Construct and test an anemometer Essay Example for Free

Construct and test an anemometer Essay Readings 1-5 Results for calculated wind speed The anemometer will be able to measure to a degree of accuracy of two decimal places, giving it a resolution of 0. 01ms-1. This is because the least certain measurement of distance, the diameter of the anemometer was measured to two decimal places. This therefore restricts the accuracy of the anemometer to two decimal places when calculating wind speed. A calibration curve for potential difference against speed is now possible: When taking my results, I may find that I encounter wind speeds of over 2. 51ms-1. I predict that as the potential difference in mV increases, so will the rpm in a directly proportional manner, above 160 rpm. 80mv means an rpm of around 155 and a wind speed of 2. 51ms-1. The value for the rpm is the calculated mean from the 5 results taken. I can assume that for the amount of voltage involved in this practical, the relationship between rpm and speed will remain linear. Therefore, I am going to extrapolate the calibration curve, to give me values for wind speed that relate to higher potential differences being obtained. There will be a point where the relationship between the p. d and rpm will become non-linear. But I do not think that with the wind speeds I will encounter, this limit will be reached. An example of the kinds of rpm involved when the relationship between voltage and rpm may not be linear is when a similar type of motor is used in a motorised milk whisk, or model train. Both these motors are powered by 3v dc. This is a potential difference 75 times greater than produced by the motor turning at an average of 73 rpm. A wind speed 75 times greater than the wind speed for an average of 73 rpm is 89ms-1; this is around 200mph. This is very unrealistic, and the anemometer would not survive in such conditions. Therefore, I estimate that I will only encounter wind speeds at most, up to 18ms-1 (40mph). Up to this point I would suggest that the relationship between the potential difference and rpm would remain linear enabling me to calculate wind speed for potential differences of over 80mV. Results The table above shows the results obtained measuring the wind speed. I encountered several problems during the taking of the results. To obtain different potential differences, I needed to obtain different wind speeds. To do this I went to the sea front, and found different points along the sea front where the wind was blowing at different speeds. It was very difficult to accurately obtain a potential difference exactly equal to those recorded for long enough to read off the value for the datum at the same time. The wind source during the calibration was constant, and therefore fluctuations in the potential difference were minimised. As wind is not at all constant the task of recording the results was made harder. To record the results necessary to determine the accuracy of the anemometer, I found different wind speeds along the sea front and as accurately as possible gained a potential difference as close to those stated in the table. At the same time I measured the wind speed that created this potential difference using the datum. The results are not consistent with the findings from my calibration. Therefore I am able to analyse these results and the factors which contributed to the inaccuracy of the anemometer that I devised. As I predicted I encountered wind speeds fast enough to produce a potential difference greater than 80 mV. Using calculated data, I would have predicted that the corresponding wind speed was 2. 84ms-1, using values from Appendix 1. In fact using the datum I recorded a wind speed of 8. 20ms-1. The graph shows that the expected values for wind speed, produced from the calibration are all inaccurate. This obviously relies upon the assumption that the datum is accurate, which I can do. The results show that as the potential difference created by my anemometer increases, the inaccuracy increases. Both sets of results are linear showing that the calibration was successful to a certain degree, but now using this data I can analyse and explain why the results I achieved were inaccurate. Although they are inaccurate, they are not anomalous as they follow the predicted pattern. Analysis There were several factors during the calibration that could have led to these inaccurate results. Firstly, when the anemometer was placed in a very narrow wind stream, the returning cups did not have to pass through the same wind which was turning the cups. This means there would have been less air resistance during the calibration than when recording results. Contextually, this means that a potential difference of 50 mV created during the taking of results may correspond to a potential difference of 60 or 70 mV created during the calibration. This agrees with the results recorded, although the degree of inaccuracy is greater than this suggested difference. In actual fact using values from Appendix 1, the potential difference required to produce a wind speed equivalent to that recorded for 50 mV using the datum (4. 72 ms-1) is between 140 and 150mV. Another factor to suggest that the absence of air resistance during the calibration had an effect can also be seen on the graph. The inaccuracy of the results increases as the potential difference increases. This can also be explained using the same idea. During the calibration, a potential difference of 50 mV was calculated to correspond to a wind speed of 1. 51 ms-1; this means the returning cups were not encountering the resistance created by this corresponding wind speed. This can be compared to a potential difference of 80 mV where a corresponding value of 2. 51 ms-1 was calculated. The returning cups would therefore not be encountering a greater air resistance (because of the faster wind speed), increasing the inaccuracy of the results. The main factor that contributed towards the inaccuracy of the results, which encompasses the previous explanation is the inefficiency of the anemometer. As the winds energy was transferred from linear kinetic energy, to rotary kinetic energy (through the centre axle) into electrical energy (through the motor utilising the generator effect). At each stage energy will be lost, therefore making the values obtained for each rpm inaccurate. The inefficient transfer of energy was caused by several factors; these were friction in the motor, sound created by the turning of the cups, and mainly air resistance. The error seen in the results is a systematic error as all the results were similarly inaccurate; the speed of the cups that was calculated during calibration was slower than the actual wind speed. Obviously the size of error is greater than desirable when making a sensor, but now with this knowledge the results from the calibration could be altered to encompass this systematic error. Another factor that affected the accuracy of the results from the calibration was the inclusion of user error when measuring the time period for x number of flashes. For example, if I measured 40 flashes in 5. 