The Bog Bodies of Europe - Archeological Finds

The Bog Bodies of Europe - Archeological Finds The term bog bodies (or bog people) is used to refer to human burials, some likely sacrificed, placed within peat bogs of Denmark, Germany, Holland, Britain, and Ireland and naturally mummified. The highly acidic peat acts as a remarkable preservative, leaving the clothing and skin intact, and creating poignant and memorable images of people of the past. The reason that bogs permit a high level of preservation is because they are both acidic and anaerobic (oxygen-poor). When a body is thrown into a bog, the cold water will hinder putrefaction and insect activity. Sphagnum mosses and the presence of tannin add to the preservation by having anti-bacterial properties. The total number of bodies pulled from European bogs is unknown, partly because they were were first rediscovered in the 17th century and records are shaky. Estimates range wildly between about 200 to 700. The oldest bog body is Koelbjerg Woman, recovered from a peat bog in Denmark. the most recent dates to about 1000 AD. Most of the bodies were placed in the bogs during the European Iron Age and Roman period, between about 800 BC and AD 200. Bog Bodies Denmark: Grauballe Man, Tollund Man, Huldre Fen Woman, Egtved Girl, Trundholm Sun Chariot (not a body, but from a Danish bog all the same) Germany: Kayhausen Boy UK: Lindow Man Ireland: Gallagh Man Dont forget to try your hand at the Bog Body Quiz Sources and Recommended Reading Coles, Byrony and Coles, John. 1989. People of the Wetlands: Bogs, Bodies and Lake-Dwellers. London, Thames and Hudson.Glob, Peter Vilhelm. 2004[1965]. The Bog People: Iron-Age Man Preserved. New York Review of Books, New York.Lynnerup, Niels 2007 Mummies. Yearbook of Physical Anthropology 50:162-190.Sanders, Karin. 2009. Bodies in the Bog and the Archaeological Imagination. University of Chicago Press: Chicago. ISBN 13:978-0-226-73404-0 (cloth). 233 pages, plus 82 pages of notes, bibliography and index; 63 black and white photographs.

How to Conjugate the French Verb Accéder (to Reach)

How to Conjugate the French Verb Accà ©der (to Reach) When you want to say to reach or to accede in French, you will use the verb  accà ©der. As with all verbs, it needs to be conjugated to fit the meaning of the sentence. Its a rather simple conjugation, but there are a few things you need to watch out for. Conjugations for the French Verb  Accà ©der Just as we do in English with the endings -ed and -ing, its necessary to conjugate French verbs. By changing the words ending, the verb will match the subject pronoun as well as the tense of the sentence. By using these charts, you can quickly learn the conjugations for the various forms of  accà ©der. For instance, to say I reach or I attain in French, you will say jaccà ©de. You will notice that  accà ©der  has two options for the future tense and conditional forms. This is because stem-changing verbs  that end in  Ãƒ ©_er  have an optional change. You can use either of the E accents - grave à ¨ or acute à © - in these conjugations. Subject Present Future Imperfect j accde accderaiaccderai accdais tu accdes accderasaccderas accdais il accde accderaaccdera accdait nous accdons accderonsaccderons accdions vous accdez accderezaccderez accdiez ils accdent accderontaccderont accdaient The Present Participle of  Accà ©der The  present participle  for accà ©der is accà ©dant. The -ant  ending is used in a similar manner to the English -ing. This form can be used as a verb, but also works as an adjective, gerund, or noun when needed. The Passà © Composà © of  Accà ©der Besides the imperfect past tense, you can also use the  passà © composà ©Ã‚  form of  accà ©der. This is actually quite common in French and youll find it easier than remembering all of the imperfect conjugations. To use the passà © composà ©, you will need to conjugate the  auxiliary verb, which in this case is  avoir. You will also need  accà ©ders  past participle  of  accà ©dà ©. These elements come together to cover any number of subjects. For instance, for I reached, you will simply say jai accà ©dà ©. When you want to say we attained, it is nous avons accà ©dà ©. The  ai  and  avons  are the conjugations for  avoir. More Conjugations for  Accà ©der You may not use all of the following conjugations in your French, but as you learn more they may become useful. The subjunctive form refers to a mood and implies that the verb is subjective or uncertain. Similarly, the conditional verb mood applies when the action may or may not happen. It is dependent on conditions. Both the passà © simple and imperfect subjunctive are mostly found in formal French writing. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j accde accderaisaccderais accdai accdasse tu accdes accderaisaccderais accdas accdasses il accde accderaitaccderait accda accdt nous accdons accderionsaccderions accdmes accdassions vous accdez accderiezaccderiez accdtes accdassiez ils accdent accderaientaccderaient accdrent accdassent Another useful conjugation for  accà ©der  is the imperative, which is used for direct commands and requests. For this form, you can skip the subject pronoun as that is implied with the verb form. For instance, instead of saying  vous accà ©dez, you can simply say accà ©dez. Imperative (tu) accde (nous) accdons (vous) accdez

Causes of Conflict in Special Education Term Paper

Causes of Conflict in Special Education - Term Paper Example Conflicts occur amongst stakeholders in special education due to a variety of reasons. Design conflicts arise when stakeholders have conflicting ideas about special education requirements of their wards. These arguments characteristically are about issues like eligibility for services; methodology of intervention; perceptions about student needs and educational placement. Parents usually feel that their ward has needs that merit unique education services while the school administration may decide that the child is ineligible for these services. Arguments may occur over the most suitable methodology for intervention. In the recent past, a range of interventions has emerged that offer the possibility of amazing outcomes. However, some of these treatments tend to be costly and need highly specialized employees. This is a possible area of conflict. The second area of disagreement is the delivery of services. Delivery problems are those connected with implementing an intervention program that has been decided upon by the family and the school district. Although the stakeholders may have reached an accord, both on the requirements of a child and on the services that the child should receive, disagreements may arise if either the school district fails to provide the decided services or the parents feel that services are not being suitably provided. Delivery disagreements frequently involve issues of provider competence, coordination of services, transportation, scheduling, procedural requirements, privacy, and/or confidentiality. Relationships are the most important but indefinable sources of arguments between school districts and parents. Relationship conflicts may stem from cultural differences, breakdowns in communication, and loss of trust. Although only a handful of states include this category in their analysis of requests for mediation, mediators and mediation program coordinators consider relationship conflicts to be a central reason that increasing numbers of parents seek mediation. Â  

