Talk About Geologic Time in Ma or Myr

Geologists have a bit of awkwardness in their language in talking about the deep past: distinguishing dates in the past from durations  or ages. Ordinary people dont have a problem with the weirdness of historical time—in 2017; we can easily say that an event in B.C.E. 200 happened 2216 years ago,  and that an object made back then is 2216 years old today. (Remember, there was no year 0.) But geologists have a need to separate out the two types of time with different abbreviations or symbols, and there is a debate about establishing a standard way of expressing it. A widespread practice has arisen in the last few decades that gives dates (not ages) in the format X Ma (x million years ago); for example, rocks that formed 5 million years ago are said to date from 5 Ma. 5 Ma is a point in time that is 5 million years from the present. And instead of saying that a rock is 5 Ma old, geologists use a different abbreviation, such as m.y., mya, myr, or Myr (all of which stand for millions of years, in reference to age or duration). This is a little awkward, but the  context makes things clear. Agreeing on a Definition for Ma Some scientists see no need for two different symbols or abbreviations, as something formed 5 million years before the present would indeed be 5 million years old. They are in favor of one system or set of symbols for all sciences, from geology and chemistry to astrophysics and nuclear physics. They wish to use Ma for both, which has caused some concern from geologists, who want to make the distinction and view it as unnecessarily confusing going forward to have Ma apply to both. Recently the International Union of Pure and Applied Chemistry (IUPAC) and the International Union of Geological Sciences (IUGS) convened a task force to decide on an official definition of the year to go into the Systà ¨me International or SI, the metric system. The exact definition isnt important here, but the symbol they chose, a, (for the Latin annus, which translates to year) would override geological custom by requiring everyone to use Ma for millions of years ago, ka for thousands of years ago, and Ga for billions of years ago, etc. everywhere. That would make writing geology papers somewhat harder, but we could adjust. But Nicholas Christie-Blick of Columbia University has looked more deeply at the proposal and cried foul in GSA Today. He raised an important question: How can SI accommodate the year as a derived unit when SI rules require that these must be simple powers of base units? The metric system is for physical quantities and measurable distances, not time: points in time are not units. Theres no room in the rules for a derived unit called the year, which would be defined as 31,556,925.445 s. Derived units are things like the gram (10 -3 kg). If this were a legal dispute, Christie-Blick would be arguing that the year has no standing. Start over, he says, and get buy-in from geologists.