50 seconds, but due to slow reactions or an error the time it took for 40 flashes to be produced was only 5. 30 seconds the difference in the calculated speeds of the cups would be 0. 11 ms-1. Although this is not a lot, it would still have been influential. The success of the anemometer can be measured by analysing its effectivness in meeting the qualities desirable for a good sensor. These include a good resolution, fast response time, low systematic drift or error, appropriate sensitivity and low random variation. The sensor had a relatively fast response time; the potential difference displayed on the multimeter was updated very quickly when a change of wind speed occurred. This made the data collection very different as the value kept fluctuating, although it showed a fast response time in respect of changing wind speed. I was able to reduce the effect that unsystematic random error had upon the results from the calibration by taking the average of the five sets of results. Small unsystematic variations were present in all the readings that I took, but as what I was measuring (thousands of a volt) is a small quantity these small variations had a relatively large affect (this being the sensors sensitivity). The sensitivity of a measuring system is the ratio of change of output to change of input; this is where the sensor became inaccurate as the multimeter did not have a sufficient resolution to create a sensitive enough sensor. The sensitivity was limited, as a very small input was inaccurately converted into a large output. This is why the results were so inaccurate, as the calculations converted very small differences of potential difference containing error (systematic and random) into relatively large values for wind speed therefore amplifying any error that was present in the results. For this same reason, the sensors resolution was limited. In conjunction with a high level of random variation caused by the multimeters insensitivity in measuring such a small amount of potential difference, the smallest degree of potential difference that I could accurately measure was 10 mV; this is ten, one thousandths of one volt. Therefore the resolution of the sensor is around 0. 15 ms-1; this is roughly the wind speed calculated from the calibration results for 10mV. This is irrelevant because of the fact that results can be calculated to 2 decimal places, as I can only be sure of results to the nearest 0. 15 ms-1 due to the sensors relatively large resolution. In comparison, the datum can accurately measure to 2 decimal places, e. g. 2. 42 ms-1. I was able to detect and explain the systematic error due to the fact that my sensor was relatively inaccurate and I had access to a much more accurate sensor designed to measure the same thing. The use of a datum enabled me to effectively analyse my results. Overall to create a more successful sensor, I would need to review the complexity of this sensor and devise a method that reduces the margin for error as the current design encompasses too many opportunities for the results to be affected. Bibliography www. uq. edu. au Picture of Reed switch Advancing Physics AS Institute of Physics Lonsdale Science Revision guide The essentials of OCR science double award. Instrumentation coursework. doc Toby Parnell.

Effects on Individual Preparation for Work

Effects on Individual Preparation for Work Individual Assignment- Three Future Trends Lim Mei Nuan This assignment will talk about the three future trends that will have positive effect for an individual preparation for work and how one of it has the most impact for an individual to prepare for work. Three future trends that I will discuss are the â€Å"use of new technologies for training delivery†, â€Å"increased emphasis on capturing and sharing intellectual capital† and â€Å"increased use of true performance support and social learning†. Nowadays, the growing and use of new technologies is continuously changing and this can show that the use of new technologies in learning will be taking place. Increased uses of new technologies will definitely help students to gain knowledge and better prepare for the workforce. However, not every individual will accept the increased use of new technologies into the learning environment. Therefore, effective learning will attract an individual to increase use of new technologies (Winn, 2002). This is because effective learning can be occurred through informal learning (Roy, 2010). Informal learning means the learner controls the learning process that includes when to start an action and this process will not involve an instructor or a trainer and totally control by the learner (Noe, 2013). Informal learning is the critical aspect for increased use of new technologies; this is because it involves the student interactions with the peers and lecturer, sharing experience and knowledge o f study (Winn, 2002). This informal learning can happen through different methods, such as e-mail and social networking websites (Noe, 2013). Furthermore, this will become more usual as combined social networking tools and Web tools to create this easier to implement (Roy, 2010). Thus, this can increase use of new technology and also can increase emphasis on capturing and sharing intellectual capital. Nevertheless, informal learning can help students to increase the chance for learning and sharing knowledge (Allen Lewis, 2006). Students will know how to social interaction with others by using the social networking that allows the students to enhance the collaboration with peers and lecturer, increased informal learning and discussion. Social interaction can help the student to use time productive because students can learns knowledge with and others through the social networking platforms (Brotherton, 2011). This also can be explained that social learning can help students to share their knowledge, experiences and information through social networking tools (Noe, 2013). This assists students to gain more knowledge compare to previously they must attend class only can obtain information. Students are not required to spend time to travel to school or college and they can directly get knowledge through social networking platforms and Web tools. Furthermore, all learning process will become very easy and convenient because the student can use social networking tools such as iPhone, iPad and notebooks to gain knowledge. Therefore, increased use of true performance support and social learning can bring a huge impact for students to gain more knowledge