Understanding Winds The Atmosphere in Motion

Wind may be associated with some of the weathers most complex  storms, but its beginnings couldnt be simpler. Defined as the horizontal movement of air from one location to another, winds are created from differences in air pressure. Because unequal heating of the Earths surface causes these pressure differences, the energy source that generates wind is ultimately the Sun. After winds are started, a combination of three forces are responsible for controlling its movement--the pressure gradient force, the Coriolis force, and friction. The Pressure Gradient Force Its a general rule of meteorology that air flows from areas of higher pressure to areas of lower pressure. As this happens, air molecules at the place of higher pressure build up as they get ready to push toward the lower pressure. This force that pushes air from one location to another is known as the pressure gradient force. It is the force that accelerates air parcels and thus, starts the wind blowing. The strength of the pushing force, or pressure gradient force, depends on (1) how much of a difference there is in air pressures and (2) the amount of distance between the pressure areas. The force will be stronger if the difference in pressure is larger or the distance between them is shorter, and vice versa. The Coriolis Force If Earth didnt rotate, air would flow straight, in a direct path from high to low pressure. But because Earth rotates towards the east, air (and all other free-moving objects) are deflected to the right of their path of motion in the Northern Hemisphere. (Theyre deflected to the left in the Southern Hemisphere). This deviation is known as the Coriolis force. The Coriolis force is directly proportional to wind speed. This means that the stronger the wind blows, the stronger the Coriolis will deflect it rightward. Coriolis is also dependent on latitude. Its strongest at the poles and weakens the closer one travels toward 0 ° latitude (the equator). Once the equator is reached, the Coriolis force is nonexistent. Friction Take your foot and move it across a carpeted floor. The resistance you feel when doing this--moving one object across another--is friction. The same thing happens with wind as it blows over the surface of the ground. Friction from it passing over terrain--trees, mountains, and even soil--interrupts the airs movement and acts to slow it down. Because friction reduces wind, it can be thought of as the force that opposes the pressure gradient force. Its important to note that friction is only present within a few kilometers of Earths surface. Above this height, its effects are too small to take into account. Measuring Wind Wind is a vector quantity. This means it has two components: speed and direction. Wind speed is measured using an anemometer and is given in miles per hour or knots. Its direction is determined from a weather vane or windsock and is expressed in terms of the direction from which it blows. For example, if winds are blowing from the north to the south they are said to be northerly, or from the north. Wind Scales As a way to more easily relate wind speed to observed conditions at land and sea, and expected storm strength and property damage, wind scales are commonly used. Beaufort Wind ScaleInvented in 1805 by Sir Francis Beaufort (a Royal Navy officer and Admiral), the Beaufort scale helped sailors estimate wind speed without using instruments. They did this by taking visual observations of how the sea behaved when winds were present. These observations were then matched to the Beaufort scale chart, and the corresponding wind speed could be estimated. In 1916, the scale was extended to include land.The original scale is comprised of thirteen categories ranging from 0 to 12. In the 1940s, five additional categories (13 to 17) were added. Their use was reserved for tropical cyclones and hurricanes. (These Beaufort numbers are seldom used since the Saffir-Simpson scale serves this same purpose.)Saffir-Simpson Hurricane Wind ScaleThe Saffir-Simpson Scale describes the likely effects and property damage by a landfalling or passing hurricane based on the strength of a storms maximum sustained wind speed. It separates hurricanes into five categories, from 1 to 5, based on winds.Enhanced Fujita ScaleThe Enhanced Fujita (EF) Scale rates the strength of tornadoes based on the amount of damage their winds are capable of causing. It separates tornadoes into six categories, from 0 to 5, based on winds. Wind Terminology These terms are often used in weather forecasts to convey specific wind strength and duration. Terminology Defined as... Light and variable Wind speeds below 7 kts (8 mph) Breeze A gentle wind of 13-22 kts (15-25 mph) Gust A burst of wind that causes wind speed to increase by 10+ kts (12+ mph), then decrease by 10+ kts (12+ mph) Gale An area of sustained surface winds of 34-47 kts (39-54 mph) Squall A strong wind that increases 16+ kts (18+ mph) and maintains an overall speed of 22+ kts (25+ mph) for at least 1 minute