Course Requirements for Homeschooling High School

One of the most significant benefits of homeschooling is the ability to customize your student’s education, tailoring it to fit his interests and aptitudes. However, when it comes to high school, many parents feel that they need some guidance on which subjects to teach and when to teach them. Having graduated one homeschool student with two still in high school, I am a firm believer (after some trial and error) in maintaining an interest-led homeschool environment through the high school years as much as possible. After all, the benefits of a customized education don’t end in middle school. However, depending on your state’s homeschool laws and your student’s post-graduation plans, other entities (such as perspective colleges or state graduation requirements) may play a role in determining your teen’s high school course options. With that in mind, let’s take a look at the courses you may wish to have your homeschooled high school student pursue. What are the course requirements for 9th grade? Most colleges will expect that, following a typical course of study for 9th grade, students will have received one credit each in English, math, science, and social studies (or history).   English:  English for a 9th-grade student will usually include grammar, vocabulary, literature (including literary analysis), and composition. Many 9th-grade English courses will cover myths, drama, novels, short stories, and poetry. They will also include public speaking and honing composition skills, including reference and report-writing. Social studies:  It is common to cover United States history  in 9th grade. Families following a classical style of home education will likely cover ancient history as part of the four-year history cycle for high school. Other standard  options include world history, U.S. government, and geography. Math:  Algebra I is the most commonly taught mathematics course for 9th-grade students. Some student may cover pre-algebra Science:  Common courses for 9th-grade science include  physical science, general science,  or biology. Most colleges will expect a student to have 2-3 lab sciences, making biology a good choice, though students often complete it in 10th grade, rather than 9th. In keeping with customizing our teens educations, my 9th grader is taking an astronomy course this year. Other alternatives may include  marine biology, botany, animal science, Earth science, or zoology.   What are the course requirements for 10th grade? A typical course of study for 10th-grade students will include one credit each for the following: English:  A 10th grade English course will consist of the same general components as that of 9th grade (grammar, vocabulary, literature, and composition). It may also include a world, modern, or  American  literature course. If your student chooses world literature, it can be fun to tie in social studies with a world geography and/or world history  course. American literature would be an excellent tie-in to American history if your student didn’t cover it in 9th grade. Social studies:  World history is typical for 10th grade. Classical homeschooling families will likely cover the Middle Ages.  Some students prefer topical studies such as World War I and II. Math:  Algebra II or geometry are common math classes for 10th grade. The order they are taught may depend on the curriculum you’re using. Some math texts go straight into Algebra II from Algebra I. There is debate over the order the courses should be taught. Some  say  geometry should be taught  in 10th grade so that students have exposure to it for college entrance exams in 11th grade. Some say that some Algebra II concepts rely on geometry. Finally, some proponents of the Algebra I/Geometry/Algebra II sequence say it helps prepare students for pre-calculus. Science:  Biology is commonly taught in 10th grade unless it was covered in 9th grade. Alternatives include the same as those listed for 9th grade. What are the course requirements for 11th grade? An 11th-grade typical course of study includes the following core classes: English:  Grammar, vocabulary, and composition continue to be reinforced and built upon in 11th grade. Additionally, 11th-grade students may also begin learning the mechanics of a research paper. (Sometimes this is covered in 12th grade). Literature options include American and British literature. Social studies:  History for 11th grade may include modern or European history. It might also include civics, U.S. Government, or economics (micro- or macro-). For classical homeschoolers, high school juniors will typically cover the Renaissance and Reformation. Math:  Algebra II or geometry are typically covered in 11th grade  Ã¢â‚¬â€œ whichever the student didn’t study in 10th. Other alternatives may include accounting, consumer math, or business math. These alternatives are typically not for college-bound students. Students may also be taking dual-enrollment courses. Science:  High school juniors generally take chemistry or physics in 11th grade since the necessary math pre-requisites have been met. What are the course requirements for 12th grade? Finally, the typical course of study for 12th grade includes: English:  Again, the basics are the same  Ã¢â‚¬â€œ covering age-appropriate grammar, mechanics, vocabulary, literature, and composition. Students in 12th  grade will hone their  skills  writing research papers. Literature will likely be British Lit, including Shakespeare. Social studies:  Many high school seniors will have completed all the required courses for social studies. Additional courses may be taken as electives and could include psychology,  sociology, or philosophy. Classical homeschoolers will likely finish their high school years with  modern history. Math:  Senior math may include options such as pre-calculus, calculus, trigonometry, or statistics. Students may also be taking dual-enrollment courses. Science:  Many high school seniors will have completed all the required course for science. Some may choose to take courses such as physics,  advanced biology, or advanced chemistry. Others may choose to take non-traditional courses such as marine biology. Addition Courses of Study for 9th  Ã¢â‚¬â€œ 12th Grade In addition to the core classes, your high school student will need to take some miscellaneous required courses (as determined by potential colleges, your state’s homeschool requirements, or your own graduation requirements), along with some electives.Other required classes may include: HealthPhysical educationForeign language (typically two years of the same language)Government and/or civicsEconomicsPersonal financeElectives (6 or more credits are usually expected.) Electives can be almost anything, which makes them an excellent option for continuing interest-led learning. My teens have completed courses such as art, photography, computer programming, drama, speech, writing, and home economics. These course requirements are intended as a guideline only. Your chosen curriculum may follow a different course outline, your state’s requirements may vary, or your student’s post-graduation plans may dictate a different course of study.

