...Hays SCI101 Phase One Individual Project 15 September 2013 The world as we know it may or may not have always existed. The formations of land masses and, the joining of the waters and ice caps that we recognize as earth in aerial photographs likely looked very different in the past. In this paper I hope to shed some light on the theory of continental drift and explain the various ideologies that attempt to explain these theories. The first term that must be understood in order to grasp the theory of continental drift is plate tectonics. The idea of plate tectonics dates back to the 1600’s, but was not given much credibility until 1915. It was at this time that meteorologist Alfred Wegner released a book based on his study of the continents. He proposed that the continents of the earth were once connected. This idea was based not only on the fact that the continents fit together like a jigsaw puzzle, but also the fact that there are similar fossils of both plants and animals found in the areas which would be connected if the continents were put back together. Wegener called this one continent world Pangaea.. Although Wegener offered the most credible evidence of continental drift to date, only a few others were confident in his theory. Most geologists ridiculed him for his ideas. The major flaw with Wegener’s theory was that he could not explain how the continents moved. His idea was that the continents simply drifted, forcing their way through...
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...a modified form of the drift theory has been found. Ideas are becoming precise and unified, with emphasis on a moving, evolving ocean floor. The new theory is called plate tectonics. Early Theories Soon after the Atlantic Ocean had been mapped, about three hundred years ago, it was noticed that the opposite coasts had similar shapes, but it was not until the middle of the 19th century that accurate maps were published demonstrating that the two coasts could be fitted together quite closely. Some geologists then suggested that the fit of the coasts was not an accident--that the continents were once joined and had subsequently drifted apart. None of the suggestions were taken seriously. In 1912, however, the German meteorologist Alfred Wegener investigated the fit of the Atlantic coasts more carefully than had his predecessors and grouped all the continents together into one great land mass, which he called Pangaea. He supposed that the mass began to break apart about 200 million years ago. He also showed that some geological features on the opposite coasts could have fitted together, and that there were many striking similarities between the fossil plants and reptiles on the opposite coasts, particularly the coasts of Africa and South America. If the continents were pushed together, the geological, fossil, and other lines of evidence would join together accurately in the way that lines of print on a torn newspaper would...
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...the asthenosphere, the weaker, hotter, and deeper part of the upper mantle. The boundary between the lithosphere and the underlying asthenosphere is defined by a difference in response to stress: the lithosphere remains rigid for very long periods of geologic time in which it deforms elastically and through brittle failure, while the asthenosphere deforms viscously and accommodates strain through plastic deformation. The lithosphere is broken into tectonic plates. The uppermost part of the lithosphere that chemically reacts to the atmosphere, hydrosphere and biosphere through the soil forming processis called the pedosphere. The concept of the lithosphere as Earth’s strong outer layer was developed by Joseph Barrell, who wrote a series of papers introducing the concept.[2][3][4][5] The concept was based on the presence of significant gravity anomalies over continental crust, from which he inferred that there must exist a strong upper layer (which he called the lithosphere) above a weaker layer which could flow (which he called the asthenosphere). These ideas were expanded by Harvard geologist Reginald Aldworth Daly in 1940 with his seminal work "Strength and Structure of the...
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...Topic: What begins people’s discovery of science? Thesis: “Hypotheses non fingo,” Newton confidently claimed. Therefore, he arbitrarily excluded the “hypothesis” from the experimental philosophy. Affected by him, more and more remarks neglected the importance of the “hypotheses” since then. As a result, it becomes a common view that discovery should proceed from analytic methods stricto sensu. Then, what is the real definition of hypothesis in Newton’s opinion ? Will he believe in intuition? Therefore, I will try to explain the definition of both “hypothesis” and “intuition”, and then attach significance to the “intuition” to show how the intuition begins a new discovery of science and struggle to prove that sometimes, the intuition can be a quite strong power to lead us to reach our confirmations. Outline: 1. The moment when I realize the importance of the intuition (Faraday) 2. The definition of hypothesis and intuition 3. The supporter- Einstein (using his examples as detailed ones) 4. The other famous successful discoveries in four different fields: Physics, Chemistry, Biology, Geography (describing the main story of each example) 5. How should we treat the intuition? What should we do after the intuition? 6. The conclusion includes 1) The importance of the intuition, 2) The significant role it has acted in the history of science, 3) Its efficiency of finding a certain answer, 4) An interesting analogy to show the role of intuition Body: ...
