Analysis of Field Experience Essay -- essays research papers fc

â€Å"Analysis of Experiences†   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"ANALYSIS OF EXPERIENCES† Part 1 I have taken several psychology courses at Southeastern Oklahoma State University. I believe that SOSU is a very prestige school and the Psychology Department. The Psychology Professors’ are outstanding teachers and mentors. The Psychology courses that I believe have helped me the most through my Field Experience at the Crisis Control Center would have to be, Abnormal Psychology, Psychology of Personality, Interviewing Skills, Social Psychology, and Psychology of Adjustment. These courses that I have listed have helped me through this internship more than I could have ever known. Being at the shelter on a daily basis, you will experience different personalities, abnormal behavior, and many adjustment problems with our clients and their children. Not only have the courses prepared me for my field experience, but I have to admire my professors, they have helped through this internship tremendously. If I ever had any questions to ask or just someone to talk to these professors in the Psychology Department were always there to lend a hand, or just to listen to what I had to say. They would help in anyway that they could. I also have to brag on the Communication Department for their hard work. I believe that Psychology and Communication goes hand in hand with one another and if I had not taken courses such as Listening, Group Communication, and Family Communication I would not have come as far as I have in my internship. Part II. Going into my field experience I was certain that I would want to be a counselor, and work with people in an office setting on a daily basis. After completing my internship at the Crisis Control Center I have found what I would like to do as a career. I now like the legal part of the Crisis Control Center. This semester I have mainly worked with our court advocate for the Crisis Control Center. Although the support counselors at the shelter are wonderful, our court advocate goes beyond her call of duty. She helps victims of domestic violence everyday. She is on call 24/7 and has made many trips to the hospital for victims of domestic violence and sexual assault. She will try to get them the Justice they deserve. We go to court every week with our victims to help them with protective orders, and to give... ...   Ã‚  Ã‚  Ã‚  Ã‚  Arrange the tasks in the order you’ll need to do them.   Ã‚  Ã‚  Ã‚  Ã‚  Estimate how long each task will take. Be sure to allow enough time for editing and making changes.   Ã‚  Ã‚  Ã‚  Ã‚  Identify the date the report is due, and then set a schedule showing what work you’ll need to do each day in order to have your report ready on time. 2  Ã‚  Ã‚  Ã‚  Ã‚  Add interest   Ã‚  Ã‚  Ã‚  Ã‚  Use graphs and charts to illustrate an idea.   Ã‚  Ã‚  Ã‚  Ã‚  Add a picture, photo, or drawing.   Ã‚  Ã‚  Ã‚  Ã‚  Include a map.   Ã‚  Ã‚  Ã‚  Ã‚  Find a quotation and use it to make your point. 3  Ã‚  Ã‚  Ã‚  Ã‚  Make every word count   Ã‚  Ã‚  Ã‚  Ã‚  Choose words your reader will understand. Remember that you want to communicate your ideas to the person reading your paper.   Ã‚  Ã‚  Ã‚  Ã‚  Avoid clichà ©s.   Ã‚  Ã‚  Ã‚  Ã‚  Use a thesaurus to replace overused words and find new ways to express your ideas.

Concussions In the NFL

Concussions in the NFL have become much more prevalent, and the effects of these concussions appear to have become more severe, as this is a direct result of the development of player training systems. Over the past decade there has been vast improvements made in the training equipment and techniques used to train NFL players. This has inevitably resulted in players getting much stronger, faster, and bigger. Over the same period of time concussions have also systematically became more frequent as well.This has led many people to believe that there is some type of relationship between the improvements in player training and the increase of concussions over the course of a NFL season. The focus of the first paragraph of this essay will be on the overall increase of strength and size of players and how this relates to concussions. The second paragraph will focus on the amount of season and career ending concussion that have occurred this last season opposed to the amount before it.The t hird paragraph will focus on the studies, which have been conducted on past players that have showed they have some sort of brain damage, which has resulted from football related activity. The overall strength and size increase is most obvious on the offensive and defensive lines. Consider this in the mid 1970’s Randy white starred at defensive tackle for the Dallas Cowboys. White weighed 257 pounds, he lined up across from centers weighing 240 or 250 pounds and guards who were considered huge if they weighed 265.Last year's Super Bowl featured defensive tackles B.J. Raji who weighs 337 pounds and Casey Hampton who weighs 330 pounds versus guards Chris Kemoeatu who weighs 344 pounds and Josh Sitton who weighs 318 pounds. To put it in perspective Randy White who played Defensive Tackle and weighed 257 pounds weighs almost 20 pounds less than Baltimore Ravens rookie outside linebacker Courtney Upshaw who weighs in at a whopping 271 pounds. Upshaw is also much faster than White was. This is a prime example of how players have increased in size and strength over the years, and have become more effective in there positions.Which means that players at certain positions will have programs specifically designed for them to get bigger and stronger. But players have not just gotten bigger they have also gotten faster. This increase in weight, overall strength, and speed is clearly a result of the developments that have been over the years in player training systems. With players looking more like modern day Roman Gladiators than football players, there is no wonder why concussions have been occurring more frequently. Over the past decade there has been a drastic increase in recorded concussions over the course of an entire NFL season including practice.From pre-season week 1 of the 2011-12 of the NFL season until week 17 regular season 2011-12 there was 167 concussions 12 of those resulted in players being placed on IR (Injured Reserve) which means they are inact ive for the entire season (season ending). Over the exact same period of time in the 2007-08 season there were only 115 documented concussions and only 4 of those resulted in Players being placed on the IR. That is a 48% increase in total concussions and 33% in season ending concussions, in just 4 seasons.So one can only imagine the increase that you would see from the early 1990’s to now, if concussions were documented as thoroughly then as they are now. This increase in concussions over such a short period of time is a direct result of player training systems, because in 2008 most NFL teams ran 5 2 a day practices per week in training camps, which only included 3 2 hour weight training sessions. But heading in to 2011-12 season most teams were running 5 2 a day practices and 1 3 a day practices, and the majority of those camps ran 4 3 hour weight training sessions.There have been several studies conducted on brains of ex-NFL players the most recent of those players is Junio r Seau. Seau committed suicide on May, 2, 2012 after a lengthy 19 year NFL career. Junior Seau suffered from chronic traumatic encephalopathy CTE, which is believed to have been partially induced by all the blows to the head that he has taken. Junior started showing symptoms of CTE at the conclusion of the 2007-08 season these symptoms include impulsivity, forgetfulness, depression, and sometimes-suicidal ideation.The time period in which Seau’s family said he started showing signs of CTE is coincidentally the same period of time that NFL teams started to increase the length of practice and conditioning exercises. Throughout the course of Seau’s 19 year playing career he played at least 13 games in every season up until the 2004-05 season and up until his retirement after the 2008-09 season he only managed a measly average of 8 games