Organizational Change and Development Free Essays

In the past, people have been treated the organization as a closed system, that is to say, organizational behavior and performance are the results from unilateral decision by managers, ignoring the existence of the environment. However, as an open system, the organization and its external environment are interaction and mutual penetration. Environment should be seen as the organizational material, energy, the ultimate resource of information and the key to organization renewal. We will write a custom essay sample on Organizational Change and Development or any similar topic only for you Order Now This paper will discuss the contribution of environmental determinist theories by interpreting Institutional Theory, Population Ecology, Resource Dependence Theory and Business Ecosystem Theory. 2. Institutional theory Starting from the sociological system theory, institutional theory focuses on the isomorphism and similar between organizations, and put it down to the requirements of the institutional environment outside the organization. (Tidd, 2001) In institutional theory, the organization faces with two different environments: technical environment and institutional environment. Technological environment requires the organization must be efficient and organized by the principle of maximum production, while the institutional environment requires organizations must be legitimacy. Meyer and Rowen pointed out that many organizations even had to have the internal operations separated from organizational structure in order to reduce the negative impact from the institutional environment requests on the efficient operation. DiMaggio and Powell further put forward three mechanisms lead to convergence of the organizational type and organizational behavior. Camarinha-Matos, Afsarmanesh, 2007)The first one is forcing mechanisms, such as government regulations and cultural expectations. The second one is imitation mechanism. When faces with uncertainty problem, organizations tend to adopt the solution used by other organizations in the same organizational field. The last one is regulatory mechanisms, which comes from development and complication of professional network s in professional training, and organizational field. Sequential studies take a large number of empirical analyses on the mechanism above. Take Galaskiewicz and Wasserman for example, they confirmed the importance of networking to the mechanism of imitation. They noted that, although the successful organization may be easy to become the object of imitation, the organization managers tend to imitate the organization they trust, such as those that have the interpersonal association with their own organization. How to cite Organizational Change and Development, Papers

