen by 0.1 units. Although this may not seem significant, due to the logarithmic properties of the pH scale, this change signifies about a 30% increase in ocean acidity. If this issue isn’t addressed, there will be dire consequences for both marine organisms, as well as humans. To understand ocean acidification, some chemistry needs to be defined and understood. Co2 is a compound molecule comprising of one carbon atom bonded to two oxygen atoms through a†¦show more content†¦The molecules gain a shell of water molecules and are transformed from CO2 (g) to CO2 (aq). This is known as the dissolution process. This can be shown in the equilibrium reaction. Equilibrium is a state in a reaction in which both the reactants and the products are present in concentrations that are both constant, and will not change over time. This state results when the forward reaction is proceeding at the same rate as the reverse reaction. An example of this can be seen in the dissolution of Sodium Chloride in water. If the equilibrium equation NaCl(s) NaCl (aq) is used, we can see that the compound in the solid form is re-crystalizing at the same rate as the aqueous form is dissolving. There are 3 main disturbances that can alter equilibrium, a change in concentration of reactants or products, a change in temperature or a change in pressure. According to Le Chatelier’s principle, if any of these three is disturbed, the system compensates by shifting the equilibrium to either the left or the right. This can be seen in the equilibrium reactions associated with sea water. In the dissolution process of CO2 discussed before, not all of the CO2 molecul es remain dissolved. A small amount react with the water to form carbonic acid (H2CO3), which can be seen in the equation CO2 (aq) + H2O H2CO3 (aq). As carbonic acid is a weak acid, it can dissociate to bicarbonate or carbonate. These two equations respectfully are H2CO3 (aq H+ (aq) + HCO3- (aq),

Skateboard magazines reflect counter cultural ideologies Essay Example For Students