and experience. Increased the use of new technologies such as the Internet can promote the collaborative activities in college and this can increase the students to engage in the activities and encourage to talk in class and knowing more information about the subject (Goldman et al., 1996). This can be said that when increase the use of new technologies, will increase emphasis on capturing and sharing intellectual capital and thus will increase use of true performance support and social learning. All these new sets of future trends should include in the learning environment to help students to prepare for the future. The most important future trend is increased use of new technologies for training delivery. The use of new technologies is not only preparing students to step into the workplace it also enhances students to learn new information and to think critically when using new technologies (Kidwell, Linde Johnson, 2000). Increased use of new technologies can increase the student’s critical thinking skills and this can produce high productivity for the task (Wang, 2012). An organization is looking for an individual who can solve problems critically, can communicate well with others about ideas and information and those can collaborate with colleagues (Beers, 2012). Higher education institutions are using the technologies to enhance the student’s social learning, performance and intellectual aspects (Kidwell, Linde Johnson, 2000). For instance, many universities are using e-learning to deliver the educational material through electronic media such as internet, video/audio tape an d CDs. By using the new technologies for training delivery, the content is easy to understand, easy to access and easy to update the information (Beers, 2012). It also can help the student to perform the task in an efficient and effective ways (Chizmar Walbert, 1999). Through the e-learning, it can give the student the flexibility in where and when they want for accessing the educational material (Song, Singleton, Hill, Koh, 2004). Research had shows that students who are used to the new technologies to create an electronic school yearbook were having a high level of confidence and more active in the task commitment (Liu, 1998). This result indicates that used of new technologies can have a positive effect on the students. Utilizing technology can enhance the students to share their knowledge with others and increase the development for the workplace (Kidwell, Linde Johnson, 2000). For example, this can increase the productivity and the quality of work, enhance the collaboration with colleagues and increased the motivation of the students and all of these can help the students to prepare in the workplace (Chandra, Theng, Lwin, Foo, 2009). In 21st century, many students cannot apply what they have learned from the college into the real world problem (Daggett, 2010). This problem can overcome through the uses of technologies. This is because technologies tools can provide students to apply the theories in the different settings. According to Scheffler and Logan (1999) stated that integrating technology can help students to analyze, evaluate and applying the theories and the knowledge into a real life situation. It means that it uses technology tools to sustenance the learning objective and enhance the student problem solving skills and critical thinking skills. In this digital age, teachers and educators play an important role to help students to be well prepared to enter the workforce. This is because teachers can use of new technologies as supporting tools to help them to enrich their teaching method and increase the student learning (Koc, 2005). Teachers should help students to utilize the technologies tools in a proper way (Koc, 2005). Technology should be used effectively and consistently in the learning environment and teaching materials can be delivered through technology tools to help the students to improve their study (Schwarz, 2000). For example, teacher can play a short video clip for helping the students to understand the concepts and theory through the visuals. It also can aid the teachers to benefit the student to build networks with other countries (Davidson, 2000). Sinclair (2009) reported that the effectiveness of technology in the classroom is depends on the teacher competency levels and how the teacher uses the technolog y. Furthermore, teachers should create awareness for the students to know about why technology is being used and explained to the students that how this new technology can help them in their learning process (Sinclair, 2009). Research shows that there is a positive effect for students learning in mathematics and science through technology tools (Roschelle et al., 2000). This shows that teachers and educators should always use technology tools in teaching and learning to help students to make use of these tools. Therefore, teachers should practice using the new technologies in the teaching process. In addition, the collaboration between universities and industry is important for the lecturer and trainers to upgrade and widening their knowledge as well as the capability to use the new technologies (Kidwell, Linde Johnson, 2000). This can build the foundation for the lecturer and trainers to use the new technologies and also for students (Matthew, 2014). This foundation can also increase the awareness of and the experience to use the new technologies effectively (Matthew, 2014). Moreover, it can help lecturer and trainers to build confidence and knowledge when using the new technologies (Matthew, 2014). Therefore, it provides direct information and the current knowledge for the lecturer and also for the students. Moreover, students should ne advances using tacit knowledge in order to use the new technologies in an effective way. This is because tacit knowledge includes personal experience and ideas and relationship with other people, it is very difficult to explain it out or write it down (Kidwell, Linde Johnson, 2000). Tacit knowledge is important in various high-tech productions such as electronics, telecommunication and aircraft production all are based on tacit knowledge (Rosenberg, 1982; Vincenti, 1984). Therefore, advances using tacit knowledge can improve an individual to prepare for work in the future. Technology not only can use an educational tool for teachers and students it also can be implemented into the curriculum. This can serve to enrich the understanding and increase the academic performance of the students (Klein, 2010). Past research had shows that implemented the digital technology into the curriculum can help students to participate and increase their motivation to involve in the activities, and increase the student decision making skills (Abbott Shaikh, 2005). This result shows that it helps students to engage in the activities and motivated the students to involve in the whole process. Therefore, implemented the technology into the curriculum can prepare the students before enter into the workplace. In conclusion, problem solving skills, critical thinking skills and can work collaborative with other people are very important to help students to be well prepared to enter the workforce. Teachers and educators can guide students and provides students to use the new technologies in an effective and successful way. Reference Abbott, C., Shaikh, A. (2005). Visual representation in the Digital Age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language Education: An International Journal, 19(6), 455-466. Allen, B., Lewis, D. (2006). Virtual learning communities as a vehicle for workforce development: A case study. Journal of Workplace Learning, 18(6), 367-383. doi: 10.1108/13665620610682099 Beers, S. Z. (2012). 