Physics and Surfing :: physics surf surfing

When a wind begins to blow across a flat body of water ripples form almost immediately, then wavelets, and finally nearly fully developed waves, having almost definite wave lengths and shapes. Surface waves will also form, during calm wind, where opposing currents meet. This is known as current rips and can be dangerous for small or overloaded boats. A good estimate of the wind speed can be obtained by observing its effect on the water. For example, at 5 knots only small wavelets can be observed. A 10 knot wind speed will produce a few whitecaps. At 15 knots whitecaps can be seen up to 30% of the area. At 20 knots whitecaps can be seen up to 60% of the area. At 30 knots whitecaps and spray can be seen all over and foam from the breakers begins to form. At 40 knots streaks of foam can easily be seen. At 50 knots visibility is reduced and the sea begins to take on a white appearance from all the foam. Current directions and speed will greatly affect the areas covered by spray and breakers. Factors Affecting Wave Heights: 1. Wind. 2. Wind duration. 3. Length and width of wind fetch. (This is the distance over the water in which the wind blows in nearly the same direction.) 4. Depth of the water. 5. Direction and speed of the current. 6. Rate of precipitation. 7. Air temperature. 8. Amounts of flotsam, ice, or seaweed in the fetch area. 1. How high will the waves get? Maximum wave heights (in feet) will not get any higher than * the wind speed in knots. This is correct over 90% of the time. Note: Wave height begins to increase when the depth of the water is less than or equal to 1/4 of the wavelength because the wave starts to touch the sea floor. 2. What is the difference between waves and swells? Waves occur where the wind is blowing. Swells are waves that have moved away from the wind generating area and frequently give warnings of an approaching storm. 3. What is the significant wave height? Significant wave height (SWH) is the average height of 1/3 of the highest waves, or the height of the waves an observer is most likely to report. The significant wave height is used in the marine forecasts. Table 1.Wave heights in relationship to the significant wave height (SWH) Most frequent wave height .5 x SWH

Automotive Fuel Vehicles :: essays research papers

INCENTIVES AND LAWS The main federal incentives for the purchase or conversion of individual alternative fuel vehicles (AFVs) are the federal income tax deductions of $2,000-$50,000 for clean fuel vehicles, and the income tax credit of up to $4,000 for electric vehicles (EVs). An income tax deduction is also available for the installation of refueling or recharging facilities for AFVs. Except for the federal tax credits and deductions, most of the federal incentives are programmatic grants oriented toward large investments such as infrastructure and larger purchases. The lead federal agencies for AFV programs are the U.S. Department of Treasury (i.e., IRS), the U.S. Department of Energy (DOE), the U.S. Department of Transportation (DOT), and the U.S. Environmental Protection Agency (EPA). Federal Tax Deduction This is a deduction for clean fuel vehicles and certain refueling properties. A tax deduction for the purchase of a new original equipment manufacturer (OEM) qualified clean fuel vehicle, or for the conversion of a vehicle to use a clean-burning fuel, is provided under the Energy Policy Act of 1992 (EPAct), Public Law-102-486, Title XIX-Revenue Provisions, Sec. 179A. Electric Vehicle Tax Credit.A tax credit for the purchase of qualified EVs and hybrid electric vehicles (HEVs) is provided under EPAct Public Law-102-486, . The size of the credit is 10% of the cost of the vehicle, up to a maximum credit of $4,000. Beginning in 2001, the size of the credit is reduced by 25% per year until the credit is fully phased out. To qualify for the credit, the vehicle must be powered primarily by an electric motor. Clean Cities Program DOE's Clean Cities Program coordinates voluntary efforts between locally based government and industry to accelerate the use of alternative fuels and expand AFV refueling infrastructure. Federal Incentives EPAct establishes an incentive program for the purchase of AFVs and conversion of conventional gasoline vehicles to alternative fuels. Through federal tax incentives, companies and private individuals can offset a portion of the incremental costs associated with the purchase or conversion of an AFV. Clean Air Act Amendments of 1990 The Clean Air Act (CAA) was passed in 1970 to improve air quality nationwide. Congress amended the law in 1990, passing the Clean Air Act Amendments of 1990 (CAAA) and thus creating several initiatives to reinforce one of the original goals of the CAA to reduce mobile source pollutants.