Internet privacy Essay Example | Topics and Well Written Essays - 750 words

Internet privacy - Essay Example People are encouraged to ensure timely update of their antiviruses and to be sure with what they click at any given instance. The widespread use of social media platforms has further aggravated the matter as personal information is made accessible to those within the social brackets thus increasing the chances of cyber crime. Internet privacy relates to the right of personal confidentiality on the storing as well as availing of information to third parties through the internet on specific issues. This is regarded as a subset of computer privacy in the ever growing information sector. The level of privacy in the internet can be divided into personally identifying information which refers to any information that is used in the recognition of given individual factors such as physical address or other personal bio-data and non-personal identifying information which excludes any personal information regarding an individual (Imparato, 2000). Countries all over the world as well as the United States of America are trying all workable methods that are aimed at ensuring total protection of personal information by maintaining their privacy (Frackman, Martin, & Ray, 2002). With the proliferation of social media, avoiding revealing sensitive data can be difficult making laws and government regulations necessary for maintaining privacy. One of the steps towards enhancing internet privacy is by encouraging people not to carelessly or mistakenly revealing personal information via the internet. One can easily made public their personal bio-data over the internet without being fully aware of it hence the need to be very careful when using the internet. One should make use of pseudonyms instead of using real names and actual personal information. The browsers used should not be in a position to leak out personal information or retain them for a longer period of time (Jakubiak,

Continuing Academic Success Essay Example for Free

Continuing Academic Success Essay There are many steps a student or employee can take to ensure success in any endeavor they may choose to undertake. Whether you are a first-time student or someone interested in getting ahead at work, finding your personal learning style is a great place to begin. Then you have a starting off point for using your strengths and improving weaknesses. My personal learning styles, feeling and doing, indicate that I learn best when I care about what I’m learning, and when it applies to my life, and by physically doing something, like a lab which is usually very hands-on. Because getting my degree in order to improve my future is very important to me, caring about what I’m learning, no matter the subject, is quite easy. It will also apply to my life after college, so the hands-on aspect is met in that way, in that I can see how the subjects might be used in my future. Another important step for success is to set small goals. This step allows for easy opportunities to do well while making progress towards the larger main goal. Finding and using all available tools is essential for success, as is being ethical; doing the best work possible will ensure the best results. With long term goals such as ‘get a degree or ‘get a promotion a raise or both, the amount of work can be daunting. Breaking those into smaller goals makes each step much easier to obtain. Those many small accomplishments can increase self-esteem, giving the student or employee a good sense of their ability to get things done, rather than faltering because they feel overwhelmed when looking at the big picture. In my situation, my long term goals are to graduate from college with a bachelors degree, and then start a career that will allow me to take care of my family if needed. These are connected, and looking at them in the long term is very stressful, and  overwhelming. Instead, I’m just focusing on the class I’m in at the time. If I can do well in my Foundations class, then I’ll start my next session on a high note, feeling like I’m already on the right path, and already succeeding. I haven’t set any small goals for my future career yet. That’s mostly because I’ve only just started looking at the details of where I might want to work. I don†™t think I’ll be sure what exactly I want to do until closer to graduation, and I’m sure I won’t know where until I know better â€Å"what†. Something I learned in this first class is that there is an easy to follow format for writing and that it can be used in many formats and situations. †It can be referred to as the â€Å"five paragraph essay† and consists of a thesis, three to five supporting paragraphs and a conclusion.† (Halusska, 2006) Learning about this basic formula was a bit of an ‘ah-ha’ moment for me. It gives a very basic way to write papers for just about any occasion that is easy to remember, and to follow. In any class where a paper is required, such as a book summary, lab results, or a short essay, this format can be applied. It also works for presentations, proposals or other professional writing settings. Using all of the resources available is a great way to ensure success. Knowing what those resources are, and how to find them is important as well. In the setting of the University of Phoenix, there are more tools for success than any college experience that Ive had before. The University Library is so much more than it seems. When I hear library, I think big building with stacks and stacks of books for all interests. The online library has that, but it also has tools like the Center for Writing Excellence (CWE), and the Center for Math Excellent (CME). I havent used the CME yet. Im fairly sure it will come into play in my next class. The CWE, however, has been an essential part of my current class. It has tutorials, live help, a grammar checker, free online plagiarism checker for students with percentage, a reference creating tool, and so much more. Another tool for success that I was introduced to recently is the ELI or Ethical Lens Inventory. Your ethical lens is your window to the world for decision making. There are several different perspectives to consider when trying to make an ethical decision, including whats best for the community (or whatever the group might be), versus what’s best for yourself. In a professional setting, an employee’s position (whether they are management or staff) might make a difference in how they perceive a problem, and how they come to a solution.  A manager might have the good of the company in mind while a staff member is likely more concerned with his or herself. McNutt, and Batho (2005) say, for example, â€Å"Values are intimately connected with moral and ethical codes, and determine what people think ought to be done. The value set is composed of rights and duties. The distinction is reasonably straightforward. For the most part, rights and duties are the opposite ends of a given spectrum. If management [or] an employer have a duty to ensure reasonable standards of health and safety for workers, workers have a right to expect it. If it is believed or if it has become a norm that workers have a right to a minimum wage, then management as employers have a duty to pay it.† In a school setting your ELI and critical thinking come into play in other ways. It is very important to cite ones sources when using anything other than your original thoughts in a paper. Anything less is plagiarism. This includes self-plagiarism, using your own previous work without citing that, unintentional plagiarism, not properly citing your source in a paraphrase or quote, and deliberately cutting and pasting someone elses work and claiming it as your own. Plagiarism doesnt just happen school, of course. Publishers see this quite often. The good news is that its becoming much more difficult to get away with using someone elses work. A great example of plagiarism in a professional setting co mes from Micron. They had to retract an article because they discovered that a micrograph was doctored with Photoshop. (Cox, Braet, Egerton 2014). Critical thinking, or looking at a situation in a clear, rational yet open-minded way, is very important no matter your situation. A good example of using critical thinking is when you must determine if a source you want to use is credible. You must consider many factors when deciding on the source. This is one major downside of using the internet for research. A lot of sources might be biased, or not well researched. When using outside sources its a good idea to check that there are references given, and also to check those references. Its also important to look at the URL of the resource. Dot Coms are often business oriented, and less reliable due to advertising involvement. Some good websites might be college pages or non-profit organizations, with authors who are authorities in the field theyre discussing. It is never a good idea to use sites like Wikipedia. They are authored by the general public, and while some articles are well documented, the majority are not. Thinking  critically can be a challenge, but it is also a learned skill, which means there are several ways to improve your ability. Knowing that youre going to have to make a decision is the first step and includes knowing what your options are. It also means acknowledging that when you have made a choice, your other options are no longer viable. You’ve chosen a path, and must move forward. Before you can do that, however, you must define your priorities. What is the desired outcome? The decision you make should focus on that, and move you toward some goal. If it looks like there are no good solutions, the best option might be to wait to make any decisions. Often other options will present themselves. Your situation might change, or you might think if something you hadn’t considered before. (Ellis Toft, 2014) All of these tools combine and work together to enhance your ability to meet your goals. They can be applied separately or together to make good choices, reach your goals, professional or academic, and succeed at life. Whether you’re a student or a professional, using ethics, critical thinking, formulaic writing, will lead to positive outcomes. References Halusska, J. C. (2006, Dec). In Defense of the Formula Essay. Academic Questions, 20(1), 46-55. McNutt, P. A., Batho, C. A. (2005). Code of ethics and employee governance. International Journal of Social Economics, 32(8), 656 666. Cox, G., Braet, F., Egerton, R. (2014, Feb). Ethics Issues. Elsevier, Micron 61(iv). Ellis, D., Toft, D. (2014). Becoming a Master Student (15th ed.). Stamford, CT: Cengage Learning. p.221

