Character analysis Essay Example | Topics and Well Written Essays - 500 words

Character analysis - Essay Example He wishes to do so through his son, Biff who had shown great promise in his early life. Willy’s ambition finds an outlet through his son, whom he hopes would become something more than just what he was, a salesman. This desire of his, however, stifles his son and he is not able to rise to his potential. He however, is able to see that he is like his father and this gives the reader an insight into the character of Willy. I am not a leader of men, Willy, and neither are you. You were never anything but a hard-working drummer who landed in the ash can like all the rest of them! I’m one dollar an hour, Willy I tried seven states and couldn’t raise it. A buck an hour! (Miller, 98). This outburst of Biff enables one to understand the reason behind the play’s importance. The play talks about the character of a common citizen who is unable to accept his own circumstances in life. The life of the very ordinary Willy is deemed fit to be shown on stage and this, in a sense, satirizes the notion of the ‘Great American Dream’. The ordinariness of Willy can also be a negative aspect as it makes him prone to what may be perceived as mistakes. His rendezvous with a young woman in a hotel is an example of this. This provokes the decline of his son, Biff, who no longer finds his father to be a role model for himself and loses direction in his life. This can be said to be similar to the life of Willy, who had to live his life without his father. The question of whether this affected his life is one that the playwright leaves unanswered. The character of Willy thus also symbolises the breakdown of the family as a social unit in the United States of America. The history of his family over three generations is able to exemplify this. The ordinariness of the character is something that Miller introduces so as to burst the bubble of American greatness that had emerged after the Second World War. Most of the positives and

Small Businesses Essay Example | Topics and Well Written Essays - 3250 words

Small Businesses - Essay Example From this research it is clear that business success or failure is not ultimately the result of fate or random chance, but there are good reasons why a business did well or the other one didn’t. When a business man plans to set up a business, he may have some initial concerns such as which particular business to be started, who are the main customers to be targeted, how much capital to be invested and what market to be concentrated etc. In today’s rigorously competitive market landscape, the main indicator for the success or failure of a business is the ability of the business to meet customers’ specific as well as general requirements and thus to ensure customers’ satisfaction. As Freeman emphasized, no one who starts their own small business plan to fail, but sadly they fail to plan and therefore they fail. No matter whether the business is small or big, developing a well thought about plan and comprehensive strategic planning is critical to setting a bu siness successfully. In the modern business contexts, small businesses represent a good portion of the economy since it 1) provides increased employment opportunities, 2) Requires less gestation period, 3) encourages growth of local entrepreneurship and 4) improves the standard of living of the local people. In the UK alone, it is estimated that there are 3.7 million small businesses and this plays greater roles in its economy. A small scale business is one in which management is mostly independent and usually the manager is the owner, area of the operation is mainly local and ownership is held by an individual or small group of people. (Analoui and Karami

Food Safety Management Case Study Example | Topics and Well Written Essays - 1500 words

Food Safety Management - Case Study Example The first one was to focus on the causative agents and determine the preventive measures of food poisoning. Secondly, the report is supposed to contain the characteristics of food poisoning and foodborne infections. Therefore, this investigation will help determine the primary cause of the incident among the guests. The hotel provides catering services in a number of occasions that include weddings, conferences and other meetings. One of the primary concerns is to ensure that the clients are provided with quality and safe food. However, there are a number of issues in the hotel industry like food poisoning and contamination and the hotel has to ensure that it curbs them. Food contamination may occur when harmful microorganisms are introduced to the foods. It is brought about by handling of the foods poorly as Lawrence, Dobmeier, Bechtel, & Holstege (2007) points out. Most significantly, food contamination can emanate from pathogens or chemicals introduced to the foods during the preparation process or storage. Moreover, handling of food with dirty hands is the leading way globally through which microorganisms get into food. In this case, some bacteria like E. coli can be transferred to food. In addition, there is cross-contamination between food and unclean kitchen tools. Further, fresh fruits can be contaminated by washing them with dirty water containing faecal matter from animals. Food poisoning can cause illness and to some extent death when not contained in time. Mostly, growth of bacteria in food when cooked or poor handling worsens the situation. To reduce  food poisoning  occurrences, a number of conditions have to be met. It is important to understand that food contains bacteria naturally and microorganisms are likely to grow if they are within a conducive environment (Hennekinne, De Buyser, & Dragacci, 2012). Therefore, be the food handlers’ must be responsible to ensure that they do not provide a conducive environment for

