Part One: 03 Discussion – Practice through Article Review(Needs to be 150 words)Initial Post: Read the following journal article titled, The Dimensions of Customer Preference in The Foodservice Industry.After reading the article, determine the primary research question or hypothesis, investigative questions, and measurement questions (if available), research methods, variables, the measurement scale, errors, and/or other limitations of the study.________Part Two: 03 Course Project – Finalize your Research Plan/ProposalIn a previous module, you began developing your research plan/proposal, and now it is time to expand upon, perfect, and finalize your research plan by identifying:research methodologyinvestigative questionsmeasurement questionsmeasurement scale(s)likely participantspotential for errorshow you will compensate for or explain errorsYour final research plan should include key elements from your initial research plan/proposal submitted in an earlier module, and should mostly be written in paragraph form (use bullet points or a numbering system for the measurement questions). You do not have to include your full literature review, though it is a good idea to refer to and include aspects from the literature review that informed your research plan. Your plan should be aim to be approximately two pages; your plan may be longer depending on the demands of your research project.Include an APA formatted cover page, and include APA in-text citations and a reference page if sources are used.
Note: After constructing your research plan, begin putting your research plan into action. If your plan includes administering an electronic survey, remember that you can search online for “survey tools” or “survey makers” to locate helpful survey creation software; Google Forms and SurveyMonkey are two of the most popular. Record results and relevant data as you conduct your study. You will begin analysis of your research results and data later in this course.https://www. .com/discuss/5113227/business…
Business Research 3
Salt Concentration Effect on Reaction Rates
Salt Concentration Effect on Reaction Rates. Enzymes are proteins that catalysis chemical reaction to its highest speed. They do so by lowering the activation energy. Enzymes contain an active site where a substrate, in this case, the hydrogen peroxide binds to it and breaks into water and oxygen. Salt concentration denatures the structure of the protein, therefore, causing the rate of the reaction to decrease. The main purpose of this study was to discover whether the salt concentration affects the rate of reaction. Turnip Peroxidases were used, known as enzymes which are found in plants and animals. The hypothesis was that as the salt concentration increases, the absorbance rate decreases. This study was completed by running test of four different percent salt concentrations, 0%, 5%, 10%, and 15%. Using 0.5ml of peroxidase, .02 ml Guaiacol, 0.2 ml hydrogen peroxide, and a pH 7 buffer. Perform two tests per tube for accuracy. Each tube was put in the spectrophotometer at 500nm. According to the data 15% salt concentration yield the highest absorbance. Introduction Plants and animals contain enzymes. Enzymes are proteins that are not consumed in the chemical reactions, but rather it can speed up the reaction. Catalysis is an enzyme which is found almost in all living cells especially in eukaryote cells (Cummings, 2005). It main function is to break down the hydrogen peroxide. Hydrogen peroxide is just produce naturally in chemical reactions, but the cells have to get rid of it before it builds up in a large amount. A cell uses catalysis to break down the hydrogen peroxide into water and oxygen. Hydrogen peroxide will going to feed into the catalysis and it is going to break that down into two products (Cummings, 2005). It does that at very incredible rate. Basically, an enzyme contains an active site. This active site is part of an enzyme where there has a hole in it. The substrate will than fit into it. The substrate is hydrogen peroxide. The enzyme basically tugs on substrate and breaks it down. Enzymes are very important in the chemical reactions, without them the reaction will occur at the lower rate. There are two types of inhibition. Inhibition can either be competitive, that is where a chemical is blocking an active site or the allosteric, where the enzyme is actually changing the shape of its active site, unable the reaction to take place (Hosoya, 1960). An enzyme itself never changes its shape, only the active site does. However, its unique structure of protein under specific circumstances can easily be denatured. An enzyme needs to be in certain atmosphere to be more affective. One of the factors that can effect the enzyme reaction is salt concentration (Cummings, 2005). Salt concentration has to be in its intermediate state for an enzyme to work properly. For instance, if the salt concentration is too high, then the enzyme site will be blocked by the salt ions (Huystee, (1987). Therefore, it will lower the reaction activity rate. The main intention of this experiment was to figure out the salt concentration and its effect on enzymes. To perform this experiment, use the turnip