Climate Change Essay

Biological transport

Biological transport.

Question 1. Draw a simple water molecule, including where there are slight positive and negative charges. Include the polar covalent bond. Then, draw a second water molecule, indicating the hydrogen bond between the two water molecules. (Review your notes on these! Don’t guess!)Question 2. Describe how cohesion and adhesion could play a role in water transport through the xylem of a plant.Question 3. Consider how the fan and the floodlights might affect the plant’s rate of water loss through transpiration:Do you expect moving air to increase or decrease the rate of transpiration? Why?Do you expect high light to increase or decrease the rate of transpiration? Why?Question 4. What is/are the independent variable(s)?Question 5. What is the dependent variable?Question 6. Write a hypothesis regarding the effects of air movement and light intensity on the rate of transpiration. You may write this as one hypothesis or two.Plot the data on the grid below using time on the x axis and the amount of water evaporated on the y-axis. You should have one line on the graph for each of the four different environmental conditions. Label each clearly, using a key.Question 7. Describe the characteristics of the data which support or refute your hypotheses from Question 6. Were your hypotheses supported or not? Question 8. The tree from which our branch was cut grows near Grossmont College. Discuss why its transpiration rates might differ between March and August.Question 9. If you wanted to plant a tree of this species near Grossmont College, where do you think it would grow better: in the Wildlife Sanctuary (on the far side of the perimeter road beyond the parking lot) or in the grassy area among the buildings? (Hint: in which area does the availability of water match the plant’s apparent needs?) Question 10. Some plant species are known to shut their stomata during hot, dry conditions. Does the evidence show that our test branch closed its stomates? Describe how the data support your conclusion.Question 11. Imagine that you are on the President’s Landscaping Committee, charged with planning the landscaping for a new Grossmont College Biology Laboratory complex to be constructed in the parking lot near the Gymnasium. The President has instructed the Committee to select drought-tolerant plants as much as possible. The rest of the committee looks to you for advice, since you have taken Biology 120. Do you think today’s plant species would qualify as drought-tolerant? Explain why or why not. 1-Remove the front half of the heart and set it aside. It should look similar to the Internal View on Figure 1. Identify the structure labeled 21, and write it here __________________________. Because this is a filling chamber that fills with blood, the number is located on the outside on the back of the heart. (Remember, the labels right and left refer to the heart’s right and left, not yours. For example, if you were the nurse or doctor, you would be referring to your patient’s right and left side, not your own.) However, because the atrium is a cavity, label this chamber in the Figure 1 Internal View diagram. Turn the model back around.Using the handout and looking at the model, note the two major blood vessels that lead into the right atrium. The blood vessel feeding blood into the right atrium from below is called the ____________________________________. It is labeled on the outside bottom of the vessel on the model. Because the body has used the oxygen in the blood entering this blood vessel, the blood is now oxygenated or deoxygenated (circle one).The blood vessel feeding blood in the right atrium from above is labeled #3 and is known as the __________________________________. (The model does not show this as an open vessel, but instead indicates the opening of the vena cava to the atrium as 51.) Where does this blood vessel carry blood from? ________________________________________________________ Would the blood carried by this blood vessel be oxygenated or deoxygenated? ______________________ What color will we use to indicate this? _______ Below the right atrium is a larger chamber called the right ventricle with large fibrous tissue strands called chordae tendineae (59). Sketch the location of the chordae tendineae in the right ventricle on Figure 1’s Internal View, and label them. The chordae tendineae help support the valve between the atria and ventricles Because the right ventricle is also a cavity, rather than a solid structure, it is labeled on the outside of the model. Reorient the heart so that the front is facing you again and replace the front half of the heart so it is attached again. Can you imagine the right atrium, chordae tendineae and right ventricle below the piece you attached? _______ If not, remove and replace the front half of the heart until you can. What number is the right ventricle labeled as? ______ Remove the front half of the heart again and set it aside. Upon contraction of the right atrium, blood flows into the right ventricle. The right atrium and right ventricle are separated by a valve. Valves in the heart maintain blood flow in one direction, preventing backflow into the atria. The two valves in between the atria and ventricles are logically called atrioventricular valves. More specifically, the atrioventricular valve between the right atrium and right ventricle is called the tricuspid valve. What number is the tricuspid valve in your heart model? ______ (The valve on your