The increase or decrease in CO2 emission Essay Example for Free

The increase or decrease in CO2 emission Essay Purpose The purpose of this report is to determine the increase or decrease in CO2 emission over the past 40 years. Showing that human activity is the reason for the altering of the CO2 emissions to the earth. Resulting in the unbalancing of ecosystems across the globe. (M.U.S.E., 2010) Introduction Carbon dioxide is naturally present in the atmosphere as part of the Earths carbon cycle. Yet human-related emissions are responsible for the increase in CO2 emissions. The use of electricity accounts for 37% of total U. S. emissions, while transportation 31%, industry accounts for 15%, residential and commercial 10%, and other non-fossil fuel combustion 6%. That is 99% of the total globe greenhouse gas emissions. Carbon dioxide (CO2) emissions in the United States increased by about 7% between 1990 and 2013. (EPA, 2015) Not leaving out pollution also a contributor of increases in anthropogenic CO2. These things are the cause of the earth heating up, or global warming. Trees and plants help soak up the CO2 in the atmosphere but with the tearing down of trees to build industry buildings, residential and commercial buildings there are fewer trees and plants to take in CO2 for photosynthesis. Hypothesis and Predicted Outcomes If humans could find other resources that do not involve the combustion of fossil fuels, maybe there could be a chance to slow down the increasing CO2 emissions, if not the globe will continues to heat becoming more and more hazardous to humans, animals and plants on this planet. Methods For this lab I utilized information taken from the M.U.S.E as well as  information gleaned from the Environmental Protection Agency (EPA). Discussion and Analysis Looking at the above chart it seems that within the 15 years from 1990 to 2014 there has been a big jump, but thinking about the last 40 years there has been a greater increase. As each generation of new industry products have come on the scene as well as more residential and commercial projects that have been generated, we tend to continue to add to the CO2  emissions problem. The auto industry is endeavoring on becoming more energy conscious by developing hydro vehicles. Like the auto industry it would be a good thing if more companies and families become more conscious of what is happening to our world. This can only happen through education and programs to stop global warming. References Career Education Corporation, (2015). Lab 3: Earth System Research Laboratory: Global Monitoring Division. Retrieved June 7, 2015 from M.U.S.E. https://campus.ctuonline.edu/courses/SCI1203/p1/hub1/hub.html EPA. (2015). Overview of Greenhouse Gases Carbon Dioxide Emissions. Retrieved June 7, 2015 from http://www.epa.gov/climatechange/ghgemissions/gases/co2.html

China’s Nuclear Program :: Asian Studies Foreign Policy

China’s Nuclear Program Introduction China's nuclear weapons program has always been unique among the programs of the five official nuclear weapons states recognized by the Nuclear Non-Proliferation Treaty. For a variety of economic, political, and cultural reasons, the Chinese program has had a very different trajectory of development, with different objectives, than those of the other major powers' nuclear weapons and missile programs. China's nuclear and ballistic missile programs are and have historically been based on the objective of maintaining a level of nuclear deterrence just great enough to preclude any threats by the nuclear "super" powers. By concentrating on building and maintaining a minimum level of effective deterrence, China can ensure its security while concentrating the maximum amount of its available resources on much more pressing issues, such as economic development. As a developing country, China did not and does not have the resources to compete as a "third superpower" in the Cold War world. The Chinese, who for many of the years before 1978 could hardly afford to feed their own people, simply could not afford to spend huge sums of money in a costly arms race which they were almost certain to lose. Limited deterrence offered the most efficient solution - just enough capability to reap the security benefits of deterrence while avoiding the costs of producing, maintaining and storing huge s tockpiles of nuclear weapons. Why nuclear? The Chinese have always been afraid of invasion of their territory - one of the first projects of the Emperor Qin Shi Huang Di, the first ruler of a united China, was the construction of a vast Great Wall to keep out nomadic barbarian raiders from Inner Asia...in 200 BC. As a rich agrarian empire, and the most populous nation in the world, China has presented a rich target for outsiders for thousands of years, from the Xiongnu of Christ's time to Genghis Khan, to Western imperialists and Japanese warlords. The Chinese Communist leadership which came to power in 1949 after a lengthy and bloody civil war grew up during a very tumultuous period in Chinese history. They witnessed the decline of Chinese power within Asia and over its own territory, the fall of the imperial government which had governed China on and off for more than 2000 years, and the encroaching western imperialist powers who began to declare "spheres of influence" through the "unequal treaties" system.