The Is A Key Factor Of An Individual - 942 Words

dentity is a key factor of an individual in the society. Identity often is skewed despite the rhetorical statement: â€Å"You are who you are.† However, many times a society unconsciously attempts to mold the identities of individuals into homogenous products. The important thing is not to let yourself prejudge individuals or acts of people because this creates an assumption that brings a stigma against the individual. Transgender people face the difficult challenge of being accepted into society because they either do not fit a traditional gender assignment to their sex, or they are not willing to specify a particular gender recognized by society. It is a shame that society would force a person to hide their identity but many have concealed themselves in order to conform into social norms. One group that has been socially marginalized and forced to hide their true selves are the transgender community. The definition of transgender is â€Å"Appearing as, wishing to be conside red as, or having undergone surgery to become a member of the opposite sex.† (â€Å"Free Dictionary†) People have many prejudices and ideas of what transgender is but many times these are erroneous. Transgender people have been in society since it began but have been forced into hiding due to society’s ignorance, tendency to categorize, and lack of knowledge. Is there a distinction between the mind and the body? And if so, where does a person’s sense of self and consciousness lay? If consciousness lies within theShow MoreRelatedReshaping Organizational Culture Using the Burke-Litwin Model1110 Words   |  4 Pagestwelve different factors. The factors are integrated, such that a change in one factor will have an effect on all of the other factors. The team at CGIAR took this approach to their change program, focusing on a few factors that they believed were the key drivers of change. 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How to Write a Project Charter.Docx Uploaded Successfully Free Essays

How to Write a Project Charter By Joe Raasch, eHow Member I want to do this! What’s This? User-Submitted Article Ever get partway through a project and forget why you were doing the project? Or maybe the project team has grown a bit larger than you expected? With a project charter, you can mitigate or eliminate these and other project management challenges. It is helpful to write a project charter before starting any business project. This simple, one-page document will provide an anchor and guide as you move forward in executing, implementing or solving the project you have. We will write a custom essay sample on How to Write a Project Charter.Docx Uploaded Successfully or any similar topic only for you Order Now Difficulty: Moderately Easy Instructions Things You’ll Need: * A completed project charter template Choose a Project Charter Template 1. 1 Check with your colleagues or your organization’s project management office for any prevailing templates. 2. 2 Ensure the project charter template in some way covers the following areas: project name, problem statement, project team, start date, end date, project goals, project financial impact, project sponsor, project scope. 3. 3 Everyone on your project team will need to have the applicable software, such as MS Word or PowerPoint, to read the project charter. Complete the Project Charter 4. 1 Complete the project name. The name should help identify what the project is about. For example, â€Å"New Science Lab Installation Project† or â€Å"Mortgage Application Cycle Time Reduction Project. † 5. 2 Complete the project summary section. You should write a brief paragraph that tells anyone with basic knowledge of your organization/department what you are doing as a project. 6. 3 Complete the problem statement section. Ask yourself what problem or issue you are trying to solve by doing this project. For example, â€Å"the mortgage application process is taking 3 weeks longer than what is acceptable by our clients. 7. 4 Complete the project goal section. What do you expect to accomplish by completing this project? Use S. M. A. R. T. goals: Specific, Measurable, Attainable, Realistic and Time bound. For example, â€Å"The goal of this project is to reduce the time it takes to process a new mortgage application from 4 weeks to 2 weeks by the end of second quarter this year. † 8. 5 Complete the project team section. If you do not know the specific names of team members at this time, put in the job titles. Some examples are Assistant Project Manager, Business Analyst or Operations Tech. 9. Complete the financial section. Here is where you estimate the financial impact of doing the project. Will there be savings of actual expenses? Cost avoidance? Increase in revenue? You will want to restate your project goal as part of this section. For example, â€Å"by reducing the cycle time of new mortgage applications, we will receive our fees 50 percent faster, resulting in an increase in revenue. † 10. 7 Complete the start and stop date. When will work begin on the project? What is the estimated completion date of the project? 11. 8 Complete the project sponsor section. Who in the management or executive ranks is directly supporting this project? 12. 9 Complete the project scope section. This is where you determine exactly what will and will not be part of the project focus. We are doing this in Step 9 to give you an opportunity to tighten up your problem statement if needed. For example, â€Å"new mortgage applications are in scope, refinancing or home equity mortgages are out of scope. † Read more: How to Write a Project Charter | eHow. com http://www. ehow. com/how_2180920_write-project-charter. html#ixzz0zZRVWz7N How to cite How to Write a Project Charter.Docx Uploaded Successfully, Essay examples

