The rate of reaction between Nitric Essay Example for Free

The rate of reaction between Nitric Essay Hot water   Thermometer   Ice Method: The Trough Method 1) Pour water into plastic container. 2) Pour water into measuring cylinder, and place it upside down in the plastic container full of water. 3) Place rubber tubing inside measuring cylinder. 4) Clamp the measuring cylinder in place. 5) Pour water (of the temperature you have chosen) into a beaker. 6) Pour 20cm3 of nitric acid into a boiling tube. 7) Place a calcium carbonate chip (of what mass you have chosen) inside the boiling tube. 8) Place bung firmly on top of the boiling tube. 9) Start the timer as soon as you place the bung on the boiling tube. Safety: 1) Wear safety goggles. 2) Hold bung from the end and not from the delivery tube to avoid injury. 3) If there is hot water in a beaker, hold the beaker from the rim. 4) Also place apparatus on the middle of the bench to avoid spillages and to avoid injury. How I kept it a Fair Test: I kept the mass of the calcium carbonate chip at 0. 48g. I kept the amount of nitric acid at 20cm3. I equilibrated the equipment to the reacting temperature. I took the same amount of time placing the marble chip in the boiling tube each time. Results Volume of CO2 lost Temperature (i C) 4i C Time (min) Run 1 Run 2 Average. Time (min) Run 1 Run 2 Average  This shows that at low temperatures, there will be a slower rate of reaction. Graph B shows that1:30 min and 4:00 min there was a significant increase in the loss of CO2. The rate of the reaction was 9. 66 cm3/min. Graph C is similar to Graph B as the reaction starts of slowly but increases as time passes. The rate of the reaction at 27? C was 12. 33 cm3/min. Graph D is also very similar to the two previous graphs as it starts slowly but gains speed towards the end. The rate of the reaction was 14 cm3/min. Graph E starts off very quickly but starts to taper off towards the end. The rate of the reaction was 35. 5 cm3/min. The final results show that my prediction was correct. I predicted that as the temperature is increased the faster the reaction would take place. Cool acid particles have little energy, therefore do not collide with the marble chips very often, and for a chemical reaction to occur you need many successful collisions between the acid particles and the marble chip. The hotter the acid, the faster the collisions and the reaction speeds up. The rate of a chemical reaction is increased by increasing the temperature and alternatively decreased by decreasing the temperature. The increase in the rate of reaction with temperature can be explained by the collision theory. An increase in temperature increases the energy of the reacting particles. This makes more energy available for the breaking of bonds, which must take place in order for a chemical reaction to occur. Bond breaking is more frequent at higher temperatures. Increase in temperature Of reactants Evaluation The procedure we used was not as accurate as others that could have been used instead. Possible reasons for errors in this experiment were: Top Pan Balance Timer Measuring Cylinder Thermometer. Another possible error in this experiment was that some of the Carbon Dioxide dissolved into the water in the measuring cylinder. The solubility depends on the temperature at which the water was. Also the size of the bubbles and the rate of production of the bubbles both contributed to the experimental error. Experimental Error 1. Top Pan Balance: This was only accurate to three decimal places, as the mass of the marble chip had to be 0. 48g the experimental error would be: 0 The experimental error for the top pan balance is relatively low. 2. Thermometer: This was only accurate tFor the thermometer as the temperature increased the experimental error decreased therefore I was more likely to find an error in my results at the lower temperatures. For the measuring cylinder when the volume is small the error is large. The total experimental error for each temperature is: C- 4. 3003% error 37? C- 3. 9003% error As you can see, the lower the temperature the higher the experimental error. Improvements   Marble chips- I could not ensure the size and mass of each marble chip, therefore could employ a sieve type mechanism. Range- I would spread the temperatures out more even; however have less error owing to lower temperatures. Water- I would have water, which was saturated with sodium hydrogen carbonate (NaHCO3). As this allows little CO2 to dissolve in it. Bibliography: GCSE Chemistry Revision Guide: Co-ordination Group Chemistry: Hunt and Sykes Understanding Chemistry (A-level):Ted Lister and Janet Renshaw Appendix   Includes Graphs A-E Sheryar Majid Chemistry Coursework 2000/2001 Dr Wright 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section. o

Teaching Diverse Learners In Any School Environment Education Essay

Teaching Diverse Learners In Any School Environment Education Essay In this course, youll review relevant research, observe video discussions and classroom examples, and do activities on working with learners who are at different levels and who have different learning abilities and approaches. At the end of this course, you will better understand how to identify the various aspects of diversity that affect foreign language learning; and be able to develop strategies for improving the learning of all students in your classroom. You will partake in activities will focus on how to be a leader in your school for diversity, how to assess diversity in your classroom, how to think critically about new ways to teach your curriculum, and how to engage diversity among students. Teachers today gain a broad range of experiences and perspectives through working in public schools today and meet students that differ from them culturally, linguistically, and ethnically. Creating a classroom that caters to these diverse students offers a powerful resource for them to learn more in different ways, in new environments, and with different types of people. Every single teacher in our continuously changing and diverse system has the power to serve as an invaluable resource for all students and peers. Teachers will learn how to become an enabler in the classroom and in their school catering their classroom for all types of students especially because of the growing diversity in U.S. classrooms. The student will be able to: à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Use assessment tools to utilize in your class à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Gain classroom tips and activities through à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Learn best practices à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Create an action plan to increase diversity understanding in your school both in and out of the classroom à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Ã‚  Ã‚   Network with other educators who are concerned with diversity Define and understand disability in the United States Deal with conflict Set up a classroom that caters to diversity Incorporate all types of students Incorporate University Design for Learning Online Learning with Full Instructor Facilitation Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects. Weekly Online Lecture Assignments: Week 1 Text Reading: Read BUILDING CREATIVITY AND COLLABORATION IN DIVERSE CLASSROOMS Critical Issue: Educating Teachers for Diversity Insensitivity to Physical, Racial, or Ethnic Differences Answer Questions (Open Ended) Describe the cultural, linguistic, and/or ethnic diversity in your classroom. How do you draw on this diversity to promote learning? What learning styles seem to predominate among your students (for example, auditory, visual)? How do you accommodate those learning styles? Watch Video Clips Clip 1: Bank Street College of Education Empowers New Teachers (This old college is teaching aspiring educators new tricks, with a focus on experiential learning, classroom immersion, and mentoring) Clip 2: 10 Big Ideas for Better Classrooms: Striving to Improve Public Education (Using Student examples: Successful examples of key elements in improving public education: Project-Based Learning, Technology Integration, Integrated Studies, Cooperative Learning, Comprehensive Assessment, Emotional Intelligence, Teacher Preparation, Parent Involvement, Community Partners, and Maximize Resources) Clip 3: CREDE Principles Applied to the Re-Invention of Teacher Preparation(Marty Alberg University of Memphis This presentation provides an overview of the application of CREDE principles at three levels: 1.) The University of Memphis teacher preparation classroom; 2.) Middle school classrooms in Memphis, TN through the Three Rs Program; and 3.) The state of Tennessee through the Problem Based Learning component of the Tennessee Board of Regents Teaching Quality Initiative. As do CREDE?based strategies, problem?based approaches to teacher preparation engage pre?service teachers in learning opportunities that challenge their cognitive and problem solving skills; promote learning through cooperation and teamwork; connect teaching with real?world student experiences, skills, and educational needs; and facilitate learning through meaningful, productive activity. Participants will experience problem? based pedagogy through sample cases developed for teacher preparation in Tennessee.) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 2 Text Reading: Read Linguistic and Cultural Diversity Building on Americas Strengths Preparing teachers for children in poverty: the Nashville district picks up the mantle for qualified instruction in high-needs schools School Leadership and Student Motivation. Answer Questions (Open Ended) If you are familiar with the concepts of the multiple intelligences theory, what steps have you taken to incorporate them in your teaching? In multilevel classes or ones in which proficiency levels are quite varied, how have you differentiated instruction for the range of performance levels? Watch Video Clips Clip 1: Teacher and Student Education In Diversity, part 1 Clip 2: Teacher and Student Education In Diversity, part 2 Clip 3: UDL Guidelines in Practice: Grade 5 Language Arts (A panel of UDL experts takes you inside a diverse urban school to show master teachers applying the principles and guidelines of UDL.) Clip 4: Best Practices through Universal Design for Learning Clip 5: An Introduction to Integrated Studies (Combining academic subjects produces deeper learning and a better understanding of the interrelationships between them) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 3 Text Reading: Read DIVERSITY AND COMPLEXITY IN THE CLASSROOM Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance Educating Students from Generational Poverty: Building Blocks from A to Z Framework for Understanding Poverty Answer Questions (Open Ended) Have you taught special needs students in your classroom? If so, how did you respond to the instructional challenges that they posed? In your experience, how can learning disabilities or learning differences affect learning in a foreign language classroom? What school resources have you found to be helpful when you are faced with making an accommodation that you have not had to make before Watch Video Clips Clip 1: Working With Students From the Culture of Poverty (In their Classroom Instruction That Works research, McREL and Robert Marzano identified nine strategies that can be applied in any learning environment and result in significantly increased student learning. When implemented consistently and correctly, these research-based strategies can provide average percentile point gains as high as 45% on student achievement tests.) Clip 2: Working With Students From the Culture of Poverty 2 (Although most educators are familiar with the Classroom Instruction That Works research, teachers still need help transferring the theory into practice.) Clip 3: Children in Americas Schools clip1 open (Poverty in the classroom) Clip 4: Children In Americas Schools clip2 Poverty (Poverty in the classroom) Clip 5: Children in Americas Schools Clip 3(Poverty in the classroom) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Midterm Project Due Week 4 Text Reading: Read Diversity is a Key To Reducing Racial Bias in Schools Diversity Reduces Racial Bias in Schools Strengthening Teacher-student relationships Watch Video Clips Clip 1: High-Performing, High-Poverty Schools Clip 2: Challenging Poverty (Some schools have over 75% of their students living in poverty. Many students are homeless. They may find alternative housing or simply couch hop with friends or relatives) Clip 3: Challenging Teachers (Teachers and students talk about challenges in the classroom.) Clip 4: Challenging Coursework (Students need challenging coursework to prepare them for higher education. High Schools and nonprofits have programs that help lower income students prepare for college.) Clip 5: Challenging System (Minnesota used to be one of the top states in education. That is not true today. And the expectations of what education needs to provide for students futures are more challenging than ever.) Clip 6: Challenging Peers (Peers can help each other succeed or fail. Education is seen by some to be not cool. Some black students feel doing well in school is white so they dont fully participate. Sometimes students can change to a different school or find their own way to succeed.) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 5 Text Reading: Read When teachers build relationships with students Watch Video Clips Clip 1: Learning on Purpose: Transforming a Good School into a Great School (Wall-to-wall career academies and a transition program for ninth graders have helped create an environment at this Texas high school in which rigorous, relevant education inside and outside of the classroom is the norm for all students.) Clip 2: Teaching Students to Work Together (Integrated curricula, team teaching, and technology tools have built up the academic achievement and self-esteem of these rural Louisiana middle school students.) Clip 3: The Key Learning Community: Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization) Clip 4: Principal Derek Pierce on Building Relationships Between Students and Teachers (How a Portland, Maine high school made human relationships the building blocks of high student achievement.) Clip 5: Mr. D TV 1-14-10 Building Relationships With Students Mid-Year (Topic: Reaching out to students you havent built a relationship with. Mr. D TV is a weekly teacher advice vlog from the author of I Want to Teach Forever (teachforever.com). ) Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 6 Text Reading: Read Diversity in America Equal is not Enough Current Issues in Inclusive Education in the Eyes of Children Watch Video Clips Clip 1: Big Thinkers: Howard Gardner on Multiple Intelligences (Edutopia revisits its 1997 interview with the Harvard University professor about multiple intelligences and new forms of assessment.) Clip 2: The Key Learning Community: Cultivating Multiple Intelligences (Swimming against the tide, this K-12 Indianapolis school emphasizes exploration and deep understanding over rote memorization. ) Clip 3: Multiple Intelligences Leave No Child Behind (Edutopia revisits Indianapoliss Key Learning Community to see how things have changed since our first look in 2001) Clip 4: Diversity in Teach For America (Listen as corps members reflect on the importance of bringing diverse perspectives and backgrounds into the classroom.) Clip 5: Teach For America Alums Reflect Assignment: Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Final Project Due Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings. Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty. Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator. Methods of instruction: Percentage of Course Credit Video Lectures 20% Textbook/Articles Readings 10% Midterm project 25% Final project 30% Discussion Board interaction (weekly submissions) 10% Participation 5% Grading criteria/system and evaluation activities: A faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples. University Grading Criteria Grade Equivalent 97-100% A+ 93-96% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 69% or below U Attendance/Participation It is expected that students will attend all instructional sessions, complete all required activities, and field assignments. Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee. University Computer Lab/Library Services Please refer to Section VI in the Student Handbook. Disability Services Please refer to Section VII in the Student Handbook. Due dates of major assignments and projects: Midterm Project Due Date: TBA Final Project Due Date: TBA Midterm Project Design for Instruction TWS Standard 4 The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Task Describe how you will design your unit instruction related to unit goals, students characteristics and needs, and the specific learning context. Prompt Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include: how the content relates to your instructional goal(s), how the activity stems from your pre-assessment information and contextual factors, what materials/technology you will need to implement the activity, and how you plan to assess student learning during and/or following the activity (i.e., formative assessment). Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. Suggested Page Length: 3 + visual organizer Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Rating  ® Indicator  ¯ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score Alignment with Learning Goals Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design. Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design. All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design. Accurate Representation of Content Teachers use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. Teachers use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. Teachers use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. Lesson and Unit Structure The lessons within the unit are not logically organized organization (e.g., sequenced). The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals. All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals. Use of a Variety of Instruction, Activities, Assignments and Resources Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets). Some variety in instruction, activities, assignments, or resources but with limited contribution to learning. Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student. Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student. Use of Technology Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided. Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology. Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology. Final Project Lesson Planning Activity The project will consist of constructing, implementing, and evaluating a lesson plan that incorporates diversity in the classroom. The student should include strategies and techniques emphasized in the course. The assignment should contain the following information: A description of the classroom environment (e.g. grade level, student/teacher ratio, race if known, ELL, etc.) The proposed lesson plan, incorporating strategies and techniques emphasized in the KDS video presentations. The desired or expected outcome of following the new lesson plan. An evaluation of the lesson plan and its effect on student learning, attitude, etc. Did the results match your expected outcome? Why or why not? How do you know? The assignment should be a total of 5-7 pages in length and include 3-5 references. Use APA format: Use the standard Cover Page and submit to your course facilitator. All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format. Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items. Scoring Rubric for Assignment Total Value: 100 Points (25% of final course grade) Content of Paper -Value: 70 points Copy of your lesson plan, your reflections. Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the writing format and style as required by the APA Publication Manual, 5th Edition.

What Is Rdbms Ordbms And Oodbms Information Technology Essay

What Is Rdbms Ordbms And Oodbms Information Technology Essay A set of computer programs which controls the formation, preservation, and the use of database with computer as a platform is called a database management system (DBMS). The control of organization-wide database development in the hands of database administrators (DBAs) is permitted by the database management system. It helps the use of integrated collection of data and files and also easily permits the access of the same database to different user application programs. The database models like network model or relational model can be used by the DBMS. Another feature of the DBMS is allows users and other software to store and get back data in a structured way in large systems. The users can write simple question in query language to retrieve information instead of writing computer programs. Fourth-generation programming language (4GLs) and other application development features provided by DBMS are very helpful to specify the logical organization for database and access and use the information within a database. Relational Data Base Management System (RDBMS) The abbreviation form of Relational Data Base Management System is RDBMS. The structure of RDBMS is database tables, fields and records. Each RDBMS table consists of database table rows and each database table row consists of one or more database table fields. RDBMS is used by main frame, midrange and microcomputers. MS SQL Server, DB2, Oracle and MySQL are the most popular RDBMS. The data are stored in the form of tables which might be related by common fields. The data stored in the database table are manipulated by the rational operators given by RDBMS. SQL is the database query language in most RDBMS. Why RDBMS? We will use the terms tables and relations interchangeably. In a RDBMS, the data is logically perceived as tables. _ Tables are in logical data structures that we assume hold the data that the database intends to represents _ And tables are not physical structures. _ Each table have a unique table name There are advantages and as well as disadvantages in the RDBMS. The advantages of RDBMS are Fast and easy to pop out data as relation among entities is well defined More secure and normalization Problems are avoided when two things are processed at the same time data can be managed in proper manner Accuracy The disadvantages on the other hand are A professional is needed to deal with Proper training is required Need software and hard ware The model is not easy to the end user to run quires Object Relational Database Management System (ORDBMS) The object relational database management system is known as a database management system which is alike to a relational database, but with an object oriented database model. This system supports classes, objects and inheritance directly in database schemas and in the query language. Besides, extension of the data model with custom data type and methods are supported by ORDBMS. The well-organized management from a limited set of data types is focused in traditional RDBMS but object relational DBMS on the other hand permits web sites development experts to join their own data types and methods. Advantages of ORDBMS: Large storage capacity is ensured in Object Relational Database Management Systems which benefits for the web based development. Reasonably quick access speed Massive scalability of ORDBMS is beneficial. Outstanding manipulation power of object databases is boasted in ORDBMS APIs and server subsystems are added to support object functionality. The database engine is completely redesigned A new object-oriented layer is added to support rich data types Disadvantages of ORDBMS ORDMBS fails in High speed internet applications. The IDC opines that the ORDBMS market has the possibility to exceed the size of ODBMS in the next two years time in web based development Object Oriented Database Management system (OODBMS) Object Oriented Database Management system is the most excellent alternative to resolve impedance mismatch causing in the use of Relational Database Management System as objects have to be mapped to table. Database management is combined with object oriented programming concepts by the object oriented database management system. The principles of database management such as isolation, durability, consistency and atomicity and the object oriented programming concepts consist of of inheritance, encapsulation and polymorphism. The mixture of these ideas permits easiness in the management of large number of data, results in system reliability and guarantees support for query languages. Therefore, from the description given above it can be concluded that an OODBMS is not only a database management system but also a complete object oriented development setting. Software development companies use OODBMS as an alternative because it follows intelligibility while objects are accessed in the database. The Main objective of the OODBMS is to give consistent, data independent, secure, controlled and extensible data management services to support the object-oriented model. They were created to handle big and complex data that relational databases could not. The most main characteristic is the joining of object-oriented programming