per season. He suffered 3 undocumented concussions according to his family and 2 more documented ones over the same time period.Junior is not the only ex-NFL player to be diagnosed, more than 30 NFL players have in recent years been diagnosed with CTE, a condition once known as â€Å"punch drunk† because it affected boxers who had taken multiple blows to the head. The increase of player’s size and strength in the NFL in recent years has a direct correlation with the increase in concussions. This evident by the 48% increase in total concussions since the 2007-08 season, and the 33% increase in season ending concussions.The facts that Junior Seau was virtually concussion free his entire career, which spanned 19 years up until the 2004-05 NFL season. Despite the advances in medical sciences and protective player equipment, it is just not enough to protect these mammoth NFL players from concussing one another. The first of two literary devices that I used was a metaphor â€Å"With players looking more like modern day Roman Gladiators than football players† This sentence suggests modern NFL players ex hibit many of the same traits that Roman Gladiators once exhibited.This sentence supports my argument because; the increase in player training technologies has essentially turned players into gladiators. The second literary device that I used was Irony â€Å"he started showing signs of CTE is coincidentally the same period of time that NFL teams started to increase the length of practice† this is ironic because it is not a coincidence at all there is clearly a direct correlation between length of conditioning/weight training exercises and amount of sustained concussions. Concussions In the NFL Concussions in the NFL have become much more prevalent, and the effects of these concussions appear to have become more severe, as this is a direct result of the development of player training systems. Over the past decade there has been vast improvements made in the training equipment and techniques used to train NFL players. This has inevitably resulted in players getting much stronger, faster, and bigger. Over the same period of time concussions have also systematically became more frequent as well.This has led many people to believe that there is some type of relationship between the improvements in player training and the increase of concussions over the course of a NFL season. The focus of the first paragraph of this essay will be on the overall increase of strength and size of players and how this relates to concussions. The second paragraph will focus on the amount of season and career ending concussion that have occurred this last season opposed to the amount before it. The third paragraph will focus on the studies, which have been conducted on past players that have showed they have some sort of brain damage, which has resulted from football related activity.The overall strength and size increase is most obvious on the offensive and defensive lines. Consider this in the mid 1970’s Randy white starred at defensive tackle for the Dallas Cowboys. White weighed 257 pounds, he lined up across from centers weighing 240 or 250 pounds and guards who were considered huge if they weighed 265. Last year's Super Bowl featured defensive tackles B.J. Raji who weighs 337 pounds and Casey Hampton who weighs 330 pounds versus guards Chris Kemoeatu who weighs 344 pounds and Josh Sitton who weighs 318 pounds. To put it in perspective Randy White who played Defensive Tackle and weighed 257 pounds weighs almost 20 pounds less than Baltimore Ravens rookie outside linebacker Courtney Upshaw who weighs in at a whopping 271 pounds. Upshaw is also much faster than White was.This is a prime example of how players have increased in size and strength over the years, and have become more effective in there positions. Which means that players at certain positions will have programs specifically designed for them to get bigger and stronger. But players have not just gotten bigger  they have also gotten faster. This increase in weight, overall strength, and speed is clearly a result of the developments that have been over the years in player training systems. With players looking more like modern day Roman Gladiators than football players, there is no wonder why concussions have been occurring more frequently.Over the past decade there has been a drastic increase in recorded concussions over the course of an entire NFL season including practice. From pre-season week 1 of the 2011-12 of the NFL season until week 17 regular season 2011-12 there was 167 concussions 12 of those resulted in players being placed on IR (Injured Reserve) which means they are i nactive for the entire season (season ending). Over the exact same period of time in the 2007-08 season there were only 115 documented concussions and only 4 of those resulted in Players being placed on the IR.That is a 48% increase in total concussions and 33% in season ending concussions, in just 4 seasons. So one can only imagine the increase that you would see from the early 1990’s to now, if concussions were documented as thoroughly then as they are now. This increase in concussions over such a short period of time is a direct result of player training systems, because in 2008 most NFL teams ran 5 2 a day practices per week in training camps, which only included 3 2 hour weight training sessions. But heading in to 2011-12 season most teams were running 5 2 a day practices and 1 3 a day practices, and the majority of those camps ran 4 3 hour weight training sessions.There have been several studies conducted on brains of ex-NFL players the most recent of those players is J unior Seau. Seau committed suicide on May, 2, 2012 after a lengthy 19 year NFL career. Junior Seau suffered from chronic traumatic encephalopathy CTE, which is believed to have been partially induced by all the blows to the head that he has taken. Junior started showing symptoms of CTE at the conclusion of the 2007-08 season these symptoms include impulsivity, forgetfulness, depression, and sometimes-suicidal ideation.The time period in which Seau’s family said he started showing signs of CTE is coincidentally the same period of time that NFL teams started to increase the length of practice and conditioning exercises. Throughout the course of Seau’s 19 year playing career he played  at least 13 games in every season up until the 2004-05 season and up until his retirement after the 2008-09 season he only managed a measly average of 8 games per season. He suffered 3 undocumented concussions according to his family and 2 more documented ones over the same time period. J unior is not the only ex-NFL player to be diagnosed, more than 30 NFL players have in recent years been diagnosed with CTE, a condition once known as â€Å"punch drunk† because it affected boxers who had taken multiple blows to the head.The increase of player’s size and strength in the NFL in recent years has a direct correlation with the increase in concussions. This evident by the 48% increase in total concussions since the 2007-08 season, and the 33% increase in season ending concussions. The facts that Junior Seau was virtually concussion free his entire career, which spanned 19 years up until the 2004-05 NFL season. Despite the advances in medical sciences and protective player equipment, it is just not enough to protect these mammoth NFL players from concussing one another.The first of two literary devices that I used was a metaphor â€Å"With players looking more like modern day Roman Gladiators than football players† This sentence suggests modern NFL pla yers exhibit many of the same traits that Roman Gladiators once exhibited. This sentence supports my argument because; the increase in player training technologies has essentially turned players into gladiators. The second literary device that I used was Irony â€Å"he started showing signs of CTE is coincidentally the same period of time that NFL teams started to increase the length of practice† this is ironic because it is not a coincidence at all there is clearly a direct correlation between length of conditioning/weight training exercises and amount of sustained concussions.