Policy :: essays research papers fc

If Western diplomacy has a role to play it will have to be discreet and carefully considered, always bearing in mind that the governing rule of diplomats, like that of doctors, must be ‘first, do no harm’. ( Monteagle) This thought, taken form The Clash of the Civilizations article, succinctly puts forth the ideas that I, as a diplomat learned throughout the Nations Game simulation. Diplomacy carries out the policy that nations have set. In order to carry out policy diplomats must use tactics and strategies within prescribed guidelines. The primary tool, which was most often used during the nations simulation, was negotiation. Most diplomacy is secret, though results are usually made public. The goal of diplomacy is to further the state’s interests without causing resentment. Diplomacy is an alternative to war to achieve a nation’s goals. Its weapon is words. Diplomacy may employ persuasive threats, but is usually peaceful. ‘Diplomacy seeks to strengthen the state, gaining advantages and allies while neutralizing its opponents. Thus, it tries to create good will toward the state it represents† (Britannica). The role of diplomacy during the nations simulation was very important. Envoys had to be shrewd. In order to further ones country, the diplomat had to know exactly what they needed and not back down. For example, the country of Libertania decided early on that it must concentrate on point totals. Political alliances were of secondary importance to them. Press releases were less focused on good will toward other countries, but more on setting up trade appointments. When rumors of war began to brew, Libertania immediately looked at point totals and choose a country strong in military to ally with. Ideological alliances were not at the forefront of Libertania’s strategy. Libertanian women were concerned about slavery and conditions of women in other countries, but were more concerned about our own country progressing economically. Once Libertania was in a strong economic state , then it could use diplomats to bring their political beliefs to the continent. Outside sources, such as the World Council, at first glance thought Libertania had diplomatic failures. However, it was the complete opposite. Libertania was able to move forward through diplomatic treaties. For example, counties such as Crock gave Libertania hundreds of point totals in exchange for signing an ecological preserve pact to protect the Vastlands. Libertania gave up claims to both Land disputes which to outsides seemed to be foolish, costly mistakes. Conversely, they were ingenious maneuvers which allowed Libertania to collect more points. Other countries were delighted to trade us hundreds of point totals for a piece of land that would only yield a couple hundred points.