with database technology, which provides an integrated application development system. Object-oriented programming results in 4 main characteristics: inheritances, data encapsulation, object identity, and polymorphism. Object Identity, Object Structure, and Type Constructors Object Identity An OO database system provides a unique identity to each independent object stored in the database. This unique identity is typically implemented via a unique, system-generated object identifier (OID). The OID cab is assigned to program variables of the appropriate type when needed. The main property required of an OID is that it be immutable; that is, the OID value of a particular object should not change. This preserves the identity of the real-world object being represented. Merits of OODBMS over RDBMS The impedance mismatch is completely cancelled out in OODBMS and on the other hand in a relational database system a problem is always faced by a custom software development company. There was lot of wastage of time in RDBMS while objects had to be mapped with tables and the table mapped with objects. In the RDBMS, problems have to be faced by the users when identifying the records and they have to make sure that no two records have the same primary key. In the OODBMS this problem is completely avoided by its unique OIDs. OODBMS can deal with complex data than RDBMS as in ODBMS, a large class able to hold lot of intermediate sized classes, which can keep even more medium sized classes. The database management system maintains the connection between objects and the constraints on objects in an object oriented database, which means, the objects themselves. They permit support of complex application which is not supported by the other models. The programmability and performance, improve navigational access, and simplify concurrency control are improved by the object oriented database. The risks linked with the referential integrity are reduced in OODBMS and it gives an enhanced user metaphor than the relational model. Object oriented database can store both complex component and large structure. The large objects in object oriented database do not need to be broken apart and reassemble by application. Therefore object oriented data base do not suffer performance degradation. RDBMS does not allow the nested structure. These category of applications widely found in CAD/CAE, aerospace, etc. But these applications are easily supported in OODBMS. Besides, it is better to deal with the complex structure in the form of objects rather than table, tuples and records in RDBMS. Limited numbers of data types such as integer and string and limited number of built in operations are available in the relational database management system. This database management system is suitable for simple and few number of data types. The OODBMS on the other hand are appropriate for application where the relationships among elements in the database carry the key information. Conclusion According to the report we can takes some con-clusions regarding RDBMS and OODBMS: †¢ Relational databases have as their objective to ensure data independence ie> Normalized data is separated from processing and the processing corresponding to satisfy-ing informational requirements need not be totally pre-defined, thus accepting ad-hoc re-quirements too. †¢ Object oriented databases have as their main objective encapsulation, being stored together with the data and the methods. They are inseparable. It is said that we have to do with an independence of classes and not with an independence of data. †¢ An OODBMS and not an RDBMS is needed while in the reference applications we have to do with complex data. †¢ The object oriented database mar-kets will continue to develop, but they will still (represent) only a fraction of the traditional databases. †¢ It is appreciated that RDMSs hold the largest part of the largest part of the data-bases. But the prospect is that they will still co-exist for a long time future with the OODBS. ORDBMS complicates database design due to its new richness. There are more alternative designs that can be used to represent a particular situation, and it is not always obvious which to pick. Unthinkingly applying some of these features, such as the COLLECTION columns, create problems.

Looking Out for Future Pain :: Pain Health Medical Essays

Looking Out for Future Pain Pain is a method used by the body to interpret the outside world. Our skin is covered with sensory neurons that are responsible for acquiring information about the body's surroundings (6). Some of the nerve endings involved in the pain sensing process are called nociceptors (6). Most of the sensory receptors and nociceptors come from an area near the spinal cord (6). The information from the sensory neurons is sent through intermediate neurons and is passed onto the motor neurons that are involved in a physical movement, or are sent to the brain (1). In the brain, the information is interpreted and behavioral and emotional reactions are created (6). The definition of pain used by the International association for the Study of pain describes it as a sensory or emotional interpretation that is produced when there is the potential or actual occurrence of tissue damage (2). Adults are able to verbalize the intensity of their pain and can help monitor the effectiveness of treatment when there is damage to the body tissue. How can adults interpret the pain in infants who cannot verbalize their experience? What concerns should we have when treating tissue damage in babies? What about the damage treatment of babies inside the womb? It has been noted that a newborn has sensory nerve cells that have a greater respond rate than an adult (4). With sensitive sensory nerve cells, the spinal response to a stimulus is also increased and lasts for a longer period of time when compared with an adult (4). The appearance of these sensitive nerve cells is found on a larger portion of a newborn's skin when compared with adults (4). These sensory areas are called receptive fields (4). The receptive fields help the nervous system keep track of where the stimulus was received (4). With a larger receptive field, babies are unable to pin point the exact location of the stimulus (4). Since newborns have very sensitive sensory nerves, the same response is produced to any stimulus without regard to the intensity (4). A newborn may react in the same way to a pinch as to a soft touch (4). The newborn will respond to non-harmful experiences as if they were potentially harmful (4). Questions have been raised about the level of sensation that the fetus itself undergoes when using surgery to address abnormalities in a fetus (1).

Gender Roles in Society Essay -- Gender Role Behaviors and Attitudes

â€Å"Boys will be boys, and girls will be girls†: few of our cultural mythologies seem as natural as this one. But in this exploration of the gender signals that traditionally tell what a â€Å"boy† or â€Å"girl† is supposed to look and act like, Aaron Devor shows how these signals are not â€Å"natural† at all but instead are cultural constructs. While the classic cues of masculinity—aggressive posture, self-confidence, a tough appearance—and the traditional signs of femininity—gentleness, passivity, strong nurturing instincts—are often considered â€Å"normal,† Devor explains that they are by no means biological or psychological necessities. Indeed, he suggests, they can be richly mixed and varied, or to paraphrase the old Kinks song â€Å"Lola,† â€Å"Boys can be girls and girls can be boys.† Devor is dean of social sciences at the University of Victoria and author of Gender Blending: Confronting the Li mits of Duality (1989), from which this selection is excerpted, and FTM: Female-to-Male Transsexuals in Society (1997). The clusters of social definitions used to identify persons by gender are collectively known as â€Å"femininity† and â€Å"masculinity.† Masculine characteristics are used to identify persons as males, while feminine ones are used as signifiers for femaleness. People use femininity or masculinity to claim and communicate their membership in their assigned, or chosen, sex or gender. Others recognize our sex or gender more on the basis of these characteristics than on the basis of sex characteristics, which are usually largely covered by clothing in daily life. These two clusters of attributes are most commonly seen as mirror images of one another with masculinity usually characterized by dominance and aggression, and femininity by passivity and s... ...socially directed hormonal instructions which specify that females will want to have children and will therefore find themselves relatively helpless and dependent on males for support and protection. The schema claims that males are innately aggressive and competitive and therefore will dominate over females. The social hegemony of this ideology ensures that we are all raised to practice gender roles which will confirm this vision of the nature of the sexes. Fortunately, our training to gender roles is neither complete nor uniform. As a result, it is possible to point to multitudinous exceptions to, and variations on, these themes. Biological evidence is equivocal about the source of gender roles; psychological androgyny is a widely accepted concept. It seems most likely that gender roles are the result of systematic power imbalances based on gender discrimination.9