Skateboard magazines reflect counter cultural ideologies Essay Structuralism is based on saussurian linguistics, there is a distinction shown between the langue and the parole. The langue is the overall system or structure of language, its words, syntax, rules, conventions and meanings (Strinati, 1995, p90). Strinati demonstrates that the parole is determined by the langue, and is the actual manifestation of language. Therefore, this essay will try to reveal themes that illustrate whether subcultural magazines reinforce the resistance of dominant values and ideals, or promote themes related to the dominant culture. Semiotics is concerned with reconstructing the langue underlying certain types of parole (Thwaites, Davis Mules, 1994, p58). In addition a brief content analysis will be utilised to illustrate the consumerist nature of Sidewalk. Content analysis is a research tool used to determine the presence of certain words or concepts within texts or sets of texts. Researchers quantify and analyze the presence, meanings and relationships of such words and concepts, then make inferences about the messages within the texts, the writer(s), the audience, and even the culture and time of which these are a part (Palmquist, 2005, www. writingcolostate. edu). Within the analysis of Sidewalk the results generated were of a mixed nature, as results signified that Sidewalk did produce examples of the subculture resisting the dominant values. However, the overwhelming theme among this study, lies within the promotion and embracement of capitalist values. From the outset Sidewalk establishes itself as a magazine which reflects mainstream ideologies. In a magazine which is designed to represent the subcultural image of skateboarding, what becomes evident is the surprising level of consumerism. Within the analysis, it was noticeable that comparisons could be easily drawn from subcultural magazines to dominant mainstream magazine. Firstly, the consumerist nature of Sidewalk was noticeable throughout the analysis, this was achieved through the glossy nature of the magazine, Sidewalk was produced entirely in colour, with an outstanding amount of adverts. The initial ten pages of the magazine were solely dedicated to advertisements, while within the whole magazine advertisements took up 57% (n. 81) of all space. In addition, pictures of skaters occasionally focused on close up shots, which seems to produce a more glamorous image of skateboarding, similar was found within previous work, reasons for this particular occurrence were attributed to the transformation of identity. Media culture (thus) provides resources for identity and new modes for identity in which look, style and image replaces such things as action and commitment as constitutive of identity, of who one is (Kellner, 1995, Cited in Wheaton, 2000, p269). As subcultures are in opposition to dominant values, one would expect aspects such as competition to be as Beal (1995) states de-emphasised. However, the subcultural nature of skateboarding is questioned, as rather than competing against ones self, the magazine focuses on the competition and the beating of others. A central focus within Sidewalk is attributed to the importance of competition, and extrinsic rewards. i 25,000 was on the line for each event (Ventura, 2001, p106). Furthermore, in addition to an enhanced focus paid to performance rather than participation, the analysis illustrated that the magazine generated issues typically associated with the bureaucratic nature of mainstream sport. As subcultures, essentially hold resistance to set rules, with a clear opposition to the bureaucratic nature of the dominant class, as the meaning of skating for many lies in the flexibility of self-government. However, Sidewalk gives the impression that skating possess tight systems of control. Skaters were judged on a best of run out of two, there was a good condensed format (Ventura, 2001, p106). Once again, this rejects the work of Beal (1995), who theorised that the popular practice of skateboarding does not use rules or organised contests (Beal, 1995, p263). Therefore, although the magazine itself reproduces values typically associated with capitalism, illustrating skateboarding is part of the dominant culture, within the articles of Sidewalk, the opinions of skaters resist the meanings behind the dominant sports culture. Mexicos War for Independence EssayAlthough, issues surrounding subcultures are of a complex nature, as skaters find themselves simultaneously resisting and reproducing the values of capitalism. References: Althusser, L. (1971). Ideology and the state. Lenin and Philosophy and Other Essays. London: New Left Books. Cited in Gelder, K. , ; Thornton, S. (1997). The Subcultures Reader. London: Routledge. Beal, B. (1995). Disqualifying the Official: An Exploration of Social Resistance through the Subculture of Skateboarding. Sociology of Sport Journal, 12(3), 252-267. Brohm, J, M. (1978). Sport a Prison of Measured Time. London: Ink Links. Crouch, D. , ; Tomlinson, A. (1994). Collective self-generated consumption: Leisure, space and cultural identity in late modernity. Cited in Wheaton, B. (2000). Just Do It: Consumption, Commitment and Identity in the Windsurfing Subculture. Sociology of Sport Journal, 17: 254-74. Donnelly, P. (1993). Subcultures in sport: Resilience and transformation; Cited in Beal, B. (1995). Disqualifying the Official: An Exploration of Social Resistance through the Subculture of Skateboarding. Sociology of Sport Journal, 12(3), 252-267. Featherstone, M. (1991). Consumer Culture and Postmodernism; Cited in Humphreys, D. (1997). Shreadheads go mainstream? Snowboarding and alternative youth. International Review of the Sociology of Sport, 32(2), 147-160. Gramsci, A. (1971). Selections from prison notebooks of Antonio Gramsci. New York: International Publishers. Guttmann, A. (1978). From Ritual to Record: The Nature of Modern Sport. New York. Guildford: Columbia University Press. Hall, S. , ; Jefferson, T. (1975). Resistance through Rituals: Youth subcultures in post-war Britain. Essex: Anchor Press Ltd. Hart, M. , ; Birrell, S. (1981). Sport in the Sociocultural Process. (3rd ED). Dubuque, Iowa: Wm. C Brown Company Publishers. Hebdige, D. (1979). The Meaning of Style. London: Methuen. Heino, R. (2000). New Sports: What is so Punk about Snowboarding? Journal of Sport and Social Issues, 24 (2), 176-191. Humphreys, D. (1997). Shreadheads go mainstream? Snowboarding and alternative youth. International Review of the Sociology of Sport, 32(2), 147-160. Kellner, D. (1995). Media cultures: Cultural studies, identity and politics between the modern and the postmodern. London ; NY: Routledge; Cited in Wheaton, B., ; Beal. B. (2003). Keeping it Real: Subcultural Media and the Discourses of Authenticity in Alternative Sport. International Review for the Sociology of Sport. 38, 155-176. Kellner, D. (1995). Media cultures: Cultural studies, identity and politics between the modern and the postmodern. London ; NY: Routledge; Wheaton, B. (2000). Just Do It: Consumption, Commitment and Identity in the Windsurfing Subculture. Sociology of Sport Journal, 17: 254-74. Manning, P. (1987) Semiotics ; Fieldwork. London. Newbury park. California: sage. Palmquist, M. (2005). Basic Content Analysis. http://writing. colostate. edu/references/reserach/content. (30th March 2005). Roberts, K. (1983). Youth and Leisure. London: George Allen and Unwin; Cited in Humphreys, D. (1997). Shreadheads go mainstream? Snowboarding and alternative youth. International Review of the Sociology of Sport, 32(2), 147-160. Stark, A. (2001). Chewy Cannon Haunts. Sidewalk. 60, September. Strinati, D. (1995). An Introduction to Theories of Popular Culture. London. Routledge. Thwaites, T. , Davis, L. , ; Mules, W. (1994). Tools for Cultural Studies: An Introduction. Melbourne: Macmillan. Ventura, (2001). Vert Series: Summer of fun for 2001. Sidewalk. 60, September. Wheaton, B. (2000). Just Do It: Consumption, Commitment and Identity in the Windsurfing Subculture. Sociology of Sport Journal, 17: 254-74. Wheaton, B. , ; Beal. B. (2003). Keeping it Real: Subcultural Media and the Discourses of Authenticity in Alternative Sport. International Review for the Sociology of Sport. 38, 155-176. Williams, F. S. (1997, January). Along for the ride. Womens Sports and Fitness, 19, 24-26. Cited in Heino, R. (2000). New Sports: What is so Punk about Snowboarding? Journal of Sport and Social Issues, 24 (2), 176-191.