Physics Preliminary Course Overview

Physics Preliminary 8. 2 The World Communicates 1. The wave model can be used to explain how current technologies transfer information 1. Describe the energy transformations required in one of the following: – Mobile telephone – Fax/modem – Radio and television A. An energy transformation is a change in the type of energy, for example a change from sound energy to electromagnetic waves.Relating this to the mobile telephone, it undergoes basic energy transformations of, sound wave (your voice), to electrical energy (in the wires inside the phone), to electromagnetic waves (from the phone to the tower), to electrical energy (at the tower), then to electromagnetic waves (to reach the receiving phone), then electrical energy (inside the receiving phone), then to sound waves (at the speaker of the receiving phone) 2. Describe waves as a transfer of energy disturbance that may occur in one, two or three dimensions, depending on the nature of the wave and the medium A.W aves carry energy and sometimes they require a medium and sometimes they don’t. Laser lights are an example of a 1 Dimensional wave, water waves are an example of a 2D wave while an example of 3D waves is a sound wave 3. Identify that mechanical waves require a medium for propagation while electromagnetic waves do not A. Mechanical waves, such as sound waves, water waves and earthquake waves need a medium (a substance) to travel through, they cannot move from one point to another if there is nothing (a vacuum) between the two points.On the other hand electromagnetic waves do not need a medium to travel through. An example of this is in space, which is a vacuum, if you call out in space your sound waves do not penetrate out of your space suit. However electromagnetic waves do, therefore you can see the light from the sun. Even simpler, in space you can see a planet explode, but you cannot hear it. 4. Define and apply the following terms to the wave model: medium, displacement, amplitude, period, compression, rarefaction, crest, trough, transverse waves, longitudinal waves, frequency, wavelength, and velocity A.Mechanical Waves: The group of waves that required a medium for transmission, e. g. sound waves Electromagnetic Waves: The group of waves that do not require a medium for transmission i. e. ultraviolet light, visible light etc. They all travel at the same speed in a vacuum, which is the speed of light. Transverse Waves: Waves in which the particles oscillate at right angles to the direction of motion of the wave, e. g. surface water waves. Direction of Propagation: The direction of motion of a waveLongitudinal Waves: Waves in which the particles oscillate parallel to the direction of motion of the wave e. g. sound. Periodic Waves: Wave disturbance that repeat themselves at regular intervals. Compressions: Regions of a longitudinal wave where the particle are close together. The point where the medium has a maximum density Rarefactions: Regions of a longitudinal wave where the particles are spread apart. The point where the medium has a minimum density. Crest: The point of a wave where the particles of the medium have a maximum displacement upwards or in a positive direction.Trough: The point of a wave where the particles of the medium have a maximum displacement downwards or in a negative direction Amplitude: The maximum displacement of the particles of a medium from their rest position Wavefront: An imaginary line joining any group of adjacent particles that are in a phase with each other. Wavelength: The distance between any two corresponding points of a wave Frequency: the number of waves that pass a point in one second Period: Number of crest passages per unit time. 5. Describe the relationship between particle motion and the direction of energy propagation in transverse and longitudinal waves A.Particles in the medium move in a direction perpendicular to the motion of transverse wave. Particles in the medium move in a di rection of parallel to the motion of longitudinal waves 6. Quantify the relationship between velocity, frequency and wavelength for a wave: A. V=fw (v=velocity, f= frequency, w=wavelength) 2. Features of a wave model can be used to account for the properties of sound 1. Identify that sound waves are vibrations or oscillations of particles in a medium A. Sound is a longitudinal wave that requires a medium to travel through.As compressions and expansions (or rarefactions) of particles that make up the medium, sound is a vibration of the medium. 2. Relate compressions and rarefactions of sound waves to the crests and troughs of transverse waves used to represent them A. Compressions: Regions of a longitudinal wave where the particle are close together. The point where the medium has a maximum density Rarefactions: Regions of a longitudinal wave where the particles are spread apart. The point where the medium has a minimum density. Crest: The point of a wave where the particles of the m edium have a maximum displacement upwards or in a positive direction.Trough: The point of a wave where the particles of the medium have a maximum displacement downwards or in a negative direction 3. Explain qualitatively that pitch is related to frequency and volume to amplitude of sound waves A. Frequency is the number of waves that pass a point in one second while the pitch is related to the number of vibrations per second. The pitch of a sound relates to the frequency of the sound emitted while the amplitude relates to the volume of that sound. E. g. if you have a high amplitude you will have a loud sound.When the frequency increases so does the pitch. 4. Explain an echo as a reflection of a sound wave A. An echo occurs when a sound wave is reflected off a surface and returns to the source. 5. Describe the principle of superposition and compare the resulting waves to the original waves in sound A. When two separate waves meet they can be added to or subtracted to make a new wave. An example of this with sound waves is, if you have one person shout, and then you get two people to shout, each at the same volume as the first person, the resulting volume will be the sum of the two volumes. . Recent technological developments have allowed greater use of the electromagnetic spectrum 1. Describe electromagnetic waves in terms of their speed in space and their lack of requirement of a medium for propagation A. Electromagnetic waves do not need a medium to travel through because electromagnetic waves do not vibrate particles so they don’t need a vaccum. In space (a vacuum) electromagnetic waves travel at the speed of light, a constant equal to 2. Identify the electromagnetic wavebands filtered out by the atmosphere, especially UV, X-rays and gamma rays A.The Earth’s atmosphere provides a protective shield from harmful electromagnetic radiation. Fortunately this portion of the EM spectrum (UV rays, X-rays and Gamma rays) is filtered by the Earth’ s atmosphere. Earth’s atmosphere filters out most of the electromagnetic waves except for visible light and radio waves. 3. Identify methods for the detection of various wavebands in the electromagnetic spectrum A. – Radio waves are detected with radio receivers that are connected to aerials. – Microwaves are detected with piezoelectric crystals. – Visible light is detected by photoelectric cells. 4.Explain that the relationship between the intensity of electromagnetic radiation and distance from a source is an example of the inverse square law: A. The strength of a signal is proportional to the square of the distance from the source of that signal. This means that at twice the distance the signal has 1? 4 of its original strength. 5. Outline how the modulation of amplitude or frequency of visible light, microwaves and/or radio waves can be used to transmit information A. Modulation is the process of conveying a message signal inside another signal that c an be physically transmitted.With amplitude modulation (AM), the amplitude or strength of the carrier signal is varied, which corresponds to changes in the sound, while its frequency remains constant. With frequency modulation (FM), the frequency of the carrier wave is altered according to changes in sound while the amplitude remains constant. 6. Discuss problems produced by the limited range of the electromagnetic spectrum available for communication purposes A. There is only a limited range of wavelengths in the electromagnetic spectrum that can be used for communication purposes. 4.Many communication technologies use applications of reflection and refraction of electromagnetic waves 1. Describe and apply the law of reflection and explain the effect of reflection from a plane surface on waves A. Reflection is the bouncing of a wave when it hits a surface or obstacle. Reflections of all types of waves follow the law of reflection. Angle of Incidence = Angle of Reflection The law of reflection states that the angle of the incident wave must equal the angle of the reflected wave and the incident wave and the reflected wave must lie in the same plane.It is important to remember that the angle of incidence and the angle of reflection is measured from the normal. The normal is perpendicular to the plane of reflection (e. g. a mirror). 