21st century skills: preparing students for their future. In STEM Education Coalition, 1-6. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf Brotherton, P. (2011). Social Networks Enhance Employee Learning. T+D, 65(4), 18-19. Chandra, S., Theng, Y., O. Lwin, M., Foo, S. (2009). Examining the role of cognitive absorption for information sharing in virtual worlds. Conference Papers — International Communication Association, 1-33. Chizmar, J. F., Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264. Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education. Retrieved from http://www. leadered. com/pdf/Preparing Students for Tech Future white paper. pdf. Davidson, S. (2000). Teaching with the world wide web. Phi Delta Kappan, 37, 13-16. Goldman, S.R., Petrosino, A.J., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J. D., Pellegrino. (1996). Anchoring science in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.). International perspectives on the psychological foundations of technology based learning environments. Hillsdale, NJ: Lawrence Erlbaum Associates. Kidwell, J. J., Linde, K. M. V., Johnson, S. L. (2000). Applying corporate knowledge management practices in higher education. Educause Quarterly, 4, 28-33. Klein, J. D. (2010). When you cant bring your classroom to the world, bring the world into your classroom. Youth Media Reporter, 486-88. Koc, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: a critical literature review. Journal of Turkish Science Education, 2(1), 2-18. Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14, 387–415. Matthew, H. (2014, July 2). Further Education Workforce Strategy: The Government’s strategy to support workforce excellence in further education. Department for Business, Innovation Skills, 1-29. Retrieved from https://www.gov.uk/government/publications/further-education-workforce-strategy Noe, R. A. (2013). Employee Training and Development (6th ed.). New York: McGraw-Hull. Rosenberg, N. (1982). Inside the black box: Technology and economics. Cambridge, UK: Cambridge University Press. Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101. Retrieved from http://www.futureofchildren.org Roy, J. N. (2010). Transforming informal learning into competitive advantage. T + D, 64(10), 23-25. Scheffler, F., Logan, J. (1999). Computer technology in schools: what teachers should know and be able to do. Journal of Research on Computing in Education, 31, 305- 325. Schwarz, G. (2000). Renewing teaching through media literacy. Phi Delta Kappan, 37, 8- 12. Sinclair, G. B. (2009). Is Larry Cuban right about the impact of computer technology on student learning? Nawa: Journal of Language Communication, 3(1), 46-54. Song, L., Singleton, E., Hill, J., Koh, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 5970. doi: 10.1016/j.iheduc.2003.11.003. Vincenti, W.G. (1984). Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950. Technology and Culture, 25(3), 540-576. Wang, V. (2012). Encyclopedia of E-Leadership ,Counseling and Training. Hershey, PA: IGI Global. Winn, W. (2002). Current trends in educational technology research: the study of learning environment. Educational Psychology Review, 14(3), 331-351.

The Impact Of Sea Level Rise

The Impact Of Sea Level Rise With the rapid growth of knowledge in climate change, especially in sea level rise, its science and impacts, it is hardly surprising that the relationship between sea level rise and its impact on our environment, policies and building practices have attracted considerable attention in recent years. The policymakers, authorities and governing bodies acknowledge that increased sea levels will have significant medium to long-term social, economic and environmental impacts. In an attempt to provide an integrated view of climate change, Synthesis Report (IPCC, 2007) is produced which summarises observed changes in climate and their effects on natural and human systems, regardless of their causes, assesses the causes of the observed changes, presents projections of future climate change and related impacts under different scenarios. Further report discusses adaptation and mitigation options over the next few decades and their interactions with sustainable development, assesses the relation ship between adaptation and mitigation on a more conceptual basis and takes a longer-term perspective. Science of sea level rise From geological perspective, evidence show that the Earths climate has changed through the Earths geological history, spanning more than 3 billion years. From the abundant literature on the sea level rise, it has been observed that ocean levels have always fluctuated with changes in global temperatures, supported by different studies. During ice ages when the earth was 5Â °C colder than today; the sea level often was more than 100 meters below the present level (Dony et al., 1962; Kennet, 1982; Oldale, 1985). The sea level was approximately 20 feet higher than the current sea level in last interglacial period when the average temperature was about 1Â °C warmer than today (Mercer, 1968). Today, no fewer than 13 studies of global-mean sea level (MSL) change over various periods during the last 100 years concluded that MSL has been rising (IPCC, 1990, Ch. 9, Table 9.1 pp. 263). It appears that two primary processes contribute to sea level rise (SLR): thermal expansion of the oceans an d the loss of land-based ice due to increased melting (Bindoff et al., 2007). Global average sea level has risen since 1961 at an average rate of 1.8 [1.3 to 2.3] mm/yr and since 1993 at 3.1 [2.4 to 3.8] mm/yr, with contributions from thermal expansion, melting glaciers and ice caps, and the polar ice sheets (IPCC, 2007). However, whether the faster rate for 1993 to 2003 reflects decadal variation or an increase in the longer-term trend is unclear (IPCC, 2007). According to IPCC (2007) special report on Emissions Scenarios (SRES) A1B scenario, the steric