Ms. Myers Essays - Group Processes, Community Organizing, Conformity

Ms. Myers Soical Psychology Experiment 5-29-00 I was at this "rocking" party last night. I decided to use this party as my social psychology experiment. I decided to use this, because there were a lot of people interacting with one another. As I viewed the area I could see many different clicks spread around the room. It looked like they were only talking to the people among their groups. The groups consisted of five or more girls and guys. I observed the different interactions among the different groups. As I looked around I could see that some groups were huddled in a corner chatting as other were running around dancing and having fun. The groups that were dancing seem like they were much more outgoing as the groups that sat around talking. When I decided to walk outside the mood of the evening began to dim. People were gathered around the table speaking calmly. However, when I walked inside the mood changed quickly from the dim light to a out of control spotlight. People were dancing like there was no tomorrow. My first impression was that there was going to be some crazy people on the dance floor would have to be soon removed. Unfortunately my predictions were correct! I also figured that the different groups would not interact too much with each other. Some people were acting like fools just so other people would notice them, and maybe even accept them. I consider this as a type of conformity. As I stumbled upon many groups, I realized that the girls were much more in depth with their conversations as though the guys. Most of the guys were sitting there staring at all of the different girls "shaking it" on the dance floor. By observing this crowd I was able to conclude that girls have higher conversation level than guys. I also realized that conformity had to of taken place in order for these different groups to have formed

Absolute Beginner English Telling Time

Absolute Beginner English Telling Time Telling the time is a basic skill that most students will eagerly acquire. You will need to take some sort of clock into the room. The best clock is one that has been designed for teaching purposes, however, you can also just draw a clock face on the board and add various times as you go through the lesson. Many students might be used to a 24-hour clock in their native culture. To begin telling time, its a good idea to just go through the hours and make students aware of the fact that we use a twelve-hour clock in English. Write the numbers 1 - 24 on the board and the equivalent time in English, i.e. 1 - 12, 1 - 12. It is also best to leave out. a.m. and p.m. at this point. Teacher: (Take the clock and set it to a time on the hour, i.e. seven oclock) What time is it? Its seven oclock. (Model what time and oclock by emphasizing what time and oclock in the question and response. This use of accenting differing words with your intonation helps students learn that what time is used in the question form and oclock in the answer.) Teacher: What time is it? Its eight oclock. (Go through a number of different hours. Make sure to demonstrate that we use a 12-hour clock by pointing to a number above 12 such as 18 and saying Its six oclock.) Teacher: (Change the hour on the clock) Paolo, what time is it? Student(s): Its three oclock. Teacher: (Change the hour on the clock) Paolo, ask Susan a question. Student(s): What time is it? Student(s): Its four oclock. Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Learning a Quarter to, Quarter Past and Half Past Teacher: (Set the clock to a quarter to an hour, i.e. quarter to three) What time is it? Its a quarter to three. (Model to by accenting to in the response. This use of accenting differing words with your intonation helps students learn that to is used to express time before the hour.) Teacher: (Repeat setting the clock to a number of different quarters to an hour, i.e. quarter to four, five, etc.) Teacher: (Set the clock to a quarter past an hour, i.e. a quarter past three) What time is it? Its a quarter past three. (Model past by accenting past in the response. This use of accenting differing words with your intonation helps students learn that past is used to express time past the hour.) Teacher: (Repeat setting the clock to a number of different quarters past an hour, i.e. quarter past four, five, etc.) Teacher: (Set the clock to half past an hour, i.e. half past three) What time is it? Its half past three. (Model past by accenting past in the response. This use of accenting differing words with your intonation helps students learn that past is used to express time past the hour, specifically that we say half past an hour rather than half to an hour as in some other languages.) Teacher: (Repeat setting the clock to a number of different halves past an hour, i.e. half past four, five, etc.) Teacher: (Change the hour on the clock) Paolo, what time is it? Student(s): Its half past three. Teacher: (Change the hour on the clock) Paolo, ask Susan a question. Student(s): What time is it? Student(s): Its a quarter to five. Continue this exercise around the room with each of the students. Watch out for students using oclock improperly. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part III: Including the Minutes Teacher: (Set the clock to a minutes to or minutes past the hour) What time is it? Its seventeen (minutes) past three. Teacher: (Change the hour on the clock) Paolo, ask Susan a question. Student(s): What time is it? Student(s): Its ten (minutes) to five. Continue this exercise around the room with each of the students. Watch out for students using oclock improperly. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer emphasizing what the student should have said.