Violent Effects Of Tv On Children And Teens Essays - Crime

Violent Effects Of Tv On Children And Teens It seems like everywhere we as a society look today, violence rears its repulsive head. We see violence in the streets, back alleys, and even our schools. Violence can now be seen in many peoples living rooms while they are sitting down watching television. Children and teenagers seem to be the most effected by violence on television. Many things should be done to change childrens view on television and how much violence should be on the television. Children today act and dress older than they are. The fact remains that they still are children. The children that watch Barney and sing along and have a great time learn to love one another. The children who watch Power Rangers begin to kick each other and fight because that is what they are seeing on television. We should sit down and explain to our kids that the Power Rangers are trained actors and actresses. They are actually not hitting and kicking each other. Watching violence makes children act violently. As long as children see it being done, they are going to do it also. Children imitate everything they see. Some teenagers go to violent movies and listen to heavy metal and rap music. Some teens argue that they have not killed anyone. These teens are missing the point. Television teaches teens to handle their problems in the wrong way. Some ways include arguing, hitting, abusing, and initiating other violent behavior-sometimes, even killing like what happened in Littleton. Little boys all the way up to teenagers have always loved guns. They started out with BB guns and end up with real guns. Even with gun control there was no way to stop the kids at Littleton. I am also concerned about the disconnection from the parents and the lack of respect for authority. Parents need to take charge and know where their children are and what they are doing. If the kids have no respect and their heads are filled with evil, violence, and sex, why is anyone surprised about this horrible behavior? When children and teens watch all the violence on television, they might forget that it is pretend and think o f it as reality. It is true that you cannot completely control the lives of the children and the teenagers. It just is not possible, but you can control what goes on in your home. The more a kid imagines doing something, the more likely he or she is to do it in real life. Life is tough and this is a serious problem. We have to help kids understand why family rules do not include violence and sex in homes. We need to teach our children and teenagers values. It is time to teach them that there is a loving God, One who loves us all and gives us rules and laws that will help us be happy and successful. Now is the time to teach kids these time-tested principles at home and in our places of worship. Dads and Moms need to spend time to listen, talk, and play together. Most of all, pray together. Social Issues