sea level changes relative to the global mean (the local part) in different ocean basins are attributed to differential heating and salinity changes of various ocean layers and associated physical processes. As a result of these changes, water tends to move from the ocean interior to continental shelves (Yin et al., 2010) Impacts of sea level rise on environment Sea level rise (SLR) has direct impact on environment. Increase in temperatures at global level as well as regional level has affected many marine systems (IPPC Report, 1997). A rise in sea level would inundate wetlands and lowlands, accelerate coastal erosion, exacerbate coastal flooding, threaten coastal structures, raise water tables, and increase the salinity of rivers, bays and aquifers (Barth and Titus, 1984). The literature confirms that indirect effects of sea level rise, as well as the potential impact of extreme events, may be more significant than direct effects in the future. Regarding human settlements, Scott (1996) expresses the view that the impacts of sea-level rise and extreme events are likely to be experienced indirectly through effects on other sectors for instance changes in water supply, agricultural productivity (Brinkman, 1995) and human migration. In addition to that, intensity and frequency change will be associated with oceans (Venugopalan, 1996; Nicholls et al, 1996), which will ultimately play a dominant part in the internal dynamics of human demography. Literature also explains the severity of global warming leading to sea level rise. Two global coupled climate models show that even if the concentrations of greenhouse gases in the atmosphere had been stabilized in the year 2000, we are already committed to further global warming of about another half degree and an additional 320% sea level rise caused by thermal expansion by the end of the 21st century. Projected weakening of the meridional overturning circulation in the North Atlantic Ocean does not lead to a net cooling in Europe. At any given point in time, even if concentrations are stabilized, there is a commitment to future climate changes that will be greater than those we have already observed (Meehl, et al., 2005). Many terrestrial, freshwater, and marine systems are already being affected by regional increases in temperatures (IPCC, 2007). The most rapid changes have been seen in parts of the Polar Regions where 2-3Â °C increases in temperature have occurred in the last 50 years. Concomitant changes in precipitation, ocean biogeochemistry, sea level, and extreme weather events are generating global concerns about the most effective strategies for conserving biological diversity as climate changes. Further concerns that societies may not be able to stabilize greenhouse gases at a level that will result in only a 2Â °C increase in global temperatures above preindustrial levels (Anderson Bows 2008) are leading to a growing realization that governments should develop contingency plans for 4Â °C increases in temperature. Biological diversity at all levels of organization is affected directly and indirectly by climate change and by adaptation and mitigation measures. Although the SLR pattern is very important, it suffers from an insufficient amount of study to date and was simply attributed to natural geological processes. With the recent progress in this field (Gregory et al. 2001; Levermann et al. 2005; Landerer et al. 2007) a better understanding of the SLR patterns in past, present, and future climates, and their underlying mechanisms, have been identified (Yin, et al., 2010). The acceleration is distinct from decadal variations in global sea level that have been reported in previous studies. Increased rates in the tropical and southern oceans primarily account for the acceleration. The timing of the global acceleration corresponds to similar sea level trend changes associated with upper ocean heat content and ice melt (Merrifield, et al., 2009). Impacts of sea level rise on policies The release of IPCC Third Assessment Report (TAR) motivated researchers to expand the ranges of approaches and methods in use, and of the characterisations of future conditions required by those methods to undertake informed decision making in an environment of uncertainty through assessments of climate change impacts, adaptation and vulnerability (CCIAV) (Carter et al., 2007). Their range of application in assessments has since been significantly expanded and aims to understand and manage as much of the full range of uncertainty, extending from emissions through to vulnerability (Ahmad et al., 2001). The most commonly used standard assessment approach such as impact approach aims to evaluate the likely impacts of climate change under a given scenario and to assess the need for adaptation and/or mitigation to reduce any resulting vulnerability to climate risks (Carter et al., 2007). However, other approaches such as adaptation and vulnerability- based approaches, integrated assessme nt and risk management are increasingly being incorporated into mainstream approaches to decision-making, resulting into incorporation of wider objectives such as stakeholder involvement, capacity-building, prioritisation and costing of adaptation measures, interrelationships between vulnerability and adaptation assessments and to integrate national development priorities and adaptation options into existing or future sustainable development plans (SBI, 2001; COP, 2005). While, based upon research, the common response to sea level rise is to understand impacts and relate them to the categories of future characterisations which should be comprehensive, capable to capture the various aspects of the socio-economic/biophysical system it aims to represent and would indicate details with which any single element is characterised. From many characterisations of the future, most commonly used in CCIAV and other studies was found to be Scenarios and Projection. A scenario is a coherent, internally consistent, and plausible description of a possible future state of the world (Nakicenovic et al., 2000; Raskin et al., 2005). Scenarios are not predictions or forecasts, but are alternative images without ascribed likelihoods of how the future might unfold. They may be qualitative, quantitative, or both. An overarching logic often related several components of a scenario (Carter et al., 2007). Currently, two basic approaches are used to support climate adaptation p olicy on a regional and local scale, the predictive top-down approach and the resilience bottom-up approach (Dessai and Sluijs, 2008). Further studying the adaptation-based approaches risk management and integrated assessment approaches are found to be effective. Risk management examines the adaptive capacity and adaptation measures required to improve the resilience or robustness of a