Formative Assessment Essay Example for Free

Formative Assessment Essay These methods also enable me, as a teacher to measure success within the classroom. To evaluate whether learning is taking place, there are three assessment methods to use. Initial Assessment: To assess the learning capabilities of the learner an initial assessment will take place. This will enable me to determine whether there are any learning difficulties that may affect the learning and teaching process. Once any difficulties are found the relevant support can be given to the learner. Formative Assessment: This method is used to monitor the learning progress of the learners during the course. It will enable me to provide feedback on their progress and also give the learner the opportunity to give me feedback on my performance. This method can also highlight ant problems that may need o be addressed. Summative Assessment; Summative assessments takes place at the end of each course or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will allow verifiers to assign course grades and certification. 1. 2 EXPLAIN THE USE OF METHODS OF ASSESSMENT IN LIFELONG LEARNING To explain how assessments show progress and achievement, it is essential to learn what an assessment is. Assessment for learning is a term used to describe how evidence of student learning is recorded by me the teacher and is used by both students and teachers to decide where a student is within their learning and what they need to do better or to keep to the level that they are working at. Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved. Assessment for learning is a joint process between student and teacher where both are engaged in an on-going process of student progress and development. The assessment to use will depend on the subject in my case spanish and any requirements of the organisations involved. Although all teachers should use some initial assessment to identify needs of the learner and to see if they have any previous experience in the language work set to them which in my subject would be spanish. Assessment methods can be recorded for group or individualls to reflect on the ability of the students. The student or learning group and the activities you select and the learning outcomes might affect your choice of assessment methods in a lesson. Formative assessment takes place during learning with the purpose of improving learning and involves me as the teacher giving feed back into the learning process to help me as the teacher, to decide whether a student is ready to move on or needs to practice what is being learnt, or has still yet to learn. It is usually the teacher’s final decision as to whether a student is ready to move on to the next stage of the course. Formative assessment can take a variety of forms; peer and self assessment, verbal and written, questioning and marking. Summative assessment happens at the end of a course. To measure and talk to the student/groups about what they have learned so far in the lessons. Summative learning is less about informing and improving the learning process but more about measuring the end result; for example end of year exam. 1. 3 Compare the strengths and limitations of assessment methods to meet individual learner needs. Student questioning is an effective way for engaging students within the learning process, obtaining existing knowledge of the chosen course and demonstrating, thinking and understanding of the students enables me to informally yet formatively assess their knowledge and the understanding of the progress the student is making with their studying. For example; at the beginning of my micro teach session, which was a De-fragmentation learning exercise, I asked the group if any of them had any previous experiences. This aided me in what level to teach the group. A good ice-breaker can be used as a group activity, as in my micro teach i got the group to exchange questions and answers with the person next to them to get the group engaged. I then dealt with each learner individually by asking them how they were getting on and if they understood the subject. This simple but effective method engaged the group, then I could address the learners individually and provide individual needs for the said learner. David Miliband stated: ‘We need to do more than engage and empower pupils and parents in the selection of a school: their engagement has to be effective in the day-to-day processes of education, at the heart of the way schools create partnerships with professional teachers and support staff to deliver tailor-made services, In other words we need to embrace individual empowerment within as well as between schools. ’ References: Milliband,D (2004)’Personalised learning meeting individual learner needs’ Published by The Learning and kills Network. 2. Understand ways to involve learners in the assessment process. 2. 1. Explain ways to involve the learner in the assessment process. Carol Boston says ‘Black and William (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student need. Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle? ’ Formative assessment, as I understand it, is an on-going process where both teachers and students evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it one of the more powerful weapons in a teachers arsenal. The formative assessment process can strengthen students abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better. Student Self-Assessment and Reflection Activities which promote meta-cognitive thinking and ask students to reflect on their learning processes are key to the formative assessment process. When students are asked to think about what they have learned and how they have learned it (the learning strategies theyve used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways: answering a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, etc. Goal Sheets Having students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process. Goal setting has a positive effect on student motivation and learning when the goals are specific and performance based, relatively short-term, and moderately difficult. Goal sheets are an effective way to help students set goals and track their progress. It is best to identify specific goals. For example, I will read in English for 20 minutes each night is more specific than I will read more. Also, goals need to be achievable in a short period of time and not impossibly difficult. The teacher can model how to set effective goals and also how to evaluate ones progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it. 2. 2. Explain the role of peer and self-assessment in the assessment programme F. Dochy (2006) said ‘The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners. ’ Principles for using self and peer assessment 1. The purpose for using self and peer assessment should be explicit for staff and students A major reason for using self and peer assessment is for its role in developing students skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment. 2. There is no reason why peer and self assessment should not contribute to summative assessment In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted. 3. Moderation For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned. 4. Instances of unfair or inappropriate marking need to be dealt with sensitively Any instances of collusive (friendship) marking need to be dealt with sensitively and firmly. 5. The quality of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a position to learn more than from situations of tutor-marked work. They learn from their engagement in assessing and frequently from oral, in addition to written feedback. However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students receive fair and equal treatment. 6. Assessment procedures should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relatively inexperienced assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in developing the criteria themselves. 7. Involvement of students in assessment needs careful planning Many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their academic learning and skill development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to improve learning and assessment across a whole programme. The common situation is for these assessment procedures to appear in isolated modules, often not at level 1. 8. Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students point of view It can take time for such procedures to run smoothly and for this reason, the initial involvement of relatively few marks or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important. 9. The use of peer and self assessment should be recognised as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills. These are important as employability skills and can be recognised in the learning outcomes of a module. References: Dochy,F (2006) Studies in Higher Education. Published by Web of Science(2006) 3. 1. Explain the need to keep records of assessment of learning. Record keeping is part of the role and responsibility of the tutor and some often these records are required by law or codes of practice in the institution or industry. But there are boundaries and legislation regarding what can be collected and kept and how it can be used. The Data Protection Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than necessary. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind. The need for keeping records I like that you are forced to think about why there are these records, not just what they are or how they work. Why are these records being kept, to what end? †¢ Track progress †¢ Prove achievement. †¢ Identify issues such as low attendance / learning difficulties †¢ Ensure all sections of course have been completed It could be that a lot of these are required by your institution. But I’m not sure that’s the best answer: â€Å"because I have to†. Take it one step further back and think about why the organisation requires you to keep or submit them. Once you’ve thought about what records you need then it is on to how you collect and categorise that information. The types of records you would maintain A lot of this focuses more on the pastoral side, which I think is nice. Make sure you show a variety of types of records, to show you have thought about the full spectrum: †¢ Attendance and assessment †¢ Everything in between †¢ Tutorials, one to ones, learning reviews / goals / plans 3. 