peroxidases. Peroxidases are an enzymes found in plant and animal cells (Gjesing, 1985). Because salt concentration denatures the enzyme we did an experiment to see how the salt concentration would effect the reaction. It is believed that the increase in salt concentration will lower the absorbance rate of turnip peroxidases. Materials In this experiment, the solution materials that are needed to perform this lab are: Enzyme Solution: 5 g turnip blended into 500mL water (1% solution) and then filtered through a p2 filter, Substrate Solution: NaCl (0%, 5%, 10%, and 15%), Indicator Solution: Guaiacol, Buffer Solution: pH 7 buffer (distilled water), and Hydrogen peroxides. The list of supplies that are need is follows: a spectrophotometer, cuvette tubes, and micropipette. Methods Prepare a control test tube (called the â€œblankâ€Â), containing all of the ingredients: 0.5 ml of turnip peroxidase, 0.5ml pH buffer, .02 Guaiacol, and put 0.2 hydrogen peroxide last, except the NaCl. Then, obtain the four additional cuvette tubes and start adding 0.5 ml (0 to 15%) of NaCl in each tube plus the same solution that control tube contains. Mix and put these tubes one by one in the spectrophotometer at 500 nm and record the absorbance every 15 seconds for 3 minutes. Repeat the trial for two times for each tube, then take the mean average. Results The peak absorbance was at 15% concentrate (See Figure 2). After the concentration passed 15% the reaction slowed gradually. Discussion As higher percent of salt concentration was added the absorbance increased. This happened because the salt concentration did not denature the enzyme (peroxidase), therefore, causing the enzyme to work its way out throughout until there was not enough enzymes to work with hydrogen peroxide. The data collected did not support the hypothesis because the absorbance peak was at 15% salt concentration. As assumed that the higher the salt concentration, the lower the absorbance would be. But that was not the case in this experiment. Salt concentration at 5 and 10% showed the lower peak, meaning that the presence of salt concentration actually lowered the reaction rate. It is the only 15% of salt concentration, where the peak was its highest. This could have happened because of the human error, miscalculation in finding the mean average, misreading the spectrophotometer or not having enough solution. If this experiment is to be repeated one of the question that should be addressed is what would happen if the higher than 15% of salt concentration was added, what would be the result? Figure Legends and Figures Figure 1. The Effects of Salt Concentration on Turnip Peroxidase Activity. Enzyme activity was measured using a spectrophotometer by recording the change in coloration of guaiacol to brown, indicating that hydrogen peroxide is complete. Figure 2. The Effects of Salt Concentration on Turnip Peroxidase Activity. Enzyme activity was measured at the high peak of 15% salt concentration. Literature Cited: Campbell, Neil., Jane Reece (2005). Biology, 7th ed. Beth Wilbur. Benjamin Cummings, Publishing Menlo Park, California. pp. 150-157. Gjesing, K.W( 1987). Plant peroxidases. The Febs Journal. 151: 497-504. Hosoya, Toichiro (1960). Turnip peroxidase: Purification and physicochemical properties of multiple components in turnip peroxidase. The Journal of Biochemistry. Vol. 47, No. 3. Huystee, R. B (1987). Some molecular aspects of plant peroxidase biosynthetic studies. The Journal of Plant Physiology. 38: 205-219. Salt Concentration Effect on Reaction Rates
NYU Epic of Gilgamesh and New Schools Contract with Predecessors Religious Views Response
help me with my homework NYU Epic of Gilgamesh and New Schools Contract with Predecessors Religious Views Response.
Please pay attention to the times of these texts. Knowing the dates that these texts were created is very important for answering the questions below. (For example, some of the excerpts from Rig Veda are older than the Upanishads and some other excerpts in the texts assigned for Hinduism).Please answer 2 questions from the pool here: (the answers should based on the reading, no need to research)In what ways do the teachings of the new schools contrast with the ‘religious’ views of their predecessors in their respective regions? Hint: What role does the human being play in this new teaching? Please give examples.What do we learn fromThe Teachings of the Magi: A Compendium of Zoroastrian Beliefs about Zoroastrianism? How did ‘Epic of Gilgamesh Tablet XI’ tell the story of flood? Who was Utnapishtim and what did he do? Is this story familiar to you? If it is, how is it familiar? (Hint: Remember Noah’s story in both Christianity and Islam) Please focus on Kevin Reilly’s Worlds of History: A Comparative Reader. Please think about the changing nature of Hinduism from the earliest Vedas to the latest Upanishads. Please use the earlier selections and later selections to show how Hinduism has changed in time. Please reflect on our texts from Confucius and Lao-Tzu. What do we learn from these texts about their understanding of spiritual? What were the things that important for Confucius and Lao-Tzu? Please also ask a question at the end of discussion.