Impacts from Space and Mass Extinction Events

Describe concept of faunal succession and use of fossils in correlation and in the subdivision of Earth history. -Principle of Faunal Succession: Strata of Eke age can be recognized by the fossils they contain even if the outcrops of strata are separated by large distances geographically, this only works because species have evolved through time C] older forms of life die out and new forms develop -using the appearance and disappearance of fossils to subdivide geological time Is the science of physiotherapyD. Recognize the qualities that make fossils useful in physiotherapy. – Physiotherapy: each fossil species is said to have a range through geological time 0 it exists in the geological record from the point that it evolves to the point that it becomes extinct E. Identify important historical figures in the development of stereography and physiotherapy. Archbishop of Armada, James Usher (1581-1665) calculated the Earth to be 6000 years old by adding up all the dates mentioned in the Bible and arrived at a date of October 22, 4004 BC as the creation of planet Earth (hard to accept by many people) -Late asses and asses scientists started to conclude that the Earth Is ancient and had undergone much change throughout Its history. This George Xavier (1769-1832) examined the remains of mammoths in Europe concluding they were a once living species that had become extinct F.Appreciate the scale of changes that can occur over geological time scales. – Geological time scale – to represent the changing character of the Earth through time, fossils were used to correlate between different regions and characterize particular periods of Earth's history -Today we have a time scale that divides and bedsides Earth's 4. 6 billion years into various time periods G. List some of the major subdivisions/ ages of the geological time scale and appreciate the relative scale between the Phonetics and the Precambrian.This is due to an extraordinary proliferation of f ossils at the base of the Phonetics in a period called the Cambrian. -Most creatures with hard parts like shells, teeth, and internal skeletons evolved here as they fossil much more readily than soft-bodied creatures -In addition to an increasing biodiversity as new species evolved, many of the new â€Å"hard part creatures† would more readily form fossils. H. Understand how extinction events are linked to the structure of the geological time call. Eras are broad subdivisions that are particularly significant as they represent a grouping of geological periods. They represent times when there has been a major change in the Earth's biosphere. -The base of the Phonetics is defined by the emergence of creatures with hard parts. -The base of the Mesozoic and the Cenozoic is based on the emergence of new species following a mass extinction at the top of the Paleozoic and Mesozoic respectively. -The base of all periods is defined on the emergence of radiation of new species l.List s ome of the major developments in the history of life on Earth. ) At least 30% of Earth's species must be lost 2) It must be across a broad range of geologies, not restricted to any one niche. 3) It must have short/sudden duration (around 1 million years maximum) K. List the â€Å"Big Five† mass extinction events and their order through time. 1) Cretaceous / Polygene (Tertiary) (K/Peg), 65 Ma 2) Late -errant's, 205 Ma 3) Perm / Triassic, 251 Ma 4) Late Devotion, 360-375 Ma 5. Late Ordination, 440-450 Ma L. Distinguish between broad extinction-producing phenomena. ) Biological causes: Organisms being brought together that once lived in isolation can cause mass extinctions (ex. Many of the New Zealand ground dwelling bird fauna were devastated when human hunters and then later European mammals (cats, rats, dogs) were introduced) -The three main modes of biologically induced extinctions: a. Competition between creatures occupying the same ecological niche b. (Excessive) Predation : Predators do not have to do the whole Job, Just drive a population to a low enough level then â€Å"random extinction† can complete the extinction.The idea behind a random extinction is that, although the number of individuals in a species may grow and the species may spread over a wide area, thing ensures the permanent survival of a species. C. Pathogens: disease being introduced to an area by incoming plants or animals 2) Earth-based causes: Extinctions influenced by Earth-based tectonic processes may be caused by changes in continental configuration or changes in atmospheric composition a. Changes in continental configuration: changes in the distribution of continents can have a profound effect.Two major effects of continental configurations: -Changes in climate, ocean cyclist, sea level. Weather patterns and the movement of the oceans are directly linked to the distribution of continents. The Late Ordination extinction -The greater the landmass the lower the diversity. At the moment we have a relatively high biodiversity. This is in part due to the number of continents that are in effect isolated from one another. In times when there is a high degree of continental fragmentation, evolution can proceed in isolation to produce many different species on different landmasses.If plate tectonics cause the formation of a large interconnected land mass there will be more competition between species and lower biodiversity. 0 The Perm/ Triassic Extinction b. Changes in the atmosphere: volcanic activity can also have severe effects. Gases such as carbon dioxide can cause greenhouse warming and aerosols may cause climatic cooling. These can significantly affect the health of the biota c. Extraterrestrial impacts d. Combination of many factors: it is very unlikely that any one factor would be responsible for a global crisis in the biosphere.M. Describe the late Ordination and Perm-Triassic extinction. -Late Ordination: Australia, moves towards the South Pole d uring the late Ordination causing a severe ice age. As water was locked up in the form of glaciers at the Southern Pole, sea level fell. This may have had a severe effect on creatures that live in the shallow water, lose to the continental margins. As the sea retreated off the continental shelf and into the ocean basis shallow marine ecosystems would have been devastated. The Perm / Triassic Extinction (the WORST day for the Biosphere, 251 Ma): At the end of the Permian, plate tectonics had brought all the continents together to form the super continent of Pangaea -Between 95-98% of all species would go into extinction -It hit both ocean- and land-based ecosystems and was less than 1 million years in duration -Many of the common Paleozoic marine creatures would suffer badly through this extinction including trilobites, barbershops, and crinoids.On land, large amphibians and mammal-like reptiles would be badly effected. -Potential causes of the Perm / Triassic extinction (involves a number of events happening at the same time): 1) Continental configuration: drop in biodiversity. The greater the landmass the greater the competition between species. At the end of the Permian, the superscription of Pangaea or â€Å"all lands† would have brought many species into direct competition. 2) Sea level fall: less ocean ridge activity.Sea floor spreading slowed its pace during the Permian, resulting that the oceanic ridges were smaller in size and displaced less water. Consequently oceans retreated from shallow areas into the deeper basin causing problems for creatures that lived in any remaining shallow marine environments. 3) Oceanic stagnation: The close of the formation of Pangaea saw the end of an ice age. Cold polar waters probably disappeared and ocean circulation slowed or stopped. This would have reduced ventilation of deep ocean waters killing off many deeper marine species.In addition occasional overturn of stagnant water could have brought oxygen poor wa ters to shallower marine communities as well. 4) Climate change: Due to the formation of a large landmass, limited would have been much drier and subject to drought. 