Metropolitan Museum of Art Research Paper essays

Metropolitan Museum of Art Research Paper essays During my trip to the Metropolitan Museum of Art, I observed many interesting paintings, sculptures, and artifacts. The two exhibits I chose to do my report on were "Anonymous Official," from the thirteenth dynasty in Egypt, (1783 B.C.), and "Head from a Herm" from the early Greek civilization, ( first quarter of the fifth century). (The Metropolitan Museum of Art Guide, Howard, pg. 306) I chose these two particular exhibits because of their faces. The way the human face is portrayed is an excellent way to figure out how humans were perceived in these specific time periods. You can compare the two different faces from the two different time periods, and compare and contrast the two time periods. The Egyptian and the Greek time periods were, to me, the most interesting of all the others we have studied. Many of the philosophies and governmental policies that were used then are still used today. The Greeks had first used democracy, and the Egyptians believed in monotheism, which is the belief that there is only one god, which many Americans believe today. While we may have adopted beliefs and governmental policies from these time periods, they were very different from each other. The way that the two civilizations classify their leaders is a good example. The sculpture of "Anonymous Official" is the upper torso of an Egyptian man. This man's face has deep facial furrows and almond-shaped eyes. The sculpture also has a straight nose and a narrow chin. These facial features are the way that Egyptians depicted normalcy. There was a second sculpture, identical to the first one that was believed to be a relative of the man because they were found together and they looked so very similar. The Egyptians were a very isolated culture. They did not like foreigners to impede on their land. The Egyptian rule was broken down into three subdivisions of time. The first was the Old Kingdom (3000-2155 B.C.), followed by the Middle...

Ancient Greek Eroticism - An Introduction

Ancient Greek Eroticism - An Introduction Our knowledge about ancient Greek eroticism changes constantly, as more literary and artistic evidence is found and analyzed and as contemporary scholarship puts a new spin on old data. The Concept of Eros in Greece Ancient Greek society had different words for different kinds of love. Eros, for the most part, denoted love that had a sexual component. It could refer to the ideal marital affection between men and women, but also encompassed homosexual relationships. The concept of pederasty, which involved an older man who was both lover and mentor to a young man, also was connected to the idea of eros. This was not uncommon across all the varied Greek city-states. Sparta had homosexual relationships built into the structure of the training all young Spartan men received, although there is some disagreement among historians about whether the relationships were more paternalistic mentorships or primarily sexual. In other Dorian areas also homosexuality was widely accepted. Thebes saw in the 4th century the creation of a battalion of homosexual lovers- the Sacred Band. In Crete, there is evidence of ritualized abduction of younger men by older men. Contrary to popular belief, eros was not solely a sexual institution. In the case of pederastic eros, the relationships were considered educational above all else. Plato also theorized that eros could be directed towards mathematics and philosophy, rather than sexuality, in order to harness that driving energy towards improving ones mental and spiritual state. Sexuality, Myth, and History By the end of the 5th century BC, the concept of erotic and/or romantic homosexual love was enshrined in myth and art. Poets told stories in which male gods had relationships with young, beautiful human men, while myths also depicted similar relationships between human men or tweaked existing myths to fit this dichotomy of lover and beloved. One of the better-known myths of this sort is that of Achilles and Patroclus. According to the myths, Achilles, hero of the Trojan War, had an older and wiser companion named Patroclus. When Patroclus was killed in battle, Achilles completely broke down. The original Homeric texts did not specify a sexual relationship between the men, but later authors firmly interpreted their bond as romantic and sexual. The myth of Achilles and Patroclus was said to have inspired Alexander the Great in his relationship with his closest companion, Hephaestion. Again, however, the true nature of that relationship is unknown: whether they were lovers or had a non-sexual close companionship. In general, homosexual relationships between men were predominantly between an older and a younger partner. The idea of an adult male being the beloved of another man would have been frowned upon or outright stigmatized, since adult men were supposed to become dominant and not passive. Restrictions on Greek Women Women were considered the guardians of Athenian citizenship, but that didnt confer any rights. A citizen of Athens had to make sure all his wifes children were his. To keep her away from temptation, she was locked away in the womens quarters and accompanied by a male whenever she went outside. If she were caught with another man, the man could be killed or brought to court. When a woman married, she was a piece of property transferred from her father (or other male guardian) to her husband. In Sparta, the need for Spartan citizens was strong, so women were encouraged to bear children to a citizen who would sire well if her own husband proved inadequate. There she wasnt so much her spouses property as the states- as were her children and her husband. Because of this emphasis on the need for citizens, however, Spartan women had higher social standing, and the city-state honored the institution of marriage and the marital bond. Same-sex love between women was less recorded due to the role of women in society as a whole, but did exist. The most famous evidence of this is the poetry of Sappho, who wrote romantic poetry directed at women and girls. However, love between two women did not have the same usefulness as the educational/military bond of male-male relationships, and was therefore not supported socially. Plato and Current Theories of Greek Sexualities In Platos Symposium (a treatise on Athenian eroticism) the playwright Aristophanes offers a colorful explanation for why all these sexual options existed. In the beginning, there were three types of double-headed humans, he said, varying according to sex: male/male, female/female, and male/female. Zeus, angered at the humans, punished them by splitting them in half. From then on, each half has forever sought out his other half. Plato himself had a very wide range of views on homosexuality: early texts show him praising such relationships as preferable to heterosexual ones, but he also wrote later texts denouncing them. Scholars also continue to debate whether or not erotic love and sexual preferences were considered defining personality categories in ancient Greece. Current scholarship, including feminist and Foucauldian, applies a variety of theoretical models to the literary and artistic evidence we have about ancient sexuality. To some, sexuality is culturally defined, to others, there are universal constants. Application of Athenian literary evidence from the fifth and fourth centuries to preceding or succeeding generations is problematic, but not nearly so hard as trying to extend it to all of Greece. The resources below reflect a variety of approaches. Sources and Further Reading Cullhed, A, Franzen C, and Hallengren A. (editors). Pangs of Love and Longing: Configurations of Desire in Premodern Literature. Cambridge: Cambridge Scholars Publishing, 2014.Dover, KJ. Greek Homosexuality. 3rd editon. London: Bloomsbury Press, 2016.Ferrari, Gloria.  Figures of Speech: Men and Maidens in Ancient Greece. University of Chicago Press, 2002.Foucault M. The History of Sexuality. Volume 1: An Introduction. Vintage Press, 1986.Foucault M. The History of Sexuality. Volume 2: The Use of Pleasure. Vintage Press, 1988.Hubbard, Thomas K. A Companion to Greek and Roman Sexualities. Oxford: Wiley Blackwell.Skinner, MB. Sexuality in Greek and Roman Culture, 2nd edition: Wiley Blackwell, 2013.