2. Describe ways in which applications of reflection of light, radio waves and microwaves have assisted in information transfer A. Reflection of light is used fibre optics and in CD’s. Fibre optics allow for massive amounts of information transfer. Reflection of radio waves are utilised when radio waves are reflected off the ionosphere. Television and radio use this reflection to transfer information. . Describe one application of reflection for each of the following: – Plane surfaces – Concave surfaces – Convex surfaces – Radio waves being reflected by the ionosphere A. Reflection on a plane surfac e is used in applications such as, CD-ROM, where the laser beam is either reflected of the CD or not. Reflection of convex surfaces is used in security mirrors, where it widens the field of view. Reflection of concave surfaces is used in torches, where the rays of light travelling backwards are projected forward, for more brightness. It is also used in satellite dishes.The ionosphere reflects a percentage of radio waves sent up, back towards earth. This allows for data to be sent through the radio waves over long distances. 4. Explain that refraction is related to the velocities of a wave in different media and outline how this may result in the bending of a wavefront A. Refraction is the bending of light as it changes speed upon entering a medium with different optical density. 5. Define refractive index in terms of changes in the velocity of a wave in passing from one medium to another A. The refractive index of a medium is the change in velocity of a wave from one medium to anoth er.Therefore refractive index is related to the speed of a wave in that medium 6. Define Snell’s Law: A. 7. Identify the conditions necessary for total internal reflection with reference to the critical angle A. The critical angle is the angle of incidence, which forms an angle of refraction at 90Â °. If the angle of incidence is less than the critical angle then you will have normal refraction, and if the angle of incidence is greater than the critical angle then you will have total internal reflection. 8. Outline how total internal reflection is used in optical fibres A.Optical fibres work by having one medium coated by another medium with a lower refractive index. The angle that enters this is greater than the critical angle so therefore the ray of light bounces around inside and travels from one end to another, never exiting the fibre. Therefore a light ray can travel through the wire. The ray of light never has an angle of incidence of less than the critical angle, so t he ray never escapes the optical fibre. 5. Electromagnetic waves have potential for future communication technologies and data storage technologies 1.Identify types of communication data that are stored or transmitted in digital form A. Digital data is data that can be defined by numbers. Examples of digital communication include; fax, Internet, telephone calls, etc 8. 3 Electrical Energy in the Home 1. Society has become increasingly domestic energy dependent on electricity over the last 200 year 1. Discuss how the main sources of domestic energy have changed over time A. The first main source of domestic energy used by humans was fire, through wood, and then came domesticated animals, wind and water, coal, coal gas, electricity, fuel oils, solar and lastly nuclear energy.These have developed from the start of human existence to now. 2. Assess some of the impacts of changes in, and increased access to, sources of energy for a community -More pollution -More demand for electrical en ergy -More electrical devices -Increased demand for energy 3. Discuss some of the ways in which electricity can be provided in remote locations Alternative power sources can be used, such as solar or wind. 2. One of the main advantages of electricity is that is can be moved with comparative ease from one place to another through electric circuits . Describe the behaviour of electrostatic charges and the properties of the fields associated with them A. An object becomes electrostatically charged when there is either a deficiency or excess of electrons. The two types of charge are called positive charge and negative charge. Electrostatic charges cause charged particles to move of change direction. Electrostatic charges create a field of charge. An electric field is a region in which a charged particle will experience a force. 2. Define the unit of electric charge as the coulomb. A.The SI unit of charge is the coulomb (C). A charge of 1 C is equal to the charge provided by 6. 25 x 10 ( to the power of 18) electrons. This gives a charge of -1. 6 x 10 (-19 power) C for one electron. One coulomb is defined as the amount of charge that passes a point when a current of one ampere flows for one second. 3. Define the electric field as a field of force with a field strength equal to the force per unit charge at that point 4. Define electric current as the rate at which charge flows (coulombs/ second or amperes) under the influence of an electric field A.Electric current is defined as the amount of electric charge flowing past a given point in a given time interval. The SI unit of electric current is coulombs per second (C. s-1) or ampere (A), 1 amp is equal to 1 coulomb of charge passing a given point in 1 second. Conventional current runs from + to -. The electron movement is in the opposite direction of conventional current. 5. identify that current can be either direct with the net flow of charge carriers moving in one direction or alternating with the charge carriers moving backwards and forwards periodically A. AC current involves the oscillation of electrons due to an electric field that is constantly changing direction. Most generators produce alternating current by means of a coil rotating in a magnetic field. – With DC current flow, the electrons in a wire have an overall flow in only one direction. This is the method used in batteries, torches, portable radios, lights in cars, and toys. 6. Describe electric potential difference (voltage) between two points as the change in potential energy per unit charge moving from one point to the other (joules/coulomb or volts). A. 7.Discuss how potential difference changes at different points around a DC circuit A. Voltage or potential difference is defined as the change in energy when one unit of charge is moved from one point to another or the work done to move one unit of charge from one point to another. Decreases as it move around the circuit. 8. Identify the difference between conductors and insulators A. -A conductor is a substance in which there are ‘free’ charged particles and so a charge is able to flow through it. -An insulator is a substance in which ‘free’ charged particles are limited and so a charge is not able to flow through it. . Define resistance as the ratio of voltage to current for a particular conductor: 10. Describe qualitatively how each of the following affects the movement of electricity through a conductor: A. – Length: The longer the material the higher the resistance is. – Cross sectional area: The larger the cross sectional area the lower the resistance is. So the thicker the wire then lower the resistance. – Temperature: The higher the temperature of a material, the higher the resistance is. – Material: Different materials have different resistances. This is called the resistivity of that material. . Series and parallel circuits serve different purposes in households 1. Identify the diff erence between series and parallel circuits A. – A Parallel circuit is a closed circuit in which the current divides into two or more paths before recombining to complete the circuit. – A series is a circuit having its parts connected serially Advantages of using parallel circuitry over series circuitry in household wiring include: – You can have some devices on and others off at the same time. – If one device fails the others still work. – All devices receive the highest possible voltage. 2.Compare parallel and series circuits in terms of voltage across components and current through them A. In a parallel circuit the voltage is the same throughout the whole circuit while the current is divided between evenly throughout the circuit. In a series circuit the current is the same throughout the circuit while the voltage is divided evenly through the components of the circuit. 3. Identify uses of ammeters and voltmeters A. Ammeters are used to measure c urrent. Voltmeters are used to measure voltage. To measure the voltage of a component the voltmeter is placed in parallel with the component.To measure the current passing through a component, the ammeter is placed in series with the component. When an ammeters work best if they have a low resistance. And voltmeters work best if they have a high resistance. 