system exposed to climate change (Smit and Wandel, 2006). Risk-management approach can also be linked directly to mitigation analysis (Nakicenovic et al., 2007). Over the past 15-20 years, the scientific assessment of climate change impacts has improved considerable with regard to incorporating the human dimensions (e.g., IPCC, 1997; IPCC 2001a; NRC, 1999; Rayner and Malone, 1998; Wynne, 1987). At the same time, as mentioned in Moser (2005), various 23 studies support the fact, attention to the uncertainties, unknowns, and potential surprises in the science of climate change and in impact assessments have grown considerably. Moser, S (2005) emphasis the need of assessments to be taken seriously embedded with local realities and constraints to affect individual decision-makers and communal responses to climate change. Moser (2005) is an excellent study aimed at understanding coastal zone policies and their histories, the challenges and realities of costal policy-making and management, perceptions and understanding of climate change driven sea-level rise and coastal impacts. In other studies, Nicholls and Tol (2006) explored the potential impacts of sea-level rise using complementary impact and economic analysis methods at the global scale. In all future scenarios such as emission scenarios and socio-economic scenarios, they found that the exposure and hence the impact potential due to increased flooding by sea-level rise increases significantly compared to the base year (1990). The most vulnerable future worlds to sea-level rise appear to be which reflects differences in the socio-economic situation, rather than the magnitude of sea-level rise. However, future worlds which experience larger rises in sea-level than considered now, more extreme events, a reactive rather than proactive approach to adaptation, where GDP growth is slower or more unequal than, in the future remains a concern. As climate change threatens to cause the largest refugee crisis in human history (Biermann and Boas, 2010), the situation calls for new governance for the protection and voluntary resettlement of climate refugees-defined as people who have to leave their habitats because of sudden or gradual alterations in their natural environment related to one of three impacts of climate change: sea level rise, extreme weather events, and drought and water scarcity. Despite the threat of rising sea levels, the drive to develop Floridas coastline continues, reported by Mark Schrope, 2010. In his report, he refers to the retreat from submerging lands was relatively uncomplicated with low numbers and a simple lifestyle about 8,000 years ago when there were Native Americans living on land that now lies beneath the Gulf of Mexico (Balsillie et. al., 2004). Further he adds, that vulnerability, combined with its highly concentrated costal population, means that Florida will be a case study for other states and the world for in case of what would happen if you dont prepare for sea level, especially in lack of legislative and public attention to the issues. Impact of sea level rise on building practices Anticipated climate changes will greatly amplify risks to coastal populations. Globally, approximately 400 people live within 20 m of sea level and within 20 km of a coast (Small et al., 2000). By the end of the century, increases in SLR of two to five times the present rates could lead to inundation of low-lying coastal regions, more frequent flooding episodes, and worsening beach erosion (IPCC, 1996a and IPCC, 1996b). Many developed nations have experienced a four-decade rush to the shore, with concomitant beachfront development and exponentially increasing total values for beachfront real estate, infrastructure and buildings and that this unprecedented accelerating coastal development has unfortunately coincided with a century of accelerating global sea level rise means that the prediction of the future rate of shoreline retreat has become a major societal priority (Pilkey and Cooper, 2004). Highly developed coastlines with a large population and considerable private property and infrastructure are potentially at risk from inundation and flooding as well illustrated by three urban case study sites, lower Manhattan, Coney Island, and Rockaway Beach, in Gornitz et al. (2001) study. The greater frequency of severe flooding episodes may lead to abandonment of lower floors, as in Venice, or ultimately of entire buildings Gornitz et al. (2001). Thus zoning and land use policies would need to be established to enable an orderly and equitable pullback from the most vulnerable areas. This could be accomplished by a number of mechanisms such as designation of construction setback lines, removal of buildings or hard structures in imminent danger of collapse and acquisition of empty inland space so that beaches and wetland could be rolled out. To support dense local populations in low-lying sectors of Bangkok, structural measures that have already been undertaken to reduce the rates of coastal erosion which includes building storage dams, constructing barrages, divertin g channels and dykes, as well as planning future measures such as the development of pumping stations (Vitoolpanyakij, 2009). The implementation of improved warning and forecasting methods and the adoption of some land-use planning measures would reduce both current and future vulnerability such as altering the design standard of a physical defence such as realigned channel or a defence wall, altering the effectiveness of building codes based on designing against specified return period events, altering the area exposed to a potential hazard, and/or introducing hazards previously not experienced in an area (Yohe, 2007). Conclusion The issue of global sea level rise has aroused much interest because of its great practical and scientific importance, especially its major impact on most coastal regions. Bird (1993), Warrick et al. (1993) and Nichollas and Leatherman (1994) have well documented serious consequences of even a few mm/yr increase of sea level. Moreover, sea level rise is a unique indicator of global climate change, potentially providing a means for evaluating climate models via their hindcasts and forecasts (Douglas, 1997). Most literature calls for further research and rightly mentioned by Titus (1989) demands better estimates of future sea level rise, improved assessments of the impacts of global warming on coastal environments, improved ocean modelling that will be necessary for better projections of surface air temperatures which would require a substantial increase in the resources allocated for monitoring and modelling local, regional and global climate change. Other climatic variables such as winds, waves and storms should also be taken in consideration and sea-level rise should not be considered in isolation.