2. Summarize requirements for keeping records of assessment in an organisation. Recording and Keeping Assessment Results Most organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not uncommon as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be: †¢ Assessor either records or passes on the results for recording †¢ Assessor checks that the result has been accurately recorded †¢ Result provided to learner There are several reasons why the results need to be kept: †¢ Feedback to learner †¢ Legislative requirements †¢ Record in case of appeal †¢ Company records for future training needs Recognition of Prior Learning Another reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how competency is assessed simplify the process. It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised often before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep details on how the assessment was made. Training Records and Confidentiality Generally speaking, the only way an external person is able to access another persons record is with the written permission of the person involved. |Access to records must be restricted for the sake of confidentiality. | | |Generally, managers and supervisors have limited access to personal files, but consider: | | |Who should have access to assessment records? | | |Why would they need the information? | | |What level of detail do they require? | | Each organisation will have a policy and procedures for access that should comply with ethical and legal obligations. It would be worthwhile checking your store policy and procedures in relation to this area.

Effect of Climate Change on Pollock Population

Effect of Climate Change on Pollock Population The Population of Pollock Under Climate Change as Determined by Age, Distribution, and Prey Energy Content Abstract Pollock, like many other species, respond to the threats of climate change within their home in the Bering Sea. Living in an ecosystem hugely affected by its seasonal ice sheet, pollock are dependent on the timing and extent of its annual movement. The connection examined in this  paper is the relationship between algal blooms, cold water stratification, juvenile pollock predation, and adult pollock fishery recruitment. As the reach and lifespan of the ice sheet fluctuate, so does the amount of cold water habitat and ice algae that juvenile pollock depend on to survive to adulthood. During a year with an earlier retreat of/or less ice a smaller cold water area is established, leaving juvenile pollock open to their cannibalistic adult counterparts. Also, during such a year, ice algae production does not provide the high energy lipids needed to fuel the juvenile pollock population through their growth. This chain effect, while not threatening for the survival of the entire population , does have significant implications for fishery recruitment. Introduction Climate change as a global phenomenon acts uniquely in different environments to a wide range of possible effects on almost every species. In the Arctic, many of these individual systems draw back to the infamous retreating ice sheet, upon which Arctic species live, hunt, reproduce, and die. One Arctic species with major implications to humans may be experiencing difficulties due to climate change as retreating sea ice alters its habitat in the Bering Sea. Walleye pollock, (Gadus chalcogrammus), is a billion dollar industry in the US. This industry depends on the natural seasonal variability of the Bering Sea ice sheet as it annually descends and retreats over the Bering Sea. This is the environmental clock that marks the algal blooms pollock depend on. In this way, as climate change alters the ice landscape the energy content of the lower food chain is also affected, leading to a possible decrease in survival for adult pollock. Physical Oceanography of the Bering Sea There are three hydrographic areas within the southeastern Bering Sea shelf: the coastal shelf, with a depth of less than 50 meters; the middle shelf, with a depth of 50-100 meters; and the outer shelf, with a depth of 100-200 meters (Bering Sea, 2014). Pollock can be found over most of the Bering Sea, but much of the population and studies occur in the Eastern Bering Sea (EBS), where the research is centered. Pollock spend much of their time over the 500 kilometer wide sea shelf, which is generally less than 180 meters deep (Hunt, et. al., 2011; Bering Sea, 2014). The processes that occur within the central shelf are most critical to pollock. (Stabeno, et. al., 2012) A comparison between the -2 degree water in the cold pool during a warm year (2003) and a cold year (Blue) (2007) with depth contours of the EBS marked. Note that the warm year highlight has been  moved down 2 degrees of latitude to show comparison. The middle part of the southeastern Bering Sea shelf is the region within the Bering Sea most affected by climate change. In this area, a well-mixed water column appears in winter due to the strong winds; however, in summer two clearly separated layers appear. The surface layer of the summer water column is mixed by the wind while the bottom layer is mixed by the tide. The nutrient-rich bottom layer is insulated from warming by the surface layer once the water column stratifies. This insulation during the summer months causes the bottom layer to warm only slightly. Because the temperature of the bottom layer, the cold pool, depends on the water column’s temperature during the  time of stratification, the time of ice retreat affects it greatly (Stabeno, et. al., 2012). The cold