NYU Epic of Gilgamesh and New Schools Contract with Predecessors Religious Views Response
Development of Warning System for Earthquakes
Development of Warning System for Earthquakes. A solution to safety from earth’s natural disasters? A 10-second warning may not sound like much, but when it comes to natural disasters, early warning systems seem to be the answer. In the photo, an early-warning text message reads: “An earthquake at Fukushima-oki has begun. Please be prepared for strong tremors.” The devastation of Japan’s Tōhoku earthquake of 2011 still resonates for many. On March 11, 2011, a magnitude-9 earthquake shook north-eastern Japan, unleashing a savage tsunami. The number of confirmed deaths was 15,894 as of June 10, 2016, with more than 2,500 people still reported as missing. An earthquake is a discernible tremor in the surface of the Earth, which is initiated by seismic waves occurring from the sudden release of energy in the Earth’s crust. It originates from the movements of tectonic plates below the surface of the earth. These motions produce seismic waves which transmit through the earth. A tsunami is a powerful series of waves that result from a sudden disturbance of the ocean floor due to earthquakes, underwater landslides, volcanic eruptions, meteorites or asteroids. The primary factor that influences tsunami generation is earthquakes. An earthquake on the ocean floor can result in a sudden rise or fall of the earth’s crust. This movement can cause water above to rise or fall, creating tsunami waves. Japan has an infamous earthquake history as the country is prone to experience 2-3 earthquakes daily, resulting in 1,500 earthquakes per annum. Contrastingly, the rate of tsunamis is one occurrence every ten years. In the previous five years, from 2014 to 2019, Japan has experienced seven major earthquakes and one tsunami which have struck the island nation. Japan has an advanced and well-preserved infrastructure, which consistently undertakes upgrading and expansion. The Tōhoku earthquake caused unthinkable devastation, contributing to more than 125,000 severely damaged buildings, an estimated worth of more than $310 billion. Earth tremors are the primary cause of an earthquake’s immense damage to man-made structures. Buildings and infrastructure are not sufficiently resistant for the intense levels of shaking that can occur from an earthquake. As a result, the collapse of structures plays a principal role in the death toll. In addition, great fatalities and property damage in coastal regions are sourced from tsunamis.Buildings and objects are damaged by the weight of the water, generally reduced to skeletal foundations and exposed rock. Earthquakes and tsunamis claim thousands of lives worldwide. Forewarning authorises people to seek safety which in a matter of seconds could be the difference between life and death.Japan has the most advanced earthquake early-warning system in the world. The nationwide system launched in 2007, observes tremors and calculates an earthquake’s epicentre. This system provides an advance announcement of the evaluated seismic intensities and predicted arrival time an earthquake. When a substantial seismic activity happens, changes in the sea level are observed by surface buoy sensors. Tsunami warning centres monitor the data, perform analysis, and determine whether conditions are met to issue alerts to government officials and the mass media, such as radio, television, and communication companies. The warnings can appear seconds to minutes before a natural disaster which permits at-risk individuals, communities and organizations to prepare and act appropriately and within sufficient time to minimise harm. The alerts are aimed to reduce the impact of natural disasters from many sectors of society with countermeasures which will reduce injuries, fatalities, the economic and material impacts. With the provision of lead time, individuals are inclined to take protective measures by escaping to higher ground, seeking protection from falling debris or evacuating from hazardous environments before they are overtaken by these events. The duration of time from the announcement of an Earthquake Early Warning until the arrival of the main tremors is within a matter of seconds. Areas that are adjacent to the centre of the earthquake are affected as the warning may not be transmitted before strong tremors strike. Using data from only one seismograph can generate false Earthquake Early Warnings from