5) Siberian Traps: massive volcanic activity in Russia: Around 2-3 million kamala basaltic lava were produced within a million years. Carbon dioxide from the volcanic activity and methane caused by melting of gas hydrates would have resulted in greenhouse warming of the planet.In addition, gas emission from volcanoes would have also produced acid rain effects. 6) Possible impacts: Although still very controversial, it is possible that the Earth suffered impacts from space during this time as well. N. Describe the character of extinctions at the K/Peg boundary. Just as the end of the Permian extinction marked the beginning of a new grouping of periods (the Mesozoic) the end of the Cretaceous extinction is likewise so distinct that it marks the beginning of the latest grouping of periods, the Cenozoic. Characteristics: 1) Over 50% of all species on the planet would go into extinction during the k/Peg extinction event 2) One land, few creatures over 25 keg in weight would survive 3) In general, the extinction was even more severe in the oceans with around 80-90% of marine species including the ammonites and marine reptiles going into extinction -A ether and son scientific team, Louis and Walter Olivarez brought the K/Peg extinction crosses the K/Peg boundary in Gobi, Italy.The I-CM clay layer lies directly on top of the latest Cretaceous rocks and was found to be enriched in the element iridium (very rare at the Earth's surface and yet in this layer was enriched over xx above background 0 has now been recorded in many other sections around the world that straddle the Cretaceous. Polygene boundary) -Iridium is known to exist in higher concentrations in extra-terrestrial objects such as asteroids. Olivarez suggested that he clay layer enriched in iridium has been produced by a meteor or comet over 10 k m in diameter impacting the Earth.He suggested further that this impact may have also been responsible for the extinction at the end of the Cretaceous. O. Discuss the evidence used to support the K/Peg impact. 1) Fern spores vs.. Pollen: Ferns are often the first plants to colonize a landscape that has been devastated by fire. In the earliest Polygene (part of what was formerly called the Tertiary), many areas show an increase in fern spores relative to pollen. This suggests that global forest fires may have raged at the end of the Cretaceous paving a landscape open for ferns to spread.This is further supported by high concentrations of soot found around the K/Peg boundary. 2) Tektites: they are thought to be produced during an impact event and they are composed of natural gas. During impact, rock is melted and ejected form the crater. As it travels through the air and cools, it forms characteristic aerodynamic shapes. Many tektites are found at the K/Peg boundary in many different locations, suggesting a massive impact event. 3) Shocked quartz: In many sections around the K/Peg boundary, fragments of the mineral quartz show evidence of multiple fractures.These fractures are thought to be produced when rock is shattered during a high-energy impact. The fragments are called shocked quartz. 4) Tsunami deposits: Tsunami waves leave characteristic sedimentary deposits on inundated shores and as far inland as the waves reach. This feature was found in Mexico, Texas, New Jersey, and the Carolinas suggesting the passage of an enormous wave, far larger than could have been produced by standard tectonic processes.Such a wave could have been generated if an impact had occurred in the ocean. P. Describe the location and probable nature of the K/Peg impact. The distribution of tektites, iridium, shocked quartz, and other potential impact related features was pointing towards a possible centre of activity in the Yucatan Peninsula of Mexico. An oil company had drilled wells in the area and encountered unusual fractures and even melted rock suggesting the area had been subjected to some form of extreme stress. The presence of a crater was finally confirmed when geophysical data revealed a large circular disturbance over km in diameter, the Clubbing Impact Crater -The object responsible for this crater had a shallow angle of entry around 0-30 degrees and is estimated to have been at least 10 km across. -As an analogy, you can think of something the size of Mount Everest hitting the surface of the planet. The energy released by the impact was equivalent to 6. Axes tons of TNT. An estimated 100 kamala of rock was vaporized and released to the atmosphere. Material that wasn't instantly vaporized was thrown out of the crater (the ejects) and Q.Describe the initial and long-term effects of the impact and their environmental consequences. 1) Initial effects (seconds to days) of the impact in the area of the Yucatan Peninsula were significant a. Everything clo se by would have been vaporized b. The intense heat form the blast and the hot debris (including tektites) would have started massive forest fires as suggested by the fern and pollen data c. As the impact occurred partly in the ocean, a massive tsunami would have been generated 2) Longer-term effects (months to decades) of the impact were numerous.Two significant effects were on global temperature and on atmospheric composition. A. Global temperature changes -Dust thrown into the atmosphere would have shut off sunlight for weeks or perhaps months generating a period of cold (a â€Å"Cold House†, lasting weeks to months. The lack of sunlight would also have had severe consequences for plants and photosynthetic algae. -After the dust had settled, water vapor would have remained in the atmosphere acting as a blanket, preventing heat from escaping the Earth. This would have created a greenhouse effect and caused a rise in global temperature. Eventually the excess water vapor woul d be removed by rainfall. However, the temperature of the Earth would continue to rise due to the release of greenhouse gases during impact (a â€Å"Hot House†), lasting years to decades. In particular, carbon dioxide would have been liberated when large quantities of limestone (calcium carbonate, Cacao) would have vaporized during the impact. -The Mesozoic had in general been a warm equable environment. These swings in temperature would have laced a lot of stress on creatures more used to stable climatic conditions. . Acid Rain -High-energy blasts can cause oxygen to combine with nitrogen to form oxides of nitrogen. When these are dissolved in water (ex. Rainfall), it becomes nitric acid. -In addition to the vaporization of limestone as described in (a) above, rocks called evaporates were also vaporized in the blast. Evaporates form when salts precipitate out of solution as the sun evaporates a body of water. This can occur on a vast scale, for example in the Mediterranean S ea, which is closed off at the Strait of Gibraltar.With virtually no input of water from the Atlantic Ocean, high rates of evaporation resulted in the Sea being converted into a vast sultan. This process had also occurred in the Yucatan area. The effect of high-energy blasts on sulfate-rich evaporates is the release of large amounts of sulfur gases. These gases, when dissolved in rainwater, fall to Earth as sulfuric acid. Although the acidity of the nitric- and sulfuric- containing rain was weak and could probably not affect any large animals directly, they would have been affected the acidity of soil and surface ocean.This would have had a devastating effect on plant life and plankton. Thus, the effects from acid rain on the organisms that form the base of the food chain or food web had serious repercussions for all the creatures at higher atrophic levels. R. Consider other potential causes of the K/Peg environmental consequences. -Some scientists remain convinced that another impa ct at the K/Peg boundary (perhaps not loud have been significantly larger than the Clubbing impact, but impacts would NOT have been the only cause.Some factors may be: -During the late Cretaceous, the superscription of Pangaea was starting to fragment. This would have caused changes in oceanic circulation and climate. -Even more significantly, global climate would have been affected by an increase in volcanic activity, in particular, during the formation of the Decca Traps in India, which were highly active at this time. Like the Siberian Traps that occurred at the end of the Permian, this activity would have reduced vast quantities of gases that could have seriously affected the Earth's climate.S. Describe the type and location of potential impostors and rate of meteor influx. 