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...if they would fit together, like pieces of a jigsaw puzzle. Between then and 1912 other people identified further similarities between other continental coastlines. Robert Mallet 1870s Robert Mallet was a nineteenth century scientist who managed to measure the speed at which earthquakes spread. Alfred Wegner 1911 While at Marburg, in the autumn of 1911, Wegener was browsing in the university library when he came across a scientific paper that listed fossils of identical plants and animals found on opposite sides of the Atlantic. Intrigued by this information, Wegener began to look for, and find, more cases of similar organisms separated by great oceans. Orthodox science at the time explained such cases by postulating that land bridges, now sunken, had once connected far-flung continents. But Wegener noticed the close fit between the coastlines of Africa and South America. Might the similarities among organisms be due, not to land bridges, but to the continents having been joined together at one time? As he later wrote: "A conviction of the fundamental soundness of the idea took root in my mind." Such an insight, to be accepted, would require large amounts of supporting evidence. Wegener found that large-scale geological features on separated continents often matched very closely when...
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...Christine V. McLelland GSA Distinguished Earth Science Educator in Residence Reviewers and Contributors: Gary B. Lewis Director, Education and Outreach, Geological Society of America Contributing GSA Education Committee members: Rob Van der Voo University of Michigan, Ann Arbor, Mich. Keith A. Sverdrup University of Wisconsin, Milwaukee, Wis. Mary M. Riestenberg College of Mount Saint Joseph, Cincinnati, Ohio Virginia L. Peterson Grand Valley State University, Allendale, Mich. Wendi J.W. Williams University of Arkansas, Little Rock, Ark. Sandra Rutherford Eastern Michigan University, Ypsilanti, Mich. Larissa Grawe DeSantis University of Florida, Gainesville, Fla. Aida Awad Des Plaines, Ill. Stephen R. Mattox Grand Valley State University, Allendale, Mich. Steve Boyer Tacoma, Wash. Jo Laird University of New Hampshire, Durham, N.H. Cover image: A basalt dike cuts through rocks of Permain age on Wasp Head, NSW Australia. Photo by Gary B. Lewis. Table of Contents What is Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Evaluation . . . ....
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..., Veerle A. I. Huvenne , Eduardo Isidro , Daniel O. B. Jones12, Galderic Lastras8, ´ ˆ Telmo Morato1,2, Jose Nuno Gomes-Pereira1,2, Autun Purser13, Heather Stewart14, Ines Tojeira15, 8 16 5 Xavier Tubau , David Van Rooij , Paul A. Tyler 1 Center of the Institute of Marine Research (IMAR) and Department of Oceanography and Fisheries, University of the Azores, Horta, Portugal, 2 Laboratory of Robotics `ncies del Mar (ICM-CSIC), Barcelona, Spain, 4 Norwegian Institute for Water Research and Systems in Engineering and Science (LARSyS), Lisbon, Portugal, 3 Institut de Cie (NIVA), Marine Biology section, Oslo, Norway, 5 Ocean and Earth Science, University of Southampton, National Oceanography Centre, Southampton, United Kingdom, ¨ 6 Norwegian Institute for Water Research, Bergen, Norway, 7 Alfred-Wegener-Institut, Helmholtz-Zentrum fur Polar- und Meeresforschung, Bremerhaven, Germany, 8 GRC `ncies Marines, Departament d9Estratigrafia, Paleontologia i Geocie `ncies Marines, Facultat de Geologia, Universitat de Barcelona, Campus de Pedralbes, Barcelona, Geocie Spain, 9 Marine Biology & Ecology Research Centre, Marine Institute, Plymouth University, Plymouth, United Kingdom, 10 Netherlands Institute for Sea Research (NIOZ), Texel, The Netherlands, 11 Institut Francais de Recherche pour l9Exploitation de la Mer (IFREMER), Bastia, France, 12 National Oceanography Centre, University of ¸ Southampton Waterfront Campus, Southampton, United Kingdom, 13 OceanLab, Jacobs University Bremen, Bremen...