Carbon Dioxide Emissions

Put the independent variable on the x-axis, put the dependent variable on the y- axis. 3. Label each axis with a quantity and a unit. 4. Give the graph a detailed title that includes the independent variable and the dependent variable. 5. Take a screen shot of the graph and paste it here. Conclusion: 1 . Summarize in one sentence whether or not the changes of the two share a pattern 2. Point out any strange results that may have occurred. Can you explain them? 3. Write a sentence that compares the results to the hypothesis. 4. Explain the conclusion scientifically.This means you interpret the data by explaining what the patterns mean. Use scientific language, and be specific. Do research to find explanations. Cite the sources here. [Remember to write the full source at the end in the Works Cited list. ] 1 . Yes there is a pattern between these two results. As more atmospheric CA, I see that the altitudes of Arctic Ice are decreasing. However, there are some strong winters that make t he melted ice change back to sate in water. But also this effect is starting to get a problem. Strong Winters haven't been occurring much as the sass's. . I had asked Ms Suzanne why the Arctic Ice's extent changes back to ice. She said it's because of the strong winters that occur. Another source I found from the Internet is that strong winters aren't tough as it used to be during 1900 to 1980. 3. More greenhouse gas emissions, sea levels will rise. 4. In conclusion, in the fact that if all the Arctic Ice melts the worlds sea level would rise. However, my hypothesis was wrong. Sea levels wouldn't rise if all the ice in the Arctic would melt. This is because it takes all the world's ice to make sea levels increase.If carbon dioxide emissions get worse the sea's level would rise up to about 62 meters. Atmospheric carbon dioxide can cause more consequences than Just sea level intensities. It can cause extinction for the animals that live in cold climates and the many lives of public he alth will get an impact from greenhouse gas emissions. Therefore, since we can't destroy carbon dioxide we can maybe reduce the fossil fuel combustion and oil productions. We can maybe produce cars that are powered by electricity. 1. This is where you list all the sources you cited in your lab report. . Make sure this list only has sources you already cited in parenthesis 0. 3. Make sure the first word in parentheses is also the first word in the entry on the works cited list. 4. Indent after the first line of each entry. â€Å"Global Warming. † Facts, Causes and Effects of Climate Change. Web. 17 May 2014. Silverman, Jacob. Why Is Arctic Ice Melting 50 Years Too Fast? â€Å"Housework's. Housework. Com, 05 swept. 2007. Web. 18 May 2014. â€Å"Early Warning Signs of Global Warming: Arctic and Antarctic Warming I CUSCUS. † unto of concerned scientists. CUSS. Web. 20 May 2014.Teacher Decision Student Opinion Level descriptor The student is able to: 1-2 collect and presen t data in numerical and/or visual forms accurately interpret data state the validity of a hypothesis based on the outcome of a scientific investigation 3-4 collect and present data in numerical and/or visual forms correctly accurately interpret data and describe results outline the validity of a hypothesis based on the outcome of a scientific investigation 5-6 collect, organize and present data in numerical and/or visual forms correctly accurately interpret data and describe results using scientific reasoning describe the validity of a hypothesis based on the outcome of a scientific investigation 7-8 collect, organize, transform and present data in numerical and/or visual forms correctly accurately interpret data and describe results using correct scientific reasoning discuss the validity of a hypothesis based on the outcome of a scientific investigation Carbon dioxide emissions Carbon dioxide emanations from Annex I states have established since 1990 but are turning quickly in developing states ( non Annex I states ) at a rate of about 4 % per twelvemonth which is reflected in the universe emanations which are turning approximately 600 million dozenss of CO2 per twelvemonth. Carbon dioxide emanations are the dominant constituent of nursery gas emanations, but represented in 2006 merely 69,6 % of the entire emanations. The staying 30.4 % are methane ( CH4 ) , azotic oxide ( N2O ) and fluorinated gases with high planetary warming possible ( GWP ) which are: SF6 ( sulphur hexafluoride ) , HFCs ( hydrofluorcarbons ) and PFCs ( perfluorcarbons ) . ( Figure 4 ) . Normally one expresses GHG emanations in CO2 equivalent. Entire emanations in 2005 were about 45 Gtons of CO2.equivalent of which 30 Gtons of CO2. To cut down CO2 and other GHG emanations became therefore one of the most pressing undertakings we are confronting today. There are two attacks to manage this job:utilize energy more expeditiously, accordingly breathing less CO2 and widening the life of fossil fuels militias.increase the part of renewable energies in the universe energy matrixNational authoritiess every bit good as some sectors of the productive system ( industry, transit, residential and others ) can follow these solutions in differentiated grades.In industrialised states, which have already reached a high degree of energy ingestion â€Å" per capita † , energy efficiency is the â€Å" low hanging fruit † attack that can be more easy implemented. Renewable energies can besides play a important function.In developing states where energy ingestion â€Å" per capita † is low, and the demand for the growing for energies services is inevitable, it can be done integrating early, in the procedure of de velopment, clean and efficient engineerings every bit good as renewable energies, following a different way than that done in the yesteryear by today ‘s industrialised statesWe will discourse hereafter the potency of energy efficiency, renewable energies and emanations merchandising strategies in accomplishing the aims of cut downing nursery gas emanations.RENEWABLE ENERGIESTable I lists the renewable energy used in the universe at the terminal of 2008 by all types of renewable beginnings, every bit good their annual growing rates. Traditional biomass is left out of this tabular array because it is used chiefly in rural countries as cooking fuel or wood coal in ways that are often non renewable, taking to deforestation and dirt debasement Renewables ( including big hydro ) represented, in 2008, about 5 % of the universe? s entire primary energy ingestion but are turning at a rate of 6.3 % per twelvemonth while entire primary energy supply is turning at a smaller rate of about 2 % per twelvemonth. Taking into history the appropriate efficiency and capacity factors* the Numberss in Table I can be converted into the entire primary energy part from renewables ( Table II ) and Figure 6. An extrapolation of the part of renewables up to 2030 on the footing of the rates of growing in the last 10 old ages is shown in Figure 7. To give an thought of the attempt that would be needed to control CO2 emanations up to 2050 the IEA produced late two scenarios of what would be required in footings of renewables in the electricity sector. The consequences are shown in Table III. In the IEA Scenarios atomic energy and coal and gas fired thermic power workss ( with C gaining control and storage CCS ) are included. These Numberss are really big but give an thought of the attempt required to forestall a ruinous clime alteration. The chief policy instruments used to speed up the debut of renewables in the energy system of a figure