4. Explain why ammeters and voltmeters are connected differently in a circuit A. Voltage is sometimes called potential difference. So it is measuring the difference between two points, so is must be placed in parallel so that it can measure the difference between before and after that component. Current is a measure of the rate at which charge flows, and therefore must be connected in series.Ammeters have a low resistance. 5. Explain why there are different circuits for lighting, heating and other appliances in a house A. Because if they were all on the same circuit there would not be enough power to run all the appliances so the y are spread out on several circuits so there is enough power. 4. The amount of power is related to the rate at which energy is transformed 1. Explain that power is the rate at which energy is transformed from one form to another A. Power is the term used to describe how quickly energy (otherwise known as work) is transformed from one form to another, or transmitted from one point to another. . Identify the relationship between power, potential difference and current A. 3. Identify that the total amount of energy used depends on the length of time the current is flowing and can be calculated using: Energy = VIt A. – Energy = Voltage ? Current ? Time – Energy = Power ? Time – Energy is measured in joules (J). 4. Explain why the kilowatt-hour is used to measure electrical energy consumption rather than the joule A. 1 kWh is 1 kW every hour. The kWh is used to measure energy consumption. 5. Electric currents also produce magnetic fields and these fields are used in different devices in the home . Describe the behaviour of the magnetic poles of bar magnets when they are brought close together A. Magnetic fields are from north to south. When two bar magnets are brought close together the magnetic fields around their poles will produce a force between the two magnets. If two like poles (north pole and north pole OR south pole and south pole) are brought close together they will repel each other while if two unlike poles (a north pole and a south pole) are brought close together they will attract each other. Like poles repel: Unlike poles attract. 2.Define the direction of the magnetic field at a point as the direction of force on a very small north magnetic pole when placed at that point A. The direction of a magnetic field at any point is defined as the direction the north pole of a compass would indicate at that point. 3. Describe the magnetic field around pairs of magnetic poles A. The magnetic field around pairs of magnetic poles is best des cribed by describing the lines of magnetic flux. Lines of flux are directed from the north pole to the south pole and never cross. In a strong magnetic field they are close together while in a weak magnetic field they are well apart. . Describe the production of a magnetic field by an electric current in a straight current carrying conductor and describe how the right hand grip rule can determine the direction of current and field lines A. When current is passed through a conductor, a magnetic field is created around it. The direction of the magnetic field can be found using the right hand rule. Point your right hand thumb in the direction of the current and the direction of your fingers is the direction of the magnetic field. 5. Compare the nature and generation of magnetic fields by solenoids and a bar magnet A. A solenoid is coil of wire.When a current is passed though a solenoid, a magnetic field similar to that of a bar magnet is produced. 6. Safety devices are important in hou sehold circuit 1. Discuss the dangers of an electric shock from both a 240volt AC mains supply and various DC voltages, from appliances, on the muscles of the body A. There are several dangers when the muscles of the body are exposed to electric shocks. These are: – Pain receptors are usually activated. – Involuntary contraction of the muscles usually means that the person will not be able to let go of the power source. – The heart is stunned and goes into fibrillation. Severe burns are inevitable. – Instant death often occurs. 2. Describe the functions of circuit breakers, fuses, earthing, double insulation and other safety devices in the home A. – Double Insulating works by wrapping or encasing the electric components of an appliance with insulating material The insulating property of these materials sets up a physical barrier to prevent the flow of electricity from the electric appliance to its user. – A fuse is a short piece of an alloy of lead and tin, connected in series with the devices that it controls. The fuse is designed to melt when the current passing through it exceeds its threshold value. Circuit Breakers breaks the circuit when the current passing through it exceeds the threshold value by mechanical means – The active and neutral wires are connected to the functional electric unit of the appliance to deliver electricity. The earth wire is attached to the case of the appliance, which is made of metal. 8. 4 Moving About 1. Vehicles do not typically travel at a constant speed 1. Identify that a typical journey involves speed change A. Motion occurs when an object changes its position relative to other objects or within some coordinate system.A frame of reference is an object or a coordinate system that can be used to describe or compare motions. At the start of a journey your speed is 0 by the end of the journey you would have had to stop at traffic lights go up and down hills and e. g. 2. Distingui sh between the instantaneous and average speed of vehicles and other bodies A. Average Speed Is your total distance taken by the time it took you to go that distance. Instantaneous Speed is the speed that you are travelling at any given instant 3. Distinguish between scalar and vector quantities in equations A. Scalar uantites have a magnitude but no direction examples include distance, speed and time. Vector quantities have a magnitude and a direction. Examples include velocity, force and displacement 4. Compare instantaneous and average speed with instantaneous and average velocity A. Instantaneous speed is a scalar quantity, on the other hand instantaneous velocity is a vector quantity. Average speed is also a scalar quantity and average velocity is a vector quantity. Average speed takes into account your whole journey, where as average velocity only takes into account the starting and ending points. 5. Define average velocity as:A. 2. An analysis of the external forces on vehicl es helps to understand the effects of acceleration and deceleration 1. Describe the motion of one body relative to another A. Motion occurs when an object changes its position relative to other objects or within some coordinate system. e. g. You are watching Coyote chase Road Runner. Road Runner’s velocity is 17 m. s east and Coyote’s velocity is 15 m. s east. Road Runner’s velocity RELATIVE to you is 17 m. s east. Road Runner’s velocity RELATIVE to Coyote is 2 m. s east. 2. Identify the usefulness of using vector diagrams to assist solving problems A.Vector diagrams are used to add vectors, to find the resultant vector. This can be used to find the net force on an object from many smaller forces. Addition of vectors is also used to find total displacement 3. Explain the need for a net external force to act in order to change the velocity of an object A. An object remains at rest, or in uniform motion in a straight line unless acted on by an external forc e. This is also known as the law of inertia. It basically means that a moving object will travel in a straight line at a constant velocity until an external unbalanced force acts pon the object. 4. Describe the actions that must be taken for a vehicle to change direction, speed up and slow down A. As stated by Newton’s 1st law of motion, in order to change a vehicles direction or speed, you need an external force, to act on the vehicle. However on earth there is, gravity, air resistance and friction to slow a car down, and trust from the engine and friction with the ground and the tyres to speed up a car. 5. Describe the typical effects of external forces on bodies including: – Friction between surfaces – Air resistance A.Friction examples are constantly seen throughout a normal day and it normally slows you down or helps change direction 6. Define average acceleration as A. 7. Define the terms ‘mass’ and ‘weight’ with reference to the effects of gravity A. Mass is the amount of matter in a body whereas weight is the force due to gravity acting on that mass. Weight is equal to mass times force due to gravity, which on earth is 9. 