1) Comets are essentially material left over from the formation of the Solar System and are composed of icy material and other debris – effectively â€Å"dirty snowballs† in space. As comets tra vel towards the Sun, the ices vaporize producing the comet's tail. -Two examples of comets are comet Halley, which comes into view of the Earth every 74-79 years, and comet Hale-Bop that was last seen in the night sky in 1997 and will turn in 2380 years. An annual event is the Leonie Meteor Shower, which is visible in Canadian skies in November. This rain of â€Å"shooting stars† is produced as the Earth passes through the debris left behind by comet Temple-Tuttle as it orbits around the sun -There are two comet â€Å"stores† in the Solar System: a) The Keeper belt exists in an area from about the orbit of Neptune to about 50 auk's out (1 AU = 150 million km) -May contain 1 billion (1 x IOWA) comets that are greater than km in diameter. ) The Root cloud is a cloud of comets that exists way beyond the Keeper belt and is only Oakley associated with our sun -May have more than 200 comets with a diameter greater than 500 km with many smaller but still significant in size - It is interesting to note that comets may have been responsible for bringing much of the water and perhaps some of the organic compounds that would lead to the development of life of Earth 2) Asteroids are mostly found in a belt between the orbit of Mars and Jupiter.It is speculated that they may represent the material that might have formed another planet early in the history of the Solar System if it were not for the gravitational effects of Jupiter. Some asteroids are solid, rocky to metallic while others are little more than â€Å"rubble piles† in space. Collisions between asteroids could potentially cause them to be redirected into Earth-crossing orbits. Of those so far mapped, a few are over km in diameter, about 1000 have diameters greater than 30 km and 1 million (alexia) with diameters over 1 km T.List some of the major impact features preserved on the Earth's surface and explain why impact craters appear to be rare on Earth. -Around 100 billion (IXIA 1) objects ente r our atmosphere every rush 0 most of these are burned out at a distance of km above the Earth's surface. These objects are commonly traveling around 11-km/ second. At such speeds, the atmosphere acts like a brick wall. If an object enters at a shallow angle, it may skip like a stone being skipped across a pond and fly back out to space -Early in Earth's history, our planet probably suffered on our planetary neighbors' like Mercury.The evidence of this early bombardment is missing on Earth due to processes of erosion and active plate tectonics. -Until recently (sass's) the possibility of impact on Earth's surface was regarded as improbable. -Craters such as Meteor Crater in Arizona and even the craters on the non were held by some to represent extinct volcanoes and not impact craters at all. U. Describe some of the features and processes of crater formation. Gene Shoemaker was to change this view by studying features such as the material thrown out of a crater (ejects), shocked quar tz, and chemical anomalies, which demonstrated extra-terrestrial origins for these features. -With the aid of satellite imagery, we are now beginning to identify more craters on the surface of our planet. V. Provide examples of Canadian Impact Craters. -Manicuring impact crater (Northern Quebec) – formed about 214 Ma in the Late Triassic. It is km in diameter but was probably as wide as km before glacial erosion stripped away the upper levels. This impact even is thought to be associated with 4 others including Saint Martin Crater (Manitoba) – 40 km in diameter and Architecture Crater (France) – 25 km in diameter. -When the continents are reassembled into their locations during the late Triassic all these craters line up along 22. 8 degrees North latitude over a distance of 462 km. -It is thought that this almost improbable alignment may actually represent a fragmented body that generated several impacts. It is interesting to note that although the effects of th is impact would have been severe, it is not associated with a major mass extinction event W. Describe the hypothesis proposed by Rap and Sheepskin. -They analyzed the number of mass extinctions during the Phonetics and concluded that every 25 million years there was severe stress on the biosphere, sometimes associated with a mass extinction event -There is no known terrestrial geological process that could cause this frequency of problems for the biosphere.So it was suggested that an extraterrestrial source may be to blame 0 comets in the Root cloud were cited as being the most likely culprit -Rap and Sheepskin's hypothesis suggests that every 25-26 million years, something shifts the Root cloud, which causes some comets to fall in towards the Sun and a possible impact with the Earth 0 for this to work, we need to identify a gravity source that can cause disturbances in the cloud on a regular 25 million year basis: 1) Nemesis – Companion Star: This hypothesis proposes that ou r Sun has a companion star way beyond the outer limits of our Solar System whose orbit brings it close to the Root cloud every 25 million years.The gravitational effects of this close pass could cause comets to fall into the inner Solar System. If this body was a red dwarf star or even a black hole, it might be difficult to detect, but even though powerful telescopes such as Hubble have the Nemesis hypothesis, this has an astronomical body (Planet X) that causes shifts in the Root cloud as it orbits around the Sun. In this case, the body y is a planet lying within the bounds of the Root cloud but outside the Keeper belt. Again, no evidence of such a planet has been found. 3) Movement Through the Galactic Plane: In the same way that our planet orbits the Sun, so our Solar System orbits around the center of the Milky Way Galaxy.Galaxies are not Just flat pancakes of stars, they also have â€Å"thickness† -In addition to traveling around our galaxy, our Solar System is also movi ng up and down through it, Every 25-26 million years we pass through the densest part of the galaxy, which contains a higher number of stars and also the most gravitational effects. It is proposed that it is this movement through the dense part of the galactic plane that is responsible for the shifts in the Root cloud and thereby a potential impact related biosphere crisis every 25 million years or so. X. List and describe some recent impacts and â€Å"near misses†. ) Tunas, Siberia None 30, 1908): A large explosion about km above the surface attributed to an extraterrestrial object breaking up I the atmosphere (which is why no crater was found).Fortunately, the area was not populated but people and horses km away were knocked off their feet. The shock wave from the blast traveled around the Earth twice. -In Scotland and Sweden, a light appeared in the sky so bright that you could read books at am without the aid of artificial light. It has been suggested that this might have been a fragment of comet Neck, which was passing close by the Earth at hat time -Over 80 million trees were knocked over covering an area about kamala (compare the area of the Tunas devastation to that of the area occupied by Washington, D. C. ) 2) Asteroid near misses: 1989, 1996, 2009, 2011 -March 22, 1989: A mm asteroid misses Earth by 6 hours.