pool’s temperature stays below two degrees Celsius for the  summer in cold years when extensive spring ice remains through April, while, during warm years with early ice retreat, the cold pool ’s temperature remains above two degrees Celsius during summer. Seasonal Ice Sheet Data According to historical records, the continuous decline of the Arctic sea ice extent began in the late 1800s and has rapidly increased over the last three decades. The rate of ice loss in this period is unequaled by any other sea ice recession in the last thousand years (Polyak et. al., 2010). Additionally, the annual mean temperature in the Arctic is now measured at being more than 1.5 degrees Celsius higher than it was in the period of time between 1971 and 2000. (Overland, et. al. 2013). Compiled historical records relating to Arctic ice margins have shown that a general retreat of seasonal Arctic ice has been occurring since early in the twentieth century. This retreat has particularly accelerated in the last five decades in regards to both seasonal and perennial ice. Though reliable satellite records of ice margins have only been available since 1979, in the three decades of their existence, the recorded data has exhibited generally negative trends in sea-ice extent; the month of September is particularly significant with a decline of 11% per decade. (Polyak, et. al., 2010). Since the 1980s, Arctic sea ice volume has declined by 75% (Overland, et. al., 2013); between 1982 and 2007, perennial sea ice over five years of age decreased by 56%. The general coverage of perennial ice decreased by 88%, and any ice exceeding nine years of age all but disappeared. (Stroeve, et. al., 2008). A seasonally nearly ice free Arctic, an Arctic devoid of almost all perennial ice, should appear within the next fifty years. (Overland, et. al., 2013; Polyak, et. al., 2010; Stroeve, et. al., 2008). This eventuality will increase Arctic warming and may also affect weather systems that range beyond the Arctic. (Polyak, et. al. 2010). Pollock Pollock, (Gadus chalcogramma) was our main species of consideration. These groundfish are a relative of cod that commonly populate the Eastern Bering Sea. During their growth an individual can be expected to reach 30-91cm. Their range of habitat extends from roughly 100 meters below the surface to 300 meters, but they have been spotted at depths as low as 1000 meters. Pollock, with a twelve year life span, go through several life phases based on age that dictate behavior and position on the food chain. These life phases will be referred to as adult; over two years, or juvenile; less than two years. Juvenile can also be broken into age 0, which hatched that year, and age 1. Distribution of pollock is dependant mainly on age and temperature (by season), and predator locations (Benoit-Bird et. al. 2013). Younger fish generally subsist on zooplankton such as copepods, while adults eat euphausiids (krill), tunicates, copepods, shrimp, and other fish as well as sometimes resorting to cannibalism of juvenile Pollock. Juvenile pollock success is dependent on timing and location overlap with their prey copepods, and they enjoy a much greater overlap during cold years than in warm years (Siddon et. al. 2013). Pollock success is also directly linked to the lipid content of copepod prey sources (Heintz et. al. 2013). For age-0 pollock distribution the factors of original spawning ground and subsequent survival, as well as the regular stresses that produce schooling behavior also  determine success (Benoit-Bird et. al. 2013). Overlap of adult and age-0 pollock that allows for cannibalism happens primarily during autumn and winter while cannibalism of age-1 pollock occurs farther Northwest during the summer months (Mueter et, al, 2011). Implications of Climate Change The warm year vs. cold year effect is a key factor in the distribution of pollock based on their age and prey. Earlier sea ice retreat leads to an earlier plankton bloom, juvenile pollock’s main prey and so those pollock move to and feed in those areas where copepods live off that bloom. For juvenile pollock, this creates a spike of surviving juvenile pollock fueled by the temporarily expanded prey source, but later on in the year pollock cannot get enough energy from their food to survive through the winter, and so later age class populations are reduced. In contrast, algal blooms on the ice sheet in cold years create a higher lipid content copepod source, so the population of pollock can be more abundant (Heintz et. al. 2013). There is a 33% increase (Heintz et. al. 2013) in energy of pollock when a cold year produces high-lipid copepods in overlap with juvenile pollock. In this way the success of juvenile pollock determines the success of the species. The success of juvenile pollock during cold vs. warm years also is affected by distribution. Age 1 pollock can take refuge in the cold pool due to their greater temperature tolerance, while the older fish are pushed to outer shelf outside the cold pool. This keeps adult pollock from cannibalizing their juvenile counterparts in excess. The decrease in cold pool size during warm years reduces the availability of this safe habitat, which causes a cannibalism increase as pollock are the best food for other pollock when copepods and other prey have a low energy content (Siddon, personal communication). With more warm years in the Bering Sea due to climate change, the cold pool will be  warmer and lipid content of