Dracula Essay -- essays research papers

Violence and Power Within Dracula's Grasp Throughout many types of literature, violence exists to enhance the readers interest in order to add a sense of excitement or conflict to a novel. This statement withholds much truthfulness due to the fact that without violence in a piece of literature such as Dracula by Bram Stoker, the plot would not have the same impact if it was lacking violence. Dracula's power and evilness led to the violent happenings which began with the conflict of Jonathan's inner struggle, as compared to the conflict which blossomed later on with good versus evil. One case of violence that had occurred, not just for its own sake, happened in chapter seven, where it stated in the log of the "Demeter", "On 14 July was somewhat anxious about crew. Men all steady fellows, who sailed with me before. Mate could not make out what was wrong; they only told him there was something, and crossed themselves. Mate lost temper with one of them that day and struck him. Expected fierce quarrel, but all was quiet"(pg.87). Therefore, this type of violence rarely ever occurred before; thus, this action was foreshadowing evil. Eventually, this evil took place when poor old Mr. Swales was found dead with his neck broken. Mina Murry wrote in her journal about the incident, "...poor old Mr. Swales was found dead this morning on our seat, his neck being broken. He had evidently, as the doctor sa...

The King Must Die: Is Theseus To Perfect To Be A Human Being? Essay

The King Must Die: Is Theseus to Perfect to be a Human Being?   Ã‚  Ã‚  Ã‚  Ã‚  To be considered a human being one must be subject to or indicative of the weakness, imperfections, and fragility associated with human beings. This definition separates us from any lower being, or for this book's concern separates us from any higher being. Theseus had endured a life that during some times showed to be like that of any human. Yet, there were numerous occasions that proved Theseus to be not of human flesh and blood, but that of a god.   Ã‚  Ã‚  Ã‚  Ã‚  The most compelling event of the book, in my mind, that would define Theseus to be more than a human being took place under the strength of the Isthmus' current between Athens and Troizen. Theseus was losing strength and falling deeper into his coffin. Theseus had not sooner lost the struggle against the angry current as Poseidon lifted his body, in an invisible form, and carried him to shore safely. Theseus had been looking for a sign from a god. He had been looking for one all his life. When he was old enough his mother told him that he could have been born of a Greek god. Voluntarily or not, his life would become a search for the truth. This sign proved him to be more than human.   Ã‚  Ã‚  Ã‚  Ã‚  A hard challenge was brought onto to a younger Theseus' shoulders when he worked under his grandfather at the tender age of eight. Theseus was to teach the inner workings of his job that was soon ...

“Competing for the Future” by Gary Hamel and C K Pralahad

The book, â€Å"Competing for the future† brings into fore the discussion of effective strategic management as a path towards the establishment of efficient organizations and companies for the future. Moreover, the book's objective is to create ways in which leaders, specifically managers, can help lead the path towards the creation and development of an effective strategy plan for the organization. The path towards the future, however, should not be misconstrued as a ‘race' in which organizations or companies must participate in. What Hamel and Pralahad brought into focus is the nature of the race towards the future, and this was aptly stated in the book (25): There is not one future but hundreds. There is no law that says most companies must be followers. Getting to the future first is not just about outrunning competitors bent on reaching the same prize. It is also about having one's own view of what the prize is. There can be as many prizes as runners†¦In business†¦what distinguishes leaders from laggards, and greatness from mediocrity, is the ability to uniquely imagine what could be. Given this thesis of the book, the authors began their discussion by making it clear that in strategic planning, members of the organization must have a ‘vision,' the ability to imagine things beyond the scope of reality. That is, organizations and companies must also ‘dream,' create ambitions that have not been always considered â€Å"realistic,† yet feasible enough to be accomplished provided the strategy is well-thought out and effectively implemented (145). Of course, it is vital to consider that the process towards the establishment of an effective strategic plan is to bring together all members of the organization, because to delegate the task to a specific group would mean foresightedness in the part of the manager. The authors recommend that for full participation among members in the organization become possible, managers should plan to make each member educated about the whole process in which the organization/company operates (146). Re-educating members/employees ensures that they are able to understand how the organization/company works, and can provide suggestions or recommendations that can be beneficial not only to one department or sector of the organization, but also to the whole organization. The process described above illustrates the authors' view of what â€Å"resource leverage† should be: an acknowledgment of the organization's existing resources, and what can be generated as new resources from these existing ones. Thus, putting leverage on resources may be accomplished through converging, targeting, mining, blending, balancing, recycling, co-opting, and protecting these resources (160-173). Central also to the discussion of strategic management is establishing an organizations ‘core competencies.' The authors define core competencies as those activities that are an â€Å"integral part of the process of general management† (225). This does not only include specific products and/or activities, but all activities and products must be considered as potential core competency. The bigger and more difficult task is in identifying an organization's core competencies; surely there would be activities that specific members of the organization may consider as core, but the authors clarify that these activities becomes a core competency when it is an inevitable and essential part of the organization's daily activities and operations (226). Integrating together the authors' recommendations, â€Å"Competing for the future† brings into light how managers have the foremost goal of creating strategies that integrates the thoughts expressed in the book. This includes creating the â€Å"big dream,† opening up to the possibility that ambitious goals propels companies and organization towards the front race to the future, re-educating employees/members about the organization's daily operations, and identifying core competencies in preparation to the creation of a core competence agenda.