Young Goodman Brown: A Self-Portrait

Nathaniel Hawthorne was undeniably interested in the roles of his ancestors in the Salem Witch Trials.   Much of his literature combines the elements of Puritan thought with the deeper, often evil desires of the human psyche.   Young Goodman Brown’s nighttime journey in the story of the same name is an allegorical re-visitation to the madness of the Salem witch trials.   Through this story, Young Goodman Brown and his journey become universal symbols for all mankind.Hawthorne juxtaposed 19th Century religious thought with 16th Century Puritan thought in several of his works, including â€Å"Young Goodman Brown†, whose title character represents, as his name implies, every man.   Ã‚  The religious thought of both the centuries in question operated on fear, which ultimately leads several individuals, under the guise of overcoming or even conquering their fears, into the world of evil.To Hawthorne, Salem was â€Å"the center of the witchcraft delusion, in the witc hing times of 1692, and it shows the populace of Salem Village, those chief in authority as well as obscure young citizens like Brown, enticed by fiendish shapes into the frightful solitude of superstitious fear† (Abel 133).     Brown, like all others of his village, is conflicted between accepting this fear and conquering it.   Unfortunately, for most, this battle has unhappy consequences.  Ã‚   Brown, as a representative for all people, is generally naà ¯ve and accepting, and thus ill-equipped to handle the terrifying night in the forest (Fogle 15).   After all, it is in the best interest of the Puritan religious leaders to keep people constrained under fear rather than behave after the realization that all people sin.Several symbols equate Brown’s journey to the journey of every individual who struggles with the conflict between religion and self.  Ã‚   The first is the forest, as a symbol for the dark and evil place where people are tempted to go. Brown , himself, is drawn into the forest, an archetype for evil and the unknown, for the reason presented above, as an attempt to overcome the fear brought on by religious dogma.   It is in the forest that he is exposed to his utmost fears and where he realizes the shortcoming of humanity.This realization begins with the temptation of man by the devil.   This devil â€Å"seeks to lure the still reluctant goodman to a witch-meeting.   In the process he progressively undermines the young man’s faith in the institutions and the men whom he has heretofore revered† (Fogle 17).   In doing this, Brown loses his ability to operate in the society of man and lives as a sadly disillusioned, miserable creature. According to Levy, he â€Å"is Everyman.   The bargain he has struck with Satan is the universal one . . . (117).  Ã‚   Thus, most people can relate to this type of demonic bargaining which has become a universal theme in literature.Anther symbol which connects Brow n to any human being is his stringent belief in another human being or institution – this time Faith, which represents both.   She is described as wearing a cap with pink ribbons, which suggest girlishness and naivetà ©. In this way, she is just like every woman Abel calls these ribbons â€Å"a badge of feminine innocence† (Abel 130).   However, when Brown finds the ribbon in the woods, separated from his Faith (and faith), the symbolic meaning of the ribbons changes.   Here, they signify a loss of innocence.   Fogle explains that the pink of the ribbons becomes deepened into the color of blood and fire which represents faith’s demonic baptism into sin (Fogle 24).  The tie of temptation and women hails back to the book of Genesis, and the realization of Faith’s supposed fall precipitates Brown’s loss.   Levy calls the ribbon â€Å"the tangible evidence of Faith’s desertion† (117) which parallels some defining moment in wh ich many people lose their faith.   This personalizes the loss for Brown, as it is for all people.As Brown traverses the forest, he encounters other individuals.   One, who looks strikingly like Brown, accompanies him for a while.   While the reader understands that this man must be one of Brown’s ancestors, Brown himself is blind to the similarities.   This man takes on the role of companion and implies to Brown that his own ancestors made a similar journey, which Brown also disregards. Their encounter with Goody Cloyse is symbolic for two reasons. First, the encounter has Biblical implications and second, it represents another moment if disillusionment for Brown.   The staff is mentioned several times in the Bible.   In one story Aaron throws his staff at the feet of the evil Pharoah and it turned into a serpent.   The serpent represents evil.   When the companion throws is staff at the feet of Goody Cloyse, it also turns into a serpent, indicating her evil nature as well (Hale, 17).This distresses Brown, who does not understand why his Sunday School teacher would be in the midst of the evil forest.   â€Å"That old woman taught me my catechism† (Hawthorne 303). The catechism was really the only source of literature about pious living other than the Bible.   Brown probably learned all about the sins of the flesh from Goody Cloyse and ironically, she is here in the forest of evil.   Brown continues to encounter other religious officials in the forest which parallels the astonishment and sadness of any person who discovers a religious icon has behaved in a hypocritical manner.Ultimately, Brown loses his internal battle.   The realization that everyone he had revered was not what he had imagined them to be forces him to give in to the evil of the forest wholeheartedly.   He screams out, â€Å"Come witch, come wizard, come Indian powwow, come devil himself!   And here comes Goodman Brown.   You may as well fear him as he fear you!† (Hawthorne 306).   Of course, the story ends with ambiguity.   Did Brown really witness a devilish marriage?   Did Faith really submit to the altar of the devil?   The reader and Brown never really know the answer to these questions.Once Brown awakens, all evidence is gone.   He returns to his Faith, his elders and his life.   Faith is once again adorned in her pink ribbons, which â€Å"†¦ suggest, rather than symbolize something light and playful, consistent with her anxious simplicity at the beginning and the joyful, almost childish eagerness with which she greets Brown at the end† (Levy 124).   Brown’s journey has come full circle.   Unfortunately, the reality does not matter as much as Brown’s interpretation of the events that may or may not have been a dream.   He is unable to reconcile his original conceptions of the people in his life (or himself) with what he experienced on his journey.  Ã‚   Though his life with Faith continues, â€Å"†¦ his dying hour was gloom† (Hawthorne 310).Clearly, this parallels with the experiences of mankind.   Disillusionment is prevalent, and it can cause misery, sin and even death.   Loss of faith in an individual or in an institution is devastating.   Many times this loss marks the person for life, preventing them from enjoying what life has to offer.   Acceptance of sin and corruption is very hard to take, especially of a loved one or a firmly held belief.Hawthorne clearly adopted the idea that â€Å"unlovely demons were everywhere, in the sunshine as well as in the darkness, and that they were hidden in men’s hearts and stole into their most secret thoughts† (Abel 133). Young Goodman Brown is indicative of every good man’s battle with such demons.   As the story implies, this battle is more often lost than won, but most people are able to continue living their lives in spite of this acquiescence to evil.   Som e, though, such as Goodman Brown, are not able to do so.   According to Abel, â€Å"such a battle often led to an inner despair.   They were constantly tormented because of the possible convictions and judgments of their peers.   This battle intrigued Hawthorne and he sought out its presence in Puritan literature† (133).     Ã¢â‚¬Å"Young Goodman Brown† is the story of all people’s inner battles.   Some win; some lose.Works CitedAbel, Darrel.   The Moral Picturesque:   Studies in Hawthorne’s Fiction.   Indiana:   Purdue UP,1988.Fogle, Richard Harter.   Hawthorne’s Fiction:   The Light and the Dark.   Norman:   U ofOklahoma P, 1952Hale, John K.   â€Å"The Serpentine Staff in ‘Young Goodman Brown.’†Ã‚   Nathaniel   HawthorneReview   19   (Fall 1993):   17-18.Hawthorne,   Nathaniel.   â€Å"Young Goodman Brown.†Ã‚   Perrine’s Literature:   Structure Sound and   Ã‚   Sense.à ‚   9th Ed. Arp and Johnson Eds. Boston:   Thomson, 2006Levy, Leo B.   â€Å"The Problem of Faith in ‘Young Goodman Brown.’† Modern Critcial   Views:Nathaniel Hawthorne.   Ed. Harold Bloom.   New York:   Chelsea House, 1986.   115-126.