copepods will decrease. In this way the population recruitment of pollock will suffer. (Stabeno, et. al., 2012). Human Interactions The pollock catch has annually averaged 1.3 million tons ever since the late 1980s when United States vessels first began fishing for pollock. Today, the pollock fishery is the largest in the United States by volume. Since 1998, pollock prices have hovered at approximately one dollar per pound. A table of age two fish caught shows a correlation between year temperature, or previous year temperature and the amount of two-year-old (new adult) fish caught. The pollock fishery is currently the second largest in the world and made up 61.9% of the total Alaskan groundfish catch in 2012 (Walleye Pollock Research, 2012). The U.S. fishery landed roughly 1.26 million tons between 2012 and 2014. In 2012 the products derived from the catch were worth over 1 billion dollars, and the catch itself valued $343 million. This massive resource fuels the imitation crab industry and is the fillet component in fried fillet sandwiches. This use is in part due to the natural oil content which is both higher than the content in similar species and considered more flavorful. (NOAA, 2014) To a much lesser extent, money from the pollock fishery goes  back into native villages on the west coast of Alaska. This happens through jobs, subsidies and money given back to the tribal government (Pollock Provides, 2008). Recommendations As the amount of pollock recruited to adulthood will greatly deteriorate with the increase of warm years in the southeastern Bering Sea shelf, it is to be recommended that fisheries begin to consider the recruitment of other species to serve as a buffer for certain pollock products. Arrowtooth flounder (Atheresthes stomias), could be a possible alternative to pollock for surimi, which is more commonly known as imitation crab. Though the arrowtooth flounder has not been commercially fished in the past because of an enzyme that quickly breaks down the fish when heated, additives have been developed that can stop the flesh from degrading. These additives will open up opportunities for the arrowtooth flounder’s commercial fishery; its marketability will be greatly benefited as well (Arrowtooth Flounder Overview, 2014; Arrowtooth Flounder Research, 2014). This makes a surimi product that originates from arrowtooth flounder a viable alternative to the current pollock surimi; instituting arrowtooth flounder based surimi products will reduce the human-related strain on the pollock population while also reducing human dependence on the continually deteriorating pollock fishery. Conclusion Pollock is a vital component to the Bering Sea ecosystem, both for the food chain and the humans who fish from it. As the Arctics mean temperature has risen by approximately 1.5 degrees Celsius in the last four decades and the ice sheet volume has decreased by 75% (Overland et. al. 2013), it is reasonable to conclude that the temperature will only rise higher and higher as the Bering ice sheet retreats earlier and earlier. This would greatly affect the southeastern Bering Sea shelf by raising the temperature of the summer cold pool perpetually above 2 degrees Celsius, therefore instituting a repeating cycle of continuous warm years that would be detrimental to pollock population recruitment, as the plankton prey that juvenile pollock depend on would bloom earlier, leaving pollock with less energy during the later months. (Stabeno et. al. 2012; Heintz et. al. 2014). Bibliography Arrowtooth Flounder Overview (2014). Fishwatch.gov. Retrieved from  http://www.fishwatch.gov/seafood_profiles/species/flounder/species_pages/arrowtooth_flounder.htm Arrowtooth Flounder Research (2014). NOAA. Retrieved from  http://www.afsc.noaa.gov/species/Arrowtooth_flounder.php Benoit-Bird, K. , McIntosh, N. , Heppell, S. (2013) Nested scales of spatial heterogeneity in juvenile walleye pollock Theragra chalcogramma in the southeastern Bering Sea. Mar Ecol Prog Ser 484, 219-238. Retrieved from http://www.nprb.org/assets/images/uploads/BSP_95_BenoitBird_et_al_MEPS_m484p219.pdf Bering Sea. (2014). North Pacific Research Board. Retrieved from  http://www.nprb.org/nprb/aboutus/missionresearchprinciples/scientific-foundation/largemarineecosystems/beringsea. Duffy-Anderson, J. , Mueter, F. , Smart, T. , Siddon, E. , Horne, J. (2014) Young Fish in a Warm Bering Sea. North Pacific Research Board. Retrieved from http://www.nprb.org/assets/images/uploads/B53_Duffy_Anderson_press.pdf Heintz, R. , Siddon, E. (2014) Seasonal Bioenergetics in the Bering Sea. North Pacific Research Board. Retrieved from http://www.nprb.org/assets/images/uploads/B54_Heintz_press.pdf Heintz, R. Siddon, E. Farley, E. Napp, J. (2013) Correlation between recruitment and fall condition of age-0 pollock (Theragra chalcogramma) from the eastern Bering Sea under varying climate conditions. DeepSea Research II 94, 159-156. http://www.nprb.org/assets/images/uploads/BSP_93_Heintz_2013_DSR2.pdf Hunsicker, M. , Ciannelli, L. , Bailey, K. , Zador, S. , Stige, L.C. (2014) Climate, Population Dynamics and Predator-Prey Overlap. North Pacific Research Board. Retrieved from http://www.nprb.org/assets/images/uploads/BSH_60_Climate,_Population,_Predator-Prey.pdf Hunt, Jr., G. L., Stabeno, P., Walters, G., Sinclair, E., Brodeur, R. D., Napp, J. M., Bond, N. A., (2002). Climate change and control of the southeastern Bering Sea pelagic ecosystem. Deep Sea Research II, 49, 