model is closed.) Label the tricuspid valve on Figure 1’s Internal View, noting that it is in open position on your drawing. Also, write “atrioventricular valve” in parentheses after tricuspid valve. The tricuspid valve is named after the fact that it generally has three flaps or cusps.Hold the front half of the heart out in front of the rest of the heart so that it is almost in closed position, but so that you can still peer in between. Now open the front half like a page in a book. Identify the internal and external parts of the right ventricle. Look for another valve with three flaps inside the right ventricle labeled 63. After filling, the right ventricle contracts, and the blood is pushed through this valve on its way through a blood vessel to the lungs. The three valve flaps are half-moon shaped from a side view as on your diagram, giving the valve its name, the semilunar valve. Label the semilunar valve in Figure 1’s Internal View. After the valve the blood flows into the pulmonary artery (10) which branches to the right and left pulmonary arteries into the small capillaries of the right and left lungs. What number is the left pulmonary artery? _____ (You may have to rotate your model.) What number is the right pulmonary artery? _____ Label the left and right pulmonary arteries on Figure 1’s Internal View. “Pulmonary” refers to anything associated with the lungSketch the location of the lungs on Figure 1’s Internal View, and label them. Before passing through the lung (pulmonary) capillaries, would the blood carried by this blood vessel be oxygenated or deoxygenated? _____________After the blood has returned from the lungs, will it be oxygenated or deoxygenated? __________________ What color will we use to indicate this? _________We learned that “pulmonary” refers to lungs. The term vein indicates that the vessel is moving blood to the heart. What is a logical name to call the right and left blood vessels carrying blood to the heart from the lungs? __________ _____________. You may need to rotate the model. What number are the left pulmonary veins labeled? _____ What number are the right pulmonary veins labeled? ______ Label the left pulmonary veins on Figure 1’s Internal view. Then sketch in and label the right pulmonary veins on Figure 1’s Internal view. Both left and right pulmonary veins empty into the filling chamber called the left atrium. Because this is a filling chamber that fills with blood, the number is located on the outside on the back of the heart. Just as with the right atrium, it is labeled on the outside back of the model. What number is the left atrium? _____ Label the left atrium on Figure 1’s Internal View.Open the front half of the heart and set it aside. Just as with the right atrium and right ventricle, the left atrium and left ventricle are separated by an atrioventricular valve to maintain direction of blood flow. This atrioventricular valve is known as the mitral valve, as well as the bicuspid valve. It is also known as the bicuspid valve as it has two flaps or cusps. Find the number of this valve on the model. ______ Label the mitral (bicuspid) valve on Figure 1’s Internal View, noting that it is in open position on your drawing, but closed on the model. Also, write “atrioventricular valve” in parentheses after mitral valve. As with the other atrioventricular valve, this valve is also supported by the _______________________. Sketch the location of the chordae tendineae in the left ventricle on Figure 1’s Internal View, and label them.When the mitral valve opens, the oxygenated/deoxygenated (circle one) blood moves into the ___________________. Just as with the right ventricle, it is labeled on the outside of the model, but this time on the front half. What number is the left ventricle? _____ Label the left ventricle on Figure 1’s Internal View. The left ventricle pumps blood through the ________________ of the aorta. What is that number of this semilunar valve? ______ Label the semilunar valve on Figure 1’s Internal View.The oxygenated/deoxygenated (circle one) blood travels up the __________. Label this structure on Figure 1’s Internal View. Three arteries (6, 7, and 8) branch off at the top of the aortic arch, providing blood to the arms and head. The large aorta also continues down behind the heart providing blood for the thorax (chest), abdomen, and the legs. It has been cut short on the model. Sketch the descending aorta as it appears from behind the heart, and label it on Figure 1’s Internal View.Now that you have completed the diagram of the heart’s internal anatomy, observe the top diagram of Figure 1 (External View). Replace the front side of the heart on your model. Referring to the Internal View diagram, the heart model, and the handout, locate and label the following structures, and label them on Figure 1’s External View.: inferior vena cava, superior vena cava, right atrium, right ventricle, the main pulmonary artery, the right and left pulmonary arteries, the right and left pulmonary veins, the left atrium, the left ventricle, and the aorta. Sketch in and label the lungs and the descending aorta. Question 9. Trace the flow of blood through the heart (and lungs) starting with the vena cava and ending with the aorta. Fill in the blanks below with right or left, except the blank that states which organ. Leave the rightmost column blank. Oxygenated or deoxygenated? (from body) ⭢ vena cava⭢ atrium ⭢ ventricle ⭢ artery ⭢ (Which organ?) ⭢ veins ⭢ atrium ⭢ (back to body) ⭠ aorta ←ventricle
Biological transport