Canada Post essays

Canada Post essays Canada Post Corporation will face many difficulties in the future stemming from two present concerns: Ø Customer Perception- Customer perception is fairly negative and is either associated with problems evident in the past or those associated with the United States Postal Service. Ø Unionized Labour- Unions are a constant problem for any company associated with them. To remedy these situations we propose the following: Ø Divestiture- CPC should break into strategic business units. Each unit would then be responsible for individual quality control, sales, personnel as well as research and development. This divestiture will help them to reduce the detrimental effects of CPCs union as they will be contained in only one or two of the strategic business units and not the whole of the company. This will also facilitate CPCs drive into e-commerce as they will be able to hire technical experts into a strategic business unit without the consent of the union. Ø Improve customer awareness- Incorporate an active advertisement campaign aimed at improving customer awareness of CPCs improvements in operations and service. CPC is the fifth largest employer in Canada, employing almost 64,000 personnel to maintain daily business operations within Canada and abroad. The corporation is a Federal Crown Corporation responsible to customers, stakeholders, government, Canadian Union of Postal Workers(CUPW), and employees. In 1982/83 Canada Post incorporated. Since then it has operated a customer based organization that has recorded an increase its revenue by 138% since its incorporation. CPC boasted revenues of $5,380 million for year 1998/99. CPC currently owns a significant portion of Purolator Courier Limited (95.8%) which is a leading domestic courier company within Canada. CPC also holds shares in International Post Corporation (IPC) which provides international consulting services for the mail distribution...

Book Club Discussion Questions for When You Reach Me

Book Club Discussion Questions for 'When You Reach Me' When You Reach Me by Rebecca Stead is a young adult novel that will delight adults and youth alike. Use these book club discussion questions on When You Reach Me by Rebecca Stead to lead your book club or reading group into Steads book. Book Club Discussion Questions  for  When You Reach Me Spoiler Warning: These book club discussion questions reveal important details about When You Reach Me by Rebecca Stead. Finish the book before reading on. How did the 20,000 Pyramid play a role in the story? How did her mothers quest with the game show mirror Mirandas quest to make sense of her life?Did you have trouble understanding the concept of time travel allowing something to happen before the person actually traveled back in time? Or did Malcolm and Julias explanations make sense to you?Malcolm tells Miranda, Einstein says common sense is just a habit of thought. Its how were used to thinking about things, but a lot of time it just gets in the way of whats true (51). Do you think thats true? Have you ever had to let go of assumptions in order to see the truth? Have you ever known anyone who was very smart but did not seem to have any common sense? Would you rather have a lot of common sense or the ability to see a few profound truths that other people miss?At what point did you realize the laughing man was Malcolm?Were you satisfied with the way all the mysteries came together in the end?A Wrinkle in Time by Madeline LEngle has a big impact on Miranda, but also on Rebecca Stead and the idea for this book. Did reading When You Reach Me make you want to read A Wrinkle in Time again? Is there any book that took hold of you the way A Wrinkle in Time took hold of Miranda―that you read and reread either as a child or an adult?How does Miranda change in this book? In what ways do her relationships with her mother and friends mature?Rate When You Reach Me on a scale of 1 to 5.

Cycles of Failure, Mediocrity and Success and the Role of Staff Essay

Cycles of Failure, Mediocrity and Success and the Role of Staff Empowerment on Breaking the Cycle - Essay Example The paper tells that the role of employee motivation in generating customer satisfaction has been traditionally studied in the context of employees within the service sector. This is because from the company’s perspective frontline interactions with customers are a significant way of attaining competitive advantage and differentiating oneself. Hence, employees dealing in frontline work are expected to anticipate the needs of customers, deliver the service based on customized needs and build long term, personalized relationships with the customers. Thus, staff empowerment is a crucial aspect of maintaining employee motivation and customer loyalty. From the above it follows that poor working environment can translate into poor customer service with employees dealing with their customers the way their managers treat them. Furthermore, employee turnover is attributed to what is known as the â€Å"cycle of failure†. In other cases, some degree of job security is present but there is little room for practicing one’s own initiatives. This situation arises from the lack of empowerment and is termed as the â€Å"cycle of mediocrity†. However, by employing the right tools of empowerment, the management of any company can develop a positive attitude in service employees which is known as â€Å"cycle of success†. The â€Å"cycle of failure† is attributed to the delegation of monotonous, mundane tasks to cheaply hired and untrained employees by employing the division of labor philosophy. This cycle is split into two cycles that work simultaneously. The first one involves failure with workers and the second one involves failure with customers. The cycle of failure pertaining to employees involves working on tasks requiring little or no skills and little scope for personal control. The output is strictly controlled by technology and emphasis is on following the rules as opposed to focusing on the quality of customer service. It is a c ommonplace to hear management attributing this failure to shortage of skilled labor, dearth of motivated employees in the labor market and the fact that high costs of skilled labor would have to be borne by customers in the form of high prices (Lovelock, Wirtz, & Chatterjee, 2007). Mostly companies consider training as a cost (and not an investment) and fear that it will result in wastage of funds if the employee walks away after acquiring the training (Lovelock, Wirtz, & Chatterjee, 2007). Failure with customers is associated with the lack of a consistent and clear image of the company to the customers which occurs because of changing faces due to high employee turnover. Also companies focus too much on the attraction of new customers as opposed to the retention of