Control Chart

Tables of Constants for Control charts Table 8A – Variable Data ref : AIAG manual for SPC X bar and R Charts Chart for Averages Control Limits Factor Subgroup size (n) 2 3 4 5 6 7 8 9 10 15 25 A2 1. 880 1. 023 0. 729 0. 577 0. 483 0. 419 0. 373 0. 337 0. 308 0. 223 0. 153 Chart for Averages Chart for Standard Deviation (s) Chart for Ranges (R) Divisors Divisors to to Control Estimate Factors for Control estimate Factors for Control Limits Factor Limits Limits ?x ?x d2 1. 128 1. 693 2. 059 2. 326 2. 534 2. 704 2. 847 2. 970 3. 078 3. 472 3. 931 D3 0. 076 0. 136 0. 184 0. 23 0. 347 0. 459 Centerline X bar and R Charts CL X = X CLR = R X bar and s Charts X bar and s charts CLX = X CL s = s Institute of Quality and Reliability www. world-class-quality. com D4 3. 267 2. 574 2. 282 2. 114 2. 004 1. 924 1. 864 1. 816 1. 777 1. 653 1. 541 A3 2. 659 1. 954 1. 628 1. 427 1. 287 1. 182 1. 099 1. 032 0. 975 0. 789 0. 606 c4 0. 7979 0. 8862 0. 9213 0. 9400 0. 9515 0. 9594 0. 9650 0. 9693 0 . 9727 0. 9823 0. 9896 B3 0. 030 0. 118 0. 185 0. 239 0. 284 0. 428 0. 565 Control Limits UCLX = X + A2 R LCL UCLR = D4 R LCL R = D3 R UCLX = X + A3 S LCL X = X ?A3 S UCL s = B4 s LCL s = B 3 s Control Chart Factors X = X ? A2 R B4 3. 267 2. 568 2. 266 2. 089 1. 970 1. 882 1. 815 1. 761 1. 716 1. 572 1. 435 ?x R d2 s c4 Page 1 of 3 Tables of Constants for Control charts Table 8B Variable Data ref : AIAG manual for SPC Median Charts Chart for Medians Charts for Individuals Chart for Individuals Chart for Ranges (R) Control Divisors to Limits Estimate Factors for Control Factor Limits ?x Subgroup size 2 3 4 5 6 7 8 9 10 ~ A2 1. 880 1. 187 0. 796 0. 691 0. 548 0. 508 0. 433 0. 412 0. 362 d2 1. 128 1. 693 2. 059 2. 326 2. 534 2. 704 . 847 2. 970 3. 078 D3 0. 076 0. 136 0. 184 0. 223 D4 3. 267 2. 574 2. 282 2. 114 2. 004 1. 924 1. 864 1. 816 1. 777 Centerline CL Median Charts ~ X ~ =X CLR = R Charts for Individuals CL X =X CLR = R Institute of Quality and Reliability www. world-class-qua lity. com Control Limits Factor E2 2. 660 1. 772 1. 457 1. 290 1. 184 1. 109 1. 054 1. 010 0. 975 Chart for Moving Range (R) Divisors to Estimate Factors for Control ?x Limits d2 1. 128 1. 693 2. 059 2. 326 2. 534 2. 704 2. 847 2. 970 3. 078 D3 0. 076 0. 136 0. 184 0. 223 D4 3. 267 2. 574 2. 282 2. 114 2. 004 1. 924 . 864 1. 816 1. 777 Control Limits UCL ~ X ~ ~ = X + A2 R UCLR = D4 R UCL X = X + E 2 R UCLR = D4 R Control Chart Factors LCL ~ X ~ = X ? A2 R LCL R = D3 R LCL X = X ? E 2 R LCL R = D3 R Page 2 of 3 Tables of Formulas for Control charts Table 8 C Attribute Data ref : AIAG manual for SPC Centerline Control Limits Samples not necessarily of constant size UCL p chart for CL p = p proportions of units in a category pi = p+3 c chart for number of incidences in one or more categories ni LCL p i = p ? 3 p (1 ? p ) ni If the Sample size is constant (n) UCL p = p + 3 np chart for umber / rate of units in a category p (1 ? p ) p (1 ? p ) n LCL p = p ? 3 p (1 ? p ) n CL = np np UCL np = np + 3 np(1 ? p) LCLnp = np ? 3 np(1 ? p) CL c = c UCLc = c + 3 c LCLc = c ? 3 c Samples not necessarily of constant size CLu = u u chart for number of incidences per unit in one or more categories UCLu = u + 3 LCLu = u ? 3 u ni UCL u = u ? 3 u n UCL u = u ? 3 u n using average sample size UCL u = u + 3 u n If the sample size is constant (n) UCL u = u + 3 Institute of Quality and Reliability www. world-class-quality. com u ni u n Control Chart Factors Page 3 of 3