5821-5853. Hunt, G. L., Coyle, K. O., Eisner, L. B., Farley, E. V., Heintz, R. A., Mueter, F., Napp, J. M., Overland, J. E., Ressler, P. H., Salo, S., Stabeno, P. J. (2011). Climate impacts on eastern Bering Sea foodwebs: a synthesis of new data and an assessment of the Oscillating Control Hypothesis. ICES Journal of Marine Science. Mueter, F. Bond, N. Ianelli, J. Hollowed, A. (2011) Expected declines in recruitment of walleye pollock (Theragra chalcogramma) in the eastern Bering Sea under future climate change. ICES Journal of Marine Science 68(6), 1284-1296. http://icesjms.oxfordjournals.org/content/68/6/1284.full.pdf+html   NOAA (2014, April 29). Alaska Pollock. Retrieved from  http://www.fishwatch.gov/seafood_profiles/species/pollock/species_pages/alaska_pollock.htm Overland, J. E., Wang, M., Walsh J. E., Stroeve, J. C. (2013). Future Arctic climate changes: Adaptation and mitigation time scales. Earth’s Future, . Retrieved from http://www.arctic.noaa.gov/future/bib/EarthsFutureJEO.pdf Pollock Provides (2008) Coastal Villages Region Fund, Volume 11, Issue 3. Retrieved from http://www.coastalvillages.org/sites/www.coastalvillages.org/files/documents/pollock_provides_special_edition.pdf Polyak, L., Alley, R. B., Andrews, J. T., Brigham-Grette, J., Cronin, T. M., Darby, D. A, Dyke, A. S., Fitzpatrick, J. J., Funder, S., Holland, M., Jennings, A. E., Miller, G. H., O’Regan, M., Savelle, J., Serreze, M., St. John, K., White, J. W. C., Wolff, E. (2010). History of sea ice in the Arctic. Quaternary Science Reviews, 29. Retrieved from http://bprc.osu.edu/geo/publications/polyak_etal_seaice_QSR_10.pdf Siddon, Elizabeth. Personal communication, October 27, 2014, at Thunder Mountain High school from 4:00-4:40 p.m. Siddon, E. , Kristiansen, T. , Mueter, F.J. , Holsman, K. , Heintz, R. , Farley, E. (2013). Spatial Match-Mismatch between Juvenile Fish and Prey Provides a Mechanism for Recruitment Variability across Contrasting Climate Conditions in the Eastern Bering Sea. Stabeno, P. J., Kachel, N. B., Moore, S. E., Napp, J. M., Sigler, M., Yamaguchi, A., Zerbini, A. N. (2012). Comparison of warm and cold years on the southeastern Bering Sea shelf and some implications for the ecosystem. Deep Sea Research II Stroeve, J., Serreze, M., Drobot, S., Gearheard, S., Holland, M., Maslanik, J., Meier, W., Scambos, T. (2008). Arctic Sea Ice Extent Plummets in 2007. Eos, 89. Uchiyama, T. , Kruse, G. , Mueter, F. (2014) Understanding Bering Sea Groundfish Populations. North Pacific Research Board. Retrieved from http://www.nprb.org/assets/images/uploads/B75_Kruse_press.pdf Walleye Pollock. (2010). NOAA. Retrieved from  http://www.afsc.noaa.gov/Education/factsheets/10_Wpoll_FS.pdf Walleye Pollock Research. (2012, January 1). NOAA. Retrieved from http://www.afsc.noaa.gov/species/pollock.php

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Throughout this semester in philosophy I’ve come to realize one thing for sure, that one thing being that philosophy doesn’t not easily come defined. While reading all the works of Plato one comes to the realization that philosophy as an activity is like trying to see both sides of a door at the same time. There are many different types of doors and way to look at all of them. There are so many different types of ways to define philosophy. Plato had always been worried about the basic philosophical problem of figuring out the art of knowing and living. His goal of the great dialogues was to show the relationship between the soul and the state. This is the compelling theme of the great dialogues; the Republic, Phaedo, Symposium, Phaedrus,and Philebus. In the Republic Plato shows how justice within the individual can best be realized through the likeliness of the operation of justice within the state. Plato continues to set out in his idea of the ideal state. But, he realizes that philosophically justice simply can’t be fully understood unless seen in a spectrum to the concept of the good, which is the supreme principle of order and truth. In the Republic, Plato shows how sometimes philosophy is like trying to look at both sides of a regular door, when maybe you should be trying to look at both sides of carousel swinging door. Plato also argues for the reality of ideas as the only way to be sure of ethical standards and of objective scientific knowledge. In the Republic and the Phaedo Plato suggests his theory of forms. Ideas or forms are the established archetypes of all phenomenon, and these ideas are the only thing completely real and true; the physical world holds only relative reality for the time being. The forms are simply ... ...be hidden. This relates to the philosopher ruling because they understand the Utopia the same way you are able to see and understand all aspects of a uninstalled door. Philosophy as an activity is not simply a way of living like many people have come to believe. It’s a journey, a journey where the philosopher finds them selves constantly thinking. Constantly thinking and questioning authority until you get what you are looking for in a statement. Philosophy in so many ways is similar to trying to look at the inside and outside of a door at once. At first you may think it can’t be done, but then you ask question, which reveal answers and outlets that lead to more question and you realize that there are so many more ways to look at the door, so many more ways to look at the world. So many more ways to look at philosophy. Philosophy as an activity is looking at a door.