of states are â€Å" feed in duties † and â€Å" renewable portfolio criterions † ( RPS )â€Å" Feed-in † duties: this is a policy adopted by authoritiess to speed up the debut of renewable energy beginnings in their matrixes. Power companies are obliged to purchase renewable energy from independent manufacturers, at a fixed monetary value above the mean cost of production. These incremental costs of renewable energy over fossil fuels can be transferred to consumers. Germany has had striking success with feed-in duties over the last two decennaries, providing 15 % of its energy demands through renewable beginnings. The German attack involves guaranteed fixed payments for 20 old ages designed to present a net income of 7 to 9 per centum. The rates charged vary by energy beginning and are tied to the cost of production. The rates paid for new contracts decline yea rly, coercing the green energy sector to introduce.Renewable Portfolio Standards: such attack topographic points an duty on electricity supply companies to bring forth a specified fraction of their electricity from renewable energy beginnings ( typically 10-20 % ) . Certified renewable energy generators earn certifications for every unit of electricity they produce and can sell these along with their electricity to provide companies. RPS-type mechanisms have been adopted in the UK, Italy and Belgium, every bit good as in 27 States in the US and the District of Columbia. Regulations vary from province to province, and there is no federal policy. Four of the 27 provinces have voluntary instead than compulsory ends. Together these 27 provinces account for more than 42 per centum of the electricity gross revenues in the state.Renewable energies are being introduced in a important manner in many states peculiarly in Europe in the signifier of distributed generation* ( ) ( largely renewab le ) which seems to be the attack to be used in big graduated table in the hereafter. ( Figure 8 )ENERGY EFFICIENCYThe sum of energy required to supply the energy services needed depends on the efficiency with which the energy is produced, delivered and used. Additions in energy efficiency are normally measured by indexs, one of which is called energy strength and defined as the energy necessary ( E ) per unit of gross domestic merchandise ( GDP ) . I = E/GDP Decrease in the energy strength over clip indicate that the same sum of GDP is obtained with a smaller energy input as shown in Figure 9. In footings of CO2 emanations for the OECD states means a decrease of emanations of approximately 350 million dozenss of CO2 per twelvemonth. The grounds for such diminution are a combination of the undermentioned factors.structural alterations in industrialised and passage states which can come from increased recycling and permutation of energy-intensive stuffs improved material efficiency and intensified usage of lasting and investing goods,displacements to services and less energy-intensive industrial production, andimpregnation effects in the residential and transit sectors ( i.e. , a bound to the figure of autos, iceboxs, telecasting sets, etc. , that a society can absorb ) .Since more than 80 % of the energy used in the universe today comes from fossil fuels the decrease in energy strength is reflected in a decrease in C strength ( I=CO2/GDP ) which is shown in Figure 11. As can be look there is a steady diminution in the C strength in OECD states. In non-OECD states there was besides a diminution but it has stabilized after the twelvemonth 2000. Over the following 20 old ages the sum of primary energy required for a given degree of energy services could be cost-effectively reduced by 25 to 35 per centum in industrialised states. Decreases of more than 40 per centum are cost-effectively accomplishable in transitional economic systems within the following two decennaries. In most developing states? which tend to hold high economic growing and old capital and vehicle stocks? the cost-efficient betterment potency ranges from 30 to more than 45 per centum, comparative to energy efficiencies achieved with bing capital stock. The combined consequence of structural alterations and efficiency betterments could speed up the one-year diminution in energy strength to possibly 2.5 per centum. How much of this potency will be realized depends on the effectivity of policy models and steps, alterations in attitude and behaviour, every bit good as the degree of entrepreneurial activity in energy preservation and material efficiency. Standards ( e.g. , constructing codifications ; intelligent consumers, contrivers, and determination shapers ; motivated operators ; market-based inducements such as certification markets ; and an equal payments system ( ) for energy ) are cardinal to the successful execution of energy efficiency betterments.EMISSIONS TradingIn add-on to national attempts to control GHG emanations through increased energy efficiency steps and the usage of renewable energy beginning trading emanations is a scheme used to command pollution by supplying incentive s for accomplishing decreases in the emanation of pollutants. Usually it is called a? cap and trade? system and the manner is plants is the followers: A cardinal authorization ( normally a authorities or international organic structure ) sets a bound or cap on the sum of a pollutant that can be emitted. Companies or other groups are issued emanation licenses and are required to keep an tantamount figure of allowances ( or credits ) which represent the right to breathe a specific sum. The entire sum of allowances and credits can non transcend the cap, restricting entire emanations to that degree. Companies that need to increase their emanation allowances must purchase credits from those who pollute less. The transportation of allowances is referred to as a trade. In consequence, the purchaser is paying a charge for fouling, while the marketer is being rewarded for holding reduced emanations. An early illustration of an emanation trading system has been the SO2 trading system under the model of the Acid Rain Program of the 1990 Clean Air Act in the U.S. Under the plan, which is basically a cap-and-trade emanations trading system, SO2 emanations were reduced by 50 per centum from 1980 degrees by 2007. Some experts argue that the â€Å" cap and trade † system of SO2 emanations decrease has reduced the cost of commanding acerb rain by every bit much as 80 per centum versus source-by-source decrease? . ( ) At the international degree the Kyoto Protocol ( KP ) adopted in 1997 and which came into force in 2005, binds most developed states to a cap and trade system for the six major nursery gases. In malice of being a signer of the United Nations Framework Convention on Climate Change ( UNFCCC ) , the United States is the lone industrialised state ( i.e. , under the KP Annex I ) which has non ratified and hence is non bound by it. Emission quotas were agreed by each take parting state, with the purpose of cut downing their overall emanations by 5.2 % of their 1990 degrees by the terminal of 2012. Under the Treaty, for the 5-year conformity period from 2008 until 2012, states that emit less than their quota will be able to sell emanation credits to states that exceed their quota through usage of the undermentioned flexibleness mechanisms:Joint Implementation undertakings ( JI )Clean Development Mechanism ( CDM )International Emissions Trading ( IET ) .The 2nd commitment period of the KP, t ogether with a long-run concerted action under the UNFCCC, will be discussed by states at the terminal of 2009.THE EUROPEAN UNION EMISSIONS Trading SCHEME ( EU ETS )The European Union Emission Trading System ( EU ETS ) is the largest multi-national, emanations merchandising strategy in the universe, and is a major pillar of EU clime policy. Under the EU ETS, the authoritiess of the EU Member States agree on national emanation caps which have to be approved by the EU committee, allocate allowances to their industrial operators, path and formalize the existent emanations in conformity against the relevant assigned sum. In the first stage ( 2005-2007 ) , the EU ETS includes some 12,000 installings, stand foring about 40 % of EU CO2 emanations, ( 2.4 billion dozenss of CO2 equivalent ) covering energy activities ( burning installings with a rated thermic input transcending 20 MW, mineral oil refineries, coke ovens, production and processing of ferric metals, mineral industry ( cement cinder, glass and ceramic bricks ) and mush, paper and board activities. The strategy, in which all 15 member provinces that were so members of the European Union participated, nominally commenced operation on January 1st, 2005, although national registers were unable to settle minutess for the first few months. The first trading period of the EU ETS ran for three old ages, from January 1st, 2005 until the terminal of 2007. With its expiration foremost phase allowances became invalid. The end of the test period was chiefly to derive experience with cardinal elements of the trading system in order to hold a to the full operational system for 2008-2012 when conformity with binding decreases would be required under the Kyoto Protocol. ( Table IV ) The monetary value of allowances increased more or less steadily to its peak degree in April 2006 of approximately? 