English Tongue Twisters for ESL Students

Tongue twisters are short, memorable lines that are difficult to pronounce, especially rapidly, because of alliteration or a slight variation of consonant sounds, and are especially useful in pronunciation when focusing on related phonemes, or sounds. In other words, there are several s sounds such as sh, z and tch, and a tongue twister focuses on the minor changes in the mouth required to move between these sounds. By changing back and forth a number of times to the different sounds, students can improve their knowledge of the specific physical movements required for that particular phoneme set. Learning a tongue twister employs musical intelligence, which is one of the multiple intelligences of learners. Another example of this type of learning includes grammar chants. These types of exercises  build up muscle memory related to speech, making it easier to recall later. Fun but Not Necessarily Accurate Tongue twisters are lots of fun, but they often dont make much sense, so its important to warn students before introducing them to tongue twisters that theyre not meant to be learning guides for using proper grammar. Rather, they should be used for exercising pronunciation muscles. For instance, in the old nursery rhyme tongue twister called Peter Piper, the content of the story may make sense in terms of narrative, but the phrase Peter Piper picked a peck of pickled peppers, doesnt actually work because you cannot pick already pickled peppers. Similarly, in Woodchuck, the speaker asks how much wood could a woodchuck chuck if a woodchuck could chuck wood, which would make sense if only woodchucks didnt chuck wood with their teeth. For this reason, when introducing an ESL student to English tongue twisters, its doubly important to go over what the limericks mean in the context of the piece as well as in the context of the words on their own, paying special attention to common idioms that dont make sense when directly translated to a foreign language. Practice Makes Perfect A very large part of understanding how to speak a foreign language properly comes in understanding how the muscles of the mouth are meant to move to elicit certain  sounds and pronunciations—thats why tongue twisters are so handy in teaching ESL students to speak English correctly and quickly. Because tongue twisters consists of so many slight variations on the same sound, all of which are used colloquially in American English, the ESL learner is able to get a clear grasp of how pen sounds different from pin or pan, despite sharing a majority of the same letters and consonant  sounds. In the poem Sally Sells Sea Shells by the Sea Shore, for instance, the speaker is able to go through every variation of the s sound in English, learning the difference between sh and s as well as z and tch. Similarly, ​Betty Botter and A Flea and a Fly walk the speaker through all the b and f sounds.