Education in the 19th Century Essay

I. General Theme: * Nationalism in Europe grew stronger and with it was the belief in the power of education to shape the future of nation as well as individuals. * Spread of democratic ideas and of the application industry to science. * There were charity schools supported by the church and charitable organization. * Establishment of agricultural, commercial, scientific and industrial schools II. Specific Events and Facts 1. Increase in the number of Science Schools â€Å"The Nineteenth Century,† says Lavasseur, â€Å"is the first which has systematized and generalized the education of the people for the value of education in itself.† The Sheffield Scientific School of Yale University was established in 1847, the Lawrence Scientific School of Harvard in 1848, and the Chandler Scientific School of Dartmouth in 1852. The land grants of 1862 by Congress encouraged this system of education and scientific courses were added to the state universities, while Columbia organized its School of Mines, Washington University of St. Louis its School of Engineering, and in 1861 the Massachusetts Institute of Technology opened its doors. In 1871 the Stevens Institute of Technology was founded at Hoboken, and the Green School of Science was established as a branch of Princeton College. 2. Universities opened for women Women were not admitted to university examinations in England until 1867, when the doors of the University of London were thrown open, and, in 1871, Miss Clough opened a house for women students in Cambridge, which in 1875 became Newnham College. Women were formally admitted to Cambridge in 1881, and somewhat similar privileges were given at Oxford in 1884. The two earliest women’s colleges in the United States are generally reported to be Mount Holyoke, which dates from 1836, and was organized by Mary Lyon; but it had for its curriculum merely an academic course, and this is true of the  Georgia Female College, opened at Macon, Georgia, in 1839. The first institution in the world designed to give women a full collegiate course was founded at Poughkeepsie, New York, in 1861, by Matthew Vassar, and it was opened in 1865. 3. Co-educational schools The first co-educational institutions were Antioch and Oberlin Colleges; but during the last generation co-education has met with growing favor, until now more than half the colleges of the United States admit women as well as men. Having gained a collegiate education the women sought admission to the professional schools, which they have gradually secured, until now women lawyers and physicians are quite common in the larger cities, and women legislators and mayors win public favor in Colorado and Iowa.† 4. Education Act of 1870 in England â€Å"Foster Act† The 1870 Education Act stands as the very first piece of legislation to deal specifically with the provision of education in Britain. Most importantly, it demonstrated a commitment to provision on a national scale. The Act allowed voluntary schools to carry on unchanged, but established a system of ‘school boards’ to build and manage schools in areas where they were needed. The boards were locally elected bodies which drew their funding from the local rates. Unlike the voluntary schools, religious teaching in the board schools was to be ‘non-denominational’. A separate Act extended similar provisions to Scotland in 1872. 5. Education Act of 1891 in England The 1891 Elementary Education Act (5 August 1891) was another significant step in the process which the 1870 Act had begun, as it decreed that elementary education was to be provided free. The Act provided for ten shillings (50p) a year to be paid as a ‘fee grant’ by Parliament for each child over three and under fifteen attending a public elementary school. The schools were forbidden to charge additional fees except in certain circumstances. 6. French Model of Education System Moving into the 19th century, the objective of universities evolved from teaching the â€Å"regurgitation of knowledge† to â€Å"encourage productive thinking.  Two new university models, the German and the post-Revolutionary French, arose and made an impact on established models such as the Russian and Britain – especially the newer foundations of University College London and King’s College London. Such free thinking and experimentation had notably already begun in Britain’s oldest universities beginning in the seventeenth century at Oxford with the fathers of British scientific methodology Robert Hooke and Robert Boyle, and at Cambridge where Isaac Newton was Lucasian Professor of Mathematics & Physics. 7. Prussian Education System The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn â€Å"harmony, obedience, freedom from stressful thinking and how to follow orders.† An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgeable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information. The Prussian education system was a system of mandatory education dating to the early 19th century. Parts of the Prussianeducation system have served as models for the education systems in a number of other countries, including Japan and the United States. 8. Early Education Reading, writing, religion and arithmetic were only some of the subjects that were taught during the 19th century. 9. Fencing Fencing has a long history with universities and schools. At least one style of fencing, Mensur in Germany is practiced only within universities. University students compete internationally at the World University Games. The United States holds two national level university tournaments including  the NCAA championship and the USACFC National Championships tournaments in the USA and theBUCS fencing championships in the United Kingdom. 10. Johann Friedrich Herbart * Created an international attention and attracted thousands of European and American visitors. * They saw physically active children – running, jumping and playing with letter blocks. * Goal: Natural Development of the Individual Child * Learning begins with firsthand observation of an object and moves gradually toward the remote and abstract realm of words and ideas. Sources: http://www.oldandsold.com/articles35/19th-century-17.shtml http://www.publicbookshelf.com/public_html/The_Great_Republic_By_the_Master_Historians_Vol_IV/19thcentu_fh.html http://www.parliament.uk/about/living-heritage/transformingsociety/livinglearning/school/overview/1870educationact/ http://www.educationengland.org.uk/history/chapter03.html http://en.wikipedia.org/wiki/History_of_European_research_universities#European_university_models_in_the_19th_and_20th_centuries http://www.condorcet.com.au/en/studying-with-us/french-education-system/main-principles.aspx http://en.wikipedia.org/wiki/Prussian_education_system http://feltd.wordpress.com/2010/09/16/the-prussian-german-educational-system/ http://en.wikipedia.org/wiki/Fencing http://education.stateuniversity.com/pages/2319/Pestalozzi-Johann-1746-1827.html http://en.wikipedia.org/wiki/Johann_Heinrich_Pestalozzi http://www.britannica.com/EBchecked/topic/453469/Johann-Heinrich-Pestalozzi