Pigs, Dogs, Cats, Horses, and Rats Help Win the Civil War free essay sample

The Civil War intensified pork production as firms strove to meet the needs of the war effort. Beef packing also increased dramatically during the war, but dwindled after it ended, as cities like Kansas City that were closer to the centers of cattle farmers began to dominate production. As plants grew, the operations became more mechanized amp; specialized. The introduction of the refrigerated rail car in 1869 dramatically bolstered the industry, allowing it to become a year-round industry and to expand internationally (Dictionary of Wisconsin History, 2013). The North had a greater advantage than the South in that their commissary system was already established at the outbreak of the war, while the Confederacy struggled for many years to obtain food and then get it to its armies. By the end of the war, many soldiers in the Confederate army were on the verge of starvation. During the Civil War There were plenty of other Civil War food options on a soldier’s menu (The American Civil War, 2013). The salt pork that was given to the soldiers during the war was a stinky kind of blue extra-salty meat, with hair, skin, dirt, and other debris on it. It was, however, their main supply of protein. Salt beef was basically all of the very worst parts of a cow, including organs, necks, and shanks. But the basic meat was pork. When in enemy territory, the soldiers frequently helped themselves to chickens, fruits, vegetables, and other items from local farms and households. However, â€Å"During the final months of the war, more than a few horses, mules, dogs, cats, and even rats were eaten by soldiers,† said a Confederate doctor (Civil War Food, 2013). Rats especially were found to be quite a luxury: †¦superior, in the opinion of those who eat them, to spring chicken†¦and there were few among the garrison whose natural prejudices were so strong as to prevent them from cooking and eating their share. Nor did rats appear on the starvation menus of only besieged Confederates. In the winter of 1862-63 in Virginia, [Union soldier Berry] Benson and others on picket found many rats, and they teased each other about trying them. Soon someone killed a few and roasted them. They found that they tasted rather like a squirrel. If that time were back, I don’t think I would not be squeamish,’ Benson said later. ’ (Davis, 2003, p. 24) After the Civil War The market for Texas cattle diminished after the Civil War amp; ranchers were left holding several million heads of cattle. Ranchers began to drive their cattle north again in 1866, but with little financial gain. Fortunately for the cattlemen, the close of the Civi l War also marked a major transition in U. S. meat-consumption patterns. A national preference for pork abruptly gave way to beef. Cattle worth $4 a head in Texas might be sold at $40 a head in Missouri or Kansas. In addition, a ready workforce was already in place: the de-commissioned horsemen of the Confederate cavalry plus freed ex-slaves and Mexican gauchos combined to provide a ready supply of skilled horsemen. Soon others saw the wild Texas herds as a ready means to tap into the lucrative northern market with little start–up capital. The famous Chisholm Trail became a major route. The trail was established in 1865 by Jesse Chisholm and ran 600 miles from San Antonio, Texas, to Abilene, Kansas. Typically rivers and Indian lands had to be crossed, but good grazing, relatively level terrain, and higher prices waiting at the destination made the hazards worthwhile. Drives were cost-effective too—a drive of 2,000 or more cattle usually required only a trail boss and a dozen cowhands. In 1867, the Goodnight-Loving Trail opened markets for Texas cattle in Colorado amp; New Mexico. Cattle ranching had become big business and attracted Eastern investors. In 1869, more than 350,000 head of cattle were driven along the Chisholm Trail. By 1871, more than 700,000 head were driven along the route. The Reconstruction Period The post-war Reconstruction period was difficult and would have been different in at least two ways if President Lincoln had not been assassinated. First, Lincoln would have been more generous in providing government aid to the fallen South. Instead, President Andrew Johnson punished the South. Moreover, if Lincoln had been the post-war president, it is likely that there would have been a lot less racism and he might have even prevented racist and white-supremacists like the KKK and other groups (Nicely, 2011). Second, the death of Abraham Lincoln changed all the plans by which a Southern state could be readmitted into the Union. Lincoln wanted to reunite the Union quickly by showing forgiveness. Most of the moderate Republicans in Congress supported his plan because they thought it would make a more immediate end to the war. Reconstruction would have gone much more smoothly if Lincoln had not been assassinated (Nicely, 2011). Industrialization and urbanization during Reconstruction brought many changes to the social, economical and political lives of the people. Industrialization led to mass production of goods with technological advances which led to cheaper products and better living conditions for the average American. With the improvement of living conditions, came the need of more workers at the factories. This need led to the migration of people to rural areas to the cities. The migration of the people to the cities and the addition of more and more factories lead to harmful contaminants in the environment such as water and air pollution. We also had the distinction of social classes given the wealth differences among the business entrepreneurs and factory workers. There was also a change in the family structure. Men and women who worked in the same factory performing the same task were paid differently. This structure established what we know today as having the man be the â€Å"breadwinner† and the woman encouraged to stay at home with the children. At this point, children were seen as low-cost labor. Race Relations The federal and/or state courts and legislatures handed down decisions or passed laws during the period that served to discriminate against non-white citizens and immigrants in many ways. The Black Codes were enacted in the South to regulate the status and conduct of the newly freed slaves. This deprived black people of many rights given only to whites such as owning property, to testify in court with whites, to make contracts, travel, preach, speak, and many more. Also contrary to expectations of the Bill of Rights, the court also held that because the amendment provided that â€Å"no state shall† deprive persons of the rights its guaranteed, Congressional legislation protecting blacks and Republicans from Ku Klux Klan violence exceeded the power of the federal government. References Civil War Food (2013). Retrieved from http://www. civilwaracademy. com/civil-war-food. html). Davis, W. C. (2003). A Taste for War: The Culinary History of the Blue and the Gray. Stackpole Books. Mechanicsburg, PA. Dictionary of Wisconsin History (2013). Retrieved from http://www. wisconsinhistory. org /dictionary/index. asp? action=viewamp;term_id=10802amp;term_type_id=3amp;term_type_text=thingsamp;letter=M) Gale Encyclopedia of U. S. Economic History (1999). Retrieved from http://www. ncyclopedia. com/topic/Cattle_drives. aspx Mitchell, P. B. (2013), â€Å"Cooking for the cause. † Retrieved from http://www. civilwar. org/education/pdfs/civil-war-curriculum-food. pdf Nicely, B. J. (2011). What IF #5—How would have Reconstruction been different if Lincoln had not died on April 15, 1865? Retrieved from http://deeprunwildcats. org/nicely/? p=631 The American Civil War (2013). Retrieved from http://www. ducksters. com/history/civil_war/ life_as_asoldier_during_t he_civil_war. php