The effect of salt on the boiling temperature of water research paper Essay

Project Design Plan Everyone knows that water boils at 212Â °F, but does adding salt to a pot of water make it boil at a higher temperature? Being a person that cooks frequently at home, I wanted to test the debated idea that adding salt to my water will make it boil faster. One of my friends says it does raise the temperature and therefore cooks it faster. My other friend says it only helps it taste better. Literature Review Table salt is often added to water before the boiling process in hopes that the water will boil faster. It has been argued that the boiling temperature difference is insignificant with a small pot of water. However, when adding salt to larger amounts of water, the change is more noticeable. Southwest Research Institute states that the heat capacity of salt water is less than that of pure water, which means that it takes less energy to raise the temperature of the salt water 1Â ° C. than pure water. The time it takes a pot of water to boil is controlled by three things, first is how much heat you put into the pot, second is how fast the temperature rises and third is the boiling point of the liquid (Southwest Research Institute, 2014). Salt elevates the boiling temperature of water using a process known as boiling point elevation. With water being a known solvent and salt a non-volatile solute, when you add salt to the water, it makes the water an impure solvent, and raises its boiling point above that of pure solvents (Effect of Salt on the Boiling Temperature of Water). Experimental Design Steps Water will be boiled four different times as follows: 1.2 cups of distilled water are added to a 2 quart cooking pot a. First run add NO salt – this is the control b. Second run add 1 Tablespoon of table salt – Trial #1 c. Third run add 1 Tablespoon of table salt – Trial #2 d.Fourth run add 1 Tablespoon of table salt – Trial #3 2. For each run, bring water to boil 3. For each run, record the highest temperature reading of the boiling water 4. After first through third runs, allow pot and burner to cool 5. Wash pot after each run to clean salt residue Reasoning A typical recipe will call for a dash of salt in the water. The articles I read made me believe that adding more salt would make the temperature difference more noticeable, I upped the salt to 1 tablespoon of salt to each pot of water per run, instead of a dash. Adding a dash of salt could skew the results, because when adding a dash, you will not have the same measurement of salt to each pot of water as you would when measuring the salt with a tablespoon. In order to reduce error, so I used three trials. Sequence of Events During each trial I will be measuring the temperature of the water with a thermometer. Once it reaches its highest temperature, I will record it in my data table. This will be the process for each trial. Tools, Technologies, and Measurement Units Table Salt Distilled Water 2 Quart Cooking Pot Pint measuring cup Teaspoon and tablespoon measuring spoons Thermometer (Degrees Fahrenheit) Stirring spoon Stove top burner (electric) Variables Independent Variable: Amount of salt added to the water Dependent Variable: Temperature at which the water boils Controlled Variables: Temperature of stove setting, pot, type of water, brand of salt, amount of water, thermometer Threat Reduction to Internal Validity By washing the pot and thermometer between each trial, I will reduce the amount of salt residue that is on the pot that could alter my results. I will use the same heating unit, pot, and thermometer each time to get more valid results. Hypothesis The hypothesis of this experiment is that adding table salt to water will raise the boiling temperature of the water. Process of Data Collection Boiling Point of Two Cups of Water Amount of salt added (IV) Temperature of boiling water in Fahrenheit (DV) No Salt (Control) 212.7Â °F 1 Tablespoon Salt Run #1 214.9Â °F 1 Tablespoon Salt Run #2 215.3Â °F 1 Tablespoon Salt Run #3 215.1Â °F As predicted, adding salt to water does raise the boiling temperature of the water, even if only minimally. Variations in the boiling temperature may be contributed to slight variations in the measurements of the salt added to the water. It is important to measure both the water and salt accurately to ensure accurate results. Appropriate Methods For each run, 2 cups of water were added to a 2 quart saucepan; 1 tablespoon of salt was then added to the water and stirred to mix the two ingredients together. The saucepan was then put on the stove and brought to a boil. Once the water reached a full boil the final temperature was recorded using a Go-Temp thermometer. The tools and methods used in this are appropriate to the experiment. Results The results were larger than anticipated. The average temperature of the water with the salt was 215.1 degrees Fahrenheit, while the temperature of the control was 212.7 degrees Fahrenheit. This was a difference of 2.4 degrees. Conclusion Confirmation of Hypothesis My hypothesis was confirmed. Adding table salt to water causes the water to boil at a higher temperature. The temperature readings were hard to make. Oven mitts had to be worn to keep my hands from getting burned. I had to be sure that the thermometer wasn’t too close to the stove or the temperature would be skewed. Experimental Design as a Key Factor How you design your experiment is key to helping you keep your results reliable and valid. You only need one independent variable. If you have more than one, you won’t know which one is actually affecting your results, it will also be harder to measure. Making as many variables as possible constant will help increase the reliability of the experiment. Replication By following this plan and report, you can replicate this experiment. One might try adding different amounts of salt to see if there is a point at which the amount of salt added stops increasing the boiling point. Evaluation of Validity Replicating this experiment will add to the validity of my results and others results. If the experiment is replicated numerous times this will add to the validity, resulting in a more accurate conclusion. It is important to measure both the water and salt accurately to ensure that the results collected are as accurate as possible. References Does water boil faster if you put salt in the water? (n.d.). Retrieved July 19, 2014, from http://www.swri.org/10light/water.htm EXPERIMENTAL SCIENCE PROJECTS: The Effect of Salt on the Boiling Temperature of Water. (n.d.). Retrieved July 19, 2014, from http://www.freesciencefairproject.com/projects/effect_salt_boiling_water.html Effect of Salt on the Boiling Temperature of Water. (n.d.). Retrieved July 19, 2014, from http://www.actiondonation.org/articles/effect-of-salt.html Post navigation. (n.d.). Retrieved July 19, 2014, from http://www.sciencebase.com/science-blog/how-does-salt-affect-the-boiling-point-of-water.html