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...GLOBAL WARMING: Energy, Fall 2005 v30 i4 p36(2) It could get a lot warmer. (GLOBAL WARMING) Full Text: COPYRIGHT 2005 Business Communications Company, Inc. If humans continue to use fossil fuels in a business as usual manner for the next few centuries, the polar ice caps will be depleted, ocean sea levels will rise by seven meters and median air temperatures will soar to 14.5 degrees warmer than current day. These are the stunning results of climate and carbon cycle model simulations conducted by scientists at Lawrence Livermore National Laboratory. By using a coupled climate and carbon cycle model to look at global climate and carbon cycle changes, the scientists found that the earth would warm by 8 degrees Celsius (14.5 degrees Fahrenheit) if humans use the entire planet's available fossil fuels by the year 2300. The jump in temperature would have alarming consequences for the polar ice caps and the ocean, said lead author Govindasamy Bala of the Laboratory's Energy and Environment Directorate. In the polar regions alone, the temperature would spike more than 20 degrees Celsius, forcing the land in the region to change from ice and tundra to boreal forests. "The temperature estimate is actually conservative because the model didn't take into consideration changing land use such as deforestation and build-out of cities into outlying wilderness areas," Bala said. Today's level of atmospheric carbon dioxide is 380 parts per million (ppm). By the year 2300, the model...
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...What Is LGBT? LGBT stands for lesbian, gay, bisexual and transgender and along with heterosexual they describe people's sexual orientation or gender identity. These terms are explained in more detail here. Lesbian A lesbian woman is one who is romantically, sexually and/or emotionally attracted to women. Many lesbians prefer to be called lesbian rather than gay. Gay A gay man is one who is romantically, sexually and/or emotionally attracted to men. The word gay can be used to refer generally to lesbian, gay and bisexual people but many women prefer to be called lesbian. Most gay people don't like to be referred to as homosexual because of the negative historical associations with the word and because the word gay better reflects their identity. Bisexual A bisexual person is someone who is romantically, sexually and/or emotionally attracted to people of both sexes. Transgender or Trans Is an umbrella term used to describe people whose gender identity (internal feeling of being male, female or transgender) and/or gender expression, differs from that usually associated with their birth sex. Not everyone whose appearance or behaviour is gender-atypical will identify as a transgender person. Many transgender people live part-time or full-time in another gender. Transgender people can identify as transsexual, transvestite or another gender identity. Gender Identity One's gender identity refers to whether one feels male, female or transgender (regardless of one's biological...
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...HIST Y AN PHILO PHY TORY ND P OSOP Y OF S ENCE SCIE E COMM MON CO OURSE IN ENG E GLISH BBA (I Seme A ester) BA/BS (IV Se Sc emester) 2011 A dmission onwards o UNIV VERSI ITY OF CAL F LICUT SC CHOOL OF DI L ISTANC EDU CE UCATIO ON Calicut Universi P.O. M ity Malappur ram, Kera India 673 635 ala, a 106 School of Distance Education UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION BBA (I Semester) BA/BSc (IV Semester) Common Course in English 2011 Admission onwards HISTORY AND PHILOSOPHY OF SCIENCE MODULE I & II Prepared by : House No. 21 “Pranaam” Keltron Nagar, Kolazhi, Thrissur Ms. GAYATHRI MENON .K MODULE III & IV Prepared by: Ms. SWAPNA M.S. Department of English K. K. T. M. Govt. College Pullut, Thrissur Dr. Anitha Ramesh K Associate Professor Department of English ZG College, Calicut © Reserved 2 Scrutinised by : Layout: Computer Section, SDE History and Philosophy of Science School of Distance Education Contents MODULE I ANCIENT HISTORY OF SCIENCE 1. Introduction 2. Origins of Scientific Enquiry 3. European Origins of Science 4. Contributions of Early India 5. Science in China 6. The role of Arabs in the History of Science MODULE 2 7. Science in the Middle Ages MODULE 3 MODERN SCIENCE 8. Newton and After 9. The Advancing Frontiers: Modern Medicine to Nanotechnology MODULE 4 PHILOSOPHY OF SCIENCE 10. Basic concepts in the Philosophy of Science 11. Some Issues in the Philosophy...