Funding a Non-profit Community Book Festival in a Major United States Essay

Funding a Non-profit Community Book Festival in a Major United States City - Essay Example The festival also aims to showcase writers and their works to fulfill part of their organizational mission. To achieve so, it is essential for managers to investigate into and conceptualize the determinants for nonprofits improved performance which are their strategy styles and organizational structure (e.g. boards, constitutions and volunteers) in their respective prevailing environment (e.g. economical recent recession, public confidence, state/ county laws). Based upon perceptions of the environment (e.g., economy recent conditions, state legislation and public confidence) and organizational attributes (e.g., values and capabilities), managers of nonprofit organizations strategize to improve the performance of their organization by interpreting and framing the environment, developing and implementing programs and services, and creating processes and structures to monitor and control resources for successful deliverance of organizational goals. Improved performance is associated with organizations that systematically adhere to such takings (Ketchen et al., 1997; Miles, Snow, Mathews, Miles, & Coleman, 1997). This means organizational structure has been linked to performance improvements (Harris & Ruefli, 2000; Kushner & Poole, 1996). Conceptual understanding of strategy in nonprofit organizations is becoming more sophisticated to better reflect the unique character of nonprofit organizations (e.g., Backman, Grossman, & Rangan, 2000). To illustrate so, nonprofits need to consider these factors: multiple stakeholders in resource development, the potential for collaborations, and the mixed influences of market forces that can lead to challenges in the process to develop and define product and service strategies. Strategy encompasses interpreting environmental conditions and designing systems to foster success. According to Miles and Snow (1978), the effectiveness of organizational adaptation hinges on the dominant coalition's perceptions of environmental conditions and the decisions it makes concerning how well the organization will cope with these conditions. Based on this definition, successful strategy is of tantamount contingency on appropriate interpretation of environmental conditions and organizational response to those conditions. Furthermore, the lack of uniformed consideration of strategic factors has lead to confusion and contradictory results associated with strategy and its impact on performance (Stone et al., 1999). Miles and Snow (1978) broke down the process of understanding strategy into how organizations interpret and respond to three problems: entrepreneurial, engineering, and administrative. The entrepreneurial problem addresses how the organization defines its "product or service and target market" (Miles & Snow, 1978, p. 21). For nonprofit organizations, this could include how broadly they conceptualize their community responsibility, which influences what services they provide; who they partner with; and who they serve. The engineering problem is developing an operational solution to delivering the services of the organization. This includes selection of a service delivery method (i.e., technology; Hasenfeld, 1983) and alignment of information and communication linkages necessary for effective

Amazonia S.L Essay Example | Topics and Well Written Essays - 2500 words

Amazonia S.L - Essay Example e growing population of competitors in Matarà ³; however it had successfully recovered by opening new business practices with the help of his nephew, Carlos Costa. Based on the income statement figures of Amazonia, S.L. from the year 2002 up to 2004 its net income is improving as well as the revenue of the business. This had proven the success of Amazonia, S.L., and this big market share was brought about by customer’s loyalty. On the other hand, the market situation is rapidly changing and so with the customer’s taste and preferences. This situation should be properly handled by Amazonia, S.L. to avoid recession in the near future. The idea of innovation had long been considered by Mr. Antonio Moreno and the task was given into the hands of his son, Miquel. Soon after Miquel deals with the operations and customers of the company, he discovered a new idea of innovation – to establish cocktails Copacabana, a production and merchandising division of exotic fruit j uices, emphasizing their healthy properties. The main thrust of this paper is to identify whether the proposal of Miquel Moreno would be viable for the business. He really believes that cocktail Copacabana is a good business but how will he present the evidences in a manner that is convincing to the partners of the company. Although Miquel had gathered reliable data for his proposal, he at the same time lacks familiarity with the daily practices of the new business. Thus, this paper would also tackle about the minor and major stated problems of the new proposed business with a corresponding alternative solution. Every business venture whether unknown or known to the market has to face different problems brought about by environmental changes (Thomson 9). This is part of every business which no one can hide or run away from it. This situation will likely occur either in the present or in the future situation, and so before this could happen, the business should have its own coping mechanism in an