factors of noise from accidents, lightning or device failure. Consequently, too many false alarms in both an earthquake and tsunami warning system would weaken faith in the systems and inaccurate or inappropriate information could deceive or delay evacuation and increase the loss of lives. Furthermore, it is difficult to separate earthquakes and provide accurate warnings when multiple occur simultaneously or near one another. During the 11 March quake, many of the sensors were taken offline by the tremors and tsunami waves. In addition, because of the large magnitude of the earthquake, the remaining sensors were overloaded with data making the results difficult to interpret. Furthermore, the underestimation of the tsunami’s height likely contributed to the delay in people’s evacuation, restricting their escape from waves at heights up to 120 feet. References: Geology Page 2017, What is an earthquake?, Geology Page, viewed 31 July 2019, Cliffs Notes 2016, How earthquakes form, Cliffs Notes, viewed 31 July 2019, Korpella R, 2017, What causes tsunamis to happen?, Sciencing, viewed 5 August 2019, Bigwavi 2019, How often do tsunamis occur?, Bigwavi, viewed 5 August 2019, Reid K, 2018, 2011 Japan earthquake and tsunami, World Vision, viewed 5 August 2019, Rafferty J, Pletcher K, 2019, Japan earthquake and tsunami of 2011, Britannica, viewed 6 August 2019, Earth Magazine 2011, Japan’s megaquake and killer tsunami: How did this happen?, Earth Magazine, viewed 6 August 2019, Rouse M, 2016, Early Warning System, WhatIs, viewed 9 August 2019, Birmingham L, 2011, Japan’s earthquake warning system explained, TIME, viewed 10 August 2019, Voa News, 2011, Tsunami warning systems: Lessons from Japan, Voa News, viewed 11 August 2019, JMA 2019, Limitations of the earthquake early warning, JMA, viewed 11 August 2019, Development of Warning System for Earthquakes
SJSU ?Individual Justice Argument Demands that We Treat Equals Equally Discussion
SJSU ?Individual Justice Argument Demands that We Treat Equals Equally Discussion.
For your INDIVIDUAL JUSTICE ARGUMENTYou are to write a Justice argument in full sentences and paragraphs, that applies JUSTICE to one of the cases offered, and fully follows the JUSTICE theory outline. There will be no feedback for this individual assignment. You must first read the 7 links to JUSTICE cases.Next go to discussion topic INDIVIDUAL JUSTICE ARGUMENT, Announce to your team which case you are doing. If someone else has already picked the case you wanted to do, then choose another. Nobody on your team can do the same case. If you do, you will have to redo with a different case.Use the JUSTICE ARGUMENT OUTLINE as precisely as possible, the argument should be around one page.Upload your written argument under assignments. Or copy/paste it into “assignments”. The argument must be in full sentences and paragraphs: no numbering, no bullets and no one or two sentence paragraphs.This assignment should be the ARGUMENT section and only the ARGUMENT. You should not write INTRO or CASE DETAILS or a summary. I know the case details. This is an exercise to practice writing JUSTICE arguments.OUTLINE FOR JUSTICE ARGUMENT.RULE OF THUMB for step 4: When applying Justice, if possible, state differences, do not state equalities. There are logical problems with equalities (universal instantiation problem): when you say “all should” this could mean none should, better to stress differences if you can.1. Define JUSTICE: Justice demands that we treat equals equally and unequals unequally. (just copy/paste the definition)2. Give a general statement of the unfairness (or fairness) of the case. Best language to use:X is being treated the same as YorX is being treated differently from Y3. Give some idea of who is doing the distribution of judgment in the case. (Be careful, a party being compared in the case cannot be the one doing the comparing.)4. State whether equals should be treated equally or whether unequals should be treated unequally. Best language to use:X should be treated the same as YorX should be treated differently from Y5. Give your criteria (can be more than one) for why equals should be treated equally or why unequals should be treated unequally.6. Explain how your criteria fit.7. COUNTERARGUMENT: Give an argument for the other side that people would likely or have proposed.8. Explain why your comparison fits better, and why it is ethically better.
SJSU ?Individual Justice Argument Demands that We Treat Equals Equally Discussion