8 m. s. This is an extension of newton’s 2nd law of motion. F=ma 8. Outline the forces involved in causing a change in the velocity of a vehicle when: – Coasting with no pressure on the accelerator Pressing on the accelerator – Pressing on the brakes – Passing over an icy patch on the road – Climbing and descending hills – Following a curve in the road A. 9. Interpret Newton’s Second Law of Motion and relate it to the equation: A. The net force of an object is equal to the product of its mass and its acceleration in the direction of the force. 10. Identify the net force in a wide variety of situations involving modes of transport and explain the consequences of the application of that net force in terms of Newton’s Second Law of Moti on A. Net force is defined as the vector sum of all forces.The net force is the resultant force of all individual forces acting on an object at that time. If the net force is zero, then the forces acting are described as balanced. The object will obey Newton’s first law of motion, that is, it will either continue to move at a constant velocity or remain stationary. If the net force is not a zero value, it is described as an unbalanced force. In this case, the object follows Newton’s second law of motion and acceleration will result. 3. Moving vehicles have kinetic energy and energy transformations are an important aspect in understanding motion . Identify that a moving object possesses kinetic energy and that work done on that object can increase that energy 2. Describe the energy transformations that occur in collisions Elastic potential energy is the energy stored in elastic materials as the result of their stretching or compressing. In an elastic collision, the EK a fter the collision is equal to the kinetic energy before the collision. Inelastic collisions result in the transformation of energy into other forms. It is usually lost to the surroundings in the form of heat or sound and is no longer in a useful form. . Define the law of conservation of energy Energy can neither be created nor destroyed but can be transferred from one body to another or transformed from one type to another. 4. Change of momentum relates to the forces acting on the vehicle or the driver 1. Define momentum as: Momentum is a measure of an object's tendency to move in a straight line with constant speed. Momentum is the product of mass and velocity p ? mv 2. Define impulse as the product of force and time Impulse is force applied over a period of time Impulse = Force (Times) Time 3.Explain why momentum is conserved in collisions in terms of Newton’s Third Law of motion In any collision, the total momentum before the collision is equal to the total momentum after the collision 5. Safety devices are utilised to reduce the effects of changing momentum 1. Define the inertia of a vehicle as its tendency to remain in uniform motion or at rest The inertia of a vehicle is its tendency to remain at rest or in uniform motion unless acted on by an external force. That is why when you crash a vehicle into a wall, it will continue to collide and squash into the wall instead of just stopping.This is also why a passenger in a vehicle continues to go forward when the breaks of a vehicle are applied. Because the car may have forces slowing it down but the passenger has a tendency to continue forward 2. Discuss reasons why Newton’s First Law of Motion is not apparent in many real world situations There is always some type of friction that will oppose motion. Whether it is air resistance or friction between the object and the surface it travels on, it is impossible to completely eliminate friction. This is why objects do not remain in uniform motion. 3.Assess the reasons for the introduction of low speed zones in built-up areas and the addition of air bags and crumple zones to vehicles with respect to the concepts of impulse and momentum Air Bags and Crumple Zones both increase the stopping distance of a vehicle. Relating back to Impulse = Force ? Distance, If the distance is increased, the force is lower, this reduces the forces put on an the vehicle, and the occupants inside it. Low Speed zones are in place because, the slower your velocity, the less momentum you have and the faster you can stop 4. Evaluate the effectiveness of some safety features of motor vehicles 8. 5 The Cosmic Engine

Not so Fantastic Feasting Essay

All around town people have been talking about the new Mexican restaurant, El Fogon (The Stove), by the movie theatre on the Interstate Parkway in Green, OH. People are excited to have a new restaurant and are anxious to try it. But take my advice and don’t waste your time on visiting this joint unless you like greasy and grimy food. El Fogon has an unusually clean dining area and a deceivingly inviting and personal atmosphere, none of this corresponds with the staff in the least bit. Although the workers act and dress conservatively, we waited for our orders to be taken for more than fifteen minutes. The menu was laid out nicely and made it easy to see what food they offer at the restaurant. The print on the menu was small but I personally had no problem reading it. All the items on the menu ranged from four dollars to ten dollars. The food I was served was not fresh and the presentation was sloppy. I ordered the taco salad but it looked like something my four year old younge r sister would make out of mud. My friend, Shannon, always orders quesadillas when going out to eat. She didn’t like the quesadillas at all; she described them as being greasy and had suspicions that the cooks had cooked her food in old frying oil. We both ordered the two dollar tacos, which were served with your choice of chicken or steak on top of a hand full of lettuce on a store bought shell. They were very disappointing and neither of us finished them; they were dry and tasteless. On a positive note, the portions were extremely large for the prices listed on the menu. I have visited El Fogon once prior to my previous visit. I had ordered the taco salad during my first visit; it was presented very nicely and tasted so good that I had finished my whole plate, leaving nothing behind. Our waitress was very friendly and attentive. She seemed to really enjoy working and greeted us right away. Our waiter during our second visit seemed to have had something better to do for our entire visit at the restaurant an d only approached us when we called him over to our table. He was hard to understand, much like many of the other employees and the restaurant, having a deep Mexican accent. Once or twice we had to ask for our waters to be re-filled, if he heard us he came right over to our table, but many times he just walked away. He didn’t seem too happy to be at work and appeared to have something else on his mind. He did not add to my  experience at all. Above the bathroom door reads, Baá ¿â€ o meaning restroom and above the kitchen reads Cocina meaning kitchen, there is a lot of very strongly Mexican influenced artwork throughout the restaurant that I thought added to my experience. Mexican restaurants should provide their customer with an experience that is relative to the origins of whichever Spanish speaking country it is based from and El Fogon did an excellent job. There was a large bar in the restaurant that was completely empty and made it very easy to see into the kitchen behind it. The kitchen looked very clean and organized. The restaurant is very large and has too many tables for the number of customers at any given time. The restrooms were very clean and large. The door to the women’s restroom reads niá ¿â€ as meaning girls or women, and the men’s restroom door reads niá ¿â€ os meaning boys or men. Ginny R. from Green, OH, has praised the restaurant for the quality of its food, portion sizes and low-priced menu. I do agree that the portions are large and the menu is extremely reasonable, but the quality of the food served at El Fogon is so cheap and bland that it is not worth half the price that the menu claims for it. â€Å"Great food for a reasonable price†, claims Aaron H. from North Canton, OH. The only thing that is good on the El Fogon menu is the cheese sauce that you can order for the chips, but even the chips are greasy, bland, and tasteless and not to mention under salted. Another Mexican restaurant in the area, Ponchos, has great food. The prices are a little bit more expensive but the atmosphere and service always leaves me coming back wanting more. Even though Ponchos is not an authentic Mexican restaurant the food is still much better than at El Fogon. The owner of this establishment must have not done their homework when picking the site for their restaurant. Although it is close to the local cinema theatre, and you would expect a busy out turn of customers into El Fogon, the exact opposite happens. The restaurant is almost always empty. Restaurants in this same location have not lasted more than 6 months without going out of business due to lack of customers. Unfortunately I see the same outcome for El Fogon as well. After an hour visit to El Fogon, I left unsatisfied, hungry, and full of displeasure. While El Fogon is not worth a trip or the money, it was surely an experience regardless of how bad it was.