Juvenile offenders should be tried and punished as adults

help writing A youth say 13, boy or girl, acquires a gun and shoots another youth who has been harassing them. There is no doubt they should receive some sort of punishment for their actions. However, should they receive this punishment through the Juvenile Courts or Criminal Courts? This is the question, which has no real definitive answer. However, this paper will attempt to address some important issued concerning this matter. Studies have shown that juvenile crime was on the raise during the beginning of the 1990’s. During the late 1990’s and into the early part of the new century these crimes have fallen slightly. However, where these crimes the same type of crimes as juveniles committed before? No these crimes have become more violent in nature due to the change in the world we live in. Therefore, in conducting research into this matter it came to show the age of the individual should not be a determining factor but the crime committed. Juveniles today commit more serious crimes than before; thus requiring them to be tried and punished as adults because of the nature of the crime, violence involved, and types of crimes. Now in dealing with the crimes being committed we cannot discuss this without first getting over a major hurdle, being age. This is the most discussed portion of any argument when dealing with juveniles and crime. At what age does a child have the ability to commit a crime? Under the common law, which all laws in the United States originated, states that a child could not commit a crime if the defense was able to prove infancy. Infancy or in other words immaturity was the guide and concluded a child could not commit an adult offense. However, what is this age and when does it or did it change? Well in order to answer these questions, we must look into our past. Children for many years were more property then identified as person. If a child did something wrong it was legal for a father to take his life. Now as time went on things changed and so did life. Progress was moving forward and children advanced along with the rest of humanity. This is evident today in that children today do things we could only dream of doing at their age. In considering this at what age, does a child show a difference between diminished responsibility and bad decision? Children today have advanced socially due to modern technology such as television, movies, and games. The time when a child killed someone but because he/she did not understand a gun with bullets can harm is no longer. Now they can still make a bad decision but at the same time adults make bad decisions and are held responsible so why not those children who do the same thing? Legislation in each state addressed this issue. The State of Arizona for example has no age limit for transferring a juvenile to criminal court. Arizona uses a variety of provisions in order to deal with juvenile crime. These include judicial wavier laws like discretionary and presumptive. In addition, procedures for dealing concurrent jurisdiction, statutory exclusion, reverse wavier and once an adult always an adult. The next part in dealing with age is the use of term delinquency as it pertains to juvenile crime. Before continuing, you must understand when dealing with juvenile crimes the term delinquency is a part of the actions involved. All juveniles who process through the Juvenile Court system obtain the label as delinquent. However, there are two types of delinquency, first are the illegal acts whether committed by an adult or juvenile. Second are status offenses, which only juveniles commit. These status offenses are those such as curfew violations, truancy, and running away from home. These acts, though they concern us, may only come into consideration when deciding to transfer a juvenile to criminal court, but are not tried themselves in criminal court. The illegal acts such as murder, robbery, rape, and so on are the crimes in which juveniles are transfer to criminal court. These crimes are the ones in which juveniles today are committing but until recently where tried in Juvenile court. In many cases, delinquency determines if a juvenile who has committed minor offenses, then commits a felony crime requires transferred. Under some current legislation once, a juvenile commits a felony crime they automatically are delinquent and transferred to criminal court. What is the nature of the crimes that would constitute a juvenile being transferred to criminal court? The nature of the crimes committed by juveniles has changed over the years. For example, if a juvenile took someone’s car without