Data management on wilmington university

Student database management model provides information on student's course schedule and their basic information. Course schedule like their major and minor names, courses Ames, course id, instructor names, day, time, room number, credits per course and student details like student name, addresses, contact number, date of birth, student id. Before this data is stored is books and printed on paper. If there is a change in schedule or exam It would be difficult to reach about this to the students.Now it is easy store and change information by this we can save time and paper. After the registration the course information is directly stored in the database. Now if we want to view course schedule we can simply go to database of the university and check it out and change in schedule can directly reached to mobile by text message. This is very easy model to use and we will get current data and will be secure.Therefore my design mainly focuses on 2 different users: 1) Student 2) administrator Background: Wilmington university is a fast growing private non-profit university in u,s. For the convenience of students they added student schedule and exam details to the blackboard and when there is change in the class room, date and time it will informed through text messaging immediately when uploaded in the student database. The main aim of this is that the make a message regarding he class as possible for student convenience.Background Information: upholding an effective system can be done by using good software and hardware requirements specifications that provide the following: System Needs user – Accessible Sec re Scalability Compatible with other systems Hold large information of student data Database expansion and maintenance. Secure backup and recovery Facilitate resource sharing through the internet all over the university Business Goals: Increase the ability of storing data and make it available to users. Provides data to the user in seconds.It should be help ful to the management to get information to get data of the registered student profiles. Easy to inform the attendance of students and those who are get promoted to next semester. Easy to inform the students about the alerts of the class schedule via text message User Requirements: Data of the student should be made available and be stored within 3 seconds. The system should be accessible for 24 hours. The system should have the capacity to hold 80,000 customer records at any time. The system should have the capacity to add 1 00,000 records a year for 10 years.The system should send Text messages to all students in database. Data Model For this model I am relational database model through which entities, attributes and relations can expressed Data requirements Student Details: Student name, Student ID, USN number, Address, Phone Number, Date of Birth, Sex. Department details: Department Name, Department code, College, office Number Course Details: Course old. Course Name, Course lev el Attendance: Total classes, No. Of classes present, No Of classes absent, Student ID Exam type: Midterm exams, Final exams, Weekly Quiz, Exam IDText message: phone number, reason for delay, time of class, date of class, addresses of the class Schedule: Student ID, Course ID, Course name, class room no, Date, Time Supports Data Management for finding: Student data in each Department Internal Average Marks Scored of a student. Attendance Shortage of pupil. Text message to each student Exam Result of student. Report Requirements: 1. User feedback report. 2. Individual or Group Attendance Report. 3. Student wise Examination Report. 4. Student Detail. 5. Text message sent report 6. Examination time-table for different examinations.