Corporate Culture and the Enterprise Architect

All companies corroborate their proclaim rum in integratedd refining which is transparent in their massage environment. Also cognize as familiarity stopping point, corporate enculturation stands for the partys values, beliefs and behaviors (Kotelnikov, 2009). Usu every last(predicate)y verbalized in companies vision and mission statements, it excessively gives the comp any(prenominal) and its employees a united identity. phoner cultivations are distinctive they are unique to each play alongs history.Similar to a persons personality, corporate polish is the result of the assimilation of all the values, habits, ethics, and goals that the union has developed over the years (Heathfield, 2009).The emergence experience has en subjectd companies to identify their strengths, weaknesses, and friendship goals. From these, they variety their vision statements for the conjunction. Thus, whether they describe the kind of guest service their alliance offers or the justne ss and progressive-thinking their company has, vision statements essentially consider up companies desired corporate culture. incorporate culture drives the companys consummation environment and organisational structure. It is represented in each employees language, priorities, work physical exertion and melodic line decisions (Heathfield, 2009).Every single employee has a pass away in shaping the companys environment and corporate culture. Though company fonethers and executives draft the desired and beneficial culture, all employees contribute to its actualization. Still, there is non any underestimating work leaders capacity for influencing and instructing lower-level employees regarding the proper(ip) interpretation and practice of their companys corporate culture. Even more so if the leaders opinions and actions are witnessed and followed by many employees. One such work leader with the opportunity to influence beau employees is the Enterprise Architect (EA).On paper, the EA works for the companys Information Technology (IT) side. However, the depictile roles and responsibilities requires the EA to constantly cross boundaries and priorities mingled with the argument and applied science processes thereby allowing him or her to have influence on both aspects. Adams expound the EA as the engineering strategy theatre director and implementer (cited in Walker, 2007). The EA acts as a project manager responsible for handling a wide span of IT domains such security, stem and information architecture (Walker, 2007).He or she is overly in charge of creating and developing the companys IT strategy. The EA directs the current state of IT architecture, and plans the take improvements. The EA defines the future of their companys technology and also build the transition technology (Walker, 2007). At the same time, he or she should prioritize the business side of the company and consider business cost savings, evoke vendor relations and empower his or her staff (Walker, 2007). The EA is also accountable to adjacent the companys corporate culture and standards.He or she must(prenominal) be able to successfully and impressively merge the interests and priorities of IT strategies and organizational policies and standards. Being the EA allows one much accountability and influence over many employees, veritable(a) crossing the boundaries of the technology and business aspects of the company. It is snappy then that the EA commits and is directed by his or her companys corporate culture. By doing so, he or she identifies with the company visions and goals, and shares its business practices.Heathfield (2009) writes that company cultures envision and work towards the beingness of a profitable and enriching environment. Therefore by aligning ones accept values with that of the company, the EA increases his or her motivation for working making him or her more productive and effective. Also, an EA who believes in the corporate culture believes that he or she is working under sought after work environment. Apart from increasing his or her motivation, the EA also has an improved loyalty and thence longevity with the company.According to Walker (2007), an EA needs not only to be technology salutary but also business savvy. perspicacious the industry and the company culture helps the EA understand how the much and what kind of technology impart affect and advance the entire company (Walker, 2007). An EA who is aware and agrees with the corporate culture, the personality of the company, is break suited in building IT processes and execute IT strategies that complement business functions. The knowledge of the corporate culture definitely results into competence and assumption for the EA.Walker (2007) believes that this consequently adds to his or her credibility and leadership skills. If the EA him or her self believes and behaves according to the tenets of their company culture and goals, then he or she is seen as a credible and authoritative leader. The EA is able to effectively pass on the vision of the company to the lower-level employees thereby dowry them identify with the company and encouraging them to practise remarkable work. As a leader, the EA holds business in training and making indisputable that all IT staff is performing at top level.He or she should also be able to foster productive collaborations and intimacies amongst teams and amidst employees and the company (Kouzes & Posner, 2003). Since value alignment between employees and culture increases efficiency and passion to work, the EA must also inspire all workers to believe and participate in their culture (Walker). Heathfield (2009) asserts that corporate culture is learned and is shared by means of interaction. Thus the EA must be an effective and reliable model for the team. He or she must inspire others by worthy an example of the virtues and behavior he or she asks of others.The value of the EA b eing directed by his or her companys culture is beneficial for the company, the EA him or her self, and the other employees under the influence of the EA. Their behavior and beliefs shape and bring in the corporate culture. It also improves their motivation for their work thereby increasing their productivity and chances of successfully reaching the goals of their organization. References Heathfield, S. M. (2009). Culture Your environment for nation at work. About. com Retrieved February 27, 2009 from http//humanresources.about. com/od/organizationalculture/a/culture. htm Kouzes J. M. & Posner, B. Z. (2003) The lead Challenge Workbook. San Francisco, California Jossey-Bass Kotelnikov, V. (2009). What is corporate culture?. Business E-coach. Retrieved February 27, 2009 from http//www. 1000ventures. com/business_guide/crosscuttings/culture_corporate. html Walker, M. (2007 Jul). A twenty-four hour period in the life of an enterprise architect. Microsoft Corporation. Retrieved Febru ary 27, 2009 from http//msdn. microsoft. com/en-us/architecture/bb945098. aspx