permission it was more of a prank referred to as joyriding. Today taking of the same car would be theft. Since most uses of stolen cars is for the furtherance of committing other crimes. This is just a simple example but it sets the stage for how the juvenile justice system had to evolve in order to keep up with the crimes being committed. The focus of the juvenile courts was rehabilitation of the offenders without attaching a permanent criminal record. Believing that all children had no knowledge or responsibility of the actions they committed. This relates back to the argument about age and crimes committed by juveniles. Until the 1990’s juveniles, committing crimes rarely saw their case transferred to criminal court. This changed when juveniles began committing more and more “adult” crimes and the thought changed concerning the nature of crime as it pertains to juveniles. Therefore, legislation adjusted the focus of the juvenile justices system correcting the nature of the crime to be the same between adults and juveniles. Juveniles who committed felony crimes were now responsible for those crimes and received the same legal process as adults. This in itself was a major change from that of the juvenile courts. Under the provisions of juvenile courts, an offender did not have any constitutional rights. In criminal court, these juveniles now received the same protections under the constitution. Now that the nature of crime changed to meet the needs of the justice system, the violence used became a concern. In the early years of the juvenile justice system, there was violence involved with certain crimes committed. However, the violence pertained more to assault and battery. As time progressed so did the juvenile criminals. Now longer were the crimes just involving assault but weapons, particularly guns became involved. Increasing the violence used while committing crimes. This also led to the increase of fear in the public concerning juvenile criminal activity. As far as weapons are concerned, the use of a gun in violent assaults exceeds that of other weapons. The juvenile offender no longer needs to be within arms range to commit crimes. The use of a gun provided for an increase in murders and attempted murders committed by juveniles. Furthermore, technology today overwhelmed juveniles with images justifying gun violence. We cannot change the advancement of technology but it should be of concern to us. The problems of being a juvenile today also influenced juvenile violence. Juveniles carrying guns to school and using them helped fuel the thought of transferring cases to criminal court. Now not all crimes committed by juveniles with the use of weapons have received transfers to criminal court. The use of a gun, which is violent, was the center point of a case in Santa Cruz County, Arizona. In this case, a juvenile found and began playing with a gun; even though he removed the magazine; he did not know the gun was still loaded. He pointed the gun at a friend and killed her. This case remained in juvenile court and the offender received a sentence of one year in jail. So what is the difference between this and a juvenile who uses a gun in a drive by shooting? The amount of violence is the same. The difference is the intent involved. This again brings up the issue of age and knowledge of the crime being committed. Juveniles who use violence during the commission of a crime know what they are doing and need to be accountable for them. Now with these changes in the nature of crime and violence, the need to discuss the legislative statutes involved with transferring cases to criminal court. “The association between psychopathic characteristics and the severity of the crime has been investigated in two studies. Brandt et al. (1997) found a correlation between the 18-itemPCL-R Total and Factor 1 scores and crime severity. Gretton, McBride, Lewis, O’Shaughnessy, and Hare (1994) reported that adolescent sex offenders with high PCL:YV scores threatened their victims more and used more server violence during their sexually assaultive acts then did nonpsychopathic sexual offenders. (Gacono, 2000)” When dealing with juveniles and the current procedures of transferring them to criminal court, one must consider the types of crimes, which brought this about. “Instead, more selective strategies seem warranted in which only the most violent youth (e.g., those employing firearms and chronic violent offenders) are targeted for criminal court processing.” (Myers,D.

DAT 565 University of Phoenix Data Analysis And Business Analytics Discussion

DAT 565 University of Phoenix Data Analysis And Business Analytics Discussion.