Accounting Regulation of Extractive Industries Essay

Accounting Regulation of Extractive Industries - Essay Example ay a critical role in global economic and political relations and include companies in oil, gas and mining industries such as Exxon Mobil, Anglo American and Royal Dutch/Shell Group. The economic power of extractive industries is evidenced by the US $ 211 trillion in profits that was recorded by 20 extractive industries in 2005 compared with United States GDP of US $ 11 trillion in 2005. Efforts to regulate the extractive industry were initiated by the International Accounting Standards Committee (IASC), now the International Accounting Standards Board (IASB) in 1998 in order to address the problem associated with differing accounting practices used by the companies in the sector (Cortese, Irvine and Kaidonis, 2010). The previous accounting standards such as IAS 16 on property, plant, and equipment and IAS 38 on intangible assets did not address the thorny issue of accounting for extractive operations in oil, gas and mining operations. In this case, IFRS 6, exploration for and evaluation of Mineral Resources was released in 2004, but experts in the field claims that the standard codified the existing industry practice and provided the companies with flexibility to continue reporting in their preferred mode (Nobes & Parker 2008). The impact of the reported profits can be substantial and thus IASC sought to address the discrepancies at the international level. Proponents of full cost method stressed the need to retain the two methods and an Ad Hoc Committee on full costing consisting of various industry bodies and players was constituted (Nobes & Parker 2008). Companies in extractive industries have global operations and diversity in their accounting and reporting has evolved in leading mining regions such as South Africa, Canada, the United Kingdom, Australia and the United States (US). Wiecek & Young (2010) explains that the economic importance of extractive industries led IASC to recognise the need for an international accounting standard that would provide