30 per metric ton CO2, but fell in May 2006 to under? 10/ton on intelligence that some states were likely to give their industries such generous emanation caps that there was no demand for them to cut down emanations. When the publication of 2005 verified emanations informations in May 2006 highlighted this over-allocation, the market reacted by well take downing the monetary value of allowances. Monetary values dropped sharply to? 1.2 a metric ton in March 2007, worsening to? 0.10 in September 2007, because allowances could non be carried over or? banked? and used in the following trading period. Although the first stage ended disastrously, because the allowances could non be banked to the following stage, it did non impact on the monetary values for contracts for 2008, the first twelvemonth of the 2nd stage. Market participants knew already in 2007 that stage II would be more rigorous in relation to the cap and less indulgent in relation to allowances, which explains the high monetary values for 2008 allowances. The first EU ETS Trading Period expired in December 2007. Since January 2008, the 2nd Trading Period is under manner which will last until December 2012. Presently, the installings get the allowances for free from the EU member provinces ‘ authoritiess. Besides having this initial allotment on a plant-by-plant footing, an operator may buy EU allowances from others ( installings, bargainers, the authorities ) . In January 2008, the European Commission proposed a figure of alterations to the strategy, including centralized allotment ( no more national allotment programs ) by an EU authorization, a bend to auctioning a greater portion ( 60+ % ) of licenses instead than apportioning freely, and inclusion of other nursery gases, such as azotic oxide and per-fluorocarbons. These alterations are still in a bill of exchange phase ; the mentioned amendments are merely likely to go effectual from January 2013 onwards, i.e. in the 3rd Trading Period under the EU ETS. Besides, the proposed caps for the 3rd Trading Period foresee an overall decrease of nursery gases for the sector of 21 % in 2020 compared to 2005 emanations. The EU ETS has late been extended to the air hose industry every bit good, but these alterations will non take topographic point until 2012. In add-on, the 3rd trading period will be both more economically efficient and environmentally effectual. It will be more efficient because trading periods will be longer ( 8 old ages alternatively of 5 old ages ) , and a significant addition in the sum of auctioning ( from less than 4 % in stage 2 to more than half in stage 3 ) . The environmental effectivity will be guaranteed by a robust and yearly worsening emanations cap ( 21 % decrease in 2020 compared to 2005 ) and a centralised allotment procedure within the European Commission. A robust â€Å" secondary † market for C certifications exists through which investors bank on the future value of the EU ETS certifications altering many times. However the ETS doesn? T include conveyance, therefore this action is limited to industrial procedure and energy sector.Joint IMPLEMENTATION ( JI )Joint execution is one of flexibleness mechanisms set Forth in the Kyoto Protocol to assist states with binding nursery gas emanations marks ( alleged Annex I states ) meet their duties. In this mechanism any Annex I states can put in emanation decrease undertakings ( referred to as â€Å" Joint Implementation Projects † ) in any other Annex I state as an option to cut downing emanations domestically. In this manner states can take down the costs of following with their Kyoto marks by puting in nursery gas decreases in an Annex I state where decreases are cheaper, and so using the recognition for those decreases towards their committedness end. The procedure of having recognition for JI undertakings is slightly complex. Emission decreases are awarded credits called Emission Reduction Units ( ERUs ) , where one ERU represents an emanation decrease bing one metric ton of CO2 equivalent. The ERUs come from the host state ‘s pool of assigned emanations credits, known as Assigned Amount Units, or AAUs ( ) . After a long preparatory procedure JI undertakings began to take form. As of June 2009, 207 undertakings have been submitted. If all implemented they will take to emanations decrease of 338,048 million times CO2 equivalent in the period 2008-2012. The great bulk of the undertakings are in the Russian Federation and Eastern European states. The figure of JI undertakings by type is given in Figure 14. So far the lone certifications issued ( ERUs ) emanations decrease units are 651 thousand CO2 equivalent for coal bed/mine methane.CLEAN DEVELOPMENT MECHANISM ( CDM )The Clean Development Mechanism is an agreement under the Kyoto Protocol leting industrialised states with a nursery gas decrease committedness ( called Annex B states ) to put in undertakings that cut down emanations in developing states as an option to more expensive emanation decreases in their ain states. A important characteristic of an sanctioned CDM C undertaking is that it has established that the planned decreases would non happen without the extra inducement provided by emanation decreases credits, a construct known as â€Å" additionality † . The CDM allows cyberspace planetary nursery gas emanations to be reduced at a much lower planetary cost by financing emanations decrease undertakings in developing states where costs are lower than in industrialised states. The CDM is supervised by the CDM Executive Board ( CDM EB ) and is under the counsel of the Conference of the Parties ( COP/MOP ) of the United Nations Framework Convention on Climate Change ( UNFCCC ) . By June 1 2009, 4,417 undertakings have been submitted which if all implemented correspond to 2,931,813 million dozenss of CO2 equivalent. It represents approximately 1 % of the entire necessary attempt to control GHG emanations until 2050. Approximately 75 % of the CDM undertakings are in China. In contrast to emanations merchandising strategies which are actively traded in the stock market JI and CDM are project-based dealing.THE STIMULUS PACKAGEA important sum of the stimulus bundle adopted by a figure of authoritiess to confront the fiscal crisis of 2007/2008 is made of investings in so called? green? activities. They amount to 6 % of the entire recovery bundles announced by authoritiess ( US $ 184.9billion dollars ) . ( Figure 17 ) China and the US remain the leaders, in nominal footings, of the green stimulation activities, allowing US $ 68.7 billion and US $ 66.6 billion severally. The sector break-down shows that energy efficiency ( Figure 18 ) remains at the bosom of the low-carbon financial stimulations. Accounting for every bit much as 36 % of the entire US $ 184.9 billion, the sector will have a encouragement of some US $ 65.7 billion globally, chiefly via edifice efficiency undertakings. In add-on to that, US $ 7.9 billion has been announced for research and development in energy efficiency. The 2nd major victor is electricity grid substructure. More than US $ 48.7 billion has been earmarked for its development and ascent, accounting for some 26 % of the entire financess. The Department of Energy has already disbursed US $ 41.9 million in grants for fuel cell energy undertakings. Furthermore, US $ 101.5 million has been directed to weave energy research and elaborate programs have been disclosed on US $ 2.4 billion to be spent on C gaining control and storage and US $ 4 billion for grid ascents. Detailss of about US $ 1.3 billion, out of US $ 2 billion to back up energy scientific discipline research, have besides been confirmed and there are now merely some US $ 725 million staying to be allocated.