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...3.5. Qualifications and Key personnel Page 8 3. Export team Page 9 4.6. Member profile Page 9 4.7. Skills set and Knowledge Page 9 4. Financial Stability Page 10 5. Goals and Objectives Page 11 6.8. Corporate goals of Descol Page 11 6.9. Export goals and objectives Page 11 6.10. Constraints Page 11 6.11. SW analysis Page 12 III. Product/Service description Page 13 1. Domestic and International products/services Page 13 2.1. Typical profiles of end users Page 13 2.2. Product attributes Page 13 2.3. Life cycle of product Page 13 2. Growth potential Page 14 3.4. Domestic and Existing export markets Page 14 3.5. New product Research & Development Page 14 IV. New foreign market Analysis Page 15 1. Rationale for exporting Page 15 2. Rationale for selecting Austria Page 15 3. Country profile Page 18 4.1. Demographic Factors Page 18 4.2. Economic Structure Page 19 4.3. Politico-legal System Page 19 4.4. Environmental Issues Page 20 4.5. Socio-cultural Factors Page 20 4.6. Culture profile Page 21 4. Industry...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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...Intergovernmental Oceanographic Commission Manuals and Guides 52 Intergovernmental Oceanographic Commission TSUNAMI RISK ASSESSMENT ANDMITIGATION FOR THE INDIAN OCEAN KNOWING YOUR TSUNAMI RISK – AND WHAT TO DO ABOUT IT June 2009 UNESCO 1 Intergovernmental Oceanographic Commission Manuals and Guides 52 knowing your tsunami risk – and what to do about it Tsunami risk assessment and mitigation for the Indian Ocean; The designation employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO in particular concerning the legal status of any country, territory, city or area or of its authorities, or the delineation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this manual and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Designer: Eric Loddé For bibliographic purposes, this document should be cited as follows: Tsunami risk assessment and mitigation for the Indian Ocean; knowing your tsunami risk – and what to do about it IOC Manual and Guides No. 52, Paris: UNESCO, 2007 (English). Printed by UNESCO (IOC/2009/MG/52) © UNESCO IOC 2009 Tsunami risk assessment and mitigation for the Indian Ocean; knowing your tsunami risk – and what to do about it 3 Table of contents Acknowledgement ...........................................
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...Marketing Management, Millenium Edition Philip Kotler Custom Edition for University of Phoenix Excerpts taken from: A Framework for Marketing Management, by Philip Kotler Copyright © 2001by Prentice-Hall, Inc. A Pearson Education Company Upper Saddle River, New Jersey 07458 Marketing Management Millenium Edition, Tenth Edition, by Philip Kotler Copyright © 2000 by Prentice-Hall, Inc. All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. Compilation Copyright © 2002 by Pearson Custom Publishing. This copyright covers material written expressly for this volume by the editor/s as well as the compilation itself. It does not cover the individual selections herein that first appeared elsewhere. Permission to reprint these has been obtained by Pearson Custom Publishing for this edition only. Further reproduction by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, must be arranged with the individual copyright holders noted. This special edition published in cooperation with Pearson Custom Publishing Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Please visit our web site at www.pearsoncustom.com ISBN 0–536–63099-2 BA 993095 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300, Boston, MA 02116 A Pearson Education Company SECTION ONE Understanding Marketing Management Marketing in...
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