Mobile phone Essay

Mobile phone is a good technology which is not lacking from our lives. This report will discuss the advantages and disadvantages of using mobile phones. Today, mobile phone has become popular to everybody since it is very convenient. The most advantage of having a mobile phone is you can communicate to your family and your friends no matter what where you are. For instance, you can contact easily to your friends by calling or sending messages everywhere without electricity. It is maybe the main reason why almost all people today choose to own a mobile phone. From the customer’s point of view, it is obvious that mobile phones assist you in business a lot, such as, make schedule of working, surf the internet, and keep in touch with their companies. Moreover, you can relax with mobile phone’s applications, for example, play games, listen to music, or chat with your friends. On the other hand, there are also disadvantages. Using a lot mobile phone can harm your brain, particularly teenager and children who are under 16 years old. If you use mobile phones too much, you will get bad effects like dizzy, blood-brain barrier, or ears problems. In addition, when you use mobile phones while you are driving, you will get an accident. It is essential not good for you and others. Moreover, â€Å"radiations emitted from the phone are dead harmful for the eardrum†, has proved by many scientist. Owning a mobile phone in your hand is you can solve many issues and hold most of information around the world. Even though is not good for your health and you have to protect yourself from bad effects of mobile phones if you choose to have one. P/s: Plz help me to correct this essay since next week i’m going to do final exam. How can i reduce this essay because i should write from 150 to 180 words and this essay has about 291 words. Thank you for helping me. It used to be that to cheat on a test, you had to either wait for the teacher to leave and then ask your neighbor, to chance passing a note, or to take the time the night or morning before to write the answers on an inconspicuous part of your body. Now, with the advent of text messaging, students can text each other the answers. This is made easier with the new â€Å"Mosquito† ring tone-an annoying, extremely high-pitched tone most adults over 30 can not hear (and those who are over 30 and can hear it wish they couldn’t). Cell phones have also made bullying easier as well. Before phones were equipped with cameras, it was kind of hard to take a picture of someone changing in the locker room after gym class. Now, with a few pushes of a button, everyone can see you as you would rather they not. Another, less obvious, form of bullying comes in the guise of â€Å"Cell Phone Clubs.† In a local middle school here in Idaho, every girl in the sixth grade class with a cell phone is invited into the â€Å"Cell Phone Club.† Those who do not have a cell phone, whether right or not, whether conscious or not, are excluded from the club and cannot be included in the calls and texts until their parents buy them a phone.

Blooms Taxonomy Higher Order Thinking Skills Essay

Blooms Taxonomy Higher Order Thinking Skills - Essay Example The article is quite relevant to my classroom work. After acquisition of knowledge, I need to teach my students to take it to other levels of understanding, applying, analysing, and evaluating. This way, education will be relevant to them and to the entire society. In addition, this type of learning provokes students to innovate new ways of doing things and stop depending on others for intellectual knowledge. Having taught for many years, sometimes I do not need to carry teaching guidebooks to my lessons. This is because during my college years, my lecturers used Higher Order Thinking Skills (HOTS) related educational objectives teaching methods, which have influenced my teaching skills greatly. I particularly recall an incidence when our general subject lectures tested our HOTS. Each of us received a copy of 150 words with information on a certain national anthem of a country in Africa. The first step was a test on how well we can vividly remember the words. The lecturer divided us into groups of three and we were supposed to do a presentation to the class. After thirty minutes, many students could memorise the Anthem. Next, it was required of us to give meaning to different words in the anthem. The lecturer helped us on the complex words that we could not comprehend and later gave us instructions to write an article of something we believed in to determine if we could apply the knowledge learned in real life. We satisfied the lecturer that we could really apply what we had learned and he proceeded to ask meaning of different phrases in our articles. The whole setting was exciting and the entire group of student’s mood was set up. We even wrote new articles in different contexts of things we believed in, after which we evaluated the new articles describing their purpose and their relevance in real life. When in class with my students, I have learned the importance of applying Blooms higher order of thinking skills. My students are alert at any given tim e and their level of understanding is quite high. For instance, when I was teaching a topic on angles and elevations, I encouraged the students to think beyond basic formulas. The purpose of any kind of learning is to enable the student to gain knowledge. After a week of thorough learning on this topic, I wanted to know how much my students had absorbed. Therefore, I called for an impromptu maths class to review this topic. Students were required to recall a wide range of materials in relation to different angles that exist and the formulas for their calculation. According to Saint Paul Public schools, â€Å"Knowledge represents the lowest level of learning outcomes in cognitive domain† (Saint Paul Public Schools). At this point, I took advantage of giving the students examples other than those given in classes to test if they could transform the materials from one form to another. Students could solve given problems with the knowledge, theories, and concepts of angles learne d in class. Satisfied that students could remember and apply what I had taught them, it was time to analyse if the students got the deep meaning of the topic. One of the question I recall asking is â€Å"what is an obtuse angle.† The questions continued until I was quite sure that most of the students, if not all, were well versed with the topic. Later on, students formulated their own questions on the topic, some that included real life problems. For instance, one bright student’

Supervision Essay Example | Topics and Well Written Essays - 500 words

Supervision - Essay Example The third issue is that Barbara does not appear to appreciate the needs of special education students or the approaches which should be adopted vis--vis this particular group of learners. As regards the second, the issues are more directly related to Barbara's bilingualism and her relationship with the parents. Indeed, as may be deduced from the case study, rather than facilitate the development of a relationship between Sondra, the teacher, and the parents, Barbara quite effectively functions as an obstacle to the evolution of such a relation. In other words, the issues in this case are, in one way or another, directly related to Barbara's attitude towards, not just Sondra, but the teachers she had previously worked with. 2) It is difficult to categorically state that the identified issues could have been avoided but one may posit that their consequences could have been minimised had Sondra taken a firmer stand with Barbara.