The Vikings Capture and Use of Slaves

The Vikings have always been discussed throughout history as vicious people. The Viking Age lasted from the late eighth to eleventh centuries. The ancestors of the Vikings, called the Scandinavian people, traded with the Romans. Scandinavia was made up of five modern day European countries: Denmark, Norway, Finland, Iceland, and Sweden. 1 Some items that they traded included ivory, amber, skins, and furs. After the Roman Empire fell, the Scandinavian people living in Scandinavia became closer and stronger. Around the mid seventh century, the Scandinavian people used ships with sails and built large towns.At the end of the eighth century, the Scandinavian people began raiding parts of pre-modern Europe. During this time, the Scandinavian people began to be known as the Vikings. Most people in pre-modern Europe were afraid of the Viking’s raiding of their society, but the Vikings were really just seeking goods that they could trade for money. The Vikings were known as a range of different people including warriors, pirates, explorers, and merchants. The Vikings started in Scandinavia, but because of increase in population and limited land, they traveled all through Europe looking for new land to expand.But the question is, with these vicious people just raiding to look for goods to trade with and with limited land space, why did they capture slaves and how did they use and treat these slaves in their society? As you may know, the Vikings went from society to society in pre-modern Europe looking for goods including gold, jewelry, and livestock. However, the Vikings also captured children men and women from these societies and used them as slaves. Because of their limited land space, they traded most of these slaves for money. The Vikings got a majority of their slaves from Ireland.They began to get involved with a slave trade in Ireland. Slavery existed way before the Vikings came. Slaves made up a large population of trade for the Vikings. Once captured, m ost of the slaves were sold on the slave trade while others were sent to Scandinavia to become slaves of the Vikings. It has also been recorded that some laves captured from Ireland were sacrificed to heathen gods. The first attack in Ireland was in 795, and attacked approximately once a year for the next thirty to forty years. The Vikings heard of the riches that the Irish held and thought that this region would be the perfect place for the Viking people.During this attack, the Vikings mainly just raided the societies and only took some slaves, but continued to capture more slaves as time went on. For those whose fate it was to be in the trade were either sent to Iceland, Viking colonies in Britain, Islamic empires, or Byzantine empires. The Islamic and Byzantine empires contained luxury items that the Vikings wanted for the trade of slaves. These items included Byzantine silk and Arabic coins. The Vikings then used the silk and coins in trade for items from North Europe including more slaves and furs.Once these slaves were traded, they were usually required to do laborious work of the household. The treatment of these sold slaves varied from owner to owner. Some were treaded kindly while others were treated worse than livestock. Even though a majority of the captured slaves were sent to the slave trade, some of the slaves were sent back to Scandinavia to become slaves of the Vikings. The reason that all of these slaves did not go straight to Scandinavia was because of the over population in that area. If all of the slaves were used in this area, than more strain would be on the land and on the resources that it produces.The Viking society had a social class system. This caste system was separated into three classes. The highest class was called the jarls. This class was known as the noble class, the rich people of the Vikings. They were measured by their mass wealth in terms of followers, treasures, ships, and estates. They lived in fine halls and led refine d lives with countless activities. The power of each jarl depends on how many followers he has. The jarl, however, must take care of his followers. The first born of a jarl was also to become a jarl. The middle class in this system was called the karls.These people were free and owned land. They were considered the plain folks in the Viking society. They could include farmers and blacksmiths. The families of the karls usually lived in cluster homes that had their barns or workshops in the cluster. A karl could become a jarl if he gained enough fame and wealth. The lowest class in this system was called the praell. This class included slaves and bondsmen. If a man owed another man money and could not pay his debt back, he was to work for another man until his debt was paid. This would make him a bondsman, or basically a temporary slave.Also, the system’s laws stated that if a man was convicted as a theft, he could be handed over as a slave of whom he stole from. A slave could be freed, but would still be considered in the lowest caste system. The slaves at the bottom of this caste system were chattel. They hardly had any rights. They could not inherit anything or leave nothing after their death. They could not participate in any business transaction. The only relation a slave had with society was through his master. There were some branches of the culture that slaves were not allowed to take part in. These privileges of citizenship include military and jury services.Basically, a slave could not participate in these two services because they are institutions of free men in the Viking society. When a slave was no longer capable of work, due to old age disease or injury, they were put to death. The slaves of the Vikings did however have limited rights. They could accumulate property and save enough money to buy their freedom. Slaves could also marry. Even with these few rights, slaves were still considered to the Vikings as unreliable cowards who were stupi d and foul. The Vikings were polytheists. This means that they followed many gods. The father of the gods was Odin, the god of wisdom.Because of their religion and how the Vikings followed the gods, their slaves were expected to follow the same life and tasks deemed by the gods. Challenging this could mean death of the slave. A master could kill a slave and not be held accountable for it. The slaves of the Vikings had a variety of jobs that they did in the Viking society. Some of their daily work included things such as carrying loads of firewood, tending to the fields, feeding pigs and other farm animals, cutting peat, building fences, fertilizing crops, and making ropes. All of their tasks were mainly the tasks that their masters didn’t want to do.It was necessary for running a farm to have slaves working it. Slaves were used on both small and large farms. The plantation farm was not practiced with the Vikings. Slaves worked on family farms with hired help, but the slaves d id the harder work than the hired help. The women slaves that the Vikings captured who were young and beautiful were kept as servants, sexual trophies, or wives. Others were used, upon the death of their master, as a sacrifice. Female slaves were forced to have sexual advances their masters would place upon them. Slaves were allowed to form family unites, meaning having a wife and children.However, there was no religious ceremony or wedding that slaves could take part in. they were forced to content themselves with unions that did not have the approval of the church. Children born to female slaves became property of her master and a slave, but are born with some rights. However, there was not allowed to be any sexual relations or legal marriage between a free person and a slave. There was no penalty of a freeman having sexual relations with a slave. Also, a free man was allowed to marry a former slave, meaning that a free Viking could make a women slave his legal wife by giving her freedom.Illegitimate children were abundant in the slave population of the Vikings. A child born to a slave women and a free man can claim his freedom at birth only if the free father will adopt him. Once adopted, that child could be the heir of the father’s estate. When thinking of the Vikings and how they are discussed in history, people would not think that they were mainly traders. The Vikings have always been thought of as mean and vicious people that destroyed everything in their path. All that the Vikings wanted were riches. They traded many different kinds of goods including slaves. 4 The Vikings captured their slaves form Europe, mostly from Ireland. The slaves they traded were mainly sent to the Islamic and Byzantine empires. No one would think that the Vikings would be trading slaves for luxury items like gold, jewelry, and livestock. Not all of the slaves captured were sold, however. Due to the limited living space, only small portions of these captured slaves wer e sent back to Scandinavia. There is a caste system in the Viking society with three different classes, with slaves in the lowest class. The slaves that were sent to work for the Vikings were treated better than other slaves around the world.Yes, they had long hard jobs that their masters did not want to do, but they did have a few rights and opportunities of freedom. Male slaves were meant to tend to the fields and livestock while female slaves were used as sex trophies or wives. 17 Slaves were expected to listen to their masters and follow the lifestyle of their master’s religion. 19 The slaves of the Vikings were even allowed to form family units and have children, but could not have a formal marriage ceremony. 17 Slavery impacted the Viking society not only by aiding their masters in Scandinavia, but also by aiding the Vikings in trade with other societies.