Purpose  This assignment is intended to give you an opportunity to strengthen your skills in gathering and analyzing business-related information. It provides a deeper understanding of how companies can look at globalization as part of their strategic and operational plans. The assignment has two parts: one focused on information research and analysis, and the other is on applied analytics. Resources: Microsoft Excel® “How Netflix Expanded to 190 Countries in 7 Years” from Harvard Business ReviewCall Center Waiting TimePart 1: Globalization and Information Research Context: Companies that perform well in their country of origin usually consider expanding operations in new international markets. Deciding where, how, and when to expand is not an easy task, though. Many issues need to be considered before crafting an expansion strategy and investing significant resources to this end, including: the level of demand to be expected for the company’s products/services presence of local competitors the regulatory, economic, demographic, and political environments Carefully researching and analyzing these and other factors can help mitigate the inherent risk associated with an overseas expansion strategy, thus increasing the likelihood of success. As a data analyst in your company’s business development department, you’ve been tasked with the responsibility of recommending countries for international expansion. You’ll write a report to the company’s executive team with your research, analysis, and recommendations. Instructions: Write a 525-word summary covering the following items: According to the article listed above, what were the most important strategic moves that propelled Netflix’s successful international expansion? The article mentions investments in big data and analytics as one of the elements accompanying the second phase of overseas expansion. Why was this investment important? What type of information did Netflix derive from the data collected? According to the article, what is exponential globalization? Not all international expansion strategies are a resounding success, however. Research an article or video that discusses an instance in which an American company’s expansion efforts in another country failed. According to the article/video you selected, what were the main reasons for this failure? Do you agree with this assessment? Explain some of the reasons why certain companies’ expansion plans have failed in the past. Part 2: Hypothesis testing Context: Your organization is evaluating the quality of its call center operations. One of the most important metrics in a call center is Time in Queue (TiQ), which is the time a customer has to wait before he/she is serviced by a Customer Service Representative (CSR). If a customer has to wait for too long, he/she is more likely to get discouraged and hang up. Furthermore, customers who have to wait too long in the queue typically report a negative overall experience with the call. You’ve conducted an exhaustive literature review and found that the average TiQ in your industry is 2.5 minutes (150 seconds). Another important metric is Service Time (ST), also known as Handle Time, which is the time a CSR spends servicing the customer. CSR’s with more experience and deeper knowledge tend to resolve customer calls faster. Companies can improve average ST by providing more training to their CSR’s or even by channeling calls according to area of expertise. Last month your company had an average ST of approximately 3.5 minutes (210 seconds). In an effort to improve this metric, the company has implemented a new protocol that channels calls to CSR’s based on area of expertise. The new protocol (PE) is being tested side-by-side with the traditional (PT) protocol. Instructions: Access the Call Center Waiting Time file. Each row in the database corresponds to a different call. The column variables are as follows: ProtocolType: indicates protocol type, either PT or PEQueueTime: Time in Queue, in secondsServiceTime: Service Time, in secondsPerform a test of hypothesis to determine whether the average TiQ is lower than the industry standard of 2.5 minutes (150 seconds). Use a significance level of α=0.05. Evaluate if the company should allocate more resources to improve its average TiQ. Perform a test of hypothesis to determine whether the average ST with service protocol PE is lower than with the PT protocol. Use a significance level of α=0.05. Assess if the new protocol served its purpose. (Hint: this should be a test of means for 2 independent groups.) Submit your calculations and a 175-word summary of your conclusions.
DAT 565 University of Phoenix Data Analysis And Business Analytics Discussion

Dominican University Apple Inc Annual Report Case Study

Dominican University Apple Inc Annual Report Case Study.

Select a company APPLE and look up its financial statements on the internet.Then calculate (showing YOUR calculations) 2 out of the following 3: (for the most recent available date or time period).Current ratioInventory turnoverDebt to equity ratioInclude a link to the website, (ideally the company’s own website) and applicable page numbers(if applicable) in which you found the information used in your calculations.Avoid Wikipedia and other web browsing shortcuts!Then, prepare (100 – 200 words total) evaluation of the (both) ratios you selected.Scoring:Points will be deducted as applicable for incompleteness (including vague evaluations), calculation errors, misinterpretations in your evaluation section of what these ratios mean and/or wording that appears to be copied from a website or other source (unless appropriately cited).Make sure you have appropriate explanations of what these ratios tell us specifically about your selected company explained in your own words!
Dominican University Apple Inc Annual Report Case Study