How Regional Integration and Globalisation Affects Abu Dhabi

The UAE in the Global Business Environment (ECON 605) Fall 2012 Dr. Fernando Zanella / f. [email  protected] ac. ae Brief course description Deeper global economic integration is a key strategic goal for the UAE and is seen as a catalyst AE’s sustainable economic development. This course will provide students with an in depth understanding of how international business issues affect the UAE and how the UAE is positioning itself in the global economy. The course will provide a clear framework for understanding the process of globalisation, international transactions, financial issues, global trends and their significance for UAE organisations.Learning objectives 1. To understand the importance of globalisation, and evaluate the opportunities and threats for the UAE 2. To understand the process of economic integration through examining international trade and investment 3. To explore the role of regional integration in the international business environment 4. To identify the key strategic sectors of the UAE economy which are driving the UAE’s global integration 5. To critically analyse current international business and economic events in relation to the UAE 6.To understand how government policy can facilitate or hinder economic integration Learning methodology Students are encouraged to participate: 1. Lectures 2. Case study and articles analysis 3. Group work problem solving 4. Class discussions 5. Written reports 6. Presentations and peer evaluation Course meeting times Sundays and Tuesdays 05:30-09:30 pm Course textbook Griffin, R. W. and M. W. Pustay (2010). International Business (6th ed. ). USA: Pearson Course Materials support Dr. Emilie Rutledge Summary of course topics Sessions| References| 1| The UAE in the global economy| | Part 1: Globalisation and International marketsPart 2: The UAE in the global economy| Lecture material: Griffin & Pustay: C1 & C2| 2| The UAE in the global business environment| | | Part 1: National competitive adv antage in a globalised worldPart 2: Strategic planning in the UAE – SWOT framework| Lecture material:Griffin & Pustay: C6 & C11| 3| The UAE – a highly open economy| | | Part 1: International trade theoriesPart 2: A study of UAE trade and trade policy| Lecture material: Griffin $ Pustay: C6 & C9| 4| Foreign Investment| | Part 1: Foreign investment theoriesPart 2: Foreign investment, sovereign wealth and diversification| Lecture material: Griffin & Pustay: C6| 5| International issues in money and finance| | | Part 1: Exchange rate issuesPart 2: The financial services sector in the UAE| Lecture material: Griffin & Pustay C8| 6| Regional economic integration| | | Part 1: The theory of regional economic integration, global experiences and trade blocsPart 2: The GCC economic agreement and the common market| Lecture material: Griffin & Pustay: C10| | Deadline for Business Report| | | UAE Strategic Economic Sectors – Group Presentations and discussions| | | | | 8| Final Exam| | Group presentation (30% ): During the final week of the course groups will be asked to make a presentation. Students will choose a strategic sector of the UAE economy and discuss the implications of globalisation for this sector and use an analytical framework discussed during the course to analyse its strategic position internationally (e. g. SWOT analysis).Each student in the group should present, the presentation should be no less than 12 slides and no more than 20 in length. You should begin work on your group presentation from the second week off the course. Group work and discussion sessions (20%): During the course there will be group work and discussions. Following the lecture and case studies, students will for instance be given a particular economic scenario which they discuss/brainstorm as a group. During these sessions the instructor will observe and assess individual student participation in the group.You will be given feedback your group work and your mark fro m 20% at the end of the third week of the course. Business Report (20%): The topic of the business report is how regional integration and globalisation affects your organisation which employs you (or how it might do so in future if it does not do so significantly already). The business report should be around 9 pages in length, its format should be as follows: 1. Cover-title page (1 page); 2. Summary (1 page) : a short paragraph; 3. Table of contents (1 page) 4.Introduction (1 page) – explaining the particular aspects of regional or international economic integration which affects the business or industry you work in. 5. Background (1 pages) – an overview describing the business or institution where you work. 6. Analysis (2 pages) – Explain in detail using a SWOT analysis how aspects of economic integration affect the business you work in. 7. Conclusion summary (1 page) – main concluding points and prospects for your business in light of your findings. 8. References, appendix, glossary – if any (1 page).Final exam (30%): The final exam will consist of short answer questions. The short answer questions will be open ended/case study questions, where you will be able to choose from a number of questions and discuss a case study or topic which we have focused on during one of the sessions. All open ended exam questions and essay/case study questions will be drawn from the lectures, group exercises and case studies we have completed during lessons. Further details of the final exam will be discussed prior to the exam.Academic honesty and integrity Each student is expected to do his/her own work for individual business r exam. Asking questions and discussing ideas with your colleagues is acceptable report as part of your coursework, but copying the work of another or submitting identical work is not. The business report should also be your own original work. Whilst it is, of course, acceptable to reference other works, it is note t o copy and paste large amounts of text from source on the internet.If you copy word for word you must use quotation marks and proper referencing. Group work on the presentation assumes you are working together and that you are contributing fully to your group’s work. Please note that as a member of your group you are expected to be knowledgeable about all aspects of your groups’ output. During the final exam, any student who cheats or assists another student in cheating will fail the course. The case will also be forwarded to the Academic Affairs for disciplinary action. All UAEU academic policies apply in this respect.