A Look At Rapunzel English Literature Essay

A Look At Rapunzel English Literature Essay There was a man and his wife who wanted a child for many years. They lived next to a witch, who had a garden that was surrounded by a wall. The wife wanted some lettuce so bad that her husband agreed to sneak into the witch’s garden and get some. The witch caught the man and made a deal with him. He could take the lettuce but when they had a child the witch would get the baby. When the couple had a baby the witch came and took the girl and called her Rapunzel. The witch put her into a high tower that did not have a door. It only had a small window at the top. The witch would come every morning and climb up Rapunzel’s hair to get into the tower. One day a Prince came by and heard Rapunzel’s song. He watched the witch and learned how to get into the tower. Later he climbed into the tower on Rapunzel’s hair. They became friends and decided to get married. The witch found out and cut off Rapunzel’s hair and took her to a desert. When the Prince came th e witch was waiting for him. The Prince fell into a thorn bush and he became blinded by the thorns. He wandered around for years until he found Rapunzel. Her tears fell into the Prince’s eyes and he was able to see again. They returned to his castle and were married. Discription This segment in the magazine shows how the media and society has downgraded us to the extent were don’t try to communicate to someone verbally or by a making quick phone call. Instead we resort to emailing or texting messages or paragraph conversations which go on for hours. This is leading us to loose our social roles in society and become to technologically dependent for our every entire daily needs. Abdullahi M Farah Rapunzel Are You Online? Day 1 Prince @ 4:01 â€Å"Hi I just seen you on facebook and I can’t lie to you, your singing is amazing† Rapunzel @ 4:26 â€Å"Thank you so much, I didn’t think that a lot of people noticed à ¯Ã‚ Ã…   â€Å" Prince @ 4:39  "np, I bet you parents are proud to have such a beautiful and talented daughter judging from you picture† Rapunzel 5: 09 â€Å"I would hope so but i’ve never reallyà ¢Ã¢â€š ¬Ã‚ ¦ it’s a long story† Weeks later Prince @ 6:01 â€Å"Is it clear to come to your base gurl† Rapunzel @ 6:01 † The witch is getting up all in my face with dem poison apple sand things, she wont let me just chill but anyways xoxoxo I miss you so much

Affection of the Rising of the Sea Level on Global Warming Research Paper

Affection of the Rising of the Sea Level on Global Warming - Research Paper Example The controversial issues include among others the causes of increased temperatures in the recent years and mostly due to human activity. Various questions are raised during research on global warming, which include if the warming is not planned for or it is normal within the climatic changes, whether human beings have significantly contributed to this or if the increase is completely or partially an artifact of poor measurements (Archer 17). Also controversy over estimates of climate sensitivity, predictions of more warming and the outcomes of global warming has been rife among scientists’ assessment reports (Weart 14). Human activities continue to affect the content of the atmosphere especially through gas emissions from green houses and aerosols generated from various human activities, and this keeps on changing the atmosphere in a manner that is most likely to affect the climate. Thus it is deemed that natural factors contributing to global warming are very small as compare d to activities that people engage in top change atmospheric concentration of greenhouse gases. Rising of the Sea Level The warming of the atmosphere has resulted to higher sea level due to the fact that land and lower atmosphere of a warmer climate result to heat being channeled into the oceans (Neumann, Yohe, Nicholla and Manion 12). Heating of materials leads to their expansion which is referred to as thermal expansion, thus the transfer of heat results to the expansion of sea water, which results to a rise in sea level. Warm temperatures might result to the following effects on the earth’s surface’s natural resources, in the ice lands and oceans. When non-polar glaciers melt, they release water might flow into the ocean thus contributing to a sea-level rise. Glaciers are highly sensitive to change in climate and, therefore, melt at a very fast rate and the water flows to oceans and the effect is increase in sea levels (FEMA 10). Ice increases from snowfall and is b alanced by ice loss from melting and the discharging of glaciers in the Greenland (Archer 38). Forecasts show that increase in melting from higher temperatures will cause an increase in precipitation. Thus, the changes in the ice balance will add water to the ocean, hence contributing to rise in sea levels. Almost all of Antarctica is covered by a sheet of ice, which is 2.5 kilometers thick and if the ice covering Antarctica was to melt, then there would be an over 60 meters rise in the sea levels. However, increase of a few degrees in the Antarctic would not change the melting point of ice since it is so cold there and extremely high temperatures will melt down the ice. Though thermal expansion is not an obvious process than melting ice, weather professionals argue that it remains a major contributor of projected sea-level rise in the 21st century. It has been difficult for scientists to be precise with sea-level forecasts since there are a number of uncertainties. The first one is greenhouse gas concentrations and scientists agree that depending on the levels of increase in these gases will determine the future rise in atmospheric temperatures and consequently sea levels. However this depends on a number of factors, for example, growth in population, use of energy and development of new technologies. Climate sensitivity, which refers to the level of atmospheric warming that result from the increasing carbon dioxide in the air, is another factor (Houghton 48). This is significant enough to be regarded as a source of uncertainty in the forecast of long-term climate change, as the levels of carbon dioxide are bound to change with time. Another factor is ocean heat exchange, where there is heat movement between