The tone of the poems Essay Example for Free

The tone of the poems Essay This phrase is an example of how the smaller things are often the best and I think that this is why Bennet used young boys and girls instead of just soldiers. Another reason is, I think, the anger felt at the association of two such different things the innocence of children and war. Bennet may have written it to make people to reconsider their views on war and the glorified heroes by adding a different dimension to them. In the line blood reds, cloud whites and ocean blues Bennet neglects to mention the land. He includes the sky and the sea but the earth isnt present. This is linked to the second stanza which begins with nature creating pain for the humans biting, stinging clouds of dust but ends with man taking control. I think that these lines may signify that the earth is being destroyed by humans. As nature is another beautiful casualty of the war, like children, I believe that Bennet may be suggesting that the innocent are the first to suffer. Also, he uses words such as biting and stinging to describe the winds. There are very derogatory adjectives so it may imply that Bennet is saying that war changes people and forces them to become things theyre not. This is also similar to The Man He Killed as war is like a charade or a game. When they were forced to pay the ultimate price it can relate to as the man who was killed was in his place which suggests that he had no choice. Strange people and foreign land both evoke similar images of a faraway place that is unknown to many people. Young children generally like familiarity but by the use of foreign it suggests that it is very upsetting for them. It can also signify that they were far away from home and there was nobody they know. The flags that caress them is their only comfort but by then it is too late. It is purely ironic that the flags which represent the politicians that killed them are the only thing to offer them some peace. This can be compared to quaint and curious war is because both poets are suggesting that war is odd and that it does not work in simple ways. Strange people is another likeness to The Man He Killed the first stanza is about the way in which they could have been friends if war didnt get in the way and the same applies for the people in Coming Home. I think that Bennet used that line to illustrate the bewilderness that can follow war as things change. Floating and seek the stars evokes an image of childlike fantasies of flying and going to the moon. These dreams could have been fulfilled if they hadnt died so young and I believe that Bennet, by constantly reminding of their deaths in subtle ways, is trying to recreate the families pain when they cant ever forget them. Glistening seems like something is finally recognising their sacrifice and they are being welcomed back home. It is as though the flags and the tarmac are the only things that care about them and I think that Bennet is implying, through no people being mentioned, that we dont overly mind their deaths. I think that Bennet was very bitter towards humanity when he wrote this as he does only refer to them with contempt: the government who sent them to fight. The final stanza of Coming Home is, compared to the rest of the poem, very calm and peaceful. Illuminates reminds me of someone suddenly understanding something or becoming enlightened. I think that it is a final reminder that we need to switch on about war as he considers it needless and waste of life. The calm nature of the setting moon could be a symbol of hope for the future as, despite nature being corrupted earlier in the poem, it has come through and shown itself here. This suggests that Bennet still believes that we do have the power to stop destroying things. By ending the poem where he did, I think that Bennet wants us to remember the soldiers who died for us and to know that, if we want it, a better future is available for us. The title and the tale of The Man He Killed suggest that two people were involved the murderer (he killed) and the poet. However it becomes clear that the poet is the killer when he recounts the story in first person. I think that the poet is ashamed of the act as he wants to remain anonymous. This suggests that the murder haunts him and that the needs clarification about the necessity of it. Its also shown by the because - as he needs to cast about for a reason. These two quotes hint that the poet is doubt about the true nature of war. The first and last stanza also suggests that, as he is thinking of what could have been, he, like Bennet, considers war to be a waste of life. The rhyming of the poem adds a more playful feeling to it and I think that the poet may have placed it in as a shield around his actual feelings. He may have done this because he was a soldier and is aware that they arent particularly supposed to have those sorts of thoughts. This is shown by ranged as infantry as he is impressing on us that he wasnt a person when he did it; he was a killing machine. The phrase off-hand like implies that the act of going to war isnt thought over or deliberated about, he just went. I think that he could be suggesting that people at home believe war is so easy you go, kill a few men, come back. However by reading the rest of the poem about his feeling suggest that it can leave you in moral turmoil. However the continuation of the rhymes suggests, I believe, that the poet is trying to make us aware of the underlying threat of the people who think that its one big joke.  In conclusion, I find that The Man He Killed is more touching than Coming Home because its in first person and therefore I could sympathise more with his feelings. This is a complete turn around from my first impressions on the poems as The Man He Killed seemed childish to begin with but when you look deeper the true message is there. Despite the differences in the poems, both poets agree on their final message to the readers: war isnt glorious or heroic; its a complete waste of life.